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English ab initio
Language-specific syllabus
Anglais ab initio
Programme spcifique
Ingls ab initio
Programa de estudios especfico
English ab initio
Language-specific syllabus
First examinations 2013
Premiers examens 2013
Primeros exmenes 2013
English
International
Baccalaureate syllabus
Organization 2011
ab initio: Language-specific
Anglais
Organisation
du Baccalaurat
ab initio: Programme
spcifiqueInternational 2011
ab initio: Programa
de Estudios Especfico
Ingls
Organizacin
del Bachillerato
Internacional, 2011
Introduction
This language-specific syllabus must be read in conjunction with the Language ab initio guide
published in March 2011.
The following themes and related topics provide a framework for the acquisition of the target language.
Each theme and topic listed in the guide must be taught; however, the depth to which the teacher
covers each theme and topic will vary to reflect the interests and needs of the students. All details
related to the topics need not, therefore, be studied. Teachers are encouraged to introduce additional
details as required.
Themes, topics and aspects to cover within a topic are represented in this syllabus as follows.
Theme
Topic
Since intercultural understanding is at the heart of the language ab initio course, teachers are also
encouraged to approach the themes and the related topics in such a way that students can describe
them and compare and contrast cultural aspects in their own culture with those of the target culture.
Suggestions are provided for some of the aspects. These suggestions are not exhaustive and are an
indication of what the teacher may cover for that particular aspect.
Body
Clothes
Physical appearance
Character
Attitudes
Feelings
Daily routines
At home
At school
In the workplace
Week
Weekend
Education
Clothes
Educational systems
Equipment
Examinations
Facilities
School calendar
Students
Teachers
Timetable
Uniform
Cooking instructions
Groceries
Markets
Meals
Quantity
Restaurants
Types of shops
Personal details
Address
Age
Date of birth
Languages
Nationality
Physical health
Body
Illness
Medicines
Prescriptions
Relationships
Animals
Community
Family
Family celebrations
Friends
Partnerships
Pets
Stereotypes
Shopping
Credit
Money
Shops
Transactions
Career
Job training
Professions
Qualifications
Studies
Unemployment
Entertainment
Excursions
Leisure activities
Leisure facilities
The arts
Holidays
Accommodation
Activities
Transport
Media
Advertisements
Celebrities: lifestyle
Sport
Sport equipment
Sportswear
Types of sport
Technology
Cyber relationships
Transport
Breakdowns
Directions
Emergencies
Environmental issues
Hazards
Means of transport
Climate change
Endangered species
Global warming
Global issues
Aid organizations
Peace
Poverty
War
Neighbourhood
City: suburb
Directions
Types of housing
Village
Physical geography
Countryside
Mountains
Nationalities
Seaside
Malls
Markets
Public transport
Shops
Weather
Climate
Seasons
The following is an illustration of some of the ways in which the topic of food and drink may be taught:
Theme: Individual and society
Topic: Food and drink
Topic details
Situation
Function
Classroom
activity
Text types
Groceries: quantity
In the shop
Purchasing
Role play
Lists, advertisements
Types of shops/markets
In the street
Giving advice
and directions
Role play
Maps
At home
Describing
Presenting a
picture
Visual stimuli
Cooking instructions
At home
Giving and
following orders
Demonstration
Recipe/cookery book
Menu, short video clip
Meals*
At the restaurant,
at home
Describing,
comparing,
contrasting
Producing a
menu
Time, course
Restaurants
At the restaurant
Ordering a meal
Role play
Leaflet
Culinary traditions*:
ingredients, special dishes,
special events
Describing,
comparing,
contrasting
Oral
presentation on
special event
Imperative, conditional
Giving and
asking advice
Role play
Guidelines
*Aspects of the topic that could lend themselves well to the written assignment:
Meals: order and number of courses; times of meals; main meal of the day/week; eating utensils; etiquette
Culinary traditions: special meals; family cooking; ingredients; influence of the climate
Health and diet: comparing diets from different parts of the world; benefits of healthy eating
Grammatical syllabus
In addition to the themes and related topics detailed above, teachers are expected to integrate the
following grammatical syllabus into the ab initio course at appropriate stages.
Examples are given below for some grammatical elements but the list of examples is not exhaustive.
