For the private mother tongue programme

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VIENNA INTERNATIONAL SCHOOL

SECONDARY
MOTHER TONGUE CURRICULUM GUIDE

GRADES 6 – 10
FOR THE PRIVATE

MOTHER TONGUE PROGRAMME

CONTENTS

Japanese – Akiko Kubo

Polish – Barbara Graczyk

Portuguese (Portugal) – Rosa Carlota Falmbigl

Portuguese (Brazil) – Edelweiss Bruckner

Spanish (Spain)– Myriam Del Rio

Thai – Uma Trachu




Japanese Mother Tongue. Grade 6
Japanese as a first language
In the Japanese education system Grade 6 is still in the Primary School. Usually I teach a normal Japanese class in Primary School, and I am using the primary textbook. There are 3 short stories (war, science fiction, and stories at school), 2 science non-fiction stories (space, dinosaurs), 3 modern poems, 1 Drama. Students read at first aloud, because they must learn how to pronounce. Then I let them explain, how they understand the contents. Afterwards I explain the places where they cannot understand. Then I give them Chinese characters exercises. They write 1 – 2 short stories and 2 emotional expression texts in a year.
Sometimes, 1 – 2 times a year, I show them Japanese videos, such as Japanese landscapes, or films for children.
Japanese as a second language
The average Japanese of each child is totally different. Each child needs a different programme. The programme should depend on the child. My programme is as follows:


  1. reading Japanese short fairy tales (10 or more stories), afterwards writing 2 long stories (about 10 pages each)
  2. making cards with Japanese words and playing with them, seeing Japanese videos for children, writing exercises of the simple Japanese characters


  3. reading Japanese comics; through the pictures they can learn words, see Japanese landscapes or customs

  4. learning Japanese proverbs and making sentences, reading 2 – 3 short stories per lesson

  5. reading picture books (5 – 6 books), writing a diary with the picture every day (5 – 6 lines)

  6. reading good Japanese literature (easy for children) 8 books, writing about my cat

  7. reading short newspaper articles such as, cat, dog, fish or flower


Grade 7
Japanese as a first language
Grade 7 in Japan is the last grade in Primary School. I teach them the whole year with the Primary textbook. The contents of the textbook are nearly the same as Grade 6. (3 short stories – war, family stories, biography, 2 science non-fiction – sea and continent, environmental system, 3 modern poems and Haiku, 1 Drama). At first the kids read them aloud, so that they can pronounce each word correctly. Then I write out the key points of each. The students should copy them into their notebooks. This is a kind of exercise to write Japanese. Those who return to Japan shortly are doing their own exercise book intensively together with me, so that they aren’t behind mother tongue students in Japan. If it is necessary, I teach Japanese history and geography.
When we have time, I show them Japanese videos with landscape or films.
Japanese as a second language
I continue the same course as Grade 6. the language course is not enough for 1 year. I usually teach them the same courses for 3 years, until Grade 8.
Grade 8
Japanese as a first language

In the Japanese educational system Grade 8 is the first grade in Junior High School. I am using the Textbook from there. (1 world literature, 3 Japanese stories, 2 essays for environmental problems, 1 science non-fiction (insects), 2 essays, 3 Japanese modern poems, 2 Japanese classical works of literature). I prepare key points and analysis in each subject. The students copy it in their notebooks. Then they give their analysis and opinions. When they have a special interest in it, they write an assignment. There are 2 – 3 assignments a year. If it is necessary, I teach Japanese history and geography and show videos.

Japanese as a second language
I teach nearly the same in grade 6 and 7 but the level will be higher. Some students whose Japanese ability is better can study the Japanese Primary textbook (Grade 6 – 7 level), and start to learn Japanese as a mother tongue. (Until now there were 2 boys). But most of them learn Japanese as a second language. I show them Japanese videos, pictures, photos and try to give them an idea of the Japanese culture.
Grade 9
Japanese as a first language
Grade 9 is the 2nd grade in Junior High School in Japan. I use the textbook for it. The contents are nearly the same as Grade 1. (1 world literature, 4 Japanese stories, 2 environmental problems, 3 essays, 3 modern poems and classical poems, 3 Japanese classical works of literature). If the students have enough Japanese ability, I can teach them quickly. We discuss each subject and 1 – 2 assignments in a year. In April I start to teach the 3rd Grade in Junior High School in Japan. I finish it by October in Grade 10. It means the basic Japanese study is finished. Then they can start IB A1 study. Because of this the whole of Grade 9 is very busy. But until now all of my Grade 9 students have been able to do it.
Japanese as a second language
Second language students do different courses. Whether they study IB or not, I make them do a different course.


