Knowt

0.0(0)

Generate Practice test

Chat with Kai

undefined Flashcards

0 Cards0.0(0)

Spoken Language (WJEC)

1. Assessment Objectives (AO7 & AO8)

AO7: Speaking - Presenting Information and Ideas Effectively

"Present information and ideas effectively": This isn't just about reciting facts. It's about making your talk clear, engaging, and purposeful. Think about:
- Clarity of Purpose: Is it clear what you are trying to achieve with your talk? (e.g., inform, persuade, argue, entertain). State your purpose explicitly at the beginning.
- Logical Structure: Is your talk well-organized? Use signposting language ("Firstly," "Secondly," "In conclusion") to guide your audience. Use a clear introduction, body, and conclusion.
- Development of Ideas: Don't just state points; develop them. Provide examples, evidence, or explanations to support your ideas. Avoid generalizations.
- Focus and Relevance: Stay focused on your topic and ensure everything you say is relevant to your purpose and the audience. Avoid rambling or going off-topic.
"Use Standard English fluently": This means using grammar and vocabulary appropriate for a formal setting.
- Grammar: Use correct sentence structure, verb tenses, and avoid grammatical errors like double negatives or incorrect pronoun usage.
- Vocabulary: Choose vocabulary that is precise and appropriate for your topic and audience. Avoid slang, colloquialisms, or overly informal language. Aim for a varied vocabulary.
- Fluency: Speak smoothly and naturally, with minimal hesitation or filler words ("um," "er," "like"). Practice to improve fluency.
- Pronunciation and Articulation: Speak clearly and pronounce words correctly so that you are easily understood.
"Adapt speech to context and audience": This demonstrates your awareness of the situation and who you are speaking to.
- Context: Is it a formal presentation to the class? A debate with peers? A role-play scenario? Adjust your tone and style accordingly.
- Audience Awareness: Consider who your audience is. Are they your classmates, your teacher, or someone else? Tailor your language and content to their level of understanding and interests. Avoid jargon if your audience is not familiar with the topic.
- Formality: Maintain a formal tone appropriate for an academic assessment.
"Engage listener(s)": Keep your audience interested and paying attention.
- Eye Contact: Make eye contact with different members of your audience to connect with them.
- Varying Tone and Pace: Avoid speaking in a monotone. Vary your tone of voice and pace to emphasize points and maintain interest.
- Enthusiasm: Show genuine interest in your topic. Enthusiasm is contagious and will engage your listeners.
- Rhetorical Devices: Consider using rhetorical questions, pauses for effect, or other techniques to engage your audience (if appropriate for your task).
"Respond to questions and feedback": This shows your ability to think on your feet and engage in dialogue.
- Listen Carefully to Questions: Pay close attention to the questions asked. If you are unsure, ask for clarification.
- Direct and Relevant Answers: Answer questions directly and relevantly. Don't avoid the question or go off-topic.
- Thoughtful Responses: Provide thoughtful and considered answers. Don't just give one-word responses. Explain your reasoning.
- Positive Attitude to Feedback: Be receptive to feedback, even if it is critical. Respond constructively and show that you are willing to learn.
"Use spoken language effectively": This is about using vocal and non-verbal techniques to enhance your communication.
- Volume: Speak loudly enough to be heard clearly by everyone in the audience.
- Pace: Vary your pace. Speak slower for important points and faster for less crucial information. Avoid speaking too quickly or too slowly throughout.
- Pauses: Use pauses effectively to emphasize points, create dramatic effect, or give the audience time to process information.
- Non-Verbal Communication: Consider your body language. Maintain good posture, use natural gestures (if appropriate), and show confidence through your stance.

1.1 Examples for Assessment Objective 7 (Speaking)

a) Presenting Information and Ideas Effectively:

Example (Structure):
- Less Effective: "So, I'm going to talk about climate change. It's bad. And, um, the ice caps are melting. Also, pollution is a problem. And, like, we need to recycle." (Lacks clear structure, jumps between points)
- More Effective: "Good afternoon. Today, I'm going to discuss the urgent issue of climate change. My presentation will cover three main points: firstly, the scientific evidence for climate change; secondly, the impacts of climate change on our planet; and finally, some potential solutions we can implement. Let's begin by looking at the evidence..." (Clear introduction, outlines structure, signposts points)
Example (Development of Ideas):
- Less Effective: "Recycling is good for the environment." (Statement without explanation)
- More Effective: "Recycling is crucial for environmental sustainability. For instance, recycling aluminum cans saves 95% of the energy needed to make new cans from raw materials. This significantly reduces our carbon footprint and conserves natural resources. Furthermore, recycling reduces landfill waste, which can pollute soil and water." (Develops the idea with specific examples and explanations of benefits)

b) Using Standard English Fluently:

