DiplomaProgramme subject outline—Group 2: Language Acquisition Session – 2020-22

INDIA INTERNATIONAL SCHOOL, JAIPUR DP-000766

Schoolname Schoolcode
English B
NameoftheDPsubject
(indicatethelanguage)

Level X X
Higher Standardcompletedintwoyears Standardcompletedinoneyear*
(indicatewithX)
(notapplicableforlanguagesabiniti (notapplicableforlanguagesabinitio
DR. ANJU CHANDRA Attended FDPs
Nameoftheteacherwhoco DateofIBtraining
Revised by Gauri Sharma
mpletedthisoutline

Datewhenoutlinewasc 14 March 2024 Attended FDPs

Nameofworkshop
ompleted (indicatenameof subject
andworkshopcategory)
* AllDiplomaProgrammecoursesaredesignedastwo-
yearlearningexperiences.However,uptotwostandardlevelsubjects,excludinglanguagesabinitioandpilotsubjects,canbecompletedinoneyear,according toconditions
established intheHandbookof procedures fortheDiplomaProgramme.

1. IfyouwillbeteachinglanguageBhigherlevel,identifythetwoworksofliteraturetobestudied.

The Story of my Life by Helen Keller and Malgudi Days by R.K. Narayan

2. Course outline

– Usethefollowingtabletoorganizethetopicstobetaughtinthecourse.Ifyouneedtoincludetopicsthatcoverotherrequirementsyouhavetoteach(forexample,nationalsyll
abus),makesurethatyoudosoinanintegratedway,butalsodifferentiatethemusingitalics.Addasmanyrowsasyouneed.

– Thisdocumentshouldnotbeaday-by-
dayaccountingofeachunit.Itisanoutlineshowinghowyouwilldistributethetopicsandthetimetoensurethatstudentsarepreparedtocomplywiththerequirementsofthes
ubject.

– This outlineshould show how youwill developthe teachingofthesubject.It shouldreflecttheindividualnatureofthecourse inyour

classroomandshouldnotjustbea“copyandpaste”fromthesubjectguide.
– Ifyouwillteachbothhigherandstandardlevel,makesurethatthisisclearlyidentifiedinyouroutline.
 Topic Contents Alloca Assessmentinstr Resources
tedtim umentstobeused
(asidentifiedinthe List themainresources
IBsubjectguide) to beused,
includinginformationtech
Statethetopics
nologyifapplicable.
intheorderyouareplanning
35 minutes.
toteachthem. Oneclassis

6/7
Inoneweek classes.
thereare

Assessment instruments: movie, power point

Year1 1.identities
•Lifestyles
• Health and wellbeing 20 hrs Formative Assessments presentation, the auditorium,
• Beliefs and values Summatives the Senate Hall, the field, the
Explore the nature of the self and • Subcultures Assessment tools: FM7 radio station
• Language and identity
what it is to be • What constitutes an identity? Ppt. presentations
human. • How do we express our identity? Group discussion Movies to be shown:
• What ideas and images do we associate with a 20 hrs Quiz
2.experiences healthy lifestyle? Role Play Confessions of a Shopaholic,
• How do language and culture contribute to form
Explore and tell the stories our identity? The King’s Speech,
of the events, experiences • How does travel broaden our horizons? Since evaluation and assessment is an Nim’s Island,
and journeys that shape • How does our past shape our present and our future? important tool to diagnose how much The Monkey Trouble,
• How and why do different cultures mark important moments in life?
our lives. • How would living in another culture affect our learning has taken place, what are the Nanny McPhee and the Big
worldview? problem areas where the student is not Bang
3.Sharing the • Leisure activities 25 hrs ableto cope up.Assessment is done all
• Holidays and travel
planet • Life stories through the year. TheFormatives in the first The Last Train Home
Explore the challenges • Rites of passage year are student friendly focussing more on Deep Impact
and opportunities • Customs and traditions their oratory skills trying to unleash their An Inconvenient Truth
• Migration
faced by individuals What environmentaland social issues present challenges to the world, and inhibition. A focus on the andrological The Great Debators
and communities in the how can these challenges be overcome? approach enables the student to be an Extremely Loud, Incredibly
modern world. • What ethical issues arise from living in the modern world, and how do we independent learner where he does a Close, The Lady,
resolve them? thorough research on the given topic, Armageddon,
• What challenges and benefits does globalization bring?
• Peace and conflict • What challenges and benefits result from changes in urban and rural prepares a Ppt. as per his choice & gives a Finding Forester,
• Equality environments presentation before the class which is open Gravity,
• Globalization to questions from his peer group. The The Everest,
• Ethics criteria is pasted on the hot spot wall that The Interstellar,
• Urban and rural reminds them of the assessment criteria. Inside Out,
environment Coach Carter,
Krema v/s Krema

