IB Maths Book

THE INTERNATIONAL SCHOOL

BANGALORE

MIDDLE SCHOOL CURRICULUM

2012-2013

SUBJECT: MATHEMATICS

INTRODUCTION:

In Grade VIII, the students are introduced to a sound foundation in the basic concepts of Mathematics. They will be introduced to concepts which include variations, simple interest, compound interest and its application. In Algebra they will learn how to solve linear inequalities. They will also be introduced to Trigonometry, Circle Theorems and Coordinate geometry. They will be made aware of the relevance of Mathematics in terms of application of Volume of prism and pyramid.

AIMS AND OBJECTIVES:

The aims are to enable candidates to:

 develop their mathematical knowledge and oral, written and practical skills in a way which encourages confidence and provides satisfaction and enjoyment;

 read mathematics, and write and talk about the subject in a variety of ways;

 to solve problems and to interpret numerical data

 to analyse the application of formulae.

 to be able to interpret graphs, tables, diagrams etc.

 to be able to help students in their thinking processes by problem solving. LEARNING OUTCOMES:

Candidates should be able to:

 develop patience and persistence in solving problems;

 develop a positive attitude towards mathematics which encourages enjoyment, fosters confidence and promotes enquiry and further learning;

 appreciate the beauty and power of mathematics;

 perform calculations by suitable methods;

 use an electronic calculator and also perform some straightforward calculations without a calculator;

 understand systems of measurement in everyday use and make use of them in the solution of problems;

 estimate, approximate and work to degrees of accuracy appropriate to the context and convert between equivalent numerical forms;

 appreciate the interdependence of different branches of mathematics and the links with other disciplines.

CURRICULUM CONTENT:

TOPIC SUBTOPICS LEARNING OUTCOMES

The candidates learn

Indices and Standard form

 Multiplication and Division law of Indices

 Power law of Indices

 More laws of Indices

 Zero and Negative Indices

 Fractional Indices

 Standard form

 About the laws of indices

 To use the standard form to express very large or very small numbers.

Solutions to Quadratic

equations

 Solving quadratic equations by factorization, by completing the square and by formula

 Equations reducible to Quadratic equation

 Problem involving Quadratic equations  Quadratic equations by factorizations  Quadratic equations by using “completing the square method”.  Quadratic equations by using formula:

 Problems that can be reduced to quadratic equations. Linear Inequalities  Inequalities  Solving Inequalities

 Difference Between ≤ & <and ≥ & >

 Problem solving involving Inequalities

 Linear equalities in one variable

 Simple laws of linear inequalities.

 Simple methods for solving linear inequalities.

Congruent triangles

 Congruent Triangle

 Congruency Tests

 To test for the congruency between two triangles.  To solve problems involving congruent triangles. Variations

 Direct Variations (worksheet)

 Inverse Variations Application of Variations (worksheets)  To solve problems involving variations Trigonometrical ratios

 Introduction to trigonometric ratios

 Values of trigonometric ratios o Solving right angled

Triangles

 using trigonometric ratios

 Practical applications of Trigonometry

 To find length of a side or an angle of a right-angled triangle using the sine, cosine and tangent ratios for acute angles.

 To solve trigonometrical problems in two dimensions.

Further trigonometry

 Finding the value of an angle with Trigonometric ratios

 Area of triangle

 The Sine Rule

 The cosine Rule

 Bearings  To determine the trigonometrical values of angles.  To find unknown sides/angles of a triangle given: two sides and one angle or two angles and one side or three sides.

 To solve simple practical problems using bearing and trigonometry and those involving distance and height.

Co-ordinate geometry

 Length of Line Segment

 Gradient of a Straight Line

 Collinear points

 Equation of a Straight Line

 (Different forms)

 Signs of the Gradient

 Midpoint Formula

 Gradient of parallel and Perpendicular line -worksheet

 More Problems on Coordinate Geometry

 The length of a line segment.

 The gradient of a straight line.

 The equation of a straight line.

Angle properties of circles

 Symmetrical properties of Circles

 Angles Properties of Circles

 Angles on a opposite Segments

 Problems on Angle properties of Circles

 To find distance between two parallel chords in a circle.

 To solve problems involving angles subtended at the centre and angles at the circumference.

 To use the properties of tangents to a circle to solve problems involving angles and lengths.

Application of Mathematics in Practical situations  Simple Interest  Compound Interest  To solve problems involving simple and compound interest.

Similar triangles

 Problems on Similar Triangles

 To test for the similarity between two triangles.

 To solve problems involving similar triangles.

Area and volume of similar figures

and solids

 Area and Volume of Similar figures and solids  To solve problems using the relationship between areas of similar figures.  To solve problems using the relationship between volumes of similar solids.

ASSESSMENTS: Objectives:

The assessments will test the ability of candidates to:

 know and apply concepts from all the aspects of mathematics listed in the specification;

 apply combinations of mathematical skills and techniques to solve a problem;

 solve a problem by investigation, analysis, the use of deductive skills and the application of an appropriate strategy;

 recognise patterns and structures and so form generalisations;

 draw logical conclusions from information and understand the significance of mathematical or statistical results;

 use spatial relationships in solving problems;

 use the concepts of mathematical modelling to describe a real-life situation and draw conclusions;

 organise, interpret and present information in written, tabular, graphical and diagrammatic forms.

Types of Assessment:

There will be formative and summative assessments.

FORMATIVE ASSESSMENTS: Include both formal and informal methods, such as quizzes, oral questioning, observations, project works, and writing assignment, accompanied by peer group discussions, formation and display of information on Bulletin Boards.

SUMMATIVE ASSESSMENTS: are generally taken by the students at the end of a unit or term to demonstrate the “sum” of what they have learned.

RESOURCES:

- NEW SYLLABUS MATHEMATICS 3 – SHINGLEE.

- NEW SYLLABUS MATHEMATICS 3 WORKBOOK – SHINGLEE

- Mathematics for the international student MYP 8- Haese and Harris Publications - International Mathematics for the middle years 3 – Pearson

HISTORY OF MATHEMATICS

INTRODUCTION

This course is a brief survey into the history of Mathematics, the discoveries and ideas that originated and evolved and a look into the life- history of some Great Mathematicians. Maths was born with man and has developed in the centuries along with civilizations. The evolution of certain Mathematical facts which the students can comprehend will be discussed in class and encouraged to research upon. The main resource will be the school library and resource material from the internet.

