english - phase 3 - morley and gafan - oxford 2017

MYP
Language
English
Acquisition
A
concept-based
approach
Phase
3
Kevin Morley
and Alexei Gafan
We
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Introduction
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Contents
1
Friendship
What
happens
start
How
Key
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do
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and
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it
and
when
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help
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make
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135
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139
audio-visual
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Summative
32
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personal
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development?
activities
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148
chapter
153
Emoticons,
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email
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do
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home?
recycle
156
41
waste?
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157
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46
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Communication
and
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51
creatively?
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113
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76
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225
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Friendship
1
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chapter
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an
wish
answers
this
A.
may
school
in
her
encourage
others
to
country
contribute
a
•
2.
What
most
share
responsibility
for
is:
decision-making
3.
4.
A.
not
having
friends
B.
learning
C.
having
D.
being
She
also
A.
hungry
C.
bullied
B.
nervous
D.
lonely.
In
paragraph
new
new
in
a
•
subjects
worries
about
three
succeed
of
the
being:
her
only
diary
hopes
will
be
she
will
enjoy
C.
the
students
will
be
in
different
D.
the
students
will
be
in
the
her
new
she
she
Grade
to
country.
B.
in
others
teachers
new
A.
as
help
new
student
classes
in
in
that:
Grade
Grade
classes
same
9
9
to
Grade
8
classes
8.
th
5.
On
the
12
is
of
A.
it
B.
even
not
C.
her
D.
nobody
the
month
normal
adults
parents
Natasha
writes
to
worry
about
worry
about
starting
are
never
nervous
should
worry
too
that:
starting
a
about
much
something
new
new
job
changes
about
changes.
C r i te r i o n
6.
She
says
she
is
having
bad
dreams
because
she
is
afraid
Analysing
A.
getting
lost
B.
having
no
She
ends
A.
she
C.
being
too
to
talk
to
D.
being
in
a
and
evaluating
popular
issues
one
3Bi
of:
and
ideas
movie.
1
Natasha
starts
each
th
7.
the
diary
entry
on
the
12
by
realizing:
diary
will
have
B.
she
will
C.
she
needs
t
in
to
a
new
entry
words,
“Dear
she
needs
to
a
Who
she
is
learn
really
journey
how
to
take
deep
to
and
why
is
breaths.
she
2
the
diary”.
easily
take
writing
D.
with
adventure
writing?
Short-answer questions
2
Do
you
think
it
is
th
8.
On
9.
10.
the
14
where
does
Natasha
say
she
can
nd
help?
helpful
for
Explain the meaning of the phrase: “Nothing ventured, nothing
to
a
gained”.
reasons
for
answer
using
Overall,
do
uncertain
Justify
you
about
your
think
Natasha
entering
answer
with
her
is
optimistic,
new
evidence
pessimistic
school?
from
the
or
keep
from
the
Natasha
diary?
Give
your
evidence
text.
text.
5
Friendship
Formative
oral
interactive
and
skills:
C r i te r i a
Role-play
3Ci,
3Cii
–
Before
use
Natasha’s
In
a
for
role-play
a
put
short
that
small
time.
yourself
ideas
a
in
rst
The
group
idea
another
may
be
day
of
is
to
act
out
“become”
an
your
different
imaginary
situation.
from
your
start
prior
the
role-play
is
taking
place,
This
way
scene
you
creativity
to
this
question:
what
judge
decide
offer
also
the
who,
if
another
make
action.
You
anyone,
is
viewpoint,
helpful
can
look
where
can
you
already
role
plays?
right
and
or
rest
on
the
who
suggest
comments
an
the
do
you
know
about
express
own.
the
at
answer
characters
of
the
class
can
characters’
is
wrong.
alternative
participants’
actions
You
can
ending.
use
of
your
answers
observe
and
and
knowledge
and
Brainstorm
While
reading,
school
students
person’s
different
at
you
create
a
list.
and
maybe
You
can
language.
haveseen.
Role-plays
your
to
uency
use
also
have
to
to
great
English
in
new
However,
sure
before
you
language
you
language
on
a
imagine
like
Natasha
will
be
into
a
and
trying
to
it
a
make
practising
have
a
chance
situations.
You
the
English
you
ideas
quickly
and
work
best
when
start.
use.
the
You
like
your
be
ideas
may
the
would
at
about
school,
use
your
card
start
nervous
new
to
of
and
prepared
to
what
to
you
role-plays
have
cue
as
you
want
way
ways
improvise:
prepare
Now
a
communicate
naturally.
Make
also
in
English
know
you
are
and
want
the
one
below.
like
for
school.
a
The
student
student
coming
new
new
culture
friends.
Ten
things
a
new
student
wants
to
know
6.
Planning
Work
each
in
and
scaolding
groups
group
of
three
or
there
should
team
will
1.
four.
be
In
two
7.
2.
teams.
One
questions
to
ask
a
new
about
the
work
student
out
what
would
school. This
want
group
8.
3.
could
make
the
one
the
things
a
here.
cue
On
you
card
the
that
cue
would
looks
card
want
to
list
like
all
know
9.
about
as
a
new
student.
4.
10
5.
6
about
their
new
school
Planning
The
and
second
already
at
“Student
should
scaolding
team
your
should
be
B” and “Student
think
students
school: “Student
of
ten
A”
,
C”
. This
things
team
Natasha
Ten
really
This
needs
group
to
know
could
about
make
a
the
cue
school.
card
impo
rtan
t
thin
gs
Nat
asha
need
s
that
1.
looks
like
to
know
ab ou
t
the
scho
ol
this:
6.
Conduct
the
role -play
in
pairs.
Ensure
that:
2.
A.
the
all
B.
new
ten
new
things
the
you
to
success
for
all
A,
B
think
a
have
of
the
new
been
Planning
make
are
make
notes
work
out
student ’s
5.
10
scaolding
talk
or
to
the
C r i te r i a
role -play,
each
decide
how
the
new
student
and
3Ciii
the
3Civ
other
other:
or
impolitely
or
impersonally.
3.
9.
whether
friendly
2.
4.
the
concerns
politely
informally
adverb
probably
Natasha
8.
and
about
C.
1.
ten
impor tant
B.
one
3.
sure
the
formally
would
7.
conversation;
conduct
will
C
A.
Choose
to
answered.
and
you
students
answers
knows
conclusion
example,
the
Before
and
student
obser vers
come
gets
questions
students
the
C.
student
will
from
speak
to
probably
and
________.
The
other
and
________.
students
The
other
and
________.
students
each
pair
each
other.
speak
to
to
describe
the
other
how
the
students
will
probably
speak
to
Natasha
will
probably
speak
to
each
dierent
students
informally,
________
________ ,
________
other
________
________
7
Friendship
Formative
written
activity:
Controlled
writing
in
to
Text
arrives
her
day.
write
3Di
response
A
Natasha
rst
C r i te r i o n
at
your
Write
between
200
school.
Natasha’s
and
250
She
diary
meets
entry
words.
Give
you
for
and
that
your
your
day.
work
friends
You
a
on
should
title.
C r i te r i a
Before
before
the
you
you
write
write.
examples
in
You
Text
can
A
use
the
above.
Structure
Beginning/opening:
Content
Middle:
what
Ending:
your
Think
Language
and
audience
was
How
did
You
How
Conclusion
to
What
to
happens
rst
writing
about
will
feeling
in
formally
personally
write
or
on
your
rst
day
her
rst
day?
go?
impressions
rst
that
to
of
you
in
the
have
nished
yourself?
impersonally
question
you
start
your
answer
at
a
new
school?
Having
examined
question?
8
this
section,
what
is
and
your
friends?
person: “I”
.
informally
or
factual
when
rst
the
events
you
b.
you
about
meeting
Natasha’s
a.
the
happened
thoughts
Natasha
the
were
are
Write
diar y,
about:
How
What
Dear
to
the
factual
simple
past.
How
do
new
you
make
friends
in
school?
Fac tual
C r i te r i a
Discussion
When
Natasha
advice
a
from
and
went
3Ciii
debate
to
different
3Cii,
the
Internet
forum
she
received
plenty
How
of
is
people.
groups,
rate
each
piece
of
advice
from
1
to
5,
where
1
is
not
do
good
skills
In
question
you
decide
advice?
to
Use
complete
what
these
the
task
very
opposite.
good
list
and
of
new
5
ideas
is
excellent.
for
student”.
“How
student’s
you
offer
can
to
When
another
a
Next
survive
you
list.
have
Make
student
come
a
new
up
the
with
rst
week
nished,
list
to
of
the
you
your
at
own
our
compare
best
ve
additional
school
your
pieces
list
of
as
•
a
Interpret
with
advice
•
school.
Make
sources
Y
our
class
ask
someone
for
help
with
your
various.
of
information
rating
•
In
judge
connections
between
Advice
and
information.
Create
new
work.
information.
Answer
If
as
many
someone
of
looks
the
at
teacher ’s
you,
smile
questions
at
him
or
as
you
can.
•
her.
Present
a
Join
lots
of
Find
one
after-school
person
in
clubs
your
or
class
spor ts
who
new
information
in
format.
teams.
seems
nice
and
•
Identify
solutions
friendly.
and
Make
Say
friends
to
with
any
someone, “I'm
other
new
new
and
students
don' t
know
in
Grade
9.
I
Talk
Tell
go
to
to
classes
people
ever yone
Never
wait
with
before
about
for
you
for
the
decisions.
the
end
of
own
countr y.
to
talk
to
each
In
the
text
different
Ten
you
below
piece
headings
seven
pieces
personal
reasons
you.
•
Be
a
•
Don’t
try
•
Smile
a
•
Be
listed
Show
good
are
seven
it
below.
to
to
paragraphs,
hard
lot
yourself
give
a
Which
to
a
do
new
partner.
you
Make
the
•
Develop
think
student?
Decide
whose
•
Do
team
•
Relax
•
Be
giving
a
are
Make
list
is
the
best
your
own
better.
Give
•
Include
rst
sports
nice
your
•
each
answers.
listener
too
3Bi
B
advice.
advice
your
Text
there
of
are
of
list.
for
read
results.
period/class.
C r i te r i o n
Before
Report
day?”
your
people
informed
anyone.
•
Can
make
new
friends
in
life
move
friendships
9
Friendship
Text
B
How
to
make
friends
easily
saying
A.
is
listener.
It’s
all
–
you
about
are
too
you
hard
won’t
good
to
look
make
reasons
feels
to
like
be
a
good
you’re
to
them,
company
your
new
friend
will
enjoy
more.
know
you’ve
heard
it
why
would
you,
important
E.
like
lot
think
of
of
times,
but
no
to
one
meet
It’s
person
cool,
many
a
someone
new
teen
or
I
of
this
a
condence
nervous
your
try
you're
interesting.
If
listening
if
if
the
good
points
you
really
person
really
that
shy
and
wait
talk
to
you
for
people
you.
you
It
in
won’t
for
seems
fake
and
don’t
one
Don’t
say
things
mean.
Be
help
anything.
around
that
to
no
knows.
pretend
be
a
have.
B.
Don’t
likes
Look
someone
F.
interesting,
You
to
may
talk
someone
now
but
soon
they’ll
t
forget
name
already,
ask
how
they
are
and
just
you.
talk
Take
time
to
tothem.
say
“Hi”
new
C.
people
every
It
is
very
helpful
if
to
and
nd
the
trying
out
what
person
to
you
befriend
day.
Ask
serious.
cheerful.
expect
you
Don’t
Be
How
are
look
not
do
to
them,
you
doing,
doing.
say
things
you
do
Sarah?”,
like,
“Hey
“What's
up,
When
you
Alex!”,
If
that
every
day,
they’ll
be
happy
you
them.
too
G.
and
you
like
“What
Miranda?”
in
you
if
friendly?
you,
You
go
to
guys
together.
social
and
show
paying
Nod,
nd
1 0
are
are
have
friendly
them
they
you
remembered
common.
how
you
greet
try
to
can
mall
have
Build
circle
or
fun
your
from
there.
you're
attention.
agree,
what
the
show
they’re
Make -Friends-Easily-if-Y
ou're -a-Teen
you
that
Text
handling
meaning
1
Matching
Match
of
par ts
the
than
1.
Be
good
2.
Don’t
try
3.
Smile
a
4.
Be
a
Factual
Text
of
a
C r i te r i o n
B
1–10
to
the
paragraphs
A–G.
listener
too
hard
yourself
7.
Do
team
8.
Relax
9.
Be
2
6.
Develop
the
rst
Choose
1.
the
10.
Include
in
new
friends
questions
answer
from
A,
B,
C,
5.
paragraph
order
to
look
paragraph
meet
C.
be
the
make
thing
writer
friends
is
says
the
think
paragraph
6.
A.
be
B.
say
C.
pretend
D.
be
of
your
positive
B
writer
the
thing
say
your
B.
say
something
C.
wait
D.
talk
is
for
In
qualities.
says
that
what
you
to
paragraph
to
to:
name
that
mean
like
someone
paragraph
youshould
C
try
are
B.
know
C.
ask
them
D.
are
a
to
talk
to
friendly
C.
serious
D.
caring.
In
paragraph
talking
writer
if
says
people
you:
happy
their
names
questions
new
friend.
In
paragraph
G
the
writer
says
you
you
make
new
friends
by:
people.
the
to
writer
says
that
be:
meeting
them
at
clubs
B.
inviting
them
home
C.
inviting
them
to
hang
out
hang
out
outsideschool
helpful
B.
the
you
interesting
people
new
F
A.
A.
when
says
to:
mean.
canalso
4.
is
do
false
willremember
best
A.
writer
to
to:
people
In
In
the
most
7.
3.
E
thing
that
condent
D.
the
A
worst
cool
B.
A.
In
the
A.
in
life
move
correct
important
2.
sports
D.
In
more
friendships
Multiple -choice
or
are
nice
your
Make
There
paragraphs.
lot
5.
3Bi
text
headings
headings
–
D.
inviting
them
to
insideschool.
D
the
to
writer
says
someone
new
that
youshould:
A.
enjoy
the
the
person’s
B.
look
C.
pay
attention
person
D.
nod
and
in
company
the
eye
agree.
1 1
Friendship
Formative
oral
and
interactive
skills:
Role-play
Planning
Your
and
English
students.
to
class
Imagine
completely
below
scaolding
new
create
organizes
a “getting
you
new
are
identity
this
new
a
for
to
student
yourself.
Fill
identity. You
know
from
in
will
the
use
you” session
for
all
new
another
countr y.
student
information
this
as
a
cue
card
Invent
a
sheet
later.
Student Information Sheet
Personal
Last
facts
name
Preferred
First
name
Middle
name
name/nickname
Birthday
Parents’
names
Parents’
jobs
Siblings
(names
Home
country
Home
city
Previous
and
ages)
school
My likes and dislikes
I
love
(list
three)
.
I
hate
(list
three)
.
The
farthest
My
favourite
The
person
The
best
I
have
place
ever
in
admire
movie
I’ve
kind
of
My
favourite
sport
is
My
extra-curricular
I’m
world
years
home
is
.
.
because
seen
music
was
because
is
activities
and
hobbies
are
.
about
from
from
is
about
curious
Five
the
ever
favourite
worry
travelled
is
My
I
1 2
I
now
.
I
hope
to
be
.
Planning
Work
both
in
and
pairs.
new
Imagine
students
countries.
Ask
questions
to
as
other
person.
your
you
and
get
much
student
scaolding
know
about
Use
a
answers
and
as
the
copy
information
formulate
are
other
answer
to
can
you
from
C r i te r i a
of
sheet
to
help
questions
for
the
for
you
your
par tner.
Before
you
decide
how
the
other
each
conduct
the
the
new
students
role -play,
student
will
talk
and
to
other:
A.
formally
or
informally
B.
politely
or
impolitely
C.
friendly
or
impersonally.
C r i te r i o n
activity:
A
couple
received
would
of
days
200
crazy.
walking
or
I
for
that
there
like
you,
who
So
are
term
advice?
on
in
her
the
Write
is
days
lost.
Everyone
next
going
don’t
of
advice
rst
looking
their
don’t
this
start
of
new
school,
Natasha
Internet
forum.
How
Natasha’s
diary
entry.
Write
words.
the
Everyone
around
looking
to
250
think
the
pieces
react
and
you
there.
before
threemore
“Honestly,
are
Diary
Natasha
between
3Di
for
have
worry.”
their
classes.
to
of
be
any
I
school
be
will
make
introduce
yourself
and
maybe
say
am
friends
telling
students
their
you’re
your
friends
you’ll
want
to
you.
and
have
learn
do
both
good
and
bad
about
who
you
are
in
Expect
some
life.
to
really
people
who
you’ll
have
you
a
Expect
nd
people
some
immature
feel
great
at
to
really
kids.
comfortable
year
times.
and
It’s
very
with
school.”
look
and
not
It’s
of
to
Don’t
as
as
it
should
like
to
friends
ask
advice.
bad
all
you
would
your
OK
you
make
go
to
whether
be
nervous,
seems.”
Fabio
when
you
different
generous
Just
you
none
any
it’s
what
be
and
school.
has
seriously
“You’ll
new
because
new
anyone
Youji
to
usually
friends,
more
of
will
“Teachers
people
for
I
think
Stella
1 3
Friendship
Planning
Use
the
and
table
scaolding
below
and
C r i te r i a
use
it
to
Advice
plan
your
Y
our
reaction
reaction,
to
e.g.
excellent
/good/
sensible/
bad,
each
piece
Y
our
of
3Dii,
3Diii
advice.
reasons
and
reactions
etc.
Y
ouji
Fabio
Stella
Before
in
you
write
the
diary
A.
Formally
B.
Politely
C.
Friendly
or
decide
how
you
will
talk
to
yourself
or
informally
impolitely
or
impersonally
Conclusion
How
do
Having
what
is
factual
1 4
entry,
it.
you
the
make
examined
your
to
this
answer
question?
section,
to
the
factual
question
Key
and
Culture
Before
What
and
you
does
the
Brainstorm
related
read
word
your
meaning
Text
A
“culture”
ideas
concepts:
and
mean
draw
a
to
you?
mind
map
to
represent
your
ndings.
All
communities
within
of
a
knowing
dynamic
When
with
is
and
and
we
are
with
our
own
so
learning
other
In
in
a
this
of
shared
beliefs,
can
and
and
own.
it
we
see
culture.
global
like
One
that
view
friendship
to
essential
a
aspect
can
which
to
of
go
interact
with
culture
beyond
allows
in
are
time.
interact
language
interactions,
ways
groups,
over
friendships
People
and
opportunities
learn
Learning
interests.
of
change
us
can
and
points
and
gives
We
empathy.
chapter
meaningful
just
grow
language,
our
values
attitudes,
Cultures,
they
than
boundaries
participate
range
behaving.
sensitivity
friendship.
a
hold
organic
cultures
others
share
community
turn
us
to
develops
international-mindedness.
What
does
When
communicate,
we
information
meaning
audio
in
and
“meaning”
contained
all
forms
video,
as
of
send
the
a
message
message
as
•
Text
the
•
Context
is
the
situation
in
•
Subtext
is
the
meaning
underneath
the
of
all
page,
meaning
THE
Next,
is
there
of
DOG”
we
is
we
context
the
are
have
We
now
very
create
for
text.
images
text.
a
the
know
in
in
The
the
one.
If
which
four
We
are
we
of
The
We
writing,
nd
visuals,
them.
of
the
message
the
meaning
is
of
no
the
add
a
sent.
of
written
thetext.
down
communicate
the
message
further
of
the
picture
on
thesurface
”BEWARE
OF
information.
situation
“Beware
is
surface
words
These
have
now
someone.
speech,
layers
the
words
This
words,
to
meaning.
message.
picture.
context.
The
different
the
These
a
warning.
communicated.
until
have
information
the
the
combination
is
First
We
any
Meaning
is
is
communication:
well
complex.
we
in
mean?
in
dog”
of
a
which
have
dog,
the
no
we
message
context
create
a
text.
that
the
dog
referred
to
in
the
warning
is
very
big
and
dangerous!
1 5
Friendship
Text,
context
and
subtext:
BEWARE
A
A
funny
postman
“BEWARE
story
walks
OF
down
THE
the
DOG”.
street
The
and
sees
postman
the
asks
sign,
himself,
“Whatdog?”
So
when
But
we,
the
the
is
the
dog
the
meaning
waiting
message
a
What
the
is
The
man
B.
The
dog
C.
The
man
a
fable
sign
This
is
never
B.
You
must
C.
Think
groups
think
but
in
Text,
in
B.
tale,
by
the
text,
a
context
changes
The
context
gives
the
do
a
of
the
moral
meaning
by
trouble
of
isin.
of
or
the
the
you
man,
a
lesson.
story.
subtext?
are
in.
dogs.
something.
culture
ideas
very
and
below.
and
friend
something
he
It
may
subtext.
says
or
meaning
help
Invent
does
one
a
you
role-
thing
different.
context
and
meaning
communication
and
visuals
can
have
more
than
one
too.
How
many
What
are
What
is
written
the
texts
are
there
in
the
picture?
texts?
the
context?
the
subtext?
picture?
C.
What
What
is
is
the
deeper
photographer
1 6
the
context?
trouble
story
careful
context
false
the
created
be
about
what
have
what
you
subtext,
meaning
danger.
that
meaning
deeper
always
which
visual
no
see
This
question.
know
can
know
discuss
Photographs
A.
dog
the
about
means
not
fairy
before
to
sees
We
read.
message
You
play
a
the
A.
In
he
danger.
postman.
created
deeper
or
Thinking
dog?”
is
hungry.
a
the
“What
there
meaning.
does
and
is
the
man’s
cannot
subtext
What
for
the
says,
know
meaning
is
Subtext:
the
of
second
A.
Like
postman
readers,
meaning
wanted
to
of
the
picture
communicate?
that
the
C r i te r i o n
3Ai
OF THE
DOG
Formative
skills:
Here
is
a
oral
Layers
very
practical
and
of
interactive
C r i te r i o n
3Ciii
meaning
way
to
think
about
the
concepts
of
meaning
skills
and
culture.
between
always
true
say
another?”
false
In
small
groups,
friends
what
How
and
they
do
false
mean,
you
discuss
tell
how
friends.
or
the
do
you
Ask
they
the
yourself,
say
difference
tell
one
“Do
thing
between
difference
and
true
Work
friends
“Layers
mean
friends
and
a
in
Do
false
•
Can
friends
always
say
what
they
this
say
one
thing
and
mean
something
Does
a
good
friend
say
one
thing
but
How
do
you
know
your
friends
do
mean
something
found
in
a
is
the
literal
meaning
of
a
what
they
word
or
phrase
that
might
subtext
that
most
be
“I
refers
phrases
like
your
friend
to
the
positive
naturally
carry
or
negative
with
them.
So
when
a
true
useful
hair
today”
they
are
really
giving
a
Listening
the
other
skills
a
are
you
during
may
think
something
very
chart
below.
Think
of
the
(denotation).
What
does
a
to
this
other
perspectives
and
ideas.
Encouraging
everyone
compliment.
contribute.
different.
things
friends
might
say
Helping
true
friend
mean
all
members
of
to
the
each
as
Here
friend
•
Complete
below
activity.
develop
to
Afalse
in
exercise.
•
says,
questions
Fill
say?
•
or
the
dictionary.
Connotation
words
to
with
your
else?
can
Denotation
meaning”
Discuss
section.
chart
some
•
section
else?
group
•
the
mean?
the
they
of
partner.
answers
friends?
•
through
group
to
express
an
(positive
opinion.
connotation)?
What
does
a
false
friend
really
mean
(negative
connotation)?
Denotation
Postive
( True
Ex.
“I
like
your
hair
today.
”
They
connotation
Negative
friend)
really
want
(False
to
compliment
you.
connotation
friend)
They
are
think
that
making
your
fun
of
you. They
hairstyle
is
terrible.
1
2
3
4
5
6
1 7
Friendship
Oral
and
and
we
is
short
While
and
the
the
At
outside
on
the
have
are
a
speaking
shoes
a
time
or
to
other
practise
best
a
play
to
C.
A
D.
Other
you
card.
into”
the
the
you
Even
role
at
by
you
a
put
character
for
class
acting
your
can
out
class
observe
imaginary
can
assess
a
feedback.
the
texts
English
you
in
read.
lifelike
In
role-
situations
role-play
before
are
going
more
you
to
they
about
might
start.
use.
advanced
thinking
information
the
role-play,
couple
has
and
relationship
problem
problems
problem
and
at
school
problem
scaolding
picture.
happening? What
of
with
what
n
1 8
on
using
the
for
in
offer
prepare
language
le
is
of
your
the
Make
You
levels
the
may
you
or
sure
want
may
character
have
their
could
argument?
be
partner
cause
Problem
Money
cause
rest
useful
classroom
when
and
based
1
B.
the
where
“become”
experiences.
the
cue
start
this
A
What
activity
you
students
and
are
“get
A.
the
and
the
are
chance
on
you
Problem
in
C r i te r i a
you
opinions
hold.
problems
Planning
the
decisions,
everyday
to
place
situations
work
might
Before
taking
Role-plays
end,
prepared
going
they
1.
the
language
need
is
else's
successful
Role-plays
you
the
have
your
is
action.
actions
book
you
Tips
role-play
somebody
role-play
character‘s
this
Role-play
time.
judge
play
seen,
into
situations.
In
types:
role-play?
have
yourself
a
text
diaries
What
As
written
decide
ofeach
what two
might
2
A.
A
relationship
B.
Money
C.
A
D.
Other
problem
problems
problem
at
school
problem
be.
3Ci,
3Cii,
3Ciii,
3Civ
2.
Now
each
create
your
a
person
cue
card
should
for
make
their
notes
character.
on
Do
the
not
following
show
points
your
cue
to
card
to
partner.
Attitude
towards
the
other
person
When
•
Helpful
•
or
Friendly
or
towards
•
dislike?
or
point
•
Your
•
No
here
some
thinking
skills
the
other
person
you
of
view:
problem
can
Consider
ideas
different
perspectives.
Both
from
Develop
contrary
or
fault?
opposing
•
that
practice:
1
•
The
are
fault?
one’s
•
planning
role-play,
•
Y
our
are
your
unfriendly?
Feelings
Like
you
aggressive?
other
person’s
fault?
•
people’s
arguments.
Identify
obstacles
and
fault?
challenges.
Y
our
answer
Y
our
point
to
problem
1
•
of
view:
problem
Evaluate
evidence
and
2
arguments.
•
Your
•
No
•
The
•
Both
fault?
•
one’s
Propose
and
variety
other
person’s
a
people’s
of
solutions.
fault?
•
Draw
reasonable
fault?
conclusions
Y
our
evaluate
fault?
answer
to
problem
and
2
generalizations.
Language
3.
A.
Formal
B.
Polite
Once
your
4.
or
informal?
impolite?
you
have
role-play.
Make
play.
or
sure
For
that
each
You
the
instance,
characters
behave.
completed
should
aim
observers
they
can
Who
do
your
to
solve
have
judge
they
cue
a
card,
both
clear
how
sympathize
can
begin
problems.
task
well,
you
or
during
how
with?
the
role-
badly,
And
the
why?
1 9
Friendship
Formative
Diary
We
write
personal
to
record
events,
memories,
problems,
or
issues
of
interest.
a
diary
happened
express
skills:
writing
diaries
Typically,
(what
writing
an
entry
on
opinion
may
that
contain
particular
about
what
a
mixture
day)
and
of
narrative
comment
(to
happened).
Content
s
what
you
likely
to
did,
also
saw,
contain
Language
diaries
Some
are
or
diary
one
day.
comments
A
good
about
diary
these
entry
is
events.
audience
in
writers
on
your
and
written
felt
the
like
rst
to
person:
write
as
if
“I
did
they
X.
I
were
went
to
writing
Y.
to
I
a
saw
Z.”
best
Discussion
friend.
They
write
to
themselves
as
“you”.
This
is
Have
address.
“Dear
diary,
you
will
never
guess
what
is
also
worth
noting
the
tenses
the
day
for
diaries.
If
you
are
writing
need
that
to
took
write
in
place
the
simple
before,
past.
“I
that
came,
I
is,
“yesterday”,
saw,
I
then
conquered.”
you
may
also
write
about
events
that
have
However,
groups
day,
that
is,
“today”.
In
this
case,
taken
you
they
writing
place
earlier
in
others
may
need
to
per fect
tenses to
describe
events
whose
be
really
felt.
all,
has
been
wonderful.
I’ve
consequences
nally
can
you
be
are
discovered
what
X
is
style
informal
writing
and
to
personal
yourself!
with
You
your
can
also
use
of
use
some
language
slang
–
after
and
emoticons.
You
may
and
emotions.
want
especially
to
use
You
descriptive
can
adjectives,
do
this
adverbs,
language
through
verbs
to
your
and
show
your
choice
of
mood
vocabulary,
nouns.
Structure
In
terms
of
diary
relate
events
is,
You
could
also
you
could
start
You
could
nish
with
statement
about
the
“What
2 0
you
structure,
that
will
the
start
with
with
happen
an
a
a
entries
in
phrase
opinion:
nal
events
next?”
are
the
like
“I
the
in
“What
have
thought.
in
often
order
a
never
This
diary
written
which
day
entry,
this
been
might
or
so
be
a
as
narratives
they
a
do?
for
the
reasons
diaries.
Are
themselves
read?
How
or
can
a
diar y
took
has
–
place.
been!”
angry
Or
before.”
concluding
question
to
help
read
you?
old
Is
it
diaries?
can
you
make
you
and
diar y?
who
use
like.”
Tone
You
“Today
a
the
As
still
keep
to
interesting
present
kept
people
discuss
people
writing
same
ever
know
why
for
you
you
you
about
In
events
debate
happened…”
Do
It
and
called direct
such
as
a
to
brainstorm
visual
record
ideas,
diagram
your
to
new
help
ideas.
C r i te r i o n
Diary
Using
the
entry
in
or
a
for
your
own
A
•
•
advice
out
ideas
•
writing
which
day
out
day
out
a
note
on
event
simple
(it
about
an
present
been
Make
Name
•
Age
of
•
I
have
We
Five
activity
also
work
best
new
are
a
some
choose
title.
friend
friend
from
a
you
went)
that
If
took
tense
writing
yesterday,
and
raining).
to
are
place
past
you
(we
have
the
continuous
are
place
about
use
writing
today,
seen;
use
we
have
music).
scaolding
the
C r i te r i a
following
points
to
help
you
to
plan
what
to
write.
3Dii,
3Diii
Try
at
to
keep
least
by
known
met
X
when
for
/since
more
/because
adjectives
…
to
(context)
describe
your
and
express
and
or
feelings
One
•
The
thing
you
don’t
like
about
thing
X
always
says
to
What
•
The
do
they
really
mean?
you
thing
X
always
two
list
of
What
do
they
•
What
do
you
Before
you
really
think
write,
about
think
•
Will
you
write
in
•
Will
you
write
about
•
How
will
you
•
formally
or
•
personally
the
write
rst
to
the
make
things
have
learned
from
(text)
a
diary.
person?
these
issues:
person, “I”
,
your
of
(subtext)
the
about
to
end
(subtext)
does
mean?
clearly
the
weeks,
all
keeping
•
At
(text)
you
one
to
thoughts
X
a
•
one
X
the
one
for
writing
trying
your
yourself.
•
diary
weeks.
documenting
event
…
a
two
Practise
Background
•
could
diary
friend
•
•
(we
event
on
an
Here
your
if
took
perfect
notes
•
tenses:
was
and
a
a
friend
listening
Planning
you
with
that
past
tenses
describe
your
false
create
friend.
Give
with
school
Meeting
a
but
topics.
First
an
you
with
new
A
above,
writing
day
3Di
friend
or
the
second
person, “you”?
using
the
past
present
or
tenses?
yourself :
informally
or
impersonally?
2 1
Friendship
Why
can
international
sometimes
nd
it
hard
students
to
make
friends?
Before
you
Discussion
In
your
friends
read
school
from
do
your
cultures?
What
are
the
look
the
at
a
poster
of
a
American
about
you
C
and
for
which
more
culture
or
this?
exercise
survey.
their
have
own
reasons
following
results
T
ext
you
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contains
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survey
international
the
asked
students
friendships.
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While
you
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at
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pie
read
visual
the
and
Text
3Bi
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information
poster,
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charts
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check
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you
by
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friendship?”
understand
asking
each
the
other
on
the
next
meaning
questions
of
page.
the
about
contained
in
the
you
work
partner
can
on
with
this
practise
your
task,
these
you
skills:
the
•
statistics
questi o n
points
other
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interpret
and
text.
judge
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record
and
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verify
data.
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•
not
at
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to
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percentage
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students
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students
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inform
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to
information
all?
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same
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connections
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between
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sources
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(approximate)
10%
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percentage
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students
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students
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to
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same
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15%
2 2
Create
various
of
information.
new
information.
Text
C
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you
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...
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2 3
Friendship
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handling
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3Bi
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the
table
false.
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[
below.
]
the
The
sentences
correct
it
contains
are
either
true
or
response.
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1.
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80%
2.
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3.
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4.
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5.
According
6.
Similarly,
of
Americans
international
of
all
students
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20%
of
have
have
students
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to
the
only
a
pie
least
at
have
most
minority
one
least
at
students
char t,
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one
least
have
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two
at
of
two
relate
international
friend.
international
least
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friend.
friends.
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well
to
students
friends.
international
do
not
relate
students.
to
American
students.
7.
A
large
8.
The
the
majority
of
percentage
of
American
and
is
about
same.
other
group
international
the
students
relate
international
well
to
American
students
that
students.
have
a
lot
C r i te r i o n
1.
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•
at
these
Overall,
Overall,
had
From
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60%
2.
In
A.
of
American
with
50%
of
friendships
your
3Biii
own
students
related
international
students.
international
students
with
American
experience,
are
well
related
to
and
well
to
had
and
students.
you
surprised
by
these
results?
reasons.
your
school
New
which
students
nd
statement
it
easier
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to
most
make
usually
friends
true?
with
existing
students.
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Existing
students
nd
it
easier
to
make
friends
with
new
students.
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students
nd
students.
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2 4
your
common
ndings.
friendships
•
in
answer.
it
easier
to
make
friends
with
other
new
with
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and
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in
visual
the
terms
least.
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making
of
If
table.
effectiveness,
the
effective?
opinion,
message
Give
C r i te r i o n
you
were
going
with
similar
to
Rank
with
which
clear
reasons
poster
to
for
the
10
design
being
two
the
your
techniques
the
reader?
at
school
community,
you
do
or
in
what
similarly
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techniques
1
are
the
the
in
least
a
colours
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your
Statistics
what
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do
two
and
effective
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would
you
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friendships
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effective
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in
information
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your
used
most
techniques
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about
3Bii
text
following
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written
fonts
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you
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the
design
of
your
Percentages
poster?
below,
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giving
the
reasons
table
for
Questions
your
and
answers
answers.
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colours
Visuals
Statistics
Dierent
fonts
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Graphs
Percentages
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Be
and
answers
creative.
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make
you
a
have
sketch
made
of
your
brainstorming
your
•
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•
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•
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•
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unexpected
or
•
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guesses,
“what
•
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existing
•
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multiple
novel
and
original
about
the
techniques
you
would
use,
visual
diagrams
to
generate
new
ideas
and
inquiries.
alternatives.
solutions
ask
choices
poster.
to
authentic
unusual
if”
knowledge
works
and
problems.
connections
questions
to
generate
ideas;
use
between
and
new
generate
ideas,
existing
objects
testable
products
works
and/or
and
ideas.
hypotheses.
or
ideas
processes.
in
new
ways.
2 5
Friendship
Formative
oral
interactive
Your
class
has
international
nglish.
You
skills:
been
asked
students
must
and
to
to
3Cii,
3Ciii
Role-play
nd
the
decide
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some
school.
what
to
activities
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to
students
welcome
are
still
new
learning
do.
Collaboration
In
this
task
you
demonstrate
you
can
others
can
that
work
with
effectively
and
productively.
•
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a
Here
are
some
•
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a
•
Organize
an
possible
sports
activities
day
evening
for
all
dance
that
the
students
for
all
school
in
your
students
has
suggested.
year.
in
your
year.
collaboratively
•
Build
•
Negotiate
effectively.
Make
and
•
in
team.
consensus.
fair
equitable
decisions.
•
Each
class
organizes
a
“pot
luck”
meal
where
everyone
brings
a
dish.
•
Do
you
like
these
suggestions
or
can
you
think
of
better
Give
and
receive
activities?
meaningful
Using
take
these
the
suggestions
role
of
options
while
another
idea.
single
the
In
answer
Planning
Study
and
this
the
teacher
other
the
you
can
table
day
luck
class
meal
Alternative
suggestion
1
Alternative
suggestion
2
Alternative
suggestion
2 6
of
your
suggesting
people
agree
should
discuss
the
own,
person
advantages
play
your
one
students
ideas
of
and
use
3
prefer
come
up
with
to
to
a
on.
