Diploma Programm P rogramme
Language Language ab init i nitio io tea teacher suppor sup portt material First examinations examinations 2013
This This prepre-p publica licattion ion has has been been rel relea ease sed d for for info inforrmatio ation n only only,, to hel help p wit with h pla plan nning ing. Alth Althoug ough th the cont content ent has has been substantially finalized, the IB reserves the right to make further changes to the text before publication as it sees fit. This version must be replaced as soon as the final version is published, in order to avoid any confusion.
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©International Baccalaureate Organization 2011
Purpose of this document This This publica licattion ion is int intend ended to provid ovide e teach eacher ers s with ith add additio ition nal guidan idance ce in the teach eachin ing g of the Dip Diplom loma P rogramme language language ab initio initio course from September 2011. It should should be read in conjunction with the Language ab initio guide (published February 2011) and the language-specific syllabus. The The Language ab initio guide provides a description of the nature of the subject, the assessment objectives, the syllabus and assessment ass essment details. details. The The lan lang guageage-sp spec ecif ific ic syll syllab abu us pr provid ovides es th the cou courrse des descr crip ipttion ion for for the tar targ get lan language. age. The The th themes, the top topic ics s and related aspects, the grammatical syllabus, examination instructions and language-specific issues are detailed in this document. The The pu purpose ose of of this teach eacher er sup support ort mater ateria iall is is to to help elp both oth teach eacher ers s new new to th the ab ab init initio io cou course and and those ose who are currently teaching the ab initio course to understand the syllabus that will be implemented from September 2011. The The int intend ended aud audien ience for th this docu ocument ent is teach eacher ers. s. How However ever,, the info inforrmatio ation n is direc irecttly rele relev vant ant to the the students; teachers are therefore encouraged to share this document with them, as appropriate.
Aims The The aim aims of of this publica licattion ion are are to: •
help teachers plan the course
•
help teachers understand the requirements requirements of the course
•
give advice on how to approach each assess ass essm ment component
•
provide teachers with teaching teaching support support materi materials als
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help teachers understand the achievement level expected of students. students.
Content This This docu ocument ent is divid ivided ed int into the foll follow owin ing g sect sectio ion ns. •
P lanning the course This This sect sectio ion n focu focuse ses s on on the gen gener eral al obje object ctiv ives es of the ab ab init initio io cou course. It list lists s th the ele elem ment ents to to be be tak taken en int into consideration in the planning of an ab initio course and it recommends ways of structuring the course.
•
Teaching Teaching and learning approaches This This sect sectio ion n foc focu uses ses on the spec specif ific ic ob object jectiv ives es of of th the cou course an and rec recom omm mend ends a var varie ietty of of tea teach chin ing g an and learning approaches. The aim is to develop the students’ autonomy so that they become independent learners.
•
P aper 1: Recept Receptive ive skills
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This This sect sectio ion n foc focu uses ses on paper aper 1, wh which ich tes testts rec recep epttive ive skil skills. ls. This This is is an exam examin inat atio ion n desi desig gned to asse assess ss the students’ ability to read and understand a range of authentic texts. The examination consists of four texts based on the three ab initio themes, followed by text-handling exercises. •
P aper 2: P roductiv roductive e skills This This sec secttion ion focu focuse ses s on on paper aper 2, wh which ich test ests pr produ oductiv ctive e ski skill lls. s. Th This is an an exam examinat inatio ion n desig esigned to asse assess ss the students’ ability to write effectively. The student is required to produce two written tasks of different lengths using two text types and based on the three ab initio themes.
•
Written assignm assignment: ent: Receptive and productive productive skills skills This This sect sectio ion n focu focuse ses s on on the writt itten assig assign nment ent, wh which ich is based ased on a resear esearch ch topic opic.. Th The stu student ent writes ites an essay, 200–300 words in length, in the target language, in class under teacher supervision.
•
Individual oral: Interactive skills skills This This sect sectio ion n focu focuse ses s on th the ind individ ividu ual oral. oral. Adv Advice ice is given iven on the the app appropr opriat iate choi choice ce of stim stimu uli, li, the question types and the conduct of the examination.
•
Frequently requently asked questions This This sec secttion ion provid ovides es answ answer ers s to to a varie arietty of questio estion ns rai raised sed by sch schools ools and and by teach eacher ers s at at lan language age ab ab initio workshops.
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Planning the course When designing a language ab initio course the teacher must take into account the context of the school. Are the students of diverse nationalities or of the same nationality? Does the target language share the linguistic origins of the language of instruction? Is the script/calligraphy of the target language different from that of the language of instruction? Do the students have the opportunity to hear and use the target language on a regular basis? Thes These e ar are som some e of of th the con consi sid derat eratio ion ns th that will ill dic dicttate ate th the pac pace e of of in instr structio ction n, th the br bread eadth of the cou courrse and and, to to a certain extent, the course content. Ther There e ar are, how howev ever er,, fea feattures th that are are com common to all all ab ab init initio io cou courses, ses, ir irresp espect ective ive of of th the par partticu icular lar sit situ uatio ation n of the teacher and the student.
Course features The The foll follow owin ing g feat featu ures must be kept ept in mind ind. •
Target Target audience—the audience— the students students
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Asses Assessment sment objectives
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Syllabus content
•
F eatures specific specific to the IB Diploma P rogramme
•
P rinciples of course design
•
P racticalities
Target audience
the students
—
The The stu student ents have ave chose chosen n to stu study a lan language age that ap appeals eals to th their eir cur curiosit iosity y and and inter interes estts. The par particu icular lar challenge of the language ab initio teacher in the planning of a course is to find intellectually stimulating material appropriate to the age and educational level of the students.
Assessment objectives These These obje object ctiv ives es ar are det detai aile led d in in th the Language ab initio guide (February 2011). Students will be assessed on their ability to: 1.
demonstrate demonstrate an awareness and understanding of the the intercultural intercultural elements related to the prescribed topics
2.
communicate communicate clearly clearly and effectively in a range of situations
3.
understand and use accurately accurately the basic structures structures of the language
4.
understand and use an appropriate range of vocabulary
5.
use a register and a format that are appropriate appropriate to the situation.
In planning a course, the means to achieve these objectives should be clearly identified and integrated into the syllabus content. Page | 4
Syllabus content The language ab initio syllabus comprises three interconnected areas: language, themes and texts. Language competence is assessed according to receptive, productive and interactive skills. Linguistic requirements are detailed in the grammatical syllabus in the language-specific syllabus. There are three prescribed themes (individual and society, leisure and work, urban and rural environment). These are made up of a series of 20 topics. The themes, topics and their related aspects are detailed in the language-specific syllabus. Students must understand and produce a variety of text types. The following non-exhaustive list of text types to be used in the classroom can be found in the Language ab initio guide (February 2011).
Examples of text types Advertisement
Notice
Article from journal, magazine
Novel
Blog
Picture
Book
Poem
Brochure
Postcard
Diary
Poster
Email
Questionnaire
Essay
Radio programme
Film
Recipe
Flyer
Report
Interview
Review
Invitation
Short story
Label
Social networking site
Letter: formal/informal
Song
List
Speech
Map
Survey
Menu
Timetable
Message
Travel guide
Note
Web page
When planning the language ab initio course, the three themes and the associated topics provide a framework for language acquisition. While all the themes and topics are to be studied, the choice of related aspects and the depth in which they are discussed will vary according to the needs and interests of the students. When planning the course the teacher must take this into account.
Features specific to the IB Diploma Programme In the context of teaching language ab initio, teachers must bear in mind: •
the IB learner profile
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•
the international dimension
•
theory of knowledge.
