Assignment C, Part 2.1
Three follow up activities for exploiting the authentic text with
advanced students
a) A dictionary activity (see Unit 2), for vocabulary and
dictionary skills development AFTER the class read or
listened to your selected text
NAME OF ACTIVITY:
Call my bluff / Balderdash (Selivan, 2018)
TIME:
15 minutes
AIMS:
Teaching students niche and unusual words to spice up a conversation or
add native speaker style to an essay.
TEACHER'S INSTRUCTIONS:
Divide the class into groups of 3
Give each of the 5 groups a dictionary (Concise Oxford English Dictionary
or classroom equivalent). If there are none available, students may use
their computers to access the Concise Oxford English Dictionary website
(available at: https://www.oed.com/)
Give each group of students 3 unknown words (these should be words
not even upper-intermediate/advanced students would have come across
but that still have practicality in everyday language). Examples –
o Exemplify
o Proffer
o Reprieve
o Fatuous
o Recalcitrant
o Tautologous
o Cornucopia
o Regalia
o Inchoate
o Bereft
o Wont
o Insignia
o Malignant
o Atrophy
o Inclination
Instruct the students to find these words in the dictionary, write out the
actual definition and add two fictitious definitions on a leaf of paper.
Other groups then look at the three definitions and try guess the correct
definition for each item. Each correct answer scores 1 point.
The team with the most correct answers wins the day.
1
, MATERIALS:
Concise Oxford English Dictionary
Online Oxford Dictionary: https://www.oed.com/
b) An activity which requires students to use online
resources
NAME OF ACTIVITY:
Covid-19: Fact vs Fiction?
TIME:
30 minutes
2
Three follow up activities for exploiting the authentic text with
advanced students
a) A dictionary activity (see Unit 2), for vocabulary and
dictionary skills development AFTER the class read or
listened to your selected text
NAME OF ACTIVITY:
Call my bluff / Balderdash (Selivan, 2018)
TIME:
15 minutes
AIMS:
Teaching students niche and unusual words to spice up a conversation or
add native speaker style to an essay.
TEACHER'S INSTRUCTIONS:
Divide the class into groups of 3
Give each of the 5 groups a dictionary (Concise Oxford English Dictionary
or classroom equivalent). If there are none available, students may use
their computers to access the Concise Oxford English Dictionary website
(available at: https://www.oed.com/)
Give each group of students 3 unknown words (these should be words
not even upper-intermediate/advanced students would have come across
but that still have practicality in everyday language). Examples –
o Exemplify
o Proffer
o Reprieve
o Fatuous
o Recalcitrant
o Tautologous
o Cornucopia
o Regalia
o Inchoate
o Bereft
o Wont
o Insignia
o Malignant
o Atrophy
o Inclination
Instruct the students to find these words in the dictionary, write out the
actual definition and add two fictitious definitions on a leaf of paper.
Other groups then look at the three definitions and try guess the correct
definition for each item. Each correct answer scores 1 point.
The team with the most correct answers wins the day.
1
, MATERIALS:
Concise Oxford English Dictionary
Online Oxford Dictionary: https://www.oed.com/
b) An activity which requires students to use online
resources
NAME OF ACTIVITY:
Covid-19: Fact vs Fiction?
TIME:
30 minutes
2
