DP二 ab initio UNIT 5
主题 zhǔtí theme: Sharing the Globe
共享地球 gòngxiǎng dìqiú
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Guiding principles
指导原则 zhǐdǎo yuánzé
Explore the challenges and opportunities faced by individuals and communities in the modern world.
探索现代世界个人与社区面临的挑战和机遇。
Inquiry statement 探究说明 tànjiū shuōmíng:
We end our diploma program (DP) with a focus on global changes. We will investigate from both outside and inside perspectives, relative to the people impacted. Exploring different points of view should offer a well-rounded understanding of global issues "on the ground." Our “Sharing the Globe” (共享地球 gòngxiǎng dìqiú) unit will stay grounded in the perspectives of the families, tourists, experts, businesses, and government planners, and reporters who are adapting to, and communicating about, an increasingly connected world. We will investigate through case studies of news, commercials, and other forms of media, which all use language to communicate particular points of view on each issue.
Key Concepts 重大概念 zhòngdà gàiniàn:
"Development is the act or process of growth, progress or evolution, sometimes through iterative improvements."
"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."
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:
Globalization and sustainability: “How is everything connected? Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world-interconnectedness; the impact of decision-making on humankind and the environment.”
Unit questions
单元问题 dānyuán wèntí
Intercultural inquiry: (调查 diàochá)
How do people’s perspectives differ on the challenges and benefits of globalization?
人们对全球化的挑战和好处有什么不同的看法？
Sub-questions:
What are people saying about challenges and benefits from global changes?
人们说全球变化带来了哪些好处？又带来了哪些问题？
How can an insider perspective differ from an outsider perspective regarding global developments?
关于全球化，内部的看法和外部的看法有什么不同？
Language usage inquiry:
How do news, commercials, and other forms of media use language to portray a particular point of view?
新闻、广告和其他媒体是怎样用语言来表达自己的观点的？
Sub-questions:
How does a presenter or narrator use language to sound supportive in their message?
主持人或讲述者是怎样用语言让听众觉得他们支持某个想法或解决方法的？
How do interviewees use language to highlight their perspective as being unique and relevant to the story?
被采访的人是怎样用语言让自己的看法听起来既特别又和主题有关的？
Theory of Knowledge (TOK) question:
Is an understanding of the perspective of other people essential in the pursuit of knowledge?
在寻求知识的过程中，理解其他人的观点是否至关重要？
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；"
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；"
Social: "Practise empathy."
社交技能："实践同理心；"
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 5 Resources
Unit 5 Resources
Case Study #1
Case Study #1
文本 (text)： ("for a 5th"↯1) + 《汉语景观》
( /30): Speaking (formative speaking):
Choose one unit question, above. Give a spoken presentation that uses information from both texts, above, to answer to your unit question. Include:
a conventional opening, transitions, and closing following this speech notes format
your unit question on the first slide, only in Chinese characters and English
pictures representing what you are talking about
minimal text on the slides
Following your presentation, the teacher will ask questions in Mandarin about what you just talked about, as part of the same speaking score.
FINAL EXAM
FINAL EXAM
Internal Examination (IA): Individual Oral (IO) Exam
This is your real IA, and counts both toward your final exam score and toward your actual DP examination.
Sign up on Classroom > Resources > Mandarin Calendar > Office Hours Doc.
Score out of 30, scored on criteria A, B1, B2, C):
Bring nothing, but practice talking about our prior unit texts.
You will get 15 minutes to prep notes from blank paper, and nothing else. Then you do the following:
describe image for 4 minutes, including what you see and connections to culture
then discuss with teacher 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.
Case Study #2
Case Study #2
Day 1
Listening (formative):
( /20): "Listen-look-underline-number": From the 《国际影片角》 text:
the teacher will ask a question about the text in Mandarin
find the answer to the question in the text
underline the information in the text that answers the teacher's question
write the number of the prompt
You should watch the explainer videos at the top of the document, linked above, as well as read through the pinyin by pasting the text into Google Translate, where you can also hear a different voice read to train your ears for this text.
(if time allows, begin preparing for writing)
Day 2
Writing (formative):
( /20分 fēn "points", scored on criteria A, B, C, format: email/电邮 here, body = 162|324 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 other than direct quotes from the main 文本 listed above. 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.
4. Speaking:
Lunch mock IA time (sign up on Classroom > Resources > Mandarin Calendar > Office Hours Doc)
( /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 all 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.
Case Study #3
Case Study #3
Day 1 Formative Tasks
Listening:
( /20): Watching separated clips from the 《清明节》with the English cut out. Transcribe into standard Mandarin pinyin (10pts) with tone marks (10pts) and English (10pts) for all assigned sections (see document).
Reading:
( /20): Choose any calendar you have not yet studied in 《假期与节日》. Transcribe into standard Mandarin pinyin (10pts) with tone marks (10pts) and English (10pts) for all assigned sections (see document).
Day 2
Speaking, in class (summative):
( /30, scored on criteria A, B1, B2, C): Discuss pictures representing texts from this unit with a classmate partner. The teacher will walk around to hear everybody while write quick scores on the rubric. Get familiar with the rubric demands--you will describe the texts and discuss them with your partner.
Case Study #4
Case Study #4
Day 1
1. Listening:
( /30): Watching separated clips from the《空气》 video. Transcribe into standard Mandarin pinyin (10pts) with tone marks (10pts) and English (10pts) for all assigned sections (see document), including any text on the screen that is included in the document. Any screen text you already included in one answer need not be repeated in another answer you write. You should watch the explainer videos at the top of the document, linked above, as well as read through the pinyin by pasting the text into Google Translate, where you can also hear a different voice read to train your ears for this text.
2. Reading:
( /30): Ten screen frames will be printed from 《到英國》 . Choose eight frames to write pinyin with tones (12 pts) and draw pictures to show accurate understanding of meaning (18 pts).
(if time allows, begin preparing for writing)
Day 2
3. Writing:
( /30分 fēn "points", scored on criteria A, B, C, format: email/电邮 here, body = 180|360 多字 zì "characters")
Choose any TOK question (in Unit Resources, above). Answer your TOK question using information from Case Study #4 文本 above, plus three more 文本 of your choosing from this unit.
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 other than direct quotes from the main 文本 listed above. 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.
(no speaking task)
恭喜 ！！！
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