Arts

Language B

Saint Andrew’s School

MYP:Level 1 Grade: 6

Course description for: Latin

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Course Description

The Latin 6 Enrichment curriculum will provide a general introduction to the nature of language, and will be designed for use with students across the spectrum of backgrounds and abilities. It will engage students in the following topics:

Derivatives- students will derive the meanings of English, words through Latin. Students will also have the opportunity to compare the Latin vocabulary words to those in their foreign language course in order to see the relationship and development of English and other languages from Latin. An example of this would be the word scribere- "to write" from which we get the words: transcribe, prescribe, scribble, script, describe.

English grammar and syntax as well as use of grammar in foreign language courses- students will be able to identify, use and understand: parts of speech such as: use of direct and indirect objects, adjectives, nouns verbs, prepositions and verb tenses.

Roman Culture- a study of Roman Culture will enable students to see the relevance of historical events and their influence on readings in English i.e.: mythology; English 7th grade thru a study of Greek and Roman Gods, Julius Caesar-8th grade- the Emperors of Rome, American History; ideas of democracy from ancient Greece and Rome, and Geography; the countries of the Roman Empire, Roman Sport; the ancient Olympic games, gladiators and chariot races.

This course is meant to spark the young language learners inquisitive nature about communication and culture in the world around us.

Fundamental Concepts

• Intercultural Awareness – Integral to this course is the understanding of other cultures and the impacts of language upon the people and their traditions. As students study Latin grammar and vocabulary they will study the cultures of the countries of the Roman Empire, and make connections as to how the Latin influence is still evident in these cultures today.

• Communication –Students are expected to demonstrate an understanding of how Romans communicated their ideas through grammar. This is an inflected language in which each work is given meaning not based on syntax yet on how it is written.

• Holistic or interdisciplinary approach – Language learning easily lends itself to an interdisciplinary/holistic approach. A study of Latin includes learning about Latin poets and writers, artists and musicians. Students also learn about ancient Roman and Greek history and its impact on most cultures of today’s western world. Students will learn that the contributions of people from ancient societies around the world have created the world in which they live today.

Areas of Interaction

• Approaches to Learning – While learning to learn, students will develop skills in: Organization- keeping a planner and a notebook, completing homework assignments in a timely manner, Communication- working in a group, expressing oneself in a way that others are able to understand, Reflection-Critically evaluating work, problem solving, Attitude- Keeping an open mind about the similarities and differences of countries around us.

• Community and Service – Students will develop an awareness of needs in the immediate and far reaching communities. An appreciation of differing lifestyles and the benefits of the relation of languages a in order to be a global member of society. Exposure to moral dilemmas found in the ancient world such as poverty and slavery will help students be more sensitive to these issues which are not unique to any one society, but to mankind.

• Environments – Appreciating the fact that the environment in which we live, physical, economic and social effects how we understand others and how we act and react in different life circumstances. The environment of ancient Rome will be the main unit of study.

•Health and Social Education – We must seek a balance between physical and mental health. Social norms such as diet and celebration of holidays of Latin countries are studied. A study of aqueducts and lead pipes raise the issue of clean drinking water and how it affects our health.

•Human Ingenuity – Recognizing mans creativity and impact on the world through a study of science, art and architecture, Roman Emperors and motivations behind individuals’ actions.

Methodologyand Teaching Strategies

MYP Aims and Objectives

The aim of the teaching and study of MYP language B are to encourage and enable students to:
• Enable the student to use language(s) effectively as a means of practical communication, providing a sound base of communication skills necessary for future study, work and leisure
• Enable the student to understand the nature of language and the process of total language learning, which comprises the integration of linguistic, cultural and social components
• Enable the student to develop an appreciation of a variety of literary and non‑literary texts
• Offer insight into the cultural characteristics of the communities where the language(s) is (are) spoken
• Encourage an awareness and understanding of the perspectives of people from other cultures
• Promote involvement with different communities, where relevant
• Provide access to varied sources of information
• Foster curiosity, a lifelong interest and enjoyment in language learning.

Objectives: At the end of the given year, students should be able to:

•communicate information, ideas and opinions.

•demonstrate comprehension of specific factual information and attitudes, expressed in simple spoken and written contexts where language is familiar.

•identify main ideas and supporting details with familiar language and draw conclusions from spoken and written texts where the language is familiar

•understand and appropriately use basic structures and vocabulary

•request and provide information in simple, familiar situations in both spoken and written contexts.

•engage in oral production in familiar situations using comprehensible pronunciation and intonation

•take part in formal and/or informal exchanges related to the areas of interaction and to cultural and international issues with age and topic specific guidance.

Saint Andrew's Content Objectives

Nouns adjectives and adverbs

1stand3rd person verbs

Singular vs. plural adjectives

Direct objects

Transitive and Intransitive verbs

Infinitives

Cases

Declensions

 

Methods of Assessment and MYP criteria:

Assessment model / prescribed tasks for Year 5 MYP:

Translation and comprehension of an unseen passage (criterion A)

Short answer response to a passage from a prepared text (criterion B)

A piece of work that describes some aspect of the classical world using sources (criterion C) for example a piece of work can be class work, homework, presentation, and project

Specifications to be included in assessment / course requirements:

A number of items of vocabulary

A prescribed list of accidence and syntax

Study of at least 2 texts from different authors, each of at least ____ (still to be determined)_______ lines.

 

MYP criteria:

Criterion A: Language

Students should be able to:

  • Understand and translate passages of the classical language
  • Recognize a range of vocabulary
  • Recognize and translate appropriately a range of accidence and syntax
  • Respond to questions on the stated and implied meaning in a passage
  • Recognize and explain English derivatives of the classical language

Criterion B: Literature

Students should be able to:

  • Understand and analyze the language, content, structure, meaning and significance of prepared texts
  • Identify and explain literary techniques appropriate to the culture and genre
  • Understand the cultural perspectives as revealed in the literature
  • Engage personally with the text to express an informed and independent response

Criterion C: Culture and Society

Students should be able to:

  • Engage critically and reflectively with the classical world through the process of inquiry
  • Organize ideas and arguments in a coherent manner
  • Understand how the classical language and society has shaped modern language and society

Saint Andrew’s School

MYP: Level 1

Course description for: Chinese

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Course Description

In a language arts curriculum, the goal is for students to use receptive and expressive language strategically, clearly, critically, and creatively in school or out of school. Students will develop language abilities through interactive experiences in reading, writing, listening and speaking.
Chinese Y1 is a course of beginning Mandarin Chinese that aims at developing basic communication skills and a knowledge of the Chinese language and culture. This course will begin with a focus on the Chinese phonetic system (aka “pinyin”): tones, rules of phonetic spelling, and pronunciation drills. Students learn to engage in basic conversations, how to read simple texts, and the elements of Chinese characters: stroke order, structure, the writing system, and calligraphic techniques. The class will include instruction in typing Chinese text using a word-processor.
The students will work on the projects that expose them to new ideas and culture, which in turn will bring them closer to the MYP student profile.

 

Fundamental Concepts

• Intercultural Awareness –

Language B Chinese enables students to establish links between subjects, cultures, and other areas of experience. The students use language B in a variety of situations pertaining to school life, home life, and in reference to all Chinese holidays throughout the year.

• Communication –

Language B Chinese includes the six areas of reading, writing, listening, speaking, observing, and representing. Communication will be essential in all students’ study of language B Chinese. Students will be able to understand, speak, and interpret both written and spoken language.

• Holistic or interdisciplinary approach –

Language B Chinese enables students to establish connection between subject, culture, communities and other areas of experience. The students use language B Chinese in variety situations throughout every facet of school life.

Areas of Interaction

• Approaches to Learning –

Learning to learn, i.e. recognizing patterns in verb conjugations, organizational skills, study skills, attitudes toward work, collaborative skills, communication skills, information literacy, reflection and feedback.

• Community and Service –

Community and service in language B encourages responsible citizenship as students deepen their knowledge and understanding of the world around them and specifically the Spanish speaking world. Students become aware of needs in the immediate and far-reaching communities and learn to take action, i.e. educating the student body about the value of learning a second language.

• Environments -

Appreciating and taking responsibility for our environments. This area of interaction stresses the importance of the interdependence between human beings and the world. It encourages students to develop positive and responsible attitudes, and to gain the motivation, skills and commitment to contribute to their environments.

•Health and Social Education –

Students will learn about seeking a balance between physical and mental health as well as learning to interact with people in our society, i.e. learning about celebrations in other cultures

•Human Ingenuity –

Recognizing man's/woman's creativity and his/her impact on the world, i.e. arts & architecture appreciation.

 

Methodologyand Teaching Strategies

• Audio, visual and video presentation of vocabulary and grammar in context.

•Communicative activities in class

•Reinforcement and practice of vocabulary and grammar in context through listening comprehension, teacher-student interactions, student-student interactions, reading comprehension.

• Reinforcement at home of vocabulary and grammar presented in class through homework activities in the textbook and workbooks as well as though interactive online activities through the textbook website.

• Oral and written presentations

• Formative and summative assessments

• Culture is presented through videos and reading comprehension materials

 

MYP Aims and Objectives

The aim of the teaching and study of MYP language B are to encourage and enable students to:
• Enable the student to use language(s) effectively as a means of practical communication, providing a sound base of communication skills necessary for future study, work and leisure
• Enable the student to understand the nature of language and the process of total language learning, which comprises the integration of linguistic, cultural and social components
• Enable the student to develop an appreciation of a variety of literary and non‑literary texts
• Offer insight into the cultural characteristics of the communities where the language(s) is (are) spoken
• Encourage an awareness and understanding of the perspectives of people from other cultures
• Promote involvement with different communities, where relevant
• Provide access to varied sources of information
• Foster curiosity, a lifelong interest and enjoyment in language learning.

