Ib English Starter Pack

English B

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for the IB Diploma

Starter Pack

SECOND EDITION

Brad Philpot

Dear IB Teacher,

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English B for the IB Diploma 2nd edition has been published and is available for order. The Teacher’s Book to support your teaching will publish later this year. We have produced this ‘Starter Pack’ to enable you to plan and teach the new course while we finalise and print the new resources. Our resources are written specifically for the IB guides and we work with experienced and renowned authors to provide learning material for all six IB Diploma groups.You can be sure that resources from Cambridge reflect the latest changes to the guides and the IB ethos. This pack contains the following content from the new IB resources written to support the new syllabus for first examination in 2020. It contains the following: • Table of Contents • The How to Use this Book section from the Coursebook • Introduction to the Coursebook • Sample material from the Coursebook • Unit 1.1 • Unit 6.1 from the Text types section • Unit 7.1 from the Assessment section

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• Introduction to the Teacher’s Book • Sample material from Units 1.1-1.3 of the Teacher’s Book, including: • Scheme of Work • Unit planning guidance • Lesson notes • Coursebook answers • Audio scripts

• Sample material from Units 6.1 and 6.2 in the Tests types section Please note that the material included in this Starter Pack is at draft stage and may change between now and publication. Audio files accompanying the listening activities in the coursebook are available online at cambridge.org/9781108434812 Visit our website to pre-order the course resources or speak to your local sales representative.You can find their contact details here: cambridge.org/education/ find-your-sales-consultant.

Original material © Cambridge University Press 2018

Introduction

Contents How to use this book

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Introduction

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Chapter 1: Identities

1

Unit 1.1 – Citizens of the world

2

Unit 1.2 – Belief and identity

21

Unit 1.3 – Beauty and health

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Chapter 2: Experiences Unit 2.1 – Pilgrimage Unit 2.2 – Extreme sports Unit 2.3 – Migration

Chapter 3: Human ingenuity

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Unit 6.2 – Review

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Unit 6.3 – Blog

285

Unit 6.4 – Speech

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Unit 6.5 – News report

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Unit 6.6 – Brochure

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Unit 6.7 – Guidelines

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Unit 6.8 – Official report

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Unit 6.9 – Essays

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Unit 3.2 – Technology and human interaction

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Unit 3.3 – Redefining art

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Chapter 4: Social organisation

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Unit 4.1 – Minorities and education

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Unit 4.2 – Partners for life

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Unit 4.3 – The future of jobs

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Chapter 5: Sharing the planet

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Unit 6.1 – Formal letter

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Unit 3.1 – Future humans

Chapter 6: Exploring text types

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Section 1: Themes

Section 2: Text types

Unit 5.1 – Ending poverty

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Unit 5.2 – Climate change

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Unit 5.3 – Power to the people

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Section 3: Assessment Chapter 7: Paper 1

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Unit 7.1 – Paper 1 Standard level

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Unit 7.2 – Paper 1 Higher level

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Chapter 8: Paper 2

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Unit 8.1 – Paper 2 Standard level

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Unit 8.2 – Paper 2 higher level

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Chapter 9: The individual oral

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Unit 9.1 – Standard level individual oral

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Unit 9.2 – Higher level individual oral

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Glossary

378

Acknowledgements

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Original material © Cambridge University Press 2018

How to use this book This coursebook is structured around the 5 new prescribed themes of the Language B guide: • Identities

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• Experiences • Human ingenuity

• Social organisation • Sharing the planet

Each theme is explored across 5 dedicated chapters, providing in-depth coverage of the latest Language B guide. Chapter 6 is devoted to exploring different text types, whilst chapters 7, 8 and 9 cover each of the 3 modes of assessment and provide both standard and higher level exam-style practice.

The coursebook features

This coursebook contains several special features, which are designed to enhance the learning experience of your students:

Learning objectives

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Guiding questions

• Learning objectives are clearly stated at the beginning of each unit to help you engage with the content and skills covered and actively take responsibility for your own learning.

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• Guiding questions at the start of each unit introduce important world issues and ensure that your learning reflects the mission of the IB Diploma – ‘to create a better world through education.’

Activities A wide range of activities provide the opportunity for you to develop skills across core areas such as writing, discussion, literature, form and meaning and exploring texts. These have been carefully selected to map an engaging and effective route through content from the ‘Getting Started’ activities at the beginning of units right through to wrap up activities which promote reflection and consolidation of your learning.

LEARNER PROFILE This feature has been included to remind you of some of the qualities you should aspire to demonstrate as a student of the IB programme.

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Introduction

TOK The Theory of Knowledge (TOK) component at the core of the Diploma Programme asks you: ‘How do you know what you know?’ These feature boxes help you explore the knowledge questions behind the content of the coursebook.

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CAS The Creativity, Activity and Service (CAS) component of the Diploma Programme encourages you to have a range of experiences from which you can learn. These feature boxes offer examples of CAS, while making connections to the content of the coursebook.

ATL Approaches to Learning (ATL) are a set of skills that you should aim to develop throughout the Diploma Programme. These include communication skills, research skills, self-management skills, social skills and thinking skills. This feature will help you to develop these while engaging in coursebook activities.

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Extended Essay Extended Essay is a core requirement for the Diploma Programme. If you should decide to write your EE on English B, you will find these feature boxes useful. They offer guidance on research and tips on formulating research questions.

Watch and listen

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Audio activities are included throughout the coursebook in all units to provide essential listening comprehension practice in line with the IB Language B guide. Clearly signposted icons show where an audio track is required for an activity. The transcripts for these audio clips can be found in the Teacher’s book. Sometimes you will be directed to a suggested video which may help to further your understanding of a particular topic.

Word bank

At the beginning of each unit you will find a word bank containing key words and vocabulary related to that topic. Definitions for all word bank terminology can be found in the glossary at the back of the book. Key words in the word bank are shown in bold type when they first appear in the text.

EXTRA

Extra features encourage you to explore more about a particular concept or topic. These may take the form of additional activities you could partake in, further research or a related article or video that you could watch to take your learning further.

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IB English B

TIP Tips have been included intermittently throughout the coursebook which will provide additional support and guidance on your learning and in preparation for exams.

READING STRATEGY

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This feature encourages you to think about particular text extracts, and the different strategies that could be employed to understand and interpret them.

CONCEPTS

The IB encourages you to explore certain key concepts in the process of learning: audience, context, purpose, meaning and variation. These concepts and their relevance to a particular topic is explored in regular features.

TEXT AND CONTEXT

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These boxes offer additional information about a given text to help you understand more about the context in which it was written.

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Introduction

Introduction

Who is this coursebook for?

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This coursebook is for students taking the English B course for the International Baccalaureate (IB) Diploma Programme. As English B meets the Language Acquisition (Group 2) requirement for the IB Diploma, students are non-native speakers of the English language. The aim of the course is to develop communication skills, to help you become more proficient in the English language.

The texts in this coursebook are relevant for 16–19-year-olds who study in international contexts or have a broad outlook on the world. The activities and assignments encourage you to engage with language, while developing your own opinions about a wide range of topics. English B can be taken at both standard and higher levels. Before registering for one or the other, it is important to know the expectations of both teachers and examiners for each level.

Standard level

At standard level you will be able to:

•

understand the main points of a variety of texts in English write different kinds of texts, although your writing might not be perfect and your sentence structures might be simple understand and handle situations where spoken English is used and required, although you may require preparation and help before interacting with others.

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• •

Higher level

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At higher level you will be able to: • • • •

understand the main ideas of more complex texts about topics that might be more abstract in nature, write a variety of texts, although your writing might contain some errors understand complex conversations and interact with native speakers with some degree of fluency and spontaneity produce clear and persuasive arguments.

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IB English B

How does this coursebook support your study of IB English B?

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This diagram represents the different elements of the English B syllabus:

At the heart of the course is communication. This coursebook invites you to develop your communication skills through a range of activities. Each unit in the first five chapters uses the following structure to develop these skills: •

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The ‘Getting started’ section activates any knowledge you already have of a particular topic before it’s explored in class. The ‘Watch and listen’ section presents activities through video and audio recordings to help you develop your receptive skills. Furthermore, productive and interactive skills are developed through text-handling activities in the ‘Exploring texts’ section of each unit. Various phrases and sentences have been extracted from the texts presented in each unit to create a section on ‘Form and meaning’, which corresponds to the language aspect of the course. Your productive skills are needed for the ‘Writing, and, Discussion’ sections in each unit. Finally, interactive skills are required for the ‘Discussion’ section, which encourages you to engage with your teacher and classmates.

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Themes and topics The Language B syllabus outlines five required ‘themes’, which are addressed in the first five chapters of this coursebook. The themes are: • • • • •

Identities Experiences Human ingenuity Social organisation Sharing the planet

Within each theme you are invited to explore various ‘topics’. Each chapter contains three units, each of which explores a different topic. For example, the final theme, ‘Sharing the planet’, includes a unit on the topic of climate change. The contents list gives you an overview of the topics and themes that are explored in this book.

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Introduction

Texts You will develop your language skills through the study of various topics.You will explore a wide range of ‘text types’, from brochures to speeches. Part of this course is about learning which forms of language are appropriate in certain contexts. How are news reports different from official reports? How are speeches different from blogs? These kinds of questions are explored in Chapter 6, where a unique text type is introduced and explored in depth in each unit, with examples and activities. The IB has categorised the following texts into ‘personal’, ‘professional’, and ‘mass media’ texts.

blog email essay formal letter proposal questionnaire report survey

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blog diary personal letter

Professional texts

Mass media texts

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Personal texts

advertisement article blog brochure editorial film instructions interview leaflet literature news report pamphlet podcast poster proposal public commentary radio programme review speech travel guide web page

Concepts

This coursebook encourages you to explore the following five key concepts, which are fundamental to the English B course. The relevance of these concepts to the coursebook content is highlighted in regular features. • • • • •

Audience: To whom are you speaking? Use appropriate language for this target group. Context: For which setting or situation are you writing or speaking? This too will influence your use of language. Purpose: What is the goal of your communication? Use language that helps you achieve your aims. Meaning: What is the message that you are communicating? Select words and phrases that deliver this message effectively. Variation: How is your use of language different from other people’s use of language? Differences in language use reflect differences in time, place and culture.

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IB English B

TOK, CAS and international mindedness The outer ring of the syllabus diagram includes four further elements of the diploma programme:

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International mindedness: Most of the activities are designed around materials that encourage international mindedness. Unit 1.1 explores this notion in depth. Theory of Knowledge (TOK): This required course for the diploma programme asks you: ‘How do you know what you know?’ Language, also referred to in TOK as a ‘way of knowing’, is an important tool for acquiring knowledge. This coursebook makes connections between the course content and TOK through boxes in the margins, which often include questions and activities for classroom discussion, Creativity, Activity, Service (CAS): There are several connections between CAS and the English B course. Both encourage you to interact with others in an international setting. Both focus on experience and reflections as ways of learning. Boxes in the margins of this coursebook help you make these connections.

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Approaches to Learning (ATL)

The IB encourages you to develop the following approaches to learning throughout your diploma programme. The English B course provides you with many opportunities to explore and develop these in class through features such as tips, activities and questions. The skills you will need to develop are: • • •

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Communication skills: Listening, reading, writing, speaking and interacting skills are at the heart of this course. Thinking skills: This course encourages you to develop thinking skills, by connections to TOK and asking deeper questions. Social skills: The activities in this coursebook invite you to interact with classmates, by engaging in conversation and playing games. Research skills: This coursebook includes boxes in the margins labelled ‘extra’, in which you are invited to research the ideas of the texts and activities in more depth. Furthermore, the marginal boxes on the extended essay give you guidance on how to research typical English B topics. Self-management skills: What kinds of study habits do you need to develop in order to acquire English effectively? This coursebook encourages you to reflect on your own learning.

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HL extensions and literature Each unit offers activities and texts for higher level students, which offer more depth and breadth to each topic. Furthermore, you will find a passage of literature at the end of each unit. These texts and activities help you develop skills for studying the two literary works that your teacher will assign you over the course of two years. The term ‘literary works’ means works of prose fiction, prose non-fiction, poetry and drama, that are appropriate to your reading level. At higher level, your understanding of one of the literary works will be assessed through an individual oral assessment. Standard level students are not required to read literary works.

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Introduction

How is the course assessed? There are three assessment components at both higher and standard level. Here is an overview, that will help you understand the differences between the standard and higher levels. As you will see in further explanations of each component, the IB differentiates between standard level (SL) and higher level (HL) in the following ways: the amount of time allowed for taking exams level of difficulty of tasks level of difficulty of stimulus texts and recordings number of words for written production descriptors of ability levels in the assessment criteria.

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• • • • •

Chapters 7–9 offer activities, specimen exam papers and examples of student’s work, that will help to give you a more in-depth understanding of the assessment for this course. The following table summarises the assessment for the course. SL Paper 1

Paper 2

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1 hour 15 minutes

•

1 hour 30 minutes

each task based on a course theme

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each task based on a course theme

• • •

select a text type

• • •

select a text type

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45 minutes listening for 25 marks

1 hour listening for 25 marks

• • • •

3 audio passages

• • • • •

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presentation of a photograph

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conversation with teacher about an additional theme

presentation of a literary passage

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conversation with teacher about a theme

one writing task from a choice of three

250–400 words 30 marks

1 hour reading for 40 marks three reading texts based on themes

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(Externally assessed by examiner)

Individual oral

(Internally assessed by teacher)

Percent of final grade

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(Externally assessed by examiner)

HL

25%

one writing task from a choice of three

450–600 words 30 marks

50%

3 audio passages 1 hour reading for 40 marks three reading texts based on themes 25%

Paper 1: Productive skills – writing Paper 1 tests your ability to write for a particular audience, for a specific purpose, using the conventions of a specific text type. At both higher and standard level, you will see three prompts, each of which corresponds to a different theme from the course.You only have to respond to one of three prompts, using one of three recommended text types for your response. See the criteria on Paper 1 in the following section of this introduction. Chapter 7 includes student sample work which has been marked according to these criteria.

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IB English B

Paper 2: Receptive skills – listening and reading Paper 2 is a test of your listening and reading comprehension skills. The exam is based on three audio recordings and three reading texts, each of which corresponds to a different, prescribed theme from this course. Paper 2 will include a range of questions, including multiple choice, true/false, matching, fill–in–the–gap or short answer. Many of the activities in Chapters 1–5 help develop your listening and reading skills. See Chapter 8 for a practice Paper 2 at both standard and higher level.

Individual oral

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The only component of internal assessment at both standard and higher level is the individual oral, which is marked by your teacher and moderated by the IB. This table shows you how this exam differs at higher and standard level. Higher level

Supervised preparation time

15 Minutes Select one of two visual stimuli (photo, illustration, cartoon, poster) each corresponding to a theme. Make notes and prepare a presentation.

20 minutes Select one of two literary extracts of 300 words, each from a different literary work. Make notes and prepare a presentation on the extract.

Part 1: Presentation

3–4 minutes Give a presentation in which you relate the stimulus to the theme and target culture.

3–4 minutes Give a presentation on the extract, commenting on the events, ideas and messages in the extract.

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Standard level

4–5 minutes Discuss this theme further with your teacher. Expand on your presentation.

4–5 minutes Discuss the extract further with your teacher. Expand on your observations.

Part 3: General discussion (5-6 minutes)

5–6 minutes Have a general discussion with your teacher about one or more themes of the course.

5–6 minutes Have a general discussion with your teacher about one or more themes of the course.

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Part 2: Follow-up discussion

For a more detailed description of the individual oral assessments at standard and higher level see Chapter 9, which includes student sample responses and preparation activities. See the assessment criteria on for the individual oral given in the following section.

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Identities

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How do you see yourself? When you look in the mirror, who do you see? This chapter explores the theme of identity, asking you to think about how you define yourself and how others influence your self-image.

In this Chapter • • •

In Unit 1.1, you will explore how our individual identities are shaped by the diverse cultures in which we’re raised. In Unit 1.2, you will discuss how your identity is shaped by your beliefs. In Unit 1.3, you will study how the media and the advertising industry shape people’s definition of ‘beauty’ and impact their sense of self-esteem.

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Chapter

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Unit 1.1 Citizens of the world Guiding questions

Learning objectives

• What does it mean to be a ‘citizen of the world’?

• Develop an understanding of internationalmindedness.

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• How do you develop your sense of identity in a globalised world? • What kinds of experiences have contributed to your sense of identity?

LEARNER PROFILE

• To develop appropriate language skills to discuss and express your identity.

Have you ever met someone who finds it hard to answer the question: ‘Where are you from?’ Perhaps you are one of them. Defining who we are in a multicultural and mobile world is becoming more and more challenging.You might live in a place where you were not born.Your parents might speak a language that is not your own.Your culture might not be the same as your neighbour’s. Thanks to globalisation people are moving to other countries, doing business across borders and making friends online. Trying to figure out who we are in a globalised world is not easy. This unit asks you to think about who you are in the context of where you are from, where you have been and where you are going.You will read several texts about people who have come to understand themselves better by travelling and getting to know other cultures.You could say that these people are more ‘citizens of the world’ than citizens of any one nation. Through their stories, you might see the value of being a worldly person. You might come to understand the ethos of the International Baccalaureate a little better.

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The first part of the IB mission statement reads: ‘The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.’ Two traits of from the learner profile have been written in italics. Being an inquirer is also mentioned. What other character traits should you have if you’re going to make the world a better place? Make a list as a class.

• To use language effectively to explore the topic of globalisation.

Getting started

1.1 For each of the questions below, you are asked to name a country. Without showing your classmates, write your answers on a piece of paper and give them to your teacher. a In which country were you born? b Where are your parents from? c During international sporting events, such as the Olympic games or the World Cup (football), which country are you most likely to support? d If you could visit any country in the world, which would it be? e Is there any other country that you feel close to? Which one?

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Unit 1.1 Citizens of the world

1.2 Your teacher will make one alphabetical list of the countries from your class’ answers to the previous activity, and then read the list aloud. After each country is read aloud, take a few seconds to write down the first association that comes to mind.You might use words and phrases such as ‘home’, ‘warmth’, ‘power’, ‘poverty’ or even ‘fish and chips’. There are no right or wrong answers!

Word bank multicultural globalisation worldly association

1.3 Make a list of everyone’s associations with the countries that were mentioned in the

diverse

previous activity. Everyone could write their associations on the whiteboard, or place sticky notes on a large map. Whichever you choose, display everyone’s answers so they are visible to all. Discuss the following questions:

stereotypes

a How diverse is your class?

ritual

identity

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race

b Why do you have these associations with these countries? If these are stereotypes, ask yourself where they come from.

customs

c Were some of the associations very different or was everyone in agreement?

abroad

d Why do such perceived differences exist?

habits

e How does it make you feel when others view your home country differently from how you view it?

heritage

values

foreign roots

third culture kid

EXTRA

nomad

Do an online search for ‘maps of stereotypes’. You may want to check those of Yanko Tsvetkov, also known as ‘Alphadesigner’.

b

Hold a classroom discussion about these stereotypes. Ask yourself why there are different views on countries.

c

How do you think stereotypes originate?

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culture clash

communication appearances

LOTS OF DARKNESS

EX-BANKS

FJORDS

SA UN

AS

FISH

repatriation

MIGHT BE ENGLAND?

NO JOKES HERE

FJORDS

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ND O BL LE LL OP TA PE

RACE DRIVERS

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ALL THE MONEY

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WOMAN WITH SHINY HAT

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PRETTY SNOBS

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ALL THE WINE

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ITALY, SMALLER

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VODKA

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POLONIUM

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CHEESE EATERS

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EUROPEAN FOR FOOTBALL PURPOSES

PAPRIKA LOVERS

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FRANCE, SMALLER

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BRITISH CRIMINALS

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SLEEPING PEOPLE

BULLFIGHTS

MORE

POTATOES & VODKA

TWINNED WITH CHELSEA

CATHOLICS

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OPLE RICH PE CHTS WITH YA

CHEA BOOZ P E

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HORSES

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SECRET TRYSTS

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BASICALLY STILL ENGLAND

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POTATOES

ABSOLUTELY NO MONEY DRUNK

KEBABS

BRITS

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FIA

CAS CAS stands for Creativity, Activity and Service. As you meet your CAS requirements, you will have experiences that help you grow as a person. What’s more, you are encouraged to have experiences across different cultures and communities. As you read this unit, think about how you can come into contact with people from other cultures and communities to ensure that you grow as a person.

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Identities

1.4 Read the captions to the images below (a-d), which are quotations from famous people. Then answer the following questions: a As a class, create a mind map with the word ‘identity’ in the middle. What factors contribute to our identity? Where do you see evidence of this in the four quotations? b What do you already know about these historical figures? Share your knowledge with your classmates. c Based on each quotation, how closely does each person identify with the country in which he or she was born? What part of the quotation leads you to believe this?