  1. reading of Japanese short stories (good literature for A2SL level), writing 2 – 3 essays

  2. seeing Japanese videos (science fiction, romance, etc), writing those continuations (2 – 3), (not IB students)
  3. reading many kinds of newspaper and magazine articles, writing commentaries about each topic. (IB A2 students)


  4. writing letters in Japanese (to their grandparents or cousins), reading some Japanese folklore stories and writing their emotional expressions (1 – 2 pages), (not IB students)


Japanese
Grade 10 programme
Grade 10 is the most important year for the VIS course. I spend the whole Grade 10 year as a pre—IB study. According to the individual class, I can make a different progamme for each student, each student has different abilities and. Interests. After discussing with each student, I like to select the books and materials which they want to learn. Each of them has different books and materials. At the end of the year, usually end of May or beginning of June, I decide on their IB book list and start the IB course also in the Summer Holiday.
Grammar
In the Japanese Language Grammar is not so important. I usually teach basic grammar in Grade 6 and 7, then the students have enough knowledge for the IB Japanese.
A1 Students
Many Japanese students don’t read Japanese literature. They read only comics and. magazines, simple stories, which can not be used for the IB course. During the Grade 10 year, I give them good literature (IB-Level), which is not on the IB Book list, but provides the Japanese cultural background. Normally other works of the authors in the IB Book list, or similar content with the IB literature, so that the students can have a wide scope in each book, and author. After studying each book, the students write essays or commentaries (2-3 pages each).

Parallel to studying the Japanese literature, they will learn world literature. Usually I select any books that they can compare with the Japanese IB books. Until now I am teaching as follows:

Japanese folklore - Greek and Roman mythology
Romeo and. Juliet - Shiosai by Mishima Yukio (Youth)
House of the Spirits by Izabera Aland — The River Ki by Ariyoshi Sawak (family relationship)
Pride and Prejudice by Jane Austin - Makioka sisters by Tanizyki Junichiro (Love and. Marriage)

Course for A1 students (5 times in a 6 day cycle)
1. September — October
Study of the last part of the Junior High School in Japan (Grade 9 level) — finish

the basic Japanese duty education reading and. understanding of the Japanese

text books, included in the Japanese history and. geography
2. November — December
3 - 4 books Japanese Romance, Novel or Poem depends on the students)
Materials are Al level but outside the IB book list.
3 - 4 Essays for each work
3.
January — March
Best piece Work
(discuss the topics, research the materials, discuss the

structure and. conclusion etc.)


4. April – May
study World literature and. Japanese literature (3—4 books’ in tota1) (
Al level

but outside the Book list )



5. June
Decide IB Book list — start IB study


A2 Students

Grade 10 is also very important for the A2 Japanese students. Usually they don’t have enough Japanese cultural background. During Grade 10, they read short stories, Japanese newspapers, and. magazines. At first I discuss with each student which interests they have. Then I select the materials. Normally the materials are not one topic, but some different ones, so that the students can gain a wide vision of Japanese society, cu1ture or traditions. They read the materials and books together and discuss, until the students can really understand. Afterwards the students write essays or commentaries on each topic.

Many A2 Japanese students don’t speak Japanese as a mother tongue. They talk and. understand Japanese well, but their average is not as good as a mother tongue. Then Grade 10 is important for A2 students to do training to get better Japanese. The whole of the Grade 10 year is for them an exercise,

Course for A2 students (5 times in a 6 day cycle)
1. September — October
reading 3 — 4 short stories or poems (depends on students). This is typical good Japanese literature. Afterwards writing commentary or assignment (2 - 4 pages)
2. November - December
Reading the newspapers and. magazines (depends on the student) 2 — 3 topics (such as: youth crimes, school problems, family relationship etc.)

such as: Noh-Theater, Japanese black and white painting)


3. January - April
Best Piece of Work (discuss topics, research the materials discuss construction and conclusion)
They need more time for the Work than Al students, because of lack of Japanese knowledge
4. May — June
reading 2 — 3 short stories or newspaper articles (depends on students). Afterwards write an assignment
5. June
Decide A2 Japanese IB programme - (Start IB course)
B Students (5 times in a 6 days cycle or 2 times a week after school)

B students have no Japanese cultural background. Their Japanese abilities are also not average. What they need is to know Japanese. Usually they read Japanese folklore and mythology so that they can touch the Japanese soul, mentality. They need to learn how to think like the Japanese people, and what kind of customs and, festivals there are in Japan. Also it is good to learn Japanese proverbs. I show them Japanese landscapes or festivals in videos, so that they can catch Japan in their eyes.

Reading aloud is also very important. It is the main work of B students. They should. read and. understand Japanese correctly. We stop at each sentence or paragraph, and. explain until they exactly understand. They also read 2 - 3 easy good Japanese literature. After the reading, they write short stories (continue the story). It is a good. opportunity to express their opinions in Japanese.
Because many Japanese children, who live in the foreign countries for a very long time have no cultural background, and don’t know how to read and speak Japanese correctly.

