Navrachana International School Vadodara (INDIA) IB DIPLOMA PROGRAMME HANDOUT: A COURSE OUTLINE Language acquisition – Ab-initio Language Ab Initio The language ab initio courses are language learning courses for beginners, designed to be followed over two years by students who have no previous experience of learning the target language. The main focus of the courses is on the acquisition of language required for purposes and situations usual in everyday social interaction. Language ab initio courses are only available at standard level. Language ab initio courses aim to develop a variety of linguistic skills, and a basic awareness of the culture(s) using the language, through the study of a core syllabus and language-specific syllabuses. AB INITIO OBJECTIVES The overall objective of this course is for students to achieve communicative competence in a variety of everyday situations. At the end of the language ab initio course candidates will be expected to demonstrate an ability to: • communicate information and some basic ideas clearly and effectively, in a limited range of situations • understand and use accurately the essential spoken and written forms of the language in a limited range of situations • understand and use a limited range of vocabulary in common usage • use a register that is generally appropriate to the situation • show an awareness of some elements of the culture(s) related to the language studied. SYLLABUS OUTLINE Core Syllabus • the individual • education and work • town and services • food and drink • leisure and travel • the environment • health and emergencies.
36
Embed
Language Ab Initio AB INITIO OBJECTIVES - · PDF fileNavrachana International School Vadodara (INDIA) IB DIPLOMA PROGRAMME HANDOUT: A COURSE OUTLINE Language acquisition – Ab-initio
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Navrachana International School Vadodara (INDIA)
IB DIPLOMA PROGRAMME HANDOUT: A COURSE OUTLINE Language acquisition – Ab-initio
Language Ab Initio The language ab initio courses are language learning courses for beginners, designed to be followed
over two years by students who have no previous experience of learning the target language. The main
focus of the courses is on the acquisition of language required for purposes and situations usual in
everyday social interaction.
Language ab initio courses are only available at standard level. Language ab initio
courses aim to develop a variety of linguistic skills, and a basic awareness of the culture(s) using the
language, through the study of a core syllabus and language-specific syllabuses.
AB INITIO OBJECTIVES The overall objective of this course is for students to achieve communicative competence in a variety of
everyday situations. At the end of the language
ab initio course candidates will be expected to demonstrate an ability to:
• communicate information and some basic ideas clearly and effectively, in a limited range of situations
• understand and use accurately the essential spoken and written forms of the language in a limited range
of situations
• understand and use a limited range of vocabulary in common usage
• use a register that is generally appropriate to the situation
• show an awareness of some elements of the culture(s) related to the language studied.
SYLLABUS OUTLINE
Core Syllabus
• the individual
• education and work
• town and services
• food and drink
• leisure and travel
• the environment
• health and emergencies.
Core Syllabus Topics
Topic
Sub-topic
Contents
The individual
The self and others
The home
• personal identification (age,
nationality, address)
• family
• relationships (peers and
friends)
• appearance (physical description,
clothes, colours)
• character
• daily routine, time
• types of accommodation
• life at home, household tasks
• invitations, celebrations
Topic
Sub-topic
Contents
Education and work
School
Future plans
• types of school
• personnel (teachers, students,
other staff)
• facilities, classroom materials
• academic, extra-curricular
activities
• school calendar, dates,
post-secondary education
• careers, professions
• part-time jobs, work experience
• future ambitions
Town and services
Shopping
Public services and
communication
• types of shops
• goods
• customer services
• purchases, payment
• public transport
• banks, post office
• telephone
• e-mail, fax, Internet
Food and drink
Shopping
Eating out
Food
• food stores
• food names
• grocery shopping
• quantity, weight
• types of restaurants
• meals in a restaurant
• reservations, menus, orders
• meals, meal times
• recipes
• diets, preferences
• special dishes
Leisure and travel
Hobbies and free time
The area
Holidays and
travelling
Accommodation
• the media
• sports
• entertainment
• places, features of interest
• location, direction
• means of transport
• types of destination
• holiday inquiries
• facilities
• reservations
• regulations
Topic
Sub-topic
Contents
The environment
Weather
Physical geography/
the world
Environmenta
l concerns
• current weather conditions
• forecast
• climate
• seasons and seasonal events
• countries and continents
• geographical features
• ecology
• world issues
Health and
emergencies
Physical health
Emergencies
• fitness and good health
• illness, injury, parts of the body
• appointments
• medicines and prescriptions
• theft and loss
• accidents
• repairs
• public signs
Paper 1: Receptive skills
Weighting: 30%
Assessment
Paper 1 is externally set and externally assessed. The text-handling responses are assessed according to a
paper-specific markscheme. The maximum mark for paper 1 is 40. The student is assessed for his or her
comprehension of the texts, not for language skills. However, if the language used by the student
impairs the communication and makes the answer incomprehensible or ambiguous, no mark can be
gained for that answer.