Adjectives
Position of adjectives
Comparative and superlative forms of adjectives: more + adjective + than/adjective + -er +than;
as + adjective + as; less + adjective + than; the most + adjective/the adjective + -est; the least +
adjective; irregular comparative and superlatives: better/best, worse/worst
Comparison of quantity: to show difference: more, less, fewer + than; to show no difference: as
much, as many, as few, as little
Quantifiers: many, much, enough, some, any, all, few, little, somebody, anybody, something,
anything
Adverb
Comparative and superlative of adverbs: more + long adverb/short adverb + -er; most + long
adverb/short adverb + -est; irregular forms: better, best
Adverbs of time: today, yesterday, tomorrow, sometimes, often, never, last year, now, soon,
immediately
Conjunctions
Conjunction of subordination: because, though, when, where, before, after, until, if, while, as, so,
unless, since
Connectors/linking words
For sequencing: at first, first of all, firstly, secondly, then, lastly, finally
For giving a reason: because, because of, for, due to, since, as
Distance
Means of transport
Modal verbs
Negative
How to form it
Negative words: not, never, no more, no longer, nothing, nobody, neithernor, not at all, nowhere
Noun gender
Plural of nouns
Indefinite article: a, an
Numbers
Cardinal numbers
Ordinal numbers
Orthography
Possessive form of nouns: Pauls book, the girls room, at the grocers, in a years time
Inflection rules: for example, a bus buses, to try he tries, to carry carrying
Prepositions
Pronouns
Personal pronouns: subject pronouns: I, you, heand object pronouns: me, him, us
Indefinite pronouns: another, anybody, anyone, anything, each, either, everybody, everyone,
everything, little, much, neither, nobody, no one, nothing, one, other, somebody, someone,
something, all, both, few, many, several
Quantity
Units of measurements: for example, kilos, pounds, dollars, meters, kilometres, miles
Sentences
If sentences
When sentences
Interrogative sentences
Negative sentences
Word order
Time
Verbs
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Infinitive: to work
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2.
Choose the correct word or phrase to complete the sentence/answer. Base your answers on the
text.
3.
The sentences below are either true or false. Tick [] the correct answer. Justify your answer by
using words from the text. Both parts are required for one mark.
Example: Seeing a midwinter sunset at Stonehenge can be quite strange.
Choose the most appropriate response from the options below. Write the letter in the box
provided.
5.
Questions x refer to paragraph X. For each number/gap, fill in the missing word. Choose your
answers from the words given in the box below. Each one can be used only once and an example
has been given. Note: there are more words than you need.
6.
Complete the table below. Base your answers on text X. An example has been given.
7.
Choose the most appropriate response from the options below. Write the corresponding letter in
the box.
8.
One/two of the following sentences is/are true. Write the letter(s) corresponding to the correct
answer(s) in the box(es). An example has been given.
9.
Choose the sentence in the right-hand column which best summarizes each of the [number]
paragraphs of text X. Write the appropriate letter in the box. An example has been given. Note:
there are more sentences than you need.
10. Based on the information in the text/in paragraph X, match the first part of the sentence with the
appropriate ending on the right. An example has been given. Note: there are more endings than
you need.
11. The words in the left-hand column are taken from the text/paragraph X. Find the word in the righthand column which is closest in meaning to one of the words on the left. An example has been
given. Note: there are more words than you need.
12.
Match the words with the pictures. An example has been given.
13. In line X, to whatto whom does X refer? An example has been given.
14.
Each of the words below refers to someone or something in the text. In the space provided,
indicate who or what they refer to. An example has been given.
15.
Match the questions with the paragraphs. Write the appropriate letter in the box. An example has
been given. Note: there are more questions than you need.
16. From the list below choose the word that best fits each gap in text X. Each word must be used
only once. An example has been given. Note: there are more words than you need.
English ab initio: Language-specific syllabus
Anglais ab initio : Programme spcifique
Ingls ab initio: Programa de estudios especfico
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17.
Fill in the gaps. Choose from the words/phrases in the box. An example has been given. Note:
there are more words than you need.
18. Replace the gaps in the summary below with exact words from paragraph(s) Y and Z of text X. An
example has been given.
19.
20.
From statements A to E, select the two that are true according to text X. Write the appropriate
letters, in any order, in the boxes. An example has been given.
21. This text is (identify the correct text type from a choice of four).
Paper 2
Section A
Answer only one of the following two questions. Write at least 50 words.
Section B
Answer only one of the following three questions. Write at least 100 words.
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