DAS MYP 5 English Diploma
Unit 3-Common Formative 1 Part A
2024-25
MYP Subject Group: Language and Literature
Subject: English
Unit Title: How do we deal with a double-edged
sword?
Related Concept: Context, Point of view, Intertextuality
Key Concept: Perspective
Global Context: Scientific and Technical Innovation
SOI: Different perspectives across different texts show how innovation brings both opportunity and
risk, along with consequences and responsibilities.
Instructions to students
Read all the information on this cover sheet before attempting the Summative Assessment task on this paper. Read the task description and task-specific
clarifications carefully before answering the questions.
Ensure that you submit your work by the due date.
Name:
MYP Year: 5
Summative Assessment Criteria
Criterion B:
Organizing
Criterion D:
Using Language
Your Level:
/8
Your Level:
/8
Assessment Task Type: Formative: on Producing a Non-literary Text (Writing a Speech)
Due Date:
Date Submitted:
Date:
Goal: To analyze a sample speech for its organization, style, and language use.
Role: A high school English teacher
Audience: High school students
Situation: Read the “Opening speech by President von der Leyen at the European Innovation Council Launch Ceremony”. Interpret the
strengths and weaknesses of this speech. In turn you will write constructive feedback as to how this speech can be improved.
Product/Performance: Annotation of the sample speech according to the specific tasks.
Standards: Accompanying Success Criteria
Sample Student Essay Annotation: Grade 10 D SA-1 Unit 3: How do we deal with a double-edged sword?
Specific Instructions:
1. Read the sample speech given.
2. Label and classify (underline, highlight, etc.) the devices used in the speech.
3. Briefly respond to the sub-tasks that follow.
Opening speech by President von der Leyen at the European Innovation Council Launch Ceremony
Good morning,
What a big day! I am delighted to welcome all of you to the launch of the European Innovation Council. We all know: This launch could not have
come at a better time. As we will emerge from the pandemic, innovation will be key for the success of our digital and our green agenda.
And we all know, Europe is a powerhouse in science. Our new Horizon research programme is the largest ever. But we also face a big paradox: We
Europeans are excellent in making science with money. But we are not so good in making money out of science. And the new European Innovation
Council is there to help resolve this paradox.
With it put in place, we want to have an ecosystem that gives entrepreneurs every opportunity to create a world-leading company. With our
European Innovation Council, we make EUR 10 billion available until 2027: We fund small- and medium-size companies with high risk but also with
high potential. We support innovative researchers that have ideas for the next breakthrough technology. And we offer coaching, matchmaking and
support them to set up a business.
The European Innovation Council is also part of our answer to the equity-funding gap in Europe. Currently, many European start-ups cannot find the
risk capital they need. Experts estimate that this funding gap is as large as EUR 70 billion. Our new EIC Fund is a good start. It alone brings EUR 3
billion to the table. With the EIC Fund, the Commission is for the first time investing directly in start-ups and SMEs. This will also help attract
additional risk capital from the private sector. Because if we want innovative ideas to make it to the market, we have to support those Europeans
who are willing to take risks.
There is no time to waste. This is why today we do not just cut ribbons. We get down to business – and launch the first calls: Over EUR 1.5 billion
are foreseen alone for this year. Most of this will directly support SMEs and start-ups. Half of the finance at least will support the Green Deal, digital
technologies, and health innovation.
With this, the EIC fits well into our overall strategy for the coming years. We want to come out of this crisis stronger than before. We want Europe to
‘build forward' better: more sustainable, more digital and more resilient.
We already know that the EIC is well equipped to help us achieve these goals. Because work did not start today. Since 2018, in a pilot phase, it has
already supported over 5,000 start-ups, SMEs and research projects. 159 companies were already selected to receive venture capital from the
Commission.
The very first company, by the way, was a medical SME: CorWave, from France. CorWave develops innovative hearth pumps. They work with
membranes and reduce complications for patients with heart failure. In January, the company received EUR 15 million from the European Union
and attracted EUR 20 million from private investors. And with this, CorWave could build up manufacturing, complete tests, and start clinical trials.
So that soon patients can benefit from this innovation. And this is what Europe can achieve, when finance meets science, when ideas turn into
innovation and products on the market.
Ladies and Gentlemen,
14 years ago, we created the European Research Council – to support top-researchers, based on scientific excellence. The European Innovation
Council we are creating today will be its strong partner to support breakthrough technology and scale up disruptive innovation.
With the launch of the EIC, we kind of complete the research and innovation landscape in Europe. And we also demonstrate the innovative potential
of Europe and the European institutions. And with this, I declare Europe open to innovation. And I look forward to many successes.
Thank you very much for your attention!
1. Locate and list the stylistic devices used in the speech. Opposite each device, explain the effect of this use in connection to the task and the context of the
sample speech.
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2. Identify at least TWO (2) weaknesses in the sample speech. Explain the reason as to why you identified it as a weakness.
