DP一 ab initio UNIT 2
主题 zhǔtí theme: Experience
体验 tǐyàn
Embedded Files
back to DP1, DP2 main pages
Guiding principles
指导原则 zhǐdǎo yuánzé:
Explore and tell the stories of the events, experiences and journeys that shape our lives.
探索并讲述塑造我们生活的事件、经历和旅程的故事。
Inquiry statement 探究说明 tànjiū shuōmíng:
Our second unit focuses on personal experiences, and how we share our experiences. Experience (体验 tǐyàn) in this unit ties to relationships. This is because our experiences, and how we talk about our experiences, depends greatly on our closeness with the people during those experiences, as well as our relationships to the people with whom we are sharing our stories about those experiences. We will look how speakers and writers express a particular point of view to foster empathy in their audience about people’s lived experiences.
Key Concepts 重大概念 zhòngdà gàiniàn:
"Perspective is the position from which we observe situations, objects, facts, ideas and opinions. Perspective may be associated with individuals, groups, cultures or disciplines. Different perspectives often lead to multiple representations and interpretations."
“Relationships are the connections and associations between properties, objects, people and ideas—including the human community’s connections with the world in which we live. Any change in relationship brings consequences—some of which may occur on a small scale, while others may be far-reaching, affecting large networks and systems such as human societies and the planetary ecosystem.”
Related Concept 相关概念 xiāngguān gàiniàn:
Point of view: “The particular perspective brought by a composer, responder or character within a text to the text or to matters within the text. It also entails the position or vantage point from which the events of a story seem to be observed and presented to us. When exploring this concept, students will, for example, consider positioning, voice and tone.”
Global Context 全球背景 quánqiú bèijǐng:
Identities and Relationships: “Who am I? Who are we? Students 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.”
Unit questions
单元问题 dānyuán wèntí:
Intercultural inquiry 跨文化探究 kuā wénhuà tànjiū:
How are our experiences shaped by our relationships with other people?
我们和别人的关系是怎样影响我们的生活经历的？
Sub-questions:
What makes an experience worth sharing about?
什么样的经历值得和别人分享？
What kinds of experience can help someone develop empathy?
什么样的经历能让人更懂别人的感受？
How does our past shape our present and our future?
我们过去的事情是怎样影响现在和未来的？
Theory of Knowledge (TOK) question 认识论探究 rènshìlùn tànjiū:
To what extent does language allow us to make our private experiences public?
在何种程度上，语言能够使我们把自己的私人经验公之于众？
Language usage inquiry 语言使用探究 yǔyán shǐyòng tànjiū:
How do people use language to gain empathy for a particular point of view?
人们怎样用语言让别人体会到他们的想法和感受？
Sub-questions:
How do people craft words to share an experience?
人们怎样用语言来讲述自己的经历？
How can vocal choices (pitch, rhythm, emotion) invite empathy in an audience?
声音的高低、快慢和感情，怎样让听的人更能感受到说话人的心情？
Approaches to Learning (ATL) skills
学习方法技能 xuéxí fāngfǎ jìnéng:
Self-management: "Use appropriate strategies for organizing complex information."
自我管理技能："采用适当的策略来组织编排复杂的信息；"
Research: "Seek a range of perspectives from multiple and varied sources."
研究技能："从多种并且不同的来源寻求一系列的观点；"
Social: "Practise empathy."
社交技能："实践同理心；"
Thinking: "Create original works and ideas; use existing works and ideas in new ways."
思考技能："创造原创作品和想法，以新方式利用现有的作品和思想观点；"
Communication: "Use appropriate forms of writing for different purposes and audiences."
交流技能："根据不同的目的和受众采用适当的写作形式；"
Unit 2 Resources
Unit 2 Resources
Case STUDY #1
Case STUDY #1
文本 wénběn "texts": 《养宠物》(Pages 1, 2, 3)
Presentation (formative speaking):
( /20): Choose one unit question or TOK question from Unit 1, then any Unit Question from Unit 2, above. Give a spoken presentation to answer your unit question. Discuss all but one text in Unit 1 and both texts in Unit 2's Case Study 1. Include:
your question on the first slide of each section (Unit 1, then Unit 2) in Chinese characters and English; pīnyīn for the question is optional
pictures representing what you are talking about
minimal text on the slides
conventional opening, transitions, and closing, following this speech notes format
After completing your presentation, the teacher will ask questions in Mandarin about what you just talked about, as part of the same speaking score. Scoring will use the IA rubric, here.
