Ib Myp PDF

MYP by Concept
English
Language acquisition
Phases 1–6
SAMPLE CHAPTER Ana de Castro
Zara Kaiserimam
1880612 English for the IB MYP 2_Sample.indd 3 04/05/2017 08:44

The MYP by Concept 2 Student Book provides a unique concept-driven and assessment-focussed approach to the
framework, supported by Student and Whiteboard eTextbook editions and digital Teaching and Learning Resources,
available via the Dynamic Learning platform.
English for the IB MYP 2 Student’s 9781471880612 May 2017 £29.99
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English for the IB MYP 2 Teaching and Learning Resources
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• Enliven lessons and homework with informative videos, animations and web links plus ways to incorporate your
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Also available
Print and digital resources Print and digital resources
for MYP 1–3: for MYP 4&5:
Individuals and Societies IBiology
Language Acquisition: Spanish Chemistry
Language and Literature English
Mathematics French
Sciences History
Language and Literature
Mathematics
Physics
Spanish
For more information on these further resources please see

www.hoddereducation.com/mypbyconcept
Contents
1 What’s in a neighbourhood? ................................................ 2
2 How do you pass the time? ................................................. 24
3 In a world where there are 6500 languages,

how can we understand each other? ........................... 50
4 Is it raining cats and dogs? .................................................. 70
5 What if everybody looked the same? ........................... 92
6 What’s your story? ................................................................... 120
Glossary ........................................................................................... 154
Acknowledgements ................................................................ 155
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How to use
this book
Each chapter is framed with a Key concept,
Related concept and set in a Global context.
y
Globalization and sustainabilit
Connections Structure; Empathy
Welcome to Hodder Education’s

MYP by Concept Series! Each chapter 1 What’s in a
neighbourhood?
■
is designed to lead you through ■■
an inquiry into the concepts of ■
Language acquisition, and how they

■
■
The conventions and
interact in real-life global contexts. structure of our different

communities connect us to ●
the world, allowing us to
share different interests ●
and values.
The Statement of Inquiry provides
the framework for this inquiry, CONSIDER THESE
QUESTIONS:
and the Inquiry questions then Factual: What is a community?
What communities are you part
lead us through the exploration of? What is a neighbourhood?
What is your neighbourhood
as they are developed through called? Where do you live?
Who do you live with? What
kinds of places are in your
each chapter. neighbourhood?
Conceptual: How many different
communities are there in your
KEY WORDS neighbourhood? Do we belong

to just one community? What
liveable? Every neighbourhood has
attractive
type of home do you live in? ■■ What makes a neighbourhood we may not like as much.
qualities that
Key words are included to give you access to Debatable: How do the different
qualities that draw us in, and other
communities we belong to
IN THIS CHAPTER, WE WILL …
vocabulary for the topic. Glossary terms are influence our interests and
values? Does your community ■■ Find out about our communities, neighbo
urhoods and where people live.
communities and compare these
highlighted and, where applicable, search terms influence your way of thinking? ■■ Explore our perceptions of our own
with a community in another part
of the world.
change in
Now share and compare your involved and be inspired to create
are given to encourage independent learning and thoughts and ideas with your
■■ Take action to be actively
our school and communities.
partner, or with the whole class.
research skills.
English for the IB MYP 2: by Concept
2
As you explore, activities suggest ways to learn

through action.
■■ ATL
Key Approaches to Learning skills for MYP
Activities are designed to develop your Approaches Language acquisition are highlighted whenever
to Learning (ATL) skills. we encounter them.
◆■ Assessment opportunities in Hint

this chapter: In some of the activities, we provide hints to help you work on
the assignment. This also introduces you to the new Hint
Some activities are formative as they allow you feature in the on-screen assessment.
to practise certain parts of the MYP Language
acquisition Assessment Objectives. Other activities
can be used by you or your teachers to assess your Definitions are included for important terms and
achievement summatively against all parts of an information boxes are included to give background
assessment objective. information, more detail and explanation.

▼■ Links to:
Like any other subject, Language acquisition is just
one part of our bigger picture of the world. Links
to other subjects are discussed.
You are prompted to consider your conceptual

understanding in a variety of activities throughout
■■ These Approaches to Learning (ATL)
skills will be useful … each chapter.
■■ Information literacy skills
■■
■■
Creative-thinking skills
Communication skills
We have incorporated Visible Thinking – ideas,
■■ Reflection skills framework, protocol and thinking routines – from
■■ Collaboration skills
Project Zero at the Harvard Graduate School of
●■ We will reflect on this learner
profile attribute … Education into many of our activities.
own culture s
●■ Open-minded – we appreciate our
other points
and those of others, and listen to
of view. look like in a hundred
■■ What will our neighbourhoods
years? Our cities and towns are always
changing.
◆■ Assessment opportunities in
this chapter: THINK–PAIR–SHARE
and
profile attribute …
and Write down the words neighbourhood
Criterion A: Comprehending spoken two words
community and think about what these
◆■
visual text
◆■ Criterion B: Comprehendin
g written and mean. In pairs, create a mind map with your ideas.
●■ Each chapter has an IB learner profile attribute
Share your mind map with the class.
visual text
in response to Now think about where you live and
draw a as its theme, and you are encouraged to reflect
◆■ Criterion C: Communicating home and
map of your street. Start with your
spoken and/or written and/or visual
text
e in spoken and/or
add the places around it that are import ant to
and local
on these too.
◆■ Criterion D: Using languag you. Include major landmarks, roads
written form shops, parks or cinema s. Add
amenities, such as
that might
recycling banks and any other things
impact on your neighbourhoo d.
KEY WORDS
e
apartment/flat neighbour In pairs, compare your maps. Finally, at the end of the chapter you are asked
neighbourhood
bungalow Discuss the following questions:
community outskirts ●■ How are your neighbo
urhoods similar and/or to reflect back on what you have learnt with our
detached house semi-detached house different?
environment terraced house
transport links
●■ What do you feel
are the most important parts
of a neighbourhood?
Reflection table, maybe to think of new questions
landmark about living in your
local amenities villa ●■ What do you like
neighbourhood? brought to light by your learning.

local area
3
cept 1 What’s in a neighbourhood? Use this table to evaluate and reflect on your own
learning in this chapter
Questions we asked Answers we Any further
found questions now?
EXTENSION Factual
Conceptual
Extension activities allow you to explore a
Debatable
topic further.
Approaches to Description – How well did you
learning you used in what new skills master the skills?
this chapter did you learn?
! Take action
Practitioner
Learner
Novice
Expert
!■ While the book provides opportunities for action

and plenty of content to enrich the conceptual
relationships, you must be an active part of
this process. Guidance is given to help you with
your own research, including how to carry out
research, guidance on forming your own research Learner profile Reflect on the importance of the
question, as well as linking and developing your attribute(s) attribute for your learning in this
study of Language acquisition to the global issues chapter.
in our twenty-first-century world.

