Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Activities guide and evaluation rubric - Pre-task

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 English I

Course Code 518002
Course Type Metodológic Can be Yes ☐ No ☒
o enabled
Number of 3
Credits

2. Description of the activity

Type of the Number

Individual ☒ Collaborative ☐ 2
activity: of weeks
Unit
Moment of
Initial ☒ Intermediate ☐ Final ☐
evaluation:
:
Delivery Environment of the
Evaluative score of the
activity: Evaluation and Monitoring
activity: 25 points
Environment
Starting date of the
Deadline of the activity:
activity:
Tuesday, November 19th,
Monday, December 2nd, 2019
2019

Competence to develop:
To find and share general information in a virtual learning
environment.
To plan learning by identifying contents, methodologies, procedures,
and learning strategies.
To provide personal information and organize individual and in-group
work.
Topics to develop:
Recognition of the learning environment, topics to be studied and
competences to be developed.

Steps, phases of the learning strategy to develop:

Pre-task: at this time is required to make an introduction to the topic
and task.
Activities to develop:

1. Introducing yourself
In this activity you are going to give some personal information about
you. Complete the following information and add more if desired:

My full name is karen Maryury Castro Rivera I am from I live in

Puerto Asís- Putumayo I am 24 years old. At the moment I am a
housewife and In my free time, I like reading and watching TV
programs.

2. Course contents recognition

Go to the e-book of the course, check its contents and structure and
complete the following chart. Follow the first example:

e-book:
https://ebooks.unad.edu.co/basic_english_I/Ebook/Unit1/html/index.h
tml

Unit and Objectives of the unit Number

name of lessons
-Have basic social conversations
Unit 1 -Share personal information.
-Talk about occupations and work or studies. 3
How -Understand conversations and short e-mails
are about news and greetings.
you? -Write a short e-mail sharing news and
greetings.

(There are twelve units. You should describe them all in the chart)
 3. Experiences with English and expectations
First of all; I have got little knowledge of English, but I truly want to
improve it day after day through my studies in this course and so on.
So, I really love English because it is a beautiful language that it is
used for many purposes within society.
On the other hand; I have high expectations in this course and
program, just because I want to learn so much English in order to
become in a great English teacher in life. Moreover; I want to speak
English like a native speaker for travelling around the world and learn
from other cultures where English is the main vehicle to interact with
other people because it is the universal language.
The activity will be developed in the Collaborative
Learning Environment.
Environmen Go to the forum Pre-task and post your work there
t for the (This forum is located in the Collaborative Learning
developmen Environment). Take into account your tutor’s
t observations to improve your work.
Finally, when your work is done, organize it and upload
it to the Evaluation Environment, in a PDF document.
Individual:
Products to A word or pdf document containing the 3 activities
deliver by asked.
student Collaborative:
No collaborative work is required.