AIMS AND OBJECTIVES:

 To help the student get an insight into the way in which Maths ideas have been originated and evolved.

 To know and appreciate some Great Mathematicians and their contributions.

 To look at results the way mathematicians do, ie. expect to find the deepest mysteries from simple fundamental concepts by developing on them creatively.

LEARNING OUTCOMES:

 The ability to appreciate concepts and ideas in the field of mathematics.

 The student will develop a sense of how Mathematicians were persistent in establishing facts that originated in their minds. To help the child believe that practising certain

techniques to understand the concepts involved is essential and thus gain confidence in the subject.

 Extensive opportunity for reference work will be provided and students will be exposed to the voluminous information available.

INVESTIGATING SKILLS

INTRODUCTION

Mathematical exercises that require investigation will be given to the student on a regular basis during the scheduled class lessons. These tasks are designed to grasp the child’s creative and original thinking. They will be challenging activities with more than one solution that stimulate mathematical thinking and help the student reach logical conclusions. These tasks have no right or wrong answers, but their interpretations will be assessed.

AIMS AND OBJECTIVES:

 To help the student develop his/her individual approach in understanding, processing and analysing the task.

 To develop a methodical manner in analysis and exhaust all the possible cases which the task requires.

 To help the student draw conclusions based on the findings.

LEARNING OUTCOMES:

 The student tackles the task at their respective pace and feels self-motivated.

 The student acquires logical, analytical and problem-solving skills.

 The student is encouraged to communicate his/her findings on paper which will help them know how to record mathematical findings with clarity.

 Some tasks involve group work and the group designates the responsibilities of each individual in the group and effectiveness of working in a team is established.

MATHEMATICS LAB

INTRODUCTION

This includes activities in the Math Lab which help make Math more pragmatic with a hand-on approach in understanding certain theorems and results. The activities involved in the Lab will help the student further enhance the formulae and theorems learnt in the regular lessons.

AIMS AND OBJECTIVES:

 The students explore mathematical concepts, facts and theorems through a variety of activities using different materials.

 Through this kind of hands-on-approach the student is helped to learn formulae better, to understand theorems and study geometric shapes.

 It provides scope for greater involvement of both the mind and the hand which facilates cognition

LEARNING OUTCOMES:

 It provides an opportunity / scope for individual participation in the process of learning and becoming autonomous learners.

 Help students to understand and internalize the basic mathematical concepts through concrete objects and situations.

 To verify or discover several geometrical properties and facts using models or by paper cutting and folding techniques.

 It enables the students for individual participation in the process of learning and becoming autonomous learners.

 The laboratory allows and encourages the students to think, discuss with each other and the teacher and assimilate the concepts in a more effective manner.

 It enables the teacher to demonstrate, explain and reinforce abstract mathematical ideas by using concrete objects, models, charts, graphs, pictures, posters, etc.

Lab Activities:

• Basic algebraic identities using rectangles-(a+b)2 • Deriving (a+b)3 using cuboids

• Using clinometers –finding the heights of flag post, trees, buildings etc. • Tangrams

• Proof of Pythagoras theorem

• Research based activity - history and works of a mathematician • Investigation: finding trigonometric ratios of obtuse angles • Circle theorems

• Idea of gradient and equation of straight lines • Height of a tree or a pole or a tower

• Finding surface area of different solids

• Exploration activity on compound interest calculation. Real life examples-growth and depreciation

Note: In addition to the above, investigations that enhance students’ mathematical skills are also incorporated.

THE INTERNATIONAL SCHOOL

BANGALORE

MIDDLE SCHOOL COURSE DESCRIPTION

2012-2013

SUBJECT: ENGLISH

GRADE : VIII

INTRODUCTION

In studying English, pupils develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Pupils learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively.

Literature in English is rich and influential. It reflects the experiences of people from many countries and times and contributes to our sense of cultural identity. Pupils learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts, gaining access to the world of knowledge that reading offers. Looking at the patterns, structures, origins and conventions of English helps pupils understand how language works. Using this understanding, pupils can choose and adapt what they say and write in different situations, as well as appreciate and interpret the choices made by other writers and speakers.

At TISB the Middle Years English programme forms a crucial connect between the CIPP and the IGCSE. Concepts and ideas introduced during initial years are reinforced and make for a smooth transition to the IGCSE programme.

Any literary study encompasses four modules - Narrative, Poetry, Non-Fiction and Drama, which encourages exploration of a wide range of texts. At TISB special emphasis is laid on writing from one’s own critical point of view.

LANGUAGE - SKILLS AIMS

The aims are to:

 enable students to communicate accurately, appropriately and effectively in speech and writing  enable students to understand and respond appropriately to what they hear, read and experience  encourage students to enjoy and appreciate variety of language

 complement students' other areas of study by developing skills of a more general application (e.g. analysis, synthesis, drawing of inferences)

 promote students' personal development and an understanding of themselves and others  helps students in their future in careers such as study of literature and teaching, journalism,

Media, law, liberal arts etc. in the universities OBJECTIVES

The skills developed are:  SPEAKING

 Articulate experience and express what is thought, felt and imagined  Communicate clearly and fluently

 Order and present facts, ideas and opinions

 Speak audibly and intelligibly with appropriate tone, intonation and pace  Understand and convey both simple and detailed information

 Understand and convey more complex information in an interesting and authoritative way  Present facts, ideas and opinions in an orderly sequence

 Discuss statements of opinion and attitude.

Teacher-guided activities:

 Recitation, extempore, debate, Power Point Presentation, group discussion and speech  LISTENING

 Understand ideas and opinions

 Understand both simple and detailed information  Understand more complex information

 Recognise statements of opinion and attitude  Discern underlying assumptions and points of view

Teacher-guided activities:

 Listen to audio books – poems, prose extracts, speeches, plays, songs

 READING

 Understand and collate explicit meanings

 Understand, explain and collate implicit meanings and attitudes  Select analyse and evaluate what is relevant to specific purposes  Understand how writers achieve effects

Teacher-guided activities:

 Text based exercises, advertisements, brochures, short passages from newspapers, magazines, stories, poems and plays

 WRITING

 Order and present facts, ideas and opinions

 Understand and use a range of appropriate vocabulary

 Use language and register appropriate to audience and context

 Make accurate and effective use of paragraphs, grammatical structures, sentences,  punctuation and spelling

 express thoughts, feelings and opinions in order to interest, inform or convince the reader  show a wider and more varied sense of different styles to interest, inform or convince the reader  show a clear sense of audience

 demonstrate adequate control of vocabulary, syntax and grammar  demonstrate a sophisticated use of vocabulary and structures  exercise care over punctuation and spelling

 write accurate simple sentences  write accurate complex sentences  attempt a variety of sentence structures  recognise the need for paragraphing  write in well-constructed paragraphs  use appropriate vocabulary

