MYP English

MYP English
Language Acquisition A concept-based approach
Phase
Kevin Morley
and Alexei Gafan

We are grateful to the authors and publishers for use of extracts from their titles and in
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Acknowledgements
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The publisher and authors would like to thank the following for permission to use
Rachael Pells: ‘The astrophysics student with a chance to live – and die – on Mars’. The
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Independent, 17 February 2015. Reproduced by permission.
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OUP; p148: iStockphoto; p149: ©UNICEF/UNI144270; p150: Europa Newswire/Alamy Vanessa Van Petten: ‘15 tips for teens to lead happier lives’ from http://www.
Stock Photo; p152: REUTERS/Alamy Stock Photo; p154: amana productions inc; p156: radicalparenting.com.
Brand X Pictures; p158: Corbis; p160: iStockphoto; p162: Blend Images/Alamy Stock
‘What is global citizenship?’ from http://www.globalkidsconnect.org.
Photo; p163: REUTERS/Alamy Stock Photo; p164: Dpa picture alliance/Alamy Stock Photo;
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Australia 2005 from https://www.humanrights.gov.au.

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‘How to live the good life’, January 11, 2013 from http://elitedaily.com/life/motivation/live-
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good-life.
p177: Shutterstock/OUP; p178(t): Europa Newswire/Alamy Stock Photo; p178(b): Granger
‘10 Ways to Celebrate Human Rights Day on December 10’ from http://genun.unausa.org.
Historical Picture Archive/Alamy Stock Photo; p181: Stockbyte; p182: GL Archive/Alamy
Tomeeko Hunt: ‘Maplewood Middle School Students Attend Model UN Conference’, April
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CNN, June 19th 2014.
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Introduction
The structure of each unit provides teachers
Teachers
and students plenty of formative assessment
This textbook has been written specically for
opportunities to help students and teachers
teachers and students of the IB MYP English
make sure that learning is taking place and
Language Acquisition Phase 4 course as a series
that the inquiry, concepts and contexts are well
of six stand-alone MYP units.
understood. To further assist you with this,
Each chapter focuses on a different Statement we have provided downloadable worksheets
of Inquiry, based on a Key Concept, Related which provide you and students with the
Concepts and a Global Context. The chapters opportunity to download and complete the tasks
are written to systematically support students in the textbook. These include useful planning
as they explore the Statement of Inquiry and scaffolding sections which will help your
through a series of factual, conceptual and students learn how to plan and structure
debatable questions. Each chapter focuses on the their written and oral tasks. The summative
specic objectives of the Language Acquisition assessments in this book build on the formative
course and includes formative and summative tasks in the chapter and allow students to
assessments that cover the four grading criteria. demonstrate their own understanding of the
concepts covered in the unit, as well as provide
We have focused our formative and summative
students with authentic and contextualized
tasks on the writing of different text types, for
opportunities to produce personal, authentic and
different purposes and audiences. Students learn
challenging responses to the research questions.
about the form and function of text types by rst
reading real and engaging examples of texts: An exciting development in the latest iteration
oral, visual and written. We have also provided of the MYP is the inclusion of action and service.
writing activities that enable the students to It is expected that student engagement in
learn the conventions of text types and support authentic topics will lead them to want to take
them in producing their own authentic texts. action, by exploring a topic further or by taking
The teaching of particular parts of language and action as service. We have written and designed
grammar is a decision for you, as a teacher, to each chapter to include issues that will be of
make, depending on the requirements of your interest and concern to teenagers. At the end of
curriculum. each chapter we provide you and students with
suggested action and service activities, as well as
To help ensure that you cover all the learning
further suggestions of spoken, visual and written
objectives and are able to assess all the strands
texts that you may wish to explore.
of the grading criteria at least twice in a year,
we have designed units that cover three or
more of the four learning objectives per unit,
including comprehension of spoken and visual
text, comprehension of written and visual text,
communicating in response to spoken and/or
written and/or visual text, and using language
in a spoken and/or written form. We have added
the number “4” to the criteria purely to point
out that they relate to Phase 4.
i i i
Introduction
Students
As a student of IB MYP English Language When writing this book, we have chosen texts
Acquisition Phase 4, we have provided you with from different parts of the world, to ensure
a range of issues, topics and texts that will enable that you are given an international outlook on
you to further develop your understanding and the issues and topics you will be studying. We
use of English, while giving you the opportunity have chosen certain written and visual texts
to engage with real issues and debates. The aim for you to study and have included a number
of this book is to give you the skills necessary to of suggestions of other texts. However, we are
create your own answers and to develop your aware that you will have your own suggestions
own responses to the conceptual and debateable and ideas about what you would like to read,
questions in each chapter. watch and listen to. The nal assessments in
this book have been designed to encourage
The activities in the chapters will help you
you to nd and engage with texts of your
to understand the Key and Related Concepts
own choosing. Feel free to use our ideas as
covered in each chapter. You will get to practise
suggestions, and to talk to your teacher about
your reading, writing, speaking and listening
what you would like to read, watch and listen
skills before your nal assessment at the end
to. That’s the great thing about being an MYP
of each chapter. Working through the tasks
student – your views, ideas and suggestions are
and questions will help you prepare for the
important!
summative (nal) activities by providing you
with many opportunities to think about issues, Approaches to learning (ATL)
plan responses and practice writing and speaking Most textbooks teach you what to learn. This
for different purposes. Our aim is that you will textbook also helps you to learn how to become
have the skills necessary to express your own a better learner by helping you to develop a
thoughts and opinions on the issues and topics variety of "Approaches to learning" (ATL).
covered in this book. If you are inspired by a
These ATLs encompass both the language-
topic and would like to learn more about an
specic skills you need to achieve success
issue or use your communication skills to help
in English Language Acquisition. Moreover,
others, we have included a section at the end
ATLs are also cross-curricular. This means you
of each chapter with suggestions for action and
can easily use the skills you learn in English
service that you can engage in. Of course, these
Language Acquisition in other subjects within
are just ideas – you can add and improve them
the MYP.
to make them more personal and meaningful.
There are ve broad categories of ATL skills you
Since many of the tasks and activities ask
will learn to use in this book.
you to answer questions and ll out tables or
· Thinking skills
forms, these have been provided for you as
· Communication skills
downloadable worksheets. Instead of writing
· Social skills
your answers in this book, you can print out
· Research skills
the worksheets and answer the questions on
· Self-management skills
paper or choose to write the answers on your
computer and share your thoughts and answers

Beyond the MYP, these ATL skills also will
with your teachers and classmates. Visit the

enable you to prepare for further success in the
website to download these:

IB Diploma Programme, or the IB Career Related
Certicate. Ultimately, ATLs can help to prepare

www.oxfordsecondary.co.uk/9780198397984
you to develop the transferable learning skills
that will need for college, work and life in the
21st Century.
i v
Contents
What does Text D communicate in relation
1 Happiness and fulfilment 2
to the topic of bilingualism, and how is this
What makes teenagers happy? 3
achieved? 133
Key and related concepts 11
Summative assessment 139
Do we all have the same kinds of
Going beyond the chapter 144
intelligence? 13
Oral and interactive skills – role play 22
4 Human rights 148

How important is personal fulllment? 28
What does audio-visual Text D communicate Who is Malala Yousafzai? 149
about the themes of happiness, intelligence Key and related concepts 157
and fullment, and how is this done? 37 How effective is Malala’s speech to the UN? 162
Summative assessment What are human rights? 171
Going beyond the chapter How does audio-visual Text E communicate
the theme of human rights? 178
2 Migrations 50
Who were the “stolen generations”? 51
What knowledge do Mollie and the other
5 Life on Mars 190

girls use to journey across Australia? 60
How do the children use their cultural Why do people want to live on Mars? 191
knowledge to survive the journey across Why should people not go to Mars? 198
Australia? 60 Oral and interactive skills – a debate 203
Key and related concepts 68 What can a science ction lm teach us
Formative oral and interactive skills – about human behaviour? 208
interview 73 Key and related concepts 213
Formative writing skills – an opinion piece 75 How does audio-visual Text E add to the
How important is it for migrant families to debate on life on Mars? 217
nd a real home? 77 Summative assessment 222
What does audio-visual Text D communicate Going beyond the chapter 227
about the themes of either the “stolen
generations” or migrations, and how
6 Global citizenship 230
is this done? 85
What is global citizenship? 231
Are you a global citizen? 237
Key and related concepts 242
Can teenagers have a global impact? 250
3 Bilingualism and multilingualism 98

How does audio-visual Text D communicate
What type of bilingual are you? 99 the theme of global citizenship? 256
Key and related concepts 107 Summative assessment 260
Formative oral and interactive skills – Going beyond the chapter 265
presentation 109
Do your languages change the way you think
about the world? 116
What makes communication so hard for new
speakers of a language? 123
v
Happiness and
1 fulllment
In context
Global context: Identities and relationships
Who am I? Who are we?
In this chapter we will explore: identity ; beliefs and values; personal, physical,
mental, social and spiritual health; human relationships, including families,
friends, communities and cultures; what it means to be human.
Key concept: Creativity
Creativity is the process of generating new ideas and points of view. In this
chapter we shall look at some creative suggestions for achieving happiness
and measuring intelligence. However, creativity also includes the ability to
evaluate ideas: to see their strengths and weaknesses. Therefore, we will
also need to make judgments about the ideas we encounter and come to
conclusions about them.
Related concept: Purpose
The purpose for communicating can be, for example, to enter tain, to
recount, to socialize, to inquire, to inform, to persuade, to explain, to instruct.
In literar y terms, this means the creator ’s intentions in producing the text. In
this chapter you will explore ideas such as meaning, thesis, argument, bias,
persuasive techniques, function and opinions.
Statement of inquiry
We can rst use language to describe and
dene happiness and intelligence and only
then can we work towards a fullling personal
future in a global context.
Inquiry questions
 What makes teenagers happy?
 Do we all have the same kinds of intelligence?
 How impor tant is personal fulfillment?
 What makes for a happy and fulfilled life?
 How can we create a fulfilling life for ourselves?
2
What makes teenagers happy? Fac tual question
C r i te r i o n 4Biii
Before you read Text A
. Look at this
the diagram and
ow.
Reasons
to be
happy
Effect of Effect of
Happiness
happiness happiness
is ...
on your self on others
Reasons
to be
unhappy
Social and thinking skills
1. What effect does you being happy have on others?
2. What are the things that make you happy?
3. By contrast, what are the things that make you unhappy?
4. What effect does being happy have on you?
5. What is happiness?
As you answer each question, make a list of points on which you
all agree and points on which you disagree.
Discuss this question: “Does happiness mean the same thing
to everyone?”
Give reasons for your answers.
3
Happiness and fulllment
C r i te r i o n 4Bi
While you read Text A
You are going to read Text A: an article containing 15 pieces of
advice for teenagers on how to lead a happy life. As you read
the article with a partner, rate the pieces of advice on a scale of
“Excellent” to “Useless” by ticking the relevant box below.
Find evidence in the text to justify each of your answers.
Excellent Good OK Poor Useless
Smile
Dress up
Pursue your interests
Listen to music you love
Always do your best
Be open and honest
Give compliments
Do something
Don’t dwell on the past too
much
Make a list of things that
make you happy
Splurge/spend money
Always be the best person
you can be
Look for the child inside
yourself
Remember all the people
worse off than you
Don’t make yourself
unhappy
4
Text A
http://www.radicalparenting.com/2009/07/07/15-tips-for-teens-to-lead-happier-lives-teen-ar ticle/
Don’t dwell on the past.

15 tips for teens to lead happier lives
Concentrate on what can
by Vanessa Van Petten be done now, in the present
time and place. There’s no

Kelsey is a craz y 17-year-old from Franklin, TN. She loves
pleasure in thinking about

writing, acting, and hanging out with friends. Her favourite
what might have been.

subject is English and she hopes to teach it herself when
she gets older. Make a list of things that
make you happy. Make a list

In this craz y, mixed-up world of teenage drama and angst,
of all the good things in life.

sometimes it seems like happiness is just a dream. But,
Make a list of good people.

contrar y to popular belief, teens can be happy if we work
Make a list of beautiful

at it.
sights or sounds. Make a list
Follow these steps, and you’ll find yourself headed in that
of anything uplifting.
ver y direction.
Splurge. Pick one affordable thing you want to buy and
Smile. This is the number one rule for a reason. People
which will end up making you terribly, terribly happy
who smile can find reasons to be happy. It takes far fewer
because it ’s just that great, and splurge! But don’t overdo
muscles to smile than to frown; why waste your energy
it, don’t put yourself into debt and don’t clog your ar teries
feeling pessimistic? Give in to laughter, give in to smiling,
until they explode.
and give in to happiness.
Always be the best person you can be. Don’t lie, don’t
Dress up. Once a week, wear something a little bit nicer
cheat, don’t gossip, don’t do anything that could bring
than usual. For girls, it might be a pretty dress and heels.
someone else down. That ’s selfish and that ’s mean and
For guys, it might be a tie or even just a classy vest.
that ’s totally not wor th the pain that will come around
Pursue your interests. If it ’s something that makes you

later to you for it.
happy, don’t let all those stereotypes keep you from
Look for the child inside yourself. Draw with sidewalk
attaining happiness. Some people feel they must forever
chalk, colour in colouring books, do something that takes
stick to their habits. But that ’s not true! If you’re a football
you back to simpler days. It will remind you to look for joy
player and you find you actually enjoy theatre, go for it.
in the little things.
Audition for the school play, get your friends to come and
Remember people worse off than you. You got a C on

suppor t you.
that Chemistry test? Well, someone else failed it. You broke
Listen to music you love. Sing along to it whether you
your leg? Someone else doesn’t have a leg. See? Remember
have a great voice or are tone -deaf.
that you have a LOT compared to someone else.
Strive to excel. There is no better feeling than working as hard
Don’t make yourself unhappy. Get over your pride. Get
as you possibly can and seeing the results of your efforts. Think
rid of that little gnawing devil inside you that refuses to
always to yourself, “How can I be better?” and then work to make
be happy. Some people actually enjoy being miserable,
that happen.
whether they enjoy the attention it brings or other wise.
Be open and honest. If someone hur ts you, either

Don’t be one of these people, because then you’ll stand in
forget about it or tell them what they ’ve done – and then
your own way to happiness.
forget about it. When you love someone, tell them. When
someone makes you happy, tell them.
Adapted from: http://www.radicalparenting.
Give compliments, even to the people that aren’t your
com/2009/07/07/15-tips-for-teens-to-lead-happier-
greatest friends.
lives-teen-ar ticle/
Do something. Don’t sit around the house feeling bad
about things. Take action. Get out of the house; go on a
walk, go next door to visit a friend.
5
Text A: Text Handling
C r i te r i o n 4Bii
1 Purpose of Text A – multiple -choice questions
Choose the correct answer from A, B, C or D. Write the letter in
the box.
1. Text A is:
A. a newspaper report
B. an advertisement
C. a brochure
D. a set of guidelines.
2. The main purpose of Text A is to:
A. narrate a story
B. advise the readers
C. describe happiness
D. explain how the mind works.
3. The main point (thesis) of the text is that:
A. teenagers need help from friends to be happy
B. teenagers are unhappy most of the time
C. teenagers can create their own happiness
D. teenagers should not think about themselves
so much.
4. The main audience for Text A is:
A. parents
B. young people
C. teachers
D. counsellors and advisers.
5. The writer of the text is:
A. an adult
B. a counsellor
C. another teenager
D. a professional journalist.
6
Formative oral and interactive skills –
role play C r i te r i a 4Ci, 4Ciii
Create a role play in
which one person plays
Wycliffe, an unhappy
teenager, and the rest of
the group offers advice.
Think about the cartoon
below in relation to
Wycliffe. What kinds of
unhappy?
Planning and scaffolding
If you are playing the role of Wycliffe you can use the image to think of
problems the character might have.
Use your creativity and make a list of five points. Do not show your list to the
others. The others will offer you advice.
The person playing Wycliffe can ask questions such as:
• What is the point of doing that?
• What effect will it have?
On the next page you will find cue cards to help you organize your ideas for
each character.
7
Cue card: Wycliffe
Wycliffe’s problems Reasons for/causes of the problems
Cue card: Wycliffe’s friend
If you are playing one of

Advice: What can Reason: Why does Effect: What will
Wycliffe’s friends, help
make Wycliffe this advice work? happen to Wycliffe if
Wycliffe to be happier. Use
happy? he takes the advice?

this table to create several
pieces of advice for Wycliffe.
Do not show your advice to
the person playing Wycliffe.
Decide which pieces of advice
are the best.
the people speaking are friends,
ge
and style will
they use?
Will it be:
• formal
Social skills
• informal
As you conduct the role
• slang?
play you can demonstrate
these skills.
1. Practise empathy
2. Help others to
succeed
When you have prepared your ideas, begin your role play to see
3. Manage and resolve
whether you can help Wycliffe.

conict
4. Listen actively to
When you nish the role play, discuss what you have learned, so that
other perspectives
you judge whether your advice was useful or not.
and ideas
5. Give and receive
meaningful feedback
8
Formative writing activity
C r i te r i o n 4Di
Cause and effect – what makes you
happy?
personal list of 10 things that can make you happy.
for a school magazine. The title could be: “How to be happy”, or
something similar. Write 200–250 words.
You can use ideas from Text A, or include other ideas of your own.
Explain how the things that make you happy can make others happy
too. Make sure that you are able to justify your advice by explaining
the effect it will have. Remember to write an introductory paragraph.
End your advice column with a conclusion or nal thought.
Planning and scaffolding C r i te r i o n 4Dii
Use the table below to create at least five pieces of advice to give on the
subject of “How to be happy ”. Each piece of advice should show both a cause
and effect.
Advice: What can Cause: Why does this Effect: What happens
make you happy? advice work for you? when you take this
piece of advice?
9
Planning and scaffolding – cohesive devices C r i te r i o n 4Dii
Here are examples of basic connecting phrases for cause and effect.
As a result of X,
Due to X, Y happens
Because of X,
results in
leads to
X Y
gives rise to
is responsible for
is caused by
Y X
is brought about by
X makes Y possible
X happens, therefore, Y happens
If X happens, then Y happens
You should practise using these sentence types in your essay. Here are some
examples.
• As a result of working with other people, you can make new friends.
• Having goals can result in feeling happier.
• A lot of unhappiness is caused by not talking about a problem.
• If you smile, people are more likely to talk to you.
Planning and scaffolding – language, audience and purpose C r i te r i o n 4Diii
Remember also to think about:
• the purpose of the text
• the audience or readership for
your text
• your role as writer.
You are speaking to your classmates, so what language and style will you use?
Will it be:
• formal
• semiformal
• informal
• slang?
Conclusion to factual question
What makes teenagers happy?
Now that you have completed this section, what is your answer
to the factual question? Make a list of all the things mentioned
in this section. Which are the most important? Which are the
least important? Design and draw a diagram to demonstrate your
conclusions.
1 0
Key and related concepts
Creativity and purpose
Creativity involves the process of generating new ideas and points
of view. In this section we shall look at some creative suggestions for
personal writing. To do this we are going to think creatively about
thefuture.
Look at the cartoon below. Do you agree with the speaker?
What do you think you will be doing in the year 2030? Here are
some questions to consider. Discuss your answers with a partner or in
groups. Share your ndings with your class.
• Where will you be in the year 2030?
Self-management and
• How will you be living your life?
research skills
• What will you have achieved?
Go to a variety of sources
• What job will you be doing?

and nd out what
predictions are being

• What friends and family do you think you will have?
made about jobs of the
• What difculties will you have had?
future. Make your own
• What activities and people will be important in your life?

list of preferred future
professions. You could

• What will be your likes and dislikes?
present your choice to
• How will you have changed since being a teenager?
your class. Describe the job
• What will be your ambitions for the next 30 years? in detail and give reasons
for your choice.
• What other questions could you ask your future self?
1 1
Using your imagination and creativity
Different text types
Use your creativity to write a text about, or from, the person you
imagine yourself to be in the year 2030. Write 200–250 words.
What would you want your older self to say or ask your younger
self? Alternatively, what will be written about your future self?
Here are some suggestions for creating a text.
• Write a story about something important that happened to you.
• Write a journal, diary or blog about your daily life in 2030.
• Write an interview with your future self.
Thinking and
• Write a set of guidelines and instructions from your future self to

Communication skills
yourself now.
This is an exercise to
• Write an essay on the subject “What I wish I had known when develop your creative-
I was a teenager”. thinking skills. You can
generate new ideas and
• Imagine you become a celebrity. Write a review of one of your
consider new perspectives.
concerts, books, lms or other achievements.
You also have the
• Write a news report about something dramatic that has happened
opportunity to write for
to you.
different purposes and
• Create a magazine article about your future self. different audiences.
Here are two alternatives: As a class you might want
to consider how these
• Write a letter or an email from yourself now to your future self.
two alternative written
• Create a text of your own.

responses on the theme
“Your future self” would
Thinking about purpose

differ in terms of text
When you write it is very important to think about the purpose of

type, format and use of
the text you are writing. Use this table to plan the text you are going
language.
to write about your future self.
Think about: Examples: My text about my future self
your role as writer friend, exper t, older sibling, teacher, student I am ...
the audience you are writing to friend, younger self, older self, stranger, an The audience is ...
impor tant person
the function(s) of the texts narrate, describe, instruct, explain, persuade The main purpose of the text is to ...
the formality of the text ver y informal to ver y formal My language will be ... because ...
ver y personal to ver y impersonal
what effect you hope to have to make someone understand something, to I hope the reader(s) will feel ...
on the reader persuade someone, to enter tain, or to make

I hope the reader(s) will think ...
them feel cer tain emotions
I hope the reader(s) will [action] ...
1 2
Do we all have the same kinds
of intelligence? Conceptual questi o n
Cr i ter ia 4Bi, 4Bii, 4Biii
Before you read Text B
Think about your education as an MYP
student. With a partner make a list of all
the subjects that you study. Discuss which
also which subjects you have decided not
to take. Also make a list of your choice of
community or personal projects, as well as
your involvement in action and service at
as a person?
questions:
1.
activities in theMYP?
2. What are your strengths?
3. What are your weaknesses?
4. How does the MYP help you to become intelligent?
5. Are there different kinds of intelligence?
C r i te r i a 4Bi, 4Biii
While you read Text B
The article you are going to read describes eight different kinds of
intelligence. As you read, give yourself a score out of 10 for each
kind of intelligence you possess.
Type of intelligence Score on the scale 1–10
Linguistic
Logical-mathematical
Spatial
Musical
Bodily-kinesthetic
Naturalistic
Interpersonal
Intrapersonal
1 3
Which kinds of intelligence
do you have?
Dr Howard Gardner
Along with youth, beauty, wealth and happiness, many cultures
place a high value on intelligence.
As a result, psychologists and educators have created a huge
number of standardized tests with which to measure a person’s
intellect. These tests have different names – “IQ”, “general
intelligence or “general mental ability” – but all measure the same
three skills: mathematics, rst language and visualization.
Some people may not be easy to assess. What about a musical
child who has a hard time solving fractions? What about a child,
who speaks three other languages uently, but does poorly in
spelling tests in English? What about the excellent athlete who
cannot interpret a diagram?
How can we assess children with such obvious talents? What if
“intelligence” could be measured differently?
Dr Howard Gardner is a psychologist and professor of
neuroscience at Harvard University. He denes intelligence as
the ability to solve problems or to create products which are
valued in one or more cultural settings.
1 4
Gardner developed the theory of multiple intelligences
(MI) in 1983. He said there are eight (possibly more)
different kinds of intelligence.
Each one reects a different way of interacting with
the world. Gardner says each person has a different
combination of these intelligences.
The intelligences can be described as follows.
1. Spatial intelligence involves the potential to imagine
and “read” or work with three- or two-dimensional
spaces. Pilots, navigators, architects or designers have
this kind of intelligence.
2. Bodily-kinesthetic intelligence involves the potential
of using one’s whole body or parts of the body to
solve problems, as a dancer or an athlete does.
1 5
3. Musical intelligence involves skill in the understanding,
performance and composition of musical patterns.
4. Linguistic intelligence involves sensitivity to spoken and
written language, the ability to learn languages, and the
capacity to use language to accomplish certain goals.
Writers, poets, lawyers and speakers are among those
that Howard Gardner sees as having high linguistic
intelligence.
5. Logical-mathematical intelligence consists of the capacity
to analyse problems logically and carry out mathematical
operations. Unsurprisingly, this intelligence is associated
with scientic and mathematical thinking.
6. Interpersonal intelligence requires the ability to work
effectively with others. It involves sensitivity to other
people’s moods, feelings, temperaments and motivations.
This kind of intelligence is important, for example, to a
negotiator. Teachers, political leaders and counsellors all
need to develop interpersonal intelligence.
7. Intrapersonal intelligence entails the capacity to
understand yourself, your feelings, fears and motivations.
It gives a person a deep understanding of people,
situations, and moods.
8. Naturalistic intelligence is the ability to make
distinctions in the world of nature such as between
different plants, animals or cloud formations.
Ideally, we should have all eight intelligences to live life
well and become well-balanced individuals. If we accept
people who have different types of intelligence, schools can
become more welcoming and inclusive. Maybe the world
would become a smarter and happier place.
1 6
Text B: Text Handling
1 Purpose of Text B – multiple -choice questions

the box.
1. The main purpose of Text B is to:
A. narrate a story about multiple intelligences (MI)
B. advise the readers about MI
C. describe Gardner’s MI
D. explain how the mind uses MI.
2. The main point (thesis) of Text B is:
A. we all have MIs
B. some MI are more important than others
C. MI are more important than IQ
D. teenagers need MI.
3. Text B seems to be:
A. a magazine article
B. an advertisement
C. a brochure
4. The main audience for Text B is:
A. parents
B. young people
C. a general audience
D. psychologists.
5. The writer of Text B is:
A. a parent
B. an advertiser
C. another teenager
D. a journalist.
6. The language used in Text B is:
A. chatty
B. formal
C. informal
D. slang.
1 7
After you have read Text B
Look through the list of eight kinds of intelligence. How do you
see yourself?
Rank your intelligences by putting them in order using the scale:
1 = least like me to 10 = most like me.
Look at the descriptions of each intelligence. Which specic skills
would you like to develop for each kind of intelligence?
Types of intelligence Rank What specific skills would Reason
(1–10) you like to develop?
Linguistic
Logical-mathematical
Spatial
Musical
Bodily-kinesthetic
Naturalistic
Interpersonal
Intrapersonal
The purpose of this exercise is to help you to consider the process
of learning.
As you think about the different intelligences you possess, you
can identify the strengths and weaknesses of your personal
learning strategies.
As you complete the table also think about developing new skills,
techniques and strategies for effective learning.
1 8
Formative oral and interactive skills
C r i te r i a 4Ci, 4Ciii
Study the list of jobs and professions, and the kinds of intelligence
theyrequire.
Linguistic Logical-mathematical Spatial Bodily-kinesthetic
Comedian Accountant Architect Actor
Social media specialist Software designer Computer programmer Athlete
Journalist Detective Engineer Carpenter
Lawyer Economist Film animator Dancer
Librarian Engineer Graphic ar tist Firefighter
Musical Naturalistic Interpersonal Intrapersonal
Disc jockey Farmer Actor Careers counsellor
Musician Gardener Administrator Consultant
Piano tuner Geologist Customer ser vice officer Criminologist
Recording engineer Landscaper Counsellor Entrepreneur
Singer Meteorologist Marketing manager Psychologist
Here is a list of 45 more jobs and professions. What kind(s) of
intelligence do you think are the most important for each job?
In groups discuss and categorize the jobs according to the types of
intelligence required.
Forest ranger Monk Eco-warrior Social and thinking skills
Jeweller Therapist Doctor
This is quite a lengthy task.
Personal trainer Writer Illustrator

Work in small groups.
Physiotherapist Wellness counsellor

Find ways of organizing
Surgeon
the task so that you can
Voice coach
complete it quickly and
Guitar maker
efciently. Remember that
you will need to combine

Songwriter Poet Nurse
all your answers into a

Sound editor Politician Politician
single solution. When you

Speech therapist Teacher Salesperson
have nished the task

Social worker
look at the information

Waiter/waitress/barista
you have collected. What
Researcher Translator Chemist
conclusions do you come
Writer Physicist
to about the different jobs
Stuntman/-woman
and the different kinds of
Researcher Photographer Interior decorator

intelligence?
Scientist Veterinarian Photographer
Statistician Car mechanic Truck driver
Stage magician
Interior decorator Helicopter pilot
Photographer Truck driver
1 9
Formative oral task: Role play C r i te r i a 4Ci, 4Ciii
Careers advice
Before you start the role play discuss the meaning of the
diagrambelow.
WHAT
YOU LOVE
HAPPY BUT JUST A
POOR DREAM Communication skills
WIN
In this exercise you have
opportunities to exchange
WHAT WHAT
thoughts, messages and
RICH BUT
YOU’RE PAYS
BORED
information effectively
GOOD AT WELL
through interaction.
In the roles of counsellor
and client you can
What do you want to be in the future?
practise these skills:
In pairs, carry out the following role play. One person is a counsellor;
• listening actively to
the other is the student. The aim of the exercise is to identify two or
other perspectives and
three possible careers.

ideas
Here is a list of prompts for the counsellor to ask.

• building consensus
• Tell me about the subjects you like at school.

• giving and receiving
meaningful feedback.
• Tell me about the subjects you are good at.
As a counsellor you
• Are there any subjects and activities you don’t like? Why?
will need to exercise
• What do you like to do in your free time?
leadership by leading the
• What special skills do you have? discussion.
• Which of the eight kinds of intelligence do you possess to a As the client you need
greater degree? to be able to stand up
for your own rights and
On the basis of this information the counsellor suggests a job or
needs in cases where
profession and the student gives an opinion. Continue until you
you disagree with the
agree on a future job or profession.
counsellor's suggestions.
Reverse the role play so that each person plays each role.
2 0
C r i te r i a 4Di, 4Diii
Cause and effect – one result and
several causes
Write an essay with the title, “My future career”. Think of at least
three reasons why you would want that career. Write 200–250
words .
In your introduction state your dream job and what is so good about it.
Remember to outline your reasons for wanting your chosen career.
Write a short conclusion or nal thought – maybe suggesting how
easy or difcult it will be to achieve your ambitions.
Planning and scaffolding C r i te r i o n 4Di
You could plan the body of the essay using this diagram.
Reason 1: My likes
and dislikes
erutuf
reerac
Reason 2: My skills
and intelligence types

yM
Reason 3: What is
special about that job
Thinking and communication skills
Work with a partner. Each of you should draw a pie chart to show
the distribution of your own multiple intelligences. When you
have nished, compare your results. What conclusions do you
come to?
Conclusion to the conceptual question
Do we all have the same kinds of intelligence?
Now that you have completed this section, what is your answer to
the conceptual question?
2 1
Oral and interactive skills –
role play
Think back to the role plays you did earlier in this chapter when you
played Wycliffe or one of his friends, and when you carried out the
careers advice activity. As you can see, role play is a speaking activity
in which you put yourself into somebody else’s shoes and become
that character for a short time. While the role play is taking place
the rest of the class can observe and judge the action. Role plays are
useful for acting out imaginary situations. In this book the situations
are based on the texts you read. In role play you have a chance to
practise using English in lifelike situations outside your everyday
experiences.
Using cue cards
Role play works best when you prepare before you start. Make sure
you have prepared the language and the ideas you are going to use.
The use of a cue card such as the one below may help:
Name
Family
Friends
Lifestyle
Home
Relationships
Problem
You may need time to get into the role by thinking about the character
you are going to play and the opinions the character might hold. This
is when cue cards can be very helpful. Look at the two people in the
exercise below. Who are they? Create cue cards for each character.
Character A – quotes
“ When I was younger
I learned to stop chasing
money and to star t chasing
my dreams.
”
“I know what I want in life.

”
“I may not have a for tune but
I know what fulfillment is. “
2 2
Back-story
Name
Family
Friends
Job
Lifestyle
Home
Relationships
Character B – quotes
“ What is the point of a life without
a lot of money?”
“It is true that money can’t buy
happiness. But it helps.

”
“I can have what I want
Thinking skills
when I want it.
”
While the role play is
taking place others in the
class or the group can
observe the action. As
observers you can give
feedback by:
• interpreting what you
Back-story see
Name
• evaluating the
Family arguments used in the
role play
Friends
Job • drawing reasonable
conclusions.
Lifestyle
Home As observers you can
test your conclusions by

Relationships
asking the people in the
role play why they said
what they did and why
they acted in the way
that they did.
2 3
role play
C r i te r i a 4Ci, 4Ciii Thinking skills
Who has the better lifestyle?
Before you conduct the

Look at the cue cards that you have lled in for the two
role play, think about

characters above. Imagine they meet for the rst time on the
about the purpose of the

rst day of a new school year. In pairs carry out a role play in
activity.
which each character tries to nd out as much as possible about
theother.
What are you trying to
achieve? What can you

What conclusions would they come to? Do you think they would
do during the role play

become friends? Present your ndings to the class.
to best achieve your
purpose?
Writing skills: Cause and effect
– explanation
When we create informative texts, the purpose is often to present
cause and effect to show the relationship between them.
Cause and effect relationships explore how and why something
happened in the past or will occur in the future as a result of an event.
Causes always come before effects. Sometimes there are many
different causes for one effect or result. Alternatively, one cause can
be responsible for several effects, as shown in this diagram.
Eect 1
esuaC
Eect 2
Eect 3
Cause and effect – transitions
When describing cause and effect it is very important to use
transitions.
These are words or phrases that help us to understand the
relationship between people orevents.
Here are some transitions you can use to move your writing from
one idea to the next.
2 4
To give an example or illustration:
• He loves expensive clothes. For
example, his shoes
cost nearly two
hundred dollars.
• Jo sometimes
becomes bored
easily. For instance,
she can never
concentrate on one
thing for long.
To contrast one sentence
with another:
• Suzanne is one of
my best friends.
However, she is always
complaining about
something.
• Jack loves reading. Even so, his writing is not so good.
• I was feeling awful when she visited me. Nevertheless, we had a
wonderful time.
To add another idea:
• Tom is crazy about bikes. Furthermore, he knows how to do all the
maintenance.
• Mr Patsula is an excellent teacher. Moreover, he is very popular
with his students.
• Everybody likes Louise. In addition, she seems to like everyone
shemeets.
To show that one thing causes another:
• Our teacher isn't very organized. Consequently, he sometimes
doesn't seem to know what he is doing.
• One time John forgot his mum’s birthday. As a result, she was very angry.
• Alison jogs three times a week. Therefore, she is very t.
To summarize or generalize:
• Her attitude towards work really bothers me.On the whole though,
we agree on most things.
• Sarah is sensitive, warm, and considerate. In short, I really like her.
2 5
Formative written activity – cause

and effect
One cause, several effects
between cause and effect? Think about the metaphors of the root
cause. Here are some examples. What are the effects of:
• a poor education
• bullying
• overeating
• smoking among teenagers
• loud music?
Write an essay on one of the cause and effect topics listed above.
Think of at least three effects for each cause. Write 200–250 words.
Remember to use the connective devices and vocabulary you have
learned about in this chapter.
Sample cause and effect essay: “What are the
effects of bullying?”
Planning and scaffolding – organization C r i te r i o n 4Dii
Use the tree diagram above and the table below to help you to plan your assignment. Here is an example that has
been star ted for you.
Introduction: Defining your ideas Definitions and explanations
What is bullying? When someone uses his or her strength or influence to force
someone to do something
Effect 1: unhappiness Examples and explanations
Low self-esteem (not feeling good about yourself )
Effect 2: anxiety Explanation and example
Anxiety : being afraid of going to school so having many days
away from school, perhaps staying off sick
Effect 3: loneliness Explanation and example
Feeling that you have no friends
Conclusion and final thought
2 6
Planning and scaffolding – purpose C r i te r i o n 4Diii
• the audience or readership for your text
You are writing a cause and effect essay, so what language and style will you
use? Will it be:
• formal
• semiformal
• informal
• slang?
Thinking skills
In this exercise you need to gather and organize relevant
information to formulate an argument.
You have been given some explanations and denitions of the
different effects bullying can have. You now need to nd practical
examples that will help your reader understand the point more
more clearly. You will also need to write an introduction that grabs
the reader’s attention as well as a nal thought or conclusion.
2 7
How important is personal
fulllment? Conceptual questi o n
C r i te r i a 4Bi, 4Bii, 4Biii
Before you read Text C
Focusing discussion
Once again, imagine yourself 20 years from now. If you want to be
happy, which will be more important: being rich, or fullling your
personal ambitions? Which door will you go through? What will
If you could only have one, which would you choose? Discuss
your answers in class.
2 8
Text C

eventually!). I pictured what I’d want my life to look like in
20 years. I saw myself doing lab work at a university. I saw
myself sitting on the couch with my husband and children
watching a movie. I saw myself being able to have lunch
with my mom and dad once in a while.
After considering this, my answer to him was, “Happiness is
being comfortable, being surrounded with people you truly
care about, and having a good amount of wisdom.

”
“ Those things take time, though, Charissa,

” was his reply.
“ What do you expect?” I asked. “ Why, do you have
something better?”
“Make a good amount of money in the least amount of
time possible!” was his answer.
And you know what? I don’t blame him for saying that.
Then I thought about Steve Jobs, the founder of Apple.
He is an amazing example of someone who was not much
older than I am now when he struggled with where he
was going in life. ... but committed to going somewhere.
Even though he dropped out of Reed College and had no
formal education, Jobs used ever y lesson, to pursue his
passion. He had the ambition and the courage to hunt a
dream, take it by the throat, and run with it.
Ending his speech to Stanford graduates in 2005, Jobs
advised them to “Stay hungr y. Stay foolish.

” Ever since I
The other day, I was texting a good friend about school,
read Jobs’ speech, it has stuck with me.
and our future plans. He said he wasn’t sure what he
It ’s made me want to push for more. It ’s taught me that

wanted to be. Naturally, I told him that he didn’t have to
hard work and dedication to something you love –

worr y about that now, but I said, “If you’re going to do
anything you love – is really fulfilling.

something, do what makes you happy.
”
So as I sat texting my friend, I decided at that moment to

Then he asked something I thought was peculiar: “ Well,
do what I love with my life ... even if it takes a little longer

how would you define ‘happy ’?”
and I have to work a little harder, or I have to suffer a few
For some reason, I was really surprised by this question. I
disappointments.
then began thinking about what I, as a teenager, understand
And with that, I think I’ll have a helluva good one.

by the word “happy”.
Adapted from: http://www.huffingtonpost.

