Introduction
Some changes in the Language B course
The first teaching year for the new course will be 2011 for May session schools and 2012 for November session schools.
Syllabus outline
Language B Higher level and Standard level are language acquisition courses developed for students with some background in the target language; while learning an additional language, students will explore the culture/s connected to it. Therefore, the purposes of these courses are language acquisition and intercultural awareness.
The Core –with topics common to both levels- is divided in three parts and is a required area of study. These areas are: Social relationships, Communication and media and Global issues
In addition, from 5 Options: Health, Customs and traditions, Leisure, Cultural diversity, Science and technology, teachers will select two, both at Higher and Standard levels. At Higher level only, 2 works of literature are read.
Core
There are three topics in the Core: Social Relationships, Communication and Media and Global Issues
These 3 topics are compulsory at both levels. At least two aspects are required from each Core topic
Literature (Higher level only)
Reading literature in the target language can be an enjoyable journey into the culture/s studied; it will help students to broaden their vocabulary and to use language in a more creative manner, developing fluent reading skills, promoting interpretative and inferential skills and contributing to intercultural understanding. Students should understand the works in some depth, but literary criticism as such is not an objective of Language B HL course.
Assessment outlines
SL assessment component
Weighting
External assessment : 70%
Paper 1 (1 hour 30 minutes): Receptive skills (25%)
Text-handling exercises on 4 written texts from the Core
Paper 2 (1 hour 30 minutes): Written productive skills (25%)
One writing exercise from a choice of five, based on the Options.
Written assignment: Receptive and written productive skills (20%)
Inter-textual reading of three sources followed by a written exercise of 300-400 words and a 100-word rationale, based on the Core.
Internal assessment oral: Interactive skills: 30%
This component is internally assessed by the teacher and externally moderated by the IB towards the end of the course.
Individual oral
Based on the Options. 15 minute preparation time and a 10 minute presentation and discussion with teacher
Interactive oral activities
Based on the Core. Three classroom activities are assessed by the teacher; the moderation factor of the Individual oral is applied to the mark submitted by the teacher for assessment.
HL assessment component
Weighting
External assessment: 70%
Paper 1 (1 hour 30 minutes): Receptive skills (25%)
Text-handling exercises on 5 written texts from 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: 150-200 word personal response to a stimulus text (e.g. statement
or article), based on the Core
Written assignment: Receptive and written productive skills (20%)
Creative writing of 500-600 words, with a 100-word rationale, based on one of the literary texts studied.
Internal assessment oral: Interactive skills: 30%
This component is internally assessed by the teacher and externally moderated by the IB towards the end of the course.
Individual oral (20%)
Based on the Options. 15 minute preparation time and a 10 minute presentation and discussion with teacher
Interactive oral activities (10%)
Based on the Core. Three classroom activities are assessed by the teacher; the moderation factor of the Individual oral is applied to the mark submitted by the teacher for assessment.
External assessment details
HL/SL Paper 1: Receptive skills
Based on the Core
SL: social relationships / communication and media / global issues HL: social relationships / communication and media / global issues / literature
Paper 1 is externally set and externally assessed. The aim of this section is to assess, through a number of questions, the student’s ability to read a range of texts. The Text booklet consists of 4 texts and the Question & Answer booklet contains the questions. The student’s understanding and interpretation of the written texts are assessed, not the student’s knowledge on the topic.
Knowledge of vocabulary relevant to the topic is expected. Although the format of the paper is similar at both Higher level and Standard level, the overall reading material is shorter and less complex at Standard level in keeping with the Language B assessment objectives.
Text handling questions assess receptive skills such as understanding overall meaning, scanning texts for particular details and understanding structural features functioning in context and identifying communicative purposes. At HL understanding and interpretation (but not analysis) of literature are assessed.
All texts and questions are in the target language and all responses must be written in the target language.
HL/SL Paper 2: Written productive skills
The aim of this component is to assess the student’s ability to communicate accurately in writing for a variety of purposes and demonstrate productive skills.
SL and HL Section A
Based on the Options: health / customs and traditions / leisure / cultural diversity / science and technology
There are 5 tasks each based on a different Option and requiring 5 different types of text, from which the student chooses one. Each task requires an answer with a specific type of text, such as a formal letter or a report. Students need to identify the purpose(s) of the task in order to use register and style appropriate to the type of text.
Text types: Tasks in paper 2 could require text types such as articles, blogs, brochures, leaflets, flyers, pamphlets, advertisements, diary entries, interviews, news reports, opening a debate, reports, reviews, sets of instructions, guidelines, speeches, talks and presentations, written correspondence, essays (at HL only)
HL Section B
Based on the Core: social relationships / communication and media / global issues.150-250 words
The student writes a response to a stimulus text dealing with a topic linked to the Core. The text could, for instance, 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, informed by what has been learned during the study of the Core. There is no prescribed answer; what is assessed is the student’s ability to express his/her reflection on, or personal response to, the stimulus.
