For your successful self-accessible reading...

The blog "Be Enthusiastic" offers you

a various kinds of self-accessible reading resources

with some reading activities.

You can reach the each post with clicking hyperlink buttons
 in the right side of the blog,

and also can see the site list below them.

DIRECTIONS

First, choose one post in the "Self-Accessible Reading" list.

Second, read the general description of the chaper.

Third, do reading activities with linked sites

TIPS

You can also enter the sites easily clicking them in the lists on the right side of the blog. They are located below "Self-Accessible Reading" list.

Chapter Description

Lesson 10. Lost Then Found

 

  The Lesson 10 “Lost Then Found” is including a short story in order to offer the opportunity of appreciation of English literature to learners. “The Purloined Letter,” which was written by a renowned writer, Edgar Allan Poe, is telling an exciting detective story in the textbook. It’s obvious that learners might really enjoy the clever and clear-cut ending of the story. Also, it’s because the story has several interesting factors such as a mysterious crime and logical process of a detective.

 

  The following reading activities are for high school 3rd grades and low-intermediate except for 2nd activity; that’s because 2nd one has pretty high level vocabulary and grammar structures which would stress intermediate level learners out. On the other hand, even upper-beginner level students are expected to do that for other readings. In addition to level issue, all the following texts are for genre-based activities (sometimes strategy-based tasks are included).

 

  There following five reading resources are collected to offer chances to meet more “authentic” English literature. Actually, most of texts in textbook do not have authenticity but designed just for the educational purposes. English educators would be able to encourage learners’ extensive reading for its intrinsic pleasure as well as “after reading activity” in textbook. The 2nd story “The Black Cat,” especially, is another famous mystery story suggested in “After You Read” activity. In terms of other reading resources, their levels are relatively lower than “The Black Cat” to make a balance; eventually the level of it is quite high. I expect that it will help learner enjoy extra reading out class.

 

Chapter Description

Lesson 8. Wetlands for Life

 

  The Lesson 8 “Wetlands for Life” is connected with one of the well-known international conventions on Environment, “The Ramsar Convention on Wetlands,” It’s evident that editors of the textbook wanted students to recognize a serious problem on Wetlands in the world and know what efforts have been put to the problem. Therefore, I searched for other kinds of International Conventions on Environment which will be beneficial for not only English teachers but also sociology educators.

 

  The textbook is English 2 of Jung-Ang publishing company which target students are high school 3rd grades. The reading sources are meant to be a supplement for after reading activity which requires learners to find out the right stand of each convention. Since following reading sources pertain to a specific area, “environment,” they might need more than low-advanced level of reading.

 

  The following five readings about notable international conventions on Environment are arranged in chronological order. Therefore, they will offer extensive readings to English learners as well as common sense on worldwide environmental problems. Also, I hope students feel how serious those issues are around them and change the way of understanding our environment.

Chapter Description

Lesson 5. Tracing Korea's Traditions

 

  The lesson 5 includes a main story about the National Folk Museum of Korea. Learners would be able to know not only general themes of the museum but also some specific information for ‘while reading tasks.’ At the end of the text, there is a ‘Visitor Tips’ part which learners would look for details in order to visit the spot. I believe that the authentic reading contributes to the textbook’s authenticity and context-embedded tasks.

 

  I chose some reading texts contain spots’ information for ‘out-of class extensive’ reading because main text itself is just describing the folk museum. Therefore, students would get the perfect opportunity to practice ‘finding specific information’ from authentic texts about other kinds of famous places. In this sense, I can say that self-accessible readings for the chapter is also ‘genre/function-based.’ Learners would read text as well as other reading genres such as chart and list. I’m sure that following treasure hunt activity is beneficial for learners to know how to handle those kinds of text.

 

 

  Target students for the activity are 3rd grades in high school and their level should not that high since I chose easy readings (However, at least low-high level is required because of vocabulary level.) In addition, I collected texts about two interesting museums in Korea, a Korean national park, a famous island in Korea, and Universal studio in Hollywood, US. The reason why I took ‘Universal studio’ is that I want learners to do authentic tasks, supposing that they need some information about the spot out of Korea. The case is very plausible. In other words, people could be in such a situation where they’re going on a trip abroad. Therefore, I hope the activities are helpful for students in their future life and become a trigger to study English as well.

Chapter Description

Lesson 6. Explore the Hidden World of Maps

 

  The lesson 6 “Explore the Hidden World of Maps” is offering several interesting secrets of world map; 1) Why is the International Date Line not straight? 2) Why are many of the borders in Africa straight? 3) Can people reach the North Pole if they walk straight toward north following a compass? 4) Where can you play golf in two different countries in the same game? And 5) Where on Earth can you find both glaciers and deserts in the same country? I took this chapter because learners will get something to think of world map. They can make use of knowledge from other subjects such as geology and earth science.

 

  The target students for the reading sources are 3rd grades in the high school and required level is above intermediate since the content could be too scientific to understand for lower-level learners. In addition, I intend following readings for in-class extensive reading materials in order to give students more useful information about the chapter. Therefore, I put two texts directly related to the body text, two readings about before reading activity of the textbook, and another fascinating resource about jet lag.

 

  English teachers can make learners read those resources but are recommended to give some times to guess the meaning logically. I hope students get interested in those kinds of scientific text without a big burden.

 

Chapter Description

Lesson 3. A fork in the Road of Life

 

  This self-access reading is for high school 3rd grade students who are studying English with the textbook, high school English 2, written by Chan Gyu Min et al and published by Joongang in 2010. My target learners' level would vary but especially, intermediate level because those kind of reading(story) not include high-level language forms.

 

  Lesson 2 "A fork in the Road of Life" has a touching story that a nurse decided to study nersury after she overcame a severe disease. Therefore, I collected instructive reading materials about other moving stories which can give lessons for English learners. Those resources would help learners as supplements of textbook, especially as out-class assignment.

 

  I chose the chapter because it includes attractive factors; personal story can get readers' interest and also they can associate those kind of authentic stories with their own experiences. Therefore, I expect students not only to finish treasure hunt activity but also to appreciate stories and feel something of life. In addition, 3rd reading is not just a story; it's a poem. I intend that learners have a opportunity to read poetry in this reading activity.

Chapter Description

Lesson 3. Balancing Needs and Wants

 

  This self-access reading is for high school 3rd grade students who are studying English with the textbook, high school English 2, written by Chan Gyu Min et al and published by Joongang in 2010.

  My target learners' level would vary but above intermediate level because the reading resources aren't that easy for ones below intermediate.

  I defined my reading category as topic-based for the chapter, "Balancing Needs and Wants," for the topic is very beneficail for students providing useful tips for shopping.

  Actually this chapter has not that intriguing story for students. Rather, it is advisable for them since it offers practical tips to be wise shoppers. However, the chapter could be interesting enough due to the contextualized contents. Also, the chapter definitely is correlated to one of the chapters in Home Economics Education. Therefore, students would practice them in their real life. I hope that they would learn how to plan their shopping referring to some recommandations in reading sources.