Skill: gowanginc/ib-dp-english-b (version 1.0.0)

--- name: ib-dp-english-b version: 1.0.0 description: IB Diploma Programme English B teaching assistant. Supports SL and HL curriculum planning, assessment design, text analysis, and student feedback aligned with IB criteria. Use when working with IB DP English B content, lesson planning, creating assessments, analyzing texts for language acquisition, providing formative feedback, or preparing students for Paper 1, Paper 2, Individual Oral, or Written Assignment. --- # IB DP English B Teaching Assistant Comprehensive support for teaching IB Diploma Programme English B (Standard Level and Higher Level). ## Quick Reference ### Assessment Components - **Paper 1**: Writing (25% SL/HL) - See [paper1-writing.md](references/paper1-writing.md) - **Paper 2**: Reading/Listening (25% SL/HL) - See [paper2-receptive.md](references/paper2-receptive.md) - **Individual Oral**: Speaking (30% SL, 20% HL) - See [individual-oral.md](references/individual-oral.md) - **Written Assignment**: HL only (20%) - See [hl-written-assignment.md](references/hl-written-assignment.md) ### Five Themes 1. Identities 2. Experiences 3. Human ingenuity 4. Social organization 5. Sharing the planet See [course-overview.md](references/course-overview.md) for detailed theme topics. ## Key Features ### Lesson Planning - Align activities with assessment objectives - Integrate authentic texts and cultural contexts - Balance receptive and productive skills - Incorporate ATL (Approaches to Learning) skills ### Assessment Design - Create Paper 1 tasks with clear text types and purposes - Design Paper 2 comprehension questions at appropriate levels - Structure Individual Oral preparation with visual stimuli - Develop HL Written Assignment prompts ### Feedback & Criteria Apply IB assessment criteria for all components. See detailed rubrics in reference files. ### Text Analysis Guide students in analyzing: - Purpose, audience, context - Language features and register - Cultural perspectives - Stylistic devices ## Quick Commands **Plan a lesson**: "Create a lesson on [theme] using [text type] for [SL/HL]" **Design assessment**: "Create a Paper 1 task on [theme] with [text type]" **Provide feedback**: "Assess this student work using IB criteria" **Analyze text**: "Analyze this [text type] for language features" ## References - [Course Overview](references/course-overview.md) - Aims, themes, structure - [Paper 1: Writing](references/paper1-writing.md) - Format, criteria, teaching tips - [Paper 2: Receptive Skills](references/paper2-receptive.md) - Reading and listening - [Individual Oral](references/individual-oral.md) - Format, criteria, preparation - [HL Written Assignment](references/hl-written-assignment.md) - Requirements and criteria - [Assessment Criteria](references/assessment-criteria.md) - Detailed rubrics - [Command Terms](references/command-terms.md) - IB-specific instruction verbs - [Text Types](references/text-types.md) - Conventions for each text type - [Official IB Guide](references/ib-language-b-guide.pdf) - Complete course guide

path: references/assessment-criteria.md
content: # IB DP English B Assessment Criteria

## Paper 1: Productive Skills (Writing)

### Criterion A: Language (12 marks)
- **9-12**: Excellent command, wide range of vocabulary and structures, minimal errors
- **7-8**: Good command, good range, some errors that don't impede communication
- **5-6**: Adequate command, adequate range, errors sometimes impede communication
- **3-4**: Limited command, limited range, errors impede communication
- **1-2**: Very limited command, very limited range, errors seriously impede communication

### Criterion B: Message (12 marks)
- **9-12**: Fully relevant, ideas well developed, convincing
- **7-8**: Mostly relevant, ideas developed, mostly convincing
- **5-6**: Generally relevant, ideas somewhat developed, somewhat convincing
- **3-4**: Partially relevant, ideas not well developed, not very convincing
- **1-2**: Hardly relevant, ideas hardly developed, unconvincing

### Criterion C: Conceptual Understanding (6 marks)
- **5-6**: Excellent awareness of audience, purpose, context; appropriate register and tone
- **3-4**: Good awareness; mostly appropriate register and tone
- **1-2**: Limited awareness; register and tone not always appropriate

### Criterion D: Organization (6 marks)
- **5-6**: Effectively organized, coherent, excellent use of cohesive devices
- **3-4**: Generally organized, generally coherent, adequate cohesive devices
- **1-2**: Poorly organized, lacks coherence, inadequate cohesive devices

### Criterion E: Format and Style (4 marks)
- **4**: Excellent use of conventions for text type
- **3**: Good use of conventions
- **2**: Adequate use of conventions
- **1**: Limited use of conventions

## Individual Oral Assessment

### Criterion A: Language (10 marks)
Range, accuracy, fluency of spoken language

### Criterion B: Message (10 marks)
Development and organization of ideas

### Criterion C: Interactive Skills (10 marks)
Engagement in conversation, response to questions

## HL Written Assignment

### Criterion A: Language (6 marks)
### Criterion B: Message and Interaction (6 marks)
### Criterion C: Conceptual Understanding (6 marks)
### Criterion D: Organization (6 marks)


path: references/command-terms.md
content: # IB Command Terms for English B

## Analysis & Interpretation
- **Analyze**: Break down to bring out essential elements
- **Comment**: Give judgment based on reasoning
- **Examine**: Consider in detail
- **Interpret**: Use knowledge to explain meaning