Objectives: At the end of the given year, students should be able to:

•Communicate information, ideas and opinions.

•Demonstrate comprehension of specific factual information and attitudes, expressed in simple spoken and written contexts where language is familiar.

•Identify main ideas and supporting details with familiar language and draw conclusions from spoken and written texts where the language is familiar.

•Understand and appropriately use basic structures and vocabulary.

•Request and provide information in simple, familiar situations in both spoken and written contexts.

•Engage in oral production in familiar situations using comprehensible pronunciation and intonation.

•Take part in formal and/or informal exchanges related to the areas of interaction and to cultural and international issues with age and topic specific guidance.

Saint Andrew's Content Objectives

Pinyin System
Numbers, 0 to 999,999
Self Introduction
Family
Locale
Date and Time
Classroom items
Fruit and food
positive ability
weather
comparisons

 

Methods of Assessment and MYP Criteria:

Formative Assessment

A student’s grade will be achieved using a variety of formative assessments:
• Class participation
• Class work
• Homework assignments
• Teacher's observations
• Pronunciation effort

Summative Assessment

Assessment in the MYP aims to:
• Support and encourage student learning by providing feedback on the learning process.
• Promote positive student attitudes towards learning.
• Promote a deep understanding of content by supporting students in their inquiries set in real world contexts using the areas of interaction.
• Gather information from a variety of perspectives, using a range of tasks according to the needs of the subject and the nature of what is being assessed.
• Reflect the international –mindedness by allowing for assessments to be set in a variety of cultural contexts.

 

MYP criteria:

Criterion A: Oral Communication—message and interaction

To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the conversation?

To what extent can the student:

• Communicate information, ideas and opinions

• Respond and react to questions and ideas (familiar and spontaneous situations)

• Contribute to the conversation and engage actively

• Maintain a flow of ideas and a logical continuity in the conversation?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate genuine, spontaneous interaction.

Criterion B: Oral Communication—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Use clear pronunciation and/or intonation

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion C: Writing—message and organization

To what extent does the student show the ability to communicate, organize and support relevant ideas?

To what extent can the student:

• Provide information and ideas

• Develop ideas

• Use a format and structure appropriate to the task to organize the work?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to communicate ideas.

Criterion D: Writing—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures

• Show accuracy in spelling or writing of characters

• Write with a particular audience in mind?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion E: Reading Comprehension

To what extent does the student show the ability to comprehend a piece of writing in the target language?

To what extent can the student:

• Identify both stated and implied information

• Identify main ideas and supporting details

• Draw conclusions and recognize implied opinions and attitudes

• Identify aspects of format and style?

Tasks used to assess criterion E often include letters, advertisements, magazine and newspaper articles, prose, etc. The questions must address each level descriptor so that students have the opportunity to achieve all levels.

 

 


 

Saint Andrew’s School

MYP: Level 1

Course description for: Spanish-regular

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Course Description

Spanish Y 1 Regular is an introductory course in the Spanish Language and its culture which serves to prepare the students to be successful foreign language learners. The course aims to present vocabulary/structural/ grammatical patterns in an appropriate cultural context. Accurate pronunciation is modeled and reinforced through drill. Listening comprehension, speaking, reading and writing are integral components of the curriculum. Students practice grammar and communicative skills through readings, discussions and projects. Students practice grammar and communicative skills through activities geared to encompass different learning styles. The class is conducted primarily in Spanish with some clarifications made in English. Students must be active learners and participants in class.

 

Fundamental Concepts

• Intercultural Awareness –

Communication is the primary focus of a language B class and of language acquisition. Students will be able to understand, speak, and interpret written, visual and spoken language.

• Communication –

Students will learn about and gain an appreciation of Spanish and Latin American culture and the experience of those cultures within the United States.

• Holistic or interdisciplinary approach –

Students will be able to make connections with other disciplines and acquire information to develop insight into the nature of language and culture.

Areas of Interaction

• Approaches to Learning –

Learning to learn, i.e. recognizing patterns in verb conjugations, Organizational skills, Study skills, attitudes toward work, collaborative skills, communication skills, information literacy, reflection and feedback.

• Community and Service –

Community and service in language B encourages responsible citizenship as students deepen their knowledge and understanding of the world around them and specifically the Spanish speaking world. Students become aware of needs in the immediate and far-reaching communities and learn to take action, i.e. educating the student body about the value of learning a second language.

• Environments -

Appreciating and taking responsibility for our environments. This area of interaction stresses the importance of the interdependence between human beings and the world. It encourages students to develop positive and responsible attitudes, and to gain the motivation, skills and commitment to contribute to their environments.

•Health and Social Education –

Students will learn about seeking a balance between physical and mental health as well as learning to interact with people in our society, i.e. learning about celebrations in other cultures

•Human Ingenuity –

Recognizing man's/woman's creativity and his/her impact on the world, i.e. arts & architecture appreciation.

 

Methodologyand Teaching Strategies

• Audio, visual and video presentation of vocabulary and grammar in context.

•Communicative activities in class

•Reinforcement and practice of vocabulary and grammar in context through listening comprehension, teacher-student interactions, student-student interactions, reading comprehension.

• Reinforcement at home of vocabulary and grammar presented in class through homework activities in the textbook and workbooks as well as though interactive online activities through the textbook website.

• Oral and written presentations

• Formative and summative assessments

• Culture is presented through videos and reading comprehension materials

 

MYP Aims and Objectives

The aim of the teaching and study of MYP language B are to encourage and enable students to:
• Enable the student to use language(s) effectively as a means of practical communication, providing a sound base of communication skills necessary for future study, work and leisure
• Enable the student to understand the nature of language and the process of total language learning, which comprises the integration of linguistic, cultural and social components
• Enable the student to develop an appreciation of a variety of literary and non‑literary texts
• Offer insight into the cultural characteristics of the communities where the language(s) is (are) spoken
• Encourage an awareness and understanding of the perspectives of people from other cultures
• Promote involvement with different communities, where relevant
• Provide access to varied sources of information
• Foster curiosity, a lifelong interest and enjoyment in language learning.

Objectives: At the end of the given year, students should be able to:

•Communicate information, ideas and opinions.

•Demonstrate comprehension of specific factual information and attitudes, expressed in simple spoken and written contexts where language is familiar.

•Identify main ideas and supporting details with familiar language and draw conclusions from spoken and written texts where the language is familiar.

•Understand and appropriately use basic structures and vocabulary.

•Request and provide information in simple, familiar situations in both spoken and written contexts.

•Engage in oral production in familiar situations using comprehensible pronunciation and intonation.

•Take part in formal and/or informal exchanges related to the areas of interaction and to cultural and international issues with age and topic specific guidance.

Saint Andrew's Content Objectives

Vocabulario

Alphabet

Numbers 0 to 1,000

Cognates

Geography of Latin America

Greetings/Farewells

Expressions of courtesy: Telling name, age, origin, nationality

Calendar: Days, months, date, seasons

Weather

Telling time

Descriptive adjectives

Personality traits

Physical descriptions

Leisure activities

School schedules and subjects

School supplies

School and Classroom activities

Foods and beverages

Preferences – likes and dislikes

Health and exercise choices

The Family

Places in the community

Invitations: extend, accept,decline

Estructura

Articles – definite and indefinite

Nouns

Singular and plural – masculine and feminine

Word order

Descriptive adjectives

Possessive adjectives

Adjective agreement

Subject pronouns

Verbs – infinitives

Verbs – regular conjugation of:

-AR Verbs

-ER Verbs

-IR Verbs

Present tense

Future tense (Ir + a + infinitive)

Formal and Informal address (Tú y Usted)

The verb Tener

Expressions with Tener

The verb Ser

The verb Estar

Differences between Ser and Estar

The Verb Jugar

Negative

Verbs/expressions with infinitives

Usage of verbs Gustar, Encantar, Quedar

Interrogatives

Adverbs of frequency

Prepositions of location

Using the article with titles when talking about someone

Muy and mucho

 

Methods of Assessment and MYP criteria:

 

Formative Assessment

Class participation

Teacher observation

Pronunciation effort

Class work

Homework

 

Summative Assessment

Quizzes

Chapter Tests

Unit Tests

Oral Presentations

Written Projects

 

MYP criteria:

Criterion A: Oral Communication—message and interaction

To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the conversation?

To what extent can the student:

• Communicate information, ideas and opinions

• Respond and react to questions and ideas (familiar and spontaneous situations)

• Contribute to the conversation and engage actively

• Maintain a flow of ideas and a logical continuity in the conversation?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate genuine, spontaneous interaction.

Criterion B: Oral Communication—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Use clear pronunciation and/or intonation

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion C: Writing—message and organization

To what extent does the student show the ability to communicate, organize and support relevant ideas?

To what extent can the student:

• Provide information and ideas

• Develop ideas

• Use a format and structure appropriate to the task to organize the work?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to communicate ideas.

Criterion D: Writing—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures

• Show accuracy in spelling or writing of characters

• Write with a particular audience in mind?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion E: Reading Comprehension

To what extent does the student show the ability to comprehend a piece of writing in the target language?

To what extent can the student:

• Identify both stated and implied information

• Identify main ideas and supporting details

• Draw conclusions and recognize implied opinions and attitudes

• Identify aspects of format and style?;

Tasks used to assess criterion E often include letters, advertisements, magazine and newspaper articles, prose, etc. The questions must address each level descriptor so that students have the opportunity to achieve all levels.

