Recommended
More Related Content
Viewers also liked
Viewers also liked (16)
More from foreignlanguagescommittee
More from foreignlanguagescommittee (20)
Ecis presentation. Barbara Giegerich
- 1. IB LANGUAGE B HIGHER LEVEL Barbara Giegerich Berlin Brandenburg International School ECIS, November 22nd 2013 Course Design and Exam Preparation
- 2. OVERVIEW Designing a successful curriculum: integrating Past Papers into your chosen syllabus Rethinking Homework Practicing the Written Assignment with films Workstations for individual grammar review Getting them talking: Newspaper Dominoes
- 3. DESIGNING A CURRICULUM Core SL Communication and Media Global Issues Social Relationships 2 Options Cultural diversity Customs and traditions Health Leisure Science and technology HL Literature 2 works
- 4. PAPER 1 PREPARATION Past Papers are ready to use for many topics in your curriculum Paper 1 Aufgaben Mai 2010, Text A: Kurz und Schmerzlos (Fatih Akin Film) Mai 2004, Text A: Böse Erfahrungen beim Betteln November 2008 Text C: Auszug aus „Die Vermessung der Welt“ von Daniel Kehlmann November 2006 Text A: Ausländer rein!
- 5. PAPER 1 PREPARATION Text 2: Sprachen lernen: Muss Sprachenlernen schwer sein? Richtig oder Falsch? (10) Kreuze für jede Aussage an, ob sie richtig oder falsch ist und Begründe deine Entscheidung mit Informationen aus dem Text. Richtig Falsch 1. Es schadet Kindern nicht, Bilingual aufzuwachsen. _________________________________________________________________________________________________________ 2. Wenn man Angst hat, kann man besser lernen. _________________________________________________________________________________________________________ 3. Einwanderer verbessern ihre Sprachkenntnisse langsamer am Anfang und schneller, nachdem sie mehrere Jahre im Land sind.
- 6. PAPER 2 PREPARATION Just as with Paper 1 it is helpful to search through past papers to find suitable, content related writing assignments for Paper 2. •November 2004: Sie haben neulich gelesen, dass mehrere Produkte, die der größte Supermarkt in Ihrer Stadt führt, genmanipuliert sind. Sie sind empört. Schreiben Sie einen Brief an Ihre lokale Zeitung, in dem Sie heftig dagegen protestieren. •May 2007: Schreiben Sie einen Aufsatz, der die Vor- und Nachteile genmanipulierter Lebensmittel darlegt. •May 2003: Viele Skandale haben kürzlich den Glauben an die Natürlichkeit unserer täglichen Lebensmittelversorgung erschüttert. Ist der Mensch noch in der Lage, sich ohne Hilfe der Technik gesund zu ernähren? Nehmen Sie in einem Aufsatz Stellung zum Thema: Gentechnik als Zukunft unserer Lebensmittelversorgung. Die Publikation der Aufsätze soll auf einem Kongress für Naturwissenschaftler erfolgen.
- 7. RETHINKING HOMEWORK Videos as homework: •http://www.youtube.com/user/MrWisse n2go •http://www.youtube.com/user/explainit y?feature=watch •ARD Mediathek and other current documentaries •Bundeszentrale für politische Bildung – especially the Jahresrückblick collection from 1945 - 2008
- 8. TRAINING FOR THE WRITTEN ASSIGNMENT Possible Tasks: A letter from Ulrike Meinhof to her husband A letter from a concerned citizen to the press Ulrike’s story if she had decided to leave the group and go back to her family An interview between a journalist and Andreas Baader.
- 9. INDIVIDUAL GRAMMAR REVIEW Students receive three cut up sentences about a picture or text they have read. Two are correct, one is false. Individual practice of grammar and vocabulary on sites like Quia.
- 11. LOOK WHO’S TALKING. . .
Editor's Notes
- Handouts:AGIS flyer (give copies to Marie, too) copies of PPTKursueberblickExam Prep Overview
- I chose all of my topics before the course began. This year, I revised the order and made a few changes, but overall, the topics are set. This allowed me to go through all of the past papers over the summer and pull out the texts that are directly connected to the units I teach. It was a lot of work, but well worth it. Students get continual practice with the different text types as they move through the syllabus. I give an odd Paper 1 here and there (18 minutes) and sometimes have students write three or four thematically linked Paper 1s as a mini mock exam. It’s great to have these as a sub plan! When putting together mock exams at the end of the semester, I usually pull from the collection of thematically linked texts that I haven’t used in class yet. I have a live document of these, where I always highlight the papers once I’ve used them.In the past, I’ve also given Standard Level Paper 1 exercises to struggling students for extra practice, or as homework. This year, I have so many other authentic texts and a very strong group, so I’ve stopped doing this.
- For units where we read a lot of original articles, I design a Paper 1 end of unit exam. The texts are longer and more challenging than the actual exam texts. As such, students are allowed to use all of their notes on the test. This has the added benefit of ensuring that they take good notes, keep vocabulary lists and revise the articles prior to the unit test.
- I did the same thing with Paper 2, though it was a bit easier. Beyond collecting thematically linked writing tasks, I created a list of literature related tasks to modify for the works we read in class. As a rule of thumb, I give at least two Paper 2 tasks per unit – one as homework and one that’s written in class under exam conditions.
- Initially borne out of necessity due to a nasty cold, I’ve begun didacticizing videos on a variety of topics. In the spirit of flipped lessons, I’ve started assigning these as homework. This works very well because it ensures that students get exposure to hearing the language outside of class and frees up time for them to discuss what they’ve seen in class. This has also allowed me to do a bit more grammar in class, where students tend to need more help. Also, no one really minds watching a video for homework.
- How to train for the WA without exhausting the literary works students will be able to choose from for the actual task: movies! They watch, knowing that they will write a WA. About halfway through the film, I ask them to choose the type of WA and write a rationale for it.
- Students peruse a variety of newspapers and/or magazines.They write down headlines they find interesting.They discuss these headlines in a small group and decide on 6-8 to use for the game.Students write these headlines on colorful sheets of paper.The game begins:A group lays down a headline and briefly summarizes the topic of the article.The next group chooses one of their headlines that they can connect to the previous one. They have to justify the connection somehow.If the majority of the other groups disagrees with the validity of the connection, the group can either choose another headline or pass.The group that has gotten rid of all of their headlines first wins.Tipps: Choosing some vague headlines that can be tailored to fit a variety of topics can be helpful. Bending the facts is allowed, the goal is to get them to talk.