Best Piece of Work
I normally recommend the Best Piece of Work in Japanese in every Level (A1 and A2, and B level if they want) of the students. It is a good opportunity for them to know Japan.
It is also the first project for them to collect materials, to research the topic, and to build the structure, to write with better Japanese. Then it is possible to extend to the Extended Essay later. There is not only literature, but also their favorite topics.
1. Japanese aquarelle - traditional Japanese beauty and the meaning (Later she wrote her Extended Essay about Noh-theater )
2. Discussing of 1 Japanese short story and analysis of the author
3. Discussing of 5 Japanese short stories - comparison of the different world., such as dream, suffering, death, betrayal and artist
4. Japanese folklore — analysis of the Japanese faith and life in the country and. in the mountains.
5. Ill—treatment of the children — comparative research in South-East Asian, Philippines, Africa and Japan
6. Japanese cakes - analysis of the traditional Japanese beauty, relation with the 4 seasons and Japanese cakes

OUTLINE OF SYLLABUS FOR MOTHER TONGUE

POLISH
GRADE 6 – EDUCATIONAL REQUIREMENTS
The students will be expected to:


  1. Read aloud with appropriate expression, read in silence with good understanding of the text, demonstrate the ability to depict fragments concerning the theme, to describe the presented world in context of time, place, its characters and their functions, its narrator and his judgement of that world, character analysis, descriptions, edit a plan. Recite two chosen poems, participate in a class performance.




  1. Read 4 – 6 works:

I.Jurgielewiczowa "Ten obcy'

D.Terakowska "Wlada Lewanu"

Z.Nienacki "PanSamochodzik i templariusze"

B. Prus – “Katarynka” (structure of the novelette)

M. Musierowicz “Jezycjada” part 1

W.Makowiecki "Diossos"

M.Jedrychowska, Z.A.Klakowna "To lubie"

K.Makuszynski "Awantura o Basie"

M.Krüger "Godzina pasowej rozy"

E.Niziurski "Niewiarygodne przygody Marka Piegusa'

M. Wojtyszko "Bambuko czyli skandal w krainie gier"

I.Jurgielewiczowa "inna"

Sat-Okh "Bialy Mustang"

W.Makowiecki "przygody Meliklesa greka"


  1. Write four class-works, two grammar tests and to make their correction (in case of absence – to be completed at a later date).



  1. Demonstrate the knowledge of phonetics: division of words into syllables, letters; division of syllables; inflection: conjugation through cases, separating subject from ending, contiguity of themes; syntax: singular sentences, unfolded, not unfolded, parts of a singular sentences; subject, predicate, attribute, adjunct; world formation: basic expressions, derivative expressions, basics of formative, formative, types of formative, core, accentuation.





  1. Show the ability to write: notes, short stories, descriptions and character analysis.




  1. Take part in the lesson, class discussion, to compose different forms of pronouncements individually and in groups.




  1. Prepare themselves for lessons, read stories, poems (mythology, textbook “To lubie”), paint illustrations, complete exercises providing basis to compose individual work and class work.




  1. Provide neat notes, correction of work, as further exercises – consolidation of an orthographic material.

GRADE 7 – EDUCATIONAL REQUIREMENTS
The students will be expected to:


  1. Read aloud with appropriate expression, read in silence with good understanding of the text, demonstrate the ability to depict fragments concerning the theme, to describe the presented world in context of time, place, its characters and their functions, its narrator and his judgement of that world, character analysis, descriptions, composing a plan. Recite two chosen poems, participate in a class performance.




  1. Read 4 – 6 works:

A. Mickiewicz – “Dziady” part 2

M. Musierowicz – “Jezycjada” part 1

H. Sienkiewicz – “Latarnik”

H. Sienkiewicz – “trylogia” (one of the 3 parts)

J.J.R. Tolkien – “the Hobbit”

M. Dabrowska – “Marcin Lozera”

I.Jurgielewiczowa “Ten obcy”

D.Terakowska “Wladca Lewanu”

Z.Nienacki “Pan Samochodzik I templariusze”

M. Krüger “Godzina pasowej rozy”

E.Niziurski “Niewiarygodne przygody Marka Piegusa”

J.Broszkiewicz “Wielka,Wieksza I najwieksza”

W.Makowiecki “Diossos”

H.Sienkiewicz “W pustyni I w puszczy”

M.Jedrchowska, Z.A.Klakowna “To lubie”




  1. Write four class-works, two grammar tests, and to prepare their correction (in case of absence – to be completed at a later date).




  1. Demonstrate the knowledge of syntax: types of complex sentences, coordinate and subordinate.




  1. Show the ability to write a character analysis, speech, attempt to write a discussion, introduce quotations.




  1. Take part in lessons, class discussions, individually and in groups, edit different types of pronouncements.




  1. Prepare themselves for class, read short stories, poems (text book “To lubie”), complete exercises providing basis to composition of individual work and class work.




