individual oral presentation ib example

How to Ace your IB English IO (with Examples)

What is the interactive oral in ib english, what do i need for the perfect ib english io grade, how to structure the ib english io, examples of ib english io titles: strong vs. weak.

Combining what used to be the Individual Oral Presentation (IOP) and Individual Oral Commentary (IOC), the Interactive Oral (IO) is now the only presentation coursework component of IB English.

The IO is a short oral presentation of around ten minutes in which IB English students need to show that they can relate two texts of their choice to a global issue in a sophisticated and nuanced way.

For Literature students, one text will be in English, while the other will be a translated work; for Lang/Lit students, one text will be literary and the other non-literary.

Especially with the modifications to the 2021 and 2022 assessment structures, such as IB English Paper 2 being cancelled, the IO now constitutes a significant portion of the final English grade: for SL English Literature and SL English Lang/Lit students, for example, it is now worth 45% of the final grade.

The perfect IB English IO is all about sophisticated argumentation, analysis, and structure. After this, it’s all about formal expression and good presentation skills.

Here are a few tips to steer you in the right direction, for both IB English Literature and Lang/Lit students:

When choosing sources , make sure you choose ones you feel confident relating to a global issue.

A strong IO title will not be too broad. It will usually include the themes of your texts as well as the relevant global issue discussed throughout.

Come up with your thesis statement or line of argument before you break down exactly what you will cover in the IB English IO. This is a guiding statement that directs and relates your sources to the global issue, while also showing how the craft of each source contributes to this.

Analyse your extract alongside your thesis statement . Remember, the IB English IO is not a comparison task like Paper 2 is, even though comparison is allowed!

Plan ahead for possible questions your teacher might ask. After the presentation, your teacher will have 5 minutes to ask you questions about your topic.

After you’ve settled on a thesis statement, structure for the IO is the next hurdle. To hit the top bands of the assessment criteria, the structure of your IO should be well-balanced and cohesive. Showing that you can succinctly relate the techniques in your sources to the themes and global issue is key.

When tutoring IB English students, we’ve found that it has been helpful to come up with topic sentences for each point, just as we would when writing essays.

This makes finding and filtering the strongest evidence easier too, and frames each point appropriately for interpretation and analysis.

Example of a strong IB English IO title: ‘The impact of trauma on truth’

Global Issue: ‘Culture, Identity, and Community’

Sources: ‘Good Form’ from The Things They Carried by Tim O’Brien and ‘Life While You Wait’ by Wislawa Szymborska

Example of a weak IB English IO tile: ‘What is the significance of Murakami’s use of metaphors and Gordimer’s use of tone in relation to global issues?’

As you may have noticed, the weak title does not specify a theme, idea, or global issue. Although stylistic techniques will be discussed in the presentation, highlighting 2 specific techniques in the title unnecessarily restricts the analysis of the IB English IO.

 A strong title, like the example above, should make clear the thematic scope of the exploration and relate it to the global issue involved.

Need more help with the IB English IO?

The final hurdle for creating a great IB English IO is consolidating presentation skills, public speaking skills, and formal expression. Since students cannot read from a script and can only take in a sheet with 10 short bullet points, knowing how to articulate an argument in a clear and concise manner is usually something that requires the guidance of a tutor.

BartyED IB English tutors have helped numerous students to top grades in their IO, and with IB English in general. If you feel ready for individualised support from an experienced IB English tutor , feel free to reach out to us today!

IB English Individual Oral Solved: A Guide for Lit and Lang/Lit Students

The IB English Individual Oral (IO) is one of the most daunting IB assessments. But it can be made so much easier by understanding how to prepare a top-quality script and concise dot points so you can smash it on the day!

Today, we reveal our best approach to the IO including a structure which you can use as a foundation for your preparation and a breakdown of the marking criteria.

Selecting a Global Issue, Texts and Extracts

Start by choosing your texts. Try to choose texts that have interrelated themes – they don’t need to be exactly the same, but for instance you may choose one text which considers racial prejudice while another explores sexism. This would allow you to consider the common theme of ‘prejudice’, ‘oppression’ or ‘discrimination’ as a part of your global issue. Also, ensure they are texts that you enjoy and are confident to talk about, as you will be asked additional questions after your speech. For literature students, you will choose two literary texts while language and literature students will choose one literary and one non-literary text.

When selecting a global issue, start by selecting a real-world issue that is present within both texts and easy to identify. Some common examples include the patriarchy, authoritarianism, oppression, identity and grief. When wording your global issue, make sure to transform these singular word themes into holistic issues.

For example, rather than just ‘oppression’, your global issue may be ‘the oppressive nature of gender roles on self-expression’.

Finally when selecting an extract from each text, try to choose a section which is relevant to your global issue and is packed with devices for technical analysis.

While each school has their own way of structuring the IO, there are some common elements which are absolutely essential.

Introduction

1. Introduce the Global Issue – Global and Local Scale

Spend 1-2 sentences explaining your global issue, justifying its transnational and local impact – essentially explain how it is a ‘global’ issue and also one which is relevant on a smaller scale, such as how it has impacted your own life.

2. Introduce Texts, Extracts and Relate to the Global Issue

Introduce your texts and their connection to the global issue. You should also briefly introduce your extract (although you don’t need to contextualise just yet, this can happen later).

