DISCLAIMER: THIS IS THE EXACT ASSIGNMENT THAT I DID . DO
NOT COPY AS IT IS if you are found that you have sourced any part of your
work from another student’s assignment, your enrolment will be cancelled
without refund and you will not receive a certificate. YOU CAN MAKE
CHANGES BY LOOKING MY EVALUATION FORM AND GET BETTER
GRADES)
, Assignment C, Part 2.1
Three follow up activities for exploiting the authentic text with advanced students
Design 3 activities to further exploit your selected text after using it for a comprehension lesson.
Items should be presented as material other teachers could use. A teacher would not have to use all three activities,
and they do not need to be linked to one another.
At least one activity must be of your own design and not copied from another source.
You can use or adapt ideas you have found on the Internet or in teachers' resource books for the other two activities
if you wish to, but provide a reference if you do this.
For each activity provide the following information: name of activity, time (how long activity would take), aims,
teacher's instructions, materials:
TEACHER'S INSTRUCTIONS mean instructions for the teacher to follow, NOT what the teacher would say to the
students.
e.g. 1. Divide the class into an even number of small groups of three to four.
2. Give half the groups handout A, and the other half handout B. etc.
MATERIALS: You should include any material the teacher would need for this activity. You can submit materials
separately or in this document. If it is submitted separately, make it clear to the marker where s/he can find it.
a) A dictionary activity (see Unit 2), for vocabulary and dictionary skills
development AFTER the class read or listened to your selected text
This could be used later in the same lesson or in another lesson. You do not have to use the vocabulary items you
have selected for pre-teaching.
NAME OF ACTIVITY: Hunt the Truth Dictionary Game
TIME:20 minutes
AIMS: To use dictionary to locate words, understand the meaning, form and pronunciation
TEACHER'S INSTRUCTIONS:
1. Divide students in groups of 3.
2. Handout dictionaries to students.
3. Handout 2 vocabulary word strips(from authentic text) and 6 post-it papers to each group.
4. Give students instructions for the activity:
*Students should use dictionaries to find the true definition for the given words.
*Then they should create two false definition for each and write all definitions on post-it papers.
*They are not allowed to show or say words or answers to other groups until the time is up.
5. Monitor and help students if needed.
6. After 15 min. finish and collect the dictionaries.
7. Each group will come to the board and read the words aloud and three definitions that they have
written for them and they will stick them on the board.
8. Other groups discuss and vote on which definition they think is the real one for each word. Take
false definitions from the board and leave just words with true definitions.
9. Give feedback and drill some definitions with students (Discuss MFP of the words.)
MATERIALS:
• Authentic Reading text
• Dictionaries for each student
• 10 vocabulary word strips (2 for each group)
• Blu-tack to stick paper strips on the board.
• Post-it papers (6 for each group)
*Adapted from icebreakerideas.com (Mann, 2019)
1
NOT COPY AS IT IS if you are found that you have sourced any part of your
work from another student’s assignment, your enrolment will be cancelled
without refund and you will not receive a certificate. YOU CAN MAKE
CHANGES BY LOOKING MY EVALUATION FORM AND GET BETTER
GRADES)
, Assignment C, Part 2.1
Three follow up activities for exploiting the authentic text with advanced students
Design 3 activities to further exploit your selected text after using it for a comprehension lesson.
Items should be presented as material other teachers could use. A teacher would not have to use all three activities,
and they do not need to be linked to one another.
At least one activity must be of your own design and not copied from another source.
You can use or adapt ideas you have found on the Internet or in teachers' resource books for the other two activities
if you wish to, but provide a reference if you do this.
For each activity provide the following information: name of activity, time (how long activity would take), aims,
teacher's instructions, materials:
TEACHER'S INSTRUCTIONS mean instructions for the teacher to follow, NOT what the teacher would say to the
students.
e.g. 1. Divide the class into an even number of small groups of three to four.
2. Give half the groups handout A, and the other half handout B. etc.
MATERIALS: You should include any material the teacher would need for this activity. You can submit materials
separately or in this document. If it is submitted separately, make it clear to the marker where s/he can find it.
a) A dictionary activity (see Unit 2), for vocabulary and dictionary skills
development AFTER the class read or listened to your selected text
This could be used later in the same lesson or in another lesson. You do not have to use the vocabulary items you
have selected for pre-teaching.
NAME OF ACTIVITY: Hunt the Truth Dictionary Game
TIME:20 minutes
AIMS: To use dictionary to locate words, understand the meaning, form and pronunciation
TEACHER'S INSTRUCTIONS:
1. Divide students in groups of 3.
2. Handout dictionaries to students.
3. Handout 2 vocabulary word strips(from authentic text) and 6 post-it papers to each group.
4. Give students instructions for the activity:
*Students should use dictionaries to find the true definition for the given words.
*Then they should create two false definition for each and write all definitions on post-it papers.
*They are not allowed to show or say words or answers to other groups until the time is up.
5. Monitor and help students if needed.
6. After 15 min. finish and collect the dictionaries.
7. Each group will come to the board and read the words aloud and three definitions that they have
written for them and they will stick them on the board.
8. Other groups discuss and vote on which definition they think is the real one for each word. Take
false definitions from the board and leave just words with true definitions.
9. Give feedback and drill some definitions with students (Discuss MFP of the words.)
MATERIALS:
• Authentic Reading text
• Dictionaries for each student
• 10 vocabulary word strips (2 for each group)
• Blu-tack to stick paper strips on the board.
• Post-it papers (6 for each group)
*Adapted from icebreakerideas.com (Mann, 2019)
1
