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DP LANGUAGE B
DEVELOPING THE CURRICULUM - HL
Intercultural understanding is a major cohesive element of the syllabus.
Group 2 Aims:
1. develop students’ intercultural understanding2. enable students to understand and use the language they have studied in a range of contexts and for a variety of
purposes3. encourage, through the study of texts and through social interaction, an awareness and appreciation of the
different perspectives of people from other cultures4. develop students’ awareness of the role of language in relation to other areas of knowledge5. develop students’ awareness of the relationship between the languages and cultures with which they are
familiar6. provide students with a basis for further study, work and leisure 7. provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional
language.
Assessment Objectives
1. Communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding
2. Use language appropriate to a range of interpersonal and/or cultural contexts3. Understand and use language to express and respond to a range of ideas with accuracy and fluency4. Organize ideas on a range of topics in a clear, coherent and convincing manner5. Understand, analyse and respond to a range of written and spoken texts6. Understand and use works of literature written in the target language of study
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Assessment Objectives in Practice
Assessment objectiveWhich component addresses this assessment objective?How is the assessment objective addressed?
1. Communicate clearly and effectively in a range of situations,demonstrating linguistic competence and intercultural understanding
Paper 2
Students respond to written tasks using appropriate language, register and format.Written assignmentStudents communicate clearly and effectively in the context of their task.Internal assessmentStudents orally describe and react to a visual stimulus, respond to questions and engage in a general conversation using appropriate interactive skills. Students interact in classroom activities.
2. Use language appropriateto a range of interpersonal and/or cultural contexts
Paper 1Students demonstrate an understanding of written texts.
Paper 2Students demonstrate the ability to understand the task and respond appropriately using a variety of text types. Students express their reaction to a statement.Written assignmentStudents demonstrate comprehension and accurate use of structures.Internal assessmentStudents interact with the teacher using a range of structures. Students interact in classroom activities.
3. Understand and use language to expressand respond to a range of ideas with accuracy and fluencyPaper 1Students demonstrate an understanding of written texts.Paper 2Students demonstrate the ability to use vocabulary appropriate to the topic.
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Written assignmentStudents demonstrate comprehension, accuracy and pertinent vocabulary.Internal assessmentStudents 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 mannerPaper 2Students are able to develop a coherent and organized response.Written assignmentStudents are able to develop a coherent response using a register appropriate to the task.Internal assessmentStudents are able to interact appropriately.
5. Understand, analyse and respond to arange of written and spoken textsPaper 1Students respond appropriately to an authentic text.Paper 2Students respond to the task using the appropriate conventions and register. Students express their reaction to a statement.Written assignmentStudents demonstrate the ability to understand and respond to written texts.Internal assessmentStudents demonstrate the ability to interact in the target language within the context of different situations.
6. Understand and use works of literaturewritten in the target language of study (HL only)Paper 1Students are able to understand and interpret literary texts.Written assignmentStudents demonstrate an understanding of literary works and are able to complete the task creatively.
Overview of the Course: English HL and SL
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AssessmentComponent
Paper Higher Level Standard Level Timing and Weighting
External Assessment
70%
Paper 1 (Receptive skills)Text handling on FIVE written texts based on the CORE
Out of 60
(Receptive Skills)Text handling on FOUR written texts based on the CORE
Out of 40
1 hour 30 minutes
25%
Paper 2 (Productive skills)Two writing tasks
Section A: one task of 250-400 words, to be selected from a choice of five, based on the five OPTIONSBased on Text Types
Section B: Response of 150-250 words to a stimulus text, based on the CORE – any text type
(Productive skills)
One writing exercise of 250-400 words from a choice of 5 based on the OPTIONS
1 hour 30 minutes
25%
Written Assignment Written assignment: Receptive and written Productive skills
Creative writing of 500-600 words plus a 150 – 250 word rationale based on one of the literary texts
