Pegah Pegah

Brainstorming Idead
Upper Intermediate level


In this lesson, students will learn what is brainstorming and what is it used for. Then, they will read an article about the "Six rules of Brainstorming". Then students need to find the adjectives and phrasal verbs which collocate with the word"ides". At the end, students discuss with each other about the topic above. CLASS PROFILE: The class started with four to five, but now there are seven to eight students in the class. New students are always added to the group. Majority of them are women and Turk. There are two fixed men students one from Portugal and the other from Eastern Europe. The level of all the students are somehow the same. They all can understand when the teacher talks and follow the tasks. Only a man, Cristiano, is a little bit above the rest since I believe he is studying English more seriously than others. ASSUMPTON: I assume the learners find the topic useful because with the help of brainstorming, they can start writing academically and use the same technique for their speaking. I assume they will find the lesson interesting because the reading is not much and they can discuss their own ideas in the class more. PROBLEM AND SOLUTIONS: If some students do not understand the meanings of some words, I or other students can try to elicit or define the meaning. Some may not be able to come up with new and spontaneous ideas at first, but it will a good start-up practice for them all.


Abc exercise of age
Abc brainstorm
Abc WB how to make sure ...
Abc eight Qs

Main Aims

  • To provide students with reading and collocations with "ideas" in the "The Six Rules of Brainstorming" article

Subsidiary Aims

  • To provide students with the knowledge of necessary lexis for their speaking and help them to be able to use the collocations of adjectives and phrasal verbs that can come with "ideas".


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

-T starts the class with a paper that the word "brainstorming" is written on it. -The T asks Ss to talk to the class and explain if they know the meaning of the "brainstorming". -The Ss talk about their ideas freely in the class with no comment from the T. -Then T shows a picture of a brain that is storming, so let the students who could not get the idea get a clearer picture.

Pre-Reading (5-7 minutes) • To prepare students for the text and make it accessible

-After the Lead-in, now that al the Ss have a clearer sense of the "brainstorming", the T asks Ss, "What brainstorming is used for?" -To assist Ss, T asks students to write down their ideas about "How to make sure we only speak English in the class?" -Then T groups Ss into two and asks them to discuss with each other and write down their ideas as groups. Then each group needs to read their ideas to the class.

Pre-teach vocabulary: (1-2 minutes) • to provide students with some new vocabularies before reading the text

-T prepares a page with a list of vocabularies that may be hard for students. -Ss need to read the first column and write the synonym and antonym of each if it is applicable.

While-Reading (2-4 minutes) • To provide students with less challenging gist and specific information reading tasks

-At this stage, the teacher gives the article of "The six Rules of Brainstorming" to the Ss and ask them to read. -Before Ss start to read, T asks a question from all to find the wrong rule/rules from the text. Then T explains that there is no wrong or right rule for brainstorming.

While-Reading/reading for details (5-8 minutes) • To provide students with more challenging detailed, deduction and inference reading

-T puts Ss into three groups and asks Ss to read the text again and underline six verbs that collocate with "idea". -Again T asks Ss to read the text again and circle six adjectives which collocate with "idea". -T may come up with the first example so Ss understand the task before reading for details.

Post-Reading (10-14 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-T gives Ss eight new sentences with all the bolded-verbs, puts students into three groups, and asks students to replace the bolded-verbs from the previous exercise (verb collocations with "idea"). -By the time each group is finished, T asks each group to discuss about eight sentences and give their ideas to each other. Ss can agree or disagree with each other on the tpics.

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