 

Saint Andrew’s School

MYP:Level 1Grade: 6

Course description for: French

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Course Description

The ability to speak in a second language is an essential skill that will prepare students to be effective communicators in a global context. The Y1 French course helps students achieve this goal by teaching them skills in speaking, listening, reading, writing, viewing and nonverbal communication. Units of study include concepts such as: meeting and greeting people, ordering in a French cafe, school in France, and sports and activities. Grammatical concepts include basic concepts such as the conjugation of “er” verbs, the irregular verbs “avoir” and “faire”, adjective agreement and prepositions. Students will be exposed to French culture through a study of cities in France.

Fundamental Concepts

• Intercultural Awareness –

Integral to this course is the understanding of other cultures and the impacts of language upon the people and their traditions. As students study French grammar and vocabulary they will study the cultures of the francophone countries where this language is being used.

• Communication –

The student is expected to communicate ideas, interact, and maintain the flow of conversation related to the unit of study. For example, students will reenact a restaurant scene when learning about food.

• Holistic or interdisciplinary approach –

Language learning easily lends itself to an interdisciplinary/holistic approach. A study of French includes learning about French poets and writers, artists and musicians. Students also learn about French history and its impact the French culture. Many French scientists such as Marie Curie and Louis Pasteur have initiated the progression of biological research in the 20th century. Students will learn that the contributions of people from all around the world have created the world in which they live today.

 

Areas of Interaction

• Approaches to Learning –

While learning to learn, students will develop skills in: Organization- keeping a planner and a notebook, completing homework assignments in a timely manner, Communication- working in a group, expressing oneself in a way that others are able to understand, Reflection-Critically evaluating work, problem solving, Attitude- Keeping an open mind about the similarities and differences of countries around us.

• Community and Service –

Students will develop an awareness of needs in the immediate and far reaching communities. An appreciation of differing lifestyles and the benefits of speaking another language in order to be a global member of society. Country projects- PowerPoint presentations on Francophone countries.

• Environments –

Appreciating the fact that the environment in which we live, physical, economic and social effects how we understand others and how we act and react in different life circumstances. The environment of Quebec will be the main unit of study.

•Health and Social Education –

We must seek a balance between physical and mental health. Social norms such as diet and celebration of holidays of French speaking countries are studied. Parts of the body and sports activities as related to health issues.

•Human Ingenuity –

Recognizing mans creativity and impact on the world through a study of science, art and architecture. TV5 monde, French leaders, motivations behind individuals’ actions.

Methodologyand Teaching Strategies

This course is based on the scope and sequence outline of the ACTFL proficiency guidelines. It is a program which begins with a study of the family unit, and ends with a unit on the community around us. The methods of instruction include direct teaching, group work, writing assignments, reading, listening to recorded conversations and songs, power point presentations and classroom discussions.

MYP Aims and Objectives

The aim of the teaching and study of MYP language B are to encourage and enable students to:
• Enable the student to use language(s) effectively as a means of practical communication, providing a sound base of communication skills necessary for future study, work and leisure
• Enable the student to understand the nature of language and the process of total language learning, which comprises the integration of linguistic, cultural and social components
• Enable the student to develop an appreciation of a variety of literary and non‑literary texts
• Offer insight into the cultural characteristics of the communities where the language(s) is (are) spoken
• Encourage an awareness and understanding of the perspectives of people from other cultures
• Promote involvement with different communities, where relevant
• Provide access to varied sources of information
• Foster curiosity, a lifelong interest and enjoyment in language learning.

Objectives: At the end of the given year, students should be able to:

•communicate information, ideas and opinions.

•demonstrate comprehension of specific factual information and attitudes, expressed in simple spoken and written contexts where language is familiar.

•identify main ideas and supporting details with familiar language and draw conclusions from spoken and written texts where the language is familiar

•understand and appropriately use basic structures and vocabulary

•request and provide information in simple, familiar situations in both spoken and written contexts.

•engage in oral production in familiar situations using comprehensible pronunciation and intonation

•take part in formal and/or informal exchanges related to the areas of interaction and to cultural and international issues with age and topic specific guidance.

Saint Andrew's Content Objectives

Communicate: information, ideas, and opinions in spoken and written contexts in the target language. Demonstrate: Comprehension of information and attitudes expressed in spoken and written contexts. Identify: main ideas and supporting details. Draw conclusions from spoken and written texts. Understand and appropriately use structures and vocabulary. Engage actively in oral production using comprehensible pronunciation and intonation. Participate in formal and informal communications relating to the Area of Interaction and International issues.

Methods of Assessment and MYP criteria:

Formative Assessment

Class participation, Quizzes, tests and projects, class work and homework.

Summative Assessment

In year one, the student must be able to hold a one minute conversation relating to themes previously studied. The student must be able to write a text of a minimum of 75 words within the allotted time. The student must be able to make connections, understand the main idea, respond to open and closed questions and sequence the plot from a text of 250 words.

MYP criteria:

Criterion A: Oral Communication—message and interaction

To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the conversation?

To what extent can the student:

• Communicate information, ideas and opinions

• Respond and react to questions and ideas (familiar and spontaneous situations)

• Contribute to the conversation and engage actively

• Maintain a flow of ideas and a logical continuity in the conversation?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate genuine, spontaneous interaction.

Criterion B: Oral Communication—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Use clear pronunciation and/or intonation

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion C: Writing—message and organization

To what extent does the student show the ability to communicate, organize and support relevant ideas?

To what extent can the student:

• Provide information and ideas

• Develop ideas

• Use a format and structure appropriate to the task to organize the work?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to communicate ideas.

Criterion D: Writing—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures

• Show accuracy in spelling or writing of characters

• Write with a particular audience in mind?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion E: Reading Comprehension

To what extent does the student show the ability to comprehend a piece of writing in the target language?

To what extent can the student:

• Identify both stated and implied information

• Identify main ideas and supporting details

• Draw conclusions and recognize implied opinions and attitudes

• Identify aspects of format and style?

Tasks used to assess criterion E often include letters, advertisements, magazine and newspaper articles, prose, etc. The questions must address each level descriptor so that students have the opportunity to achieve all levels.


Saint Andrew’s School

MYP:Level 1 Grade: 6

Course description for: Spanish Year 1 Accelerated

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Course Description

Spanish Year 1 Accelerated is an introductory course in language and culture which serves to prepare the students to be successful as a modern language learner. The course aims to present basic structural and grammatical patterns and vocabulary in an appropriate cultural context and to achieve a basic level of proficiency. Accurate pronunciation is modeled and reinforced through drills. Listening comprehension, speaking, writing and reading comprehension are an integral part of the curriculum. Students learn culture through a variety of readings, discussions and research. The conversational aspects of the language are emphasized through a variety of oral classroom activities and students are encouraged to practice outside of the classroom. The class is conducted primarily in Spanish with some clarifications made in English. All students must be active learners and participants in the class.

 

Fundamental Concepts

• Intercultural Awareness –

Communication is the primary focus of a language B class and of language acquisition. Students will be able to understand, speak, and interpret written, visual and spoken language.

• Communication –

Students will learn about and gain an appreciation of Spanish and Latin American culture and the experience of those cultures within the United States.

• Holistic or interdisciplinary approach –

Students will be able to make connections with other disciplines and acquire information to develop insight into the nature of language and culture.

Areas of Interaction

• Approaches to Learning –

Learning to learn, i.e. recognizing patterns in verb conjugations, Organizational skills, Study skills, attitudes toward work, collaborative skills, communication skills, information literacy, reflection and feedback.

• Community and Service –

Community and service in language B encourages responsible citizenship as students deepen their knowledge and understanding of the world around them and specifically the Spanish speaking world. Students become aware of needs in the immediate and far-reaching communities and learn to take action, i.e. educating the student body about the value of learning a second language.

• Environments -

Appreciating and taking responsibility for our environments. This area of interaction stresses the importance of the interdependence between human beings and the world. It encourages students to develop positive and responsible attitudes, and to gain the motivation, skills and commitment to contribute to their environments.

•Health and Social Education –

Students will learn about seeking a balance between physical and mental health as well as learning to interact with people in our society, i.e. learning about celebrations in other cultures

•Human Ingenuity –

Recognizing man's/woman's creativity and his/her impact on the world, i.e. arts & architecture appreciation.

 

Methodologyand Teaching Strategies

• Audio, visual and video presentation of vocabulary and grammar in context.

•Communicative activities in class

•Reinforcement and practice of vocabulary and grammar in context through listening comprehension, teacher-student interactions, student-student interactions, reading comprehension.

• Reinforcement at home of vocabulary and grammar presented in class through homework activities in the textbook and workbooks as well as though interactive online activities through the textbook website.

• Oral and written presentations

• Formative and summative assessments

• Culture is presented through videos and reading comprehension materials

MYP Aims and Objectives

The aim of the teaching and study of MYP language B are to encourage and enable students to:
• Enable the student to use language(s) effectively as a means of practical communication, providing a sound base of communication skills necessary for future study, work and leisure
• Enable the student to understand the nature of language and the process of total language learning, which comprises the integration of linguistic, cultural and social components
• Enable the student to develop an appreciation of a variety of literary and non‑literary texts
• Offer insight into the cultural characteristics of the communities where the language(s) is (are) spoken
• Encourage an awareness and understanding of the perspectives of people from other cultures
• Promote involvement with different communities, where relevant
• Provide access to varied sources of information
• Foster curiosity, a lifelong interest and enjoyment in language learning.

