# data[].attributes.body
Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.

Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.

Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.

Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.

Develop students’ awareness of the importance of language in relation to other areas of knowledge.

Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.

Provide students with a basis for further study, work and leisure through the use of an additional language.

Foster curiosity, creativity and a lifelong enjoyment of language learning.

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1.

Students respond to written tasks using appropriate language, register and format.

Students communicate clearly and effectively in the context of a written task.

Students orally describe and react to a visual stimulus, respond to questions and engage in a general conversation using appropriate interactive skills.

Students interact in classroom activities.

2.

Students demonstrate an understanding of written texts.

Students demonstrate the ability to understand a written task and respond appropriately using a variety of text types.

Students express their reaction to a statement.

Students demonstrate comprehension and accurate use of structures in reading passages.

Students interact with the teacher using a range of structures.

Students interact in classroom activities orally.

3.

Students demonstrate an understanding of written texts.

Students demonstrate the ability to use vocabulary appropriate to the specific topic studied.

Students demonstrate comprehension, accuracy and pertinent vocabulary in a written assignment.

Students interact appropriately with the teacher on a range of topics.

Students interact in classroom activities.

4.

Students are able to develop a coherent and organized griten response.

Students are able to develop a coherent written response using a register appropriate to the task.

Students are able to interact orally appropriately.

5.

Students respond appropriately to an authentic text.

Students respond to the written task using the appropriate conventions and register. Studentsexpress their reaction to a statement.

Students demonstrate the ability to understand and respond to written texts.

Students demonstrate the ability to interact in the target language within the context of different situations.

Students are able to understand and interpret literary texts.

Students demonstrate an understanding of literary works and are able to complete the written task creatively.

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1. Communicate clearly and effectively in a range of contexts and for a variety of purposes.
2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts
and audiences.
3. Understand and use language to express and respond to a range of ideas with fluency and accuracy.
4. Identify, organize and present ideas on a range of topics.
5. Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts (such as works of literature written in the target language of study).

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1. Identities: Students explore the nature of the self and what it is to be human.

Lifestyles

Health and well-being

Beliefs and values

Subcultures

Language and identity

2. Experiences: Students explore and tell the stories of the events, experiences and journeys that shape our lives.

Leisure activities

Holidays and travel

Life stories

Rites of passage

Customs and traditions

Migration

3. Human Ingenuity: Students explore the ways in which human creativity and innovation affect our world.

Entertainment

Artistic expressions

Communication and media

Technology

Scientific innovation

4. Social Organization: Students explore the ways in which groups of people organize themselves, or are organized, through common systems or interests.

Social relationships

Community

Social engagement

Education

The working world

Law and order

5. Sharing the planet: Students explore the challenges and opportunities faced by individuals and communities in the modern world.

The environment

Human rights

Peace and conflict

Equality

Globalization

Ethics

Urban and rural environment

# data[].attributes.body
Unit 1: “Fit for life” (Theme: Identities)

Subthemes: Lifestyles, Mental Health, A healthy life
Research question: What ideas do we associate with a healthy lifestyle?

Communication skills:
Listening/Reading skills

Receptive

Productive

Oral and interactive skills

Productive: Presentations

Written text types

Personal letters and emails

Resources:

Coursebook: Oxford  IB Diploma Programme - English B Course Companion 2nd edition - Pages 2-40

Kognity

InThinking

Online magazine/newspaper articles

Podcasts and videos

TOK link: As readers, how do we know  how to identify the audience of a text?
The TOK recognises the following ways of knowing: sense perception, reason, emotion, faith, imagination, intuition, memory and language. Which of these ways of knowing are most helpful when you want to identify the audience for a text?

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Unit 3 - “Sketching our lives” (Theme: Experiences)

Topics:  Migration, Holidays and Travel, Leisure activities

Research question:
How would travelling/migrating/living in another culture change your worldview?

Communication skills:
Listening/Reading skills

Receptive

Interactive

Oral and interactive skills

Productive: Presentations

Interactive: Debate

Written text types

Travel blogs

Personal blogs

Diary entries

Resources:

Coursebook: Oxford  IB Diploma Programme - English B Course Companion 2nd edition - Pages 41-88

Kognity

InThinking

Online magazine/newspaper articles

Podcasts and videos

TOK link: To what extent does migration affect the evolution of language?
Research and discuss the following questions:
-How has immigration affected English?
-Has any language escaped the effects of migration?

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Unit 2: "Who we are!" (Theme: Identities)
Subthemes: Beliefs and values, Language and Identity, Subcultures
Research question:
How do values, culture and language contribute to shaping our identity?

Communication skills:
Listening/Reading skills

Receptive

Interactive

Oral and interactive skills

Receptive: listening to talks/presentations

Productive: Presentations, Delivering a speech

Written text types

Proposal

Speech

Resources:

Coursebook: Oxford  IB Diploma Programme - English B Course Companion 2nd edition - Pages 213-254

Kognity

InThinking

Online magazine/newspaper articles

Podcasts and videos

TOK link: To what extent does the language we use reflect our identity?
Research about the role of language in the formation of one's identity.

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Unit 4: "Facing life's challenges" (Theme: Experiences)
Topics:  Life stories, Rites of passage, Customs and traditions
Research question:
To what extent do historical events shape our present and future?

