Language Acquisition

March 11, 2019 to April 6, 2019

Spanish:

We started our new unit ‘Professional World and Future Plans’. We explored the statement of inquiry of this unit and brainstormed different professions and their requirements. We also had a discussion revolving around our dream jobs and an ideal life.

French:

Phase 1&2

After the mid-term break, we have started to further explore the world of work. Our next unit is a continuation of learning from the previous unit as it delves more into the professional world. This unit focusses on learning the structure of a CV cover letter, and how to apply for internships or jobs. We have covered the structure and rubrics of designing a professional resume by accessing official sites such as Onisep.fr and Voyagesenfrancais.fr which give information on the importance of designing an ideal CV and its specifications. We had reading comprehension activities and learnt vocabulary required for writing a CV. In grammar, after revising the past tense we have learnt the use of the simple future tense and conjugation of regular –er, -ir, and –re verbs. Next, we shall learn how to write a cover letter by practicing it from official resources and French manuals and will prepare for our upcoming assessments on these units.

Hindi:  

Phase 3 and 4

In the past week, we focused on the unit, ‘hamare shehar aur hamare gaun’. We had a class discussion which helped strengthen our grasp of this concept and shared our personal experiences and knowledge of the conditions in the village. We also discussed the features of a village and how village life is quite different from that of city life. At the start of our unit about the underprivileged in our country, we began with the positives of a village in Maharashtra, the ‘hivre bazar- aadarsh gaun’ which stands today as a fully developed, model village.  For contrast, we watched a video about a village on the border of Uttar Pradesh and Madhya Pradesh, namely the Bundelkhand village. As a follow up, we discussed the hardships and the basic necessities of humanity and how they help us set our priorities.

February 25, 2019 to March 10, 2019

Spanish:

Last week we revised future tense in Spanish and practiced it in an activity where we talked about our future plans.  We learned conjunctions and practiced them in our sentence formation.

French:

Phase 1 and 2:

During the past two weeks, we delved deeper into our unit “The world of work”. We learned the phrases and verbs linked to our unit on writing a resume, going for an interview, getting the job, getting fired and so on. Learning these verbs helped us in phrasing sentences and paragraphs. Lastly, a formative assessment was conducted on criteria C and D – this was an oral assessment. In this assessment, we made pairs and researched on our partner’s future profession. This assessment improved our pronunciation, phrasing and sentence structures as well as showed us the areas we need to work on. We shall be working on the same exercise, however this time in written form, to prepare us for the upcoming summative assessment.

  • Sohani Potu

Hindi:  

Phase 3 and 4

Under current unit we discussed the relation between language, empathy and inclusive society. We learnt about the linguistic devices which are used to write a story in order to make our stories more detailed. The linguistic device we learnt was Imagery. Using imagery, we conveyed the look, texture, taste, sound of something we may have felt or seen in a situation. The use of imagery helps the reader build a mental picture. We wrote a story using all kinds of imagery on the topic for our formative assessment. We also participated in a class debate on the topic ‘Can diplomacy and talking solve all issues?’

February 11, 2019 to February 24, 2019

Spanish:

We worked on our video curriculums and got the feedback from the teacher.

French:

Phase 1:

In the unit “The world of work”, numerous key concepts and topics have been covered in the past few weeks. We have learnt the masculine and feminine forms of professions and discussed the implications of working and studying during adolescent years. We learnt about different upcoming professions and further watched interactive videos related to the content covered. In grammar, we revised thoroughly the formation of the Simple Past tense by doing skill-building activities. We made a flow chart of work place activities by using the vocabulary and expressions learnt and did other interactive exercises. A formative assessment was conducted on criterion A for which we received feedback on our performance. Lastly, we understood the implications of gender inequality and pay-scale gap that exists in the professional world market.

Mehak Akash Oberoi  MYP 4B

Phase 2:

In Phase 2 we explored male dominated and female dominated professions. We revised the concept of the Simple Future tense. We enjoyed reading aloud in target language in class – we read out horoscopes of our peers’ possible futures.

Aayush Rathaur

Hindi:

Phase 3 and 4:

Under our new unit we discussed the relation between language, empathy and inclusive society. We worked in groups to present our knowledge about the division existing in the society – on the basis of caste, religion, language, gender and economic class. We also had Samvaad lekhan and story writing practice and we shared our stories in class with each other.

January 2019

Spanish:

We started a new unit ‘El mundo de trabajo’. We saw some job advertisements and learnt to write a letter to apply for that job. We watched a video and discussed the format in the class.

