Diploma Programme subject outline—Group 2: language acquisition
School name
Canyon del Oro High School
Name of the DP subject
Language B: German
School code
6955
(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
(not applicable for languages ab initio)
X
Standard completed in one year *
X
(not applicable for languages ab initio)
Wendi Ousley
Date of IB training
June 20-24, 2011
July 25, 2011
Name of workshop
Languages B Generic in English
(indicate name of subject and workshop category)
Category One
* 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
N/A
2.
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
Leisure (OPTION)
1. Travelling
(holidays)
2. Social interaction
through leisure
(talking about popular
European vacation
sites)
Global Issues (CORE)
1. International
Economy (The
European Union)
Leisure (OPTION)
1. Travelling
(planning a trip to a
German speaking
state, travel
brochure)
2. Social interaction
through leisure
(youth hostel,
Pension, Gasthof,
Hotel)
Customs and Traditions
(OPTION)
Social Relationships
(CORE)
Allocated time
One class is
60
minutes.
In one week there are
5
classes.
August/September
AP essay topics, cloze
exercises, directed
responses, and story telling
based on pictures.
Speaking: Role play
Plan a trip to a German
speaking country with a
thematic focus: eco-friendly,
historical, artistic, musical,
scientific, mathematical, or
technological.
September/October
Text handling skills: travel
brochures and articles on
tourism.
Read and discuss text
types. Keep a notebook (will
be checked later) of formats
and examples.
Create a travel blog and
write a review for the
accommodations.
Performance:
Demonstration speech and
finished product.
1. Food (meal
planning)
2. Celebrations and
social events
(picnic)
3. Historical events
(Kulturstadt Europas)
4. The Arts (poetry)
1. Self-identity (man
vs. self)
2. Family
relationships
(blended families and
conflict)
Assessment
instruments to be
used
Analyse a piece of German
Romantic Poetry from late
1700 – early 1800s.
October/November
Text handling skills: written
responses to the questions
presented about the novel.
Read fashion report. What
information is included in
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.
Customs and Traditions
(OPTION)
1. Fashion
(appearances and
trends)
Allocated time
One class is
60
minutes.
In one week there are
5
classes.
November/December
Leisure (OPTION)
1. Self-identity
(German
subcultures)
2. Social
behaviours and
stances (priorities of
adolescents)
3. Taboos vs. what
is socially
acceptable (cliques)
Social Relationships (CORE)
1. Relationships
(friendship, work,
family)
2. Educational
system (Gymnasium,
Realschule,
Hauptschule,
Hochschule,
Universität)
Global Issues (CORE)
1. Prejudice (bias and
complaints)
Social Relationships (CORE)
1. Minorities
(immigrants)
2. Taboos vs. what is
socially acceptable
(inter-racial marriage)
this type of text? Write a
report discussing several
current trends.
Write a review on a
collection of clothing (a
variety of pieces).
1. Sports (staying fit)
Social Relationships
(CORE)
Assessment
instruments to be
used
Individual Speaking
Practice: Based on pictures
with a fashion or fitness
focus.
January/February
February/March
Find a piece of writing
(article, editorial) which
suggests cultural bias.
Discuss what you
discovered from the writing.
(Who are the participants?
What is their bias? Where is
it happening? When did it
start? Why is their prejudice
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.
Social Relationships (CORE)
1. Social and/or
political structures
(rights and
responsibilities :
military service, voting,
driving, marriage).
2. Cultural identity
(The White Rose
student resistance
movement)
Allocated time
Assessment
instruments to be
used
One class is
60
minutes.
In one week there are
5
classes.
March/April
Resources
List the main resources to be
used, including information
technology if applicable.
Communication and Media
(CORE)
Customs and Traditions
(OPTION)
1. Press, radio and
tv, and
sensationalism in the
media
2. Press (school
newspaper)
3. Editorials
1. The Arts (Fairy
Tales)
April/May
AP essay topics, cloze
exercises, directed
responses, and story telling
based on pictures.
Speaking: Role play
Plan a trip to a German
speaking country with a
thematic focus: eco-friendly,
historical, artistic, musical,
scientific, mathematical, or
technological.
Text handling skills: travel
brochures and articles on
tourism.
Read and discuss text
types. Keep a notebook (will
be checked later) of formats
and examples.
Create a travel blog and
write a review for the
accommodations.
Performance:
Demonstration speech and
finished product.
