Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Guide for the use of Educational Resources

1. General description of the course

Faculty or Academic Escuela de Ciencias de la Educación
Unit
Academic level Profesional

Academic field Formación disciplinar

Course name Methods of Teaching English as a Foreign Language

Course code 551005
Course type metodológico Retake Exam Yes x No
Number of credits 3

2. Description of the activity

Which
Type of Virtual Remote Web
Multimed Othe one?
Resourc simulat Laborato resour
ia r Practical
e or ry ce
activity
Numbe
Type of activity: Individual x Collaborative r of 3
weeks
Moment of
Initial Intermediate x Final
evaluation:
Score of the activity (if Environment where the resource is used:
80
applies): Practical Learning Environment
Starting date of the activity: Closing date of the activity:
Activity 1: February 15 , 2020 Activity 1: March 2nd , 2020
th

Activity 2: March 20th , 2020 Activity 2: April 3rd , 2020

Topics addressed in the resource:
Activity 1

Historical Approaches:
 Grammar Translation Method/Direct method
 The Audio-Lingual Method
 The Silent way
 Suggestopedia

Activity 2
Communicative and Art approaches:
 Community Language Learning
 Total Physical Response
 Communicative Language Teaching
 Whole Approach
 Cooperative Language Learning

Activities to develop

Practical Activity 1

Task 1
Choose two methods from unit 1 and compare the following items: characteristics,
role of the teacher, role of the learner, skills, materials used for the class and also
write some similar aspects. The information must be summarized.

Task 2

Each student should select one of the following videos:

https://www.youtube.com/watch?v=ds11pqmv_5A
https://www.youtube.com/watch?v=cho5d-FOlK0
https://www.youtube.com/watch?v=xJ7EVS70b-U
https://www.youtube.com/watch?v=-5Mxvy1GJmk
https://www.youtube.com/watch?v=lEqC9ks6MOQ

The student must present an analysis – comparison about that English lesson and its
relationship with the theory of the method. The student must complete the analysis
in the following template.
guide). This template is on the tab Educational Resources in the file name Template
_ Practical Activity 1.
 Practical activity 2
Task 1
The student will choose one of the methods or approaches from this moment (See
course contents Unit 2: Communicative approaches) and create an infographic about
its characteristics, weaknesses and strengths, which abilities focus (Speaking,
reading….)
El alumno elegirá uno de los métodos o enfoques a partir de este momento (vea los contenidos del curso, Unidad
2: Enfoques comunicativos) y creará una infografía sobre sus características, debilidades y fortalezas, en las que
se centran las habilidades (hablar, leer ...)

Task 2
After doing the infographic you have to propose an English activity to be developed
according to the following template: (This template is on the tab Educational
Resources in the file Task 4: Practical Activity Unit 2)
Después de hacer la infografía, debe proponer una actividad en inglés que se desarrollará de acuerdo con la
siguiente plantilla: (Esta plantilla se encuentra en la pestaña Recursos educativos en el archivo Tarea 4:
Actividad práctica Unidad 2)
 Method:
Activity
Topic: Grade:

Objectives Description of
the activity

Task 3
Design a rubric for evaluating the proposed activity. If you want, you can take the
following template.
Diseñe una rúbrica para evaluar la actividad propuesta. Si lo desea, puede tomar la siguiente plantilla
Rubric Template

Criterion High Average Low

Score
(Score 0 if element is absent) score score score
Identify each grading element or criterion
(example participation)
Identificar cada elemento de calificación o
criterio
Criterion 2

Criterion 3

TOTAL

Or you can visit this web page, there you will find some examples of rubrics

https://www.thoughtco.com/rubric-template-2081369

Development
Practical Learning Environment
environment:
Practical activity 1
PDF with:
 Front page
 Video analysis (template)
Products to deliver Practical activity 2
by student: PDF with PDF document in the Monitoring and evaluation
Learning environment, with:
 Front page
 Mind map
 Activity chart (template)
Type of No product must
Individual x Collaborative 1
product: be delivered
Individual:
Practical activity 1

A PDF file must be uploaded by each student in the Evaluation and Monitoring
Environment as a final product. The PDF file must include:
 Front page
 Video analysis (template)
 References APA Style

Practical activity 2

A PDF file must be uploaded by each student in the Evaluation and Monitoring
Environment as a final product. The PDF file must include:
 Front page
 infographic
 Activity chart (template)
 Rubric
 References APA Style

