Language acquisition - emergent level - sample unit planner 2015 (optional use)

Teacher(s)

Subject group and language Language acquisition

Unit title

MYP level

Emergent
Phase 2

Approximate unit 20
duration (in hours)

Inquiry: Establishing the purpose of the unit

Key Concept

Related concept(s)

Global context

Communication

Form

For phases 1 and 2, topics will not depend on

the global context developed in the published
unit planner.

Message
Function

Statement of inquiry

Form and function are fundamental for an effective exchange of information and ideas.

Inquiry questions (questions like these will be developed by teachers and students)

Factual: What are the key elements of an informative text?

Conceptual: How do we communicate in our community?
Debatable: Can a person be part of a community even when they do not mix with anyone else?

Objectives

Summative assessment

Middle Years Programme Unit planner

Language acquisition - emergent level - sample unit planner 2015 (optional use)
Outline of summative assessment task(s) Relationship between summative assessment
including assessment criteria:
task(s) and statement of inquiry:
Criterion A: Comprehending spoken and
visual text

Criterion B: Comprehending written and

visual text

Task1 Aural comprehension(Criterion A)

Task1 Aural comprehension(Criterion A)

Task set by school.

2 texts linked to each other 1 must contain
one or more visual(s).
Maximum total length of texts - 5 minutes
Questions on all texts and all strands of
criterion A.

Students engage with and respond to the

spoken and visual text by analysing ideas,
opinions and attitudes. They will analyse and
draw conclusions from the information, main
ideas and supporting details presented in the
texts and will recognize the conventions used.

Task 2 Written comprehension (Criterion B)

Task set by school.
2 texts linked to each other 1 must contain
one or more visual(s).
Maximum total length of texts: 400-500 words.
Questions on all texts and all strands of
criterion B.
Time allowance: 50 minutes.

Task 3 Interactive Oral (Criteria C and D)

Criterion C: Communicating in response
to spoken and/or written and/or visual text
Criterion D: Using language in spoken
and/or written form

Students will engage in a conversation with

their teacher in response to one of the
following written, visual or written-visual
stimuli. The student must speak for 2-3
minutes and the whole recording must not last
more than 5 minutes.
Preparation time: 10 minutes

Middle Years Programme Unit planner

Task 2 Written comprehension (Criterion

B)
Students engage with and respond to the
written and visual text by analysing ideas,
opinions and attitudes. They will analyse and
draw conclusions from the information, main
ideas and supporting details, including
aspects of format, style and the authors
purpose for writing.

Task 3 Interactive Oral (Criterion C and D)

Students
will
respond
and
interact
appropriately in basic structured exchanges
using spoken, written and visual texts.
Students will communicate with a sense of
audience using phrases to express ideas,
feelings and information about where they live

Language acquisition - emergent level - sample unit planner 2015 (optional use)
and their community.
1. Written stimulus
Describe where you live and explain what you
like to do and where you like to go when you
are alone, with friends and with your family.

Students will talk about where they live and

their community using a range of vocabulary,
grammatical structures and conventions;
when speaking, their pronunciation and
intonation will be clear.

2. Visual stimulus (map featuring popular

places)
A conversation, using the map, in which the
teacher will play the role of a tourist whom the
student will help by explaining how to get to
various places and what can be done there.
3. Written-visual stimulus (brochure and
photos of a city)
Describe your community to someone who has
recently arrived. You may use the images for
ideas.

Task 4 Writing Task (Criteria C and D)

Criterion C: Communicating in response
to spoken and/or written and/or visual text
Criterion D: Using language in spoken
and/or written form

Students will respond to one of the following

written, visual or written-visual stimuli.
Students must write 100-150 words.
1. Written stimulus
Write an email to a friend describing where you
live.

