Practice Activities – MR –FP009-CO

MATERIALS AND RESOURCES IN EFL- DESIGN, CREATION, ADAPTATION

AND EVALUATION
PRACTICE ACTIVITIES

Heydi Patricia Ahumada Fernández

Fabricio Alberto Maradiaga Durón
Ony Yanira Portillo Ayala

Group: fp_tefl_2021-06_uneatlantico

Date:  December 5th, 2021.

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 Practice Activities – MR –FP009-CO

INDEX

          Pages
Introduction …………………………………………………………………………… 3
Task 1 …………………………………………………………………………………. 4
Task 2 …………………………………………………………………………………. 5
Task 3 …………………………………………………………………………………. 7
Conclusions …………………………………………………………………………… 9
Bibliographic References …………………………………………………………… 10

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 Practice Activities – MR –FP009-CO

INTRODUCTION

It is impossible to learn a language and communicate accurately without learning the

vocabulary in the target language. It is the same with learning a foreign language. So it
can be said that vocabulary learning is the most necessary part of learning a foreign
language. Students’ knowledge of vocabulary relates directly to their comprehension.
McCarthy (2003) states that no matter how well the students learn the grammar of a
language, or no matter how well the sounds of the second language are studied,
communication cannot occur in a meaningful way without the words to express a wide
range of meanings. 
Through a communicative approach in language teaching, learners are generally exposed
to phrasal verbs from a very early stage in their learning. In most of the beginner courses,
learners describe their daily routine and are exposed to phrasal verbs such as wake up,
get up as lexical items. Much of classroom language includes phrasal verbs: listen out for
the expressions, take out a pencil and paper, and in these early stages they do not cause
many problems because they are relatively straightforward as their meaning is literal or the
context in which they are used is very clearly understood. As learning continues learners
meet more complex forms: get on with look forward to which they understand and can use
in controlled situations but which they tend to avoid in freer situations.
This work will solve some tasks on phrasal verbs and other grammatical implications
having into account the levels of the students according to the common European
framework of references. Also, one of the assigned activities will describe some relevant
teaching-learning processes that could analyze better planning and evaluation criteria.

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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.

Objective: 
At the end of this lesson, students will be able to use phrasal verbs to talk about different
situations in their real life. 

An Imperfectly Day 

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 had
come into some money and had set up his own business. He told me that there was a lot
to 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 was not going to put up
with it anymore, and if she wanted to lay me off, she should go ahead. Anyway, to cut a
long story short, I stormed out, phoned Mark’s secretary, who put me through to him. I
told Mark I’d like to take him up on his offer. So, in the end, everything has worked out
perfectly!

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 Practice Activities – MR –FP009-CO

PREINTERMEDIATE TO INTERMEDIATE LEVEL

Grammar
Exercise #1 
Read the text again. Use the context to match the underlined words with their definitions
below.
a. __________________ To complete a task or competition in a certain length of
time.
b. __________________ To cause something to begin or occur.
c. __________________ To physically plunge through something.
d. __________________ To proceed or move ahead of someone or something.
e. __________________  To start, as on a trip; leave.

Exercise #2
Vocabulary
Work in pairs, search the underlined words in the dictionary and read the text again.

Exercise #3
Reading and Listening. 
Work in pairs and read the story in a loud voice.

Exercise # 4
Challenge
Argue for a minute making questions and answers with the same reading

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Task 2

Evaluate your own task by explaining each step proposed for Ellis in Tomlinson (1998) to
evaluate a task:

      I.  Description of the task:

The task is designed for students to examine the text and become familiarized with it
before working with the target language. Then, the students use the context of the short
story to derive the denotation of the phrasal verbs. Lastly, using the model, students are
supposed to come up with their own story using the phrasal verbs they just learned. 

II. Planning the evaluation:

Some students read their short stories, the rest of their classmates write in their notebooks
the phrasal verbs they hear in each story, and the teacher takes notes on recurrent
mistakes. Finally, the teacher gives feedback.

     III.           Collecting information:

The teacher circulates to detect difficulties students might be experiencing. Also, the
teacher needs to determine whether the task was challenging enough or too challenging.
Taking notes is important at this stage as it could be used for feedback later on.

    III.           Analysis of information collected:

If something needs to be adjusted or if another step needs to be added to the task, the
teacher must do so. This decision must be made based on the student's response.
Conclusions and Recommendations
Students need to apprehend the content of the material where the target language is
presented. On account of that, I conclude it’s advisable to explain to students how to
summarize and paraphrase.
Also, once students have grasped the main idea of the material, it’s a good idea to let
them discover the meaning of the vocabulary items on their own.
Nevertheless, the final goal must be for the student to produce their own stories using the
target language. Providing a model is also crucial.

