Individual Oral Exam

• Engels
• Middelbare school
• vwo
• Leerjaar 5

Goals for today 

Mock examination results back on Wed 28th Jan 

information about outlines for your IO structuring 

Dates and requirements for Individual Oral 

Macbeth 

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Belligerent 

Word of the day

Belligerent (adj) - eager to fight or argue

Are there character(s) that we have met in our literary explorations that you could describe as belligerent? 

She was so belligerent that I gave up trying to explain.

Dates 2025 - 26 

IO week - 16th - 20th February 

Bullet point list & clean copies hand in - 9th February 

Extracts hand in 12th January - approved 19th January 

Proposal form hand in 11th December - approval 15th December 

The nature of the task 

The Individual Oral is an assessment task you have to complete at both HL and SL in addition to the final examination papers and (for HL students only) the coursework essay. At a time designated by your teacher, you will deliver a 15 minute oral presentation; for up to 10 of those minutes you will present alone and in the last five minutes your teacher will ask you some questions.

The nature of the task 

In the oral you will be expected to talk about two works that you have studied. One of them must be in translation.

In the oral you are expected to focus on a GLOBAL ISSUE. This is a topic that connects your texts with both local and global 'real world' contexts.

The oral is conducted and marked by your teacher. Their marks are then moderated externally by the IB.

IB English Literature 

Readers, Writers, Texts	Time and Space	Intertextuality
Selected poetry by Wislawa Szymborska	A Doll's House Henrik Ibsen	The Things They Carried Tim O'Brien
The Visit Friedrich Dürrenmatt	Macbeth William Shakespeare	If This Is a Man Primo Levi
A Clockwork Orange Anthony Burgess	Candide Voltaire	The Handmaid's Tale Margaret Atwood
The Great Gatsby F. Scott Fitzgerald	Selected short stories Katherine Mansfield

Steps to Individual Oral 

1. Decide on your texts 
   
2. Choose your global issue and guiding question
   
3. Decide on your extracts and annotate hard copies
   
4. Find connections in your GI to the whole text or whole BOW
5. Organise your thinking through a graphic organiser
6. Write your bullet point list

1. Practise the IO. Time and record it. Note areas of improvement
   
2. Revise and rewrite script and bullet point list using your takeaways from above 
   
3. Rehearse and answer questions with an interlocutor
   
4. Practise
5. Perform your IO 

Language and Literature HL

We have in total 12 lessons after the Mock exams and before the IOs start on 7th Feb

Some lessons you will be working on your IO individually or as a group. 

Literature  HL

We have in total 10 lessons after the Mock exams and before the IOs start on 7th Feb

Some lessons you will be working on your IO individually or as a group. 

Global Issue 

Put simply, a 'global issue' is an idea or theme presented in your text/s that has significance in the world. The IB states that it should have the following properties:

It has significance on a wide/large scale

It is transnational

Its impact is felt in everyday local contexts

An example of a global issue might be:

Money as a source of social repression in Metamorphosis and Death of a Salesman

This issue focuses on a specific topic, is not too broad and would allow for interesting development in the oral.

.

Dates 2025

DP2 Lang Lit & Lit individual orals 7th - 14th February 

IB English Language and Literature higher 

Readers, Writers, Texts	Time and Space	Intertextuality
Selected poetry by Wislawa Szymborska	A Doll's House Henrik Ibsen	The Things They Carried Tim O'Brien
The White Tiger Aravind Adiga	Macbeth William Shakespeare	1984 George Orwell

IB English Language and Literature higher 

Advertising Army recruitment "This is Belonging" Kamarama Advertising agency	Political cartoon Liza Donnelly Kal	Opinion columns Maureen Dowd
Photography photojournalism Philip Jones Griffith	Infographics India statistics Factly.in

Various bodies of work which are non-literary texts from the same author, but from different text types. 

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Deferential 

Word of the day

Deferential (adj) – Showing respect for another's authority 

Which character(s) that we have met in our literary explorations would you describe as deferential? 

His deferential attitude toward her made her more confident in her ability to run company. 

Goals for today 

Mock examination results back on Wed 28th Jan 

Monday 26th read chapter one in The Great Gatsby before lesson 

Annotation techniques for IO and proof of process

Annotation 

1. do not annotate with your global issue in mind, but annotate all literary, rhetorical and stylistic devices that you notice.

