Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric
Step 4. Speech sounds and Semantics

1. General Description of the Course

Faculty or
Academic Unit
School of education
Academic Level Complementary Formation
Academic Field Professional
Course Name Introduction to Linguistics
Course Code 518017
Course Type Theoretical Retake
Exam
Yes .
No .
Number of Credits 2

2. Description of the Activity

Type of
Activity:
Individual .Collaborative .
Number of
Weeks
4
Evaluation
Moment:
Initial .
Intermediate
Unit 2. Step 4 .Final .
Total Score of the Activity:
110 points.
Environment to Submit the
Activity: Monitoring and Evaluation
Environment
Starting Date of the
Activity:
April 7, 2020
Deadline of the Activity:
May 8, 2020
Competences to Develop:
Critical thinking
It�s the intellectually disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience,
reflection, reasoning, or communication, as a guide to belief and action.
It entails the examination of those structures or elements of thought
implicit in all reasoning: purpose, problem, or question-at-issue;
assumptions; concepts; empirical grounding; reasoning leading to
conclusions; implications and consequences; objections from alternative
viewpoints; and frame of reference.
Information management
It is defined as "the ability to locate information, filter it and organize it
in order to select the required information, to present it in a suitable
way for its use and to evaluate both the information itself and the
sources and methods used to obtain it.
Performance that the student must demonstrate:
�Critically analyzes and evaluates information and its sources;
�selects the required information and uses it efficiently to accomplish a
specific task;
�identifies missing information or unreliable information when analyzing
a situation or problem;
�identifies the economic, legal and social impact that implies the use of
information and manages it in an ethical and responsible manner
Topics to Develop:
Speech sounds and Semantics
Steps, Phase or Stage of the Learning Strategy to Develop
Unit 2, step 4. This stage will be developed individually and
collaboratively. Students will discuss and answer questions to identify
the sound systems in Language and the semantic level.
Activities to Develop
Task 1: individual activity
1. Read the following three documents �The phoneme: the same but
different� Chapter 2, �in McMahon, A. M. S. 2016. An Introduction to
English Phonology�.Also read the document: �Natural Language
Processing & Applications Phones and Phonemes and, finally read:
�Meaning� chapter 8, pages 50 to 51, in �Linguistics MadeEasy� by J.
Aitchison. All the material is found in UNIT 1, in the Knowledge
Environment.
2. Based on the first document �Thephoneme: the same but different�
by McMahon, A, develop questions one and two from page 21.
3. From the second document, �Natural Language Processing &
Applications Phones and Phonemes� please answer questions 1 and 2
viewpoints; and frame of reference.
Information management
It is defined as "the ability to locate information, filter it and organize it
in order to select the required information, to present it in a suitable
way for its use and to evaluate both the information itself and the
sources and methods used to obtain it.
Performance that the student must demonstrate:
�Critically analyzes and evaluates information and its sources;
�selects the required information and uses it efficiently to accomplish a
specific task;
�identifies missing information or unreliable information when analyzing
a situation or problem;
�identifies the economic, legal and social impact that implies the use of
information and manages it in an ethical and responsible manner
Topics to Develop:
Speech sounds and Semantics
Steps, Phase or Stage of the Learning Strategy to Develop
Unit 2, step 4. This stage will be developed individually and
collaboratively. Students will discuss and answer questions to identify
the sound systems in Language and the semantic level.
Activities to Develop
Task 1: individual activity
1. Read the following three documents �The phoneme: the same but
different� Chapter 2, �in McMahon, A. M. S. 2016. An Introduction to
English Phonology�.Also read the document: �Natural Language
Processing & Applications Phones and Phonemes and, finally read:
�Meaning� chapter 8, pages 50 to 51, in �Linguistics MadeEasy� by J.
Aitchison. All the material is found in UNIT 1, in the Knowledge
Environment.
2. Based on the first document �Thephoneme: the same but different�
by McMahon, A, develop questions one and two from page 21.
3. From the second document, �Natural Language Processing &
Applications Phones and Phonemes� please answer questions 1 and 2
from page 10.
4. Based on text: �Meaning� chapter 8, pages 50 to 51, in �Linguistics
Made Easy� by J. Aitchison answer the two following questions
4.1 In chapter 8, we can see some classical phenomena related to
ambiguous sentences; please consult in other references and explain
what amphibology is, give one example.
4.2 In semantics to identify the meaning of a word, linguists created
the notion of �semantic field�please, explain what is it? (hint: in
your answer the concept of �structure� is important).
5. Here is a scenario of a pronunciation lesson gone wrong. The
teacher repeatedly demonstrates a pair of similar sounds (e.g., �rrrr�
and �llll�). However, the students still fail to perceive the difference
