Diploma Programme subject outline—Group 2: language acquisition

LWIS-USL Universal School of Lebanon 060956

School name School code

Arabic language
Name of the DP subject
(indicate the language)

Level ×
Higher Standard completed in two years Standard completed in one year *
(indicate with X)
(not applicable for languages ab initio) (not applicable for languages ab initio)

Mariam issa 5-8 August 2018

Name of the teacher who Date of IB training
completed this outline

June 2019 DP category 1 & 2 Arabic B

Date when outline was Name of workshop
completed (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.

‫ رواية زقاق البالط – نجيب محفوظ‬The novel of the alley of tiles – Najib Mahfouz
‫ لم أعرف أنّ الطواويس تطير – مجموعة قصصية‬I didn't know the omens were flying- Stories Collection
‫ ثالث حكايات عن الغضب – محمد المنسي قنديل‬Three stories about anger – Muhammad al-Mansi Qandil

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 Allocated time Assessment instruments to be used Resources
(as identified in List the main resources
the IB subject to be used, including
50 minutes.
guide) One class is information technology if
applicable.
State the topics in the order
you are planning to teach 6
them. In one week there are classe
s.
 identeties Explore the nature of self and what 1 session= 50 minutes First paper [Link]
-Year 1 .it means to be a being Possible questions: [Link]
.Lifestyles.1 Development of international - 4 weeks= 24 sessions 1. What constitutes identity? [Link]
Health and.2 welfare mentality 2. How do we express our identity? [Link]
Beliefs and values .3 Concept-based assimilation-- 2.5 weeks= 15 sessions 3-What are the ideas and images that we recognize [Link]/literature_lan
Subcultures .4 encouragement, awareness and in a healthy lifestyle? guage
Language and .5 appreciation 2.5 weeks= 15 sessions 4. How does language and culture contribute to [Link]
Identity Develop students ' awareness of - shaping our identity? [Link]
2.5 weeks= 15 sessions
the importance of language-
language acquisition purposes 5. Formative evaluation
Audience-meaning-difference- 6. Production of critical text on social networking
Context . and identity sites Articles: Language and -
Purpose . - Assessment: Through the gathering of evidence and Identity – article by Rafai
research, conduct a finding on how we express our Why did the owner become
identity sending messages that cause a positive or dude? [Link]
.negative reaction by society
Interactive Oral Activity: Debate on differing Short films: The Nozzles of Hell-
television programs about “images” and “recognizing Part I ‫–فوهات الجحيم‬
.”in a healthy lifestyle
Writing Practice for Paper 1: Do you think The
novel of the alley of tiles” was a realistic t novel?Why
?or why not
:Possible Texts used are
Blog/personal
letter(personal).Survery/report/essay(professional).
.Article/review/brochure/speech(mas media)

Practice for IOA assessment: summarize the theme

and key event from
of the alley of tile »and select a key scene in the ‘ [Link]
story and explain why it a major event for the plot. [Link]
?Does the story end the way you exepected [Link]
‫مقالة حول أثر زواج القاصر في العالم‬-
‫العربي‬
‫مقابلة مع طبيب نفسي‬-
 Experiences 1 week = 6 sessions 1. How does travel broaden our horizons? [Link]
1. Leisure-time activities ex plore and tell stories of events, 2. How is our past, present and future? [Link]
2. Holidays and travel 3-life experiences and journeys that shape 2 week = 12 sessions 3-Why and how do different cultures celebrate the [Link]
Stories our lives 1 week = 6 sessions important moments in life? [Link]
4. Salient Life Changes 2 weeks = 12 sessions 4. How does living in another culture affect my
5. Customs and traditions worldview?
6. Migration 5. Production of Notes on the life of a minor girl Articles -
1.5 weeks = 9 sessions 6. Research on the average age of marriage in eastern Short films: Music video Ken -
and western countries Ant
1weeks = 6 sessions
Interactive Oral Activity: Present a letter written to
the principal of school about how the acceptance and
integration of subcultures needs to be adapted. Why
are subcultures so important?

Writing Practice for Paper 1

Possible Texts used are
Personal Letter (personal). Essay/formal
letter(professional).Poster/speech (mass media).