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 Practice Activities – MR –FP009-CO

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.

When we talk about mixed ability classrooms, are those classes where students have
different achievement and learning level. (Ansari, 2013) describes a mixed ability
classroom as consisting not only of learners with various capacities but also those that
have a broad range of preferences and learning styles. Students in mixed ability
classrooms may have different strengths, weaknesses and approaches to learning. 
Based on those statements, we design two activities based on the level of the classes
stated as follows:

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 Practice Activities – MR –FP009-CO

1. Intermediate:
I could ask my students to summarize the story told in the comic. Having my students be
familiarized with the content material in which the new language is presented is very useful
and makes them feel extra confident. Then, I might ask them to recognize the comic again
and become aware of the phrase that repeats in each frame and I might give them the
possibility to introduce the subject of phrasal verbs with “put”. After that, I might have my
students do a matching exercise for them to apply the context of the comic to become
aware of the meaning of every phrasal verb. Next, I could ask them to work in pairs to
provide you with examples using the phrasal verbs. Finally, I would divide the class in
groups and run a competition at the board to decide which group can offer greater
accurate examples.

2. Advanced:
I could offer them the comic without textual content in the speech bubbles. Then, I could
encourage them to come up with the speech in pairs. After that, we might examine their
stories with the real one, and I could use that possibility to elicit the meaning of every
phrasal verb. At this point, I could use a PowerPoint presentation to confirm their guesses
about every phrasal verb as a few students might be visible learners. Next, I could ask
them to come up with a verbal exchange in pairs and get prepared to behave it out on the
front.

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CONCLUSIONS
Getting students familiar with phrasal verbs is challenging as they are quite difficult to
learn. Learning phrasal verbs from the lexical meaning in separate parts with the help of a
dictionary can help to understand better. However, students need to read and hear phrasal
verbs in context so that they can logically relate the correct use of phrasal verbs.
Apparently phrasal verbs have been present in the English language for centuries. Their
ancestors can be found in Old English (mid 5th century to mid 12th) in the form of a prefix
verb, meaning the particle always came attached to the verb as a prefix. Post verbal
particles did exist (Smith, 2012). However, they were relegated to stressing only
direction, place, or physical orientation, as in “to grow up(ward)” (direction) or “to stand by”
(place). Many shifts and influences occurred in the English language which gave rise to
the use of the phrasal verb during its Middle English phase.
By late Middle English there were a myriad of phrasal verbs in different forms, from
“understand” and “overtake” (remnants of Old English) to “take up” and “write-off”. By early
Modern English (late 15th century to mid 17th) phrasal verbs had exploded onto the scene
(EasyTeaching, 2020). This is evident in the works of Shakespeare who employed them
widely throughout his plays. In fact they were used quite extensively in dramatic texts from
this time due to their varying shades of meaning and capacity to form new idioms. Their
Latin or Old English based single-word verb roots were delegated to essays and academic
writing, i.e. more formal works; a rule of thumb that exists until today.
On the other hand, You just need to look at the entire sentence first to identify a phrasal
verb. If you can understand the two words or if the words have a complex meaning with
very little or no relationship with the verb alone, then it’s a phrasal verb (Boroditsky, 2018).
Usually, They can be formed by joining a verb and an adverb, e.g., run-up, turn on, take
off, give in, etc (Fastbrain, 2017); When the verb is often formed by combining a verb and
a preposition, e.g., run into, turn down, sit on, etc. Or a verb and both a preposition and
adverb, e.g., look forward to, put up with, look out for, etc.

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Bibliographic References

Ansari, M. (2013). Copying with the Problems of Mixed Ability Classes: A Study in the Context of
Teaching English. International Journal of English. https: //contextof teaching English.com

   McCarthy, M. (2003). Vocabulary Contexts. Oxford: Oxford University Press.

Smith, A. (2012). The origin of the Phrasal verbs. Colorato Press. https: //englishexperts.com

Easy teaching. An introduction to phrasal verbs (2020, 10 de Febrero) phrasal verbs [ video].
https://www.youtube.com/watch?v=e7tZSwasnR0

Boroditsky, L. (2018). How language shapes the way we think. Prentice Hall Press.
https://www.youtube.com/watch?v=e7tZSwasnR0

Fastbrain. Phrasal verbs (2017, Enero 11) Phrasal Tips [ video]. https://www.youtube.com/watch?
v=16_Ca37IDHI

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