Modern Languages

GERMAN

Grade 6 and 7

Aims of the courses:

To develop the ability to use the modern language effectively for the purpose of practical communication;
• To encourage pupils to develop an understanding of the grammar and syntax of the target language;
• To offer insights into the culture and civilization of the relevant foreign country;
• To develop an awareness of the nature of the language and language learning;
• To encourage positive attitudes towards foreign language learning and speakers of foreign languages and a sympathetic approach to other cultures and civilizations;
• To use the target language as frequently as possible in lessons and in the examination.

  1. Everyday activity:
    • Speaking about your home life and school:
    • Talking about food, cloths and Daily routine and time:
  2. Personal and social life:
    • Describe yourself, family and speak about personal relationships:

Assessment details: Three papers (listening, reading and writing) and an oral examination.

Speaking (oral examination)
Listening
Reading
Writing


Grade 8

Aims of the courses:

To develop the ability to use the modern language effectively for the purpose of practical communication;
• To encourage pupils to develop an understanding of the grammar and syntax of the target language;
• To offer insights into the culture and civilization of the relevant foreign country;
• To develop an awareness of the nature of the language and language learning;
• To encourage positive attitudes towards foreign language learning and speakers of foreign languages and a sympathetic approach to other cultures and civilizations;
• To use the target language as frequently as possible in lessons and in the examination.

  1. Everyday activity:
    • Speaking about your home life and school:
    • Talking about food, health and fitness:
  2. Personal and social life:
    • Describe yourself, family and speak about personal relationships:
    • Saying what you are doing in holidays and special occasions and accommodation

3.The world around us:
• Saying where your home town and local area is:
• Talking about Shopping and Public services
• Speaking about Natural and made environment:
• Describe People, places and customs:

Assessment details: Three papers (listening, reading and writing) and an oral examination.

Speaking (oral examination)
Listening
Reading
Writing

SPANISH

Grade 6
Sixth grade Spanish introduces students to the Spanish language and Hispanic cultures. Students are engaged in listening, speaking, reading, and writing. This highly interactive course involves conversational and situational exercises, hands-on activities, individual projects, and group projects. This program will teach the fundamentals of the Spanish language by immersing the student in the Spanish language and culture. The curriculum will expose students to four aspects of the Spanish language: basic phonetics, basic vocabulary, basic grammar, and Spanish culture.

Grade 7
Seventh grade Spanish introduces students to the Spanish language and Hispanic cultures. Students are engaged in listening, speaking, reading, and writing. This highly interactive course involves conversational and situational exercises, hands-on activities, individual projects, and group projects. Classes, taught predominantly in Spanish, will include: lessons on forming words, phrases, and conjugating verbs, vocabulary building exercises, student/teacher dialogues in Spanish, and discussions on Spanish culture. Students will also begin to focus on not only oral communication skills, but also written skills.

Grade 8

Eighth grade Spanish introduces students to the Spanish language and Hispanic cultures. Students are engaged in listening, speaking, reading, and writing. This highly interactive course involves conversational and situational exercises, hands-on activities, individual projects, and group projects. Classes, taught predominantly in Spanish, will include: lessons on forming words, phrases, and conjugating verbs, vocabulary building exercises, student/teacher dialogues in Spanish, and discussions on Spanish culture. Students will have the opportunity to listen and read to level-appropriate stories in Spanish. In addition, Spanish magazines will be utilized to aid in exposing the students to the Hispanic culture.

FRENCH

The beginner 6th-, 7th- and 8th-grade classes learn about a wide variety of subjects as they build a foundation of knowledge for the IGCSE exam in 10th grade. These topics include: greetings, the alphabet, talking about oneself and one’s hobbies and families. The classes also learn to describe people, tell time, discuss school subjects and their homes. The students concentrate on speaking, reading, writing and listening to French. They supplement their textbook studies with special projects such as posters, PowerPoint presentations, skits, etc. The classes also watch videos and discuss them, gaining new vocabulary through these films as well.

