IB课程介绍及大纲
INTERNATIONAL BACCALAUREATE ORGANIZATION
DIPLOMA PROGRAMME
Language B
For first examinations in 2004
Language B
February 2002
? International Baccalaureate Organization 2002 International Baccalaureate Organization
Route des Morillons 15
Grand-Saconnex
Geneva, SWITZERLAND
CH-1218
CONTENTS
INTRODUCTION1 GROUP 23 GROUP 2 AIMS7 NATURE OF LANGUAGE B8 LANGUAGE B OBJECTIVES9 SYLLABUS OUTLINE11 SYLLABUS DETAILS13 ASSESSMENT OUTLINE31 ASSESSMENT DETAILS33 ASSESSMENT CRITERIA: GENERAL41 ASSESSMENT CRITERIA HL43 ASSESSMENT CRITERIA SL53 LANGUAGE-SPECIFIC ANNEX63
INTRODUCTION
The International Baccalaureate Diploma Programme is a rigorous pre-university course of studies, leading to examinations, that meets the needs of highly motivated secondary school students between the ages of 16 and 19 years. Designed as a comprehensive two-year curriculum that allows its graduates to fulfill requirements of various national education systems, the Diploma Programme model is based on the pattern of no single country but incorporates the best elements of many. The Diploma Programme is available in English, French and Spanish.
The curriculum is displayed in the shape of a hexagon with six academic areas surrounding the core. Subjects are studied concurrently and students are exposed to the two great traditions of learning: the humanities and the sciences.
INTRODUCTION
Diploma Programme candidates are required to select one subject from each of the six subject groups. At least three and not more than four are taken at higher level (HL), the others at standard level (SL). Higher level courses represent 240 teaching hours; SL courses cover 150 hours. By arranging work in this fashion, students are able to explore some subjects in depth and some more broadly over the two-year period; this is a deliberate compromise between the early specialization preferred in some national systems and the breadth found in others.
Distribution requirements ensure that the science-orientated student is challenged to learn a foreign language and that the natural linguist becomes familiar with science laboratory procedures. While overall balance is maintained, flexibility in choosing higher level concentrations allows the student to pursue areas of personal interest and to meet special requirements for university entrance. Successful Diploma Programme candidates meet three requirements in addition to the six subjects. The interdisciplinary Theory of Knowledge (TOK) course is designed to develop a coherent approach to learning which transcends and unifies the academic areas and encourages appreciation of other cultural perspectives. The extended essay of some 4000 words offers the opportunity to investigate a topic of special interest and acquaints students with the independent research and writing skills expected at university. Participation in the creativity, action, service (CAS) requirement encourages students to be involved in creative pursuits, physical activities, and service projects in the local, national and international contexts.
For first examinations in 2004
GROUP 2
Group 2 consists of a broad spectrum of modern language courses and two classical languages: Latin and Classical Greek. The main emphasis of the modern language courses is on language acquisition and usage, from the comparatively elementary, practical usage at ab initio level to the sophisticated usage of the near-native (or bilingual) speaker who is studying a language A2. In between are the language B courses.
Each group 2 course is offered in a number of languages, which are listed on IBNET. Within each language course the syllabus and assessment details are common to all the available languages and are closely comparable in the demands that they make on students. With the exception of classical languages, the assessment is conducted in the language studied.
Modern Languages
The study of a modern language entails acquiring a language system and applying it in four active and interrelated ways: through listening, speaking, reading and writing. These four skills involve exchanging ideas and effective communication. Effective communication, in turn, involves the intellectual process of understanding how ideas can best be expressed to the audience concerned. Understanding ideas, and expressing them clearly and convincingly, demands an awareness of the cultural characteristics of the audience.