The IB learner profile The IB learner profile should be considered an intrinsic part of a course whose aim is to create effective communicators . Indeed, students who have embarked upon this course have already shown themselves to be risk-takers. As they research the target language and culture, they are inquirers who gradually will become more knowledgeable. The study of the target language will lead to comparisons between the target culture and their own, and in the process they will become not only better informed but more open-minded. Teachers must provide students with the tools and opportunities to become effective communicators. They must encourage independent learning and research. They must help students to find resources, to question the reliability of sources, and they must allow time for class reflection on the knowledge acquired in this way. Teachers can also use the IB learner profile explicitly as part of course material when studying, for example, the theme of the individual and society and the related topic, character: attitudes and feelings.
The international dimension Intercultural understanding is at the heart of the course. It is defined in the Language ab initio guide (February 2011) as “an ability to demonstrate an understanding of cultural diversity and/or similarity between the target culture(s) and the student’s own. The student develops a greater awareness of his or her own culture(s) through learning about another.” The course will allow students not only to learn about daily routines, food, architecture, housing, school types, family structure, and so on in the target culture(s) but will encourage them to reflect on the reasons for differences and similarities between their own culture(s) and that of the target language. In order to achieve this, the teaching material and resources selected should be appropriate to the target culture(s).
Theory of knowledge Guidance is given for the integration of theory of knowledge into the language ab initio course on in the Language ab initio guide (February 2011). Teachers could also consider discussing (in the language of instruction of the school) such questions as these. •
What are other people’s stereotypical perceptions of the student’s country? What are the stereotypes about people in the target language?
•
What does “being late” mean?
•
What does “being polite” mean? How do forms of address vary from culture to culture?
Principles of course design The principles of course design are explained in the Language ab initio guide (February 2011): “In designing a language ab initio course of study teachers should pay particular attention to variety, integration, whole-class projects, learning beyond the classroom, transparency and personal development.” These features of the course complement each other and encourage the student to become an autonomous learner. In the planning of a course, time should be allocated for whole-class projects and for the teacher to share with the students the aims, objectives and assessment criteria of the course.
Practicalities Conditions of teaching worldwide can take many forms. The length of class periods, the number of teaching hours per week, the number of study weeks per year and the distribution of time throughout the year all vary according to school and country. The ab initio syllabus is flexible and allows teachers to take these variations
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into account when designing their language course, as well as to adapt their course to the needs and interests of their students.
End of year considerations •
Written assignment: 2 hours under supervision
•
Individual oral: 25 minutes (15 minutes preparation, 10 minutes examination)
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Revision: syllabus content
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Examination practice: papers 1 and 2
The recommended minimum time necessary to teach this course is 150 teaching hours over 2 years. Language ab initio is no t available as an anticipated subject. When designing a two-year ab initio course care must be taken to ensure that: •
the minimum number of teaching hours is allocated
•
the 3 themes and the 20 related topics are studied
•
the range of text types is studied
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the three skills (receptive, productive and interactive) are integrated into the course
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adequate time is allocated to complete the assessment requirements of the language ab initio course in a timely manner (the recording of the individual oral and the research and writing of the written assignment)
•
dates for the students’ individual oral examination do not coincide with those of their other language orals (language A, language B) or with the submission of other internal assessment work
•
students have the opportunity during the second year of the course to practise the examination components within the allocated times (paper 1 is an examination of 1 hour 30 minutes; paper 2 is an examination of 1 hour).
Course structure Course manuals and textbooks provide valuable teaching materials and structured exercises that foster language development. Few manuals or textbooks, however, provide an accelerated course aimed at motivated students in the final years of secondary school. Few provide all the “ingredients” necessary to allow the students to explore the culture linked to the target language and to acquire the skills required of the IB learner. Teachers are strongly encouraged to: •
help students reflect on cultural comparisons that will allow them to achieve a certain level of intercultural understanding
•
supplement a course based on a manual or textbook by using a range of appropriate, authentic texts
•
provide students with the tools and opportunities to learn independently.
There is no prescribed order in which to teach the components (themes, topics, text types, grammatical structures) of the course. Most teachers will use a manual or textbook as the basis of the course, or they may use a range of teaching materials to explore themes and topics. Alternatively, teachers may use a combination of these (a manual or textbook, as well as supplementary materials). Most teachers will start with the theme of
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the individual and society. However, the order in which the themes (and the topics within the themes) are taught, and the depth in which they are studied, will depend largely on the interests and needs of the class. The course may lend itself best to a cyclical approach rather than a linear or sequential one. In other words, all three themes could be visited in the first year of the course through the study of the more accessible topics. Then, in the second year, the three themes will be further developed by revisiting topics already covered in addition to studying those remaining. The three themes are interrelated and teachers are encouraged to group topics according to the subject for discussion rather than remain within a single theme. For example, the topic of holidays (theme: leisure and work) might be linked to the topic of physical geography (theme: urban and rural environment) or food and drink (theme: individual and society). Topics are thus frequently repeated. This allows students to reinforce their linguistic knowledge and consolidate language acquisition. In the first year of the course the communicative purpose will be primarily to describe and to inform. In the second year the student will have the linguistic tools to compare and reflect.
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Teaching and learning approaches
Classroom methodology The order in which topics are studied is left to the teacher’s discretion. When planning the course, bear in mind grammatical progression, which will vary from language to language. One possible model could be the following. Theme
Topic
Suggested grammar points
Suggested text t ype (receptive/productive)
Individual and society
Personal details
Present tense, adjectives
CV, application form/email, blog entry
Leisure and work
Holidays
Past and future tenses
Brochure/hotel reservation (email)
Imperative, impersonal constructions
Timetable, map/article, text of a speech
Urban and rural environment
Town and services
Resources to be used (for example, internet sites, press articles, magazines) should be listed for each section. One way of structuring the course is through units, such as these successful samples for Chinese, German and J apanese ab initio.
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Mandarin ab initio Unit title: First encounters with China and the Chinese people Time: Term 1, 11 weeks Communicative objectives
Linguist ic objectives
Key
Grammar key
•
Welcoming somebody to China
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Reading and writing Pinyin, with tones
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Introductions
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Verbs (present tense)
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Looking for somebody
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Basic common and proper nouns
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Asking where somebody is going
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Basic syntax
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Going to the post office
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Measure words
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Mailing a letter
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Singular and plural personal pronouns
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Exchanging foreign money for renminbi
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Interrogative pronouns
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Asking the date
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Interjections and exclamations
Pronunciation and skill focus
Extension •
Reading and responding to texts in New
•
Chinese initials and finals
•
Consonant and vowel sounds
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Dictionary use: using radicals to look up words
Vocabulary •
Practical Chinese Reader •
Use of flashcards to test reading and tones
Topics covered in this unit •
•
Personal details, appearance and character
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Education
•
Employment
•
Holidays and transport
Introductions, entertaining guests, titles of relations
•
Numbers
•
Weekdays and months
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Countries and nationalities
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Currencies and currency units
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Place names
Cultural/IT/other objectives •
Town and services
•
Greetings, personal pronouns, common first names and surnames, titles of address
•
Chinese calligraphy with traditional paper and brushes Students use internet sites to find their own Chinese names
•
Cultural quiz: statistics on modern China
•
Watch a DVD introducing Shanghai
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Materials/resources
Activities
Key
Key
•
Chinese for Today I (chapters 1– 8)
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New Practical Chinese Reader I (selected texts)
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A Tour of New Shanghai DVD
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http://www.zhongwen.com
•
http://www.mandarintools.com
•
Chinese character flashcards
•
Chinese film Hero with English subtitles
•
•
•
•
Role play, including props (for example, Chinese tea) Competitions on the board (for writing the time, etc) Describe your family Visit by two anonymous school governors; students interview the guests in Chinese and interpret into English (aim is to uncover the mystery guests’ identities)
As ses sm ent •
Written homework
•
Written tests
•
Dictations
•
Oral recitations
•
Listening comprehension
•
Stroke order of characters
Liu Xun and Xun A Liu. 2002. New Practical Chinese Reader I. Beijing Language & Culture University Press, China. Zhengcheng, H. 2003. Chinese for Today I. Second edition. Beijing Languages Institute. The Commercial Press Ltd.
