Skill Reading Brainstorming

8/9/2019 Skill Reading Brainstorming

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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.

Skill Reading Brainstorming

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