milybett llanos-gremillion j.j. melgar - region 13 | positively …€¦ · · 2015-02-26create...
TRANSCRIPT
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Judith Kemp
MilyBett Llanos-Gremillion
J.J. Melgar
Westwood High School,
Round Rock, TX
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Thematic Units
AP Themes IB Core & Options
Global Challenges Global Issues
Science and Technology Communication and Media
Families and Communities Social relationships
Personal and Public Identities Cultural diversity
Contemporary Life Customs and Traditions
Beauty and Aesthetics Health
Leisure
Science and Technology
Exam Tasks
AP TASKS IB TASKS
Interpretive communication
- 30 Multiple Choice questions
o Print texts
- 35 Multiple choice questions
o Print & Audio texts combined
o Audio texts
Paper 1
- Four texts
- Gap-filling exercises
- Matching
- True/False with justification
- Short-answer
Interpersonal Writing
- E-mail Reply
- Register – formal
- Respond to all questions
Paper 2
- Five tasks with different text types & theme
(based on options)
- Choose one 250-400 words
Presentational Writing
- Persuasive Essay
- Three sources to listen & hear
- Present viewpoints of sources
- Form own viewpoint & defend
Written Assignment
- 300-400 word essay
- Choose the focus & text type based on the
core
- 150-200 word rationale
Interpersonal Speaking
- 5 prompts
- 20 seconds to respond to each
- Simulated conversation
Interactive Oral
- In class assessments
- Students respond to each other in class
conversational activities
Presentational Speaking
- 4 minutes to prepare
- Topic given
- 2 minutes to speak
- Cultural comparison
Individual Oral
- Choose from 2 pictures with captions
- 15 Minutes to prepare
- Speak 3-4 minutes
- Describe photo and relate it to the option and
the target culture
- 5-6 Minute discussion with teacher based on
the information
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THE READING PROCESS – Short stories
PRE READING - activate prior knowledge and awaken curiosity Ask questions about students’ knowledge or experience of the setting Extract a quote or paragraph asking what it reveals about an aspect of the story Show photographs of setting, or objects of importance in the story Look at the title and make predictions Introduce or research the historical context of the story Introduce or research information on the physical setting
ACTIVE FIRST READING -- focus on general comprehension of what happened Teacher reads aloud to class, focusing on the beginning of the story. (Save student reading for later when they select passages for prepared dramatic reading) Have students provide evidence of engagement by – *Writing answer to a guiding question (Where does the story take place? How does the author reveal that? Who is narrating the story? How do we know that? Do you see the author setting up a potential conflict?) *Marking parts of text with highlighters in color, for example: (different students can be assigned different things to highlight) i.e. cognates and known words, phrases that reveal something about the protagonist, passages that describe the setting (including social and psychological setting), key actions in the plot, etc. Draw a scene illustrating the reading Complete a graphic organizer—see next page Write predictions at specific points in the story Read aloud to class to a certain point, then have them read silently after planting a question Plan to leave students at an exciting spot – and continue reading independently to discover the answer to a specific question to answer. – Read on until you find out … and Mark the text where … is revealed. Have a dialogue with the author
RE-READING ACTIVITIES -- Reread all or part of story in order to … clarify difficult areas, review basics, focus on how author transmits the story, and deepen understanding. Create a comic strip version including dialogue from the story Create and act out an imagined conversation between characters Highlight key events in the story and narrate from different characters’ points of view Create a “reporters note book” with jotted down facts, then retell the story like a short news item Take an assigned literary element from list of literary terms (important to add these early on in a students’ career to get them thinking about the literature course—good way to grow the program) and find three quotes of importance relating to that element. Explain their importance orally to the class. Post quotes in the room.
POST – READING ACTIVITIES - give evidence of understanding orally or in writing and relate to National Standards 5 C’s whenever possible. Compare the story with something read in English. (Comparisons) Relate the story to another subject area such as history, government or English. (Connections) Discuss and write about what the story reveals about the perspectives of the author and the culture. (Cultures) Students who enjoyed the author’s work could find another story by the same author, and read it, or voluntary silent reading. Or maybe create an ‘audio book’ for children at a bilingual school, orphanage, hospital, etc. (Communities – using language for enjoyment and personal enrichment) Sources: Modified document by MilyBett Llanos-Gremillion shared by Ms. Anne Mar
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Reading Summary Summary of _____________________________________ by ____________________________ (Title) (Author)
The Setting
When does the story take place?
Where does the story take place?
