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:

• 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
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.

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PRACTICE ACTIVITY

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.

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.

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Justify your answers.

1. Intermediate:

2. Advanced:

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Name and surname(s):Alejandra María Aria Pérez, Angelica Torres Murillo

Group: FP009 – Materials and Resources in EFL-Design, Creation, Adaptation and

Evaluation

Date: 30th, July, 2023

TABLE OF CONTENT

CONTENT PAG.

TASK 1 …………………………………………………………………………….. 5

TASK 2…………………………………………………………………………….. 6

TASK 3 ……………………………………………………………………………. 7-8

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Task 1

Objective: At the end of the class student will be able to learn and practice phrasal verbs
to talk about business meetings.
• Warm-up :

The teacher gives a paper tear where each student writes what they know about phrasal
verbs.

Students paste and create a brainstorming about phrasal verbs.

The teacher discusses the brainstorming that has already been created.

• Practice activities

Divide the class into small groups (3-4 students per group).

Place the picture cards, representing different phrasal verbs, face down on a table.

Each group should choose a team representative who will be the first drawer.

Pictionary Game

The first drawer from each group takes turns coming to the front of the class.

The teacher privately shows a picture card to the first drawer, displaying a phrasal verb.

The drawer has one minute to draw a representation of the phrasal verb on the
whiteboard or flipchart without using any words, letters, or gestures.

The rest of the group members try to guess the phrasal verb based on the drawing.

If the group correctly guesses the phrasal verb within the time limit, they earn a point.

• Review

After each drawing, encourage the groups to discuss the phrasal verb depicted and its
meaning.

Provide additional explanations and examples if necessary.

Allow students to ask questions and seek clarification.

Vocabulary Consolidation :

As a class, review all the phrasal verbs used in the game.

Discuss their meanings, usage, and any related nuances.

Encourage students to create sentences using the phrasal verbs in context.

Team Winner

Tally up the points from each group's correct guesses to determine the winning team.

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Celebrate the winning team and acknowledge everyone's participation.

Task 2

Description of the task:

In the lesson planned for (task 1), the input to teach about phrasal verbs will be delivered
through the reading of authentic material that has been modified with techniques that
support both educational and practical goals. The exercise (task) begins with an
examination of the student's prior knowledge of the subject and will be covered with a
matching exercise, followed by an oral and written exam. Application of the work to the
context or real world.

Planning the evaluation:

Use phrasal verbs while speaking or writing about business; in this context, the assessment
will rate the activities in accordance with the appropriateness and effective application of
the sentences in scenarios that the student would come across in his or her professional
life. Before, during, and after the application of the activities, data will be gathered to
evaluate the learning that was accomplished with the suggested activities for teaching
phrasal verbs through the distribution of tests and observation of the students' work
progression when joining words with regard to vocabulary, filling in blanks in paragraphs,
writing texts, and staging of dialogues.

Analysis of information collected:

The qualitative evaluation that will be included in the activity of observation and knowledge
reconstruction through contact with the teacher and other students will be used to analyze
the information gathered. The quantitative evaluation that results from reviewing the texts
and dialogues produced by the various groups will also be included in the analysis of the
material.

Conclusions and recommendations:

Having the outcomes of the several assessments with connection to the phrasal verbs that
were conducted prior to, during, and after the shared knowledge as input. Conclusions
concerning the kids' accomplishments and the challenges the group encountered will be
drawn. The use and application of phrasal verbs will also lead to recommendations for future
instructional initiatives.

Task 3

Language complexity:

1. In the sentence "I just put it off tomorrow," what connotation the boy wants to give?

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 a. Call of b. Postpone c. reject

2. Rewrite the sentence "You are always putting me down!" by using your own words.

3. Underline the phrasal verb that reflects a complaint:

a. I just put it off until tomorrow.

b. Why do you put me through this every night?

Vocabulary meaning:

1. Explain the meaning of the phrasal verb "put down" as used by the son in the
sentence "You are always putting me down!" ______________________________

2. Replace the word "sense" in the sentence "I'm trying to put some sense into your
head" with a synonym. _______________________________________________

Critical thinking skills:

1. Can you relate to any part of this dialogue? How would you react in a similar situation?

2. How can they come up with a solution to the issue? What actions would you take if
you are overwhelmed with too many projects and homework and your mother is
always pressuring you?

On the other hand, to assess learners, considering different language components, we

examine three primary aspects at the advanced level.

Language complexity:

1. Explain the similarities in meaning between the following sentences: I can't put up
anymore and I can take it anymore.
2. Which sentence correctly uses the phrasal verb structure?
a) "I put it off tomorrow." b) "I put off it tomorrow." c) "I it put off tomorrow."

3. Find the mistake into the next tense and rewrite it “After all the effort I put into raise
you," explain the reasons why the sentence was not correct.

Vocabulary meaning:

1. What is the antonym for the word "effort" as used in the sentence "After all the effort
I put into raising you"
a) energy b) laziness c) strength

2. Replace the word "sense" in the mom's statement "I'm trying to put some sense into
your head" with an appropriate synonym.

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 3. The expression “give me a break” is used to denote: ____________________

Critical thinking skills:

1. What emotions do you think the characters are experiencing in this conversation,
and how can they find a solution in which empathy plays an important role?