International Baccalaureate Diploma Programme (IB) Group 2: Language Acquisition (Language B) Syllabus

What are the three key requirements of strong written production in Language B?

Choosing the correct text type with its conventions; using appropriate register for audience and purpose; and developing ideas clearly with accurate, varied language.

What is meant by 'fluency' in spoken interaction?

The ability to speak smoothly and continuously at a natural pace, with appropriate rhythm and intonation and minimal unnatural hesitation, while conveying meaning effectively.

Name two strategies a student can use to maintain fluency when they don't know a word.

Circumlocution (describing/paraphrasing around the unknown word) and using fillers or rephrasing to keep the conversation going.

What is 'circumlocution' and why is it valued in spoken interaction?

Expressing an idea using alternative words/descriptions when the exact term is unknown; it shows communicative competence and keeps interaction flowing.

In assessing language, what is the difference between 'accuracy' and 'fluency'?

Accuracy is the correct use of grammar, vocabulary and structures; fluency is the ease, smoothness and natural flow of language use — a strong learner balances both.

What three areas does the 'Language' assessment criterion typically reward?

Range and accuracy of grammatical structures; range and appropriateness of vocabulary; and clear, effective use of language (including idiom and register).

What is 'conceptual understanding of language' in the Language B course?

Understanding that language varies by audience, context, purpose, meaning and variation — i.e. that how something is said changes according to who, why, where and to whom it is communicated.

List the key concepts that underpin the Language B course.

Audience, context, purpose, meaning, and variation.

What does the concept of 'variation' refer to in Language B?

The idea that languages have different forms and registers (e.g. regional dialects, formal/informal, spoken/written) used in different situations and communities.

How does the concept of 'purpose' shape a text in Language B?

The purpose (to inform, persuade, entertain, instruct, narrate) determines the appropriate text type, register, structure and language features chosen by the writer.

What is assessed in Paper 1 of Language B?

Productive writing — students produce one written response (in the target language) demonstrating control of text type, register and language.

In Paper 1 (SL Language B), how many tasks must a student complete and from how many options?

One task, chosen from three options, each based on a different theme; the student selects the most appropriate text type for the task.

What is the required word count for the Paper 1 written response at SL and HL Language B?

SL: 250–400 words; HL: 450–600 words.

What three things must a Paper 1 response demonstrate to score well?

Correct choice and conventions of the required text type; appropriate register and tone for the audience/purpose; and accurate, varied language that fully addresses the task.

What is assessed in Paper 2 of Language B?

Receptive skills — Listening comprehension and Reading comprehension, tested in two separate sections based on audio passages and written texts.

What are the two sections of Paper 2 in Language B, and which comes first?

The Listening comprehension section comes first, followed by the Reading comprehension section.

How long is the Listening comprehension component of Paper 2 at SL and HL?

SL: approximately 45 minutes; HL: approximately 1 hour.

What kinds of questions appear in Paper 2 reading and listening sections?

A variety such as multiple-choice, short-answer, true/false with justification, matching, and gap-fill — testing literal and inferential comprehension.

What is the Individual Oral assessment, and into which assessment category does it fall?

An internally assessed, externally moderated speaking task (internal assessment) where the student responds to a visual stimulus and discusses it with the teacher.

In the SL Language B Individual Oral, what is the visual stimulus and how does it relate to the themes?

A photograph/image linked to one of the five themes; the student describes it and connects it to the target-culture context before a general discussion.

In the HL Language B Individual Oral, what stimulus is used instead of a photograph?

An extract from one of the two literary works studied; the student presents on the extract, then has a discussion about the work and the course themes.

What are the three parts/stages of the Language B Individual Oral?

Part 1: presentation on the stimulus (image at SL / literary extract at HL); Part 2: follow-up discussion on the presentation; Part 3: general conversation on one or more themes.

What four assessment criteria are typically used to mark the Individual Oral?

Language (accuracy/range); message and the visual stimulus or literary extract (relevance/development of ideas); and interaction/communication (fluency and engagement in the conversation).

Why is grammatical accuracy important even when fluency is prioritised in communication?

Because errors can obscure or change meaning; sustained accuracy alongside fluency allows clear, unambiguous communication and earns higher marks on the Language criterion.

Give two ways to expand vocabulary range to improve productive writing marks.

Using synonyms and idiomatic expressions instead of repeating basic words, and employing topic-specific vocabulary linked to the five themes.

What is the function of connectives/cohesive devices in written production?

They link ideas and sentences logically (addition, contrast, cause, sequence, conclusion), creating cohesion and coherence and demonstrating a wider command of the language.

When choosing a text type in Paper 1, what two factors must guide the choice?

The intended audience and the communicative purpose specified in the task — the chosen text type must match both.

What does 'inference' require when answering reading or listening comprehension questions?

Drawing conclusions that are implied but not stated explicitly, using contextual clues, tone and overall meaning rather than directly quoted information.

How does identifying the target audience improve performance in spoken interaction?

It guides the choice of register, tone and forms of address, ensuring the response is contextually appropriate and culturally suitable.

What is the benefit of paraphrasing a comprehension answer rather than copying directly from the text?

It demonstrates genuine understanding and productive language control, whereas mere copying may not show comprehension and can be penalised in certain tasks.

Across all Language B assessments, what overarching skill links Papers 1, 2 and the Individual Oral?

The ability to communicate clearly and appropriately in the target language across receptive (Paper 2), productive (Paper 1) and interactive (Individual Oral) skills, grounded in the five themes.