Objectives: At the end of the given year, students should be able to:

•Communicate information, ideas and opinions.

•Demonstrate comprehension of specific factual information and attitudes, expressed in simple spoken and written contexts where language is familiar.

•Identify main ideas and supporting details with familiar language and draw conclusions from spoken and written texts where the language is familiar

•Understand and appropriately use basic structures and vocabulary

•Request and provide information in simple, familiar situations in both spoken and written contexts.

•Engage in oral production in familiar situations using comprehensible pronunciation and intonation

•Take part in formal and/or informal exchanges related to the areas of interaction and to cultural and international issues with age and topic specific guidance.

Saint Andrew's Content Objectives

Vocabulario

Alphabet

Numbers 0 to 1,000

Cognates

Geography of Latin America

Greetings/Farewells;

Expressions of courtesy: Telling name, age, origin, nationality

Calendar: Days, months, date, seasons

Weather

Telling time

Descriptive adjectives

Personality traits

Physical descriptions

Leisure activities

School schedules and subjects

School supplies

School and Classroom activities

Foods and beverages

Preferences – likes and dislikes

Health and exercise choices

The Family

Places in the community

Invitations: extend, accept, decline

Estructura

Articles – definite and indefinite

Nouns

Singular and plural – masculine and feminine

Word order

Descriptive adjectives

Possessive adjectives

Adjective agreement

Subject pronouns

Verbs – infinitives

Verbs – regular conjugation of:

-AR Verbs

-ER Verbs

-IR Verbs

Present tense

Future tense (Ir + a + infinitive)

Formal and Informal address (Tú y Usted)

The verb Tener

Expressions with Tener

The verb Ser

The verb Estar

Differences between Ser and Estar

The Verb Jugar

Negative

Verbs/expressions with infinitives

Usage of verbs Gustar, Encantar, Quedar

Interrogatives

Adverbs of frequency

Prepositions of location

Using the article with titles when talking about someone

Muy and mucho

 

Methods of Assessment and MYP criteria:

Formative Assessment

Class participation

Teacher observation

Pronunciation effort

Class work

Homework

Summative Assessment

Quizzes

Chapter Tests

Unit Tests

Oral Presentations

Written Projects

 

MYP criteria:

Criterion A: Oral Communication—message and interaction

To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the conversation?

To what extent can the student:

• communicate information, ideas and opinions

• respond and react to questions and ideas (familiar and spontaneous situations)

• contribute to the conversation and engage actively

• maintain a flow of ideas and a logical continuity in the conversation

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate genuine, spontaneous interaction.

Criterion B: Oral Communication—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• use clear pronunciation and/or intonation

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion C: Writing—message and organization

To what extent does the student show the ability to communicate, organize and support relevant ideas?

To what extent can the student:

• provide information and ideas

• develop ideas

• use a format and structure appropriate to the task to organize the work?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to communicate ideas.

Criterion D: Writing—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures

• show accuracy in spelling or writing of characters

• write with a particular audience in mind?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion E: Reading Comprehension

To what extent does the student show the ability to comprehend a piece of writing in the target language?

To what extent can the student:

• identify both stated and implied information

• identify main ideas and supporting details

• draw conclusions and recognize implied opinions and attitudes

• identify aspects of format and style?

Tasks used to assess criterion E often include letters, advertisements, magazine and newspaper articles, prose, etc. The questions must address each level descriptor so that students have the opportunity to achieve all levels.

 

Saint Andrew’s School

MYP: Level 2 Grade: 7

Course description for: Latin

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Course Description

The Latin 7 Enrichment curriculum will continue to expose students to the influence of the Latin language across all areas of the curriculum. It will be designed for use with students across the spectrum of backgrounds and abilities. Students will be engaged in the following topics:

· Derivatives- students will derive the meanings of English, words through Latin. Students will also have the opportunity to compare the Latin vocabulary words to those in their foreign language course in order to see the relationship and development of English and other languages from Latin. An example of this would be the word scribere- "to write" from which we get the words: transcribe, prescribe, scribble, script, describe.

· English grammar and syntax as well as use of grammar in foreign language courses- students will be able to identify, use and understand: parts of speech such as: use of direct and indirect objects, adjectives, nouns verbs, prepositions and verb tenses.

· Greek Culture- a study of Greek Culture will enable students to see the relevance of historical events and their influence on readings and studies throughout their middle and upper school years. Students will find Greek influence in English within mythology through a study of Greek and Roman Gods. They will explore Greek history including the fall of Troy and the wars of the Spartans as well as ideas of democracy from ancient Greece and Rome.

. In class we will recreate a Greek Symposium in which the students themselves will become Greek notables such as Socrates, Phidias, Plato and Homer.

This course is meant to spark the young language learners’ inquisitive nature about communication and culture in the world around us.

Fundamental Concepts

• Intercultural Awareness – Integral to this course is the understanding of other cultures and the impacts of language upon the people and their traditions. As students study Latin grammar and vocabulary they will study the cultures of the countries of the Roman Empire, and make connections as to how the Latin influence is still evident in these cultures today..

• Communication – Students are expected to demonstrate an understanding of how Romans communicated their ideas through grammar. This is an inflected language in which each work is given meaning not based on syntax yet on how it is written.

• Holistic or interdisciplinary approach –Language learning easily lends itself to an interdisciplinary/holistic approach. A study of Latin includes learning about Latin poets and writers, artists and musicians. Students also learn about ancient Roman and Greek history and its impact on most cultures of today’s western world. Students will learn that the contributions of people from ancient societies around the world have created the world in which they live today

 

Areas of Interaction

• Approaches to Learning – While learning to learn, students will develop skills in: Organization- keeping a planner and a notebook, completing homework assignments in a timely manner, Communication- working in a group, expressing oneself in a way that others are able to understand, Reflection-Critically evaluating work, problem solving, Attitude- Keeping an open mind about the similarities and differences of countries around us.

• Community and Service – Students will develop an awareness of needs in the immediate and far reaching communities. An appreciation of differing lifestyles and the benefits of the relation of languages a in order to be a global member of society. Exposure to moral dilemmas found in the ancient world such as poverty and slavery will help students be more sensitive to these issues which are not unique to any one society, but to mankind.

• Environments – Appreciating the fact that the environment in which we live, physical, economic and social effects how we understand others and how we act and react in different life circumstances. The environment of ancient Rome will be the main unit of study.

•Health and Social Education – We must seek a balance between physical and mental health. Social norms such as diet and celebration of holidays of Latin countries are studied. A study of aqueducts and lead pipes raise the issue of clean drinking water and how it affects our health.

•Human Ingenuity – Recognizing mans creativity and impact on the world through a study of science, art and architecture, Roman Emperors and motivations behind individuals’ actions.

 

MYP Aims and Objectives

The aim of the teaching and study of MYP language B are to encourage and enable students to:
• Enable the student to use language(s) effectively as a means of practical communication, providing a sound base of communication skills necessary for future study, work and leisure
• Enable the student to understand the nature of language and the process of total language learning, which comprises the integration of linguistic, cultural and social components
• Enable the student to develop an appreciation of a variety of literary and non‑literary texts
• Offer insight into the cultural characteristics of the communities where the language(s) is (are) spoken
• Encourage an awareness and understanding of the perspectives of people from other cultures
• Promote involvement with different communities, where relevant
• Provide access to varied sources of information
• Foster curiosity, a lifelong interest and enjoyment in language learning.

Objectives: At the end of the given year, students should be able to:

•Communicate information, ideas and opinions.

•Demonstrate comprehension of specific factual information and attitudes, expressed in simple spoken and written contexts where language is familiar.

•Identify main ideas and supporting details with familiar language and draw conclusions from spoken and written texts where the language is familiar

•Understand and appropriately use basic structures and vocabulary

•Request and provide information in simple, familiar situations in both spoken and written contexts.

•Engage in oral production in familiar situations using comprehensible pronunciation and intonation

•Take part in formal and/or informal exchanges related to the areas of interaction and to cultural and international issues with age and topic specific guidance.

Saint Andrew's Content Objectives

  • Read and translate modified texts from authors such as Horace and Catullus
  • Conjugate all four verb conjugations in the present and imperfect tense
  • Identify and use the nominative, genitive, accusative, ablative , vocative and dative cases
  • Research and understand the importance of ancient Greek and Roman history and its impact on modern civilizations

Methods of Assessment and MYP criteria:

This course is based on the scope and sequence outline of the National Classical League proficiency guidelines. It is a program which begins with a study of the vocabulary and derivatives, all cases in Latin, as well as verb conjugation, and ends with a unit on hydroponics as it relates to ancient and modern farming practices as well as Greek influence on modern society. The methods of instruction include direct teaching, group work, writing assignments, reading classical texts, listening to recorded conversations, power point presentations, various media tools, and classroom discussions.

