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 II
Course Code 551009
Course Type Metodológico Retake Si ☐ No ☒
Exam
Number of 3
Credits

2. Description of the activity

Type of Number
Individual ☐ Collaborative ☒ 4
activity: of weeks
Evaluation
Initial ☐ Intermediate ☒ Final ☐
moment:
Environment for the submission
Total score of the activity: 100 of the activity: Collaborative
Environment
Starting date of the activity: Deadline of the activity: March
February 19th, 2018 17th, 2018
Competence to develop:
Oral and written skills.
Topics to develop:
Unit 1 - Special Occasions. Unit 2 - Relationships. Unit 3 - House and
Home.
Step, phase or stage of the learning strategy to develop:

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. Such
tasks can include visiting a doctor, conducting an interview, or calling
customer service for help. Assessment is primarily based on task
outcome (in other words the appropriate completion of real world tasks)
rather than on accuracy of prescribed language forms. (Wikipedia,
2015). The task-based language learning (TBLL) offers interactive and
enjoyable activities for the students where the foreign language is used
with the aim of achieve a communicative outcome (Willis, 1996).
Activities to develop:

TASK 1: WARM UP

1A. Brainstorm things you would find in a kitchen: food, drinks, canned
food, etc.

a. Name at least 20 different things you can eat.

b. Name at least 10 different things you can drink.
c. Did you find enough ingredients to make a Colombian breakfast?
Describe them.

1B. Watch the video:

https://www.youtube.com/watch?v=0fOvdEKXuJ0

According to the video, create a chart where you will:

a. Classify the ingredients into Proteins, Carbs, Fruits, Vegetables

and Drinks.
b. Write down other ingredients you could add to make a good
Colombian breakfast.
c. Think about what of the ingredients you found earlier in the
kitchen are included in the video.

1C. Write down your own recipe for a big and delicious Colombian
breakfast. The recipe has to be from your own creation. Avoid
plagiarism or your task will be cancelled.

TASK 2: SPEAK UP

2A. Make a video with your recipe using as an example the video “How
To Cook A Traditional Full English Breakfast.” Upload it in the forum.
(You have to be in the video cooking your own recipe and
explaining everything. Avoid recording only your voice and
showing slides or pictures).

TASK 3: GROUP RECIPE

3A. Give meaningful feedback to your partners’ recipes and discuss with
the group, which one looks tastier.
3B. Talk to your partners and collaboratively create a Dinner Recipe.
It should include an appetizer, a main dish and a desert. Organize your
creation on a Power Point Presentation.
Environments
for the
Collaborative Learning Environment / Monitoring and
development
Evaluation Environment
of the
activity
Individual:
Participation in the forum by sharing Tasks 1A, 1B, 1C
and 2A.

Consider revising vocabulary, spelling and language

use to make the necessary corrections.

Collaborative:
Choose a group leader who must prepare a Power
Point Presentation that includes the following
Products to
information:
be delivered
by the
a. Cover page (names and last names of
student
participants, course info, tutor name, date).
b. Links to each student’s video recording.
c. The Dinner Recipe created by the group, on a
Power Point Presentation.
d. References (APA style).

The final product must be uploaded to the link: Task

2 – Recipe, at the Monitoring and Evaluation
Environment. Name your file as follows:
Task 2_GroupNumber.ppt

3. General guidelines for the development of collaborative work

Planning of
Collaborative learning is a strategy that allows students to
activities for
work together in order to achieve a common goal.
the
Accordingly, the collaborative work proposed for the
development
course is based on a structured and planned process that
of
includes individual and group activities, as well as
collaborative
interaction and socialization in the virtual classroom.
work
 Initial stage:
Course recognition. Individual contributions, forum
interaction, group work, comments and consolidation of
final product, take the Pre-Knowledge Test.
Weeks 1-2

Intermediate stage:

Task Two: Recipe

Individual contributions, forum interaction, group work,

comments and consolidation of final product, take Quiz 1.
Weeks 3-6

Task four: Speaking Practice

Individual contributions, forum interaction, group work,

comments and consolidation of final product, take Quiz 2.
Weeks 7-10

Task six: Movies

Individual contributions, forum interaction, group work,

comments and consolidation of final product, take Quiz 3.
Weeks 11-14

Final evaluation:
Individual contributions, forum interaction, group work,
comments and consolidation of final product.
Weeks 15-16
Different roles are proposed within the collaborative
environment, which allow an appropriate space for
academic growth and effective interaction that promotes
Roles to be
learning and interpersonal relationships.
performed
by the
Each of the learning moments is divided in an individual
student in
and a group stage. Every student will take up one of these
the
roles for the development of the course assignments and
collaborative
can only be changed if decided by the group members.
group
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.
Roles and
Evaluator: Evaluates the final document to ensure it
duties for
follows the evaluation criteria of the rubric and informs the
the
student in charge of alerts about any changes that need to
submission
be made before delivering the 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.
Las Normas APA es el estilo de organización y presentación
de información más usado en el área de las ciencias
Use of sociales. Estas se encuentran publicadas bajo un Manual
references que permite tener al alcance las formas en que se debe
presentar un artículo científico. Aquí podrás encontrar los
aspectos más relevantes de la sexta edición del Manual de
 las Normas APA, como referencias, citas, elaboración y
presentación de tablas y figuras, encabezados y seriación,
entre otros. Puede consultar como implementarlas
ingresando a la página http://normasapa.com/
¿Qué es el plagio para la UNAD? El plagio está definido 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
Plagiarism
honestidad académica requiere que anunciemos
policy
explícitamente el hecho que estamos usando una fuente
externa, ya sea por medio de una cita o por medio de un
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
Individual Collaborative
Activity type: ☐ ☒
Activity Activity
Evaluation moment Initial ☐ Intermediate ☒ Final ☐
Evaluated Performance level of the individual activity
Score
items High score Average score Low score
The student
answered the 3
The student
questions in the
answered the 3
forum and The student did not
questions in the
Task 1A. participation was answer the 3
forum, but input
Answers permanent (3 or questions in the 15
given was not solid
more times), on forum.
enough nor sent in
time and input was
the set dates.
well argued and
solid.
(Up to 15 points) (Up to 8 points) (Up to 0 points)
The development
The Chart
of the Chart
assignment is well No Chart
assignment shows
developed and assignment is
some degree of
Task 1B. Chart evidences proper presented in the 15
reflection but lacks
writing and forum
coherence and
coherent ideas.
cohesion.
(Up to 15 points) (Up to 8 points) (Up to 0 points)
The student
Although the Recipe
correctly presented The student did not
includes most of the
the Recipe content, follow the
contents requested,
with minor instructions to
Task 1C. Recipe the structures and 20
problems in complete the
language are
language assignment.
somewhat poor.
structures.
(Up to 20 points) (Up to 10 points) (Up to 0 points)
The video is The video is
correctly linked. correctly linked. No video is
Task 2A.Video 20
Pronunciation and Pronunciation and presented.
fluency are very fluency are OK.
 good. Speech is Speech is slow and
effortless and clear. hesitant.
(Up to 20 points) (Up to 10 points) (Up to 0 points)
Evaluated Performance level of the collaborative activity
Score
items High score Average score Low score
The student The student
participated in the participated in the
The student did not
forum on time and forum once or twice
Task 3A. Timely participate in the
gave meaningful and the
participation in forum to create the 10
feedback about contributions were
the forum Dinner Recipe.
their partners’ not meaningful for
work. the Dinner Recipe.
(Up to 10 points) (Up to 5 points) (Up to 0 points)
The group created a
The group created a
well-organized
Recipe but not all
Recipe that includes The group did not
Task 3B. Group participants shared
the information and create a Recipe. 20
Recipe their work and
comments of all
comments.
group participants.
(Up to 20 points) (Up to 10 points) (Up to 0 points)
Final score 100