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• Erica Jara

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Practice Activities – M&R

SUBJECT PRACTICE ACTIVITIES: MATERIALS AND RESOURCES Practice Activities Do the following exercises below: Task 1 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. Designing a communicative task Level: Pre-intermediate to intermediate Age:14-15 Goal

Use phrasal verbs in a role-play.

Input

Rehearsal for real world using phrasal verbs in a dialogue.

Activity

Role-play

Teacher role

Monitor and facilitator

Learner Role

Conversational Partner

Setting

Classroom/ pair work

1.Role-play: Work in pairs. Choose minimum 5 cards with questions that are face down and ask your peer. Swap roles to practice and perform the dialogue the classroom.

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Practice Activities – M&R

Example STUDENT A: What time do you usually get up? STUDENT B: I usually get up at seven o´clock. Do you like people calling on you at the weekend? Why? Why not? How often do you get together with your high school or elementary school friends? How do you help out your friends and family? What is the best or worst thing your friends talked you into? What do you leave out when you talk to your parents about your life? Have you ever had to take care of someone or something (sibling, pet, babysitting, etc.)? Did you enjoy it? How do you pick out the clothes you are going to buy? Is there anything you need to cut down on? What is something that you always put off until another day? Have you ever run into a celebrity?

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Practice Activities – M&R

Task 2 Evaluate your own task by explaining each step proposed for Ellis in Tomlinson (1998) to evaluate a task: 1. Description of the task: Students will rehearse for a real-world situation using phrasal verbs. Learners work in pairs, pick out eight questions from the list above, practice and switch roles. After that they deliver a presentation in front of the class. 2. Planning the evaluation: DIMENSION Approach 1.objective model

1.Accountability

KEY QUESTIONS Is the approach to be evaluating the task in terms of its objectives? Is the evaluation directed at determining whether the task "works"?

Focus 1.Effectiveness

Is the focus of the evaluation on the effectiveness the task?

Scope 1.Internal 2.External

Will the evaluation of the task be in terms of its stated objectives? Will the evaluation of the task consider predicted benefits?

Purpose

Evaluators 1.Insiders 2.Outsiders

ANSWER Yes

Yes

Yes Yes Yes

Who will evaluate the task?

Peer assessment

Timing 1.Formative

Will the evaluation of the task take place as it is being used in the classroom?

Yes

Type of information 1. Observation

What kinds of information will be used to evaluate the task? How will the information be collected?

Oral production Rubric

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Practice Activities – M&R

3. Collecting information: BEFORE

DURING Interactional analysis

Observation

AFTER

4. Analysis of information collected: Students co-evaluate their friends using this rubric to get quantitative information.

5. Conclusions and recommendations: The result of the observation reveals 85% of students could perform the role-play according the rubric in the categories of eye contact, enthusiasm, preparation and organization, clear speech and knowledge of topic and 15 % of the students made errors in the knowledge of the topic (use of phrasal verbs).Recommendation some kind of extra activity must be given to those students to reinforce the content.

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Practice Activities – M&R

Extra activity Read the following text and answer the questions

Phrasal verb story When I set off for work this morning, my car broke down, so I ended up taking the bus. As soon as I got off, I bumped into an old schoolmate, Mark. While we were talking, he brought up something I had already found out from some mutual friends-that he´d come into some money and had set up his own business. He told me that there was a lot of sort out, and offered to take me on, but I turned him down straight away. When I clocked in, my boss had a go at me, telling me off in front of everyone. When I got over the initial shock, I told her I´d make up for being late, but it turned out that she had blown up over a deal that had fallen through, after a client of mine had pulled out of a contract. She told me that I wouldn´t get away with it, That I´d let everybody down, and just went on and on... Eventually I ran out of patience and answered back- I said I wasn´t going to put up with it anymore, and if she wanted to lay me off, she should go ahead. Anyway, to cut along tory short, I stormed out, phoned Mark´s secretary, who put me through him. I told Mark I´d like to take him up on his offer. So, in in the end, everything´s worked out perfectly! https://web.facebook.com/photo.php? fbid=535046743696267&set=gm.445063989388900&type= 3&theater&ifg=1(Retrieved on July 20th ,2019)

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Practice Activities – M&R

Task 3 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. For Intermediate Level:

Read the story in the comics and write a new one using at least 5 phrasal verbs. Since students manage more lexis

2. For Advanced Level : Read the story in the comics, create a new comic

strip and write a new story using phrasal verbs.

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BIBLIOGRAPHY

Funiber (2016) “Design and adaptation of materials”, Materials and Resources in EFL-Design, Creation, Adaptation and Evaluation, Barcelona: Funiber. Morley, K. and Aldin, K. (2018). IB English B Course Book Pack: Oxford IB Diploma Programme. Oxford: Oxford University Press.

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