2. Write on the left-hand side of your extract the topics, concepts, message that is in that paragraph or section of the text. 

3. Annotate on the right-hand side of the text all literary, rhetorical and stylistic devices (or image analysis) 

4. Choose from your annotations the strongest authorial choices to support your global issue. 

Hand in 

You will hand in all your annotations and notes that you made today. 

I will digitalise them and give them back to you tomorrow. 

Proof of process is necessary in case there are questions regarding plagiarism. 

Goals for today 

1920s presentations 

Take notes on context of composition and vocabulary that has been highlighted

Complete - as far as you can - one of the graphic organisers for your IO - upload to the dropbox your work at the end of the lesson 

Listen to the oral 

1. What is the global issue - everyone write this down 

2. Write down what the structure of the oral is. 

3.  Note any linking words or phrases. 

4. Note any literary or rhetorical analysis terminology you hear. 

5. Count how many times a quote or reference 

to the documentary or extract is used to support the argument. 

Write these notes 

What is the global issue? 

What does the student do well? 

What does the student do less well? 

What is unclear? 

What requires more detail or expansion? 

Give preliminary marks

A(10), B (10), C (10), D (10) 

IO exam example

Outline and work as a whole 

In managebac are two outlines that you can use to structure your IO. Choose which one you prefer, either because you feel it fits better with conveying your global issue or work or because you have a preference for that order of delivery. 

Complete, as much as you can at the moment, the outline you choose and upload it to the dropbox before the end of the lesson. 

Criterion A: Knowledge, understanding and interpretation (10 marks)

• To what extent does the student know both the extracts and the work/text?
  
• To what extent is the knowledge and understanding connected to the chosen global issue?
  
• How effective is the evidence used to support the ideas presented in the individual oral?
  
• 10 out of 10: Excellent! What is particularly noteworthy in this oral is the student's engagement which translates to many persuasive insights. There is no prosaic description. Everything the student says is linked to the global issue. Interpretations are sustained.
  

Criterion B: Analysis and evaluation (10 marks)

• How relevant and insightful is the analysis and evaluation?
  
• How well does the student understand the author's choices in relation to the chosen global issue?
  
• 10 0ut of 10: Analytical and evaluative. The student shows a detail appreciation of authorial choices, underpinned by frequent reference to text/extract and works. Far from mechanical, the student has a clear motivation for directing the listener's attention to a broad range of language features, discussing their implications, and supporting ideas with apposite terminology.
  

Criterion C: Focus and organisation (10 marks)

• How clear and sustained is the focus of the oral?
  
• To what extent is the oral a balanced discussion of both the literary work and the non-fiction text?
  
• How well-developed are the ideas in the oral?
  
• 10 out of 10: Sustained and developed. It's really interesting to listen to (and learn from!) the student's approach as he moves from introduction to his first work to text, transitions with clarity to his second work to text, and then concludes with an evaluative but brief period of comparison/contrast that effectively concludes his 10 minutes.  
  

Criterion D: Language (10 marks)

• How accurate is the language used?
  
• How sophisticated is the vocabulary and syntax?
  
• To what extent are elements of style used, and how effectively, to enhance the oral?
  
• 10 out of 10: One observation worth making here is the maintenance of appropriate style and register throughout. The student remains fluent and accurate in both his presentation and Q&A. He present his ideas in a compelling and convincing manner in such a way that the oral is enhanced. The student is a pleasure to listen to, and the listener may also get the sense that the student is enjoying himself too!
  

Goals for today 

Consider an IO example 

Make notes on the texts 

Consider the bullet point list 

Grade an example 

Rate the word 1 to 4

1. I do not know the word, and I have never seen it before. 

2. I've heard or seen the word before, but I'm not sure what it means. 

3. I know the word and can recognise and understand it while reading, but I probably wouldn't feel comfortable using it in writing or speech. 

4. I know the word well and can use it correctly in writing or speech. 

Frivolous 

Word of the day

Frivolous (adj) – behaving in a silly way, not taking anything seriously or an activity or object is silly or not important rather than useful or serious:

Which character(s) that we have met in our literary explorations would you describe as frivolous? 

