• Spanish for the IB MYP 4&5 (Emergent/Phases 1-2): MYP by Concept Second edition
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Spanish for the IB MYP 4&5 (Emergent/Phases 1-2): MYP by Concept Second edition

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Exam Board: IBLevel: MYPSubject: SpanishFirst Teaching: September 2016First Exam: June 2017Has been updated for the revised curriculum from September 2020Develop your skills to become an inquiring ...
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  • 14 September 2020
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Exam Board: IB
Level: MYP
Subject: Spanish
First Teaching: September 2016
First Exam: June 2017
Has been updated for the revised curriculum from September 2020

Develop your skills to become an inquiring learner; ensure you navigate the MYP framework with confidence using a concept-driven and assessment-focused approach to Spanish, presented in global contexts.
- Develop conceptual understanding with key MYP concepts and related concepts at the heart of each chapter.
- Learn by asking questions for a statement of inquiry in each chapter.
- Prepare for every aspect of assessment using support and tasks designed by experienced educators.
- Understand how to extend your learning through research projects and interdisciplinary opportunities.
- Think internationally with chapters and concepts set in global contexts.

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Price: $64.00
Pages: 320
Publisher: Hachette Learning
Imprint: Hodder Education
Publication Date: 14 September 2020
Trim Size: 10.87 X 8.35 in
ISBN: 9781398311220
Format: Paperback
BISACs: LANGUAGE STUDY / Spanish, Educational: Modern (non-native or second) languages, STUDY AIDS / Study Guides
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As an MYP teacher of Spanish, Spanish Language Acquisition By Concept (4&5) is an ideal companion to guide my unit and course planning whilst staying true to the MYP subject guide and framework. Each chapter of the book is linked to a global context and focuses on key and related concepts which are clearly referenced throughout the chapter. Additionally each activity is linked to an ATL skill. In each chapter there are a wide variety of activities using a variety of multi-modal texts plus links to useful resources online. This updated edition also references the new assessment criteria and strands and suggests how the book activities can be used to assess students in each strand, which can help save time when designing formative & summative assessments.
— Dexter Sinclair