Culture Point of view; Message Personal and cultural expression
5 What if everybody
looked the same?
For centuries, we have used external
cultural signs as a vehicle for personal
and cultural expression. In today’s
world, however, teenagers are being
constantly bombarded with messages
about how they should look and dress,
and are under immense pressure to
conform to certain points of view
about beauty.
CONSIDER THESE
QUESTIONS:
Factual: What is fashion?
Conceptual: Does it matter
what we look like? How can we
express ourselves through the
way we look? How does the
way we dress reflect who we
are? How have our notions of
beauty changed over time?
Debatable: What is beauty?
To what extent is our idea of
true beauty influenced by our
environment? Can the pursuit ■■ How do people use
of ideal beauty be dangerous? their appearance to
What price are we willing to pay express their identities?
for ideal beauty?
IN THIS CHAPTER, WE WILL …
Now share and compare your
■■ Find out what beauty is and how our perceptions of beauty vary from
thoughts and ideas with your culture to culture.
partner, or with the whole class.
■■ Explore the ways in which we use fashion and beauty as a means of
personal expression.
■■ Take action to raise awareness of some of the dangerous consequences
of the pursuit of beauty.
92 English for the IB MYP 2: by Concept
1880612_05_English for the IB MYP 2_Ch05.indd 92 24/04/2017 16:32

profile attribute …
●■ Balanced – we understand the importance
of balancing different aspects of our lives –
intellectual, physical and emotional – to achieve
well-being for ourselves and others.
ACTIVITY: The Ugly Duckling

■■ ATL
■■ These Approaches to Learning (ATL) ■■ Communication skills: Make inferences and
skills will be useful … draw conclusions
■■ Communication skills
Visit the following website and read the
■■ Collaboration skills story ‘The Ugly Duckling’ by Hans Christian
■■ Affective skills Andersen: www.andersen.sdu.dk/vaerk/hersholt/
■■ Information literacy skills TheUglyDuckling_e.html
While you read, consider the:
●■ intended target audience
◆■ Assessment opportunities in ●■ message of the story
this chapter: ●■ presentation of the ‘ugly’ duckling.
◆■ Criterion A: Comprehending spoken and Now, in pairs, share your thoughts about the
visual text story and discuss:
●■ What does the story reveal about our attitudes
◆■ Criterion B: Comprehending written and
visual text towards beauty?
●■ Is it important for children to read this story?
◆■ Criterion C: Communicating in response to Justify your response.
spoken and/or written and/or visual text ●■ Think about some other fairy tales that you
◆■ Criterion D: Using language in spoken and/or read as a child. How is the theme of beauty
written form explored in these stories? What effect might
they have on the intended target audience?
KEY WORDS
accessories diversity
◆■ Assessment opportunities
adornment fashion ◆■ In this activity you have practised skills
apparel garment that are assessed using Criterion B:
Comprehending written and visual text.
beauty
5 What if everybody looked the same? 93

What is beauty?
DOES IT MATTER WHAT WE

LOOK LIKE?
■■ How would you define beauty?
True beauty is difficult to define. For centuries, and change as we grow older. One thing is certain,
philosophers and thinkers have tried to do so, but it however – with people spending billions on beauty
is almost impossible because we are all different and products and clothes each year – our obsession with
we all have different points of view. Human beauty, in the way we look is here to stay.
particular, is the subject of much debate and discussion
But why should we care about how we look? Does our
in today’s world, perhaps more so than ever before.
physical appearance have a significant impact on our
It is this type of beauty, and the lengths that we go to
lives or our success in the wider world? Do our choices
in order to attain it, that we will explore in this chapter.
about how we adorn our bodies with clothes and
They say that beauty lies in the eye of the beholder accessories reveal and express something deeper about
– that our perception of what is and is not beautiful our personalities and identities? Or does what is inside
is personal and subjective. Yet many of us aspire to us matter more than the face we show to the world?
look a certain way because of what we have been led
In this chapter we will explore our preoccupation with
to believe is beautiful within our societies. Our ideas
beauty and fashion, and find out whether beauty is
about beauty have evolved over time and continue
only skin deep.
to do so. They also vary from culture to culture

ACTIVITY: Defining beauty
■■ ATL ●■ Summarize the message of the video.
Evaluate whether the message is a positive or
■■ Collaboration skills: Build consensus negative one.
●■ Choose your favourite quote from the video and
We all have different views on what beauty is, but explain why you have chosen it.
let’s see if we can come up with a definition of ●■ What is your opinion – does beauty matter?
our own. In pairs or groups of three, agree on a How often do you think about the way you look?
definition for the word beauty and write it down. ●■ Compare your definition of beauty to the way in
Now watch the following video and discuss which it is defined by the women in the video.
the questions below: www.youtube.com/
watch?v=jKTZAsDVkzs
●■ Do you think that girls are under more pressure ◆■ Assessment opportunities
than boys to be ‘beautiful’?
◆■ In this activity you have practised skills that are
●■ Do you agree with the women in the video that
assessed using Criterion A: Comprehending
girls are exposed to this pressure from an early spoken and visual text.
age? How does this make you feel?
■■ Where does the pressure to look beautiful come from?

How can we express
ourselves through the
way we look?
HOW DOES THE WAY WE DRESS REFLECT

Style is a way to say who you are
WHO WE ARE? without having to speak. Rachel Zoe
In William Shakespeare’s Hamlet, the character Polonius advises his son,
Laertes, to take care when choosing his clothes:
‘For the apparel oft proclaims the man,’
In other words, Polonius believes that ‘clothes make the man’. Wise words
… or are they? How important are our clothes and what do they reveal
about us? Does it really matter what we wear?
We are all different, inside and out, and this is what makes us unique.
It follows, therefore, that the way we present ourselves to the world
should reflect this and this is where clothes, make-up and accessories
come into play.
The way in which we choose to adorn our bodies can say a lot about us.
Our clothes can be used to signify our wealth and status. The accessories
we wear can be symbols of our faith or connect us with a certain group
or community to which we belong. We can make certain choices about
what we wear as an act of rebellion or simply to reflect our taste in music
or other interests. Sometimes what we consider beautiful or attractive In order to be irreplaceable one must
always be different. Coco Chanel
is influenced by the culture of the places we are from or where we live.
For some, donning certain types of clothing or wearing make-up can help
us to feel more confident about ourselves, while for others, comfort is the
most important factor.
Whatever the reason behind our choices, what we wear conveys a
message about ourselves. Clothing can be a wonderful means for
personal expression!

