Betül Sağıroğlu
To practice suggesting and responding to ideas using related collocations - Upper Intermediate level
To practice suggesting and responding to ideas using related collocations
Upper Intermediate level
Description
At the end of the lesson, students will have had practice suggesting and responding to ideas. First, we will start with remembering what Brainstorm is and why we use it. Students will read a short text about brainstorming presented on page 62 and they will try to come up with reasons why they think one of the information could be wrong. After that, with the aid of the context provided by the article, they will be asked to take notes of six collocations comprised of some verbs and some adjectives used with ideas. To create a deeper understanding of their meanings and to make sure that they will be remembered, two different exercises will be done about idea collocations. one of those exercises (exercise one day on page 62) will be used by students to comment on and discuss about. Students will then go on with exercise 2A on the same page but with different partners and have a little brainstorming session about the topic given there. Teachers will ask and collect their answers. A listening activity follows. Students are asked to take notes about the ideas of the listening track. Their ideas will be compared to the ones on the track. Whole class discussion will be held about which ideas are the best and why. After all the activities on the page are done, students will be shown on the tables that contained information about suggested discussion points and reacting or commenting on those ideas. Finally, teacher will provide students with some topics that they can brainstorm as a homework. Students will be asked to use the collocations they have learned at the beginning of the lesson while they are writing about their chosen subject.
Subsidiary Aims
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To provide gist listening practice using a text about unfamiliar topics to follow main points in a clear standardized speech
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To provide scan reading practice using a text about brainstorming in the form of simple brochures, letters, and short articles
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To provide practice of remembering and using collocations in the context of ideas
Procedure (35-44 minutes)
Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students
A video about brainstorming will be shown, followed up by the questions on slides 5 and 6.
Exposure (5-6 minutes) • To provide a model of production expected in coming tasks through reading/listening
Reading passage will be read and activity 1B will be completed. Students will be asked to speak about heir ideas in their groups before getting an answer from group.
Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks
New vocabulary about ideas will be worked on with 2 activities. First with activities 1C and 1D on the book, than with a wordwall vocabulary game.
Productive Task(s) (4-6 minutes) • To provide an opportunity to practice target productive skills
Brief discussions about the topics on 1D in groups.
Lead-in 2 (7-8 minutes) • to activate schemata before the listening, to provide the students with the chance of personalization of the subject
A mini brainstorming activity in groups will be completed via activity 2A. T will get feedback from groups, write them on the board
Listening for detail (3-4 minutes) • to practice listening skill to futher the topic by noting down the ideas in the track
Ss listen and take notes of the ideas, check with each other to complete their notes, T gets whole class feedback.
Listening for spesific information (3-4 minutes) • to practice listening skill to understand the details
Ss will listen the second track, try to understand the reasons why the ideas were rejected. They will check with their peers and T will get feedback.
