Paper 1 Students demonstrate an understanding of written texts. Paper 2 Students demonstrate the ability to use vocabulary appropriate to the topic. Written assignment Students demonstrate comprehension, accuracy and pertinent vocabulary. Internal assessment Students interact appropriately with the teacher on a range of topics. Students interact in classroom activities. 4. Organize ideas on a range of topics, in a clear, coherent and convincing manner Paper 2 Students are able to develop a coherent and organized response. Written assignment Students are able to develop a coherent response using a register appropriate to the task. Internal assessment Students are able to interact appropriately. 5. Understand, analyse and respond to a range of written and spoken texts Paper 1 Students respond appropriately to an authentic text. Paper 2 Students respond to the task using the appropriate conventions and register. Students express their reaction to a statement. Written assignment Students demonstrate the ability to understand and respond to written texts. Internal assessment Students demonstrate the ability to interact in the target language within the context of different situations. 6. Understand and use works of literature written in the target language of study (HL only) Paper 1 Students are able to understand and interpret literary texts.
Scheduled during the second year of the course second year of the course Interactive Based on the CORE 3 Interactive orals (1 must be based on listening). Teacher chooses the best Carried out in the classroom Can be carried out any time during the course Based on the CORE Interactive 3 Interactive activities (1 must be based on listening) Can be carried out any time during the course Course Outline Three core areas: Communication and Media, Global Issues and Social Relationships Five options: (2 to be selected) - Leisure, Cultural Diversity, Health, Science and Technology, Customs and Traditions Core Aspects Options Aspects Communication and Media How people interact, transmit and gather data for the purposes of information and entertainment Advertising Bias in media Censorship Internet Mail Press Radio and television Sensationalism in media Telephone Cultural diversity The ethnic, gender, racial, ideological and socio-economic varieties within a community of the target language Beliefs, values and norms Culinary heritage How culture is learned Intercultural assimilation Inter-linguistic influence Language diversity Migration Population diversity Subcultures The concepts of human beauty Verbal and non-verbal
communication Global Issues Current matters and future scenarios that have an impact at a regional, national and/or international level, bearing in mind that they need to be addressed from the perspective of the target language’s cultures Core Drugs Energy reserves Food and water Global warming, climate change, natural disasters Globalization International economy Migration (rural-urban or international) Poverty and famine Racism, prejudice, discrimination The effect of man on nature The environment and sustainability Aspect Customs and traditions The current and past practices, representations, expressions and knowledge that belong to a community of the target language Option Celebrations, social and religious events Dress codes, uniforms Etiquette and protocols Fashion Food Historical events National costumes The arts Aspect Social Relationships How people interrelate and behave- as members of a community, individually and in groups Celebrations, social and religious events Educational system Language and cultural identity, or self-identity Linguistic dominance Minorities Multilingualism Nationalism, patriotism, fanaticism Relationships (friendship, work, family) Social and/or political structures Social behaviours and stances Taboos versus what is socially acceptable Health Physical, mental and social as well as matters related to illnesses Concepts of beauty and health Diet and nutrition Drug abuse Epidemics Health services Hygiene Illnesses, symptoms of good/ill health Mental health Physical exercise Surgery Traditional and alternative medicine Leisure The variety of activities performed for enjoyment Entertainment Exhibitions and shows Games
Science and Technology Your school has launched a campaign to save energy. Write a letter to your school’s administration suggesting ways in which your school can save energy. Example of Questions for SL Leisure Your school recently received a large sum of money to fund innovative student travel opportunities. Write a letter to the Head of the grant committee about an idea you have for such a trip and why you think it will be beneficial for students. Leisure/Health Your friend has recently suffered from an illness or injury and will miss the senior class trip. Write a letter or an email to your friend advising on how to cope with this situation and encouraging him/her to get well Assessment criteria: IB DP Language B Paper 2 Section A - HL Criterion 0 1 -2 3 -4 5 -6 7-8 9-10 A: Language 10 marks How effectively and accurately does the student use language? Failure to write the minimum number of words will result in a 1- mark penalty The work does not reach a standard described by the descriptors Command of the language is limited and generally ineffective A limited range of vocabulary is used, with many basic errors Simple sentence structures are sometimes clear Command of the language is effective, despite some inaccuracies A fairly limited range of vocabulary is used, with many errors Simple sentence structures are usually clear Command of the language is effective, despite some inaccuracies A range of vocabulary is used accurately, with some errors Simple sentence structures are clear Command of the language is good and effective A wide range of vocabulary is used accurately, with few significant errors Some complex sentence structures are clear and effective Command of the language is very effective A wide range of vocabulary is used accurately and effectively, with very few errors Complex sentence structures are clear and effective B: Message 10 marks The work does not reach a standard The message has not been communicated The message has been partially communicated The message has been communicated fairly well The message has been The message has been
How clearly can the student develop and organize relevant ideas? described by the descriptors The ideas are irrelevant and/or repetitive The development of ideas is confusing; supporting details are limited and/or not appropriate The ideas are relevant to some extent The development of ideas is evident at times; supporting details are sometimes appropriate The ideas are mostly relevant The development of ideas is coherent; supporting details are mostly appropriate communicated well The ideas are relevant The development of ideas is coherent and effective; supporting details are appropriate communicated very well The ideas are relevant and effective The development of ideas is coherent and thorough; supporting details are highly appropriate C: Format 5 marks How correctly does the student produce the required text type? To what extent are the conventions of text type appropriate? 0 1 2 3 4 5 The work does not reach a standard described by the descriptors The text is not recognizable Conventions appropriate to the text type are not used The text type is hardly recognizable or is not appropriate Conventions appropriate to the text type are very limited The text type is sometimes recognizable and appropriate Conventions appropriate to the text type are limited The text type is generally recognizable and appropriate. Conventions appropriate to the text type are evident The text type is clearly recognizable and appropriate Conventions appropriate to the text type are effective and evident.
