Post on 30-May-2018
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I- Brainstorming Activities
Are used before any of the four skills to
activate teh relevent schemata
They are designed to introduce the topic,activate the learnners background,
encourage predictions about the context..
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List words to describe people's
appearance.
List all the items you need for a party. Make a list of house furniture.
Write down a food that begins with
each letter of the alphabet.
1- Simple Word Lists
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The man got off his ____________ and
walked away. (answers could include :
horse/bicycle/letter/backside)
Peter lived in a ____________ (answers
could include : caravan/house/fantasy
world/apartment)
2- Finding Alternatives for a
Blank in a Sentence:
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Pictures are a rich source of inspiration
for brainstorming. Strange events
evoke the biggest variety of responses.
Most students will let their imagination
roam if the pictures are strange
enough. Use pictures from thetextbook, magazines or other sources.
3- Brainstorming on a Picture
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Songs are wonderful for reducing
nervousness. They seem to beparticularly effective in whole-class
brainstorming when the teacher is
writing the ideas on the board. Play asong for the class and ask questions
like the following:
4- Brainstorming Using a Song
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Write a word or phrase in the centre of
a page. All the other words or phrases
should link off this in a logical manner.Word-mapping can be useful for
establishing groups of similar things,
for example animals or food. Phrase-mapping can be useful for developing
topics or functions.
5. Word-mapping or Phrase-
mapping Around a Central Theme:
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Guess what the speaker will say next.
This can be used in conjunction withdialogues in textbooks. It is a powerful
technique to encourage students to
take a risk. If the dialogue is recorded,
stop the tape and ask the students topredict what the speaker will say.
8- Prediction:
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9- Free Association:
This is best done orally and can be a lotof fun. One student gives a word inyour chosen topic and asks anotherstudent to say the first word that she
thinks of. The second studentcontinues to make associations. Thefirst student simply repeats the word ineach case. After making about 10associations, the first student shouldtry to work backwards from the lastassociation to the original word.
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Students work in groups and take turns
adding to a story, either spoken or
written. It is usually better to give the
first line of the story.
10- Group Storytelling
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II- Reading Tasks:
Previewing the title
Semantic mapping
Picture stimulus Theme discussion
Vocabulary exploitation
Exploiting the text in chunks
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Reorder jumbled sentences
Rearrange the events according to their
chronological occurrence
Reordering the paragraph to make a
coherent text
Distinguishing between main idea and
supporting details
Identifying intrusive sentences
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2- Identifying chesive devises and their
functions: referents, connectors
3- Spotting expressions highlighting
functions: certainty,possibility
4- Recognizing the function of the text:
communicative value of the text
5- Word-attack skills
6- On the line questions
8- Between the line questions
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Beyound the line questions Suggesting a title
Summaraizing tha text
Role play Dictionnary workfurther exploitation of
cultural matters involved in the text
Extra-work on vocabulary with a specialfocus.