by Yoon and Andy
1. From now on we’re going to write an essay about “at the beach”. Our class will be divide up into 5 groups.
2. We usually think writing is very difficult. But we can make it easier by making a “mind-map.”
Please, choose your group leader, and start to make a “mind map” on your paper about the topic “at the beach”.
Simply write down all the words and phrases (or short sentences) that come into your mind and illustrate how they are connected to each other by drawing lines between them.
3. OK. What do you come up with about the beach?
Of course, we can think of “season, weather, relaxation, water… “
In this way, we can draw a mind map: Look at this and I’ll show you a model mind map.
4. I’ll give you 5 minutes to make a mind map. You should help each other come up with as many related words and phrases as possible.
5. If you finish making a mind-map, you can start to create and write a story about the beach.
6. When you’ve finished writing a short story about “at the beach”, please come up front and read it aloud to your friends.
Click on images to enlarge.
The activity comes from the book: Language Activities for Teenagers
For Reading Ability (David, Jinho)
Focus: To grasp the theme or the main idea after reading a text about their well-acquainted topic and to read and understand the main text (a script about global warming for presentation at an English speech contest).
1. Look at the pictures on your textbooks. They are representing the words or phrases from the main text. What word or phrase does the first picture represent? Can you guess? Right! It’s ’sudden sea wave’. What’s ’sudden sea wave’ in Korean?… Very good. It’s ‘Hae-il’. Have you heard that some people swept away and died by the sudden sea wave a few years ago?… OK. Now choose a word or phrase for each picture from the box below and write it under each picture. I’ll give you 2 minutes… Now let’s check it together. What’s the word for second picture?…
2. Now we’re going to talk about the cause and the results of global warming, and the ways to solve it. make groups of four and fill the boxes in part B…
3. Let’s take a quick look at the main text. What’s the text for? … Right! It’s for an English speaking contest. Have you ever taken part in an English speaking contest? What did you talk about? Did you get a prize? … You have never joined an English contest? Do you want to take part in a contest? What would you like to tell at the contest?…
4. Now read the main text as fast as possible and divide it into several parts. You’ve got 5 minutes… OK. Time’s up. Now compare your work with your friends’… Same or different?
5. Take a worksheet and fill the blanks with words or phrases to summarize the paragraphs. I’ll give you 10minutes. You can work in groups or pairs… OK. What did you write in the first upper blank? Very good. Jinsu is talking about global warming. To raise attention he is showing some pictures of serious problems and connecting them with people’s everyday life…
6. Let’s study the new words. Where is the word ‘flood’ in the text? Did you find it? Read the sentence that contains the word aloud. Can you guess the meaning of ‘flood’? … Good. It’s ‘Hong-su’ in Korean. How about ‘polar’?…
7. Read the text one more time and answer the questions below the text… OK. Let’s work it out together. Question number one. What’s Jinsu talking about? … Very good. He is talking about global warming. Let’s move on to number 2. What do people produce by burning oil and gas? Right. They produce lots of CO2… Turn to next page…
1) Now, we are going to do the “Imagine That” activity
2) This is pair work. Understand?
3) OK. Take one and pass it around. One for each pair, please.
4) Now, this second half of the story is for the other person in each group.
4) Please pass it around.
5) Everybody have your own sheet of paper?
6) Good!
7) Who has the first one? Just let me know by raising your hand.
8) OK. You guys read the story and the questions in it.
9) All the other students not reading, put your paper down on the table and wait.
10) Now, read the first story out to your partner and the listener should listen attentively and give answers to the questions. Use your imagination, and try to think in English.
11) Are you finished?
12) Excellent.
13) The other partner will now repeat the same procedures.
Click on images to enlarge.
The activity comes from the book: Language Activities for Teenagers
1. Today, we’re going to study relative pronouns with a song. Everyone should get into pairs of 2, please.
2. Now, I’ll write the lyrics of the song on the board with blanks and put lots of relative pronoun ,(e.g. which, that, whom, where, when, how, why) beside it on the on the board.
3. Now, let me play the song and you help each other fill in the proper words in the correct blanks.
4. When we finish the song and filling in the missing lyrics, we’ll sing it as a class.
(Stella & Kate)
Click on images to enlarge.
The activity comes from the book: Language Activities for Teenagers
Everybody, look at the board.
Read the words out loud: which, that, whom, where, when…..
Now, I’m going to let you listen a song and check the lyrics.
The song and today’s class will be about relative pronouns.
Now, everybody get into groups of 4. You can pick your own group.
I think you can already understand the sentence: “The streets get hot.”
And now, I’m going to show you an example of what you have to do in this exercise:
I am going to add relative pronouns to the sentence. For example:
The streets where I live get hot. – Or – The streets get hot when July comes.
Do you understand how to add relative pronouns to a sentence now? Is anybody confused and need more examples?
[Next after waiting to see if anyone is confused -]
Good. Now, let me give you the sentence you are going to add words to.
“The building is tall”
Don’t worry about your mistake and you don’t need to add in full relative clauses.
However, in your groups, add in as many full relative clauses as you can.
