activate teaching teenagers

This is a useful guide for practice full problems of english, you can easy to learn and understand all of issues of related english full problems. The more you study, the more you like it for sure because if its values.

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leaching teenagers

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England

and Associated Companies throughout the world

www.pearsonlongman.com

The right of Akis Davanellos to be identified as author of this Work has been

a retrieval system, or transmitted in any form or by any means, electronic,

mechanical, photocopying, recording, or otherwise without the prior written

permission of the Publishers

The Publisher grants permission for the photocopying of those pages marked

‘photocopiable’ according to the following conditions Individual purchasers may

make copies for their own use or for use by the classes they teach Institutional purchasers may make copies for use by their staff and students, but this

permission does not extend to additional institutions or branches Under no

circumstances may any part of this book be photocopied for resale

First published 2008

ISBN-13: 978-1-4058-8436-5 (Exams Box Pack)

Set in 10pt Univers 45 Light

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Introduction seeeeee©o©°s©® eeceeoeeeee eeeoeeneeee

eseeeeeeee eeceooaneeeee

seeeee©°e©°S©°®

How to use this booklet

The development of the four language skills is essential for exam and non-exam

classes This booklet is designed to encourage general language skills development

and can be used with exam classes and general classes alike For specific exam

Skills activities, see the booklet Activate! Teaching exam skills, also in this Exam

Box

There are four sections in this booklet, each focusing on one of the four main

language skills Each section contains activities with teacher's notes and

photocopiable worksheets for the students The activities are stand-alone and

teachers can pick and choose which ones to use, when and in what order For

each activity, a suggested time is given However, the teacher should feel free to

shorten or extend the activity according to the time available

Section A Reading

This section contains activities which can be used as or which provide tools

towards the development of reading skills Although some may not look like

traditional reading activities in their own right, they are designed to stimulate

useful approaches and strategies to reading as part of the four skills suite

Section B Listening

Activities in this section involve students in listening to recordings as well as to

each other, combining listening skills with speaking skills The activities promote

a range of listening skills, including listening for detail as well as making students

aware of the importance of features such as intonation

Section C Speaking

This section contains a mixture of more guided and freer activities to give students

confidence in the skill of speaking Activities like information-gaps are used to

make development of the speaking skills enjoyable At the same time they provide

a foundation for exam style tasks

Section D Writing

This section helps develop writing skills through analytical and productive activities

done individually and in groups It encourages students to reflect on what they

have written and introduces procedures which they can follow in order to do this

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Contents

Section A: Reading

A1 What kind of learner are you? 6

A2 Approaches to reading 8 A3 What's your number? 10

C3 Check the checklist! 30

C4 From headline to article! 32

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What kind veer

learner are

® To raise awareness about how people learn

e To encourage students to read for detail and identify and adapt their own learning styles

Timing:

25-40 minutes

Rationale:

e The activity encourages students to reflect on themselves and how they learn

e It motivates them to look at how they might modify their approach to language learning and improve their performance

Procedure:

Before the activity:

e Discuss with students the general issue of learning styles, mentioning that different people tend to have different approaches to learning

e Elicit their opinions

e Explain the aims of the activity and the procedure

e Give out a copy of the questionnaire to each student

During the activity:

e Ask students to read and respond to the questionnaire

e Tell them to turn the questionnaire upside down and calculate their score according to the scoring scheme

e Give out the Analysis and comments’ handout to each student and ask them to read the analysis their score gives them

After the activity:

e Discuss whether the learners agree or disagree with the comments about their learning style

e Discuss ways people can improve in each area and ask students to come up with short-term goals for themselves

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Worksheet A1: What kind of learner are you?

What's my learning style?

Do you enjoy your English lessons?

Do you learn new grammar rules, vocabulary, etc by heart?

Do you remember new words easily?

Do you get good marks in grammar tests?

Usually] Sometimes] Never CL]

Do you hate making mistakes?

When you are abroad, do you find you pick up new vocabulary easily?

Do you get upset if your mistakes are not corrected?

ls your pronunciation better when you read aloud than when you have a conversation?

Don’t know L]

Don’t know L_]

Do you feel you need some time to think before you speak?