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d Looking back at the list of countries from Activities 1.1-1.3, can you name some famous people from these countries? What did these people do for their country? How have they helped to make the world a better place? B

I am an Albanian by birth. Now I am a Catholic citizen of India. I am also a Catholic nun. In my work, I belong to the whole world. But in my heart I belong to Christ. Mother Teresa

If the Theory of relativity is confirmed, the Germans will say that I am a German, and the French that I am a citizen of the world; but if my theory is disproved, the French will declare me a German and the Germans – a Jew. Albert Einstein

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C

My identity might begin with the fact of my race, but it didn’t, couldn’t end there. At least that’s what I would choose to believe.

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Barack Obama

D

To be an African in South Africa means that one is politicized from the moment of one’s birth, whether one acknowledges it or not. Nelson Mandela

Watch and listen

1.5 Go to TED.com and search for ‘Taiye Selasi: Don’t ask where I’m from, ask where I’m a local.’ Before you watch her presentation, read the words and phrases in the box and list (a-i) at the top of the next page, which will be used in Selasi’s talk. Try to match the words and phrases from the box with their synonyms in the list.

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Unit 1.1 Citizens of the world

a b c d e f g h i

take away from to belie it hit me fixed point in place and time using a short hand overlap at home to pass as environment

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to look like it’s quicker to say familiar to not quite work milieu the penny finally dropped remove a constant layers that merge together

Taiye Selasi

1.6

a Selasi explains that there is a difference between the questions: ‘Where are you from’ and ‘Where are you a local?’ How are these questions different in her mind? What would be your own answers to these questions?

b Selasi suggests that we are defined by our rituals. What are some of your daily rituals and how do they define the culture you come from? c Selasi also says that we are defined by our relationships. If you think about the people you connect with on a weekly basis, where do these connections take place, literally? Consider both your online and physical settings? How do these people and places define you?

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d Lastly, Selasi claims that people’s identities are often defined by the restrictions they experience. What kinds of restrictions is she referring to? Do you experience such restrictions in your life? How do these restrictions define who you are?

1.7 After you have discussed the questions from the previous activity, copy the table below. Interview a classmate and ask him or her how these things define who they are. Use their responses to complete the table. Then ask your classmate to use the table to interview you. Use your completed tables to introduce each other to your classmates. Relationships

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Rituals

TOK In TOK we ask the question: ‘How do we know what we know?’ Much of what you know may be defined by where you come from and what kinds of experiences you have had. In her TED Talk, Selasi uses the following logic to persuade the audience:

•

Restrictions

1.8 Discuss your answers to the following questions before listening to Audio track 1.

a What is ‘globalisation’ exactly? As a class, can you come up with one definition? b What do you think are three main problems in the world today? c Do you think that globalisation forces people to give up their identity? d What are the differences between ‘customs’ and ‘values’?

• •

All experience is local (Or: our experience is where we’re from) (premise 1). All identity is experience (premise 2). Therefore my identity is defined by where I have been (conclusion).

This form of reasoning, when starting from general premises to a specific conclusion, is known as deductive reasoning. Do you agree with Selasi’s reasoning?

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Identities

1.9 In the box below is a selection of words that you will hear in Audio track 1. Look up the meaning of any unfamiliar words and then use them to complete the sentences below. Check your answers with fellow classmates and your teacher before listening to Audio track 1. adopt

commence possess

privilege boundaries

adapt esteemed aspiration sacrifice

a After they moved to a different country, he had to ... to a different culture. b After the opening ceremony, the games will ....

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c She had the ... of speaking to the students on the first day of school. d They could not have children so they decided to ... a young girl. e The war spilled over the ... of the country. f

It was her ... to become a leader in parliament.

g The IB Learner Profile encourages students to ... certain character traits. h He had to ... his Saturday in order to help at the shelter. i

The school had an excellent reputation. It was one of the most ... schools in the region.

1.10 As you listen to Audio track 1, listen for answers to the following questions. After listening, check your answers with a classmate and then with your teacher.

a Fill in the gap. The speaker refers to the students of this international school as young and ‘. . .’ b What has the speaker been asked to talk about?

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c Fill in the gap. Rather than referring to himself as a ‘. . .’, the speaker would like to think of himself as a ‘citizen of the world’.

d Fill in the gap. The speaker thinks the world would be a better place with more ‘. . .’ citizens. e The speaker mentions three main problems that this generation faces. Name one of them.

TIP

f

Fill in the gap. Globalisation is a reality which people will have to ‘. . .’

g Fill in the gap. People have different customs and ‘. . .’ h Name one of the two international organisations that the speaker mentions. i

Fill in the gap. The speaker asks if people have to sacrifice their ‘. . .’ to make the world a better place.

SA

For your Paper 2 exam, you will do several texthandling exercises. The ‘Exploring texts’ sections in Chapters 1–5 should help you prepare for this part of your exam. Notice how the activities in this coursebook ask you to predict what the texts will be about before you read them. During your Paper 2 exam, make predictions based on the text titles. This strategy will help you engage with the texts and to understand them, as you read them.

1.11 Try to make one long, meaningful sentence that includes as many answers as possible from Activity 1.10. Share your sentence with your classmates. Who has included the most words? Does their sentence make much sense? Try to use punctuation accurately.

Exploring texts

1.12 Imagine you were to move abroad and live abroad for over 10 years. How might that affect you? How might that change your perspective on life? What kinds of lessons might you learn? Discuss your answers to these questions with your classmates. If you have anyone in your class who has spent a significant about of time living abroad, ask them to answer these questions.

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1.13 The title and the paragraph headings have been removed from Text 1.1. Read through Text 1.1 and find where these lines fit into the text appropriately. a The life of a new immigrant b We’re all just human c Adventures in fitting in d The inevitable pep talk e Questions of belonging f

10 years of living abroad: How moving to Australia changed by my life.

READING STRATEGY

PL E

g Finding myself

Activity 1.13 asks you to read the headings that have been removed from the original text (Text 1.1) and match them with their corresponding paragraphs. When you are faced with a text with lots of sub-headings, it is useful to read these sub-headings before reading the whole text. This way you can predict more accurately what the text will be about.

Text 1.1

1... 10 years ago today, I moved abroad for the first time.

M

I packed two (very heavy) bags and left behind the only home I had known until that point in my life – Calcutta, India.

I came to the Gold Coast in Australia to get a Master’s degree and planned to move back to familiarity as soon as I was done.

SA

Little did I know then, that I was taking a step that would go on to be one of the biggest turning points of my life.

2... During my first year in Australia, I hated it. I found it beautiful, but superficial and the people friendly, but distant. I missed my family, my friends, the food and the overfamiliar warmth of India. I was also terrified of how polite everyone was. Every sentence seemed to be punctuated with a please or a thank you. If you come from a non-Anglo culture, you’ll know exactly what I mean.  It wasn’t an English language problem because I have spoken English my whole life; but communication in India is a lot more direct. In Australia however, I realised I had to embellish my sentences with “Would you mind…” or “Could you please…” before even getting around to the actual point. I lived in mortal fear of losing friends because I hadn’t said the right amount of pleases and thank yous. I make it sound like we’re so rude in India. We’re not, I promise. Our politeness is just more centred around gestures and body language (head nods, anyone?) and not so much around minding our Ps and Qs. It’s complicated, but if you’ve ever spent time with anyone from an Asian culture, you’ll know what I mean.

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Of course when I wasn’t terrified of politeness, I spent my time worrying about accents. Back in 2007, I was ridiculously shy and hated having to repeat myself or worse, asking people to repeat themselves.  I struggled a bit with the nasal Queenslander Aussie accents and jargon and in return, I got my share of strange looks for my accent or choice of words that aren’t commonly heard in Australia. 3... And of course, despite the majority of people I met, being amazingly nice, I also dealt with my share of racists and bigots. People made fun of my accent, or made me feel like I didn’t belong because of skin colour or my ethnicity.

PL E

But, through all the ups and downs of immigrant life and adjusting to life abroad, somehow I managed to fall in love with Australia. At some point, I realised that “fitting in” wasn’t up to anyone else but me. If I wanted Australia to embrace me, I was going to have to embrace it first. I met some incredible people, who I am proud to call my friends today.

I found a job that not only taught me so much about digital marketing, but also about Aussie workplace culture and it gave me a whole new group of friends. And of course, somewhere in between all my fitting-in, I also met Johnny. 

4... Fast forward to 27th February, 2017 and Australia is now my home. I will always be Indian, but I am also very proudly Australian.

Over the years, I have had many variants of “go back to where you come from” or “…. in Australia we do it like this” thrown at me. It used to upset me because it made feel like I didn’t belong but now I honestly just laugh at the ignorance of people who say stupid stuff like that.

M

Moving to and living in Australia taught me a lot about Australia (obviously) but also a lot about myself. I am still an introvert but I am a much more confident introvert.

10 years of living outside the country of my birth has made me a much more empathetic person. But most importantly, it has taught me that my identity is more than my skin colour, my ethnicity or my accent. I belong in Australia just as much as the ignorant idiots.

SA

But, I am also proud of not belonging entirely.

I am no longer insecure about that. I embrace it and thrive in it. I had the courage to give up the familiar and unlike many racists and bigots, I now not only have a deeper understanding of my own culture, but of my adopted country as well.

5... Today, I have embraced “not belonging” on a whole new level. Packing up my life to go live abroad in a brand new city every few months, is now normal for me. I love the thrill of travel and heading off to an unknown place. Many people go off to travel as a way to find themselves. It makes you want to roll your eyes but there is a grain of truth to it. When you travel outside your home country, you learn things about yourself and see yourself in a completely new light. Moving to Australia taught me that if I could give up everything that is familiar and create a brand new life when I was 22 – I was capable of a lot more than I gave myself credit for. It also made me want to learn about different ways of life around the world because travelling and living abroad can teach you much more about the world and people than any school ever could.

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So in 2013, when we gave up our life in Australia in exchange for a life of travel – I was nervous as hell but also excited for what lay in store and what we could potentially learn from other countries, other cultures. 6... A very wise man (my dad) once told me that underneath all our differences, we’re all the same and want the same basic things from our lives. We’re human. Having lived in many different countries in the past few years, I cannot help but say my dad is right. If you relate to people on a human level, and stop comparing who’s better (or worse) – you will come out with brand new friends and develop a much richer understanding of the world.

PL E

I’ve never liked being put into a box. I refuse to be limited by definition of my nationality or ethnicity alone. There’s more to me than that.

I have left a piece of my heart in every place we’ve been to and I carry a piece of them in me.

Today, I am part Indian, part Australian but also part Colombian, part Mexican, part Thai & much more — all of which combine to make me wholly global — fitting in everywhere yet not belonging anywhere. And I love that.

7... I’ll just end with this: I moved to Australia to study and with a plan to take on the world of journalism. But instead, I ended up with a brand new, completely different life. I will forever be grateful for that. Have the courage to give up the familiar. Have the courage to grow.

Have the courage to willingly put yourself in situations that make you uncomfortable. Good things never came out of comfort zones.

M

Travel. Go see the world. Leave the comforts of your home behind and go live abroad if you can.

It can be scary as hell but NOTHING else can change you the way travel and living abroad can. It’s not all rainbows and unicorns (real life doesn’t work that way.) It will be tough and uncomfortable but you will never, ever regret it.

SA

Oh and P.S.: Be nice to immigrants. We’re all fighting battles – internally and externally and a little kindness goes a long way. www.fulltimenomad.com

1.14 Can you find synonyms from Text 1.1 for the following words? They appear in the same order as they do in the text. a insincere b detached c well-mannered d adorn e timid f slang g extremists h obliviousness i compassionate j excitement k evidently l worry about m bravery

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1.15 What does the author of Text 1.1 mean by the following phrases? a to mind your Ps and Qs b all the ups and downs c to roll your eyes d to be put into a box e its’ not all rainbows and unicorns f

good things never came out of comfort zones

PL E

1.16 What has the author of Text 1.1 learned from her experiences living abroad? Return to your answers from Activity 1.12 and compare her experiences to you answers. What does living abroad teach you? Find references from the text to support your answers.

Form and meaning

1.17 Read Text 1.2, below about an American-born Chinese (ABC) woman, who lives in Beijing. She writes about her life and her daily activities. Here are two groups of sentences taken from Text 1.2. For each group of sentences explain why the particular verb tense (underlined) has been used. 1 When do you use ‘to be’ with ‘-ing’ (the present continuous verb tense)? a My friends are constantly asking me … b But I don’t feel like I’m missing out. c … we’re living abroad.

M

d It would’ve been very different from what I’m experiencing now. e I’m just enjoying my life.

2 When do you use the present simple verb tense? a I believe that the term applies to me. b We always have a home to go back to.

SA

c The culture doesn’t make sense sometimes. d I have no idea what my future holds. e I don’t like the thought of settling.

1.18 Do you need help describing the difference between the present simple and the present continuous verb tenses? Look at the sentences in Activity 1.17 again. Make a copy of the table below, and decide which of the descriptions (a–g) go in the ‘present simple’ column and which in the ‘present continuous’ column. a General statement b Something temporary c Something happening right now d A state of being e Something annoying f Something permanent g Something that happens again and again Present simple

Present continuous

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1.19 Test your understanding of the present simple and the present continuous by selecting the correct verb tense in each sentence below. a Studies prove that many TCKs (suffer/are suffering) from depression. b (I live/I’m living) in this flat until the end of the month. c The USA (grants/is granting) 50,000 Green Cards every year. d TCKs usually (speak/are speaking) more than one language. e Most military families (live/are living) on bases during their time abroad. f

We (run/are running) out of time to talk about the immigration bill.

h My psychiatrist thinks I (suffer/am suffering) from reverse culture shock. i

Some people (find/are finding) the term ‘third culture kid’ offensive.

1.20 Think about the use of verb tenses in Text 1.2, a blog by Michelle Lai- Saun Guo. a How long do you think the author plans to live in Beijing?

b Does she feel she has come ‘home’ to her roots in China, or is she only a long-term visitor? c Where in the text do you see evidence to support your answers?

Text 1.2

• • • • •

thinking skills communication skills social skills self-management skills research skills.

PL E

g He (constantly makes/is constantly making) that slurping noise with his soup!

ATL The IB encourages five skills or approaches to learning (ATL):

Texts 1.1–1.3 are about people who have lived abroad. How did their experiences help them develop one or more of these skills? Where in the texts do you see evidence of these skills?

M

My Beijing Survival Diary

SA

My friends are constantly asking me, ‘When are you coming home?’ Although I understand it’s because they miss me, and obviously I miss them, it’s a difficult question to answer for several reasons. The first is the state of the US economy. I feel like being in China gives me many opportunities to network and create opportunities that people back home may not have. The second is quite simply because I’ve learned that even if I make plans for my life, God’s going to shake a finger and say ‘Nuh uh! That’s not how I see it going down.’ Although the Urban Dictionary definition of a Third Culture Kid [TCK] is typically someone whose parents have moved him/her around to different countries during childhood, I believe that the term applies to me and my Beijing expat friends as well; especially those of us who are of Chinese heritage. Sidenote: for those ABCs who have never been to China but think you understand Chinese culture, you’d be amazed at what you discover actually living here. As much as we TCKs complain to each other about the lack of lines outside subway trains, baby poop on the sidewalk, or getting scammed by housing agents, we understand that there’s something that still draws us to China despite all those things.

Having spent my first year and a half in Beijing with only close Chinese friends, it’s nice to finally have friends here who understand what I miss most about America, and also understand what I go through here in China, such as visa issues, looking for housing, getting sick from the lack of quality dairy, even my crosscultural relationship. Although I didn’t study abroad, I feel like it would’ve been very different from what I’m experiencing now, which is living abroad. One thing that TCKs share (at least the ones I know) is spending a good portion of their mid-20’s not partying in Vegas, but hitting up Sanlitun or other bar areas. When I see pictures of my friends from home together in Vegas, of course I wish I could be there. But I don’t feel like I’m missing out by being here. Last weekend, I went to Xiu with some friends. I was standing on the rooftop terrace, looking up at the tall, chic Jianwai SOHO buildings that surrounded the bar. It was an awesome view, and I thought to myself, ‘This is the epitome of life in your 20’s, of living in this city where the culture doesn’t make sense sometimes, but you just go with it.’ In a way, living overseas doesn’t bring as much pressure as I imagine the ‘real world’ back home would have. One reason is that we always have a home to go back to,

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Identities

So while I have no idea what my future holds, I’m just enjoying my life of hanging out in artsy cafes, eating chuan’r outdoors, and playing basketball with guys whose names I can never remember because three Chinese characters are harder to remember than one English name. Blog by Michelle Lai-Saun Guo

PL E

even if we’re living abroad. I’ve always been a nomad, and I love the feeling of not knowing where I’m going to ‘settle,’ if I do settle at all. To be completely honest, even if I moved back home, I’d be open to moving back to China in the future, or even another country. I don’t like the thought of settling in one place and planning out my entire future based around that one location.

READING STRATEGY

TEXT AND CONTEXT

We usually read with a purpose in mind. If you are looking for information you might quickly glance over the text to find key words (scanning). Similarly, when reading texts for exams or in the classroom, make sure you always know what you are looking for. In other words, read the question before reading the text. Keep the following guiding questions in mind as you read Text 1.2.

• The term ‘ABC’ (paragraph 3) stands for ‘American-born Chinese’, describing someone born in America to first generation Chinese immigrants.

• This term can be used jokingly (as seen in this text) or in a negative way to describe Chinese-Americans who have given up their parents’ traditions and culture.

EXTRA

M

The author of Text 1.2 is not the first migrant to go back to her roots. Immigrants and their descendants have frequently gone back to their country of origin – a process known as repatriation. Try to find other texts about people who have ‘gone home’ to a place that might no longer feel like home. Prepare a brief presentation on one of your texts and the story that it tells. You may use one or more of the examples below:

• What do we know about the author?

The Back-to-Africa movement and the history of Liberia

•

Mexican repatriation in the 1930s

•

The Law of Return, giving all Jews the right to return to Israel

•

Skilled non-resident Indians (NRIs) returning to India.

SA

• What is she doing in Beijing?

•

• How long does she plan to live there?

The `Back to Africa’ movement, which began in the early 19th century, encouraged African Americans to return to their roots in Africa.

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Discussion 1.21 Do you agree or disagree with some of these statements made by the author of Text 1.2? Give reasons for your answers. a ‘If I make plans for my life, God’s going to shake a finger and say, ‘Nuh uh! That’s not how I see it going down.’ b ‘The epitome of life in your 20’s [is] living in [a] city where the culture doesn’t make sense sometimes, but you just go with it.’

PL E

c ‘I love the feeling of not knowing where I’m going to ‘settle’.’

d ‘I don’t like the thought of planning out my entire future based around that one location.’

1.22 Edward T. Hall was a famous anthropologist who likened culture to an iceberg in 1976. He claimed that ‘external’ culture was like the tip of an iceberg that is visible above water. It includes people’s ‘outward’ behaviour, such as their customs and art. Under the water lies people’s ‘internal’ culture, that includes their ways of thinking, values and norms. See the image below for a more detailed understanding. Using this iceberg model of culture, discuss the similarities and differences between two cultures with which you and your classmate(s) are familiar. Present your findings to your classmates.

External cultural characteristics

customs

traditions language

M

games

fashion holidays

Internal cultural characteristics

concepts of self

roles related to age, gender, class and family

displays of emotion

focus on past, sense of fairness present or future

personal space

understanding of cleanliness

courtesy and manners

attitudes toward authority

SA

tolerance of uncertainty and ambiguity importance of competition

importance of individualism

value of selfrestraint

EXTRA

If you are interested in how cultures work and the iceberg model, you might like to investigate the research of Geert Hofstede on ‘cultural dimensions’. The Culture Map by Erin Meyer is a more recent best-seller on this topic. Do more research on Geert Hofstede or read Erin Meyer’s book (or parts of it) and tell your classmates more about the ‘science’ of culture in a presentation.

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Identities

1.23 The photograph below was taken at the 2016 Olympic Games in Rio de Janeiro. It is accompanied by four headlines from four different newspapers (Captions A-D) and a Tweet from a journalist (Caption E). Answer the following questions after studying Captions A-E, that are below the picture: a For each of the five captions, what is the author’s intention? b Which one of the first four captions best captures the way you feel about this image? Why would you say this? c How are these terms different: ‘cultural divide’, ‘cultural contrast’, and ‘culture clash’? What do they mean and what is the effect of using each term?

PL E

d Do you agree with Ben Machell’s message in his tweet (Caption E)? Is there really much difference in culture between two teams that compete in the same sport? e To what extent does the sportswear of these two women reflect their cultural identity? Caption A

‘The cover-ups versus the cover-nots: Egyptian and German beach volleyball players highlight the massive cultural divide between Western and Islamic women’s teams Daily Mail

Caption B

Global News

Caption C

M

Rio 2016: How one photo of beach volleyball captured the beauty of diversity at the Olympics

SA

CULTURE SHOCK Rio Olympics 2016: Egypt v Germany beach volleyball clash shows colossal cultural divide between two teams

The Sun

Caption D

Beach volleyball displays cultural contrasts coming together at the Olympics

Report UK

Caption E

Hijab vs bikini thing aside, how much of a 'culture clash' is it really if you are both playing women's beach volleyball at the Olympics? Tweet by Ben Machell (The Times and Evening Standard)

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Writing 1.24 Do an online search, using the headlines (captions A-E) from Activity 1.23. Read one of the articles that follows one of these headlines. Write a letter to the editor in response to their reporting of the Egypt versus Germany women’s volleyball match from the 2016 Olympics.Voice your opinion, that you expressed in the discussion from Activity 1.23. For more information on how to write a letter to the editor, see Unit 6.1.

