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IB Part IV IOP

Individual Oral Presentations


Topics, Timeline, Dates:
Part IV Works:
Adventures of Huckleberry Finn, The Great Gatsby, The Things They Carried
IOP Proposal Handout: 3/23
IOP Proposals Due: 4/5
Presentations: 4/25 -5/19 (Monday-Thursday)
2 presentations per day
There will be a random drawing in class for presentation times. Those who
have a known commitment during the testing season need to volunteer.
Scheduling
IB treats this as an examination. As such, once your presentation date has been set, it
cannot be changed. Schedule conflicts, athletics, appointments, should all be
resolved before dates are established.

This assignment is 20% of your final IB grade. It’s that important.

The list of presentation dates will be posted before selection begins. Students will
have the opportunity to check these dates before random assignments are made.
Students with a conflict will be directly assigned a date to avoid that conflict.

Illness on scheduled IOP Date: Hospitalization records or a doctor’s note are required
to reschedule. Students who feel too ill to remain in school can arrange to present,
answer questions, and depart, which will only require them to be here for 15-20
minutes.
IB Individual Oral Presentations
• It is in this part of the course, more than anywhere else, that students can
choose an assessment activity that is suited to their own interests and
abilities.
Essentials
• Students must be able to show their knowledge and understanding of the
work(s) used for the presentation.
• Students must choose a manner of presentation that matches the chosen
style of delivery and use strategies to make the presentation interesting
for the audience.
• The choice of language must be suited to the type of activity and style of
delivery. It could be an informal register if the student is attempting to
convey the voice of a character in a role play, or it could be a formal
register if they choose to present an analysis.
• Discussion must follow the presentation, so it is best conducted as a class
activity or an activity done in front of an audience.
IB Individual Oral Presentations
Rationale
• The aim is to give an incentive for students to develop their oral presentation skills in an area that
interests them.
• Presentations may take the form of:
delivering a straight analytical or critical talk
trying out acting abilities in role play
developing debating skills.
• This task rehearses a life skill that will assist students to develop confidence in future situations. Part
of the authenticity of the task is that students need to think hard about the audience they are
addressing and how they can best interest those people. They will also be required to field questions
on their topic.
• In no case may the student read from a prepared talk. This is clearly stated in the “Internal
assessment” section of the subject guide (see “Guidance and authenticity”).
The teacher’s role is to:
• assist students to choose a style of presentation that is suited to the student and the topic
• liaise with the student to make sure that the presentation will address the three assessment criteria
• ensure that each student’s presentation lasts for 10–15 minutes
• lead a follow-up discussion.
Analytical or Creative?
The IOP is essentially categorized as either analytical or creative, although this is a
spectrum of choices, and not a choice of one or the other. Students should choose the
presentation format that they are most comfortable with, and the format that they feel
will have the most success conveying their ideas to the class.
Multimedia Technology
By no means is PowerPoint or Keynote required for strictly analytical
presentations; some of the presentations that I have assessed the highest have used
minimal multimedia components, or none at all.
Key Points to Remember
• Choose a topic that you are genuinely interested in
• Meet with your English teacher beforehand to get your topic approved and to
discuss your ideas
• Plan ahead and reserve time for practice and revision
• Prepare carefully and thoroughly
• Consult the IOP rubric in order to make sure that your presentation focuses on
aspects on which you will be assessed
Suggested activities
The following list applies to all the options studied in part 4 of the course and contains examples of the wide range
of activities that are acceptable for the individual oral presentation. This list is neither exhaustive nor prescriptive.
The examples are only suggestions and may be added to by teachers, or by students with the approval of teachers.
Students should select the activity most appropriate to the topic chosen.

