Oral Exam - Part 2 Thursday and Friday, March 25-26th

I. TASKS
In groups, you should do the following:

evaluate the following four Exam Task for the Oral Exam at the end of the 10th grade rank them in order from the ones that you think best assess the aims and intentions of LK06 for the subject of English. Make sure that your group is able to clearly explain the reasons behind your ranking, and re-write the task which is ranked as least reflecting the aims of LK06 to a task which better does so.

Task A
SWEET..?

RELATIONSHIPS

FORBID DEN..?

STRANGE..? PAINF UL..? EVERLASTING..? EYEOPENING...?

In class you have read texts which describe relationships between different people in various situations. These texts focused on: How did people meet and get to know each other? What was the nature of their relationship? What happened between them? Did anything change? Some of the English teachers at your school are preparing what to teach in grade 10 next year. They would like some advice about which texts to use for the topic Relationships, and have asked you to present and review some of the texts you have read in class. The texts are: Fated Attraction Romeo and Juliet Thank you Mam 36 children A Christmas Carol Seans Problem Going Home

Use two or three of these texts to focus on the questions above. Compare and contrast people and problems in the texts you have chosen. What do they have in common, and how do they differ? You also have to say how you liked these texts and explain why students should or should not read them.

Task B Using Slumdog Millionaire and Junk: 1. Find differences and similarities in: a. The way the teenagers live b. Their relationships 2. Do you think culture has affected their lives and ways of thinking?

Task C With close references to the novel Whale Rider, describe challenges todays youth meet in everyday life. You are to produce and present a speech for an 8th grade class where the purpose is to motivate the student to independent thinking.

You should focus on what challenges fitting into a group may cause and argue why it is important to believe in yourself.

Task D

Traditions

All cultures have their traditions and cultural festivals.

You are asked to give a presentation of one or celebrations in an English speaking country. Tell why people celebrate and how they celebrate Compare the celebration(s) with a cultural event from your own country.

LK06 Language aims identify important linguistic similarities and differences between English and the native language and use this knowledge in his or her own language learning o Phonetic differences o Rhythmic differences o Intonation differences use basic terminology to describe grammar and text structure Communication

master vocabulary that covers a range of topics use basic grammatical and text structures of English orally express himself/herself orally with some precision, fluency and coherence select speaking strategies adapted to the purpose and situation adapt his/her spoken English to the genre and situation present and discuss current events and interdisciplinary topics use content from various sources independently and critically

Culture, society and literature

discuss the way young people live, how they socialise, their views on life and values in Great Britain, the USA, other English-speaking countries and Norway explain features of history and geography in Great Britain and the USA describe the situation for some indigenous peoples in English-speaking countries read and discuss a representative selection of literary texts from the genres poetry, short stories, novels and drama from the English-speaking world describe theme and composition in texts and visual expressions

II. CRITERIA
Consider the suggest the assessment descriptors for work with oral skills in 8-10th grade. Then:

use them as a tool for giving effective feedback to the samples of pupil oral texts we will listen to re-write them in a language which is appropriate to 10th grade pupils.

Suggested Criteria Descriptions for Year 10 Oral Skills (Analytical) Elementary

Communication generally not effective; performance minimally communicative 1 2

Intermediate
Communication somewhat effective; task performed somewhat competently 3 4

Advanced
Communication almost always effective; task performed very competently 5 6

Content
To what degree has the candidate fulfilled the purpose of the task? To what degree has the candidate successfully and critically used outside sources? To what degree has the candidate managed to clearly and precisely express what is know, felt, imagined or experienced?

Presentation reflects
only a minimum level of understanding of the topic; material is often a restatement of either the textbook or lectures presentation minimally fulfils the purpose of the task as defined or may meet the requirements of a task other than that which was assigned expresses what is known about the topic, but rarely expresses a personal sense of understanding; performance may not be consistent throughout Little or no use of details, examples and information from outside sources; the choice of outside sources may be misguided Somewhat able to discuss the topic of the presentation spontaneously, though this may primarily entail restating general information or repeating what has already been said

Presentation reflects a
competent/acceptable level of understanding of the topic presentation fulfils the purpose of the task as defined, somewhat effectively (may not be consistent) expresses what is understood, known and felt about the topic, though performance may not always be consistent Clear choice and use of some details, examples and information from outside sources; mostly a good choice of outside sources Able to discuss the topic of the presentation spontaneously, using information, details and examples to do so; even though the pupil may experience difficulty, strategies are used to overcome communicative difficulties

Presentation reflects a
high level of understanding of the topic and clearly and effectively fulfils the purpose of the task as defined Clearly expresses what is understood and known about the topic while also including a personal response, reaction or opinion about the topic Excellent critical choice and use of details, examples and information from outside sources Able to clearly and effectively discuss the topic of the presentation spontaneously, using information, details and examples to do so

Organisation
Does the presentation have a clear beginning/ middle / end which is clear to the audience? Does the use of notes and ICT aid the presentation or replace the aspects of presentation with recitation? To what degree does the presentation hang together as a coherent whole?

Presentation of material seems somewhat random Notes and ICT are used excessively; candidate may read/recite from notes or Power Point as opposed to using it as a tool for the presentation May attempt to use of connectors, transitions or discourse markers to signal the organisation of the presentation or may not

Presentation has some form of introduction and as well as conclusion Notes and ICT are used to support the presentation, for the most part effectively, to convey information in an organized fashion Some use of connectors, transitions or discourse markers to signal the organisation of the presentation

Presentation has a clear introduction and a strong sense of conclusion Notes and ICT are used efficiently and sparingly to convey information in an organized fashion Effective use of connectors, transitions or discourse markers to signal the organisation of the presentation

Language
To what degree does mastery of pronunciation and intonation contribute to the ease of communication? To what degree does the use of vocabulary and sentence structure reflect a high level of mastery and aid the flow of communication? To what degree does the use of language reflect a high level of understanding and response to the defined audience and level of formality?

Clear attempts in pronunciation and intonation to match the general patterns of a range of native speakers; unfortunately at times problems may lead to a breakdown in communication Attempt to vary the vocabulary and sentence structure in the presentation though the range of this variation may be limited Language communicates basic information about the topic; mistakes often go undetected and detract from understanding

Mastery of pronunciation and intonation somewhat follows the general patterns of a range of native speakers; though at times problems may detract from the communicative nature of the presentation Presentation includes some variation in vocabulary and sentence structures Language communicates the ideas of the speaker; though at times mistakes may detract from understanding Language, for the most part, is appropriate to the audience

Reflects a high level of mastery of pronunciation and intonation that follows the general patterns of a range of native speakers and does not detract from the general presentation Presentation includes a wide range of vocabulary and sentence structures which easily aid the flow of communication Language precisely expresses the ideas of the speaker; mistakes are seldom and often corrected by the candidate Language is appropriate to the defined audience