Main Body (for each text)

One highly contentious issue is how the main body should be structured. There are two main structures which we can recommend, each of which have the same components involving evidence from the extract and the broader body of work:

1. Integrated Analysis

Text 1 – Extract and Body of Work Integrated Analysis (3 Quotes/Examples from Extract and 3 from BOW)

Text 2 – Extract and Body of Work Integrated Analysis (3 Quotes/Examples from Extract and 3 from BOW)

In this structure, you alternate between extract and body of work analysis, using the extract as a ‘springboard’ to discuss the broader BOW. For example, if your extract quote considers the use of animalistic imagery as a method of dehumanising a character, you may jump from this analysis to a quote from the broader BOW which also considers either dehumanisation/animalistic imagery. The benefit of this structure is that there is thematic flow, although some schools may prefer you utilise an alternative structure which is more clearly divided.

2. Segmented Analysis

Text 1 – Extract Analysis (3 Quotes/Examples)

Text 1 – Body of Work Analysis (3 Quotes/Examples)

Text 2 – Extract Analysis (3 Quotes/Examples)

Text 2 – Body of Work Analysis (3 Quotes/Examples)

This structure is far simpler – you work through the selected evidence from the extract first and then your BOW separately. The benefit of this structure is its clear division between extract and BOW which allows you to maintain the flow of your analysis for each.

BUT HOW DO I CHOOSE BETWEEN THE STRUCTURE?

Very simple – propose both to your class teacher and let them decide which structure they prefer. Both structures have all the essential components and the IB doesn't express a preference for any specific structure.

And as for what goes into your analysis, it’s just like your usual English analysis – quote/provide evidence, identify a technical device, analyse the effect of the technical device and link to the global issue ( Hint: Mix around each of the QTAL elements to improve your flow ).

1. Reiterate the Global Issue

Briefly restate your global issue.

2. Restate the Main Point for Each Text (related to the Global Issue)

Summarise your main point on the global issue for each text.

Question Time

The first 10 minutes of the oral will be your prepared content, which is approximately 1300-1600 words for your script. The next 5 minutes will be spent responding to questions set by your teacher. These questions are designed to help you pick up marks in areas that were underdeveloped or unclear to your teacher. There are two ways to prepare for this component:

Learn your texts (REALLY, REALLY WELL): The more you know about your texts, the easier it will be to produce quality answers and spontaneously bring up evidence from the texts to support your points. Remember also to always link back to your global issue in your responses.

Practice, practice, practice!: Practice with your friends and peers, or seek help from one of our IB tutors. We have helped hundreds of students over many years through their internal assessments, including their IO, and we can provide in-class practices with helpful feedback that will have you prepped for your final IO.

The Marking Criteria

So, we have a structure to work from and we've looked at the questioning component, but how is this oral task going to be assessed? Let's break down the marking criteria so you can maximise your marks!

Criterion A: Knowledge, Understanding and Interpretation (10 marks)

This criterion is assessing your knowledge and understanding of both the body of work and extract – it's your job to show that you know the texts really well. Use evidence (at least 3 for each extract and 3 from the wider body of work, per text) and make sure you are always linking to the global issue. This is important, as the top band of this criterion requires you to make a "persuasive interpretation" of the implications of your text in relation to the global issue.

Criterion B: Analysis and Evaluation (10 marks)

This criterion is assessing your ability to analyse "authorial choices"…so literary and non-literary techniques. Make sure you consider a variety of techniques – these include specific features such as metaphors, similes, alliteration and broader features such as structure, tone, mood and voice. For language and literature students, particularly for your non-literary work, ensure you also analyse non-literary features. And as always, this criterion also assesses your ability to link the effect of these techniques back to your global issue.

Criterion C: Focus and Organisation (10 marks)

This criterion assesses a few different areas and it is REALLY easy to score highly, if you do three key things.

Stay focused on the Global Issue – You must maintain a "clear and sustained focus on the task" which means keeping in mind that every analytical point you make on the extracts/works should be directed to unpacking an element of your global issue.

Keep it Balanced – Your treatment of the extracts/works must be "well-balanced". This is assessed in many different ways – some schools take this criterion quite literally and will time how long is spent on extract vs body of work analysis, others will compare the number of pieces of evidence and some may simply consider the balance holistically and thematically. In any case, play it safe and make sure that your word counts for each section are relatively similar (within 50-100 words of each other).

Build your Global Issue – The development of your ideas must be "logical and convincing…connected in a cogent manner". This means that you must develop your global issue from the ground up – for example, if your global issue concerns rebellion against oppressive totalitarian authorities, your analysis may first involve a piece of evidence to establish the oppressive nature of the state and then your second piece of evidence can introduce an example of the protagonist rebelling against the totalitarian power.

Criterion D: Language (10 marks)

This criterion is very familiar across all your English tasks – make sure to refine your language and when actually presenting your oral, ensure that you sound enthusiastic and use an appropriate tone. Think about the most passionate English teacher you have had and then multiply that by 10…you want to sound like you are genuinely engaged with your analysis.

And that's it! This guide to the IO has given you everything you need to get started, but if you are looking to secure top marks, reach out to us and we can arrange sessions with our specialised IB tutors to help you prepare your script, practice and succeed in your English Individual Oral task!

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IB Oral Presentation Ideas and Examples

As a seasoned IB writer with extensive experience in the International Baccalaureate (IB) program, I’m excited to share some creative and effective strategies for your IB Oral Presentations. In my years working with IB students, I’ve seen the transformative power of well-crafted presentations. Today, I will give you some IB IOP ideas and tell you how to make your presentation stand out!

What Is the IB Individual Oral Presentation?

The IB Individual Oral Presentation (IOP) is a critical component of the International Baccalaureate (IB) curriculum, particularly in subjects like IB English. As someone who has guided many students through this process, I can attest to its importance in shaping students’ analytical and communicative abilities. The IOP allows students to demonstrate their understanding of a specific aspect of their coursework in a creative and personalized manner.

