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Criterion C: Interactive skills - communication.Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion?

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Criterion C: Interactive skills - communication.Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion?

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According to this criterion, students have to show comprehension, must have  continuous participation and have to contribute, if possible, with their answers.

All these skills can be practised taking part in debates, role-plays, presenting topics previously prepared, at the end of which they are asked questions by the audience and they have to answer them. Also, taking part in spontaneous discussions in which they have to give arguments and counterarguments. Comprehension can also be worked through listening activities. The teacher has to foster self-confidence among the students and make them feel that every single opinion is going to be respected and will be a contribution to the rest.

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Criterion B2: Message – conversation.Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion?

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Criterion B2: Message – conversation.Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion?

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According to this criterion, the student is expected to stick to the questions, give full and developed answers and if possible, go further and include some personal opinions engaging the interlocutor in his/ her responses. For students to carry all this out successfully, they have to practise answering questions giving arguments, reasons, justifications, interpretations, so we should provide them with useful expressions that they have to include in their answers. Pair-work asking and answering and changing roles can work. After that, recording themselves and showing the videos to the class to be assessed and commented is a really good teaching technique.

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Dear all,

With the many submissions that have been added to the padlet, it is starting to look a bit cluttered. I will be adding mine, but for clarity’s sake I have also added them here.

Criterion B1

With regard to the presentation, in what ways are the skills required at HL and SL

(a)    different?

(b)    similar?

The similarity between scaffolding is apparent, the focus of the evaluation is different.

In the overall relevance, the SL presentation is based on a stimulus, whereas in HL it is based on a literary extract. The prime focus is the relevance at both levels, but in the highest band a distinction is made between the amount of detail in the presentation (SL) and how convincing it is (HL). Perhaps the ‘convincingness’ of the presentation is the one descriptor element I can interpret, but that does give me some doubt as to what is intended: surely a less than perfect presentation can also be convincing?

Which teaching techniques can be used to develop skills appropriate for each level?

The focus of the first phase of the oral test is double: the students are expected to (1) analyse and then (2) present. Thus, the practice needs to focus on both. At this time in my lessons, both textual and stimulus based analyses are practiced in writing and in speaking. The students get one of either and, in general, first do an individual analysis, then a peer discussion (in pair or fours), followed by a class discussion. This approach allows students to practice their presentation skills: when an analysis is only discussed at class level, the students have not actually had the chance to present their insights, which explain the need for a peer discussion level. In my opinion, this level is most efficient when all students are expected to present and participate at an equal level. As I have done before, I refer to Kagan Cooperative Learning for some ideas as to how to accomplish this.

Criterion B2

Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion?

This particular criterion shows quite a few similarities with strategies that can also be used for the preparation of a writing task. The pupils need to learn to address the tasks given with an analytical mind and reply with a complete answer. The answer should then be built on:

1.       A clear understanding of the questions asked. For this students need to learn among other things how questions are structured, what particular vocabulary (task verbs, questions words) means and what the implication of intonation is. All this can only be achieved by regular practice and constant reflection after assignments and oral tests.

2.       Having a clear view of how to structure an answer. I prefer to teach the students to build answer according to the same (or a similar) principle as the one that is frequently used to structure an essay paragraph:

a.       Point

b.       Evidence (Quotation)

c.       Evaluation (Analysis)

Criterion C

Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion?

There are many ways to prepare for interaction, but in my humble opinion there is only one real way to make sustainable progress and that is: practice, practice and more practice. A common mistake is that students only really practice with the teacher, or that when they are supposed to practice among one another, they are given no clear instruction as to how to approach the task. As I have mentioned several times before, using cooperative learning structures can be extremely helpful in this context!

