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wer. The process and time scale will vary enormously depending on the type and complexity of the problem. Real life problem may involve expressing hypothesis. Describing experiences, comparing alternatives and evaluating and agree to a solution (Willis, 1996:27).
     The effective use of problem-solving will do more than any other competency to advance both getting the job done and keeping the group together. It is useful both in group and one-and-one situations.
     It is the same competency as planning, useful for outlining a course of action in order to achieve an objective. Problem-solving can serve as a “core curriculum”. It offers a general conceptual framework to integrate different skills, such as planning, scheduling, time management, performance appraisal, negotiation, and conflict resolution. When the students are involved in the problem solving, they are in enthusiasm. Their English flow out unconsciously. Teachers can just offer them some help. Of course, when making decisions, applying a few key principles will enhance the problem-solving process. Namely, teachers should present a win attitude, establishing ownership and responsibility for the problem, getting agreement on the problem before going on to solutions.
     4.2.7 Brainstorming
     Brainstorming is an activity used to generate ideas in small groups. The purpose is to generate as many ideas as possible within a specified time-period. It can serve as a warming-up activity before speaking tasks. By carrying out a simple brainstorming warm-up, students can obtain a sense of accomplishment and feel more confident when speaking English. Besides, during the brainstorming secession, students talk to each other freely without worrying the risk of being corrected by the teacher. The reason is that there is no “right” or “wrong” answers. The atmosphere of the classroom is not tensed but relaxed. Students are so involved in the activity that they aren't afraid of losing face.
     Brainstorming can remind our students of existing knowledge. At the same time, it can direct their minds towards ideas that they will meet in the main activity. In this way, it provides a link between new and existing knowledge.
     However, each learner has a different store of existing knowledge organized in a unique way. A textbook or teacher presentation can never use this knowledge to its best potential. In many warm-up activities, the teacher and students can be frustrated because the organization of language in the warm-up activity is different from the organization in the learners’ minds. This mismatch is a block to good learning. Brainstorming invites the learners to organize existing knowledge in their own minds. Many learners have a large passive vocabulary which does not translate directly into productive capabilities in the classroom. Brainstorming can help to activate this. It works to mobilize the resources of the student by creating a series of connecting ideas. This leads to an organization of language. The links which appear on paper created in word mapping are visible evidence of this organization. At this point the learners will be better oriented to the topic and better motivated to fill the gaps in their knowledge.
     4.2.8 English Movies and English Songs
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