  1. Provide neat notes, work on corrections of their own work, as further exercise – to consolidate orthographic material.




  1. Demonstrate knowledge of literary terms: metaphor, animation, personification, confrontation, epithet; literary genre: story, novelette, novel and its variations; types of poems and different forms of pronouncements and positioning of rhyme.




  1. Analyse modern poetry, Polish and foreign.


GRADE 8 – EDUCATIONAL REQUIREMENTS
The students will be expected to”


  1. Read:

A. Saint Exupery – “the Little Prince”

A. Fredro – “Zemsta”

E. Hemingway – “The Old Man and the Sea”

B. Prus – “Katarynka” or “Kamizelka”

Along with texts from the textbook “To lubie” and a book from the list in the textbook, free choice.

E.Niziurski “Niewiarygodne przygody Marka Piegusa”

M.Wojtyszko “Bambuko czyli skandal w krainie gier”

I.Jurgielewiczowa “Inna”

E.Nowacka “Malgosia contra Malgosia”

W.Makowiecki “Diossos’

H.Sienkiewicz ‘W pustyni I w puszczy”

H.Sienkiewicz “Quo vadis”

K.Makuszynski “Szalenstwa panny Ewy”

M.Jedrychowska, Z.A.Klakowna “To lubie”



  1. Recite and prepare the staging for:

J. Kochanowski – “Treny”

C.K. Norwid – “Moja piosnka II”

Taking part in the staging




  1. Prepare homework, every 2 weeks one longer written work: precise character analysis, involving quotations to justify the appreciation and statements; discussion conducted in an orderly way, with clearly determined viewpoints; description of the situation or of the voice in the discussion, report or summary of situations. Preparation for class-work.




  1. Write a class-work, in connection to given reading and materials from text book; to write tests: 2 on material just mentioned, 1 on grammar, 1 verification test – various material.




  1. Analyse orally (3 – 5 minutes) 1 threnody and a freely chosen poem – prepared at home, delivered in class, but not read out.




  1. Prepare and present in class: one project, in connection to current themes, in an optional form: collage, newspaper or other creative form, along with an oral explanation in form of speech or other.




  1. Work constantly and be active in class, use time effectively, signalize doubt and problems.



GRADE 9 – EDUCATIONAL REQUIREMENTS

The students will be expected to:




  1. Demonstrate knowledge of following works of old Polish and foreign literature:

“The Song about Roland”

“Tristan and Izolde”

Francois villon – “The Great Testament”

I.Jurgieloewiczowa “Ten obcy”

D.Terakowska “Wladca Lewanu”

D.Terakowska “Corka czarownic”

Z.Nienacki “Pan Samochodzik I templariusze”

E.Niziurski “Niewiarygodne przygody Marka Piegusa”

M.Wojtyszko “Bambuko czyli skandal w krainie gier”

I.Jurgielewiczowa “Inna”

E.Nowacka “Malgosia contra Malgosia”

W.Makowiecki “Diossos”

H.Sienkiewicz “W pustyni I w puszczy”

H.Sienkiewicz “Quo vadis”

M.Jedrychowska,Z.A.Klakowna “To lubie”

K.Makuszynski “Panna z mokra glowa”

“Legenda o Sw. Aleksym”

“Bogurodzica”

“Kroniki” – Gall Anonim, short poems from Middle Ages

J. Kochanowski – “Odprawa poslow greckich”, “Piesni”, “Fraszki”, “Treny”

Chosen works from: M. Rej, M. Sep Szarzynski, Z. Naborowski, a. Morsztyn, W. Potocki, J.Ch. Paske, F. Zablocki - “Fircyk w zalotach”

Shakespeare – “Hamlet”

Molier – “Swietoszek”

I.Krasicki – “Monachomachia”

Niemcewicz – “Powrot posla”



  1. Recite 4 poems chosen individually (threnody, trifle, song, fairy tale).




  1. Write a test and a class-work on middle ages and renaissance.




  1. Write a test and a class-work on renaissance, baroque and enlightenment.




  1. Deliver at least 1 report on subject chosen independently.




  1. Demonstrate two longer pronouncements in class showing the ability to interpretation and analysis of artistry of a chosen piece of work (threnody or song).




  1. Show the commitment in lessons and the ability to work with texts and to use the quotations.




  1. Produce at least one written piece of work per month, on one of the given subjects, written with concern of form and content; including quotations from literary works, monographs, books about the theory of literature and scientific textbooks.



