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.
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Besides, the activities have to be done in this Word document: leave the activities’
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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): Milena Malanski Fernandes

Eider Robiro Lara yela
Group: 2020-10
Date: April 11th, 2021.

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.

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Time: 110 minutes

SUBJECT
TOPIC
English Phrasal verbs
AIM: Present some phrasal verbs to the students and teach how to use them in the correct contexts.
ACTIVITIES AND CLASS DEVELOPMENT ASSESSMENT

1. Warm up: (10 minutes) 1.1 Game: The teacher explains that a phrasal verb is a verb whose meaning Informal Assessment
changes when it is accompanied by a preposition and writes some verbs and some prepositions on the
board. Then, the teacher asks the students to write down on their notebooks all the phrasal verbs they  Students need to provide examples of
think are possible to form with the words on the board. Later, the teacher asks each student to choose phrasal verbs.
one of the phrasal verbs they wrote and tell the class. Then, the teacher writes them on the board and
discuss with the students if these phrasal verbs are possible and talks about their meanings.  Students need to use the correct phrasal
vebs, according to the context.
2. Pre-reading (35 - 40 minutes) 2.1 The teacher gives a text to the students and asks them to just look
over the text, without reading yet, but just looking for phrasal verbs. (See appendix 1) The students need
to underline the phrasal verbs they found. After, the teacher asks the students to tell in order the phrasal Feedback
verbs they found. The teacher writes them on the board and discuss their meanings, according to the
contexts they appeared in the text.  Teacher pays attention to the most common
mistakes students are making during the class
3. While-reading (30 - 35 minutes) 3.1 Then, the teacher asks the students to read the text, paying and comments them at the end of the class.
attention to the phrasal verbs and the meanings they have just discussed, in order to correctly Teacher also recalls the most important points.
comprehend the text. After, the teacher collects the texts from the students and gives another paper with
the same text, but with gaps on the spaces that had phrasal verbs. Then, the teacher asks the students to Formal Assessment
fill in the gaps with the appropriate phrasal verbs.
 Students will participate in a quiz about the
4. Post-reading - writing task (20 - 25 minutes) phrasal verbs they learned in the class.
The teacher asks one student to read the text aloud and tell the other students that they can interrupt the  Students need to analyze some sentences with
reading if their colleague reads a phrasal verb that they don't agree and explain which phrasal verb they the phrasal verbs they learned in the class and
would use and why. After the reading, the teacher gives another paper with some reading comprehension say if they are correct or incorrect. If they are
questions. Later, the teacher asks the students to choose five phrasal verbs they found in the text and incorrect they have to use an appropriate
write another text about a topic they like, using these phrasal verbs.

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phrasal verb.

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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 task is about phrasal verbs and the objective is to teach how to use them in the
correct contexts. First, the students would try to create some phrasal verbs with the
words written on the board and after they would work with a text with many phrasal
verbs and after learning their meanings, they would create their own text.
2. Planning the evaluation:
A teacher guide will be provided with teaching manuals about how to manage the
class. Besides, a text with many phrasal verbs will also be provided. The text is
designed for second language teaching and is a short story.
3. Collecting information:
This part tells the level of difficulty the learners experienced while performing the
activities. In the beginning of the class, where they need to provide examples of
phrasal verbs, it would be very hard, because they are not familiar with this content.
But after reading the text and discussing the meanings of phrasal verbs it would
become easier and it would not be difficult for the students to create a text using the
phrasal verbs they learned.
4. Analysis of information collected:
The information collected will be analyzed taking into account a qualitative paradigm
which involves observation and interaction between the teacher and the students. On
the other hand, a quantitative evaluation will be done taking into account the quiz the
students will take and the analysis of the sentences the students will provide.
5. Conclusions and recommendations:
Taking into account the works of the students developed during the class, conclusions
will be established. In these conclusions we will be able to list the different weaknesses
and strengths the students evidenced when doing the task. Thanks to class
observation and the results obtained after the evaluation, we will be able to make
general recommendations for future teachers when applying these kind of activities.

Task 3 - (1 page)

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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.

Most of the teachers know that in their classes students do not have the same
English level or the same skills. That is an issue that English teachers need to deal with
in every day lessons. For that reason, the topic of mixed abilities needs to be taken into
account. When a teacher works with a mixed ability group, it is possible to have
activities which integrate to all of the students in a better way. This is because
interaction is not difficult to achieve and the tasks will be performed easily. As it has
been mentioned so far, when working with mixed ability groups, it is important to know
that the activities proposed need to benefit both individual and group learning.

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Taking into consideration what has been mentioned before, the activities that
would be proposed for intermediate and advanced level students taking the provided
comic as the main piece of input are the following.

1. Intermediate:
- Get in groups of four people and fill in the blanks that the comic has as you listen
your teacher read the whole comic.
- Read the comic and underline the new words, write a sentence for each word using
future structures.
- Decide if the following sentences are true or false and justify your answer to the
rest of the class.
- Match the correct definition to the phrases given.
- Look at the words in bold in the comic and look for some synonyms.
2. Advanced:
- Get in pairs and read the different parts of a comic and put them in the correct
order to create a conversation.
- In groups, read the following questions about the comic and discuss them. Be
ready to share your ideas with the rest of the class.
- Pair work. Identify the different situations in the comic and talk about them with a
classmate.
- Pair work. Create a role-play using different expressions from the comic. Present it
to the class.
- You will be given list of different answers, write the best question for each one of
them.

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Appendix 1