Focus soutenu — Communication orale en anglais et suivi
Baccalauréat international · IB Diploma · Language B · HL Sujet 3 5:36 Narration en anglais · Sous-titres anglais + 中文 incrustés
Chapitres
Transcript
At SL, use the supplied original repair notice image for a thematic rehearsal about community access; it is not an official oral picture. At HL, begin an extract rehearsal from the original literary text on sheet 4; do not substitute an SL picture for HL literature. Describe or interpret the actual stimulus, give a reasoned theme connection, then respond to a follow-up.
SL 图片与 HL 文学节选路线分开。
A cultural connection needs a specific practice you have studied; no image proves nationality or a whole culture's habits.
回答先依据实际刺激，再给理由并承认限制。 具体文化联系需要课堂来源，不能从原创通知猜国籍；现场互动仍需教师完成。
Read this part of the original context. Retain it for the questions that follow.
阅读这部分完整原创材料，保留其中信息以回答后续问题。
Read this part of the original context. Retain it for the questions that follow.
阅读这部分完整原创材料，保留其中信息以回答后续问题。
Pause here and attempt the task before revealing the reasoning.
请先暂停独立作答，再查看推理。
Use the full context on the preceding pages.
结合前面各页的完整材料。
SL model: “The notice has a large repair heading and a smaller offer of booking help at the desk.
SL 范例：“这份通知有一个很大的修理标题，以及一个较小的、在前台提供预约帮助的说明。
This could make a community activity accessible to people who need assistance, although the small footer may be less noticeable.”
这可以让需要帮助的人参加社区活动，尽管小小的页脚可能不太显眼。”
HL model: “Leila does the shop work, but visitors still thank her father's name.
HL 范例：“Leila 做着店里的工作，但来访者仍然感谢她父亲的名字。
Her new card asks them to recognise her without removing the old plate.”
她的新卡片请他们认可她，却没有拿掉旧的铜牌。”
These are stimulus-grounded rehearsals, not assessed oral certification.
这些是以刺激材料为依据的演练，而不是经过评估的口试认证。
Pause here and attempt the task before revealing the reasoning.
请先暂停独立作答，再查看推理。
Use the full context on the preceding pages.
结合前面各页的完整材料。
SL: “I would make the desk-help line more prominent because readers may need that route.
SL：“我会让前台帮助那一行更醒目，因为读者可能需要这条途径。
I would test whether readers notice it, because prominence alone does not guarantee use.”
我会检验读者是否注意到它，因为醒目本身并不保证有人使用。”
HL: “I would ask how visitors respond later to Leila's card.
HL：“我会问来访者后来如何回应 Leila 的卡片。
The short extract does not reveal every future response, so I cannot assume permanent recognition.”
这段简短的节选没有透露所有以后的反应，所以我不能假定认可是永久的。”
Other relevant answers with reasons and limits are valid.
其他带理由和限定的相关回答也是有效的。
Pause here and attempt the task before revealing the reasoning.
请先暂停独立作答，再查看推理。
Use the full context on the preceding pages.
结合前面各页的完整材料。
Name the actual practice and place from reliable class material, explain one evidenced similarity or difference, and avoid claiming everyone participates.
要说出课上可靠材料中的具体习俗和地点，解释一个有证据的相同点或不同点，并避免声称每个人都参与。
The current original stimuli provide no verified national setting, so a specific cultural factual claim remains pending that source.
目前的原创刺激材料没有提供核实过的国家背景，所以具体的文化事实论断要等有了那份资料才能作出。
Live teacher interaction and recording remain separate requirements.
与老师的现场互动和录音仍然是单独的要求。
Return to the task and explain why the method fits.
回到题目解释方法为何适用。
Original practice does not predict an official score. Complete required live or recorded evidence separately.
原创练习不预测官方分数；现场或录音证据需另行完成。
Pause and test yourself. Cover the worked answer, rebuild the answer to the last example in your own words, and name one condition that would change it before you check.
暂停一下，自我检测：遮住示范答案，用自己的话重做最后一个例子的答案，并在核对之前说出一个会改变结论的条件。