The student’s ability to connect with the material is central to the IOP. They are tasked with presenting a topic of their choice related to their course syllabus, which allows them to showcase their unique insights and analytical skills. It’s an exercise in critical thinking, organization, and persuasive work. Key elements of the IB Individual Oral Presentation include:

• Topic Selection . Students choose a topic related to their course syllabus. It could range from a deep analysis of a literary work in IB English to a critical examination of historical events in IB History.
• Content and Structure . The presentation must be well-structured, with a clear introduction, body, and conclusion. It should present a coherent argument or analysis supported by evidence from the course material.
• Presentation Skills . Effective communication is crucial. It includes clear speech, engaging delivery, and visual aids or other presentation tools to enhance the audience’s understanding.
• Critical Analysis . Students must go beyond mere description to analyze and interpret the chosen topic, offering personal insights and connections to broader themes.
• Time Management . Typically, the IOP should last 10 to 15 minutes, requiring students to convey their ideas concisely and effectively within this timeframe.

So, the IB Individual Oral Presentation is a dynamic and challenging component of the IB program. It encourages students to engage with their course material actively, develop critical thinking skills, and hone their ability to effectively communicate ideas.

IOP Rubric: Assessment of the Oral Presentation

The IOP (Individual Oral Presentation) rubric in the International Baccalaureate (IB) program is a crucial framework for evaluating student presentations. Drawing from my extensive experience in the IB program, I can attest to the importance of understanding and adhering to this rubric. It breaks down into several critical areas for a successful presentation. So, when preparing for an IOP, students should focus on the following areas as outlined in the rubric:

• Knowledge and Understanding . It includes the depth of understanding of the chosen material, the ability to provide relevant examples and references, and connecting the topic to broader themes.
• Organization and Development . It focuses on the clarity and coherence of the presentation’s structure, logical progression of ideas, and effective introduction and conclusion.
• Presentation Skills . Here, the emphasis is on language clarity, voice and body language use, and the effective use of visual aids or other presentation tools.
• Critical Analysis . This area requires the ability to creatively and insightfully analyze the topic, provide a personal viewpoint supported by evidence, and engage with different perspectives.
• Engagement with the Audience . It involves maintaining the audience’s interest, being responsive to them, and tailoring the presentation to their level of understanding.

Each category is typically scored on a scale, contributing to the final grade. A thorough understanding and application of these criteria can significantly impact the effectiveness and success of a student’s presentation. By focusing on these areas, students can craft informative, well-structured, engaging presentations that reflect their critical and analytical skills. Such an approach is essential for excelling in the IB Oral Presentation.

Choosing Your Topic: IB English IOP Ideas

Based on my extensive experience with the IB program, I can offer some valuable insights into selecting a topic that aligns with the course requirements and resonates with your interests and strengths. Consider the following English IOP ideas and strategies when choosing a topic.

1. Literary Analysis

Focus on a specific literary work from your course syllabus. You might analyze a character’s development, explore thematic elements, or examine the author’s use of literary devices. For instance, discussing the symbolism in “The Great Gatsby” or the narrative technique in “Chronicle of a Death Foretold.”

2. Comparative Study

Compare and contrast two works from your syllabus. Consider thematic similarities, differing portrayals of a particular issue, or contrasting authorial styles. A comparison between Shakespeare’s “Macbeth” and Orwell’s “1984” on power and corruption could be intriguing.

3. Historical and Cultural Context

Examine how a work’s historical or cultural context influences its content and themes. For example, consider researching how the Victorian era shapes gender dynamics in “Jane Eyre.”

4. Author’s Study

Dig into the works of a single author from your syllabus, examining their stylistic evolution, recurring themes, or unique narrative techniques. Exploring the existential themes in the works of Albert Camus could be captivating.

5. Adaptation Analysis

Analyze how a literary work has been adapted into another form, such as film or theater. Discuss the interpretation of key themes or character portrayal in the adaptation versus the original text.

6. Creative Presentation

Take a creative approach by assuming the voice of a character or author or by composing an original piece of literature that mimics the style of a studied author or text.

7. Literary Theory Application

Apply a particular literary theory, such as feminist, Marxist, or post-colonial criticism, to a work or selection of works from your syllabus.

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Creative Approaches to IOP Presentation Ideas

Creative approaches to your Individual Oral Presentation can significantly enhance the impact of your presentation and demonstrate your ability to think outside the box. As an experienced IB educator, I’ve seen firsthand how creativity can transform an IOP. Here are some innovative strategies to infuse creativity into your presentation.

1. Dramatization

Bring a scene or character to life by performing a short dramatization. For example, consider acting out a scene from a novel or embodying a character to deliver a monologue. It’s a compelling way to demonstrate your understanding of character development and narrative elements.

2. Multimedia Integration

Use technology by incorporating multimedia elements such as videos, audio clips, or digital animations. This approach can be particularly effective for illustrating themes or settings or comparing different text adaptations.

3. Interactive Presentation

Engage your audience with interactive elements. It could include conducting a mini-workshop, involving the audience in a debate, or using interactive polls or quizzes. Interactive presentations can make your IOP more engaging and memorable.

4. Creative Writing

Make a piece of creative writing that reflects the style or themes of a studied text. You could write a new ending, a different perspective, or a prequel/sequel to a story. It showcases your understanding of the text and your creativity and writing skills.

5. Artistic Expression

Use visual arts to complement your presentation. It could be creating original artwork, a series of photographs, or a graphic novel-style text rendition. Artistic expressions can provide a unique perspective on themes, characters, or settings.

