Name of the Teacher Who Prepared the Outline

IB Diploma Programme course outlines

Name of the teacher who prepared the outline:

Name of the course:

For example, English A1, HL.

Course description:

In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the inclusion of internationalism, the proposed process, and expected assessment. This should be a summary.

The Language B HL is a two year language course conducted primarily in the target language for juniors and seniors who have already taken two years of language. The goals of this course are parallel to the objectives found in the IB Diploma Program guide. Our aim is to create internationally minded global citizens that gain an awareness of and appreciation for different cultural and linguistic perspectives. Students will accomplish this through the study of a wide array of authentic sources, including text and media, while making comparisons of the target language culture and their own. By using a variety of materials, students will be exposed to different texts and registers in which they will be expected to communicate.

Language B courses investigate links to Theory of Knowledge. Students will be aware of how the benefits and limitations of Language as a Way of Knowing are also evident in the study of their Group 2 language. For example, students will explore the difficulty in translation of idiomatic expressions, of certain words and ideas, as well as how language expresses cultural values. Students will also consider the cultural nuances implicit in areas such as humor, proximity, social hierarchy, etc. Students will explore learning the language and culture through other Ways of Knowing such as Sense Perception and learn how other cultures’ beliefs can sometimes affect the way the world is perceived by those in that culture as well as look at how some Emotion is displayed differently in other cultures versus one’s own. Learning through the use of authentic print and media, students will come to know the multiple perspectives that exist within that culture and reflect on the differences and similarities between other cultures and their own, being careful and mindful to break cultural stereotypes. Studying the language and culture through the lens of TOK in a Group 2 setting, will develop students into more internationally-minded citizens of the world who have knowledge and respect for different cultural norms and values and the varying justifications that lie therein.

All ten IB Learner Profile traits will help guide Language B teaching and learning, but there are several that standout as especially essential for language learning. As Inquirers, students will learn how to ask questions in the target language as well develop their curiosity about the culture they are learning about and are encouraged to conduct research independently. As Thinkers, learning a new language requires them to consider different cultural norms and to think about how to use the language creatively. They need to develop and hone their Communicator trait as well as be Risk Takers to try learning a new language and to speak and present in front of others for the purpose of communication. Language B students should be Knowledgeable in order to apply and build on prior knowledge so they may use their skills in a variety of contexts. Language B students should be Open-Minded to learning new ideas and perspectives, even if those differ from their own beliefs. As Reflectors, they can know what they are good at and what they are not so that they may improve their language skills.

Topics:

In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements. In addition, if IB courses are going to be combined with Advanced Placement or other curriculums, outlines should address additional non-IB topics to be covered.

Core Topics to be covered:

Communication and media – How people interact, transmit, and gather data for the purpose of information and entertainment.

Aspects covered: Internet with a focus on social media; Advertising (print and TV),

Censorship

Global issues – Current matters and future scenarios that have an impact at a regional, national, and/or international level, bearing in mind that they need to be addressed from the target language’s cultural perspective.

Aspects covered: global warming, climate change, natural disasters; the environment and sustainability, poverty and famine, racism, discrimination and prejudices, migrations

Social relationships – How people interrelate and behave – as members of a community, individually and in groups.

Aspects covered: celebrations, social and religious events; educational system; relationships (family, work, friends); social structures, social taboos

Options to be covered (will focus on two but varies per year)

Cultural diversity – The ethnic, gender, racial, ideological and socio-economic varieties within a community of the target language.

Aspects covered: Assimilation and integration, beliefs, values and norms,

Migrations, culinary diversity, concept of cultural beauty

Customs and Traditions – The current and past practices, representations, expressions, and knowledge that belong to a community of the target language.

Aspects covered: celebrations, social and religious events; dress codes, etiquette and protocols; food; the arts

Health – Physical, mental, and social well-being, as well as matters related to illnesses.

Aspects covered: drug and alcohol abuse, concept of beauty as related to health, physical exercise, diet and nutrition, obesity, anorexia and bulimia

Leisure – The variety of activities performed for enjoyment.

Aspects covered: entertainment (traditional and modern); travel; hobbies;

Science and technology – The relationship between science and technology, and their impact on a community of the target language.

Aspects covered: renewable energy, ethics and science, ethics and technology, technology’s impact on society

*Two works of literature will be studied by HL students

Assessment:

Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB assessment should be addressed, both internal and external. In addition, examples of non-IB monitoring should be given, if they are part of the course.

External Assessment 70%

Paper 1 (1 hour 30 minutes): Receptive skills (25%)

-Text-handling exercises on five written texts, based on the core.

Paper 2 (1 hour 30 minutes): Written productive skills (25%)

-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 (20%)

-Creative writing of 500-600 words plus a 150 word rationale, based on one of the literary texts read.

Internal assessment 30% - Internally assessed by the teacher and externally moderated by the IB.

Individual oral (8-10 minutes) (20%)

-Based on the options: 15 minutes’ preparation time and a 10 minute (max) presentation and discussion with the teacher based on a photo chosen by the teacher.

Interactive oral activity (10%)

-Based on the core: Three classroom activities assessed by the teacher. One activity must include a listening prompt.

Such activities include role plays, debates, discussions, pair work, watching part of TV show or movie and students act out their prediction of the ending.

Resources:

List the books and other resource materials and software that will be used in the course. Information should include what is currently available as well as what is being ordered.