C r i te r i o n
it
feedback.
should
these
who
and
scaolding
Dance
Pot
some
role-play
How
Spor ts
and
help
you
organize
to
think
of
ideas
for
the
How
this
3Dii
role -play.
will
help
new
international
students
Formative
Diary
a
writing
writing
new
–
activity:
writing
C r i te r i o n
3Di
about
student
Your
school
have
been
may
one
receive
yourself
students
and
from
know
other
what
it
is
countries.
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may
like.
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A
new
student
has
come
from
abroad.
The
student
is
nding
it
this
that
to
make
new
friends.
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have
been
asked
to
look
after
the
a
short
diary
entry
about
the
new
student.
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it
you
you
the
student
and
suggest
ways
the
new
student
can
friends
words.
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Planning
Before
Use
your
your
and
you
this
at
school.
work
a
You
should
write
between
200
and
skills
to
Manage
•
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your
time
and
3Dii,
effectively.
250
title.
scaolding
the
make
tasks
other
have
independently.
should
•
describe
show
student.
work
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assignment
hard
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your
assignment;
meet
deadlines.
•
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your
•
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3Diii
writing.
write
table
to
organize
your
ideas
for
your
diar y
entr y.
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not
star t
complex
writing
information.
until
you
have
of
responded
new
to
•
Name
•
Age
•
Background
•
Think
•
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three
things
you
like
•
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three
things
the
new
each
bullet
point.
arrival
•
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goals
that
challenging
of
ve
are
and
realistic.
or
more
adjectives
to
describe
the
new
arrival
•
about
the
new
person
with
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action
personal
arrival
might
have
to
achieve
explanations
problems
and
academic
with
goals.
•
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three
suggestions
Before
you
write,
•
will
you
•
How
•
formally
•
personally
Will
you
or
think
write
for
about
to
making
these
friends
at
school
issues.
yourself :
informally
or
impersonally?
address
yourself
Conclusion
in
to
the
rst
the
person, “I”
,
or
the
second
conceptual
person, “you”?
question
friends?
answer
to
the
question?
2 7
Friendship
What
Text
and
D
In
this
class,
of
do
chapter
make
a
“Making
we
you
list
know
have
of
the
in
your
investigations.
At
this
are
Make
How
stage,
a
list
of
many
your
looked
most
there
audio-visual
any
so
into
the
friends”?
Con ceptual
questi o n
far?
the
important
points
about
you
topic
ideas
don’t
of
making
you
have
friends.
learned
As
a
so
far
of
your
understand?
questions.
answers
Suggested
A.
does
communicate
theme
What
how
can
you
nd
texts
in
for
this
audio-visual
this
section?
section
https://www.youtube.com/watch?v=
8ueCG9ZgNFw
How
new
B.
to
survive
high
school:
How
to
make
friends!
https://www.youtube.com/
watch?v=tPfB6GIjM9Q
International
Culture
C.
experience
Part
1:
https://vimeo.com/123526979
Making
Note:
of
Before
while
could
abroad
use
an
audio-visual
stimulus
friends.
watch:
the
listen
and
you
studying
T
ext
D
activity
through
and
times
making
you
Focusing
Read
friends
Alternatively,
theme
look
student
shock
exercises
for.
discuss
You
below
may
possible
need
to
make
sure
to
watch
the
answers
in
class
you
know
materials
after
each
what
to
several
viewing
and
listening.
C r i te r i o n
While
you
Respond
manner
2 8
to
on
watch
the
a
tasks
Text
and
separate
answer
sheet
of
3Ai
D
the
paper.
questions
in
the
appropriate
own
choosing
related
to
the
1
1.
This
audio-visual
these
2.
MYP
A.
Identities
B.
Orientation
C.
Personal
D.
Scientic
E.
Globalization
F.
Fairness
Copy
the
this
stimulus
global
and
and
table
stimulus.
space
and
cultural
and
to
be
related
to
which
of
relationships
in
and
seems
contexts?
technical
and
time
expression
innovation
sustainability
development
and
You
use
may
it
to
wish
summarize
to
add
the
extra
main
points
supporting
of
points,
if
necessary.
Main
idea
Examples
and/or
explanations
and/or
details
Media
In
Subject
Literacy
this
section
develop
21st
Thesis
you
can
matter
–
main
these
century
valuable
learning
point
skills.
•
Suppor ting
point
Interacting
to
use
and
Suppor ting
point
and
Making
about
personal
3
•
point
ideas
informed
viewing
Suppor ting
create
information.
choices
point
media
2
•
Suppor ting
with
1
experiences.
Understanding
the
4
impact
of
media
representations.
Conclusions
•
Seeking
a
range
perspectives
2
Multiple -choice
Answer
the
questions
following
with
varied
justications
•
questions:
sources.
Communicating
information
3.
The
approach
to
the
subject
matter
of
the
of
from
and
ideas
audio-visual
effectively.
stimulus
4.
is
mainly:
A.
entertaining
B.
factual
C.
persuasive
D.
other
(please
specify).
What
is
justication/reason?
How
would
your
you
describe
A.
Very
B.
Interesting
C.
Fairly
D.
Uninteresting
the
content
of
the
stimulus?
important
What
interesting
is
your
justication/reason?
2 9
Friendship
3
Multiple -choice
Answer
5.
6.
7.
What
9.
10.
following
was
the
format
of
the
audio-visual
Speech
B.
Conversation/discussion
C.
Debate
D.
Documentary
E.
Other
The
purpose
A.
narrate
B.
describe
C.
explain
a
D.
argue
point
E.
give
F.
other
How
(please
of
a
a
specify)
the
audio-visual
stimulus
was
to:
story
a
situation
problem
of
view
instructions/guidelines
(please
many
points
specify).
of
view
did
the
audio-visual
B.
Two
C.
Three
D.
More
The
opinions
A.
very
B.
quite
C.
biased
D.
very
than
stimulus
show?
in
the
audio-visual
stimulus
are:
balanced
balanced
one-sided.
much
did
A.
A
B.
More
than
C.
Once
or
D.
Never
Which
three
the
audio-visual
stimulus
use
graphics?
lot
of
twice
twice
these
techniques
are
used
in
the
stimulus?
3 0
stimulus?
One
How
3Aii
questions:
A.
A.
8.
the
C r i te r i o n
questions
A.
Voiceover
B.
Special
C.
Music
and
D.
Other
special
E.
None
of
F.
All
the
G.
Some
of
lighting
of
techniques
sound
the
effects
effects
above
above
the
above
(please
specify)
audio-visual
4
discussion
the
The
is
purpose
to
nd
video
•
with
the
audio-visual
out
was
One
of
maker
of
stimulus
this
why
role-play
and
how
the
made.
person
volunteers
presenter
(the
to
of
teacher?)
be
the
the
director/
audio-visual
stimulus.
•
One
person
plays
the
role
of
interviewer.
•
The
the
rest
of
class
part
of
an
should
invited
play
studio
audience.
•
The
“interviewer”
one
or
two
audience”
5
Formative
Write
up
contents
starts
questions
to
ask
writing
your
you
by
and
their
reactions
then
own
activity:
have
asking
to
“director/
invites
presenter”
“members
of
the
questions.
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the
watched
the
in
entry
C r i te r i o n
audio-video
the
form
of
stimulus
a
and
3Aiii
its
Planning
•
Before
diary.
•
and
the
discuss
could
Planning
and
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could
role -play,
the
questions
you
ask.
the
answers
to
scaolding
questions
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scaolding
30
mention:
as
the
1–10
basis
on
for
page
creating
questions.
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the
reason
for
watching
•
the
theme,
mains
•
the
most
•
the
extent
to
•
the
extent
to
the
points
impor tant
audio-visual
and
conclusion
conventions
and
techniques
which
the
interested
which
you
used
management skills
Use
The
your
best
answers
answers
between
200
and
from
will
agree
above
also
250
stimulus
to
give
with
help
ideas
you
examples
you
represented
plan
and
your
in
diar y
the
stimulus.
entr y.
justications. You
should
write
words.
Have
you
to
the
all
asked
this
If
Conclusion
to
the
conceptual
question
and
how
communicate
does
about
audio-visual
the
theme
of
Text
questions
the
you
beginning
where,
you
nd
are
What
answers
of
section?
not,
do
at
found
think
the
and
you
how,
could
information
you
seeking?
D
“Making
friends”?
Having
examined
this
section,
what
is
your
answer
to
the
question?
3 1
Friendship
Summative
In
this
your
summative
in
this
two
assessment
understanding
assessed
on
your
chapter.
tasks
related
assessment
task
of
use
To
activities
the
of
the
the
the
you
Statement
Language
Debatable
To
what
extent
responsibility
make
For
the
based
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new
video
task
the
and
opportunity
skills
you
inquiry
a
for
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you
will
this
will
to
show
also
have
be
developed
undertake
chapter.
debatable
Each
question.
inquiry
essential
close
tool
personal,
that
helps
social
and
us
to
understand,
cultural
be
will
To
the
and
How
students
read
two
answer
diary
entry
oral
to
say,
question
should
to
texts
the
and
second
based
on
undertake
question
the
a
role-play
you
will
have
unit.
In
show
B:
had
this
your
opportunities
summative
watch
content.
assessment:
understanding
Comprehending
3Bi
Show
3Bii
written
the
and
of
visual
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basic
conventions
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with
on
and
personal
purpose
the
for
written
attitudes
throughout
have
a
nal
learning
this
chance
to
objectives:
text
main
including
ideas
aspects
and
of
supporting
format
and
style,
writing
and
and
experiences
will
information,
conclusions
author’s
role-play
you
following
draw
opinions
3 2
practise
and
and
3Biii
of
understanding
details,
to
assessment
visual
by
and
text
making
opinions
a
by
identifying
response
to
ideas,
the
text
you
make
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http://kidshealth.org/en/kids/middle -school.html
Moving
to
middle
school
Is it good to be in the middle? Sometimes
it ’s
not,
like
seat
on
it
like
is,
great
a
when
ride.
you’re
school
called
in
you’re
car
movie. What
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when
long
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is
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middle
a
of
little
school
possibly
is
middle
sometimes
the
your
school
the
middle
happen
school
Elementar y
and
in
will
in
But
bit
of
a
next?
like
that.
because
school
it’s
years.
behind
you.
college
still
High
await
you.
For
a
kid,
going
to
middle
school
often
is
a big change:
Visit
•
First,
it
usually
means
moving
to
a
new
building,
more
than
once.
Most
middle
schools
have
an
which
orientation day for students who will be attending in the fall.
takes
some
time
to
adjust
to.
Orientation is a day when you tour the school and get a little
•
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it
may
mean
dierent
students.
taking
a
dierent
bus,
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information about what it will be like to go there.
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•
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to
dierent
middle
need
the
your
big
day,
energy
eat
and
breakfast
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and
to
be
brave. You
navigate
your
new
school.
schools.
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Other
things
that
probably
will
be
dierent
are
the
try
teachers
and
the
work.
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you
heard
rumors
that
to
remember
that
this
is
a
big
adventure.
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might
get
middle
lost in the halls. Oh, well, it’s your rst day! Try to be brave and
school
teachers
are
really
mean
and
the
homework
is
really,
say “Hi” to
really
hard?
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dear. We’ve
heard
those,
too,
but
they’re
locker
usually
true. Yes,
you’ll
like
some
teachers
better
than
other
new
kids.
If
you
don’t
know
the
kid
with
the
not
next
to
yours,
say “Hello.
” You’ll
be
seeing
a
lot
of
each
others,
other this year!
but
middle
schools
are
not
special
breeding
grounds
for
In
class,
listen
to
what
the
teacher
says
and
take
notes
mean teachers!
because it’s hard to remember everything. Try to write down
the important stu — like your locker combination and your
Learning
new
stu
homeroom number. Then you can look it over when you get
Your
likely
bad
homework
will
get
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more
more
You’ll
stu
in
advanced
—
and
the
challenging,
also
probably
middle
courses
but
be
school
in
work
you
that’s
not
learning
—
like
computer
do
in
class
—
necessarily
some
foreign
new
a
and
languages,
technology,
music
and
art, health, and life skills.
On top of that, middle school will probably oer a variety
of
new
you
teams,
love
clubs,
lacrosse,
and
activities
ceramics,
or
jazz
you
can
music.
opportunities to do all three at middle school.
3 4
join.
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might
nd
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Adapted
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D’Arcy
Lyness,
PhD
http://kidshealth.org/en/kids/middle-school.html#
Text
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teacher ’s
this
is
your
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school
years
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students
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their
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thing:
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teaching,
you
saying
lives.
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will
they
not
I
can
never
are
all
hear
having
surprising;
it
with
middle
the
best
really
the
the
few
middle
people
good
friends
all
with
awkward
time
for
them. These
kids
are
time.
now
It ’s
rather
better
than
blues
to
make
tr ying
to
a
be
ever yone.
is
3.Technology
an
the
friends
school
makes
it
easy
to
ruin
going
relationships.
through
As
a
physical,
result,
they
pressure. You’ll
in
their
emotional
are
coming
hear
it
in
and
social
under
their
changes.
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intense
voices,
you’ll
see
it
faces.
you
your
opinions
of
If
you’re
a
new
middle
school
teacher,
is
days
can
seconds.
many
ways
you
can
help
your
probably
have
learned
your
from
own
you
memories
own
use
it
wisely. These
thoughts,
your
pictures
how
many
your
–
times
all
feelings,
in
have
a
matter
you
on
the
Internet
and
put
regretted
it
two
students.
middle
later?
It
is
all
too
easy
to
hur t
someone,
and
or
lessons
you
there
seconds
You
if
your
and
But
information
are
great
post
to
damage
their
reputation.
How
would
you
school
like
it
if
it
happened
to
you? Think
rst,
post
later.
experiences.
4.
Here
are
six
collected
on
to
pieces
over
your
the
own
of
wisdom
years.
Feel
that
free
I
Dare
to
be
dierent
have
to
pass
them
Too
many
alike,
students.
talk
middle
alike
school
and
kids
behave
dress
alike,
walk
alike.
Stop trying to be like everyone else! Follow your
own interests and hobbies; don’t stop doing
something just because nobody else is doing it. If
there’s something that really interests you or you
have a pastime that fascinates you, follow it and
hold on to it. You never know where it will lead.
5.
Don’t
better
over
time
much
going
There’s
plenty
of
where
don’t
get
too
you’re
and
1. Things
worry
where
be
time
you’re
aimless.
sure
that
you
your
ability.
tr y
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in
to
going.
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and
your
if
you
don’t
yet
know
life
nd
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out
the
yourself
reach
who
other
goals
them
talents
and
to
you
are
hand,
and
the
your
make
best
gifts,
of
then,
You have braces that look horrible? You have acne
when
your
easier
to
path
becomes
clearer,
you
will
nd
it
that won’t go away? You are in love with someone
succeed.
who doesn’t know you exist? These things may
seem tragic now, but, in a few years, you’ll be able
6.
Life
is
full
of
possibilities
to look back at these troubles and laugh.
All
2.
Y
ou
don’t
need
to
be
friends
with
everyone
the
going
what
Don’t
tr y
and
be
too
popular.
Don’t
tr y
too
changes
to
be
somebody
you
are
not. You
don’t
need
amazing
out
with
the
most
popular
kids.
school
friends
carefully.
In
the
next
few
phase
years
probably
space
and
change
time
to
a
lot.
Give
grow. You
yourself
don’t
through
things
are
just
are
knows
around
will
not
last
forever.
your
life.
Remember
It
the
is
corner.
just
in
have
to
make
good
choices,
to
have
fun,
remember
to
you
hang
will
going
Choose
remember
your
are
somewhere. Who
to
one
hang
you
you
hard
Middle
to
lead
on
to
your
dreams.
the
to
please
3 5
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3 7
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D
communicate
the
theme
recycling?
Should
Is
4 0
a “green
recycling
the
school” do
only
way
more
for
than
schools
just
to
recycle?
protect
the
environment?
of
How
much
Before
What
do
you
you
read
already
about
Recycling?
begin
this
class
You
as
many
ways
to
nish
this
“Recycling
What
by
do
each
this
the
to
do
home
B.
at
school?
you
next
gives
recycling
such
as
3Bii,
3Biii
a
of
do:
read
to
Text
you
will
dispose
matter
bags.
and
Other
A
nd
two
to
homeowners
of
recyclable
garden
waste,
household
packaging
recycling
and
Swansea,
household
using
rubbish
broken
in
posters.
the
that
glass,
is
and
not
rst
Wales.
waste,
pink
is
The
It
including
green
recyclable,
collected
in
black
bags.
The
council
you
can
website
recycle,
We
do
not
can
be
taken
The
second
says,
such
currently
paper,
note
A.
a
in
3Bi,
you
they
instructions
food
rubbish
C r i te r i a
know
in
idea
page
how
vegetable
3Biii
much
you
at
explains
3Bii,
session.
are
the
A.
poster
3Bi,
question
nding
terms
How
the
C r i te r i a
Fac tual
possible
How
recycling?
On
home?
understand
connected
While
at
means...”
poster?
recycling
A
recycle
sentence,
you
of
by
as
Text
conduct
brainstorming
start
you
Before
chapter,
could
do
to
our
as
collect
lists
which
items
B.
in
a
pink
C.
in
a
black
D.
to
the
24
are
items
many
books,
from
more
CDs
your
and
things
batteries.
home
but
they
sites.”
household
from
many,
shoes,
these
recycling
poster
green
“There
clothes,
the
items.
second
On
a
poster
separate
sheet
of
go:
bag
bag
bag
recycling
site.
4 1
Recycling
Text
A
Recycling
in
Swansea
Yes
Yes
e:
pleas
e:
pleas
ble
Bub
Metal
p
wra
tic
Plas
s
tub
and
s
pot
s
can
ard
Cardbo
tic
Plas
Glass
,
tles
bot
jars
and
s
bag
tic
Plas
tles
bot
and
lids
foil
er
Pap
woo
d
hard
core
&
timbe
r
&
rubb
pain
t
le
scra
p
food
tins
mixe
d
drin
k
met
al
&
glas
s
cans
gard
en
bottl
es
&
new
spap
ers
jars
was
te
&
card
boar
d
mag
azin
es
book
s
batte
ries
fluor
esce
nt
large
tube
s
small
appl
iance
s
tvs
&
appl
iance
s
fridg
es
mon
itors
plas
tics
&
hous
ehol
ds
&
freez
ers
gard
en
chem
icals
gas
bottl
es
used
mixe
d
&
text
iles
cloth
car
engi
ne
oil
batte
ries
tyre
s
disc
s
4 2
es
Formative
oral
interactive
and
C r i te r i a
3Ci,
3Cii,
3Ciii,
3Civ
skills:
When
a
Interview
with
a
Make
sure
they
partner
questionnaire
and
ask
each
other
the
following
practising
justify
or
explain
their
On
On
of
these
skills
do
questionnaire
a
scale
recycle
2.
techniques.
answers.
Which
1.
you
valuable
questions.
research
Recycling
conduct
questionnaire
are
Work
you
a
at
of
1–5,
5
being
the
easiest,
5
being
easiest,
how
easy
is
it
to
you
use
in
this
page?
the
exercise
on
home?
scale
of
1–5,
how
easy
is
it
to
A.
cardboard
C.
paper
B.
cans
D.
bottles?
•
Finding
information.
•
Interpreting
recycle:
information.
•
3.
At
home
you
and
your
family
and
recording
data.
A.
always
B.
usually
C.
sometimes
between
D.
rarely
sources
E.
never.
•
•
4.
Collecting
recycle:
What
percentage
A.
plastic
B.
cardboard
of
your
household
waste
do
you
think
is:
Making
glass
paper
E.
non-recyclable
In
your
•
opinion
a
new
new
information
format.
Analysing
identify
items?
recycling
information.
Presenting
and
5.
of
Creating
in
D.
various
information.
•
C.
connections
data
to
solutions
make
informed
is:
decisions.
6.
A.
very
B.
important
C.
somewhat
important
D.
a
time.
waste
“There
how.”
important
are
Do
of
things
you
A.
Strongly
B.
Agree
C.
Neutral
D.
Disagree
E.
Strongly
7.
Which
8.
If
you
•
I
want
with
to
recycle
but
this
statement?
like
to
I’m
not
sure
disagree
would
given
you
more
recycle
information
but
about
cannot?
recycling,
Planning
recycle
A.
Strongly
B.
Agree
more.
Do
you
agree
with
this
statement?
you
each
his
agree
and
scaolding
you
As
would
results.
agree
things
were
that
agree
Reporting
ask
your
question
or
her
par tner
write
answers
explanations. You
use
C.
Neither
D.
Disagree
E.
agree
Strongly
or
this
down
and
may
information
in
wish
a
to
class
disagree
discussion
on
the
the
end
of
your
ndings
at
exercise.
disagree
4 3
Recycling
:
Interview
this
section.
about
Interview
his
or
Following
used
her
the
above
question
in
the
copy
the
your
partner’s
chart
interview
or
her
your
in
full
this
and
gives
answer
use
Make
clear
you
format
questionnaire,
it
to
record
sure
your
reasons
have
for
his
nished,
interviewyou.
char t
scaolding
to
responses. You
wish
and
When
may
and
sentences.
Planning
Use
below
partner
classmate
habits.
recycling
answers.
answers.
partner
another
recycling
to
share
record
may
and
your
wish
collate
to
questions
ask
the
and
additional
results
as
a
your
class
1.
2.
On
4.
scale
is
On
scale
a
it
to
it
of
to
1–5,
1–5,
cardboard
cans
C.
paper
D.
bottles?
home
you
and
A.
always
B.
usually
C.
sometimes
D.
rarely
E.
never.
What
being
at
5
the
easiest,
how
home?
being
easiest,
how
easy
recycle:
B.
At
5
recycle
of
Response
yourself.
A.
do
4 4
a
easy
is
3.
introduce
percentage
you
think
your
of
family
your
plastic
B.
cardboard
C.
glass
D.
paper
E.
non-recyclable
recycle:
household
is:
A.
may
activity.
Question
Please
par tner ’s
questions. You
items?
waste
Reason/explanation/details
5.
In
6.
7.
your
opinion
A.
Ver y
B.
Impor tant
C.
Somewhat
D.
A
waste
There
are
aren’t
sure
of
impor tant
is
recycling?
to
recycle
impor tant
time
things
that
you
want
but
how.
A.
Strongly
B.
Agree
C.
Neutral
D.
Disagree
E.
Strongly
Which
how
impor tant
agree
disagree
things
would
you
like
to
recycle
but
cannot?
8.
If
you
were
recycling,
given
you
more
would
Strongly
B.
Agree
C.
Neither agree or disagree
D.
Disagree
E.
Strongly
you
Planning
for
agree
disagree
talking
and
to
with
Now
the
think
about
these
•
Ver y
•
Formal,
•
Informal,
a
C r i te r i o n
sense
language
of
3Diii
audience
you
will
use
when
writing
the
inter view.
Choose
registers.
formal,
as
me.
scaolding
Communicating
of
about
more.
A.
Thank
one
information
recycle
if
as
as
if
talking
talking
if
ver y
talking
to
politely
to
a
politely
to
people
a
ver y
impor tant
you
stranger
don’t
knowwell
friend
uestion
How
much
do
you
recycle
at
home?
Having
examined
answer
to
Do
you
think
Do
you
recycle
Justify
the
your
this
section,
what
is
your
question?
you
recycle
too
little
enough?
or
too
much?
answers.
4 5
Recycling
What
can
recycle
individuals
do
to
waste?
Fac tual
C r i te r i a
Before
Look
to
at
the
you
the
topic
list
of
read
of
Text
words
in
recycling?
3Bii,
word
are
cloud.
these
How
words
many
linked
can
to
you
the
you
The
below
text
questions
has
a
we
and
question
questions
How
much
to
is
can
nature’s
answer?
is
Text
written
responses.
and
the
recycle?
What
read
an
Do
in
the
There
in
we
throw
What
style
are
the
3Ci
we
an
are
interview
sections.
ten
with
Each
prompts.
section
Match
the
text.
to
things
can
of
eight
Here
have
recycle?
3Bi,
B
answer.
answers
link
topic?
C r i te r i a
While
3Biii
B
the
How
3Bi,
question
out?
What
eect
waste
What
do?
does
have?
else
can
we
Is
one
person’s
trash
someone
else’s
treasure?
How
do
with
toxic
we
deal
waste?
How
can
we
producing
What
waste?
questions
should
we
ourselves?
4 6
avoid
ask
Text
B
http://aries.mq.edu.au/sustainability/
What
Is
Waste
from
is
ever ything
things
water,
gas
produced
1
you
and
by
more
electricity,
the
and
space
when
we
often
contains
to
handle
new
toxic
landlls
our
nature
landlls
Nature
to
of
the
items
can
gas
come
5
amount
before
we
__________________
even
emissions
something,
are
lled,
waste. This
is
being
and
6
we
is
I
save
money
by
batteries
damaged
because
7
can
waste
even
star t
Can
reuse
I
show
we
us
reusing
__________________
If
you
for
free.
Garage
sales
don’t
a
the
food
can
also
take
items
to
a
buy
the
product
and
its
recyclable.
useless
at
markets
you
purchase
where
For
we
an
item
example,
can
buy
food
packaging.
__________________
high
quality
have
a
soil
by
Turn
kitchen
waste
composting. Whether
into
you
how
create. We
big
garden
or
a
small
apar tment,
ever yone
can
can
compost. Your
or
repair
will
love
plants
I
already
need
it!
this?
What
else
can
good
charity
we
do?
Find
and
use “free
stores,
”
own?
stu,
give
exchanges,
place
to
recycling
programmes,
and
it
centres.
Find
the
closest
recycling
star t.
depots
You
you
recycling.
what
are
see
if
Before
packaging?
all
for
composting
away
ever ything,
cans.
without
clothing
4
lookto
are
Almost
paint
Can
without
waste
and
__________________
shop
8
Can
__________________
use
substances.
__________________
reuse
from
It
we
necessary?
packaging
As
because
create
reduce
away.
ways
really
waste?
transpor t.
unsustainable
3
throw
from
__________________
need
2
you
buy,
this
is
or
drop-o
centres.
store.
Adapted
from
http://aries.mq.edu.au/sustainability/
what-to-do/sustainability-at-home.pdf
Found
at
(page
15).
http://aries.mq.edu.au/
4 7
Recycling
Text
handling:
assessment
1
Finding
In
the
words
text
of
with
ve
Factual
Text
similar
words
are
C r i te r i o n
3Bi
B
meaning
underlined.
Find
the
word
from
the
Discussion
right-hand
column
underlined
words
that
could
meaningfully
replace
one
of
Read,
from
the
text
on
the
left.
Write
your
a
sheet
debate
write
and
use
answers
language
on
and
the
to
gather
and
ofpaper.
communicate
Example:
toxic
Reread
things
the
the
three
information
text
best
and
choose
recycling
poisonous
ideas
1.
unsustainable
proposed.
Justify
your
possible
choices.
Use
a
search
engine
sell
to
2.
3.
reduce
items
look
buy
ideas
cut
In
up
on
your
Justify
so
your
recycling
Internet.
opinion,
recycling
parcel
more
the
why
is
impor tant?
answer
using
dirty
information
4.
purchase
the
text
and
wrapping
your
pieces
5.
from
packaging
research.
ideas
increase
of
a
to
your
Present
class
in
your
the
form
poster.
unworkable
2
Shor t-answer
Answer
the
6.
What
7.
According
“free
8.
do
we
questions.
recycle
to
by
composting?
the
text,
why
do
the
text,
what
you
think
people
visit
stores”?
According
with
3
questions
following
to
three
things
can
individuals
do
waste?
Multiple -choice
questions
–
format
and
C r i te r i o n
style
3Biii
Work
9.
What
is
the
purpose
of
Text
B?
A.
To
nd
out
opinions
about
B.
To
nd
out
attitudes
to
C.
To
nd
out
solutions
eectively
global
warming
In
groups
waste
To
nd
out
attitudes
to
conserving
energy
The
structure
of
the
interview
A
timeline
from
the
B.
A
series
questions
you
come
beginning
to
the
and
In
your
Thesis
D.
A
and
supporting
the
the
and
how
interviewers
information
points
they
denition
opinion,
answers
use
C.
to?
end
will
of
conclusions
is?
1.
A.
questions.
agreed
resources
do
10.
the
disposal
What
D.
discuss
litter
following
to
with
others
receive
from
the
examples
interviewees?
11.
The
language
used
by
the
interviewer
is?
2.
A.
Very
formal
B.
Very
casual
and
In
your
how
and
opinion,
polite
useful
are
such
personal
questionnaires?
C.
Quite
D.
Formal
casual
and
personal
Justify
4 8
and
polite
your
answer.
Formative
Work
to
with
the
a
oral
partner
following
and
waste.
reasons
explanations.
or
information
your
from
and
questions
each
Text
answer,
You
B
your
to
may
help
3Ci,
3Cii,
3Ciii
answers
about
give
wish
you
scaolding
Communicating
Before
•
For
C r i te r i a
to
use
formulate
answers.
Planning
use
record
interview
household
and
in
you
the
Ver y
with
begin,
think
inter view.
formal,
as
a
if
C r i te r i o n
sense
about
Choose
talking
of
audience
the
language
one
of
these
you
3Civ
will
registers:
politely
to
a
ver y
impor tant
politely
to
people
stranger.
•
Formal,
don’t
•
as
if
know
Informal,
talking
ver y
as
if
talking
to
a
friend.
Question
Please
How
you
well.
Answer
introduce
impor tant
Reason/Explanation/
Details
yourself.
is
recycling
in
today ’s
world?
What things do you recycle at home?
What
At
methods
the
moment,
materials
Would
you
there
say
recycling
what
cannot
give
stu
do
do
you
you
do
use?
with
rec ycle?
away
for
free
or
to
shops?
rec ycling
Is
you
you
charit y
Would
of
be
interested
group
at
anything
on
the
Thank
you
in
joining
a
school?
else
you
would
like
to
subject?
4 9
Recycling
Formative
writing
activity:
C r i te r i a
3Di,
3Dii
Interview
You
wish
Write
250
up
to
publish
your
words
Planning
for
and
Organization
and
could
introduction
star t
the
Will
you
by
question
A.
formal
write
up
informal
C.
semi-formal
D.
poetic
and
the
list
A.
at
home
B.
in
school
C.
in
public.
5 0
the
include
the
a
inter viewee
little
to
your
biographical
readers.
information
and
your
inter view.
answer
format
questions
and
of
all
decide
this
the
for
the
body
answers
the
are
methods
available
public.
section,
methods
which
effective
recycling
to
individuals
a
general
3Diii
in
of
your
the
inter view.
inter view
using:
language?
can
most
and
language
Make
of
200
language
examined
the
between
magazine.
C r i te r i o n
introducing
could
Having
class
school
language
Conclusion
In
using
the
language
B.
What
above
in
answers.
conducting
Use
notes
above
scaolding
This
for
interview
interview
your
You
reason
the
to
the
factual
do
to
what
that
is
question
recycle
your
people
waste?
answer
could
to
use:
the
question?
Key
and
related
concepts:
Communication
Communication
As
we
can
see
messenger,
diagram
which
any
a
in
the
below.
In
the
and
pairs
an
do
not
of
structure
information
communication
intended
explain
communicate
you
conveying
diagram,
message
people
points
involves
and
what
messages
or
requires
a
meaning.
sender/
receiver/recipient.
it
is
to
saying
each
about
other.
Study
the
Make
the
way
in
a
of
list
understand.
Information/
Behaviour/
The
message
input
output
What
What
I
I
understand
mean
The
channel
speaking
writing
graphics
Coding
Decoding
video,
The
messenger
The
At
Communication
such
The
as
speech,
message
languages
As
you
create
ideas
learn
you
a
on
as
In
more
the
sends
in
a
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of
recycling?
C r i te r i a
While
you
Sequencing
In
Text
C
Copythe
the
text
read
the
(the
in
and
boxes
3Bi,
3Bii
C
text
table
table
Text
on
put
A–M.
page
60)
there
sentences
Three
are
1–10
in
sentences
10
missing
the
correct
have
been
sentences.
order
put
in
in
place
foryou.
5 9
Recycling
Text
C
Planning
a
successful
recycling
A.
Form
a
recycling
member
has
a
class
or
club.
As
a
school
programme
team,
dene
your
goals
and
ensure
that
each
role.
B.
C.
D.
E.
F.
Contact
a
disposal
company
to
take
away
the
recycled
material.
G.
H.
I.
J.
K.
L.
Hold
publicity
events
at
your
school.
Contact
the
local
media.
M.
1.
2.
Discuss
the
details
of
the
potential
project
with
teachers,
the
principal
and
parents.
Choose one recyclable (for example, cardboard and mixed paper) to start your new
programme.
3.
Choose
4.
Decide
5.
Empty
6.
7.
8.
6 0
Find
the
right
where
the
out
what
school
Get
approval
kinds
could
for
Once
your
other
recyclable
Put
trash
10.
Share
collection
should
bins
of
into
waste
containers.
be
your
placed
in
school’s
materials
Create
your
larger
there
are
clear
signs.
school.
recycling
at
your
containers.
school.
Find
out
which
products
recycle.
the
project
programme
bins
your
of
containers
collection
the
9.
type
is
from
the
functioning
head
or
principal
smoothly,
of
expand
your
your
school.
programme
materials.
next
to
successes
the
via
recycling
the
bins
school
or
they
website
may
and
be
used
magazine.
for
garbage.
to
include
Would
to
the
you
add
any
recycling
Make
a
new
additional
programme
list
of
steps
to
or
alternative
steps
other
points
you
3Biii
include
Here
any
C r i te r i o n
above?
would
is
how
the
recycling
programme
works:
add.
Paper
&
cardboard
Plastic
Understanding
visual
text
First
the
and
study
in
pairs
recycling
some
C r i te r i a
poster
discuss
process
to
the
how
works.
communication
3Bi,
3Bii
right
the
paper
Here
are
techniques
Metal
used
to
convey
ideas
in
publicity
Glass
and
advertising:
•
Colour
•
Headings
•
Repetition
•
Body
•
Structure/composition
•
Symbols
•
Slogans
Study
coding
the
of
When
poster
used
and
to
list
the
communicate
the
recycling.
you
evaluate
have
how
What
can
Make
a
to
patterns
language
techniques
idea
and
you
list
create
of
nished
effective
do
to
points
your
own
the
the
list,
poster
improve
and
the
share
poster
to
is.
poster?
with
your
class.
demonstrate
them
your
suggestions.
You
may
want
Planning
Oral
and
interactive
•
C r i te r i a
skills:
3Ci,
3Cii,
3Ciii,
decided
that
they
One
no
of
C r i te r i o n
person
3Dii
Interview
the
longer
scaolding
(possibly
3Civ
the
One
and
schools
take
in
part
your
in
the
neighbourhood
district
recycling
has
programme
for
will
to
teacher)
be
the
presenter
schools.
can
volunteer
director/
of
the
recycling
programme.
The
headteacher
and
that
says
that
the
programme
is
too
expensive
to
run
•
the
children
do
not
benet
from
The
class
par t
You
interview
the
headteacher
of
the
school.
what
open
and
closed
questions
you
would
the
questions
in
a
logical
The
play
invited
purpose
to
the
order.
an
the
studio
of
the
role -play
ask.
is
Put
of
audience.
•
Decide
should
it.
nd
out
recycling
if
and
how
well
programme
works.
Decide
on
what
level
of
formality
to
use.
6 1
Recycling
Structuring
First
write
Then
put
your
Opening
Possible
your
a
recycling
interview
questions.
questions
into
the
best
possible
order
(1–10).
remarks
questions
Structure
of
interview
Put your questions A to J in the best order
A.
1
B.
2
C.
3
D.
4
E.
5
F.
6
G.
7
H.
8
I.
9
J.
10
Wrap
Now
use
up
Wrap
you
can
formal,
questions
and
help
interview
semi-formal
and
the
explanations
you
make
Recycling
Opening
your
or
audience.
informal
interviewee’s
for
the
Decide
language
responses.
interviewee’s
whether
for
Make
replies.
up
the
will
interviewer’s
sure
Use
you
the
you
get
table
reasons
below
to
notes.
interview
notes
and
structure
remarks
Question
Interviewee’s
answer
Interviewee’s
reasons/
explanations/fur ther
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Wrap
up
Note: You
could
formative
writing
6 2
record
the
activity
interview
below.
in
order
to
conduct
the
details
Formative
writing
activity:
C r i te r i o n
3Di
Interview
After
recycling
for
Improving
interviewing
your
the
programme
own
headteacher
at
personal
school,
blog.
who
you
Your
does
decide
audience
not
want
to
have
to
write
up
the
is
made
up
of
your
•
Take
effective
•
Organize
own
teenagers
your
of
do
you
feel
about
the
will
Write
use
a
up
you
report
your
the
interview
question
and
a
using
logical
a
using
an
and
appropriate
structure.
interview?
answer
by
matter?
clear
How
in
age.
manner
How
notes.
interview
information
your
writing
a
introduction
to
the
issue
and
then
•
Write
to
a
audience
format.
specic
for
a
specic
purpose.