Grade 6
• Getting acquainted
• Everyday life in Paris
Grade 7
• Daily activities
• People and possessions
• Visiting a French city
Grade 8
• Buying clothes
• Leisure time activities
• Food and meals
The 8th-grade class dives more deeply into IGCSE topics such as eating and drinking, shopping, finding one’s way and the language of work. This prepares them to investigate these topics more extensively in their 9th-grade year, in preparation for the year-end IGCSE exams.

 

IGCSE COURSES

GERMAN,FRENCH and SPANISH

Aims of the Syllabus:
The aims of the syllabus are the same for all candidates and describe the educational purposes of a course in a foreign language for the IGCSE examination. They are not listed in order of priority.

The aims are to:
1. Develop the ability to use the language effectively for purposes of practical communication within the country of residence, where appropriate, and in all countries where the language is spoken;
2. Form a sound base of the skills, language and attitudes required for further study, work and leisure;
3. Offer insights into the culture and civilization of countries where the language is spoken;
4. Encourage fuller integration into the local community, where relevant;
5. Develop a fuller awareness of the nature of language and language learning;
6. Encourage positive attitudes toward language learning and towards speakers of other languages and a sympathetic approach to other cultures and civilizations;
7. Provide enjoyment and intellectual stimulation;
8. Complement other areas of study by encouraging skills of a more general application (e.g. analysis, memorizing, drawing of inferences).

Assessment Objectives

Candidates will be assessed on their ability to:
AO1 Understand and respond to spoken language
AO2 Understand and respond to written language
AO3 Communicate in speech, showing knowledge of a range and variety of vocabulary, and applying the grammar and structures of the target language accurately
AO4 Communicate in writing, showing knowledge of a range and variety of vocabulary, and applying the grammar and structures of the target language accurately.

Paper 1 Listening
45 minutes: Sections 1, 2 and 3
Paper 2 Reading and Directed Writing
1 hours: Sections 1, 2 and 3
Paper 3* Speaking
15 minutes
Paper 4 Continuous Writing
1¼ hours

Topic List
Candidates will be required to show knowledge and understanding of the five Topic Areas listed below.

For further guidance on these Topic Areas, please refer to the relevant language-specific

Defined Content
Booklet. In the Speaking examination, candidates also have the opportunity to demonstrate their knowledge of a topic of their own choice which might be outside the list below.
Topic areas Examination topics

Everyday activities
Home life and school
Food, health and fitness

Personal and social life
Self, family and personal relationships
Holidays and special occasions

The world around us
Home town and local area
Natural and made environment
People, places and customs

The world of work
Continuing education
Careers and employment
Language and communication in the work place

The international world
Tourism at home and abroad
Life in other countries and communities
World events and issues
Home life
School routine
Eating and drinking
Health and fitness
Self, family, pets, personal relationships
House and home
Leisure, entertainments, invitations
Eating out
Festivals and special occasions
Holidays; getting around
Accommodation
Home town and geographical surroundings
Shopping
Public services
Natural environment
Weather
Finding the way
Meeting people
Places and customs
Travel and transport
Further education and training
Future career plans
Employment
Communication
Language at work
Holiday travel and transport
Geographical surroundings
Weather
Places and customs
Food and drink
Meeting people
Issues according to available resources and individual interest

IB B HL /SL COURSES
Group 2 aims
Group 2 consists of three language courses accommodating the different levels of linguistic proficiency that students have when they begin. There is a single set of group 2 aims, which are common to all the courses, but the assessment objectives are differentiated according to what the students are expected to be to able to demonstrate at the end of each course.

The aims of group 2 are to:
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.
Aims of Language B
The aims of the language B course reflect those of group 2 listed above but are to be defined within the parameters of the language B syllabus. The range of contexts, purposes, language skills and texts to be taught are listed in “Syllabus content”. The use of appropriate language and the breadth of intercultural understanding to be demonstrated are also defined within the syllabus content.