French:

Phase 1:

Our current unit, ‘World of Work’, began with a group activity. We came up with three factual, debatable and conceptual questions. Several interesting questions were brought up, which led to a further discussion of topics such as ‘What can we do for our community?’ We also discussed the global context and soon it turned into a debate about possible explorations of the chosen context. After the initial unit discussions, we moved on to learning past tense in French – a grammatical concept we found to be more complicated than we initially thought. We learned how to conjugate -er, -ir and -re verbs, learned to differentiate between etre and avoir verbs. And yes, we did complain about irregularity in verbs.

-Mehak Oberoi

Phase 2:

We learnt the masculine and feminine forms of professions. We discussed the implications of working or studying at a young age. We leant to describe different job profiles.

Hindi:

Phase 3 and 4:

Under our new unit we discussed the relation between language, empathy and inclusive society. We worked in groups to present our knowledge about the division existing in the society – on the basis of caste, religion, language, gender and economic class. We read a story ‘Chota Jaadugar’ by Jaishankar Prasad and discussed its message

October 21, 2018 to November 17, 2018

Spanish:

We took our summative assessment.  We will be brainstorming on our next unit “Extended family”.

French:

Phase 1:

Summative Assessment on criterion B was conducted. We practiced complex grammatical structures (present continuous and imperative). We received feedback on criterion B. Moreover, we did a mock speaking exercise to prepare us for the upcoming assessment on criteria C and D, oral language.

Phase 2:

Summative Assessment on criterion B was conducted. We practiced complex grammatical structures such as simple past tense, negation and imperative. We received feedback on criterion B summative assessment. We learnt the placement and accord of indirect pronouns.

Hindi:

Phase 3:

We conducted our unit revision and had a formative assessment based on criteria C and D. We discussed our camp experiences and wrote small paragraphs describing it. We also had a summative assessment based on criterion A.

Phase 4:

We conducted our unit revision and had a formative assessment based on criteria C and D. We discussed our camp experiences and wrote small paragraphs describing it. We also had a summative assessment based on criterion A.

October 7, 2018 to October 20, 2018

Spanish:

We learnt the past imperfect tense and practiced the conjugations of the same. We discussed how people used to communicate in the past and talked about the evolution in the ways of communication.

French:

Phase 1&2 :

This week both phases were combined and to conclude this unit, we watched interactive videos from “TV5Monde – Enseignr le Francais” to fortify our learning about the world of internet and technology. We did some online exercises and learnt colloquial French expressions from video transcriptions. We also discovered the concept of cyber bullying and ways to prevent it. In grammar, we revised the formation of imperatives and did some exercises.

September 23, 2018 to October 6, 2018

Spanish:

We learnt to talk about a picture or a text. After practicing on a few texts, we took an oral formative assessment. We discussed how communication has evolved with the passing of time.

French:

Phase 1&2 :

We explored numerous resources to deepen our understanding of using Internet safely. We made posters that create awareness of Internet safety, advantages and disadvantages for youngsters. We also learnt the formation of Imperatives in affirmative and negative forms. We made posters on the rights and duties of being an Internet user. We also discussed our homework sheet and worked on the feedback received.

Hindi:  

Phase 3 : 

We watched a Hindi feature film ‘Pankh’ which tells the story of an anonymous traveler’s arrival to a village, how he develops good connections there and disappears afterwards. We also had Criterion A practice based on the film. We watched another short movie named ‘The Joy of Giving’. We read a travelogue article ‘Ek path ke liye ek shahar ki khoj’ and discussed how travelling to different places gives us the opportunity to explore history and old cultures.

This week we also had our Formative assessments based on criteria B, C & D.

Phase 4 : 

We worked on our own Hindi blogs and learned to type in Hindi. We read through a variety of Hindi websites, blogs and travelogue articles in order to discuss how travelling to different places gives us the opportunity to explore history and old cultures. We watched a Hindi feature film ‘Pankh’, which tells the story of an anonymous traveler’s arrival to a village, how he develops good connections there and disappears afterwards. We also had Criterion A practice based on the film.

This week we had our Formative assessments based on criteria B, C and D.

September 8, 2018 to September 23, 2018

Spanish:

We received the teacher’s feedback on our formative assessment. We created signs for the school on internet usage, such as – ‘Don’t play video games in school’, ‘Don’t use social websites during school hours’, ‘Don’t listen/download music in school’ and many more, thus  implementing our knowledge and learning of imperatives.

French:

Phase 1 :

We watched interactive videos about the Internet and its dangers, which was followed by a classroom discussion. We also learnt about the advantages and disadvantages of Internet. We explored ways to stay safe online. We played Jenga and Kahoot in class to revise verb conjugation and vocabulary.