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Ø  With regard to the presentation, in what ways are the skills required at HL and SLCriterion B1:Messagedifferent?  similar ?Overall relevanceTha last level of proficiency in this criterion make a difference in the SL emphasizing the importance of the explicit and the implicit meaning of the picture (stimulus) On the other hand, in the HL the student has to provide convincing arguments related to the literary extract.The first two levels of proficiency are described with the same aspects.ContentIn this aspect all the proficiency levels differ between SL and HL: In SL, students are required mainly  to describe explicit things and include personal interpretations. In Hl, students have to provide supported arguments /opinions based on the literary sample. Linkage to target cultureThe main difference I can identify is in the last level of proficiency because students have to use the language is concrete, specific and concise, neither  wordy nor ambiguous. I think that even there are differences between the order of the words to describe the proficiency of each level, the first two are requiring that the ideas expressed by the students are linked to the target culture.Ø  Which teaching techniques can be used to develop skills appropriate for each level ?I want to share with you some teaching techniques that I am sure you have used in your classes: According to Hornby (1987) “speaking is uttering words, knowing and being able to use the language, expressing oneself in words, making speech”, so that as teacher we need to provide:Activities that trigger interaction, a need to share what we think, feel, want like acting from script, communication games, discussions, questionnaires, simulation and role-play, debate.When I was thinking about which techniques would be appropriate for either basic or more proficient students, i think that all of them can be adapted and useful for any level. The language learners in basic levels always need models of the language to follow, to repeat or to replicate in order to make them feel confident while using it.The complexity of the language needs to be learnt or acquired based on patterns so that imitating sounds, words, phrases, and ideas is the necessary process in any level.

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Ø  With regard to the presentation, in what ways are the skills required at HL and SLCriterion B1:Messagedifferent?  similar ?Overall relevanceTha last level of proficiency in this criterion make a difference in the SL emphasizing the importance of the explicit and the implicit meaning of the picture (stimulus) On the other hand, in the HL the student has to provide convincing arguments related to the literary extract.The first two levels of proficiency are described with the same aspects.ContentIn this aspect all the proficiency levels differ between SL and HL: In SL, students are required mainly  to describe explicit things and include personal interpretations. In Hl, students have to provide supported arguments /opinions based on the literary sample. Linkage to target cultureThe main difference I can identify is in the last level of proficiency because students have to use the language is concrete, specific and concise, neither  wordy nor ambiguous. I think that even there are differences between the order of the words to describe the proficiency of each level, the first two are requiring that the ideas expressed by the students are linked to the target culture.Ø  Which teaching techniques can be used to develop skills appropriate for each level ?I want to share with you some teaching techniques that I am sure you have used in your classes: According to Hornby (1987) “speaking is uttering words, knowing and being able to use the language, expressing oneself in words, making speech”, so that as teacher we need to provide:Activities that trigger interaction, a need to share what we think, feel, want like acting from script, communication games, discussions, questionnaires, simulation and role-play, debate.When I was thinking about which techniques would be appropriate for either basic or more proficient students, i think that all of them can be adapted and useful for any level. The language learners in basic levels always need models of the language to follow, to repeat or to replicate in order to make them feel confident while using it.The complexity of the language needs to be learnt or acquired based on patterns so that imitating sounds, words, phrases, and ideas is the necessary process in any level.

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Criterion C:
Interactive skills need to be prepared since they require a lot of spontaneity, it demands students to be good at both the language and social skills. I think play roles and questionnaires are very good to make students feel more confident not only as a listener but also as a speaker in the communication process.

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Criterion C: Interactive Skills- communication:Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion?

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Criterion C: Interactive Skills- communication:Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion?

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Interaction is extremely important while communicating thoughts in this discussion thread. Keeping the conversation open-ended, deep, relevant and yet engaging are the skills students need to be adept in, for this part of the test. Frequent turn and talk opportunities, role playing types of interactive informal activities along with the more sophisticated and nuanced Socratic seminar or Discussion panel type discussion activities help students take the opportunity to build on ideas and have a conversation. Listening and then linking responses to what the speaker has said is yet another essential skill, that takes time and practice. Providing sentence stems that enhance connections with the speaker and/or build on or adds to the speakers comment in the conversation are some focus areas. A bit of thoughtful wait time (a few seconds) or fillers are okay on the part of the examiner or the student, but the responses need to be thoughtfully worded.  is extremely important while communicating thoughts in this discussion thread. Keeping the conversation open-ended, deep, relevant and yet engaging are the skills students need to be adept in, for this part of the test. Frequent turn and talk opportunities, role playing types of interactive informal activities along with the more sophisticated and nuanced Socratic seminar or Discussion panel type discussion activities help students take the opportunity to build on ideas and have a conversation. Listening and then linking responses to what the speaker has said is yet another essential skill, that takes time and practice. Providing sentence stems that enhance connections with the speaker and/or build on or adds to the speakers comment in the conversation are some focus areas. A bit of thoughtful wait time (a few seconds) or fillers are okay on the part of the examiner or the student, but the responses need to be thoughtfully worded.

