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This book encourages learners to notice how language works, promotes cultural awareness, develops creative thinking and problemsolving skills.This book encourages learners to notice how language works, promotes cultural awareness, develops creative thinking and problemsolving skills.
Resource Books for Teachers series editor Alan Maley Teenagers Gordon Lewis OXFORD U N I V E R S I T Y PRESS Acknowledgments When I was a boy of fourteen, my father was so ignorant I could hardly stand to have the old man around But when I got to be twenty-one, I was astonished at how much he had learned in seven years Mark Twain, ‘Old Times on the Mississippi’, Atlantic Monthly, 1874 I’d like to thank my family, Katja, Kira, and Nicholas for putting up with an absent husband/father as I worked to get this manuscript right I’d also like to thank Bruce and Julia at OUP for their insightful comments and suggestions Finally, an extra special thanks to Guenther Bedson for supplying some great ideas and being a good friend even in difficult times The author and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations o f copyright material: ‘How to read stock tables’ chart from the New York Stock Exchange website at http://www.nyse.com/pdfs/NYSE_posterA_Mech.pdf Reproduced by kind permission o f NYSE Illustrations by Stefan Chabluc, p 63 ; Ann Johns pp 67 , 76 , and 102 Photographs courtesy of: Corbis, p 18 British Museum/photo Bettmann Archive; p 95 Taj Mahal/photo W ill & Deni McIntyre, Crazy Horse Memorial by Korczak Ziolkowski/photo Nik W heeler © Crazy Horse Foundation, Lincoln Memorial by Daniel Chester French/photo Craig Lovell, Vietnam Veterans Memorial/photo Bettmann Archive Alamy, p 57 (tiles/Richard Heyes, milk/Cephas Picture Library) Cover photography courtesy Getty Images/Jon Riley Acknowledgements | v Contents The authors and series editor Activity page Foreword Introduction Level Time Aims (minutes) Language-aw areness activities 1.1 The archeologists Upperintermediate 45 Various 17 1.2 A shrinking sentence Intermediate and above 30 Various, depending on the sentence 19 1.3 Proverbs Upperintermediate 45 + Various 20 1.4 Funny little rhyming couplet poems Pre-intermediate 25 and above Creative writing with rhythm and rhyme 21 1.5 Crazy gaps All (Follow-up: intermediate and above) 30 + 60 Parts of speech, vocabulary 22 1.6 Songs and jingles Upperintermediate and above hours over Translation (structures and lessons vocabulary varies), dictionary skills 23 1.7 Idioms Intermediate and above 50 + 50 Understanding idioms 25 1.8 English in the environment Beginner and above 30 + 50 Vocabulary building, understanding the role of English in the world 27 1.9 Street names Intermediate and above 50 + 50 Past tense, writing a short descriptive text 29 1.10 What's in a name? Intermediate 45 + Verb to be, past tense, professions, dictionary work 30 1.11 Repair English Intermediate and above 50 Rules of the language 31 1.12 Word association All 15 + Categorizing, vocabulary building; pronunciation 32 Contents | vii A c t iv it y Le v e l T im e A im s (minutes) 1.13 Sentence building Pre-intermediate 15 and above Vocabulary building; sentence structure 33 1.14 Tongue twister competition Pre-intermediate 30 and above Pronunciation 33 1.15 Make a tongue twister Upperintermediate and above 30 Parts of speech, pronunciation 34 1.16 The world’s longest sentence Intermediate and above 30 + Sentence structure, vocabulary building, error correction 36 1.17 My language, your language Intermediate and above 45 Grammar, pronunciation 37 1.18 Collocation cards Intermediate and above 20 Collocations 39 1.19 Silent scene Intermediate and above 60 Creative writing, dialogues; speaking practice 40 Creative and critical thinking tasks 2.1 Observe your world Pre-intermediate 20-30 and above Vocabulary building; dictionary skills (in Variation 1) 44 2.2 Crossword puzzles All 45 Vocabulary building; devising clues and questions 45 2.3 Color stories Intermediate and above 30 Writing from a prompt 47 2.4 Newspaper lessons Intermediate and above 45 +30-45 understanding a newspaper structure; discussing similarities and differences; speaking, telling a story 48 2.5 Shared drama Pre-intermediate 45 and above Process writing; story language, parts of speech; speaking practice (in Variations and 2) 50 2.6 What if ? Intermediate and above 45 + W hatif conditionals 51 2.7 If I were king for a day Intermediate and above 45 Conditionals; future tense forms 52 2.8 Questions for the future Beginner and above 60 Forming questions, question words; note taking, summarizing, comparing 53 2.9 The meaning of dreams Intermediate and above 60 + Various 54 2.10 What would inanimate objects say? Intermediate and above 60 Writing a first person narrative 56 2.11 Rescue expedition Intermediate 45 Various 58 viii | Contents A c t iv it y Level Tim e A im s (minutes) 2.12 Sell a product Intermediate 90 + Descriptive language, developing a persuasive argument 58 2.13 The stock market Intermediate and above Ongoing Numbers, comparatives, prediction (will), past tense, present perfect 60 2.14 Unanswered questions Intermediate and above 60 over two lessons Question forms; conditionals, developing an argument 63 2.15 The best excuses Intermediate and above 30 + Various 64 2.16 Glass half full Intermediate and above 30 Various 64 2.17 Map Pre-intermediate 15 and above Directions, prepositions of place, geographical locations 66 2.18 Reporter at large Upperintermediate and advanced Conducting an interview; using information from an interview to write a narrative story 68 2.19 Poetry slam 50x4 Intermediate and above (pre-intermediate for Variation 1) Poetry; parts of speech; vocabulary 71 2.20 Usefulness of animals to mankind Intermediate and above 30 + Comparatives, superlatives, adjectives, prepositions; writing a short paragraph 73 2.21 Details Intermediate and above 30 + Descriptive language, adjectives 74 2.22 Who's stronger? Beginner and above 15 + Comparatives, superlatives, descriptive language 75 2.23 Epitaphs Intermediate and above 60x2 Descriptive language, rhyme and intonation, poetry 76 50x3 Teenager topics 3.1 Hybrid sports Pre-intermediate 25 Describing the rules of a game or a sport 79 3.2 Sounding off! Intermediate and above 30 + Expressing opinions 80 3.3 Teacher's pet Intermediate and above 30 + Expressing opinions and preferences, explaining choices, describing people and animals 81 3.4 Name that celebrity! Pre-intermediate 1-2 hours preparation and above + 30 Question forms; adjectives; past, present, and future tenses (simple and continuous) 82 3.5 Timelines and biographies Pre-intermediate x and above Present and past tenses; sequencing words; writing a narrative story 84 Contents | ix A c tiv ity Le v e l T im e A im s (minutes) 3.6 Soundtrack of my life Intermediate and above Depends on class size Various 86 3.7 What happened to you? Beginner and above 45 Past tense, time expressions, writing an email 87 3.8 Make a recipe Pre-intermediate 30 Imperatives 88 3.9 Life game Pre-intermediate 45 and above Describing events, simple past 89 3.10 Holidays and festivals Pre-intermediate 60 and above (beginner in Variation 2) Describing an event 90 3.11 Martian law Intermediate and above 60 Various 91 3.12 Save the Earth Intermediate 30 Cause and effect sentences; environment vocabulary 93 3.13 The next big trend Intermediate and above 30 Rhetorical phrases such as /think In my o p i n i o n W e believe ; future tenses {will and going to): conditional (could be); past tense (for Follow-up 2) 94 3.14 Monuments and memorials Intermediate and above 60 Writing a descriptive text 94 3.15 Teen alphabet book Beginner and above 50 + 30 Vocabulary building 97 3.16 Anti-rules Pre-intermediate 30 + and above Imperatives; superlatives; negation; antonyms 99 3.17 Gapping songs Intermediate and above 15 + Listening skills; vocabulary building 100 3.18 Music survey Intermediate and above 90 Asking questions and noting answers; analyzing, comparing, and evaluating data; working with numbers 101 3.19 Surveys Intermediate and above 60 + 90 Asking questions and noting answers; analyzing, comparing, and evaluating data; working with numbers 103 3.20 Debates Upperintermediate and above 90 + Public speaking skills; active listening; note-taking; rhetorical phrases 105 3.21 Advice column Intermediate and above 60 Giving advice; conditionals; imperatives 108 3.22 Modern phobias Intermediate, 60x2 upper-intermediate Vocabulary building; dictionary work; present and past tenses (for Follow-up) 109 Further reading 111 Index 113 x | Contents The author and series editor Gordon Lewis earned a BSc in Languages and Linguistics from Georgetown University, Washington DC, and an MSc from the Monterey Institute o f International Studies, Monterey, California In 1991 he founded the Children’s Language School in Berlin, Germany, which was sold to Berlitz in 1999 From 1999 to 2001 he was Director o f Berlitz Kids Germany and developed similar programs for Berlitz across Europe From 2001 to 2003 he was Director o f Instructor Training and Development for Berlitz Kids in Princeton, New Jersey He is currently Director o f Product Development for Kaplan English Programs in New York City, and is also on the committee o f the IATEFL Young Learners Special Interest Group where he works as co coordinator for events He is author o f Gamesfor Children and The Internet and Young Learners, both in the Resource Books for Teachers series published by Oxford University Press Alan Maley worked for The British Council from 1962 to 1988, serving as English Language Officer in Yugoslavia, Ghana, Italy, France, and China, and as Regional Representative in South India (Madras) From 1988 to 1993 he was Director-General o f the Bell Educational Trust, Cambridge From 1993 to 1998 he was Senior Fellow in the Department o f English Language and Literature o f the National University o f Singapore, and from 1998 to 2002 he was Director o f the graduate programme at Assumption University, Bangkok He is currently a freelance consultant Among his publications are Literature, in this series, Beyond Words, Sounds Interesting, Sounds