Brain Glitches

Lead-in

This upper-intermediate (B2) lesson begins with a set of five engaging warm-up questions designed to activate students’ background knowledge and encourage personal connection to the topic. Students discuss familiar situations such as walking into a room and forgetting why they are there, how they react when they cannot remember something simple, and whether they truly trust their memory. The aim is to generate curiosity and introduce the theme of “brain glitches” in a relatable, light-hearted way before moving into target vocabulary and reading.

Vocabulary Preview, Definitions

In the vocabulary preview, students are introduced to ten key words taken directly from the article. Begin by asking students to make sentences with any of the words they already know. This stage encourages risk-taking and helps you assess prior knowledge. On the following page, guide learners through short, student-friendly definitions of the unfamiliar terms. Clarify meaning through context and brief examples rather than translation, ensuring that all students are ready to encounter these words in the reading stage.

Article, Questions

Once the vocabulary is clear, students read the article, which presents eight everyday brain glitches, each described in a short and accessible paragraph. The reading takes approximately four minutes. Depending on class dynamics, you can have students read individually for gist or aloud together for pronunciation and rhythm practice. After reading, move into comprehension checking by asking five targeted questions. Encourage students to support their answers with evidence from the text, promoting text-based reasoning and deeper understanding.

Speaking

The speaking section is divided into two engaging communicative activities. In the first task, students look at five pictures and predict which brain glitch each person might be experiencing, then make a sentence describing the situation as if it happened to them. This stage practices both functional language and imagination. The second speaking task revisits all eight glitches from the article. Students discuss how often they experience them, which ones they relate to most, and how these moments make them feel. Encourage natural conversation and peer follow-up questions. (If needed, refer to the teacher’s key for suggested answers or prompts.)

Quote

This stage focuses on interpreting and discussing a thought-provoking quote about memory: “The advantage of a bad memory is that one enjoys several times the same good things for the first time.” Guide students to reflect on what the quote means and whether brain glitches can be seen as positive or simply frustrating. Follow up with questions such as: Do brain glitches really come from bad memory, or are they something else entirely? This section helps students move from comprehension to critical thinking and interpretation.

Practice

The practice section provides structured language production and error correction. In the first part, students create example sentences using three random words plus one target vocabulary word from the lesson. This task builds lexical flexibility and contextual awareness. In the second part, students read five longer sentences containing two mistakes each (grammar, word form, or spelling) and correct them. This controlled practice reinforces vocabulary, accuracy, and editing skills while keeping the topic relevant and entertaining.

Research

This page extends learning beyond the article and encourages independent exploration. Students choose one additional brain glitch from a short list, research it online, and find real-life examples. They then describe their chosen glitch to the class and share whether they have ever experienced it themselves. This task supports learner autonomy, critical thinking, and presentation practice. Sample descriptions are included in the teacher’s key for support and reference.

Wrap-up

The lesson concludes with a reflective group discussion. Students talk about which brain glitches surprised them the most, which ones they experience regularly, and what strategies might help them stay more focused or train their brains to work better. The final set of wrap-up questions encourages personal reflection, speaking fluency, and a sense of closure while connecting the topic back to everyday life.