Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Course: English VI
Code: 518011

Activity Guide and Evaluation Rubric - Task 2 - The Unveiling of the Unknown

1. Activity Description

Type of activity: Collaborative

Evaluation moment: Intermediate Unit 1
Highest score of the activity: 105 points
The activity starts on: Thursday, The activity ends on: Monday, March
February 22, 2024 18, 2024
With this activity, you are expected to achieve the following learning
outcomes:

• Demonstrate accurate and comprehensive understanding of complex spoken

English content. (Listening)
• Communicate fluently and confidently in English, demonstrating advanced
grammar and vocabulary usage. (Speaking)
• Comprehend a variety of authentic texts, showcasing an extensive vocabulary
and understanding of complex grammatical structures. (Reading)
• Produce well-structured and coherent written texts, showcasing advanced
grammar and vocabulary usage. (Writing)
• Demonstrate an understanding of complex grammatical structures and
vocabulary at an English B2+ level.
The activity consists of:

Welcome to this self-paced learning activity designed to enhance your English

language skills. Follow the structured approach divided into three stages with specific
steps to maximize your learning experience. Remember to manage your time
effectively and submit evidence on time. Best of luck!

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 Pre-Task

Step 1: Grammar Expedition

- Thoroughly revisit the grammar concepts covered in the unit by consulting the
following resources:
o BarCharts, I. (2009). English Grammar & Punctuation. QuickStudy
Reference Guides.
o BBC Learning English. (2016, March 7). What do you need doing? Need +
verb-ing - BBC English Class [Video]. YouTube.
o BieMaster. (2023). PAST MODAL VERBS. Break Into English.
o López, J. (2015, July 20). U7: Need + Passive infinitive / And Need +
verb + -ing.
o Muñoz, M. (2022). Modals of Lost Opportunity [Virtual Information
Object]. Universidad Nacional Abierta y a Distancia.
o Muñoz, M. (2023). Chapter 1: Exploring Hypothetical Language and
Actions. In The Advanced Grammar Handbook: A Comprehensive Guide
for English VI Learners. Universidad Nacional Abierta y a Distancia.
o Team, B. (2021). Have and Get as Causative verbs. English Grammar B2
Level.
- Complete the exercises in Chapter 1: Exploring Hypothetical Language and
Actions.
- Capture screenshots as tangible evidence of your thorough preparation for this
task.

Step 2: Conference Engagement

- Access the "Web Conference Meetings" tab in your Initial Environment.

- Confirm dates and access links for upcoming web conferences provided by the
course director.
- Attend the first web conference and capture six screenshots at different
moments.
- Promptly share the captured screenshots in the forum, either immediately or
within one day.

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 - If unable to attend, view the recorded session and, within 1-4 days, compose a
300-word summary of the web conference. Post your summary in the forum..

Note: Timely submission of screenshots or the summary is essential for earning

points.

During Task

Step 1: Hypothetical Past Scenarios

- Read the article "17 biggest historical mysteries that will probably never be
solved"
- Share your favorite mystery from the article in the forum.
- Comment on each partner's favorite mystery, incorporating the grammar
structures learned in the unit, and speculate on why they find it intriguing.
- Create a table presenting your chosen mystery and the hypotheses provided by
your partners.
My Chosen Mystery:
Brief Description:
Reason for Choosing:
Partner’s Name Partner's Hypothesis
1.
2.
3.
4.
5.

Step 2: Speculating about the Past

- Revisit your favorite historical mystery and explore alternative possibilities for
what might have occurred.
- Compose a persuasive paragraph of around 200 words, presenting your
speculations about the past events. Apply the grammar structures learned in
this unit.

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 - Use the OREO table structure for organizing your thoughts. For guidance on the
OREO structure, refer to Muñoz, M. (2022). Opinion Paragraph [Virtual
Information Object].

Step 3: Ancient Enigmas

- Start by watching the video "9 GREATEST UNSOLVED MYSTERIES OF ANCIENT

HISTORY | History Countdown" with a duration of 9 minutes and 33 seconds.
o Make sure you have access to the video resource.
o Have a pen and paper ready for notes.
- Watch the entire video, paying close attention to the details of each ancient
mystery.
o Take notes on key information, such as locations, events, and any
theories mentioned.
- Answer the following questions based on the information provided in the video:
o What are the names of three ancient mysteries discussed in the video?
o Provide a brief summary of one mystery mentioned.
o According to the video, why are these mysteries considered unsolved?
- Choose one mystery discussed in the video.
o Write a paragraph (approximately 150 words) expressing your thoughts
on why this particular mystery is captivating. Include any additional
information you would like to know about it.

