Universidad Internacional Iberoamericana

YULITZA FIORELLA BURGOS SANTANDER

EDISON FABRICIO CORNEJO ARMIJOS
SANTIAGO ALEJANDRO MOSCOSO CEPEDA

FP009 – MATERIALS AND RESOURCES IN EFL-DESIGN,

CREATION, ADAPTATION AND EVALUATION

2021

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 YULITZA FIORELLA BURGOS SANTANDER
EDISON FABRICIO CORNEJO ARMIJOS
SANTIAGO ALEJANDRO MOSCOSO CEPEDA

FP009 – MATERIALS AND RESOURCES IN EFL-DESIGN,

CREATION, ADAPTATION AND EVALUATION

Paper written as a partial requirement for

the Master in Teaching English as a
Foreign Language, oriented by Professor
Ms. Sandra Milena Camelo.
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 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.

Designing a communicative task

Level: Pre-intermediate

Age: 15-16

Context: Public school, 25 students per class, all with almost no background
knowledge in English. Students have 90 minute-lessons twice a week. 

This lesson is thought to be taught in a week’s worth of time according to the students
previous knowledge and context; however we decided to include how long it would take
to develop  each activity.

Goals  To help students improve their language skills.

 To increase the student’s knowledge of phrasal verbs.
 To provide students with authentic English
expressions.

Objectives  Students will be able to identify the differences

between phrasal verbs that use different word
categories.
 Students will be able to differentiate five phrasal verbs
that use the verb look.

Materials PowerPoint slides, worksheets (appendix)

Teacher directions:

Activity 1: Teaching The teacher uses a PowerPoint presentation (see appendix ..)
phrasal verb Look with images, vocabulary words, and their definition.

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 Time: 20-25
minutes

Activity 2: Pre The students will be given a worksheet (see appendix ..)
activity checking where they have to read the sentences and underline the
Time: 15 minutes phrasal verb, and look for the meaning of the phrasal verb in
the sentence.

Activity 2: During The students will work with worksheets (see appendix ..) given
using information by the teacher, where there will be ten sentences with the
gap (Evaluation) phrasal verbs. The students will work in pairs and do the
Time: 25 minutes sentences according to student A and student B, then check
the sentences together and discuss why they used that
phrasal verb.

Activity 3: Post The students will work in pairs using a memory game (see
personalisation appendix ..). They will be put face to face and put the cards
Time: 20 minutes. face down, and will have to match the word phrasal verb with
its corresponding image's meaning.

Task 2 - (1 page)

1. Description of the task: Students will work in pairs on a worksheet with ten
sentences. They will be assigned student A and student B, the first student
does even numbered sentences and the second one does the odd numbered
sentences. After 10 minutes of working on the worksheet, the teacher tells them
to check the sentences with their partners and correct the ones that are wrong,
then together with the teacher they check the complete worksheet.

2. Planning the evaluation: As the students don’t have a strong background in the
language, we decided to work with an information gap to evaluate the contents,
which in this case are phrasal verbs. Doing an information gap activity allows
the students to discuss why they chose their answers and why they think it is
the correct one. It is a peer assessment as they check their work in pairs, it will
be a formative evaluation, and the teacher will collect their information through
observation and oral production of the students.

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 3. Collecting information:

The teacher observes if the students have difficulties at the time of developing
their activities, on the other hand the teacher can determine how difficult or not
the activity was carried out.

It is also important that all these observations are noted by the teacher, in order
to provide timely feedback.

4. Analysis of information collected:

It is necessary that an analysis be made of all the information collected, this can
be done quantitatively and qualitatively through a rubric in order to adjust the
task. all based on the answer given

  1 2 3 4

Hesitant and Spoke clearly Spoke clearly and Spoke clearly and
lacking and confidently most of confidently,
In confidence. confidently the time, displayed displayed excellent
some of the some knowledge of knowledge of how
Voice time. how to use pace, to use pace,
volume and volume and
pronunciation to pronunciation to
make speaking more make speaking
interesting. more interesting.

Information not Some Used interesting and Well-employed and

organised or interesting appropriate organized
easy to follow, information, information; easy to information.
Information
little information needed more follow.
to know what detail.
content is about.

No use of visual Little use of Some use of visual Clearly explained

aids and did not visual aids, aids, interesting most and easy to
keep audience lacked interest of the time understand,
Presentation interested sometimes engaging and
appropriate to the
audience, using a
variety of props and

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 aids.

No eye contact Some eye Eye contact most of Maintained

Eye Contact contact the time excellent eye
contact

Moving around, Some moving Developing Confident, used

fiddling, around and confidence, used body movement
nervous; no fiddling, little some body and facial
Body facial expression facial movement and facial expression to get
Language used to get expression expression to get message across.
message used to get message across.
across. message
  across.

5. Conclusions and recommendations: 

It is very important that students understand what material and how they are
going to use it, many times the instructions can be confusing, so the teacher
must take into account the use of easily understandable language.

It is also important that students aim to produce a new language. It does not
matter if they have errors at the beginning, they will be corrected in order to
optimize their production.

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.

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Justify your answers.

1. For Intermediate Level:

In groups of 4: teacher cuts the comic strips apart. Request students to put
the text back in the correct order and justify the sequencing.

Intermediate level students will enable higher level thinking skills such as
analyzing and evaluating. Also, they will use target language to agree on
and support the group's decision.

2. For Advanced Level:

Teacher removes one character's dialogue from the bubble.

Work in pairs and fill the bubbles with an appropriate response. Stick the
comic story in a flipchart, hang them on the wall for a gallery walk,
mention which one you liked the most and create a new comic strip and
write a new story using phrasal verbs. Students boost their knowledge
of the foreign language when they analyze, evaluate and create their
answers. Advanced level students have new opportunities to improve
and put into practice the L2 while creating a new comic and the story.
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