 

Assessment model / prescribed tasks for Year 5 MYP:

Translation and comprehension of an unseen passage (criterion A)

Short answer response to a passage from a prepared text (criterion B)

A piece of work that describes some aspect of the classical world using sources (criterion C) for example a piece of work can be class work, homework, presentation, and project

Specifications to be included in assessment / course requirements:

A number of items of vocabulary

A prescribed list of accidence and syntax

Study of at least 2 texts from different authors

MYP criteria:

Criterion A: Language

Students should be able to:

  • Understand and translate passages of the classical language
  • Recognize a range of vocabulary
  • Recognize and translate appropriately a range of accidence and syntax
  • Respond to questions on the stated and implied meaning in a passage
  • Recognize and explain English derivatives of the classical language

Criterion B: Literature

Students should be able to:

  • Understand and analyze the language, content, structure, meaning and significance of prepared texts
  • Identify and explain literary techniques appropriate to the culture and genre
  • Understand the cultural perspectives as revealed in the literature
  • Engage personally with the text to express an informed and independent response

Criterion C: Culture and Society

Students should be able to:

  • Engage critically and reflectively with the classical world through the process of inquiry
  • Organize ideas and arguments in a coherent manner
  • Understand how the classical language and society has shaped modern language and society

 

 

Saint Andrew’s School

MYP:Level 2

Course description for: Spanish-regular

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Course Description

Spanish Y 1 Regular is an introductory course in the Spanish Language and its culture which serves to prepare the students to be successful foreign language learners. The course aims to present vocabulary/structural/ grammatical patterns in an appropriate cultural context. Accurate pronunciation is modeled and reinforced through drill. Listening comprehension, speaking, reading and writing are integral components of the curriculum. Students practice grammar and communicative skills through readings, discussions and projects. Students practice grammar and communicative skills through activities geared to encompass different learning styles. The class is conducted primarily in Spanish with some clarifications made in English. Students must be active learners and participants in class.

Fundamental Concepts

• Intercultural Awareness –

Communication is the primary focus of a language B class and of language acquisition. Students will be able to understand, speak, and interpret written, visual and spoken language.

• Communication –

Students will learn about and gain an appreciation of Spanish and Latin American culture and the experience of those cultures within the United States.

• Holistic or interdisciplinary approach –

Students will be able to make connections with other disciplines and acquire information to develop insight into the nature of language and culture.

Areas of Interaction

• Approaches to Learning –

Learning to learn, i.e. recognizing patterns in verb conjugations, Organizational skills, Study skills, attitudes toward work, collaborative skills, communication skills, information literacy, reflection and feedback.

• Community and Service –

Community and service in language B encourages responsible citizenship as students deepen their knowledge and understanding of the world around them and specifically the Spanish speaking world. Students become aware of needs in the immediate and far-reaching communities and learn to take action, i.e. educating the student body about the value of learning a second language.

• Environments -

Appreciating and taking responsibility for our environments. This area of interaction stresses the importance of the interdependence between human beings and the world. It encourages students to develop positive and responsible attitudes, and to gain the motivation, skills and commitment to contribute to their environments.

•Health and Social Education –

Students will learn about seeking a balance between physical and mental health as well as learning to interact with people in our society, i.e. learning about celebrations in other cultures

•Human Ingenuity –

Recognizing man's/woman's creativity and his/her impact on the world, i.e. arts & architecture appreciation.

 

Methodologyand Teaching Strategies

• Audio, visual and video presentation of vocabulary and grammar in context.

•Communicative activities in class

•Reinforcement and practice of vocabulary and grammar in context through listening comprehension, teacher-student interactions, student-student interactions, reading comprehension.

• Reinforcement at home of vocabulary and grammar presented in class through homework activities in the textbook and workbooks as well as though interactive online activities through the textbook website.

• Oral and written presentations

• Formative and summative assessments

• Culture is presented through videos and reading comprehension materials

MYP Aims and Objectives

The aim of the teaching and study of MYP language B are to encourage and enable students to:
• Enable the student to use language(s) effectively as a means of practical communication, providing a sound base of communication skills necessary for future study, work and leisure
• Enable the student to understand the nature of language and the process of total language learning, which comprises the integration of linguistic, cultural and social components
• Enable the student to develop an appreciation of a variety of literary and non‑literary texts
• Offer insight into the cultural characteristics of the communities where the language(s) is (are) spoken
• Encourage an awareness and understanding of the perspectives of people from other cultures
• Promote involvement with different communities, where relevant
• Provide access to varied sources of information
• Foster curiosity, a lifelong interest and enjoyment in language learning.

Objectives: At the end of the given year, students should be able to:

•Communicate information, ideas and opinions.

•Demonstrate comprehension of specific factual information and attitudes, expressed in simple spoken and written contexts where language is familiar.

•Identify main ideas and supporting details with familiar language and draw conclusions from spoken and written texts where the language is familiar.

•Understand and appropriately use basic structures and vocabulary.

•Request and provide information in simple, familiar situations in both spoken and written contexts.

•Engage in oral production in familiar situations using comprehensible pronunciation and intonation.

•Take part in formal and/or informal exchanges related to the areas of interaction and to cultural and international issues with age and topic specific guidance.

Saint Andrew's Content Objectives

Vocabulario

Shopping and Stores

Clothing

Colors

Modes of transportation

The bedroom

The house and chores

Vacation places

Restaurant and Table settings

Volunteer work

Protecting the environment

Entertainment: Movies, TV

Technology

Estructura

Articles – definite and indefinite

Nouns

Singular and plural – masculine and feminine

Word order

Descriptive adjectives

Possessive adjectives

Adjective agreement

Subject pronouns

Verbs – infinitives

Verbs – regular conjugation of:

-AR Verbs

-ER Verbs

-IR Verbs

Present tense

Future tense (Ir + a + infinitive)

Formal and Informal address (Tú y Usted)

The verb Tener

Expressions with Tener

The verb Ser

The verb Estar

Differences between Ser and Estar

The Verb Jugar

Negative

Verbs/expressions with infinitives

Usage of verbs Gustar, Encantar, Quedar

Interrogatives

Adverbs of frequency

Prepositions of location

Using the article with titles when talking about someone

Muy and mucho

Stem Changing Verbs (e-ie, o-ue, e-i)

Negative

Verbs/expressions with infinitives

Usage of verbs Gustar, Encantar, Quedar, Faltar, Aburrir, Interesar, Doler

Present Progressive tense – Present Continuous – the gerund

Preterite Tense of regular verbs

Preterite Tense of irregular verbs: -car, -gar, -zar

Preterite Tense of irregular verbs: ir/ser, hacer, dar

The expression acabar de + infinitive

Affirmative (Tú) commands

Interrogatives

Adverbs of frequency

Prepositions of location

Formation of adverbs

Comparatives

The Superlative

 

Methods of Assessment and MYP criteria:

Formative Assessment

Class participation

Teacher observation

Pronunciation effort

Class work

Homework

 

Summative Assessment

Quizzes

Chapter Tests

Unit Tests

Oral Presentations

Written Projects

 

MYP criteria:

Criterion A: Oral Communication—message and interaction

To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the conversation?

To what extent can the student:

• Communicate information, ideas and opinions

• Respond and react to questions and ideas (familiar and spontaneous situations)

• Contribute to the conversation and engage actively

• Maintain a flow of ideas and a logical continuity in the conversation?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate genuine, spontaneous interaction.

Criterion B: Oral Communication—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Use clear pronunciation and/or intonation

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion C: Writing—message and organization

To what extent does the student show the ability to communicate, organize and support relevant ideas?

To what extent can the student:

• Provide information and ideas

• Develop ideas

• Use a format and structure appropriate to the task to organize the work?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to communicate ideas.

Criterion D: Writing—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures

• Show accuracy in spelling or writing of characters

• Write with a particular audience in mind?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion E: Reading Comprehension

To what extent does the student show the ability to comprehend a piece of writing in the target language?

To what extent can the student:

• Identify both stated and implied information

• Identify main ideas and supporting details;

• Draw conclusions and recognize implied opinions and attitudes

• Identify aspects of format and style?

Tasks used to assess criterion E often include letters, advertisements, magazine and newspaper articles, prose, etc. The questions must address each level descriptor so that students have the opportunity to achieve all levels.

 


Saint Andrew’s School

MYP:Level 2 Grade: 7

Course description for: French

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Course Description

The ability to speak in a second language is an essential skill that will prepare students to be effective communicators in a global context. The Y2 French course helps students achieve this goal by teaching them skills in speaking, listening, reading, writing, viewing and nonverbal communication. Units of study include concepts such as: The family, speaking on the telephone, giving and asking for directions, speaking about activities and hobbies, travel and clothing. Grammar concepts include irregular verb conjugations, personal pronouns, possessive pronouns, adjective agreement and the use of prepositions. The culture and history of the countries of Tunisia, Martinique and Ivory Coast are woven into each unit.

 

Fundamental Concepts

• Intercultural Awareness –

Integral to this course is the understanding of other cultures and the impacts of language upon the people and their traditions. As students study French grammar and vocabulary they will study the cultures of the francophone countries where this language is being used.

• Communication –

The student is expected to communicate ideas, interact, and maintain the flow of conversation related to the unit of study. For example, students will reenact a restaurant scene when learning about food.

• Holistic or interdisciplinary approach –

Language learning easily lends itself to an interdisciplinary/holistic approach. A study of French includes learning about French poets and writers, artists and musicians. Students also learn about French history and its impact the French culture. Many French scientists such as Marie Curie and Louis Pasteur have initiated the progression of biological research in the 20th century. Students will learn that the contributions of people from all around the world have created the world in which they live today.

 

Areas of Interaction

• Approaches to Learning –

While learning to learn, students will develop skills in: Organization- keeping a planner and a notebook, completing homework assignments in a timely manner, Communication- working in a group, expressing oneself in a way that others are able to understand, Reflection-Critically evaluating work, problem solving, Attitude- Keeping an open mind about the similarities and differences of countries around us.

• Community and Service –

Students will develop an awareness of needs in the immediate and far reaching communities. An appreciation of differing lifestyles and the benefits of speaking another language in order to be a global member of society. The Peace Corp-letter exchange.