Paper 2: Productive skills
Weighting: 25%
Assessment
Paper 2 is externally set and externally assessed using assessment criteria. It is divided into section A
and section B.
Section A is awarded 7 marks and section B is awarded 18 marks. The combined total is 25 marks.
Section A
There are three assessment criteria.
Criterion A Language 3 marks
Criterion B Message 3 marks
Criterion C Format 1 mark
Total 7 marks
Criterion A: Language
For this criterion, the examiner will look at the writing holistically (that is, he or she will assess the
response as an entire body of writing rather than assessing it in separate sections) and award a maximum
of 3 marks. The language used by the student should be mostly accurate and the communication clear—
it is important to note that the examiner is not looking for a perfect piece of writing.
Does the student demonstrate an ability to use the language effectively and accurately?
riterion B: Message
In order to help students, section A questions are supplied with a context followed by a series of bullet
points that students must include in their answer. This forms the message. If all the relevant information
has been included, the student will be awarded 3 points.
Marks Level descriptor
0 Language inaccuracies completely obscure communication.
1 Language inaccuracies often obscure communication.
2 Language is generally accurate and does not obscure communication.
3 Language is mostly accurate and communication is clear.
Marks Level descriptor
0 No relevant information has been conveyed.
1 Some relevant information has been conveyed.
2 More than half of the relevant information has been conveyed.
3 All relevant information has been conveyed effectively.
Criterion C: Format
In all section A questions, the required text type will be written in bold. If the student is able to adopt
the correct text type, 1 mark will be awarded. The appropriate format will be provided for the student.
Marks Level descriptor
0 The format is not appropriate.
1 The format is appropriate.
Section B
There are three assessment criteria.
Criterion A Language 8 marks
Criterion B Message 8 marks
Criterion C Format 2 marks
Total 18 marks
Marks Level descriptor
0 The response does not reach a standard described by the descriptors below.
1–2 The response and communication are of limited effectiveness.
The range of vocabulary used is limited.
Some basic grammatical structures are used accurately. These are isolated and limited in range.
Register is inappropriate.
3–4 The response and communication are partially effective.
The range of vocabulary used is sometimes varied.
Most basic grammatical structures are used accurately.
Register is partially appropriate.
5–6 The response is generally accurate and communication is generally effective.
The range of vocabulary used is varied.
Basic grammatical structures and a limited range of more complex grammatical structures are used
accurately.
Register is generally appropriate.
7–8 The response is accurate and communication is effective.
The range of vocabulary used is varied and effective.
Basic and some more complex grammatical structures are used accurately.
Register is appropriate.
Criterion A: Language
For this criterion, the examiner will mark the student’s answer holistically. Once the examiner has found
the appropriate markband written in bold, the examiner will then judge how many of the subsequent
statements best describe the student’s answer and award a mark accordingly.
To what extent does the student demonstrate an ability to use the language effectively and accurately?
Does the student use a range of vocabulary and grammatical structures?
Does the student show an awareness of the appropriate register for the task?
