FP009 – MATERIALS AND RESOURCES IN EFL-DESIGN, CREATION, ADAPTATION AND EVALUATION

PRACTICE ACTIVITY

GENERAL INFORMATION

The subject practice activities consist of doing in pairs three short exercises.

The document must fulfil the following conditions:

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Length: 3 pages (without including cover, index or appendices –if there are any-).

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Type of font: Arial or Times New Roman.

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Size: 11.

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Line height: 1.5.

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Alignment: Justified.

Besides, the activities have to be done in this Word document: leave the activities’ statements where they are and just answer below them. In order to

make the correction process easier, please, do not write the answers in bold, and it will then be easier to distinguish between them and the activities’

statements. On the other hand, the document must still fulfil the rules of presentation and edition, and follow the rubric for quoting and making bibliographical

references as detailed in the Study Guide.

Also, it has to be submitted following the procedure specified in the “Subject Evaluation” document. Sending it to the teacher’s e-mail is not permitted.

In addition to this, it is very important to read the assessment criteria, which can be found in the “Subject Evaluation” document.

PRACTICE ACTIVITY

Do the following exercises below:

Task 1 - (1 page)

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Read chapter 4 and design a communicative task for the following educational situation below:

You are an English teacher who’s teaching the content of phrasal verbs to your pre-intermediate to intermediate students.

Task 2 - (1 page)

Evaluate your own task by explaining each step proposed for Ellis in Tomlinson (1998) to evaluate a task:

1. Description of the task:

2. Planning the evaluation:

3. Collecting information:

4. Analysis of information collected:

5. Conclusions and recommendations:

Task 3 - (1 page)

Read the comic presented below and answer:

In case you would have to work with mixed-abilities, describe what kind of activities you would propose for intermediate and advanced level, using the same

comic as an input.

For example, for beginner level:

Read the story in the comics and underline the words you do not know. Then, search these words in the dictionary and read the text again.

Justify your answers.

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1. Intermediate:

2. Advanced:

Name and surname(s):

Group:

Date:

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FP009 – MATERIALS AND RESOURCES IN EFL-DESIGN, CREATION, ADAPTATION AND EVALUATION

PRACTICE ACTIVITY

Name and surname(s):

Anselmo Makanene Denise Kissoka

Jennifer Verly Velásquez Martínez

Group: FP_TEFL_2022-10

Date: 29 / 03 / 2023

PRACTICE ACTIVITIES

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Task 1 - (1 page). Communicative task.

Level: Pre-intermediate to intermediate.

Age: 12-14

To achieve Use the phrasal verbs in written and spoken activities that are meaningful for the students

Input Audio lingual for real world using verbs in a dialogue activity

Activity General based on dialogs, group activities, simulation, problem solving and educational games.

Teachers role To help students to communicate / facilitate the students' learning.

Learner role Conversational participant / Communicators

Setting Classroom / group work

Demirel (1999:52)

1 – Role play

Two students are going to be a character of the personal “AI” (one student) and the other is going to be “Pat”.

Narrator: It is night already. Pat is under a street lamp looking for his car key-His friend Al sees him.

Al: Hi, Pat. What are you doing?

Pat: I’m looking for my car key. Cannot believe I lost it! I can’t do anything without my car key. I’ve got to have to take my mother to the airport in a few

hours.

Al: Let me help you. I am usually good at finding things; my family always depends on me to find things they lose.

Task 2 - (1 page)

1 - Description of the task:

Students will rehearse for a real-world situation using phrasal verbs. Learners work in pairs, pick out the question from the list above, practice and switch

roles. After that they deliver a presentation in front of the class.

2 - Planning the evaluation:

● Provide extensive exposure to English in use.

● Engage learners effectively.

● Engage learners cognitively.

● Provide an achievable challenge.

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● Help learners to personalize their learning.

● Help learners to make discoveries about how the language is typically used.

● Provide opportunities to use the language for communication.

3 - Collecting information:

Observation

Interaction and analysis

4 - Analysis of information collected:

Students with the help of the teacher co-evaluate their friends using a rubric to get quantitative information.