Planning
Put
your
Write
your
features
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into
questions
using
of
personal
do
scaolding
questions
sentences
How
and
a
a
and
C r i te r i a
logical
your
semi-formal
written
3Dii,
3Diii
order.
inter viewee’s
language.
inter view. You
are
responses
Remember
writing
to
about
in
complete
use
the
recycling
grammatical
structure
for
your
and
own
blog.
you
feel
about
the
about
the
language
matter?
you
will
How
use
in
will
the
this
aect
inter view.
the
language
Choose
one
you
of
use?
these
registers:
•
Ver y
•
Formal,
•
Informal,
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formal,
as
if
as
200–250
as
if
talking
talking
if
for
Conclusion
How
do
you
to
ver y
politely
to
people
ver y
talking
words
politely
to
good
your
to
set
impor tant
you
strangers.
don’t
know
well.
friends.
answers.
the
up
a
conceptual
school’s
question
recycling
programme?
Having
section,
answer
examined
what
to
the
is
this
your
question?
6 3
Recycling
What
Text
does
D
audio-visual
communicate
about
recycling?
Before
you
What
we
In
this
make
far
in
your
At
this
How
a
list
many
you
list
of
so
D
far?
have
the
Text
looked
most
into
the
important
topic
ideas
of
recycling.
you
have
As
are
of
there
your
any
points
you
don’t
understand?
questions.
answers
can
you
nd
in
this
audio-visual
a
learned
investigations.
stage,
a
examine
know
chapter
class,
Make
6 4
do
Con ceptual
section?
so
questi o n
Suggested
audio-visual
texts
for
thissection
A.
https://www.youtube.com/
watch?v=oW5W3xjAEaY
Start
Your
Program
B.
Own
School
Recycling
(USA)
http://www.abc.net.au/btn/story/
s4460241.htm
Recycling
C.
in
Australia
https://www.youtube.com/
watch?v=WfwTreAQ1yQ
Recycle
schools
the
D.
Michael
across
city’s
initiative
Liverpool
recycling
launched
(UK)
to
in
boost
rate
https://www.youtube.com/
watch?v=7LQqgIeT98M
Recycling
a
at
your
school:
You
can
make
difference
Note: Alternatively,
audio-visual
related
to
the
theme
Media
Literacy
In
section
this
learning
you
Interacting
•
Making
•
Understanding
•
Seeking
•
Communicating
a
with
use
your
own
recycling.
can
develop
an
choosing
these
valuable
21st
Century
choices
of
use
and
about
impact
of
information
create
and
viewing
information
experiences
representations
from
and
Text
ideas
personal
media
perspectives
watch
the
listen
and
to
varied
ideas
sources
effectively
D
activity
through
and
media
the
range
you
Focusing
times
could
of
informed
Before
look
of
skills.
•
Read
you
stimulus
exercises
for.
discuss
You
below
may
possible
need
to
make
sure
to
watch
the
answers
in
class
after
you
know
materials
each
what
to
several
viewing
and
listening.
6 5
Recycling
C r i te r i o n
While
you
watch
Understanding
1
Respond
to
manner.
Write
1.
This
tasks
your
MYP
B.
Orientation
C.
Personal
D.
Scientic
E.
Globalization
F.
Fairness
this
stimulus.
table
You
space
questions
separate
seems
and
cultural
and
to
be
in
sheet
the
of
related
appropriate
paper.
to
which
of
and
time
expression
technical
innovation
sustainability
development
and
may
the
a
relationships
in
and
on
contexts?
and
and
answer
stimulus
global
Identities
Copy
and
answers
A.
3Ai
D
text
audio-visual
these
2.
the
the
Text
use
it
wish
to
to
summarize
add
extra
the
main
supporting
Main
points
points,
of
if
the
necessary.
idea
Examples
and/or
explanations
Subject
matter
Thesis
main
–
point
Suppor ting
point
1
Suppor ting
point
2
Suppor ting
point
3
Suppor ting
point
4
Conclusions
2
Multiple -choice
3.
The
questions
approach
stimulus
is
to
the
with
justications
subject
matter
mainly:
A.
entertaining
B.
factual
C.
persuasive
D.
other:
Justication/reason:
Evidence
6 6
from
audio-visual
text:
of
and
the
evidence
audio-visual
and/or
details
4.
How
would
you
describe
A.
Really
B.
Interesting
C.
Fairly
D.
Uninteresting
the
content
of
the
stimulus?
important
interesting
Justication/reason:
Evidence
3
from
Multiple -choice
conventions
5.
6.
7.
What
9.
10.
–
text:
understanding
format
of
the
audio-visual
Speech
B.
Conversation/discussion
C.
Debate
D.
Documentary
E.
Other
The
purpose
A.
narrate
B.
describe
C.
explain
a
D.
argue
point
E.
give
F.
other.
How
C r i te r i o n
A3ii
techniques
the
A.
A.
8.
questions
and
was
audio-visual
of
a
a
the
audio-visual
stimulus
stimulus?
was
to:
story
a
situation
problem
of
view
instructions/guidelines
many
points
of
view
did
the
audio-visual
stimulus
show?
One
B.
Two
C.
Three
D.
More
than
The
opinions
A.
very
B.
quite
C.
biased
D.
very
How
three
in
the
audio-visual
stimulus
are:
balanced
balanced
one-sided.
much
did
A.
A
B.
More
than
C.
Once
or
D.
Never
the
audio-visual
stimulus
use
graphics?
lot
Which
of
twice
these
audio-visual
techniques
Voiceover
B.
Special
C.
Music
D.
Other
E.
None
of
F.
All
the
G.
Some
lighting
and
used
in
the
techniques
sound
special
of
are
stimulus?
A.
of
twice
the
effects
effects
above
above
the
above
6 7
Recycling
Formative
Interview
interactive
with
the
oral:
maker
C r i te r i o n
3Aiii
of
Planning
•
Before
the
the
audio-visual
purpose
of
this
the
role -play,
questions
role-play
is
to
nd
out
why
and
how
the
you
discuss
could
ask.
Use
the
answers
to
video
questions
was
scaolding
stimulus
•
The
and
made.
as
the
1–10
basis
for
above
creating
questions.
•
One
person
(possibly
the
teacher)
volunteers
to
be
the
director/
Note: You
presenter
of
the
audio-visual
the
•
The
•
The
rest
of
class
“audience”
should
play
interviews
the
the
part
of
an
invited
studio
“director/presenter”
their
audience.
questions.
inter view
conduct
Opening
Question
notes
and
the
B.
C.
D.
E.
F.
G.
H.
I.
J.
Wrap
6 8
up
record
to
and
copy
use
it
to
to
formative
adapt
writing
may
this
record
and
your
structure
remarks
Answer
Interviewee’s
wish
char t
answers.
reasons/
explanations/fur ther
A.
to
order
below. You
questions
interview:
need
in
activity
and
Director
will
stimulus.
details
Planning
and
scaolding
Communicating
these
•
with
a
C r i te r i a
sense
of
3Civ
audience
registers:
ver y
formal,
as
if
talking
politely
to
a
ver y
impor tant
politely
to
people
stranger
•
formal,
know
•
as
informal,
Planning
•
Put
Write
talking
as
your
a
and
a
don’t
friend.
C r i te r i a
answers
semi-formal
writing
question
director
of
for
Planning
and
the
your
the
3Dii,
3Diii
previous
inter viewee’s
sentences,
language.
writing
with
about
answer
activity:
the
maker
C r i te r i o n
3Aiii
of
stimulus
recycling
format,
audio-visual
your
and
from
grammatical
audio-visual
are
words
a
and
complete
Interview
You
you
logicalorder.
questions
in
to
scaolding
Formative
the
ver y
talking
questions
into
responses
using
if
and
your
activity
•
if
well
for
yourschool
write
stimulus
up
your
using
magazine.
interview
between
Using
with
200
and
the
250
answers.
scaolding
management skills
You
can
your
You
reuse
the
information
you
gathered
in
the
chart
on
page
68
as
notes
for
interview.
should
also
think
about
your
audience. Who
will
read
the
school
Have
you
to
the
all
you
use
formal,
semi-formal
or
informal
language
to
address
this
If
the
conceptual
about
Having
audio-visual
Text
D
of
think
and
you
how,
could
question
are
does
you
beginning
where,
you
nd
What
questions
the
section?
not,
do
to
at
your
readers?
Conclusion
answers
magazine?
asked
Should
found
the
information
you
seeking?
communicate
recycling?
examined
this
section,
what
is
your
answer
to
the
question?
6 9
Recycling
Summative
In
this
your
on
summative
use
chapter.
related
Each
To
to
task
interview
of
assessment
understanding
your
the
of
the
of
is
the
the
statement
in
the
with
an
interview
topic
form
be
of
an
than
question
just
skills
of
an
a
also
to
be
assessed
developed
undertake
two
show
in
this
tasks
chapter.
The
expert
in
will
have
will
this
opportunity
You
you
you
for
interview.
published
personal,
have
recycling.
inquiry
environmental
to
a “green
of
assessment
Language
Should
will
of
Statement
Debatable
you
communication
complete
the
activities
rst
and
youth
the
outcome
is
second
a
is
an
oral
write-up
magazine.
inquiry
plays
local
a
very
and
impor tant
wider
role
in
promoting
1
Debatable
school” do
more
Is
recycle?
oral
interactive
protect
task:
Interview
Debatable
question
1:
Should
a “green
school” do
more
than
just
recycle?
Watch
Use
Text
the
is
to
a
of
nd
Prepare
The
The
of
so
to
7 0
that
to
interview
long
and
School
to
to
in
the
answer
Bali.
the
text
either
a
the
Show
The
create
question.
interview
staff
of
the
or
a
interview
question.
questions
can
an
of
purpose
interviewee
the
interviewee
to
debatable
member
debatable
allow
minutes.
the
to
audio-visual
reporter
questions
review
to
speak
to
the
the
for
a
interviewee
video
and
answers.
performance
give
the
notes
answer
three
suitable
interviewee
the
in
Green
the
open
advance
prepare
make
student
out
minimum
in
and
evidence
between
student
E
of
the
speak
you
may
answers
interview
for
to
three
to
reverse
the
should
four
roles
allow
minutes
to
questions.
in
give
interviewer
each.
both
At
the
speakers
a
and
end
question
recycling
to
Summative
recycling
communities.
of
chance
the
the
only
2
way
for
schools
environment?
Text
E
Audio-visual
“My
Green
text:
School
Dream”
http://www.ted.com/talks/john_hardy_my_
green_school_dream
Summative
You
have
oral
had
throughout
will
have
following
A:
a
opportunities
this
nal
Show
3Aii
3Aiii
spoken
understanding
and
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draw
the
and
personal
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3Bii
visual
written
author’s
and
your
interviews
assessment
understanding
of
you
the
text
visual
by
and
and
of
purpose
with
main
ideas
and
supporting
the
and
written
visual
in
a
identifying
response
to
ideas,
the
text
based
text
main
including
ideas
aspects
and
of
supporting
format
and
style,
writing
and
and
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used
roads.
Since
world
curious
calls.
when
an
village
imagine
what
king’s
kingdom.
daughter
to
frighten
the
a
blind.
the
told
down
trumpet
in
see
to
and
village.
were
and
that
father’s
learn
most
They
loud
knew
an
to
knock
born
listened
were
weights,
lived
not
the
They
their
was
outside
elephants.
could
men
could
themselves,
wonders.
men
It
was
dangerous
did
exist
not
reason
did
each
blind
man
opinion?
can
clear
forests
and
build
roads.
give
for
C r i te r i o n
While
you
Analysis
The
the
six
of
Part
blind
chart
2
men
below
each
and
feel
a
answer
different
the
part
questions
What part did he touch?
The
rst
The
second
The
third
The
four th
The
fth
The
sixth
Text
A:
Finally,
Par t
the
to
village
blind
all
lead
villagers
for
was
them
to
village
Their
friend
blind
huge
rst
The
trunk.
elephant.
lling
it
Copy
in.
What opinion did he come to?
What were his reasons?
The
It
of
elephant
“It
blind
on
the
on
to
to
many
man
“An
his
walk
is
like
a
blind
men
boy’s
friend’s
…
on
in
the
the
the
palace
to
the
palace,
courtyard.
forward
their
shoulder,
is
smooth
and
tail
the
and
solid
snake
are
similar.
touch
so
on
who
greeted
an
the
their
The
second
until
would
gardener
stood
the
of
from
The
and
grounds
There
they
journey.
boy
a
and
palace
boy
shoulder.
palace.
reached
the
young
magnicent
from
them.
elephant.
creature
that
was
arguments.
reached
very
elephant
visit
A
behind
elephant
be
to
arguments,
safely
men
stepped
second
“An
the
worked
must
men
the
elephants.
hand
rajah’s
blind
all
guide
them
so
blind
about
hand
who
of
to
blind
led
tired
his
ready
the
animal.
declared.
his
men
subject
The
put
the
their
the
truth
selected
were
grew
curious
the
put
men
When
The
the
man
man
six
by
the
2
learn
smallest
of
The
arranged
rajah
3Biii
read
is
and
smooth
touched
and
solid
the
like
side
a
of
the
wall!”
he
powerful.”
man
is
out
put
very
his
deadly.
hand
It
is
on
like
a
the
elephant’s
giant
snake,”
he
announced.
The
right,”
The
has
third
he
The
“This
the
elephant’s
creature
blind
man
What
we
fth
is
blind
like
treetops,”
The
dry
legs.
felt
is
touched
have
as
sharp
the
here,”
pointed
as
a
“I
was
spear.”
elephant’s
he
tusks.
legs.
said,
“is
an
giant
ear.
“See!
It
extremely
cow.”
elephant
and
man
decided.
fourth
four
large
blind
sixth
tail.
man
a
the
elephant’s
carpet.
It
that
can
y
“I
over
believe
an
mountains
hesaid.
blind
“Why,
felt
magic
man
this
is
gave
a
nothing
tug
on
more
the
than
elephant’s
a
piece
of
coarse
old
and
rope.”
8 1
Resolving
Text
A:
The
and
Par t
2
gardener
rest
some
conict
for
water
While
the
to
led
his
long
friends
journey
to
the
home,”
shade
he
of
said.
a
tree.
“I
will
“Sit
here
bring
you
about
the
drink.”
they
waited,
the
six
blind
men
talked
elephant.
“An elephant is like a wall,” said the rst blind man. “Surely we
can
nally
“A
blind
agree
wall?
An
on
that.”
elephant
is
a
giant
snake!”
answered
the
second
man.
“It’s
a
“I’m
spear,
I
certain
tell
it’s
“Magic
carpet.
“Don’t
you
used
a
rope
Their
to
you,”
a
giant
There’s
see?”
trick
argument
insisted
cow,”
no
the
said
the
doubt,”
pleaded
the
third
fourth
said
sixth
blind
the
man.
blind
fth
man.
blind
blind
man.
shouts
grew
man.
“Someone
us.”
continued
and
their
louder
and
louder.
“Wall!”
“Stop
Text
“Snake!”
“Spear!”
shouting!”
A:
Par t
called
a
“Cow!”
very
“Carpet!”
angry
“Rope!”
voice.
3
It was the rajah, awakened from his sleep by the noisy argument.
“How
can
each
of
you
be
so
certain
you
are
right?”
asked
the
ruler.
The
six
knowing
nothing
“The
“Each
parts
nap
the
at
we
is
must
The
is
a
touched
you
their
the
six
rajah’s
young
to
considered
be
a
very
very
large
the
wise
question.
man,
they
And
then,
decided
to
say
only
will
one
see
the
animal,”
part.
said
the
Perhaps
truth.
Now,
if
let
rajah
you
me
kindly.
put
the
nish
my
peace.”
journey
8 2
rajah
elephant
man
When
“He
men
all.
together,
in
water,
the
blind
friend
men
returned
rested
to
quietly
the
in
the
garden
shade,
with
the
thinking
cool
about
advice.
right,”
put
said
all
the
the
rst
parts
blind
man.
together.
“To
Let’s
learn
discuss
the
this
truth,
on
the
of
the
home.”
rst
boy
man
put
a
men
were
blind
who
man
would
hand
on
ready
to
his
put
his
guide
friend’s
travel
hand
them
on
shoulder,
together.
the
home.
shoulder
The
and
so
second
on
until
blind
all
six
C r i te r i a
After
you
Analysis
of
read
Part
Shor t-answer
Text
3Ci,
3Cii,
3Ciii
Thinking
and
social
skills
A
3
questions
This
section
asks
us
to
of
the
chapter
separate
facts
from
opinions.
1.
According
2.
What
to
the
rajah,
why
were
the
men
quarrelling?
What
lesson
did
the
blind
men
learn
about
story
3.
What
4.
By
lessons
reading
and
does
the
the
story,
story
what
teach
us
lessons
about
do
we
do
we
trusting
learn
our
about
senses?
facts
the
of
The
Six
from
Blind
the
Men
and
Elephant?
What
is
an
What
is
a
opinion?
opinions?
Why
Discussion
and
debate
is
it
story
of
the
six
fact?
important
distinguish
opinions
The
learn
truth?
blind
men
and
the
elephant
asks
us
to
facts
when
to
from
settling
an
think
argument?
about
In
whether
what
around
senses
ways
us?
tell
we
are
Are
can
our
trust
senses
there
times
our
senses.
useful
when
for
we
What
do
youthink?
understanding
should
not
the
believe
world
what
our
us?
Which
of
techniques
use
to
How
does
the
the
the
six
the
Rajah
argument
men?
picture.
many
the
following
does
settle
between
Study
the
•
legs
Listens
actively
perspectives
elephant
to
and
other
ideas.
have?
•
What
Shows
is
happening?
•
Encourages
give
Optical
create
that
empathy
towards
others.
their
the
others
to
opinions.
illusions
images
can
trick
•
our
brains
into
seeing
things
that
are
“real”.
The
eye
Gives
others
the
responsibility
for
decision-
making.
not
•
gathers
information
and
the
brain
processes
Helps
others
to
that
understand.
information.
The
brain
interprets
what
it
sees
and
tries
the
brain
to
make
•
sense
of
it.
But,
in
the
that
does
not
case
of
an
illusion,
perceives
Demands
to
have
his
own
an
way.
image
simply
be
tricks
our
match
brains
the
into
“true”
seeing
image.
things
So
an
which
optical
may
or
illusion
may
not
•
his
real.
•
Look
up
Takes
more
of
these
illusions
on
the
Internet
and
responsibility
decisions.
Manages
yourself
just
how
tricky
it
can
be
when
your
and
resolves
discover
conict
for
for
brain
by
working
cannot
collaboratively.
accurately
interpret
the
images
you
are
seeing.
•
Builds
agreement.
•
Makes
fair
and
equitable
decisions.
•
Negotiates
•
Shows
•
Gives
with
others.
leadership.
meaningful
advice.
8 3
Resolving
conict
Formative
Reasoned
In
the
story,
statements
persuade
For
to
the
Retell
“Stop
rajah
only
six
that
he
activity:
C r i te r i a
blind
they
says,
one
gives
“reasoned
men.
are
“The
part.
a
all
He
uses
evidence
in
a
and
series
is
if
is
you
Discussion
and
reasoning
to
A
argument
reasoned
which
a
very
put
large
the
parts
animal.
Each
together,
story
from
shouting!”
version,
wrong.
Write
Now
copy
blind
men.
the
called
moment
a
the
the
rajah
between
table
very
the
angry
and
scaolding
As
your
stor y,
For
of
example,
elephant
is
a
ever ything
The
rajah
said
rst
the
second
the
third
the
four th
the
fth
the
sixth
blind
way
A
Sense
B
Strong
C
Logic
You
want
is
you
uses
knowing?
perception
emotions
will
rajah
voice.
wakes
up.
Start
It
the
Rajah.’
was
here:
someone
are
of
the
blind
men
why
complete
speaks
have
because
and
to
said
you
solid
each
to
felt
is
Y
ou
say
like
…
a
the
rajah’s
words
to
the
correct.
man,
the
rst
using
blind
something
a
reasoned
man: “You
smooth
and
Now
the
about
say
But
the
elephant
is
This
is
•
formal,
formal,
•
informal,
as
…
if
as
as
if
writing
writing
if
ver y
talking
to
to
a
will
ver y
politely
a
friend.
However,
correct
use
in
the
stor y.
Choose
one
of
registers:
ver y
emotional
impor tant
to
ones?
an
stranger
audience
you
don’t
knowwell
3Dii
this
is
because
are
better
not
because
audience
you
ways
arguments
the
solid.
C r i te r i o n
language
ideas
wall.
”
scaolding
of
your
what
argument.
man
sense
In
3Dii
man
a
than
convince
that
six
man
with
•
he
to
words.
man
blind
think
each
man
blind
and
to
250
man
blind
blind
might
is
and
and
rajah
smooth
Communicating
these
of
man
C r i te r i o n
to
blind
Planning
rajah
wall. This
that
the
8 4
the
the
explains
200
below
Planning
part
debate
truth.”
the
your
3Diii
of
wrong.
elephant
Perhaps
argument”
reasoned
In
3Di,
argument
the
them
example,
touched
see
the
writing
not
…
Formative
oral
Now
completed
that
you
have
activity
the
C r i te r i a
reasoned
argument,
use
3Ci,
3Cii
Planning
and
your
Address
written
give
text
the
to
create
rajah’s
a
speech.
speech
to
the
In
six
this
blind
instance
use
the
chart
above
to
part
of
your
assessment
for
Language
Acquisition,
you
four
of
a
a
series
minutes
group
own.
One
or
per
in
such
of
interactive
person.
pairs,
Some
but
instance
oral
of
tasks
these
sometimes
is
when
you
that
will
activities
you
may
make
a
last
you
need
for
will
to
three
do
speak
as
on
a
speech
in
public
can
be
quite
a
will
six
important
techniques
you
can
to
to
practise.
help
practise
you
by
In
to
this
chapter
make
simply
speeches.
recording
A.
Formally
the
B.
Semi-formally
C.
Informally
experience,
so
your
will
learn
However,
yourself
and
a
in
variety
this
listening
of
instance,
and
you
sure
•
things
I
do
•
things
I
can
the
audience
the
purpose
of
speech
Why
is
the
blind
the
recording
make
two
rajah
talking
to
the
men?
well
do
evidence,
and
explanations
key
point.
Use
the
for
information
each
you
better.
page
Conclusion
to
What
and
are
examples
lists:
added
facts,
examined
this
the
factual
what
section,
are
what
is
question
the
in
84
six
the
to
char t
speak
blind
above
to
each
on
of
men.
Have
a
strong
What
is
the
conclusion
opinions?
your
answer
to
rajah’s
conclusion?
the
Explain
quest
the
understands
playback.
watch
Having
reason.
it
Give
As
to
your
six
watching
speak
speech.
difcult
you
rajah
men?
part
Make
is
the
blind
or
a
Give
Making
3Civ
will
the
undertake
3Ciii,
audience
men.
English
C r i te r i a
your
How
As
scaolding
what
you
want
to
on
happen
According
should
the
to
the
six
rajah
blind
what
men
do
in
future?
8 5
Resolving
conict
Formative
oral
interactive
and
skills
–
Speeches
C r i te r i o n
Oral
interactive
skills:
Biii
Self-management
Speech
communication
As
we
said
above,
public
speaking
in
any
language
can
be
very
After
stressful,
even
more
so
if
you
are
still
learning
the
language.
some
guidelines
to
help
reading
speeches,
improve
speech”
•
1:
Structure
Structure
your
talk
your
with
a
ideas
clear
the
beginning,
middle
and
Start
your
talk
with
a
powerful,
attention-grabbing
that
Explain
what
thesis
you
or
are
“big
going
to
talk
about.
Tell
introduction.
them
an
your
topic
Make
a
series
of
Come
to
a
clear
2:
Use
for
give
to
you
develop
improving
and
production
clear
points
to
support
the
skills.
yourself,
conclusion.
signposting
“What
can
thesis.
already
don’t
I
“What
Step
in
idea”.
I
•
will
opportunity
Ask
•
rajah’s
gave
section.
exercise
your
your
“The
you
previous
strategies
•
revise
end.
This
•
section
review,
you.
and
Step
this
Below
on
are
and
skills
language
to
help
do?”,
yet
“What
understand?”,
shall
I
work
on
the
next?”
audience
to
understand
your
talk
•
Greet your audience
Good
Introduce your carefully dened topic
I’d
Explain the topic area and purpose
I
Or briey preview the organization
The
of the body of your talk
rstly
morning/afternoon
like
to
talk
to
you
about
going
main
...
,
to
show
points
I
that
will
secondly
...
make
Identify
and
•
are
thirdly
...
.
your
examples
to
make
your
points
clear.
Use
expressions
such
Develop
new
techniques
as:
learning.
“For
instance
“Take
“To
“A
…
give
case
for
example
you
in
illustrate
“To
show
you
8 6
3:
an
point
“To
Step
...”
example
is
this
you
...”
...”
...”
what
I
Practise
are
...”"
going
mean
...”
what
to
say
strengths
weaknesses.
strategies
Give
existing
…
…
and
your
content.
•
am
Consider
and
for
effective
Conict
a
case
resolution
study
Tamara's
mother
brothers
whenever
happens
three
Tamara’s
makes
teacher
or
she
four
has
doesn’t
teacher
thinks Tamara
she
does
homework
the
get
not
baby-sit
busy
times
her
a
or
is
not
her
to
work. This
week.
complaining
any
her
for
has
homework
have
because
her
is
been
Tamara
says
–
working.
quiet
But Tamara
time
brothers
because
done. The
to
need
do
her
attention
all
time.
You
are
The
purpose
going
and
offer
to
give
a
speech
about
the
problem
outlined
above.
Discussion
of
the
speech
will
be
to
identify
the
causes
of
a
1.
a
solution
Thinking
that
works
for
does
skills
this
problem
show
debate
What
are
the
opinions
of :
everybody.
2.
How
and
conict
the
difference
between
facts
A.
the
mother
B.
the
teacher
According
to
Tamara,
and
what
are
the
fac ts
in
the
opinions?
situation?
Analyse
and
evaluate
issues
•
Recognize
unstated
assumptions
•
Evaluate
•
Recognize
•
Test
are
Tamara
her
the
school
comes
her
her
and
think
teacher
the
situation
speak
the
to
teacher
explain
them
As
the
from
to
her
and
propositions.
conclusions.
is
also
not
not
You
Tamara’s
that
agree
mother
meeting.
problem
being
think
understand
properly.
a
with
counselllor,
Tamara’s
at
mother
empathize
a
you
does
discuss
listen
mother
and
the
to
bias.
counsellor.
You
can
her
reasonable
and
arguments.
evaluate
you
with
situation.
you
to
teacher.
carefully
ideas
Scenario
problems
and
and
and
generalizations
Speech:
You
evidence
and
to
and
You
both
point
will
of
of
view.
8 7
Resolving
What
How
will
will
Planning
Use
the
you
you
and
conict
say?
organize
yousay?
scaolding
outline
below
to
1
Explain Tamara’s
2
Write
the
what
the
points
mother
and
C r i te r i a
help
you
problem
of
view
the
organize
your
main
3Ci,
3Cii,
3Ciii,
3Civ
ideas.
here:
of
The
teacher
counsellor’s
person’s
response
to
the
argument
The
counsellor’s
reasons
and
explanations
below.
The
mother’s
point
of
view
is
…
The
teacher’s
point
of
view
is
…
3
The
What
to
does
the
mother
need
does
the
teacher
need
do?
Conclude
How
can
by
saying
you
audience
You
conclusions
do?
What
to
counsellor’s
use
how
understand
should
condent
practise
when
this
advice
signposting
your
and
you
Formative
help Tamara:
such
as
connectives
to
help
your
ideas?
rehearse
give
will
language
your
your
speech
speech
in
writing:
to
make
sure
that
you
are
class.
skills
Planning
and
scaolding
C r i te r i o n
3Civ
Explanation
Communicating
Reasoning
is
a
logical,
to
opinion
thoughtful
way
of
thinking.
It
allows
an
and
back
it
up
with
facts.
In
language
it
is
important
acquisition
and
there
are
useful
many
skill
to
learn.
situations
For
when
example,
you
need
in
to
of
language
persuade
think
about
the
to
do
something,
or
to
agree
with
your
opinion
on
a
language
characters
speech.
someone
purpose
a
Now
really
a
you
sense
hold
with
will
use
Choose
the
in
one
the
of
these
matter.
registers:
One
way
you
argument.
argument
support
explain
can
As
we
achieve
have
consists
for
the
a
point
of
one
of
reasoning
your
already
or
view.
goal
is
by
seen
in
this
more
For
behind
a reasoned
chapter,
statements
example,
new
making
your
rules,
•
that
school
they
directors
it
formal,
•
why
and
how
they
introduced
if
talking
ver y
impor tant
talking
as
if
politely
to
people
ver y
you
don’t
clear
well.
them.
•
Informal,
friend.
8 8
as
a
Formal,
know
exactly
to
stranger.
provide
make
Ver y
politely
reasoned
(reasons)
when
classroom
a
as
if
talking
to
a
Structure
Here
•
•
are
three
structures
for
your
The “one -sided” approach:
Support
for
point
or
against.
Justify
each
and/or
an
explanation.
should
be
done.
The “balanced
answer
Or
say
to
a
that
supporting
•
different
both
or
sides
need
The “emotion
based
tells
on
you.
Which
sides
should
State
but
argument
The
stating
hear t
make
strong
is
both
weak
both
There
they
is
have
Conclude
that
of
view,
giving
conclusion
sides
about
no
Give
both
either
example
what
single
valid
by
an
reasons
saying
have
right
arguments.
for
that
valid
the
points
discussion.
logic” approach:
and
is
another
support
better?
which
(emotion)
point
by
arguments.
sides.
recognize
there
both
that
have
further
versus
logic
Conclude,
State
criticizing
and
a
single
you
undecided” approach:
problem.
different
they
but
Write
a
argument:
defeats
you
the
one
both
Which
side
You
based
one
on
arguments
idea
is
would
brain
have
more
argument
what
with
clearly
support
and
your
heart
examples.
stated?
why.
(logic).
8 9
Resolving
Jack
tells
maths
answers
next
you
test
to
from
him.
are
because
he
maths.
only
he
Lucy,
He
putting
is
He
not
of
What
should
•
What
action
you
the
was
says
sitting
that
pressure
very
some
his
on
him
well
he
is
not
and
it
was
the
just
a
marks.
•
Can
in
copied
you
doing
also
few
He
who
tells
personcheating
matter
•
cheated
yesterday.
parents
in
conict
you
say
should
empathize
to
Jack?
you
take?
with
his
situation?
•
But
do
you
agree
Formative
Reasoned
You
decide
write
out
what
you
maths
The
a
to
actions?
writing
Jack
reasoned
say
Write
his
activity:
C r i te r i a
argument
send
would
test.
with
an
email.
argument
and
do
between
if
Copy
based
you
200
and
on
knew
and
250
the
use
the
chart
scenario
that
Jack
3Di,
below
above
had
approach
Jack’s
to
about
cheated
in
his
words.
One -sided/balanced/emotion
arguments
Y
our
versus
logic?
response
Reason
Parents’ pressure
Everyone
was
Y
our
9 0
3Diii
problem
Y
our
It
3Dii,
is
only
doing
a
few
conclusion
it
answers
What
will
you
do
about
the
situation?
and
explanation
What
our
skills
do
we
need
to
resolve
differences?
Con ceptual
C r i te r i o n
Before
you
Focusing
Here
is
a
read
Text
3Bi
Social
B
discussion
list
of
Look
different
ways
people
solve
problems
and
and
disagreements.
Appreciating
skills
at
the
the
list
ideas
opposite
you
have
added.
differences
Mediating
Choose
the
strategies
Brainstorming
top
that
ve
will
help
Name-calling
you
Bullying
when
you
are
Punishing
working
Cooperating
Damaging
with
others
property
Respecting
Refusing
to
other
take
people’s
part
ideas
or
small
Choose
which
Dominating
others
Seeing
things
Empathizing
Sharing
Exchanging
ideas
Shouting
people
Speaking
Excluding
Getting
someone
Hitting
something
Including
else’s
opinion
Listening
contributing
when
before
pairs
the
are
ve
the
actions
and
most
unhelpful
working
in
groups?
thinking
in
activities
about
problems
Thinking
quiet/not
in
differently
ideas
part
Talking
Insulting
class
Swearing
Taking
people
in
groups?
negative
Keeping
questi o n
before
speaking
Violence
carefully
Can you add other methods of
problem-solving to each list:
useful for solving conicts;
not useful for solving conicts?
9 1
Resolving
conict
C r i te r i o n
While
Two
you
stories
read
of
Text
conict
B1
and
and
3Bi
Thinking
In
resolution
this
use
Stories
connect
cultures
by
describing
common
conicts.
a
section
number
teach
us
differences.
the
ways
Here
are
and
two
means
stories
of
that
resolving
teach
our
story
tells
of
an
argument.
Read
each
one
•
resolution.
and
the
people
involved
in
the
Analyse
and
and
the
matter
they
•
the
ways
•
the
methods
are
evaluate
ideas.
Recognize
unstated
conict
assumptions
•
critical
skills:
identify:
•
•
of
will
personal
conict
issues
Each
you
They
thinking
also
skills
B2
arguing
about
•
Evaluate
and
bias.
evidence
and
arguments.
the
people
try
to
resolve
their
arguments
•
used
to
resolve
the
argument
or
the
Recognize
and
evaluate
problem.
propositions.
You
will
also
try
to
identify
the
real
problems
underneath
the
•
argument.
See
the
previous
page
for
a
list
of
good
and
Test
generalizations
bad
conclusions.
methods
of
conict
resolution.
The
two
sisters
fought
an
Once
upon
arguing.
noticed
were
an
rare
orange
hands
and
the
orange
Neither
of
the
When
the
9 2
same
street
that
had
fallen
off
those
the
had
her
for
said
She
she
sister
onto
it
and
the
same
the
side
in
her
of
stories
half.
back
should
two
women
rst
sister
half
of
peel
the
to
the
the
the
the
their
orange.
said
she
to
said
that
one
half
Across
threw
lived.
have
home.
her
that
orange
then
went
peeled
orange,
make
for
Together
should
peel.
Oranges
ran
where
and
sister
the
cart.
both
go.
took
carefully
always
they
younger
street
they
Each
a
both
have
The
the
the
let
were
day
moment.
the
away
of
women
rst.
together
threw
used
it
one
would
who
seen
their
and
peeled
at
so
home,
the
neither
They
and
two
over
Satised,
sisters.
the
had
orange
reached
inside,
it
two
so
and
way,
heard
the
ate
for
hours
fallen
orange.
she
out
were
and
orange
give
cut
orange,
fruit
days,
reached
mother.
half
road,
the
would
would
the
in
sister
she
of
there
argued
older
orange
lived
grabbed
They
over
time
orange
in
The
their
a
They
who
the
away
marmalade.
and
C r i te r i o n
After
Now
reading
that
Orange,
you
Text
have
read
the
people
involved
•
the
matter
they
again
Identify
Do
story
of
the
to
the
their
advice
in
the
conict
are
arguing
about.
list
of
of
methods
think
solution
What
at
the
you
the
the
The
Two
sisters
and
the
identify:
•
Look
3Biii
B1
ways
used
mother
by
resolving
the
and
mother
the
two
conict
to
on
resolve
sisters
nd
page
the
the
91.
argument.
best
possible
quarrel?
would
you
have
given
the
two
sisters
in
the
same
situation?
In
your
opinion
ghting
Text
over
what
the
are
the
real
reasons
father’s
of
given
will
17
stated
camels
one-third.
one-ninth
As
sisters
camels,
it
of
The
the
is
not
17
by
that
while
17
his
the
eldest
son
middle
youngest
son
wise
should
son
get
should
be
3
or
9,
the
to
three
brothers
and
man
Now,
be
will.
given
One
should
the
half
of
wise
18
is
man
9.
So
started
he
reading
gave
the
the
eldest
father’s
son
9camels
camels.
possible
three
divide
17
into
half
or
17
One
by
are
B2
a
half
the
orange?
Seventeen
A
that
sons
started
to
ght
third
of
18
is
6.
So
he
gave
the
middle
son
with
6camels
each
other.
One
A
pause
•
Do
for
you
thought
have
any
son
thoughts
about
2
divide
17
camels
among
three
in
their
father’s
18
is
2.
So
he
gave
the
youngest
camels.
sons
add
this
up:
9
plus
6
plus
2
is
17
and
this
as
leaves
prescribed
of
how
Now
to
ninth
one
camel,
which
the
wise
man
took
will?
away.
•
Is
it
possible
without
killing
Brainstorm
solutions
So,
The
the
wise
about
the
can
divide
at
problem,
the
own
added
father.
and
That
in
camel?
class.
wise
it
increased
to
What
go
patiently
matter.
his
one
decided
listened
the
inheritance
nd?
sons
whole
the
least
problem
you
three
man
the
to
After
man
to
17
total
a
wise
they
giving
brought
the
the
as
to
18
told
him
thought
one
camels
to
man.
camel
from
to
of
the
camels.
9 3
Resolving
conict
C r i te r i o n
After
you
read
In
opinion
Text
3Biii
Discussion
Now
your
what
are
the
real
reasons
for
the
conict
camels?
Look
again
at
that
the
list
of
ways
of
resolving
conict
91.