Main characters
o Name_________________________________________________________________________
______________________________________________________________________________
o Name
______________________________________________________________________________
______________________________________________________________________________
o Name
______________________________________________________________________________
______________________________________________________________________________
Main Idea
___________________________________________________________________________________________
___________________________________________________________________________________________
Short narration of events
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
An important quote and why is it important
___________________________________________________________________________________________
___________________________________________________________________________________________
Connection to other stories
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
A personal statement or comment
___________________________________________________________________________________________
___________________________________________________________________________________________
Sources: Modified document shared by Mary Ashcraft
3 adjectives
to describe
the
characters.
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AP / IB
Reading and Listening Comprehension
Instructions:
1. You listen to and reports on the internet obviously in German.
(BE CAREFUL: 2 Reports / different reports).
2. You are allowed to read or listen to the report more than one time. I would suggest doing that.
3. You may choose from the list of sources. You must attach a copy of the report and give the link from the
listening
Evaluation:
1. The grade is under 25% Performance.
2. You turn in a “Success Tool” every 2nd and 4th Friday of the six weeks. You will complete two per six weeks
period.
3. Each report here (one Reading / one listening) is worth 50 points (a sum for 100 Points)
Deutsche Welle: http://www.dw.de/themen/s-9077 Spiegel: http://www.spiegel.de/ Schweizer Radio und Fernseher: http://www.srf.ch
Österreichischer Rundfunk: http://www.orf.at/ Die Presse: http://diepresse.com/ ARD Nachrichten: http://www.tagesschau.de/ ZDF (Mediathek): http://www.zdf.de/zdf.de-startseite-3982.html Volksfreund: http://www.volksfreund.de/ Liechtensteiner Volksblatt: http://www.volksblatt.li/ Liechtensteiner Vaterland: http://www.vaterland.li/
This list is not complete. You are allowed to read / listen from other websites. Sources: Modified document by MilyBett Llanos-Gremillion shared by Mike Aldworth and the IB Programme
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How does one fill out “The Success Tool”
1. Which text type is the article?
BE CAREFUL: Of course it is an article from a newspaper or magazine, but there are also specific
text types … for example: a magazine for women could have an article for a cooking recipe, which
is a text type.
Newspaper article, magazine article, recipe, a formal letter, an informal letter, an
advertisement, poem, song, e-mail, brochure, anecdote, interview, dialog, screenplay,
column, editorial, instructions, etc.
2. For whom was the article written? (the audience)
Adults, youth/teenagers, the elderly, the community, high school students, college
students, professionals, professors, etc.
3. Who is speaking? (Voice - Perspective)
In which person is it written?
1. Person
3. Person
4. What is the tone of the article?
happy / sad, serious/humorous, positive / negative, ironic / solemn, calm / excited / violent,
depressing, emotional, intensive, etc.
5. What is the register?
formal / informal, subjective / objective, casual / rigid, etc.
6. Why was it written (purpose / aim) and what techniques does the author use to support the ideas?
To inform, to convince, to argue for / against, to converse, to imagine, to give instructions,
to give an opinion, to emphasize, to notice, to ask for something, to satirize, to criticize, to
compare, to document, to express something, etc.
7. What are some transitions phrases that improve the flow of the article?
certainly, indeed, nevertheless, in comparison to, however, in spite of, in fact
WARNING: Print and turn in only the last two pages.
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READING AND WRITING
Title: From which country:
Website: Date:
Which AP theme? Which IB theme?
What do you already know about this theme?
Text type Audience
Voice Tone
Register Purpose of the article
Transitional words / phrases:
Short summary (3-5 Sentences)
A personal commentary or impression. What do you think about the article? (at least 50 words – if you need more space, use the back)
Vocabulary: 3-5 essential words (one needs to comprehend the article) and 2 more, that you learned from reading. Don’t forget I
will not accept simple, basic vocabulary. The idea is that you broaden your vocabulary.
Target Language English
1.
2.
3.
4.
5.
New Words
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LISTENING AND WRITING
Title: From which country:
Website: Date of report:
Which AP theme? Which IB theme?
What do you already know about this theme?
The report / video lasts _______ minutes. I heard the report ____________ times.
The purpose/aim of the article. Tome:
Short Summary (3-5 Sentences)
A personal impression or commentary: What do you think about the article? (at least 50 words). If you need more space, you may use the back).
Vocabulary: 3-5 essential words (that one needs to comprehend the article) and two more that you learned from the Reading.
DON’T FORGET: I will not take simple, basic vocabulary; the idea is to broaden you vocabulary.
Target Language English
1.
2.
3.
4.
5.