Visual Interpretation Worksheets and assignments that will build and
strengthen IM, ATL Skills will be given. The
presentations, interpretations and different perspectives
will build on the learner’s profile. Where this will prepare
the SL for the IO, the HL will enhance on the ATL, IM and
LPs.
Listening Skills The videos shown during the session will cater to the
listening skills. The American and the British accent will
be the focus. The students’ ears should be so well tuned
to the accent, thus enabling his understanding.
Frozen
The first year 2 formatives. If an objective The Martian,
25 hrs is left to be achieved, it is achieved through Neel Batti Sannata,
the class test.. It is only through these Camp Rock, The Seperation,
regular assessment that differentiated The Secret Life of Walter Mitty,
teaching is done, remedials and extra help Blizzard.
is rendered. The teacher encourages the
vertical and horizontal alignment across the
subject in the International wing class or in
50 hrs the CBSE class. The year end calls for the
Summative Exams that provides an
evidence to how much has the student
been able to achieve. The first Summative
proves an eye-opener to the mentor as well
as the student, then starts the grilling, going
the extra mile.
 Social Relationships
How people interact and behave
– as members of the community,
individually and in groups.
Celebrations, social & religious events, educational
systems, language and cultural identity or self-identity,
linguistic dominance, minorities, multilingualism,
nationalism, patriotism, fanatism, relationships
(friendship, work and family), social and political
structures, social behaviour and stances, taboos versus
what is socially acceptable.
Outdoor activities that will help them interact with
speakers of the target language. Use of Information
technology by reading blogs, columns will develop their
receptive skill, encouraged to search for information to
prepare Ppts. To be madebefore the class and finally to
reflect, either verbally before the class, before the
assembly or give a written reflexion.
The formatives will be pen and paper as
well as oral in the form of GD, individual
presentations.
Other then this there will be test, some
formal, some informal to ensure the aims
and objectives of the syllabus is achieved.
The scholar learns the receptive and
productive skills along with oratory skills by
giving presentations. His leadership
qualities are also enhanced enriching him
with a new confidence.

Language acquisition has such acomprehensive field

that the study of language is both in and outside the
classroom.

HL: The Story of my Life – an autobiography detailing

HL –The Story of my Life,
Malgudi Days – Short Stories,
Swami & Friends
her early especially her experiences with Anne 35 hrs
Sullivan. This inspirational memoir will make my
students realise that there are no boundaries to
courage and faith
It also strengthens on the relationship betweem a
mentor and the student.
Short stories& the novel by R.K.Narayan will give the
students an exposure to the simplicity yet complexity
of human life, the psychology behind every human
motive and how one deals with it. R.K. Narayan is
candid, spreads out the plot where each character
plays his role bring to light human psychology, its
flaws as well as goodness, the social issues
prevalent in the society, the stark and hideous reality
of life.

.

Year2 4.human ingenuity
Explore the ways in which
human creativity and
innovation affect our
world.
5.Social
organization
Explore the ways in
which groups of people
organize themselves, or
are organized, through
common systems or interests.
• What can we learn about a culture through its artistic expression? 20 hrs The second year the student is well
• How do the media change the way we relate to each other?
prepared to go in for the internal
What is the individual’s role in the community?
• Social relationships assessments – the IO. Ample of practice in
• Community developing the visual skill is given to
• Social engagement
prepare them for IO, where the child reads
• Education
• The working world beyonds the visual interpreting a wider
• Law and order perspective, yet an original one.
The environment
• Human rights Internal Assessments- a presentation
What role do rules and regulations play in the formation of a society? 20 hrs on visuals for SL and on an extract for
• What role does HL will be done in the 2nd year
language play in a society?
• What opportunities and challenges does the 21st century workplace bring?
Entertainment• Artistic expressions
• Communication and media • Technology
• Scientific innovation
• How do developments in science and technology influence our lives?
• How do the arts help us understand the world?
• What can we learn about a culture through its artistic expression?
• How do the media change the way we relate to each other?
What is the individual’s role in the community?• Social relationships
• Community, Social engagement
• Education, • The working world
• Law and order
The environment
• Human rights
What role do rules and regulations play in the formation of a society?
• What role does language play in a society?
• What opportunities and challenges does the 21st century workplace bring?

