DP二 UNIT 5
主题 zhǔtí theme: Sharing the Planet
共享地球 gòngxiǎng dìqiú
Embedded Files
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？
Theory of Knowledge (TOK) question 认识论探究 rènshìlùn tànjiū:
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？
Language usage inquiry 语言使用探究 yǔyán shǐyòng tànjiū:
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？
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 (texts)：《卫星宝宝》 + 《到英國》
( /20): Presentation (formative speaking):
Choose any unit question, above. Give a spoken presentation that uses information from both texts in Case Study #1 to answer your unit question. Include:
your unit question on the first slide in Chinese characters and English; pīnyīn 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
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
文本 (texts)：《汉语景观》 + 《方言地图》
Day 1
Listening (formative):
( /20分 fēn "points"): In 《汉语景观》 watch pre-selected video clips. For each clip:
write pinyin with tone marks (10分),
draw a simple pictures to show meaning (10分).
(if time allows, begin preparing for writing and speaking presentations)
Day 2
Writing (formative):
( /20分 fēn "points", scored on criteria A, B, C, format: report here, body = 432 多字 zì "characters")
Choose any unit question above. Answer your unit question using information from Case Study #1 and Case Study #2. Your response requires at least two quotes from each of the four 文本 with citation of the required title.
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.
Case Study #3
Case Study #3
文本 (texts)： 《语言景观》 + 《桂林旅游景区》
Day 1
Reading (summative):
( /30分 fēn "points"): From 《语言景观》 and 《桂林旅游景区》, find underlined phrases. For each underlined phrase:
write pinyin with tone marks (10分),
draw a simple pictures to show meaning (10分).
Day 2
Speaking, in class (formative):
( /20, 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
文本 (text)： 《可持续发展》 + 《空气》
Day 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. 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:
( /30分 fēn "points", scored on criteria A, B, C, format: opinion column here, body = 480 多字 zì "characters")
Choose any unit question above. Answer your unit question using information from four 文本 of your choice listed in this unit (case studies 1, 2, 3, 4).
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.
恭喜 ！！！
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