English for the Ib Myp 4 & 5: By Concept PDF
Preview English for the Ib Myp 4 & 5: By Concept
Dynamic Learning is an online subscription solution that supports teachers and students with quality content and unique tools. Dynamic Learning includes Teaching and Learning Resources, Whiteboard eTextbooks and Student eTextbooks. English for the IB MYP 4&5 Teaching and Learning Resources help teachers create outstanding lessons and encourage students to develop, progress and achieve. Using the Lesson Builder tool teachers can: ● create, organise and edit lessons ● share plans, lessons and resources with colleagues ● assign lessons and resources to students ● export lessons and pre-tagged content to a VLE at the click of a button. Teachers can also combine their own trusted resources alongside those from English for the IB MYP 4&5 which has a whole host of informative, exciting and interactive resources including: ● Unit planners for every chapter ● PowerPoint presentations to introduce the topics ● Teaching notes and guidance, including answers to summative tasks and useful weblinks ● Student activities including worksheets, interactive quizzes and flipped classroom tasks for learning grammar. English for the IB MYP 4&5 is also available as a Whiteboard eTextbook which is ideal for front-of-class teaching and lesson planning. Whiteboard eTextbooks are zoomable, flickable, searchable pages of traditional printed textbooks that enable teachers to: ● display pages to their class ● export sections of the book to their VLE ● add notes and highlight areas ● bookmark key pages. Find out more and sign up for free trials – visit: www.hoddereducation.com/dynamiclearning MYP by Concept 4 & 5 English This page intentionally left blank MYP by Concept 4 & 5 English Ana de Castro Series editor: Paul Morris A note about spelling: We have followed IB house style for spelling of certain words, using –ize rather than –ise; and vice versa. There is a widespread belief that -ize is American English and that British English should use the –ise forms, but for certain verbs/words both endings are correct in British English. The important thing to remember is to be consistent in a piece of writing. You can find out more information here: http://blog.oxforddictionaries.com/2011/03/ize-or-ise/ A note about command terms: There are five specific command terms for language acquisition – analyse, evaluate, identify, interpret and synthesize. We have emboldened these five command terms in the book, alongside the wider MYP command terms, so that you familiarise yourself with these terms. Although every effort has been made to ensure that website addresses are correct at time of going to press, Hodder Education cannot be held responsible for the content of any website mentioned in this book. It is sometimes possible to find a relocated web page by typing in the address of the home page for a website in the URL window of your browser. Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in sustainable forests. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin. Orders: please contact Bookpoint Ltd, 130 Milton Park, Abingdon, Oxon OX14 4SB. Telephone: (44) 01235 827720. Fax: (44) 01235 400454. Lines are open from 9.00–5.00, Monday to Saturday, with a 24 hour message answering service. You can also order through our website www.hoddereducation.com © Ana de Castro 2016 Published by Hodder Education An Hachette UK Company Carmelite House, 50 Victoria Embankment, London EC4Y 0DZ Impression number 5 4 3 2 1 Year 2019 2018 2017 2016 All rights reserved. Apart from any use permitted under UK copyright law, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or held within any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, Saffron House, 6–10 Kirby Street, London EC1N 8TS. Cover photo © Sammy–Fotolia The British Museum Reading Room, situated in the centre of the Great Court of the British Museum – it used to be the main reading room of the British Library. Illustrations by DC Graphic Design Limited and Oxford Designers & Illustrators Typeset in Frutiger LT Std 45 Light 10/14pt by DC Graphic Design Limited, Hextable, Kent Printed in Slovenia A catalogue record for this title is available from the British Library ISBN 9781471868450 Contents 1 Where do I belong? 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Is my identity my brand? 