INDIVIDUAL ORAL

EXAMPLE 1. Listen the recorded file #1 and read this

evaluation comments.
http://xmltwo.ibo.org/publications/DP/Group2/d_2_ablan_tsm_1105_1/PDF/ia_exa
mple1_hl_e.mp3

Option

Science and technology: Renewable energy

Description of the photograph

The photograph portrays a group of people walking around a very large solar panel
field.

Caption

Renewable energy and its relationship with people’s ecological awareness.

Student work (oral)

Moderator comments

Moderator comments

General

The student is very comfortable in her participation. She expresses her ideas clearly and
is able to bring to the conversation examples that give evidence of her sophisticated use
of the language. Timing is very appropriate: she manages to deliver interesting ideas
within adequate time limits.

Criterion A: Productive skills

The student is able to display varied vocabulary and structures in her description of the
picture. She makes use of complex structures to talk about the past (“we would see
windmills …”) and she uses precise language to describe her impressions about the
picture (“it has a soothing quality to it” … ”the blue hue of the solar panels … makes it
look a lot like an ocean …”). Although she sometimes makes repetitive use of some
structures (“can have a hold of”), her command of the language is quite authentic,
expressive, fluent and idiomatic.

Criterion B: Interactive and receptive skills

The student delivers a clear presentation and responds appropriately to the questions
during the discussion; she combines personal experience with her description of the
visual elements that attract her attention in the picture. Using her imagination, she even
ventures a literary concept to describe the scene (“the conflict which would be nature
versus human …”). At the same time, she remains objective enough in her response to a
question asking her to suggest small steps that can be taken in her community in order
to become more environmentally aware.

She is also able to reflect on interesting elements about the cultures discussed
(renewable energies in the UK and summer jobs in the USA), and is able to make
adequate comparisons with her own culture. She engages actively in the conversation
and naturally demonstrates that she enjoys it.

EXAMPLE 2
Option

Cultural diversity: Subcultures

Description of the photograph

The photograph portrays a couple looking at graffiti in a street in London.

Caption

Some people consider graffiti to be an art, while others think it should be banned.

Student work (oral)

Moderator comments

Moderator comments

General

The student makes an extraordinary description of the rich elements portrayed in the
picture, yet he would have needed to discuss ideas more deeply in the second part of the
oral in order to achieve the highest mark in his interaction. He makes very good use of
the allowed four minutes to discuss the elements in the picture.

Criterion A: Productive skills

The student is very successful in his description of the picture; he displays varied
vocabulary in his interpretation and uses every single element included in it to reflect on
the culture, which reveals keen observation and interpretation skills.

His rather formal use of “one” to present his ideas could become a bit repetitive; but
given that he knows he is performing this task “as part of an evaluation”, he makes an
effort to be up to the occasion. Towards the second part of the oral, he speeds up a little
bit, which causes him to hesitate on a couple of expressions. However, these could be
considered mistakes rather than errors in his use of the language, for instance, when he
says that “people in our country don’t support global warming that much”.
His use of language is very good, clear and authentic, and mostly accurate.

Criterion B: Interactive and receptive skills

The student has clear analytical skills that integrate his intellectual awareness and
knowledge of English literature, in order to comment about this cultural aspect of the
UK. His participation in the conversation is quite active, and although he is not able to
go more deeply into his analysis of problems of environmental awareness in the second
part, he effectively demonstrates that he is able to present ideas and opinions “clearly
and coherently”.

EXAMPLE 3
Option

Cultures and traditions: Native American traditions

Description of the photograph

The photograph portrays powwows, social gatherings of Native Americans dancing and
singing.

Caption

Can you imagine what the Native American culture was like in the past? What is it like
today?

Student work (oral)

Moderator comments

Moderator comments

General

The picture allowed the student to reflect on a topic that she was interested in; this
circumstance gave her the opportunity to comment on a number of facts she knew about
the culture, thus enabling her to be active in her interaction. Her use of time is very
good, and her participation in the conversation is lively and coherent.

