What 'describing the stimulus' means: In the Individual Oral (IA) you are given a visual stimulus (a photo) linked to one of the course themes. For the first part you must describe what you see and then interpret what it suggests.
The phrases below are the building blocks. Treat the list as a glossary: learn each term with its meaning, then reuse them when you describe the photo out loud.
- stimulus
- the photo (the visual prompt) you are given to talk about
- to describe
- to say what is literally in the image
- to interpret
- to say what the image suggests or means, beyond what is literally there
- in the foreground
- in the front part of the image, closest to the viewer
- in the background
- in the part of the image furthest away, behind everything
- on the left / on the right
- position words for what is on each side of the image
- in the centre / in the middle
- in the middle part of the image
- there is / there are
- the phrase used to say what exists in the image
- it seems that… / it appears that…
- phrases that move you from describing to interpreting
- it gives the impression that…
- a phrase for saying what feeling or idea the image suggests
- to link to a theme
- to connect the image to one of the five course themes
- caption
- the short text printed under or beside the photo
- to set the scene
- to give a one-sentence overview before the details
| Useful sentence starter | What it is for |
|---|---|
| This photo shows… | An overview to set the scene. |
| In the foreground / background there is… | To describe with position. |
| On the left / right I can see… | To place a detail on one side. |
| It seems to me that… | To start an interpretation. |
| It gives the impression that… | To say what feeling the image suggests. |
| This links to the theme of… | To connect the image to a course theme. |
Why this matters: Position language (foreground / background / left / right) and interpretation phrases (it seems that… / it gives the impression that…) are exactly what lift you from a bare list into a controlled description — and that is what earns Criterion B (Message) in the IA.
Two jobs, not one: A strong IA does two things with the photo: it describes (what is literally there) and it interprets (what it suggests). Many students only describe — a list of objects — and lose marks. Always pair seeing with meaning.
Describe — what you see
- In the foreground there are two friends on a bench.
- On the right a man is holding an umbrella.
- In the background I can see tall buildings.
Interpret — what it suggests
- It seems to me that they are close friends.
- It gives the impression that the weather has just changed.
- This suggests the photo was taken in a big city.
Interpretation starters (use these to add meaning)
- It seems to me that… / It appears that… — to suggest what is happening
- It gives the impression that… — to say what feeling or idea the image conveys
- This suggests / shows that… — to draw a conclusion from a detail
- Perhaps / Maybe… — to say what might be the case without being certain
- This links to the theme of… because… — to connect the image to a course theme
The listing trap: "There is a tree. There is a dog. There are two people. There is a bench." — this is pure description with no interpretation and no position language. It is the most common way to lose Criterion B marks. Always add where things are and what it suggests.
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What a good description sounds like: Here is a model spoken description written out so you can study it on the page. Read it once for the overall shape, then we'll see why it scores. Notice how it moves: overview → details with position → interpretation → link to a theme.
Model: describing a photo of two students in a park: Let me describe the photo. In the foreground there are two students sitting on a bench in a park, looking at a phone and laughing together. On the left, a girl is pointing at the screen, while on the right her friend is holding a coffee. In the background, some children are playing football on the grass.
It seems to me that the image shows young people enjoying their free time and staying connected. It gives the impression that technology can bring friends together rather than push them apart. This links to the theme of identities, because how we spend our leisure time is part of who we are.
- Let me describe…
- an opener that signals you are starting the description
- In the foreground / background
- position phrases for front and far parts of the image
- while…
- a connector to contrast two things happening at once
- It seems to me that…
- an opener for interpretation
- It gives the impression that…
- to state the feeling or idea the image conveys
- This links to the theme of…
- to connect the image to a course theme
IB-style task — why the model scores
Reading the model, step by step
- Overview first. "Let me describe the photo." — a clear opener that sets the scene before any detail.
- Detail with position. "In the foreground there are two students… On the left, a girl is pointing… on the right her friend is holding a coffee. In the background, some children are playing football." — every detail is placed with a position phrase.
- Interpretation, not just a list. "It seems to me that the image shows young people enjoying their free time… It gives the impression that technology can bring friends together." — this is what most students forget.
- Link to a theme + opinion. "This links to the theme of identities, because how we spend our leisure time is part of who we are." — anchoring the photo to a theme finishes the description strongly.
Describing technique: Build the description in layers: overview → detail with position → interpretation → link to a theme. Each layer gives you more to say, so you never dry up — and it covers exactly what Criterion B rewards.
The task: You have a few minutes to prepare before the oral. Use them to plan a structured description: an overview, details placed with position language, an interpretation, and a link to a theme.
Don't write full sentences — note key phrases. Aim to talk for about 2 minutes on the stimulus.
Description structure — 5 steps
1
Overview
One sentence to set the scene. "This photo shows…"
2
Detail + position
Say what is where. "In the foreground… On the right…"
3
More detail
Add the background and anything you missed. "In the background…"
4
Interpret
Say what it suggests. "It seems to me that… It gives the impression that…"
5
Link + opinion
Connect to a theme and add a view. "This links to… In my opinion…"
Overview → Detail+position → More detail → Interpret → Link+opinion
Model: the 5 steps in action
Planning a description, step by step
- Overview — set the scene in one sentence: "This photo shows a busy market on a sunny morning."
- Detail + position — say what is where, in the present tense: "In the foreground a woman is selling fruit, and on the right two customers are choosing vegetables."
- More detail — add the background: "In the background I can see colourful stalls and a crowd of people walking between them."
- Interpret — say what it suggests, not just what you see: "It seems to me that the market is the heart of the community; it gives the impression that people value fresh, local food."
- Link + opinion — connect to a theme and add a view: "This links to the theme of social organisation. In my opinion, local markets bring a neighbourhood together."
Why it scores: A description built this way hits all three IA criteria — here's what earns each one:
A — Language /12
- Present continuous: "a woman is selling", "customers are choosing"
- Position phrases: "in the foreground", "on the right", "in the background"
- Connectors and a range of structures
B — Message /12
- Describes AND interprets, not just a list
- Ideas developed and linked clearly to a theme
C — Interactive & receptive /6
- Clear, coherent delivery the examiner can follow
- Enough to keep the conversation going afterwards
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From a weak answer to a strong one: The fastest way to improve is to take a weak, list-style answer and rebuild it with position language and an interpretation. Let's do exactly that with one example.
A weak, list-style description: "There is a teacher. There are students. There is a board. There are books."
IB-style task — rebuild the weak answer
Rebuilding it, step by step
- Add an overview. "This photo shows a lesson in a classroom."
- Place the details with position. "In the foreground a teacher is explaining something at the board, while on the left several students are listening carefully. On the desks there are books and notebooks."
- Interpret. "It seems to me that it is a calm, focused class; it gives the impression that the students are enjoying learning."
- Link to a theme. "This links to the theme of social organisation, because school is one of the institutions that shapes young people."
Apply technique: To fix any list ("there is… there is…"), do three things: add an overview, place each detail with position language, and end with an interpretation. That single move can lift a Criterion B mark sharply.