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

Remote Web Mult Which one?

Type of Virtual
Laborato resou ime Other
Practical
Resource simulator
ry rce dia
activity
Number
Type of activity: Individual x Collaborative of 3
weeks
Moment of evaluation: Initial Intermediate x Final
Score of the activity (if Environment where the resource is
40
applies): used: Practical Learning Environment
Starting date of the activity: Closing date of the activity:
th
February 15 , 2020 March 2nd , 2020
Topics addressed in the resource:
Historical Approaches:
*Grammar Translation Method/Direct method
* The Audio-Lingual Method
* The Silent way
* Suggestopedia
Activities to develop

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.
Elija dos métodos de la unidad 1 y compare los siguientes elementos: características, función del profesor, función del alumno,
habilidades, materiales utilizados para la clase y también escriba algunos aspectos similares. La información debe resumirse

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.
El estudiante debe presentar un análisis - comparación sobre esa lección de inglés y su relación con la teoría del método. El
alumno debe completar el análisis en la siguiente plantilla.
guía). Esta plantilla se encuentra en la pestaña Recursos educativos en el nombre del archivo Plantilla _ Actividad práctica 1.
Development
Practical Learning Environment
environment:
PDF with:
Products to deliver by
-Front page
student:
-Video analysis (template)
Type of No product must be
Individual x Collaborative 1
product: delivered
Individual:
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

Collaborative:
N/A
3. General guidelines for the collaborative work

Collaborative learning is a strategy that allows students to work

together in order to achieve a common goal. Accordingly, the
collaborative work proposed for the course is based on a structured
and planned process that includes individual and group activities, as
well as interaction and socialization in the virtual classroom.
1. Explore the syllabus of the course.
2. Make several readings of the activity guide and the evaluation
rubric for each of the units of individual and collaborative work.
Planning of
3. All the activities that are carried out for the development of the
the activities
activity should be reflected within the course through the different
for the
media and especially in the forum of each activity, since the
development
interaction; if they work by Skype or other means they should
of
evidence it in the forum with screenshots.
collaborative
4. Be in constant communication with the colleagues and tutor
work
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.
Roles to be Different roles are proposed within the collaborative environment,
performed by which allow an appropriate space for academic growth and effective
students in interaction that promotes learning and interpersonal relationships.
the Every student will take up one of these roles for the development of
collaborative the course assignments and can only be changed if decided by the
group group members.
Facilitator: Makes sure that every voice is heard and focuses work
around the learning task. Provides leadership and direction for the
group and suggests solutions to team problems.
Recorder: Keeps a public record of the team's ideas and progress.
Checks to be sure that ideas are clear and accurate.
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.
Compiler: Puts together the final product and includes the work
done only by those who participated on time. Informs the student
in charge of alerts about people who did not participate and will not
be included in the final product.
Reviser/Editor: Makes sure the written work follows all the
criteria established in the activity guide.
Roles and Evaluator: Evaluates the final document to ensure it follows the
duties to evaluation criteria of the rubric and informs the student in charge of
accomplish alerts about any changes that need to be made before delivering
by the the product.
student 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.
Note: If the educational resources does not have any score, delete the evaluation
rubric from the document, do not include it and delete this text.

4. Evaluation rubric
Evaluation rubric

Individual Collaborative
Activity type: X
Activity 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
contrast items The student
contrast items
clearly and didn’t design the
clearly but the
Task 1 includes only the comparison.
supporting 10 points
information
information is
relevant to the
general.
comparison.
(up to 10 (up to 5 (up to 0
points) points) points)
The analysis is
complete. It The analysis is
shows a very superficial
The student
comparison and the ideas
didn’t write the
between the show a description
analysis of the
Task 2 theory of the of the video or the 20 points
video
method and the theory of the
video. method.

(up to 20 (up to 10 (up to 0

points) points) points)
Grammatical The students The student The student 10 points
accuracy. uses a wide makes some cannot use
range of errors in sentence forms
structures with grammar and at all.
full flexibility and punctuation but
accuracy. they rarely
 reduce
communication.
(up to 10 (up to 5 (up to 0
points) points) points)
Final score 40