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 I

Course Code 551008
Course Type Metodológico Retake yes ☐ No ☒
exam
Number of Credits 3

2. Description of the activity

Number
Type of of
Individual ☒ Collaborative ☐ 2
activity: weeks

Evaluation
Initial ☐ Intermediate ☐ Final ☒
moment:
Total score of the activity: Environment to submit the
125 activity: Evaluation Environment
Starting date of the Deadline of the activity:
activity:
10/MAY/2019 23/MAY/2019
Competence to develop:

Writing, Reading, listening and speaking skills.

Topics to develop:

General evaluation of the course contents.

Step, phase or stage of the learning strategy to develop

Final evaluation.

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

Activities to develop

This is an individual activity. Each student must read carefully the

instructions given in this document to develop this assignment.

The final evaluation of the course Basic English I consists of two

parts. Read carefully these instructions and pay close attention to the
development of your final examination.

Weighting

Part 1: 65 points.
Part 2: 60 points
Total: 125 points

Part 1. Final test. Writing and speaking examination

(This activity is based on the online contents, especially units

11 and 12, which you can find in the Knowledge environment).

1. Write an introductory paragraph in which you introduce yourself

(name, age, city of residence, profession or job, hobbies,
marital status, information about family, etc.).

2. Write a text about your favorite memories from childhood and

then record yourself reading it.

 You must talk about your childhood, your favorite activities at

that time, routines and some memories. Include an anecdote
that you think was important to structure your personality
and that affected your present life. Compare some of those
 long term memories to recent memories and show how your
life has changed. Send your recording to your tutor. (Use
simple past tense, past progressive, time expressions, would
and used to for past activities, and vocabulary from units 11
and 12).

 You can send your individual audio recording in MP3 format or

use http://vocaroo.com/ (recommended), to record your
reading. It must be no longer than 5 minutes. If you use
Vocaroo, copy the link to listen to your reading and paste it in
your document.

Upload your Word document to the link Final test: writing and
speaking examination available in the Evaluation environment.

Part 2. Final test. Language skills.

 For this part of your final evaluation, you must take a test which
is included in the Evaluation environment. (Final test:
language skills). When entering the Evaluation environment
and clicking on this activity, you will find the general instructions
to take this test.

If you have any technical issue with this activity, let your tutor know it
immediately to provide support and solution.

Environment
s for the
Knowledge environment, Collaborative environment
developmen
and Evaluation environment.
t of the
activity
Products to
be
submitted Individual:
by students
1. A Word document including:
  An introductory paragraph.
 Your written text about childhood memories.
 Your recording. (The link to listen to your
reading).
Collaborative:
N/A

1. General guidelines for the collaborative work

Planning of Collaborative learning is a strategy that allows

activities for students to work together in order to achieve a
the common goal. Accordingly, the collaborative work
development proposed for the course is based on a structured and
of planned process that includes individual and group
collaborative activities, as well as interaction and socialization in the
work virtual classroom.

Initial evaluation:

Course recognition.

Individual activity to review the virtual learning

environment.

Weeks 1-2

Midterm

Assignment One: Talking about me and others.

Individual contributions, forum interaction, group

work, comments and consolidation of a final product.
Knowledge test 1.

Weeks 3-6
 Assignment Two: Talking about location and places.

Individual contributions, forum interaction, group

work, comments and consolidation of final product,
Knowledge test 2.

Weeks 7-10

Assignment Three: Routines and past habits.

Individual contributions, forum interaction, group

work, comments and consolidation of final product.
Knowledge test 3.

Weeks 11-14

Final evaluation:

Individual work. (Writing and speaking).

Final test. (Language skills)

Weeks 15-16
Roles to be
performed
by the
student in This is an individual activity
the
collaborative
group
Roles and
duties for
the
This is an individual activity
submission
of products
by students
All references considered for this activity have to be
References
cited using APA Style. http://normasapa.com/
Plagiarism ¿Qué es el plagio para la UNAD? El plagio está definido
policy 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 honestidad académica requiere
que anunciemos explícitamente el hecho que estamos
usando una fuente externa, ya sea por medio de una
cita o por medio de una 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

Activity Individual Collaborative

☒ ☐
type: Activity Activity
Evaluation
Initial ☐ Intermediate ☐ Final ☒
moment
Performance levels of the individual
Evaluated activity
Score
items Average
High score Low score
score
Content is
incomplete
The final work
and the most
contains all
of the work is
the
The content is missing /
paragraphs
not complete Instructions
and the audio
Content and but the most were not
recording
developmen of the task followed or 15
requested
t was done. the file
according to
contains
the guide of
activities that
activities.
were not
requested.
(up to 15 (up to 7 (up to 3
points) points) points)
Writing There are not There are Too many 25
exam any grammar some spelling and
mistakes, and grammar grammar
the spelling (spelling) mistakes that
and mistakes that make it
vocabulary use make some difficult to
are ideas difficult understand
appropriate in to the message
accordance to understand /
the activity Inappropriate
requirements. use of
vocabulary,
however, it
does not
 interfere much
in conveying
the message
(up to 25 (up to 15 (up to 7
points) points) points)
The recorded
texts were
awkward at
The oral text
times but
was clear and
always Student’s
comprehensibl
understandabl oral text was
e. Student was
e. Student was limited in
able to
able to speak content /
communicate
and say good Student took
clearly with no
ideas, but with a long time
Pronunciati difficulty.
some to say ideas. 25
on Student
difficulty. Use A lot of
speaks with no
of some unnatural
trace of
awkward/unna pauses and
unusually long
tural pauses, hesitations
pauses or
but overall
hesitation
speech was
not difficult to
follow.
(up to 25 (up to 15 (up to 7
points) points) points)
Final score Part 1. Final test. Writing and speaking
examination 65

Final score Part 2. Final test. Language skills 60

Total score 125