Written assignment – 300-400 words and 100 word rationale based on three texts of 300-400 words
Suggested time of 3-4 hours. Can be administered over different days
20%
Overview of the course: English B HL and SL
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Assessment component
Type of Oral Higher Level Standard Level Timing and Weighting
Internal Assessment
30%
Individual Based on Options
Picture Stimulus (lots of graphic text) + captions or titles
1 photo for 5 students – need to change captions/titles each time
Students have 15 minutes to prepare
Recorded with the teacher
Followed by discussion
Scheduled during the second year of the course
Based on OPTIONS
Students are shown TWO previously unseen photographs with a title or caption selected by the teacher. Each photo is related to a different OPTION studied in class
Students choose ONE photo
Students have 15 minutes to prepare
Recorded with the teacher
Followed by discussion
Scheduled during the second year of the course
20%
8-10 minutes plus 15 minutes of preparation
Interactive Based on the CORE
3 Interactive orals (1 must be based on listening).Teacher chooses the bestCarried 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
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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 AspectsCommunication and MediaHow people interact, transmit and gather data for the purposes of information and entertainment
AdvertisingBias in mediaCensorshipInternetMailPressRadio and televisionSensationalism in mediaTelephone
Cultural diversityThe ethnic, gender, racial, ideological and socio-economic varieties within a community of the target language
Beliefs, values and normsCulinary heritageHow culture is learnedIntercultural assimilationInter-linguistic influenceLanguage diversityMigrationPopulation diversitySubculturesThe concepts of human beautyVerbal and non-verbal communication
Global IssuesCurrent 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
DrugsEnergy reservesFood and waterGlobal warming, climate change, natural disastersGlobalizationInternational economyMigration (rural-urban or international)Poverty and famineRacism, prejudice, discriminationThe effect of man on natureThe environment and sustainability
Aspect
Customs and traditionsThe current and past practices, representations, expressions and knowledge that belong to a community of the target language
Option
Celebrations, social and religious eventsDress codes, uniformsEtiquette and protocolsFashionFoodHistorical eventsNational costumesThe arts
Aspect
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Social RelationshipsHow people interrelate and behave- as members of a community, individually and in groups
Celebrations, social and religious eventsEducational systemLanguage and cultural identity, or self-identityLinguistic dominanceMinoritiesMultilingualismNationalism, patriotism, fanaticismRelationships (friendship, work, family)Social and/or political structuresSocial behaviours and stancesTaboos versus what is socially acceptable
HealthPhysical, mental and social well-being, as well as matters related to illnesses
Concepts of beauty and healthDiet and nutritionDrug abuseEpidemicsHealth servicesHygieneIllnesses, symptoms of good/ill healthMental healthPhysical exerciseSurgeryTraditional and alternative medicine
LeisureThe variety of activities performed for enjoyment
EntertainmentExhibitions and showsGamesHobbiesRecreationSocial interaction through leisureSportsTravelling
Science and TechnologyThe relationship between science and technology, and their impact on a community of the target language
EntertainmentEthics and scienceImpact of information technology on societyNatural sciencesRenewable energyScientific researchSocial sciences
External Assessment – HL and SL
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Paper One – Reading BASED ON CORE OPTIONS – SOCIAL RELATIONSHIPS, MEDIA AND COMMUNICATION AND GLOBAL ISSUES (25%) 1 hour 30 minutes. There are five texts to read for HL and four texts for SL
Text Types Skills Text Handling Questions
Articles
Blog
Brochures, leaflets, flyers, pamphlets, advertisements
Essays
Interviews in any form
News report
ReportsReviews
Set of instructions, guidelines
Short story, novel, poem
Written correspondence
1. Understand overall meaning
2. Scan for particular details
3. Understand structural features
4. Identify communicative purposes
5. Evaluative and interpret
Key wordsJustifyGive two phrasesHowName
Need an understanding of sentence structure
1. Choosing which of a number of sentences are true according to the text
2. Gap-filling exercises based on comprehension of the text
3. Identifying clear inference from concepts4. Identifying precise references of key
phrases or structures (referents – they)5. Identifying related ideas that are in
different parts of the text6. Identifying whether an explanation or
definition is true or false, and finding the evidence for this in the text.
