Diploma Programme subject outline—Language Acquisition

Arab International Academy 052475

School name School code

Name of the DP subject English Language B

(indicate the language)

Higher x
Level
Standard completed in two years x Standard completed in one year *
(indicate with X)

Ms. Fathia Abdulle Date of IB training 07.09.2022 – 05.10.2022

Name of the teacher who
completed this outline
02.10.2022 Name of workshop English B Cat 2
Date when outline was
(indicate name of subject and workshop category)
completed
* 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 Diploma Programme Assessment procedures.

1. Indicate the works chosen.

English Language B

Standard level Higher level

Lord of the Flies ‘Animal Farm’ by George Orwell

‘Farenheit 451’ by Ray Bradbury

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.
 Contents Allocated time Assessment instruments
Topic Resources
to be used List the main resources to be
(make organizing used, including information
principle of the technology if applicable.
course clear— One class is 50 min
areas of
 In one week there are 5 classes.

Year 1 1 Identities: A Lifestyles September-October 1) Oxford Language B p.2-

Fit for life B Mental health 8 weeks Test 1. Listening (25%) 41
C A healthy life Listening to a lifestyle
SL 21 hours counselor and answering 2) “Identity and Belonging
HL 32 hours the questions that follow Themes and Ideas”
http://wiki.engageeducati
Test 2. Reading (25%) on.org.au/english/context
Reading the excerpt “The /identity-and-belonging/
dangers of long-term identity-and-belonging-
stress” and answering the themes-and-ideas/
questions
3) video “How to manage
Test 3. Writing (25%) your mental health”
Writing a personal letter https://www.youtube.co
m/watch?v=rkZl2gsLUp4
Test 4. Speaking (25%)
Create a presentation for 4) video 10 Best Healthy
middle-school students Lifestyle Habits
explaining both benefits https://www.youtube.co
of physical exercise and m/watch?
the dangers of a lack of v=uhkndzWeG9o to help
exercise students with further
preparation of their
presentation

