1

Student Support Material

For 2020 assessment

This guideline is intended to provide COAR

Apurimac students with additional aid in the
learning process through the Diploma
Programme (DP) Language B course (English).
It has been developed collecting many sources
from different books and webpages you will
see the bottom.

It provides you a descriptions regarding to the

nature of the subject, the syllabus, the
prescribed themes, the assessment criteria, the
extended essay, the writing process, writing
strategies, text types, suggested grammar
contents, and so on.
Nature of the Subject 3
Language B Higher Level-HL 3
English B Syllabus 4 2
Prescribed Themes and Topics 5
Texts Types 5
English Concepts 6
International Mindedness, TOK and CAS 6
Approaches to Learning-ATL 7
Extended Essay in English B 8
Literature / Literary Works 10
How English B is Assessed? 11
Assessment Criteria-HL 13
The Writing Process 18
Prewriting Strategies 21
Thesis Statement 25
The Paragraph - Structure 26
Unity and Coherence in the Paragraph 38
Feedback on Writings at COAR Apurímac 31
Text Types Layouts 31
Suggested Grammar Contents 35
Webpages for Further Practice 36
FCE for Schools 39
Bibliography 44
Nature of the Subject

Language B is a language acquisition courses designed to

provide students with the necessary skills and intercultural
understanding to enable them to communicate successfully in
an environment where the language studied is spoken. This
process allows the learner to go beyond the confines of the
classroom, expanding their awareness of the world and
fostering respect for cultural diversity. Language B develops
students’ linguistic abilities through the development of
receptive (reading and listening), productive (writing) and 3
interactive skills (speaking).

At COAR Apurimac teachers struggle efforts to reach B2 level

among all students, in order to be able to take the FCE
Cambridge Exam at the end of fifth grade. COAR's curriculum emphasizes learning
English so that students when communicating using this language, they will obtain the
necessary skills that is going to allow them to not only interact in everyday situations or
increase their knowledge, but also to cope with any academic context and to have access
to a bilingual education in their higher education.

The students who graduated from COAR APURÍMAC are expected to reach the B2 level
according to the Common European Framework of Reference for Languages (CEFRL),
which corresponds to independent users of the language. Also, being in the B2 level you
can understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in their field of specialization. Students additionally can
interact with a degree of fluency and spontaneity that makes regular interaction with
native speakers quite possible without strain for either party. Furthermore, you can
produce clear, detailed text on a wide range of subjects and explain a viewpoint on a
topical issue giving the advantages and disadvantages of various options. That is why in
third grade students receive a weekly training of 10 hours of English, while in fourth and
fifth grade 8 hours weekly respectively. This complements the comprehensive training of
the COAR model student.

The external assessment of these apprenticeships is given at the end of fifth grade by the
Cambridge English Language Assessment, through the First for Schools Exam-FCE, and
through which students can be certified at the B2 in the Council of Europe´s Common
European Framework of Reference (CEFR).

Language B Higher Level-HL

At HL, students are expected to extend the range and complexity of the language they
use and understand in order to communicate. They continue to develop their knowledge
of vocabulary and grammar, as well as their conceptual understanding of how language
works, in order to construct, analyse and evaluate arguments on a variety of topics
relating to course content and the target language culture(s).
  Receptive skills: Students understand and evaluate a wide variety of written and
spoken authentic personal, professional and mass media texts; they understand
fundamental elements of literary texts such as theme, plot and character. They
analyse arguments, distinguishing main points from relevant supporting details
and explanations. They use a variety of strategies to deduce meaning.

 Productive skills: Students present and develop their ideas and opinions on a
variety of topics, both orally and in writing. They construct and support
arguments with explanations and examples. They speak and write at length, and
with purpose, in order to meet a wide range of communicative needs: describing,
narrating, comparing, explaining, persuading, justifying, evaluating.
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 Interactive skills: Students initiate, maintain and close oral exchanges, displaying
some ability to make adjustments in style or emphasis. They use a variety of
strategies to maintain the flow of conversations and discussions on a variety of
topics relating to course content and the culture(s) of the target language.
Students are adept in negotiating meaning and fostering communication.

English B Syllabus

“The diagram represents the

different elements of the English
B syllabus”

Taken from: Philpot B. and Farrell A. (2018).

p.8
Prescribed Themes and Topics

Themes What to explore? Recommended Topics

 Lifestyles.
The nature of the self and what it is to  Health and wellbeing.
Identities  Beliefs and values.
be human.
 Subcultures.
 Language and identity
 Leisure activities
 Holidays and travel
The stories of the events, experiences
Experiences  Life stories
and journeys that shape our lives.
 Rites of passage
 Customs and traditions
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 Migration
 Entertainment
 Artistic expressions
Human Ingenuity The ways in which human creativity
 Communication and media
and innovation affect our world.
 Technology
 Scientific innovation
 Social relationships
Explore the ways in which groups of  Community
people organize themselves, or are  Social engagement
Social organization
organized, through common systems  Education
or interests.  The working world
 Law and order
 The environment
 Human rights
The challenges and opportunities
 Peace and conflict
Sharing the Planet faced by individuals and communities
 Equality
in the modern world.
 Globalization
 Ethics
 Urban and rural environment

Texts Types

The IB has categorised the following texts into ‘personal’, ‘professional’, and ‘mass media’
texts.

Personal texts Professional texts Mass media texts

Advertisement
Pamphlet
Article
Blog Podcast
Blog
Email Poster
Brochure
Essay Proposal
Blog Editorial
Formal Letter Public Commentary
Diary Film
Proposal Radio Programme
Personal Letter Instructions
Questionnaire Review
Interview
Report Speech
Leaflet
Survey Travel Guide
Literature
Web Page
News Report
 Personal texts: Personal texts are shared by the person creating the message and
an audience who may be family members, friends or groups with a common
interest; a personal text may also be directed to oneself. Personal texts tend to be
characterized by attention to the everyday interests or the affective needs of
individuals rather than the analysis of information. Personal texts have a variety of
functions including, but not limited to, describing, narrating, entertaining,
recommending and persuading.

Professional texts: Professional texts are created for an intended audience in

contexts where no personal relationship is assumed between the producer of the
text and the recipient(s); however, the producer of the text can assume that the
recipient(s) will have an interest in receiving and understanding the message.
Professional texts tend to be characterized by attention to the cognitive needs of 6
individuals, the transfer of knowledge and the logical presentation of information;
these texts employ clear, factual language and a formal register.

Mass media texts: Mass media texts are created for distribution to a large
audience that is targeted because of an interest that, at least initially, lies primarily
with the producer of the text, since the person or entity responsible for a mass
media text has no way of knowing exactly who will take the time and interest to
understand the message or who will ignore it. Mass media texts tend to be
characterized by the need of the producer of the text to project authority,
desirability or exclusivity, and the conscious choice of a particular medium or
technology that is appropriate to reach the targeted audience.

English Concepts

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

International Mindedness, TOK and CAS

The outer ring of the syllabus diagram includes four further elements of the Diploma
Programme:

 International Mindedness: Most of the activities in all terms are designed around
materials that encourage international mindedness.

 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. The course and teachers make connections
between the course content and TOK through second order questions and classroom
discussion mainly.
  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.

Approaches to Learning-ATL

The IB encourages students 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: Communication is at the heart of language acquisition. Effective
communicative interactions using the spoken and written forms of a language entail:
interpretation and negotiation of meaning; coherent exchange of ideas; and the ability to
inform, describe, narrate, explain, persuade and argue to a variety of audiences and in different
contexts. Not only does effective communication allow students to develop their linguistic
skills and self-confidence, it also promotes intercultural understanding through the
examination of the interrelationship between language and culture, and promotes
international-mindedness through an increased awareness of the use of the target language
in a variety of countries and regions.

 Thinking skills: Through language acquisition, students develop a body of thinking skills that
may include, but are not limited to, metacognition, reflection, critical thinking, creative thinking
and transfer. The development of higher-order thinking skills, rather than the simple
memorization of content, is integral to the language learning process. This may be achieved
through approaches to teaching, such as the use of collaborative, enquiry-based tasks to
provide students with the opportunity to explore language and structures relating to a given
theme.

 Social skills: To function effectively in the language acquisition classroom, students need to
be adept at both peer-related and adult-related social communication and behaviour. These
skills are closely related to communication skills and also to attributes of the IB learner profile,
such as being open-minded, for example, through students showing appreciation for the
culture(s) of the target language.

 Research skills: In language acquisition, research allows students to use authentic sources to
explore questions from different cultural perspectives and to expand their linguistic and
intercultural knowledge in any direction that presents a particular interest for them. Research
skills may include critical thinking, problem solving, analysis and sharing of ideas (which could
involve selecting a topic of interest in order to explore one of the language acquisition course’s
five themes or concepts), finding, validating and evaluating sources, as well as paraphrasing
and citing in an academically honest way. Students also need to present their work, and reflect
on their experience, in a way that demonstrates a positive attitude to learning.

 Self-management skills: Students should set their own goals and reflect on their progress as
they grow and improve their linguistic and cultural competence. They should demonstrate
initiative, perseverance and a strong willingness to learn independently. An example could be
students going beyond classroom requirements and using the language in real-life situations,
or seeking out native speakers in the local community with whom to practice their language
skills.
Extended Essay in English B

Writing an extended Essay (EE) in English B provides students with an excellent

opportunity to explore one aspect of their chosen language in greater depth and to
increase their intercultural understanding and international-mindedness.