"MOU },U0G, U99 JO} S]UIOd GQ JJ@SUNOA SAID

* JOABN, YORE JO} JUIO | JJasINOA SAID

“§9UuII19U1OS, UOE9 JOJ S1UIOd Z J|9S1InOÁ AID

‘Ayensn, yoee Jo} Sluiod ¢ 1IosInoÁ eAIÐ

9102S 1noÁ ø†e|jn2ie2

Analysis and comments

0-8 points: unsure

Perhaps this is the first time you have thought about the way you learn If you find out more about how

you learn, you will find it very useful

9-13 points: relaxed

You seem to learn languages without too much effort and you like communicating with people You

know that you need to work on your grammar rules, but you probably don’t enjoy this area of learning

Give more attention to grammar, pronunciation, etc., try to be more self-critical in terms of grammar

mistakes and try to correct them

14-22 points: mixed

You probably find yourself somewhere between the ‘relaxed’ and ‘analytical’ You are the kind of person

who modifies their learning style depending on the learning situation

23-27 points: analytical

You sacrifice fluency in the interests of accuracy You are too focussed on rules and grammar exercises,

and you shy away from communicating with other people Try to speak more without worrying too much

about mistakes

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Approaches to

Tosd1 8E «.e —

Aims:

® To raise awareness of different reading sub-skills

® To get students to identify particular reading sub-skills

Timing:

30-40 minutes

Rationale:

e This activity familiarises students with reading sub-skills

¢ Knowing more about how and why they are reading should help to improve their performance in a wide range of reading tasks

Procedure:

e Discuss and explain various reading sub-skills and list the following on the board: Reading for general information, Reading for gist, Reading for specific information, Reading for detail, Speed-reading, Eliciting meaning from context

Add any others you feel are important

e Explain and/or elicit the nature and function of each sub-skill

e Explain that the different approaches to reading can produce different types

of information For example, reading for gist gives general information about the topic, while reading for detail asks the reader to look for specific pieces of information

e Explain that the exercises relating to a reading text will usually tell them the sub-skill they are practising

e An example may be found on pages 40 and 41 of Activate! B71 Students’ Book

The activities on these pages practise reading for general information (Exercise

2, matching photos with texts), reading for specific information (Exercise 3, locating particular phrases), reading for detail (Exercise 4, finding individual words and matching them with explanations/definitions)

e Explain the aims of the activity and the procedure Give out the record form on the worksheet

e Check that all students have understood the procedure

e Ask students to look at a reading section (chosen by you) in their coursebook

e Give them time to look at the text and exercises, then discuss with them what reading sub-skills they think are being practised

e When consensus has been reached, ask them to add information to the form

on the basis of the example given

After the activity:

e Discuss ways to use the worksheet and improve in each area Set short-term goals

e Encourage the use of the form after each reading task for raising awareness about reading sub-skills

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Worksheet A2: Approaches to reading

How did | do?

detail

Date Activity Reading sub-skills Self-evaluation

magazine articles, information, specific | improve abilit

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What’s {omc

umber? _

e To practise intensive reading skills

e Togive students personal motivation to read

e |ntroduce the activity to students, and elicit adjectives describing personality

Make sure you include those adjectives featured in the descriptions opposite

List them on the board

e Give out a copy of the worksheet to each student

e Ask students to use the code to come up with their ‘personal number’

e They then turn the page upside down and read their own description

After the activity:

e Discuss with students whether they agree with the descriptions, or put them

in pairs for this discussion (Note: Since it is a game, they are unlikely to agree

- with much of the description, ensuring lively discussion!)

e Discuss with students the kind of reading approach they had to use

e Extension: Ask students to try the activity out with the names of other students So that other students don’t hear the same thing as they have come

up with for themselves, they can invent fictitious names

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Use the code below to write your name/another person’s name in numbers Add up the numbers

each time until you have one number This is the person's ‘personal number’

A, J, S = 1 B, K,T = 2 C,L,U =3 D,M,V = 4 E,N,W=5 FO,X=6

The person's number is 4 and the description is therefore under ‘Fours’ below

‘Op 0} }eYM 9|doed 19L1O |I9+ Á9u1 uBnou ùAo ‘Op O} JeEYM jo} Bulag 1ø Ady} pue ‘Bulop aie Aay} 1eYM UI A9l|oq Á@u1

1I BUJU1Áu8 9A9IU98 U89 Áo | 'OD Á@U1 19A91eUAA UỊ D@@22nS 0} UBEy Bue PUe JUBPIJUOD AJOA ae SOUIN

'99Iu ÁIduls 916 Áou esne2eq spuel1I

JO 10| e Ae\ Áou | '9idoed 1euo o øAI1uoddns le Áou | 'ÁB1oue Jo JInJ pue 2I1sIulIydo Áddeu e1e sexIS

'Áupdu1o2 1u Aolue pue Way} a!) ÁJjp1oueB oidoed ũnou)Js 'eidoed 1euo O1 99JU SÁðAA|B 1OU 918 ÁoU| 'ÁZB| S@UI}@UIOS aie Ady} YBnoyye ‘anijeas9 pue @AI18UuIBBLUI @16 SơAI-I