HL: “White tigers” by

M.H. Kingston (excerpts)
2 Experiences: A Migration November-December Test 1. Listening (25%) 1) Oxford Language B
Sketching our lives B Holidays and travel 8 weeks Listening to a p.41-90
C Leisure activities conversation on 2) vocabulary on travel
SL 21 hours meaningful travelling and and tourism
HL 32 hours the impact of tourism and https://www.youtube.co
answering the questions m/watch?v=GHHRVrr9bxI
that follow 3) video Ted talks
“Migration as a universal
Test 2. Reading (25%) human right”
Reading the excerpt “The https://www.youtube.co
benefits of urbanization” m/watch?v=17fi3buAscY
and answering the 4) article
questions https://www.linkedsenior
.com/blog/2012/10/6-
Test 3. Writing (25%) health-benefits-of-having-
Writing a personal blog/ a hobbies-leisure-activities/
travel blog/ a diary entry 6 Health Benefits of
having Hobbies & Leisure
3 Human ingenuity: A Artistic expression mid January – February Test 1. Listening (25%) 1) Oxford Language B
Celebrity B Media and 8 weeks Listening to a p.90-134
communication conversation on Teen 3) articles about
C Entertainment SL 20 hours idols and answering the entertainment
HL 29 hours questions that follow http://articles.latimes.co
m/keyword/entertainmen
Test 2. Reading (25%) t
Reading the excerpt 4) article Creativity and
“Interviewing celebrities” Art expression
and answering the https://www.psychologyt
questions oday.com/us/blog/in-the-
brain-the-beholder/
Test 3. Writing (25%) 201402/creativity-and-
Writing a review of a film art-expression
or a performance/ a
written interview HL: “Keynote” Ptoficiency
Unit 1 Creativity, articles,
4 Social organization: A Community March – April Test 1. Listening (25%) 1) Oxford Language B
Volunteering B Social engagement 5 weeks Listening to a p.134-177
C Social relationships conversation Volunteering 3) article
SL 12 hours overseas and answering https://www.ic.org/an-
HL 19 hours the questions that follow evolution-in-community/
4) What Good Is
Test 2. Reading (25%) ‘Community’ When
Reading the excerpt “The Someone Else Makes All
youth volunteering” and the Rules?
answering the questions https://www.nytimes.co
m/2018/04/17/magazine/
Test 3. Writing (25%) what-good-is-community-
Writing a formal letter on when-someone-else-
volunteering in a local makes-all-the-rules.html
community / an essay on
Social relationships HL: video Tedx Talks
Test 1. Listening (25%) https://www.youtube.co
1) Oxford Language B
5 Sharing the planet: A The environment April-May
Protecting the planet B Urban and rural 8 weeks Listening to a p.177-213
environments conversation on the 2) video Urban and rural
C Meeting the SL 16 hours evolution of the UN areas
challenge HL 24 hours Millenium development https://www.youtube.co
goals and answering the m/watch?
questions that follow v=baVqqcEDZQ8
3) articles Earth news
Test 2. Reading (25%) https://www.livescience.c
Reading the excerpt “The om/environment
biggest environmental 4) reading about global
challenges” and poverty
answering the questions https://borgenproject.org
/what-is-poverty/
Year 1: Test 3. Writing (25%) HL:”To kill a mockingbird”
SL 91 hours Writing a report / a https://archive.org/strea
HL 136 hours guideline on Recycling m/ToKillAMockingbird_20
1602/To%20Kill%20A
Year 2 6 Identities: A Values September-October Test 1. Listening (25%) 1) Oxford English B p.213-
Who we are B Language and 7 weeks Listening to a 256
identity conversation on 2) “Third culture
C Subcultures SL 18 hours Languages and Identity kids”(about language and
HL 28 hours and answering the values
questions that follow interconnectedness,
Test 2. Reading (25%) search for belonging)
Reading the excerpt “Your https://www.youtube.co
values, your life” and m/watch?v=FouOIB_AAfw
answering the questions (HL)
Test 3. Writing (25%) 3) article “The value of
Writing a proposal / a language and the
speech on Discovering an language of value”
identity https://www.haujournal.o
Test 4. Speaking (25%) rg/index.php/hau/article/
Using visual stimuli to view/hau3.2.005
7 Experiences: A Life stories November – December prepare a presentation
Test 1. Listening (25%) (excerpts)
1) Oxford Language B
Facing life’s challenges B Customs and 6 weeks Listening to a p.256-293
traditions conversation on Life 2) video Ted talks “An
C Rites of passage SL 15 hours stories and experiences Exploration of Coming of
HL 24 hours and answering the Age Rituals & Rites of
questions that follow Passage in a Modern Era”
https://www.youtube.co
Test 2. Reading (25%) m/watch?v=Obta5WPfse4
Reading the excerpt 3) article Russian Culture:
“Customs” and answering Facts, Customs &
the questions Traditions
https://www.livescience.c
Test 3. Writing (25%) om/44154-russian-
Writing a public culture.html
commentary / an editorial
/ a letter to the editor HL: "Don't Look Behind
You" (Lois Duncan)
Test 4. Speaking (25%)
8 Human ingenuity: A Technological December – January Test 1. Listening (25%) 1) Oxford Language B
Scientific and technological innovation 5 weeks Listening to a p.293-338
innovation B Scientific innovation conversation on the 2) Vocabulary on
C The future of SL 14 hours Future of humanity and Technology
humanity HL 20 hours answering the questions https://learningenglish.vo
that follow anews.com/a/phrasal-
verbs-to-help-you-with-
Test 2. Reading (25%) technology/3085650.html
Reading the excerpt 3) video “The Future of
“Future technology” and Humanity”
answering the questions https://www.youtube.co
m/watch?
Test 3. Writing (25%) v=XOmQqBX6Dn4
Writing an
9 Social orgnization: A The working world January - February advertisemant
Test 1. Listening/ a(25%) HL:Oxford
1) articleEnglish
Innovations
B p.
21st century learning B Higher education 5 weeks Listening to an interview 338-381
C Education and answering the 2) video “Top ten
SL 14 hours questions that follow countries with best
HL 20 hours education system”
Test 2. Reading (25%) https://www.youtube.co
Reading the excerpt “The m/watch?
top 10 skills” and v=hGAWOecTClg
answering the questions 3) article “Integration
Through Education?
Test 3. Writing (25%) Limits and Possibilities of
Writing a supporting letter Education Policy
/ a letter of application / Concerning Immigrants”
formal correspondence https://www.humanityina
ction.org/knowledgebase
Test 4. Speaking (25%) /241-integration-through-
A role-play “Ten signs of a education-limits-and-
21st century classroom” possibilities-of-education-
policy-concerning-
immigrants
4) video “Global
citizenship, international
10 Sharing the planet: A Human rights February - March Test 1. Listening (25%) 1) Oxford Language B
Our rights B Ethics 4 weeks Listening to a p.383-428
C Equality conversation on People 2) video “The idea of
SL 8 hours trafficking and answering equality”
HL 12 hours the questions that follow https://www.youtube.co
m/watch?v=fjma15Rng_Q
Test 2. Reading (25%) 3) Equality and human
Reading the excerpt “The rights
human rights in different https://
countries” and answering www.equalityhumanright
Year 2: the questions s.com/en/human-
SL 69 hours rights/what-are-human-
HL 104 hours Test 3. Writing (25%) rights
Writing a newspaper 4) News about ethics
article / a pamphlet / an https://www.nytimes.co
opinion column m/topic/subject/ethics
3. IB Internal and external assessment requirements to be completed during the course

