MYP Curriculum Map Østerbro International School Language B

Transcription

1 Curriculum Map Østerbro International School Language B Danish, Phase 1 and 2 - TERM 1 Me and People around Me Oral Phase 1 A2 communicate information in a limited range of everyday situations A4 use language appropriate to a very limited range of interpersonal and cultural contexts Visual interpretation Phase 1 B1 identify basic messages presented in simple visual texts B5 understand and respond to simple visual texts. Collaboration language builds bridges among people and cultures. How can I communicate myself to others? AOI Understanding Taking Action Reflecting Community and service: Identify the needs of individuals in a Community and how can we try to fulfill these needs. Summative Assessment Criteria A Presentation about himself/herself and his/her family. Criteria B Text analysis on everyday conversations Demonstrate an understanding of the grammatical structures of Danish used in texts appropriate for this level. Write short texts to express ideas and feelings on personal and familiar topic using a few simple forms. Read and interpret text at a gradeappropriate level, with some visual support, using context and recognition of familiar vocabulary and word families. Review of basic vocabulary. 1

2 Curriculum Map Østerbro International School Language B Shopping A: Oral Phase 1 A2 communicate information in a limited range of everyday situations A4 use language appropriate to a very limited range of interpersonal and cultural contexts A6 use basic vocabulary accurately A7 interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation/ Communication being able to deliver appropriate messages to the audience will strengthen the relationship. How can I communicate in the local community? Health and social Education learn to discover the social reality of self, others develop a sense of responsibility for their wellbeing. Criteria A Role Play Students in pairs will improvise a shopping situation Criteria C Students have to read and understand some basic texts from different shopping situations Introduction to pronouns numbers. Use the proper grammar structure to make yes/no questions. Understand the difference between specified and unspecified nouns. Basic everyday language used in buying. Shopping dialogues in from different kinds of shops Adjectives specified and unspecified Words related to shopping Terms related to buying like buying on credits guarantee and so on Introduction to present and past perfect 2

3 Curriculum Map Østerbro International School Language B Healthy living correct tone. C: Reading comprehension Phase 1 C2 identify main ideas and supporting details in written texts C4 understand and respond to simple written texts. C3, C4, D1, D2, D3, D4,D5 Reflection a well-functioning body is able to produce more meaningful messages What makes us feel good? Health and Social Education: Criteria C & D Write a guide of recommendations for a healthy lifestyle Describe parts of the body and a pain or an injury. Learn about different diseases. Going to the doctor. Making appointments with the doctor. Learn about accidents and how to cope with them. Healthy and unhealthy lifestyle. 3

4 Danish Phase 1 and 2 - TERM 2 Curriculum Map Østerbro International School Language B Transportation C: Reading comprehension Phase 1 C2 identify main ideas and supporting details in written texts C4 understand and respond to simple written texts. D: Writing Phase 1 D1 communicate information in a limited range of everyday situations D2 request and provide information in a limited range of everyday situations D3 use language appropriate to a Reflection Information literacy communities are characterized by the relationships of its members How do I find my way? Community and service: Students should be aware that they live within a community and resources and services offered should be used properly and responsibly. Summative Assessment Criteria C Reading comprehension Criteria D Letter writing Describe your surroundings. be introduced to the adverbs of direction in Danish. They have to make proper use of them and understand the difference in writing between them. Everyday use expressions on asking someone to find their way in form of dialogues will be given to students. They will engage into group work in order to ask one another questions about a place that they want to go to. also learn to buy 4

5 Curriculum Map Østerbro International School Language B Holiday and freetime very limited range of interpersonal and cultural contexts D4 understand and use basic language conventions accurately D5 use some aspects of register in formal and informal written B: Visual interpretation Phase 1 B1 identify basic messages presented in simple visual texts B4 recognize basic visual conventions used in texts B5 understand and respond to simple visual texts. D: Writing Phase 1 D1 communicate Thinking Transfer understand word choice gives our purpose. What is free time? Health and Social Education. learn how free time best can be used in order to have a balanced life. Criteria B Pictures of different types of activities should be described. Criteria D A postcard to the family from a holiday place tickets and how to get information about buses, trains and other means of transportation. Planning the weekends. Buying tickets to different arrangements. Learning about sports. Entertainment in Denmark Entertainment home Going for a holiday 5

