Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Course: Didactics of English
Code: 518022

Activity Guide and Evaluation Rubric – Phase 3 Language skills

1. Activity Description

Type of activity: Collaborative

Evaluation moment: Intermediate Unit 2
Highest score of the activity: 175 points
The activity starts on: Thursday, The activity ends on: Monday,
October 22, 2020 November 30, 2020
With this activity, you are expected to achieve the following learning
outcomes:
Analyze the development of receptive and productive skills in the teaching of English
as a foreign language by designing a presentation with interactive proposals.
The activity consists of:
Step 1: Individually read the documents Teaching receptive and productive
language skills with the help of techniques and Receptive and productive
language skills in language teaching in Unit 2 - Language Skills - Contents and
bibliographical references found in the Language Environment. Share in the forum a
written paragraph answering the following information:
 Definition of receptive and productive skills
 The order of development of the skills

Step 2: Individually each student will propose one virtual didactical activity per skill
in order to develop effectively the four language skills and share them in a word
document in the forum. For instance, for reading, propose a text and the activities to
encourage reading skills, or for listening, share the audio and the activities. Be
creative. As a group, you will choose the best-proposed virtual didactical activities
for developing the four English skills.

Step 3: As a group create a web page in WIX where you will present the following
information:
 Introduction
 Definition of receptive and productive skills
 The order of development of the skills
 The four chosen virtual didactical activities per skill

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  Conclusions
 References

Link to find and download the practice formats of Didactics of English:

https://drive.google.com/drive/folders/1NQOORPxxl3sLLy1zfzyvxthQwHaBiqTv

Step 4: You will continue with your virtual practice of observant participant in the
educational institution observing 16 hours. Take Format 3 (download it) that you
started in the previous task and continue completing it. Make the supervisor teacher
sign these 16 hours.

For the observations, you will complete the Observation Protocol-Part 2. In there,
you will complete all the items according to what you see in the different virtual
classes. You have to complete this format per virtual class, it means that if you
observe 5 virtual classes, then you will complete the format 5 times. All of them have
to be delivered for this task. Once you finish this part, upload these documents to the
same folder in Google Drive where you have the other documents.
Remember that your role at the school will be as a participant observer then you
must help the school supervisor teacher in all the virtual school activities during your
practice hours

Step 5: Get together as a group and make a videoconference (20 to 40 minutes long)
with all the members of the group. In a synchronical meeting talk about your own
observing practical experiences. It is suggested to do it using skype in order to
record the video call, uploaded it into YouTube and attach its link to the final pdf
document.

To start the video, say your names and during the whole video your faces have to
show up. Provide a general description of the observed classes: institution, grade of
students, remarkable features, teacher, etc.
Discuss the following questions in the meeting:
1. Did you perceive that the teacher planned every class, or he/she rather
improvised in the sessions? Is that planning or improvisation successful or
not? Explain why.
2. What pedagogical skills do you stand out of the English teacher?
3. What were the general attitudes of students towards the English class, their
teacher and mates? Why do you think that happens?
4. Do you consider students learnt thanks to those teacher’s skills? Why or why
not?
5. Would you change anything in teacher’s attitudes? What and why?

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 6. In the case that students are not very fluent in English, why do you think that
happens?
7. Which skills does the teacher encourage the more in students: writing,
speaking, listening or reading? Why do you think he/she focuses mostly in that
or those skills and not in all of them?

Step 6: You have to attend to the second mandatory meeting as a Strategy of

presential accompaniment of the School of Sciences of Education ESAPEC for
practicing students. This virtual meeting of two hours is graded and it is counted
additional to the 32 hours of observation participant established practice (for period
16-04 given the health emergency, the participant observation practice will be virtual
and the information will be sent by the course emails).

Step 7: Individually upload the following formats into a Google Drive file (the tutor
will share the link in the forum) in your specific folder:
 Pdf Format 3 – 16 hours of observation with signatures
 Pdf Observation Protocol-Part 2 formats (1 per observed class)
Take into account that only the formats of the pedagogical practice will remain there.

Step 8: Upload only one collaborative work including all the activities described in the
Evaluation Environment.
For the development of the activity consider that:
In the Initial Information Environment, you must: check the agenda and check the
date, time and link of the second webconference.

