Every subtopic of DP English B, ready to teach.

This unit addresses three topics: language and cultural identity (including heritage, multilingualism, and code-switching), lifestyle and personal choices (consumer habits, health, and leisure), and personal attributes and relationships (family structures, friendship, and personal values). The key concept of Identity runs throughout, with Communication also foregrounded across several lessons.

Skills & assessment. Students develop the vocabulary and discourse skills needed to discuss the self in both spoken and written contexts, practising text types such as personal essays and letters alongside oral tasks that reflect Individual Oral preparation. Lessons include exam-style questions with mark schemes aligned to Paper 1 and Paper 2 demands.

Three topics frame this unit: leisure, travel, and tourism (adventure, cultural exchange, and tourism's impact); migration and displacement (causes, cultural adaptation, and refugee integration); and rites of passage and life events (ceremonies, educational milestones, and personal transitions). The key concept of Purpose anchors the rites-of-passage topic, while Communication underpins the travel and migration lessons.

Skills & assessment. Students practise reading and listening comprehension using stimulus material drawn from authentic contexts of travel and displacement, and develop productive skills through text types including travel writing, reports, and opinion pieces. Exam-style tasks with mark schemes are included throughout.

This unit moves across three topics: arts, creativity, and self-expression (architecture, literature, and the visual and performing arts); entertainment and media (advertising, film, and media's role in shaping public opinion); and science, technology, and innovation (digital communication, social media, and the ethics of scientific discovery). Communication is the dominant key concept, with Culture and creativity also featured.

Skills & assessment. Lessons develop media literacy and analytical reading skills alongside productive tasks such as opinion articles, reviews, and structured arguments. The interplay between language and cultural values is a consistent thread, supporting both Paper 2 writing and Individual Oral topic development.

Three topics structure this unit: community structures and social institutions (education, family roles, and religion); political systems and governance (democracy, human rights, and international organisations); and work, employment, and economic life (globalisation, changing career pathways, and economic inequality). Communication is the key concept throughout, reflecting the unit's focus on public discourse and civic language.

Skills & assessment. Students engage with formal registers and the language of argument and persuasion, practising text types such as speeches, formal letters, and reports. Tasks are designed to develop the analytical and evaluative writing skills required for Paper 2 and the Individual Oral.

This unit spans three topics: environment and climate change (causes and effects, activism, and biodiversity); global issues and ethics (conflict resolution, ethical consumption, and poverty); and urban and rural environments (access to resources, agricultural practices, and urbanisation challenges). Communication frames the global-issues lessons while Context anchors the urban–rural topic.

Skills & assessment. Students work with informative, persuasive, and campaign-style texts, developing the vocabulary of environmental and ethical debate. Tasks build toward the kinds of analysis and argument required in Paper 1 comprehension and Paper 2 writing, with mark schemes provided for every lesson.

Three topics address the full range of receptive skills: listening comprehension (extracting information from authentic spoken sources, understanding formal and informal registers, and applying listening strategies); reading comprehension (analysing purpose, audience and tone, identifying main ideas, and inferring meaning from context); and — for HL — understanding literary texts (stylistic devices, evaluating arguments, and identifying narrative perspective). Key concepts include Communication and Meaning.

Skills & assessment. Lessons are built around authentic or authentic-style texts and audio stimuli, with guided tasks that mirror the question types of Paper 1. HL literary-text lessons are clearly marked and extend into the analytical skills required for the Individual Oral and the HL essay component.

Three topics develop productive skills across modes: oral production and spoken presentations (describing and narrating ideas, presenting structured opinions, and managing register in speech); writing in a variety of text types (formal genres such as essays, reports and speeches; informal genres such as blog posts and personal correspondence; and persuasive and argumentative writing); and — for HL — extended writing and argumentation (constructing complex arguments, evaluating multiple perspectives, and writing with stylistic variety). Communication is the key concept throughout.

Skills & assessment. Each lesson provides scaffolded production tasks with model responses and mark schemes, supporting preparation for Paper 2 written tasks and the Individual Oral. HL extended-writing lessons are clearly flagged and address the additional demands of the HL written assessment.

Three topics address interactive communication: collaborative and interpersonal communication (adjusting register, participating in group tasks, and using conversational strategies); conversation and discussion (expressing and responding to opinions, initiating and concluding exchanges, and negotiating meaning); and — for HL — stylistic adjustment and discourse management (adapting style across formal and informal contexts, managing extended oral interactions, and responding to abstract topics). Communication is the key concept throughout.

Skills & assessment. Lessons are structured around pair and group speaking tasks that simulate the conditions of the Individual Oral, with teacher observation prompts and student self-assessment grids included in the lesson materials. HL lessons are clearly marked and target the higher bands of the Interactive Skills assessment criteria.

Three topics build metalinguistic and practical language knowledge: conceptual understanding (analysis of language choices in authentic texts, audience and purpose in context, and how language shapes cultural perspectives); grammar and syntax (structures appropriate to SL and HL proficiency, sentence cohesion and coherence, and tense, aspect, mood, and voice); and vocabulary development (idiomatic expressions and collocations, strategies for deducing unknown words, and thematic lexis acquisition). Key concepts include Purpose, Communication, Variation, and Context.

Skills & assessment. Lessons integrate form-focused instruction with meaning-in-context tasks, helping students move between accuracy and fluency. Mark schemes reflect the language criteria used across Paper 1, Paper 2, and the Individual Oral, making these lessons useful at any point in the course.

Three topics address the range of texts students encounter and produce: authentic oral and audio-visual texts (advertisements, films, broadcasts, podcasts, and interviews analysed for purpose and audience); written text types (formal and informal genre conventions, format and layout, and persuasive, informative, and narrative structures); and — for HL — literary works in the target language (cultural and historical contexts, genre conventions and literary analysis, and the study of two works originally written in the target language). Key concepts include Communication, Purpose, and Context.

Skills & assessment. Lessons develop the text-type awareness required for both the receptive tasks of Paper 1 and the productive tasks of Paper 2, with HL literary-work lessons supporting the Individual Oral and the HL essay. Mark schemes for every lesson reflect the relevant assessment criteria.

Three topics build cultural and intercultural competence: contemporary issues in target language cultures (globalisation, cultural change, social and political debates, and media representation); cultural practices and social norms (celebrations, daily customs, traditions, and cross-cultural comparisons of etiquette and taboo); and intercultural understanding and comparison (comparing one's own culture with the target culture, global and local cultural influences, and addressing stereotypes and bias). Culture is the dominant key concept, with Communication also featured.

Skills & assessment. Lessons combine cultural input with reflective and comparative tasks that directly prepare students for the Individual Oral stimulus-based discussion, where cultural understanding and the ability to compare perspectives are explicitly assessed. Mark schemes are provided for all 9 lessons.