Activity Guide 2016 1 551008 2

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

| Course: Basic English 1 Code: 551008
Integrated 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 1 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, please refer to the general forum in order to clarify any
questions or doubts you may have about the activities or the contents.
The activities set for the course are organized in different stages related with each one of the course units and the different language skills (Listening – Reading – Writing – Speaking). The course
activities range from written to spoken tasks and include individual and collaborative work in which students interact with the teacher, other students and the language itself. Students will also find
Knowledge Tests for each unit in order to evaluate their understanding of vocabulary and language use. The tests are part of the summative evaluation for 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, 2014)
The development of the 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.
Students will work in small groups in order to complete the different tasks proposed in each one of the course assignments which are divided as follows:
One initial assignment that enables students to make an introduction and reflect about their previous language learning. Two collaborative assignments for Units, one and three which will give the
student an opportunity to engage in the discussion of different topics. One oral interaction assignment that will provide students with an opportunity to practice their speaking skills. Finally, a
collaborative activity related with the course contents in which students share their ideas and opinions about a specific topic.
1
Initial course activity
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.
 Review learning contents and strategies for language learning.
Number of weeks: Two (2) Dates: February 8th to 22nd, 2016 Evaluation moment: Initial Environment: Knowledge settling, collaborative
settling and evaluation & assessment settling.
Stage of the learning strategy: Initial course recognition Grade: 25 points
Individual activity Academic products and weighting of Collaborative activity* Academic products and weighting of
individual activity collaborative activity
TASK 1: PERSONAL INTRODUCTION TASK 2: QUESTIONS ABOUT THE COURSE The group compiler must prepare and send to
the forum a PDF document that includes the
These are the activities you need to do Participation in the collaborative environment Each student must choose one of these questions following information:
individually: by sharing the personal introduction and the in order to write the answer in the forum:
answer of the chosen question. a. Cover page (names and last names of
1. Enter the forum in order to make a brief 1. Which are the 3 resources that you consider participants, course info, tutor name,
introduction about yourself. The personal as the most important in the course? Why? date).
information to introduce is full name, Weighting: 15 points
b. Introductions and answers to questions
hometown, telephone number, email and 2. Where can you find information about
profession. This information must be opening and closing dates of activities? as in tasks one and two.
posted in the forum of the activity as a Describe this resource.
reply to the discussion topic posted by your The evaluator and reviser have to check the final
tutor. No attached files must be posted in 3. Where can you communicate with your tutor product to make sure it is complete and then
the forum to facilitate all the participants and group partners? Describe these resources. inform the delivery student who will upload the
to read each one of the posts. final product to the link: Activity 1: Initial
4. Where can you find information about your Activity Weeks 1 – 2. It should include all the
2. Choose one of the questions described in group number and the profiles of your tutor information as requested. Name your file as
the collaborative activity and post its and partners? Describe this resource.
follows: InitialTask_Group_Number.pdf
answer in the forum. Remember you
cannot choose a question that has been 5. Which is the most important settling of this
Weighting: 10 points
previously chosen by one of your partners. course? Why?
Please keep in mind the course dates assigned
for this activity.
2
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
Collaborative assignment 1
Topics to cover: Contents for Unit 1: Talking about me and others
Number of weeks: Four (4) Dates: February 22nd to March 22nd, 2016 Evaluation moment: Intermediate Environment: Knowledge settling, collaborative
Stage of the learning strategy: Learning moment one: Talking about me and others Grade: 120 points
TASK 1. TALKING ABOUT ME AND OTHERS Participation in the collaborative forum by TASK 2: DESIGNING A PPT PRESENTATION The group compiler must prepare and submit in
submitting the following documents: the collaborative assignment settling, a ppt
Check the topics for Units 1, 2, 3 and 4 of the Work together with your classmates in order to presentation that includes the following
online content, especially the ones related to 1. A word document with the screenshots of create a power point presentation that allows you information:
introductions and personal information. the exercises from the online content. to present all the participants texts.
These are the activities you need to do to 2. Paragraph about personal information in a. Cover page (names and last names of
develop this activity: the forum. Read your partners’ participations and comment
participants, course info, tutor name,
3. A word document with the family tree and their contributions. You should consider possible
1. Review and do the following exercises from the sentences about your family. corrections regarding structure, vocabulary and date).
the Online content : content. Keep in mind your suggestions or b. Paragraphs of each participant and their
Unit 1: grammar review and exercises of Individual interview through skype. corrections have to be well based and show family trees and sentences about their
the grammar review. respect for your partners’ ideas and intellectual families.
Unit 2: grammar review and exercises of Weighting: 50 points work.
the grammar review.
3
Unit 3: grammar review and exercises of All the comments, corrections and participations The evaluator and reviser have to check the final
the grammar review. must be posted in the forum. product to make sure it is complete and then
Unit 4: grammar review and exercises of inform the delivery student who will upload the
the grammar review. The ppt should include the work of all classmates final product to the link found in the evaluation
who participate in the group discussion. and assessment settling: Activity 3: Unit 1
Take screenshots of each exercise and paste Collaborative assignment -grades.
them in a word document. Submit this The group facilitator must promote participation
It should include all the information as
document in the forum. in the forum, as well as must guide the discussion
requested. Name your file as follows:
to create the final group’s product.
2. Write a paragraph about you. Describe
your personal information and include your Collaborative_Task1_GroupNumber
hobbies and interests. Post this
information directly in the forum. Weighting: 20 points
3. Draw your family tree and write 10

