Diploma Programme subject outline-Group 2: language acquisition icon

Diploma Programme subject outline-Group 2: language acquisition




Diploma Programme subject outline—Group 2: language acquisition

School name

Highland Secondary School

School code




Name of the DP subject

(indicate the language)

French B

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

Jill Kotapski and Leisa Sieber

Date of IB training

July 4 - 6, 2011

Date when outline was completed

August 31, 2011

Name of workshop

(indicate name of subject and workshop category)

‘Best Practice’ IB Teacher Workshop - French B - Category 1

* 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.

75

In one week there are




classes.

2.5










Year 1

Social Relationships:

^ My relations and myself

Greetings

Family relations

Friendship

Love and marriage

Others and myself

Youth and society

Community

Others


Throughout this unit students will examine how societies organise themselves and how individuals behave and relate to each other.

Vocabulary studied will be related to this theme and will be elicited from both the student textbook and other target language sources. Students will be encouraged to maintain a personal word bank.

A review of language structures will reinforce prior learning as well as include elements of language register, the use pronouns, of the imperative, past tenses (passé composé, imparfait, plus-que-parfait), the conditional tenses (past and present) and si-clauses.

Students will engage in oral and written responses to readings, videos and other authentic works from the francophone world to investigate and reflect upon their personal values in regard to their social relationships.



35 hours = 14 weeks

Since the theme of Social Relationships is a Core topic, students must be able to demonstrate their learning in 3 ways for the IB Diploma Programme assessment. Core themes are referred to in Paper 1 (text handling), the Written Assignment, and the Interactive Oral Activity. Thus, in order to prepare students for the IB evaluations, they will be exposed to a variety of text styles (examples include articles, brochures, movie reviews, speeches, essays, editorials, instructions/guidelines, interviews, personal journals, formal and informal letters, e-mails, letters to the editor, reports) as well as be given opportunities to participate in oral activities (such as discussions, surveys, Q&A, role-play) and will be given communicative tasks which will develop their written and oral skills. Students will be formatively and summatively evaluated based upon the French B Criterion.


Refer also to the section:

“Notes on assessment which relate to all units in the French B course”

later in this course outline for further information on evaluation and assessment



Voyages 1

Voyages 2

Le Monde en Français

French B Course Companion

IB Study Guide: French B

Tanguy

Le Petit Nicolas






Cultural Diversity:

^ What languages do you speak?

Learning foreign languages

Language and social distinctions

Language and thought

Disappearance of languages

Bilingualism

Immigration

Reasons for immigration

Integration into the new society

The fate of those “without papers”

In the context of our globalised world, students will develop an awareness of and an appreciation for the diverse francophone cultures.

Vocabulary studied will be related to this theme and will be elicited from both the student textbook and other target language sources. Students will be encouraged to maintain a personal word bank.

Language structures include but are not limited to adverbial phrases, the subjunctive mood, relative pronouns, questioning and expressions of time.


Students will investigate with an open mind and become informed global citizens. Their interactive oral activity will challenge their thinking on cultural norms and traditions and they will synthesize their discoveries in written form in a letter to the editor.


30 hours = 12 weeks

Since the theme of Cultural Diversity is an Optional topic, students must be able to demonstrate their learning in 2 ways for the IB Diploma Programme. Optional themes are referred to in Paper 2 (written production) and the Individual Oral Internal Assessment. Since students will be required to produce specific text types, they will be exposed to and practise a variety of text styles (examples include articles, brochures, movie reviews, speeches, essays, editorials, instructions/guidelines, interviews, personal journals, formal and informal letters, e-mails, letters to the editor, reports) as well as be given opportunities to develop their presentation and discussion skills (based on a visual stimulus) and will be given communicative tasks which will develop their written and oral skills. Students will be formatively and summatively evaluated based upon the French B Criterion.


Refer also to the section:

“Notes on assessment which relate to all units in the French B course”

later in this course outline for further information on evaluation and assessment


Voyages 1

Voyages 2

Le Monde en Français

French B Course Companion

IB Study Guide: French B

Notre Dame de Paris - musical and extract from text

Paris je t’aime




Communication and Media:

^ Behind the small screen

Television

Ideal shows

Advertising

The world seen by media

Media habits

Influence of media

Sensationalism by media

Clichés promoted by media

Through the examination of various authentic samples of communication (both written and oral) from the francophone world, students will discuss and write about issues related to means of communications and the role of modern media, including social media, in our global community.

Vocabulary studied will be related to this theme and will be elicited from both the student textbook and other target language sources. Students will be encouraged to maintain a personal word bank.

Language structures include but are not limited to indirect speech, language registers and the passive form.

Students will explore the purposeful manipulation of the messages from media and their content and bias by blogging in response to a variety of authentic French media.



