Prueba oral SL

Internal assessment is an integral part of the course. It enables students to demonstrate their ability in the application of interactive skills.

In language B students are required to participate in an individual oral and an interactive oral activity. This assessment is to be done during the final year of the course.

Individual oral

Linked to the options

20%

Interactive oral activity

Linked to the core

10%

Internal assessment details—SL

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.

The individual oral is divided into two parts.

Supervised preparation time

The student is shown two previously unseen photographs, with a title or caption, selected by the teacher. Each photograph is related to a different option studied in class.

The student chooses one of the photographs and prepares a presentation.

15 minutes

Part 1:

Presentation

The student describes the photograph and relates it to the option and the target culture(s).

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

Preparation

The presentation should last 3–4 minutes and has to be within the context of the option of study to which the photograph refers. The student must not memorize or rehearse the presentation. Teachers should avoid interrupting the flow of the presentation unless the student needs guidance.

Discussion

Following the presentation, the teacher should discuss the subject with the student. This part should last 5–6 minutes.

The purpose of this activity is for students to demonstrate that they are able to speak freely and coherently, expressing ideas, opinions and reflections upon what they have learned about the target culture(s). The discussion should:

  • probe more deeply into the student’s understanding of the culture(s) reflected in the material
  • encourage the student to express opinions and engage in a real conversation
  • lead to further understanding of the topic
  • challenge the student’s views in order to generate an authentic discussion
  • induce a connection with the student’s own culture(s), for example, pointing out similarities or differences, or comparing the same situation in both cultures.

Interactive oral activity

Weighting: 10%This component is based on the core: communication and media, global issues, social relationships.

Three interactive activities will be carried out in the classroom during the course and assessed by the teacher. One of these must be based on a listening activity. The highest of the three marks will be submitted as the final mark for the interactive oral. Where there is only one student in the class, these activities should be carried out with the teacher.

 

Internal assessment criteria—SL

Overview

Internal assessment is worth 30% of the overall mark.

Individual oral

Assessment criteria are used to assess the individual oral, which is awarded a total of 20 marks.

There are two assessment criteria.

Criterion A

Productive skills

10 marks

Criterion B

Interactive and receptive skills

10 marks

Total

20 marks

Interactive oral activity

Assessment criteria are used to assess the interactive oral activity, which is awarded a total of 10 marks.

There are two assessment criteria.

Criterion A

Productive skills

5 marks

Criterion B

Interactive and receptive skills

5 marks

Total

10 marks

Individual oral (SL)

Criterion A: Productive skills

How successfully does the student use the language in speech?

  • How fluent and clear is the student’s speech?
  • How accurate and varied is the language used?
  • How much does the student’s intonation aid communication?

Marks

Level descriptor

0

The work does not reach a standard described by the descriptors below.

1–2

Command of spoken language is very limited.

The production of language is very hesitant and hardly comprehensible.

Language is often incorrect and/or very limited.

Intonation interferes seriously with communication.

3–4

Command of spoken language is limited.

The production of language is hesitant and not always comprehensible.

Language is often incorrect and/or limited.

Intonation sometimes interferes with communication.

5–6

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 with communication.

7–8

Command of spoken language is good.

The production of language is mostly fluent.

Language is generally correct, varied and articulate.

Intonation contributes to communication.

9–10

Command of spoken language is very good.

The production of language is fluent.

Language is correct, varied and articulate; errors do not interfere with message.

Intonation enhances communication.

Criterion B: Interactive and receptive skills

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?

Marks

Level descriptor

0

The work does not reach a standard described by the descriptors below.

1–2

Simple ideas are understood with great difficulty and interaction is very limited.

Simple ideas and opinions are presented incoherently.

The conversation is disjointed.

3–4

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.

5–6

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.

7–8

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.

9–10

Complex ideas are understood well and interaction is good.

Both simple and complex ideas and opinions are generally presented clearly, coherently and effectively.

The conversation flows coherently.

Interactive oral activity (SL)

Criterion A: Productive skills

How successfully does the student use the language in speech?

  • How fluent and clear is the student’s speech?
  • How accurate and varied is the language?
  • How much does the student’s intonation aid communication?

Marks

Level descriptor

0

The work does not reach a standard described by the descriptors below.

1

Command of spoken language is very limited.

The production of language is very hesitant and hardly comprehensible.

Language is often incorrect and/or very limited.

Intonation interferes seriously with communication.

2

Command of spoken language is limited.

The production of language is hesitant and not always comprehensible.

Language is often incorrect and/or limited.

Intonation sometimes interferes with communication.

3

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.

4

Command of spoken language is good.

The production of language is mostly fluent.

Language is generally correct, varied and articulate.

Intonation contributes to communication.

5

Command of spoken language is very good.

The production of language is fluent.

Language is correct, varied and articulate; errors do not interfere with message.

Intonation enhances communication.

Criterion B: Interactive and receptive skills

To what extent does the student understand and demonstrate an ability to interact in a conversation?

  • How well can the student express ideas and opinions?
  • How well can the student maintain a conversation?

Marks

Level descriptor

0

The work does not reach a standard described by the descriptors below.

1

Simple ideas are understood with great difficulty and interaction is very limited.

Simple ideas and opinions are presented incoherently.

The conversation is disjointed.

2

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.

3

Simple ideas are understood fairly well and interaction is adequate.

Simple ideas and opinions are generally presented clearly.

The conversation flows coherently at times but with some lapses.

4

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.

5

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.