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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.

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Overview of the Course: English HL and SL

AssessmentComponent

Paper Higher Level Standard Level Timing and Weighting

External Assessment 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 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%

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Overview of the course: English B HL and SL

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

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Course Outline

Three core areas: Communication and Media, Global Issues and Social Relationships

Five options: (2 to be selected) - Leisure, Cultural Diversity, Health, Science and Technology, Customs and Traditions

Core Aspects Options 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

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

Customs and traditionsThe current and past practices, representations, expressions and knowledge that belong to a community of the target language

Celebrations, social and religious eventsDress codes, uniformsEtiquette and protocolsFashionFoodHistorical eventsNational costumesThe arts

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Core Aspect Option AspectSocial 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

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External Assessment – HL and SL

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

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PAPER TWO – WRITTEN PRODUCTIVE SKILLS HL - 25% 1 hour and 30 minutes

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)

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Examples of Questions for HL

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

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Assessment criteria: IB DP Language B Paper 2 Section A - HLCriterion 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


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 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

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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 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.

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PAPER TWO – WRITTEN PRODUCTIVE SKILLS HL - 25% 1 hour and 30 minutes

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 question

Based on the following stimulus, give a personal response and justify it. Choose any text type that you have studied in class.

We put more emphasis on celebrating our parents (Mother’s Day, Father’s Day, etc) than we do on respecting them. Still, “respect for one’s parents is the highest duty of civil life

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Section 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?



Command of the language is limited and generally ineffective









Command of the language is good 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 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

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Written Assignment HL: Receptive and written productive skills (20%) There is a creative writing task of 500-600 words linked to ONE OF THE TWO WORKS OF LITERATURE read in class and

may use related information from other reading material 150 word rationale The creative writing task may be chosen from the recommended text types listed for PAPER 2 Undertaken during second year of the course and is externally assessed Aim is to assess the student’s ability to communicate accurately in writing for a variety of purposes

Source Task Text Type RationaleLiterature work Dialogue with a character from

the short story

Writing a new ending to a novel

Diary entry by one of the characters in a story or play

Interviewing a character

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

Introducing the assignment and objectives of the task and offering a brief summary of the literary work

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The student should:

Use effectively a range of language appropriate to text type and purposeCreate a piece of writing that is connected to the literary workHandle the selected text type effectivelyDraw on ideas about the work of literature, develop an argument/interpretation and express this in one of the text types specified for Paper 2

The subject of the written assignment must be the choice of the student in consultation with the teacher

THIS ASSIGNMENT SHOULD BE WRITTEN IN THE SECOND YEAR OF THE COURSE AND MUST BE COMPLETED DURING SCHOOL HOURS UNDER TEACHER SUPERVISIONThe written assignment and the rationale must be in the target language and handwrittenIt must be the independent work of the student (with the teacher’s guidance)The literary work must be written originally in the target language and studied in the target languageThe use of dictionary and reference material is permittedThe suggested time to complete the task is THREE TO FOUR HOURS, which does not need to be in one sitting.The written assignment will be accompanied by:- a coversheet signed by both student and teacher. - A rationale- A bibliography in standard format with references to all sources

Students need to be able to read thoughtfully, form a view, extract support material from what has been read and express that view through an appropriate text type

In practice: READING

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

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> 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 Skills HL

Criterion 0 1 -2 3 -4 5 -6 7-8 9-10A: Language The work Command of the Command of the Command of the Command of

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8 marksHow effectively and accurately does the student use language?


does not reach a standard described by the descriptors

language is limited and generally ineffective



language is effective, despite many inaccuracies



language is effective, despite some inaccuracies



the language is good and effective



B: Content10 marks

To what extent does the student show appreciation of the literary work?

How skilfully is the task planned?


The student does not make use of the literary work

Connection with the text is superficial or little developed.

There is no evidence

The student makes little use of the literary work.

Connection with the text is basic

There is little evidence of organization

The student makes some use of the literary work

Connection with the text is adequate and is used fairly well

There is some evidence of organization

The student makes use of the literary work

Connection with the text is good

There is evidence

The student makes good use of the literary work

Connection with the text is effective

There is clear evidence of organization

Written Assignment Continued HL

C: Format4 marksHow correctly

0 1 2 3 4 5

The work does not The text is The text type is The text type is The text type is

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does the student produce the required text type?

To what extent are the conventions of text type appropriate?

D: Rationale3 marksHow clear and convincing is the rationale?

reach a standard described by the descriptors


sometimes recognizable and appropriate

Conventions appropriate to the text type are limited

The rationale is not clear

generally recognizable and appropriate

Some conventions appropriate to the text type are evident

The rationale is clear to some extent

recognizable and appropriate

Conventions appropriate to the text type are effective

The rationale is clear, pertinent and directly linked to the literary work

recognizable, appropriate and convincing

Conventions appropriate to the text type are effective and varied

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?


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


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?


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?


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


Command of spoken language is excellent

The production of language is fluent and generally authentic

Language is varied and idiomatic


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?


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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lessonsbyecrowden.weebly.comlessonsbyecrowden.weebly.com/.../5/9/21594608/ibdiphl… · Web viewDP LANGUAGE B. DEVELOPING THE CURRICULUM - HL. Intercultural understanding is a major