Extended Essay

PL E

1.25 Texts 1.1 and 1.2 are both blogs about living abroad. While there are many different types of blogs, these texts are like public diaries or journals, open to friends, family and anyone who is interested in the writer’s personal experiences. Try writing your own blog entry about an experience that you have had while traveling or even living abroad. Try using terms from the word bank in this unit. For more information on blog writing see Unit 6.3.

M

If you would like to write an extended essay for English B, you can do so in one of three categories: 1 A specific analysis of the language (its use and structure), normally related to its cultural context or a specific text. 2 a A socio-cultural analysis of the impact of a particular issue on the form or use of the language based on an examination of language use. b An essay of a general cultural nature based on specific cultural artefacts. 3 An analysis of a literary type, based on a specific work or works of literature exclusively from the target language.

SA

Talk to your supervisor about the IB’s specifications. You can write about how language reflects culture and how culture shapes identity, which is in the spirit of this unit. Be sure to focus on a particular Anglophone culture and a particular set of language, as expressed in various texts or ‘cultural artefacts’, that can be anything concrete such as newspapers, magazines, articles, books, cartoons, advertisements, websites, policies or speeches.

Higher level extension

1.26 We started this unit by studying the opening lines from IB’s mission statement. The final lines of this statement read: ‘These [IB] programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.’

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Identities

In order to think about the phrase ‘other people, with their differences, can also be right,’ study the list of famous individuals. Research them online and answer the following questions: • • •

Who were these individuals? How were they different? How were they right?

a Marie Curie b Mahatma Gandhi c Alan Turing d Rosa Parks f

PL E

e Dick Fosbury Steve Jobs

M

Rosa Parks in 1955

Dick Fosbury at the Olympic games in 1968

1.27 Have you ever experienced situations when travelling or living abroad, where people did things differently? What did they do differently? Could you consider these differences ‘right’ or ‘wrong’? Discuss your experiences and opinions with your classmates.

SA

• • •

1.28 The following words have been removed from Text 1.3. Study the list before reading Text 1.3 and look up the meaning of any words that you do not know. Then read Text 1.3 and insert the missing words from the list below. a mundane b reexamine c ulterior d rubs e blunt f sense g reconfigure h apology i funny j self-development k deception l niceties m abundance n superficially o outspokenness p repercussion

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Text 1.3 In 2011 I travelled to Saint Petersburg, Russia. The food sucked. The weather sucked. My apartment sucked. Nothing worked. Everything was overpriced. The people were rude and smelled ...1.... Nobody smiled and everyone drank too much. Yet, I loved it. It was one of my favorite trips.

PL E

There’s a bluntness to Russian culture that generally ...2... Westerners the wrong way. Gone are the fake ...3... and verbal webs of politeness. You don’t smile at strangers or pretend to like anything you don’t. In Russia, if something is stupid, you say it’s stupid. If you really like someone and are having a great time, you tell her that you like her and are having a great time. It doesn’t matter if this person is your friend, a stranger, or someone you met five minutes ago on the street.

M

The first week I found all of this really uncomfortable. I went on a coffee date with a Russian girl, and within three minutes of sitting down she looked at me funny and told me that what I’d just said was stupid. I nearly choked on my drink. There was nothing combative about the way she said it; it was spoken as if it were some ...4... fact – like the quality of the weather that day, or her shoe size – but I was still shocked. After all in the West such ...5... is seen as highly offensive, especially from someone you just met. But it went on like this with everyone. Everyone came across as rude all the time, and as a result my Western-coddled mind felt attacked on all sides. Nagging insecurities began to surface in situations where they hadn’t existed in years.

SA

But as the weeks wore on, I got used to the Russian frankness, much as I did the midnight sunsets and the vodka that went down like ice water. And then I started appreciating it for what it really was: unadulterated expression. Honesty in the truest ...6... of the word. Communication with no conditions, no strings attached, no ...7... motive, no sales job, no desperate attempt to be liked.

Somehow, after years of travel, it was in perhaps the most un-American of places where I first experienced a particular flavour of freedom: the ability to say whatever I thought or felt, without fear of ...8.... It was a strange form of liberation through accepting rejection. And as someone who had been starved of this kind of ...9... expression most of his life – I got drunk on it like, well, like it was the finest vodka I’d ever had. The month I spent in Saint Petersburg went by in a blur, and by the end I didn’t want to leave.

Travel is a fantastic ...10... tool, because it extricates you from the values of your culture and shows you that another society can live with entirely different values and still function and not hate themselves. This exposure to different cultural values and metrics then forces you to ...11... what seems obvious in your own life and to consider that perhaps it’s not necessarily the best way to live. In this case, Russia had me reexamining the fake-nice communication that is so common in Anglo culture, and asking myself it this wasn’t somehow making us more insecure around each other and worse at intimacy. I remember discussing this dynamic with my Russian teacher one day, and he had an interesting theory. Having lived under communism for so many generations, with little to no economic opportunity and caged by a culture of fear, Russian society found the most valuable currency to be trust. And to build trust you have to be honest. That means when things suck, you say so openly and without ...12.... People’s displays of unpleasant honesty were rewarded for the simple fact that they were necessary for survival – you had to know whom you could rely on and whom you couldn’t, and you needed to know quickly. But, in the ‘free’ West, my Russian teacher continued, there existed an ...13... of economic opportunity – so much economic opportunity that it became far more valuable to present yourself in a certain way, even if it was false, than to actually be that way. Trust lost value. Appearances and salesmanship became more advantageous forms of expression. Knowing a lot of people ...14... was more beneficial that knowing a few people closely. This is why it became the norm in Western cultures to smile and say polite things even when you don’t feel

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Identities

like it, to tell little white lies and agree with someone whom you don’t actually agree with. This is why people learn to pretend to be friends with people they don’t actually like, to buy things they don’t actually want. The economic system promotes such ...15....

Extract by Mark Manson

PL E

The downside of this is that you never know, in the

West, if you can completely trust the person you’re talking to. Sometimes this is the case even among good friends or family members. There is such pressure in the West to be likeable that people often ...16... their entire personality depending on the person they’re dealing with.

CONCEPTS Purpose

So far, you have read three accounts from people living abroad (Texts 1.1-1.3). Discuss your answers to these questions with your classmates. a Why do the authors of these texts feel a need to share their experiences with others? b What is their intention or purpose? c Why have they chosen these text types to achieve their purpose? d Have you ever felt the need to write about your experiences abroad? How have you shared these with others?

1.29 Answer the following questions, using complete sentences and making reference to Text 1.3.

SA

M

a Despite bad weather and terrible food, why does Mark Manson say that his trip to Russia was one of his favourite trips? b What, according to Mark Manson, is the main cultural and behavioural difference between Americans and people in the West? c What do Russians think of this behaviour of people in the West? And how do people in the West, like Mark Manson, usually respond to this Russian behaviour? d Why, according to Mark’s Russian teacher’s historical reasons, do these cultures behave differently?

1.30 To what degree has your identity been shaped by experiences that you’ve had with people who were ‘different’? Discuss how ‘other people’ have influenced who you are today.

Literature

1.31 In the spirit of this chapter’s theme, identity, you will read a passage from Richard Wright’s novel, Black Boy (Text 1.4). Before you read the text, discuss your answers to the following questions: a To what degree does the colour of your skin determine your sense of identity? b Do you live a society that is racially diverse or homogeneous (meaning all the same)? How does this affect your view on people from other cultures? c Do you think racism is a problem in the place where you live? How does this problem express itself in day-to-day relationships?

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1.32 The words in the vocabulary box below are used in Text 1.4. For each sentence that follows, decide which of these words is being referred to. nuisance

trivial

tardiness

circulated

naïvely

paternal

kin

stoutly

brooded

M

Text 1.4

PL E

a This word is used to describe how news travelled through Richard’s community about a white man who beat a black boy. b Richard uses this word to describe the right that he thought fathers had to beat their children. c Richard uses this word to describe how annoying he once was for asking too many questions as a child. d This word describes how Richard says, in a very firm and resolute way, that he would not let anyone beat him. e This word is used to describe how Richard thought for a long time about the relationships between whites and blacks. f This word is used to describe a family relative. Richard is surprised to learn that the black boy was not beaten by a member of his own family. g In this way, Richard assumed that a ‘black’ boy could be beaten by a ‘white’ father, meaning that he was quite inexperienced and immature. h Richard uses this word to describe how he was rather slow or late in his understanding of racial relationships in the South in the 1920s. i This word describes the small and seemingly insignificant news and happenings of Richard’s neighbourhood.

SA

I soon made myself a nuisance by asking far too many questions of everybody. Every happening in the neighborhood, no matter how trivial, became my business. It was in this manner that I first stumbled upon the relations between whites and blacks, and what I learned frightened me. Though I had long known that there were people called ‘white’ people, it had never meant anything to me emotionally. I had seen white men and women upon the streets a thousand times, but they had never looked particularly ‘white.’ To me they were merely people like other people, yet somehow strangely different because I had never come in close touch with any of them. For the most part I never thought of them; they simply existed somewhere in the background of the city as a whole. It might have been that my tardiness in learning to sense white people as ‘white’ people came from the fact that many of my relatives were ‘white’-looking people. My grandmother, who was white as any ‘white’ person, had never looked ‘white’ to me. And when word circulated among the black people of the neighborhood that a ‘black’ boy had been severely beaten by a ‘white’ man, I felt that the ‘white’ man had had a right to beat the ‘black’ boy, for I naively assumed that the ‘white’ man must have been

TEXT AND CONTEXT • Black Boy is a memoir by Richard Wright, published in 1945. • It is about Richard, growing up in the 1920s in the South of the USA.

the ‘black’ boy’s father. And did not all fathers, like my father, have the right to beat their children? A paternal right was the only right, to my understanding, that a man had to beat a child. But when my mother told me that the ‘white’ man was not the father of the ‘black’ boy, was no kin to him at all, I was puzzled. ‘Then why did the ‘white’ man whip the ‘black’ boy?’ I asked my mother. ‘The ‘white’ man did not whip the ‘black’ boy,’ my mother told me. ‘He beat the ‘black’ boy. ‘But why?’ ‘You’re too young to understand.’ ‘I’m not going to let anyone beat me,’ I said stoutly. ‘Then stop running wild in the streets,’ my mother said. I brooded for a long time about the seemingly causeless beating of the ‘black’ boy by the ‘white’ man and the more questions I asked the more bewildering it all became. Whenever I saw ‘white’ people now I stared at them, wondering what they were really like. Extract from Black Boy by Richard Wright

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1

Identities

LEARNER PROFILE Would Richard Wright have been a good IB learner? What IB learner traits apply to Richard, as the main character of this passage? Give evidence from the text for each trait that applies to him: •

Knowledgeable

• Thinkers

•

Communicators

• Principled

•

Open-minded

• Caring

•

Risk-takers

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• Inquirers

• Balanced

•

Reflective

1.33 Here are several questions about Text 1.4 and the context in which it was written. Discuss your answers with classmates. a How is Richard’s understanding of ‘black’ and ‘white’ different from other people’s understanding of ‘black’ and ‘white’ in the American South in the 1920s?

b How are people’s views on racial differences in the American South in the 1920s similar or different from modern-day views on racial differences where you live?

c Besides race, what other values are different, when comparing your world to Richard’s world of the 1920s?

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REFLECT

This unit has explored the topic of identity in light of globalisation. Discuss your answers to the following questions to reflect on what you’ve learned. The texts, quotations, audio file and video were mainly stories. Could you relate to the experiences that these authors described? Describe how you have had similar or different experiences when travelling or living abroad.

b

The title of this unit is ‘Citizens of the world’. What does this phrase mean to you?

c

Do you consider yourself a ‘citizen of the world’? Why or why not?

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a

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Unit 6.1 Formal letter Guiding questions

Learning objectives

• How do you write a letter to the editor?

• Become familiar with the elements of letter writing.

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• Develop skills for writing letters of complaint or letters to the editor.

Word bank

Writing an effective letter is not only a useful skill for your Paper 1 writing task, but also for life in general.

greeting

In this unit, you will practise writing a formal letter to the editor.

salutation

Paper 1-style writing tasks are also included in this unit to help you prepare for the exam.

synthesise direct opening concise argument

Model text

call to action

Text 6.1

Melissa Davenport 123 Sunrise Dr. Tulsa, Oklahoma

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Your address

Their address

28 August 2020

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Date

American Apparel 456 Sunset Rd. Los Angeles, California

Greeting

Direct opening

Concise argument

Reference to source text

Call to action

To whom it may concern, I am writing to you to express my concern about your recent advertisement featuring Lauren Phoenix, which I find inappropriate and disturbing. I fear that women who view this ad will think that they must look young, skinny and sexually available in order to be fashionable and attractive. By stating her weight (‘150lbs of magic’), claiming she is famous and showing her sexually aroused, you create an unrealistic definition of ‘beauty’. Such images encourage bulimic, depressed and loose behaviour. In fact studies by Martin Lindstrom suggest that sex in advertising only distracts from the product and brand being promoted. I kindly ask, for the sake of young American women, that you pull this ad from all media. Your company’s image would benefit more by focusing on ‘sweatshop free’ instead of ‘sexually discriminatory’. Thank you for taking my opinion into consideration for future advertising campaigns.

Salutation Signature

Kind regards, Melissa Davenport

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Unit 6.1 Formal letter

Key features explained Key features

Examples from Text 6.1

Addresses: Write your own address first, followed by the address of the person to whom you are writing. These can be written top left or top right.

Melissa Davenport 123 Sunrise Dr. Tulsa, Oklahoma

Learning how to write various types of letters for different purposes is a useful life skill. Writing a letter, especially in response to a passage or event, requires the ability to read, synthesise, formulate, argue and communicate. You can practice these skills throughout Chapter 6 by studying the ‘model texts’ and ‘Key features explained’ sections.

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American Apparel 456 Sunset Rd. Los Angeles, California

ATL Communication skills

Date: There are different formats for writing the date. Any of these can be used.

28 August 2020

28th of August 2020 August 28th 2020

Greeting: With a letter to the editor, it is important to remain formal. ‘Hi’ would not be appropriate.

Dear Mr. ...or Ms....

To whom it may concern, To the editor,

Direct opening: Explain why you are writing your letter. You should make the point clearly at the beginning. The reader might not want to read the rest of your letter, if you do not state your main point from the start.

‘I am writing to you to express my concerns about...’

Concise argument: Letters to the editor tend to be short (200–300 words). Make an effective argument in the second paragraph, explaining why the editor should care about the complaint. Refer to the stimulus text.

‘Stating [the model’s] weight (‘150lbs of magic’), claiming she is famous and literally showing her sexually aroused, leads to bulimic, depressed and innappropriate behaviour.’ 

Call to action: What should the editor do after reading your letter? Offer the editor a solution.

‘I kindly ask that you pull the ad from all media.’

Salutation and signature: There is no need to be original or especially creative. ‘Kind regards’ is very business-like. Be sure to write your name in full below your signature.

‘Kind regards,’

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‘I would like to bring to your attention...’

‘...focus on ‘sweatshop free’ instead of ‘sexually discriminatory’.’

Sincerely, (more personal) All the best, (less formal)

CONCEPT Purpose

In some cultures it is not polite to be very direct when stating your purpose. With regards to formal letters in the English-speaking world, however, it is important to state very clearly why you are writing and what you want the reader to do in response (call to action).

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Exploring text types

1.1 On the left is an advertisement for Barnardo’s, a charity organisation for the support of children. This advertisement, that first appeared in 2003, was considered controversial and shocking. Text 6.2 is a letter to the editor, and is not very well written. Make a list of what you can identify is wrong with it and ways in which the letter could be improved. Use a copy of the table below. How could you improve it?

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What is wrong with Text 6.2?

CONCEPT Context

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Barnardo’s ad on which Text 6.2 is based

Dear Barnardo’s,

I was travelling on the subway the other day with my two daughters, ages 4 and 10 months. My oldest girl saw your ad and completely flipped out. She asked me if something like that could happen to her or her little sister. I had to spend the rest of the day reassuring her that it wouldn’t. But I think your poster gave her nightmares anyways.

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Whenever you receive a letter or email, the first sentence that you read should give you a sense of context:

Text 6.2

• Who is the writer? • Why have they written this letter? • Who is the reader? • When was it written? Answering simple ‘who’, ‘what’, ‘when’, ‘where’ and ‘why’ questions can help to give you a better sense of context.

I don’t know why you would publish such disturbing images.You’re only scaring people, like mothers and small children. The subway is a place for people to travel without having to think about dying babies and poverty. But your ad ruins that whole experience. In fact, your ad is a disgrace. Cheers,

Rachel Carmichael

1.2 Write an improved version of the letter to the editor (Text 6.2) complaining about the Barnardo’s advertisement. Apply what you know about the key features of this text type. Before you write your letter, have a class discussion and make a list of the complaints that could be made about the Barnardo’s ad. 1.3 Write your own letter to the editor in response to the Barnardo’s ad. Take into consideration the class discussions that you had in Activities 1.1 and 1.2.

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Standard Level Exam preparation 1.4 Write a 250–400 word letter in response to one of the following writing tasks. Include the key features of this text type.You have one hour and 15 minutes to write your letter. a Identities: You have seen an advertisement that uses models to sell mobile phones.You are worried that the models’ lack of clothing and unrealistic body size set false expectations for young readers. Write a letter to the mobile phone producer to express your concerns. (Look at Unit 1.3 on ‘Beauty and self-esteem’ for some ideas.)

When tackling a Paper 1 writing task, be flexible when considering the different text types that you have learned about. Letters to the editor are similar to letters of complaint or other types of letters.

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b Experiences: You have just returned from an outdoor adventure holiday that did not go as you had expected. The travel agency’s website promised better facilities and services than you received. Write a letter of complaint that describes your dissatisfaction. Feel free to use your imagination when describing this outdoor adventure and the services promised by the organisation. (See Unit 2.2 on ‘Extreme sports’ for some ideas and inspiration.)

TIP

c Human ingenuity: You have recently been to an exhibition at an art gallery. The featured artist explores themes that you find very interesting. He uses techniques that are very contemporary and materials that are very unconventional. Write a letter to the gallery, in which you offer your response to his artwork. (Go to Unit 3.3 for inspiration.)

Higher Level Exam preparation

1.5 Write a 450–600 word letter to the editor in response to one of the following writing tasks. Include the key features of this text type.You have one hour and 30 minutes to write this.

However, you might be asked to write a letter of praise or a letter or application. Rather than sticking to a rigid template for a text type, keep key concepts in mind such as ‘audience’ and ‘purpose’. If you know why and to whom you’re writing, the letter will be easier to write!

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a Human ingenuity: You have just heard someone speak about the effect of technology on human relationships. She has made claims that younger generations are addicted to their devices, disappointed by their career choices and self-absorbed by social media. Write a letter to the speaker in which you agree or disagree with her point of view. Feel free to refer to examples from your own life experience, where relevant. (Go to Unit 3.2 on ‘Technology and human interaction’ for ideas.)

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b Social organisation: A local university wants to stop its affirmative action/positive programme, where ethnic minorities are given scholarships and grants to attend the university. Write a letter to the university, giving them your opinion on the matter. (Turn to Besides focusing on technology and migration for ideas and inspiration.) c Sharing the planet: There is a politician in your state or country, running for an elected position. He has promised to re-open coalmines and stop investments in renewable sources of energy. What’s more, he does not believe in global warming. Write him a letter expressing your opinion on this matter. (Look at Unit 5.2 for inspiration.)

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Paper 1

Chapter

At both higher and standard level, your understanding of a theme from the English B course and a text type will be tested on a Paper 1 exam. In this form of assessment you will be presented with three writing tasks, each taken from a different theme, each focusing on a different text type. To be successful in this exam, you will need to demonstrate:

PL E

• the ability to communicate a message effectively

• the ability to write using a style and structure appropriate to the audience and purpose of the text type you have selected.

This chapter provides you with exam preparation guidance. Unit 7.1 includes activities and practice for standard level students and Unit 7.2 includes material and practice for higher level students. An overview of the differences between higher and standard level in Paper 1 are shown below. Paper 1 SL

Paper 1 HL

1 hour 15 minutes

1 hour 30 minutes

25% of final course grade

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25% of final course grade

450–600-word writing task

Choice of three tasks, each taken from a different theme. For each task you choose one from three optional text types for your response.

Choice of three tasks, each taken from a different theme. For each task you choose one from three optional text types for your response.

SA

M

250−400-word writing task

Your school may ask you to take the Paper 1 exam online, in which case it is called ‘Assessment 1’. In this coursebook, the term ‘Paper 1’ will be used.