6 Curriculum Map Østerbro International School Language B Family and housing information in a limited range of everyday situations D3 use language appropriate to a very limited range of interpersonal and cultural contexts D5 use some aspects of register in formal and informal written A: Oral Phase 1 A1, A4,A6, A7 Information literacy Transfer that conventions form our way of living. How does people s life differ across cultures? Environment: Criterion A Speaking test: Interview a classmate about his/her family? Criterion D: Short composition Identify family members, talking about family affairs, events. Identify the rooms of a house. Learning to describe home neighborhood. Name of objects found inside a house. Pronouns and modal verbs will be touched on. Family and home in your own culture or country of origin. 6

7 German Phase TERM 1 Curriculum Map Østerbro International School Language B Descriptions A7 D1 D4 Food A2-3 A5 A6 B3 B5 Fashion A1 A4 Communicatio n Collaborative skills Transfer Communicatio n word choice reflects and influences perceptions. has different purposes and forms. the communities to which we belong influence aesthetic forms of expression. How do I best describe a person? How do I communicate my wishes, likes and dislikes? Which communities do I identify with? AOI Understanding Taking Action Reflecting Health and social: become aware of how descriptions influence perceptions. Community and service: students will take action to demonstrate different roles and services in the community (e.g. customer, waiter, shop keeper). Community and Service: students will reflect on how we present ourselves reflects the communities to which we belong. Summative Assessment Criterion D: Make a descriptive Wanted poster; Criterion A: read information aloud Criterion B: Reading a menu Criterion A: ordering food Criterion A: Funny Fashion Show Introduction phrases, adjectives, how to describe yourself and other people Names of food and drinks, how to order food, talking to strangers (formal language), numbers, money and prices, polite related phrases, cooking terms, following a recipe, making menus. Clothes, colours, sizes, introducing perfect tense, talking to an audience. 7

8 German Phase TERM 2 Curriculum Map Østerbro International School Language B Friends and Interests D2-5 A7 Popmusik! C1-2 C4 City Walls and Empires A6 B1-2 B4 C3-4 Reflection Transfer Thinking Collaborative Skills Reflection our interests and relationships aid our personal development. specific conventions are used for specific audiences. time, place and space influences culture. What do my friends and interests mean to me? How do I interpret a song s meaning? What was life like in the DDR? Health and social: students will reflect on how their interests and relationships influence their identities. Human ingenuity: students will become aware of how culture crosses boundaries. Environments: students will reflect on what life was like in the DDR. Summative Assessment Criterion D: Essay Criterion C: Reading comprehension Criterion B: Power point Presentation Criterion C: comprehension. Hobbies, sports and interests, time expressions, making arrangements, giving opinions, write an essay about a special interest. German popular music. Studying a variety of popular songs and translating their meaning. Idioms: some aspects of slang/ street expressions. Life in the DDR, East German identity, culture and products. Berlin and the Berlin Wall. German Reunification. Watch parts of the film Goodbye Lenin, Speaking and writing in the past tense, travel phrases. 8

9 French Phases 1-2 Term 1 Curriculum Map Østerbro International School Language B Entrepreneur ship My Eco- Friendly House Trips and Leisure A3, A4 B3, B5 C2 D3 A5, A7 B3, B4 D4 Research, Thinking, Collaboration, Communication Thinking, Communication learn how to convince an audience with a logic approach. understand how our individual engagement helps for a better environment A6, B3 Communication learn how to communicate in real life situations of a trip. How would I run a successful restaurant business? How can my creativity save the world? How language impact each other? AOI Understanding Taking Action Reflecting Community and Service: understand how business is related with good Human ingenuity: learn how to design and build an eco-home Human ingenuity: do their own guide according to cultural facts. Summative Assessment Criteria A, D: Business plan. present their business plan to potential investors Criteria A, B, D: Building Plan Proposal design an eco-home and present it. Criteria A, B write a guide on holiday information and activities in a country -Field Study about a restaurant -Vocabulary in restaurant s world -Interview -Developing a budget -Conceptualizing a menu -Décor concept -Vocabulary in design and construction -video about construction site, materials, -video about natural and renewable energy sources -Future plans for holiday -Vocabulary related to activities -Information about sports and activities -Picture description -Dialogue in groups 9

