Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Course: English B1
Code: 900003

Learning Guide - Task 2 - About Me.

1. Information of the Task

Table 1. Description.

Aspect Description
1. Type of activity Independent
2. Evaluation moment Intermediate
3. Managing unit Instituto Virtual de Lenguas
INVIL
4. Score of the Choose an 100 points
option
5. The activity starts on: Tuesday, October 22, 2024
6. The activity ends on: Wednesday, November 20,
2024
7. Student independent work 32 hours
hours

2. Detailed Description of the Learning Activity

Through this activity, the following learning outcome is expected to be
achieved:
By the end of this activity, students will be able to effectively narrate a
story in the past using used to and phrasal verbs, demonstrating
improved oral communication skills. Additionally, students will enhance
their reading comprehension by responding to questions based on a
past-tense text, and further develop their writing skills by producing two
texts incorporating used to and phrasal verbs in past contexts.
The activity consists of:
Content review in modules 1 and 2, narrating a story, reading
comprehension, design article for magazine, attending a workshop and
self assessment.

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The following materials and resources are required for the development
of this activity:
https://www.naturalreaders.com/online/
https://vocaroo.com
https://languagetool.org/es
https://url.unad.edu.co/3oUT0
To develop this activity, follow these steps:

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

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 STEP 2. READING ACTIVITY.
2.1. Read the text “A Green Journey.”

A Green Journey

Meet Lisa, an eco-conscious person who takes her responsibility toward

the environment seriously. Her daily routine and past habits reflect a
deep commitment to preserving our planet. Let's dive into Lisa's world
to discover 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 consumption. After getting up, Lisa stands up for what she
believes in – environmental conservation. She's an active member of
her community's eco-club. Lisa looks after her neighborhood'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, largely
unaware of her carbon footprint and the distant concern of fuel
consumption. She also used to take over half-hour 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, significantly reducing plastic waste. Realizing the
importance of environmental knowledge, she looked up various
sources to learn more about sustainable living, strongly believing that
education is key to change. She took away her old, energy-inefficient
appliances, replacing them with energy-saving ones, a small change
that had a big impact on her electricity bills and the environment.
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 will contribute to a greener future. She used to be less eco-
conscious, but she's come a long way in her journey. She used to waste
resources, but now she strives to be more sustainable.

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2.2. According to the “A Green Journey” answer the questions below.
Write complete sentences.
• Why does Lisa believe that education is essential for making a
change towards sustainability? Explain it.
• 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 edition. To do this follow the next steps:
You are going to write two 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 environment. The title of the article is going to be: BE GREEN.
3.2 Complete chart below. Designing About me Magazine with the
information of each article you write about each category. You can find
the chart below.
3.3 Copy your text in this webpage https://languagetool.org/es to
check the grammatical structure, spelling, and accuracy of your writing
production.
You can see the following example to help you to design yours. About
me magazine sample CANVA: https://url.unad.edu.co/dYPzS or
FLIPSNACK: https://url.unad.edu.co/fniVO

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• If you need keywords related to environment, you can consult our
Be Green Booklet https://url.unad.edu.co/3oUT0
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.
Table 1

Designing about me magazine

BE YOU VOCABULARY ARTICLE

Paste 5 or 6 Pictures Mention the keywords Describe what you were like in
of you in high you are going to use in high school. What you liked, how
school. (If you want the short article. you dressed, how you talked, how
to share your own you behaved, what did you like to
you can do it, if you Example: do and what did you do.
don´t,you can use Remember to write two
pictures from the High schoolUniforms paragraphs.
web, related with Wear Oversize Example:
your text) Sneakers caps When I was in high school, I was
a little bit shorter than I am now.
In myschool, the students needed
to wear uniforms, so when I was
at home, I used to wear black
clothes, especiallyoversize,
T-shirts and jeans. I loved to wear
my
sneakers and caps...
BE GREEN VOCABULARY ARTICLE
Paste 5 pictures of Mention the keywords Write 6 sentences about ECO
your eco actions to you are going to use in actions to reduce harmful effects
help and prevent the short article. on theenvironment using the
the harmful effects Example: conditionals,phrasal verbs,
on the environment. Take care modal verbs and
(If youwant to share Ice caps infinitives & gerunds.
your own you can Melt
do it, if you don´t, Cleaner Example:
you can use pictures Public transport
from the web, If we don't take care of our
related with your planet,the ice caps will melt.
text) If we use public transport more,
our
cities will get cleaner.
Note. The student be able to complete the chart according to each item.

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LEARNING TIP:
Ensure that your questions incorporate the following grammatical
structures: First conditional, 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 (STUDENT

TALKING TIME).

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

practical workshops. In accordance with this, keep in mind:
4.1 The tutor will share the schedule of the workshops that will be
programmed.
4.2 The invitation will be sent by e-mail or other communication
channels.
4.3. During the practical workshops called STT it is important to
participate actively with your peers and tutor.
4.5 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.
4.6 The final document must support evidence of participation in the
TWO (2) workshops.
STEP 5. COLLABORATIVE ACTIVITY.

At this point you are invited to exchange information 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
activities. To do this, take the “Self-assessment test” (It is included in
the Final Document annex 1)

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 STEP 7. FINAL DOCUMENT

Consolidate all the activities done in this Task in a PDF document using
Annex 1 and upload it individually to the Learning and Evaluation
environment. Remember that the product of this task must comply with
the APA standards

3. Guidelines for Developing and Submitting Learning Evidence

Learning evidence refers to the actions, products, or observable processes

that are done or delivered to demonstrate acquired capabilities, skills,
aptitudes, and attitudes. These serve to allow the teacher to assess and
evaluate student performance effectively.
The evidence to be developed independently are:
●Step 1. The link to the audio recording of exercise 10, module 1 from
the E-book.
● Step 2. The answers to the questions based on the reading “A Green
Journey”.
● Step 3. The completed chart “Designing About Me magazine” and The
link posted into the forum as well as in the final document.
● Step 4. The evidence of the attendances to the Practical Workshops.
● Step 5. A screenshot of the comments you made to your colleagues
on the forum.
● Step 6. The completed “Self-assessment” chart-included in the annex
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Upload it in Task 2 “About Me” Evaluation rubric and activity submission.
Remember the product of this activity must comply with the APA style for
references. You can use the template “Annex 1".
The evidence to be developed collaboratively are:
Step 5. The participation evidence to be submitted is: Screenshots of
the comments you made to your colleagues on the forum.
For developing and submitting evidence, please consider the following
guidelines:
Please note that all independent or group written products must comply
with “spelling and mechanics” standards and the submission conditions
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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, comply with the referencing standards and avoid academic
plagiarism. To do so, you can support yourself by reviewing your written
products using the Turnitin tool available in the virtual campus.

4. Academic Situations

Consider that in Agreement 029 of December 13, 2013, Article 99, the
following actions are considered as offenses against academic order,
among others: item e) "Plagiarism, that is, presenting as one's own the
entirety or part of a work, paper, document, or invention created by
another person. It also includes the use of false citations or references,
or proposing citations where there is no match between the citation and
the reference," and item f) "Reproducing or copying, for profit,
educational materials or results of research products that have intellectual
property rights reserved for the University."
The academic sanctions that the student will face are as follows:
a) In cases of proven academic fraud in the respective academic work or
evaluation, the grade imposed will be zero points without prejudice to the
corresponding disciplinary sanction.
b) In cases related to proven plagiarism in academic work of any nature,
the grade imposed will be zero points, without prejudice to the
corresponding disciplinary sanction.