Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Task 4-Practical Activity 2

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 Phonetics and Phonology
Course Code 551017
Course Type Metodológico Retake Yes ☐ No ☒
Exam
Number of Credits 2

2. Description of the Activity

Type of Number of
Individual ☒ Collaborative ☐ 2
Activity: Weeks
Evaluation Initial
☐ Intermediate ☒ Final ☐
Moment: Unit 1
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
25
Environment
Starting Date of the Activity: Deadline of the Activity:
October 7, 2019 October 27, 2019
Competences 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:
Phonemes
The Syllable
Word Stress
Intonation
Steps, Phase or Stage of the Learning Strategy to Develop
Step 1. Download the required material for task 4
Step 2. Develop all 10 exercises
Step 3. Film yourself reading the tongue twisters
Step 4. Write a reflection
Activities to Develop
Step 1: Download the Required Material for Task 4 found in The
Practical Learning Environment, in the Folder named Educational
Resources. You’ll need all three (3) files:
- 551017_Phonetics and Phonology Task 4_Exercises.docx
- 551017_Phonetics and Phonology Task 4_Tongue Twisters.pdf
- Audio for Task 4.mp3
Step 2: Develop all 10 exercises from the File named
551017_Phonetics and Phonology Task 4_Exercises.docx using the
Audio file.
Step 3: Film yourself reading all five (5) Tongue Twisters from the file
named 551017_Phonetics and Phonology Task 4_Tongue Twisters.pdf
and upload it to YouTube to get a link.
Step 4: Write a reflection on how you did on the activity. Was is it
easy? What topics you must review?

Environme Knowledge Environment

nts for the Collaborative Learning Environment
Developm Evaluation and Monitoring Environment
ent of the
Activity
Individual:
A PDF file must be uploaded by each student in the
Evaluation and Monitoring Environment as a final
product. The PDF file must include:
- A front page (with title, full name, ID number, course
Products name, group number, name of the university, name of
to be the program, city and date)
Submitted - Step 2
by - The link for Step 3
Students - Step 4
- References APA Style
Collaborative:

N/A

3. General Guidelines for the 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
Planning of classroom.
Activities for the 1. Explore the syllabus of the course.
Development of 2. Make several readings of the activity guide
Collaborative and the evaluation rubric for each of the units of
Work individual and collaborative work.
3. All the activities that are carried out for the
development of the activity should be reflected
within the course through the different media
and especially in the forum of each activity,
since the interaction; if they work by Skype or
other means they should evidence it in the
forum with screenshots.
 4. Be in constant communication with the
colleagues and tutor during the development of
activities.
5. In case of any concern, ask the tutor or the
colleagues with time, using the various
communication channels arranged in the course.
6. Enter the contributions with time for the
Timely feedback from peers and tutor.
7. Establish a schedule of activities within each
forum and a table of roles and functions for
meet during the development of each activity.
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. 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.
Facilitator: Makes sure that every voice is
heard and focuses work around the learning
Roles to Be task. Provides leadership and direction for the
Performed by the group and suggests solutions to team problems.
Student in the Recorder: Keeps a public record of the team’s
Collaborative ideas and progress. Checks to be sure that ideas
Group 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
Roles and Duties
includes the work done only by those who
for the
participated on time. Informs the student in
Submission of
charge of alerts about people who did not
Products by participate and will not be included in the final
Students product.
Reviser/Editor: Makes sure the written work
follows all the criteria established in the activity
guide.
Evaluator: Evaluates the final document to
ensure it follows the evaluation criteria of the
rubric and informs the student in charge of
alerts about any changes that need to be made
before delivering the product.
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.
All references considered for this activity have to
References
be cited using APA Style
Students must be aware of the risks and
penalties in case of plagiarism.

Under the Academic Code of Conduct, the

actions that infringe the academic order, among
others, are the following: paragraph e)
“Plagiarism is to present as your own work all or
part of a written report, task or document of
invention carried out by another person. It also
Plagiarism Policy implies the use of citations or lack of references,
or it includes citations where there is no match
between these and the reference” and
paragraph f) “ To reproduce, or copy for profit,
educational resources or results of research
products, which have rights reserved for the
University “. (Acuerdo 029 – 13 De Diciembre de
2013, Artículo 99)

The academic penalties that the student will face

are:
 a) In case of academic fraud demonstrated in
the academic work or evaluation, the score
obtained will be zero (0.0) without any
disciplinary measures being derived.
b) In case of proven plagiarism in academic
work of any nature, the score obtained will be
zero (0.0), without any disciplinary measures
being derived.

To learn how to properly cite all your tasks, see

the following:
BibMe. (n.d.). APA Citation Guide. Retrieved
from http://www.bibme.org/citation-guide/apa/

4. Evaluation Rubric

Evaluation Rubric
Task 4 – Practical Activity 2
Individual Collaborative
Activity type: x
Activity Activity
Evaluation
Initial Intermediate x Final
moment
Evaluate Performance levels of the individual activity
Score
d items High score Average score Low score
Half of the
All 10 answers No answer is
answers are
Step 2 are correct. correct.
correct. 10
Exercises
(Up to 10 (Up to 5 (Up to 0
points) points) points)
The student
makes minor or The student has
Student makes
no errors in errors in
Step 3 little or no effort
pronunciation, pronunciation,
Tongue to enunciate 10
great some effort in
Twisters and articulate in
articulation in articulation in
target language.
target language target language.
with expression.
 (Up to 10 (Up to 5 (Up to 0
points) points) points)
Limited
The Reflection development in
addresses the response to the
topic. It is well Reflection.
organized and Inadequate
well developed, organization or
using connection of
appropriate and ideas.
sufficient Inappropriate or
explanations. It insufficient
displays good exemplifications
use of the , explanations,
language, or details to
No Reflection
Step 4 demonstrating support or
was written.
Reflectio syntactic illustrate 5
n variety; there generalizations
are some in response to
occasional the task. A
noticeable noticeably
minor errors in inappropriate
structure, word choice of words
form, or use of or word forms.
idiomatic An accumulation
language that of errors in
do not interfere sentence
with meaning. structure and/or
usage.
(Up to 5 (Up to 3 (Up to 0
points) points) points)
Final Score 25