SUBJECT PRACTICE ACTIVITIES:

MATERIALS AND RESOURCES

Name and surname(s): Marlon Salomòn Aburto Narvàez

Oscar Armando Herrera Oliva

Hanley López Escaño

Group: 2020-06

Date: 11/30/2020

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 Activities

Task 1

Phrasal verbs
Level: Pre-intermediate.
Time: 45 minutes
Class: 21 students
Organization: 2 or 3 students per group
Resources: Charts of phrasal verbs, rubric, board, notebooks, and pencils
Objective: To perform a hotel reservation by using some phrasal verbs.
1. The teacher gives the concept of phrasal verbs for students to have a clear idea about
the topic.
2. Divide the class into small groups of 2 or 3 students.
3. The teacher presents a chart to students with the most common phrasal verbs and
their equivalent one-word verb.
4. The students observe the chart and analyze the different phrasal verbs and their
meanings that can be used in a hotel reservation.
5. The teacher provides instruction for students to develop the task.
6. Then, students have to write a role-play about a hotel reservation using the phrasal
verbs found in the chart.
7. The hotel reservation can have different communication media, such as the internet or
a phone call.
8. The learners search for information about different hotels and prices on the internet or
in magazines. The information has to be reliable regarding location, price, and quality
of service.
9. In the role-play, students contact the hotel to ask for information found on the internet.
The receptionist provides information including a special package for more than 2
guests.
10. The receptionist of the hotel decides canceling the reservation for an imaginary reason,
or a refutation because the hotel is teeming with tourists. Eventually, the reservation
has to be accepted.
11. Students must switch the paper with their classmates to read their writings and circle
mistakes.
12. Finally, students will perform the role-play where they will act using what they have
written in the activity.
13. The teacher uses the rubric to evaluate students' speech.

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 Task 2

I. Description of the task:

First, the teacher gives a chart containing the most common phrasal verbs used for
making hotel reservations. Then, students make groups of 3 to discuss phrasal verbs and their
meaning. After that, the students search for reliable information about hotels on the internet
and magazines. Finally, the students perform a role-play according to the information collected
as well as the application of the phrasal verbs given by the teacher.

II. Planning the evaluation:

The students perform the role-play emphasizing on the phrasal verbs found in the chart
given. Meanwhile the story is performed, the teacher takes notes to give appropriate feedback
based on a rubric to check organization, fluency, audience adaptation and correct use of
phrasal verbs.

III. Collecting information:

The teacher can walk around to find some difficulties experienced by students.
Moreover, it has to be determined if some mistakes are recurrent in order to decide whether
the task is challenging enough or if it needs extra components to make it more demanding.
Additionally, it is crucial for the teacher to take notes of the mistakes found to suggest
corrections in upcoming feedback.

IV. Analysis of information collected:

After notes are taken, the teacher must decide whether adding the number of directions
given for a task or reducing the length of the text. This decision must be based on students´
ability and response, taking into consideration the mistakes and difficulties experienced while
completing the task.

V. Conclusions and recommendations:

It is fundamental for the teacher to provide a model or example of the task for students
to have a better idea about what they are dealing with. Furthermore, it is appropriate to teach
the structure of a story, conflicts, solutions and generating ideas by using brainstorming.

Another recommendation for the teachers is to let students understand the meaning
of the phrasal verbs according to the context where they are used.

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- The main purpose of this activity is to encourage students to make them more creative and
use their critical thinking to produce in a written and spoken way using the target language.

Task 3

1. Intermediate:

1. Read the comic and look up for the phrasal verbs in the dictionary. 2. Ask your
teacher if you have any doubts about their meaning. 3. Once you have the meaning of the
phrasal verbs shown in the comic, create a role-play in pairs where you depict a similar
situation talking to someone about a task you do not want to comply with. The role-play could
be at work, at home, at school, etc. You have 20 mins to complete the activity and 5 mins to
present it to your class.

This activity is appropriate for intermediate students since they are still in the process
of connecting written input with events of their interest. At this point, they are able to describe
and dramatize a similar situation to the one presented in the comic. Furthermore, they are
able to contextualize the comic with their daily life, so they make an association of the
vocabulary with the scenario shown. They can take the phrasal verbs and put them into use
once a similar situation occurs in their everyday life.

2. Advanced:

1. Read the comic and look up for the phrasal verbs in the dictionary. 2. Ask your
teacher if you have any doubts about their meaning. 3.Once you have understood the meaning
of the phrasal verbs presented in the comic, use them to tell your classmates an anecdote
where you didn’t want to comply with a task and you felt forced to do so. 4. If you don’t have
an anecdote like this one, make up one for your class. You have 20 minutes to prepare and
10 minutes to present it to your class.

This activity is appropriate for advanced students since they can express themselves
with fluency and spontaneity with more ease and confidence. At this level, students can also
use language with a lot of flexibility and they are able to identify implicit meaning. They can
take the phrasal verbs presented in the chart and make an immediate connection with their
everyday lives. There is not too much need of rehearsing with the verbs since they can put
them to use immediately after their meaning is shown.

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 Appendix

1. Instructions

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.

Justify your answers.

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 2. Phrasal Verbs Chart

Phrasal Verbs Used for Hotel Reservations

Phrasal Verb One-word Substitution Phrasal Verb One-word Substitution

6. Look for f. Search

1. Check in a. Register

7. Come over g. Visit

2. Turn Down b. Reject

8. Set up h. Arrange
3. Come Back c. Return

9. Check out i. Leave

4. Call off d. Cancel

10. Hold up j. Delay

e. Postpone
5. Put off

Source: Own elaboration.

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 3. Rubric

Parameter Total
Emerging Developing Advanced score (80
points)
(0-12 points) (13-16 points) (17-20 points)
Main idea is evident, Ideas are clearly
1. Organization Ideas are not focused but the organized, developed,
or developed; the main organizational and supported to
(20 points) purpose is not clear. structure may need achieve a purpose; the
The introduction is to be strengthened; purpose is clear. The
undeveloped. Main ideas may not introduction gets the
points are difficult to clearly develop and attention of the
identify. There is no the purpose is not audience and clearly
conclusion or may not clearly stated. The states the specific
be clear the introduction may not purpose of the speech.
presentation has be well developed. Main points are clear
concluded. Main points are not and organized
clear. effectively.
The student does not The student is fluent The student speaks
2. Fluency show acceptable in speech, but with remarkable fluency
fluency to express sometimes makes and presents ideas
(20 points)
themselves, uses redundancy appropriately.
many fillers or repeats mistakes
the same words a lot.
The student is not able The student is able The student is able to
3. Audience to keep the listeners to keep the listener effectively keep the
Adaptation engaged. The verbal or engaged most of the audience engaged.
nonverbal feedback time. The speaker Speech is modified or
(20 points)
from the listeners may makes an attempt to clarified as needed
suggest a lack of clarify or restate given audience verbal
interest or confusion. ideas. and nonverbal
feedback.
Phrasal verbs may not Phrasal verbs may
4. Correct use of be used according to be used according
Phrasal verbs are used
Phrasal verbs their meanings. to their meanings,
according to their
but it presents some
(20 points) meaning in context.
difficulty.

Source: Northwest Regional Educational Laboratory (2005)

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 4. References:

Northwest Regional Educational Laboratory (2005) Speech and Presentation Grading Rubric
[rubric] http://webcache.googleusercontent.com/search?q=cache:oH-
oYTmDZ8IJ:www.marquette.edu/library/services/oral.doc+&cd=11&hl=es-
419&ct=clnk&gl=do