Formative assessment tasks for MYP Language acquisition

Criterion A: Listening
i. Identify Explicit and Implicit Information:
Listen to an audio clip or watch a short video, then provide students with a series of questions that require them to identify explicit
information (facts) and implicit information (opinions or supporting details) from the material. For example, you can ask questions like,
"What are the explicit facts presented in the audio clip?" and "What opinions can you infer from the speaker's tone and choice of words?"

Create a listening comprehension quiz that includes questions about both explicit and implicit information. Use a variety of question types,
such as multiple-choice, short answer, and true/false.

ii. Analyse Conventions:

Provide students with a written or spoken text and ask them to identify and analyze language conventions used within it. For example, have
them identify and explain the use of figurative language, idiomatic expressions, or specific vocabulary related to the topic.

Play audio clips or show video clips with different speakers or accents. Ask students to compare and contrast the language conventions used
by each speaker. This can help them understand variations in pronunciation, intonation, and vocabulary.

iii. Analyse Connections:

Use a thematic approach by presenting students with various texts, audio clips, or videos related to a common theme. Ask them to identify
connections between the different sources and explain how the ideas or information in one source relate to the others.
Have students listen to a podcast or watch a documentary that explores a complex issue. Ask them to create a concept map or graphic
organizer that shows the connections between different aspects of the issue discussed in the material.
Encourage students to engage in group discussions or debates where they need to make connections between multiple sources of information
to support their arguments or opinions.
Criterion B: Reading
i. Identify Explicit and Implicit Information:
Provide students with a passage or text and ask them to highlight or underline explicit information (facts) and underline implicit information
(opinions or supporting details). Have them explain their choices and interpretations.
Use short reading comprehension quizzes with questions that require students to identify explicit and implicit information from the text.
Questions can range from asking about specific details to inferencing the author's intentions or tone.

ii. Analyze Conventions:

Give students a text written in a specific style, such as a formal essay or a casual blog post. Ask them to identify and explain the conventions
associated with that style, including tone, vocabulary, sentence structure, and formatting.
Provide excerpts from texts that use figurative language, idiomatic expressions, or other literary devices. Have students analyze how these
conventions contribute to the overall meaning and tone of the text.

iii. Analyze Connections:

Assign students a set of texts or articles related to a particular topic or theme. Ask them to identify and discuss connections between the texts,
such as similarities, differences, and recurring ideas. This can be done through group discussions, written reflections, or visual organizers.

Have students read a novel or longer text and periodically require them to create concept maps or diagrams that illustrate the connections
between characters, plot points, and themes. This encourages deeper understanding of the material.

For all three objectives, consider incorporating the following assessment strategies:
Socratic seminars or class discussions where students can share their interpretations, identify information, and discuss connections in the text.

Jigsaw activities, where each student becomes an expert on a specific aspect of a text (e.g., identifying explicit information, analyzing
conventions, or making connections) and then teaches their findings to their peers.
Peer reviews and self-assessments of written responses to texts, allowing students to reflect on their own comprehension and analytical skills.

Criterion C: Speaking
i. Use a Wide Range of Vocabulary:
Vocabulary flashcards: Provide students with a set of vocabulary flashcards related to the topic of study. During the assessment, ask students
to use these words in sentences or short speeches.
Vocabulary quizzes: Conduct quizzes that test students' knowledge and ability to use a range of vocabulary words. These quizzes can
include definitions, synonyms, antonyms, or fill-in-the-blank sentences.

ii. Use a Wide Range of Grammatical Structures Generally Accurately:

Role-playing scenarios: Assign students various roles and situations, and have them engage in dialogues or conversations. Encourage the use
of different grammatical structures during these interactions.
Sentence construction tasks: Provide students with incomplete sentences and ask them to complete them with appropriate grammatical
structures. You can gradually increase the complexity of the sentences.

iii. Use Clear Pronunciation and Intonation in a Comprehensible Manner:

Pronunciation practice: Present students with challenging words or sentences and have them practice pronunciation in pairs or small groups.
Encourage peer feedback.
Reading aloud: Have students read passages or short texts aloud to the class, emphasizing clear pronunciation and appropriate intonation.

iv. Communicate All or Almost All the Required Information Clearly and Effectively:
Presentation tasks: Ask students to prepare short presentations on a specific topic or issue. Provide a rubric that includes criteria for clarity,
organization, and effective communication.
Conversational assessments: Conduct one-on-one or group conversations with students on a given topic. Assess their ability to communicate
information clearly and effectively in a conversational context.

Additional strategies for assessing these objectives in speaking include:

Recording students' presentations or speeches for later review and feedback.
Peer evaluations, where students assess their classmates' speaking abilities based on established criteria.
Self-assessments, where students reflect on their own speaking skills and set goals for improvement.