The study of a modern language, at any level, should enable students to use it spontaneously and appropriately in unfamiliar as well as in familiar circumstances. Each of the group 2 modern language courses is generally set in different communicative and interactive situations, thus reflecting the different expectations of language proficiency. The situations hypothesized at ab initio level are, of necessity, more mundane and everyday than their relatively sophisticated equivalents in a language A2. At ab initio there is an emphasis on practical utility; the domains covered by language B range from the practical and social, to the expressive and intellectual; while at A2 the student explores the subtleties of the language in a wide variety of contexts, including literature. For example, the ab initio student should be able to give clear directions to someone looking for the beach, and understand the information in a tourist brochure. The language A2 student, on the other hand, should be able to describe in detail the beauty of the waves, and critically analyse the misleading use of language in the brochure.
It is essential that Diploma Programme coordinators and teachers ensure that students are following the course that is most suited to their present and future needs and that will provide them with an appropriate academic challenge. The degree to which students are already competent in the language, and the degree of proficiency they wish to attain by the end of the period of study, are the most important factors in identifying the appropriate placement point on the spectrum of modern language courses available. Appropriate placement is the responsibility of teachers and coordinators, not the IBO.
GROUP 2
If students are not adequately challenged by their choice of group 2 course they will have been denied an educational opportunity. If, for example, they have been advised to pursue an ab initio course when a language B would have been more appropriate, or a language B when an A2 would have been ideal, then they will have been, in effect, advised to seek the most expedient way to amass points, in an educationally sterile fashion. Students should be encouraged to pursue a course that is rigorous and worthwhile, and that will stand them in good stead for their tertiary studies and/or careers. University admissions officers will be aware of the hierarchy of linguistic proficiency signified by the different courses.
Language Ab Initio
The language ab initio courses are language learning courses for beginners, designed to
be followed over two years by students who have no previous experience of learning
the target language. The main focus of the courses is on the acquisition of language
required for purposes and situations usual in everyday social interaction. Language ab
initio courses are only available at standard level.
Language ab initio courses aim to develop a variety of linguistic skills, and a basic
awareness of the culture(s) using the language, through the study of a core syllabus and
language-specific syllabuses.
Language B
Mostly available at both higher and standard levels, the language B courses occupy the
middle ground of the group 2 modern languages spectrum and are language learning
courses for students with some previous experience of learning the target language. The
main focus of these courses is on language acquisition and the development of skills
considerably beyond those expected of an ab initio candidate, up to a fairly sophisticated
degree at higher level.
Language B courses give students the opportunity to reach a high degree of competence in
a language and explore the culture(s) using the language. The range of purposes and
situations for which and in which the language is used extends well beyond those at ab
initio, to the domains of work, social relationships, and the discussion of abstract ideas, for
example. The types of language needed for these purposes and situations are more refined.
Language A2
The language A2 courses, at the upper end of the spectrum, are designed for students
with an already high level of competence in the target language. Language A2 courses
are based firmly on the study of both language and literature. The main focus of these
courses is on the reinforcement and refinement of language skills, as distinct from
language acquisition. Students will also be given the opportunity to explore the culture(s)
of the language, and to make connections between other languages and cultures with
which they are familiar. They will thus be able to use the language for purposes and in
situations involving sophisticated discussion, argument and debate. The language A2
courses are available at both higher level and standard level.
GROUP 2
Classical Languages
The classical languages courses introduce students to the languages, literatures and cultures of ancient Greece and Rome. These ancient civilizations have played a vital part in shaping many modern societies and cultures. The languages themselves are versatile and finely structured, and have had a major influence on the development of most modern European languages. The two rich and varied literatures of Greece and Rome have left their mark on almost every genre of modern writing, both within Europe and far beyond. They give enormously important insights into the cultures that produced them, and offer a bridge between the contemporary world and the often alien, but always fascinating, civilizations of antiquity.
The courses also involve studying the historical development and wider cultural achievements of the Greeks and Romans, whose political, religious and legal principles still inform the thinking of many peoples around the world. They may also encompass an examination of past technological and artistic achievements, which remain an inspiration for artists, architects and engineers across the world. It is hoped that in the future it may also be possible to introduce courses in other classical languages such as Sanskrit, Arabic and Hebrew, which have all made parallel contributions of incalculable importance to modern societies.