• Environments –

Appreciating the fact that the environment in which we live, physical, economic and social effects how we understand others and how we act and react in different life circumstances. Current World News issues will be discussed.

•Health and Social Education –

We must seek a balance between physical and mental health. Social norms such as diet and celebration of holidays of French speaking countries are studied. Healthy eating and eating habits of French vs. Americans.

•Human Ingenuity –

Recognizing mans creativity and impact on the world through a study of science, art and architecture. French Literature and History-WWII.

Methodologyand Teaching Strategies

This course is based on the scope and sequence outline of the ACTFL proficiency guidelines. It is a program which begins with a study of the family unit, and ends with a unit on the community around us. The methods of instruction include direct teaching, group work, writing assignments, reading, listening to recorded conversations and songs, power point presentations and classroom discussions. MYP Aims and Objectives

The aim of the teaching and study of MYP language B are to encourage and enable students to:
• Enable the student to use language(s) effectively as a means of practical communication, providing a sound base of communication skills necessary for future study, work and leisure
• Enable the student to understand the nature of language and the process of total language learning, which comprises the integration of linguistic, cultural and social components
• Enable the student to develop an appreciation of a variety of literary and non‑literary texts
• Offer insight into the cultural characteristics of the communities where the language(s) is (are) spoken
• Encourage an awareness and understanding of the perspectives of people from other cultures
• Promote involvement with different communities, where relevant
• Provide access to varied sources of information
• Foster curiosity, a lifelong interest and enjoyment in language learning.

Objectives: At the end of the given year, students should be able to:

•Communicate information, ideas and opinions.

•Demonstrate comprehension of specific factual information and attitudes, expressed in simple spoken and written contexts where language is familiar.

•Identify main ideas and supporting details with familiar language and draw conclusions from spoken and written texts where the language is familiar

•Understand and appropriately use basic structures and vocabulary

•Request and provide information in simple, familiar situations in both spoken and written contexts.

•Engage in oral production in familiar situations using comprehensible pronunciation and intonation

•Take part in formal and/or informal exchanges related to the areas of interaction and to cultural and international issues with age and topic specific guidance.

 

Saint Andrew's Content Objectives

Communicate: information, ideas, and opinions in spoken and written contexts in the target language. Demonstrate: Comprehension of information and attitudes expressed in spoken and written contexts. Identify: main ideas and supporting details. Draw conclusions from spoken and written texts. Understand and appropriately use structures and vocabulary. Engage actively in oral production using comprehensible pronunciation and intonation. Participate in formal and informal communications relating to the Area of Interaction and International issues.

Methods of Assessment and MYP criteria:

Formative Assessment

Class participation, Quizzes, tests and projects, class work and homework.

 

Summative Assessment

By year two, the student must be able to hold a two minute conversation relating to themes previously studied or the student must be able to play a role in a specific situation. The student must be able to write a text of a minimum of 100 words within the allotted time. The student must be able to make connections, understand the main idea, respond to open and closed questions and sequence the plot from a text of 250 to 500 words.

 

MYP criteria:

Criterion A: Oral Communication—message and interaction

To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the conversation?

To what extent can the student:

• Communicate information, ideas and opinions

• Respond and react to questions and ideas (familiar and spontaneous situations)

• Contribute to the conversation and engage actively

• Maintain a flow of ideas and a logical continuity in the conversation?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate genuine, spontaneous interaction.

Criterion B: Oral Communication—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Use clear pronunciation and/or intonation

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion C: Writing—message and organization

To what extent does the student show the ability to communicate, organize and support relevant ideas?

To what extent can the student:

• Provide information and ideas

• Develop ideas

• Use a format and structure appropriate to the task to organize the work?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to communicate ideas.

Criterion D: Writing—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures

• Show accuracy in spelling or writing of characters

• Write with a particular audience in mind?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion E: Reading Comprehension

To what extent does the student show the ability to comprehend a piece of writing in the target language?

To what extent can the student:

• Identify both stated and implied information

• Identify main ideas and supporting details

• Draw conclusions and recognize implied opinions and attitudes

• Identify aspects of format and style?

Tasks used to assess criterion E often include letters, advertisements, magazine and newspaper articles, prose, etc. The questions must address each level descriptor so that students have the opportunity to achieve all levels.

 


 

Saint Andrew’s School

MYP:Level 2 Grade: 7

Course description for: Chinese

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Course Description

In a language curriculum, the goal is for students to use receptive and expressive language strategically, clearly, critically, and creatively in school or out of school. Students will develop language abilities through interactive experiences in reading, writing, listening and speaking. Accurate pronunciation is modeled and reinforced through drill.
Chinese Y2 is a continuation of Chinese Y1, with the further development of the skills of basic Chinese. Grammar, speaking, reading, writing, and a study of Chinese culture are the main focus. The course will further develop the students understanding of Chinese pronunciation, the pinyin system, the Chinese character writing system, calligraphic techniques, and sentence composition. This course will also continue to enhance the student’s use of the computer as a learning tool for the study of Chinese. Students are expected to participate in all class activities. The class is conducted evenly divided in English and Chinese.
The students will work on projects and expose them to new ideas about the culture, which in turn will bring them closer to the MYP student profile. This course goes at a faster pace than Chinese Y1.

Fundamental Concepts

• Intercultural Awareness –

Language B Chinese enables students to establish links between subjects, cultures, and other areas of experience. The students use language B in a variety of situations pertaining to school life, home life, and in reference to all Chinese holidays throughout the year.

• Communication –

Language B Chinese includes the six areas of reading, writing, listening, speaking, observing, and representing. Communication will be essential in all students’ study of language B Chinese. Students will be able to understand, speak, and interpret both written and spoken language.

• Holistic or interdisciplinary approach –

Language B Chinese enables students to establish connection between subject, culture, communities and other areas of experience. The students use language B Chinese in variety situations throughout every facet of school life.

Areas of Interaction

• Approaches to Learning –

Learning to learn, i.e. recognizing patterns in verb conjugations, organizational skills, study skills, attitudes toward work, collaborative skills, communication skills, information literacy, reflection and feedback.

• Community and Service –

Community and service in language B encourages responsible citizenship as students deepen their knowledge and understanding of the world around them and specifically the Spanish speaking world. Students become aware of needs in the immediate and far-reaching communities and learn to take action, i.e. educating the student body about the value of learning a second language.

• Environments -

Appreciating and taking responsibility for our environments. This area of interaction stresses the importance of the interdependence between human beings and the world. It encourages students to develop positive and responsible attitudes, and to gain the motivation, skills and commitment to contribute to their environments.

•Health and Social Education –

Students will learn about seeking a balance between physical and mental health as well as learning to interact with people in our society, i.e. learning about celebrations in other cultures

•Human Ingenuity –

Recognizing man's/woman's creativity and his/her impact on the world, i.e. arts & architecture appreciation.

 

Methodologyand Teaching Strategies

• Audio, visual and video presentation of vocabulary and grammar in context.

•Communicative activities in class

•Reinforcement and practice of vocabulary and grammar in context through listening comprehension, teacher-student interactions, student-student interactions, reading comprehension.

• Reinforcement at home of vocabulary and grammar presented in class through homework activities in the textbook and workbooks as well as though interactive online activities through the textbook website.

• Oral and written presentations

• Formative and summative assessments

• Culture is presented through videos and reading comprehension materials

MYP Aims and Objectives

The aim of the teaching and study of MYP language B are to encourage and enable students to:
• Enable the student to use language(s) effectively as a means of practical communication, providing a sound base of communication skills necessary for future study, work and leisure
• Enable the student to understand the nature of language and the process of total language learning, which comprises the integration of linguistic, cultural and social components
• Enable the student to develop an appreciation of a variety of literary and non‑literary texts
• Offer insight into the cultural characteristics of the communities where the language(s) is (are) spoken
• Encourage an awareness and understanding of the perspectives of people from other cultures
• Promote involvement with different communities, where relevant
• Provide access to varied sources of information
• Foster curiosity, a lifelong interest and enjoyment in language learning.

Objectives: At the end of the given year, students should be able to:

•Communicate information, ideas and opinions.

•Demonstrate comprehension of specific factual information and attitudes, expressed in simple spoken and written contexts where language is familiar.

•Identify main ideas and supporting details with familiar language and draw conclusions from spoken and written texts where the language is familiar.

•Understand and appropriately use basic structures and vocabulary.

•Request and provide information in simple, familiar situations in both spoken and written contexts.

•Engage in oral production in familiar situations using comprehensible pronunciation and intonation.

•Take part in formal and/or informal exchanges related to the areas of interaction and to cultural and international issues with age and topic specific guidance.

Saint Andrew's Content Objectives

Color
Outfits
Facial Feature
Sports
Animals

Quantities measurement and descriptive words
Transportation
Directions
Cost analysis and discussion
Using “ to be able to”
Weather
Comparisons

 

Methods of Assessment and MYP criteria:

Formative Assessment

A student’s grade will be achieved using a variety of formative assessments:
• Class participation
• Class work
• Homework assignments
• Teacher's observations
• Pronunciation effort

 

Summative Assessment

Quizzes

Chapter Tests

Unit Tests

Oral Presentations

Written Projects

 

MYP criteria:

Criterion A: Oral Communication—message and interaction

To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the conversation?

To what extent can the student:

• Communicate information, ideas and opinions

• Respond and react to questions and ideas (familiar and spontaneous situations)

• Contribute to the conversation and engage actively

• Maintain a flow of ideas and a logical continuity in the conversation?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate genuine, spontaneous interaction.

