Bombay TV – Subtitles


– Level/ Target age: Intermediate/ Adults

On Bombay TV today, A regular customer is going to visit a jewelry store to buy a gift for his wife.Try to find answers for the following questions, watching this short  video.

Click here to watch the video.

  1. Where is the clerk welcoming his customer?
  2. What does Mr. Abdula want to buy?
  3. Who does make him angry?
  4. Why is he angry? What will happen next?

Write your answers and talk about your opinion in pairs.

I worked with:

GoAnimate activity: Is it better to be skinny than to be fat?


Click here to see my ”GoAnimate”

1. Topic : Is it better to be skinny than to be fat?

2. Skill : Speaking and Grammar.

3. Level : Intermediate / Elementary School Students

4. Linguistic Feathers : “Comparatives”

5. Objective

– Students will be able to understand “Comparative form”.

– Students will be able to use “Comparatives” correctly.

6. How to use

– Before students watch this video, the teacher teaches how to make “Comparative form”.  ( 10 mins)

– After watching this video, the students make their own script by using “comparative forms” in pairs. (10 mins)

– Students practice role-play with their partner. (5 mins)

– Students do role-play in front of other students. (15 mins)

– Students vote for the winner team.

I worked with:

SKKU Promo Poster


This poster is informing invitation of ‘SKKU TESOL Open House’. The ‘Innovation vouchers’ means the invitation card for this course. Through taking the course, students will be able to innovates the way of their teaching English. The green triangle in the poster symbolizes open house. There is important information under  the triangle. In the second column , there are explanations of TESOL program. In the third column, there are ‘Contact us’ information.

I worked with:

ToonDoo Activity


<Lesson Plan With Toondoo>

1. Topic : What were you doing when ~?

2. Skill : Speaking skill

3. Level : upper intermediate / Middle School Students

4. Objective :  First, students will be able to understand use of past continuous and past simple tense together. Second, students will be able to speak what they were doing by using past continuous and past simple tense together.

5. How to use : This is for developing speaking skill.


Let students ask and answer each other what the girl in the cartoon was doing in pairs. Through this activity, they will understand how to use ‘past continuous’ and ‘when + past simple tense’ together.

[The activity following Toondoo] 

First, provides students strips and students work in pairs. Each strip has a clause, the form of when + past simple tense. These are the examples below.

     — when the teacher came to classroom this morning

     — when your mother or father came to your room yesterday

Second, let a student to pick one strip and ask what his/her pair was doing with using the clause together. The other will answer. They keep speaking by reversing the role until they finish all strips.

I worked with:

Transportation Skimming and Scanning Activity

<Student work>


1. Seoul Subway


2. San Francisco Subway ‘Bart’

<Lesson Plan with Subway Timetables>

1. Topic : Let’s take a subway!

2. Skill : Reading Skill

3. Level : Intermediate/ High school students and Adults

4. Objective : Students will be able to compare the differences in timetables of the subways in Seoul and in San Francisco. Also, students will be able to explain how and when to take the Bart in San Francisco.

5. How to use : These are for developing skimming and scanning skills in reading by using real subway timetables in Seoul and San Francisco. The first one is the time table of Korean subway, which is from Sinnonhyeon station to Sapyeong station. The other is from Fremont to Richmond.

  • First, Teacher will ask students questions for Skimming (Refer to the below questions).
  • Second, the teacher will ask the students questions for Scanning (Refer to the below questions).
  • Lastly, they will have role play using the timetable of Bart.


a. Pre-Reading : Show the picture above and ask students how difficult it was to take a subway first time, or take it abroad. Tell them using timetable can make it easy to take complicated subway lines.

b. While-Reading :

1. Let students to look timetables and ask questions below. Those are for skimming. Here are the examples below.

[Guided Questions for Skimming Skills]

  • Where does the subway in Sinnonhyeon go to?
  • How many stations does the Bart in San Francisco stop at?
  • Where does the Bart in San Francisco depart?

2. Group the students three to four and name each group. Ask them specific questions two times. The student who call his/her groups name first can answer. If the answer was wrong, the other groups would have chance. The group who get the most answers will be winner.

[Specific Questions for Skimming Skills]

  • What time should you take the Sinnonhyeon subway if you want to take first express line?
  • When are bikes allowed to enter or exit 12th Street in San Francisco?
  • How long does it take to Union City from Fremont in San Francisco?

c. Post-Reading : Students have role play in pairs; one work as an employee of the information center at Bart. The other is a traveler, and will ask the information about timetable. The students who take a role, employee, should tell the information that the traveler asks. The students will get used to using subway timetable through this speaking activity.

Restaurant Scanning Activity

<Student work>


1. Coffee Bean in Korea

에스프레소, 커피

2. Coffee Bean in the U.S

<Lesson plan with Coffee Bean menus>

1. Topic : What do you want to order at Coffee Bean?

2. Skill : Reading Skill

3. Level : Intermediate/ Adult

4. Objective : First, Students will be able to compare and analyze the differences in Coffee Bean menus in Korea and America. Second, Students will learn scanning skill by concentrating on the detail of the menus. Third, Students will get information about Coffee Bean: menu, size, price, etc.

5. How to use : These are for developing scanning skill in reading. Teacher provides Coffee Bean menus in both Korea and America. The teacher ask students six scanning questions about the menus. The teacher can provide more questions, if they want to. Here is an example of the question; where can you order non coffee drink, Coffee Bean in Korea or America? The teacher can ask questions either handout or PPT. Also, the students can answer by writing or speaking. They will make their specific questions about the menus as well.


a. Pre-Reading : Show students the picture on the left. That is a hazelnut latte, and sold in Coffee Bean in both Korea and America. Then, ask them to guess the price; how much is the hazelnut latte in Coffee Bean in Korea? Is the price of the Coffee Bean in Korea same as the one in America? Tell them they will find out the answer by scanning the menus.

b. While-Reading :

1. Let students answer the questions below.

[Six Specific Questions for Scanning Skills]

  • If you have five dollars and want to order small latte with an extra espresso shot in Coffee Bean in America, which latte would you order?
  • If you have ordered a cup of today’s brew, finish your coffee, and you want to refill in America, how much should you pay?
  • If you want to drink iced espresso in Korea, what size would be available?
  • Where can you order non coffee drink, Coffee Bean in Korea or in America?
  • Which drinks can you order only as small size in Korea?
  • How many types of brewed coffee are available in Coffee Bean in Korea and one in America?

2. Let students make two scanning questions about two menus and share their questions in pairs. They will answer each other’s questions.  

c. Post-Reading : Make students create new Coffee Bean menus both in Korea and America in pairs; They create two menus and sizes available. Also, they price them. Then, each group introduces their new menus to the classmates, and they vote for the best menu with the reason why they vote for it. This speaking activity helps students to use the vocabularies used in coffee shop in their conversation, and improves their speaking skills.