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CRITERIA
1-2
3-4
5-6
7-8
B: Organizing
i.
ii. organizes opinions and ideas ii. organizes opinions and ideas ii. organizes opinions and ideas ii.effectively organizes opinions
with a minimal degree of
with some degree of coherence in a coherent and logical
and ideas in a sustained,
organize opinions coherence and logic
and logic
manner with ideas building on coherent and logical manner
each other
with ideas building on each
and ideas in a
other in a sophisticated way
sustained, coherent
 Annotations and
 Annotations and
 Annotations and
 Annotations and
and logical manner
comments demonstrate
comments show
comments indicate some
comments show
the knowledge of highly
minimal or unclear
awareness of speech
knowledge of a welleffective speech
speech organization,
organization, but
organized speech
organization that
with little connection to
structure is inconsistent
structure that mostly
directly aligns with the
the task prompt.
or loosely connected to
aligns with the task
specific task prompt.
the task prompt.
prompt.
 Evident understanding
 There is clear
 Evident understanding
 Evident understanding is
accepts ideas may be
understanding that ideas
disjointed, lacking
agrees that transitions
that ideas flow logically,
should be clearly
coherence or logical
may be used to create a
with clear connections,
structured, with logical
progression.
logical flow yet
with presence of minor
progression and
resulting to a weak or
lapses in organization.
insightful connections
unclear flow of thought.
between key points.
D: Using Language
i.
ii.
i. Uses a limited range of
i. Uses an adequate range of
i. Uses a varied range of
i. Effectively uses a varied range
appropriate vocabulary and
appropriate vocabulary,
appropriate vocabulary,
of appropriate vocabulary,
use appropriate and forms of expression.
sentence structures and forms of sentence structures and forms of sentence structures and forms of
varied vocabulary,
expression.
expression competently.
expression.
sentence structures Knows that…
and forms of
Knows that…
Knows that…
 Sentences are scattered Knows that…
expression
 Sentences flow in a
 Sentences flow in a
 Sentences are varied and
and create some
confusion in the general
certain manner but
manner that clarifies
flow in a manner that
context
deviate at time creating
audience understanding
clarifies audience
some confusion
understanding
 Word choices are
 Word choices are
simplistic and/or
 Word choices need
appropriate to purpose
 Word choices are
unrelated to purpose and
precision according to
and audience
appropriate and suited to
audience
purpose and audience
purpose and audience
 Uses some transitional
 Fails to use effective
 Uses repetitive
 Uses varied transitional
expressions effectively
transitional expressions
transitional expressions
expressions effectively
write and speak in a ii. writes and speaks in an
register and style
inappropriate register and style
that serves the
context and
intention
iii.
use correct
grammar, syntax
and punctuation
iv.
spell (alphabetic
languages), write
(character
languages) and
pronounce with
accuracy
that does not serve the context
and intention
ii. sometimes writes and speaks ii. writes and speaks competently ii. writes and speaks in a
in a register and style that serve in a register and style that
consistently appropriate register
the context and intention
serves the context and intention and style that serve the context
and intention
Knows that…
Knows that…
 Tone is unrecognizable Knows that…
Knows that…
 Tone is inconsistent to
 Tone is fitting to the
or shifting
the
purpose
of
discourse
purpose
of
the
discourse
 Tone is consistent
 Overall output (text and
throughout serving the
delivery) creates
 Overall output (text and
 Overall output (text and
purpose of the discourse
confusion or disconnect
delivery) employs
delivery) employs some
 Overall output employs
to the purpose
minimal craft and style
craft and style
an effective craft and
iii. uses grammar, syntax and
style
punctuation with limited
iii. uses grammar, syntax and iii. uses grammar, syntax and
accuracy; errors often hinder punctuation with some degree of punctuation with a considerable iii. uses grammar, syntax and
communication.
accuracy; errors sometimes
degree of accuracy; errors do punctuation with a high degree
hinder communication.
not hinder effective
of accuracy; errors are minor,
communication.
and communication is effective.
Knows that…
 Most sentences are
 Most sentences are
Knows that…
scattered due to the
coherent with noticeable Knows that…
 Sentences are coherent
 Sentences are mostly
erroneous use of
errors in punctuation
punctuation and/or
and/or syntax
with generally accurate
coherent addressing
syntax
punctuation and syntax
effective punctuation
and syntax
iv. spells/writes and pronounces iv. spells/writes and pronounces
with limited accuracy; errors
with some degree of accuracy;
often hinder communication.
errors sometimes hinder
iv. spells/writes and pronounces iv. spells/writes and pronounces
communication.
with a considerable degree of with a high degree of accuracy;
accuracy; errors do not hinder errors are minor, and
Knows that…
 Multiple errors in
communication is effective.
 Erroneous spelling and
spelling and grammar effective communication.
grammar usage resulting
that hinder general
Knows that…
Knows that…
in a confusing discourse
understanding
 Minimal errors in
 Very minimal errors in
spelling and grammar
spelling and grammar
that do not hinder
that do not hinder
meaning and
meaning and
understanding
understanding