7 CPS ee a nS ra SCR») may Seen : CeMn ca) y OXFORDOXFORD Grr rent ue, Ox 9208 te om ‘ete ary renner he ree Onin ates rae scp ot etatan trek chk odo outing caren ve eer de me ‘he od eo tbe tee sed Feit Una cna ratte Da ible eeipe nections bees torrie pee {Submmhe aoe east eco) oe Snr ne ting mini Coven ketenes Bea 6 Signe mit narrate carey Seeing en es fas Renata Spy tecnica a EE chest piv erecapa pa memenen ae {be picasa panacea pe ety tage yr tar ft aon ery Sher ets psec pw res pene pa oe Ee fnaetp tenes Noman Sua Ft po cee por Shey toe yo eon ina Enna pit: apa ran ma ‘any Sect pie snc p lok steno peta Fea ie epee pasa ris: st eb pur rau wet Ma Suck te te Ain a spt Ne ees a eeeepees mean Sesearemt rename! = es Sea ees ane Szmecemec ci eieeinreiy a Seeman Sierras er ram Se eee eaarersaeaarte os eens Sa ei ed aCourse Companion definition The IB Diploma Programme Course Companions ae resoutce materials desined to support students throughout thee two-year Diplome Programme couse of study tna parcularsabject. They wl ep students gin en understand of whats expected om te stay of on |i Diploma Programme subject wble presenting content ina way that Slusates the purpose and ams ofthe TB They rll the philosophy and approach ol the I and encourage a deep understanding of each subject iy making connections wo mide ses aa providing opportunites for tte thinking, ‘he books mir the Ik pllocophy of viewing the curiam in terms ofa whoke-cours approach; the use ofa wide range of resources, {niernational mindenes the 1 learner profil and te Diploma Programme core requitements, theory of knowledge, the extended essy, aint reat, activ, service (CAS). ach book can be used in conknetion with other materials and indeed, students ofthe IB ate reqired and encouraged to daw conclusions om 2 Naley of resources. Supgestons for aldonal an further reading {ve given in each book and suggestions lor how to extend escarch are owded Imaddition, the Course Companions provide advice and guidance aon the specific cote asesmens requirements and on arademic honesty protocol. They are distinctive and autherative without being presrptive IB mission statement ‘The Intemational Haecalaureate aims to develop inquiring, knowledgable and caring young people mh help to create a beter and more peaceful ‘Would through intercultural understanding and eespec To his end the 1B works with schools. governments and fnesmational organizations to develop challenging programmes of international education and rigorous assessment These programmes encourage students acress the work 10 become active compassionate, and lifelong learners who understand that ocher people, ‘with their dfierences, can alo be right.The IB learner Profile ‘The airy of all IB programmes ist develop internationally minded people who, recognizing their common humanity and sbered guardianship of the planet, help to create 2 better and more peacelul world. i learners strive tobe: Inguirers They develop thei natural curiosity: They acquire the skill necessary (0 conduct Inguity and esearch and show independence in leaming. They actively enjoy learning and this love of learning will be sustained throughout their ves Knowledgable They explore conceps, kes, and issues that have local and global significance: In so doing, they acquire in-depth knowledge and Aevelop understanding across a broad end belanced rani of disciplines. ‘Thinkers They exercise iniative in applying thinking kills eitcaly and creatively to recognize and approach complex problems, and rake reasoned, ethical decsions, ‘Communicators They understand anil express keas and information| confidently and ercaively in more than one language and in variety ff mids of communication. They work effectively and willingly in collaboration with others Principled They act with integrity and honesty, witha strong sense of laine, justice, and respect for the dignity ofthe individual, groups, And communities. They take responsiblity lor thei oven actions and the ‘consequences that accompany ther. ‘Open-minded They understand and appreciate thei own cultures and personal histories, and are open to he perspectives, values. and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow frm the experience. ‘Caring they show empathy, compassion, and respect rowards the needs and Ieelings of others, They have e personal cynnmitment to service Sand act to make a positive ciference to the lives af ethers and tothe Risk-takers They approoch unlamila situations and uncertainty with courage ad forethought. and have the Independence of spi w ‘explore new roles, ideas, and strategies. They are brave and articulate in Aefenstng thei beets Balanced They understand the importance of intellectual, physical, and ‘emotional balance to achieve personal well-being for themselves and others. Retlective They give oughiful consideration to their own learning and experience. They ae ale 19 assess and understand their sengihs and limitations in onder to support their learning and personal developmentAnote on academic honesty {tis vita importance to acknowledge and appropriately «rit the owners of information ‘when that information i used in your work [Ate ll owners of ideas (intellectual property) have property rights. fo have an authentic plece fof work, it must be based om your individ nd original ideas with the work of others fly acknowledged. Therefore, all assignments, writen fr oral, completed lor assessment must Use Your fw language and expression. Whee sources ate used oF refered 1, whether in the fon of cirect ‘quotation or paraphrase, such sources must be appropriately acknowedse How do | acknowledge the wark of others? The wey that you acknovsedge that you have used the ideas of osher people is Hugh the use of footnotes and bibliographies Foomotes (place at rhe bottom of a page) 9 endnotes (placed atthe end of a document) are torbe provided when you quote or paraphrase Jom another document, or dosely summarize the ‘information provided in another dacument. ou de ‘not need to provide afoomore for information that 's part of a ‘body of knowledge’. That is, definitions fo not need to be footncted as they re part ofthe assumed knowledge [Bibllographies should include a formal is of the resources that you used in your work. The list shoold Include all esauees, Inching books, magazines, newspaper ances, Internet. based nescuees, CDs and works ofan. “Formal” _means that you should use one ofthe several accepied forms of presentatien. You must provide full information as to how a reader or viewer ff your work can find the same information, A bibliography is compulsory inthe extended essay. What constitutes misconduct? Misconduct Is behaviour shat rests n, or may result in, you or any student gaining an unlair Advantage in one oF more assessment compement Misconduct inches plagiarism and collusion. Plagiarism is defined asthe representation of the eas oc work of another person as your ow. The following are some of the ways to avoid plagiarism Words and ideas of another person used support one's arguments must be acknowledged. Passages that are quoted verbatim must bbe enclosed within quotation marks and acknowledged. © CD-ROMs email messages, web ses on the Intemet, and any other electronic media must be ‘eaten che same way 2 books and Joma + The sources ofa photographs, maps, ‘Musrations, computer programs. daa. graphs, audio-visual, and similar material must be Acknowledged if they are not your own work Works of art whetlier musi, film, dance, ‘theatre ars, oF visual ants, and where the creative use of apart of a work takes place, must be acknowledged. Collusion is defined as supporting miscondet by nother student Ths includes: #allewing your work 1 be copied or submitted Torassessment by another student 4 duptesting work for aiferent assesment ‘coraponents and/or diploma requicements. Other forms of misconduct inciude any action that gives you an unlair advantage or alects the ‘esulls of another student, Examples ince, ‘aking unauthorized material Into an examination room, misconduct during an examination, and falsifying a CAS recordSSQEmaSQqQqQqa=== CONTENTS vo ® 7 ‘Experiences: Facing life's challenges A Llestories Caste andtadons m0 Introduction, Ro passage ee 1 Identities: Fitfor ite .. 8 Humaningenuity: scientific A blesles. = 4 and technological innovation B Mente eat escsenesseneen 33. A_Teetrologeal inmotion © Analy ie ‘ a 3 Sciovtlicinnoaton The uteethumanity 2 Experiences: Sketching our lives! . A Migation B Holdayesne ral CLeiaure ete, learning 1 Theorking worth 3 Wigtereducaion a “ag -9_ Social organization: 21st-century 2 2 1 aaa aeangr COUR: oo © Stet ee ‘A pristic expression oe 8 Media and communicate. sip) “SOSHNOnE Ne planet Original (© Entartainmentscsecsseseneeneeenen dd A Haran igs = Beth. 4 Social organization: Volunteering.....138 © "tly aD: A Communty 15 6 sdaweacink “ju, Theextendad essay in English B. © Secialatoneips, 19, ‘5. Sharing the planst: Protecting the planet ... A Theemivonment Uber ang url envonments Ded © Meeting the chalenge Exam-style papers (SL & HL) 6 Identities: Who we are! .. ‘A. Areyeuving youre in aceerdance with yeuraues? 8 Language ena certty subcultures. Answers. GHow to use your enhanced online course book “This English B ennanco onlin cours bok i designed to prepare you for your DP assessments by giving, ‘you a wide range of practice. In addition tothe activities you will find inthis book, further practice ‘and support are available on the online course book. Throughout the book you will find the following icons. By clicking on these you ean access the associated interactive activity or document. © digia contents Click here frst of pages on Exam-style papers 1 syle papers, with accompanying audio tac, ‘whien a adestional practice are avelableon page vi,one fr Starderd Level and one ‘2ctvties and support materials forhighertovet ‘an be found vitin your online ¥ coursebook, oy Listening comprehension Ingrder or youto practice te isening component cf Paper2, you wi ind widerange ct embedded al ‘eudinexerses Uvoughout the book There ae thee {etening compronenson actives per chapter, each Indeatod by aniconin the margin 3¢ shown below. [ontesccensauwil hee scnes oul (Radio clp with) | HLexom popers, aera <= accompanying | | with accompanying ausio “otersctve, as = | automate = femorchansion tivity, follows, . ® ‘Answers and transcripts Asso alates Grout the chapter Gotan and Froth eel semen rte Prarie wraybe nd onthe Sy —_ chapter Faliesumoniawea lick theicon on venta Clk hereto move between the audio ‘eroens.Thefina screen eecreie ree ofeachenaoter ackhere wlshow your resus upon Dresinghe “cubmit! button ) Aust ctip lick thisicon te listen tthe aust clip thot aezompnis «ach printed istening comprehensionINTRODUCTION IB values and the needs of 21"-century language learners As teachers we ate engaged with "century lamers of English. The new tation ofthe English 8 coursebook has been designed to mext the needs of his new generation of learner tis compete alignment with the 1B vision to create a colaborative, global community united by a mission to ‘make abetter word throagh education “Tothis end the English B course took has made fll use ofthe four core ‘values of an IB eiucaton and adapted them te the needs of learners of English, Global contexts “The new Bilis B course bok focuses on laring from global perspective so thal students can increase their understanding of language Bnd elke which, in ti, can hl them o become mee globally engaged. ‘The content and activities ofthe fen chapters in the course guide allow students of English to develop insights into these global sues: +The concepts of culture ane diversity + Tieton ened Global engagement + nimatons-nindedrans end ghbal cast + Intendependnce and glabalzaton + entity and entra dvesty + Social justice and human rights: + Peacebuilding and conic rescuton + Sustainable fates Significant content ‘The iw eit he glk Bite ik has es etre 18 ‘provide students with a highly relevant exploration the five prescribed themes of the Language B guide for first examinations in 2020, Each chapter concept-criven and hosed on one of the key themes of the new Language B guide: entities + Experiences+ Humon ingenuity + Social organization 4 Sharing the planet Every chapter provides a wealth of opportunities for Tingulstic and ‘conceptual development. For example, chapter 3 “Celebrity” explores the theme of Huma Ingenuity, The chapter asks students to inquire {nto three related topics: Arse expression, Maia and communication, and Entertainment ‘These themes also provide a framevrork to study broad and powerful ‘organizing concepts related to language acquisition, Each chapter focuses on one of the five conceptual understandings given in the Language B guide: Audience, Context. Meaning, Purpese, and Variation [Each chapter also contains exercises in concep tial understanding {to help students understand and manipulate a designated concept ina meaningful manner. Stents reinforce conceptual learning bby undortaking specific listening, reading, speaking and writing assessment tasks related o their understanding ofthese concepts. Forinstance, chapter 3 focuses on Purpose. In Chapter 3 students ‘analyse and produce review’ and interviews. To reinforce conceptual ‘understanding, students are required to think about the purpose of the input reviews or interviews they read and listen to, and later create. Each chapter also contains “TOK moments” giving students ‘opportunities to relate the ideas and concepts explored within a chapter to language as one ofthe TOK ways of knowing, Student-centred, inquiry-based learning “The Baplak coo book is olie fn npposch anc explores theta thot promote personal an infllctual growth, The 1D conten! chapters ar organized around a cteat and consistent inquiry-based sce that wil help students to develop cogitve and linguistic abies. ll tasks are designed to encourage proup work and cooperative leaning ach chapter bopns with an overarching research question and an ‘opportunity for nal dbcusion and reflection. Students can then investigate the specific research question for ech ection ofthe capes. Each section combines elements of langage development with structured ingly. Input: Reading/Listening + Before reading listening activites to ascertain prio knowledge + Alistening or roading text related to the specific topic and research question ofeach section+ Listening o reading comprohansion exercises with extensions for Higher Level + Bxercses modell on Paper assessment rubrics and designed tohelp students tnderstond the content ofthe text and concepts related tot Processing: Interaction Follow-up interactive tasks reinforce students understanding of ‘antent concepts ant the language contained inthe inp tex. In this section students have ample opportunites develop interactive skills while furthering the investigation, Output: Speaking Here stucenis can practice: Internal sessment (Standard Level) guided analysis of visual stmulos + Intenal assessment Higher Level) = guided exploration fa ecary teat During these activities students can use topic-specific language to ‘consolidate and discuss concepts related to inquiry. Output: Writing Here student wil find guidlines and scaffolds to help them analyse and practice specific text types. They will also find practice Paper 1 writing activities in which they ean demonstrate conceptual understanding, Both speaking and writing activities contain rubrics using the new [A ‘and Paper 1 assessment criteria for reflective peer and sel-assessment. Conclusions and student reflections. Each section gives students the opportunity o reconsider each research question, and thereby arrive at enduring understandings relating to each topic. Asa concluding exercise students can discuss their conclusions regarding the overarching theme and research ‘question ofthe chagter. Approaches talearning Inaddition tothe communicative activities generated by inquiry, the revised English course book develops a range of Approaches to Learning (ATL) skillsEach chapter contains ‘ATL’ sidebars providing specific topic- ‘lated activities to promote the five core Approaches to Learning: ‘Communication skills, Social skills, Research skis, Thinking Skls, and Self-management Skills. By undertaking these ATL activities learners of English will bocame aware oftheir relevance to other areas ofthe curriculum, which will |help them to develop skills fore lifetime of learning. Beyond the classroom ‘tthe end ofeach chapter students wil also find acanchidng activity pase, “Beyond the clasoroon”. Here they can explore opportunities {fehing the ail nd undersiandings they have devéloped in ho chapter in practical everyday contexts such as CAS local community involvement, and cline communications ‘Assessment practice Each chapter proves ample opportunites for exam practice, Sidents will ind opportunities for racing all thesis necessary in esperaion tor Paper (Writing) + Papera (Listening and Reading) +The internal assesment SL (avin stimuli) and Ha eray crtocds Chapt 1 provides advice on the Extended Essay, and examination practice forthe new internal and external assssmonts maybe fcund En the digtal bookChapter summary {Communication skills ‘Thome AA Listening skills = cian Retearch question forthe chapter Whetideas andimagesdowe asecate with atcalthy | WrttentexttypesInclass, discuss 1 research question forthe chapter: What ideas and images do we associate with a healthy lifestyle? Study the dsgram belo What does it communicate abouts healthy ifestyer what are your thoughts ane reactions to tho alagram, the pester and the question? \nyour opinion what ole does the media play in promoting healthy {andunheatty)festyes? What justifications would you give for your answers? rt tthe str ofeach chapter you wil find aroearch question to conser and discassinclass. At the end of your dacussions, make ante of eur inital canelusione. You ae encouraged to ‘makea Istof any points which might ed further reserch ‘Attheerd ofeach chapter you will be asked torefecton your answersto the reeearct question. Think about the ‘question and re-examine your nates + Towhst extent have your views chenged? *Towhet extent have you views remained the same? What now understandings about the topic haveyou achieved? What now questions about tho topic so youhave?Section A: Lifestyles How can physical exercise contribute to our wellbeing? Esch chopteris divided Intotree sections. Each section starts wth its 090 research question foryou toconsiderand disussin 2. What reasons weuld you gve for your answers? class. atthe ondot your 5 discussions, makeanote cfyour initial conetsions You willbe asked tore 1, What are yourFrst thoughts and reactions to the question above? Make 9 lst of points. ‘what more would you need to know and what would you need t9.60 before you could come te adefinitive conchsion about the question? eamineeacheserh Before you read Seen Sea a Before you start, aya class brainstorm the meaning of the phrase section, e ‘heathy te gc liestyle What idons and images does the phrase suggest? joka the pictures below. How might they relate tothe idea ofan tunbeolthy Mfestyle? Think about the photographs and their meaning 2) Describe what Is happening in each picture, How does rerearch question for this section? 