Further Oral Activities

Combined IB/SE requirement

Introduction: FOA / SE gespreksvaardigheidFOA• The IB requires that students

perform a minimum of two Further Oral Activities. • Together with Individual Oral

Commentary, your best FOA score is worth 30% of your entire FOA grade.

SE Gespreksvaardigheid• OCW requires that a part of the

SE for English test your oral capabilities. • Your first FOA, in year 5, counts

for 5% of your SE grade. Your second FOA in year 6 counts for 20% of your SE grade.

SE requirements: Domein C: Gespreksvaardigheid Eindtermen

• Subdomein C1: Gesprekken voeren• De kandidaat kan:

• adequaat reageren in sociale contacten met doeltaalgebruikers;• informatie vragen en verstrekken;• uitdrukking geven aan gevoelens;• zaken of personen beschrijven en standpunten en argumenten verwoorden;• strategieën toepassen om een gesprek voortgang te doen vinden.

• Subdomein C2: Spreken• De kandidaat kan verworven informatie adequaat presenteren met het oog

op doel en publiek, en daarbij zaken of personen beschrijven en standpunten en argumenten verwoorden.

Uitwerking• Presentatie houden• Standpunt bepalen en beargumenteren• onderwerpen als studie, maatschapplijke onderwerpen, politiek, cultuur,

economie en techniek• vlot sprekend• genuanceerd formulerend• taalgebruik aangepast aan situatie• intenties, hoofdzaken en belangrijke details zonder misverstanden overbrengen• relatief lange bijdragen• compensatiestrategieën

Niveaubepaling• De woordenschat en het woordgebruik zijn toereikend om duidelijke beschrijvingen te geven en

meningen te verkondigen over de meeste algemene onderwerpen. Een minder gebruikelijk of minder passend woord komt een enkele maal voor. Het is meestal echter duidelijk wat wordt bedoeld.

• De grammatica is redelijk correct. Kleine afwijkingen doen geen afbreuk aan de begrijpelijkheid en worden vaak hersteld. Enige complexe zinsvormen komen voor.

• In de interactie wordt op gepaste wijze aan een gesprek begonnen, net als het woord nemen en het beëindigen van een gesprek. Soms gebeurt het op een minder elegante manier. Het gesprek kan op verschillende manieren gaande worden gehouden.

• Vloeiendheid: tempo is vrij vast, van een gemiddelde moedertaalspreker. Aarzelingen kunnen voorkomen om te zoeken naar patronen en uitdrukkingen. Weinig opvallend lange pauzes. Articulatie: standaardtaal.

• Coherentie wordt bewerkstelligd door gebruik te maken van beperkt aantal verbindingswoorden. In een langere bijdrage lukt dat niet altijd.

• De uitspraak is duidelijk en natuurlijk, evenals de intonatie.

Further Oral Activity• Explore one of the topics and learning outcomes in parts 1 and 2 of the course. • Examine the cultural context of a text, including the way and the medium through

which it is communicated• A wide variety of activities integrating both listening and speaking skills. • Students must choose their activity in consultation with the teacher and link it to

one (or more) specific learning outcome(s).• There must be a clear link between the activity and texts that have been studied

in a parts 1 and 2 of the course.• Following 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.

Examples of further oral activities• The following is a list of possible activities. This list is neither

exhaustive nor compulsory.• Structured group discussion• Role play• Oral presentation

Learning Outcomes

Language in a cultural context• 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.

Language and mass communication• 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.

Possible activities (1)This list is neither exhaustive nor compulsory.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 two or three 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 or three students are 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

• Re-enacting a particular cultural or historical moment with a different focus or interpretation in mind

Possible activities (2)This list is neither exhaustive nor compulsory.

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

Additional requirements FOA as SEDebates• May be British parliamentary or

American parliamentary• The group must supply the jury.

The jury is not graded.

Other FOAs• Individual FOAs: 15-20 minutes• Pairs: 25-30 minutes• Three people: 35-40 minutes• Four people: 40 minutes

Use of notes• As appropriate for the type of FOA• Debaters: notes typical for a prepared debate• Powerpoint, prezi, etc.: no notes• Prepared speech: less than 7 minutes: no notes.

Use of video• No more than one third of the FOA may be video from sources such

as Youtube.• No more than one half of the FOA may be original video material.

Interaction• The FOA must include a live, spontaneous, interactive part to fulfill

the SE requirement for “interactive conversation”. • For debates: 10 minutes with jury, class, teacher after debate.• One person: 4 minute minimum.• Pair: 8 minute minimum.• Three persons: 10 minute minimum.• Four persons: 12 minute minimum.

Grading• Grades are individual• Separate rubrics for FOA mark and SE mark

Criteria at B2 (VWO En)0 1

(B1+)2 3

(B2)4 5

(B2+)Range (woorden-schat en woord-gebruik)

Does not meet the criteria

• can express main points • can express own thoughts• is of reasonable precision

•clear descriptions, views•little searching for words•some complex sentence forms•general, academic, vocational or leisure topics

•clear descriptions, views•not much sign of having to restrict what he/she wants to say

Accuracy(grammatica uitspraak en intonatie)(2x)

Does not meet the criteria

•reasonable accuracy in familiar contexts•But: noticeable mother tongue influences

•no errors causing misunderstanding,•correct most of his/her mistakes

•good grammatical control•occasional rare "slips" often corrected

Fluency(vloeiendheid)

Does not meet the criteria

•keep going effectively without help •But: some problems resulting in pauses and "cul-de-sacs"

•stretches of language with fairly even tempo•few noticeably long pauses_•But: can be hesitant searching for patterns and expressions

•communicate spontaneously•often remarkable ease of expression in longer stretches •use circumlocution and paraphrase to cover gaps

Interaction(interactie)

Does not meet the criteria

•basic repertoire of strategies to keep a conversation going•brief comments on other views •check and confirm detailed information.

•initiate discourse• take his/her turn when appropriate •end conversation•But: not always elegantly•help the discussion along confirming comprehension, inviting others in, etc.

•Can intervene appropriately in discussion, using a variety of suitable language•relating his/her contribution to those of other speakers

Coherence(coherentie)

Does not meet the criteria

•connected, simple textBut: very simple connectors

•coherent discourse•But: limited variation, •may be "jumpiness" in long contribution.

•mark clearly the relationships between ideas•use a variety of linking words efficiently

Afgeleid van Eurocentres

FOA Assessment criteria• Knowledge and understanding of the text(s) and subject matter or

extract (10 – 5-6 is adequate)• Understanding of the way language and style is used to create

meaning in the texts or subject matter or extract (10 – 5-6 is adequate)• Organization and coherence of the FOA (5 – 3 is adequate)• Language use by the participants (5 – 3 is mostly clear and

appropriate in tone and register, adequately accurate )

Planning• 13 27-3-2017 Start Othello• 14 3-4-2017• 15 10-4-2017 Group, form and topic for FOA• 16 17-4-2017• 17 24-4-2017 Vacation• 18 1-5-2017 Vacation• 19 8-5-2017 Texts used for FOA prep • 20 15-5-2017 Initial proposal WT#4• 21 22-5-2017 Finish Othello• 22 29-5-2017 FOA • 23 5-6-2017 FOA• 24 12-6-2017 start IOC preparation / Detailed proposal WT#4• 25 19-6-2017 WT#4 due• 26 26-6-2017• 27 3-7-2017 SE week

Questions?