SUPERVISED PREPARATION TIME (15 min)

The timing of the 15-minute preparation period begins when the student is presented with clean copies of each of the two stimuli (from two different themes). The student chooses one of the visual stimuli and prepares a presentation directly related to the stimulus. After this, the student uses the remaining supervised preparation time to:

• make brief working notes (a maximum of 10 bullet points) on the blank piece of paper provided. These notes may be used for reference only and must not be read aloud as a prepared speech.

The student may not have access to course materials, class notes, dictionaries (in any form), computers, mobile phones or other IT equipment. Also, the visual stimulus and any notes that have been made in the 15 minutes of preparation time for the individual oral assessment will be collected and retained by the teacher at the end of the examination.

NOTE: As schools are required to keep coursework submissions anonymous, students must avoid using their names or any other identifying information in their presentations. 

PART 1: PRESENTATION (3 - 4 minutes)

The presentation should last 3–4 minutes, during which time the teacher will not interrupt the student unless it is clear that guidance is needed. At four minutes, if the student has not drawn the presentation to a close, the teacher will interrupt the presentation and make the transition to the second part of the individual oral assessment, using a phrase such as: “I’m sorry to interrupt, but we need to move on now”. 

In the presentation the student describes the visual stimulus and relates it to the relevant theme and the target culture(s) by:

• providing a brief description of the visual stimulus

• relating the visual stimulus to the relevant theme from the course

• making clear links to the target culture(s)

• expressing his or her opinions on the ideas implied in the visual stimulus

NOTE: The presentation must be spontaneous and relate specifically to the content of the visual stimulus provided; pre-learned presentations on generic aspects of a course theme that do not directly focus on the ideas in the visual stimulus provided will not score high marks. 

PART 2: FOLLOW-UP DISCUSSION (4 - 5 minutes)

Following the student’s presentation, the teacher initiates a discussion by asking questions about the theme represented by the visual stimulus. These questions will:

• seek clarification or extension of observations made by the student in the presentation

• invite the student to interpret and evaluate ideas presented by the visual stimulus and the teacher

• encourage connections and comparisons with the student’s other cultural experiences

• provide the student with opportunities to demonstrate his or her understanding and appreciation of the target language culture(s)

• encourage the student to engage in authentic conversation to the best of his or her ability.

This section of the individual oral assessment should offer the student the opportunity to demonstrate the ability to engage in authentic discussion on a topic. The teacher will ask open-ended questions in order to offer the student the opportunity for authentic engagement, thus facilitating an assessment of the student’s interactive skills.

PART 3: GENERAL DISCUSSION (5-6 minutes)

Following the follow-up discussion, the teacher and student have a general discussion on at least one additional theme taken from the five themes around which the course is based.

The teacher will signal that they are moving to the final section of the individual oral assessment in order to prepare the student for the change of theme. The teacher may use a phrase such as “Let’s move on to the final section of the exam. First of all, I’d like to talk with you about [theme]”. This section lasts 5–6 minutes and should:

• introduce at least one additional theme

• seek clarification or extension of observations made by the student in relation to the additional theme(s) broached

• invite the student to interpret and evaluate ideas that arise in the general discussion

• encourage connections and comparisons with the student’s other cultural experiences

• provide the student with opportunities to demonstrate their understanding and appreciation of the target language culture(s)

• encourage the student to engage in authentic conversation to the best of his or her ability

• allow an assessment of the student’s interactive skills.