The EE in a language of acquisition provides opportunities for students to develop their

thinking, research and self-management skills while, at the same time, focusing on an
aspect of language that is of particular personal interest and challenge.

Students must select one of the three distinct categories outlined below in order to 8
develop a manageable research question for their EE. A simplified summary, with
examples, is provided in the table below. For full details of requirements, teachers and
students must refer to the Extended Essay Guide (first assessment 2018).

 Category 1 - Language: offers the opportunity to engage with a

particular linguistic aspect in greater detail.

 Category 2 - Culture and Society: allows the student to focus on

one aspect of the target culture, linked to either a linguistic detail or
a cultural artifact, and complements perfectly the learner profile for
language acquisition, promoting reflection on the culture of the
target language and the learner’s role in the linguistic community.

 Category 3 - Literature: provides an opportunity for students to

explore one or more works of literature in order to widen their
understanding of the target language and culture from a literary
angle.

Category Nature Description Example

A specific analysis of language, its use, “Le parler jeune”: An analysis of

structure, development, and so on. It is
1 Language
normally related to its cultural context
or a specific text.
Socio-cultural analysis of the impact of
Culture
2A a particular issue on the form or use of
and
the language based on an examination
society
of language use.
A sociocultural analysis of the impact of
Culture a particular issue on the form or use of
2B
and the language in an essay of a general
society cultural nature based on specific
cultural artifacts.
An analysis of a literary type, based on
a specific work or works of literature.
3 Literature
All works must originally have been
written in the target language.
the vocabulary and expressions
common in the language of youth
in France today.
An analysis of the way in which the
advent of internet marketing in
China has had an impact on the
language.
To what extent do the films Entre
les murs and La journée de la jupe
portray an accurate image of the
French education system?
How effective is the use of the
first person narrator in the
German novel Crazy by Benjamin
Lebert?
 Questions and answers about the EE

Can a work or resource in translation be used?

No, all resources and literary works must have been originally written in the target language
and must reflect a culture where the target language is spoken.

How many poems qualify as one literary work?

Approximately 15-20 poems/600 lines could be considered approximate to one work of
literature. It should be kept in mind that this is a language acquisition course and, therefore,
long and complex poems are not recommended.

How many short stories qualify as one literary work?

Approximately 7-10 short stories could be considered appropriate. The length and
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complexity of the stories should be considered when choosing exactly which and how
many to study.
Do all poems or short stories have to be by the same author and/or be linked by
theme?
No, this is not necessary. It is up to the teacher to determine which works will be studied,
and these do not have to be linked in any way.

Can a graphic novel be studied as a literary work?

Yes, providing the graphic novel selected was originally written in the target language; is
reflective of a target language culture; demonstrates the characteristics of literature (for
example, complex narratives, character and plot development, and so on); contains an
appropriate amount text; is of sufficient length.

 Cultural artifact

For the purposes of the extended essay, the following text clarifies category 2:
Culture and society (b), “essays of a general cultural nature based on specific
cultural artifacts”. Cultural artifacts include anything concrete or tangible that
helps to give insight into the target culture and language. Some examples are
given below:

Spoken Visual
Written documents Cultural icons
documents documents
 Adverts /Articles  Brands (as a
 Books (other than  Architecture manifestation of
literary)  Interviews (buildings, culture)
 Historical documents  Radio or monuments,  Fashion items and
or records television and so on) accessories (as a
 Laws or policies programmes  Films manifestation of
 Leaflets, brochures or  Screenplays  Stamps culture)
manifestos  Song lyrics  Works of fine  Food items, dishes
 Magazines / Cartoons art (as a manifestation
 News headlines of culture)
 Newspapers
 The following do not qualify as “cultural artifacts”:

 (Minority) ethnic groups.  Towns or regions (“travel guide”

 Historical events. extended essays).
 Institutions (school systems,  Traditions.
political parties, and so on).  Social issues (unemployment,
 Media trends. immigration, racism, school
 Political events (elections, violence, the role of women in a
referendums). particular country, and so on).
 Styles of music.  Social movements (for example,
riots).
 Sports.
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Literature / Literary Works

Literature can exemplify one or more of the prescribed themes of the

language B course, and can help students to broaden their
vocabulary and use language to express opinions and explore
ideas. Reading literature helps students to develop fluent reading
skills as they progress from comprehension to interpretation and
inference. The use of literary works to develop students’ receptive
and productive skills is encouraged at all levels of language
acquisition in the DP; however, in terms of formal requirements of
the syllabus and assessment outline, the study of two literary
works originally written in the target language is a requirement
at HL in language B.

HL students are expected to understand fundamental elements of the

literary works studied, such as themes, plot and characters. It must be
emphasized that literary criticism is not an objective of the
language B course; literary criticism lies within the remit of the DP
studies in language and literature courses. In language acquisition
courses, specifically language B HL, literature is intended as a
stimulus for ideas to be explored, principally through oral
assessment.

The term “literary works” refers to works of prose fiction, prose non-fiction, poetry and
drama. The term “literary text” refers to an extract from a complete literary work, for
example, a scene from a play, several paragraphs from a novel or a single poem from a
larger collection.

As with any resources used in the classroom, literary works are in order to allow students
to achieve the aims and objectives of the course, be culturally relevant to the target
language and linguistically accessible for language acquisition students. Works in
translation or “easy reader” versions of literary texts are not helpful for students
to achieve the aims and objectives of the course and must be avoided.

Through 2019, at COAR Apurímac and based on students’ context, teachers have chosen
to work with the following literary works among fourth grades:
 Book Themes faced Literary elements
The house on - Shame of being poor.
mango street - Disillusion and discrimination.
Irony, alliteration, allusion,
- Sexual Harassment.
personification, hyperbole, syntax
By Sandra - Single parent childhood.
Cisneros - Family violence and against women
The fault in our - Family / Isolation.
Symbolism, imagery, allegory,
stars - Love / Religion / Courage.
metaphors, personification, simile,
- Identity and Mortality.
onomatopoeia
By John Green - Life, consciousness and existence.

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How English B is Assessed?

The assessment objectives are intend to test student performance based on:

 Communicate clearly and effectively in a range of

contexts and for a variety of purposes.

 Understand and use language appropriate to a range of

interpersonal and/or intercultural contexts and
audiences.

 Understand and use language to express and respond to

a range of ideas with fluency and accuracy.

 Identify, organize and present ideas on a range of topics.

 Understand, analyse and reflect upon a range of written,

audio, visual and audio-visual texts.

Percent of
High Level - HL
final grade
 1 hour 30 minutes for 30 marks.
EXTERNALLY ASSESSMENT

 One writing task from a choice of three.

Paper 1
 Each task based on a course theme. 25%
Writing
 Select a text type.
 450–600 words.
 1 hour listening for 25 marks.
Paper 2  Three audio passages.
Listening and -------------------------------------------------
50%
Reading  1 hour reading for 40 marks.
 Three reading texts.
 Based on themes.

 Based on the literary works read.

ASSESSMENT
INTERNALLY

 Presentation of a literary Passage

Individual Oral
 Conversation with teacher about a 25%
prescribed theme.
 30 marks.
Paper 1: Productive skills-writing: tests your ability to write for a particular audience,
for a specific purpose, using the conventions of a specific text type. 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.

Paper 2: Receptive skills - listening and reading: It 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
12
develop your listening and reading skills.

Individual oral: The individual oral assesses the degree to which the student is able to:

 Communicate clearly and effectively in a range of contexts and for a variety of

purposes.
 Understand and use language appropriate to a range of interpersonal and
intercultural contexts.
 Understand and use language to express and respond to a range of ideas with
fluency and accuracy.
 Identify, organize and present ideas on a range of topics.
 Understand, analyse and reflect within the context of presentation and
conversation.

Stage To accomplish Time

Two extracts of up to approximately 300 words each
(from the two literary works studied). The student
Supervised
chooses one of the extracts and prepares a 20
preparation time
presentation focused on the content of the extract. minutes
During this time, the student is allowed to make brief
working notes.
The student presents the extract. The student may
Part 1: place the extract in relation to the literary work, but
3-4
Presentation must spend the majority of the presentation
minutes
discussing the events, ideas and messages in the
extract itself.
The teacher engages with the student on the content
Part 2: Follow-
of the extract that the student has presented, 4-5
up discussion
expanding on observations that the student has minutes
provided in the presentation.
The teacher and student have a general discussion
Part 3: General 5-6
using one or more of the five themes of the syllabus
discussion minutes
as a starting point.
Assessment Criteria-HL

 Paper 1: Writing

Criterion A: Language

How successfully does the candidate

command written language?

To what extent is the vocabulary appropriate and 13

varied?
To what extent are the grammatical structures varied?
To what extent does the accuracy of the language
contribute to effective communication?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
Command of the language is limited.
Vocabulary is sometimes appropriate to the task.
Some basic grammatical structures are used, with some attempts to use more complex
1-3
structures.
Language contains errors in both basic and more complex structures. Errors interfere
with communication.
Command of the language is partially effective.
Vocabulary is generally appropriate to the task and varied.
4-6
A variety of basic and some more complex grammatical structures is used.
Language is mostly accurate for basic structures, but errors occur in more complex
structures. Errors at times interfere with communication.
Command of the language is effective and mostly accurate.
Vocabulary is appropriate to the task, and varied, including the use of idiomatic
7-9 expressions.
A variety of basic and more complex grammatical structures is used effectively.
Language is mostly accurate. Occasional errors in basic and in complex grammatical
structures do not interfere with communication.
10-12 Command of the language is mostly accurate and very effective.
Vocabulary is appropriate to the task, and nuanced and varied in a manner that
enhances the message, including the purposeful use of idiomatic expressions.
A variety of basic and more complex grammatical structures is used selectively in order
to enhance communication.
Language is mostly accurate. Minor errors in more complex grammatical structures do
not interfere with communication.
Criterion B: Message

To what extent does the candidate fulfil the task?

