Diploma Programme subject outline—Group 2: language acquisition

Taipei Municipal Yucheng High School 062561

School name School code

Name of the DP subject Chinese B

(indicate the language)

Level Ð
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)

Name of the teacher who

Jung Hsuan Chiu Date of IB training Feburary 10, 2023 to Feburary 12,
completed this outline 2023

Date when outline was April 26, 2023 Name of workshop Chinese B (Cat.1)
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.

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 Alloca Assessment Resources
ted instruments to be List the main
(as identified One class is time used resources to be
in the IB 50 minutes. used, including
subject guide) information
In one week there
State the topics in the technology if
are
order you are planning to 3 classes. applicable.
teach them.

Year 1
Theme 1: Chinese B Syllabus & Introduction of IA 3 Weeks
Experiences
Unit 1: Leisure activities ●Classroom discussion ●Visual Images
(Related Themes: Identies, Human Ingenuity)
Topics: Toursim, Sports ●Short quizzes / kahoot ●Travel & Leisure
SL Text type:
Personal: blog, diary ●group projects ●magazines
Professional: brochure, leaflet
Mass Media: advertisement, travel guide ●Listening comprehension ●Sports magazines

●Oral practice ●Online research

●IA practice: Interactive oral

Unit 2: holidays and travel 3 Weeks activities
(Related Themes: Social Relationaships ,
Sharing the Planet)
Topics: Mid Autumn Festival, tourist attractions,
most livable city in the world
SL: Text type:
Personal: email, blog
Professional: report, statistics
Mass Media: public commentary, social media
posting
 Unit 3: Customs and traditions 3 Weeks
(Related Themes: Identity, Social
Relationaships )
Topics: Social norms and taboos, dress code,
uniform
SL: Text type:
Personal: chat room/social media posting
Professional: essay, set of instructions
Mass Media: speech, posters

Theme 2: Introduction of EA: Paprt 1 & Paprt 2 3 Weeks v formative assessments:

Social organization Unit 4: Social relationships and social ● Self assessment: reflective ● Podcasts
engagemnt journal
(Related Themes: Human Ingenuity, Sharing ● Youtube
the planet) ● Peer assessment-: students
Population change, individual role in the use assessment criteria to ● FB & IG
community, social services give feedback to peers on
Text type: diary, speech, article oral and written activities. ● Google docs for
SL: Text type: collaborative work
Personal: chat room/social media posting v Summative Assessments:
Professional: essay, set of instructions ● Paper 1 practice: Personal ● Online discussion
Mass Media: speech, posters letter/ Blog forums / chatroom
Unit 5: The working world 3 Weeks ● Paper 2 practice:
(Related Themes: Human Ingenuity, Sharing Reading & listening
the planet) comprehension
Topics: AI & ChatGPT, Opportunites and
challenges in 21st-century workplace ● IA practice: Interactive oral
SL: Text type: activities
Personal: blog, chat room/social media
posting
Professional: Blog, report
Mass Media: news, opinion column, public
commentary

Unit 6: Law and order 3 Weeks

(Related Themes: Human Ingenuity, identity,
Sharing the planet)
Crime, discrimination and the law, intellectual
property rights
SL: Text type:
Personal: Email
Professional: Report, Formal letter
Mass Media: Leaflet, Podcast, Ad.
Theme 3: Unit 7: Lifestyles 3 Weeks v formative assessments:
Identities (Related Themes: Identities, Sharing the ● Self assessment: reflective
planet) journal , Essay
Health, vegiterian, mental health/emotions
SL: Text type: ● Peer assessment-: students
Personal: diary use assessment criteria to
Professional: set of instructions give feedback to peers on
Mass Media: speech, posters oral and written activities.

v Summative Assessments:
● Paper 1 practice: Diary/
Personal letter

● Paper 2 practice:
Unit 8: Beliefes and values 3 Weeks Reading & listening
(Related Themes: Identities, Social comprehension
Engagement)
Culture (the influence of culture on identity), ● IA practice: Interactive oral
values, beliefs activities, Oral presentation
SL: Text type:
Personal: personal letter
Professional: survey
Mass Media: film, editorial, podcast
 Unit 9: Langauge and identity 3 Weeks
(Related Themes: Identities, Social
Engagement)
Gender and idientity, race and identity,
The benefits of bilingulism, English as a global
language
SL: Text type:
Personal: Blog, Diary
Professional: Essay, Survey
Mass Media: Artical, Interview, Review

Theme 4: Unit 10: Communication and Media 3 Weeks v formative assessments:

Human ingenuity (Related Themes: Identities, Social ● Self assessment: reflective
Organization) journal , Design a
Social media and advertisement questionarie, Summary
(1) Fake news
(2) Advertisement ● Peer assessment-: students
(3) FB. IG. Being a youtuber use assessment criteria to
SL: Text type: give feedback to peers on
Personal: FB, IG posting, Email oral and written activities.
Professional: Questionaire
Mass Media: Podcast, Blog, Advertisement
Unit 11: Artistic expression 3 Weeks v Summative Assessments:
(Related Themes: Identities, Experiences) ● Paper 1 practice: Blog,
Expression through culture Email, commentary
(1) Defintion of beauty
(2) Expression through image and ● Paper 2 practice:
movement (Pulitzer Prize & Cloud Gate) Reading & listening
(3) Expression through words, music comprehension