Vain trifles as they seem, clothes have, they say,
more important offices than to merely keep us
warm. They change our view of the world and
the world’s view of us. Virginia Woolf Fashion should be a form of escapism, and not a
form of imprisonment. Alexander McQueen
ACTIVITY: Speaking
about style
■■ ATL
■■ Collaboration skills:
Listen actively to other
perspectives and ideas
In pairs, discuss the quotes on

these two pages about fashion
Don’t be into trends. Don’t make fashion
and style.
own you, but you decide what you are, what
Fashion is instant language.
you want to express by the way you dress ●■ Interpret what each quote
and the way you live. Gianni Versace Miuccia Prada
means.
●■ Analyse the thoughts,
feelings, ideas or attitudes
about style that are being
expressed in each quote.
●■ Which quote do you like the
most? Explain why.
◆■ Assessment
opportunities
◆■ In this activity you have
practised skills that are
assessed using Criterion C:
Communicating in
response to spoken and/or
written and/or visual text.

ACTIVITY: What do your
clothes say about you?
■■ ATL I don’t want to look like everyone else. That’s boring. For me,
fashion is all about pushing boundaries and experimenting.
■■ Affective skills: Emotional management: People think fashion is just for women, but men can express
Practise strategies to reduce stress and themselves through clothes as well. I started to wear skirts
anxiety; Practise strategies to prevent and because I think they look cool and can sometimes be more
eliminate bullying comfortable. In a way it’s a return to the ways of old Japan when
men used to wear yukatas, a garment which looks a bit like a
dress. In the more fashionable cities it’s quite common to see
Before you begin, discuss the following in pairs:
men wearing skirts these days, so I have to work harder to make
●■ Have you ever felt that someone judged
myself stand out. Shuya, 19, student
you based on your clothing or appearance?
How did this make you feel?
●■ Have you ever made a judgement about
someone else based on their clothing or

general appearance? Why did you do this?
Now read the statements on this page and
opposite and, in pairs or groups of three, discuss
and complete the following tasks:
1 Identify the reasons behind some of the
beauty and clothing choices that these people
make. See if you can recognize any similarities
or differences between the statements.
2 Who can you relate to the most? Explain why.
3 Are you influenced by any of the reasons in
the statements? Why do you dress the way you
do? Does your clothing reveal something about
your personal or cultural identity?
4 Write your own paragraph, like those on
this page and opposite, to explain your
personal style.
◆■ In this activity you have practised skills
that are assessed using Criterion B:
Comprehending written and visual text,
Criterion C: Communicating in response to
spoken and/or written and/or visual text and
Criterion D: Using language in spoken and/or
written form.

I’d describe my personal style as ‘quirky’ or ‘vintage’. My favourite era for
fashion is the 1940s and if I had a time machine I’d be there in an instant!
Of course, I know it was a turbulent time for much of the world because I hate the idea of just blending in. My friends say I
of the war, but I’m so impressed by the way the men and women still have a ‘big’ personality so my clothes have to reflect
managed to look so pristine and well put together. I’m a school teacher, this! My mother is from Kenya and even though I was
but music is my true love and I’m in a jazz band so my style really suits my born here in Denmark, I feel a strong connection to
image as a singer. People often comment on my appearance and ask me the African culture. One of the ways in which I can
where I get my stuff from. Well, I buy most of my clothes from vintage express this is through my clothes. I like bold prints and
clothes shops or online. But sometimes, if you look hard enough, you can bright colours, but the style and fit of my clothing has
find some real gems in charity shops. Iamara, 34, teacher and jazz singer to be understated and classic (which is quite typical of
Scandinavian style), so I guess I’m using clothes and
accessories to fuse together the two worlds I belong to.
Mia, 20, student
People make assumptions about me all the time. If they just

took the time to talk to me or ask me questions about why I
choose to wear a headscarf, they’d realize that I’m an average
teenage girl. I live and breathe fashion which is why I started
my blog last year. Some people think that wearing a scarf takes So far in this chapter we have learnt about what
away a person’s individuality. I totally disagree. Yes, it reflects beauty is and how difficult it can be to define. We have
my religious and cultural identity, but at the end of the day it’s explored how fashion and beauty can be used by
just an accessory like any other, and you can be as creative with
people as a way of personal expression. In addition
it as you like. I own about 125 different scarves in every print
and colour under the sun … it’s becoming quite an addiction to this, we have considered our own ideas about
actually! Hanya, 15, student and fashion blogger beauty and have evaluated the messages our clothes
communicate about us.

To what extent is our
idea of true beauty
influenced by our
environment?
HOW HAVE OUR NOTIONS OF
BEAUTY CHANGED OVER TIME?
■■ Beauty around the globe: (clockwise from

top right) Kim Kardashian, ‘Giraffe’ women
of Myanmar, Wodaabe men ready for the
annual Gerewol festival where they decorate
themselves to impress the women, a Geisha
in Japan, Masai women from Kenya

Our environment has a profound influence on the choices we make
about what we wear. Where we live and the attitudes of the people we
are surrounded by can help shape our ideas about what is beautiful and
what is not.
Our exposure to different cultures can also have an impact on our notions
of beauty by challenging our existing points of view. In our increasingly
globalized world, we see evidence of this daily in the clothes people
wear and the way in which they adorn their bodies. Take henna painting,
for example – a body art that originated in the Middle East and South
Asia – which has found its way into the western world as an alternative
to tattoos.
Fashion and beauty trends from the past can also
teach us a great deal about people from bygone eras.
Through their clothes and make-up, we can learn
about their attitudes, beliefs and values. History shows
us that fashion is resilient – even in times of instability,
people have used clothing to express themselves,
perhaps even to escape the horrors taking place in the
world around them.
Fashion is always evolving and so are our ideas about
beauty. In the past, trends were more uniform, but
in our world today anything goes! In this section, we
will explore and celebrate the history and diversity of
fashion and beauty.
■■ Moroccan henna tattoo

