2011-12
IB Spanish B SL 2 / Spanish B HL 1 - Syllabus
Sra. Espinosa
Description
Designed for students with 2-5 years of previous experience of learning Spanish. Students will focus on mastering communicative skills of speaking, listening, reading and writing through the use and study of a range of written, spoken and visual material. Such material will extend from everyday oral exchanges to literary texts, always related with the Spaniard, Latin American and Equatoguinean cultures and countries.
Competence in each of the primary language skills will involve an understanding of three interrelated areas: Language
(handling the system of linguistic units accurately: grammar, semantic, syntax and phonology); cultural interaction
(selecting language appropriate to a particular cultural and social context); message (understanding ideas and how
they are organized in order to communicate them appropriately).
A successful student in Spanish B standard level 2 or Spanish B higher level 1 will:
o Communicate confidently, creatively, clearly and effectively in a range of situations.
o Understand and use accurately oral and written forms of the language that are commonly encountered in a range of situations.
o Select a register and style that is generally appropriate to the situation.
o Structure arguments in a generally clear, coherent and convincing way
o Understand and respond appropriately to written and spoken material of average difficulty
o Assess some subtleties of the language in a range of forms, styles and registers
o Show Cultural Awareness, and sensitivity to Hispanic societies. He/She is open to the values and traditions of others communities.
o Explore concepts, ideas and issues that have local and global significance: Global warming, poverty, energy, immigration, technology, etc.
o Exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Course Expectations:
o The Teacher should aim to provide a typical Spanish monolingual environment; students contribute to the class and they use Spanish all the time
o Students are expected to participate in all class activities to the best of their ability
o Students are expected to do their homework and to review on a daily basis (30-35 minutes, 6 days a week) those aspects that they might find more difficult
o Students are encouraged to read books, magazines and newspapers, and to take opportunities to use the language outside the classroom
o Searching and pursuing the language outside of the classroom students must to have access to the internet, word processing and printing
Textbooks and books
o "Imagina." (Student edition, paperback) 2nd edition 2011 by Jose A. Blanco; VISTA Higher Learning, Inc.; ISBN: 978-1-60576-248-7
Classroom Grade Components
o 30% Speaking: Daily activities participation, Oral interactive activities, and Individual Oral quizzes
o 20% Grammar and vocabulary quizzes
o 20% Writing assessments-quizzes and tests essays (100 words and 250 words minimum)
o 20% Reading-quizzes and tests
o 10% Daily homework
Texts
Language skills should be developed through the use of a wide range of texts and material.
Students are encouraged to choose their own texts—written, spoken, literary or non-literary.
Listening
Sources of spoken materials: news bulletin, documentary, feature program, interview, speech, advertisement, film, video, songs, interactive video, conference, lecture.
Possible communicative purposes: description, narration, explanation, argument, exploration, spoken interaction, analysis critique.
Speaking
Conversational situations: making a class presentation or a speech, defending an opinion in a debate, giving instructions, interviewing a character, real or fictitious, taking part in a role play
Possible communicate purposes: description, narration, explanation, argument, graphics (these will depend on the subject matter), spoken interaction
Writing
Prescribed communicative purposes and examples
Description: presentation of factual detail
o factual: set of instructions, guidelines, introduction
o Evocative: a portrait of a person or a travel brochure.
Narration: presenting a sequence of events
o Factual: statement to the police, news article
o imaginative: anecdote, short story
Written interaction: Personal communication through written language
o Informal: a letter to a friend or family
o Formal: a business letter or a job application letter.
Spoken interaction: Personal communication through spoken language
o Transcribed: a dialogue transcription, drama or screenplay
o Reported: a newspaper profile or a research interview.
Explanation: relating cause and effect
o Factual: a report of a situation or event, analysis of a type of technology.
o Argumentative: proposal for change, prediction based on a current situation
Argument: discussing in a logical manner
o Controversial: a political speech, an editorial or a letter to a newspaper.
o Balanced: a definition, a debate for and against an issue, an analysis of evidence, a presentation of a point of view, or an essay.
Analysis and critique: Presentation of opinions and personal reactions
o Subjective: a review of a book, film or play, or a biography.
o Objective: a text commentary, a detailed academic analysis of a work of literature, a film or music.
Exploration: experimenting with the language
o Promotional: a television advertisement, a magazine advertisement or a promotional pamphlet.
o Poetic: a poem or song lyrics.
Graphics: Relating language and graphic art
o Factual: a diagram in a scientific text or a flow chart.
o Imaginative: a cartoon, a comic or a web site page.