Intriguing, Words, Variations on a Theme, and Drama Techniques in Language Learning (all with Alan Duff), The Mind’s Eye (with Fran^oise Grellet and Alan Duff), Learning to Listen and Poem into Poem (with Sandra Moulding), Short and Sweet, and The English Teacher’s Voice The author and series editor | Foreword Until now, all the books in the Oxford Resource Books for Teachers series have addressed two main types o f learner: ‘adults, especially young adults’ and ‘Young Learners’ It is clear however, that a large proportion o f all learners o f English as a second or foreign language is made up o f ‘teenagers’, a group with special characteristics which falls somewhere between these two groups W hile it is true that many o f the activities in titles for the two main groups are also suitable, with or without adaptation, for teenagers, this book is the first to address the specific needs o f the teenage group explicitly and directly As such, it is worthy o f special attention It is common to regard learners in the teenage bracket (12-19 years old: though this book concentrates on those aged 12-17) as ‘a problem’ They are going through profound physical changes, accompanied by an often anxious period o f self-awareness and self-examination, as well as a sudden growth of critical perceptions about the world they inhabit They are frequently labelled as difficult, moody, restless, intransigent, undisciplined , and a host o f other negative attributes Yet, as some second language acquisition research shows, they are also at an ideal age to learn things, including languages It is the author’s contention that, if we regard teenagers as a golden opportunity rather than as a noxious problem, then we can tap into the abundant energy, curiosity, and critical awareness which this age group displays The author emphasizes that one o f the keys to accessing this energy and to enlisting the co-operation o f teenagers is respect and tolerance for them Teachers need to demonstrate that they can empathize with the concerns and preoccupations o f these learners, but without condescension and without themselves trying to ‘be’ teenagers The activities themselves go well beyond the usual superficial topics o f teen culture, such as pop music, fashion, drugs, sport, etc., and seek to engage the learners in matters o f deeper concern, such as self-esteem, peer pressure, relationships, identity, ethical concerns, and critical thinking The author presents a set of motivating, uncomplicated activities, and contrives to give a novel twist even to those which may at first sight be familiar to teachers Foreword | It is the quality of the teacher-student relationship which holds the key to success with teaching teenagers This book will be a major contribution to building relationships based on trust and mutual respect Alan Maley Foreword *.18 Music survey Level Intermediate and above 12-17 90 minutes Asking questions and noting answers; analyzing, comparing, and evaluating data; working with numbers Photocopies of Worksheet 3.18 (one worksheet per student), calculators, poster paper (or access to computers in Follow-up 2); photocopies of each group's survey (one per student) in Follow-up A ge Time A im s erials Surveys are an excellent way to generate interesting content for class discussion They also provide you with valuable information about your students’ ideas and preferences Here we offer one or two examples o f potential survey questions, but you can get even more language practice from the activity if you get the students to create the questions themselves Procedure On the board write the following information (You can substitute this information for any other data you might find more appropriate.) • In 2003,61.8% o f US homes had at least one computer • In 2003,54.7% o f US homes had an Internet connection • In 2003, 92 % o f students used computers at school (Source: US Census Bureau, 2003) Ask the students if they are surprised by this information Do they think the numbers would be the same in their country? Explain that the information comes from a survey Ask the students if they can explain what the word survey means Tell them that surveys are made up of questions which give us information that we can turn into statistics Tell the students that you would like them to a music survey Hand out the music survey worksheet and ask the students to fill it in Split the class up into small groups o f four to six students Ask the students to combine their survey results into one total Ask each group to share the results with the rest o f the class Write the results for each group on the board and add them up to get a final total Tell the students that it is easier to look at the information in terms o f percentages Write a few examples o f percentages on the board to highlight what you mean Ask each group to work out the percentages for their individual results W hile they are doing this, calculate the percentages for the final totals on the board (Check that the students know the formula for calculating percentages.) Teenager topics | 101 Bring