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 What determines health? 54 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Is the world flat? 74 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Can we sustain the planet? 102 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Why poverty? 122 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Is the world a battlefield? 146 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Why does film matter? 172 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Is there an art to persuasion? 188 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Can words paint a thousand pictures? 216 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 What is your ikigai? 248 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Why twenty-first century skills? 272 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Glossary 296 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Acknowledgements 297 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How to use this book Each chapter is framed with a Key concept, Related concept and set in a Global context. Welcome to Hodder Education’s Connections Context Identities and relationships MYP by Concept Series! Each chapter 1 Where do I belong? is designed to lead you through an inquiry into the concepts of Language acquisition, and how they interact in real-life global contexts . A person’s cultural identity and sense of belonging may derive from connections to family, language context, ethnicity and social backgrounds. The Statement of Inquiry provides the framework for this inquiry, and the Inquiry questions then lead us through the exploration as they are developed through each chapter. CONSIDER THESE QUESTIONS: Factual: What is identity? What does ‘belonging’ mean? Conceptual: Where do I belong? ■■What does ‘belonging’ mean? KwKfEoehrYy et wrh eWeo artpdoOpsp Rlaiiccr .Dae Gb iSnlleoc,sl ussedaaerydrc ttheo tr gemirvsme a syr oeau rhe ai ggchciveliesgnsh tttooe dveo nacncaodbu,u rlaagrye WiibuDdNtt ehsehemo counbawoeunttamai gittsiqnsayhhe u bt attawhesolrne ?ee ahd:b noraC eebd nalwleo danildnet o cip geonaoe?anrgm oseHsi ?pnpwho lgiaWeipw?tr he ch bWdh aeyyoatohot n wuwaumgtrreea e de k?noe es s ■■■■■■IFwE■■TpNixa■n■hephk wredcToelr aeoeow Hypavruseet c wIitr:totS oiwewno seChmne xwi HcgapbhhkoryeA ei .mcrs haosPei usbcaTiranen nEilgidon Relngaengwfa utiWdnialt rgieteeo.lEsne bme Wsiaess na ItinnLs d oLo fuu …nor ducoer rmisdtmeannutdnitiiynt igew soe.f t iamkep rwesitshio unss and independent learning and research skills . partner, or with the whole class. English for the IB MYP 4&5: by Concept 2 As you explore, activities suggest ways to learn through action. ■■ ATL Key Approaches to Learning skills for MYP Language acquisition are highlighted whenever we Activities are designed to develop your Approaches to encounter them . Learning (ATL) skills . ◆■Assessment opportunities in Hint In some of the activities, we provide hints to help you work on the this chapter: assignment. This also introduces you to the new Hint feature in the on-screen assessment. Some activities are formative as they allow you to practise certain parts of the MYP Language acquisition Assessment Objectives . Other activities Definitions are included for important terms and can be used by you or your teachers to assess your achievement summatively against all parts of an information boxes are included to give background assessment objective . information, more detail and explanation. At the end of the chapter you are asked to reflect back on what you have learnt with our Reflection table, maybe to think of new questions brought to light by your learning. Use this table to reflect on your own learning in this chapter. Questions we asked Answers we found Any further Who am I? questions now? ■■These Approaches to Learning (ATL) Factual skills will be useful … What does it Conceptual ■■Communication skills mean to belong? ■■Collaboration skills Debatable ■■Organization skills ■■Reflection skills Why do we need Approaches to Description – what How well did ■■Information literacy skills to belong? learning you used in new skills did you you master the ■■Media literacy skills this chapter learn? skills? ■■Critical-thinking skills ■■Creative-thinking skills ■●●■■T■TccttrroohhaWpi nmtiecnir scoipkofeamneelle