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Criterion B2: Message conversation: Which teaching techniques can be used to develop conversational skills as indicated in this criterion?

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Criterion B2: Message conversation: Which teaching techniques can be used to develop conversational skills as indicated in this criterion?

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Students need to practice frequent speaking and listening skills for this part of the test. They need to sustain a conversation and speak for a length of time. The responses must be developed so the clarity around topic development, elaboration skills, linking and making connections all become important at this level. They need to apply all the learning around “making a conversation” and take a stance. The answers need to be related to the topic, must involve or engage the interlocutor. The depth of thought and the ability to link ideas cohesively and coherently are key here. In order to develop these skills, Students need frequent practice with both informal and formal oral activities. Fluency can be developed with participation in impromptu activities as well as planned debates or Socratic seminar type activities.

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Criterion B1: Message – visual stimulus / literary extract
 With regard to the presentation, in what ways are the skills required at HL and SL

different?
The skills differ in the stimulus given. In SL personal opinions and interpretations are required, in HL the
oral individual is based on a literary extract.
The content in SL is descriptive and includes personal interpretations while the content in HL is based on some observations and opinions in an effective manner.
similar ?
In both levels ideals and personal interpretations must be included in the content and are linked to the target audience in a clear way.

Which teaching techniques can be used to develop skills appropriate for each level
SL:
-Reading the photograph
-photograph  descriptions
-Oral presentations related to the target culture
HL
-Oral presentations related to the target culture
- Skimming –scanning
-Practice with English idioms and expressions

Criterion B2: Message – conversation
SL & HL
Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion ?
-Practice the formula: P+C+O  which means practice with : Photo selection, identify the key words in the caption and link it to the option ( core topics) in order to guide the communication process
-Timing activities: conversations, speeches,debates, dialogues ,etc. (based on the core topics)
-Stating the thesis statement (captions) : Dominant/preferred reading , oppositional reading or  Negotiated reading
-

Criterion C: Interactive skills - communication
SL & HL
Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion ?
-Practice with idiomatic expressions
-Practice : pronunciation , intonation, rhythm and pace
-Avoiding Yes/No answers and repeated ideas
-Timing conversational activities: debates, speeches, dialogues, etc.

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My thoughts.
Following the criteria produced on the document, the skills required at the SL and HL are different in that at the SL, studendts need to use various ways of analysing a stimulus with focus on implicit and explicit details while at the the HL, focus is on how consistent and relevant students can develop their own ideas in relation to a given extract.
B) Similar: I think they are similar in that at both the SL and HL, students need to think critically and react to a given extract or any stimulus by analysing and making a clear to the target cultures.
I think the teaching skills that can be used to develop the skills appropriate for the SL for example, are giving students many reading and listening and speaking exercises with a series of guiding which can enable them use an analytical mind trying to relate pictures to the some of the ideas in the texts.
At the HL, students can be given short stories or simple poems to read analyse using their own ideas as well as relating the main ideas in the texts to real life situations.
B2:Message and conversation
I think the the best teaching techniques that could be used to develop conversions skills for both SL and HL are enough speaking activities, video and listening with so many oral exercises where the teacher guide them to bring out through a series of questions. Students can also be given extracts from a text to read, analyse a d link their own interpretation to the main theme in the text.
Criterion C: Interactive skills -Communication
The teaching techniques that I suggest here include giving students information gap activities. This can enable them to work in pairs and share information with each other to complete a given task. Listening exercises picture interpretation are also good to develop conversions skills in students if they are given a few minutes to observe or listen and then say what they have understood from the messages in their own words. I think these speaking exercises can boast their confidence since in the course of these lessons, the teacher can guide on correct sentence structures and appropriate vocabulary to use.