How relevant are the ideas to the task?

To what extent are ideas developed?
To what extent do the clarity and organization of ideas contribute to the
successful delivery of the message?

Marks Level descriptor

The work does not reach a standard described by the 14
0
descriptors below.
The task is partially fulfilled.
Few ideas are relevant to the task.
1-3 Ideas are stated, but with no development.
Ideas are not clearly presented and do not follow a logical
structure, making the message difficult to determine.
The task is generally fulfilled.
Some ideas are relevant to the task.
4-6 Ideas are outlined, but are not fully developed.
Ideas are generally clearly presented and the response is
generally structured in a logical manner, leading to a mostly
successful delivery of the message.
The task is fulfilled.
Most ideas are relevant to the task.
7-9
Ideas are developed well, with some detail and examples.
Ideas are clearly presented and the response is structured in
a logical manner, supporting the delivery of the message.
The task is fulfilled effectively.
Ideas are relevant to the task.
Ideas are fully developed, providing details and relevant
10-12
examples.
Ideas are clearly presented and the response is structured in
a logical and coherent manner that supports the delivery of
the message.

Criterion C: Conceptual understanding

To what extent does the candidate demonstrate conceptual

understanding?

To what extent is the choice of text type appropriate to the task?

To what extent are register and tone appropriate to the context, purpose and
audience of the task?

To what extent does the response incorporate the conventions of the chosen text
type?
 Marks Level descriptor
0 The work does not reach a standard described by the descriptors below.
Conceptual understanding is limited.
The choice of text type is generally inappropriate to the context, purpose or audience.
1-2 The register and tone are inappropriate to the context, purpose and audience of the
task.
The response incorporates limited recognizable conventions of the chosen text type.
Conceptual understanding is mostly demonstrated.
The choice of text type is generally appropriate to the context, purpose and audience.
3-4
The register and tone, while occasionally appropriate to the context, purpose and
audience of the task, fluctuate throughout the response.
The response incorporates some conventions of the chosen text type.
Conceptual understanding is fully demonstrated. 15
5-6 The choice of text type is appropriate to the context, purpose and audience.
The register and tone are appropriate to the context, purpose and audience of the task.
The response fully incorporates the conventions of the chosen text type.

Note: in the IO a response that ignores context,

purpose and audience may receive marks of 0 for
criteria B and C, even if the response has received
a high mark for criterion A.

 Individual oral
Criterion A: Language

How successfully does the candidate command spoken language?

To what extent is the vocabulary appropriate and varied?

To what extent are the grammatical structures varied?
To what extent does the accuracy of the language contribute to effective
communication?
To what extent do pronunciation and intonation affect communication?

Marks Level descriptor

16
0 The work does not reach a standard described by the descriptors below.
Command of the language is limited.
Vocabulary is sometimes appropriate to the task.
Some basic grammatical structures are used, with some attempts to use more complex
structures.
1-3
Language contains errors in both basic and more complex structures. Errors interfere
with communication.
Pronunciation and intonation are generally clear but sometimes interfere with
communication.
Command of the language is partially effective.
Vocabulary is generally appropriate to the task, and varied.
4-6 A variety of basic and some more complex grammatical structures is used.
Language is mostly accurate for basic structures, but errors occur in more complex
structures. Errors at times interfere with communication.
Pronunciation and intonation are generally clear.
Command of the language is effective and mostly accurate.
Vocabulary is appropriate to the task, and varied, including the use of idiomatic
expressions.
7-9
A variety of basic and more complex grammatical structures is used effectively.
Language is mostly accurate. Occasional errors in basic and in complex grammatical
structures do not interfere with communication.
Pronunciation and intonation are mostly clear and do not interfere with communication.
Command of the language is mostly accurate and very effective.
Vocabulary is appropriate to the task, and nuanced and varied in a manner that enhances
the message, including the purposeful use of idiomatic expressions.
10-12 A variety of basic and more complex grammatical structures is used selectively in order
to enhance communication.
Language is mostly accurate. Minor errors in more complex grammatical structures do
not interfere with communication.
Pronunciation and intonation are very clear and enhance communication.
Criterion B1: Message-Literary extract

How relevant are the ideas to the literary extract?

How well does the candidate engage with the literary extract in the presentation?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
The presentation is mostly irrelevant to the literary extract.
1-2 The candidate makes superficial use of the extract. Observations and opinions are
generalized, simplistic and mostly unsupported.

3-4
The presentation is mostly relevant to the literary extract. 17
The candidate makes competent use of the literary extract. Some observations and
opinions are developed and supported with reference to the extract.
The presentation is consistently relevant to the literary extract and is convincing.
5-6
The candidate makes effective use of the extract. Observations and opinions are
effectively developed and supported with reference to the extract.

Criterion B2: Message-Conversation

How relevant are the ideas in the conversation?

How appropriately and thoroughly does the candidate respond to the questions
in the conversation?
To what depth are the questions answered?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
The candidate consistently struggles to address the questions.
1-2 Some responses are appropriate and are rarely developed.
Responses are limited in scope and depth.
The candidate’s responses are mostly relevant to the questions.
3-4
Most responses are appropriate and some are developed.
Responses are mostly broad in scope and depth.
The candidate’s responses are consistently relevant to the questions and show
some development.
5-6
Responses are consistently appropriate and developed.
Responses are broad in scope and depth, including personal interpretations and/or
attempts to engage the interlocutor.
 Criterion C: Interactive skills-Communication

To what extent does the candidate understand and interact?

How well can the candidate express ideas?

How well can the candidate maintain a conversation?

Marks Level descriptor

The work does not reach a standard described by the
0
descriptors below.
Comprehension and interaction are limited.
The candidate provides limited responses in the target 18
1-2 language.
Participation is limited. Most questions must be repeated
and/or rephrased.
Comprehension and interaction are mostly sustained.
3-4 The candidate provides responses in the target language
and mostly demonstrates comprehension.
Participation is mostly sustained.
Comprehension and interaction are consistently
sustained.
5-6 The candidate provides responses in the target language
and demonstrates comprehension.
Participation is sustained with some independent
contributions.

The Writing Process

Learning how to write is not as easy as learning to speak, because, it involves more social
and cognitive activities in order to organize ideas into a clear, coherent explanation. In
addition of that, to develop writing skills we need systematic instructions. We have
considered: Prewriting, Drafting, Revision, Editing, and Publication as the standard
writing process follow at COAR Apurímac (Find out more in: Arriagada. I. (2012).
Developing Skills for Text Types. IBO Publishing. Pp. 14-16.)

Each of the writing processes is connected to one another; you can go back and forth,
from one stage to the other, to reformulate your ideas. This is what we call the writing
process a recursive process.

Wilmer Writing Center Online Writing Lab, from University of Lynchburg, introduces
the writing process in this way:

Creating a successful paper is a different process for everyone. Some writers require
complete silence with no distractions, while others crave noise while they work. While
no guide can help you find what situations will work best for you to write, there are
steps in the writing process that promote a cleaner, better final draft. The general steps
are: discovery/investigation, prewriting, drafting, revising, and editing.
 Discovery/Investigation

The first step in writing a successful paper in college requires an active engagement
with your sources. Simply reading a primary source for content is no longer sufficient.
The question should no longer be “What happened?” but rather “Why did that
happen? What does that say about the character(s)/plot?” Make notes of your
thoughts and ideas as you read. Once you have finished an active reading of the
primary source, it may be necessary to obtain secondary sources to back up the
thesis. If your research yields books, remember that it is not necessary to read the
entire book. You can either look for a chapter title that you believe will have
information pertinent to your paper, or look at the index for terms that you will be
19
discussing.

 Prewriting

Prewriting is the step in which tools such as free writing, brainstorming, outlining,
or clustering are used. In prewriting, no idea is too off topic or too strange. It is
these sometimes dissociative ideas that can lead you to a paper topic that you never
would have considered. Though the common perception is that there is nothing that
hasn’t been written about before, if you allow yourself to think outside the box, you
can find a way of looking at an old topic through new eyes.

It is also during prewriting that the writer needs to make a decision about audience.
Asking questions like: “Who is going to read my paper?”, “What is the purpose
of this paper?”, and “Why are they going to read my paper?” will help you set
your audience. It could be that your paper needs to be geared towards elementary
level students or participants in a seminar or peers at a conference. The language
and tone for either of those audiences would be very different.

Prewriting is the key point in the writing process since is in this stage where all the
bases are going to be planted to have a strong plan for our writing. So it is suggested
to give enough time to plan a writing task.

 Drafting.

Drafting is the beginning of “writing” your paper. It is important to remember that

in drafting you should already have a thesis idea to guide your writing. Without a
thesis, your writing will be prone to drift, making it harder to frame after the fact. In
drafting, the writer should use materials created in the prewriting stage and any
notes taken in discovery and investigation to frame and build body paragraphs.
Many writers will tackle their body paragraphs first instead of beginning with an
introduction (especially if you are not sure of the exact direction of your paper).

