English Lesson Planner

Yasmine Ihab

Creativity - Upper Intermediate level

Creativity
Upper Intermediate level

Description

In this lesson, students watch a video about the relationship between creativity and madness, learn some new lexis about the subject, and discuss it in groups. The lesson starts with a GTKY to break the ice between the teacher and the students. Then, they will watch a short video about creativity. After that, there will be a task for them to learn some new lexis, and this will be followed by a video about the relationship between creativity and madness, in which they will face the newly learned lexis. They will watch the video twice,and answer some questions. Finally, there will be a discussion about the creative people in their lives followed by the feedback.

Materials

No materials added to this plan yet.

Main Aims

To provide gist and detailed listening practice using a text about the relationship between creativity and madness in the context of creativity.

Subsidiary Aims

To provide clarification and practice of some new words in the context of creativity.
To provide fluency speaking practice in a discussion in the context of creativity.

Procedure (26-39 minutes)

GTKY (3-5 minutes) • To break the ice between the teacher and the students

I will play a game with the students called Two Truths and a Lie. I will write three sentences about me on the board. Two of them are truths and one is a lie. I will ask the students to guess which one is the lie. Then, I will ask them to do the same as me and write sentences about themselves. Finally, they will work in pairs and ask their partners to guess.

Warmer/ Lead-in (2-4 minutes) • to set lesson context and engage students

I will play a short video and ask the students to answer a question about it. I will ask them to describe the man with one word. One of them will say creative. Then, we will have a discussion about creativity and its meaning.

Pre-Listening (8-10 minutes) • To prepare students for the text and make it accessible

I will give the students a task to do. I will give them some words and ask them to work in pairs and match every word to its definition. Then I will discuss the answers with them. I will use some concept checking questions (CCQs) to make sure that they understand the words. Then I will drill the words with them and write them on the board.

While- Listening #1 (3-5 minutes) • To provide students with less challenging gist and specific information listening task

I will play the video and ask the students to watch it and answer a question. This question says " What is the relationship between creativity and madness?" I will use this question for listening for gist. They will listen to get the main idea of the video. After answering the question, I will ask them to check their answers in pairs. Then, I will check the answer with them.

While- Listening #2 (4-6 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

I will play the video again and give the students three questions to answer during watching. These questions are: * We might say that both of the artist and the neurotic bite off more than they can chew, but there is a difference between them, what is that difference? * Are the mystic and the artist alike? In what way? * Why should we consider the artists as heroes and cultural luminaries? I will use these questions for listening for details. The students will listen and get more details. After answering the questions, I will ask them to check their answers in pairs. Then, I will check the answers with them.

Post- Listening (4-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

We will have a discussion as a whole class. We will discuss these two questions: * Do you agree that creativity is madness? Why? * Who is the most creative person you've ever known? Tell us about him and his art.

Feedback (2-3 minutes) • To provide students with correction for their mistakes

I will write some sentences with mistakes on the board and ask the students to guess these mistakes and correct them.