ࡱ>  1bjbj,(,( .\NBNB)Y,,,,,,,,8,-,R-L-" . . ..v]/$/QQQQQQQ,U\XT!R,/..//!R0,, . .6R4000/, ., .Q0/Q00nNQN5O>0O QjRHROY0Y@Q0,Q ///!R!R0///RY///////// h+:   Guidelines on text types used on language B paper 2 HL/SL General comments This document is intended to provide some guidelines to help the teaching of text types for the different language B courses. It is understood that different types of texts will have different interpretations in the many different languages, but some standard aspects have been put together with the intention of clarifying some of the most confusing elements. The suggestions in this document should be used in conjunction with the latest paper setting instructions and with the corresponding sections of the Language B guide (February 2002). It is important to note that though there is an effort to define text types by referring to their specific features, examples often consist of a mix of different types (for example, an anecdote within an email, recommendations in a magazine article). This is often the case in real life but also in IB examinations because of the need to contextualize paper 2 tasks. There is also difficulty distinguishing the prescribed communicative purposes and text types; one text type often contains different communicative purposes. It is very difficult to define text types, and teachers often do not teach by text type, as this is too restrictive. However, the examination papers focus on text type. The whole of criterion B for paper2 is aimed at communicative purposes and we cannot eliminate this. One or two tasks may ask students to imagine being someone other than a teenager, but these must remain within the students sphere of experience, for example, a nurse or a journalist, not a senior citizen. Text types Description: factual Set of instructions A set of instructions in its broadest sense can be interpreted as recommendations and/or suggestions. Features: Formal or informal depending on context Often with a particular order Very factual Step by step Description of a process May be included within another text type: email, speech, brochure Discourse markers included where appropriate It might be possible that some students write only one sentence, followed by bullet points. There may be a key point at the beginning of a paragraph, followed by expansion of the key point. Examples: Speech to first year students on how to write a formal essay Email sending advice to a friend Suggestions Suggestions and recommendations may not have a particular order. Examples: A Japanese penfriend is visiting your culture. Include suggestions on how to behave during the first visit to a strangers house, what to bring as presents, how to behave. A survival guide for parents of teenagers, How to handle teenagers, published in the school magazine. Advice on healthy living. A group of young people in different countries whose aim is to reduce world poverty. Write the practical aims of the group, what activities you do, how individuals could participate in this. Description: evocative (HL) Pamphlet or brochure A pamphlet or brochure could also