Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Course: English V
Code: 518010

Activity Guide and Evaluation Rubric – Task 1 Personal Plan for Language
Improvement

1. Activity Description

Type of activity: Individual

Evaluation moment: Initial
Highest score of the activity: 25 points
The activity starts on: Monday, February The activity ends on: Sunday, February
3, 2025 16, 2025
With this activity, you are expected to achieve the following learning
outcomes:

Take ownership of their language level development by designing and implementing

critically planned and organized activities that seek to improve English’s use and
development.

The activity consists of:

For the development of the first task for the course English V, you are invited to
assess your language level at this point in the program and critically create a
personal plan for improving your language level. To be able to complete the task
successfully, please follow these steps:

First Step:
Check the Course Syllabus and Agenda, observe how the course is organized, and
which activities are available to develop your learning process in this course.

Second Step:
Attend the first web conference of the course so you can get a better idea of how the
course is organized and what the aims of each activity are. (Remember to take
evidence of your attendance at the session A Screenshot of the beginning, the
middle, and the end of the session, bear in mind it is relevant that your profile is
visible to proof it is you the one attending the session.)

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If you cannot attend the session, please write down a text of at least 300 words
summarizing the session's information.

Third Step
Make a general evaluation of your language level. This will help you to have a clear
overview of your current language skills and help identify areas for improvement.

Use this test to get a general idea of your Reading and Listening Skills: 50MinEFSet.
Regarding your Writing and Speaking abilities, please answer these questions:
How well do I interact and respond in conversations?
How accurate is my use of grammar when speaking and writing?
How clearly do I express my ideas in writing and speaking?
How effectively do I use a variety of vocabulary in my writing and speaking? Do I feel
I know enough vocabulary to express myself?
How fluent and coherent am I when speaking in English? Do I feel confident when I
am requested to talk in English?

Record the answers to the given questions and contrast them with the results of the
Language Test you took.

Fourth Step
Bearing in mind your results, and the answers you gave to the proposed questions,
please check what the British Council says about the B2 Language level, which is the
one you are expected to reach by the end of this course.

“Level B2 corresponds to independent users of the language, i.e. those who have the
necessary fluency to communicate without effort with native speakers.”

The competencies at this level are:

• Can understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in their field of specialization.
• Can interact with a degree of fluency and spontaneity that makes regular
interaction with native speakers quite possible without strain for either party.
• Can produce clear, detailed text on a wide range of subjects and explain a
viewpoint on a topical issue giving the advantages and disadvantages of
various options.

With this information in mind and the information from the Course Syllabus let’s build
up a 12-week plan that will help you independently, aside from the tasks from the
course reach the required language level. This especially bearing in mind the

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relevance of understanding how the process of being confident in a language is a
personal commitment that you approach daily. The Personal Plan for Language
Development should present advances in each of the tasks that require delivery in
the Evaluation Environment.

The activities you are going to propose for this plan should be simple, easy to
accomplish, and easy to engage in. The idea is for you to keep this as a Routine to
enrich your learning process.
To do so please follow these instructions:

1. Based on your test results, set at least three short-term goals for the next 12
weeks. Make sure these goals are SMART (Specific, Measurable, Achievable,
Relevant, Time-bound).
Examples:
- Improve my understanding of Academic texts by being able to recognize and
infer more vocabulary.
- Enhance my confidence when naturally speaking in English by improving my
fluency and pronunciation.
- Increase my listening comprehension skills by listening to English podcasts for
30 minutes daily.

2. Put your plan in Action. Create a weekly schedule that outlines specific
activities for each day. Consider the following types of activities and resources:
Grammar Practice: Use online resources or grammar books to study specific
topics (e.g., the passive form, verb + ing/to + verb structures).
Vocabulary Building: Learn new words and phrases, especially those related
to global contexts. Use flashcards, apps, or vocabulary lists.
Listening Practice: Listen to English podcasts, watch English news channels,
or view movies/TV shows in English. Pay attention to different accents and
dialects.
Speaking Practice: Converse with classmates, language exchange partners,
or online tutors. Record yourself speaking on various topics and review for
improvements.
Reading Practice: Read English articles, blogs, or books on topics of interest,
particularly those related to globalization.
Writing Practice: Write short essays, diary entries, or blogs. Focus on
incorporating new vocabulary and grammar points.
Look for different opportunities within your reach to accomplish your goals.
Remember that these activities could also be part of your lifestyle, for example,
if you usually watch TV series in Spanish, why don’t you try to do it in English?

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 3. Organize the document using the template shared in the activity forum for this
task.

4. Document your plan Organize the evidence of the development of the activities,
it can only be a picture of you doing each activity. Remember that documenting
is also a matter of reflecting on the process so, answer these reflection
questions, every three weeks, before delivering tasks 2, 4, and 6.

Which activities helped you the most? Why?

Did you encounter any difficulties? How can you overcome them?
Have you noticed any improvements in your language skills?

For the delivery of the task you need to organize the following documents:
- Evidence of the development of the Test and its result.
- Evidence of the answer to the proposed questions in the activity guide.
- Evidence of the development of the template of the Personal Plan for Language
Development.

