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Practical activities for the ‘after’ stage
When does the after stage start? This is not always clear,
but for ‘Tieng Anh’ it is usually after the vocabulary and
comprehension work has been done. Many things can be
done in the ‘after’ stage. Below are some options to
think about. The examples on this page are
contextualised in the reading lesson My Most
Embarrassing Experience in Unit 2, TA11)
Word study
Aim: To raise awareness and improve knowledge of
word formation and word stress
Procedure:
• Choose a number of words from the reading/listening
text and put them in the table like the one below:
Complete the table and underline the stressed syllables.
|
Noun |
Verb |
Adjective |
|
e.g. Embarrassment |
|
|
|
Dream |
|
|
|
|
Know |
|
|
|
|
Excited/ exciting |
|
|
Glance |
/ |
|
|
Imagine |
/ |
|
Giff |
|
|
|
Fuss |
|
|
|
|
Fell |
/ |
• It is perhaps best to give this exercise to students as
homework and to encourage them to use dictionaries
to do it.
• You can then check the answers in the next lesson
paying attention to the pronunciation as you do so.
Which words were
and
weren’t used in the text?
Aim: To help students remember vocabulary better and
think about the context in which they were used.
Procedure:
• Give students a list of words including those in and
outside the text (the number depending on how
much time you have for the activity).
• Ask the students to circle the words that were in the
text (books closed!)
• Ask the students to try to remember how the words
were used
• The students can then go back to the reading and
check or you can do a central check.
• Below is a list of words you could use:
Text as a model
Aim: To provide productive (oral and written) practice.
Procedure:
• After you have done the comprehension questions
ask the students to think of their own embarrassing
moment.
• Tell them that if they can’t think of one that they
should invent one.
• Tell them to make some notes under the following
categories:
a. When it happened, the background to the event.
b. An outline of the event.
c. How they felt.
d. What the long-term effect of the event was (if any)
• Then get them to tell their stories to a partner – the
partner says whether they think it is true or not.
• (Optional) Get each student to remember the story
they heard and tell another.
• Then get them to write their stories (for homework).
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