Beginning with body paragraphs will allow you to work through your ideas without
feeling restricted by a specific thesis, but be prepared to delete paragraphs that don’t
fit. Afterwards, create an opening paragraph (with an appropriate revised thesis) that
reflects the body of your essay.
 Revising

There are two different scopes of revision: global and local. Global revision involves
looking for issues like cohesion and the overall progression of your paper. If your
paper has paragraphs that do not flow into each other, but change topic abruptly
only to return to a previous thought later, your paper has poor cohesion.

If your topics change from paragraph to paragraph, it is necessary to either consider

altering the order of your paragraph and/or revising your writing either by adding
to existing paragraphs or creating new ones that explain your change in topic.
20
A paper that includes smooth transitions is significantly easier to read and
understand. It is preferable to keep all like thoughts together and to arrange your
paragraphs in such a way that your argument builds, rather than laying everything
out with equal weight.

Local issues involve looking for clarity in sentences, ensuring coherence with your
ideas. The greatest asset to avoiding and fixing local issues is to use varied sentence
structure and to avoid using the same words repeatedly. Repeating the same
sentence structure can make your paper feel mechanical and make an interesting
topic feel boring.

 Editing

The final stage in writing a paper requires a review of what you have written. In this
last read of your paper, you should look for any grammar, spelling, or punctuation
errors that have slipped through the cracks during the revising stage, or that were
introduced in your revisions.

Reading your paper aloud or asking a friend to read your paper to you is a good
way to catch errors. Often if you read your own paper, especially out loud, you can
catch errors in grammar, spelling, and punctuation. Though this step seems minor
within the process of writing, it is an easy way to prevent the loss of points over
simple mistakes.

 Publishing

Is the last step of the writing process; the final writing is shared with the group.
Sharing can be accomplished in a variety of ways, and with the help of computers, it
can even be printed or published online or on the bulletin board or magazine of the
school.
Prewriting Strategies

The use of some strategies to generate ideas for writing will permit students to
brainstorm all the knowledge they have about a topic. Regardless the type of prewriting
used they seek the same purpose, to generate ideas on what to write. Some of the most
common strategies are described below:

The
Brainstorming Clustering Freewriting Journalists'
Questions 21

 Brainstorming

Also called listing, is a process of generating a lot of information within a short

time by building on the association of previous terms you have mentioned. See
below some steps:

 Jot down all the possible terms that emerge from the general topic you are
thinking about. This procedure works especially well if you work in a team.
All team members can generate ideas, with one member acting as scribe.
Don't worry about editing or throwing out what might not be a good idea.
Simply write down a lot of possibilities.

 Group the items that you have listed according to arrangements that make
sense to you.
 Give each group a label. Now you have a topic with possible points of
development.
 Write a sentence about the label you have given the group of ideas. Now you
have a topic sentence or possibly a thesis statement.

 Clustering

Also called mind mapping or idea mapping. It is a strategy that allows you to
explore the relationships between ideas. See below some tips:

 Put the subject in the center of a page. Circle or underline it.

 As you think of other ideas, link the new ideas to the central circle with lines.
 As you think of ideas that relate to the new ideas, add to those in the same
way.

The result will look like a web on your page. Locate clusters of interest to you, and
use the terms you attached to the key ideas as departure points for your paper.
Clustering is especially useful in determining the relationship between ideas. You will
be able to distinguish how the ideas fit together, especially where there is an
abundance of ideas. Clustering your ideas lets you see them visually in a different
 way, so that you can more readily understand possible directions your paper may
take. See E.G.:

22
Retrieved on August 24th, 2019. From: https://slideplayer.com/slide/8579906/

 Freewriting

It is a process of generating a lot of information by writing non-stop. It allows you

to focus on a specific topic, but forces you to write so quickly that you are unable
to edit any of your ideas. Free-write on the assignment or general topic for several
5-10 minutes non-stop. Force yourself to continue writing even if nothing specific
comes to mind.

This free-writing will include many ideas; at this point, generating ideas is what is
important, not the grammar or the spelling. After you've finished free-writing, look
back over what you have written and highlight the most prominent and
interesting ideas; then you can begin all over again, with a tighter focus. You will
narrow your topic and, in the process, you will generate several relevant points about
the topic.

 The Journalists' Questions

Journalists traditionally ask six questions: Who? What? Where? When? Why? How?
You can use these questions to explore the topic you are writing about for an
assignment. A key to using the journalists' questions is to make them flexible
enough to account for the specific details of your topic. For instance, if your topic
is the rise and fall of the Puget Sound tides and its effect on salmon spawning, you
may have very little to say about Who? If your focus doesn't account for human
involvement. On the other hand, some topics may be heavy on the Who? Especially
if human involvement is a crucial part of the topic. Possible generic questions you
can ask using the six journalists' questions follow:

Who? Who are the participants? / Who is affected?

Who are the primary actors? / Who are the secondary actors?
What is the topic? / What is the significance of the topic?
What?
What is the basic problem? / What are the issues?
Where does the activity take place?
Where? Where does the problem or issue have its source? At what place is the cause or
effect of the problem most visible?
 When is the issue most apparent? (Past? Present? Future?)
When did the issue or problem develop?
When?
What historical forces helped shape the problem or issue and at what point in time
will the problem or issue culminate in a crisis?
When is action needed to address the issue or problem?
Why did the issue or problem arise?
Why? Why is it (your topic) an issue or problem at all?
Why did the issue or problem develop in the way that it did?
How is the issue or problem significant?
How?
How can it be addressed? / How does it affect the participants?
How can the issue or problem be resolved?

Prewriting strategies are indeed, investing time that will give a profit once you get accustomed
23
to doing this. It is obviously not all of you will feel the same regarding using the same strategy,
that is why you have a variety of them so you can have the opportunity to choose which one
fits your needs and learning style. (See more in: Oxford. (2014). English B: Skills and Practice. UK. Oxford
University Press. Pp: 40-47)

 Outlining

It is a blueprint or plan for our written task. It will help you to organize your thoughts
and arguments, as a result of having done one of the prewriting strategies. Se
the steps to follow:

 First, select the key words.

 After, evaluate them and decide which ones are interesting for your topic to
discard the ones that do not help.
 After that, categorize them and decide what aspect of those ideas you will
use.
 Finally, decide what aspects of the topic selected you will write about.

Thesis statement

Paragraphs:
Main ideas or
Topic sentences

Supporting
Sentences
and details
 Task Sample: Think of the most important class you have ever had. Why did you
enjoy this class so much? Use specific reasons and details to explain your answer.

OUTLINING

Thesis I learned a lot in Introduction to Art History, and it was inspiring.

Main idea Art History teaches you more than art.
(1) History, religion, literature, mythology
Paragraph 1
Supporting details (2) I didn’t learn these things in my engineering
classes
Main idea I had a very good teacher.
Paragraph 2 (1) Experienced and well known 24
Supporting details
(2) Enthusiastic and inspiring
Main idea I learned about the history of engineering.
Paragraph 3 (1) Buildings and bridges
Supporting details
(2) City planning
See more in: Oxford. (2014). English B: Skills and Practice. UK. Oxford University Press. Pp: 49-52.

FIRST DRAFT

Art History
By MCP

Even though I am an engineer, I have to say that introduction to Art History is the
most important class I have ever taken. In this class I had the opportunity to learn new
things, not only about art, but about other areas as well. I had a teacher who inspired
me. And, believe it or not, it was important to my career as an engineer.

Art History should be a required course for everyone because it teaches you
about so many things. I learned not only about art, but also about history, religion,
literature, and mythology. These are subjects I didn’t learn about in my engineering
classes, so it was a wonderful opportunity for me.

Studying art history taught me some things about the history of engineering. In
old paintings, I saw how buildings and bridges were built in the past. I saw how cities
were planned. I realized that I could learn about my own field in different ways.

I learned a lot of things in my art history class. I learned about art, about
engineering, and about other things I hadn’t imagined. Both the subject and the teacher
inspired me to expand my mind. I am very glad that I took this class.
Thesis Statement

According to the Central Christian College of Kansas, the thesis statement “tells the
reader what the rest of the paper is about. A thesis statement is a fact you want to
prove or a fact you want to explain. The rest of your paper’s job is to prove or explain
what you just wrote in your thesis statement”. Example: There are several ways for
college students to improve their study habits. The thesis statement tells us a couple
things:

The paper is about college students’ The rest of the paper will show us ways
study habits. to improve study habits.
25

Then, the thesis statement is the big idea of your whole paper! The rest of the paper is
facts about how your thesis statement is true. For Campbell, D. (2019), from Washington
State University a thesis statement needs to meet three criteria:

 It must be arguable rather than a statement of fact. It should also say something
original about the topic.

 It must be limited enough so that the paper develops in some depth.

 It must be unified so that the paper does not stray from the topic.

A thesis is not a title

Poor: Homes and Schools.
If parents want better education for their children, they must be willing to commit
Better:
their time to working with the schools.
A thesis is not an announcement of the subject
Poor: I want to share some thoughts with you about our space program.
Since the space program has yet to provide the American people with any
Better:
substantial, practical returns, it is a waste of money and should be dissolved.
A thesis is not a statement of absolute fact
Poor: William Shakespeare wrote King Lear
Better: King Lear exemplifies the finest development of Shakespeare's dramatic talent.
A good thesis is restricted: It limits the subject to a manageable amount
Poor: People are too selfish.
Better: Rush hour traffic exemplifies human behavior at its worst.
A good thesis is unified: It should express one major idea about one subject
Detective stories are not a high form of literature, but people have always been
Poor:
fascinated by them and many fine writers have experimented with them.
Better: Detective stories appeal to the basic human desire for thrills.
A good thesis is specific
Poor: Hemingway's war stories are very good.
Better: Hemingway's war stories helped to create a new prose style.