Main Texts:

IMAGINEZ Vista Higher Learning

Une Fois Pour Toutes (intense grammarreview) Longman

LiteraryTexts

Le Petit Prince

Le Petit Nicolas

Oscar et La Dame Rose

Monsieur Ibrahim et les Fleurs du Coran

Le Papillon dans la Cité

L’Étranger
Le Scaphandre et le Papillon

SupplementaryTexts:

Grammaire Progressive du Français CLE International

Le Monde en Français

French B Course Companion

IB Skills and Practice French B

IB French B- OSC IB Revision Guides

French B – A Comprehensive Preparation for Paper 1

Past IB Assessment Exams- Paper 1 and Paper2

Authentic Resources:

Authentic short stories, newspaper and magazine articles, TV shows and film, music (traditional and modern) TF1, TV5 Monde, Radio France, French Extra, BFMTV, France 24, etc.

Teaching time:

List all classroom teaching hours for each HL and SL course. Explain how the hours are calculated.

Year 1 hours (any HL/SL): 144

Year 2 hours (any HL/SL): 117 (less May/June)

Total: 261

For group 2 subjects:

Does the course provide adequate preparation in oral and written expression and in analytical and critical thought?
Is provision made for individual practice in speaking and listening over and above what is possible within regular class hours, whether through a language laboratory or by other means?
Is each language level grouped appropriately, allowing the teachers to provide specialized, intense instruction for each group?
Explain how the resources and themes chosen will highlight or reinforce internationalism.
Is the school well stocked with general high-interest reading material at all levels of proficiency in the languages being offered?
Does the school subscribe to newspapers and periodicals in the language (s) being offered for student and staff use?

The course provides adequate preparation in oral and written expression and in analytical and critical thought. Through the use of authentic materials, students will analyze information from variety of oral, written, and visual sources by summarizing, critiquing and explaining in written form, and through debate, formal and informal presentations in oral expression.

Students have access to a state of the art language laboratory where they have the opportunity to listen to authentic recordings, to digitally record and play back, to use the random pairing/grouping features to carry out conversational practice, to respond to a master stimulus either as a group or individually. In addition, students are encouraged to become active members of the French Club, to participate in after school and weekend cultural activities which highlight the use of French as well as allow them the opportunity to use the language outside of the classroom setting. Students are also encouraged to achieve a high level of scholarship in French so as to qualify for the SociétéHonoraire de Français or French National Honor Society.

Classes will be grouped by appropriate challenge for each individual student to ensure specialized instruction for each language level. Because of the size of our school, SL and HL students are grouped together and the teacher provides adjustments to assignments, tests and rubrics for HL students.

The themes and resources chosen will highlight internationalism because students will be looking at the Core and Options topics and aspects through the lens of the culture studied via use of authentic materials, as well as content included in the course texts. Students will gain insight into the viewpoints held by different members of the target culture.

The modern language classroom is well stocked with magazines, newspapers and books in the target language. In addition, the school Media Center has a subscription to Paris Match magazine which students are encouraged to use for reading comprehension practice as well as to gain cross-cultural perceptions into world events. Access to the Internet provides instant access to foreign news, entertainment and social network sites for staff and students to access.

For all subjects:

Has a thorough review of the available resource materials and equipment (both within the department and in the library/media center) been conducted?

Are instructional materials available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses?
Are community resources used both within the classroom and as part of regular field trips?
Are the needs and projected costs of acquiring all necessary materials and equipment for each subject group clearly stated?
Is an international perspective included?

There are adequate resource materials and equipment for the course.

Instructional materials are of high quality in order to support the aims of the IB Programme.

The community serves as a great resource through its libraries, museums, and professionals. We are within close proximity to the University of Michigan, Michigan State University, Oakland University and Wayne State University, all of which provide us a variety of resources as well as resource people. Under the auspices of the American Association of French Teachers, students have a chance to participate in the annual National French Contest each spring. Thus they can see how they place on a national scale among tens of thousands of French students nationwide, as well as win prizes and recognition.

The curriculum is based on learning French not as an isolated language, but as part of a culture, and its role in the entire international community. Students are offered the opportunity to travel to France or a French-speaking country every other year to practice their language skills and experience the francophone culture in an authentic setting. In addition, UAIS French students host French students from Carpentras, France for three weeks each February. Some students host French students for four weeks in June or July. Such exchanges provide students not only the ability to practice their French without going to France, but also the opportunity to create a lifelong international friendship.

IB Diploma Programme course outlines

Name of the teacher who prepared the outline:

Name of the course:

For example, English A1, HL.

Course description:

The Language B SL is a two year language course conducted primarily in the target language for juniors and seniors who have already taken two years of language. The goals of this course are parallel to the objectives found in the IB Diploma Program guide. Our aim is to create internationally minded global citizens that gain an awareness of and appreciation for different cultural and linguistic perspectives. Students will accomplish this through the study of a wide array of authentic sources, including text and media, while making comparisons of the target language culture and their own. By using a variety of materials, students will be exposed to different texts and registers in which they will be expected to communicate.

Topics:

Core Topics to be covered:

Communication and media – How people interact, transmit, and gather data for the purpose of information and entertainment.

Aspects covered: Internet with a focus on social media; Advertising (print and TV),

Censorship

Aspects covered: global warming, climate change, natural disasters; the environment and sustainability, poverty and famine, racism, discrimination and prejudices, migrations

Social relationships – How people interrelate and behave – as members of a community, individually and in groups.