Criterion B: Message
For this criterion, the examiner will mark the student’s answer holistically, checking that the student has
included all the relevant details pertinent to the task. Cohesive devices refer to the grammatical and/or
lexical items that give coherence to the text (for example, ―however‖, ―on the other hand‖, ―therefore‖).
Once the examiner has found the appropriate markband written in bold, the examiner will then judge
how many of the subsequent statements best describe the student’s answer and award a mark
accordingly.
To what extent does the student fulfill the task?
Are the ideas well developed?
Is there evidence of a logical structure (paragraphing and sequencing)?
Are cohesive devices used effectively?
Marks Level descriptor
0 The response does not reach a standard described by the descriptors below.
1–2 The task has been partially fulfilled.
One or more ideas have been identified and have been partially developed.
There is limited evidence of a logical structure.
There is a partially successful use of a limited range of simple cohesive devices.
3–4 The task has been generally fulfilled.
One or more ideas have been identified and have been developed..
There is evidence of a logical structure.
There is a generally successful use of a range of simple cohesive devices.
5–6 The task has been fulfilled.
All ideas have been identified and some have been developed well.
There is a logical structure.
There is successful use of a range of simple cohesive devices.
7–8 The task has been fulfilled effectively.
All ideas have been developed well.
There is an effective, logical structure.
There is successful use of a range of simple and some complex cohesive devices.
Criterion C: Format
In all section B questions, the required text type will be written in bold. The examiner will judge the
appropriateness of the text type used by the student and award a maximum of 2 marks if the format is
appropriate. The appropriate format will be provided for the student.
To what extent does the student succeed in using the correct text type?
Does the student use the appropriate format?
Marks Level descriptor
0 The format is not appropriate.
1 The format is partially appropriate.
2 The format is appropriate.
Written assignment: Receptive and productive skills
Weighting: 20%
Assessment
The written assignment is internally set but externally assessed and must be the student’s own work.
Assessment criteria
Six assessment criteria are used to assess the written assignment, which is awarded a total of 20 marks.
Criterion A Description 2 marks
Criterion B Comparison 3 marks
Criterion C Reflection 6 marks
Criterion D Register 2 marks
Criterion E Language 4 marks
Criterion F Formal requirements 3 marks
Total 20 marks
Criterion A: Description
The examiner will be looking for the inclusion of some simple, factual information gained from the
research period on the chosen cultural topic. Where appropriate, the student should base this part of the
assignment on the source material.
To what extent does the student succeed in stating factual information about the chosen cultural
Criterion B: Comparison
The examiner will award a maximum of 3 marks to students who successfully present cultural
differences and/or similarities (because there could be many overlaps between the various cultures) in a
clear and coherent manner. Students should write specifically about precise differences and/or
similarities rather than make comments that are so general as to be uninformative.
Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
1 Some relevant factual information is used in the description.
2 Relevant factual information is used in the description.
To what extent does the student succeed in identifying cultural differences and/or similarities
between the chosen cultural topic in the target culture(s) and in the student’s own?
Criterion C: Reflection
This criterion carries the most marks and teachers should think about how best to provide students with
the strategies to cope with the questions. Students should use the individual questions as separate sub-
headings in the assignment to demonstrate to the examiner that they have answered the question. Since
the questions are addressed directly to the student, students are advised to write in the first person.
The reflection must include answers to all of the following questions.
o Which aspect of your chosen topic surprised you?
o Why do you think these cultural similarities/differences exist?
o What might a person from the target culture(s) find different about your chosen topic in
your culture(s)?
To what extent does the student succeed in demonstrating intercultural understanding?
Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
1–2 Only one of the questions has been answered.
There is little evidence of intercultural understanding.
3–4 Two of the questions have been answered.
There is some evidence of intercultural understanding.
5–6 All three of the questions have been answered.
There is clear evidence of intercultural understanding.
Criterion D: Register
Depending on the language, the student must carefully consider which register to adopt when writing the
assignment. Where appropriate, an impersonal or semi-formal register should be adopted.