10 French Phases 2 and 3 Term 1 Curriculum Map Østerbro International School Language B Cultural Understanding A1, D1, D3 Communication, organization, reflection Heroes B1, D1 Communication, Information Literacy to be able to appreciate culture we must understand conventions word choice can improve How can interaction promote cultural understanding? In what ways can we express ourselves? Environments: be aware of the environment s influence on behaviour and cultural understanding. Community and Service: reflect on how societies may Summative Assessment Criteria A: Oral Presentation on Business Culture Criteria D:Written Speech Criterion B: Cartoon Interpretation, Criterion D: Comic strip and translation Week 1 and 2: Preparing a business dictionary Week 3 and 4: Work on a presentation regarding business culture in countries like China, Brazil, Russia and Ghana Week 5 and 6: Preparing a written speech for the a business meeting. Will work on vocabulary, phrases and sentences. Week 1 and 2: Historical flashback on heroism. Reading cartoons 10

11 Curriculum Map Østerbro International School Language B need heroes to change. and interpreting heroic actions. Week 3 and 4: Making comic strips including French speech bubbles. Week 5 and 6: Translating and presenting each other s comic strips French Phases 2 and 3 - TERM 2 Young people Abroad A1, C3 Collaboration, Reflection interactions are a defining factor for your identity. What can I learn from foreign environments? Environments: Student will staying abroad (in a foreign environment) can enrich one s identity. Summative Assessment Criterion A: Travel brochure (memories of time abroad) Oral presentation Criterion C: Reading on foreign place Week 1 and 2: Read about people who has stayed abroad or moved to a foreign environment Week 3 and 4: Creating a travel brochure. Focus on grammar, including vocabulary, 11

12 Curriculum Map Østerbro International School Language B Tourism and cultural understand ing French around the A3, B3, D3 Communication Transfer new connections nourish new point of views and meanings. B2, C2 Organization, Transfer The students will What do I learn through my travels? How/why is language, Human Ingenuity: travelling connects people and contribute new meanings. Environments: Criterion B: Visual Interpretation Criterion C: Text analysis Criteria B and C: Understand specific tenses and short sentences. Week 5 and 6: Oral Presentation of the travel brochure Week 1 and 2: Watch videos/documen tary and debate. Focus on future and future proche. Week 3 and 4: Read short texts on travelling and make their own travelling plans in order to connect with people. Week 5 and 6: Preparing for the visual interpretation test by practicing in class. We will prepare collectively and individually by doing individual and collective work. Week 1 and 2: Listen to French 12

13 Curriculum Map Østerbro International School Language B world different communities develop their own accents? including pronunciation and articulation, affected by ethical, linguistic, cultural background? understand and become aware that the same language has different forms and accents. information and ideas in visual text. Read and comprehend French from different geographical areas. from around world, including north and west Africa, Quebec and Asia and do imitations. Find and categorize similarities and differences when it comes to French accent and language. Week 3 and 4: Present or share the differences and similarities in class. Week 5 and 6: Listen and comprehend French with different accents. Preparation for the listening and comprehension test. 13

14 Danish Phases 3-4 TERM 1 Curriculum Map Østerbro International School Language B Friendship C2, D2, B2 Information literacy, Thinking, Student will creates empathy in relationships How do we understand friendship? AOI Understanding Taking Action Reflecting Health and social education: The student will have an awareness and understanding that sharing experiences connects people creating good friendships. Summative Assessment B, C, D PP presentation Week 1-2 C: Novel reading and analysis. Understand main ideas and supporting details, and draw conclusions from written texts. Week3-4 D: Writing Request and provide information in familiar and some unfamiliar situations. Week5-6 B: Visual Interpretations Understand main ideas and Supporting details, and draws conclusions from visual texts presented with spoken text. 14