Communication skills:
Listening/Reading skills

Receptive

Interactive

Oral and interactive skills

Interactive: Debate

Written text types

Editorial

Letter to the editor

Resources:

Coursebook: Oxford  IB Diploma Programme - English B Course Companion 2nd edition - Pages 257-291

Kognity

InThinking

Online magazine/newspaper articles

Podcasts and videos

TOK link: What are the functions of language and how do we use them to communicate about the past?
Explore the following ways of knowing about the past:
- memory
- language
- reason
- imagination
- emotion
- sense/perception
- faith
- intuition

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Unit 5: Literary Work
Novel: "The Outsiders"

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Unit 6: "Celebrity" (Theme: Human Ingenuity)
Topics: Artistic Expression, Media and communication, Entertainment
Research question:
How can we define a culture though its artistic expression?

Communication skills:
Listening/Reading skills

Receptive

Interactive

Oral and interactive skills

Productive: Interviews

Written text types

Embedded interview

Reviews

Resources:

Coursebook: Oxford  IB Diploma Programme - English B Course Companion 2nd edition - Pages  91-132

Kognity

InThinking

Online magazine/newspaper articles

Podcasts and videos

TOK link: To what extent is the function of a text dependent on purpose and context?
Research: In what ways can language be used to influence, persuade or manipulate an audience? In particular you might want to think about the role of the media and the ways in which they portray celebrities. Find an article about a celebrity from an English language magazine and answer the question.

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Unit 1: "Scientific and technological innovation" (Theme: Human Ingenuity)
Topics: Communication and media, Scientific Innovation, The future of humanity

Research question:
How can developments in science and technology create a better world for us all?

Communication skills:
Listening/Reading skills

Receptive

Productive

Oral and interactive skills

Interactive: Discussion/Negotiation

Written text types

Advertisements

Brochures/Flyers/Leaflets

Resources:

Coursebook: Oxford  IB Diploma Programme - English B Course Companion 2nd edition - Pages 293-336

Kognity

InThinking

Online magazine/newspaper articles

Podcasts and videos

TOK link: What does "meaning" mean? Can the meaning of a text change over time?
Analysing old adverts and analysing them as a 21st-century reader, and the impacts they might have had when they were first published.

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Unit 2: Literary Work
Novel: "The Giver"

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Unit 3: “Volunteering” (Theme: Social Organization)

Topics:  Community, Social Engagement, Social Relationships

Research question:
What are the benefits of volunteering in your local community?

Communication skills:
Listening/Reading skills

Receptive

Productive

Oral and interactive skills

Role play

Drama

Written text types

Set of instructions

Set of guidelines

Resources:

Coursebook: Oxford  IB Diploma Programme - English B Course Companion 2nd edition - Pages 135-175

Kognity

InThinking

Online magazine/newspaper articles

Podcasts and videos

TOK link: How do we know (evaluate) whether a community project has meaning/is worth engaging with?
Research and discuss the following question:
- How do we know about things that are far away or that we cannot experience directly?

- Decide which ways of knowing would be valuable in answering the question.

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Unit 4: "21st-century learning" (Theme: Social Organisation)
Topics: Education, Higher Education, The Working World
Research question:
What do you need to be an effective 21st-century learner?

Communication skills:
Listening/Reading skills

Receptive

Productive

Oral and interactive skills

Role-play

Drama

Written text types

Formal correspondence

Resources:

Coursebook: Oxford  IB Diploma Programme - English B Course Companion 2nd edition - Pages 339-379

Kognity

InThinking

Online magazine/newspaper articles

Podcasts and videos

TOK link: What ways of knowing can we use to make the correct language choices?
Discuss the following questions:
Why is it so important to know what variety of English to use:
a. in your social life?
b. in your academic life?
c. in your future professional life?

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Unit 5: "Protecting the Planet" (Theme: Sharing the Planet)
Topics: The environment, Urban and rural environments, Youth Activism
Research question:
What environmental and social issues present challenges to our world and how can young people tackle these challenges?

Communication skills:
Listening/Reading skills

Receptive

Productive

Oral and interactive skills

Interactive: Discussion

Written text types

Reports

Resources:

Coursebook: Oxford  IB Diploma Programme - English B Course Companion 2nd edition - Pages 177-211

Kognity

InThinking

Online magazine/newspaper articles

Podcasts and videos

TOK link: How do we know what kind of English to use according to our audience?
Research and discuss the following questions:
If there are so many geographical variations and varieties of English, how do we know what is "good" and what is "bad" English?

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Unit 6: "Our rights!" (Theme: Sharing the Planet)
Topics: Human rights, Equality, Ethics
Research question:
Does the definition of human rights differ in different Anglophone cultures?

Communication skills:
Listening/Reading skills

Receptive

Interactive

Oral and interactive skills

Productive: Presentations

Interactive: Discussions

Written text types

Newspaper articles

Opinion Columns

Pamphlet

Resources:

Coursebook: Oxford  IB Diploma Programme - English B Course Companion 2nd edition - Pages 382-426

Kognity

InThinking

Online magazine/newspaper articles

Podcasts and videos

TOK link: Are human rights ethically binding?
Research and discuss the following questions:
-How would you define "morality" in relation to human trafficking?
-How would you define "ethics" in relation to human trafficking?