Does the student show an awareness of the appropriate register for the task?
Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
1 Cultural differences and/or similarities are rarely presented in a clear and coherent manner.
2 Cultural differences and/or similarities are sometimes presented in a clear and coherent manner.
3 Cultural differences and/or similarities are presented in a clear and coherent manner.
Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
1 The register is partially appropriate to the task.
2 The register is appropriate to the task.
Criterion E: Language
To what extent does the student demonstrate an ability to use the language effectively
Criterion F: Formal requirements
Topics
The following is a list of some of the language ab initio topics, with suggestions for a possible written
assignment title. This list is not exhaustive. Other titles are possible within a given topic, and topics not
Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
1 Language inaccuracies often obscure communication.
2 Language inaccuracies sometimes obscure communication.
3 Language is generally accurate and does not obscure communication.
4 Language is mostly accurate and communication is clear.
Marks Level descriptor
0 The written assignment does not meet any of the formal requirements.
1 The written assignment partially meets the formal requirements (one or two requirements fulfilled).
2 The written assignment generally meets the formal requirements (three requirements fulfilled).
3 The written assignment meets all the formal requirements (all four requirements fulfilled).
listed below are also suitable for the written assignment. It is up to the teacher to judge the suitability of
a title within a topic.
Personal details, appearance and character
Japanese ab initio: Why do Japanese students wear a school uniform whereas Italian students do not?
Daily routines
Italian ab initio: Why is la passeggiata an important part of daily life in Italy?
Physical health
Mandarin ab initio: Why are early morning exercises considered essential in China?
Relationships
French ab initio: The role of women—a French family and an American family
Food and drink
German ab initio: Food and drink festivals in Germany and New Zealand
Shopping
Malay ab initio: Shopping at the market in Malaysia and Canada
Employment
Indonesian ab initio: Young people and part-time employment in Indonesia and Scotland
Entertainment
Russian ab initio: Young people’s attitudes towards alcohol and smoking in Russia and Egypt
Holidays
Spanish ab initio: How is Easter celebrated in Barcelona compared to my community in Melbourne?
Education
Swahili ab initio: The ideal school day—the secondary school education systems of Kenya and
Switzerland
Transport
Arabic ab initio: Finding sustainable methods of transport in Jordan and Greece
Town and services
English ab initio: The greenest way of getting around a capital city—London versus Paris
Individual oral: Interactive skills
Weighting: 25%
Supervised
preparation time
The student receives two previously unseen stimuli and selects one for the
presentation. Working notes can be made at this stage.
15 minutes
Part 1: Presentation Presentation of a visual stimulus by the student. (approximately) 1–2
minutes
Part 2: Questions Follow-up questions on the visual stimulus. (approximately) 2–3
minutes
Part 3: Conversation At least two questions on the written assignment followed by general
conversation on a broad range of topics.
(approximately) 4–5
minutes
Assessment
The individual oral is internally set and internally assessed but externally moderated.
Assessment criteria are used to assess the individual oral, which is awarded a total of 25 marks.
Assessment criteria
There are two assessment criteria.
Criterion A Productive skills 10 marks
Criterion B Interactive and receptive skills 15 marks
Total 25 marks
Criterion A: Productive skills
Marks Level descriptor
0 Communication does not reach a standard described by the descriptors below.
1–2 The response and communication are of limited effectiveness.
Pronunciation and intonation used limit the understanding of the message.
The range of vocabulary used is limited.
Some basic grammatical structures are used accurately. These are isolated and limited in range.
3–4 The response and communication are partially effective.
Pronunciation and intonation used generally limit the understanding of the message.
The range of vocabulary used is sometimes varied.
Most basic grammatical structures are used accurately.
5–6 The response is generally accurate and communication is generally effective.
Pronunciation and intonation used generally facilitate the understanding of the message.
The range of vocabulary used is varied.
7–8 The response is accurate and communication is effective.
Pronunciation and intonation used almost always facilitate the understanding of the message.
