Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

General Guide for the Development of the Practical Component of the Course:
Didactics of English -518022

1. General Information of the Practical Component

Learning strategy: Research-Based Learning

Course type: Methodological
Evaluation moment: Intermediate
Highest score of the component: 125 points
Number of activities of the practical component registered in this guide: 1
With the development of this component students are expected to achieve
the following learning outcomes:
Develop a solid foundation of the principles of second and foreign language teaching
methodologies, lesson planning and current trends in English language education.

2. General Activity Description of the Practical Component.

Scenarios of the practical component: In situ (practice)

Activity type: Individual
Activity number: 1
Highest score of the activity: 125 points
The activity starts on: Thursday, The activity ends on: Sunday, March 24,
February 22, 2024 2024
The resources required for the development of this activity are the
following:
-Virtual Campus
-Pedagogical Practice Scenario
-Institutional e-mail
-Unit 1 contents
-Pedagogical Practice forms
-ARL provided by UNAD
The activity consists of:

Initial preparation:

Head to the learning environment and read, study, and analyze the contents in Unit 1
- Unit 1 - Principles of how to teach English.

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Attend and actively participate in the web conference of the course by filling out the
attendance form. In case you are unable to attend the live session, you may review
the recording and provide a summary of the content covered which must be included
in the final document.

Theoretical component:

Step 1: Based upon the theoretical foundation read in unit 1, answer the following
question in the forum:

Lesson Planning:

a. What is the purpose of lesson planning?

b. Describe the components of a well-structured lesson plan.
c. How does lesson planning help teachers in delivering effective instruction?

Learning Objectives:

a. What is a learning objective, and why is it important in teaching?

b. What are the characteristics of a well-written learning objective?
c. How can you align learning objectives with the overall goals of a lesson or
unit?

Teaching Receptive Skills:

a. What are receptive skills in language learning? Provide examples.

b. What strategies can you use to teach receptive skills effectively?
c. How can you differentiate instruction to accommodate learners with different
levels of proficiency in receptive skills?

Reflection on Knowledge and Practice:

a. Reflect on the lesson you have planned for this activity guide. How did you
incorporate learning objectives into your lesson plan?
b. Discuss a specific activity or strategy you used to teach a receptive skill.
How effective would it be?
c. How would you assess student progress in developing receptive skills, and how do
you use this feedback to inform your teaching?

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Step 2: Based upon the theoretical foundation read in unit 1, you must plan and
create material to teach a lesson focused on receptive skills (reading or listening).
You should start by planning the lesson; therefore, you must consider:

- Identify the Learning Objectives: Begin by determining the specific learning

objectives you want to achieve through the lesson. For receptive skills, the
objectives could include improving reading or listening comprehension,
vocabulary acquisition, or developing strategies for understanding spoken or
written texts.

- Choose a Relevant Text or Audio: Select a text or audio material that aligns
with the learning objectives and is appropriate for the students' level. It could
be a short story, a news article, a dialogue, or a podcast. Ensure the material is
engaging and suitable for the students' age and interests and aligned to
European reference framework for languages (CEFR).

- Pre-Teaching Vocabulary: Identify any key vocabulary words or phrases that

students may struggle with while engaging with the text or audio. Plan a
vocabulary pre-teaching activity to introduce and familiarize the students with
these terms. This could involve using visuals, context clues, or interactive
exercises.

- Pre-Reading/Pre-Listening Activities: Before diving into the main text or audio,

include activities to activate the students' prior knowledge and build
anticipation. These activities could include brainstorming related ideas,
discussing personal experiences, or predicting the content based on title,
pictures, or headings.

- Introduce the Text/Audio: Present the main text or audio material to the
students. Provide any necessary background information or context to help
them understand the content better. Highlight the learning objectives and
explain why this material is relevant to their language development.

- Reading/Listening Comprehension Activities: Design a range of activities to

promote reading or listening comprehension. These activities should encourage
students to engage with the material actively. They can include comprehension
questions, true/false statements, gap-fill exercises, matching exercises,
summarizing, or extracting specific information from the text or audio.

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- Post-Reading/Post-Listening Activities: After students have engaged with the
text or audio, incorporate post-reading or post-listening activities to deepen
their understanding and encourage reflection. These activities can involve
discussions, debates, role-plays, opinion sharing, or creative tasks like writing a
response, creating a poster, or recording a dialogue based on the material.

- Language Focus: Identify any language features or skills that can be derived
from the text or audio. This could include grammar structures, vocabulary
expansion, idiomatic expressions, or pronunciation patterns. Plan explicit
language-focused activities that allow students to practice and apply these
language elements.

