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
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 Activities – M&R

Name and surname(s):

Group:
Date:

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:
A phrasal verb Activity.

Main objective: Students will be able to understand phrasal verbs and their meanings.

Warm Up: During this ESL activity, the teacher will introduce some of the phrasal verbs that
students will be learning during the class through a power point presentation and explaining
each of them by using some examples.

Phrasal Verbs
Hang out, Watch out, Dress up, Take away, Break up,
Right Away, Call off, Calm Down, Hold on, Carry out

Development. Pupils will be asked to sit on floor and make a semicircle. Each student will
receive a card with an image and others will receive a card with a phrasal verb with a sentence
in the back. First, the teacher will explain learners what they will be doing by showing them an
example.

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The instructor will stand in front of the class and show students a card with a picture. Then, he
will say, “I am not longer with my girlfriend and I am feeling so sad”. Then, he will ask what
student has the card with the phrasal verb that represents the picture he showed. The pupil will
be expected to raise his hand and pronounce it to the rest of the class.

Then, students will do the same activity. Each one of them will have the opportunity to stand in
front of the class and show an image or say the example that has in the card. For example, if any
of the students has a picture, which represents a person dressing up, then he/she will show it to
the rest of the class and ask: what phrasal verb does this picture represent? The student on the
floor will have to take a look at the card he has and say the phrasal verb. This way, students will
be able to interact each other by practicing the phrasal verbs.

Closing. At the end of the class, students will receive a piece of paper in which, they will write
a letter to any friend by using the following phrasal verbs: Right Away, Dress up and Carry
out. Then, some students will be chosen randomly and they will read their letter in front of the
class.

Appendix 1 (Cards)

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 (activity) starts with the prior exploration of students' knowledge on the subject to
be deal, and also with the discussion of examples and meanings of the phrasal verbs and
will be finished with oral and written production applied to the context or real world.

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The activity consists that the teacher will stand in front of the class by showing up a card
with a picture. Then, he or she will ask what student has the card with the phrasal verb that
represents the picture he showed. Then, the student that has the card is expected to raise his
or her hand and pronounce the phrasal verbs to the rest of the class. At the end of the class,
students will be able to identify and understand phrasal verbs and their meanings.
2. Planning the evaluation:
Alderson (1992) suggests that planning a program evaluation involves working out answers
to a number of questions concerning the purpose of the evaluation, audience, evaluator,
content, method, and timing.
In other words, when we planning the evaluation we must take into consideration its
purpose, for example, in this activity concerning the phrasal verbs, the purpose of the
evaluation of the task is to determine if the students have achieved the objectives that we as
teachers proposed at the beginning of the class and also it is evaluated with a view to
discovering how it can be improved.
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 self-report and observation of the students’ work
development when interact each other by practicing the phrasal verbs and when they receive
a piece of paper in which, they will write a letter to any friend by using the following
phrasal verbs: Right Away, Dress up and Carry out.
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 students.
5. Conclusions and recommendations:
Having to evaluate a task seems to be considered as a daily routine in teaching. By using
some of the evaluation techniques, we were able to ascertain whether the task had
accomplished its aims. For example, we found that the writing activity was quite difficult
for some of the students and there should be more guidance, and examples to show how
students can write properly by using phrasal verbs. We suggest that the wide-selection of
reading of texts may help to familiarize students with the different linguistics features and
with the most important phrasal verbs.

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 Practice Activities – M&R

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.

1. Intermediate:
1. Read carefully each one of the comics below and make a list of the verbs you can find
on your notebook. Then, write a sentence with each one of them.
2. Look at the comics and try to find out the relationship between the woman and the man.

2. Advanced:
1. Take a deep look at the comics on the bottom and make a list of the phrasal verbs you
find. Then, work with your partner to the right side and in ten minutes; prepare a role-play
in which you use each one of the phrasal verbs.
2. What would be your reaction if you were the man in the comic? What would you do in
order to demonstrate that you are right?