He has a rather frivolous attitude towards money

Listen to the oral 

1. Read the extracts. Make some notes on what you expect the global issue to be and what authorial choices they may address. 

2. Look at the bullet point list. Do you think that the student will have a balanced approach? Do think the bullet point list will help them in being successful? 

3. Listen to the individual oral and grade it. Look at the points that are available in each criterion. 

Criterion A: Knowledge, understanding and interpretation (10 marks)

• How well does the candidate demonstrate knowledge and understanding of the extracts, and of the works/texts from which they were taken?
  
• To what extent does the candidate make use of knowledge and understanding of the extracts and the works/texts to draw conclusions in relation to the global issue
  
• 
  
• 9 out of 10 
• How well are ideas supported by references to the extracts, and to the works/texts?The student shows a perceptive knowledge and understanding throughout, exploring how mental illness is misdiagnosed and misunderstood within both works, and the limits of empathy. As well as exploring each extract intelligently, she links effectively to the broader works - to two other poems of Szymborska which address the theme of loss, and she also discusses Grace’s response to accusations of madness and experiences of poverty at other points in the text, as well as Atwood’s greater intent of showing the ambiguity of Grace’s situation and point of view.
  

Criterion B: Analysis and evaluation (10 marks)

• How well does the candidate use his or her knowledge and understanding of each of the extracts and their associated works/texts to analyse and evaluate the ways in which authorial choices present the global issue?
• 
  

• 8 out of 10 
• The analysis and evaluation is consistently relevant and often insightful, with a good variety of authorial choices connected to the global issue.   

Criterion C: Focus and organisation (10 marks)

• How well does the candidate deliver a structured, well-balanced and focused oral?
  
• How well does the candidate connect ideas in a cohesive manner?
• 
  
• 8 out of 10

While the introduction and transitions between ideas could have been signposted more clearly, overall the oral is purposeful, coherent, and balanced. 

Criterion D: Language (10 marks)

• How clear, accurate and effective is the language?
  
• 
  
• 9 out of 10
• The student is a very clear and accurate speaker, and there were no noticeable errors. Her delivery showed an engagement with the materials as her register shifted to indicate her views on the way the characters were being treated. Her delivery was poised in both the oral and question session. 

Goals for today 

Practice IO with timings 

Phrases for linking ideas and parts of the IO 

Example Q & A questions and asking questions 

The Great Gatsby chapter 1 & 2 

Field of Inquiry 

Culture, identity, community 

Beliefs, values, education 

Politics, power, justice

Art, creativity, imagination 

Science, technology, the environment 

Example Q&A questions 

• What stance does each text take on the global issue? How is this apparent in the way that they are written?

• Has either text changed your opinion about the global issue? Why/why not?

• Do you find either text challenging or confronting in the way it presents the global issue? Why/why not?

• Is there an accepted reading of how the text presents the global issue? Are there convincing alternative readings?

• Which elements of the extract are typical of the author/the text as a whole?

• Which of the author’s choices in this extract do you find most effective/powerful/interesting in relation to the global issue?

Bullet point list requirements 

Max 2 lines per bullet point (Font size: 11 - 12 points Arial/ Aptos/ Times)

The form is in IO folder and in the IB forms and syllabus folder in MB 

You must use this 

Upload on 9th February before 10pm 

Criterion A: Knowledge, understanding and interpretation (10 marks)

• How well does the candidate demonstrate knowledge and understanding of the extracts, and of the works/texts from which they were taken?
  
• To what extent does the candidate make use of knowledge and understanding of the extracts and the works/texts to draw conclusions in relation to the global issue
  
• 
  
• 8 out of 10: There is good knowledge and understanding shown in the oral with a sustained interpretation of the global issue (identity - what it means to be a father in times of war). There are relevant references to the text/work that support the arguments being made. It is not yet excellent though as a persuasive interpretation isn't accomplished because more work with the evidence was needed.  