Step 4: Enigmatic Conversation

- Pair up with a classmate to discuss the mysteries you picked during the
listening exercise.
- Find a quiet space with good lighting. Ensure both of you are visible in the
recording frame.
- Use a quality recording device like a webcam or smartphone. Check audio
settings and consider using headphones for better sound. Ensure clear visuals
during the recording.
- Begin the recording by introducing yourselves and briefly mentioning the
mysteries you've chosen.

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 - Have a natural conversation with your partner for 3-5 minutes. Use advanced
grammar structures discussed in the unit. The focus is on dynamic interaction,
not presenting summaries.
- Dive into a lively discussion about your chosen mysteries. Ask questions, share
opinions, and explore different perspectives.
- Make sure both partners have an equal chance to speak. Keep the conversation
flowing naturally.
- After the conversation, review the recording for good audio and video quality.
Adjust if needed.
- Save the recording in a suitable format and upload it to YouTube or Vimeo.
- Share the video link on the forum. Encourage classmates to comment and
discuss.

Post-Task

Step 1: Self-Assessment

- Complete the self-assessment chart below to reflect on your performance

throughout the task.
- Fill in the corresponding cells with dates and check (√) marks as you complete
each step.
Stages Steps Completion Check
Date
Pre-Task Step 1: Grammar Expedition
Step 2: Conference Engagement
During Task Step 1: Hypothetical Past Scenarios
Step 2: Speculating about the Past
Step 3: Ancient Enigmas
Step 4: Enigmatic Conversation
Post-Task Step 1: Self-Assessment
Step 2: Compilation and Submission

Step 2: Compilation and Submission

- Gather all the required evidence from the Task.

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 - Organize the evidence into a well-structured PDF file, adhering to APA rules
(7th edition) for presentation.
- Ensure the evidence is clearly labeled and arranged logically.
For the development of the activity consider that:

In the Initial Information Environment, you must:

- Regularly check the news forum for important announcements.
- Note the date of the First Web Conference to plan your participation.
- Refer to the provided synchronous support schedule.

In the Learning Environment, you must:

- Explore Course Contents and Bibliographic References for Unit 1.
- Download the Activity Guide and Evaluation Rubric for Task 2.
- Engage actively in the discussion forum for the task, following the provided
guidelines.

In the Evaluation Environment, you must:

- Upload a PDF file as your individual evidence for the task.
Evidence of independent work:

The independent evidence to be submitted is:

A PDF file named "518011 - Task 2 - Your Name.pdf" consisting of the following
pages:
- Cover Page
- Table of Contents
- Pre-Task
o Step 1: Grammar Expedition
o Step 2: Conference Engagement
- During Task
o Step 1: Hypothetical Past Scenarios
o Step 2: Speculating about the Past
o Step 3: Ancient Enigmas
o Step 4: Enigmatic Conversation
- Post-Task
o Step 1: Self-Assessment

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 - APA References
Evidence of group work:

No collaborative evidence is required in this activity.

2. General Guidelines for the Development of Evidence to Submit

For Independent evidence, consider the following:

▪ Proper Citations and References: Ensure that all sources you use are
appropriately cited and referenced, following the APA style guidelines (7th
Edition in English). Accurate and consistent referencing demonstrates your
understanding of academic integrity and avoids any potential issues related to
plagiarism.
▪ Original Work: Provide your answers and reflections using your own words,
avoiding direct copying or plagiarism from external sources. This showcases
your comprehension and ability to articulate ideas in your own voice.
▪ Content Revision and Editing: Take the time to revise and edit your forum
posts and submissions to enhance clarity and accuracy. Review the content
for any grammatical or structural errors, ensuring that your ideas are
effectively communicated.
▪ Comprehensive Review: Before submitting the final product, thoroughly
review and check that it meets all the requirements outlined in the activity
guide. Pay attention to formatting guidelines, such as font style and size,
page numbering, and document organization. Verify that all specified steps
and components, such as cover page, table of contents, and APA referencing,
are included and accurately completed.
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.

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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.

