Holdet 2i EnBHL (2025/26) - Undervisningsbeskrivelse

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Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2024/25 - 2025/26
Institution X - Ikast-Brande Gymnasium
Fag og niveau Engelsk -
Lærer(e) Lejla Borozan Trumic
Hold 2024 EnBHL (1i EnBHL, 2i EnBHL)

Oversigt over gennemførte undervisningsforløb
Titel 1 Identities: Citizens of the World
Titel 2 Human Ingenuity: Technology and Human Interaction
Titel 3 Experiences: Extreme Sports
Titel 4 Literary work: The Hate You Give
Titel 5 Sharing the planet: Climate change
Titel 6 Social organization: Partners for life
Titel 7 Identities: Beauty and Health
Titel 8 Human Ingenuity: Future Humans
Titel 9 Literary Work: The Great Gatsby
Titel 10 Sharing the planet: Ending poverty
Titel 11 Exam prep

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 Identities: Citizens of the World

This topic explores the theme of identity, asking you to think about how you define yourself and how others influence your self-image. This topic also explores how our individual identities are shaped by the diverse cultures in which we are raised.

Key questions:
What does it mean to be a “citizen of the world”?
How do you develop your sense of identity in a globalized world?
What kind of experiences have contributed to your sense of identity?
What is a TCK and what could be the advantages and disadvatanges that TCKs face?

The content aims to make students develop an understanding of international mindedness.
To use language effectively to explore the topic of globalization.
To develop appropriate language skills to discuss and express your identity.

TOK questions:
How does language contribute to forming our identity?
How would the world look like if the whole world shared one common language?

CAS:
Encourage activities across cultures in order to grow the self.
The students sit in assigned seats cross cultures and share traditions and customs from their culture.

ATL skills: How does living abroad help you develop one or more ATL skills? (Self-managment skills?)

Concepts:
Contexts (Black Boy)
Audience (letter)

LP: Openminded and caring.

This unit will develop receptive and interactive skills through reading, listening, watching, and oral discussions in pairs and groups.

Students will be formatively and summatively assessed on their comprehension and written/oral productions on the texts studied in class. Students will develop understanding of international mindedness.

Students will write an informal letter about an experience from their summer holiday (productive skills) that changes them in one way or another. Students will be assessed according to the assessment criteria for Paper 1.

Students will be introduced to Paper 2 (reading and listening).

Source: Cambridge University Press: English B for the IB Diploma Coursebook (Second edition)

Blog:
Text 1.1: ’10 Years of Living Abroad: How Moving to Australia Changed my Life’

Literature:
Extract from ‘Black Boy’ by Richard Wright

Article:
‘Third Culture Kids' by Leslie Lewis (Course Book, English B, Oxford)

Film: ‘So, Where Is Home?’
Link: https://vimeo.com/41264088

TEDtalk by Taiye Selasi: ‘Don’t ask me where I’m from, ask where I’m local.’
Professional texts:
Blog:

Text 1.2: Blog by Michelle Lai-Saun Guo


Audio track 1 (listening exercise)
Indhold
Kernestof:

Skriftligt arbejde:
Titel Afleveringsdato
Assignment 1 13-09-2024
Assignment 2 11-10-2024
Omfang Estimeret: Ikke angivet
Dækker over: 13 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 2 Human Ingenuity: Technology and Human Interaction

This topic will ask the students to consider the effect of technology on human interactions.
Technology and human interaction
Questions:
How has technology affected the way people interact with each other.
How can people best engage in meaningful relationships without technology getting in the way?

The content of this topic aims to make the students become more aware of the effects of technology on social media. It also aims to make students be able to discuss and debate issues associated with technology and social interaction.

TOK questions:
How does technology shape how we know?
Does technology aid or hinder cognition?

CAS:
Learn from others and practice communication skills.

LP:
Reflective - having conversations with classmates and teachers
Risk-taker - text 3.7

This unit will develop receptive and interactive skills through reading, listening, watching, and oral discussions in pairs and groups.

Students will be formatively and summatively assessed on their comprehension and written/oral productions on the texts studied in class.

Students will write a blog/an opinion piece about the future information technology and human interaction. Students will be assessed according to assessment criteria for Paper 1.

ATL skills:
Communication skills, self-management skills, social skills, research skills.
Concept:
Variation of language, meaning, aim (what is the purpose of social media/technology).

