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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B Comprehending written and visual text
Understand the basic conventions of
stort stories and and authors puprpose of
writing
C: Communicating in response to spoken, written
and visual text
Use basic phases to communicate past
tense
Communicate with sense of audience
D: Using language in spoken and written form
Outline of summative assessment task(s) including Relationship between summative assessment task(s)
assessment criteria: and statement of inquiry:
Module test based on the national Summative assessment tasks will enable students to
education criteria express themselves while talking about themselves,,
Oral answers assessed by the national their own culture and host culture.
education criteria The test will assess their knowledge and
Control of students individual work and his understanding of how the perspective in present and
past plays an important role in daily lfe. Students will
activities during every class as well as his
engagement on the class. be asked to define terminology , vocabulary and
Control of homeworks grammatical structures that are necessary for this
module. Additionally, they will be asked to identify the
Dictations
specific way of writing a short story and explain
Writing a short story
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
program.
2. Theme 1- Connections- reading a short
dialogue
3. Elaboration of grammatical structures- verb to
be
4. Elaboration of lexical units for countries and
nationalities
5. Speaking of everday activities and listening a
song
6. Reading a magazine text- English Worldwide
7. Elaboration of lexical units- numbers
8. Revision execises IKT
9. Reading life and culture- What a mixture
10. Self-evaluation
11. Theme 2- Past events- dialogue presentation
12. Elaboration of grammatical structures- Past
simple
13. Elaboration of lexical structures- giving and
accepting apology
14. Speaking and writing- The wrong place
15. Elaboration of lexical units- past continous
and past simple
16. Speaking and writing- Discoveries- interview a
discovery
17. Elaboration of lexical units- Stories
18. Elaboration of grammatical structures- link
words IKT
19. Writing a short story
20. Revision exercises
21. Reading a text-Journeys and explorers
22. Module evaluation- control paper
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Learning experiences:
Preliminary discussion: Introduction & evaluation of students prior knowledge
Individual work
Group work
Use of:
www.cambridge.org/elt/messages
www. quizrevolution.com/ch/a93699/go/linking-words
www.projectbritain.com/food/dishes.html
Presenting Ernest Hemingways shortest story:
http://dangerousminds.net/comments/ernest_hemingway_and_the_six-word_short_story
Staying with an English family:
http://www.lingoo.com/en/staying-host-family
Important journeys and explorers:
http://www.mapsofworld.com/
Teaching strategies:
Find appropriate material that will facilitate students learning
Audio-visual methods
Make connections between real life situation and the learning material so that students can relate
Provide formative feedback
Class discussion
Home work
Self-evaluation sheets
Co-operating learning
Modify expectations based on students needs
Provide verbal and written direction with visuals
Formative assessment:
Group discussions and debates
Dictation
Open questions/Closed question
Group work and group presentations
Homework
Control paper
Oral and written responses
3
 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
In this unit students should successfully upgrade their
knowledge of the question form,present simple and
continous, ountries and nationalities, numbers, past
simple and past continous, giving and excepting an
apology, link words, read and write a short story.
During teaching
Using the key related concepts as well as the
question of inquiry to unable students to aquire the
necessary knowledge of the planned unit and provide
them all the resourses and means as well as mental
support through the process of learning.
After teaching the unit
Most of the students successfully learned the
grammatical and lexical structures and they managed
to develop the required communication and writing
skills and theyve expand their previous knowledge.

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