Teacher-guided activities:

 Pre-writing tasks:

Reading, brainstorming, analyzing the question, planning and organizing

 Discuss the different purposes of writing and the ways in which language is used to: Persuade / Inform / Describe / Entertain / Analyse

 Read examples to demonstrate each of the above  Make up lists of words that are effective in each category

 Students write their own examples of different ways of using language and discuss the outcomes  Writing various drafts and editing

LANGUAGE – KNOWLEDGE AREAS Grammar:  Sentence structures  Suffix  Prefix  Preposition - usage

 Tenses and sequence of tenses

 Reported speech – identifying features, usage  Subject Verb Agreement

 Punctuation

Reading Comprehension:

 Comprehension of unseen passages

Writing Tasks:

 Essays: descriptive, narrative, autobiographical, argumentative  Directed writing:

 Letters: formal, informal  Diary entry

 Brochure

LANGUAGE – GENERAL METHODOLOGY

 Oral communication  Creative writing  Debate

 Quiz

 Vocabulary exercises

 Language Worksheets on various topics covered in the class  Speech

 Extempore  Group Discussions

 Word games to build vocabulary  Using quotations

LANGUAGE – RESOURCES

 Reference books, magazines, newspapers and leaflets from the library  Internet

 Audio books  Audio visual

LITERATURE - SKILLS

AIMS

The aims are to encourage and develop students’ ability to:  enjoy the experience of reading literature

 experience literature’s contribution to aesthetic, imaginative and intellectual growth  enjoy the experience of reading literature

 understand, interpret, and analyse literary texts in different forms  communicate a personal response appropriately and effectively  appreciate different ways in which writers achieve their effects

 experience literature’s contribution to aesthetic, imaginative and intellectual growth  explore the contribution of literature to an understanding of areas of human concern OBJECTIVES

 LISTENING

 understand both simple and detailed information  understand more complex information

 recognise statements of opinion and attitude  discern underlying assumptions and points of view

 appreciate the beauty of the sounds, rhyme and rhythm in Poetry  appreciate dramatic techniques

 respond to pieces of literature

Teacher-guided activities:

Listening to audio books, watching movies, recitation and presentations by students  SPEAKING

 convey both simple and detailed information  convey more complex information

 present facts, ideas and opinions in an orderly sequence  give statements of opinion and attitude

 discuss statements of opinion and attitude, discerning underlying assumptions and points of view  speak audibly and intelligibly with appropriate tone, intonation and pace

 use the appropriate tone, voice modulation  develop clarity of diction and enunciation  articulate and discuss feelings and attitudes  communicate a personal response

Teacher-guided activities:

 READING

 understand and relate the ideas  detect theme

 identify basic literary features

 show a more precise understanding of extended texts  scan for and extract specific information

 identify main and subordinate topics, summarise, paraphrase and re-express ideas and thoughts  recognise the relationship of ideas

 show understanding of how writers achieve their effects

 recognise and respond to simple linguistic devices including figurative language  recognise and respond to more sophisticated linguistic devices

Teacher-guided activities:

Guided reading in the Library. Students encouraged to read prose extracts, poems, play extracts and other kinds of non-fiction writing like travelogues, biographies and diaries

Various activities on the reading that they have done such as dramatisation, writing book reports, analyzing the style of the writer and research work on writers

 WRITING

 express thoughts, feelings and opinions in order to interest, inform and/or convince the reader  show a wider and more varied sense of different styles to interest, inform or convince the reader  show a clear sense of audience

 demonstrate adequate control of vocabulary, syntax and grammar  demonstrate a sophisticated use of vocabulary and structures  exercise care over punctuation and spelling

 write accurate simple sentences  write accurate complex sentences  attempt a variety of sentence structures  recognise the need for paragraphing  write in well-constructed paragraphs  use appropriate vocabulary

 comment on plot and characterization  explore theme

 analyze plot and characterization  analyse poetry

 write poems and short story

Writing Tasks /Teacher-guided activities:

Writing Literature answers – 5 mark and 10 mark questions Train students in citing sources and avoiding plagiarism Research work on writers, topics as week end tasks Word games to build vocabulary

LITERATURE – KNOWLEDGE AREAS AIMS

Candidates should be able to understand and appreciate texts and themes in ways which may range from straightforward knowledge of content and surface meaning to deeper meaning and interpretation.

Candidates should study in detail individual texts in the three main literary forms of prose, poetry and drama.

OBJECTIVES

After completion of the course the student is expected to:

 show detailed knowledge of the content of literary texts in the three main forms (Drama, Poetry, and Prose)

 understand the meanings of literary texts and their contexts, and explore texts beyond surface meanings to show deeper awareness of ideas and attitudes

 recognise ways in which writers use language, structure, and form to create and shape meanings and effects

 communicate a personal response to literary texts

LEARNING OUTCOMES

Having followed the English course in Grade 8 the students will be expected to demonstrate:

an ability to respond in an independent manner to works of literature

an ability to express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication

a command of the language and an appreciation of an effective choice of register and style in both written and oral communication

a thorough knowledge both of the individual works studied

an appreciation of literary works from different ages and/or cultures

an ability to comment on the language, content, structure, meaning and significance of both familiar and unfamiliar pieces of writing

an awareness of the effects of structure, technique and style as employed by authors an ability to structure ideas and arguments, both orally and in writing, in a sustained

and logical way, and to support them with precise and relevant examples. a sense of the English literary heritage



range of cultures and traditions which gives a glimpse into the political, economic, historical and social background



an understanding of how English varies locally and globally, and how these variations relate to identity and cultural diversity

ASSESSMENTS

Assessment will be continuous and will take a variety of forms. The primary purposes of the assessment will be to monitor a student’s achievement of the course objectives, and to act as a diagnostic tool that will lead to specific language development. Students will also be assessed on their ability to recall from memory, to analyse the features of a particular text, and to offer a personal response.

Internal assessments include formative assessments and summative assessments.