be considered as a factual description. In this way the task would also be suitable for SL. Features: Creative use of language Attention to presentation, for example, eye-catching titles Some language rules may be broken Some factual information included High proportion of adjectives and adverbs Use of rhetorical devices Example: You have a summer job in the tourist office. Write a brochure for visitors to your region describing the main attractions. At SL the pamphlet/brochure would be expected to include mainly factual details; at HL, evocative details should be expected. Profile of a person In some languages a written profile could be used in the same way as a portrait. Features: Based on one or several interviews May include narration May be presented as a newspaper or magazine article, or as a speech introducing someone May be formal or informal Examples: Profile based on an interview of a celebrity Teacher or employee leaving or retiring Most are written in the third person singular, but they can include quotes. Narration: factual Statement to police Features: Chronological order of events Emphasis on facts not opinions Person writing statement should identify himself or herself Concise, to the point People involved Place Time Example: You were in Japan and something happened to you. Write your statement to the police about the incident, including what happened, where you were, who was involved. Narration: imaginative Anecdote Features: The telling of a short story Small incident Amusing or striking Usually informal Has a beginning, middle and end, but does not need to be sequential Normally associated with spoken language, but in paper 2 can be in the form of an email Example: You were walking around the market in Germany and had a very interesting experience at one of the stalls. Write an email about your experience at the market. Written interaction Informal letter Addressesnot required Some form of greeting required Dateoptional Punctuationsome required Paragraphingnecessary, but no prescribed number, depends on task set (emails have fewer paragraphing issues) Closing salutation necessary Name and signature Contractions and abbreviations acceptable Smileys and/or similar emoticons acceptable Words in text message (SMS) form not acceptable Strictly no swear words; extreme or inappropriate language to be penalized Idiomatic language is acceptable; in fact good use of idiomatic expressions should be rewarded. Language that is so informal as to be considered inappropriate should be discouraged. Formal letters Features: Addressesoptional Daterecommended (according to conventions of the language) Greeting Standard formulaic introduction where applicable. This will vary from language to language. For example, French and Spanish use set forms of salutation that are very formal and very different from forms commonly used in English. Closing salutation Appropriate sign off Use of paragraphs Formal register; no slang or other informal language allowed In English, avoid contractions Explanation: factual Report There is no clear definition of a report. It may or may