Doing it yourself – Oral activity

Level 4 – My educational background

2024-1 – English DUAD

Presentation
ORAL ACTIVITY GUIDELINES – Level 4

LEARNING OBJECTIVE:
The student will be able to deliver an oral speech about past events related to a
specific topic.

LEARNING OUTCOME:
The student uses expressions, phrases and vocabulary from the level to speak about
important people and events from the past.

ORAL ACTIVITY DESCRIPTION:

Follow the instructions for each of the five steps outlined in this guide to create
a blog which must include: visual evidence of lessons completion, guiding
questions answers according to the level, oral practice evidence, video recording
and Word file to be uploaded to Moodle.

PRODUCT:
Online blog including the five-steps evidences specified in this guide.
Tips and Rules
ORAL ACTIVITY GUIDELINES – Level 4

OPENING DATE: February 8th - 2024 PERCENTAGE: 50%

CLOSING DATE: April 24th - 2024 DEVELOPMENT: Second term

• It is necessary to complete the lessons from modules 1 and 2 before starting this activity. This will
allow the content and learning consolidation requires for the optimal development of the task.

• The oral production must be original and never taken from the internet, alternative sources or
technological tools. In case of identifying plagiarism, the task will be graded with the lowest score
of one (1.0).

• The student must appear in the video throughout the recording in an academic setting, with
optimal audio and video quality.

• Recommended websites to create the blog: 1) www.wix.com, 2) www.padlet.com, 3)

www.blogger.com.
Step 1
Lessons Completion - Blog design

• Complete the exercises from the lessons found in the learning modules 1 and 2
corresponding to your level.

• Next, start the blog design by uploading visual evidence – a screenshot – showcasing the
work completed in one of the lessons from learning modules 1 and 2.

Example of evidence for step 1:

Step 2
Guiding questions – Questions and answers

• Answer the guiding questions in English (1 – 8) using the structures studied along the
modules 1 and 2 related to your Saturday and Sunday routine:

1. What high school did you attend? 2. When did you graduate?
3. What was your experience at high school like?
4. Who was your best school friend? Why?
5. What did you do after your graduation? 6. What do you miss from? Why?
7. When did you start the university? 8. Why did you choose your career?

• Then, type the questions and answers in the blog that you designed in step 1 for the
submission of this activity.

• Keep in mind that the answers to each guiding question should appropriately utilize the
grammatical topics studied in lessons from modules 1 and 2. Additionally, these answers
will serve as input for the video as a demonstration of the students’ oral performance.
Step 2
Guiding questions – Questions and answers
Example of evidence for step 2:
Step 3
Autonomous pronunciation practice

• "In this step, access the website https://www.naturalreaders.com/ to orally practice the
answers registered in step 2.

• Then, copy and paste the text of your answers. Next, listen to the audio several times and
try to simulate the pronunciation, paying attention to aspects such as fluency, emphasis,
intonation and articulation.

• After completing the practice, you should take a screenshot of the text with your answers
from the website https://www.naturalreaders.com/ and attach itto the blog you
designed in step 1. Example of evidence for step 3:
Step 4
Video recording – Blog completion

• Record the video considering the following time references:

a. The video must take a minimum of 2 minutes.
b. The video must take a maximum of 2 minutes 30 seconds.

• In addition to the guidelines stated in the Tips and Rules' slide, it will be important to
maintain the following:
a. A good personal presentation and body posture to record the video.
b. An optimal voice intonation and in real-time.
c. Use the images from the blog to complement your speech.
d. You should not read; if you do it, your grade will reflect poor performance.

• Once your recording is ready, upload the video to YouTube. Make sure it is public and
embed it in the blog. The video in the blog will be an evidence for step 4.

• Finally, verify that your blog contains the evidence from steps 1-2-3-4. If it meets the
respective criteria, your blog will be complete and ready for the corresponding
submission.
Step 5
Consolidation of the Word file – Submission on Moodle

• Consolidate your submission in a Word file in which you include the following:
a. Page 1 - Cover.
It should include the university’s name, subject, level, student's name and
code, academic program, CAU , teacher's name, city, and year.
b. Page 2 - Description and blog link.
This section will include a brief description of the activity and the link to the blog.

• It will be important to verify that the blog link is public and that it opens correctly.

• After consolidating the Word file, upload your work in Module 2, in the 'Evaluation'
section under the task activity titled: Doing it yourself - submission.

• Name your Word file as it follows: My educational background_name_group number.

Example: My educational background_Juan Perez_64NA75
Assessment
Doing it yourself - Rubric
Doing it yourself - Rubric
Criteria 1 2 3 4 5

Task There is no task The task does not comply with the The task acceptably complies with the The task adequately complies with The task optimally complies with the
completion delivery or parameters established for its parameters established for its the parameters established for its parameters established for its development
plagiarism is development nor with the minimum development although it hardly reaches development. It intends to achieve and approaches the minimum time and
evidenced. time or language use expected for the the minimum time or language use the minimum time and language use language use expected for the level.
level. expected for the level. expected for the level.

Appearance There is no task The overall appearance is untidy, and The overall appearance is somewhat The overall appearance looks tidy, as The overall appearance looks very tidy, as well
and setting delivery or personal grooming is lacking. The choice untidy, and personal grooming is lacking. well as personal grooming. The choice of as personal grooming. The choice of the setting
plagiarism is of setting is not suitable for the video. The choice of an inappropriate setting an appropriate setting allows for clarity is optimal and allows for clarity and video
evidenced. affects the quality of the video. and video quality. quality.

Communicative There is no task The communication is confusing /(long The communication is somewhat The communication is clear, although The communication is clear and assertive,
accuracy delivery or pauses, constant use of filler words, confusing (pauses, use of filler words, there are some errors that do not affect although there are minimal errors that do
plagiarism is difficulty in pronunciation, low audio pronunciation issues, difficulties with the meaning. Avoid pauses, use of filler not affect the meaning. Avoid pauses, the
evidenced. volumen, etc.), which hinders the audio volume, etc.), which prevents words, pay attention to pronunciation; use of filler words, pay attention to
understanding of the message. optimal understanding of the the audio volume is adequate, etc., pronunciation, the audio volume is
message. allowing for the understanding of the adequate, etc., allowing for optimal
message. understanding of the message.

Vocabulary There is no task Multiple errors in vocabulary and Some errors in vocabulary and structure There are few errors in vocabulary and There is an optimal use of vocabulary and
And structure delivery or structure are present interfering with interfere with communication. In structure that do not affect structures for relevant communication. There
plagiarism is communication. There are several general, strive to be precise but there communication. Overall, it is precise; are minimal errors, and control over the
evidenced. significant errors in the areas studied. are some significant errors in the areas there are few significant errors in the studied grammatical structures is evident.
studied. areas studied.

Coherence There is no task There is no sequential and logical There is a limited sequential and logical There is an intention to connect ideas The ideas are connected smoothly and
And cohesion delivery or connection of ideas, making it difficult connection of ideas, making it difficult sequentially and logically to facilitate logically, facilitating the understanding of the
plagiarism is to understand the message. There is a to understand the message. There is the understanding of the message. message. Transitions between ideas allow for
evidenced. limited use of transitions between ideas, evidence of a restricted use of Transitions between ideas aim to a natural and coherent flow throughout the
hindering fluidity and coherence along transitions between ideas, hindering provide fluidity and coherence text.
the text. fluidity and coherence along the text. throughout the text.
“The best way to predict the future is to create it".
Abraham Lincoln

Thanks.