TERM 1 ASSESSMENT SCHEDULE Type of assessment Approx dates

Formative assessment 1 September – week 3 Summative assessment 1 October – week 1 Pre-exam formative November – week 1

End of Term 1 Exam November - week 4 to December - week 1

TERM 2 ASSESSMENT SCHEDULE Type of assessment Approx dates

Formative assessment 2 February – week 1 Summative assessment 2 February – week 2 Formative assessment 3 and

Summative assessment 3 March week 3 and week 4 Pre-exam formative May – week 2

End of Term 2 Exam May – week 4 to June week 1

The duration of the formative and summative assessments is one class period. The duration of the examination in the terminal examinations is two hours and the maximum mark is 80. The type of questions includes objective, short answer and structured questions.

All the four language skills of listening, speaking, reading and writing will be assessed in a balanced manner to arrive at an accurate assessment of a student’s language.

THE LEARNER PROFILE

In keeping with the philosophy of the IBDP we develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet help to create a better and more peaceful world. Our students strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and

research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so

doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and

approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more

than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for

the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open

to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They

have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and

have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve

personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to

assess and understand their strengths and limitations in order to support their learning and personal development.

SYLLABUS CONTENT 2012 – 2013

FIRST TERM:

LITERATURE: I. Animal Farm

 Chapters 1 – 10

II. New Oxford English 3

 Narratives

 Stories of the World  Types of Narratives  A Good Opening  The Short Story

 Ingredients of a Short Story  Blackberries

 Graphic Novels

 Suspense and the stage

III. The Oxford Treasury of Classic Poems

 The Eagle – Alfred Lord Tennyson  The Highwayman – Alfred Noyes  The Lady of Shalott

LANGUAGE:

I. Grammar

 Degrees of Comparison  Sentence structures [variety]  Subject Verb Agreement

II. Comprehension III. Essay

 Descriptive

 Narrative [including short story writing]

IV. Directed Writing

SECOND TERM:

LITERATURE:

I. The Merchant of Venice

 Acts I – V

II. New Oxford English 3

 Poem as Sound

 Working in Winter [assonance, consonance, alliteration]  The Prelude [Dictionary activity]

 Poem as Shape

 The Arrival of the Envelopes  Seascape

III. The Oxford Treasury of Classic Poems

 Stopping by Woods on a Snowy Evening

LANGUAGE:

I. Grammar

 Reported Speech  Prepositions

II. Comprehension III. Directed Writing

 Informal Letter  Formal Letter  Diary entry IV. Essay  Autobiographical  Argumentative

READING LIST TERM 1:

Poems

from The Oxford Treasury of Classic Poems: 1. ‘There will come soft rains’ – Sara Teasdale 2. ‘Lochinvar’ – Sir Walter Scott

3. Ozymandias Fiction:

1. The Village by the Sea – Anita Desai Non-fiction:

1. Long Walk to Freedom – Nelson Mandela

TERM 1I: Poems

from The Oxford Treasury of Classic Poems: 1. ‘Sonnet LX’ – William Shakespeare Poems from New Oxford English – 3

1. ‘Antarctica’ – Derek Mahon 2. ‘My Life Story’ – Simon Armitage Fiction:

1. Short Stories – O Henry [Any 2 stories] Non-fiction:

RESEARCH DOCUMENT

[Guidelines on how to acknowledge sources and websites for online research]

While using other sources, students need to keep in mind the following:

1. Ensure that there is academic honesty in all the work done.

2. Underline or italicize or use inverted commas while making a reference to the title of a book. 3. Cite books in this manner in the bibliography:

Flaubert, Gustave. Madame Bovary. London: Penguin, 1995. 4. Cite websites in this manner in the bibliography:

www.oxforddictionaries.com/

5. Follow the pattern given below to footnote a printed text:

1_{Flaubert, Gustave. Madame Bovary. London: Penguin, 1995. p 219.[the abbreviation for page is p (singular)} and pp (plural) and not pg.]

6. Follow the pattern given below to footnote a website:

www.oxforddictionaries.com/, 10.08.10, 08:46 am 7. Leave a line between paragraphs. Do not indent.

8. Do not number the list of books in the Bibliography.

9. Use double inverted commas for quotes and make sure that they are well integrated.

WRITING TASKS

 Creative Writing: descriptive, narrative, autobiographical and argumentative essays.  Directed writing based on a given input such as a reading passage:

 Letters: formal and informal  Diary entry

 Brochure

Teacher-guided activities:

 Pre-writing tasks:

 Discuss the different purposes of writing and the ways in which language is used to: Persuade / Inform / Describe / Entertain / Analyse

 Read exemplars to demonstrate each of the above  Make up lists of words that are effective in each category

 Students write their own examples of different ways of using language and discuss the outcomes.  Writing various drafts and editing

 The final draft

FORMATS AND BASIC GUIDELINES FOR DIRECTED WRITING 1.INFORMAL LETTER

Guidelines:

 Focus on the ideas given in the passage/input in relation to the task – some ideas may be direct and others may need to be inferred.

 Be conscious of who your reader is and use the right register.

 Engage the reader by using “you, your”, using exclamations if necessary and by asking for opinions/comments.

 Make your letter interesting by using varied sentence structures and idiomatic expressions.  Read the question carefully to use the right tone.

 Use descriptive/persuasive/augmentative language as required in the question.  Be convincing - with facts, opinions and feelings.

 Use a wide range of vocabulary.

 Make the flow of ideas logical and natural.  Do not be rude or offensive.

 Use your own words and avoid ‘copying’ words and expressions used in the passage given.

Salutation:

Dear Name/Mother/Father/etc

Introduction:

This should be very natural, introducing the main point of the letter.

Next 3-4 paragraphs:

In each paragraph that follows, focus on a specific aspect/area/subtopic in relation to your question. These ideas should flow from one paragraph to the next

Conclusion:

Give the conclusion – but don’t say “In conclusion…” There are other ways of letting your reader know this.

Complementary close:

With love/Yours lovingly (Note that only the first word Yours / With begins with a capital letter. The word Yours does not have an apostrophe)

First name (no surname)

2. FORMAL LETTER

Guidelines:

 Focus on the ideas given in the passage/input in relation to the task – some ideas may be direct and others may need to be inferred.

 Do not use colloquial language, slang, abbreviations or contractions.  Use formal language.

 Be conscious of who your reader(s) is/are and use the right register.

 Engage the reader by using “you, your”, using exclamations if necessary and by asking for opinions/comments. Sometimes, rhetorical questions may be asked.

 Make your letter interesting by using varied sentence structures.  Use persuasive language (if the task requires it.)

