Unit 4: Task 4

Materials Design

Marelvis Epalza Beltran CC. 44157360

Boris Adolfo Trejos CC. 10135588

Julián Andrés Lucumi CC.

Janeth Parrales CC. 51823119

Leandro Vázquez CC.16379867

Course code: 551004_9

TEACHING ENGLISH TO ADOLESCENTS AND ADULTS

Tutor

Diana Constanza Cruz

Universidad Nacional Abierta Y A Distancia

May of 2020
 Introduction

Through the following report we will make known the importance of the
materials in the teaching of the foreign language, as well as we must not
leave aside that the teacher not only has as tools the methods and
theories for solving the problems presented in the classroom, but also an
effective alternative around the development of communications, and
that is that simulation is one of those tools that in learning languages is
quite viable.

Role-playing activities and role-playing games are two simulation

strategies that can be used as examples to arrive at the solution.
Through role play and games, students will have the ability to face an
alternate responsibility, so they are encouraged and encouraged to
create new tools and settings; the use of other additional materials to
the books and the teacher's guide turns out to be convenient; This, as a
result, motivates those who feel unmotivated to participate. The
strategies mentioned above refer to a didactic structure within the
scientific field. The simulation establishes that these strategies are
models that are defined as: “the process of any operator or system that
relies on the observation of the phenomena that characterize it, which is
why, to the extent that we can reproduce those phenomena and
experiment with they will be able to understand the model more clearly
”Jorba, J and Casellas, E. (1997).

Reflection

The teaching material is usually used as a link or connecting element

between the teacher and / or student and reality. Ideally, all teaching
and learning should be carried out in contact with real life, but it is not
always possible or advisable and that is why we resort to a series of
means, resources or materials that serve as a bridge between what is
 taught and learned and the real world. For this reason, the didactic
material replaces reality and tries to represent it in the best possible
way, facilitating its objectification (Nerici, 1973).
Learning and teaching a foreign language has always been associated
with the use of materials - more than all printed texts - as it has been
shown that it allows you to get closer not only to the language being
studied but also to its culture.
Now, learning a foreign language is not the sole responsibility of a
teacher, it is necessary to provide environments so that the learner is
motivated to use it.

Worksheet

Teacher’s Name Leandro Vasquez Gaviria

Student’s Level (CEFR) C-1
Population Adults Adults
Skills to develop Phrasal verbs
OBJECTIVE

This topic is about the phrasal verb that combines a verb with a preposition or adverb or
both and works as a verb different meaning of the combined words, we need to identify
The correct time being used.
We are going to look some new vocabulary but each by one just to see the meaning
And how change where they are combined.
 Warm up (activity)
● Look at the dictionary the meaning of these words, but one by one.
● Back-Up
● Bring-down
● Fill-out
● Come-back
● https://www.youtube.com/watch?v=2iV6USahyOA
● Look at the video to know about the grammar.

There are some diferrents forms in this topic Transitive and Intransitve phrasal verbs:

Transitive Phrasal Verbs

If someone says: “I’m looking for”
You would automatically think “Looking for what? Looking for whom?”
I am looking for my keys.
So we can say it needs a object after it…

Intransitive Phrasal Verbs

You cannot have an object after an intransitive phrasal verb.
My car broke down on the way to work
You cannot “break down something”. Break down is an intransitive phrasal verb.
 Presentation (activity)

Now I can give some examples:

Normal verb + 1 - 2 preposition or adverb
-Please take off your shoes before coming in. (to remove something)
 -We took off in the middle of a storm. (when a plane leave the airport)

We have to remember how phrasal verbs are separated in two different rules
With an object after them and without a object.

Practice (activity)

https://www.youtube.com/watch?v=pMg5KdNOFfM
In this link the students are going to do some exercises where the correct answer will appear
Immediately to discover your knowledge about the topic.

https://www.learnenglishfeelgood.com/transitive-intransitive-phrasal-verbs1.html
In this link the students have to write and filling up some questions and could check
the answers at the same time.
Production (activity)
 The idea is in pair the students must create a history where show as many phrasal verbs
possible
Telling how people is doing some normal actions but they have to look for a better way to
Finish this exercise.

Teacher’s Name Leandro Vasquez Gaviria

Student’s Level (CEFR) A-2
Population Adolescents Adults
Skills to develop Verb to be/ing
OBJECTIVE
This topic is about the present continues verb (to be-ing) writing and
making sentences at the specific moment, the idea is to make a review
and consolidate news knowledge.
We are going to look some new vocabulary and watch a video explaining
the grammar and some exceptions.