## Evaluation
- **Evaluate**: Make appraisal by weighing strengths and limitations
- **Justify**: Give valid reasons for choices
- **To what extent**: Consider merits of an argument

## Description & Explanation
- **Describe**: Give detailed account
- **Explain**: Give detailed account including reasons
- **Outline**: Give brief account
- **Summarize**: Abstract general themes

## Application
- **Apply**: Use knowledge in new situations
- **Demonstrate**: Make clear by reasoning or evidence
- **Suggest**: Propose solution or hypothesis

## Comparison
- **Compare**: Give account of similarities
- **Contrast**: Give account of differences
- **Distinguish**: Make clear differences between

## Creation
- **Formulate**: Express precisely and systematically
- **Identify**: Provide answer from possibilities
- **State**: Give specific name or value


path: references/course-overview.md
content: # IB DP English B Course Overview

## Course Aims
- Develop international-mindedness through study of languages and cultures
- Enable communication in target language in various contexts
- Encourage awareness and understanding of different perspectives
- Develop students' understanding of relationship between languages and cultures
- Develop students' awareness of importance of language in relation to other areas of knowledge
- Provide enjoyment, creativity and intellectual stimulation through knowledge of target language
- Provide foundation for further study, work and leisure through target language
- Foster curiosity, creativity and lifelong enjoyment of language learning

## Assessment Objectives
1. Communicate clearly and effectively in various situations
2. Understand and use language appropriate to various purposes and audiences
3. Understand and use register appropriate to various situations
4. Identify, organize and present ideas on various topics
5. Understand, analyze and respond to written, audio, visual and audio-visual texts

## Course Structure

### SL and HL Core
- **Receptive skills**: Reading, listening, viewing
- **Productive skills**: Writing, speaking
- **Interactive skills**: Speaking

### Recommended Teaching Hours
- SL: 150 hours
- HL: 240 hours

## Five Prescribed Themes
All themes must be taught at both SL and HL:

1. **Identities** - Lifestyle, health and well-being, beliefs and values, subcultures, language and identity
2. **Experiences** - Leisure activities, holidays and travel, life stories, rites of passage, customs and traditions, migration
3. **Human Ingenuity** - Entertainment, artistic expressions, communication and media, technology, scientific innovation
4. **Social Organization** - Social relationships, community, social engagement, education, the working world, law and order
5. **Sharing the Planet** - The environment, human rights, peace and conflict, equality, globalization, ethics, urban and rural environment

## Text Types (Receptive and Productive)
Students must be familiar with these text types:
- Advertisement
- Article  
- Blog/diary/journal/online posting
- Brochure/leaflet/flyer/pamphlet
- Correspondence (email, letter, postcard)
- Essay
- Guidelines/instructions
- Interview
- News report
- Proposal
- Review
- Set of instructions/directions
- Speech/presentation/talk
- Text message/announcement

## Language Levels
- **SL**: B1 level (CEFR) at start, B2 by end
- **HL**: B2 level at start, approaching C1 by end


path: references/hl-written-assignment.md
content: # HL Written Assignment

## Format
- **Weighting**: 20% (HL only)
- **Word count**: 500-600 words
- **Based on**: Three to five texts from intertextual reading

## Requirements
- Respond to one of four prescribed questions
- Reference at least two texts from reading list
- Demonstrate understanding of cultural context
- Show critical engagement with texts

## Prescribed Questions (choose one)
1. How could the text be read differently by audiences from different places or times?
2. How does the text conform to or deviate from conventions of a particular genre?
3. How has the text borrowed from other texts?
4. How does the text reflect or challenge cultural assumptions?

## Assessment Criteria (24 marks total)

### Criterion A: Language (6 marks)
Accuracy and range of language

### Criterion B: Message and Interaction (6 marks)
Understanding and engagement with texts

### Criterion C: Conceptual Understanding (6 marks)
Analysis of cultural context and perspectives

### Criterion D: Organization (6 marks)
Structure and coherence

## Teaching Approach
- Select diverse, culturally rich texts
- Teach comparative analysis
- Practice critical thinking
- Model academic writing


path: references/individual-oral.md
content: # Individual Oral

## Format
- **Duration**: 12-15 minutes total (SL and HL)
- **Weighting**: 30% (SL), 20% (HL)
- **Preparation**: 15 minutes supervised preparation time

## Structure
1. **Presentation** (3-4 minutes): Based on visual stimulus
2. **Follow-up discussion** (5-6 minutes): General conversation on related theme
3. **General conversation** (4-5 minutes): Broader discussion on other themes

## Visual Stimulus
- Provided by teacher
- Related to one of the five themes
- Can be photo, illustration, cartoon, advertisement, etc.

