Further Oral Activity #1 Task



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Further Oral Activity #1

Task:

Working alone, with a partner, or in a small group (Max.3), you are required to present an FOA based on a detailed study of at least one text related to one of the following topics:



History & Evolution of Language

(disappearing and revival languages, Creoles)



Translation

(what is added and what is lost)



Language and Knowledge

(science and technology, argot and jargon)



Language and Social Relations

(social and professional status, race)



Language and Belief

(religious discourse, mythology)



Language and Taboo

(swearing, political correctness)



Gender

(inequality, constructions of masculinity and femininity)



Sexuality

(construction through language)



Language and the Individual

(multilingualism, bilingualism, language profile/identity)



Language and Communities

(nation, region, subcultures)



Language and Power

(linguistic imperialism, propaganda)



After researching your topic and deconstructing your text(s), use the information to create your oral. In the FOA you will be expected to:

  1. Analyze how audience and purpose affect the structure and content of texts

  2. Analyze the impact of language changes

  3. Demonstrate an awareness of how language and meaning are shaped by culture and context

  4. Demonstrate your understanding of both the text(s) and topic chosen

  5. Show an appreciation of how language is used to create meaning

  6. Demonstrate your ability to organize your ideas in a logical manner

  7. Use language effectively and accurately to communicate your ideas

  8. Your FOA will be presented live before the class, and will also be video-taped.

Length:

Each person should able to speak for 8-10 minutes. You will not be allowed to speak longer than 10 minutes and will be assessed on what you have said in this time. Each student will be assessed individually.



Process:

  1. Choose a focus for you FOA

(i.e. accent, dialect, non-standard English, bilingualism, ethnic identity, code switching, new Englishes, text speak, works in translation, evolution of language, etc.).

  1. Find one or two key texts to analyze

(i.e. song lyrics, poems, short stories, articles , Facebook pages, tweets, TV shows, movies, essays, etc. ).

  1. Complete the FOA proposal form.

  2. Analyze the texts and research your topic.

  3. Write a script for your FOA.

  4. Rehearse your FOA – you may use only one small notecard per person when presenting.

  5. Submit a typed transcript of the FOA (one per person), a Works Cited page (one per group) and a reflection (one per person) in MLA format to your teacher.

Sample FOA topics:

  • Examine what causes or creates a need for new terms in English. If necessity is the mother of invention, why do invent terms like “microaggression”? What need are we seeking to satisfy? Consider similar terms that are born out of social and culture values.

  • Interview a singer or author who uses non-standardized English or dialect in their works (e.g. Paul Dunbar, Julia Alvarez, John Agard, Amy Tan, Eminem, Tupac Shakur etc. Explore how the author’s use of language expresses his or her cultural identity. Please make sure that the language in the text is appropriate for class.

  • Examine the place of bilingual literature in the IB English curriculum. Use the poetry of a bilingual author, plus additional readings from secondary sources to explore the role of bilingual literature.

  • Discuss how the use of the internet has changed the English language and will continue to change it in the coming decades. In explaining your opinions on the topic , include analysis of core texts such as examples of texting, or Facebook, or Twitter. The Gr8 Db8 by David Crystal could serve as a secondary source.

  • Write to texts that make use of two different “languages” that you use and explain why these differences occur, when, where, and with whom. In analyzing your texts , refer to secondary sources you have studied.

  • Compare and contrast two different translations of a text (a short story or a poem). What if the author could speak to the translator? What would he or she say? Pretend you are the author and interview two people who have translated your text.

  • Discuss the place of English literature written in Old English or Middle English such as Shakespeare, Chaucer, Beowolf etc. in English education. What is lost and what is gained when we study the text in standard modern English only? For example, your core text could be Shakespeare’s sonnets, or a chapter from The Canterbury Tales, or a play by Shakespeare, or the poem Beowolf written in Anglo-Saxon.

  • Compare and contrast two TV shows which Oprah Winfrey hosts and examines how she code switches depending on the guest she interviews. Analyze the changes in her language and explore why she does so.

  • Present a discussion of a movie in which dialect or code switching is a key component. Analyze how the director use this language to create characters, develop aspects of the plot. Reinforce themes and/or elicit an audience response.

Reflection:

In addition to presenting the FOA, each student is required to write a 400 to 500 word reflection on their own performance once the oral has been completed. This reflection will be sent to the IB examiner, along with your teacher’s marks and comments. In your reflection you are expected to comment on your performance and the progress you made in achieving the aims of the further oral activity.



Your reflection should answer the following questions:

  1. Which texts did you analyze and who wrote them?

  2. Who was your intended audience?

  3. What were your aims in the FOA?

  4. What understanding of the topic and text did you intend to communicate to your audience and how did you do this?

  5. To what extent did you achieve these aims? Refer back to your performance to substantiate your claims, using specific examples.


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