1b) Whats the message of each photogThe article you ae going to rad lies eight beneits of exercise for teenagers Wirkingin groups canbe In groups, predict the eight most relevant benefit of exercise for teagers| from the list A-P below. beberle i Rat a ‘theres disagreement. tn this oe mam ce ee fo pei Eee aes wearers) | Rin eatrreos Sar omens EE (eee mach ee aaa = ene “complexion | ©. Potential weight ————— a i The 8 bi; jest benefits of exercise for teenagers Exercise guidelines for teenagers The NHS recommends that tenagers need an hour of physical activity every day fo Hep stay ely, The 60 minutes oxen should combine moderateinenlty aerobic ‘tivity ke walking fast 0 vigorous Intensity aerobic activity, ncidng euming (On3 days a week there should also be muscle stengtening moves ike push-ups and bone-atrengiiening exerce, including running. Many sports and activites hip towards these urges, ecg playing football gymnactie and mattal arte taining 1. Weight contrat Because exercise helps use oxygen iteauses your body to buen stored fat and helps you maintain a normal weight For instance, if you walk seven hulometers day, four times 3 week, you can burn about L600 calories. If you dont change your det atall and keep walking the same distance over six months, youl Tose kilos,2. Stronger muscles ‘Mest people know that exercise keeps muscles strong, But did you know that strong muscles also bam ‘more calories? Muscle mass fsa metabolically ative tissue In ather words, the mote muscle mass you hove, the more calories you burn even wwhen you're not working cut. However, men have mone muscle ‘mass 60 they burn calories faster and lose weight moce easly than girl, 3. Stronger bones Studies show that regular, moderate resistance and strengthening activities like walking, running, Jogging, and dancing also burn weight Sach exercises also boost tone mass and heep muscles strong, 4. Better skin ‘As exercise boosts oxygen tothe skin, i also helps increase the natural production of collagen, the ‘connective tissue that plumps your skin. Your skin colour is also improved after exercise hecauseof the increase in blood flow. Exercise abo boosts circulation and the del very of other nutrients to your skin that remove toxins o poisons. 5. Lessstress Regular exercise nxluces the amount of stress hormones in the body, resulting in relaxes blood vessels and lower blood pressure. A slower heart rate alter excrise also reduces muscle tension on yous face. 6. Improved mood Research shows that regular exercise reluces symptom of mil te moderate depression and enhances psychological fitness, Exerc can even procuce changes in endorphin levels in the body. Endorphins ane hormones in the brain associated with happy, positive felis. 7. Fewerilinesses Regular exercise appears to help boost the immuno system, thus elping to reduce the numer of colds, ly and other infections. 8. More brainpower Exercise boosts blo! flow to the brain and helps itrecaive oxygen and nutrients. The better shape you're in the faster you activate brain waves that are resporsible ‘or quick thinking, So, for example, if Yyou have a problem, you may find answers during your daily eve-ises, But when do | find time to exercise? Tins ren ig ear iors pyc Reve ts LW Sot re Aer rd rae erg hve time to walk kilometers afterschool! But you can do the distance in short bursts throughout Your day. Hero are wo ideas of how to slot some exercise nto your day: + Walkaround the school playground curing lunchtime instead of siting or standing around ~ you ‘an sill chat with your fiends! + Takea one-mile walk after school with fiends or the fa ily do. I you stick to the walking programme, you'll soon see the benefitsReading comprehension Read the text carefully and identify whether the statements below are true or fase. Tick ¥ he correct sesponse then justify it witha relevant brief quotation mS Ro, aca (gear AT every dey to help stay healthy” 2 Youucan lose five kilos armonth by walking seitestion: 2. ttyou remove muscular, youcan loco more weight stfeation: 2. Dancingisclassad aca bone strengthening err. ustfcation: 44. nceasecllagen wl hep to remove poison from these useestion: 5. Exercise cannot dereae the outward signe of stress, tustfcation: 5 Physically active people are ust asikely tobe as Lshappy asnon active peo. stestion: 7. Breese conhelpyou ight off ineses ustfeation: 8. Thinkngis2 recognized form ofexercse estitcation: ed When tackling the reading compretension exercises in this boot, remember to use techniques to imorove your reading-or meaning skis to lather specific information, + Read sach question critially ad make sure ‘you understand the task ovacty, + Preview and skim wad texts to build ‘undosstanding, + Makesure you can ‘summarize the main points and conclusions ofthetort. + Loaeercctphreses inthetesttoshow undasstandingoFspecitic questions. Youcan asouse the reading compretension techniques youare developing herein your ver subjects!Sa) Look at your answers for ‘questions 11014, Hon do. ‘you know your answers are ‘correct? Foreach of your sponses find aquotein the text to “supportyour answers. Use ‘these thinking skills: + Recognize unstated ideas and bias + Interpretinformation. + Gather and organize ‘elovaneintrmation to formulate an argument. Feroampeson his page dyouare ering presentation els Youcanuse trees inmultplecentortsnaiyour ‘ther sunjecs ere, you are learning for life. You will be able apply these skills, in situations beyond the ‘lasso atcolege ain theworot work. Answer the following questions 9, According tothe article, what is the biggest single problem facing, ‘toonagers who want to walk the recommended daily distance fora healthy Miestyle? 10, What promise do the walters make to readers inthe closing remarks? ‘Muttiple-choice questions - conventions 11, What type of tet is The 8 biggest beefs of exer for teoagers? A. speech G Asetot guidlines >) Annes D. Amedicl part ( 12, The main purpose ofthe texts to: A. narrate sory + exlanaprblen Aeseribea situation D. give advice J 13, The opinions in the text sem: 1A. very balanced ©. biased 8. emotional D. dgica 18, The tox is address to: A. parents teenagers 8. teachers D. everyone ( cl 0 oe Now lock again atthe predictions about the contents ofthe article you rade belore reading the text How many of your predictons were correct? How many were incorect?Go through te lst of other potential benefits ‘of physical exercise agen, Chocse three additional benefits of exercise {for teenagers that are not mentioned in theta, nd then write tree addtional paragraphs forthe atc. Wile between 100 an 150 words. Presentation skills ‘The process of presenting topic toan audience isan imporiant communication ski. Its purpose ist inform the listeners ox persuade them of point of wiew. During the English Bi course you may wish to give ‘an oral presentation ona topic you have studied. When you present, its very important to: A. seloct appropriate material for the presentation, 18 onganize your ideas and material into a clar structre,Think about why you are making your presentation Whatdo you want to achieve? ‘What do you want your audience to learn? ‘What action do you want your audience to take following your How can you best design your presentation? Tohelp answer these your initial thoughts Introduction: Content ndthess restons, you can use a chart ike this to brainstorm ‘Supportngidea one Supporting des two upping dea thee Conclusion, incucinga summary anda ‘inal ought ‘As you fill inthe table, ask yourself these question: What are the main points you wish to make? Ate these points structure in a logical, coherent way? Oral activity: Presentation Read the fllowing news report Research shows s think playing computer game er of young peop believe ounputer game a form of exer, 2 sovecnment sty fleseed toda The rearon, pudishod iy the todays young peop Iss thet you physica] welne ris topact ems that many yourg P=07 purer the sty found tt 70 er wanted too mate exerciseYou canaso.usethe ‘organizational and ‘communication sls you aro Usinginthsererese to create presentations in your ote subjects, ‘Organization sits + Set goals that are challengnganérealitic ‘+ Panstratags and take action te achieve personal ‘nd acodemie goals + Use appropriate strategies fororganiing complex “formation ‘Communicating through language activities + Previeward shir textsto ‘bull understanging + Read ertically and for “comprehension + Read vrety of sources forinformation + ake inferences and drow Using the news report es a starting point, create presentation for middle-school students explaining both the benefits of physical exercise and the dangers of a lack of exercise. “The presentation should last For four minutes Use the chart and the advice above to brainstorm your intial dens, a Ineyocuction: Content and thes statement ‘Supporting idea ono Supporting dea two Supporting ides thee ‘Conctusian, incu final tought summary anda Planning and drafting Ci yt hve id fa alt yur pentatonic ret on how sou can improve what you hove proces Do you think you have done a good job of introducing the topic? + Have you explained the context ofthe presentation leary? Js your thesis statement clear and effective? Suggest any improvements or rephrasing 1s your argument effective? Will each ofthe supporting points you makebe cee to your udience? Is there a clear topie sentence in each ofthe supportnganguments? + Does each supporting point relate clearly to your those statment? + Suggest any improvements or rephrasing ‘re there reasons, examples, or different explanations to support the topic sentence? 1 ther clear conctusion? + Does the conchasion relate tothe thesis statement?” + Dees the conclusion relate to the supporting pons? Haye you made a final point which eltes the conchison of your presentation tothe wider world? + Suggest any improvements or rephrasingDet ee toot achieved by sing linking statements show eleaely how your main inthis vere youwil points it together Comme inking statements incl haveto: “The nex pi consider" + take offctive nates aoe + make an efectve. her important issue i Weare ee the at + orgnize and structure Information ogial. ‘Addressing the audience ‘Who is tho audience forte presentation? Have you made sue that your language and examples ar suitable for your audience? Practicing and rehearsing tis also very useful to practice yous presentation a least once before you dave ft the cass, When praccing your preentaion, you cane this chart help each oter in your group a improve ther peetormances Oral communication skills Ee) mere errr) rer es improvement | improvement coe Hasgpodeyecentnet Hoseyecentoctinith Semetineshas eye Doesnathavecye lwinaudionse theaustencemostof certactiththe contatwththe the tine. sudience audience crore howe great Shows enthusiaem Shows some Showstite centhusiasmforthe forthe opi. enthusiasm forthe topic. ‘pe. Veryprepwedand Mostly preparedand Somewhat prepared Motvery prepared or organization wollorganized, —wellorgarized. on organized. oarited. coer Speaks verycleary Speakscleary __Sometimesspeaks_Doesnotseak andicveryeasyte mostoftretime cleat andis dloaryanais| Understand, andisfaidyeasytosmetimeseasyto_quteciffeult Understand Undentang. undorstand, ESSE Sc Eg stowsexcelen shows good showssome Showstiele understanding ofthe understandingofthe understandingofthe understanding ofthe epic topic ‘pe. topic ‘Once you ate ready, deliver your presentation. Your listeners may use the table above to give you feedback.‘Assess the presentations given by yourclassmates Use tho followingcriteriato guide your assessment stimulus (St Liege tery extract [ML 2 Message: Conversation Interactive lle communica Suggest waysin which your classmates can improve thor presentation techniques. Internal assessment (SL) Look atthe visual stimulus below. The image relates tothe theme of “identities Brainstorming What is the main idea in the photograph? How does itrelate to the tile of this section, “Lifestyles”? ‘What do you see in the background of the photograph? What des this tell you about the loation and context ofthe photograph? Lookat the foreground of the photograph. Deserbe the person or people you can see, what happening inthe pictar? How does she ction mateo the lie ofthis heplen, “Tt for Life"? Preparation and presentation Based on your answers to the questions above, prepare a four. ‘minute presentation on the photograph. Remember that the presentation should not only include a description ofthe photograph, but should also connect itt the topics of entities, oat ond lst. Ieshoule also highlight the connection between the photograph and an Anglophone cular Present your photograph ancl topic to your classmates, Remember tha in the actual examination you will have 15 minutes to prepare your presentation ‘You wilfind dexaed information about athe St and ML assessments for this course in Me Languode B guide fo rstexorinations 2020 (160) ‘Make sure you are fami ‘assessment components with the assessment teria for allthe ‘which you need to improve in order to achieve the next evel of proficiency Ineach ofthe assessment activities.Internal assessment (HL) ead the following passage. Then answer the questions that follow. The training of Mu Lan -the woman warrior “ite Tigers Moxne Hone Kiraston'schighoodfontosy of ving the if of Fo Mu Lan, the wornan warrior This section is wot nthe st person. hati, Kom the young Mu Lo's point of vow. nthe fantasy, having een etrocted by acistont bid she flows Itup int the mountains unt shecomes Ye the magical hutaf ‘ammystercus oc coupe. The old nan andthe old woman receive Mu Lan and say they want to train he © ‘become a great nerior and hep her family tok revenge on te local baron whe hasbeen explitng ond ‘ppressing them. “what do you want todo? the old man asked, You can go back Fight now if you ike, You can go pull sweet potatoes or you can stay with us and eam how to fight barbarians and bandits? "You con avenge your village sid the old woman. You can recapture the harvests the thieves have taken You can be remombored bythe Han people for your dutfuness "wilstay with yous sai “The hstthingyou have to lear; the old woman told me, is how tobeculet’ They lft me by teams to watch or aims. you axe noisy, you'lmake the deer go without water ‘When could kneel all day