Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Task 1 – Initial activity

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 Methods Of Teaching English as a Foreign

language
Course Code 551005
Course Type Metodológico Retake Yes ☒ No ☐
Exam
Number of Credits 3

2. Description of the Activity

Indi
Number of
Type of Activity: vidu ☒ Collaborative ☐ 2
Weeks
al
Initi
Evaluation al
☒ Intermediate ☐ Final ☐
Moment: Unit
1
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
25
Environment
Starting Date of the
Deadline of the Activity:
Activity:
February 14th, 2020
February 1st, 2020
Competences to Develop:
To be able to identify basic characteristics concerning main approaches,
methods and trends in teaching foreign languages where it is required to
implement different methods.

To identify similarities and differences between current trends and methods

to teach English as a foreign language in order to choose the best one
according to the focus, ability and purpose.
To adopt a critical attitude about processes related to teaching and learning
foreign languages when it is necessary to propose new trends or methods.
Topics to Develop:
*Grammar Translation Method/Direct method
* The Audio-Lingual Method
* The Silent way
* Suggestopedia
Steps, Phase or Stage of the Learning Strategy to Develop
Task 1: Answer the proposed questions
Task 2: Give meaningful feedback
Activities to Develop
Each student must answer the questions below, in the Collaborative
forum:

1. What is the difference between method and approach?

1. ¿Cuál es la diferencia entre método y enfoque?

2. Have you had bad experiences in your English learning process?

2. ¿Has tenido malas experiencias en tu proceso de aprendizaje de inglés?

3. Do you consider that a teacher can use more than one English
teaching method? Why?
3. ¿Considera que un maestro puede usar más de un método de enseñanza de inglés? ¿Por qué?

4. What do you know about English teaching methodologies?

what’s your favorite one?
4. ¿Qué sabes sobre las metodologías de enseñanza del inglés? ¿Cuál es tu favorito?

5. What do you think should be the role of the teacher in teaching in

the classroom?
5. ¿Cuál crees que debería ser el papel del profesor en la enseñanza en el aula?

6. Do the materials used in the English classes play an important role

in the teaching process? Write some reasons.
6. ¿Los materiales utilizados en las clases de inglés juegan un papel importante en el proceso de
enseñanza? Escribe algunas razones.

7. Do you think motivation is related to the English learning

methodology applied by the teacher in the classroom?
7. ¿Crees que la motivación está relacionada con la metodología de aprendizaje de inglés aplicada por el
profesor en el aula?
 8. What are your expectations about this course?
8. ¿Cuáles son sus expectativas sobre este curso?

TASK 2:

Give meaningful feedback to mates’ tasks

Dar comentarios significativos a las tareas de los compañeros

Environments for Knowledge Environment

the Development Collaborative Learning Environment
of the Activity Evaluation and Monitoring Environment
Individual:
Final PDF document sent by Evaluation
environment.
This document contains:
Products to be -Front page
Submitted by -Questions and answers
Students
Collaborative:

There is not collaborative task

3. General Guidelines for the Collaborative Work

Planning of Collaborative learning is a strategy that allows

Activities for the students to work together in order to achieve a
Development of common goal. Accordingly, the collaborative
Collaborative work proposed for the course is based on a
Work structured and planned process that includes
individual and group activities, as well as
interaction and socialization in the virtual
classroom.
1. Explore the syllabus of the course.
2. Make several readings of the activity guide
and the evaluation rubric for each of the units of
individual and collaborative work.
3. All the activities that are carried out for the
development of the activity should be reflected
within the course through the different media
 and especially in the forum of each activity,
since the interaction; if they work by Skype or
other means they should evidence it in the
forum with screenshots.
4. Be in constant communication with the
colleagues and tutor during the development of
activities.
5. In case of any concern, ask the tutor or the
colleagues with time, using the various
communication channels arranged in the course.
6. Enter the contributions with time for the
Timely feedback from peers and tutor.
7. Establish a schedule of activities within each
forum and a table of roles and functions for
meet during the development of each activity.
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 members.
Facilitator: Makes sure that every voice is
heard and focuses work around the learning
Roles to Be task. Provides leadership and direction for the
Performed by the group and suggests solutions to team problems.
Student in the Recorder: Keeps a public record of the team's
Collaborative ideas and progress. Checks to be sure that ideas
Group 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 Duties
Evaluator: Evaluates the final document to
for the
ensure it follows the evaluation criteria of the
Submission of
rubric and informs the student in charge of
Products by
alerts about any changes that need to be made
Students
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 to
References
be cited using APA Style
Plagiarism Policy Students must be aware of the risks and
penalties in case of plagiarism.

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 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 1 – Initial activity
Activity Collaborative
Individual Activity ☒ ☐
Type: Activity
Evaluation Intermediate
Initial ☒ ☐ Final ☐
Moment Unit
Evaluated Performance Levels of the Individual Activity
Score
Items High Score Average Score Low Score
The student The student
answered all of answered all of the
the questions and questions, but The student did not
answer the
showed a deep his/her reflection
questions and did
reflection and was superficial or
not reflect on
Task 1 10 points
understanding of the student only course concepts
the course answered two out
concepts of four questions
(up to 10
(up to 5 points) (up to 0 points)
points)
Task 2 The student Poor feedback was No feedback was 5 points
participated in the given to partners. given to
 forum on time and
gave meaningful
feedback about classmates.
his/her partners’
work.
(up to 5 points) (up to 3 points) (up to 0 points)
The student handed The student
in a final product, The student did
handed in a final
Final on the correct link not hand in a
on the evaluative
product, but on 5 points
product final product
setting the wrong space
(up to 5 points) (up to 3 points) (up to 0 points)
The student
The students uses a makes some The student
Grammatic wide range of errors in grammar
cannot use
al range structures with full and punctuation
flexibility and
sentence forms at 5 points
and but they rarely
accuracy all
accuracy reduce
Communication.
(up to 5 points) (up to 3 points) (up to 0 points)
Final Score 25