Diploma Programme subject outline-Group 2: language acquisition



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Diploma Programme subject outline—Group 2: language acquisition


School name

Big Sky High School

School code

923129

Name of the DP subject

(indicate the language)

Spanish ab initio

Level

(indicate with X)






















Higher

(not applicable for languages ab initio)




Standard completed in two years

X

Standard completed in one year *

(not applicable for languages ab initio)



















Name of the teacher who completed this outline

Jay Bostrom

Date of IB training

6/23-6/26/2014

Date when outline was completed

July 1, 2014

Name of workshop

(indicate name of subject and workshop category)

Language ab initio generic in English C1

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme.

  1. If you will be teaching language B higher level, identify the two works of literature to be studied






  1. Course outline

  • Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

  • This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are prepared to comply with the requirements of the subject.

  • This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not just be a “copy and paste” from the subject guide.

  • If you will teach both higher and standard level, make sure that this is clearly identified in your outline.




Topic

(as identified in the


IB subject guide)

State the topics in the order you are planning to teach them.

Contents

Allocated time

Assessment instruments to be used

Resources

List the main resources to be used, including information technology if applicable.

One class is




minutes.

90

In one week there are




classes.

2-3










Year 1

Individual and Society

Appearance

  • Physical appearance

  • The body

  • Dress

Character

  • Attitude

  • Feelings

Food & Drink

  • Quantity

  • Food

  • Edibles

  • Appliances & Kitchen Utensils

  • Cooking instructions

  • Groceries

  • Restaurants

  • Health & Diet

  • Culinary Traditions

Compras

Centros comerciales




Gramática

Además de las áreas temáticas y los correspondientes temas aquí detallados, los profesores deben integrar los siguientes contenidos gramaticales en el momento adecuado del curso de Lengua ab initio.



Adjetivos

•Calificativos

•Demostrativos

•Gentilicios

•Grados del adjetivo:

Adjetivos comparativos:



  • más+ ADJ +que

  • menos+ ADJ +que

  • tan+ ADJ +como

Adjetivos comparativos irregulares:


mejor, peor, mayor, menor

40 hours—approx. 25 classes

Receptive Skills:

Understand, both

aurally and in

writing, simple

sentences and some

more complex

sentences related

to the three themes

and related topics.

Understand simple

authentic (adapted

where appropriate)

written texts and

questions related to

them in the target

language.


Productive Skills:
Express information fairly accurately, in both writing and in speech, using a range of basic vocabulary and grammatical structures.

Communicate orally and respond appropriately to most questions on the three prescribed themes and related topics. Communicate clearly,

in writing, some simple

information and ideas in response to a written task.


Interactive Skills:
Understand and respond clearly to some information and ideas within the range of the three prescribed themes and related topics.

Engage in simple conversations. Demonstrate some

Intercultural understanding by reflecting on similarities

and differences between the target culture(s) and the student’s own and by

providing some appropriate examples and information.


Internet websites to aide in the development of basic grammar concepts.

YouTube to aide in the development of receptive skills.

IB Ab Initio textbook to build vocabulary lists.


  • Compras en Internet

  • Costumbres y tradiciones: regateo, rebajas

  • Crédito

  • Cuestiones medio ambientales:

  • Dinero

  • Tiendas/negocios

  • Transacciones

Datos personales

  • Casa: habitaciones, mobiliario

  • Dirección

  • Edad

  • Fecha de nacimiento

  • Idiomas

  • Nacionalidad

Educación

  • Actividades extra curriculares: Creatividad, Acción y Servicio

Adjetivos superlativos:

el más+ADJ

el menos+ADJ

...ísimo
Adjetivos superlativos irregulares:

el mejor, el peor,

el mayor, el menor


•Posesivos

•Posición, concordancia de género y número


Adverbios

•Afirmación

•Cantidad

•Exclamativos

•Interrogativos

•Lugar


•Modo

•Negación

•Orden

•Tiempo


40 hours—approx. 25 classes

  • Alumnos

  • Asignaturas: Teoría del Conocimiento, Monografía

  • Calendario escolar

  • Equipamiento

  • Espacio escolar

  • Exámenes

  • Horario

  • Profesores

  • Ropa/vestimenta

  • Sistemas educativos

  • Uniforme

  • Universidad: curso, carrera

Salud física

  • Accidentes: primeros auxilios, emergencias

  • Cuerpo

  • Doctor/médico: chequeo, turnos/citas

Conectores

•Así que


•Aunque

•En primer lugar

•Pero

•Por eso


•Sin embargo
Conjunciones
•Aunque

•O, u


•Pero

•Porque


•Y, e, ni
Distancia

•... a la derecha

•... a la izquierda

•A...metros

•A...minutos

•¿A cuántos kilómetros/minutos está?

•Cerca

•¿Cuánto hay de ... a .../desde ... hasta ...?