Practice for Paper 1 & 2

Individual Oral

SL : 150 hrs in 2 years

HL : 240 hrs in 2 years

NOTE : The five themes though given seperately glide into the other and cannot be seperated. Since we have no books as
such we cover the above syllabus through movies, individual presentations, documentaries. Therefore, after a movie is
shown, the scholars with the mentor indulge in a group discussion and unravel all the core activities and options
mentioned. During this process the LPs and ATL skills will escalate.

NOTE : Differentiated teaching and remedials will be conducted after school till 3.30p.m, on half working days and during
free periods as and when required
NEC Component : Individual Oral Presentation – SL, based on 1 of the themes and HL on extract.
 IB Internal and external assessment requirements to be completed during the course

Brieflyexplain howandwhenyouwillwork on them. Include the date whenyouwill first introduce theinternal andexternal assessment requirements, when
theywillbedueandhowstudentswillbepreparedtocompletethem.

The students will be sensitized and briefed about this during the bridge course, work on this will begin in the preliminary
weeks of teaching alongside working on the themes so that students are vigilant during the study of each work to decide
on the IO of their choice. The final will be conducted in the 2 nd year by August meeting the School Policy internal deadline.
By now the scholar is well equipped in giving his own presentations, enriched and enhanced their vocabulary . Till then
students will get enough scope to explore the course. The IO for HL will be based on an extract from a choice of 2 from the
literary Text studied and SL will be on a visual from a choice of 2. The presentation has three laps, a presentation of 4-5
minutes followed by an interaction with the mentor on the presentation for 5 minutes and the last lap based on a theme.
Total 15 minutes.

3. LinkstoTOK

YouareexpectedtoexplorelinksbetweenthetopicsofyoursubjectandTOK.Asanexampleofhowyouwoulddothis,chooseonetopicfromyourcourseoutlinethatwouldallowyo
urstudentstomakelinkswithTOK.

Topic LinkwithTOK(includingdescriptionoflessonplan)

To what extent is your identity defined by what you believe?

Visual – Identity
Prompts: Should some knowledge not be sought on ethical grounds?
Concepts: Belief, language, religion, faith, values

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 Contributiontothedevelopmentof students’ approaches to learning skills (including one or more skill category)

Identities, sharing the planet Active use of language as a tool for communication in social interaction, in class, show how form affects the meaning, encourage
the use of idiomatic expressions, phrasal verbs, address their individual needs, giving relevant feedback as and when needed
catering to the comfort of the child. The classes will be engaging giving ample of exposure to enhance their learning abilities, motivate
them to independent learning encouraging them into active discussions and presentations. The interactions that follow from the peer
group wil strengthen his social skills making him resilient. Finishing his presentation within the stipulated time will teach and build on
his self management skills. Transparency and responsibility will be the quintessence. The aims, objectives, syllabus and
assessment criteria are very clear to the students, will ensure that the students take the responsibility of their own language
acquisition. The metacognitive skills harnessed through visual interpretations, discussions will help them interpret, analyse,
evaluate and create their own work. It will also give momentum to their affective skills building on their emotional and behavioural
quotient.

6. International mindedness

EveryIBcourseshouldcontributetothedevelopmentofinternational-
mindednessinstudents.Asanexampleofhowyouwoulddothis,chooseonetopicfromyouroutlinethatwouldallowyourstudentstoanalyseitfromdifferentculturalperspectives
.Brieflyexplainthereasonforyourchoiceandwhatresourcesyouwillusetoachievethisgoal.

Topic Contributiontothedevelopmentofinternationalmindedness(includingresourcesyouwilluse)

Sharing the planet –
Peace & Conflict
Preparing for the Model United Nations the students will work on the selection of committees and their agendas. The
current global crisis will be considered like Militarization of the South China Sea and Resolving Disputes, The Ongoing
Crisis in Libya with Special Emphasis on its Assaults and Protests, Framework of Curing the Increasing Mental Health
Issues to name a few. A mock with discussions on the topics will be done to see the scope of research. Only when my
students will do this will we venture into organising the MUN. During this entire prior planning to organising the two day
MUN, the scholars will have gained knowledge and understanding of the National and global issues, developed empathy on
being sensitised, a better understanding on the need to and how to resolve the issue. They will promote inquiry amongst the
delegates, communicate, listen patiently to the opinions of others building on their IM. Besides this, worksheets with visuals
that trigger their curiosity and harness their metacognitive skills will be shared. This will open multiple perceptions and
interpretations. Every worksheet shared will pump in agility in their enthusiasm making teaching and learning in class
exciting inculcating solutionist. My students will be equipped with all the tools required to solve an issue, they will refrain
from brooding to accepting challenges in life. They will have a changed persona after the two year course.
7. Development of the IB learner profile

