Subject: Language B English
Grade Level: pre-MYP (phases 2, 3, 4)
Teacher: Diana Hirnerova, Zuzana Popelkova
Unit and time
period
Unit title
Area of Interaction
Context
Significant concept
Possible assessment
tasks
Unit 1 –
September to
November
My story to tell
Why do we share our
important stories?
HSE
Understanding the
fact that reading
autobiographical or
biographical stories
can help us
understand ourselves
and learn to make
choices in terms of
personal values,
taking
responsibilities, selfcontrol, need and
wants..
C&S
Discussing and
understanding the
causes and
consequences of
committing even
minor crimes can
help us to contribute
to crime prevention
in our community.
A personal narrative is a
great way to share your
important stories, to
learn about others,
yourself and about our
special place in the world.
Understanding that
language is a tool for
communication,
expressing ideas and
preserving experience
1. Non-fiction writing
„Experience that taught
me a lesson”
2. Speaking-making an
interview
3. Reading
comprehension
4. Visual interpretation
A crime is something that
is present in our society
but there are ways how
we can reduce it, thus
creating a better world.
Committing a crime
always has consequences
Persuasive language has
its specific features
1. Writing-balanced
argument
Writing- a crime story
2. Speaking- conducting
a mock trial
3. Reading
comprehension
4. Visual interpretation
How can personal narrative
help me being more
reflective and find my
special place in the world?
How can autobiographical
writing help to express my
thoughts and make selfreflection?
Unit 2 –
November to
February
What is a crime?
Why are people tempted to
crime?
What are the consequences
of committing a crime?
What can I/we do to
prevent crime?
MYP 1Modified Objectives
addressed
(Students should be able to...)
- practice reading under time
constraints
- discuss what makes a good piece of
writing
- differentiate between a biography
and an autobiography
- analyze the language used in
autobiographical texts focusing on
register, grammar, etc..
- practice writing a non-fiction story
(introduction, climax, conclusion)
- practice self-editing, self-evaluating
- use a dictionary effectively
- build up vocabulary on crime, trial
and punishment
- teach students how to write a
balanced argument
- use linking words in writing,
speaking (balanced argument,
debates)
- identify information without
needing to understand every word
- make students think about the
crime and the importance of
prevention
- make them think about their acts
and the consequences
- teach students to be active and
effective in debates
-understand the procedure of a trial
Unit 3 – February
to mid April
Food for thought- a
sustainable world
What are the differences
between lifestyles of
various communities?
How does our lifestyle
influence our world?
ENVs
Understanding the
fact that our lifestyle
influences our
environment and at
the same time
environment
influences our
lifestyle.
If we learn about and try
to understand the life and
perspectives of people
from own and other
cultures, it will help us to
make positive changes in
our own and other
communities and build
better future
1. Poster presentation
How does my lifestyle
influences the world
around me?
2. Writing-A report
3. Reading compr.
Correlation between
Eating habits and the
environment
4. Visual interpretation
- teach students how to do a
presentation, what makes a good
presentation (planning, check list,
note cards, audience, …)
- study/improve vocabulary focused
on sustainable lifestyle and
descriptive adjectives
- understand how to use present
simple and present cont. properly
- know how to make a poster, how
to select information for a poster
- learn different ways of reading and
to answer questions after reading a
text
HI
Learning that despite
the fact that first
fairy tales had been
made up by people
long ago, many of
them have been
modified/modernized
over time and are still
alive; understanding
the purpose of fairy
tales.
Understanding that fairy
tales have a significant
impact on children and
that their morals have a
strong educational value.
1. Fairy tale writing
2. Role play performance
Fairy tale
3. Reading compr.
A modern fairy tale
4. Visual interpretation
- teach students how to use
descriptive language
- teach students how to describe
their imagination
- learn how to write a fairy tale
(narrative writing)
- learn how to play/perform a story
- practice role-playing with scripts
- study new vocabulary and irregular
verbs (past simple)
- discuss the impact and purpose of
fairy tales on society
How can we live to preserve
our societies and
environment?
Unit 4 – Mid April
to June
Fairy tales
What is the purpose of fairy
tales?
Do fairy tales change over
time?
How can I have a personal
involvement as an
innovator of fairy tales?
Subject: Language B English
Grade Level: MYP2 (phases 2, 3, 4)
Teacher: Sonja Miler, Zuzana Popelkova
Unit and time period
Unit title
Area of Interaction
Context
Significant concept
Possible assessment
tasks
Unit 1
School and Education
ENVs
What impact does
School is the most
important part of our
1.Debate
In Pairs
MYP2 Modified
Objectives addressed
(Students should be able
to ......)
= learn vocabulary
connected to education
September to midNovember
Unit 2
school/education have on
my life? How can I
contribute to my school
community? What makes
a good student?
early lives.
Mystery Stories
HI
What makes a good
mystery story? Why do
people write fiction?
Reading / writing stories
develops our imagination.