Briefly explain briefly 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.

IB internal and external assessment requirements will be introduced in the first unit (August/September, Year 1).
Students will get acquainted with the tasks, criteria and action plan by learning how to set the goals.

External assessment
External assessment includes Paper 1 (1 h 15 min, 25%) and Paper 2 (1 h 45 min, 50%).
The aim of Paper 1 is to assess the ability to communicate in writing for a variety of purposes, so to prepare for this task every unit students will get
acquainted with a new types of texts, their main features and examples. It means that every unit students will practice for this paper during their
formative assessment tasks and write a response of 250–400 (450-600 for HL) words to one of the tasks provided, choosing an appropriate text type.
The Paper 1 will be a part of Summative Assessment for every unit of this course.

Paper 2 includes listening and reading comprehension. Some of the formative tasks will be presented in the format of Paper 2, so the students will
complete preparation exercises that will introduce them to the expectations of Paper 2. Throughout the course students will practice their listening
and reading skills working with authentic articles, podcasts and videos in the classes. Some parts of Paper 2 will be a part of Summative Assessment for
every unit of this course. In the end of the first year students will have a mock of External assessment under all requirements prescribed.
External assessment will be held in the end the second year.

Internal assessment
SL: Internal assessment includes a conversation with the teacher, based on a visual stimulus, followed by discussion based on an additional theme
(25%).
HL: Students will learn how to analyse the literary extract from the two books. They will learn some techniques of literary text analyses. During the first
and the second year, students will constantly have the opportunity to improve their speaking skills. They will be able to engage in an authentic
conversation with fluency and coherence. Throughout the course students will have mocks of Internal assessment followed by the exam that will be
recorded and submitted in the form of an audio file for moderation in the end of the second year.

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 lesson.

Topic Link with TOK (including description of lesson plan)

 In this unit we will discuss how language and culture contribute to forming our identity/the role of foreign languages in
identity formation and whether changes in language reflect our shifting values.

Real life situations: being brought up in bilingual families, studying/working/living abroad

Optional TOK theme: language

From disscussing Different cultures vers. different values we will proceed to the following questions:

A ladder of questions
1) What would be lost if the whole world shared one common language?

2) Do language and culture help you form your values?

3) In what ways does language shape our identity?

4) Is it possible to share different values without getting to know a different culture and language ?

5) How does our use of language define our values? And vice versa, do our values also affect the way we use language?

By comparing / contrasting cultural values and some specific idioms in Anglophone culture, the students will clearly
understand that there is a connection between the language / knowledge / culture / identity.