between the two. The thing is that students have difficulty distinguishing
between pairs of sounds when these are taught in isolation.
Pronunciation lessons are infinitely more effective when students are
taught to distinguish between words (e.g., light/right), instead of just
individual sounds. Design a mini lesson that presents the [l] and [.]
sounds within the context of minimal pairs. (Option, you can select any
other minimal pairs to design the mini lesson). (Adapted from Gordon T.
2012).
6. Check your partners� postsand make comments about them in order
to discuss and improve their ideas.
Task 2: Collaborative activity
4. Answer the questions on a pdf document.
Environmen
ts for the
Developme
nt of the
Activity
Develop this task in the forum Unit 2. Step 4, found in
the Collaborative Environment. Remember to participate
on time so that your mates could check your work to
give feedback and improve.
Check your mates� individual works and give relevant
feedback in order to improve. You can provide some
recommendations in terms of contents, presentation,
organization, language, etc. Take in mind that your
from page 10.
4. Based on text: �Meaning� chapter 8, pages 50 to 51, in �Linguistics
Made Easy� by J. Aitchison answer the two following questions
4.1 In chapter 8, we can see some classical phenomena related to
ambiguous sentences; please consult in other references and explain
what amphibology is, give one example.
4.2 In semantics to identify the meaning of a word, linguists created
the notion of �semantic field�please, explain what is it? (hint: in
your answer the concept of �structure� is important).
5. Here is a scenario of a pronunciation lesson gone wrong. The
teacher repeatedly demonstrates a pair of similar sounds (e.g., �rrrr�
and �llll�). However, the students still fail to perceive the difference
between the two. The thing is that students have difficulty distinguishing
between pairs of sounds when these are taught in isolation.
Pronunciation lessons are infinitely more effective when students are
taught to distinguish between words (e.g., light/right), instead of just
individual sounds. Design a mini lesson that presents the [l] and [.]
sounds within the context of minimal pairs. (Option, you can select any
other minimal pairs to design the mini lesson). (Adapted from Gordon T.
2012).
6. Check your partners� postsand make comments about them in order
to discuss and improve their ideas.
Task 2: Collaborative activity
4. Answer the questions on a pdf document.
Environmen
ts for the
Developme
nt of the
Activity
Develop this task in the forum Unit 2. Step 4, found in
the Collaborative Environment. Remember to participate
on time so that your mates could check your work to
give feedback and improve.
Check your mates� individual works and give relevant
feedback in order to improve. You can provide some
recommendations in terms of contents, presentation,
organization, language, etc. Take in mind that your
comments have to be really important. Comments like
�excellent work�, �congratulations�� are not considered
as relevant feedback, just the comments that allow your
partners improve. It is asked to check at least once each
one of your mates� works.At the end, if you didn�t give
relevant feedback to any of your mates, your score will
be affected.
Products to
be
Submitted
by Students
Individual:
The deliveries role is the only student to upload the
final work in the Evaluation Environment. The compiler
gathers all the individual contributions and the deliveries
hands it in.
Collaborative:
Choose one of the roles to be performed by the student in the
collaborative group and one the roles and duties for the
submission of products by students. Look at the description of
the roles below.
When you finally have corrected your questions and analysis
according to the feedback given in the forum, the student
with the deliveries role uploads them in a single
document (pdf or word) the link Unit 2. Step 4, found in the
Evaluation Environment.
comments have to be really important. Comments like
�excellent work�, �congratulations�� are not considered
as relevant feedback, just the comments that allow your
partners improve. It is asked to check at least once each
one of your mates� works.At the end, if you didn�t give
relevant feedback to any of your mates, your score will
be affected.
Products to
be
Submitted
by Students
Individual:
The deliveries role is the only student to upload the
final work in the Evaluation Environment. The compiler
gathers all the individual contributions and the deliveries
hands it in.
Collaborative:
Choose one of the roles to be performed by the student in the
collaborative group and one the roles and duties for the
submission of products by students. Look at the description of
the roles below.
When you finally have corrected your questions and analysis
according to the feedback given in the forum, the student
with the deliveries role uploads them in a single
document (pdf or word) the link Unit 2. Step 4, found in the
Evaluation Environment.
3. General Guidelines for the Collaborative Work
Planning of
Activities for the
Development of
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.
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
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.
Roles to Be
Performed by the
Student in the
Collaborative
Group