GRADE 10 – EDUCATIONAL REQUIREMENTS

The students will be expected to:




  1. Demonstrate the knowledge of literature from period of romanticism:

Byron – “Giaur”

Mickiewicz – “Konrad Wallenrod”, “Dziady”, “Pan Tadeusz”, various poems

Fragments: slowacki: “Kordian”, Puszkin: “Eugeniusz Oniegin”, various poems

Norwid – poems, 2 short stories

Fredro – “Sluby Panienskie”

Prus – “Lalka”

Orzeszkowa, Prus, Sienkiewicz, Konopnicka – 2 novelettes each

R.Bach “Mewa”

B.Lesmian “Przygody Sindbada Zeglarza”

J.Zulawski “Na Srebrnym globie”

T.Konwicki “Zwierzoczlekoupior”

H.Sienkiewicz Trylogia’

A.Mickiewicz “Pan Tadeusz”

S.Lem “Bajki robotow”

E.Orzeszkowa “Nowele”

B.Prus “Nowele”

M.Konopnicka “Nowele”

H.Sienkiewicz “Nowele”K.Makuszynski “Szatan a 7 klasy”

A.Kaminski “Kamienie na szaniec”

M.Wankowicz “Ziele na kraterze”

I.Singer “Opowiadania”

G.Zapolska “Zabusia”

“Moralnose pani Dulskiej

StZeromski “Ludzie bezdomni”

“Przedwiosnie”



  1. Recite one lyric from each of the above poets.




  1. Write a test and a class-work on romanticism.




  1. Write a test and a class-work on positivism.




  1. Deliver at least 1 report on a theme chosen individually.




  1. Demonstrate two longer pronouncements in class showing the ability to interpretation and analysis of artistry of a chosen piece of work.




  1. show commitment in class and the ability to work with texts and to use the quotations.




  1. Produce at least one written piece of work per month, on one of the given subjects, written with concern of form and content; including quotations from literary works, monographs, books about the theory of literature and scientific textbooks.


CURRICULUM OF STUDY FOR GRADES 6 – 10 contains all types of language activities: writing, speaking, reading on the basis of the analysis of studied literary works, completed with the elements of the theory of literature (literary genres), history of literature (epochs, currents), history of Poland. The battle for the statehood, 140 years of dependency, near 200 years of censorship had a great influence upon Polish literature of the XIX and XX century. As the result Polish literature of this period is rich in symbols, specific marks and language which would be unclear for the student without historical and literary background.

In every grade the student is required to read 4 – 6 literary works. On the basis of material worked up during the lessons, individual student reading choices, theatre plays and films the student is expected to produce 8 written works per year.

MOTHER TONGUE PORTUGUESE Grade 6-10

February 2001

GRADE 10

This grade is decisive in the life of every student, as their personalities are gradually being shaped and influenced by various factors in their multi-faceted environment as students, sons/daughters and young adults. It is thus very interesting to work with them as dedication, understanding and empathy are required from the teachers to support their students in their quest to achieve their most immediate goal: Success in obtaining their IB Diploma.


As a mother-tongue teacher for Portuguese, my first concern is each student’s personal language skills. All too often, their mother tongue is considered to be Portuguese due to their parents’ nationality. But the students themselves tend to lack the fluency both in the written and spoken aspect of the language, since they have lived abroad for most of their lives, attending English-speaking school and befriending English-speakers.
In the mother tongue classes our task is two-fold:
First and foremost, we do our best to keep the students’ mother tongue fresh in their memories by means of conversing with them in their original language, adding grammar lessons and background studies on the culture, history and literature of the country of their origin. We basically remind them of their roots, attempting to enhance their current life as students in Vienna with the culture of their homeland, helping them become “citizens of the world”.

Secondly, in adhering to our first task of keeping their mother tongue alive, we also transmit all the other general frameworks and items necessary or the students in Grade 10, preparing them for the IB Diploma, just like any other student. It is crucial for the teacher not to allow one class to overpower another, possibly biasing the student. Instead, we strive to provide them with a well-rounded, qualitative balance of information and experience, assisting them in their personal and educational development.


Language




  • Origin and evolution of the Portuguese language

  • Relationship and similarities of all the Romanic languages

  • Contribution of other languages to the Portuguese language

  • Geographic influences on the development of the Portuguese language

  • Language as part and contributor to culture



Grammar

At the end of Grade 9, every pupil should master the grammar of his mother tongue and be aware of its importance in the appreciation of the literary texts.



History




  • Connection between language, history and literature

  • Critical moments in the Portuguese history per se

  • Influence of that history to the history of the seven countries in the CPLP (Comunidade dos Paises de Lingua Portuguesa)



Literature




  • What is literature?

  • Communication, message and reception

  • Differences and similarities between prose and poetry

  • Summary (synopsis) of the main streams in Portuguese literature, always exemplified with text in the original language

  • Analysis of short stories in regards to the narrator, characters, space, time and action in preparation for the IB reading list

  • Coverage of various texts from authors in the CPLP, in preparation for the IB written exams



Assessment




  • Written – each student is subject to examination twice per semester

  • Short written work is taken home in order to solidify the material covered in class

  • Oral – each student is subject to examination on a regular basis
  • Special attention is given to the student’s pronunciation and orthography


CURRICULUM FOR PORTUGUESE AS A MOTHER TONGUE

GRADES 6, 7, 8, 9




  1. General Outline

Introduction
The teaching of Portuguese to students who have this language as a mother tongue aims to cover, in these four years, the basic content of the subject in a dynamic, creative, and topical way. To achieve this aim, language work will be based on topics relating to the daily life of the teacher and students, in order to build up knowledge and stimulate creativity.