My first thoughts about my own happiness were
com/charissa-newkirk/the -hunt-for-
immature: happiness is having a boyfriend, being pretty,
happiness_b_1165649.html
having friends, etc. I stopped myself, though, and star ted
2 9
Text C: Text handling C r i te r i a 4Bi, 4Bii
1 Purpose of Text B – multiple -choice questions
the box.
1. The main purpose of the text is to:
A. narrate a story about being happy
B. advise the readers how to achieve happiness
C. describe what happiness feels like
D. dene different kinds of happiness
2. The main point (thesis) of Text C is:
A. What is happiness?
B. What is ambition?
C. Happiness is a teenage thing
D. Steve Jobs is a role model.
3. Text C is:
A. a magazine article
B. an advertisement
C. a blog
4. The main audience for Text C is:
A. parents
B. young people
C. a general audience
D. psychologists.
5. Charissa, the writer of the text, is:
A. an adult
B. an expert
C. another teenager
D. a professional journalist.
6. The tone of the author of text C is:
A. emotional
B. angry
C. persuasive
D. matter of fact.
3 0
questions
2 Answer the following questions.
7. Name three things Charissa thought she would do
in her future life.
8. Name three things Charissa thought she would need to be
happy in her future life.
9. What was her friend’s denition of happiness?
3 True or false? The sentences below are either true or false.
Tick “True or “False” then justify your answer with a relevant brief
quotation from the text. Both a tick and a quotation are required
for one mark. The rst example is done for you.
True False
Example: Charissa understands her friend’s ambition to make a lot of money.
Justification “I don' t blame him for saying that.

”
10. Steve Jobs had a hard time succeeding as a young man.
Justification:
11. Steve Jobs had a brilliant university career.
Justification:
12. Steve Jobs was ver y passionate about following his dreams.
Justification:
13 Steve Jobs thought people should always be really sensible and logical.
Justification:
14. Charissa thinks that happiness means fulfilling your ambitions.
Justification:
15. She thinks that this can be done quickly and easily.
Justification:
3 1
C r i te r i o n 4Ci
role play
Class reunion in 2030
Who will you be in 2030?
Thinking and communication skills Planning and scaffolding
Look at the set of portraits of people, mainly in their 30s, above. Use your
C r i te r i o n 4Ciii
imagination to create the
Pick the portrait closest to your vision of yourself in 2030. Think
back-stor y of four imaginar y
about why you have chosen that person and who that person is. Do
people from your class. You
not reveal any information. Work in pairs and interview each other to can use the information as
a cue card in the role play

nd out as much as possible about your partner’s future self.
after wards.
What will be important in your future: wealth, fulllment, security or
happiness?
Your school organizes a reunion. Imagine you meet members of your
class in the year 2030.What will you say to each other?
Here are four cue cards for four people who meet at a school
reunion. Complete their back-stories. Before you start it may help to
give your character a mark out of 10 for each point, e.g.:
Wealth: 1–10
Fulllment 1–10
Security 1–10
Happiness 1–10
3 2
Character A: Rich, lucky but unfulfilled Back-story
“I just happened to hit the jackpot! Name
I was working for the right company at the right time. Nationality
I never thought I was going to be this rich. Family
Wealth has given me freedoms, choices and adventures. Friends
The novelty of money soon wears off though. I need to do something meaningful.

” Lifestyle
Home
Relationships
Character B: Fulfilling job but no money Back-story
“I’ve travelled the world working for an international aid agency. Name
I’ve concentrated on things that make the world a better place and improve the lives Nationality
of other people, but the pay is low and I can’t afford to buy my own home.
Family
Am I going to have to change career?”

Friends
Lifestyle
Home
Relationships
Character C: Safe and steady Back-story
“After university I took a job with a small local company. Name
I’ve been working there ever since. Nationality
My job is safe but a little bit boring. Family
I met my par tner soon after wards. Friends
We have three children. Lifestyle
We can’t afford luxuries in life.

” Home
Relationships
Character D: Rich, never needed to work Back-story
“I inherited money from my parents. Name
I am unsure about my abilities because I have never tested myself. Nationality
Wealth can be a barrier to connecting with other people. Family
I have no close friends. Friends
People always expect me to give really good presents. Lifestyle
Do people like me for who I am, or for my money?” Home
Relationships
Working in groups of four, carry out a role play of the conversation
between the four characters in the year 2030. Use the table to
guide the direction of the role play. In the role play discuss all the
characters' life stories. You can do this by asking questions about
each other’s lives: their families, friends, lifestyles, homes and
relationships.
3 3
The purpose of the conversation will be to look at the advantages and
disadvantages of each character’s lifestyles. Also record what advice
you would give in order for each character to be happier or more
fullled.
Advantages of the Disadvantages of the Advice of the other
person’s life person’s life characters
Character A
Character B
Character C
Character D
By the end of the role play you should be able to come to some
conclusions about the question, “What is more important for your
personal future: wealth, fulllment, security or happiness?” What life
lessons has the role play taught you? As a group what conclusions
have you come to? Using your imagination, nd ways to share your
ndings with the rest of your class.
3 4
Formative writing activity – C r i te r i o n 4Di
cause and effect essay
Several causes and one effect

Cause 1
Having read Texts A, B and C, what do you think is the secret of
future happiness? What do you think are the main reasons why
some adults are happy while others are not? The title of your essay
could be “The secret of happiness in later life”. Alternatively, you
could create your own title.

Happiness
Cause 2
and fulfillment
Use the diagram opposite and the table below to help you to plan your
assignment.
Cause 3
Effect: a happy and fulfilling life as an adult Definitions and explanations
Explain how you define the terms “happiness” and
“fulfillment ”.
Cause 1: Explanation and examples
Give one cause of happiness.
Cause 2: Explanation and examples
Give one cause of fulfillment.
Cause 3: loneliness Explanation and examples
Give one cause of unhappiness.
3 5
Planning and scaffolding – purpose C r i te r i o n 4Diii
• the audience or readership for your text
You are writing a cause and effect essay for your teacher, so what language and
style will you use? Will it be:
• formal
• semiformal
• informal
• slang?
Self-management skills
Practising self-awareness and mindfulness
This chapter is about the meaning of two concepts: happiness and
fulllment.
Think about yourself. How happy and fullled are you? Just like
the Richter Scale which measures earthquakes on a scale of 1 to
10, imagine there was a “Happiness and Fulllment Scale”. Give
yourself a mark out of 10. What score would you give yourself?
What would you have to do to move one mark further up the
scale? How would these changes make your life
better?
new aims?
Conclusion to conceptual
question
How important is personal
fulllment?
Now that you have completed this section, what
is your own personal answer to the conceptual
question? Look at the picture below. What
message does it convey about the question? Do
you agree with the message conveyed by the
photograph?
3 6
What does audio-visual Text D
communicate about the themes of
happiness, intelligence and
fulllment, and how is this done? Conceptual questi o n
Before you examine Text D: What do we know
so far?
In this chapter you have inquired into the concepts of happiness,
intelligence and fulllment. As a class, make a list of the most
important ideas you have learned so far in your investigations.
Focusing activity
Read through the exercises in the While you watch section to
make sure you know what to look and listen for. You may need to
watch the material several times and discuss possible answers in class
after each viewing.
Text D
Audio-visual texts
The following are suggested texts to use in this section. Alternatively, you could use an audio-visual
stimulus of your own choosing related to the themes of happiness, intelligence and fulllment.
Choose your own adventure: career!
Steven Tomlinson at TEDxTraverseCity
https://www.youtube.com/watch?v=GJ_P7col8c0
The moments that make champions
Caroline Adams Miller at TEDxGramercy
https://www.youtube.com/watch?v=84H1wihM_Go
Howard Gardner on multiple
intelligences
https://www.youtube.com/
watch?v=iYgO8jZTFuQ
3 7
C r i te r i a 4Ai, 4Aii
While you watch Text D
Answer the following questions.
1. Text D seems to be related to which of these MYP global
contexts?
A. Identities and relationships
B. Orientation in space and time
C. Personal and cultural expression
D. Scientic and technical innovation
E. Globalization and sustainability
F. Fairness and development
2. Use this table to summarize the main points of Text D. You may
wish to add extra supporting points, if necessary.
Main idea Examples and/or explanations and/
or details
Subject matter
Thesis (main point)
Suppor ting point 1
Suppor ting point 2
Suppor ting point 3
Suppor ting point 4
Conclusion
3 8
2 Purpose of Text D – multiple -choice questions
Choose the correct answer from the options given. Write the
letter in the box and provide a short justication for your
answer.
3. The approach to the subject matter of Text D is mainly:
A. entertaining C. persuasive
B. factual D. other.
4. How would you describe the content of Text D?
A. Really important C. Fairly interesting
B. Interesting D. Uninteresting
5. What was the format of Text D?

C r i te r i o n 4Aii
A. Speech
B. Conversation/discussion
C. Debate
D. Documentary
E. Other
6. The purpose of Text D was to:
A. narrate a story
B. describe a situation
C. explain a problem
D. argue a point of view
E. give instructions/guidelines
F. other.
7. How many points of view did Text D show?
A. One C. Three
B. Two D. More than three
8. The opinions in Text D are:
A. very balanced C. biased
B. quite balanced D. very one-sided.
9. How much use did Text D make of graphics?
A. Used graphics a lot
B. Used graphics more than twice, but not a lot
C. Used graphics once or twice
D. Never used graphics
10. Which of these techniques are used in Text D?
A. Voiceover
B. Special lighting techniques
C. Music and sound effects
D. Other special effects
E. None of the above
F. All of the above
G. Some of the above
3 9
Formative interactive C r i te r i a 4Aiii, 4Aiii
oral activity – role play
Role play: Interview with the maker of Text D
The purpose of this role play is to nd out why and how the video
was made.
One person (possibly the teacher) volunteers to be the director or
presenter of Text D. One person plays the role of interviewer. The
rest of the class should play the part of an invited studio audience.
The interviewer starts by asking the director or presenter one or two
questions and then invites members of the audience to ask their own
questions.
You may wish to make use of other information you have discussed
in this chapter to create questions for the director of the video and to
help organize your discussion and role play.
Before the role play, discuss the questions you could ask. Create cue cards with
potential questions about the audio-video text you have watched. Each person
should have at least two questions to ask the “director ”.
Use the answers to questions 1–10 above as the basis for creating questions.
Formative writing activity –

C r i te r i o n 4Aiii
cause and effect essay
All the audio-visual texts you have looked at in this section discuss
problems that people can have in life, either as learners, as teenagers
or as adults. You need to understand the causes and effects of, and
solutions to, these problems.
Look at the notes you made when answering question 2 above
(summarizing the main points). Compare them with the notes of
other members of your group or class. Use your combined notes to
write a cause and effect essay that gives your reactions to the video
you have watched.
4 0
Use this table to plan your ideas.
introduction: Cause of the problem Definitions and explanations
Effect 1 Explanation and examples
(solution)
Alternatively, you can plan your essay like this.
Introduction: Cause of the problem Definitions and explanations
Solution 1 Explanation and examples
Conclusion and final thought (effect)
You can also use the knowledge and skills you have learned in this
chapter to help you organize your essay.
Remember these points.
• This is an essay, so you need to spend time on your introduction,
main points and conclusion. Make sure they are both clear and
interesting to read.
• Use transitions to make sure your reader understands your ideas
and the connections between them.
• The best essays will also give good explanations, examples and
justications.
What does Text D communicate about the
themes of happiness, intelligence and
fulllment, and how is this done?
4 1
Summative assessment
In this summative assessment you will have an opportunity to show
your understanding of the topic of happiness, intelligence and
fulllment. You will also be assessed on your use of the
communication skills you have developed in this chapter. To
complete the assessment you will undertake two tasks related to the
statement of inquiry for this chapter.
We can first use language to describe and define happiness and
intelligence and only then can we work towards a fulfilling personal
future in a global context.
Debatable question Debatable question
What makes a happy and fulfilled How can we create a fulfilling role
life? for ourselves in life?
Each assessment task requires you to answer a debatable question.
To answer the rst question you will watch a video about research into
what makes a happy life. Then you will conduct a role play based on the
content. To answer the second question you will write a cause and effect
essay based on the content of a text you have read.
Summative assessment task 1
Role play
Watch the TED Talk entitled “What makes a good life? Lessons from the longest
study on happiness” by Robert Waldinger, Director of the Harvard Study of Adult
Development (Text E). Make notes on the points presented in the video.
Using evidence and examples from the words and images in the video, create and
conduct a role play to answer debatable question 1. Your role play should last at
least 3–4 minutes.
Debatable question 1: What makes a happy and fulfilled life?
Work in groups of three. Imagine three people who were school friends and are
now adults. They meet for the rst time in 20 years. Brainstorm the kinds of
questions they would ask each other.
Create a cue card for each person. Each cue card should sketch out the personal
details of one of the characters. The purpose of the role play will be to come to a
conclusion about the question, “What makes for a happy and fullled life?”
Base your information on the video you have watched.
4 2
Text E
What makes a good life?
Robert Waldinger giving the
TED Talk “What makes a good
life?”
Source: https://www.ted.com/
talks/rober t_waldinger_what_
makes_a_good_life_lessons_
from_the_longest_study_on_
happiness
Alternative, you could use an
audio-visual stimulus of your
own choosing related to the themes of happiness, intelligence and fulllment.
You will be assessed using the following
criteria.
A: Comprehending spoken and visual text
4Ai Construct meaning and draw conclusions from information, main
ideas and suppor ting details
4Aii Interpret conventions
4Aiii 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 in response to spoken and/or written and/or visual text
4Ci Respond appropriately to spoken and/or written and/or visual text
4Cii Engage in rehearsed and unrehearsed exchanges to share ideas on
topics of personal and global significance
4Ciii Express ideas and feelings, and communicate information in simple
and complex texts
4Civ Communicate with a sense of audience and purpose
D: Using language in spoken and/or written form
4Di Write and/or speak using a range of vocabulary, grammatical
structures and conventions; when speaking, use clear pronunciation
and intonation
4Dii Organize information and ideas into a structured text; use a wide
range of cohesive devices
4Diii Use language to suit the context
4 3
Cause and effect essay
Read the following set of guidelines (Text F).
Based on the information you read in Text F write a cause and effect essay to
answer debatable question 2. Write 200–250 words.
Debateable question 2: How can we create a fulfilling role for ourselves in life?
The cause and effect essay should:
A. dene the idea of a fullling life
B. give at least three causes or reasons for a fullling life
C. come to a conclusion and nal thought.
criteria.
B: Comprehending written and visual text
4Bi Construct meaning by identifying stated and implied information,
main ideas and suppor ting details, and draw conclusions
4Bii Interpret basic conventions including aspects of format and style,
and author ’s purpose for writing
4Biii
Engage with the written and visual text by identifying ideas,
C: Communicating in response to spoken and/or written and/or
visual text
and complex texts
4Di Write and/or speak using a range of vocabular y, grammatical
structures and conventions; when speaking, use clear
pronunciation and intonation
4 4
Text F
How To Live The Good Life
Preston Waters | Elite Slow Down
iving the good life can mean something
Urgency and haste can damage accuracy,
L different for everyone. However, there
awareness and happiness. There is a big
is still a general understanding as to what
difference between getting things done
this idea entails to most human beings
and getting things done effectively.
living in the modern world. The good life,
Appreciate Life’s Simple Pleasures

in its most simple form, is a series of never
ending satisfaction that only grows more

The best things in life truly are free. From
powerful as time goes on.

a quiet ocean sunset to sleeping in on a
rainy day, life’s greatest simple pleasures
can only be appreciated if you notice them.
Foster and Nur ture Relationships
A happy and fullling life is a life that
is shared with people that you enjoy
being around the most. Appreciate those
relationships and treat your friends as
you would like to be treated.
Learn About Different Things
As many great men have said in the past,
the day you stop learning is the day that
you die. Every day is a chance to learn

The good life consists of wanting to
something new about the life you wish to

get out of bed every morning, excited to
attain or the person you wish to become.

take on whatever each day has in store
Keep inquiring and exploring.

for you. It has nothing to do with the
material possessions. The good life is

Concentrate on Your Passions
based on the compassionate deeds you
Your passion is what you love to do every
perform, the personal goals you strive to
day because it gives you a sense of worth
achieve, and what you decide to leave
and fullment. This can be concentrated
behind as a result of the mark you made
into your true life purpose, which is the
on the world around you.
key to real wealth on this earth. Use
Here are several simple ways to live
your passion in the most productive and
the good life.
universal way possible
4 5
Text F (continued)
Travel to Distant Places to try for your own personal satisfaction.
The most exciting activities tend to seem
Humanity has been blessed with a
incredibly scary at rst glance.
beautiful place to live. Experience all
the natural and cultural wonders it has Keep Your Promises
to offer.
Not doing so guarantees loneliness and
Talk to Strangers failure. Stay true to your word as that is
what your character is based off of and
Meet new people who are like you and
how you will always be remembered.
different from you in every way you could
have imagined. This will help you to realize Work Hard
the role you play in society. Understanding
Being lazy and doing the bare minimum
these people will increase your knowledge
only guarantees dissatisfaction. Work
of how the world works and the people in it.
hard to get closer and closer towards
Assist Others your goal every day.
What goes around comes around. You Sleep Well
have no idea what type of fullment and
A tired mind is inefcient and unhappy.
security you will attain for yourself after
No one can perform to the best of their
you help other people more and more.
ability without rest.
Be Clear on Your Goals
Laugh
You will never get where you want to go if
As the good old fashioned saying goes,
you don’t know what you want and don’t
those who laugh more are the ones who
think you have what it takes to get it.
live longer. Stop taking life so seriously
Practice General Time Management and realize that everything that makes
you nervous or uncomfortable may
Trying to achieve your goals without
really just be there to make you laugh.
doing a little time planning is like sailing
the open ocean without a compass and Be Here Now
map. Sure it’s fun but at the end of the
Right now is the time that you can use
day you need to remember why you are
however you want to. Right now is life.
out there in the rst place.
Don’t miss it. It is an entire world waiting
Be Spontaneous to be shaped by your own desires.
Be spontaneous and step outside of your

Adapted from: http://elitedaily.com/life/
comfort zone at any chance you get. motivation/live -good-life/
Experience new things that you may
have been afraid of but always wanted
4 6
Going beyond the chapter
In this chapter you have explored identity; beliefs and values;
personal, physical, mental, social and spiritual health; human
relationships including families, friends, communities and cultures;
what it means to be human. You have understood that we can rst
use language to describe and dene happiness and intelligence and
only then can we work towards a fullling personal future in a global
context. Now you can make use of the information you have learned
and the communication skills you have developed in this chapter for
practical purposes beyond the classroom.
Using the text type
Video presentation
In this chapter you have learned how to plan, script and perform a
role play. You have also learned how to create an argument using a
cause and effect structure.
• Turn your cause and effect essay on “How can we create a
fullling life for ourselves?” into a presentation or video.
• You can present your ideas as slides or you can create a video.
• You could also role play your ideas and video them.
• Show your video to the rest of your class, grade, year group
orschool.
Happiness and fulllment SMART targets
Why not use what you have learned for your own development
and good? You might have been asked to create academic targets
to improve your grades at school, but how about creating personal
targets for your own well-being? Go back to the beginning of this
chapter and look at Text A. What SMART targets can you set yourself
to help you lead a happier life?
Remember, SMART targets are:
• specic (target a specic area for improvement)
• m t
you have achieved)
• achievable (are your targets realistic and
attainable?)
• relevant (are your targets linked to your own
interests and hobbies?)
• time-bound (by when you do you plan to
achieve your target(s)?)
4 7
Action and service
Speak to your MYP coordinator or action and service coordinator
to nd out what your school’s expectations for action and service
are in your grade or year.
The ideas below relate directly to the service learning outcomes for
students to:
• become more aware of their own strengths and areas for
growth
• discuss, evaluate and plan student-initiated activities
• persevere in action
• work collaboratively with others
• consider the ethical implications of their actions.
Ideas for service
Having created SMART targets for yourself, why not create a table
that other students can use to plan and record their happier life
SMART targets?
• Consider a layout for the table that is logical and simple to use.
• You could create paper copies or share the table electronically
via email or on a shared drive.
• You could collaborate with the Student Council and create a
“Happiness Awareness” campaign (or something similar).
• You could create a “Happiness” programme with the teacher
responsible for your school’s pastoral programme (homeroom
teachers or heads of year or grade).
4 8
Further reading
If you enjoyed this chapter, you might also enjoy these texts.
Test of eight kinds of intelligence:
http://www.literacynet.org/mi/assessment/ndyourstrengths.html
Multiple intelligence sself-assessment:
http://www.edutopia.org/multiple-intelligences-assessment
Thinking and
research skills
This quiz asks 24 questions. Try not to think too hard – just go
with your rst thought when describing your daily activities and At the end of any
interests. By the end, you may have some new insights into the learning experience
way you think. always ask yourself these
three questions.
Here are some novels that discuss the themes of happiness and
fulllment: • What have I learned?
• Ella Enchanted by Gail Carson Levine • What don’t I yet
understand?
• The Alchemist by Paulo Coelho
• What questions do
• Oh, The Places You’ll Go! by Dr Seuss
I have now?
• A Christmas Carol (original or abridged) by Charles Dickens
• Tuck Everlasting by Natalie Babbitt
• Stargirl by Jerry Spinelli
4 9
Migrations
2
In context
Global context: Orientation in time and space
What is the meaning of “where” and “when”?
In this chapter we will explore journeys to find a home. In the examples
used, sometimes the people are returning to old homes; sometimes they are
looking to find new ones. These migrations not only move people through
time and space but from one culture to another.
Key concept: Culture
The idea of culture includes learned and shared beliefs. A culture has a set of
values, interests and attitudes. In this chapter we will look at what happens
when one culture attempts to dominate another culture. Therefore, in this
chapter we will also look at the interactions between cultures and how these
cultural interactions affect people migrating from one place to another.
Related concept: Context
Context is the social, historical, cultural and settings of the texts that narrate
and describe an individual’s migration from one place to another.
Writers use narratives to orientate the reader
in journeys through time and space and to
describe and reect on the experiences of the
travellers.
Inquiry questions
 Who were the “stolen generations”?
 Which cultural knowledge do the children make use of to travel across
Australia?
 How do the children use their cultural knowledge to sur vive the journey
across Australia?
 How does audio-visual Text D communicate the themes of either the
stolen generations or migrations?
 How impor tant is it for migrant families to find a real home?
 Should children risk their lives in order to enter the USA illegally?
 Is it possible for migrants to succeed in a new home?
5 0
Who were the “stolen
generations”?
Fac tual question
Before you read Text Ai
What do you know about the Aboriginal peoples of Australia?
Before you begin this chapter, conduct a class brainstorming
session. When you have nished look at the picture then discuss
Discussion and debate
1. What do you notice in the picture?
2. Do the children seem happy?
3. Why was the picture taken?
Justify your answers.
You are going to read a text about two cultures in
Australia. Before you read the text, look at the statements in the
table. Writein column A, Before you read, whether you think
they are true, untrue or partially true.
Once you have examined the text, you will be asked to answer
the questions again, using the After you read column, and then
to justify your answers with information from Text Ai. Exact
quotes are not necessary.
5 1
Migrations
Before you read Information in Text Ai After you read Justification
True, untrue True, untrue
or par tially true or par tially true
The Australian government
has always had ver y positive
policies towards Aboriginals.
All cultures in Australia have
always been equally valued.
Many Australians thought
Aboriginal mothers were bad
parents.
In the 20th centur y Aboriginal
children wanted to live in a
modern society.
Children are always better
off in a dominant majority
culture.
Governments are able to
take children away from their
parents.
Siblings should always be
able to live together.
Many Australians do not
know their real parents.
5 2
Text Ai
Forced removal
‘White’ and taught to reject their Aboriginal culture

he forced removal of Aboriginal and Torres
T Strait Islander children from their families was

and heritage.
Children were quite legally placed with

ocial Australian government policy from 1909 to
institutions and, from the 1950s, were placed

1969. However the practice took place both b efore
with white families. In general the education

and after this period.
they received was very poor. Aboriginal children

The children who were taken from their families
were expected to b ecome labourers or servants.

b ecame known as the Stolen Generations. There
Aboriginal girls were sent to homes to be trained

are Aboriginal people as young as their late 30s and
in domestic service.
40s who are memb ers of the Stolen Generations.
No one knows how many were taken, as most

At that time there was a lack of understanding
records have b een lost or destroyed. Many parents

and respect for Aboriginal people. Indigenous
whose children were taken never saw them again,

people were seen as an inferior race. The white
and siblings who were taken were delib erately

majority b elieved that Ab original people lived poor
separated from each other. Today many Aboriginal

and useless lives.
people still do not know who their relatives are or

The dominant racist views in the society meant
have b een unable to ndthem.

that many white people b elieved that Aboriginals
were bad parents and that Aboriginal women did
Adapted from: http://reconciliaction.org.

not look after their children. S uch children were
au/nsw/education-kit/stolen-generations/
taken from parents so they could be brought up
Thinking skills
Here are some of the thinking skills you can develop in this
exercise:
• recognizing unstated assumptions and bias
• evaluating evidence and arguments
• drawing reasonable conclusions and generalizations.
Look at your answers for “Before reading” and “After reading”.
Are they the same? What conclusions do you come to about this?
Discuss your thoughts in class.
5 3
Migrations
Text Ai: Text handling – referencing
After you read Text Ai
The table below picks out particular words from phrases that
appear in Text Ai. Complete the table by writing what the words
refer to. One example is done for you.
In the phrase … the word(s) … refer(s) to …
“the practice took place”

the forced removal of
Example: “the practice”
Aboriginal children
(line 4)
“At that time there was a lack of understanding and
1. respect for Aboriginal people” (line 11). “that time”
“Such children were taken from parents” (line 19).
2. “Such children”
“the education they received was ver y poor ” (line 25)
3. “they ”
“No one knows how many were taken,

” (line 30)
4. “how many ”
“have been unable to find them” (line 36)
5. “them”
Thinking skills
With a partner look again at the picture of the children at the
beginning of this section. Discuss these questions.
• Why was the picture taken?
• Who took the picture?
• What was the message in the picture?
• How do you feel about the picture now that you have read
TextAi?
5 4
Text Aii
Review of Follow the
Rabbit-Proof Fence
Doris Pilkington (Nugi Garimara)

authoritarian rule of the settlement’s head.
Guided by the rabbit-proof fence, which, at

Follow the Rabbit-Proof Fence is about
that time ran from north to south through

one of the dark chapters of Aboriginal
Western Australia, they walk the long

Australian histor y : The Stolen
distance back to their family.

Generations.
Doris Pilkington (whose traditional

The law allowed the authorities “to
name is Nugi Garimara) is not a

cause every Aboriginal within any district
professional writer which you’ll notice

[...] to be removed to, and kept within the
while you read. But it is a stor y that

limits of, any reserve”.
Doris thought it was impor tant to tell.

Ar ticle 31 of the “Aboriginal Protection
So, despite occasional stylistic flaws,

Act ” of 1897 allowed the Australian
the book has one major advantage over

government to provide “for the care,
novels; it’s an authentic account of her

custody, and education of the children
mother ’s escape and perilous journey

of Aboriginals”. It also stated “any
home. And this makes her mother ’s stor y

Aboriginal or half-caste children may be
even more remarkable, and the reader

apprenticed to, or placed in ser vice with,
suitable persons”.
and
This is the political background, the
e
setting which must be comprehended
before the stor y ’s full tragedy can be
nd
understood. Three girls, Molly, Gracie
as
and Daisy, are “half-caste” Aboriginal
youngsters living together with their
me
family of the Mardu people at Jigalong,
home, and your

Western Australia.
One day a constable comes to take the
three girls with him. They are placed in the
d.
Moore River Native Settlement north of
Adapted from:
Perth, some 1,600 kilometres away. Most
http://www.
children never saw their parents again.
creativespirits.
Thousands are still trying to find them.

info/resources/
This story is different. The three girls books/people/
manage to escape from the torturing and
proof-fence
5 5
Migrations
Text Aii: Text handling – interview
After you read Text Aii
Imagine you are going to interview the writer Doris Pilkington/
Nugi Garimara. Here are some prepared questions. Use Text Aii to
answer the questions. You may nd additional useful information
in Text Ai.
Use the table to help you organize both the questions and the answers to
them. The person answering should tr y to give long answers to the questions.
You can do this by first answering the question, and then by giving more
details, or an explanation.
Question to Her answer Her reason/explanation/
other details
Doris Pilkington/Nugi Garimara
Please introduce yourself and your book.
Can you explain why you have two names:
Doris Pilkington and Nugi Garimara?
Is the stor y a real one?
Why did you want to tell the stor y?
Were the girls Molly, Gracie and Daisy par t of
the stolen generation?
Were the children forced to leave their
parents?
Could they still go home to visit at
weekends or holidays?
Were the girls well treated in their new
home?
Was it easy for the girls to find the way back
to their families and the Mardu people?
How do you feel about the fact that so many
people have read your book?
Is there anything else you would like to say
on the subject?
5 6
Formative oral and C r i te r i a 4Ci, 4Cii, 4Ciii
interactive skills – interview
D oris Pilk ington G ar im ara with
Everlyn S ampi, who p layed the
charac ter of her mot her M olly in
the film The R abbit-Proof Fence
Use the table in the text handling exercise above (Text Aii: Text
handling – interview) to carry out a prepared interview. One person
can ask the questions and the other can use the table as a cue card
to answer the questions. You may of course ask additional questions
and use your creativity when answering.
In the role play the people speaking are strangers, and the
C r i te r i o n 4Civ
interviewer is much younger than the interviewee. When they are
talking, will the language and style be:
• formal
• semiformal
• informal
• slang?
Formative written activity –
opinion piece
Before you write
Look at the pictures below. How might the two pictures be
connected? What story do they seem totell?
What moment is being shown in this still from the lm The
Rabbit-Proof Fence?
5 7
Migrations
Thinking skills
In this exercise you can make
imaginative connections between
objects and/or ideas.
You also have another opportunity to
show intercultural understanding by
imagining the events from the girls’
point of view.
Working in pairs or small groups, think again about Texts Ai and Aii.
Make notes on your thoughts and opinions about the following topics.
The girls’ journey home
The Australian government ’s Aboriginal
policies
Molly ’s character
The treatment of Aboriginal families
The differences between Aboriginal and
White Australian culture
The treatment and education of children
taken from their families
Australia in the 1920s
Other aspects of the stor y
5 8
Planning and scaffolding – structure C r i te r i a 4Di, 4Dii
Using some of the conclusions you have come to in your discussions, write
an opinion column of 200–250 words for your school magazine or for your
personal blog. Use the table below to help you organize your thoughts before
you write. Use the right-hand column to make your notes.
Introduction My English teacher said Follow the Rabbit-Proof
Fence would be an interesting topic to read
about. When I did some research on the book/
film/background I found out …
Thesis (main This made me feel …
point)
because …
Explain the In this true stor y this is what happened. …
context
A few things struck me wor th thinking about.
Three First, …
suppor ting
Next …
points
(see your
discussion
The third thing that struck me:

points above)
Conclusion What ’s my conclusion? …
Final thought Let me leave you with this thought …
Communication and thinking skills Planning and scaffolding –
language and audience
What are the facts here? In order to answer the question you must:
C r i te r i o n 4Diii
The opinion
• gather relevant information to formulate an argument
piece you are
• recognize unstated bias

writing will appear in your
• draw reasonable conclusions and generalizations

school magazine or in your
personal blog. The topic is a

• revise understanding based on new information and evidence.
serious one. When addressing
your audience, consider
the language and style you
should use. Will it be:
Conclusion to the factual question
• formal
• semiformal
Who were the “stolen generations”?
• informal
Now that you have completed this section, what facts have you
• slang?
learned, and so what is your answer to the factual question?
5 9
Migrations
What knowledge do Mollie and
the other girls use to journey across
Australia?
Fac tual question
How do the children use their
cultural knowledge to survive the
journey across Australia?

Conceptual questi o n

Thinking skills
Before you read Texts Bi and Bii
Be creative.
Imagine you had to cross the desert in this picture by following
Apply existing knowledge

the fence. The fence is 500 kilometres long. What dangers would
to generate new ideas.

you face? First, make a list of everything that you would need to
Make guesses, ask “what

survive the journey.
if” questions and generate
However, imagine you could only take three things from your
testable ideas.
list. Which ones would they be? How would they help you to
Find solutions to an
survive the journey?
authentic problem.
6 0
Text Bi
The Marlbu
It started to rain again. The girls looked up waited for whatever it was to appear. Molly had
towards the sky and saw that it was only no intention of being caught only to be sent
scattered clouds of light showers, so they trudged back to the Settlement to be punished by the
on through the open forest that covered the authorities.
low sand dunes. The showers passed over them The footsteps were so close now, the ground
heading inland as they tramped over the wet, was vibrating – they could feel every step. Then
thick grass and thick ground covers. they saw it. They lay there, their eyes glued to the
The heathland stretched out in all directions ‘thing’ that was emerging from behind the banksia
and extended to the ocean. The bright, orange trees.
and white, and red and yellow conical-shaped Gracie started to say something in a low
banksia owers fascinated Molly, Daisy and whisper but the words came out in an inaudible
Gracie. They pulled the branches down so that stutter. She tried once more, but the result was
they could examine them more closely. the same, so she gave up and shut her eyes
However, it was impossible, or almost tightly and began to swallow deeply, trying
impossible, to nd a patch of clean white sand desperately to control her fear.
amongst all that for the girls to pass through Several minutes later, after the ‘thing’ had
without scratching or stinging their legs on the gone by, its footsteps still thundering along, the
prickly acacia bushes. Though it wasn’t too bad girls remained on the prickly leaves and grass,
when it was raining because the cool drops of pondering whether to move on or not. Their
rain washed and soothed the scratches on their young hearts were still thump-thumping right
skins. up into their ears. All lay shivering with fear.
They were almost past the clumps of banksia

Adapted from: Pilkington 1996
trees when they heard very heavy footfalls. They
were coming closer. There
was a ash of lightning;
in the distance they heard
a rumble of thunder. The
footsteps came closer.
“Quick,” whispered
Molly and all three of
them dived head-rst
underneath the thicket
and slid on their stomachs
as at and low as they
could – not daring to
breathe.
They kept very still,
frozen stiff with fear as
they lay under the cover
of the tangled shrub and
6 1
Migrations
Text Bi: Text handling C r i te r i a 4Bii, 4Biii
1 Multiple -choice questions Choose the correct answer from A, B,
C or D. Write the letter in thebox.
1. Text B is narrated by:
A. Molly
B. Daisy
C. Gracie
D. a third-person narrator.
2. The rst thing the narrator describes is:
A. the landscape and the rain
B. the rain and the grassland
C. the bright colours of the sea
D. the landscape and the ocean.
2 Fill in the gaps below.
3. Find two words in the rst paragraph that suggest that girls
were tired of walking?
and
4. In the second and third paragraphs nd the names of two
plants that were growing in the bush.
and
C or D. Write the letter in thebox.
5. The girls didn’t mind the rain because:
A. it cooled them
B. they could drink the water
C. they liked the sound it made
D. it made their scratches better.
6. The girls were frightened by:
A. the thunder
B. the lightning
C. a bright light
D. a loud noise.
7. They hid:
A. behind a tree
B. under a cover
C. under a bush
D. under a tree.
6 2
8. Molly feared that:
A. someone was looking for them
B. someone was punishing them
C. someone was trying to scare them
D. someone was sending a signal.
9. The girls see what was coming out of the bush:
A. clearly and distinctly
B. not at all
C. very vaguely
D. from a great distance
10. Gracie was so frightened that she couldn’t:
A. stand up quickly
B. speak properly
C. swallow properly
D. sleep well.
11. When the “thing” had gone the girls had to decide
whetherto:
A. sleep
B. follow it
C. stay
D. shiver.
4 Fill in the gaps below.
12. Find two phrases in the last paragraph that suggest that the
girls were very frightened.
and
Aboriginal paintings of b u sh sp irits f rom th e K i mberl ey regi on of Western A u st ral i a
6 3
Migrations
Text Bii: Text handling C r i te r i a 4Bii, 4Biii
1. Read the rst seven paragraphs of Text Bii and name six
characteristics of a Marlbu.
2. Find evidence in Text Bii that the girls have retained their
knowledge of and beliefs in the Mardu culture they were raisedin.
Text Bii
The Marlbu
It was another few seconds before they regained was running to beat the storm that was brewing
their composure and their fears subsided. It was up and the fast-approaching nightfall.
only then that they could rise and stand rmly “Quickly,” urged Molly, “let us get away
on their feet without shaking, to continue their from this place.” The sight of the Marlbu had
trek homewards. unnerved her; she was really scared.
“That was a Marlbu, indi Dgudu?” said Daisy, The two younger sisters nodded; they could
still obviously shaken by what she had seen. see the shallow valley of sand dunes on the left
“Youay, it was a Marlbu alright,” agreed and began making their way towards them.
Molly. “A proper Marlbu.” “See that,” said Molly when they reached
Yes he – that thing tted the descriptions the sand dunes, pointing to the rabbit warrens.
of a Marlbu, a sharp-toothed, esh-eating, “We’ll just dig one out. We have to make it big
cannibalistic, evil spirit that has been around enough for the three of us to t into,” she told
since the Dreamtime era. The old people always them.
told them to be careful and always to watch And so, crouching on their knees, they dug
out for them and now this very day they had furiously, their elbows almost touching. Very
seenone. soon, they managed to widen and deepen a
“That Marlbu had a funny head and long hair. deserted burrow to make a slightly cramped but
He was a big one alright,” said Daisy. warm, dry, shelter for themselves. This was their
There seemed to be only one logical rst sleep-out in the bush since leaving their
explanation to that phenomenon. The so-called homes in the East Pilbara.
Marlbu may have been an extra large Aboriginal

Adapted from: Pilkington 1996
man with prominent Neanderthal features who
After you read Text Bi and Bii
What do you think the girls actually encountered?
A. a Marlbu
B. a large animal
C. someone who was hunting them
D. a passing stranger
What evidence do you have for your answer?
6 4
Formative oral and C r i te r i a 4Ci, 4Cii, 4Ciii
Imagine you could travel back in time to Australia in 1931. You are
going to interview the young Mardu girl Molly about her perilous
journey home and her life at that time.
This task requires you to take greater responsibility for your own
learning. You must:
• manage the time available for the role play effectively
• plan the assignment and meet deadlines
• plan strategies and take action to create an interview
Remember that this task is one of several in this chapter to prepare
you for the summative assessments at the end of this unit.
In groups make a list of about ten questions to ask Molly about her escape and
her journey home. Make sure they are open questions. Put your questions into
the best possible order.
In groups of three, conduct role plays in which one person is the
interviewer, one person is the interviewee, and one person is the
observer. The interviewer should use the questions to structure the
interview. Change roles at the end of the rst interview. The third
person can act as observer and can make notes using the table below.
Give feedback at the end of the interview.
6 5
Migrations
You can also use this chart to assess and give feedback on the other
oral work you undertake in this book. In the interview the people
speaking are strangers, but the interviewer is the same age as the
interviewee. Will the language and style they use when talking
together be:
• formal
• semiformal
• informal
• poetic?
Good Needs slight Needs some Needs a lot of
improvement improvement improvement
Eye contact Always has eye contact Has eye contact Sometimes has eye Has little eye contact
most of the time contact
Enthusiasm Shows great enthusiasm Shows enthusiasm Sometimes shows Shows little
for the topic during the for the topic during enthusiasm for the enthusiasm for the
activity the activity for most topic during the topic during the
of the time activity activity
Preparation and Seems ver y prepared Seems prepared and Seems somewhat Does not appear to
organization and organized during organized for most prepared and have prepared for the
the activity of the time during organized during activity
the activity the activity
Pronunciation Speaks ver y clearly and is Speaks clearly most Sometimes speaks Does not speak
ver y easy to understand of the time and clearly and is clearly and is difficult
is usually easy to sometimes easy to to understand
understand understand
Knowledge of Shows ver y good or Shows good Shows some Shows little
excellent understanding understanding and understanding and understanding or

topic/content
and knowledge of the knowledge of the knowledge of the knowledge of the
topic during the activity topic during the topic during the topic during the
activity activity activity
opinion column
Having read some background material and
an extract from the book, Follow the Rabbit-
proof Fence, do you think the text would be
class? Give reasons.
Write an opinion column for your school
magazine either recommending or criticizing
year group. Write 200–250 words.
6 6
Planning and scaffolding – organization Planning and
scaffolding – language
Create an attention-grabbing headline. Make the reader think or react.