Final Exam (Writing)
Final Exam (Writing)
( /90分 fēn "points", scored on criteria A, B, C)
This will be a real DP paper 1 (writing)
Winter Packet
Winter Packet
See Classroom
Unit 2 FIRST Summative
Unit 2 FIRST Summative
文本：《养宠物》(Pages 1, 2, 3) + 《我爷爷的故事》(sections 1 & 2)
Day 1 Summative Tasks
Listening:
( /30): "Listen-look-underline-number": For the text, 《我爷爷的故事》, the teacher will ask a series of questions in Mandarin. Understand each question, find the information in the text, underline it, and write the number of the prompt onto your copy of the text. Here are the read-aloud explainer videos in two parts: 一、二。
Reading:
( /30): Choose eight underlined phrases in the《欢乐汉语文化营》(videos 视频 shìpín 一、二) :
Draw a sketch to show accurate understanding of the meaning of each underlined phrase you chose, and
write a number to indicate which phrase you chose from the reading (the numbers need to match).
(if time allows, begin preparing for writing and speaking presentations)
Day 2 Summative Task
Writing:
( /30分 fēn "points", scored on criteria A, B, C, format: email/电邮 here, body = 36|90 多字 zì "characters")
Choose any TOK question (in Unit Resources, above). Answer your TOK question using texts from all 文本 listed above.
You will not have any of the 文本 at the time of writing, but you can bring a single sheet of paper with your own hand-copied sentences from the 文本, on one side only. Your single sheet of paper cannot have anything outside from the title and direct quotes from the main 文本 listed above. Adding pinyin with tones and English is recommended to maximize learning. The goal of making this "cheat sheet" is to promote learning through practicing reading, understanding, and thinking about the sentences in the texts you intend to use in your writing.
Speaking:
Lunch mock IA time (sign up on Classroom > Resources > Office Hours document)
( /30, scored on criteria A, B1, B2, C): Bring a printout containing pictures from all assigned texts for this summative. To practice for the IA individual oral exam (final exam week, Fall 2025):
explain the text info in the images for 4 minutes,
then discuss for 5 minutes (answer and expand on teacher's questions), and
then discuss the same texts and images on a different DP theme for 6 minutes.
Unit 2 Big Formative #2
Unit 2 Big Formative #2
文本 wénběn： 《咖啡还是茶》 + MYP5 Reading Practice (pages 1-3)
Day 1 Summative Tasks
Listening:
( /30): Watching separated clips from the 《咖啡还是茶》, transcribe into pinyin with tone marks and English all assigned sections (see document).
Reading:
( /30): Choose eight underlined phrases in the MYP5 Reading Practice (pages 1-3).
Draw a sketch to show accurate understanding of the meaning of each underlined phrase you chose, and
write a number to indicate which phrase you chose from the reading (the numbers need to match).
(if time allows, begin preparing for writing formative, next day)
Day 2 Summative Task
Writing:
( /20分 fēn "points", scored on criteria A, B, C, format: email/电邮 here, body = 48|110 多字 zì "characters")
You will not have any of the 文本 at the time of writing, but you can bring a single sheet of paper with your own hand-copied sentences from the 文本, on one side only. Your single sheet of paper cannot have anything outside from the title and direct quotes from the main 文本 listed above. Adding pinyin with tones and English is recommended to maximize learning. The goal of making this "cheat sheet" is to promote learning through practicing reading, understanding, and thinking about the sentences in the texts you intend to use in your writing.
Unit 2 SECOND Summative
Unit 2 SECOND Summative
MYP5 Reading Practice (pages 5-12, choice of three)
Day 1 Summative Tasks
Listening:
( /30): Listen to selected audio clips from required portions of 《咖啡还是茶》to transcribe into pinyin (10pts) with accurate tone marks (10pts) and English (10pts). This will need to be the remaining two interviewees in the video.
Reading:
( /30): Write numbers next to seven text-only instructions from the 《取出香兰汁》 video so they are in the correct order. Add pinyin with tone marks and draw a picture for each instruction. Here is the read-aloud explainer video.
Day 2 Summative Task
Writing:
( /30分 fēn "points", scored on criteria A, B, C, format: email/电邮 here, body = 56|130 多字 zì "characters")
Choose any TOK question (in Unit Resources, above). Answer your TOK question using information from all 文本 listed above.
You will not have any of the 文本 at the time of writing, but you can bring a single sheet of paper with your own hand-copied sentences from the 文本, on one side only. Your single sheet of paper cannot have anything outside from the title and direct quotes from the main 文本 listed above. Adding pinyin with tones and English is recommended to maximize learning. The goal of making this "cheat sheet" is to promote learning through practicing reading, understanding, and thinking about the sentences in the texts you intend to use in your writing.
Speaking:
Lunch mock IA time (sign up on Classroom > Resources > Office Hours document)
( /30, scored on criteria A, B1, B2, C): Bring a printout containing pictures from all assigned texts for this summative. To practice for the IA individual oral exam (final exam week, Fall 2025):
explain the text info in the images for 4 minutes,
then discuss for 5 minutes (answer and expand on teacher's questions), and
then discuss the same texts and images on a different DP theme for 6 minutes.
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