Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigació n

Course: English B1
Code: 900003

Activity Guide and Evaluation Rubric - Task 2 - About me.

1. Activity Description

Type of activity: Individual

Evaluation moment: Intermediate Unit 1
Highest score of the activity: 100 points
The activity starts on:
Thursday, February 22 nd,
The activity ends on: Friday, March 22 nd, 2024.
2024.

With this activity, you are expected to achieve the following learning
outcomes: Produce in a written text personal experiences and dailylife
situatio ns and past events using the appropriate grammatical structures and
the vocabulary studied in the contents.

Bear in mind: All the exercises have to develop individually. The collaborative
evidence is to participate in the forum by giving feedback on your classmates’
work.
The activity consists of:

STEP 1 CONTENT REVIEW

1.1 Go to Learning / E-book /Online Content English B1.

1.2 Study the content of modules 1 & 2 from the
E-book and do all the activities proposed in it.

You should study:

Module 1
Module 2

1.3 Based on exercise 10, module 1, Narrating a story in the past, record a special
past anecdote when you were a child during school routines. Do not forget the use
of Phrasal verbs and the verb Used to to write your text. (You can use vocaroo or
a voice recorder). (two minutes long).

1.4 Copy your text in this webpage https://www.naturalreaders.com/online/ to listen to

the pronunciatio n and repeat it as many times as you need to practice yours.
1.5 Upload it in the forum and wait for tutor and partners’ comments.

1.6 Artificial Intelligence tool: Choose a sentence containing a phrasal verb

that describes an action you performed in your special past anecdote. Visit
https://scribblediffusio n.co m/ . You can watch the following video on how to create
the drawing on the website: https://url.unad.edu.co /i4Zew . Illustrate the action
described in your sentence using the drawing tools. Enter your sentence in the
chatbox. Capture a screenshot of the generated image. Copy the link of the picture.
Share both the screenshot and the picture link in the forum.

LEARNING TIP You need to learn Conditio nals and Phrasal Verbs, study
Exercises from 4 to 12 in Module 1.

STEP 2. - READING ACTIVITY

A Green Journey

Meet Lisa, an eco-conscious person who takes

her responsibility toward the environm e nt
seriously. Her daily routine and past habits
reflect a deep commitment to preserving our
planet. Let's dive into Lisa's world to disco ver
how she makes a difference and the changes
she has made over the years. Lisa gets up
early in the morning to enjoy the freshness of
the day. She believes in making the most of
daylight to reduce her energy consumptio n.
After getting up, Lisa stands up for what she
believes in – enviro nmental conservatio n. She's an active member of her
community's eco-club. Lisa looks after her neighbo rhoo d's green spaces,
participating in local park clean-ups and encouraging others to do the same.
She hands in her recyclables diligently, ensuring they are properly sorted.
She knows that recycling is a simple but effective way to reduce waste.
Whenever she goes for a walk, Lisa takes away any litter she finds on the
streets, making the cleanliness of her surroundings a top priority.

In her younger years, Lisa used to take off on long road trips, large ly
unaware of her carbon footprint and the distant concern of fuel consumption.
 She also used to take over half-ho ur showers, unaware to the amount of
water being wasted. However, today, she's much more mindful and keeps
her showers short. In her youth, Lisa often came out of stores with plastic
bags full of groceries. Today, she opts for reusable bags, significa nt ly
reducing plastic waste. Realizing the importance of environmental knowledge,
she looked up various sources to learn more about sustainable living ,
strongly believing that educatio n is key to change. She took away her o ld,
energy-inefficient appliances, replacing them with energy-saving ones, a
small change that had a big impact on her electricity bills and the
enviro nment.
Lisa knows that if we don't take care of our planet, it will suffer. She firmly
believes that if she continues to lead an eco -friendly life, her efforts w ill
contribute to a greener future. She used to be less eco-conscio us, but she's
come a long way in her journey. She used to waste resources, but now she
strives to be more sustainab le.

2.1. Read the text “A Green Journey.”

2.2. According to the “A Green Journey” answer the questio ns below. Write
complete sentences.
• Why does Lisa believe that educatio n is essential for making a change towards
sustainability? Explain it.
• Have you ever been a backpacker? How this traveling style contribute to take
care the enviro nment in your region? Mention 3 contributio ns.
• What kind of changes have you adopted at home to have a greener future?
Describe 2 of them.
2.3. Post your answers on the forum and exchange opinions with your partners
regarding their answers.

LEARNING TIP You need to learn Phrasal verbs, used to and Present Simple -
Daily habits and Modal Verbs and use them to answer the question above. study
Exercises from 4 to 12 in Module 2.

STEP 3- WRITING ACTIVITY

3.1. Imagine that you are the editor of a About me magazine, and you are going
to design a special editio n. To do this follow the next steps:
You are going to write three articles of two paragraphs each one as minimum.