Original material © Cambridge University Press 2018

Unit 7.1 Paper 1 Standard level Learning objectives

• What is required in the Paper 1 exam at standard level?

• A greater awareness of the expectations for Paper 1.

• How can you write your Paper 1 effectively?

• An understanding of the assessment criteria.

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Guiding questions

• Be able to write good answers to Paper 1 questions.

1.1 Read the specimen exam Paper 1 for standard level below, in which you are presented with three writing tasks. Which task and text type would you select? Explain your reasons for selecting this task and text type to your classmates. Which reasons sound most reasonable to you?

English B – Standard level – Paper 1

TIP

Specimen paper 1 hour 15 minutes

Instructions to candidates • Do not start this examination paper until instructed to do so. • The maximum mark for this examination paper is 30 marks. • Complete one task. Use an appropriate text type from the options given below the task you choose. Write 250-400 words.

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Some text types are more appropriate for your response than others. For example, the first prompt in this Paper 1 specimen says that you are a ‘popular’ travel writer. For this reason a blog makes more sense than an e-mail. The IB exam will also contain a less appropriate and more appropriate text type for each prompt. Learn how to identify these for success on Paper 1.

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1 Imagine that you are an active and popular travel writer.You have just returned from an adventure trip that has changed your outlook on life. Write about your experience and its effects on you. E-mail

Blog

Essay

2 You have noticed that your school’s catering services do not offer very healthy options. Write a text in which you spread awareness about the importance of a healthy diet and request that changes be made to your school’s canteen. Proposal

Speech

Essay

3 Imagine that a new device has been introduced as the ‘next big thing’ at a recent technology fair.You can decide what this new device is and how it will improve people’s lives. Write a text that communicates these ideas to a wider audience. Review

Editorial

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Brochure

Unit 7.1 Paper 1 Standard level

1.2 After selecting one of the writing tasks, create a mind map around the task, to activate your imagination and make your thoughts visible. This should be similar to the example below, based on writing task 3 from the specimen Paper 1. too Steve Jobs too sci-fi

perfect!! new phone flying cars

cooking robot next big thing

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Imagine that a new device has been introduced as the ‘next big thing’ at a recent technology fair. You can decide what this new device is and how it will improve people’s lives. Write the first part of an article for a magazine that comments on the device and its introduction at the fair. how cooking robot will improve lives hygiene in kitchen

review

time saver feed the kids

comment

is it worth it?

introduction at fair

describe

demonstration

how does it work?

showman

audience’s reaction

slice and dice

impressed

1.3 After you have created your mind map, organise your ideas into a linear outline, with your ideas in the order in which you intend to write them.Your outline does not have to be detailed. It may ask a series of questions. See the example below, which is based on the third writing task from the specimen Paper 1 and relates to the example mind map above.

• • • • • • • •

Philip Dekker’s robot is popular at ‘Design and Technology Week’ fair Why it’s useful: It’ll make dinner for ‘the kids’.

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Introduction Body paragraph 1

Body paragraph 2

How does the cooking robot work?

Return to the question of why audiences should buy it. How much does it cost?

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Conclusion

What happened at the conference? Who demonstrated it? What did audiences think?

TIP

Notice that the sample outline to the student’s writing task asks a series of questions. It does not yet have all of the answers! But the writer knows the order in which they are going to answer these questions. It is also organised around the concept of ‘purpose’, or why someone should want to read this review.

1.4 Read the sample student response to Paper 1 below. It responds to the third writing task from specimen Paper 1. As you read this response, look for answers to the questions below, that are related to the assessment criteria for this paper. Criteria

Questions

Criterion A: Language

•

How successfully does the candidate command written language?

Criterion B: Message

•

To what extent does the candidate fulfil the task?

Criterion C: Conceptual awareness

•

To what extent does the candidate demonstrate conceptual understanding?

• •

audience meaning

• •

context variation

•

purpose

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Paper 1

Sample student response Philip Dekker’s cooking robot captures audiences at the Design and Tech Week. Perhaps the biggest conversation piece at this year’s Design and Technology Week was Philip Dekker’s new cooking robot. Whilst top chefs have every reason to turn up their nose at the sight of this invention, the rest of us now have a solution for preparing that spaghetti dinner for the kids. And yes, it will garnish that plate with fresh Parmesan and basil, plucking the leaves right off the plant. Philip Dekker himself was demonstrating the robot, and his performance was like a beautiful dance between man and machine. In case you’re wondering how a robot can know how to chop tomatoes or press garlic, the answer is quite simple: You have to teach it. Mr. Dekker dazzled audiences as he taught his robot how to grate cheese and stir sauce. The robot’s 360 camera, which hung like a small disco ball above a sink, recorded Mr. Dekker’s every move as he bounced around the sleek kitchen like Jamie Oliver talking to his mates. Then he casually served up his plate of pasta, wiped off the counter top and took off his apron. And that was when the real show started.

The kitchen took over. Two human-like arms with hands and fingers and joints came down from the ceiling and the rails on which they were attached. The audience cheered when an arm opened the refrigerator door and pulled out all the ingredients. And then it began to cook, which was even more amazing. Everything that Dekker did, it could do better. It was a kind of shadow of his every move, but without all the bouncing and babbling. It was effective and efficient. Yes, it could slice and sizzle and serve. And it could do it all over again and again and again, in different portions and quantities, if you asked it to.

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Notice that two of the writing tasks begin with the word ‘imagine’. To be successful on Paper 1, you will need to exercise your powers of imagination. In other words, it helps to think of scenarios, make up details, create characters and adopt a persona. Notice how the sample student response is very much a product of the student’s imagination. It has created many details: a new device (the cooking robot), a designer’s name (Philip Dekker), and a fair at which the device is presented (the Design and Technology Week).

PL E

TIP

TEXT AND CONTEXT

Of course, Dekker’s new toy is more than a pair of robot arms hanging from curtain rails. The whole kitchen is smart, with sensors on just about every surface, which means we’re talking about a major home installation. Pricewise, we’re talking about something comparable to a top-of-the-line Ferrari, which might be more tempting to buy, considering all that installation. But you have to ask yourself: Will a Ferrari feed your kids?

SA

Jamie Oliver is a famous chef in the UK, known for his flamboyant style

CONCEPTS

Notice that Criterion C for Paper 1 makes explicit reference to the concepts that you have explored in this course. As you look for evidence of each of the concepts in the sample response, ask yourself the following questions:

• • • • •

Audience: Who would read a review like this? Context: When was this review written? Purpose: What is the writer’s purpose in writing this review? Meaning: What message is the review communicating? Variation: How are various words (synonyms) used to articulate this message?

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Unit 7.1 Paper 1 Standard level

1.5 a What are the strengths and weaknesses of the sample response? b What suggestions would you give the student for how to improve? c What marks would you give the sample student response? Use the assessment criteria for Paper 1 standard level given at the beginning of this coursebook. Share your marks with a classmate. How similar or different are they? Discuss your marks with your teacher who can share comments and marks with you that you might expect from the examiner.

Marking notes

PL E

1.6 Besides using the assessment criteria for Paper 1, examiners are also given ‘marking notes’. These are a list of points that are specific to each task, and indicate what a good task should include. Below is an example of marking notes for the first two tasks of the specimen Paper 1. Write the marking notes as you think they would have been written for the third task, which the student has responded to in the sample answer. Share your bullet-point list of notes with your teacher and classmates. Identify any points your lists have in common.

1 Travel writing A good answer will: • adopt a persona that speaks to an audience who care about travel and adventure • adopt a ‘voice’ or use of language that sounds popular • deliver a message about the author’s new outlook on life • explain how events have led to this new outlook on life

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2 Healthier food in the canteen A good answer will: • comment on the current offering in the school’s canteen • raise awareness about the dangers of unhealthy food • make recommendations for healthier foods in the canteen

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3 Cooking robot A good answer will: • ... • ... • ...

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Paper 1

If you are taking your Paper 1 exam offline, on paper, it is recommended that you practise writing the task by hand within the allocated time. You might find that this is a skill that you are not used to using. Build up the muscles in your hands in the weeks before the exam!

Topics

Text types

1

• • • • • • • • • • • • • • • • • • •

2

3

Experiences: • pilgrimages • extreme sports • migration

Human ingenuity: • future humans • technology and human interaction • redefining art Social organisation: • minorities and education • partners for life • the future of jobs

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4

Identities: • citizens of the world • belief and identity • beauty and self-esteem

article blog

Sharing the planet: • ending poverty • climate change • human rights

brochure diary

e-mail essay

invitation

interview

letter of recommendation letter to the editor news report

opinion column personal letter review report

set of instructions travel guide web page

SA

5

advertisement

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TIP

1.7 Imagine you are an examiner, setting the writing tasks for Paper 1. Write three writing tasks for your classmates. Study the specimen Paper 1 in this unit as a model. Consider the topics you have studied in this coursebook and the text types the IB recommends, as shown in the table below. Creating a writing task means writing a prompt in which three text types are suggested for a particular topic.

1.8 It is time for you to practise writing your own Paper 1 response.You should write a response to one of the three tasks in the specimen Paper 1 in this unit. Alternatively, you can use one of the stimulus writing tasks that you or a classmate wrote in Activity 1.7. You can also look through this coursebook and find a writing task that interests you in the ‘Writing’ sections of Units 1.1–5.3. Practise for exam conditions by writing your task in one hour and fifteen minutes. Ask your teacher to assess you according to the assessment criteria for Paper 1. After you have received feedback from your teacher, rewrite your work so that you learn from your mistakes. It is recommended that you practise this form of assessment as often as possible before the actual exam.

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Introduction to the IB English B Teacher's Book

Introduction to the IB English B Teacher Book

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The aim of this teachers’ book is to support busy teachers in delivering their IB English course and in their use of the coursebook.Your particular school context, the language level of the students in your class and your own experience with the IB programme are just a few of the factors which will affect your course plan. The hope is that the teachers’ book will save you time in your planning and help you incorporate all facets of the IB curriculum into your English language acquisition classes.

The Cambridge English B for the IB Diploma is a complete course for SL and HL students studying English in Group Two. It is fully in line with the IB curriculum, incorporating the new syllabus and assessments for first teaching in 2018, first examinations in 2020.

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As an IB teacher you have access to the IB webpage, My IB.You get your login information from your school’s IB co-ordinator and can open the DP Programme Resource Centre. There you can find the Diploma Programme Language B Guide and the Teacher Support Material, which give detailed information about syllabus and assessment. If you look at the Introduction to English B for the IB Diploma you will find a summary and simple explanation intended for students.

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Key features that you will find in the teacher’s book: • Schemes of work for the thematic units in the coursebook. These include the guiding questions and learning objectives for the unit. They also indicate where the coursebook contains links to the IB diploma core: Extended Essay (EE), Theory of Knowledge (TOK) and Creativity, Activity and Service (CAS). The IB encourages teachers to make connections for their students to these parts of an IB education, encouraging them to see beyond the classroom and extend their learning. The Teacher Resource suggests ways of integrating the core into your classes and also includes references to the Learner Profile, Approaches to Learning and, especially, Approaches to Teaching.

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English B for the IB Diploma

• Proposals for how you might group the activities in a unit into a number of lessons. These are intended to indicate how the various texts and activities are connected so that you can form them into coherent lessons and homework assignments. They also suggest additional resources for use in class and further reading for teachers.

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• Teaching notes for each activity in a unit. The instructions in the coursebook are directed at students. The notes in the Teacher Resource give more detail; they provide support for each activity, clarify links to IB assessment components and point out connections between activities in the unit. In addition, you will find suggestions for differentiating tasks to meet the needs of less fluent students, and alternative ideas for video activities where access to online video may not be available. Full answers to activities are provided, where appropriate, with indicative responses for more open tasks.

The teaching notes reference the IB document: Approaches to Teaching, which can be found online (My IB) in the DP Programme Resource Centre. It presents six pedagogical principles that form the foundation for an IB education. The expectation is that teaching in all subject areas is: • based on inquiry

• focused on conceptual understanding

• developed in local and global contexts

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• focused on effective team work and collaboration • differentiated to meet the needs of all learners

• informed by assessment (formative and summative) The activities in the coursebook model how these principles can be applied to the work in language acquisition classes.

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• Transcripts of audio tracks from the Listening section in each unit as well as the mock Paper 2: receptive skills – listening at SL and HL (Chapter 8) • A glossary of all the key terms in the Word Bank features at the start of each unit, including a full definition and page reference for every term.

Using online video content for language development Each unit in Chapters 1-5 has a Watch and Listen section with skill development activities relating to online videos and audio recordings. Although there was some discussion during the IB curriculum review of using video clips for Paper 2: receptive skills – listening, it was decided that audio recordings would be sufficient. Therefore, including video in your English B course is an option rather than a requirement. Of course there are advantages to using short video clips with language learners. They engage the students plus the visual component

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Introduction to the IB English B Teacher's Book

provides context and supporting images which help listening comprehension. The videos selected for each unit in the coursebook present viewpoints on the specific topic. The activities are designed to develop vocabulary and invite students to compare their own opinions with those expressed in the videos. The overall goal is to stimulate ideas and create an authentic reason for students to practise interactive skills.

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However, in some situations it might be difficult to access online videos and, over time, resources available on the internet may change. For these reasons the teacher’s notes suggest ways to adapt the activities in the Watch and Listen sections in each unit. Keep in mind your objective of helping students explore a topic and develop the language they will need in order to talk about their own opinions and those of others.

In addition, it’s worth exploring other ways of obtaining video resources for your classroom. Here are a few suggestions: • Other academic departments in your school may have DVDs which link to the prescribed IB themes. Perhaps your school library has a collection of documentary films. If they aren’t in English you might be able to turn on subtitles in English so your students can watch a short clip without sound. • You could contact other English teachers in your area and find out what video resources they use in their language acquisition classrooms. If you have regional meetings for IB teachers you could bring up the idea of sharing resources.

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• Popular movies in English and films of literary texts might be easier to obtain. Look at the way the activities in the coursebook use the techniques of preteaching vocabulary, predicting content and expressing opinions prior to watching a short section of film.You could design the same kind of exercises and substitute your own video clip for that proposed in the coursebook.

SA

• Perhaps you could persuade English-speaking friends or colleagues to video record themselves talking about the topic in a unit you are studying. The advantage of a recording over a live chat is that your students can replay as needed to catch the meaning. Finally, it’s worth remembering the IB emphasis on students taking responsibility for their own learning. Both the Learner Profile and the document Approaches to Learning draw attention to characteristics of collaboration and initiative. Involving students in the search for appropriate videos, the choosing of short sections for study and the designing of activities can be a very successful way to deal with challenges of access to the specific online videos used in the Cambridge English B for the IB Diploma.

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English B for the IB Diploma

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Language Acquisition in the IB diploma programme

As you can see from the diagram (from the Language B Guide) the English B course is focussed very much on communication skills – receptive, productive and interactive. In order to develop these competencies the syllabus is comprised of four aspects: themes, texts, concepts and language. Each of these aspects is fully integrated into the Cambridge English B for the IB Diploma as you can see in the following overview:

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Introduction to the IB English B Teacher's Book

IB syllabus content Themes for Language B Here is how the Cambridge English B for the IB Diploma coursebook conforms to the five IB prescribed themes: The five IB prescribed themes The topics in the Cambridge English for Language B B for the IB Diploma coursebook Identities

Unit 1: Citizens of the world

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Chapter 1

Unit 2: Belief and identity Unit 3: Beauty and health

Chapter 2

Experiences

Unit 1: Pilgrimage

Unit 2: Extreme sports Unit 3: Migration

Chapter 3

Human ingenuity

Unit 1: Future humans

Unit 2: Technology and human interaction Unit 3: Redefining art

Chapter 4

Social organisations

Unit 1: Minorities and education Unit 2: Partners for life

Unit 3: The future of jobs

Sharing the planet

Unit 1: Ending poverty

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Chapter 5

Unit 2: Climate change Unit 3: Power to the people

The coursebook also contains four chapters dedicated to exam preparation: Exploring text types. Preparation for Paper 1: productive skillswriting

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Chapter 6 Chapter 7

External assessment. Paper 1: productive skills – writing

Chapter 8

External assessment. Paper 2: receptive skills – listening and reading

Chapter 9

Internal assessment: the oral examination

Text types

IB defines a text as “… anything from which information can be extracted, including oral, written and visual materials” (Language B Guide). The texts in the coursebook are authentic and from a variety of cultures where English is spoken. They conform to the personal, professional and mass media categories stipulated in the Language B Guide. All are linked to activities designed to help students explore how meaning is conveyed. Experience with the written texts develops skills needed for success in Paper 2: Receptive skills – reading. The video and 9

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English B for the IB Diploma

audio tracks (referred to by IB as ‘oral texts’) build competence for the listening section of Paper 2. These receptive skills require students to consider the five concepts and reflect on differences between the way texts are constructed in their first language and English. In addition, Chapter 6 examines nine specific types of text in greater detail, with models, lists of key features and activities designed to draw attention to the conventions of the genres in English. Using the models as support, students can practise writing their own texts in preparation for the important assessment in Paper 1: Productive skills – writing.

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At higher level students study two literary works, not from the perspective of literary analysis but rather as a way of going deeper into aspects of the culture and discovering the attitudes and experiences of people in English-speaking countries. Accordingly, the coursebook contains extracts from several literary texts with activities which function as skill-building exercises that can be applied to complete literary works which you will select for your course.

Concepts

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One of the major changes to come out of the curriculum review completed in 2017 was the addition of conceptual understanding to the Language B Guide. The five concepts -Audience, Context, Purpose, Meaning and Variation – are described as fundamental to successful communication.You’ll find that the coursebook refers frequently to these syllabus concepts both in receptive and productive activities. As you use the Teacher Resource you’ll notice that it includes additional notes clarifying how activities in the coursebook relate to these five essential conceptual understandings

Language

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Students who take the English B course will already have some experience in using the language. The degree to which they can communicate will vary with the individual and the context in which you are teaching. In terms of study of the mechanics of the language, English B focuses on development of interactive skills and learning how to adapt language to fit context and audience, rather than introduction of grammatical forms for their own sake. The Teacher Support Material states that grammar should be taught in context with the purpose of enhancing communication, not as an end in itself. Of course, you will likely need to set aside time for teaching of problem structures and correcting errors, as needed by your particular students. In the coursebook, each unit contains a Form and Meaning section which highlights a specific structure in one of the written texts. Practice exercises are included so that students can extend their language skills.

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Introduction to the IB English B Teacher's Book

Structuring your English B course while using the coursebook

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The Cambridge English B for the IB Diploma coursebook follows the IB Principles of course design and Best practices in language acquisition instruction (Teacher Support Material). The essential principles to bear in mind when designing an IB language acquisition course are variety of activities, integration of skills and transparency of assessment. The coursebook demonstrates ways in which this can be achieved. The units within a chapter follow the same structure of communication skills so they are easier to navigate. Each unit can stand alone as three or four weeks of classwork, depending on such factors as how many students you have, how much homework you assign or how much time you allocate for discussions. The way you use the coursebook might vary with the stage of the two-year course. • You might choose to use a complete chapter exploring each of the three units sequentially. In this way you complete one IB prescribed theme and practise all of the receptive and productive skills. • Alternatively you could take a cyclical approach, selecting a thematic chapter, working with one unit and then moving to another theme. Later in your course you could return to the earlier theme and study a different unit in that chapter.

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• You are encouraged to adapt the units and include your own materials on a topic that engages your students in deeper exploration and research.

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• You can even select a single text and the associated activities and use them without studying the complete unit. For instance, if you are preparing a second-year class for Paper 2: Receptive skills – listening, you could use the audio tracks and listening activities from units in the coursebook which you have not studied with the class. The materials are authentic and specifically designed to develop skills which will be assessed in Paper 2.

How does the coursebook prepare students for the IB assessments? There are three assessment components at both SL and HL. Two are externally assessed during the final examination session (May for the northern hemisphere or November for schools in the southern hemisphere). These are titled: Paper 1: Productive skills – writing and Paper 2: Receptive skills, with separate sections for listening and reading. Candidates around the world take the same exam papers on the same day, which is set by the IB Curriculum and Assessment Centre (IBCA). Examination scripts are sent to IB examiners who will use the same set of assessment criteria as you will use in your classes.

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English B for the IB Diploma

The third component is the individual oral assessment, which is marked by you, the classroom teacher. Explanation about how this is to be handled can be found below. The design of the English B for the IB Diploma coursebook carefully creates practice for the assessment components in every chapter. As you can see in the following table, each unit in Chapters 1 to 5 is divided into sections which correspond to the skill development needed for success in the assessment tasks.