Scheme of work
Topics Unit details: vocabulary, grammar, learning activities Evidence of learning Teacher, self and peer assessment Resources
Introducción Explain IB program, assessment criteria, etc.
Oral and written activities to assess students’ s level: Oral Class game; Writing: Describe an important event in your childhood
Evaluation in order to evaluate and adapt program to the group
¿Cómo nos sentimos? Vocabulary: relationships, emotions and feelings, personality types
Grammar: The present tense; Ser and Estar; Gustar and similar verbs; Preterite vs. Imperfect
Culture:
Short Movies: “Momentos de Estación” (Argentina) by Gustavo Cabaña
“Adios mama” (México) by Ariel Gordon.
Texts: packet from didactical unit 1 of DELE
Literature: Poem “Poema 20” by Pablo Neruda; “Aqueronte” by José Emilio Pacheco
Song: ¡Ahy Haiti!
Prescribed Communicative purpose texts:
Imaginative Narrative: Writing a diary entry
Vocabulary and Grammar quizzes.
Oral Quiz: Interview one to one.
Listening Comprehension Quiz
Writing assessments:
- Diary entry
Reading assessment
Interactive oral activity
Daily interactive participation
Cooperative pair or three work and skits Imagina (2007), Vista. Chapter 1- 2
Preparación al Diploma de Español Nivel Inicial B1 (2010), Edelsa
IB Spanish B revision guide (2010) OSC Publishing
Salud y medicina Vocabulary: Health, medicine, sickness, pandemics, transmit/prevention,
Grammar: The subjunctive in noun clauses; Commands; Object pronouns;
Culture:
Texts: “Enfermedades globales” in www.consejos-e.com; “El alcohol tambien es cosa de niños” in www.hoy.es; “Terapias alternativas, opciones diferentes para la salud” by Monica Oblitas
Short-Movie: “Encrucijada” by Rigo Mora
Prescribed Communicative purpose texts:
Evocative description: writing a leaflet
Objective description: writing a leaflet with recommendations
Promotional description: writing a promotional advert
Vocabulary and Grammar quizzes
Oral Quiz: Interview one to one.
Written tests:
- Write a leaflet
- Write a leaflet with recommendations
- Write a promotional advert
Interactive Oral Activity
Reading assessment
Daily interactive participation
Cooperative pair or three work and skits Imagina (2007), Vista. Chapter 3
Spanish B(2011), Oxford
IB Spanish B revision guide (2010) OSC Publishing
Topics Unit details: vocabulary, grammar, learning activities Evidence of learning Teacher, self and peer assessment Resources
Gracias y desgracias entre las generaciones
Vocabulary: Family life and events, life stages, types of personality, generations and conflicts.
Grammar: Subjunctive in adjective clauses; reflexive verbs; Por and Para; To become
Culture:
Literature: Fragment of “Como agua para chocolate” by Laura Esquivel; “Tía José” by Ángeles Mastretta, Holt Spanish pp.127-128; Fragment of “La casa de los espíritus” by Isabel Allende.
Movies: “Raiz” by Gaizka Urresti; “Como agua para chocolate”(México, 1992) by Alfonso Arau
Prescribed Communicative purpose texts:
- Writing a biographical piece (Section 2 adv. Mat.) Vocabulary and Grammar quizzes
Oral Quiz: Interview one to one.
Writing assessment test: a diary entry
Oral Interactive activity
Reading assessment
Daily interactive participation
Cooperative pair or three work and skits Imagina (2007), Vista. Chapter 4
Encuentros Maravillosos (2005), Pearson.
AP Preparation Student workbook, 2007 Exam Edition, Holt Spanish
Lectura y escritura avanzadas (2009), advance materials
Al cuidado del medio ambiente Vocabulary: Animals, natural phenomenon, natural disasters, environmental abuses
Grammar: Future; Conditional; Relative pronouns; Qué and Cuál; the neuter lo.
Culture:
Audio-text: “El Amazonas: pulmón del planeta”; “La Luna” by Jaime Sabines (México); “El futuro de la Amazonia” por Amando de Miguel
Literature: “El viaje definitivo” by Juan Ramón Jiménez
Short-Movie: “El día menos pensado” by Rodrigo Ordoñez (México, 2005)
Prescribed Communicative purpose texts:
- Objective explanation: Writing a report Vocabulary and Grammar quizzes
Oral Quiz: Interview one to one.