Analyse a piece of German
Romantic Poetry from late
1700 – early 1800s.
Text handling skills: written
responses to the questions
presented about the novel.
Read fashion report. What
information is included in
this type of text? Write a
report discussing several
current trends.
Write a review on a
collection of clothing (a
variety of pieces).
Individual Speaking
Practice: Based on pictures
Komm mit, Level 3
 Textbook
 Workbook
 Video
 CDs
 Transparencies
 Communicative
Activities
AP German Language
Resources
http://europa.eu/index_de.htm
Travel Brochures
http://www.germany.travel/de/
index.html
http://de.reisen.yahoo.com/
Cookbooks
http://video.google.de/vid
eoplay?docid=47844365
81988828531#
http://www.spardirnberge
r.at/home.shtml
http://de.wikipedia.org/wi
ki/Kulturhauptstadt_Euro
pas
**Read first novel: Die
Ilse ist weg
http://www.elle.de/
http://www.pimkie.de/
http://www.hm.com/de/
Error! Hyperlink
reference not valid.
Error! Hyperlink
reference not valid.
with a fashion or fitness
focus.
http://dede.facebook.com/
Find a piece of writing
(article, editorial) which
suggests cultural bias.
Discuss what you
discovered from the writing.
(Who are the participants?
What is their bias? Where is
it happening? When did it
start? Why is their prejudice
in this situation? How can
the problem be solved?)
Text Handling: texts on
social responsibilities of a
culture.
http://www.bildungsserver.
de/zeigen.html?seite=136
http://www.youtube.com/watc
h?v=F8I9BUUolvk
**Read second novel: Kein
Schnaps für Tamara
http://www.humanistischeaktion.de/pflicht.htm
Watch Die weisse Rose and
discuss the notion of one
man creating change in the
world.
Show clips of Sophie Scholl
and use as a catalyst for
discussion.
https://www.elternimnetz.de/c
ms/paracms.php?site_id=5&p
age_id=165
http://www.bundeswehr.de/po
rtal/a/bwde
**Read non-fiction memoir:
Die weisse Rose
Conduct an interview with
local German speakers. The
interview should be a
biographical focus on the
interviewee.
Write a short biographical
sketch of your person and
include a picture.
http://www.sfjajs.ch/index.php?option=com
_content&view=article&id=34
1&Itemid=126&lang=de
http://www.zeitungen.de/
http://www.focus.de/
http://www.tagesschau.de/
In-depth study of fairy tales.
Read several lesser known
fairy tales, practice receptive
http://www.rtl.de/cms/index.ht
ml
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
One class is
60
minutes.
In one week there are
5
classes.
and productive reading skills
by translating the fairy tale
and writing an original
based on the fairy tale
model.
Resources
List the main resources to be
used, including information
technology if applicable.
Märchen
http://de.yahoo.com/
Bilder Suchen
Topic
Contents
(as identified in the
IB subject guide)
State the topics in the order you
are planning to teach them.
Year 2
Communication and Media
(CORE)
Leisure (OPTION)
Global Issues (CORE)
Customs and Traditions
(OPTION)
Social Relationships
(CORE)
1. Advertising (pros
and cons – critical
thinking, product
comparison,
persuasive tools)
Allocated time
One class is
60
minutes.
In one week there are
5
classes.
August/September
1. Entertainment
(comics, humor)
1. Stereotypes and
Prejudice (How the
Germans see
Americans and vice
versa)
2. Globalization
(partner cities)
1. Celebrations,
social and religious
events (national
pastimes, holidays)
1. Cultural identity
(lessons learned
through student
exchanges)
2. Nationalism (how
natives feel about
their own image)
Assessment
instruments to be
used
September/October
Students find 3-5 German
print advertisements. What
persuasive tools are used?
Describe the picture, the
colours, the font, the word
choice, etc. Partner
discussion. Give 15 minutes
for preparation. (individual
assessment)
Resources
List the main resources to be
used, including information
technology if applicable.
Komm mit, Level 3
 Textbook
 Workbook
 Video
 CDs
 Transparencies
Watch German
commercials. Answer the
same questions as a whole
class. 15 minutes
preparation. (interactive
assessment)
AP German Language
Resources
Review text types regularly.