 Be convincing - with facts, opinions and, if required, feelings.  Use a wide range of vocabulary.

 Make the flow of ideas logical and natural.  Do not be rude or offensive.

 Use your own words and avoid ‘copying’ words and expressions used in the passage given.

Salutation:

Dear Sir/ Madam

Introduction:

This should be very straightforward and brief introducing the main point of the letter.

Next 3-4 paragraphs:

In each paragraph that follows, focus on a specific aspect/area/subtopic in relation to your question. These ideas should flow from one paragraph to the next

Conclusion: Give the conclusion – but avoid “In conclusion…” There are other ways of letting your

reader know this.

Complementary close: Yours truly/Yours faithfully (Note that only the first word Yours begins with a

capital letter. It does not have an apostrophe)

Signature

Full name (name and surname)

3. SEMI-FORMAL LETTER

Guidelines:

 Focus on the ideas given in the passage/input in relation to the task – some ideas may be direct and others may need to be inferred.

 Do not use colloquial language, slang, abbreviations or contractions.  Use formal language.

 Be conscious of who your reader(s) is/are and use the right register.  Be conscious of who your reader(s) is/are and use the right register.

 Engage the reader by using “you, your”, using exclamations if necessary and by asking for opinions/comments. Sometimes, rhetorical questions may be asked.

 Make your letter interesting by using varied sentence structures.  Use persuasive language (if the task requires it.)

 Be convincing - with facts, opinions and, if required, feelings.  Use a wide range of vocabulary.

 Make the flow of ideas logical and natural.  Do not be rude or offensive.

 Use your own words and avoid ‘copying’ words and expressions used in the passage given.

Salutation:

Dear Mr. ______/Mrs. _____________/Dr. ______________ etc

Introduction:

This should be very straightforward and brief introducing the main point of the letter.

Next 3-4 paragraphs:

In each paragraph that follows, focus on a specific aspect/area/subtopic in relation to your question. These ideas should flow from one paragraph to the next

Conclusion: Give the conclusion – but don’t say “In conclusion…” There are other ways of letting your

reader know this.

Complementary close: Yours truly/ Yours sincerely (Note that only the first word Yours begins with a

capital letter. It does not have an apostrophe) Signature

Full name

4. BROCHURE

Guidelines:

 Focus on the ideas given in the passage/input in relation to the task. Some ideas may be direct and others may need to be inferred.

 Be conscious of the fact that you want to attract people of varying interests to this place/hotel/institution.

 Engage the audience by ’speaking’ to them by using “you/your”, using exclamations and questions if necessary.

 Make your presentation interesting by using varied sentence structures and idiomatic expressions  Use persuasive language (if the task requires it.)

 Be convincing - with facts and figures.

 Use a wide range of vocabulary and good description of buildings, natural surroundings etc.  Arrange paragraphs according to the level of interest for the readers.

 Use your own words and avoid copying words and expressions used in the passage given. Use the colourful language of advertisement but without exaggeration.

[Please turn the page

Heading: Give an eye-catching epithet for the place/hotel/institution Example: KERALA – God’s

Own Country

Introduction:

Use very descriptive words to give the salient features of the place/hotel/institution. Draw the attention of the readers through the effective use of language.

Next 3-4 paragraphs:

In each paragraph that follows, focus on a specific aspect/area/subtopic.

Conclusion:

This may not be required as you will be asked to write only part of a brochure. But you could consider a catch phrase or motto or slogan at the bottom of the page

5. DIARY ENTRY

Guidelines:

 Focus on the ideas given in the passage/input in relation to the task – some ideas may be direct and others may need to be inferred.

 The language should be informal. But be creative and express yourself in an interesting manner. Try to use some figurative language.

 Use a number of questions to bring out anger/doubt/frustration if needed.

 Make your writing interesting by using varied sentence structures and idiomatic expressions.  Write in the authentic voice of the character in the story/passage.

 Use a wide range of vocabulary.

 Make the flow of ideas logical and natural.

 You could be creative and use flashbacks. The sequence of events should be clear to the examiner.

 Use your own words and avoid ‘copying’ words and expressions used in the passage given unless you are quoting what characters/people have spoken.

LEARNING OUTCOMES:

Communicate with reader / audience

Be able to choose the right word, register and style Write in different genres

Plan, edit and revise a draft

Order and develop ideas and arguments



Place Day/Date Introduction:

Reflect on your feelings at the moment

Next 3-4 paragraphs:

In each paragraph that follows, focus on a specific aspect/area/subtopic/emotion/event. Your

thoughts and feelings should be expressed well. There can be a good deal of reflection on events and evaluation of words and actions of people.

Conclusion:

Make a general assessment of your actions/feelings. Bring out your

THE INTERNATIONAL SCHOOL BANGALORE

MIDDLE SCHOOL CURRICULUM

2012-2013

SUBJECT: HISTORY &GAP

GRADE: VIII

THE INTERNATIONAL SCHOOL BANGALORE SYLLABUS FOR GRADE: VIII

SUBJECT: HISTORY& GLOBAL AWARENESS PROGRAMME INTRODUCTION:.

The history curriculum for Grade 8 has been devised in a way that will help students develop historical awareness about the importance of history. The teaching of history helps students explain the present, to analyze it and trace its course. The cause –and – effect relationship between the past and the present is important in history. History thus helps us to understand present day problems both at national and international levels.

Besides the prescribed Curriculum, the school promotes awareness of the

contemporary world around us through the Global Awareness Programme (GAP). It is a well formulated, specially designed programme that deals with personality profiles; global updates on past and current events, and interesting facts about countries in the world. Every week a lesson is devoted to current affairs and general knowledge. This programme is taught in our school at two levels- Basic and

Advanced levels. Grade 8 deals with Advanced level. AIMS/ OBJECTIVES:

Learning history creates an interest as well as a love for historical figures, characters, events and facts which are necessary for solving present problems effectively. History trains the memory, reasoning, practices and the presentation of facts systematically and successfully.

Learning history enables pupils to achieve various instructional objectives such as:

 The students acquire knowledge of various terms, concepts, events, personalities and principles related to the study of history.

 The students develop understanding of terms, facts, events, etc. related to the study of history.

 The students develop the ability of critical and logical thinking.

 The students develop the practical skills necessary for the study and understanding of historical events.

 The students develop interests in the study of history and activities relating to history.

GENERAL LEARNING OUTCOME:

 To have a view about the events that marked the beginning of modern age.