Criterion B: Oral Communication—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Use clear pronunciation and/or intonation

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion C: Writing—message and organization

To what extent does the student show the ability to communicate, organize and support relevant ideas?

To what extent can the student:

• Provide information and ideas

• Develop ideas

• Use a format and structure appropriate to the task to organize the work?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to communicate ideas.

Criterion D: Writing—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures

• Show accuracy in spelling or writing of characters

• Write with a particular audience in mind?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion E: Reading Comprehension

To what extent does the student show the ability to comprehend a piece of writing in the target language?

To what extent can the student:

• Identify both stated and implied information

• Identify main ideas and supporting details

• Draw conclusions and recognize implied opinions and attitudes

• Identify aspects of format and style?

Tasks used to assess criterion E often include letters, advertisements, magazine and newspaper articles, prose, etc. The questions must address each level descriptor so that students have the opportunity to achieve all levels.

 


 

Saint Andrew’s School

MYP: Level 3 Grade: 8

Course description for: French

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Course Description

The ability to speak in a second language is an essential skill that will prepare students to be effective communicators in a global context. The Y3 French course helps students achieve this goal by teaching them skills in speaking, listening, reading, writing, viewing and nonverbal communication. Units of study include concepts such as: French literature-Les Misérables, French society today, French food, French castles and leisure time in France. Grammar concepts include the present, past, imperfect and future tenses, direct and indirect object pronouns, use of expressions with “avoir” and relative pronouns “qui” and “que”. The culture of North Africa, Mauritania, Haiti, and Martinique is woven into each lesson.

Fundamental Concepts

• Intercultural Awareness –

Integral to this course is the understanding of other cultures and the impacts of language upon the people and their traditions. As students study French grammar and vocabulary they will study the cultures of the francophone countries where this language is being used.

• Communication –

The student is expected to communicate ideas, interact, and maintain the flow of conversation related to the unit of study. For example, students will reenact a restaurant scene when learning about food.

• Holistic or interdisciplinary approach –

Language learning easily lends itself to an interdisciplinary/holistic approach. A study of French includes learning about French poets and writers, artists and musicians. Students also learn about French history and its impact the French culture. Many French scientists such as Marie Curie and Louis Pasteur have initiated the progression of biological research in the 20th century. Students will learn that the contributions of people from all around the world have created the world in which they live today.

 

Areas of Interaction

• Approaches to Learning –

While learning to learn, students will develop skills in: Organization- keeping a planner and a notebook, completing homework assignments in a timely manner, Communication- working in a group, expressing oneself in a way that others are able to understand, Reflection-Critically evaluating work, problem solving, Attitude- Keeping an open mind about the similarities and differences of countries around us.

• Community and Service –

Students will develop an awareness of needs in the immediate and far reaching communities. An appreciation of differing lifestyles and the benefits of speaking another language in order to be a global member of society. Students will create individual PowerPoint projects about French and American Philanthropists.

• Environments –

Appreciating the fact that the environment in which we live, physical, economic and social affects how we understand others and how we act and react in different life circumstances. Current World news issues will be studied. Guest speakers will educate students about issues of other countries.

•Health and Social Education –

We must seek a balance between physical and mental health. Social norms such as diet and celebration of holidays of French speaking countries are studied. Careers in Francophone countries will be highlighted.

•Human Ingenuity –

Recognizing mans creativity and impact on the world through a study of science, art and architecture. Francophone inventors and new innovations in technology will be studied.

 

Methodologyand Teaching Strategies

This course is based on the scope and sequence outline of the ACTFL proficiency guidelines. It is a program which begins with a study of the family unit, and ends with a unit on the community around us. The methods of instruction include direct teaching, group work, writing assignments, reading, listening to recorded conversations and songs, power point presentations and classroom discussions.

MYP Aims and Objectives

The aim of the teaching and study of MYP language B are to encourage and enable students to:
• Enable the student to use language(s) effectively as a means of practical communication, providing a sound base of communication skills necessary for future study, work and leisure
• Enable the student to understand the nature of language and the process of total language learning, which comprises the integration of linguistic, cultural and social components
• Enable the student to develop an appreciation of a variety of literary and non‑literary texts
• Offer insight into the cultural characteristics of the communities where the language(s) is (are) spoken
• Encourage an awareness and understanding of the perspectives of people from other cultures
• Promote involvement with different communities, where relevant
• Provide access to varied sources of information
• Foster curiosity, a lifelong interest and enjoyment in language learning.

Objectives: At the end of the given year, students should be able to:

•Communicate information, ideas and opinions.

•Demonstrate comprehension of specific factual information and attitudes, expressed in simple spoken and written contexts where language is familiar.

•Identify main ideas and supporting details with familiar language and draw conclusions from spoken and written texts where the language is familiar

•Understand and appropriately use basic structures and vocabulary

•Request and provide information in simple, familiar situations in both spoken and written contexts.

•Engage in oral production in familiar situations using comprehensible pronunciation and intonation

•Take part in formal and/or informal exchanges related to the areas of interaction and to cultural and international issues with age and topic specific guidance.

Saint Andrew's Content Objectives

Communicate: information, ideas, and opinions in spoken and written contexts in the target language. Demonstrate: Comprehension of information and attitudes expressed in spoken and written contexts. Identify: main ideas and supporting details. Draw conclusions from spoken and written texts. Understand and appropriately use structures and vocabulary. Engage actively in oral production using comprehensible pronunciation and intonation. Participate in formal and informal communications relating to the Area of Interaction and International issues.

 

Methods of Assessment and MYP criteria:

Formative Assessment

Class participation, quizzes, tests and projects, class work and homework.

Summative Assessment

By year three the student must be able to hold a two to three minute conversation relating to themes previously studied or the student must be able to play a role in a specific situation. The student must be able to write a text of a minimum of 100 to 150 words within the allotted time The student must be able to make connections, understand the main idea, respond to open and closed questions and sequence the plot from a text of 500 to 700 words.

 

MYP criteria:

Criterion A: Oral Communication—message and interaction

To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the conversation?

To what extent can the student:

• Communicate information, ideas and opinions

• Respond and react to questions and ideas (familiar and spontaneous situations)

• Contribute to the conversation and engage actively

• Maintain a flow of ideas and a logical continuity in the conversation?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate genuine, spontaneous interaction.

Criterion B: Oral Communication—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Use clear pronunciation and/or intonation

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion C: Writing—message and organization

To what extent does the student show the ability to communicate, organize and support relevant ideas?

To what extent can the student:

• Provide information and ideas

• Develop ideas

• Use a format and structure appropriate to the task to organize the work?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to communicate ideas.

Criterion D: Writing—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures

• Show accuracy in spelling or writing of characters

• Write with a particular audience in mind?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion E: Reading Comprehension

To what extent does the student show the ability to comprehend a piece of writing in the target language?

To what extent can the student:

• Identify both stated and implied information

• Identify main ideas and supporting details

• Draw conclusions and recognize implied opinions and attitudes

• Identify aspects of format and style?

Tasks used to assess criterion E often include letters, advertisements, magazine and newspaper articles, prose, etc. The questions must address each level descriptor so that students have the opportunity to achieve all levels.

 


Saint Andrew’s School

MYP:Level 3 Grade: 8

Course description for: Spanish II

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Course Description

Spanish II is a Spanish language and communication course that is the third year in the MYP sequence of Language B after students have successfully completed the Spanish Year 1 and Year 2 courses. It serves to prepare the students to be successful as a modern language learner. The course aims to build on basic structural and grammatical patterns and vocabulary in an appropriate cultural context and to achieve a basic level of proficiency. Accurate pronunciation is modeled and reinforced through drills. Listening comprehension, speaking, writing and reading comprehension are an integral part of the curriculum. Students learn culture through a variety of readings, discussions and research. The conversational aspects of the language are emphasized through a variety of oral classroom activities and students are encouraged to practice outside of the classroom. The class is conducted primarily in Spanish with some clarifications made in English. All students must be active learners and participants in the class.

Fundamental Concepts

• Intercultural Awareness –

Communication is the primary focus of a language B class and of language acquisition. Students will be able to understand, speak, and interpret written, visual and spoken language.

• Communication –

Students will learn about and gain an appreciation of Spanish and Latin American culture and the experience of those cultures within the United States.

• Holistic or interdisciplinary approach –

Students will be able to make connections with other disciplines and acquire information to develop insight into the nature of language and culture.

Areas of Interaction

• Approaches to Learning –

Learning to learn, i.e. recognizing patterns in verb conjugations, Organizational skills, Study skills, attitudes toward work, collaborative skills, communication skills, information literacy, reflection and feedback.

• Community and Service –

Community and service in language B encourages responsible citizenship as students deepen their knowledge and understanding of the world around them and specifically the Spanish speaking world. Students become aware of needs in the immediate and far-reaching communities and learn to take action, i.e. educating the student body about the value of learning a second language.

• Environments -

Appreciating and taking responsibility for our environments. This area of interaction stresses the importance of the interdependence between human beings and the world. It encourages students to develop positive and responsible attitudes, and to gain the motivation, skills and commitment to contribute to their environments.

•Health and Social Education –

Students will learn about seeking a balance between physical and mental health as well as learning to interact with people in our society, i.e. learning about celebrations in other cultures

•Human Ingenuity –

Recognizing man's/woman's creativity and his/her impact on the world, i.e. arts & architecture appreciation.

 

Methodology & Teaching Strategies

• Audio, visual and video presentation of vocabulary and grammar in context.