Use the lesson planning format that you will find attached in the learning
environment phase 2, bear in mind you must describe in detail how each
activity in the lesson must be conducted.

Step 3: A well-intended lesson plan needs meaningful material that ensures

understanding and that potentialize learning.
Therefore, you must create material to teach receptive skills that meets the
following requirements:

- Authenticity: The material should include authentic language and real-world

content, reflecting how the language is used in natural contexts. It should
expose learners to authentic texts, such as articles, dialogues, or videos.

- Relevance: The content of the material should be meaningful and relevant to

the learners' lives or interests. It should address topics that are relatable and
engage learners' curiosity and motivation.

- Clarity: The instructions and content should be clear and easily understandable
for the learners. The language and concepts used should be appropriate for the
learners' level, avoiding unnecessary complexity.

- Coherence: The material should follow a logical and coherent sequence,

presenting information in a structured manner. It should guide learners through
a clear progression of skills and concepts.

- Comprehension Support: The material should provide support for learners'

comprehension, including pre-reading/listening activities to activate prior

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 knowledge, vocabulary support (e.g., definitions, context clues), and
comprehension questions or tasks to check understanding.

- Engagement: The material should incorporate a variety of text types, modes

of delivery, and interactive elements to engage learners actively. It should
provide opportunities for learners to interact with the content and apply their
skills.

- Adaptability: The material should be adaptable to meet the specific needs and
characteristics of the learners. It should allow for flexibility in terms of pacing,
level of difficulty, and differentiation based on learners' proficiency levels.

- Assessment and Feedback: The material should provide opportunities for

assessment of learners' receptive skills, such as through comprehension
questions or tasks. It should also include guidelines or rubrics to provide
constructive feedback on learners' performance.

- Cultural Sensitivity and Inclusivity: The material should be culturally

sensitive, avoiding stereotypes or biased portrayals. It should represent diverse
cultures and perspectives in an accurate and respectful manner.

- Production Quality: The material should be well-designed and visually

appealing. If there are audio recordings, they should be clear and of good
quality.

Step 3: Work delivery

Create a PDF file that includes the following components:

• Cover Page: Design a cover page for your document following the APA style
guidelines.
• Evidence of the answers to the questions of step 1 posted in the forum on time.
• Lesson plan along with its material designed.
• Web Conference Summary (if applicable): If you were unable to attend the web
conference, include a summary of the session in your document.
• References in APA Style: Include a list of references using the APA style format.
Name your document in the evaluation environment using the following format:
Your Full Name_Phase 2_518022

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Once your document is complete, submit it to the evaluation environment for
assessment.

Practical component:

Bear in mind the distribution of the practice hours, as for this phase you must
complete the first 11 hours according to the following distribution.

Phase 2 7 hours on site

2 hours of material design
2 ESAPEC

Phase 3 7 hours on site

2 hours of material design
2 ESAPEC

Phase 4 10 hours simulated scenario

Step 4: Before starting your participant-observation practice at the assigned

educational institution, you must prepare the following documents to present to the
School’s principal to start your practice and be assigned to a group and a teacher to
develop your participant observation practice. This documents must be also uploaded
to the administrative folder.

• Carta de Presentación (will be sent to you to your institutional email by the leader
of practice).

• Certificado Afiliación ARL (you need to download it after 10 days you have
successfully registered)

Important: You cannot start your participant-observation without these two

documents.

Step 5: Once you are allowed to start your practice you need to download the
practice forms from the learning environment folder phase 2 “Activity Guide for the

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Development of the Practical Component and Evaluation Rubric - Unit 1 - Phase 2 -
How to teach receptive skills” and complete them as state here:

• Plan de Trabajo:

This form must contain the dates, times, and topics that you and your supervisor at
the assigned pedagogical practice site accord for you to fulfill the 22 hours of the in-
site practice distributed in phase 2 and 3.

You just must fill this form once during the course but if you need to modify the
dates or topics you can change it.

• Formato de Asistencia al Lugar de Práctica:

This form is aimed to register the attendance to the participant observation practice,
it needs to have the dates, length of time, and the signature of the supervisor
(teacher, academic coordinator or principal) in the institution where you will be
developing your practice. The dates you register in this form must match with the
ones you include in Plan de Trabajo form.

11 hours for this phase distributed in this way:

• 7 hours for observation and class support,
• 2 hours for developing material,
• 2 hours ESAPEC.