Identify
the
methods
used
by
the
wise
man
to
in
you
this
have
read
section,
both
decide
on
which
page
debate
about
stories
the
and
B2
conict
has
a
better
resolve
resolution.
the
argument.
After
you
choice,
Here
are
eight
creative
thinking
techniques.
Which
of
these
wise
man
1.
novel
Consider
seem
multiple
and
imaginative
3.
Create
new
4.
Design
improvements
5.
Generate
6.
Make
guesses,
7.
Make
unexpected
metaphors
ask
Use
brainstorming
Role-play
at
the
do
What
could
are
you
such
in
might
with
your
think
the
including
what
might
to
problems.
to
existing
and
images.
if”
on
is
ghts
connections
generate
the
technologies.
questions.
unusual
new
right.
and
be
about?
arguments
school?
to
teacher.
discuss
the
ideas
between
and
issue
objects
inquiries.
resolution
happening?
argument
your
want
real
conict
picture
What
resolved
–
to
“what
or
ideas.
You
solutions,
perspectives
ideas.
solutions
and
How
new
impossible.
Create
Look
considering
alternative
2.
8.
9 4
ideas
made
set
the
one
of
your
reasons
solution
use?
than
Generating
a
does
why
the
have
give
the
other.
is
better
Now
read
Poppy
Their
on.
and
Leila
classmate,
things
about
confronts
The
next
Poppy
what
day
is
groups
In
and
the
has
Hector
role -play,
Who
is
•
How
many
•
Identify
•
For
the
involved
school.
calls
all
have
the
four
like
has
a
students
to
nasty
Nina
tells
her
argument.
time
The
saying
what
huge
This
ght.
Hector.
been
believes
argument.
stop
both
Leila
Poppy
They
second
to
they
that
Hector.
tries
the
role -play
nd
is
out
it
is
with
teacher
come
to
on
a
Nina.
duty
sees
meeting.
in
which
what
needs
to
has
nd
the
teacher
talks
to
each
of
the
happened.
answers
to
the
questions
below.
matter?
problems
dierent
reasons
a
to
teacher
in
dierent
the
what
and
conduct
and
•
a
Poppy
to
but
scaolding
now
girls,
after
Hector
happening
Planning
three
Leila
friends,
tells
Poppy,
Leila
watches.
good
Nina,
her,
and
In
are
are
there?
problems
each
student
involved
in
the
ght?
Poppy :
Leila:
Nina:
Discussion
Imagine
and
you
are
debate
the
teacher. What
would
you
do
to
How
understand
four
and
resolve
the
arguments
between
to
analyse
a
conict
the
students?
Study
the
conict.
diagram
Use
it
to
opposite:
nd
How
solutions
to
to
analyse
the
a
Reasons
and
conict.
causes
What
to
advice
avoid
would
more
•
To
Poppy?
•
To
Leila?
•
To
Nina?
•
To
Hector?
you
give
to
each
person
in
order
conict?
Solutions
Eects
to
Conict
conict
of
conict
Dierent
people
involved
Conclusions
Look
again
Which
at
the
strategies
between
the
list
of
does
conict
the
resolution
teacher
use
to
strategies
solve
the
on
page
91.
arguments
students?
9 5
Resolving
conict
Formative
skills:
When
the
undertake
In
this
argument,
together.
and
Before
you
to
In
say.
card
to
Reasons
to
the
interactive
C r i te r i a
would
speak
for
need
give
a
speech,
exercise,
to
you
talk
say
to
the
students,
prepare
your
for
conict
talking
the
to
you
imagine
to
Hector,
each
make
speech
resolution
have
you
are
Nina,
one
in
to
speak
the
Leila
for
3
teacher.
and
or
4
After
Poppy
turn?
sure
by
you
know
completing
speech
to
the
exactly
the
what
char t.
you
Use
it
want
as
a
cue
students.
Conicts:
students
Eects
What
has
on
the
school:
he/she
Why
done
a
this
creates
problem
someone
for
What
the
situation
person
better
else
Leila
Poppy
Nina
Hector
Conclusions:
What
you
resolution
looking
Planning
and
are
for?
scaolding
Communicating
with
Now
the
think
about
a
C r i te r i o n
sense
language
of
How
will
the
teacher
How
will
the
students
How
will
the
students
register
A.
formal
B.
polite
C.
friendly
9 6
or
or
will
talk
you
to
talk
teacher
and
students?
the
teacher?
talk
among
themselves?
use
in
instance:
informal
impolite
or
the
to
impersonal?
each
3Diii
audience
the
conversation.
What
3Ci,
scaolding
groups
deliver
to
practice
you
What
Planning
and
Speech
you
minutes.
oral
the
four
students
will
use
in
the
could
do
to
make
the
3Cii,
3Ciii
Self-management
You
will
need
recording
to
practise
yourself.
•
set
•
take
•
use
•
practise,
realistic
action
to
result
explain
of
the
report
what
Use
formal
can
help
Rehearse
by
to:
for
organizing
complex
information
practise.
incident
the
above,
head
happened
with
The
of
skills:
the
teacher
school.
and
table
C r i te r i a
3Di,
3Dii,
3Diii
how
you
Using
you
needs
a
have
completed
to
write
reasoned
dealt
on
with
the
an
argument,
the
matter.
previous
page
this.
Conclusion
to
What
we
skills
goals
writing
language.
you
individually.
argument
for
has
your
strategies
practise,
Reasoned
a
speech
Remember
achieve
appropriate
incident
your
goals
Formative
As
skills
do
the
conceptual
need
to
question
resolve
ourdifferences?
Having
examined
question?
What
this
are
section,
the
best
what
and
is
your
worst
answer
ways
of
to
the
resolving
a
conict?
9 7
Resolving
Key
conict
and
related
Connections
Connections
objects,
this
to
each
of
chapter
conict,
other
the
them.
The
It
is
In
older
an
advice
hernot
show
a
you
the
to
to
trick,
consider
and
To
viewpoints
saw
how
and
a
What
you
around
of
with
other
emotional
Kill
a
a
does
her,
she
argues
her
class.
people.
some
teach
others,
but
to
you’ll
from
get
his
along
point
into
his
skin
and
mean
by
this
statement?
us,
9 8
in
other
point
maintain
is
a
rst
with
That
it.”
Atticus
connected
times
hand,
of
view
good
and
understand
intelligence.
horrible
tothem.
Scout,
in
In
destroy
the
people
Mockingbird
had
other
will
tolerate
climb
can
On
to
are
view.
change
help
“Sir?”
walk
people,
people
of
communities.
ofview—”
“—until
and
points
has
in
daughter
things
we
ideas
and
conicts,
form
boy
with
empathy
how
connect
Scout
hopes
among
individuals.
ignores
on
his
he
only
more
and
novel
3
at
different
chapter,
another
get
gives
simple
of
relationships
opinions
how
important
brother
that
our
people
able
Chapter
cannot
Atticus
this
being
embarrasses
she
in
and
looking
see
between
narrator
Scout.
Her
is
are
can
empathy
ideas.
arguments
connections
Empathy
we
between
stories
resolve
or
bonds
through
we
connections
can
links,
organisms
In
in
are
and
concepts
young
day
her
at
girl
teacher,
evening
she
called
school.
and
tells
her
she
Thinking
about
connections
and
empathy
Thinking
Look
at
and
the
empathy
communication
picture.
for
the
In
groups
A.
What
discuss
B.
Why
C.
What
advice
D.
Think
about
is
it
E.
is
girls
What
it
in
these
there
the
is
C r i te r i a
a
clear
lack
of
foreground.
questions.
happening?
happening?
daughter,
the
In
boy
skills
you
the
Scout.
in
the
would
would
father’s
What
give
to
advice
advice
theboy?
to
you
his
young
would
give
to
background?
you
do
if
you
were
an
observer
l?
Research
need
for
Social
In
and
and
research
look
other
social
an
connections
groups
with
design
at
and
that
emphasizes
the
empathy.
poster.
How
particularly
backgrounds?
poster
skills
the
people,
anti-bullying
What
can
those
answers
empathy
from
can
very
you
help
us
to
different
brainstorm
Walk
a
mile
in
If
I
could
cultures
and
and
agree
on?
And
you
For
If
we
one
could
Each
If
you
could
discuss
the
verse
from
the
song.
The
singer
of
believe
1
for
What
empathy
are
poster?
the
How
from
both
Identify
a
social
issue
people
from
you
eyes
your
ego
you’d
be
to
see
been
between
media
items
the
song
relate
to
lyrics
the
and
idea
of
the
Walk
a
mile
in
my
shoes
Walk
a
mile
in
my
empathy?
shoes
Hey,
in
your
society
that
could
be
blind,
before
different
groups
showed
more
you
and
abuse,
accuse
improved
Walk
if
mind,
see
you’d
criticize
2
way
others.
connections
do
me
is
That
looking
a
your
Surprised
and
be
hour
inside
other’s
Instead
read
shoes
you
nd
get
Through
I
be
could
just
To
Secondly,
my
connect
empathy
for
a
mile
in
my
shoes
one
Joe
South
another.
3
What
your
4
event
could
you
create
to
help
the
present
situation
in
society?
Work
in
groups
to
publicize
yourevent.
9 9
Resolving
What
force
conict
happens
to
solve
when
our
we
use
problems?
Con ceptual
C r i te r i a
Before
What
you
read
problems
Text
cause
the
3Bi,
3Biii
C
worst
Social
arguments
among
friends?
Here
and
are
is
a
list
of
and
families:
1.
Blaming
the
top
16
reasons
for
arguments
amongst
thinking
ten
managing
Here
ways
them
blaming
of
conict.
Being
fair
equitable
or
skills
friends
1.
someone,
questi o n
and
when
you
sharing.
2.
Holding
different
opinions/points
3.
Disagreeing
4.
Fighting
5.
Inconsiderate/unfair
6.
Jealousy
of
view/values
2.
about
how
to
do
Encouraging
person
over
the
same
thing
the
other
something
behaviour
to
express
an
opinion.
(over-competitiveness)
3.
Exercising
4.
Giving
leadership.
meaningful
advice.
7.
Lack
of
empathy/understanding
8.
Lack
of
trust
5.
9.
Not
having
10.
Only
11.
Prejudice/insults
12.
Pressure
13.
There
aren’t
14.
There
isn’t
one
the
same
person
from
Listening
actively
the
person.
other
background
can
win
6.
Practising
7.
Standing
outside:
friends
and
family
8.
resources
to
share
Wanting
to
do
different
16.
Wanting
to
do
the
Ask
yourself:
•
Which
and
your
needs.
responsibility
your
own
actions.
Using
social
media
to
(poverty)
develop
15.
for
(scarcity)
9.
money
up
rights
Taking
for
enough
empathy.
(win–lose)
own
enough
to
a
relationship.
things
10. Working collaboratively
same
things
differently
to
six
of
these
issues
In
groups
best
between
nd
ways
conict
friends?
Justify
•
Which
six
reasons
arguments
common
are
in
for
most
families?
Compare and discuss your
answers in groups or in class
and create a list you can all
agree on.
1 0 0
areas
of
agreement.
choose
of
between
your
the
ve
managing
a
friends.
answers.
C r i te r i a
While
The
you
story
very
you
unhappy
order
they
read
are
Text
about
to
marriage.
read
In
3Bi,
it
is
are
a
fable.
six
It
tells
characters.
the
In
story
of
are:
baron
the
boatman
the
lover
the
baroness
the
friend
the
gatekeeper.
you
makes
read,
each
Warning:
Text
a
alphabetical
the
As
3Bii
C
identify
one
This
act
the
in
story
motives
the
has
way
no
of
that
happy
the
six
they
characters.
What
do?
ending.
C
The
Drawbridge
“Do
you
not
attempt
attempt
to
do
to
so,
cross
I
this
have
bridge,
orders
Baroness.
from
the
If
Baron
to kill you,” he said. Fearing for her life, the Baroness
returned
“Our
“I
out
Boatman
his
a
left
leave
you
for
a
Baron
the
castle
severely
visit
to
his
outlying
warned
his
pretty
while
am
gone,
when
I
I
districts,
wife:
or
I
the
“Do
will
not
punish
to
and
visit
nearby.
wide,
despite
her
Lover
who
castle
was
owing
the
island
the
river.
and
river,
the
lived
with
land
at
a
the
the
on
an
my
she
the
husband
thought,
will
and
drawbridge
“That
Her
linking
point
in
leave
return
the
it
before
servants
down
until
to
she
spending
several
only
to
waving
Baroness
nd
a
long
it
pleasant
returned
blocked
and
by
extremely
is
a
to
hours
the
with
asked
only
The
him
to
her
one,”
then
explained
take
help.
romantic
Baroness
river,
to
a
her
across
he
sought
plight
the
to
river
in
only
if
you
can
pay
my
fee
of
no
money
with
me!”
the
Baroness
“If
growing,
of
his
you
would
With
a
begged
the
desperation,
killed
no
ride,”
the
the
Baroness
and
for
after
enough
ran
again
crying
to
explaining
money
to
pay
the
not
disobeyed
happened,”
your
the
husband,
Friend
said.
“I
this
will
money.”
dawn
exhausted,
money,
fee.
have
no
No,
Friend,
had
not
you
bad.
atly.
approaching
Baroness
attempted
by
the
and
her
returned
to
cross
to
to
last
the
the
resource
bridge
castle,
in
and
Gatekeeper.
her
drawbridge,
Gatekeeper
sharp
but
too
said
fear
Boatman
was
the
the
him
it,
have
situation,
a
Judith
Lover,
I
the
in
returned.
After
“But
countryside
narrowest
not
do
home
drawbridge
ordered
and
will
the
island
help.”
on
asked
decided
warning,
in
located
not
is
protested.
give
“Surely
lower
husband’s
The
fast
dawn,”
her
and
Marks.”
Boatman
return!”
But as the hours passed, the young Baroness grew
lonely,
will
and
“I
he
lover
boat.
ve
jealous
her
said,
him,
As
to
relationship
wildly
H.
Katz.
1978.
Anti-Racism Training.
70–72.
White Awareness: Handbook for
University
of
Oklahoma.
pp.
(adapted)
knife.
1 0 1
Resolving
After
After
you
a
rst
yourself.
read
reading
Do
not
opportunities
Rank
Who
the
is
reasons
Most
conict
Text
of
the
discuss
to
share
characters’
C
text,
your
your
copy
ideas
ideas
most
responsible?
for
your
answers.
for
Who
responsible
ll
You
in
the
will
table
have
by
plenty
of
later.
responsibility
the
and
yet.
is
the
the
baroness’s
least
death.
responsible?
Character
Give
Reasons
and
justications
C r i te r i a
3Bi,
3Bii
1.
2.
3.
4.
5.
6.
Least
Text
1
responsible
handling:
Factual
In
groups
assessment
discuss
your
answers.
class
activity.
1.
How
Text
Be
much
A.
A
B.
Not
the
did
of
answers
prepared
the
C
to
lover
Text
to
the
following
discuss
really
C
your
care
questions.
choices
for
the
all
C.
Only
D.
Passionately
when
it
suited
Justications/evidence:
2.
Which
person
put
A.
The
baron
B.
The
boatman
C.
The
lover
D.
The
friend
morality
Justications/evidence:
1 0 2
before
a
Record
whole-
baroness?
lot
at
in
friendship?
for
your
answers
3.
The
boatman
A.
greedy
B.
afraid
C.
jealous
D.
angry.
asked
for
money
because
he
was:
Justications/evidence:
4.
The
gatekeeper
because
he
obeyed
the
baron’s
order
to
kill
was:
A.
vicious
B.
afraid
C.
unthinking
D.
angry.
Justications/evidence:
5.
The
baron
because
gave
he
the
terrible
order
to
the
boatman
was:
A.
bloodthirsty
B.
afraid
C.
jealous
D.
a
bully.
Justications/evidence:
6.
Who
has
all
the
political
A.
The
baron
B.
The
boatman
C.
The
lover
D.
The
friend
power
in
the
story?
Justications/evidence:
7.
The
baron’s
laws
A.
fair
B.
democratic
and
C.
unfair
D.
moral.
are:
just
and
unjust
Justications/evidence:
8.
In
the
fable
the
baroness
A.
she
disobeyed
B.
she
was
a
her
victim
died
because:
husband
of
her
husband’s
oppression
C.
some
people
were
more
interested
in
money
D.
some
people
were
more
interested
in
morality
E.
some
people
were
afraid
to
of
above.
F.
the
powerful.
All,
some
or
none
the
speak
out
against
Justications/evidence:
1 0 3
Resolving
conict
Planning
and
After
discussions,
your
now
think
is
your
answers.
Thinking
scaolding
ll
responsible
in
the
char t
for
the
baroness’s
a
second
time
death.
to
show
Again
give
who
Now
you
reasons
for
you
Most
responsible
Character
Reasons
your
and
justications
for
answers
the
1.
In
have
the
what
ways
changed?
3.
4.
5.
6.
Least
responsible
Discussion
Look
•
at
the
and
debate
poster
on
the
How
does
the
help
us
understand
the
to
real
right
and
think
poster
message
of “ The
Drawbridge”?
•
In
what
about
•
ways
the
ways
of
If
conclude
we
baron
this
solving
is
fact
view
of
a
How
feel
•
Do
for
you
the
prepared
1 0 4
our
does
point
baroness?
other
can
the
with
justify
discussion.
you
characters?
situation?
to
of
characters,
empathy
empathize
class
the
how
understand
baroness’s
you
that
other
the
much
speak
wrong
conict?
bully,
the
it
and
change
especially
•
does
right
Can
her?
your
Be
ideas
in
a
about
the
stor y
you
have
just
read.
1–8,
same
and
3Biii
answered
characters’
ideas
2.
C r i te r i o n
that
questions
have
skills
do
you
ideas
still
about
actions?
have
your
perspectives
Thinking
What
and
can
A.
A
B.
An
communication
you
young
old
see
in
the
skills
picture
woman
woman
below?
C.
Both
D.
Neither
•
How
did
reread
and
•
and
the
How
your
thought
much
What
have
view
about
your
changed
does
points
of
change
the
story
after
of
you
the
had
baroness
drawbridge?
characters
•
point
the
in
story
ideas
the
teach
about
course
us
the
of
about
motives
this
of
the
exercise?
empathy
and
ofview?
•
?
Formative
oral
“The
The
interactive
activity:
Drawbridge”
purpose
classmates
of
is
this
that
the
a
C r i te r i a
3Ci,
3Cii,
3Ciii
Speech
story
exercise
baron
that
is
used
is
for
you
and
the
other
to
to
teach
us empathy.
convince
characters
your
fellow
all
acted
out
the
story.
Use
of
necessity.
Show
your
notes
from
character’s
Your
to
may
your
should
your
Planning
for
previous
one
of
the
exercises
characters
to
prepare
in
a
speech
the
defending
the
actions.
speech
deliver
You
empathy
the
and
nd
it
be
speech
three
or
four
individually,
minutes
or
in
a
in
length.
small
You
may
scaolding
helpful
to
wish
group.
Planning
copy
and
use
this
table
to
help
you
big
idea
scaolding
C r i te r i o n
structure
speech.
Communicating
sense
My
and
is
…
Example: The
gatekeeper
is/is
not
for
the
death
of
the
Evidence
in
the
story
audience
think
about
the
language
baroness.
you
Point/idea/opinion*
3Civ
a
totally
Now
responsible
of
with
Example
in
real
life
will
use
in
the
Choose
one
of
these
•
ver y
formal,
as
if
speech.
registers:
talking
Reason
politely
Reason
to
ver y
impor tant
strangers
•
formal,
as
if
talking
ver y
Reason
politely
Reason
In
know
conclusion
believe
(that)
I
…
•
to
people
you
don’t
well
informal,
as
if
talking
to
a
friend.
1 0 5
Resolving
conict
Self-management
Manage
•
•
Set
your
goals
Plan
•
Use
time
that
and
are
strategies
academic
skills
your
tasks
challenging
and
take
eectively
and
action
to
realistic.
achieve
personal
and
goals.
appropriate
strategies
for
organizing
complex
information.
•
Select
and
use
technology
Planning
and
Practise,
practise,
As
we
have
speaking
is
Practising
members
You
can
already
practise
seen,
you
video
Then
practise
and
you
some
activity:
“reasoned
to
responsible
did
persuade
her
will
be
the
points
to
For
each
stor y
use
to
your
a
what
there
the
nd
of
an
have
that
a
really
practise
where
series
to
useful
aid
to
before
you
can
a
mirror.
improve.
C r i te r i a
of
statements
accept
answer
and
idea,
the
prove
the
Write
or
use
nd
these
thesis.
or
In
may
you
your
learned
evidence
from
real
in
life.
conclusion
or
is.
thesis.
your
make
a
reject
between
question
ideas. You
that
a
question:
may
own.
example
In
to
idea” or
3Di,
3Dii,
3Diii
argument
to
death?”
some
your
conclusion.
you
even
and
a
answer
are
table
ideas
recommendation.
1 0 6
be
learning.
someone
your “big
suppor ting
and/or
Come
state
below
copy
to
can
scaolding
what
prefer
is
own
decide
wish
can
argument
for
and
down
say
well
argument”
answer
table
public
written
This
the
successful
more.
First
Write
of
Reasoned
reasoned
Planning
to
language
yourself. You
what
Formative
a
secret
yourgroup.
about
Use
one
want
building
of
reasoning
productively.
practice.
Think
A
and
scaolding
what
condence
effectively
the
use
evidence
particular
“Is
200
the
and
and
opinion.
baroness
250
words.
Planning
My
thesis
is
…
The
baroness
is/is
not
responsible
for
her
and
scaolding
own
C r i te r i o n
death.
Communicating
Point/idea/opinion*
Evidence
in
the
story
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in
real
Her
husband
very unhappy marriage.
not
let
her
would
leave
Some
the
their
castle.
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baron
is
a
the
husbands
wives
not
tell
to
leave
house.
The
a
lover
is
a
of
audience
reasoned
piece
of
argument
writing
for
teacher. Think
about
language
you
will
reasoned
argument.
is
your
the
use
in
the
bully.
one
The
3Diii
a
life
sense
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with
coward.
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of
ver y
these
registers:
formal,
politely
to
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a
as
if
ver y
talking
impor tant
stranger
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friend
real
friend.
was
not
a
•
formal,
as
politely
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boatman
much
talking
people
ver y
you
don’t
cared
know
too
if
to
well
about
•
informal,
as
if
talking
to
a
money.
friend.
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gatekeeper
was
a
coward.
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whole
afraid
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of
I
believe
…
Note: You
the
was
baron.
conclusion
(that)
of
town
the
can
change
any
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force
to
Having
examined
your
or
all
of
these
opinions
to
suit
your
interpretation
stor y.
solve
answer
to
to
our
this
the
the
conceptual
question
problems?
section,
what
is
question?
1 0 7
Resolving
What
conict
and
how
communicate
and
you
What
do
we
In
chapter
so
At
this
a
class,
far
in
this
Make
How
know
you
make
your
about
the
themes
list
are
of
many
a
In The
so
of
D
far?
have
list
Text
looked
the
into
most
there
your
the
topic
important
of
conict
ideas
you
resolution.
have
learned
points
you
don’t
understand?
questions.
answers
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any
can
you
texts
Conict
nd
in
for
this
audio-visual
this
Resolution
section?
section
– Thinking
It Through
(Excerpt)
https://www.youtube.com/watch?v=xDoQIpe5TxA
B.
Bullying,
Middle
Drama,
Conict
Resolution
Education
for
School
https://www.youtube.com/watch?v=N2_DSbnQHOQ
C.
Playground
Conict
Resolution
for
younger
students
https://vimeo.com/78557743
Note:
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stimulus
your
related
own
Research
to
you
the
could
theme
use
of
an
audio-visual
conict
resolution
of
choosing.
skills
Media Literacy
In
this
section
you
can
develop
these
valuable
21st
century
learning
skills:
•
Interacting
•
Making
•
Understanding
•
Seeking
•
Communicating
1 0 8
with
media
informed
a
choices
the
range
to
of
use
and
about
impact
of
create
personal
media
perspectives
information
Text
of
D
conict
Con ceptual
investigations.
stage,
a
watch
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A.
audio-visual
resolution?
Before
As
does
and
viewing
information.
experiences.
representations.
from
and
ideas
varied
ideas
sources.
effectively.
questi o n
Before
you
Focusing
Read
to
look
and
the
listen
times
viewing
Text
D
activity
through
several
watch
and
exercises
for.
and
You
discuss
below
may
to
make
need
possible
to
sure
watch
answers
in
you
the
class
know
what
materials
after
each
listening.
C r i te r i o n :
While
you
Respond
to
watch
the
tasks
Text
and
3Ai
D
answer
the
questions
in
the
appropriate
manner.
1
1.
2.
This
audio-visual
A.
Identities
B.
Orientation
C.
Personal
D.
Scientic
E.
Globalization
F.
Fairness
Copy
add
this
extra
stimulus
and
in
and
table
space
and
cultural
and
and
seems
Thesis
main
–
related
to
which
of
these
MYP
global
contexts?
time
innovation
sustainability
development
and
use
it
to
summarize
points,
Main
matter
be
expression
technical
and
supporting
Subject
to
relationships
if
the
main
points
of
the
stimulus.
You
may
wish
to
necessary.
idea
Examples
and/or
explanations
and/or
details
point
Suppor ting
point
1
Suppor ting
point
2
Suppor ting
point
3
Suppor ting
point
4
Conclusions
2
Multiple -choice
3.
The
with
approach
stimulus
is
to
justications
the
subject
matter
of
the
audio-visual
mainly:
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entertaining
B.
factual
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persuasive
D.
other.
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4.
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would
you
describe
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B.
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the
content
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stimulus?
interesting
interesting
Justication/reason:
1 0 9
Resolving
3
conict
Multiple -choice
5.
6.
7.
8.
9.
10.
What
was
questions
the
format
of
the
A.
Speech
B.
Conversation/discussion
C.
Debate
D.
Documentary
E.
Other
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purpose
of
narrate
B.
describe
C.
explain
a
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argue
point
E.
give
F.
other
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a
a
many
B.
Two
C.
Three
D.
More
of
B.
quite
C.
biased
D.
very
view
guidelines
of
view
did
the
audio-visual
stimulus
show?
three
in
the
audio-visual
stimulus
are:
balanced
balanced
one-sided.
much
did
A.
A
B.
More
than
C.
Once
or
D.
Never
the
audio-visual
stimulus
use
graphics?
lot
Which
of
twice
twice
these
techniques
are
used
in
stimulus?
1 1 0
to:
specify)
points
opinions
very
was
situation
than
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stimulus
problem
(please
One
How
audio-visual
stimulus?
story
instructions/
A.
The
a
the
A.
audio-visual
A.
Voiceover
B.
Special
C.
Music
D.
Other
E.
None
of
F.
All
the
G.
Some
of
lighting
and
special
of
techniques
sound
the
effects
effects
above
above
the
above
(please
specify)
the
audio-visual
Formative
Reasoned
writing
the
main
watched
the
form
in
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your
from
to
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matter
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main
–
points
of
a
of
the
audio-video
reasoned
question
use
argument
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argument
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information
activity:
argument.
stimulus
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may
you
wish
have
to
use
2.
paragraphing
and
linking
words
to
communicate
clearly.
point
Suppor ting
point
1
Example/Evidence:
Suppor ting
point
2
Example/Evidence:
Suppor ting
point
3
Example/Evidence:
Conclusion
Speech
of
your
You
class
will
on
deliver
the
a
issue
speech
of
conict
either
resolution.
agreeing
or
e
watched.
already
you
collected
completed
chart
below
to
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matter
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main
–
most
your
help
of
this
information
reasoned
you
the
point
of
plan
argument
your
when
above.
speech.
video
of
the
video
Y
our
opinions
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point
1
Agree/disagree
Suppor ting
point
2
Agree/disagree
Suppor ting
point
3
Agree/disagree
Reasons
and
justications
Conclusions
1 1 1
Resolving
conict
Self-management
Consider
Develop
Identify
process
new
skills,
strengths
Consider
Ask
the
skills
your
of
techniques
and
•
What
can
I
already
•
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will
I
work
can
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this
own
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•
of
for
personal
effective
learning
speech-giving
learning.
strategies.
skills
I
improve
personal
a
specic
skill?
do?
on
next?
learning
strategies
yourself:
What
In
and
strategies
yourself:
How
•
and
weaknesses
communication
•
Ask
learning
can
I
do
to
instance,
work
by
become
you
could
imitating
a
more
efcient
and
effective
focus
on
the
process
ideas
in
this
chapter.
the
of
learner?
creating
your
yourself:
What
else
Planning
can
and
I
do
to
help
myself?
scaolding
C r i te r i o n
Research
3Civ
and
management
Communicating
with
Now
the
think
audience?
•
ver y
about
How
formal,
•
formal,
as
•
informal,
if
as
if
if
sense
language
serious
is
the
talking
talking
as
a
ver y
talking
to
of
you
will
topic?
politely
use
in
Choose
to
to
a
ver y
the
one
speech. Who
of
these
impor tant
people
you
don’t
is
registers:
you
to
the
all
asked
stranger
know
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of
well
at
this
the
and
you
use
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at
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and
the
notes
your
yourself
and
in
the
this
share
the
and
can
do
recording
to
how
communicate
to
chapter
speech. You
Conclusion
What
material
prepare
on
does
about
speech
preparing
this
in
with
the
a
front
your
and
of
to
your
giving
your
teacher
class,
a
themes
you
the
conceptual
the
speech.
or
and/or
audio-visual
audience.
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conict
resolution?
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examined
question?
1 1 2
this
section,
what
is
your
record
question
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of
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class.
answer
to
the
and
beginning
If
how,
not,
do
nd
information
you
scaolding
adapt
you
could
seeking?
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answers
questions
section?
where,
friend.
the
and
found
your
think
Planning
skills
audience
politely
a
self-
you
are
Summative
In
this
show
summative
your
statement
activities
assessment
understanding
of
inquiry.
You
of
will
communication
skills
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assessment
complete
requires
the
you
to
you
answer
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a
of
you
the
also
have
will
topic
be
have
of
assessed
developed
you
will
debatable
an
opportunity
conict
in
resolution
on
this
undertake
your
use
to
and
of
the
the
chapter.
two
tasks.
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task
question.
inquiry
Stories are almost always about conict. They connect cultures by describing
the universal ways and means of resolving personal and global dierences.
Debatable
Is
conict
question
1
Debatable
avoidable?
Can
a
question
story
teach
us
2
how
to
solve
a
conict?
For
on
the
the
two
rst
task
content.
texts
and
you
To
produce
Summative
Watch
the
to
a
business
related
answer
Debatable
Using
the
to
subject
the
watch
a
video
coach,
of
1
video,
create
to
the
and
video
Is
task:
Jeff
produce
you
based
a
speech
will
on
have
the
based
to
read
contents.
Speech
“Conict
Muir.
own
and
question,
argument
entitled
your
resolution”
Alternatively,
choosing.
Make
by
watch
notes
to
a
video
help
you
question:
conict
evidence/examples
respond
a
second
reasoned
debatable
question
the
oral
following
Australian
on
will
answer
from
make
debatable
a
avoidable?
the
words
speech
of
question.
and
3–4
You
images
minutes’
may
wish
from
duration
to
record
yourspeech.
1 1 3
Resolving
You
have
had
throughout
a
nal
opportunities
this
unit.
opportunity
learning
A:
conict
this
show
practise
and
summative
undertake
assessment
your
understanding
and
text
of
speeches
you
the
will
have
following
objectives:
Comprehending
3Ai
In
to
to
spoken
visual
Show understanding of information, main ideas and suppor ting details,
and draw conclusions
3Aii
Understand conventions
3Aiii
Engage with the spoken and visual text by identifying ideas, opinions
and attitudes and by making a response to the text based on personal
experiences and opinions
C:
Communicating
visual
in
response
to
spoken
and/or
written
and/or
text
3Ci
Respond appropriately to spoken and/or written and/or visual text
3Cii
Interact in rehearsed and unrehearsed exchanges
3Ciii
Express ideas and feelings, and communicate information in familiar and
some unfamiliar situations
3Civ
D:
Communicate with a sense of audience and purpose
Using
3Di
language
in
spoken
and/or
written
form
Write and/or speak using a range of vocabular y, grammatical structures
and conventions; when speaking, use clear pronunciation and intonation
3Dii
Organize information and ideas and use a range of basic cohesive devices
3Diii
Use language to suit the context
Text
E
“Conict
This
is
lecture
with
a
resolution”
conict
for
resolution
business
people,
cartoons.
https://www.youtube.com/
watch?v=KY5T WVz5ZDU
1 1 4
Summative
written
task:
Reasoned
argument
Read
the
Based
following
on
the
argument
to
Debatable
Your
or
Write
You
question
devices
200–250
have
had
this
2
link
throughout
nal
following
B:
story
should
and
your
in
Texts
F
,
write
a
reasoned
question:
teach
set
come
out
to
a
us
how
your
clear
to
solve
thesis,
a
conict?
have
conclusion.
three
Use
ideas.
this
to
learning
practise
unit.
opportunity
to
In
and
this
show
write
reasoned
summative
your
assessment
understanding
of
you
the
objectives:
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3Bi
a
opportunities
will
a
read
words.
arguments
have
Can
points
to
you
F).
debatable
argument
supporting
cohesive
(Text
information
answer
reasoned
four
story
written
and
visual
text
Show understanding of information, main ideas and suppor ting details,
and draw conclusions
3Bii
Understand basic conventions including aspects of format and style, and
author ’s purpose for writing
3Biii
Engage with the written and visual text by identifying ideas, opinions
and attitudes and by making a response to the text based on personal
experiences and opinions
C:
Communicating
visual
in
response
to
spoken
and/or
written
and/or
text
3Ci
Respond appropriately to spoken and/or written and/or visual text
3Cii
Interact in rehearsed and unrehearsed exchanges
3Ciii
Express ideas and feelings, and communicate information in familiar and
some unfamiliar situations
3Civ
D:
Communicate with a sense of audience and purpose
Using
3Di
language
in
spoken
and/or
written
form
Write and/or speak using a range of vocabular y, grammatical structures
and conventions; when speaking, use clear pronunciation and intonation
3Dii
Organize information and ideas and use a range of basic cohesive devices
3Diii
Use language to suit the context
1 1 5
Resolving
conict


Once
poor
a
time,
sherman.
upon
Being
poor
was
bad
made
him
sad
was
but
what
the
fact
really
that
children.
that
in
with
their
old
wife
had
could
would
age.
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hope
for
sherman
blind
Unfortunately,
his
wife
mother
a
no
care
his
old
wife
lived
and
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his
his
parents
children
lived
mother.
and
Poor
their
them
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he
there
argued
old
and
all
the
time.
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the
end
long,
shless
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old
small
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it.
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it
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and
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of
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his
net.
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that
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pulled
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particularly
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in
but
himself
clean
sell
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thought
could
of
out
sherman
the
of
smoke
was
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pillar
of
smoke
formed
into
the shape of a genie who cried “Free!
I'm
free
that
he
bottle
for
The
free
at
last!”
had
1,000
genie
that
about
mother
come
back
to
Excited,
said
my
to
in
the
pleased
to
the
grant
wish.
blind
what
“My
son,
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the
wish
spot
sherman
be
The
mother.
the
same
to
at
sherman
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the
rushed
have
asked
should
been
thought
the
be.
genie
The
same
time
next
and
told
for
if
genie
home
blind
about
he
his
could
agreed
childless
go
and
home
told
wife.
and
the
Then
ask
his
he
wife
sherman
to
week.
his
decades.
mother
You
what
must
ask
had
the
happened.
genie
to
She
give
me
sight.”
Shortly
and
1 1 6
his
the
him
so
single
and
explained
years.
offered
one
thought
his
genie
imprisoned
was
he
sherman
The
been
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no
notice
for
us
in
after
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of
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that,
mother
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poor
sherman's
had
said.
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her.
Ask
the
old
age.”
genie
for
a
wife
typically
son,
returned.
selsh
that
we
of
may
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your
have
told
her
what
had
mother!”
cried
his
a
child,
and
happened
wife.
someone
“Take
to
care
The
of
sherman
both
and
his
his
mother
occasions,
the
poor
In
to
the
wishes
only
old
The
to
sherman
not
gave
But
argue
know
the
when
again.
way
At
meet
went
the
what
took
had
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of
the
last
and
wife
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week,
mother
sh
and
told
his
wife
and
nished,
teacher
wishes
his
do.
wife
his
the
on
themselves.
end
to
his
teacher
he
to
week
between
blows.
did
He
a
the
incessantly
came
still
return
both
how
one
of
As
the
story.
to
think
wife.
listened
carefully
replied:
must
of
“But
blind
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not
his
argued
almost
teacher.
began
then
“You
and
sherman
teacher
mother
and
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desperation,
see
the
could
mother
your
does
mother
to
the
wife
this
and
genie,
and
your
help?”
his
wife
and
you
must
honour
the
sherman,
his
mother.”
cried
the
together.
poor
“The
genie
will
grant
wish!”
teacher
whispered
something
in
the
sherman
went
poor
sherman’s
ear.
he
The
next
had
found
and
offered
“Genie,”
and
my
and
elders.
aged
to
wife
are
mother's
“My
is
the
him
duty
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grandson
before
for
does
one
she
“I
one
the
she
the
spot
genie
where
appeared,
wish
O
nothing
for
myself,
respect
our
parents
we
So
genie,
wish
wish,
ask
But
children.
her
said
to
the
wish.
herself.
all
grant
mother's
enough,
sherman,
of
son,”
sure
one
poor
you
good
wish.
aged
and
nothing
the
that
a
poor
genie
grant
asks
It
the
the
said
mother
“You
her
day,
I
ask
on
before
“I
will
behalf
she
of
my
dies.”
grant
your
aged
for?”
genie,
is
that
she
might
see
dies.”