Source: Cambridge University Press: English B for the IB Diploma Coursebook (Second edition)

Mass media texts:
Articles:
‘Reclaiming conversation: The Power of Talk in a Digital Age’
‘Is technology making us stupid?’
‘Cell Phone and sustainable development. The future is mobile.’ (from IB Eng B coursebook, Oxford)

Blog:
‘Top 5 Mobile Innovations for Social Causes’ (from IB Eng B coursebook, Oxford)

Diary:
‘Offline: day one of life without internet’

Literature:
Extract from ‘Them and Us’ by David Sedaris

Film:
‘Generation Like’ https://www.youtube.com/watch?=JqamKb7gTWY

Video :
‘The Millennial Question’
Spoken word film ‘Look Up’ by Gary Turk
https://garyturk.com/portfolio-item/lookup/

Professional text :
Audio track 8
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 14 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 3 Experiences: Extreme Sports

This topic focuses on the wonderful world of extreme sports, where people push themselves to their limits.

Questions:
Why do people take unnecessary risks in extreme sports?
How does sport help shape identity?
What do some people need that adrenaline rush?

The content of this topic will expand students’ knowledge of extreme sports and ask them to be proficient in discussing the world of extreme sports.


TOK questions:
How do we know what is dangerous and how do we measure danger?
How can fiction help us understand reality? (when reading the excerpt)

CAS:
Students do a physical activity that contributes to a healthy lifestyle.
Students are also encouraged to visit one of our many CAS clubs that offer physical activity.  

ATL skills:
Thinking skills, communication skills (in class discussions)
Interactive skills, research skills, and self-management (brochures is groups)

Concepts:
Audience: use of language indicates who might read the text

LP:
Risk taker: practicing an extreme sport can help you develop good skills for life.

This unit will develop receptive and interactive skills through reading, listening, watching, and oral discussions in pairs and groups.

Students will be formatively and summatively assessed on their comprehension and written/oral productions on the texts studied in class.

Students will write a formal letter to the IOC to argue that a particular sport should become an official Olympic sport. Students will be assessed according to the assessment criteria for Paper 1.

Students will also work together in groups and create a brochure/leaflet on different extreme sports.  

Students do in-class-test in reading and listening comprehension (Paper 1).

Source: Cambridge University Press: English B for the IB Diploma Coursebook (Second edition)

Articles:
‘Top 10 Incredibly Dangerous Sports’

‘The Extreme Future of Olympic Sports’ (Huffington Post)

Literature:

Extract from ‘Karoo Boy’ by Troy Blacklaws

Film:
‘Free Solo’, Documentary by Jimmy Chin, 2018 (clip)
"My next guest is" A Netflix episode starring Lewis Hamilton (Formula 1)

Audio track 5
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 14 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 4 Literary work: The Hate You Give

One of the literary works that we will read is the novel "The Hate You Give" by Angie Thomas.
We will work with the following elements:

Plot  -  What the story is
Narrative  - How the story is told
Character  - What the characters are
Characterization - How the characters are developed and deployed
Point  - What the story has to say, its meaning
Style  -  How the meaning is expressed


We will also practice Paper 2 (reading and listening)
We will work with Paper 1 (diary and proposal)
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 22 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 5 Sharing the planet: Climate change

In this unit the students will explore the causes and potential solution to climate change.

Key questions:
How and why is the climate changing?
What can you do to prevent climate change?

The content of this topic will teach the students about the causes and effects of climate change, thinking of ways in which they can help alleviate it.

LP: Caring (about our environment and our planet)

ATL: research skills (for the news article)

This unit will develop receptive and interactive skills through reading, listening, watching, and oral discussions in pairs and groups.

Students will be formatively and summatively assessed on their comprehension and written/oral productions on the texts studied in class.

Students will write a news article about an issue that is caused by global warming.

Articles:
‘Is Global Warming Real?´
‘Greener Living - a quick guide’
‘Bhamia, Bangladesh - Global warming has a taste in this village. It is the taste of salt.’
Literature: ‘The Lake’, a poem by Robert McGough
Literature: ‘Sinners in the Hands of an Angry God” by Joice Carol Oates https://www.newyorker.com/magazine/2019/10/14/sinners-in-the-hands-of-an-angry-god?fbclid=IwAR12u_k6eM25EKvScxRo_Wj8WChN5_SQC4Hvnor0zYJz12mTUVDwEYePSFc
Song: ‘Dear Future Generations’ https://www.youtube.com/watch?v=eRLJscAlk1M
Film: ‘Cowspiracy’ (Netflix)

Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 15 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 6 Social organization: Partners for life

This topic asks the students to think about what it means to be ‘partners for life’ with somebody.  