• Diario de Campo:

It allows you to systematically register the participant observation, experience, and

perception the students have of the different classes you attend. (Fill out 1(one)
Diario de Campo in phase 2)

• Material-evidence:

For this phase you must take two hours to design original didactic material to be used
in the classes where you are developing your pedagogical practice. Upload all the
material you have designed for the school on your e-portfolio using the template you
will find the learning environment phase 2.

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This material must be designed by you, and it is totally forbidden to download and
use information from other authors.

• Photo-evidence:
During the development of the in-site hours corresponding to this phase you have
include photo evidence of each activity you include in Formato de Asistencia and Plan
de Trabajo.
• Organize your evidence in a chronological order, upload it on your e-portfolio using
the template you will find the learning environment phase 2.

Step 6: Verify the date and attend the first mandatory meeting as a Strategy of
presential accompaniment of the School of Science of Education ESAPEC for practice
students. This virtual meeting of two mandatory hours is graded and is counted as
part of the 32 hours of practice.
Save evidence of your participation and remember to fill out the attendance form
shared by your teacher during the session.

Step 7: Once you have finished the 11 hours corresponding to this phase you must
compile the following information and send it to the e-portfolio in the space created
for this activity. This space is going to be crucial during this course because it will be
used as our logbook. (The link to access to the e-portfolio will be sent to your
institutional email Ex. johndoe@unadvirtual.edu.co).

Your e-portfolio will be just for you, so you cannot share the link with anybody else,
because it is personal and non-transferable. Each practical course will have its own e-
portfolio so please be sure you will not get confused with the link.
On your E-portfolio you will have the stablished folders, so you do not need to create
any but to upload the required documents. Therefore, Administrative folder and
folder phase 2 must include this:

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 • Carta de Presentación_Your Full
Name_ID Number. Upload a PDF file.
• Certificado Afiliación ARL_Your Full
Name_ID Number. Upload a PDF file.
Administrative
folder

• Plan de Trabajo_Your Full Name_ID Number. Upload a PDF

file.
• Asistencia al Lugar de Practica_Your Full Name_ID Number.
Phase 2
Upload a PDF file.
• Diario de Campo_Your Full Name_ID Number. Upload a PDF
file.
• Material Evidence_Creation Date_Your Full
Name_identification #. Upload a PDF file
• Photo Evidence _Your Full Name_ID Number. Upload a PDF
file.

For the development of the practical component consider that:

In the Initial Information Environment, you must:

Check the course agenda and note the delivery time for each activity.
Check the dates of the web conference.
Identify the designated times for synchronous teacher interaction and support.

In the Learning Environment, you must:

Read, study, and analyze the course contents in detail.

Participate in the forum on time.

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Do the activity guide following all the steps.

In the Evaluation Environment, you must:

Submit the activities within the specified deadlines, ensuring that you fulfill all the
requirements outlined in the activity guide.

Evidences of individual work:

The individual evidence to be submitted is:
Theoretical component:
• Cover Page: Design a cover page for your document following the APA style
guidelines.
• Evidence of the answers to the questions of step 1 posted in the forum on time.
• Lesson plan along with its material designed.
• Web Conference Summary (if applicable): If you were unable to attend the web
conference, include a summary of the session in your document.
• References in APA Style: Include a list of references using the APA style format.

Practice component:
Upload to your e-portfolio the following forms:

• Carta de Presentación_Your Full

Name_ID Number. Upload a PDF file.
• Certificado Afiliación ARL_Your Full
Name_ID Number. Upload a PDF file.
Administrative
folder

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 • Carta de Presentación_Your Full Name_ID Number. Upload
a PDF file.
• Certificado Afiliación ARL_Your Full Name_ID Number.
Upload a PDF file.
• Plan de Trabajo_Your Full Name_ID Number. Upload a PDF
file.
• Asistencia al Lugar de Practica_Your Full Name_ID Number.
Phase 2
Upload a PDF file.
• Diario de Campo_Your Full Name_ID Number. Upload a PDF
file.
• Material Evidence_Creation Date_Your Full
Name_identification #. Upload a PDF file
• Photo Evidence _Your Full Name_ID Number. Upload a PDF
file.

Evidences of collaborative work:

No collaborative evidence is required in this activity.

3. General Guidelines for the Development of Evidences

For Individual evidence, consider the following:

• Create and send your lesson plan and material designed to teach receptive skills.
• Send evidence of your participation in the forum.
• Send evidence of your participation in the web conference.
• Upload the practice forms to your e-portfolio.
• 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.

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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 on 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.
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.

