European Baccalaureate Language 1 cheat sheet

The Language 1 written paper typically comprises two parts: a comprehension/analysis task on an unseen text and a written production task (essay, commentary, or argumentative response) in the target language.

Comprehension questions test literal meaning, inference, and interpretation of the text's stance; answers must be supported by precise textual evidence rather than general knowledge.

The written production is assessed on content/task fulfilment, organisation, range and accuracy of vocabulary and grammar, and register appropriate to the task.

Text types that may be required include formal letter, article, essay, speech, review, and argumentative response; each has conventional structure and register conventions to observe.

Task fulfilment requires addressing every element of the prompt; omitting a required element caps the content mark regardless of language quality.

Coherence is signalled by paragraphing, topic sentences, and connectives (e.g., contrast, concession, consequence); examiners reward explicit logical structure.

Register control means distinguishing formal written norms (avoiding contractions, slang, and conversational fillers) from the informal register required in some tasks.

Time allocation should reserve a planning phase, a drafting phase, and a final proofreading phase for agreement, tense consistency, and spelling.

Marking is typically analytic across criteria (content, organisation, language); a strong essay balances all criteria rather than maximising one.

The oral examination typically combines a prepared or semi-prepared presentation with an interaction component, such as discussion of a text, image, or topic studied during the year.

Assessment criteria usually cover comprehension of the prompt, fluency and pronunciation, range and accuracy of language, interaction and discourse management, and content knowledge.

Fluency is judged by continuity and pace of delivery, not by speed; excessive hesitation, self-correction, or memorised recitation lowers the fluency mark.

Interaction requires responding to the examiner's follow-up questions, initiating turns, and developing ideas rather than giving one-word answers.

A structured presentation has an introduction stating the topic and angle, a developed body with two or three main points, and a conclusion that answers the guiding question.

Discourse markers (e.g., firstly, on the other hand, to conclude) make the argument transparent and are explicitly rewarded in oral criteria.

Pronunciation is assessed on intelligibility and prosody; systematic errors that impede understanding matter more than occasional slips.

Preparation time is normally provided before the examination; notes should be key words and structure, not a full script, since reading aloud is penalised.

The candidate may be expected to defend an interpretation and respond to counter-arguments, so preparing evidence and examples for each main claim is essential.

The preliminary mark is derived from continuous assessment during the s7 year and contributes to the final overall grade alongside the written and oral examination results.

Components typically include written assignments, tests, oral presentations, and participation; each school's pedagogical file specifies the weighting of these components.

Formative assessment (feedback on drafts, practice orals) informs learning but only summative evidence counts towards the preliminary mark.

Consistency across the year matters: a single weak task can be offset by strong later performance, but sustained underperformance cannot be compensated by the final examination alone.

Criteria mirror the examination criteria (content, organisation, language, oral interaction), so feedback on coursework transfers directly to examination preparation.

Deadlines for coursework are set by the school; late submission rules and absence procedures are defined in the school's internal regulations.

The preliminary mark is communicated to candidates before the examinations; candidates have the right to know the criteria and the weighting applied.

Keeping a portfolio of assessed tasks and teacher feedback allows the candidate to track progress and identify recurring error patterns to address.

The Language 1 written paper typically comprises two parts: a comprehension/analysis task on an unseen text and a written production task (essay, commentary, or argumentative response) in the target language.

Comprehension questions test literal meaning, inference, and interpretation of the text's stance; answers must be supported by precise textual evidence rather than general knowledge.

The written production is assessed on content/task fulfilment, organisation, range and accuracy of vocabulary and grammar, and register appropriate to the task.

Text types that may be required include formal letter, article, essay, speech, review, and argumentative response; each has conventional structure and register conventions to observe.

Task fulfilment requires addressing every element of the prompt; omitting a required element caps the content mark regardless of language quality.

Coherence is signalled by paragraphing, topic sentences, and connectives (e.g., contrast, concession, consequence); examiners reward explicit logical structure.

