ab+initio+and+lang+B

==

Lang B
=Ab initio=


 * Download the scopes and sequences here:[[file:Grade 11 ab initio Spanish Curriculum.pdf]] and [[file:Grade 12 ab initio Spanish Curriculum.pdf]]**
 * ===Aims===
 * ===Content===
 * ===Assessment===

Aims
1. Develop students’ intercultural understanding 2. Enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes 3. Encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures 4. Develop students’ awareness of the role of language in relation to other areas of knowledge 5. Develop students’ awareness of the relationship between the languages and cultures with which they are familiar 6. Provide students with a basis for further study, work and leisure through the use of an additional language 7. Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language.

Guidance

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Content

 * ====Individual and society==== || ====Leisure and work==== || ====Urban and rural environment==== ||
 * =====Daily routines=====

Shopping
|| =====Employment=====

Transport
|| =====Environmental concerns=====

Weather
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Travel guide
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Assessment
External assessment 75% Paper 1 (1 hour 30 minutes): Receptive skills 30% Understanding of four written texts. (40 marks) Text-handling exercises.

Paper 2 (1 hour): Productive skills 25% Two compulsory writing exercises. (25 marks) Section A (7 marks): One question to be answered from a choice of two. Section B (18 marks): One question to be answered from a choice of three.

Written assignment (2 hours): Receptive and productive skills 20% A piece of writing, 200–300 words, in the target language carried out in class under teacher supervision. (20 marks)

Internal assessment (10 minutes): Interactive skills 25%

Individual oral (25 marks) Three-part oral internally assessed by the 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) by the student to describe a picture: @http://learning.blogs.nytimes.com/category/lesson-plans/whats-going-on-in-this-picture/ • Part 2: Follow-up questions on the visual stimulus • Part 3: General conversation including at least two questions on the written assignment

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=Lang B=

User guide for students: [[file:students.booklet.langB.pdf]]
@http://www.spanishb-inthinking.co.uk/site/blog.htm




 * ===Aims===
 * ===Content===
 * ===Assessment===

Aims
The main focus of the course is on language acquisition and development of language skills: 1. Develop students’ intercultural understanding 2. Enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes 3. Encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures 4. Develop students’ awareness of the role of language in relation to other areas of knowledge 5. Develop students’ awareness of the relationship between the languages and cultures with which they are familiar 6. Provide students with a basis for further study, work and leisure through the use of an additional language 7. Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language.

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Content
The core—with topics common to both levels—is divided into three areas and is a required area of study: • **Communication and media**. Possible aspects to cover: • advertising • bias in media • censorship • internet • mail • press • radio and television • sensationalism in media • telephone.

• **Global issues.** Possible aspects to cover: • drugs • energy reserves • food and water • global warming, climate change, natural disasters • globalization • international economy • migration (rural–urban, or international) • poverty and famine • racism, prejudice, discrimination • the effect of man on nature • the environment and sustainability.

• **Social relationships**

In addition, at both SL and HL, teachers select **two** from the following five options. • **Cultural diversity.** Possible aspects to cover: • beliefs, values and norms • culinary heritage • how culture is learned • intercultural assimilation • interlinguistic influence • language diversity • migration • population diversity • subcultures • the concepts of human beauty • verbal and non-verbal communication. • **Customs and traditions.** Possible aspects to cover: • celebrations, social and religious events • dress codes, uniforms • etiquette and protocols • fashion • food • historical events • national costumes • the arts. • **Health.** Possible aspects to cover: • concepts of beauty and health • diet and nutrition • drug abuse • epidemics • health services • hygiene • illnesses, symptoms of good/ill health • mental health • physical exercise • surgery • traditional and alternative medicine. • **Leisure.** Possible aspects to cover: • entertainment • exhibitions and shows • games • hobbies • recreation • social interaction through leisure • sports • travelling. • **Science and technology.** Possible aspects to cover: • entertainment • ethics and science • ethics and technology • impact of information technology on society • natural sciences • renewable energy • scientific research • social sciences.

Also, **at HL, students read two works of literature**.

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Assessment
External assessment 70% Paper 1 (1 hour 30 minutes): Receptive skills Text-handling exercises on four written texts, **based on the core**. 25%

Paper 2 (1 hour 30 minutes): Written productive skills One writing exercise of 250–400 words from a choice of five, **based on the options**. 25% HL: Two compulsory writing exercises. Section A: One task of 250–400 words, **based on the options**, to be selected from a choice of five. Section B: Response of 150–250 words to a stimulus text, **based on the core**.

Written assignment: Receptive and written productive skills Intertextual reading followed by a written exercise of 300–400 words plus a 100-word rationale, **based on the core**. 20% HL: Creative writing of 500–600 words plus a 150-word rationale, based on one of the literary texts read.

Internal assessment 30% Individual oral (8–10 minutes)
 * Based on the options**: 15 minutes’ preparation time and a 10-minute (maximum) presentation and discussion with the teacher. 20%

Interactive oral activity
 * Based on the core**: Three classroom activities assessed by the teacher. 10%

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