In all the classical languages it is a fundamental principle that the surviving texts should be studied in the original language, and that linguistic skills should lie at the heart of the courses, since it is only through a visceral understanding of the workings of a language that true intellectual contact can be made with the peoples of the past. In order to broaden students’knowledge of classical literature, additional texts are set for study in translation, but the foundation remains linguistic. It is intended that through studying the classical languages in their cultural context, students will see that culture and language are symbiotic, and that they shape one another. At the same time, it is hoped that students will enjoy the intellectual challenge of these languages and appreciate as wide a range of texts and registers within them as possible. “The past is a foreign country; they do things differently there”: it is hoped that students will become appreciative, enthusiastic, and well-informed travellers in the classical past.
Target Students: Which Course?
Teachers and Diploma Programme coordinators should ensure that, as far as possible, students are following the course that is most suited to their needs and that will provide them with an appropriate academic challenge. The following table is intended as a general guide and broadly indicates which group 2 language courses are appropriate for which students. A particular course may be appropriate even if not all the criteria apply.
For further advice on the choice of courses please contact the languages section at IBCA. are for students who wish to study either Latin or Classical Greek as well as, or instead of, following one of the above courses.Classical languages HL & SL
is for a fluent language user who intends to study the language at
this level for a future career or to meet a Diploma Programme
requirement, and who:
?is a native or near-native speaker wishing to study a different
language as his or her language A1
?is a bilingual student (in reading or writing or both)
?lives in a country where the target language is spoken
?is taught other subjects in the target language.
Language A2 HL is for a fluent language user who may not intend continuing study
of the language beyond the Diploma Programme, and who:
?is a native or near-native speaker wishing to study a different
language as his or her language A1
?is an almost bilingual student (in reading or writing or both)
?lives in a country where the target language is spoken
?is taught other subjects in the target language.
Language A2 SL is for a language learner who intends to study the language at this
level for a future career, or to meet a Diploma Programme
requirement, and who:
?has 4 to 5 years experience of the target language
?is not taught other subjects in the target language
?is normally taught outside a country where the language is spoken.
Language B HL is for a language learner who may not intend continuing study of
the language beyond the Diploma Programme and who:
?has 2 to 5 years experience of the target language
?is not taught other subjects in the target language
?is normally taught outside a country where the language is spoken
?is a beginner or near-beginner who lives in a country where the
language is spoken.
Language B SL is for a beginner who:
?has little or no previous experience of the language
?is taught outside the country or countries where the language is
spoken.
Ab initio SL GROUP 2
GROUP 2 AIMS
Group 2 consists of a range of language courses accommodating the different levels of linguistic proficiency that students have already gained when they begin. There is a single set of group 2 aims, common to all the courses, but the objectives are differentiated according to what the candidates are expected to be able to demonstrate at the end of each course.
The aims of group 2 are to:
?enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes
?enable students to use the language appropriately
?encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures
?develop students’ awareness of the role of language in relation to other areas of knowledge ?provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of a language
?provide students with a basis for further study, work and leisure through language
?develop students’ awareness of the relationship between the languages and cultures with which they are familiar.
NATURE OF LANGUAGE B
Language B is a foreign language learning course designed for students with some previous experience of the language. It may be studied at either higher level or standard level. The main focus of the course is on language acquisition and development in the four primary language skills:listening, speaking, reading and writing. These language skills should be developed through the study and use of a range of written and spoken material . Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture(s) concerned. The material should be chosen to enable students to develop mastery of language skills. It should not be intended solely for the study of specific subject matter or content.
Although the nature of the language B course is the same for both higher level and standard level, the two levels differ in the number of types of texts that students are expected to write and, more generally, in the depth and breadth of the language used. These differences are reflected in the objectives and the assessment criteria.