without my legs cramping and my breathing became even, the squirrels would bury ther hoardings atthe nom ofmy shirt nd than bend their headsina celebration ‘dance. At right, the mice and toads looked a me, thek eyes quick stars ard slow stars. Not once did see three-legged toad, ‘though; yournced strings of ash to bat thom, “The two ol peopled mein exercises that began at dawn and ended at sunset o that could watch our shadows grew and shrink and grow again, rooted in the earth earned tomawermy fingers, hands fet, head, and entre body incites. | walked putting hel doven ist, toes pointing outverd thirty to forty degrees, rmokingthe ideograph eight, making the ideopraph human: Knees bent,| wuld ving into the si, meacuredsquar step; the powerful walk int bate. _ser Five yeare my body becamesa strong that could control even the directions ofthe puplisinside my ree. could copy ows and bats, the words forbat and blessing’ homonyms. After sixyears the deer let merun beside ther. cou jump twenty feet nt the air from astanstil leaping ke @ monkey over the hut. Every creature has 3 hiding skill anda fighting hill2 werorcan vee. When thebicdealghted on my alm, could sflld my muscles under their feet and gve them no bas from whic to ly aay. fut | could not fy ikea biel that lad me hee, except in are, free creams an extrac rom the chap wie Tiger” from Tho women serra, by Maxine Hong KingstonBrainstorn Insmall groups, dicuss the following questions then summorize ‘your discussion in point form. ‘What motivates the old man and woman to train Fa Mu Lan to ‘become the Woman Warrior? “scribe and explain the diferent sages of Mu Lan’s taining. + Hlow does the old couple use nature to teach Mu Lan avout fighting? ‘On the evidence of the text, ow does the physical training contebuie ‘to Mu Lan’s wellbeing and sense of purpose? Hove would yout mc if you had to undergo sch a rigorous taining ‘programave? Explain and jusiy your answer (Classmates listening othe presentation should prepaze individual questions about the text. They ean put these questions to you a the end of ‘your presentation ‘Assess the presentations given by your classmates, Use the following criteria ‘to guide your assessment: SOM 1 essage terary enact 2 Message: Conversation ‘Suggest ways n whieh your classmates can improve thelr presentation ‘techniques. C4 Clckte conto practice the listening section of Paper 2. Aer you have listened to an audiotreck you wil complete a set of accompanying activites istening comprehensionPaper 1: Personal letter writing Wo writ persona eters to people we know well sic as fled oF| ‘members of our family. These days we sil tend to write terson special occasions: to invite to thank someone, to expres sympathy oF congratlations. Other persnal letters ate writen to maintain 3 friendship or personal relationship. Writing a leter Sows that you care about your render, an that you are wing to spend time writing to them. \Weshould also remember that people tend to keep persona eters and will een them, sometimes long afer they have bevn received, ‘The witersof personal eters wil wast to make sure that thee words expres their esac thoughts and tcc eclngs towards thei audience, the rear You do nct want your reader to misunderstand your meaning 0 the personal eter has tohitthe right note, and have the enact eer intended This means thatthe language musi be chosen carefully. ‘Thisioa vor itficalt task. The choice ofa single wrong word or bed srammar can change the meaning oF tone of ter, 50 you wil have tobe selective and profread extremely carefully. In English 8 Pape 1 you may wish o write personel tri response toa set prompt. Such a persena eter may equire you indertake sever ings thin one eter: + narratean event describe a person or object describe your feelings or reactions ‘eoplain your thoughts and ens sive advice or instructions ‘exphin a situation you find yourself in ‘You should edopt an informal, personal tone and register suitable to the subject matter and audisnce, You can use moderate amounts of sang, isbroviations and clluial expressions in informal ltrs. Whon in ‘doubt, remember this tsk is an assessment of how well, not how bad you can write English, Structure ‘You may wish to star with your address and a date. Keep in mind that you will also nee to be able ro qpen and close che letter correctly with an informal salutation and ending. The most frequent salutation is ‘Dear’ followed by the reader's frst name. In personal Iter, you could use ‘Love, ‘Best wishes’ ‘Cheers to close the letter Your signature (Le, your fist name} goes below the closeing activity: Personal letters A autel onpeaener crn rer aoa Reena E Plan raf, revise and redraft 1. Resands The 8 bigest benef of exer for teonager, Do you agree or “disagroe with the content and message ofthe guidelines? Woo aletor toa friend describing your reactions to the text. 2 Imagine you are Mu Lan in the literary extract you rea earlier Wie «5 personal leer to Your family describing your life onthe mountain ‘withthe old couple and your training programme, 8. You are worried about an older re ive who has gone hough sone serious lie changes recently and seems to have become very inactive Read this poster an use some of the information to writ toa friend ‘or another family member describing the relative and suggesting 2 plan of action Physical activity and mental healthBrainstorming During the frst stage write down as many ideas as you can about the content your ler 2, Generate Planning Use the chart below to help you decide what conten to include. Give speciflcdetas as much as posible, Audience ies very =m Important concept inthe study ollenguege. Authors cercata texts fora personor agroupof people who wil, 124; listen or view it Describe person or object Defining an audience When an author plans texte ofthe most impoctentquesionsto cansideris"Wha's the ‘audience am tyingto cr = Explaina stuaton you nd yourself Noatean even Describe your fesingsorresetions plan yourthoughs and ideas Give advice or inetuctone teach? Authors need to conse 3 numberof Writing to a specific audience factors define thle + Having wtlon down the content of your lta always visualize the | audience. These include: person yo are weting + sociatstatus ‘While you are wiiting, heep in mind hiow you rewrrnally talk the + Income person you are writing to, _ ee Usea tone of voce and vocabulary in your ster as though you were | | fun ackground talking to your corespaadent in person, + phy location rend the toompctel ic of par eth: tet ari vevine whine + spedalinterests. nae For example, using the list Remember you willbe astesed on thre criteria: Criterion A: Language, | above. canyoudetne the Criterion f: Montage, Criterion C: Conceptual anderstnding (inching | audiene forthe textbook audience, contest and purpose). youarohotaing?to we know The Theory of Knowledge recognises the following waysof knowing: serse perception, reason, ‘mation faith, imogination, intuition, memory, and language, ‘whieh ofthose ways of knowing ae mast hlofu when you wantto ently the audiencefor text? Re.cxamine the text inthis scton: The & biggest What waysof knowing did you use to reach your Further research Find avarietrof texts that promote a healthy Lostye. Usage eniteria above and appropiate ‘ways ef knowing, identify the audience foreach text. Look carefully flues inthe text benefits of exercise for teenagers. Using the following criteria emily the specifi audierce forthe tx. + social status + cultural background: + income + physical location + age gr0up + spacial incerests + gender Conclusion to research question A Now that you have completed the seton, consider reseorch question, “How can physical exercise contribute to our wellbeing?” Look at the notes you took atthe beginning of tis section. To what extent have ‘your opinions onthe subject changed since the beginning the chapter? To ‘what extent have your opinions remzned the samez \whatideas naveyeu leamed inthis sation?Section B: Mental health Research question How do young adults deal with the stress in their lives? 4. Wt reyour fir thoughts and reaction tothe queston above? Make stot points 2, What reasons would you give for your ansmers? 5. Whatmore would you need to know and what would you reed todo before you could come toa dfinitive conclusion about the statement? Before you read Discussion in groups pot the folowing caus sss i lvl om 1 f.You could shouts ieematar oe conducts quatonnie soutste your paar What are the biggest causes of stress in young adults? eseeesir| Aha esto change in sponses | change of sitet era drug wie omit wb home Changing 2 meet vom aie of aly “tig ont oe | oing mac = He entThe dangers of long-term stress ‘Te lowing texts taken roma manual for eenaers, Fighting Invisible Tigers The bok’ author, Ear Hipp. ses the metaphof Ue igor to stand er th stres theca fo in our day ted les. What happens when youlive with stress constant)? When you fe isfulloftigers that never goaway? ou _yacualy adaottoFighorandhigher stress eves, and yeu may never Sind tho bm to calm down, rest and Fecuperate Soon yee ving with an unfeatty ameuntofstres and calngit normal. Long-zermstress can Be dangerous because you may net be aware ofthe physica and emotonaltallitistakingon you. 5 why is long-term stress such problem for so many people? We arent taught about stress, cowe don"t recognize it aven when We ae up ta.oursyabals in. Weall have stress factosin ou ves that wee pomeitss todo anything about (parental decisions, school rules, homework, problems with frends, feng unsafe). We face so many challengos that itis't practical or pasiblt restate each one. We'retheproducts ofa trwven culture. Were taught rom an earty age that's good to compete, win, stay 10 busy, and always be productive. Most of us don't know howto clay. Relaxation skls aren't valued y our culture ts more common lend accepted) to hurry and always do too much than Ris to relax and be quiet fora peried of time. Even our attempts at play canbe filled with competition and pressures tobe reat at everything wedo. Recreation is supposed tobe re-) with stress health 6 anextract fom aseléhelp Dianews story about teenagers, book 2. The target auciance forthe texts probably: 1. socal workers and ©. mental heath professionals administrators 1. the general pubic. ©. young people and their parents | 5. Theeritor scoms tobe: | aconcered parent 2 guidance counsallor '. anewspaper journalist a husmarities teacher 4 According tothe tex, living with high stess levels means: ‘we learn to relax despite €. webecome dangerous to high stes levels others bs 1. we can forget how mach . wecan make very bad stress wehave decisions 5. Which word from between lines | and 7 is neazest in meaning to the phrase “extent of damage”? 6. According tothe text, why is long-term stess such a problem? A We do act know it exit Weleck the strength todeal 8. Wearenoteducated enough witht stot i . Werorget how taretac 7. The writer defines the term “a driven caltor” line 15) 8 a society that 1 demanding and full © Isvery progressive oftenicn snd postive ( 8. eaves no room for D. values self-reflection 2 Individual expeossion and relaxation, 8. The writer creates the term “swrockretion” to define Iisure activities hat ‘ae frequently violent and have no creative or artistic destructive clement 1. ack any sort of purpose or create even more stress and direction tension9. When the writr says young people are trying “to keep itl together”, + Callectand classify data “+ Accessintormation to be Informed an inform ‘others “+ Createnew information “+ Procantinformation ina ew format + Collectend anaisedatato. “deni solutions he means they ate tying to: understand what they are doing 28, work towards achieving excellence 10. The writer concludes by saying: stress can case bad habits such as overeating ', stress might cause ierational behavior Vocabulary in context cape with the presse they are under . be postive and creative in ‘thoir outlook we find ithard to mensuce the tress in ou ives , we fail notice he elect stress has on as. Define the following phrases in your own words. 14. “up twoour eyeballs" (line 10) 22, “strung out and wrung out” line 21) 12. “performance edge” line 27) Answer: Answer: Answer LT ) aaa aE ar = TB aca es Fig an ee pet ace tere erry os Headachor Ferpetingtorest | Skppingmest: \When you have complete the extension task, write a paregraphot ‘approximately 100 words to cxpsin te othe IB students the dangers of Stress and the benefits of relation, OOral activity: Presentation Here aresome random tips create! for university students dealing with general exam stes. First put the sentences in @ ‘more logical sequence co tha they make better ene, Once ‘you have sequenced the sontences, you are going to se the information and apply tw a different audience. In groups assess and then choose the most important points to cretea five-minute presentation for your fellow IB ‘students. The purpose ofthe task sto create presentation to yout fellow students giving ips about how to handle their English Bor another DP examination. 15 stress tips for the day of an exam 1. Rhertheeramdenotspend endesstimeerciingyourse abcutwhere _Inthisetercs, and others youthinkyouwort rong, ORencurounset-azessmentisartooharen, _inthssbook, youll need to Use ential thinking sls. 2 Aways write aplan oressys and other ariton tasks. Banstom ieas | these tasks here ght Soettconen Seeet Menara 3 angie yc rth io dt lfm th ect qatonmvhcnyinonsevcedahe rte aftonmoeen, _reuncenusns aba « toottorntingup.itjuamveridsbennonjoucecie | alain ‘through with someone, such as a friend, a parent or a teacher, me 5. Get up in good time so you're net rushing and you have time toe Dente eal eles: oe pad time so you're net rushing and you have time to eat Beene ancna ee eee ete een ee dora Rate + Analyse and evaate the cede Lilwustiantrmebrtahiomatontie mower somber | MNEs oat sn tmnt ptr oust ears, & houressyplenisotaaqae 2doworeporstetrewingepn, | lemustesseie 1 ifyour mind goes biank, don't panic! Help the thinking part of your ee ae Bai eso tt ch cs ih lnckststthequcinsbebre ys dcarthqvetonsionoe: | ee ee eee saat ee reovegtagye poneand ae 1. Sycain Gein esi icner peices; yea! | ea aberbeiotehesdeny ss ‘Take @ deep breath before you start to read the paper. Breathing in this + Reaper eenennang, SEreR a e cee i 1M. The quickest and most effective way of eliminating feelings afstress and panicis to close your ees and take several long, slow deep breaths. 