Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Task 6 – Tutorial Video
activity

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 ☒ 4
Activity: Weeks
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment: Units 1&2
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
160
Environment
Starting Date of the Activity: Deadline of the Activity:
November 6, 2019 November 28, 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:
 UNITS 1 & 2: Phonetics vs Phonology
Steps, Phase or Stage of the Learning Strategy to Develop
Step 1. Written Exercises
Step 2. Review
Step 3. Choose the symbols
Step 4. Create a tutorial
Step 5. PDF File
Activities to Develop
Step 1: Develop the exercises from the PDF file named
551017_Phonetics and phonology - task 6 -written exercises
Step 2 Share your answers on a PDF file in the forum named Task 6:
Oral Production Activity
Step 3. Check each other’s work and compile a single document with
the answers the group votes as correct.
Step 4: Choose three symbols of the consonants sounds from the IPA
alphabet

Step 5: Create a tutorial video where you show yourself explaining the
characteristics of those symbols, the video must have the following
aspects:
-The place and the manner of articulation
-Explain how to articulate those sounds using the articulators of the
vocal tract,
-Explain if they are voiced or voiceless.
-Use the symbols within complete sentences
-Design two pronunciation exercises where you can explain how to
produce the sounds accurately.

Remember that the video must be recorded in English. Therefore, your

performance will be assessed taking in mind your pronunciation since
the beginning of the video and your knowledge about the symbols.

Step 6: Collaboratively, put together the best answers from Step 2

and the link per student for Step 5.
Environment
s for the Knowledge Environment
Developmen Collaborative Learning Environment
t of the Evaluation and Monitoring Environment
Activity
Individual:
-Step 3. Review: Meaningful Feedback to Classmates
in the Forum (at least 1 comment to 3 different
classmates)
- Step 5. Link of the video per student
Collaborative:
A PDF file must be uploaded by the group leader in
Products to
the Evaluation and Monitoring Environment as a final
be
product. The PDF file must include:
Submitted
- A front page (with title, full names, ID numbers,
by Students
course name, group number, name of the university,
name of the program, city and date)
- The best answers for the Written Exercises
-Review: Meaningful Feedback to Classmates in the
Forum (at least 1 comment to 3 different classmates)
- Link of the video per student
- References APA Style

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
classroom.
1. Explore the syllabus of the course.
2. Make several readings of the activity guide
and the evaluation rubric for each of the units of
individual and collaborative work.
3. All the activities that are carried out for the
Planning of
development of the activity should be reflected
Activities for the
within the course through the different media
Development of
and especially in the forum of each activity,
Collaborative
since the interaction; if they work by Skype or
Work
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
Roles to Be
effective interaction that promotes learning and
Performed by the
interpersonal relationships. Every student will
Student in the
take up one of these roles for the development
Collaborative
of the course assignments and can only be
Group
changed if decided by the group members.
Facilitator: Makes sure that every voice is
heard and focuses work around the learning
 task. Provides leadership and direction for the
group and suggests 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 Duties
Evaluator: Evaluates the final document to
for the
ensure it follows the evaluation criteria of the
Submission of
rubric and informs the student in charge of
Products by
alerts about any changes that need to be made
Students
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
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
Plagiarism Policy 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 6– Tutorial Video Activity
 Activity Collaborative
Individual Activity ☒ ☒
Type: Activity
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment Units 1&2
Evaluated Performance Levels of the Individual Activity
Score
Items High Score Average Score Low Score
There is an
Individual
individual There is not and
contribution
contribution but it individual
answers
does not answer contribution for
Written accurately the
accurately all the written 60 points
Exercises required
selected exercises.
exercises.
exercises.
(up to 60 (up to 30
(up to 0 points)
points) points)
The student The student has
makes minor or some errors in
no error in pronunciation
pronunciation during the video,
during the video, also his
also he shows knowledge about
good the symbols is not
understanding of complete since
Student does not
the features of the symbols´
upload the link of
Tutorial the symbols and features are not
the video 60 points
Video he shows himself well addressed
articulating the and he does not
sounds show himself
accurately. during the video.
Finally, the Finally, the
examples and the examples and the
exercises are exercises were a
clear enough. little bit clear
(up to 60 (up to 30
(up to 0 points)
points) points)
The student
Poor feedback No feedback was
participated in the
Review was given to given to 30 points
forum on time
partners. classmates.
and gave
 meaningful
feedback about
his/her partners’
work.
(up to 30 (up to 15
(up to 0 points)
points) points)
Evaluated Performance Levels of the Collaborative Activity
Score
Items High Score Average Score Low Score
The group created
The group created
a well-organized
a PDF file but not
PDF file that The group did not
all participants
includes all the create a PDF File.
PDF File shared their 10 points
required
Steps.
information.
(up to 10
(up to 5 points) (up to 0 points)
points)
Final Score 160