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<li><a href="../../../englishalanglit.html"><i class="fa fa-home"></i></a><i class="fa fa-fw fa-chevron-right divider"></i></li><li><a href="../702/individual-oral.html">Individual Oral</a><i class="fa fa-fw fa-chevron-right divider"></i></li><li><a href="../1760/individual-oral-student-samples.html">Individual Oral - Student Samples</a><i class="fa fa-fw fa-chevron-right divider"></i></li><li><span class="gray">Individual Oral - More Student Samples</span></li> <span class="pull-right" style="color: #555" title="Suggested study time: 60 minutes"><i class="fa fa-clock-o"></i> 60'</span> </ol> <article id="main-article"> <div class="intro-card img-right" readonly="false"><img class="intro-image" readonly="true" src="../../images/individual-oral.jpeg"> <div class="content" readonly="true"> <p class="text">Here you will find more individual oral ideas and student samples. Take part in a grading quiz, and put yourself in the shoes of the examiner: what kind of feedback would you give the student? What kind of feedback about choice of texts would you give the centre?</p> </div> </div> <div class="panel panel-purple"> <div class="panel-heading"><a class="expander" href="#"><span class="fa fa-plus"></span></a> <div> <p>What makes a great oral?</p> </div> </div> <div class="panel-body"> <div> <p>In <a href="../2150/individual-oral-organising-the-10-minutes.html" title="Individual Oral - Organising the 10 minutes">Individual Oral - Organising the 10 minutes</a> we have looked at the best ways in which to organise the oral in order to meet the demands of the assessment and tick all of the boxes explained in the M21 Subject Report (see Blog pages of this site). Meanwhile, the thorny issue of a body of work is explored in <a href="../1146/individual-oral-bodies-of-work.html" title="Individual Oral - Bodies of Work">Individual Oral - Bodies of Work</a>.</p> <p>Here you will be provided with some samples extracts and a student oral. Undertake the following tasks:</p> <ul> <li>Look at the extracts and prepare a set of notes for the centre as if you were the examiner. What would you say is good about the choice of texts, and what should the teacher think about in terms of guiding the student next time? (You will need to look carefully at the Subject Guide and the assessment requirements in order to do this - ask your teacher if you don't have access to these documents.)</li> <li>Prepare your ten-bullet-point plan to take into the oral if you were the student doing an individual oral on these texts.</li> <li>Listen to the oral and consider the student's performance.</li> <li>Make notes based on her performance - what do you think her ten-bullet-point plan was? Did she follow the structural ideas presented in this site or organise the oral differently?</li> <li>Take part in the assessment quiz below, and mark her oral. Compare your marks to those of the examiner.</li> </ul> </div> </div> <div class="panel-footer"> <div> </div> </div> </div> <div class="purple"> <h3>Student Performance</h3> <p>Text A:</p> <h4><strong>Take One Home For The Kiddies </strong></h4> <p>On shallow straw, in shadeless glass,<br> Huddled by empty bowls, they sleep:<br> No dark, no dam, no earth, no grass -<br> Mam, get us one of them to keep.<br> <br> Living toys are something novel,<br> But it soon wears off somehow.<br> Fetch the shoebox, fetch the shovel -<br> Mam, we're playing funerals now.</p> <p><strong>Philip Larkin</strong></p> <p>Text B:</p> <p><strong><img alt="" src="../../images/delete-me-after-this-session/iam-not-a-pet-556x720.jpg" style="width: 556px; height: 720px;"></strong></p> <h4> </h4> <h4><strong>You're the examiner</strong></h4> <p>Take a look at these two extracts / texts, and consider whether they have been well-chosen. What feedback would you give to the school / IB centre about choice of texts for the future:</p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p>The poem is too short, really, to gain satisfactory treatment. The guideline is 40 lines. Often, teachers say this is too long and leads to students only re-telling / describing their poem rather than analysing it. However, this should be less of a problem now it is neither required nor desired that students give a line-by-line commentary. Instead the goal is to select parts of the extract to support the discussion of the global issue. With a poem this short, there is less to select. </p> <p><em><strong>Additional note from Neil:</strong> </em></p> <p><em>In the days of the Oral Commentary, poetry worked better than novels for this assessment. Now, I would suggest it is harder to discuss the wider work (other poetry from the author's collection) with obvious connections to the chosen text. I would suggest an extract from a novel makes for a smoother discussion of both the extract and the wider work and how they treat the global issue of choice.