15, Workout the time allowance foreach question and sick toiBrainstorming ‘Select the dens you wish to use an adapt: Choose the most important ‘point to create a five-minute presentation for your fellow DP students. IF ‘necessary, alter your points so they ae rlevant to English Bstudents, You ‘may wish to add specific information of your own to help your audience handle specific exam papers. Use this tbe again to plan and redraft your presentation, Inroduction- Contest and thesis ‘statement ‘usportng ce 1 ‘Supporting iea2 ‘supporting ia orci incing asian an fal vate Scns Use th advice you receives to help you to structure your presentation. Have you made sure that your language and examples ae stable for your audience? Always rehearse and practice befoe giving your final presentation, Note: You may wish to record the discussion and/or the presentation, You may want to use the recording a=. prompt for one of the practice writing ‘exercises ater in the chapter small groups, assess the discussion or the presentation giveny your lassmates You may use the ral communication skilson page 11. asa basis foryour comments. DY Listening comprehension {lick the ion to practice the stoning section of Papor2.Ateryou have listened toan audio track you wil complete set of accompanying acthites.Internal assessment (SL) canis Take a look at the visual stimulus below. The image refates to the internal assessment (SL theme of “Identities Youwillhavea choice of wo photographs both related toone ofthe Fivesylabus themes. + identities + Experiences + Humaningenuity Social organization + Sharingthe pianet Youwilhave 15 minutes to prepare ‘Theracarded internal Brainstorming assessment SL wllconsist {Inpairs, choose one of the photographs, then discuss and answer _of three parts the following questions. pw eauEaE What do you seein background of your chosen picture? What does the ‘background tell you about the location and contest ofthe picture? Youwillbegin by making presentation for upte our Lok the foreground ofthe pitt Doser the objets) you ene cansee. andideas communicates ‘Whats the main ea in the picture? How does it relate tothe theme i yourimage. Yeu should ofthe chapter: "it for Lit"? ‘relate your ideas tothe theme chosen your Presenting teacher Part 2: Followup questions and decussion ofthe photograph elated othe ‘theme ofthe photograph, Based on your answers to the questions above, prepare a four: minute presentation on the photograph. Remember thatthe presentation should not only include a description of tho visual stinullis, but should also connect othe topic of celebrity and an Anglophone culture. Present your photograph and topic to your Part 3: General discussion ‘lawsmates. Remember tha in the actual examination you will have l ‘The ast section sa general 15 minutes to prepare your presentation be conversation with your teacher about another ofthe emanate In small groups, ass0ss the presentations given by your classmates. You may tse the & assessment criteria in the Language B guide a a bass for your ‘comments,Internal assessment (HL) Read the short episode “The First Job’, taken from The House on Mango Street by Sandra Ciscernos, end then answer the questions that follow. The first job ‘The narater, Esperanza, is .young Meicon-Aercan teenager whose rome means hce'in Spanish. The book, The House on Mango Steet, follows her ie na poor Latino neighbourhood of Chicago as she ‘makes. aficut and ot times treumate worstion fem ehidhood to ‘adulthood The books taldina series of short ephodes. nhs ane, "Te Fest Job, Esperanza and net family are under pressure for her to find job, as her schools expensive ond they need maney. It wasn’t sil didnt want towork. id, hadeven ge to the social securityoffce the month before to get my socil security number. Ineeced money. The Catheliehigh school coet ala, and Papa aid ‘nobody went to publi shoo! unless you wanted to turn out bad thought ind an easy job, th kind ater kids had, working inthe | slime store o maybe hotdog stand. And though had started locking yet though | might the week ater next. But when | came home that _2hemoon, all et because Tito had pushed me nto the cpen water hydrant-only|had sor of et him-Mama ‘alled mein thekitchen before | could even go and change, and Aunt Lala was siting there crnking her cofee with sp00n, Aunt Lala sid she had found ajo forme et the Peter Pan Photo Finishers on North Broadaay ‘whore she worked, and how old wast, andto show up tomorrow saying was one year cdr, and that was that. So the nent morning! puton the navy blue dress that made me look older and borrowed money for lunch ‘ang bus fare because Aunt Lala £84 | Wouldn't get pdt the nex Friday, ane went in and saw the boss ofthe Peter Pan Photo Finishers on North Broadway where Aut Lalaworked and lied about my agetike she cold me toand sure enough, started that same day Inmyjob thad to wear white gloves. was supposed fo match negatives with their prints, just ook tthe picture and ook or the same ore onthe negative strip puttin he ervelopo, and de the next one. That al, Fed t know where there envelopes nero coming from or where they were going. ust ld what was ol Iewas ea easy; and | guess | wouldn't have mindedit except that you got tres ater awhila and idn't know Mi could sit down or not, and then t stated siting doen only when the two ladies next to me did. After awhile ‘they stvted to laugh and came up to me and sad could sit down when wanted, and sid t knew. ‘hon lunchtime came was scared t eat alone inthe company lunchroom with allthese men andladies lacking, sotto eal aststandirg none of th washroom stalls and had las often et over, co! went backto workeaty. But thenbreaktime came, and not knowing whereelseto g, | nent to the coatroom because here was.a bench there. | guessit wasthe time forthe right shift or mle shift to artive because afew aeoale came in and punched the ‘imo clock, and an olcer Oriana man dello and we aod for awhile abeut my/ust starting andi saié that we could befriends and ner timetogninthe lunch reom ans with him, ae et beta He rasrice2yes an lide so nervous aryrore. Then he asked knew wat dayt was, ard when Isa didnt, he said itwashis bithdoy and woud | pleas give hia bithdayhis.|thought|wouldbecause he nosso old andjust as | was about ‘toputmylips onhis chan, ne grabe my fice with both hands and seas mea hard onthemouth a dee let go.Brainstorming Insmall groups, discuss the following questions then summarize ‘your discussion in point form. 1, Describe in detail the cicumstences surrou sgetsat Peter Pan Photo Finishers, How do we know that the narrator lacks salt confidence and is hy? _dentify the diferent sources ofstess the narrators dealing wth throughout the passage. ‘How does the narratoc deal with the stress she is under? ‘What do you imagine might have happened after the final scensin the story? In your intemal essessment, theliterary extract nllrot 24c00d 200 words. YoU willbe shown two. one from each ofthe works of Iteraturestuciee in class. the job the narrator In your internal assessment at Higher Level you wil be given a choice of two extracts chosen by your ‘teacher one from each ofthe literary works you have ‘stuoiod in class. You wilthave 20rnnutesto prepare art 2: Follow-up questions ‘discussion ofthe Iterary extract follows in which yourteacher will ask you to expandon your your thoughts onthe extract. eee See “Theintemel assessment wil consstoftiveeports: Pat General ciscusson ‘The ast section sa general corversation with your teacher usingone ofthe ylabus'fve general thomes asastartingpoint art: Presentation ‘You wil begin by making a presentation fr upto fourminutes about what you understand from the : ‘Those heres are pall p stirepplleny medals. tho entract tat es + Humor ingenuity {Soca eganiation + Shesngtheplanet Presenting Based on your answers to the questions above, prepare a four- ‘minute presentation on the contents of the extract. Remember thatthe presentation should inchude answers tothe questions above and focus, as much as possible, on th extract alono, Make your presentation to your classmates. Remember that inthe actual exam nation _you will have 20 minutes to prepare your presentation, ‘tients listening tothe presentation should prepare individual questions about the presentation. They can put these questions to you a the end af ‘your presentation.Paper 1; Emails {this Course Guide you wild ‘Sone woul! argue that email is replacing letter writing Certainly more lotzofpracticstadvicesbout howto are more personal correspondence is dane via the Internet: We have aso become alberterspeaker reader and =enthe rising use of texting and emoticons. writer of English, However, you will leambetteriioutskeaproscive — Some basic rules ‘interest inyourewnlearning Here. When sending messages to pecple who you know put their addresses sresometips: inthe To il. + Predewandskimreadtentsto When sending messages to many people wh don’t know each oer, build understanding. put their addrosses in the Bee: ol. + Read critically and for. (Bcc stands for ‘Blind carbon copy’, and using this field means that ‘comprehension. ‘you're not sharing the addresses with everyone on the email list.) BE | Tisitetceyucrnt nee yassendan args you cot sey ees tsk ack or make it disappost. + Taheyosrownrotestoremember + Be cal owt send angry mesages (non a Maing) ey points ; «Use uppessnd lowercase leneis roped: Ustngall appease liters * Mole-fectvesimmenynatesr 5 the sense that AM SHOUTING AT YOU! See? BT — Yoncon ven but coving manner Writing activity: Emails UE i eee eppemniien price wring perl ena -AtStandard Levelyou should write Plan craft revise and reraft one of these stimull between 250 nd 400 words. 4. Your bestfriend abroad is suffering from stress in the face of Ac Hier Level you shoul write their upcoming IB writen exons, Use the information from your between 450 and 690 words. presonfation, and elsowhore inthis section to write an email a your friend fering understating and pra Stressin GittsVS.BOys —Yeoyosvipe tm = cal advice. 2, Imagine you are Esperanza from “anfirstjoh’. Write an ems to avery lose friend recounting Soeeaterat te = sam tectaeitterag onto mal happend yond You EE are 2. Examine the poster, Write an email toa friend expressing your reactions tothe ideas contained in the postor Give examples from _your own personal experience 10 “Suppost your point of view. etter estes sates — east eee tem setts ap to Sy telpear testyBrainstorming Planning + You may wish fo us the chart hereto help you pan your emallDeckle what Expl astuton you fed the purpose othe eral is yoursattin Think about what measures you will Natatean event take to makesure yourtextis well Bescibeapersoner objet ‘writen and efective TRIESTE Use te chart below to help you decide reactions ‘what content you wish to inelade. I aplain yourthoushts and idees helps to give specific details, Peearespes Ge advice or instructions Writing to a specific audience + Having written down al that you want to talk bout in yous ei lays visualize the person you are writing to. ‘While you are writing, keepin mind how you normally talk hatperson, wee ” es AS you may have seen in the writing Drafting ‘verse above, finding the ight emer ie ataisintesisas ies sn cttce ctr ettesingeesicivitnant! [lee Tee ete Re-read the completed draft of your review and revise where Dial sea were apa the style that suits thelr purpose ‘and ther audience. For instance, your fiends on the internet may ‘expect you townie ntormaly oF necessary. Remember you willbe assessed on three criteria: Criterion: Langan (Ceterion B Message, Crtenon C: Conceptal understanding (inci ding audience, context and purpose). tousesiangin youremal you ji i were ating an article fora school Conclusion to research question B Reise psbay On 2 mote ermal register When you How do young adults deal with the stress ES in their lives? duction enquiring bout entry to +1. Now that you have completed this section, what are your thoughtsand 1 pocheireewhinihananil secon’ Ce inaevyntormal manne? why 01? What resister would you use? 2, What justifications would you give for your answers? 3. What bgieas have you lesmed about the nature ofstress and how to al witht?Author | Theauthor oftertwrtesas |Wrterhasacpoctiesecilor | Witerhas aspecte sal profesional rate Journaist | eaionship othe aucnce everise’) anda persona (expert! | eutome jeb applicant, ackisou/loeger) college applicant [audience | Speci Sometimesranders | commnunkyofsiangersavtecby | Aspecicindxidval addressed crectiyortextis | ocommoninterest lersmallgroup with ‘rece to pied audience speci organizational or eg beloved professional cle Relationship | Theeaderisapectic. Widependen the purpese ofthe | Formal relationship between | oiaresetos some pooms. | tox. For oampie advertsanents writer — | Maybe addressedtoan | ard tyerswil arnt very dierent ‘udience | ipod ausonce sodioness secordingto tier content ond purpose, Rexister | Dependsonterttype& [Depends ontextipe kzurpose | Unemotional formal purpose andsuggsrted | andeuggestadreitonstipinthe | anguage using reasoned ‘elationsipinthetet text betweenwrterand audience} arguments between wrterand audience | (infocma, ermal pororalete) normal formal, personal ste) ‘Study the text type chart above and then identify the potential audience in each of tase seanaries. 4. You area blogger writing on teenage lMestyle 2. You are joumatet uniting for loca newspaper article about afactony te. 3. Youarea storyteller nritingafeblewitha moral feeturng formyard animes. 4. Youre astuden journals orthe school magazine ‘writing upan interview with a doctor on eating ‘deardere among secondary school students. 5. Youaroa student writing an essay onan suo of human rights for an international eompetiten. 6. ‘ov are selling unnanted sports equiementover tho ftoine. alyse ach tee, [A Define the audience ofeach text. B. dentifythe register (level of formality] you would ur foreach tot. Explain your choices What nays ct knowing have you used to guide you Intincingarswersto the questions above: sense perception, son, emotion, lth, imagination, Intuition, memory, language? Which waysof knowing were the most important in thisinetance?Section C: Lifestyles Research question How do we become healthy adults? 4, What ae yours thoughts and rections tothe question? 2. What justifications would you give for your answers? 3. How do the te ite chapter, “it fr lif", and the contents you have examined so far elateto tis research question? Before you listen Young adults (ages approximately 16-26 are a pivotal time of ie During this tme ty may go ina higher education, lah thei working career atl devel serials pensonal relationships, However, the transition teadulthood can aloo bea ine of incrozed vulnerability and rk. At this time many will be moving out ofthe homes, schools and ‘communities that have support them as children and adolescents, ‘Asa result some young aul lose their way; they become uremployeat lor homeless or engage in antisecial activities. Globally, many young, people lack access te health care, or develop mental health conditions. Sore young people engage in excesses including alcohol abuse, lit drug use or other reckless behovious. Sohow do you find the coms balance beticen the desins for ndependence and exporimentation and the need for security and good health? Debate this point in clas before undertaking the listening activity that follows. Remember tht listening is part of Papes2 “Thispaper assesses recoptve sil (eading and Both the listening recordings anc the reading texts 23redraum from the ive thomas gvenin tho Language Baud (ela loghe nota pages oem ea aa ee ae ee ee eee eal aa “The istening comprehension is 45 minutes and is. Be ten econ tect on teers hetero eee een cacacene — irenntonptan tobe audio passages. = Tereatngtonpcerson’stimrarswarn _Teteilbecampcheionansreson tee coe ees Both the listening recordings anc reading tests are rere ee et tee ae eee ‘bide. One of the HL reading texto tarry.Listening comprehension © Life balance - advice for young adults Listen a lifestyle counselor aking about howto gt the Des! out of ie and then ans the qucstions that felon: ‘Answer the following questions. 1, Acsonding to the speaker whats the main Benito finding life blancs? 2. According to the speaker how would you ensue tht social event contributes fo your fe balance? 2. Which two activities may couse young people to avd thinking about any dificult they might have? 44 What does the speaker suggest young people crate in cer ob more productive? 5. Choose the five statements made bythe speakerin the broadcost ‘The speaker believes some people try to take on too many responsibilities. _Atworkt important to focus on the tasks you really enjoy . Physical crise can bea way of acing problems Laughter can bea great medicine ‘We should avoid making mistakes if we want t avoid stress. - A M-minate reac bea grt stress ste. “The speaker believes we should not ake on too many soil commitments “Taking a short bres can help uso find new solitons to dificil. 1. Being bored isa sgn ofan unbalanced este, J» The speaker is a great believer in multitasking, Complete the sentences below with phrases from the recording 5. lthngs become to mach for you. 9. Allndividuals have ifort 1s Ifyou ten indent youre abea eedss0 4. Youean finda ie balance and happiness if... 10: The speaker thinks the aie help mn young people HLextens Listen tothe recording again Tistime find Gincivival guidelines orplecesof advice given bythe speaker. ‘Wriee your answers in column A. Thea steno the recording 2nd find any examples mentioned by the spaakor. Note Nota the guidelines have examples. 