In the opinion
column you
are writing to the whole

Introduce the topic: what is the book about?
school community. The
purpose of the text is to
Explain your thesis (main idea) in one sentence. Does the book appear to be
persuade your readers
suitable for ever yone at your grade at school?

that your opinions are
sensible and valid. What
Make a series of points to suppor t Give evidence and examples.
language and style will you
your thesis.
use to address your readers?
Will it be:
• formal
• semiformal
• informal
• slang?
Offer a conclusion. Should, or should you not, read the book in English
class?
Your final thought:
What knowledge do Mollie and the other girls
use to travel across Australia?
Now that you have completed this section, what facts have you
Thinking skills
learned, and so what is your answer to the factual question?
Here is an opportunity
to use your skills
of intercultural

understanding. In class,
discuss this question:
How do the children use their cultural

How does the girls’
knowledge to survive the journey across

knowledge of their
Australia?
Mardu culture allow
Now that you have completed this section, what is your answer them to survive and
to the conceptual question? Make a list of all the skills and successfully undertake
knowledge that the girls possess. How is their knowledge different such a dangerous
to the kind of learning you undertake in the MYP? journey?
6 7
Migrations
Culture
In this chapter we can see that different communities have their own
range of learned and shared beliefs, values and interests. This concept
of culture can be seen in the diagram below.
S ource: Pollock and Van R eken 2 001
Thinking skills
As we saw in Text Bi and Bii, the girls’

Here is an opportunity to:
behaviour in the storm and their ability to

• empathize with other cultures
survive the journey across the desert are
• apply existing knowledge to generate new ideas,
strongly inuenced by their culture.
products or processes
Unfortunately, and sadly all too frequently,
• create original ideas
one culture is convinced that its values are
better, or more important, than those of • use existing ideas in new ways.
another culture. Such a situation usually
Look at the iceberg diagram. What is the difference
leads to conict. In this chapter we have
between surface culture (what we see) and deep
seen what happens when one culture
culture (how the culture operates)?
attempts to dominate another culture.
In groups think about the story of Molly and her
Follow the Rabbit-Proof Fence teaches us that

sisters. What is the surface culture that you can
we must interact with other cultures with

observe?
sensitivity and empathy. This intercultural
What is the deep culture by which the girls live?
awareness is essential for us to become
Think about your own culture.
internationally minded and responsible
What surface elements would an outsider notice?

members of local, national and global
communities. What aspects of deep culture can you express?
6 8
Degrees of intercultural awareness
Look at the quotation in the poster below. Do you agree with the
ideas suggested in the quotation?
There are different levels of
understanding and interacting
with other cultures.
“Our way is the only
way.
”
At the most basic level,
people think their culture’s
way of doing things is always
excellent and that their way is
the only way.
“We know their ways,
but our ways are better.

”
At the second level, people
are aware of other ways of doing things, but still think their way
is the best one. At this stage, one culture sees another culture as a
problem. Such people tend to ignore other cultures or say they are
not important.
“There are our ways and their ways.

”
At this level one culture is aware and understands another culture’s
ways of doing things. At this stage people still realize that cultural
differences can lead to problems. However, they can also see the
benets and advantages. They are willing to borrow new solutions
and alternatives from the second culture.
“There is a third way – a new way.

”
This fourth and nal stage brings people from different cultural
backgrounds together to create a new, third culture of shared values.
People from both cultures discuss new ways to meet the needs of a
particular situation.
6 9
Migrations
Social and research skills
Work in groups to research and nd answers to these questions.
1 In what ways does your school bring people from different
cultures together? To what extent does your school practise
“There is a another way – a new way”? Can you give practical
examples?
2 Can you list other activities and events that your school could
undertake to improve intercultural awareness further among
the students, parents and staff?
Context
people exist, interact and create a culture of
their own.
Narrative texts, such as the ones we are
migrations exist within a context. Molly’s
migration takes place in the context of the
story of the “stolen generations”.
Understanding the context in which events
take place helps us to understand the deeper
meaning of the narrative or the story. Molly
is not just escaping from real or imagined
dangers, such as the Marlbu. She is
escaping from a system in which her very
identity is under threat. That is the real
context of the story.
Now examine the cartoon and answer
these questions.
1. Which chicken is on the other side of
the road?
2. What does the picture teach us about context and point of view?
3. How does the cartoon show how different cultures view things
differently?
4. What is the meaning and signicance of the title of the cartoon?
7 0
Study the picture of the Australian
1. In what context would a tourist
visit this landscape?
2. How would an indigenous
to live? Justify your answer.
3. What does the picture teach
us about context, culture and
point ofview?
Thinking about
culture and context
Here is a map of the journey undertaken by Molly, Gracie and Daisy.
No. 1 Fence
No. 2 Fence
Indian Ocean
No. 3 Fence
Route taken in lm
Rabbit Proof Fence
Eighty
Mile
Beach
Wallal Downs
Cape Keraudren
Jigalong
WESTERN AUSTRALIA
Kalbarri
Dongara
Moore Eucla
River
Per th
Esperance
Southern Ocean
Jerdacuttup
Bremer Bay
Albany
7 1
Migrations
Below is a picture that illustrates an important aspect of intercultural
Research and thinking
understanding.
skills
Study the picture, think about what you know about such landscapes
This exercise is an
and then answer the following questions about the text, subtext and
opportunity to:
context.
• collect, record and
1. This is a question about the text: What you can see in the picture? verify data
2. This is a question about the subtext: In the picture what seem to • access information
be the messages: to be informed and
inform others
A. about the landscape
• make connections
B. about the girls’ ability to survive in that landscape?
between various
sources of information
• consider ideas from
multiple perspectives
• develop contrary or
opposing arguments
• synthesize ideas
to create a new
understanding.
The following are questions about context and culture.
3. If you were in the same situation, how long would you survive?
Do you think your cultural knowledge would enable you
to undertake the journey successfully? Would your cultural
knowledge be useful in this context?
4. What does this exercise tell you about Molly’s cultural knowledge
of subjects such as geography and biology?
5. How did Molly know about nature? How have you learned about
nature? Can you compare the two ways of knowing?
7 2
Formative oral and interactive
skills – interview
An interview is a face-to-face conversation in which one person asks
questions and the other answers. In the most natural interviews
there is an information gap between the interviewer who wishes
to know certain information and the interviewee, who has the
information necessary to complete a task or solve a problem.
A good interviewer knows how to ask the right questions. A skilled
interviewee is able to give the information that the interviewer is
looking for. Therefore, the interview should be carefully structured.
Generally, it is best to start with general questions and move to more
specic ones.
It is important for the interviewer to decide:
A. which questions to ask
B. the order in which to ask the questions.
Two question types
If the interviewer is looking for specic information, it is useful to ask
specic “closed” questions, for example, using “What?”, “Where?”
or “When?” Alternatively, the interviewer can ask “or” questions,
such as “Do you think X or Y is best?” Such techniques allow the
interviewer to nd out precise and exact information. However, such
“closed” questions often make the interviewee want to give short
answers.
Closed questions Open questions
Do/did/will you … ? Why?
When/where what/ … ? How?
Can/have/might/should you … ? Can you tell me about …?
Which is better/worse/right/wrong – A or B? What do you think about … ?
What ’s your opinion of … ?
Shor t answers are likely. No shor t answer is possible.
Yes/no responses are usually given. These questions allow for thoughtful responses.
These questions are useful for obtaining facts/basic There questions are useful for obtaining thoughts/
information/quick reactions. opinions/feelings.
It is worth remembering that most interviews are very sensitive and
if the interviewee is to speak about something personal, it is much
better to use “open” questions, such as “Could you tell me about
…?” or “Could you explain/describe/express …?” Such open-ended
questions encourage people to talk and explain their ideas and can
produce a large amount of information.
7 3
Migrations
Structure Thinking skills
Introduction: in the introduction, you could establish a good rapport

Now that you have read
with the interviewee saying, for example, “Thanks for coming in

about organizing an
today to talk to our journalist”.

interview, list practical
situations in which it
You could introduce the interviewee to the readership: “Daniel,
would be useful for you

thank you for coming to talk to us today about your dangerous
to interview someone.
journey from A to B”.
The main body: ask about general issues rst and then move to
specic questions.
Conclusion or “wrap-up”: your nal question could allow the
respondent to give information about future plans. You might say:
“So, what do you see as the next stage?” You could conclude the
interview by thanking the interviewee.
Formative oral and C r i te r i a 4Ci, 4Cii, 4Ciii, 4Civ
interactive activity
A new scholarship student has just arrived at your school from
overseas. Your school has never received a student from that country
or that culture before. You want to interview this student for the
school magazine.
Plan your questions and be
sure that the questions are in
the right order on your cue
card. Once you have done
this, each person in the pair
should research a countr y
or culture in order to answer
the questions. Take it in turns
to be the inter viewer and
inter viewee. Also think about
the language you will use
when the inter viewer and
inter viewee talk to each other
during the inter view. Will it
be:
• ver y formal, as if talking
ver y politely to a ver y
impor tant stranger
• formal, as if talking
Work in pairs. One person is the interviewer and the other is the new
politely to a stranger
scholarship student. Create a set of questions to nd out as much as
• informal, as if talking to a
possible about the student’s background and culture, as well as the
friend?
person’s hopes for his or her new education. Put all your questions
You may wish to record your
on a cue card and use it to structure the interview.
per formance.
7 4
Formative writing skills –
an opinion piece
An opinion column appears in a newspaper and is the personal
point of view of the writer on a particular issue. If you write an
opinion column, you can use “I” because the column gives a personal
viewpoint.
Always choose to write about an issue that is relevant to your school
and other students.
Here are four things that you can do in an opinion piece:
• Clarify – give your opinion on an issue, such as school uniform or
the lack of it.
• Review – take a critical look at something, such as a book you are
reading in Englishclass.
• Convince – persuade your readers of your particular viewpoint.
• Recommend – explain what needs to happen or what the readers
should do.
Your writing should be persuasive and entertaining. Otherwise, who
will read it?
There are several things you should do to write an effective
opinionpiece.
Make sure you have a catchy title or headline. It should make the
reader think or react.
Explain your thesis (main point) in one sentence right at the
beginning of your piece, or very near the beginning. Here are some
examples of a thesis.
• We should have more school rules.
• Our recycling programme is the worst in the district.
• Our teachers are blocking our humanrights.
• The latest drama production was the best ever.
You should present two or three main ideas to support your thesis.
Give evidence and examples. Your evidence should contain hard
facts. Never make things up.
If you think something is wrong, offer a realistic solution to the problem.
Then explain why your solution is it better than the present situation.
Conclude your opinion piece with a nal thought.
7 5
Migrations
Formative written C r i te r i a 4Di, 4Dii, 4Diii
activity– an opinion piece
Study the picture of the two girls. On the surface it appears to
show two friends who are maybe at school together. We cannot tell
because there is no clear background to the photograph.
But what if the context were clearer? What if the two girls’ families
were personal enemies? What if the two girls were nalists in a
different sides in a war zone? What if the two girls
were... (create your own context).
What does the photograph tell us about the
importance of understanding context?
Write a blog post of 200–250 words.
Think about the language you will use in the blog.
Will it be:
• very formal, as if talking very politely to a very
important stranger
• formal, as if talking politely to a stranger
• informal, as if talking to a friend?
Introduce the topic. What does the photograph say about context?
Explain your thesis (main point) in one sentence. Does the use of the photograph make a good point?
Make a series of points to suppor t your thesis. Give evidence and examples.
Offer a conclusion. What do you want say about this topic?
Present your final thought. What life lesson can we learn?
7 6
How important is it for migrant
families to nd a real home?

Focusing discussion
only justied ones.
1. Who are the people in the picture?
2.
children and the adults?
3.
are they going?
4. What was the journey like?
5. What problems and difculties have
e?
6. Where are they going to live next?
7. What will their new home be like?
8. In what ways is their story typical of other migrant families?
While you read Text C
As you read the text, make notes about the house on Mango
Street. Sort the information into the three categories given in the
table. When you have nished, use the notes to draw a visual
(a poster, a diagram or a picture) of the house to show how you
imagine the house to be.
The outside of the house on Mango The inside of the house on Mango Details about the family who live in
Street Street the house on Mango Street
7 7
Migrations
Text C
The House on Mango Street
The house on Mango Street is ours, and we
don’t have to pay rent to anybody, or share the
yard with the people downstairs, or be careful not
to make too much noise, and there isn’t a landlord
banging on the ceiling with a broom. But even so,
it’s not the house we’d thought we’d get.
We had to leave the at on Loomis quick. The
water pipes broke and the landlord wouldn’t x
them because the house was too old. We had to
leave fast. We were using the washroom next door
and carrying water over in empty milk gallons.
That’s why Mama and Papa looked for a house,
and that’s why we moved into the house on
Mango Street, far away, on the other side of town.
They always told us that one day we would
move into a house, a real house that would be
ours for always so we wouldn’t have to move each
year. And our house would have running water
and pipes that worked. And inside it would have
real stairs, not hallway stairs, but stairs inside like
the houses on TV. And we’d have a basement and
at least three washrooms so when we took a bath
we wouldn’t have to tell everybody. Our house
would be white with trees around it, a great big
yard and grass growing without a fence. This was
the house Papa talked about when he held a lottery
ticket and this was the house Mama dreamed up
in the stories she told us before we went to bed.
But the house on Mango Street is not the way
they told it at all. It’s small and red with tight steps
in front and windows so small you’d think they
were holding their breath. Bricks are crumbling in
places, and the front door is so swollen you have
We didn’t always live on Mango Street. Before to push hard to get in. There is no front yard, only
that we lived on Loomis on the third oor, and four little elms the city planted by the curb. Out
before that we lived on Keeler. Before Keeler it back is a small garage for the car we don’t own
was Paulina, and before that I can’t remember. yet and a small yard that looks smaller between
But what I remember most is moving a lot. Each the two buildings on either side. There are stairs
time it seemed there’d be one more of us. By the in our house, but they’re ordinary hallway stairs,
time we got to Mango Street we were six – Mama, and the house has only one washroom. Everybody
Papa, Carlos, Kiki, my sister Nenny and me. has to share a bedroom—Mama and Papa, Carlos
and Kiki, me and Nenny.
7 8
Once when we were living on Loomis, a nun I knew then I had to have a house. A real
from my school passed by and saw me playing house. One I could point to. But this isn’t it. The
out front. house on Mango Street isn’t it. For the time being,
The laundromat downstairs had been boarded Mama says. Temporary, says Papa. But I know
up because it had been robbed two days before how those things go.
and the owner had painted on the wood YES

Source: https://www.tes.com/lessons/
WE’RE OPEN so as not to lose business. gC5M0pEF6JMNAQ/themes-house -on-mango-street
Where do you live? she asked. Taken from: Cisneros 2009 (first published 1984)
There, I said pointing up to the third oor.
You live there? There. I had to look to where
she pointed – the third oor, the paint peeling,
wooden bars Papa had nailed on the windows so
we wouldn’t fall out. You live there? The way she
said it made me feel like nothing. There. I lived
there. I nodded.
7 9
Migrations
Text C: Text handling
1 True or false The sentences below are either true or false. Tick
[ ]“True” or “False” then justify your response with a relevant
brief quotation from the text. Both a tick [ ] and a quotation are
required for a correct answer.
True False
1. The family have had exactly three previous homes before the house on
Mango Street.
Justification:
2. The family have bought the house on Mango Street.
Justification:
3. The family had no reason to leave the flat on Loomis Street.
Justification:
4. Esperanza’s dream house is one she had seen in films.
Justification:
5. Esperanza finds the house on Mango Street a big disappointment.
Justification:
6. On Loomis Street the family lived underneath a laundr y.
Justification:
7. The nun made Esperanza feel really bad about the flat she lived in.
Justification:
8. The house on Mango Street is just a temporar y home for the family.
Justification:
8 0
2 Multiple -choice questions Social and thinking skills
Choose the correct answer from A, B, C or D. Write the letter in Work in pairs to discuss these
the box. questions. In order to nd
answers, imagine seeing the
9. The main point of view of the text is that of:
world from Esperanza’s point of
A. the author
view.
B. the family
C. the nun 1. Why is Esperanza so
D. the narrator. disappointed with her new
home?
10. The style used in Text C is mainly:
A. persuasive 2. Look back at the picture of
B. factual the migrant family at the
C. poetic beginning of this section.
D. exaggerated. What are the similarities and
differences with the family in
11. The narrator speaks to the audience using:
the story?
A. the rst person
B. the second person 3. Do you think Esperanza’s
C. the third person family’s experiences are
D. the fourth person. typical of a recently arrived
migrant family? Justify your
3 Choose the correct answer from A, B, C or D. Write a short

answers.
justication for your answer.
To complete this task you will
12. The narrator is approximately:

need to:
A. 5 years old
• collect, record and verify data
B. 10 years old
C. 15 years old • plan the assignments and
D. 25 years old. meet deadlines.
Formative oral and C r i te r i a 4Ci, 4Cii, 4Ciii, 4Civ
You are going to interview either Esperanza, the girl who narrates
The House on Mango Street, or Sandra Cisneros, the book’s author.
Work in a group and write ten question to ask in the interview.
If your group is going to interview Esperanza, write a list of around
ten questions that ask her about:
• her life as part of an immigrant family
• her move to Mango Street
• her life before the move to MangoStreet
• her dreams for the future
• her Mexican background and culture.
8 1
Migrations
If your group is going to interview Sandra Cisneros, write around ten
questions that ask her about:
• her characters
• her reasons for writing The
House on Mango Street
Write open questions. Be sure to
It is usually best to start with the
end of the interview.
S andra Cisneros
Use the table to help you organize the questions and the answers to them.
The person answering should tr y to give long answers to the questions. For
example, first the person could answer the question, then give more details or
an explanation.
Question to Her answer Her reason/explanation/
other details
Esperanza (the narrator) or
Sandra Cisneros (author)
Would you please introduce yourself?
8 2
Esperanza is a girl about 10 years old. Sandra Cisneros is a famous
and well-respected author and poet. When you talk to your
interviewee, what language and style will you use?
Research and
self-management skills
In an interview with Esperenza, will it be:
It may be helpful to look

• formal
up more details about
• semiformal
the book and its author
before you write your

• informal
questions – and certainly
• slang?
before you try to answer
In an interview with Sandra Cisneros, will it be:

them.
• formal
To complete this task you
will need to:

• semiformal

• informal
verify data
• slang?
• plan the assignments
and meet deadlines.
C r i te r i a 4Di, 4Dii, 4Diii
opinion piece
Study the picture of the young migrant couple in their one-room
home. Would you like to live like that?
It has come to your attention that migrants to your city are living
in very poor accommodation. Write an opinion piece consisting of
200–250 words about this issue for your local newspaper.
8 3
Migrations
Planning and scaffolding –

Planning and scaffolding – organization
language
C r i te r i a 4Diii
Create an attention-grabbing headline. Make the reader think or react. In the opinion
column you are writing to
the wider community. The
purpose of the text is to

Introduce the topic. What is your reaction to the picture above?
persuade your readers that
your opinions are sensible
and valid. What language and
Explain your thesis (main point) in one sentence.
style will you use to address
your readers? Will it be:
• formal
Make a series of points to suppor t Give evidence and examples.
• semiformal
your thesis.
• informal
• slang?
Offer a conclusion. What needs to happen?
Present your final thought.
Self-management and communication skills
Look again at the “While you read” chart at the beginning of this
section. It directs you to look at three elements of the text:
• outside the home
• inside the home
• the people who live in the home.
Make a similar set of notes to describe your own home. Using your
notes write a personal essay on your own home and family. Try to
use very descriptive language for this task.
How important is it for migrant families to nd
areal home?
to the conceptual question? How different is the life of a migrant
family to that of a family that never moves from the same
community?
8 4
What does audio-visual Text D
communicate about the themes of
either the “stolen generations” or
migrations, and how is this done?

Before you watch Text D
Focusing activity
Read through the exercises below to make sure you know what to
look and listen for. You may need to watch the materials several
times and discuss possible answers in class after each viewing.
Text D
Audio-visual text
The following are suggested audio-visual
texts to use as Text D in this section.
Alternatively, you could use an audio-
visual stimulus of your own choosing
related to the theme of the “stolen
generations” or migrations.
A An extract from the lm Rabbit-
Proof Fence
B A trailer for the lm Rabbit-Proof
Fence:
https://www.goodreads.com/
videos/63708-rabbit-proof-fence
C A short documentary about
Rabbit-Proof Fence:
https://vimeo.com/163820672
8 5
Migrations
C r i te r i o n 3Ai
contexts?
A. Identities and E. Globalization and
relationships sustainability
B. Orientation in space and F. Fairness and
time development
C. Personal and cultural
expression
D. Scientic and technical
innovation
2. Use this table to summarize the main points of Text D. You
may wish to add extra supporting points, if necessary.
Main idea Examples and/or explanations and/or details
Subject matter
Thesis (main point)
Suppor ting point 1
Suppor ting point 2
Suppor ting point 3
Suppor ting point 4
Conclusion
Text handling
1 Multiple -choice questions
letter in the box and, where indicated, write other information
and/or a short justication for your answer.
A. entertaining
B. factual
C. persuasive
D. other.
8 6
A. Really important
B. Interesting
C. Fairly interesting
D. Uninteresting

A. Speech
C. Debate
D. Documentary
E. Other
6. The purpose of Text D was to:
A. narrate a story
F. other.
A. One
B. Two
C. Three
D. More than three
A. very balanced
B. quite balanced
C. biased
D. very one-sided.
A. Voiceover
F. All of the above
8 7
Migrations
C r i te r i o n 3Aiii
activity – role play
One person (possibly the teacher)
volunteers to be the director or
presenter of Text D.
One person plays the role of
interviewer.
The rest of class should play the part
of an invited studio audience.
The interviewer starts by asking the
Before the role play, discuss
director or presenter one or two
the questions you could ask.
questions and then invites members
Use the answers to questions
of the audience to ask their own

1–10 as the basis for creating
questions. At a later stage in the

your own questions to ask in
Phillip Noyce, direc tor of R abbit-
interview you may also wish to the inter view.
Proof Fence
make use of other information you
have discussed in this chapter to formulate additional questions.
chapter to help you organize your interview.
Formative writing activity – C r i te r i o n 3Aiii
opinion piece
Write an opinion column
for your school newspaper.
The text will be your
reaction to the video
you have watched or its
themes. Write 200–250
words.
You may want to use your
answers to questions 1–10
and the interview above to
help you to organize your
opinion piece. You can also
you have learned in this
develop your opinion piece.
8 8
Use this table to plan your ideas.
Introduce the topic. What is your reaction to the video you have watched?
Explain your thesis (main point) in one sentence. Does the video teach any useful information?
Make a series of points to Give evidence and examples.
suppor t your thesis.
Offer a conclusion. Does the video have any educational value?
Present your final thought. What life lesson can you offer?
Prepare for the summative assessments in this chapter by:
• using summary notes for studying
• using a variety of organizers for writing tasks
• organizing, depicting and making use of information in
preparation for a writing task.
Planning and scaffolding – language C r i te r i a 4Diii
In the opinion column you are writing to the whole school community.
The purpose of the text is to persuade your readers that your opinions are
sensible and valid. What language and style will you use to address your
readers? Will it be:
• formal • informal
• semiformal • slang?
What does Text D communicate in relation to
the themes of either the “stolen generations”
or migrations, and how is this done?
8 9
Migrations
In this summative assessment you will have an opportunity to
show your understanding of the topic of migration. You will also be
assessed on your use of the communication skills you have developed
in this chapter. To complete the assessment you will undertake
two tasks related to the statement of inquiry for this chapter. Each
assessment task requires you to answer a debatable question.
Writers use narratives to orientate the reader in journeys through
time and space and to describe and reflect on the experiences of
the travellers.
Debatable question 1 Debatable question 2
Should children risk their lives in Is it possible for migrants to succeed
order to enter the USA illegally? in their new home?
To answer the rst question you will read a single text and produce
an opinion piece on its contents. To answer the second question
you will watch a video about the life story of Tan Le, a Vietnamese-
Australian immigrant, her mother and grandmother. Then you will
create an interview with her.
Opinion piece
You have had opportunities to practise writing an opinion piece
throughout this unit. Now use your skills to answer the following
question.
Debatable question 1: Should children risk their lives in order
to enter the USA illegally?
Read the following passage. Based on the information you read in
Text E, write an opinion piece. Write 200–250 words.
The text should:
• give your opinion, use at least two supporting points and have
a clear conclusion
• use the conventions of an opinion piece
• use language suitable for the subject and the audience.
9 0
Text E
The story of Daniel Penado Zavala
waded through a river infested with alligators,
drank its murky waters, slept in a locked room
with 20 people.
After the coyote abandoned him, he crossed
the U.S. border and walked the desert alone
without water or food. He lay down on the
parched ground and abandoned hope.
“I started crying and thinking this was the
end,” he said, recounting his journey for CNN.
He hoped that the Border Patrol would nd
him. He prayed to God that someone would nd
his body to take back to his family. He found
the strength to go on only when he thought of
Magaly, the 13-year-old sister he left behind in
Daniel Penado Zavala was 17 when he made a San Salvador. He loved her deeply and wanted
heart-wrenching decision to leave his family so much to be able to send money home to pay
behind in San Salvador and try to make a new for a good education – one that would help her
life where it was safer. staysafe.
There’s little doubt that poverty and violence
He saw gang members target and kill young
are two big reasons for the rising tide of Central
people like him. After his stepfather was slain,
American children eeing their homes.
Daniel’s mother was left to support him and his
Daniel is a junior in high school now. He learned
three siblings.
English as a second language and does fairly well
He, too, would be a victim if he resisted the

with grades. His lowest has been a C, he said.
wishes of thugs, he thought. That’s how life had

After school, he works as a mechanic and
become for people without means in El Salvador.

dreams of becoming an engineer in the Air Force.
Gang members inltrated public schools, he said,

He broke down in tears as he described for
and threatened kids to join their ranks.

lawmakers how he made it to America.
He scraped together $7,000 – a huge sum of

“It was a terrible idea to come over like that.
money for a family like his – to pay a coyote, or

I don’t want anybody to come like that,” he told
smuggler, to arrange a harrowing journey, rst to

CNN. “I wanted to testify. I want people to know
Mexico and then over the Texas border.

what happened to me. I don’t want anybody else
Daniel’s is not an unfamiliar story anymore.

to experience that.”
Thousands cross the southern U.S. border illegally

He sends money home for his sister’s education
each year in hope of better lives.

at a private school, where she is safer and further
The number of children making these journeys

out of the reach of violent gangs. He promised
by themselves has doubled each year since 2010.

his two younger brothers that if he has the
U.S. authorities estimate that between 60,000 and

opportunity to go to college and get a better job,
80,000 children will seek safe haven this year.

he would help them, too.
On a recent morning on Capitol Hill, Daniel

He is part of a fast-growing population of
told a small panel of lawmakers the tale of his

young Central Americans who nd themselves in
perilous journey to the U.S. border. How he
9 1
Migrations
a land of opportunity but without documentation. He regrets that he could not afford a lawyer
Immigrant rights activists say that legalizing the when he still qualied for special juvenile status. He
undocumented, even if they’re not given a pathway is waiting his day in immigration court. He knows
to citizenship, would let Central Americans travel there’s a chance he will be deported to San Salvador.
back to their homelands to visit the children they It’s a thought that haunts him every day.
left behind. That could help reduce the number of
Adapted from: http://edition.cnn.
children crossing over the southern U.S. border.
com/2014/06/13/us/immigration-
“I hope the government decides to protect
undocumented-children-explainer/
people and we can have the opportunity to
live here,” Daniel said. “It’s very hard without
anything that recognizes us.”
criteria.
4Biii Engage with the written and visual text by identifying ideas,
visual text
and complex texts
9 2
Interview
You have had opportunities to practise interviews throughout
this unit. Now use your skills to answer the question. Create an
interview based on the content of the video. One person should be
the interviewer and the other should play the role of Tan Le.
Debatable question 2:
Watch the following TED Talk in which Australian-Vietnamese
businesswoman and former Australian of the Year Tan Le, tells
the story of her escape by boat from Vietnam, her upbringing and
education in Australia, and her years of success. She also tells the
stories of her mother and grandmother who came with her.
In pairs make notes from the words and images from Text F. Create
a set of questions to ask Tan Le. In the interview one person should
take the part of the interviewer and the other should take the role
of Tan Le. You may wish to record your performance.
Alternatively, watch a video on the subject of danger and
migration of your own choosing. Make notes on it and conduct a
similar interview.
9 3
Migrations
Text F
Tan Le: My immigration story (TED Talk)
Source: https://www.ted.com/
talks/tan_le_my_immigration_
story?language=en
You will be assessed
using the following criteria.
opinions and attitudes and by making a response to the text
based on personal experiences and opinions
visual text
4Cii Engage in rehearsed and unrehearsed exchanges to share ideas
on topics of personal and global significance
4Ciii Express ideas and feelings, and communicate information in
simple and complex texts
9 4
In this chapter you have explored journeys to nd a home.
Sometimes the people were returning to old homes; sometimes they
were looking to nd new ones. These migrations not only moved
people through time and space but from one culture to another. You
have understood that writers use narratives to orientate the reader in
journeys through time and space and to describe and reect on the
experiences of the protagonists. Now make use of the information
you have learned and the communication skills you have developed
in this chapter for practical purposes beyond the classroom.
Using the text type
Publish your opinion piece
In this chapter you have carried out and written an interview and an
opinion column. You have learned how to express a personal opinion
about an important issue such as migration, so why not share your
opinion with others?
If your school has a newspaper, magazine or student website, you
might want to ask the editors of these publications to publish your
opinion column on migration. If you do not have such a publication
in your school, then this might be the perfect opportunity for you
to get together with other students and start one. Alternatively, start
your own blog where you and other students can give your opinions
on important social and political issues.
Interview
Interview someone who has recently moved from another country
to the country where you live. Alternatively, interview someone who
has moved from one region of your country to another.
Your interviewee could be a teacher, parent or a student at your
school. Start by asking these questions:
• What were the reasons for migrating?
• What difculties has the person had in a new society and
newcountry?
• What have been the benets of migrating?
• How would the person sum up the experience?
9 5
Migrations
Research
Look at the picture of migrant workers on a construction site.
Research the words we use to describe people who
move from one country to another. Do any hold special importance
or special meanings? For example, do the words “migrant”,
“immigrant”, “foreigner”, “refugee” and the abbreviation “expat” all
have the same meaning? Reect on what you learn.
Action and service
and service coordinator to nd out what
your school’s expectations are for action
and service in your grade or year.
The ideas below relate directly to the
• become more aware of their own
strengths and areas for growth
• discuss, evaluate and plan student-
initiated activities
• develop international-mindedness
through global engagement,
multilingualism and intercultural
understanding
9 6
Ideas for service
• Use your interviewing skills to research the life of migrants and
refugees in your local community.
• If possible, interview members of the migrant community.
• Publish your interviews to raise awareness about migrant and
refugee issues.
• Contact local or national charities that work with migrants and
refugees. Find out what support they require.
• Create a student-led initiative about refugees and migrants at
your school.
• Ask your school librarian to create a list of books and materials
you have in the library and encourage other students to read
these publications in order to raise awareness about migration.
Further reading
If you enjoyed this chapter, you might also enjoy this further
Thinking and
reading:
research skills
Follow the Rabbit-Proof Fence by Doris Pilkington At the end of any
learning experience
You can nd more information on the topic of the “stolen
always ask yourself these
generations” here:
three questions:
https://en.wikipedia.org/wiki/Stolen_Generations
• What have I learned?
Enrique’s Journey by Sonia Nazario
• What don’t I yet
The House on Mango Street by Sandra Cisneros

understand?
The Joy Luck Club by Amy Tan

• What questions do I
have now?
The Namesake by Jhumpa Lahiri
White Teeth by Zadie Smith
Angela’s Ashes by Frank McCourt
References
Cisneros, S. 2009 (rst published 1984). The House on Mango Street.
New York, USA. Vintage.
Pilkington, D. 1996. Follow the Rabbit-Proof Fence. Queensland, AU.
University of Queensland Press.
Pollock, DC. and Van Reken, RE. 2001. Third Culture Kids: The
Experience of Growing Up Among Worlds. Boston, Connecticut, USA.
Nicholas Brealy Publishing.
9 7
Bilingualism and
3 multilingualism
In context
Global context
What is the nature and purpose of creative expression?
In this chapter you will explore the ways in which you discover and express
ideas, feelings, nature, culture, beliefs and values when you are learning
English.
Key concept: Communication
This is the exchange or transfer of signals, facts, ideas and symbols. It
requires a sender, a message and an intended receiver. Communication
involves the activity of conveying information or meaning. Effective
communication requires a common “language” (which may be written,
spoken or non-verbal). In this chapter you will look at how we use languages
to communicate and what happens to communication when you are
communicating in a language that you are learning.
Related concept: Idiom
Idiom: This is unique to each language. It refers to a manner of speaking, or
to a specific expression, the meaning of which differs from the meaning of
the individual words in the phrase.
The way we see the world is inuenced both
by the languages we use to communicate and
by the ways in which we use them in personal,
local and global contexts.
Inquiry questions
 What kind of bilingual are you?
 Do your languages change the way you think about the world?
 What makes communication so hard for a new speaker of a language?
 What and how does audio-visual Text D communicate the topic of
bilingualism?
 Do bilinguals see the world differently?
 Do bilinguals have advantages in life?
9 8
What type of bilingual are you? Fac tual question
What do you already know about bilingualism?
Before you begin this chapter, conduct a class
brainstorming session to see what you already
know about the subject.
It is not easy to dene bilingualism because
people use languages in so many different ways.
Bilinguals are not necessarily perfectly uent in
both or all of their languages. It is quite usual for
a person to have one stronger dominant language.
Some bilinguals can understand two languages
Some bilinguals can speak two languages but are
only able to write one of them.
In addition, bilingual people tend to use their
languages differently depending on the context of
where and with whom they are communicating.
To illustrate this point, think about the way you
use your different languages in different areas of
your life.
What kind of bilingual are you? Alternatively, are you multilingual
and use more more than two languages?
Reect on your experiences and then ll in the table below. If you
use more than three languages, add more columns to the chart.
Survey: My languages and me
Language 1 English as an additional Language 3
language
Which languages do you
use?
Put your languages into
order of fluency : on a scale
of 1 = the language you are
most fluent in and 3 = the
language you are least
fluent in.
9 9
Bilingualism and multilingualism
How did you learn your
languages?
How well can you
understand and speak each
language?
How well can you read each
language?
What problems do you
have with reading in each
language?
How well can you write
each language?
What problems do you
have with writing and
spelling in each language?
What words do you find
difficult to translate in each
of your languages?
In what social situations
do you use your different
languages?
Who do you speak to in
each language?
What places do you
associate with each
language?
What music, food or other
aspects of culture do
you associate with each
language?
What do you like least
about each language?
What do you like most
about each language?
When you have finished discuss your answers with the rest of your class.
What conclusion do you come to about your use and knowledge of your
languages?
1 0 0
Text A describes different types of bilingualism. While you read,
think about which type of bilingualism best describes you and
your situation. The types are:
• individual or societal
• balanced or imbalanced
• compound or coordinate
• additive or subtractive.
Text A
What type of bilingual are you?
different types of bilingualism. Here is a brief
description of some of them.
Balanced and imbalanced bilingualism
Theoretically, a balanced bilingual can perform
all tasks equally well in both speech and
writing. Logically therefore, an imbalanced
bilingual cannot perform all tasks equally well
in both languages.
Are you a balanced or an imbalanced bilingual?
Individual and societal bilingualism
Individual bilingualism occurs where a person
hat is bilingualism? The simple
or a small group use two languages because
W answer to the question is “people
of individual circumstances. An immigrant
who speak two languages”. In reality, the
family may speak a language at home which
answer is much more complicated.
is not used in the outside community. A child
When we describe people as bilingual,
may speak a home language such as Chinese
do we mean that a bilingual person has to
and Russian but go to a French-speaking
be able to use the two languages actively
school. People in such families are classed as
for speaking and writing? In turn, does that
individual bilinguals.
mean that bilinguals have to be able to speak
In countries such as India, Switzerland,
and write both languages equally well?
Kenya and Malaysia people frequently are
Alternatively, can bilinguals be passively
bilingual, so almost all of the population
uent in two languages? For example, there
of those countries can use or understand
are people who cannot speak a second
two or more languages. Therefore, people
language but are able to read it uently.
in such communities can be described as
In his book The Foundations of Bilingual
societal bilinguals.
Education Professor Colin Baker discusses
Are you a societal or an individual bilingual?
1 0 1
Compound and coordinate bilingualism Additive and subtractive bilingualism
Coordinate bilinguals learn both languages Additive bilingualism describes a situation
simultaneously from birth. Worldwide, most in which a child’s development and
people grow up bilingually quite naturally knowledge in one language helps the child
because they live in multilingual societies. to develop abilities in another language.
This is true for the vast majority of people in Subtractive bilingualism describes the
Asia and Africa, who automatically grow up case where a child has no real rst language
speaking several languages. and seems to speak and write both languages
Compound bilinguals learn one language with acertain amount of difculty.
after having acquired their rst language. Are you an additive or a subtractive bilingual?
Are you a coordinate or a compound bilingual?
After you read Text A
Here are 12 language proles of a variety of 15-year-old MYP
students from around the world.
Look at the table on Page 104 that categorizes the students according
to the eight different types of bilingualism givenabove.
Thinking skills
Maya’s family moved from the Maldives to London last
year. At home the family speaks their national language, Critical thinking
Dhivehi, but in the outside world they use English, which As you read these
she learned at school. proles, consider which
bilingual teenager is most
David moved to Montreal in Canada from southern France
like you in terms of use of
ve years ago. He goes to a French-medium school. When he
languages. You should:
goes out into Montreal he speaks both French and English.
• evaluate evidence and
Pedro speaks Swahili with his mother and Spanish with his
arguments
father. Spanish is their dominant language. When he writes
Swahili he frequently uses lots of Spanish vocabulary and • draw reasonable
grammar. The family live in Mexico. conclusions and
generalizations
Franz is German but has always attended English-medium
international schools in the USA. He speaks German and • test generalizations
English uently. He struggles to write in German because he and conclusions
has never learned to write in his mother tongue.
• consider ideas from
Bhargavi speaks and writes Gujarati uently. Two years ago multiple perspectives
she moved from India to an international school in Doha
where she is only just beginning to write English uently,
1 0 2
Thinking skills
although she speaks it well.
When you have nished
Midori, who lives in Japan, has been learning English at
this exercise, conduct a
a language school from the age of ve. She understands
survey of your English
spoken English on TV well but can still only speak and write
class to nd out what
it with difculty.
kinds of bilingual your
Ida speaks Swedish at home and goes to a bilingual school. She

classmates are.
nds it unnatural to speak in English at home, even though all
You can create a
her family members can speak the language reasonably well.
questionnaire and a
Nabila’s family lives in Malaysia. She speaks Malay and

table for recording your
English. The parents converse with their children in both

ndings.
English and Malay. As a young child Nabila came to speak
Think about the best
both languages equally uently.
way to present your
Singaporean Mani speaks and writes English and Tamil

conclusions.
uently. However, he only started learning English when
As you conduct this
he started school. These are two of the national languages
survey you will practice
of Singapore. He also speaks Mandarin.
some very valuable
Ji Hyun takes her mother tongue, Korean, as part of the MYP.

