Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity guide and evaluation rubric

1. General description of the course

Faculty or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Profesional
Academic Field Formación disciplinar
Course Name Basic English II
Course Code 551009
Course Type Metodológico Retake Si ☐ No ☒
Exam
Number of 3
Credits

2. Description of the activity

Type of Number
Individual ☒ Collaborative ☐ 2
activity: of weeks
Evaluation
Initial ☐ Intermediate ☐ Final ☒
moment:
Environment for the submission
Total score of the activity: 125 of the activity: Evaluation and
Monitoring environment
Starting date of the activity: Deadline of the activity:
May 10th, 2019 May 24th, 2019
Competence to develop:
Oral and written skills.
Topics to develop:
Unit 10 - It was an accident. Unit 11 - Sports. Unit 12 - International
Travel.
Step, phase or stage of the learning strategy to develop:
The didactic learning strategy chosen for the course is “Task-Based
Language Learning” TBLL. Task-based language learning (TBLL), also
known as task-based language teaching (TBLT) or task-based
instruction (TBI) focuses on the use of authentic language and on
asking students to do meaningful tasks using the target language. Such
tasks can include visiting a doctor, conducting an interview, or calling
customer service for help. Assessment is primarily based on task
outcome (in other words the appropriate completion of real world tasks)
rather than on accuracy of prescribed language forms. (Wikipedia,
2015). The task-based language learning (TBLL) offers interactive and
enjoyable activities for the students where the foreign language is used
with the aim of achieve a communicative outcome (Willis, 1996).
Activities to develop:

TASK 1: LET’S GET CREATIVE

Plan your own Variety Show. Use the previous tasks to help you out.
Include the following sections:

Cooking Section
News Section
Entertainment Section

1A. Script: Each section needs a script. To create it, follow these steps:

Cooking Section: Include the recipe created by the group in Task 2 -

Recipe. Write down the recipe in your script and how you are going to
recreate the scenes. You have to explain to the audience the recipe step
by step.
News Section: Choose a section from the Task 4 – Speaking Practice
(International News, Home News, Sports News) and present 3 News.
Include these news in the script of your variety show.
Entertainment Section: Pick a recent and well-known movie to give
your opinion based on the questions you answered in Task 6 – Movies.
Organize the information in the script.

1B. Video: Once you have your script, create a video:

Film yourself as host of the show. Try not to read the script so the video
is going to be more believable and spontaneous.
Be creative: use images, background music, costumes and any other
tool you consider is going to make better your show.
Do not skip any section in the show. (Cooking, News and
Entertainment).
Environments
Collaborative Learning Environment / Evaluation and
for the
Monitoring Environment
development
of the
activity
 Each student prepares and sends to the Evaluation
and Monitoring Environment a PDF file that includes
the following information:

- Cover page (student’s name, course info, tutor

Products to name, date).
be delivered - Task 1A. Script.
by the - Link to Task 1B (video).
student
Weighting: 105 points

Skype speaking sessions / Participation

Weighting: 20 points

3. General guidelines for the development of collaborative work

Collaborative learning is a strategy that allows students to

work together in order to achieve a common goal.
Accordingly, the collaborative work proposed for the
course is based on a structured and planned process that
includes individual and group activities, as well as
interaction and socialization in the virtual classroom.

Initial stage:
Planning of
activities for Course recognition. Individual contributions, forum
the interaction, group work, comments and consolidation of
development final product, take the Pre-Knowledge Test.
of Weeks 1-2
collaborative
work Intermediate stage:

Task 2: Recipe

Individual contributions, forum interaction, group work,

comments and consolidation of final product, take Quiz 1.
Weeks 3-6

Task 4: Speaking Practice

 Individual contributions, forum interaction, group work,
comments and consolidation of final product, take Quiz 2.
Weeks 7-10

Task 6: Movies

Individual contributions, forum interaction, group work,

comments and consolidation of final product, take Quiz 3.
Weeks 11-14

Final evaluation:
Individual contributions, forum interaction, group work,
comments and consolidation of final product.
Weeks 15-16
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.

Each of the learning moments is divided in an individual

and a group stage. Every student will take up one of these
roles for the development of the course assignments and
can only be changed if decided by the group members.

