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LANGUAGE ACqUISITION MYP 1-5
Language Acquisition MYP 1-5
English - Language Acquisition
PRINT AND EBOOK
Ana de Castro and Zara Kaiserimam
Develop language skills through inquiries into key concepts and related
concepts, set in a global context.
Paperback
MYP 1 (Capable–Pro昀椀cient/Phases 3-4; 5-6): by Concept • 9781471880551
MYP 2 (Capable–Pro昀椀cient/Phases 3-4; 5-6): by Concept • 9781471880612
MYP 3 (Capable–Pro昀椀cient/Phases 3-4; 5-6): by Concept • 9781471880674
English for the IB MYP 4 & 5 (Capable–Pro昀椀cient/Phases 3-4, 5-6)
• 9781471868450
Boost eBook • 1 year access:
Boost eBook MYP 1 (Capable–Pro昀椀cient/Phases 3-4; 5-6): by Concept
• 9781398333994
Boost eBook MYP 2 (Capable–Pro昀椀cient/Phases 3-4; 5-6): by Concept
• 9781398334007
Boost eBook MYP 3 (Capable–Pro昀椀cient/Phases 3-4; 5-6): by Concept
• 9781398334014
Boost eBook • 2 year access:
English for the IB MYP 4 & 5 (Capable–Pro昀椀cient/Phases 3-4, 5-6
• 9781398334021
with a Key concept,
Each chapter is framed
in a Global context.
Related concept and set
▼■ Links to:
Like any other
subject, Langua
ge acquisition
one part of our
is just
bigger picture
of the world.
to other subjects
Links
are discussed.
Globalization and sustainability
Globalization
and sustainability
in a
1 What’sbourh
ood?
neigh
We have incorpo
rated Visible Thinking
framew
– ideas,
■■
◆■ Assessment opportunities
in
CONSIDER THESE
this chapter:
QUESTIONS:
●■
●■
each chapter.
■■
years? Our cities and towns
◆■
look like in a hundred
are always changing.
THINK–PAIR–SHARE
1 What’s in a neighbourhood?
◆■
English for the
IB MYP 2: by
Concept
3
EXTENSION
Extension activitie
s allow you
topic further
explore a
to. Learning skills fortoMYP
Key Approaches
highlighted whenever
Language acquisition are
we encounter them.
■■ ATL
to develop your Approaches
Activities are designed
to Learning (ATL) skills.
as they allow you
Some activities are formative MYP Language
of the
to practise certain parts
Objectives. Other activities
acquisition Assessment
teachers to assess your
can be used by you or your
against all parts of an
achievement summatively
assessment objective.
1880612_00_
English for the
◆■
◆■
●■ We will reflect
on
profile attribute this learner
…
●■ Each chapter
has an IB learner
profile attribut
as its theme, and
e
you are encoura
on these too.
ged to reflect
●■
Finally, at the end
of the chapter
you are asked
to reflect back
on what you have
learnt with our
Reflection table,
maybe to think
of new question
brought to light
s
by your learning
.
●■
●■
Debatable
! Take action
!■ While the
book provides
Hint and plenty
opportu
on
you work
to helpnities
for action
of content
we providetohints
of the activities,
enrich thenew
In somerelation
Hint ual
ships,
to the concept
youintroduces
must be you
This also
an active part
the assignment.
this process.
of
Guidanc
assessment.
e is given to help
on-screen
in the
feature
your
own
you with
research,
research, guidanc including how to carry out
e
forming yourterms
and
question, as well onfor
important own research
as linking
are included
Definitions
and
develop
study of Langua
ing your
background
to give
included
areacquisit
boxes ge
ion to the global
information
in our twentyissues
first-cen and explanation.
information, more detail tury world.
in
this chapter:
◆■
Use this table
to evaluate and
learning in this
reflect on your
chapter
own
Questions we
asked Answers
we
Any further
found
questions now?
