Name ____________________________________ Class: ____________________
A ____, B ____, C ____, D ____, I____, L ____
Language A: Language and Literature Further Oral (IBO-IA #1)
Using the literature (visual and written) studied this term in Language A: Language create a 8-10 minute (16-20 minutes if working with a partner) presentation to focus on the use of Language and Mass Communication. After your required meeting with Ms. Hartle (ample class time shall be provided for meetings) to discuss your presentation ideas 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. on 3/19.
Order of presentation will be based on random number drawings, so all students should be in class and ready to present during scheduled dates of March 19-27, 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 March 14,
2014. If you are out during classes between March 17 to March 27 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 A, B, C, D, E, 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
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 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 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: ____________________
A ____, B ____, C ____, D ____, 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: ____________________
A ____, B ____, C ____, D ____, I____, L ____
A. I can demonstrate a knowledge and understanding of a range of text and the effective use of language, structure, technique, style,
E. I can demonstrate an ability to substantiate and justify ideas with relevant examples. culture, and context within text. a.
Knowledge and understanding of a range of texts. b.
Understanding of effective use of vocabulary/language within text. c.
Understanding of effective use of structure within text. d.
Understanding of effective use of technique within text. e.
Understanding of effective use of style within text. f.
Understanding of effective use of culture within text. g.
Understanding of effective use of context within text.
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. a.
Clear thesis or idea statement. b.
Relevant use of justified support from text, research, experience, anecdote, etc. c.
Use of relevant terminology/semantics. d.
Use of relevant oral or written conventions of syntax. e.
Logical organization of thoughts. f.
Coherence within thought progression. g.
Fluid use of English grammar and mechanical conventions.
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. h.
Knowledge and understanding of English grammar usage through non-repetitive errors. i.
Knowledge and understanding of the use of tone when speaking. j.
Knowledge and understanding of rate (speed) when speaking. k.
Knowledge of voice usage, staying in appropriate person when addressing an audience through speech. l.
Understanding of effective use of organization of thought and thought progression through use of transition words within speaking. m.
Understanding of effective use of syntax within oral speaking through non-repetitive errors. n.
Understanding of effective use of semantics
(appropriate word choice for audience being addressed) within speaking.