Activity Guide

Universidad Nacional Abierta y a Distancia – UNAD - Vicerrectoría Académica y de Investigación - VIACI
Escuela: ECEDU Programa: Licenciatura en Inglés como Lengua Extranjera.

Curso: Basic English II Código: 551009
Activity Guide
Context of the learning strategy to develop in the course:
The purpose of this activity guide is to provide orientation to the student in the development of each one of the activities proposed for the Basic English II course.
Students are encouraged to carefully and constantly read the information given in this comprehensive guide to have a clear idea of how to complete the different
assignments. Also, students please go to the general forum in order to clarify any questions or doubts you may have about the activities or the course contents.
The activities set for the course are organized in different stages related with each one of the course units and the different contents and topics selected for this
learning process. The course activities range from group discussions to oral tasks and include individual and collaborative work in which students interact with the
teacher, other students and the contents. Students are expected to participate on time in all activities and are encouraged to use the different forums and
asynchronous communications to ask for help or present any questions they may have when developing the course.
Accordingly, 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. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for
help. Assessment is primarily based on task outcome (in other words the appropriate completion of real world tasks) rather than on accuracy of prescribed language
forms. (Wikipedia, 2015). The task-based language learning (TBLL) offers interactive and enjoyable activities for the students where the foreign language is used with
the aim of achieve a communicative outcome (Willis, 1996).
The development of this learning strategy requires great commitment and dedication on the part of the learner, this means that students need to be willing to work
with their collaborative group, participate actively in the course assignments and work together in the construction of knowledge deriving from the course contents.
1
Topics to Cover:
The course activities will develop considering the didactic learning strategy known as TBLL. The course work is set in three different stages to be completed in the
different course environments in relation with each content unit.
 Reviewing the Contents and take a Pre-Knowledge Test

Number of Weeks: Two (2) Dates: August 24th to September 6th Evaluation Moment: Initial Environment: Initial Environment and
2016 Evaluation & Assessment Environment.
Stage of the learning strategy: Course recognition
Individual Activity Academic Products and Weighting of Collaborative Activity Academic Products and Weighting of
Individual Activity Collaborative Activity
TASK 1: PERSONAL INTRODUCTION Take the Pre-Knowledge Test in the
Evaluation & Assessment Environment
Each student prepares a short personal
introduction. It has to include the Weighting: 25 points
following information: Name, age,
location, cell phone number, semester,
and e-mail address.
All the information has to be written in

English and sent to the Initial
Environment according to the
discussion topic started by the course
tutor. Please use complete sentences.
Example: My name is William Simpson.
I am 25 years old. I live in Cali.
TASK 2: PRE-KNOWLEDGE TEST
Take the Pre-Knowledge Test in the

2
Topics to Cover:
Contents for
 Unit 1: Special Occasions
 Unit 2: Relationships
 Unit 3: House and Home
 Unit 4: Clothing and Weather
Number of Weeks: Four (4) Dates: September 7th to October 1st Evaluation Moment: Intermediate Environment: Knowledge Environment
2016 and Evaluation & Assessment
Environment.
Stage of the learning strategy: Task One - Recipe
Individual activity Academic Products and Weighting of Collaborative Activity Academic Products and Weighting of
TASK 1: WARM UP Participation in the forum by sharing TASK 3: GROUP RECIPE The group compiler must prepare and
Tasks 1A, 1B, 1C, 2A and 2B. send to the Evaluation & Assessment
1A. Brainstorm things you would find in Talk to your partners and Environment a PDF document that
the kitchen. e.g. food, drinks, canned Consider revising vocabulary, spelling collaboratively create a Dinner Recipe includes the following information:
food. and language use to make the similar to the one presented in the
a. How many articles of food did necessary corrections. video. a. Cover page (names and last
you find? Name at least 20
names of participants, course
articles. Weighting: 75 points The group leader will organize the
b. How many drinks did you find? Recipe in a PDF file to send to the info, tutor name, date).
Name at least 10 drinks. Students take Quiz 1 on the Evaluation Evaluation & Assessment Environment b. Students Tasks 1A, 1B, 1C, 2A
c. Did you find enough ingredients & Assessment Environment and the Links to each student’s
to make breakfast? Describe video recording.
them. Weighting: 20 points c. The Diner Recipe created by the
group.
1B. Look at the video
https://www.youtube.com/watch?v=0f d. References (APA style).
OvdEKXuJ0
According to the video, create a chart The evaluator and reviser have to check
where you will: the final product to make sure it is
a. Classify the ingredients into complete and then inform the delivery
Proteins, Carbs, Fruits, student who will upload the final
Vegetables and Drinks. product to the link: Task One – Recipe.
3
b. Write down other ingredients It should include all the information as
you could add to make a better requested. Name your file as follows:
British breakfast.
c. Think about what of the Task One_GroupNumber.pdf
ingredients you found earlier in
the kitchen are included in the Weighting: 25 points
video.
Post it in the forum:
a. b. c.
1C. Write down your own recipe for a