Warm up (activity)
● Look at the dictionary the meaning of these words.
● Raining
● Playing
● Studying
● Running
● https://www.youtube.com/watch?v=Q-SETTTzO74
● Look at the video to know about the grammar.
●

Here there are some exceptions and rules about (ing)

Presentation (activity)

In this part I am going to gives some example of the structure.

Lorena is running in the morning
Subject / to be / verb ing / complement (affirmative)
I am eating my food
 Subject / to be / verb ing / complement (affirmative)
They are not buying a car
Subject / to be /not / verb ing / complement (negative)
She is not sleeping right now
Subject / to be / not / verb ing / complement (negative)
Is she sleeping right now?
To be / subject / verb ing / complement (interrogative)
Are you watching a movie?
To be / subject / verb ing / complement (interrogative)

This is the grammar structure in the forms: affirmative, negative and

interrogative
Practice (activity)

https://www.curso-ingles.com/practicar/ejercicios/to-be
In this link the students are just going to practice the verb to be in the
simple present
Just to review the topic.

https://www.englisch-hilfen.de/en/exercises/structures/ending_ing.htm
In this link the students are just going to practice the verb with the
gerund ing to focus in the topic.

Production (activity)

-https://www.youtube.com/watch?v=dh94zQJSC0M
This activity is about a video of verb to be, the idea is in groups of 4
students are going to create a
Similar video changing names and some actions.

-https://www.youtube.com/watch?v=Dl8g2pZ82ME
This activity is about a video of gerund ing, the idea is in groups of 4
students are going to create a
Similar play where they are going to do the actions and the others
students must guest the actions
Using ing.
 WORKSHEET TEMPLATE

Teacher’s Name Boris Adolfo Trejos Jaramillo

Student’s Level (CEFR) A2
Population Adolescents X Adults X
Skills to develop Grammar practice
OBJECTIVE
Students understand the use of the prepositions.

This worksheet present the word (or words) that follow a preposition is
called the object of a preposition. If there is a preposition, there will
always be an object of the preposition. A preposition cannot exist by
itself.

Warm up (activity)

In this first session. I’m going to start with the “Welcome to these
classes”.

The warm up will be with a quote by John Wooden.

“Don’t let what you cannot do interfere with what you can do”.

The objective is motivating to students to try to learn and practice their

speaking.

Presentation (activity)

The use of the prepositions in the daily life.

A preposition is a word (usually a short word) that shows the relationship
between two other nearby words. For example, (prepositions
highlighted)-

Example:
- A boy from the ghetto (Here, the preposition from tells us the
relationship between ghetto and boy).
- A bone for the dog (Here, the preposition for tells us the
relationship between dog and bone).

Note: The word preposition means positioned before. A preposition will

sit before a word (a noun or a pronoun) to show that word's
relationship to another nearby word.

A preposition is a word (often a short word) that expresses the

relationship between two other nearby words. In the examples
below, each preposition (highlighted) shows us the relationship
between the word book and the word wizard.

Taken from:
https://www.grammar-monster.com/lessons/prepositions.htm

Type of prepositions

1. Prepositions of time.
2. Prepositions place.
3. prepositions of direction.

Taken from: https://www.studyandexam.com/preposition2.html

Examples:

 The book about the wizard.

 The book by the wizard.
 The book near the wizard.
 The book behind the wizard.
 The book under the wizard.
The students identify some basic characteristics of the preposition´s
topic of location and recognized those characteristics for develop
the activities.

Practice (activity)

This is the case of prepositions when we study English. The prepositions

in English, as well as in Spanish, are words that by themselves
have no meaning. They serve to indicate the relationship between
two terms, such as destination, place or time, among others, or to
unite and give cohesion. They can also accompany a verb, possibly
modifying its meaning by turning it into a "compound verb".

Generally, English prepositions are placed before the noun or pronoun,

with some exceptions. We find these exceptions in the following
cases:
- When the relative pronoun is followed by a preposition, that
preposition can be placed at the end of the sentence. For example:

The boy she goes out with / El chico con el que ella sale (en lugar de:
The boy with whom she goes out).