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In order to develop conversational skills according to the wording students could practise with roleplays. I like  the idea of recording the students and analysing the clips with them.  Then, whenever they are ready, we repeat the roleplay and the recording. They like comparing the two clips and seeing their improvement.

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Criterion B1                                                                                                                                      Which teaching techniques can be used to develop skills appropriate for each level?

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Criterion B1                                                                                                                                      Which teaching techniques can be used to develop skills appropriate for each level?

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In both cases I think there has to be extensive modelling from the teacher. Then procedural knowledge and practice, practice and more practice.

The students have to be exposed to different kinds of materials to be described, not only to images. They should be taught how to analyse materials in order to generate their speaking outcome. And though it's speaking what they are working, notes are essential. I always take notes of everything and upload them to Google Classroom to share them with my students.. I want them to practise in class as much as possible not just to focus on note taking.
I love the exercise in which as a class, each student tries to add one word or phrase to a sentence, in order to make a  description.
Also  we also play with one Kagan structure ´Paraphrase passport´, it´s really important to teach them the difference between paraphrasing, describing and giving opinion.

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Criterion B1: Message – visual stimulus / literary extract                                                                    	With regard to the presentation, in what ways are the skills required at HL and SL

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Criterion B1: Message – visual stimulus / literary extract                                                                    	With regard to the presentation, in what ways are the skills required at HL and SL

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Ø  With regard to the presentation, in what ways are the skills required at HL and SL

(a)   different?

(b)   similar ?

Under “Overall relevance,” the markbands are nearly identical except for the highest markband (a); in addition to having consistent relevance, the SL response must “draw[] on explicit and implicit details,” while the HL’s highest markband must be consistently relevant and “convincing.” (b)

Due to the different stimuli/topics the content markbands are completely different (a). The SL tasks focus on descriptions and personal interpretations of the stimulus, whereas the HL tasks are concerned with making well-developed and supported observations and opinions. Although the content aspect different at each level, the requirements are similar in that they both require students to introduce the main features of the stimuli/topic and then provide their own personal viewpoint on it. (b)

Both SL and HL also require students to establish a connection to the target culture (b); however, the standard for HL is slightly higher (a). While the SL uses the words “mostly linked,” the HL, in contrast, describes the equivalent markband as “most ideas are clearly linked.” At the SL’s highest markband, the presentation makes “clear links,” while the HL’s highest markband must be “linked clearly and effectively” (a). Of course, the most obvious difference is that the SL links a presentation to the target culture, but the HL links the student’s ideas to the target culture (a).

Ø  Which teaching techniques can be used to develop skills appropriate for each level ?

I see a lot of intersection in the types of skills that can be practiced and developed at both SL and HL. Certainly students at both levels would benefit from summary skills. Both students will need to make statements about the “main ideas,” or most prominent features, of their oral test stimuli. Summarizing skills include differentiating between relevant and irrelevant details. Standard and high level students should also be taught about the target culture and be given time to practice identifying connections between everyday topics and ideas and the target culture. Both groups will need to see logical connections between major details and supporting details; they should also have practice with structure and organization or concepts.

The standard-level students will need more practice identifying explicit and implicit details.

It seems that the high level students more than the standard level students will need more time to practice persuasive arguments. Due to the higher demands of their test compared to SL, they might also need more time honing their skills in the development and support of ideas.

Ø  Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion?

It might be helpful to have students practice paraphrasing so that they can learn to repeat key parts of the questions in their responses. This will keep their answers relevant and help them stay on topic.

I also think it would be useful for students to have a debate and afterwards to analyse together which arguments were the strongest and why.

Furthermore, students need practice using proper transition words so that their arguments are cohesive.

Lastly, students need to develop their fluency. This can be accomplished during several exercises in which students are tasked with speaking freely about a topic for a length of time. They will lose points if they pause, stop early, or get off topic. Fluency practice can be made into a fun game or practiced thought informal chat on a regular basis so that students can be comfortable expressing themselves.

Ø  Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion ?

A huge part of good conversational skills is listening skills. All of the tasks judged in this criterion require comprehension in order to be successful. Thus, the first technique I would use to develop conversational skills is practicing listening. This can be done through the use of authentic audio recordings and video without subtitles.