British breakfast. (It has to be different
from the video and include all the food
ingredients). The recipe has to be from
your own creation. Avoid plagiarism or
your task will be cancelled.
TASK 2: SPEAK UP
2A. Make a video with your recipe using

as an example “How To Cook A
Traditional Full English Breakfast.”
Upload it in the in the forum.
(Remember, you have to be in the
video making the recipe)
2B. Give meaningful feedback to a

partner’s recipe and discuss with the
group, which one looks tastier.
4
Topics to Cover:
Contents for
 Unit 5: On Sale!
 Unit 6: Public Life / Entertainment Special Occasions
 Unit 7: Errands
 Unit 8: Health and Illness
Number of Weeks: Four (4) Dates: October 3rd to October 29th 2016 Evaluation Moment: Intermediate Environment: Knowledge Environment
and Evaluation & Assessment
Environment.
Stage of the learning strategy: Task Two – Speaking Practice
TASK 1: LOOK UP Participation in the forum by sharing TASK 3: NEWS BULLETIN The group compiler must prepare and
the Task 1B and the Link for Task 2 send to the Evaluation & Assessment
1A. Watch for news out of the Work together with your classmates to Environment a PDF document that
following Websites and choose 3 of Weighting: 40 points write a News Bulletin. includes the following information:
them:
Students take Quiz 2 on the Evaluation Go to https://padlet.com/ and create a. Cover page (names and last
International News: & Assessment Environment the Padlet to display your News.
names of participants, course
http://www.thebigproject.co.uk/news/
https://www.yahoo.com/news/ Weighting: 25 points The group leader will register and info, tutor name, date).
http://www.newsnow.co.uk/ create a Padlet for the Group to b. Links to each student’s video
http://www.reuters.com/news.jhtml organize each student’s News. recording.
http://www.bbc.com/news c. Link to the News Bulletin.
http://www.ananova.com/news/ Name the Padlet: Bulletin d. References (APA style).
GroupNumber
Home News:
http://colombiareports.co/ Share the link in the forum. The evaluator and reviser have to check
http://www.theguardian.com/world/co the final product to make sure it is
lombia complete and then inform the delivery
http://www.onlinenewspapers.com/col student who will upload the final
ombia product to the link: Task Two –
Speaking Practice. It should include all
Sports News: the information as requested. Name
5
http://news.bbc.co.uk/sport/ your file as follows:
http://www.timesonline.co.uk/section/
0,,4,00.html Task Two_GroupNumber.pdf
http://www.mirror.co.uk/sport/
http://www.sportingnews.com/ Weighting: 40 points
Weather News:
http://weather.cnn.com/weather/forec
ast.jsp?locCode=LEGR
http://www.bbc.com/weather/
1B. Write the selected News in the

forum for your classmate to look and
comment.
TASK 2: SPEAK UP
Pretend you are a News Anchor