the class together again and show them the total percentages Invite the students to compare their group results with the results for the rest o f the class Follow-up Ask each group to write a paragraph summarizing the results of the survey Have the groups compare their summaries Did the groups interpret the data differently? Remind the students o f the phrase glass halffull / half empty Interpretations vary depending on how you look at the data Follow-up Have the class create a pie chart o f the total survey results and smaller pie charts of the individual group results Have the students glue the charts to a large sheet o f poster paper They can also this activity on the computer as there are software programs that can generate pie graphs automatically Comments For more activities related to music, see Music and Song in this series 102 j Teenager topics 3.19 Worksheet 3.18 Music survey Question Answer List your favorite types of music (rock, jazz, hip-hop, blues, punk, classical, rap) List in order of importance: music, TV, computers, sports How long you listen to music per day? (in hours) When you listen to music? What you use to listen to music? (CD player, Walkman, radio, MP3 player, cassette tape) What influences your musical taste? (parents, friends, radio, magazines) Should songs with violent or sexist lyrics be banned? What is more important, the sound of a song or the lyrics? Is it OK to download music from the Internet for free? Do you burn CDs on your computer? P h o to co p ia b le © O x fo rd U niversity Press 3.19 Surveys Level Age Time Aim s intermediate and above 12-17 Lesson 1:60 minutes; Lesson 2: 90 minutes Asking questions and noting answers; analyzing, comparing, and evaluating data; working with numbers M aterials Photocopies of each group's survey (one per student) for Lesson Procedure Lesson 1 Remind the students o f the music survey you did in a previous class Explain that you now want them to create a survey o f their own They will need to write at least ten questions for their survey Teenager topics I 103 3.19 On the board write some potential survey topics, for example, relationships, money, parents Elicit some ideas from the students as well Break the class up into small groups o f four to six Have each group select a topic for their survey and write at least ten questions Circulate and offer help where needed Point out errors but try not to correct Once the students have completed their questions, have one student from each group type the final copy on the computer and print out a copy for you If you don’t have access to computers, ask the students to gi ve you a clean legible handwritten copy Make copies o f the group surveys so that you have one copy o f each survey for each student in the class Lesson Hand out the surveys to the students Give the students 30 minutes to fill out the surveys Limit the number o f surveys to three per person If you have a veiy large group you may have to this on two separate days Collect the surveys and hand them to the groups that wrote them Give each group 30 minutes to evaluate and quantify the information they received Ask students from each group to take five minutes to present their findings to the class Variation Make the surveys oral In this case, have students ask each other questions with the questioners noting the answers on the survey sheet Move about the room and monitor for English language use Variation Rather than conducting the surveys in class, if you work in a school, arrange with your co-teachers to have their classes take your students’ surveys If other classes in your school don’t have an adequate level o f English, have your students conduct the surveys in the native language and translate them into English when quantifying the data Variation To simplify the surveys for quantifying, have the students create multiple-choice questions rather than open questions Follow-up Conduct an Internet survey Join a keypals group and find a partner school willing to participate in the survey Maybe they will create a survey for you as well You can make simple questionnaires for free using Zoomerang (www.zoomerang.com) and if you create a Yahoo group (www.groups.yahoo.com), there is also a polling function you can use for free 104 | Teenager topics 3.20 Debates 3.20 Level Age Time Aim s Upper-intermediate and above 14-17 90 minutes (for the debate itself) plus time for practice and research Public speaking skills; active listening; note-taking; rhetorical phrases M aterials Photocopies of Worksheet 3.20; a timer Debates are more than discussions They are structured interchanges which require students to think and speak precisely Debates require a good command o f the English language to be effective in the language classroom, and are recommended for students at the higher-intermediate and advanced level A debate can be about virtually any subject, but in the language-learning classroom we recommend sticking to topic areas where students have some background and previous knowledge Debate rules First o f all, every debate begins with a proposition— a