•Communicative activities in class

•Reinforcement and practice of vocabulary and grammar in context through listening comprehension, teacher-student interactions, student-student interactions, reading comprehension.

• Reinforcement at home of vocabulary and grammar presented in class through homework activities in the textbook and workbooks as well as though interactive online activities through the textbook website.

• Oral and written presentations

• Formative and summative assessments

• Culture is presented through videos and reading comprehension materials

MYP Aims and Objectives

Objectives: At the end of the given year, students should be able to:

•Communicate information, ideas and opinions.

•Demonstrate comprehension of specific factual information and attitudes, expressed in spoken and written contexts.

•Identify main ideas and supporting details and draw conclusions from spoken and written texts. •understand and appropriately use structures and vocabulary.

•Request and provide information in both spoken and written contexts.

•Engage actively in oral production using comprehensible pronunciation and intonation

•Take part in formal and informal exchanges related to the areas of interaction and to cultural and international issues.


Saint Andrew's Content Objectives

Intensive vocabulary and structure review from Spanish Year 1 and Spanish Year 2

New material to include:

Idiomatic Expressions

Additional school activities

School rules

Extracurricular activities

Daily routines

Affirmative and negative words

Saber vs. conocer

Ser vs. estar

Making comparisons

Hace + time expressions

Reflexive verbs

Methods of Assessment and MYP criteria:

Formative Assessment

Class participation

Teacher observation

Pronunciation effort

Class work

Homework

Summative Assessment

Quizzes

Chapter Tests

Unit Tests

Oral Presentations

Written Projects

 

MYP criteria:

Criterion A: Oral Communication—message and interaction

To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the conversation?

To what extent can the student:

• Communicate information, ideas and opinions

• Respond and react to questions and ideas (familiar and spontaneous situations)

• Contribute to the conversation and engage actively

• Maintain a flow of ideas and a logical continuity in the conversation?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate genuine, spontaneous interaction.

Criterion B: Oral Communication—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Use clear pronunciation and/or intonation

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion C: Writing—message and organization

To what extent does the student show the ability to communicate, organize and support relevant ideas?

To what extent can the student:

• Provide information and ideas

• Develop ideas

• Use a format and structure appropriate to the task to organize the work?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to communicate ideas.

Criterion D: Writing—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures

• Show accuracy in spelling or writing of characters

• Write with a particular audience in mind?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion E: Reading Comprehension

To what extent does the student show the ability to comprehend a piece of writing in the target language?

To what extent can the student:

• Identify both stated and implied information

• Identify main ideas and supporting details

• Draw conclusions and recognize implied opinions and attitudes

• Identify aspects of format and style?

Tasks used to assess criterion E often include letters, advertisements, magazine and newspaper articles, prose, etc. The questions must address each level descriptor so that students have the opportunity to achieve all levels.

 


Saint Andrew’s School

MYP:Level 3 Grade: 8

Course description for: Chinese

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Course Description

In a language curriculum, the goal is for students to use receptive and expressive language strategically, clearly, critically, and creatively in school or out of school. Students will develop language abilities through interactive experiences in reading, writing, listening and speaking. Accurate pronunciation is modeled and reinforced through drill.
Chinese Y3 is a continuation of Chinese Y2, with the further development of the skills of basic Chinese. Grammar, speaking, reading, writing, and a study of Chinese culture is the main focus. The course will further develop the students understanding of Chinese pronunciation, the pinyin system, the Chinese character writing system, calligraphic techniques, and sentence composition. This course will also continue to enhance the student’s use of the computer as a learning tool for the study of Chinese. Students are expected to participate in all class activities. This course is significantly more in depth and intense in comparison to Chinese Y1 and Chinese Y2. The course is conducted mainly in Chinese.
The students will work on projects and expose them to new ideas about the culture, which in turn will bring them closer to the MYP student profile.

Fundamental Concepts

• Intercultural Awareness –

Language B Chinese enables students to establish links between subjects, cultures, and other areas of experience. The students use language B in a variety of situations pertaining to school life, home life, and in reference to all Chinese holidays throughout the year.

• Communication –

Language B Chinese includes the six areas of reading, writing, listening, speaking, observing, and representing. Communication will be essential in all students’ study of language B Chinese. Students will be able to understand, speak, and interpret both written and spoken language.

• Holistic or interdisciplinary approach –

Language B Chinese enables students to establish connection between subject, culture, communities and other areas of experience. The students use language B Chinese in variety situations throughout every facet of school life.

Areas of Interaction

• Approaches to Learning –

Learning to learn, i.e. recognizing patterns in verb conjugations, organizational skills, study skills, attitudes toward work, collaborative skills, communication skills, information literacy, reflection and feedback.

• Community and Service –

Community and service in language B encourages responsible citizenship as students deepen their knowledge and understanding of the world around them and specifically the Spanish speaking world. Students become aware of needs in the immediate and far-reaching communities and learn to take action, i.e. educating the student body about the value of learning a second language.

• Environments -

Appreciating and taking responsibility for our environments. This area of interaction stresses the importance of the interdependence between human beings and the world. It encourages students to develop positive and responsible attitudes, and to gain the motivation, skills and commitment to contribute to their environments.

•Health and Social Education –

Students will learn about seeking a balance between physical and mental health as well as learning to interact with people in our society, i.e. learning about celebrations in other cultures

•Human Ingenuity –

Recognizing man's/woman's creativity and his/her impact on the world, i.e. arts & architecture appreciation.

 

Methodologyand Teaching Strategies

• Audio, visual and video presentation of vocabulary and grammar in context.

•Communicative activities in class

•Reinforcement and practice of vocabulary and grammar in context through listening comprehension, teacher-student interactions, student-student interactions, reading comprehension.

• Reinforcement at home of vocabulary and grammar presented in class through homework activities in the textbook and workbooks as well as though interactive online activities through the textbook website.

• Oral and written presentations

• Formative and summative assessments

• Culture is presented through videos and reading comprehension materials

MYP Aims and Objectives

The aim of the teaching and study of MYP language B are to encourage and enable students to:
• Enable the student to use language(s) effectively as a means of practical communication, providing a sound base of communication skills necessary for future study, work and leisure
• Enable the student to understand the nature of language and the process of total language learning, which comprises the integration of linguistic, cultural and social components
• Enable the student to develop an appreciation of a variety of literary and non‑literary texts
• Offer insight into the cultural characteristics of the communities where the language(s) is (are) spoken
• Encourage an awareness and understanding of the perspectives of people from other cultures
• Promote involvement with different communities, where relevant
• Provide access to varied sources of information
• Foster curiosity, a lifelong interest and enjoyment in language learning.

Objectives: At the end of the given year, students should be able to:

•Communicate information, ideas and opinions.

•Demonstrate comprehension of specific factual information and attitudes, expressed in spoken and written contexts.

•Identify main ideas and supporting details and draw conclusions from spoken and written texts. •understand and appropriately use structures and vocabulary.

•Request and provide information in both spoken and written contexts.

•Engage actively in oral production using comprehensible pronunciation and intonation

•Take part in formal and informal exchanges related to the areas of interaction and to cultural and international issues.

Saint Andrew's Content Objectives

Greeting (formal and informal)
Family member and occupations
Dates and time, invite someone for dinner, arrange dinner
Hobbies, asking friends out, set up weekend plans
Visiting friends, introduce friends, compliment, asking for beverages, describe places
Making appointment, phone etiquette, ask for a favor
Complimenting and comments
School life

 

Methods of Assessment and MYP criteria:

Formative Assessment

A student’s grade will be achieved using a variety of formative assessments:
• Class participation
• Class work
• Homework assignments
• Teacher's observations
• Pronunciation effort

Summative Assessment

Quizzes

Chapter Tests

Unit Tests

Oral Presentations

Written Projects

 

MYP criteria:

Criterion A: Oral Communication—message and interaction

To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the conversation?

To what extent can the student:

• Communicate information, ideas and opinions

• Respond and react to questions and ideas (familiar and spontaneous situations)

• Contribute to the conversation and engage actively

• Maintain a flow of ideas and a logical continuity in the conversation?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate genuine, spontaneous interaction.

Criterion B: Oral Communication—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Use clear pronunciation and/or intonation

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures?

Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, and presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion C: Writing—message and organization

To what extent does the student show the ability to communicate, organize and support relevant ideas?

To what extent can the student:

• Provide information and ideas

• Develop ideas

• Use a format and structure appropriate to the task to organize the work?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to communicate ideas.

Criterion D: Writing—language

To what extent does the student show the ability to use the language effectively and accurately?

To what extent can the student:

• Correctly use a range of vocabulary

• Correctly use a range of grammatical structures

• Show accuracy in spelling or writing of characters

• Write with a particular audience in mind?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Criterion E: Reading Comprehension

To what extent does the student show the ability to comprehend a piece of writing in the target language?

To what extent can the student:

• Identify both stated and implied information

• Identify main ideas and supporting details

• Draw conclusions and recognize implied opinions and attitudes

• Identify aspects of format and style?

Tasks used to assess criterion E often include letters, advertisements, magazine and newspaper articles, prose, etc. The questions must address each level descriptor so that students have the opportunity to achieve all levels.


© 2014 Saint Andrew's School | 3900 Jog Road | Boca Raton, Florida 33434 | P 561 210 2000 | F 561 210 2007 | Contact Us | Site Map  Terms and Conditions 
 
A non-profit, independent, co-educational school for Grades JK - 12, Saint Andrew's School is both a private day and boarding school located in Boca Raton, educating the best students from across Palm Beach County, Florida, the United States, and throughout the world in the Episcopal tradition.

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