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Each unit in the coursebook opens with a statement of learning objectives and guiding questions so that students clearly understand the goals that you are setting for them. The Teacher Resource contains a summary of the same information in the notes for each unit Each unit is The communication skills addressed in each divided into section: the following sections:

The link to the IB assessment:

Getting started

All assessments – productive and receptive

Vocabulary development through a Word bank

Questions and activities to stimulate curiosity and activate prior knowledge

Receptive skills: listening using video and audio recordings. The transcripts for the audio tracks are provided in the Teacher Resource

Paper 2: listening

Exploring texts

Receptive skills: text-handling of authentic texts

Paper 2: reading

Form and meaning

Language development: focussed on phrases and sentences in the authentic texts

All assessments

Discussion

Interactive skills: presentations, debates, collaborative activities

Individual oral:

Productive skills: practice in creating texts in the specified categories of personal, professional and mass media.

Paper 1- writing

Receptive and productive skills: further texts and activities

All assessments at a more advanced level than SL

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Watch and listen

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Writing

Higher level extension

IB recommends that HL students receive 240 hours of instruction, whereas SL students should have 150 hours of class over the two year course.

Literature

SL and HL

Receptive and productive skills. The Oral exam: HL only, coursebook provides extracts from literary a 3 to 4 minute works. The activities develop the students’ presentation ability to analyse and discuss the content of the passages. Study of complete literary works is not part of the syllabus for SL students so it is not part of the assessment.

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Introduction to the IB English B Teacher's Book

The teacher’s role in internal assessment

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Your role as a DP English B teacher includes conducting and assessing the individual oral exam – hence the term ‘internal assessment’. It can be somewhat intimidating to be responsible for 25% of a student’s final IB grade. For this reason, the instructions in the Language B Guide explain the process in great detail. If you’re new to IB you also need to know that the system of moderation of teachers’ marks is not intended to further intimidate you; it is simply a system designed to produce parity and correct any deviation from the IB standard. In addition to the Guide you should look at the Teacher Support Material (online at My IB) which has recordings of sample exams with comments and marks from an IB moderator. If you are an experienced IB teacher you probably know that the IB curriculum review led to a number of changes in the system of assessing a student’s oral skills The Language B Guide (first examinations 2020) sets out the new protocols. In summary:

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• You have the freedom to decide when you will schedule the IB oral exams. However, they should happen in the second year of the course and must be completed before the IB deadline for submission of marks, generally midMarch for the northern hemisphere exam session and mid-September for the southern hemisphere exam session. • For SL oral exams you select photographs related to the topics which you have studied in your class and label each with the IB prescribed theme. The coursebook contains a range of photographs associated with the IB themes which you can use for practice exercises.

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• For HL oral exams you choose several extracts (each should be about 300 words) from the literary works studied in class.You’ll find that each unit of English B for the IB Diploma has a Literature section containing extracts and activities which help students understand how to talk about a literary passage in an IB English B exam. • On the day of the oral exam students are given a choice of two stimuli. They select one and prepare a short presentation. After the preparation time (15 minutes for SL and 20 for HL), the first part of the exam is the presentation which should last 3 to 4 minutes. • Parts two and three of the exam, for a total of approximately 10 minutes, are intended to be interactive with the student and the teacher engaged first in a follow-up discussion after the presentation, then in a conversation about a topic that was studied in class. The way you should handle the discussion is explained in the Language B Guide.

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English B for the IB Diploma

Marking the oral exams and the moderation process If you incorporate regular oral activities into your course throughout the two years, your students will be less intimidated by the final oral exam. The Cambridge English B for the IB Diploma coursebook has practice exercises in each unit. As time for the final oral assessment approaches, you can use Chapter 9 which is dedicated to preparation for the individual oral exam. Unit 9.1 focuses on standard level and unit 9.2 on higher level.

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Another advantage of practising the oral exams is that you’ll become familiar with the assessment criteria (new for first exams in 2020) and skilled at the system of ‘best-fit’ when awarding marks. When teachers are consistent with the way they apply marks in the oral exams any adjustments can be easily made during the moderation process.You make an audio recording of each oral exam then enter your marks on the secure webpage, IBIS. Once this is completed, your IB co-ordinator will be able to access information about which recordings (with the images/literary extracts) you will upload on IBIS as a sample of your marking. These sample recordings are marked a second time by a moderator. If necessary, marks for all of your students are adjusted up or down.You will get some feedback on your marking a few weeks after the IB exam session is completed so that you’ll know if you were too generous or strict in your application of the assessment criteria.

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The assessment criteria are in the Language B Guide and in the English B for the IB Diploma coursebook. It’s important that students also become familiar with the criteria. In fact, transparency about all assessments is central to the IB philosophy. The units in each of the thematic chapters (1 to 5) in the coursebook include activities which set students to mark their own oral exercises, as well as those of peers. In addition, as you prepare your classes for the final IB oral exam, you can refer to Chapter 9: the individual oral. It contains audio tracks of mock oral exams (SL and HL) with activities in units 9.1 and 9.2 which guide students through the process so that they can apply what they learn to their own oral exam. One thing to notice about the oral assessment criteria B2 and C (first exams in 2020) is that they are identical at SL and HL. Criterion A: Language

Descriptors differ at SL and HL

Criterion B1: Message

Descriptors differ at SL and HL

SL – stimulus photograph HL – literary extract Criterion B2:

The same at SL and HL

Message – conversation Criterion C:

The same at SL and HL

Interactive skills – communication

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Introduction to the IB English B Teacher's Book

It’s also interesting to note that in Criterion A: Language, the descriptors in mark band 10–12 at SL (the highest mark band) are almost the same as those in mark band 7 to 9 at HL, which gives an indication of the extent to which HL students are expected to be more fluent than those at SL. The difference in the recommended number of teaching hours – 240 for HL and 150 for SL – means that students may have similar language competencies at the start of the diploma course but HL candidates will develop greater fluency over the two years.

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Literary works for higher level students in your English B course

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The study of at least two literary works originally written in English is a requirement of English B higher level. Students are expected to understand the basic elements of the literary works studied, such as themes, plot and characters. However, remember that literary criticism is not the objective. In their DP Group One course, students study literary conventions and explore the stylistic choices of a number of writers. In language B classes your aim is for students to understand and enjoy a literary work in English.You also want them to discover more about the people who speak the language and their cultures.Your purpose is to stimulate students to express ideas and opinions, to generate language. The assessment of this part of the course is in the individual oral exam when students present their ideas about a short extract (referred to by IB as a ‘literary text’) and have a discussion with you about the same passage.

There is no requirement that the literary works come from a prescribed list of authors (as is the case with Group One courses).You have the freedom to choose works which you think your students will enjoy. Here are a few considerations:

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• Are the topics in the literary works likely to meet the interests of your students and be appropriate for the context of your particular school? • Are the works written at a language level that is accessible to your students? Literature which contains passages of dialect and regional variations of English can be suitable as long as they are not a barrier to the students’ comprehension. • Are the works related to an English-speaking culture? In the spirit of international-mindedness you could choose literary works from countries where English is an official language, such as India, South Africa or Singapore. • How do the works connect to the IB prescribed themes? One of the objectives of literary study in English B is to broaden vocabulary for discussion about these themes and create opportunities for students to continue exploring ideas and expressing opinions about the topics.

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English B for the IB Diploma

• The literary works must be originally written in English and they must not be adapted or simplified versions. • Graphic novels are appropriate as long as there are enough literary characteristics (plot and character development, thematic complexity) for the HL oral examination • Short stories do not have to be by the same author. Depending on length, 7 to 10 short stories can be considered as one literary work.

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• Poems do not have to be by the same poet. A number of short poems, adding up to about 600 lines, is preferable to a long poem which might be too challenging for a language acquisition class.

• Non-fiction works can also be chosen. For instance, the extract from the memoir Wild by Cheryl Strayed is explored in Unit 2.1 in the chapter on the IB theme, Experiences.

Given these parameters you might find that a literary work you have used in your classes no longer fits in an IB course. For example, The Book Thief – Markus Zusak (2005) and The Boy in the Striped Pyjamas – John Boyne (2006), both popular in English language learning courses, do not meet the requirement that the work be set in an English-speaking culture. The language acquisition discussion forum on My IB often has a thread about literary works which have worked well in English B classrooms.You can find this collaborative forum by going to My IB and choosing the Programme Communities button.

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The Literature sections in English B for the IB Diploma

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Each unit in chapters 1 to 5 contains extracts from literary works which can be related to one or more of the prescribed IB themes. When you select literary works for your course it is beneficial for the language development of your students if there is an overlap in theme and perhaps, topic. As well as giving an overall sense of coherence to your course, it creates further opportunities for the students to explore a topic, acquire a broader vocabulary for discussing it and gain insights into the perspectives of people from another culture. Here are the literary works which appear in the thematic chapters of the Cambridge English B for the IB Diploma coursebook, followed by a few suggestions of literary texts which have worked well in English acquisition classrooms. Chapter 1: Identities

Unit 1: Citizens of the World Black Boy – Richard Wright (1945) Unit 2: Belief and Identity A River runs through it – Norman Maclean (1976) Unit 3: Beauty and health The Diet – Carol Ann Duffy

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Introduction to the IB English B Teacher's Book

Suggestions for other literary works related to the theme of Identities

Chapter 2: Experiences

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“Master Harold” … and the boys – Athol Fugard (1982) The Absolutely True Diary of a part-time Indian – Sherman Alexie (2007) Half of a Yellow Sun – Chimamanda Ngozi Adichie (2006) How the Garcia Girls Lost their Accent – Julia Alvarez (1991) The Secret Life of Bees – Sue Monk Kidd (2003) The Namesake – Jhumpa Lahiri (2004) Immigrant Picnic – Gregory Djanikian (and other poems)

Unit 1: Pilgrimage Wild: From Lost to Found on the Pacific Crest Trail – Cheryl Strayed (2012) Unit 2: Extreme sports Karoo Boy – Troy Blacklaws (2004)

Unit 3: Migration House of Sand and Fog – Andre Dubus III (1999)

Suggestions for other literary works related to the theme of Experiences

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A Good Scent from a Strange Mountain – Olen Butler (1992 short stories) Self Help for Fellow Refugees – Li-Young Lee (2012 poem) The House on Mango Street – Sandra Cisneros (1984) Room – Emma Donoghue (2010) see chp 6 p 310 The Secret Side of Empty – Maria Andreu (2015) A Walk in the Woods – Bill Bryson (1998) The Perks of being a Wallflower – Stephen Chbosky (2012) Chapter 3: Human Ingenuity

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Unit 1: Future humans Ender’s Game – Orson Scott Card (1985) Unit 2: Technology and human interaction Us and Them – David Sedaris (2004) Unit 3: Redefining art Introduction to Poetry – Billy Collins

Suggestions for other literary works related to the theme of Human Ingenuity Fahrenheit 451 – Ray Bradbury (1953) The Road – Cormac McCarthy (2006) see chp 6 p 313) The Hunger Games – Suzanne Collins (2008) The Giver – Lois Lowry (1993) Oryx and Crake – Margaret Atwood (2003) Never let me Go – Kazuo Ishiguro (2005) Hidden Figures – Margot Lee Shetterly (2016)

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English B for the IB Diploma

Chapter 4: Social Organisation

Unit 1: Minorities and education Studies in the Park – Anita Desai (1978) Unit 2: Partners for life Defining Moments – Isobel Harwood (2012) Unit 3: The Future of jobs The Metamorphosis – Franz Kafka (1915) (translated text) Suggestions for other literary works related to the theme of Social Organisation

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Follow the Rabbit-proof Fence – Doris Pilkington (1996) The Curious Incident of the Dog in the Night Time – Mark Haddon (2003) I Know why the Caged Bird Sings – Maya Angelou (1969) The Help – Kathryn Stockett (2011) The Fault in our Stars – John Greene (2012) Mr Pip – Lloyd Jones (2006) Chapter 5: Sharing the Planet

Unit 1: Ending poverty Untouchable – Mulk Raj Anand (1935) Unit 2: Climate change The Lake – Roger McGough

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Unit 3: Power to the people Blowin’ in the Wind – Bob Dylan

Suggestions for other literary works related to the theme of Sharing the Planet

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The Carbon Diaries 2015 – Saci Llyod (2011) Girl in Translation – Jean Kwok (2011) The Book of Unknown Americans – Christina Enriquez (2015) The Beautiful Things that Heaven Bears – Dinaw Mengestu (2008) All Summer in a Day – Ray Bradbury

In conclusion, the IB English B course is not a rigid set of requirements; rather it invites teachers and students to engage in genuine communication about topics that are relevant and thought-provoking. The way you use the Cambridge English B for the IB Diploma, the order in which you approach the prescribed themes and the additional materials you create, will be unique to your own classroom. However, as an IB teacher you are not isolated; you become part of an international community of educators meeting face-to-face at national and regional conferences, at IB workshops and online in the discussion forums. We hope the Cambridge materials support and inspire you in your work as you prepare your students for the diploma programme assessments.

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Unit 1.1 Citizens of the world Unit 1.1: Identities: Citizens of the world

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In this unit students will explore how individual identities are shaped by the diverse cultures in which we are raised. Learning Objectives Develop language proficiency skills

Develop international mindedness and inter-cultural awareness Language Focus Form and Meaning: Present tenses

Guiding questions • What is your identity in a globalised world? • How are cultural stereotypes constructed?

• To what extent do you identify with a culture or nation?

Resources referred to in the activities: Taiye Selasi: don’t ask me where I’m from; ask where I’m a local. (TED.com video) Audio track 1: speech on ‘Identity in a globalised world’ Transcript of Audio track 1

Additional resources Yanko Tsvetkov, “Alphadesigner” – maps of stereotypes

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The Gods must be Crazy (film) 1980 comedy about culture shock

Nike just came out with its first ever athletic hijab Huffpost. 5th Dec 2017 Further Reading The Culture Map by Erin Meyer Beyond Culture Edward T Hall

Geert Hofstede’s work on cultural dimensions

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Learner English Michael Swan and Bernard Smith (eds)

Lesson planning

Your course design and lesson plans will be unique to your own classroom. However, here is a basic schema for how you could combine the various activities in this unit into hour-long lessons. Of course you may need to abbreviate some exercises or decide to add extra texts or research to others. Some activities would work well as homework. Adapt as you see fit to meet the needs and interests of your students. Lesson 1

Stereotypes and identity. Activities 1.1 to 1.4 discovery and discussion. Watch a Ted Talk video by Taiye Selasi: Activities 1.5 and 1.6 Complete the lesson with Activity 1.7 23

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Lesson 2

Audio Track 1. Globalisation. Activities 1.8 to 1.11 Lesson 3

Text 1.1 Living Abroad. Activities 1.12 to 1.16 Form and meaning. Activities 1.17 and 1.19 Lesson 4

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Text 1.2. A blog post. Review of grammar focus from previous lesson by analysing verbs in the text. Activity 1.20 Discussion of student reactions to statements made by the author of the text: Activity 1.21 Discussion comparing two cultures using Hall’s iceberg theory. Activity 1.22 Lesson 5

Activity 1.23 Same photograph, different captions. Discussion Writing choosing from Activity 1.24 (a letter to the editor) or 1.25 (a blog post) Lesson 6 (higher level extension)

Discussion linking the topic to the IB mission statement: Activities 1.26 and 1.27 in preparation for reading Text 1.3: Activities 1.28 and 1.29 Concluding the lesson by talking about personal experience: Activity 1.30 Lesson 7 (literature)

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Text 1.4 Preparation for reading an extract from Black Boy: Activities 1.31 and 1.32 The Learner Profile applied to the main character: Activity 1.33 The context of the novel (1920’s American South).

Unit teaching guidance

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Getting started Activity 1.1

This is a variation on an information gap activity, perfect for ‘breaking the ice’ at the start of the year. Make sure the students don’t write their names on the papers they hand to you. If the students already know each other you might want to skip questions a-b. Write the countries from the papers they give you in an alphabetical list on the worksheet. Activities 1.2 and 1.3

The objective of these two activities is to let students discover the associations – and stereotypes – they hold about different countries. The simplest way to organise things is by getting students to write down the first thing that comes to their mind as you read each country from the worksheet. Then, depending on the number of students, they add their association to the table on the whiteboard. 24

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Unit 1.1 Citizens of the world

It would look like this: Student 1

Student 2

Student 3 …

Country 1

association

association

association

Country 2

association

association

association

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With a larger group of students you could create a gallery walk in which large sheets of paper are attached to the classroom walls and labelled with the names of countries from your list. Students circulate, adding their associations to the poster. It’s likely to create some surprise and hilarity as they see what their peers have added, which perfectly sets up the discussion on stereotypes.

ATT One of the pedagogical principles of the IB approach to teaching and learning is that of Inquiry. In fact, it is the first characteristic of the Learner Profile. Designing lessons around questions such as the ones proposed in the coursebook will lead to students generating their own questions and, through that, a genuine need for language development.

If you start with the map in the EXTRA box, the discussion would begin by trying to identify which countries are labelled with the stereotypes. If these same countries came up in Activity 1.1, then a comparison with the class associations would be interesting. Question c gets to the essence of the topic: How do stereotypes originate? Encourage students to go deeper than simply ‘the media’. For instance, do they mean ads or TV shows or movies? Can they give specific examples? Activity 1.4

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This exercise asks students to create a mind map around the word ‘identity’.You could draw one mind map on the board as students propose aspects they feel are important to identity. Alternatively, it would work as a quick, small group exercise with one student adding the identifying characteristics suggested by the group to a large sheet of paper. It could look like this:

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culture

achievements

indentity

country

school

values religion family

political views

Comparison with the mind maps of other groups gives further insight into how individuals see various aspects as important to their identity. The coursebook has quotations from four famous people (Barak Obama, Mother Theresa, Albert Einstein and Nelson Mandela). Students should notice which aspects of their mind map the quotations emphasise. Additionally, they should consider in what ways the speakers have identified with the countries they are from. 25

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Teaching idea

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If you are working with students who are less fluent in English a simple homework exercise could be to ask them to prepare a few statements about themselves, similar to the quotations from the famous people. If posted anonymously on the classroom noticeboard, peers could try to identify the writer. Students should find it interesting to see how their peers identify themselves.

Watch and listen Activity 1.5

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This vocabulary exercise is designed to help with comprehension so it’s best done before watching the video of Taiye Selasi speaking at TED. If they don’t know the answers to all of the questions, you can ask them to leave it unfinished, watch the recording and see if hearing the words in context helps them to complete the exercise. a take away from = remove b to belie = to not quite work c it hit me = finally the penny dropped d fixed point in place and time = constant e using short hand = it’s quicker to say f overlap = layers that merge together g at home = familiar h to pass as = to look like i environment = milieu Activity 1.6

These questions ask the students if they have understood the video and also for their own personal response. There are no ‘correct’ answers to the latter but here are some possible responses to the comprehension questions: a For Selasi, the question, ‘where are you from’ is very difficult to answer because she has lived in different countries and doesn’t identify with any nation states. ‘Where are you a local’ is a more relevant question for her, because she feels that in different places have shaped her identity. b Selasi describes rituals as the daily activities that one does, such as making coffee or harvesting crops. c Selasi describes relationships that define her identity, and describes the places in which these relationships take place d Selasi describes the restrictions that limit her relationships, travel and experiences such as visas, borders and even racism.

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Unit 1.1 Citizens of the world Activity 1.7

This interview activity builds on the ideas about identity that have been explored in the Selasi video. Using a copy of the table, students learn more about each other by focusing on ‘rituals’, ‘relationships’ and ‘restrictions’. There is a logical connection to th TOK feature on this page which asks students if their personal experiences in a local context have shaped who they are.

Teaching idea

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If you can’t access the video of Selasi’s TED talk you can still use her thought-provoking comments on identity. Write the title of her TED talk on the board as the theme of your lesson: Don’t ask me where I’m from, ask where I’m a local.You could begin by asking if the statement resonates with anyone in the class. This sets the focus for your students to consider the questions in Activity 1.6. Each question contains a summary of Selasi’s own views which guide the students’ reflection to a deeper level. The link to Theory of Knowledge in the side bar will also stimulate thought about how experience and identity are inter-connected.Your students will then be ready for Activity 1.7. Filling out the table prepares them to articulate how their own life experiences influence how they see themselves and also how others might see them.

Listen Activity 1.8

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This activity asks a few questions to prime students for Audio track 1. These questions are related to globalisation, which is a theme that runs throughout the coursebook. Here are some ideas for use with the five questions:

a It will prove valuable to collectively define globalisation, write the definition on a large sheet of paper, posting it in your classroom for future activities. b Furthermore, the activity asks students to think of three main problems in the world. These might include: poverty, social injustices, natural disasters, global warming, disease or any other problems that one single country cannot solve. c The question of giving up one’s national identity in a globalised world is very relevant. Ask students why teenagers all around the world wear jeans and trainers from the same brands. Is this an example of giving up one’s identity? d Customs and values are different. Customs, like rituals, are activities that people do and have done for years, as tradition. These customs may reflect their values, i.e. the intangible ideas that they hold dear.

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Activity 1.9

a c e g i

adapt privilege boundaries possess esteemed

b d f h

commence adopt aspiration sacrifice

b d f h

identity worldly global warming, terrorism and unemployment traditions

Activity 1.10

eager third-culture kid challenges accept identity

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a c e g i

Activity 1.11

This activity asks students to make one, long meaningful sentence using as many words as possible from Activity 1.10. Students can show creativity in this activity. There are no right or wrong answers, but they should use the words in the right context.