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German ab initio Units from weeks 25 30 –
Weeks
Theme/topic
Objective of unit
Activi ties for teaching and learning
Resources and ICT
Assessment opportunities
25
Exchange to Austria
Using the perfect
Describe a past exchange visit
Logo 3 Rot
Internal reading task
Using the future
Describe a future exchange
Mit Erfolg zu FiD
Text: brochures/flyers, entertainment 26
Ditto
Using impersonal constructions Using separable verbs
Describe a visit with impersonal constructions, turn personal text to impersonal Describe a visit to Salzburg
A Frequency Dictionary of German Logo 3 Rot Mit Erfolg zu FiD
Internal speaking task
A Frequency Dictionary of German
Theory of knowledge: what is an impersonal construction? Text: reviews, presentations 27
At home
Using subordinate clauses The Austrian home (intercultural understanding)
Describe your home to a foreign visitor
Logo 3 Rot
Describe a home in the Austrian Alps
Mit Erfolg zu FiD
Compare differences/similarities between homes
A Frequency Dictionary of German
Internal listening task
Text: personal and formal letters, phone conversations 28
Vienna
Using modal verbs Using the past
Describe the attractions and possibilities of Vienna Talking about Austrian history TOK: what do we think we know about Austria?
Logo 3 Rot
Internal writing task
Mit Erfolg zu FiD A Frequency Dictionary of German
Text: essays, readings, songs, debates 29
The geography of Understanding longer Austria texts Using gefallen
City versus country—what are the attractions of each? What do you like in Austria—skiing and
Logo 3 Rot Mit Erfolg zu FiD
Internal speaking task
A Frequency Dictionary of Page | 12
the Alps
German
Text: reports/reviews, news broadcasts 30
The environment
Producing longer texts
Focus on the Danube
Logo 3 Rot
Environmental pressure in Austria
Mit Erfolg zu FiD
Theory of knowledge: are the Austrians responsible for the water quality downstream?
Internal reading task
A Frequency Dictionary of German
Text: discussions, conversations, news articles
J ones, R and Tschirner, E. 2006. A Frequency Dictionary of German (Routledge Frequency Dictionaries). Routledge. Logo 3 Rot Pupil book. 2002. Heinemann.
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Japanese ab initio Week s
Theme/topic
Objective of unit
Activi ties for teaching and learning
Resources + ICT
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Individual and society
Count 10 objects using appropriate numerators
Watch DVD Japanese Language and People featuring “shopping”
J apanese stamps
Urban and rural environment How many?
いくつですか。 Using numerators (part 1) 一個、二個、三個 ... 一つ、二つ、三つ …
Recognize この, その, あの andどの Ask for a number of objects and recognize the word order in the sentence
Students further the “shopping” by playing “Post Office” with J apanese stamps to practise as何十円のきってを十まいください
Assessment opportunities
DVD Japanese Language and People. 2002. BBC, UK.
Revise countries and … まで アメリカまでいくらですか
Write simple sentences in ひらがな from dictation
Dictation—write simple sentences in ひらがな as dictated
Shopping for coloured cups, crayons, clothing items, and so on, to cover other counters for objects in the language-specific syllabus
Students take part in more shopping for coloured cups, crayons, etc to cover まい、本、さつ、だい
一枚、二枚、三枚 … 一冊、二冊、三冊 …
Demonstrative adjectives 8
How many? 何本ですか。
Using numerators (part 2) 一回、二回、三回 …
一階、二階、三階 …
一台、二台，三台 …
Recognize simple adjectives including colours and those needed for “hot”, “cold”, and so on, to describe the weather
Interactive games: http://www.studystack.co m/J apanese
Students colour a picture to instructions Interactive games Produce a poster/chart illustrating numerators
一本、二本、三本
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…
一杯、二杯、三杯 …
一匹、二匹、三匹 … ** ずつ (一つずつ)
Simple adjectives 9
Use of when and where
Understand the implications of the
どこに行きますか。
ます andませんendings for verbs
いつ行きますか。 … はどこですか。
Future simple tense The map of J apan
Watch DVD Japanese Language and People featuring “travelling places in J apan” Dictation of core sentences to enhance かな use
Where they go/will go, don’t/won’t go
Questions and answers with flashcards
When they do/don’t do the above using specific and general time expressions
Listening comprehension
Gap-filling exercises
Myself 8 from the Chikara
Resources at http://www.jpf.org.uk/lang uage/ かな workbook
DVD Japanese Language and People
Map of J apan
Introduction to カタカナ: ア – オ, カ – コ and ガ – ゴ
Understand the use of the particles にand へ in these expressions Name and locate the four main islands of J apan and three or four major cities 10
Use of what and who Transport Travel companions J apanese people and punctuality— cultural aspects
Talk about methods of Watch DVD Japanese Language and transport People featuring “transports in J apan” Talk about companions
Questions and answers with flashcards
すごろく board with destinations, Understand the use of methods of transport and companions to the particles in these stimulate conversation expressions (何で & Revise family member words to say, for example 誰と)
http://www.jpf.org.uk/lang uage/teaching_resources. php DVD Japanese Language and People
かな workbook
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明日お母さんと新幹線で東京に行きます 。
Introduction to カタカナ: サ – ソ, ザ – ゾ andタ – ト 11
Past simple tense The J apanese concepts of “come”, “go” and “return” どこへ行きましたか 。 だれが来ましたか。 何時に家に帰りまし たか。
Carry out all the activities of weeks 9 to 11 in the past tense Work with 来ます, 行きます and 帰ります Use からafter a main clause to explain reason
Gap-filling exercises
Myself 12 from the
Students start a diary; include date, day of the week and weather for each entry
Chikara Resources at http://www.jpf.org.uk/lang uage/
Listening comprehension
Students’ diaries will be marked weekly
かな workbook
Introduction to katakana: ナ – ノ, ハ – ホ, バ – ボ and パ - ポ
Explaining simple reasons for the actions taken and to be taken 今日は家で勉強しま す、明日テストがあ りますから。
12
The J apanese events calendar and bank holidays J apan at the New Year
Understand the events of the J apanese calendar and how they compare/contrast with the British one
Students make Christmas/new year cards Crossword puzzles and word search games
Understand how to use カタカナ and write foreign nouns and other 外来語
Myself 12 from the
Chikara Resources at http://www.jpf.org.uk/lang uage/ DVD Japanese Language and People
New Year’s card (年賀状) samples
Theory of knowledge: Why do J apanese speakers bow when they greet or make apologies, while most European-language speakers shake hands
when they greet? What are the cultural implications behind this? Theory of knowledge: How and to what extent does the spoken language reflect the culture of the people? Make a comparison between European-
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language speakers and their cultures and J apanese speakers and their cultures, including differences in gestures to mean the same things. Internationalism: The students will be taught to understand J apanese customs and culture as well as the language. For example, in J apan it is
considered courteous as well as being a norm to bow when you greet someone. It is a sign of respect for J apanese culture that the students of J apanese ab initio understand this gesture. During the course, various texts and audio-visual presentations will be used as a means of exploring different aspects of the culture(s) and how J apanese society functions. It will focus not only on providing a grounding in the language but, more importantly, what it means to be J apanese and how to respect J apanese culture and customs.
These three samples integrate the IB’s emphasis on intercultural understanding and theory of knowledge. They allow for the integration of several prescribed topics along with related vocabulary, grammar aspects, pronunciation and activities.
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Interactive techniques To draw on the skills of a native speaker can be a valuable asset in the language ab initio classroom. This can be achieved in a variety of ways. •
Invite outside speakers of the target language (parents, other students, members of cultural organizations) to the lesson.