Another strategy I would use in the classroom is teaching students how and when to interject by learning about and listening for verbal cues and then practicing using appropriate responses in conversation. There is a wealth of videos about how to stay engaged in a conversation, how to politely interject, and how to connect with the person with whom one is talking.

Overall, students would benefit from additional language practice, which includes learning vocabulary and commonly used phrases. Learning these things will help students develop as good conversationalists.

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Module 4 Individual oral assessment deconstructed.docx

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Criterion C: Interactive skills - communication

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Criterion C: Interactive skills - communication

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Ø  Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion?
I think very helpful skills are communication and reflective skills. We need to make sure students develop critical thinking when communicating their opinions regarding a topic. All the activities suggested before such as role plays, discussions, etc. are good activities to encourage students to be interactive with the langauge. A good way to engage students into this practice is by being critical to them and asking questions in order to start discussions. We need to make sure that we avoid having our students only be responding to questions, and also encourage them to be the ones leading a conversation in which questions arise.

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Ø Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion?
I would say that for both levels the implementation of reflective questions will help. Also the implementation of oral dynamics such as presentations (with questions), debates, etc. in which student has to challenge him/herslef in order to give specific and clear responses towards something. I think that this is challenging for teachers because students always get nervous when answering to questions. Students believe that the more extensive their answer is the better; however, this is not always right. Sometimes, the clearer and shorter your answer is the better. This because we do not want students to waffle. We want them to be clear, specific, and concise when answering. The key point here is to encourage students to be enhancing communication through personal interpretations in order to engage the interlocutor.

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Criterion B1: Message – visual stimulus / literary extract  

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Criterion B1: Message – visual stimulus / literary extract  

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Ø With regard to the presentation, in what ways are the skills required at HL and SL
Different: First the stimulus in each level SL and HL are different. The presentation in each is expected to be covered using as reference such stimulus; however, because the stimulus are different, the presentaion will be different. In SL it is expected that student provide details, personal interpretations and that he/she links such stimulus with his/her target language. In HL the student is expected to use the literary extract to analyze it and then provide his/her opinions, provide references that suggest understanding towards the literary extract, and that his/her ideas towards the extract are supported with details and observations.
In my opinion the main difference is the stimulus used because in HL it invonves more analysis and critical thinking. It implies that students not only read the text, but understand it to make the most out of it. When we talk about a visual stimulus, then the possibilities for students are wider. One could connect a visual aid with a personal experience, an academic topic, an anectdote, an article they have just read that connects to the photo, etc. However in HL the restriction of the stimulus varies. So, student first has to comprehend the message of it in order to be decoded.  For me then the main difference has to do with the level of complexity.

Similar:
In my opinion in both SL and HL the students are required to provide details, personal opinions, interpretations and links to a target culture.

Ø  Which teaching techniques can be used to develop skills appropriate for each level?
SL: I like presenting visual aids to my students related to a specific content (captions) so that I encourage my students to go into specific details not only about the photo, but the topic to be discussed. I like telling them how important is to make personal and social connections since this is what the IB evaluation will also appreciate. We can guide students with questions in which we make them aware about the importance of integrating more specific details and more concise opinions.

HL: I have no experience with the application of this instrument (evaluation), but I guess that critical thinking skills will be very effective to take this evaluation. Then students become more reflective about a literary extract.

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Criterion B1: Message – visual stimulus / literary extract In what ways are the skills required at HL and SL different and similar?

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Criterion B1: Message – visual stimulus / literary extract In what ways are the skills required at HL and SL different and similar?

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The basic difference between SL and HL is the usage of a visual stimulus or a literary extract respectively. They are used to start working to end up having a conversation or a discussion. Regardless the material used, in both levels there must be a strong relation between the resources and the information presented.

When presenting the content, students work superficially in SL and much more in depth in HL. In SL the student just gives descriptions or personal interpretations, whilst in HL what the student gives is supported opinions. Everything in both levels have to be linked to the resource.

In both levels there must be a connection between the ideas in the presentation and the target culture.

Which teaching techniques can be used to develop skills appropriate for each level?

