martes, 6 de diciembre de 2016

ib learner profile

Resultado de imagen de ibo.org



ENGLISH B HL



Since IB English B is your acquisition language, the best way to get a 7  will be to listen and read English as frequently as you can.

There’s no better type of learning than practicality when it comes to languages.

Read English books out loud to yourself and make a note of what each word that you don’t understand means, find out the pronunciation of words you don’t know how to say, and try to use that word as much as you can in conversation.

 You should also watch Youtube videos in English. Watch the video first without subtitles and then with the subtitles so you know which word it was that you didn’t understand.
I would highly recommend doing this at least once a day. Make that your target and try to increase the number of times you watch a video and read a book every day. The more frequently you read and try to understand, the quicker you’ll improve.
Once your speaking and reading abilities improve, so will your writing but I would try to do a bit of writing. Perhaps what you could do is try to write 5 or 6 different sentences for each new word you learn or something like that.
The best you can do is to prepare your written and oral assignments the best way possible so you have a chance to make mistakes on your paper 1. 
Good luck on your exams

THE AIMS OF ENGLISH B ARE TO: 

1. Develop students’ intercultural understanding

2. Enable students to understand and use the language they have        studied in a range of contexts and for a variety of purposes
 3. Encourage, through the study of texts and through social    interaction, an awareness and appreciation of the different  perspectives of people from other cultures 
4. Develop students’ awareness of the role of language in relation to other areas of knowledge 
5. Develop students’ awareness of the relationship between the languages and cultures with which they are familiar 
6. Provide students with a basis for further study, work and leisure through the use of an additional language 
7. Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language. 



DP Language B Essentials


  •  Global Contexts: 

- Culture & diversity
- Intercultural understanding
- Global engagement
- International-mindedness and global citizenship
- Interdependence and globalization
- Identity and cultural diversity
- Social justice and human rights
- Peace building and conflict resolution
- Sustainable futures


  • Key Themes: 

- Identities: explore the nature of the self and what it means to be human
- Experiences: explore and tell the stories of the events, experiences, and journeys that shape our lives - Human ingenuity: explore the ways in which human creativity and innovation affect our world
- Social organization: explore the ways in which groups of people organize themselves, or are organized, through common systems or interests
- Sharing the planet: explore the challenges and opportunities faced by individuals and communities in the modern world


  • Conceptual Understandings:


Audience :Students understand that language should be appropriate for the person(s) with whom one is communicating.
Stimulus questions
- How can the perceived needs and interests, or previous knowledge, of the recipients of a text influence its production?
- How would the language used in a given text need to change if the same basic message needed to be communicated to a different audience?

Context: Students understand that language should be appropriate to the situation in which one is communicating.
Stimulus questions
- How does the situation or setting influence the production or reception of a text?
- How is the relationship between the producer and the recipient(s) of a text (or the relationship of interlocutors in a conversation) reflected in language use?

 Purpose: Students understand that language should be appropriate to achieve a desired intention, goal or result when communicating.
Stimulus questions
 When I read or listen to a text, what helps me to understand the intention of the person who produced the text?
- When I need to communicate for a specific reason, how do I plan my message and language use in order to achieve my goal?

Meaning: Students understand that language is used in a range of ways to communicate a message. Stimulus questions
- How are literal and figurative (non-literal) language used by producers of texts to create desired effects?
-What does the producer of a text do to make the message clear (or, on the contrary, to make it ambiguous) when there is no opportunity for the recipient(s) to reply to the text?

Variation: Students understand that differences exist within a given language, and that speakers of a given language are generally able to understand each other.
Stimulus questions
- How or why does a language change over time, across geographical boundaries or from one social or cultural group to another?
 - What does it mean to say that aspects of a text are “lost in translation” from one language to another?


  • Approaches to Learning: 

- Communication
- Social
- Research
- Thinking
- Self-management


IB LEARNER PROFILE

  • Resultado de imagen de ib learner profile activities for dp studentsThe aim of the IB programme is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

     

    The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national, and global communities.

     

    IB learners strive to be:

     

    Inquirers 

    We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

     

    Knowledgeable 

    We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

     

    Thinkers 

    We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decision.

     

    Communicators

    We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

     

    Principled

    We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

     

    Open-minded

    We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

     

    Caring

    We show empathy compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

     

    Risk-takers

    We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

     

    Balanced

    We understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

     

    Reflective

    We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

     



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