Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity guide and evaluation rubric

1. General description of the course

School or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Profesional
Academic Field Formación disciplinar
Course Name Phonetics and Phonology
Course Code 551017
Course Type Metodológico Retake yes ☐ No ☒
exam
Number of Credits 2

2. Description of the activity

Numbe
Type of
Individual ☒ Collaborative ☒ r of 2
activity:
weeks
Evaluation
Initial ☒ Intermediate ☐ Final ☐
moment:
Environment to submit the
Total score of the activity:
activity: Evaluation and Monitoring
25
Environment
Starting date of the Deadline of the activity: February
activity: February 5th 2018 18th 2018
Competence to develop:
GENERAL COMPETENCES:
• To recognize and describe the specific linguistic terms found
in phonetics and phonology
• To identify the parts of the vocal tract and their roles in
speech production
• To transcribe English and non-English speech using the
International Phonetic Alphabet (IPA)
• To identify the distinctive features of the speech sounds
• To describe the role of phonology in language learning
• To describe basic phonological rules in English in their context
COMMUNICATIVE LANGUAGE COMPETENCES:
 • Linguistic competence: To be able to handle the lexical,
phonological and syntactical knowledge and skills of the
language system according to the B2 level
• Sociolinguistic competence: To have the ability to manage the
sociocultural conditions of language use (rules of politeness,
norms governing relations between generations, sexes,
classes and social groups, etc)
• Pragmatic competence: To be able to use functionally the
linguistic resources for the production of speech acts, written
production, cohesion and coherence

Topics to develop:
 UNITS 1 & 2: Phonetics vs Phonology
 IPA
Step, phase or stage of the learning strategy to develop
Step 1. Concept Map
Step 2. International Phonetic Alphabet (IPA) Video
Step 3. Meaningful Feedback
Step 4. Power Point Presentation
Activities to develop
Step 1: Read all about you can about Phonetics and Phonology. Create
a Concept Map with that information. Post it on the forum named Task
1: Initial Activity - Phonetics vs Phonology

Step 2: Get familiar with the International Phonetic Alphabet (IPA) by

watching the videos:
https://www.youtube.com/watch?v=4cU9fqpCqBA and
https://www.youtube.com/watch?v=c97xwLdSsXU
Film yourself pronouncing each of the symbols. Share your video in
the forum named Task 1: Initial Activity - Phonetics vs Phonology
Step 3. Give meaningful feedback about your partners’ contributions.
Check their Concept Maps and their pronunciation on the videos.
Step 4: Collaboratively design a Power Point Presentation that includes
Steps 1, 2 and 3.
Environmen
ts for the Knowledge Environment
developmen Collaborative Learning Environment
t of the Evaluation and Monitoring Environment
activity
Individual:
 - Concept Map
- International Phonetic Alphabet (IPA) Video
- Meaningful Feedback to Classmates in the Forum (at
least 1 comment to 3 different classmates)
Collaborative:
A Power Point Presentation file must be uploaded by
Products to the group leader in the Evaluation and Monitoring
be Environment as a final product. The PPT file must
submitted include:
by students - A front page (with title, full names, ID numbers,
course name, group number, name of the university,
name of the program, city and date)
- Concept Maps (one slide per student)
- Links to individual videos
- Feedback
- References APA Style

