MYP-五 UNIT 2
语言景观
yǔyán jǐngguān
Linguistic Landscape
Embedded Files
Inquiry statement 探究说明 tànjiū shuōmíng:
People design signs in public spaces for particular communities of readers to use for certain purposes at certain times. The arrangement of text on signs has consequences for people who can, and cannot, successfully interpret what appears, and does not appear, there. In this unit, we will explore the resources, information, and interpretations regarding signs in public spaces. We will investigate patterns in examples, including language, font, size, color, location on the sign, location of the sign, and hear from experts who have already analyzed such examples.
Inquiry questions 探究题 tànjiū tí:
Factual: What resources make up a "linguistic landscape"?
事实题： "语言景观"包括哪些资源？
Conceptual: How do public signs serve readers of different languages?
概念题： 公共标志如何同时服务不同语言背景的读者？
Debatable: How do public sign design choices help and not help people?
辩论题： 公共标志的设计怎么能帮助人，又什么时候可能帮不到人？
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 Resources
Unit Resources
单元资源 dānyuán zīyuán
Formative #1
Formative #1
第一形成性评估 dìyī xíngchéngxìng pínggū
文本 wénběn "text"：《语言景观》
For the assigned section/s in the 文本, write all:
pinyin for every character and number (3 pts)
tone marks on all pinyin you wrote (2 pts)
an English will-use statement (3 pts) about how you plan to use the information from this text for your upcoming poster presentation and reflection essay. Show your understanding of the actual words and sentences assigned text in this 文本.
SUmmative Listening #1
SUmmative Listening #1
第一听力总结性评估 dìyī tīnglì zǒngjiéxìng pínggū
文本 wénběn "text"：《汉语景观》
For randomized video-and-audio clips (no subtitles), write all:
pinyin for every character and number (3 pts)
tone marks on all pinyin you wrote (2 pts)
an English will-use statement (3 pts) about how you plan to use the information from this text for your upcoming poster presentation and reflection essay. Show your understanding of the actual words and sentences assigned text in this 文本.
Formative #2
Formative #2
第二形成性评估 dìèr xíngchéngxìng pínggū
文本 wénběn "text"：《桂林旅游景区》
For the assigned section/s in the 文本, write all:
pinyin for every character and number (3 pts)
tone marks on all pinyin you wrote (2 pts)
an English will-use statement (3 pts) about how you plan to use the information from this text for your upcoming poster presentation and reflection essay. Show your understanding of the actual words and sentences assigned text in this 文本.
Final PROJECT (summative only)
Final PROJECT (summative only)
期末项目 qīmò xiàngmù
In a visual slide-show presentation to the class, demonstrate your understanding of the Unit 1 and Unit 2 concepts as a preview of your plan for your written final exam (see next section, below). Check you complete the following:
Organize your presentation around Unit 1 and 2's:
factual inquiry questions (two total)
one conceptual or one debatable from each unit (two total)
visual information from two formative texts from each unit (four total)
text to read aloud from two, three, or four formative texts (50+ 字 total), and tie to inquiry question/s
summative video clip to play and explain in relation to an inquiry question of your choice
original photograph/s of a sign anywhere on O‘ahu that includes Chinese print or handwriting, plus a photo of the surrounding context of that sign; a selfie with the sign is optional, but you need to take this photograph yourself and be ready to tell us about it.
a table representing language on your photographed sign, organized similarly to the table in Unit 2 Formative #2
citation 《》to credit sources where relevant
Use conventional opening, transitions, and closing following our normal speech notes format
You can prepare and look at a card with individual words in Chinese characters and/or pinyin, but do not read from sentences or phrases, except on slides designed for reading.
Scoring will work as follows:
Speaking (/8): rubric here.
Listening (/8): play video clip and discuss connections to inquiry question/s.
Reading (/8): read text aloud and discuss connections to inquiry question/s.
Final EXAM (summative only)
Final EXAM (summative only)
期末考试 qīmò kǎoshì
This final exam will build be based on Unit 1 and Unit 2 concepts and formative texts, will take place during our scheduled final exam time.
Writing (/8): Handwrite an essay in Chinese characters (150+ characters) that showcases your learning of the concepts, questions, and texts we explored in units 1 and 2. Include:
Explain the concepts from your speaking presentation in the final project.
↳Cite sources to explain where you learned these things.
What work did you do for this unit to improve two ATL skills (above)? Give examples.
What next steps will you follow to research more about the topic in one of these units?
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