statement— rather than a question For example, instead o f a question such as: • Do you think music with violent lyrics should be banned? a proposition would be: • Music with violent lyrics should be banned As a first step in introducing the students to debates, you can prepare a series o f questions and have the students turn them into propositions As a follow-up to a survey activity (Activity 3.19), students can create propositions based on the results o f the survey Once you have chosen a debate topic, you can decide to announce it a few classes before the debate and give students a chance to prepare in depth, or provide the topic at the time o f the debate itself, giving students little time to prepare We suggest giving the students the topic a few classes before the debate, but you could also give them an impromptu topic which is familiar enough for them to generate immediate and obvious arguments for and against In a debate, one team defends the proposition and the other team opposes it It is important to make sure that the students understand that they must defend or oppose a statement regardless o f their own views A debate is not an exercise in personal opinion, but a public speaking competition In our EFL version o f a debate we recommend that each team have four speakers Each speaker has a specific role to play Below is a table o f speakers and recommended maximum speaking time Remember that although the times may sound short, they are actually quite long, especially for a language learner Tiy to speak for three minutes on a subject yourself sometime Teenager topics j 105 3.20 • First speaker: proposition arguments minutes • First speaker: opposition arguments minutes • Second speaker: proposition secondary arguments minutes • Second speaker: opposition secondary arguments minutes • Third speaker: opposition rebuttal minutes Worksheet 3.20 Debate judging Proposition team Made clear points Spoke clearly and with few mistakes Stayed in time limit/used time wisely Total points First speaker: proposition Second speaker: proposition Third speaker: opposition rebuttal Final speaker: proposition closing Team total points Opposition team Made clear points Spoke clearly and with few mistakes Stayed in time limit/used time wisely First speaker: opposition Second speaker: opposition Third speaker: proposition rebuttal Final speaker: opposition closing Team total points P h o to co p ia b le © O x fo rd University Press 106 J Teenager topics Total points • Third speaker: proposition rebuttal minutes • Final speaker: closing comments for proposition minutes • Final speaker: closing comments for opposition minutes Judging W hen you are first introducing debates to your class, we recommend that you act as the only judge If you can, you may want to invite other teachers at your school to join you on the panel Later you can select a group o f students to judge the events This is an excellent activity for promoting active listening skills Each speaker is awarded points by the judges, which are recorded on the debate judging worksheet After the debate, all the scores are collected and added together to find a winner Each speaker is judged on a scale o f 1-10 according to the following criteria • 10: a perfect speech (this should be a very rare score) • 8-9: excellent speech • 6-7: good speech • 4-5: fair speech You should only award a speaker a three or under if that speaker was unprepared or said something inappropriate, such as a personal comment about one o f the other speakers Preparation Before introducing debates it is a good idea to introduce or review key rhetorical phrases These formulaic phrases will help the students structure their speeches Examples • In the first place • Nevertheless • I agree j I disagree • However • On the other hand • In conclusion • On the contrary • T o sum u p • For instance / For example Procedure Give each team 20 minutes to organize their speeches The first proposition speaker states the team ’s opinion and gives arguments to support this position The first opposition speaker introduces the counter arguments Remember that the first opposition speaker does not answer the first proposition speaker, but sets forth his or her own arguments Give the teams five minutes to discuss and prepare arguments for the second speaker The second speakers (for proposition and opposition) offer additional arguments to support their positions Give the teams five minutes to prepare their rebuttals Explain to the students that in the rebuttal they must counter the opposing team’s arguments Teenager topics | 107 3.20 3.21 The proposition team goes first in the rebuttal round, with a rebuttal o f the opposition The opposition team follows with the proposition rebuttal Give the teams ten minutes to prepare their final speeches The final speeches should be a summary o f their position, not an additional rebuttal However, the closing speech can include arguments used to rebut the opposing team The proposition team makes the first closing speech, followed by the opposition’s final speaker 3.21 Advice column Level Age Time Aim