•
Use virtual opportunities online to make contact with speakers of the target language.
•
Make use of opportunities outside the classroom to explore the target culture(s).
•
Employ a language assistant.
A fine balance needs to be struck between the use of the target language in the classroom and explanations of grammatical points in the student’s language of instruction (for example, grammatical points, cultural features). Interactive techniques that build students’ confidence in the target language could include the following. •
Learning and using set phrases and classroom instructions
•
Being given a name in the target language to lend authenticity
•
“Brain gym” and flashcards to increase fluency, requiring answers at speed
•
Listening exercises leading to discussion
•
Simple role plays in pairs
•
Debates in small groups
•
Presenting a variety of stimuli
Productive techniques Writing in the target language should be introduced as early as possible in the course. The following suggestions could be used to develop writing skills. •
Write emails, advertisements, dialogues—albeit with limited vocabulary. Other scripts obviously present more of a challenge; build up from simple foundations (break down radicals in Chinese) and relate to visual stimuli. Make it fun!
•
Encourage students to build up question banks on various topics, which can be shared with their peers in question and answer sessions.
•
Demonstrate the use of different registers as guidelines for students to refer to (for example, the language used in an interview with a sports star, or the language used in an email to a friend after a holiday).
•
Insist on a minimum level of legibility for formative and summative assessment tasks.
•
Encourage self-assessment by keeping a record of the topics and text types students have written or presented. A checklist kept by students recording all the activities completed, with dates and grades, is a good way to record progress and to identify challenges, providing a valuable guide to revision for the final exams. For example:
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Descripti on of task
Date set
Grade
Rewritt en
Describe your daily routine. Write a diary page about a travel experience. Write a recipe with imperatives. Write a magazine article about a film.
Research techniques Research topics can be assigned as early as the start of the course. The following are suggestions to help students develop research techniques. • •
Encourage the use of search engines in the target language. Use images and advertisements (many available on the internet) as the basis for simple presentations. These often contain easily memorized sound bites.
•
Build up a bank of resources for use in subsequent years.
•
Encourage students to compile their own portfolio of appropriately referenced material.
•
Set a research project, for example: –
students “adopt” a town in the country where the target language is spoken. Students should find out about the town. They present their findings (weather, transport, local dishes, customs, and so on) to the rest of the group
–
students research news items on global issues (for example, a student of Swahili could conduct research on Earth Day celebrations in Kenya).
This will prepare the ground for the written assignment and individual oral later in year 2.
Receptive techniques Reading authentic texts in the target language should be introduced as early as possible. •
Use authentic texts wherever possible, although these may need to be simplified (or a lexicon provided).
•
Set a variety of question types similar to those found in paper 1.
•
Teach students to read for gist/essential meaning.
•
Teach students to derive meaning either from the context or their general knowledge.
•
Build students’ confidence by exposing them to more challenging texts on which straightforward questions are asked. Help students develop coping strategies.
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Assessment Ongoing formative and summative assessment needs to be built into the course. •
Regular vocabulary and grammar tests are strongly advised (repeat problematic words in the next test).
•
Short writing assignments need to be set from the start of the course.
•
Simple dialogue exchanges and oral assessments
•
Full and detailed feedback should be provided. Peer and self-assessment should be an integral part of the course.
Progress should be monitored by both the teacher and the student. Grades should reflect the current achievement level rather than the final predicted grade.
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Paper 1: Receptive skills Duration: 1 hour 30 minutes Weighting: 30%
Paper 1 tests students’ ability to comprehend straightforward written language including the message and its cultural and contextual connotations. The aim of paper 1 is to assess, through a variety of exercises, students’ ability to read and understand a range of authentic texts. Students will demonstrate this by responding to up to 40 text-handling questions on four separate texts. The paper has two parts: the text booklet with the four texts, and the question and answer booklet where students write their answers.
Texts The texts are generally drawn from contemporary, authentic sources originating from a variety of countries where the target language is spoken. They are often adapted to suit the ab initio level, with glossaries or explanations embedded in the text. Paper 1 consists of a variety of types of text in the target language at a range of levels. The penultimate text (text C) is the most difficult. All three themes (individual and society, leisure and work, urban and rural environment) are represented across the paper. For language ab initio courses with vocabulary lists provided in the language-specific syllabus (Arabic, Chinese, J apanese, Russian and Swahili,) the texts in paper 1 will contain some vocabulary that does not appear in the language-specific syllabus. Students will not be tested on these words, unless their meaning can be derived from the context. The types of text used can include articles from magazines or newspapers, adverts, leaflets, interviews, poems, songs, reports, speeches, surveys, recipes, or any text type addressing issues of contemporary concern that students may encounter in everyday life. They are relevant to the culture of the language studied.
Text-handling exercises All the instructions and questions (an exhaustive list of which can be found in the language-specific syllabus) are in the target language and all the questions must be answered in the target language. The use of dictionaries and reference material is not permitted in the examination. In order to complete the exercises, students will need to use a range of reading techniques such as skimming, scanning or reading for detail. They will be expected to respond to a variety of text-handling exercises, for example: •
short-answer questions
•
table-filling exercises
•
gap-filling exercises
•
true or false exercises, with justification
•
multiple-choice questions
•
matching: –
words from the text with synonyms, antonyms or definitions
–
summary sentences with different paragraphs of the text
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–
two halves of one sentence
–
ideas or sequences with pictures
–
a person with a statement.
Students are also expected to: •
deduce the meaning of words from their context
•
understand grammatical structures and functions in context
•
be aware of the cohesive devices/linking words that give coherence to a text.
Assessment Paper 1 is externally set and externally assessed. The text-handling responses are assessed according to a paper-specific markscheme. The maximum mark for paper 1 is 40. The student is assessed for his or her comprehension of the texts, not for language skills. However, if the language used by the student impairs the communication and makes the answer incomprehensible or ambiguous, no mark can be gained for that answer.
Advice to teachers It is strongly recommended that teachers read the subject report on the online curriculum centre at http://occ.ibo.org. Teachers must ensure that students are able to: •
understand straightforward information that is explicitly stated
•
skim and extract key points from straightforward texts
•
distinguish between key points and supporting detail in straightforward texts
•
understand some details of the text
•
understand some ideas implicit in the argument
•
develop ways of coping with unfamiliar language and situations
•
identify basic elements of genre, purpose and audience
•
understand the vocabulary of the instructions in examination questions
•
understand and use a variety of tenses, interrogative words and pronouns.
It is recommended that students: •
practise answering a variety of question types (students should be aware, for example, that true or false questions requiring justification need a two-part answer to gain a point)
•
learn to manage their time effectively in the examination
•
read all the questions carefully and answer them concisely.
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Paper 2: Productive skills Duration: 1 hour Weighting: 25%
Paper 2 tests students’ ability to write in the target language effectively, by producing a text that is not only coherent but also appropriate to context and purpose. The aim of paper 2 is to assess students’ ability to understand and respond to written tasks using appropriate language, register and format. Students will demonstrate this by performing two written tasks. In section A of the paper students will answer one question from a choice of two, using a minimum of 50 words, 60 Mandarin characters or 100 J apanese characters. In section B of the paper students will answer one question from a choice of three, using a minimum of 100 words, 120 Mandarin characters or 200 J apanese characters. If students answer more than one question in either section A or B, only the first answer will be marked. All three themes (individual and society, leisure and work, urban and rural environment) are represented in paper 2. Questions and answers are in the target language. The use of a dictionary or reference material is not permitted. In section A, the short writing task, students will be asked to produce one text type from the list below. •
Advertisement/flyer
•
Menu
•
Blog
•
Message/note
•
Email
•
Notice
•
Entry/post on social networking site
•
Postcard
•
Invitation
•
Poster
•
List
In section B, the extended writing task, students will be asked to produce one text type from the list below. •
Article
•
Essay (where appropriate)
•
Blog
•
Interview
•
Brochure
•
Letters: formal/informal
•
Diary
•
Report
•
Email
•
Review
•
Entry/post on social networking site
•
Speech/presentation
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Assessment Paper 2 is externally set and externally assessed using assessment criteria. It is divided into section A and section B. Section A is awarded 7 marks and section B is awarded 18 marks. The combined total is 25 marks.