1 4 2 5 3 éOral activity: Presentation ‘You have been asked to delivera presentation to the grasuating year group of your school. The title is “Pive lessons for lf after high schoo”. Here are 16 fete tps from an article written for Elite magazine. Choose the five most important points to crate afivesninute presentation foe your fellow stucents. Once you have selected the most relevant ideas to use, apply thems to this new context and audience: ov to handle their ives as adults, How To Live The Good Life | Living the goo lie can moun seme | of wort and flea Use your as- 11, Me Spontarcous thin ieee forever Hastever, = skaters pit ese wr thei sila groralundontnding ss sl way pose ‘whe eens to oN! MEME |G Tryvel te Dsant Pes brings Evingin the mxder wl. The gral He nts mo simple fom, Sanky as Bon bed wits «| MAY fave Ben afl ff nae i of eve ig ation | Mati pe he agence all Ni fr ou own eee thatonty grows ore powers ine | tbe natal and cultural wend ithas | Staton Bo sprtnots and sop owe of | our cml ae at at) chance you et Espen nw things that om | | | sean wove: 12, Keep Your Promises Herareseverl simple yaystoline = 7, Tall to Strangers Say eto your word ast whee | the good lif your carve is based of of an ow Meets poop whoa ike you acd 1. Stow Down Aen Gr you in every way you Su mae ine. Undetandes = 13, Work Mare Unpency and haste instandy dish Y " les peiewilinrease your ow > sccuray, sarees and tugpines. | ‘how ago erp 6 (0 er wat a you wil ana remembered | | eng ay and dig eae mii | nan only guar dination | | | ting things done and sein Hines Wor er to gt lone a lover Seana, Assit Otters ‘nds you goalevery day 2 Appreciate Lifes Simple What gos tne canes send You | 1, Seep Well Pleasares| hare no den wha pe of flfment i is neice and ty py Noooe eon efor to the best of thes ably ere tnd sear you will asin or your sel afer you help ote poole ere ‘mo “Thebes things i fe aly ae oe, From gue ocean suet seeping incmsaaiy cy ie’ grees spe Plesures cin only be apprecisd if 9, e Clea on Your Gals te Soorretice em ow pvr gt whee you watt SEP King Mls sera an |. Fastor and Norte 0 if you don't how what ou want | Hae thet evrybing tht aes you | | ‘Relationships esestinmiyestareharriey | seta: meee may realy | wast ‘as be thereto make you aus | Appesiteelatonsips and eat our vaueeates frond at you would keto be etd 4 Learn About Different Tangs Management Rishcnew is het hat youcan use| Every day is chance to learn some. | Tring achioe your gals without , Mowers 200 neat ta Righ nots doing ine pan esi thing ew abut he ie yo wi 0 sn ote peso you wih be RE open ocean wit corps | MEK hl Yor wn dis ne eee ong andceporag imma. Sa i fn uta the en reson Wiese ae OPN ofthe day ya teed ener why _ tpi omifemotaticnd 5 Concentrate on Your Pasir Jon are ct here he Wr place, vege ier | | Your passion is wa you love wo > | vey day because pies you seme |Brainstorming Select the five ideas you wish to use and adapt. Choose the most important points to create a fivemnute presentation for your fllow IB students, Ifnecessary alter the points so they aze relevant to graduating high schoo! students. Expand each point with examples and explanations relevant to your auence. It may be useful to think of role models past ‘ad present who exemplify the points you ore making. In group- work exercises ike this you can learn to workeffectively with others. ‘+ Delegate and share responsibility for decision-making, “+ Manage and resolve confit, ane work collaboratively in terns. ++ Listen actively to other perspectives end ideas. + Negotiate effectively. _ + Bale consensus and come to ageedconcustons, Planning Use this table again to plan and recta your pronation, = Examples and ex Introduction: Context andthesis ‘Senportingidea ‘Suppertngidea2 Suppening ens Supporting teat ‘Seppetng eas Conclusion ining summary and ‘ial tought Always rehearse and practice befow giving your final presentation,Internal assessment (SL) Toke @ look at the visual stimulus below. The image relates te the theme of “Identities Brainstorming Impairs, discuss and onswer the following ‘questions. What is the main idea in the photograph? How does it relate tothe site ofthis section of the chapter: Lifestyles? * What do you se inthe photograph? What docs this tell you about the locatien and context of tho photograph? + Look atthe foreground of the photograph. Describe the person or people you can see. ‘What is happening in the picture? Hove does the action relate to the tie cf this chapter: Ft fr life? Presenting Based on your answers to the questions above, prepare o four-minute presentation on the photograph. Remember thatthe presentation should not oly inchide ‘description of the photograph, but should also connact ito the topic of celebrity and an Anelophane culture Present your photograph and topic to your classmates. Remember that in the actual examination you will have 1Sminutes to prepare your presentation Inthesseramples you have boon given these bole paints to help you structure your Keas, Inthe actual internal assessment you will ony receive a visual stimulus witha heading. The heazingwill boone of tho five themes ofthe Language course: + Experiences Human ingenuity Social organization ‘Sharing the planet ‘Access the presentations given by your classmates. Use the lowing crtoia(valabe In che Language B puide)to guide your assessment: Criterion ES 1 Message: val sas 2. Message: Conversion Interactive lis communication ‘Suggestways in whicn your cssemates can Improvethelrpreseniation techniques.Internal assessment (HL) Wear Sunscreen Mary Teresa Schmich isan Amicon jourrolstand columns forthe Chicago Tribune. She wor the Putzer ‘Prise 2012, Her clam, "Advice, ke youth probobly ust wasted on te your’ wos published inthe CCicago Tbune on June 3, 1997. in the colunns troduction, Schmich presented th essay a: the graduation speech she would hove given she had been asked give one. nthe speech she racommenc the wearing _ofsansereen, and gires other information to help yourg people ovoid the common pitts of edulthood. Boe ‘Luhrmann lotr popuoriced the monologue by sting ito musi Ladies and gentlemen of the cassof 37: Wear sunsciee: 11 coud offer you anly one tp forthe future, sunscreen would be it. Thelng:term benefits of sunscreen have bbeen proved by scientists, whereas the rest of my advice has no bess move reliable than my avin meandering ‘experience will dispense this advicerow. Enjoy the power and beauty of your youth, Oh, never mind, You will not understand the pow and beauty of your youth unt they ve faded. Bu trust me, in 20 year, youll lookback a photos ofyoursef and recalina ‘way you can't grasp now hon much possi lay before you and how fabulous you eally looked You are nota fat. you Imagine ‘Don't worry about the future, Or worry, but know that worryingis as effective as trylag to sob an algebra equation by chewing bubble gum. “The realtoublesin your lifeare apt to be things that never crossed your worried mind, the knd that lind side you at 4pm on seme ile Tuesday, Doce thing every day that scares you. Sing. Don'tbe reckless with ether people's hear's.Don'tput up with people who are reckless withyours. Floss. Don't waste ourtime.on jealousy Sometimes youve ahead, sometimes you'Tebehind. The ace is long and in the end, is only with yourself ‘Remember compliments you receive. Forget the insults. fyou succeed in doing this, ell me hon. ‘Keep your old love eters. Throw away you od bark statements. swreich, ‘bon oo gut yodon’t know what you want todo with your Wie. The mos intersting peopet know cit now at 2 whetthey wanted to dowiththeirlves Some of the mostinteresting 40 yea olds throws don know. {Get plenty of calcium. Be kind to your knees. You'll miss ther when they're gone ‘Maybe oul marry, maybe you won't Maybe you'lthavecildren, maybe you woa't Maybe oul divorce at 40, ‘mays youl dance the fury chicken on your Th anniversary. Whatever you do, don't congratulate yourself 100 much, or berate yourselt et. Your choles are half chance. S0 ave evorybody el,Enjoy your body set every way you can. Dont be afraid of ear af what other people thinc of. 'sthe seetest instrument yout ever on. Dance, evenifyouhave nowhere to doit but your ving room. Read thedirections,evenif you don't follow them. onot read beauty magasines. They will only make you fel ugly ‘Getto know your parents You never know when they‘ be gone for good Pic to your stings. They your best ink to your past ane the people most ly to stk with you inthe future Understand that friends come and go, but witha precious few you should hold on. ‘Work hard to bridge the gapsin geograpy and ilestyle, because the older you get, the more you need the people who knew you when you were young, Liveintlew York ity ence, but leave beloreit makes youhard. Liven Northern Caforia once, but leave beforeit makes you sot. Travel ‘Accept cetaininalienable wuts: Prices wl se, Politicians ll phlander. You, to, wil getold ‘And when you do, you'l fantasize that when you were young, prices were reasonable, plitlans were nobie, and children respecte their elders. Respect your elders, Don't expec anyone else to suppart you. Maybe you havea trustfund, Maybe youll havo neslthy spouse. But you noverknow when either one might runout. Don't mess to much with yourhairarby the time you're 40 it willook 5. Be careful whose advice you buy, but be patent with those who supply it. Advice isa form cFnostalai. Dispensing s away of ishing tho past rom the csposal, wiping off, painting over the uly pats and reeyeting for more than it's wort ‘su trust me on tho sunsereon Mary theresa Schmich Inyour intemal assessmet. the iteraryextact wl nc exceed 300 words. You willbe shown two, one rom eachoftte works of literature studied ia clas.Brainstorming tn smal groups, discuss the following questions then summarize your discussion in point form. + Whats the context and audience for thespeech? + Whats the speaker’ purpose in ving the speech? + Whataspects of adulthood docs the pene dian? Give ample, + lbthis speech efoctve? Ket two ofthe ideas ua bythe speaker Sbormvtoce yo. Ue queen! your ens + Whkh of the speakers pss of advice can you mest arn fom? Justify and explain your answers. Presenting Basedon your answersto the questions above, propre a four rminit presentation onthe extrac. Remeenter tat he presentaton souk rot ony include rr to (gions bu shoud ak foc, a mucha pole nly he ick Uist Make your presentation fo your dasa Ramcnber hat inch tari Jo wl hae Ds © perp your preenaton, Students Hating he preertaton should prepare advil qutions about he et They con pt thse quoter 0 you a een ar pomon: ‘Assess the presentations given by your classmates Use trefollowing eter {rom the Language B guide to guide your assessment: Interactive shill communication “Suggest waysin which your classmates can improve the preseatation techniques.Paper 1 (HL/SL) practice fe Ehanonstthe itso on ort 20 died eras (Sy esc et words esote ‘Here at three opportunities to practice writing for Paper youcan see, you have to choose atoxt cal ia oe os ‘ype froma list of three given for each cade ents eo Seton tl eeprr Ir Sentai Ne ed otc ls li on ; Se seem ion, dae tepreetetn Internet and does not seem tobe getting any exercise. Choose one of the 5 uasrtondthe comentof text types below to show your concern and offer some practical advice. eaonmee ea ‘Thenchoose ater ype thatheps ») Email) Asetofinstrictions —/Apeisonal tte) pater ee ieee 2 tis eam ime at your school and you ae fesling suitably nervous ance, end content. Falingto dos about the upcoming tests. You decide that you need to speak toa gocd may reultin lsingmacksin Cerion friend about the anxiety that you ar feeling This frend is known for €: Conceptual undarstanaing being both sensible anc empathetic. Choose ane ofthese three text Speke hn ng ») personal eter Email Blog Remember your ritten work willbe tn your English clas yo recently hac a date whose theme was assesced apsinst threo criteria: “Inthe adult work! money is the only trae measure of bappiness and. egteron ateabenara ee enews | cogs toa friend describing the debate, teconcisions and your esctons———S_itelonseonceptual to ther. Choose one of these nee text fypes to express your point SALT view on this matte fpctcnig weeny, comand GURRReRIE Lb) Apersomal eter) Ema pe How wel do you understand these Conclusion to research question C “crite 2 Mahe sure youhaveacopy ofthe Hod we ecomehestnyan ulead” aati theansuen " Soe ree 2. Towhat extent have your opinions onthe subject changed since the TiasRlCetNg Woy futon ae Wet besning ths che To hat eet hareeurophionremieé | he andar nator todonext to movetothenext band of 2. what conctuslons hav you come ton this section? achievement - For example you score 376" Conclusion to the chapter “citetion B: message. Examine the i terion and eskyoursell “hat must What ideas and images do we associate witha | euslonandsaourall healthy lifestyle? \When we began te chapter you debated his research question Lok bckat yoru ofc Now that ou hase Smet th hapl aneer ha blowing questo: 2. Now that you have completed the chapter, what are your conclusions about the esearch question? 2, Towhat extenthve your opinions on the ublect changed since the beginning ofthis chapter? sty your ansners aTT Re Cel a ) ‘Experience 1 Creativity and activity: Using toxt types informal lotters, emails and presentations Jn your everyday ves you wil have plenty of chances for practising wing informal eras ‘and, maybe, eters. You can, however, use the information in this chapter to hoip you to create persona correspondence that is both fun toread and accurate. ‘That chapter has also gven you advice on creating presentations. Inthe course of your DP studies you vill probably have to make presentations in many of your eter DP subjects, Use the techniques you have learned here and vane them to your other subjects. You may alsa need todo presentattans as par of your involvement in secal service curicular subjects, This ay the skis that you have jammin English B will help you to succeed in other areas of your ito, Experience? Ideas for service Conduct a surveyin your elassto see which problems ae the most common among, young people. ‘Aretationship breakup Havingan agunent Working mbile attending schoo! Neohelerdrguse Health aroblemsin the family Chroniallerses| Actiatota nan tariymember Outstanding persoralachieverent _Confusionof sexual identity CChangeinresponsbilties at Poret' unemployment Dating someone new ame Perconaliyuryorliess Denh faloved one Change of residence Sleepinglessthancight hours pernight Divorce parents Changoscue te pusery Trouble win graces Excessive stucyng Changingacourseefstudy —Visitorsinthe home Fhapeial worties Changing noo! Getting pregnant oc causing pregnancy Present your findings do your class Think about measures that might help students to deal With thesoissues. You might ihe to lecuss your findings and concusions with your student coursllers and sae there are any ditional measures the schcot can take to help students facing some ofthe most commen problems. Suggested reading The Women Warr by Mexine Hong __The Curious ncentof the Dog the Kingston Nighttime by Mark Haddon ThecotcherintheRyeby 1DSalinger The Foultin Our Starsky John Green Wintergilsby Lauria Halze Anderson The Running Dream by WendelinVan HSafunnykindefstoy by Ned vii ——r8anenEXPERIENCES SKETCHING OUR LIVES!Research question for this chapter: How would travelling to or living in another culture affect my worldview? 1. what re your iret thoughts and reactions te the question above? 2. Whatjustiications would you give for your answer? 5. What more would you need to know betore you can come toa definitive conclusion bout the question? What, in your opinion, do these images represent? Which human experiences do they highlight? Get int four groups Bach group shoul choose « Summarize whet you se in your chosen image and relate it to humen ‘experience, Compile a lit of words and expressions. eof the images above J Thinking and communicatio ‘This activity irvelves reflection, higher erder thinking in the form of| creation andthe abit to express yourslf ina cohorent anc persuasiveSection A: Migration How is migration different from immigration? And what is the difference between migration, immigration, and asylum seeking? 4. what are yours thoughts and reactions othe question above? 2. What justifications vould you glefor your answers? 3. What more would you need to know before youcan cometoa ‘definitive conclusion about the statement? Before you read 1n group, lst some Ideas and/or activities that fll under “experiences trinstarm a ist ofa leat ive questions bout how and why you Tisted ioaes coin aces, ite denon of what you think experiences a Mingle ith emia ter groupe efor you get back ina your own gp and report what the ocher proupa tiaexperinces mea Reflect on you definition based on wat you have fated fom cher gop ble you peoduce «final defn foe "epesieces ‘Share your final definition with the class, How similar or diffrent are tferont groups’ definitions? ideas or ac i: The Benefits and Challenges of Urbanization ByA. Renae Hutchersen Lrpaniation sneitable due to technological acvances and an irreasing population. Inusraization allows people to make alvingin methods other than fring: this has led to many people abandoning the rualifestyle, Urbanization i process thats accuringinnecry every part ofthe word inhabited by humans. I nabted to greater quality o te for many but leafs challenges. 