Diploma Programme subject outline—Group 2: language acquisition
School name
Municipal Autonomous Educational Institution Kogalym Secondary School №8
Name of the DP subject
German ab initio
School code
007073
(indicate the language)
Level
(indicate with X)
Name of the teacher who
completed this outline
Date when outline was
completed
Higher
Standard completed in two years
X
(not applicable for languages ab initio)
Standard completed in one year *
(not applicable for languages ab initio)
Farzana Grigoryeva
Date of IB training
May 2013
December 2012
Name of workshop
Cat 1: Language ab initio
(indicate name of subject and workshop category)
* 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.
2.
If you will be teaching language B higher level, identify the two works of literature to be studied
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
Contents
(as identified in the
IB subject guide)
State the topics in the order you
are planning to teach them.
Year 1
Allocated time
Assessment
instruments to be
used
One class is
40
minutes.
In one week there are
4
classes.
Individual
 Meeting
7 hours
Students learn to
communicate information and
some basic ideas clearly and
effectively, in a limited range
of situations
 Appearance
7hours
 Characteristic
8 hours
Oral presentation
 House
8 hours
Paper 2
Written assignment
Education and work
 School life
8hours
Students learn to understand
and use accurately the
essential spoken and written
forms of the language in
a limited range of situations
 Future plans
8hours
Town and services
 Society
8hours
Students learn to understand
and use a limited range of
vocabulary in common usage
 Places
8 hours
 Means of
transportation
7 hours
Food and drink
 Shopping
8 hours
 Eating out
8 hours
 Meals
8 hours
Planning a party at home,
inviting people
Test
Total: 93 hours
All two of the External
Assessment
components
(completed in Year Two
of the program) will be
modeled in Year One.
Resources
List the main resources to be
used, including information
technology if applicable.
«Themes neu Kursbuch
für Deutsch als
Fremdsprache»,
Hueber.
German supplement “The
first of September”
«German-Grammar»
N.B.Sokolova,
I.D.Molchanova, E.I.Gutrova
«German Grammar» V.Ung
«Deutsche Sprachige
Länder» , О.G.Kozmin, О.М.
Gerasimova
«Examination topics» L.N.
Yakovleva
Yearend examination
«German for the high school
students » S.А. Noskov
Topic
Contents
(as identified in the
IB subject guide)
State the topics in the order you
are planning to teach them.
Year 2
Allocated time
Assessment
instruments to be
used
One class is
40
minutes.
In one week there are
4
classes.
Leisure and travel
 Hobbies
6hours
Paper 1
Students learn to describe
different types of landscape,
and to plan a trip.
 Free time
5hours
Text handling
 The nearest
surrounding
5hours
 Holidays and
travelling
 Placement
5hours
5hours
They will be expected to
respond to a variety of
text-handling exercises,
some of which require a
short response, for
example:
• true or false exercises
• multiple-choice
questions
• short-answer
questions
• table-filling exercises
• gap-filling exercises
• matching:
–– words from the text
with synonyms,
antonyms or definitions
–– summary sentences
with different
paragraphs of the text
–– two halves of one
sentence
–– ideas or sequences
with pictures
–– a person with a
statement.
Students are also
expected to:
• deduce the meaning of
words from their
context
• understand
grammatical structures
Resources
List the main resources to be
used, including information
technology if applicable.
«Themes neu Kursbuch
für Deutsch als
Fremdsprache»,
Hueber.
German supplement “The
first of September”
«German-Grammar»
N.B.Sokolova,
I.D.Molchanova, E.I.Gutrova
«German Grammar» V.Ung
«Deutsche Sprachige
Länder» , О.G.Kozmin, О.М.
Gerasimova
«Examination topics» L.N.
Yakovleva
«German for the high
school students » S.А.
Noskov
Topic
Contents
(as identified in the
IB subject guide)
State the topics in the order you
are planning to teach them.
Allocated time
Assessment
instruments to be
used
One class is
40
minutes.
In one week there are
4
classes.
The environment
 The weather
5hours
Paper 2
Develop students’ awareness
of the role of language in
relation to other areas of
knowledge
 Geography
5hours
 Environmental
protection
5hours
Paper 2 is externally set
and externally assessed
using the productive skills
criteria . It is divided into
two sections.
• Section A: Short writing
task—Students answer
one question from a
choice of two.
• Section B: Extended
writing task—Students
answer one question from
a choice of three.
All tasks are related to the
twenty prescribed topics
from the three themes, as
described in “Syllabus
content”.
The tasks offered are
varied and require
students to answer using a
specific text type (see
table that follows).