Retrieved and adapted on August 24th, 2019, from: https://www.rrcc.edu/node/481

Further information in: Oxford. (2014). English B: Skills and Practice. UK. Oxford University Press. Pp: 131-142.
The Paragraph - Structure

Take into account that a paragraph is a group of related sentences that discuss one main
idea. It can be only one sentences or even five or more, nevertheless it just develops one
main idea clearly. We can recognize it by look at the indentation (it is suggested to leave
5 spaces on the left margin of the paper). A Paragraph structure has three parts:

26

 Topic Sentence

They usually meet the following criteria:

 First sentence: A topic sentence is usually the first sentence of

the paragraph, not the last sentence of the previous paragraph,
but you could find it in the last part of the paragraph as well.

 Link to thesis: Topic sentences use keywords or phrases from

the thesis to indicate which part of the thesis will be discussed.

 Introduce the subject of the paragraph: They tell the reader

what concept will be discussed and provide an introduction to the
paragraph.

 Link to the previous paragraph: They link the subject of the

present paragraph to that of the previous paragraph.

 Indicate the progression of text: Topic sentences may also signal to the reader
where the text has been and where it is headed through signposting words such
as "first," "second," or "finally".

Bad Topic Sentences:

Driving on Freeways (phrase)
What men like about women (incomplete sentence)
 1. Characteristic 1: It is a sentence. It has Subject+Verb+Complement

Subject Verb Complement

2. Characteristic 2: It names the topic and the controlling idea. See example
bellow:

Topic: Controlling idea: 27

The theme that It announces the
will be discussed specific area to be
in the paragraph discussed

3. Characteristic 3: It is not too general nor too specific.

English has been influenced by other languages Too general

The slang expression so long (meaning “good bye”) is Too specific
probably a corruption of the Arabic salaam.
Many English words have an Arabic origin. Correct Topic
Sentence
Topic controlling Idea

 Supporting sentences and supporting details

 Supporting sentences are facts that need proof. Supporting sentences explain,
develop or corroborate what the topic sentence states. Remember to always
support your ideas adequately.
 Supporting sentences need supporting details to be thorough and convincing.
 There are several kinds of supporting details: examples, statistics, quotations
and facts.
 Remember the kinds of supporting details: examples, statistics, quotations
and facts.

Professor Smith admits, “I tell students they don’t need to attend

Quotations from
my class if they don’t want to. I know, however, that if they don’t
authorities
come, they won’t pass.”
75 percent of the students who do not attend class regularly receive
Statistics
grades of C or worse.
As a result, two major savings and loan institutions, Credito Bank
Facts and BBWA Bank failed. The news of these failures sent the stock
market plunging 220 points in the first two hours of trading.
 Concluding sentences

A concluding sentence serves two purposes:

1. It signals the end of the paragraph.

2. It leaves the reader with the most important ideas to remember. A concluding
sentence can be written in two ways:

 By summarizing the main points of the paragraph, OR

28
 By paraphrasing the topic sentence.

3. In the paragraph we can have some concluding sentence signals:

End-of-Paragraph Signals End-of-Paragraph Signals

Followed by a Comma: Not Followed by a Comma:

• Finally,
• In brief,
• In conclusion, • The evidence suggests
• Indeed, that…
• In short, • There can be no doubt
• Lastly, that…
• Therefore, • These examples show
• Thus, that…
• To sum up. • We can see that…

Note: Never introduce a new idea in the concluding sentence. A paragraph does not
always need a concluding sentence.

Unity and Coherence in the Paragraph

 Unity

Unity means that a paragraph discusses one and only one main idea from
beginning to end. For example, if your paragraph is about the advantages of owning
a compact car, discuss only that, do not discuss the disadvantages. Furthermore,
discuss only one advantage, such as gas economy, in each paragraph. If you begin
to discuss another advantage, start a new paragraph. You can discuss more than one
aspect of the same idea in one paragraph only if they are closely related. For
example:

Gas economy and low maintenance costs It is related

Gas economy and easier parking It is not related
 The second part of unity is that every supporting sentence must directly explain or
prove the main idea. For example, if your paragraph is about the high cost of
medicine in the United States, you could mention buying medicine from pharmacies
outside the United States as an alternative, but if you write several sentences about
buying medicine outside the United States, you are getting off the topic, and your
paragraph will not have unity.

 Coherence

The Latin verb cohere means "hold together." for coherence in writing, the
sentences must hold together; that is, the movement from one sentence to the
29
next must be logical and smooth. There must be no sudden jumps, so each
sentence should flow smoothly into the next one. There are four ways to achieve
coherence:

1. Repeat key nouns.

2. Use consistent pronouns.

3. Use transition signals to link ideas.

4. Arrange your ideas in logical order.

The easiest way to achieve coherence is to repeat key nouns frequently in your
paragraph. Read the model paragraph about gold to see how it uses this technique
to smooth the flow of sentences. The key noun in this paragraph is gold (you can
see circled the word gold and all pronouns that refer to it).
 Cohesive devices or transition words

In any piece of writing or text type that involves paragraphs, we need to use
transitions words in order to get better coherence. See bellow some of them
collected for you and gathered according its functions.

To contrast or compare ideas

To maintain order
On the one hand / On the another (hand)
First / Second /Third
While / Meanwhile / As long as
Next / Then / Later / Last
But / However / Nevertheless
Firstly / Finally
On the contrary / Instead / In contrast
The first / The second
Yet / Still/ Nonetheless
The next, and so on.
30
Whereas / Though/ In spite of / Despite
To draw someone´s attention
To add information
So / Thus / So then
Also / Likewise/ Equally
Anyway / In effect / In fact
Besides / Moreover / In addition
Consequently / As a result
Additionally / Furthermore
Though / Undoubtedly /
Apart from that / Not just that, but also…
Certainly
To present one´s opinion To indicate a condition
In my opinion / I think that Unless / In case
From my point of view Provided that
To express someone else´s
To exclude ideas
opinion
Excepting
In Juan´s opinion
Except for
According to Juan
To introduce causes or to indicate the reason To give examples
for something For example
Because / Given that An example of
Therefore / That is why For instance / Such as
To express approval To introduce consequences
Fortunately Due to (this)
At last Thus
To express (dis)agreement To express consequence
To (dis)agree with So that

To reinforce an idea To indicate concession

In fact / In the long run Although / Even though
To conclude To show result
Lastly / Finally / In a nutshell So / Hence
In conclusion / In summary As result
In short / In brief As a consequence
To sum up / All in all Consequently / Therefore
Adapted from: Arriagada. I. (2012). Developing Skills for Text Types. IBO Publishing. Pp. 17-18.
Feedback on Writings at COAR Apurímac

Teachers agreed to use codes to correct mistakes and errors in the writing process (first,
second draft and final version) in order to incorporate metacognitive development
among students. The codes will help you showing where the mistakes are and what kind
they are. See all of them considered in the chart next.

N° CODE MEANING
1 WW Wrong word
2 WT Wrong time
3 WF Wrong form
4 WO Word order
31
5 SP Spelling
6 RW Try re-writing
7 P Punctuation
8 X Extra word
9 M Missing word
10 R Register
11 ? Not clear
12 ! Silly mistake
Retrieved on September 2nd, 2019, from: https://www.teachingenglish.org.uk/sites/teacheng/files/code.pdf

Text Types Layouts

Introduction to debate, speech, talk or

Article
The term 'article' applies to a very wide range of styles
and approaches. Clearly, it carries the notion of a
journalistic discourse, but the context-which includes
where it is to be published, and to whom it is to be
addressed-will have a powerful influence on how it is
written.
Basic Format:
 Headline / title.
 Sub-headline, summarising.
 By line (author, date, location)
 Short paragraphs (possibly)
 Sub-headings (possibly)
presentation
This text type involves the written form of a
discourse to be presented orally.
Basic Format:
 Address established: direct address to
audience at the beginning.
 Address maintained: use of the pronouns
'you' and 'we' to maintain direct links with the
audience? … and/or, how consistently?
 Clear opening / introduction: statement of
purpose.
 Appropriate closing / conclusion: summary
of case / point

Approach: Approach:

Duty to inform? A defining element of any 'article' is Does the student aid the audience's understanding
that it sets out to inform-does the script actually tell by giving an early summary, or 'map', of what is
the reader something? going to be said?

