Further Oral Activities Part I
Weighting: 15%
Teaching the Class
10 minutes Per Person; Can Partner
Guiding Questions
Learning Outcomes
Specific Topics to Cover:
Language & Culture
Identity
Community Power
Gender
Cultural Context in a Text Small group examines the social, cultural, and economic position in a particular text | Formal Debate Formal debate on a controversial topic related to the topics covered in part one See guidance | Dramatic Presentation Dramatic presentation performing a scene connected to an issue | Dialect Explore different English-speaking dialects e.g. English from Africa, India, Britain, etc. and how they relate to social attitudes |
Reenacting History Reenacting a historical moment with a different interpretation e.g. perspective, time period and then lead the class in an interactive discussion | Comparing Perspectives Comparing two newspaper articles on the same topic but with different perspectives and then lead the class in an interactive discussion | Oral Commentary Oral commentary on the use of images in media and then lead the class in an interactive discussion | Spoken Word Poem Write and perform a spoken word poem related to one of the topics and then provide a critique of how language was used and then lead the class in an interactive discussion |
Critique advertising campaign Guide the class in a critique of an advertising campaign | Analysis of Language Dialogue between fictional and nonfictional characters with a follow up discussion about the use of language | News Broadcast Live or recorded radio news broadcast on one of the topics and then lead the class in an interactive discussion | Critique of Political Debate Oral critique on a political debate and analyze the approach to issues; and then lead the class in an interactive discussion |
Public Perspectives A public figure interviewed by the student as him/herself, or in another role (for example, a fellow politician) and then lead the class in an interactive discussion | Marketing Language Advertising or public relations figures using language in a meeting to shape the view of a product, brand or public figure | Formal Speech A formal speech based on an aspect studied in part 1 or part 2 of the course. For example, write and deliver your own political speech and then critique your language of your speech | Create advertising campaign Design an entire advertising campaign that includes print and online advertisements and a television commercial. Present the campaign and survey class members’ reactions to the campaign to promote a discussion. |
Create a viral advertising campaign Convert a traditional advertising campaign for an existing product into a viral form of advertising (you may create a YouTube video). In your presentation, focus on the reactions to the peices or the challenges involved in this type of advertising. | Structured Discussion about News Show videos of two different news presentations to the class and lead a structured discussion of the differing content, styles, and biases of the two programs, and the audience or target market. | Popular Music Discuss the difference between the presentation, purpose, effect of different types of popular music such as rap, hip-hop, rock, or alternative. What does the music reflect about subcultures, race, ethnicity, gender, nationality,etc? | Blog Site Design a blog site that is a response in a local or national or global newspaper. Discuss the role of your blog site and how that compares to the other news genre. |
Role Play Develop a role play between an advertising agency and a client. What are the sensitivities and the obligations of both the client and the agency? What guidelines are discussed? | Role of Censorship Develop a presentation that analyzes a country’s use of censorship, reasons for it, and how language is shaped by it. Then, have an interactive discussion about the topic. Remember the text has to be written in English NOT in a foreign language. Thus, a country who wouldn’t let an article be published that was written in English. |
Further Oral Activity (SL/HL) Language and Literature Rubric
Criterion A: Knowledge and understanding of the text(s) and subject matter or extract To what extent does the activity show knowledge and understanding of the text(s) and subject chosen for the oral activity? • Has the student shown awareness and understanding of the meaning of the text(s) in relation to the subject? |
Marks Level descriptor 0 The work does not reach a standard described by the descriptors below. |
1–2 The activity shows limited knowledge and little or no understanding of the text(s) and the subject chosen. |
3–4 The activity shows some knowledge and understanding of the text(s) and some awareness of the significance of the text(s) in relation to the subject chosen. |
5–6 The activity shows adequate knowledge and understanding of the text(s) and awareness of the significance of the text(s) in relation to the subject chosen. |
7–8 The activity shows good knowledge and understanding of the text(s) and good awareness of the significance of the text(s) in relation to the subject chosen. |
9–10 The activity shows excellent knowledge and understanding of the text(s) and excellent awareness of the significance of the text(s) in relation to the subject chosen. |
Criterion B: Understanding of how language is used To what extent does the activity show understanding of the way language is used to create meaning? • Has the student shown an appreciation of how language and style is used to particular effect in the text? |
Marks Level descriptor 0 The work does not reach a standard described by the descriptors below. |
1–2 The work shows a superficial understanding of the way language is used to create meaning; there is little appreciation of the use of language and style. |
3–4 The work shows some understanding of the way language is used to create meaning; there is some appreciation of the use of language and style. |
5–6 The work shows an adequate understanding of the way language is used to create meaning and adequate appreciation of the use of language and style. |
7–8 The work shows a good understanding of the way language is used to create meaning and good appreciation of the use of language and style. |
9–10 The work shows an excellent understanding of the way language is used to create meaning. The appreciation of the use of language and style is thorough and detailed. |
Criterion C: Organization How well organized is the oral activity? • How coherent is the structure? |
Marks Level descriptor 0 The work does not reach a standard described by the descriptors below. |
1 Little organization is apparent; the oral activity has little structure. |
2 Some organization is apparent; the oral activity has some structure. |
3 The oral activity is organized; the structure is generally coherent. |
4 The oral activity is well organized; the structure is mostly coherent. |
5 The oral activity is effectively organized; the structure is coherent and effective. |
Criterion D: Language How clear, varied and accurate is the language? • How appropriate is the choice of register and style? (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and idiom appropriate to the further oral activity.) |
Marks Level descriptor 0 The work does not reach a standard described by the descriptors below. |
1 The language is rarely clear and appropriate, with many errors in grammar and sentence construction and little sense of register and style. |
2 The language is sometimes clear and appropriate; grammar and sentence construction are generally accurate, although errors and inconsistencies are apparent; register and style are to some extent appropriate to the oral activity. |
3 The language is mostly clear and appropriate, with an adequate degree of accuracy in grammar and sentence construction; the register and style are mostly appropriate to the oral activity. |
4 The language is clear and appropriate, with a good degree of accuracy in grammar and sentence construction; register and style are effective and appropriate to the oral activity. |
5 The language is very clear and entirely appropriate, with a high degree of accuracy in grammar and sentence construction; the register and style are consistently effective and appropriate to the oral activity |
1 | 2 | 3 | 4 | 5 | 6 | 7 | |
% | 40-49% | 50-59% | 60-69% | 70-79% | 80-89% | 90-95% | 96-100% |
Mark range: |
0 – 5 |
6 – 10 |
11 – 13 |
14 – 17 |
18 – 21 |
22 – 25 |
26 - 30 |