ORAL INDIVIDUAL EXAMS SCHEDULE

ORAL INDIVIDUAL EXAMS SCHEDULE       

ENGLISH LANGUAGE         2BI                                                          NOVEMBER 2012

MONDAY 19TH NOV	TUESDAY 20TH NOV	WEDNESDAY 21ST NOV	THURSDAY 22ND NOV	FRIDAY 23RD NOV
08:55-09-15 Preparation (15min) Dolores MIQUEL 09:20-09:35 Presentation (10min max.) Dolores CARMINA	08:55-09-15 Preparation (15min) Alvaro AMPARO 09:20-09:35 Presentation (10min max.) Alvaro CARMINA	08:55-09-15 Preparation (15min) Dario MIQUEL 09:20-09:35 Presentation (10min max.) Dario CARMINA	08:55-09-15 Preparation (15min) Dani MIQUEL 09:20-09:35 Presentation (10min max.) Dani CARMINA	08:55-09-15 Preparation (15min) Begoña MIQUEL 09:20-09:35 Presentation (10min max.) Begoña CARMINA
09:40-09:55 Preparation (15min) Héctor MIQUEL 10:00-10:15 Presentation (10min max.) Héctor CARMINA	09:40-09:55 Preparation (15min) Candela AMPARO 10:00-10:15 Presentation (10min max.) Candela CARMINA	09:40-09:55 Preparation (15min) Teresa AMPARO 10:00-10:15 Presentation (10min max.) Teresa CARMINA	09:40-09:55 Preparation (15min) Cristina AMPARO 10:00-10:15 Presentation (10min max.) Cristina CARMINA	09:40-09:55 Preparation (15min) Carlos AMPARO 10:00-10:15 Presentation (10min max.) Carlos CARMINA
10:00-10:15 Preparation (15min ) Judit MIQUEL 10:20-10:35 Presentation (10min max.) Judit CARMINA	10:00-10:15 Preparation (15min ) Angel AMPARO 10:20-10:35 Presentation (10min max.)  Angel CARMINA	10:00-10:15 Preparation (15min ) Jesús AMPARO 10:20-10:35 Presentation (10min max.) Jesús CARMINA	10:00-10:15 Preparation (15min ) Víctor AMPARO 10:20-10:35 Presentation (10min max.) Víctor CARMINA

INFORMATION FOR THE ORAL INDIVIDUAL.

It  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 (SL) and chooses one/the student is shown one photograph (HL), with a title or caption, selected by the teacher. The title or caption should help the student give a focus to the presentation. 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

The teacher selects from different sources photographs of scenes or situations linked to the two options studied during the course, and gives a title to each photograph that should help the student focus on the option. The student is shown one photograph per option studied and chooses the one that will be used in the presentation. The student must not see the photograph prior to the examination, and has 15 minutes in which to prepare the presentation based on the photograph, 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 should stimulate discussion following the presentation. Any text in the picture should be in the target language. It is recommended that the photographs be in colour and contain plenty of graphic text. The same photograph may be used with up to five students but the title or caption should be different for each student.
During the 15 minutes’ preparation time students may write working notes (approximately 10 short points). These notes should be used for reference only and must not be read aloud as a prepared speech.

TEXT TYPES

Introducing text types

Throughout the course, students must be exposed to a wide range of text types. The aim of such exposure is to familiarize students with the texts’ different formats, styles and registers. This will, in turn, enable students to produce texts using the appropriate conventions in paper 2 (sections A and B (HL only)) and the written assignment at both levels.
Below are definitions of some of the popular text types, which may vary depending on the target language. Please note that the definitions below do not cover all the available text types—they are simply intended to provide guidance for teachers and students.

• An editorial is an expression of the (impersonal) opinion of the editor or editorial team of a newspaper or magazine about a recent event or current issue.
• An interview is a dialogue in question-and-answer style. It may include a brief introduction to the interviewee, setting or circumstances of the interview.
• A journalistic review is a review of a book, film, television or radio programme that is suitable for inclusion in a newspaper or magazine. It is based on the author’s experience and is subjective.
• A magazine article is a non-fictional text written to inform readers about a particular subject or issue in some detail.
• An opinion column is the part of a newspaper or journal devoted to the expression of journalists’ or readers’ opinions.
• A pastiche is the imitation of the style and form of an original published work.
• A brochure/ leaflet/ pamphlet provides descriptive information to inform, sell or raise awareness about a certain issue.
• A play (for the written assignment at HL) may be a short play or scene written by the student, or an additional scene(s) to an existing play.
• A short story or narration (for the written assignment at HL) may be a chapter or section of a text written by the student, or an additional chapter or alternative ending to an existing novel or novella.

The examples of student work contained in this teacher support material are examples of the language skills and types of exercises with which students must be familiar.

PAPER 2 WRITING ASSIGNMENT

The aim of paper 2 is to assess the student’s ability to communicate accurately in writing for a variety of purposes. It requires the student to demonstrate his or her productive skills.
HL paper 2 is divided into two sections.

• Section A (250–400 words): Based on the options—customs and traditions, cultural diversity, health, leisure, science and technology
• Section B (150–250 words): Based on the core—social relationships, communication and media, global issues

In section B, the student writes a reasoned argument in response to a stimulus text dealing with a topic linked to the core. The text could 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 or her reflection on, or personal response to, the stimulus.
The examples of student work are based on the following task.

Write an essay based on the following statement using between 150 and 250 words.
In recent years we have been predicting that printed newspapers will disappear. With the latest digital editions of newspapers being widely read, it seems clear that the printed newspaper format will disappear.

SAMPLE