IB French B Prep
Assessment breakdown, exam tips, and the grammar resources you need to score in the higher bands: for Paper 1, Paper 2, and the Individual Oral.
Assessment breakdown
IB French B SL has four components. Each is worth 25% of your final grade.
Written Production
You choose one prompt from two and write a structured text in a specified format (article, letter, blog, speech, report, etc.). Minimum 250 words at SL.
Accuracy, range, and complexity of grammar and vocabulary. Idiomatic expressions push you to the top band.
Relevance, development of ideas, and clarity. Factual inaccuracies are NOT penalised: only coherence and depth.
Three things: (1) did you choose an appropriate text type? (2) is your register consistent? (3) did you use the correct conventions?
Exam tips
- The prompt gives you THREE text type options: choose the one that best fits the context, recipient, and purpose
- Open with the required conventions for your chosen text type before writing any content
- Use the subjunctive, conditional, and futur simple: tense variety is directly rewarded in Criterion A
- Include at least one or two idiomatic expressions to reach the Criterion A top band
- Criterion B does not penalise factual errors: if your ideas are coherent and well-developed, you will be rewarded
- Keep your register consistent throughout: shifting between formal and informal mid-response loses Criterion C marks
Reading Comprehension
Three texts, each with different question types. The answer is always in the text: every question is testing whether you can locate and use the right information.
First two texts typically use these formats
Common in the second text: use grammar and context to eliminate
Third text typically uses these: both T/F and quote are required for the mark
Exam tips
- Use your common sense: the texts are written clearly and the right answer is almost always the most obvious one
- For True/False + Justification: you need both: T/F alone gets zero. Copy words exactly from the text
- For sentence completion ('Trouvez les mots'): use the words exactly as they appear in the text: no paraphrasing
- For synonym matching: use the line number: the meaning depends on how the word is used in context, not its general definition
- For gap fill: eliminate wrong options using grammar (gender, number, tense) before choosing from what remains
- Watch for negatives (ne…pas, ne…jamais, seulement): they flip the meaning and are easy to miss under time pressure
- For pronoun reference: go back to the preceding lines and find the noun the pronoun replaces, then copy it from the text
Listening Comprehension
A series of audio texts: interviews, news reports, announcements, and conversations: played twice each. Questions test main idea, speaker purpose, attitude, and details.
First listen: main idea and speaker. Second listen: details and specific answers
Positive, negative, or mixed? Identify the speaker's stance
Dates, percentages, and quantities are frequently tested
Exam tips
- Use the first listen for the big picture: who is speaking, what is it about, what is the purpose
- Write numbers, dates, and names immediately: they're easy to miss on second listen
- Identify tone and attitude: 'encourageants mais…' = cautiously optimistic, not fully positive
- Know common audio formats: interview, reportage, annonce, publicité
- Don't infer: only use what the speaker actually says
IA: Oral Assessment
You receive a visual stimulus image and have 15 minutes to prepare. The oral has two parts: a presentation (describe and analyse the image, ~3–4 min) followed by a discussion with your teacher (~6–9 min).
Accuracy, range, and complexity: same principle as Paper 1
Quality of description, analysis, and connection to global issue
Spontaneity, responsiveness, and ability to sustain conversation
Exam tips
- Use your 15 minutes: identify the IB theme, the global issue, and key vocabulary before you start speaking
- Follow the structure: describe (Au premier plan…) → analyse (Cette image illustre…) → discuss
- Never give one-word answers: every response needs opinion + reason + example
- If the examiner asks what you would do in this situation, answer in the conditional: 'Je ferais…', 'Je choisirais…', 'Ce serait…'
- If the examiner asks what must be done so that something happens, answer in the subjunctive: 'Il faut que nous…', 'Pour que cela change, il est essentiel que…'
- Show nuance: acknowledge the other side with 'Il faut admettre que… cependant…'
Paper 1 — text types and official conventions
Each prompt gives you three text type options. Pick the one that fits the context, recipient, and purpose. Then apply these conventions: examiners check for them directly in Criterion C.
