Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Course: Didactics of English
Code: 558022
Activity Guide and Evaluation Rubric – Step 3 Language and teachers’ skills
1. Activity Description

Type of activity: Individual

Evaluation moment: Intermediate Unit 2
Highest score of the activity: 120 points
The activity starts on: Monday, March The activity ends on: Sunday, April 23,
27, 2023 2023
With this activity, you are expected to achieve the following learning
outcomes:

Examine the development of receptive and productive skills in the teaching of English
as a foreign language by creating and implementing material to foster such skills.

The activity consists of:

Theoretical Part:

Step 1: Individually read the documents Teaching receptive and productive

language skills with the help of techniques and Receptive and productive
language skills in language teaching in Unit 2 – Language and teachers’ Skills -
Contents and bibliographical references found in the Language Environment. Share in
the forum a written text answering the following information:
• Definition of receptive and productive skills
• The order of development of the skills
• Some techniques or activities used to teach receptive and productive skills

Step 2. Choose 1 receptive skill and 1 productive skill and create 1 worksheet or
didactic material for each skill where you put into practice the guidelines and factors
given in the VOI “Designing English language materials”. in order to get some
feedback from your tutor and groupmates, share your material in the forum
specifying:
• what the population and needs of students are (the population form your
practice place)
• The topic or topics your material intends to cover
• The language skill it intends to foster

1
Step 3. Based on the readings The skills needed in a digital age and Exploring
teacher competence in language teaching , create an infographic describing the
profile of an English teacher in the XXI century; it must include the competences and
the main characteristics an English teacher must have in his pedagogical exercise.

Reflect upon your own process as pre-server teachers:

• which abilities and competences do you need to improve?
• Which abilities do you think you can acquire from your practice?
• What teacher’s competences and abilities have you been able to identify in your
pedagogical practice scenario?
• Which competences or skills could the teacher(s) you are observing improve or
implement?

Pedagogical practice part:

Step 4. Implement the material you created in phase 3 in the educational institution
you are in, upload the material in the material evidence folder and document the
implementation in the photo evidence folder.

Step 5. Individually upload the following documents into your e-portfolio Phase 3,
bearing in mind the hourly distribution for this phase:

Activity Time Distribution

Phase 2 –Participant - Observation Practice
Phase 3 – Participant - Observation
Practice
Phase 4 – Participant - Observation Practice
8 hours (Participant Observation Practice)
2 hours (Material Development)
3 hours (ESAPEC)
8 hours (Participant Observation Practice)
2 hours (Material Development)
3 hours for ESAPEC
3 hours for E-portfolio
3 hours for Simulated Scenario

2
 Forms folder
Include the following documents in PDF and named as indicated.
1 diario de campo
1 formato de asistencia that includes:
8 hours (Participant Observation Practice)
2 hours (Material Development)

Upload the following document to this folder, all the document must be in PDF format:
Forms Diario de Campo form:
Please identify your file as follows: Diario de Campo_Your Full Name_ID Number. Upload a PDF
file.

Example:
Diario de Campo__Maria Martinez Pérez_123456789.PDF

Upload the following document to this folder, all the document must be in PDF format:
Formato de Asistencia al Lugar de Practica:
Please identify your file as follows:
Formato de Asistencia al Lugar de Practica_Your Full Name_ID Number. Upload a PDF file.

Example:
Formato de Asistencia al Lugar de Practica __Maria Martinez Pérez_123456789.PDF

Photo Evidence folder

This must include the evidence of the material application as well as your
participation in the educational institution.

Photo Upload the following document to this folder, all the document must be in PDF format:
Photo Evidence: Please identify your file as follows: Photo Evidence _Your Full Name_ID
Evidence Number. Upload a PDF file.
Example:
Photo Evidence__Maria Martinez Pérez_123456789.PDF

3
Material design evidence folder

Upload to your folder all the material you have designed for the school. This material
must be designed by the student, and it is totally forbidden to download and use
information from other authors.

Material Upload the following document to this folder, all the document must be in PDF format:
Material Evidence:

Evidence Please identify your file as follows:

Material Evidence_Creation Date_Your Full Name_identification #. Upload a PDF file, PPT, Video.
It depends on the kind of material you have designed.
Example:
Material Evidence_ February 12th__Maria Martinez Pérez_123456789.PDF

The previous information must be in the e-portfolio and be delivered before the
deadline. The forms that you upload must be filled and you cannot change the size,
color, or any other characteristic that the original document has.

