The Reading / Listening - Forgetting - Level 3

Some people are very forgetful, while others can remember everything they have done. Scientists know a lot about how our brains store and remember facts and experiences. There is little research on how or why the brain forgets things. A new study looks at forgetting. A team of researchers from the USA studied the brain's process of forgetting things. The researchers are cognitive neuroscientists. They study the brain and how it thinks and works. Their work may help people who have memory problems. It may also help those with depression and dementia. The lead scientist, Marie Banich, said: "It may sound surprising that people can control what and how they forget."

Professor Banich said forgetting is important. She said it keeps the brain working smoothly. Her research found ways that people remove information from their brain. She said: "We have control over the ability to remove information from…our thoughts." This is important because it means we can focus on more important tasks. However, although we can control what and how we forget, the act of forgetting needs a lot of effort. Another researcher, Sara Festini, agreed. She said: We've found that intentionally forgetting no-longer-relevant information from the mind is beneficial, but it doesn't happen automatically." Researchers will now look at why we forget recent events, like where we left our keys.

Try the same news story at these easier levels:

    Forgetting - Level 0 Forgetting - Level 1   or  Forgetting - Level 2

Sources
  • https://neurosciencenews.com/memory-removal-22884/
  • https://www.inc.com/jessica-stillman/the-science-of-why-youre-already-forgetting-all-your-covid-memories.html
  • https://www.eurekalert.org/news-releases/572840


Make sure you try all of the online activities for this reading and listening - There are dictations, multiple choice activities, drag and drop activities, sentence jumbles, which word activities, text reconstructions, spelling, gap fills and a whole lot more. Please enjoy :-)

Warm-ups

1. FORGETTING: Students walk around the class and talk to other students about forgetting. Change partners often and share your findings.
2. CHAT: In pairs / groups, talk about these topics or words from the article. What will the article say about them? What can you say about these words and your life?
       forgetful / scientists / facts / research / brain / memory / depression / dementia /
       information / control / focus / tasks / effort / beneficial / mind / recent events / keys
Have a chat about the topics you liked. Change topics and partners frequently.
3. TRAINING: Students A strongly believe we should all do brain training activities every day; Students B strongly believe the opposite. Change partners again and talk about your conversations.
4. FORGETFULNESS: Have you ever forgotten these things? What happened? Complete this table with your partner(s). Change partners often and share what you wrote.

 

Have You?

What Happened?

A birthday

 

 

Where you left your keys

 

 

A password

 

 

A meeting

 

 

A hospital appointment

 

 

Someone's name

 

 

MY e-BOOK
ESL resource book with copiable worksheets and handouts - 1,000 Ideas and Activities for Language Teachers / English teachers
See a sample

5. BRAIN: Spend one minute writing down all of the different words you associate with the word "brain". Share your words with your partner(s) and talk about them. Together, put the words into different categories.
6. MEMORIES: Rank these with your partner. Put the best memories at the top. Change partners often and share your rankings.

  • Birthdays
  • First dates
  • Amusement parks
  • Vacations
  • English classes
  • Hiking
  • Playing sport
  • A family event

 

Vocabulary

    Paragraph 1

      1. forgetful a. About the mental action of getting knowledge, understanding, and thinking.
      2. store b. A thing that is known or is true.
      3. fact c. Keep something somewhere for future use.
      4. process d. An illness in which our memory and ability to think becomes worse and worse.
      5. cognitive e. Likely not to remember things.
      6. depression f. A series of actions or steps needed to do something.
      7. dementia g. Strong feelings of sadness and negativity.

    Paragraph 2

      8. smoothly h. Ideas or opinions produced by thinking, or being suddenly in the mind.
      9. thoughts i. Deliberately; on purpose; not by accident.
      10. task j. Resulting in good things.
      11. effort k. A small job or piece of work we need to do.
      12. intentionally l. Suited to the current time or events.
      13. relevant m. Physical or mental work.
      14. beneficial n. Without problems or difficulties.