Bring in sample pieces of
writing.
http://www.investinhealth.org.
uk/useruploaded/Litmodule3_3.pdf
Text handling: receptive and
productive. Read a German
comic. Begin with individual
writing and then small
group. Discuss the content
as a class. Prepared
presentation.
http://www.cleverfinden.de/gculture.htm
Create your own comic strip
of 4-6 cells. Topic: Injustice
Text handling: Read and
comment on one social
problem discussed in the
novel.
THEME ESSAY.
 Communicative
Activities
German slang book
Topic
Contents
(as identified in the
IB subject guide)
State the topics in the order you
are planning to teach them.
Global Issues (CORE)
1. Racism,
Prejudice and
Discrimination
**Read third novel:
Choice of Yildiz heiβt
Stern or Papa,
Charly hat gesagt
Allocated time
Assessment
instruments to be
used
One class is
60
minutes.
In one week there are
5
classes.
October/November
Respond to listening
episodes of Papa, Charly
hat gesagt
Text handling: receptive and
productive. Read short
articles about environmental
concerns. Create a tip sheet
along with 5 FAQs with
short responses.
Individual oral using pictures
(15 minute preparation, 10
minute presentation).
1. the Arts (music,
visual arts, dance,
theatre, opera,
books, film)
2. Celebrations,
social and religious
events (Christmas in
Germany)
List the main resources to be
used, including information
technology if applicable.
http://www.youtube.com/
watch?v=T4jqwN8vaSI
http://www.youtube.com/
watch?v=5rg5eZzJBp8&f
eature=related
2. The environment
and sustainability
(environmental
concerns, problems
and solutions, reduce
and reuse efforts)
Customs and Traditions
(OPTION)
Resources
http://www.planetwissen.de/natur_technik/natur
schutz/umweltverschmutzung/
index.jsp
http://www.umweltkids.de/
Umweltverschmutzung –
Google images
November/December
Create an item to “sell” at
our Christkindlmarkt.
Students will give a 5 minute
presentation about the items
they made describing what it
is, how they learned about
it, how they made it, etc.
Write a newspaper review
over a concert, film, play, art
exhibit you have recently
attended. Review text type
for newspaper writing.
http://www.germanway.com/christmas2.html
http://de.movies.yahoo.com/
http://www.deutschland.de/kul
tur.html
http://www.magazindeutschland.de/
http://www.focus.de/kultur/
http://www.investinhealth.org.
uk/useruploaded/Litmodule3_3.pdf
Topic
Contents
(as identified in the
IB subject guide)
State the topics in the order you
are planning to teach them.
Social Relationships
(CORE)
1. Social Behaviors
(beliefs, values, and
norms)
2. Social Structures
(visualizing one’s
future plans)
Communication and Media
(CORE)
1. Advertising
(image, branding,
censorship, Photo
Shop, etc.)
2. Press (Persuasive
Writing)
Social Relationships
(CORE)
1. Social
behaviours and
stances
(communication,
recognizing and
expressing personal
opinions)
2. Self-identity (who
are you and who will
you become)
Customs and Traditions
(OPTION)
1. Celebrations,
social and religious
events
(Fasching/Carneval
in Germany)
Allocated time
Assessment
instruments to be
used
One class is
60
minutes.
In one week there are
5
classes.
Resources
List the main resources to be
used, including information
technology if applicable.
January/February
Official Report – Written
Assignment. Topic:
Lebenslauf
Interview – interactive oral.
(partners – boss and
applicant)
http://www.focus.de/finanzen/
karriere/bewerbung/lebenslau
f/tid-5252/lebenslauf-allesoder-nichts-auf-knapp-zweiseiten_aid_50288.html
Mit dreiβig was werde ich
getan haben? Use any of
the text types to address
this question.
February/March
With the use of images and
texts, the students will
discuss their impressions of
Fasching, compare to and
contrast with Mardi Gras,
create a working definition
for the holiday. Vocabulary
also emphasized.
http://www.youtube.com/watc
h?v=LbM0wcy9SDw
http://www.entdeckedeutschland.diplo.de/Vertretu
ng/entdeckedeutschland/de/0
7__Traditionen/__Traditionen.
html
Topic
(as identified in the
IB subject guide)
State the topics in the order you
are planning to teach them.
3.
Contents
Allocated time
Assessment
instruments to be
used
One class is
60
minutes.
In one week there are
5
classes.
