Teacher(s) Ms Shruti Vig Subject group and discipline Language Acquisition - Spanish

Unit title Greeting and Talking about yourself MYP year 1/Phase 1 Unit duration (hrs) 15

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Accent Identities and relationships
Communication Message

Statement of inquiry

Communicating with a clear accent and message can help to form one`s identity and help form new relationships with people

Inquiry questions

Factual—What vocabulary do I use to present myself to another person?

Conceptual— What are the cultural differences between introducing oneself in India and how someone from a Hispanic country would
introduce them self?
Debatable— Do you think that cultural awareness is an important part of personal growth? ▻

Objectives Summative assessment

Middle Years Programme Unit 1

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C: Communicating in response to spoken, Outline of summative assessment task(s) Relationship between summative assessment
written and visual text including assessment criteria: task(s) and statement of inquiry:
i. respond appropriately to simple short
phrases
1.CriterionC& D
ii. interact in simple and rehearsed This assessment will measure student`s oral
Mucho gusto – Getting to know (Dialogue Skit
exchanges, using verbal and non-verbal
Task: For this final unit assessment, you and a proficiency and the ability to communicate
language
partner will write a skit and present it in front of information about themselves and ask
iv. communicate with a sense of audience. the class. Through this skit, Your goal is to others information about themselves.
communicate information about yourself Students will demonstrate their oral
D: Using language in spoken and written among each other. communication with a coherent message
form Phase 1 and with an attempt at an authentic tone
and accent.
i. write and speak using a basic range of
vocabulary, grammatical structures and
conventions; when speaking, use clear
pronunciation and intonation
ii. organize basic information and use a range
of
basic cohesive devices •
iii.use language to suit the context.

Approaches to learning (ATL) (Must describe the activities, rather than just listing out strands of an ATL)

Middle Years Programme Unit 2

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Communication: Communication skills
 use a variety of speaking techniques to communicate with a variety of audiences
 use intercultural understanding to interpret communication
 negotiate ideas and knowledge with peers and teachers
 organize and depict information logically
 use a variety of organizers for academic writing tasks
 read critically and for comprehension
 make effective summary notes for studying
Social skills: Collaboration
 help others to succeed
 give and receive meaningful feedback
 listen actively to other perspectives and ideas
 encourage others to contribute
Self-management: Organization skills
 keep an organized and logical system of information files/notebooks
 use appropriate strategies for organizing complex information

Reflection skills

 Identify strengths and weaknesses of personal learning strategies (self-assessment)

 keep a journal to record reflections

Middle Years Programme Unit 3

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Action: Teaching and learning through inquiry

Content Learning process

Grammar structure and vocabulary: Learning experiences and teaching strategies
Week 1
 Greetings , goodbyes
 Difference between tú and usted  Basic greetings
 personal pronoun (yo,tú)  introducing oneself
 Definite and indefinite article  identifying and introduction of basic vocabulary
 question words (qué, dónde )  students will listen to this authentic audio text and organize relevant information
 verbs and verb conjugation
(ser, llamarse, tener, hablar Week 2:
etc)  Students learn to express their age and learn numbers
 numbers 1-100  students understand the concept of verb conjugation
 negation  students make short sentences using the verbs
used ( ser ) Week 3:
 country names and languages
 students read a text, identify messages and reply questions
 Months of the year and days
 collaborative tasks
of the week
 role plays and class discussion in order to strengthen their communication skills
Activities: Week 4
 game ( bingo, dice game , ball game  Students learn the vocabulary for countries and languages
,Pictionary etc )
 Apply the new vocabulary and grammar to answer the
 Role play
 Crossword puzzle
 Pair work Week 5
 students are identifying different messages in a reading text and reply question
(information about a person)
 students are able to identify the differences between singular and plural

Middle Years Programme Unit 4

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 Formative assessment
1. Informal assessments
2. Unit test
3. Pair work
4. Presentations
5. Listening exercises

Differentiation
-Pre-teaching vocabulary
-Graphic organizers
-Use of small group –
-Guided notes –
-Scaffolded questions –
-modify assignments and assessments based on students' needs

Resources

Middle Years Programme Unit 5

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 Teachers’ support material / teachers’ resources – Textbooks
,websites Educational and others web pages

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

Prior to teaching the unit During teaching After teaching the unit
? ?
This unit will introduce the students to the
vibrant and lively culture of Spanish
countries
The first class will begin with ¡Hola !which is
good way to help students understand
basic greetings and introductions,with
warm up activities and fillers as students
does not have the prior knowledge The
focus of this unit will be to develop the
student’s interest towards this language
and to enhance the communication skills in
the target language. .

Middle Years Programme Unit 6

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