In both levels students should be able to analyse the different resources presented - video, photograph, literary extract, … They have to develop special listening skills as they will have to listen to their peers talking. But they should also have a balanced level of participation. The teacher has to supervise how much each student participates and bear in mind that sometimes strong students are shy and those who make mistakes are really extrovert and don´t stop participating.

We have to teach students to take turns and to avoid repetitions. They can refer to what others have said and make a reference to it. For this, we have to teach them useful phrases or expressions.
In addition to this, we have to teach the students to give full answers to the open questions and to relate new contents to those already mentioned and to the videos, pictures or extracts. Even though the depth in the way they work is different for each level, the teaching techniques can be very similar.

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	Which teaching techniques can be used to develop skills appropriate for each level?I think this style of analysis is best practiced through the exploration of a wide variety of content. SL and HL students would benefit from analysing not just literary texts and images, but also videos, their classmates’ presentations, and other types of content.	Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion ?Students can be taught how to ask and answer open-ended questions, rather than just saying “yes” and “no.” The Socratic method of teaching actually helps students learn how to do this as they use the teacher’s model for that in their own conversations.	Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion ?These conversational skills can be developed through almost every type of speaking/listening activity. The criteria here are looking at the big picture. Small group work, in particular, can help prepare students for this because it encourages participation. 

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	Which teaching techniques can be used to develop skills appropriate for each level?I think this style of analysis is best practiced through the exploration of a wide variety of content. SL and HL students would benefit from analysing not just literary texts and images, but also videos, their classmates’ presentations, and other types of content.	Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion ?Students can be taught how to ask and answer open-ended questions, rather than just saying “yes” and “no.” The Socratic method of teaching actually helps students learn how to do this as they use the teacher’s model for that in their own conversations.	Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion ?These conversational skills can be developed through almost every type of speaking/listening activity. The criteria here are looking at the big picture. Small group work, in particular, can help prepare students for this because it encourages participation. 

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	With regard to the presentation, in what ways are the skills required at HL and SL(a)	different? I  think analysing the literary extract requires more specific analysis of the content, where as the content of the visual stimulus lends itself to a more personalized response. The HL skills must be more geared towards convincing, while SL is more expository.(b)	similar ? The idea for each is to express oneself clearly and with sufficient evidence and details in order to make a strong case. The skills for linkage to the target culture are very similar for both tasks, as is the need to keep one’s words relevant to the topic at hand. 

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	With regard to the presentation, in what ways are the skills required at HL and SL(a)	different? I  think analysing the literary extract requires more specific analysis of the content, where as the content of the visual stimulus lends itself to a more personalized response. The HL skills must be more geared towards convincing, while SL is more expository.(b)	similar ? The idea for each is to express oneself clearly and with sufficient evidence and details in order to make a strong case. The skills for linkage to the target culture are very similar for both tasks, as is the need to keep one’s words relevant to the topic at hand. 

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SL - HL Similarities: According to criterion the most common similarities are that in both task have clear ideas in order to develop their presentational skills. in SL students have the choice to make whereas, HL students choose any two literary texts. In SL students mostly work on a surface while in HL they need to become deep learners. Both HL & SL their ideas aren't clearly linked to the targeted culture. As for content is a concern in SL presentation provides partial information while HL students provide full information in length and depth.

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Tsanka's Post: All questions answered here in one post

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Tsanka's Post: All questions answered here in one post

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Hello.

With regard to the presentation, in what ways are the skills required at HL and SL

(a)   different?

The details here are important and also the student's presentation and understanding about this detailes and ideas implicated in this details. In SL the the attention is drawn to the explicit and implicit details of the text and students can analyze them in different levels, while in HL students are expected to be focused on the presentation as a whole not so much on the details of the text but the presentation should be convincing; here the details are not so important but the ideas given should be developed and supported by observations and opinions of their own ideas; here the analytical mind is important to develop and support the ideas not the details from which the student can extract ideas and support them not with their own ideas but by the associations made through the geiven details.

With regard to the presentation, in what ways are the skills required at HL and SL

(b)   similar ?

The required skills at HL and SL are similar for me in the analyzing. In both of them students need to use their analitical mind. In HL they should analyze the observations and opinions, while in SL they should analyze the deitals in the text.