information literacy skills.
She says that the more Korean she learns the more likely she
• Find, interpret and
is to be able to express new ideas and concepts in English.
judge information
She is also strongly motivated to learn both languages.
• Collect, record and
Bart is able to understand and analyse poetry in Dutch but
verify data
is still learning to do the same in English.
• Access information
Serena is Chinese Indonesian. From a very early age both
to be informed and
parents used to speak to her in Chinese. On entering
inform others
kindergarten Serena began very quickly to pick up
• Make connections
Indonesian. However, after three years, the family moved
between various
to Shanghai where Serena went to Chinese primary school.
sources of information
By the time she was 12, Serena wrote imperfect Chinese
and imperfect Indonesian. She now goes to an international

• Create new
school in Jakarta where she is learning English.

information
• Process data and
report results
Self-management and research skills • Present information
in a variety of formats
In order to complete the chart on Page 104, make sure you
and platforms
understand the difference between the different kinds of
bilingualism described in this section. If you need further
clarication, conduct some research. If you need further
information about the everyday use of languages, ask your
teachers and family members for their opinions.
1 0 3
etanidrooc/dnuopmoC
decnalabmi/decnalaB
evit cartbus/evitiddA
lateicos/laudividnI
stnemmoc
segaugnaL
reht O
Maya a
David a
Pedro a
Franz a
Bhargavi a
Midori a
Ida a
Nabila a
Mani a
Ji Hyun a
Bar t a
Serena a
1 0 4
C r i te r i o n 4Ci
presentation
Use the information above to prepare a short presentation to your class
entitled “What type of bilingual am I?” When you have nished your C r i te r i a 4Cii, 4Ciii
Use the
table opposite to help you to

preparations, make your presentation to your class. Alternatively, you
organize your ideas.
can record your presentation and present it to your class.
Introduction What is bilingualism and Introduce yourself and
what are the difficulties your background as a
in defining the term? bilingual
Body: types of Definitions Examples and Self-management skills
bilingualism explanations from your
Consider the content
own life
in this table and the
Individual/societal
information you have
learned in this section
so far. Do you have a
complete understanding
of the topic? Ask yourself
these questions:
Balanced/imbalanced
• What have I learned
about?
• What don’t I
understand about this
topic?
Compound/coordinate
• What questions do
I now need to ask in
order to understand
better?
• Where can I nd
answers to my new
Additive/subtractive
questions?
Conclusion Summar y of your ideas Final thought:
“In what ways will I
develop my languages in
the future?”
1 0 5

C r i te r i a 4Di, 4Diii
a magazine article
Now use the information that you gathered in the table above on
Page 105 and transform it into a written text.
The text could appear in your school magazine or as a blog post. The
title could be: "What kind of bilingual am I?" Or you could invent a
title of your own choosing.
Before transforming the information into a written text, brainstorm
the task. Find answers to these questions.
A) What are the special features of a magazine article?
Which features will you use?
B) Who will read the text? What are the characteristics of the
readers?
C) What kind of language will you use to address your readers? Communication skills
i) Very formal
Here is an opportunity
ii) Semi-formal
to use a wide variety of
iii) Informal
communication skills.
Write between 200 and 250 words.
• Review texts to build
understanding
• Paraphrase accurately
Look at pages 112–113 for more ideas on writing a magazine ar ticle.

and concisely
When writing, remember to link your ideas and paragraphs using suitable
• Take effective notes

connectives.
• Make effective
summary notes

• Use an organizer for a
writing task
What type of bilingual are you?
• Use and interpret
a range of subject-
the factual question? Now work in pairs and interview each other
specic terms
to nd out what kind of bilingual your partner is. Share your
conclusions with the rest of your class. • Make inferences and
draw conclusions
• Organize and depict
information logically
• Structure information
into a written text
• Write for a specic
purpose
1 0 6
Key and related concepts Research and
Communication and idiom
Choose a few common
Communication sayings in your own
language. Then translate

Communication is the exchange or transfer of signals, facts, ideas and
them word-for-word into

symbols. It requires a sender, a message and an intended receiver.
English.
Communication involves the activity of conveying information or
meaning. Effective communication requires a common “language”

For example, a German
(which may be written, spoken or non-verbal).

might say,
"Mein Fernsehapparat ist

Idiom
im Eimer"
Rudolf Steiner was a famous German educationalist. He once said,
“Each language says the world in its own way”. Steiner was saying This idiom literally
that each language has a unique way of communicating ideas. The translates as:
term “idiom” refers to an expression that has a meaning different
"My farseemachine is
from the meaning of the individual words that form it. All languages
in(the) bucket."
have idioms unique to that language.
In idiomatic English we
Idioms have two meanings: a literal meaning and a gurative
could say, "My television
meaning. Idioms in one language may have a literal meaning when
has had it." "Had it"
translated. However, they lose their gurative meaning. For instance,
means broken.
here are some idioms about cats translated from Japanese.
When you have completed
the exercise, see if you
agree with Rudolf Steiner
when he said:
“Each language says the
world in its own way”
In what ways do your
languages differ?
Think about:
A) grammar
B) vocabulary
C) word order
Discuss your ndings in
class. What conclusions
do you come to about
translating from one
language to another?
1 0 7
Thinking about communication
and idioms
too literally, as shown in the cartoon. Make sure you don’t experience the same problems.
Here is some further practice in the interpretation of idioms in English. Match the following
English idioms to their meanings.
Idiom Meaning
1. a hot potato A. looking in the wrong place
2. a penny for your thoughts B. a large amount of money
3. add insult to injur y C. I have no idea how to answer a question
4. an arm and a leg D. do something badly to save time or money
5. at the drop of a hat E. feeling slightly ill
6. barking up the wrong tree F. complete two things at the same time
7. burn the midnight oil G. a way of asking what someone is thinking
8. cut corners H. to tell ever yone about something secret
9. under the weather I. easy or simple
10. hit the nail on the head J. immediately
11. kill two birds with one stone K. to agree with someone
12. let the cat out of the bag L. to make a bad situation worse
13. piece of cake M. something that ever ybody is talking about
14. see eye to eye N. do or say something exactly right
15. your guess is as good as mine O. to work late into the night
1 0 8
skills – presentation
Look at the picture. It shows a student giving a presentation to her
class. How do you think she feels? What can she do to make sure her
presentation is successful? How would you measure the success of a
presentation?
Answer these questions and at the same time think about what you
already know about giving a good presentation. Think about:
• the organization of ideas
• using graphics
Social Skills
• speaking in public.
When working on a
group activity, it is
essential to:
• work collaboratively
• listen actively to other
perspectives and ideas
• encourage others to
contribute
• help others to succeed
• give and receive
helpful feedback
• share responsibility
for decision-making
During the English Language Acquisition course you may give a
• manage and resolve

a group oral presentation lasting 3–4 minutes on a topic you have
conict
studied. When planning as a group, it is essential to:
• negotiate effectively
• select appropriate material for your presentation
• build consensus
• decide the order in which will you present your ideas • reach an agreed
outcome
• organize your ideas and supporting material into a clear structure.
Use this list to assess
To help with these issues, you can use a table like this for your planning.
the success of your
Topic: discussions.
Introduction – thesis (main point):
Suppor ting point 1 with example and/or explanation
Conclusion: summar y and final thought
1 0 9
Formative oral presentation –
Assessing communication skills
As well as planning your presentation, your group will need to practise the
per formance. In your group use the table below to help ever yone improve the
per formance they give during the practice.
Good Improvement is Needs some Needs a lot of
possible improvement improvement
Eye contact Has good eye Has eye contact Sometimes has eye Does not have eye
contact with the with the audience contact with the contact with the
audience most of the time audience audience
Enthusiasm Shows great Shows some Shows a little Does not show
enthusiasm for the enthusiasm for the enthusiasm for the enthusiasm for the
topic topic topic topic
Preparation and Seems ver y Seems mostly Seems somewhat Does not seem
organization prepared and well prepared and well prepared and ver y prepared or
organized organized organized organized
Clear speech Speaks ver y clearly Speaks clearly Sometimes speaks Does not speak
and is ver y easy to most of the time clearly and is clearly and is
understand and is fairly easy to sometimes easy to quite difficult to
understand understand understand
Knowledge of topic Shows excellent Shows good Shows some Does not show
understanding of understanding of understanding of understanding of
the topic the topic the topic the topic
activity – presentation
Idioms in two languages

C r i te r i a 4Ci, 4Ciii
Earlier in this chapter you looked at idioms in English. Make a list
of idioms in your rst language (language A). If possible, work in
a group with other speakers of your language A. You are going to
create a presentation to the rest of your class to explain some of the
differences between ve idioms in your language A and those in
English.
1 1 0
Topic: Differences in idioms in my language A Explanations for your audience of the idiom, its
and English translation and its figurative meaning.
Introduction
The idiom:
Literal translation:
Figurative meaning:
The idiom:
Figurative meaning:
The idiom:
Figurative meaning:
The idiom:
Figurative meaning:
The idiom:
Figurative meaning:
Your purpose is to inform and entertain. Use the advice in this section
C r i te r i a 4Cii, 4Civ
to plan and present your material in an appropriate and interesting
manner.
Your audience will be other members of your class, so will the
language and style you use be:
• formal
• semiformal
• informal
• slang?
When planning your group presentation, consider these impor tant points:
• How will you make sure that you communicate your message clearly?
• What type of language will you use?
• What visuals will you use?
• How will you prepare for public speaking?
1 1 1
Written text type – magazine article
nd
ideas. Feature articles can inform, entertain and persuade readers,
or may simply satisfy a reader’s curiosity about a particular topic.
Language Acquisition could be:
• information on a topic
• a prole of a well-known person
• a personal experience
• a background story on an important event
may
• a human-interest story.
Audience and language
As with other texts, when you write a magazine article you must
think about your audience. As a writer, you need to create a bond
between yourself and your readers.
Have a look at some
What effect do you want your article to have on your reader?

teenage magazines in
English.
Do you want your reader to
react like this?

• What choices have
the writers made to
make sure that they
have connected with
their audience?
• Make a list of your
ndings?
• How does the
language of a teenage
Or like this?
magazine differ from
the language used in
this text book?
Explain the differences.
To connect with your audience, always use appropriate vocabulary and
register. For example, if your magazine article is specically targeted at
other teenagers, it will reect your shared interests in lifestyles, studying,
fashion, health and relationships. Consequently, your language should
be suitable for this audience and these topics.
1 1 2
You can create a personal tone by using an informal rst-person
narrative. In a feature article you can use a personal approach. You
can relate personal experiences and anecdotes. The use of quotations
can add life and colour to your article. These will help you to
maintain your reader’s interest in your writing.
Structure
Like any form of writing a magazine article has a clear structure. A
feature article should always include a headline, introduction, the
main body and a concluding paragraph.
Headline and byline
The headline grabs the reader’s attention. You may also need to
include the byline (which is the writer’s name and sometimes other
details such as the date and the writer’s location) at the beginning.
Introduction
The purpose of the introduction is to capture the attention of the
readers and make them want to read further. There are several ways
of doing this.
• Make a provocative statement, for example “In the future no-one
will need to use English”.
• Begin with a dramatic moment in the story you are about to tell.
• Relate a humorous experience to illustrate the point of the article.
• Start with a quotation or a joke to illustrate the point of the
article.
The main body
The main body is the middle section and consists of a number of
paragraphs that expand the main topic of the article into sub-topics.
The paragraphs should be related to your original point and be in a
logical sequence.
Conclusion
A conclusion should tie everything together and sum up the article.
The concluding paragraph should leave a lasting impression. In the
conclusion you can:
• come to some concluding insight that will stay with the reader
• suggest an appropriate course of action or make a recommendation
• if you are writing about a person explain the person’s future
plans.
1 1 3
Formative writing skills – magazine
articles
Your school is celebrating International Mother Language Day. You
Research Skills
have been asked to write an article for your school magazine. Choose
Find out more about

one of these themes. Write 200–250 words. Alternatively, you may
mother Language Day.

wish to publlish your article on a social or digital media platform.
• What exactly does it

• The importance of bilingual education to you
celebrate?
• A prole of a bilingual or multilingual person
• How does it celebrate?
• Your personal experience of being bilingual or multilingual • When is the next one?
• An activity or event at school to celebrate International Mother
Tongue Day
• The background story of your bilingual or multilingual family
• A human-interest or amusing anecdote about learning English.
Use the ideas and advice on the next page to plan and organize your magazine
ar ticle. Also use the table below which gives summar y points about the
elements of your ar ticle.
1 1 4
Title Choose a title that summarizes your main idea.
Remember to include a byline.
Introduction Grab the readers’ attention.
Make sure your readers will know what you are writing
about.
The main body Decide on these issues:
What topics or points do you want to make?
How many paragraphs will you use?
What order will the paragraphs be in?
Will you use quotations?
Conclusion Decide what is the best way to finish your ar ticle.
In this exercise you can practice several interactive
communication skills.
• Using effectively a mode of communication.
• Using a variety of writing techniques to communicate with an
audience.
• Use an appropriate form of writing for a specic purpose.
• Negotiating ideas and knowledge with peers and teachers.
• Using digital media.
1 1 5
Do your languages change
the way you think about
theworld? Conceptual questi o n
C r i te r i o n 4Cii
Now that we have looked at some of the challenges
of learning a language, we are going to think about what it like to
use two or more languages in everyday life.
We know that each language is unique and each language has its
own differences with English. But do bilinguals and multilinguals
see the world the same way as people who just speak one
language?
You will look at some specic aspects of language
to help you answer the research question.
Do your languages change the way you think about the world?
If possible, work with people who have a different rst language
to you and nd out what difculties they have. Share your
information and experiences. Organize your ndings and present
them to the class.
Focusing group discussion
Here is a list of 12 common language difculties that people have
when learning English:
adjectives prepositions tenses
articles pronouns verb forms
auxiliary verbs pronunciation vocabulary
nouns spelling word order
What other language items could you add to your list? Using
these 12 items, complete the following activity.
• List the items you think are the easiest to learn in English.
• Now list the ones you think are the hardest to learn in English.
• Justify your lists.
Social skills
Each language is unique and each language has its own differences
with English. If possible, work with students who have a different
rst language to you and nd out what difculties they have
had learning English. Share your information and experiences.
Organize your ndings and present them to the class.
1 1 6
Text B
Do your languages change the way you
think about the world?
communicated largely by the word order:
subject+ verb + object.
“The dog bit the man” is not the same as “The
man bit the dog”. In these sentences we know
who is biting whom because of the word order.
On the other hand, other languages have a much
more exible word order. Let’s take the example
of German. The German sentence Den Hund (dog)
biss (bit) der Mann (man) still translates as “The
man bit the dog”. This is because German can
have a word order of object + verb + subject. Your
own rst language will have many examples of a
As is the case with the picture above, many
word order that is different to English.
bilinguals say that they see things differently,
Different languages also use tenses differently.
or have two distinct personalities depending
For instance, English uses the simple past to
on what language they are using. Do such
speak about something that happened this
important differences really exist, or is it just
morning, for example, “I ate an apple this
imagination?
morning”. Spanish, French, and German use an
We know there are big differences in
auxiliary verb (“have”) plus a past participle: Esta
languages. As we have already seen in this
mañana he comido una manzana; Heute morgen habe
chapter, all languages have special ways of
ich einen Apfel gegessen; J’ai mangé une pomme ce
expressing ideas. These expressions are known
matin
as idioms. Let’s take the example of the English
verb “to get”.
In each of the following sentences “get” has a
different meaning:
• I need to get some milk from the shop –
“get” means “buy”.
• I need to get some breakfast – “get” means
“eat” or “obtain”.
• You need to get there on time – “get” means
“arrive”.
These examples raise an important question.
The verb can also be used as an auxiliary verb
Do we understand time differently in different
as in “to get washed” or “to get dressed”. From
languages? Many languages do not have a
this example we can see that it is not always
continuous tense form. English speakers can
possible to translate one word with one single
describe events happening over time (“I was
word in another language. Do you get the idea?
thinking … ”). They can also see short complete
events (“First I thought this, then realized…”)

Word order plays an important part in
communication. Meaning in English is
1 1 7
almost every possible direction. When she asked
Other languages do not always make this the same question to 5-year-old Pormpuraaw
difference. Does this mean English speakers girls from remote communities in the Australian
“experience” time in another way to, say, outback, the girls always got the answer correct.
Indonesian speakers who do not use tense Boroditsky says languages can use different
markers on the verbs? concepts to express the same ideas. She says
Scientists now think that when we change Pormpuraaw languages in Australia don’t use
language, something else changes too. For words such as “left” or “right”. They use the
example, English makes a difference between compass points: north, south, east and west.
“cups” and “glasses”. The distinction is based Pormpuraaw speakers say, for example,“That girl
on material. In Russian, the difference between to your east is my
“chashka” and “stakan” is based on shape. This sister.”
simple example suggests that different languages Scientists such
can organize and categorize objects and ideas as Boroditsky now
very differently. think that bilinguals
possess two sets of
language-specic
ideas and have
language-specic
experiences
according to what
language they are
using. In other
words, bilinguals
can see the world
through different lenses.
What about place? Surely all languages
can describe where something is? Maybe not!

The description above of Boroditsky’s research is
based on the article “How language seems to shape

Professor Lera Boroditsky carried out a simple
one’s view of the world”: http://www.npr.org/

experiment. She asked a group of distinguished
sections/health-shots/2013/12/30/258376009/how-
professors in the USA to close their eyes and
language -seems-to-shape -ones-view-of-the -world
point south-east. The professors pointed in
Text B: Text Handling
1 Understanding the text type: Multiple -choice questions

the box.
1. Text B is:
A. a review of a linguistics book
B. an extract from a textbook or scientic article
C. a specialist magazine article
D. a news story about languages.
2. The audience for Text B would probably be:
A. scientists
B. teenagers
C. language teachers
D. the general public.
1 1 8
3. The writer of Text B seems to be:
A. a language expert C. a fellow student
B. a language teacher D. a journalist.
4. The style used in Text B is mainly:
A. persuasive C. poetic
B. factual D. exaggerated.
2 Factual content of Text B (idiom): Multiple -choice and
shor t-answer questions
Choose the correct answer from
A, B, C or D. Write the letter in the box.
5. The picture at the beginning suggests that bilinguals:
A. cannot communicate anything clearly
B. confuse rabbits and ducks when they speak in either
language
C. can see two things depending on what language they
are using
D. often have the same word for rabbit and duck in both
languages.
6. Which sentence in the boxed example (page 118) explains
the problem with translating the English word “get”?
7. When translating simple sentences from German to
English, we have to be careful because:
A. there are big differences in vocabulary
B. the words look the same but have different meanings
C. there is no word order in German
D. the word order is not the same in both languages.
8. Some European languages:
A. always have the same tenses as English
B. cannot translate past tenses into English
C. do not have any past tenses
D. express the past tense in a different way from English.
9. Compared to Indonesian, English has:
A. no tenses C. far fewer tenses
B. far more tenses D. the same number of tenses.
10. Which two words show the difference between the way that
English and Russian categorize objects to drink from?
11. English speakers:
A. have little sense of place
B. locate sides according to left and right
C. always point south-east
D. locate places according to compass points.
1 1 9
12. Pormpuraaw speakers:
A. have little sense of place
B. locate places according to left and right
C. use other people to locate places
D. locate places according to compass points.
13. The section of Text B that describes Boroditsky’s work
concludes by saying that bilinguals:
A. cannot communicate clearly in either language
B. confuse concepts when they speak in either language
C. can have two ways of seeing the world
D. have the same way of seeing the world in both languages.
14. Professor Boriditsky says: “However, some scientists now
think when we change language, something else changes
too.” What is the “something else” that changes?
A. Our interpretation of the world
B. Our vision and eyesight
C. Our use of languages
D. Our vocabulary and grammar
Research and self-management skills
What are the most common differences in the languages you speak?
Look at one or more of these questions. Research your answers
carefully. You may need to use a grammar book. Choose at least
one question and be prepared to present your ndings to the rest
of your class.
1. Russian and English have different ways of categorizing
“glasses” and “cups”. Pormpuraaw does not have words for
“left” and “right”. Do you have ways of counting or grouping
things in your rst language that are different to English?
2. There are so very many meanings of "get" in English. Can you
nd a single word in your rst language that also has many
meanings? Illustrate the way your chosen word is used to
create multiple meanings.
3. How would you say, “This morning I got to school at 8 o’clock.”
in your rst language? What differences in grammar and word
order do you notice between your rst language and English?
What problems does this create for you when using English?
4. It has been said that there are at least 16 tenses in English.
Is this true? How many do you know and use? How does
this compare to your rst language? Can you think of other
differences in the way people talk about time in your different
languages?
1 2 0
Formative oral and interactive skills – C r i te r i a 4Ci, 4Cii
presentation
You need to give a presentation to a group of young children. The Thinking skills
title of the presentation is “My struggles with the English Language”.

Your presentation is for
Using a software program designed for preparing presentations,

a young audience. How
create a set of slides to present your message.

will you make sure your
audience understands
You may wish to use some of the ideas from the exercise at the
your ideas?
beginning of this section 'Thinking about Language Learning'.
Use your creative

These are some of the common grammatical difculties that people
thinking skills to prepare

have when learning a language.
your presentation.
adjectives prepositions tenses
• Generate novel ideas
articles pronouns verb forms
• Use brainstorming
auxiliary verbs pronunciation vocabulary • Use visual diagrams to
represent ideas
nouns spelling word order
• Create novel solutions
Decide what headings you will use for your slides. Write them in the
to authentic problems
table in the order that you will use them.

• Make unexpected or
unusual connections
1. Opening the presentation
between objects and/
2.
or ideas
3.
4.
Planning and scaffolding:

5.
language
6.
Think about
7.
these impor tant points:
• Who is the audience for

8. Closing the presentation
your presentation?
• How will you make sure
that you communicate your
message clearly?
• Will you address your
audience:
- ver y formally, as if talking
ver y politely to ver y
impor tant strangers
- formally, as if talking
politely to strangers
- informally, as if talking
to friends?
• What examples will you give
to illustrate your points?
• What visuals will you use?
1 2 1
Formative writing activity – magazine
articles
You have been asked to write an article for your school magazine
entitled "Me and My Languages" to help other students understand
what it is like to be bilingual or multilingual.
C r i te r i a 4Dii, 4Diii
Refer to
Write 200–250 words.
pages 112–113 for more ideas
Remember these important points when you are preparing your

on writing a magazine ar ticle.
presentation:
When writing remember
to link your ideas and
• Who is the audience for the magazine article?
paragraphs using suitable
• How will you make sure that you communicate your message connective devices.
clearly?
You may also want to use the
planning char t on Page 115.
• What type of language will you use?
• What examples will you give to illustrate your points?
A final thought on the subject
• Look at the diagram
opposite. In groups, decide
what are the key points
of the poster. Using your
own personal experiences,
can you find evidence to
suppor t these points?
• When you have finished,
decide whether you agree
with the conclusion that
bilinguals have an easier
time with cer tain brain
functions.
Do your languages change the way you think
about the world?
the conceptual question? Justify your answer with evidence you
have gathered in this section.
1 2 2
What makes communication
so hard for new speakers of
alanguage?
Discuss these questions in a group.
• Can you remember your first day in English-medium school? What was it
like? How did you feel?
• How much English did you understand?
• What difficulties did you have? Which difficulties were caused by language?
Which difficulties came from not understanding how the school operated?
Focusing discussion
With other groups or as a class share the experiences that your
group discussed. Make two lists.
Language difficulties Cultural difficulties
1 2 3
Text C
My Future
The following passage describes the rst day at the witch teacher says more Mi Gook 10
school of Young Ju, a 6-year-old Korean girl words and everyone runs to sit down
newly arrived in the USA. Young Ju speaks at the tables. The teacher holds my
no English and her father has not given her hand and takes me to a chair next to
anything to eat at lunchtime. a girl with night hair. Her shirt is the
color of the sea. I want to touch her 15
shirt, but I am scared.
“Hee;” says Sea Shirt and holds out
a red stick. I shake my head because
I do not know how to talk Mi Gook.
Sea Shirt rubs the red stick on some 20
paper and the color stays there. There
are many color sticks inside the box
and Sea Shirt is pulling them out and
rubbing them on the paper. Sea Shirt
stops rubbing the sticks and watches 25
me chew on my nger. She holds out
the red stick again. This time I know
what to do.
I am rubbing the color sticks on the
paper for a long time. I make a sea and 30
sand. There is so much to ll in that I
do not hear the witch teacher talking.
All the girls and boys run outside. I
am the only one sitting down with
my color sticks. The witch teacher is 35
talking, talking, fast like she is mad. I
cover my ears.
The teacher takes my hands away
from my ears. “Yung,” she says.
She walks over to the corner of the 40
room and comes back with a bowl.
1 I see some girls whispering to each
She sits back down and pretends to
other. I have never seen so many
take something out of the bowl and
different colors of hair. Some are shiny
put it in her mouth. Her mouth moves
brown like mud in the rain. One boy
up and down, up and down. Her head 45
5 and one girl have hair the color of
goes back and forth, back and forth.
wheat waving in the sun.
The teacher points to her lips and
I count, hana, duool, seht, neht.
says, “Laanchu” Then she is eating from
Neht have night hair like me.
the empty bowl again.
I am looking at all the hair, but then
1 2 4
50 I say, “Laanchu,” and chew hard
like I am eating a piece of dried squid.
This makes the teacher so happy she
is clapping and smiling and saying,
“Goo, goo!”
55 The teacher watches me. Again I
say the word that makes her so happy,
“Laanchu.” But this time the teacher
does not clap. She twists her lip in the
corner.
60 I say, “Laanchu.”
The teacher holds her chin. I play
with my color sticks and pretend I do
“Go-do-feesh.”
not see her. After a very long time, the
Then the teacher pours a big pile

85
teacher gets up and goes to her desk.
of Go-do-feesh onto my picture of
65 She comes back with a bag lled with
the sea. I put one Go-do-feesh in my

big yellow crumbs.
mouth and bite it slowly. It crunches

The teacher takes one of the crumbs,
like sand. A smoky salty taste sits on

puts it in her mouth. She sits down
my tongue. These Go-do-feesh are

90
and holds out the bag. I pull out a
good to eat. I nod and say, “Laanchu”
70 crumb. The big yellow crumb up close
The teacher smiles and goes to sit

looks like something I know. I turn it
behind her desk.

around and around until I see the little
I nod my head. Smile. I know

tail. It reminds me of the little shes
only little Mi Gook words now. But

95
Uhmma dries for dinner. I make the
someday I will know all of them. In
75 little sh swim in the air. The teacher
the future.
nods. “Yehs!” she says.
“Yehs,” I say and make the sh
Source: Adapted from An Na (2001) A Step
swim more. “Yehs.”
From Heaven
”Noo,” the teacher says, shaking
80 her head. She points to the sh. “Go-
do-feesh.”
I point to the sh. “Go-do-feesh?”
“Yehs,” the teacher says, nodding.
1 2 5
Text C: Text Handling
C r i te r i a 4Bii, 4Biii
3 Factual assessment of Text C: Multiple -choice and shor t-answer
questions
the box.
1. Text C is written from the point of view of:
A. the teacher
B. another child
C. a rst-person narrator
D. a third-person narrator.
2. The rst thing Young Ju notices is:
A. the diversity of the other children
B. the size of the teachers
C. the bright colours
D. the noise in the classroom.
3. Young Ju is astonished by “hair the colour of wheat waving
in the sun”. What does this phrase mean?
4. Young Ju says she has “night hair”. What does this phrase
mean?
5. Young Ju uses the phrase “Witch teacher” because the
teacher:
A. wears a pointed hat
B. frightens her
C. threatens her
D. cannot understand her.
6. Why does the teacher sit Young Ju next to another girl with
“night hair”?
7. The girl called Sea Shirt gives Young Ju something she calls
“a red stick”. She refers to it like this because she doesn’t
understand what a crayon is:
A. in English
B. in Korean
C. in Korean or English
D. in any language.
8. The other children go out but Young Ju carries on
drawing.This is because:
A. she hasn’t heard the bell
B. she is too frightened to move
C. the teacher keeps her in the classroom
D. she hasn’t listened to or understood the teacher.
1 2 6
9. The teacher tries to make Young Ju understand the idea
oflunchtime. Which of the following does she not do in
order to communicate? She doesn’t:
A. repeat a phrase several times
B. draw a picture
C. pretend to be eating
D. make Young Ju follow her.
10. Young Ju thinks the teacher is playing a game. This is
because she doesn’t know:
A. where to go for lunch
B. what to eat for lunch
C. what lunchtime is
D. the word for lunchtime in Korean.
11. On line 62 it says: “But this time the teacher does not clap.
She twists her lip in the corner.” The teacher realizes that
Young Ju:
A. doesn’t understand English
B. has nothing to eat for lunch
C. is not very hungry
D. does not like American food.
12. When the teacher rst offers Young Ju a Goldsh snack,
thegirl:
A. examines it
B. draws it
C. plays with it
D. eats it.
13. By the end of Text C Young Ju has eaten all the Goldsh
snacks the teacher has given her. What resolution does
shemake? She is determined to:
A. learn English really well
B. bring something for lunch tomorrow
C. smile more
D. make friends with the teacher.
1 2 7
14. Young Ju uses Korean words to explain things to herself.
Complete the table to explain the meaning of these words and
phrases that Young Ju uses.
The Korean word or phrase: on line … means in English:
a hana, duool, seht, neht on line 7
b Mi Gook on line 10
c Uhmma on line 75
15. At rst Young Ju cannot hear or understand what the children
and her teacher are saying in English. Complete the table to
explain the meaning of these words and phrases used by the
other children and the teacher.
The word or phrase: on line … means in English:
a “Hee” on line 17
b “Laanchu” on line 45
c “Goo goo” on line 54
d “Yehs” on line 83
e “Noo” on line 79
f “Go-do-feesh” on line 80
1 2 8
1. What communication difficulties did Young Ju have on her first day at
school?
A Which difficulties were caused by language?
B Which difficulties came from not understanding the culture of the
school?
2. Have you had similar experiences? Share your stories in class using the
table below, in groups or as a class make two lists and share experiences.
Communication difficulties when star ting school
Language difficulties Cultural difficulties
3. Think about your experiences. What advice would you give to students
new to an English-medium school? How could they avoid having the
same problems as you? What could a school do to make sure that it is as
welcoming as possible for new students who are learners of English?
What will be the structure of your magazine ar ticle? Who will be the
audience for your text? How will the audience affect the language
you use?
1 2 9
presentation
“Welcoming new students to our school” C r i te r i a 4Ci, 4Cii
In Text C neither Young Ju, nor her father, nor the school seem very
well prepared for the little girl’s rst day at school.
What can schools do to make the rst weeks easier for all new
students and, particularly, students new to English? Use your notes
from the previous exercise to create a presentation lasting 3–4
minutes that welcomes new students and their parents to your school
and helps the students to settle in during the rst few weeks.
Planning and scaffolding – content and organization C r i te r i o n 4Ciii
Remember to:
• select appropriate material for your presentation
• decide the order in which will you present your ideas
• organize your ideas and supporting material into a clear
structure.
To help with these issues, you can use a table like this for your
planning.
Topic:
Main points with examples and explanations:
Conclusion (summar y and final thought):
1 3 0
You may want to use headings such as these:
Before you start school Learning English
Mother tongue language lessons Learning in class
Friendships and socializing Making choices
School culture Joining in
Or you may wish to use your own subheadings.
You are speaking to new parents and students so will the language
and style you use be:
• formal • informal
• semiformal • slang?

magazine article
Thinking and Communication
Imagine you are going to a primary school to research material for
skills
your school magazine and you interview Young Ju’s teacher. Write
First use your creative thinking
an article entitled “Her mostdifcult lesson”. Write 200–250 words.
skills to generate your story.
Planning and scaffolding • Generate novel ideas and
consider new perspectives
Structuring a magazine ar ticle
• Use brainstorming and
Before you write, reread the guidelines earlier in this chapter. If visual diagrams to generate
you wish, use the following guidance. new ideas
• Consider multiple
alternatives
Headline and byline
• Create novel solutions
• Use a headline that will grab the readers’ attention.
• Make unexpected or
• You will also need to include the byline at the beginning of unusual connections
yourarticle. between ideas
• Make guesses, ask “what
if” questions and generate

Introduction
testable hypotheses
You could use one or more of these methods to open your article.
• Create original works and
You could:
ideas; use existing works
• begin with a provocative statement (for example, “She was the and ideas in new ways
most difcult student I have ever taught”, said …) Then communicate your ideas.
• Use a specic text type
• begin with a dramatic moment in the story
effectively for a specic
• describe and name the teacher

purpose
• Use a variety of writing

• describe the school you are writing about.
techniques to communicate
with an audience
1 3 1
The main body
You could write the body as a series of questions and answers.
Thesecould:
• outline the teacher’s teaching experience
• describe Young Ju
• explain the problem
• describe the solution.
Conclusion
Write an answer to this question: What
class and as a learner of English?
• describe and name the teacher
• describe the school you are writing about.
What was it like? Was it anything like Young Ju's experiences?
Write a magazine article for your school newspaper or magazine
about the experience. What will be the structure of your magazine
article? Who will be the audience for your text? How will the
audience affect the language you use?
Give your article a title.
Use the techniques you have practised in this chapter to help you to
write a great article.
What makes communication so hard for new
speakers of a language?
1 3 2
What does Text D communicate
in relation to the topic of
bilingualism, and how is this
achieved?
These are suggested texts to use as Text D for this section.
• Things bilingual people do:
https://www.youtube.com/watch?v=ReHdQsB5rI8
• What does it mean to be bilingual?
https://www.youtube.com/watch?v=ABcNewF69Nw
Alternatively, you could use an audio-visual stimulus of your own
choosing related to the theme of being bilingual or multilingual.
Text D
being
BILINGUAL
Before you watch: what do we know so far?
In this chapter you have inquired into the concepts of
bilingualism and multilingualism. As a class, make a list of
the most important ideas you have learned so far in your
investigations.
Focusing activity
look and listen for. You may need to watch the video several times
and discuss possible answers in class after each viewing.
1 3 3
1 Text D seems to be related to which of these MYP global contexts?
A. Identities and C. Personal and cultural E. Globalization and
relationships expression sustainability
B. Orientation in space and D. Scientic and technical F. Fairness and
time innovation development
2. Use this table to summarize the main points of the video. You
may wish to add extra supporting points.
Main idea Examples and/or explanations
and/or details
Subject matter
Thesis (main point)
Suppor ting point 1
Suppor ting point 2
Suppor ting point 3
Suppor ting point 4
Conclusion
A. entertaining
B. factual
C. persuasive
D. Other:
Justication:
1 3 4
A. Really important
B. Interesting
D. Uninteresting
Research skills
Justication:
In this section you can
demonstrate media
A. Speech
literacy skills
• Interact with media to
C. Debate
use and create ideas
D. Documentary
and information
E. Other:
• Locate, organize,
6. The purpose of Text D was to: analyse, evaluate,
A. narrate a story synthesize and
B. describe a situation ethically use
C. explain a problem information from a
D. argue a point of view variety of sources and
E. give instructions/ guidelines. media
F. Other: • Make informed
choices about
personal viewing
A. One
experiences
B. Two
• Understand the
C. Three
impact of media
D. More than three
representations and

modes of presentation
A. very balanced
• Seek a range of
B. quite balanced
perspectives from
C. biased
multiple and varied
D. very one-sided.
sources
• Communicate
Justication:
information and ideas
effectively to multiple
audiences using a
B. Used graphics more than twice
variety of media and
formats
A. Voiceover
F. All of the above
1 3 5
Formative oral and interactive C r i te r i a 4Ai, 4Aiii
activity – presentation
Presentation of the video content
The purpose of this exercise is to turn the content of the video into a
Your audience will be teachers, students and parents.
Identify the main point of the video and create a presentation with
three or four supporting ideas. You should have an example or
evidence for each supporting point. You may also wish to make use
of the other information you have discussed in this chapter.
• Select appropriate material for the presentation.
• Organize your ideas and material into a clear structure.
• Check the order of your main points.
• Remember to use connectives to join your ideas.
You can use the completed table for question 2 above to help you plan your
content. You may also wish to use a table like this for your planning.
Topic:
Suppor ting point Example:
1 3 6
In groups prepare a presentation on the content of your chosen
video. You may wish to use these questions as a starting point.
• Who is the audience?
• Will you address the audience using language that is:
– formal
– semiformal
– informal
– very informal including slang?
chapter to help you organize your presentation.
Formative writing activity– magazine
article
Write a magazine article for other teenagers. The article should present
the main point of Text D and supporting ideas.
The article will appear in your school magazine or in a blog.
Planning and scaffolding – structuring a review C r i te r i o n 4Dii
Divide your article into different paragraphs.
1. Grab the readers’ attention with some information or a
question to connect them to the video.
2. Give an overview of what the video is about, focusing on the
main point of the video.
3. eas and opinions expressed
e from question 2 above
t uses to
illustrate the supporting points.
4. Communicate the video’s
conclusion.
1 3 7
Planning and scaffolding – language, audience and C r i te r i o n 4Diii Self-management skills
formality
The two exercises in this
Who are you writing the article for? Who is your audience? section give you one
more opportunity to
Therefore, will the language and style you use be:
practice the language and
• formal
communications skills
you will need for the

• semiformal
summative assessment.
• informal
Make sure you use
• slang?
teacher feedback from
Here are some other points to consider. these exercises to
produce the most
Will you write your article in the rst person or the third person?
effective presentations
Will you address your audience directly or not?

and magazine articles.
chapter to help you to further develop your article.
What does Text D communicate in relation
to the theme of bilingualism, and how is this
done?
1 3 8
your understanding of the topic of bilingualism. You will also be
in this chapter. To complete the assessment you will undertake two
tasks related to the statement of inquiry for this chapter.
The way we see the world is influenced both by the languages we use
to communicate and by the ways in which we use them in personal,
local and global contexts.
Do bilinguals see the world Do bilinguals have advantages
differently to monolinguals? in life?
To answer the rst question you will watch a video and create an oral
presentation based on the content. To answer the second question,
you will read two texts and produce a magazine article based on the
content.
Summative assessment task 1 – oral presentation
Watch the TED Talk entitled “The benets of a bilingual brain”
by Mia Nacamulli (Text E): https://www.youtube.com/
watch?v=MMmOLN5zBLY.
Alternatively, watch a video of your own
choosing on the subject of multilingualism
and bilingualism. Make notes.
Using evidence and examples from the words and
images from the video, create and make an oral
presentation lasting 3–4 minutes to answer the
following question.
Debatable question 1: Do bilinguals see the
world differently to monolinguals?
1 3 9
criteria.
Criterion A: Comprehending spoken and visual text
on personal experiences and opinions.
Criterion B: Comprehending written and visual text
main ideas and supporting details, and draw conclusions
Criterion C: Communicating in response to spoken and/or written
and/or visual text
and complex texts
Summative assessment task 2 – magazine ar ticle
Look at Text F, a poster illustrating ten advantages to being bilingual. Then read
Text G, a magazine article entitled “Benets of being bilingual or speaking more
than one language(besides being more attractive)”.
Based on the information you gain from Texts F and G, write an article for your
school magazine to answer the following question.
Debatable question 2: Do bilinguals have advantages in life?
The purpose of the article will be to inform students and parents of the potential
advantages of a bilingual education. Your article should have a headline and
byline. Write 200–250 words.
1 4 0
Text F
10 Advantages to Being Bilingual
1 4 1
Text G
http://www.bustle.com/ar ticles/52833-7-benefits-of-being-bilingual-or-speaking-more -than-one -
language -besides-being-more -attractive
likely to have early s tar t to dementia and Alzheimer ’s

7 Benefits Of Being Bilingual or
disease.
Speaking More Than One Language
It Will Keep You in the Know
(Besides Being More Attractive)
I often find that even when I’m reading a book in English,
Amanda Chatel, December 8, 2014 Lifestyle

the author will throw in a phrase in French. Instead of
As someone who can speak two languages, English and having to Google what the hell the writer is tr ying to say,
French, I’ve found that being bilingual not only helps me I instinctively know and it makes me feel clever and in the
when I’m in other countries, but also opens doors in my loop. And, because French is a Latin language, I can usually
own countr y. It might seem strange to think that being figure out, basically, what ’s being said if it ’s in Spanish or
able to speak French is helpful in New York City, but hey — Italian, too. It ’s fun to be in the know.
if I didn’t speak it, I would have paid $45 for my Christmas

You’ll Get To Try on Different Personalities
tree last week, instead of $30. ( The guy selling trees
Those who can speak different languages often feel a shift
was from Montreal and because we could joke around
in their personality depending on which language they’re
in French, he knocked off $15. Now that ’s what I call a
speaking because they’re forced to use words that may not
Christmas miracle.)
exist in another language. For example, in 1968, sociolinguist
Of course, in addition to getting discounts and being able

Susan Ervin studied Japanese women living in the States
to get around more easily in foreign countries, speaking

who were bilingual. She asked them to complete a series of
more than one language is also awesome for your brain.

sentences in both languages, and found that not only was
Studies have shown that speaking more than just one

the wording different, but their ideas were different, too.
language is a great way to exercise your brain and keep
In 2003, this was again confirmed by linguists Jean-Marc
it in tiptop condition, especially if you consistently switch
Dewaele and Aneta Pavlenko over a two-year study of
between the languages.
thousands of bilinguals. Of those who par ticipated in the
In case you needed any more convincing, here are seven

study, two-thirds repor ted that they really did “feel like
benefits — both scientific and anecdotal — of speaking

a different person,
” when speaking another language.
more than one language.

