Further Oral Activity

Further Oral Activity An Introduction

From the Lang & Lit Guide “These activities are an opportunity to explore some of the topics and learning outcomes in parts 1 and 2 of the course. Underpinning these is the issue of intercultural understanding. Through the examination of the cultural context of a text, including the way and the medium through which it is communicated, students will be able to engage with the process of intercultural understanding and thereby reflect on their own cultural practices.”

The F.O.A. The Purpose: The further oral activities are intended to address the relationship between language, meaning and context. There must be a clear link between the activity and the texts that have been studied in a particular part of the course.

The Task: Students, either working independently or collaboratively, will present her/his/their activity to audience of peers. The Submitted Material: Students will submit to the teacher the following: 1) a detailed outline of the assignment and 2) a 300-word reflection (to be completed after the presentation). The Length: It should be five to seven minutes in length if it is presented individually and nine to to twelve minutes if completed as a partnership.

The Weight: 15%

The Rubric Criteria

Descriptor (Highest Mark Only)

Mark

Knowledge and understanding of the text(s) and subject matter or extract

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.

10

Understanding of how language is used

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.

10

Organization

The oral activity is effectively organized; the structure is coherent and effective.

5

Language

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.

5

Due Dates You will complete two FOAs over the over of the next seventeen days: The first entry will be submitted and presented on:

Tuesday, November 5th The second entry will be submitted and presented on: Friday, November 15th

F.O.A. #1 For the first entry, you will devise an F.O.A. that focuses on political satire. For this assignment, you must consider the following: Appropriateness: Is the political satire suitably appropriate? Audience: Whom is your intended audience? Focus: On what current event/political figure will you focus? Presentation: In what manner will you present the satire?

Remember: To earn the highest mark, it is critical that you examine the language, meaning, and context used.

Example F.O.A.’s 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

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

Example F.O.A.’s Structured Group Discussion

Role Play



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

 A dialogue between two public figures with a follow-up discussion highlighting the way meaning is constructed



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 should be assessed independently

 A public figure interviewed by the student as him/herself, or in another role (for example, a fellow politician)



The presentation of material lending itself to discussion within the class, for example, the offering of two opposing readings of a text

 Advertising or public relations figures using language in a meeting to shape the view of a product, brand or public figure



Formal debate