Racism
C&S
Why do some people
become racists? Why do
people hate other
people? What are the
consequences of
indifferent attitudes
towards problems of
others? How can we
prevent discrimination
and racism?
HSE
How can I look after
myself? Which health
issues did not affect me
when I was younger but
they do now, when I ma a
teenager? (smoking,
drugs, STD, depressions,
peer pressure, stress, …)
We can learn to respect
other people but never on
the basis of the skin of
their color, religion or
sexual preferences.
1. Presenting the
information from an
article
2. Grammar and
Vocabulary Test
3. Reading comp.
4. Visual Text Interp.
5. Anti-racism Poster
We want our student to
realize and know what
the most typical health
issues are that influence
teens and how to cope
with them.
1. Oral Presentation
2. Role-play
At a specialist
3. Writing a leaflet
4. Reading comp.
5. Visual Text Int.
Mid – November to the
End of January
Unit 3
February to the mid-April
Unit 4
Mid – April to the end of
June
Healthy teenager
2. Writing a Descriptive
Essay
3. Grammar and
Vocabulary Test
4. Reading
Comprehension
5. Visual Text
Interpretation
1. Vocabulary Test
2. Writing a Mystery
Story
3. Reading compr.
= review present tenses
and be able to use them
properly
= take turns in discussions
and express own ideas
clearly
= develop their creativity
and fantasy
= learn new vocabulary
= use past simple and past
continuous tense
= improve their
descriptive writing skills
= work in groups more
effectively
= assess themselves and
their peers
= work with dictionaries
= develop critical thinking
skills
= communicate
information, ideas and
opinions in an oral
presentation
= respond and react to
questions, ideas from the
audience
= use clear pronunciation
and/or intonation
= use a format and
structure appropriate for
a written format
= correctly use a range of
vocabulary and
grammatical structures
Subject: Language B English
Grade Level: MYP 3 (phases 3 and 4)
Teacher: Sonja Miler, Zuzana Popelkova
Unit and time
period
Unit title
Area of Interaction
Context
Significant concept
Possible assessment
tasks
Unit 1 –
September to the
beginning of
November
Travelling
What influence does
tourism have on our
environment?
ENVs
Understanding the fact
that tourism has a
tremendous impact on
the environment. On
the other hand, the
environment, climate
of specific resorts
determine their
prospects for tourism
development.
Learning the difference
in use of simple and
continuous tenses,
making narration more
impressive and
realizing the fact that
tourism has strong
impact on the
environment of holiday
resorts.
1. Making a travel
brochure
2. Oral presentation on a
famous traveler
3. Reading compr.
4. Visual Text
Interpretation on various
problems during travel
How can I help my friends
with their personal or
family problems?
C&S
Through this AOI the
students will learn that
real friends are those
who stay with you even
when you face family,
relationship or any or
personal problems and
try to help you.
Learning how to write
an informal letter
effectively, to use past
simple and past perfect
tenses correctly and
understanding the fact
that good friends
always help each other
regardless the situation
they face.
1. Writing an informal
letter to a magazine for
teenagers asking for help
on some personal
problems
2. Role play – giving
advice on relationship
and family problems
3. Reading compr.
4. Visual Txt Interpret.
Technology
How will our life look in 100
HI
Understanding the fact
Creating and
presenting a poster
1. Creating and
presenting a Poster
How does the environment
influence tourism
prospects?
Unit 2 –
November to
Mid-January
Unit 3 – MidJanuary to mid-
Relationships
What is a real friend?
MYP 1Modified Objectives
addressed
(Students should be able to ...)
- study/improve vocabulary focused
on travelling and descriptive
adjectives
- use direct speech in a story
- understand how to use simple and
continuous tenses properly
- teach them different ways of
reading including multiple choice
- make narration more impressive
using adjectives, time phrases,
dramatic devices
- demonstrate understanding of
specific information and attitudes in
a written context
- use past perfect tense
appropriately
- use appropriate vocabulary related
to friendship
- practice giving advice phrases
- use appropriate structures and
vocabulary when writing an informal
letter
- practice giving feedback to peers
- learn/revise past and passive
structures
March
years?
What will be different and
will be the same?
Which things will we stop
using? Why?
Unit 4 – Mid –
March to the end
of June
Work
Why do people have to
work?
What would you like to do
after you finish school?
Why?
What are your rights and
responsibilities?
Subject: Language B English
Unit and time period
Unit 1 – September to
the end of October
that inventions
significantly facilitate
our everyday lives but
when not being dealt
with carefully, they
might be abused.
effectively, using
passive structures
correctly and learning
that although
technology has made a
huge progress in the
last decades, it has not
resulted in positive
consequences only.
about the history of some
inventions
2. A speech on future
developments with
questions from audience
3. Reading compr.
4. Visual Txt.
- do research on inventions
- create and present a poster
-explore what makes a good speech
- learn features of speech
practice register, tone,
pronunciation, eye contact
- give peer evaluation
- learn and practice how to identify
main idea in a text
- build up new vocabulary related to
technology
HSE
Through this AOI the
students will
comprehend that every
work is important in
the society and that
they should work hard
to enhance their gifts,
abilities or skills in
order to achieve their
jobs of dreams.