At both higher level and standard level, a successful language B student should not only learn and assimilate basic language structures but should also be able to use the language in a range of situations and purposes for which and in which the language is used. These situations extend to the domains of work, social relationships and, at higher level, may include the discussion of abstract ideas. The range of texts and material that is used and the specific audiences who are addressed determine the type of language needed for these different situations and purposes. In short, the language B student learns the “rules of the game”—how to communicate effectively in a number of situations and within the culture(s) where the language is spoken.
In the context of language B the successful use of a language consists of demonstrating competence in three distinct but interrelated areas:
understanding ideas and how they are organized in order to
communicate them appropriately.
?message selecting language appropriate to a particular cultural and social context ?cultural interaction
handling the language system accurately (grammar, syntax, etc)?language
These three areas form the thread that runs through the entire course and that leads students from the “nature of language B”, through the description of the language skills to be acquired, to the assessment criteria.
During the course of study, and through the development of all language skills, students should be encouraged to develop confidence in the use of the language, sensitivity to the audience and an ability to communicate their ideas clearly.
LANGUAGE B OBJECTIVES
Higher Level
The bold text denotes the differences between higher level and standard level.
At the end of the language B course higher level candidates are expected to demonstrate an ability to:?communicate clearly and effectively in a wide range of situations
?understand and use accurately oral and written forms of the language that are essential for effective communication in a range of styles and situations
?understand and use a wide range of vocabulary
?select a register and style that are appropriate to the situation
?express ideas with general clarity and fluency
?structure arguments in a clear, coherent and convincing way
?understand and analyse moderately complex written and spoken material
?assess subtleties of the language in a wide range of forms, styles and registers
?show an awareness of, and sensitivity to, the culture(s) related to the language studied.
LANGUAGE B OBJECTIVES
Standard Level
The bold text denotes the differences between higher level and standard level.
At the end of the language B course standard level candidates are expected to demonstrate an ability to:?communicate clearly and effectively in a range of situations
?understand and use accurately oral and written forms of the language that are commonly encountered in a range of situations
?understand and use a range of vocabulary in common usage
?select a register that is generally appropriate to the situation
?express ideas with general clarity and some fluency
?structure arguments in a generally clear, coherent and convincing way
?understand and respond appropriately to written and spoken material of average difficulty ?assess some subtleties of the language in a range of forms, styles and registers
?show an awareness of, and sensitivity to, some elements of the culture(s) related to the language studied.
SYLLABUS OUTLINE
Higher Level (HL) and Standard Level (SL)
Language
The presentation, explanation and review of grammatical structures and vocabulary should be integrated into the course.The four primary language skills to be developed in an integrated way are:
?
listening ?speaking ?
reading ?writing.
The balance between these four language skills should be appropriate to the needs of the students, but none should be neglected.
Competence in each of the primary language skills will involve an understanding of three interrelated areas:
understanding ideas and how they are organized in order to
communicate them appropriately.
?message selecting language appropriate to a particular cultural and social context ?cultural interaction
handling the language system accurately (grammar, syntax, etc)?language
Texts
Language skills should be developed through the use of a wide range of texts or material,which should be selected in view of their communicative purpose.
Different types of texts that serve different communicative purposes.
Eight have been identified at SL and a further four at HL.Writing
Different types of texts that serve particular communicative purposes.
Texts at HL and SL differ in their level of difficulty and complexity.
Eighteen different types have been identified.
Reading A range of interactive situations that enable the use of the spoken language for a variety of communicative purposes.Speaking
A range of spoken texts to be used to develop listening skills and strategies.Listening
Cultural Awareness
Texts should be used as a means of exploring aspects of the culture(s) related to the language studied.
The study of cultural aspects is not an end in itself. However, by exposing students to a range of texts with different communicative purposes, they should be made aware of how culture may influence the language.