• In the first one, you need to write about YOU. The title of the article is going to be:
BE YOU. In which you are going to describe what you were like in high school.
What you liked, how you dressed, how you talked, and how you behaved.
• In the second article, write about ECO actions to reduce harmful effects on the
enviro nment. The title of the article is going to be: BE GREEN.
• In the third article, you will pretend to interview a celebrity that you choose,
regarding his/her environmental habits and beliefs. The title of the article is going
to be:
TO BE LIKE...
3.2 Complete chart below. Designing About me Magazine with the informatio n of
each article you write about each category. You can find the chart below.
3.3 Copy your text in this webpage https://languagetoo l.o rg/es to check the
grammatical structure, spelling, and accuracy of your writing productio n.
You can see the following example to help you to design yours.
About me magazine samples: CANVA: https://url.unad.edu.co/c7HHn FLIPSNACK:
https://url.unad.edu.co/Oj1Wf FLIPS
• If you need keywords related to environment, you can consult our Be Green
Booklet
https://url.unad.edu.co/3o UT0
3.4 Upload your chart and your Magazine link in the forum.

LEARNING TIP: Write simple complete sentences. What is important is that

you write the sentences by yourself. (You don’t need translator; you can use
the vocabulary studied in the course resources). You can use flipsnack, canva,
Issuu, Genially, Calameo, and other tools.

DESIGNING ABOUT ME MAGAZINE

 BE YOU VOCABULARY ARTICLE
Mention the Describe what you were like in high
Paste 5 or 6 Pictures keywords you are school. What you liked, how yo u
of you in high school. going to use in the dressed, how you talked, how yo u
(If you want to share short article. behaved, what did you like to do
your own you can do and what did you do. Remembe r
it, if you don´t, you to write two paragraphs.
can use pictures Example:
from the web, Example:
related with your High school
text) Uniforms When I was in high school, I was a
Wear little bit shorter than I am now. In
Oversize my school, the students needed to
Sneakers wear uniforms, so when I was at
caps home, I used to wear black
clothes, especially oversize,
T-shirts and jeans. I loved to wear
my sneakers and caps...

BE GREEN VOCABULARY ARTICLE

Mention the Write 6 sentences about ECO

Paste 10 pictures of keywords you are actions to reduce harmful effects
your eco actions to going to use in the on the environment using the
help and prevent the short article. conditio nals and phrasal verbs.
harmful effects on Example:
the environment. (If Take care Example:
you want to share Ice caps
your own you can do Melt If we don't take care of our
it, if you don´t, you Cleaner planet, the ice caps will melt.
can use pictures Public transport If we use public transport more,
from the web, our cities will get cleaner.
related with your
text)
TO BE LIKE... VOCABULARY ARTICLE

Choose a famous Mention the Create a script for your interview .

person in your region keywords you are You will be the interviewer, and
or community with going to use in the you can either write the celebrity's
whom you identify INTERVIEW. responses or imagine what their
and who you believe responses might be based on your
is passionate about knowledge of his/her beliefs and
enviro nmental public statements. Be sure to use
conservatio n. (Paste the grammatical structures
3 pictures) You will mentioned above.
 pretend to interv iew Transcribe the interview in this
this celebrity. place and ensure that you includ e
the questio ns and responses, and
Prepare a list of clearly label which grammat ic a l
questions you want to structure is used in each questio n
ask the celebr ity or answer.
about their
achievements, After completing the transcr ipt ,
contributio ns to the reflect on what you've learne d
community and from this activity about the
enviro nmental habits importance of environme nt a l
and actions. conservatio n and how your chosen
celebrity's habits and beliefs align
with it.

Example Interview Transcript. (To be like):

Interviewer: Good morning. I’d like to ask you a few questio ns.

Celebrity (imagined response): Sure, go ahead.

Interviewer: First, what do you feel is your biggest achievement as a celebrity in
your community?
Celebrity: I must make conscious efforts to help my region by promoting charity
events to raise funds for the poorest children in the region and provide them an
opportunity to study.
Interviewer: What advice do you have for people who would like to be like You in
your region?
Celebrity: I will tell people who want to be like me that use the values and
attributes learned to help his/her region. They should stay humble and dedicated
regardless of where their craft takes them.
Interviewer: Who or what inspires you? Where do you get inspiratio n from?
Celebrity: My mother is my greatest inspiratio n. She has had a difficult life, and
she had to raise three children as a single mother. She worked extremely hard to
provide for us, but I never saw her complain.
Interviewer: Thank you for sharing your experiences and contributio ns to the
community.
Celebrity: You're welcome. It's been a pleasure discussing these important topics
with you. And this is an invitatio n to all celebrities to take part in the change!