ACTIVITY: 100 years of ... 1 Choose one of the countries explored in the videos
– it might be your home country, a place that you
■■ ATL have an interest in, or one where you felt the most
radical changes in beauty took place.
■■ Information literacy skills: Access information 2 Discuss your thoughts and feelings about
to be informed and inform others; Make
what you saw in the video. What did you find
connections between various sources of
interesting? What surprised you the most?
information
3 Use the internet to carry out some research
about the historical event(s) which were taking
Find out how beauty and fashion trends have
place during each of the decades shown in the
evolved over the ages in your home country.
video. Synthesize the information you gather in
WatchCut Videos have created a series of videos two or three sentences.
which document the changing fashion and beauty 4 Evaluate the impact these events might have
trends in over 20 different countries around the had on fashion/beauty trends in the country at
world. Spanning a number of decades, the videos the time. For example, in the video on Iran, what
cover trends for both men and women, and are happened to fashion and beauty in the 1980s?
lively and fun to watch. More importantly, the What historical events might have triggered this?
videos give us an incredibly valuable insight into the Find out.
culture of these places and how this can influence 5 Present your findings to the whole class.
the way we look.
Go to the following website to see the selection of ◆■ Assessment opportunities
‘100 years of ...’ WatchCut Videos: www.youtube.com/ ◆■ In this activity you have practised skills that are
playlist?list=PLJic7bfGlo3qlgmccaaNAXTChp_Ny8CE4 assessed using Criterion A: Comprehending
In pairs, watch some of the videos and then spoken and visual text and Criterion D: Using
complete the following tasks. language in spoken and/or written form.

▼■ Links to: Individuals and societies
Has anyone ever told you not to judge a book by Thankfully, in today’s world, we know better than
its cover? Well, the same goes for people! to judge a person based on the way they look.
Although our first impressions of people are often Have you ever heard anyone describe a book or
based on their body language, facial expressions film as highbrow? Well, the root of this expression
or what they might be wearing, we should reserve lies in phrenology – another dubious ‘science’
our judgement about them until we have had the from the past – which involved drawing inferences
chance to get to know them. Sadly, in the past not about the character and intelligence of a person
everyone thought this way, and judging people based on the shape and size of their head.
by their physical appearance was treated like
Use Google or another search engine to find out
a science.
what the expressions highbrow, lowbrow and
Physiognomy – the study of a person’s facial middlebrow mean.
features – gained popularity in the eighteenth
In pairs, using what you have discovered in your
and nineteenth centuries. People believed that
searches, infer what people during the eighteenth
a person’s face could reveal things about their
and nineteenth centuries might have believed
personality, intelligence and even how likely they
about the size of a person’s brow.
were to commit a crime!
■■ People once believed that you could judge a person’s character based on their physical appearance

Can the pursuit of ideal
beauty be dangerous?
WHAT PRICE ARE WE WILLING Did you know that in Elizabethan times, a pale
TO PAY FOR IDEAL BEAUTY? complexion was considered to be a sign of
nobility, wealth and delicacy? To achieve whiter
In a world where we are bombarded by images of
skin, women in the western world would use
perfection on a day-to-day basis, it is easy for young
ceruse, a foundation made with lead. And, yes,
people to lose sight of their health and personal safety
lead is poisonous! Some of the terrible side effects
in the pursuit of ideal beauty. But what many of us
included hair loss, corrosion of the skin and muscle
do not realise is that the body ideals we see in films,
paralysis. It even damaged your brain.
music videos and advertisements, to name a few, do
not necessarily reflect or celebrate the diversity of body The ancient Egyptians used bromine to dye their
types in the real world. lips. Bromine is incredibly toxic and prolonged
exposure to it can lead to respiratory and circulatory
Being a teenager can be tough! It is a challenging time
problems. It is also incredibly corrosive.
as your body goes through many changes and this can
play havoc with your feelings. It can be a time of great In the early 1900s, dieters in Europe who were
stress and insecurity and it is all too easy to get caught desperate to lose weight used to swallow
up in worrying about your body image. Our increasing tapeworm cysts. The idea was that the parasites
dependence on technology and exposure to social would reach maturity in the intestines and then
media is both a blessing and a curse, and sometimes absorb the food. And then no more fat! Just
what we see online only adds to our individual weight loss, diarrhoea and vomiting ...
anxieties. To find out more about tapeworm and other crazy
But it is not just the young who are worried about diets, visit this website: www.bbc.co.uk/news/
their appearance. Every year, around the world, magazine-20695743
thousands of people risk their health, mental well-
being, relationships and financial security for the sake
of beauty.
In this section, not only will we look at some of the
lengths that people go to in order to conform to
certain standards of beauty, but we will also explore
the ways in which we can combat the negative effects
of media misrepresentation.

■■ In Elizabethan times, women used a lead-based
foundation to achieve a pale complexion
■■ Men and women once believed that swallowing

tapeworm parasites would help them to lose weight
■■ The ancient Egyptians used bromine, an incredibly toxic

substance, to stain their lips

ACTIVITY: Dark is Beautiful Look carefully at the Women of Worth poster on
the opposite page, which features a well-known
■■ ATL Indian actress and producer, Vishakha Singh. Then
answer the following questions:
■■ Information literacy skills: Use critical-
literacy skills to analyse and interpret media 1 Identify the target audience for this poster.
communications 2 Identify the message of the poster.
3 How does the text in the poster link to the image?
In India, the skin lightening industry is worth 4 Can you infer why the charity has chosen to use
around $450 million dollars. Every year, hundreds a celebrity to convey this message?
of men and women apply dangerous concoctions 5 Identify examples of language used in the text
to their skin in the hope of attaining a lighter which best convey the message. Analyse the
complexion. These creams and bleaching agents words and comment on the effect they may
can have adverse side effects, but this does not stop have on the target audience.
the companies which make them from advertising 6 Identify any visual features which help convey the
them, sometimes even enlisting the help of message. Analyse and comment on the effect
celebrities. these features may have on the target audience.
7 ‘Stay UNfair. Stay Beautiful.’ is an example of which
To combat negative attitudes towards darker
language technique/s? What effect does it have?
skin and to counter irresponsible advertising,
8 Evaluate whether the designers have been
the ‘Dark is Beautiful’ campaign was launched in
successful in conveying the message of the
2009 by Women of Worth, a charity based in India.
campaign.
The campaign seeks to raise awareness of skin
tone discrimination and celebrates the diversity
and beauty of all skin tones. You can find out
more about the campaign by visiting: ◆■ In this activity you have practised skills that
http://womenofworth.in/dark-is-beautiful/ are assessed using Criterion B: Comprehending
written and visual text.