New Word
The link to the audio: _________________________________________________________________________________________
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Individual Presentation of a Picture
1. Give an overall description of the picture.
Who, What, When, Where, How
2. Describe the
elements of the
picture.
Language you could use
The picture could be closely related to ..., because ... From this perspective The picture shows how ...
In terms of ... The main reasons of ... The main impact of ... The dangers of .. Some precautions, that one could meet, would be ...
Some social / cultural factors involve ... Problems associated with ... Solutions ...
Language you could use.
The picture / the photo shows ...
In the forground ...
In the background ...
In the middle ...
On the left / right side ...
Behind ...
In front of ...
The [two] people / things are ...
This ... is ...
These ... are ...
Maybe before the photo was taken ...
Interestingly could the colors symbolize ...
The picture / photo represent ...
The picture or photo reminds me of ...
It consists of ...
It is about so big / wide / long like ...
It is round / angular / flat / thick.
It is heavy / light.
Language you could use.
I like that …
I find this picture very exciting, because …
This is something like
If I …, I would …
I would like / I would …
I’m surprised that …
I think …
In my opinion, that …
I feel … when …
For me it is pretty, good, easy, difficult …
I’ve noticed that …
I ask myself if …
Before and After Reasons for ... Causes for ... Effects of ... The consequences ...
Cultural
diversity
Health
Science and
Technology
Leisure
Customs &
Traditions
Relationship to the Speaker.
Colors, shapes, sizes
Foreground, Middle, Background
Relationship of
the objects with
one another.
3. Connect and explain the connection to one of these themes.
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Individuelles Referat des Bildes
1. Geben Sie insgesamt oder generelle Beschreibung des Bildes. Wer, Was, Wann, Wo, Wie
2. Beschreiben
Sie die Elemente
des Bildes.
Farbe, Formen, Größen
Vordergrund,
Mitte,
Hintergrund
Beziehung der
Objekte
miteinander.
3. Verbinden Sie und erklären Sie die Verbindungen zu diesen Themen.
Sprache, die Sie verwenden können
Das Bild kann eng mit … verbunden sein, weil …
Aus der Perspektive (+ Gen)
Das Bild / die Grafik / die Tabelle zeigt (wie) …
In Bezug auf … (In terms of)
Die Hauptgründe von …
Die Hauptauswirkungen von …
Die Gefahren von …
Manche Vorsorgen, die man treffen könnte, wäre …
Manche sozialen / kulturellen Faktoren beteiligt sind ...
Probleme einhergehend mit ...
Lösungen …
Sprache, die Sie verwenden können
Das Bild / Das Foto zeigt…
Im Vordergrund…
Im Hintergrund….
In der Mitte
Auf der linken Seite …
Hinter (+Dat) …
Vor (+Dat) …
Die zwei Personen / Sachen sind…
Dies- … ist ….
Diese … sind …
Vielleicht bevor das Foto gemacht würde …
Interessanterweise könnte die Farben ... symbolisieren.
Das Bild / das Foto stellt … dar.
Das Bild / das Foto erinnert mich an …
Es besteht aus ....
Es ist ungefähr so groß / breit / lang wie ...
Es ist rund / eckig / flach / dick.
Es ist schwer / leicht ...
Sprache, die Sie verwenden können
Es gefällt mir, dass …
Ich finde das Bild sehr spannend, weil …
Das ist ungefähr so, als ob …
Wenn ich … tue…
Ich möchte / ich würde …
Ich wundere mich, dass …
Ich finde(nicht) …
Ich bin der Meinung, dass ...
Meiner Meinung nach ...
Ich fühle mich ... , wenn ...
Für mich ist schön / gut / leicht / schwierig ...
Mir ist aufgefallen, dass ...
Ich frage mich, ob ...
Vorher und Nachher Gründe für … Ursachen (+ Gen) … Effekte (+Gen) … Nachwirkung (+Gen) …
kulturelle
Vielfalt
Gesundheit
Wissenschaft
und Technik
Freizeit
Sitten und
Gebräuche
Verhältnis zum Redner.
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ESQUEMA DE LA PRESENTACIÓN ORAL (LA FOTO)
1) Dar una descripción
general de la imagen
¿Cuándo, cómo, dónde,
qué?
2a.) Hablar del título y
2b.) describir los
elementos de la foto
3) Relacionar y explicar las
conexiones de la foto con uno de los
temas estudiados y a tu vida
Colores
Formas
Tamaños
Primer plano
(delante)
En el medio
Detrás
Relación
entre los
objetos
Costumbres
y
tradiciones
Salud
Diversidad
cultural
Ciencia y
tecnología
Ocio
Antes/
Después
Otras frases útiles
Me gusta esta foto porque….