 

Before reading / listening

1. TRUE / FALSE: Read the headline. Guess if 1-8 below are true (T) or false (F).

  1. The article says we are all forgetful.     T / F
  2. Scientists know a lot about how the brain forgets things.     T / F
  3. The scientists' research may help people who are depressed.     T / F
  4. A researcher said it's not surprising that we can control what we forget.  T / F
  5. A professor said forgetting helps the brain work smoothly.     T / F
  6. The act of forgetting needs a lot of effort.     T / F
  7. Forgetting unimportant information doesn't happen automatically.     T / F
  8. Researchers say everyone forgets where they leave their keys.     T / F

2. SYNONYM MATCH: Match the following synonyms from the article.

  1. forgetful
  2. remember
  3. process
  4. problems
  5. surprising
  6. smoothly
  7. ability
  8. focus
  9. intentionally
  10. beneficial
  1. power
  2. difficulties
  3. like clockwork
  4. recall
  5. deliberately
  6. action
  7. useful
  8. absent-minded
  9. unexpected
  10. concentrate

3. PHRASE MATCH: (Sometimes more than one choice is possible.)

  1. Some people are very
  2. how our brains store and
  3. help people who have memory
  4. help those with depression
  5. The lead
  6. She said it keeps the brain working
  7. We have control over the ability
  8. we can focus on more
  9. forgetting no-longer-relevant
  10. where we left
  1. and dementia
  2. important tasks
  3. scientist
  4. our keys
  5. to remove information
  6. remember facts
  7. problems
  8. information
  9. forgetful
  10. smoothly

Gap fill

Put these words into the spaces in the paragraph below.
team
problems
forgetful
those
little
control
facts
cognitive

Some people are very (1) _____________________, while others can remember everything they have done. Scientists know a lot about how our brains store and remember (2) _____________________ and experiences. There is (3) _____________________ research on how or why the brain forgets things. A new study looks at forgetting. A (4) _____________________ of researchers from the USA studied the brain's process of forgetting things. The researchers are (5) _____________________ neuroscientists. They study the brain and how it thinks and works. Their work may help people who have memory (6) _____________________. It may also help (7) _____________________ with depression and dementia. The lead scientist, Marie Banich, said: "It may sound surprising that people can (8) _____________________ what and how they forget."

Put these words into the spaces in the paragraph below.
tasks
beneficial
thoughts
left
effort
focus
smoothly
agreed

Professor Banich said forgetting is important. She said it keeps the brain working (9) _____________________. Her research found ways that people remove information from their brain. She said: "We have control over the ability to remove information from…our (10) ___________________." This is important because it means we can (11) ____________________ on more important (12) _____________________. However, although we can control what and how we forget, the act of forgetting needs a lot of (13) _____________________. Another researcher, Sara Festini, (14) _____________________. She said: We've found that intentionally forgetting no-longer-relevant information from the mind is (15) _____________________, but it doesn't happen automatically." Researchers will now look at why we forget recent events, like where we (16) _____________________ our keys.

Listening — Guess the answers. Listen to check.

1) Some people are very forgetful, while others can remember everything ______
     a.  they have begun
     b.  they have doing
     c.  they have don't
     d.  they have done
2)  Scientists know a lot about how our brains store ______
     a.  and remembers facts
     b.  and remember facts
     c.  and remember fact
     d.  and remembered facts
3)  Their work may help people who ______
     a.  have memorial problems
     b.  have memory problems
     c.  have memory problem
     d.  have memorized problems
4)  It may also help those with ______
     a.  depressing end dementia
     b.  depression and dementia
     c.  depression end dementia
     d.  depressing and dementia
5)  It may sound surprising that people can control what and ______
     a.  how they forge it
     b.  how they four get
     c.  how they forget
     d.  how they target

