Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubrics - Task 6 - Understanding a
song!
Final Exam

1. General Description of the Course

School or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Profesional
Academic Field Formación disciplinar
Course Name Advanced English II
Course Code 551014
Course Type Metodológico Retake Exam Yes ☐ No ☒
Number of Credits 3

2. Description of the Activity

Type of Number of
Individual ☒ Collaborative ☐ 2
Activity: Weeks
Evaluation
Initial ☐ Intermediate ☐ Final ☒
Moment:
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
125
Environment
Starting Date of the Activity: Deadline of the Activity:
May 9th, 2020 May 22nd, 2020
Competences to Develop:
Reception Competence:
Listening: I can understand extended speech and lectures and follow
even complex lines of argument provided the topic is reasonably
familiar. I can understand most TV news and current affairs programs.
I can understand the majority of films in standard dialect.
Reading: I can read articles and reports concerned with contemporary
problems in which the writers adopt particular stances or viewpoints. I
can understand contemporary literary prose.
Interaction Competence:
Spoken Interaction: I can interact with a degree of fluency and
spontaneity that
makes regular interaction with native speakers quite possible. I can
take an active part in discussion in familiar contexts, accounting for
and sustaining my views.
Written Interaction: I can write letters highlighting the personal
significance of events and experiences.
Production Competence:
Spoken Production: I can present clear, detailed descriptions on a
wide range of subjects related to my field of interest. I can explain a
viewpoint on a topical issue giving the advantages and disadvantages
of various options.
Written Production: I can write clear, detailed texts on a wide range of
subjects related to my interests. I can write an essay or report,
passing on information or giving reasons in support of or against a
particular point of view.
Topics to Develop:
Unit 1. Let us talk about my year abroad!
Unit 2. Let us talk about books!
Unit 3. Let us talk about expressing feelings!
Step, Phase or Stage of the Learning Strategy to Develop
Step 1: Choosing
Step 2: Analysis
Step 3: Sing along
Step 4: Video
Step 5: Delivery
Activities to develop
Step 1: Choosing
Each student has to choose 1 of the following English songs. Inform
about the song you choose in the forum so that no songs are repeated
among students:
- “Talking to The Moon” by Bruno Mars
- “Closing Time” by Semisonic
- “Losing my Religion” by R.E.M.
- “Blackbird” by The Beatles
- “You’re Beautiful” by James Blunt
- “Total Eclipse of the Heart” by Bonnie Tyler
- “Thank You” by Dido
- “Hotel California” by the Eagles
- “Perfect” by Ed Sheeran
- “Love Song” by Sara Bareilles
- “Chasing Cars” by Snow Patrol
 - “One” by U2
- "Vogue" by Madonna
- “Wrapped” by Gloria Estefan
- “Moves Like Jagger” by Maroon 5
Step 2: Analysis
- Listen to the complete song without worrying about the lyrics.
Focus on the instruments. What does the instrumentation tell
you about the song? Is the instrumentation dense, with heavy
guitars/drums/bass, forcing you to focus more on it than on the
vocals? Or is the instrumentation sparse, perhaps only an
acoustic guitar, forcing you to focus on the vocals? Is the tempo
fast or slow? Is the instrumentation loud or soft? What emotion
does the instrumentation make you feel? Calm? Anxious?
Happy? Sad? Does the instrumentation of your chosen song
affect you in a subconscious way?
- Listen to the song one more time. What do the vocals and lyrics
tell you about the song? Does the tone of the words fit with the
way the singer sings them? Does the tone of the vocals agree
with or contradict the instrumentation (do the instruments make
you feel happy while the lyrics are sad, for example)? What is
the message of the lyrics? Is the song political? How can you
tell? Is the song romantic? How can you tell?
- Who is the target market for the song? What values do the
lyrics contain? Does the artist's image (how they portray
themselves) affect how you feel about the song? Would you feel
the same way about the song if it was sung by someone of a
different age, race, or gender? How might someone of a
different demographic (someone of a different gender, someone
older or younger than you, someone who made more or less
money than you, someone with different political values,
someone of a different race) hear the song differently?
When analyzing your chosen song, keep in mind that the vocals/lyrics
and music are one unit. It's impossible to properly analyze a song by
simply reading the lyrics.
Step 3: Sing along
Listen to your chosen song many times. Practice singing the song in
front of a mirror to check on your pronunciation, intonation and
rhythm. Find the song in karaoke style and keep practicing your
singing.
Step 4: Video
Video record yourself talking about the analysis you made, do not
read, talk about it as if you were talking to a friend. Play a little bit of
the chosen song and sing the part you liked the most.
Step 5: Delivery
Send your Video Recording Link to the Monitoring and Evaluation
Environment.
Environments for
the Development of Monitoring and Evaluation Environment
the Activity
Individual:
Products to Be
Video Recording Link
Submitted by
Collaborative:
Students
None