Register control means distinguishing formal written norms (avoiding contractions, slang, and conversational fillers) from the informal register required in some tasks.

Time allocation should reserve a planning phase, a drafting phase, and a final proofreading phase for agreement, tense consistency, and spelling.

Marking is typically analytic across criteria (content, organisation, language); a strong essay balances all criteria rather than maximising one.

The oral examination typically combines a prepared or semi-prepared presentation with an interaction component, such as discussion of a text, image, or topic studied during the year.

Assessment criteria usually cover comprehension of the prompt, fluency and pronunciation, range and accuracy of language, interaction and discourse management, and content knowledge.

Fluency is judged by continuity and pace of delivery, not by speed; excessive hesitation, self-correction, or memorised recitation lowers the fluency mark.

Interaction requires responding to the examiner's follow-up questions, initiating turns, and developing ideas rather than giving one-word answers.

A structured presentation has an introduction stating the topic and angle, a developed body with two or three main points, and a conclusion that answers the guiding question.

Discourse markers (e.g., firstly, on the other hand, to conclude) make the argument transparent and are explicitly rewarded in oral criteria.

Pronunciation is assessed on intelligibility and prosody; systematic errors that impede understanding matter more than occasional slips.

Preparation time is normally provided before the examination; notes should be key words and structure, not a full script, since reading aloud is penalised.

The candidate may be expected to defend an interpretation and respond to counter-arguments, so preparing evidence and examples for each main claim is essential.

The preliminary mark is derived from continuous assessment during the s7 year and contributes to the final overall grade alongside the written and oral examination results.

Components typically include written assignments, tests, oral presentations, and participation; each school's pedagogical file specifies the weighting of these components.

Formative assessment (feedback on drafts, practice orals) informs learning but only summative evidence counts towards the preliminary mark.

Consistency across the year matters: a single weak task can be offset by strong later performance, but sustained underperformance cannot be compensated by the final examination alone.

Criteria mirror the examination criteria (content, organisation, language, oral interaction), so feedback on coursework transfers directly to examination preparation.

Deadlines for coursework are set by the school; late submission rules and absence procedures are defined in the school's internal regulations.

The preliminary mark is communicated to candidates before the examinations; candidates have the right to know the criteria and the weighting applied.

Keeping a portfolio of assessed tasks and teacher feedback allows the candidate to track progress and identify recurring error patterns to address.

The Language 1 written paper typically comprises two parts: a comprehension/analysis task on an unseen text and a written production task (essay, commentary, or argumentative response) in the target language.

Comprehension questions test literal meaning, inference, and interpretation of the text's stance; answers must be supported by precise textual evidence rather than general knowledge.

The written production is assessed on content/task fulfilment, organisation, range and accuracy of vocabulary and grammar, and register appropriate to the task.

Text types that may be required include formal letter, article, essay, speech, review, and argumentative response; each has conventional structure and register conventions to observe.

Task fulfilment requires addressing every element of the prompt; omitting a required element caps the content mark regardless of language quality.

Coherence is signalled by paragraphing, topic sentences, and connectives (e.g., contrast, concession, consequence); examiners reward explicit logical structure.

Register control means distinguishing formal written norms (avoiding contractions, slang, and conversational fillers) from the informal register required in some tasks.

Time allocation should reserve a planning phase, a drafting phase, and a final proofreading phase for agreement, tense consistency, and spelling.

Marking is typically analytic across criteria (content, organisation, language); a strong essay balances all criteria rather than maximising one.

The oral examination typically combines a prepared or semi-prepared presentation with an interaction component, such as discussion of a text, image, or topic studied during the year.

Assessment criteria usually cover comprehension of the prompt, fluency and pronunciation, range and accuracy of language, interaction and discourse management, and content knowledge.

Fluency is judged by continuity and pace of delivery, not by speed; excessive hesitation, self-correction, or memorised recitation lowers the fluency mark.

