Ab Initio – TRABAJO ESCRITO Written assignment: Receptive and productive skills External Evaluation IB:
External Evaluation 75%
30%
Paper 1: Receptive skills
25%
Paper 2: Productive skills
20%
Written Assignment
Individual oral Interactive skills
1 ½ hours – 40 marks 4 text handling exercises no written response
• •
1 hour – 25 marks two written productions - 10% Section A – 50 words - 15% Section B – 100 words • 20 marks – 2 hours A piece of writing, 200-300 words, in the target language carried out in class under teacher supervision. • •
25%
Internal Evaluation
• • •
25 marks 12-15 minutes: individual oral presentation followed by questions and discussions: o Part 1: description of the visual stimulus o Part 2: follow-up questions on the visual stimulus o Part 3: general conversation including 2 questions on the written assignment.
Weighting : 20% Time : Must not exceed 2 hours. Objectives -
:
To To To To
develop intercultural understanding by reflecting on differences and similarities between cultures. describe aspects of the target language culture(s). compare aspects of the target language culture(s) with similar aspects in the student´s culture(s). develop language competence.
Requirements : - Length : Minimum 200 words, maximum 300 words. 2 marks will be deducted if it´s + 300 words. - Sources : 2-4 sources in the target language. - Communicative purposes : Description, comparison and reflection. - Original work of the student but guided by the teacher. - Must be handwritten. Bolígrafo. - The use of dictionaries is allowed. - It must be written in class with teacher supervision, in a single session. - Can include quotations, but it will not be included toward the word count.
The written assignment should take the form of short written responses under three separate headings in the target language: - A : A DESCRIPTION of the chosen topic. - B : A COMPARISON of the differences and/or similarities between the chosen topic in the target culture(s) and the student´s culture(s) - C : A REFLECTION related to the chosen topic. Should include answers to the questions indicated in the assessment criteria. ASSESSMENT CRITERIA – 20 marks, 6 assessment criteria. Criterion Criterion Criterion Criterion Criterion Criterion
A B C D E F
Description Comparison Reflection Register Language Formal requirements Total
2 marks 3 marks 6 marks 2 marks 4 marks 2 marks 20 marks
CRITERION A : DESCRIPTION To what extend does the student succeed in stating factual information about the chosen cultural topic? Marks 0 1 2
Level descriptor The work does not reach a standard described by the descriptors below. Some relevant factual information is used in the description. Relevant factual information is used in the description.
CRITERION B : COMPARISON To what extend does the student succeed in identifying cultural differences and/or similarities between the chosen cultural topic in the target culture(s) and in the student´s own? Marks 0 1 2 3
Level descriptor The work does not reach a standard described by the descriptors below. Cultural differences and/or similarities are rarely presented in a clear and coherent manner. Cultural differences and/or similarities are sometimes presented in a clear and coherent manner. Cultural differences and/or similarities are presented in a clear and coherent manner.
CRITERION C : REFLECTION The reflection must include answers to all of the following questions: - Which aspect of your chosen topic surprised you? - Why do you think these cultural similarities/differences exist? - What might a person from the target culture(s) find different about your chosen topic in your culture(s)? To what extend does the student succeed in demonstrating intercultural understanding? Marks 0 1-2 3-4 5-6
Level descriptor The work does not reach a standard described by the descriptors below. Only one of the questions has been answered. There is little evidence of intercultural understanding. Two of the questions have been answered. There is some evidence of intercultural understanding. All three of the questions have been answered. There is clear evidence of intercultural understanding.
CRITERION D : REGISTER Does the student show an awareness of the appropriate register for the task? Marks 0 1 2
Level descriptor The work does not reach a standard described by the descriptors below. The register is partially appropriate to the task. The register is appropriate to the task.
CRITERION E : LANGUAGE
Students who fail to write the minimum number of words or who exceed the maximum will receive a 2-mark penalty. If the word limit is exceeded, the assessment will be based on the first 300 words.
To what extend does the student demonstrate an ability to use the language effectively and accurately? Marks 0 1 2 3 4
Level descriptor The work does not reach a standard described by the descriptors below. Language inaccuracies ofter obscure communication. Language inaccuracies sometimes obscure communication. Language is generally accurate and does not obscure communication. Language is mostly accurate and communication is clear.
