MYP2 English Acquisition

Capable Level
Unit 2: In A world where there are 6500 languages, how can we understand each
other?
Summative task: Speaking

Name:------------------------

Teacher’s comments:
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Task description: This assessment task is based on the concept ‘Languages’. The aim of this assessment is
to measure the student’s ability to understand and produce communication in the target language, and to use
it for successful interaction.

The benefits of a bilingual brain - Mia Nacamulli

https://www.youtube.com/watch?time_continue=295&v=MMmOLN5zBLY&feature=emb_title

Watch this TED Talk in which Mia Nacamulli details the three types of bilingual brains and shows how
knowing more than one language keeps your brain healthy, complex and actively engaged.

Instruction:
 You will watch a 5-minute video which is related to the main theme of the unit ‘Languages’
 You will have 10 minutes to prepare your notes related to the stimulus and go through the questions
 You will be involved in follow-up discussion based on the visual stimulus
 You will be assessed based on criterion C

Questions:

1. What are the three advantages of belonging to the world’s bilingual and multilingual majority
according to the audio visual text?
2. How is a balanced bilingual different from other bilinguals?
3. How does the brain's left hemisphere differ from the right hemisphere?
4. Have you ever experienced any challenges or advantages because of your language abilities?
5. Do you think learning a second language in childhood is easier than learning it as an adult? Why or
why not?
6. How do you think being bilingual or multilingual affects the brain and cognitive functions?
 Criterion C: Speaking

Achie Level descriptor Task Specific Descriptor

vemen
t
Level
0 The student does not reach a standard described by any of the descriptors The student doesn’t reach the standard described by any of the
below. descriptive below.
The student:
i. uses a limited range of vocabulary  The presentation is mostly irrelevant to the stimulus
ii. uses a limited range of grammatical structures with many
1-2  Some responses are appropriate and are rarely
errors which often hinder communication developed.
iii. uses pronunciation and intonation with many errors which
often hinder comprehension
iv. communicates limited relevant information
The student:
i. uses a basic range of vocabulary  The presentation is somehow relevant to the stimulus
ii. uses a basic range of grammatical structures with some errors
3-4  Most responses are appropriate and some are
which sometimes hinder communication
developed.
iii. uses pronunciation and intonation with some errors which
sometimes hinder comprehension
iv. communicates some relevant information
The student:
i. uses a range of vocabulary  The presentation is mostly relevant to the stimulus
ii. uses a range of grammatical structures with a few errors which
5-6  Responses are appropriate and developed.
do not hinder communication
iii. uses pronunciation and intonation with a few errors; however,
these do not hinder comprehension
iv. communicates most relevant information
The student:
i. uses a wide range of vocabulary  The presentation is consistently relevant to the
ii. uses a wide range of grammatical structures generally stimulus and is convincing.
7-8
accurately
iii. uses clear pronunciation and intonation which makes the  Responses are consistently appropriate and
communication easy to comprehend developed.
iv. communicates almost all the required information clearly and
effectively