Diploma Programme subject outline—Group 2: language acquisition
School name
Name of the DP subject
NAS Suzhou, Xiangcheng
School code
062303
English B
(indicate the language)
Level
(indicate with X)
Name of the teacher who
completed this outline
Date when outline was
completed
Higher
(not applicable for languages ab initio)
X
Standard completed in two years
X
Standard completed in one year *
(not applicable for languages ab initio)
Patricia Kitshoff
Date of IB training
15/10/2021
November 2021
Name of workshop
IBDP English B
(indicate name of subject and workshop category)
* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in
one year, according to conditions established in the Handbook of procedures for the Diploma Programme.
1.
If you will be teaching language B higher level, identify the two works of literature to be studied.
Lord of the flies by William Golding
The house on mango street by Sandra Cisneros
2.
Course outline
–
Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for
example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.
–
This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that
students are prepared to comply with the requirements of the subject.
–
This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should
not just be a “copy and paste” from the subject guide.
–
If you will teach both higher and standard level, make sure that this is clearly identified in your outline.
Topic
Contents
(as identified in
the IB subject
guide)
One class is
45
minutes.
Assessm
ent
instrumen
ts to be
used
Resources
List the main resources to be used,
including information technology if
applicable.
In one week there are 4/6
classes.
State the topics in the order
you are planning to teach
them.
Year 1
Allocated time
INTRODUCTION:
- Explore the nature of self and what it is to be human.
ENGLISH B LANGUAGE Themes and assessments
PROGRAMME
- Introductory activities
1.1 Identities: fit for
life!
-Lifestyle analysis
LP: The well-being of our -Social behaviours, health, and wellbeing.
brains and bodies
depends on making
-Identities
balanced coices.
1 week
4 weeks
The health effects of too much
gaming - Harvard Health
1.2 Literature (HL): Lord
of the flies
SL 9 Weeks= 36 lessons
HL 9 Weeks= 54 lessons
IB English B textbook
2.1 Experience:
Sketching our lives!
LP: Open-minded: we
appreciate our own
culture and that of
others and listen to
other points of view.
- Explore and tell the stories of events, experiences and
journeys that shape our lives.
Leisure activities
-Holidays and travel
-Migration
We’ll look at photojournalism as a method of sharing
experiences through visual and multimodal texts.
Concepts: purpose, audience
-Social behaviours
-Time off and Travel
Oral
presentation
Where does the English language
come from?
Listening test
World Health Day 2018: Five
reasons to be physically active ABC7 Los Angeles
4 weeks
Transactional
writing
-Reading
Refugees and migrants tell their
Comprehension own stories through photographs
8 weeks including an
introduction to Lord of the
flies.
-Visual literacy
-Presentations
-Personal/travel
Blog
SL= 32 lessons
HL= 48 lessons
Essay: literary
response
Literary Review:
How six boys shipwrecked for 15
months in real Lord of the Flies
drank blood to survive & fixed
broken bones with twigs – The US
Sun (the-sun.com)
-
3 Literature: Lord of the -Connecting identities and experiences
flies by William Golding -This text stresses the flawed nature of humanity and its
proclivity to deterioration. While the overall text certainly
proclaims this idea, it also suggests there are other
possible ways of relating to each other in a civil society—
building constructive human interactions and abiding by
the nature of law and order.
4 weeks
Book/film
Analysis throughout Y1, ending
with a practice oral during
semester 2
-Reading
HL = 24 lessons
comprehension
4.1 Human ingenuity: - Explore the ways in which human creativity and
Celebrity
innovation affect our world.
LP: Communicators: We Artistic expression
express ourselves
-Communication and media
confidently and
In Bread by Margaret Atwood we have the theme of
creatively in many ways. perception, connection, control, greed and change.
4.2 Literature(HL): Bread
by Margaret Atwood
7 weeks including time for
Lord of the flies.
5. Social organization:
Volunteering
LP: Principled: We are
proud of who we are
and respectful of others.
Y1 Total
HL = 162 Hours
SL = 108
Y2 Total
HL = 108
SL= 72
Lord of the Flies Themes and
Analysis | Book Analysis
Themes of The Lord of the Flies Quizizz
Advantages and Disadvantages of
Being a Celebrity - ReelRundown
HL = 42 lessons
SL = 28 lessons
-Social engagement
8 weeks including time for
-Social relationships
Lord of the flies.
Explore the ways in which groups of people are organized,
through common interests or systems.
HL = 48 lessons
SL = 32 lessons
Lord of the flies by William
Golding
Bread by Margaret Atwood
-Reading
comprehension
Listening
comprehension
-Visual literacy
Lord of the flies by William
Golding
'Spider-Man' of Paris Climbs
Building to Save Child |
PEOPLE.com
Donations and volunteers flood
sites in Wuhan Chinadaily.com.cn
Lesson in Life: The Story of the
Donkey and Tiger - Better and
Free | Live a Better Life and Be
Free
Year 2
1.1 Sharing the planet: -The environment
Protecting the
-Urban and rural environments
planet.
Explore the challenges and opportunities faced by
LP: We apply thinking
individuals and communities in the modern world.
skills that allow us to
tackle complex problems -Literature to be intergrated
in creative ways.
1.2 Literature: The
house on mango street
by
Sandra Cisneros
2. Experiences:Facing
Explore and tell the stories of events, experiences and
life’s challenges
journeys that shape our lives.
In The Fly by Katherine Mansfield we have the theme of
Life stories, customs and control, ignorance, sacrifice, responsibility and war.
traditions.
Students will find opportunities to connect issues from
the work to global issues and relate it to other
Literature: The house experiences of their own.
on mango street
3.1 Social organization:
21st century learning
The working world
Higher education
Literature(HL): Short
story
The fly by Katherine
Mansfield.