(Presenter). Record yourself in a
YouTube video, presenting the 3 News
you chose before.
6
Topics to Cover:
Contents for
 Unit 9: What’s Wrong?
 Unit 10: It was an Accident
 Unit 11: Sports
 Unit 12: International Travel
Number of Weeks: Three (3) Dates: November 8th to November 30th Evaluation Moment: Intermediate Environment: Knowledge Environment
2016 and Evaluation & Assessment
Environment.
Stage of the learning strategy: Task Three – Movies
TASK 1: WARM UP Participation in the forum by sharing TASK 3: MOVIE REVIEW The group compiler must prepare and
Tasks 1 and 2 send to the Evaluation & Assessment
Think about a Hollywood Movie you Pick one of the movies your partners Environment a Power Point
like. Answer the following questions: Weighting: 50 points have described in the individual part Presentation that includes the following
and give your opinion. information:
a. What’s the Movie’s name? Students take Quiz 3 on the Evaluation
b. Do you think this name is & Assessment Environment - Do you like it? Why?
a. Cover page (names and last
appropriate? Why? - Would you recommend this
c. What other name would you Weighting: 25 points movie? Why? names of participants, course
give to the movie? Why? info, tutor name, date).
d. What type of movie is it? Share your answer in the forum. b. Answers to Task 1 (2 slides per
e. When and where was it made? student)
f. What do you think about the TASK 4: PPT c. Links to Task 2 (1 slide)
locations? Would you add extra d. Answers to Task 3 (1 slide per
ones? Why? The group creates a Power Point
student)
g. What’s the movie about? Presentation to show all Tasks.
h. What’s your opinion about the
movie? Consider: Locations, The evaluator and reviser have to check
Actors, Script, Message, Scenes the final product to make sure it is
i. Which character do you identify complete and then inform the delivery
the most? Why? student who will upload the final
product to the link: Task Three –
7
Movies. It should include all the
Share your answers in the forum in a information as requested. Name your
PDF file. file as follows:
TASK 2: SPEAK UP Task Three_GroupNumber.ppt
Make an audio-recording reading your Weighting: 50 points

answers to the above questions and
share it in the forum.
8
Final evaluation (OET) in relation with the learning strategy: Task-Based Language Learning
Number of Weeks: Four (2) Dates: November 30th to December 13th Evaluation Moment: Final Environment: Evaluation & Assessment
2016 Environment.
Stage of the learning strategy: Final Exams
TASK 1: WARM UP Each student prepares and sends to the
Read all you can about what a variety a PDF file that includes the following
show is in information:
http://interaudio.org/mos/interaudio
doc/handout/Handouts%20(englisch) a. Cover page (student’s name,
/Variety%20Show%20(Magazinsendu
course info, tutor name, date).
ng).pdf
b. Task 2A. Script
TASK 2: LET’S GET CREATIVE c. Link to Task 2B. Video
Plan your own Variety Show. Use the

previous tasks to help you out. Include Weighting: 125 points
the following sections:
 Cooking Section
 News Section
 Entertainment Section
2A. Script: Each section needs a script.

To create it, follow these steps:
 Cooking Section: Include the recipe

created by the group in Task One -
Recipe. Write down the recipe in
your script and how are you going
to recreate the scenes. You have to
9
explain to the audience the recipe
step by step.
 News Section: Choose a section
from the Task Two – Speaking
Practice (International News, Home
News, Sports News or Weather)
and present 3 News. Include the
news you selected in the script of
your variety show.
 Entertainment Section: Pick a
recent and well-known movie to
give your opinion based on the
questions you answered in Task
Three – Movies. Organize the
information in the script.
2B. Video: Once you have your script,

create a video:
 Film yourself as host of the show.

