https://www.makaitalia.com/en/first-vs-second-language-acquisition/

Course introduction

Learning to speak another’s language means taking one’s place in the human community. It means reaching out to others across cultural and linguistic boundaries. Language is far more than a system to be explained. It is our most important link to the world around us. Language is culture in motion. It is people interacting with people.

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.

Language acquisition in the MYP aims to develop a respect for, and understanding of, other languages and cultures, and is equally designed to equip the student with a skills base to facilitate further language learning.

The methodology employed in the IB Year 2 Language Acquisition course is designed to foster a deep understanding of language, literature, and their cultural contexts while enhancing critical thinking, communication skills, and cultural awareness. The course employs a variety of teaching strategies to engage students in meaningful learning experiences. Here are some key elements of the methodology:

1. Literary Analysis and Discussion:

• Students analyze a diverse range of literary texts, including novels, plays, poetry, and non-fiction, focusing on themes, literary techniques, and cultural contexts.
• Guided class discussions encourage students to share interpretations, engage in debates, and consider alternative viewpoints, fostering critical thinking and active engagement.

2. Close Reading:

• Students engage in close reading exercises to examine the nuances of language, imagery, symbolism, and narrative structure within texts, honing their ability to identify layers of meaning.

3. Literary Theories:

• Students explore various literary theories and critical approaches, such as feminist theory, postcolonial theory, and structuralism, to enrich their understanding of texts and expand their analytical toolkit.

4. Creative Responses:

• Students have the opportunity to respond creatively to texts, such as writing original pieces inspired by a literary work, creating multimedia projects, or reimagining scenes from different perspectives.

5. Research and Inquiry:

• Independent research projects encourage students to explore literary topics in-depth, allowing them to develop research skills and gain expertise in specific areas of interest.

6. Individual and Collaborative Learning:

• A balance between individual exploration and collaborative activities promotes self-directed learning and teamwork, preparing students for both independent study and group work in higher education and beyond.

7. Writing Workshops:

• Writing workshops provide students with guidance and feedback to improve their written expression, refine argumentative skills, and develop effective essay structures.

8. Oral Presentations:

• Students deliver oral presentations that involve analyzing and discussing literary texts, enhancing their ability to articulate ideas clearly and persuasively.

9. Cultural Exploration:

• Exploring texts from diverse cultural backgrounds fosters cultural awareness and empathy, encouraging students to consider different worldviews and perspectives.

10. Reflective Learning:

• Regular reflection on personal growth, understanding of literature, and evolving perspectives helps students develop metacognitive skills and a deeper sense of self-awareness.

11. Technology Integration:

• Utilizing digital resources, online platforms, and multimedia tools enhances learning experiences and equips students with digital literacy skills.

12. Assessment for Learning:

• Formative assessments, peer reviews, and constructive feedback support students' continuous development, helping them identify strengths and areas for improvement.

The course content is organized into thematic units that encompass a variety of language skills and cultural topics. The content is designed to progressively challenge and build upon students' language proficiency.

Criteria:

Criterion A: Listening 25 %

i. identify explicit and implicit information (facts and/or opinions, and supporting details) 

ii. analyse conventions 

iii. analyse connections.

Criterion B: Reading 25 %

i.identify explicit and implicit information (facts and/or opinions, and supporting details)

 ii.analyse conventions 

iii.analyse connection

Criterion C: Speaking 25 %

i.use a wide range of vocabulary

ii.use a wide range of grammatical structures generally accurately

 iii.use clear pronunciation and intonation in comprehensible manner 

iv.communicate all or almost all the required information clearly and effectively

Criterion D: Writing 25 %

i.use a wide range of vocabulary

 ii.use a wide range of grammatical structures generally accurately

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

 iv.communicate all or almost all the required information with a clear sense of audience and purpose to suit the context.

