IB Skills - Language and Literature - A Practical Guide - Student Book 1910160024, 9781910160022

Citation preview

.,Jil

Lan

;'',llrlii.,

'{*ro

U a

S

ature

A PRACTICAL GUIDE STUDENT BOOK

o

lnternatimal Baccalaureate. Baccalaur€at lnternatiorEl Bachillerato lnternacioal

'{*skirs

Lan

UA

tercture

A PRACTICAL GUIDE STUDENT BOOK

Mike East Nevine El Souefi Graham Maclure Chad Schwaberow

o

lntermtional BaealaureaG' Baccalaurdat

lntsnatiml

Bachillento lnternaciOal

[anguagc and Lhcnturc:

A Practlcal Gulde

(sodcnt Book)

commons.wikimedia.orgArviki/Cand JPG;

le#mediaviewer/File:Einzelne_Keze.

p93 Moon: httpy'/commons.wikimedia.orgA,viki/Moon#mediaviewer/

Published bg lntemational Baccalaureate 0rganization (UKJ Ltd, Peterson House, Malthouse Avenue, CardiffGate, Cardiff, Wales CF23 8GL

File:Moon_apollol

United Kingdom, represented bg lB Rrblishing Ltd, Churchillplein 6,

wikimedia.oryAriki/File:The_Good-Earth-Character_Web.png p109 Audience:

The Hague, 2517JW The Netherlands Website: www.ibo.org The lnternational Baccalaureate 0ryanization (known as the lB) offers four high-qualitg and challenging educational Programmes for a worldwide

community of schools, aimingto create a better, more peacefulworld' This publication is one ofa range ofmaterials produced to suPPortthese

2

jpg

p93 Fire: httpy'/commons.wikimedia.orgAriki/

Fire#mediaviewer/File:FIRE_01.JPG;

p105 The Good Earth: http//commons.

@iStockphoto; p110 Film: @iStockphoto; p111 Sound: @istockPhoto; p111 Light: OiStockphoto; p1 12 Composition: @iStockphoto; p1 17 Conuption: @iStockphoto; p1 18 E)ftract from speech bg former US President George W Bush,

Zfth Sept 2001; p118 Exract from the 0bama 2008 Presidential

campaign slogan; p119 Sheep: httpy'/commons.wikimedia.orgArviki/ File:Flock_of-sheepjpg p126 Teen girl room: G)iStockphoto; p126 Teen bog room: @istockphoto; p130; 0uote from lan Mc Neil in An lnspector Calls, Mag 30,2001. ln WriteWork.com. Retrieved from http/Arww.writework.

Programmes. O lnternational Baccalaureate 0rganization 20 14

com/essag/inspectorcalls-1; p153 Emilg Dickinson: http://commons.

Published 2014

wikimedia.orgArviki/Emilg-Dickinson#mediaviewer/File:Emilg-Dickinson_ dagueneotgpe_%2Ecropped%29jpg p154 Lear:0ld man with a beard, Edward

The rights of Mike East, Nevine El Souefi, Graham Maclure and Chad

Lear: http//en.wikisource.orgAriki/There-was-an-0ld-Man-with-a-beard;

Schwaberow to be identified as authors ofthis work have been asserted bg

them in accordance with sections 77 and 78 ofthe Copgright, 0esigns and

Woman crying @iStockphoto; p152 Compass: http//commons.wikimedia. oryArviki/Compass#mediaviewer/Fi le:Compass_icon_matte.svg p 1 69 Romeo

PatentAc1 1988.

& Juliet: httpy'/commons.wikimedia.oryAriki/Romeo_and

All rights reserved. No part ofthis publication mag be reproduced, stored in a retrieval sgstem,

ortransmitted, in ang form or bg ang means, without the

prior written permission of the lB, or as expresslg permitted bg law or bg the lB's own rules and policg. See hnp/Amnv.ibo.org/copgright'

lntcrnatlon.l B.ccelaurcatc, Btcc.l.ur6.t lnt m.tlon.l and B.chllltr.to lnternaclonal are registered trademarks

of the lntemational Baccalaureate

0ryanization. lB merchandise and publications can be purchased through the lB store at httpr'/store.ibo.ory. General ordering queries should be directed to the Sales

and Marketing Department at [email protected]. British Library Cataloguing in tublication Data A

catalogue record forthis book is available from the British Library

ISBN:

978-1-910160-02-2

Tgpeset bg Q2A Media Services Pvt Ltd Printed and bound in Dubai.