Adapted from: https://mythologystories.wordpress.com/2013/12/27/
1001nights-4/
1 1 7
Resolving
Going
In
this
These
and
you
have
connect
means
Now
beyond
chapter
tales
conict
of
make
use
of
communication
the
you
beyond
Take
Action!
Having
story
one
a
or
short
learned
that
the
of
have
about
conicts
one
or
types
of
(such
as
•
Character
versus
self
•
themselves
Character
•
of
nature
an
island
versus
Think
about
How
be.
Join
you
the
you
or
one
1 1 8
enjoyed
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society.
snow
the
the
the
your
learned
in
this
stories
All
and
the
chapter
for
practical
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and
in
stories
real
life,
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write
at
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hero
versus
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get
villain)
over
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condence)
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character,
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character
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survive
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conicts:
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character(s)
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like
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describing
classroom.
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and
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by
story
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chapter
how
cultures
information
skills
purposes
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explored
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resolving
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will
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Speak
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nd
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learning
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out
MYP
your
particular
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expectations
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and
service
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service
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grade/year.
below
relate
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aware
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own
following
service
learning
outcomes:
•
become
more
their
strengths
and
areas
for
growth
kills
ed
activities
•
persevere
in
action
•
work
•
develop
international-mindedness
through
global
collaboratively
with
others
engagement,
multilingualism
and
intercultural
understanding
actions.
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for
service
to
teach
nts
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chapter,
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read
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and
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video
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conict
resolution
video
thinking
watched
in
this
chapter,
but
adapt
it
for
a
student
audience
in
contact
with
local
community
groups,
charities
or
skills
instead.
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Get
and
you
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end
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experience
nd
out
Shoes”
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events
get
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planned,
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and
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school
run
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Mile
involved.
own
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In
any
learning
to
always
ask
My
yourself
these
questions:
•
lessons
there
similar
event?
What
I
learned
have
from
this
chapter?
If
you
enjoyed
this
chapter
here
are
some
texts
•
on
conict
resolution
for
further
What
yet
•
Stephen
Chbosky,
The
Perks
of
Being
a
John
Green,
The
Fault
in
Our
John
Green,
Looking
for
I
understand
about
topic?
Stars
•
•
don’t
Wallower
this
•
concepts
reading
What
still
Alaska
questions
have
about
do
I
this
topic?
•
Laurie
•
S.E.
Halse
Anderson,
Speak
•
Hinton,
The
Where
can
answers
•
Harper
Lee,
To
I
nd
Outsiders
Kill
a
Mockingbird
to
these
questions?
1 1 9
Abilities
4
In
and
opportunities
context
Global
context:
Personal
and
cultural
expression
What
In
is
this
the
situation,
use
diculties
our
skills
Key
nature
chapter
we
our
and
and
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of
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creative
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in
most
of
ambitions. We
make
a
dierence
expression?
which
will
to
we
can
assess
oppor tunities,
also
look
at
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overcome
ways
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can
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concept
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links,
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ideas.
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of “needs” and
diculties,
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are
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exploring
abilities,
talents
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us
and
are
as
about
Related
concept
are
the
we
to
speaker
information
think
they
people
low
the
Language
between
relationships
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and
central
In
relationships
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in
how
pover ty
also
people.
and
chapter
live. We
how
will
overcome
people,
people
look
social
at
the
and
objects,
are
idea
personal
self-esteem.
study
of
language.
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and
between
about
we
audience,
speakers
and
have
writer
writers
Language
to
think
and
connects
about
the
reader.
communicate
with
their
audience.
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can
our
personal
having
use
use
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inquiry
language
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Michael
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dicult
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can
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does
we
is
it
use
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Oher ’s
dreams
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skills
our
to
audio-visual Text
help
D
come
true?
ambitions?
others?
communicate
the
theme
of
personal
development?
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to
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the
1 2 0
ser vice
help
we
learning
help
you
to
develop
most
of
our
your
own
skills
and
enable
you
others?
have
most
of
to
make
our
the
abilities?
oppor tunities
before
we
can
make
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made
come
true?
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Oher’s
Fac tual
C r i te r i a :
Before
you
dreams
read
Text
3Ci,
3Cii,
question
3Ciii
A
skills
Discussion:
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do
we
What
know
about
need
for
a
good
life?
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do
you
themes
of
abilities
and
the
page
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are
the
two
ideas
you
begin
this
use
your
on
social
this
skills
connected?
to
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exercises
opportunities?
chapter,
conduct
a
class
work
effectively
with
brainstorming
others.
session.
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could
start
by
asking,
“Are
our
opportunities
limited
•
by
our
abilities?”
In
this
chapter
Work
a
we
are
going
to
look
at
what
people
need
to
in
life.
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about
the
different
needs
we
all
in
team.
become
•
successful
collaboratively
have.
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towards
Here
agreement.
is
a
list
of
“things”
we
need
or
want
in
life.
Can
you
add
to
the
list?
•
Health:
the
need
to
be
•
Security:
feeling
safe
Help
others
to
succeed.
well
from
Encourage
others
to
danger
contribute.
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Esteem:
the
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the
need
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need
need
the
Discussion
•
the
and
the
for
need
for
for
loving,
feeling
to
make
being
sharing,
important
choices
happy,
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and
and
and
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being
in
with
others
respected
decisions
nding
joy
in
life
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two
pictures
of
the
tell
us
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and
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family.
•
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do
needs
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the
and
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pictures
the
two
pictures
them “have” and “have
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achieved
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people
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the
your
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terms
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will
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terms
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of
what
what
they
the
people
have
in
achieved
or
life?
pictures
things
in
in
caption
about
in
achievements?
for
each
picture
to
explain
the
message
together.
needs
and
generation.
need
to
ambitions
of
young
Make
of
things
achieve
a
list
your
ambitions.
you
have
Discuss
and
your
1 2 1
Abilities
and
opportunities
C r i te r i a :
Before
and
Predicting
Text
but
A
is
the
the
became
subject
Look
of
at
below.
very
true,
left-hand
column.
you
untrue
or
answers
In
the
the
In
far
text
read,
untrue
read
the
the
right
to
column
general:
up
the
3Ci
who
abilities
true.
column,
from
in
He
poverty
was
the
opportunities
statements
Note
your
each
Michael
“In
born
player.
and
the
whether
of
was
Side
whether
case
“Proof
your
Eight
about
decide
in
3Biii,
A
football
Blind
partially
right-hand
back
The
decide
text,
true
Oher,
American
lm
or
Text
text
Michael
successful
partially
in
of
read
the
statements
you
generally
While
of
Hollywood
eight
Before
you
content
biography
a
the
the
while
the
text”,
answers
sentence
Oher.
Michael’s
are
in
the
is
true,
Note
your
case”.
give
evidence
from
answers.
statements
about
abilities
and
In
Michael’s
case:
oppor tunities
true/untrue/
true/untrue/
probably
probably
true
A
child
have
born
Pover ty
poor
and
health
Unhealthy
likely
Poor
at
to
a
lack
and
and
children
a
poor
family
learning
of
have
not
can
lead
to
problems.
stressed
at
might
skills.
safety
social
succeed
children
are
less
school.
ver y
poor
social
skills
school.
Children
they
are
with
nd
big
cared
Successes
in
problems
can
learn
if
for.
one
area
can
help
a
child
self-esteem.
Greater
self-esteem
success
in
Poor
other
children
successful
1 2 2
into
impor tant
leads
areas
are
adults.
not
of
to
greater
life.
likely
to
become
to
true
Proof
from
the
text
Text
A
https://en.wikipedia.org/wiki/Michael_Oher
The Tuohy family made room for Michael in their car. “It
The
Story
Michael
Oher
Tennessee.
an
frequently
discipline
was
He
alcoholic
of
was
and
in
Michael
born
one
crack
prison.
during
his
on
of
Oher
May
twelve
cocaine
Michael
28,
1986
children.
addict
received
in
His
and
nothing
and
mother
one
of
things
school
that
he
He
was
attention
and
childhood.
Michael
was
lived
in
had
placed
various
in
to
foster
sleep
both
care
at
homes
rst
age
and
and
was
Michael
during
rst
After
attended
nine
years
as
eleven
a
family
on
dierent
rst
was
just
that
began
to
you
should
their
couch.
and
bought
bed
he
ever
help
do.
”
Michael.
Eventually,
him
a
bed.
At
Leigh
He
rst,
they
Anne
later
told
let
gave
her
him
him
this
a
was
had.
Over
time,
Michael
became
a
much-loved
member
often
the
family
and
the
Tuohys
became
his
legal
guardians
schools
when
his
says. “It
second
seven.
of
homeless.
those
The
bedroom
repeat
foster
Anne
was
father
the
In
grades.
ever ything,
” Leigh
Memphis,
his
little
was
the
boy
was
17,
and
eventually
adopted
him.
student.
The
By
the
time
him
was
a
parents
for
20
hours
a
per
tutor
week.
for
Michael
The
young
to
man
work
with
also
took
16-year-old
10-day-long
student,
University.
grades
poor.
Taking
He
him
on
Brigham
Young
to
and
replace
passing
his
ver y
the
low
Internet
marks
with
A
courses
grades.
was,
of
course,
also
playing
football
for
his
people’s
junior
couches
from
was
Michael
sleeping
courses
were
allowed
ver y
internet-based
Michael’s
academic
still
hired
he
and
year.
His
size,
quickness
and
protective
nature
carried
helped him to become one of the best high school football
his
belongings
in
a
few
players
plastic
bags.
in
footballer
in
his
junior
the
year
at
in
high
Memphis,
excel
With
with
the
whom
applied
for
help
he
of
was
Tony
Henderson,
living
admission
to
at
an
temporarily,
Briarcrest
school
he
auto
began
Christian
He
to
year
old
agreed
to
accept
Michael
School.
The
because
of
became
which
a
led
top
to
junior
multiple
major
universities.
chose
to
play
college
football
at
the
player
word
of
with
and
his
the
the
Baltimore
Carolina
stor y
Ravens,
the
Panthers.
about
Michael’s
spread,
journey
author
from
Michael
homeless
Lewis
teen
to
skills.
morning,
businesswoman
Leigh
Anne
Tuohy
athlete.
along
a
Memphis
street
with
her
husband,
His
book,
The
Blind
Side:
Evolution
bestseller.
Michael’s
of
a
Game,
was
became
driving
quickly
his
star
One
from
ultimately
Tennessee Titans
wrote
spor ting
oers
professional
As
headmaster
He
of Tennessee,
University of Mississippi. He later became a ver y successful
mechanic,
16
state
in
football.
the
the
a
scholarship
public
countr y.
However,
a
New
York
Times
stor y
with
Sean,
the
Tuohy
family
was
also
told
in
the
Academy
Award-
and their two children. She noticed Michael, who was easy
winning
to
spot
because
he
was
already
1.96
metres
tall.
But
2009
and Tim
children,
Collins
and
S.J.,
recognised
Michael,
The
Blind
Side,
starring
Sandra
Bullock
McGraw.
Sources:
The
lm
that
freezing cold day he was only wearing shor ts and a T-shir t.
http://www.oprah.com/enter tainment/
who
Michael-Ohers-Inspiring-Journey-The -Blind-Side;
was
their
classmate
at
school.
He
was
by
far
the
biggest
https://en.wikipedia.org/wiki/Michael_Oher
student
at
school
and
one
of
few
African-Americans.
1 2 3
Abilities
Text
and
handling:
assessment
1
True/false
Read
are
opportunities
the
true
brief
with
text
and
of
for
C r i te r i o n :
3Bi
A
justication
which
paper.
required
Text
carefully
quotation
sheet
of
Factual
are
from
Both
one
and
false.
the
a
identify
which
Justify
text.
correct
Write
of
the
statements
each
answer
your
answers
identication
and
a
with
on
a
a
below
relevant
separate
quotation
are
mark.
True
Example:
Michael
had
eleven
Justication
“He
one
of
1
Michael’s parents took good care of him when he was a little child.
was
siblings.
twelve
children”
Justication:
2
He
was
ver y
poor
learner
in
elementar y
school.
Justication:
3
Although Michael lacked a stable home life he stayed on at school.
Justication:
4
At 16 he passed an exam to go to Briarcrest Christian School.
Justication:
5
The Tuohy
family
gave
Michael
the
domestic
stability
he
had
never
had.
Justication:
6
The Tuohys treated Michael like a son.
Justication:
7
Michael
always
worked
independently
to
improve
his
academic
Justication:
8
Justication:
1 2 4
He
became
a
professional
footballer
while
he
was
still
at
school.
scores.
False
2
Multiple -choice
Choose
the
questions
correct
answer
from
A,
B,
C,
or
D.
Write
the
letter
in
You
the
answer
box
provided.
rst
16
could
questions
9.
In
the
years
Michael
went
attending
B.
playing
C.
a
D.
good
in
on
the
pairs.
without:
•
A.
work
Preview
and
the
to
skim
school
text
build
football
understanding.
proper
place
to
live
health.
•
Read
it
critically
for
comprehension.
10.
Until
meeting
the
Tuohy
family
Michael
did
badly
at
school
because:
•
A.
he
was
a
poor
B.
he
could
C.
he
lacked
not
student
read
or
proper
family
11.
As
12.
3
he
was
well
as
safety
and
in
Paraphrase
stability
Michael
B.
quick
C.
a
sense
of
belonging
D.
a
sense
of
independence.
able
to
A.
tutoring
and
hard
B.
his
C.
extra
D.
his
the
footballing
What
help
a
improve
real
his
family
school
grades
because
of:
work
his
school
friendly
personality.
questions
three
Which
to
skills
from
and
following
football
found:
success
was
Answer
also
success
academic
kind
accurately
concisely.
school.
nancial
Shor t-answer
14.
interested
A.
Michael
13.
not
and
life
and
D.
inferences
conclusions.
write
•
a
Make
draw
questions:
qualities
allowed
Michael
to
become
an
excellent
player?
phrase
tells
us
that
Michael
had
offers
from
many
universities?
15.
Which
phrase
wanted
16.
Discussion
of
evidence
explain
the
a
why
book
the
about
different
author
Michael
ways
in
Michael
Lewis
Oher?
which
the
Tuohys
assisted
Michael?
debate
becoming
in
the
supported
and
conclusion,
dreams
explains
write
Summarize
and
In
to
text
how
a
and
great
and
why
Michael
footballer.
drawing
was
Justify
reasonable
able
your
to
successfully
answers
by
follow
evaluating
his
the
conclusions.
1 2 5
Abilities
and
Formative
opportunities
oral
interactive
and
C r i te r i a :
3Ci,
3Cii,
3Ciii
skills
Discussion
Could
the
In
Michael
support
groups
and
read
and
the
success.
think
are
Oher
a
A
born
2.
Pover ty
3.
Unhealthy
4.
Poor
those
5.
Children
6.
Successes
and
9.
Our
on
into
a
successful
sportsman
without
above.
in
one
are
Give
family
poor
problems
can
leads
not
lead
can
to
likely
are
social
help
if
child
come
to
pover ty
you
a
dierent
impor tant
to
and
learning
social
succeed
at
skills.
problems.
school.
school.
are
nd
success
become
to
that
3Civ
answers.
health
likely
they
to
wish
have
at
between
statements
your
poor
less
learn
a
for
not
to
connections
also
skills
greater
to
the
these
may
might
can
of
reasons
children
ver y
self-esteem
children
list.
safety
area
about
three
Michael. You
stressed
big
below
choose
poor
of
have
with
to
the
a
lack
and
children
Poor
a
C r i te r i a
groups
relevant
1.
8.
question
statements
your
to
Greater
the
eight
In
most
7.
become
scaolding
conclusion
child
have
family?
discuss
Planning
First
of
cared
Use
for.
skills
self-esteem.
in
other
successful
areas
of
conclusion
is
as
works
life.
the
discussion
then
come
The
purpose
to
an
you
should
agreed
thinking
groups
these
exercises.
Analyse
and
evaluate
…
•
and
your
on
issues
During
critical
adults.
•
alternative
your
listen
to
everyone’s
point
of
and
Gather
and
relevant
view
to
conclusion.
ideas.
organize
information
formulate
an
argument.
group
can
Present
of
all
your
the
agree
exercise
is
to
nd
answers
that
everyone
in
the
•
with.
ndings
to
the
rest
of
the
class
using
clear
formal
English.
•
Interpret
data.
Evaluate
evidence
and
arguments.
Planning
and
scaolding
C r i te r i o n
3Civ
•
Draw
reasonable
conclusions.
Communicating
with
Now
the
think
speaking
•
ver y
•
formal,
about
with?
formal,
a
language
Choose
as
if
sense
one
talking
of
of
audience
you
will
these
use
in
the
discussion. Who
are
you
•
Test
your
•
Revise
conclusions.
registers:
politely
to
a
ver y
impor tant
politely
to
people
your
stranger
understandings
as
if
talking
ver y
you
don’t
know
on
•
informal,
as
if
talking
to
a
new
information
friend.
and
1 2 6
based
well
evidence.
Formative
skills
Imagine
–
you
are
of
sportsman.
Use
could
blog.
one
of
Michael
16-year-old
put
Write
C r i te r i a :
the
text
your
Michael
and
the
thoughts
between
200
Oher’s
and
and
classmates.
his
pictures
into
a
250
words.
this
to
a
to
section
friend,
Things
appearance
His
actions
The
and
reaction
of
•
Teachers
•
Classmates
•
The Tuohy
motives
•
School
•
Spor ts
you
a
be
to
people
and
diary
you.
entry,
or
Planning
know
Use
the
use
it
to
and
char t
help
scaolding
opposite
you
ideas.
Describe
know
about
what
the
and
gather
your
you
young
man.
around
him
ambitions
and
scaolding
Now
the
think
about
writing
•
ver y
•
formal,
•
informal,
to?
formal,
as
if
as
if
one
ver y
talking
What
made
come
true?
to
his
life?
answer
to
of
of
you
use
in
your
text. Who
are
registers:
to
a
politely
ver y
impor tant
to
people
you
don’t
stranger
know
well
friend.
to
abilities
Having
the
will
politely
a
3Diii
audience
these
factual
Michael
Michael’s
changed
sense
talking
talking
C r i te r i o n
language
Choose
as
if
a
Conclusion
your
great
family
with
it
a
help
behaviour
Communicating
Was
3Diii
subjects
Planning
you
3Dii,
a
background
His
His
Write
ambitions
in
letter
Description
His
3Di,
Description
description
You
writing
or
Oher’s
his
question
dreams
opportunities
examined
this
that
section,
what
is
question?
1 2 7
Abilities
How
our
and
opportunities
difcult
is
it
to
achieve
ambitions?
Con ceptual
Before
Children
have
list
In
to
of
you
who
read
grow
overcome
such
groups
Text
up
a
in
poverty,
like
huge
number
of
rank
the
barriers
to
all
ve
these
problems
problems
success.
Share
you
Being
Few
your
cold
chances
to
Few
to
opportunities
succeed
a
scale
are
results
the
with
Illness
•
Inadequate
•
No
job
•
Hopelessness
•
No
family
below.
to
with
the
Here
is
opportunity
your
creative
an
Answer
Make
your
you
diagram
your
series
boy.
the
1 2 8
clearly
him
use
a
list.
inventive.
nished
to
can
create
convey
about
use
so
the
that
communicates
and
Ask
questions
Think
you
to
skills.
your
effectively.
of
being
sense
of
future
school
grades
opportunities
groups
make
questions.
order
ndings.
diagram
ideas
Be
have
in
techniques
of
Make
own
guesses.
When
a
a
the
In
ambition
class.
thinking
sense
wanted
Poverty
Homelessness
boy
No
•
•
the
class.
Poor
of
about
a
discuss.
No
self-esteem
picture
the
and
•
Low
yourself
is
important
•
Lack
to
1–5
Insecurity
•
the
of
clothing
•
ideas
Oher,
Here
•
Friendlessness
happened
success.
most
•
•
Discuss
to
Michael
3Ciii
problems
•
succeed
•
young
barriers
on
think
Life’s
•
the
3Biii,
problems.
Choose
•
C r i te r i a :
B
imagine
become
what
might
homeless.
have
Share
your
questi o n
C r i te r i o n
While
you
read
Matching
parts
In
below
the
eight
you
text
headings.
ve
of
a
text
are
ve
Discuss
the
headings
each
the
Safety
•
Esteem
needs
•
Health
matters
•
Biological
•
Self-actualization
•
Economic
•
The
•
Educational
paragraphs
with
marked
your
A–E.
teacher
Here
to
are
check
one.
headings
•
3Bi
B
there
understand
Match
of
Text
to
paragraphs
A–E.
needs
need
and
and
the
to
physiological
understand
needs
needs
for
love
and
ow
H
well
we
to
unlock
at
and
questions
Abraham
children
hierarchy
can
happens
good
belonging
needs
Maslow’s
do
need
a
a
learner
our
we
need
is
and
want
these,
Maslow
child
who
talents
what
like
in
hungry
of
learn?
in
for
nd
dicult
it
learn.
needs,
He
a
of
of
as
we
need
we
higher
needs.
said
one.
that
He
that
psychologist
children
moving
reasons
to
why
do
motivates
we
have
full
so
we
we
one
have
some
well
at
children
certain
that
dierent
want
to
full.
need,
we
can
called
the
system
hierarchy.
insecurity
basic
we
can
learners.
that
full
what
must
successful
Maslow
that
thought
which
b ecome
levels
wondered
the
violence,
By
cause
types
He
thought
move
a
and
on
to
hierarchy
life
them
and
has
to
and
move
desire
Unfortunately,
experiences,
up
the
such
as
homelessness
through
down
a
the
a
to
child’s
poverty,
may
stop
hierarchy,
or
level.
A
We
Maslow
up
asking
we
school.
to
move
capable
negative
b e?
looked
How
is
are
what
American
Everyone
What
danger?
nd
to
needs
all
need
Maslow
air,
food,
argued
that
we
b efore
we
biological
we
are
at
school
health
needs
sick,
in
then
must
order
little
be
to
drink,
warmth
must
can
else
learn
satisfy
learn
matters.
properly
and
fed
sleep.
these
anything.
All
If
children
and
in
good
well.
B
Maslow
realized
that
and
we
need
to
be
We
all
need
a
roof
poverty
protected
over
is
a
and
our
major
free
heads
problem
from
to
fear.
protect
1 2 9
Abilities
and
ourselves
child’s
child
safe
safety
can
activity,
child
opportunities
from
is
harm.
essential
experience
or
even
who
is
prevented
war.
b eing
from
to
In
eective
domestic
Even
other
in
words,
a
allows
learning.
A
can
violence,
peaceful
victimized
or
criminal
societies
b ullied
will
develop
develop
faced
a
us
with
a
overcome.
be
we
learning.
may
art,
C
the
the
develop
need
friends
give
positive
and
us
positively
helpful
easily.
that
relationships
partners.
friendship,
recognized
that
aect
and
If
kind
the
child
a
to
us,
more
has
to
Maslow
relationships
can
high
likely
love.
future.
we
family,
relationships
and
positive
child’s
family
is
These
aection
these
with
If
people
learn
hopes
do
well
can
from
for
at
a
lets
We
need
to
Success
in
with
a
positive
leads
to
gain
a
respect
personal
motivation
higher
position
us
we
and
have
and
within
greater
ambition.
a
group,
power.
how
b eyond
and
If
set
sense
who
are
1 3 0
neglected
handling:
meaning
to
or
a
well
needs
in
when
challenge
understand
realistic
we
also
this
the
well
world.
Children
Adapted
a
of
may
not
develop
a
to
develops,
elds
such
from
Text
C r i te r i o n
the
rst
four
as
1.
What
question
2.
What
answer
3.
What
happens
4.
Why
5.
What
did
did
did
Maslow
he
come
when
Maslow
short
we
call
phrase
and
the
answer
want
to
the
following
3Bi
questions:
answer?
to?
full
one
system
describes
the
need?
he
invented
major
a
“hierarchy”?
problems
we
can
face?
Multiple-choice questions
Read
the
A,
C,
rest
or
of
the
text
and
choose
the
correct
answer
D.
Maslow
said
that
A.
prevents
B.
makes
hunger:
learning
learning
difcult
C.
D.
does
not
matter
from
personal
goals
and
that
are
the
ambitions
and
loving
S uch
and
was
people
a
stage
Such
people
seek
peace
and
creative,
people
playful.
human
and
clearly.
there
needs
goals.
emotional
Transcendence.
for
b ecome.
these
themselves
They
to
can
They
be
may
race.
http://www.ship.edu/~cgboeree/maslow.
B
paragraphs
want
S elf-actualized
spontaneous
love
we
personal,
productive.
positive
Factual
of
material
and
have
our
thought
called
independent,
people
what
achieve
express
Short-answer questions
6.
do
We
dance.
satisfaction.
b eyond
with
know
and
html
B,
and
achieving
a
Maslow
school.
self-image
us
know
child,
condence tend to do well at school. S elf-esteem
2
to
understand.
to
solve
aesthetic
us
professional
them
go
Children
Read
to
need
theatre,
Success
gives
are
D
1
to
E
We
Text
need
condence
problem
As
music,
the
7.
According
8.
to
danger,
B.
violence,
According
9.
A.
help
B.
make
us
war
to
to
and
and
learn
friends
B.
understand
C.
deal
D.
tell
with
C,
from
our
D,
if
our
lessons
E,
can
become
high
we
can
achieve
our
C.
we
will
be
self-satised
D.
we
can
do
any
job
trying
being
D.
knowing
to
to
bad
a
give
us
good
D.
give
us
a
high
self-esteem
at
discuss
12.
13.
this
the
How
of
the
the
make
the
more
that
List
techniques
Colour
•
least
right
and
transcendence
means:
involves:
world
a
better
place
everyone
else.
hierarchy
of
needs
and
ve
us
specic
may
to
understand
techniques.
want
to
Here
Repetition
•
Slogans
•
Body
language
your
opinion,
way
Evaluate
how
useful
Maslow’s
you
to
3Biii
groups
are
are
some
consider:
•
in
in
3Bii,
Maslow’s
Symbols
own
can:
want.
•
help
we
goals
Headings
they
future.
wrong.
Structure/composition
Do
friends
earners
E,
than
help
you
coding
concepts
group:
a
difculty
•
In
to
follow.
graphic
visual
•
at
danger.
world
Maslow’s
questions
does
and
and
childish
ideas?
and
14.
chart
warmth
weather
good
C r i te r i a :
Look
from:
and
family
C.
without
personal
we
paragraph
C.
belong
self-actualization
we
B.
violence,
have
between
B.
to
D.
to
hunger
difculties
paragraph
travelling
we
protection
sleep,
easily
difference
A.
include
C.
need
others
A.
According
to
thirst
paragraph
make
to
needs
violence
ambitious
A.
the
safety
paragraph
us
According
11.
B
hunger
to
According
10.
Text
A.
the
ideas
hierarchy?
understand
your
inlife?
the
graphical
text
by
listing:
•
three
the
•
things
you
like
about
graphic
three
improvements
would
you
make.
1 3 1
Abilities
and
opportunities
C r i te r i a :
3Bi,
3Bii,
3Biii
Discussion
Look
at
the
farmers.
of
Cambodian
They
improving
Vuth
(11)
have
good
are
a
their
and
the
jobs
family
close
lives.
baby
and
in
family
The
girl
happy
the
but
parents
Sreylin
picture
they
want
to
below.
seem
to
their
achieve
They
have
children,
their
are
little
rice
chance
Thyda
ambitions,
(13),
to
families.
Use
your
skills
to
critical
answer
thinking
these
questions.
How
of
does
the
the
example
Cambodian
illustrate
family
Maslow’s
hierarchy?
In
what
ways
children’s
by
•
their
Use
are
the
abilities
limited
opportunities?
models
simulations
complex
and
to
explore
systems
and
issues.
•
Analyse
the
•
Gather
your
group,
to
discuss:
evaluate
and
and
relevant
In
and
issues
ideas.
organize
information
formulate
an
argument.
•
the
main
•
the
audience
be
ideas
in
for
the
the
graphic
graphic
(where
“in
real
life”
might
the
•
Interpret
•
Draw
the
found?)
reasonable
conclusions
•
the
purpose
of
the
graphic
(how
is
the
audience
supposed
data.
graphic
and
to
generalizations.
respond?).
1 3 2
Further
The
All
title
of
this
children
chapter
have
opportunities
you
as
How
do
their
dreams?
Discuss
discussion
in
basic
the
B.
their
safety
C.
their
esteem
can
we
give
How
can
we
help
But
health
not
such
local
health
Safety
3Cii,
3Ciii
Opportunities.
every
poor
needs
as
Vuth
and
governments
of
child
has
the
same
Puthyda
could
might
achieve
improve:
children
needs
and
children
educational
the
children
to
needs.
opportunities
move
up
Actions
Basic
and
3Ci,
Oher.
children
which
A.
How
Abilities
abilities.
Michael
think
ways
is
C r i te r i a :
to
develop
through
their
Maslow ’s
abilities
to
the
fullest?
hierarchy?
Reasons
needs
needs
Esteem
and
education
needs
Achievement
of
ambitions
1 3 3
Abilities
and
Formative
Write
a
writing
description
children,
Thyda,
the
child,
and
the
results
of
opportunities
of
200
Vuth
his
the
or
or
her
to
activity
250
words
Sreylin,
from
ambitions
discussion
above
and
to
of
of
the
exercise
hopes
3Di,
3Dii,
3Diii
Planning
one
the
help
C r i te r i a
for
you.
You
Describe
future.
could
Use
put
You
may
the
char t
gather
your
into
a
letter
to
a
friend,
a
diary
entry
or
the
Home
and
Things
you
imagine
background
Appearance
Actions
Likes
and
and
Motives
The
behaviour
dislikes
and
ambitions
reaction
•
Parents
•
Teachers
Abilities
and
Planning
of
people
him/her
oppor tunities
and
scaolding
Communicating
with
Now
the
think
around
about
a
C r i te r i o n
sense
language
of
will
use
in
your
text.
Choose
one
registers:
•
ver y
formal,
•
formal,
•
informal,
How
as
if
as
if
talking
talking
as
if
ver y
talking
difcult
to
is
politely
to
a
politely
to
people
a
ver y
impor tant
you
don’t
stranger
know
well
friend.
it
to
achieve
our
ambitions?
d
considered
what
is
ambitions
1 3 4
the
your
example
answer
limited
by
to
of
the
our
3Diii
audience
you
the
Cambodian
question?
Are
opportunities?
children
our
to
below
to
complete
to
help
ideas. You
use
all
or
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of
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and
250
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may
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blog.
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your
choose
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thoughts
scaolding
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above.
the
and
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and
related
Connections
Key
concept:
Connections
the
of
society
are
in
language.
In
relationships
We
also
links,
which
need
bonds
think
and
live.
Language
to
and
messages
Connections
they
between
concepts:
relationships
This
concept
Acquisition
speaker
about
and
the
we
is
have
audience,
ways
among
central
to
think
writer
messages
people
to
the
about
and
connect
and
study
the
reader.
us
when
we
communicate.
Related
A
message
verbal
or
signals,
visuals
A
ideas
humans,
some
create
message
is
In
be
speech,
consist
of
communication
verbal
(spoken
expression),
combine
written
visual
text
and
messages.
information
between
contain
writing,
Messages
can
(facial
that
the
in
symbols.
messages
their
also
communication
Messages
language.
and
non-verbal
messages
to
Message
communication
non-verbal
written),
are
a
facts,
between
or
is
concept:
a
contained
sender
meaning,
as
we
and
can
a
in
a
receiver.
see
in
the
Visual
example
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A
of
text
(time
on
and
the
can
and
Messages
email
contain
(visual
are
also
place)
of
literal
metaphorical
text
text
1
2).
in
the
which
and
concrete,
meanings.
dependent
relationship
receiver
below
2
message
abstract
an
on
they
between
the
are
the
context
created
sender
and
and
message.
Visual
text
4
1 3 5
Abilities
and
Thinking
opportunities
about
connections
Look
2
at
the
four
and
graphics
3Bi,
3Bii
messages
above
and
answer
the
following
A,
or
Write
questions.
Multiple choice questions
Choose
the
1.
the
answer
correct
box
Identify
2.
D.
the
form
of
the
message
visual
texts
D.
Instruction
E.
Storybook
C.
Entertainment
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text
purpose
1
Visual
of
the
text
2
message
Visual
in
visual
text
3
texts
Visual
Narrate
D.
Persuade
B.
Explain
E.
Describe
C.
Instruct
text
1
Visual
author/sender
of
text
visual
2
Visual
texts
1–4
text
is
3
Visual
An
advertiser
D.
A
business
B.
An
instructor
E.
A
creative
C.
A
text
1
Visual
readers/recipients
general
text
of
A
An
audience
with
C.
An
audience
belonging
text
nature
text
4
artist
Literal
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Abstract
format
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mainly
B.
a
a
Visual
the
specic
to
text
message
in
1–4
3
Visual
text
4
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text
4
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text
4
text
4
are:
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used
of
1
interest
specic
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visual
age
text
texts
range
3
1–4
metaphorical
in
text
visual
2
texts
visual
text
a
2
visual
text
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texts
text
concrete
and
balance
and
1
and
text
Visual
audience
of
A.
2
visual
B.
The
4
journalist
A.
The
text
probably:
A.
The
in
1–4
A.
The
letter
1–4
Sign
Visual
6.
C,
Advert
Visual
5.
B,
B.
Visual
4.
from
A.
Visual
3.
answer
provided.
the
Visual
1 3 6
C r i te r i a :
Visual
text
2
Visual
1–4
text
3
is:
C.
mainly
D.
all
text
E.
all
visual
Visual
text
3
text
Visual
Formative
oral
and
interactive
skills:
Criterion 3Biii
Discussion
Which
texts
What
is
a
of
on
group
discussion
Language
It
could
plan
In
a
of
is
a
Acquisition,
be
to
answer
action,
small
or
group
discussion.
of
No
two
conversation
your
a
question,
organize
everyone
single
an
has
person
about
discussion
a
will
solve
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particular
have
a
problem
topic.
practical
a
or
three
larger
or
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create
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to
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take
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generally
group
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or
may
nd
it
useful
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discuss
of
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purpose
agree
In
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3Cii,
3Ciii,
provokes
strongest
reaction?
its
small
the
emotional
your
lm
of
is
to
discussion
nd
is
to
meanings
come
to
in
the
text.
conclusions
A
opinion,
discuss
the
answers
you
these
can
most
you
can
will
questions.
Use
your
social
skills
you
all
agree
What
use
lessons
in
life
does
the
father
want
to
communicate
to
his
and
the
image
of
the
making
different
father
and
son
that
graphic
ones
the
for
to
son?
does
its
criteria
on.
convey
What
which
successful
decision?
techniques
2.
appeal.
communicating
message?
a
groups
What
visual
poster.
discussion
the
is
Research
1.
other
3Civ
on.
negotiate
to
choice.
one.
at
all
reasoned,
Discussion
purpose
second
technically
visual
text
The
a
is
chairperson.
In
and
you
a
for
Formative
Study
do
two.
argument
support
the
and
visual
Give
logical
opportunity
should
Which
Choose
skills:
134
visual
In
purpose.
the
However,
page
Choose
Which
group
above
discussion?
prefer?
A
the
a
are
visual
artists
message.
used
in
use
to
Which
the
four
communicate?
visuals?
3.
What
two
is
the
metaphorical
characters’
meaning
of
the
bright
light
next
to
the
Which
hands.
most
4.
5.
6.
Why
do
you
think
the
“HAPPYNESS”
is
What
meaning
does
word
communicate?
What
messages
are
used
word
spelled
this
about
ones
effectively?
incorrectly?
misspelled
the
lm
do
the
public?
At
the
need
1.
end
of
the
discussion
you
to:
come
to
a
conclusion
and
make
a
decision
2.
decide
3.
share
how
your
to
present
ideas
with
your
the
conclusion
class.
1 3 7
Abilities
and
Formative
opportunities
written
Descriptions
and
skills:
blogs
Every
have
One
way
of
communicating
our
ideas
is
to
describe
people,
the
things.
world
and
“He
We
ideas
future.”
can
around
touch.
people,
We
also
using
can
and
was
as
big
as
our
also
a
we
our
ve
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door”;
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gets
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ideas.
senses:
describe
things:
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monster
describe
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by
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sight,
sound,
emotions
excited
like
one
lightning”;
taste
experience
about
thing
“It
to
was
the
Brainstorm.