Collaborative:
N/A

3. General guidelines for the collaborative work

Planning of Collaborative learning is a strategy that allows students to work

the activities together in order to achieve a common goal. Accordingly, the
for the collaborative work proposed for the course is based on a structured
development and planned process that includes individual and group activities, as
of well as interaction and socialization in the virtual classroom.
collaborative 1. Explore the syllabus of the course.
work 2. Make several readings of the activity guide and the evaluation
rubric for each of the units of 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.
Roles to be Facilitator: Makes sure that every voice is heard and focuses work
performed by around the learning task. Provides leadership and direction for the
students in group and suggests solutions to team problems.
the Recorder: Keeps a public record of the team's ideas and progress.
collaborative Checks to be sure that ideas are clear and accurate.
group 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.
Roles and Compiler: Puts together the final product and includes the work
duties to done only by those who participated on time. Informs the student
accomplish in charge of alerts about people who did not participate and will not
by the be included in the final product.
student 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.
Use of All references considered for this activity have to be cited using APA
references Style.
In agreement 029 of December 13th, 2013, article 99, considers as
offenses that infringe upon the academic order, among others, the
following: paragraph e) “To plagiarize is to present as your own the
total sum or part of the whole of a piece or work, writing, report,
task, document of invention developed by another person. It also
implies the lack of citation or lack of references, or including
citations where there is no coincidence between them and the
reference” and paragraph f)”To reproduce, or copy for profit,
educational resources or results of research products, which have
Plagiarism
intellectual rights reserved for the University”.
policy
The academic penalties that the student may face are:
a) In case of proved academic fraud in the academic work or
evaluation, the student will receive a zero (0.0) score without
separation of the corresponding disciplinary sanction.
b) In case of proved plagiarism in the academic work of any
nature, the student will receive a zero (0.0) score without
separation of the corresponding disciplinary sanction.
4. Evaluation rubric
Evaluation rubric of Practical activity 1
Activity Collaborative
Individual Activity X
type: Activity
Evaluation
Initial Intermediate X Final
moment
Evaluated Performance levels of the individual activity
Score
items High score Average score Low score
The information The information
compares and compares and
The student didn’t
contrast items contrast items
design the
Task 1 clearly and includes clearly but the
comparison. 10 points
only the information supporting
relevant to the information is
comparison. general.
(up to 10 points) (up to 5 points) (up to 0 points)
The analysis is
The analysis is very
complete. It shows
superficial and the
a comparison The student didn’t
ideas show a
between the theory write the analysis
Task 2 description of the 20 points
of the method and of the video
video or the theory
the video.
of the method.

(up to 20 points) (up to 10 points) (up to 0 points)

The student
The students makes some
The student
uses a wide range errors in grammar
cannot use
Grammatica of structures with and punctuation
sentence forms 10 points
l accuracy. full flexibility and but they rarely
at all.
accuracy. reduce
communication.
(up to 10 points) (up to 5 points) (up to 0 points)
Final score 40
 Evaluation rubric of Practical activity 2
Activity
Individual Activity X Collaborative Activity
type:
Evaluation
Initial Intermediate X Final
moment
Evaluated Performance levels of the individual activity
Score
items High score Average score Low score
The infographic
presented contains The infographic
the characteristics, presented misses
There is no
weaknesses the characteristics,
Task 1 infographic at all
strengths and weaknesses or 10 points
activity. It is strengths, and
complete and activity.
meaningful.
(up to 10 points) (up to 5 points) (up to 0 points)
The activity is The activity is not
related to the related to the There is not
method and method or doesn’t activity in the
Task 2 supporting the 15 points
support the chart
objective. objective.
(up to 15 points) (up to 10 points) (up to 0 points)
Criteria being
Criteria being assessed are
assessed are unclear, There is not
Task 3 clear, appropriate inappropriate rubric. 10 points
and distinct. and/or have
significant overlap
(up to 20 points) (up to 10 points) (up to 0 points)
The students uses The student makes
some errors in The student
a wide range of
Grammatica grammar and cannot use
structures with full
l range and punctuation but sentence forms 5 points
flexibility and they rarely reduce
accuracy at all 
accuracy communication.
(up to 10 points) (up to 5 points) (up to 0 points)
Final score 40