Acknowledgmcnts We are grateful for permission to reprint copgright material and other content:

File:DickseeRomeoandJulietjpg

p160

Juliet#mediaviewer/

p173 The 0n the Road scroll:

http//

en.wikipedia.orgAriki/0n_the_Road#mediaviewer/File:Kerouac_ontheroad-

scrolljpg p178 Songextrirct: Somethin'Else bg Eddie Cochran; p179 President 0bama at the Mandela funeral: http//upload.wikimedia.oryl jpg p183: The last sleep

wikipedia/comm ons/ 4/ 44/0bama_Madiba_Memorial of Arthur:

http/zlmw.bestthinking.com/articles/historg/europe_historg/

the-unique-holg-crown-of-saint-stephen-of-hungary;

P

187 Highlighters:

httpy'/commons.wikimedia.oryA,viki/File:Highlighterpen_-photocopied_text9Ma12009 jpg p190 Reading room: httpy'/upload.wikimedia.oryArikipedia/ commonVthu mb/d/d3/British_M useu m-ReadingRoom_Section-Feb-2005. jpgl1 280px-British_Museum_ReadingRoom-Seaion_Feb-2006 jpg p2 10 12109 /20/oak-grove-

0ak Grove Beach: http//southofpdx.wordpress.com/20

beach-1917-1929; p21 1 Rolls Rogce: hftpr'furvrw.earlgamericanautomobiles. 1 Fashionable Dresses: httPs/ /v\ ^,1r. p2 Jazz: pinterest.comlvtdnp/vintage-fashion-in-vermont-newspapers; http/,vww.westmichmusichgsericalsocietg.com/eg; p221 Japan Tsunami

com/americanautomobiles2l.htm; p21

ll

advertisement OiStockphoto, @Shutterstock, redrawn from http//cfile30. uf.tistory.comlmage/1974C05A4DBC5DDD1E1EB0; p223 Extract from the Rgan's Well Foundation website www.rganswell.ca; p226 Hunger Posler: Keelg

Jog Photognphg, lnc. Feed Mg Starving Children, FMSC.ory. https/Arww.flickr. com/photoyfms c/7 267988232; p227 Hamburger stack httpr'/Pixabag.com/ p-19264Pn0_redirea; p227 bandwagon: @iStockphoto; p227 Name calling:

pZ blocks: Oistockphoto, tools: @iStockphoto, plans: @iStockPhoto, house: Oistockphoto; p9 Cultural greetings: Ujjval Panchal, Map ofGreeting Bodg

httpr'/upload.wikimedia.oryArikipedia/commons/0/0

Gestures, Computation Design Project bg Ujjval Panchal, PilotYear-Cll0, Denmark; p13 children plaging with blocks; @istockphoto; p13 Tging a

plagingbasketball-with_members-of_Congress_and-Cabinet_secretadesiP&

bow tie: commons.wikimedia.oryAriki/Fi le: HowToTieBowtie-VersionB.

thaigov/435418? 2?21\n/set-7 2L5? 6234?7 L97 612;

png p16 garden: @iStockphoto; p18 Macbeth: copgright Philip Buchel;

Oistockphoto; p235 Eggptian hieroglgphics: httpr'/commons.wikimedia.orgl wiki/File:Maler der Grabkammer der-Nefertari_O04jpg p235 Bageux Tapestrg:

p18 Macbeth and the Three Witches bg Theodore Chasseriau [1855); p19 Macbeth Et Les Sorcieres bg Ary Scheffer; p19 The Three Witches from Macbeth, bg Alexandre-Marie Colin [1827); p20 Goldfish: @iStockphoto; p20 Okara, G. 1985. Piono ond Drums.lnTouched with Fire: An Anthologg ol Poems compiled bg Jack Hgde. UK. Cambridge Universitg Press; p23 Anne Bamford, quoted in "Creativitg: lt's Not What You Know...'. Mag 2011. lB World. lnternational Baccalaureate; p25 Female Soldier: @iStockphoto; p25 New York in ruins: OiStockphoto; P25 Alien: @iStockphoto; p30 Walt Whitman:

5/Dope-posler.wg

p22 7 Barack 0bama: http//commons.wikimedia.oryAriki/File;Barack-Obama-

p227 Testimonial: OiStockphoto; p23l transfer: httpr'Arvww.flickr.com/photoV p231. card stacking:

http//commons.wikimedia.oryArriki/File:Bageux

Tapestrg-scenel-Edwardjpg

p23 5 Trajan's Column: http//commons.wikimedia.oEAwiki/File:10l-ConradCichorius,0ie_Relie6-der_Traianss%C3%A4ule,_TafelCl

jpg

p243 Stressed

student: httpy',vww.iclipart.com/search.PhP?x=97&g=9&kegs=167987& andor=AN0&cat=All&tl=clipart&id=1 11_10_3-17; p2214 Shakespeare: httP// commons.wikimedia.orgA,viki/File:Shakespeare Droeshout-1523

jpg p244

EmergencA: @iStockphoto.

httpr'/upload.wikimedia.orgArikipedia/commonVS/854'/alt Whitman---Bradg' Handg_restored.png p60 Three little pigs: @iStockphoto; p66 London: @iStockphoto; p81 Mg Last Duchess: httPy'/commons.wikimedia.oryAriki/ File:Agnolo-Bronzino,_ritratto_di_Lucrezia_de%27-Medici.JPG; p9l Police officer: @iStockphoto; p93 Spilled millc @istockPhoto; p93 Rose: httpy'/commons. p93 Candle: http//

wikimedia.orgArviki/File:Stan-070402-523S-Rosa-sp.ipg

continued on bockpoge

Contents How to use this book

v

L.

1

Introduction to IB skills

2. Introducing key eoncept 1: communication 3. Introducing key concept 2: connections 4. Introducing key concept !: ereativity 5. Introducing key concept 4: perspective 6. Genre and conventions Topic

7.

8.

15

22 27 33

Genre conventions

34

Topic z; Exploring a theme in audio visual media

42

Topic a: Exploring a theme in anicles

46

Structure

52

Topic r: Exploring openings and their functions

56

Topic z: Exploring structure in poetry

6z

Topic a: Walking and talking your way through strueture

68

Point of view

74

Topic

9.

1:

I

1:

Narrative point of view

75

Topic 2: Can I trust the narrator?

8o

Topic !: Bringing different points of view together

8+

Character

B8

Topic

1:

A personal approach to characterisation

93

Topie z: The role of speech in characterisation

98

Topic 3: Communicating character changes and development

10.

11.

Theme

103 108

Topic r: Theme in video

109

Topic zr Theme in literature

113

Topic a: Theme in propaganda

Lt7

Setting

722

Topic r: The role of setting in communieating character

124

Topic z: Exploring the role of setting in establishing context

13o

Topic a: The function of setting in creating mood and atmosphere and communicating theme

135

Language and Literature

lll

L2.

].43

Style

Topic t; E:ploring elements of style

L44

Topic e: Writing in the same style

149

Topic a: Buildingyour ownslyJe

L57

13. Intertextuality

163

Topie

L4

I Using interte:*uality

to inspire creativity

Topic a Using inter.texn:dity to create hurnor or a larger message

L74

Topic !: Creating credibility through literary allusion

tl8 Gz

Purpose Topic r: Preparing for commentaries/textual analysis

t84

Topie 2: Doing coramentariey'textual analysis successfully

189

Topic a: Selecting elements to fit your purpose

vlg4

15. Context

16.

L7,

lv

LgV

Topic t: Context and its effect on style

198

Topie e: Context and literature

?'e7

Topic a: Context clues

2L2

Audienceimperatives

2L8

Topic L How audience members respond

?,20

Topie z: How creators reach different audienees

222

Topic a: Reaching the intended audience

226

{34

Self-expression

Language and Literature

165

Topic r: The graphicnovel

?.;35

Topic z: Creatirze writing

239

Topic a; Creative Writing: poetry

246;

How to use this book As well as introducing you to the 4 key eoncepts and rz of the related concepts in the Middle Years Programme (MYP) language and

Iiterature course, this book will also help you praetise all the skills you need to reach the highest level of the MYP assessment criteria. This book has been divided into chapters on key and related eoncepts. Throughout the book you will find features that will help you link your learning to the core elements of the MYP. On the first page of each of the related concept chapters you will find:

. the topics you will be foeusing on . the inquiry questions you will be considering . a checklist of skills you will practise . a glossary of any difficult terms . a list of the command terms you will come across. You will also see a list of other concepts that relate to the chapter. You should keep these in mind as you work. Each related concept chapter is divided into three topics that help you explore the concept through a variety of activities. Some activities can be done individually while others may be done with a partner or in a group.