  1. Structure


2.1 Study of texts
The various themes of the programme are grouped in units of study which are introduced through opening texts: tales, fables, legends, anecdotes, chronicles, excerpts.
In choosing these texts, the focus is, simultaneously, on the literary quality of the work and the developmental age of the student reader for specific or universal themes, contemporary or traditional. There will be a balance between texts based on reality, and others more imaginary.
Through the study of these texts an “atmosphere” of unity will be created, i.e. balancing the basic theme, which will be developed in the other sections of the same unity.
The questions focused on for the study of the texts will follow the growing complexity and will address the content and concepts fundamental to the understanding of a literary text: character, space, time, theme and narrator, dialogue, thought and action; conflict and climax; structure and articulation; linguistic devices.
2.2 Vocabulary

Students will be made aware of the importance of broadening their vocabulary for the clear and precise expression of ideas, and furthermore as an essential tool for the understanding of various concepts.

To achieve this, exercises will be used which present a variety of dynamic activities, with the aim of broadening and enriching the student’s vocabulary.
Taking phrases which occur in the main texts, idiomatic expressions showing the richness of popular language will be studied.
Under the title “clarifying difficulties”, there will be an analysis of words which often provoke incomprehension and problems of correct use in context. Accompanying the clarifications will be activities, put across in a succinct way, to reinforce the content.
2.3 Discussing ideas

Leading from the themes and matters suggested by the opening text, this topic focuses on activities of oral expression which have as an objective the development of the student’s skills of polemics, discussion, and expression of opinion. When dealing with various texts and questions, the aim will be to stimulate an understanding of the theme, a development of the point of view in relation to polemical or unusual themes, whilst taking into consideration the importance of the student’s experience.




    1. Phrases, more phrases

Exercises to unite, broaden and summarize sentences; rewrite, modify and rework the structure of sentences, recognize the ambiguity and complexity of phrases.


2.5 Spelling
The study of correct writing, achieved through various creative activities, usually outlined in the chosen textbook. The basic idea of this section is that by steady practice, the student learns linguistic skills with ease and efficiency. The items dealt with include correct spelling, using accents correctly, the knowledge of homonyms and homographs, among others.
2.6 Creativity and composition

In this section there are activities on text production with various techniques for creativity and compositions.

2.7 Grammar
Systematic and gradual study of the basic content of the grade 6-9 school programme, with the aim of consolidating the student’s capacity for comprehension and expression.
To motivate the student to an understanding and effective use of the content which is being studied, there will be activities of consolidation following immediately after each new theoretical concept worked on, as well as their application to the different activities of the proposed oral and written expression.

2.8 Texts chosen
The didactic and supplementary books used are, generally, some of those recommended for the teaching of Portuguese by the Ministry of Education and Culture of the federal government of Brazil, and currently in use in well-known Brazilian schools. In addition, since our students are living outside Brazil, further texts which have more relevance to the local situation will be used.
With the aim of facilitating the understanding of supplementary books which are frequently set in a particular geographic region, or in a historical period in the country of origin, students will be encouraged to carry out research in the didactic texts of these subjects.
Students will be encouraged to read as a minimum four supplementary books in grades 6 and 7, and six in grades 8 and 9 each year. In addition, as a follow up, they will fill in a reading summary with the main points of each book read.

SPANISH MOTHER TONGUE Grade 6-10

When I plan the classes for my students I always try to take into account their linguistic situation at home and the degree of contact they have with their country and their culture. There are some who speak Spanish at home and who travel constantly to their country, but there are also some who have been away for several years and who speak English or German at home despite the fact that their parents speak Spanish.

I think it is very important to keep this in mind because although my students always have a very good passive knowledge of Spanish, their active knowledge varies a lot depending on their situation, and so does my way of orienting the classes.
Another very important element that for me should be a basic part of each programme is the will to constantly motivate our students. A motivated student learns quickly, an unmotivated one suffers and gets easily bored.
In every level I try to use the book they would use in their own country, in the schools in Spain or Latin America.

GRADES 6 AND 7




  • Read aloud texts (pronunciation, ability to synthesize what has been read)

  • Work of written texts: reading, underlining of vocabulary, writing of sentences with the new words, summary of the text, answering of questions about the text

  • Dictation: emphasis on the spelling

  • Writing of summaries of books, films, weekend or holiday activities

  • Grammar: syntactic and morphological analysis

  • Reading of 3 books (tales from their own country)



GRADES 8 AND 9




  • Written texts analysis: vocabulary, main ideas, intention of the author and personal opinion about language, theme, etc.