Criterion B: Analysis and evaluation (10 marks)

• How well does the candidate use his or her knowledge and understanding of each of the extracts and their associated works/texts to analyse and evaluate the ways in which authorial choices present the global issue?
• 
  

• 7 out of 10: The analysis and evaluation of the extracts and text/work are relevant and at times insightful. The student does a better job with the poster than the play. But the authorial choices, especially as it concerns Macbeth, are only identified and reasonably understood in relation to the global issue (there needs to be much more depth here). In the question and answer portion, the candidate is clearly in the 7-8 band based on his responses to the questions.   

Criterion C: Focus and organisation (10 marks)

• How well does the candidate deliver a structured, well-balanced and focused oral?
  
• How well does the candidate connect ideas in a cohesive manner?
• 
  
• 9 out of 10: The oral maintains a clear and sustained focus on the task. It is well-balanced, easy to follow, logical, convincing, and well-organized. There is a clear balance between discussing the extract and connecting it to the whole work.   

Criterion D: Language (10 marks)

• How accurate is the language used? 
• How sophisticated is the vocabulary and syntax?
• To what extent are elements of style used, and how effectively, to enhance the oral?
• 
  
• 9 out of 10: The elements of style are very appropriate in this oral. There's clear engagement in his voice. It is not memorised, but at the same time, the listener can tell that the candidate is well-prepared. The language is very clear and accurate and any errors (especially the occasional, clearly accidental slip-ups with names in Macbeth) do not hinder communication.  

Goals for today 

Listen, grade and compare and contrast an exemplar 

Take a timed practice 

Reflect and improve your IO and construct your bullet point list 

The White Tiger chapter 2 

Bullet point list requirements 

Max 2 lines per bullet point (Font size: 11 - 12 points Arial/ Aptos/ Times)

The form is in IO folder and in the IB forms and syllabus folder in MB 

You must use this 

Upload on 9th February before 10pm 

Listen to the oral 

1. Read the extracts. Make some notes on what you expect the global issue to be and what authorial choices they may address. 

2. Look at the bullet point list. Do you think that the student will have a balanced approach? Do think the bullet point list will help them in being successful? 

3. Listen to the individual oral and grade it. Look at the points that are available in each criterion. 

Criterion A: Knowledge, understanding and interpretation (10 marks

• To what extent does the student know both the extracts and the work/text?
  
• To what extent is the knowledge and understanding connected to the chosen global issue?
  
• How effective is the evidence used to support the ideas presented in the individual oral?
  
• 
  
•  8 out of 10: The candidate was close to showing excellent knowledge and understanding and could have been awarded the top band based on the oral alone. There was a persuasive interpretation of the work/body of work and extracts. The references were very well-chosen and effectively supports the arguments being made.  However, her nerves got to her and she struggled with the questions.  In other words, her knowledge, understanding and interpretation was not sustained in the Q and A.
  

Liza Donnelly & Brave New World

Criterion B: Analysis and evaluation (10 marks)

• How relevant and insightful is the analysis and evaluation?
  
• How well does the student understand the author's choices in relation to the chosen global issue?
  
• 
  
•  8 out of 10: There is a thorough and nuanced understanding of the authorial choices and how they shape meaning (in relation to the GI). This analysis and evaluation was relevant and insightful.  However, there wasn’t enough and the Q and A section didn’t allow her to flourish.  This was unfortunate.   
  

Liza Donnelly & Brave New World

Criterion C: Focus and organization (10 marks)

• How clear and sustained is the focus of the oral?
  
• To what extent is the oral a balanced discussion of both the literary work and the non-fiction text?
  
• How well-developed are the ideas in the oral?
  
• 
  
• 9 out of 10: The overall structure of the oral was very well-balanced between all the component parts and there was a sustained focus on the GI. It was a logical and convincing presentation of ideas.
  

Liza Donnelly & Brave New World

Criterion D: Language (10 marks)

• How accurate is the language used?
  
• How sophisticated is the vocabulary and syntax?
  
• To what extent are elements of style used, and how effectively, to enhance the oral?
  
• 
  
• 8 out of 10: The language was clear and accurate with occasional errors and the style was appropriate.
  

Liza Donnelly & Brave New World

Criterion A: Knowledge, understanding and interpretation (10 marks

• To what extent does the student know both the extracts and the work/text?
  
• To what extent is the knowledge and understanding connected to the chosen global issue?
  
• How effective is the evidence used to support the ideas presented in the individual oral?
  