Criterion D: Writing
i.use a wide range of vocabulary
Vocabulary journals: Assign students to keep vocabulary journals where they record new words and phrases encountered during their
reading and listening activities. Periodically, ask them to use these words in their written assignments.
Vocabulary quizzes: Conduct quizzes that test students' knowledge and ability to use a range of vocabulary words in sentences or short
paragraphs.

ii.use a wide range of grammatical structures generally accurately

Grammar exercises: Provide students with grammar exercises that target specific grammatical structures. These exercises can include
sentence completion, transformation exercises, or error correction tasks.
Sentence variety: Encourage students to write sentences of varying lengths and structures in their compositions, essays, or reports.

iii.organize information effectively and coherently in an appropriate format using a wide range of simple and
some complex cohesive devices

Essay or report writing: Assign students to write essays or reports on specific topics. Emphasize the use of appropriate organization (e.g.,
introduction, body paragraphs, conclusion) and cohesive devices (e.g., transitional phrases, linking words) to
ensure coherence.
Peer editing: Have students exchange their written work with peers and ask them to provide feedback on the organization and flow of the
text, as well as the use of cohesive devices.

iv.communicate all or almost all the required information with a clear sense of audience and purpose to suit
the context.
Audience-focused writing: Assign writing tasks where students need to consider a specific audience (e.g., persuasive letters, opinion pieces,
formal reports). Ensure that the context and purpose are clear in the instructions.
Revision exercises: Encourage students to revise their written work by evaluating whether they have effectively communicated the required
information and addressed the audience and purpose.

Additional strategies for assessing these objectives in writing include:

Rubrics: Create detailed rubrics that specify the criteria for vocabulary usage, grammatical accuracy, organization, coherence, and
communication skills. Use these rubrics to provide feedback to students.
Writing portfolios: Have students maintain portfolios of their written work over time, allowing them to reflect on their growth and progress in
achieving the objectives.

MYP Language Acquisition Mock Exam Paper- Created by ChatGPT

Examination Date: [Insert Date] Subject:

[Insert Target Language]

Instructions:

This exam paper consists of three tasks.

All responses for all levels must be in the target language. Read each
task carefully and answer in the spaces provided.
Manage your time effectively, as each task has a specified time limit. Use a
separate sheet of paper if necessary for Task 3.
Ensure that your responses are clear and legible.
You may refer to the provided materials and texts as needed. Task 1:
Listening Comprehension (20 marks)

Audio-Visual Text: A podcast discussing "Food and Drink Trends in Our Culture."

Instructions:

Listen to the podcast carefully.

Answer the following questions in the target language based on what you hear. Each
question is worth [Insert marks] marks.
Questions:

What are the current food and drink trends discussed in the podcast? (4 marks) [Your

Response:]

Identify two pieces of explicit information provided in the podcast. (4 marks) [Your

Response:]

According to the speaker, what impact do food trends have on our culture? (4 marks) [Your

Response:]

Provide two supporting details from the podcast that back the speaker's opinion mentioned in question 3. (4 marks) [Your

Response:]
How does the speaker's tone change throughout the podcast? Give an example. (4 marks) [Your

Response:]

Task 2: Reading Comprehension (20 marks)

Written-Visual Text: An article titled "The Impact of Technology on Our Local Communities."

Instructions:

Read the article carefully.

Answer the following questions in the target language based on what you read. Each
question is worth [Insert marks] marks.
Questions:

What is the central theme or topic of the article? (4 marks) [Your

Response:]

Identify two pieces of explicit information provided in the article. (4 marks) [Your

Response:]

What is the author's opinion on the impact of technology on local communities? (4 marks) [Your

Response:]

Provide two supporting details from the article that support the author's opinion mentioned in question 3. (4 marks) [Your

Response:]
How does the organization of the article contribute to its clarity and effectiveness? (4 marks) [Your

Response:]

Task 3: Writing (20 marks)

Instructions:

Choose one of the following writing tasks and complete it in the target language. Write
your response on a separate sheet of paper.
You are encouraged to use a wide range of vocabulary and grammatical structures. Your
response will be assessed using the external marking criteria.
Writing Prompts:

Prompt 1: Write a persuasive letter to your local government, suggesting ways to improve the environment in your area. Explain the benefits of these changes
and how they will positively impact your community.

Prompt 2: Imagine you are a journalist reporting on a local festival in your town. Write a newspaper article describing the festival, its cultural significance, and
the experiences of the attendees.

[Write your chosen response here:] End of

Exam Paper

Please customize this mock exam paper further based on your specific target language and examination context. Adjust the topics and prompts as needed to
align with your curriculum and students' proficiency levels.