Welcome to Speaking with Multimodal Stimuli!

Have you ever looked at a movie poster, a graphic infographic, or a photo with a caption and instantly understood what it was trying to say? If so, you already know how to interpret multimodal texts! In Criterion C: Speaking, you will take that skill one step further: you will present your thoughts and respond out loud using the target language.

Speaking in an additional language about visual and written materials might feel intimidating at first, but do not worry. This guide breaks the process down into clear, manageable steps so you can tackle any multimodal stimulus with confidence, whether you are in the emergent, capable, or proficient level.

Note: While you will also practice interactive dialogues and formal discussions in this section, this chapter focuses specifically on how to unlock a multimodal stimulus and present your response clearly. (For spontaneous conversation skills, see the chapter "Rehearsed and unrehearsed exchanges".)

1. What Is a "Multimodal Stimulus"?

In the MYP Language Acquisition guide, multimodal texts are the norm, not an extra. But what does that word actually mean?

A "mode" is simply a way of communicating meaning. A multimodal stimulus combines two or more modes at the same time:

• Visual elements: Photographs, drawings, symbols, diagrams, color palettes, and body language.
• Written elements: Headlines, captions, labels, slogans, speech bubbles, or short blurbs.
• Spatial elements: Where items are placed, the size of the font, layout, and how the eye travels across the page.
• Spoken elements: Voices, background sounds, or narration (when working with video or audio clips).

The Interplay of Modes: The real power of a multimodal text comes from how these modes work together. A picture of a wilted tree next to bold red text that says "Act Now" creates a much stronger emotional warning than either the image or the words could create alone.

Key Takeaway: A multimodal stimulus is never just a picture or just a paragraph—it is a combination where images, layout, and words talk to each other to deliver a clear message, attitude, or value.

2. The Criterion C Depth Ladder: How You Are Assessed

Criterion C is marked out of 24 marks across an 8-level achievement scale (divided into four bands: 1–2, 3–4, 5–6, and 7–8). The expectations grow as you progress through the phases:

Emergent Level (Phases 1–2)

• What you do: Respond to simple, short prompts; use basic phrases to communicate information, ideas, and feelings on everyday topics.
• Your focus: Identify key details in the stimulus (such as people, objects, actions, and simple text) and speak with a basic sense of audience.

Capable Level (Phases 3–4)

• What you do: Respond appropriately to spoken, written, and visual elements; express ideas and feelings in familiar and some unfamiliar situations.
• Your focus: Connect the image to the written text, draw conclusions about what the stimulus means, and speak with an awareness of audience and purpose.

Proficient Level (Phases 5–6)

• What you do: Respond thoughtfully to complex multimodal stimuli; articulate nuanced ideas, opinions, and values on topics of personal and global significance.
• Your focus: Analyse how the visual and verbal elements shape meaning, and speak with a sophisticated control of register, purpose, and style.

Key Takeaway: At lower phases, you focus on identifying facts and expressing simple feelings. At higher phases, you interpret deeper messages and discuss how the text addresses wider real-world issues.

3. A Three-Step Strategy: The "O-C-E" Method

When an examiner or teacher places a multimodal stimulus in front of you, use the simple O-C-E formula to organize your presentation:

Step 1: Observe (What is directly there?)

Start by describing the basic facts. Do not jump straight to deep interpretations before showing you understand the surface details.
• What does the image show? (e.g., "In the foreground, there is a student holding a reusable water bottle...")
• What words or captions are present? (e.g., "The title at the top says 'Small Actions, Big Impact'...")
• Helpful sentence starters: "The stimulus shows...", "I notice that...", "The headline states that..."

Step 2: Connect (How do the words and visuals interact?)

Explain how the visual and written parts support one another to send a message.
• How does the picture support the text? (e.g., "The bright green colors in the background reinforce the headline's message about environmental health.")
• What is the creator's purpose? Are they trying to inform, persuade, warn, or celebrate?
• Helpful sentence starters: "The image supports the caption by...", "This combination suggests that...", "The creator uses this contrast to show..."

Step 3: Express (What is your personal or broader perspective?)

Bring in your own thoughts, emotions, and connections to the wider world.
• What is your reaction? (e.g., "In my opinion, this message is effective because...")
• How does it link to a broader issue? (e.g., "This issue is relevant to our community because many schools still use single-use plastic.")
• Helpful sentence starters: "In my view...", "From my experience...", "This reminds me of a global challenge where..."