4. Evaluation Rubric Template

Activity type: Individual

Activity number: 1
Evaluation moment: Intermediate
The highest score possible is 125 points
Criteria Performance levels
First evaluation High level: The lesson clearly demonstrates mastery of the
criterion: learning objectives.
The chosen material is highly relevant, engaging, and
The student appropriate for the students' level. Thorough pre-teaching
develops the activities effectively introduce and familiarize students with key
theoretical part of vocabulary.
this phase fulfilling Varied and engaging activities promote active engagement and
the instructions check comprehension effectively.
given. Explicit language-focused activities practice and apply language
elements are included.

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This criterion The lesson concludes with a clear summary of key takeaways
represents 50 and provides a preview of follow-up activities or assignments.
points of the total The stages pre during and post are coherent and clear and show
of 125 points of a real transition able to ensure students’ understanding.
the activity.
If your work is at this level, you can get between 50 points
and 40 points

Average level: The lesson partially demonstrates an

understanding of the learning objectives.
The chosen material is somewhat relevant, engaging, and
generally appropriate for the students' level.
Adequate pre-teaching activities introduce some vocabulary, but
some key terms are missed.
Adequate range of activities promotes active engagement and
checks comprehension. Some explicit language-focused
activities practice and apply language elements.
The stages pre during and post are somehow coherent, and the
transition may not be able to ensure students’ understanding.
The lesson concludes with a summary of key takeaways and a
general overview of next steps.

If your work is at this level, you can get between 20 points

and 39 points

Low level: The lesson does not demonstrate understanding of

the learning objectives.
The chosen material is not relevant or inappropriate for the
students' level. Insufficient pre-teaching activities do not
adequately introduce or familiarize students with key
vocabulary.
Limited range of activities, with little promotion of active
engagement or checking comprehension.
Limited or no explicit language-focused activities practice or
apply language elements.
There is not a real transition that allows student comprehend the
contents.
The lesson lacks a clear summary of key takeaways and does
not provide a preview of follow-up activities or assignments.

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 If your work is at this level, you can get between 0 points
and 19 points
Second evaluation High level: The student accurately completes and uploads all the
criterion: requested forms of the participant observation practice in the
provided e-portfolio and the student successfully organizes and
The student develops names all the formats in the correct manner.
the participant There is not missing spaces and the provided information is
observation part of verifiable, reliable, and complete.
this phase fulfilling The hours of practice are complete, and the material fulfills the
the instructions requirement.
given. The documents are all in PDF as requested and there are no
mistakes at all in terms of content and form.
This criterion The content demonstrates critical thinking and application of the
represents 50 theoretical foundations to support their forms entries.
points of the total
of 125 points of If your work is at this level, you can get 50 points
the activity.
Average level: The student accurately completes and uploads all
the requested forms of the participant observation practice in the
provided e-portfolio and the student successfully organizes and
names all the formats in the correct manner.
There is not missing spaces and the provided information is
verifiable, reliable, and complete.
The hours of practice are complete, and the material fulfills the
requirement.

The documents are all in PDF as requested and there are no

mistakes at all in terms of content and form.

The content is somehow weak, as it does not state a critical and

well-informed practice process based on theory.

If your work is at this level, you can get 25 points

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 filled and
named.
The student fails to complete the requested hours for this phase.

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 The folder is not updated on time, or it remains empty.

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

Third evaluation High level: The student actively engages in the development
criterion: of the task, completing each step of the phase in a timely
manner.
The student takes The student shows commitment with his/her practice and he/she
an active role in the attends to the course and tutors’ encounters.
development of the
task, completing all The student's participation in the forum and web conference
the steps in a timely ispunctual and meaningful, contributing effectively to
manner. discussions and exchanging ideas with classmates.

This criterion If your work is at this level, you can get between 20 points
represents 25 and 25 points
points of the total
of 125 points of Average level: The student makes an effort to take an active
the activity. role in the task's development but falls short of completing all
the steps of the phase.
They upload the required documents to the e-portfolio without
any mistakes or errors.
Although they do not attend the web conference, they send a
summary, which is incomplete or demonstrating lack of
engagement.
The student's participation in the forum may be limited or lack
depth, showing moderate engagement with classmates.

If your work is at this level, you can get between 11 points

and 19 points

Low level: The student does not actively participate in the

development of the task, failing to fulfill the recommended
steps outlined in the activity guide.
They struggle to follow the instructions provided, resulting in
incomplete or inadequate completion of the phase's
requirements. The documents in the e-portfolio are incomplete
or they were not correctly filled out or named.

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The student's lack of engagement is evident in their absence
from the web conference and minimal or no contributions to
the forum discussions.
The student demonstrates a passive approach, failing to take
initiative or show a commitment to the task's completion.

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

points and 10 points

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