  • Reading of 5 literary works

  • Oral presentations: about the authors of the works (biography, historical, social and literary context); about important historical or political figures of the students’ country; about important historical, social, cultural or artistic events of their countries
  • Writing of one essay per week (300 words) about actual issues


  • Introduction of some basic literary terms for the commentary of literary texts (rhetorical figures, genres, etc.)



GRADE 10




  • Literary analysis of all kinds of texts (narrative, lyric or dramatic)

  • Methodological explanation to do commentaries of literary texts: outline, poetry “metrica”, rhetorical figures, analysis of the different levels of languages (morphological, phonological and semantic), etc.

  • Reading of 5 literary works

  • Written work of a critical analysis – summary of the works read (350-400 words)

  • Writing of one essay per week (300 words) about actual issues (ecology, drugs, future, media, internet, violence, sports, etc.)


Mother Tongue Thai Grades 6-10


The Thai Mother Tongue programme is designed to be a preparation for the IB course. However, there are some special concerns:



  • Improving the Thai language skills in all four aspects (reading, writing, listening and speaking) as well as other skills such as analysis, synthesis, evaluation etc.

  • Providing a broader social perspective (on culture, mentality, morals etc.) to lead to a clearer social understanding.

  • Maintaining close connection with the student’s own culture and homeland by providing more information about Thai and Thailand besides Thai literature.

The teacher’s expertise, the student’s current environment and experiences (applying mainly to social and humanistic areas) and the materials used in this program will be combined to support the concerned areas.

The Thai Programme in General

According to the Thai educational system, learning and practising Thai language skills will be based on the textbooks prescribed by the Department of Curriculum and Instruction Development of Thailand.

Grade 6: This is the last grade of elementary school in Thailand. Literature, grammar and usage are alternated and well-balanced.


  • Fundamental grammar and usage are practised on a regular basis.

  • Practising of analytical skills (exploring the plots and main ideas of texts) will be started by reading simple stories (fiction and non-fiction) in different genres (classical text, drama, poetry, memoir etc.); 10 texts, 10 mini poetries and 10 mini prose and stories plus 6 literature works.

  • Suitable short simple texts (non-literary topics) from other sources such as Internet and printed media will be added (teacher’s own choice).


Grades 7-9: These are the three grades of junior high school in Thailand. Literature and Grammar and Usage are two substantial areas to work with.


  • Drilling the entire Thai grammar and its usage will be progressively detailed and intensified.

  • The skills of analysis, synthesis, evaluation etc., will be enhanced by working with more and less complex texts (fiction and non- fiction) in various genres (classical text, poetry, biography, short story etc.); 15 texts for each academic year plus 10 literature works: 3 works of student’s own choice, 5 works from PBL and 2 works from PWL.

  • Short texts (non-literary topics) from other sources such as Internet and printed media will be added (teacher’s own choice).


Grade 10: This is the first grade of high school in Thailand. There are three areas to be studied:

  1. Grammar and Usage

  2. Using Language for Communication

  3. Literature. Emphasis will be placed on area II.



  • Grammar and usage are noticeably reduced. However, they will be exercised in an analytic manner.

  • Enhancing the usage of the four skills (writing, reading, listening and speaking) will concentrate on the style of the language and the sense of audience.

  • Texts (fiction and non-fiction) in different genres (classical text, poetry, short story, chronicle etc.) will be investigated to intensify the skills of analysis, interpretation, synthesis etc.; 7 texts plus 4 literature works: 2 works from PBL and 2 works from PWL.

  • Short texts (non-literary topics) from other sources such as Internet and printed media will be added (teacher’s own choice).



Works of Literature

Studying the works of literature besides textbooks, is the major part of the preparation for the IB course in this programme. Thai literature and world literature in Thai translation will be studied.




  • The works of literature for grade 6 are appended to the textbooks.

  • Those for grades 7-10 will be chosen from the PBL: Thai A1, PWL: Language A1 and of student’s own choice.

  • Works of Literature will be chosen together with the students through the teacher’s expertise.


Additional Books (Teacher’s Free Choice)
The additional books listed in the Thai Mother Tongue Book List are selected from the prescribed book series of the Department of Curriculum and Instruction Development of Thailand. Numbers of the additional books further the knowledge and practice of Thai language skills and certain of them provide extensive knowledge of Thai, Thailand and the world. However, the focus will be on Thai and Thailand in various aspects such as culture, morality, society, governing system etc.

  • Additional books will be chosen by the teacher to suit the students’ needs and interests.


  • The books stated in the Language sub-column may be applied to advance the language skills.

  • The books stated in the Social Education sub-column may be utilized to reinforce the social and humanistic area.