SL: Text type: ● IA practice: Interactive oral

Personal: FB, IG posting activities, Oral presentation
Professional: Formal letter
Mass Media: Film, Literature

Unit 12: Technology 3 Weeks

(Related Themes: Social Organization, Sharing
the planet)
Scientific development and progress benefiting
to human beings and the society
(1) AI (pros and cons)
(2) TE (Total experience) & AR/VR
(3) Image recogination、Speech recogination

SL: Text type:

Personal: Diary
Professional: Formal letter
Mass Media: Leaflet, Brochure
Year 2 Theme 5: Sharing the Unit 13: The environment
Planet (Related Themes: Identity, Human Ingenuity)
Fast fsahion, plastic pollution, green energy,
net zero emission
SL: Text type:
Personal: IG posting, Blog
Professional: Report, Proposal, Article
Mass Media: News, Opinion column, public
commentary (editorial)
Unit 14: Peace and conflict
(Related Themes: Social Organization,
Experiences)
Boundary conflict, refugees, War
SL: Text type:
Personal: Diary, Blog
Professional: Report, Proposal
Mass Media: Speech, Opinion column, public
commentary (editorial), News Report
3 Weeks v formative assessments:
● Self assessment: reflective Film: 《Dark
journal , poster, Formal water》2019
Letter
Podcast
● Peer assessment-: students
use assessment criteria to Youtube
give feedback to peers on
oral and written activities.
v Summative Assessments:
● Paper 1 practice: Blog,
email
3 Weeks ● Paper 2 practice:
Reading & listening
comprehension: Making a
podcast
● IA practice: Interactive oral
activities, Making a speech
 Unit 15: Human rights and equality 3 Weeks
(Related Themes: Social Organization,
Identity)
Freedom of speech, children’s right, women’s
right

SL: Text type:

Personal: Personal letter, Blog
Professional: Report, Formal letter
Mass Media: Web pages, Literature, News

Theme 1: Unit 16: Migration 3 Weeks vPaper 1 Writing Practice Movies

Experiences (Related Themes: Social Organization, Sharing and Praperation
the Planet)
Refuge, racial stereotypes, cultural shocks

SL: Text type:

Personal: Diary, Blog
Professional: Report, Essay
Mass Media: News report, Literature
Theme 2: Unit 17: Education 3 Weeks v Paper 2 Listening Practice
Social organization (Related Themes: Experiences, Identities) and Praperation

SL: Text type:

Personal: Diary, Blog
Professional: Survey, Questionaaire
Mass Media: Podcast, Radio Programme

Theme 3: Unit 18: Subculture 3 Weeks v IA: Individual Oral Practice

Identity (Related Themes: Human Ingenuity, and Praperation
Identities)

SL: Text type:

Personal: Social Media Posting
Professional: Blog, Email
Mass Media: Opinion Column, Speech
Theme 4: Unit 19: Technology & Scientific Innovation 3 Weeks v Paper 2 Reading
Human Ingenuity (Related Themes: Sharing the Planet, Comprehension Practice and
Identities) Praperation

SL: Text type:

Personal: Social Media Posting
Professional: Proposal, Set of Instructions
Mass Media: Brochure, Leaflet

Theme 5: Unit 20: Globalization 3 Weeks vPaper 1 Writing Practice

Sharing the Planet (Related Themes: Human Ingenuity, Social and Praperation
Organizations)

SL: Text type:

Personal: Email, Personal Letter
Professional: Formal Letter, Essay
Mass Media: Web Pages, Adverticement

Internal Assessment Individual Oral Practice mock exam 3 Weeks Visual Images
Webpages
Online resources
 External Assessment Mock exams of
Paper 1: Writing 3 Weeks

Paper 2: Listening Comprehansion 3 Weeks

Paper 2: Reading Comprehension 3 Weeks

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.

The two-year IBDP Chinese B class covers

4 semesters. For helping students prepare IA & EA, it can be described as the following four stages :

●Stage 1: Introductions of IA: IA focuses mainly on oral expression and which is much easier for Languages B students to start with. Therefore, at the
very beginning of Chinese B, IA will be the first to introduce to students. Following with the instruction of the first theme --
Experience, teaching and class discussion will mainly focus on oral presentation to encourage students to participate in classroom activities and
discussion. At this stage, speaking out is more important than writing. Teaching resources and class discussion for SL will mainly use visual images with
less text material like the form of IA while HL uses both visual images and texts at the same time.
●Stage 2: Introduction of EA: EA consists of Listening, Reading, and writing. Paper 1 and paper 2 will be introduced to students in the second half of the
first semester. The second half will be the second theme – social organization. Class instruction and discussion along with activities are designed for
students to learn through the five aspects of conceptual understanding and to be familiar with the form of paper 1 and paper 2.
●Stage 3: From the second semester to the first half of the third semester, the rest of 3 themes will be addressed in class. With every topic connected
to the other two themes and texts chosen from authentic personal, professional, and mass media texts, instruction and class discussion will be more
profound and extensive. IA and EA will be practiced as the summative assessments at the end of each theme.
●Stage 4: The final stage is from the second half of the third semester to the last semester of IBDP. In this stage, five new topics of the five themes
embedded with five conceptual understandings will be addressed to wrap up the whole Chinese B class. Followed by intensive IA & EA practices for
students to apply what they learned in real-life situations and use Chinese confidently.
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)