sentences about the relationships in your
family. Use possessive ‘s and possessive
adjectives. Submit the document in the
forum.
4. Finally, register in the shared document

you will find in the forum in order to select
the day and hour in which you will take an
interview with your professor through
skype.
Students answer questions related to the

contents in Unit 1 of the course materials.
Knowledge Test One N/A
N/A
4
Topics to cover: Contents for Unit 2: Talking about location and places.
Number of weeks: Four (4) Dates: March 18th to April 16th, 2015 Evaluation moment: Intermediate Environment: Knowledge settling, collaborative
Stage of the learning strategy: Learning moment two: location and places Grade: 110 points
TASK 1: REPORTING PAST EVENTS TASK 2: GROUP INTERACTION
The group compiler must prepare and send to
Check the topics for Unit 5, 6, 7 and 8 from the . As a group, the participants in the forum must the forum a PDF document that includes the
online content and do the following exercises : select one of the exercises proposed in the forum following information:
in order to do this exercise as the group’s product.
Weighting: 30 points All the comments must be posted in the forum. a. Cover page (names and last names of
1. Check the links presented in the forum in
order to know how to make descriptions of participants, course info, tutor name,
After selecting the exercise, each student chooses
places and locations. one of the exercises from activities 2 and 3 and date).
posts in the forum the answers to these exercises. b. The chosen exercise by the group and all
2. Discuss with your partners about the It is necessary to post in the forum the selected the activities developed, including each
exercise you are going to do for this exercises to avoid that other partners choose the one of the participants’ descriptions.
activity. same exercises.
3. Post your answers in the forum directly, Each participant must read all the partners’
without any attached files. The evaluator and reviser have to check the final
participations to comment their contributions.
product to make sure it is complete and then
Suggestions or corrections have to be well based
4. Post the text for activity 4 in the forum. and show respect for your partners’ ideas and inform the delivery student who will upload the
intellectual work. final product to the link: Activity 5: Unit 2
5
collaborative assignment-grades . It should
All the comments, corrections and participations include all the information as requested.
must be posted in the forum.
Name your file as follows:
The group facilitator must promote participation
in the forum, as well as must guide the discussion Oral_Interaction_GroupNumber
to create the final group’s product.

contents in Unit 2 of the course materials. N/A
Knowledge Test Two N/A
Topics to cover: Contents for Unit 3: Talking about daily routines and past events
Number of weeks: Four (4) Dates: April 14th to May 14th, 2015 Evaluation moment: Intermediate Environment: Knowledge settling, collaborative
Stage of the learning strategy: Learning moment three: daily routines Grade: 120 points
6
TASK 1. PRESENT SIMPLE TENSE TASK 2: GROUP DOCUMENT
The group compiler must prepare and send to
Check the topics for Units 9, 10, 11 and 12 of Participation in the collaborative forum by Work together with your classmates to create a the forum a word document that includes the
the online content, especially the ones related attaching the document with the screenshots word document with all participants’ text on daily following information:
to present simple and daily routines. and posting in the forum the text about the routines.
daily routine. a. Cover page (names and last names of
These are the activities you need to do for this Read your partners’ participations and make some
participants, course info, tutor name,
assignment: Individual audio recording in MP3 format. comments about their contributions. You should
consider possible corrections regarding structure, date).
1. Review all the resources listed in the forum Weighting: 50 points vocabulary and content. Keep in mind your b. The texts about daily routine from all the
(OVA Talking about daily routines) suggestions or corrections have to be well based participants.
and show respect for your partners’ ideas and
2. Complete all the exercises proposed in the intellectual work. The evaluator and reviser have to check the final
OVA (a. video exercises- b.activities1 and 2 product to make sure it is complete and then
– c. evaluation) The document should include the work of all inform the delivery student who will upload the
classmates who participate in the group final product to the link: Activity 7: Unit 3
discussion. The group facilitator will be in charge
3. Take screenshots of the results of each Collaborative assignment-grades. It should
of creating the presentation and inviting group
exercise of the OVA. Post all the include all the information as requested. Name
partners to share their work in the forum by
screenshots in a word document in the posting the initial presentation in the discussion your file as follows:
forum. topic created for this assignment.
Collaborative_Task2_GroupNumber
4. Write and post in the forum your personal All participants have to include their corrected
daily routine. The routine must include at work in the group’s document. Weighting: 20 points
least 15activities you do during a normal
day.
5. Make any corrections or changes to your

