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Brainstorming CLIL


In this lesson, ss learn how to brainstorm through a video.


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Main Aims

  • To provide clarification, review and practice of "brainstorming" through a video and ppt presentation

Subsidiary Aims

  • To provide gist and inference listening practice using a text about brainstorming


Lead-in (7-10 minutes) • To set lesson context and engage students

T shows the topic "how to improve your English" and ss brainstorm.

Exposure (4-7 minutes) • To provide context for the target language through a text or situation

T elicits the word "brainstorming" asking; Do you know the technique we used now? T gives the word brain and wait for the answer. T asks CCQs: "Did I write all the answers or only the correct ones? Did I say this is wrong?"

Clarification (2-4 minutes) • To draw students' attention to the target language

Ss discuss the questions on the 3rd slide in their groups in 2' T gets FB nominating one student from each group. T shows 4th slide as an example of brainstorming.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T stops the video when it says "Greg - Facilitator" and gives the task "who is a facilitator?, What does a facilitator do?" before the video. Ss watch the video and discuss the questions in pairs then the T gives FB.

Controlled Practice (15-20 minutes) • To concept check and prepare students for more meaningful practice

T explains the ways one by one. After each of them T demonstrates the way. For Brain Writing ICQs: Does everyone write their ideas or only the team leader? Do you write your ideas alone or in pairs? When ss are ready T gives the topic: Where to go on holiday. For Figuring Storming Instruction and ICQs: You are your mom/dad's shoes. Your child fails the class. ICQ: Who do you think like? Does your child pass or fail? For Round Robin Brainstorming T makes a small circle to demonstrate. ICQ: "Does everyone talk or just a few ss?" Topic: Types of coffee drinks For Rapid Ideation. Ss have 1 minute "How many minutes do you have? Do you work alone or in pairs?" Topic: What are the best TV series?

Free Practice (20-25 minutes) • To provide students with free practice of the target language

T makes ss in groups and informs that they have cards to brainstorm. One student in each group is a facilitator and one student is a controller in each group. T asks who the facilitator and the controller are in each group and shows the cards. T informs that the controller controls the time and has the cards, in every two minutes controller gives a new card to the facilitator. As ss brainstorm a new card, the facilitator changes. ICQ: Who are the controllers? Who are the facilitators? Who will give the cards? Do we have the same facilitator or different in each brainstorming? Do we use only one way or all the ways we learnt? Does facilitator write or speak? For FB controllers change their groups and match their answers for different ideas. T shows the next slide (9) and ss discuss the questions in their groups?

Sum-up (5-8 minutes) • To provide the benefits of brainstorming

Ss discuss the benefits of brainstorming in their groups. For FB, T asks one student from each group and shows the answer.

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