Learning new
vocabulary related to
the topic, writing a
formal letter effectively
and understanding the
fact that they are
responsible for their
professional lives and
that it is necessary to
value every profession.
1. Formal letter writing –
letter of application
2. Role-play
Job interview
3. Reading compr.
- build up vocabulary related to work
- use reported speech correctly
communicate ideas, opinions and
information in a written and spoken
form
- use appropriate structures and
vocabulary when writing a formal
letter, in particular a letter of
application
- practice giving feedback to peers
Grade Level: MYP 4 (phases 3 & 4 )
Unit title
Taking a viewpoint
Area of Interaction
Context
C&S
Significant concept
We sometimes have to
give our opinion and we
need to do it effectively
Teacher: Alec Carter, Zuzana Popelkova
Possible assessment
tasks
1. Oral discussion –
taking a viewpoint about
an issue of local concern
2. Creative writing -based
on a controversial school-
Objectives addressed
(Students should be able
to ......)
- express opinions clearly
and defend them.
- find factual material to
support a standpoint.
- appreciate opposing
based topic.
3. Reading comp. –
based on a report of a
local issue.
4. Visual Interpretation –
written reactions to a
YouTube item
views and counter them.
- extract specific and
implied information from
a given text.
- research information
(including on the internet)
and present results of the
research in written form,
correctly citing sources.
- extract specific and
implied information from
a given text.
- undertake biographical
research.
- make comparisons using
suitably chosen criteria
- extract specific and
implied information from
a given text.
Unit 2 – November to the
end of January
To what extent is the
internet a safe place?
ENV
It is wise to know the
features and
characteristics of the
environment we are in.
1. Oral presentation –
Safety on the internet
2. Research report –
How and why the internet
was invented.
3. Reading comp. –
“Sexting”
Unit 3 – February to midApril
Celebrity
HSE
How does celebrity affect
those who achieve it?
1. Role play –
interviewing a selected
celebrity
2. A comparison –
comparing the careers of
two selected celebrities
3. Reading comp. – The
2010 Academy Awards.
Unit 4 – Mid April – mid June
Is life fair?
HI
How do we react in
situations which seem to
be unfair?
1. Discussion – a case
conference about the
return to school in a
wheelchair of an accident
victim.
2. A descriptive article –
explaining the details and
implications of a
particular learning
problem
3.Reading comp. – the
- consider the
circumstances of others in
different circumstances
- explain how a specific
problem can affect people
- extract specific and
implied information from
a given text.
final part of Flowers for
Algernon
Subject: Language B English
Unit and time period
Grade Level: MYP 5 (phases 3 & 4)
Unit title
Area of Interaction
Context
Teacher: Alec Carter, Diana Hirnerova
Significant concept
Unit 1 –
September - October
What are the important
milestones in my life?
HSE
There are things that
happen in our lives which
are very significant for us
from which we can learn
lessons for our future life.
Unit 2 –
November to the end of
January
Why be green?
ENV
We have a responsibility
towards our surroundings
Unit 3 –
February to mid-April
Great inventions around
us
HI
How and why things are
invented, and what
impact these inventions
have on society.
Possible assessment
tasks
1. Poster presentation –
“Significant moments in
my life so far and what
they have taught me”
2. An autobiography
3. Reading comp. – an
autobiography with a
moral message to be
understood.
4. Visual interpretation
1. Group discussion a discussion about local
“green” initiatives.
2. Written proposals –
A document highlighting a
“green” problem in school
with suggestions for its
solution.
3. Reading comp. –
based on texts involving
“green” solutions
4. Visual interpretation
1. Oral presentation –
the life story of a famous
inventor
2. Research report –
Objectives addressed
(Students should be able
to ......)
- appreciate what
constitutes “significant on
a personal level
- present matters of
personal significance
without embarrassment
- extract specific and
implied information from
a given text.
- identify environmental
problems and their
possible solutions
- present proposals in a
clear and persuasive way
- extract specific and
implied information from
a given text.
- research and present
biographical details,
correctly cited.
- assess what constitutes
Unit 4 –
Mid – April to mid - June
Personalities that
changed the world
C&S
How do great
personalities influence
other people and history?
the origins of a significant
invention
3. Reading comp. –
“Embracing the artificial
limb”
4. Visual interpretation
1. Historical sketch – an
important event in the
life of an influential
personality
2. Cause & Effect essay –
an essay about the
cause(s) and effect(s) of a
historical event.
3. Reading comp. –
reading about and
understanding a historical
event with widespread
effects.
4. Visual interpretation
“famous” and
“significant” in terms of
inventors and inventions
- extract specific and
implied information from
a given text.
- present information
through drama
- appreciate the effect(s)
of things that happen and
how they may affect the
future.
- extract specific and
implied information from
a given text.