Precise nature of task? Is the main purpose to: Lucid development: How clearly does the script
present ideas in order to explain or impress?
Inform? In which case, is the flow of information
methodical and clear? Cohesive devices: How clear is the use of
sequence markers to guide the audience?
Discuss? In which case, is there a reasonably balanced
coverage of different points of view? Opening & closing: How forcefully does the

Give opinion? In which case, is a clear point of view
presented? And is it coherent / consistent?
Persuade? Does the text engage and involve the
reader and appeal to feelings as well as to reason?
Opening & closing: Is the opening, in particular,
attractive and attention-catching?
Address: Is there a sense of effective address to the
reader?
Brochure, leaflet, flyer, pamphlet, advertisement
What all of these formats have in common is that they
are concerned to disseminate information quickly
and concisely. The task may define an emphasis on
informing (e.g. the health leaflet) or on promoting
(e.g. the publicity brochure).
Basic Format:
 Main heading (informing), or slogan
(promoting)
 Use of multiple sections: identified by bullet
points, lines, stars, etc.
 Subheadings: used to show the steps/stages of
the argument.
 Succinct explanation: individual concepts /
ideas are presented clearly and quickly.
 Background information: e.g. 'Contact us' +
phone number / email.
Approach:
Address: all of these text types include the idea of a
form of direct address to a target audience.
Promotional language: usually, these text types are
all hortatory, they encourage the target audience to
agree with what is being presented, to 'buy the idea'.
In certain cases: lucid step-by-step overall argument:
individual points are linked together into a
convincing sequence of ideas.
Interview
There are two common varieties: the 'transcript' and
the 'embedded'. The transcript reads like a script,
being an accurate transcription of the words used,
without commentary or description. The embedded
variety is essentially an article, based on description
and commentary, with liberal quotation (which may
be either direct quotation or reported speech).
Embedded
Basic Format:
As with the Article text type:
script catch the audience's attention at the
beginning, and leave a clear impression at the end?
Rhetoric: To what extent, and how effectively, are
rhetorical techniques used? Such as:
- Rhetorical questions.
- Humour / Repetition.
- References / Exaggeration.
- Metaphors / Irony.
Essay
It is a piece of writing in which you can state your 32
organized thoughts about a topic. Well-written,
well-organized essays get good marks. Therefore,
you must learn to communicate your ideas clearly
and persuade your audience that your opinions and
acts are reliable.
Basic Format:
 There may be a title.
 Stated sense of purpose / aim: how effectively
is the text directed at a clear issue or question?
 Introduction + conclusion: these should
effectively embody the 'sense of purpose'.
 Clear organisation: both in terms of the
individual steps of the argument, and in terms
of the overall pattern of the argument.
 Clear and appropriate paragraphing:
emphasising the logical steps of the argument
+ good use of cohesive & sequence markers.
Approach:
Register: formal/impersonal an essay should be –
for instance, some encourage and some discourage
the use of the pronoun 'I'.
Range of aspects considered: There should be a
sense that different arguments are explored. Actual
balance between, say Pro & Con, will depend on the
task specified.
Rhetoric: Some touches of rhetoric may be
expected, but not the regular effects more typical
of a speech.
Blog/ Diary entry
Both text types typically present personal
experience and comment, but a blog is more of a
public statement, whereas a diary is more of a
private reflection.
Basic Format:
Heading: Blog: title (perhaps quirky, witty); there
may be multiple entries over various days. These
should be latest first, but accept any clear indication
of day or date. Diary: date; or dates, if multiple
  Headline / title.
 Sub-headline, summarising.
 By line (author, date, location).
 Short paragraphs (possibly).
 Sub-headings (possibly).
 Interview details + context of interview +
background of interviewee.
Approach:
Opening & closing? Is the opening, in particular,
attractive / attention-catching?
Address? Is there a sense of effective address to the
reader?
Point of the interview: Does the script lead to some
sort of overall conclusion (which is likely to have been
specified in the question)?
Register: Are the changes between written prose and
colloquial dialogue handled effectively?
Transcript
Basic Format
 Question & Response: The basic structure will
be defined by the 'alternating speeches' of the
characters.
 Realistic oral interaction: complex exchanges,
such as interruptions, completions of questions,
etc.
Approach:
Relevance + development: How skilfully does the
student handle ideas, relevant to the task set? This
will be seen in (a) the questions asked, and (b) the
way that the dialogue develops.
Overall organisation: Is a clear pattern of argument
detectable, despite the 'division of labour' between
the characters?
Rhetoric: How lively / entertaining is the sense of
dialogue? This may be suggested by humour, and
elements of personal response such as surprise.
Register: Does the dialogue reflect a sense of
whatever degree of formality may be implied by the
task?
News report
The essence of a good news report is that it efficiently
conveys a lot of clear facts about a defined situation.
News media always have restricted space, so the
information needs to be selected carefully and then
presented concisely.
Basic Format:
 Headline / title.
 Sub-headline, summarising.
 By line (author, date, location).
 Short paragraphs (possibly).
 Sub-headings (possibly).
Approach:
Register: usually, semi-formal/clear/direct.
entries.
Lucid paragraphing: While there may be real
examples of both blogs and diaries which ignore
basic paragraphing, students writing an exam script
are expected to show that they understand that
sensible paragraphing aids clarity.
Approach:
Organisation: What should govern the effective
organisation of these text types?
 If a blog is a 'public statement', ideas can be 33
expected to be organised to show some
evident and consistent purpose.
 Even if a diary is a (more) private reflection, an
exam script can still be expected to show a
clear and organised flow of ideas. This may
include.
Control of narration: the diary is usually set to
address a narrative of some sort, so effective
explanation and control of the events is expected.
Narration plus comment: what distinguishes the
diary from other forms of narrative is that the diarist
reflects on the events and draws personal
conclusions.
Register: informality enriched with sophistication -
if both text types are personal, some informality can
be expected in register and rhetoric, but higher
marks will go to exam scripts which combine
colloquialism with dashes of complex phrasing and
effects.
Official report
The essence of this text type is the ability to present
a clear explanation of a given subject – which
involves (i) analysis, (ii) summary and (iii)
organisation. What is meant by 'official' would
presumably be defined in the question / task, but
the fundamental skill in handling this text type must
be to organise explanation in an objective and
logical way.
Basic Format:
 Overall subject title
 Main headings
 Sub-headings, bullet points, numbered
sections
 Explicit clear organisation: these main
elements should probably be recognisable:
Main facts to subordinate details: standard good
practice in news reporting is to start with the
important facts, and move gradually downwards to
the least important facts.
Fact / opinion distinction: good journalism always
strives to make clear what are objective facts, and
what subjective opinions (e.g. opinions likely to be
expressed as quotes from identified individuals).
Review
It is really a journalistic form, which aims to combine
objective information with subjective opinion. The
(dominant) element of 'opinion' should involve
analysis and evaluation. While the journalism context
usually demands that the overall impact should be
interesting and entertaining. A review is not the same
thing as a commentary (which implies an academic
context).
Basic Format:
 Headline / title.
 Sub-headline, summarising.
 By line (author, date, location).
 Short paragraphs (possibly).
 Sub-headings (possibly).
Approach:
Address: lively, direct communication that will
interest the audience. [This is likely to involve a semi-
formal register (for clarity and concise explanation)
with dashes of informality to convey the personal
tone + vivid comment / rhetoric.]
Angle: The script has a clear overall point of view /
attitude, and this informs the structure of the
argument
Formal letter
Basic Format:
 Sender's address.
 Date.
 Opening/closing salutations ('Dear Mr/Ms ...' /
'Yours sincerely', etc.).
 Register: nature of 'formal' tone - what address
+ attitude to the recipient is expressed?
 Recipient's address (optional)
Approach:
Relevance: How consistently is the text focused on
the set task / purpose?
background, overall description, description
of important details and concluding summary.
 Register: use of (basically) formal language.
Approach:
Address: How well does the script direct the
proposal to a specific audience?
Set of instructions, guidelines
Good instructions: give concrete explanation in a
precise sequence. Good guidelines: give general
explanation, which may or may not involve precise
34
sequence.
Basic Format:
 Main heading / title.
 Secondary headings (guidelines).
 Numbered sections (instructions).
 Short paragraphs.
Approach:
Control of language: *plain & clear i.e. functional
and efficient * explanation of technical terms –
where technical terms have to be used, are they
explained/defined?
Clear sequence (for instructions): a sense of logical
steps.
Attention to detail + control of essential, useful
information.
Anticipation of difficulties: understanding which
parts of the process may cause problems for the
uninformed.
Empathy with audience: most easily detected by
the ability to anticipate difficulties, (e.g. explanation
of technical terms, above), but may also involve use
of encouraging, helpful comments
Informal letter
Basic Format:
 Date (or simply day: 'Saturday')
 Opening/closing
 Salutations (personal + friendly)
Approach:
Address: To what extent is it clear that the e-mail
is addressed to a specific person?
Relevance & organisation: written letters may be
produced rather more slowly than emails, and so
with more consideration
Focus on task: Since the question will always
propose a task, does most of the message deal with
the task? And if so, how effectively?
Control of digression: One key could be to assess
whether the 'digressions' are purposeful or

Development of explanation: How succinct +
clear/forceful is the presentation of the ideas?
accidental-for instance, chatty asides, jokes,
personal references may actually indicate good
control of attention.
Register: To what extent is there evidence that the
candidate has command of a range of register -
informal combined with formal, colloquial with
sophisticated.

To find out more about the layouts, examples and so on, it is endorsed to check the
following books that can be found at COAR Apurímac library:

 Arriagada. I. (2012). Developing Skills for Text Types. IBO Publishing. Pp. 21-102.
35
 Oxford University. (2014). English B: Skills and Practice. UK. Oxford University Press. Pp: 52-127.

 Cambridge University. (2014). Complete First for School. UK. Cambridge University Press. Pp: 200-207

Suggested Grammar Contents

Even though grammar is taught in context by teacher through 2-year-Diploma

Programme, many times students have asked for grammar contents. So that, being
English B a HL subject for the DP and provided the previous issue, bellow there is a
compilation of contents that summarise B2 level themes school students should
command.

 Adjectives and adverbs.  Present perfect continuous.

