Further+Oral+Activity

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-- extract from language and Literature Guide
 * Aims of Part 1 and Part 2 Units of Study **

In this part of the course students are given the opportunity to explore how language develops in specific cultural contexts, it’s impacts on the world, and how language shapes both individual and group identity. Students studying this part of the course should pay particular attention to the role of language in relation to the many areas involved in the construction of meaning and understanding of particular issues in the world.
 * Part 1: Language in cultural context **

=** The study of language in cultural context aims to enable students to meet the following learning outcomes. **= = = ===**• Analyse how audience and purpose affect the structure and content of texts ****.** === Areas to be considered could include: – the use of persuasive language in political speeches – the features of SMS messages – postcolonial re-readings of texts. = =

**Analyse the impact of language changes ****.**
Points to be considered could include: - the impact of electronic communication on meaning – the influence of government policy – the emergence of new vocabulary from the language of groups (for example, young people) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– the disappearance of vocabulary and of languages themselves. = = ===**<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• <span style="color: #000000; font-family: 'MyriadPro-Bold','sans-serif';">Demonstrate an awareness of how language and meaning are shaped by culture and context <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">. **=== <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">Points to be considered could include: <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– the ways in which jargon and professional language are used <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– the ways in which language affirms identity <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– the status given to standard and non-standard forms of the language <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– the status of minority languages in multilingual societies. = = ==**<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">The above learning outcomes are achieved through the study of texts in relation to some of the suggested topics listed below. **==

<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Gender (inequality, constructions of masculinity and femininity) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Sexuality (its construction through language) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Language and communities (nation/region, subcultures) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Language and the individual (multilingualism/bilingualism, language profile/identity) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Language and power (linguistic imperialism, propaganda) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• History and evolution of the language (disappearing and revival languages, Creoles) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Translation (what is added and what is lost) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Language and knowledge (science and technology, argot and jargon) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Language and social relations (social and professional status, race) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Language and belief (religious discourse, mythology) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Language and taboo (swearing, political correctness)

= Part 2: Language and mass communication = = = <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';"> **The study of language and mass communication means that students will be able to meet the following learning outcomes.**
 * <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">In part 2 students consider the way language is used in the media. Mass media include newspapers, magazines, the internet (for example, social networking), mobile telephony, radio and film. **
 * <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';"> This section also addresses the issue of how the production and reception of texts is influenced by the medium through which they are delivered. **

<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• **<span style="color: #000000; font-family: 'MyriadPro-Bold','sans-serif';">Examine different forms of communication within the media **<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">. <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">Areas to be considered could include: <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– advertising <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– news coverage <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– opinion <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– blogs <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– mobile media. = = <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• **<span style="color: #000000; font-family: 'MyriadPro-Bold','sans-serif';">Show an awareness of the potential for educational, political or ideological influence of the media **<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">. <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– public service broadcasting <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– campaigns <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– censorship <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– satire <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– propaganda. = = <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• **<span style="color: #000000; font-family: 'MyriadPro-Bold','sans-serif';">Show the way mass media use language and image to inform, persuade or entertain **<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">. Points to be considered could include: <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– the diversity of audiences <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– use of style and register <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– overt and covert forms of bias <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– layout and use of images <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– deliberate manipulation of audience <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">– placement and the selection of platform. = = =**<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">The above learning outcomes can be achieved through the study of some of the suggested topics listed below. **= = = <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Textual bias (news reporting, sports coverage) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Stereotypes (gender, ethnicity) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Popular culture (comics, soap operas) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Language and presentation of speeches and campaigns (elections, lobbying) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Language and the state (public information, legislation) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Media institutions (television channels, internet search engines) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Role of editing (news bulletins, websites) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Use of persuasive language (advertising, appeals) <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">• Arts and entertainment (radio and television drama, documentaries) = =
 * <span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif';">Areas to be considered could include: **

=** Further oral activity (F.O.A) **=
 * <span style="color: #808080; font-family: 'MyriadPro-Bold','sans-serif'; font-size: 12.6667px;">Weighting: 15% **

=A helpful IB Language and Literature Website by Brad Philpot =

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**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. ===== ==== 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.** 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). ====

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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. This must be retained by the school and may be required by the IB’s assessment operations department. An example of the form can be found in the Handbook of procedures for the Diploma Programme. There must be a clear link between the activity and the texts that have been studied in a particular part of the course. A recording is not required or sent for external moderation. The maximum mark for the assessed further oral activity is 30. =====

=**<span style="color: #000000; font-family: 'MyriadPro-Bold','sans-serif';">Examples of further oral activities **=

<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif'; font-size: 12.6667px;">The following is a list of possible activities. This list is neither exhaustive nor compulsory.
= = = Structured Group Discussion =

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<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif'; font-size: 12.6667px;">• 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 =====

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<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif'; font-size: 12.6667px;">• 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 =====

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<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif'; font-size: 12.6667px;">• The presentation of material lending itself to discussion within the class, for example, the offering of two opposing readings of a text =====

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<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif'; font-size: 12.6667px;">• A dialogue between two public figures with a follow-up discussion highlighting the way meaning is constructed =====

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<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif'; font-size: 12.6667px;">• A public figure interviewed by the student as him/herself, or in another role (for example, a fellow politician) =====

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<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif'; font-size: 12.6667px;">• Advertising or public relations figures using language in a meeting to shape the view of a product, brand or public figure =====

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<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif'; font-size: 12.6667px;">• Writing and performing a scene concerning an issue encountered in the study of part 1 or part 2 of the course =====

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<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif'; font-size: 12.6667px;">• Re-enacting a particular cultural or historical moment with a different focus or interpretation in mind =====

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<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif'; font-size: 12.6667px;">• 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 =====

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<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif'; font-size: 12.6667px;">• The setting of a particular writer’s text against another body of material, for example, details on social background or political views =====

<span style="color: #000000; font-family: 'MyriadPro-Regular','sans-serif'; font-size: 12.6667px;">• A presentation highlighting the codes used in a particular visual text
=<span style="color: #800080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Marking Criteria: = <span style="color: #800080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">