 To develop the ability to discuss international events from the past in relation to the present.

 To provide opportunities for independent research and analysis.

 To build awareness that human attitude, beliefs, and behavior can both be universal and diverse, depending upon cultural settings.

SYLLABUS OUTLINE

1. An Introduction to Early Modern Europe

The early modern period spans the centuries between the middle ages and the industrial revolution. The period includes Renaissance, Reformation, Geographical discoveries, Industrial revolution, and Colonialism.

2. The First World War

This chapter deals with the main causes of WW I such as alliances, and the murder of Austrian Prince. It also deals with the failure of the war plans of different European powers and stalemate in all the war fronts.

3. Consequences of the First World War

This chapter mainly focuses on the hardships and hunger, the growing appeal for socialism and the signing of The Treaty of Versailles. Simultaneously the impact of the war on India is also dealt with.

4. The World between wars

This chapter deals with The League of Nations, The Great Depression and the rise of Dictators.

5. Nazi Germany

This chapter deals with the origin of Nazi’s and the plight of Germany in the 1920s and also speaks about Hitler’s rise to power and life in Nazi Germany.

6. The Second World War

The causes of the war, the reasons for early victories of Germany, Battle of Britain and the eventual Defeat of the Axis Countries are the main points of focus in this chapter.

7. Total War

The pathetic condition of the people in the occupied countries, the various types of collaborators and the bombing on the civilian targets are outlined.

8. The Post War World

This chapter deals with the division of Europe by the Allies, the war and its effects on India, the cold war, disagreements between the USA and the Soviet Union over Eastern Europe, and Marshal Aid Plan of America.

9. The United Nations Organizations (UNO)

This chapter focuses on the Origin and structure of the UNO. ASSESSMENT:

 Every topic in the curriculum is tested.

 The assessment includes a variety of questions.

 Students will have to maintain a scrap book which will be assessed from time to time.  The question paper is designed to test students’ understanding and knowledge

included in the curriculum.

a) Summative assessment will include Unit tests and term tests. The papers will include short answers, detailed answers, map and source work. The question paper is designed to test students’ understanding and knowledge, thinking and analytical skills included in the curriculum.

b) Formative Assessment will include construction of models, oral presentations and preparation of charts that will stimulate creative thinking. Students will have to maintain a scrap book which will be assessed from time to time.

REFERENCE BOOK:

1. The Twentieth Century World by Josh Brooman 2. Modern World History by Ben Walsh

GLOBAL AWARENESS PROGRAMME

CURRICULUM CONTENT:

Since the programme is structured in the form of a monthly magazine, the curriculum content may differ from month to month.

1. Pick of the month - A current event of considerable significance will be picked and this will be discussed with students.

2. Gap Profiles - Profile of an eminent Personality in different fields will be discussed in detail.

3. Global update - The students will be informed about the latest global events. 4. Gappenings - Key past events

5. Discover India - Facts about India.

6. There are other interesting topics such as :

 Amazing Firsts

 Country watch  Politics

 History

 Culture

 Science and Technology

 Sports

 Art and Entertainment  Word Origin

 Born this Month and Monthly Quiz

7. The students also would research on some of the pre- released topics and answer a data response test.

THE INTERNATIONAL SCHOOL BANGALORE

MIDDLE SCHOOL CURRICULUM

2012-2013

SUBJECT: GEOGRAPHY

GRADE: VIII

THE INTERNATIONAL SCHOOL BANGALORE SYLLABUS FOR GRADE: VIII

SUBJECT :GEOGRAPHY

INTRODUCTION:

Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in this interaction and examines the processes behind them. It also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change. Geography describes and helps to explain the similarities and differences between spaces and places. The grade 8 Geography curriculum is a structured and comprehensive syllabus that introduces the students to investigative skills in geography. It will also provide them the core geographical skills of map reading, graphs, as also enable them to conduct a mini research using the different techniques of investigation. It seeks to understand the physical processes that cause volcanoes and earthquakes. It highlights on economic activities like tourism. Issues on globalization and world development are also dealt within the curriculum.

AIMS

 To develop the skills of map reading.

 To develop the skill of using and geographical investigations.

 To develop in them an understanding of basic concepts, principles and theories relating to geographical phenomena.

 To help the pupils to acquire knowledge of their physical and social environment and thus to broaden their outlook.

 To adjust human life in accordance with geographical circumstances.

 To develop in pupils an understanding of how environment and climatic factors have influenced our life.

 To adjust human life in accordance with geographical circumstances.

 To develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management

GENERAL LEARNING OUTCOMES

 Through the study of geographical skills and investigations, students are able to collect, describe and analyze data, to test hypotheses and to interpret complex data and source materials.

 Students develop a concern for human welfare and the quality of the environment and an understanding of the need for planning and sustainable management.

 Students appreciate the relevance of geography in analyzing contemporary issues and challenges, and develop a global perspective of diversity and change.

SYLLABUS OUTLINE : GEOGRAPHY

1. GEOGRAPHICAL SKILLS AND INVESTIGATIONS

Graphs- Line, bar, pie, scatter and triangular.

Methods of geographical investigations.  Learning Outcomes:

1. Students will value the use of maps in real life situations.

2. Students can apply their knowledge of geographical techniques in arriving at conclusions using the investigative approach.

2. VOLCANOES AND EARTHQUAKES

The earth’s interior. Plate tectonics.

Volcanoes –types.

Earthquakes – causes, effects.  Learning Outcomes:

1. Students will identify the physical processes causing volcanoes and earthquakes. 2. Students will explain the problems faced in areas of volcanoes and earthquakes. 3. TOURISM

 Growth of tourism

 Advantages and disadvantages of tourism

 Learning Outcomes:

1. Students will assess the role of tourism in the growth of settlement. 2. Students will evaluate the advantages and disadvantages of tourism.

4. ECOSYSTEMS

 Factors affecting climate

 Types of ecosystems

 Opportunities and hazards in different ecosystems.  Learning Outcomes:

1. Students will compare and contrast between two different ecosystems.

2. Students will explain the opportunities and hazards posed by nature in different ecosystems.

5. FASHION AND SPORT

 What is Globalization?

 Effect of TNCs on poor countries

 Olympic games – location of a stadium.  Learning Outcomes:

1. Students will describe the process of globalization.

2. Students will point out the effect of trans national companies on the economy of the poorer countries.

6. WORLD DEVELOPMENT

 What is development?

 The human development index

 Spread of development.

 Long and short term aid schemes.  Learning Outcomes:

1. Students will list and define the measures of human development. 2. Students will analyze the pattern of development across the globe. 3. Students will critically evaluate the different aid schemes.

7. JAPAN, A DEVELOPED COUNTRY

 Learning Outcomes:

1. Students will study the physical features of Japan.

2. Students will form an association between the physical terrain and natural resources of Japan and the location of its industry.

ASSESSMENT

 FORMATIVE: Students will be assessed based on map skills, graphs, interpretation of aerial photographs, oral presentations, projects, debates, quiz and case studies.

 SUMMATIVE: There would be three summative assessments, one conducted in term one and two in term two. Every topic in the curriculum would be tested. .Student’s assessment will be based on their knowledge, understanding and skills, which includes short answers, brief answers, maps, and diagrams.

REFERENCE BOOK/ INTERNET:

1. New Key Geography – Interactions by David Waugh and Tony Bushell. 2. IGCSE geography- Paul Guinness and Garrett Nagle.

3. A textbook of geography – Rita Rajen. 4. Planet geography – Stephen Codrington. 5. Topographic mapping skills – Grant Kleeman. 6. Internet : Wikipedia, google etc.

7. http://www.geography-site.co.uk/pages/physical.html

8. http://www.enchantedlearning.com/geography/

9. http://geography.about.com/

1

MIDDLE SCHOOL CURRICULUM

2015-2016

SUBJECT: HINDI

GRADE: VIII

2

Introduction

This course has been tailored to develop the Hindi linguistic skills of those who plan to take up Hindi as a second language in IGCSE. The course concentrates mainly on all the four language skills namely: speaking, listening, reading and writing. A number of activities which are a part of the course help the students in developing the skills. Debates,

documentary films, role plays, reading comprehension and writing are some examples of the activities included in the course.

Aims/ Objectives:

The main emphasis is on language acquisition and its usage in practical situations. Equal importance is given to the cultural exposure of the countries where Hindi is spoken, along with the regular development of the four main following linguistic skills:

Listening: The learners will be able to:

 understand the gist and some details of conversational exchanges and presentations;

 understand some colloquial language in a social context.

Speaking: The learners will be able to:

 engage in general conversation;

 give factual information and respond appropriately in a spontaneous discussion on a chosen topic;

 use some colloquial language;

 deal with various situations based on day to day life in the form of ‘Role plays’.  interpret documentaries, excerpts from movies and songs to the target language

and vice versa.

Reading: The learners will be able to:

 understand the main idea and some details of the information given in texts;  skim and extract information from texts, including visual materials (such as

charts and graphics);  analyze texts;

 distinguish between key points and supporting details in texts.

Writing: The learners will be able to:

 convey straightforward information clearly;  convey some straightforward concepts clearly;  organize key points into a basic overall plan;  provide some supporting details for the key points;  express personal opinion competently;

 produce longer and structured pieces of writing such as emails, letters and essays .  translate a variety of texts to the target language and vice versa.

Learning outcome

At the end of the course, the students should be able to:

 express themselves in written and spoken Hindi at an intermediate level;  comprehend reading and audio materials at an intermediate level;

 learn to appreciate the culture of Hindi speaking countries;  develop skills in giving personal opinions and asking questions.

3

Assessments

Internal assessments include 4-7 formative assessments and two summative assessments. Minimum two formative assessments and one summative assessment are conducted in each Term. There is an examination at the end of each term – in December and June respectively. The duration of the summative assessments is 40 minutes and the maximum mark is 25. The duration of the examination in the terminal examinations is 1 hour 30 minutes and the maximum mark is 60.

The assessments will test listening, speaking, reading and writing skills. The end of term exam includes the testing of these skills as per the IGCSE pattern. The question paper is designed to test the students’ understanding of the concepts covered in the curriculum.

Syllabus for the academic year 2015 – 201

 Social issues  Global issues

 Communication and media  Customs and traditions  Science and technology  Health

 Leisure

Text and Resources list:

1. Madhbaun Saral Hindi Pathamala (Text-cum-workbook) 7 2. Bhasha Vyavahar Vyaakaran 6

3. Collins Gem English-Hindi dictionary Resources

Text books

Reference books, magazines, newspaper etc. – from the library. Internet

Audio books Audio visual

1

MIDDLE SCHOOL CURRICULUM

2015-2016

SUBJECT: CHINESE

GRADE: VIII

2

Introduction

The three year MYP Chinese curriculum has been planned to prepare students in an intensive manner to enter the IGCSE Chinese language programme. The grade 8 Chinese syllabus, in specific, is aimed at students with one year of prior knowledge in Chinese. The syllabus would build on their acquired knowledge of Chinese to further progress their expression in oral and written communication, as well as develop listening and reading comprehension skills.

Aims/ Objectives:

The main emphasis is on language acquisition and its usage in practical situations. Equal

importance is given to the cultural exposure of the countries where Chinese is spoken, along with the regular development of the four main following linguistic skills:

Listening:

 Understand the gist and some details of conversational exchanges and presentations;

 Understand some colloquial language in a social context. Speaking:

 Engage in general conversation;

 Give factual information and respond appropriately in a spontaneous discussion on a chosen topic;

 Use some colloquial language;

 Deal with various situations based on day to day life in the form of ‘Role plays’.

 Interpret documentaries, excerpts from movies and songs to the target language and vice versa.

Reading:

 Understand the main idea and some details of the information given in texts;

 Skim and extract information from texts, including visual materials (such as charts and graphics);

 Analyze texts;

 Distinguish between key points and supporting details in texts. Writing:

 Convey straightforward information clearly;

 Convey some straightforward concepts clearly;

 Organize key points into a basic overall plan;

 Provide some supporting details for the key points;

 Express personal opinion competently;

 Produce longer and structured pieces of writing such as emails, letters and essays .

 Ttranslate a variety of texts to the target language and vice versa. Cultural exposure: the learners will be able to:

 Reinforce their knowledge by participating in educational and cultural tours

 Attend various language events such as language week, other cultural activities outside school.

 Describe, compare and reflect on the diversity of the target culture and their own culture.