The individual presentation may be done singly or, for the needs of some creative formats, in pairs. In that case, each student must give an
individual presentation 10–15 minutes in length that can be individually assessed by the teacher.
• A critique of the student’s own writing that has been produced in the style of one of the literary genres studied
• An explanation of a particular aspect of an author’s work
• The examination of a particular interpretation of a work (i.e., a critical theory reading)
• The setting of a particular writer’s work against another body of material, for example, details on social background or political views
• A commentary on the use of a particular image, idea or symbol in one text or in a writer’s work (extended SQUIDS)
• A performance or a pastiche of a poem being studied—this activity should be followed by explanation and discussion of what the student attempted to do
• A comparison of two passages, two characters or two works
• A commentary on a passage from a work studied in class, which has been prepared at home
• An account of the student’s developing response to a work
• The presentation of two opposing readings of a work
• A monologue or dialogue by a character at an important point in the work (student created)
• Reminiscences by a character from a point in later life
• An author’s reaction to a particular interpretation of elements of his or her work in a given context (for example, a critical defense of the work against a charge of subversion,
or immorality, before a censorship board)
Please note that students who choose creative presentations should provide a rationale for what they have done.
IB Individual Oral Presentations
• Points to keep in mind
• Where students work together to deliver a presentation the teacher must apply the
assessment criteria separately to each student. In such a situation, teachers are
strongly advised to record the presentation visually to assist with assessment.
• If students choose to use role play they need to include a rationale that explains
what they are trying to achieve with the performance.
• If students use visual aids such as a PowerPoint® presentation, they need to be
taught how to use such devices effectively. For example, students should not read
from a large number of slides. This would, in effect, be similar to reading from a
prepared talk and unlikely to engage the audience.
• Students should select their own topic and plan their presentation alone, albeit with
the teacher’s guidance.
• Presentation topics should not be repeated between students.
• Students have only one attempt, which should be treated as an examination.
• The time limit for the task is 10–15 minutes, including questions, and ideally some
brief discussion as a class. Do not let students go on for longer than the time limit
allows.
• Make sure students are made familiar with the assessment criteria throughout the
process of planning and conducting their presentation.
IB Individual Oral Presentations FAQ’s
Should the individual oral presentation be done as a class activity?
• Yes. It is intended to develop the students’ skills of presenting to an audience and the task is intended to be a class activity. Where classes are
very small an alternative audience should be found. There is an example of an oral presentation on a graphic novel shown in theLanguage A
teacher support film.
Do questions need to be put to the student following the presentation?
• Yes. Students should be given the opportunity to field questions following their presentation. This will give them the opportunity to show
further understanding of their topic and give them practice in the skill of answering questions from the floor.
Can students use any literary work for the presentation?
• No. The work or works used by the student must be chosen from the part 4 works.
Can the presentation take the form of a role play or dramatic performance?
• Yes, but the student must include a rationale as part of the presentation.
Can students read from a prepared text?
• No. Reading from a prepared text, whether it is on paper or electronically, is not allowed (see the ”Internal assessment” section of the subject
guide). It is, however, perfectly acceptable for students to speak from brief talking notes or to use electronic images or prompts.
Can students have another chance at the oral if they don’t do well the first time?
• No. The time designated for the individual oral presentation is the equivalent of a scheduled examination and students only get one chance.
What happens if the presentation doesn’t last for 10 minutes?
• The teacher should ensure that questions are put to the student so that the presentation, including fielding questions, lasts for between 10 and
15 minutes.
What happens if the presentation goes over 15 minutes?
• The teacher should keep track of the time and indicate to the student to stop before 15 minutes and to ensure that there is time for follow-up
questions.
Individual Oral Presentation (SL)
Criterion A: Knowledge and understanding of the work(s)
How much knowledge and understanding does the student show of the work(s) used in the
presentation?
Marks/Level descriptor
0 The work does not reach a standard described by the descriptors below.
1–2 There is very limited knowledge and virtually no understanding of the content of the
work(s) presented.
3–4 There is some knowledge and superficial understanding of the content of the
work(s) presented.
5–6 There is adequate knowledge and understanding of the content and some of the
implications of the work(s) presented.
7–8 There is good knowledge and understanding of the content and many of the
implications of the work(s) presented.
9–10 There is very good knowledge and understanding of the content and most of the
implications of the work(s) presented.
Individual Oral Presentation (SL)
Criterion B: Presentation
How much attention has been given to making the delivery effective and appropriate to the
presentation?
To what extent are strategies used to interest the audience (for example, audibility, eye contact,
gesture, effective use of supporting material)?
Marks/Level descriptor
0 The work does not reach a standard described by the descriptors below.
1–2 Delivery of the presentation is inappropriate, with virtually no attempt to interest the
audience.
3–4 Delivery of the presentation is sometimes appropriate, with some attempt to interest
the audience.
5–6 Delivery of the presentation is generally appropriate and shows an intention to interest
the audience.
7–8 Delivery of the presentation is consistently appropriate, with suitable strategies used to
interest the audience.
9–10 Delivery of the presentation is effective, with very good strategies used to interest the
audience.
Individual Oral Presentation (SL)
Criterion C: Language
How clear and appropriate is the language?
How well is the register and style suited to the choice of presentation? (“Register” refers, in this context, to the
student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the
presentation.)
Marks/ Level descriptor
0 The work does not reach a standard described by the descriptors below.
1–2 The language is inappropriate, with virtually no attempt to choose register and style
suited to the choice of presentation.
3–4 The language is sometimes appropriate, but with little sense of register and style suited
to the choice of presentation.
5–6 The language is mostly appropriate, with some attention paid to register and style suited
to the choice of presentation.
7–8 The language is clear and appropriate, with register and style well suited to the choice of
presentation.
9–10 The language is very clear and entirely appropriate, with register and style consistently
effective and suited to the choice of presentation.
IOP Part IV Score sheet; NAME_____________
Criterion A: Knowledge and understanding of the work(s)
(1-10)

Criterion B: Presentation
(1-10)

Criterion C: Language
(1-10)