SYLLABUS OUTLINE
SYLLABUS DETAILS
The language B syllabus comprises three parts: language, texts and cultural awareness. These three parts should not be considered in isolation but should be fully integrated. All language skills are studied through a range of texts and materials and enable an awareness of the culture(s) where the language is spoken.
Language
Since all of the languages B offered are different in nature, it is not possible to specify the exact range of vocabulary and grammatical structures that should be taught throughout the course. These vocabulary and grammatical structures will depend on the language B taught, the circumstances in which the course is taught and the students’ needs. Teachers should identify the appropriate range of vocabulary, idiomatic expressions and grammatical structures that should be included in their teaching. In order to do so, they should consider:
?the language B objectives
?the detailed description of the four language skills (provided below)
?the range of types of text that students are expected to study
?the assessment criteria for each component.
As far as possible the teaching of language structures should take place in the context of other activities, such as oral activities or the reading of texts. However, when this approach is neither possible nor appropriate, the systematic and formal teaching of these structures could be considered.
Teachers should aim to:
?provide a typical monolingual environment where teaching is provided in the target language and learning is placed in contexts that would be familiar to speakers of that
language
?use “authentic” materials—spoken or written, printed or electronic materials that have been produced to satisfy the needs and expectations of speakers of that language ?expose students to the significant varieties of the language wherever possible, particularly in the case of languages that are spoken in more than one country ?encourage students to develop ways of coping with unfamiliar language and situations, and to develop their autonomy.
Introduction to Language Skills
The details given for each of the four primary language skills (listening, speaking, reading and writing) have been organized according to three distinct but interrelated areas:
understanding ideas and how they are organized in
order to communicate them appropriately.
?message selecting language appropriate to a particular cultural and social context ?cultural interaction
handling the language system accurately (grammar,syntax, etc)?language
These three areas are considered equally important and form the basis of the assessment criteria.
Although the details for each language skill are common to higher level and standard level, the degree of complexity to be taught will differ for each level. Please see “language B objectives” and “assessment criteria” to determine the differences.
The importance of the skills listed under “language” will vary according to the language studied. For example, in the case of a language with a small number of sounds, the ability to “recognize the sounds of the language that are essential for effective communication” will be less important than in another language with a larger number of sounds. Similarly, some languages rely heavily on context. In these cases, understanding grammatical structures will be less important than the ability to infer the correct meaning of words from their context.
Listening Skills
Students should be encouraged to develop the primary skill of listening in order to be able to communicate effectively with speakers of the language. To develop strategies for listening, students should be exposed to as many different types of listening experiences and situations as possible, including a variety of accents and a range of language,contexts and ideas.
At higher level, students should be encouraged to develop an understanding of and sensitivity to subtleties of the spoken language. To this end, teachers should provide material that is challenging both linguistically and in its content.
Since listening is part of oral interaction and rarely takes place in isolation, it is an integral part of the internal assessment oral component (see “assessment details”).Listening skills are therefore assessed through the ability to respond to and manipulate the spoken language.
Listening skills that students should be taught can be divided into the following three https://www.wendangku.net/doc/129492141.html,nguage The listening skills most closely related to language accuracy include the ability to:
?recognize the sounds of the language that are essential for effective communication
?recognize, and interpret correctly, the rhythms of the language necessary to
meaning
?understand grammatical structures that belong to natural, idiomatic speech
?understand the language spoken at average pace
?recognize and understand a range of vocabulary.
SYLLABUS DETAILS
SYLLABUS DETAILS
Cultural interaction
The listening skills most closely related to cultural or social aspects of the
language include the ability to:
?recognize the nuances and prompts as appropriate to the culture
?understand language appropriate to a range of commonly encountered contexts
?participate in a conversation, as it is appropriate to the social and cultural context.