• 
  
• 6 out of 10: Overall, there is satisfactory knowledge of the extracts and works with generally relevant references to the text. There is a clear connection to the GI. It is on the higher end of this band because there is sound knowledge and understanding of how each author presents the global issue.
  

Liza Donnelly & The Underground Railroad 

Criterion B: Analysis and evaluation (10 marks)

• How relevant and insightful is the analysis and evaluation?
  
• How well does the student understand the author's choices in relation to the chosen global issue?
  
• 
  
• 6 out of 10: If taken holistically, the oral is analytical in nature and choices are identified with a reasonable amount of understanding.  As such, it falls in the 5-6 band and a 6 is ultimately awarded because of the consistent focus on the author and choices even if was not good enough to reach the next band.  To be clear, this oral is not reliant on description nor is it vaguely understood and therefore the 3-4 markband is inappropriate.
  

Liza Donnelly & The Underground Railroad 

Criterion C: Focus and organization (10 marks)

• How clear and sustained is the focus of the oral?
  
• To what extent is the oral a balanced discussion of both the literary work and the non-fiction text?
  
• How well-developed are the ideas in the oral?
  
• 
  
• 6 out of 10: The overall organization is mostly balanced, mostly logical, and mostly connected in a cohesive manner.  Structurally this moves between the extracts and wider bodies of work equally. Despite going over time slightly this was a thoughtfully structured response.
  

Liza Donnelly & The Underground Railroad 

Criterion D: Language (10 marks)

• How accurate is the language used?
  
• How sophisticated is the vocabulary and syntax?
  
• To what extent are elements of style used, and how effectively, to enhance the oral?

• 5 out of 10: As for the language and style, the lower end of the 5-6 band is the best fit based holistically on how the student speaks and what she talks about.  It is not in the band below based on the phrase "often inappropriate" and the word "detract." It is neither.
  

Liza Donnelly & Brave New World

Bullet point list requirements 

Max 2 lines per bullet point (Font size: 11 - 12 points Arial/ Aptos/ Times)

The form is in IO folder and in the IB forms and syllabus folder in MB 

You must use this 

Upload on 9th February before 10pm 

Criterion A: Knowledge, understanding and interpretation (10 marks

• To what extent does the student know both the extracts and the work/text?
  
• To what extent is the knowledge and understanding connected to the chosen global issue?
  
• How effective is the evidence used to support the ideas presented in the individual oral?
  


• 9 out of 10
  
• The student shows a perceptive knowledge and understanding throughout,  exploring how mental illness is misdiagnosed and misunderstood within both works, and the limits of empathy.  As well as exploring each extract intelligently, she links effectively to the broader works - to two other poems of Szymborska which address the theme of loss, and she also discusses Grace’s response to accusations of madness and experiences of poverty at other points in the text, as well as Atwood’s greater intent of showing the ambiguity of Grace’s situation and point of view.
  

Alias Grace & Szymborska 

Criterion B: Analysis and evaluation (10 marks)

• How relevant and insightful is the analysis and evaluation?
  
• How well does the student understand the author's choices in relation to the chosen global issue?
  
• 
  
• 8 out of 10

• The analysis and evaluation is consistently relevant and often insightful, with a good variety of authorial choices connected to the global issue.   
  

Alias Grace & Szymborska 

Criterion C: Focus and organization (10 marks)

• How clear and sustained is the focus of the oral?
  
• To what extent is the oral a balanced discussion of both the literary work and the non-fiction text?
  
• How well-developed are the ideas in the oral?
• 
  
• 8 out of 10
• While the introduction and transitions between ideas could have been signposted more clearly, overall the oral is purposeful, coherent, and balanced. 

Alias Grace & Szymborska 

Criterion D: Language (10 marks)

• How accurate is the language used?
  
• How sophisticated is the vocabulary and syntax?
  
• To what extent are elements of style used, and how effectively, to enhance the oral?
• 
  
• 9 out of 10

• The student is a very clear and accurate speaker, and there were no noticeable errors. Her delivery showed an engagement with the materials as her register shifted to indicate her views on the way the characters were being treated. Her delivery was poised in both the oral and question session. 
  

Alias Grace & Szymborska