[After the groups finish]
Let’s compare your additions with those of the other groups.
[After the groups are finished]
Now, I’m going to give you an assignment to reinforce our understanding of relative pronouns:
“My sister is tidy.”
Using relative pronoun, make 10 sentences.
Thank you !!!
Click on images to enlarge.
The activity comes from the book: Language Activities for Teenagers
1. Please make a groups of 4.
2. One student of from your group can be the leader. Choose your group leader, and start to make a “mind map” on your paper about the topic “at the beach”.
3. I’ll show you how to draw a mind map: Look at this and I’ll show you a model mind map.
4. I’ll give you 5 minutes to make a mind map. You should help each other extend the mind map.
5. When you finish making it, you can start to make a story about the beach.
If you need any help, please call on me. I’m here for you.
6. Here are some vocabulary words and phrases you can use: on the beach (seashells, litter), other people (family, friends), refreshments (water, drinks, fizzy drinks, in a cooler, in a flask, tea, water spicket) the water (deep, safe, clean, dirty), relaxation(sunbathing, reading), fun (kite-flying, swimming, throwing a Frisbee, playing soccer, beach), beach-wear (sunglasses, swimsuit), seasons (sunny, warm), weather, and other stuff (sunscreen cream).
[Later]
7. Listen carefully when the leader is reading, and write down the story correctly on the paper and revise it.
8. When your group has finished writing a short story about “at the beach”, please come up front and read it aloud to your friends.
9. You guys did a very good job.
Click on images to enlarge.
The activity comes from the book: Language Activities for Teenagers
Charlie and Kelly
T: Today, we are going to read a text. The topic of the text is ’school’.
T: Before we read though, let’s discuss today’s topic using the “mind-map” method.
Do you know what a mind-map is? Let me introduce you to the method by giving you and example I’ll create:
T: I’ll draw a circle on the board. [Draw a circle and write down today's topic in the circle.)
Now, you can add your ideas related to this topic, 'school', to this circle.
What are some related words and phrases? Raise your hand if you can think of one.
[After collecting a few words and phrases from the group:]
OK. You can connect the ideas these words express by drawing lines.
Divide your ideas into subcategories and expand your ideas that have something to do with them. Make as many words and connections as possible.
[Write down some example categories and words on the mind-map on the board]
T: Do you understand how to draw a mind-map? Can you do it by yourself or with a parner?
OK. now, pair up. I’ll give you a piece of paper for each pair.
On the paper, copy the mind-map on the board and extend your own mind-map by discussing it with your partner. I’ll give you 5 minutes.
[After the pairs are finished:]
T: Now, we will combine two pairs together. All four of you will compare your mind-maps and exchange ideas about why you chose those words and why you connected with lines the way you did in the first activity. I’ll give you 3 minutes.
[After the groups of 4 finish]
T: Now, get back into your original pairs. And I will hand out today’s text.
Read the text with your partner.
After you read it, add what you learned from it to your pair’s mind-map. I’ll give you 5 minutes.
[After all pairs are finished:]
T: Finished? Now, let’s discuss this topic together as a class sharing all our ideas.
Tell me about the additions you made to the mind-map after you read the story.
[Students give the teacher their ideas, and the teacher writes them on the board.]
[If the teacher things of more things to add, he can write them down on the board too.]
Click on images to enlarge.
The activity comes from the book: Language Activities for Teenagers
S#1 : Grace & Kitty
Focus: Skill Set: Organization and Note-taking
Materials: A handout that covers various aspects of a single topic
T : It’s very salty, isn’t it? Do you have any plans for this summer vacation?
S : (Answering & asking) What’s your plan?
T : I’m planning to go to the beach.
S : Me too./ That’s great./ I want to go there.
T : Today, let’s talk about the beach. What do you think about when I say the word “beach”?
[Students give words and phrases – and the teacher writes them on the board making an example mind-map]
T : Good.
At the beach, you can relax. You can wear a new swim suit
or sunglasses (Drawing). Like this, you can draw a mind-map.
From now on, let’s do it in pairs. One, two, one, two…
[After the class gets into pairs:]
Now, you can say anything you want to about the beach. As you come up with new words and phrases, please add them to the pair’s mind-map.
[After the students finish:]
T : Are you done?
Next, let’s combine 2 pairs to make groups of 4. You and you, get together and compare your pair’s mind-map with the other pair’s mind-map. You can add to your own if you see that the other group has some good ideas.
[After the groups finish:]
T : Well-done. Now, bring your mind-maps up to the front and share them all together.
I’ll add to the mind-map on the board based on what new words and phrases you give me, OK?
[After this phase of the activity is done:]
T : Now, I’ll give you a handout about the beach.
Please, read this material. If you find any items that are not on your mind-map, please add them to it.
[After the students have finished reading and adding to their maps:]
T : Are you done?
Now, let’s share all the new things we located while reading the text.
[Adding the new information on the board]
Click on images to enlarge.
The activity comes from the book: Language Activities for Teenagers
This is a limited demonstration of one way to do extended reading with a mix level of intermediate and above readers.
I also briefly explain some different steps you can include with it to accomplish different things.
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