Middle Years Programme Unit planner

Task 4 Writing task (Criterion C and D)

Students will write informal texts about where
they live and their community using a range of
vocabulary,
grammatical
structures,
conventions and cohesive devices.
Students will communicate with a sense of
audience to express ideas, feelings and
information about where they live and their

Language acquisition - emergent level - sample unit planner 2015 (optional use)
2. Visual stimulus (2 images of contrasting
environments)

community.

Write a narrative text explaining where you

would like to live and why. You may use the
images for ideas.
3. Written-visual stimulus (a Fakebook
page with a few holiday photographs and a
short comment)
Write a response to the photographs and post
from your friend.

Approaches to learning (ATL)

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Language acquisition - emergent level - sample unit planner 2015 (optional use)
Action: Teaching and learning through inquiry
Content

Learning process
Learning experiences and teaching strategies

Formative assessment

Differentiation

Middle Years Programme Unit planner

Language acquisition - emergent level - sample unit planner 2015 (optional use)

Resources

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

Prior to teaching the unit

During teaching

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After teaching the unit

Language acquisition - emergent level - sample unit planner 2015 (optional use)

Middle Years Programme Unit planner

Language acquisition - emergent level - sample unit planner 2015 (optional use)
Language acquisition emergent level
Task 3: Interactive oral
Option 1: Written stimulus

Requirements:

10 minutes preparation time the student may make notes to refer to during the recording.
The use of dictionaries is not permitted.

Total recording:

5 minutes the student must speak for 2-3 minutes.

Instructions:

Describe where you live and explain what you like to do and where you like to go when you are alone, with friends
and with your family.

Middle Years Programme Unit planner

Language acquisition - emergent level - sample unit planner 2015 (optional use)
Language acquisition emergent level
Task 3: Interactive oral
Option 2: Visual stimulus

Requirements:

10 minutes preparation time the student may make notes to refer to during the recording.
The use of dictionaries is not permitted.

Total recording:

5 minutes the student must speak for 2-3 minutes.

Instructions:

A conversation, using the map, in which the teacher will play the role of a tourist whom the student will help by
explaining how to get to various places and what can be done there.

Middle Years Programme Unit planner

Language acquisition - emergent level - sample unit planner 2015 (optional use)

Middle Years Programme Unit planner

10

Language acquisition - emergent level - sample unit planner 2015 (optional use)
Language acquisition emergent level
Task 3: Interactive oral
Option 3: Written-visual stimulus

Requirements:

10 minutes preparation time the student may make notes to refer to during the recording.
The use of dictionaries is not permitted.

Total recording:

5 minutes the student must speak for 2-3 minutes.

Instructions:

Describe your community to someone who has recently arrived. You may use the images for ideas.

Middle Years Programme Unit planner

11

Language acquisition - emergent level - sample unit planner 2015 (optional use)

Language acquisition emergent level

Middle Years Programme Unit planner

12

Language acquisition - emergent level - sample unit planner 2015 (optional use)
Task 3: Interactive oral
Option 1: Written stimulus

Requirements:

Students must write 100-150 words.

The use of dictionaries is not permitted.

Instructions:

Write an email to a friend describing where you live.

Language acquisition emergent level

Task 3: Interactive oral

Middle Years Programme Unit planner

13

Language acquisition - emergent level - sample unit planner 2015 (optional use)
Option 2: Visual stimulus

Requirements:

Students must write 100-150 words.

The use of dictionaries is not permitted.

Instructions:

Write a narrative text explaining where you would like to live and why. You may use the images for ideas.

Middle Years Programme Unit planner

14

Language acquisition - emergent level - sample unit planner 2015 (optional use)

Language acquisition emergent level

Middle Years Programme Unit planner

15

Language acquisition - emergent level - sample unit planner 2015 (optional use)
Task 3: Interactive oral
Option 3: Written-visual stimulus

Requirements:

Students must write 100-150 words.

The use of dictionaries is not permitted.

Instructions:

Write a response to the photographs and post from your friend.

Middle Years Programme Unit planner

16

Language acquisition - emergent level - sample unit planner 2015 (optional use)

Middle Years Programme Unit planner

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