Which teaching techniques can be used to develop skills appropriate for each level ?

First we should learn students to read the texts carefully, think about the whole idea in the text and analyze its message. By understanding the main focus of the text they are ready to look at some more interesting parts of the text that are not so clear and try with the help of the teacher to understand them better. By understanding these difficult for them parts of the texts they are ready to look at the details and think about what they can extract from them. They can develop and support their own ideas and undestanding of the whole text and support their ideas with different levels of the texts. The teacher can devide the undestanding of the text on parts to make it clear and easier for students to undestand and analyze it.

Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion ?

To teach students to answer the questions is first important for them to undestand the given text, to be prepared to analyze their ideas in a good way, to think about different details and what is implicated in them. To sum up, the students should be prepared for their presentation. By having their own ideas about the text messages and would be ready to compare them with the other students' ideas. When the question is difficult the students can focuse their attention to the key words used in the question and think how they are related to their ideas and then the answer can apper easily. When the question is related to the main idea of the text and understanding of it, they can draw their attention on the main meaning of the qustion and relate it to their ideas that they have presentend in the text. It can be trained by listening and reading comprehension exercises and asking and answering questions on them. By understanding different texts students are going to practice asking and answering questions with different levels of difficulty, students would be ready ask and answe questions related to text that they are rationalized and analyzed implicating their own ideas and understanding about the world in it.

Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion ?

I think that speaking exercises can give the students confidence on their speaking skills, escecially speaking exercises on some school or social themes that are interesting for students because they are related to their real life. Discissing suah types of problems students would be active in the discussion because they have their own ideas which they should be ready to express in the discussion without think about the problem at the moment they hear the theme. It can give them confidence to think about the vocabulary which is appropriate about the theme and to think about the formation of the sentences, the appropriate grammatical constructions and correct tense that they should use in different situations.

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Criterion B1: Message – visual stimulus / literary extract  

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Criterion B1: Message – visual stimulus / literary extract  

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With regard to the presentation, in what ways are the skills required at HL and SL

(a)  different?

(b)  similar?

SL - HL Similarities: According to criterion the most common similarities are that in both task have clear ideas in order to develop their presentational skills. in SL students have the choice to make whereas, HL students choose any two literary texts. In SL students mostly work on a surface while in HL they need to become deep learners. Both HL & SL their ideas aren't clearly linked to the targeted culture. As for content is a concern in SL presentation provides partial information while HL students provide full information in length and depth.

lop skills appropriate for each level

Learners must relate their knowledge to new tasks, making it usable knowledge – the kind experts possess

we can engage our students in critical thinking, the emphasis of your lessons must switch from passive to active learning.we need to build their confidence to make someone accept their perspective.
Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion?
Teaching conversational skills can be challenging as not only English skills are required. English students who excel in conversation tend to be those with self-motivated, outgoing personalities. However, students who feel they lack this skill are often shy when it comes to conversation.

Get Rid of Unnecessary Conversation Fillers

Ask Questions and Repeat the Other Person

Put Away the DistractionsTo teach students to answer

it is quite important for students to understand questions what we can do is to get them ready to, read carefully, analyze each other's work and think critically. All students should be prepared for their presentation. They must have a clear understanding of their topic. In order to prepare their work, they can compare & contrast their work with other peers.

Criterion C: Interactive skills - communication

SL & HL

Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion?

I think that speaking exercises can give the students confidence in their speaking skills, especially speaking exercises on some school or social themes that are interesting for students because they are related to their real life. Discussing such types of problems students would be active in the discussion because they have their own ideas which they should be ready to express in the discussion without thinking about the problem at the moment they hear the theme. It can give them the confidence to think about the vocabulary which is appropriate about the theme and to think about the formation of the sentences, the appropriate grammatical constructions and correct tense that they should use in different situations.

Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion?

There are plenty of ways to improve conversational skills by using different types of activities such as panel discussions, speaking activities these activities help them to be very confident and help them not to be afraid to make mistakes.Conversational exercises can make them confident and they can always learn from their own mistakes. The following activities can be used to improve and develop some good conversational skills.