35 hours = 14 weeks

Since the theme of Communication and Media is a Core topic, students must be able to demonstrate their learning in 3 ways for the IB Diploma Programme assessment. Core themes are referred to in Paper 1 (text handling), the Written Assignment, and the Interactive Oral Activity. Thus, in order to prepare students for the IB evaluations, they will be exposed to a variety of text styles (examples include articles, brochures, movie reviews, speeches, essays, editorials, instructions/guidelines, interviews, personal journals, formal and informal letters, e-mails, letters to the editor, reports) and will be given assessment opportunities which will develop their written and oral skills. Students will be formatively and summatively evaluated based upon the French B Criterion.


Refer also to the section:

“Notes on assessment which relate to all units in the French B course”

later in this course outline for further information on evaluation and assessment

Voyages 1

Voyages 2

Le Monde en Français

French B Course Companion

IB Study Guide: French B

Advertising and articles from newspapers, magazines, television and the internet.

Year 2

Global Issues

^ Blue Planet, Green Planet

The main environmental issues

Causes and consequences of environmental problems

Potential solutions to environmental problems

Equality, Brotherhood

Where our food comes from

Fair trade - principles and objections



Students will be asked to critically examine complex global issues of our modern world.

Vocabulary studied will be related to this theme and will be elicited from both the student textbook and other target language sources. Students will be encouraged to maintain a personal word bank.

Language structures will include but not be limited to past tense agreements, affirming and negating expressions and comparisons.


Students will demonstrate their global awareness of issues around environmental sustainability and social justice through oral debate.

35 hours = 14 weeks

Since the theme of Global Issues is a Core topic, students must be able to demonstrate their learning in 3 ways for the IB Diploma Programme assessment. Core themes are referred to in Paper 1 (text handling), the Written Assignment, and the Interactive Oral Activity. Thus, in order to prepare students for the IB evaluations, they will be exposed to a variety of text styles (examples include articles, brochures, movie reviews, speeches, essays, editorials, instructions/guidelines, interviews, personal journals, formal and informal letters, e-mails, letters to the editor, reports) and will be given assessment opportunities which will develop their written and oral skills. Students will be formatively and summatively evaluated based upon the French B Criterion.


Refer also to the section:

“Notes on assessment which relate to all units in the French B course”

later in this course outline for further information on evaluation and assessment

Voyages 1

Voyages 2

Le Monde en Français

French B Course Companion

IB Study Guide: French B




Health

^ Health and well-being

Physical and mental health

Drugs

Diet

Health and Society

Medicare - Who should pay?

Bioethical questions - organ donation, surrogate parenthood, euthanasia.



Students will engage with health issues which affect individuals and societies.

Vocabulary studied will be related to this theme and will be elicited from both the student textbook and other target language sources. Students will be encouraged to maintain a personal word bank.

Language structures will include but not be limited to: word families, the passé simple verb tense, demonstrative pronouns, superlatives.

Students will reflect on the topic of addiction by researching and investigating its different forms and consequences. Students will synthesize this information in the creation of a brochure that discusses the means to combat addiction and the responsibility of the individual. The pursuant oral activity will see the students sharing the brochure’s information with their classmates and responding to questions.

35 hours = 14 weeks

Since the theme of Health is an Optional topic, students must be able to demonstrate their learning in 2 ways for the IB Diploma Programme. Optional themes are referred to in Paper 2 (written production) and the Individual Oral Internal Assessment. Since students will be required to produce specific text types, they will be exposed to and practise a variety of text styles (examples include articles, brochures, movie reviews, speeches, essays, editorials, instructions/guidelines, interviews, personal journals, formal and informal letters, e-mails, letters to the editor, reports) as well as be given opportunities to develop their presentation and discussion skills (based on a visual stimulus) and will be given communicative tasks which will develop their written and oral skills. Students will be formatively and summatively evaluated based upon the French B Criterion.


Refer also to the section:

“Notes on assessment which relate to all units in the French B course”

later in this course outline for further information on evaluation and assessment

Voyages 1

Voyages 2

Le Monde en Français

French B Course Companion

IB Study Guide: French B

Coup de Pouce




Notes on assessment which relate to all units in the French B course.







Throughout the diploma program, the IB criteria for oral and written work will often be implemented as a way of providing both a formative and summative assessment of student achievement.

Students will maintain a portfolio so that progress can be assessed, shared and celebrated.

Formative assessment tools may include:

observational checklists

self-assessment

peer-assessment

descriptive feedback from peers and teacher

individual learning statements/goals

Summative assessment tools may include:

criterion-based rubric for oral and written work

formal evaluations of grammar and vocabulary acquisition

For the purposes of reporting to parents and students based on the British Columbia Ministry of Education curriculum, the breakdown of marks shall approximately be:

Listening: 25%

Reading: 25%

Speaking: 25%

Writing: 25%









  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.

The internal and external IB assessments for French B standard level comprise 5 components.