Key Takeaway: Remember O-C-E: Observe the facts, Connect the text and image, and Express your personal and conceptual viewpoint.

4. Connecting Stimuli to Concepts and Global Contexts

To reach the higher achievement bands in Criterion C, you must connect the stimulus to big ideas. The MYP framework provides key concepts and global contexts to help you expand your spoken response:

Key Concepts to Mention

• Communication: How does the stimulus share its message? Is the language direct, encouraging, or dramatic?
• Connections: How does the topic in the stimulus connect to your own life, your local community, or global events?
• Culture: Does the stimulus reflect specific traditions, cultural attitudes, or lifestyle choices?
• Creativity: How has the creator used color, imagery, or clever word choices to catch the audience's attention?

Global Contexts in Action

When you present, try to link the stimulus to one of the six MYP Global Contexts:

• Identities and relationships: E.g., discussing youth well-being, friendship, or family life shown in an awareness poster.
• Orientation in space and time: E.g., exploring how a community or tradition has evolved over decades.
• Personal and cultural expression: E.g., presenting on art, festivals, fashion, or language identity.
• Scientific and technical innovation: E.g., talking about an infographic displaying renewable energy or modern digital habits.
• Globalization and sustainability: E.g., analyzing an environmental campaign against waste and climate change.
• Fairness and development: E.g., responding to a stimulus advocating for equal rights, education access, or fair trade.

Key Takeaway: Linking a stimulus to a global context proves to your examiner that you understand not just the picture, but its real-world significance.

5. Model Presentations Across the Levels

Let us see how three students at different proficiency levels might respond to the same multimodal stimulus: a community poster showing people planting trees in an urban park, accompanied by the bold slogan: "Our City, Our Future: Plant Today!"

Emergent Response (Phases 1–2)

"This poster shows people in a park. They are planting small green trees. The weather looks sunny. At the top, the text says: 'Our City, Our Future'. I think this is a good idea because trees help our city look beautiful. I like planting flowers with my family too."
Why it works: The speaker identifies basic facts and text, uses simple phrases on an everyday topic, and gives an honest personal response suitable for the audience.

Capable Response (Phases 3–4)

"The stimulus is a community poster encouraging people to improve their local environment. In the center, we see volunteers of different ages working together to plant trees. The slogan 'Our City, Our Future: Plant Today' directly connects the action in the photo with long-term benefits. The purpose is to inspire residents to take responsibility. In my view, this is important because urban areas need green spaces to reduce pollution."
Why it works: The speaker combines the visual and written elements, identifies the creator's purpose, draws clear conclusions, and explains the significance to a familiar community topic.

Proficient Response (Phases 5–6)

"This stimulus functions as a persuasive public campaign promoting urban sustainability. The imagery emphasizes collective social responsibility: diverse community members are actively engaged in reforestation. The slogan creates urgency through the imperative verb 'Plant' and the temporal marker 'Today', while 'Our Future' frames environmental stewardship as a shared obligation. This directly links to the global context of globalization and sustainability, reminding us that local community initiatives play a vital role in combating global ecological challenges."
Why it works: The speaker analyses how specific linguistic choices and visual elements interact, employs an appropriate formal register and style, and evaluates the topic from a sophisticated global perspective.

6. Common Pitfalls and How to Avoid Them

• The "Inventory" Trap: Do not simply list everything you see like a shopping list ("There is a tree. There is a man. There is a cloud."). Always explain why those elements are there and how they relate to the text.
• Ignoring the Words: A multimodal stimulus includes text for a reason! Make sure you quote or refer directly to the slogan, title, or captions.
• Forgetting Audience and Register: Adapt your tone to the situation. A presentation to your teacher or class requires clear, structured language rather than overly casual slang.
• Panicking Over Unfamiliar Vocabulary: If you see an unfamiliar word in the stimulus, use the visual context around it to deduce its meaning, or focus on explaining the parts of the message you do understand.

7. Quick Review Checklist for Your Criterion C Presentation

Before you finish your preparation time for an oral presentation, run through this mental checklist:

• Did I identify the main visual elements and read the key written text?
• Did I explain the relationship between the visuals and the words?
• Did I state the author's or creator's purpose?
• Did I share my own opinion or personal response?
• Did I connect the theme to a broader concept or global context?
• Is my speaking pace clear and my register appropriate for my audience?