5. Definition Urbanization isthe process of increasing population growthin cities and suburbs: ital includes the increase of industrialization, Thoreis more involvement in government industry and tradein urban areas, ‘The word urbanlzation derives fram "urb which isthe Latin wordfor city. The United States and Europehad the majority of urbanization occur during the industrial Revolution inthe 19¢h century, Theres no 10 universal stander of how urbanized areas are classified n America, an urbanized area has a population cof at least 50,000, causes Living in aural area provides tess job opportunities. Farming sone ofthe major form of income in rural areas. The unpredctabe nature ofrvironmentalfecters, such asain and drought, leadsto a fluctuating 15 income, The standard of lvingis citicult to improve; tharelre, families opt to move o wrban areas There {sa greater varety fobs cites, Lack of space in ural areas due o a growing population alo leads to urbanization. Benefits The convenience ef goods and services ison ofthe benelis of urbanizzton There access to more 20 educatlonal and medical services, whieh allows increased iteray and better health. Therels iso ess se of personal vehicles and more availabilty of public transportation. There ismore socal integration in ‘urbanized areas. Poople of ifeent religions, ethnic backer ounds, soca classes and races ose inthe ‘same area, This leads ro more understanding and acceptance of diferences. Another benef of urbanization {isthe possibilty of greater earning potential because of the availability of more jobs. 25 Challenges “Therapy of eromth in urbanized areas challange. though there are more opportunities, the ‘constantly increasing population leads to more competition. This eads to large numbers of people that are out of norkand extremely poor Pollutionsanissue that plagues many urbanized areas Factores and vehicles emit fumosinto ther which may lea to respiratory issue. The develepment of moro area 30 to buld houses and businesses negatvely affect the environment. The cestruction ef habitats dsplacas ‘many animals It may also be difficult to finance the crease ofan urbanized area due toi rapid growth,bby Ocean Nalandra ‘A hundred years 2go, only 20 percent ofthe welds population lived in urban ateas, but the 20th Century saw aramatic shit that marks a turing point history. Today, more popke lve in cies ‘than in rural areas, and urbarization continues to grow around the word. Accordngtothe World Bank ct living is much more ofcintin a variety of mays. I's easier to provide services when ‘peop live closer together. Honever, ties alsa change tne way that humansinteract with each ther ard the ewironment, often causing multiple problems, [11] thea families move into urban areas, they automaticaly ploce themzaves in closer proximity {wbasi orvicos such as hogptals and schools —urbanation often brings health cre and ‘educational opportuites to those who might not have had accesso them in rural areas. Cites also offer pubic transportation, government run sanitation services and social rograms-such _aslibraes health clinies and children’s programs. For mary people, especialy in éeveloping countries, acess to these services offers many advantages in tems creating opportunities. [12} Astarge-scae agriculture displaces many traditional farmers rom the rural testy, the ‘tremendous gronth of medem industry large urban areas attracts people with the promise ‘of employment. In genera, urban wages aro sigiicantl higher so moving te thocity san ‘opportunity to earn that was impossible in ura areas. However, the wage difeenceIsoken ost by the higher costofiving and absence of elf produced goods, including subsistence farming. {13} Thezewha move rom rural reas to urban ones sometimes ind themselves lvng in shanty {owns oF sum arbas. These naw cky riders are faced with prodlems that donot esstin tho countryside street rime, ncuding gangs, as wl as socal nequalty and csclminatin, The wtban ‘or trugle to make alving, even ifthey do eam more than they didn ruralareas,becausethe ost of city fet gniticanl highor anc the opportunities ta precuce thei own food and other base econ spreatly edict, [14] Talc congestion and ndustial manufacturing, prominent Keotures ofthe urben landscape, ‘lz take theirtell onthe naturel environment snd those who depend ont. lack o clean water {samaor problem among the urban poor in majer iis round the word, 361s al pollaton from ‘bot cas and factory emissions n fact, according to an articlein the “British Medical Journal” ‘almost 10 percent ofthe world: dzease burden is naw caused by palltion and contamination, ‘andthe numbers significantly higher ameng the peor in developing countries. For many, an 230 especially those who moved to urban areas for opportunity ct ving proves deadly in ways not"Conceptual understanding: Context -Asstatedin the Language guid, sudents should understand that language shouldbe appropriate to he station inwnih one is communicating. + How does the situation orsettnginituancethe production or reception ofatoxt Hows the relationship betwee the producer and the recient(s) of text (orthe relationship of ntevocutorsin a conversation) related in language use? In groups iscusthefollonngin relation tothe texts on pages 431045, + What isthe pupose of eacnten? + Who are the writers these tents? Whose perspective do they represent: an organization (phate, nt for pra, governmental tora persona perspective? st the watts "Peope of or every ito gta better understanding of thecontet of production. ‘Who do you thnk isthe audience of each tex? How does the wter addres ths audience? What language suse Formal, ser formal or format? How you kaon? ite a brie statement hat sunvnaies your discussion yout statement, define “context” our on wores and mention how purpose, nniterand auionce ect andar act by he conto. af awizen piece Reading comprehension Read the texts on pages 43-45 and undertine oll the words that you do not know. In group of our + Group thee wonds in four eters: oun adjective, adver ad thee. Re-eamine how those words re utd in the ents.Can you guess that hey meant «Fram your ei the 10 ros challenging words Use those words todesigna vocabulary metching erie sini t the onc on page Swap your exercise with another group. How many words in the other group's ist you get ight? + Reflect onthe experience, What advice wold you give your fellow students on how to approwch understanding the use of vocabulary ina tent?Text i 1, To what does “this” (line 2) refer? 2. What agencies are felt more noticeably in cities? 2 What isthe main reason why people choose to leave their ral lifestyle? 4. The text ists several advantages and disadvantages to urbanization. Create a table ‘with ane column for advantages and another for disadvantages Choose the correct phrases from the text to complete the following sentences. 5. Agrowing populace mears that 6. Urbanization in the Western world was noticeable. 7. Categorizing urbanized areas is subject to 8. The income of families fn rural amas is nat stable a3. result of... 9. An increasing population in rural areas results 10, Urbanized areas have betta eciucation and health because Texts i and ii Text ii Match the headings below with the paragraphs inthe text. "O"O"0"O Abetter econoeny 1 Abetter education Anearly death >. Health and human services Inoquality, crime and poverty Job opportunities Pollution and contamination pr renee H. Social discrimination among the poor To whom or to what do the following words or phrases refer? 45. themselves (line) 45, thom (line 9) 47. ones line 18) 18, those new city residents (ine 19) 19. they ine 21) 20, their (ine 25) Which words 90 in the gaps? Choose the words from the box befow. 2. texts outline the advantages and disodvantages of urbanization insolation fo economic, security an social factors, Tox i 22. puts ‘same emphasis on the reson of urbanization, which slacking, in text Both texts emphasize the challenges of moving from a rural area into an urban one, 23. text i presents those challenges in a gloomicr manner. 2a ‘one may gota better sense ofthe negative effects of urbanization 25. reading that text. Incontrast aie) Sl rok over a te and but‘veloped theory of encoding and decoding madi toes. a Profssor Halls theory audiences can have thee diferent rections toamedia text whether tbe fim, an imageor a newspaper article: + Dominant or preferred ‘eading: how the irectorcreator wants ‘ne audience te view the media text + Opposition reading: wien the audience rejects ‘the proferec reading, ‘and! creates thei on) ‘meaning ofthe text + Negotiated reading:2 compromise between the ‘sominant and oppasition readings, where the ‘ucience accepts parts of the rector views, but has thelr own ews on ports aswell. Which ofthose approaches have you edopted? Why? Internal assessment (SL) Split nto two groups. One group focuses onthe benefits of urbanization while the other considers the disadvantages of urbanization, Research more about your assigned topic You might consider splitting your big group inca smaller groups, with each researching one advantage or cisadvantage. Prepare sole play scenario that explains your assigned topic anc present it to the whole class. Toke a look at the visual stimulus here. The Image relates to the chapter theme of “Experiences” {In pairs, discuss the following questions. 1. What in your opinion, the purpose of the photograph? Justify your 2. How docs the photograph make you feel? Connect your feelings to the porceved leneits and disadvantages of urbanization that You researched eatin + Which ditetion of thought isthe image inviting you to take? Do ‘you agree with the direction? Presenting Based on your answers tothe questions above, prepare. four- ‘minute presentation on the photograph Remember thatthe prosenttion shold nat any incu description of the photograph, but should alo connec iw the thane “experiences” and the tepic of “migration” In group of four, pve fesdnack to your classmates on tol presentations. Use the Project Zero "Laer of feedback" to structure your comments. Clarity Worsthore aspect of tha presentation that you den'tbeleveyou have understood? ‘Value: What did you eeinthe presentation that youind tobe part impressive, innovative, strong? Offer concerns or issues: Did you detec some potential problemsor challenges within the presentation? De you disagree with ome part ofthe presentation? ‘Suggest: Do you have suggestions on how to adress the concerns you ‘entitied above? iatInternal assessment (HL) Read the following extract from an immigrants journal. <>! Growing Up in Oakland Li Keng Wong \We ved in Oaktane’s Chinatown from 1923 to 1948, Chinatown wae small enclave ‘of four square biocks.Lkeus, mast ofthe Chinese Iilaghere spoke the Teshan lalect because they came from the Pear iver Delta of Guangdong Province in southern Chin. ‘We attended american scheol and corcentiated on earning Engish {Allthe children in ourneighborhood attended Lincoln Grammar School, aschoot ‘within walking distance from Chinatown. The student body was mede up of mostly ‘Chinese, some Caucasians and afer Japanese. The students spoke Chinese and Engin. Themnew immigrants ware putin ted-Englsh proficiency class anc 10 received extra help Sister! Hong and were assigned to these classes. Stonly we started to learn English \We attonded Chinese school after American school each day. We had very litle time te play orto getinto mischio.Therowas very little money during the Depresion years Even though fe was hard, we loved belng Americans. Fee wereaenee we elton scan peerere Saou puuretbesors eas rae Scene stonens 25 and laundries. i My father was one ofthese people, During World Wari, father ‘opened arestaurantin Oakland's Asian children wot at Angel lond ‘chinatown, We children all worked 430 inthet restaurant —from waiting on tables to mopping the floor We never got pid because, a6 family business, wo worked to maka the restaurant succeed. Theentie ‘amily worked seven daye awsek, Our hard work paid off hen in 1848 we were 2bl2 te purchase home outsice of Chinatown.‘Thinking skill This type of assessment Isdlvectly connected to ‘motacogntion a it helps ‘yout reflect on the benchmarks used inthe intel essessment, develop your understancingot the ‘assessment criteria, reflect fon performancesnd aim to Improve ‘This isanefectve formative sssessmenttoal that ill help you to reflect on your performance norderta| Improve The purpose of peeressessmentistohelo yout reflcton tho feedback ven fromyour peers fend use to improve your presentation sis, Brainstorming In groups answer the fllowing questions. + Wain ti nee bein eon ont engin + What dows ti ifn mean in wlation wo the benefits and disadvantages outlined inthe textson pages HAS? 4 sages a yon wand ekg eo tot your eesponets othe te questions above «Fin images that best represen your dein of immigration and coxph ther your mates In groupe of our, dscus the following questions then summarize {your ciscussion in pont form. + Whatsthe purpose of the terry txt? + Who, do you think ists intended audience? + What athe context? + Hi doe the iran his expan a an nig? + Wha aay gan in th i? Hoppin? Presenting Prepare a four-minute presentation about the excerpt in which you focus on the content of the text and connect tte the questions you siscussed earlier. In groups of four, gve feedback to your classmates on their presentations. Use the Proect Zero Ladder of feedback’ to structure your comments. ‘Clarity: Are there aspects of his work that you don’tbelieve you have understood? ‘Value: what co you sce this work that you find tobe particularly impressive, innevative, strong? ‘fer concetns or issues: Do you detect some potential problems or challenges within the work? Do you disagree with some partof the work? ‘Suggest: Do you havesuggetions on how to addres the concerns you Identities above?Paper : Personal blog ‘The Langunge B Gui defines personal, professional and mass media texts as follows. Personal texts Poronel tort oro shared the pers cectng the messageond ‘ncudience who may bef, ‘membor, fend or groups ith ‘aceeen neers persona) lextmay also bedivected to nese Personal texts endo be choroctereedby tention tthe vey ites othe ect oedsofindvidvols athe than the nals of rfomation Fesonel textshavea vaiey of cians, Irlading but wot describing, narating eoteroining, recommending perwedig. The let of frmoy the eager of these tes wil vay according to linguistic and soce- bet of bot worlds ‘ay 40 yu ray Hr hat becante I dt tcl be hee fr the mary of my tee yar thot | may not hae the best deren the | ety. Youre wrong (hope. | may not know about epending high-ackocl fc, or kom anything about school programs such a the tneratonal acerca es 4h ao hw tap 9 on kaesscscsse¢ [Pairs ane Te thie thats te cerse cron, but nat treed cen ehecng in perm tar bea ingpors, makeup for inthe scl side of he natin, And has the oat ‘mportant part Gory parents) Fie rg talaga has happered to me too many tines 10 count: yu make a good frend then the net thing you tow ther parent ge another eb back heen er rote county. eects, Howes is e20 1 Erp in cortct with fronds these days and no doubt they, or you, wll be visitng cach other im ro me, ‘Plus, shee are ays new people arriving in Singapere ll theme, 30 teres ‘0 shortage af pote beet to choose trom.. Th weather can get gute Inert. He either el. and hum or raining cole and dega Then agi, you cdo get some great dare nbere you fel be youre in Thaand, so den’ plan to do anything weather-related a weae in advance Yur plas could be ened in 2 water of minute. anny fe ag wh ‘And now to the goed stuff about being a ternager in Singapore: |" nt mya mg wont Iris safe tbe out at right Accondmg tothe Stats Temes Singapore's enme_| nay Tea er tO el rte ie ata 2f-yar low. Considering Singapore has an aleady low ime rate, Ib a eo evan" pe ae ou con be assured that you would be very unlucy something err-worthy | ut tos.happening you This means you can sly et the bus a fram hae ae 2 night (bere 2:0, or natever your curfew mht) meu ely orig about anything, ‘Aeother postive i the people you met Yes they come ad go, but mi | Facebook and Sep, prety en to Fe contact wth peopl yo ‘meet hove people aro. jas any prope; thay fends he you connech nt tht shore the bond of mov aay Goethe her out ‘Abuge pave 0 5inapore i the ema 2, eu ean get any te county eat guce tne eprding on tai nd thee i heap publ anspor verges costs you 9 maxi $2.39 ge fren — counmy pec argtr a err cong a ie is rad 0 go meet op with your ew mate; so get off he computer and seis! ‘As you can see, the poiives completely culweigh te vegatves. Living in ‘Singapere as a Wwenager great tray ge roeteating tines, bu can guacantee that worn you eave ths place, you mill mas i 2 whole lt Youll Pony ne Writing activity Context: You family moved from a rural ara tothe city when you were 2 chi. You recemiy sat with your grandather wha explained to you how the move has affected the whole family. Your takis to explain this sigeation to the genera public. How to approach the task ‘ou fir ep 9 deine fling + What the purpose ofthe weten pe? + Whos your ations? + Which ipecf text best eps you achieve the purpose? In the following exercise, you will write ablog entry: Refer tothe texts on pages 4and 16 6 help you formulat eas in elation © the context above. Brainstorming Inpairs: 1. Chane a foal point ha you want explo in your blog. Wil ou ‘wr Vraivesicven ora te dives bag 2 Generale ideas tobe used in your blog. 3. Organize your ideas by theme o topic. 