Yasmine Ihab Yasmine Ihab

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

Procedure

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.

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