▼■ Links to: Sciences: Biology
Melanin is the brown pigment found in our skin. It is
important because it protects our bodies from the
harmful effects of the Sun’s ultraviolet (UV) rays.
You can find out more about the damaging effects
of UV rays by watching this video about sunburn
and skin cancer: https://youtu.be/kmqhzG8QamU
When people apply skin-bleaching agents to
their skin, they slow down the rate of melanin
production and make themselves more vulnerable
to developing harmful skin conditions.
■■ An advert promoting skin-lightening products – in many

parts of the world, having lighter skin is considered to
be more desirable
■■ A poster for the ‘Dark is Beautiful’ campaign

ACTIVITY: Let’s get body positive! 5 Infer the message Megan is trying to convey and
identify the target audience.
■■ ATL 6 Evaluate Megan’s rules for being body positive.
7 What do you think about body positivity as a
■■ Communication skills: Read critically and for movement? How might it benefit people of your
comprehension
age?
8 Evaluate the role that social media plays in
Read the online article on page 109 and then
developing our ideas about self image and
discuss the following in pairs:
beauty. Does it have a positive or negative
1 What do you understand from the expression influence? Or both?
‘body positivity’?
2 Why is Megan a good spokesperson for body ◆■ Assessment opportunities
positivity?
3 Where do you think the ‘not good enough’ ◆■ In this activity you have practised skills that
are assessed using Criterion C: Communicating
mentality mentioned in the article comes from?
in response to spoken and/or written and/or
Who does Megan hold partly responsible for
visual text and Criterion D: Using language in
this? spoken and/or written form.
4 Identify the purpose of Megan’s blog.
EXTENSION: EATING DISORDERS

Megan describes herself as a ‘recovered Tug of war
anorexic’. Eating disorders such as anorexia and Many people blame media representations of
bulimia are complex mental health issues which men and women for causing eating disorders
affect hundreds and thousands of people in young people. What is your opinion about
worldwide. A report commissioned by the this? As a class, consider this issue.
eating disorder charity b-eat in 2015 estimated
that more than 725 000 people, women and In groups of three, draw a rope on a large
men, in the UK alone were suffering from an sheet of paper, with the two ends representing
eating disorder. opposing views on the issue. Think about
which view you have and why. Write your
In pairs or groups, carry out some research justifications on Post-it notes. Write down
about eating disorders using the websites other reasons, or ‘tugs’, for both sides of the
below: issue and then stick your Post-its on the rope.
www.b-eat.co.uk Now generate some ‘what if’ questions for
http://eating-disorders.org.uk issues, factors or concerns that might need
to be explored further in order to resolve the
www.mind.org.uk/information-support/types-
issue. Write these down and stick the Post-its
of-mental-health-problems/eating-problems/#.
above the rope.
WBCmGGNaHzI
In pairs, reflect on the activity. What new ideas
Find out:
do you have about media representations and
• what eating disorders are
eating disorders? Do you still feel the same way
• what can trigger an eating disorder
about it? Have you changed your mind or do
• who is most likely to develop an eating
you still have the same point of view?
disorder (consider gender, age, location).

Let’s read about how one anorexia sufferer became the most body confident girl on Instagram.
www.metro.co.uk
From anorexic to body confident

Meet Megan, the name behind the hugely successful website Megan has three rules for being body positive that helped with her recovery:
www.bodyposipanda.com, the website inspiring many people suffering with
eating disorders to seek help.
Megan, 22, describes herself on her website as a ‘recovered anorexic’ and
Change what you see
‘recovered self-loather’ who is trying her best to shatter the ‘not good enough’ ‘Take the blindfold off. Take control of what you’re seeing. Turn off the channels
mentality she feels we’ve all been taught about our bodies. that only glorify one body type and close the pages that sell you whitewashed,
one-dimensional ideals.
Megan’s struggle with anorexia nervosa first began in 2007, when she writes
she had a fleeting and intense friendship with the new girl in school. Fill your social media up with a plethora of perfection. Find the plus size
models and the body positive activists. Find all the wonderful bodies being
‘It was the kind of friendship you can only have in those early teenage years,
embraced that our media doesn’t show us.
desperately clinging on to each other like life rafts through the rough tides of
puberty,’ she says. Every size, every skin colour, every age, every ability, every gender – there are
all kinds of bodies out there that belong to people who are completely happy
She writes: ‘We spent every day together, drowning each other in our
in them, exactly as they are.’
insecurities. Occasionally sneaking out of the house at 6am to go running,
or playing badminton for hours and hours in my garden, eventually crawling
inside and feeding our exhaustion with mountains of biscuits and cakes.’
Get feminist
She then goes on to reveal that what they were really doing was coaching each
She feels body positivity is a feminist issue. That all genders experience body
other towards the eating disorders they were both teetering on the edge of.
image issues and recently the expectations of unachievable, Adonis-like body
She didn’t see the harm being done, or how toxic the friendship was. She felt standards for men are more pervasive than ever. And that it’s undeniable that
relieved to have found someone else to wallow with in the ‘new pits of self the prime targets for the diet and beauty industries over the years have been
hatred’. women (including anyone who identifies as a woman).
Later Megan lost touch with her former friend after she moved away. With her And lastly …
gone, Megan fell further into the depths of her eating disorder.
Now, years later, thanks to years of determination and willpower plus the Make the commitment
coping mechanisms and strategies she outlines on her blog, Megan is
fully recovered. And by this she doesn’t mean control. She means strength, the strength to
keep going. Because according to Megan, the bottom line is you deserve to feel
Her body confidence oozes out from the realm of her social media accounts. good about your body.
She has an Instagram following of 22.5k at @bodyposipanda, where she
regularly posts updates of her body, comparing past and present images of By Hattie Gladwell, www.metro.co.uk, 21 September 2015
herself along with positive messages that truly resonate with her audience.
The main aim of Megan’s website is to take a stand against a world that profits
from teaching people to hate themselves, while showing that same world that
recovery is possible.

ACTIVITY: Face
■■ ATL
■■ Communication skills: Read critically and for comprehension;
Structure information in summaries, essays and reports
Face is a novel by the British writer Benjamin Zephaniah. The story

centres on the impact of a life-changing incident on a teenage
boy called Martin and his group of friends. Martin is a popular and
confident boy, a little vain at times, until his face becomes disfigured
following a serious car crash. This incident has a huge influence
on Martin’s point of view on many things in his life, especially his
relationships with others.
Task 1
In the extract below, Martin views his face in the mirror for the first
time after the accident. Read the text and then answer the questions
which follow.
For a moment Martin held the mirror against his chest, then he slowly lifted it
up until he was looking into his own eyes. He suffered a silent shock. His eyes
were completely red with only minute bits of white coming through. He focused
on his pupils, leaving the rest of his face temporarily out of focus. His pupils
looked untouched, unmoved by the chaos around them. But even when out of
focus, he could not help but see the rough unevenness of his skin. Then Martin
focused his eyes on the skin on his face. It was bright red in places, and brown
in others. He noticed pinky white bits, which looked like flesh with no skin cover,
where he could see veins. His whole face had swollen and changed shape. His
right cheek was blistered, his left cheek had swollen – the two halves of his
face looked completely different from each other. The contours of his face were
jagged. On seeing his lips, which were swollen as if he had been in a fight, his
breath left him for a moment. He instinctively shut his eyes, then slowly opened
them again. He lifted a hand up to feel his head. Much of the back and sides of
his hair had survived but the top front had mostly gone, only small patches were
left. Martin was scared by what he saw but could not look away.
1 Identify which one of the highlighted words in the text has the
same meaning as ‘very small’ or ‘tiny’.
2 Match the following words from the text to their definitions:
a temporarily an outline or edge
b contour bigger, inflated
c instinctively for a short or set period of time
d swollen without thinking