44 Chooses stance and approach to taken your blogPlanning Inpair + Decide how you wil grab your audiences tention. What should appear in your intraducton? Whats yout ences? Connect your intedution and concsion othe stance and approach you ive chon + Decide the tone and style of your blog. Do you know who your audience is? What isthe best way to acidress this audience? Decide how you are going to order your subtopics. Which shoul go first? Which should appeat last? What should appear inthe middle? ‘Does your chosen onder enstie that your eas willbe coberent and {your waiting wll low sioothly? Drafting Individuolly write a draftof the body of your blog. West yo ave dove evis thi raf~does itn ese? ‘hd yooritodacion are your concason othe body. Reread what kre ve Do eins make ree Ac rpg Vrellconneced? How inerestng s your bog? Ds you maktan teers Wil our hadnt Ls your blog peel? Wien ey-aching tte ont peopl to ed you blog ent read the complete daft of your blog entry forthe ast time Make any necesary anges DY uistening comprehension Clckthe icon to practice the listening section of Paper 2 Aer youhave listened ton audio trock you will complete a set of accomparying activities.ee] (One ofthe main tenets of seltmanagementisaffective sls. By reflecingon what you have learned ané what you stllnees to learn, you il Cevelop minatuless by boing ‘aware ofthe sue at hand and focusing intently and soley on thatiesue, Paper 1 practice Choose one ofthe tasks below and write between 250 and 400 words (SL) or 450 and 600 words (HU). Took 1: Youhaye wimesed an act of crusty against animals Usa publ plavform to express your outage Letter Speech Blog Task 2 You believe human experiences ave shapes! by diversity, and ‘would like to explain this bli to friends and followers. ‘ieee a ‘Task 3: This picture has gone viral on social networks and it disturbed {you greatly: You would like to share the reasons for your concern with ‘other social network subscribers. Blog Talk Journal Conclusion to research question A How is migration different from immigration? And what is the difference between migration, immigration and asylum seeking? + Now tat you have completed tissaction what re your thoughts Andrescton tthe question above? + Whatjestifcations would you give for your answers? + What mere would you need to know before you can come toa definitive conclusion about the statement?Migration and Language Contact ization not snow pheremsnon taut srt aays soot by var Sone mipaaon senate ‘Spratling > ‘evens roe eat ferent. cr thods dos homes ed ietoodeoqung eos to lew oft eon ‘Sometimes permanent incre ‘ee, poopie may be equ 2 ‘move bya goveanent of though the anqutin ot tr nasty vse basins eget esata Ina be he case at" devorgment = terse fdas th roston 0 n0% ‘owns nd cis - may dasiacee opuicnen. Migatns of popes fhm lag ago havea ehoped ou undestanding of want he ane nguages ot aregin ere you gobackta enough, most renbody cane om ener ‘ko The roverent of Rosh, Spansh and enc opecies arose ‘he Adhntictram Europe ete ‘Anes, fr xen he asety ange the nguays eco of ‘he Next bemiphese Norooeat ‘ants miyetons hove iter ‘Shaped be Angus enerone ‘natch woe a well, ‘nant case ha mae ot pop alo moana he ceeveest oflanqungo tom hei roma eons 0 new ‘cena adam nce ebb We once abr othe lenge nay have beet cock ther languagea tho re costo, ‘hey anointing wih avy ‘teen entguraton spears andor arguagee, ‘ise chanesin tenga seocmsn use by gusts conta! Meuse” and by ‘eciaaguiss a lange coy fequtin chang nthe guages ‘Memuces Lana be efkence at Sean barron Ssh ferecula an peiap even mnie ‘ips he Ena shang or aber eter ‘ewe this the arc refgees and ayer ‘Sopa we er exper 0 oe mo siaeicart mediates the ‘gpg epee otha mgparts te abo posters ern Germs ‘nd Fear and Soi asther ‘iden may asc mo poet in thr ood language than they aein Ge sme orga nd tary eve ponent anther parce and rancpesnis one ad the article on how migration affects tha evolution of language ‘ho eeabulay and acu eth the Alsi and the san thal he grants pastas Dye nour an inroaeed let ctu ete vtty flrs ‘Theos contact phecomenn ouch onthe ne ncn a t-te Ssarecringuscevarauen are tho implowios of bat aria ‘erinaage dentate When ‘conta vay so aeseay he ‘flance of cord language at mi nooner bo conser tobe esame ange athe mac stand vanity pain athe tomlin? Ve ton sx lence sta pss 6 rent vanener that ave he eat longer tra cast between dient anaes, ‘arenes sun 22 Spare ‘rangi, Sngish Singapersan ‘Dagla, Mangisk any Bal, adobe tected “halos ‘ach may etsome poe bo judges tobe co diltent meando” Ths at be eee sara language ich ike Spars, Peach, en Ralan ptf ‘tom ular contre 209), tntgonvawatkrclogua con! ehneblogn pa ewis/nigetion manque comet ‘Think ofexamples that support the article's arguments) in your awn language. Think ofexamples hat refute In groupsof four, discuss the flowing questions 4. How has immigration affected English? Give specific examples to support your arses. 2. Doyou thik any language has escaped the ofocts of migration mentioned inthe article? Do some base ‘esearch support your ansiver 3. Hom do the arguments in the article alec our urderstanding ofthe ole language, as away of knowing?How to Make Your Travel Meaningful 10 Section B: Holidays and travel Research question 8: To what extent does travelling improve our cultural tolerance? 2. What are your ist thoughts and reactions tothe question above? 2. What ustcations would you ge for your answers? 53. What more would you need to krow before you can cone toa defirtive ‘conclusion abeutthe statement? Before you read Individually, what ideas do you associate withthe phrase “meaningful travel”? In pais, discuss any questions or elements ofthis topic that puzzle you. {In groups decide the bost way to explore this topic to anwer your ‘questions. Now reed the following text on meaningful travel then decide ii answers any of your questions o ust provides moe puzzles. ‘Today wo are appearing on cur favourto daytime talk shon, The Social. We'rejoiningthe lodiesat their Toronto studs to tlkto them about moaningul vavel. Many peoplo fal that ‘meaningful travels sity about going on volunteering vacation, but there are many ‘ways to make your ravel meaningful nd vere {going to talk so them about today. Oave and Ihave elneys added meaninginto our trave's, Beit traveling responsibly, rising money for 3 cause, stopping at sanctuaries or projects, and Inneracting with the locals, there are many ways te enrich your travels while making yourfe and other poople'vesbettr. ‘by Dave and Deb 25 whats “meaningful” revel? ‘Teus, meaningful travels when travel erviches your ifn some way. That could be done by focusing on mekingyour on fife better by iscovering and learning new things about the 20 world and yours it can also be makingthe lives richer forthe people you meet, the communities yeu vt and the envranments you explore: ‘Meaninglul travels about boing sare of your footprint, and doing what you canto heip the 25 places that you vst When we started ThsPlansi0 weerignally facuzed on changing our lves by eycling through ‘Atria, butt evolve to helping others. We decided ‘ridefor Plan Canad and raise funds and0 3s 0 a 0 Cy 5 ry ‘awareness forthe "Because |am agi amoaign” ‘We stopped at projects alongtho vay toss0the work they did and share itwith eur seaders. The ip 7 may hove started with us wanting te do something ‘pic in our travels, butt evohed te bocomes tip about discovery, education and helping others. We've found that the more we lear about the world and the cultures we visitthe mereitenrches 80 Curls. The more you give back, the more you {eel ullled. When volunteering or helping others youespect nothing in return, butit ends up giving you se much isthe greatest eling to know that you are making the worié a better placein your own tie way. ow travel can be meaningful? ‘There areso many ways to make travel meaning iit theirs thought that comes tomind isto volunteer orto gve money, thinking responsibly can make your travels more mesningil to. When we rave, we ry to support the local economy by hisinglocal guides. When we landina destination, \we search for people who run thaicown companias ‘anc have thet own small business. Just asiwe keto shop smal and support small business In Canaea, the same can be ead for our travels, ‘Small businase mates the world go round and bby shopping at local markets hiring local guides ‘and eating t smal fry run restourets, you willbe helping the economy oftheplace you vist ‘anc create more meaningful travel experience for yourself Wehave remeined fiends with meny ‘of our guides and had a more authentic local ‘oxporence by kaoping our ravels loca and away fom the resorts aed packaged tours. Why meaningful travels beneficial ‘Not only does it help the communities that YoU visit it also helps you. We've always seid that travel is the best education anyone could have. t broaks down barriers, and strips away prejudice. topens people's minds and when you come home, you pass on your thoughts, ‘observations and feelings about the places you visi. ro ‘Az Mark Twoin sald “Trav fol to pijusice, ‘bigot, end novrow.mindedness, and mony of our people needt sorely on these cxcounts. Broad, wholescme, charitable views of men ond things cannot be acquired by vegetting ene ile comer ofthe earth all oe’ ftetine” ‘Sommuch of mearing{ultavel helps with sustainability too, When you volunteer or help with concervaton, i keeps communities wildlife reserves rom being exploited, So much ‘of meeringful travels simply about being eware ‘of our environment and respecting customs and cutee, ‘Things to remember when considering “meeningtul” travel + Think about yourimpoct How are you affecting thecommunity you vit? + illyou traveling there enrich their tives? + Wllyou have the opportunity to experience the culture, nature, envionment? Orvrill you be [eolated and cut ft trom truly experiencing the destination? ‘Meaningful travel is nat as daunting as people think When lcomesta adventure travel, te always ‘ay, start with baby steps. The same can be sid when iteomes to making your travels meaningful. 109 Ie maybbe 2s 235/25 2shing local person at your {estinaion where you can volunteer for a day, oF where you can visit children or donate money toa school or organization. ‘Once you tee that fist step, you'tlean and 4105 discover more opportunities. ‘Our frst foray into more meaningful travel ‘happened in 2003 in Cambodia. We ware ting fon beach and a man sskod us fwo could come twhisclassto speak English this studens foran 110 afternoon. He aid that whilehe can speak English, ‘tholpstohave the students hea a proper acca. tewas aneof the most fufiting things we hac ever sone end ithickstarted our desire to do something wherever we wont.115 Ways to Moke your Travels Meaningful ‘Travel fora cause When wed the Mongo ally, we drove across 2comtinents forthe Christina Nobel Foundation. ‘foundation based in Nongaia that houses and 120 ecuestes orphaned and abarwioned chiticon ‘When ceting the continent of irca we ised funds and avareness for Plan Canad. Oy being in ‘the destinations, we could stop at projects and coo where our money was ging and hew funds were 125 being used. t gave our cause more ofa purpose topput ahuman face tothe charity. When we sa ‘thatthey were Donefting directly trom the money, raised, we felt motivated to help more. vieitacharty 130 It's easy to find» projectto help or visit when you aro traveling, Tate the local people and ask them {or acice In Sel Lanka, we met atu driver named Ath whe became cur fiend.As we goto now hes, wovstoda charity that he started on 135 hisown ta donate shoes ta loca schoolchildren, ‘They'dathernisebe going to schocl barefoot in ‘the jungle, but erased funds together shoes and koops working telesly to help thecal ‘economy, 140 Our guide makau, in Kenya started project to ‘empower his own village. Vievisited his family ‘ond friends and he is working te bring water to his vilage, empower women ans give thers the mean {to g0 to school and he got them a cement maker to 145 build anew school. Going Local Hire Loca Gudas and 254. When we climbed ‘to Mount Everest Base Camp, Mount Klimanjro, ‘Gunung Batur and Mount Kinabalu, ne hited 180 local guides attor we ativadin the country. ts a great way to contribute rthotocal economy ‘ad to support smallbusinessand we made good friends doing it We still 26 from Everest and Plus because we travelled with people rom the 135 ara, they 27, weve respectful of culture, and filled wih information fous tees about the destination. ‘Shop Local Loca artisans make thoirmoney ‘through taunsm, (28 at uty free or at your 160 resort, got the market and buy local It's cheaper ‘endits haidmade and authentic, Plus you getto moot tne people. Other idees ‘Cooking Courses - Food isthe best way to 165 experience culture and a cooking course is [29] to meet locale and eam about thei way of eating. We've done cooking courses in China, Morocco, ‘Theland, tay, Spin and Jordan and reer every ‘one of them tales youta the market to buy your 170 fresh ingiesonts. This helps you support thecal cori end mingle withthe Wocal. Wether [1301 toa pvatehome or kitchen to learn howto ropare. its then afeast 0 enjoy! Yoga Retreats -Yogs isnot only amazingfor 175 wollboing and fitress its popular around the ‘world! Our best retreats havebeen when facing ‘ones -31-lour destination. We spent a month India with Swami we met on a beach for $20 lace! Whi others booked thai retveats i Hath 4180 American paying thousands ofdollarsto take ‘course om Vester Instructor, we had [32] and eared 3 stabout spintuatty and culturein india while suporting a local business. ileite Conservation 105 Elephant Sanctuaries, conservation areas and national parks ae away to add meaning to your travels. Wren ocal people see tha animals tring ‘tourist dolar, theyll stop over hunting and start ‘encervation. Inna the tgoris nearly extinct, 190 hut now tfey'"e working har to being ithack and ‘National Parks ae being set aside to hep them safe, In SriLanka and Thailand thre are elephant. ‘organizations that are helping slephants livein ‘peace. Wevisited an elephant orphanagein Kenya 195 where orphans ere reintegrated back nto the wild Festivals ‘An amazing way gett kaos locatcuture and ‘meet peorleis to atten a festival. We've hac some four most memorable travel experiences 200 when attending a celebration From the annualpilgrimage up Adams Peakin Sei Landa, to ‘There ae countless ways to make your travels ‘Thalpusam in Malaysia an Holl in nd, has moro meaningful. Allyou navoto dois take the rst ‘added new meaning to our travels. Festival's step Think about what you love and how you want helpus tounderstand thebelefsand relizons of 210 tohelo and you toowill behaving a mare hulfling 205 countries wovisit and helps us make new frends ‘and meet new people ‘What way do you make your travels more meaningful? Reading comprehension Look at tines 1-72 and answer the following questions. 1. Why are Dave and Dek taking patina ak show? 2 To rhom does “them (line3) refer? 2. List four ways in which Dave and Deb have engaged in meaningful eave | How, according 1 th txt, can individuals improve tet ives when travelling? 5. Which word between ines 26 and 35 is clases in meaning 0 “impressive”? 6. Faplain the following statement in your own words: “The more you sive back, the moze you feel fulilled” ines 38 and 38) 7%. What, apart from funcaising, can make travelling meaningful? 8, List the ways in which Dave and Deb travel responsibly and provide thor justification for those actions, 9. How, according to Daveand Deb, des meaningfel travel affect the traveller? Look at lines 73-96. Find the words below that could meaningfully replace the words in questions 10to 15. to. bigotry ine 74) A nme 6. intimidating LL, wholesome (line 76) 1B comforting ‘H. intolorance 12, vegetating (line 77) i acme: makes: 13, exploited (line 82) boty ig © Igrorance ating around 14. impact (ine 8) inuense 1 again 15. daunting (ine 95)Identity whether the sentences below are true or fol and justi your answer with a relevant brief ‘quotation from the text (lines 79-128) 116, Meabingul traveling genealy evolves around eco-endly tourism abd aporeiation of omer canes ustifeaton: 11. Ceingjoumeys shoud bein i Justification: 38, Oaveond Dssemeaninglltvelingetated in Combs. suatieston: 19, Helping Cambockan chien ignited Dave and Debs apaton te domoce Justifeaton: 20, Doveand Deb wanted tod less when they itnessadwheretheirmaneywesbeingspent ustiieation: Match the fist part of the sentence with the At eye wae cused on ping appropriate ending on the right (lines 116-145). funds for Africa. his people in many 21. When travelling fora cause, Dave and Deb... Be. started charity — withehilden infused mainly on 22. Dave and De think that tavelling pple. ne Pe 23, Ajith, the Sei Lankan tuk tuk Driver, 28, Makau, the Kenyan guide ‘economy “We fought tirelessly toempower the underprivileged. \Which ahrae from thelist below goes in each gap numbered from 25 0 32inthe text? ‘A. asomenat eke experience 1. ination to buying BB. anamazingway 4k inetaad of buying © anauthentic experience normally gp back . before weartve at cared about thei footprint L oncewe arivein . clturallyencugh IM. shopand stay locally generally aoe gang. N. talk te our guides . help cur guides ©. work locally HH. cared ebout ignored thei Footprint To whom or to what do the following words refer? 