LEARNING TIP: Remember to customize the questio ns and respo nses

according to your chosen celebrity and make the interview as engaging and
informative as possible.

LEARNING TIP: Ensure that your questio ns incorpo rate the follow ing
grammatical structures: First conditio nal, must, have to, don’t have to, must
not, would like and used to. You can do it!
 STEP 4. ATTENDANCE TO PRACTICAL WORKSHOP
STT
(Students Talking Time)

During the academic process, it is important to participate in two (2) practical

workshops. In accordance with this, keep in mind:
i. The tutor will share the schedule of the workshops that will be
programmed.
ii. The invitatio n will be sent by e-mail or other communicatio n channels.
iii. During the practical workshops called STT it is important to participate
actively with your peers and tutor.
iv. Do not forget to turn on the camera during the session, take a
screenshot which should be posted in the forum, and fill the
attendance form.
v. The final document must support evidence of participatio n in the TWO
(2) workshops.

STEP 5 – COLLABORATIV E ACTIVITY

5.1. At this point you are invited to exchange informatio n with your classmates and
to give feedback on their work. Check your classmates’ answers and make 2
comments about their work or the magazine.
A comment is not to write a compliment, not just saying “good work”, this will not
be considered as a valid comment.

STEP 6 – SELF ASSESSMENT

In this step, you are going to reflect on your performance in the course activit ie s .
To do this:

6.1 Fill in the form “Self-assessment template” (It is included in the Final
Document annex 1)
6.2 Take a screensho t and share it both in the forum and in the final document.

STEP 7 - FINAL DOCUMENT

7.1 Consolidate all the activities done in this Task in a PDF document and, upload it
individually on the Evaluatio n enviro nment (Annex 1). Remember that the product
of this task must comply with the APA standards.
You must include:
• A special past anecdote audio recording and picture with Artificial Intelligence
tool
• “A Green Journey” answers.
• The screensho ts of your participatio ns in the 2 STTs.
• The screenshots of your forum comments about your classmates’ answers and
magazine.
• The Designing About me magazine chart.
• The screenshots of your magazine and the link.
• The self-assessment format. (Included in the annex 1)
• The biblio graphic references.
Regarding the development of the activity, consider that:
In the Initial Information Enviro nment, you must: Check for the initial and
closing dates.
In the Learning Environment, you must:
Review and complete the exercises proposed in modules 1 and 2 from the
E-book/Online English contents. Review the OVI: Designing About me Magaz ine .
Participate and upload individual & collaborative activities in Discussio n forum - Unit
1- Task 2 “About me”.
In the Evaluation Environment, you must:
Submit a PDF document containing the development of the individual and the
collaborative activities. (Annex 1)
Evidence of individual work:
The individual evidence to be submitted is A pdf document containing:
● A cover.
● The link to the audio recording of exercise 10, module 1 from the E-book.
● The answers to the questio ns based on the reading “A Green Journey”.
● The completed chart “Designing about me magazine”.
● The News Magazine images, and the link posted into the forum as well as in the
final document.
● A screensho t of the comments you made to your colleagues on the forum.
● The completed “Self-assessment” chart-included in the annex 1
Upload it in Task 2 “About Me” Evaluatio n rubric and activity submissio n.
Remember the product of this activity must comply with the APA style for
references. You can use the template “Annex 1.
Evidence of the forum work:
The participatio n evidence to be submitted is: Screenshots of the comments you
made to your colleagues on the forum.
2. General Guidelines for the Development of Evidence to
Submit

For the Forum evidence, consider the following:

• All members of the group must participate with their contributio ns in the
development of the activity posting comments.
Please keep in mind that all individual or collaborative written products must comply
with the spelling rules and presentatio n conditio ns defined in this activity guide.
Regarding the use of references, consider that the product of this activity must
comply with the 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
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,

