Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Course: Teaching English for Specific Purposes
Code: 551038

Activity Guide and Evaluation Rubric - Task 4 ESP Syllabus

1. Activity Description

Type of activity: In Collaborative Group

Evaluation moment: Intermediate Unit 3
Highest score of the activity: 120 points
The activity starts on: Monday, October The activity ends on: Sunday, November
31, 2022 27, 2022
With this activity, you are expected to achieve the following learning
outcomes:

To design a syllabus for a language course considering the different elements of ESP.

The activity consists of:

Individual

Task 1. Creating a syllabus for an ESP course

1. Check and read the bibliographic material in the learning environment for Unit
3.

2. Create a syllabus based on the scenario you selected for the collaborative work
in Unit 2. This syllabus must contain precise elements and must respond to the
characteristics of the scenario you selected in task 3.

3. Post your syllabus in the forum with enough time for your partners to be able
to provide you with feedback.

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The scenarios for Unit 2 were:

A. You have been hired by a young tourist guide who already has an English
level of B2, and who is highly motivated to get a better job opportunity at an
interactive park. In three months, this interactive park is expected to hire
new staff with a general knowledge of English, who is also familiar with a
specific vocabulary related to experiences in interactive parks, attractions
and technological advanced experiences for children and young people to be
able to introduce and motivate visitors to have the different experiences.

B. A recent graduated professional from an English Bachelor program in

Colombia wishes to hire an English teacher to prepare him for a language
test. This student already has an English level of B2 and is highly motivated
to get a C1 certificate that is required in the job he wants, but he lacks the
ability in the production skills of writing and listening. Therefore, he wants
the tutor to help him prepare on these two areas for the exam to achieve
the C1 level he desires.

C. A student of medicine is trying to get a position in an exchange university

program abroad, he is looking for an English Tutor who can help him to pass
the anatomy exam required to be accepted. He has studied anatomy in
Spanish during his career, and for this reason he is not familiarized with
enough English vocabulary on anatomy topics. He wants to learn and master
anatomy vocabulary used in the four first semesters of the medicine
program. He has been very good at learning English but does not
understand the specific vocabulary quite well.

D. A flight attendance is hiring you to prepare her for a job interview that she
will have in 2 months, for a new position in an international airline. She has
a B2 English level and a good range of vocabulary related with her
profession, but she lacks fluency and confidence to speak because she has
not found anyone to practice with, therefore she decides to hire you to
prepare her for this specific purpose. She would like to reinforce her
speaking and listening skills.

E. An architect is hiring you because she has a month to prepare and take an
English exam by means of which she may be promoted to a better position
at the company she works for. She has a B1 level of English and manages a
good range of vocabulary. She speaks with some fluency but needs to
prepare for the writing, language use and reading parts of the exam.

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Group Work

Task 2. Consolidate a group syllabus

Interact in the forum by posting your individual syllabus and revising your partners’
syllabi. Make sure each student has taken a different scenario for the syllabus
designed.

As the final product, and after analyzing all the participants’ syllabus, the group will
create a “standard” format (outline) for the design of a syllabus for teaching English
for specific purposes. Each item included in the format must be explained.

Example:

Item Explanation

Course Description The course description allows teachers to

present the most relevant information related to
the course, etc.

For the development of the activity consider that:

In the Initial Information Environment, you must:

- Check the Course Agenda to organize your time.

- Check the Course News for important information.
- Verify the date of the First Web Conference so that you can plan your
participation accordingly.
- Verify your tutors’ synchronous attention by Skype.
In the Learning Environment, you must:

- Check the Course Contents and Bibliographic References for Unit 3: Experiences.
- Go to the discussion forum for the task and actively participate with your
collaborative group.
- Give feedback to your e-mates if necessary.

In the Evaluation Environment, you must:

Upload a PDF file with the task’s individual and group evidence. Identify your
file as follows: 551038 - Task 4 – Group X.pdf

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Evidence of independent work:
The independent evidence to be submitted is:

The student must submit the individual and group syllabus in a PDF document that
includes the information developed in task 1.

Evidence of group work:

The group work evidence to be submitted is:

Submission format:

The document will be delivered in PDF

Cover according to APA style

Font: Arial o Times New Roman 12

Line spacing: 1.5

A PDF document including all participants’ syllabi as well as the syllabus outline or
template. All items in the outline must be clearly explained in terms of purpose and
intention (what you expect to achieve).

In the Evaluation Environment, you must:

Upload a PDF file with the task’s individual and group evidence. Identify your
file as follows: 551038 - Task 4 - Group X.pdf

2. General Guidelines for the Development of Evidence to Submit

For Group Work evidence, consider the following:

A PDF document including all participants’ syllabi as well as the syllabus outline or
template. All items in the outline must be clearly explained in terms of purpose and
intention (what you expect to achieve).

In the Evaluation Environment, you must:

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Upload a PDF file with the task’s individual and group evidence. Identify your
file as follows: 551038 - Task 4 – Group X.pdf

• All members of the group must participate with their contributions in the
development of the activity.

• In each group a single member will be chosen to submit the requested product in
the environment indicated by the teacher.

• Before submitting the requested product, students should check that it meets all
the requirements mentioned in this activity guide.

• Only the members of the group that participated with contributions during the
time assigned for the activity should be included as authors of the submitted
product.

Please keep in mind that all individual or collaborative written products must comply
with the spelling rules and presentation conditions defined in this activity guide.
Regarding the use of references, consider that the product of this activity must
comply with APA style.

In any case, make sure you comply with the rules and avoid academic plagiarism.
You can review your written products using the Turnitin tool found in the virtual
campus.

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, artículo 99)

The academic penalties students 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.

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3. Evaluation Rubric Template

Type of activity: In Collaborative Group

Evaluation moment: Intermediate Unit 3
The highest score in this activity is 120 points
First evaluation High level: The student posts his/her syllabus on time to allow
criterion: interaction.
If your work is at this level, you can get between 8 points
Participation, and 10 points
individual
Average level: The student posts his/her syllabus late and
This criterion interaction was fair.
represents 10 If your work is at this level, you can get between 6 points
points of the total and 7 points
of 120 points of
the activity. Low level: No syllabus is posted OR the individual syllabus was
posted 2 days before deadline.
If your work is at this level, you can get between 0
points and 5 points

Second evaluation High level: The individual syllabus contains precise elements
criterion: and responds to the characteristics of the selected scenario. It
fits the information according to the guideline. References are
Content made according to APA rules.
If your work is at this level, you can get between 42 points
This criterion and 50 points
represents 50
points of the total Average level: The syllabus does not contain precise elements
of 120 points of neither responds to the characteristics of the selected scenario
the activity. OR it is not closely related to the guidelines OR references were
not made according to APA rules.
If your work is at this level, you can get between 30 points
and 41 points

Low level: The syllabus is not posted in the forum.

If your work is at this level, you can get between 0
points and 29 points
Third evaluation High level: Students interact in the forum by sharing their
criterion: syllabus and working on the collaborative outline.

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 If your work is at this level, you can get between 17 points
Participation, and 20 points
collaborative
Average level: Students participate in the forum but do not
engage fully in the collaborative outline.
This criterion If your work is at this level, you can get between 13 points
represents 20 and 16 points
points of the total
of 120 points of Low level: Students do not participate actively in the forum.
the activity. If your work is at this level, you can get between 0
points and 12 points
Fourth evaluation High level: The final document has few spelling and grammar
criterion: mistakes, and punctuation is correct.
If your work is at this level, you can get between 17 points
Spelling and and 20 points
Punctuation
Average level: The final document has some spelling and
This criterion grammar mistakes OR punctuation is imprecise.
represents 20 If your work is at this level, you can get between 13 points
points of the total and 16 points
of 120 points of
the activity. Low level: The final document has multiple spelling and
grammar mistakes OR punctuation is very imprecise making it
difficult to understand the meaning of sentences.
If your work is at this level, you can get between 0
points and 12 points
Fifth evaluation High level: Students present a word document including all
criterion: participants’ syllabus as well as a collaborative standard syllabus
for teaching English for specific purposes.
Procedure If your work is at this level, you can get between 17 points
and 20 points
This criterion
represents 20 Average level: The final document does not include all the
points of the total information according to the activity guide OR APA Rules are not
of 120 points of correctly applied for citation and references.
the activity. If your work is at this level, you can get between 13 points
and 16 points

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Low level: The group does not make a final collaborative
document according to the activity guide OR nobody in the group
posts the final paper
If your work is at this level, you can get between 0 points
and 12 points