2.
Test
3.
Find
another:
a
4.
for
expressing
our
thoughts
on
life
is
the
Come
and
context
different
a
agree
on.
conclusion
a
decision.
how
to
present
through
your
a
to
can
make
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ideas
everyone
plan.”
specic
that
follow:
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procedure
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describe
smell,
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thinking
comparing
ran
when
we
a
should
places
you
and
discussion
conclusion.
blog.
6.
Formative
writing
it
inspires
describing
thoughts
you
what
and
think
about
•
What
is
•
the
Do
agree
in
a
see
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on
the
Internet
blog
and
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may
want
in
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the
text?
concepts
of
opportunities.
or
the
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will
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audience
Planning
disagree
with
photograph,
the
“Teachers
be
to
and
your
ideas
message
do
you
of
your
want
your
understand?
scaolding:
Accuracy
and
organization
Planning
may
nd
it
helpful
to
copy
and
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the
table
title
of
your
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blog
and
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with
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ideas
questions.
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abilities
you
you
write
reactions.
to
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to
your
theclass.
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and
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who
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interests
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will
you
your
get
big
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is
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paragraphs
audience’s
attention?
idea?
write
can
address
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are
suppor t
your
your
main
main
2–4
B.
idea:
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points?
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Ending
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thought/conclusion
blog
words
1 3 8
in
should
length.
be
blog,
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And
between
200
and
250
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in
your
do
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your
you
you
audience
can
ask
your
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readers
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ideas. When
you
directly.
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or
not
respond
can
use
be
of
too
be
to
your
quite
chatty
language
informal.
but
How
and
can
we
help
make
a
difference
others?
Con ceptual
C r i te r i a
Before
you
Focusing
What
this
are
read
Text
3Bi,
3Bii,
questi o n
3Biii
C
questions
the
messages
contained
in
picture:
•
about
the
girl/mother?
•
about
the
society
in
which
she
lives?
What
the
messages
is
the
readers/viewers?
about
the
concepts
text
giving
Again,
of
to
think
abilities
and
opportunities.
C r i te r i o n
While
reading
Text
taken
Text
3Bi
C
skills
C
is
difference
fewer
their
to
from
a
website
education.
opportunities
maximum
It
than
which
suggests
ourselves
is
looking
ways
to
we
to
can
develop
make
help
their
a
people
abilities
Complete
the
the
pairs.
you
left
in
•
potential.
First
discuss
read
the
text,
complete
these
sentences
using
your
Is
it
Make
sure
the
sentences
make
grammatical
a
the
missing
verb,
own
adjective,
words.
on
to
word.
As
exercise
with
noun,
and
so
sense.
forth.
1.
When
you
feed
children,
you
make
it
(
…1…
)
for
them
to
go
•
to
2.
Then
decide
word
to
Children
money
who
as
get
an
education
are
able
to
earn
(
…2…
When
a
•
adults.
girl
goes
to
school,
she
can
(
…3…
)
herself
Use
and
your
for
years
to
make
An
educated
farming
farmer
knows
how
to
make
(
…4…
)
of
We
leads
children
can
their
sure
skills
that
you
with
partner
that
to
nd
you
can
methods.
teaching
many
6.
best
new
both
Poor
social
together
answers
5.
the
gap.
come.
your
4.
the
her
work
family
t
)
to
3.
on
school.
make
a
drop
to
low
(
…5…
)
to
stay
in
school
agree
on.
and
out.
difference
by
making
a
(
…6…
)
of
money
for
education.
1 3 9
Abilities
Text
and
opportunities
C
Making
a
Education
simply
change
–
for
quite
for
children,
entire
difference
for
creates
families,
for
sustainable
communities
countries.
Hunger
•
Hunger
at
•
A
school
child’s
When
When
breakfast
children
you
possible
•
a
ability
to
concentrate
school.
allows
•
limits
feed
for
more
money
attend
to
learn,
who
lunch
children,
them
children
Children
to
or
go
as
to
programme
school.
you
make
it
learn.
they
later
school
are
earn!
able
to
earn
adults.
Barriers
•
One
year
of
primar y
school
increases
to
good
education
in
impoverished
wages
nations
by
ve
to
fteen
per
cent.
•
•
For
each
additional
year
of
Poor
quality
motivation
school,
an
individual’s
wages
can
15
to
25
per
stay
drop
out.
in
leads
school
to
low
and
many
cent.
•
Educated
to
increase
children
by
education
secondar y
women
have
healthy
So even when children do attend school, they
babies
often struggle to learn in large class sizes.
•
A child born to a literate mother is 50 per cent
•
They
often
have
untrained
and
poorly
paid
more likely to survive past the age of ve.
teachers
•
Educated
women
can
help
to
suppor t
So,
when
learn,
you
you
herself
In
sub-Saharan
make
make
and
her
it
it
possible
possible
family
for
for
for
a
her
to
years
to
girl
to
feed
materials.
one
in
three
children
not
complete
is
perhaps
the
most
strategy
to
tackle
a
country’s
40
per
write,
a
cent
of
adults
countr y ’s
let
alone
even
progress
to
school.
sponsorship
just
two
ways
and
to
making
help.
a
Your
gift
of
money
donations
can
eective
children,
women
and
entire
communities
pover ty
the
When
does
school,
come.
give
and
Africa,
school
primar y
secondar y
are
Education
star t
basic
Child
•
learning
families.
who
•
outdated
their
•
own
using
are
able
economy
to
read
grows.
gift
need
to
of
education
reach
their
and
full
the
tools
all
people
potential.
Adapted from http://www.
canadianfeedthechildren.ca/news-views/features/
•
Education
allows
farmers
to
make
use
of
breaking-the-cycle-of-poverty-with-education
new
1 4 0
farming
techniques
and
technologies.
Text
1
handling: Text
True/false
In
this
and
exercise
false
Justify
Write
with
C
you
must
your
answer
answers
identication
3Bi,
3Bii,
3Biii
justication
statements.
each
C r i te r i a
and
a
reread
The
the
sentences
with
a
on
separate
a
relevant
quotation
text
brief
sheet
are
carefully
below
are
and
either
quotation
of
paper.
required
for
from
Both
one
identify
true
a
true
or
false.
the
text.
correct
mark.
True
Example:
Hungr y
children
Justication
“Hunger
1
Educated
limits
a
do
well
child’s
adults
earn
at
school.
ability
the
False
to
same
concentrate
as
the
at
school.
”
uneducated.
Justication:
2
An
extra
year
of
education
can
give
an
adult
25%
more
in
wages.
Justication:
3
A baby is more likely to grow up healthy if the mother has been to school.
Justication:
4
An
educated
girl
can
make
a
big
positive
dierence
to
her
family.
Justication:
5
Literacy
and
economic
growth
are
unconnected.
Justication:
6
Children
learn
well
in
big
classes.
Justication:
2
Multiple -choice
One
A,
7.
3
of
B,
these
C,
or
When
question
statements
is
false.
Choose
the
incorrect
sentence
from
D.
there
is
little
A.
the
teachers
get
B.
the
teachers
can
C.
the
teaching
is
D.
the
teaching
can
money
little
education:
training
earn
always
be
for
very
little
very
very
poor
old-fashioned.
Short-answer questions
Answer
the
8.
The
last
9.
Which
following
paragraph
phrase
in
questions.
suggests
the
nal
two
ways
paragraph
we
can
help.
describes
the
What
are
purpose
they?
of
education?
4
Research question
10. Do
you
think
country?
Text
C
is
Give reasons
relevant
for
your
to
the
education
system
in
your
answers.
1 4 1
Abilities
and
Formative
opportunities
oral
and
interactive
skills:
Look
below.
at
the
diagram
It
C r i te r i a :
3Ci,
3Cii,
3Ciii
Discussion
describes
a
cycle
of
poverty.
social
Imagine
and
you
plan
your
a
are
working
poster
country.
about
Here
are
for
a
development
children
some
needing
other
agency.
better
points
to
In
access
pairs
to
education
in
discuss.
In
this
have
What
•
Who
will
be
the
main
message
of
your
exercise
the
create
•
skills
discuss
opportunity
and
be
the
audience
for
the
and
How
will
•
What
the
will
audience
be
the
opportunities
affect
headline?
and
the
information
message?
effectively
•
to
communicate
poster?
messages
will
you
teamwork.
message?
Think
about
through
the
two
related
concepts
of
•
Use
modes
verbal
abilities.
of
non-
communication
effectively.
•
How
to
will
you
illustrate
use
the
the
visual
text
below?
What
pictures
will
you
use
•
message?
Use
intercultural
understanding
•
What
will
be
your
written
present
•
What
other
visual
information
will
you
use
to
help
overall
message
of
your
ideas.
communicate
•
the
to
text?
Use
a
variety
of
poster?
visual
techniques
to
communicate.
•
Use
of
1.
into
families
not
poor
purpose
may
develop
impor tant
learning
5.
As
likely
good
higher
skills
2.
adults
are
to
a
can
and
to
children
more
likely
become
adults
poor
Unhealthy
and
stressed
children
less
are
likely
succeed
school
1 4 2
lead
social
3.
Poor
are
of
to
at
and
a
safety
to
health
earnings
4.
Pover ty
lack
less
nd
job
for
a
forms
specic
Children
born
they
appropriate
visual
poor
and
problems
and
audience.
Formative
activity:
writing
C r i te r i a
skills
3Di,
3Dii,
3Diii
Poster
Mindfulness
about
Create
the
poster
you
have
discussed
in
the
previous
exercise.
yourself
it
clearly
who
need
communicates
its
message
about
supporting
access
to
education
in
your
country.
Your
contain
between
200
and
250
words
of
written
text
as
well
this
you
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Text
F
www.theguardian.com/world/2010/sep/26/liz-murray-bronx-har vard
Liz
a
Murray: ‘My
Harvard
parents
were
desperate
odds
go
drug
addicts.
I’m
graduate’
Joanna Walters
A
woman
life
an
stor y
who
into
Liz
Murray,
29,
League
university.
she
and
are
her
of
rose
her
sister
toothpaste
tremendous
American
Ivy
memories
of
overcame
an
from
some
She
parents
were
between
has
of
New York ’s
become
spending
star ving: “ We
us
to
from “homeless
to
Har vard” has
turned
her
bestseller.
for
an
their
ate
ice
meanest
streets
international
welfare
cubes
to
graduate
speaker.
payments
because
it
on
felt
But
cocaine
like
from
some
of
and
eating.
Har vard
her
heroin
We
–
earliest
split
when
a
tube
dinner.
”
When she became homeless at 16, as well as stealing food she would steal self-help books
and study for exams in a friend’s hallway. Now Breaking Night: A Memoir of Forgiveness, Sur vival,
and
My
Hailed
Journey
as
from
Homeless
a “white -knuckle
to
Har vard,
account
of
has
burst
sur vival”
,
it
is
on
to
to
be
the
New
published
York
in
Times
Britain
bestseller
in
list.
Januar y.
Born in the Bronx, Liz watched her parents mainlining coke all day. “Both my parents were
hippies. By the time the early 1980s came around and I’d been born, their disco dancing thing
had
become
She
talks
a
drug
habit,
” she
frequently
about
recalls.
how
much
she
loved
them
and
how
much
they
loved
her,
how
they were highly intelligent but were hopeless at parenting because of their drug dependence
and consequent pover ty. She remembers her mother stealing her bir thday money, selling the
television,
and
even
the
Thanksgiving
turkey
a
church
had
given
them,
to
scrape
together
1 5 1
Abilities
Text
F
and
opportunities
(Continued)
www.theguardian.com/world/2010/sep/26/liz-murray-bronx-har vard
money
smelly
to
score
and
cocaine.
scruy
and
Liz
would
eventually
turn
up
dropped
to
school
lice -ridden
and
was
bullied
for
being
out.
Her mother ’s mantra was “one day life is going to be better ”
, then she would spend all day
throwing up and being nursed by her daughter or slumped in withdrawal, arms tracked with
needle
She
marks. When
died
not
When
Liz
was
At
rst
die
just
saw
failed
streets.
I
to
15
to
to
on
rebel
live
revealed
that
donated
wooden
a
rent
a
on
and
their
place
on
at
a
she
was
and
friend’s
HIV-positive
and
had
Aids.
box.
moved
sofa,
to
but
a
Liz
homeless
slept
on
shelter,
the
city ’s
benches.
and
a
victim,
saying, ‘I’ll
dreams
become
in
got
park
always
her
the
sister
or
a
mother
buried
pay
Her
as
was
her
was
trains
herself
nowhere
that
had
my
not
a “straight
x
but
my
time
then
life
was
attended
A” student
she
one
now
or
school
and
had
day.
’ It
an
epiphany.
became
maybe
regularly
complete
her
clear
never,
” she
for
high
when
I
saw
says.
years,
school
but
at
17
education
years.
went
to
and
within
extra
night
mentored
university
was
was
and
fullling
herself
two
She
it
the
mother,
had
potential
the
she
my
promised
in
father
on
without
She
Liz
after
underground
“Like
her
Liz ’s
out
24-hour
long
and
her
classes
her. When
instead
of
reach. Then
feeling
she
and
he
did
took
a
his
year ’s
top
intimidated
heard
that
the
10
she
work
each
students
admired
to
its
New York Times
term.
A
Har vard,
teacher
Liz
architecture
gave
saw
stood
–
and
her
outside
decided
scholarships.
She was awarded a New York Times scholarship for needy students and was accepted into
Har vard
Liz
days
is
University.
now
she
urges
the
talks
them
to
not
founder
and
teenagers
to
use
director
about
childhood
of
Manifest
resisting
hardship
the
as
an
Living
and
temptations
excuse
not
a
motivational
of
to
drugs
take
and
speaker. These
gangs.
She
also
oppor tunities.
Her father died in 2006, also of Aids. His saving grace was that he encouraged her to read
–
and
stole
books
from
libraries
to
give
her
a
love
of
literature.
After graduating, she began taking courses at Har vard Summer School with plans to earn
a
doctorate
in
clinical
psychology
and
become
a
counselor.
She doesn’t want her appearance now and her Har vard degree to fool anyone: “I was one
of
those
people
on
the
streets
you
walk
away
from.
”
Adapted from https://www.theguardian.com/world/2010/sep/26/liz-murray-bronx-
harvard
1 5 2
Going
In
this
the
chapter
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chapter
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are
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texts
thinking
for
further
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Angela
N.
skills
reading
Blount,
Once
Upon
a
Road
the
end
of
experience
Elizabeth
Michael
D.
Gray,
Oher,
I
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Enough:
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Journal
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and
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Trip
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chapter?
Daniel
Willey,
Inuential
Be
Great!
365
Inspirational
Quotes
from
the
World’s
Most
•
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concepts
understand
People
don’t
about
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yet
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topic?
Jacqueline
Woodson,
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Girl
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and
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email
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context
Global
context:
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technical
innovation
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In
do
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communicate
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in
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world
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creative
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audio-visual Text
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when
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communication
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1 5 6
at
recent
results.
conventions
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creating
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concept
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of
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specically
emoticons
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process
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language
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are
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you
read
Text
3Bi,
question
3Bii
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Discussion
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this
by
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face
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in
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situations,
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1 5 7
Emoticons,
emoji
and
email
etiquette
C r i te r i o n
While
In
lines
you
1–10
Choose
the
read
which
Text
words
missing
words
go
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-x-
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the
text?
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between
communication
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nose.
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voices
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communication.
facial
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text message from his best friend. Then look
Adapted
at the following two (
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from:
http://www.wisegeek.
):
com/what-are -emoticons.htm#
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the
person
think
them.
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you
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you
“happy
send
you
you
said
your meaning.
1 5 8
making
smiley”
,
understand
when
receiving
are
your
a
message
rude
the
same
the
person
were
that,
message
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“smiling”
and
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joking
misinterpret
Text
handling:
content
1
of
Text
Shor t-answer
Answer
6.
the
Why
(A)
7.
C r i te r i o n
4Bi
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questions
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factual
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friend’s
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emoticon
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make
message
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clearer
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2
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Choose
8.
the
Most
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9.
10.
correct
people
are
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speak
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are
met
the
of
The
the
to
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writer
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facial
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original
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writer
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a
dictionary
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a
tone
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our
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good
you
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emoticons
are:
funny
expressions
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inuential.
thinks
emoticons
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voice
emotions
pronunciation.
oral
and
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skills:
presentation
are
In
necessary
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or
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communication
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other.
and
3
B,
language
new
a
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person
same
poor
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skills
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conclusion
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strangers
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questions
expected
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similar
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presentation
emoticons”.
presentation
message.
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sure
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group
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PowerPoint,
create
message
is
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set
of
young
Prezi,
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children.
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present
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or
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your
clear.
1 5 9
Emoticons,
Planning
and
Organizing
Here
are
•
how
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in
12
a
email
etiquette
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presentation
the
presentation
emoticons
writer ’s
tone
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draw
to
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examples
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most
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reason
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famous
for
emoticons
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presenting
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tone
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a
does
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voice
of
the
the
topic
voice?
word “emoticon” come
from?
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use
emoticons?
Why
writing
is
dierent
to
speaking
Work in pairs or small groups
Here
are
some
useful
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Listening
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responsibility
actively
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think
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your
audience.
about
formal,
•
informal,
1 6 0
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perspectives
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talking
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language
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to
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politely
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presentation.
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politely
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ver y
impor tant
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stranger
know
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activity:
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friend,
class
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a
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advice
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learned
these
facts
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far.
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questions:
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Ashley ’s
What
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Conclusion
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don’t
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yet
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question
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response
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questions
about
emoticons?
this
topic
do
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have
now?
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examined
this
section,
what
is
your
answer
to
the
question?
1 6 1
Emoticons,
What
we
are
use
both
emoji
and
email
emoji?
emoji
etiquette
How
and
can
emoticons
appropriately
and
creatively?
Con ceptual
C r i te r i a
Before
you
read
the
Text
3Bi,
questi o n
3Bii
B
communication skills
Discussion
In
You
may
have
noticed
that
when
you're
chatting
online,
this
will
simple
emoticon
is
often
automatically
converted
into
a
section
you
your
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an
number
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research
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and
smiley.
These
smileys
and
other
symbols
are
called
are
the
similarities
and
differences
between
to
ideas
information.
emoji.
•
What
media
emoji
Locate
information
from
variety
and
a
of
emoticons?
digital
•
and
smileys
that
look
like
this
?
You
may
want
to
think
sources.
Conduct
an
Internet
about
search.
appearance,
and
use
complete
and
the
any
table
other
differences
you
can
think
of.
Copy
B)
below.
Communicate
effectively
Similarities
Emoticons
and
emoji
ideas
through
Dierences
interaction.
Appearance
•
Present
your
ndings
rest
of
with
your
the
class.
Use
•
Choose
an
appropriate
to
Other
points
your
Research question one
While
the
ourselves,
there
1 6 2
technology
“Is
it
situations
is
fun
appropriate
in
which
it
and
to
is
creative,
use
we
emoticons
inappropriate
need
and
to
to
also
emoji?”
use
them?
ask
Are
medium
communicate
ndings.
Text
B
http://www.webopedia.com/
Smileys
TERM/S/smiley.html
and
emoji
He
Smileys
had
Smileys
are
often
used
in
text
communications
then
created
dierent
an
emotion
into
our
messages.
Smileys
are
online
of
emoji
dictionary
such
as
that
Moods,
to
Celebrations,
put
an
categories
Fun,
Sports,
Weather,
Animals,
Food,
used
Nations, Occupations, Planets, Zodiac, and Babies.
in
text
messages
in
the
same
way
we
use
the
tone
of
In
our
voice
in
face -to-face
2000
the
Loufrani’s
Director y
was
made
conversations.
available for cell phone users on the internet through
To create a smiley you can use letters and punctuation
smileydictionary.com
marks.
Frequently
the
software
you
are
using
smiley
convert
the
can
smileys
characters
into
a
face.
Alternatively
graphics. The
from
a
menu.
Smileys
are
often
online
chat
rooms,
game
rooms,
instant
is
compiled
over
1000
histor y.
emoji
have
become
an
unocial
universal
used
language
in
rest
you
Today
add
which
can
in
online
communication.
To
older
messaging,
generations
it
seems
that
many
teenagers
are
born
and email.
knowing the meaning of each symbol. Some say emoji
have
helped
create
a
new
way
of
communicating.
However, as more people and dierent cultures use
emoji, so their meanings can change too depending on
the culture and context in which the emoji are used.
In many cases, the original emoji were based on
Japanese culture. But people have since adopted
entirely new uses and meanings for certain symbols.
For example, here are some emoji created for Nigeria.
Adapted from:
TERM/S/smiley.html
Emoji
Shigetaka
1999
in
http://www.webopedia.com/
Kurita
Japan.
created
Kurita
the
took
rst
emoji
inspiration
in
from
1998
or
weather
forecast symbols and from manga comics. He created
180 symbols to express emotions and ideas. One such
symbol
In
with
was
1997
a
light
Nicolas
animated
icons
emoticons
made
Answer
In
your
star ted
He
great
idea”
.
experimenting
wanted
corresponded
punctuation
to
to
create
existing
marks.
two
following
opinion
meant “a
faces.
that
of
question
the
that
Loufrani
smiley
colour ful
Research
bulb
why
question.
have
they
introduced
specic
emoji
in
Nigeria?
1 6 3
Emoticons,
Text
emoji
handling:
assessment
1
True/false
In
this
and
with
table
Tick
information
Both
a
etiquette
Factual
of
Text
C r i te r i a
3Bi,
3Bii
B
you
must
read
the
text
carefully
and
identify
true
statements.
the
false.
email
justication
exercise
false
Copy
or
and
tick
below.
[
]
from
and
a
The
the
the
sentences
correct
it
contains
response.
Justify
are
either
your
true
answer
with
poster.
quotation
are
required
for
one
mark.
True
Example:
Smileys
can
help
to
Justication:
Smileys
are
often
express
used
in
our
text
feelings
when
we
communications
to
text.
put
emotions
into
our
messages.
True
1.
You
only
need
letters
to
create
smileys.
Justication:
2.
Smileys
are
used
with
many
dierent
kinds
of
software.
Justication:
3.
Some
of
the
rst
emojis
came
from
symbols
found
in
Japanese
comics.
Justication:
4.
Nicholas
Loufrani
wanted
to
make
emoticons
more
interesting
Justication:
5.
Loufrani’s
dictionar y
was
published
as
a
book.
Justication:
6.
Today
emojis
are
used
by
both
young
and
old.
Justication:
2
Multiple -choice
Choose
7.
the
What
question
correct
do
these
relationship
the
at
B.
All
languages
C.
No
two
D.
Different
question
the
symbols
material
1 6 4
between
Languages
Research
before
and
in
A,
language
use
the
use
cultures
and
are
same
the
can
C,
meaning
symbols
cultures
B,
D.
tell
us
about
the
culture?
the
same
in
all
cultures.
symbols.
same
adapt
or
symbols.
symbols
from
culture.
three
Nigerian
might
from
changes
A.
another
Look
answer
emoji
mean?
above
Hint:
answering.
on
You
page
may
163.
wish
What
to
use
do
False
you
other
think
source
to
look
at.
False
Formative
oral
interactive
Are
say
emoji
that
people’s
will
is
a
you
In
no
the
a
ability
new
and
skills:
creative
use
longer
and
of
to
be
texting
use
English
able
creative
to
way
of
of
3Cii,
3Ciii
emoji
language?
will
properly.
write
3Ci,
Presentation
use
and
C r i te r i a
destroy
Soon
formally.
young
students
Others
communicating.
say
this
What
do
think?
small
these
groups,
two
sort
opposing
arguments.
depending
The
on
•
are
a
new
•
are
a
whole
•
allow
•
are
out
the
traditional
purpose
the
kind
size
of
new
statements
of
of
the
the
and
of
into
non-traditional
discussion
will
be
to
group.
language
way
below
writing
•
let
you
write
•
make
the
•
make
you
letters
or
the
writer
way
look
we
talk
stupid
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bad
spelling
forget
about
are
social
•
can
developed
create
by
young
messages
people
quickly
make
useful
skills
you
can
punctuation
develop
•
some
capital
you
forget
to
write
during
this
group
exercise.
grammatically
•
are
childish
•
are
disrespectful
•
are
energetic
to
•
make
•
are
you
are
ne
•
are
friendlier
are
you
•
Building
•
Sharing
use
consensus
speak
necessary
to
make
among
responsibility
the
for
•
•
like
adults
message
to
write
planning
and
clearer
decision-making
friends
•
are
not
•
send
•
show
proper
writing
at
all
•
the
wrong
Listening
other
fun
your
actively
to
message
mood
and
perspectives
and
emotions
ideas
•
are
a
new
way
of
•
make
the
•
worsen
reader
look
stupid
communicating
•
help
to
nd
the
•
right
writing
to
meaning
•
Planning
and
Encouraging
contribute
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Because
A
of
all
members
(traditional
texting
and
view):
emoji,
Argument
Texting
B
and
(non-traditional
emojis
are
a
view):
•
group
Give
and
to
be
people
able
to
will
write
soon
no
longer
creative
way
of
using
succeed
receive
very
meaningful
young
of
scaolding
the
Argument
everyone
ability
feedback
language
properly
1 6 5
Emoticons,
Once
your
this
you
have
group
Divide
the
nished
can
chapter,
emoji
justify
create
a
and
email
categorizing
your
ideas.
3–4-minute
presentation
so
that
the
etiquette
information,
Using
the
advice
presentation
everyone
in
to
the
make
given
give
to
group
sure
earlier
your
has
a
in
class.
chance
to
speak.
Planning
and
scaolding
Communcating
Now
think
Think
with
about
about
•
ver y
•
formal,
•
informal,
your
formal,
as
the
if
as
if
sense
if
talking
ver y
talking
Formative
of
language
audience.
talking
as
a
C r i te r i o n
to
audience
you
will
Choose
use
one
of
to
a
politely
to
people
ver y
decided
Write
a
set
and
of
emojis
dos
and
A.
with
B.
for
schoolwork
C.
for
formal
The
you
it
in
to
your
class.
stranger
don’t
know
well
needs
some
students’
don’ts
for
for
clear
written
using
3Ci,
3Cii,
3Ciii,
3Civ
use
rules
about
the
use
of
schoolwork.
emoji
in
communications:
friends,
best
emails
answers
instructions.
You
impor tant
C r i te r i a
You
emoticons
presentation
registers:
written
Instructions
has
the
friend
activity:
school
in
these
politely
a
3Civ
may
You
wish
Planning
and
to
such
will
give
should
use
as
college
examples
aim
the
to
chart
applications.
and
write
below
justications
between
to
plan
200
your
of
and
your
250
words.
ideas.
scaolding
Dos
Texting
with
friends
School
work
Formal
emails
Conclusion
How
can
we
examined
conceptual
1 6 6
to
use
appropriately
Having
Don’ts
the
emoji
and
this
question?
conceptual
and
question
emoticons
creatively?
section,
what
is
your
answer
to
the
Key
and
related
concepts:
C r i te r i a
3Bi,
3Bii,
3Biii
Here
Creativity
to
and
convention
Creativity
Creativity
existing
at
is
the
ideas
emoticons
ideas.
process
from
and
Creativity
language.
opinions
You
in
of
new
perspectives.
emoji
is
are
also
as
in
new
creative
order
to
novel
In
creative
developed
being
English
generating
this
to
of
the
applying
come
and
chapter
ways
through
by
ideas
considering
we
are
looking
ideas
of
and
conclusions
learning
a
expressing
about
a
use
your
Work
groups
in
or
four.
on
the
Study
think
of
may,
has
of
are
course,
the
vary
recognizable
“What
does
characteristics
and
there
are
different
a
list
of
of
any
languages.
these
are
text
type.
Every
known
as
These
form
of
an
email
We
creative
to
a
or
be
when
also
we
times
effectively
Look
at
use
when
and
the
with
emoji
we
conventions
friend,
or
an
to
language,
in
must
achieve
image
below.
texting
use
a
relate
to
for
essay
such
or
as
online
conventions
particular
How
ideas
conventions.
writing
a
for
a
a
sides
of
the
mean?”
the
different
poster.
series
about
their
Ask
do
the
about
the
questions
What
can
meaning.
recipe
you
for
meaning
say
of
about
the
poster.
a
you
answer
your
own
teacher.
when
we
gaming.
in
of
For
order
write
But
to
make
guesses,
ask
poetry
there
yourself
“What
mean?”
Be
might
that
are
inventive.
communicate
When
you
create
a
have
nished
purpose.
concepts
of
creativity
and
functioning
of
and
the
left
about
right
and
question
features
convey
conventions
of
the
questions,
can
the
writing
When
magazine,
page
at
topic.
the
example
poster
brain
the
it
three
writing
between
rules,
this
about
of
the
human
yourself
Conventions
creative
skills
parts
in
oppor tunity
thinking
Make
Conventions
an
bottom
communicating
process
is
diagram
your
the
in
order
ndings.
techniques
to
Think
you
brain?
can
use
so
that
communicates
clearly
and
the
diagram
your
ideas
effectively.
1 6 7
Emoticons,
What
Use
do
you
emoji
already
brainstorming
Next
ask:
“What
to
and
know
about
generate
don’t
I
email
etiquette
conventions
in
writing?
information.
know?”
and
“What
don’t
I
yet
understand?”
Make
Ask
a
of
yourself:
Choose
Let’s
list
the
look
at
questions
“Where
best
you
and
place
to
conventions
have
how
nd
about
can
I
conventions.
nd
answers
to
answers
your
to
my
questions?”
questions.
in
writing.
To
the
What
right
can
formal
you
What
formal
How
a
conventions
writing
text?
is
do
these
email
identify
other
writing
of
email.
in
Subject: Your
conventions
can
you
visit
to
(name
of
school)
the
of
Dear
identify?
conventions
I
Ms
would
school
help
Felstead,
like
on
to
thank
(date).
I
you
really
talking
with
me
appreciate
for
your
attention
during
Careers
during
Day
such
at
a
our
busy
event.
the
writer
politely?
to
communicate
How
do
As
these
a
result
studying
conventions
to
help
communicate
clearly?
What
the
the
effect
of
have
on
the
At
the
time
to
you
fur ther.
you
will
( Your
the
In
important
conventions
over
of
to
from
picture
Ancient
language
about
In
ways
what
you
3,000
has
changed
in
To
extent
what
can
Egypt.
written
these
are
are
1 6 8
can
that
change
the
English?
text
was
ago.
years?
differences
emoji
hieroglyphics
language
emoji
What
with
The
years
3,000
hieroglyphics?
texting
see
written
these
in
understand
time.
the
I
could
have
contact
inform
me
the
time
you
again
Sincerely,
also
said
Please
would
be.
reader,
Thank
is
I
become
ver y
interested
in
you
and
visit
your
oce
and
when
and
speak
message
MsFelstead?
It
conversation,
writer
convenient
email
our
(subjects).
and
similar
to
between
formal
writing
name)
for
your
time
if
this
is
possible
the
most
Thinking
creativity
The
questions
in
C r i te r i a
about
and
this
3Bi,
3Bii,
3Biii
conventions
section
are
designed
to
test
You
your
creativity
and
imagination.
The
table
below
compares
formal
writing
with
the
use
of
own
Take
the
the
text.
In
groups,
think
about
the
conventions
different
channels
of
different
criteria:
spelling,
You
wish
add
may
to
Formal
communication
surrounding
vocabulary,
more
criteria
to
according
grammar
the
writing
and
to
in
work
wide
on
groups.
opportunity
you
variety
to
these
word
have
of
already
the
practised
two
or
to
emojis
skills
in
wish
your
use
1.
may
in
this
book.
four
order.
Communication
skills
Use
language
gather
and
communicate
list.
to
Emoji
information.
Spelling
Social
skills
Work
effectively
Vocabulary
with
Grammar
others.
Word
2.
order
How
will
writing?
we
Will
communicate
the
future
be
in
the
like
year
2030?
Will
we
still
Self-management
skills
Manage
tasks
use
time
and
this?
effectively.
Research
Use
skills
sources
present
nd
and
information.
Thinking
Using
to
skills
creative
and
critical
thinking
1 6 9
Emoticons,
3.
Or
will
future
How
will
How
effective
4.
What
that
1 7 0
the
is
emoji
we
use
the
books
of
the
will
writing
new
they
message
have
a
and
email
be
etiquette
unchanged?
technologies?
be?
of
this
future?
cartoon?
Does
the
cartoonist
think
5.
How
do
10–15
•
Will
of
you
think
the
English
language
may
change
in
the
next
years?
the
conventions
writing
remain
thesame?
•
Which
will
conventions
change?
Formative
Oral
the
may
asked
very
A.
and
interactive
skills
presentation
During
topic
oral
be
you
Language
to
have
important
Select
Acquisition
give
an
studied.
do
the
appropriate
oral
course
you
presentation
When
you
on
present
it
a
is
following.
material
for
the
presentation.
•
B.
How
many
Organize
•
In
your
what
ideas
will
you
ideas
into
a
order
would
use?
clear
you
structure.
put
your
ideas?
1 7 1
Emoticons,
Planning
You
have
texting.
and
to
and
email
etiquette
scaolding
give
Here
emoji
a
are
shor t
some
presentation
ideas
for
the
for
3
or
4
minutes
presentation. You
to
your
may
class
wish
to
on
add
moreideas.
Subject
1.
Closing
2.
Opening
3.
What
4.
Why
5.
What
6.
Why
use
7.
Your
reason
8.
Where
is
the
of
presentation
the
each
–
presentation
slide
Use? Y
es/No
How?
–
How?
texting?
do
teenagers
are
emoji
like
and
texting?
emoticons?
emoji?
do
for
the
presenting
words
the
emoticon
topic.
and
emoji
come
from?
9.
10.
You
Planning
cannot
talk
about
ever ything,
so
choose
no
more
than
ve
Write
headings.
of
Put
the
ve
headings
presentation
as
in
easily
the
as
best
order,
so
that
your
audience
can
follow
all
Shift
3Cii,
ideas
out
on
scraps
paper.
Create
3Ci,
your
scaolding
your
possible.
C r i te r i a
and
3Ciii
headings
the
pieces
until
all
best
possible
the
for
of
the
main
paper
instructions
ideas.
around
are
in
the
,3Civ
structure.
presentation
In
pairs
or
groups
of
three,
you
are
going
to
plan
an
English
class
Main
party.
Make
list
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to
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Emoticons,
emoji
Formative
and
email
etiquette
assessment:
C r i te r i a
3Di,
3Dii,
3Diii
Instructions/guidelines
Write
up
one
or
more
of
these
sets
of
instructions
to
your
fellow
students.
1.
How
to
reader
2.
Ten
3.
How
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to
use
you
steps
to
to
a
linear
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use
a
structure
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a
note
these
250
are
in
writing
to
inuence
a
perfect
and
about
presentation
emojis
the
in
SMS
structure
texting
of
the
text
you
are
going
structure
of
all
that
offers
your
ideas
each
semi-formal
your
set
solutions
before
to
you
a
problem?
write
and
submit
your
texts,
you
can
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a
limited
of
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to
and
instructions
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a
is
when
writing
a
set
of
instructions:
title?
the
you
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audience?
use
number
of
text.
words.
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1 7 4
formal
draft.
emojis
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the
think
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of
impress
you:
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to
emoticons
write,
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conventions
prepare
use
you
write.
the
need
formal,
semi-formal
or
informal
language?
between
200
and
Why
do
when
we
need
sending
rules
and
etiquette
emails?
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,
Before
you
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at
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you
cartoon.
about
think
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class
Despite
the
use
of
place
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of
will
in
formal
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all
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write
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teaching?
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texting
there
is
and
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the
a
communications.
already
not
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,
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tomorrow?
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chapter,
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English
emoticons,
for
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discussion
the
message
read
questi o n
seen
in
this
correspondence
will
be
to
personal
e
about
such
writing
as
a
to
school,
an
a
institution,
university
or
a
company.
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many
writing
do
conventions
you
know?
of
formal
Make
a
list.
1 7 5
Emoticons,
While
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you
emoji
read
guidelines
in
and
Text
Text
C
email
etiquette
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were
written
for
students
at
an
American
university.
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many
discussion
Planning
Points
to
of
the
above
and
think
conventions
are
of
mentioned
formal
in
the
writing
in
the
about:
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•
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•
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•
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listed
scaolding
•
formal
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text?
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not
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to
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use
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http://www.it.cornell.edu/services/guides/email/polite.cfm
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etiquette
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couple
•
the
of
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okay
•
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to
their
with
may
Bcc
elds
correctly.
people
who
know
addresses
in
to
people
put
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face.
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and
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are
a
guidelines:
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( Why?
smiley
put
other,
them
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sending
to
each
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simple
the
many
their
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brief.
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to
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sending
quickly
your
message,
messages
your
message
you
cannot
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not
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for ward
often
ask
carefully.
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you
send
an
what
the
attachment
is.
to
mail!
messages
do
and
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it
back
lowercase
or
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text
it
uppercase
letters
means
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nd
your
it
ver y
messages
mail
annoying,
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name.