General guidelines for the collaborative work

Planning of Collaborative learning is a strategy that allows

activities forstudents to work together in order to achieve a
the common goal. Accordingly, the collaborative work
development proposed for the course is based on a structured and
of planned process that includes individual and group
collaborative activities, as well as interaction and socialization in
work the virtual classroom.
Different roles are proposed within the collaborative
environment, which allow an appropriate space for
academic growth and effective interaction that
promotes learning and interpersonal relationships.
Roles to be
Every student will take up one of these roles for the
performed
development of the course assignments and can only
by the
be changed if decided by the group members.
student in
Facilitator: Makes sure that every voice is heard and
the
focuses work around the learning task. Provides
collaborative
leadership and direction for the group and suggests
group
solutions to team problems.
Recorder: Keeps a public record of the team's ideas
and progress. Checks to be sure that ideas are clear
and accurate.
 Time keeper: Encourages the group to stay on task.
Announces when time is halfway through and when
time is nearly up.
Planner: States an action for the completion of the
task at hand according to the instructions and course
agenda.
Task monitor: Looks for supplies or requests help
from the teacher when group members agree that
they do not have the resources to solve the problem.
Compiler: Puts together the final product and
includes the work done only by those who participated
on time. Informs the student in charge of alerts about
people who did not participate and will not be included
in the final product.
Reviser/editor: Makes sure the written work follows
all the criteria established in the activity guide.
Roles and Evaluator: Evaluates the final document to ensure it
duties for follows the evaluation criteria of the rubric and
the informs the student in charge of alerts about any
submission changes that need to be made before delivering the
of products product.
by students Deliveries: Student in charge of informing about the
dates set for presenting each task and delivering the
final product according to the course agenda. Also
informs other students that the final product has been
sent.
Alerts: Informs group participants about any news in
the work being done and reports the delivery of the
final product to the course tutor.
Always cite the references
American Psychological Association APA rules:
It’s very important for students to take into account
References
these rules in order to avoid difficulties with
plagiarism and the consequences will be in the
assessment processes.
In the agreement 029 of December 13, 2013, article
Plagiarism 99, the mistakes that infringe upon the academic
policy order, among others, are the following: paragraph e)
“To plagiarize is to present as your own work the
whole or part of a writing, report, task or document of
invention performed by another person. It also implies
the use of cites or lack of references, or includes cites
where there is no coincidence between them and the
reference” and paragraph f)”To reproduce, or copy for
profit, educational resources or results of research
products, which have intellectual rights reserved for
the University”.

The academic punishments that the student will face

are:
a) In case of academic fraud proved in the
academic work or evaluation, the score achieved will
be zero (0.0) without leading to disciplinary measures.
b) In case of plagiarism proved in the academic
work of any nature, the score achieved will be zero
(0.0), without leading to disciplinary measures.

To know how the documents must be cited, check the

following document:
Centro de Escritura Javeriano ( ) Normas APA. Sexta
edición. Taken from
http://centrodeescritura.javerianacali.edu.co/index.ph
p?option=com_content&view=article&id=138:normas-
apa&catid=45:referencias-bibliograficas&Itemid=
 4. Evaluation rubric

Evaluation rubric
Units 1 & 2 – Task 1
Activity Individual Collaborative
☒ ☒
type: Activity Activity
Evaluation Initial ☒
Intermediate ☐ Final ☐
moment Unit 1&2
Evaluated Performance levels of the individual activity Score
items High score Average score Low score
The Concept Map
shows an
understanding of
the topic’s
concepts and
The Concept
principles and uses The Concept Map
Map shows
appropriate shows some
no
terminology and mistakes in
understandi
notations. It terminology or shows
ng of the
identifies all the a few
topic’s
important concepts misunderstanding of
concepts
and shows an concepts. It identifies
and
understanding of important concepts
principles. It
the relationships but makes some
fails to use
among them. It incorrect
any
Step 1. constructs an connections. It
appropriate 5
Concept Map appropriate and places almost all
concepts or
complete concept concepts in an
appropriate
map and includes appropriate hierarchy
connections.
examples; places and assigns linking
It produces
concepts in an words to most
a final
appropriate connections;
product that
hierarchy and produces a concept
is not a
places linking map that is easy to
concept
words on all interpret.
map.
connections;
produces a
concept map that
is easy to
interpret.
(Up to 0
(Up to 5 points) (Up to 3 points)
points)
 Student
The student makes makes little
The student has
minor or no errors or no effort
errors in
in pronunciation, to enunciate
pronunciation, some
Step 2. IPA great articulation and
effort in articulation 10
Video in target language articulate in
in target language.
with expression. target
language.
(Up to 0
(Up to 10 points) (Up to 5 points)
points)
The student
participated in the
forum on time and No feedback
Poor feedback was
gave meaningful was given to
Step 3. given to partners.
feedback about classmates. 5
Feedback
his/her partners’
work.
(Up to 0
(Up to 20 points) (Up to 10 points)
points)
Performance levels of the collaborative
Evaluated
activity score
items
High score Average score Low score
The group created
a well-organized The group created a The group
Power Point Power Point did not
Step 4. Presentation that Presentation but not design a
Power Point includes all the all participants Power Point 5
Presentation required shared their Steps Presentation
information.
( Up to 0
(Up to 5 points) (Up to 3 points)
points )
Final score 25