All tasks are written in the
target language and all
responses must be written
in the target language.
Use of dictionaries and
reference material is not
permitted in the
examination.
Written assignment
Resources
List the main resources to be
used, including information
technology if applicable.
Topic
Contents
(as identified in the
IB subject guide)
State the topics in the order you
are planning to teach them.
Allocated time
Assessment
instruments to be
used
One class is
40
minutes.
In one week there are
4
classes.
Health and emergences
 Illness
6hours
Encourage students to use a
register that is generally
appropriate to the situation
 Emergency
5hours
External assessment
 Signs
5hours
Section A: Short writing
task (7 marks)
A minimum of 50 words.
Section B: Extended
writing task (18 marks)
A minimum of 100
words.
Total:57
Resources
List the main resources to be
used, including information
technology if applicable.
Total:
2 years = 150 hours
3.
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.
Students will be assessed using the IBO rubrics, with which the students will be familiar with, as they will be used throughout the course.
The rubrics will be used to assess students both internally and externally.
Two oral activities will be internally assessed by the teacher and externally evaluated by IBO.
1. Individual Oral Assessment—Based on stimulus chosen by the candidate 15%
2. Interactive Oral Assessment—Based on mark of one interactive oral activity 15%
External Assessment 70% of overall grade
Two written papers that will be externally evaluated by IBO.
1. Paper 1—Written Component 40%
a. Reading—Questions based on a number of written test 30%
b. Writing Response—Short writing exercise in response to written text 10%
2. Paper 2—Written Production 30%
One writing task from a choice of four 30%
Internal assessment
Two oral activities to be internally assessed
Individual Oral approximately 10 minutes
Short interview with the teacher.
Interactive Oral Activity
During their course, students will be expected to take part in different types of oral activities as a way of
Practicing new language structures and vocabulary. During the final year of the course, some of these
activities should be used to assess the candidates’ oral skills
The internal assessment has 2 components, an individual oral presentation as well as an interactive oral activity . Each of these will be
prepared, developed, implemented and evaluated by the classroom IB English B teacher. Students will be introduced to the criteria for
each of these early during the first year of the IB programme and throughout the course, the teacher will guide students as they develop
the skills which they will need to be successful in these evaluations. Such skills will include: oral skills including presentation skills
(speaking on a topic with a minimum of support material) and speaking skills (being able to respond to oral questions related to the
themes of the course which ultimately leads to the ability to have an authentic conversation in English), listening skills, questioning,
debating, and critical thinking abilities. For the interactive oral activity, the teacher will maintain a record of a number of activities
(minimum of 3 are required) completed in class which satisfy the criteria and will submit the mark most favourable to the student. It could
be expected that the student’s best work would be done during the second year of the programme but this is not necessarily the case.
The individual oral presentation will take place during the second year of the programme
.
4.
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)
School life
To what extent does school life influence on the choice of the future profession?
Students are suggested to read a letter about school life (between pen friends from different countries). During the reading they
should find the author’s reasons in the choice of the future profession.
Students divide into two groups to discuss about the choice of the future profession from different positions.
In fact, they should write a composition “What kind of activity am I going to deal with?
At the end they should answer the question if their point of the choice has changed?
5.
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)
International migration
Students read the article about international migration.Why do many people change their permanent place? Answering this
question, students can compare life and living conditions in different countries. They can come to a conclusion, if it is worth
moving or not. Where is it more comfortable to live n the view of psychology?
6.
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.
7.
Topic
Contribution to the development of the attribute(s) of the IB learner profile
International migration
Having read the article about international migration, students discuss this theme. Then they have a Role-play.
They should understand: the world is so huge and diverse that everybody can find a suitable place for living.
These activities develop the following attributes of the IB learner profile: Inquirers, Knowledgeable, Thinkers, Communicators,
Risk- takers and Balanced.
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.
There are a lot of materials and other resources to give effective support to the aims and methods of the courses such as: books and magazines.
The room is equipped with new furniture, the screen, IT equipment (a computer, a smart board, a projector, a mobile computer class with 15 Mac Books and15
iPods), methodical books and fiction in German language. The classroom has access to the Internet. There are all conditions for learning German language
according to modern requirements.
Website, http://www.deutschland.de/
http://www.zeitungen.de
Students should also aim to keep up-to-date with events occurring around the world by watching news reports and reading newspapers or news websites.
In addition, there are a lot of periodicals / journals that students are expected to use for reference in order to keep up-to-date with current issues and
magazines.
There are all conditions for learning German according to modern requirements.