For the development of the activity consider that:

In the Initial Information Environment, you must:

check the agenda and check the date, time and link of the web conference.

In the Learning Environment, you must:

read all the contents of Unit 2, develop and socialize the activities in the forum Phase
3 – Language and teachers’ Skills.

In the Evaluation Environment, you must: upload the collaborative work in the link:
Unit 2 - Phase 3 - Language and teachers’ Skills - Rubric and Activity Submission

Evidences of individual work:

The individual evidence to be submitted is:
• A pdf document with a cover page, introduction, written text about the
analysis of receptive and productive language skills.
• Link to the worksheets or didactic material created for the 2 language skills
chosen.
• Infographic of the teachers’ skills and competences along with the short
reflection.
4
 • The individual screenshots of uploading the practice forms.
• Conclusions and references.

Evidences of collaborative work:

No collaborative evidence is required in this activity.

2. General Guidelines for the Development of Evidences to Submit

For Individual evidences, consider the following:

• Complete the theoretical part of the guide.

• Create the material for the chosen language skills.
• Send evidence of your participation in the web conference.
• Upload the forms for phase 3 to your e-portfolio.
• Cite correctly and include the bibliography using APA.
• Before submitting the requested product, you should check that it meets all
the requirements mentioned in this activity guide.
•
Please keep in mind that all individual or collaborative written products must comply
with the spelling rules and presentation conditions defined in this activity guide.
Regarding the use of references, consider that the product of this activity must
comply with APA style.
In any case, make sure you comply with the rules and avoid academic plagiarism.
You can review your written products using the Turnitin tool found in the virtual
campus.

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 students 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.

5
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.

3. Evaluation Rubric Template

Type of activity: Individual

Evaluation moment: Intermediate Unit 2
The highest score in this activity is 120 points
First evaluation High level: The student accurately describes receptive and
criterion: productive skills and their teaching methods.

The student If your work is at this level, you can get between 17 points
describes receptive and 20 points
and productive skills
and their teaching Average level: The student partially describes receptive and
methods productive skills and their teaching methods.

This criterion If your work is at this level, you can get between 12 points
represents 20 and 16 points
points of the total
of 120 points of Low level: The student does not describe receptive and
the activity. productive skills and their teaching methods.

If your work is at this level, you can get between 0

points and 11 points
Second evaluation
High level: The student designs meaningful material for their
criterion:
pedagogical practice.
The student creates
If your work is at this level, you can get between 17 points
meaningful material
and 20 points
for their
pedagogical practice
Average level: The student partially designs meaningful
exercise.
material for their pedagogical practice
If your work is at this level, you can get between 12 points
This criterion
and 16 points
represents 20
points of the total

6
of 120 points of Low level: The student does not design meaningful material
the activity. for their pedagogical practice
If your work is at this level, you can get between 0
points and 11 points
Third evaluation High level: The student accurately creates an infographic that
criterion: details thoroughly the competences of an English teacher in the
new digital era.
The infographic If your work is at this level, you can get between 17 points
describes in a and 20 points
detailed way the
skills and Average level: The student creates a somewhat accurate
competences of an infographic that details some of the competences of an English
English teacher in teacher in the new digital era.
the digital era.
If your work is at this level, you can get between 12 points
This criterion and 16 points
represents 20
points of the total Low level: The student does not create an infographic that
of 120 points of details thoroughly the competences of an English teacher in the
the activity. new digital era.
If your work is at this level, you can get between 0
points and 11 points
Fourth evaluation High level:
criterion: The student accurately completes and uploads all the requested
forms of the participant observation practice in the provided e-
The student portfolio and the student successfully organizes and names all
develops the the formats in the correct manner. There are no mistakes at all
participant in terms of content and form.
observation part of
this phase fulfilling If your work is at this level, you can get 60 points
the instructions
given. Average level: The student uploads all the formats for phase
3 and names and organizes them in a correct manner but the
This criterion
content is somehow weak, as it does not state a critical and well-
represents 60
informed practice process based on the theory.
points of the total
of 120 points of
the activity.
If your work is at this level, you can get between 1 point
and 59 points

7
Low level: The student does not complete nor uploads all the
requested forms of the participant observation practice as
requested or the e-portfolio is incomplete and the forms are not
correctly named or the folder is empty

If your work is at this level, you can get 0