Based on the following stimulus, give a personal response and justify it. Choose any text type that you have studied in class. We put more emphasis on celebrating our parents (Mother’s Day, Father’s Day, etc) than we do on respecting them. Still, “respect for one’s parents is the highest duty of civil life Section B – Reasoned Argument - Assessment Criteria - HL Criterion 0 1 -2 3 -4 5 -6 7-8 9-10 A: Language 10 marks How effectively and accurately does the student use language? Failure to write the minimum number of words will result in a 1- mark penalty The work does not reach a standard described by the descriptors Command of the language is limited and generally ineffective A limited range of vocabulary is used, with many basic errors Simple sentence structures are sometimes clear Command of the language is effective, despite some inaccuracies A fairly limited range of vocabulary is used, with many errors Simple sentence structures are usually clear Command of the language is effective, despite some inaccuracies A range of vocabulary is used accurately, with some errors Simple sentence structures are clear Command of the language is good and effective A wide range of vocabulary is used accurately, with few significant errors Some complex sentence structures are clear and effective Command of the language is very effective A wide range of vocabulary is used accurately and effectively, with very few errors Complex sentence structures are clear and effective B: Argument The work does not The development of The development of The development of The development The development
> expand details from the source text - such as single phrases expanded into full descriptions > invent details to add to what you already have - making sure that the details extend, don't contradict THE TEACHER DOES NOT Provide comments or correct the written assignment. The teacher should not comment on or correct the assignment, which should be entirely the student’s work Assessment criteria: Written Assignment/Receptive Skills HL Criterion 0 1 -2 3 -4 5 -6 7-8 9-10 A: Language 8 marks How effectively and accurately does the student use language? Failure to write the minimum number of words will result in a 1- mark penalty The work does not reach a standard described by the Command of the language is limited and generally ineffective A limited range of vocabulary is used, with many basic errors Simple sentence structures are sometimes Command of the language is effective, despite many inaccuracies A fairly limited range of vocabulary is used, with many errors Simple sentence structures are usually clear Command of the language is effective, despite some inaccuracies A range of vocabulary is used accurately, with some errors Simple sentence structures are clear Command of the language is good and effective A wide range of vocabulary is used accurately, with few significant errors Some complex sentence structures are clear and effective
clear B: Content 10 marks To what extent does the student show appreciation of the literary work? How skilfully is the task planned? The work does not reach a standard described by the descriptors The student does not make use of the literary work Connection with the text is superficial or little developed. There is no evidence The student makes little use of the literary work. Connection with the text is basic There is little evidence of organization The student makes some use of the literary work Connection with the text is adequate and is used fairly well There is some evidence of organization The student makes use of the literary work Connection with the text is good There is evidence The student makes good use of the literary work Connection with the text is effective There is clear evidence of organization Written Assignment Continued HL C: Format 4 marks How correctly does the student produce the required text type? To what extent are the conventions of text type appropriate? 0 1 2 3 4 5 The work does not reach a standard described by the descriptors The text is sometimes recognizable and appropriate Conventions appropriate to the text type are limited The text type is generally recognizable and appropriate Some conventions appropriate to the text type are evident The text type is recognizable and appropriate Conventions appropriate to the text type are effective The text type is recognizable, appropriate and convincing Conventions appropriate to the text type are effective and varied
D: Rationale 3 marks How clear and convincing is the rationale? The work does not reach a standard described by the descriptors The rationale is not clear The rationale is clear to some extent The rationale is clear, pertinent and directly linked to the literary work INTERNAL ASSESSMENT - HL INDIVIDUAL ORAL – Duration 8-10 minutes (Plus 15 minutes of preparation) Weighting: 20% This component is based on the options: Cultural Diversity, Customs and Traditions, Health, Leisure, Science and Technology It is divided into TWO parts Supervised preparation time The student receives ONE previously unseen photograph with a title or caption, selected by the teacher. 15 minutes – students can make notes (approx. 10 short points)