ThroughthecourseitisalsoexpectedthatstudentswilldeveloptheattributesoftheIBlearnerprofile.Asanexampleofhowyouwoulddothis,chooseonetopic
fromyourcourseoutlineandexplainhowthecontentsandrelatedskillswouldpursuethedevelopmentofanyattribute(s)oftheIBlearnerprofilethatyouwillidentify.

Topic Contributiontothedevelopmentoftheattribute(s)oftheIBlearnerprofile

While doing group discussions on the different beliefs, ideologies and values the student hears the critical analysis of his
Identity- Beliefs and Values
peers, this compels him to think, analyse and express his views and opinions in an unthreatening environment.. In the
process of discussion, its nothing but communication that he is indulging in without being aware. He becomes highly
principled, listens to the views of others without interruption building on his IM and communicative skills. He is able to
relate his subject to the harsh realities of life, becomes more reflective and shares a feeling of empathy for his fellowmen
becoming caring, awareness is brought about. Open House speeches, Group Discussions, debate, reflective statements,
extempore, declamations, questionnaire, quiz will help in developing their communicative and social skills. He will reflect
and relate it to life around him and his immediate surroundings only to realise people, things, relationships, emotions
everywhere are very much the same.Dynamics of human relationships, empathy, better understanding, will gain on reflexes
thus becoming principled and balanced, group discussions, interactions and individual presentations will make them good
communicators,good listeners, inculcate international mindedness that people with difference of opinion could also be right.
More confidence in themselves, above all language will make them skilled inquirersasking questions like – how, why,
when, what et al. Listeningand watching will enhance their dramatic and life skills encountering life from close quarters.
International-mindedness also provides opportunities for students to progress in the development of IB learner profile traits.
Through exposure to, examination of, and reflection on, texts from cultures other than their own, students nurture their
curiosity (inquirers), engage with issues and ideas of global significance (knowledgeable), use critical-thinking skills
(thinkers) and listen carefully to the perspectives of other individuals and groups (communicators). They learn to show
respect for the dignity and rights of people everywhere (principled), critically appreciate the values and traditions of others
(open-minded), show empathy, compassion and respect (caring), recognize their interdependence with other people and
the world in which they live (balanced), consider the world thoughtfully (reflective) and explore new ideas (risk-takers).

8. Resources

Areinstructionalmaterialsandotherresourcesavailableinsufficientquality,quantityandvarietytogiveeffectivesupporttotheaimsandmethodsofthecourses?
Brieflydescribewhatplansareinplaceifchangesareneeded.
 Library with ample of reference books and journals, movies across cultures, audio visual aid, newspapers, resource centre
with wi-fi provided. For recording ofIO we have the FM7. The auditorium where they enhance their dramatic skills, we also
have the Senate Hall with a rich ambience of a Conference Hall. FM7 faculty is called when we have a group discussion on a
sensational issue for live telecast. Out sourcing drama expertise to enhance the dramatic skills. The IB community on
facebook and whatsapp, My IB and the subject guide.

9. Academic Honesty

Selective study of the course design will not be done. The entire course design will be done. The art of appreciation will be introduced
and taught to the students. Students will be encouraged to take the onus of their own learning, maintain academic integrity by submitting
their assignments within the stipulated time.

10. CAS –

Will be done all through the year. The International Wing activity planner is an evidence to this effect.
Thescholarswillholdatendayworkshop for Junior students to enhance their oratory and dramatic acumen. Their interaction will not
be tailored, it will be what they see, how they feel, and what they deliver. Immense empathy will be created and almost all of them
will be changed personalities after that.Reflections–verbal,writtenandvideorecordingswillbeencouraged.Come up with a monthly
magazine exclusively for the international wing that will showcase the teaching and learning during the pandemic times and inculcating
a feeling of belongingness. Make videos resolving Social Issues where al 5 strands of ATL and LPs will be covered.
Aims

Language acquisition aims

The following aims are common to both language B and language ab initio.

1. Develop international-mindedness through the study of languages, cultures, and ideas and issues of

global significance.

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

variety of purposes.

3. Encourage, through the study of texts and through social interaction, an awareness and appreciation

of a variety of perspectives of people from diverse cultures.