Phase 2 :

Songs like ‘Despacito’ and ‘Attention’ were played in target language. We were instructed to prepare a list of verbs in pairs while listening to the songs. Later, we conjugated all the verbs from their infinitive form to simple past tense. We were also asked to exchange our responses with other group members. All the corrections were made in collaboration.

Hindi:  

Phase 3 : 

We practiced writing formal letters on the topic of travel. We also read 2 articles based on travel ‘jarra jarra kajarra’ & ‘ek paath ke liye ek shahar ki khoj’ and participated in vocabulary building activities based on the aforementioned sources.

Phase 4 : 

We worked on our own Hindi blogs while learning to type in Hindi. We read and observed many Hindi websites and blogs. We also had poetry reading and analysis sessions during Hindi Diwas celebrations.

September 1, 2018 to September 7, 2018

Spanish:

We discussed the Internet – its advantages, disadvantages and use in daily life. Thereafter, we learned the complex sentence formation in Spanish through an activity in class.

French:

Phase 1 : We learnt the conjugation of irregular verbs and read passages for comprehension. We explored various expressions with verbs “faire” and “prendre” while practicing the forms of negation (ne…pas)

Phase 2 : We learnt vocabulary for creating accounts on different social sites. We were given worksheets to recapitulate the simple past tense. We honed our vocabulary and complex sentence structures while playing games such as ‘Catch the fish’ and ‘Jenga’.

Hindi:  

Phase 3 : We practiced writing letters on the topic of travel. We continued the discussion around the current unit and the statement of inquiry for the current unit. We discussed the associated global context, the key concept and related concepts. 

Phase 4 : We had a discussion about developing and using the blog as an important tool. We also started learning the typing tools in Hindi. We learnt about the initial process of setting up a Hindi Blog.

August 18, 2018 to August 31, 2018

Spanish:

We learnt about the use of imperatives. We practiced affirmative imperatives in class. La Tomatina, a Spanish festival which falls on the last Wednesday of August in Buñol, Spain., was marked in class by decorating both Spanish rooms, eating bruschetta (a dish made up of bread, tomatoes, garlic and basil) and playing with paper tomatoes.

French:

Phase 1 : This week was about strengthening the conjugation of the first and third group of verbs in present tense (-er and –re ending verbs). To fortify this, various activities and resources were utilized, such as playing a quiz on Kahoot app. We also listened to dialogues to practice Criterion A, wherein we had to put the conjugated form of the verb from the list given. Lastly, we also practiced the conjugation of irregular verbs through worksheets.

Phase 2: Simple past tense was introduced in the class. We learnt the formation of the tense, context, as well as conjugations of regular and irregular verbs. After learning the tense, we practiced grammar exercises using online resources and enjoyed translating texts from English and Hindi to French.

Hindi:  

Phase 3

We had a discussion on the topic of our unit ‘Travel and Tourism’. We discussed various benefits of traveling to different places and participated in writing activities based on the discussion. We read a travelogue ‘kothi banaal’ which talks about the journey to a remote Uttarakhand village. We also had vocabulary-building activities in the class.

Phase 4

We had a discussion on the topic of our unit ‘The role of internet’. We discussed various benefits and dangers of using internet to excess and how it affects our life. We participated in writing activities based on the discussion and debated the topic of banning Internet till grade 8 in schools. We wrote down and shared our childhood memories in response to reading a blog on the same topic.

August 1, 2018 to August 17, 2018

Hindi:

We shared our summer vacation experiences and discussed our improvement areas for the new term in terms of language and ATL skills.  We discussed the essential agreements of our class and participated in various activities, for example Just a Minute, Pahchan kaun in our class, which were helpful in further developing our communication and collaboration skills. We also read various stories and articles during group reading activities.

Under SEL (Social Emotional Learning) we made cards for our peers, which helped us in understanding each other’s skills and positive aspects of personality.

Furthermore, this week we had our benchmarking assessment.

French:

Regardless of our current level in French, the interest and motivation to attend French language classes never goes away. All of us knew at the start of the academic year that the benchmarking assessment will be conducted in the second week of August to ascertain our phase levels correctly. Therefore, most of the skill building exercises were predominantly based on improving our reading and listening comprehension skills. We saw videos, practiced grammar and participated in spoken exercises. Now that the assessment has been conducted, we were placed in the appropriate phases and a preliminary introduction to French phonetics, accents and sounds was practiced through multimedia resources.

Spanish:

Brainstorming and scaffolding activities were conducted in class. We had a discussion of the benchmarking assessment which will be conducted next week. We revised two past tenses  and used Kahoot quizzes to practice those.

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