7. Identifying who says what in a text or a series of short texts
8. Justifying an interpretation by locating evidence or key phrases
9. Matching summary sentences with different paragraphs of the text
10. Matching words or phrases from the text with definitions
11. Multiple-choice questions12 Short-answer questions
PAPER TWO – WRITTEN PRODUCTIVE SKILLS HL - 25% 1 hour and 30 minutes
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AIM: To communicate accurately in writing for a variety of purposes
Section A – (250-400 words) – BASED ON OPTIONS – CULTURAL DIVERSITY, CUSTOMS AND TRADITIONS, LEISURE, SCIENCE AND TECHNOLOGY, HEALTH SL Students only do ONE QUESTION
Consists of five tasks requiring different types of texts. Each task is based on ONE OPTION Students choose ONE question Factual knowledge is not tested as such but should support what student wishes to communicate Knowledge of SPECIFIC TEXT TYPES IS REQUIRED NEED TO IDENTIFY, PURPOSE, AND USE AN APPROPRIATE REGISTER Externally set and externally assessed.
Skills Text types students should be able to produce1. Use language accurately and appropriately
Knowledge of FIELD – how language shapes the world and TENOR
2. Develop and organize ideas relevant to the taskKNOWLEDGE OF MODE – Theme/Rheme, Conjunctions
3. Produce the features of the required text type correctlyKnowledge of the Genre
Articles Blog/diary entry Brochure, leaflet, flyer, pamphlet, advertisement Interview Introduction to debate, speech, talk and presentation News report Official report Proposal Review Set of instructions, guidelines Written correspondence Essay (not HL)
Examples of Questions for HL
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1. Cultural diversityYou are a student at an international school in an English-speaking country. Write an article to be published in your school magazine on how your experience at the international school will affect your future job prospects. Write your article.
2. Customs and TraditionsLast summer you spent three months in an English-speaking town where you observed how local teenagers spend their leisure time after school and decided to post your observations on a travel blog.
3. HealthSocial isolation can be considered a problem for today’s teenagers. In class, you have been asked to give a speech to your classmates informing them about the problem. Write the text of your speech.
4. LeisureHave new technologies affected sports? Write an e-mail to a friend in which you tell him/her how new technologies have affected the world of sports.
Sports -Imagine that you are a journalist that has just finished interviewing an athlete that has been caught for doping. You can use the same athlete on whom you completed your research. Write the interview for your sports magazine.
5. Science and TechnologyYour 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
LeisureYour 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/HealthYour 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
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Criterion 0 1 -2 3 -4 5 -6 7-8 9-10A: Language10 marksHow 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: Message10 marksHow clearly can the student develop and organize relevant ideas?
The work does not reach a standard described by the descriptors
The message has not been communicated
The ideas are irrelevant and/or repetitive
The development of ideas is confusing; supporting details are limited and/or not appropriate
The message has been partially communicated
The ideas are relevant to some extent
The development of ideas is evident at times; supporting details are sometimes appropriate
The message has been communicated fairly well
The ideas are mostly relevant
The development of ideas is coherent; supporting details are mostly appropriate
The message has been communicated well
The ideas are relevant
The development of ideas is coherent and effective; supporting details are appropriate
The message has been communicated very well
The ideas are relevant and effective
The development of ideas is coherent and thorough; supporting details are highly appropriate
C: Format5 marksHow 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.
PAPER TWO – WRITTEN PRODUCTIVE SKILLS HL - 25% 1 hour and 30 minutes
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Section B (150-250 words) – BASED ON THE CORE – COMMUNICATION AND MEDIA, GLOBAL ISSUES, SOCIAL RELATIONSHIPS (ONLY HL) Students write a reasoned argument in the form of a response to a stimulus text dealing with a topic linked to the core The text could be a news report or a comment by a public figure The response should engage with details of the text in order to develop some coherent discussion of the topic area
Sample questionBased 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 lifeSection B – Reasoned Argument - Assessment Criteria - HL
Criterion 0 1 -2 3 -4 5 -6 7-8 9-10A: Language10 marksHow 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: Argument10 marksHow skilfully does the student develop ideas?
How clear and convincing is the argument?
To what extent does the student react to the stimulus?