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Depending on the sentences they produce, you might take the opportunity to point out the basic sentence structures (simple, compound, complex, compoundcomplex) and do a review of punctuation. This may also be a good moment to ask if they agree or disagree with the ideas of Audio track 1.

Exploring texts

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Activity 1.12

This is a pre-reading activity inviting students to speculate about how they would change if they left their home country and lived abroad. This method of preparing students to investigate a new text is helpful to language learners because it sets a context for their reading and creates curiosity to see if their own ideas are mentioned in the text. Note: Activity 1.16 asks students to look back at their notes from this exercise

Activity 1.13

In Activity 1.13 make sure that your students study the seven paragraph headings before they begin reading the text. The headings function as a form of summary, giving the students a way into a long text. Depending on the level of your students, you might put them in pairs to support each other.

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Unit 1.1 Citizens of the world Answers

The life of a new immigrant – 2 We’re all just human – 6 Adventures in fitting in – 3 The inevitable pep talk – 7 Questions of belonging – 4 10 years of living abroad: How moving to Australia changed my life – 1 Finding myself – 5

Activity 1.14

EXAM-RELATED TIP Placing sub-headings in the correct place in a text is a common task on Paper 2: Receptive skills – reading. It requires that students synthesize the content of a section of a text to find the main topic and then choose a heading which summarises it. Point out the Reading Strategy box in the coursebook. The strategies and tips boxes are intended not only to help students handle the work within the unit but also to help them build a set of skills for the final assessments. Chapter 8 provides further insights into Paper 2.

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a b c d e f g

Having completed the previous activity, students have an overall comprehension of Text 1.1. This activity asks for close reading with the objective of adding to students’ vocabulary as they search for synonyms.

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insincere – superficial detached – distant well-mannered – polite adorn – embellish timid – shy slang – jargon extremists – bigots obliviousness – ignorance compassionate – empathetic excitement – thrill evidently – apparently worry about – dwell on bravery – courage Activity 1.15

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While students may make their own interpretation of the following phrases, they should come up with phrases that are similar to the ones below. a b c d e f

to mind your Ps and Qs. all the ups and downs to roll your eyes to be put into a box its’ not all rainbows and unicorns good things never came out of comfort zones

Activity 1.16

This section of Unit 1.1 concludes with a discussion topic intended to provide an opportunity for students to practise some of the vocabulary as they compare the comments made by the writer of Text 1.1 with the ideas they expressed in Activity 1.12.

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Form and meaning: Present tenses Activities 1.17–1.18

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Asking students to change roles and become the ‘grammar expert’ can work well if it’s a structure they are familiar with. In the first exercise they have five example sentences from Text 1.2 for each tense and must come up with rules for use of present continuous and present simple verb tenses, Activity 1.18 follows on from this task. By the end of both activities they should have a table that looks like this: Present simple

Present continuous

a general statement

b something temporary

d a state of being

c something happening right now.

f something permanent

e something annoying

g something that happens again and again

Activity 1.19

The correct tenses are as follows: suffer grants are living is constantly making find

b d f h

I’m living speak are running am suffering

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a c e g i

Teaching idea

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Students bring different attitudes to the study of grammar. Some might find it intimidating because of a past association with quizzes and tests; others might enjoy the sense of order and logic in a study of ‘rules’. A new way of approaching grammar in the IB classroom could change attitudes and foster a positive curiosity about the grammar of English. Since students are ‘natural experts’ in the grammar of their first language they can be asked to consider how that language expresses the concepts in the table (Activity 1.18). Does their first language have two present tense forms? The book Learner English by Swan and Smith (eds) is a fascinating resource for information about the ways in which other languages differ from English. It contains analysis of 22 different languages in accessible and easily understood English.You might want to have a copy in your classroom so that students can refer to it when you ask them to become ‘comparative linguists’

Activity 1.20

Having focused on the importance of tenses in communicating, among other aspects, the speaker’s indication of a situation as either temporary or permanent, 30

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this short exercise asks students to apply their understanding to the blog in Text 1.2. The penultimate paragraph in the blog is a good section of the text in which to find the answers. Possible answers could be:

Discussion Activity 1.21 

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a She will probably live in Beijing forever, as she refers to living like a ‘nomad’, not knowing where she will ‘settle’, or even if she will. b She does not feel at ‘home’ in China, in fact she refers to ‘back home’ implying the United States is home.

• thinking skills  • communication  skills 

Discussion questions that ask students to agree or disagree, as in Activity 1.21, can be fun and engaging. If you think that asking students to stand and move around would energise the group you could have two sides of the room labelled ‘agree’ and ‘disagree’. Students move to the appropriate side of the room as you read each question. Then they can collaborate in preparing a statement with their like-minded classmates, before sharing it with the students on the opposite side of the room. Activity 1.22

ATL Before moving on from Text 1.2, you may want to go through the five characteristics emphasised in the I.B. ‘approaches to learning’ (ATLs) with students, to find evidence of them in Guo’s story. Where does she show these skills?

• social skills 

• self-management skills  • research skills

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The iceberg model of culture, developed by Edward T. Hall is the starting point for discussion. The labels on the diagram should help students compare and contrast two cultures. In their presentation of these cultures, it is important that they do not stereotype – or at least, they describe how stereotypes of these cultures have come about. The two sources that are mentioned in the EXTRA box are highly recommended for teachers: Geert Hofstede’s research on ‘cultural dimensions’ and Erin Meyer’s book titled: The Culture Map.

Writing Activity 1.23 

The image of the women playing volleyball at the 2016 Olympic Games should create interesting discussion, especially in combination with the five different captions. It is worth showing the students how one image can have such different captions and interpretations. It is recommended that they take notes during their discussion, as they can use them as a springboard for Activity 1.24. Write key phrases and words that come up during the discussion on the board.  

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a Here are some guideline comments on the intentions of the writers of the headlines: A This heading by the Daily Mail aims to divide the West and the Islamic world by using the words ‘cover-ups’ and ‘cover-nots’ in combination with ‘massive cultural divide’ B This heading by Global news in Canada seems to celebrate the women’s differences by stating that they exemplify the ‘beauty of diversity’. C The Sun also presents a very divisive interpretation of the image by using the words ‘shock’ (in capital letters) and ‘colossal cultural divide’ D Report UK focuses on the women’s common ground by using the phrase ‘coming together’ E Ben Machell’s tweet raises an interesting point that the women share more values (i.e. hard work, fitness of body and mind, perseverance, competitiveness) than they have differences. b This question asks students to express their own opinion on the headlines. Be careful to keep the conversation critical and constructive. While captions b, d and e are more aligned with the IB value of international-mindedness, students may be able to provide good reasons why they agree with captions a and c. c The phrases ‘cultural divide’ and ‘culture clash’ are more divisive than ‘culture contrast’ since they suggest a problem that cannot be overcome. ‘Contrast’ on the other hand, simply suggests that the two opposite women highlight their differences. d Students may or may not agree with Ben Machell’s point but it is worth discussing which character traits and values these women share. e The final discussion question is an invitation to comment on the cultural values of Germany and Egypt, as expressed by the clothing they have given their women athletes to wear in this competition. Students may use words such as ‘sexy’, ‘exposed’ and ‘athletic’ to describe the German woman’s bikini. They may use words such as ‘covered up’, ‘modest’ or ‘conservative’ to describe the Egyptian athlete’s outfit. It becomes quite challenging linguistically if you steer students away from simple value judgements such as ‘good’ or ‘bad’ and encourage them to give reasons why the women may be dressed so differently.

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Teaching idea It would be interesting to extend the topic by looking at articles about Nike’s creation of an athletic hijab in late 2017. An online search will produce a number of articles. For example, the article from the Huffington Post (December 2017) Nike just came out with its first ever athletic hijab

Activities 1.24 and 1.25

You may want to give students a choice of doing Activity1.24 (a letter to the editor) or 1.25 (a blog entry). The Language B Subject Guide categorises the

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former as a Mass Media text and the latter as a Personal text. More detail about the way texts are included in the IB syllabus can be found in the IB Programme Resource Centre (PRC). If you have already introduced these text types you may feel that your students are ready to approach the task as practice for the Paper One examination. In this case, make sure they are familiar with the assessment criteria for Paper 1 before they write. These can be found in Chapter 7 of the coursebook (Paper 1) so that students can easily access them.

Activity 1.25 

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For Activity 1.24 students should be able to find the original articles that went with these headlines (a-e) through an online search, using the headlines as search terms. As they read one of the articles, they should highlight the main points that they agree or disagree with. Generally speaking, disagreement tends to lend itself well to writing a letter to the editor. There are sample letters in Unit 6.1 (Formal letter); since students don’t often write letters in their everyday lives, it’s helpful to give them a model text. These letters do not have to be long, as many letters of complaint are only 200-300 words. Encourage students to include phrases and vocabulary from this unit and Activity 1.23 so that new words are introduced into their active vocabulary.  

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This writing stimulus asks students to write in the style of Text 1.1 and 1.2, both blog entries from people living abroad, sharing the value of their experiences. This activity may appeal to students who have lived abroad. If they have not had such experiences, they may wish to do Activity 1.24 only. Unit 6.3 provides students with a model for blog writing.  

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Higher level extension Activity 1.26 

When teachers in different academic departments refer to the IB Mission Statement or the Learner Profile in their classes it imparts a sense of shared understanding and purpose to the academic programme. This short research exercise begins by emphasising the last sentence of the mission statement, which usually intrigues young people. Students may do basic searches online to find out more about these famous individuals. In this exercise sources such as Wikipedia are appropriate.You may also wish to put students into groups and assign each group a different person to make the activity more engaging and interactive. Be sure that students write notes, as they listen to other group representatives speak about their findings.  

EXTENDED ESSAY The three categories of extended essays for Language B are described. Even if you are using this chapter early in the two-year course, it is important to introduce students to the possibilities of writing an extended essay for English B. If a topic you have studied in class really interests them they might want to go more deeply into it as their EE topic. Some schools require students to select their EE subject area in the first year so that students can write drafts and complete their essay before the busy second year of diploma work begins. 

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Activity 1.27 

This discussion invites students to think about different cultural practices that they have seen when travelling or living abroad. Again, the underlying idea of this discussion should be that ‘different’ can be ‘right’ or ‘wrong’ or simply ‘different’ (neither ‘right’ nor ‘wrong’). It is important to focus on actual cultural practices rather than vague stereotypes. The discussion need not be a long one since it is intended to prepare students for reading Text 1.3. Activity 1.28

1 3 5 7 9 11 13 15

funny niceties outspokenness ulterior blunt re-examine abundance deception

2 4 6 8 10 12 14 16

rubs mundane sense repercussion self-development apology superficiality reconfigure

Activity 1.29

a The Russian people are direct and blunt. They say honesty what they think b People in the West hide their true feelings behind smiles and polite expressions, whereas Russians are absolutely honest about their feelings. c Westerners tend to insulted by the Russian bluntness, while the Russians think the Westerners are fake and full of pretence. d Under communism, Russians had to trust each other and this could only be achieved if everyone was absolutely direct and blunt. By contrast, in the West ‘appearances and salesmanship’ became more important if one were to succeed in the capitalist economy.

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Comprehension of a text can depend upon how well the reader understands the purpose for which it was written. In mother-tongue this is more easily managed than when reading in one’s additional languages. One of the five conceptual understandings which IB emphasises in the Subject Guide is ‘Purpose’. Mark Manson’s story (Text 1.3) is a good text on which to practise this skill. In light of the title of his book, his story is probably used to illustrate the importance of honesty in life. The Concept feature for ‘Purpose’ suggests ways of drawing student attention to the concept of ‘purpose’ using Texts 1.1–1.3 in Unit 1.1.

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CONCEPTS

Activity 1.30 

This question asks students to discuss how ‘others with their differences’ (see the IB mission statement) have helped shape their identity. They might choose to talk about family relatives, experiences meeting people abroad or strangers who have become friends.  

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Literature Activity 1.31 

Activity 1.32

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These questions aim to encourage students to make a connection between race and identity before reading Text 1.4 (Black Boy). Racism, in this sense, is a way of robbing someone of their identity by not providing people of different races the same opportunities. Through discussion, students can reflect on how this form of racism is relevant to the place in which they live.  

The sentences refer to the following words from Text 1.4: a c e g i

circulated nuisance brooded naively trivial

Activity 1.33

b d f h

paternal stoutly kin tardiness

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The notion that recognising the context of a literary work is essential to its meaning is explored in depth in IB Group One courses. Therefore, students may already be familiar with discussion of the context of production and the context of reception.

In this activity the focus is more on comparing attitudes presented in the literary extract with attitudes in their own communities or nation. However, they might be able to explain how their own experience influences the way they react to the text.

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REFLECT

Each unit ends with a reflection activity or set of questions, encouraging students to look back on what they have learned in the unit. The three questions at the end of this unit ask students to return to the title, ‘Citizens of the World’, to consider its meaning in their own lives. You may want to reiterate and discuss the importance of the IB mission to them, with respect to the last line: “others, with their differences, can be right.” 

LEARNER PROFILE If you are looking for a good way to integrate the learner profile into your curriculum, you can always ask how characters from the literary works that you’re reading exemplify one or more of the qualities of the learner profile. Richard, the main character in Text 1.4, could be considered reflective, as he writes his memoir. He could be considered a risktaker for standing up to injustice. He could be considered principled for not letting anyone beat him.  

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Unit 1.2 Belief and identity Unit 1.2. Belief and identity In this unit students will explore the question of whether one’s sense of identity is shaped by one’s beliefs. Guiding questions

• Become more aware of different beliefs and more conscious of how they shape identity.

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

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Learning Objectives

• Develop a command of language that enables you to discuss religion and faith appropriately.

• How have you come to believe what you believe? • How do people express their beliefs through language?

Language Focus

Form and Meaning: adverbs and adjectives

Resources referred to in the activities

Video: Rainn Wilson’s Spiritual Journey. Published by Big Think. Activity 2.5 Audio track 2: Interview on the link between spirituality and happiness.

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Transcript of Audio track 2. Additional resources

TedTalk India: East vs West: the myths that mystify. Devdut Pattanaik 2009 Further Reading

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Making Thinking Visible – Karin Morrison, Mark Church and Ron Ritchhart Passive Vocabulary by Richard Nordquist: The Thoughtco Website Action Research. Geoffrey E. Mills Teaching and Researching Reading – William Grabe and Fredericka Stoller

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Lesson planning Your course design and lesson plans will be unique to your own classroom. However, here is a basic schema for how you could combine the various activities in this unit into hour-long lessons. Of course you may need to abbreviate some exercises or decide to add extra texts or research to others. Some activities would work well as homework.

Lesson 1

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Adapt as you see fit to meet the needs and interests of your students. Word bank: Activity 2.1 Belief and religions Activity 2.2 Extending the concept of belief: Activity 2.3 Lesson 2

Watch the video about a personal experience with faith. Activity 2.4 to 2.6 Set the Extra activity for homework Lesson 3

Listen to Audio Track 2. Activities 2.7 to 2.9 Prepare for the study of Text 1.5 (next lesson) by using Activity 2.12 and the side bar (p 31)

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Lesson 4

Text 1.5: Activities 2.10 to 2.11 Form and Meaning Activities: 2.13 to 2.15 Lesson 5

Discussion. Belief and TOK: Activities 2.16 and 2.17

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Lesson 6

Writing. A personal letter (based on Text 1.5): Activity 2.18 or an opinion piece (based on Audio Track 2): Activity 2.19 Homework: Activities 2.20 and 2.21 (preparation for a short presentation) Lesson 7 (higher level extension)

Short presentations related to brand loyalty: Activities 2.20 and 2.21 Text 1.6 Activities 2.22 and 2.23 Further consideration of brands and belief: Activity 2.24 Lesson 8 (literature)

Text 1.7 Literary style and authorial choices: Activities 2.25 to 2.27

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Unit teaching guidance Getting started Activity 2.1

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This fill-in-the-blank exercise focuses attention on words found in the word bank and is followed by a short discussion in which these lexical items will be needed. The suggested topic here is something that students might not have considered: Why do religions need religious leaders? Answers

a c e g i k

cult secular intuition principles dogmas devout

b d f h j l

sceptical hymn convert atheist evangelism grace

Teaching idea

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The ATL box is intended to get students to think about their own responsibility for learning.You could explain to students the difference between a passive vocabulary (words someone might recognise and understand when they see them in a text) and active vocabulary (words that come easily to mind when speaking or writing). Ask them if they have noticed this when they are communicating in their first language. What strategies do they use to remember new words? Will these strategies add words to passive or active vocabulary?

LANGUAGE FOCUS

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In their responses to Activity 2.2, you might ask students to begin with an adverb, for example: • Surprisingly, the class is split equally on this topic.

• Interestingly, only one person … • Unfortunately, there’s nothing to discuss here as the whole class disagrees with the statement.

If you’re interested in reading more about passive versus active vocabulary the Thoughtco website has a good article by Richard Nordquist entitled Passive Vocabulary.

Activity 2.2

The six declarative statements can be used in different ways depending upon the time you have available. Here, the suggestion is for a class poll rather than an in-depth discussion.You could use the technique in which students create simple posters for each statement and post them around the room. If necessary, they begin by clarifying their statement for the class. After everyone has circulated and entered a tick in the appropriate agree or disagree column, the creators of the poster make a statement summarising the data in one or two sentences.

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Unit 1.2 Belief and identity Activity 2.3

Students de-code images and try to use them to expand the concept of belief. No particular answers are expected but if you use the example response to Image A as a template you can keep the class on track with the topic of beliefs. LANGUAGE FOCUS

• I think it’s true that … • People believe that …

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Perhaps list similar expressions on the white board for students to use for support:

• I think it’s obvious that …

• I don’t think there’s any proof that …

• In my view / from my point of view … • Is there any evidence that…

Image A – the stock market; capitalism.

Image B – political belief; belief in democracy. Image C – meditation; mindfulness.

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Image D – consumerism; technology; multi-national corporations

Watch and listen Teaching idea

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Activities 2.4 and 2.5 are primarily intended to introduce vocabulary necessary for discussion about the topic of this unit: Belief and identity. If you can’t access the video, Rainn Wilson’s Spiritual Journey, you can still use the exercises as a way of extending student vocabulary so that they can express ideas which they may never have discussed in English. Set up Activity 2.5 to function as definitions for the lexical items listed in Activity 2.4. When you move on to Activity 2.6 allow time for students to plan their statements so that they use the vocabulary you have just studied.

EXTRA The feature following Activity 2.3 has the same purpose of removing the topic from the controversies of which organised religion is the “right one” by imagining a true ‘outsider’ – an alien from another planet.

Activity 2.4

We often give students a text with words missing and ask them to fill in the blanks from context. Here, you do the opposite: give students a list of words from a text (here, a video: Rainn Wilson’s Spiritual Journey) and ask them to predict the topic.

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In addition to preparing students to understand the video, they will need these words in order to complete the next exercise. It might be useful to remind them of any discussion you had about ways to remember new vocabulary when you did Activity 2.1.

EXTRA

Activity 2.5

Depending upon the specific situation in which you are teaching, the focus in this extension exercise about Baha’i is on a religion with which students may be less familiar and may therefore find easier to explore objectively.

The following words from Activity 2.4, and used in the Rainn Wilson video, correspond to sentences a–m. b d f h j l

progressive abandon perpetrate fervour unease transcend

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a faith c cauldron e suffering g journey i crossroads k devout m temple Activity 2.6

LEARNER PROFILE

Activity 2.7

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One aspect of the learner profile is open-minded. The IB document describes it as including the willingness to “critically appreciate our own … personal histories”. The implication is that one can’t be ‘openminded’ about the views of others unless one has reflected on how one’s own beliefs have been created.

This discussion functions as a concluding exercise for the topic raised in the Rainn Wilson video. Questions a and c encourage students to articulate their own experience after listening to Rainn Wilson talk about his own faith. Alternatively, question b is less personal.

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This activity proposes three questions to prime students for listening to Audio track 2, about the effect of spirituality on happiness. If you have a class of enthusiastic talkers you might want to set a time limit so you can get to the listening exercises. With a weaker group perhaps one question (question b?) will be enough to set the focus of listening. Whatever you decide, as you plan, notice that the concluding Activity 2.9 links back to these questions. Activity 2.8

If students have access to Audio track 2 on their own devices, they can listen and re-play at their own pace.You could also set this as homework. As the Tip feature advises students, the words they need for e, f and g come too quickly for them to write them all down. Therefore, if you use the audio as a whole-class exercise you need to consider how you will help them succeed in answering those questions.

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Unit 1.2 Belief and identity Answers

Activity 2.9

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a The podcast is usually about money, wealth and the economy. b Jason Botswain conducted his research by interviewing 300 spiritual people across the economic spectrum and 300 self-acclaimed atheists / 600 in total c Atheists and spiritual people do not spend more or less than the other. d Religion reduces corruption and increases respect for law, which acts as an overall economic boost. e gracious f flourish g savour h Spiritual people are less likely to spend money on cheap gadgets and gym memberships. i Spiritual people are more value-driven.