3. Evaluation Rubric

Type of activity: Collaborative

Evaluation moment: Intermediate Unit 1
The highest score in this activity is 105 points
First evaluation High level: The student actively participates in forum
criterion: discussions, engages meaningfully in web conferences, and
completes all required tasks promptly and thoroughly.
The student actively
participates in the If your work is at this level, you can score between 24
forum, web and 30 points.
conference, and
completes all Average level: The student participates adequately in forum
required tasks discussions, contributes to web conferences, and completes
promptly and most required tasks within the specified dates.
thoroughly.
If your work is at this level, you can score between 18
This criterion and 23 points.
represents 30
points of the total Low level: The student shows limited participation in forum
discussions, has minimal contribution to web conferences, and

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of 105 points of fails to complete several required tasks within the specified
the rubric. dates.

If your work is at this level, you can score between 0

and 17 points.
Second evaluation High level: The student completes all reading comprehension
criterion: steps accurately and provides a well-structured and thorough
table.
The student
completes all If your work is at this level, you can score between 9
reading and 10 points.
comprehension
steps and provides Average level: The student completes most reading
a well-structured comprehension steps accurately and provides a reasonably
and thorough table. structured and adequate table.

This criterion If your work is at this level, you can score between 6
represents 10 and 8 points.
points of the total
of 105 points of Low level: The student struggles with completing reading
the rubric. comprehension steps accurately and provides an incomplete or
poorly structured table.

If your work is at this level, you can score between 0

and 5 points.
Third evaluation High level: The student completes all writing steps accurately
criterion: and presents a well-developed, persuasive paragraph
speculating on the chosen historical mystery.
The student
completes all If your work is at this level, you can score between 16
writing steps and and 20 points.
presents a well-
developed, Average level: The student completes most writing steps
persuasive accurately and presents a reasonably developed, persuasive
paragraph paragraph speculating on the chosen historical mystery.

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speculating on the
chosen historical If your work is at this level, you can score between 12
mystery. and 15 points.

This criterion Low level: The student struggles with completing writing steps
represents 20 accurately and presents an incomplete or poorly developed
points of the total paragraph speculating on the chosen historical mystery.
of 105 points of
the rubric. If your work is at this level, you can score between 0
and 11 points.
Fourth evaluation High level: The student completes all listening steps
criterion: accurately, demonstrates a clear understanding of the chosen
mystery, and provides a well-recorded video explaining their
The student understanding.
completes all
listening steps, If your work is at this level, you can score between 12
demonstrates a and 15 points.
clear understanding
of the chosen Average level: The student completes most listening steps
mystery, and accurately, demonstrates a reasonable understanding of the
provides a well- chosen mystery, and provides an adequately recorded video
recorded video explaining their understanding.
explaining their
understanding. If your work is at this level, you can score between 9
and 11 points.
This criterion
represents 15 Low level: The student struggles with completing listening
points of the total steps accurately, demonstrates limited understanding of the
of 105 points of chosen mystery, and provides a poorly recorded video
the rubric. explaining their understanding.

If your work is at this level, you can score between 0

and 8 points.
Fifth evaluation High level: The student completes all speaking steps
criterion: accurately, engages in a detailed and fluent conversation about

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 the chosen mystery, and provides a well-recorded video
The student showcasing advanced speaking skills.
completes all
speaking steps, If your work is at this level, you can score between 20
engages in a and 25 points.
detailed and fluent
conversation about Average level: The student completes most speaking steps
the chosen mystery, accurately, engages in a reasonably detailed and fluent
and provides a well- conversation about the chosen mystery, and provides an
recorded video adequately recorded video showcasing satisfactory speaking
showcasing skills.
advanced speaking
skills. If your work is at this level, you can score between 15
and 19 points.
This criterion
represents 25 Low level: The student struggles with completing speaking
points of the total steps accurately, engages in a limited or less fluent
of 105 points of conversation about the chosen mystery, and provides a poorly
the rubric. recorded video showcasing weak speaking skills.

If your work is at this level, you can score between 0

and 14 points.
Sixth evaluation High level: The student delivers the task with exceptional
criterion: organization, clarity, and strict adherence to guidelines,
resulting in a professional and well-presented submission.
The student delivers
the task with If your work is at this level, you can score between 4
exceptional and 5 points.
organization,
clarity, and strict Average level: The student delivers the task with reasonable
adherence to organization, clarity, and adherence to guidelines, resulting in a
guidelines, resulting coherent and presentable submission.
in a professional
and well-presented If your work is at this level, you can score between 2
submission. and 3 points.

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This criterion Low level: The student struggles to deliver the task with
represents 5 proper organization, clarity, and adherence to guidelines,
points of the total resulting in a disorganized and poorly presented submission.
of 105 points of
the rubric. If your work is at this level, you can score between 0
and 1 point.

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