- •Explanation
- •Modern Usage
- •Developments & Problems
- •Summary
- •1. Brainstorm bonanza
- •2. Problem-solving as a group
- •3. Clue me in
- •4. Survivor scenarios
- •5. Moral dilemma
- •Communicative Language Teaching
- •Explanation
- •Misconceptions
- •Using the Method
- •Summary
- •Four sound reasons to teach grammar with games
- •Children are more motivated to learn grammar with games
- •What kinds of games work best?
- •Comparative adjectives
- •Examples
- •Superlative adjectives
- •Examples
- •Forming regular comparatives and superlatives
- •One syllable adjectives
- •Two syllables
- •Three or more syllables
- •Irregular comparatives and superlatives
- •Advantages of role playing
- •Steps and tips for using role playing
- •1. Syntax. The definition of the phrase. Types of phrases and ways of expressing syntactic relations
- •2. The Direct Method
- •3.The Information gap technique
- •Homonymy: definition and classification
- •The Natural Approach
- •1. Simple sentence. Types of sentences according to their structure. Communicative types of sentence
- •2.Communicative competence and its elements
- •3. The Concept of Polylingual Education in the Republic of Kazakhstan
- •Composite sentences. Types of composite sentences according to their structure
- •The Silent Way
- •Backward Build-up. Expansion Drill
- •The Suggestopedia method
- •3. The Repetition Drill
- •General Notes on Styles. Styles of the English Language
- •3.Chain Drill
- •2. The Community Language Learning
- •1. Expressive Means and Stylistic Devices
- •2. The Content and Language Integrated Learning
- •2.Strategies-based instruction
- •1.Stylistic Classification of the English Vocabulary
- •2. "Total immersion technique"
- •3.Drama Techniques for Teaching English
- •1. The influence of the Latin and French languages upon English
- •2. Give the background of silent way method
- •Конец формы
- •General Notion and Peculiarities of the English Phonetics. Connection with other sciences
- •2. English for Specific Purposes teaching
- •3. Intensive and extensive reading in flt
- •Intonation of declarative type of sentences
- •Intonation of interrogative type of sentences.
- •Intonation of imperative type of sentences:
- •17Билет
- •18Билет
- •Listening Carefully
- •Pronouncing the Word
- •Methods of Grasping the Meaning
- •19Билет
- •20Билет
- •1) Phonetic stylistic devices
- •II phonetics of sequences
- •1.Alliteration
- •2. Onomatopoeia
- •3. Assonance
- •2. Effective Methodologies of teaching speaking
- •2. Effective Methodologies of teaching listening
- •Using Authentic Materials and Situations. Authentic materials and situations prepare students for the types of listening they will need to do when using the language outside the classroom.
- •3. Blended learning activities
- •1. The Old and Middle English written records
- •2. Effective Methodologies of teaching writing
- •3. Project activities
- •1. The phonetic system of Old, Middle and Modern English
- •2. Effective Methodologies of teaching reading
- •Integrating Reading Strategies
- •Using Authentic Materials and Approaches
- •3. Using computer/internet games for young learners
- •1. The laws of Carl Verner and Jacob Grimm
- •2. Reflective teaching
- •3. Brainstorming technique
- •Using the Technique
3. Brainstorming technique
Brainstorming is a group problem-solving/ creativity technique, in which a group of people uses their collective intelligence to approach a creative problem. This technique inspires people to come up with creative ideas. Brainstorming sessions should be used at the very beginning of a project and should address a specific question. Brainstorming was originally discovered in the late nineteen-forties by Alex Osborn. It was developed to inspire employees to produce creative ideas for ad campaigns. The purpose is performed in order to get a quantity of creative ideas and encourage people to use their imagination. This technique is also known as: storm ideas, creativity and brainstorming, idea generation or creative thinking.
Using the Technique
Define a problem or opportunity and craft a specific question.
Identify participants: the group can include 8 to 16 people. Not every group member needs to be an expert on the specific question.
Participants should be trained in advance, so that they understand the brainstorming process prior to tackling the major issue.
Set a time limit.
Ask participants to shout out ideas, encouraging all participants to be active in the process.
Record solutions. Typically, two facilitators will capture ideas from the group on a whiteboard or flipchart.
Participants are encouraged to provide unusual/creative answers. Criticism is reserved. Ideas can be combined and improved to form better solutions.
By contrast, brainstorming provides a free and open environment that encourages everyone to participate. Quirky ideas are welcomed and built upon, and all participants are encouraged to contribute fully, helping them develop a rich array of creative solutions.