I guess this explains why I feel like Marie Antoinette
You’ll Be Smar ter whenever I speak French.
A 2004 study found that those who could speak two or You’ll Boost Your Memory
more languages had higher levels of cognitive brain

Learning another language requires lots and lots of
function, and were better at solving problems, planning,

remembering. Studies have shown that bilinguals always
and other “mentally demanding tasks.

” The fact that
score higher in memor y tests than those who can only
bilingual people are often forced to shift between

speak one language. Just think about how nice it would be
languages is like a workout for the brain; making it quicker,

to be able to always put a face to a name instead of staring
better at multi-tasking, and, yes, smar ter.

blankly at people, as your brain searches for answers.
You’ll Have More Job Oppor tunities

You’ll Enjoy Other Cultures Even More
Although the majority of the world is bilingual, statistics

As someone who loves to travel, I’m always grateful for
show that only 17 per cent of Americans can speak another

the fact that I can speak both English and French. Even
language. Compare that to 56 per cent of Europeans, and

when I find myself in a countr y where my understanding
we have our proof that Americans really need to improve.

of the language is non-existent, there’s usually always
It means that if you can speak second language, you can

someone who can speak one of the two languages I know.
get a better job in the American job market.

It makes for richer cultural experiences. And being able to
communicate is the best feeling in the world.

It’ll Help Protect Against Dementia in Your Old Age
S o u rce : h t t p : / / w w w. b u s t l e . c o m / a r t i c l e s / 5 2 8 3 3 - 7 -
A 2012 study condu c ted by the Universit y of Ca l ifornia ,
benefits- of-being-bilingual- or-speak ing-more -than-

San Diego found that, of the 44 elderly par ticip an ts
one -language -besides-being-more -attractive

who could speak bo th Spanis h and En gl is h, th os e with
higher levels of pro f ic ienc y in bo th lang uag es were les s
1 4 2
criteria.
and/or visual text
and complex texts
Criterion D: Using language in spoken and/or written form
1 4 3
In this chapter you have explored the ways in which you discover
and express ideas, feelings, nature, culture, beliefs and values
when you are learning English. You have understood that the way
we see the world is inuenced both by the languages we use to
communicate and by the ways in which we use them in personal,
local and global contexts. Now make use of the information you have
learned and the communication skills you have developed in this
chapter for practical purposes beyond the classroom.
Take action! Some suggestions
Your personal language story
Write your personal language story. You might want to think about
some of the following questions.
• What was the rst language you spoke?
• Do you still speak or communicate in this language?
• What were your rst words?
• In what language(s) were you spoken to as a child?
• What language do you dream in?
• What language do you use when you get angry?
• What was the experience of learning a language like at
school?
• What language(s) would you like to learn and why?
• How has the way you communicate changed as you have
grown older?
• What languages do you communicate in now?
• Do you use different languages for different puposes?
• Do you speak to different people in your life in different
languages or dialects?
• Are there languages you have learned that you have now
forgotten?
• What is your favourite word in your own language?
• What is your favourite word in English?
1 4 4
• Why are you learning English?
• What has your experience of learning English been?
You could publish your story in a blog. Your classmates could all
share their stories too.
You could create an audio-visual presentation of you and your
friends reading your experiences of being bilingual or multilingual.
This could be part of your school’s Languages Day or Mother
Tongue Day celebrations. Alternatively, start a school initiative or
debate about the need to learn other languages, and the benets of
bilingualism and multilingualism.
Action and service
are in your particular grade or year.
The ideas below relate directly to service learning outcomes for
students to:
• become more aware of their own strengths and areas for
growth
• develop international-mindedness through global engagement,
multilingualism and intercultural understanding.
Ideas for service
Research your school’s policy on bilingualism and
multilingualism.
Ask yourself these questions.
• Is the policy clear and easy to understand?
• What would you like to add and why?
• What would you like remove and why?
Ask to set up a student review group and meet to discuss your
school’s language policy. Share your ndings with the student
council and the school’s management team.
1 4 5
Bilingual student and/or parent handbooks
Many schools publish handbooks for students and/or parents at
the beginning of the academic year. However, not all students and
parents may be uent in the main language used in your school, so
they may not understand all of the content of the handbooks.
• Are there any languages that are spoken by a big group of
students or parents in your school?
• Carry out a survey of other home or mother languages used and
spoken by parents and students at your school.
• Work with your school’s management team and suggest
translating relevant school publications, such as handbooks, into
community languages.
• Recruit students who are uent in these languages to translate
school publications into these languages.
Language buddies
Many older people who have migrated nd it very hard to learn
the language(s) of their new country. Young migrants who are still
learning to read and write in their own languages might not be fully
uent in the language(s) of their new country either. Work with your
service coordinator to investigate the situation where you are.
• Contact a local refugee or migrant centre.
• Ask the staff whether they work with any children who speak a
language that you speak.
• Offer to be a language buddy who can introduce these children to
life in their new community, using a language that is familiar to
them.
You could consider becoming a language buddy to an older person.
• the elderly.
• s who
speak a language you speak.
– You could visit the residents
to share a friendly chat in your
common language.
– If these elderly people have
difculty reading, you could
magazines or books.
1 4 6
Further reading
If you enjoyed this chapter, you might also enjoy this
further reading.
• When I was Puerto Rican by Esmeralda Santiago
• A Step from Heaven by An Na
• Lost in Translation: A Life in a New Language by Eva Hoffman
• The House on Mango Street by Sandra Ciscernos
• Journeys: An Anthology of Short Stories by Minfong Ho
1 4 7
Human rights
4
In context
Global context: Fairness and development
What are the consequences of our common humanity?
In this chapter you will explore the concept of human rights. You will look
at the life and words of a young activist and see why it is so impor tant to
take action in the face of injustice.
Key concept: Connections
These are links, bonds and relationships among people, objects,
organisms or ideas. This concept is central to the study of language and
allows for the exploration of language, and for relationships between text,
creator and audience.
Related concept: Word choice
Writers make word choices about what vocabular y they are going to
use and in what context they are going to use it, depending on the
relationships between text, creator and audience.
Texts use language in ways which can
inuence our understanding of human rights.
Inquiry questions
 Who is Malala Yousafzai?
 How effective was Malala’s speech to the United Nations?
 Why are human rights so impor tant?
 Do we need human rights?
 How can schools suppor t human rights?
1 4 8
Who is Malala Yousafzai? Fac tual question
C r i te r i a 4Bii, 4Biii
What do you already know about human rights?
What do you already know about Malala Yousafzai?
How is she linked to the theme of human rights?
Before you begin this chapter, conduct a class
brainstorming session.
When you have nished, look at the poster then, in
pairs or groups, discuss and answer these questions.
1 What exactly can you see in the poster?
2 Which organisation created the poster?
3 In which places might you nd the poster in the
real world?
4 Who might be the target audience of the poster?
5 What is the message of the poster?
6 How is the poster related to the theme of human
rights?
7 How effective is the poster? Rate it on a scale of 1 to
10, in which 10 is very effective. Justify your assessment
and, if necessary, suggest improvements.
8 What can countries do to make sure all children have the
right to education?
In Text A there are seven paragraphs then a one-line closing
statement. The text has been divided into seven numbered
sections.
Here are eight headings.
A The next step E Initial activism
B Targeted by the Taliban F Going to school again
C University G An early life
D Nobel Peace Prize H After the attack
Match the headings to the numbered sections. The rst one has
been done for you.
Section 1 2 3 4 5 6 7
Heading An early
life
1 4 9
Human Rights
Text A
Malala
Malala Yousafzai – youth activist
Yousafzai in
1.
He Named Me
Malala Yousafzai was born in Mingora in the
Malala.
Swat Valley, Pakistan on July 12, 1997. As she
was growing up, Mingora was internationally
known as a tourist destination famous for its
summer festivals. However, the Taliban tried
to take control of the Swat Valley and things

5.
began to change.
Yousafzai slowly recovered. Six months after
2.
the attack, in March 2013, she began attending
Malala’s father, Ziauddin Yousafzai, had

Edgebaston High School in Birmingham. On
founded the Khushal Public School and,

her 16th birthday she gave a speech to the
as soon as she was old enough, Malala was

United Nations. She also told her story in an
educated there. However, the Taliban began

autobiography written with Christina Lamb, I
attacking girls’ schools in the Swat Valley.

Am Malala: The Girl Who Stood Up for Education
In response, Malala gave a speech entitled,

and Was Shot by the Taliban
“How dare the Taliban take away my basic

6.
right to education?” For the next few years

In October 2014, at 17, Yousafzai received the
she continued to defend girls’ and women’s

Nobel Peace Prize jointly with Kailash Satyarthi
rights to education. In 2011 Malala received

for her struggle against the suppression of
Pakistan’s National Youth Peace Prize.

children everywhere and for the right of all
3.
children to education, the youngest person
When she was 14, Malala received a death

ever to do so. U.N. Secretary-General Ban Ki-
threat issued by the Taliban. On October 9th,

moon called her “a brave and gentle advocate
2012, a man got on the school bus Malala

of peace who, through the simple act of going
was riding in. He wanted the passengers

to school, became a global teacher”.
to identify Malala. Unfortunately, at that

7.
moment her friends looked in her direction,

On her 18th birthday Malala opened a school
the gunman red at Malala and the two

for Syrian refugee girls in the Bekka Valley
other girls who were sitting with her.

in Lebanon. In her speech she said, “Today
on my rst day as an adult, on behalf of the

4.
world’s children, I demand of our leaders

All three girls were injured but Malala was in
that we invest in books instead of bullets.”

a critical condition. She had swelling on the
In October 2015, a documentary about

brain. A military hospital ew her to hospital
Yousafzai’s life was released. He Named Me

in the regional capital, Peshawar. Doctors
Malala examined the life of Malala and her

removed a portion of her skull and treated
family, and examined her tireless efforts to

her swelling brain. Once her condition
achieve education for girls everywhere.

stabilized, Malala was then transferred to
hospital in Birmingham, England where she

Unfortunately, to this day, the Taliban is still
received further treatment.

making death threats against Yousafzai.
1 5 0
Text A: Text Handling
1 Factual assessment of text: True or false?

The sentences or phrases below are either true or false. Tick
[ ] “True” or “False” then justify your answer with a relevant
brief quotation from the text. Both a tick [ ] and a quotation
are required for one mark. The rst example is done for you.
Tr ue False
Example: Malala was born in Birmingham, UK.
Justification: “was born in Mingora located in the Swat Valley, Pakistan”
True False
1. The Taliban controlled the region where Malala’s family lived.
Justification:
2. Malala used to visit her father ’s school.
Justification:
3. As a young teenager Malala made speeches in favour of girls’ rights to
education.
Justification:
4. At 14 she was nearly shot by a Taliban gunman.
Justification:
5. She recovered fully in a hospital in Peshawar, Pakistan.
Justification:
6. She made an impor tant speech to the United Nations at the age of 16.
Justification:
7. At 17 she was still too young to receive prizes for her work on human
rights.
Justification:
8. On her 18th bir thday she made a speech about children’s rights to
education.
Justification:
1 5 1
Human Rights
the box.
9. Malala spoke against the Taliban because she thought:
A. they were against education
B. they were against girls' rights to education
C. they attacked her father's school
D. they supported her father’s views on education.
10. Malala began to speak out for girls' rights to education:
A. when she was in junior school
B. after the age of 14
C. as a young teenager
D. as a young adult.
11. Malala was awarded a National Youth Peace Prize for:
A. her actions
B. her school work
C. her books
D. her speeches.
12. UN Secretary-General Ban Ki-moon praised Malala for:
A. her best-selling books on human rights
B. her outstanding school work and academic
achievements
C. her work to achieve peacefully women’s rights to
education
Who is the person
with Malala in this
photograph?
What does the
photograph tell you about
Malala’s inuence on
education and human
rights issues?
1 5 2
After you read Text A
The author’s choices
A writer makes choices about how to write a text. These choices
can have an effect on the text’s readers. To demonstrate this
concept, answer the following questions.
1 Multiple -choice questions: the author’s choices
the box.
1. Text A is:
A. a newspaper report
B. an advertisement
C. a biography
2. The main purpose of Text A is to:
A. narrate Malala’s story
B. warn the readers about extremism
C. describe Malala’s personality
D. explain about human rights.
3. The language used in Text A is mainly:
A. chatty
B. factual
C. informal
D. technical.
4. The structure of Text A is:
A. random
B. organized around a convincing argument
C. organized around a set of important ideas
D. organized by events from beginning to the end.
5. The effect of the writer’s style is to:
A. make readers excited
B. make readers believe Malala’s story
C. persuade readers to change their opinions
D. make readers laugh.
As you can see in these questions,

2 Re -read paragraphs 6 and 7, then answer the following
writers also use metaphors and

questions: word choice
imagery to explain certain ideas.
6. Explain how Malala, “through the simple act of going to
Look up the meanings of the
school, became a global teacher” (paragraph 6).
words “imagery” and “metaphor”.
Do they mean exactly the

7. What does Malala mean when she asks politicians to “invest
same thing? If not, what are

in books instead of bullets”? (paragraph 7)
the similarities and differences
8. Malala is associated with the words “activism” and
between the two concepts?
“activist”. How do these words relate to being “active”?
1 5 3
Human Rights
Formative oral and
ch
persuade or entertain an audience.
ce the
audience of a point of view.
You are about to develop your speech-writing skills.
Before you star t, conduct a class brainstorming
session to establish what you already know about
speeches. When you have finished, classify your
ideas under different headings. As you complete
the work in this chapter you may wish to add or
modify some of your ideas.
Cr iter ia 4Cii, 4Ciii
Thinking about word choice
Text B is part of the speech Malala Yousafzai made to the UN in
March 2013.
Malala is a very convincing communicator. To make her case,
she chooses her words very carefully. She also uses certain
techniques, including:
• repetition of words for emphasis
• repetition of phrases for emphasis
• contrasting ideas
• lists of three to make a dramatic point
• pauses.
Work in groups. How many devices of each kind listed above can you
nd in the extract from this speech?
How many of the ideas from your brainstorming session can you nd
in the text?
1 5 4
A short extract from Malala’s speech
to the UN
Today is the day of every woman, every
boy and every girl who have raised their
voice for their rights.
There are hundreds of human rights
activists and social workers who are not
only speaking for their rights, but who are
struggling to achieve their goal of peace,
education and equality. Thousands of
people have been killed by the terrorists
and millions have been injured. I am just
one of them. So here I stand ... one girl,
among many. I speak not for myself, but so
those without a voice can be heard. Those
who have fought for their rights. Their right
to live in peace. Their right to be treated
with dignity. Their right to equality of
opportunity. Their right to be educated.
Creating your own speech

Students often complain about a lack of freedom at school. Can you

Choose the
name one additional privilege that you would like to have at your
correct answer
school? from A, B, C or D.
The purpose of your speech is:
In groups compose and practise a short speech to convince your
A. to make your
teachers that you deserve the privilege you have chosen.
audience angr y
To achieve your purpose, use some of the stylistic devices Malala uses B. to convince your
audience that your ideas

in her speech.
are valid
• Repetition of words for emphasis
C. to persuade your
audience to change their

• Repetition of phrases for emphasis
point of view
• Contrasting ideas
D. to make your audience
laugh.
• Lists of three to make a dramatic point
• Pauses
1 5 5
Human Rights
C r i te r i a
letters
At various times you will have to write
a formal letter or email to a stranger
or someone in authority, such as your
head of school, a charity, a business or a
potential employer.
When you write a formal letter, there
are two sets of conventions that have
to be followed. One set of conventions
relates to form and layout. The other
conventions relate to word choice and
register. See the table below.
Required in a formal letter Not acceptable in a

formal letter
C r i te r i o n 4Dii
Put the
Form and layout Your address Smiley faces

following elements of your
formal letter into a logical

Date Emojis
order. You may also want
A formal greeting
to add additional points
Paragraphing
or paragraphs. The main
A closing salutation
elements are:
Signing off with your name

• your name
• your address and the date

Word choice and Correct punctuation Contractions
register • what you are asking the

Formal vocabular y and phrasing Informal expressions
recipient to do
Formal grammar Abbreviations
• the reasons why you would
“SMS” words
like the person to give the
Deliberate misspellings
talk
Slang, such as “gonna”
• salutation
Swear words
• the invitation to come to
the school
You want to invite a celebrity to your school to talk about human
• fur ther information about
rights. Write a formal letter setting out your invitation. Write
the event
200–250 words.
• information about your
school
• formal close
• a note of thanks.
Who is Malala Yousafzai?
the factual question? What facts have you learned? What words
and phrases would you use to describe her?
1 5 6
Connections
Connections are the relationships between people, organizations
and ideas. For example in languages, we need to understand the
connections between the sender or creator of a message and the
receiver of the message.
• How well do the sender and the receiver know each other?
• Are they in the same place?
We also need to understand the connections
between how the message is sent and how the
Example 1: A spoken message
exact meaning of the message? Think about
this example. You have lost the key to your
home and cannot get in. You ring another
person who has a key. That person does not
What message will you leave on the person’s voice-mail?
• How will you make certain the other person understands your
spoken message exactly?
Research and communication skills
In this exercise you will need to use these With a partner interpret this diagram
skills: concerning the method by which a
messenger sends a message to a recipient.
• interpret modes of verbal
You may need to look up ideas such as
communication
coding and decoding in order to fully
• read critically and for comprehension

understand the diagram. Use the diagram
to create a presentation showing how

• read a variety of sources for information
messages are sent and received. How will
• make inferences and draw conclusions
the speaker’s (messenger’s) stylistic choices
• use and interpret a range of discipline- change if:
specic terms and symbols.
a) the two people are friends
b) the two people are strangers?
1 5 7
Human Rights
Example 2: A written message
• How does a writer make sure that readers understand the
message that he or she has written? Think about this example.
You are offering a dog-walking service. You want to put a message
on a noticeboard in a local supermarket. What will you need
customers?
Spoken language
the way we write it.
understands what we are saying? Think about these
points:
sure the other person understands what we really
mean?
“help” the message and make a connection to the
other person?
Stylistic choices in speech and writing
message. We write on a durable material such as paper, wood or stone.
Thinking and
These days we can use technology to store and transmit messages. Both
communication skills
these facts mean that writing can connect writer and reader across
space or time or both. What difference did the
invention of writing make
Written communication can be an art form used by poets and writers
to human civilization?
and is also considered to be a science, an art and a eld of study. The
best writers know just how to connect words and ideas together into As you think about this
colourful texts that can create images and emotions in the mind of question:
the reader. Writers can achieve these effects by choosing their words
• read a variety
and techniques very carefully.
of sources for
In natural speech we do not have the time to reect so much on the information
words we use. We have to rely on tone of voice, eye contact and
• make inferences and
gesture. We also use other techniques such as pausing, repeating and
draw conclusions
self-correcting as we are speaking.
Now let’s think about other differences between unrecorded speech
verify data
and writing. Look at the table on the next page. Column A contains
• present your ndings

a set of statements about speaking and interacting, based on the
to your class.
criteria listed. For each criterion, discuss and decide on an equivalent
sentence relating to when we write. Write your sentences in the third
column. For this exercise we will not include recorded speech.
1 5 8
When we interact in speech Criteria When we write
We use much less formal vocabular y Vocabulary
We do not always speak in full Correctness and accuracy
grammatical sentences
We do not always plan what we are Amount of planning
going to say
We know exactly who we are talking Audience
to
We may only have a specific amount Length of time available
of time available
The two speakers interact a great deal Amount of interaction
The two speakers create the Degree of speaker/reader
conversation involvement
We have some idea what the other Shared beliefs and values
person thinks or believes
We can see the reactions of the other Visibility
person
The conversation happens in real Context
time in one place
Most speech is private Public or private?
Our words disappear as we speak Permanence
Most speech has little value or Prestige
prestige
Spoken language changes quickly Changeability
depending on time and culture
1 5 9
Human Rights
Stylistic choices: word choice
Writers do not necessarily know the audience that will read the
Thinking skills
written piece, so they have to make makes choices about what to
Why do we need so
write. In writing, we must also choose our words very carefully to
many words? Would
communicate our exact meaning. As Mark Twain once said, “The
communication be easier
difference between the almost right word and the right word is really
if each language only had
a large matter – it’s the difference between the lightning bug and the
2,000 words? What do
lightning.”
you think? Justify your
What exactly do you mean by “good”?

answer.
List all the synonyms for
As you consider the
“good” you can nd. Classify
question you will:
the synonyms into different
• gather and organize

categories.
relevant information
to formulate an
argument
• recognize unstated
assumptions and bias
• interpret data
• evaluate evidence and
arguments
• recognize and
evaluate propositions
• draw reasonable
conclusions and
generalizations
Thinking about connections and word
• test generalizations
choice
and conclusions.
How does your connection with your audience affect your choice of
language? The table lists the different text types you will use in MYP
English Language Acquisition.
Complete the table to show some of the choices writers make.
For each text type choose:
• the purpose of your text
• your possible role as writer
• the possible audience for your text
• the relationship between you and your audience
• what kind of vocabulary and language you will choose.
The rst example (an advertisement for pet food) is done for you.
1 6 0
Text type Your purpose/ Your role as Your audience The Your choice of
reasons for writer relationship vocabulary
writing between you and language
and your
audience
Instruct Who are you Who is going to Will it be: Will it be:
writing as? read the text?

Describe formal formal
semiformal semiformal
Narrate
informal informal
Explain
friendly? slang?
Persuade
Adver tisement Persuade, or sell a Adver tiser/seller Buyer/pet owners Friendly Informal
product
(example: pet
food)
Blog
Book review
Brochure
Formal essay
Formal letter
Inter view
Journal/diar y
entr y
Magazine ar ticle
News ar ticle
News repor t
Repor t of an
event at school
Set of
instructions
Shor t stor y
Thinking skills
When you nish this exercise, discuss your conclussions. How does
your audience affect your choice of language?
1 6 1
Human Rights
How effective is Malala’s speech
to the UN? Conceptual questi o n
Now you are going to look at more extracts from Malala’s speech to
the UN. After reading you are going to analyse the ideas and language
she uses to communicate her message clearly and effectively.
Focusing discussion
Imagine you have to speak to an assembly
in your school to persuade people to make
donations to your favourite charity. In
your answers in the table.
What ideas do you want them to
understand? What feelings do you want
your audience to have? What will you
want your audience to do?
How will you achieve these aims by
giving a speech?
Answer these questions by lling in
the table below.
What is the purpose of your speech?
What is your relationship with the audience?
How formal will your language be?
How will you organize your speech? List the three 1
or four main points you wish to communicate to
2
your audience.
What effect do you want to have on your
audience?
What do you want your audience to do after
hearing your speech?
1 6 2
While you read Text C: Audience, theme and
purpose
Malala gave her speech by carefully considering the audience she
ress ng.
Thinking and
Audience, theme and
purpose are three
important concepts
in language learning.
When you read a text
it is always worth
investigating these issues?
• Who is this written
for?
• What is the theme of
the speech?
• What is the purpose
of the text? What is it
supposed to do?
When you ask these
questions, you are also
1 Multiple -choice questions learning these valuable
techniques.
the box. • Analyzing texts and
ideas.
1. The main theme of Malala’s speech is:
A. human rights • Interpreting data.
B. children’s rights
• Evaluating evidence
C. men’s rights
and arguments.
D. women’s rights
• Drawing reasonable
2. The main purpose of Malala’s speech is to:
conclusions and
A. narrate her story to the audience
generalizations.
B. warn the audience about extremism
C. persuade the audience about the need for
education for all
D. persuade the audience about the need for
political rights.
3. Malala’s audience is
A. school students
B. parents
C. very important people (VIPs)
D. a general audience.
1 6 3
Human Rights
Extracts from Malala’s speech
to the UN
developing world. We call upon all communities
to be tolerant, to reject prejudice based on caste,
creed, sect, color, religion or agenda to ensure
freedom and equality for women so they can
flourish. We cannot all succeed when half of us
are held back. We call upon our sisters around
the world to be brave, to embrace the strength
within themselves and realize their full potential.
Dear brothers and sisters, we want schools and
education for ever y child’s bright future. We will
continue our journey to our destination of peace
and education. No one can stop us. We will speak
up for our rights and we will bring change to our
voice. We believe in the power and the strength
In the name of God, The Most Beneficent,
of our words. Our words can change the whole
The Most Merciful.
world because we are all together, united for the
Honourable UN Secretar y General

cause of education. And if we want to achieve
Mr Ban Ki-moon,
our goal, then let us empower ourselves with
the weapon of knowledge and let us shield

Respected President General Assembly Vuk
ourselves with unity and togetherness.

Jeremic,
Dear brothers and sisters, we must not forget

Honourable UN envoy for Global education Mr
that millions of people are suffering from

Gordon Brown,
pover ty and injustice and ignorance. We must
Respected elders and my dear brothers and
not forget that millions of children are out of
sisters;
their schools. We must not forget that our sisters
and brothers are waiting for a bright, peaceful

... now it ’s the time to speak up. So today, we call
future.
upon the world leaders to change their strategic
policies in favor of peace and prosperity. We call
So let us wage, so let us wage a glorious struggle
upon the world leaders that all of these deals
against illiteracy, pover ty and terrorism, let us
must protect women and children’s rights. A
pick up our books and our pens, they are the
deal that goes against the rights of women is
most power ful weapons. One child, one teacher,
unacceptable.
one book and one pen can change the world.
Education is the only solution. Education first.

We call upon all governments to ensure free,
Thank you.
compulsor y education all over the world for
ever y child. We call upon all the governments to
fight against terrorism and violence. To protect
children from brutality and harm. We call upon
the developed nations to suppor t the expansion
of education oppor tunities for girls in the
1 6 4
After you have read Text C
The following questions focus on Malala’s word choice and on the
structure of her speech.
the box.
4. The language used in Text C is mainly:
A. persuasive
B. factual
C. poetic
D. exaggerated.
5. The structure of Text C is:
A. random and without planning
B. organized around a single idea
C. organized around a series of different ideas
D. organized by events from beginning to the end.
6. The effect of Malala’s style is to:
A. make the audience angry
B. make the audience believe her story
C. persuade the audience to agree with her ideas
D. make the audience laugh.
3 Answer the following questions.
7. In what order does Malala address the members of her
audience?
8. Why does Malala choose to address her audience as “Dear
sisters and brothers”?
9. Why does she address her audience as “We”?
10. Why does Malala begin six paragraphs with the words “We
call upon … ”?
11. Name the six goals in those six paragraphs that Malala
wants the UN to achieve.
1 6 5
Human Rights
Formative oral and interactive skills
Word choices for a speech
1. Look at these two paragraphs from the speech.
“Because we are all together, united for the cause of education.
And if we want to achieve our goal, then let us empower
ourselves with the weapon of knowledge and let us shield
ourselves with unity and togetherness.”
“So let us wage a global struggle against illiteracy, poverty and
terrorism and let us pick up our books and pens. They are our
most powerful weapons.”
a. Malala uses the metaphor of a ght to achieve the right to
education. How many words and phrases relating to this
metaphor can you nd?
b. Why does Malala choose to use this language to describe her
goals?
2. Look at the ending to Malala’s speech.
“One child, one teacher, one pen and one book can change
the world.”
“Education is the only solution. Education First.”
Is this a convincing way to end the speech? Justify your answer.
Now that you have completed the questions, draft a short speech of
250 words. Your speech could be based on the notes you made in the
“Before you read” focusing discussion about making a speech in a
school assembly. Make sure you structure your speech carefuly and
remember to choose your words with care.
What is the purpose of your speech?
What is your relationship with the audience?
How formal will your language be?
How will you organize your speech? List the three 1
or four main points you wish to communicate to
2
your audience.
What effect do you want to have on your
audience?
What do you want your audience to do after
hearing your speech?
1 6 6
formal letter
Request for a
donation
Here is another
opportunity to be
persuasive and creative.
Use the ideas you
developed in your
fundraising speech for a
al
letter to local businesses
or contribution to your
favourite charity. Write
200–250 words.
Social and communication skills Planning and scaffolding
You want to make sure your letter is convincing as possible. You

Consider these questions.
can achieve this if you:

• What is the purpose of your
letter?
• analyze and evaluate the information you have gathered
• What is your relationship
• gather and organize relevant information to formulate an with the recipients?
argument • How formal should your
language be?
• give evidence and propose convincing examples and
• What effect do you want to
explanations
have on the recipients?
• draw reasonable conclusions and generalizations. Here are some ideas about
how to structure your letter.
The elements, in a suitable
order, are:
• salutation
• introduction (introduce
yourself and your project)

How effective was Malala’s speech to the
• the reason for writing
United Nations?
(to ask for a donation)
We have seen that in her speech, Malala (a 16-year-old schoolgirl) • the reasons why you would
like that person to donate

addressed the representatives of all the major countries of the
• an explanation of what the

world. How effective was she as a communicator? Did she have
donation would achieve

the intended impact on her audience?
• a sentence expressing
thanks
to the conceptual question? Justify your answers by listing the

• a formal close.
stylistic choices she makes and giving examples.
1 6 7
Human Rights
skills – a speech
e.
Yousafzai) can convince an audience of an idea or a
point of view.
Look at the picture. How easy do you think it would
be to convince this audience?
help to make their speeches convincing. Here are
some suggestions.
Planning and scaffolding – organization C r i te r i a 4Di, 4Dii, 4Diii
Content
• Greet and welcome your audience.
• Connect with your audience by using direct address. Address

Thinking and
your audience using “you” and “we”.

• Grab the attention of the audience. Make sure they understand In your time at school
the purpose of your speech. you have probably
listened to a huge number
• Give a very short summary of the topic of your speech. This is
of speakers. Some
your thesis statement (or main point). For example, you might
speakers communicate
say, “Human rights are not just a passing fashion; they are a
well and motivate the
necessity“. Alternatively, your thesis could be a question.
audience. Other speakers
• Convince your audience that you have knowledge of the topic:

are so boring that you
stop listening after the

– give your qualications and/or experience
rst few sentences.
– mention relevant facts and statistics.
What are the differences
• Make two or three key points to support your argument. between great speakers
and poor ones? In groups
• Give evidence, examples and explanations for each key point.
brainstorm the differences
• Present a strong conclusion that restates your thesis.

between good and poor
public speakers. Make a

• Explain what you want – give a call to action.
list and then use a visual
Stylistic choices diagram to categorize and
communicate your ideas.

The purpose of your speech is to persuade your audience that your
Share your answers with

ideas are correct and ensure your audience is on your side. These
your class.
are some techniques that speech writers use.
Presenting personal experience Using statistics
Quoting experts Using repetition
Giving lists of three Asking rhetorical
questions
1 6 8
Formative oral and interactive C r i te r i a 4Ci, 4Cii, 4Ciii, 4Civ
activity – a speech
Social and communication skills
Creating and giving a public
speech can be a very stressful
process. However, if you work
together as a group, you are
much more likely to succeed.
Using the ideas in this chapter, plan and practise a speech to the
First of all you must go over
rest of your class entitled “What can Malala Yousazfai teach us

what you have learned in this
chapter so far about making
connections and speech making.
Make a checklist or a diagram to
In order to plan your speech, answer the following
plan your speech.
questions.
In order to succeed you
1. The purpose of your speech will be to:
also need to make sure that
A. narrate a funny story
everyone in the group takes part
B. warn the audience about extremism
in the planning and delivery
C. describe Malala’s personality
of the speech. Here are some
D. persuade your audience of your point of view.
useful skills you can develop
2. Your audience will be: during this exercise:
A. school students
• building consensus
B. parents
• sharing responsibility for

planning and decision-

making
3. The language you use will be:
• listening actively to other

A. persuasive

B. factual
C. poetic
• encouraging everyone to
D. exaggerated.
contribute
4. What kind of vocabulary will you choose?

• helping all members of the
A. Formal C. Informal
group to succeed.
B. Semiformal D. Slang
1 6 9
Human Rights
about the right to education?”
the formal letter
A letter of enquiry
A letter of enquiry is an example of a formal letter you may need to
write. You write this type of letter when you need
information about a subject. For instance, if you are
looking for a summer job, you may want to apply to
an organization to nd out whether they have any
suitable work experience to offer. Alternatively, you
may need to nd out more information about an
existing opportunity before you apply.
You see this advertisement at school. Write a
letter of enquiry to nd out more information about the
position and the organization. Write 200–250 words.
Planning and scaffolding organization C r i te r i o n 4Dii
Opening: introduce yourself briefly and give your reason for writing. Let the
reader know the kind of position you are seeking, why you are interested and
how you heard about it.
Middle paragraphs: show why the organization interests you. Mention any
relevant experience or interests.
Close: Thank the recipient, restate your enthusiasm for the organization and
ask if you could meet with a representative of the organization.
4 Planning and scaffolding – word choice Choose the correct C r i te r i o n 4Dii
answer from A, B, C or D. Write the letter in the box.
1. Your audience will be:
A. teachers
B. the managers of an organization
2. The language you will use will be:
A. persuasive
B. factual
C. poetic
D. exaggerated.
3. What kind of vocabulary will you choose?
A. Formal
B. Semiformal
C. Informal
D. Slang.
1 7 0
What are human rights? Conceptual questi o n
, ,
Before you examine Text D
that follows.
A true human rights story
speak much English. At lunch times
he stayed by himself eating food that
no one had ever seen b efore. S ome
boys started picking on him – calling
pulling their faces so
th b
Thinking and
helpless, no one was there to help him, and I’m not sure he even
understood what the boys were saying. I didn’t think there was
anything I could do, or mayb e I didn’t want to do anything at the Discuss these questions.
risk of b eing bullied myself. I watched as the boy was tormented

• What unfair treatment
and, just like him, felt helpless. I didn’t know what I could do. I
did the boy receive?
don’t think this sort of bullying is what Australia is supposed to
• Why was it unfair?

be about. Racism in the school yard should be stopped b ecause
it’s just as cruel and hurtful as racism on a bigger scale.

• What rights and
protection do you
S ource: Claire, 14, NT, ‘Helpless in the playground’, Human R ights and Equal
think the boy should
Opportunity Commission, Voices of Australia 2005, p. 43
have had?
While you examine Text D
The picture opposite is take from the website of the European
Convention on Human Rights.
Below there are 16 more pictures and paragraph headings.
They set out some basic human rights. As you examine the
posters, pick out the ones that are most relevant to teenagers. Be
prepared to give reasons for your answers.
You may wish to read through the list with your teacher and
discuss this question.
You may wish to look at the website: http://rightsinfo.org/the -
rights-in-the -european-convention/
1 7 1
Human Rights
Posters from the European Commission
on Human Rights
1 7 2
After examining Text D
Matching ideas to the text
Here are some statements made by young people about human
rights.
Match the statements to the different human rights listed by the
European Commission and write the letters in the table. Some
statements may t more than one right. Statement A has been
started for you, as an example.
Young people’s thoughts on
human rights
A “People are starving and suffering every minute of every hour of every day, and it is
wrong.” Caitlyn, 12
B “If we grow up scared we will not have any dreams or ambitions, and if we don’t have any
dreams or ambitions we will not go very far in life.” Tessa, 11
C “Everyone makes mistakes and everyone deserves to have a fair chance before being
punished.” Thea, 13
D “Please protect our right to be free from slavery.” Flynn, 13
E “Please give children an opportunity in life. Learning unlocks potential to make a difference
and be great.” Ashley, 13
F “Please protect our right to freedom of expression. Without new opinions being voiced,
nothing would change in the world and therefore life would never improve.” Frank, 15
G “Please protect every child’s right to think and believe what they want to.” Nina, 13
H “Please protect our right to leisure, play and culture.” Tai, 14
I “Please protect our right to stay in contact with parents.”Kim, 10
J “People can’t choose our life for us no matter how old, because we are humans and we
have rights.” Francesca, 13
Source: http://rightsinfo.org/10-things-children-talk-about-when-they-talk-about-human-rights/
The right to life The right not to be The right not to be The right not to be
tor tured enslaved unlawfully detained
A A A A
The right to a fair trial No punishment without The right to respect for Freedom of thought,
law private and family life conscience and religion
A A
Freedom of expression Freedom of assembly and The right to marry The right to an effective
association remedy
The right not to be Protection of proper ty The right to education The right to free elections
discriminated against
1 7 3
Human Rights
Interpreting visual text C r i te r i o n 4Bii
The posters from the European Convention on Human Rights use
visuals and words to communicate their message. The visuals connect
the reader with the meaning of the words. This means that the
illustrations in each of the 17 posters are symbols. The rst poster is
entitled “The State’s Obligation to Protect Human Rights”. The visual
shows people of different cultures, young and old, male and female.
We can interpret this illustration to mean that the governments
of these countries must protect all their citizens regardless of age,
ethnicity or gender.
Now interpret the other illustrations in the posters.
Next to “Illustration” write what images you can see in the poster.
Next to “Interpretation” write what the illustration means. When you
nish the exercise, discuss why pictures can sometimes communicate
a message better than words.
The right to life The right not to be The right not to be The right not to be
tor tured enslaved unlawfully detained
Illustration: Illustration: Illustration: Illustration:
Interpretation: Interpretation: Interpretation: Interpretation:
The right to a fair trial No punishment without The right to respect for Freedom of thought,
law private and family life conscience and religion
Freedom of expression Freedom of assembly The right to marry The right to an effective
and association remedy
The right not to be Protection of proper ty The right to education The right to free
discriminated against elections
1 7 4
Formative oral activity– a speech C r i te r i o n 4Cii, Ciii
In groups prepare a speech supporting children’s rights. You may
wish to use the poster below as a starting point. Follow these steps to
structure your speech.
1. Address your audience.
2. Introduce your topic.

3. Explain what children’s rights are.
C r i te r i a 4Di, Civ
Consider
4. Give examples of those rights. Explain why these children’s
these questions.
rights are important.
• What is the purpose of your

5. Explain what you would like your audience to do.
speech?
• What is your relationship
with the audience?
• How formal will your
language be?
• What effect do you want to
have on your audience?
• In your speech will you use
the stylistic techniques of :
– repetition of words for
emphasis
– repetition of phrases for
emphasis
– contrasting ideas
– lists of three to make a
dramatic point
– pauses?
• Will you use other stylistic
techniques? If so, what will
you use?
Research and communication skills
Before you give your speech you may wish to undertake further
research. You may want to think about these questions and answer
each one separately.
1 What are children’s rights?
2 What are good examples of children’s rights?
3 What can happen when children do not have rights?
4 Why do we need children’s rights?
In this chapter you have already been given guidelines on producing
a speech. Use the techniques you have learned to construct your
speech.
1 7 5
Human Rights
Formative writing activity – formal C r i te r i o n 4Di
letter
Self-management and
The campaign “Children, Not Soldiers” is an initiative of Leila
research skills
Zerrougui, the Special Representative of the Secretary-General for
Children and Armed Conict, and UNICEF. It aims to prevent the Before you write your
recruitment and use of children by national security forces in conict. letter you may want to
think about and research
Imagine you have seen this poster on the UN’s website, https://
the following questions.
childrenandarmedconict.un.org/children-not-soldiers/. Write a
letter of enquiry asking for more information about the project and 1. Are human rights
about what you can do to help. Write 200–250 words. the same all over the
world, or do different
societies have
different rights?
2. If we are all human,
should we all have
the same human
rights?
After carrying out your
research, write down
your conclusions. Be
prepared to debate the
matter in class.
Planning and scaffolding – organization C r i te r i o n 4Diii
Structure
How will you organize your letter? Here are some ideas. The elements, in order,
could be:
• salutation
• introduction (introduce yourself )
• the reason for writing (to ask for fur ther information)
• the reasons why you would like that information
• an explanation of what you could use the information for
• a sentence expressing thanks
• a formal close.
Style and language
Consider these questions.
• What is the purpose of your letter?
• To whom will you address the letter?
• What will your relationship with the reader be?
• How formal will your language be?
1 7 6
Look at the poster and in pairs or groups discuss and answer these
questions:
1 Who might have created the poster?
2 Who might be the target audience for the poster?
3 What exactly can you see in the poster?
4 In which places might the poster appear in the real world?
Research skills
5 What is the message of the poster?
In this exercise you will
6 How does the poster relate to the topic of human rights?
have the opportunity
to practice a number of
information literacy skills
• Find, interpret and
judge information.
• Collect, record and
verify data.
• Make connections
between various
sources of
information.
• Process data and
report results.
• Use critical-literacy
skills to analyse
and interpret media
communications.
• Identify solutions
and make informed
decisions.
• Create new
information.
• Present information
in a variety of formats
and platforms.
What are human rights?
How important are human rights to civilised society? What do you
think it would be like to live in a society without human rights?
1 7 7
Human Rights
How does audio-visual Text E communicate
the theme of human rights? Conceptual questi o n
Before you watch Text E
In this chapter you have inquired into the concepts of human
rights. As a class, make a list of the most important ideas you have
learned in your investigations so far.
Focusing activity
look and listen for. You may need to watch the video several times
and discuss possible answers in class after each viewing.
Text E
Audio-visual text
These are suggested texts to use as Text E in this section.
Malala Day: An education for all children
watch?list=PLwoDFQJEq_0Y57bsPH-
5zcRnDlXJRz87x&v=5FNriz_YVh0
The Universal Declaration of Human Rights
https://www.youtube.com/watch?v=hTlrSYbCbHE
TED Talk by Benedetta Berti: What are human rights?

Note: Alternatively, you
https://www.youtube.com/watch?v=nDgIVseTkuE could use an audio-visual
stimulus of your own

The 30 Articles of the Universal Declaration of Human Rights
choosing related to the
https://www.youtube.com/watch?v=hyVJHpiHO8I
theme of human rights.
1 7 8
While you watch Text E
1. Text E seems to be related to which of these MYP global
contexts?
A. Identities and D. Scientic and
relationships technical innovation
B. Orientation in space E. Globalization and
and time sustainability
C. Personal and F. Fairness and
cultural expression development
2. Use this table to summarize the main points of Text E. You
may wish to add extra supporting points, if necessary.
Subject matter
Thesis (main point )
Suppor ting point 1
Suppor ting point 2
Suppor ting point 3
Suppor ting point 4
Conclusion
1 7 9
Human Rights
3. The approach to the subject matter of Text E is mainly:
B. factual D. other.
4. How would you describe the content of Text E?
A. Really important
B. Interesting
D. Uninteresting
5. What was the format of Text E?

A. Speech
C. Debate
D. Documentary
E. Other
6. The purpose of Text E is to:
A. narrate a story
F. other.
7. How many points of view did Text E show?
A. One C. Three
8. The opinions in Text E are:
9. How much use did Text E make of graphics?
10. Which of these techniques are used in Text E?
A: Voiceover
B: Special lighting techniques
C: Music and sound effects
D: Other special effects
F. All of the above
1 8 0
Formative interactive oral activity –
a speech
The purpose of this exercise is to present the content of the video C r i te r i o n 4Aiii
in a speech. You will give this speech to an audience of teachers,
students and parents.
Identify the main point
In groups prepare a speech
of the video and create
on the content of the video.
a speech on the same

You may wish to use these
theme with three or four questions as a star ting point.
supporting ideas. You • Who is your audience?
can use the completed • How will you address your
audience?
table in question 2 above
• What word choices will you

to help you plan your
make?
content. You may also
• What techniques will you

wish to make use of other
use to persuade your
information you have
audience of your point of
discussed in this chapter to

view?
illustrate your points.

• What action would you like
your audience to take?

a formal letter
Write a formal letter to the director of the video. You could
write your letter using some or all of these instructions.
The two exercises on
• Explain who you are and why you watched the video.
this page give you one
• Tell the director to what extent you enjoyed the video.

more opportunity to
• Mention any points you really agreed with.

practice the language and
• Ask for explanations for any points you do not understand.

• Mention any points you did not agree with.

you will need for the
• Request further information on the topic.

• Politely thank the director.
Make sure you use
Remember to use the correct language and conventions of a formal

teacher feedback from
letter. Write 200–250 words. You can also use the knowledge and
these exercises to
skills you have learned in this chapter to help you to further develop
produce the most
your formal letter.

effective speeches and
formal letters.
How does Text E communicate the theme of
human rights?
1 8 1
Human Rights
your understanding of the topic of human rights. You will also be
Texts use language in ways that can influence our understanding of
human rights.
Do we need human rights? How can schools suppor t human
rights?
To answer the rst question you will watch a video and create a speech
based on the content. To answer the second question you will read and
examine two texts and produce a formal letter based on their contents.
Summative assessment task 1 –
a speech
Debatable question 1: Do we need human rights?
Using evidence and examples from the words and images from the
video, prepare and make a speech of 3–4 minutes of duration to
answer debatable question 1.
Text F
The history of human rights
Watch the video “The history
of human rights” (Text F):
watch?v=nCQWwkERit4
Alternatively, watch a video
on a related subject of your
own choosing. Make notes on
the arguments presented.
1 8 2
criteria.
on personal experiences and opinions.
visual text
and complex texts
4Civ
Communicate with a sense of audience and purpose
Some tips for the summative assessment: • Organize and depict information logically
A) While you watch or read: • Structure information in summaries, essays
and reports
• Preview and skim texts to build
understanding B) While you draft your ideas
• Read or view the material critically • Use a variety of speaking techniques to
communicate with your audience
• Make inferences and draw conclusions
• Use the appropriate form of writing for the
• Make effective summary notes
purpose of the text and your audience
• Interpret any-specic terms and symbols
1 8 3
Human Rights
Summative assessment task 2 –
formal letter
Read the following poster (Text G) and set of guidelines (Text H).
Debatable question 2: How can schools suppor t human rights?
You are the student representative on your school’s organizing
committee. Based on the information you read in Texts E and F, write
a formal letter to parents and members of the community inviting
them to a human rights day at your school. Use the conventions and
language appropriate to a formal letter. Write 200–250 words.
The letter should explain:
• who you are, and why you are writing
• why your school supports human rights
• which events you are planning in support of human rights.
Close the letter formally with an invitation to attend.
criteria.
visual text
and complex texts
4Civ
1 8 4
Text G
Artwork by Zen Pencils © Gavin Aung Than 2017
1 8 5
Human Rights
Text H
10 Ways to Celebrate Human Rights
Day on December 10
your friends to write about what human rights
mean to them.
5. Make a viral video about human rights day:
Film your friends kicking it Gangnam style
to celebrate human rights and put the video
online: it’ll go viral in a matter of minutes.
6. Start a Facebook campaign: Encourage your
friends to change their prole pictures to an
individualized Human Rights Day banner.
7. Hand out T-shirts and other gear: If you have
the funds, buy t-shirts, sunglasses, or even
90s-style sweatbands featuring a slogan about
human rights to give to your classmates.
8. Coordinate an extra-credit lecture: Work with
professors in the history department, the law
On December 10th, 1948, the UN General Assembly school, or the international relations program
adopted the Universal Declaration of Human Rights, to host a lecture about human rights, and
a ground-breaking document which outlined the work with other professors in the department
30 fundamental rights that people are entitled to to get attendees extra credit—trust us, your
across the world. In celebration, December 10th friends will thank you.
has been named Human Rights Day; how is your 9. Hold a candlelight vigil or other
school going to celebrate it? commemorative event: While it’s important to
Our resident team of college interns has come have fun, human rights are serious business.
up with 10 great suggestions for celebrating Consider holding a vigil or other event to
Human Rights Day on your campus. In addition commemorate those who have suffered
to supporting UN campaigns like Free and Equal human rights abuses and those whose human
and He for She, you can: rights are still violated.
1. Pass a student government resolution: Work 10. Hold a talent show, dance, or party: Big social
with a member of your student government events are a great way to bring awareness to
or student council to pass a resolution in an issue, so why not have a human rights-
honor of Human Rights Day. themed party? Free admission if you dress up
2. Write an article in your school’s newspaper: like Eleanor Roosevelt or Ban Ki-Moon.
School newspapers can be a great place to talk

Human Rights Day is awfully close to time for
about the importance of human rights around

nal exams, so commemorate it earlier or later if
the world.
it works better for your campus. Remember that
3. Stage a public reading: Set up a microphone in

the administration or other organizations, such
your student center or, if the weather’s right,

as Amnesty International, may be able to help
outside and read the Universal Declaration of

support any events you want to hold. Ask them
Human Rights in full.

to join in!
4. Set up a free expression wall: Set up a blank
Source: http://genun.unausa.org/10_ways_to_
wall or giant piece of paper and encourage
celebrate_human_rights_day_on_december_10
1 8 6
In this chapter you have explored the concept of human rights. You
have looked at the life and words of a young activist and seen why
it is so important to take action in the face of injustice. You have
understood that texts use language in ways which can inuence
our understanding of human rights. Now you can make use of the
information you have learned and the communication skills you have
developed in this chapter for practical purposes beyond the classroom.
Using the text type
Speeches and formal letters
World Human Rights Day
Text H gives you a list of ideas.
Put your learning into action by
planning a Human Rights Day at
your school, using some of the ideas
provided. Write a formal letter to
your student council and school
management team about making
this an ofcial school event.
The original article given as Text H
was written for an audience of
university students. Here is an
abridged version of the list. Can you
adapt one or more of the ideas for
use in your school?
• Write a formal letter to your
student council to pass a
resolution in honour of Human
Rights Day.
• Write speeches on the
importance of human rights.
• Write a formal letter to your school’s newspaper about the
importance of human rights.
• Stage a public reading of the Universal Declaration of Human
Rights.
• Set up a free expression wall to express ideas about human rights.
• Make a video about or for Human Rights Day.
• Start an online campaign about a specic human rights issue.
• Design T-shirts featuring a slogan about human rights.
• Hold a talent show, dance or party that has a human rights theme.
1 8 7
Human Rights
Action and service
students to:
• become more aware of their own strengths and areas for growth
multilingualism and intercultural understanding
Ideas for service
The United Nations International
Children’s Emergency Fund
(UNICEF):
“was created with a distinct
purpose in mind: to work
with others to overcome the
obstacles that poverty, violence, disease and
discrimination place in a child’s path.We advocate for
measures to give children the best start in life, because
proper care at the youngest age forms the strongest
foundation for a person’s future.”
Source: http://www.unicef.org/about/who/index_introduction.html
• You might want to consider supporting UNICEF. You can create
a student-led initiative to raise awareness of the work UNICEF
does to ensure that children’s human rights are defended and
made a reality.
• Use your speech and letter-writing skills to raise awareness by
holding speeches on the work UNICEF does or write to local
businesses asking for support with your efforts to raise money
for UNICEF.
• Write letters to local and national politicians about human
rights issues that are important to you.
• Alternatively, you may want to support a local or national
human rights group in similar ways to the ones suggested above.
1 8 8
Further reading
reading.
We’ve Got a Job by Cynthia Levinson
Let it Shine: Stories of Black Women Freedom Fighters by Andrea Davis
Pinkney
Cry, The Beloved Country by Alan Paton
Half the Sky by Nicholas by D. Kristof
Things Fall Apart by Chinua Achebe
Thinking and research skills
At the end of any learning experience always ask yourself these
three questions:
• What don’t I yet understand?
• What questions do I have now?
1 8 9
Life on Mars
5
In context
Global context: Scientic and technical innovation
How do we understand the world in which we live?
In this chapter we will explore the interaction between scientists and the
idea of space travel; for example, how space travellers might use technology
to adapt environments to their needs. We will also debate the value and risks
of such potential scientific innovations, and discuss what impact they could
have on our lives.
Key concept: Creativity
Creativity is the process of generating novel ideas and considering existing
ideas from new perspectives. Scientific creativity includes the ability to
develop innovative responses to problems. Creativity is also developed
through the process of learning and acquiring language, and taking risks
and experimenting when expressing ourselves in English in order to interact
with the Anglophone world.
Related concept: Point of view
A point of view is the position or vantage point from which the events of a
stor y seem to be obser ved and presented to us. A first-person narrator “I”
tells the stor y from his or her point of view. A third-person narrator is outside
the stor y or the text. The point of view also includes the writer ’s par ticular
perspectives and attitudes on a par ticular topic.
Language used to describe our adventures
in science can tell us as much about human
behaviour as about science.
Inquiry questions
 Why do people want to go to Mars?
 Why shouldn’t people go to Mars?
 What can a science fiction film teach us about human behaviour?
 How does audio-visual Text D add to the debate on life on Mars?
 Is it right to send astronauts to Mars?
 Can a science fiction film be both realistic as science and convincing as a
stor y of human behaviour?
1 9 0
Why do people want to live
on Mars?
Fac tual question
the
ter,
conduct a class brainstorming session.
future
ver
of
res.
, ,
swers.
Do you think that people

The Mars One project is conducting a search to nd the best
will be living on Mars

candidates for the rst human mission to Mars. The potential
in the near future? If

astronauts must be intelligent, creative, psychologically stable and
so, what do you think

physically healthy. You are about to read an interview with one
living conditions on Mars

potential astronaut, Maggie Lieu.
might be like in the year
The table lists ve more characteristics that all the candidates
2050? Use the research
must have. As you read the text decide which of these
resources available to
characteristics Maggie Lieu possesses. What evidence can you nd
you to nd sources of
in the text for your answers?
information. Categorize
the information you

Characteristic Yes/No/Maybe Evidence
ndunder different
Resilient
headings, such as
Adaptable
housing, food,etc.
Curious
Trusting
Creative
1 9 1
Life on Mars
Text A
On a one-way ticket to Mars
Maggie Lieu discovered yesterday that she was Luckily, learning is what drives Ms Lieu more
on a shor tlist of 100 volunteers for the four than anything else. “I’ll nally have time to read
places on board a one -way mission to the Red all those textbooks,” she says.
Planet. Why on ear th would she want to do that? Ms Lieu is studying for a PhD in astrophysics
Rachael Pells finds out. at Birmingham University. Becoming an
astronaut would make her childhood dream a
reality. “It’s exciting because we all have so much
to learn from each other,” she says, speaking of
her future co-inhabitants.
Ms Lieu has already made headlines for
admitting that she’d like to be the rst to have
a child on Mars. But with so much risk, doesn’t
she think that bringing a baby into such a hostile
natural environment might be selsh?
“I think it would be really exciting to have a
child because it would be the rst real Martian. I
don’t know what race or nationality it would be
because there are no countries on Mars – yet.”
Members of the Mars One project have been
warned that the prize is strictly a one-way ticket.
A 24-year-old astrophysics student at Launching into space in groups of four, each
Birmingham University was today named on the trip will cost around $6bn. A return journey
shortlist of candidates selected to set up the rst is considered economically and practically
human colony on Mars – on a one-way mission impractical due to the lack of infrastructure on
that, if successful, would represent one of the Mars.
greatest achievements in human history. But Ms Lieu is optimistic about the possibility
of a return to Earth. “Technology is advancing so

Along with 50 men and 49 other women,
quickly. Who knows what might be possible later

she has been selected to spend the next decade
on?”
learning everything she needs to know to live on
the Red Planet as part of the Mars One project.
If her training is successful, she could make
the team of 40 chosen to leave Earth. The rst
spacecraft, carrying two men and two women, is
due to depart in 2024.
With nothing to build on but dusty rock
and craters, the astronauts will have to become
self-sufcient. The will have to build everything
themselves and take all the food and oxygen
they will need to keep them going. This means
learning everything from plumbing to medical
care.
1 9 2
That said, she’s not so sure she’d want to come back. She would be
ilt on
be
rules, might there be chaos?
What worries Ms Lieu most is that the habitations
designed for the astronauts are inatable. “They’re built to
be light, but what if they burst?”
“Even if I don’t make it to Mars this time, I’ll be happy
just knowing that the project is getting people excited
about science. To be curious is to be human and that’s
what it’s all about.”
Text A: Text handling C r i te r i o n 4Bii
the box.
1. Text A is:
A. a blog
B. an interview
C. a news report
D. a review.
2. The writer of Text A is:
A. a scientist
B. a journalist
C. an advertiser
D. a science ction author.
3. The main purpose of the text is to give the point of
view of:
A. Maggie Lieu
B. the directors of the Mars One project
C. the opponents of the Mars One project
4. The other purpose of the text is to:
A. persuade readers to support the Mars One project
B. inform the readers about the Mars One project
C. support the opponents of the Mars One project
D. make fun of the Mars One project.
5. The style used in Text A is mainly
A. persuasive
B. factual
C. poetic
D. exaggerated.
1 9 3
Life on Mars
2 True or false? Re-read Text A carefully and identify true and false
statements. The sentences below are either true or false. Tick [ ]
“True” or “False” then justify your answer with a relevant brief
quotation from the text. Both a tick [ ] and a quotation are
required for one mark. Discuss your answer in class
True False
Example: Maggie Lieu is one of 50 people chosen to go to Mars.
Justification “she was on a shor tlist of 100 volunteers for the four places”
True False
6. Maggie Lieu is not at present a fully qualified scientific researcher.
Justification:
7. The purpose of the Mars One mission is to set up a permanent base on
Mars.
Justification:
8. It can take successful candidates about 10 years to complete the
training for the mission.
Justification:
9. In 2024 the first 40 astronauts will travel to Mars.
Justification:
10. The first astronauts to land on Mars will have to take almost all the
basic materials with them.
Justification:
11. These first astronauts will all be well trained for a sur vival mission.
Justification:
3 Shor t-answer question. In your opinion what are the two
most challenging aspects of the journey to Mars? Give
yourreasons.
1 9 4
Formative oral and interative skills – C r i te r i a 4Ci, 4Cii, 4Ciii, 4Civ
discussion
In Text A the journalist, Rachael Pells, asks Maggie Lieu a series of
questions about Lieu’s motivation for going to Mars. The journalist also
gives some of her own opinions about the expedition.
Read the statements below. Do you think they present sensible
arguments for going to Mars? Before you begin, decide what a
“sensible idea” for going to Mars would be. Rate the ideas below on a
scale of 1 to 5, in which 1 is “not at all sensible” and 5 is “extremely
sensible”. Justify your answers.
Your rating (1 to 5) Justifications
Maggie thinks she will have time to
read textbooks.
She will have a lot to learn from the
other members of the team.
She could have the first baby on
Mars.
Maggie says she could bring up a
child on Mars.
The journalist thinks the cost of the
project is $6bn.
The journalist thinks there is no
chance to return from Mars.
Maggie thinks she may be able to
return.
She also thinks that she might
not be able to return to Ear th for
medical reasons.
They can live in a place where there
are no laws.
The habitations may not stand the
Mar tian climate.
It is an exciting adventure for
mankind.
1 9 5
Life on Mars
Formative writing activity – review
A review is a form of journalism. The writer of a review reads or
experiences something such as a lm, book, play or TV programme. The
review gives an overview or summary and offers the writer’s opinions
and recommendations.
In this chapter you will learn how to write a review.

However, rst practise writing a reasoned argument to answer this
question: Do you think the Mars One project is sensible or not?
Here are some tips on how to proceed:
1. Decide what your answer will be. This opinion becomes your thesis
or “big idea”.
2. Make three points to support your thesis. Justify each point with
evidence, explanations and examples.
3. Write a conclusion.
4. End with a nal thought such as an answer to one of these
questions: Should the Mars One project be stopped now?
Alternatively, should it be expanded and accelerated?
You may wish to use the table below to help you plan your thoughts.
Your points Evidence/Explanation/
Examples
Introduction
Topic
Thesis (big idea)
Suppor ting point 1
Topic sentence
Suppor ting point 2
Topic sentence
Suppor ting point 3
Topic sentence
Conclusion
Final thought
You are writing for your teacher. Will the language you use be:
• formal
• semiformal
• informal
• slang?
1 9 6
Answer to the factual question
Why do people want to live on Mars?
completed this
swer to the
material
arched,
found
on?
arguments?
esearch skills
Here is an opportunity to show that you can manage your time by
setting a learning goal that is challenging but realistic.
Plan your research and give yourself a deadline for completion of
the task.
Organize your ndings in such a way that the information is easily
understandable.
Find answers to this research question:
What other reasons are there for undertaking the mission to
Mars? Make a list of points in favour of the expedition.
Use the Internet to nd reasons for sending manned missions
to Mars. Organize and categorize the material and present your
research to your class.
1 9 7
Life on Mars
Why should people not go
toMars? Conceptual questi o n
In relation to this conceptual question, you will be looking at Text B,
which gives ten reasons why people should not go on missions to
Mars. Later in this chapter you will be debating whether we should
attempt to live on Mars.
Before and while you read Text B
Text B is a review of the Mars One project. In it the writer gives ten
reasons why the expedition to Mars is too dangerous. Before you
read the text decide whether you agree, disagree with or are not
sure about each of the writer’s ten ideas.
Examine the ten negative opinions and then give your response to
each. Write your responses in the rst column, “Before reading the
text”.
Before reading the text The writer’s opinions After reading the text
Give point of view Give point of view :
Agree Agree
Disagree Disagree
Not sure Not sure
1. The journey to Mars is too
dangerous.
2. There is a grave danger of radiation
poisoning.
3. You don’t know if you can sur vive on
Mars.
4. Your space suit might rip.
5. There could be problems with your
machiner y and electrical equipment.
6. There could be problems with your
transpor t.
7. Your doctor might die.
8. You could be extremely bored.
9. You could become ver y homesick.
10. You could become the only person
alive on Mars.
Now read Text B. Does reading the text change any of your opinions?
As you read write your new responses in the third column of the
table, “After reading the text”.
1 9 8
Text B
www.twilighthistories.com/2014/01/06/10-reasons-why-you-shouldnt-go-to-mars/
will be easy to fix, but over many decades things will break
10 Reasons Why You Shouldn’t Go
down. Do you know how to fix your laptop? Or how about
To Mars
the oxygen system? And what if the airlock jams?
Once the excitement of being a Mars One colonist wears off,

6. Rover breakdown
the realities may start to set in. Being part of the Mars One
If you’re going to Mars for the rest of your life, you may
colony is not only extremely dangerous, it is a recipe for a
want to explore. At first, you may just walk. But if you get
science fiction horror story. Here are the top 10 reasons why
a rover you can explore fur ther. Over many decades, your
you shouldn’t be a ‘colonist’ with Mars One:
rover will experience wear and tear and may break down.
1. High-risk travel
If it breaks down while you’re exploring, you may be too
Space travel is high risk. During the launch, you will be far from home to walk before your oxygen runs out. That ’s
strapped on top of a massive rocket that could explode. a nightmare.
During the flight, you could smash into space debris. But
a crash landing on Mars is probably the most dangerous
event of all. Your risk of a violent or even terrifying death
is extremely high.
7. What if the doctor dies?
We’ll assume you’ll have a professional doctor at your
colony. But what if that doctor dies before you? Maybe
you could do a videoconference with a doctor, but do
you really trust your fellow colonists to per form surger y

2. Radiation poisoning
guided by a video?
Flying to Mars may take over a year to complete and during
8. Extreme boredom
that time you will face serious health risks from two main
types of radiation: cosmic rays and energetic particles from You will live in a small pod, about as large as a jail cell.
the sun. Both types of radiation can damage DNA and Because going outside is a process more complicated than
greatly increase your risk of cancer. scuba diving, you will probably spend most of your time in
your pod. Over the years, the novelty of going outside will
3. Survival as experiment
wear off. You may find yourself spending months at a time
Once you arrive on Mars, your survival is all a big experiment.
lying in bed alone playing video games or just staring up
No one has done this before. You have to create oxygen and
at the ceiling.
food literally from the rocks. Your life support equipment could
9. Homesickness
fail. Will you all die together, or will you decide the survival of
You will never again feel the breeze on your face. You will
the colony (and your own life) is worth a few murders?
never again dip your toes in the ocean. You will never
4. Ripped suit
again see blue skies with white fluffy clouds. You will never
Over the decades, it’s very likely your suit will rip at some point.
again see your family and friends.
If your suit rips, a number of horrible things will happen. First,
10. Last man standing
CO will rush in and mix with your oxygen, instantly poisoning

2
Over the decades, people in the colony will die and there is
you and causing you to stop breathing and choke.
no guarantee that more people will come to replace them.
5. Maintenance problems
In time, there will be only one person left on the entire
Over the decades, the machiner y and electronics at your

planet. If that person is you, it will be ver y lonely indeed.
colony will experience natural wear and tear. We hope it

That is truly the stuff of nightmares.
1 9 9
Life on Mars
After reading Text B
Here are the writer’s ten points again. Read the text again and
nd phrases that explain or give an example of each danger. The
rst one is done for you.
Reasons why the Mars expedition is a bad idea Evidence
1. High-risk travel “rocket that could explode”
“you could smash into space debris”
3. Sur vival as experiment
4. Ripped suit
5. Maintenance problems
6. Rover breakdown
7. What if the doctor dies?
8. Extreme boredom
9. Homesickness
Text B: Text handling
1 Factual meaning of Text B – multiple -choice questions

the box.
1. Text B is:
A. a blog
B. a magazine article
C. a news report
D. a review
2. The writer of Text B is:
A. a scientist
B. a journalist
C. an astronaut
D. a science ction author.
3. The main purpose of the text is to give the point of
view of:
A. the author
B. the directors of the Mars One project
C. the opponents of the Mars One project
2 0 0
4. The other purpose of the text is to:
A. support the Mars One project
B. inform the readers about the Mars One project
C. advertise the Mars One project
D. make fun of the Mars One project.
5. The style used in Text B is mainly:
A. persuasive
B. factual
C. poetic
D. exaggerated.
6. The author of Text B speaks to the audience using:
B. the second person
C. the third person.
Formative oral and interactive skills C r i te r i o n 4Ci
Debate preparation Communication skills
In groups review the ideas against space travel put for ward by the writer in During this exercise you
Text B. Which are the best arguments? Which arguments are the weakest?
can practice these skills.
Rate the ideas in Text B on a scale of 1 to 5 stars where indicates the weakest
• Take effective notes in
arguments and indicates the best arguments.
class.
Justify your answers.
• Make effective
summary notes for

Reasons why the Quality of the idea Justification
studying.
Mars expedition is a Score: to
bad idea
• Use a variety of
organizers for
1. High-risk travel
academic tasks.
• Organize and depict
3. Sur vival as
information logically.
experiment
4. Ripped suit
5. Maintenance
problems
6. Rover breakdown
7. What if the doctor
dies?
8. Extreme boredom
9. Homesickness
2 0 1
Life on Mars
Review of Text B
What is your
What is your opinion of Text B? Is this article wonderful, good,
opinion of Text B?
indifferent, poor, unrealistic? Would you recommend it to others?

Write 200–250 words,
following the instructions
Write a review of Text B. Write 200–250 words. Your review will appear
below.
in a science magazine aimed at young people called Scientists of the Future

• Make three points to justify
your opinion.
You may wish to use this table to help you plan your thoughts.
• Find evidence, explanations
and/or examples for each

Your points Evidence, explanation
point.
and/or examples
• Make at least three points in
Introduction
favour of the argument.
Topic
• Remember to write a
Thesis (main point) final thought – your
recommendation to
Suppor ting point 1 your readers.
Topic sentence
Suppor ting point 2

Research and self-
Topic sentence management skills
What other reasons are

Suppor ting point 3
there for not undertaking

Topic sentence
the mission to Mars?
Conclusion
Conduct your own
Final thought
research on the Internet
You are writing for a science magazine and your piece and make a list of further
will be aimed at young people. Will the language and points against such an
style you use be: expedition. Organize your
ndings into different
• formal
categories. When you
• semiformal
have nished share your
ideas with the rest of your

• informal
class.
• slang?
Why should people not go to Mars?
the conceptual question? Justify your answer. Having investigated
both sides of the argument, conduct a poll in your class. How
many people are in favour of a mission to Mars? How many
people oppose it? How many people are as yet undecided? Use the
ndings to create teams for the debate that will follow.
2 0 2
a debate
You are about to conduct a debate.
In class make a list of what you
already know about debates and
debating.
Now read the text and note how
many of your points are mentioned
in the text.
A debate is a discussion in which
two teams express and justify two
opposing points of view on an issue.
and has certain rules.
The moderator: this person manages
the debate. The moderator may
be your teacher or a student. The
moderator introduces the debate topic
and allows students to speak.
Organization: each team could have ve prepared speeches, using
these headings.
• Opening statement
• Supporting point 1
• Closing statement
Opening statements: students from both teams make opening statements.
The debate begins with an opening statement from those who agree with,
or are in favour of, the issue (these people are the “pro” side), followed by
an opening statement from the opponents (the “against” side). Opening
statements should include each side’s opinion with a brief overview of the
supporting points the speaker wishes to make.
Suppor ting points: three different team members present the three
main supporting points or arguments for their team. Teams speak
alternately. Each person should make a clear supporting point with
evidence, explanations and examples.
Closing statements: the debate ends with closing statements from
both sides. As with the opening statement, members of the “pro” side
speak rst, followed by the opponents. The closing statements should
restate the opinions with a strong nal thought.
2 0 3
Life on Mars
Open debate and vote: the rest of the class have
the opportunity to state their points of view. The
of or against the debate question.
Here are some debating rules you should follow.
• Only one person speaks at a time.
• The moderator decides who speaks.
• Speak only when the moderator indicates you
should.
• Be polite and courteous.

• Listen attentively.
How many of the points
• Be respectful and supportive of peers.
about debating you listed at
• Do not monopolize the debate. the beginning of the reading
did you find in the text?
• Allow others to express their opinions.
List any additional points to
improve the quality of the

The best responses will use specic technical vocabulary relevant to
debate.
the topic.
Formative interactive oral activity –
debate: Should human beings try to

C r i te r i a 4Ci, 4Cii, 4Ciii, 4Civ
settle on Mars?
Use the information above to conduct a class debate. The topic will be
“Should human beings attempt to settle on Mars?”
Organize your debate according to the rules and procedures set out
above. Remember to behave and speak politely at all times.
2 0 4
Written text type – a review
You are about to write a lm review. In class make a list of what you
already know about reviews.
Now read the text and note how many of your points are mentioned
in the text.
As you have seen, a review is a form of journalism. Reviews can be
found in magazines, newspapers and blogs. In a review you share
your opinions about a media product, for example, a book, a lm, a
video or a concert.
Point of view
ting
as you show that you can entertain
tter
that you are reviewing, your opinions
ply
be an opinion without real credibility.
Audience
You need to think about the type of
publication you are writing for and its
audience. If you are blogging for an
audience of your peers, you could use
informal, familiar language. If you
are writing for a school magazine and
writing for your peer group then you
will want to sound informal but still
show that you have expert insightful
writing
the audience, so you
going to have to be more formal.
Language and style
We know that English has different registers. These registers or
levels of familiarity go from the very formal, for example: “A most
How many of the points

enjoyable musical experience”, to the informal and familiar:
about debating you listed at
“A cool show – awesome!”
the beginning of the reading
did you find in the text?

A review of a lm or book is an analysis usually written in the
List any additional points to

present tense. However, you should write a review of an event
improve the quality of the

(such as a concert or drama performance) in the past tense, as it has
debate.
already taken place.
2 0 5
Life on Mars
Formative creative writing activity – C r i te r i o n 4Diii
a review
Below is a poster of a science ction lm from the 1950s. How would
you react to the lm if you watched it today?
Thinking and
Here is an opportunity to
use your creative thinking
skills. Even if you cannot
watch the lm or a trailer
for it, ask yourself a series
of questions. Make a list
of the different aspects of
the lm you could write
about in a review.
Make guesses, ask
yourself “What would
be ...?” questions. Be
inventive. What might
you say about each aspect
of the lm?
Further information and ideas
Flight to Mars trailer
You can watch the original trailer to the lm
Flight to Mars here:
https://www.youtube.com/watch?v=ljhpBw9kCXg
Flight to Mars
You can watch the original lm here:
https://www.youtube.com/watch?v=9y6iOWBVGYk
2 0 6
Write a review for your school magazine of the lm Flight to Mars.
Write 200–250 words. You may prefer to review another lm about a
space exploration of your own choice.
Before you write
It is essential to have an idea about what you are going to write
before you start writing. First, consider your overall opinion of
the lm. You may wish to take notes on the quality of the plot,
the performance of the actors, the special effects, the costumes,
Social and
etc. Note ten words or phrases to describe your reactions to the
lm.
It may be helpful to
plan your review in a
Planning and scaffolding – structuring a film review

group. Once you have
watched the material
You could divide your film review into different paragraphs.
you are going to review,
1. Grab the readers’ attention with some information or question to connect
discuss the points

them to the film. “Have you ever wondered … ?”
raised in the “Planning
2. Introduce the film: give an over view of what it is about. You should include
and scaffolding” boxes

the name of the film, the type of film (for example, comedy, adventure,
drama) the prominent stars and the basic setting (time and place). opposite and below.
3. Describe the setting, the plot and the action. Do not reveal the ending. Go through the points
4. Analyse other aspects of the film. You might consider the quality of: raised and discuss your
a. the acting responses as a group.
b. the costume design Together work out how
best to structure the

c. the photography
material to produce an
d. the soundtrack.
effective lm review. Use

5. Describe your overall reaction to the film as well as your opinion of its
quality. Include your recommendations for your readers. the notes to write your
own personal review.
Planning and scaffolding – language, audience and formality C r i te r i o n 4Diii
Yo u a re writing fo r yo u r school n e w s p a p e r. Who is yo u r audience?
Will the language and style you use be:
• formal
• semiformal
• informal
• slang?
Other points to consider:
Will you write in the first person or the third person? Give reasons.
Will you address your audience directly or not? Give reasons.
2 0 7
Life on Mars
What can a science ction lm
teach us about human behaviour? Conceptual questi o n
Thinking skills
Before you read
In this section you will have

Focusing discussion
the opportunity to practice
You are about to read a review of the lm The Martian. It is a
media literacy skills.
recent science ction lm about an astronaut stranded on Mars.
• Interact with media to
With a partner decide which ten words in the list below you
use and create ideas and
think are most likely to be mentioned in the review.

information.
acting frames scenes
• Make informed choices
actors lighting screen
about personal viewing
background music set
experiences.
costumes narrative setting
• Understand the impact of

crisis opinion shots 
media representations and

dislike plot soundtrack
modes of presentation.
directed point of view special effects
drama props story

• Communicate
editing recommend tension

information and ideas
Now skim through the text to see how many of your ten words effectively to audiences
are actually in Text C. using a variety of
formats.
The Martian movie review
by Ahmed H.
he Martian is a sci- drama lm directed and 1
T produced by Ridley Scott. It stars Matt Damon as
Mark Watney and features other familiar faces like Jeff
Daniels and Sean Bean.
The story takes place sometime in the near future, 5
when human technology has improved and outer space
travel to Mars has been achieved. Mark Watney and the
other members of his crew are on an expedition on Mars
when a storm hits and the team is forced to evacuate,
accidentally leaving Watney behind. 10
The whole movie is about Watney trying to survive
and NASA trying to contact him. The movie jumps back
and forth between the two settings.
Obviously with a situation like this, tension runs
high throughout the lm, and indeed there are several 15
thrilling moments. However, the high points of the lm
for me are the intimate, thoughtful moments that show
2 0 8
the psychological and emotional stress Overall, I found The Martian to be a
Watney goes through during this crisis. really great movie. The special effects are
20 It’s these quiet and well-presented scenes not hugely spectacular, nor does it have the
that make this movie so memorable and action of Interstellar or Gravity, but rather 35
special. I grew to care about Watney and his it focuses on smaller moments, whether
struggle. Matt Damon does a phenomenal emotional or comic. It does these things
job at bringing Mark Watney to life from very well, and I recommend this movie
25 the novel, with some of the best acting of to anyone who enjoys drama/thrillers, or
his career. science ction lms. 40
The Martian also has a very unexpected

Adapted from: https://mvlteenvoice.com/2015/
aspect: comedy. Mark Watney himself 11/28/the -mar tian-movie -review/
has a very good sense of humor, further
30 increasing his likability. He is very optimistic
and upbeat about each situation.
Text C: Text handling C r i te r i a 4Bi, 4Biii
1 True or false? The sentences below about Text C are either true
or false. Tick [ ]“True” or “False” then justify your answer with
a relevant brief quotation from the text. Both a tick [ ] and a
quotation are required for one mark.
True False
Example: The movie’s principal actor is Mark Watney.
Justification “ The movie’s lead actor is Matt Damon”
True False
1. Mark Watney was on a one -man mission to Mars.
Justification:
2. The stor y is a conflict between man and nature.
Justification:
3. The stor y has a single climax.
Justification:
4. The film focuses on Mark Watney ’s ability to deal with problems.
Justification:
5. The film is based on an original script.
Justification:
6. The writer was surprised to find that the film had funny moments.
Justification:
7. The writer is ver y enthusiastic about the film.
Justification:
8. The writer recommends the film to people who like special effects.
Justification:
2 0 9
Life on Mars
2 Finding words with similar meaning Reread lines 20 to 40 of
Text C. Find the word from the right-hand column that could
meaningfully replace one of the words on the left. Write your
answers in the box. The rst example is done for you.
Example: memorable (line 21) A. ordinary
B. negative
9. phenomenal (line 23) C. point of view
D. enormously
10. aspect (line 28) E. terric
F. niceness
11. likeability (line 30) G. richly
H. positive
12. upbeat (line 31) I. bravery
J. unforgettable
13. hugely (line 34) K. feature
L. dangerous
Example 9. 10. 11. 12. 13.
J. unforgettable
Now that you have nished reading and analysing the text, think
about the research question for this section, “What can a science
ction lm teach us about human behaviour?”
Consider what you have learned from the review about the
t e centra c aracter, Mar Watney,
in the lm The Martian ups, brainstorm vocabulary to
ast 20 words or
phrases. When you have
nished, share your answers
with the rest of your class.
What conclusions do you
come to about the question,
“What can the lm, The
Martian n
behaviour?”
2 1 0
C r i te r i o n Bii
After you have read Text C:
Point of view
C or D. Write the letter in the box.
14. The tone of Text C is:
A. indifferent
B. enthusiastic
C. critical
D. sympathetic.
15. The review is written from the point of view of:
A. a character in the lm speaking to the viewers
B. a moviegoer speaking to strangers
C. one friend speaking to another
D. a reviewer speaking to potential moviegoers.
16. The author of the text speaks to the audience using:
C. the third person.
17. What seems to be the most important theme of
the lm?
A. Technology in the future
B. Life on Mars in the future
C. The human will to survive
D. Space travel in the future
Formative writing activity: Review
Write a review of an adventure, science ction or fantasy lm that
you have seen recently. Write 200–250 words.
Planning and scaffolding – structuring a film review

Yo u could divide a film re v i e w into d i f fe re n t p a r a gr a p h s.

Here is an opportunity to
1. Grab the readers’ attention with some information or a question to connect

prepare for summative
them to the film, such as “Have you ever wondered what it would be like...?”
assessments.
2. Introduce the film: give an overview of what the film is about. You should
Choose your own lm

include the name of the film, the type of film (for example, comedy,
adventure, drama) the prominent stars and the basic setting (time and place). to review.
3. Describe the setting, the plot and the action. Do not reveal the ending.
Use the skills and language
4. Analyse other aspects of the film. You might consider the quality of :
you have learned in this
a. the acting
section to write your own
b. the costume design
lm review.
c. the photography
d. the soundtrack.
5. Describe your overall reaction to the film as well as your opinion of its
quality. Include your recommendations for your readers.
2 1 1
Life on Mars
You may wish to use some of the technical vocabular y listed at the beginning
of this section, or used by the reviewer in his ar ticle or in the text-handling
exercises.
Remember to consider these questions. Who are you writing the review for?
Who is your audience? Based on your answers, will the language and style you
use be:
• formal
• semiformal
• informal
• slang?
Here are some other points to consider.
• Will you write in the first person or the third person?
• Will you address your audience directly?
on,
on Mars?”
What personal qualities
alone on the Red Planet
for a week? Discuss the
question and make a list.
into different categories
such as physical qualities,
social skills, and so on.
What can a science ction lm teach us about
human behaviour?
Now that you have nished this section, what is your answer to
the conceptual question? Think about the nature of heroes and
heroines who survive and succeed in conicts with technology
and nature.
2 1 2
Creativity and point of view
Here is an excellent example of the concepts of creativity and point
of view.
The poet Craig Raine wrote a poem entitled “A Martian sends a postcard
home”. The poem is written from the point of view of a Martian trying
to describe what he sees on Earth. Such an unusual point of view allows
the poet to be very creative with language as the Martian has to invent
new words to make sense of these new experiences on our planet.
The Martian nds life on Earth very strange and so he frequently
describes nature and man-made objects in terms of machines. For
example, he does not know the word “book”, so he describes them as
“mechanical birds with many wings”.
The effect of describing the world in this way allows us, the readers, to
see things on Earth the way that an outsider or an alien might see them.
A Martian sends a postcard home
Caxtons are mechanical birds with many wings In homes, a haunted apparatus sleeps,
and some are treasured for their markings – that snores when you pick it up.
they cause the eyes to melt If the ghost cries, they carry it
or the body to shriek without pain. to their lips and soothe it to sleep
I have never seen one y, but with sounds. And yet, they wake it up
sometimes they perch on the hand. deliberately, by tickling with a nger.
Mist is when the sky is tired of ight Only the young are allowed to suffer
and rests its soft machine on the ground: openly. Adults go to a punishment room
then the world is dim and bookish with water but nothing to eat.
like engravings under tissue paper. They lock the door and suffer the noises
Rain is when the earth is television. alone. No one is exempt
It has the properties of making colours darker. and everyone’s pain has a different smell.
Model T is a room with the lock inside – At night, when all the colours die,
a key is turned to free the world they hide in pairs
for movement, so quick there is a lm and read about themselves –
to watch for anything missed. in colour, with their eyelids shut.
But time is tied to the wrist Source: (Craig Raine, 1978)
or kept in a box, ticking with impatience.
2 1 3
Life on Mars
Formative oral activity: debating
In groups of three discuss the following questions. The purpose of
the exercise is to nd answers you can all agree on. Where there is
disagreement, nd evidence in the text to support your point of view.
Explain how the evidence proves your point. Convince your partner
that your view is correct. If you still cannot agree, take a vote.
Discuss the answer options A, B, C or D. When you have agreed
which answer is correct, write the letter in the box.
1. Text D is:
A. a description
B. a review
C. a report
D. a story.
2. The poem is written from the point of view of:
A. an Earthling on Mars
B. a Martian on Mars
C. a Martian on Earth
D. a Martian in space.
3. The Martian is trying to explain what he sees to:
A. people on Earth
B. himself
C. his family
D. other Martians.
4. The speaker addresses the audience using:
C. the third person
D. the fourth person.
5. The purpose of Text D is to:
A. see the Earth from a new point of view
B. see Mars from a new point of view
C. persuade other Martians to come to Earth
D. make fun of life on Earth.
6. The style used in Text D is:
A. persuasive
B. factual
C. poetic
D. exaggerated.
7. When he looks at things on Earth the Martian:
A. understands everything perfectly
B. misunderstands everything
C. explains things as best he can
D. exaggerates his experiences.
2 1 4
8. From the Martian’s language we guess that Mars is
full of:
A. machines
B. animals
C. plants
D. monsters
Thinking about conventions
and creativity
In English certain words and phrases relate to very
specic things and ideas. For example, these trafc
symbols have clear messages. In the rst picture the
designers have used their creativity to make their
messages very clear. Take a moment to decide what
each sign means.
Sometimes words and symbols can be ambiguous –
they can have two or more meanings. Alternatively,
not know exactly what the meaning is.
When there is no clear answer, we have to use our
In the same way, the Martian in the poem
has either misunderstood, or has the right
for which he has no appropriate words.
corresponds to the name given by the
Martian?
• A baby
• Cars
• Books
• A toilet
• Sleeping
• A watch
• Fog
In groups or pairs decide why the Martian has used the”wrong” word
or phrase. Write your answers in the column “Possible explanations”.
2 1 5
Life on Mars
Mar tian name Ear th name Possible explanations Social and
Caxtons
What is the advantage
Mist
of using metaphors?
Rain Would it be better if
we only communicated
Model T
using clear, literal and
Time
unambiguous language?
A haunted apparatus What do you think? You
might like to debate this
A punishment room
topic in class.
They hide in pairs
Thinking and social skills
Much of the creative language used in the poem is metaphorical.
Once you have read the poem in class, spend time in groups or
pairs analysing its meaning. You may need to look up some of the
vocabulary and references. How do you interpret the actions or
phrases that the Martian describes as:
• ”Caxtons ... cause the eyes to melt ”
• ”Mist is when the sky is tired of flight ”
• ”a box, ticking with impatience”
• ”when the colours die”
• ”read about themselves in colour ”?
In your groups share your ideas and try to come to some
agreement about what the phrases mean. When you nish, come
it?
Formative
Imagine you are writing
il
postcard to the right for
ideas. Alternatively, use
in this chapter to write
a review of the poem A
me
2 1 6
How does audio-visual Text E
add to the debate on life on Mars? Conceptual questi o n
Before you watch Text E
In this chapter you have inquired into the concept of space
exploration and investigated the essential characteristics of
astronauts. As a class, make a list of the most important ideas you
have learned in your investigations so far.
Read through the exercises below to make sure you know what
to look and listen for. You may need to watch the materials
several times and discuss possible answers in class after each
viewing.
Text E
Audio-visual Text E
These are suggested texts to use as Text E for this section.
Astronaut – A journey to space
2 1 7
Life on Mars
Maggie Lieu
Maggie Lieu speaks to schoolchildren in a question
and answer session.
https://www.youtube.com/watch?v=uQRSx4Qmhow
Alternatively, you could use an audio-visual stimulus of your own choosing related to
the theme of life on Mars or space travel.
While you watch Text E
1 Text E seems to be related to which of these MYP
global contexts?
1. A. Identities and D. Scientic and
B. Orientation in space E. Globalization and
and time sustainability
C. Personal and cultural F. Fairness and
expression development
2. Use this table to summarize the main points of the stimulus.
You may wish to add extra supporting points, if necessary.
Main idea Examples and/or explanations and/
or details
Subject matter
Main point 1
Main point 2
Main point 3
Main point 4
Conclusions
2 Multiple -choice questions Choose the correct answer from the
options given. Write the letter in the box. Where indicated, write
other information and/or a short justication for your answer.
3. The approach to the subject matter of Text E is mainly:
B. factual D. Other:
Justication/reason:
2 1 8
4. How would you describe the content of Text E?
A. Really important
B. Interesting
D. Uninteresting
Justication/reason:
5. What was the format of Text E?
A. Speech
C. Debate
D. Documentary
E. Other
6. The purpose of Text E was to:
A. narrate a story
F. other.
7. How many points of view did Text E show?
A. One
B. Two
C. Three
D. More than three
8. The opinions in Text E are:
A. very balanced
B. quite balanced
C. biased
D. very one-sided.
9. How much use did Text E make of graphics?
10. Which of these techniques are used in Text E?
A. Voiceover
F. All of the above
2 1 9
Life on Mars
Formative interactive oral – C r i te r i o n 4Aiii
a debate
Before you conduct the debate,
think about the wider issue of space
we asked at the beginning of the
ue
nt
here on Earth?
of
ok
nts
against space exploration.
For example, how much does it cost to send a rocket into space? Planning and scaffolding
How could that money be spent otherwise? Would governments
You should use the
be better spending money on solving social problems rather than

knowledge and skills you
scientic adventures? Why explore space when there is so much have learned in this chapter
to help you organize your

we do not know about Earth?
debate in the most effective
way. Before you star t, review
what you have learned

so far about the rules for
Conduct a class debate using the question, “Is space exploration a terrible conducting a debate. Are
idea?” there any points that are
unclear? If so, now is the time

The purpose of this debate is to discuss the content of the video you have
to ask.
watched in groups. You may also wish to add ideas from your own research.
Divide each group into two teams. Using evidence and/or examples from the What is the best way to
words and images from the video, each team should create and make a series organize your speech? How
of debate points. You may also wish to make use of other information you have do you make an effective
researched. speech? Make a list of all
the points you have learned

One team should present the points of view in favour of space exploration
so far about constructing a

presented in the video.
persuasive argument.
One team should present the dangers and problems of space exploration.
2 2 0
Formative writing activity – C r i te r i a 4Aii, 4Dii
a lm review
Write a review of your reactions to the video you have watched
(Text E). Your teacher will assess your review.
Planning and scaffolding – structuring a review C r i te r i a 4Di, 4Dii Social and self-
management skills
Divide your review into different paragraphs.
Structuring a review is a
1. Grab the readers’ attention with some information or question to connect
complex task. Why not

them to the film, for example “Have you ever wondered …?” You could also
mention the reason or context for watching the video.

work on it as a group
2. Introduce the video: give an over view of what the video is about. You
activity and share ideas?
should include the name, the type of video (for example, inter view,
By working
presentation, discussion, debate, fictional narrative or drama) and the
par ticipants. collaboratively you can:
3. State the main purpose of the video. Describe the organization of the
• understand other
content.
4. List the arguments, ideas and opinions expressed in the video. You can use
the table from question 2 above to help you. • share responsibility
5. Describe your overall reaction to the video and the extent to which it for decision-making
interested you. Give your opinion on the quality of the ideas presented and
• help each other to

the extent to which you agree with them. Include your recommendations
for your readers. succeed.
At the same time you can

take responsibility for
your own learning when

Remember to consider these questions.
you write your own

• Who are you writing the review for?
review.
• Who is your audience?
• Based on your answers to the first two questions, will the language and style
you use be:
– formal
– semiformal
– informal
The two exercises in this
section give you one

– slang?
more opportunity to
• Will you write your review in the first person or the third person?
practise the language and

• Will you address your audience directly?
Remember that the best answers will also give examples and justifications of
your ideas. you will need for the
Make sure you use
Conclusion to the conceptual question teacher feedback from
these exercises to produce
How does Text E add to the debate on

the most effective debates
life on Mars?
and reviews.
to the conceptual question? Remember to use all the knowledge
and skills you have learned in this chapter to help you to further
develop your review.
2 2 1
Life on Mars
your understanding of the topic of life on Mars. You will also be
Language used to describe our adventures in science can tell us as
much about human behaviour as about science.
Is it right to send astronauts to Mars? Can a science -fiction film be both
realistic as science and convincing as
a story of human behaviour?
To answer the rst question you will watch a video and undertake a
debate based on the content. To answer the second question you will
read a text and produce a set of lm reviews based on the content.
Summative assessment task 1 – debate
You have had opportunities to practise making oral presentations
throughout this unit. Now, working in groups, use your skills to
answer the following question.
Debatable question 1: Is it right to send astronauts to Mars?
Divide each group into two teams. Using evidence and examples
from the words and images from the video, each team should
collect the views of all the would-be astronauts. Each team should
now create and make a series of debate points.
One team should present the personal points of view in favour of
space travel to Mars. One team should present the dangers and
problems.
Conduct a debate entitled, “Is it right to send astronauts to Mars?”
Your audience can be another group in your class.
2 2 2
Text F
Mars One Way
Alternatively, watch a video
on a related subject of your
own choosing. Make notes on
the arguments presented.
criteria.
Criterion A: Comprehending spoken and visual text
and/or visual text
4Ciii
Express ideas and feelings, and communicate information in simple
and complex texts
4Diii
Use language to suit the context
2 2 3
Life on Mars
Summative assessment task 2 – review
You have had opportunities to practise writing reviews throughout
this chapter. Now use your skills to answer the following question.
Debatable question 2: Can a science fiction film be both realistic as
science and convincing as a story of human behaviour?
Read the following information about the animated lm Mars needs
Mums (Text G). Rewrite the information as a lm review for your
school magazine. Write 200–250 words. Target an audience younger
students. Your review should inform your audience of your point of
view.
Use the following structure for your review.
1. State the title of the lm and give some basic information
about it.
2. Outline the characters and storyline.
3. Make some points about the other qualities of the lm.
4. Give your recommendation based on these questions. Is
the lm realistic as a piece of science? Is it convincing as a
story about human behaviour?
Text G
Mars Needs Moms
ars Needs Moms is a 2011 American
M 3D computer-animated science-
ction comedy lm based on the book of
the same title. The lm is centered on Milo,
a nine-year-old boy who nally comes to
understand the importance of family, and
has to rescue his mother after Martians
kidnap her. It was co-written and directed
by Simon Wells. It was released to theaters
on March 11, 2011 by Walt Disney Pictures.
The lm grossed $39 million worldwide on
a $150 million budget.
Plot
Unbeknownst to humans, there is a
thriving, technologically sophisticated
society of Martians living below the surface
of Mars. The Martians Supervisor (Mindy
Sterling), while observing Earth, sees a
2 2 4
mother (Joan Cusack) persuading her son, Milo and Gribble retreat to an even lower
Milo (motion by Seth Green, voice by Seth uninhabited level, where Gribble explains
Dusky), to do his chores. The Martians his Mom’s abduction and murder by the
decide to bring her to Mars, where her Martians 25 years earlier. Gribble regrets
“momness” will be extracted and implanted that he hadn’t been able to save her. Milo
into the next generation of robots. convinces Gribble to actually help him just
Meanwhile, Milo, who doesn’t like as Ki nds them. They discover an ancient
following the house rules and doing chores, mural of a Martian family and realize
tells his mother in anger that his life would that machines didn’t always raise Martian
be better if he didn’t have a mom. children. Gribble explains that robots in the
Later that night, Milo goes to apologise, technologically advanced society currently
but discovers his mom is being kidnapped. raise Martian female babies, while the male
He follows her, but they end up in separate babies are sent down below to be raised by
parts of the Martian spaceship. On Mars, Milo adult male Martians, which are the furry
is taken to an underground cell. He escapes creatures he encountered earlier.
and is chased by Martian guards, hears a Milo, Gribble, and Ki save Milo’s Mom
voice that tells him to jumps down a chute, just before sunrise. This lets the adult males
and lands in a lower subterranean level. and babies enter, where they attack the
There, he sees a trash-covered landscape guards and robots.
that is inhabited by furry creatures. Milo and his Mom steal oxygen helmets
Milo meets Gribble, aka George Ribble and try to escape across the Martian
(Dan Fogler), the child-like adult human surface, but the Supervisor causes Milo
who had told him to jump down the chute. to trip and his helmet shatters. His Mom
Gribble explains to Milo that the Martians gives him her own helmet, saving Milo
plan to extract Milo’s Mom’s memories at but sacricing herself. The Martians are
sunrise, using a process that will kill her. amazed; as this is the rst time they have
Gribble, who is lonely and doesn’t want seen love.
Milo to leave, pretends to help Milo rescue Gribble nds his own mother’s helmet,
his mother, but his plan goes wrong. Gribble and gives it Milo’s Mom, saving her. Ki
is captured and Milo is pursued by Martian brings a ship for them to escape in, but the
guards. Supervisor intervenes. The guards decide to
Milo is rescued by Ki (Elisabeth Harnois), arrest the Supervisor because they prefer
one of the supervisors who raises Martian the loving vision of family life. The other
babies. Milo tells her about his search for Martians celebrate.
his Mom and what a human relationship Milo, his Mom, Gribble, Ki, and Two-Cat
with a mom is like, as Ki and her kin were travel to Earth. Gribble decides not to stay,
mentored by only robots and don’t know because he wants to stay with Ki on Mars.
of love. Milo and his Mom return to their house
Milo returns to Gribble’s home but nds just before Milo’s Dad (Tom Everett Scott)
him missing. Gribble’s robotic spider, Two- comes home.
Cat (Dee Bradley Baker), takes Milo to the
Critical response
Martian compound where Gribble is being
Rotten Tomatoes reported that 37% of

prepared for execution. The guards capture
critics gave the lm a positive review, based

Milo, but Ki tosses him a laser gun, allowing
on reviews from 111 critics, with an average

him to escape.
Life on Mars
rating of 5 out of 10. The critical consensus branded lm. It earned only $1,725,000
reads, “The cast is solid and it’s visually on its rst day, for a weekend total of
well-crafted, but Mars Needs Moms suffers $6,825,000. This is the 15th worst opening
from a lack of imagination and heart.”… ever for a lm playing in 3,000+ theaters.
Metacritic assigned an average critical score
Adapted from: https://en.wikipedia.org/
of 49 out of 100 based on 22 reviews. …
wiki/Mars_Needs_Moms
Box office
Mars Needs Moms was a failure and has the
worst box-ofce reception for a Disney-
criteria.
and/or visual text
4Ciii
Express ideas and feelings, and communicate information in simple
and complex texts
4Diii
Use language to suit the context
2 2 6
In this chapter you have explored the interaction between scientists
and the idea of space travel, and how space travellers might use
technology to adapt strange environments to their needs. You
have also debated the value and risks of such potential scientic
innovations, and discussed what impact they could have on our lives.
You have understood that language used to describe scientic and
technological matters can tell us as much about human behaviour
as it does about science. Now make use of the information you have
learned and the communication skills you have developed in this
chapter for practical purposes beyond the classroom.
Test yourself – Five key characteristics
of an astronaut
Characteristic Examples
Endurance Clear-thinking
Persevering and productive
Optimistic
Indefatigable
A “Can do!” attitude.
Adaptability Adaptable to people and situations
You know your limits
Open-minded
Tolerant of ideas different to your own
Open to other cultures
Curiosity You ask questions to understand ideas
A good communicator
A good learner
A good teacher
Not a show-off
• Consider the characteristics and compare
them to your own skills, abilities and
Trust Self-confidence
interests.
Good judgment
• Do you think you would make a great
Trust others’ judgments

astronaut?
A team player
• Think about what skills, characteristics and
Reflective intelligences you possess.
• What profession do you think you would be

Creativity Flexible problem-solver
best suited to?
Creative perspectives to problems and
• For more information about becoming an

solutions
astronaut look here: http://www.mars-one.
Good sense of humour
com/faq/selection-and-preparation-of-the -
Playfulness
astronauts/what-are -the -qualifications-to-
Possess multiple intelligences apply#sthash.vrFLeret.dpuf
2 2 7
Life on Mars
Using the text type
Reviewing movies
• Having learned how to write a review, why not write reviews of
other movies you have seen, or plan to watch?
• What can a specic lm teach us about human behaviour? Which
are the best movies to watch to learn about human behaviour?
Which, in your opinion, are the worst? Make two lists to reect
“best” and “worst”.
• Discuss the issue and your lists with friends.
• Create a blog to share your ideas or publish your reviews in the
school newspaper, magazine or student website.
Action and service
students to:
multilingualism and intercultural understanding
• consider the ethical implications of their actions
Ideas for service
In Text D, “A Martian sends a postcard home”, the poet
presenting it from the perspective of an alien.
How would a visitor from another planet describe some
global issues to other aliens? For example, consider:
• global warming • violence towards
women
• deforestation
• child labour
• racism or xenophobia
• poverty.
Use a creative approach to raise awareness of a social or
political issue that is important to you. This could be as part of
a student-led initiative or club you are already involved in (for
example, an international charity, an environmental club or an
animal rights group). You could do this in the form of a diary
entry, letter, email, blog or vlog (in costume, perhaps).
2 2 8
Further reading
reading.
The Hitchhiker’s Guide to the Galaxy by Douglas Adams
The Martian Chronicles by Ray Bradbury
2001: A Space Odyssey by Arthur C. Clarke
The War of the Worlds by H.G. Wells
Invasion by Jon S. Lewis
Reference
Raine, C. 1978. The Onion, Memory. Oxford University Press.
At the end of a learning experience always ask yourself these
three questions:
• What don’t I yet understand?
• What questions do I have now?
2 2 9
Global citizenship
6
In context
Global context: Globalization and sustainability
How is everything connected?
In this chapter you will explore the interconnectedness of systems and
communities and the potential impact that you can have on local and global
processes. You will consider what it means to be a global citizen in the 21st
centur y and how young people have the oppor tunity to change the world
for the better.
Key concept: Culture
The cultures we live in give us a range of learned and shared beliefs, values,
interests, attitudes, products, as well as ways of knowing and patterns of
behaviour. The concept of culture is dynamic and organic. We can change
the culture we are par t of and, as global citizens, we can also learn to
understand other cultures and values. One aspect of understanding other
cultures is learning another language.
Related concept: Audience
Audience refers to the person or people at whom a text or per formance is
addressed (the reader, the listener or the viewer). In this chapter you will see
how an understanding of audience and culture affects the way in which we
communicate.
Language plays an important role in
promoting global citizenship, and is the key
to participation in an interconnected world.
Inquiry questions
 What is global citizenship?
 Are you a global citizen?
 Can teenagers change the world?
 How does audio-visual Text D communicate the theme of global
citizenship?
 Can MUN help us to understand the concept of “global citizens”?
 Can taking par t in MUN benefit our school and ourselves?
2 3 0
What is global citizenship? Fac tual question
examine the poster opposite.
is the poster connected to the idea of global citizenship?
You might want to think about the relationships between:
• the image of the girl in the foreground
• the two small children on eitherside
• the blocks of ats on one side
• the text message.
C r i te r i a 4Bi, 4Bii
Text A comes from a school website. The authors address
differentsections of the school community in different
paragraphs.
Identify the audience for each paragraph. Tick [ ] one answer for
each paragraph. What evidence can you give for your answers?
Note: paragraph B contains some missing words. You will nd
these in the next activity.
Characteristic Audience Evidence
Tick your answer [ ]
Paragraph A
Parents
Ever yone
Pupils
Paragraph B
Parents
Ever yone
Pupils
Paragraph C
Parents
Ever yone
Pupils
2 3 1
Global citizenship
Global citizenship
Paragraph A
What is global citizenship?
lobal citizenship means that as 1 dangerous situations.
G citizens of the world, we all have
Paragraph C
responsibilities to each other and to the
Global citizenship:
Earth itself. Whether through sharing
• Gives learning meaning by being
knowledge, volunteerism, philanthropy; 5
exciting, relevant and grounded in
30
everyone can make a difference.
'real-life' scenarios.
Source: http://www.
• Challenges misinformation and
globalkidsconnect.org/global-
stereotyped views about Southern
citizen/ countries, and allows children to
counter ignorance and intolerance.
• Acknowledges that we have power

35
Paragraph B
as individuals: each of us can
Being a global citizen means you:
change things, and each of us has
• Spend time in school learning

choices about how we behave. But
about the wider world and

this power can be even greater
when we work collectively.

( 1 ) the way you t in. 10
• Demonstrates how the world 40

• Learn about the ways that money,
we live in is unfair and unequal,
politics, culture (like movies and
but promotes challenging and
music) ( 2 ) the world.
changing this.
• Learn about and ( 3 )

• Encourages us to recognise our
the many different peoples and 15 responsibilities towards each
45
other, and learn from each other.
cultures in the world.
Teaching approaches used to

• ( 4 ) active in your own
promote global citizenship have
community and help to make your
a positive impact on learners and
home a better place tolive.
can raise standards.
• Participate in the global 20
Adapted from: http://www.laodilspreschool.

50
community – ( 5 ) steps to
com/global-citizenship/
make the world a better place for
everyone.
• Even though you’re far away, you
can help people in other countries 25
who ( 6 ) in difcult or
2 3 2
Text A: Text handling
1 Missing words
Choose the correct words from the list below and write them in
the spaces in paragraph B. The rst has been completed for you.
affect become cooperate
join live respect
take understand work
1 2 3 4 5 6
understand
2 Finding words with similar meaning
Find the word in paragraphC that could meaningfully replace

skills
one of the words in paragraph B. Complete the table below. The
Look up the meaning of
example in line 30 (“relevant”) is done for you.
the word “philanthropy”
as used in paragraph A.
Example: relevant (line 30) A. flexibility
Find examples of
B. play
philanthropy:
7. acknowledges (line 35) C. biased
D. elasticity • within your school
8. behave (line 38) E. appropriate
• within your
F. act
community.
9. promotes (line 42) G. suppor t
There is a saying in
H. greets
English: “Charity begins
10. encourages (43) I. improve
at home.”
J. relationships
11. promote (line 47) K. recognizes What does this mean?
L. helps
Do you have a similar
12. raise (line 49) M. strong
saying in your language
and culture?
6 7 8 9 10 11 12 Do you think that money
spent on philanthropy
E. appropriate
outside your school
community would be
Re-read Text A and in groups make a list of all
better spent making your

the activities to promote global citizenship
own school better and

mentioned in the text that:
helping students within
a) already take place in your school
your own school?
b) don’t happen in your school but you would like to see in your
If you do not agree with
school.
the saying, give your
reasons.
2 3 3
Global citizenship
Formative oral and interactive skills – C r i te r i a 4Ci, 4Cii, 4Ciii
negotiation
Discussion: What is global citizenship?
categories:
• knowledge and understanding
• skills
• values and attitudes.
Discuss these points.
1. Which three characteristics in the list below are not connected to
global citizenship?
2. Organize the remaining characteristics into the three categories
in the table below.
Key characteristics of global citizenship
A. Knowledge and B. Skills C. Values and Planning and scaffolding
understanding attitudes
The purpose
of the exercise
is to come to an agreement.
Once you have completed
this exercise discuss what
other characteristics of global
citizenship you can add to
the list.
Create a poster to
communicate your findings
clearly to the rest of the class.
Key characteristics of a global citizen
Knowledge and understanding Skills Values and attitudes
Social justice and equity Critical and creative thinking Sense of identity and self-esteem
Identity and diversity Empathy Commitment to social justice and equity
Globalisation and Self-awareness and reflection Respect for people and human rights
interdependence
Sustainable development Communication Value diversity
Peace and conflict Cooperation and conflict resolution Concern for the environment
and commitment to sustainable
development
Human rights Ability to manage complexity and Commitment to par ticipation and
uncer tainty inclusion
Power and governance Informed and reflective action Belief that people can bring about
change
2 3 4
Formative written activity – essay
What is a global citizen? C r i te r i o n 4Dii
Using information from the discussion above and elsewhere, write
an essay that answers the question, “What is a global citizen?”.
Remember to use cohesive devices to join your ideas together. You
should aim to write 200–250 words.
Planning and scaffolding – formal essay structure and features
Here is an example essay plan.
A. Introduction
Opening remark:
Thesis: A global citizen is
B. Body
This consists of 1–3 suppor ting paragraphs with topic sentences (see points below). Give examples,
evidence and/or explanations for each point.
Point 1: Global citizens have par ticular types of knowledge.
Examples, evidence and/or explanations:
Point 2: Global citizens have par ticular skills.
2 3 5
Global citizenship
Point 3: Global citizens have par ticular values.
(Add suppor ting paragraphs as necessar y.)
C. Conclusion (this relates to the thesis):
Final thought:
What is a global citizen?
the factual question? List the most important characteristics of the
term “global citizen”.
2 3 6
Are you a global citizen? Conceptual questi o n
Do you have the characteristics of a
global citizen?
In Text B there are seven paragraphs. Each paragraph gives a
different characteristic of a global citizen.
Here are ten headings, but in the text there are only seven
paragraphs. Before you read the text, predict which seven headings
you think are most likely to be used. Justify your answers.
1. You travel 2. You speak your 3. You dislike ar tificial 4. You read news 5. You recycle as much
mind in debates boundaries from all over the as possible
place
6. You take an 7. You never stop 8. You are open to 9. You are in touch 10. You have empathy
interest in human learning new experiences with people for people from
rights and the in many other other par ts of the
environment countries world
Text B
Seven signs you are a global citizen
by Matt Hershberger easy to feel the family’s pain. But global citizens
realize that their grief or anger is not greater than
A.
that of people whose relatives have died as a result
There’s some truth to the saying that good fences of a catastrophe on the other side of the world.
make good neighbors: it’s good to know where
C.
you stop and the person next to you begins. But
Listening is everything. Reading is everything.
a good global citizen knows that these fences are
Learning is everything. It’s more or less impossible
man-made. As a result, they can be torn down
to be born knowing everything. You have to get
when they are no longer needed. This can refer
there through exploring, through empathizing,
to national borders. It refers to divides between
and through discovering new things.
cultures, class, gender and sexual orientation.
Global citizens know that, at our cores, we areone. D.
Global citizens are interested in the world, so they

B.
read a lot about the world. But most importantly,
Families and friends are wonderful, but good
they read about the world from other perspectives.
global citizens recognize that other people are just
If you aren’t looking at the world through many
as valuable as they are. Sometimes, it’s hard to
different eyes, you’re not seeing it as clearly as
really feel this — it’s much easier to connect with
possible. Global citizens try to be aware of bias.
people who are like you. When someone from
They are aware that there’s no such thing as a
your country gets killed in a disaster, it may be
completely “unbiased” point of view.
2 3 7
Global citizenship
or culture. They are willing to give someone else’s

E.
culture and lifestyle a chance. This also makes
It is essential to get to know different parts of the
them way more fun to be around. They’ll always
world. While you can certainly learn a lot through
be open to trying new things – at least once!.
books, videos, movies, and stories told by others,
nothing beats rsthand experience. When you’re G.
in a place for real, stereotypes and prejudices begin

You care for the world and in making it a just,
to fall apart.
healthy, happy place. This can be difcult, and
sometimes even intense, but it ultimately is what

F.
changes the world for the better. And it’s easy to
Global citizens think for a moment before judging
nd energy when the rights of friends in other
a situation that is unfamiliar, or uncomfortable,
countries or the health of the planet is at risk.
to them. They understand that what may be right
Adapted from: http://matadornetwork.com/change/

for them is not necessarily right for another group
7-signs-global-citizen/
After you have read Text B
Matching par ts of a text
Match headings below 1–10 to the paragraphs A–G in Text B.
There are more headings than paragraphs.
1. You travel 2. You speak your 3. You dislike ar tificial 4. You read news 5. You recycle as much
mind in debates boundaries from all over as possible
the place
6. You take an 7. You never stop 8. You are open to 9. You are in touch 10. You have empathy
interest in human learning new experiences with people for people from
rights and the in many other other par ts of the
environment countries world
Thinking and social skills
Look at the poster below. It lists 16 more characteristics of global
citizenship. Do you agree with Matt Hershberger, author of Seven
Signs you are a Global Citizen? Has he chosen the seven most important
characteristics of a global citizen?
What do you think are the most important signs of a global citizen?
In groups debate and choose a list of seven headings that syou can all
agree on. To achieve this you may have to negotiate and compromise.
You can choose your headings from:
A the article
B the poster
C ideas of your own.
Present and justify your choices to the rest of the class.
2 3 8
Oral and interactive C r i te r i a 4C, 4Cii, 4Ciii, 4Civ
skills – negotiation
Discussion: How can we dene a
Explanations
global citizen?
In groups, look at the table below. Think
about the denition of a global citizen.
Discuss and identify what you think the
characteristics of global citizenship are. Give
explanations, give examples (a global citizen
Non- Global
is … or does …) and non-examples (a global
Characteristics
examples
citizen is not … or does not …). The purpose

citizen
of the discussion is to agree a denition of
a global citizen. As you complete the table,
think about:
• the ideas you have learned in this chapter
• your own experiences of global

Examples
citizenship.
Before you begin, make sure that everyone
in the group agrees what the purpose of the
exercise is.
2 3 9
Global citizenship
Planning and scaffolding – brainstorming Social skills
The purpose of the
What is global citizenship?
exercise is to show that
Definition: A global citizen is …
you can collaborate to
Explanations Characteristics
achieve a common goal.
Here are some skills you
can practice:
• Listen actively to other
perspectives and ideas.
• Encourage others to
Examples Non-examples
contribute.
• Help others to succeed.
• Negotiate effectively.
• Take responsibility for
your actions.
• Manage and resolve
Create a poster to be used throughout your school to communicate conict.
your group’s denition of global citizenship. Base it on your notes
• Build consensus and
from the discussion above.
agreement.
Formative writing C r i te r i a 4Di, 4Dii, 4Diii • Make fair and
equitable decisions.
activity – personal essay
Using the material you collected during the previous activity, write an
essay to answer the question, “Am I a global citizen?” You should aim
to write 200–250 words.
Planning and scaffolding – personal essay C r i te r i o n 4Dii
A personal essay is a first person response to the question, so you can use
sentences containing “I”. A personal essay is usually less formal than a thesis-
driven essay.
A. How to star t
• The first paragraph in a personal essay can contain an introductor y sentence
linked to the essay question.
• The purpose of the opening sentence is to grab your readers’ attention and
to let them know you have something interesting to say.
• This sentence could be an example, a definition or a stor y. For example, you
might star t by relating your experience of the term “global citizen”.
B. Presenting ideas
Pick three or four ideas from Text B. The list below is a reminder of these ideas.
Show how you relate or do not relate to each idea.
• You travel.
• You speak your mind in debates.
• You dislike ar tificial boundaries.
2 4 0
• You read news from all over the place.
• You recycle as much as possible.
• You take an interest in human rights and the environment.
• You never stop learning.
• You are open to new experiences.
• You are in touch with people in many other countries.
• You have empathy for people from other par ts of the world.
C. Your final thought
You can end your personal essay with a final thought. Consider
these questions.
• Which of your suppor ting points are the most convincing?
• Which are the least convincing?
• Will the situation change or remain the same in the future?
• How do you feel personally about the subject?
D. Check that your ideas are linked
Make sure you have used cohesive devices to link your ideas.
You write academic essays about school subjects to a

C r i te r i o n 4Diii Self-management skills
teacher. Most academic essays are factual and argue a
Manage your time and
particular point of view on a given topic.
tasks effectively.
A personal essay is quite different.
• Plan the assignment
You are writing about your own thoughts, experiences and feelings. and meet deadlines.
When you write a personal essay who is your audience? Is it your • Set challenging and
teacher? Is it yourself? Are you writing for other people? realistic goals.
Make a list of other differences between a personal essay and an • Keep an organized and
academic essay. Use the list to guide you when you write your essay logical system of notes.
“Am I a global citizen?”
• Use appropriate
strategies for
organizing
information.
• Select and use
Do you have the characteristics of a global
technology effectively
citizen?
and productively.
Now that you have nished this section, what is your answer to
the question? Justify and support your answers with examples.
Think about what else you could do to become a better global
citizen. Make a list of practical steps that you could take.
2 4 1
Global citizenship
Culture
All communities share a range
of beliefs, values and interests.
People within a community often
share the same attitudes, points
of view and ways of knowing and
behaving.
In what ways might the teenagers
in this picture on the right share
a common culture? In groups,
make a list of all the interests
and activities they might share.
Organize your list into different
categories.
How many of their interests are
your interests too? Do you think
your culture is identical to that
When we are learning a language of a community, it gives us
opportunities to interact with cultures other than our own. We
can learn to interact with others with sensitivity and empathy.
In what practical ways does learning another language lead to better
understanding of those cultures? In groups debate this question and
make a list of at least 10 points. Share your ndings with the class.
Audience
Whatever culture you are working with, the level of formality you
use in writing will depend on your relationship with your audience.
Your friends on the Internet in another part of the world may expect
you to write informally, or to use slang or textspeak. If you are
writing an article for a school magazine, you could use a semi-formal
style to address your audience. However, a semi-formal style would
not be appropriate when writing to a person who has an ofcial
capacity, such as the manager of a business you wish to apply to for a
summer job or temporary placement. Look at the picture below.
2 4 2
Communicating well in
your interactions with
others is an essential
language learning skill.
In these exercises you will:
• interpret and use
effectively modes of
verbal and non-verbal
communication
• use a variety of
speaking techniques to
communicate with a
variety of audiences
• use appropriate
forms of writing for
different purposes and
Imagine you had to write to the woman in the photograph to thank
audiences.
her for speaking to your class about her work as a charity worker.
Would it be appropriate to use very informal language, emojis or When you have nished
textspeak? In this instance, what language should you use? With the exercise think about
your teacher make a list of the characteristics of formal English that this question: Why is it
you might use in a formal letter. It might help to think about different as important to be able
categories of language: vocabulary, grammar, punctuation and spelling. to use the right level of
formality in English? What
advantages will it give

Finding the right level of language for your audience is really important.
you?
One secret of successful communicators is that they always write and
speak in the style that that suits their purpose and their audience.
You might also like to
think about this: English

Answer these questions about
only has one word for

the letter to the right.
H i!
I r ea “you”. Other languages
d in
th e
1. What is wrong with this
n ew
s le have different words
tt e
r tha
t yo u
wa
application to volunteer at a n t
a v o lu for “you” depending
n te
er
fo r
yo u
charity shop? r
c ha
r ity on whether you are
sho
p. I th in
k tha
I am t
addressing one person or
2. How many problems of style goo
d fo r
tha
t jo b
b ec
can you nd in the writing? au many. Some languages
se
I’ v e
don
e th in
li k e gs
also have different words
tha
t at
3. Rewrite the letter so the my
au
n ty
’s
sho for “you” depending on
p. I am
content and language are goo
d at
c ha the levels of formality,
tt in
g w it
appropriate for the audience h peo
p le
, an
am d or distance between the
goo
d at
and purpose. e xp
la in
in g
th in speakers. So how do we
gs
to
peo
p le
wh
o
don make these distinctions in
’t g et
it.
English when there is just
one word: “you”?
2 4 3
Global citizenship
Thinking about culture, language and
audience
Look at the table below. It sets out different reasons for writing about
some aspect of globalization and sustainability. For each writing task
you need to identify:
• the correct audience
• the correct level of formality to address the audience
• the type of language and vocabulary you would use.
Text type, Audience Formality Language and vocabulary
message and
sender
A blog entr y on A. A friend A. Formal A. Ver y technical
a school ser vice

B. A group of people with the B. Semiformal B. Complex
project
same interests
C. Informal C. Uncomplicated
Sender: you as
C. A stranger
D. Slang D. Basic and simple
student
D. A community of strangers
E. Other: E. Other:
A written A. A friend A. Formal A. Ver y technical
inter view with

a human rights
same interests
worker
C. An impor tant stranger

Sender: you as
E. Other: E. Other:
journalist
E. A teacher
A fable for A. A friend A. Formal A. Ver y technical
children
Sender: you as same interests

stor yteller
E. Other: E. Other:
E. A teacher
A newspaper A. A friend A. Formal A. Ver y technical
ar ticle about an
incident
same interests
Sender: you as
journalist
E. Other: E. Other:
E. A teacher
An essay on global A. A friend A. Formal A. Ver y technical
citizenship
Sender: you as same interests

student
E. Other: E. Other:
E. A teacher
2 4 4
Oral and interactive skills –
negotiation
A group discussion is a conversation about a particular topic. In
English Language Acquisition, your discussions will always have a
practical purpose. It could be to answer a question, solve a problem
or conict, create a plan of action or organize an event.
However, sometimes the members of your group may have differing
opinions. At this point you will need to demonstrate negotiation skills
and procedures to come to a solution you can all agree on. As a global
citizen it is really important to be able to discuss and negotiate with
people from other cultures in order to nd mutual agreements.
Having a small number of people in the group allows everyone to
take part in a negotiated discussion. Once the number reaches ve
it may be helpful to choose a chairperson who can manage the
negotiations and make sure everyone’s voice is heard. Sometimes
the group will be in general agreement about the task, so the nal
discussion may focus on how to present the conclusions to the
negotiations.
Communication and
thinking skills
Negotiation skills and procedures
In this chapter we have
Discussion task
seen that our connections
As a group you have been asked to come up with suggestions for
and relationships can
promoting Global Citizenship Day. You have a budget of $150 to
go far beyond our own
spend.
personal and cultural
• What events will you hold?

boundaries.
• How will you use the money?

Learning another language
allows us to participate
• What results do you aim to achieve?
in meaningful global
Here are a list of negotiation strategies you can use in negotiations.
interactions, which in turn
In order to plan for your Global Citizenship Day, follow these steps help us to become global
one by one in order to come to an agreed conclusion. citizens.
Opening the discussion Discussion topic: How can
learning a new language

• Clarify things you don’t understand.
prepare you for a future
• Find out what each member of the group thinks.
in which the world is
Putting forward ideas

interconnected?
• Make suggestions.
In groups discuss your
• Propose solutions.
ideas and present them
to yourclass. Use your

• Look at the advantages and disadvantages of all the ideas.
negotiating skills within
Agreement
the group to make sure
• Make choices.
that you can come to
• Agree on what to do.

conclusions you can all
agree on.
• Agree on how to do it.
2 4 5
Global citizenship
Formative oral and interactive activity
C r i te r i a 4Ci, 4Cii, 4Ciii, 4Civ

– negotiations
Reect on your negotiations for the spending of $150 for a Global
Citizenship Day. In the same groups, divide the skills listed below
into those that were most important for use in your discussions and
negotiations, and those that were not so important. Be prepared to
justify your choices in a class discussion.
Interpersonal skills for use in discussions and Impor tant and useful Unimpor tant and not
negotiations so useful
A sense of humour
Written skills
Making jokes
Effective listening
Staying quiet
Expressing your feelings clearly
Giving compliments
Good speaking skills
Knowing when to finish
Note -taking
Patience
Reading body language
Stating what you want
The ability to remain calm
Understanding other people’s point of view
You may wish to add additional useful skills for discussion to the list.
Agree on a method to present your ndings to the rest of your class.
Agree on the language you will use in the presentation to suit topic,
purpose and audience for the presentation.
discussion and negotiation
Here are four global challenges that may affect young people in your
lifetime:
• youth unemployment
• climate change and environmental pollution
• war and humanitarian crises
• aging societies and the rising costs of healthcare.
2 4 6
Your group has the opportunity to speak about one of these issues at an
International Youth Forum. Which issue will you choose to talk about?
Use the procedures set out
Why will you reject the other three issues?
above (see “Negotiation skills
In your group discuss and negotiate the answers to these questions. and procedures”).
Present your choice and reasoning to your class. Make sure to complete all
three stages.
Written text type – essays Opening the discussion:
• Clarify things you don’t

The essay is an essential communication tool, especially in school.
understand.
In an essay you can state your ideas on a topic. If you learn to
• Find out what each member

communicate your ideas clearly, you can persuade your audience
of the group thinks.
that your opinions are reliable. Well-written, well-organized essays
Putting for ward ideas:
are awarded good marks.
• Make suggestions.
• Propose solutions.
Writing for a specic audience – formal and
• Look at the advantages and
personal essays
disadvantages of all the
If you are writing for a teacher on a formal subject, you should write a ideas.
thesis-driven essay, using formal language and using the third person. Agreement:
• Make choices.
If you are writing for a general audience on a personal subject, you
• Agree on what to do.
can use a rst-person narrative. In this kind of personal essay you
• Agree on how to do it.
may wish to relate a personal experience. At the end it is usual to
explain how this made you come to some conclusion by saying what
the experience has taught you.
Structure
“M
any
For a formal essay you will need to use a thesis-driven structure. tee
na g
e rs
spe
the nd
ir t im
You can think of the thesis as the main idea or the main point
e me
s s in
g w it
the h
ir pho
you want to communicate in your essay. Look at the opening
nes
, watc
h in g
TV,
or
paragraph of a school essay to the right. What is the thesis here? p la
yin
g com
p ut
ga m er
es.
How
ev e
You will also need to divide your essay into a series of supporting r , ot h
tee e r
na g
e rs
paragraphs. Each paragraph will focus on a single point that
are
d o in
g
am
a zin
g t h in
supports your thesis. You should express each supporting point gs.
Tw o
suc
h e xa
mp
clearly in a topic sentence. This will help your readers to focus le s
are
A le
L in x
, wh
o rec
on the main idea of each of your paragraphs. You will also yc le
s and
r e fu
r b is
certainly need to use formal language to communicate your
hes
e-
wa s
t e
Ma and
la la
You
opinions. sa fz
a i,
wh
ha s o
ma
de
a sta
n d
In contrast to a formal essay, as we have seen above, a personal fo r
g ir
ls’
edu
c at
io n
essay may be more anecdotal. It tells a story in order to make an . Th e
b ot y
h wa n
t to
ma
observation on life or on the way the world works. Your opening ke
the
com ir
mu
n it
y, and
remark may be a question: Why is it when that one thing goes wrong, the
wor
ld ,
a b et
ter
everything goes wrong? Alternatively, you can make an observation: p la
c e.”
They say every cloud has a silver lining.
Then you can narrate a story or personal experience to illustrate
your point. You can nish with a conclusion or nal thought to
show how your story makes your point. Your nal thought can
also be a lesson about life for your readers.
2 4 7
Global citizenship
Two types of essay
Personal essay Formal thesis-driven essay
Stimulus Title Question
Opening Opening remark Thesis
Body Narrative paragraphs Suppor ting paragraphs
Ending Conclusion Conclusion
Language Semiformal, informal Formal
Pont of view First person Third person
Social, thinking and
Remember to be a successful learner by trying new ATL skills and
Here are four debate-style
evaluating their effectiveness. For example, you can use the skills
essay questions. Choose
you are learning about essay writing in your other MYP subjects.
one title. In groups think
When you have to write an essay, make sure you plan what you
about how you would
want to say before you begin to write.
answer the question if it
were
Formative written
• a personal essay
activity – Formal essay

• an academic essay.
You see the following announcement.

1) Should students be
allowed to have cell
The aim of the MYP Global Citizen Essay Contest is to make MYP
phones in schools?
students think about the ways that young people can make positive
2) Should the voting age

changes in their local and global communities. We are asking
be lowered to 16?
MYP students from around the world to think critically about an
important global issue facing them and explain how they could make
3) Should mixed teams
a positive contribution using the means at their disposal. Please

of boys and girls play
write an essay of 200 to 250 words.

sport together?
4) Should schools offer
junk food options for

Note:
lunch?
In this instance you are writing a formal academic essay about
global citizenship. The essay should be factual and argue a

Make a chart with the
particular point of view. However, you can still use the rst
essay title and showing
person, “I”, point of view, as you have been asked about what
the two different
difference you can make personally.

approaches you could take
to answering the question.
Use the “Two types of
essay” chart above as a
guide for your discussions.
In both cases you should
plan to write 200–250
words.
2 4 8
Planning and scaffolding – essay analysis
First draft your ideas and then use the questions below to check them.
A. Do you think your introduction does a good job of introducing the topic?
• Does the opening grab your reader’s attention?
• Can you identify your thesis statement? If yes, write it here.
B. Is the main body of the essay effective?
• Does each of the paragraphs in the body present one single idea?
• Does that idea support your thesis statement?
• Is there a clear topic sentence in each of your supporting paragraphs? If yes, write them here.
Are there reasons, examples, or different explanations to support the topic sentence? If yes,
write them here.
Is the use of connectors effective or should you add more?
C. Does your conclusion relate to the question and your thesis statement?
• Tick [√] your answer: Yes No
• Is there a clear conclusion? If yes, write it here.
What is your nal thought?
D. Is the language accurate and appropriate?
• Who is the audience for the essay?
• Is the language formal enough for the audience?
• If you noticed any grammar or spelling errors, correct them now!
2 4 9
Global citizenship
Can teenagers have a global
impact?
In this exercise you can
What do you think about the question above? Before you read Text
practice these techniques.
C have a vote in class to nd out how many people agree or disagree
with the idea. If you do not know, explain why you are unsure • Preview and skim texts
about either the question or the answer. to build understanding.
• Read critically and for
comprehension.
Before and after you read Text C
• Read for specic
You are about to read a essay on activism written by a 14-year-
information.
old junior high school student. Before you read Text C, look at
• Make inferences and

the statements in this table and predict which statements may
draw conclusions.
be true and which are not. Write your answers in column A
“Before reading”. Once you have read the text, go back and put
• Paraphrase accurately
your answers in column B “After reading”. Put evidence for your

and concisely.
answers in column C.
• Take effective notes.
A. Before reading B. After reading C. Justification/evidence
True/Untrue True/Untrue
Rachel is from the Philippines.
She has always been ver y self-confident.
Rachel has no sympathy for quiet kids.
Rachel thinks activism begins with
school.
She star ted an organization called
“Pennies for Peace”.
Rachel believes energy conser vation
star ts at home.
She thinks that ever yone should
volunteer in old people’s homes.
She believes that activism benefits
herself and others.
2 5 0
Essay: Student Activism
by Rachel G. program she started on our
island in the Philippines
Paragraph A
was called Pennies for
Before I was in Junior High, I was always the

Peace. The campaign
shy tiny little Filipino girl who always kept

“Pennies for Peace” was an
her thoughts to herself. But that all changed

organization that helped
when I got to 7th grade. When I rst got to

less fortunate girls in Asia
Junior High, I was still shy, but I broke out of

pay for school.
my shell near the middle of the year. I have
Paragraph E
now actually learned how to speak formyself.
I am absolutely and completely passionate
Paragraph B
about recycling because we can save material
Now you are probably wondering how in the

instead of wasting it. Conservation could help
world would my personal past relate to teen

in so many different ways. For example, many
activism right? Actually it does because when

could conserve energy in the home by turning
you are a shy person who sit in the back in

off the all the lights when they are not being
the room and count the minutes until class is

used, reduce the time spent on the computer,
over, you are not a very good teen activist. A

or even taking less time in the shower. If you
teen activist is person who actually wants to be

start to do things like that in your home, you
heard, who tries to answer as many questions as

save money on your utility bills.
possible, or gives their opinions on topics others
Paragraph F
have. If you are the description I just explained
But, if you aren’t really into this kinds of activism,

a few seconds ago, then you are the perfect
you could do other things like volunteering in

person who would like to be a student activist.
your community. Great places to volunteer are
Paragraph C
at a senior centre, a local elementary school,
Let me explain student activism: It is when kids

or spending time after school helping younger
and teens take part in changing the world. I think

students with homework.
that there are many ways to change the world and
Paragraph G
your future. You could rst start with changing
I care so much about teen activism because

your school. Some people might say, “What
many people can get more out of life if they

could you change in our school or how we are
participate rather than sitting around and just

able to?” The answer to that to question is your
listening. It is a very great thing if you can listen,

voice. Everyone in the around was born with a
but isn’t better if you can listen and participate?

voice, but some chose not to use it. If you have
Later down the road, those characteristics will

a voice, you could change a whole lot of things
take you to wherever you want in life. Another

around you at school, even if it’s just starting
reason to be a teen activist is that many teens can

really small like writing letters to your teacher,
change things all around them. When somebody

principal, or superintendent, it can change a lot.
change something important, it affects everyone
Paragraph D
around them and affects the future.
When taking part in activism, there are so many
Rachel G.
different ideas that inspire. Last year there was
Adapted from: http://www.teenink.com/opinion/
a girl who was helping the less fortunate. The
all/ar ticle/61305/Student-Activism/
2 5 1
Global citizenship
Text C: Text handling C r i te r i a 4Bi, 4Bii, 4Biii
1 Answer these questions. Tick [ ] your answer and write a short justication for it.
1. Do you think the introduction does a good job of introducing the topic?
A. Yes B. No C. Maybe
Justication:
2. Does the opening grab your attention?
Justication:
3. Can you identify a thesis statement?
If yes, what is the thesis statement?
4. Is the main body of the essay effective?
Justication:
5. Does each of the paragraphs in the body present one single idea?
6. Is there a topic sentence in each of the supporting paragraphs?
Justication:
Write the topic sentences here.
Paragraph D
Paragraph E
Paragraph F
7. Does each topic sentence support the thesis statement?
Justication:
8. Are there reasons, examples, or different explanations to support each topic sentence?
Justication:
Write the reasons, examples, or different explanations to support the topic sentences here.
Paragraph D
Paragraph E
Paragraph F
2 5 2
9. Is the use of connectors effective or would you suggest adding more connectors?
10. Is there a clear conclusion?
Justication:
If yes, what is the conclusion?
11. Does the conclusion relate to the thesis statement?
Justication:
12. Is there a nal thought?
Justication:
If yes, what is the nal thought?
13. Is the language used in the essay accurate and appropriate?
Justication:
14. Is it clear who the audience for the essay is?
Justication:
15. Is the language formal enough for the audience?
Justication:
16. If you noticed any minor grammar or spelling errors in paragraphs E and G, write them here.
Overall, what is your impression of Rachel’s essay. One
communication skill you need to develop is the ability to give
constructive feedback.
Think about how teachers mark your work in school. What
feedback do you get that is really helpful?
Use this information to guide you in the next task.
Make a list of what works really well in Rachel’s essay. List the
ways you think she could improve her work. What would you say
to Rachel to encourage her? When you have nished, discuss your
opinions in class with your teacher and answer these questions:
1. How do you write a great essay?
2. How can teachers help you to improve your writing?
2 5 3
Global citizenship
Formative oral and interactive C r i te r i a 4Ci, 4Cii, 4Ciii, 4Civ
skills – negotiation
In her essay on student activism, Rachel
ave
a positive impact. These are:
• in the home
• at school
• in the wider community
• abroad.
area?
In groups discuss the list of areas and
Suggest local, national, overseas and
port. Justify
come to conclusions that
you can all agree on.
Social, thinking and Planning and scaffolding
Use the diagram to help you plan the design of your poster.
In groups, design a poster

Here are some more tips.
or a webpage promoting
the organizations and
activities you wish to

In the wider
support. The text is to be community
displayed around your
school and on your school
website. The overall
message of the poster
How
should promote student
to be a
activism within your
student
school.
activist
Use brainstorming and
visual diagrams such
as the one opposite to
generate new ideas and
At school
inquiries. Alternatively,
you could design
improvements to existing
promotional material.
• Make sure to add visual material so that your poster has the most impact.
• Make sure the language is suitable for your audience.
2 5 4
Formative writing C r i te r i a 4Di, 4Dii, 4Diii
skills – formal essay
Using the material you have collected from the previous activity,
write an essay for your teacher to answer the question, “How can
teenagers have an impact on the world around them?”
When you are deciding the language you will use, remember to
consider the topic of the essay as well as its purpose and audience.
You should aim to write 200–250 words.
Use this table to focus your discussion to find the main points of the stimulus.
Question How can teenagers have an impact on the world around them?
Your thesis (main point)
Suppor ting point 1
Suppor ting point 2
Suppor ting point 3
Suppor ting point 4
Conclusion Conclusion (related to
thesis)
Final thought
Can teenagers have a global impact?
to the conceptual question? Think about the vote you held at
the beginning of this section. Do you still hold the same views? If
necessary have another vote. Answer the question by listing what
can be done and evaluating how effective these actions can be.
2 5 5
Global citizenship
How does audio-visual TextD
communicate the theme of
global citizenship? Conceptual questi o n
In this chapter you have inquired into the concepts of global
citizenship. As a class, make a list of the most important ideas
you have learned in your investigations so far.
Watch the video and answer the questions. You may need to
watch the video more than once.
contexts?
A. Identities and D. Scientic and
B. Orientation in space and E. Globalization and
time sustainability
C. Personal and cultural F. Fairness and
expression development
Text D
Audio-visual text
These are suggested texts to use as Text D.
What does it mean to be a citizen of the world?
https://www.ted.com/talks/hugh_evans_what_does_it_mean_to_
be_a_citizen_of_the_world?language=en
How to change the world (a work in
progress) featuring Kid President
watch?v=4z7gDsSKUmU
Turning urban youth into global citizens
watch?v=vMwPTI54rqQ
Alternatively, you could use an audio-visual
stimulus of your own choosing related to the
theme of global citizenship.
2 5 6
Text D: Text handling C r i te r i a 4Ai
Communication and
social skills
Negotiation
In these next two

letter in the box and, where indicated, other information and/or
exercises you can

a short justication for your answer.
work in pairs or small
groups. Together you
contexts?
should:
A. Identities and relationships
• preview and skim the

B. Orientation in space and time
audio-visual text to
C. Personal and cultural expression
build understanding
D. Scientic and technical innovation
E. Globalization and sustainability

• watch critically and
F. Fairness and development

for comprehension
• make inferences and
A. entertaining
draw conclusions
B. factual
• paraphrase accurately
C. persuasive
and concisely
D. other:
• take effective notes in
Justication:
class.
In order to nd answers
A. Really important C. Fairly interesting
you can all agree on, you
B. Interesting D. Uninteresting
will also need to:
Justication:
• work collaboratively

• listen to each other
A. Speech
carefully
C. Debate • build consensus
D. Documentary
• manage and resolve
E. other:
conict
5. The purpose of the audio-visual stimulus was to:
• negotiate effectively.
A. narrate a story
F. other:
A. One C. Three
7. The opinions in Text D are:
Justication:
2 5 7
Global citizenship
B. Used graphic more than twice, but not a lot
A. Voiceover
F. All of the above
Answer(s):
Formative interactive
oral – negotiation
Negotiating the message of Text D
The purpose of this group activity is to understand and come to an
agreement about the message of Text D. You must also discuss and
agree on how to present your ideas as clearly as possible. You may
also wish to make use of other information you have discussed in this
chapter to illustrate your points.
Use this table to focus your discussion to find the main points of Text D.
Subject matter
Thesis (main point)
Suppor ting point 1
Suppor ting point 2
Suppor ting point 3
Suppor ting point 4
Conclusion The extent to which the
video interested you
The extent to which you
agree with ideas represented
in the video
Within your group use negotiating skills to produce a clear plan for a
formal essay. At each stage listen to each other’s suggestions for the
best thesis, supporting points, examples and conclusion.
2 5 8
Formative writing activity – C r i te r i o n 4Aiii
essay In this nal writing task
use your research skills to:
Now write the essay that you have planned together. The title of the
essay should be, “What we learned from the video (title)”. • nd, interpret and
judge information
You could mention:

verify data
• the reason for watching Text D
• access information
• the theme, main points and conclusion
to be informed and
• the most impor tant conventions and techniques used
inform others
• the extent to which Text D interested you
• make connections
• the extent to which you agree with ideas represented in Text D.
between various
Use your answers from the previous page to help you plan your essay.
Remember that the best answers will also give examples and justifications. sources of information
• create new
information.
chapter to help you to further develop your formal essay. You should
aim to write 200–250 words.
Research skills
The two exercises in this section give you one more opportunity to
practice the language and communications skills you will need for
the summative assessment. Make sure you use teacher feedback from
these exercises to produce the most effective negotiations and essays.
How does Text D communicate the theme
of global citizenship?
2 5 9
Global citizenship
your understanding of the topic of global citizenship. You will also be
in this chapter. To complete the assessment you will undertake
two tasks related to the statement of inquiry for this chapter. Each
assessment task requires you to answer a debatable question.
Language plays an impor tant role in promoting global citizenship,
and is the key to par ticipation in an interconnected world.
Can the Model United Nations Can taking par t in Model UN
(Model UN) help us to understand activities benefit our school and
the concept of global citizenship? ourselves?
To answer the rst question you will watch a video and undertake a
group discussion based on the content. The purpose of the discussion
is to reach a negotiated answer to debatable question 1. To answer the
second question you will read two texts and produce a short essay. You
will need to write 200–250 words.
Summative assessment task 1 – negotiation
You have had opportunities to practise negotiations throughout
this unit. Now use your skills to negotiate an agreed answer the
following question.
Debatable question 1: Can the Model United Nations help us to
understand the concept of global citizenship?
2 6 0
Text E
Learning through the
Model United Nations
by Lucas Haitsma
Source: https://www.youtube.com/watch?v=aqx-
C8tmeYw
Watch the video on the Model United
Nations. Alternatively, watch a video of
your choosing on the same subject. Make
notes.
Using evidence and examples from the
words and images from the video, in
small groups discuss debatable question 1
and come to a negotiated conclusion. Be
prepared to present your ndings to the rest
of the class at the end of your negotiations.
You will be assessed using the following criteria.
4Ai
Construct meaning and draw conclusions from information, main ideas and suppor ting details
4Aii
Interpret conventions
4Aiii 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 in response to spoken and/or written and/or visual text
4Ci
Respond appropriately to spoken and/or written and/or visual text
4Cii
Engage in rehearsed and unrehearsed exchanges to share ideas on topics of personal and
global significance
4Ciii
Express ideas and feelings, and communicate information in simple and complex texts
4Civ
4Di Write and/or speak using a range of vocabular y, grammatical structures and conventions;
when speaking, use clear pronunciation and intonation
4Dii Organize information and ideas into a structured text; use a wide range of cohesive devices
2 6 1
Global citizenship
Summative assessment task 2 – formal essay
You have had opportunities to practise writing formal essays
throughout this unit. Now use your skills to answer the following
question.
Debatable question 2: Can taking part in Model UN activities
benet our school and ourselves?
Read the following information from the UN website and the
newspaper report. Based on the information you read in Texts
F and G below, write an essay for your teacher. The essay title is
“Can taking part in Model United Nations activities benet our
school and ourselves?”. Write 200–250 words.
criteria.
4Bii Interpret basic conventions, including aspects of format and style,
and author’s purpose for writing
4Biii
Engage with the written and visual text by identifying ideas,
visual text
and complex texts
4Civ
4Dii
Organize information and ideas into a structured text; use a wide
2 6 2
Text F
Model United Nations
Bridging the Education Gap and Creating Global UN, from Argentina to Zimbabwe. The students,
Citizens better known as “delegates”, debate current
issues on the organization’s vast agenda. They
Model United Nations is an authentic simulation
prepare draft resolutions, plot strategy, negotiate
of the UN General Assembly, UN Security Council,
with supporters and adversaries, resolve conicts,
or other multilateral body, which introduces
and navigate the UN’s rules of procedure – all
students to the world of diplomacy, negotiation,
in the interest of resolving problems that affect
and decision making.
theworld.
At Model UN, students step into the shoes of
Before playing out their ambassadorial roles in
ambassadors of countries that are members of the
Model UN, students research the particular global
problem to be addressed. The problems are drawn solving, conict resolution, compromise, and
from today’s headlines. Model UN delegates learn cooperation.
how the international community acts on its The popularity of participating in Model
concerns about peace and security, human rights, UN has contributed to the rapid growth of this
the environment, food and hunger, economic activity over the past several decades. Many
development, and globalization. Model UN participants are repeaters, since the
Model UN delegates also look closely at the spirit of these simulations creates an appétit for
needs, aspirations, and foreign policy of the this activity more commonly known as “M-U-N
country they will “represent” at the event. The Fever”.In fact, quite a few of today’s leaders
insights they gain from their exploration of history, in law, government, business, and the arts
geography, mathematics, culture, economics, participated in Model UN during their academic
and science contribute to the authenticity of the careers – from U.S. Supreme Court Justice
simulations once the actual role-playing gets Stephen Breyer, to Chelsea Clinton and actor
underway, and ensures a lively and memorable Samuel L. Jackson (Pulp Fiction).
experience. As many states move to implement standards
Model UN not only involves young people for global citizenship, Model UN is proving to be
in the study and discussion of global issues, but an innovative resource to prepare students for
also encourages the development of skills useful career and college success.
throughout their lives – skills including research

Source: http://www.unausa.org/global-classrooms-
techniques, writing, public speaking, problem- model-un
2 6 3
Global citizenship
Text G
https://www.tapinto.net/towns/soma/articles/maplewood-middle-school-students-attend-model-un
Maplewood Middle School Students Attend
Model United Nations Conference by TOMEEKO HUNT
Thir ty-one members of the Maplewood Middle School Refugees, UNICEF, World Food Programme, and United
(MMS) Model UN Club par ticipated in the largest middle Nations Development Programme.
school Model UN conference in the world on Friday, April
In committee, the students discussed solutions to world
1st and Saturday, April 2nd.
problems, such as the impact of migration on development,
The conference took place in New York City at the Grand safeguarding cultural heritages, the militarization of space,
Hyatt, and Closing Ceremonies were held on Saturday in the rights of indigenous people, and maternal/child health.
the General Assembly Hall of the United Nations itself.
Special congratulations and commendations went to
The conference was attended by 1,724 middle school Zoe Ferguson and Josie Lally. They won their committee’s
students from 28 U.S. states and 26 foreign countries, and award for Outstanding Position paper; only thir teen such
our students had the chance to work with and talk to many awards were given, one for each committee; position
of these students. papers are written by the two par tners, and given that over
850 position papers were written in total, this achievement
The theme of the conference was “Live Diversity,

” and
deser ves our appreciation and commendation.
our delegates were for tunate to have the experience to
do just that. MMS delegates took on the roles of actual Adapted from: https://www.tapinto.net/towns/soma/
ambassadors; some represented Australia and others ar ticles/maplewood-middle -school-students-attend-
took on the role of Ugandan diplomats. They worked in model-un
committees such as United Nations High Commission for
2 6 4
In this chapter you have explored the interconnectedness of systems
and communities and the potential impact that you, as a global
citizen, can have on local and global processes. You have considered
what it means to be a global citizen in the 21st century and how
young people have the opportunity to change the world for the
better. You have understood that language plays an important role
in promoting global citizenship, and is the key to participation in an
interconnected world. Now try to make use of the information you
have learned and the communication skills you have developed in
this chapter for practical purposes beyond the classroom.
Using your communication skills
Negotiating
• In this chapter you have discussed whether the Model UN
helps us to understand the concept of global citizenship and
whether there are benets of your school taking part in Model
UN activities. Now that you have had this discussion in class,
negotiate with your school authorities to conduct a wider debate
in your grade, year or school.
• If your school already takes part in Model UN activities, this
might be a good opportunity to discuss whether this is helping the
participating students to become global citizens. Think of ways
you could publicise MUN events or seek to get more students
involved.
2 6 5
Global citizenship
• If your school does not participate in Model UN activities, this
might be a good opportunity to research the Model UN and
discuss as a student body whether or not your school should
participate.
• If, for some reason, you or your school cannot participate in
Model UN activities, negotiate holding alternative activities.
Debate
According to Oxfam, global citizens are people who:
• are aware of the wider world and have a sense of their own role
as a world citizen
• respect and value diversity
• have an understanding of how the world works
• are outraged by social injustice
• participate in the community at a range of levels, from the local to
the global
• are willing to act to make the world a more equitable and
sustainable place
• take responsibility for their actions.
To be an effective global citizen, you need to be exible, creative and
willing to take action. You could turn the Oxfam statements into
questions and debate them, either informally or formally.
Participate
There are skills you will need in your personal, academic and
professional life in the 21st century. You need to demonstrate that
you can identify and solve problems, make decisions, think critically,
communicate ideas effectively and work well within teams and groups.
Find a project or identify a suitable social project that could use your
help in some way. You could help with advertising or fundraising,
or maybe assist in some practical way such as collecting, sorting or
packing items. The main objective is to take part and, by doing so,
help others and at the same time help yourself.
2 6 6
Look at the poster. It may give you some ideas about where to start.
Toolkit to Celebrate International Youth Day
Share your commemoration with the world! Send in a description of your planned activities
to and we’ll put it in the World Map of Events!
Be Active! Social activism through theatre and games with Contribute towards responsible consumption and
social messages or role playing exercises. You can also production: Advocate for your government to enforce
volunteer at the local level or involve with civic groups or

policies for healthier and sustainable food systems
activities.
Organize a forum to exchange ideas and discuss the leading
Spread the Word: Develop communication platforms to create
role of young people in achieving sustainable development
or strengthen networks. You can use various channels to get
through sustainable production and consumption
the word out and connect with people interested in youth
Advocate and Engage Media: Contact popular

issues such as social networks: Facebook, Twitter, as well as
University Newsletter and Local Newspaper, etc. local/national radio or TV stations to request a slot to have
a discussion with distinguished individuals working on

Use Social MediaCelebrate International Youth Day
connecting with other young people on social media. Use responsible consumption and production. Speak out and
#Youth2030 and #YouthDay and share your plans take action to influence positive change.
Engage your community: Create an “info point” about youth

Use art: Get permission to use a public space for an arts
leading sustainability in the centre of town/village, at high

exhibit, which showcases the challenges of young people
schools, or at university centres.
today. Try to involve young people in the domains of
Advocate: Lobby your Government to hold a National Youth

culture, arts and music, to raise awareness on achieving the
Day of Action and to celebrate International Youth Day on 12
Sustainable Development Goals.
August. Reach out to your school, group, organization or faith
Make it fun: Organize a concert or festivals to promote

community to strengthen programmes encouraging youth to
International Youth Day. Invite your local musicians and

make sustainable consumption choices.
combine it with a panel discussion or invite a politician or

Be creative: Come up with new ideas to celebrate!
policy maker to hold the key note speech.
2 6 7
Global citizenship
Action and service
The ideas below relate directly to the service learning outcomes
for students to:
• develop international-mindedness through global
engagement, multilingualism and intercultural understanding
Ideas for service
The IB recognizes that a very important part of taking part in any
service is carrying out research before taking action. Below are
links to digital resources related to global citizenship that may
help you identify worthy service learning opportunities. These
are youth or educational organizations that actively work to help
young people become global citizens.
• Round Square
https://www.roundsquare.org/
• United World Colleges
https://www.uwc.org/
• The Duke of Edinburgh’s International Award
http://www.intaward.org/
Thinking and research
Further reading
skills
If you enjoyed this chapter, you might enjoy this further reading.
At the end of any
Three Cups of Tea: One Man’s Mission to Promote Peace… One

learning experience
School at a Time by Greg Mortenson

always ask yourself these
The Not-For-Parents Travel Book Lonely Planet three questions:
Down and Out in Paris and London by George Orwell

Hoot by Carl Hiaasen
• What don’t I yet
Dream Freedom by Sonia Levitin

understand?
Freak the Mighty by Rodman Philbrick
• What questions do I
Schooled by Gordon Korman

have now?
2 6 8
MYP English
Language Acquisition A concept-based approach
Phase
Fully integrated with the MYP curriculum, this comprehensive book enables reflection,
questioning and critical thought. An inquir y-based approach, combined with links to
4
Global Contexts, equips learners to acquire and practise essential skills while exploring
the wider conceptual framework.
This text will

build the high levels of English fluency central to stepping into IB Diploma English B
with confidence

facilitate inquir y-based learning that drives reflection on big-picture questions as
students develop language skills

fully suppor t the MYP curriculum by clearly integrating Statements of Inquir y,
Global contexts, Key and Related concepts and ATL

effectively prepare learners for assessment with guidance mapped to the latest MYP
assessment objectives
Connect learning material and objectives with
the MYP curriculum structure
Also available:
978 0 19 839802 8 978 0 19 839799 1

enilnO
How to get in contact:
web www.oxfordsecondary.com/ib
 email schools.enquiries.uk@oup.com
tel +44 (0)1536 452620
fax +44 (0)1865 313472

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Language Acquisition A concept-based approach

and Alexei Gafan

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