Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Activity 3 – Writing Task

1. General description of the course

Faculty or Vicerrectoría de Relaciones Internacionales

Academic Unit
Academic Level Professional, specialization, master
Academic Field Common basic interdisciplinary training
Course Name English B1+
Course Code 900004
Course Type Methodological Can be yes ☐ No ☒
re-
opened
Number of Credits 3

2. Description of the activity

Number
Type of the Individ Collaborat
☐ ☒ of 4
activity: ual ive
weeks
Moment of Intermedi
Initial ☐ ☒ Final ☐
evaluation: ate:
Delivery Environment:
Evaluative score:
Monitoring and Evaluation
Starting date: February 27th,
Closing date: April 01st, 2018
2018
Competence to develop:
Build different sentences according to the topics seen, the student will
construct this with the support of the E-Tutor and e-students. Through
this exercise, the student will recognize and ownership the contents of
the units, their environment and the context to express themselves
according to their level.
Topics to develop:
Unit 1- Giving Reasons
Compound Adjectives
Present Progressive
Wh Questions Request
Phases of the learning strategy to develop:
Central task - Writing assignment - Production
Phase 1: Students work in collaborative groups to plan, prepare and
correct the sentences / paragraph
Phase 2: Students present a document with their presentation and the
sentences.
Phase 3: Students give feedback and reflection on the task.
Activities to carry out:
I. PHASE ONE
A. Introduce yourself and select role: Each student will share IN
ENGLISH the following information on complete sentences:
Name.
Age.
Program.
City.
Also, you have to select a ROLE for the collaborative work

II. PHASE TWO:

B. Check grammar structures/vocabulary: Each participant will
select ONE Grammar topic to COMPLETE the chart in the forum
with the explanations of such grammar topics.
La idea de esta fase, es que con sus propias palabras
explique el tema, no que busque en internet y copie la
información, no, esa no es la idea.

GRAMMAR EXPLANATION/STRUCTURE/EXAMPLES Responsible

TOPIC
Present
Progressive
Wh
Questions
Modal
Verbs
Present
Perfect
Tag
Questions

C. Practice: Each participant will select ONE practical exercise.

Responsible:
Exercise 1: Write 3 complete sentences in affirmative, 3 complete
sentences in negative and 3 complete questions, using the present
progressive.

Example: The girl in purple coat is ice skating

Responsible:
Exercise 2: Write a complete question with each “WH” word, with the
respective answer.
Example: Who is the man over there?
A/: The man over there is my uncle.

Responsible:
Exercise 3: Rewrite the sentences in the correct form and underline the
modal verb.

I – ask – may – her - ?

Doctor – go – they – the – should – to
Round – she – corner – be – the – must
Feel – it – can – they
Louise – not – Sophia – swim – and – must
Can – the – she – violin – play - ?
Laura - the - should –and - piano – play – Isabella
Dance -not – Juan – must – disco - in – the
Diego –in– attention – class – pay - had better – the
Opera – and - ? - can - Raul - sing - Raquel

Example:

We can jump on the bed.

Responsible:
Exercise 4: Write complete sentences in present perfect (noun +
auxiliary + verb + complement) with the following information

She – drive (affirmative)

They - eat (negative)
We – jump (question)
He - dance (affirmative)
It – bark (negative)
I – travel (question)
You – teach (affirmative)
She – write (negative)
We – drink (question)
It – feel (affirmative)

Responsible:
Exercise 5: Complete the following questions using the tag question.

She is a very god doctor, ________?

________________, do we?
He was the best in his class, _________?
________________, didn’t you?
They didn’t pay the bill, __________?
_______________, are they?
We can’t drink beer, _________?
________________, shouldn’t we?
I am really drunk, __________?
________________, is he?

Example:
Sophia is writing a poem, isn’t she?

III. PHASE THREE

D. Complete the story: In group, you are going to complete the
parts of the story:

Once upon a time, in a village far away, there lived six blind men. One
day the villagers were very excited, and when they asked what was
happening they told them, An elephant has arrived in town
And so they decided, "Even though we will not be able to see it, we can
feel it. Let's go." The six blind men went with the villagers to
meet the elephant, and each of them touched it:

"Hey, the elephant is a pillar," said the first man, touching its leg.