Article
Semi-formalSchool newspaper, magazine, or publication for a broad audience
Required conventions
- Author name
- Date
- Title
- Introduction and conclusion
Blog
InformalSharing a personal experience or opinion with a general public audience
Required conventions
- Title
- Author name and/or date/time
- First person narration (je)
- Address the reader directly
- Multiple posts permitted
Exposé (speech)
FormalAddressing classmates, an assembly, or a public audience directly
Required conventions
- Opening address (Mesdames et messieurs…)
- Introduction
- Stylistic devices (rhetorical questions, repetition)
- Strong conclusion
- Thank-you / closing formula
Instructions
NeutralGuiding or directing a reader through steps or a process
Required conventions
- Title
- Logical sequential structure
- Subheadings, bullet points, or short paragraphs
- Address the reader directly
Proposition (proposal)
Semi-formal to formalPresenting a project or idea to decision-makers or competition organisers
Required conventions
- Title
- Introduction
- Clear structure (bullets or paragraphs)
- Convincing conclusion or final recommendation
- Can be sent as a letter or email
Individual Oral — using the right tense
The examiner's questions are a signal. Listen to the question type and choose your tense deliberately: it's one of the clearest ways to demonstrate Criterion A range.
Examiner asks…
“What would you do in this situation?”
“Que feriez-vous dans cette situation ?”
Answer in the conditional
The conditional expresses what you would do. Use it to give a hypothetical response.
« Je ferais davantage d'efforts pour… »
« Je choisirais de… parce que… »
« Ce serait important de… »
« J'essaierais de convaincre… »
Examiner asks…
“What must we do so that this changes?”
“Que faut-il faire pour que les choses changent ?”
Answer in the subjunctive
Phrases like pour que, il faut que, afin que trigger the subjunctive: and using it shows you know your grammar.
« Il faut que nous agissions immédiatement. »
« Pour que les choses changent, il est essentiel que… »
« Afin que la situation s'améliore, il faudrait que… »
« Il est nécessaire que les gouvernements prennent… »
Higher-band phrases
Use these in Paper 1 and the Individual Oral. Even two or three well-placed expressions demonstrate linguistic range and push you into the top band.
Il va sans dire que…
It goes without saying that…
Force est de constater que…
One cannot help but notice that…
Il est indéniable que…
It is undeniable that…
Il convient de souligner que…
It is worth highlighting that…
Quant à…
As for… / Regarding…
De surcroît…
Moreover / On top of that…
Il faut admettre que…
One must acknowledge that…
En dépit de…
In spite of…
À cet égard…
In this regard…
Il est à noter que…
It should be noted that…
Grammar & style resources
These are the specific resources that matter most for IB French B. Study them before your exams: they are the difference between a 5 and a 7.
Le subjonctif →
Triggered by il faut que, bien que, pour que, à condition que. Essential for formal writing and the oral.
Il est essentiel que nous agissions maintenant.
Le conditionnel →
For polite requests, hypotheticals, and if-then structures. Shows linguistic sophistication.
Ce serait mieux si les gouvernements investissaient davantage.
Le futur simple →
For predictions, consequences, and future plans. Common in opinion writing and speeches.
Si rien ne change, les conséquences seront désastreuses.
Le passé composé →
Completed past actions. Know your avoir/être agreement and irregular participles.
Les émissions ont augmenté de 3% l'année dernière.
L'imparfait →
Background, descriptions, and repeated past actions. Pairs with passé composé in narrative texts.
Quand j'étais jeune, ma famille voyageait souvent.
Connecting words →
From A1 to C1: organised by function. Higher-band writing uses cependant, néanmoins, de surcroît, quant à.
Néanmoins, force est de constater que la situation s'aggrave.
Idiomatic expressions →
One or two well-placed expressions push you into the top band. Examiners notice them.
Il va sans dire que / force est de constater que / avoir le cafard
Want the full interactive course?
The IB French B SL course has 14 lessons and 4 unit tests covering all five themes, Paper 1, Paper 2, and the Individual Oral.