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.
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.
Roles and Duties
for the Submission
of Products by
Students
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.
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.
References
All references considered for this activity have to
be cited using APA Style
Plagiarism Policy
Students must be aware of the risks and
penalties in case of plagiarism.
Under the Academic Code of Conduct, the 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
agree that they do not have the resources to
solve the problem.
Roles and Duties
for the Submission
of Products by
Students
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.
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.
References
All references considered for this activity have to
be cited using APA Style
Plagiarism Policy
Students must be aware of the risks and
penalties in case of plagiarism.
Under the Academic Code of Conduct, the 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,
Art�culo 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
have rights reserved for the University ".
(Acuerdo 029 -13 De Diciembre de 2013,
Art�culo 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
Step 4. Speech sounds and Semantics
Activity type: Individual Activity .
Collaborative
Activity .
Evaluation moment Initial .
Intermediate Unit
2. Step 4 .Final .
Evaluated items
Performance levels of the individual activity
Score
High score Average score Low score
Individual and timely
participation in the
forum
The student
presented at least
three answers or
analysis in the
forum, on time,
and gave
meaningful
feedback about
their partners�The student
partially presented
at least three
answers or
analysis in the
forum, on time,
and partially gave
meaningful
feedback about
The student did
not present any
answers or
analysis in the
forum and, did
not give
meaningful
feedback about
their partners�
25 points
par ially shows
analyzed the
2, step 4. It is
that student
does not show
explored and
2, step 4. It is
student
concepts and
masters the
work. their partners�work.
work.
Roles and guidelines.
Checking references
(Up to 25 points)
The students
worked with one of
the roles and only
a student uploads
the final task.
(Up to 15 points)
The information
shows that the
students explored
and analyzed the
references for unit
2, step 4. It is
evident that the
student
understood the
concepts and
masters the topics.
(Up to 20 points)
(Up to 15 points) (Up to 0 points)
The students did
The students not work with
partially worked one of the roles
with one of the and not only one
roles. student uploads
the final task.
(Up to 7 points) (Up to 0 points)
The information
The information
that
t
the student
that the student
explored and
analyzed the
reference for unit
reference for unit
partially evident
not evident that
understood the
understood the
concepts and
masters the topics.
topics.
(Up to 10 points) (Up to 0 points)
15 points
20 points
Evaluated items
Writing
assignment
Performance levels of the collaborative activity
High score Average score Low score
The group created The group did not
a well-organized The group created create a well-
writing assignment a partially well-organized writing
that includes the organized writing assignment that
correct answers assignment that includes correct
and analysis to the includes partially answers and
eight questions. correct answers analysis to the
and analysis to the eight questions.
eight questions.
Score
50 points
(Up to 50 points) (Up to 25 points) (Up to 0 points)
Final score 110
Points
ar ially shows
analyzed the
2, step 4. It is
that student
does not show
explored and
2, step 4. It is
student
concepts and
masters the
work. their partners�work.
work.
Roles and guidelines.
Checking references
(Up to 25 points)
The students
worked with one of
the roles and only
a student uploads
the final task.
(Up to 15 points)
The information
shows that the
students explored
and analyzed the
references for unit
2, step 4. It is
evident that the
student
understood the
concepts and
masters the topics.
(Up to 20 points)
(Up to 15 points) (Up to 0 points)
The students did
The students not work with
partially worked one of the roles
with one of the and not only one
roles. student uploads
the final task.
(Up to 7 points) (Up to 0 points)
The information
The information
that
t
the student
that the student
explored and
analyzed the
reference for unit
reference for unit
partially evident
not evident that
understood the
understood the
concepts and
masters the topics.
topics.
(Up to 10 points) (Up to 0 points)
15 points
20 points
Evaluated items
Writing
assignment
Performance levels of the collaborative activity
High score Average score Low score
The group created The group did not
a well-organized The group created create a well-
writing assignment a partially well-organized writing
that includes the organized writing assignment that
correct answers assignment that includes correct
and analysis to the includes partially answers and
eight questions. correct answers analysis to the
and analysis to the eight questions.
eight questions.
Score
50 points
(Up to 50 points) (Up to 25 points) (Up to 0 points)
Final score 110
Points