5 - Conclusions and recommendations:

From this activity students can perform the role-play according the rubric in the categories of eye contact, enthusiasm, preparation and organization, clear

speech and knowledge of topic and students can make errors in the knowledge of the topic (use of phrasal verbs).Recommendation some kind of extra

activity must be given to those students to reinforce the content.

Task 3 - (1 page)

Activity: Matching Game with Phrasal Verbs(This activity can be done individually or in pairs)

Level: Intermediate ESL

Materials needed: index cards or paper, pen, timer

Preparation: The teacher will provide a list of phrasal verbs along with their meanings. The phrasal verbs can be related to a specific topic or theme, such

as travel, food, or daily routines. Each phrasal verb and its meaning will be written on separate index cards.

Matching: The students will be given the index cards and asked to match the phrasal verbs with their corresponding meanings. For example, if the phrasal

verb is "set off," the student would need to find the index card with the meaning "start a journey."

Check: After the students have completed the matching activity, the teacher will check their answers and provide feedback. The teacher can also explain

any phrasal verbs that were difficult to understand or use in context.

Application: The students will then be asked to use the phrasal verbs in context by creating sentences or short paragraphs. For example, if the phrasal verb

is "cut down," the student might write "I'm trying to cut down on my sugar intake for a healthier lifestyle."

Reasons for choosing these phrasal verbs:

● "Put" is a common phrasal verb that students will likely encounter in everyday conversations, so it's important to practice using it in context.

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● There are many different ways to use "put" in phrasal verbs, so students can practice a variety of language functions, such as giving

instructions, describing actions, and expressing preferences.

● Activities with "put" phrasal verbs can be easily adapted to different language levels and interests, making it a versatile topic for classroom use.

● These phrasal verbs are commonly used in English and are essential for intermediate ESL students to understand and use in everyday

conversation.

● The phrasal verbs have multiple meanings, making them challenging for students with mixed abilities.

● The matching game format provides an interactive and engaging way for students to practice and review the phrasal verbs.

Activity: Debate with Phrasal Verbs

Level: Advanced ESL

Materials needed: whiteboard, markers, timer

Instructions:

1. Preparation: The teacher will provide a list of phrasal verbs related to a specific topic or theme, such as technology, education, or the

environment. Each group will be assigned a different phrasal verb from the list.(This activity can be done in pairs or small groups)

2. Debate: Each group will prepare a short debate using their assigned phrasal verb. They must use the phrasal verb in context and argue their

point of view. For example, if the phrasal verb is "cut back," the group might argue for or against cutting back on fossil fuel consumption.

3. Presentation: Each group will present their debate to the class. The audience will listen carefully for the correct usage of the phrasal verb in

context. After each presentation, the teacher will ask follow-up questions to ensure that the phrasal verb was used correctly and understood by the students.

4. Feedback: After all the groups have presented, the class will provide feedback on the use of phrasal verbs in each debate. The teacher will

summarize the key points and provide additional examples to help reinforce the correct usage of phrasal verbs.

Reasons for choosing these phrasal verbs:

● The phrasal verbs chosen are common and versatile, making them useful for advanced ESL students who need to understand and use more

complex vocabulary.

● The debate format challenges students to use the phrasal verbs in a meaningful and creative way, which can improve their fluency and

confidence in speaking.

● The activity encourages critical thinking and analysis, as students need to construct well-reasoned arguments using the phrasal verbs.

Bibliography

● TeachingEnglish. (n.d.). Making it: Phrasal verb stories. British Council.

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● Retrieved March 26, 2023, from https://www.teachingenglish.org.uk/teaching-resources/teaching-adults/activities/upper-intermediate-b2/

making-it-phrasal-verb-stories

● "English Phrasal Verbs in Use: Intermediate" by Michael McCarthy and Felicity O'Dell (Cambridge University Press, 2017)

● "Phrasal Verbs in Use" by Michael McCarthy and Felicity O'Dell (Cambridge University Press, 2004)

**There are no specific references for some oral activities with phrasal verbs, as they are practical exercises designed to help intermediate or advanced

ESL learners improve their understanding and usage of phrasal verbs. However, some useful resources can be consulted such as those mentioned above.