s M aterials Intermediate and above 12-17 60 minutes Giving advice; conditionals; imperatives English language newspapers or magazines with advice columns; photocopies of advice columns; index cards, scissors, and glue Preparation Before class collect newspapers or teen magazines with advice columns Photocopy the advice columns, questions and answers Cut out the questions and answers and glue them onto separate index cards or sheets o f paper Make sure you have one question or answer per student, or per pair o f students Procedure: Tell the class: I have afriend and he has a problem He wrote me a letter Here is what it said Pretend to read: Dear X, I’m a student at the local university Everyday I eat lunch at the cafeteria and I see this beautiful girl She looks at me too The problem is that I am too afraid to talk to her What should I do? Elicit some ideas from the students See if the students use conditionals or imperatives Write some phrases on the board: • If I were you, I’d • In my opinion, you should • It would be a good idea to • Whatever you do, don’t Hold up the index cards with advice column questions and answers Mix the cards thoroughly and hand one card to each student (or pair o f students) Give the students a couple of minutes to read their question or answer Ask each student to read their card The other students listen and raise their hand if they have the corresponding question or answer and read it out loud to the class Divide the class up into small groups or pairs Ask each group to write a short question for an advice column 108 | Teenager topics Collect the questions Mix them up and redistribute them to the class Now have each pair or group write an answer to the advice question they received Ask the students to read the questions and their answers Ask the rest o f the class if they agree with the advice Invite them to suggest other ideas Variation Make this a speaking activity Make one half o f the class ‘advisors’ and the other h a lf‘questioners’ Have students move from advisor to advisor, asking the same question Have them choose the answer they feel is best, write it down, and share it with the rest of the class Follow -up Invite other classes to submit questions to your students (in English) In pairs or groups, have your students write down answers and return them to the other class Follow -up Create a website where students can send email questions anonymously Work with your class to provide answers 3.22 Modern phobias Level Intermediate, upper-intermediate A g e 14-17 Tim e Two 60-minute lessons A im s Vocabulary building; dictionary work; present and past tenses (for Follow-up) M aterials A picture of a big furry spider or other animal that people may have a phobia about; photocopies of a gapped list of phobias and their definitions Preparation Write two columns on a piece o f paper Head the left-hand column Fear of and the right-hand column Phobia List fears and phobia names under these headings, including the following: Examples • fear o f darkness • • • • • • • • • fear o f heights fear o f open spaces fear o f cats fear of pain fear o f vehicles fear o f men fear o f England fear o f spiders fear o f books achluophobia acrophobia agoraphobia ailurophobia algophobia amaxophobia androphobia Anglophobia arachnophobia bibliophobia Teenager topics | 109 3.22 Prepare a gapped version o f this list by blanking out items at random 3.22 from each column Procedure Lesson Hold up the picture o f a spider (or other animal) and say, with exaggerated fear: I’m afraid of spiders! Explain to the students that when someone is afraid of something to the point that the fear is irrational, we call this fear a phobia Ask the students what they are afraid o f and if they have any phobias Draw a line down the center o f the board On the top left side o f the board write: Fear of On the top right side write: Phobia Ask the students if they can think o f any common phobias For example: Fear of heights Write Fear of heights in the left column and acrophobia in the right Continue with a few more examples: Fear of flying - aerophobia Fear of tight spaces - claustrophobia Hand out the phobia list Tell the students that you want them to complete the list Explain that each group can use a dictionary or the Internet Give the students 30 minutes to complete the task or set it as homework Lesson Go over the results o f the phobia list with the students Explain to the students that these are all classic phobias Tell them that things are changing so fast in the world that we need new names for new phobias On the board write: emailophobia Ask the students if they can guess what phobia this might be Explain that it means fear of sending an email to the wrong person Split the class into small groups Ask each group to come up with five new phobias that would impact modem teenagers Have each group present their results to the rest o f the class Did two groups share the same phobia but give it different names? Follow -up Ask the students if they can think o f any phobias they used to have but don’t have anymore Follow -up Have students investigate whether any o f the phobias they created really exist What are they called? 