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Activity Guide - Activity 3 - Writing Assignment - Production PDF
Activity Guide - Activity 3 - Writing Assignment - Production PDF
Number
Type of the
Individual ☐ Collaborative ☒ of 16
activity:
weeks
Moment of
Initial ☐ Intermediate: ☐ Final ☐
evaluation:
Delivery Environment: Monitoring
Evaluative score: 70
and Evaluation
Starting date: September
Closing date: October 11th
06th
Competence to develop:
Build a text that accounts for work produced with the support of the E-
Tutor and e-students. Through this exercise, the student will e-
recognition and ownership of the contents of the units, their
environment and the context to express themselves according to their
level.
Topics to develop:
Grammar, Unit 1 and 2
Should, simple past tense, modal verbs of advice: should,
ought to, had to, comparatives, go +ing
Recommendations, giving advice. Description of price and length,
past events, recreational activities.
Steps, phases of the learning strategy to develop:
Central task - Writing assignment - Production
Phase 1: Students work in collaborative groups.
Phase 2: Students present a written text.
Phase 3: Students give feedback and reflection on the task.
Activities to carry out:
Step 1
Introduce yourself (Name, age, address, phone number and
occupation)
Step 2
Read carefully the following requests and select one job to develop, at
the end there will be each students developing a different job for the
final work. You cannot repeat jobs in the group.
a) You are writing a letter to your best friend to tell him/her about
your new job.
b) You must use all of the points below in your letter
1. Describe the job. (Use images for do it)
Example: I am a teacher now at the San Pablo’s school. I
have 26 children in my classroom. They are 8 years old. I
teach English and Spanish. I have to work form 6:00 a.m to
4:00 p.m. My classroom is big, the walls are white and we
have a decoration of the looney toons. Every day when I
leave class, I prepare what I will teach in the next class.
Sometimes I qualify worksheets or some evaluations that I
did in the classroom. I no longer use heels because they are
uncomfortable to play with children. Now I have a sweatshirt
as a uniform…..
Planning of
activities for
the
Each student has to write at least 3 interventions in
development
order to accomplish the selected role.
of
collaborative
work
Roles to Each student has to write at least two significant and
perform by objective comments regarding the opinions of other
the student members of the group.
in the
collaborative The comments should remark mistakes, aspects to
group improve and contribute to the debate.
Roles and Collector: Articulate the contributions of all the
responsibiliti participants of the collaborative group in order to
es for the consolidate the final paper; including only those who
delivery of took part of the whole process.
products
Reviewer: To verify that the final paper and process
meet all the requirements stipulated by the teacher.
4. Evaluation rubric
Evaluation rubric
Activity Individual Collaborative
☐ ☒
type: Activity Activity
Moment of
the Initial ☐ Intermediate ☒ Final ☐
evaluation
Performance levels of the collaborative
Assessed Scor
activity
Aspect e
High score Media score Low score
There is The
minimum participations
Participatio There is not participation in are relevant,
n forum the writing articulated and
20
& participation forum, besides it contribute to the
interaction at all. neither meets construction of
the the final
requirements of document. The
the guide and contributions are
schedule nor the posted
netiquette according to the
standards. schedule.
(Up to 0 (Up to 15 (Up to 20
points) points) points)
The
The written
grammatical
outcome
structures
contains some
used are The proper use
grammatical
simple, they of grammar
inconsistencies
do not match shows a good
Use of and the
the difficulty knowledge of 20
grammar simplicity of the
level the structures.
sentences show
according to
difficulties in the
the contents
structures.
of the course.
(Up to 0 (Up to 5 (Up to 20
points) points) points)
The document
The ideas and The written final
shows
sentences document
inconsistencies
written in the contains a
in the
document look proper
organization and
disorganized, construction of
construction of
they are not sentences and
Coherence ideas; however, 15
articulated, or paragraphs,
the objective or
do not have a making use of
main point of
clear logical
view is
objective. connectors.
understandable.
(Up to 0 (Up to 10 (Up to 15
points) points) points)
Although the The final
The
vocabulary used document
vocabulary is
in the final contains wide
very limited
document variety of words
and does not 15
Vocabulary matches the which are used
match the
difficulty level coherently, with
difficulty level
according to the appropriate
according to
contents of the spelling.
the contents course, it is
of the course. limited and has
some spelling
mistakes.
(Up to 0 (Up to 10 (Up to 15
points) points) points)
Final score 70