Practice Activities – M&R

SUBJECT PRACTICE ACTIVITIES:

MATERIALS AND RESOURCES

GENERAL INFORMATION:

The subject practice activities consist of doing individually three short exercises. The
document must fulfil the following conditions:

- Length: 3 pages (without including cover, index or appendices –if there are any-).
- Type of font: Arial or Times New Roman.
- Size: 11.
- Line height: 1.5.
- 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
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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.

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Name and surname(s): Jaminton Mosquera Palacios

Group: FP_TEFL_2017-10

Date: April 15th, 2018

Practice Activities

Do the following exercises below:

Task 1 - (1 page)

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.

A communicative task using phrasal verbs

Introduction
This is a lesson designed for pre-intermediate to intermediate students to learn to
communicate in a second language using phrasal verbs, with the practical exercises
proposed in this task, students will understand what phrasal verbs are and how to
make use of them.

Topic: Business meetings

Objective: To learn and practice phrasal verbs to talk about business meetings.
Language Focus: Phrasal verbs

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Warm up!
Ask students to discuss the meaning of the following phrasal verbs in pairs, and
join each one with its corresponding meaning.

Come up Cancel
Deal with Participate
Put back Think carefully
Call off Happened
Weigh up Postponed
Join in Manage

When the students have finished the warm up activity, go through the answer with the
whole class.

Language Focus: Phrasal verbs

Teach the student that phrasal verbs consist of a verb and one or two particles, such as
up, with, back, off, in etc. And that they have a meaning that is different from the
meaning of the individual words combined.
E.g Come: venir, llegar. Up: arriba, hasta. Come up (=happened, in a business
situation context)

Ask students to complete the following paragraph with the correct phrasal verb
from exercise 1 (warm up)

Last night, the business director received a call from a colleague to say that something
has _____ _____ and they decided the meeting has to be ___ _____ to another day.
No problem. In a way they’re quite relieved because they had a mountain of things to
do and they were worried that they might have had to ____ _____ the meeting anyway.

Put the students in a listening activity, where listening to the reading of this
paragraph they can replace the words underlined by the correct phrasal verb.

During the meeting, they have a number of issues they need to raise and manage.
They may have outlined the items in an agenda that they’ve circulated to everyone
beforehand. With some issues, they may have to think carefully about their advantages

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and disadvantages before taking action. This could take a while and they might
encourage their colleagues to participate in the discussion.

Ask students to work in group and write their own short conversation including
the phrasal verbs studied in this lesson. Eg

St 1. Hello John. What about the meeting?

St 2. The meeting was called off
St 1. Why?
St 2 because the president could not attend it
St 1. Was it put back to another date?
St 2. Yes, it will be next Wednesday
St 1. Thank you

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:

The input to teach about phrasal verbs in the lesson designed in (task 1) will be
presented in the reading of an authentic material which is adapted with procedures that
facilitate both pedagogical and the real world task.
The task (activity) starts with the prior exploration of students' knowledge on the
subject to be dealt, with a matching exercise and will be finished with oral and written
production applied to the context or real world. Students will complete some gaps given
in paragraphs, listen and make the correct pronunciation of fragments and write texts
and dialogues applying what they learned in the lesson.

2. Planning the evaluation:

The evaluation is presented in terms of the knowledge demonstrated by the student to

communicate orally or in writing way, using the phrasal verbs when talking about

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business; in this context, the evaluation will assess the activities according to the
appropriation and good use of the sentences in situations that the student may
encounter in his/ her professional life.

3. Collecting information:

The collection of information to assess the learning achieved with the proposed
activities for teaching the phrasal verbs will be done before, during and after the
application of the activities through the presentation of tests and observation of the
students’ work development when joining words with respect to vocabulary, completing
blank in paragraphs, writing texts and in the staging of dialogues

4. Analysis of information collected:

The analysis of the information collected will be done through a qualitative assessment
which will be provided in the work of observation and reconstruction of knowledge
through interaction with the teacher and other classmates. In the same way, in the
analysis of the information a quantitative evaluation will be given that arises when
evaluating the production of texts and dialogues presented by the different groups.

5. Conclusions and recommendations:

Having as input the result of the different evaluations carried out before, during and
after the shared knowledge in relation to the phrasal verbs. Conclusions will be made
about what the students achieved and the difficulties evidenced by the group. Likewise,
recommendations on future teaching proposals related to the use and applicability of
phrasal verbs will arise.

Task 3 - (1 page)

Read the comic presented below and answer:

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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.

Working with mixed-abilities, allows the teacher to integrate students in the

development of activities through interaction for a better knowledge acquisition
achievement. When developing different activities with mixed-abilities groups, it quite
important the articulation of strategies that allow both individual and group production
for the negotiation of meaning to arise; Some theorists (e.g. Long 1981, 1983; Ellis
1984) regard the interactive modifications made during the negotiation of meaning as
crucial for promoting L2 acquisition. The negotiation of meaning does not necessarily

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only have to take place between learner and teacher. It can equally fruitfully take place
between learners.
In this sense, group activities allow the construction of meaning and have advantages
for both teachers and students, following Penny Ur (1996:305) the fact that the teacher
is very much less able to attend to every individual in the class means that in order for
the class to function well the students themselves must help by teaching each other
and working together: peer teaching and collaboration are likely to be fairly common,
fostering an atmosphere of co-operation.
The literature on dealing with mixed ability points to several techniques which teachers
can use in their classes. These include: group work, use the same material, but with a
range of tasks for different levels of proficiency, self-access, open-ended activity types.
Taking into account the previously thoughts, the activities that I would propose for each
level from the comic are based upon amount of effort and complexity relates to the kind
of thinking, action, and knowledge needed in order to carry out the task. These would
be the following:

1. Intermediate:
 Work in pairs or group and write a synonym word for the italicized word showed in
the text of the comic.
 Pairs up and work in definition: match the phrases given with the underlined word in
the comic text content.
 Read and underlined the phrases used to talk about things in present or future
tense.
 Listen to your teacher say the following sentences of the comic and practice saying
yourself then with a classmate.
 Read the comic and write T (true) or F (false) in each sentence.
 Read the comic and write a sentence for each new word you learnt from the comic
conversation.
 Work in group and complete the gaps in comic using the correct word.

2. Advanced:
 Work in pairs: create questions to each one of the following statements taken from
the comic text.
 Read the comic then write a conversation including this expression of the comic;
role-play your conversation for the rest of the class.

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 Read about each situation of the comic and discuss it with your classmate.
 Opened-questions: answer the following comprehension questions about the comic
content.
 Put the parts (texts) of the comic in order to have a coherent conversation between
a boy and his mother.

Bibliography

Lennon A, Ball P. Materials and Resources in EFL. In: Formación Universitaria

FUNIBER. ; 2017.

Shanthi Cumaraswamy: 30 phrasal verbs often used in business meetings and small
talk
http://www.cambridge.org/elt/blog/2017/08/01/30-phrasal-verbs-business-
meetings/