not have headings/sections. It may or may not be addressed to anyone, as long as this is not confused with the formal letter style. Bullet points are acceptable as long as they do not inappropriately replace continuous prose. The aim is for students to show their ability in the language. Argument Talk, speech Talk Generally more informal. Relates to the presentation of information, although this is not necessarily exclusive. There may be references to an audience. There should be appropriate greetings and closing remarks. Speech Generally formal with emphasis on persuasive argument (for example, wedding speech, leaving speech, political speech). May be backed up by factual information. The correct use of rhetorical devices should be rewarded under criterion B. Letter to a newspaper This is a very language-specific form and it is necessary to conform to the conventions of the target language. In British English, the letter to a newspaper may be a subversive form associated with irony and wit. This may not be appropriate to language B. A letter to a school newspaper is more appropriate. In Arabic, a letter to a national newspaper would take the form of a letter of complaint, while a letter to a school would be an article/essay form. In Japanese, the letter takes the form of a personal story with the point made only in the last sentence. It is very indirect and never uses phrases such as I think or in my opinion. In Finnish, a letter to a newspaper has a very clear structure, similar to that of an essay: statement of problem justification example suggested solution(s). The use of the correct cultural form and the communicative value of the writing should be rewarded. Analysis and critique Review of film, book or play A review should not retell the plot, but should include an amount of information appropriate to the task; include the genre, for example. Opinion and evaluation should be given, concluding with a recommendation (which may be implicit). The following Internet sites provide a variety of film reviews that might be used as models or as resources for the classroom.  HYPERLINK "http://www.rottentomatoes.com" www.rottentomatoes.com (Mostly in English, a few in Spanish and Portuguese)  HYPERLINK "http://www.imdb.com" www.imdb.com (English)  HYPERLINK "http://www.labutaca.net" www.labutaca.net (Spanish)  HYPERLINK "http://www.mad-movies.com" www.mad-movies.com (French) Diaries/journals Diary A diary is intimate and introspective, not meant to be read by anyone else but the writer. A diary is used to express feelings and is reflective and often emotional. The language of a diary will reflect some of these aspects. Journal A journal usually consists of entries where a certain activity is recorded and might be read by other people, other than the writer. Entries in journals usually have dates. The tone is formal, and while there is narration and description, a certain amount of personal reflection should be expected and even rewarded. Interviews/dialogues In English, an interview should be reported; a transcription of the interview will not achieve high marks. This is