6. Analysis Through Different Mediums

Analyze a literary work and its adaptation (like a film or play) to compare and contrast interpretations. This approach allows you to research how different mediums handle the same material.

7. Thematic Investigation

Create a presentation focusing on a specific theme, using various textbook texts to illustrate different perspectives or interpretations. It can demonstrate a deep and comparative understanding of the theme.

8. Podcast or Radio Show Format

Present your IOP in a podcast or radio show style, complete with interviews, discussions, and sound effects. This format can be especially engaging and offers a fresh take on traditional presentation styles.

Don’t let the stress of the IB curriculum hold you back.

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IB English IOP Examples: Learning from the Best

As an experienced IB educator, I’ve witnessed many outstanding IOPs, each unique in its approach but consistent in quality and engagement. Here, I’ll share insights into what these exemplary presentations typically include, helping you to make your own impactful IOP.

One memorable IOP example involved a student performing a detailed analysis of a character from Shakespeare’s “Hamlet.” The student researched the character’s development and motivations and connected these to broader play themes, such as betrayal and madness. Using quotations and specific scenes to back up points was particularly effective.

Another impressive presentation goes into the theme of societal conformity in Aldous Huxley’s “Brave New World.” The student skillfully linked the novel’s themes to contemporary issues, drawing parallels that resonated with the audience. The presentation was well-structured, moving seamlessly from one point to the next, making complex ideas accessible and engaging.

A student once compared the portrayals of war in “All Quiet on the Western Front” by Erich Maria Remarque and Wilfred Owen’s war poetry. This IOP stood out for its insightful analysis of how different literary forms can convey similar themes. The student used comparative language effectively and supported their points with well-chosen textual evidence.

A particularly creative IOP involved a student interpreting the symbolism in Sylvia Plath’s poetry. The presentation was almost poetic, weaving in quotes from Plath’s work and integrating visual aids that mirrored the imagery in her poems. This creative approach helped illuminate the depth of Plath’s work compellingly and memorably.

An impressive IOP presentation requires creativity, organization, and passion. By following these guidelines and injecting your unique ideas, you’re well on your way to delivering a captivating and memorable presentation. Remember, this is your platform to shine and demonstrate your intellectual prowess. So impress your audience, and most importantly, enjoy the process! And if you need some help, our experts at IB Writing Service are always by your side!

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Planning Guide for the Individual Oral

There’s no reason to fear this assessment!  Once you understand what’s required, the rest can actually be quite enjoyable. As long-time IB teachers, we’ve identified key aspects each student should include in their IO.  Let us guide you!

Part of our IBDP English A Student Toolkit , The Individual Oral Complete Planning Guide includes:

• 100+ pages of updated material
• The best of our website videos and documents
• NEW content not available in Teacher Resource Packs
• 4 samples with examiner notes
• Highlighted transcripts of all recordings
• Full assortment of graphic organizers
• Sentence stems and other guidance for analysis

Individual Oral “Start to Finish” Video Course

This assessment doesn’t have to be difficult…we can help you!  Use our 15-video course and let us guide you step-by-step through the entire process.  We’ll show you how to craft a strong Global Issue statement, discuss the extracts, discuss the works as a whole, and how to get ready for the Q and A.  Our students use these methods and achieve their goals.  Join them!

Part of our IBDP English A Student Toolkit , the  Individual Oral Start to Finish Guide includes:

• step-by-step approach to building the IO
• 15 lessons and 2 hours of new videos
• side-by-side highlighted IO transcripts
• “Start to Finish” graphic organizers
• 3 NEW sample recordings, outlines, and more!
• Guidance on outlines and the Q/A

Let's Meet the Assessment:

So what is the Individual Oral anyway?  How much is it worth?  What if I’m taking IB Literature and not IB Language and Literature.  What is my objective in this thing?  No worries!  Dave and Andrew answer all your questions here.  You can’t defeat the beast until you learn what you’re up against. 

The Course Guide has too many words. Watch this video and understand the assessment.

Document: “IO – Essential Information”

Still a bit confused? This video clarifies what "to do" and what "not to do."

Document: “IO – What It Is, What It Isn’t”

We're lead IO Examiners. Be sure to add these 5 ingredients to maximize your IO score.

Document: “IO – Five Essential Ingredients”

Sure, we've told you all you need to know. But it's always wise to fully understand the Criteria.

Document: “IO – Unpacking the Criteria”

The Individual Oral

This assessment doesn’t have to be stressful!  Trust us, if you follow the advice on this page, we’ll guide you through the entire process.  Our students crush this assessment, and so can you.  Take a deep breath.  Relax.  You’ve got this!

2024 IO Update!

It’s hard to believe that our first IO videos were released more than two years ago.  Since then, we’ve examined more recordings and added some more insights to our videos.  Be sure to watch the new series!

The Entire Process!

Moving from topic to GI

Global Issue Update 2024

Annotating the Extract

Delivering a Strong Introduction

Extract Analysis – The First Minute

Remember: The Global Issue is the "Backbone"

We’ve said it a thousand times.  You’ve got to keep the Global Issue as the focal point of your entire presentation.  And, if indeed it’s the backbone, it better be strong.

A strong Global Issue is needed for IO success. Learn how to arrive at something you're proud of and love.

Document: “Refining the Global Issue”

Just like you, sometimes we need to do things twice. Watch until the end. We nail the GI in this video!

Document: “Refining the Global Issue 2.0”

Still confused? Try this video for another approach to GI statements. This just might be what you're missing!