Practice for IOA assessment:

Choose and Imagine a different ending for “I didn't

know the omens were flying” What would have
happened instead? What are the various symbols you
come across in the story

Self Assessment:reflective blog on living without a

technological device for a week
Interactive Oral Activity: present findings on
different world famous ads and determine why and
how they have played such an impact of society.
-Writing Practice for Paper 1
Possible Texts used are: Social media
posting(personal). Report/email(professional).
Advertisement/brochure/interview/podcast (mass
media)

Listening and reading comp. practice for Paper 2:

become familiar with variying and regional accents for
listening tests. Students need to be able to make
inferences based on suggested text types.
 Human ingenuity Exploring the impact of human 4 weeks= 24 sessions 1. How do scientific and technological developments [Link]
1. Recreation creativity and innovation in our 1 week = 6 sessions affect our lives? [Link]
2. Artistic expressions world 1 week = 6 sessions 2. How do arts help us understand the world? [Link]
3. Communication and 1 week = 6 sessions 3. What can we learn about culture through its artistic
information 1 week = 6 sessions expression?
4. Technology 4-How the media change the way we link and Social media articles
5. Scientific innovation communicate with each other. "Facebook " and virtual
5-Search for information on the factors of the
identity.
development of social media sites through the
1st year total= 168 sessions = 140hrs information network and a written and visual material
6-producing critical text about communication sites -Short Films
and identity 7-a debate among students about with or
against these sites

PAPER 1: students will conduct a paper up to 450-

600 words based on the 5 themes we have visited
throuhghout the course. Students will choose a task
with a choice of a text type which we would have
already covered throughout the course and apply it.

PAPER 2: test students’ recepetive skills by

answering a listening comprehension. Seperatley,
students will then answer comprehension questions on
3 audio passages and 3 written texts based on the
themes covered throughout the course.

IOA:One to one conversation with students’ about an

extract from “ the alley of tiles”, followed by a
conversation about how it can be linked to one of the
themes covered throughout the years (ex.
..realistic/human rights)
 Social organization Explore ways to organize groups for 3 weeks = 18 sessions 1-What is the role of the individual in society? [Link]
Year 2
1. Social relations themselves, or how to organize, 2. What is the role of rules and provisions in shaping [Link]
2. Society through common systems or 3 weeks = 18 sessions society? [Link]
3. Social Engagement interests. 3. What is the role of language in society? [Link]
4. Education 4. What are the opportunities and challenges that the - Articles about social relations
5. Working World 2.5 weeks= 15 sessions workplace brings to the twenty-first century? Short films on law and order,
6. Law and Order 5. Production of a text on how social involvement and how to determine social
2 weeks = 12 sessions the role of social relations in human life are relations
concerned.
6. The difference in social relations between eastern
and Western states.

Assessment: “Work Experience” Project based on a

criteria of tasks needed to be performed during a
duration of time.

Interactive Oral Activity: Role play between a

typical Lebanese family and a typical western family
to be able to compare and contrast the differences in
the language of relationship.

Writing Practice for Paper 1

Possible Texts used are:
Diary(personal). )Blog/survey/questionnaire
(professional). Film/review/blog(mass media)

Listening and reading comp. practice for Paper

2:summary skills and short responses on texts with
varying lengths. Analyzing different tones and sounds
through audio clips.

Self Assessment:reflective journal or blog

-Interactive Oral Activity: Peer assessments bases on
IA Criteria to give feedback to peers on role play
based on global issues such as climate change.
-Writing Practice for Paper 1
Possible Texts used are: Blog/diary
entry(personal).Formal letter/essay(professional). Film
review/interview/article (mass media)

-Listening and reading comp. practice for Paper 2:

This section will mostly develop student’s listening
comprehension, writing and speaking skills. This will
 We share the planet. exploring the challenges and 2.5 weeks = 15 sessions 1. What environmental and social issues pose [Link]
1. Environment opportunities faced by individuals challenges to the world and how can those challenges [Link]
2. Human rights and communities in the modern 2.5 weeks= 15 sessions be overcome? [Link]
3. Peace and conflict world 2. What ethical issues emerge from living in the [Link]
4. Equality modern world, and how can we solve them? - Articles about globalization
5. Globalization 2.5 weeks = 15 sessions 3. What are the challenges and benefits that Short films on war, Peace and
6. Ethics globalization brings? conflict
7. Urban and rural environment 2 weeks = 12 sessions 4. What are the challenges and benefits resulting from
changes in urban and rural environments?
5. Production of an article on globalization and its
impact on the Eastern society

2nd year total= 120 sessions=100 hrs

2 years in total: 288 sessions = 240hrs

Internal Assessments
are:

2 summative Assessment:

1st Summ. Assess,: December

7- Decdember 18 (Year 1)

2nd Summ. Assess.: May 7-

May 18 (Year 1)

IOA Assessment: December

19- December 23 (Year 2)
3. 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.