a characteristic of English and must not be applied in other languages. Newspaper/magazine reports News stories should have a headline or at least a very clear title; there should be some sort of lead. These reports should be well organized and should clearly make references to the people involved, the time and place. In Finnish, students are expected to write their name after a news story. Leaflet/brochure/pamphlet For the purpose of paper 2 these names are interchangeable. The text types will have the same characteristics. Editorials An editorial includes comments on recent news. It should be topical and should express a very clear opinion. Digital texts Emails and blogs will be accepted as legitimate types of texts to be used on paper 2. The characteristics of these types of texts do not differ too much from informal letters and diaries; therefore, the same requirements apply. In the same paper there will not be one activity requesting an informal letter and another one requesting an email. This does not mean that emails and/or blogs are obligatory text types for paper 2. Final recommendation The language is expected to be appropriate to the situation. Informal language is expected in certain tasks and good use of idiomatic expressions will be accepted and rewarded in some cases; however, use of slang or inappropriate language may be penalized.      PAGE  PAGE 1 International Baccalaureate Organization 2007 ;K [ Xb9PLV T^KT!!!!((H(I(J(`(a((((((((((((( ) )))?)@)A)S)T)11111111jch%Ujh%Ujh%Ujh%Ujh%U h%5\ h%6]h%h%B*CJ0phE;<Mm { Ydy%CC+EƀTF" +$a$CP]vy6C+EƀTF" C+EƀTF" C+EƀTF" v Xbywwuusww+C+EƀTF" C+EƀTF" bty6C+EƀTF " C+EƀTF " C+EƀTF " Mi~!sC+EƀTF" C+EƀTF " !]y6C+EƀTF" C+EƀTF" C+EƀTF" LVywwuwwC+EƀTF" C+EƀTF" Vy 8`Vl|+C+Eƀ" 4KT^{qo+C+EƀTF!" DC$EƀFKTy642+C+EƀTF%" C+EƀTF$" C+EƀTF#" T-LZt<j-j+jsC+EƀTF;" C+EƀTF:" a !!!2!!!!!k"""wussssss+CEƀbC+EƀTF<" ""f##+$${%%%%&qC-EƀTF C-EƀTF -+ &&~&&&;'sC+EƀTFH" C-EƀTF ;''((()uC+EƀTFL" +C+EƀTFI" )^)o)u)W*_*++l,,d---7.B...//0h0C+EƀTFM" h0}011111111111111111&`#$G$C$EƀyFa$$a$11111111111111111111пʷh%mH sH hDe0JXmHnHu h%0JXjh%0JXUh%CJ(OJQJh%CJHOJQJj4h%CJHOJQJUh%1111,1h. A!"#$% DyK www.rottentomatoes.comyK >http://www.rottentomatoes.com/DyK  www.imdb.comyK *http://www.imdb.com/DyK www.labutaca.netyK 2http://www.labutaca.net/DyK www.mad-movies.comyK 6http://www.mad-movies.com/jADdv  C RA:IBO_logo_bw_grayscale_300dpib@knw01`"hc|@xnt@knw01`"hcPNG  IHDR,ܺgAMA|Q pHYs.#.#x?vtEXtDataTime2005:11:02 11:35:30j9#tEXtSoftwareAdobe Photoshop CS Windows!??IDATx^}\Wuo!E"$ nX$cX+c^06k;Nˎ Jx ā${*@A2 ? V`̆Jܐl,{}73~3nW5}{ssӫ&8iߍ0YjȘY c1g!@Lc&C&LL3 82f3q&2d40ft&﹈:}Sn& Q챇~z:~ V }UFt>zU}<ȗU=ǬFuQU5b_Wu/`uz-/>Gir-J:S?.cז_ ?ө95>q9@7zϝ D9_׶4`8Qf;P)?%|!FV OP ి{Ն_=w9K1goK03w]] 38IQeLxcK6T-oX Lf:$7Ѐd|2;Lmn {OPok˵{ǧMEkZ7F嵎nD>sQy>MƏ.ݚ  *Ed}DUMmzP'`F΀PY3Txl>^pX7uFnRD &KnoKRUXaז]˒G$5wc[1SxUs"$Ld0+~C߭19ǖq] RZwe{7oR>*[w %F$0וADJK6|>^%FH?XY@_>0-әlZә:P٫eʝgNG?vF^tܳA&XYx)wܣl_A*:W$k>P|?x +zܮq~DnIFyN_q;J?=>qp%.ѽ}PbاjHw=ee;?\ V`ˠ3}! ueabsw˾Pn,u6ߗՃhf!| 5^ b붏 8מbPmW$zd6~xp՚U/8n,TuɶP-GJUg 1wk[/ڛo JǣE&wMkiK.(m(Hj$~P;HF k`g>tZ?