 All modal verbs.  Past perfect.
 Comparatives and superlatives.  Past perfect continuous.
 Complex question tags.  Mixed conditionals.
 Conditionals.  Narrative tenses.
 Will, going to and continuous.  Passive voice.
 Future perfect.  Past continuous.
 Future perfect continuous.  Pronouns and determiners.
 Gerund vs infinitive.  Relative clauses.
 Had better/would rather.  Reported speech.
 If and wish.  Suffixes and prefixes.
 Intensifiers such as too, enough.  Used to/be used to/ get used to.
 Present perfect.  Would expressing habits, in the past.
 Present perfect/past simple.

The contents shown above is just a suggestion and students can go further and they can
look for them in books found in the library listed below:

o Murphy, R. (2012). Grammar in Use. U.K. Fourth Edition. Cambridge University Press

o Cambridge University. (2014). Complete First for School. UK. Cambridge University Press. Pp: 177-199
Webpages for Further Practice

You can find different sources to do extensive English practice. So, look for the ones that
fit you best and create a schedule to practice each skill.

SPEAKING

http://learnenglishteens.britishcouncil.org/skills/speaking
British Council https://learnenglish.britishcouncil.org/speaking
http://learnenglishteens.britishcouncil.org/study-break/photo-captions
Nat. Geo Learning
http://www.ngllife.com/content/communicative-activities
Life books (A1-B2) 36
ENGLISH SPEAK http://www.englishspeak.com/en/english-lessons
Italki https://www.italki.com/
Alison https://alison.com/

READING

http://learnenglishteens.britishcouncil.org/skills/reading
https://learnenglish.britishcouncil.org/reading
http://learnenglishteens.britishcouncil.org/uk-now/literature-uk
British Council http://learnenglishteens.britishcouncil.org/uk-now/science-uk
http://learnenglishteens.britishcouncil.org/uk-now/read-uk
http://learnenglishteens.britishcouncil.org/magazine/sport
http://learnenglishteens.britishcouncil.org/magazine
Nat. Geo Learning
http://www.ngllife.com/student-zone/interactive-reading-practice
Life books (A1-B2)
BBC (A1-B2) http://www.bbc.co.uk/learningenglish/english/features/lingohack
http://www.bbc.co.uk/learningenglish/english/features/drama
https://elt.oup.com/student/insight/dyslexicfriendlytexts/?cc=it&selLanguage=i
Oxford University
t
ABC News
https://www.abc.net.au/news/

ESL Reading (A1-B2) https://www.rong-chang.com/reading.htm

WRITING

http://learnenglishteens.britishcouncil.org/skills/writing
British Council
https://learnenglish.britishcouncil.org/writing
Cambridge University https://writeandimprove.com/testzone
Grammarly Inc. https://www.grammarly.com/grammar-check
Grammar Checker https://grammarchecker.io/#
Paper Rater https://www.paperrater.com/
Grammar Check https://www.grammarcheck.net/editor/
Center for Writing Studies http://www.cws.illinois.edu/workshop/writers/tips/
Language Tool https://languagetool.org/

LISTENING

http://learnenglishteens.britishcouncil.org/skills/listening
British council https://learnenglish.britishcouncil.org/listening
http://learnenglishteens.britishcouncil.org/uk-now/music-uk
Nat. Geo Learning http://www.ngllife.com/video
 Life books (A1-B2)
http://www.bbc.co.uk/learningenglish/english/course/newsreview
BBC
http://www.bbc.co.uk/learningenglish/english/features/news-report/ep-160614
http://www.bbc.co.uk/learningenglish/english/features/witn
https://learningenglish.voanews.com/
Voice of America
https://www.youtube.com/user/VOALearningEnglish
BBC Learning English https://www.youtube.com/channel/UCHaHD477h-FeBbVh9Sh7syA
TED https://www.ted.com
Lyrics Training https://es.lyricstraining.com/
Esl-lounge http://www.esl-lounge.com/student/listening.php
ESL Cyber Listening Lab https://www.esl-lab.com/
Breaking News English https://breakingnewsenglish.com/ 37
ABC Education https://www.abc.net.au/education/learn-english/listening-resources/
BBC Radio https://www.bbc.co.uk/radio4
Public Radio Listener https://www.npr.org/
ELLLO Productions http://www.elllo.org/index.htm
Sean Banville https://listenaminute.com/
https://www.cambridgeenglish.org/learning-english/free-resources/virtually-
Cambridge University
anywhere/
English Conversation https://www.youtube.com/channel/UC2p1pDtdBPtfs4iQ2O_T-GA
Colorlib https://www.myenglishpages.com/site_php_files/listening.php

GRAMMAR

https://dictionary.cambridge.org/grammar/british-grammar/
Cambridge University
http://learnenglishteens.britishcouncil.org/grammar
https://learnenglish.britishcouncil.org/grammar
British council
http://esol.britishcouncil.org/content/learners/grammar-and-vocabulary

Life Books Grammar

http://www.ngllife.com/student-zone/grammar-practice-worksheets
Practice Worksheets
http://www.bbc.co.uk/learningenglish/english/basic-grammar
http://www.bbc.co.uk/learningenglish/english/basic-grammar-guide
http://www.bbc.co.uk/learningenglish/english/intermediate-grammar
http://www.bbc.co.uk/learningenglish/english/intermediate-grammar-guide
BBC
http://www.bbc.co.uk/learningenglish/english/course/tgg
http://www.bbc.co.uk/learningenglish/english/upper-intermediate-grammar-
guide
http://www.bbc.co.uk/learningenglish/english/advanced-grammar-guide
Oxford University https://elt.oup.com/student/englishfile/?cc=pe&selLanguage=en
For (A2-C2) https://elt.oup.com/student/americanenglishfile/?cc=us&selLanguage=en
Quizlet https://quizlet.com/subject/gramma-r-english/
Nat. Geo Learning
http://www.ngllife.com/teacher-resources/extra-practice-activities
Life books (A1-C2)
https://elt.oup.com/student/headway/?view=Standard&mode=hub&cc=pe&se
lLanguage=en
https://elt.oup.com/student/englishfile/?view=Standard&mode=hub&cc=pe&s
Oxford (A1-C2)
elLanguage=en
https://elt.oup.com/student/livinggrammar/?view=Standard&mode=hub&cc=
pe&selLanguage=en
ESL Buzz Learning https://www.eslbuzz.com/commonly-used-english-collocations/
 Perfect English
https://www.perfect-english-grammar.com/grammar-exercises.html

https://www.myenglishpages.com/site_php_files/grammar-exercise-phrasal-
My English Pages
verbs.php
Elizabeth O´brien https://www.english-grammar-revolution.com/idiomatic-expressions.html
English Club https://www.englishclub.com/grammar/?from=ec-navbar
Pearson & Caroline Brown http://www.better-english.com/strongcoll.htm

VOCABULARY

http://learnenglishteens.britishcouncil.org/vocabulary
British council
https://learnenglish.britishcouncil.org/vocabulary
Nat. Geo Learning 38
http://www.ngllife.com/content/word-lists
Life books (A1-C2)
BBC - Basic http://www.bbc.co.uk/learningenglish/english/basic-vocabulary
http://www.bbc.co.uk/learningenglish/english/intermediate-vocabulary
BBC - Intermediate
http://www.bbc.co.uk/learningenglish/english/features/the-english-we-speak
http://www.bbc.co.uk/learningenglish/english/features/6-minute-english
BBC - Intermediate (+)
http://www.bbc.co.uk/learningenglish/english/course/eiam

PRONUNCIATION

http://www.bbc.co.uk/learningenglish/english/features/pronunciation/introduct
BBC - Basic
ion
BBC - Intermediate http://www.bbc.co.uk/learningenglish/english/features/pronunciation
Oxford Word Lists https://www.oxfordlearnersdictionaries.com/wordlists/?WT.ac=ww_olwl_web_fp
_apr_19
Useful English http://usefulenglish.ru/phonetics/english-vowel-sounds
Merriam-Webster http://www.learnersdictionary.com/pronex/pronex.htm
Randall Davis
https://www.trainyouraccent.com/

http://www.antimoon.com/how/pronunc-soundsipa.htm

FCE PRACTICE AND OTHER EXAMS

Exam English https://www.examenglish.com/

https://www.examenglish.com/B2/B2_listening.htm
Oxford Unversity https://www.oxfordenglishtesting.com/defaultmr.aspx?id=3052
https://www.cambridge.org/gb/cambridgeenglish/catalog/cambridge-english-
Cambridge University
exams-ielts/complete-key-schools/resources
FCE TEST N°1 https://yadi.sk/d/8Fs1R5SU3QbvMg
Cambridge University
https://www.youtube.com/channel/UCnXqRankqlC47qzXcYMazKA

Harvard University
https://www.youtube.com/user/Harvard

English Revealed https://www.englishrevealed.co.uk/fce_vocabulary.php

TEST YOUR ENGLISH LEVEL

http://learnenglishteens.britishcouncil.org/content
https://www.cambridgeenglish.org/test-your-english/
https://www.examenglish.com/leveltest/grammar_level_test.htm
https://www.examenglish.com/leveltest/listening_level_test.htm
http://www.macmillanstraightforward.com/resources/tests/
http://www.stgeorges.co.uk/online-english/online-english-test
https://app.burlingtonenglish.com/Test/Placement
 https://learnenglish.britishcouncil.org/online-english-level-test
https://www.ef.com/wwen/test3/#/
https://www.oxfordenglishtesting.com/defaultmr.aspx?id=4336

DICTIONARIES

https://www.collinsdictionary.com/dictionary/english
https://dictionary.cambridge.org/dictionary/english/
https://www.oxfordlearnersdictionaries.com/
https://dictionary.cambridge.org/dictionary/learner-english/
https://www.wordreference.com/

FCE for Schools

39

It is hoped that COAR students when they graduate would reach B2 level that means to
be an independent user of the English language under the Common European
Framework of Reference for Languages (CEFR).