We will watch a video “Third culture kids” https://www.youtube.com/watch?v=FouOIB_AAfw

and read the article “The value of language and the language of value”
https://www.haujournal.org/index.php/hau/article/view/hau3.2.005

To sum up all the information discussed, students will write an article “In what ways does language shape our identity”

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)

Experiences : In this unit students will work on developing the following skills:
Migration
Research/Thinking/Social skills

In this unit students will explore the concept of migration, analyse articles and videos on the topic, compare different
directions of migration. Students will need to make use of different sources (articles, videos, presentations) in oder to find
appropriate/reliable information and migration statistics, critically assess and analyze (critical thinking skills) their findings.
For the assessment on the topic, which is making a presentation on Migration and migrants’ problems/Migration map of
the world, students will need to a) obligatory – analyse statistics on a chosen site, b) optionally – find and interview
people (social skills) who have ever faced the problem discussed throughout the unit.

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)
 It is through overseas experiences and exploration of new cultures (including Anglophone culture) that the students can
develop a sense of international-mindedness, which gives them competences to exercise influence on problems facing the
world. The following are selective aspects that require focus to educate students towards international-mindedness and
global citizenship :
See travelling not only as a way of entertainment, but as a meaningful action
Be open to the cultural diversity
Understand what sustainable travel is
Become aware of local issues as part of the relevant global ones
Understand that cultural exchange might enrich an individual
Use the language of a target culture to broaden one’s horizons
See opportunities for service learning

Students have to be informed about the meaningful travel to other countries to become more internationally-minded.
After researching how significant travelling experiences might be, the students will be encouraged to explore how some
global issues might be solved and what actions might be taken.

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 Contribution to the development of the attribute(s) of the IB learner profile

 Community Thinker: students will use critical and creative thinking skills to analyse and take responsible action on complex problems.

Inquirer: students can nurture their curiosity, developing skills for inquiry and research. They know how to learn
independently and with others. Students can learn with enthusiasm and sustain their love of learning throughout life with
the help of these discussions.

Reflective: students can thoughtfully consider the world and their own ideas and experience. They will be able to work to
understand their strengths and weaknesses in order to support their learning and personal development.

8. Resources

Are instructional materials and other resources (for example, equipment for recording if you teach languages A or room for the performance aspect if you teach
literature and performance) 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.
The coursebooks we are going to use:
MORLEY, KEVIN. A. IB English B Course Book Pack: Oxford IB Diploma Programme (Print Course Book & Enhanced Online Course Book). 2018.
MORLEY, KEVIN. Oxford IB Diploma Programme: IB Preapared: English B (Print Course Book). 2020.

Additional materials:
Dummett, Paul, Helen Stephenson, and Lewis Lansford. Keynote Advanced. Washington: National Geographic Society, 2015.
Evans, Virginia. On Screen: C1 : Student's Book. 2017.
Bell, Jan. Expert Advanced Student's Resource Book with Key, 3rd ed. 2015.
Brook-Hart, Guy, and Simon Haines. Complete Advanced Student's Book with Answers with CD-ROM. Cambridge: Cambridge University Press, 2014.

Sites:
DP English B (thinkib.net)
http://wiki.engageeducation.org.au/english/ is the largest online collection of resources for students: it houses videos and pages of notes in 12
subjects, practice exams in many subjects, sheets summarising key knowledge areas and video series/lectures
https://www.thinkib.net/englishb/page/2051/links-texts-for-analysis texts that can be used to encourage students to read attentively, the collections
specifically aimed for developing reading abilities. Skimming for summary, skimming for paragraph meaning, scanning, basic summary, identifying key
points, gloze notes, scanning for detail
https://prezi.com creating, giving, and tracking interactive presentations
https://quizlet.com - this is a great tool to use for learning a new vocabulary The idea is that students will create their own moduls with topic
vocabulary and work on it through a range of activities that gives this app. As a teacher I will create tests using their moduls to assess their progress.
http://www.bbc.co.uk/learningenglish/ and https://www.bbc.co.uk/podcasts?q=english podcasts, videos and articles on a number of topics studied
during the course
https://www.youtube.com/user/engvidenglish vocabulary/grammar lessons online + tests and quizzes
https://www.youtube.com/user/TEDtalksDirector for listening assessments, the best ideas from the TED Conference