*wo^om%Q ʩ][V:2L>ߴ>(]L+%C[N1TU/nyN;$S[S;4CUZ$NDqD^e' e%>+*\g;yCY M9[?qmsihps~4D SƵ;U۬k"n̈́;tO ՞NIbAX@"ɡ reN'1Bò\PnyP-귪b't</90RЌMN5F3/J)GLn-zy{>xf@yQn~hC;&,4 兀E Á+gU #Uc-#o=89;׏/*$m 9ᗶĉ``,OiJʥNu2QUל֮] ˩2og"RUw\Hsf?Pzi2l},(HH˰`m!, fL1@(v:~/BȘM GLeΝR0-BaL5TK 0id;ͬY*AXF3lll}K 9x{~6^iE0GP)dmc RuR*0W0<Z|Bz(<W2RGmbyIGeN !nn̨T+e)C,)m_/d@4\X:Ui5Ğü(׃\3e. c0ƫM8kѸ 7]ȭ-kfvQ7QGYVd1pfo*D>QN;0ljq]%Bq?E< =M'O8|O<뇕mypc-ϔ4 1cmXVa; gUmh=C.dnXك,9 _[,pfH<a\@<~O5&"RUv(#UY0BdAe҉u*)~0/r -n=21{iC(ne+fVnk-auDZ(?uRVxZ ¦T{BBQMpc}>ҁaVT^uDΈ/׳143=[!*!MMXFBc?<Kd;`>)H:!# t*߁BDA| 8\=Kl ;辜RKXwٜ20y?~RAUsj|2 !#}!=)[8< q9i:?T)v6C#yVl 4;AyKN ~27Rc HDeؽ׹*PX˱dnkA8inr~{թ+Q:}iMͯfę'[b (_>שOYy zYah2ԚXX ,)eVyA&ʽ+:1/Z՞zf/ =*đp=J;pHsU^YϾoɪQofzv^ƥF{ 4hDR{h{/xeSso1da<熸ċ]& 3CPx$i iS |c4[0h} ۃs`{aV8~ˤx;JUpԷ_Pr9Wg/S[`5>$үH}G⨔E*y]ЪZmgc㼚LL[Ҭɴmb-r֗^7j捬0wuVy#O41s^kPZl:SG-` 45,PBg7pnf]<}.(9Qk|;nar{97f Rfq C~Q{ $\vpz^|;zV-60y,tW[t?BԛapHR:.JgVmh lɀ3;Cm˙wqWdE96;K&+}mв 'j z%th^0QMe3l|cϷ!&#W|canJǚY;lK1o)~NȲJڗm?}to'ׇ4o3V[g=>bH?zgM CfR׎Xш ¯w>KLO^sδ eƅ˥3ڗD2K"1O~d;( w= qgMc9r2)0Ղάtrofo֋Ej/Cn.19 ]7>SrU2j QPsC* [&igS -sy*j^>{Z]!BM6-䵰/2fo"OMzAD_*X6^L;B=rDXd[V{oױv( r {UihR܌C[7-P dTK$0< 0xY;(h卶\:GZ:k7(6vc1w\$ZM+AdnP"dK/Iaio°1nT'.PS3/Je?m̬ߎ0̾k8 6nh͵px.' <|れ,d\-P Q,EFK᩹\s){Z.P *h4fKp#ZAp V  #2?Wx6v{TPmۖJ;v=#ŢgY[^@JK]Hf@[P,4%X.j}lrVuf}0-y@UK[.wik}y,6%bYb37 FH =#va.!)ΚT$7ٳvz\YOd*q1M"(gZĎW`(DSMr{oVn"M}vXBKhc5RS Au:N m9vrkj(2wCZDϸ6pᨪ ,xzL$zi%Xlx i3Ifخ;yQa\m MtلhS4bG{ivvbgцWF|:4,&aߤIQp  ;#qXjz#Z;!:W` |M%V3CHKYG.^?_;@dq̳ff*8ڒOѱzRzl`VZ=HcZ+in E(x>p;`UhfE (#Bݐ/g-îzڸ!gO1 NOhFe6Fq̚Gq5ĿV$@US*+\U -ZFR&9,V{nYa7[:C޺FAS+G C`}]B,\ :OE3 D[#uIo"CHࡕL39< ŗ}lgxv9_L:}q2IebC"fKerMLw8m"NgC6mfn:Uw?fIwzZ|k{ ћmPlWv=ZUp0!eBWbAkqx[|$Z̕v,AT-:ٳv91z ŭ`o-b6̲֗Q+E1^G'TԿޥ&"{N`Kgzأ5 c9+Aqu 0j]KUKVLI:HKB6-s-֮?!?Äak El[W -40½ A0^c^c{AVT~桝G[$_@qn{`y +/L ^G1wolHdܫ˴7ao?`nF@ZX kѓZ4Uo ,-Bn'^9:"sH6|X B;`3T$I$ʖ3a, /X{P}Nv 3@R~O7)!n! =i%ܽiC,Ժ/>+t _\mڽj`ɾmVCkO;Mhȭ⏷GQ= xaǶ7\u}627=W^+:pミXhξh w@:A=ӬNݘWs?b<~|qCqk! 4K˼Q+n/c-< mZYa|ӕeI)'^xznZp= WrAM<_QLX|Do{ ̽螛Nbz'X$ݫh{>)ކ/S_4oJݯsf>>bUM2{ `;CثVNFDo!3uSńٔΙhu 孡-j-VZ#pnyh- Wnb eh8F?{]7fXêp}k7]}w<zGO}2;0q߅ǙF{C'8T44h<4y?N*bw¿ V78,-l7ednQ-)9lx:wj̽5dϝ2 *X5Z~+wu23TAFtΩ1|S3O?9/u7~W T#-Eeμ`Lj ܍aFRqTL ̽qL_Fq.DTk.Nj{'PGH|ϝ*T[e$4b]pK#a׼>yT6VبBlbP=FH,wòP/'>Wt-v{vGރqxξ- Oo׬fd'{GvͳqR$sIDFD2qjw9 t"| ʓH֥zݲevRBӳJ4myd$Z{+s=K$@|܁A+V5qIM1}i/@Z$&SbdsdE'r\U2.ؔ9Yȣe>L=-8,̭a6dcd,6#}iZa^He^eknPq >~=d]xєmētg 2b'=wkT%eP;SY>U_]@`6=(/\ՍW\٧$Wo)&iQ)Ҧv0YM@M৴֡szӒ͸)31 5l,mG o*e-^hcBz_ZQT>O>Lz%+LOjQz+T ZJVK4]3lQGzTX'"Ksm?Q TݰjY*.L;4Pz 9'FғяI#*ZX=OܧW7m27MLCX4*%%+M,}`9Ky/*3[0!r>!ϩ7$2fkkBmb=,->x(#٭f* r15[-IɂD5t-sO[bڔL+駌l+BI;:Og3 ζv_\ku70 S}Zfato:̋Xo/ٍ_HP;S@ TUkشt/i\hDۈRaoq3A. nK=-v}B{K̠j;\Ri;(TW߂#+f}ĖNȭ(l<~#DždtQ={ѼTEXhcG4Cf KB+ c^&F1}2bZ]{ILDT :yf K'䖔%XNX䈀yOQg@QMM@!\C,Mi[Ayth}0)xHVm4ÇrC5~Vn1ك&|twAsY%`tBh99qFH,7G>wi齲t>܀CZZ1TA7F)F_܋͐"l ( @c"0&"W ȿܹ:=V̗콞DkfF q\$EJj ҇Ve cSa.FEȡjh4@tj.LOC5#1dHfvi-l}ex|V[ ",FRП {lY_5مb}XwN+}-UnH(NH뿑^C_/B`ĀaJAbr#Y3 9Nڗuh:zWhbQ WybKky#B:afeTȼf/".CzSnvieMMX#`y%^FzB́E\Ƭ\B= SGvwƄ\\ %.,\/],Qc50*[ ^|CT:kNߧ)g/[WԢP[k`)Cg$>͐>,RK؁l$ќH]tOlBcdUo I@3zgTnC v'Ej1V Z@VC}L)PjZ.cHVrA@ E' R(:d5\GZ|{%E4R!%O}o"C;zvh #jZ$( Za5a%`_֖lc[r|h1Yk4BqmT\ͩ$ jTM]rYaGLRG}(ovRL7Fh ; S=]4wRl L,?_!}Xb˼vB67j| C@v`TDjc:ѩNy ho1}qAȝn*;o."#CѠ?