ASSE SSMENT DETAILS - SL - Internal assessment details—5L...

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Unformatted text preview: Internal assessment details—5L Individual oral Duration: 3-1:: minutes [plus 15 minutes of preparation) Weighting: 20% This component is based on the options: cultural diversity, customs and traditions, health, leisure, science andtechnology. Theindiyidual oral is divided intotwo parts. The student is shown two previously unseen photographs, with a titleorcaption, selected by the teac her. Each phonograph is related “Pawhd 13:: a differentoptio n studied in class. 15 minutes FIIPI‘I'I‘I Ion t Ema The student chooses o ne ofthe p hotogra p hs and p repa res a presentation. P." 1: The student describes the photograph a nd relates it to theoptio n 3-4 Munth and thetarget cu ltu reis‘l. minutes PI" 21 Adiscuss io n with me teacher based on the presentatio n follows. 5 6 Discussion based o n a topic from the otheroption studied may be minutes kaflio’“ introd uced if that co ntri butes to the interaction. Preparation The teacher selects from different sources p hotogra p hs of scenes or situations linked to the two options stud ied d uring the course, and gives a title to each p hotog rap h that should help the student focus o n the o ption. The student is shown one photog rap h per opijonstudied and choose the one thatwill be used in the p resentatio n. The student must not see the photog rap h prior to the examinaijon, and has 15 minutes in which to prepare the presentation based on the photograph, relating it is: one ofthetwo options covered in class. The photograph should enable the student to reflect on the cultureis‘l studied and should stim ulate discussion following the presentation. Any text in the picture should be in the target language. It is recom mended that the photographs be in co lourand co ntain plenty of graphic text. The same phonograph may be used with up to five students b ut the title or caption should bedifferent foreach student. when students are shown the photograph at the time of the examination, they are allowed 15 minutes“ p reparation time and may write wo rki ng notes [a pp roximately ‘Iflshort points]. These notes sho uld be used for referenceonly a nd must not be read aloud as a prepared s peech. A n effective photograph sho uld: - be relevant to at least o ne oftheoptions studied in class - be culturally releyantto thetarget language - allow me student to describe a sceneors ituatio n - allow me student to offera personal interpretation - ena ble the teacher is: lead the student into a wider conversation - be releyant and of interest to the students’ age gro up. _..__. .._ _..__...___..___ _..__._ _.._ .___._...;, __ ___,_,____. ...__.. _..__- _. _...._..___. Procedures for the recording and sending of samples for moderation are provided each vear in the Handbook ofprocedurfi for the Diploma Programme. - It is essential that the teacher obtains details of the procedures from their Diploma Programme coordinator. - The individual oral should last 3—1!) minutes. The timings given foreach part ofthe individualoral are approximate sincethe1.r will depend on the flow of the discussion. Theteacher is best placed to decide the appropriate moment to engage in the discussion. However. it is imperative that the discussion does take place. - Theteacher is encouraged to interact with the student but should avoid dominating the oral. The teacher’s role in conducting a ncl asse ssi ng t be individual oral - The teacher must be aware that the purpose of the individual oral is to assess the student's al:iilit5.r to prod uce. receive and interact in the spoke n language. - it is impo rtant that the 1eac her has a thoro ugh knowledge of theassessment criteria. - The tvpe ofquestions asked 5 hould be adapted to the student's abilitv. - Ifa student fails to a nswer, it is acceptable for the teacher to repeat andfor rephrase the question. The presentation should last 3—4 minutes and has to be within the context ofthe option of study to which the photograph refers. The student must not memorize or rehearse the presentation. Teachers should avoid interrupting the flow of the presentation unless the student needs guidance. Discussion Following the presentation; the teacher should discuss the subject with the student. This part should last 5—6 minutes. T he pu rposeofthis activity is for students to demonstrate that they are able to spea ltfreely and co herently: expressing ideas‘opinions and reflections upon what they have learned about the target cultureisi. The discussion should: - probe more deeply into the student's u nde rstanding of the cultureisi reflected in the maie rial - encourage the student to express opinions and engage in a real conyersation - lead to further understa ndir'g of the to pic - cha lle nge the student's views in order to generate a n authentic disc us 5 io n - induce a connection with the student's own culture[s:IJ for exam pleJ pointing out similarities or differencesJ or comparing the same situation in both cultures. Teachers should not limit themselyes to a question and answerformat but should attempt to engage the student in an authentic discussion. Questions should beopen, such as 'why?"and "howE'and should not require a simple “yes” or 'no‘a nswer,thus enabling the assessment ofthe student's interactiyeand receptiye sltills. Depending on the flow of con1.rersation_I the teacher may decide to introduce the other o ptio n studied. Conduct ofthe individual oral - The indiyidualoral must be scheduled during thefinal yearofthe course. - Students should be g iyen adequate notice of when the indiyid ual oral is to take place. The indiyid ual oral maytake place in orout ofthe classroom. - Recordings of the individual oral will be required for external moderation. Care should betaken to ensure that high quality recordings are sent for moderation. - Under no ci rc um sta nce 5 should the recording be stopped; interrupted o r en ha nced. ...
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  • Summer '15
  • mrs.aruna
  • Trigraph, recom, Theteacher, titleorcaption, spea ltfreely

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