Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric
Task 3 – Vowels and Features

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 English Phonetics
Course Code 5188014
Course Type Metodológico Retake Yes ☐ No ☒
Exam
Number of Credits 2

2. Description of the Activity

Type of Number of
Individual ☒ Collaborative ☐ 3
Activity: Weeks
Evaluation
Initial ☐ Intermediate ☒ Final ☐
Moment:
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
80
Environment
Starting Date of the
Deadline of the Activity:
Activity:
May 25th, 2020
May 5th, 2020
Competences to Develop:
The student understands, expresses and interprets thoughts orally as
written, in situations that require the use of the foreign language to
facilitate and ensure assertive interaction and communication.
- The student uses the skills acquired within the course to improve
their own pronunciation, in order to communicate in real life
situations.

- The student recognizes the language as a cultural manifestation

associated with the practices of different human groups, as well as
their differentiating factors such as the articulation of sounds, accent,
intonation and rhythm, and the student integrates this knowledge to
his/her training in foreign languages.

Topics to Develop:
 Unit 1
 Vowels and diphthongs
 The Articulation of English Sounds
Steps, Phase or Stage of the Learning Strategy to Develop
Step 1: Read chapter 3 – Vowel and diphthong sounds
Step 2: Record yourself
Step 3: Create a diagram of the diphthong sounds
Step 4: Develop the transcription exercises.
Activities to Develop

Step 1: Go to the knowledge environment and read the chapter 3 the

Articulation of English Sounds and focus on the information related to
vowel and diphthong sounds

Step 2: Record yourself in a video pronouncing the vowel and

diphthong symbols in isolation and within a word; you must take into
account the variations in the positions of the tongue to produce each
of the symbols. To learn more about the symbols, you can watch the
videos below:
https://www.youtube.com/watch?v=n4NVPg2kHv4
and https://www.youtube.com/watch?v=69DwHUg2f7s&t=15s

Also, red the following specifications:

-Show your face and mouth when pronouncing the sounds, I need to
see your performance in the articulation of the sounds.
-Show the symbols as you pronounce them, in order to facilitate the
identification of the symbol and be able to give meaningful feedback
(you can use posters, flashcards or the tool https://screencast-o-matic.com/)
-give examples of the sounds within words.
-For this activity just focus on the consonant sounds.

Step 3: Choose 4 of the 8 diphthongs that exist in English and create a

diagram for the initial and final movements of the 4 diphthongs, just
one diagram for the four diphthong sounds, also include words
containing the diphthongs chosen. Use the following diagram to
stablish the movements of the sounds with arrows.

Let´s check an example

Diphthong: /ɔɪ/
Word: toy
Diagram:

Step 4: Go to the collaborative environment open the document

named English phonetics_Task3_transcription exercises and develop
the transcription exercises.

Check these web sites to find the symbols for copying and pasting and
the phonetic transcription of the words, these can be helpful for you:
You can find these resources in the practice environment in the folder
practical tools for English phonetics, also check the Guide for
Educational Resources - Practical Tools for English Phonetics for
further information.
https://www.wordreference.com/
https://ipa.typeit.org/
https://dictionary.cambridge.org/es/help/phonetics.html

Environmen
Knowledge Environment
ts for the
Collaborative Learning Environment
Developme
Evaluation and Monitoring Environment
nt of the
Practice environment
Activity
Individual:
A PDF document with the link of the video, the
Products to
diagrams and the exercises completely solved
be
Submitted Collaborative:
by Students
N/A

3. General Guidelines for the Collaborative Work

Collaborative learning is a strategy that allows

students to work together in order to achieve a
common goal. Accordingly, the collaborative
work proposed for the course is based on a
structured and planned process that includes
individual and group activities, as well as
interaction and socialization in the virtual
Planning of classroom.
Activities for the 1. Explore the syllabus of the course.
Development of 2. Make several readings of the activity guide
Collaborative and the evaluation rubric for each of the units of
Work 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
Roles and Duties
includes the work done only by those who
for the
participated on time. Informs the student in
Submission of
charge of alerts about people who did not
Products by participate and will not be included in the final
Students product.
Reviser/Editor: Makes sure the written work
follows all the criteria established in the activity
guide.
Evaluator: Evaluates the final document to
ensure it follows the evaluation criteria of the
rubric and informs the student in charge of
alerts about any changes that need to be 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 to
References
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

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
Plagiarism Policy 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 3 – Vowels and features
Activity Collaborative
Individual Activity ☒ ☐
Type: Activity
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment Unit 1
Evaluated Performance Levels of the Individual Activity
Score
Items High Score Average Score Low Score
The video is not
The video is
complete, some
complete, the
vowel and
student shows all
diphthong sounds
the vowel and
Step 2 are missing,
diphthong sounds There is not video
video vowel finally it does not
and follow the at all.
and follow all the 30 points
specifications
diphthong specifications
added in the
sounds added in the
Activity Guide and
Activity Guide and
Rubric.
Rubric.
(up to 30 (up to 15
(up to 0 points)
points) points)
 The student
shows poor
The student
understanding of
shows good
the sounds,
understanding of
he/she has some The student
the sounds, the
problems with the mispronounces all
pronunciation is
pronunciation of the symbols in
Sounds accurate and the
certain symbols isolation and 15 points
accuracy examples given
and the within words.
are well
pronunciation of
pronounced and
the examples is
correct.
not accurate some
times.
(up to 15
(up to 7 points) (up to 0 points)
points)
Student is not
Student is able to
able to point the
point the illustrate
illustrate the
the movement of
movement of all
all the diphthong There is not
the diphthong
Step 3 sounds, showing diagram.
sounds, showing 15 points
Diagram good
poor
understanding of
understanding of
the sounds.
the sounds.
(up to 15
(up to 7 points) (up to 0 points)
points)
All the exercises
are correct,
Some exercises
showing good
are wrong,
understanding of The student does
showing poor
the sounds and not solve any
Step 4 understanding of
the features exercise. 20 points
Exercises the sound
involved in the
production.
production of the
sounds.
(up to 20 (up to 10
(up to 0 points)
points) points)
Final Score 80