110 | Teenager topics Further Reading Books De Bono, Edward 1978 Teaching Thinking www.oup.com/elt/teacher/rbt for updates or to London:Penguin send us your feedback and suggestions De Bono, Edward 7 Lateral Thinking London:Penguin Inclusion in these lists does not necessarily mean that the authors or publishers of this book endorse these sites or their content Ellis, Gail and Sinclair, Barbara 19 Learning to Learn English Cambridge: Cambridge University Press Fisher, Robert 1990 Teaching Children to Think Cheltenham: Nelson Thornes Fisher, Robert 1995 Teaching Children to Learn Cheltenham: Nelson Thornes Gardner, Howard 1985 Frames of Mind: The Theory of Multiple Intelligences New York: Basic Books Gardner, Howard 9 Multiple Intelligences: The Theory in Practice New York: Basic Books Grinder, Michael 1995 ENVoY: Your Personal Guide To Classroom Managemen: Portland: Metamorphous Mosatche, Harriet 2000 Too Old for This, Too Young for That Minneapolis: Free Spirit Puchta Herbert and Schratz, Michael 19 Teaching Teens London: Longman Teaching Languages to Teenagers http://w w w teachingenglish.org.uk Lots of interesting ideas for teenagers The methodology section has some good advice on classroom management and motivation http://www.teachingenglish.org.uk/ The British Council English teaching site http://www.call4all.us A huge collection on language learning links General Teaching http://www.educationworld.com/clsrm_mgmt/ index.shtml Huge website with lots of links to all aspects of education US-based http://www.teachernet.gov.uk Links to hundreds of useful sites UK-based Salm on, Gilly 2004 Etivities Abingdon: Debates RoutledgeFalmer http://www.idebate.org/debatabase Sw ados, Elizabeth 2006 At Play: Teaching Epitaphs Teenagers Theater New York: Faber & Faber Vygotsky, Lev M 1986 Thought and Language, Cambridge, MA: MIT Press Websites The Internet is filled with sites catering to teenagers, of which we can only offer a very selective few Please be aware that internet addresses change frequently If you find any links which are no longer working, check the companion website to this book on the Resource Books for Teachers website http://www.blakjak.dem on.co.uk/epitfs.htm http://www.epitaphs.us/ http://www.epitaphs.us/http://www.goblinvill e.com/epitaphs.htm This one is especially good for the -1 age group History of Street Names http://www.edinburgh.org.uk/STREETS/part1/ a.htm Edinburgh street names Further reading | 111 http://en.wikipedia.org/wiki/Street_name The wikipedia has a nice discussion o f the etymology o f street names with lots of international references Please note that the wikipedia is a work in progress and constantly changing Idioms http://www.idiomsite.com/ http://www.eslcafe.com/idioms/id-mngs.html Provides examples in sentences http://www.idiomconnection.com/ Organizes idioms by topic area Music Lyrics http://lyrics.com http://www.musicsonglyrics.com http://www.lyricsdomain.com Names http://www.behindthename.com Phobias http://www.phobialist.com/ http://www.oup.com/elt/catalogue/teachersite s/rbt/globalissues/weblinks/?cc=global Web links from Global Issues in the Resource Books for Teachers series Part of the Oxford Teachers’ Club Teen Magazines (online and print) http://www.seventeen.com/ Girl-oriented http://www.bbc.co.uk/slink/index.shtml?/ The BBC teen site, with lots of links http://www.teenmag.com/ http://www.teenpeople.com/teenpeople/ Good for reading up on celebrities, with lots of pictures This magazine is only available online http://www.teenink.com/ Written by teenagers World Sports This lists phobias in two ways—explanation first and phobia first http://en.wikipedia.org/wiki/List_of_sports A constantly growing list of sports Teen Issues http://sportsvl.com/ http://www.idealist.org/kt/index.html Links to a huge number o f sports Non-profit organization with links to projects and sites of interest to both children and teenagers dealing with issues such as poverty, the environment, and health http://obscuresportsquarterly.com Very unusual sports http://www.thinkquest.org/library/cat_show html?cat_id=206 http://www.nyse.com/about/education/ 1098034584990.html A library of websites on issues o f relevance to teenagers Educational materials produced by the New York Stock Exchange 112 J Further reading Stock Market Index note : References Language adjectives 1.15,2.19,2.20,2.21,3.4 adverbs 2.19 alphabet 1.13,3.15 ambiguity 2.16 analyzing 28,3.18,3.19 antonyms 3.16 argument development 2.12, 2.14 articles 1.17 borrowings 1.8 categories 1.9,1.12,2.11,3.8 classification 3.1 collocations 1.6,1.18 comparatives 2.13,2.20,2.22 comparing 1.17,2.8,3.18,3.19 complaints 3.2 conditionals 2.6,2.7,2.14,3.13, 3.21 creative thinking 27-60 creative writing 1.4,1.19 critical thinking 27-60 definitions 2.2 description 1.9,2.1,2.12,2.21, 2.22.2.23.3.3.3.9.3.10.3.14 dialogues 1.19,2.10 dictionary skills 1.6, 1.10, 2.1, 3.22 directions 2.17 drama 1.19,2.5,3.5 email writing 3.7 English role of 1.8 rules of the language 1.11 in b o ld