MYP-五 UNIT 1

Intro resources

Class jobs

Lesson slides, Dish slides

Text formats

Text tools

Reading practice

Text document: 《美食地图》 (click)

For formative:

1. Write pinyin above each character in our text (2 pts), with all accurate tone marks (3 pts).

2. Write English meaning under each sentence (3 pts).

Receipt document: 《滋味成都》

For formative:

Write a pinyin label next to 16 of the food names, including added notes (5 pts), with all accurate tone marks (3 pts). On the formative, only the receipt image will be provided, without the typed text that is currently available in the practice document provided here.

Receipt document: 《广东人吃早茶》

For formative:

1. Write pinyin above each character in our text (2 pts), with all accurate tone marks (3 pts).

2. Write English meaning under each sentence (3 pts).

Regarding preparation for DP:

I'd rather be scared than unprepared (Pohai & Rachel, 2025年9月17日).

In a poster presentation, using our speech notes format:

☞ Explain regional Chinese cuisine.

Your presentation should explore the Factual Question plus one Conceptual or Debatable question at the top of this page.

Poster design must include:

• hand-created on poster paper, though print resources can be glued or taped onto poster paper

• horizontal orientation to maximize space on projector or TV screen

• centralized visual design--all visuals and text clearly connect to each other before you present

• your Inquiry questions placed prominently (large font, top or central spaces, linked to related content)

• at least one map, diagram, or numerical table (bar chart, histogram, scatterplot, etc.)

• text from two formative readings, to read aloud for Reading score (see more below)

• two bits of real information from our lesson slides that uses the words or phrases there

• at least one bit of original research

• commentary on language usage in at least formative article or lesson slide

Presentation must include:

• • use of opening, transitions, & closing from speech notes format (linked here)

  • roughly equal speaking from both presenters (if two people are presenting)

  • coherent information directly about the poster content and general unit topics

  • clear understanding of what you presented when answering teacher questions

"Tools and resources" policy for this assignment:

Using translation and AI tools to generate your own sentences should be checked with the teacher for appropriateness prior to inclusion in your presentation. Why?

We are learning how to use words:

• • • • how to say each word, 

      • how to write each word, 

      • what each word means, 

      • in what contexts to use each word. 

With this in mind, you need to demonstrate your learning of these words along with the inquiry concepts of this unit--regional cuisine.

Scoring is for: 

• • Speaking: present information and then answer questions about the content and inquiry tied to your poster and presentation (see rubrics below)

  • Reading: read aloud Chinese character sentences (30+ characters) from a text we read in our formative assessments in this unit. The information you read should support the inquiry of your overall presentation. Following your whole presentation, answer questions about the text, including information that you did not directly read aloud in your presentation, but were part of the text we discussed earlier in this unit. In other words, get to know the text we learned in class. Tones will not be emphasized.

• MYP formative rubrics for speaking and reading (linked here)

• MYP summative rubrics for speaking and reading (linked here)

Handwrite an essay in Chinese characters (120+ characters) that includes the following:

• What did you learn about Chinese regional cuisine from this unit?

• What skills did you learn how to do in this unit?

• Cite materials we learned from to explain where you learned these things.

• What useful phrases did you use a lot in this unit?

• What next steps will you follow to research more about the topic in this unit?

Scoring follows:

• MYP formative rubric (linked here) out of 8

  • 4 summative points based on formative read-aloud ( /2) and Q&A ( /2); feedback given

• Remaining MYP summative rubric (linked here) out of 4