Formal/informal language
Give students one or more short dialogues where one speaker is either too formal or informal. Students first identify the inappropriate language, then try to change it. Also, show students how disorganized informal speech.

Vague language
Using tapescripts of informal speech, focus on examples of vague language.

Different spoken text types
Draw up a list of spoken text types relevant to the level of your class. Teach the language appropriate for each text type.

Interactive listening
Develop interactive listening exercises. Face-to-face listening is the most common and the least practiced by course books. Any form of 'Live listening' (the teacher speaking to the students) is suitable.

Transactional and interactional language
Raise students' awareness by using a dialogue that contains both. It could be two friends chatting with each other (interactional) and order a meal.

Real interaction patterns
Teach real interaction patterns. Introduce the following basic interactional pattern: Initiate, Respond, Follow-up.

Understanding spoken English
After a listening exercise gives students the tapescript. Using part of it, students mark the stressed words and put them into groups.we can use phone numbers to introduce the concept of tone units. The length of a tone unit depends on the type of spoken text. Compare a speech with an informal conversation. In the same lesson or subsequent listening lessons, you can focus on reductions in spoken speech, for example, linking, elision and assimilation.

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Thank you for posting, Tsanka!  I will keep the copy of your entry above in yellow as it shows the bulleted questions which helps to read it a little easier.

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Thank you for posting, Tsanka!  I will keep the copy of your entry above in yellow as it shows the bulleted questions which helps to read it a little easier.

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Criterion B1: Message- Visual Stimulus/literary Extract. Question 2: Which teaching techniques can be used to develop skills appropriate for each level ?

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Criterion B1: Message- Visual Stimulus/literary Extract. Question 2: Which teaching techniques can be used to develop skills appropriate for each level ?

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Both SL and HL students need to develop their presentation and interaction skills. In terms of teaching techniques, a lesson must incorporate thinking skills based off different stimuli for SL and a variety of literary texts for HL. Students must have opportunities to engage in a variety of  oral interactions. A lesson must aim for a balance of skills like teaching target vocabulary, idea generation, elaboration, building on each other’s ideas and finally having enough raw material to engage in a meaningful discussion. Listening strategies become important as students need to be able to listen and then interact.

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➢	Criterion B1: Message- Visual Stimulus/literary extract.            Question: With regard to the presentation, in what ways are the skills required at HL and SL(a)	different?(b)	similar ?

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➢	Criterion B1: Message- Visual Stimulus/literary extract.            Question: With regard to the presentation, in what ways are the skills required at HL and SL(a)	different?(b)	similar ?

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Both HL and SL require students to present their thinking orally in Criterion B1. The commonality is the “relevance” of ideas and the “engagement” with their tasks. The responses must relate meaningfully with the task help students make implicit and explicit connections. The difference lies in the task types. SL students are given a choice between two visual stimuli whereas the HL students choose between two literary texts. The SL students are required to link the ideas to target culture(s) whereas the HL students are expected to dig deep into the literary task and make effective connections. Clearly, both the tasks require students to engage at surface and in depth, but the HL task itself lends itself to literary analysis, which is different from that of the SL task. In terms of content, at SL a candidate is required to provide “descriptions” and “personal interpretations.” HL candidate is required to use the literary extract to develop opinions and support it with evidence in order to “convince” the examiner.

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CRITERION C: Interactive Skills - Communication

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CRITERION C: Interactive Skills - Communication

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Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion ?

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Which teaching techniques can be used to develop conversational skills as indicated by the wording of this criterion?

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CRITERION B1: Message - Visual Stimulus/literary extract:          Question 2: Which teaching techniques can be used to develop skills appropriate for each level ?

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CRITERION B1: Message - Visual Stimulus/literary extract:                                              Question 1: With regard to the presentation, in what ways are the skills required at HL and SL

(a) different?

(b) similar ?

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Instructions for Learning engagement 2: Individual oral assessment criteria part B 

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Instructions for Learning engagement 2: Individual oral assessment criteria part B 

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After you have reviewed the document 'Individual Oral Assessment Criteria Deconstracuted" from the Resource Library, please study the criteria reproduced there and answer the guiding questions.  On this padlet report your ideas and discuss the issues that are raised here.