Section A There are three assessment criteria. Criterion A
Language
3 marks
Criterion B
Message
3 marks
Criterion C
Format
1 mark
Total
7 marks
Criterion A: Language For this criterion, the examiner will look at the writing holistically (that is, he or she will assess the response as an entire body of writing rather than assessing it in separate sections) and award a maximum of 3 marks. The language used by the student should be mostly accurate and the communication clear—it is important to note that the examiner is not looking for a perfect piece of writing. •
Does the student demonstrate an ability to use the language effectively and accurately?
•
Does the student use spelling, calligraphy (see “Glossary of terms” in the Language ab initio guide ), vocabulary and grammatical structures correctly and accurately? Marks
Level descriptor
0
Language inaccuracies completely obscure communication.
1
Language inaccuracies often obscure communication.
2
Language is generally accurate and does not obscure communication.
3
Language is mostly accurate and communication is clear.
Criterion B: Message In order to help students, section A questions are supplied with a context followed by a series of bullet points that students must include in their answer. This forms the message. If all the relevant information has been included, the student will be awarded 3 points. •
Is all the relevant information conveyed? Marks
Level descriptor
0
No relevant information has been conveyed.
1
Some relevant information has been conveyed.
2
More than half of the relevant information has been conveyed.
3
All relevant information has been conveyed effectively.
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Criterion C: Format In all section A questions, the required text type will be written in bold . If the student is able to adopt the correct text type, 1 mark will be awarded. The appropriate format will be provided for the student. •
Does the format correspond to the task?
Marks
Level descriptor
0
The format is not appropriate.
1
The format is appropriate.
Section B There are three assessment criteria. Criterion A
Language
8 marks
Criterion B
Message
8 marks
Criterion C
Format
2 marks
Total
18 marks
Criterion A: Language For this criterion, the examiner will mark the student’s answer holistically. Once the examiner has found the appropriate markband written in bold , the examiner will then judge how many of the subsequent statements best describe the student’s answer and award a mark accordingly. To what extent does the student demonstrate an ability to use the language effectively and accurately? •
Does the student use a range of vocabulary and grammatical structures?
•
Does the student show an awareness of the appropriate register for the task? Marks
0 1–2
Level descriptor
The response does not reach a standard described by the descriptors below. A r esp on se i n t he t arg et l ang uag e is att emp ted bu t t he l ang uag e is ver y lim it ed and obscures communication.
Vocabulary is very limited. Grammatical structures are limited and/or inaccurate. Register is inappropriate. 3–4
A r esp on se i n t he t arg et l ang uag e is pr od uc ed b ut th e lan gu age i s l im it ed an d sometimes obscures communication.
Vocabulary is limited. Most basic grammatical structures are used accurately. Register is partially appropriate. 5–6
A r esp on se i n t he t arg et l ang uag e is pr od uc ed an d t he l ang uag e is gen eral ly accurate and rarely obscur es communication.
Vocabulary is varied.
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Basic grammatical structures are used accurately and some more complex grammatical structures are attempted. Register is generally appropriate. 7–8
A r esp on se i n t he t arg et l ang uag e is pr od uc ed an d t he l ang uag e is acc ur ate. Communication is effective.
Vocabulary is varied and effective. Basic and some more complex grammatical structures are used accurately. Register is appropriate.
Criterion B: Message For this criterion, the examiner will mark the student’s answer holistically, checking that the student has included all the relevant details pertinent to the task. Cohesive devices refer to the grammatical and/or lexical items that give coherence to the text (for example, “however”, “on the other hand”, “therefore”). Once the examiner has found the appropriate markband written in bold , the examiner will then judge how many of the subsequent statements best describe the student’s answer and award a mark accordingly. To what extent does the student fulfill the task? •
Are the ideas well developed?
•
Is there evidence of a logical structure (paragraphing and sequencing)?
•
Are cohesive devices used effectively? Marks
0 1–2
Level descriptor
The response does not reach a standard described by the descriptors below. The task has been partially fulfilled.
Few relevant ideas have been developed. There is no evidence of a logical structure. There is very limited use of simple cohesive devices. 3–4
The task has been generally fulfilled.
Some relevant ideas have been developed. There is some evidence of a logical structure. There is limited use of simple cohesive devices. 5–6
The task has been fulfilled.
Most ideas have been developed. There is a logical structure. There is successful use of simple cohesive devices. 7–8
The task has been ful filled effectively.
All ideas have been developed. There is an effective, logical structure. There is successful use of simple and some complex cohesive devices.
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Criterion C: Format In all section B questions, the required text type will be written in bold . The examiner will judge the appropriateness of the text type used by the student and award a maximum of 2 marks if the format is appropriate. The appropriate format will be provided for the student. To what extent does the student succeed in using the correct text type? •
Does the student use the appropriate format? Marks
Level descriptor
0
The format is not appropriate.
1
The format is partially appropriate.
2
The format is appropriate.
Advice to teachers It is strongly recommended that teachers read the subject report on the online curriculum centre at http://occ.ibo.org. Teachers must ensure that students are able to: •
convey straightforward information clearly
•
convey some straightforward concepts clearly
•
organize key points into a basic overall plan
•
provide some supporting detail for the key points
•
indicate personal attitude competently
•
use language generally appropriate to purpose and audience
•
write in a variety of formats and registers
•
use a range of vocabulary, tenses and grammatical structures
•
use paragraphs and linking words.
It is recommended that students: •
read the questions carefully
•
plan their responses to ensure all relevant points are included
•
on completion of the task, check their responses for language accuracy, appropriate content, format and register.
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Written assignment: Receptive and productive skills Duration of formal writing : 2 hours maximum in one single session Weighting: 20%
The written assignment tests the student’s receptive and productive skills as well as intercultural understanding, which is the ability to describe, compare and reflect on cultural differences and similarities between the student’s own culture and the culture of a country where the target language is spoken. During the second year of the programme the student will demonstrate this by choosing and independently researching one of the prescribed topics, presenting the results of his or her research in a handwritten continuous piece of writing in the target language. The aim of the assignment is for students to: •
describe the chosen topic
•
identify differences and/or similarities between their own culture and the target culture
•
reflect on these differences and/or similarities by responding to a set of guiding questions.
Sources A source is any text or visual resource linked to the student’s chosen topic that will enable the student to explore and reflect on aspects of the culture(s) studied during the course and his own culture(s). The sources may be generated by the teacher or the student. The sources can be in any language, but at least two of them must be in the target language. All sources must be listed in the bibliography. The sources brought into the classroom must be clean, unmarked copies. Students may annotate the copies during the undertaking of the written assignment. The use of a bilingual or monolingual dictionary and reference material is permitted during the research and in the classroom during the writing of the assignment under the supervision of the teacher. Resources may be taken from the internet, magazines, newspapers, adverts, brochures, textbooks, films, novels, and so on.
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The requirements of the written assignment are as follows. Length
Sources
Communicative purposes
When
200–300 words
2–4 sources in the target language
Description, comparison and reflection
Research during students’ own time
Teacher supervises the writing of the assignment
Writing of assignment: 2 hours maximum in a single session during the second year
Teacher must not help the students with their work during the writing of the assignment
Date of submission stipulated in Handbook of procedures for the Diploma Programme
How
Students must not communicate with each other Students must not have access to the internet during the formal writing session School provides stationery and IB coversheet Students may bring clean, non-annotated resources into the class Students may have access to dictionaries and reference material
The written assignment should take the form of short responses under three separate headings in the target language: A—description, B—comparison, C—reflection. •
Section A: A description of the chosen topic
•
Section B: A comparison of the differences and/or similarities between the chosen topic in the target
culture(s) and the student’s culture(s) •
Section C: A reflection related to the chosen topic
The reflection must include answers to all of the following questions. •
Which aspect of your chosen topic surprised you?