"Oh, no! it is like a rope," said the second man, who was touching the
tail.

"Oh, no! it is like the branch of a tree," said the third man, touching the
fangs.

"It is like a big hand fan" said the fourth man, who was touching the
ear.

"It is like a huge wall," said the fifth man, touching the stomach.

"It is like a pipe," said the sixth man, touching the nose.

They began to argue about what the elephant was like, and each of
them insisted that he was right.

They were getting angry, and fists were about to fly, when a wise man,
who had come to see the elephant asked what the matter was.

They replied, "We cannot agree what this elephant looks like," and
each of them told the wise man what he thought the elephant was like.

The wise man smiled and calmly explained to them, "You are all correct.
The reason that each of you experienced it differently is because you
touched a different part of elephant. Actually the elephant has all
these features: Its legs are like pillars, it tail is like a rope, its fangs
are like the branches of a tree, its ear are like a fan, and it has a nose,
that is just is like a pipe.

"Oh!" the blind men said, and there was no more fighting. They felt
happy that they had all been right.

What is the moral of this story?

We all have different points of view or we see things from
another perspective and even if we do not agree with our friends
or colleagues does not mean that he or they are wrong.
_________________________________________________________
We must respect the opinions of others, because we all see
things differently

E. Correcting, feedback and publishing: Each participant will

write, correct and feedback the different parts of the final text,
along with the help of the tutor

Temas a desarrollar:
Unidad 1- Dar razones
Adjetivos compuestos
Presente progresivo
Preguntas Wh Solicitud
Preaes de la estrategia de aprendizaje para desarrollar :
Tarea central - Tarea de redacción - Producción
Fase 1: Los estudiantes trabajan en grupos colaborativos
para preparar , preparar y corregir las sentencias / párrafo
Fase 2: Los estudiantes presentan un documento con su presentación y
las oraciones.
Fase 3: los estudiantes dan retroalimentación y reflexión sobre la tarea.
Actividades para llevar a cabo :
I.FASE UNO
A. Presentarse y seleccione papel: Cada estudiante
compartirá En inglés la siguiente información en
oraciones completas:
Nombre.
A ge .
Programa.
Ciudad.
Además, debe seleccionar un PAPEL para el trabajo colaborativo

II.FASE DOS:
B. Revisar gramática estructuras / Vocabulario: Cada
participante seleccionará un gramo m r un tema para
 completar la tabla en el foro con las explicaciones de tales
temas de gramática.
La idea de esta fase, es decir, con sus propias palabras, las
palabras explícitas, no puede buscar en Internet y copiar la
información , no, esa no es la idea.

TEMA EXPLICACIÓN / ESTRUCTURA / Responsable

GRAMÁTICO EJEMPLOS
Presente
progresivo
PreguntasWh
Verbos
modales
Presente
perfecto
Preguntas de
la etiqueta

C. Práctica: cada participante seleccionará UN ejercicio

práctico.

Responsable:
Ejercicio 1: Escribe 3 oraciones completas en afirmativa, 3 oraciones
completas en negativo y 3 preguntas completas, usando el presente
progresivo.
Ejemplo: la chica de capa morada es patinaje sobre hielo

Responsable:
Ejercicio 2: Escribe una pregunta completa con cada palabra "WH", con
la respuesta respectiva.
Ejemplo: ¿Quién es el hombre de allí?
A /: El hombre de allí es mi tío.

Responsable:
Ejercicio 3: Reescribe las oraciones en la forma correcta y subraya el
verbo modal.

Yo - pregunto - puede - ella -?