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Now that some vocabulary has been clarified, the second listening exercise asks the student to listen to Audio track 2 again and identify answers to the same questions used in Activity 2.7. How you set up the activity will depend on the group you are teaching and the degree of support they will need. Assigning just one question to different groups of students is one way of making sure that students can succeed and build confidence in their ability to listen to an authentic text.

Exploring texts Activity 2.10

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Although it is possible to match the words without studying their context in Text 1.5, encourage students to check the way they are used in the article. They are underlined to make it easier to find them.You could remind students of the conversation about ways of retaining vocabulary in Activity 2.1

a reveal – show c dear – precious e scenario – situation g extrovert – outgoing i capacity – ability k fulfillment – contentment m predisposition – tendency o bemused – confused q secular – irreligious

b d f h j l n p r

extent – degree component – part unavoidable – obvious handle – understanding innate – instinctive tantrum – frenzy bigotry – intolerance revelation – surprise fervour – passion

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Activity 2.11

Before they begin reading Text 1.5, draw attention to the Text and Context box. Note: this text is also used as a writing stimulus in Activity 2.18.

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a False – Justification: “I am frequently asked by journalists to recall the most surprising finding of our twin studies. The study of religion and belief in God is the one that always comes to mind.” The researcher studies twins predominantly, not religion. b True – Justification: “For example, in the latest surveys in the U.S., when asked, 61 percent of white Americans say they firmly (i.e. without any doubt) believe in God, compared with only 17 percent of firm believers in similar populations in the U.K. greater than a threefold difference.” c True – justification: “However in one study of adopted twins, the researchers looked at religious belief in a number of adopted twins raised apart.” d False – Justification: “They defined this as “the capacity to reach out beyond oneself and discover or make meaning of experience through broadened perspectives and behaviour.” ‘Making meaning of experience’ and ‘having meaningful experiences’ are two different things. e False – Justification: “They estimated the heritability of spirituality to be around 40 to 50 percent, which is quite high considering how tricky it is to measure.” This means that people have a 40-50 percent chance of inheriting their spirituality genes from their parents, not that they only get half of their parents’ genes. f True – Justification: “Studies show that for twins living at home, there is no clear genetic influence or difference from their parents in their practice. However, genes start to play a role, once the twins leave the nest.” g True – Justification: “At primary school, they both became interested in Christianity and much to their father’s surprise and displeasure they were baptised and prayed regularly. Their parents split up soon after and their father left home.” h False – Justification: “Elizabeth began discussions with an Islamic group, initially arguing against religion, read the Quran to dismiss it and then found herself being drawn to and then converted to Islam.” i True – Justification: “they have much more in common genetically with each other’s children than other aunts and share the same proportion of genes with them.” k True – Justification: “Annie’s genetic predisposition for faith, likely suppressed by her secular surroundings and her dominant atheist husband, may have been the crucial factor that influenced her daughters’ uncompromising beliefs. l False – Justification: “Other twin studies have shown that after leaving home, children with the right predisposition can often switch religions, and that which form they then choose is not down to the genes but to life events or some mysterious unknown force.

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EXAM-RELATED TIP

Activity 2.12

Teaching idea

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The true/false with justification exercise comes up quite often on the reading section of Paper 2. The Tip feature on p. 32 clarifies the task. Students copy short phrases from the text as justification; they should not use their own words. The IB examiners try to avoid a “good guess” justification by specifically requiring a phrase not a complete sentence. If you want to use this activity to build exam skills you could do the same. In any case, it might take a while for less-fluent students to complete the whole exercise; if time or variations in student level are problems, then putting students in pairs could be an efficient way to get through the exercise.

ATT A key focus of the IB approach to teaching is on creating opportunities for student teamwork and collaboration. In the language learning classroom, from the students’ point of view, this can be both a support and an extra layer of challenge in trying to understand a peer’s English and negotiate a shared answer.

The image of the sports crowd sets the tone for the exercise. Since talking about a photograph is part of the standard level oral exam, you can use the images in the coursebook to build skills of description. Here you could ask students to speculate about the setting, describe the kinesics (linguistic term for body language and facial expressions), clothing.

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Filling in the table is best done in small groups or as a whole-class so that students can brainstorm ideas. Their notes will serve to answer the question in the caption under the photograph.

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Form and meaning – adverbs and adjectives

Observing your students, noticing how the separate pairs deal with the task, is an interesting piece of Action Research. Does it work better to pair a less fluent student with one who is more confident in the language or create pairs of equivalent fluency? If you’d like to read more about the topic, Geoffrey E. Mills has written several texts on the subject of Action Research, both theoretical and practical.

Activity 2.13

Students might be able to use these parts of speech but can they explain the rules? You might tell them the expression in English: “You never really understand something until you try to teach someone else”. Is there a similar expression in their languages? Activity 2.14 Adverbs

Adjectives

b

a

d

c

e f

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Activity 2.15

a c e g

pointedly personal initially, fierce likely, uncompromising

b terribly d shortly f uncomfortable

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Discussion Activity 2.16

TOK Although most of the topics in this coursebook can be linked to the TOK syllabus, this activity does so overtly. The TOK feature alongside this activity might help if you are unfamiliar with the TOK syllabus. If English is the medium of instruction in your school, then this kind of activity helps English B students develop the linguistic skills to participate in the TOK classes. Who teaches TOK in your school? How are subject teachers involved in the TOK programme? Could you invite a TOK teacher to be a surprise guest in your classroom to lead this short introductory discussion on belief?

Activity 2.17

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ATT If you need to generate a mark from the presentation in Activity 2.17, it’s a good idea to use at least part of the IB Assessment Criteria. Transparency is an important aspect of the IB approach to assessment and is one of the six considerations stated in the Approaches to Teaching document (you can find this on the PRC). Student learning should be informed by formative assessment using the same criteria that will be used in summative assessment. For this reason, the individual oral exam criteria are provided in the coursebook, for students’ reference.

Differentiation

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If you are using this unit in the second year of the English B course students should be able to handle this activity. The captions (the topics of the short presentations) are quite sophisticated but similar to the type of topic they would use as their formal TOK presentation. If you need to, adapt the captions to suit the linguistic level of your students.

Writing Activity 2.18

When asking students to write on topics which could be very personal, it’s worth remembering that the objective is language development. Therefore, setting up the task so that the individual’s personal beliefs are not the focus, is less threatening. Here, students choose the role of one of the twins in Text 1.5. If you previously used Activities 2.10 and 2.11 with your class then they will already be familiar with vocabulary. The structure of letters in English and a model that students could refer to, can be found in Unit 6.1 (Formal letter).

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Unit 1.2 Belief and identity Activity 2.19

The stimulus for this writing exercise is Audio Track 2, already used in Activities 2.7 and 2.8. The suggested text type is an opinion piece for a newspaper. The instructions for this activity remind students about the word bank.

Activities 2.20 and 2.21

PL E

Higher level extension This part of the unit extends the concept of belief to the choices one makes in consuming products. English has idioms such as ‘brand loyalty’ and a ‘trusted brand’; do these idioms exist in the other languages spoken by students in your class?

Teaching idea

EXTENDED ESSAY The EE box on this page of the coursebook is a reminder to students that a topic that has been explored in English class could become the inspiration for their Extended Essay. Here the link is made to a Languages B Category One topic. Remember that a Group Two EE must use texts originally written in the target language so that the student researcher can go deeper into a culture in which the language is used. This can be tricky since English is also spoken as a global lingua franca. Use the guideline of limiting to a country where English is an official language.

The activity of collecting logos and making a collage is not only a break from using ‘words’ but requires the reflection and self-awareness that will provide a good basis for the following activities. The task could be done over the weekend so that the next lesson begins with a ‘show and tell’ approach: students posting their collages on the board and blending answers to the three questions in Activity 2.21 into a brief presentation.

M

It’s important that every student completes their own collage even if there’s no time for everyone to present. Their work will be needed for Activity 2.24

Activity 2.22

SA

This fill-the-gaps activity using Text 1.6, revisits the Form and Meaning work on adjectives and adverbs (Activity 2.13–2.15). Answers

a entire c easily e deliberately g firm i modest k uniquely m particularly o unambiguously

b d f h j l n p

coincidentally possibly emotionally considerable valuable oral vibrant fast

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Teaching idea

PL E

When it comes to giving the answers, you could generate more language use by putting students in small groups. If they disagree and cannot decide which answer is correct, they write their varying answers on a card and pass it to another table for ‘advice’. The answer is written on the card and returned. Time limits on the whole activity make this a race-against-theclock game and will keep up the energy in the class. Activity 2.23

Students should refer to Text 1.6.

SA

M

a The author starts with the story of Mark in order to illustrate the level of dedication held by fans of certain brands like Apple. b Martin Lindstrom studied the brain activity of brand fans and religious people by using MRI scans. He also interviewed 14 religious leaders. c In Lindstrom’s study, brands such as BP and KFC did not stimulate as much brain activity as brands such as Apple and Harley. d Lego lets their fan base do all of the marketing for them through word of mouth. e Hymns and church windows tell stories. Successful brands also tell their stories to build holistic identities. f The author makes the argument that the size of the place of worship, or its ‘grandeur’ is important to its success. This is why both cathedrals and stores must be big. g According to the author, holding an iPod is like holding a page from the Bible, because one can quickly recognise it without much context or a logo. h Pushing a lime into a bottle of Corona is a ritual, and rituals help build brands. Activity 2.24

This reflective activity should be approached with sensitivity to the specific context in which you are working. If you feel it would be considered disrespectful for students to compare the religion of the community to something commercial, then perhaps they could focus on a religion from another culture.

Literature Activity 2.25

As befits a higher level class, these questions are challenging because they require abstract terms. If your group is capable of discussing without your involvement then you could listen and write words they are struggling to find on the board. 46

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Unit 1.2 Belief and identity

Within the section of the coursebook, this activity is intended as a preparation for reading the literary extract. However, with all discussions it helps if you decide on the importance of the task to the other parts of your lesson plan so that you can set a time limit. Will you choose to use this activity as a relatively short ‘warm-up’ or, knowing your students, will they want to go deeper and, therefore, you allocate more time? Activity 2.26

Text 1.7 A River Runs Through It

Activity 2.27

PL E

Make a large table on the white board with the three columns labelled as shown in the coursebook. As students complete their individual reading of Text 1.7 they can write responses on the board so the whole group can see the variety of comments.

Students should refer to Text 1.7.

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M

a There’s reason to believe that the author is old enough to read and young enough to be told what to read (The Westminster Shorter Catechism) by his father. He receives ‘hours of instruction’ from his father on how to fly fish. One might think he and his brother Paul are between 8 and 15 years old. One of the final lines of the passage also describes the boy’s impression of ‘man falling from grace’ as a man falling out of a tree. This understanding is very child-like. b Even though the narrator must study the Catechism every Sunday, his father is not very intent on hearing him and his brother recite long passages. The boys only have to say: “Man’s chief end is to glorify God, and to enjoy Him forever.” The text further states: “This always seemed to satisfy him, as indeed such a beautiful answer should have, and besides he was anxious to be on the hills.” c They did not go fishing on Sundays. The boys went to Sunday school and then to ‘morning services’ at the church where they would hear their father preach. After church, the boys were made to study the Catechism for an hour. Then they would go for a walk on the hills, where the boys had to listen to their father prepare for his evening sermon. d The second to last paragraph reads: “After my brother and I became good fishermen, we realised that our father was not a great fly caster, but he was accurate and stylish.” This gives some indication that he was ‘good’ but not ‘great’. Earlier in the passage, it is mentioned that he is a fly fishing instructor. e The narrator’s father believed that by “picking up God’s rhythms, [people] were able to regain power and beauty.” Furthermore, he was a unique Presbyterian, because he used the world ‘beautiful’. He seemed to take pride in his stylish way of casting, and it allowed him to get closer to God.

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Activity 2.28

REFLECT

It’s worth taking as long as a complete class period for quiet review of all the ideas that have been explored in Unit 1.2 and the language that has been acquired in the process of reading, listening and talking. The five questions guide students through the process.

It’s also an opportunity for students to look again at written work that has been marked and self-evaluate their progress.

SA

M

One of the five conceptual understandings in the syllabus section of the Language B Subject Guide is Purpose: “… language should be appropriate to achieve a desired intention, goal or result …” The study of a literary text invites the question of what the author’s purpose, in a particular passage could be. What effect on the reader is the writer aiming for?

This exercise encourages students to apply skills of literary analysis to a text in English. Since students are most likely taking an IB Group One course and studying literary texts in their mother tongue, they’re aware of the way that a writer’s choices affect the reader. However, reading in a language that one is still learning differs from reading in mother tongue. For instance, students may understand the denotational meaning of words but the connotational meaning, the emotional impact, of the diction is not as immediately obvious. The work by William Grabe and Fredericka Stoller provides interesting insights into the process of reading in L2 and how it differs to the process in L1.

PL E

CONCEPTS

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Unit 1.3 Beauty and health Unit 1.3: Beauty and health

PL E

In this unit students will study how the media and the advertising industry shape people’s definition of beauty and impact their self-esteem. Guiding questions

Learning Objectives

• Become more aware of the adverse effects of the beauty industry on people’s physical and mental health, as caused by an unrealistic depiction and the narrow definition of ‘beauty’ in the media

• Be able to articulate ideas about the beauty industry and the pressures on individuals to conform to idealised images presented in the media. Language Focus

• To what extent is your definition of ‘beauty’ shaped by the media, including print advertisements, movies and TV commercials?

• What are the effects of the media’s narrow definition of ‘beauty’ on people’s mental and physical health?

M

Form and meaning: Parallelism. Correlative Comparative.

Resources referred to in the activities:

Dove Real Beauty Sketches (3-minute videos) Dove Evolution (video) Additional resources

SA

Killing Us Softly 4 by Jean Kilbourne (film)

Miss Representation by Jennifer Siebel (film) Adbusters website.

Buyology by Martin Lindstrom Further Reading

Learner English Michael Swan and Bernard Smith (eds)

Lesson planning

Your course design and lesson plans will be unique to your own classroom. However, here is a basic schema for how you could combine the various activities in this unit into hour-long lessons. Of course you may need to abbreviate some exercises or decide to add extra texts or research to others. Some activities would work well as homework. Adapt as you see fit to meet the needs and interests of your students. 49

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Lesson 1

‘Getting started’ and the Word bank. Activity 3.1 and 3.2 Watch video clips Dove Real Beauty Sketches. Activities 3.3.and 3.4 Lesson 2

Listen to Audio Track 3. Activities 3.5 and 3.6 Assessing images: Activity 3.7 Lesson 3

PL E

Text 1.8: self-esteem and body image: Activities 3.8 and 3.9 How are men targeted by the beauty industry? Activity 3.10 Lesson 4

Text 1.9 Pre-reading: Activity 3.11. Comprehension questions: Activity 3.12 Assessing the reliability of a source: Activity 3.13 Lesson 5

Form and Meaning. Activities 3.14 and 3.15 Discussions on key issues in this unit: Activities 3.16 and 3.17 Lesson 6

M

Oral exercises. Analysing a cartoon: Activity 3.18 Mini-debates: Activity 3.19 Proposing captions: Activity 3.20 Lesson 7 (or a homework assignment)

Writing. A formal letter: Activity 3.21 Lesson 8 (higher level extension)

SA

Analysis of an ad picturing an anorexic model. Activity 3.22 Text 1.10: pre-reading: Activity 3.23 Comprehension exercise: Activity 3.24 Vocabulary extension: Activities 3.25 and 3.26 Summative discussion of topics within this unit: Activity 3.27 Lesson 9 (literature)

Text 1.11. The Diet by Carol Ann Duffy. Focus on figurative language: Activities 3.28 and 3.29

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Unit 1.3 Beauty and health

Unit teaching guidance Getting started Activity 3.1

PL E

Students might have come across the term ‘fashion industry’ but they may be surprised that the terms ‘beauty industry’ and ‘health industry’ are common in English.You could ask them to brainstorm the professions that go along with ‘industry’ steering them towards post-production such as marketing, advertising, copy writing, graphic designer. This will serve as a launching point into the activities which focus on the media and its influence on beauty and health. Suggested answers for guidance: a b c d e f

Insecure. It suggests that the reader has something to hide. There is a list of bad facial features that the reader must address. Can make your skin shine evenly or perfectly. Buy this product. It makes the reader believe that it has been scientifically tested. That she is beautiful and confident as a result of using the product. Insecurity / guilt / envy in the reader

Activity 3.2

M

This short exercise is intended to draw attention to the word bank and to generate curiosity by giving an indication of the topics that students will be invited to explore in the unit. Answers

b beauty d expectations

SA

a media c diet e self-esteem

Watch and listen Activity 3.3

The video ‘Dove Real Beauty Sketches’ is short so it can be played more than once to enable students to write down the adjectives that precede the nouns in the list.You could ask students to jot down the sound of adjectives they can’t catch – guessing at spelling – rather than leaving a blank.

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Answers

a c e g i l

forensic artist big jaw fat, rounder face general questions blue eyes natural beauty

b d f h k

drafting board prominent feature pretty big forehead nice thin chin cute nose

PL E

Activity 3.4

This is proposed as a whole class discussion so that you can facilitate and steer it into an objective, analytical direction. Guidance for discussion:

M

a Students are free to give their first impressions.You may want to ask what they literally ‘see’ in this video in order to initiate discussion. They may want to comment on the nature of the experiment and the extent to which women are aware of their experiment conditions. b Generally speaking, the women use negative words to describe their own features and nice words to describe other women’s features. c It could be said that the main message of this video is that women are overly critical of their own appearance. Whether or not this is true is subjective, but it is worth noting. d and e For these discussion points, be sure that students feel comfortable speaking about their own self-image with classmates. If they cannot trust each other, then you may want to skip points d and e.

Teaching idea

SA

The video Dove Real Beauty Sketches was selected for inclusion in this unit on Identities to stimulate discussion on self-image. The language in the video is not too difficult, which makes it a good choice as a listening exercise if you have students who are less fluent. However, if you can’t access the video you should be able to find a number of magazine articles written in reaction to it. It was controversial because it was produced by a company which makes beauty products and has characteristics of an advertisement for the company. One way of altering the lesson from that laid out in the coursebook is to ask your students to work in pairs or small groups to find print advertisements or television commercials and make short presentations to the class about the unrealistic images of women that are portrayed. Their ideas don’t have to be particularly unique; the purpose of the activity is to practise making statements about the issue with reference to visual examples. This work will provide a background for the listening activity based on Audio Track 3.

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Unit 1.3 Beauty and health Activity 3.5

The focus on specific lexical items is preparation for the listening activity which follows. Asking students to predict the topic of Audio track 3 is a more dynamic way to focus on meaning of new words. Note that there is a follow-up to this predicting exercise in the next activity. Activity 3.6 Answers

Popular Science depressed more fortify EXAM-RELATED TIP

b d f h

an age-old problem products mechanism subtle

As the Tip feature in the coursebook explains, Paper 2 assesses listening skills, so developing strategies for this assessment is an important part of the course. It’s a good idea to use the questions in the exam paper to help predict the topic and focus of the audio track. This skill is practised as the first step in this activity.

Teaching idea

The words in Activity 3.5 lend themselves to a quick session on pronunciation – why don’t you hear the ‘p’ in the word ‘psychology’ (or pneumonia) or the ‘b’ in ‘subtle’ (or debt, numb, climb)?

PL E

a c e g

LANGUAGE FOCUS

SA

M

Listening to audio without visual clues can be daunting for language learners. One technique you might try when listening to interviews is to begin by focusing just on the questions that are asked. Stop and replay after each question, getting the class as a whole to repeat in a chorus. This is a noisy start to a quiet activity which also gives the students a chance to ask if they don’t understand the interviewer.

If you have students whose first language is syllable-timed or a tonal language, then differences in intonation patterns can become a hindrance in communication. In these multi-syllabic words, where does the stress fall? If you’d like to know more about the differences in intonation between students L1 and English, the book Learner English edited by Michael Swan and Bernard Smith is very accessible.

Activity 3.7

Students are asked to rank images A–C from ‘subtle’ to ‘blatant’. They met these words in Activity 3.5 and heard them used in Audio track 3. Now they need to start using them to convey their own opinions. They may have reasons for ranking the images the way they have. Generally speaking, image A is rather subtle, image B is slightly more focused on the model’s figure, and image C blatantly focuses on the body of the model. CONCEPTS

One of the five concepts that IB indicates as essential to successful communication is recognising variation within a language. Introducing the idea of variation through images makes the concept clear to students and prepares them for the same kind of analysis of spoken and written communication.

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Exploring texts Activity 3.8

Text 1.8 EXAM-RELATED TIP

The questions in the Reading Strategy focus attention on Audience, Context and Purpose, three of the conceptual understandings fundamental to successful communication. These considerations are also important to written communication; students should ask themselves the same questions before they start writing their own texts.