fslrrpwyii xsldsa eak–iceisni ltrslela ld u osxhr teencoetsrr w,rclef oiiala sbecbnetaiuec dvlil n ettoam ielnntyoai g dat…kni otngei v glrtroee ehr bciaeoniassl glaoa ctnlnpeoeiepzsmad eltyr,m o ainen nultgoedhn cr tiiaacth iatpeiinlpos dk.nroie nacagincs hdisok nilsls; HWdYiamfadpiaeogs eheovafcuenereetor,rsuwten voriyi.r?tdee onei wAerleOus iigswnn,so ni etgaiorwhtievdrt noaei eyesso, n r ccaaf ascda aao nortc snenhmedmok nex detmewmopr demuttpriif u elmtyiylobhnneso see sedxiuctti s dne ydorm i, sfmdgem biepini fxfypwlipeeffnt o iusrl hcteewsorhruodtote eehalm nt wb no ocqataytf eoelu yn rpo o hoayedtauniau rssivrsereit tnt acoa. ilsuactrorr iyheonysen.,.sa fgd Ys hrwu b aoaaoaechunbbgitno doebeag rv,irwoei eesghvs?t eee tui cahrWnam.nle ardOde ahpeo nuyprinn?, ri iln sy g Novice Learner Practitioner Expert ◆■Athsisse cshsmapetnert: opportunities in Iiofndrf oe tonmhutis irto iceouhswra, npnpet eceerords,mo wtnopea lfe l wexree iillldl a cfetooinonctnunitsseihe cositp.ne sP d haa otrnotwd oo twfth hoeeeu ruirms n idwpdeaehncrostt titcoaiaefn rsdte hc , eoa mnrodeo stt os ◆■Criterion A: Comprehending spoken and visual text be part of something bigger than ourselves. Learner profile Reflect on the importance of the ◆◆◆■■■CCwCwrrrriiritititteetettrrreeiiioononnn n af oBnCDr:d: : mC C Uvooissmmiunpamglr ueltaehnnxeicgtnaudtaiinnggge iiwnn r rsietptsoepknoe nansn ead nt vodi ssupaolk teenx,t EdiScsxiao fapnfmlelw ocreerratienniymacgste e ecwssh c ahatohnnanedtgf i‘ufhnbosogeirowm loan nns.s dgpo iefnc cabginae’ l lm omwneeegaa infnnes ge di lsia.f rkfTeeeh rysee o ntio dtv eatuharni iendodgef rsbts.he taalotn ntdhgineingyg attribute(s) achttaripbtuetr.e for your learning in this KbEeYlo nWginOgRDS immigration Wanneedig whexbilplo lluoororheko daoitfd fdse,ir fenfenartte ifonontr amcloistny o cafe npbdtes li odonef gncitonitmgy. mthuant iitniecslu de cchoamramcutenriitsytics mmiiggrraantiton THINK–PAIR–SHARE We have incorporated Visible Thinking – ideas, framework, culture multicultural Watch this short video of a young woman’s view on protocol and thinking routines – from Project Zero at ethnic diversity roots belonging: https://youtu.be/QJgCklbKZck. gidloebnatilt ydimension ttroalderitainotnal Ltois tdeens ccraibreef ual lsye nansed otfa kbee lnoontgeisn. gW?hat words are used the Harvard Graduate School of Education into many of immigrant our activities. 3 1 Where do I belong? EXTENSION Extension activities allow you to explore a You are prompted to consider your conceptual understanding topic further . in a variety of activities throughout each chapter. ▼■ Links to: Like any other subject, Language acquisition is just one ! Take action part of our bigger picture of the world . Links to other subjects are discussed . !■ While the book provides opportunities for action and plenty of content to enrich the conceptual relationships, you must be an active part of this ●■ We will reflect on this learner profile process . Guidance is given to help you with your own attribute … research, including how to carry out research, how to form your own research questions, and how to link ●■ Each chapter has an IB learner profile attribute as and develop your study of Language acquisition to its theme, and you are encouraged to reflect on the global issues in our twenty-first century world . these too . Connections Context Identities and relationships 1 Where do I belong? A person’s cultural identity and sense of belonging may derive from connections to family, language context, ethnicity and social backgrounds. CONSIDER THESE QUESTIONS: Factual: What is identity? What does ‘belonging’ mean? Conceptual: Where do I belong? ■■What does ‘belonging’ mean? What is the relationship between identity and belonging? What does IN THIS CHAPTER WE WILL … it mean to belong? How do we ■■ Find out which meaningful elements of our identity we take with us become who we are? What makes wherever we go. us unique? ■■ Explore: Debatable: Can people change? ■■ how we make our identities ■■ ways to express belonging. Now share and compare your ■■ Take action by raising awareness and understanding of impressions and thoughts and ideas with your perceptions which can lead to bias in our communities. partner, or with the whole class. 2 English for the IB MYP 4&5: by Concept
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