Walaa Khalid Walaa Khalid

Intermediate level


In this lesson, students practice in speaking in the context of memory tasks using functional language (Saying what you remember- Saying what you don’t remember- Comparing).


Abc Handout (1): Matching task (Designed by Walaa Khalid)
Abc Answer sheet (Designed by Walaa Khalid)
Abc Handout (2): Survey (New Cutting Edge, Students' book, Intermediate,p22)
Abc Cards (Designed by Walaa Khalid)
Abc Handout (3): Memory tasks (New Cutting Edge, Students' book, Intermediate,p23)
Abc Handout (4): Memory quiz (New Cutting Edge, Students' book, Intermediate,p134,136)
Abc Whiteboard
Abc Google images (https://www.facebook.com/BabyDayOut1994/)
Abc Youtube video (https://www.youtube.com/watch?v=gwxLcvROp2U)

Main Aims

  • To provide practice in speaking in the context of memory tasks using functional language (Saying what you remember- Saying what you don’t remember- Comparing).

Subsidiary Aims

  • To practice the vocabulary words in the same context.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

-Show the students the poster of (Baby's Day Out) movie. -Ask them: Do you know this film? Do you like it? -Show them a part of a scene from the movie. -Ask them to try to remember what happened next. -Ask them to work in a group. -Listen to their answer. -Ask them: Was it easy to remember?

Preparation (10-12 minutes) • To give Ls time to prepare ideas on the topic

-Give the students a matching task includes some words and their definitions. -Ask them to match each word with its definition. -Ask them to work individually then to check in pairs. -Give them the answer sheet. -Drill the pronunciation of each word. -Write the word and with the stress and the word class. -Give the students a survey. -Ask them to put (√) beside the things they are good at remembering and (x) beside the things they are bad at remembering. -Ask them to discuss their ideas in pairs.

Useful Language (6-8 minutes) • To remind Ls of, or provide them with, useful language for the task

-Stick the 3 categories on the wall: * Saying what you remember * Saying what you don’t remember * Comparing -Divide the students into two groups. -Give each group 10 cards, each card includes a phrase matches with a category. -Ask the groups to stick each card under its category. -Show them an answer sheet using the projector. -Ask them to look at the phrases of (Saying what you remember) category, then ask: Which word in this phrase helps you to stick it under this category? -Underline: definitely, perfectly, etc. -Clarify that you use definitely and perfectly to emphasize that you are sure of what you're saying.

Speaking (20-23 minutes) • To provide an opportunity for students to practice speaking about the lesson topic

-Give the students a handout includes 7 memory tasks. -Give them 10 minutes to look at the tasks and try to remember as much as they can. -Divide them into A and B. -Give them the memory quiz and ask them to test each other and take notes. (If I have time I'll ask them to take turns to ask questions) -Write these three questions on the board: * What kind of things is your partner good at remembering? * What is he/she not very good at remembering? * What are the differences between you? -Ask the students to stand up and ask each other the three questions.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

-Praise the students' good use of the language. -Correct errors and mistakes.

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