CRITERION F : FORMAL REQUIREMENTS The four formal requirements of the written assignment are as follows. - The written assignment is written in the target language. - The coversheet is completed and signed by both teacher and student. - All extracts from the source material are appropriately referenced. - A bibliography in standard format is included with references to all sources in all languages. To what extend does the student successfully fulfill the formal requirements of the written assignment? Marks 0 1
Level descriptor The written assignment does not meet any of the formal requirements. The written assignment partially meets the formal requirements (one or two requirements fulfilled) The written assignments generally meets the formal requirements (three requirements fulfilled). The written assignment meets all the formal requirements (all four requirements fulfilled).
2 3
Teachers should ensure that the student in writing authentic and individual work. The title of the written assignment and theme from which it comes (individual and society, leisure and work, urban and rural environment) should be the choice of the student with guidance from the teacher. Sources : Students must consult between two and four sources in the target language. A source is any text linked to the topic that will enable the student to reflect on the culture(s) studied during the course. Sources may originate from the teacher and/or the student. Students may consult sources in other languages. The sources brought into the classroom must be clean, unmarked copies. Students can annotate the copies during the undertaking of the written assignment. Reference -
material allowed: Teacher´s guidelines on writing text types. The assessment criteria. Dictionaries in printed form. The assignment guidelines below – Formal requirements: o
The written assignment is written in the target language.
o o o
The coversheet is completed and signed by both teacher and student. All extracts from the source materials are appropriately referenced. A bibliography in standard format is included with references to all sources in all languages.
Not allowed: While completing this task, students cannot use electronic devices, resources or the internet or any material previously seen that could be related to the written assignment. EJEMPLOS DE TRABAJOS ESCRITOS – ADJUNTOS -
Ejemplo Ejemplo Ejemplo Ejemplo Ejemplo
1 2 3 4 5
– – – – –
Comida típica de España y de Australia La vida nocturna en España y en Australia El sistema educativo en España y Australia El transporte en España y Australia El deporte en España y Australia: el fútbol y las reglas australianas
Criterion A - Description B - Comparison C - Reflection D - Register E - Language F - Formal requirements Total
Marks 2 marks 3 marks 6 marks 2 marks 4 marks 2 marks 20 marks
Ej. 1 2 3 5 2 4 2 18
Ej. 2 2 3 5 2 3 2 17
Ej. 3 2 3 4 2 4 1 16
Ej. 4 2 3 4 2 3 2 16
Ej. 5 2 3 1 2 3 2 13
Topics covered in the two-years course : Can you think in any good topic for your written task, related with one of these? EL INDIVIDUO Y LA SOCIEDAD Comida y bebida Compras Datos personales, apariencia y carácter Educación Relaciones Rutinas diarias Salud física
TRABAJO Y OCIO Deportes Empleo Entretenimiento Medios de comunicación Tecnología Transporte Vacaciones
Datos personales, apariencia y carácter – Japonés ab initio ¿Por qué los alumnos japoneses llevan uniforme escolar y los italianos no? Rutinas diarias – Italiano ab initio ¿Por qué es la passeggiata una parte importante de la vida cotidiana en Italia? Salud física – Mandarín ab initio ¿Por qué se consideran esenciales los ejercicios matutinos en China? Relaciones – Francés ab initio El rol de las mujeres: una familia francesa y una familia estadounidense Comida y bebida – Alemán ab initio Festivales de comida y bebida en Alemania y Nueva Zelanda Compras – Malayo ab initio De compras en el mercado en Malasia y en Canadá
EL MEDIO URBANO Y RURAL Cuestiones globales El barrio Geografía física La ciudad y sus servicios Problemas ambientales Tiempo meteorológico
Empleo – Indonesio ab initio Los jóvenes y el empleo a tiempo parcial en Indonesia y en Escocia Entretenimiento – Ruso ab initio Actitudes de los jóvenes hacia el alcohol y el tabaco en Rusia y en Egipto Vacaciones – Español ab initio ¿Cómo se celebra la Semana Santa en Barcelona en comparación con mi comunidad en Melbourne? Educación – Swahili ab initio El día escolar ideal: los sistemas de educación secundaria en Kenia y Suiza Transporte – Árabe ab initio Métodos de transporte sustentables en Jordania y Grecia La ciudad y sus servicios – Inglés ab initio El método más ecológico de desplazarse en una capital: comparación entre Londres y París.