How the Individual Oral is marked: The Individual Oral (IO) is your internally-assessed speaking exam. It is marked out of 30, across three criteria:
A — Language /12, B — Message /12, and C — Interactive & receptive skills /6.
Learn what each criterion rewards and you can aim your practice at the marks. The terms below are the assessment vocabulary you'll meet again and again.
- Individual Oral (IO)
- the internally-assessed speaking exam: a presentation on a visual stimulus, then a conversation with your teacher
- assessment criteria
- the fixed scales examiners use to award marks — here, Criteria A, B and C
- Criterion A — Language
- marks for the range and accuracy of your English: vocabulary, grammar, structures and clear pronunciation (/12)
- Criterion B — Message
- marks for relevant, developed ideas linked to the stimulus and the theme (/12)
- Criterion C — Interactive & receptive skills
- marks for understanding the teacher, responding, and keeping the conversation going (/6)
- range (of language)
- how varied your vocabulary, tenses and structures are
- accuracy
- how correct your grammar, word choice and pronunciation are
- to develop an idea
- to expand a point with reasons, examples or detail, not just state it
- to interpret (the stimulus)
- to say what an image means or suggests, not only what it shows
- to sustain a conversation
- to keep the exchange going — answering fully and asking back
- register
- how formal or informal your language is for the situation
- fluency
- how smoothly and naturally you speak, without long unnatural pauses
| Criterion | What it rewards | Marks |
|---|---|---|
| A — Language | Varied, accurate English; clear pronunciation | /12 |
| B — Message | Relevant, developed ideas linked to the stimulus & theme | /12 |
| C — Interactive & receptive skills | Understanding, responding, sustaining the conversation | /6 |
| Total | All three together | /30 |
Why this matters: Many students focus only on grammar (Criterion A) and forget that half the marks come from developed ideas (B) and real interaction (C). Aim at all three from your very first practice.
Aim at the marks: Each criterion rewards something different. Knowing this lets you self-correct: if your answer is grammatically neat but flat, you're losing Message marks; if you understand but reply in one word, you're losing Interaction marks.
Criterion A — Language (/12): show range AND control
- Use a variety of tenses — not just the present.
- Use connectors: however, therefore, moreover, although.
- Use topic and opinion vocabulary accurately.
- Speak clearly — pronunciation and fluency count here too.
Criterion B — Message (/12): describe, then go further
- Don't just describe the image — interpret what it suggests.
- Link the stimulus to the theme and to culture.
- Develop each idea with a reason or an example.
- Stay relevant — every point should serve the task.
Criterion C — Interactive & receptive (/6): keep it a conversation
- Understand the teacher's question and answer what is actually asked.
- Expand your answers — never reply with a single word.
- Ask a question back, or invite the teacher to continue.
- Handle a question you didn't expect without freezing.
One sentence, three criteria: The best moments score on all three at once: a developed idea (B), said in varied, accurate English (A), in genuine response to the teacher with a question back (C).
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Read like an examiner: Here is the transcript of a strong student answer to the question "What does the photo show, and what do you think?" Read it and notice WHERE it earns each criterion — that's how you learn to score yourself.
A student's answer: Student's spoken answer (in the Individual Oral): "In the photo I can see a group of teenagers planting trees in a city park. To me, this shows that more and more young people care about the environment, because acting locally can also help the planet as a whole.
I would gladly take part in something like this. In fact, I believe schools should organise these projects more often, since they teach us responsibility and bring the community together. And what about you — do you think these small actions really make a difference?"
- to take part (in)
- to join or participate in an activity
- to make a difference
- to have a real, positive effect
- locally
- in your own area or community
- as a whole
- considered all together, in general
- responsibility
- the duty to deal with something or care for something
IB-style task — mark this answer criterion by criterion
Three criteria, step by step
- Criterion A — Language. Look for varied, accurate English: the conditional "I would gladly take part", the connectors "because" and "since", and topic vocabulary ("the environment", "responsibility"). That is range with control.
- Criterion B — Message. The student doesn't just describe ("a group of teenagers planting trees") — they interpret ("this shows that more and more young people care about the environment") and link it to a wider idea, with a reason. That is a developed, relevant message.
- Criterion C — Interactive & receptive. The answer ends with a genuine question back — "And what about you — do you think these small actions really make a difference?" — which invites the teacher to continue and sustains the conversation.
Reading technique: When you judge an answer, find the exact words that prove each criterion — don't give a vague impression. That habit is exactly what trains you to score well yourself.
The task: You are given a photo on the theme Identities and 15 minutes to prepare. Plan and write out what you would say in your presentation so that it hits all three criteria.
Aim for a 3–4 minute talk: describe, interpret, develop — then be ready to converse.
Presentation structure — 5 steps
1
Open
A one-line opener that names the photo and theme. "This photo, on the theme of identity, shows…"
2
Describe
Say what you can see, in varied language. "In the foreground… In the background…" (Criterion A).
3
Interpret
Say what it suggests, not just what it shows. "To me, this suggests that…" (Criterion B).
4
Link & develop
Connect it to the theme and culture, with a reason or example. "This links to identity because…" (Criterion B).
5
Hand over
Finish with an opinion and a hook for the conversation. "…and I'd be glad to discuss this further." (Criterion C).
Open → Describe → Interpret → Link & develop → Hand over
Model: the 5 steps in action
The presentation, step by step
- Open. "This photo, on the theme of identity, shows a family of several generations sharing a meal outdoors."
- Describe. "In the foreground, grandparents, parents and children are sitting around a long table; in the background I can see strings of lights and a garden. Everyone looks relaxed and happy."
- Interpret. "To me, this suggests that shared meals are about much more than food — they are a moment when a family passes on its traditions and feels connected."
- Link & develop. "This links closely to identity, because the way we celebrate together shapes who we are. In my own culture, for example, a Sunday meal is when stories and recipes are passed down between generations."
- Hand over. "So, for me, this photo is really about belonging — and I'd be glad to discuss whether family traditions still matter as much today."
Why it scores: This script hits all three IO criteria — here's what earns each one:
A — Language /12
- Range of structures: "In the foreground…", "because", "for example"
- Varied tenses and topic vocabulary, used accurately
- Clear, fluent delivery
B — Message /12
- Describes AND interprets the photo
- Links it to identity with a reason and a personal example
C — Interactive /6
- Ends with an opinion and a discussion hook
- Invites and prepares for the conversation
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Listen like an examiner: The conversation part of the IO is a two-way exchange. Here we'll use a transcript of another student's spoken answer so you can practise spotting the criteria on the page. Read the questions, then find the evidence in the words.
Transcript — a spoken answer: Recording transcript: "Well, in this image I see an elderly couple cooking together at home. Honestly, it makes me think about how important family time is. When I was younger, my grandparents taught me to cook, and those moments shaped who I am today. So, for me, this photo connects to identity and to the way traditions are passed down. I'd love to hear what you think — does your family cook together too?"
IB-style task — two questions on the answer
Two questions, step by step
- Q1 — How does the student EARN Criterion B (Message)? They go beyond describing ("an elderly couple cooking together") to interpret it ("it makes me think about how important family time is") and link it to identity with a personal example about their grandparents. That is a developed, relevant message.
- Q2 — How does the student EARN Criterion C (Interaction)? They end with "I'd love to hear what you think — does your family cook together too?", which hands the conversation back and keeps it going.
Listening technique: In the real oral, listen for the point of each question and answer THAT. A full, on-target reply that ends with a hook earns both Message (B) and Interaction (C).