Assessment in General
Besides language exercises, context questions, reports, letters, etc., various written and oral works will be produced according to the materials studied and to the student’s own choice. Concerning aural work: after listening to an unfamiliar text, it will be orally summarized and responded to. The following main tasks will be carried out during the course.
Grade 6: Written: rhyme, summary, narrative writing and imaginative writing

Oral: response to texts (literary and non-literary), discussions


Grade 7-9: Written: all mentioned in Grade 6 plus commentary, argumentative

writing, comparative study and creative writing.

Oral: all mentioned in Grade 6 plus comment, presentation and

argument.


Grade 10: Written: analytical writing, comparative study, commentary,

creative writing, persuasive writing and argumentative

writing.

Oral: all mentioned in Grade 6 and Grades 7-9




  • The 1-3 hour in-class exam (written and oral) will be varied from grade to grade and arranged in two sessions. The exam covers the skills practised.



  • The quality of the work produced and performance during the course contribute to the assessment.



Thai Mother Tongue Book List


Grade

Textbooks

Literature Work


Additional Books (Teacher’s Free Choice)

Social Education

Language



6

Semester I

 Textbook 1: Grade 6

(5 selected major texts of drama, prose, classical text and poetry; alternated with 10 selected mini texts of prose and poetry. Gram- mar and usage are briefly inser- ted between the major and mini texts.)

 Workbook 1: Grade 6


Semester II

 Textbook II: Grade 6

(similar design to the Textbook I)

 Workbook II: Grade 6



3 works of prose, drama and classical text (appended to the last part of the textbook)

3 works of prose, drama and poetry (appended to the last part of the textbook)

--------------


-------------






Grade

Textbooks

Literature Work

Additional Books (Teacher’s Free Choice)

Social Education

Language



7

Semester I and II

 Textbook I: Grade 7

(15 selected texts of drama, prose

classical texts and poetry. Prac-

tice questions are at the end of

each text.)

 Workbook I to Textbook I

 Workbook II to Textbook I

 Grammar Book I

 Grammar Workbook I



2 works of student’s own

choice
1 work from PBL: Thai

 Our Country Book I

 Our Country Book II

 Moral Book I: Grade 7

 Moral Book II: Grade 7

 Thai Society and Culture

 Moral and Individual

 South East Asia Today

 The World Today

 Thai Governing System:

Grade 7-9

 Economics in General

 Economics in Family

 Reinforcing Language Skills

 Reading and Examining

Books


 Reading Particular Literature Works

 Creative Speaking and Wri-

ting

 Grammar for Communication



 Thai for Communication

 Thai Folktales





8



Semester I and II




 Textbook II: Grade 8


(similar design to the Textbook I:

Grade 7)

 Workbook I to Textbook II

 Workbook II to Textbook II

 Grammar Book II

 Grammar Workbook II



1 work of student’s own choice


2 works from PBL: Thai

 Our Country Book III

 Our Continent

 Moral Book I: Grade 8

 Moral Book II: Grade 8

 Thai Society and Culture

 Moral and Individual

 South East Asia Today

 The World Today

 Thai Governing System:

Grade 7-9

 Economics in General

 Economics in Family

 Reinforcing Language Skills

 Reading and Examining

Books


 Reading Particular Literature Works

 Creative Speaking and Wri-

ting

 Grammar for Communication



 Thai for Communication

 Thai Folktales






Grade

Textbooks

Literature Work


Additional Books (Teacher’s Free Choice)

Social Education

Language



9

Semester I and II




 Textbook III


(similar design to the Textbook II

Grade 8)

 Workbook I to Textbook III

 Workbook II to Textbook III

 Grammar Book III

 Grammar Workbook III



2 works from PBL: Thai


2 works from PWL


 Our Country Book IV

 Our World

 Moral Book I: Grade 9

 Moral Book II: Grade 9

 Thai Society and Culture

 Moral and Individual

 South East Asia Today

 The World Today

 Thai Governing System

 Economics in General

 Economics in Family



 Reinforcing Language Skills

 Reading and Examining

Books


 Reading Particular Literature Works

 Creative Speaking and Wri-

ting

 Grammar for Communication



 Thai for Communication

 Thai Folktales





10



Semester I

 Textbook 1: Grade 10

(Part I: Grammar and Usage, Part

II: Using Language for Commu-

nication and Part III: Literature; 7 selected works of prose, classi-

cal text and poetry. Practice que-

stions are at the end of each sub-topic and text.)

Semester II

 Textbook II: Grade 10

(similar design to the Textbook I)

2 works from PBL: Thai

2 works from PWL


 Language and Culture

 Human and Society

 History of Thai Society and

Culture

 Thai Governing System: Grade 10-12


 The National Income


 Speaking

 Reading and Examining

Literature

 Modern Literature

 Writing 1

 Wring 2

 Thai Language

 Composition

 Thai Grammar



 Speaking in Public








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