The work does not reach a standard described by the descriptors
The development of ideas is very poor, and the argument is unclear and unconvincing
The structure of the argument is vague and confusing
The ideas are irrelevant
The development of ideas is poor, and the argument is rarely clear and convincing
The structure of the argument is sometimes apparent
The ideas are sometimes relevant
The development of ideas is sometimes good, and the argument has some clarity and is sometimes convincing
The structure of the argument is evident
The ideas are generally relevant
The development of ideas is good and methodical; the argument is clear and fairly convincing
The structure of the argument is coherent and organized
The ideas are well expressed and relevant
The development of ideas is very good and methodical; the argument is convincing
The structure of the argument is consistently coherent and organized
The ideas are very well expressed, relevant and engaging
Written Assignment HL: Receptive and written productive skills (20%)
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A creative writing task of 500-600 words linked to one or two literary texts read in class and a 150-250 word rationale. It must be written during the final year of the course It is externally assessed and is not timed
Source Task Text Type RationaleLiterature work Students produce a creative piece of writing
that will be based on one or two literary texts that the student has read as part of the course.
The task must be 500-600 words in length.
Students should effectively use a range of language appropriate to the chosen text type and aim(s) stated in the rationale.
Examples could be writing a new ending to a novel, an interview with a character, or a diary entry by one of the characters in a story or play, a news report about an event in the story and so on
Interview Narrative Diary Interview Articles Blog/diary entry Brochure, leaflet, flyer, pamphlet,
advertisement Interview Introduction to debate, speech, talk
and presentation News report Official report Proposal Review Set of instructions, guidelines Written correspondence
- a brief introduction to the literary text (s)
- an explanation of how the task is linked to the literary text (s)
- the student’s intended aims- explanation of how the student
intends to achieve his or her aim(s) – choice of text types, audience, register, style and so on
Objectives: The student should:
Provide the student with the chance to reflect upon and develop further understanding of one or both of the literary texts read in classDevelop their receptive and productive skills to a higher degreeProduce an appropriate text in the selected text typeOrganize writing purposefully and coherentlyExtend language skillsDemonstrate intercultural understanding through reflection on the assignment
A formal (literary) essay is not an acceptable text type for the written assignment
The subject of the written assignment must be the choice of the student in consultation with the teacher
The student should:
Develop the ideas presented in the rationale Use a range of language appropriate to text type and communicative purpose Create a piece of writing that is connected to the literary text (s)
READING
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at HL - developing from a literary work
> see the scene from another character's point of view
> select nice/nasty, good/bad, to create a contrasting feeling of the text
> select pro/con ideas, to create a contrasting argument of the text
> at key point, change - "When he says "No", he says "Yes" - what happens then?"
In practice: create a plan to make a sequence as you write
at HL - developing from a literary work
> experiment with climax/anticlimax
> look for a surprise twist - take the reader in one direction, then change
> 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 and written productive skills (HL)Criterion 0 1 -2 3 -4 5 -6 7-8 9-10
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A: Language10 marksRationale and task
How clearly has the task been introduced in the rationale?
How successfully does the task achieve the aim(s) stated in the rationale?
How appropriate is the choice of the text type to the task?
The work does not reach a standard described by the descriptors
The student uses the rationale and the task in a limited way and may have partially accomplished the assignment
There is an introduction but there is very little explanation of how the task is connected to the literary work (s)
The student has barely explained what his or her aim(s) are
The task is not a creative piece of writing and is not connected to the literary work (s)
The chosen text type is inappropriate to the audience and purpose stated in the rationale
The student uses the rationale and the task in order to accomplish the assignment to a certain extent
The student has sometimes explained how the task is connected to the literary work(s)
The student has explained what his or her aims are but not how he or she intends to achieve them
The task is creative but not connected to the literary text(s)
The chosen text type is not completely appropriate to the audience and aim(s) stated in the rationale, and is applied inconsistently throughout the task
The student uses the rationale and the task adequately in order to accomplish the assignment
The student has explained how the task is connected to the literary text(s)
The student has explained what his or her aim(s) are and how he or she intends to achieve them
The task is creative but sometimes connected to the literary work
The chosen text type is not completely appropriate to the audience and purpose stated in the rationale, but is applied consistently throughout the task
The student uses the rationale and the task well in order to accomplish the assignment
The student has clearly explained how the task is connected to the literary text (s)
The student has clearly explained what his or her aims are and how he or she intends to achieve them
The task is a creative piece of writing and generally connected to the literary work (s)
The chosen text type is appropriate to the audience and purpose stated in the rationale, and is applied throughout the task
The student uses the rationale and the task effectively in order to accomplish the assignment
The student has clearly and fully explained how the task is connected to the literary text (s)
The student has clearly explained what his or her aims are and how he or she intends to achieve them
The task is creative piece of writing and consistently connected to the literary work (s)
The chosen text type is appropriate to the audience and purpose stated in the rationale, and is applied consistently throughout the task
B: Organization and development6 marks
How effectively are ideas organized and developed?