Questions:
What does marriage mean to you or your culture?
What constitutes a good marriage or partnership?

The content of this topic aims to make students appreciate cultural differences with regards to marriage practices and acquire appropriate language for discussing the topic of marriage.

TOK questions:
Questions relating to love, emotions, and relationships.

LP:
Communicators
Open minded


This unit will develop receptive and interactive skills through reading, listening, watching, and oral discussions in pairs and groups.

Students will be formatively and summatively assessed on their comprehension and written/oral productions on the texts studied in class.

Students will write a speech about gay rights, women's rights or same-sex marriage.

ATL skills:  
Communication skills

Concept:
Meaning: irony in a text

Mass media texts:
Excerpt from ‘Men are from Mars; Women are from Venus’ by John Gray
Essay ‘Why I Want a Wife’ by Judy Brady
Short story ‘Defining Moments’ by Isobel Harwood
Short story ‘Lamb to the Slaughter’ by Roald Dahl
Gillette commercial ‘The Best a Man Can Be’
Campaign ‘Be a Lady They Said’
Video: New York State Senator Diane Savino speaking about same-sex marriage
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 19 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 7 Identities: Beauty and Health

Beauty and Health

Questions:
To what extent is your definition of ‘beauty’ shaped by the media, including advertisements, movies, and TV commercials?
What are the effects of the media’s narrow definition of ‘beauty’ on people’s mental and physical health?
 
The content of this topic aims to make the students 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.
 
TOK questions:
Students discuss what is beauty? In relation to definitions of beauty based on culture and the role of the media.
 
CAS:
Students are invited to work on a CAS project that raises awareness about physical and mental health problems in their community.
 
LP:
Inquirer: doing an online search about eating disorders.
Knowledgeable: looking up facts and statistics frequently.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 15 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 8 Human Ingenuity: Future Humans

This unit will develop receptive and interactive skills through reading, listening, and oral discussions in pairs and groups.

In this unit students will explore the topics of cloning, genetically modified food, and gender selection.  
What ethical considerations are there with advancement of technology?
How will science change human existence in the next 50-100 years?

Students will be formatively and summatively assessed on their comprehension and written/oral productions on the texts studied in class. The students will also write an opinion piece (paper 1). Students will work on exercises from Paper 2, both reading and listening

IVF parents travel overseas to pick baby’s sex (Sydnes Morning Herald)
A Baby Please - Blond, Freckles, Hold the Colic (by Gautnam Naik, from World in Motion 2.0)
Video: “Human Clones through the Wormhole” (Science Channel)
Dr Zavos (The Independent)
GM Foods: Pros and Cons (www.geneticallymodified food.co.uk)
Audio track 7
Science documentary: Cloning the First Human (BBC) (YouTube) https://www.youtube.com/watch?v=JTq-MqasIdc

TOK: Students discuss the ethics within cloning and discuss “how we know what is right or wrong” in relation to GM food.

ATL: thinking skills, research skills
Indhold
Kernestof:

Skriftligt arbejde:
Titel Afleveringsdato
Assignment 3 01-10-2025
Omfang Estimeret: Ikke angivet
Dækker over: 10 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 9 Literary Work: The Great Gatsby

This topic explores the literary work "The Great Gatsby" by F. Scott Fitzgerald.
We will look closer at:
- the themes (morality/wealth/American Dream)
- the characters and their development
- the settings
- symbolism

The work will be put into historical context (Roaring Twenties in the US) and we will have discussions about the American Dream.

Students will also prepare for the uploaming mock exams by revising the text types and doing Paper 2 tests in class.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 20 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 10 Sharing the planet: Ending poverty

In this unit students will take a global perspective on poverty, exploring causes and efforts to eradicate it.

Learning objectives:
- Gain a better understanding of various approaches to alleviating poverty.
- Be able to discuss the mertis of various approcahes to alleviating poverty.

Guiding questions:
- How can poverty be eradicated?
- What can you do to help make a world a more equitable place?

Learner profile:
Caring - How much do you care about and care for thoe who are less fortunate than you?

TOK:
In TOK, emotions are discussed as a way of knowing. How do you feel about social inequality and the level of poverty in the world? Is it something you think about often or is it something you can easily ignore?
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 12 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer