PERUVIAN NORTH AMERICAN ABRAHAM LINCOLN SCHOOL

MIDDLE YEARS PROGRAMME

SYLLABUS
2019

1. GENERAL DATA

SUBJECT: Language acquisition MYP Year: 2 CLASS: 6 A –B –C -D

TEACHERS: Ms. Liz Raffael
HEAD OF AREA: Mr. Enrique Sheen WEEKLY HOURS: 5

2 NATURE OF THE COURSE

The ability to communicate in a variety of modes in more than one language is essential
to the concept of an international education that promotes multilingualism and
intercultural understanding, both of which are central to the IB’s mission.

The study of additional languages in the MYP provides students with the opportunity to
develop insights into the features, processes and craft of language and the concept of
culture, and to realize that there are diverse ways of living, behaving and viewing the
world.

The acquisition of the language of a community and the possibilities to reflect upon
and explore cultural perspectives of our own and other communities:

 It is valued as central to developing critical thinking, and is considered essential for

the cultivation of intercultural awareness and the development of internationally
minded and responsible members of local, national and global communities
 It is integral to exploring and sustaining personal development and cultural identity,
and provides an intellectual framework to support conceptual development
 It greatly contributes to the holistic development of students and to the strengthening
of lifelong learning skills
 It equips students with the necessary multiliteracy skills and attitudes, enabling them
to communicate successfully in various global contexts and build intercultural
understanding.

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 3. COURSE OBJECTIVES

The frameworks of MYP subject groups include general and specific objectives. The
Objectives formulate what is to be taught by the teachers and what student can experience
and learn during the course. The objectives of any MYP subject state the specific targets
that are set for learning in the subject. They define what the student will be able to
accomplish as a result of studying the subject. The objectives of MYP language acquisition
encompass the factual, conceptual, procedural and metacognitive dimensions of
knowledge.
Specific Objectives Learning Expectations
i. Show understanding of information, main
ideas and supporting details, and draw
conclusions
ii. Understand conventions
A. Comprehending spoken and
iii. Engage with the spoken and visual text by
visual text
identifying ideas, opinions and attitudes and
by making a
iv. Response to the text based on personal
experiences and opinions.
i. show understanding of information, main
ideas and supporting details, and draw
conclusions
ii. understand basic conventions including
aspects of format and style, and author’s
B. Comprehending written and
purpose for writing
visual text
iii. engage with the written and visual text by
identifying ideas, opinions and attitudes and
by making a
v. response to the text based on personal
experiences and opinions
i. Respond appropriately to spoken, written and
visual text
ii. Interact in rehearsed and unrehearsed
C. Communicating in response exchanges
to spoken and/or written and/or iii. Express ideas and feelings, and
visual text communicate information in familiar and
some unfamiliar situations
iv. Communicate with a sense of audience and
purpose.
i. Respond appropriately to spoken, written and
visual text
ii. Interact in rehearsed and unrehearsed
exchanges
D. Using language in spoken
iii. Express ideas and feelings, and
and/or written form
communicate information in familiar and
some unfamiliar situations
iv. Communicate with a sense of audience and
purpose.

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 4. METHODOLOGY

As it is indicated in the guides by the International Baccalaureate 1, The approaches to

teaching and learning in the MYP are:

A. Based on the inquiry:

Inquiry, in the broadest sense of the term, is the process used to achieve deeper
levels of understanding. Inquiry involves speculating, exploring, questioning, and
establishing connections

B. Focused on the development of the conceptual understanding

A concept is a “big idea”—a principle or notion that is enduring, the significance of
which goes beyond particular origins, subject matter or place in time. Concepts
represent the vehicle for students’ inquiry into the issues and ideas of personal, local
and global significance, providing the means by which they can explore the essence
of language acquisition.

In the MYP, conceptual understanding is framed by prescribed key and related

concepts. Key concepts promote the development of a broad curriculum. They
represent big ideas that are both relevant within and across disciplines and subjects.
Related concepts promote deep learning. They are grounded in specific disciplines
and are useful for exploring key concepts in greater detail. Inquiry into related
concepts helps students develop more complex and sophisticated conceptual
understanding.

The following table lists the key concepts to be explored across the MYP. The key
concepts contributed by the study of language acquisition are COMMUNICATION,
CONNECTIONS, CREATIVITY and Culture.

Change Comunication Community Connections

Creativity Culture Development Aesthetics
Form Identity Global interactions Logic
Perspective Relationships Systems Time, place and
space

The related concepts in language acquisition are:

1
Organización Internacional del Bachillerato. Guía PAI: De Los principios a la práctica (2014)

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C. Are developed through local and global contexts:

Teaching and learning lead to an understanding of concepts in context. Global

contexts provide a common language that lulls a solid learning considering contexts
by allowing the identification of specific situations, facts or circumstances that offer
more concrete perspectives for teaching and learning. Global contexts are six:
Identities and relationships, Orientation in space and time, Personal and cultural
expression, Scientific and technological innovation, Globalization and sustainability
and Equity and development.

D. Meaningful Contents

The contents are none other than the knowledge and disciplinary skills that are taught
and learned in each year of the program.

E. Approaches to Learning

In each unit of the MYP the Approaches to Learning skills are identified by the
students who will develop inquiry and that will be demonstrated in the formative and
summative assessment. They are structured into five categories: communication
skills, social skills, self-management skills, research skills, and thinking skills.

F. Service –Learning

IB students strive to be supportive members of the community who demonstrate a

personal commitment to the service and action with the purpose of having and
being a positive influence in people’s lives and the environment. In general, all
units will provide an opportunity to inspire student-initiated actions, include
individual, group, or community service opportunities

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5. UNITS

Unit Title 1 “United we stand; divided we fall”

Key concept Related Global contexts Specific objectives
concept(s)
Identities and (A) Comprehending spoken
Connections Message Relationships and visual text: ii,iii
Exploration on:
(B) Comprehending written
( identity formation, and visual text : iii
self-esteem, status,
roles and role models)
Statement of inquiry:
In order to deliver a clear message, fables should enable people to make connections with their
real life so that this can eventually model who they are.

Approaches to learning (ATL) skills Contents

COMMUNICATION Communication Reading: Making Predictions
i. By making Listening and Speaking: Skit
inferences and draw Writing: Short Story
conclusions from the Vocabulary: lure; slanderous; attempted;
fables read in class. attention; extremely; interrupted;
ii. Use appropriate miserable; reports; success; unusual.
forms of writing for
different purposes and Language Structure:
audiences by creating TENSES
original fables.  Present simple: states, habits,
iii. Organize systems and processes (and verbs
information logically in not used in the continuous form)
the script and video.
RESEARCH Information Literacy: VERB FORMS
iv. Access  Imperatives
information to be  Infinitives (with and without to) after
informed and inform verbs and adjectives
others in group  Gerunds (-ing form) after verbs and
activities targeting the prepositions
correct use of the  Gerunds as subjects and objects
language in peer
assessments.
THINKING Creative Thinking:
i. By connecting
literature to reality.
ii. Draw reasonable
conclusions and
generalizations
mainly in the key and
related words.

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Unit Title 2 “How different we are ”
Key concept Related Global contexts Specific objectives
concept(s)
Culture Conventions, Personal and (C) Communicating in
Message Cultural response to spoken and/or
Expression written and/or visual text: i, ii
Exploration on: (D) Using language in
philosophies & spoken and/or written form :
ways of life; i, ii
Statement of inquiry: Conventions help us to understand the message of any culture different
from ours.
Approaches to learning (ATL) skills Contents
COMMUNICATION Communication Reading: Making Predictions
i. By making inferences and draw Listening and Speaking:
conclusions from the videos and Interview
audios related to culture shock. Writing: Short Story
ii. Use appropriate forms of writing Vocabulary: emigrated,
for different purposes and acquainted, smugly,
audiences. systematic, etiquette,
iii. Organize information logically consumption.
not only in the interviews but also in
the short story. Language Structure:
SOCIAL Collaboration: Practice empathy ADJECTIVES
 Comparative and
superlative forms
SELF- Organization: Plan short and long
(regular and irregular):
MANAGEMENT term assignments; meet deadlines
(not) as . . . as, not . . .
Reflection: Consider ethical,
enough to, too . . . to
cultural and environmental
 Order of adjectives
implications
RESEARCH VI Information Literacy:
Collect, record and verify data

THINKING VIII Critical Thinking: Evaluate

arguments when determine who will
be chosen for the interview to
foreigners.
IX Creative Thinking: Create
original works and ideas
X Transfer: Inquire in different
contexts to gain a different
perspective

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Unit Title 3 What a story!
Key concept Related Global contexts Specific objectives
concept(s)
Fairness & (A) Comprehending spoken
Communication Audience, development and visual text: i
Context Exploration on:
(C) Communicating in
Inequality, response to spoken and/or
difference, & written and/or visual text: iii, iv
inclusion
Statement of inquiry:
Communicating to people implies considering the context and the audience in order to
be inclusive.
Approaches to learning (ATL) skills Contents
COMMUNICATION Communication Listening and Speaking:
i. By making inferences and draw Retelling
conclusions from the texts.
ii. Use appropriate forms of writing Language Structure:
for different purposes and TENSES
audiences.
• Present continuous: future
RESEARCH VI Information Literacy: plans and activities, present
Collect, record and verify data actions
• Present perfect simple:
recent past with just,
THINKING IX Creative Thinking: Create indefinite past with yet,
original works and ideas already, never, ever;
X Transfer: Inquire in different unfinished past with for and
contexts to gain a different since
perspective • Past simple: past events

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Unit Title 4 Are you an alien?
Key concept Related Global contexts Specific objectives
concept(s)
Connections Purpose Orientation in (B) Comprehending written
space and time and visual text : iii
(D) Using language in
Exploration on: spoken and/or written form : i,
exchange and ii
interaction
Statement of inquiry: “The purpose of writing can communicate a clear picture of our
orientation in space and time and keep us connected.”
Approaches to learning (ATL) skills Contents
COMMUNICATION Communication: Use appropriate Reading: Drawing
forms of writing for different Conclusions
purposes and audiences Writing: Friendly Letter

Language Structure:
SELF- Organization: Plan short and long
MANAGEMENT term assignments; meet deadlines CONNECTIVES
• and, but, or, either . . . or
• when, while, until, before,
THINKING Creative Thinking: Create original after, as soon as
works and ideas • where
• because, since, as, for
• so that, (in order) to
• so, so . . . that, such . . . that
• if, unless
• although, while, whereas

 Genitive: ’s and s’
 Double genitive: a friend
of theirs

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Unit Title 5 Let´s keep it beautiful!
Key concept Related Global Specific objectives
concept(s) contexts
Creativity Message Globalization (A) Comprehending spoken and
and visual text: i
sustainability (B) Comprehending written and
visual text : iii
Exploration on: (C) Communicating in
human impact response to spoken and/or
on the written and/or visual text: iii, iv
environment (D) Using language in spoken
and/or written form : i, ii

Statement of inquiry: “Creative messages can have a significant impact on humans

and make them want to reduce the negative effects of tourism.”

Approaches to learning (ATL) skills Contents

COMMUNICATION Communication: Use a variety of Reading: Compare and
media to communicate with a Contrast / Author´s Purpose
range of audiences Listening and Speaking:
Description
Writing: Short Note
SELF- Organization: Plan short and long Language Structure:
MANAGEMENT term assignments; meet
deadlines VERB FORMS
MODALS
 Modals of Ability (can, shall,
THINKING Creative Thinking: Create could, be able to), Modals of
original works and ideas Possibility (may, might),
Modals of Request (would),
Modals of Recommendation
(should, ought to)

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Unit Title 6 Ways to help
Key concept Related Global contexts Specific objectives
concept(s)
Communication Word Choice Scientific and (A) Comprehending spoken
Message technical and visual text: i
innovation (B) Comprehending written
Exploration on: and visual text : iii
the impact of (C) Communicating in
scientific and response to spoken and/or
technological written and/or visual text: iii, iv
advances on (D) Using language in spoken
society and on the and/or written form : i, ii
environment.
Statement of inquiry: “Word choice to deliver a message about technology and
scientific innovations can potentially transform and improve the quality of life”.

Approaches to learning (ATL) skills Contents

COMMUNICATION Communication: Use appropriate Reading: Paraphrasing
forms of writing for different Listening and Speaking:
purposes and audiences Listening for specific
information
Writing: Summarizing and
SELF- Organization: Plan short and long Paraphrasing
MANAGEMENT term assignments; meet deadlines Language Structure:

NOUNS
THINKING Creative Thinking: Create original  Changing nouns to
works and ideas verbs, adjectives to
adverbs
 Passive forms: present
and past simple
 Verb + object + infinitive
give/take/send/
bring/show +
direct/indirect object
 Causative have/get
 So/nor with auxiliaries

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 6. ASSESSMENT

Assessment in MYP is
 Formative: the learning assessment is developed throughout the unit.
 Summative: is the learning assessment given at the end of the unit.

According to VR No.025-2019- Peruvian Ministry of Education - MINEDU of February 10,

2019:

A) The grading scale established in the National Education Curriculum will be used, as
it is detailed below:

AD Outstanding achievement
When the student shows a higher level than expected regarding
the competence. In other words, it shows learning that goes
beyond the expected level.
A Expected achievement
When the student evidences the expected level regarding the
competence, showing a satisfactory development in all the
proposed tasks and in the scheduled time.
B In process
When the student is near the expected level regarding the
competence, for which it requires accompaniment for a
reasonable time to achieve it
C On Start
When the student shows a minimum progress in a competence
according to the expected level. It frequently shows difficulties in
the development of tasks, so it needs more time of teacher’s
accompaniment and intervention.

 A student is at the level of "Outstanding Achievement", when their productions or

performances:
- Reach a level higher than the expected by effectively articulating or mobilizing
all the skills of the competence or when they show closeness to the near
highest level in some aspects.
- In this case, the student's productions or performances show a masterly
achievement.

 A student is at the level of "Expected Achievement", when their productions or

performances:
- Reach an expected level by effectively articulating and mobilizing all the skills
of the competence.
- In this case, the student's productions or performances show a satisfactory
achievement.

 A student is at the "In process" level, when his productions or performances:

- Reach an acceptable achievement regarding the expected level, but showing
some difficulty in articulating and/or mobilizing some skills of the competence.
- In this case, the productions or performances of the student show a basic
achievement.

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  A student is at the "On Start" level, when his productions or performances:
- Show a minimum progress in the competence development, regarding the
expected level.
- In other words, the productions or performances of the student show an initial
achievement.

The level of achievement at the end of the school year is obtained considering the
grade obtained in the last bimester. The annual grade on the literal scale is not
obtained by average.

To determine the annual grade, the teacher assesses the level of achievement of the
criteria set for evaluating competences. The annual grade of the curricular area is not
an average; it is a conclusion that results from the global analysis of those levels of
achievement. In this process the teacher considers: the progress of the student
through the school period, the priorities established in the learning purposes, the
conditions and characteristics of the students and the modality, among others.

PROMOTION AND REPETITION 6° GRADE

The promotion to the next grade
proceeds when the student obtains:
- At the end of the school year, grade "A"
in Spanish, Math, Science and Social
Studies and grade B in the rest of the
subjects
The students who participates in the
pedagogical recovery program are the
ones who:
- Get grade "B or C" in Spanish, Math,
Science and Social Studies.
-Get grade “C” in the rest of the subjects.

The student who repeats the year are the ones who obtains:

- At the end of the school year, grade "C" (On Start) in Math and Spanish.

- At the end of the program of pedagogical recovery, must meet the minimum
requirements for promotion.

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ACADEMIC COMPONENT

Assessment criteria of the subject 2

Criterion A: Comprehending spoken and visual text

LEVEL DESCRIPTOR
Criterion A: Comprehending spoken and visual text
i. shows minimal understanding of information, main ideas and supporting details, and is not
able to draw conclusions
ii. has limited understanding of conventions
C
iii. engages minimally with the spoken and visual text by identifying few ideas, opinions and
attitudes; has difficulty making a response to the text based on personal experiences and
opinions.
i. shows considerable understanding of information, main ideas and supporting details, and
draws conclusions
B ii. has considerable understanding of conventions
iii. engages considerably with the spoken and visual text by identifying most ideas, opinions
and attitudes and by making a response to the text based on personal experiences and
opinions.
i. shows excellent understanding of information, main ideas and supporting details, and draws
conclusions
A ii. has excellent understanding of conventions
iii. engages thoroughly with the spoken and visual text by identifying ideas, opinions and
attitudes and by making a response to the text based on personal experiences and opinions.
i. shows greater understanding of information, main ideas and supporting details, and draws
conclusions
AD ii. has higher understanding of conventions
iii. engages proactively with the spoken and visual text by identifying ideas, opinions and
attitudes and by making a response to the text based on personal experiences and opinions.

2
IBO. Subject guide (2014)

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Criterion B: Comprehending written and visual text

LEVEL DESCRIPTOR
Criterion B: Comprehending written and visual text
i. shows minimal understanding of information, main ideas and supporting details, and is not
able to draw conclusions
ii. has limited understanding of basic conventions including aspects of format and style, and
C author’s purpose for writing
iii. engages minimally with the written and visual text by identifying few ideas, opinions and
attitudes; has difficulty making a response to the text based on personal experiences and
opinions.
i. shows considerable understanding of information, main ideas and supporting details, and
draws conclusions
ii. understands most basic conventions including aspects of format and style, and author’s
B
purpose for writing
iii. engages considerably with the written and visual text by identifying most ideas, opinions
and attitudes and by making a response to the text based on personal experiences and
opinions.
i. shows excellent understanding of information, main ideas and supporting details, and draws
conclusions
ii. clearly understands basic conventions including aspects of format and style, and author’s
A
purpose for writing
iii. engages thoroughly with the written and visual text by identifying ideas, opinions and
attitudes and by making a response to the text based on personal experiences and opinions.
i. shows greater understanding of information, main ideas and supporting details, and draws
conclusions
ii. higher understands basic conventions including aspects of format and style, and author’s
AD
purpose for writing
iii. engages proactively with the written and visual text by identifying ideas, opinions and
attitudes and by making a response to the text based on personal experiences and opinions.

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Criterion C: Communicating in response to spoken, written and visual text

LEVEL DESCRIPTOR
Criterion C: Communicating in response to spoken, written and visual text
i. makes limited attempt to respond to spoken, written and visual text; responses are often
inappropriate
C ii. interacts minimally in rehearsed and unrehearsed exchanges iii. expresses few ideas and
feelings and communicates minimal information in familiar and some unfamiliar situations
iv. communicates with a limited sense of audience and purpose.
i. responds appropriately to spoken, written and visual text
ii. interacts considerably in rehearsed and unrehearsed exchanges iii. expresses ideas and
B feelings and communicates information in familiar and some unfamiliar situations; ideas are
relevant and detailed
iv. communicates with a considerable sense of audience and purpose.
i. responds properly to spoken, written and visual text
ii. interacts appropriately in rehearsed and unrehearsed exchanges
iii. clearly expresses a wide range of ideas and feelings and communicates information in
A
familiar and some unfamiliar situations; ideas are relevant and opinions are supported by
examples and illustrations
iv. communicates with a good sense of audience and purpose.
i. responds in detail and appropriately to spoken, written and visual text
ii. interacts confidently in rehearsed and unrehearsed exchanges
iii. efficiently expresses a wide range of ideas and feelings and communicates information in
AD
familiar and some unfamiliar situations; ideas are relevant and opinions are supported by
examples and illustrations
iv. communicates with an excellent sense of audience and purpose.

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Criterion D: Using language in spoken and written form

LEVEL DESCRIPTOR
Criterion D: Using language in spoken and written form
i. has difficulty to write/speak using a basic range of vocabulary, grammatical structures and
conventions; when speaking, uses pronunciation and intonation with many errors, making
C understanding difficult
ii. organizes limited information and ideas, and basic cohesive devices are not used
iii. makes minimal use of language to suit the context.
i. writes/speaks making good use of a basic range of vocabulary, grammatical structures and
conventions, generally accurately; when speaking, uses pronunciation and intonation with
B some errors, though these do not interfere with comprehensibility
ii. organizes information and ideas well, and uses a limited range of basic cohesive devices
accurately
iii. usually uses language to suit the context.
i. writes/speaks properly using a basic range of vocabulary, grammatical structures and
conventions accurately; occasional errors do not interfere with communication. When
speaking, uses clear pronunciation and intonation, making communication easy
A
ii. organizes information and ideas clearly, and uses a range of basic cohesive devices
accurately; there is a logical structure and cohesive devices add clarity to the message
iii. uses language accurately to suit the context.
i. writes/speaks effectively using a basic range of vocabulary, grammatical structures and
conventions accurately; occasional errors do not interfere with communication. When speaking,
uses excellent pronunciation and intonation, making communication fluent
AD
ii. organizes information and ideas efficiently, and uses a range of basic cohesive devices
accurately; there is a logical structure and cohesive devices add clarity to the message
iii. uses language effectively to suit the context.

7. BIBLIOGRAPHY

* Ministry of Education of Peru (2019). Viceministerial Resolution 025-2019-MINEDU, Lima,

Peru
* International Baccalaureate Organization. (May 2014). Middle Years Programme
Language acquisition guide. March 1, 2017, de International Baccalaureate Organization
Sitio web: http://www.kis.in/wp-content/uploads/2015/07/Language-Acquisition-Guide.pdf

* Rachel Redford. (2009). English, An International Approach. Oxford : Oxford University

Press.

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