English:                         Higher Level and Standard Level

Finnish:                         Higher Level and Standard Level 

French:                          Standard Level (Higher Level) 

German ab initio: Standard Level 

LANGUAGES B

Nature of Subject 

Language B is a language acquisition course designed for students with some previous experience of the target language. Language B students further develop their ability to communicate in the target language through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how language works, as appropriate to the level of the course. The students learn to communicate in the target language in familiar and unfamiliar contexts: they describe situations, narrate events, make comparisons, explain problems, and state and support their personal opinions on a variety of topics relating to course content.  

Aims of language B: 

1. Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance. 

2. Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes. 

3. Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures. 

4. Develop students’ understanding of the relationship between the languages and cultures with which they are familiar. 

5. Develop students’ awareness of the importance of language in relation to other areas of knowledge. 

6. Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills. 

7. Provide students with a basis for further study, work and leisure through the use of an additional language. 

8. Foster curiosity, creativity and a lifelong enjoyment of language learning.  

Syllabus Outline (HL and SL) 

The five prescribed themes are: 

• identities: Explore the nature of the self and what it is to be human. 

• experiences: Explore and tell the stories of the events, experiences and journeys that shape our lives. 

• human ingenuity: Explore the ways in which human creativity and innovation affect our world. 

• social organization: Explore the ways in which groups of people organize themselves, or are organized, through common systems or interests. 

• sharing the planet: Explore the challenges and opportunities faced by individuals and communities in the modern world. 

The themes allow students to compare the target language and culture to other languages and cultures with which they are familiar. They also help to make connections to other disciplinary areas in the DP. The five themes must all be addressed equally in the language B course; beyond that, teachers are free to plan course content in a way that best suits each group. 

Reading literature develops students’ receptive and productive skills. It also helps to promote international-mindedness and can exemplify the prescribed themes. Moreover, the study of two literary works originally written in the target language is a requirement for HL study. HL students are expected to understand fundamental elements of the literary works studied, such as themes, plot and characters. 

Students will also learn to understand and use a variety of text types in relation to the prescribed themes. The text types can be described as belonging to three different categories: 

1. Personal texts - often characterized by attention to everyday interests or affective needs of individuals – such as blog, diary, email, personal letter, social media posting 

2. Professional texts - created for an intended audience where no personal relationship is assumed between the producer and the recipient(s). Often characterized by attention to the cognitive needs of individuals, the transfer of knowledge and the logical presentation of information; these texts employ clear, factual language and a formal register. Examples include email, essay, formal letter, proposal, report, instructions or survey. 

3. Mass media texts -  created for distribution to a large audience. Often characterized by the need of the producer of the text to project authority, desirability or exclusivity, and the conscious choice of a particular medium or technology that is appropriate to reach the targeted audience. Examples include speech, advertisement, brochure, interview, news report, pamphlet or podcast. 

 Assessment 

External assessment 75%

Higher Level 

   Paper 1 (1 hour 30 minutes):  

Productive skills (25%) 

One writing task (a text type) of 450-600 words from a choice of three, each from a different theme 

Paper 2 (2 hours):  

Receptive skills (50%)  (65 marks) 

Listening comprehension (1 hour) 25 marks 

Reading comprehension (1 hour) 40 marks 

Comprehension exercises on three audio passages and three written texts, drawn from all five themes. 

Internal Assessment 25% 

Internally assessed by the teacher and externally moderated by the IB. 

Individual oral assessment (12–15 minutes plus 20 minutes for preparation)  

A conversation with the teacher, based on an extract from one of the literary works studied in class, followed by discussion based on one or more of the themes from the syllabus. (30 marks) 

Standard Level 

Paper 1 (1 hour 15 minutes):  

Productive skills (25%) 

One writing task (a text type) of 250-400 words from a choice of three, each from a different theme

Paper 2 (1 hour 45 minutes):  

Receptive skills (50%)  (65 marks) 

Listening comprehension (45 minutes) 25 marks 

Reading comprehension (1 hour) 40 marks 

Comprehension exercises on three audio passages and three written texts from all five themes. 

 Internal Assessment 25% 

Internally assessed by the teacher and externally moderated by the IB. 

Individual oral assessment (12–15 minutes plus 15 minutes for preparation)  

A conversation with the teacher, based on a visual stimulus, followed by discussion based on an additional theme (30 marks) 

Language B and TOK 

Language is in itself one of the “ways of knowing” described in TOK. Students can transfer the critical-thinking process explored in TOK to the development of well-supported arguments in written text types, such as a speech or report.  

Studying a new language and culture, the students can also reflect on general questions such as 

• If people speak more than one language, is what they know different in each language? 

• In what ways can language be used to influence, persuade or manipulate people? 

• Is there anything that is true for all cultures? 

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LANGUAGES AB INITIO

German ab initio 

Paper 1 (2 hours 45 min): 

Productive skills  (30 marks) 25%

Two written tasks of 70–150 words each from a choice of three tasks, choosing a text type for each task from among those listed in the examination instructions.

Paper 2 (1 hour 45 minutes):

Receptive skills (50%), 65 marks

Listening comprehension (25%) (45 minutes), 25 marks

Reading comprehension (25%) (1 hour), 40 marks

Comprehension exercises on three audio passages and three written texts from all five themes. 

Internal assessment (25%)

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. 

Individual oral assessment (7–10 minutes plus 15 minutes for preparation)

A conversation with the teacher, based on a visual stimulus and at least one additional course theme. (30 marks)