IB Language B

1. IB Language B Changes to syllabus for all languages from August 2011

2. Assessment objectives • communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding • use language appropriate to a range of interpersonal and/or cultural contexts • understand and use language to express and respond to a range of ideas with accuracy and fluency • organize ideas on a range of topics, in a clear, coherent and convincing manner • understand, analyse and respond to a range of written and spoken texts • understand and use works of literature written in the target language of study (HL only).

3. SL= core + 2 options (5 topics in total) • HL core + 2 options + 2 literary works.

4. Core and Options Core =Social Relationships;communication and media;global issues. Options = any 2 from health; customs and traditions;leisure; cultural diversity;science and technology

5. Standard level • Written assignment, interactive oral, Paper 1 from core, • Individual oral,Paper 2 from options

6. Higher level • Written assigment, interactive oral, paper 1, paper 2B from core • Indivdual oral, Paper 2A from options • Written Assigmnent from literature texts.

7. Assessment outline—SL • External assessment • 70% • Paper 1 (1 hour 30 minutes): Receptive skills • 25% • Text-handling exercises on four written texts, based on the core. • Paper 2 (1 hour 30 minutes): Written productive skills • 25% • One writing exercise of 250–400 words from a choice of five, based on the options. • Written assignment: Receptive and written productive skills • 20% • Intertextual reading followed by a written exercise of 300–400 words plus a 100-word rationale, based on the core.

8. Internal assessment • 30% • Internally assessed by the teacher and externally moderated by the IB. • Individual oral (8–10 minutes) • 20% • Based on the options: 15 minutes’ preparation time and a 10-minute (maximum) • presentation and discussion with the teacher. • Interactive oral activity • 10% • Based on the core: Three classroom activities assessed by the teacher.

9. Assessment outline—HL • External assessment • 70% • Paper 1 (1 hour 30 minutes): Receptive skills • 25% • Text-handling exercises on five written texts, based on the core. • Paper 2 (1 hour 30 minutes): Written productive skills • 25% •  Two compulsory writing exercises. •   Section A: One task of 250–400 words, based on the options, to be selected from a   choice of five. •   Section B: Response of 150–250 words to a stimulus text, based on the core. • Written assignment: Receptive and written productive skills • 20% • Creative writing of 500–600 words plus a 150-word rationale, based on one of the literary texts studied

10. Internal assessment • 30% • Internally assessed by the teacher and externally moderated by the IB. • Individual oral (8–10 minutes) • 20% • Based on the options: 15 minutes’ preparation time and a 10-minute (maximum) • presentation and discussion with the teacher. • Interactive oral activity • 10% • Based on the core: Three classroom activities assessed by the teacher.

11. Written Assignment • SL – 100 word rationale • HL – 150 word rationale • Externally assessed • Language 5 marks Content 10 marks • Format 4 marks Rationale 3 marks • 20% of total grade

12. Written Assignment SL3 – 400 words • produced in class under test conditions • – can run over several lessons (guideline 3 – 6 hours) • students must take nothing home with them. • Students provided with 3 sources on one of the optional topics ( a topic already researched and taught (in some depth) in class) • write a response. • Student choice of task (guided by Teacher)eg Journal Intime/Discours/Lettre etc, • each student must have a different title. • No help/correcting/use of computers. • Up to 12 students may use the same texts, thereafter teacher must produce a second set of 3 texts.

13. Written Assignment HL5-600 words • similar to SL but based on one of the works studied in class • Journal intime etc – choice by student. • Students allowed dictionary/copy of text (not annotated), can’t take it home. • Literature: teacher’s choice, based on student interest, level of languages. • It does NOT have to be a ‘classical’ piece of literature.

14. Written Assignment • Must be handwritten. • Students may have access to a copy of syllabus (marking criteria/type of task etc.) • No online dictionaries

15. Types of text SL • Article • Blog/diary entry • Brochure/leaflet • Advertisement • Interview • News report • Official report • Proposal • Review • Correspondence • Set of instructions Each text 300 – 400 words

16. Individual oral • Option topics: Health; traditions; leisure; cultural diversity; science and technology • Visual stimulus – choice of 2 previously unseen • 15 min prep time • 10 minute exam

17. Individual oral • Photo needs to be good: • Students need to be able to describe the scene; link it to the target culture; give a personal opinion; broaden the conversation (within the topic)

18. Individual Oral • Photograph with title/caption (provided by teacher) • Same photo can be used 5 times • Each student must have a different title/caption • Student has 15 minutes to prepare, may take notes (up to 10 bullet points (30/40 words) no whole phrases • Student speaks for 3 minutes, then must answer questions about the issues in the picture, followed by questions on a wider range of issues from the same topic.

19. If student really struggling, may go onto the other topic studied. • If student speaks for less than 3 minutes, start the second part of the test, but do give the student sufficient thinking time in order to respond to questions.. 8 – 10 minutes in total. • Only marked for language/message • Must be a photo- no cartoons/drawings etc.

20. Indivdual Oral • Both SL and HL • Criterion A Productive skills: 10 • Criterion B Interactive and receptive skills: 10 • 20%

21. Paper 2 HL • 2A from core • 250 – 400 words • Paper 2B from Options 150 – 200 words • student must choose own writing task eg genre/audience etc froma written stimulus • No choice of question • 90mins for both questions (v. tight for time)

22. Paper 1 • pretty much the same • Core • no written task

23. Interactive oral • Must do 3 • one from a listening stimulus • students’ best mark put forward. • 10%

24. Markscheme • There are changes to the mark scheme – not huge but significant. • Look at the Language B spec.

25. IB Learner profile and TOK links • When designing the course, teachers are expected to keep in mind the IB learner profile and make links between TOK and the Group 2 courses. • There are 14 suggested TOK questions on page 7 of the Language B Guide.

26. No need for log in to OCC to access these sites • Guidance for language provision in groups 1 and 2http://occ.ibo.org/ibis/documents/dp/gr2/language_b/d_2_ablan_gui_0908_1_e.pdf • Subject outline (first exams 2013)http://occ.ibo.org/ibis/documents/dp/gr2/language_b/d_2_ablan_gui-out_1102_1_e.pdf • Guide (first exams 2013)http://occ.ibo.org/ibis/documents/dp/gr2/language_b/d_2_ablan_gui_1102_1_e.pdf • List of kanji characters for Japanese B (first exams 2013)http://occ.ibo.org/ibis/documents/dp/gr2/language_b_japanese/d_2_abjap_csp_1102_1_e.pdf

27. It is essential that teachers are allowed the prescribed minimum number of teaching hours necessary to meet the requirements of the language B course. At SL the minimum prescribed number of hours is 150 and at HL it is 240 hours.