The value of each component is as follows:

Individual Oral Exam: 20%

Interactive Oral Activity: 10%

Written Assignment: 20%

Paper 1 Exam: 25%

Paper 2 Exam: 25%

The internal assessment has 2 components, an individual oral presentation (based on the optional topics of Health and Cultural Diversity) as well as an interactive oral activity (based on the core topics of Social Relationships, Global Issues, Communication and Media). Each of these will be prepared, developed, implemented and evaluated by the classroom IB French B teacher. Students will be introduced to the criteria for each of these early during the first year of the IB program 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 French), listening skills, questioning, debating, and critical thinking abilities. For the interactive oral activity, the teacher will maintain a record of a number of activities (a 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 program but this is not necessarily the case. The individual oral presentation will take place during the second year of the program.

The external assessment has 3 components.

The written assignment will be developed, implemented and supervised by the teacher though evaluated externally. For this evaluation, students will prepare an original piece of writing related to 3 texts based on a Core theme. The written assignment will be completed in March during the second year of the program.

The 2 Papers (set externally by the International Baccalaureate program) comprise the French B exam and will be written in a supervised setting and evaluated externally. Paper 1 assesses the students’ reading comprehension skills and strategies for improving these skills will be developed throughout the course. Such strategies include Accessing Prior Knowledge, determining meaning through context, making connections amongst languages, etc. Students will be given exercises similar to those which will appear in Paper 1 as practice before they take the exam. Paper 1 relates to the Core themes (Social Relationships, Global Issues, Communication and Media) studied in French B. Paper 2 is based on the optional themes (Health, Cultural Diversity) for French B. Students will be required to create a written document responding to 1 of 5 topics presented on the exam paper. Throughout the 2 years of the IB French B Course students will practice the various formats for writing text which they may be required to demonstrate on the exam.




  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)

Global Issues

Where our food comes from - students will be required to critically analyse the food requirements and sources for a healthy North American diet. In doing so, they will need to wrestle with notions of affordability, vegetarian vs. omnivore, environmental impact, choosing organic or not, fair trade compensation for food producers, etc. They will need to examine these issues from various points of view to personalise their own beliefs and values. Students will also need to critically examine the sources of the information they receive while researching. For example, are there advertising links from a web site promoting the benefits of a vegetarian diet which might influence the objectiveness of the information presented on the web site?



  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

The second language component of the IB Diploma Programme envisions the development of linguistic skills through the examination of the social, political and economic context of regions throughout the world where the target language is spoken.

Though the influence of the French empire diminished in the 19th century, the French language remains influential in our modern times.

Students will explore many variations of “being French” including issues related to linguistic variations, immigration, cultural identity, discrimination etc.

An understanding of world cultures encourages positive attitudes towards those whose customs and lifestyles differ from our own.

Since the International Organization of the Francophonie includes both countries with developed economies and developing economies, students will explore issues related to the rights and responsibilities of all member countries regardless their economic status.

During the IB Diploma Program, students will explore the music and other arts from world-wide francophone cultures. Students will develop an appreciation for the contributions of francophones to our 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

Communication and Media-

“Advertising”

The students will choose an advertisement from a francophone magazine and analyze it. Exploring the purpose of the advertisement, what it is selling, who its target audience is, its effect on the reader, the investigation of what need is being met or created through the advertisement, the hidden message being sent to the reader and the effect it may have.

Some of the main IB learner attributes pursued by this exercise include but are not limited to the following:

By curiously exploring the media of advertising they are inquiring; by exploring new concepts and ideas they are becoming more knowledgeable;, by applying their thinking skills critically they are become better thinkers, by seeking and evaluating a range of point of views they are becoming more open-minded ; by giving thoughtful consideration to their own experience they are being reflective.

  1. ResourcesAre 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.

Most of the resources cited in this course outline are currently available through the Highland Secondary School library or the French B teachers. The resources utilized will be updated and added on to continuously. Some resources include:

Texts: A class set of the textbook “Le monde en français” will be purchased to support student learning.

Other resource texts: “The Ultimate French Review and Practice”, “Voyages 1 et 2”.

Dictionaries: Le Petit Robert, French/ English dictionaries, French visual dictionaries.

Print newspaper / magazines: “L’Express du Pacifique”, “L’acualité des jeunes”, “Clin d’oeil” and will order a selection of other French magazines.

Internet resources: The list is vast but will include the following: TV5.ca, radio-canada.ca, lepoint.fr, toutlemondeenparle.com, l’inspecteurduflair.com, bonjourdefrance.com

Film resources: “Le Chemin du Bonheur”, “La Haine”, “Tanguy”, “A la folie, pas du tout”.







Download 74.42 Kb.
leave a comment
Date conversion24.10.2013
Size74.42 Kb.
TypeДокументы, Educational materials
Add document to your blog or website

Be the first user to rate this..
Your rate:
Place this button on your site:
docs.exdat.com

The database is protected by copyright ©exdat 2000-2017
При копировании материала укажите ссылку
send message
Documents

upload
Documents

Рейтинг@Mail.ru
наверх