SØAI-I 'UOI1Xð|91 DuE 1S@1 9|I| Áo[uo oS|B ÁoUu1 ING ‘puey YOM

Áo | '9|q8uoSE@1 pue o|gISues 91 pue soIqqo 1IotJ\ øAoI Áou|| '+@Inb Á1oA DUE @AI1ISUơS+@AO @1E SINC

sà1tL

'SuoIsin2xe pue sBulino Áo[ue pue sịed øAo| Áou|_'9uOu 1 BuJÁP1s 93J| puE 9|Q8I2OS Á1@A 1OU 9JE Á@U|| 'SpU9I11 Áu8UI aAey 1OuU OD puE 1oInb pue snoI1os 91 SOM],

seuO

tư yn PEE EL Se PRET oe ° POLI: ETE OBE Ee

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connections

Aims:

e Toraise awareness of reading sub-skills

e To encourage text analysis and referencing

Timing:

30-40 minutes

Rationale:

e This activity focusses on reading for detail and text analysis

e Text analysis increases awareness of connections and relationships within

a text

Procedure:

e Ask students about the role of words such as it, they, who, etc (pronouns and relative pronouns) in putting a text together

e Ask students to look at the text

e Elicit the relationship between the circled word and the words linked by the arrows

e Work together to identify other related nouns/pronouns/relative pronouns

e Encourage students to circle the pronouns and relative pronouns and draw arrows to the words they refer to

After the activity:

e Gather students’ answers and ensure that they have analysed the text correctly

e Extension:

— Ask students to come up with a title for the reading passage They can work

in pairs or groups, if you wish

~ Ask them what they think happened when the father arrived home

~— Ask students to analyse similar reading texts (e.g texts from their coursebook) in the same way

SUGGESTED KEY:

She: our mother him: our father it: the letter us: my sister; me his: our father we: my sister; | it: his guitar

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Worksheet Ad4: Finding connections

(We) all knew it The day we were all dreading had arrived | remember him

standing ont ONthe doorstepooking at all of us with a smile on his fac® We

were young, but\this image ahways remained with us

My sister and | watched our mother kissing him goodbye She kept her

feelings under control and encouraged us to keep our feelings under control, too

Several months later, we received a letter which made us so happy Our

father was coming back home Our mother held the letter in both hands and

kissed it! Then she kissed us

Preparations lasted two long days Our mother cooked his favourite

food, and we cleaned the house from top to bottom Then my sister and | did

- something which we were sure he would appreciate We polished up his guitar

It was an old guitar which he had bought a few months before he left, but it was

good It produced a wonderful sound and he loved playing it

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Test

analysis

Aims:

e Toraise awareness over the issue of reading in a test

e To practise reading for understanding the structure of a test

Timing:

15-20 minutes

Rationale:

e Students need to be aware of the conditions of any test they take

e Knowing how a test is structured should help them to focus on what is important and on their own strengths

Procedure:

e Discuss with the students the importance of knowing the structure and make-

up of any test they might take, e.g the number of components included in the test, the time available for each section, how marks will be awarded, etc

e Give out a copy of the questions on the worksheet together with a reading test that you have selected

e Ask students to look carefully at the test and answer the questions

e Put students into pairs or groups and ask them to compare their answers

e Discuss any discrepancies or differences in views/interpretations

After the activity:

e Bring in other tests for students to look at

e Create a similar set of questions to relate to listening tests, writing tests, etc.,

or ask students to structure a similar questionnaire

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Worksheet AS: Test analysis

Framework for analysis

2 How many sections/parts are there to the test?

3 How much time is there for each part?

4 How long are the reading texts in each part (short, long, medium-length)?

5 What types of tasks are included in each part?

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1T How many .?

Aims:

® To practise listening for detail

e To train students in highly-focussed listening practice and provide them with a template for this kind of listening

e Audio recordings or DVD sequences can be used for this activity

Procedure:

e Choose an audio recording or video sequence in which certain words/phrases are repeated several times Choose up to — but no more than — ten of these words/phrases

e Explain to students that they are going to listen to an audio recording (or watch

a DVD sequence) and identify the number of times certain words or phrases are repeated

e Dictate (or write on the board) your list of chosen words/phrases and ask students to write them down under the ‘Word/Phrase’ heading in their charts

e Play the recording/sequence and ask students to listen out for the words/ phrases in their list and tick a box every time they hear that word/phrase

e Play the recording/sequence enough times for students to complete the task

e Then ask students to count the number of ticks they have put beside each word/phrase and enter the total under the ‘Total’ heading

After the activity:

e Gather the students’ conclusions In case of disagreement, play the recording/ sequence again and work with the whole class to arrive at a consensus

e Discuss with them how the activity they have just done might help them

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Worksheet B1: How many .?