External Assessment
3.
8 Weeks including time for
The house on mango street
HL = 48 lessons
SL = 32 lessons
-Visual literacy
-Reading
comprehension
-Writing
guidelines
8 Weeks including time for The Oral: debate
Essay: Literary
house on mango street
response
HL = 48 lessons
SL = 32 lessons
Analyse the required or necessary skills, knowledge, and 8 Weeks
expertise students must master to succeed in work and
life.
HL = 48 lessons
SL = 32 lessons
In The Fly by Katherine Mansfield we have the theme of
control, ignorance, sacrifice, responsibility and war.
Students will find opportunities to connect issues from
the work to global issues and relate it to other
experiences of their own.
2 weeks (estimation)
10 Things You Can Do to Help Save
the Earth | HowStuffWorks
What are the challenges in saving
the planet? | World Economic
Forum (weforum.org)
The House on Mango Street Study
Guide | Literature Guide |
LitCharts
The house on mango street by
Sandra Cisneros
Teen Challenges (stageoflife.com)
After High School: Different Paths
to Success | Learning Disabilities |
Understood - For learning and
thinking differences
The Fly Summary | GradeSaver
IB Internal and external assessment requirements to be completed during the course
Briefly explain how and when you will work on them. Include the date when you will first introduce the internal and external assessment requirements, when they
will be due and how students will be prepared to complete them.
Students will be made fully aware of the Language B English Assessment requirements from the very beginning of the course (beginning of the next
academic year 2022).
Throughout this year, students will be introduced to the basic information and concepts of Language B before entering the course.
Externally Marked Assignments, interactive Oral and Internal Individual Oral :
Assessment 1 : Internal oral: completed towards the end of Y2
We will complete a practice IO at the end of Y1, as similar to exam conditions as possible. At this point, the HL students will have covered the first
of the literary works, so this practice will include only extracts from Lord of the flies. These will be recorded and returned to students so that they
can also reflect on their performance and determine their greatest opportunities for growth. Students will practice spoken production skills
through formal and informal oral presentations of information, readings, and research (individual & interactive).
Assessment 2 : External Assessment (Paper1)
Students will practice these skills throughout the 2 years, responding to topics and texts in a variety of modes, creating texts for different audiences
and purposes.
Assessment 3: External Assessment (Paper 2)
Each topic will include exercises in listening and reading reception skills using authentic texts related to the topic. A mock Paper 2 will be
scheduled.
4.
Links to TOK
You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course
outline that would allow your students to make links with TOK. Describe how you would plan the lessoncours.
Topic
Social organization
Explore the ways in which
groups of people are organized,
through common interests or
systems.
Link with TOK (including description of lesson plan)
Social relationships and social engagement
Unit 5 Y1 : volunteering
Refer to IB English B, Oxford University Press page 165
Literature :What roles do rules and regulations play in the formation of a society ?
Student will explore the idea of ‘accepted’ and ‘unaccepted’ social behaviour as well as who and what determines this. They will also share
their point of viewabout social relationships and engagements, as well as how they determine what is ‘acceptable’ or ‘unacceptable’.
5.
Approaches to learning
Every IB course should contribute to the development of students’ approaches to learning skills. As an example of how you would do this, choose one topic from
your outline that would allow your students to specifically develop one or more of these skill categories (thinking, communication, social, self-management or
research).
Topic
Contribution to the development of students’ approaches to learning skills (including one or more skill category)
Identities: Explore the nature of Lifestyles (refer to 1.1 on scheme of work)
the self and what it is to be
Activity: Benefits of exercise for teenager as a discussion and research project.
human.
Students will discuss the content of the text and listen to other students’ point of view regarding the benefits of exercising. Though debating,
students will learn to manage and resolve conflicts as well as making fair and equitable decisions.
Communication skills will be applied as they read text to build understanding and comprehension. Thereafter, they will extract specific
information in the text to show understanding of questions.
6.
International mindedness
Every IB course should contribute to the development of international-mindedness in students. As an example of how you would do this, choose one topic from
your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will
use to achieve this goal.
Topic
Contribution to the development of international mindedness (including resources you will use)
Sharing the planet: Explore the The environment and Globalization
challenges and opportunities What environmental and social issues present challenges to the world, and how can these challenges be overcome?
faced by individuals and
Language: Look at which languages are commonly spoken worldwide, how it affects English and how vocabulary has changed or
communities in the modern
evolved.
world.
By looking at different varieties of English and how these forms reflect and impact the identities of the people who speak them,
students will have a focused way of looking at the differences and similarities between different cultures and communities.
Most importantly, by looking at interlinguistic influence, students will be able to develop an understanding of how we as
humans work as a whole, always interacting with and influencing each other.
7.
Development of the IB learner profile
Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one
topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you
will identify.
Topic
Human ingenuity: Explore
the ways in which human
creativity and innovation
affect our world.
8.
Contribution to the development of the attribute(s) of the IB learner profile
Communicators: Communication and media (artistic expressions)
What can we learn about a culture through its artistic expressions? Student discuss how creative expression enables us to
communicate our inner selves to the world around us.
Open-mindedness: How does development in science and technology influence our lives?
Explore the ways in which science and technology has drastically changed our means of communication, the way we
work, our housing, clothes, and food, our methods of transportation, and, even the length and quality of life itself.
Resources
Are instructional materials and other resources available in sufficient quality, quantity and variety to give effective support to the aims and methods of the
courses? Briefly describe what plans are in place if changes are needed.
I have sufficient instructional materials. Each student has access to a device for online resources and the library is fully equipt with reading material.