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send
or
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to
several
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wants
other
them.
what
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harder
to
for ward
emails
unless
you
have
the
permission
all
the
author. Their
message
may
not
have
been
intended
mean?
for
may
chain
to
disappear.
properly.
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you
email
of
a
wider
audience,
so
it ’s
always
better
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ask.
read.
http://www.it.cornell.edu/services/guides/email/
polite.cfm
1 7 6
out
correctly.
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upper
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why you got an attachment, contact the
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electronic mail.
people.
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handling:
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to
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closing
email?
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use
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large
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large
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polite
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short.
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two
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questions.
need
word
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questions
uppercase
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of
following
do
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sending
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people
of
are
we
people
know
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who
each
know
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to:
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very
well
each
well.
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means
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pairs
discuss
concluding
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to
is
it
have
these
important
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conventions
3
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questions
7.
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writer
says
8.
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does
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advice
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it
is
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possible
word
to
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use
a
smiley.
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the
writer
explains
why
or
chain
in
at
or
formal
situations?
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about
possible
other
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conventions
viruses?
you
should
not
forward
you
use
when
junk
sending
mail
emails
college
should
phrase
and
when
mean?
2
does
two
questions:
emails
to
your
mail?
teachers?
11.
Why
should
you
ask
permission
to
forward
somebody’s
email?
Find
In
conclusion,
when
sending
why
is
it
important
to
have
emails
at
college
in
other
or
rules
and
formal
conventions
situations?
evidence
justications
and
for
your
answers.
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prepared
your
to
answers
discuss
in
class.
1 7 7
Emoticons,
Oral
and
skills:
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and
already
and
email
etiquette
interactive
C r i te r i a
3Ci,
3Cii,
3Ciii,
3Civ
Presentation
your
friends
created
presentation
an
for
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and
•
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emoji
have
created
advertisement
your
a
dog-walking
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dog-walking
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have
a
website.
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to
ten
•
slides.
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ver y
professional
in
your
presentation.
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•
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a
title/subject
formal
but
for
each
friendly
I
you
am
go
do
not
have
the
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emoji
correct
Anne
Phone:
0123456789
of
formality.
to
good
and
walk
with
looking
SERVICES
your
dogs,
pets,
after
I
can
especially
them.
Other
[email protected]
Website:
level
sparingly.
information
Name:
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Use
•
WALKER
time
and
exercising
Contact
1 7 8
DOG
dependable
about
•
language.
ANYTOWN
If
slide.
www.anytowndogwalkers.com
do
it
dogs,
for
and
you.
know
how
to
Formative
activity:
Your
writing
Formal
dog-walking
service
C r i te r i a
3Di,
3Dii,
3Diii
email
receives
the
following
email.
http://www.it.cornell.edu/services/guides/email/polite.cfm
To:
[email protected]
Subject:
Dear
I
Your
Anne,
have
a
two-year-old
Please
email
Thank
you
A
N
Write
advert
me
with
that
details
of
needs
exercising
yourself
and
your
during
the
week.
I
live
on
Main
Avenue.
service.
Owner
a
formal
Planning
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to
and
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•
Language:
•
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•
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•
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of
of
but
email:
formal
emojis
or
sender,
and
we
sending
or
will
how
you
to
need
200
and
250
words.
title,
body
to
star t
to
use
and
use
to
or
how
not
convince
to
to
nish?
use?
your
client
that
you
can
provide
the
conceptual
rules
and
etiquette
question
when
emails?
examined
a
between
ser vice?
do
question?
recipients,
emoticons:
Conclusion
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informal?
closing:
information
Why
reply.
about:
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and
asuitable
friendly
scaolding
think
•
time
terrier
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we
this
section,
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on
need
our
what
rules
is
or
freedom
your
are
to
answer
they
to
simply
express
the
a
waste
of
ourselves?
1 7 9
Emoticons,
How
emoji
does
and
and
Before
you
What
we
In
do
this
you
communication.
ideas
At
you
this
Make
How
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have
stage,
a
list
many
a
there
your
theme
of
D
emoticons,
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questi o n
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far?
looked
class,
learned
are
of
so
Text
have
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the
Text
email?
watch
know
chapter
etiquette
audio-visual
communicate
emoji
email
so
make
far
any
into
in
a
the
list
your
points
topic
of
the
of
etiquette
most
in
important
investigations.
you
don’t
understand?
questions.
answers
can
you
nd
in
this
audio-visual
section?
https://www.youtube.com/
watch?v=J6-CnO0kuu4
Emoji:
B.
The
Future
Of
Language?
https://www.youtube.com/
watch?v=Bd3ON8nq4v0
Emoji
is
the
World’s
Newest
Language
C.
https://www.youtube.com/
watch?list=PLxRhTjvLlyoJpqRIG
Db7Ab8qWVLy6JN1x&v=
IbHBVS2lDro
Bill
Nye
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How
You
Dream
withEmoji
D.
https://www.youtube.com/watch?v=8tWZ2JmFpx0
Are
Emoticons
Note:
Alternatively,
emoji
and
Before
you
Focusing
Read
to
and
you
could
your
watch
the
listen
times
viewing
of
Future
own
of
use
Language?
an
audio-visual
stimulus
related
choosing.
Text
D
activity
through
look
several
1 8 0
email
the
and
and
exercises
for.
You
discuss
listening.
below
may
to
need
possible
make
to
sure
watch
answers
in
you
the
class
know
what
materials
after
each
to
the
theme
of
emoticons,
C r i te r i o n
While
you
Respond
to
watch
the
tasks
Text
and
3Ai
D
answer
the
questions
in
the
appropriate
manner.
1.
This
audio-visual
these
A.
MYP
global
Identities
stimulus
seems
to
be
D.
and
Orientation
in
space
E.
and
Copy
the
of
Scientic
and
technical
and
sustainability
Personal
and
F.
cultural
Fairness
this
table
stimulus.
and
development
expression
2.
which
Globalization
time
C.
to
innovation
relationships
B.
related
contexts?
and
You
use
may
it
to
wish
summarize
to
add
the
extra
main
points
supporting
of
points,
ifnecessary.
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idea
Examples
and/or
explanations
Subject
matter
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main
–
and/or
details
point
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point
1
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point
2
Suppor ting
point
3
Suppor ting
point
4
Conclusions
1
Multiple -choice
1.
The
questions
approach
audio-visual
A.
to
the
with
justications
subject
stimulus
is
matter
of
and
evidence
Media
Literacy
In
section
the
B.
factual
C.
persuasive
D.
other:
Evidence
develop
these
century
learning
•
How
from
would
Really
Interacting
use
audio-visual
valuable
21st
you
describe
Interesting
C.
Fairly
and
skills.
with
create
media
ideas
to
and
text:
the
content
of
the
Making
about
stimulus?
informed
personal
choices
viewing
experiences.
interesting
B.
•
Understanding
the
impact
of
interesting
media
D.
can
information.
•
A.
you
entertaining
Justication/reason:
2.
this
mainly:
representations.
Uninteresting
•
Seeking
a
range
of
Justication/reason:
perspectives
Evidence
from
audio-visual
from
varied
text:
sources.
•
Communicating
and
ideas
information
effectively.
1 8 1
Emoticons,
2
emoji
Multiple -choice
Answer
3.
What
A.
4.
5.
the
was
email
C r i te r i o n
the
questions
format
of
the
5–10.
audio-visual
stimulus?
Speech
B.
Conversation/discussion
C.
Debate
D.
Documentary
E.
Other
The
purpose
A.
narrate
of
a
the
describe
C.
explain
a
D.
argue
point
E.
give
F.
Other:
How
a
audio-visual
stimulus
was
a
situation
problem
of
view
instructions/guidelines.
many
points
of
view
did
the
audio-visual
show?
One
B.
Two
C.
Three
D.
More
The
opinions
A.
very
than
three
in
the
audio-visual
stimulus
balanced
B.
quite
C.
biased
balanced
D.
very
one-sided.
Justication:
7.
How
use
8.
much
did
A.
A
B.
More
audio-visual
stimulus
lot
than
C.
Once
or
D.
Never
of
twice
twice
these
audio-visual
1 8 2
the
graphics?
Which
to:
story
B.
A.
etiquette
questions
following
stimulus
6.
and
techniques
A.
Voiceover
B.
Special
C.
Music
and
D.
Other
special
E.
None
of
F.
All
the
G.
Some
of
lighting
of
are
used
stimulus?
techniques
sound
the
effects
effects
above
above
the
above
in
the
are:
3Aii
Formative
interactive
oral:
C r i te r i o n
3Aiii
Presentation
The
purpose
techniques
have
not
of
used
seen
Working
in
techniques
Before
in
the
groups,
8
to
used.
and
you
presentation
ideas
•
What
are
•
Discuss
audio-visual
use
the
summarize
stimulus
information
construct
Your
an
and
the
the
to
to
ideas
and
another
a
in
your
class
presentation
presentation
should
on
be
answers
the
3–4
who
content
main
rene
points
headings
you
and
presentation
you
should
work
in
the
long.
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individual
then
to
minutes
scaolding
give
discuss
is
it.
questions1to
Planning
this
groups
3Civ,
3Di
the
could
and
C r i te r i o n
Communicating
video
use
for
you
your
want
to
sense
communicate?
Now
points.
of
Discuss
the
order
of
those
think
about
you
Make
notes
•
Find
•
Divide
on
each
them
up
that
the
will
help
you
presentation
to
and
communicate
practise
your
your
par ts
ideas.
Pay
attention
•
Remember
to
vocabular y,
use
in
the
about
individually
and
then
put
•
clear
grammatical
pronunciation
structures
and
and
Choose
one
of
registers:
ver y
formal,
politely
to
use
Think
audience.
these
together.
•
the
will
heading.
your
visuals
3Civ
a
headings.
presentation.
•
with
audience
language
•
scaolding
to
them.
from
Planning
to
a
as
if
ver y
talking
impor tant
stranger
conventions.
•
intonation.
formal,
as
politely
know
•
if
to
talking
people
ver y
you
don’t
well
informal,
as
if
talking
to
a
friend.
In
this
activity
produce
a
clear
things
that
•
Use
verbal
Use
a
•
you
you
can
practice
and
effective
can
do.
communication
variety
of
using
communication
presentation.
There
are
skills
a
to
number
of
effectively.
speaking
techniques
to
note-taking.
communicate
with
an
audience.
•
Use
appropriate
forms
of
•
Use
a
media
platforms
variety
of
to
communicate
with
a
range
of
audiences.
•
Negotiate
ideas
and
knowledge
with
your
group
and
your
teacher.
•
Participate
•
Collaborate
•
Share
your
in,
and
with
ideas
contribute
your
group
using
a
to,
to
group
create
variety
of
activities.
a
print
digital
and
media
digital
product.
media.
1 8 3
Emoticons,
emoji
Formative
activity:
have
watched
you
email
etiquette
writing
C r i te r i a
3Ai,
3Aii,
3Aiii
Instructions,
guidelines
Having
and
and
the
learned
video
about
advice
and
analysed
language,
the
content,
communication
what
and
the
lessons
use
of
technology?
Make
a
list
stimulus
of
you
Planning
You
may
this
char t
any
and
want
to
or
have
all
of
the
points
mentioned
to
watch
collect
the
we
communicate
How
we
create
How
technology
Why
we
we
audio-visual
video
again
to
gather
ideas. You
can
copy
and
use
ideas.
How
way
the
scaolding
Lessons
the
in
watched.
we
have
learned
from
thevideo
meaning
is
changing
communicate
need
rules
when
we
communicate
Grammar
How
we
we
and
can
language
be
creative
rules
when
communicate
Emoticons
Emoji
Email
Using
etiquette
this
younger
21st
and
1 8 4
information,
MYP
century
250
students.
write
The
communicator”.
words.
a
set
title
is
You
of
guidelines
“Some
should
tips
aim
or
on
to
instructions
being
write
a
for
successful
between
200
Planning
and
scaolding
Communicating
with
Now
think
the
your
audience.
about
•
ver y
formal,
•
formal,
•
informal,
as
if
as
a
if
ver y
talking
Conclusion
How
does
theme
Having
of
one
talking
talking
if
sense
language
Choose
as
C r i te r i o n
to
of
of
audience
you
will
these
a
politely
the
presentation.
Think
about
ver y
impor tant
to
people
you
don’t
stranger
know
well
friend.
to
the
emoticons,
this
in
to
conceptual
audio-visual
examined
use
registers:
politely
a
3Diii
Text
emoji
section,
what
D
communicate
and
is
question
your
the
email?
answer
to
the
question?
Have
you
found
beginning
of
you
nd
could
answers
this
to
section?
the
If
all
the
not,
information
questions
where,
you
are
and
you
asked
how,
do
at
you
the
think
seeking?
1 8 5
Emoticons,
emoji
Summative
In
this
summative
show
your
email
etiquette.
complete
the
statement
you
to
assessment
You
of
will
skills
inquiry
a
of
you
for
this
have
of
an
on
developed
your
in
undertake
chapter.
opportunity
emoticons,
assessed
will
are
of
Each
this
emojis
use
of
tasks
assessment
and
the
chapter.
two
to
To
related
task
to
the
requires
inquiry
social
communicate
especially
question
etiquette
question.
Statement
Debatable
will
topic
be
have
you
debatable
There
you
the
also
assessment
answer
email
activities
understanding
communication
and
in
and
but
our
formal
we
use
can
of
conventions
still
social
be
we
creative
in
should
our
use
use
of
when
media.
1
Debatable
question
Can communication take place if we
Will
do not have conventions for speaking
soon
or writing?
unnecessary?
For
the
3–4
minutes
rst
task
you
will
read
guidelines
of
you
based
a
will
on
text
the
and
200–250
Summative
watch
a
video
content.
produce
words
a
based
and
create
To
answer
set
of
on
the
written
a
presentation
second
technological
make
of
question,
instructions
the
content.
assessment
task
1:
Story
Mixed
or
Presentation
Watch
the
following
Emoticons”
by
Alternatively,
of
your
Make
and
own
notes.
against
TED
performance
watch
a
video
You
the
may
use
of
wish
evidence/examples
text(s),
Debatable
have
1 8 6
artist
or
and
videos
“A
of
storyteller
on
a
Rives.
closely
related
subject
create
answer
and
the
question
conventions
1:
for
to
note
arguments
both
in
words
images
favour
of
conventions.
video
to
entitled
choosing.
Using
duration
Talk
from
make
the
an
oral
and
presentation
from
of
3–4
the
minutes’
question:
Can
communication
speaking
or
writing?
we
language,
take
place
if
we
do
not
formal
2
developments
written
language
You
have
this
unit.
to
show
had
In
3Ai
this
your
Criterion
opportunities
A:
3Aiii
understanding
and
Interpret
Engage
with
and/or
3Ci
3Cii
3Ciii
visual
3Di
and
and
experiences
in
rehearsed
Express
ideas
and
and
some
Communicate
and
spoken
and
information,
spoken
attitudes
Interact
Using
Write
you
will
following
have
learning
visual
main
an
throughout
opportunity
objectives:
text
ideas
and
supporting
conclusions
appropriately
D:
the
presentations
and
in
visual
by
text
making
by
a
identifying
response
to
ideas,
the
text
based
opinions
response
to
spoken
and/or
written
text
to
and
unfamiliar
a
speak
sense
in
using
and/or
unrehearsed
feelings,
with
and
spoken
and
language
and/or
structures
3Dii
of
Respond
Criterion
of
Communicating
familiar
3Civ
the
and
personal
C:
oral
conventions
opinions
Criterion
draw
practise
assessment
Comprehending
Show
on
summative
understanding
details,
3Aii
to
of
written
and/or
visual
text
exchanges
communicate
information
in
situations
audience
spoken
and
purpose
and/or
written
a
range
of
vocabulary,
conventions;
when
speaking,
use
form
grammatical
clear
pronunciation
intonation
Organize
information
and
ideas
and
use
a
range
of
basic
cohesive
devices
3Diii
Use
Text
language
to
suit
the
context
E
Video: “A
story
of
mixed
emoticons”
https://www.ted.com/talks/
rives_tells_a_story_of_mixed_
emoticons
1 8 7
Emoticons,
emoji
Summative
Written
You
have
following
Read
the
for
assessment
opportunities
throughout
question
written
the
information
2: Will
article
you
read
students.
in
of
emoji
B.
when
the
use
of
formal
to
between
show
had
In
3Bi
B:
3Biii
3Ci
3Cii
3Ciii
3Di
and
basic
author’s
with
C:
attitudes
answer
the
soon
make
(Text
a
set
G).
of
Based
on
guidelines
explain:
acceptable
is
more
appropriate.
and
guidelines
will
following
have
a
learning
visual
main
including
and
and
visual
by
throughout
nal
opportunity
objectives:
text
ideas
aspects
text
making
and
supporting
of
format
and
style,
by
a
identifying
response
to
ideas,
the
text
based
on
opinions
in
response
to
spoken
and/or
written
text
Interact
in
rehearsed
Express
ideas
some
and
Using
with
a
speak
and
and/or
unrehearsed
feelings,
and
written
and/or
visual
text
exchanges
communicate
information
in
familiar
situations
sense
language
and/or
spoken
and
unfamiliar
Communicate
to
in
using
of
audience
spoken
and
and/or
purpose
written
a
range
of
vocabulary,
conventions;
when
speaking,
use
form
grammatical
clear
pronunciation
intonation
Organize
information
and
ideas
devices
1 8 8
to
writing
and
appropriately
Use
is
you
information,
for
Respond
Write
write
should
writing
written
of
Communicating
D:
the
written
experiences
visual
post
language
practise
of
purpose
the
blog
emoticons
conventions
personal
and
3Diii
skills
and
conclusions
and
structures
3Dii
draw
opinions
Criterion
those
developments
texts,
assessment
understanding
Engage
and
3Civ
use
guidelines
words.
to
summative
Understand
Criterion
and/or
250
Comprehending
Show
and
and
and
two
written
understanding
details,
3Bii
200
F)
the
and
opportunities
this
your
Criterion
Now
guidelines
use
have
unit.
writing
technological
The
the
unit.
practise
(Text
when
this
2:
unnecessary?
A.
You
to
this
language
following
younger
Write
etiquette
question.
Debatable
formal
email
guidelines
had
instructions
and
language
to
suit
the
context
and
use
a
range
of
basic
cohesive
Text
F
http://www.cnbc.com/2015/06/24/emojis-the-death-of-the-written-language.html
Emoji:
The
death
of
the
written
This
should
increasingly
communicate
“ The
the
a
Tonight's
ringing
on
or
you're
of
an
alarm
dierent
feeling
person
meaning
The
be
rely
language?
bells.
smileys
My
or
worr y
hand
is
that
we
gestures
to
expression.
sending
emoji
-
or
them
to
may
misinterpret
it,
”
not
know
said
Hotel
Shank.
tone
message
is
of
used
someone's
to
converse,
voice
is
lost
resulting
in
when
the
a
text
recipient
not
always understanding the full meaning. For instance, if you
are
in
your
a
new
relationship
potential
par tner
is
and
you
tr ying
to
fail
say,
to
recognize
this
can
lead
what
to
big
problems.
And you don' t need to be a psychologist to understand
what
Emoji
and
–
a
Japanese
character"
–
term
rst
sur faced
smar tphones
integrated
that
took
their
The
use
to
our
emoji
in
translates
1998.
into
But
their
it
to
"picture
wasn' t
operating
until
system
o.
emergence
personality
which
these
new
message
pictures
has
added
things
we
might
expressions,
”
linguistics
Tech
said
from
convey
Tyler
with
our
tone
Schnoebelen,
of
who
voice
has
or
a
facial
PhD
in
and
CEO
of
Hotel
Tonight,
Sam
Shank,
write shor ter and shor ter messages to each other, it is hard
convey
exact
meaning.
that
much
easier
Emoji
it
is
to
‘ver y
cool’
convey
were
rst
emoji
or
using
used
‘really
lame’?
emoji,
” he
in
addition
This
is
actually
added.
to
a
star ted
symbol
other
a
high
now
you're
nding
that
a
larger
group
of
convey
a
are
replacing
message.
words
with
car toon
and
use
eectively.
language
we
look
it.
the
Zimmer
Japan
to
from
hands.
prayer,
can
on
of
Vocabular y.com,
meaning
In
context
and
provided:
the
symbol
O ther
cultures
Westerners
dierent
could
lead
emoji
and
the
of
emoji
that
Zimmer,
this
represented
interpret
this
often
people
use
culture.
the
to
while
two
an
addition
According
where
that
at
emoji
see
giving
this
each
ve.
If
just
communication
words
these
and
to
classes
symbols
going
tell
used
back
to
a
classes
stor y
need
in
the
the
age
and
to
teach
students
communicate
incorporate
mobile/digital
of
the
world,
hieroglyphs?
text.
from “Emojis: The
Death
of
the Written
tech-savvy
Language” by
individuals
folded
gratitude.
Language
to
things
example
belonging
Adapted
But
or
users
depending
in
symbolize
aren' t
written
dierent
two
editor
ambiguous
because
one
salutation
executive
emoji's
changes
illustrates
how
“For example, does saying that something is ‘interesting’
mean
the
confusion
emojis
to
says: “Emoji became popular because as people on mobiles
to
it's
Here's
Stanford.
enthusiast
to
conversations.
“Emoji … are so useful for enriching text with the kinds
of
says
next.
Zimmer,
understand
of
text
happens
Ben
symbols
Seema
Mody
to
http://www.cnbc.com/2015/06/24/emojis-the -death-
of-the -written-language.html
1 8 9
Emoticons,
Text
emoji
and
email
etiquette
G
No,
the
spell
rise
the
of
end
the
of
emoji
doesn’t
language
The emoji has become
one of the fastest growing
forms of communication
in history. People worry
about the death of written
language. But they are
wrong. Emoji can improve
digital communications.
You could call emoji today’s
modern hieroglyphics.
Are
emoji
English
a
language?
has
well
over
a
million
words.
An
adult
English
speaker
will
regularly
use
somewhere between 30,000 and 60,000 words and understand many more. The 800+
emoji
available
number
The
of
other
expressions
weather
today
ideas
to
falls
well
shor t
of
the
vocabular y
required
to
express
the
same
a “real” language.
feature
so
a
as
that
of
we
a
language
can
declaration
of
express
is
its
grammar.
complex
A
ideas
language
ranging
combines
from
a
words
comment
emoji
message.
can
Emoji
never
are
For
be
instance,
a
mainly
intonation
speak.
example,
or
For
giving
In
tone
They
Of
in
to
and
we
to
can
convey
international
relations
using
very
emoji.
So
language.
clarify
gesture
use
communication,
interpret
also
provide
English,
course,
Adapted
used
can’t
the
meaning
provide
intonation
of
a
additional
to
show
digital
message.
information
whether
we’re
to
the
asking
In
spoken
words
a
we
question
answer.
digital
and
same
an
you
complete
language,
the
love.
Sure, emoji can be placed next to one another but they can only communicate a
simple
and
on
the
a
Italian
emoji
from “ The
are
emoji
meaning
universal
or
full
of
the
a
similar
function,
enabling
the
user
to
add
text.
language.
The
three
wise
monkey
emoji
means
the
Japanese.
also
just
good
fun.
Conversation”
http://theconversation.com/no -the -rise - of-the - emoji- doesnt-spell-the - end- of-
language -42208
1 9 0
Going
In
this
chapter
conventions
be
beyond
creative
media.
we
in
Now
you
have
should
our
use
make
communication
beyond
Take
action!
Talks
In
chapter
this
out
an
oral
audience
emoji
Create
how
a
TED
will
on
the
the
do
media
so
and
science
as
Maybe
in
you
in
our
have
this
and
but
we
use
of
formal
can
learned
chapter
still
social
and
for
the
practical
suggestions
Why
how
not
your
rest
of
to
carry
make
your
ideas
the
on
school?
presentation
about
the
we
way
other
future.
you
that
now
You
summative
or
how
could
created
for
…
work
either
assessments
in
where
a
could
them
could
students
in
Fun
put
part
of
design
can
of
their
a
bigger
(IT)
and
into
a
At
the
end
of
be
interested
this
in
Courtney
section
reading:
Carbone
version
they
might
of
srsly
and
Brett
reading
fairy
even
too
of
a
or
this
this
global
You
topic
Suggest
day/evening
context
could
might
be
invite
from
the
relevant
IB
for
writing
Juliet
by
by
Wright.
for
William
These
you
you
might
Shakespeare
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either
the
parent.
star
toward
would
vain
it
boy,
“You
your
The
would
mother
2 0 0
and
impressionable
heart
on
a
about
this
certain
and
she
star.
moth
He
once
told
counselled
his
him
to
1
moth
not
not
on
four
and
was
right
on
big
to
caught
did
trying,
he
with
father
his
said
in
to
never
have
been
badly
lamps
and
singed
now,
strapping
15
months,
were
street
the
all
ying
20
get
moth
like
light
but
he
lamps
and
he
lamps.
years,
The
in
top
the
house,
star,
away.
night
dawn
wing
house
reach
when
ying
out
on,
10
him!”
reach
miles,
of
you
father’s
around
words
dusk
at
terribly
on
his
one-third
never
a
if
Come
around
trying
just
He
left
y
A
mark
y
trillion
elm.
a
as
street
been
lamps.
scorched!
right
it
have
his
brothers
around
house
without
would
his
your
day
me
at
worn
burned
to
the
start
morning
One
looks
All
would
home
haven’t
sisters
yourself
young
every
heed
evening
he
back
ying
around
set
it
to.
burned
A
and
crawl
and
going
ve
out
endeavour.
him,
you
Every
came
not
the
after
He
went
which
was
or
twenty-
moth
thought
branches
star,
but
night,
of
he
and
25
an
went
when
30
he
was
think
he
a
very,
that
went
he
very
really
around
deep
and
great
old
lasting
old
had
moth
he
reached
saying
so.
pleasure,
the
This
and
began
star
gave
he
Moral:
to
of
and
him
lived
a
to
our
and
his
when
sisters
they
Text
His
parents
had
all
were
been
quite
sorrow
his
is
afar
here
from
today,
the
sphere
and
here
our
Time
40
a
Thurber,
Fables
for
brothers
burned
to
death
young.
handling:
assessment
1
and
ies
tomorrow.
35
James
age.
Who
of
Factual
Text
C r i te r i a
3Bi,
3Bii
B
True/false
Read
the
text
carefully
below
are
with
relevant
a
true
identication
and
which
brief
and
and
a
identify
are
false.
quotation
quotation
which
of
Justify
each
from
are
Text
B.
required
the
statements
answer
Both
for
a
one
correct
mark.
True
Example:
The
moth’s
Justication
“set
his
1
His
quest
hear t
mother
on
did
was
a
to
reach
cer tain
not
the
False
star.
star ”
suppor t
his
quest.
moth
y
to
Justication:
2
She
told
the
The
father
The
moth
young
to
a
candle.
Justication:
3
thought
the
star
was
impossible
to
reach.
Justication:
4
didn’t
listen
to
his
parents’ advice.
Justication:
5
Once
a
week
the
moth
tried
to
y
to
the
star.
Justication:
6
Eventually,
his
brothers
and
sisters
tried
to
y
to
the
star
too.
Justication:
7
The
moth
nally
The
moth
has
reached
the
star.
Justication:
8
a
much
longer
life
than
his
brothers
and
sisters.
Justication:
2 0 1
Quests
Referencing:
In
this
or
phrases
exercise
Complete
word(s)
of
in
you
the
the
grammar
have
to
identify
precise
references
of
key
words
text.
following
underlined
table
refer(s).
the
phrase
…
by
indicating
Write
the
Example:
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9.
10.
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to
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the
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fable
the
was
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moth’s
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the
and
light
same
as
everyone
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sisters.
the
star
years
was:
away
lamps
had
miles
he:
life
and
about
moth’s
to
old
his
away.
achieved
brothers
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they
followed
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they
lacked
the
D.
only
people
who
be
the
his
like
star.
died
imagination
above.
young
everyone
parents’
are
ambition
sisters
siblings
their
successful.
the
get
very
they
of
the
thought
wasted
B.
All
C,
tree
A.
E.
be
trillion
everyone
B,
working
brothers
street
of
with
to
one-third
top
he
not
moth
four
A,
thought:
the
disliked
from
agree
because
the
A.
14.
did
answer
B.
A.
13.
questions
A.
As
way ”
“it ”
correct
ambitions
12.
“that
13)
Multiple -choice
Choose
that
9)
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toward
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paper.
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in
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Discussion
Do
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of
you
the
The
quest
under
story
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surface
Moth
it
also
and
has
The
a
Star
much
has
a
more
literal
meaning
but
today,
As
our
sorrow
The
moral
the
is
of
writer
here
this
says,
today,
story
A.
we
should
always
B.
we
should
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“Who
and
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ies
afar
from
the
sphere
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fur ther
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the
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story
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away
our
the
from
unhappiness
parents’
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about
symbolic
Find
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an
here
take
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you
you
friends
hometown,
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do
is
our
quest.
think
stay
close
and
your
to
and
family,
it
best
home,
and
tr y
to
friends
to
be
like
advice
else?
impossible
the
question
and
see
achievements.
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character
and
to.
object
conclusions
Share
rest
represents
is
the
the
tomorrow ”?.
your
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and
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ambitions
your
Discuss
tell
moral
suggests:
follow
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afar
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the
important symbolic
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meanings
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these
symbolic
elements
of
thestory:
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the
moth
B.
the
moth’s
C.
the
street
brothers
and
D.
the
moth’s
E.
the
star
F.
the
quest
and
house
sisters
lamps
parents
for
the
star
C r i te r i o n
Study
the
Describe
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picture
the
prepared
some
opposite.
photograph
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3Ci
in
detail.
make
guesses.
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these
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people?
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the
three
peoples
names
and
identities.
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is
Where
their
are
What
is
What
has
this
relationship?
they?
happening?
happened
before
scene?
What
are
they
saying
to
each
other?
What
do
happen
you
think
will
next?
2 0 3
Quests
Imagine
the
girl
in
the
picture
above
year
an
on
page
203
has
just
won
a
Planning
scholarship
to
spend
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in
international
school
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Discuss
country.
This
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quest.
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her
father
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mother
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information
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2 0 4
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ve
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Formative
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Text
activity
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3Di,
3Dii
B:
narrative
from
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Give your story a beginning,
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story
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story
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least
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about
stories
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wanted
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rst
and
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contain
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created
in
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section.
2 0 5
Quests
Key
and
related
concepts:
Communication
and
function
Communication
makes
human
bridges
between
Language
language
of
this
is
and
you.
of
may
the
As
you
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this,
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non-verbal).
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course
receiver.
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and
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information
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language
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2 0 6
what
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Moth
sentences.
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it
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complete
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young
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moth
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2.
3.
4.
5.
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use
we
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ve
smell,
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emotions
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our
be
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we
senses:
taste
We
give
and
can
when
things.
communicated
descriptive
rectly
through
the
choice
qualities.
2 0 7
Quests
Descriptive
detail
can
help
to
create
the
tone
and
atmosphere
in
atext.
Unlike
the
narrative,
description
is
not
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three
characters.
ll
in
the
table
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Character
B
Character
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then
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character
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or
and
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should
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try
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story
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instructions.
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in
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the
of
the
below?
1.
Command
Do
it!
2.
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Do
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3.
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do
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4.
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I
5.
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You
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2 0 8
of
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tell,
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or
commands?
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from
and
the
complete
story
the
“The
Character
Moth
below
and
the
with
Star”
A
instructions
might
Character
1.
The
father
said
to
the
moth
2.
The
mother
said
to
the
moth
3.
His
brothers
said
to
the
moth
the
moth
and
sisters
4.
The
star
seemed
to
5.
The
moth
learned
the
that
Formative
skills:
A
drama
in
which
In
a
can
is
an
or
how
of
characters,
to
better
as
play
characters
given.
B
Instruction
“Go
out
and
have
fun.
”
lesson
to
and
interactive
to
conventions
The
introduction
•
Title:
The
•
Scene:
characters.
class
a
understand
or
The
of:
either
understand
and
quest
consists
situation
Acquisition
understand
a
to
better
oral
imaginary
Language
such
is
imaginary
students
learn
it
say
have
that
Drama
themselves
•
table
a
of
name
their
ideas,
search.
a
to
certain
we
set
drama
a
of
play
the
script
script
drama
is
Characters:
set
e
give
some
information
age,
occupation
or
that
scene
at
we
need
to
know
relationship
with
another
the
start.
about
You
them,
could
such
as
character.
Example
Mary,
Liz,
aged
aged
Richard,
The
•
actual
15
45,
play
Dialogue
who
is
page
(in
write
a
Mary’s
aged
is
30,
a
script
what
speaking
the
mother
salesman
consists
the
two
characters
should
margin).
of
It
be
is
basic
say.
written
a
good
elements:
The
on
idea
name
the
to
of
the
left-hand
print
it
in
character
side
of
capitals.
the
Then
colon.
2 0 9
Quests
•
Stage
directions
written
in
are
brackets
instructions
for
the
actors.
They
should
be
(…).
Example:
The
Quest
for
the
Missing
Book
of
Discussion
and
Prose
ordinar y
Charms
is
the
language
Scene:
A
we
use
language. We
SUZANNE,
writing
a
girl,
about
In
13
MARLA,
an
(MARLA
is
old
SUZANNE
enters
for
and
something
watches
for
and
a
talking
to
herself
quietly.
Think
of
while.)
a
What
are
you
(surprised):
Why
want
to
I
was
I’m
sorry.
(SUZANNE
sees
MARLA
’s
looking
for
my
bag.
(Angrily)
it
I
didn’t
mean
to
be
nosy.
bag
on
the
ground
and
picks
it
a
There
Give
is
no
something
it
to
need
really
me
to
now!
be
rude.
valuable
You
would
think
inside.
is!
Etc.
C r i te r i a
Earlier
in
groups,
or
two
the
chapter,
create
a
scenes.
you
drama
Use
made
script
the
up
from
a
quest
the
conventions
story.
same
from
Now,
material.
the
3Cii,
example
3Ciii,
3Civ
in
Write
one
above.
Alternatively:
•
Retell
your
•
Retell
the
•
Create
a
scenes
to
own
story
quest
version
of
an
•
argument
Decide
the
story
or
which
loss
a
of
girl
of
dramatize.
disappointment,
“The
who
your
They
and
Moth
wants
own.
could
and
to
study
Choose
be
the
a
your
abroad.
scene
moments
loneliness;
Star”.
of
2 1 0
Who
is
o
Where
the
is
a
couple
drama
could
will
take
part
in
the
scene
seeker?
seeker
coming
from
and
going
to?
of
failure,
present
ght.
characters
the
or
success,
willhappen.
o
the
a
the
stor y
conventions
script.
drama
in
How
prose,
is
your
dierent
list
script?
a
Think
about
of
two
the
a
drama
up.)
is!
(Sharply):
There
out
as
prose.
written
prose?
Here
in
about
Make
is
was
for
of
dierences.
know?
SUZANNE:
SUZANNE:
prose
doing?
to
MARLA
SUZANNE:
sketch
drama
text,
MARLA:
of
woman
looking
SUZANNE:
use
opposite
written
there
form
ever yday
stories.
groups
scene
MARLA
for
forest
Characters:
do
debate
and
what
the
text
functions
types. Why
script
dierent
to
o
What
are
they
o
How
long
will
o
Does
the
o
What
•
Now
•
After
Think
•
You
a
seeker
out
having
•
that
may
family
Make
a
use
does
for
of
friend
or
seeker
companions?
face?
characters
each
However,
will
other’s
in
will
of
as
sure
to
to
you
that
each
work
the
talk
language
make
say
ideas,
front
characters
informal
the
why?
take?
the
to
and
present
the
very
a
the
will
context.
set
have
listened
how
for
quest
what
you
about
appropriate
•
the
problems
work
version
looking
other.
out
a
nal
class.
each
are
the
other.
speaking
language
in
is
classroom.
notes
on
cue
cards
that
you
can
use
to
act
out
thescene.
When
class.
you
are
ready,
Alternatively,
Formative
Narrative
A
narrative
imaginary
The
story
is
(a
third-person
(a
rst-person
A
quest
story
1.
The
reason
2.
Setting
3.
The
4.
Problems
5.
The
6.
A
7.
An
can
act
quest
It
is
narrator)
your
script
in
front
of
your
or
entertains
written
either
or
skills:
C r i te r i a
3Di,
3Dii,
3Diii
story
usually
usually
out
yourselves.
writing
amuses
events.
storyteller
you
video
a
an
its
in
readers
actual
or
prose.
outsider
character
with
telling
who
takes
the
story
part
in
the
action
narrator).
has
to
a
clear
search
plot
for
structure:
the
important
object
off
journey
along
nding
of
the
the
way
object
ght
ending
at
with
Now
look
the
your
creativity
a
moral
pictures
to
invent
on
the
your
next
own
page.
quest
Use
your
imagination
and
narrative.