Try not to read the script so the
video is going to be more believable
and spontaneous.
 Be creative. Use images,
background music, costumes, and
any other tool you consider is going
to make better your show.
 Do not skip any section in the show.
(Cooking, News and Entertainment)
*Guidelines for the development of collaborative work
10
Planning of activities for the development of Roles to consider by the student within the Roles and responsibilities for the production of
collaborative work collaborative group students’ products
Collaborative learning is a strategy that allows Different roles are proposed within the collaborative Compiler:
students to work together in order to achieve a environment, which allow an appropriate space for Puts together the final product and includes the
common goal. Accordingly, the collaborative work academic growth and effective interaction that work done only by those who participated on time.
proposed for the course is based on a structured and promotes learning and interpersonal relationships. Informs the student in charge of alerts about
planned process that includes individual and group people who did not participate and will not be
activities, as well as interaction and socialization in Each of the learning moments is divided in an
included in the final product.
the virtual classroom. individual and a group stage. Every student will take up
one of these roles for the development of the course
Initial stage: assignments and can only be changed if decided by the Reviser / editor:
Course recognition group members. Makes sure the written work follows all the criteria
Individual contributions, forum interaction, group established in the activity guide.
work, comments and consolidation of final product. Facilitator:
Weeks 1-2 Makes sure that every voice is heard and focuses work Evaluator:
around the learning task. Provides leadership and Evaluates the final document to ensure it follows
Learning moment one: direction for the group and suggests solutions to team the evaluation criteria of the rubric and informs the
Unit 1: Language, learning and teaching problems. student in charge of alerts about any changes that
Individual contributions, forum interaction, group
need to be made before delivering the product.
work, comments and consolidation of final product. Recorder:
Weeks 3-6 Keeps a public record of the team's ideas and progress.
Checks to be sure that ideas are clear and accurate. Deliveries:
Learning moment two: Student in charge of informing about the dates set
Unit 2: Second language acquisition Time keeper: for presenting each task and delivering the final
Individual contributions, forum interaction, group Encourages the group to stay on task. Announces when product according to the course agenda. Also
work, comments and consolidation of final product. time is halfway through and when time is nearly up. informs other students that the final product has
Weeks 7-10 been sent.
Planner:
Learning moment three: States an action for the completion of the task at hand
Alerts:
Unit 3: Learning styles and learning strategies according to the instructions and course agenda.
Informs group participants about any news in the
work, comments and consolidation of final product. Task monitor: work being done and reports the delivery of the
Weeks 11-14 Looks for supplies or requests help from the teacher final product to the course tutor.
when group members agree that they do not have the
Final evaluation: resources to solve the problem.
11
Course project
work, comments and consolidation of final product.
Weeks 15-16
* NOTE: Students please keep in mind that this is a collaborative activity and it is subject to the regulations the university has ordered for this kind of
assignments:
a. For those students who only participate when the activity is about to close, that means three or two days before, the teacher will not consider
their contributions and therefore a grade will not be granted and the individual score for those students will be zero.
b. For those collaborative groups in which participation of some students is minimal or none, the teacher will grade student work individually or in
groups or two or three so that partial or total absence of group partners does not affect the score of those students who actively participate in
the course activities. (VIACI, 2014).
c. Check document for collaborative work in: http://datateca.unad.edu.co/contenidos/401513/Entorno_de_Gestion/TRABAJO_COLABORATIVO.pdf
12
Teacher’s recommendations:
a. Read this activity guide carefully and thoroughly so you can complete all tasks on time and get excellent results.
b. Keep in mind the roles established for collaborative assignments so all students in the group take up a specific role.
c. Check all the information provided in the instructions for individual work and group work.
d. Please contact your tutor for more information if necessary.
e. The final products have to be sent on the assigned dates according to the course agenda.
f. Students who enter the forums in the last three or two days will not be considered for the activity grade.
Uso de la norma APA, versión 3 en español (Traducción de la versión 6 en inglés)