6)  She said it keeps the ______
     a.  brain working smoothly
     b.  brain work in smoothly
     c.  brain work king smoothly
     d.  brain walking smoothly
7)  We have control over the ability to remove information ______
     a.  from our thought
     b.  from our faults
     c.  from our fought
     d.  from our thoughts
8)  This is important because it means we can focus on ______
     a.  more important tasks
     b.  more important tusks
     c.  more important tucks
     d.  more important takes
9)  intentionally forgetting no-longer-relevant information from the ______
     a.  mind is beneficiary
     b.  mind is been official
     c.  mind is benefits all
     d.  mind is beneficial
10)  Researchers will now look at why we forget recent events, like where we ______
     a.  left your keys
     b.  left our keys
     c.  left all keys
     d.  left dour keys

Listening — Listen and fill in the gaps

Some people (1) ____________________, while others can remember everything they have done. Scientists know a lot about how our brains store and remember (2) ____________________. There is little research on how or why the brain forgets things. A new study looks at forgetting. A team of researchers from the USA studied the brain's (3) ____________________ things. The researchers are cognitive neuroscientists. They study the brain and how it (4) ____________________. Their work may help people who have memory problems. It may (5) ____________________ with depression and dementia. The lead scientist, Marie Banich, said: "It may sound surprising that people can control (6) ____________________ they forget."

Professor Banich said forgetting is important. She said it keeps the (7) ____________________. Her research found ways that people remove information from their brain. She said: "We have control (8) ____________________ to remove information from…our thoughts." This is important because it means we can (9) ____________________ important tasks. However, although we can control what and how we forget, (10) ____________________ forgetting needs a lot of effort. Another researcher, Sara Festini, agreed. She said: We've found that intentionally forgetting no-longer-relevant information from the (11) _________________, but it doesn't happen automatically." Researchers will now look at why we forget recent events, like where we (12) ____________________.

Comprehension questions

  1. What does the opening sentence say some people are?
  2. How much research is there on how the brain forgets?
  3. What process did a team of scientists study?
  4. What might the research help besides dementia?
  5. How did a researcher say people controlling what they forget sounded?
  6. What did the professor say is important?
  7. What can we focus on by forgetting?
  8. What does the act of forgetting require?
  9. From where is no-longer-relevant information forgotten?
  10. What does the last sentence say people sometimes forget?

Multiple choice quiz

1) What does the opening sentence say some people are?
a) forgettable
b) forgotten
c) memorable
d) forgetful
2) How much research is there on how the brain forgets?
a) loads
b) little
c) none
d) a huge amount
3) What process did a team of scientists study?
a) the process of memorizing things
b) the process of remembering things
c) the process of thinking
d) the process of forgetting things
4) What might the research help besides dementia?
a) neurosis
b) neuralgia
c) depression
d) deepening
5) How did a researcher say people controlling what they forget sounded?
a) natural
b) normal
c) shocking
d) surprising

6) What did the professor say is important?
a) sleep
b) remembering things
c) forgetting things
d) exercise
7) What can we focus on by forgetting?
a) important tasks
b) remembering
c) daily life
d) thinking
8) What does the act of forgetting require?
a) brain power
b) a lot of space
c) a lot of effort
d) mind control
9) From where is no-longer-relevant information forgotten?
a) the soil
b) the mind
c) the brain
d) the heart
10) What does the last sentence say people sometimes forget?
a) where they leave keys
b) their name
c) passwords
d) their phone number

Role play

Role  A – Birthdays
You think birthdays offer the best memories. Tell the others three reasons why. Tell them why their things do not create as good memories. Also, tell the others which is the least memorable of these (and why): vacations, playing sport or amusement parks.

Role  B – Vacations
You think vacations offer the best memories. Tell the others three reasons why. Tell them why their things do not create as good memories. Also, tell the others which is the least memorable of these (and why): birthdays, playing sport or amusement parks.

Role  C – Playing Sport
You think playing sport offers the best memories. Tell the others three reasons why. Tell them why their things do not create as good memories. Also, tell the others which is the least memorable of these (and why): vacations, birthdays or amusement parks.

Role  D – Amusement Parks
You think amusement parks offer the best memories. Tell the others three reasons why. Tell them why their things do not create as good memories. Also, tell the others which is the least memorable of these (and why): vacations, playing sport or birthdays.