Message
The listening skills most closely related to understanding a message and the
message's coherence include the ability to:
?recognize how ideas are structured
?follow exchanges in conversation
?infer the implicit meanings present in spoken language
?understand and handle details relevant to a specific concept in a speech or oral presentation
?understand and respond appropriately to a series of questions. Speaking Skills
Throughout the course students should be encouraged to engage frequently in interactive oral activities with other students. Oral activities should be part of an exchange and should not take place in isolation. Even an individual oral presentation should be addressing an audience.
A range of material should be used to stimulate oral activities. Such material may be
spoken, such as a radio or television programme, a video recording, a conference, a play or a lecture. It may also be written, such as an article, an advertisement or a poem. Oral activities can then focus on analysing the material, practising new grammatical structures, developing students’ awareness of the culture(s) studied and generally developing students’ reading and listening skills.
Although some activities may require students to do a certain amount of preparation or research, students should be encouraged to speak spontaneously as in “real”
communication. They should be taught how to communicate effectively by using appropriate language and contributing actively to the exchange.
At higher level in particular, teachers should encourage students to defend opinions and counter those of other persons. Issues discussed should go beyond everyday situations and should include fairly complex ones, such as social, cultural or global issues.
Since speaking skills are part of oral interaction, these are assessed together with listening skills as an integral part of the internal assessment oral component (see “assessment details”).
SYLLABUS DETAILS
Speaking skills that students should be taught can be divided into the following three areas.
Language
The speaking skills most closely related to language accuracy include the ability to:?produce the sounds of the language essential for effective communication
(NB: students are not expected to produce sounds like a native speaker)
?produce rhythms of language essential for being understood
?use a range of grammatical structures
?use a range of vocabulary
?speak with ease and fluency.
Cultural interaction
The speaking skills most closely related to cultural or social contexts include the
ability to:
?respond with sensitivity to some nuances and prompts appropriate to the
culture studied
?use language appropriate to a range of commonly encountered contexts
?contribute actively to a conversation, as it is appropriate to the social and
cultural context.
Message
The speaking skills most closely related to the communication of a message, its
organization and its coherence include the ability to:
?maintain a coherent conversation throughout an exchange
?make a coherent speech
?provide factual information on a topic, and respond spontaneously on the same
topic
?express attitudes clearly.
Reading Skills
Through reading a range of texts students should develop a number of reading skills and
strategies. These skills include:
?understanding of overall meaning
?scanning texts for particular details
?understanding how texts are structured
?understanding the purpose of the author in his or her communication to the audience.
The range of texts and their description in view of their communicative purposes are
described under the“texts” heading later in this section.
Reading skills are assessed in the text-handling paper (paper 1)—see “assessment details”.
SYLLABUS DETAILS
Reading skills that students should be taught can be divided into the following three areas.
Language
The reading skills most closely related to accurate understanding of the written
language include the ability to:
?understand sentence structure
?understand how linguistic cohesion is maintained in a written text
?recognize how ideas are structured (eg introduction of an idea, reinforcement of an argument)
?deduce the meaning and use of a range of unfamiliar vocabulary
?extract information from different types of texts including visuals and graphics
?understand information that is implied through the language.
Cultural interaction
The reading skills most closely related to cultural or social aspects of language
include the ability to:
?understand language structures directed to the audience (eg function, intention)
?identify a range of types of text and register
?understand a range of rhetorical devices (eg metaphors, exaggerations, understatements)
?identify elements related to the communicative purpose of the text, the audience, the point or argument presented, the structure of the text, the
language used and the effect(s) on the reader
?identify what is, and what is not, the personal attitude of the author.
Message
The reading skills most closely related to understanding a message include the
ability to:
?understand information that is explicitly stated
?understand how ideas relate to each other
?extract key points from texts
?distinguish between key point(s) and supporting details in texts
?identify details of the text
?understand ideas that are implied through the argument.
Writing Skills
Students should be taught how to write in a range of types of texts as described under the “texts” heading later in this section. The range is smaller at standard level than at higher level. In addition to language accuracy it is essential that students are taught how to communicate effectively by writing according to the audience and type of text.