Roles to be Facilitator: Makes sure that every voice is heard and

performed focuses work around the learning task. Provides leadership
by the and direction for the group and suggests solutions to team
student in problems.
the
collaborative Recorder: Keeps a public record of the team's ideas and
group 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 informs the
the
student in charge of alerts about any changes that need to
submission
be made before delivering the product.
of products
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.
Las Normas APA es el estilo de organización y presentación
de información más usado en el área de las ciencias
sociales. Estas se encuentran publicadas bajo un Manual
que permite tener al alcance las formas en que se debe
Use of presentar un artículo científico. Aquí podrás encontrar los
references aspectos más relevantes de la sexta edición del Manual de
las Normas APA, como referencias, citas, elaboración y
presentación de tablas y figuras, encabezados y seriación,
entre otros. Puede consultar como implementarlas
ingresando a la página http://normasapa.com/
¿Qué es el plagio para la UNAD? El plagio está definido por
el diccionario de la Real Academia como la acción de
"copiar en lo sustancial obras ajenas, dándolas como
Plagiarism propias". Por tanto el plagio es una falta grave: es el
policy equivalente en el ámbito académico, al robo. Un
estudiante que plagia no se toma su educación en serio, y
no respeta el trabajo intelectual ajeno.

No existe plagio pequeño. Si un estudiante hace uso de

cualquier porción del trabajo de otra persona, y no
documenta su fuente, está cometiendo un acto de plagio.
Ahora, es evidente que todos contamos con las ideas de
otros a la hora de presentar las nuestras, y que nuestro
conocimiento se basa en el conocimiento de los demás.
Pero cuando nos apoyamos en el trabajo de otros, la
honestidad académica requiere que anunciemos
explícitamente el hecho que estamos usando una fuente
externa, ya sea por medio de una cita o por medio de un
paráfrasis anotado (estos términos serán definidos más
adelante). Cuando hacemos una cita o una paráfrasis,
identificamos claramente nuestra fuente, no sólo para dar
reconocimiento a su autor, sino para que el lector pueda
referirse al original si así lo desea.

Existen circunstancias académicas en las cuales,

excepcionalmente, no es aceptable citar o parafrasear el
trabajo de otros. Por ejemplo, si un docente asigna a sus
estudiantes una tarea en la cual se pide claramente que
los estudiantes respondan utilizando sus ideas y palabras
exclusivamente, en ese caso el estudiante no deberá
apelar a fuentes externas aún, si éstas estuvieran
referenciadas adecuadamente.
 4. Formato de Rubrica de evaluación

Evaluation rubric
Individual Collaborative
Activity type: ☒ ☐
Activity Activity
Evaluation moment Initial ☐ Intermediate ☐ Final ☒
Performance level of the individual activity
Evaluated items Score
High score Average score Low score
The Script is well The development of No Script is
developed and the Script shows a presented
evidences proper lot of typos and
Task 1A. Script
writing and coherent misspellings. It lacks 40
ideas. coherence and
cohesion.
(Up to 40 points) (Up to 25 points) (Up to 0 points)
All sections are It is hard to identify No Cooking Section
complete and show each section but , News Section or
proper knowledge of information from Entertainment
previous activities previous activities is Section is
used, or it is easy to presented
Sections 25
identify each section
but information from
previous activities is
not used
(Up to 25 points) (Up to 12 points) (Up to 0 points)
The video is The video is correctly No video is
correctly linked. linked. Pronunciation presented.
Pronunciation and and fluency are OK.
Task 1B.
fluency are very Speech is slow and 40
VideoSpeaking
good. Speech is hesitant.
effortless and clear.
(Up to 40 points) (Up to 20 points) (Up to 0 points)
The student
The student
participated in
participated in the
Skype speaking almost all the The student did not
speaking sessions
sessions / speaking sessions participate in the 20
(50%) but did not
Participation (80%) but did not speaking sessions.
attend all of them.
attend all of them.
Interaction and
Interaction and
participation was participation was
meaningful. low.
(Up to 20 points) (Up to 10 points) (Up to 0 points)
Final score 125