`&qEIѪa)#Pc_EYN~h)KD&T`IK3?"oa ZH;M! 8 )뵇͹ܹ.٪E.Mz6nt,i%%5(_MVTWVj'MH|R֓Ok\gܔK 2kZ=da(cSC|1SIwhdwL>!`g;68$60s5ѥ&cF# W |ξ M(\dtW#'8 =RY_U*P_&*di4ɵ3PJ 6Ǡ;$]Qd1CcK /mM&lrTuP}m 7[ҕ0+F)f']E'$8/1f`Aky3Jxe( eVsJdԤ*VI,@XYU-c„ItZeo*;{GMVrF13k-D=s@4Oxj@eRH$# QZ4%GV(UCKI*]S@s%#W pEt&JAʺ P 쉼63g mT¿NVg B&;8Oɏh,X_Q񿍪f,a$.]ۍĤ$3דo}!±oe *X;"D*4H]:܌g~F-;{lgԐ[gFQDr+ܲ{hPi% %0pbɅoҐRz Djnýމ}=䱗SSh5H ?rt7mڑY+bBdzf4nք <\ Fw] :˝ԙe4XV$bpDꪚf;N\` Ph$H3Zڀ*jicZf2Ze+rXHaɬd] v5fFb' '8LC_q`XCA=v_<{vx% z'+1M;.'U%5 h*(9 umŪ%Fڐ50jZW ғ "N,zSd,ܝ~'DuPB j*$4 FjpHN'a?b%XiZǏެl!β=:,C \>F`5&'I3 :q@>.rzJ !V 䵦eB+&)3 <3NU*Sc!ڵ%dp# qz.×lF#%wԊ5eizDZwU2+tstɑ-0|_KP5$X~LB198:BǾLJ݄-BP5y}_/#j!Ж!!XR M 5B 98,U6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH @`@ NormalCJ_HaJmH sH tH @"  Heading 1h$$ $d%d&d'd-D@&M NOPQ$B*CJKH OJQJ\^JaJ ph@2  Heading 2X$ h$d%d&d-D@&M NOP#B*CJ$OJQJ\]^JaJphf@f  Heading 3$$ @&a$ B*CJ(OJQJ\^JaJph\@\  Heading 4$$ @&a$5CJOJQJ\aJ\@\  Heading 5$ x@&a$5CJOJQJ\]aJP@P  Heading 6$x@&a$CJOJQJ\aJP@P  Heading 7$x@&a$6CJOJQJDA`D Default Paragraph FontViV 0 Table Normal :V 44 la (k ( 0No List 2>@2 Title$a$5\LCL Body Text Indent^`4@4 Header  9r @ @"@ Footer  9r  CJOJQJHR2H Body Text Indent 2 h^hBUAB  Hyperlink>*B*CJOJQJphFVQF FollowedHyperlink >*B* ph4Bb4  Body Text$a$RY@rR  Document Map-D M OJQJ^J`o` Master$ Qxa$CJOJQJ_HmH sH tH (O( BodyJJ List continuation^DOD Contents Ah5B*CJph$o$ Bold5<o< Bold italic56OJQJ0o0 Italic 6OJQJbOb Contents B level 1&dP5B*CJph@@ Contents B level 2 6O6 Table body!$a$F"F Table body centred"$a$HO2H Caption number#5B*CJph8OB8 Caption text$6@OR@ Table header% 5B*phJQbJ Table header centred&$a$<oq< Inline frame CJOJQJ@O@ Glossary term( B*ph6o6 Subscript H*OJQJ:o: Superscript H*OJQJBOB List (bullet) + & FJJ List (number), & F \O\ List 2nd level (bullet)- & F Qdd List 3rd level (bullet). & F Qpp List 2nd level (number)'/ & F :^`:dd List 3rd level (number)0 & F Q00 FAQ answer1^"^ List continuation 2nd level2^^2^ List continuation 3rd level3Q^QN1BN Caption number centred4$a$JARJ Caption text centred5$a$4O4  Note Heading6LoqL Objective enumerator CJOJQJ@@ Criterion abstract8@O@ FAQ question9 5B*ph333BB Glossary definition:N@N Quote;nnx]n^nCJOJQJ^JPP Table list (bullet)<$ & Fa$:: Outline frame=x8O8 Undefined> B* ph388 Inline table?xHH Body without spacing@PP Table list (number)A$ & Fa$F@"F  Footnote TextBCJOJQJaJ\O2\ Test answerC Q^CJOJQJaJBAB Subscript Bold5H*OJQJFQF Superscript Bold5H*OJQJHbH Contents B level 3 F^q Test answer (multiple choice).>*Y(ehfHq rwh:: Test questionHx<O< DisplayI$a$ 5B*phvOv Note bodyJJx$d%d&d'dNOPQFOF Note headingK$a$ 5B*phPP Note list (bullet)L & F PP Note list (number)M & F NN List (lettered)N & F VV List 2nd level (lettered) O & F rr List 3rd level (lettered)&P & F Q^`O Note first examinationsLQ$$d %d&d 'dN OP Qa$ 5B*phH"H Quote referenceR$]a$>2> Quote verseS ^ @A@ Inline icon HL CJOJQJ4BQ4 Inline icon SL>b> Quote within listVRR Note body without spacingW.)@.  Page NumberB'B Comment ReferenceCJaJ<@<  Comment TextZCJaJPK!pO[Content_Types].xmlj0Eжr(΢]yl#!MB;.n̨̽\A1&ҫ QWKvUbOX#&1`RT9<l#$>r `С-;c=1g~'}xPiB$IO1Êk9IcLHY<;*v7'aE\h>=^,*8q;^*4?Wq{nԉogAߤ>8f2*<")QHxK |]Zz)ӁMSm@\&>!7;wP3[EBU`1OC5VD Xa?p S4[NS28;Y[꫙,T1|n;+/ʕj\\,E:! t4.T̡ e1 }; [z^pl@ok0e g@GGHPXNT,مde|*YdT\Y䀰+(T7$ow2缂#G֛ʥ?q NK-/M,WgxFV/FQⷶO&ecx\QLW@H!