The document outlines an assignment for a collaborative task in a distance learning English teacher training program, focusing on adapting activities from a specific textbook. It provides detailed strategies for engaging students with reading comprehension, grammar, and writing, emphasizing differentiation and the use of visual aids. The goal is to enhance the learning experience by tailoring activities to diverse learning styles and abilities.

1. Instituto de Formación Docente Continua
Lenguas Vivas Bariloche (A-052)
Profesorado de Inglés – Opción pedagógica a distancia.
Subject: Práctica docente III
Tutor's name: Aurelia Velázquez
Students’ names: -Silvia Bruno-Ruth Alejandra Marks
Assignment: Collaborative task
Deadline: April 27th
ASSIGNMENT: Collaborative Task
In pairs, suggest different ways of adapting the activities taken from WETZ, Ben (2016)
English Plus 1. Student´s Book. Second Edition. Oxford University Press.
Remember you may differentiate
· the content/topic
· the process/activities
· the product (outcome)
· by manipulating the environment or through accommodating individual learning
styles, e.g. using laptops, computers, recording in different ways, visual resources.
Describe activities thoroughly and include supporting materials you would implement. Go
back to the tips in this document and to the materials you have consulted in Didactics.
You should include both names in your assignment, but upload it individually.

2. English Plus 1 SB, Sample pages (14, 17, 19)
For the reading activity at page 14, we consider to prepare a set of flashcards portraying the
different places named within the text. We may describe them with the whole class to elicit
vocabulary related to places in town such as, theater, cinema, four or five-stars hotels,
accommodations in general, excursions and sports, and also using the words in blue. We
may also make learners predict the content of the text working with the title or inferring it with
the pictures. By doing so, learners would be familiar with the text at the moment of reading it.
(Pictures taken from Google images)
Reading
The teacher may ask Ss to listen and read. (If there isn’t an audio of the brief version of the
text, the teacher can read it aloud)
Oasis on the Sea
The ship Oasis of the Sea is like a five-star hotel with fantastic food and comfortable
rooms. There are cabins for 6,360 passengers, twenty cafés and restaurants.
It has got exciting places, a large Park with real trees and plants. There are five swimming
pools, and there is an exciting sport area with a climbing wall. If you prefer reading, there
is a library, but relax, there isn’t a school on the ship.
We will explain that in the text some adjectives are in blue and some nouns in green, but
there are some adjectives and nouns that are not colored and ask them if they can identify
them. We will show them an example.
For example:
Comentado [A1]: Good! It is advisable to use “real”
pictures.
Comentado [A2]: Before jumping into analysing
language features, you should always focus on
meaning.
Con formato: Inglés (Estados Unidos)

3. 1. Fantastic Food (Comfortable rooms)
Then, the teacher may encourage Ss to answer the questions in activities 1 and 2 orally.
She can ask for a volunteer to read the questions. .
Reading Comprehension
First, the teacher may read the first paragraph of the text to help dyslexic students to keep
the information in their minds. she/he will also show Ss some pictures and then read aloud
the following sentences once without any instructions , then she/he will read them again and
encourage students to answer orally the questions below.
For example:
The ship Oasis of the Sea is like a five-star hotel with fantastic food and comfortable
rooms. There are cabins for 6,360 passengers, twenty cafes and restaurants. It has got
exciting places, a large Park with real trees and plants.
1-What is the name of the ship?
2-How many cafés are there on the ship?
3- Is there any park?
After that the teacher will read the second part of the text in the same way. Then students
will answer the questions
There are five swimming pools, and there is an exciting sport area with a climbing wall. If
you prefer reading, there is a library, but relax, there isn’t a school on the ship.
1- Is there any school on the ship?
2-How many swimming pools are there on the ship?
3- What's in the sports area?
There is a grammar focus at page 17. In order to benefit the whole class, we consider to
assign a color to each part of the sentence and explain them on the board with pictures that
show comparisons. For example,:
1. Cabin 1 is more comfortable than cabin 2. 2.
Comentado [A3]: You may give options, such as “1, 2,
3, 10”, so that they infer the meaning of “How many”.

4. A ship is bigger than a yate.
We think about a game to practisce the structure. For this game we use a pair of images that
show a difference. For example, a tall person and a short person. These pairs are matched
with the comparative form of an adjective. For instance, “TALLER”. The comparative forms
describe the meanings conveyed in the pair of images.
We will explain that the comparative form is always made by taking the image on the left as
primary (The subject of the sentence), and the image on the right is always the object.
To play the game, we will divide the class into groups of four Ss. Each group will have a turn
to describe a set of six images that the teacher will show in a period of time agreed with
them previously (time enough to make up complete and correct sentences)
Example:
John and Sue.
John is taller than Sue.
Set of six cards.
WRITING
The teacher will read aloud the description of Edinburgh once and then asks the students to
highlight adjectives with blue and nouns with green the following words: business, cinemas,
Comentado [A4]: The suffix may appear in yellow, so
as to show it is not a common adjective but a
comparative form.
Comentado [A5]: To make it more meaningful, I would
choose pictures of famous people.

5. offices, a zoo, a castle, an old city, shops, friendly people, a pretty beach. Then the teacher
will ask learners to complete the key phrases with the words from the text.
Edinburgh is a city in the south of Scotland. It’s an old city and there are lots of shops,
businesses and monuments.
I like Edinburgh because it’s an interesting place and the people are really friendly. The
shops here are really good and there are lots of cinemas, a big castle and a zoo.
There are some quite nice places near Edinburgh. There's a very pretty beach in Portobello,
and there are also trains and buses to Glasgow and the north. I like Glasgow but I think
Edinburgh is more interesting.
● KEY PHRASES
Describing a town or city
1-Edinburgh is a/an _________ town/city.
2-it’s in the north /_________west/east/centre of___________
3-There is a_________castle.
4-There are lots of ___________, businesses and___________.
Then the teachers will invite students to do the following activities:
● Look at the underline phrases in the text, then choose the correct words
A-When an adjective and a noun are together , the adjective is ←before/after →the noun .
B-We use really, very and quite ← before/after→ the adjective.
● Work with a partner. One student say and adjective and a noun and the other
say a sentence using it . Then take turns
Example:
Student one say: “old”- “town”
Student 2 say: Edinburgh is an old town..
● Use it . Follow the steps in the writing guide
( we adapt the writing guide activity using cards with different shapes ,a star for the task, a
circle for thinking and planning , a rectangle for writing and a triangle for checking. This
strategy helps students to organize their thoughts)
WRITING GUIDE
Comentado [A6]: Language rules might be difficult to
process. Make sure they go together with clear
examples.

6. Comentado [A7]: Good job! I hope my comments are
useful.