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.