Interaction requires responding to the examiner's follow-up questions, initiating turns, and developing ideas rather than giving one-word answers.

A structured presentation has an introduction stating the topic and angle, a developed body with two or three main points, and a conclusion that answers the guiding question.

Discourse markers (e.g., firstly, on the other hand, to conclude) make the argument transparent and are explicitly rewarded in oral criteria.

Pronunciation is assessed on intelligibility and prosody; systematic errors that impede understanding matter more than occasional slips.

Preparation time is normally provided before the examination; notes should be key words and structure, not a full script, since reading aloud is penalised.

The candidate may be expected to defend an interpretation and respond to counter-arguments, so preparing evidence and examples for each main claim is essential.

The preliminary mark is derived from continuous assessment during the s7 year and contributes to the final overall grade alongside the written and oral examination results.

Components typically include written assignments, tests, oral presentations, and participation; each school's pedagogical file specifies the weighting of these components.

Formative assessment (feedback on drafts, practice orals) informs learning but only summative evidence counts towards the preliminary mark.

Consistency across the year matters: a single weak task can be offset by strong later performance, but sustained underperformance cannot be compensated by the final examination alone.

Criteria mirror the examination criteria (content, organisation, language, oral interaction), so feedback on coursework transfers directly to examination preparation.

Deadlines for coursework are set by the school; late submission rules and absence procedures are defined in the school's internal regulations.

The preliminary mark is communicated to candidates before the examinations; candidates have the right to know the criteria and the weighting applied.

Keeping a portfolio of assessed tasks and teacher feedback allows the candidate to track progress and identify recurring error patterns to address.

The Language 1 written paper typically comprises two parts: a comprehension/analysis task on an unseen text and a written production task (essay, commentary, or argumentative response) in the target language.

Comprehension questions test literal meaning, inference, and interpretation of the text's stance; answers must be supported by precise textual evidence rather than general knowledge.

The written production is assessed on content/task fulfilment, organisation, range and accuracy of vocabulary and grammar, and register appropriate to the task.

Text types that may be required include formal letter, article, essay, speech, review, and argumentative response; each has conventional structure and register conventions to observe.

Task fulfilment requires addressing every element of the prompt; omitting a required element caps the content mark regardless of language quality.

Coherence is signalled by paragraphing, topic sentences, and connectives (e.g., contrast, concession, consequence); examiners reward explicit logical structure.

Register control means distinguishing formal written norms (avoiding contractions, slang, and conversational fillers) from the informal register required in some tasks.

Time allocation should reserve a planning phase, a drafting phase, and a final proofreading phase for agreement, tense consistency, and spelling.

Marking is typically analytic across criteria (content, organisation, language); a strong essay balances all criteria rather than maximising one.

The oral examination typically combines a prepared or semi-prepared presentation with an interaction component, such as discussion of a text, image, or topic studied during the year.

Assessment criteria usually cover comprehension of the prompt, fluency and pronunciation, range and accuracy of language, interaction and discourse management, and content knowledge.

Fluency is judged by continuity and pace of delivery, not by speed; excessive hesitation, self-correction, or memorised recitation lowers the fluency mark.

Interaction requires responding to the examiner's follow-up questions, initiating turns, and developing ideas rather than giving one-word answers.

A structured presentation has an introduction stating the topic and angle, a developed body with two or three main points, and a conclusion that answers the guiding question.

Discourse markers (e.g., firstly, on the other hand, to conclude) make the argument transparent and are explicitly rewarded in oral criteria.

Pronunciation is assessed on intelligibility and prosody; systematic errors that impede understanding matter more than occasional slips.

Preparation time is normally provided before the examination; notes should be key words and structure, not a full script, since reading aloud is penalised.

The candidate may be expected to defend an interpretation and respond to counter-arguments, so preparing evidence and examples for each main claim is essential.

The preliminary mark is derived from continuous assessment during the s7 year and contributes to the final overall grade alongside the written and oral examination results.