•
Why do you think these cultural similarities/differences exist?
•
What might a person from the target culture(s) find different about your chosen topic in your culture(s)?
Students who fail to write the minimum number of words or who exceed the maximum will be deducted 2 marks from criterion E: language. If the word limit is exceeded, the assessment will be based on the first 300 words.
Formal guidelines •
The student must submit: –
a coversheet completed by the student and signed by both student and teacher
–
a bibliography in standard format with references to all sources in all languages
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•
Quotations can be included but will not be part of the overall word count.
•
Quotations that are not appropriately referenced will be considered as plagiarism. See the IB’s policy entitled Academic honesty (J uly 2009) on the online curriculum centre at http://occ.ibo.org.
•
Students may annotate the source material once the written assignment begins.
Assessment The written assignment is internally set but externally assessed and must be the student’s own work. The written assignment must be handwritten (unless special authorization has been obtained) in the target language in class under the supervision of the teacher. The title of the written assignment and the theme from which it comes (individual and society, leisure and work, urban and rural environment) should be the choice of the student with guidance from the teacher.
Assessment criteria Six assessment criteria are used to assess the written assignment, which is awarded a total of 20 marks. Criterion A
Description
2 marks
Criterion B
Comparison
3 marks
Criterion C
Reflection
6 marks
Criterion D
Register
2 marks
Criterion E
Language
4 marks
Criterion F
Formal requirements
3 marks
Total
20 marks
Criterion A: Description The examiner will be looking for the inclusion of some simple, factual information gained from the research period on the chosen cultural topic. Where appropriate, the student should base this part of the assignment on the source material. •
To what extent does the student succeed in stating factual information about the chosen cultural topic? Marks
Level descriptor
0
The work does not reach a standard described by the descriptors below.
1
Some relevant factual information from the source material is used in the description.
2
Relevant factual information from the source material is used in the description.
Criterion B: Comparison The examiner will award a maximum of 3 marks to students who successfully present cultural differences and/or similarities (because there could be many overlaps between the various cultures) in a clear and coherent manner. Students should write specifically about precise differences and/or similarities rather than make comments that are so general as to be uninformative.
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•
To what extent does the student succeed in identifying cultural differences and/or similarities between the chosen cultural topic in the target culture(s) and in the student’s own? Marks
Level descriptor
0
The work does not reach a standard described by the descriptors below.
1
Cultural differences and/or similarities in the source materials are rarely presented in a clear and coherent manner.
2
Cultural differences and/or similarities in the source materials are sometimes presented in a clear and coherent manner.
3
Cultural differences and/or similarities in the source materials are presented in a clear and coherent manner.
Criterion C: Reflection This criterion carries the most marks and teachers should think about how best to provide students with the strategies to cope with the questions. Students should use the individual questions as separate sub-headings in the assignment to demonstrate to the examiner that they have answered the question. Since the questions are addressed directly to the student, students are advised to write in the first person. •
•
The reflection must include answers to all of the following questions. –
Which aspect of your chosen topic surprised you?
–
Why do you think these cultural similarities/differences exist?
–
What might a person from the target culture(s) find different about your chosen topic in your culture(s)?
To what extent does the student succeed in demonstrating intercultural understanding? Marks
0 1–2
Level descriptor
The work does not reach a standard described by the descriptors below. Only one of the questions has been answered. There is little evidence of intercultural understanding.
3–4
Two of the questions have been answered. There is some evidence of intercultural understanding.
5–6
All three of the questions have been answered. There is clear evidence of intercultural understanding.
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Criterion D: Register Depending on the language, the student must carefully consider which register to adopt when writing the assignment. Where appropriate, an impersonal or semi-formal register should be adopted. •
Does the student show an awareness of the appropriate register for the task? Marks
Level descriptor
0
The work does not reach a standard described by the descriptors below.
1
The register is partially appropriate to the task.
2
The register is appropriate to the task.
Criterion E: Language The examiner will mark the assignment holistically and gain an overall impression from the entire assignment. It is important to remember that the student can commit orthographical and grammatical errors yet still be awarded the maximum 4 marks for this criterion. It is very important for students not to exceed the maximum 300 words (beyond an acceptable margin). Students who fail to write the minimum number of words or who exceed the maximum will receive a 2mark penalty. If the word limit is exceeded, the assessment will be based on the firs t 300 words .
•
To what extent does the student demonstrate an ability to use the language effectively and accurately? Marks
Level descriptor
0
The work does not reach a standard described by the descriptors below.
1
Language inaccuracies often obscure communication.
2
Language inaccuracies sometimes obscure communication.
3
Language is generally accurate and does not obscure communication.
4
Language is mostly accurate and communication is clear.
Criterion F: Formal requirements The marks awarded for this criterion concern the administrative details of the assignment. If all the requirements are fulfilled, including a comprehensive bibliography of all the sources consulted in all languages used, then 3 marks will be awarded. The four formal requirements of the written assignment are as follows. 1.
The written assignment is written in the target language.
2.
The coversheet is completed and signed by both teacher and student.
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3.
All extracts from the source material are appropriately referenced.
4.
A bibliography in standard format is included with references to all sources in all languages.
•
To what extent does the student successfully fulfill the formal requirements of the written assignment? Marks
Level descriptor
0
The written assignment does not meet any of the formal requirements.
1
The written assignment hardly meets the formal requirements (one or two requirements fulfilled).
2
The written assignment generally meets the formal requirements (three requirements fulfilled).
3
The written assignment meets all the formal requirements (all four requirements fulfilled).
Topics The following is a list of some of the language ab initio topics, with suggestions for a possible written assignment title. This list is not exhaustive. Other titles are possible within a given topic, and topics not listed below are also suitable for the written assignment. It is up to the teacher to judge the suitability of a title within a topic. •
Personal details, appearance and character Japanese ab initio: Why do J apanese students wear a school uniform whereas Italian students do not?
•
Daily ro utines Italian ab initio: Why is la passeggiata an important part of daily life in Italy?
•
Physical health Mandarin ab initio : Why are early morning exercises considered essential in China?
•
Relationships French ab initio: The role of women—a French family and an American family
•
Food and drink German ab initio: Food and drink festivals in Germany and New Zealand
•
Shopping Malay ab initio: Shopping at the market in Malaysia and Canada
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•
Employment Indonesian ab initio: Young people and part-time employment in Indonesia and Scotland
•
Entertainment Russian ab initio: Young people’s attitudes towards alcohol and smoking in Russia and Egypt
•
Holidays Spanish ab initio: How is Easter celebrated in Barcelona compared to my community in Melbourne?
•
Education Swahili ab initio: The ideal school day—the secondary school education systems of Kenya and
Switzerland •
Transport Arabic ab initio: Finding sustainable methods of transport in J ordan and Greece
•
Town and services English ab initio: The greenest way of getting around a capital city—London versus Paris
Preparation and completion Teachers should follow these steps to prepare students for the production of the written assignment. 1.
Present the nature of the written assignment to students. Distribute: –
list of themes and topics
–
assessment criteria
–
model coversheet.
Discuss the above in the target language or language of instruction. Ask students to choose a topic related to the target culture. 2.
Discuss students’ choices and provide guidance. –
Is the topic related to the target culture?
–
Is the title appropriate to the task?
–
Is it clearly worded?
–
Is it clearly focused?
At this stage, the teacher may encourage students to work in small groups—students share information and ideas on each other’s topic.
