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Practice Activities M&R

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 participant

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.

Example

Practice Activities M&R

Practice Activities – M&R

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?

like people calling on you at the weekend? Why? Why not? Do you like people calling

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?

Practice Activities M&R

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

KEY QUESTIONS

 

ANSWER

Approach 1.objective model

Is the approach to be evaluating the task in terms of its objectives?

Yes

Purpose

Is

the

evaluation

directed

at

Yes

determining

whether

the

task

1.Accountability

"works"?

 

Focus

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

 

1.Effectiveness

Yes

Scope

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

 

1.Internal

Yes

2.External

 

Will the evaluation of the task consider predicted benefits?

 

Yes

Evaluators

   

1.Insiders

Peer assessment

2.Outsiders

Who will evaluate the task?

 

Timing

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

 

1.Formative

Yes

Type of information 1. Observation

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

 

Oral

production

 

Rubric

How will the information be collected?

 

Practice Activities M&R

Practice Activities – M&R
3. Collecting information: BEFORE DURING AFTER Observation Interactional analysis 4. Analysis of information
3.
Collecting information:
BEFORE
DURING
AFTER
Observation
Interactional
analysis
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.

Practice Activities M&R

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.

these words in the dictionary and read the text again. Justify your answers. 1. For Intermediate

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.

Practice Activities M&R

Practice Activities – M&R

2. For Advanced Level:

Teacher removes one character´s dialogue from the bubble.

Work in pairs

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.

Practice Activities M&R

Practice Activities – M&R

REFERENCES

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.

Whiting,J.(n.d)Using

comics

in

the

English

language

classroom.

Retrieved