3 If something is described as ‘jagged’, it:
a is soft
b is a dark colour
c has sharp, pointy edges.
4 Identify two things that Martin does which show he is reluctant to
look at his new face properly.
5 How do you think Martin feels after seeing his new face? Try to
understand how he might feel and write a short paragraph. Include
as many adjectives as you can to describe his emotions, and
support your response with some quotes from the text.
6 What effect do you think a change in someone’s physical
appearance can have on their self-esteem? Evaluate how it could
affect their lifestyle.
Task 2
In the novel, Martin decides to opt for an operation which will improve
his physical appearance but will not make any difference to his health.
Many people now opt for cosmetic surgery and sometimes, in
countries where there is a public health service, patients do not need
to pay for these types of procedures themselves. Some people claim
that their appearance is affecting their mental health and request to
have their noses altered, their fat reduced (liposuction) or to have a
‘tummy tuck’ (where loose skin on the stomach is removed). There can,
of course, be dangers associated with these types of procedures. What
is your opinion about this? Discuss in pairs or groups of three.
Copy the table below and write down all the arguments you can think
of for and against having cosmetic surgery. Add as many rows as you
like. You may want to use Google or another search engine to carry
out some research.
Arguments for cosmetic surgery Arguments against cosmetic surgery
Now synthesize your arguments and write a speech either for or

against cosmetic surgery. It must be between 200 and 250 words in
length. You can use the Writing to argue box on page 112 to help you.
◆■ In this activity you have practised skills that are assessed using
Criterion B: Comprehending written and visual text, Criterion C:
Communicating in response to spoken and/or written and/or
visual text and Criterion D: Using language in spoken and/or
written form.

Writing to argue
Argumentative writing is very similar to persuasive writing because
you can use many of the same techniques. (To refresh your memory
you may like to look back at English for the IB MYP 1: by Concept
Chapter 5.) However, when you write to argue you must follow a
very specific structure.
Follow this guide to help you plan your response:
1 Before you begin to write, you must decide which side of the
argument you are on. Are you arguing for or against the chosen
topic? Your position should be completely clear to you as well as
to your audience or readers.
2 In your introduction you should make a general statement about
the topic or issue you are arguing for or against. For example,
‘In 2015, 51 000 Britons opted for cosmetic surgery.’ You should
then clearly establish which side of the argument you are on.
3 Present your arguments (for/against) in a clear and logical
fashion. Include facts, statistics and anecdotes to support your
arguments. Use discourse markers such as ‘to begin with’ or
‘secondly’. You can find more examples of these on this website:
http://dictionary.cambridge.org/grammar/british-grammar/
discourse-markers-so-right-okay
4 Next, you should demonstrate that you have an awareness and
understanding of the other side of the argument. This makes you
seem more knowledgeable about the topic, and your audience
is therefore more likely to take you seriously. You can start this
section with a statement such as: ‘Although there are many
arguments against plastic surgery, many people believe that
there are some significant benefits.’
5 Counter argue. You do not want to make your writing too
balanced – one side of the argument has to be more dominant
in an argumentative text. Use this opportunity to challenge all of
the arguments you have presented in your previous paragraph to
strengthen your position.
6 Finally, in your conclusion you should briefly summarize your side
of the argument and end on a decisive and memorable note.

! Take action: How can I make a difference?
!■ Do you think the media should be held country. To make things easier, you might want
responsible for promoting unrealistic body to focus on a particular time span, for example,
ideals? Get writing! Write a letter to a magazine from 1900 to 1950 or from 1930 to the present
you have seen and try to persuade them to use day – the choice is yours. Perhaps you could
models who reflect the true diversity of body present your findings as a timeline.
types in the real world.
!■ Experiment with your own style. Take inspiration
!■ Promote the spirit of BOPO. BOPO, or body from those around you and get out of your
positivity, is on the rise. Promote it in your school comfort zone.
by encouraging people to celebrate the way
they look. Create posters to raise each others’
self esteem with positive messages such as:
‘You are good enough exactly as you are’ or
‘Life is way too short to spend another day at
war with yourself’. You can find inspiration for
these online.
!■ Think back to the WatchCut videos you saw
earlier in the chapter. Did you find a video about
beauty in your home country? If not, take action
and contact WatchCut to ask them to consider it
for a future video.
!■ In the meantime, do some research about the ■■ It can be fun to try out new styles – this woman is
changing fashion and beauty trends in your experimenting with a vintage hat
DISCUSS
Have your opinions on ‘beauty’
changed after reading this
chapter?
■■ ‘People often say that “beauty is in the eye of the beholder,” and I say that
the most liberating thing about beauty is realizing that you are the beholder.
This empowers us to find beauty in places where others have not dared to
look, including inside ourselves.’ Salma Hayek

SOME SUMMATIVE TASKS TO TRY
Use these tasks to apply and extend your learning in this chapter. These
tasks are designed so that you can evaluate your learning at different levels
of achievement in the Language acquisition criteria.
THIS TASK CAN BE USED TO EVALUATE YOUR LEARNING IN CRITERION D

TO PHASE 5
Task 1: Interactive oral – the true cost of beauty
■■ Choose one of the controversial beauty issues listed below and
prepare a presentation using PowerPoint or a similar programme.
■■ Skin lightening
■■ Hair weaves
■■ Eye enlargement surgery
■■ Leg extension surgery
■■ Plastic surgery
■■ Your presentation must be a minimum of six slides and you are
expected to speak for 4–5 minutes.
Use the following questions to organize your research and presentation:

1 What is the beauty issue?
2 What does it involve? Are there many different methods/types?
3 Where in the world is it most common?
4 Why do people want to do it? (You may want to think about history
and culture.)
5 Is it more popular for men or women, or equally popular for both?
6 What are the dangers?
7 Is it ever justified?
8 Is it worth paying such a high price for beauty?

