THE BASIC PROCEDURE

Step 1 … the teacher prepares photographs with captions (one photograph can be used for every five student, but each student must be given a different caption)

Step 2 … the student arrives for the Oral, and is presented with photograph(s) with caption(s)

Step 3 … the student has 15 minutes, under invigilation, to prepare a presentation dealing with the photograph; he can (and should!) prepare “working notes”

Step 4 … in the first section of the Oral (3-4 minutes), the student gives a presentation which “describes the photograph and relates it to the option and the target culture(s)”

Step 5 … the teacher develops a discussion / conversation (5-6 minutes) about the presentation, and may link this into a discussion about “a topic from the other option studied” if this makes for a better conversation

EXPECTATIONS AND SKILLS

Methodical approach to the picture … Some practice in developing a basic technique for describing a picture must surely provide the student with the necessary discipline. A good description should present a clear sequence of elements

Relate to the Option … Students should be aware that the picture is linked to one of the Options studied in class, and so should consciously aim to draw on and develop ideas from those studies. Photograph + caption should immediately stimulate a response such as “Ah yes … Science & technology – all that stuff about medical ethics … right, OK …”

Find an ‘angle’ As always, the students who score the highest marks will take a position, have a point of view, develop an ‘angle’. By ‘angle’, I mean that they will not merely repeat second-hand ideas, but will evidently think critically about what they have learnt – and do something with it. Students should be trained in the skill of taking one or two aspects suggested by the photograph, and developing in depth arguments about those aspects.

Remember the ‘map’ It is good practice for the student to give a ‘MAP’ at the beginning of the presentation. A ‘MAP’ is a brief summary of the structure of the presentation to come (“First I’m gong to … then … and finally…”). This helps the listener to follow the argument and also says to the examiner ‘I have thought about and organised my ideas’.

Preparation with the photograph

Here is a list of key advice to give to students before they start practising the procedure required by the Individual Oral: put these tips to them directly as simple commonsense ways of handling the process well.

> relate picture and caption … decide what the picture is about – the basic image will be clear enough, but the caption will put the image in a context, and make more clear what should be discussed.

> find support from class work … recall your studies of the Option + Aspect involved, find some helpful ideas / facts – do you remember any discussions about this sort of topic ?

> find an ‘angle’ …. discuss an issue / take a position – don’t just describe what is perfectly obvious. Remember that, from the examiner’s point of view, argued opinions and analysis are ‘complex’ ideas.

> think out and PLAN … where are you going to start (and why?) … where are you going to finish (and why?) … how are you going to link your ideas together, moving clearly and sensibly from one idea to the next … ?

> INTRO & CONCL … have an Introduction (including a Map – a quick summary of what you are going to say, to help the examiner grasp the structure), and a Conclusion (you shouldn’t just stop!).

> make a single sheet of bullet points … you want a clear, easily readable ‘script’ in front of you – you don’t want a mass of hasty notes that you can’t read!

NOTES AND TIMING

As already stated, students should know that they must

work from concise notes. They must not read out prepared speeches, or learn a prepared speech word for word – and it is worth mentioning to them that examiners can detect pretty easily when speech is ‘read’
keep to a time limit – so they need to know how much they can express within the maximum of 4 minutes
have an Introduction (including a Map – a quick summary of what they are going to say, to help the examiner grasp the structure), and a Conclusion (they shouldn’t just stop!)

EXPECTATIONS from IB EXAMINER

They should know that what the IB examiner wants to hear is

sensible ideas, clearly expressed
active contributions to the conversation, adding new and interesting elements
a capacity to ‘think as you speak’

INDIVIDUAL ORAL: Describing a photo

It is part of the external assessment and it is weighted 20% of your final grade. It is based on the options (10 minutes’ preparation and 10-minute maximum presentation and discussion with the teacher)

A question: Can you name the core topics and the options of the English B course?

To this end, it is important that you know how to describe a photograph!

Here is a video to help you

After watching this video, I want you to listen carefully to this student presenting her IB Individual Oral.

http://www.englishb-inthinking.co.uk/new-oral-interview/sample-recording-1.htm What do you think?

DO YOU WANT TO BE A PRO AT DESCRIBING PHOTOGRAPHS?

TO THE MOST CONCEPTUAL…

Sometimes thinking of describing a photo sounds quite simple, but when the time comes to do so, one may get too confused and in the end “say nothing”… Not to worry. It is quite frequent.

Descriptions stimulate your language functions and your refinement in the word choice you make… For example, the adjective “bad” is extremely general… That is, if you want to refer to your frustrated picnic trip, as opposed to your house burning down… Don´t you think?

Here, we present you with very useful tips to describe and express opinions, formulate ideas, present arguments connected to an issue or topic and show reflective thinking.

PLAN, PLAN AND PLAN!

BRAINSTORMING

IDENTIFYING THEME:

Formulate a sentence in which you state what the photo is showing. DO NOT DESCRIBE IT yet.
- For example:

– This photo is about the environment and how tourism helps the economy of poorer countries.

– This photo is about how healthy it is to take time off to explore nature and to learn about the importance of protecting ecosystems.

Divide your assigned picture in four and focus on each part.
Jot down nouns and adjectives connected to the photo for each grid.

Write complete sentences using those adjectives and nouns.

Now, …

DESCRIBING! (remember to use complete sentences!)

Let´s look at the different expressions that are going to help you locate people or things in a picture:

DESCRIBING A PHOTO

The following chart is essential! Keep it in mind at all times EVERY TIME YOU HAVE TO DESCRIBE A PICTURE.

Answer all the questions with full sentences according to the picture you have to describe:

ALWAYS have in mind that describing it´s not only about stating the elements, people and landscapes of what you see. That is only one aspect of all. The key focus is to go beyond the image, that is:

– State what is happening… If there are people, who they are and what the relationship is between them.

– Speculate about the situation… Why the people in the photo are there; or the reasons connected to the landscape or the concept behind an object.

– Give an opinion. What you think is relevant to mention. Connect your opinion to a larger and major issue.

The concrete (what you see in the picture) is to get your juices started! The KEY is to connect, to interpret and to give opinions… These abilities show how well you use language to communicate effectively.

Leisure: Extreme Sports in New Zealand

Dear students,

The new unit deals with Leisure, specifically extreme sports. Listen to the following recording and answer the questions in the worksheet provided by your teacher.

ZOBING

What is a zob?

What does the sport of zobing consist of?

How many kilometres per hour can a zob usually reach?

Where did Zack get a job last summer?

HELI SKI

Based on the information presented, what is the main difference between heli skiing and tradition skiing?

What are Emma´s plans for next summer holidays?

BUNGEE JUMPING

According to the speaker, who started the tradition of Bungee jumping?

What advice does the speaker give when trying Bungee jumping?

4M English B Standard Level

Monthly Archives: November 2014

Individual Oral Practice

More info on the Individual Oral