Vocabulary is varied and effective.
Basic and some more complex grammatical structures are used accurately.
9–10 The response is accurate and communication is very effective.
Pronunciation and intonation used always facilitate the understanding of the message.
Vocabulary is varied and effective.
Basic and more complex grammatical structures are used accurately.
Criterion B: Interactive and receptive skills
1–3 Comprehension and interaction are limited.
Limited responses in the target language are produced and rarely demonstrate
comprehension.
Limited appropriate information is provided.
Participation is limited: most questions must be repeated and/or rephrased.
4–6 Comprehension and interaction are partially sustained.
Responses in the target language are produced and occasionally
demonstrate comprehension.
Appropriate information is occasionally provided.
Participation is partially sustained: some questions must be repeated
and/or rephrased.
7–9 Comprehension and interaction are generally sustained.
Responses in the target language are produced and generally demonstrate
comprehension.
Appropriate information is generally provided.
Participation is generally sustained.
10–12 Comprehension and interaction are mostly sustained.
Responses in the target language are produced and most demonstrate
comprehension.
Appropriate information is provided.
Participation is sustained.
13–15 Comprehension and interaction are consistently sustained.
Responses in the target language are produced and demonstrate
comprehension.
Appropriate and detailed information is provided.
Participation is sustained with some independent contributions.
French Ab Initio SL Written Assignment
GROUP 2: LANGUAGE ACQUISITION
FRENCH AB INITIO SL
WRITTEN ASSIGNMENT
La comparaison entre le système éducatif Français et Indien
WORD COUNT: 344
French Ab Initio SL Written Assignment
1
Section A – Description
Le système éducatif français est centralisé par le gouvernement qui offre une éducation
publique gratuite et obligatoire pour les étudiants âgés de 6 à 16 ans. Elle est divisée en trois
étapes: l'école primaire, secondaire et le lycée, ce qui fait 12 années de scolarité. 80% des
étudiants étudient dans les écoles publiques, le reste va dans des écoles privées.
Section B – Comparaison
Les écoles privées en Inde utilisent l'anglais comme langue d'enseignement, les écoles
publiques enseignent en hindi ou dans la langue officielle des états respectifs. En France ils
utilisent obligatoirement le français comme mode d'enseignement.
Les uniformes sont obligatoires dans les écoles publiques et privées en Inde. En France,
ils ne sont plus imposés aux élèves, hormis dans quelques écoles privées et militaires.
Dans les écoles indiennes, les déjeuners sont servis dans les cantines, les étudiants
doivent apporter leurs repas. Les déjeuners durent généralement deux heures dans les écoles
françaises, les étudiants peuvent retourner à la maison.
Section C – Réflexion
La différence dans le déjeuner servi et la manière dont il est servi dans les écoles
indiennes et françaises sont surprenantes. Les écoles indiennes servent des repas simples à
savoir ‘Rôti’ (pain indien), ‘Sabji’ (légumes), ‘Dal’ (soupe de légumes sec) et ‘Chaval’ (Riz).
Elles utilisent que des cuillères alors que les écoles françaises utilisent des fourchettes, couteaux
et petites cuillères.
French Ab Initio SL Written Assignment
2
L'Inde reconnaît l'anglais comme langue officielle, car elle est un produit de la
colonisation et est influencée par les Britanniques. Par conséquent, presque toutes les écoles
privées (qui sont en plus grand nombre) en Inde utilisent l'anglais comme d'enseignement. Le
français est la langue d’enseignement obligatoire dans les écoles publiques françaises.
Il peut se révéler difficile pour un étudiant français à s’habituer à porter un uniforme et
respecter les règles strictes que les étudiants indiens doivent suivre, concernant le code
vestimentaire de l'école. Il est impératif pour les filles avec les cheveux longs de faire une tresse
soignée et de porter des jupes appropriées. Les garçons doivent attacher leur cravate
soigneusement, avoir les cheveux courts et se raser régulièrement.