TipsoftheWeek—酒店英语课堂上的头脑风暴活动

Tips of the Week — 酒店英语课堂上的“头脑风暴”活动
2015-04-05吴倩MarriottCHEI
大家好！欢迎来到Tips of the Week！“头脑风暴”是一种学习策略，通常围绕一个特定的话题进行，参与者积极思考，产生尽可能多的观点和想法。

头脑风暴可以个人独自进行，也可以组对或者小组形式进行。

在头脑风暴活动中，学生围绕一个特定话题，以书面或者口头形式列出自己的观点和想法。

在英语课堂上，头脑风暴活动可以激发学生的创造性思维和想象力，提高学生合作学习的能力，并且营造一个学生可以畅所欲言的活跃的课堂氛围。

★个人“头脑风暴”
虽然组对或者小组头脑风暴对于集思广益更有效，个人头脑风暴在以下方面却有着不可忽视的优势：
1.当学生独自进行头脑风暴时，往往更加专注于思
考。

因为在小组头脑风暴活动中，有时候学生会由于专注于倾听同学的发言而没有积极展开思考，或者在轮到自己发言之前的等待过程中忘记了想要分享的观点。

2.在组对或者小组头脑风暴活动之前，可以让学生
先独自思考。

在这个过程中，学生可以将自己的观点写在一张纸上。

这对于英语水平相对较低的学生尤其重要，他们可以有时间准备自己的观点，在稍后的组对或小组头脑风暴活动中和同学分享。

3.在小组头脑风暴中，有的学生会踊跃发言，而有
的学生则大多数时间都很安静。

个人头脑风暴可以在一定程度上确保每个学生都展开思考。

当学生在独立思考并写下自己的观点时，老师可以在教室里走动巡视，必要时为学生提供帮助。

例如，万礼豪程《酒店情景英语》第三单元模块3.1中的头脑风暴活动要求学生思考适合闲聊的话题。

在学生展开组对或者小组讨论之前，可以留给学生一两分钟时间独自思考尽可能多的话题。

★小组“头脑风暴”
小组头脑风暴运用了集体智慧，在讨论中往往能迸发出更多创意和想法。

在活动中，老师可以鼓励学生积极讨论，对同学的观点不要持批评态度。

以下的小贴士，供
老师们在组织小组头脑风暴活动时参考：
1.课堂上的小组头脑风暴活动，三到五位学生为一
个小组较为合适，这样每个人都能有相对均等的发言机会。

2.在小组头脑风暴活动中，老师们可以请各小组成
员进行分工。

例如，一位学生作为小组长主持讨
论，一位学生记录本组同学的观点，一位学生在活动结束时向全班同学汇报小组讨论的结果。

（尽管有所分工，在头脑风暴活动中，每个小组成员都要参与发言。

）每次活动中小组成员分工不同，可以激励那些习惯保持沉默的学生积极发言，平衡小组成员间的互动。

3.告诉学生不要对同学的观点持批评态度。

在头脑
风暴活动中，小组成员应保持开放的头脑，任何观点都不会被评判，大家才能没有拘束，畅所欲言。

4.在小组头脑风暴结束后，老师们可以引导和鼓励
全班讨论，将各组学生的发言要点通过板书或投影呈现出来，并对学生在活动中的表现给予反馈和评价。

（图为万礼豪程《酒店情景英语》第四单元的一个小组头脑风暴和汇报活动。

)
如果您对头脑风暴活动有任何的建议或想法，欢迎与我们分享。

如果您在使用万礼豪程《酒店情景英语》时需要任何帮助，请随时发邮件到
ctc@ 联系我们。

您也可以在微信平台上给我们留言。

我们热切期待大家的反馈！
Tips of the Week (12):
Brainstorming in Hospitality English Class
Hi! Welcome to Tips of the Week! Brainstorming is a learning strategy involving generating as many ideas related to a given topic as possible. It can be doneindividually or in pairs or groups of students. In a brainstorming activity,students list all the ideas they can come up with related to a topic, either in writing or speaking. In English class, brainstorming activities can help to stimulate students’ creativity and imagination, improve their collaboration, and create alively environment for students to express ideas freely.
★Individual Brainstorming
Though partner or group brainstorming is more effective in generating ideas, individual brainstorming has its advantages in the following aspects:
1.Students can be more concentrated on thinking
when they brainstorm on their own. Sometimes
students may pay so much attention to what their
classmates say that they don’t generate ideas of
their own. Orthey may forget the idea they are going to contribute when they wait for their turn to speak.
2.Individual brainstorming can be used prior to pair
or group discussion. In individual brainstorming
sessions, students can write down a list of ideas on
a piece of paper. This is especially helpful for
students at lower English levels because it gives
them some time to prepare before they share their ideas with classmates.
3.In group brainstorming, some students may be
more productive while some others may be quiet
most of the time. Individual brainstorming can
ensure to some extent that everyone makes effort in generating ideas. Teachers can walk around to
monitor and help when students are brainstorming alone and writing down their ideas.
For example, in module 3.1 of the CHEI Hospitality English workbook, students are expected to brainstorm questions/ideas that are okay for small talk. Before they discuss in pairs or share ideas with classmates, students can work alonefor one or two minutes to generate as many ideas as possible.
★Group brainstorming
Group brainstorming can be very effective as it uses the experience and creativity ofall members of the group. Teachers can encourage an enthusiastic and uncritical attitude among members of the group in a brainstorming session. The following are some tips for teachers on organizing group brainstorming activities.
1.Three to five students per group would be good
for group brainstorming, so everyone in the group
has a fair opportunity to contribute.
2.In a group brainstorming session, teachers can
assignroles to different students or have them
choose their responsibilities. For example, it is often helpful to have a group leader to guide the
discussion, a note-taker to record the ideas that
come from the session, and someone who
willreport back to the entire class at the end of the
activity. Assigning different roles to all of the
students over time can help to encourage the
quieter students and provide opportunities for
balanced interaction.
3.Let the students know that there should be
nocriticism of ideas. Group members should have an open mind and a spirit of non-judgment.
4.Teachers can hold a class discussion following
group brainstorming, collect notes or key words on the blackboard, and give feedbacks and comments on students’ performance.
(Picture:a group brainstorming activity in Unit 4 of the
CHEI Hospitality English workbook)
If you have good ideas or suggestions about brainstorming activities, please share them with us. If you have any comments or questions aboutthe CHEI Hospitality English workbook, please feel free to post them any time on WeChat or send an email to me at ctc@.We look forward to hearing from you!
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