Written assignment: Receptive and written productive skills
Weighting: 20%
SL: Inter-textual reading activity, followed by a writing task and a rationale.
Linked to the Core 300-400 words plus a 100-word rationale
HL: Creative writing task and a rationale. Linked to one of the two works of literature 500-600 words (plus 100 word rationale)
Objectives
At Standard level, the purpose of the written assignment is to provide the student with the chance to reflect and develop further understanding of a Core topic, as well as to develop inter-textual receptive and productive skills. Inter-textual reading refers to the ability to read across different texts that may be linked by a common theme.
At Higher level, the purpose of the written assignment is to provide the student with the chance to reflect and gain further understanding of one of the literary works covered in class, while developing receptive, productive and creative skills to a higher degree.
The task – Standard level
The task consists of choosing 3 sources in the target language and transforming the information from those sources into a written text. The form of this text should be chosen from the recommended text types published in the Language B Guide.
The content of the task must be linked to one of the Core topics and based on information gathered from reading materials such as articles, blogs, interviews, etc. The topic of the assignment should have a specific focus, suitable for a piece of writing of 300-400 words. Although it is expected that the student select from several sources, the number of those to be used is 3; this material must be sent with the assignment. The recommended number of words of each source should be between 300-400 words. Students will write a 100- word rationale in which they explain why they have selected the topic and the text type.
The assessment emphasizes content and organization over format; the student should demonstrate understanding of the subject matter of the Written assignment as well as the ability to organize and use the information.
The task – Higher level
The task consists of a piece of creative writing that may be chosen from the recommended text types published in the Language B Guide. It will be based on a work of literature studied and may use related information from other reading material. The Written assignment is work to be done in the classroom and will be externally assessed. The length of the task must be between 500-600 words. Examples of Written assignments include writing a new ending to a novel, interviewing a fictional character, a diary entry by one of the characters. Students write a 100 -word rationale introducing the assignment, stating their objectives and a summary of the literary work.
Formal guidelines:
• The topic 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 program and must be completed during
school hours under teacher supervision
• The written assignment and the rationale must be in the target language and can be hand written
• It must be the independent work of the student
• Source / research material must be in the target language.
• The use of dictionary and reference material is permitted.
• SL: The suggested time for selection of material and research is approximately 5 hours and for writing the text and rationale approximately 2-3 hours.
• HL: The process of preparing and completing the task should take approximately 10 hours, including research if conducted
Internal assessment details
Individual Oral
Duration: 8-10 minute discussion (plus 15 minutes of preparation) Weighting: 20% Linked to the Options
The individual oral consists of:
Preparation: The teacher will select colour photographs linked to the two Options studied during the course and relevant to the target culture. The teacher will give a title or caption to each photograph. The student will be shown one photo per option and choose one photograph from the two offered that they will use in the presentation. The student will not have seen the photograph prior to the examination and will have 15 minutes in which to prepare the presentation based on the photograph and relating it to one of the two Options covered in class.
The photograph should enable the student to reflect on the culture(s) studied and stimulate discussion following the presentation. Any text in the photograph should be in the target language. It is recommended that the photos be in colour and contain plenty of graphic text. The same photograph can be used with up to 5 students but the title or caption should be different for each student.
When students are presented with the photograph at the time of the examination, they are allowed 15 minutes’ preparation time and may write working notes (approximately ten short points). These notes should be used for reference only and must not be read aloud as a prepared speech.
An effective visual should: • be relevant to at least one of the Options studied in class
• be culturally relevant to the target language • allow the candidate to describe a scene or situation •allow the candidate to offer a personal interpretation • enable the teacher to lead the candidate into a wider conversation • be relevant and of interest to 18 year olds
1- Presentation: it should last 3-4 minutes and has to be within the context of the option of study that the photograph refers to. The student must not memorize or rehearse the presentation. Teachers should avoid interrupting the flow of the presentation unless the student needs guidance.
2- Discussion: Following, the teacher should discuss the subject with the student. This part should last 5-6 minutes.
The purpose of this activity is that students demonstrate that they are able to speak freely and coherently, expressing ideas, opinions and reflections upon what they have learned of the target culture. 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 them 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, pointing out similarities or differences, comparing the same situation in both cultures, etc.
Interactive oral activities
Three interactive oral activities carried out in the classroom during the course
Weighting: 10%
Linked to the Core: social relationships / communication and media / global issues
Three interactive activities will be assessed by the teacher and marks entered on Form XX. One of these must be based on a listening activity. The highest of the three marks will be entered on Form XX2 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. |