Here are the other features that you will come across in the book:

(ii) eroet

coNTExTs

For each activity you will see an indication of a global context that is the focus of that activity. Global contexts help organize

inquiry into six different areas:

. identities and relationships . orientation in space and time . personal and cultural expression . scientific and technical innovation . globalization and sustainability . fairness and development. These global contexts indicate how the activity is reievant to your Iife and the real world.

Language and Literature

y

il

3ltilltot"

,,"0^, contexts, each topic and activity includes an ATL skills focus. There is an emphasis on the particular skill Iisted in each box, but you wili also be using and developing other skills too.

It Throughor-rt tl-re cl-rapters you will see additiot-ral infortnation to

your understanding of a topic or activity.

l-relp

J&

TAKE ACTI0N

These boxes suggest practrcal applications of a topic or activity

that can make a difference in your life or the lives of others.

Cg)

tNTERDtsct PLTNARY LtN KS

As an MYP student you are encouraged to use skills and knowledge from different subject areas in your learning. Look out for these boxes, which provide links to other subject groups.

EDTcHAPTER LtNKs These boxes direct you to other chapters that relate to a topic

or activity.

Cf)wEB

LINKs

These boxes include websites and search terms for further reading and exploration.

g)

LTTERARY LINKS

These boxes provide information about books and films that relate

to the topic.

vl

Language and Literature

CHAPTER

1

Introduetion to IB skills

Welcome to langiuage and literature for MYP +/S.Inthis bookyou will leam about leaming in a langruage and literature context. You

will find out more about writing in a variety of different text types, analysing and responding to literature, preparing for assessments and examinations, and much more. This chapter explains what the key concepts are that relate to langruage and literature. It then goes on to explain the rz related eoneepts that are the essenee of language and literature.

Key coneepts In the Middle Years Progxamme (MYP), each subject area has key coneepts that are used as a framework for knowledge. They are powerful ideas that we explore through different topics to try to understand the world around us. In IvIYP language and literaturg there are four key concepts that we use as the basis for study. These concepts are:

.

communication

o connections o creativity

r

perspective

Chapters z to 5 take each of the key coneepts and explore them greater detail.

in

Related concepts There are also 12 related eonceptg which are the eentral themes for

the chapters in this book These eoncepts are much more related to langruage and literature. In chapters 6 to 17 each related concept is looked at in greater detail. Through these related concepts, key subject skills and techniques are demonstrated and explained.

Chapter

1|

lntroduaion to lB skills

t

Related concepts in Language and literature Genre and conventions

Theme

Purpose

Structure

Setting

Context

Point of view

Stgle

Audience imperatives

Character

lntertelrtualitU

Self-expression

Learning skills Figure 7.7 The three different phases

of

learning

You have been learning all your life. You began in settings such as your home and neighbourhood. Then, your learning became more formal as you started school. Learning in the MYP is primarily inquiry-based

Ieaming. This means that you are encouraged to ask questions in order to understand the many ways that language and literature interacts to form the world as we know it. Your learning will continually cycle through three different phases.

lnquirg Ask questions-it's the only way you are going to find out exactly what you want to know. Think about what you already know and what you want to know. Your curiosity is one of your best assets as a student.

Action An important part of conceptual learning is action. Action in the MYP might involve learning by doing service learning, educating yourself and educating others. Sometimes you may choose not to aet, based on newly acquired knowledge and understandings. Remember to think of the learner profile characteristic of being principled in your actions and make responsible choices.

Reflection As a learner, you will become increasingly aware of the way that you use evidence, practise skills and make conclusions. Reflection in your learning helps you to look at the facts from a different perspectivg to ask new questions and to reconsider your own conclusions. You may then decide to lead your inquiry in a different direction.

Inquiry learning can be frustrating. There is not always a "right" answer; sometimes conclusions may be uncomfortable or may conflict with what you want to believe; and you will come to realize that there are no "endpoints" in learning. As an MYP student,learning through inquiry action and reflection is central to your education and forms the foundation of acquiring knowledge and conceptual understanding.