Criterion A: Productive skills

The student is very fluent, and she interacts actively throughout the conversation. Her
use of language is also quite authentic and she makes use of idiomatic expressions (“I’m
really into education”) although not always appropriately. For instance, she says that
“they were a bunch of families”, when she clearly intends to express her admiration for
Native Americans. Mistakes in agreement such as “the woman are the ones that” or
“copy on exams or homeworks” do not obscure meaning at all. Minor inaccuracies are
still there, yet her intonation definitely “enhances communication”.
Criterion B: Interactive and receptive skills

She manages to structure her talk quite well, and she participates actively in the
conversation as she explains interesting ideas. When asked to compare the evolution of
Native Americans in her own country, and in the USA she does not answer directly, but
she is able to introduce another example that enables the flow of the conversation to
continue. She explains quite clearly why children should be more active and interact
socially, rather than spend time in front of a computer. The conversation flows
coherently and naturally.

EXAMPLE 4
Option

Cultures and traditions: Women at work

Description of the photograph

The photograph portrays women at work on C-47 Douglas transport cargo during the
second world war.

Caption

How did this change customs and traditions in a nation? How does this picture relate to
the position women hold today?

Student work (oral)

Moderator comments

Moderator comments

General

The student renders a very interesting interpretation of the picture and uses the elements
she describes to expand on some of the ideas during her very active interaction in the
discussion. She makes adequate use of her time during the first part of the task.

Criterion A: Productive skills

The student is quite articulate; her conversational pace is agile and she is able to get her
ideas across clearly. Yet there are a few inaccuracies that might cause
misunderstandings such as her misuse of a couple of idiomatic expressions, her use of
“he” when she means “she” or the various ways in which she pronounces “women”. She
seems hesitant at times during her presentation on the picture, but only briefly, as she
ponders what she is about to say. Her further interaction in the discussion is quite active.
Her language is varied and idiomatic, though not always accurate.

Criterion B: Interactive and receptive skills

The student is clever, analytical and confident: she does not hesitate to explain her point
of view or ask for clarification when necessary. She explains the context of the picture
in terms of the historical moment depicted and the social practices at that time. Her
interpretation is quite sound and she combines details in the composition of the scene to
describe certain elements, such as the “tranquility and satisfaction” of women aware of
the fact that “they were beginning something new”. She is quite perceptive and is able
to introduce a number of interesting ideas throughout the conversation.

Frequently asked questions

General

Which course should students attempt?

Choice between the group 1 and group 2 courses depends on many variables: students’
previous language experience, personal interests, plans for future studies. Language B
courses focus on language acquisition while group 1 courses gradually introduce literary
focus. As each person learns languages differently, there is no prescribed number of
years or prior study. The requirement is to ensure that students are following the course
that is most suited to their needs and that will provide them with an appropriate
academic challenge. It should be noted that language ab initio is designed for students
with little or no prior experience.

If more than one teacher at a school is teaching the same language B course, must their
courses have the same syllabus design—same options, same works of literature, and so
on?

No, every teacher has the freedom to design their course independently, to select the
options to cover and the works of literature to be read in their own course. However, it
is advisable that group 1 and 2 teachers liaise to ensure that repetition or duplication of
the syllabus does not occur.

Can I use the same course design year after year?

Yes, the course design can be the same, although the teacher is encouraged to ensure the
use of current, up-to-date material.

How much time should be spent on teaching the topics and in what depth and detail
should each topic be taught? (Language B SL/HL only)

While different languages will vary in nature; it is recommended to teach language

structures in the context of the target culture. This context is implicit in the topics and
thus it can be argued that the entire course should be spent on teaching language
through the chosen topics relevant to the culture of the target language.

In the Language B guide, under “Syllabus content”, the sub-section “Topics” lists
specific examples of how the large topics can be broken down to more concrete aspects.
This is followed by an overview of the “Principles of course design”. A helpful
document found on the OCC could be the Ab initio language-specific syllabus.
Although this is not a language B SL/HL document, the two syllabuses share much in
common and thus this document can clarify topics in language B and give suggestions
on how to create a school syllabus.