After reading / listening

1. WORD SEARCH: Look in your dictionary / computer to find collocates, other meanings, information, synonyms … for the words...

'scientist'

  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • and 'forget'.

  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • • Share your findings with your partners.

    • Make questions using the words you found.

    • Ask your partner / group your questions.

    2. ARTICLE QUESTIONS: Look back at the article and write down some questions you would like to ask the class about the text.

    •Share your questions with other classmates / groups. •Ask your partner / group your questions.

    3. GAP FILL: In pairs / groups, compare your answers to this exercise. Check your answers. Talk about the words from the activity. Were they new, interesting, worth learning…?

    4. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings.

    5. TEST EACH OTHER: Look at the words below. With your partner, try to recall how they were used in the text:

    • while
    • store
    • little
    • team
    • problems
    • control
    • smoothly
    • remove
    • ability
    • tasks
    • mind
    • keys

    Student survey

    Write five GOOD questions about this topic in the table. Do this in pairs. Each student must write the questions on his / her own paper. When you have finished, interview other students. Write down their answers.

    (Please look at page 12 of the PDF to see a photocopiable example of this activity.)

    Discussion - Forgetting

    STUDENT A’s QUESTIONS (Do not show these to student B)

    1. What did you think when you read the headline?
    2. What images are in your mind when you hear the word 'scientist'?
    3. How forgetful are you?
    4. Who is the most forgetful person you know?
    5. What have you forgotten to do recently?
    6. What are you good at remembering?
    7. What are your earliest memories?
    8. What do you know about the brain?
    9. What do you know about depression and dementia
    10. What advice do you have to help people remember things?

    STUDENT B’s QUESTIONS (Do not show these to student A)

    1. Did you like reading this article? Why/not?
    2. What do you think of when you hear the word 'forget'?
    3. What do you think about what you read?
    4. What do you do to help your brain?
    5. Are there things you would like to forget?
    6. What things must you not forget to do this week?
    7. What's the biggest thing you've forgotten to do?
    8. What do you do when you forget someone's name?
    9. Do you ever forget where you left your keys and phone?
    10. What questions would you like to ask the scientists?

    Discussion — Write your own questions

    STUDENT A’s QUESTIONS (Do not show these to student B)

    (a) ________________

    (b) ________________

    (c) ________________

    (d) ________________

    (e) ________________

    STUDENT B’s QUESTIONS (Do not show these to student A)

    (f) ________________

    (g) ________________

    (h) ________________

    (i) ________________

    (j) ________________

    Language — Cloze (Gap-fill)

    Some people are very forgetful, while others can (1) ____ everything they have done. Scientists know a lot about how our brains (2) ____ and remember facts and experiences. There is little research on how or why the brain forgets things. A new study looks at forgetting. A team (3) ____ researchers from the USA studied the brain's process of forgetting things. The researchers are cognitive neuroscientists. They study the brain and how it thinks and (4) ____. Their work may help people who have memory problems. It may also help (5) ____ with depression and dementia. The lead scientist, Marie Banich, said: "It may (6) ____ surprising that people can control what and how they forget."

    Professor Banich said (7) ____ is important. She said it keeps the brain working smoothly. Her research found ways that people remove information from their brain. She said: "We have control (8) ____ the ability to remove information from…our thoughts." This is important because it means we can focus (9) ____ more important tasks. However, although we can control what and how we forget, the act of (10) ____ needs a lot of effort. Another researcher, Sara Festini, agreed. She said: We've found that intentionally forgetting no-longer-relevant information from the mind is (11) ____, but it doesn't happen automatically." Researchers will now look at why we forget recent events, like where we left (12) ____ keys.

    Which of these words go in the above text?

    1. (a)     memory     (b)     remember     (c)     memorial     (d)     remembrance    
    2. (a)     stare     (b)     store     (c)     steer     (d)     star    
    3. (a)     as     (b)     by     (c)     at     (d)     of    
    4. (a)     workings     (b)     works     (c)     work     (d)     workers    
    5. (a)     them     (b)     they     (c)     their     (d)     those    
    6. (a)     hear     (b)     listen     (c)     sound     (d)     voice    
    7. (a)     forgetting     (b)     forgot     (c)     forgets     (d)     forgotten    
    8. (a)     again     (b)     by     (c)     over     (d)     as    
    9. (a)     by     (b)     as     (c)     to     (d)     on    
    10. (a)     forgetting     (b)     forgotten     (c)     forgets     (d)     forget    
    11. (a)     beneficial     (b)     benefits     (c)     benefit     (d)     benefitting    
    12. (a)     our     (b)     your     (c)     my     (d)     all

    Spelling

    Paragraph 1

    1. Some people are very gffruotle
    2. our brains store and remember tsacf
    3. studied the brain's epsosrc
    4. help people who have mmyreo problems
    5. help those with ssiepedrno and dementia
    6. The lead isnestict

    Paragraph 2

    1. it keeps the brain working shloytom
    2. the ability to eomrev information
    3. rnvetlea information
    4. the mind is einieaflcb
    5. it doesn't happen autaltcmialoy
    6. look at why we forget ncetre events

    Put the text back together

    (...)  at forgetting. A team of researchers from the USA studied the brain's process of forgetting things. The researchers are
    (...)  experiences. There is little research on how or why the brain forgets things. A new study looks
    (...)  ways that people remove information from their brain. She said: "We have control over the ability to remove information
    (...)  done. Scientists know a lot about how our brains store and remember facts and
    (...)  tasks. However, although we can control what and how we forget, the act of forgetting needs a lot
    (...)  automatically." Researchers will now look at why we forget recent events, like where we left our keys.
    (...)  of effort. Another researcher, Sara Festini, agreed. She said: We've found
    (...)  Professor Banich said forgetting is important. She said it keeps the brain working smoothly. Her research found
    (...)  scientist, Marie Banich, said: "It may sound surprising that people can control what and how they forget."
    (...)  people who have memory problems. It may also help those with depression and dementia. The lead
    (...)  from…our thoughts." This is important because it means we can focus on more important
    (...)  that intentionally forgetting no-longer-relevant information from the mind is beneficial, but it doesn't happen
    (...)  cognitive neuroscientists. They study the brain and how it thinks and works. Their work may help
    1  ) Some people are very forgetful, while others can remember everything they have

    Put the words in the right order

    1. they   have   people   Other   remember   done   .   everything   can
    2. a   brains   .   our   lot   about   Scientists   know
    3. why   the   How   forgets   or   brain   things   .
    4. They   study   the   works   .   and   how   brain   it
    5. depression   .   may   with   help   It   those   also
    6. smoothly   .   brain   said   working   keeps   She   it   the
    7. Ways   their   that   information   remove   people   from   brain   .
    8. The   remove   ability   from   information   our   to   thoughts   .
    9. can   more   focus   on   tasks   .   important   We
    10. forget   .   now   Researchers   will   at   why   we   look

    Circle the correct word (20 pairs)

    Some people are very forgot / forgetful, while others can remember everything they have done. Scientists know a lot / loads about how our brains store and remember facts / fact and experiences. There is little research in / on how or why the brain forgets things. A new study looks at forgetting. A / The team of researchers from the USA studied the brains / brain's process of forgetting things. The researchers are cognitive neuroscientists. They study the brain and how it thinks and workings / works. Their work may help people who have memory problems. It may also help those on / with depression and dementia. The leads / lead scientist, Marie Banich, said: "It may sound surprising that people can control which / what and how they forget."

    Professor Banich said forgetting is / be important. She said it keeps the brain working smooth / smoothly. Her research found ways that people remove information from / of their brain. She said: "We have control over the ability to remove information from…your / our thoughts." This is important because it means we can focus on / in more important tasks. However, although we can control what and how we forget, the art / act of forgetting needs a lot of effort. Another researcher, Sara Festini, agreed. She said: We've find / found that intentionally forgetting no-longer-relevant information from the mend / mind is beneficial, but it doesn't happen / happening automatically." Researchers will now look at why we forget recently / recent events, like where we left our keys.