THIS TASK CAN BE USED TO EVALUATE YOUR LEARNING IN CRITERION B
TO PHASE 6
Task 2: Girls Under Pressure
■■ Read the extract on pages 116–118 taken from Girls Under Pressure,
a novel by Jacqueline Wilson, told from the point of view of a
thirteen-year-old girl.
■■ Then answer the following questions, using your own words as much
as possible.
■■ Refer as closely as possible to the text, justifying your answers and
giving examples when required.
■■ Do not use translating devices or dictionaries for this task.
■■ You will have 60 minutes to complete this task.
1 Identify the name of the narrator. (strand i)

2 Identify where the extract is set. (strand i)
3 Infer who the target audience is for this novel. (strand ii)
4 Interpret how the narrator feels when she sees Magda’s
new jacket. (strand iii)
5 Identify an expression in the text which means the same
as ‘to have a look’. (strand i)
6 The words ‘soft supple stylish leather’ are an example of: (strand ii)
a personification b simile c alliteration.
7 How do you know that the narrator wishes she was thinner?
Find two pieces of evidence from the text (quotes) to
justify your answer. (strands i and iii)
8 Look again at one of quotes you selected in Question 7.
Analyse the effect of the language used by the writer. (strand ii)
9 Interpret the meaning of the idiom ‘the penny drops’. (strands ii and iii)
10 Choose a character from the text and write about their personality.
Which IB learner profile attributes do they possess?
Which attributes do they lack? (strand iii)
11 What happens when the narrator gets roped into entering
the modelling competition? Interpret how she feels.
How do you think this will affect her? Refer to the text in
your answer. (strands i and iii)
12 Can you relate to the characters in the text in any way?
Have you ever experienced something similar? Would you
act in the same way as any of the girls? (strand iii)
13 What message do you think the writer is trying to convey
through the novel? (strand iii)

with her at the
Magda certainly shows stylish evidence of spoiling when we meet up
e. She’s wearin g a brand new bright red furry jacket
Flowerfields Shopping Centre entranc
that looks wonderful.
‘Is that your Christmas present, Magda?’ Nadine asks.

jacket is ultra
‘Of course not! No, I had a little moan to Mum that although my leather
and we went on a little shopping
hip it isn’t really warm – so she had a word with Dad
up the collar and striking poses
trip and voilà!’ She twirls round in the jacket, turning
like a fashion model.
jacket then?
‘It looks fantastic, Magda,’ I say enviously. ‘Hey, what about your leather
Don’t you want it any more?’
dropping hints at
I’ve been longing for a leather jacket like Magda’s for months. I’ve tried
home. Hints!
to put up with my
I’ve made brazen pleas. To no avail. Dad and Anna won’t listen. I have
me look dumpier
boring boring boring old coat that doesn’t do a thing for me. It makes
for Magda ’s soft
than ever. I know it’s too tight over my bum. I’d have sold my soul
supple stylish leather – but now her furry scarlet jacket is even better.
Nadine fiddles at Magda’s neck to have a deck at the label.

n Market. It’s a bit
‘Wow! Whistles,’ says Nadine. She bought her black velvet at Camde
good on Nadine
shabby and stained now, but it still looks good on her. Anything looks
because she’s so tall and thin and striking .
‘Come on then, you two. Shopping time,’ I say.
‘Do you really want plasticine, Ellie?’ Nadine asks, linking arms.
very very thin.
I wish I was made out of plasticine. Then I’d roll myself out, long and
hands, I’d narrow my neck and my
I’d stretch my stubby fingers into elegant manicured
, I’d pull off all my brown wiry hair
ankles, I’d scrape huge great chunks off my bottom
and make myself a new long blond hairstyle …
‘Ellie?’ says Nadine. ‘You’re dreaming.’
Yes. Dream on, Ellie.
‘I don’t really know what I want,’ I say. ‘Let’s look round for a bit.’
‘Shall we go and see the teddy bears?’ says Magda.
the giant escalator.

There are too many people waiting for the bubble lifts so we go on
There are hundre ds of teenage girls milling about
As we get nearer the top I start to focus.
up there, and big banners everywhere with the Spicy logo.
I hope they’re
‘Spicy, the magazine,’ says Magda. ‘Are they doing a special promotion?
giving out free goodies. Come on, you two, let’s get in the queue quick.’

.
She dashes up the last stretch of the escalator, her patent boots shining
‘Come on, Ellie,’ says Nadine, starting to run too.
‘I think Spicy sucks,’ I say. ‘I don’t really want any of their freebies.’
.
‘Then you can use them for Christmas presents, right?’ says Nadine
we have to hang
So the three of us join the queue. It’s so jam-packed and jostling that
the buildin g. Magda unbuttons her
on hard to each other. It’s horribly hot at the top of
jacket and fans her face. Nadine’s ghostly pallor pinken s.
‘Maybe this isn’t such a great idea,’ I say.

hair veils my face.
I’m squashed up so close to the girl in front of me that her long silky
nearer we get to the
Everyone’s so much taller than me. I try craning my neck but the
g and every now and
front the harder it is to see what’s going on. Lights keep on flashin
hard to hear what
then there’s a squeal, but they’re playing such loud rock music it’s
anyone’s saying.
and doesn’t
‘Magda?’ I tug her furry sleeve, but she’s bouncing away to the music
respond.
‘Nadine?’ She’s tall enough to see – and she’s staring, transfixed.
‘What’s happening?’ I yell at her.
She shouts something about a competition.

at a Spicy
‘Do we have to go in for it?’ I say, sighing. I don’t think I’ll be any good
I don’t even bother reading NME. Nadine
competition. I don’t know much about music.
will do much better than me.
talks designer labels
Or maybe it’s a fashion competition. I still haven’t got a clue. Magda
know how to pronounce the
like they’re all personal friends of hers but I don’t even
initials stand for.
Italian ones, and I can never work out what all those
ly Magda shoves
‘Let’s go and shop,’ I beg, but there’s a little surge forward, and sudden
hard, tugging us along after her.
Spicy posters and
We’re almost at the front. I blink in the bright lights. There are huge
e’s names and
lots of promotion girls in pink T-shirts rushing round taking everyon
looking coy while a
addresses. Each girl goes up in turn to a backdrop and stands there
photographer clicks his camera.
eyes, skinny little
There’s a very pretty girl having her photo taken now: long hair, huge
pouts her lips just
figure. She poses with one thumb hooked casually in her jeans. She
like a real model.
The next girl’s really stunning too. I look round.
They all are. And then at long last the penny drops.
➤
This is a modelling competition!