work according to feedback and comments
given by your partners and tutor.
6. Finally, register in the shared document

you will find in the forum in order to select
the day and hour in which you will take an
interview with your professor through
skype.
7

contents in Unit 3 of the course materials. N/A
Knowledge Test Three N/A
Final course exam
Final evaluation (OET) in relation with the learning strategy: Task-Based Language Learning -
Number of weeks: Two (2) Dates: November 16th to 29th, 2015 Evaluation moment: Final Environment: Knowledge settling, and
evaluation & assessment settling.
For this activity you will take an evaluation and  Results of listening-reading and grammar This is an individual activity, so you don’t need to
will do an assignment in order to evaluate the test. do any collaborative activities.
4 language skills.  Written and oral assignment
The assignment is explained in the attached file

Weighting:
you will find in the link corresponding to the
final course evaluation. These are the 2 Test: 60 points
activities you will do: Written and oral assignment: 65 points
Total: 125 points
8
1. A written description of the photographs
shown in the document about personal
information and descriptions.
2. An audio recording in which you describe

2 photographs about places and locations
3. A test about all the functions and topics

studied in the course
*Guidelines for the development of collaborative work
Planning of activities for the development of collaborative

Roles to consider by the student within the collaborative group Roles and responsibilities for the production of students’ products
work
Initial stage: Different roles are proposed within the collaborative settling that Compiler:
Course recognition allows an appropriate space for academic and affective interaction Puts together the final product and includes the work done only by
Individual contributions: Week 1 that promotes learning and interpersonal relationships. those who participated on time. Informs the student in charge of
Forum interaction, comments and consolidation of final alerts about people who did not participate and will not be included
product: Week 2 Every one of the learning moments is divided in an individual and in the final product.
a group stage. Each student will take up one of these roles for the
Learning moment one: development of the course assignments and can only be changed
Unit 1: Talking about preferences if decided by the group members. Reviser / editor:
Individual contributions: Weeks 3, 4 & 5 Makes sure the written work follows all the criteria established in
Forum interaction, comments and consolidation of final Facilitator: the activity guide.
product: Week 6 Makes sure that every voice is heard and focuses work around the
learning task. Provides leadership and direction for the group and Evaluator:
Learning moment two: suggests solutions to team problems. Evaluates the final document to ensure it follows the evaluation
Unit 2: What were you doing? criteria of the rubric and informs the student in charge of alerts
Individual contributions: Weeks 7, 8 & 9 Recorder: about any changes that need to be made before delivering the
Forum interaction, comments and consolidation of final Keeps a public record of the team's ideas and progress. Checks to product.
product: Week 10 be sure that ideas are clear and accurate.
9
Learning moment three: Time keeper: Deliveries:
Unit 3: I used to play baseball Encourages the group to stay on task. Announces when time is Student in charge of informing about the dates set for presenting
Individual contributions: Weeks 11, 12 & 13 halfway through and when time is nearly up. each task and delivering the final product according to the course
Forum interaction, comments and consolidation of final agenda. Also informs other students that the final product has been
product: Week 14 Planner: sent.
States an action for the completion of the task at hand according
Final evaluation: to the instructions and course agenda.
Course project Alerts:
Individual contributions: Week 15 Task monitor: Informs group participants about any news in the work being done
Forum interaction, comments and consolidation of final Looks for supplies or requests help from the teacher when group and reports the delivery of the final product to the course tutor.
product: Week 16 members agree that they do not have the resources to solve the
problem.
10
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) 11
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 deberá apelar a fuentes externas aún, si éstas estuvieran
referenciadas adecuadamente.
Para mayor información visitar el siguiente link: http://datateca.unad.edu.co/contenidos/434206/ContenidoLinea/seccin_2313_poltica_sobre_el_plagio.html
12

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

Department: ECEDU Program: Licenciatura en Inglés como Lengua Extranjera

Integrated Activity Guide

Context of the learning strategy to develop in the course:

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

Topics to cover: Contents for Unit 1: Talking about me and others

3. Draw your family tree and write 10

4. Finally, register in the shared document

Students answer questions related to the

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

Students answer questions related to the

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

5. Make any corrections or changes to your

6. Finally, register in the shared document

Students answer questions related to the

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

Final course exam

The assignment is explained in the attached file

2. An audio recording in which you describe

3. A test about all the functions and topics

*Guidelines for the development of collaborative work

Planning of activities for the development of collaborative

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)

Para mayor información visitar el siguiente link: http://datateca.unad.edu.co/contenidos/434206/ContenidoLinea/seccin_2313_poltica_sobre_el_plagio.html

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