3. General guidelines for the collaborative work

Planning of Collaborative work is essential in the development of

activities the activities of the course since through it, learning is
for the organized, the development of tasks is planned,
developmen communication is developed, strategies are established
t of and knowledge is finally constructed.
collaborativ Keep in mind that your individual work is imperative
e work because if there is no interest on your part to
participate, this can affect the personal work of others
and have a negative impact on the process and
products to be delivered.
Once the collaborative task is established, first a role
must be chosen (read below) and assume the
responsibility of fulfilling its own functions. Through
 these roles, the development of the task is planned,
the different contributions are made, the parties and
contents of the activity are organized and the assigned
task is delivered.
As you can see, if one of the roles is missing,
communication and procedures may be affected, since
there is no collaborative work.
The proposed roles are:
• Leader: He is in charge of coordinating and
organizing the team's efforts, as well as
communication. Seeks to develop a good work process.
• Producer: It is the person who critically questions
the work of the team, with the purpose of ensuring
that all the information generated is relevant to the
case and that efforts are not diverted.
• Tracker: He is in charge of maintaining the attention
Roles to of the team in solving the problem. It must make the
perform by team avoid the loss of time and the vagaries of ideas.
the student • Rapporteur: Is responsible for organizing the
in the information and documentation generated by the team
collaborativ and keeping it up to date when it is needed. He is also
e group responsible for delivering the final version of the
written report.
• Timekeeper: The person responsible for taking note
of the activities of each of the team members.
Roles and The proposed roles are:
responsibili • Compiler: consolidates the document that is
ty for the constituted as the final product of the debate, taking
delivery of into account that the contributions of all the
products by participants have been included and that only the
students participants who participated in the process are
included. He must inform the person in charge of the
alerts to notify those who did not participate, that they
will not be included in the product to be delivered.
• Reviser: ensures that the writing complies with the
rules for submission of work required by the teacher.
• Evaluator: ensures that the document contains the
criteria present in the rubric. He must inform the
person in charge of the alerts so that he informs the
other members of the team in case there is an
 adjustment to be made on the subject.
• Deliveries: alerts about the delivery times of the
products and sends the document in the stipulated
times, using the resources destined for the shipment,
and indicates to the other colleagues that the delivery
has been made.
• Alerts: ensures that the members of the group are
notified of the novelties at work and informs the
teacher through the work forum and the course's
messaging, that the document has been sent.
Use of All references considered for this activity have to be
references cited using APA Style. http://normasapa.com/
Plagiarism In the agreement 029 of December 13, 2013, article
policy 99, the mistakes that infringe upon the academic
order, among others, are the following: paragraph e)
“To plagiarize is to present as your own work the whole
or part of a writing, report, task or document of
invention performed by another person. It also implies
the use of cites or lack of references, or includes cites
where there is no coincidence between them and the
reference” and paragraph f)”To reproduce, or copy for
profit, educational resources or results of research
products, which have intellectual rights reserved for
the University”.

The academic punishments that the student will face

are:
a) In case of academic fraud proved in the academic
work or evaluation, the score achieved will be zero
(0.0) without leading to disciplinary measures.
b) In case of plagiarism proved in the academic
work of any nature, the score achieved will be zero
(0.0), without leading to disciplinary measures.

To know how the documents must be cited, check the

following document:
Centro de Escritura Javeriano ( ) Normas APA. Sexta
edición. Taken from
http://centrodeescritura.javerianacali.edu.co/index.php
?option=com_content&view=article&id=138:normas-
 apa&catid=45:referencias-bibliograficas&Itemid=

4. Evaluation rubric
Evaluation rubric
Activity Individual Collaborative
☒ ☐
type: Activity Activity
Evaluatio
n Initial ☒ Intermediate ☐ Final ☐
moment
Evaluate Performance levels of the individual activity
Score
d items High score Average score Low score
Documen The file The file partially The file does not 10
t content contains all contains all the contain all the point
the three three activities three activities s
activities asked in the asked in the
asked in the guide. It is guide. It is not
guide. It is partially organized, well-
organized,
organized, well- presented, and
well-
presented, and it’s not uploaded
presented,
and it’s it’s uploaded in in the Evaluation
uploaded in the Evaluation Environment.
the Evaluation Environment.
Environment.
 (up to 10 (up to 1
(up to 5 points)
points) points)
In the In the activities, In the activities,
activities, the the student the student does
student shows partially shows not show good
good use of good use of use of language,
language, not language, some many grammar
many grammar and and spelling
grammar and 10
Writing spelling mistakes mistakes are
spelling point
skill are made, and made, and the
mistakes are s
made, and the information is information is
the partially clear. not clear.
information is
clear.
(up to 10 (up to 1
(up to 5 points)
points) points)
The student The student The student did
entered the partially entered not enter the
forum on time the forum on time forum on time
Participa and and partially and did not 5
tion in participated participated participate point
the frequently frequently and frequently and s
forum and
meaningfully. meaningfully.
meaningfully.
(up to 5 (up to 0
(up to 5 points)
points) points)
25
Final score point
s