23. thay (Line 188) 26, orphans (line 195) 24, thoy (Line 190) 7.1 (line202) 35. them (line 191) Bg Using your own words, summarize the main ideasin the text in no more than 100 wordsListening comprehension The impact of tourism © sen othe excerpt from debts that foci on he tes foam on commits ae ently the coret awe foe the options provided. 4, Mr Atkin believes that tourism ean 1A. doplete a country’s esroes '. boost a countsy’s economy. . protect a country’s resources. 1. damage country’s economy. 2. Mr Atkin explains that without pmyper management tourism wil [A. nogatvely affoct people's hygione habits. 18 hardly affect sil erosion, . add to the environmental iste . boost food consumption. Fi the numbered gaps with words from the options provided below. Mr Atkin’s main concern i that tourisn will [3+ harm the local culture, Dr Andice, however, believes thatthe loca culture wil benefit from the Introduction of foreign aspects because this willencourage [44]. Dr Andes ‘agrees with Mr Atkin regarding how travellers lft the environment, and believes that travelers should take certain responsible ction [5] thei tavel, 2. A eventually 4 A. responsible action 5. A. throughout 8. mildly B, invercuturalunderstanding 8. curing, ©. badly . historical awareness, © before LT) Listen tothe excerpt again and ansner the following questions. 6. ‘Which word does James akin user describe how rourlsm atects resources? How do tourists harm natural resources when they traveltoa country in which water is scarce? '8. What kind of tourism is Mr Atkin targeting? 9. DrAndies main viewocint.. ‘A. communitas should bensit rom responsible travelling. '8. communities should ban any form of unchecked tourism . economies should reap the benefits ofan kind of tourism. a ] ©. tourists should act responsibly when thoy travel, 10, The debate about theimpact of tourism highlighted: Cee ee [A. Opposing but tightly similar viows ney meceees ‘comparing, contrastingand 2 cbposngtsonevineuvios ae Teatro tien ol comes ae D. The importance of tourism for local communities. intheInternal assessment (SL) Toke @ 100k at the visuol stimulus below. The Image relates to the theme “experiences”: Ingroups of three, essex the presentations given by your classmates, Tink about the following points: + laity of presentation and ‘nording + clarity of description ofthe image were you able to Understand the focus othe photograph? + conection between the imageandthetbemeerte Brainstorming lexperiences/meaningtul travel) In groups of three, discuss the picture: + relevanceotexamplesto = What is the picture communicating to you? What evidence from the anedophone ules) picture supports your answer? * flow ofidess:istheflowof «How does the picture relate to the text “How to mcke your travel ideassmooth? Dopresentespeaningful” that you read earlier? ro appropratecehesve Miininéacta 2 sercrtaa + Which direction of thought isthe image inviting you to tae? Do you devessandinkingwords? gree with that direction? + complexity of ideas: are Gawecenpanes pote ‘ teloreolanet? Presenting 0. Fe rir grup preentaion presentation techniques. The following points will help you. + Address the focus ofthe picture + Describe the picture in ne moce than 30 seconds. ECE «© et pcerctotte srcattene + Connect the picture to the topic and menkion the stances you to ake I iain te tepic dee mim bois tig Anglophone ce eect ‘har hgh ts ose, and/or supgos ain which can See saree Make sure your preston pres nd cone you ee eee orcont four ena Ne ee «Dede cn wha wl ecyvhut tis tu gop prsction dd Ssesmertenponersyosto” paricpant shold get the shane ek thave mace us eel thatit mas. Try changing the storyto describes London thatis es from stress: Which words anor phrases vwilyouchange? Wi? the arodvcerofthetect to Propctavhony, desrabilty preechsuty andthe conics choice ofa particular medium tehretoaytot ‘Sappregratstorencnene taxgeted achonce. Theevel offamattin the registeraf these tors wil eryoceordng tollngsicend rci-cukurel oxmoftbe target language rf Guile email accalaveme Ogaeizaton. 2017, Gy3. Choose your content sol. Be interesting but also be honest 4. Beawareof your audience and context. How isa travel blog structured? Look at the following example Visit the mysteriously magical land of Cornwall By ElsIH, Photo: Maharepa January 17, 2012 (Cornwallis land of mysteries legends and suggestions According to ancient es stories, these places are inhabited by fares, goblins ad magica creatures plus [owing ontheocatn ies said that the great King fvthut as born ighthere Inthe caste of Tiatage. This (Gomancer J rmyth mostkelyhas tsroots [angeutueohheloeseon Inpistory and many scholars acquethat arthur was a warrior who led the resistance ‘gainet the mvasionof the Celtic people of the Saxons. During your tour around Cornall you wil sea latof ‘vidence about this ancient culture, proving that this Isindeed one ofthe sx Celtic nation. Certainly, the south-western tp of Great Britain a world apart om the restof the sland, especialy nice to sit ort beautiful landscapes and mild climate Fantastic landscape of Comualt puna Cornwall has romentic and dramatic cliffs overlooking these, alternating with eecveeh tia ‘mils of beaches, much frequented by surfers orate surting. On the coast, you'll encounter numerous coastal villages withthe typical fishermen’s houses, which are worth a stop in oder to take cute afer photos. Afternards, youshould walk ‘through the alleys and along the harbour ofthe small villages of Polpero, Fw, Gengavee Charlestown, onthe southeast coast, nd without forgetting to isk tae, with its siteenth-century caste bul by Hery Vil and Falmouth, where we find the frttude Pendennis Castle, the largest inthe region. “Thelandscapesthat meet across Lizard Peninsula are the mast beautlthatyOU ["Soeygaine rages will see curing your tour of Cornwall. Hereisthe southernmost peintafEngland, | heniggersuewporei Lizard Point with stunning ea cls that contract with the green meadows. ley oxpesee| Not fa from the coaet is the«mallsiand of St Michael's Mount. Asher Srench ‘namesake, itis separated from themnainland ony by a stip ofland thats submerged during high tide. Atour of Cornwall, however, cannot alto reveal the inner zones, formed by attractive moariand, beautiful gardens, well ae ‘oumerous historic and prehistrie sites Dorot mise a visita the largest batanial centre the Eden Project, located near aes ‘Ststell, whichis home tote ofthe worlds largest biospheres.Writing activity ‘You recently travelled toan Anglophone country whose culture was ‘completely diferent from yours and found the experiance both enjoyable ‘an educating. You wold ike ta share this experience with your classmates ‘Your firs step isto determine the following, ‘What isthe purpose ofthe writen piece? Whois your aucions? + Which type of text best helps you achieve the parpose ofthe tak? why? For the olowing exec you wil wit travel blog, Refer io the tex on ‘age 38 help You formula deas in relation to the context above. Brainstorming Inpair: poeerenem pammere ro ritr | ependingen the es ots peer en eee Planning Sui working pir decide how you wil gab your audio’ tention: What ould appear in your introduction? Wha is your concison? Cones thane the cre yous me. ‘get on he tone andy your inl blog, Consentaon your Salon What the bos way to addres th ance? What emalie See persuaeve words ca pases wl ep on to apoyo oplalan “Think bout ho you we oto order your sbhopi: Which should ffi? Which sould ppeat lt? Whol should appear in he mie? Does your chosen onder ensure ourdene willbe coherent and your ‘wai wl fow smooth? Decide how you will incorporate facts into your narrative section,Refectioninths@ercice wil help youto develop your citcal thinking abies by ss0seng hom wnat you leammed hasted to more ‘questons and areas that need tobeansneredand oxplorec. Drafting Individually, write «draft ofthe body of your travel blog, When you ere clone, revise this draft. Does it make senso? Ada your introduction and your conclusion tothe body. Re-ad what you have writen, De the transitions make sense? Are your paragraphs ‘well connected? How interesting is your travel blog? Weito an eye-catching tte Re-road the comple deat of your travel blog forthe last time, Make any’ necessary chenges. Paper 1 practice Read the task below then write below and write between 250 and 400 words (SL) or 450 and 600 words (HL). ‘White traveling ina foreign country, you enjoyed thei food more than anything: lt waza reflection oftheir custome and traders Yu decided toahare your experience with fellow teenager in your town. Conclusion to research question B To what extent does travelling improve our cultural tolerance? 1 Naw thatyou have completed is section whatareyourthoughs fndvescionstothe question above? 2. what justifications wauld you give fer your answers? 3. What more would you need to krow before you can cometoa definitive cancusion about thestatement?Lost and Gained in Translation “The cover of my Ching plats decorated with a series ofimpefect translations crowding the page. This is particulary appropriate fora play that takes a humorous yet profound look atthe many issuesinvolvedin communication across diferent languages. As laughed atthe werés and supettes nave’ Haney Hwang’ insane play, began think about the tricky nature oftranslation, We spend a great deal of time around txts that are the pleducto!trarslaton, the Bible bag the most obvious example, bu whats changed when we ‘exchange one word for another, one language for nother, one cultural setting for another? Ching certainty notthe first play to taeKe sueh a subject. sh playwright Brian Fit splay Trarslotions deals with language and lovein a similar fesion, though without comic elit. It cesterson a British soldier who fallzintove wth an ish it he has come to rename theroads and ties, to putter in English, and he docs not speak ish, We hear both characters ia English, yet _wekrow they are speaking two diferent languages “Thisplay has amore utopian postion in that FRsuggests that two people speaking different languages can say and fee exacty the same things. “This romantic concep finds its oppasit in Julla Cho's The Longuage chive, produced by Roundabout as year. Here, language is totally separate from communication, 3 the character whe spends his time studying and preserving, ‘dead Languages cannot expres himself or connect ‘toanyone. Esperanto, "the universal language ‘makes an appearance here, but tacomes anether ‘overarching symbol ofthe difference between language and communication. The universal language doosn'thelp much ifne one leo speaks ‘Why are these pays, and somany others, so irnovested in this idea of ranslation asa metaphor forcommunication? in ourincreasingly global ‘worl, translation canbe assimpleasrunningsome words through Google Translate, yet that never provides a“perfeet” answer. Trarlations complex because language canhave zo many itterent Inentions. This is why translating sas much an art asitisascence, and also why we sometimes have totavetheeetranlatone witha grin ofa. This often» discussion in the theatre, point proven recently trough the discussions aboutthe Classic stage Company/s very modern tarsationsof Three Sisters. There i, ofcourse, ne one translation that will ever satisfy everyone. But does this mean ve hould uit yingtotranslatesuch materia altogeter? Ofcourse not We ae net rally seeing thosameplay asthe Russian audience Chekhov was ving, but are we ever eli seeing the sme play as any othe person? We ae allindviduals, ‘th our own backgrounds biases, ond tastes, hich means that we are all lays transiting no mattor what language is being spoken This is what thought as watched the action and the superitiesinChialish reall enjoy hearing theintonations a diferent foreign languageswhen spelen by trained voles, and ‘icky became accustomed tothe supertites, hich are avery useful device. They are alsoa source of ironic comedy thraughout the piece The irony stom om the fact that wear often laughingat translations of incorrect translations, a ceresofremovale tat returns ustothe ‘question of communication versus language ustke the charactrsin Chinglish, ne alltry te communicate with each ater, even when Its "soopy’ fone charactor’ substitution for "tuing”), and just ihe them we achieve something even when ne fal Just ike Daniel Cavanaugh Inchingls, uke tho misstaps, mistronsations, and miscommrunicatons, because theres some ‘therform of ruth in ther too Itisthis kind of Luintentonal gerius that ths pay, and othors ko it, work oitluminate‘Yet, what ole does trnslation play when vaveling? 1. “two people speaking diferent languages can ‘Are the problems the same? Read thefoloning, say and feel exactly the same things” ‘excerpt ard dowload a anslation appication that Trae see recto itis ascionce” ‘canbe used nbn traveling to determine whats ia aa {gained and whats ostin tanelaton, 3. "We ae not really seeing the seme play 2s the i enieene Russian auclence Chebhow was writing for, but ‘you are studying in your Language Acourse. Are ae blind nde eon, there aspectsof the works that you ind iffcutto pane é ee ‘own backgrounds, bases, an tastes which eooner Nena serece tes Peony) means that we ae allalnays transating, no In groups, read the rst text and decide to what ‘matter what languages being spoken” ‘extenttha following statoments then rom the ‘twat are true or false in your opinion. Support your » Feflecton your answers, then discuss the following: answers with examples taken from otherways of What ole doestanguage playin understanding hnowingerareas of knowledge. cthars while traveling? And are trensations “metaphors for communication The five best translation apps for travelers Machine tarslation i tard Fiver speskers somtimes spo: howler end there ae subtest ‘nuances that even poresfl computers connctfathom—yet But online anc app based tarslation is algo gettin beter, Last December, Skype demonstrated a tcl to erable ve, stan: Bn to Spanish trenelation on a video cal. Windows Phone overscan sign up for the Tanslator Preview programme atslogecom Are there ae several agro there lead tht wl stop You geting furnoxed en ‘yur ne te. Google Raralete: ensate google.com Mansa frensiateann com Way: waygoapp comSection C: Leisure activities Research question ¢: Are leisure activities similar across Anglophone cultures? 2. What are your fist thoughts and reactions tothe question ab 2, What justifications would you give for your answers? 2. What more would you nec te know bofare youcan cometo dainitive conclusion about tha statement? Before you read ‘In groups of four, reflect onthe variety of leisuretime and recreational activities adolescents enjoy in your community and then answer the following questions + What are thane activities? List as many as you can, + How have those activities evelved overtime: are they the samme sectiviis your grandparents, for ecample, ook potin? eft on the activities you have identified and their development then come up with more ideas for adolescent activites you think wil be ‘popular in te Faturs Sort your ideas into catagories: activities that have rots in the past presentlay activities that evolved because of our changing work! and ‘ones you believe will appear in the Future, Pick one idea from your list one that featured in all thre categories, ‘expand on it anc present i fo your classmates. Mention your reasons for choosing it and explain what impact you think twill hve on the ttre What is leisure? Definition ‘Toundorstand the ful power and peteral of esut, ts mportent to separat fem another clocaly ‘elated word, recreation. Simply stated, recreation can be uncersiod asthe activity or experience, ile leisure is seen as the outcome ofthe experience (defition of terms, 1999). Leisure is used in 55 professional and sademic cices andis relevant when addressing the nacdta develop within youth with isbilties a completeand balanced lifestyle. tis also aterm thal, when used, denotes aspecific area of educational concern fr youth with disabilities, prticularly when designing an educational program that willevertuallyenabe these students te trarition from school to werk, postsecondary education, community, and fesure stings.