2 1 1
Quests
Creating
picture
a
quest
narrative
from
stimulus
A
B
C
2 1 2
a
C r i te r i a
3Di
3Dii
Look
at
the
more
of
three
them
as
pictures
the
basis
A,
B
for
a
and
C
story
on
page
about
a
212
and
quest.
use
The
one
or
narrative
Use
will
contain
a
The
storyline
protagonist,
a
quest
and
at
least
two
other
your
develop
should
contain
a
conict
with
a
clear
creativity
to
characters.
beginning,
ideas
for
your
middle
story.
andend.
•
Create
to
Planning
and
scaolding
C r i te r i a
3Dii,
quest
photos
Plot
may
nd
it
helpful
to
copy
and
complete
the
char t
will
be
the
object
of
the
Make
will
be
the
guesses,
“what
quest?
and
Who
do
the
suggest?
below.
•
What
solutions
problems.
3Diii
What
You
novel
authentic
if”
ask
questions
generate
testable
seeker(s)?
hypotheses
What
instructions does
What
is
What
will
What
is
the
seeker
receive?
•
the
be
the
the
climax
resolution
to
of
the
the
narrative?
will
brainstorming
and
visual
generate
be
the
message
of
the
stor y?
Make
you
write
A.
a
rst-person
B.
a
third-person
to
ideas
unexpected
unusual
or
connections
between
Will
diagrams
new
conict?
•
What
Use
conict?
the
three
from:
photos.
Will
you
A.
formal
write
B.
informal
point
of
point
view
of
view?
•
using:
the
technical
poetic
E.
a
Which
characters
picture
language
D.
new
perspectives.
language
C.
Consider
do
you
in
of
the
identify
with?
language
language
Who
combination
of
any
of
these?
If
so,
are
the
other
explain.
characters
in
the
photos?
•
By
creating
creative
your
thinking
consider
them
Create
a
plan
•
Plan
the
•
Use
•
Set
•
Plan
•
Use
a
own
skills.
from
of
story
new
action
assignment;
planner
realistic
to
will
be
an
able
opportunity
to
generate
to
complete
meet
your
the
the
use
new
your
ideas
and
write
or
perspectives.
to
and
and
appropriate
have
timetable
goals
strategies
You
you
Consider
task
on
multiple
alternatives.
in
third
the
Will
rst
you
person
person?
time.
deadlines.
assignment.
timescales.
take
action
strategies
for
to
achieve
organizing
your
goals.
information.
2 1 3
Quests
What
of
a
are
the
quest
important
elements
story?
Con ceptual
C r i te r i o n
Before
reading
Elements
It
would
to
all
of
a
seem
cultures
important
Text
3Bii
and
all
stories,
times
the
in
such
our
as
quests,
history.
storyteller
and
All
the
are
stories
common
have
Here
storyteller
the
who
rst-person
Caesar).
the
is
inside
point
of
Alternatively,
story.
The
the
view:
story
“I
came.
narrative
storyteller
can
can
explains
be
what
ve
themes
stories.
Now
a
of
stories.
is
the
third-person
point
of
view:
a
saw.
told
narrative.
I
This
conquered”
from
a
happened
“He
list
fair y
person
is
fair y
(Julius
1.
but
the
he
went
directly
your
Star”).
right
to
the
hand”
The
on
trying”
(James
second-person
reader,
(Bob
“You
Dylan,
walk
“Ballad
point
never
outside
Many
to
other
people.
did
reach
the
Thurber,
into
of
a
of
the
“The
stories
with
a
fair y
growing
on
talking
pencil
in
their
tales
up
the
Point
chart
below
for
of View
a
I,
me,
in
my,
You,
Description
mine,
we,
us,
It ’s
all
about
can
become
become
ser ving
girls
your,
she,
it,
yours
they,
You’re
talking
directly
to
list
according
Which
The
of
to
style,
plot
is
the
the
if
the
books
point
any,
do
them,
have
view
you
storyline.
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point
of
fair y
sense
of
read
from
prefer?
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be
some
or
contest.
conict.
This
conict
makes
conict
is
Pick
one
The
moment
order
the
solved
famous
story
at
the
conict
is
recently.
which
end
they
Categorize
are
them
between
4.
written.
the
story
to
work
usually
the
forward
of
the
caused
inciting
until
story
–
there
an
incident.
there
a
by
is
At
the
Rags
of
and
end
resolution
and
the
the
wicked
good
are
are
to
riches
fair y
tales
are
about
ver y
poor
children
stories
The
The
often
rich.
have
a
Such
who
children
magical
or
a
5.
Intelligence
helper
mentor.
Fair y
tale
need
to
outsmar t
characters
their
often
more
power ful
antagonists,
older
story.
A.
the
conict
B.
the
inciting
C.
the
climax
D.
the
resolution.
2 1 4
good
Some
rivals
plot
strong
tell
has
argument
a climax.
Identify:
this
a
rewarded.
or
Does
have
view.
Why?
for
is
called
go
tales
justice. They
ght
become
to
puppets
boys.
etc.
you
of
become
and
real
punished
a
princes,
beasts,
Justice
Most
evil.
their,
Make
come
ours
the
He,
to
me.
thereader.
person
are
they
complete
order
princes
3.
Third
and
details.
our,
person
characters
Transformation
become
Second
about
home.
2.
Man”).
Pronouns
person
ve
overcoming
successfully
princesses,
First
Match
these
are
and
journey
quest
Frogs
See
to
Moth
view involves
room
Thin
in
Quests
must
and
found
brainstorm
themes.
sent
star,
3Diii
two
diculties. The
This
3Dii,
plot.
tell
I
are
fair y
the
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debate
C r i te r i a
Themes
many
elements:
and
C
story
that
Discussion
questi o n
incident
line
work
for
all
the
stories
you
know?
or
enemies.
The
All
hero
or
quest
heroine
stories
who
frequently
For
or
heroine
share
instance,
outsiders.
orphans.
story
At
they
have
goes
on
a
central
hero
a
search.
They
similar
they
are
are
characteristics.
often
Sometimes
the
loners
they
beginning
often
or
of
are
the
powerless
or
lack
knowledge.
Look
at
heroes
this
and
situation
popular
quests.
to
use
and
of
four
the
from
ll
in
heroes
Study
your
you
or
the
between
in
these
modern-day
Alternatively,
other
young
similarities
character
heroes
examples.
then
visual
discuss
may
wish
heroines
chart
as
below
and
answers.
Personal
situation
Character
and
Background
characteristics
Harry
Bilbo
quest
Everdeen
Skywalker
(Name)
What
Another
other
very
characters.
similarities
common
We
can
of
two
of
story.
element
often
mentor/teacher,
Think
the
Their
Baggins
Other
friend,
the
Potter
Katniss
Luke
to
story
nd
and
the
beloved,
well-known
Study
of
stories
complete
the
can
story
same
is
the
the list
character
companions)
and
you
identify
chart
Story
A
in
of
types,
many
the
nd?
suppor ting
(villain,
rival
stories.
different
elements
below.
Story
B
Storyteller
Plot
Characters
Conict
Climax
Resolution
Theme/message
2 1 5
Quests
Before
you
read
Text
C
Prediction
“The
guitar
rivals
for
of
are
love.
the
What
in
do
a
think
possible
the
ending
is
same
the
the
might
and
the
variation
girl.
guitar
story
Share
nd
out
girl
that
with
girl,
a
a
in
twist
Use
your
your
which
the
the
–
a
story.
story
title,
is
is
surprise
in
is
T
wo
a
the
quest
object
ending.
imagination
ideas
idea
quest
to
class.
closest
to.
the
story.
C
played
on
someone
her.
“or
“Is
music
music
into
tell
you,”
it,”
she
went
the
hard
the
“Shan’t
and
by
my
rose
is
guitar
The
thought
What
her
passing
it
me?”
fountain
listener
know.
the
Therefore,
The
A
on
player
has
happen?
endings.
story
of
modern
the
who
However,
you
read
is
with
girl,
quest.
actual
Text
love
The
brainstorm
Now
player”
it
so
and
love,”
and
nally
love
inquired
continued,
air
in
fell
water
away.
said,
“I
the
from
The
don’t
the
girl,
player
Soon
happened
fell
and
the
by
“but
that’s
not
another
also
fell
girl,
last
in
“or
stared
at
she
passer-by
love.
my
the
ventured
beautiful
But
answer?”
replied
on
you
and
right
and
listened
guitar
“Is
say,
said
that
you
What
that
I
is
to
love,”
The
smiled
“Well,
instrument.
just
happened
me
guitar?”
guitar,
to
it
see
second
at
the
don’t
the
wasn’t
passer-
girl
and
know.
right
it,
her
inquired
at
It’s
a
answer?”
and
went
on
playing.
The
playing.
All
two
night
heads,
passers-by
long
and
the
when
was
perfectly
their
speeches.
“I
you
would
could
“And
“even
if
“You
a
I
care
love
did
don’t
about
“Oh,”
they
a
of
my
music
said.
the
a
do
at
perplexed.
through
the
they
you,”
own
me
ran
declared
note
next
had
the
their
day
it
prepared
rst,
“even
if
music.”
swore
the
second,
guitar.”
understand,”
Which
they
music
that
love
not
greatly
returned
you,”
play
would
musician.
guitar
obvious
not
you
were
replied
you
the
love,
girl.
if
you
you
the
“I
am
do
not
all?”
“Did
we
give
wrong
answer?”
“Yes,”
replied
“Well,
what
“You
my
and
must
gifts,
ever
all
girl.
the
love
my
shall
the
is
right
me
answer?”
altogether;
possessions,
be
from
now
just
as
everything
I
am,
I’ve
all
been
on.”
“But that’s impossible!” they cried out together.
“Yes,”
to
suit
agreed
the
the
girl
and
chose
a
sad
little
Sunjita
2 1 6
tune
occasion.
Namjoshi
C r i te r i o n
After
1
reading
Shor t-answer
the
sheet
paper.
following
questions.
Write
What
attracted
the
rst
2.
What
question
did
the
3.
What
attracted
the
second
passer-by
4.
What
question
did
the
ask
5.
What
answer
6.
Why
did
What
8.
Suggest
2
girl
both
say
girl
girl
ask
to
the
to
she
was
the
rst
guitar
on
a
separate
player?
passer-by?
to
the
passers-by
answers
the
guitar
second
player?
passer-by?
give?
rejecting
both
lovers
on
the
day?
7.
little
the
did
passer-by
your
1.
second
is
the
a
girl
looking
possible
tune
to
suit
Multiple -choice
for
in
meaning
the
a
for
lover?
the
phrase,
“(she)
chose
9.
10.
the
13.
A,
B,
C,
or
beauty
C.
music
B.
love
D.
money.
often
in
deal
“The
with
guitar
some
the
two
the
lovers
and
the
C.
the
lovers
and
society
D.
the
lovers
and
nature.
is
the
is
the
The
conict
between:
lovers
main
is
guitar
theme
more
more
in
of
player
which
the
important
B.
Love
is
C.
Love
means
knowing
D.
Love
means
accepting
The
storyteller
important
writes
A.
a
rst-person
B.
a
second-person
C.
a
third-person
D.
a
fourth-person
The
conict
is
A.
the
girl
keeps
chooses
live
story?
than
than
what
a
they
a
love.
music.
person
person
for
likes.
what
she
is.
from:
point
of
view
point
point
of
of
point
view
view
of
view.
resolved when:
B.
the
girl
C.
the
lovers
D.
one
of
conict.
player”
B.
Music
3Biii
for:
A.
What
3Bii,
D.
plot
A.
12.
quest
from
A.
conict
11.
a
answer
The
Stories
sad
questions
correct
is
a
occasion”?
C r i te r i a
Choose
3Bi
C
questions
Answer
of
Text
the
her
independence
one
resolve
lovers
of
their
the
lovers
conict
wins.
2 1 7
Quests
Working
in
pairs
answer
1
In
what
ways
is
“The
2
In
what
ways
is
it
Once
you
Present
have
your
these
guitar
different
agreed
question.
on
conclusions
to
your
to
player”
a
a
typical
typical
ideas,
quest
story?
quest?
complete
the
table
below.
class.
Similarities
The
object
of
the
Dierences
quest
The “heroes”
The
plot/storyline
The
outcome
The
message
Other
of
the
elements
of
quest
the
Formative
quest
oral
interactive
and
skills:
C r i te r i a
3Cii,
3Ciii,
3Civ
Drama
Planning
Use
in
Create
your
own
version
of
“The
guitar
the
the
drama
•
one
scene
script
Make
a
for
set
from
the
story
“The
guitar
player”
and
can
to
create
a
it.
of
notes
on
cue
cards
that
you
use
act
out
thescene.
•
Decide
which
happen.
•
After
having
version
•
•
Think
You
a
Now
that
may
you
will
how
use
the
very
context.
appropriate
out
listened
about
family
characters
work
for
take
part
the
each
other’s
present
in
characters
informal
However,
the
Formative
to
will
what
the
ideas,
front
will
language
make
in
characters
of
as
sure
out
to
a
what
each
will
other.
nal
class.
to
each
you
that
and
say
work
the
talk
scene
will
are
the
other.
speaking
language
in
is
classroom.
writing
activity:
Story
writing
Now
write
could
tell
up
A.
the
girl
B.
one
of
C.
someone
2 1 8
your
your
the
own
story
prose
from
a
version
different
lovers
else
–
an
observer.
of
“The
point
of
guitar
view:
ideas
scaolding
on
chapter
to
player”
plan
Choose
and
player”.
You
your
work.
drama
help
earlier
you
Write
between
protagonist,
a
200
quest
should
contain
Decide
whether
Planning
Copy
the
and
table
and
a
250
and
at
conict
to
words.
least
with
write
in
two
a
the
The
other
clear
rst
narrative
should
characters.
beginning,
person
or
The
middle
the
contain
third
storyline
and
will
be
Will
it
be
Will
your
Which
a
scaolding
below
and
use
it
to
help
to
formulate
your
ideas.
What
will
What
is
Where
will
be
Planning
a
will
the
be
climax
the
third-person
or
in
be
and
to
of
narrative
narrative
the
guitar
player”
some
the
narrative?
other
kind
of
plot?
story?
the
the
narrative?
conict?
begin?
end?
moral
of
the
story?
scaolding
Communicating
with
Now
the
think
or
quest
resolution
the
will
of “The
conict?
be
the
will
What
rst-person
the
version
storyteller?
characters
is
How
the
story
What
end.
person.
Y
our
Who
a
about
a
C r i te r i o n
sense
language
of
3Diii
audience
you
will
use
in
the
stor y.
Choose
one
of
these
registers:
•
ver y
•
formal,
formal,
•
informal,
as
if
as
as
if
talking
talking
if
ver y
talking
Conclusion
What
are
the
to
politely
to
a
politely
to
people
a
ver y
impor tant
you
don’t
stranger.
know
well
friend.
to
the
conceptual
important
elements
question
of
aqueststory?
Having
examined
this
section,
what
is
your
answer
to
the
question?
2 1 9
Quests
What
and
how
visual
Text
about
the
Before
you
What
we
In
do
this
make
far
your
At
in
this
Make
How
a
list
many
you
list
of
are
are
quests.
the
quest?
Con ceptual
questi o n
D
far?
have
the
of
there
your
looked
most
into
the
important
topic
ideas
of
the
you
quest.
have
As
a
learned
so
some
can
points
you
texts
videos
Choose
any
you
don’t
understand?
questions.
answers
Suggested
Here
so
Text
of
investigations.
stage,
a
watch
audio-
communicate
theme
know
chapter
class,
D
does
one
of
and
nd
in
for
audio-visual
this
ctional
then
this
and
answer
section?
section
real-life
the
questions
below.
A.
https://www.youtube.com/
watch?v=mx1XZoPgNIU
An
B.
Afghan
boy
looks
for
a
new
life
in
the
UK
https://www.youtube.com/
watch?v=yJzcQ607sFQ
Leonard
Loch
C.
Nimoy’s
Ness
documentary:
In
Search
of
the
Monster
https://www.youtube.com/
watch?v=wZdpNglLbt8
The
trailer
Alternatively,
answer
the
Before
Read
to
times
and
and
listening.
2 2 0
watch
a
Nemo
video
in
watch
the
of
a
narrative
appropriate
Text
quest
of
manner.
your
Write
choosing.
your
the
listen
discuss
exercises
for.
You
D
possible
below
may
to
need
answers
make
to
in
sure
watch
class
you
the
after
know
material
each
what
several
viewing
Respond
answers
activity
through
look
Finding
questions
you
Focusing
to
and
on
a
to
the
tasks
separate
and
sheet
of
paper.
C r i te r i o n
While
Choose
you
one
Respond
to
watch
of
the
the
Text
short
tasks
narrative
and
3Ai
D
answer
videos
the
listed
questions
in
the
appropriatemanner.
1.
This
audio-visual
these
MYP
stimulus
global
seems
to
be
Media
Literacy
In
section
above.
related
to
which
this
these
century
learning
Identities
contexts?
and
B.
Orientation
C.
Personal
D.
Scientic
can
valuable
21st
skills.
of
•
Interacting
use
A.
you
develop
and
with
create
media
ideas
to
and
relationships
information.
in
space
and
time
•
and
cultural
Making
about
and
informed
choices
expression
technical
personal
viewing
innovation
experiences.
E.
Globalization
and
sustainability
F.
Fairness
and
development
Summarize
the
main
•
Understanding
media
2.
points
of
the
stimulus.
complete
the
table
You
may
useful
to
copy
and
below,
points
if
necessary.
answers
questions
You
will
of
representations.
Seeking
a
range
of
adding
perspectives
extrasupporting
impact
nd
•
it
the
need
from
varied
the
sources.
to
these
planningand
exercise
scaffolding
to
of
help
the
you
oral
complete
and
interactive
Who
Is
it
is
is
a
the
does
and
the
characters
What
is
the
conict?
What
is
the
climax
any,
does
What
is
quest
is
the
the
does
are
story
you
ideas
information
effectively.
watched
the
The
the
the
video
in
narrate?
the
story?
narrative?
resolution
video
narrative?
begin?
featured
to
of
the
conict?
end?
message
Multiple -choice
3.
third-person
narrative
What
How
of
or
kind
if
Communicating
storyteller?
What
What,
•
title?
rst-person
Where
1
the
skills
below.
The
What
the
of
the
story?
questions
approach
audio-visual
to
the
with
justications
subject
stimulus
is
matter
of
the
mainly:
A.
entertaining
C.
persuasive
B.
factual
D.
other.
Justication/reason:
4.
How
would
you
A.
Really
B.
Interesting
describe
interesting
the
content
of
the
stimulus?
C.
Fairly
D.
Uninteresting
interesting
Justication/reason:
2 2 1
Quests
2
Multiple -choice
Answer
5.
6.
7.
questions
What
was
C r i te r i o n
questions
5–10.
the
format
of
the
audio-visual
A.
Speech
B.
Conversation/discussion
C.
Debate
D.
Documentary
E.
Other:
The
purpose
A.
narrate
B.
describe
C.
explain
a
D.
argue
point
E.
give
F.
other:
How
of
a
a
the
audio-visual
stimulus
stimulus?
was
to:
story
a
situation
problem
of
view
instructions/guidelines
many
points
of
view
did
the
audio-visual
stimulus
show?
A.
8.
9.
B.
Two
C.
Three
D.
More
The
opinions
A.
very
B.
quite
C.
biased
D.
very
How
A.
10.
One
than
in
audio-visual
are:
one-sided
did
the
audio-visual
stimulus
use
graphics?
lot
More
than
C.
Once
or
D.
Never
of
twice
twice
these
techniques
are
used
stimulus?
2 2 2
stimulus
balanced
B.
Which
the
balanced
much
A
three
A.
Voiceover
B.
Special
C.
Music
and
D.
Other
special
E.
None
of
F.
All
the
G.
Some
of
lighting
of
techniques
sound
the
effects
effects
above
above
the
above
in
the
audio-visual
3Aii
Formative
Retell
The
the
purpose
story
and
of
interactive
story
this
drama
the
elements
of
and
scaolding
as
a
is
show
to
oral:
C r i te r i o n
3Aiii
drama
storytelling
an
understanding
shown
in
the
of
video
the
you
have
watched.
Planning
self-management
As
a
the
group,
make
following
sure
you
have
an
over view
of
your
quest
stor y
by
This
table.
task
is
a
opportunity
Y
our
skills
completing
major
to
show
quest
that
you
can
work
Storyteller
Plot
cooperatively
in
to
on
collaborate
complex
set
of
a
group
a
ideas
and
Characters
create
and
communicate
many
of
the
ideas
chapter.
The
task
Conict
in
this
Climax
give
Resolution
to
you
an
practise
will
also
opportunity
the
skills
Theme/message
you
Decide
which
moments
The
in
reason
Setting
The
A
•
dramatize.
Choose
from
the
following
list
the
and
interactive
assessment.
of
structure.
search
for
the
important
object
journey
along
nding
ending
make
Decide
scene
in
•
to
to
for
oral
of
the
the
way
object
ght
An
Now
plot
need
off
Problems
The
scene(s)
the
will
summative
a
with
some
which
and
basic
other.
You
make
the
decisions.
characters
will
will
happen.
take
part
Work
out
in
the
what
the
script.
about
are
moral
more
what
Think
you
a
how
may
use
speaking
sure
that
the
very
in
the
characters
a
will
informal
family
language
talk
language
context.
is
to
each
as
However,
appropriate
for
classroom.
The
quest
for
love
perhaps?
2 2 3
Quests
•
After
of
•
having
the
Use
script
the
Make
chest,
your
a
and
have
Use
your
andthe
for
from
your
at
least
with
a
basic
with
a
The
task
will
need
drama
any
you
in
(objects
of
out
the
on
setting,
on
act
nal
version
characters.
drama
stage
weapons,
you
a
class.
your
used
fake
before
work
(title,
sketch
example,
need
front
script
to
props
for
question
of
from
the
2
above
lm
question
have
The
other
clear
end
a
writing
you
words.
two
of
present
ideas,
out
script.
by
actors
books,
your
treasure
drama.
to
provide
information
and
drama.
plot
answers
drama
200–250
will
other’s
scaolding
Formative
the
each
directions)
wands)
answers
background
Rewrite
you
stage
you
to
performance,
magic
Planning
Use
and
sure
during
that
conventions
dialogue
•
listened
you
2
narrative
an
will
The
have
above,
produced
characters.
beginning,
activity
to
your
contain
inciting
3Aiii
watched.
write
a
a
storyline
C r i te r i o n
scaffolding
short
protagonist,
should
incident,
notes,
narrative
a
quest
contain
middle
with
a
of
a
and
conict
climax
and
resolution.
will
for
also
the
give
you
an
summative
opportunity
written
to
practise
assessment
at
the
the
skills
end
of
you
this
section.
Planning
and
scaolding
Communicating
Decide
whether
with
you
a
will
C r i te r i o n
sense
write
of
3Diii
audience
your
narrative
in
the
rst
person
or
the
third
person.
Also
think
about
the
language
you
will
use
in
the
stor y.
Choose
one
of
these
registers:
•
ver y
•
formal,
formal,
•
informal,
as
if
as
as
if
talking
talking
if
ver y
talking
to
Conclusion
politely
to
a
politely
to
people
a
ver y
impor tant
you
stranger
don’t
know
well
friend.
to
the
management
conceptual
question
Have
you
to
the
of
What
and
how
does
audio-visual
Text
all
asked
at
this
about
the
theme
of
the
examined
question?
2 2 4
this
section,
what
is
your
answer
answers
questions
the
you
beginning
section?
and
If
how,
not,
do
you
quest?
think
Having
found
D
where,
communicate
skills
to
the
the
could
nd
information
you
you
seeking?
are
Summative
In
this
your
on
summative
your
related
task
assessment
understanding
use
chapter.
To
to
of
the
of
the
the
the
statement
you
you
topic
will
have
the
quest.
of
communication
complete
requires
activities
to
skills
assessment
of
inquiry
answer
a
Statement
of
you
you
for
will
this
debatable
an
opportunity
You
will
have
also
to
be
developed
undertake
chapter.
Each
two
show
assessed
in
this
tasks
assessment
question.
inquiry
Stories about quests involve journeys, turning points and
realizations. Through these stories we can examine the relationships
between individuals and the societies in which they live from
personal, local and global perspectives.
Debatable
Can
we
quest
question
use
spoken
the
the
rst
contents.
produce
dialogue
a
task,
To
you
Debatable
Choose
journey,
in
should
the
The
Can
the
video
a
and
question,
create
you
a
drama
will
read
What
elements
story
contain?
based
a
text
2
should
a
good
quest
on
and
contents.
task:
we
one
is
or
video
a
use
Presentation
spoken
dialogue
more
By
create
a
Quest”).
example
of
improve
the
to
scenes
hero’s
plot.
(“The
good
material
three
the
the
to
improve
a
from
quest.
the
This
rough
or
a
dialogue
draft
of
a
you
quest
quest
video
could
encounters,
adding
a
As
story,
the
script
to
or
one
section
realization
stage
decide
not.
You
plotline.
involving
be
and
watch,
or
a
or
of
turning
directions,
be
acted
more
the
out
you
in
class
recorded.
script
plot
add
to
of
rst
be
video
to
up
elements
The
1:
a
second
on
oral
following
the
wish
to
improve
watch
the
based
question
the
whether
or
to
question
story?
Watch
point
will
answer
narrative
Summative
may
Debatable
story?
For
quest
1
should
and
script
the
help
the
character
should
take
will
assessed
Note:
you
script
itself.
be
3
audience
of
or
the
4
on
understand
the
scene’s
place
in
hero.
minutes
the
to
act
spoken
out.
performance,
not
on
the
2 2 5
Quests
Text
The
E
Quest
https://www.youtube.com/
watch?v=s6cbhk2Et4I
You
have
drama
you
had
scripts
will
have
following
an
A:
Comprehending
Show
practise
unit.
to
In
show
producing
this
and
summative
your
presenting
assessment
understanding
of
the
objectives:
spoken
and
visual
text
understanding of information, main ideas and suppor ting
details, and draw
3Aii
to
this
opportunity
learning
Criterion
3Ai
opportunities
throughout
Interpret
conclusions
conventions
Engage with the spoken and visual text by identifying ideas,
3Aiii
opinions and attitudes and by making a response to the text based
on personal experiences and opinions
Criterion
and/or
3Ci
3Cii
3Ciii
C:
Communicating
visual
in
response
to
spoken
and/or
written
text
Respond appropriately to spoken and/or written and/or visual text
Interact in rehearsed and unrehearsed exchanges
Express ideas and feelings, and communicate information in
familiar and some unfamiliar situations
3Civ
Communicate with a sense of audience and purpose
Criterion
3Di
D:
Using
language
in
spoken
and/or
written
form
Write and/or speak using a range of vocabular y, grammatical
structures and conventions; when speaking, use clear
pronunciation and intonation
3Dii
Organize information and ideas and use a range of basic cohesive
devices
3Diii
2 2 6
Use language to suit the context
Summative
In
this
summative
to
show
your
demonstrate
in
this
task
Debatable
assessment
understanding
the
chapter.
another
written
written
To
question
to
you
of
will
the
the
the
topic
of
of
elements
narrative
another
the
skills
assessment
statement
2: What
A
have
communication
complete
related
task:
quest.
you
you
a
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have
will
inquiry
should
opportunity
for
will
developed
undertake
this
good
chapter.
quest
story
contain?
The
text
gaming.
games
quest
kind
below
Imagine
company.
described
of
quest
audience.
of
a
outlines
Text
in
the
going
a
to
Make
created.
answers
between
forms
sure
a
new
on
you
250
all
used
in
storyline
one
of
identify
language
contain
and
quests
based
Use
will
200
of
write
narrative
text.
have
best
Write
are
Create
you
The
quest.
you
different
the
video
for
clearly
appropriate
the
a
video
types
important
of
which
to
the
elements
words.
F
Video
gaming:
Quests
A quest in role -playing video games … is a task that a player-controlled character, or group of
characters,
may
character ’s
experience
access
to
In
most
the
winning
specic
may
new
a
longer
the
of
is
is
may
take
It
they
an
It
is
not
player
characters.
Types
of
to
reward.
skills
Rewards
and
“hunt
killing
only
a
a
set
few
common
are
for
a
of
the
for
a
specic
quest
to
include
treasure
an
increase
such
as
in
gold
the
coins,
above…
number
minutes
allowed
may
abilities,
outcome”
,
of
or
to
in
creatures
hours
to
require
contrast
or
complete,
characters
begin.
Often,
the
and
commonly
to
collecting
larger
simply
a
while
to
the
list
of
others
have
met
reward,
a
the
nish…
optional
a
is
a
new
combination
a
involve
before
takes
gain
any
quest
quests
quests
or
weeks.
non-linear
side -quests
a
to
learn
or
is
games.
to
areas,
sense,
days
order
conditions
quest
side- quest
provide
Some
several
set
video
general
in
order
or
game. Typical
cer tain
A
in
locations
items.
take
complete
smaller
section
structures
essential
of
mission
to
for
an
the
a
video
within
a
other wise
game
to
game,
larger
linear
be
is
stor yline,
plot.
nished,
As
but
a
and
can
general
can
bring
found
be
in
used
rule,
the
various
role -playing
as
means
to
completion
a
of
benets
to
the
quest
Quests
are
quests
and
typically
escor t
grouped
into
one
of
four
categories:
kill
quests,
gather
quests,
deliver y
quests.
2 2 7
Quests
Text
F
(continued)
Kill
A
quests
kill quest
specic
bring
back
Combo
The
sends
proof
combo quest
of
these
are
quests
which
case
Delivery
Another
the
type
of
may
star ting
quest
sent
need
the
through
Gather
quests
Gather quests,
items. These
kill
either
as
a
specic
types
trophies,
of
or
number
quests
body
often
par ts
of
named
require
(boar
creatures,
the
tusks,
or
character
wolf
pelts,
a
to
etc.).
the
to
attack
required
immor tal
would
be
killed
cer tain
number
enemies
of
or
innite
or
stop
or
combos
in
structures
has
number
till
been
the
with
a
reached.
player
is
Enemies
successful
in
in
appearing.
to
is
to
to
the
collect
an
item
from
the
item
rst
quest. These
also
known
either
in
delivery quest …
deliver
a
as
be
order
collect
or
to
quests
are
dangerous
collection
gathered
collect
number
of
location
made
a
of
being
require
or
a
for
the
Sometimes
handed
item
by
character
quest
example,
to
the
asking
while
the
facing
to
environment,
items. The
involves
another.
sometimes
location
items,
quest. This
to
challenging
terrain,
required
dierent
fetch–carr y
instead
quests,
from
the
or
one
may
time
a
also
the
require
a
to
limit.
number
require
assemble
the
deliver
character
a
collect
or
to
of
character
the
device.
quests
escor t quest involves
character
(NPC).
moves
player
such
player
either
unfamiliar
can
creatures
character
she
a
until
usually
journey
Escor t
to
NPC. These
quests
character
kill
out
or
work,
requires
enemies
being
when
their
attacks
character
The
of
character
character
quests
combination
to
the
non-player
to
A
through
slay
slaying
typical
a
escor t
monsters
quest
monster-infested
multiple
monsters
to
to
maintain
would
area.
ensure
involve
A
the
the
majority
safety
well-being
protecting
of
of
the
the
the
time
of
a
NPC
the
non-player
character
quest
will
as
he
require
or
the
NPC…
Hybrids
Elements
from
example,
a
weapon
also
A
(Gather
include
Quest
is
order
quest
is
a
can
be
that
the
and
and
group
necessar y
as
to
then
use
it
combined
player
to
kill
a
to
nd
make
the
specic
more
par ts
foe
complex
needed
(Kill
to
quest).
quests.
For
assemble
Hybrid
a
specic
quests
may
riddles.
a
player
are
from
of
before
quests
that
beginning
progresses
encourage
chain
Adapted
2 2 8
quest)
types
require
chains
diculty
in
above
could
puzzles
quest chain
quest
the
quest
are
the
through
characters
to
completed
next
the
journey
quest
chain.
to
a
in
in
sequence…
the
Quest
new
chain.
chains
place,
Completion
Quests
often
where
usually
star t
fur ther
revealed…
https://en.wikipedia.org/wiki/Quest_(video_gaming)
of
each
increase
with
small
elements
of
in
tasks
the
Y
ou
will
be
assessed
using
the
following
criteria.
Criterion
3Bi
B:
Comprehending
written
and
visual
text
( Text
handling)
Show understanding of information, main ideas and suppor ting
details, and draw conclusions
3Bii
Understand basic conventions including aspects of format and
style, and author ’s purpose for writing
3Biii
Engage with the written and visual text by identifying ideas,
opinions and attitudes and by making a response to the text based
on personal experiences and opinions
Criterion
and/or
3Ci
3Cii
3Ciii
C:
Communicating
visual
in
response
to
spoken
and/or
written
text
Respond appropriately to spoken and/or written and/or visual text
Interact in rehearsed and unrehearsed exchanges
Express ideas and feelings, and communicate information in
familiar and some unfamiliar situations
3Civ
Communicate with a sense of audience and purpose.
Criterion
3Di
D:
Using
language
in
spoken
and/or
written
form
Write and/or speak using a range of vocabular y, grammatical
structures and conventions; when speaking, use clear
pronunciation and intonation
3Dii
Organize information and ideas and use a range of basic cohesive
devices
3Diii
Use language to suit the context
2 2 9
Quests
Going
In
this
beyond
chapter
examine
the
in
they
which
Now
make
you
have
live
of
communication
from
the
skills
you
beyond
Take
action!
Short
play
Use
drama
produce
a
personally
key
scenes
Research
skills
short
you
in
the
have
local
and
you
have
developed
Some
you
have
performance
lives
stories.
individuals
As
a
and
global
this
we
can
societies
perspectives.
learned
in
result
the
and
the
chapter
for
practical
classroom.
admire.
that
the
personal,
chapter
quest
between
information
purposes
the
explored
relationships
use
the
You
person’s
of
one
suggestions
developed
about
may
the
want
in
this
chapter
personal
to
…
quest
concentrate
to
of
on
write
and
someone
two
or
three
quest.
or
two
r
heart.
to
Such
embark
journey,
people
on
or
a
often
difcult
undertake
a
have
or
risky
difcult
subject.
Alternatively,
a
member
one
of
of
your
neighbours
some
may
form
have
nd
your
circle
who
of
out
about
family,
of
has
or
friends
or
gone
on
That
person
quest.
undertaken
a
difcult
e
as
a
You
love
could
your
you
delve
2 3 0
and
are
drama.
invited
to
story.
motivations
Once
country
deeper
into
actions,
ready,
You
audience.
or
the
the
create
can
character
context
your
record
the
in
of
this
which
dialogue,
nal
person
the
by
action
rehearse
performance
exploring
takes
and
and
their
place.
then
show
act
it
out
to
an
Service
Speak
to
to
nd
your
The
learning
your
out
MYP
your
particular
ideas
coordinator
school’s
or
action
expectations
for
and
service
action
and
coordinator
service
in
grade/year.
below
relate
directly
to
the
following
service
learning
outcomes:
•
undertake
•
persevere
•
work
•
develop
challenges
in
Drama
collaboratively
with
for
and
intercultural
a
experience
an
important
more
direct
skills
through
global
engagement,
understanding.
service
be
capture
new
others
international-mindedness
can
can
develop
action
multilingualism
Ideas
that
an
very
powerful
topic
audience’s
than
creating
tool
to
that
you
attention
a
poster
help
want
and
or
others
can
to
be
visualize
publicize.
more
delivering
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and
Drama
effective
speech
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about
atopic.
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could
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use
and
your
present
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drama
skills
drama
on
and
one
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theme:
•
refugees
•
migrant
•
a
quest
for
justice
•
a
quest
for
equality
rights,
workers
gender
(human
issues,
access
to
education).
Alternatively,
you
may
want
to
choosing.
You
could
use
drama
activity
or
to
another.
help
Create
make
in
a
a
a
to
a
support
drama
You
assembly
or
inspire
specic
showing
difference.
school
a
to
how
could
as
others
initiative
someone
ask
part
to
of
to
a
in
join
your
which
accepted
perform
a
your
fundraising
or
service
one
group
challenge
drama
seeks
to
piece
awareness
creationevent.
2 3 1
Quests
If
you
enjoyed
this
for
further
reading
C.S.
Lewis,
Lion,
The
the
Witch
Rodman
Philbrick,
Freak
Rodman
Philbrick,
Max
Rick
“Star
Riordan,
Wars”
The
the
the
and
the
here
are
some
Tolkien,
At
end
Wardrobe
Mighty
Mighty
Jackson
series
of
The
any
Hobbit
learning
experience
always
ask
yourself
questions:
•
What
lessons
•
What
concepts
•
What
questions
•
Where
2 3 2
texts
books
J.R.R.
the
Percy
chapter
can
I
have
I
learned
don’t
do
nd
Iyet
Istill
from
understand
have
answers
this
to
about
these
chapter?
about
this
this
topic?
questions?
topic?
these
MYP
Language
English
Acquisition
A
concept-based
approach
Phase
Fully
integrated
reflection,
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while
This

to
build
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fully
Also
comprehensive
An
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inquir y-based
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approach,
practise
combined
essential
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framework.
3
of
inquir y-based
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contexts,
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MYP
fluency
learning
language
MYP
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English
that
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learners
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on
clearly
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