Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity guide and evaluation rubric
Task 1 – Course Recognition

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 Teaching English for specific purposes
Course Code 551038
Course Type Metodológico Retake yes ☐ No ☒
exam
Number of Credits 3

2. Description of the activity

Type of Number of
Individual ☒ Collaborative ☐ 2
activity: weeks
Evaluation
Initial ☒ Intermediate ☐ Final ☐
moment:

Environment for the submission

Total score of the activity: 25
of the activity: Monitoring and
points
Evaluation Environment
Starting date of the activity: Deadline of the activity:
February 1st, 2020 February 14th, 2020
Competence to develop:
Fostering teaching skills by analyzing and reflecting on the course
presentation.
Topics to develop:
Learning the basics about English for specific purposes.

Step, phase or stage of the learning strategy to develop

The approach proposed for this course is the Task-Based Approach
(TBA) since it permits goal-oriented and meaning centered activities.
Writing tasks are designed to facilitate students’ participation in
meaningful activities. The initial activity deals with analyzing and
reflecting on the general presentation of the course.

Activities to develop
Individual
Task 1: Personal Introduction

Each student writes a short personal introduction in the forum. In this

video, you must include your name, age, location, contact number,
semester, email address and three expectations for the course. All the
information needs to be written in English using complete sentences
(directly in the forum, no files attached).

Task 2: Answer some questions

Each student answers the following questions:

1. According to the course description, what could your personal goal be

while completing the course and why?

2. According to the course contents, how do you think the course will
help you to improve your teaching competences?

3. According to the course contents, what are the five topics you like
the most and why?

4. According to the course contents, how does ESP relate to your

language learning experience?
5. Have you been enrolled in an ESP course in the past? If so, Which
one? What did you like or didn’t like about it?

Task 3: Video

After sending your personal introduction and answering the questions in

the forum, you are going to create a short video with that information
using your webcam or cellphone. If you wish, you can have support of
visual material, but it is mandatory that your face appears on the video,
it must be 3 to 5 minutes long. The quality of sound and image are to
be done the best possible.

After creating the video, you must upload it to an online video

repository like: YouTube, Tutv, Google Videos, etc. Once your video is
uploaded, post the “Public” link in the forum (for interaction with peers).

Group interaction
After posting your own video in the forum, comment at least two
classmates’ videos.

You need to post your video at least five days before the deadline of
this activity, or no interaction will take place.

Written contributions (personal introductions and answers to questions)

and videos posted three days before the deadline will not be taken into
consideration for the grade of this activity.

Collaborative Learning: The student has to

participate in the initial forum to introduce himself or
herself, share the introductory video and interact with
classmates.
Environments
for the
Monitoring and Evaluation: The student must
development
submit a document with the following information:
of the
activity
1. Presentation cover
2. Personal introduction
3. Answers to questions
4. Introductory video
 Individual:
Evaluation and Monitoring Environment:
The student must submit the final product in the
Evaluation and Monitoring Environment.

Submission format

The document will be delivered in Word

Products to
Cover according to APA style
be delivered
by the
Font: Arial o Times New Roman 12
student
Line spacing: 1.5

Collaborative:

In this activity, a collaborative product should not be

delivered, it is only an interaction among the members
of the group.

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
Planning of group activities, as well as interaction and
activities for the socialization in the virtual classroom.
development of 1. Explore the syllabus of the course.
collaborative 2. Make several readings of the activity guide and
work the evaluation rubric for each of the units of
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 task.
Roles to be
Provides leadership and direction for the group and
performed by
suggests solutions to team problems.
the student in
the collaborative Recorder: Keeps a public record of the team's
group 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 ensure

for the it follows the evaluation criteria of the rubric and
submission of informs the student in charge of alerts about any
products by changes that need to be made before delivering
students 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.

American Psychological Association APA rules:

It’s very important for students to take into
Use of account these rules in order to avoid difficulties
references with plagiarism and the consequences they may
face in the assessment processes. Check:
http://www.bibme.org/citation-guide/apa/

Plagiarism Students must be aware of the risks and penalties

policy 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 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
Individual Collaborative
Activity type: ☒ ☐
Activity Activity
Evaluation
Initial ☒ Intermediate ☐ Final ☐
moment
Evaluated Performance level of the individual activity
Score
items High score Average score Low score
The self-
The video includes introduction video The video is
all required contains no more complete, but it
Content and information: self- than 5 sentences, wasn’t posted
Video introduction and 5 or the student five days before 5
Structure questions solved answered just two the deadline of
accurately. or three of the five the activity.
questions.
(5 points) (3 points) (0 points)
Students’ answers
barely reflect a
Student’s answers clear Students barely
reflect a clear understanding of reflects a clear
Pragmatic understanding of the course’s main understanding of
6
Competence the course’s main concepts or are the course’ main
concepts. just copy and paste concepts.
from outside
sources.
(6 points) (3 points) (0 points)
 Ideas are
expressed
Ideas are It is difficult to
adequately but
expressed with understand ideas
inconsistencies are
ease in proper because of
often displayed
Grammar, sentence structure grammar
with sentence
Spelling and and tenses. mistakes or due 4
structure and
Punctuation Spelling and to no proper
tenses or there are
punctuation are spelling and
some spelling or
accurate as well. punctuation.
punctuation
mistakes.
(4 points) (2 points) (0 points)
It is slightly It is difficult to
Pronunciation is
unclear with understand
very clear and
pronunciation at because of
Pronunciation easy to 5
times, but unclear
understand
generally is fair pronunciation
(5 points) (3 points) (0 points)
Speech is
Speech is slow and Speech is very
effortless and
often hesitant and slow, stumbling,
smooth with speed
irregular nervous, and
Fluency that comes close 5
uncertain
to that of a native
speaker
(5 points) (3 points) (0 points)
Final score 25