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 ×
standard Standard completed in two years Standard completed in one year *
(indicate with X)
(not applicable to languages AB initio) (not applicable to 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 the workshop
completed
(indicate the 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 standard 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 peacocks were flying- Stories Collection
-‫حبيب عبد الرب سروري‬-‫ ابنة سوسلوف‬Suslov's Daughter» byHabib Abed Alrab Srouri

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 Resources
be used
(as identified in List the main resources to be
the IB subject used, including information
guide) 50 minutes. technology if applicable.
One class is
State the topics in the order
you are planning to teach
them. 4
In one week there are classes.

Identities Explore the nature of self and what it
-Year 1 means to be a being.
.Lifestyles.1
Development of international mentality,
Health and Welfare .2 concept-based
assimilation,encouragement, awareness,
Beliefs and Values .3 and appreciation.
Subculture .4 Develop students' awareness of the
importance of language, language
Language and Identity .5 acquisition purposes,audience,meaning,
difference, context, and purpose.
1 session= 50 minutes First paper www.mandumah.com
Possible questions: www.new-edu.com
4 weeks= 16 sessions 1. What constitutes an identity? www.kamkalima.com
2. How do we express our identity? www.ar4coll.com
3 weeks= 12 sessions 3. What are the ideas and images that we www.alukah.net/literature_language
recognize in a healthy lifestyle? www.mc-doualiya.com
2 weeks= 8 sessions 4. How do language and culture www.alarabi.info
contribute to shaping our identity?
2 weeks=8 sessions
5.Formative evaluation
6. Production of critical text on social Articles:
networking and identity sites. -Language and Identity
-Article by Tamara Rafai
Assessment: Through the gathering of Why did the owner become a dude?
evidence and research, conduct a finding www.youtu.be
on how the perception of being fit and how
beauty industry is literally and figuratively -Short films: The Nozzles of Hell –‫فوهات الجحيم‬
sending messages that cause a positive or Part I
negative reaction by society.
Interactive Oral Activity: Debate on
differing television programs about about
“images” and “recognizing in a healthy
lifestyle”.Writing Practice for Paper 1

Possible Texts used are:

www.mandumah.com
Blog/personal
letter(personal).Survery/report/essay(profe www.new-edu.com
ssional). www.kamkalima.com
Article/review/brochure/speech(mas ‫مقالة حول أثر زواج القاصر في العالم العربي‬-
media). ‫مقابلة مع طبيب نفسي‬-

Practice for IOA assessment:

Present different visual stimulus from the
themes already covered to create an
individiual response.
 Experiences 2 weeks= 8 sessions 1. How does travel broaden our horizons? www.mandumah.com
1. Leisure-time activities Explore and tell stories of events, 2. How do we specify our past, present, www.new-edu.com
2. Holidays and travel experiences, and journeys that shape 1 week= 4 sessions and future? www.kamkalima.com
3. Life Stories our lives. 1 week= 4 sessions 3.Why and how do different cultures www.jnob-jo.com
4. Salient Life Changes 2 weeks= 8 sessions celebrate the important moments in life?
5. Customs and traditions 1 week= 4 sessions 4.How does living in another culture affect
6. Migration my worldview? - Articles
5. Production of Notes on the life of an -Short films: Music video
underage girl.
6. Research on the average age of -)‫ (كن انت‬Be yourself
marriage in eastern and western
countries.
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= 16 sessions 1. How do scientific and technological www.mawdoo3.com
1. Recreation creativity and innovation in our world 2 weeks= 8 sessions developments affect our lives? www.addustour.com
2. Artistic expressions 2 weeks= 8 sessions 2. How do arts help us understand the www.alrai.com
3. Communication and world?
information 3. What can we learn about culture
4. Technology through its artistic expression? -Social media articles "Facebook "
5. Scientific innovation 4-How media changes the way we link and and virtual identity.
communicate with each other.
5-Search for information on the factors of
-Short Films
the development of social media sites
1st year total= 104 sessions=87hrs
Internal assessment :paper 1:January 7- through the information network and
january 18 written and visual material
Paper 2:june 7-june18 6-Producing critical text about
communication sites and identity.
7. A debate among students about
whether they are with or against these
sites.
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
 Social organization
Year 2
1. Social relations
2. Society
3. Social Engagement
4. Education
5. Working World
6. Law and Order
Explore ways to organize groups for 3 weeks = 12 sessions
themselves, or how to organize,
through common systems or interests. 3 weeks = 12 sessions
3 weeks= 12 sessions
2 weeks = 8 sessions
1-What is the role of an individual in www.mandumah.com
society? www.new-edu.com
2. What is the role of rules and provisions www.kamkalima.com
in shaping society? www.ar4coll.com
3. What is the role of language in society? - Articles about social relations
4. What are the opportunities and -Short films on law and order, and
challenges that the workplace brings to how to determine social relations.
the twenty-first century?
5. Production of a text on how social
involvement and the role of social
relations in human life are 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.
 We share the planet.
1. Environment
2. Human rights
3. Peace and conflict
4. Equality
5. Globalization
6. Ethics
7. Urban and rural environment
Exploring the challenges and
opportunities faced by individuals and
communities in the modern world
2 weeks = 8 sessions 1. What environmental and social issues www.mandumah.com
pose challenges to the world and how can www.new-edu.com
2 weeks= 8 sessions those challenges be overcome? www.kamkalima.com
2. What ethical issues emerge from living www.ar4coll.com
in the modern world, and how can we - Articles about globalization.
2 weeks = 8 sessions solve them? -Short films on war, peace, and
3. What are the challenges and benefits conflict.
2 weeks= 8 sessions that globalization brings?
4. What are the challenges and benefits
resulting from changes in urban and rural
2nd year total= 76 sessions=63hrs.
environments?
5. Production of an article on globalization
Totak over two years: 180sessios=150hrs. and its impact on the Eastern society
Self Assessment:reflective journal or blog
-Interactive Oral Activity: Peer
Internal Assessments are: assessments bases on IA Criteria to give
feedback to peers on role play based on
2 summative Assessment: global issues such as climate change.
-Writing Practice for Paper 1
Possible Texts used are: Blog/diary
1st Summ. Assess,: December 7- Decdember 18 entry(personal).Formal
(Year 1) letter/essay(professional). Film
review/interview/article (mass media)
2nd Summ. Assess.: May 7- May 18 (Year 1)
-Listening and reading comp. practice
for Paper 2:
IOA Assessment: December 19- December 23 This section will mostly develop student’s
(Year 2) listening comprehension, writing and
speaking skills. This will allow students to
focus on discussion and writing skills, as
well as preparing them to express their
opinions in response to cultural
publications through audio and written
texts.
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 SL. 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 IB Arabic B teacher. Students will be presented with 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 to develop the skills they will need to succeed in these assessments. These skills will include oral and 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 lesson course.

Topic Link with TOK (including a description of lesson plan)

Language and Identity
A classroom activity would be conducted where learners will listen to the most beautiful poem that was said in the longing of the khanwomen and read the story,
«Suslov's Daughter» byHabib Abed Alrab Srouri . The poem was read by the famous arabic actress Mona 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
the issue of their own fear , believing in themselves), problems and loss of young life and loss of the future. These topics also promote self-thought.
 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. 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 analyze 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 or 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.

www.mandumah.com
www.new-edu.com
www.kamkalima.com
www.ar4coll.com
www.alukah.net/literature_language
www.mc-doualiya.com
www.alarabi.info
www.jnob-jo.com
www.mawdoo3.com
www.addustour.com
www.alrai.com

Articles: Language and identity-an article for Ttamara Rafee

‫ ليش الصاحب صار‬dude?www.youtu.be

Short Films: Hell Nozzles

www.mandumah.com
www.new-edu.com
www.kamkalima.com
‫مقالة حول أثر زواج القاصر في العالم العربي‬-
‫مقابلة مع طبيب نفسي‬-