+{[|{!KAi `cm2iU|Y+ ި [[vxrNE3pmR =Y04,!&0+WC܃@oOS2'Sٮ05$ɤ]pm3Ft GɄ-!y"ӉV . `עv,O.%вKasSƭvMz`3{9+e@eՔLy7W_XtlPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-!pO[Content_Types].xmlPK-!֧6 -_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!!Z!theme/theme/theme1.xmlPK-! ѐ'( theme/theme/_rels/themeManager.xml.relsPK]# ) \ XXX[11,Cvb!VTj"&;')h011 !"#$%&'()*+- I ` !!@!S!)XXXX"$[!!48@0( в} B S  ? _Hlt162084643 _Hlt162084644 _Hlt153181889 _Hlt153181890!!N!N!)@@@@O!O!T!T!)]mnz))))))))))))))))) !!)))))))))))::::: o&}LOrvZO./= ~Mu >/hBYPk:"*Nht@4+kEHe0rG`0-2,.X`w<-gƤ,ibqj..#uh|@A:^`:56B*CJOJQJo(ph"  ^`OJQJo(o pp^p`OJ QJ o( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJ QJ o( ^`OJQJo( ^`OJQJo(o PP^P`OJ QJ o(;^`;56CJOJQJ^JaJo(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.;^`;56CJOJQJo(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.:^`:56CJOJQJ^JaJo(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.Q:Q^Q`:56CJOJQJ^JaJo(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.:^`:56CJOJQJo(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.:^`:56CJOJ QJ ^JaJo("  }^`}OJQJo(pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.Q:Q^Q`:56CJOJQJo(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.:^`:56CJQJo(  ^`OJQJo(o pp^p`OJ QJ o( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJ QJ o( ^`OJQJo( ^`OJQJo(o PP^P`OJ QJ o(:^`:56CJOJQJ^JaJo(" ^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.:^`:56CJOJQJo(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.Q:Q^Q`:56B*CJaJo(ph"  ^`OJQJo(o pp^p`OJ QJ o( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJ QJ o( ^`OJQJo( ^`OJQJo(o PP^P`OJ QJ o(:^`:56CJOJQJo(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L. ht@-grG2,.X#u.ibqkEo= Ork:u >/ F>        "P                r`        ¼L        CH        ̡T       L#        &[        0        h        l        -        %De))@i{)P@UnknownKateJmarcelor G*Ax Times New Roman5Symbol3 *Cx ArialG IBO LogoSymbol; gGill SansI" K PMyriad ProArial5 TahomaCComic Sans MS? *Cx Courier New;Wingdings;[xPHelveticaACambria Math"1hd#gd#guڳF1N#K1N#K24j)j)2 3QHP $Pc32! xx ,dJ:\Publications group\Publishing services\Templates and style sheets\Core template\Core template.dot"Diploma Programme Business MeetingKizzyW Rachel B@          Oh+'0l     '$Diploma Programme Business MeetingKizzyWd\Publications group\Publishing services\Templates and style sheets\Core template\Core template.dot Rachel B2Microsoft Macintosh Word@F#@p@G-O>@G-O>1N# ՜.+,D՜.+,x4 hp  ',International Baccalaureate OrganizationKj) #Diploma Programme Business Meeting Titled 8@ _PID_HLINKS'Ag2 http://www.mad-movies.com/^Vhttp://www.labutaca.net/QHhttp://www.imdb.com/9.http://www.rottentomatoes.com/'f1IBO_logo_bw_grayscale_300dpi  !"#$%&'()*+,-.0123456789:;<=>?@ABCDEFGHIJKLMNOPQSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F5O>Data /D1TableRYWordDocument.\SummaryInformation(DocumentSummaryInformation8CompObj` F Microsoft Word 97-2004 DocumentNB6WWord.Document.8