Name ____________________________________ Class: ____________________
B ____, C ____, D ____, H ____, I____, L ____
Language A: Language and Literature Further Oral (IBO-IA #2)
Using the texted studied this term in Language A: Language and Literature and the topic of Religion as well as the course topic
of Language and Culture, create an 8-10 minutes (16-20 minutes if working with a partner) presentation to focus on the impact of
Language and Culture. After your required meeting with Ms. Hartle (ample class time shall be provided for meetings April 1418) to discuss your presentation ideas, learning outcomes and your rationale for how you intend to meet both the required goals
and standards for Language A: Language and Literature class and those of the IB Further Oral Activity requirements (official
internal assessment requirements), you are to begin to create a presentation based on one of the following options below. Your
presentation must be between 8-10 minutes in length (16 -20 with a partner). Any presentations less than 8 minutes are
non-scoreable (for partnered presentations: time will be assessed individually, so be certain to have balance). You are expected
to have a written outline or script for this assessment and any visuals needed turned into to Ms. Hartle by 8:15 a.m.
Wednesday April 30, 2014). Order of presentation will be based on sign-up dates, so all students should be in class and ready to
present during scheduled dates of April 30, 2014- May 9, 2014. If you know you will be out any of these days, prior
arrangements and presentation scheduling must be made with Ms. Hartle before school day’s end April 18, 2014. If you are out
during classes between April 30, 2014 and May 9, 2014 due to an unexpected illness or emergency, a doctor’s note will be
required for rescheduling of presentation. The FOA will be scored using the IBO Criterion as well as Language A Standards B,
C, D, H, I and L.
According to the Language A: Language and Literature Subject Guide, “The further oral activities are intended to address the
relationship between language, meaning and context”.
(Students are required to engage in at least two further oral activities, one based on part 1 and one on part 2 of the course. The
mark of the best activity is submitted for final assessment; the marks of the other activities must be recorded and kept by the
school).
“A wide variety of activities can be undertaken and these may be individual presentations or interactive in nature, integrating
both listening and speaking skills. Students are expected to choose their activity in consultation with the teacher and link it to one
(or more) specific learning outcome(s).”
“Following the completion of the activity students are required to complete a reflective statement on the oral, commenting on
their performance and the progress they made in achieving the aims they had set themselves.”
“There must be a clear link between the activity and the texts that have been studied in a particular part of the course.”
Examples of further oral activities
The following is a list of possible activities. This list is
neither exhaustive nor compulsory.
Structured group discussion
• Discussion arising from materials prepared by a small
group of students (limit of 2), for example, identifying the
social, cultural and economic position taken by a particular
text.
• Class discussion where two students have been given
special responsibilities (advance preparation, particular
topics, a short report, a provocative position)—the whole
class may participate, but only those two students should be
assessed independently.
• The presentation of material lending itself to discussion
within the class, for example, the offering of two opposing
readings of a text.
• Formal debate
Role play
• A dialogue between two public figures with a follow-up
discussion highlighting the way meaning is constructed
• A public figure interviewed by the student as him/herself,
or in another role (for example, a fellow politician)
• Advertising or public relations figures using language in a
meeting to shape the view of a product, brand or public
figure
Dramatic presentation
• Writing and performing a scene concerning an issue
encountered in the study of part 1 or part 2 of the course
• Re-enacting a particular cultural or historical moment
with a different focus or interpretation in mind
Oral presentation
• A formal speech based on an aspect studied in part 1 or
part 2 of the course
• A report related to an aspect of part 1 or part 2 of the
course, for example, comparing two newspaper articles on
the same topic and identifying the stance taken by the
newspapers
• An introduction to a particular topic, for example, the
social and cultural contexts of a text
• The examination of a particular interpretation of a text or
event
• The setting of a particular writer’s text against another
body of material, for example, details on social background
or political views
• A commentary on the use of a particular image, idea or
symbol in a text or texts studied
• A comparison of two texts in part 1 or part 2 of the course
• An account of a student’s developing response to a text
• A presentation on image as text
• A presentation highlighting the codes used in a particular
visual text
Name ____________________________________ Class: ____________________
B ____, C ____, D ____, H ____, I____, L ____
Further oral activity (SL/HL)
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?
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?
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; meaning; there is little 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?
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.)
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.
Name ____________________________________ Class: ____________________
B ____, C ____, D ____, H ____, I____, L ____
B. I can demonstrate an ability to critically analyze the effects
of language, structure, technique, style, culture, and context on
reader.
a. Analysis of the effects of language on reader.
b. Analysis of the effects of structure on reader.
c. Analysis of the effects of technique on reader.
d. Analysis of the effects of style on reader.
e. Analysis of the effects of culture on reader.
f. Analysis of the effects of context on reader.
g. Textual examples of each device and concise
elaboration on how the devices interact with overall
impact of text.
C. I can demonstrate an ability to choose and create a text
type appropriate to the purpose required.
a. Knows and understands purpose of text.
b. Knows and understands the written/oral task.
c. Knows and understands the audience.
d. Effective use of text for intended purpose.
e. Effective use of vocabulary/language for intended
purpose.
f. Effective use of structure for intended purpose.
g. Effective use of style and technique for intended
purpose.
D. I can demonstrate an ability to recognize the importance of
the contexts in which texts are written and received.
a. Understand task/purpose.
b. Understand various production types.
c. Use of relevant terminology in respect to
production type.
d. Use of relevant conventions in respect to
production type.
e. Know and understand how production type
chosen contributes to meaning.
f. Understand chosen production type audience.
g. Know and understand how the reception of texts
contributes to meaning.
H. I can demonstrate an ability to appreciate and use the oral
and written forms of language, in a range of styles, registers,
and situations.
a. An appreciation of the different perspectives of
people from other cultures.
b. How these perspectives construct meaning in a
range of styles, registers, and situations.
c. An appreciation of the different text forms from
other cultures.
d. How these formats construct meaning in a range
of styles, registers, and situations.
e. An appreciation of formal, stylistic, and aesthetic
qualities of text.
f. A use of oral/written forms of language in a
range of styles, registers, and situations.
g. Ability to correctly cite textual support.
I: I can use argumentation to convincingly state and support
my positions on knowledge issues, knowledge claims, ways of
knowing, areas of knowledge, and cultural values to make my
case.
a. overall effective organization
b. helpful explanations
c. clear concepts
d. factually correct support
e. the possibility to trace sources
f. conventional errors that provide minimal
interruption
g. language use that is engaging to the audience
L. I can demonstrate a knowledge and understanding of
correct and effective use of the English language in speaking.
a. Knowledge and understanding of English
grammar usage through non-repetitive errors.
b. Knowledge and understanding of the use of tone
when speaking.
c. Knowledge and understanding of rate (speed)
when speaking.
d. Knowledge of voice usage, staying in
appropriate person when addressing an audience
through speech.
e. Understanding of effective use of organization of
thought and thought progression through use of
transition words within speaking.
f. Understanding of effective use of syntax within
oral speaking through non-repetitive errors.
g. Understanding of effective use of semantics
(appropriate word choice for audience being
addressed) within speaking.
Name ____________________________________ Class: ____________________
B ____, C ____, D ____, H ____, I____, L ____