Learning outcome

At the end of the course, the students should be able to:

 Express themselves in written and spoken Chinese at an intermediate level;

 Comprehend reading and audio materials at an intermediate level;

 Learn to appreciate the culture of Chinese speaking countries;

3

Syllabus for the academic year 2015 - 2016 TEXTBOOK – GO! CHINESE300

Go 300

Lesson Topic Contents

1 My family Learn to express family structure

2 School Activities Learn to say the extracurricular activities 3 Try your best Learn to express learning attitude and result

4 I am sick Learn to describe illness

5 Where is your home? Learn to describe geography and directions

6 My moods Learn to describe your moods

7 Watching a ball game Learn to describe sports

8 My hobbies Learn to describe hobbies

9 Television programs Learn to discuss TV programs 10 The weather today The use of「著」and the metaphor

1

MIDDLE SCHOOL CURRICULUM

2012-2013

SUBJECT: FRENCH

GRADE: VIII

2 Introduction

The three year MYP French curriculum has been planned to prepare students in an intensive manner to enter IGCSE French language programme. The grade 8 French syllabus in specific is aimed at students with a minimum of two year of prior knowledge in French. The syllabus would

build on their acquired knowledge of French and would further enhance the student’s expression

in oral and written communication as well as further develop listening and reading comprehension skills in the target language.

Aims/ Objectives:

The main emphasis is on language acquisition and its usage in practical situations. Equal importance is given to the cultural exposure of the countries where French is spoken, along with the regular development of the four main following linguistic skills:

Listening: The learners will be able to:

 understand the gist and some details of conversational exchanges and presentations;  understand some colloquial language in a social context.

Speaking: The learners will be able to:  engage in general conversation;

 give factual information and respond appropriately in a spontaneous discussion on a chosen topic;

 use some colloquial language;

 deal with various situations based on day to day life in the form of ‘Role plays’.

 interpret documentaries, excerpts from movies and songs to the target language and vice versa.

Reading: The learners will be able to:

 understand the main idea and some details of the information given in texts;

 skim and extract information from texts, including visual materials (such as charts and graphics);

 analyze texts;

 distinguish between key points and supporting details in texts. Writing: The learners will be able to:

 convey straightforward information clearly;  convey some straightforward concepts clearly;  organize key points into a basic overall plan;  provide some supporting details for the key points;  express personal opinion competently;

 produce longer and structured pieces of writing such as emails, letters and essays .  translate a variety of texts to the target language and vice versa.

Cultural exposure: the learners will be able to:

 reinforce their knowledge by participating in educational and cultural tours  attend various language events such as language week, other cultural activities

outside school.

 describe, compare and reflect on the diversity of the target culture and their own culture.

Learning outcome

At the end of the course, the students should be able to:

 express themselves in written and spoken French at an intermediate level;  comprehend reading and audio materials at an intermediate level;

 learn to appreciate the culture of French speaking countries;  develop skills in giving personal opinions and asking questions.

3 IB learner profile

Each lesson plan will focus on developing the skills that come under the IB learner profile. At the end of each term each student will be assessed on the development of these skills under the following criteria:

NS (needs support) App (Approaching) ACH (Achieved) Inquirer Knowledgeable Thinker Communicator Principled Open-minded Caring Risk taker Balanced Reflective Assessment Term I 2012 -2013 Term II 2012-2013 Formative Assessment (1) Summative Assessment (1)

End of term I examination

SPEAKING  READING  LISTENING  WRITING

 PRE-EXAM FORMATIVE : SPEAKING

 END OF TERM SUMMATIVE: LISTENING, READING AND WRITING

Formative Assessment (2 and 3) Summative Assessment (2 and 3)

End of term II examination

SPEAKING  READING

 LISTENING

 WRITING

 PRE-EXAM FORMATIVE : SPEAKING

 END OF TERM SUMMATIVE: LISTENING, READING AND WRITING Formative Assessment (1) Summative Assessment (1)

End of term I examination

SPEAKING  READING  LISTENING  WRITING

 PRE-EXAM FORMATIVE : SPEAKING

4 Book: Encore Tricolore 3

Syllabus for the academic year 2012 - 2013

Unit 1:- Des jeunes francophones  Describing a friend and everyday life

 Giving and understanding personal information  Describing and writing about family.

 Names of Animals

 Computer parts and different activities done on the computer.  Revise the present tense

 Revise and learn adjectives  Learn to conjugate reflexive verbs  Asking questions.

Unit 2:- Bienvenue à Paris!

 To be able to know the places in a town or city  To give and understand tourist information  To make and understand sentences on weather  To give instructions in French about travel by metro  Giving opinions

 Using perfect tense with verb ‘avoir’ and ‘être’  Asking and answering questions in the perfect tense  Using expressions of past time

 Using perfect tense in the affirmative and negative forms. Unit 3:- Ça me passionne

 To give opinions regarding hobbies  Speaking about different leisure activities  Recognize and use time clues

 Comparing past and present

 Talk about TV programmes, Cinema and books  Using adverbs of frequency

 Comparative and superlative  Introduction to Imparfait. Unit 4:- Au travail!

 To Talk about school life  To talk about school subjects

 To talk about strength and weaknesses

 To talk about future plans and different careers  To speak about events in past, present and future  To use different forms of negative

 To learn to use the future Tense  To learn to use the future proche.

5 Unit 5 :- Une visite à Planète Futuroscope  Describing a visit to a Theme Park  Discussion on future plans

 Staying at a hotel and enquiring about hotel services  Understanding a Weather forecast

 To learn the use of the Pronom ‘y’  How to form and use the Impératif

 Using different tenses to refer to the past, the present and the future  Expressions of time (past, present and future).

Unit 6:- En Forme

 To describe Healthy lifestyles, healthy eating and general fitness  To learn the parts of the body

 Buying basic medical supplies at the chemist’s

 Seeking medical advice

 Making an appointment at the doctor’s

 Details of an accident  Using adverbs

 Reflexive verbs in passé compose  Expressions with the verb « avoir »  Using « depuis » with the present tense  Using perfect and imperfect tenses together. Unit 7:- Vive les vacances

 Describing holiday plans

 Describing things to take on holiday  Booking and staying at a campsite

 Coping on a self - catering holiday in a gîte  Holiday Problems

 Staying at a youth hostel

 Learning how to use the direct object pronoun  Learning how to use the indirect object pronoun  Using the pronoun “en”

 Using “qui and que”. Unit 8:- Notre monde

 To learn about the French speaking regions in the world  To learn about different countries of the world

 Describing town and area  Describing the Environment

 To speak about Environmental problems  Using the verb « devoir »

1

MIDDLE SCHOOL CURRICULUM

2015-2016

SUBJECT: SPANISH

GRADE: VIII