</em></p> </section> </div> <div class="navyblue"> <h3>Assessment</h3> <p>Listen to the oral and then take the marking quiz below:</p> <div class="ckeditor-html5-audio" style="text-align: center;"> <audio controls="controls" src="../../files/julia-edited.mp3"> </audio> </div> <br><a class="btn btn-primary btn-block text-center" data-toggle="modal" href="#da383f3e"><i class="fa fa-play"></i> START QUIZ!</a><div class="modal fade modal-slide-quiz" id="da383f3e"> <div class="modal-dialog" style="width: 95vw; max-width: 960px"> <div class="modal-content"> <div class="modal-header slide-quiz-title"> <h4 class="modal-title" style="width: 100%;"> Individual Oral Assessment #1 <strong class="q-number pull-right"> <span class="counter">1</span>/<span class="total">1</span> </strong> </h4> </div> <div class="modal-body p-xs-3"> <div class="slide-quiz" data-stats="13-724-2518" style="opacity: 0"> <div class="exercise shadow-bottom"><div class="q-question"><p>A: Knowledge, understanding and interpretation</p><p>(Put your mark out of 10 for this criterion in the box below.)</p></div><div class="q-answer"><p> <input type="text" style="height: auto;" data-c="8"> <span class="review"></span> </p></div><div class="q-explanation"><p>7-8 (8)</p><p>The global issue is well-articulated and attempts are made, reasonably successfully, to explain its transnational, global and local significance. The student successfully balances the discussion of the texts and the wider work / body of work, all connected to the global issue.</p></div><div class="slide-q-actions"><button class="btn btn-default btn-sm btn-xs-block text-xs-center check"><i class="fa fa-check-square-o"></i> Check</button></div></div><div class="exercise shadow-bottom"><div class="q-question"><p>B: Analysis and evaluation</p></div><div class="q-answer"><p> <input type="text" style="height: auto;" data-c="7"> <span class="review"></span> </p></div><div class="q-explanation"><p>7-8 (7)</p><p>This is a mix of some very precise and pertinent analysis of choice and effect, as well as some more general or loose comment that sounds more like description that sharp analysis and evaluation. Dealt with questions effectively.</p></div><div class="slide-q-actions"><button class="btn btn-default btn-sm btn-xs-block text-xs-center check"><i class="fa fa-check-square-o"></i> Check</button></div></div><div class="exercise shadow-bottom"><div class="q-question"><p>C: Focus and organization</p></div><div class="q-answer"><p> <input type="text" style="height: auto;" data-c="9"> <span class="review"></span> </p></div><div class="q-explanation"><p>9-10 (9)</p><p>This is a real high-point of the assessment. The timings were maintained extremely well, and there was very effective balance between all of the aspects, always sharply focused on the global issue and avoiding just becoming a commentary on the extracts.</p></div><div class="slide-q-actions"><button class="btn btn-default btn-sm btn-xs-block text-xs-center check"><i class="fa fa-check-square-o"></i> Check</button></div></div><div class="exercise shadow-bottom"><div class="q-question"><p>D: Language</p></div><div class="q-answer"><p> <input type="text" style="height: auto;" data-c="8"> <span class="review"></span> </p></div><div class="q-explanation"><p>7-8 (8)</p><p>Language and register are clear and appropriate throughout, with some effective vocabulary and a suitable amount of accuracy with terminology.</p></div><div class="slide-q-actions"><button class="btn btn-default btn-sm btn-xs-block text-xs-center check"><i class="fa fa-check-square-o"></i> Check</button></div></div> </div> </div> <div class="modal-footer 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