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 I

Course Code 551008
Course Type Metodológico Retake yes ☐ No ☒
exam
Number of Credits 3

2. Description of the activity

Number
Type of of
Individual ☐ Collaborative ☒ 2
activity: weeks

Evaluation
Initial ☐ Intermediate ☒ Final ☐
moment:
Total score of the activity: Environment to submit the
70 activity: Evaluation Environment
Starting date of the Deadline of the activity:
activity: 15/FEB/2019 17/MAR/2019
Competence to develop:

 To talk about personal information, family and favorite activities.

(Written and grammar skills).
 The student completes assignments by making use of Web 2.0
tools and in a variety of formats

Topics to develop:

1. How are you? 2. How is your family? 3. What kind of music do

you like? 4.She loves to go dancing
Step, phase or stage of the learning strategy to develop

Midterm evaluation. Unit 1. Talking about me and others.

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

Activities to develop

1. Check the topics for Unit 1 in the online content. Emphasize on

the grammar review of each lesson. (Knowledge environment)

2. Take the Knowledge test 1 (Evaluation Environment)

3. Register (only once) in the following form to participate in Online

Speaking sessions:

https://docs.google.com/forms/d/e/1FAIpQLSfANA5YnTk2MrVH5A7H5ldWiIzuyn_iDi8pA
Wdus_9Ms4RukQ/viewform?usp=sf_link

(Your participation in these sessions will start within the

following three weeks, so it won’t be graded as a part of your
activities of Unit 1, but it will represent the 50% of your grades
in the assignments of units 2 and 3).

4. Participate actively in the assignment 1. (Collaborative

Environment). Follow the instructions below:

 Introduce yourself in the forum “Unit 1. Talking about

me and others” and include your hobbies and interests.
You can talk about your favorite TV show, artist, team,
music, movies, etc. Post this information directly in the
forum and comment on your classmates’ interests and
favorite activities.

 Make your family tree in https://familyecho.com/ and

 provide a description of two of your family members
or relatives, (physical appearance, hometown, age,
favorite activities, professions, etc.). Share your tree and
descriptions in the forum.

 Create as a group a collaborative presentation using

Google slides in order to compile the participants’
contributions.
(The group compiler must create a Google presentation
and share the link in the forum so that the other students
may edit or add more slides. Every student must
collaborate and design his/her own slides with personal
information, family tree and descriptions of family
members).

 Write a final message in the forum expressing

gratefulness or suggestions for a better teamwork later
on.

Environment
s for the Knowledge environment, Evaluation environment,
developmen Collaborative environment, Practical learning
t of the environment.
activity

Individual:

1. Knowledge test 1.

2. Individual participation in the forum Unit 1.

Products to Talking about me and others is based on:
be  Your personal introduction, family tree and
submitted descriptions of two of your family members.
by students Interaction with other participants.

Collaborative:

One collaborative presentation including all the

information shared in the forum.
1. General guidelines for the collaborative work

Planning of Collaborative learning is a strategy that allows

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

Initial evaluation:

Course recognition.

Individual activity to review the virtual learning

environment.

Weeks 1-2

Midterm

Assignment One: Talking about me and others.

Individual contributions, forum interaction, group

work, comments and consolidation of a final product.
Knowledge test 1.

Weeks 3-6

Assignment Two: Talking about location and places.

 Individual contributions, forum interaction, group
work, comments and consolidation of final product,
Knowledge test 2.

Weeks 7-10

Assignment Three: Routines and past habits.

Individual contributions, forum interaction, group

work, comments and consolidation of final product.
Knowledge test 3.

Weeks 11-14

Final evaluation:

Individual work. (Writing and speaking).

Final test. (Listening, grammar, etc.)

Weeks 15-16
Roles to be Different roles are proposed within the collaborative
performed environment, which allow an appropriate space for
by the academic growth and effective interaction that
student in promotes learning and interpersonal relationships.
the
collaborative Each of the learning moments is divided in an
group 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.

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.

Evaluator: Evaluates the final document to ensure it

Roles and
follows the evaluation criteria of the rubric and
duties for
informs the student in charge of alerts about any
the
changes that need to be made before delivering the
submission
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

All references considered for this activity have to be

References
cited using APA Style. http://normasapa.com/
Plagiarism ¿Qué es el plagio para la UNAD? El plagio está definido
policy por el diccionario de la Real Academia como la acción
de "copiar en lo sustancial obras ajenas, dándolas
como propias". Por tanto el plagio es una falta grave:
es el 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 una paráfrasis anotado (estos
términos serán definidos más adelante). Cuando
hacemos una cita o un 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. Evaluation rubric
Evaluation rubric

Activity Individual Collaborative

☐ ☒
type: Activity Activity
Evaluation
Initial ☐ Intermediate ☒ Final ☐
moment
Performance levels of the individual
Score
Evaluated activity
items Average
High score Low score
score
Your
contributions Student was
are able to express Student was
grammatically his/her ideas too difficult to
correct. and responses understand
Student was adequately but because of
Individual
able to express often displayed grammar
participation
his/her ideas inconsistencies mistakes. / 20
in the forum
with ease in with their You did not
proper sentence participate in
sentence structure and the forum
structure and tenses.
tenses
(up to 20 (up to 10 (up to 1
points) points) points)
Your You did not
introduction, sent any
Your
family tree and introduction
introduction,
Written text descriptions /family tree /
family tree and
–content are not too descriptions,
descriptions
and long but they or your 15
are accurate
developmen contain contribution is
and complete.
t important limited in
information. content
(up to 15 (up to 10 (up to 1
points) points) points)
 Performance levels of the collaborative
activity
High score Average score Low score
The group did a The group did
The group
good job not follow the
successfully
Activity following the instructions to
followed the
Socializati instructions but complete the
activity
on the most of the assignment
instructions and 15
and work was made and there was
interaction is
group by one or two poor
successful.
interaction  students only. interaction.
(Hasta 15 (Hasta 10 (Hasta 4
puntos) puntos) puntos)
The group
The group
presents their
presented a
work but the
well-structured No group
Content of Presentation
Presentation Presentation
the does not include
and it includes was created 20
Presentati all the
all suggested
on suggested
items
items.
(Up to 25 (Up to 10 (Up to 1
points) points) points)
Final score 70