The task of inserting headings into a text sometimes appears in Paper Two and students tend to find it time-consuming. This exercise uses the questions by the interviewer as the ‘headings’. The activity models a possible strategy: arrange the questions in the most logical order before trying to fit them into the text. Students should make their list on a piece of paper, then read the text and see if their preliminary ordering was appropriate. They then complete the table.

PL E

CONCEPTS

Space in the text

Question

1

G

2 3 4 5 6 7

A F

D H E

B

M

8

C

Activity 3.9

c g f e

SA

1 3 5 7

2 4 6 8

h a d b

Activity 3.10

The focus of the unit shifts to examine how men are also targeted by the beauty industry. Here are some possible responses to the stimulus questions: a This ad targets men, as it appeals to a male desire to be tough. However, it could also target women to purchase the product for the men in the family (it is, after all, a kind of soap). b Students may say that the man in the ad looks ‘tough’. In several American sports, such as baseball and American football, it is common to use ‘eye black’. While it is technically used to reduce glare from sun and stadium lights, it also acts as a kind of ‘war paint’.

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c Students may have many associations with these words: charcoal = fossil fuel, dirty, black hydra energetic X = modern, unclassified, water, mysterious, technical fight = tough, rough, strong magnetic effect = scientific, physical attraction black = dark, strong, bold expert = knowledgeable, experience, smart.

Activity 3.11

PL E

d ‘Expert is being a man.’ This suggests that a man’s manliness is defined by his level of expertise. (Note: It is not clear in which field one must be an expert). e It suggests that if you buy this product you will turn into the person described. Another answer might be that it’s not just women who need specific beauty products. f One could argue that this ad is not too dissimilar from those that target women. Like previous images in this chapter, this one focuses on appearance. If they focus on femininity, this one focuses on masculinity. g This question asks students to consider how men’s self-esteem is or is not affected by the media. This is an opportunity for a meaningful discussion on identity, gender and the media.

dermatologist reaction bleach rash pigmentation

b d f h j

SA

a c e g i

M

This activity prepares students for studying Text 1.9 on skin-lightening creams. The definitions for specific words from the text that the students may not have come across are highlighted in this exercise. They should check the definitions as they read the text. domain blister photosensitive texture deteriorating

Activity 3.12 Answers

a “Dermatologist Dr Amit Vij, says, ‘Face whitening creams are harmful for all – be it man or woman. They might be in great demand for the fair look they promise but the only ones who’ve been regular in using it would know the harm that the creams have caused to their skin. That’s not to say that the person didn’t achieve his goal – of looking fair, but at what cost?’” This suggests that the creams actually work. b The following quotation from Dr Amit Vij suggests that creams are equally bad for men and women. “Like I said, these fairness creams are bad for men and women alike. And as for men, their skin is only slightly rough on the beard area, the rest is as sensitive and prone to reactions.”

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c Bleach makes fairness creams harmful. “Dr Amit Vij continues, ‘The main ingredient of these fairness lotions is bleach, so you can understand how people turn fair. And it is just that, that causes all the harm.’” d The text elaborates on the effects of fairness creams: Dr Vij says, “The obvious side-effect is thinning of the skin. Daily use of these creams leads to the skin losing its tightness and becoming thinner in return. Growth of acne is another harm that these creams cause to the skin. “Elaborating further, he says, “Also, most fairness cream consumers are unaware of the photosensitive reaction which these creams cause. Due to this the more exposed one is to the sun, [the] worse one’s skin condition becomes. This would mean anything from getting pink and red rashes – the degree of which would vary from person to person – to sun burns, blisters, itchiness to burning sensations, each time the person steps out in the sun.” “Such a skin, that has become photosensitive, could also lead to one having problems if he went in for any kind of packs or massage treatments, for those oils or packs could further react on the skin.” e The last two paragraphs from the previous question are relevant for this answer as well: Due to this the more exposed one is to the sun, [the] worse one’s skin condition becomes. This would mean anything from getting pink and red rashes – the degree of which would vary from person to person – to sun burns, blisters, itchiness to burning sensations, each time the person steps out in the sun. “Such a skin, that has become photosensitive, could also lead to one having problems if he went in for any kind of packs or massage treatments, for those oils or packs could further react on the skin.” f Men are tempted to use fairness creams because they think that they will permanently treat skin pigmentation. “the best way to acquire fair skin is ‘by doing away with the pigmentation,’ advises Dr Vij. ‘Fairness creams only hide them, but that’s definitely not a permanent treatment and that’s the reason why people are tempted to use them regularly.’”

SA

M

PL E

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English B for the IB Diploma

Activity 3.13

The coursebook links this activity on finding evidence for one’s beliefs to TOK. It’s not necessary to digress from the focus of the English lesson but it is valuable to make these connections to other parts of the IB curriculum so that students can see the inter-connectedness of their academic work. Here the focus is on being a critical audience – for the written article and the visual advertisement.

Teaching idea Each student writes their reasons on sticky notes and posts them on a table you’ve made on the white board, similar to the one below. There’s likely to be a difference in the number of sticky notes in each box which makes a point about the difference in type of text.

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Reasons why you believe the claims made in the text

Reasons why you do not believe the claims made in this text

Text 3.2 Fairness creams ad

Teaching idea

LANGUAGE FOCUS

PL E

Form and meaning – parallelism and correlative comparisons A good way to introduce this section of grammar focus is to ask students to consider their mother tongues; is parallelism admired or avoided?

M

You could then emphasise the rhythm that is created through parallelism by getting students to read aloud the model sentences in the textbook. Where do the pauses come? It makes a fun choral activity because inevitably one or two students are going to take a breath at the ‘wrong’ moment. Since the models demonstrate both a declarative statement and a question, the intonation will also differ; this might be a further focus for a more advanced class.

Activity 3.14

Here are some possible sentences using parallelisms. If you tried the reading aloud activity suggested above, students could do the same with their own sentences.

In English, parallel structures are regarded as rhythmically pleasing and even sophisticated. They appear in texts such as rousing speeches and irritated letters to the editor. This is not the same in other languages and is one reason students might make the error termed ‘faulty parallelism’. Spanish, for example, tends to use varying grammatical forms rather than parallel forms.

SA

a Completed in the coursebook as an example. b Men are not spared by the beauty industry, targeting them as much as women, exposing them to unrealistic body images, pairing financial success with the perfect body. c Adbusters spreads awareness about the beauty industry by creating spoof ads, organising events and writing articles in their magazine and on their website. d Dove has received criticism for their campaign, for airbrushing their fullfigured models, including no large women, and for showing their models in their underwear

Teaching idea The Adbusters website has many spoof ads which students will find entertaining and provocative.

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Activity 3.15

As well as focussing on accuracy in grammar, this exercise aims to encourage students to add the structure to their own repertoire of sentence types. Students may write correlative comparative sentences similar to the following:

PL E

a is completed in the coursebook as an example): b The more popular beauty pageants become in West Africa, the worse the weight problems, such as anorexia, become in these countries. c The more advertisements are banned for sexual content, the greater the attention they receive. d The more Bollywood stars promote skin-whitening cream, the more Indians will suffer from the side-effects of these creams. e The more parents talk to their young children about the portrayal of ‘beauty’ in the media, the more likely they are to have a stronger self-esteem. f The more new innovations in beauty products, the more women are likely to feel they need to keep up with these trends to look beautiful. g The more awareness campaigns show anorexic people to shock viewers, the more this stimulates anorexic behaviour in patients with anorexia.

Teaching idea

M

In the last few minutes of the lesson, ask students to memorise one of their sentences, look at the group (not the paper) and say the sentence in a firm, persuasive tone. Because they rarely use this structure in conversation, the effect can be quite startling; their peers think that they ‘sound really different’.

SA

Discussion Activity 3.16

Encourage students to have a conversation that explores the effects of airbrushing in advertising. The conclusion may be that the use of airbrushing creates unrealistic expectations of ‘beauty’. A comparison clearly indicates that photographs of models are manipulated. What’s more, it seems that in the context of India, fairer skin is perceived as more desirable. Do an online search for Dove Evolution for a video that explores this theme further. Activity 3.17

This conversation may point to the perceived hypocrisy of Dove’s Campaign for Real Beauty. While their ads seem inclusive of wrinkled, freckled and more robust models, their images are also airbrushed. The fact is that they are a commercial

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Unit 1.3 Beauty and health

enterprise that benefits from a broader definition of ‘beauty’. Students will, hopefully, come to this conclusion through a discussion on Text 1.8 and the image. Activity 3.18

Students should carefully study the cartoon below the activity to answer these questions. The following give indicative responses:

Activity 3.19

The Tip feature in the coursebook introduces students to the standard level oral examination. It’s a good idea to mention the various IB assessments at appropriate times in your course so that students recognise that even short exercises like 3.19 are developing skills for future IB exams.

PL E

a The man seems to be in a position of power. The woman seems to be a mother. Together with her child she may have been waiting in a waiting room of an office building, where he is the manager. b The man may be referring to his company or firm with ‘we’. c The man’s arms behind his back seems defensive. The woman’s gestures suggest that she is attacking him with questions. d The cartoon is about the portrayal and degradation of women in magazine and advertisements. While the man understands that children should not be exposed to such images, the woman questions whether anyone of any age should be exposed to such images. e Hopefully students see the woman’s point, that the degradation of women in advertisements is not permissible in any context.

EXAM-RELATED TIP

M

This is not intended to be a full debate but a series of short oral exercises. The focus is on expressing a stance (given in the caption which is assigned to the debate team) and responding to the arguments of an opposing team. Think of it as opening statements and a rebuttal. Organising the sequence will take some thought as it will depend on the number of students in your class; some may have to be in more than one team. The table in the coursebook shows a possible sequence.

SA

Writing Activity 3.20

This activity encourages students to write their own captions to a photograph, focussing on how choice of words and phrasing “steer the reader in opposite directions”. Activity 3.21

Chapter 6 (Text types) in the coursebook analyses and models nine of the types of written text that the student may encounter in the course and in assessments. Unit 6.1 focuses on formal letters. Since students rarely write or receive letters these days, you might need to spend time on familiarising them with the conventions of structure and layout for a formal letter in English.

Chapter 9 focuses on the individual oral exam if you would like further ideas for practice.

EXTENDED ESSAY A study of advertisements from an English-speaking country could make a good topic for an EE in Language B, as the feature in the coursebook suggests. The primary objective of the extended essay requirement is for students to learn how to write a formal research paper. It is hoped that they pursue a topic that has caught their interest in one of their DP courses and view the EE as an opportunity to go deeper and learn more. Mentioning ideas for an EE as you move through the topics in your class could help to inspire students.

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Higher level extension Activity 3.22

PL E

The aim is to stimulate a conversation on eating disorders and their causes. The image Put some weight on seems to make light of a woman’s slim figure. Interestingly, research from Martin Lindstrom (Buyology) suggests that anorexic and bulimic women are triggered by such advertisements to engage in their eating disorders further. Encourage students to do online research to learn more about the percentage of women (and men!) who suffer from eating disorders in the country where they live. Activity 3.23

This activity primes students for reading Text 1.10 about Isabelle Caro by asking them to generate interview questions, which actually become ‘reasons for reading’ questions. They can then approach the reading with the objective of finding out if their questions can be answered. Students may come up with questions such as:

What caused her anorexic behaviour? When and where did she die? How can we be certain that anorexia killed her? Who knew about her eating disorder?

M

• • • •

Activity 3.24

Students may suggest the following words and phrases to complete the sentences, based on information from Text 1.10.

SA

a Isabelle Caro worked as a model. b When she posed for Nolita in 2007, she weighed about 60 pounds. c The Nolita campaign shocked many people because it showed Isabelle Caro in an emaciated condition. d Caro decided to participate in the campaign because she wanted to warn girls about the dangers of dieting and the influence of fashion. e Fabiola De Clerq felt that the Nolita campaign was too crude. f Isabelle Caro’s TV career included working as a reality show judge and as an actress. g Isabelle’s mother kept her out of school because she wanted to protect her from picking up an illness from other children. h During her self-imposed diets, Isabelle would lapse into a coma and become delirious. i After talking to a psychologist, Isabelle moved to Marseille to break away from her parents.

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Unit 1.3 Beauty and health Activity 3.25 Nouns

Verbs

commandment

battle

disservice

pronounced ban exploit exhibit dominated

Adjectives ravaged emaciated provocative crude delirious haunting

Activity 3.26

PL E

dwindle

Adverbs

balefully lest

b d f h j l n p

balefully/darkly emaciated/thin commandment/rule pronounce/say ban/forbid dominate/control delirious/confused exhibit/show

SA

M

a ravaged/devastated c battle/fight e provocative/shocking g disservice/harm i crude/obscene k exploit/take advantage of m lest/in case o dwindle/decrease q haunting/unforgettable Activity 3.27

The emphasis on inferring context, audience and purpose, which was discussed in earlier activities, could be re-iterated in this activity. There are no right answers to this activity, but students may offer responses similar to the following: a This text might be part of an awareness campaign or a public service campaign, which aims to make people more aware of the adverse effects of ads for beauty products. b The target audience might be young people who are susceptible to ads for beauty products. c This might appear on a website or magazine that promotes public health (and not beauty products)

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d The white boxes on the blue background really stand out. They make one read the text carefully, in a particular order, encouraging thought and understanding. e The capital letters stress a point that everyone is beautiful or at least everyone has a part of him or her that is beautiful. f Students may agree or disagree with this campaign. It certainly instigates discussion.

PL E

Literature Activity 3.28

If this exercise seems difficult for the language level of your students you could reserve the exercise for later in your course, perhaps when you start reviewing topics before school exams. However, remember that students will be familiar with stylistic devices from their work in IB Group One courses and in this exercise, the focus is on language comprehension rather than literary analysis per se. Activity 3.29

M

It’s advisable to steer the students away from trying to understand or explain every line in the poem. The questions in this activity aim to keep the conversation within the topics they should be able to manage as second language learners.Your goal is to build students’ confidence in their ability to deal with a literary text in English. REFLECT

SA

This short reflection is designed to move the topic from the classroom to the students own experience. Through their work in this unit, students will have gained the vocabulary and expressions in English to express their thoughts and insights.

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Unit teaching guidance Unit 6.1 – Formal letter

PL E

Model Text The model text (Text 6.1) is for a letter of complaint which is a useful form to highlight how cultures use different conventions. For instance the salutation in the model is To whom it may concern but in English it is also appropriate to begin with Dear Sir or Madam. This surprises many students who interpret the salutation ‘Dear’ as friendly and something that would be reserved for friends. Activity 1.1

Text 6.2

Having studied the model letter students are asked to analyse a letter with a similar purpose, filling out the chart with lists of things that are ‘wrong’ with the letter and then ideas for how they would edit it.

M

Teaching idea

SA

The objective of Activity 1.1 is to develop a critical awareness of the conventions of formal letter writing. Since most of the unit is focused on individual writing practice you could organise this activity as a small group exercise. Groups of 3 or 4 students draw the two columns on a large sheet of paper attached to the wall; they fill in the ‘errors’ and their proposed improvements. When time is up, the groups circulate comparing their ideas with those of other groups. Encourage the groups to ask for clarification or to disagree with each other.

Activity 1.2

The next stage is to rewrite the letter (Text 6.2). Before the class begins to write, it is suggested that you help them gather ideas and the vocabulary to express them. What exactly is the complaint they want to make to Barnardo’s? Is it the image of force-feeding poison? Is it the distress of the baby? Activity 1.3

Having improved the model letter in the coursebook, students consolidate their understanding of the genre by writing their own letter to Barnardo’s. Ideas have

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been generated in the previous activity and the model text (Text 6.1) supplies some standard expressions. The objective is to practise the text type so that it becomes more familiar. Activity 1.4 – SL Exam Preparation

Students are offered a choice of three letter-writing tasks. The first two are again letters of complaint; however, the third option is the opposite: a letter of appreciation to a gallery for holding a pleasing exhibition.

Activity 1.5 – HL Exam preparation

At higher level students are expected to write more words (450–600 words) about rather more complex topics. They have an additional 15 minutes compared to the standard level exam. The three tasks offered here – letters to a public speaker, a university and a politician – are related to topics within the IB set themes. It is not necessary that students have studied the indicated sections in the coursebook; these are offered as a source of ideas for the opinions in the letters. Students may have their own arguments.

Teaching idea

The time limit for Paper 1 is an hour and 15 minutes. However, students are expected to use plenty of time in planning before they begin writing. Chapter 7 has more information about guidance and preparation for Paper 1.

PL E

Each of the tasks is supported by units in the coursebook. Even if you did not study those sections with your class they could use the texts for inspiration.

EXAM-RELATED TIP

SA

M

If your classes are not long enough to allow for a full exam practice you could set it up that the researching of ideas (potentially from the sections of the coursebook indicated in each question) and the planning take place in one lesson. At the end of that class, collect the notes and hand them back in the following class for students to write their letters.

Unit 6.2 – Review

The introduction to this unit in the coursebook points out that internet sites are full of reviews written by people who want to share an experience or opinion.You could start by asking students to brainstorm as many types of review as they can think of.

The word bank sets the vocabulary for the essential characteristics of any review. In addition, the concept box emphasises the purpose of a review and gives one example of how the decision about purpose affects language: ‘I think…’ is not appropriate in a formal review although it may appear in short consumer reviews in an online site. The model Text 6.3 is a film review. The key features are annotated on the text and explained in the adjacent table. 237

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Activity 2.1

This activity focuses on book reviews. It asks students to think about the difference between three types of writing about a book: a journalistic review, notes in a study guide and an academic essay. They place statements in the relevant column(s) on a table. If students work individually and then compare their answers in a whole class discussion it allows you to clarify each point, linking it to purpose, audience and context, so that they are prepared for the next activity in which they will annotate Text 6.4.

PL E

Activity 2.2

Using the table they have completed in the previous exercise, students carefully read the review of Room (Text 6.4) and mark sections where they notice the characteristics they listed in the review column. Discussing their annotations with other students, exploring differences and defending their work, is a good way to consolidate their understanding of the elements of a review. Activity 2.3

Teaching idea

M

The list of 15 interesting words taken from Text 6.4 could be used first for pronunciation practice. Ask students if they can tell whether a word is positive or negative from the sound. Ask them each to choose their favourite word based on its sound. Encourage them to practise saying the words out loud. Then you can move on to the specified task of finding synonyms.

Answers

acquisition: b purchase lurid: b shocking quirky: d strange exquisitely: d creatively macabre: c horrific plight: a dilemma ferocity: c fierceness audacious: a daring

SA

1 3 5 7 9 11 13 15

2 4 6 8 10 12 14

incarceration: a imprisonment voyeuristic: a nosey abducted: c captured precocious: a clever crass: b insensitive grotesque: d weirdness vile: b disgusting

Activity 2.4

The objective of the activity is to draw attention to the various ways in which a review can make a recommendation to the reader, indirectly as well as directly. Answers will vary.You might want to turn the activity into a quick oral exercise with students reporting on the notes in their table.

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• • • •

I think I’ll look for a copy of Room because… I really don’t think I want to read it because… I’m curious to read it because… The comment in the review that caught my attention is …

Activity 2.5 – SL Exam Preparation

Teaching idea

ATT ‘Teaching informed by assessment (formative and summative)’ is one of the six IB Approaches to Teaching. The full document is in the Programme Resource Centre. It states that teachers must find ways to include “assessment for learning rather than simply assessment of learning.” Changing roles so that students act as examiners requires them to become very familiar with the assessment criteria and is an interesting way for them to think more deeply about assessment and evaluation of their own work.

PL E

Text 6.5 is a book review of The Road written by a student. The task is to mark it according to the Paper 1 assessment criteria which are available at the front of the coursebook.

If you want to extend this exercise you could set it up as a 1 – 2 – 4 activity. Each student marks the text individually and then finds a partner. The pair must come to an agreement over the marks they award, plus a justification for their decision. Finally, two pairs combine and try to agree. Evidence from the text is essential.You might remind students of the annotation system they used in Activity 2.2. Activity 2.6 – HL Exam Preparation

M

Although the section is addressed to higher level students the suggestions for writing a review could equally-well be used with standard level students. However, if you intend it as an exam practice, remember that for Paper 1 SL students write 250–400 words in an hour and 15 minutes. The third option, reviewing a piece of technology, extends the skill of review writing beyond film and book. As always, students should consider the intended audience.

SA

Unit 6.3 – Blog Activities 3.1 and 3.2

Before students experiment with writing their own blogs it’s important to clear up any misunderstanding about how the text type is distinct from other forms of written expression on topical matters. The introduction to this unit includes information about the origin of this text form and the word bank, as well as Activity 3.1, mentions other texts which might have similar purposes. The point is to lead students towards an understanding that blogs might contain elements of other text types. In this activity they have not yet studied a blog so they are making statements based on their own experience of reading them. Next, the class reads Text 6.6 – a blog post from the website of The Guardian newspaper. The task is to identify overlap between a blog and the other text types listed in Activity 3.1. There are no right answers. The goal is for students to see how a blog might contain characteristics of different text types. 239

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