IB INDIVIDUAL ORAL

ASSESSMENT
Individual Recordings
 GENERAL ASPECTS OF THE
ACTIVITY
 weights 20% of overall assessment

 conducted during the second year of the programme

 audio recordings ARE required by the IB

 based on the OPTION topics of the programme:

(cultural diversity – customs and traditions – health – leisure – science and technology)

 DURATION: 15 minutes preparation, 3 – 4 minute presentation, 5 – 6 minute

discussion with the teacher
1. Gather all the material we
have studied in class.
Social Relationships
• Linguistic dominance p. 2, 4, 6, 10
• Stereotypes and gender roles p. 214
Customs and Traditions
• Uniforms p. 21, 22
• Tattooing: a tradition p. 188, 190
• Workplace dresscodes p. 192
• Customs and dresscodes in the
workplace p. 196
Communication and Media
• Advertising p. 27, 31, 32
• Advertising effects p. 36
• Media and violence p. 201, 202
• Censorship p. 205
• Media vs violence p. 207
2. Select the OPTION topics
Health
• Mental health p. 40, 41
• Eating disorders p. 43
Cultural Diversity
• Subcultures p. 47, 51, 52, 53
Global Issues
• Global climate program p. 57
• Global warming and science p. 61
• Energy conservation p. 64, 65
• Substance abuse p. 235
• Drug abuse p. 238
• Prejudice and racism
Leisure
Travel and recreation
3. Gather all Final Tasks related
to the OPTION topics
 Criterion 0 1-2 3-4 5-6 7-8 9-10
Command of spoken Command of spoken Command of spoken Command of spoken Command of spoken
language is limited. language is fairly language is good language is very language is excellent.
good. good
 The production of  The production of  The production of
Criterion A: Productive skills language is hesitant  The production of language is mostly  The production of language is fluent
and not always language is fluent. language is fluent, and generally
How successfully does the student
comprehensible. comprehensible and with a touch of authentic.
use the language in speech?
fluent at times.  The use of language authenticity.
 The use of rules and  The use of
The work does
• How fluent and clear is the language rules and  The use of vocabulary is  The use of language rules and
not reach a
student’s speech? vocabulary is often language rules and generally correct, language rules and vocabulary is
standard
incorrect and/or vocabulary is varied and vocabulary is varied and
described by the
• How accurate and varied is the limited. sometimes correct, idiomatic. accurate. idiomatic.
descriptors.
language used? with some
 Intonation idiomatic  Intonation  Intonation  Intonation
interferes with contributes to enhances enhances
• How much does the student’s expressions.
communication. communication. communication. communication.
intonation aid communication?
 Intonation does
not interfere
seriously with
communication.
Simple ideas are Simple ideas are Simple ideas are Complex ideas are Complex ideas are
Criterion B: Interactive and
handled with handled fairly well handled well and handled well and handled very well
receptive skills
difficulty and and interaction is interaction is good. interaction is very and interaction is
To what extent does the student interaction is acceptable. good. excellent.
limited.  Simple ideas and
understand and demonstrate an
 Simple ideas and opinions are  Both simple and  Complex ideas and
ability to interact in a conversation? The work does
 Simple ideas and opinions are presented clearly complex ideas and opinions are
not reach a
opinions are generally presented and coherently; opinions are presented clearly,
• How well can the student standard
presented with clearly. there is some generally presented coherently and
express simple and complex described by the
difficulty, difficulty with clearly, coherently effectively.
ideas? descriptors.
sometimes  conversation complex ideas. and effectively.
incoherently. flows coherently at  conversation flows
• How well can the student times but with  conversation  conversation flows coherently in a
maintain a conversation?  conversation does some lapses. generally flows coherently. natural manner.
not flow coherently. coherently.
WHAT TO DO DURING THE
ASSESSMENT
 What you see:
 In the
foreground
• STEP 1  In the
background
Description of the picture  On top
Where, when, how, what, who, why, how many, etc.  At the
bottom

• Colors
• STEP 2
• Shapes
Connection between the picture, caption and the TOPIC • Sizes

 Relations among
• STEP 3 elements
 Actions (what happens,
Connection to anglo-phone cultures who does it)

• Atmosphere
• Weather, season, time
• STEP 4 of day
Conclusion, personal opinion • Feelings you
experience
The real meaning of beauty: set by society or by our
own perceptions?
• STEP 1 (1 min.)  In the
foreground
Description of the picture  In the
background
Where, when, how, what, who, why, how many, etc.  On top
 At the bottom
…

• STEP 2 (1 min.) • Colors

Connection between picture, caption and TOPIC • Shapes
• Sizes

• STEP 3 (1 min.)  Relations among elements

 Actions (what happens, who
Connection to anglo-phone cultures does it)

• STEP 4 (1 min.) • Atmosphere

• Weather, season, time of
Conclusion, personal opinion day
• Feelings you experience
I wish my weigh was as low as my self esteem
Mirrors are just glass. You are more than that
The scale does not have the capacity to measure your worth
Class Training Activity N.1
After recording, please use your earphones to listen to your own
recording and:
1. Write your audio’s script (presentation only)
2. Highlight all the grammar mistakes you made with pink color
3. Highlight all pronunciation mistakes with blue color
4. Number your grammar mistakes and correct all of them in list form
under the script
Class Training Activity N.2
After recording with the second picture:
1. Assess your student’s work using a feedback format (papelito)
2. Talk to him/her and explain the reasons for your grading
3. Switch roles and do the same