IB French B HL Internal Assessment Example

The term ‘volontourisme’ is introduced, showing lexical range; student should define and critique it with concrete examples.

While the publication details (Livre de Poche) are included, the student should contextualize the edition’s significance or translation choices to enrich analysis.

The extract is reproduced in full but lacks any accompanying analysis or interpretation. Add focused commentary on how respect is portrayed and its social implications.

The section header signals the start of conversation questions, but no student responses are provided. Include sample answers to demonstrate engagement.

The ‘Relations sociales’ theme is well organized but lacks student-generated ideas or personal examples that would deepen the conversation.

The final question on parental education differences is promising for personal insight but lacks any student reflection or examples.

The question about compulsory schooling invites policy reflection; the student should offer stance and justify with country-specific data.

The ‘Éducation’ section is clearly signposted but contains no student observations. Provide structured commentary to show critical engagement with schooling themes.

The question ‘Les amis sont-ils plus importants que la famille?’ is thought-provoking; the student should model a balanced answer with examples.

The first friendship question introduces a core conversational theme, but without any student response its relevance cannot be assessed or developed.

Though the ‘Activités de loisirs’ header organizes the theme well, student elaboration on personal hobbies is missing.

The ethical question on child labor invites nuanced argumentation; the student has not provided any justification or stance.

The initial tweet of questions on page 3 shows range, yet the absence of student stance prevents assessment of relevance or depth.

The question on preparing for future work is forward-looking; include a response detailing skills or experiences to demonstrate depth.

The prompt ‘Quel est ton cours préféré…’ is effective for eliciting personal detail; the student should include a clear, analytical response.

The sports values question is well formulated; student should articulate specific attributes and link to personal or cultural examples.

The question on the relevance and politicization of the Olympics contextually supports contemporary debate; include critical response and examples.

The ‘Vacances et voyages’ section is clearly marked but lacks travel reflections or anecdotes; student should include personal narratives.

The environmental impact question on tourism is timely but lacks any student argument or data to substantiate a position.

The cultural question on must-visit sites invites descriptive and evaluative language; the student should include personal recommendations and rationale.

The opening question on historical sites raises a critical issue; student should analyze case studies or local examples to develop depth.

The carbon-footprint question is highly relevant but would benefit from the student outlining concrete personal actions or policy proposals.

The question on doping in high-level sports opens an ethical debate; the student should present a reasoned stance supported by research.

The query on inappropriate tourist behavior could illustrate intercultural awareness; include examples and personal reflections to strengthen participation.