Document: “Global Issue Workshop”

The Individual Oral - The Complete Course

Now you understand the nuts and bolts of the IO, so it’s time to move on to our “Complete Course” for the Individual Oral.  Working through each video sequentially will lead to a strong IO that you can be proud of.  Our students use this series, and so should you!

Learn to choose your texts and think about the Global Issue. Start with Video 1 of 5

Document – Starting the IO and Selecting Texts

Locate and annotate those extracts! What authorial choices show your GI?

Document – Choosing and Annotating Extracts

Please don't forget to discuss the Work as a Whole or BoW as a Whole!

Document – Examining Whole Text / Whole BoW

It time for the “official” outline. You only get 10 bullet points, so choose wisely!

Document – Creating the Outline

Listen to this sample recording. Steal the good stuff. Notice weaknesses. Listen and learn!

Document – Sample Recording Document – Recording Transcript

Skill Practice and Support for the IO

Nice!  You’ve finished “Individual Oral – The Complete Course.”  But, are you sure you have command of all the skills?  Remember to make sure your structure, discussion of the extracts, discussion of the literary work as a whole (or BoW as a whole) are fully explored in a balanced way.  Make sure you have a clear introduction, a clear conclusion, and you speak in an engaging and passionate way.  No robotic or speed racer deliveries!

Check out this video for three different structural approaches to the IO.

Document: How to Structure the IO

The introduction is the handshake (or bow, or wai, or namaste) with your examiner. Make a good first impression!

Document: How to Deliver the Introduction

Check out this video and make sure your extract analysis satisfies the task.

Document – How to Zoom In

About half the candidates miss this step! Don't be like them!

Document – How to Zoom Out

Poetry is IO gold. Stop rolling your eyes and give it a try.

Document – Zooming In With Poetry

Stop repeating yourself in the conclusion! Watch this video and end with a flourish.

Document: Concluding the IO

Don't forget this assessment has a listener! Learn 10 ways to impress your examiner.

Document: Deliver and Speak with Confidence

This video provides students with 10 important tips for the Q and A session of the IO.

Document: 10 Tips for the Q and A

Watch and hear what we learned from our students last exam session.

Document: Examiner's Reflection

Don't forget to use clear transitions and signposts between sections!

Document: Transitions and Signposting

All extracts aren't created equal...choose the "right" one!

Document: Choosing the RIGHT extract

Photography

The ability to read images is crucial for Language and Literature success.  As you know, many of the texts we explore are multimodal, meaning they have both text and image.  So, we need to understand how to read photographs, analyze them, and make meaning.  There are some basic terms and approaches to close reading that will open up some important analytical doors.  Watch these videos and improve your visual analysis!

Our students use this mnemonic with great success...give it a try!

Analyzing Photographs

Let's apply our skills to a great image from a famous photographer.

Website: Body of Work – Philip Jones Griffiths

Our students use this mnemonic with great success…give it a try!

Let’s apply our skills to a great image from a famous photographer.

Films, Documentaries, and Series

If you're using film for your IO, you must watch this video! You MUST discuss these elements!

Key Terms for Analyzing Film

You're using a film or documentary for your IO? Nice choice - watch this video or you will miss important IO requirements!

If you're using film, documentaries, or videos for your IO, then this video is MUST WATCH. Our student will show you how it's done!

Student Recording Recording Transcript Student Notes and Planning

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Preparation guide, examples and exemplar breakdown

Prepare for IB English Individual Oral (IO)

Practical study guide to ace your ib english individual oral. preparation guide, practical examples and exemplar script., individual oral explained.

11-part Study Guide

Full Prep Guide

Exemplar io script, how can litlearn help me.

Our resources have helped struggling IB English students jump grade boundaries in weeks, days, and even overnight...

The Individual Oral is a challenging component of IB English. It's also worth 30% (for SL) or 20% (for HL) of your final IB English grade.

We'll first cover the basics of the Individual Oral, including the format, choosing a global issue, and how to prepare.

Students often struggle to find insightful links to the Global Issue, leaving their Individual Oral stuck at the IB4 to 5 range.

In the IO study guide, we show you four detailed examples of how to link to the Global Issue in a way that leaves your teacher amazed.

Going off a blank page is hard. That's why we've written an exemplar script for you to study and learn from.

This script demonstrates insightful links to the Global Issue and is a strong example for you to follow.

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Mastering the IB English A Individual Oral: Your Ultimate Guide

The International Baccalaureate (IB)  program's English A course is designed to foster a deep understanding of literature and language. One of the essential components of this course is the Individual Oral, a platform for students to exhibit their knowledge, critical thinking, and communication skills. In this blog post, we will explore the IB English A Individual Oral, offering guidance on what it entails, how to choose a global issue, effectively use extracts, and understand the assessment process.

Understanding the IB English A Individual Oral

The Individual Oral, a fundamental part of the IB English A  course, allows students to delve into a literary work and a global issue. It encompasses four main aspects:

Literary Work: You will select a literary work from the prescribed list. This work will be the foundation of your Individual Oral.

Global issue: alongside the literary work, you will choose a global issue that is thematically related to the text., extracts : the individual oral involves analyzing and presenting on a specific extract from the chosen literary work. you will also discuss the text as a whole., presentation : you will present your analysis to your teacher, who will then engage in a discussion with you based on your presentation., selecting a global issue.

Choosing a relevant global issue is a crucial aspect of your Individual Oral. When deciding on a global issue, consider the following:

Relevance : Select a global issue that is pertinent to the literary work and its themes. It should be a topic that can be explored through the text.