Then its external assessment of these apprenticeships is given in October-November (for

fifth graders), by the Cambridge English Language Assessment, through the First for
Schools Exam.

This assessment is based on competencies, the level of knowledge and proficiency of the
English language by the students, an only will take the ones that have reached the level
required.

 Exam format

Paper Content Purpose

Students need to be able to understand a range of texts,
including how they are organised and the opinions and
attitudes expressed in them. The texts will be from sources
Reading and Use of
7 parts familiar to school-aged learners, such as magazines,
English
52 questions articles, fiction and advertisements, but targeted at the
(1 hour 15 minutes)
interests of students. Students’ use of English will be tested
by tasks which show how well they can control their
grammar and vocabulary.
Students are required to produce two pieces of writing.
Writing The first piece is compulsory and will be an essay of 140–
2 parts
(1 hour 20 minutes) 190 words. For the second, they can choose from an article,
email/letter, essay, review or story of 140–190 words.
Requires being able to follow and understand a range of
Listening 4 parts familiar spoken materials, such as news programmes,
(about 40 minutes) 30 questions public announcements and other sources, but targeted at
the interests of school-aged learners.
A face to face test taken with one or two other candidates
Speaking
and an examiner. Students have to show how well they can
(14 minutes per pair of 4 parts
produce spontaneous spoken language, talking with either
candidates)
the examiner, the other candidate, or by themselves.
 Reading and Use of English
Time allowed:
N° of parts:
N° of questions:
Marks:
Lengths of texts:
Texts may be from:
Part 1 (Multiple-choice cloze)
What’s in Part 1?
What do students have to practise?
How many questions are there?
How many marks are there?
Part 2 (Open cloze)
What’s in Part 2?
What do students have to practise?
How many questions are there?
How many marks are there?
Part 3 (Word formation)
What’s in Part 3?
What do students have to practise?
How many questions are there?
How many marks are there?
Part 4 (Key word transformations)
What’s in Part 4?
What do students have to practise?
How many questions are there?
How many marks are there?
1 hour 15 minutes
7
52
40% of total
2,200-2,500 words to read in total.
Newspaper and magazine articles, reports, fiction,
advertisements, letters, messages, informational
material (e.g. brochures, guides, manuals, etc.). 40
A text in which there are some missing words or phrases
(gaps). After the text there are four possible answers for
each gap and students have to choose the correct
answer (A, B, C or D).
Vocabulary-words with similar meanings, collocations,
linking phrases, phrasal verbs, etc.
8
1 mark for each correct answer.
There are some missing words (gaps). Students have to
think of the correct word for each gap.
Grammar and vocabulary.
8
1 mark for each correct answer.
A text containing eight gaps. Each gap represents a word. At
the end of the line is a ‘prompt’ word which the student has
to change in some way to make the correct missing word and
complete the sentence correctly.
Vocabulary – word-building: the different words which the
student can make from a ‘base’ word, e.g. ‘compete’ becomes
‘competition’, ‘competitor’, ‘competitive’, ‘competitively’ or
‘uncompetitive’.
8
1 mark for each correct answer.
A sentence followed by a key word and a second sentence
which has a gap in it. Students have to use the key word to
complete the second sentence so that it is similar in meaning
to the first sentence.
Grammar and vocabulary – rewriting sentences with different
words so that they mean the same thing.
6
Up to 2 marks for each correct answer.
Part 5 (Multiple choice)

A text with some multiple-choice questions. Each question

What’s in Part 5?
What do students have to practise?
How many questions are
there?
How many marks are there?
has four options (A, B, C or D), and students have to decide
which is the correct answer.
How to understand the details of a text, including opinions
and attitudes.
6
2 marks for each correct answer.

Part 6 (Gapped text) 41

What’s in Part 6?
What do students have to practise?
How many questions are there?
How many marks are there?
A text with some empty spaces (gaps). After the text there are
some sentences taken from the text. Students have to choose
the correct sentence for each gap.
How to understand the structure and follow the development
of a text.
6
2 marks for each correct answer.

Part 7 (Multiple matching)

A series of questions and a long text or several short texts to

What’s in Part 7?
What do students have to practise?
How many questions are there?
How many marks are there?
read. For each question, students have to decide which text or
part of the text mentions this.
How to find specific information in a text or texts.
10
1 mark for each correct answer.

 Speaking paper

The B2 First for Schools Speaking test has four parts and the student takes it together
with another candidate. There are two examiners. One of the examiners conducts
the test (asks questions, gives the student a booklet with things to talk about, and
so on). The other examiner listens to what the student says.

Time allowed: 14 minutes per pair of candidates

Number of parts: 4
with the examiner, with the other
The student has to talk:
candidate and on their own

Part 1 (Interview)

Conversation with the examiner. The examiner asks questions and

What’s in Part 1?
What do students have to
practise?
How long does each student
have to speak?
students may have to give information about themselves, talk
about past experiences, present circumstances and future plans.
Giving information about themselves and expressing opinions
about various topics.
2 minutes
Part 2 (Long turn)

The examiner gives the student a pair of photographs to talk

What’s in Part 2?
What do students have to practise?
How long does each student have to
speak?
about and they have to speak for 1 minute without
interruption. The questions about the photographs are written
at the top of the page to remind the student what they should
talk about. When they have finished speaking, the student’s
partner then has to answer a short question from the examiner
about their photographs.
Talking on their own about something: comparing,
describing, expressing opinions.
1 minute per candidate, plus a 30-second response
42

Part 3 (Collaborative task)

Conversation with the other candidate. The examiner gives the students
a question and some written prompts. The students discuss these
What’s in Part 3?
together for two minutes. The examiner will then ask them to make a
decision together about the topic they have been discussing.
Exchanging ideas, expressing and justifying opinions, agreeing and/or
What do students have to
disagreeing, suggesting, speculating, evaluating, reaching a decision
practise?
through negotiation, etc.
How long does each
A 2-minute discussion followed by a 1-minute decision-making task
student have to speak?

Part 4 (Discussion)

Further discussion with the other candidate, guided by

What’s in Part 4?
What do students have to practise?
How long does each student have to
speak?
questions from the examiner, about the same topic as the task
in Part 3.
Expressing and justifying opinions, agreeing and/or
disagreeing.
The discussion should last 4 minutes

 Listening paper

Part 1 (Multiple choice)

A series of short, unrelated recordings of approximately 30

What’s in Part 1?
What do students have to practise?
How many questions are there?
How many marks are there?
seconds each. To listen to the recordings and answer one
multiple-choice question for each. There are 3 options (A, B or C).
Listening for feeling, attitude, opinion, purpose, function,
agreement, gist and detail.
8
1 mark for each correct answer.

Part 2 (Sentence completion)

A monologue lasting 3-4 minutes. You have to complete the

What’s in Part 2?
What do students have to practise?
How many questions are there?
How many marks are there?
sentences on the question paper with information they herad.
Listening for detail, specific information, stated opinion.
10
1 mark for each correct answer.
Part 3 (Multiple matching)

Five short related monologues of approximately 30 seconds

What’s in Part 3?
What do students have to practise?
How many questions are there?
How many marks are there?
each. Students listen to the recordings and choose which
statement from a list of eight best matches what each speaker
says.
Listening for general gist, purpose, feeling, main points and
detail.
5
1 mark for each correct answer.

43
Part 4 (Multiple choice)

An interview or exchange between two speakers and lasting

What’s in Part 4?
What do students have to practise?
How many questions are there?
How many marks are there?
3-4 minutes. Students have to listen to the recording and
answer seven multiple-choice questions. Each question has
three options (A, B or C).
Listening for opinion, attitude, gist, main idea, specific
information.
7
1 mark for each correct answer.

 Writing paper

Time allowed: 1 hour 20 minutes

Number of parts:
Number of questions:
Marks:
2
Part 1: one compulsory question
Part 2: one question from a choice of
four, including one set text question
20% of total

Part 1

What’s in Part 1?
What do students have to practise?
How many questions are there?
How much do students have to write?
Students are given an essay title and two ideas. They write
an essay giving their opinion about the title, using the
ideas given and adding an idea of their own. The title will
be a subject of general interest – students won’t need any
specialised knowledge.
Giving an opinion and providing reasons for that opinion.
One compulsory question.
140–190 words

Part 2

A choice of four questions. The answer students have to write

What’s in Part 2? will be one of the following: article, email/letter, essay, review,
story.
Writing different types of text: articles, essays, letters/emails,
What do students have to reviews. Depending on the question, students will have to
practise? advise, compare, describe, explain, express opinions, justify
and/or recommend something.
Students choose one question from a choice of four, including
How many questions are there?
one set text question.
How much do students have to
140-190 words
write?
 Bibliography
 IBO. (2018). Language B guide: First assessment 2020. Geneva, Switzerland. IBO.
 IBO. (2018). Language B teacher support material: First assessment 2020. Geneva,
Switzerland: IBO.
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