2

Language and Literature

Conceptual learning is:

Conceptual learning is not

learning through inquirg

learning onlg through memorization

taking action to understand the world around gou

trgingto find the "right" answer

using knowledge to understand big ideas

passive g accepti ng eve rgth i ng gou read/hea rAee. I

making connections through concepts across different subjects. The

characteristics of conceptual learning

The objeetives eovered Both the skills and the objectives are closely related to the assessment criteria that your teacher will have made available to you. There are

four assessment criteria and each one is designed to measure your skills in a different area of language and literature as follows:

Criterion A

Analqsing

Maximum 8

Criterion

B

0rganizing

Maximum 8

Criterion

C

Producingtext

Maximum 8

Criterion

D

Using language

Maximum 8

The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what you will be able to

accomplish as a result of studying the subject. These objectives represent some of the essential processes of language. In order to meet these objectives, you will engage in a variety of

activities, continually refining your skills: listening, speaking reading, writing viewing and presenting. These skills are very much interactive and interrelated, though in some instances your teacher may wish to deal with them as discrete skills.

A: Analgsing This objective refers to enabling you to deconstruct texts, in order to identify their essential elements and to extract meaning from them, through demonstrating an understanding of the creator's choices, the relationships between the various components of the text, and making inferences.

Chapter

1|

lntroduction to lB skills 3

Through engaging with texts, you will be required to think eritically and show awareness of, and an ability to reflect on, different perspectives through your interpretations of the text. You should further be able to use the text to support your personal responses and ideas. These last two years of the MYP should prepare you to:

D iD

analyse the effects and purposes of the content, context, language, structure, teehnique and style of texts created by others analyse the effects of the creator's choices on an audience

iii) justify your opinions

and ideas, using appropriate examples, thorough explanation and accurate terminology

iv)

compare and contrast works

v)

connect literary and non-literary features across and within genres or texts.

B:0ryanizing This objective requires you to value and demonstrate an understanding of and an ability to organize your ideas and opinions using a range of appropriate conventions for different forms and purposes of communication. You must also recognize the importance of maintaining academic integrity by respecting intellectual property rights and referencing all sources accurately. These Iast two years of the MYP should prepare you to:

D

employ organizational structures that serve the context and the intention

iD

organize opinions and ideas in a sustained, coherent and logical manner with ideas building on each other

iii)

use language-specifie eonventions to show the reason for the order

of your ideas

iv)

aeknowledge sources according to a recognized convention

v)

use a presentation style suitable to the context and intention.

C:

Producingtext

This objective requires you to engage in the process of text creation with an emphasis on both the creative process itself and on the understanding of the connection between you, the creator, and your audience. You will explore and appreciate new and changing perspectives and ideas. As a result, you will develop the ability to make choices aimed at producing texts that please both you, the creator, and your audienee.

4

Language and Literature

These last two years of the MYP should prepare you to:

i)

create works that demonstrate your insight, imagination and

sensitivity

ii)

make choices that se-"e the content, context and intentiorL and which are designed to have an impact on your audience

iii)

select relevant details and examples to justify ideas

iv) employ

v)

a range of Iiterary techniques

explore and reflect critically on new perspectives and ideas arising from your personal engagement with the creative process.

D: Using language This objective expects you to develop, organize and express yourself and communicate thoughts, ideas and information. You are required to use accurate and varied language that is appropriate to the context and intention. This objective applies to all written, oral and visual text. These last two years of the MYP should prepare you to:

i)

use accurate and varied vocabulary sentence structures and forms

of expression

ii) use an appropriate register and style that serves the context and intention

It may sound like an obvious thing, but many students neglect to read these criteria closely-or even the specific rubrics

produced by their teachers.

iii)

use correct grammar, syntax and punctuation

iv)

use correct spelling (alphabetic languages) or

v)

t

Carefully following the

writing (character

descriptors in the

cr

iteria

Iangnrages) and pronunciation

and the rubrics that go with

use appropriate non-verbal communication techniques in oral,

specific task increases your chance of success.

presentation or visual work.

a

Knowledge The concept of "connections" or "perspective" isn't something you can touch but you can certainly explain it to another person using specific examples from different subject areas. This is where your knowledge of facts is essential. Without the support of specific knowledge, Figure 1.2 The role ofknowledge in supportingconceptual understanding

o o

oo

oo

tt.

Knowledge, facts and

O

o

o

examples

o ooo o o

Related concepts

Chapter

1|

lntroduction to lB skills 5

facts and examples, it is very difficult to understand and explain key concepts and related concepts. In the MYP, your teachers have a choice as to what facts and examples they will use to help develop

your understanding of key concepts. The use of knowledge, facts and examples will be different in every MYP classroom but theywillall lead you to an understanding of the key and related concepts in the subject group of language and literature.

