Contents Allocated time Assessment instruments to be used. In one week there are. 7hours. 8 hours 8 hours

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1 Diploma Programme subject outline Group 2: language acquisition School name Municipal Autonomous Educational Institution Kogalym Secondary School 8 School code Name of the DP subject (indicate the language) Level (indicate with X) German ab initio 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 Farzana Grigoryeva Date of IB training May 2013 Date when outline was completed December 2012 Name of workshop (indicate name of subject and workshop category) Cat 1: Language ab initio * 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 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.

2 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 40 minutes. In one week there are 4 classes. Resources List the main resources to be used, including information technology if applicable. Year 1 Individual Students learn to communicate information and some basic ideas clearly and effectively, in a limited range of situations Meeting Appearance Characteristic House 7 hours 7hours Test Oral presentation Paper 2 Written assignment «Themes neu Kursbuch für Deutsch als Fremdsprache», Hueber. German supplement The first of September Education and work Students learn to understand and use accurately the essential spoken and written forms of the language in a limited range of situations Town and services School life Future plans Society 8hours 8hours 8hours All two of the External Assessment components (completed in Year Two of the program) will be modeled in Year One. «German-Grammar» N.B.Sokolova, I.D.Molchanova, E.I.Gutrova «German Grammar» V.Ung «Deutsche Sprachige Länder», О.G.Kozmin, О.М. Gerasimova «Examination topics» L.N. Yakovleva Students learn to understand and use a limited range of vocabulary in common usage Places Means of transportation 7 hours Yearend examination «German for the high school students» S.А. Noskov Food and drink Shopping Eating out Planning a party at home, inviting people Meals Total: 93 hours

3 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 40 minutes. In one week there are 4 classes. Resources List the main resources to be used, including information technology if applicable. Year 2 Leisure and travel Students learn to describe different types of landscape, and to plan a trip. Hobbies Free time The nearest surrounding Holidays and travelling Placement 6hours Paper 1 Text handling They will be expected to respond to a variety of text-handling exercises, some of which require a short response, for example: true or false exercises multiple-choice questions short-answer questions table-filling exercises gap-filling exercises matching: words from the text with synonyms, antonyms or definitions summary sentences with different paragraphs of the text two halves of one sentence ideas or sequences with pictures a person with a statement. Students are also expected to: deduce the meaning of words from their context understand grammatical structures «Themes neu Kursbuch für Deutsch als Fremdsprache», Hueber. German supplement The first of September «German-Grammar» N.B.Sokolova, I.D.Molchanova, E.I.Gutrova «German Grammar» V.Ung «Deutsche Sprachige Länder», О.G.Kozmin, О.М. Gerasimova «Examination topics» L.N. Yakovleva «German for the high school students» S.А. Noskov

4 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 40 minutes. In one week there are 4 classes. Resources List the main resources to be used, including information technology if applicable. The environment The weather Paper 2 Develop students awareness of the role of language in relation to other areas of knowledge Geography Environmental protection Paper 2 is externally set and externally assessed using the productive skills criteria. It is divided into two sections. Section A: Short writing task Students answer one question from a choice of two. Section B: Extended writing task Students answer one question from a choice of three. All tasks are related to the twenty prescribed topics from the three themes, as described in Syllabus content. The tasks offered are varied and require students to answer using a specific text type (see table that follows). All tasks are written in the target language and all responses must be written in the target language. Use of dictionaries and reference material is not permitted in the examination. Written assignment

5 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 40 minutes. In one week there are 4 classes. Resources List the main resources to be used, including information technology if applicable. Health and emergences Illness 6hours Encourage students to use a register that is generally appropriate to the situation Emergency Signs Total:57 External assessment Section A: Short writing task (7 marks) A minimum of 50 words. Section B: Extended writing task (18 marks) A minimum of 100 words. Total: 2 years = 150 hours 3. 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. Students will be assessed using the IBO rubrics, with which the students will be familiar with, as they will be used throughout the course. The rubrics will be used to assess students both internally and externally. Two oral activities will be internally assessed by the teacher and externally evaluated by IBO. 1. Individual Oral Assessment Based on stimulus chosen by the candidate 15% 2. Interactive Oral Assessment Based on mark of one interactive oral activity 15%

6 External Assessment 70% of overall grade Two written papers that will be externally evaluated by IBO. 1. Paper 1 Written Component 40% a. Reading Questions based on a number of written test 30% b. Writing Response Short writing exercise in response to written text 10% 2. Paper 2 Written Production 30% One writing task from a choice of four 30% Internal assessment Two oral activities to be internally assessed Individual Oral approximately 10 minutes Short interview with the teacher. Interactive Oral Activity During their course, students will be expected to take part in different types of oral activities as a way of Practicing new language structures and vocabulary. During the final year of the course, some of these activities should be used to assess the candidates oral skills The internal assessment has 2 components, an individual oral presentation as well as an interactive oral activity. Each of these will be prepared, developed, implemented and evaluated by the classroom IB English B teacher. Students will be introduced to the criteria for each of these early during the first year of the IB programme 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 English), listening skills, questioning, debating, and critical thinking abilities. For the interactive oral activity, the teacher will maintain a record of a number of activities (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 programme but this is not necessarily the case. The individual oral presentation will take place during the second year of the programme.

7 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 School life Link with TOK (including description of lesson plan) To what extent does school life influence on the choice of the future profession? Students are suggested to read a letter about school life (between pen friends from different countries). During the reading they should find the author s reasons in the choice of the future profession. Students divide into two groups to discuss about the choice of the future profession from different positions. In fact, they should write a composition What kind of activity am I going to deal with? At the end they should answer the question if their point of the choice has changed? 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 International migration Contribution to the development of international mindedness (including resources you will use) Students read the article about international migration.why do many people change their permanent place? Answering this question, students can compare life and living conditions in different countries. They can come to a conclusion, if it is worth moving or not. Where is it more comfortable to live n the view of psychology?

8 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 International migration Contribution to the development of the attribute(s) of the IB learner profile Having read the article about international migration, students discuss this theme. Then they have a Role-play. They should understand: the world is so huge and diverse that everybody can find a suitable place for living. These activities develop the following attributes of the IB learner profile: Inquirers, Knowledgeable, Thinkers, Communicators, Risk- takers and Balanced. 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. There are a lot of materials and other resources to give effective support to the aims and methods of the courses such as: books and magazines. The room is equipped with new furniture, the screen, IT equipment (a computer, a smart board, a projector, a mobile computer class with 15 Mac Books and15 ipods), methodical books and fiction in German language. The classroom has access to the Internet. There are all conditions for learning German language according to modern requirements. Website, Students should also aim to keep up-to-date with events occurring around the world by watching news reports and reading newspapers or news websites. In addition, there are a lot of periodicals / journals that students are expected to use for reference in order to keep up-to-date with current issues and magazines. There are all conditions for learning German according to modern requirements.