Personal interest: opt for a global issue that genuinely interests you. this will make your analysis more engaging and authentic., thematic connection: ensure a clear thematic connection between the global issue and the literary work. this will provide a solid basis for analysis., using extracts effectively.

When working with extracts, it's essential to consider their source and relevance, ensuring a comprehensive and insightful analysis. Here's how to make the most of extracts in your Individual Oral:

Extracts from Literary Works : If the extract is derived from a literary work that is part of a larger body of text, such as a short story, or if it's a complete text within a larger work, like a poem, students should broaden their analysis to encompass pertinent aspects of the broader work. This entails discussing how the extract connects with the overarching themes, style, and techniques employed in the complete work.

Extracts from non-literary texts : in the case of an extract from a complete non-literary text, such as a photograph, students should explore the author's broader body of work or creative output. for example, when analyzing a photograph, it's beneficial to refer to other photographs created by the same photographer. if identifying a single author for a non-literary text is challenging, students should adopt a broader perspective on authorship. this can involve considering the creative team behind a project or the overall approach of a brand, advertising agency, or publication., relevance and understanding : the choice of extracts should demonstrate your deep understanding of their relevance to the larger work. it should enable you to discuss the author's broader artistic choices, highlighting the alignment between the part and the whole..

Extracts, when utilized effectively, facilitate a more insightful exploration of the literary or non-literary text and its thematic connections, contributing to a well-rounded and engaging presentation.

Hence, the IB English A  Individual Oral is a unique opportunity to explore a literary work and a global issue in-depth. By selecting a relevant global issue, effectively analyzing extracts, and demonstrating strong presentation and discussion skills, you can excel in this assessment. The Individual Oral not only tests your knowledge but also nurtures your critical thinking and communication abilities. Through diligent preparation and a clear understanding of the assessment criteria, you can confidently tackle the Individual Oral and advance in your IB English A journey.

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First HL-IB Language A: Literature Assessment The Individual Oral Presentation The Internal Assessment - 20% of Cumulative Assessment Weight

​internal assessment details—sl/hl individual oral, ​the learner portfolio and the individual oral , ​ conduct of the individual oral , assessment rubric .

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• Introducing the Individual Oral to Students (a PowerPoint)
• Individual oral

The IB Language A: language and literature guide is a dense document. It’s vital for teachers; it’s much less friendly for students. And yet, how do we make sure students do what the guide says they must?The following PowerPoint is intended as one way to answer that question. The aim is to introduce the Individual Oral to students in as friendly a manner as possible. It takes the format of commonly asked questions...

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IB English A Individual Oral (IO) Exemplar

Free ib teaching materials.

Download my new IB teaching resources for Language and Literature Paper 1 on my new website:

Watch my example IO

Below you will find my example IO in which I analyse Kitchen by Banana Yoshimoto and Call Me by Your Name directed by Luca Guadagnino. This will be particularly useful to you if you have chosen a film as your Body of Work.

Underneath this video you can download my script and extracts.

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English A Language & Literature Individual Oral (IO) – May 2021 (7)

This is the file for English A Language & Literature Individual Oral (IO) that I got 7 in May 2021 session. The file includes the outline that I submitted to the IB, complete script for 10 minutes presentation, and the extracts of the literary and non-literary body of works that I utilized.

[Sample excerpts]

Language A: language and literature Internal Assessment Student outline form

Global issue:.

Marginalization of Black People due to Cultural Hegemony

Texts Chosen

Literary Work: Chimamanda Ngozi Adichie’s novel, Americanah, published in 2013 Non-Literary: “Letter to My Son”, published by The Atlantic in 2015 Body of Work: Ta-Nehisi Coates’ works, by New York Times and The Atlantic between 2013 to 2016

Notes for the Oral (maximum of 10 bullet points):

– Institutional racism present in American society: slavery in the past, extrajudicial responses and police brutality, non-physical way: marginalization of culture and identity – results of historical, social perception black bodies inferior/consequence of difference in power → “slaveholders” historical action strongly discriminated, physically abused extreme diction/appeal to the emotion/not only past slavery, continuity of white supremacy – In paragraph 21, allusion key literary device: Allusions “Jesus, George Washington, Tarzan, Lone Ranger”: popular iconic figures→ power persisted led white cultural hegemony/readers identify, aware of white as standardized culture – Contrast representation of whites and blacks, metaphor: compare black history to “Trivial Pursuit”/described “firsts”, never directly acknowledged without “black”/reinforce generalization based on race, loss of individuality, blacks invisible → Saul Bellow “Who is the Tolstoy of Zulus?”: western values imposed/logos strengthens claim, questioned by other people

• Total number of pages : 10 pages
• Topic : Individual Oral (IO) – Marginalization of Black People due to Cultural Hegemony
• Subject : English A Language & Literature
• The file is in Word format

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• Author: Helixxce
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IB English A: Literature: Individual Oral Assessment Considerations

Please note:  The purpose of this information is to elaborate on the nature of the IB assessment tasks, define and explain the assessment criteria and their implications, share observed challenges in students’ submitted assessment work, and offer strategies and approaches for assessment preparation.    

This post is not meant to replace a reading of the  IB Language A: Literature Subject Guide  or the  Teacher Support Materials  available on  My IB .  Those resources should always be a first stop for teachers in checking the requirements of each assessment task and how the task should be facilitated.    

Individual Oral Overview

30% at sl; 20% at hl, nature of the task.