## Assessment Criteria (30 marks total)

### Criterion A: Language (10 marks)
- Range and accuracy of vocabulary
- Range and accuracy of grammatical structures
- Pronunciation and intonation
- Fluency

### Criterion B: Message (10 marks)
- Ideas relevant to stimulus and theme
- Development and organization of ideas
- Clarity of message

### Criterion C: Interactive Skills (10 marks)
- Engagement in conversation
- Response to questions and prompts
- Ability to maintain and develop discussion

## Preparation Tips
- Practice describing visuals
- Connect visuals to themes
- Prepare opinions on all themes
- Practice spontaneous speaking
- Record and review practice sessions


path: references/paper1-writing.md
content: # Paper 1: Productive Skills - Writing

## Format
- **Duration**: 1 hour 15 minutes (SL), 1 hour 30 minutes (HL)
- **Weighting**: 25% (SL and HL)
- **Tasks**: Write one text from a choice of three

## Task Structure
Each task provides:
- Text type to produce
- Purpose and audience
- Specific situation/context
- Word count: 250-400 words (SL), 450-600 words (HL)

## Assessment Criteria (40 marks total)

### Criterion A: Language (12 marks)
How effectively does the student use language?
- Range of vocabulary
- Range of grammatical structures
- Accuracy of vocabulary and grammar
- Clarity of expression

### Criterion B: Message (12 marks)
How clearly is the message conveyed?
- Relevance of ideas to task
- Development and detail of ideas
- Coherence of ideas
- Effectiveness in fulfilling task requirements

### Criterion C: Conceptual Understanding (6 marks)
To what extent does the student show awareness of:
- Audience
- Purpose
- Context
Demonstrated through appropriate:
- Register and tone
- Style
- Rhetorical devices

### Criterion D: Organization (6 marks)
How well organized and coherent is the text?
- Structure
- Logical development of ideas
- Use of cohesive devices

### Criterion E: Format and Style (4 marks)
How appropriate is the format and style?
- Conventions of chosen text type
- Layout and presentation

## Teaching Tips
- Practice all text types regularly
- Emphasize word count management
- Focus on purpose and audience awareness
- Teach text type conventions explicitly
- Provide authentic models
- Practice timed writing


path: references/paper2-receptive.md
content: # Paper 2: Receptive Skills

## Format
- **Duration**: 1 hour (SL), 2 hours (HL)
- **Weighting**: 25% (SL and HL)
- **Tasks**: Comprehension exercises based on audio, visual, and written texts

## SL Structure (45 marks)
- Section A: Reading comprehension (25 marks)
- Section B: Listening comprehension (20 marks)

## HL Structure (65 marks)
- Section A: Reading comprehension (40 marks)
- Section B: Listening comprehension (25 marks)

## Question Types
- Multiple choice
- Matching
- True/false/not given
- Gap fill
- Short answer
- Identifying information

## Skills Assessed
- Understanding main ideas
- Understanding specific details
- Understanding implied meaning
- Recognizing attitudes and opinions
- Following argument development


path: references/text-types.md
content: # IB English B Text Types

## Article
**Purpose**: Inform, persuade, entertain
**Features**: Headline, byline, lead paragraph, subheadings, quotes
**Register**: Formal to semi-formal
**Audience**: General public or specific readership

## Blog
**Purpose**: Share opinions, experiences, information
**Features**: Informal tone, personal voice, comments section, hyperlinks
**Register**: Informal to semi-formal
**Audience**: Online readers, followers

## Essay
**Purpose**: Argue, analyze, explain
**Features**: Introduction with thesis, body paragraphs, conclusion, formal structure
**Register**: Formal
**Audience**: Academic readers

## Letter (Formal)
**Purpose**: Request, complain, apply, inquire
**Features**: Sender/recipient addresses, date, salutation, formal closing
**Register**: Formal
**Audience**: Specific recipient (official, organization)

## Letter (Informal)
**Purpose**: Share news, maintain relationships
**Features**: Personal tone, conversational style, informal greeting/closing
**Register**: Informal
**Audience**: Friends, family

## Speech
**Purpose**: Persuade, inform, inspire
**Features**: Direct address, rhetorical questions, repetition, emotive language
**Register**: Formal to informal (context-dependent)
**Audience**: Live or recorded listeners

## Review
**Purpose**: Evaluate and recommend
**Features**: Description, evaluation criteria, personal opinion, recommendation
**Register**: Semi-formal
**Audience**: Potential consumers/users

## Report
**Purpose**: Present findings, inform
**Features**: Title, executive summary, sections, data, recommendations
**Register**: Formal
**Audience**: Specific stakeholders

## Interview
**Purpose**: Gather information, reveal perspectives
**Features**: Q&A format, introduction, follow-up questions
**Register**: Varies by context
**Audience**: Readers/listeners interested in subject

## Brochure
**Purpose**: Promote, inform
**Features**: Headings, bullet points, images, contact info, persuasive language
**Register**: Semi-formal
**Audience**: Potential customers/participants


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