3. Evaluation Rubric Template

Type of activity: Individual

Evaluation moment: Intermediate Unit 1
Highest score of the activity: 100 points
High level: The sentences in Steps 1,& 2 are built using
conditio nals, modal verbs, and phrasal verbs, with a few or no
grammar and spelling mistakes. Punctuation marks and capita l
letters use is correct, and the message can be clearly understoo d.
First evaluation
In the audio the student shows a good pronunciation, intonatio n,
criterion: Content
fluency, and rhythm.
assessment
If your work is at this level, you can get between 15 points
and 20 points.
Development of Steps
Average level: Some of the sentences in Steps 1 & 2 are built
1,& 2 (Individual
using conditio nals, modal verbs, and phrasal verbs, with some
activity)
grammar or spelling mistakes. Punctuatio n marks and capita l
letters use is sometimes correct, but the message can be
understood. In the audio the student sometimes shows a goo d
pronunciation, intonation, fluency, and rhythm.
If your work is at this level, you can get between 5 points
This criterion
and 14 points.
represents 20
points of the total
Low level: The sentences used in Steps 1 & 2 are not w ell
of 100 points of the
constructed. There is no use of conditio nals, modal verbs, and
activity.
phrasal verbs and/or have many grammar or spelling mistakes .
Punctuatio n marks and capital letters use is not correct, and the
message cannot be easily understoo d. In the audio the student
does not show a good pronunciatio n, intonatio n, fluency, and
rhythm. The student doesn't participate in this task.
If your work is at this level, you can get between 0 points
and 4 points
 High level: The sentences in the chart, Designing about me
magazine , are built using conditio nals, modal verbs, and phrasa l
verbs, with a few or no grammar and spelling mistakes. The
student creates a magazine according to the instructio ns given
in Step 3, includ ing suitable pictures. The student shares his/he r
magazine directly in the forum (no files attached).
Second evaluation
If your work is at this level, you can get between 30
criterion:
points and 40 points.
Procedure
assessment
Average level: Some of the sentences in the chart, Desig ning
about me magazine, are built using conditionals, modal verbs,
and phrasal verbs, with some grammar or spelling mistakes. The
The news Magazine
student creates a magazine according to some of the instructio ns
given in Step 3, including a few suitable pictures. The student
shares his/her magazine directly in the forum (no files attached).
Development of Step
If your work is at this level, you can get between 14 points
3 (Individual activity)
and 29 points.

This criterion
Low level: The sentences used in the chart, Designing about
represents 40
me magazine, are not well constructed. There is no use of
points of the total
conditio nals, modal verbs, and phrasal verbs. The student does
of 100 points of the
not create the travel guide according to the instructio ns given in
activity.
Step 3 and does not include suitable pictures. The student does
not share his/her magazine in the forum. The student doesn't
participate in this task.
If your work is at this level, you can get between 0 point s
and 13 points.

High level: High level: The student posts the evidence of

His/her participatio n in the Practical Workshops programmed by
tutors in the final document.
If your work is at this level, you can get between 8 points
Third evaluation and 10 points.
criterion: Content Average level: The student posts some evidence of his/he r
assessment participation in the Practical Workshops programmed by tutors in
the final document.
If your work is at this level, you can get between 3 points
Development of Step and 7 points.
4.
Low level: The student does not post any evidence of his/he r
Attendance To
Practical Workshop participatio n in the Practical Workshops. The student doesn't
participate in this exercise.
STT (Students
Talking Time) If your work is at this level, you can get between 0
points and 6 points.
This criterion
represents 10
points of the total
of 100 points of the
activity.
High level: The student posts all the evidence of individ ua l
activity steps in the forum and his/her comments are accurate
Fourth evaluation and relevant for the improvement his/her classmate's work. The
criterion: contributio ns are posted respecting the given schedule.
Participation If your work is at this level, you can get between 8 points
assessment and 10 points.

Average level: The student posts some evidence of indivi d ua l

activity steps in the forum and his/her comments are not enough
Participatio n in the accurate and relevant for the improvement of his/her classmate's
forum work. The contributio ns are posted respecting the given
schedule.
If your work is at this level, you can get between 3 points
and
This criterion 7 points.
represents 10
points of the total Low level: The student does not post evidence of indivi d ua l
of 100 points of the activity steps in the forum and do not make comments for his/her
activity. classmate's work. The student doesn't participate in this task.
If your work is at this level, you can get between 0 point s
and 6 points.

Fifth evaluation High level: The student posts the self-assessment format in the
criterion: final document. It includes all the items established.
Participation If your work is at this level, you can get between 8 points
assessment and 10 points.

Participatio n Average level: The student posts the self-assessment format in

Assessment the final document. But it includes some the items established.
Self-assessment If your work is at this level, you can get between 3 points
and 7 points.
This criterion
represents 10 Low level: The student does not post the self-assessment
points of the total format in the final document.
of 100 points of the The student doesn't participate in this task.
activity. If your work is at this level, you can get between 0 points
and 2 points.
 High level: The final document is consolidated individually in a
PDF format and uploaded in the Evaluatio n Enviro nm e nt
Sixth evaluat i o n
according to the # of items requested in “Evidence of indiv id ua l
criterion: Formal
work”.
Assessment
If your work is at this level, you can get between 8 point s
and 10 points.
Consolidation and
Average level: The final document is consolidated individua l ly
submissio n
in a PDF format and uploaded in the Evaluatio n Enviro nment but
does not include all the items requested in the “Evidence of
This criterion
individual work”.
represents 10
If your work is at this level, you can get between 3 point s
points of the total
and 7 points.
of 100 points of the
activity.
Low level: The final document is not uploaded in the Evaluatio n
Enviro nment. The student doesn't participate in this task.
If your work is at this level, you can get between 0 points
and 2 points.