Written by the authors of the 2011 syllabus, this book will help address all the requirements of the new course at both standard and higher level. It will actively engage students in language and literature, allowing them to become informed and critical learners through understanding and producing language of a wide range of works, from poetry to political speeches to simple advertisements or graffiti. The range of exciting literature offers a fresh look at
unfamiliar texts so that students are able to confidently encounter works and topics and develop and communicate understanding. Through interesting activities and model works, students will learn about the most current approaches to critical language in areas such as mass communications, language in cultural
contexts and literature - in line with the new syllabus. Support is given for the assessment, including the oral commentary.
The most comprehensive and accurate match to the 2011 syllabus, developed with the IB and written by IB workshop leaders and authors of the syllabus
Fully captures the IB spirit, thoroughly incorporating fresh and topical TOK to drive independent thought
Comprehensive support for 'language in a cultural context,' building international-mindedness in a linguistic context
Current, diverse and topical text extracts from Wikileaks to graffiti to advertisements will resonate with learners
The best integration of the IB philosophy, with evocative activities to help students think creatively and discerning questions to drive critical thought
Packed with accurate assessment support, directly from the IB, including model answers, assessments advice and more, completely aligned to the new assessment
About the series:
Developed directly with the IB, the Oxford IB Course Books are the most comprehensive core resources to support learners through their study. Fully incorporating the learner profile, resources are assessed by consulting experts in international-mindedness and TOK to ensure these crucial components are deeply embedded into learning.