    Talk about the connection between each pair of words in italics, and why the correct word is correct. Look up the definition of new words.

    Insert the vowels (a, e, i, o, u)

    S_m_ p__pl_ _r_ v_ry f_rg_tf_l, wh_l_ _th_rs c_n r_m_mb_r _v_ryth_ng th_y h_v_ d_n_. Sc__nt_sts kn_w _ l_t _b__t h_w __r br__ns st_r_ _nd r_m_mb_r f_cts _nd _xp_r__nc_s. Th_r_ _s l_ttl_ r_s__rch _n h_w _r why th_ br__n f_rg_ts th_ngs. _ n_w st_dy l__ks _t f_rg_tt_ng. _ t__m _f r_s__rch_rs fr_m th_ _S_ st_d__d th_ br__n's pr_c_ss _f f_rg_tt_ng th_ngs. Th_ r_s__rch_rs _r_ c_gn_t_v_ n__r_sc__nt_sts. Th_y st_dy th_ br__n _nd h_w _t th_nks _nd w_rks. Th__r w_rk m_y h_lp p__pl_ wh_ h_v_ m_m_ry pr_bl_ms. _t m_y _ls_ h_lp th_s_ w_th d_pr_ss__n _nd d_m_nt__. Th_ l__d sc__nt_st, M_r__ B_n_ch, s__d: "_t m_y s__nd s_rpr_s_ng th_t p__pl_ c_n c_ntr_l wh_t _nd h_w th_y f_rg_t."

    Pr_f_ss_r B_n_ch s__d f_rg_tt_ng _s _mp_rt_nt. Sh_ s__d _t k__ps th_ br__n w_rk_ng sm__thly. H_r r_s__rch f__nd w_ys th_t p__pl_ r_m_v_ _nf_rm_t__n fr_m th__r br__n. Sh_ s__d: "W_ h_v_ c_ntr_l _v_r th_ _b_l_ty t_ r_m_v_ _nf_rm_t__n fr_m…__r th__ghts." Th_s _s _mp_rt_nt b_c__s_ _t m__ns w_ c_n f_c_s _n m_r_ _mp_rt_nt t_sks. H_w_v_r, _lth__gh w_ c_n c_ntr_l wh_t _nd h_w w_ f_rg_t, th_ _ct _f f_rg_tt_ng n__ds _ l_t _f _ff_rt. _n_th_r r_s__rch_r, S_r_ F_st_n_, _gr__d. Sh_ s__d: W_'v_ f__nd th_t _nt_nt__n_lly f_rg_tt_ng n_-l_ng_r-r_l_v_nt _nf_rm_t__n fr_m th_ m_nd _s b_n_f_c__l, b_t _t d__sn't h_pp_n __t_m_t_c_lly." R_s__rch_rs w_ll n_w l__k _t why w_ f_rg_t r_c_nt _v_nts, l_k_ wh_r_ w_ l_ft __r k_ys.

    Punctuate the text and add capitals

    some people are very forgetful while others can remember everything they have done scientists know a lot about how our brains store and remember facts and experiences there is little research on how or why the brain forgets things a new study looks at forgetting a team of researchers from the usa studied the brains process of forgetting things the researchers are cognitive neuroscientists they study the brain and how it thinks and works their work may help people who have memory problems it may also help those with depression and dementia the lead scientist marie banich said it may sound surprising that people can control what and how they forget

    professor banich said forgetting is important she said it keeps the brain working smoothly her research found ways that people remove information from their brain she said we have control over the ability to remove information fromour thoughts this is important because it means we can focus on more important tasks however although we can control what and how we forget the act of forgetting needs a lot of effort another researcher sara festini agreed she said weve found that intentionally forgetting nolongerrelevant information from the mind is beneficial but it doesnt happen automatically researchers will now look at why we forget recent events like where we left our keys