Doctor - ve - ellos - el - debería - para
Ronda - ella - esquina - ser - el - debe
Siéntelo - puede - ellos
Louise - no - Sophia - nade - y - debe
Can - the - she - violin - play -?
Laura - el - debería - y - piano - jugar - Isabella
Danza, no, Juan, debe, discoteca, en,
Diego - en - atención - clase - paga - tenía mejor - el
Opera - y -? - puede - Raul - cantar - Raquel

Ejemplo:

Nosotros poder saltar a la cama

Responsable:
Ejercicio 4 : Escribe oraciones completas en presente
perfecto (sustantivo + auxiliar + verbo + complemento) con la siguiente
información

Ella - conduce (afirmativo)

Ellos - comen (negativo)
Nosotros - saltar (pregunta)
Él - baile (afirmativo)
It - ladrar (negativo)
Yo - viajar (pregunta)
Usted - enseñar (afirmativo)
Ella - escribir (negativo)
Nosotros - bebemos (pregunta)
Es - sentir (afirmativo)

Responsable:
Ejercicio 5: complete las siguientes preguntas con la pregunta de
etiqueta.

Ella es una gran doctora, ¿verdad?

________________, ¿Hacemos?
Él era el mejor en su clase, _________?
________________, ¿verdad?
Ellos no pagaron la factura, __________?
_______________, ¿son ellos?
No podemos beber cerveza, _________?
________________, ¿no deberíamos?
Estoy realmente borracho, __________?
________________, ¿es él?

Ejemplo:
Sophia está escribiendo un poema, ¿no?

III.FASE TRES
D. Completa la historia : En grupo, vas a completar las
partes de la historia:

Érase una vez, en un pueblo muy lejano, vivían seis hombres ciegos. Un
día los aldeanos estaban muy emocionados, y cuando preguntaron qué
estaba sucediendo, les dijeron: ha llegado un elefante al pueblo_
Y entonces decidieron: "Aunque no podremos verlo, podemos
sentirlo". Vamonos." Los seis hombre ciegos fueron con los aldeanos a
conocer el elefante , y cada uno de ellos lo tocó:
"Oye, el elefante es un pilar", dijo el primer hombre, tocándose la
pierna.
"¡Oh, no ! , es como una soga", dijo el condón, que estaba tocando la
cola .
"¡Oh, no ! , es como la rama de un árbol", dijo el tercer hombre, tocando
el colmillo .
"Es como un gran abanico", dijo el cuarto hombre, que estaba
tocando la oreja .
"Es como un gran muro", dijo el quinto hombre, tocando el estomago.
"Es como una pipa", dijo el sexto hombre, tocando la trompa.
Comenzaron a discutir sobre cómo era el elefante , y cada uno de ellos
insistió en que tenía razón.
Se estaban enojando, y los puños estaban a punto de volar, cuando
un hombre sabio, que había venido a ver al elefante le preguntó qué era
el asunto.
Ellos respondieron, "No podemos estar de acuerdo con el aspecto
de esta elefante ", y cada uno de ellos le dijo al sabio cómo creía que era
el elefante.
El sabio sonrió y tranquilamente les explicó: "Todos están en lo correcto.
La razón por la que cada uno de ustedes lo experimentó de manera
diferente es porque tocaron una parte diferente del elefante . En
realidad, el elefante tiene todas estas características: Sus patas son
como pilares, es su cola es como una cuerda, su colmillo es como las
ramas de un árbol, sus orejas es como un abanico, y tiene
un trompa, que es como una pipa.
"¡Oh!" los ciegos dijeron, y no hubo más peleas. Se sentían felices de
que todos estuvieran en lo cierto.
cuál es la moral de esta historia?
Environment
for the Collaborative Learning
development
Collaborative:
In the Evaluation and monitoring environment,
upload the Final Document in PDF FORMAT with the
Products to
following information:
deliver by
1. First page: Cover (complete names, IDs and Date)
student
2. Chart with Grammar explanations
3. Answers of the practical exercises
4. Complete the story and answer the final question

General guidelines for the collaborative work

Planning of Each student has to contribute in the forum as follows:

activities for 1. Salutation and role selection
the 2. Contribution for grammar
development 3. Contribution for practice
of 4. Contribution for completing
collaborative 5. Contribution for writing the text
work 6. Contribution to turn in the final PDF document
Roles to
Each student has to write at least two significant and
perform by
objective comments regarding the opinions of other
the student
members of the group.
in the
The comments should remark mistakes, aspects to
collaborative
improve and contribute to the debate.
group
Collector: Articulate the contributions of all the
participants of the collaborative group in order to
consolidate the final paper; including only those who
took part of the whole process.