Customs and Traditions Through the class activities (searching online resource, group discussion )This topic can led students think deeply about
the following TOK questions :
1) In the formation of customs and traditions, what role does language play ?
2) In what ways can language affect the transmission of customs and traditions ?
3) Is language a nessary part of customs and traditions ?
4) How would social norm exist with or without language ?
5) To what extent are we aware of the impact of customs and traditions on what we believe or know ?
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)

The environment Research skills: In this topic, students are asked to do research about environmental issues using the target language.
Therefore, they have to apply their vocabulary and knowledge, and typing skills about the Chinese language to choose
appropriate keywords and select the appropriate and accurate information. With these practices, students learn the skills
of researching and how to do effective research.

Thinking skills: After researching, students have to apply thinking skills and filter fake information and make judgments
about what materials are good to use. Also, they are going to propose effective solutions to the environmental issues.
These processes help develop their metacognition and creative thinking skills.

Communication skills and Social skills: In-class discussion and cooperation help effective communicative interaction
between students. Linking to CAS makes students not only communicate but also have appropriate social manners and
behaviors to interact with others. Therefore social skills are developed through the process of language learning.
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)

Customs and Traditions This topic is under the theme « Experiences». Customs and traditions are always the most significant differences between
each cultures. Therefore this topic is the best media to generate students’ international mindedness. Following
resources and methods will be used to develop aspects of international mindedness.
1) visual images of different cultures’ customs and traditions to foster students’ curiosity to make students to be
inquirers
2) Online web searches for the traditions and customs of different cultures make students realize their origins and
purposes of them to generate students’ deep understanding and be open-minded and respectful of different cultures.
3) In-class group discussions encourage students to be good communicators of listening carefully and caring.
4) Text materials like essays about social norms will be used to practice critical thinking skills.
5) Speeches of mass media that address the critical issues of customs and traditions make students be knowledgeable
The reflective journal at the end of each topic trains students’ reflective thinking every time, all the time.
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

The Environment Theme 5: Sharing the Planet/ Unit 13: The Environment
In this topic, fast fashion, plastic pollution, green energy, net zero emission issues will be addressed and discussed

INQUIRIERS/ THINKERS: Provide the visual images of both fashion IG postings and images about the pollution caused by
fast fashion, plastic, and carbon emission. These contrasts are going to generate students’ inquiries about what these are,
why these happen, how these affect our earth, when and how long these pollutants exist, and where these pollutants take
place.

KNOWLEDGABLE/ THINKERS: Professional texts like reports, surveys, and statistics that uncover the dark side of
convenience and fashion are used to provide facts and make students knowledgeable about environmental issues, and to
stimulate students’ deep thinking about the issues.

COMMUNICATORS/ REFLECTIVE/ PRINCIPLED: In-class activities will be group research and discussion, the
debate about the pros and cons of fast fashion as well as other issues, thinking solutions (linking to CAS) and what we
can do in our daily life. These methods make students to be reflective, good communicators, and take responsibility for
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.

In the language learning classroom of the second subject group, IB policy, IB learner profile posters, five conceptual understaing poster, and IA &
EA assessment standard posters will be posted on the walls surrounded the calssroom, so that students can immerse themselves in the IB teaching
environment. The school has also facilitate a closed venue with soundproof equipment to provide teachers and students with recordings during
teaching and evaluation, especially for IA oral evaluation.
The basic hardware equipment in the classroom includes: interactive large-scale touch TV (big screen) with projection and audio system, desktop
computer and adapter equipment supporting notebook computer-related equipment, physical projector, camera, lighting, A green screen studio on a
tripod for students to learn from. In addition, students are provided with a sufficient number of laptops, iPads and iPencils, as well as tablet charging
carts.
For extended learning and research, the IB corner at the school library will be set up the second subject group. This IB corner will have reference
books and text materials, public broadcast version of audio-visual resources. And also provides IB students with online data databases to facilitate
students to obtain relevant learning resources .
Teachers will also integrate online resources into language B teaching. Some commonly used (but not limit to) teaching resources are listed
below:
● websites and search engines for online resources
● Blog/ IG posting/ FB posting
● Email
● podcast/ spotify
● Youtube
● Movie/ Documentary
● News Paper/ Magazines
● Brochure/ Leaflet
● Poster
● Speech
● Art work