Name and date:

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e To practise listening for intonation to identify feeling(s)/attitudes

® To encourage students to listen beyond simply words

Timing:

10-20 minutes

Rationale:

e The activity encourages students to interpret the subtleties of tone of voice/

intonation in the realistic context of a dialogue

e This kind of activity is generally regarded as enjoyable by teenage students

Procedure:

e Preteach the vocabulary on the worksheet

e Explain to students that they are going to hear a short recording (or listen to a DVD sequence without looking) and they will be asked to identify the feeling(s) expressed by the speaker(s)

e Give out a copy of the chart to each student

Elicit from students other adjectives relating to feelings and emotions Ask them to add them to the box

e Give students the names of the characters and ask them to list them under

‘Character’ in the chart (You should ideally choose a recording/sequence with

no more than four characters.)

e Play the recording/sequence, pausing after each character's utterance (sentence or group of sentences) to give students time to take notes

e They should take notes under the headings in the chart, using one or more of the adjectives from the box to describe each character's feelings/attitude

e Make it clear that they should record a feeling/attitude and reason beside each bullet point every time you pause the recording

e They should add the reason for their conclusion/why they think the character is

exhibiting this/these feeling(s)/attitude(s)

e Play the recording/sequence enough times for students to complete the task

Students can compare their answers in pairs or groups Take class feedback

After the activity:

e Ask students to roleplay the dialogue

e lf using a DVD sequence, replay it, asking students to look at the screen this time Ask them if looking at gestures, facial expressions, etc makes them change their minds about the character's feelings/attitudes

Extension:

— Ask one student to choose an adjective from the box, but to keep it to themselves Write a simple sentence on the board and ask the student to read it out, using the emotion they have chosen The other students then identify the feeling(s) or attitude expressed

-—You can also put students into groups to do this activity Students should take

it in turns to choose an adjective and to write a sentence to be read out

— It is also fun for groups to have just one sentence (which you or they write) which is then read out in different ways by the other students according to the adjective they choose

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Worksheet B2: How do they sound?

Listen caretully!

Name and date:

annoyed astonished supportive uncertain defensive enthusiastic

optimistic worried determined confident pessimistic happy

proud hopeful disappointed angry surprised bored

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iB Photo

reports

Aims:

e To practise listening for specific information and note-taking

e To provide listening practice in a realistic context

Timing:

10-20 minutes

Rationale:

e This activity involves real-life situations, which students find motivating

e Students are encouraged to listen carefully and extract relevant information, even if their partners make certain mistakes

Procedure:

e In advance, ask students to look out photos of their friends and family to use for the activity

e Asawarm-up, ask students a few questions about their friends and people in their families, e.g friend's name, colour of hair/eyes, where he/she lives, age of sister/brother

e Allow adequate preparation time and choose a pair to demonstrate the activity first so that the procedure is clear

e Put students into pairs (A and B) Each student chooses a photo of a person they want to talk about, but does not show the photo to their partner

e Student A describes their photo and Student B asks questions and takes notes

in the boxes around the photo rectangle The questions at the top of the boxes are the cues for Student B’s questions to Student A

e Make sure that students ask and answer about things which can’t be found

in the photo, e.g how they are related to the person in the photo, where that person lives

e Once Student B has completed their notes, Student A gives them their photo to attach to the central rectangle

e Ask students to swap roles

After the activity:

e Each student presents their partner's photo and description to the class or, if more suitable, to a group

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Worksheet B3: Photo reports

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1g JUST go itt!

Aims:

e To practise understanding spoken instructions

® To encourage students to listen for detail

e Put students into pairs (A and B)

e Give out a copy of the worksheet to each student and provide them with a set

of instructions (see Appendix 1, page 44)

e Tell students that their partners will read out a set of instructions which they

must follow exactly while listening

e Give students time to read their instructions to themselves before they begin

e Student A should read instructions to Student B, then Student B should read theirs to Student A Each student must make sure they give their partner time

to follow the instructions

After the activity:

e Ask students to swap instructions so that each can now check whether they have understood correctly

e Encourage students to compare their ‘gameboards’ and discuss differences and

similarities

KEY:

StudentA

1 [yesterday's date] 6 blank 11 blank 16 elephant

2 picture of a bottle 7 [the day tomorrow]

3 [student's hair colour] 8 picture of a triangle

12 [student's date of birth]

13 [month]

17 [student's name]

18 comb

4 blank 9 picture of apair of glasses 14 picture of a large circle 19 picture of a tree

5 picture of a small 10 black square 15 blank 20 London

square

Student B

1 [tomorrow's date] 6 blank 11 picture of a flower 16 elephant

2 picture ofatree 7 blank 12 [favourite season] 17 [student's name]

3 [pop star’s name] 8 picture of a star 13 [year] 18 comb

4 blank

5 blank

9 picture of a pair of trousers 14 picture of a large triangle 19 picture of a car

10 black square 15 Paris 20 [student's date of birth]

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