In the Learning Environment, you must: read all the contents of Unit 2, develop and
socialize the activities in Phase 3: Language skills forum.

In the Evaluation Environment, you must: upload the collaborative work in Phase 3:
Language skills space.
Evidences of individual work:
The individual evidence to be submitted is:
 Written paragraph about the analysis Receptive and productive language skills.
 Screenshot of uploading all the practice formats into a specific folder, in a given
Google Drive.
 Screenshots of the participation on the second ESAPEC virtual meeting.
Evidences of collaborative work:
The collaborative evidence to be submitted is:
 A pdf document with a cover page, introduction, written paragraphs about the
analysis of receptive and productive language skills (1 per student).

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  Link of the webpage with the four chosen virtual didactical activities per skill.
 Link of the videoconference.
 The individual screenshots of uploading the practice formats and participation
on ESAPEC meeting.
 Conclusions and references.

2. General Guidelines for the Development of Evidences to Submit

For Collaborative evidences, consider the following:

 All members of the group must participate with their contributions in the
development of the activity.

 In each group a single member will be chosen to submit the requested product in
the environment indicated by the teacher.

 Before submitting the requested product, students should check that it meets all
the requirements mentioned in this activity guide.

 Only the members of the group that participated with contributions during the
time assigned for the activity should be included as authors of the submitted
product.

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.
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 in 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)

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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.

3. Evaluation Rubric Template

Type of activity: Collaborative

Evaluation moment: Intermediate Unit 2
The highest score in this activity is 175 points
First evaluation High level: The student proposes meaningful teaching
criterion: receptive and productive language skills proposals thus
Teaching receptive showing a good understanding of them.
and productive If your work is at this level, you can get between 25 points
language skills and 25 points
proposals
Average level: The student proposes some teaching receptive
This criterion and productive language skills proposals thus showing a good
represents 25 understanding of them.
points of the total If your work is at this level, you can get between 12 points
of 175 points of and 25 points
the activity.
Low level: The student does not propose any teaching
receptive and productive language skills proposals.
If your work is at this level, you can get between 1 points
and 25 points
Second evaluation High level: The student participates actively in the design of a
criterion: webpage presenting meaningful and complete teaching virtual
didactical activities.
Webpage with If your work is at this level, you can get between 30 points
virtual didactical and 30 points
activities
Average level: The student participates partially in the design
This criterion of a webpage presenting some teaching virtual didactical
represents 30 activities.
points of the total If your work is at this level, you can get between 15 points
and 30 points

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of 175 points of
the activity. Low level: The student does not participate in the design of a
webpage presenting some teaching virtual didactical activities.
If your work is at this level, you can get between 1
points and 30 points
Third evaluation High level: The student participates actively on the group
criterion: videoconference and discusses effectively about the practice
process.
Group If your work is at this level, you can get between 30 points
videoconference and 30 points

This criterion Average level: The student participates on the group

represents 30 videoconference and discusses about the practice process.
points of the total If your work is at this level, you can get between 15 points
of 175 points of and 30 points
the activity.
Low level: The student does not participate on the group
videoconference.
If your work is at this level, you can get between 1
points and 30 points
Fourth evaluation High level: The student actively participates on the ESAPEC
criterion: meeting developing successfully all the activities.
If your work is at this level, you can get between 25 points
ESAPEC meeting and 25 points

This criterion Average level: The student partially participates on the ESAPEC
represents 25 meeting developing some activities.
points of the total If your work is at this level, you can get between 12 points
of 175 points of and 25 points
the activity.
Low level: The student does not participate on the ESAPEC
meeting.
If your work is at this level, you can get between 1
points and 25 points
Fifth evaluation High level: The student successfully uploads in her/his folder
criterion: all the requested formats of the observant participant practice in
a complete way.
Pedagogical practice If your work is at this level, you can get between 65 points
formats and 65 points

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This criterion Average level: The student partially uploads in her/his folder
represents 65 some of the requested formats of the observant participant
points of the total practice in a complete way.
of 175 points of If your work is at this level, you can get between 30 points
the activity. and 65 points

Low level: The student does not upload in her/his folder the
requested formats of the observant participant practice.
If your work is at this level, you can get between 1
points and 65 points