MYP English Language Acquisition (Phase 3-4) November 2024

In Term 1 of MYP English Language Acquisition (Phase 3-4), students have been focusing on developing their language skills in several key areas. They have been actively working on building vocabulary and understanding and using different sentence structures, which are essential for their language development. To enhance their reading comprehension abilities, students have been engaging with various texts and practicing skills aligned with the MYP rubric, including identifying explicit and implicit information, analyzing conventions, and making connections within texts and to other texts. The focus text type this term has been the informational article, allowing students to practice reading and understanding this form of writing.They have also covered various grammar topics to strengthen their linguistic foundation. To support their growth as independent readers, each student has been reading a book of their choice independently every week. It has been a wonderful first term for our language learners!Term 2 in Language Acquisition phase 3 & 4 (capable), students focused on Netiquette—the principles of respectful and responsible online communication. Early in the term, they learned academic vocabulary related to digital interactions, which they applied throughout their assignments, including in their writing, surveys, book reviews, and presentations. This vocabulary helped them communicate more precisely and thoughtfully in each project.

A key activity was designing and conducting a survey on digital behavior and netiquette. Using the academic terms they had learned, students created questions to explore online communication habits, collected responses from classmates, and analyzed the results. They presented their findings to the class, using the vocabulary to enhance the clarity and professionalism of their presentations. This project not only strengthened their research and analysis skills but also their ability to discuss digital citizenship topics effectively.

Additionally, each student read a book related to netiquette, focusing on themes like empathy, responsibility, and online behavior. These stories allowed them to reflect on their own digital interactions and consider the impact of respectful communication. At the end of the term, students wrote book reviews in which they analyzed how the story’s themes applied to real-life online situations. Writing the reviews encouraged them to use their academic vocabulary and express their insights thoughtfully.These activities helped students develop essential skills in communication, empathy, and responsible digital behavior. By learning and applying academic vocabulary, they were able to articulate their ideas more effectively, contributing to their growth as informed and respectful digital citizens.