The topics only provide the context within which a language and its appropriate
sociocultural aspects can be studied. Therefore there is no specific time requirement
given.

Is there a prescribed textbook for language B?

No, it is the teacher's responsibility to ensure that the chosen resources are suitable for
the course of study and allow students to achieve the aims of the language B course.

Is there a prescribed booklist for the literary option?

No, teachers have to choose works that are set in a culture where the target language is
spoken, that will be of interest to the students and consistent with their language
proficiency and the objectives of the course. The focus is on discovering language and
culture through reading and we want to give teachers freedom to choose works which
would best fit their students’ needs.

Can I use a work or resource in translation?

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

Can students choose a book they have read in language A (translation) for their
extended essay in group 2 (original version)?

The literary work studied in translation in language A cannot be used for group 2
extended essay in category 3 (literature).

Can students read a translated literary work in language A and the same book in the
original version in language B?

No, this is not allowed.

How many poems qualify as one literary work?

Approximately 15–20 poems/600 lines could be considered approximate to one work of

literature. Please keep in mind that this is a second-language acquisition course;
therefore, long and complex poems are not recommended.

Can students choose a group of poems linked by theme (eg war poems) for the WA HL?

This should not be a problem as long as students can still complete the assignment as
per the description and requirements presented in the Language B guide.

How many short stories qualify as one literary work?

Usually 7–10. Please keep in mind that this is a second-language acquisition course;
therefore, long and complex short stories are not recommended.

Do all short stories or poems have to be written by the same author/poet and be linked
by theme?

No, it is not necessary. It is up to the teacher to select how many author(s) or poet(s) are
read in class and the works do not have to be linked in any way.

Are all major literary genres acceptable in language B HL?

Yes, as long as two works of sufficient length are covered throughout the course, any
literary genre is acceptable. However, it is advisable that group 1 and 2 teachers liaise to
ensure that repetition or duplication of the syllabus does not occur.

How much grammar should be taught in class?

Teaching grammar should not be an aim in itself. In order to achieve the objectives as
stated for communication skills, grammar should always be taught in context.

Should students be familiar with the assessment criteria for each component?

Yes, it is important and fair that students know the assessment expectations.

How can intercultural dimension be addressed?

The aim is to learn language in the context of the target culture and to provide students
with the necessary skills and intercultural understanding to enable them to communicate
successfully in an environment where the language is spoken. To achieve this, it is
suggested that teachers use activities which engage students in analyzing chosen
cultural aspects, and as relevant with the student’s own culture. This will lead not only
to language improvement but also intercultural understanding.

Paper 1

Is the written response still in paper 1?

There is no longer a part B—written response. All questions in paper 1 are text-handling
exercises.

What is the difference between HL and SL?

There are four texts at SL and five texts at HL. There are 45 questions at SL and 60
questions at HL. The differences between the papers at both levels lie in word count and
difficulty of texts as well as difficulty of questions. Although one text at HL is literary,
literary analysis questions will not be asked.

Paper 2

Are specific knowledge and vocabulary on an option assessed in paper 2?

No, the core and options that comprise the language B syllabus provide settings for
language acquisition and should help the teacher—when designing the course—provide
a wide linguistic and cultural scope. Therefore, factual knowledge and vocabulary are
not assessed.

If a student wishes to answer a question on an option that was not covered in the class,
is this allowed?

Yes, the student can choose any of the questions on paper 2. Section B at HL is
mandatory. Please refer to the Specimen papers to see the type of questions asked.

Can the student write any text type to answer paper 2 section B HL?

Yes, the student can write the text type he or she prefers in order to address the task.
Teachers are reminded that, as in the case of all assessment components that have
assessment criteria, students should be familiar with the criteria for this task.

Is correct use of grammar, spelling and punctuation assessed?

