Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubrics - Task 4 - Expressing
wishes and regrets!

1. General Description of the Course

School or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Profesional
Academic Field Formación disciplinar
Course Name Advanced English II
Course Code 551014
Course Type Metodológico Retake Exam Yes ☐ No ☒
Number of Credits 3

2. Description of the Activity

Type of Number
Individual ☒ Collaborative ☒ 3
Activity: of weeks
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment: Unit 3
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
90
Environment
Starting Date of the Activity: Deadline of the Activity:
October 24th, 2020 November 15th, 2020
Competences to Develop:
Reception Competence:
Listening: I can understand extended speech and lectures and follow
even complex lines of argument provided the topic is reasonably
familiar. I can understand most TV news and current affairs programs.
I can understand the majority of films in standard dialect.
Reading: I can read articles and reports concerned with contemporary
problems in which the writers adopt particular stances or viewpoints. I
can understand contemporary literary prose.
Interaction Competence:
Spoken Interaction: I can interact with a degree of fluency and
spontaneity that
makes regular interaction with native speakers quite possible. I can
take an active part in discussion in familiar contexts, accounting for
and sustaining my views.
Written Interaction: I can write letters highlighting the personal
significance of events and experiences.
Production Competence:
Spoken Production: I can present clear, detailed descriptions on a
wide range of subjects related to my field of interest. I can explain a
viewpoint on a topical issue giving the advantages and disadvantages
of various options.
Written Production: I can write clear, detailed texts on a wide range of
subjects related to my interests. I can write an essay or report,
passing on information or giving reasons in support of or against a
particular point of view.
Topics to Develop:
Unit 3 - Let us talk about expressing feelings!
Step, Phase or Stage of the Learning Strategy to Develop
Step 1: Checking
Step 2: Podcast
Step 3: Delivery
Activities to develop
Step 1: Checking
Go to the Knowledge Environment and check the material for Unit 3.
Also, find grammar information on how to express wishes and regrets.

Step 2: Podcast
Gather with your e-mates to create a 15 to 20 minutes Group Podcast
where you will discuss about your “Wishes and Regrets”. To create a
nice podcast go to Anchor and sign in. You can even download the app
in your smartphone.
Many podcasts sound like free-flowing conversations – but don’t be
fooled, most have a podcast script that they follow. There are many
ways to go about creating a script, and when it comes to planning
your podcasts, scripts are not usually intended to be read verbatim.
Instead, they are more like a guide to help you move effortlessly
through your show’s content.

Step 3: Delivery
One person from the group should send to the Monitoring and
Evaluation Environment the Link to the Podcast.
Environments for Collaborative Learning Environment
the Development of Practical Learning Environment
the Activity Monitoring and Evaluation Environment
Individual:
Products to be
Evidence of participation for the Podcast
Submitted by
Collaborative:
Students
Podcast Link

3. General Guidelines for the Collaborative Work

Collaborative learning is a strategy that allows

students to work together in order to achieve
Planning of a common goal. Accordingly, the collaborative
Activities for the work proposed for the course is based on a
Development of structured and planned process that includes
Collaborative Work individual and group activities, as well as
interaction and socialization in the virtual
classroom.
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
Roles to Be members.
Performed by the Facilitator: Makes sure that every voice is
Student in the heard and focuses work around the learning
Collaborative Group 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
Roles and Duties for
ensure it follows the evaluation criteria of the
the Submission of
rubric and informs the student in charge of
Products by
alerts about any changes that need to be
Students
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
References
to 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
Plagiarism Policy 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
Task 4 - Expressing wishes and regrets!
Activity Collaborative
Individual Activity ☒ ☒
Type: Activity
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment Unit 3
Evaluated Performance Levels of the Individual Activity
Score
Items High Score Average Score Low Score
Individual Vocabulary Vocabulary is Vocabulary is
15 points
Content enhances content. appropriate. inappropriate for
 Keeps focus on Stays on the the audience.
the topic. topic. Does not stay on
topic.
(up to 15 (up to 10
(up to 5 points)
points) points)
Well-rehearsed, Delivery is
smooth delivery hesitant and
in a choppy.
Rehearsed,
conversational Sounds like the
smooth delivery.
style. Highly presenter is
Enunciation,
effective reading.
expression,
enunciation and Enunciation of
rhythm
presenter's spoken word is
are sometimes
speech is clear distant, muddled
distracting during
Speaking and and not clear.
the podcast. 15 points
Delivery intelligible. Expression and
Occasionally
Expression and rhythm are
incorrect
rhythm engage distracting
grammar is
the listener. throughout the
used during the
Correct grammar podcast. Poor
podcast.
is used grammar is used
throughout the throughout
podcast. the podcast.
(up to 15 (up to 10
(up to 5 points)
points) points)
Evaluated Performance Levels of the Collaborative Activity
Score
Items High Score Average Score Low Score
Not all students
All students in the Most students
participated in the
group participated participated in the
Podcast and there
in the Podcast discussion with
is no evidence in
Participation with similar very different 15 points
the forum about
timing. timing.
why.
(up to 15 (up to 10
(up to 5 points)
points) points)
Irrelevant or
Catchy and clever Describes the
Introduction inappropriate
introduction. topic and engages
and topic 15 points
Provides relevant the listener as the
Conclusion that minimally
information and introduction
engages the
 establishes a proceeds. Tells listener. Does not
clear purpose that most of the include an
engages the following: who is introduction, or
listener speaking, date of the purpose is
immediately. the podcast, unclear. Speakers
Identifies and location of are not identified.
speakers, as well speakers. Omits
as date Conclusion tries the date the
podcast was to summarize podcast was
produced and information. produced and
location of location of
speakers. speakers. No
Conclusion clearly conclusion is
summarizes provided.
key information.
(up to 15 (up to 10
(up to 5 points)
points) points)
Presentation is
recorded in a
noisy
Presentation is Presentation is
environment with
recorded in a recorded in a
constant
quiet semi-quiet
background noise
environment environment with
and
without some background
distractions.
background noise and
Presentation is
noise and distractions.
recorded in a
distractions. Volume is
noisy
Technical Volume of voice, occasionally
environment with 15 points
Production music, and inconsistent.
constant
effects enhance Podcast length is
background noise
the presentation. either
and
Podcast length somewhat too
distractions.
keeps the listener long or too short
Podcast is either
interested and to keep
too long or too
engaged. listener engaged.
short to keep the
listener
engaged.
(up to 15 (up to 10
(up to 5 points)
points) points)
 One person from More than one
the group sent member from the No Audio Podcast
the link to the group sent the Link for the
Monitoring and link to the Online Panel was
Audio
Evaluation Monitoring and sent by anyone in 15 points
Podcast Link
Environment and Evaluation the group.
it works nicely. Environment.
(up to 15 (up to 10
(up to 0 points)
points) points)
Final Score 90