- When an interrogative phrase begins with an interrogative

pronoun. For example:

Where was Frank going to? / ¿A dónde estaba yendo Frank? (en lugar
de: To where was Frank going?).

- Another fact to know is that the Spanish contraction, that is, the
union of a preposition with the definite article (al, del) does not
exist in English. It is always translated separately, by the
preposition followed by the definite article (al = a el) (del = del el).
For example:

Go to the supermarket / Ve al supermercado.

Link: https://www.youtube.com/watch?v=qki04CybAHo
 Production (activity)

Adolescents:

Each student proposes one topic or activity to do in one class during the
course.

Adults:

Each student proposes one method to applied the next class (according
to the indications of the teacher).

Teacher’s Name Janeth Parrales

Student’s Level (CEFR) A1
Population Adolescents X Adults X
Skills to develop Students understand the importance of using
technology as a learning resource.
OBJECTIVE
Understand the importance of technological inventions in language learning
First of all, we get the students ready to watch a video called ‘baby
shark’. Explain to the students they about to watch a video also to get
the main ideas on how technology has changed their lifes, what activities
they can do and features they see in the video.

Warm up (activity)

1. Introduction
The students must to answer the next questions:

- Do you know about technology?

- What is the technology (gadget) you use the most?

2. Previous questions about technology idiom’s:

- Do you know what a refrigerator is?

- What is it for?
- What can we store in the refrigerator?

Choices: water, juice, a fruit, cheese, a cell phone or a tv

- Do you know what a cellphone is?

- What is it for?

Presentation (activity)

3. Vocabulary:

In this part we are going to see some pictures and guess what device
you see and what is it good for. Then you will go to the board and write
the devices’ names you see according with the pics:

In the first picture: what are the devices people are using now?
In the second picture: what are the devices you see in the kitchen?

In the third picture: what are the devices you see in the pic?

Practice (activity)

Text about the (technological inventions):

(Technology has become our best friend today. People use technology
all the time, at homes, schools and Jobs. Today the society looks at
these devices or gadgets as a tool which is really necessary and
important in our lives. The objective is to make our lives more practical,
easy to work and finish our task at work or school).

Questions:

1. Where we can get a camera?

2. Do you have lamps in your house?
3. How often do you watch TV?
4. What can we do in the net?
5. How many people do have a computer here?

Quiz
- The student draws a technology tool he/she uses most.
- The student explains in three sentences the reason why she/he uses
that tool.
- Why is the technology necessary in her/his life?
- Technology invention´s day.

Production (activity)

Adolescents:
Student will make a research of one the most recent gadgets create and
his use to debate the next class.

Adults:
(In this project, students will create or invent a device or gadget for
people as well for children that will work for the society or community so
students can use it to practice and how this gadget can help students to
be autonomous. Also through this invention students can show their
abilities).
 Teacher’s Name MARELVIS EPALZA
Student’s Level (CEFR) A2
Population Adolescents X Adults
Skills to develop Grammar Practice
OBJECTI
VE
Students will understand the correct use of the expression "used to"

This worksheet presents the differences between used to and would for
talking about repeated actions in the past. The worksheet is suitable for
both classroom practice and self-study

Warm up (activity)

Have students think about the past by asking questions like "What sport did you play as a
child?" and "What did you like / not like when you were a child?" You could also simply have
students volunteer something they remember from their childhood.

PRESENTATION

(activity)

INTRODUCTION

in this part the teacher will explain the grammatical structure of the
expression "use to". The video will be presented on our projector
and then it will be deepened with example within the classroom.
https://www.youtube.com/watch?v=EvjdYDhyfv4

DEVELOPMET OF CLASS

The use of the expression "USED TO" will be explained again with
sentences from everyday life.

We use this expression to talk about habits or repeated actions in the past
which we don't do in the present. We also use it to talk about states in the
past which are no longer true.
For example:
I used to have long hair (but now I have short hair). He used to smoke (but
now he doesn't smoke).
They used to live in Bogota (but now they live in Barranquilla)

Practice
(activity)

A. See the following video: https://www.youtube.com/watch?

v=yhGQchXSkKY. Then put together a paragraph with the
expressions you find “USE TO” that you find in it.

Example:

I did not use to wear cold clothes when I was in Barranquilla.

