IB Diploma Scots College COURSE HANDBOOK SPANISH, CHINESE and Japanese AB INITIO 2014-2015 Introduction Ab initio Objectives Assessment Outline Resources Programme of Study Page 1 of 11
INTRODUCTION The ab initio course is a language acquisition course for students with little or no prior experience of the language. It is organised around three themes: Individual and Society; Leisure and Work; Urban and Rural Environment. Each theme has a list of topics that provide students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations. The topics to be covered are: Individual and Society Leisure and Work Urban and rural environment Daily Routines Employment Environmental Concerns Education Entertainment Global issues Food and drink Holidays Neighbourhood Personal details, appearance Media Physical Geography and character Physical Health Sport Town and services Relationships Technology Weather Shopping Transport AB INITIO OBJECTIVES There are five assessment objectives for the ab initio course. Students will be assessed on your ability to: demonstrate an awareness and understanding of the intercultural elements related to the prescribed topics communicate clearly and effectively in a range of situations understand and use accurately the basic structures of the languages understand and use an appropriate range of vocabulary use a register and format that are appropriate to the situation Page 2 of 11
ASSESSMENT OUTLINE Formative and Summative Assessment Formative assessments will be used as appropriate to the topic of work being studied. In general, these assessments will mirror the modes of assessment indicated in the summative assessment used by the IBO. All four language skills (listening, speaking, reading and writing) will not necessarily be tested for each topic, while the intertwined nature of the topics will ensure a continued recycling of topic content. The results of these formative assessments will be reported to parents as per the normal school reporting cycle. The Summative Assessment components for the Diploma Course are indicated below: External Assessment: 75% Paper 1: Receptive Skills 1½ hours 30% Understanding of four written texts (40 marks) Text-handling exercises. Paper 2: Productive Skills 1 hour 25% Two compulsory writing exercises (25 marks) Written Assignment: Receptive and Productive Skills 20% A piece of writing, 200-350 words in Spanish or 240-360 characters in Chinese, carried out under class teacher supervision (20 marks). Internal Assessment: Interactive Skills 25% Three-part oral internally assessed by the class teacher and externally moderated by the IB towards the end of the course. Part 1: Presentation of a visual stimulus (from a choice of two) Part 2: Follow-up questions on the visual stimulus Part 3: General conversation including at least two questions on the written assignment Page 3 of 11
RESOURCES The Languages Learning Area has an abundance of excellent materials readily to hand, which includes textbooks, accompanying workbooks, works of reference including: dictionaries, CDs, DVDs and video material. A variety of resources and textbooks will be used to deliver the Spanish and Chinese courses. In addition, Spanish students will subscribe to the language magazines Ahora and El Sol published six times per year by Mary Glasgow Magazines. Year 1 PROGRAMME OF STUDY Unit Unit Title Content Unit First Contact 1 (Term 1: 6 weeks) Greet and farewell someone appropriately in a formal and informal situation Introduce themselves Introduce someone else Express how they feel Ask someone how they are Spell words Say where they are from Say what their nationality is Say where they live Ask about nationality, country of abode, address Say what language(s) they speak Ask what language(s) someone speaks Count up to 100 Say whether or not they understand what someone has said Unit 2 Personal Information (Terms 1: 6 weeks) Talk about the make up of their families Give personal information about family members Say who they get on well/better with and why Say what age they are and what age others are Discuss dates and birthdays Describe their own and others physical appearance Describe their own and others character traits Say where they and others work Say what their and others jobs are Page 4 of 11
Unit 3 Unit 4 Where we live (Terms 2: 5 weeks) Daily Life (Term 2: 4 weeks) Say what the weather is like Express destination and purpose Ask for and give contact details Answer the phone Ask and give directions Describe their home Indicate exact location Express quantity Describe a town/city/village Compare city/village life Discuss preferences Give reasons Discuss means of transport Count up to 1000 Compare quantities Discuss geographical location & distance Ask and tell the time Discuss parts of the day Discuss days of the week Discuss frequency of events Discuss daily tasks Discuss eating habits Eating habits in different countries Discuss opening and closing hours. Discuss timetables Discuss daily routine Express frequency Talk about things they have done Discuss domestic chores Refer to ongoing actions Make excuses Page 5 of 11