Me siento identificado/a con esta
situación…
Cuando hago eso,…..
Me imagino….
No creo que + subjuntivo
Frases que puedes utlizar
La foto muestra/ describe…
En el fondo se puede observar…
En el medio….
Creo que
Me parece que
Esta foto representa
A primera vista me parece que
Para comenzar lo que más me ha llamado la atención es… que…
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¿What else do you see in the picture? Observe the picture (the photo/ the artwork) in order to address the following topics.
What can you see?
One can see...
There is/ there are…
In the center (middle)…
To the left/right of…
In the foreground…
In the background…
In the shadows…
Prepositions
On top of the table, there is (there are)...
Beside it, one can see...
In the corner, there is (there are)…
On the other side...
Below everything…
What is the person/are the people like?
There is a man / woman / child / young girl / teenager / elderly person...
S(he) must be ____ years old.
S(he) has… green eyes / blonde hair / big nose.
Her(his) eyes / legs / lips / ear are…
S(he) is (rather / very / quite / a bit/ incredibly…) tall, thin, strong, skinny
S(he) has a… strong / firm… personality.
S(he) seems… nice, cruel, spoiled…
S(he) is smiling / crying / laughing.
S(he) is happy, bored, sad, fed up,
depressed, worried, tired, angry....
What is s(he) doing?
Gerund (-ing)
Present tense
They have just...
They are going to…
S(he) is alone...
They are a group of
friends….
A sports team…
A group of
professionals…
What clothes are they
wearing?
S(he) is wearing a shirt / blouse/
t-shirt / dress / a suit / pants...
Color...
Red
Yellow
Green
White
Black
Orange
Blue (navy, light)
Purple (lilac, violet)
Gray
Style...
It is stylish.
It is by (brand name)…
It is from the seventies…
It is traditional…
It has a (logo) that says:
How does it fit?
What s(he) is wearing fits well
(badly).
I believe her/his clothes are
appropriate for…the occasion /
winter / going to work…
S(he) wears stylish clothes.
S(he) has good taste.
What does the picture show?
It is black and white. It has bright colors. It is a colorful cartoon. It is a vintage photo. It is a typical Spanish (German, medieval) scene in that…
Where was the picture taken?
In the interior of (inside) / in the exterior
(outside) / in the living room/ at the pool
At the park/ in the street / at the library /
in the back yard
What is the weather like?
It is daytime / nighttime.
There is good weather/ bad weather.
It is sunny, it is raining, etc.
It is summertime/ winter.
What does the
picture suggest?
It makes me think
about...
It seems to me that...
In my opinion…
You can see that…
It represents the
controversial issue/
problem of/ between…
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¿Qué se puede ver en la foto? Observa la foto (la imagen o el cuadro) para hablar sobre los siguientes temas.
¿Qué se puede ver?
Se puede ver...
Hay...
En el centro
A la izquierda/derecha de
En primer plano (in the foreground)
En el fondo (in the background)
En la sombra (in the shadows)
Preposiciones
Encima de la mesa, hay...
Al lado de esto, se puede ver...
En la esquina, hay...
Al otro lado...
Debajo de todo...
¿Cómo es la persona?
Hay un hombre/una mujer/ un niño/ una chica/ un joven / un adolescente / un anciano...
Tendrá unos ____ años.
Él/Ella tiene …los ojos verdes / el pelo rubio / la nariz grande.
Sus ojos / piernas / labios / orejas… son…
Él/Ella es (bastante / muy / un poco / increíblemente…) alto/a, delgado/a, fuerte, flaco/a
De carácter… fuerte/ firme.
Parece ser… simpático/a, cruel,
maleducado/a…
Está sonriendo/ llorando/ riéndose.
Está contento/a, aburrido/a, triste, harto/a,
deprimido/a, preocupado/a, cansado/a,
enfadado/a....
¿Qué está haciendo?
Estar + gerundio
(ando/iendo)
Tiempo presente
Acaba(n) de + infinitive (They have just...)
Va(n) a..
(They are going to)
Está solo/a.
Son un grupo de
amigos/ un equipo de
deporte / un grupo de
profesionales
¿Qué ropa lleva puesta?
Lleva una camisa/una
camiseta/un vestido/un
traje/unos pantalones...
De color...
Roja Amarilla Verde Blanca Negra Anaranjada Azul (marino, claro) Morada (lila, violeta) Gris
De moda
De marca
De los años setenta
Tradicional
Con imagen de...