Purpose of discussion To demonstrate that they are able to speak freely and coherently To demonstrate that they can express ideas, opinions and reflections they have learned about the target culture Probe more deeply into the student’s understanding of the culture reflected in the material Encourage the student to express opinions and engage in a real conversation Lead to further understanding of the topic Challenge the student’s views in order to generate an authentic discussion Induce a connection with the student’s own culture, for example pointing out similarities and differences or comparing the same situation in both cultures Teachers should use open questions Assessment criteria: Individual Oral HL Criterion 0 1 -2 3 -4 5 -6 7-8 9-10 A: Productive skills 10 marks How successfully does the student use the language in speech? How fluent and clear is the student’s speech? How accurate and varied is the language used? The work does not reach a standard described by the descriptors Command of spoken language is limited The production of language is hesitant and not always comprehensible Language is often incorrect and/or limited Intonation interferes with communication Command of spoken language is fairly good The production of language is comprehensible and fluent at times Language is sometimes correct with some idiomatic expressions Intonation does not interfere seriously with communication Command of spoken language is good The production of language is mostly fluent Language is generally correct, varied and idiomatic Intonation contributes to communication Command of spoken language is very good The production of language is fluent, with a touch of authenticity Language is accurate Intonation enhances communication Command of spoken language is excellent The production of language is fluent and generally authentic Language is varied and idiomatic Intonation enhances communication
film watched in class A class discussion after listening to a piece of news on the radio A debate on a particular issue related to the target language or culture A presentation of a particular topic followed by a whole-class discussion A discussion on a video or audio recording of a play or scenes from a play item A role play that may involve some element of decision-making or problem-solving An interpretation of a silent film A discussion on the possible conclusion of a film or television programme An exchange of information based on a variety of written and visual stimuli (e.g. charts, timetables, photos, surveys, diary items, street maps, ads) A role-play interview between a character from a work of fiction and a student Broadcast news and entertainment Debates and discussions Dialogues and conversations Instructions Podcasts and other electronic media Songs Speeches, lectures, presentations NEED A BALANCE OF SPEAKING AND LISTENING SO BOTH INTERACTIVE SKILLS CAN BE ASSESSED Assessment criteria: Interactive Oral - HL Criterion 0 1 2 3 4 5 A: Productive skills 5 marks How successfully does the student use the language in speech? How fluent and clear is the student’s speech? How accurate and varied is the language used? How much does the The work does not reach a standard described by the descriptors Command of spoken language is limited The production of language is hesitant and not always comprehensible Language is often incorrect and/or limited Intonation interferes with communication Command of spoken language is fairly good The production of language is comprehensible and fluent at times Language is sometimes correct with some idiomatic expressions Intonation does not interfere seriously with communication Command of spoken language is good The production of language is mostly fluent Language is generally correct, varied and idiomatic Intonation contributes to communication Command of spoken language is very good The production of language is fluent, with a touch of authenticity Language is accurate Intonation enhances communication Command of spoken language is excellent The production of language is fluent and generally authentic Language is varied and idiomatic Intonation enhances communication
student’s intonation aid communication? B: Interactive and Receptive skills 5 marks To what extent does the student understand and demonstrate an ability to interact in a conversation? How well can the student express simple and complex ideas? How well can the student maintain a conversation? The work does not reach a standard described by the descriptors Simple ideas are understood with difficulty and interaction is limited Simple ideas and opinions are presented with difficulty, sometimes incoherently The conversation does not flow coherently. Simple ideas are understood fairly well and interaction is acceptable Simple ideas and opinions are generally presented clearly The conversation flows coherently at times but with some lapses Simple ideas are understood well and interaction is good Simple ideas and opinions are presented clearly and coherently; there is some difficulty with complex ideas The conversation generally flows coherently. Complex ideas are understood well and interaction is very good Both simple and complex ideas and opinions are generally presented clearly, coherently and effectively The conversation flows coherently Complex ideas are understood very well and interaction is excellent Complex ideas and opinions are presented clearly, coherently and effectively The conversation flows coherently in a natural manner