Unit 5 Unit 6 On holiday (Term 3: 9 weeks) School (Terms 4: 7 weeks) Talk about where they went on holiday Talk about events in the past Extend sentences using sequencers Describe the weather Describe accommodation Describe things in the past Give and justify opinions Talk about holiday activities Use question words confidently Book a hotel room Order a meal Be polite when speaking Deal with unpredictable questions Make complaints in a hotel Join ideas with connectives Talk about means of transport Use adverbs confidently Use & understand 24-hour clock Plan a day out Ask for and give directions Use imperatives Order food in a restaurant Describe a day out Talk about festivals Give opinions on school subjects Describe a school routine Use time expressions in the present Describe school life Talk about things you have done, did and used to do Give a range of opinions Describe school uniform and rules Give and justify opinions Describe teachers Use comparatives and superlatives confidently Agree and disagree Describe school pressures and problems Use quantifiers Describe the schools of the future Start to use the future tense Be comfortable using questions Page 6 of 11
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Year 1 Term 3 Unit 5 Holidays Talk about where you went on holiday Say what you did Extend sentences using sequencers Describe the weather Describe accommodation Describe what something was like Give and justify opinions Talk about holiday activities Recount events in the past Use question words confidently Book a hotel room Order a meal Use polite forms of address Deal with unpredictable questions Make complaints in a hotel Join ideas with connectives Talk about means of transport Use adverbs confidently Use & understand 24-hour clock Plan a day out Ask for and give directions Use imperatives Order food in a restaurant Describe a day out Talk about festivals Term 4 Unit 6 At school Give opinions on school subjects Express opinions in a variety of ways Describe a school routine Describe school life Give a range of opinions Describe school uniform and rules Give and justify opinions Describe teachers Use comparatives and superlatives confidently Agree and disagree Describe school pressures and problems Use quantifiers Describe the schools of the future Start to use the future tense Be comfortable using questions Page 8 of 11
Year 2 Term 1 Term 2 Term 3 Unit 7 At work Describe jobs and part-time jobs Describe work experience Describe future plans Form sentences starting with if Understand job adverts and CVs Discuss what you would/could do Write and application letter Prepare a CV Conduct a job interview Unit 8 Free time, leisure and sport Introduction to TV programmes & films Express a range of opinions. Talk about hobbies and pocket money. Describe sports and sporting events. Talk about extreme sports. Make arrangements to go out. Talk about events that are happening as you speak Write reviews. Use absolute superlatives confidently. Talk about new technology. Use language of debate. Unit 9 Health Talk about the body and illnesses. Buy food. Talk about how to stay fit. Use a variety of verbs to talk about mealtimes. Give advice. Talk about intended and possible future events Talk about issues facing young people. Understand phrases using the subjunctive (Spanish) Unit 10 Environment Talk about the environment. Talk about what should be done Use a variety of expressions to give your point of view. Talk about global issues. Talk about hypothetical situations. Use high numbers confidently. Consider the problems facing the planet. Use negative commands. Talking about global citizenship. Use if clauses confidently. Talk about homelessness. Use the pluperfect tense confidently. Use different timeframes confidently. Page 9 of 11
Year 2 Unit Unit Title Content Unit 1 Work (Term 1: 6 weeks) Describe jobs and part-time jobs Describe work experience Describe future plans Use the future tense confidently Form sentences starting with if Understand job adverts and CVs Use the conditional tense Write and application letter Prepare a CV Conduct a job interview Unit 2 Unit 3 Free time (Term 1: 6 weeks) Health (Term 2: 9 weeks) Introduction to TV programmes & films Express a range of opinions. Talk about hobbies and pocket money. Describe sports and sporting events. Talk about extreme sports. Make arrangements to go out. Talk about things you are doing. Write reviews. Use absolute superlatives confidently. Talk about new technology. Use language of debate. Talk about the body and illnesses. Talk about things you have done to yourself. Buy food. Talk about how to stay fit. Use a variety of verbs to talk about mealtimes. Give advice. Use the conditional and future tenses confidently. Talk about issues facing young people. Understand hypothetical language. Page 10 of 11
Unit 4 Environment (Term 3: 9 weeks) Talk about the environment. Talk about what should be done. Use a variety of expressions to give your point of view. Talk about global issues. Use hypothetical language. Use high numbers confidently. Consider the problems facing the planet. Use negative commands. Talking about global citizenship. Use if clauses confidently. Talk about homelessness. Talk about things you had done. Use different timeframes confidently. Page 11 of 11