Reading assessment
Writing assessment Quiz
Writing assessment Test
Interactive Oral activity
Daily interactive participation
Cooperative pair or three work and skits Imagina (2007), Vista.Chapter 5
Lectura y escritura avanzadas (2009), advance materials
Ventanas (2003), Vista
Ideologías y valores en Latino America
Vocabulary: Law and rights; politics; security and threaten
Grammar: The subjunctive in adverbial clauses; the Imperfect of subjunctive; comparisons and superlatives
Culture:
Movies: “El ojo en la nuca” (México-Uruguay) by Rodrigo Plá; “Diarios de motocicleta” (Argentina) by Walter Salles
Texts: “Chile: dictadura y democracia”; “Masa” by Cesar Vallejo;
Literature: “Romance de la luna, luna” by Federico García Lorca; Essay “Derecho al delirio” by Eduardo Galeano (Uruguay); “Dos palabras” by Isabel Allende
Prescribed Communicative purpose texts:
- Imaginative narrative and spoken language: writing a speech of thanks
- Controversial argument: writing a persuasive speech; writing a conference speech Vocabulary and Grammar quizzes
Oral Quiz: Interview one to one.
Reading assessment
Writing assessment Quiz
Writing assessment Test
Interactive Oral activity
Daily interactive participation
Cooperative pair or three work and skits
Imagina (2007), Vista. Chapter 6
Ventanas (2003), Vista
IB Spanish B revision guide (2010) OSC Publishing
Topics Unit details: vocabulary, grammar, learning activities Evidence of learning Teacher, self and peer assessment Resources
La Globalización y las empresas transnacionales Vocabulary: finance, workers, workplace
Grammar: The present perfect; the present perfect subjunctive; Conditional to express politeness; uses of “se”
Culture:
Texts: “Las marcas latinas, a la conquista de Europa” by Juan Carlos Martínez Lázaro; “Internet ayuda a la cultura indígena”; “Vender café, comprar Comercio justo” by Bea Cabrero
Short-movie: “El hombre que volaba un poquito” (España) by Sergio Catá
Prescribed Communicative purpose texts:
Formal written Interaction
- Writing a formal business letter
- Writing a letter of complaint Vocabulary and Grammar quizzes
Oral Quiz: Interview one to one.
Reading assessment Quiz
Interactive Oral activity
Writing assessment
Daily interactive participation
Cooperative pair or three work and skits Imagina (2007), Vista. Chapter 7
Spanish B (2011), Oxford
BI Examen Oral Individual, repaso y prácticas IB Spanish B SL Oral Internal Assessment: Interview. One by one students are interviewed and recorded about their chosen topics according IB rules and procedures
IB Spanish B SL Paper 1 practice. Students read a wide range of texts responding multiple questions about them to practice for their May Exams. Also we will practice Paper 1 Section B IB Style written response as a mixture of reading comprehension and writing a minimum of 100 words selecting the relevant information from the source and manipulating it into a different type of text and register
Paper 1 Practice with several exams from previous years
IB Spanish B SL Paper 2 practice.
- Analysis and critique: Writing a film review (Section 2 adv. Mat.)
- Controversial argument: Editorial
- Argumentative/persuasive explanation: school magazine article
- Balanced argument: balanced/discursive essay Reading and writing tests
Daily Homework
Daily interactive participation
Cooperative pair or three work and skits Imagina (2007), Vista. Chapter 9
Lectura y escritura avanzadas (2009), advance materials
IB Spanish B revision guide (2010) OSC Publishing
The IB Exam
The written component
Paper 1
Consists of two differentiated parts:
Section A: Reading comprehension: Three to four texts with reading comprehension questions. One will be a literary text. The aim of the reading section is to assess, through a number of questions, the candidates’ ability to read a range of texts.
Section B: Written response: A written response to a text of 100 words minimum. Two different tasks are set on the final text. Candidates are required to choose one task only. Students are expected to manipulate the language and information given in a source text, and integrate them in their response in order to communicate to a specific audience. For example, in response to an advertisement for a summer course, candidates might be asked to write a letter of application referring to the facilities offered, or to write a page of their diary at the end of the first week of the course. Students will have to demonstrate comprehension, synthesis and critical thinking. They should not copy directly from the source text but should adapt the original text and integrate it with their responses.
Paper 2
A written essay of 250 words: Students are given a choice of 4 possible topic or kinds of writing.
The tasks offered are varied and each one requires the candidates to answer using a specific type of text, such as a formal letter or a report. To this end, candidates need to identify the communicative purpose(s) of the task in order to use a language appropriate to the type of text and its audience
The Oral component
This assessment is done by your teacher and the individual exam will be sent externally for moderation.
Interactive oral: this consist in a interactive activity, it could be a debate, a play, etc. The exam is recorded.
Individual oral: Students can choose the topic and have time to prepare in advance. The topic has to be directly related to the Spanish speaking world and cultures. This exam is recorded and sent to the IBO for external moderation.