• The Individual Oral is 15 minutes long. For the first 10 minutes, the students will deliver their response to the prompt, which is then followed up with a 5-minute discussion led by the teacher. 
• The prompt for the Individual Oral is: “Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. 1 ” 
• The rubric on which the Individual Oral is assessed is worth a total of 40 marks. 
• On the day of the exam, students will bring blank copies of their extracts as well as 10 bullet-pointed notes into the room. The extracts they choose should be representative of the way in which a global issue is presented in the work and may also provide the students a few talking points about authorial choices that contribute to that presentation as well. The extracts are not the center of the discussion but rather serve as launching points to talk about the work(s) as a whole, and Criterion C assesses that the students are balanced in their examination of both extracts and works. 
• After the first 10 minutes, teachers ask the student follow-up questions. This can be an opportunity for a teacher to nudge students in the direction of aspects of the prompt/assignment requirements that were not adequately addresses in the assessment.  While it may be helpful for the teacher to pre-prepare follow up questions, the teacher-student discussion tends to be more organic and helpful to the student if the questions build upon points the student has made in their oral.  Furthermore, teachers should avoid leading questions. 

Selection of the global issue

• A global issue is an issue within the work that exists transnationally but is also something that manifests in local contexts. Something like “how a community is dependent on fracking in Colorado” would be too precise to be a global issue. Something broader like “how the harvesting of energy sources impacts communities” might be more appropriate as it can be applied to other locations and situations. 
• Students and teachers should refer to the five Fields of Inquiry in the Language A guide 2  or the  UN Sustainable Development Goals  (SDG’s) as launching points for developing more specific global issues.  

Fields of Inquiry

• Culture, identity and community 
• Beliefs, values and education 
• Politics, power and justice 
• Art, creativity and the imagination 
• Science, technology and the environment 

Sustainable Development Goals

• No poverty 
• Zero hunger 
• Good health and well-being 
• Quality Education 
• Gender Equality 
• Clean water and sanitation 
• Affordable and clean energy 
• Decent work and economic growth 
• Industry, innovation and infrastructure 
• Reduced inequalities 
• Sustainable cities and communities 
• Responsible consumption and production 
• Climate action 
• Life below water 
• Life on land 
• Peace, justice and strong institutions 
• Global partnerships
• The student can further narrow the global issue from these broad fields.  A specific and more narrowed global issue helps students sustain focus in the task and adequately develop their ideas in the 10 minutes allocated to the presentation portion of the Individual Oral.  
• Penalty:  Orals that discuss more than one global issue will score a zero in Criterion A. 

Selection of work s/bodies of work

• SL Students should note that the works they choose are not eligible to be used for their Paper 2.  
• HL students should note that the works they choose cannot be used for the Paper 2 or HL essay.  
• Students must also select extracts from their works that serve as a supportive example of what they are asserting about each work’s presentation of the global issue.  
• The learner portfolio can be a helpful place for students to look back on their coursework and identify global issues that are prominent throughout the works they have studied.  
• Penalty:  Students who base their oral on two works written in English or two translated works will score a zero in Criterion A. 

Selection of the extracts

The extract should contain 40 consecutive lines (max), or the equivalent. 

• “The equivalent” can be interpreted as a significant moment or sequence in a work that is typically a page in length (e.g., a page of a graphic novel).  
• A complete text such as a poem or song can be an extract.  
• For texts containing images, extracts should be replicated in color when possible. 
• Adding line numbers and/or figure numbers to the extract will help the listener locate specific parts of the extract with ease. 

What is the Individual Oral Assessing?

Criterion a:  knowledge, understanding, and interpretation (10 marks), defined terms.

• The student’s answer to the prompt should consist of two overarching conclusions, one for how each work presents the global issue. These can be presented as thesis statements at the beginning of the oral. According to the rubric, orals that do not interpret implications in relation to the global issue (i.e., by offering a conclusion) are unlikely to score above a 4 in criterion A. 
• The response should discuss the ways in the global issue is presented in both the extract and the work.  Responses that only discuss the extract or only discuss the work are unlikely to show “adequate” understanding.   
• When the extract serves as optimal evidence for how the global issue is presented in the entire work, this helps the student balance their discussion, make connections, and fluidly discuss both the extract and the work. 
• During the 5-minute teacher-led discussion, students can demonstrate further knowledge and understanding through their responses to their teacher’s questions which can enhance their mark in Criterion A. This can be an opportunity to recall more details from the work or add more nuance to an interpretation.  

Activities and protocols that develop skills related to knowledge, understanding, and interpretation.

Formulating Interpretive Statements

This activity scaffolds the process of developing an “interpretive statement” in response to a text or work.  This is achieved through a sentence completion exercise […]

Continue Reading

This protocol helps students independently synthesize information, events, or key ideas from a work/body of work.  Process Ask students to identify 5 words that represent […]

Card, Stack, and Shuffle

Assumptions play an important role in our understanding and interpretation of work, and this protocol helps students critically evaluate assumptions.  The types of assumptions will […]

Concept Formation

In this activity, students use small examples to establish what a concept is (and is not).  This inductive strategy works to give depth, ownership, and […]

In this activity, students publicly identify their position in response to ideas and issues and justify that position with like-minded (and differently minded) peers.  This […]

Interviews using Naïve Questions

Conversations with a naïve partner can be an effective means to engage in reflection and identify gaps in knowledge or understanding.  The protocol below can […]

Criterion B:  Analysis and evaluation (10 marks)