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Ask students to identify at least 2–4 possible sources in the target languages for their written assignment. Remember that sources in another language may also be used. 3.
4.
Explain the formal requirements. –
Verify that students have selected appropriate sources.
–
Remind students that the written assignment must be their own work.
–
Remind students that no draft of the written assignment is permitted.
–
Provide adequate notice of the date on which the written assignment will take place.
–
Remind students to bring non-annotated source material, reference material (including a dictionary) and a pen. The written assignment must be handwritten (for J apanese and Mandarin only, a pencil may be used).
On the day of the production of the written assignment, supervise the formal writing session. Ensure that: –
students’ sources are not annotated
–
students complete and sign the coversheet
–
students are supervised at all times during the production of the written assignment
–
all written assignments are collected and attached to the coversheet
–
all coversheets are signed by both teacher and students.
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Individual oral: Interactive skills Duration: 10 minutes (plus 15 minutes of preparation) Weighting: 25%
The individual oral tests the student’s ability to understand and respond effectively to spoken language; this entails not only conveying messages and responding to spoken language, but also demonstrating an awareness of social context. The individual oral is a recorded summative oral assessment conducted in the second year of the course between the teacher and student in the school. It takes place by the date stipulated in the Handbook of procedures for the Diploma Programme . The oral comprises three distinct parts. Supervised preparation t ime
The student receives two previously unseen stimuli and selects one for the presentation. Working notes can be made at this stage.
15 minutes
Part 1: Presentation
Presentation of a visual stimulus by the student.
(approximately) 1–2 minutes
Part 2: Questions
Follow-up questions on the visual stimulus.
(approximately) 2–3 minutes
Part 3: Conversation
At least two questions on the written assignment followed by general conversation on a broad range of topics.
(approximately) 4–5 minutes
Note: The topics in part 3 of the individual oral are chosen from the ab initio programme. Those topics must be
different from the topic of part 1 and the topic of the written assignment.
The preparation room A quiet room with adequate supervision must be provided so that the student can prepare his or her presentation properly. The student must not be in a position to hear other students being tested, or be allowed to communicate with anyone. Only paper provided by the school should be used in the preparation room.
Preparation time The purpose of the preparation time is to enable the student to prepare a short presentation on one stimulus from a choice of two presented by the teacher. At the beginning of the 15-minute preparation period, the student should be shown two previously unseen visual stimuli. These should be from different topic areas within the three themes and represent different genres (for example, picture, photograph, cartoon) provided by the teacher. They should also be relevant to the age group and the culture(s) of the country (or countries) where the language is spoken. An effective visual stimulus should: •
allow the student to describe a scene or situation objectively
•
allow the student to narrate a story
•
allow the student to offer a personal interpretation of that scene or situation
•
enable the teacher to lead the student into a wider conversation Page | 36
•
be relevant to the age range of the students
•
be relevant to the topics prescribed in the syllabus
•
be culturally relevant to the language studied
The 15-minute preparation time should take place immediately prior to the recorded interview. The student chooses one stimulus and prepares a presentation on that stimulus. Dictionaries or other reference material are not permitted. The student is allowed to take brief working notes into the interview room for reference. These notes should be used for reference only and should not be read aloud. The student should begin the individual oral by giving a presentation based on the visual stimulus, lasting 1–2 minutes. Once the interview has begun, the recording should not be interrupted or stopped. Teachers are advised to prepare stimuli according to the table below. Number of students
Number of visual stimuli required
1
2
2
3
3
4
4
5
5–10
6
11–15
7
16–20
8
21–25
9
26–30
10
During the preparation time the student can: •
prepare a description of the scene/situation pictured in the visual stimulus (for example, describe the people and the scene; imagine who they are and what they are wearing; invent a story)
•
prepare any personal interpretations/comments on the stimulus that they wish to add (for example, depending on the picture, they might make a comparison with their own family/country)
•
make brief working notes (approximately 10 headings) to take into the interview room.
The brief working notes are intended to give the student access to a prompt or reminder in the form of a short heading. This heading is intended to be a single word or a short phrase, not full sentences or connected text. It is expected that the notes will contain no more than 10 headings. These notes should be used for reference only and should not be read aloud or recited as a prepared speech.
The examination room The examination room should be quiet and organized in such a way that the teacher is able to conduct the test and the student to give the presentation. There should be a clock or a stop watch to ensure that the time allocation is respected. The teacher should check that the recording equipment is in perfect working order before the start of the exam and, at the end of the exam, check that the oral has been successfully recorded.
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The examination Part 1: Presentation of the visual stimulus (approximately 1–2 minutes) After introducing himself or herself in the target language, the student starts the presentation of the visual stimulus (approximately 1–2 minutes). The student should not be interrupted or corrected during the delivery of the presentation. The teacher should intervene only if the student panics or needs positive encouragement. Teachers should seek to bring the presentation to a conclusion after 2 minutes.
Part 2: Questions on the visual stimulus (approximately 2–3 minutes) The teacher should then engage the student in conversation arising from the visual stimulus. This conversation should not be limited to a simple question and answer format. Questions asked by the teacher should: •
be prepared in advance and be appropriate to the student’s level of ability
•
be open questions
•
encourage the student to describe or comment further on the visual stimulus and give him or her opportunities to offer personal opinions
•
provoke discussion on the same topic area as the stimulus
•
not be on something that the student has already described or explained in the presentation (unless it is to seek further information).
Part 3: General conversation (approximately 4–5 minutes) This should begin with at least two questions on the written assignment. These questions must not be given to the student in advance. These questions should be open and are intended to give the student an opportunity to talk about the written assignment as openly as possible. The following list is not exhaustive and any two may be used by the teacher in this part of the individual oral. •
What is your written assignment about?
•
Why did you choose this as your written assignment?
•
What did you learn from the written assignment?
The teacher should then tell the student that the assessment is moving towards a more general conversation by using, for example, one of the following statements. •
Let’s now talk about other things.
•
We’ll now talk more generally.
•
We’ll now move on to the general conversation.
•
I’d like to ask you some questions about other things.
There should be at least two topics from the ab initio course discussed in the general conversation. These should be different from those of the visual stimulus and the written assignment. They could include topics such as personal interests (for example, hobbies) or ones of a more general nature (for example, environment, education, future studies).
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All students must be given the opportunity to demonstrate whether they possess the range of vocabulary and structures to be able to deal with more than one topic area. This element of the oral is dependent on the skill of the teacher, who needs to be well prepared with a range of questions suited to the ability level of the student. The students must not know the questions in advance. The conversation must develop as naturally as possible, with the teacher presenting opportunities for the student to develop the topics under discussion. During the conversation, the teacher should ask questions and direct the conversation so as to encourage each student to demonstrate as wide a range of conversational and linguistic skills as possible within his or her capabilities. The teacher should not restrict students to a simpler level than that at which they are capable of performing, nor ask questions that are too difficult for them. Detailed answers to only one or two questions in part two are acceptable. However, a lengthy answer must not sound rehearsed but must be a genuine, spontaneous answer to the teacher’s question. A student cannot be rewarded for simply regurgitating the exact words used by the teacher. Strong students need to be allowed to give full descriptions and accounts. They should express and justify ideas and points of view, and produce longer sequences of speech using a variety of vocabulary, structures and time references. Closed questions such as “Is your house big or small?” or questions that can be answered by a single word are to be avoided. Questions that lend themselves to pre-prepared answers should also be avoided (for example, “Tell me about your family/school”). If the student is unable to answer a question in the discussion or general conversation, the teacher should rephrase the question more simply or try a related, though different, question. Teachers should refrain, however, from correcting grammatical errors. Note: The individual oral must be a spontaneous conversation using material that the student has not seen
before. It must not be rehearsed prior to the exam.