Components typically include written assignments, tests, oral presentations, and participation; each school's pedagogical file specifies the weighting of these components.

Formative assessment (feedback on drafts, practice orals) informs learning but only summative evidence counts towards the preliminary mark.

Consistency across the year matters: a single weak task can be offset by strong later performance, but sustained underperformance cannot be compensated by the final examination alone.

Criteria mirror the examination criteria (content, organisation, language, oral interaction), so feedback on coursework transfers directly to examination preparation.

Deadlines for coursework are set by the school; late submission rules and absence procedures are defined in the school's internal regulations.

The preliminary mark is communicated to candidates before the examinations; candidates have the right to know the criteria and the weighting applied.

Keeping a portfolio of assessed tasks and teacher feedback allows the candidate to track progress and identify recurring error patterns to address.

The Language 1 written paper typically comprises two parts: a comprehension/analysis task on an unseen text and a written production task (essay, commentary, or argumentative response) in the target language.

Comprehension questions test literal meaning, inference, and interpretation of the text's stance; answers must be supported by precise textual evidence rather than general knowledge.

The written production is assessed on content/task fulfilment, organisation, range and accuracy of vocabulary and grammar, and register appropriate to the task.

Text types that may be required include formal letter, article, essay, speech, review, and argumentative response; each has conventional structure and register conventions to observe.

Task fulfilment requires addressing every element of the prompt; omitting a required element caps the content mark regardless of language quality.

Coherence is signalled by paragraphing, topic sentences, and connectives (e.g., contrast, concession, consequence); examiners reward explicit logical structure.

Register control means distinguishing formal written norms (avoiding contractions, slang, and conversational fillers) from the informal register required in some tasks.

Time allocation should reserve a planning phase, a drafting phase, and a final proofreading phase for agreement, tense consistency, and spelling.

Marking is typically analytic across criteria (content, organisation, language); a strong essay balances all criteria rather than maximising one.

The oral examination typically combines a prepared or semi-prepared presentation with an interaction component, such as discussion of a text, image, or topic studied during the year.

Assessment criteria usually cover comprehension of the prompt, fluency and pronunciation, range and accuracy of language, interaction and discourse management, and content knowledge.

Fluency is judged by continuity and pace of delivery, not by speed; excessive hesitation, self-correction, or memorised recitation lowers the fluency mark.

Interaction requires responding to the examiner's follow-up questions, initiating turns, and developing ideas rather than giving one-word answers.

A structured presentation has an introduction stating the topic and angle, a developed body with two or three main points, and a conclusion that answers the guiding question.

Discourse markers (e.g., firstly, on the other hand, to conclude) make the argument transparent and are explicitly rewarded in oral criteria.

Pronunciation is assessed on intelligibility and prosody; systematic errors that impede understanding matter more than occasional slips.

Preparation time is normally provided before the examination; notes should be key words and structure, not a full script, since reading aloud is penalised.

The candidate may be expected to defend an interpretation and respond to counter-arguments, so preparing evidence and examples for each main claim is essential.

The preliminary mark is derived from continuous assessment during the s7 year and contributes to the final overall grade alongside the written and oral examination results.

Components typically include written assignments, tests, oral presentations, and participation; each school's pedagogical file specifies the weighting of these components.

Formative assessment (feedback on drafts, practice orals) informs learning but only summative evidence counts towards the preliminary mark.

Consistency across the year matters: a single weak task can be offset by strong later performance, but sustained underperformance cannot be compensated by the final examination alone.

Criteria mirror the examination criteria (content, organisation, language, oral interaction), so feedback on coursework transfers directly to examination preparation.

Deadlines for coursework are set by the school; late submission rules and absence procedures are defined in the school's internal regulations.

The preliminary mark is communicated to candidates before the examinations; candidates have the right to know the criteria and the weighting applied.

Keeping a portfolio of assessed tasks and teacher feedback allows the candidate to track progress and identify recurring error patterns to address.