type refer to Activities error correction 1.16 evaluating 28 , 3.18,3.19 first person narrative 2.3,2.10 future tense 2.7,2.8,2.13,3.4,3.13 geographical locations 2.17 grammar 1.11,1.17 graphs 2.13 idioms 1.6,1.7 imperatives 3.8,3.16,3.21 interpretation 2.9,3.18 interviewing 2.9,2.18 intonation 2.23 language awareness 1-26 language comparison 1.17 listening skills 3.17,3.20 meaning 2.9 and spelling 1.11 names 1.9,1.10 narratives, from interviews 2.18 see also stoiy writing negation 3.16 newspapers 2.4,3.21 note-taking 2.8,3.18,3.19,3.20 nouns 1.15,2.5,2.19 numbers 2.13,3.18,3.19 opinion expression 3.2,3.3 paragraph 1.16,2.20,3.18 parts of speech 1.5,1.15,2.5,2.19 past tense 1.9,1.10,2.3,2.13,3.4, 3.5,3.7,3.9,3.13,3.22 irregular 1.11 persuasive argument 2.12 pie chart 3.18 poetry 1.4,2.19,2.23 preferences 3.3 preposition 1.15,2.5,2.17,2.20 present continuous tense 2.3, 3.4 present perfect tense 2.13 present tense 3.4,3.5,3.22 presentation 2.12,3.5 process writing 2.5 pronouns 2.5 pronunciation 1.12,1.14,1.15, 1.17 proverbs 1.3 public speaking 3.20 question words 2.8 questions 2.2,2.8,2.14,2.17,3.4 and answers 3.18,3.19 multiple choice 3.19 reporting 2.4,2.18 rhetorical phrases 3.13,3.20 rhyme 1.4,2.23 rhythm 1.4,1.6 sentences cause and effect 3.12 structure 1.2,1.5,1.13,1.16 themes 1.16 with gaps 1,5 songs 1.6,3.17 speaking 1.19,2.4,2.5,3.20 spelling 1.11 storytelling 2.4 story writing 2.3,2.18,3.5 summarizing 2.8,3.18 Index | 113 superlatives 2.20,2.22,3.16 surveys 3.18,3.19 synonyms 2.2 color 2.3 complaints 3.2 crossword puzzles 2.2 time expressions 3.7 translation 1.6,1.7 debates 3.20 details 2.21 dream interpretation 2.9 verb to be 1.10 verbs 1.15,2.5,2.19,2.21 vocabulary 1.5,1.6,1.8,1.12,1.13, 1.16,2.1,2.2,2.19,3.15,3.17, 3.22 environment 3.12 food 3.8 word association 1.12 writing first person narrative 2.3,2.10 from a prompt 2.3 poems 2.19 email 3.7 environmentalism 3.12 epitaphs 2.23 excuses 2.15 festivals 3.10 future 2.8 holidays 3.10 Topics biographies 3.5,3.9 114 | Index naming celebrities 3.4 newspaper 2.4 observation 2.1,2.21 opinions 3.3 phobias 3.22 poetry 1.4,2.19 recipe 3.8 reporting 2.18 rescue expedition 2.11 rights and responsibilities 3.11 rules, and anti-rules 3.16 gapped text 1.5 idioms 1.7 inanimate objects 2.10 advertisements 2.12 advice giving 3.21 alphabet book 3.15 ambiguous situations 2.16 animals 2.20 archaeologists 1.1 autobiography 3.5,3.6,3.7 m usic 3.18 jingles 1.6 language differences 1.17 life game 3.9 map 2.17 Martian law 3.11 memorials 3.14 monuments 3.14 scenarios 2.6,2.7 selling 2.12 silent scene 1.19 songs 1.6,3.17 soundtrack 3.6 sports 3.1 stock market 2.13 street names 1.9 surveys 3.18,3.19 timelines 3.5 tongue twisters 1.14,1.15 trends 3.13 unanswered questions 2.14 Titles in the Resource Books for Teachers series Beginners Peter Grundy Grammar Scott Thornbury Project Work 2nd edition Diana L Fried-Booth Classroom Dynam ics Jili Hadfield Gramm ar Dictation RuthWajnryb Pronunciation Clement Laroy Conversation Rob Nolasco and Lois Arthur Homework Lesley Painter Role Play Gillian Porter Ladousse Creative Poetry W riting Jane Spiro The Internet Scott Windeatt, David Hardisty, and D Eastment Storybuilding Jane Spiro Cultural Aw areness Barry Tomalin and Susan Stempleski Dictionaries Jon Wright Learner-based Teaching Colin Campbell and Hanna Kryszewska Drama CharlynWessels Letters Nicky Burbidge, Peta Gray, Sheila Levy, and Mario Rinvolucri English fo r Specific Purposes Keith Harding Listening Goodith White Exam Classes Peter May Literature Alan Duff and Alan Maley Film Susan Stempleski and Barry Tomalin Music and Song Tim Murphey Global Issues Ricardo Sampedro and Susan Hillyard Newspapers Peter Grundy Teaching Other Subjects Through English Sheelagh Deller and Chris Price Teenagers Gordon Lewis Vocabulary 2nd edition John Morgan and Mario Rinvolucri W riting 2nd edition Tricia Hedge Primary Resource Books A rt and Crafts w ith Children Andrew Wright Drama w ith Children Sarah Phillips Storytelling w ith Children Andrew Wright Assessing Young Learners Sophie loannou-Georgiou and Pavlos Pavlou Gam es for Children Gordon Lewis with Gunther Bedson Very Young Learners Vanessa Reilly and Sheila M.Ward The Internet and Young Learners Gordon Lewis W riting w ith Children Jackie Reilly and Vanessa Reilly Projects w ith Young Learners Diane Phillips, Sarah Burwood, and Helen Dunford Young Learners Sarah Phillips Creating Chants and Songs Carolyn Graham Creating Stories w ith Children Andrew Wright ... is author o f Gamesfor Children and The Internet and Young Learners, both in the Resource Books for Teachers series published by Oxford University Press Alan Maley worked for The British Council... Sweet, and The English Teacher’s Voice The author and series editor | Foreword Until now, all the books in the Oxford Resource Books for Teachers series have addressed two main types o f learner: ‘adults,... place in society, middle teenagers are less reliant on the group for support In fact, some older teenagers may even shun groups, creating a problem for some teachers Middle teenagers are very aware