4. Develop students’ understanding of the relationship between the languages and cultures with which

they are familiar.

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

6. Provide students, through language learning and the process of inquiry, with opportunities for

intellectual engagement and the development of critical- and creative-thinking skills.

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

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

Assessment Objectives:

Assessment objectives

The following assessment objectives are common to both language B and language ab initio. The level

of difficulty of the assessments, and the expectations of student performance on the tasks, are what

distinguishes the three modern language acquisition courses.

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.

IntroductionHow is the assessment objective addressed?

1.Communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural

understanding

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Paper 2: Students respond to written tasks using appropriate language, register and format.

Internal assessment: 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.Use language

appropriate to a range of interpersonal and/or cultural contexts

Paper 1:Students demonstrate an understanding of written texts.

Paper 2: Students demonstrate the ability to understand the task and respond appropriately using a variety of text types. Students

express their reaction to a statement.

Internal assessment: Students interact with the teacher using a rangeof structures.

3. Understand and use language to express and respond to a range of ideas with accuracy and fluency

Paper 1: Students demonstrate an understanding of written texts.

Paper 2: Students demonstrate the ability to use vocabulary appropriate to the topic.

Internal assessment: Students interact appropriately with the teacher on a range of topics. Students interact in

classroom activities.

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 4. Organize ideas on a range of topics, in a clear, coherent and convincing manner

Paper 2: Students are able to develop a coherent and organized response.

Internal assessment: Students are able to interact appropriately.

5. Understand, analyse and respond to a range of written and spoken texts

Paper 1: Students respond appropriately to an authentic text.

Paper 2: Students respond to the task using the appropriate conventions and register. Students express their reaction to a

statement.

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

6. Understand and use works of literature written in the target language of study (HL only)

Paper 1: Students are able to understand and interpret literary texts.

Teaching the language B course should be supported in ways that are consistent with the IB learner profile

and the pedagogical principles that underpin the IB programmes: the promotion of critical- and

creativethinking skills, and learning how to learn.

• Use the language for communication. Give priority to developing a natural use of the target language that emphasizes fluency, as
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well as accuracy.

• Debate meaning. Focus on meaning—this may be when language is the tool for communication in social interactions, or when the

language itself is being studied.

• Show how form affects meaning. Focus on form as it relates to meaning. Form includes an awareness of grammatical and textual

features related to meaning. Appropriate corrective feedback relevant to learners’ needs and to maintaining a balance of fluency and

accuracy is important here.

• Provide maximum exposure to the language. Use the target language whenever possible. Forexample, using the target language

as the medium of instruction vastly increases learners’ ability to comprehend.

• Use of idiomatic phrases: Use of idiomatic phrases as well as developing competence through the understanding of language rules.

• Encourage students to use the language actively. Provide varied and extensive opportunities for learners to practise and work with

the target language through both oral and written tasks.

• Encourage students to interact in the target language. Provide opportunities for interaction in the target language so that learners

have practice in using authentic dialogue. Task-focused, small-group work is an effective strategy for this.

• Introduce language appropriate to students’ current level. Ensure that the target language being taught is at a level compatible

with the learners’ development. In this way new learning is effectively constructed upon prior knowledge.

• Address each student’s individual needs. Ensure that teaching takes into consideration the differences between individual

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learners. This includes planning and differentiation for different learning styles, motivation, aptitude and stages of learning.

• Assess students’ full range of abilities. Ensure assessment is comprehensive. It should value and address the free production of

the target language, as well as controlled production.

• Motivation

– Motivation is a cornerstone of any learning process. The Group 2 course is appealing and engaging, taking into consideration their

students’ age group, learning abilities, cultural backgrounds and interests.

– Motivation also promotes independent learning, enticing the student to take an active role in the learning process.

• Linguistic corrective feedback

As a mentor I will ensure that students:

– are aware and ready to receive corrective feedback

– are given enough time to absorb, process and benefit from the feedback

– receive individual feedback, adapted to the needs of each student.– address an error several times in order for the student to

understand what is being corrected

– abandon corrective feedback if the process causes anxiety to the student.

• Transparency and responsibility

– students are familiar with the aims, objectives, syllabus and assessment criteria

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– the assessment criteria are used on a regular basis in class activities

– students take responsibility for their own language acquisition.

Listening Skills:

An important component previously under weighed. This year inspite of the pandemic, this skill cannot be ignored. Therefore, IB has

decided to retain and strengthen it.

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