    Put a slash (/) where the spaces are

    Somepeopleareveryforgetful,whileotherscanremembereverythingt
    heyhavedone.Scientistsknowalotabouthowourbrainsstoreandreme
    mberfactsandexperiences.Thereislittleresearchonhoworwhythebrai
    nforgetsthings.Anewstudylooksatforgetting.Ateamofresearchersfro
    mtheUSA studiedthebrain'sprocessofforgettingthings.Theresearc
    hersarecognitiveneuroscientists.Theystudythebrainandhowitthinks
    andworks.Theirworkmayhelppeoplewhohavememoryproblems.Itm
    ayalsohelpthosewithdepressionanddementia.Theleadscientist,Mari
    eBanich,said:"Itmaysoundsurprisingthatpeoplecancontrolwhatand
    howtheyforget."ProfessorBanichsaidforgettingisimportant.Shesaidi
    tkeepsthebrainworkingsmoothly.Herresearchfoundwaysthatpeople
    removeinformationfromtheirbrain.Shesaid:"Wehavecontroloverthe
    abilitytoremoveinformationfrom…ourthoughts."Thisisimportantbec
    auseitmeanswecanfocusonmoreimportanttasks.However,although
    wecancontrolwhatandhowweforget,theactofforgettingneedsalotofe
    ffort.Anotherresearcher,SaraFestini,agreed.Shesaid:We'vefoundth
    atintentionallyforgettingno-longer-relevantinformationfromthemi
    ndisbeneficial,butitdoesn'thappenautomatically."Researcherswillno
    wlookatwhyweforgetrecentevents,likewhereweleftourkeys.

    Free writing

    Write about forgetting for 10 minutes. Comment on your partner’s paper.

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    Academic writing

    It is useful to be able to forget things. Discuss.

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    Homework

    1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word.
    2. INTERNET: Search the Internet and find out more about this news story. Share what you discover with your partner(s) in the next lesson.
    3. FORGETTING: Make a poster about forgetting. Show your work to your classmates in the next lesson. Did you all have similar things?
    4. LESSONS: Write a magazine article about having lessons at school on how to forget and remember things. Include imaginary interviews with people who are for and against this.
    Read what you wrote to your classmates in the next lesson. Write down any new words and expressions you hear from your partner(s).
    5. WHAT HAPPENED NEXT? Write a newspaper article about the next stage in this news story. Read what you wrote to your classmates in the next lesson. Give each other feedback on your articles.
    6. LETTER: Write a letter to an expert on forgetting. Ask him/her three questions about it. Give him/her three of your opinions on forgetting. Read your letter to your partner(s) in your next lesson. Your partner(s) will answer your questions.

    A Few Additional Activities for Students

    Ask your students what they have read, seen or heard about this news in their own language. Students are likely to / may have have encountered this news in their L1 and therefore bring a background knowledge to the classroom.

    Get students to role play different characters from this news story.

    Ask students to keep track of this news and revisit it to discuss in your next class.

    Ask students to male predictions of how this news might develop in the next few days or weeks, and then revisit and discuss in a future class.

    Ask students to write a follow-up story to this news.

    Students role play a journalist and someone who witnessed or was a part of this news. Perhaps they could make a video of the interview.

    Ask students to keep a news journal in English and add this story to their thoughts.

    Also...

    Buy my 1,000 Ideas and Activities for Language Teachers eBook. It has hundreds of ideas, activity templates, reproducible activities for:

    • News
    • Warm ups
    • Pre-reading / Post-reading
    • Using headlines
    • Working with words
    • While-reading / While-listening
    • Moving from text to speech
    • Post-reading / Post-listening
    • Discussions
    • Using opinions
    • Plans
    • Language
    • Using lists
    • Using quotes
    • Task-based activities
    • Role plays
    • Using the central characters in the article
    • Using themes from the news
    • Homework

    Buy my book

    $US 9.99

    Answers

    (Please look at page 26 of the PDF to see a photocopiable example of this activity.)

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