According to the MYP language acquisition guide (2014): 

Here is my understanding of criteria C and D: 

Notes: 

• Criteria C and D should be used together for evaluating a writing or an interactive oral task. 
• Students use their listening, reading or viewing skill to understand the prompt and make responses, by using appropriate and correct language. 
• The prompt or stimulus might be spoken or written or visual, depending on the theme and context of the unit. (Further guidance for MYP language, 2014) 
• The prompt or stimulus might be as simple as some questions from the teacher, a proverb, a picture with a title or any documentary or newspaper report, may be thought-provoking. (Further guidance for MYP language, 2014) 

• A balanced approach should be considered when designing writing and oral tasks throughout the year. There should be equal opportunites for students to practice and perform writing and speaking skills. 
• Use language acquisition continuum (MYP language acquisition guide, 2014, page 28-35) as a resource for developing a scope of sequence of speaking and listening as well as writing skills. 
• Text types and structures as well as purposes for writing should be explicitly taught. I strongly recommended using R.A.F.T (Role, Audience, Format, Topic) strategy to help students to write and speak in a context.    
• Refer to "Character and non-Roman alphabetical languages" (MYP language acquisition guide, 2014, page 45) for word-character equivalency suggested for length of writing tasks. 

Objective C and D for specific phases 

According to the MYP language acquisition guide (2014): 
"Comprehending spoken and visual text encompasses aspects of listening and viewing, and involves the student in constructing meaning and interpreting spoken and visual text to understand how images presented with oral text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is viewed, and to be aware of opinions, attitudes and cultural references presented in the visual text. The student might, for example, reflect on feelings and actions, imagine himself or herself in another’s situation, gain new perspectives and develop empathy, based on what he or she has understood in the text."

As appropriate to the phase, the student is expected to be able to: 

• listen for specific purposes and respond to show understanding 
  
• interpret visual text that is presented with spoken text 
  
• engage with the text by supporting opinion and personal response with evidence and examples from the text. 

Here is my interpretation of the passage: 

Notes: 

• Videos with scripts should be considered as written and visual texts, but not spoken and visual texts as students will be reading the text. 
• There is no requirement regarding how long the text should be, as long as the text is complex enough and the language is at  an appropriate level to allow students achieve the highest band level of the criterion. 
• The design of the comprehension questions should allow the progression of thinking. 
• Unlike criterion B (comprehending written and visual text), students might not be able to go back and relisten to the text again. A lot of concentration will be needed for completing the task. Students must be explicitly taught how to take notes in sequential order to help them identify main ideas, supporting details, cause and effect, author's point of view and so on in a text.    
• Sufficient formative assessment tasks should be used to help students develop active listening skills and making sense of the oral text and visual text.    
• Multimedia authentic texts are strongly recommended to help students develop skills of this objective.  

• Since students are required to use their creative and critical thinking skills to understand what is heard and viewed, the two thinking skills must be explicitly taught in conjunction with communication skills.
  

Objective A for specific phases 

According to the MYP language acquisition guide (2014): 
"Comprehending written and visual text encompasses aspects of reading and viewing, and involves the student in constructing meaning and interpreting written and visual text to understand how images presented with written text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is read and viewed, and to be aware of opinions, attitudes and cultural references presented in the written and/or visual text. The student might, for example, reflect on feelings and actions, imagine himself or herself in another’s situation, gain new perspectives and develop empathy, based on what he or she has understood in the text."

As appropriate to the phase, the student is expected to be able to: 

• read for specific purposes and respond to show understanding 
  
• interpret visual text that is presented with written text 
  
• engage with the text by supporting opinion and personal response with evidence and examples from the text. 

Here is my interpretation of the passage: 

Notes: 

• Music video with lyrics can be a prompt for this task as lyrics will be provided and therefore, students are required to comprehend a written + visual text task.   
  
• There is a length requirement for each phase. (MYP Language Acquisition, 2014, page 43)
• Teachers should be aware of the complexity of the text. Is the text complex enough for students to interpret? Does it allow students to make an inference and generate an opinion? Is there a specific purpose and a clear structure of the text? Does the text allows students to make personal connections and take actions? 
• Teachers are encouraged to use authentic texts to engage students to read and view for a purpose. Even TV guides and cereal boxes can be good written and visual texts. 
• The design of the comprehension questions should allow the progression of thinking. 
• Since students are required to use their creative and critical thinking skills to understand what is read and viewed, the two thinking skills must be explicitly taught in conjunction with communication skills. (From Principles into Practices, ATL skills framework, 2014, page 98, page 103-104)
• Refer to "Character and non-Roman alphabetical languages" (MYP language acquisition guide, 2014, page 45) for word-character equivalency suggested for length of reading comprehension texts. 

Objective for specific phases 

In the second year of the DP ab initio course, students are required to participate in an individual oral assessment in the target language. This oral assessment comprises three distinct parts and lasts 10 minutes, plus 15 minutes of preparation. 

I personally really like this oral assessment. It provides great opportunities to push students to use and extend their vocabulary and grammar.  It also requires creativity and imagination from students. However, skills regarding how to describe the visual stimulus need to be taught explicitly. There is a lot of information on the visual stimulus and where should they begin? How can students present information in a logical manner? In order to support my students to describe a visual stimulus effectively and be successful for their interactive oral assessments, I have created a document to guide them in this process. 

Great photos can be found via the follow websites.