yara yara

Ways to improve your memory.
Intermediate level

Materials

Abc images.
Abc Guided discovery tasks designed by the teacher.
Abc a short video

Main Aims

  • To provide gist in the context of ways to improve your memory.

Subsidiary Aims

  • To provide review and clarification in the context of ways to improve your memory.

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Ask Ss before they watch a video to notice what is wrong with the female character, they'll realize that she forget. Then will ask them do they usually forget things like me, what do they do to remember and ask if their ways are really effective or not?.

Pre-Reading/Listening (15-17 minutes) • To prepare students for the text and make it accessible

Exercise 1,chest the paper to show them the picture of a man, and tell them that the man has his own way of remembering, students will be asked to look at the pictures, tell me what are the methods you see?, name them, have you ever used one of them? Then move to the per- teaching vocabulary stage. Show them a picture of a crossword game and ask them "what do we call this" and write it on the right side of the board. show them a picture of a lady that seem to be stressed and ask them " what do you think she is feeling here?" and write stress on the board. For " Chewing gum" i'll moving my mouth and ask them "what am i doing now?" and write on the board. then i will be breathing in and out and ask them "what do we call this act?", and write increasing heart rate on the board. Then they'll be doing exercise 2, they'll be asked which do you think is a memory improving and which is not. Demonstrate (getting oxygen to your brain) tell them "when you for example talk walks for fresh air" is it helping for not? Speak in pairs. Monitor.

While-Reading (20-22 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Before moving to exercise 3(a), they'll do a matching task for words that might be difficult for them to their definitions "consciously, logical, brainy, chunk, associated, average, arithmetic". Then they'll read for gist they'll be asked to read quickly not word by word to see if their guessing was correct or not. Check in pairs. Feedback. Then move to exercise 3(b) they'll be asked "do you remember exercise 1" and point to the pictures in exercise 1, now i want you to read again to see which on theses methods are mentioned, so are we going to read word by word? and what are we looking for? Demonstrate one. Check in pairs. Feedback. Then moving to exercise 4, they'll be asked to read this time in detail " if there is no time they will be asked to work in pairs and divide the 10 ways on each one in the group, if there is time they'll be asked to read and then pair check" feedback. Then open discussion"optional" about what do they really think Are theses ways really effective? ask each one of the Ss which ways he/she thinks are really helpful? Feedback on the language if needed.

Post-Reading/Listening (12-14 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Then move to exercise 5, where they'll be asked to fill in the gabs with the correct preposition. Demonstrate a with them "what should we add to interested here?", write "interested in" on the board, underline to and say " so that is the preposition. they'll do it alone each one of them. Monitor. If needed they'll be asked to go back to the 10 passages to help finding the suitable preposition to verbs. Pair check. feedback. Moving to exercise 6, they'll be asked which of the ways they think it would help them to learn English. Tell them that we i need to focus and i feel stressed i listen to classical music to comfort me. give them one minute to think ask them to tell their partner their thoughts. If there are time, make them speak in front of the class. Monitor. feedback if needed.

Freer Practice "optional". (8-10 minutes) • to make sure that they understand the target language.

Watch a video, tell them to try to focus because they'll tell the name of the man that was mentioned in the video but they're not allowed to write the data down on their papers. After watching the video, take the answer if they got it. Ask them if they used any of the techniques from the lesson. Ask them even if the woman didn't has Alzheimer is it easy to remember the name and the address, tell them it is difficult for me. and make an open discussion.

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