Teacher(s) Elizabeta Subject group and discipline Language Acquisition

Language B (English)

Unit title Present and past MYP year 2 Unit duration (hrs) 22
classes
(40
min)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Perspective Culture
Value orientation in time and place

Community

Statement of inquiry

Orientation in time and space gives culture a valuable perspective in the present and past.

Inquiry questions

Factual What are the basic usages of present and past tenses? What is a short story?
Conceptual What is the difference between tense and time?
Debatable In which ways foreign languages influence the English?

Objectives Summative assessment

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 Outline of summative assessment task(s) including Relationship between summative assessment task(s)
B Comprehending written and visual text assessment criteria: and statement of inquiry:
Understand the basic conventions of Module test based on the national Summative assessment tasks will enable students to
stort stories and and authors puprpose of education criteria express themselves while talking about themselves,,
writing Oral answers assessed by the national their own culture and host culture.
education criteria The test will assess their knowledge and
C: Communicating in response to spoken, written Control of students individual work and his understanding of how the perspective in present and
and visual text past plays an important role in daily lfe. Students will
activities during every class as well as his
Use basic phases to communicate past engagement on the class. be asked to define terminology , vocabulary and
tense Control of homeworks grammatical structures that are necessary for this
Communicate with sense of audience module. Additionally, they will be asked to identify the
Dictations
specific way of writing a short story and explain
Writing a short story
D: Using language in spoken and written form patterns.

Write and speak using a range of

vocabulary, grammatical structures for past
tense and conventions, use clear
pronounciation and intonation

Approaches to learning (ATL)

Thinking skills:
Creative thinking: use of brainstorming
Critical thinking: debates and reflextion.
Communication skills:
Communication through: usage of group discussion
improving students vocabulary
practise different forms of writing
mechanisms of asking and answering questions
Social skills:
Collaboration: working in groups taking responsibility, demonstrating teamwork
accepting othersincluding accepting others ideas, respecting others points of view

Action: Teaching and learning through inquiry

Content Learning process

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1. Introduction with the teaching plan and Learning experiences:
program.
2. Theme 1- Connections- reading a short Preliminary discussion: Introduction & evaluation of students prior knowledge
dialogue Individual work
3. Elaboration of grammatical structures- verb to Group work
be Use of:
4. Elaboration of lexical units for countries and www.cambridge.org/elt/messages
nationalities www. quizrevolution.com/ch/a93699/go/linking-words
5. Speaking of everday activities and listening a www.projectbritain.com/food/dishes.html
song Presenting Ernest Hemingways shortest story:
6. Reading a magazine text- English Worldwide http://dangerousminds.net/comments/ernest_hemingway_and_the_six-word_short_story
7. Elaboration of lexical units- numbers
8. Revision execises IKT Staying with an English family:
9. Reading life and culture- What a mixture http://www.lingoo.com/en/staying-host-family
10. Self-evaluation Important journeys and explorers:
11. Theme 2- Past events- dialogue presentation http://www.mapsofworld.com/
12. Elaboration of grammatical structures- Past
simple
13. Elaboration of lexical structures- giving and
accepting apology Teaching strategies:
14. Speaking and writing- The wrong place
15. Elaboration of lexical units- past continous Find appropriate material that will facilitate students learning
and past simple Audio-visual methods
16. Speaking and writing- Discoveries- interview a Make connections between real life situation and the learning material so that students can relate
discovery Provide formative feedback
17. Elaboration of lexical units- Stories Class discussion
18. Elaboration of grammatical structures- link Home work
words IKT Self-evaluation sheets
19. Writing a short story Co-operating learning
20. Revision exercises Modify expectations based on students needs
21. Reading a text-Journeys and explorers Provide verbal and written direction with visuals
22. Module evaluation- control paper Formative assessment:
Group discussions and debates
Dictation
Open questions/Closed question
Group work and group presentations
Homework
Control paper
Oral and written responses

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 Differentiation:
Creating separate handouts
Extra classes
Extra reading
Extra activities
Pairing weaker and stronger students.
Targeted questioning.

Resources

Primary sources :
Schemes of works & Thematic units from Curriculum outline
Students book
Visual images
Handouts
CD player
Teachers resourse pack
Classroom posters
Internet pages:
www.cambridge.org/elt/messages
www. quizrevolution.com/ch/a93699/go/linking-words
www.projectbritain.com/food/dishes.html

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit
In this unit students should successfully upgrade their Using the key related concepts as well as the Most of the students successfully learned the
knowledge of the question form,present simple and question of inquiry to unable students to aquire the grammatical and lexical structures and they managed
continous, ountries and nationalities, numbers, past necessary knowledge of the planned unit and provide to develop the required communication and writing
simple and past continous, giving and excepting an them all the resourses and means as well as mental skills and theyve expand their previous knowledge.
apology, link words, read and write a short story. support through the process of learning.

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