Global contexts Now that you know what the key and related concepts are, Iet's focus a little more on the knowledge, facts and examples that will help you understand, explain and analyse them. The MYP calls this part of the curriculum global contexts. The global context is the setting or baekground for studying the key and related concepts. It is easy to think that the global context is the choice of topic in your course of study. There are six global contexts:

. . . . . .

identities and relationships orientation in time and space personal and cultural expression

scientific and technical innovation globalization and sustainability fairness and development.

(i) stoert

coNTExTs

The choice of global context is influenced in several different ways

Scale-study of a concept on an individual, Iocal or global level. Relevance-your education needs to be relevant for you and the world you live in, and this will influence the choice of context. lnternational-mindedness-lB programmes aim to develop internationally minded students and this is supported through using a variety of contexts to understand concepts. Do students have an influence over what global context is chosen? Absolutely-that's the reason why MYP language and literature courses Iook different all around the world. The contexts that are relevant for you may not be relevant for a student studying in another country or even in another school in your own country. What all MYP language and literature courses do have in common is the goal of deepening your understanding of the language and literature key concepts.

6

Language and Literature

Figure 1.3 The different parts ofconceptual learning The s e c o n str u c'ti o n m ote r iol s

These tools

rePresent knowledge such os focts, people, ploces ond

rePresent ATL

skills

events

This

These plons represent the

I

globol context {what sort of building should be

built

and whyJ

building

represents conceptuol understonding

'/-

-.+> {

Approaches to learning

(ATL) skills As a learner, you are developing a range of skills to help you learn and process significant amounts of knowledge and understanding. Some skills are very specific to particular subjects while other skills are ones that you use every day in every class, and will ultimately use for lifel The skills that you learn through the MYP allow you to take responsibility for your own leaming. There are five groups of MYP skills:

3 Thinking skills ATL SKILLS

Social skills

Communication skills Self-management skills Research skills

Depending on the subject, you might focus more on one or two areas than on others. As you move through the MYP and mature as a student, the focus will also move through different skills-from being taught, to practising-to consolidate your skill ability. Read through the outline of ATL skills, taking some time to reflect on where and when you have Iearned, practised or mastered different skills. AIso, think about which skills you still need to learn, practise or master. Chapter

1|

lntroduction to lB skills 7

thinking-the skill of analgsing and evaluating issues and ideas. Creativitg and innovation-the skill of exercising initiative to consider challenges

Critical

Thinking skills

and ideas

in new and adapted wags.

Transfer-the skill of learning bg making new connections and applging skills, knowledge and understanding to new situations. Social skills

Collaboration-the skill of working cooperativelg with others.

Communication

lnteraction-the skill of effectivelg exchanging thoughts, messages and information. Literacg-the skills of reading writing and using language to communicate information

skills

appropriatelg and write in a range of contexts. SelfmanaEement

skills

0rganization-the skillof effectivelg usingtime, resources and information. Affective

skills-the skills

of managing our emotions through cultivating a focused mind.

Reflection-the skill of considering and reconsidering what is learned and experienced in order to su pport personal development through metacognition.

Research skills

lnformation and media literacA-the skill of interpreting and making informed judgments as users of information and media, as well as being a skillful creator and producer of information and media messages.

Approaches to learning [ATLJ skills

It would be impossible to focus on all these areas in just your MYP language and literature course in years 4 and 5, so we will be selecting specific skills to learn, practise and master in this book.

a Dummary Look back at Fig 1.3 on conceptual learning. Remember that conceptual learning happens when you use the inquiry cycle, develop your ATL skills and increase subjeet knowledge. These three factors work

together to develop detailed understanding of the four key coneepts in language and literature: communication, eonnections, creativity and perspective. While the content of language and literature courses will look different in every MYP classroom, there is always the same focus on conceptual learning to construct a deeper understanding of the big ideas in life and the world around us.

I

Language and Literature

CHAPTER

2 I

!NOUIRY OUESTIONS

r r

GLOSSARY

How do we communicate and why is it important to consider this question? What are aome of the chdlenges to effective communication?

m

the way a speaker

expresses probabiliry usualiry

obligation and inclination.

m

How does the context of our communication affect the langruage we use?

typeoflanguageused

in a specific social context.

ATt

SKILLS

/ /

COMMAND TERMS

Negotiate ideas and }--