•Está a ... de aquí

•Lejos


•Marcadores espaciales

40 hours—approx. 25 classes

  • Enfermedad

  • Hospitales y clínicas:

  • Prescripciones/ recetas médicas

  • Remedios/ medicamentos

  • Salud: estilo de vida, dieta, estado físico

Relaciones

  • Amigos

  • Animales

  • Asociaciones

  • Comunidad

  • Estereotipos

  • Familia

  • Festejos familiars

  • Mascotas

Rutinas diarias

  • De lunes a Viernes

  • En el colegio

  • En el lugar de trabajo

El fin de semana

Interacción social: saludos, modales en la mesa

Negación

•Oración negativa



Números

•Cardinales

•Ordinales

Ortografía

Preposiciones

•Locuciones preposicionales:

−a la derecha de

−a la izquierda de

−al lado de

−alrededor de

−antes de

−cerca de

−debajo de

−delante de


Pronombres

•Demostrativos

•Indefinidos

•Interrogativos

•Personales

•Posesivos

•Relativos


40 hours—approx. 25 classes

Year 2

  • En Casa













El medio urbano y rural

Cuestiones globales

  • Guerra

  • Organizaciones de ayuda

  • Organizaciones no gubernamentales (ONG)

  • Paz

  • Pobreza

El barrio

Sustantivos/ Nombres y artículos

•Artículo determinado, indeterminado, neutro

•Género y plurales irregulares: el agua clara; nariz, narices

•Género: masculino, femenino

•Nombres comunes y nombres propios

•Número: singular, plural



Tiempo

•Días de la semana

•Duración

•Estaciones

•Fecha

•Frecuencia



•Hora

•Localización en el tiempo/marcadores temporales

•Meses

•Secuencia



40 hours—approx. 25 classes

Geografía física

  • Campo

  • Costa y playa

  • Mapas: norte, sur

  • Montañas

  • Nacionalidades

  • Países y regiones

La ciudad y sus servicios

  • Centros comerciales

  • Compras: alimentos, otros artículos

  • Espacios: bancos, servicio postal, reciclaje

  • Espacios de recreación: piscinas/piletas, biblioteca

  • Mercados

  • Tiendas/negocios

  • Transporte público

Verbos

•Verbos regulares e irregulars


•Primera, segunda y tercera conjugación

(modos indicativo, imperativo y subjuntivo; tiempos, números; personas)


•Infinitivos, gerundios, participios
•Frases verbales:

estar + gerundio

seguir + gerundio

ir a + infinitivo

empezar a + infinitivo

terminar de + infinitivo


•Verbos impersonales
•Formas impersonales: se + 3ª persona
•Verbos reflexivos




Trabajo y ocio

Deportes

  • Centros de deportes: estadio

  • Clubes y equipos

  • Deporte en TV: interacción social

  • Entrenamiento: actividades, lugares

  • Equipo deportivo

  • Eventos especiales: regatas, juegos olímpicos

  • Ropa deportiva

  • Tipos de deporte

  • Tradiciones: deporte nacional




•Ser, estar, haber, ir

•Encantar, hacer falta

•Gustar, parecer

•Expresar y contrastar opiniones

•Expresar acuerdo y desacuerdo

•Expresar recomendaciones y consejos








  1. IB Internal and external assessment requirements to be completed during the course

Briefly explain how and when you will work on them. Include the date when you will first introduce the internal and external assessment requirements, when they will be due and how students will be prepared to complete them.






  1. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow your students to make links with TOK. Describe how you would plan the lesson.

Topic

Link with TOK (including description of lesson plan)

Cultural Diversity:

• How do we learn our culture?



Despite the best intentions, how much of our own culture remains a mystery to us? Through this exploration, students will have an opportunity to explore how most cultures remain blind to many of their own assumptions without a deeper and intentional investigation. Students will be asked to examine the possibility that no culture can truly know itself.



  1. International mindedness

Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal.

Topic

Contribution to the development of international mindedness (including resources you will use)

Cultural Diversity:

• Can we ever truly know the presence of our culture in our attitudes, opinions and ideology

• Can cultures be wrong?

• How can cultures be changed if it is determined they need change?



We are exposed to culture through symbols; through beliefs and superstitions; through the ways in which reality is classified, ordered and presented to us; through behaviors; and through assumptions that are linked to beliefs and behaviors. These symbols, beliefs and assumptions are common to, and understood by, members of a cultural community, and are conveyed implicitly. Furthermore, these symbols, beliefs and assumptions may be apparent in a different cultural community, although they are likely to have other meanings. The lack of knowledge and appreciation of these differences is likely to lead to cultural misinterpretations. Additionally, we fail to appreciate that we be excluding solutions to the global dilemmas we face simply due to notions of cultural exceptionality and/or any ability for transcend limitations within our cultural traditions and conceptions.

Concerning ourselves with only that which we can actually affect, students will examine the ideas, assumptions, beliefs, and traditions of other cultures throughout the Spanish-speaking world to discuss and learn about the myriad ways people live their lives. In a multi-cultural society such as the United States, we have undoubtedly drawn from a vast array of cultures through the centuries as we have shaped our culture. At the same time, there has been a long tradition of understanding, interpreting, identifying, questioning and even struggling to shape/change that culture.



Surveying political economy, concepts of justice, relationships to the environment, gender, indigenous systems and notions of progress through the core and optional topics, students will consider how competing cultural concepts can coexist in a globalized world.



  1. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.

Topic

Contribution to the development of the attribute(s) of the IB learner profile

Open-minded

Students will interact via Skype with a class of high school students in Santiago, Chile. Through these interactions, they will be asked to give a class of instruction to the students in Chile of English. In exchange, the Chilean students will teach a lesson of Spanish. Through this exchange they will have to stay open-minded to many cultural differences and similarities. In particular, they will have to contemplate comparative advantages and disadvantages, access to target language, motivation to learn a second language, and so on.



  1. Resources

Are instructional materials and other resources available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses? Briefly describe what plans are in place if changes are needed.

We will use many guest speakers, our high school library, the Internet, authentic realia, computer-adapted grammar lessons.



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