Con un lema que dice:
¿Cómo le queda?
Lo que lleva puesto le queda
bien/mal.
Creo que su ropa es apropiada
para…la ocasión/ el invierno/ir
al trabajo…
Él/Ella viste a la moda.
Él/Ella tiene buen gusto.
¿Cómo es la imagen?
Es una foto en blanco y negro. Es una foto con muchos colores vivos. Es una viñeta coloreada. Es una foto vieja. Es una imagen típicamente española…
¿Dónde sacaron la foto?
Está al interior / al exterior / afuera /
dentro de la casa / en el salón / en la
piscina
Está en el parque / en la calle / en el
instituto / en la biblioteca
¿Qué tiempo hace?
Es de día / de noche
Hace buen / mal tiempo
Hace sol, está lloviendo, etc.
Es verano / Es invierno
¿Qué te sugiere la
foto?
La foto me hace
pensar en...
Me parece que...
En mi opinión…
Se ve que...
(You can see that)
Representa el
problema de…/
la polémica de/entre...
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Cómo describir una foto
(más ideas de lo que se puede decir)
1. Describir la situación/escena objetivamente
En la foto se puede ver...
A la derecha / izquierda ...
En el centro, en el fondo, en primer plano...
Arriba del todo...
En la pared (on the wall)...
Tras la ventana (through the window)...
Hay ‘x’ persona(s)... Es/ Son (profesión, actitud, talla)... Tiene(n)... Está(n) + gerundio (what they are doing) Es una familia/ un equipo/ un grupo de amigos... Las personas llevan (ropa)... Tiene(n) el pelo/ los ojos... Creo que son españoles/mejicanos/bolivianos porque...
Están en la calle/ en una habitación/ afuera Están de pie (standing up) / están sentados (sitting down) / están tumbados o acostados (lying down)
El tiempo: Hace sol/ está lloviendo / no sé qué tiempo hace
2. Hablar del título
El título de la foto es: ...
Es relevante / interesante / pertinente / cómico porque...
3. Describir lo que pasa en la imagen
Están haciendo... porque...
Creo que necesitan/ quieren/ aprenden/ pueden...
Es una situación normal / extraña / cotidiana / típica / atípica porque…
Es evidente / obvio…
4. Explicar el tema y relacionarlo a tu vida
La foto me hace pensar en...
Es relevante a la cultura española/hispana porque...
A mí (no) me gustaría estar allí...
En mi experiencia, esto es un problema importante...
Una diferencia fundamental entre mi cultura y la cultura hispana está expuesta aquí.
Fuente: IB OCC Modificado por MilyBett Llanos-Gremillion
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AP/IB Debate
Objective:
- Analyze and synthesize information on current controversial topics.
- Form an argument based on texts and site the sources.
- Form an argument based on texts and site the sources.
Debate Format:
Student 1: 2 minutes to state argument
Student 1 & 2: 1 minute for clarifying
questions & answers
Student 2: 1 minute Rebuttal about the
information given
Student 2: 2 minutes to state argument
Student 1 & 2: 1 minute for clarifying
questions & answers
Student 1: 1 minute Rebuttal about the
information given
Listening:
- On the day of the debate you will also, choose a winner of each debate you hear, and
must state in German why that particular student won the debate in 2-3 sentences.
Your response can not just be “He spoke better.” Give more depth to your answer.
To Turn in:
- Cover Sheet
- Summary sheet of sources
- Printed articles / sources
- Typed bibliography of sources
- Notes taken during the debate
- Winner sheet of other debates
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Name ___________________________________________ Debatte # ______
Deutsch AP / HL / SL, _____ Stunde
Debate Cover Sheet
Overall Core Theme: ________________________________________________________
Topic: _________________________________________________________
I am _____________________________ this topic.
Introduction to my stance:
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Name ______________________________________
Debate Format
Opening / Introduction: Begin with an attention-getter (anecdote, fitting quotation)
Main argument 1: Refer to your sources
1. Claim
2. Proof / Evidence
3. Research
4. Effect / Impact
Main Argument 2: Refer to your source
5. Claim
6. Proof / Evidence
7. Research
8. Effect / Impact
Main Argument 3: Refer to your source
9. Claim
10. Proof / Evidence
11. Research
12. Effect / Impact
Closing Statement: End with a short summary.
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You may reach us at:
Westwood High School
12400 Mellow Meadow Dr.
Austin, TX 78750
(512) 464-4000
Judith Kemp
MilyBett Llanos-Gremillion
J.J. Melgar