Factual
Conceptual
2
ways to learn
ork, protocol and
thinking routines
Project Zero at
– from
the Harvard Graduat
e School of
Education into
many of our activitie
s.
■■
■■ What will our neighbourhoods
spoken and
visual
text What is a community?
Write down the words neighbourhood
Factual:
you part
and
communities are
community and think about
◆■ Criterion
What B:
Comprehending written
what these two words
and
What is a neighbourhood?
mean. In pairs, create a
visual
of?text
mind map with your ideas.
Share your mind map with
What is your neighbourhood
◆■ Criterion
live?
the class.
C: Communicating
Where do you in response to
called?
spoken
Now think about where
and/or writtenwith? What
you live and draw a
visual text
Who do you live and/or
map of your street. Start
◆■ Criterion D: Using
are in your
with your home and
language
kinds of places
in spoken and/or
add the places around
written form
it that are important to
neighbourhood?
you. Include major landmarks,
roads and local
many different
amenities, such as shops,
Conceptual: How
parks or cinemas. Add
there in your
KEY WORDS
recycling banks and any
communities are
other things that might has attractive
Do we belong
apartment/flat
impact on your neighbourhood.
neighbourhood? neighbour
neighbourhood
What
much.
liveable? Every
may not like as
bungalow to just one community? in?
a neighbourhood
qualities that we
In pairs,
live
■■ What makes
other
neighbourhood
compare
do you
us in, andyour
maps.
communitytype of home
qualities that draw
outskirts
Discuss the following questions: …
the different
do
detached house
Debatable: How semi-detached
WE WILL
live.
●■ How
CHAPTER,
are your neighbourhoods
belong to
house IN THIS
and where people
similar
environment
communities we
neighbourhoods and/or
andhouse
these
different?
terraced
interests
and compare
about our communities,
■■ Find out
landmark influence our
our own communities
●■ What do you
of are
community
transport
feel
links
theofmost
our perceptions
important parts
the world.
values? Does your
■■ Exploreof
local amenities
change in
in another part
a neighbourhood?
villaof thinking?
your way
inspired to create
with a community
involved and be
local area influence
●■ What do
actively
like about
to beyou
living in your
compare your
■■ Take action
neighbourhood?
Now share and
communities.
our school and
ideas with your
thoughts and
the whole class.
partner, or with
■■
ies
◆■ Assessment opportunit
■■
◆■ Criterion A: Comprehending
■■
View free sample of
English Language
Acquisition 2
■■
and values.
to give you access to
Key words are included
Glossary terms are
vocabulary for the topic.
applicable, search terms
highlighted and, where
independent learning and
are given to encourage
research skills.
suggest
As you explore, activities
through action.
■■
and
allowing us to
the world, – we appreciate our own cultures
and those of others,interests
different and listen to other points
of share
view.
Approaches to
Description –
learning you used
in what new
skills
this chapter
did you learn?
How well did
you
master the skills?
Novice
■■
KEY WORDS
skills
skills
skills
■■ Reflection skills
■■ Collaboration
skills
Learner profile
attribute(s)
Learner
■■ Creative-thinking
■■ Communication
You are prompte
d to consider your
conceptual
understanding
in a variety of
activities through
each chapter.
out
■■
conventions
●■The
We will reflectdifferentlearner
structure of our on this
profile attribute
connect
… us to
communities
●■ Open-minded
provides
The Statement of Inquiry
the framework for this inquiry,
then
and the Inquiry questions
lead us through the exploration
as they are developed through
Look inside
■■
■■ These Approaches to
Learning (ATL)
skills will be useful …
■■ Information literacy
Practitioner
Structure; Empathy
Connections
Education’s
Welcome to Hodder
Each chapter
MYP by Concept Series!
through
is designed to lead you
of
an inquiry into the concepts
and how they
Language acquisition,
contexts.
global
interact in real-life
Expert
How to use
this book
Reflect on the
importance of
the
attribute for your
learning in this
chapter.
24/04/2017 15:50
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