Recuerde que las normas APA (American Psychological Association) son una guía para organizar, escribir y citar el contenido de trabajos académicos y de
investigación. Las guías generales de este manual son las siguientes:
 Tipo de letra: Times, Courier, American Typewriter o forma similar
 Tamaño de la letra: 12 pt.
 Espacio entre oraciones: Doble espacio todo el texto del trabajo (incluyendo referencias, citas, tablas y apéndice)
 Márgenes: Medida uniforme de 1 pulgada en todos los espacios de la hoja (2.5 cm.)
 Alineación: izquierda y debe tener sangría en la primera línea de cada párrafo
 Enumeración de páginas: Comienza la secuencia desde la página titular. En la parte derecha de la página con el número 1
 Tipos de trabajo APA – Forma general: deben contener página titular, introducción, cuerpo del trabajo y referencias. La página titular debe contener un
titulillo en la parte superior de la página, justificado a la izquierda, en mayúscula, con no más de 50 caracteres. La numeración de la página justificada a la
derecha. El título, nombre del autor, nombre de la institución, todos centrados.
 Citas en el texto: Buscan reconocer al autor la contribución de ideas, teorías, investigaciones u otras formas que influyeron en la preparación del trabajo.
Los elementos que debe contener son: Apellido del autor a citarse, año de publicación, número de página en el texto original.
 Referencias: Debe ir titulada en una hoja, centralizada en la parte superior. El texto debe estar a doble espacio. Las entradas deben ir en orden alfabético.
La primera línea de cada entrada debe ir alineada a la izquierda y las líneas siguientes deben ir con sangría
 Referencias de libros:
Libro (impreso): un autor
Apellido, N. (año). Título del libro. (Edición). Lugar: cada publicadora
Libro (impreso): Tres o más autores
Apellido, N., Apellido, N. y Apellido, N. (año). Título del libro. (Edición). Lugar: casa publicadora
Libro (electrónico) 13
Apellido, N. (año de publicación). Título del recurso. (Edición). Lugar: casa publicadora. Recuperado de http://xxx
Artículo de revista: Impresa
Apellido, N. (año). Título del artículo. Título de la publicación, Vol. (núm.), pp.
Artículo de revista: Electrónico
Apellido, N. (año). Título del artículo. Título de la publicación, Vol. (núm.), pp. Recuperado de http//xxxxx
 Referencias documentos en la web:
Mensaje de un blog:
Apellido, N. (Año, mes, día). Título del mensaje. [Mensaje en blog]. Recuperado de http//xxxxx
Lugar web (en su totalidad)
Apellido, N. (año). Nombre del lugar web. Recuperado de http//xxxxx
Lugar web (sin autor y sin fecha)
Título del artículo. (n.d.). Recuperado de http//xxx
Políticas de plagio: ¿Qué es el plagio para la UNAD? El plagio está definido 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 un paráfrasis anotado (estos términos serán definidos más adelante). Cuando hacemos una cita o una
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
14

Activity Guide

Transféré par

Informations du document

Description originale:

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Activity Guide

Transféré par

Droits d'auteur :

Formats disponibles

Universidad Nacional Abierta y a Distancia – UNAD - Vicerrectoría Académica y de Investigación - VIACI

Escuela: ECEDU Programa: Licenciatura en Inglés como Lengua Extranjera.

 Reviewing the Contents and take a Pre-Knowledge Test

All the information has to be written in

TASK 2: PRE-KNOWLEDGE TEST

Take the Pre-Knowledge Test in the

1C. Write down your own recipe for a

2A. Make a video with your recipe using

2B. Give meaningful feedback to a

1B. Write the selected News in the

Pretend you are a News Anchor

TASK 2: SPEAK UP Task Three_GroupNumber.ppt

Make an audio-recording reading your Weighting: 50 points

Plan your own Variety Show. Use the

2A. Script: Each section needs a script.

 Cooking Section: Include the recipe

2B. Video: Once you have your script,

 Film yourself as host of the show.

*Guidelines for the development of collaborative work

c. Check document for collaborative work in: http://datateca.unad.edu.co/contenidos/401513/Entorno_de_Gestion/TRABAJO_COLABORATIVO.pdf

d. Please contact your tutor for more information if necessary.

Uso de la norma APA, versión 3 en español (Traducción de la versión 6 en inglés)

Vous aimerez peut-être aussi