Reviewer: To verify that the final paper and process

meet all the requirements stipulated by the teacher.

Evaluator: To verify that the final paper meets the

criteria stipulated by the rubric. The evaluator must
Roles and
inform the group about any corrections or adjustments
responsibiliti
regarding the quality of the document.
es for the
delivery of
Submissions: To keep track and inform the group
products
about the submission time, upload the final paper on
time, using the link provided by the teacher or
stipulated by the activity guide. To notify the group
members the final paper was submitted.

Alerts: To notify all the group members about changes

or news related to the submission or elaboration of the
final paper. To notify the teacher through the
collaborative forum and the course messaging that the
final paper was submitted.
It is necessary to use the APA standards in order to
Use of
provide a bibliography of the sources cited in the
references
document.
According to Diccionario de la Real Academia Española
“Plagiarism is the action of substantially copying other
Plagiarism people's works, presenting them as own creation."
policy Therefore, plagiarism is a serious offense; academically
speaking it is equivalent to theft. A student who
plagiarizes does not take his education seriously, and
does not respect the intellectual work of others.
 There is no small plagiarism. Using any portion of
another person's work, without acknowledging the
author or source is plagiarism. Now, it is evident that
we all take some ideas from others when it comes to
presenting ours, and that our knowledge is based on
someone else’s knowledge. But when we rely on the
work of others, academic honesty requires that we
explicitly announce the fact that we are using an
external source, either by citing or by paraphrasing
(these terms will be defined below). When we cite or
paraphrase, we clearly identify our source, not only to
give recognition to its author, but also to allow the
reader to look up in a reference text.

There are certain academic events in which it is not

acceptable to quote or paraphrase the work of others.
For instance, if a teacher assigns his or her students a
task in which they are clearly required to answer using
their own ideas and words, then the student should not
consider external sources regardless if they are
properly referenced.

4. Evaluation rubric

Evaluation rubric
Activity Individual Collaborative
☐ ☒
type: Activity Activity
Moment of
the Initial ☐ Intermediate ☒ Final ☐
evaluation
Performance levels of the collaborative
Assessed Scor
activity
Aspect e
High score Media score Low score
The
participations There is
are relevant, minimum
articulated and participation in
contribute to the writing
There is not
the forum, besides it
Participatio forum
construction of neither meets
n participation at
the final the requirements 20
& all.
document. The of the guide and
interaction
contributions schedule nor the
are posted netiquette
according to standards.
the schedule.
(Up to 20 (Up to 5 (Up to 0
points) points) points)
The written
outcome The grammatical
contains some structures used
The proper use
grammatical are simple, they
of grammar
inconsistencies do not match the
shows a good
Use of and the difficulty level
knowledge of 10
grammar simplicity of the according to the
the structures
sentences show contents of the
difficulties in the course
structures.
(Up to 10 (Up to 5 (Up to 0
points) points) points)
The written The document The ideas and
final document shows sentences
Coherence contains a inconsistencies written in the 15
proper in the document look
construction of organization and disorganized,
 sentences and construction of they are not
paragraphs, ideas; however, articulated, or do
making use of the objective or not have a clear
logical main point of objective.
connectors. view is
understandable.
(Up to 15 (Up to 10 (Up to 0
points) points) points)
Although the
The final vocabulary used
document in the final The vocabulary
contains wide document is very limited
variety of matches the and does not
words which difficulty level match the
are used according to the difficulty level
Vocabulary coherently, contents of the according to the 15
with course, it is contents of the
appropriate limited and has course
spelling. some spelling
mistakes.
(Up to 15 (Up to 10 (Up to 0
points) points) points)
The final
document is
The final
delivered in
document is not
the Link
delivered in the The final
established for
proper link or document is not
Final PFD that purpose
lacks some delivered at all 10
delivery and contains
dispositions in
all the
the final version
dispositions for
that matter
(Up to 10 (Up to 5 (Up to 0
points) points) points)
Final score 70