And recently that I am in Bogota I have had to use it…

B. Take the exam online at the following link:

https://www.ejerciciosinglesonline.com/exercises-and-
theory/grammar-exercises-and-theory/used-to/
 Production (activity)

A. Students will perform a paragraph with the video in mind, then proceed to
read in front of their classmates to practice speaking skills.
B. After taking the online test proposed by the teacher, the students should
attach a screenshot of the work done.

Teacher’s Name JULIAN A. LUCUMI

Student’s Level (CEFR) A-2
Population Adolescents Adults X
Skills to develop Writing, Speaking, Reading.
OBJECTIVE
 To be able to express regret about the past and describing hypothetical
situations.

Warm up (activity)

Part A: Match each adjective with their correct meaning

Argumentative () 1. Showing a lack of experience, wisdom, or judgement.
Rebellious () 2. Being focused on reaching a goal and does not let
emotion distract him.
Sophisticated () 3. Getting the credit or blame for acts or decisions.
Carefree () 4. To be cordial and generous toward guests
Naïve () 5. Someone who shows a desire to resist authority,
control or convention.
Hospitable () 6. Having or showing a lot of experience and knowledge
about the world and about the culture, art, literature.
Pragmatic () 7. Having or showing a tendency to disagree or argue
with other people.
Responsible () 8. Free from anxiety or responsibility.
Easy-going () 9. Not having a clear meaning or producing a decision.
Indecisive () 10. Not being easily annoyed, worried, or upset.

Part B: Which ones have a positive or negative meaning for you.

.
Example: Responsible (P).
Presentation (activity)

I explain the grammar about how to express regrets and

hypothetical situations providing some examples, grammatical
rules and using the should + have structure.

REGRET
Having a feeling of sadness about
something you did or did not do.
To make sentences expressing
regret about the past, the
structure to be followed is :
pronoun +should + have + past
participle verb.
For negative sentences, just add
the particle “not” after the modal
REGRET
Having a feeling of sadness about
something you did or did not do.
To make sentences expressing
regret about the past, the structure
to be followed is : pronoun +should +
have + past participle verb.
For negative sentences, just add the
particle “not” after the modal verb
“should”.
HYPOTHETICAL SITUATION
Situations that We imagine.
To make sentences expressing hypothetical situations, the structure
to be followed is : if+ personal pronoun +had (clauses), in the
sentences that focuses on the imaginary fact , the pattern is : I
+could /would + past participle verb.

For negative sentences, just add the particle “not ” after the modal
verbs.

If I had been more ambitious in school, I could have gotten a scholarship.

If I had listened to my mother’s advices, I wouldn’t have been gone through

this moment.
Practice (activity)

Part A: For each statement, write a sentences expressing regret. You can
also make as many sentences as you want by using the adjectives from
the initial activity.

 I was very carefree when I was younger.

 I was very argumentative when I was a teenager.
 I was too naïve when I Started looking for my first job.
 I didn’t make a lot of friends when I was in high school.
 I wasted my money on things they were not necessary at all.
 I waited so long to choose a major.

Example : I should have been more pragmatic about the use of my money
Part C: Add your own information to the next clauses:

1. If I had listened to my parents…………………

2. If I’d been more ambitious………………………..
3. If I had studied harder in school……………….

Production (activity)

Part A: Everyone has a regret, So think about something you regret

doing which you want to apologize for. What you have to do is to write a
letter of apology, bearing in mind the following questions:

• What did you do? Or what did not you do?

• What were the consequences?
• What are the things or actions that helped you to reverse the
effects of your action?

Dear Andres,
Perhaps, You won’t like what I’m going to write. I know that you invited me for a dinner
time at your home. I’m sure you made a good effort for that and the expectations for me to
be with you were high. I should have told you that I couldn’t go, I was busy at work and
left late. By the time I realized the night arrived, I knew I had disappointed you. If I had
been more conscientious…………………………………………………
 Conclusions

This Worksheet template document is about how a teacher must be

prepared to transmit their knowledge taking advantage of many didactics
tool that we are learning and knowing by these kind of exercises even
supporting by the internet which is the most important platform for
experience and getting some information about the four English skills.
The real idea is discover all the possible basic mistake that we could
make like a students, that’s why need to pay attention of all classmate’s
feedback because some of them has more experiences like a teacher
And at the end of the activity it must be kind of perfect being able to
share real information and knowledge.
After finish the activity every student is going to be able to give a real
class about a specific topic according to the needed level and very
organized and helped by all the tool we can used to finally the students
in a classroom be motivated to accept other language.
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