Conduct of the individual oral The individual oral must be scheduled during the final year of the course. Students should be given adequate notice of when the individual oral is to take place. The individual oral may take place inside or outside the classroom. Recordings of the individual oral will be required for external moderation. Care should be taken to ensure that high-quality recordings are sent for moderation (there should be no background noise and the student’s and teacher’s voices should be clear). Teachers should also ensure that recordings can be played on a CD player. Under no circumstances should the recording be stopped, interrupted or enhanced. Students should identify themselves at the beginning of the recording. Procedures for the recording and sending of samples for moderation are provided each year in the Handbook of procedures for the Diploma Programme . It is essential that the teacher obtain details of the procedures from their Diploma Programme coordinator. The individual oral should last no more than 10 minutes. The timings given for each part of the individual oral are approximate, since they will depend on the flow of the conversation. The teacher is best placed to decide the appropriate moment to engage in the general conversation. However, it is imperative that the conversation does take place.
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The teacher should: •
have sound knowledge of the topic chosen for the student’s written assignment
•
have a thorough knowledge of the assessment criteria
•
carry out a trial individual oral on a previously unseen visual stimulus prior to the/formal individual oral (the stimuli used in the formal individual orals must be different from those used in the classroom or the trial examinations)
•
interact with the student but avoid dominating the oral
•
avoid correcting the student
•
refrain from giving his or her own opinion or criticizing the student’s interpretation of the visual stimulus and the student’s views in the general conversation
•
avoid including the answer to the question in the phrasing of the question
•
avoid asking very long questions.
Assessment The individual oral is internally set and internally assessed but externally moderated. Assessment criteria are used to assess the individual oral, which is awarded a total of 25 marks.
Assessment criteria There are two assessment criteria. Criterion A
Productive skills
10 marks
Criterion B
Interactive and receptive skills
15 marks
Total
25 marks
Criterion A: Productive skills For this criterion, the teacher is assessing the student’s language. The student’s pronunciation, intonation, range of vocabulary and use of grammar are all assessed. Once the teacher has found the appropriate markband written in bold , the teacher will then judge how many of the subsequent statements best describe the student’s productive skills and award a mark accordingly. To what extent does the student demonstrate an ability to use the language effectively and accurately? •
Do the student’s pronunciation and intonation facilitate the understanding of the message?
•
Does the student’s use of vocabulary facilitate the understanding of the message?
•
Does the student’s use of grammar facilitate the understanding of the message? Marks
Level descriptor
0
Communication does not reach a standard described by the descriptors below.
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A r esp on se i n t he t arg et l ang uag e is att emp ted bu t c ommu ni cat io n i s u nc lear throughout the oral.
Pronunciation and intonation consistently limit the understanding of the message. 1–2
Insufficient and/or incorrect use of vocabulary consistently limits the understanding of the message. Frequent and repeated errors in basic grammatical structures consistently limit the understanding of the message. A r esp on se i n t he t arg et l ang uag e is pr od uc ed an d c ommu ni cat io n i s sometimes clear.
Pronunciation and intonation generally limit the understanding of the message. 3–4
Insufficient and/or incorrect vocabulary generally limits the understanding of the message. Repeated errors in basic grammatical structures limit the understanding of the message. A r esp on se i n t he t arg et l ang uag e is pr od uc ed an d c ommu ni cat io n i s g ener all y clear.
5–6
Pronunciation and intonation generally facilitate the understanding of the message. Use of a range of vocabulary generally facilitates the understanding of the message. Use of basic grammatical structures generally facilitates the understanding of the message. A r esp on se i n t he t arg et l ang uag e is pr od uc ed an d c ommu ni cat io n i s c lear .
Pronunciation and intonation almost always facilitate the understanding of the message. 7–8
Use of a range of vocabulary almost always facilitates the understanding of the message. Use of basic and some complex grammatical structures facilitates the understanding of the message. A r esp on se i n t he t arg et l ang uag e is pr od uc ed an d c ommu ni cat io n i s c lear and effective.
9–10
Pronunciation and intonation facilitate the understanding of the message. Use of a range of vocabulary facilitates the understanding of the message. Use of a range of basic and complex grammatical structures consistently facilitates the understanding of the message.
Criterion B: Interactive and receptive skills For this criterion, the teacher is assessing two things: the appropriateness of the student’s answers and the student’s ability to understand questions. The teacher will assess the strategies the student uses to cope with the questions and to maintain the conversation. To gain the higher marks, it is important that the student’s answers are relevant to the question asked. Once the teacher has found the appropriate markband written in bold , the teacher will then judge how many of the subsequent statements best describe the student’s productive skills and award a mark accordingly.
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To what extent does the student understand and demonstrate an ability to interact and develop answers throughout the oral? •
Is the student able to understand straightforward exchanges?
•
Is the student able to answer appropriately?
•
Is the student able to maintain a conversation? Marks
Level descriptor
0
Comprehension and interaction do not reach a standard described by the descriptors below. Comprehension and in teraction are very limited.
1–3
Responses in the target language are attempted but rarely demonstrate comprehension. Appropriate information is very limited. Participation is very limited: most questions must be repeated and/or rephrased. Comprehension and interaction are limited.
4–6
Responses in the target language are produced but only occasionally demonstrate comprehension. Appropriate information is limited. Participation is limited. Comprehension and interaction are generally maintained.
7–9
Responses in the target language are produced and generally demonstrate comprehension. Appropriate information is generally provided. Participation is generally sustained. Comprehension and interaction are mostly maintained.
10–12
Responses in the target language are produced and most demonstrate comprehension. Most information provided is appropriate. Participation is sustained most of the time. Comprehension and interaction are consistently maintained.
13–15
Responses in the target language are produced and demonstrate comprehension. Appropriate and detailed information is provided. Participation is sustained with some independent contributions.
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Frequently asked questions
General Where can I get past papers from?
All language ab initio past papers are available to buy online from the IB store. Specimen papers are available on the ab initio home pages of the online curriculum centre (OCC). I have a student w ho wishes to writ e an extended essay in the language studied at ab initio level. What do I tell him or her?
Writing an extended essay in the language studied at ab initio level is not permissible. I have an ab initio stu dent who wis hes to take the ab initio examination at the end of t he first year of t he course as an anticipated subject. What shall I tell him or her?
Taking the ab initio examination at the end of the first year of the course is not permissible. November session schools may enter students for a May examination in the second year of the programme if the ab initio language is not available in the November session. Is there a list of prescribed textbooks for my ab init io language?
No. Teachers can exchange ideas for resources on the OCC. How do I decide whether a student is at ab initio level prior to the course?
Please refer to the table published in the section “Nature of the subject” in the Language ab initio guide . If the student is already capable of achieving the majority of the descriptors under receptive, productive and interactive skills then the student should not be entered for ab initio.
Individual oral For whatever technical reason, the individual oral has not been recorded onto the CD. What should I do ?
If the recording stops during the examination due to technical difficulties explain the reason on the recording itself after restarting. Do not stop or edit the CD. If the CD is discovered to be blank at the end of the recording, contact the IB Information Desk immediately for advice. It may be possible for the student to repeat the performance or to record a new individual oral. In all cases of problems beyond the student’s control, reassure them that they will not be penalized. Submit a full report to the IB if any irregularities occur during the recording. What happens if one of my students is absent on t he day of the internal assessment?
The internal assessment should be rearranged as soon as possible at a mutually convenient time. Can language assistants c onduct t he individual oral?
No. Only the student’s main teacher may conduct the oral. Can I submit the individual o ral in MP3 format?
No. Coordinators are encouraged to submit recordings on audio CDs. The IB reserves the right to change the method by which recordings can be conducted during the lifetime of the course What do I send in wi th the recording of the individual oral?
Please refer to the appropriate edition of the Handbook of procedures for the Diploma Programme for the relevant forms. How do I know which recordings t o send?
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