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Further Oral Activity

Further Oral Activity. Assessments. Paper 1 (Comparative Textual Analysis) Written Task 1 with rationale Further Oral Activity (FOA) Written Task 2 (HL only) Paper 2 Individual Oral Commentary (IOC). Further Oral Activity.

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Further Oral Activity

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  1. Further Oral Activity

  2. Assessments • Paper 1 (Comparative Textual Analysis) • Written Task 1 with rationale • Further Oral Activity (FOA) • Written Task 2 (HL only) • Paper 2 • Individual Oral Commentary (IOC)

  3. Further Oral Activity • An opportunity for students to demonstrate understanding and explore issues in language and literature • An oral presentation that addresses the relationship between language, meaning and cultural context • Based on part 1 (Language in cultural context) and part 2 (Language and mass communication) of the course

  4. The FOA must be based on a text, or texts; these should be analyzed and referred to in your presentation • Analyze the use of language in the texts

  5. The Basics • Conduct at least two FOAs (one on Part 1 and one on Part 2) • Consult with teacher about activity • No official time limit, but there must be enough material to assess (at least 10 minutes) • Externally moderated and counts for 15% of the final grade

  6. How do I approach an FOA? • Plan backwards: examine the learning outcomes from Parts 1 and 2 and determine whether or not your activity meets the outcome

  7. Part 1 Learning Outcomes • Analyze how audience and purpose affect the structure and content of texts • Analyze the impact of language changes • Demonstrate an awareness of how language and meaning are shaped by culture and context

  8. Part 2 Learning Outcomes • Examine different forms of communication within the media • Show an awareness of the potential for educational, political, or ideological influence of the media • Show the way mass media use language and image to inform, persuade, or entertain

  9. Possible Topics for FOAs • Is legal jargon meant to protect or threaten the individual? Does meaning become clearer, or less clear when using legal jargon? (analyze legal disclaimers, courtroom, insurance documents) • Is technology changing the way language is evolving? Is it a reductive change? (analyze articles, tweets, blogs, Facebook ‘chat’) • How do politicians use language to exercise their power? How is this influenced by the cultural context? (analyze political speeches or advertisements)

  10. How does sports jargon vary between sports and what is the impact of this language variation? (analyze sports commentators’ reports, articles)

  11. Ideas for FOAs: Structured Group Discussion • discussion arising from materials prepared by a small group of students, for example, identifying the social, cultural, and economic position taken by a particular text • class discussion where a few students have been given special responsibilities • formal debate

  12. Ideas for FOAs: Oral Presentation • A formal speech • An introduction to a particular topic, for example, the social and cultural contexts of a text • A comparison of two texts in part 1 or part 2 of the course • A presentation on image as text

  13. Assessment Criteria • Criterion A: Knowledge and understanding of the text(s) and subject matter or extract • Criterion B: Understanding of how language is used • Criterion C: Organization • Criterion D: Language

  14. Reflective Statement • 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

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