• The identification of authorial choices can only get students so far. These features should be mentioned only if they support claims about the presentation of the global issue (see the “Focus” element of Criterion C). If the analysis of authorial choices is not in reference to the global issue, the rubric indicates that students are unlikely to score in the adequate bands and above. 
• Students are rewarded for making meaningful references to form-specific elements, genre-specific elements, and using corresponding terminology correctly, assuming the analysis is in reference to the presentation of the global issue.  “Simple” or more obvious authorial choices are rewarded in the middle bands of the criterion.  The higher bands reward attention to detail and perceptive insight which often includes a careful, close reading of the work.  
• Because the IO prompt asks the student to consider both the “content and form” of the works, there is an implied expectation they address the literary form and its corresponding formal features.  As teachers prepare students for this assessment, they can remind students to consider structural choices (in addition to language choices) made in the extract and in the work as whole.  
• Credit for “evaluation” is only attainable in the top two mark bands of Criterion B. Students must work to appreciate how those authorial choices present the global issue. Their conclusions might even weave in discussions about why the work communicates its ideas about the global issue in a specific way; it might have to do with the specific elements of a form, the function of literary works, the culture in which the work was produced, etc. 
• During the 5-minute follow-up discussion, teachers might ask students to provide further analysis of the extracts and the works which can enhance the student’s mark in Criterion B. This can be an opportunity to further detail the effects of specific authorial choices or recognize patterns of or connections between authorial choices that work to develop the global issue.  

Activities and protocols that develop skills related to analysis and evaluation

Why might this detail matter?

This activity gets students to think about the significance of minor details in a work.  These details can be used as evidence to form the […]

Ladder of Abstraction

This activity allows students to process the ways in which details from a work might represent larger abstract ideas. Process Divide students in groups of […]

This activity helps students visually see and appreciate the ways in which parts make up a whole.  One of the challenges many students have is […]

Diversity Rounds

This protocol directs students to reflect on the ways in which their identity shapes their reading/ audience response compared to others in a group.  The […]

Criterion C:  Focus, organization, and development (10 marks)

• There is no prescribed way for students to organize the ideas they wish to present. However, like with the other IB English assessments, students must think about how they can best convince someone of their drawn conclusions, which often includes considering the order in which they present their ideas so as to develop the most effective line of reasoning.  
• It is important that students balance their presentation.  There are two considerations here:  the first is balancing the discussion between the two literary works; the second is balancing the discussion of each extract and its corresponding work. This plays an important role when awarding marks in this criterion. 
• It is worth noting that comparative analysis and evaluation is not a requirement of the assessment criterion, but students may discuss connections and contrasts between the work and body of work if it seems natural or interesting to do so. However, this should not be the focus of the task.   
• Criterion C will only be assessed based on the first 10 minutes of the individual oral; a student’s response cannot be improved or damaged based on the organization of their responses to their teacher’s questions [3].  
• The extent to which students adhere to the 10-minute time limit is considered in this criterion.  Orals that have long stretches of silence or are considerably under or over the 10-minute mark, may be limited in what they can achieve in this criterion.  

Activities and protocols that develop skills related to organization and development

Generate, Sort, Connect, Elaborate: Concept Mapping Significant MOMENTS in a Work

This activity asks students to individually identify significant moments in a work and collaboratively connect the moments to ideas, issues, and other moments in the […]

Generate, Sort, Connect, Elaborate: Concept Mapping IDEAS in a Work

This activity asks students to individually identify ideas and issues developed in a work and collaboratively connect and develop one another’s ideas.  This ultimately helps […]

This protocol helps students consider which ideas, issues, and feelings are playing a significant role in shaping their personal response to a work. Process Give […]

Criterion D:  Language (10 marks)

• Though this is an oral assessment, the student’s language is assessed in a similar way to the other assessments, considering clarity, accuracy, variety, and style. It is important to note that even a student with occasional errors can still score well if their language is effective (persuasive and nuanced) enough to enhance their presentation of the ideas in the oral.  
• Unlike in the previous oral, students now can “practice” the presentation of their ideas before the exam. Students can take advantage of this to try to think about enriching the vocabulary they use, transitioning fluidly from point to point, and using a variety of sentence structures. However, students may not prepare a “script” for their presentation, and the 10 bullet points they bring cannot be excessively long, which means it should still be a verbal articulation of ideas rather than a recitation. 
• A wider vocabulary and knowledge of sentence structures gives students more language tools to express abstract and complex thoughts.   
• Correct use of literary terminology may be considered in awarding marks in this criterion; however, jargon is not the sole focus.   
• The Individual Oral is a formal assessment and therefore students are expected to sustain a formal register throughout the presentation.  Of course, voice is welcomed in all IB assessment tasks: formal assessments do not need to be turgid. 

Activities and protocols that develop skills related to use of language

Interpretive Statement Wall

This protocol helps students develop revision skills by asking clarifying and critical questions about each other’s interpretive statements or thesis statements.  This helps students develop […]

Evaluating Thesis Statements

This activity helps students understand the role language plays in communicating specific and complex ideas in a thesis statement.  The approach invites active collaboration, and […]

Discussion Posts and Personalized Learning

This formative assessment gives students an opportunity to personalize their learning while engaging in collaborative discussion with their peers around their chosen text(s) or work. […]

Stir the Classroom

This protocol requires that members take ownership of the ideas discussed within a group so that if called, they can synthesize them for their next […]

This protocol helps students generate ideas in response to a work. Process Give students a writing task, asking them to identify one thing they think […]

[1] Language A: Literature Guide, First assessment 2021 , IBO: 2019. pp. 56.

[2] Language A: Literature Guide, First assessment 2021 , IBO: 2019. pp. 57.

[3]  “10 tips for schools & teachers for the individual oral”. My IB Website, IBO: 2020.  

[4] Language A: Literature Guide, First assessment 2021 , IBO: 2019. pp. 61.

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