The IB Mandarin ab initio course is designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where Mandarin Chinese is spoken. The course is organized into three themes – Individual and society, Leisure and work, and Urban and rural environment. Each theme has a list of topics that provide students with opportunities to practice and explore the language as well as to develop intercultural understanding.
The IB Mandarin ab initio course focuses on language acquisition and development of language skills such as receptive, productive and interactive skills. Students should be able to respond and interact appropriately in a defined range of everyday situations.
The following content outline may change, depending on needs:
|1st Quarter||L1: Appearance
|2nd Quarter||L4: Daily Routine
L5: Household Chores
|3rd Quarter||L7: Schools
L9: School Event
|4th Quarter||L10: Delicious Food
L12: Eating Out
Chinese International School Manila employs the following breakdown of assessment components:
50% Formative work (quizzes, dictation test, seatwork, homework, classroom activities)
30% Summative work (unit-end tasks/exams/projects)
20% Final assessment (semester-end cumulative assessment tasks)
For Mandarin Chinese, student performance in each component will be assessed using rubrics that will be discussed with students prior to the assignment of tasks. These rubrics will provide feedback to students in the four areas of communication: reading, writing, speaking, and listening.
Students are requested to bring the following item to class each period.
v Black pens
v iPad / laptop
- the independent research that student has carried out on one of the prescribed topics of the language ab initio course in the final year.
- students will be assessed in their receptive and productive skills.
(1) to develop intercultural understanding by reflecting on differences and similarities between cultures
(2) to describe aspects of the target language culture (s)
(3) to compare aspects of the target language culture (s) with similar aspects in the student’s culture (s)
(4) to develop language competence.
The written assignment is divided into 3 sections —
Section A: A description of the chosen topic in relation to specific aspects of the target culture (s)
Section B: A comparison of the differences and/or similarities between the chosen topic in the target culture (s) and the student’s culture (s)
Section C: A reflection related to the chosen topic
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)
Information extracted from IB Language ab initio guide 2015
Click this powerpoint for more information about Written Assignment