Luanda International School

MYP Portuguese B - Advanced

Course Outline
Course: IB MYP Year 4 (Year 10)Portuguese B - Advanced
Teacher(s): Susana Regula
Year: 2010/2011

Course Description: The course is designed to provide the students with the tools that will allow them to have a more holistic learning,
intercultural awareness and give them the opportunity to be able to communicate in a second language in a broad, balanced and proficient
way.

Our aims are: The aims of the teaching and study of modern foreign languages are to:
 enable the student to use language(s) effectively as a means of practical communication, providing a sound base of
communication skills necessary for future study, work and leisure
 enable the student to understand the nature of language and the process of total language learning, which comprises the
integration of linguistic, cultural and social components
 enable the student to develop an appreciation of a variety of literary and non-literary texts
 offer insight into the cultural characteristics of the communities where the language(s) is (are) spoken
 encourage an awareness and understanding of the perspectives of people from other cultures
 promote involvement with different communities, where relevant
 provide access to varied sources of information
 foster curiosity, a lifelong interest and enjoyment in language learning.

You will begin to embody the IB Learner Profile as you display the following qualities: inquirer, knowledgeable, thinker, communicator,
principled, open-minded, caring, risk-taker, balanced and reflective.

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At the core of the MYP program is the unit question and the areas of interaction (AOI):
There are five AOI: approaches to learning, community and service, health and social education, human ingenuity, and environments. For
every unit, there will be a unit question and an area of interaction that will provide a framework and give our classroom a context. The areas
of interaction are the fuel that fires our intellectual pursuit. The following are our units:

Title AOI Question Topic Assessment

O Tempo Environments Como posso planear com o Tempo compreender apresentação oral - fazer uma
que tenho? vocabulário apresentação da meteorologia
relacionado com o (critérios A e B)
a passagem do
tempo e também Análise de um texto cujo tema
com a é o horoscopo (critério E)
meteorologia
O Stress e o Health and Como posso combater o Stress? aprender regras e Análise de um texto cujo tema
Desporto Social Education vocabulário é o stress (critério E)
relacionado com o Escrita de um booklet com as
desporto regras e vocabulário de um
desporto à escolha do aluno
(critérios C e D)
As notícias Human De que forma posso saber mais? compreender as contrução de uma notícia de
Ingenuity regras básicas da interesse e de acordo com as
construção de uma regras aprendidas (critérios C e
notícia D)
apresentação de uma notíca
(critérios A e B)
leitura e compreensão de uma
notícia (critério E)
O Português do Community and Há diferenças na expressão relacionar e análise de textos das diferentes
Brasil, Portugal e Service Portuguesa? distinguir as variantes (critério E)
África diferentes
variantes do
português

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At the end of the year, the following IB MYP specific objectives will be covered: At the end of the course students should be able to:
 communicate information, ideas and opinions
 demonstrate comprehension of specific factual information and attitudes, expressed in spoken and written contexts
 identify main ideas and supporting details and draw conclusions from spoken and written texts
 understand and appropriately use structures and vocabulary
 request and provide information in both spoken and written contexts
 engage actively in oral production using comprehensible pronunciation and intonation
 take part in formal and informal communications.

The methodology or the “how” we will learn:

LANGUAGE LEARNING STRATEGIES

The students will learn using comprehension, production and memory strategies. These strategies will be classified as:

Cognitive: making associations between words, identifying key words and ideas, reasoning both deductively and inductively, and using nonverbal
or linguistic clues to comprehend a message.

Socio-affective: collaborating with others, tolerating unknown words and expressions (tolerating ambiguity) and taking the risk to communicate

Metacognitive: planning, monitoring and evaluating one’s learning.

Memory: the manner in which students learn, retain and recall vocabulary, expressions and grammatical structures needed to understand or
produce a message.

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Assessment is the term used to measure the students’ demonstrations of learning:
There will be summative assessment projects and tests to show what they have learned. These will be assessed using the IB MYP criteria:

Criterion A Oral Communication – message and interaction out of 8

Criterion B Oral Communication –language out of 8
Criterion C Writing – message and organisation out of 8
Criterion D Writing –language out of 8
out of 16 (2 x 8)
Criterion E Reading Comprehension
Overall raw score out of 48

When a student has been assessed on each of the criteria they will get a raw score out of 48 for a Language B subject. This score is then
converted into an MYP Level using the following table.

Level Raw Score

1 – Very Poor 0-8
2 - Poor 9 – 16
3 - Mediocre 17 – 23
4 - Satisfactory 24 – 30
5 – Good 31 - 36
6 – Very Good 37 - 42
7 - Excellent 43 - 48

During the year each of these criteria will be measured at least twice, not necessarily at the same time. All work will be compiled in a
portfolio.

LIS Assessment Policy

Assessment is designed to improve student learning.
Reflection is an essential process of assessment and indicates understanding over time.
Assessment is anchored in authentic tasks.
Timely, direct, specific and contextualized feedback is central to all learning and teaching.
Assessment provides students and teachers with feedback to revise performance and improve learning and teaching.
Assessment allows the school to monitor effectiveness of programmes and provides direction for teachers, learners, parents, administration and
overall school development.
Assessments should be sensitive to, and reflect cultural, linguistic, racial, class, learning, physical and gender differences.

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Resources and materials:

 Publications: “Português XXI, nível 2” (Student book and workbook); gramática “Vamos Lá Continuar”.
 Texts with descriptions.
 Worksheets, pictures, magazines, dictionaries.
 Internet, videos and DVD’s. Educational and others. Music.
 Other students at the LIS community or another place.
 On the board games, and Cultural trivia, Interactive games.
 OCC IB Teachers’ support material / Teachers’ resources.
 Binders and dividers for student’s work.