Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Course: English V
Code: 518010

Learning Guide - Task 1 - Learning Guide - Task 1 - Learning the

Ropes

1. Information of the Task

Table 1. Description.

Aspect Description
1. Type of activity Independent
2. Evaluation moment Initial
3. Managing unit Escuela de Ciencias de la
Educación ECEDU
4. Score of the Choose an 25
option
5. The activity starts on: Wednesday, February 4, 2026
6. The activity ends on: Tuesday, February 17, 2026
7. Student independent work 12
hours

2. Detailed Description of the Learning Activity

Through this activity, the following learning outcome is expected to be
achieved:
Learning Outcome 1: To apply integrated listening, reading, speaking,
and writing skills in English to understand.

The activity consists of:

Students will reflect critically on their own English learning journey,
evaluate their current strengths and areas for improvement, identify
effective strategies for enhancing their skills, and demonstrate an
autonomous and proactive attitude toward language acquisition.
The following materials and resources are required for the development
of this activity:
BarCharts, I. (2009). English Grammar & Punctuation. QuickStudy
Reference Guides.
[Link]
.com/[Link]?direct=true&db=e000xww&AN=1534282&lang=es&site
=eds-live&scope=site&ebv=EB&ppid=pp_1
BBC Learning English. (n.d.). Listening skills practice.
[Link]
British Council. (n.d.). B2 upper intermediate. LearnEnglish.
[Link]
yourenglish-level/b2-upper-intermediate
British Council. (n.d.). Reading practice activities.
[Link]
Guillen, M. d. (2022). Passive Voice.
[Objeto_virtual_de_Informacion_OVI]. Repositorio Institucional UNAD.
[Link]
Machová, L. (2018, July). The secrets of learning a new language
[Video]. TED Conferences.
[Link]
new_language
Pedraza Goyeneche, C. E. . (2024). American Critical Pedagogy (J.
[Link], Ed.). Sello Editorial UNAD.
[Link]

To develop this activity, follow these steps:

Individually: These steps must be developed during the first week of

task development.
Step 1 – Preparation (Listening & Note-Taking)
Watch the TED Talk: Machová, L. (2018, July). The secrets of learning a
new language [Video]. TED Conferences. While watching, take notes on:
• Key ideas and advice presented by Lydia Machová.
• Examples of strategies she used or recommends for learning a
new language.
• Any tips that resonate personally or could be applied to your own
learning process.
Step 2: Self-Evaluation process
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?
*Organize the answers to the given questions and contrast them with
the results of the Language Test you took.
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.

Step 3: Independent Reflection (Writing)

With this information in mind write a Personal reflection (at least 300
words) in English, including:
 • Self-evaluation: Describe your current English skills (listening,
speaking, reading, writing) and identify your strongest and
weakest areas.
• Connection to the TED Talk: Which strategies or ideas from
Lydia Machová do you find most relevant to your learning? Why?
• Improvement Plan: Propose at least two concrete strategies you
will implement in the next month to improve your English. Explain
how these will help you.
• Autonomy in Learning: Provide examples of how you have
taken initiative in your learning process and how you plan to
maintain or increase this autonomy.

Collaboratively: Make sure all the group starts to develop these steps
from the second week of task development.

Step 3: Forum Participation (Speaking & Interaction)

Post your Reflection in the Task 1 – Learning the Ropes Forum.
• After posting, read at least two classmates’ reflections.
• Write thoughtful comments (50–80 words each) responding to their
ideas.
For the Feedback please consider:
• Use academic but friendly language.
• Avoid personal criticism; focus on the ideas, not the person.
• Mention something specific from your peer’s summary or reflection (e.g., “I found your
point about motivation very interesting…”).
• Quote or paraphrase a key idea to prove you engaged with their work.
• Contribute a new perspective, question, or example instead of repeating the same idea.
• Connect their ideas with your own opinion and learning experience, or context.
• When agreeing or disagreeing, explain why.
• Pose 1–2 questions that invite your peer to expand or clarify their ideas.
• Offer Constructive Suggestions.
• Suggest ways to strengthen their idea or improve its classroom application.
• Provide gentle feedback on clarity or coherence (not gramar policing).

Step 4: Prepare your submission

Create a Single PDF File with the following components, formatted in
APA style:
• Cover Page: Include the title of the task, your name, course
name, tutor’s name, and date.
 • Individual Language assessment: Evidence of the self
evaluation process made in Step 2.
• Personal Reflection: Written text from Step 3.
• Evidence of Forum Participation: Screenshots of your
comments to at least two classmates. Each evidence must clearly
show the classmate’s post and your comment.
• References Page: Proper APA citation.

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.
• Language level evaluation process to guide the reflection excercise.
• Personal Reflection: A text of a minimum of 300 words showing self-
assessment of the student’s English learning process, connection to
the TED Talk, identification of areas for improvement, and
strategies to enhance language acquisition.
• APA-Formatted PDF File: A compiled document containing the cover
page, the personal reflection, evidence of comments made to
classmates, and the reference list.
• Application of Listening Comprehension: Integration of relevant
insights and strategies from the TED Talk into the written reflection,
demonstrating active listening and critical thinking skills.
The evidence to be developed collaboratively are:
• Forum Participation: Meaningful interaction with at least two
classmates by reading their reflections and providing constructive
feedback, additional suggestions, and follow-up questions.
• Peer Support in Learning: Encouraging and engaging in dialogue in
the forum to foster a collaborative learning environment and
exchange of strategies for language learning improvement
For developing and submitting evidence, please consider the following
guidelines:
1. All the task must be fully developed in English.
 2. Before submitting the requested product, the student should check
that it complies with all the requirements indicated in this activity
guide.
3. Forum participation is mandatory for everyone; academic but
friendly language must be used.
4. All evidence must respect academic integrity standards, including
correct use of APA 7th edition for citations and references.
5. The final PDF must be submitted within the established deadline;
late submissions will not be graded unless justified.
Please note that all individual or group written products must comply with
“spelling and mechanics” standards and the submission conditions defined
in this activity guide.
Regarding the use of references, consider that the product of this activity
must comply with the standards of APA.
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.
Additionally, Artificial Intelligence (AI) tools must be used ethically and
responsibly in all coursework. Submitted work must not exceed 15%
textual similarity to external sources, including web content and AI
generated material. Submissions above this threshold will receive a zero
(0.0), subject to academic integrity penalties. Any use of Artificial
Intelligence tools (e.g., ChatGPT, Grammarly, QuillBot, Bing Copilot, etc)
must be purposeful, ethical, and properly cited following APA 7th edition
guidelines. Failure to acknowledge AI assistance constitutes plagiaris
Additionally, Artificial Intelligence (AI) tools must be used ethically and
responsibly in all coursework. Submitted work must not exceed 15%
textual similarity to external sources, including web content and AI
generated material. Submissions above this threshold will receive a zero
(0.0), subject to academic integrity penalties. Any use of Artificial
Intelligence tools (e.g., ChatGPT, Grammarly, QuillBot, Bing Copilot, etc)
must be purposeful, ethical, and properly cited following APA 7th edition
guidelines. Failure to acknowledge AI assistance constitutes plagiarism.
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.