Example (Grammar):
- Non-Standard: "Me and my friend, we seen it yesterday." (Incorrect pronoun and verb tense)
- Standard: "My friend and I saw it yesterday." (Correct pronoun and verb tense)
Example (Vocabulary):
- Informal: "Climate change is, like, a really big deal, and it's messing everything up." (Vague, informal vocabulary)
- Formal: "Climate change presents a significant global challenge, disrupting ecosystems and impacting human societies worldwide." (Precise, formal vocabulary)

c) Adapting Speech to Context and Audience:

Example (Context - Formal Presentation vs. Informal Discussion):
- Formal Presentation (to teachers and classmates): "Esteemed teachers and fellow students, I stand before you today to present my research findings on..." (Formal address, academic tone)
- Informal Discussion (with classmates): "Hey everyone, so I was thinking about climate change, and I wanted to get your thoughts on..." (Informal address, conversational tone)
Example (Audience - Younger vs. Older Audience):
- Explaining a complex topic to younger children: "Imagine the Earth is like a giant greenhouse, and we're putting too much 'blanket' around it, making it too hot." (Simplified analogy, age-appropriate language)
- Explaining the same topic to older students: "The greenhouse effect is being amplified by anthropogenic greenhouse gas emissions, leading to a radiative imbalance and a warming trend in global temperatures." (More technical vocabulary, assumes prior knowledge)

d) Engaging Listener(s):

Example (Eye Contact):
- Less Engaging: Speaker reads solely from notes, never looking up at the audience. (Disengaged audience)
- More Engaging: Speaker makes regular eye contact with different sections of the audience, pausing briefly to connect with individuals. (Audience feels acknowledged and more attentive)
Example (Varying Tone and Pace):
- Monotone Delivery: Speaker delivers the entire presentation in a flat, unchanging tone and at the same pace. (Audience loses interest)
- Varied Delivery: Speaker raises their voice to emphasize key points, slows down when explaining complex ideas, and uses pauses for dramatic effect. (Audience remains engaged and understands the nuances of the message)

e) Responding to Questions and Feedback:

Example (Relevant Answer):
- Question: "You mentioned renewable energy. Could you give a specific example of a successful renewable energy project?"
- Less Effective Answer: "Um, yeah, renewable energy is good." (Vague, doesn't answer the question)
- More Effective Answer: "Certainly. A good example is the Hornsea Wind Farm in the UK. It's one of the world's largest offshore wind farms and provides power to over a million homes, demonstrating the large-scale viability of wind energy." (Specific example, directly answers the question with detail)

f) Using Spoken Language Effectively:

Example (Volume):
- Too Quiet: Speaker mumbles and cannot be heard by the back of the room. (Audience struggles to hear and understand)
- Appropriate Volume: Speaker projects their voice clearly so that everyone in the room can hear comfortably, even without shouting. (Audience can hear and focus on the content)
Example (Pace and Pauses):
- Too Fast: Speaker rushes through the presentation, making it difficult to follow. (Audience overwhelmed and misses key information)
- Effective Pace and Pauses: Speaker speaks at a moderate pace, pausing slightly after key sentences or points to allow the audience to process the information. They might pause before revealing a key statistic to build anticipation. (Audience can follow easily and absorb information effectively)

AO8: Listening - Understanding and Responding to Spoken Language

"Listen to and understand spoken language": This is about active listening, not just passively hearing.
- Focus and Attention: Pay full attention to the speaker. Minimize distractions and concentrate on what is being said.
- Comprehension: Demonstrate that you understand the speaker's main points, supporting arguments, and overall message.
- Note-Taking (If Appropriate): In some situations (like discussions or presentations), taking brief notes can help you focus and remember key points for later response.
"Respond appropriately to spoken language": Show that you have understood and are engaging with the speaker.
- Relevant Responses: Your responses should be directly related to what the speaker has said.
- Thoughtful Engagement: Go beyond simple agreement or disagreement. Engage with the speaker's ideas, offer your own perspectives, or ask clarifying questions.
- Respectful Communication: Respond respectfully, even if you disagree with the speaker's viewpoint. Maintain a polite and professional tone.
"Ask relevant questions": Asking questions shows active listening and a desire to understand further.
- Clarifying Questions: Ask questions to clarify points you didn't understand. "Could you explain what you meant by...?"
- Probing Questions: Ask questions that delve deeper into the topic. "What evidence is there to support that claim?" "What are the potential implications of...?"
- Open-Ended Questions: Encourage further discussion by asking open-ended questions that require more than a "yes" or "no" answer. "How might this be interpreted differently?"
"Provide constructive feedback": Offer helpful and thoughtful comments to others.
- Specific Feedback: Avoid vague feedback like "good job." Be specific. "I thought your introduction was very clear because you stated your purpose upfront."
- Balanced Feedback: Offer both positive feedback (what the speaker did well) and constructive criticism (areas for improvement).
- Focus on Delivery and Content: Provide feedback on both the speaker's delivery (clarity, pace, engagement) and the content of their talk (ideas, structure, evidence).
- Respectful and Helpful Tone: Deliver feedback in a respectful and helpful tone. The aim is to help the speaker improve, not to criticize negatively.