Internal and external IB ratings for Arabic b for HL. The value of each component is as follows:
Individual oral exam: 20%
Interactive oral activity: 10% written Referral: 20% Paper 1 exam: 25% Paper 2 exam: 25% internal evaluation and 2 components, individual oral presentation (based on optional topics of health and cultural
diversity), as well as interactive oral activity (based on the core themes For social relations, global issues, communications and the media). Each of these chapters will be prepared, developed, implemented and
evaluated by the teacher IB Arabic b. Students will be presented to the standards for each of these early in the first year of the baccalaureate program and throughout the course, the teacher will guide the
students because they develop the skills they will need to succeed In these assessments. These skills will include: oral skills including presentation skills.

The 2 Papers (set externally by the International Baccalaureate programme) comprise the Arabic B exam and will be written in a supervised setting and evaluated externally. Paper 1 assesses the students’ reading
comprehension skills and strategies for improving these skills will be developed throughout the course. Such strategies include Accessing Prior Knowledge, determining meaning through context, making
connections amongst languages, etc. Students will be given exercises similar to those which will appear in Paper 1 as practice before they take the exam. Paper 1 relates to the Core themes (Social Relationships,
Global Issues, Communication and Media) studied in Arabic B. Paper 2 is based on the optional themes (Health, Cultural Diversity) for Arabic B. Students will be required to create a written document responding
to 1 of 5 topics presented on the exam paper. Throughout the 2 years of the IBArabic B Course students will practice the various formats for writing text which they may be required to demonstrate on the exam.

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 Link with TOK (including description of lesson plan)

Language and Identity There is classroom activity and I would like to use and listen to the most beautiful poem that was said in the longing of the khanwomen, and used for the story Group
Three tales about the rage of Muhammad the forgotten Qandil.. The poem was read by the able artist from me and Wassef to overcome the difficulties and take an
active part in their education process. The film can be a follow-up activity to this one where the visual element may inspire any number of language activities, as well as
social/intercultural issues that can be used with/without the work of literature for exploration in an extended essay. This poem links with the B language goals in terms
of intercultural understanding as well as leading to a greater understanding of social issues that students may know or have direct or indirect experience of (in this case
their own fear issue, believing in themselves) problems and loss of young life and loss of the future . Threads also promote the idea of self.
The student, in spite of adverse social and cultural conditions thus expresses his determination to achieve his objectives. In addition to the themes involved, the
recitation gives the students a feel for the rhythm of the language and words as well as the infinite value and power of self-expression to go on choosing to learn within
and outside of the classroom in the university of life.

Here we try to focus on artists, musicians or writers who have used cultural expression to overcome their problems. Online resources are used to learn of "life stories"
especially those known by the students again where sports stars etc. have overcome difficulties to fulfill their goals. After that we come to the projects, which are
presented to the rest of the group and the feedback after leads to the follow-up project, the film.
 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)

Human ingenuity Using a theme such as media stimulates students well because it represents their daily life and forms social media that are influential on their intellectual skills, their social
and physical talents, and self-confidence. A simple task like «Spend a week without using social media», will give them the space to write articles, and create oral
presentations on Johnny Week. Other students can also interview different age groups about the amount of time spent on media outlets and compare them with the
research and factual information they find on the Internet.

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)

Social organization The second language study is a natural bridge for the development of understanding and tolerance of other cultures. It is important that our students learn that the
differences between languages and cultures need to be studied and accepted. They need to learn how to agree to disagree while maintaining respect for the dignity of
others. One of the activities that can be used to help students with this concept is "Create a culture " game in which students work in groups to create unique cultures.
Then they interact with these other cultures and share their experiences. This activity generally leads students to better understand what it means to be different and
how they wish to be treated.
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

Language and culture: values, customs Relevant skills and personal learner: resources: Internet, articles, movie scripts, novels, basic text skills:
and cultural adaptation Research: Reading, in-depth study of the texts of the researchers, knowledgeable, open minded, balanced, and principles.
Skills:
Productivity, Oral: magazine, article, presentation
Risk takers, interlocutors, communications

8. 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.
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‫ اللغة والهوية – مقالة للرافعي‬:‫مقاالت‬-

dude?[Link] ‫ليش الصاحب صار‬

‫ فوهات الجحيم – الجزء األول‬:‫أفالم قصيرة‬-

[Link]
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‫مقالة حول أثر زواج القاصر في العالم العربي‬-
‫مقابلة مع طبيب نفسي‬-