3. General Guidelines for the Collaborative Work

Planning of
Activities for the
N/A
Development of
Collaborative Work
Roles to Be
Performed by the
N/A
Student in the
Collaborative Group
Roles and Duties for
the Submission of
N/A
Products by
Students
All references considered for this activity have
References
to be cited using APA Style
Students must be aware of the risks and
penalties in case of plagiarism.

Under the Academic Code of Conduct, the

Plagiarism Policy 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)

The academic penalties that the student 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.

To learn how to properly cite all your tasks,

see the following:
BibMe. (n.d.). APA Citation Guide. Retrieved
from http://www.bibme.org/citation-
guide/apa/

4. Evaluation Rubric

Evaluation Rubric
Task 6 - Understanding a song!
Individual Collaborative
Activity Type: ☒ ☐
Activity Activity
Evaluation Final
Initial ☐ Intermediate ☐ ☒
Moment Units 1, 2, 3
Evaluated Performance Levels of the Individual Activity
Score
Items High Score Average Score Low Score
Student has a Student
Knowledge and Student
hard time demonstrate 20 points
Understanding demonstrates an
demonstrating little
 understanding of an understanding of
the topic. understanding the topic.
the topic.
(up to 20 (up to 15 (up to 10
points) points) points)
Presentation
Presentation
style is creative
style keeps up
and in keeping
with the task.
with the task.
Analysis is ok
Analysis is Presentation
and
significant and style does not go
demonstrates
demonstrates with the task.
Thinking and some thought
thought and Analysis is not 20 points
Inquiry and reflection.
reflection. Ideas good.
Ideas are
are clearly
distinguishable
distinguishable
from one
from one
another.
another.
(up to 20 (up to 15 (up to 5
points) points) points)
Oral
presentation was
Oral Oral
appropriate, and
presentation was presentation was
caught the
somehow not appropriate
audience’s
appropriate for for the audience.
attention. The
the audience. The level of
level of language
Communication The level of language is not 20 points
is appropriate to
language is ok. appropriate
the intended
Vocabulary is Vocabulary is
audience.
used correctly. scarce.
Vocabulary is
used correctly.
(up to 20 (up to 15 (up to 5
points) points) points)
Pronunciation is
Pronunciation is
lacking and hard
Pronunciation is good; Some
Pronunciation to understand;
excellent; good effort at accent 25 points
and accent No effort
effort at accent. but is non-
towards a native
native.
accent.
 (up to 25 (up to 20 (up to 10
points) points) points)
Speech is Speech is slow,
relatively hesitant &
Smooth and fluid
smooth; some strained except
speech; few to
hesitation and for short
no hesitations;
unevenness memorized
no attempts to
caused by phrases; difficult
Fluency search for 20 points
rephrasing and to perceive
words; volume is
searching for continuity in
excellent.
words; volume speech;
wavers. inaudible.
(up to 20 (up to 15 (up to 10
points) points) points)
Excellent control
Adequate Weak language
of language
language control;
features; a wide
control; vocabulary that
range of well-
Vocabulary vocabulary is used does not 20 points
chosen
range is lacking. match the task.
vocabulary.
(up to 20 (up to 15 (up to 10
points) points) points)
Final Score 125