‘Oh my God!’ I gasp.
slings it over one
Magda darts forward and claims her turn. She takes off her jacket and
her bright blond hair. She smiles, her lipstick glossy,
shoulder, her other hand fluffing up
may be too small, but she looks really cute, really
her teeth white. She looks good. She
sexy.
‘Wow, get Magda,’ I say to Nadine. ‘Come on, let’s get out of here.’
But Nadine is still staring. I pull her. She doesn’t budge.

crap,’ I say.
‘Nadine, please! They’ll think we’re going in for this model competition
‘Well. We might as well have a go, eh?’ says Nadine.
‘What?’
to a girl in pink.
It’ll be a laugh,’ says Nadine, and she rushes forward to give her name
g a stranger.
I watch Nadine stand in front of the camera. It’s suddenly like I’m watchin
pretty stunning at
I’ve always known Magda is seriously sexy and attractive. She looked
Nadine most of
eleven that first day I sat next to her at secondary school. But I’ve known
at her.
my life. She’s more like my sister than my friend. I’ve never really looked
Magda’s confidence.
I look at her now. She stands awkwardly, not smiling, with none of
the girls in pink are taking a real interest in her, and
She’s not really pretty. But I can see
while he takes several photos . Her long hair looks so
the photographer asks her to turn
pale. She’s so tall, with her slender neck and beautiful
black and glossy, her skin so eerily
hands and long long legs. And she’s so thin.
Model-girl thin.
face.
‘You’re next. Name?’ says a pink T-shirt, shoving a clipboard in my
back through the
‘What? No! Not me,’ I stammer, and I turn and try to elbow my way
huge queue.
‘Watch it!’
‘Hey, stop shoving.’
‘What’s her problem, eh?’

fat!’
‘Surely she doesn’t think she could make it as a model? She’s far too
Too fat, too fat, too fat.
Too F-A-T!
Extract from Girls Under Pressure, by Jacqueline Wilson

Reflection
In this chapter we have explored different points of view about
beauty and how these ideas are conditioned by our environment and
culture. We have explored fashion and beauty as a means of personal
expression and learnt about the reasons behind some of the choices
people make. We have also seen how fashion has evolved over time and
how historical factors can have an impact on changing trends. Finally, we
have evaluated some of the negative messages about body image that
young people are bombarded with and their dangerous consequences.
Use this table to reflect on your own learning in this chapter
Questions we asked Answers we found Any further questions now?
Factual: What is fashion?
Conceptual: Does it matter what we look like? How can we
express ourselves through the way we look? How does the way
we dress reflect who we are? How have our notions of beauty
changed over time?
Debatable: What is beauty? To what extent is our idea of true
beauty influenced by our environment? Can the pursuit of ideal
beauty be dangerous? What price are we willing to pay for ideal
beauty?
Approaches to learning you used in this chapter: Description – what new skills How well did you master the
did you learn? skills?
Practitioner
Learner
Novice
Expert
Communication skills
Collaboration skills
Affective skills
Information literacy skills
Learner profile attribute(s) Reflect on the importance of being balanced for your
learning in this chapter.
Balanced

MYP by Concept
2 Drive meaningful inquiry with MYP by Concept

resources designed for MYP 1–5
English
This sample chapter is taken from English for the IB MYP 2. Series editor: Paul Morris
A concept-driven and assessment-focused approach to The MYP by Concept Series
English language acquisition teaching and learning. provides a concept-driven and
assessment-focused approach
■■ Approaches each chapter with statements of inquiry,
to print and digital resources.
framed by key and related concepts, set in a global context.
Titles in the series include:
■■ Supports every aspect of assessment using tasks designed
by experienced MYP educators.
■■ Differentiates and extends learning with research projects
and interdisciplinary opportunities.
■■ Applies global contexts in meaningful ways to offer an
MYP English language acquisition programme with an
internationally-minded perspective.
Ana de Castro has been involved with international education in
different roles over the past 25 years, teaching in schools in the UK
and Spain. She is a DP Language B and MYP Language Acquisition
and Language & Literature specialist, and has consulted and led
workshops on teaching 11–18 year olds language acquisition
internationally.
Zara Kaiserimam has taught in the UK, Middle East and Indonesia
and specialises in DP Language B, MYP Language Acquisition and
MYP Language & Literature.
Dynamic Learning
This book is fully supported by Dynamic Learning – the online subscription
service that helps make teaching and learning easier. Dynamic Learning
provides unique tools and content for:
●■ streamlining planning and sharing lessons
●■ independent, flexible student study
Sign up for a free trial – visit: www.hoddereducation.com/dynamiclearning
To find your local agent please visit www.hoddereducation.com/agents

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MYP by Concept

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*Small institution (Up to 900 students) ; Large institution (901+ students)

English for the IB MYP 2 Teaching and Learning Resources

For more information on these further resources please see

1 What’s in a neighbourhood? ................................................ 2

2 How do you pass the time? ................................................. 24

3 In a world where there are 6500 languages,

4 Is it raining cats and dogs? .................................................. 70

5 What if everybody looked the same? ........................... 92

6 What’s your story? ................................................................... 120

Glossary ........................................................................................... 154

Acknowledgements ................................................................ 155

1880612_00_English for the IB MYP 2_Prelims.indd 3 24/04/2017 15:50

Welcome to Hodder Education’s

is designed to lead you through ■■

an inquiry into the concepts of ■

Language acquisition, and how they

interact in real-life global contexts. structure of our different

KEY WORDS neighbourhood? Do we belong

As you explore, activities suggest ways to learn

◆■ Assessment opportunities in Hint

1880612_00_English for the IB MYP 2_Prelims.indd 4 24/04/2017 15:50

You are prompted to consider your conceptual

neighbourhood? brought to light by your learning.

!■ While the book provides opportunities for action

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ACTIVITY: The Ugly Duckling

◆■ Assessment opportunities in ●■ message of the story

this chapter: ●■ presentation of the ‘ugly’ duckling.

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DOES IT MATTER WHAT WE

■■ How would you define beauty?

94 English for the IB MYP 2: by Concept

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■■ Where does the pressure to look beautiful come from?

5 What if everybody looked the same? 95

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HOW DOES THE WAY WE DRESS REFLECT

96 English for the IB MYP 2: by Concept

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In pairs, discuss the quotes on

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someone else based on their clothing or

98 English for the IB MYP 2: by Concept

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People make assumptions about me all the time. If they just

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■■ Beauty around the globe: (clockwise from

100 English for the IB MYP 2: by Concept

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■■ Moroccan henna tattoo

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