PRACTICE FOR EXAMS
March/April
IB EXAMS
April/May
Paper 1(EA)
Paper 2(EA)
Written Assignment
(EA)
Individual Oral (IA)
Interactive Oral (IA)
Resources
List the main resources to be
used, including information
technology if applicable.
Training Resources from
UWC
OCC Online
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.
Each month, students will have at least one assessment in each of the test components: Paper 1 (Receptive Skills), Paper 2 (Written Productive Skills),
Written Assignment (Receptive and Written Productive Skills), Individual Oral and Interactive Oral (Productive, Interactive and Receptive Skills), and this
routine will begin immediately (August of Year One) with an early introduction and overview of the class expectations and goals. These frequent assessments
are formative and used for learning purposes (identifying strengths and weaknesses). At the end of each semester for Year One and Year Two (December
and May), students will be given a summative assessment in the five IB test components, and these tests, given over two weeks, will serve as their semester
exams. In order for the students to feel confident in facing the internal assessments, I will begin by modelling possible oral responses and vocabulary
consideration. And to prepare for the external assessment, we will engage in progressive group writing exercises (from teacher - whole group - small group individual).
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)
ToK: Linguaculture
Discussion of Linguaculture – what does it mean to “know” a language?
Gestures, body language, taboos, proximity, handholding, kissing, eye contact, grammar & syntax, subconscious expectations (frames) and
judgements.
ToK: Educational Reform
What educational changes are currently being made in Germany? Compare/contrast to American views on public school education.
Reform in the German Educational System: An Ongoing Process
ToK: Aphorismen und Sprüche.
Aphorismen und Sprüche. What can a collection of sayings tell you about a culture and their values? Quotations and discussion.
http://www.zitate.de/
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)
Social Relationships
Message Board: Students will be asked to examine the perspective of European students. What responsibilities do they take
upon themselves? What is their self-identity and how is it related to the culture in which they were raised? Specifically, what is
their approach to world issues? And how does the stance they take affect the future of their country? I want the students to
consider these questions and stay abreast of world news. Anytime they hear about or read something related to this line of
questioning, I would like them to bring in the article, post it on the message board, and write a short 100-word response to the
article. Students will also be asked to read the articles submitted by other students and write a short 100-word reply to their
classmate’s comments.
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.
Topic
Contribution to the development of the attribute(s) of the IB learner profile
Global Issues
Reading a novel from an immigrant or minority point of view, studying environmental issues, and writing resumes support openminded, knowledgeable, and reflective communicators.
Open-minded -- Read choice of Yildiz heiβt Stern or Papa, Charly hat gesagt
Knowledgeable -- Text handling: receptive and productive. Read short articles about environmental concerns. Create a tip sheet along with 5 FAQs with
short responses.
Reflective -- Official Report – Written Assignment. Topic: Lebenslauf
Social Relationships
7.
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.
These are the resources that we currently do not own that would need to be purchased over the next two years. All other
items listed in the resources above are currently in place.
Equipment: Color Printer, Adequate use of the computer labs, audacity, head sets, blank CDs .
Books (10 copies each) : Die Ilse ist weg
Kein Schnaps für Tamara
ISBN-10: 3468497202 ISBN-13: 978-3468497209
ISBN-10: 3125554500 ISBN-13: 978-3125554504
Die weisse Rose
ISBN-10: 3126754945 ISBN-13: 978-3126754941
Yildiz heiβt Stern
ISBN-10: 9783468496950 ISBN-13: 978-3468496950
Papa, Charly hat gesagt
ISBN-10: 9783499118494 ISBN-13: 978-3499118494
Mäerchenbuch (Collection of Fairy Tales) 
ISBN-10: 3401091832 ISBN-13: 978-3401091839
Films: der Bader Meinhof Komplex ASIN: B001GNBUEA
Wings of Desire ASIN: B0015FWJSA
das Versprechen ASIN: B001B3IMA0
Harry Potter (Die Jahre 1-6) Box Set ASIN: B003CX4K76
Schindlers Liste ASIN: B0001E8BG0
TV series: Simpsons (Season 3) ASIN: B000GFRC14 €9,40 AND (Season 8) ASIN: B000HEW0MK
Willkommen im Leben(die komplette Serie) ASIN: B001U3MWCK
Komm mit! Lies mit mir! Intermediate Reader
Komm mit, Level 3, Video Program
ISBN-13: 9780030656385, ISBN: 0030656389
ISBN: 978-0-030-56621-9