INTRODUCTION. The natural sciences rely on logical reasoning and the methodological apparatus of the formal sciences to understand the phenomena that make up the world. In the natural sciences course, the students will be provided with the resources, techniques and knowledge that will allow them to understand and enter the world of science, thus strengthening their learning process. Additionally, the course will be taught in the English language, to improve the student's skills in the second language and to open the borders to a global context.

GENERAL OBJECTIVES • Understand and value science and its implications.• Consider science as a human activity that has benefits and limitations.• Form an analytical, inquiring, and flexible mindset to ask questions, solve problems, elaborate explanations, and judge arguments.• Develop skills to design and conduct investigations, evaluate evidence, and reach conclusions • Become aware of the need to collaborate and communicate effectively.• Apply their knowledge and language skills in a variety of real-life situations.• Develop sensitivity towards living and inert elements of the environment.• Reflect on learning experiences and make informed decisions.

METHODOLOGY - Student guided inquiry.- Master class.- Workshops.- Laboratory practices.- Unit guided projects.- Expositions.- Discussions.- Consolidation of own ideas from audiovisual material.

CONTENT AND CONCEPTS

 Unit 1: The cell 

 Cell division 

 Meiosis

 Mitosis 

 Cell reproduction 

Unit 2: Cell metabolism 

 Cellular respiration 

 Aerobic 

 Anaerobic 

 Structure of a cell 

 Membranes

 Membrane transport 

 Active & Passive transport 

Evaluation Criteria Percentages

Knowledge and understanding 25%

Inquiry and design 25%

Processing and evaluation 25%

Reflection on the impact of science 25%

Picture made by the teacher Juana.

 LICEO PINO VERDE

Math

TEACHER:  Juana Domínguez Gómez

INSTITUTIONAL EMAIL: juana.dominguez.g@liceopinoverde.edu.co

HOURLY INTENSITY BY CYCLE (HIC): 5 hours

GRADE: 7^th A & B (MYP 1) - Track B

PERIOD: 1

I.INTRODUCTION 

Mathematics is an essential subject because it provides students with the skills and knowledge, they need to navigate the world around them. The study of mathematics enables students to think logically, reason critically and make sense of complex ideas and situations.

Mathematics also plays a vital role in developing important life skills such as budgeting, time management, and decision-making. Understanding mathematical concepts and operations enable students to make informed decisions in their daily lives and in the future.

2. GENERAL OBJECTIVE 

By the end of this first period, the general objective embraces the following:

·         To enjoy mathematics, develop their curiosity about it, and begin to appreciate its elegance and the possibilities it offers.

·         Develop an understanding of the principles and nature of mathematics.

·         Communicate clearly and confidently in a variety of contexts.

·         develop confidence, perseverance, and independence in mathematical thinking and problem-solving

·         appreciate the contribution of mathematics to other areas of knowledge

3. COMPETENCIES / ABILITIES TO DEVELOP 

• Understanding: MYP 2 students should be able to understand mathematical concepts and principles and apply them to solve problems and make sense of real-world situations.

• Problem-solving: MYP 2 students should be able to use mathematical concepts and skills to solve a variety of problems, including those that are unfamiliar or complex.

• Communication: MYP 2 students should be able to communicate mathematical ideas and solutions clearly and effectively, using appropriate mathematical notation and language.

• Reflection: MYP 2 students should be able to reflect on their learning, evaluate their understanding, and identify areas for improvement.

• Applying: MYP 2 students should be able to apply mathematical concepts and skills in real-world contexts, such as in those related to 

4. METHODOLOGY 

1. Establish class objectives

2. Introduction of the topic (video, examples, and digital textbook)

3. Feedback from students (ask questions)

4. Solve practical examples - exercises built together according to age 

5. Solve book worksheet  

·         First individual work

·         Then we discuss the answer (out loud, on whiteboard)

6. Formative assessment - includes mental math and “hands-on” activities

7. Summative assessment

I.EVALUATION PROCESS 

2. RESOURCES