There are six assessment objectives for the language B course. Students will be assessed on their ability to
• communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding
2. use language appropriate to a range of interpersonal and/or cultural contexts
3. understand and use language to express and respond to a range of ideas with accuracy and fluency
4. organize ideas on a range of topics, in a clear, coherent and convincing manner
5. understand, analyse and respond to a range of written and spoken texts
6. understand and use works of literature written in the target language of study (HL only)

HL
Core
Communication and media
Global issues
Social relationships

2 options
Cultural diversity
Customs and traditions
Health
Leisure
Science and technology

Literature
2 works

SL
Core
Communication and media
Global issues
Social relationships

2 options
Cultural diversity
Customs and traditions
Health
Leisure
Science and technology

Language B syllabus
Language B is a language acquisition course developed at two levels-standard level (SL) and higher level (HL)-for students with some background in the target language. While acquiring a language, students will explore the culture(s) connected to it. The focus of these courses is language acquisition and intercultural understanding.

The language B syllabus approaches the learning of language through meaning. Through the study of the core and the options at SL and HL, plus two literary works at HL, students build the necessary skills to reach the assessment objectives of the language B course through the expansion of their receptive, productive and interactive skills.

SL and HL are differentiated by the recommended number of teaching hours, the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria.

The core-with topics common to both levels-is divided into three areas and is a required area of study.

  • Communication and media
    • Global issues
    • Social relationships

In addition, at both SL and HL, teachers select two from the following five options.

  • Cultural diversity
    • Customs and traditions
    • Health
    • Leisure
    • Science and technology

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

It is essential that teachers are allowed the prescribed minimum number of teaching hours necessary to meet the requirements of the language B course. At SL the minimum prescribed number of hours is 150 and at HL it is 240 hours.

Assessment component Weighting SL

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%
Written assignment: Receptive and written productive skills
Inter-textual reading followed by a written exercise of 300-400 words plus a 100-word rationale, based on the core.
20%

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

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%
Assessment component Weighting HL

External assessment 70%
Paper 1 (1 hour 30 minutes): Receptive skills
Text-handling exercises on five written texts, based on the core.
25%
Paper 2 (1 hour 30 minutes): Written productive skills
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.
25%
Written assignment: Receptive and written productive skills
Creative writing of 500-600 words plus a 150-word rationale, based on one of the literary
texts read.
20%

Internal assessment 30%
(Internally assessed by the teacher and externally moderated by the IB.)
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%
Beginner- Level IB Ab initio
Aims of Language ab initio
The aims of the language ab initio course reflect those of group 2 listed above but are to be defined within the parameters of the language ab initio syllabus. The range of contexts, purposes, language skills and texts to be taught are listed in “Syllabus content”. The use of appropriate language and the breadth of intercultural understanding to be demonstrated are also defined within the syllabus content.

Language ab initio
The language ab initio course is organized into three themes.
• Individual and society
• Leisure and work
• Urban and rural environment

Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations. Each language ab initio course has a language-specific syllabus (see “Syllabus content”) that is used in conjunction with the guide. Language ab initio is available at SL only.

Assessment Objective
There are five assessment objectives for the language ab initio course. Students will be assessed on their ability to:
1. demonstrate an awareness and understanding of the intercultural elements related to the prescribed
topics
2. communicate clearly and effectively in a range of situations
3. understand and use accurately the basic structures of the language
4. understand and use an appropriate range of vocabulary
5. use a register and a format that are appropriate to the situation.

Prescribed topics
Individual and society
Leisure and work
Urban and rural environment
Daily routines
Employment
Environmental concerns
Education
Entertainment
Global issues
Food and drink
Holidays
Neighborhood
Personal details, appearance and character
Media
Physical geography
Physical health
Sport Town and services
Relationships
Technology
Weather
Shopping
Transport

Assessment component Weighting
External assessment 75%
Paper 1 (1 hour 30 minutes): Receptive skills
Understanding of four written texts. (40 marks)
Text-handling exercises.
30%
Paper 2 (1 hour): Productive skills
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.
25%
Written assignment (2 hours): Receptive and productive skills
A piece of writing, 200-300 words, in the target language carried out in class under
teacher supervision. (20 marks)
20%

Internal assessment (10 minutes): Interactive skills
Individual oral (25 marks)
25%
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
• Part 2: Follow-up questions on the visual stimulus
• Part 3: General conversation including at least two questions on the written assessment.

BLIS Learners achieve “Top In The World” Results In Cambridge Learner Awards

german award

 

 

 

 

 

 

 

 

Outstanding Cambridge Learner Award