External assessment criterion A – Language and internal assessment criterion A –

Productive skills require good command of grammar, spelling and punctuation in order
to achieve high marks.

Written assignment

When is the written assignment due?

The written assignment is due in the second year of the programme. The assignment has
to reach the allocated examiner by 15 March (May sessions)/15 September (November
sessions). For further information please refer to the relevant section in the Handbook of
procedures for the Diploma Programme.

Can teachers correct the written assignment?

No.

For the written assignment SL, do teachers send the source material to the examiner?

Yes. The assignment will be marked traditionally in 2013 and 2014 and the teacher
must submit the three texts on which the assignment is based to the allocated examiner.
No summary is therefore needed.

For the written assignment HL, do teachers send a hard copy of the literary work?

No, the teacher simply provides details (title, author, date of publication) of the literary
work on which the assignment is based.

I do not want to use an entire article, but only a part of it that also complies with the
word count requirements, what can I do?
It is not required to use the whole text but a part relevant to the task.

What is meant by reference material?

Teacher’s guidelines on writing text types, the assessment criteria, the assignment
guidelines and dictionaries in printed form plus at SL the original texts as chosen by the
teacher and at HL a copy of the literary work read in class. While completing this task,
students cannot use electronic devices, resources or the internet or any material
previously seen that could be related to the written assignment.

What sort of written texts are suitable for the written assignment SL?

The text types listed for paper 2 SL in the guide; the student can choose a text type that
is the same as one of the sources.

Several of my students wish to do their written assignment using the same text type, is
this allowed?

Yes, the same text type can be chosen by different students within the same class
provided that the content, point of view, approach and treatment are the student’s own.

Can either of the two works of literature read at HL be used for the written assignment?

Yes, the student can choose the work he or she prefers, and may even use both works if
that is desirable.

Do all language B SL written assignment sources need to be in the target language?

Yes, all source texts must be relevant to the target culture, must be originally written in
the target language, and must be referenced by the student.

Internal assessment

I found interesting and culturally relevant cartoons, paintings and table of statistics that I
want to give my students for the oral presentation. Can I do this?

No, only photographs, preferably in colour, can be used as specified in the guide.

Does the IB prepare the photographs for the individual oral and send them to teachers?

No. The teacher selects the photographs to be used according to the options covered in
class and can use each photograph with up to five students.

Is there an IB site for photographs to be used as practice for the individual oral?

Given the number of languages on offer, the combination of topics, and the ease with
which suitable photographs can be found online, there isn’t a dedicated IB bank of
photographs.
What does “plenty of graphic text” in the photograph for the oral mean? Does it mean
written text such as signs?

“Plenty of graphic text” refers to a variety of visual stimuli and potential points of
reference that will help the student elaborate the presentation and focus on the option
chosen.

What is an appropriate caption for a photograph for the oral?

The caption should be a trigger to help the student initiate his or her interpretation of the
photograph; it should not limit the scope of the student’s presentation. The language of
the caption should be concise and above all accessible to the student: The purpose of the
Internal assessment is demonstration of interactive and productive skills.

Do teachers send all the photographs for moderation?

Yes, the photographs used in the orals that are requested by the IB for moderation must
be uploaded to IBIS. If copies of coloured original photographs are uploaded, the copies
should be in colour.

If my student’s presentation in the individual oral is shorter than 3–4 minutes, what do I
do?

Do not interrupt the evaluation. Ensure that the second part, the discussion, is longer.

What if the student’s presentation is longer than 4 minutes?

This should not happen. The teacher must have control of the timing. It is important that
the individual oral complies with the timing stipulated in the guide.

Can we start the interactive oral activities in the first year of the programme?

Yes. The interactive oral activities can be conducted at any time during the two years of
study. The individual oral must be done in the second year of the programme because it
is expected that the students’ IB learning experience will have positively affected their
language acquisition level.

Is it necessary that one of the interactive oral activities be based on a listening activity?

Yes.