Note: Criterion B is applied on the task only
The work does not reach a standard described by the descriptors
The organization and development of ideas is mostly ineffective
Ideas are organized and developed mostly effectively
Ideas are organized and developed effectively
C: Language 0 1-2 3-4 5-6 7-8
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8 marks
How appropriately and effectively does the student use language in relation to the task?
Criterion C is applied on the task only
The work does not reach a standard described by the descriptors
The use of language is mostly limited
Vocabulary is limited or is generally inappropriate to the task
Simple sentences structures are rarely clear
The rhetorical devices are not used, or are used inappropriately
The use of language is generally adequate
Vocabulary shows range but is sometimes used inappropriately to the task
Simple sentence structures are clear but no complex structures have been attempted
There is limited use of appropriate rhetorical devices
The use of language is appropriate and is generally effective
Vocabulary shows range and is mostly appropriate to the task
Simple sentence structures are clear but there are errors in complex structures
The rhetorical devices are used appropriately
The use of language is appropriate and effective
Vocabulary shows good range and is consistently used appropriately to the task
Complex sentence structures are clear and effective
The rhetorical devices are varied and used effectively
INTERNAL ASSESSMENT - HL
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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.
The photograph is related to ONE of the OPTIONS studied
The student prepares a presentation
15 minutes – students can make notes (approx. 10 short points)
Part 1: Presentation The student describes the photograph and relates it to the option and the target culture
3-4 minutes
Part 2: Discussion A discussion with the teacher based on the presentation follows
Discussion based on a topic from the other option studied may be introduced if that contributes to the interaction
5-6 minutes
Procedure
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Teacher selects from different sources photographs of scenes or situations linked to the two options studied during the courseEach photograph is given a title to help the student focus on the optionThe student MUST NOT see the photograph selected by the teacher prior to the examinationStudent has 15 minutes to prepare the presentation based on the photographThe presentation MUST BE related to one of the two OPTIONS covered in classThe photograph should stimulate discussion following the presentationThe photograph should be in colour and contain plenty of graphic textThe same photograph may be used with up to FIVE students but the TITLE and CAPTION should be different for each studentThe notes are for reference only and must not be read aloud as a prepared speech
Purpose of discussion
To demonstrate that they are able to speak freely and coherentlyTo demonstrate that they can express ideas, opinions and reflections they have learned about the target cultureProbe more deeply into the student’s understanding of the culture reflected in the materialEncourage the student to express opinions and engage in a real conversationLead to further understanding of the topicChallenge the student’s views in order to generate an authentic discussionInduce 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
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Criterion 0 1 -2 3 -4 5 -6 7-8 9-10A: Productive skills10 marksHow 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 student’s intonation aid communication?
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
B: Interactive and Receptive skills
10 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
INTERNAL ASSESSMENT - HL
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INTERACTIVE ORAL ACTIVITY – 10% Weighting. Based on the core: Communication and Media, Global issues and Social Relationships
Three interactive activities are carried out in the classroom during the course and assessed by the teacherOne of the activities must be based on a listening activityThe highest of the three marks will be submitted as the final mark for the interactive oral
Whole-class activities Group or pair activities MaterialA debate on a particular issue in a film watched in classA class discussion after listening to a piece of news on the radioA debate on a particular issue related to the target language or cultureA presentation of a particular topic followed by a whole-class discussionA discussion on a video or audio recording of a play or scenes from a play
A discussion of an article or news itemA role play that may involve some element of decision-making or problem-solvingAn interpretation of a silent filmA discussion on the possible conclusion of a film or television programmeAn 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
AnnouncementsBroadcast news and entertainmentDebates and discussionsDialogues and conversationsInstructionsPodcasts and other electronic mediaSongsSpeeches, lectures, presentations
NEED A BALANCE OF SPEAKING AND LISTENING SO BOTH INTERACTIVE SKILLS CAN BE ASSESSED
Assessment criteria: Interactive Oral - HLCriterion 0 1 2 3 4 5
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A: Productive skills5 marksHow 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 student’s intonation aid communication?
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
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
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