15 Danish Phase 3-4 TERM 1 Curriculum Map Østerbro International School Language B Denmark in ( 3-4) A 3, C 2, D3 Communication, Information Literacy The student will understand the meaning of Danish community in How can my learning help my community? Community and service: be aware of their own strengths and limitations Summative Assessment A, C, D Project Week 1-2 C: Novel reading and analysis Understand main ideas and supporting details, and draw conclusions from written texts. Week3-4 D: Writing Keeps a journal words Week5-6 Oral presentation 15

16 Danish Phase 3-4 TERM 2 Curriculum Map Østerbro International School Language B Travel Around The world A 2,B 2, C2, D2 Culture, Global interactions, all cultures have and differences in their communities And what can we do to help the development of the world? Health and Social Education: we need to know each other better and focus more on the common areas to ensure a healthy development for all. Summative Assessment A, B, D Design vacation plans presentation and write a reflective essay related to the unit question, Visual Interpretation Week 1-3 A/B: Oral presentation about relics around the world and their historical and cultural significance. Week 4-6 C: Based on reading comparisons of the different cultural relics and travel plans. D: Write an essay giving a personal opinion. 16

17 Danish Phase TERM 1 Curriculum Map Østerbro International School Language B Judicial system Descriptions Reflection, Transfer B3, A2 Reflection, transfer Student will understand how systems function in the community they live in. A2, B1, C2, D 2 Identity, Student will we are sending message in what we wear and how we speak. It reflects our identity and the image we have of ourselves and the message we send out. How are we influenced by systems? How do I express myself to others who I am? Community and service: The students will be aware of different systems, in different communities Health and Social Education: awareness and understanding, reflection and making choices gives meaning in expressing identity Summative Assessment B, A, visual interpretation, Oral Week 1-2 group work B: Visual Interpretation Understand specific information, ideas, opinions and attitudes presented in visual text with spoken and written text. Week3-4 A: Oral presentation A, B, C,D Week 1-2 A: Oral Speaking for different purposes. Planned speaking activities, such as pair work dialogues. Individual speaking activities, such as monologues. Spontaneous speaking activities, such as unscripted dialogues Week 3-4 B: Understand information presented visual interpretation Week 5-6 C: Reading for specific and general meanings in texts containing both written 17

18 Curriculum Map Østerbro International School Language B familiar and unfamiliar language. Predicting the meaning of written texts. Week 7-8 D: Writing for different purposes. specifically informal letter writing and dialogues. Danish Phase TERM 2 Relationships A2, B2, C3, D3 Information Literacy, connections between people leads to positive relationships How do I maintain healthy relationships? Health and Social Education: relationships require understanding, trust and forgiveness, Summative Assessment C, D Answering questions, write a summary of the book Week 1-2 C: Novel reading and analysis. Understand main ideas and supporting details, and draw conclusions from written texts. Week3-4 D: Writing Request and provide information in familiar and some unfamiliar situations. Week5-6 18

19 Curriculum Map Østerbro International School Language B A/B: Visual Interpretations Understand main ideas and Supporting details, and draws conclusions from visual texts presented with spoken and written text. Danish Phase TERM 2 I am.tal King tú Leñar A 2, B3, D3 Comunicación, Global Interacción Suden Willy meaningful dialogue builds both understanding and community. How can talk help créate a more peaceful wold? Community and service: This unit student will understand topics of international significance and build international mindedness in order to foster the skills and attitudes necessary Summative Assessment A, B, D Written and visual texts Week 1-2 A: Oral: demonstrate the ability to use talk strategies to engage in meaningful dialogue. Week 3-4 B: Visual interpretation Understand and analyze, content structure, meaning and significance of both familiar and previously unseen oral, written and visual texts. Week5-6 B: Writing 19

20 Curriculum Map Østerbro International School Language B Time & Activity A2, C2, D3 Communication, Time and place. how to create a schedule. How can I scheldule my free time activities? Human Ingenuty: understand how to create a schedule of free time activities. D Writing, Create a schedule within the time limit set in class Week 1-2 A: Speaking and Listeningmessage and interaction Week3-4 C: Writing- message and organization. Week 5-6 D: Writing language 20