For the development of the activity consider that:

In the Initial Information Environment, you must:

- Check the Course Agenda to organize your time and develop the activities in
the determined time for each one.
- Check the Course News forum for relevant information about the development
of the course and other academic matters.
- Verify your tutors’ synchronous support via Teams, and contact them.
- Check and organize your time and attend the Web conferences of the course or
check the recordings of them looking for further information about the course
development and management.

In the Learning Environment, you must:

- Read the Course Syllabus, and analyze the information, requirements, and
general information regarding the development of the course and language
development process.

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In the Evaluation Environment, you must:

Upload a final Word document in the space called Task 1 – Personal Plan for
Language Improvement.
Name the document as: 518010 – Task 1 – Your Name.

Evidences of individual work:

The individual evidence to be submitted is:

For the delivery of the task you need to organize the following documents:
- Evidence of the development of the Test and its result.
- Evidence of the answer to the proposed questions in the activity guide.
- Evidence of the development of the template of the Personal Plan for Language
Development.

Evidences of collaborative work:

No collaborative evidence is required in this activity.

2. General Guidelines for the Development of Evidences to Submit

For Individual evidences, consider the following:

• Take the suggested Language Level evaluation making your best effort not to
judge your results but, just as a way to assess your advances.
• Make sure you provide enough support information when answering the given
questions.
• Organize the PPLI with activities that are usually included in your daily
activities and life.
• Check for grammar and spelling mistakes throughout all the requested
documents before turning them into the Evaluation Environment.

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 Choose an option. 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 Template

Type of activity: Individual

Evaluation moment: Initial
The highest score in this activity is 25 points
First evaluation
High level: The document is exceptionally well-organized, with
criterion:
clear and logical structure throughout. The student consistently
applies APA 7th edition guidelines, including correct formatting
The student delivers
of headings, citations, references, and overall layout. All
a well-organized
required elements are present, and the document is free from
and complete
formatting errors, demonstrating a thorough understanding of
document
APA standards.
accomplishing the
If your work is at this level, you can get between 4 points
APA 7th edition
and 5 points
guidelines.

This criterion
Average level: The document is generally well-organized, with
represents 5
a clear structure that is easy to follow. The student applies APA
points of the total
7th edition guidelines accurately in most areas, though there
of 25 points of
may be minor errors or inconsistencies in formatting, citations,
the activity.

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 or references. All required elements are included, but some
formatting details may need refinement.
If your work is at this level, you can get between 2 points
and 3 points

Low level: The document lacks organization, with a structure

that is difficult to follow or disjointed. The student shows limited
understanding of APA 7th edition guidelines, resulting in
frequent formatting errors, incorrect citations, and incomplete
references. Key elements may be missing, and the overall
presentation is inconsistent with APA standards.
If your work is at this level, you can get between 0
points and 1 points

Second evaluation High level: The student provides a thorough and accurate
criterion: evaluation of their current language level. They demonstrate a
deep understanding of their strengths and areas for
The student improvement, supported by specific examples and insights from
develops a clear the language assessment. The evaluation is detailed, realistic,
and realistic and aligns closely with established language proficiency
evaluation of the benchmarks.
current language If your work is at this level, you can get between 8 points
level. and 10 points

Average level: The student provides a generally accurate

This criterion evaluation of their current language level. While they recognize
represents 10 most of their strengths and weaknesses, the evaluation may lack
points of the total depth or miss some nuances. The assessment is realistic but
of 25 points of may include some generalizations or less specific details.
the activity. If your work is at this level, you can get between 6 points
and 7 points

Low level: The student provides a vague or incomplete

evaluation of their current language level. The assessment lacks
clarity and may overlook key areas of improvement. The
evaluation may be overly optimistic or pessimistic, showing a
disconnect from actual language proficiency benchmarks.
If your work is at this level, you can get between 0
points and 5 points

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Third evaluation High level: The Personal Improvement Plan is exceptionally
criterion: well-organized, with clearly defined, realistic goals that align
with the student’s current language level. The plan demonstrates
The Personal a strong commitment to language development, outlining
Improvement Plan specific, actionable steps that are both practical and achievable.
presents the The student’s dedication to following the plan is evident, and the
organized efforts strategies chosen are well-suited to their needs and schedule.
and commitment If your work is at this level, you can get between 8 points
the student is and 10 points
willing to acquire for
language Average level: The Personal Improvement Plan is organized
development and contains realistic goals, though some aspects may lack
realistically. specificity or thoroughness. The plan reflects a moderate level
of commitment to language development, with actionable steps
This criterion that are generally achievable but may not fully address all areas
represents 10 of need. The student’s dedication is evident, but there may be
points of the total some gaps in the plan’s execution or in the alignment of goals
of 25 points of with their current language level.
the activity. If your work is at this level, you can get between 6 points
and 7 points

Low level: The Personal Improvement Plan is poorly organized

or lacks clarity, with goals that are either too vague, unrealistic,
or not well-aligned with the student’s current language level. The
plan shows limited commitment to language development, with
steps that are either too ambitious or too simplistic to effectively
contribute to meaningful progress. The student’s dedication
appears inconsistent, and the plan may be difficult to follow or
implement.
If your work is at this level, you can get between 0
points and 5 points