1.2. Examples for Assessment Objective 8 (Listening)

a) Listening to and Understanding Spoken Language:

Scenario: A classmate is presenting on "The Benefits of Reading."
- Demonstrating Understanding: During the Q&A, you ask: "You mentioned that reading improves vocabulary. Could you elaborate on how reading different genres might impact vocabulary development?" (Shows you were listening to the point about vocabulary and are seeking deeper understanding)
- Lack of Understanding: You ask a question that was already clearly answered in the presentation, showing you weren't paying attention.

b) Responding Appropriately to Spoken Language:

Scenario: A classmate suggests a solution to a problem in a group discussion.
- Appropriate Response (Agreement and Building): "That's a really interesting idea, [classmate's name]. I agree that focusing on public transport could be effective. Building on your point, perhaps we could also explore incentives to encourage cycling and walking." (Shows you listened, agree, and are adding to the idea constructively)
- Inappropriate Response (Dismissive): "No, that's a stupid idea. It won't work." (Disrespectful, doesn't engage with the idea, shuts down discussion)

c) Asking Relevant Questions:

Example (Clarifying Question):
- Speaker: "The data shows a correlation between social media use and anxiety levels."
- Clarifying Question: "When you say 'correlation,' do you mean that social media use causes anxiety, or is there another possible explanation for the relationship?" (Seeks clarification on the specific meaning of "correlation")
Example (Probing Question):
- Speaker: "One solution to traffic congestion is to build more roads."
- Probing Question: "While building more roads might seem like a solution, wouldn't that potentially encourage more car use in the long run and perhaps not solve the underlying problem of sustainable transport?" (Probes deeper into the issue, challenges the initial suggestion and considers wider implications)

d) Providing Constructive Feedback:

Example (Specific and Balanced Feedback):
- Less Effective Feedback: "Good presentation." (Too vague, not helpful)
- More Effective Feedback: "I thought your presentation was very strong overall. Specifically, your introduction was excellent because you clearly stated your purpose and outlined your main points, which made it easy to follow. One area for potential improvement could be to vary your pace a little more to emphasize key statistics. However, your research was clearly thorough, and you spoke very clearly." (Specific positive feedback on introduction and clarity, specific constructive feedback on pace, balanced overall assessment)

2. Performance Descriptors - What Do Pass, Merit, and Distinction Look Like?

Pass:

Delivery: Speaks audibly, but may be hesitant at times. Uses generally Standard English, but may have some grammatical errors or informal language. Makes some attempt to engage the audience, but may primarily read from notes.
Content: Conveys straightforward ideas, but may lack depth or development. Structure is basic but understandable.
Listening & Response: Listens when others speak and gives basic, sometimes brief, responses. May ask simple clarifying questions. Feedback offered is simple and general ("It was good").

Merit:

Delivery: Speaks clearly and generally fluently in Standard English. Organizes talk logically and develops ideas adequately. Adapts speech appropriately to the audience (e.g., avoids jargon). Engages audience reasonably well, making some eye contact and varying tone.
Content: Presents organized ideas with some development and appropriate vocabulary. Purpose of talk is clear.
Listening & Response: Listens attentively and responds appropriately to others' ideas, offering some thoughtful comments. Asks relevant questions for clarification. Feedback is helpful and identifies some specific strengths and areas for improvement.

Distinction:

Delivery: Speaks confidently and fluently in Standard English. Presents information in a highly engaging and persuasive manner. Uses sophisticated vocabulary and varied sentence structures. Effectively adapts speech to different contexts and audiences, demonstrating strong audience awareness. Maintains excellent eye contact, uses varied tone and pace, and may use rhetorical devices effectively.
Content: Presents complex ideas with clarity and depth, using a wide and sophisticated vocabulary. Structure is highly effective and enhances the message. Purpose is compelling and clearly communicated.
Listening & Response: Listens attentively and responds thoughtfully and perceptively, building on others' ideas and offering insightful comments. Asks probing and insightful questions that move the discussion forward. Provides perceptive and constructive feedback, demonstrating a strong understanding of effective communication.

2.1. Performance Descriptors in Action (Scenario Example)

Let's imagine a task where you have to give a short presentation on "My Favourite Book."

Pass Level Performance:
- Student speaks audibly, but reads directly from notes for the entire presentation.
- Describes the plot of the book in a straightforward way.
- Uses generally Standard English, but with some informal language and minor grammatical errors.
- Makes minimal eye contact.
- Responds to a question about the book's main character with a short, factual answer.
- Offers simple feedback to another student: "Your presentation was okay."
Merit Level Performance:
- Student speaks clearly and is generally fluent, referring to notes but not reading constantly.
- Organizes the presentation logically, perhaps discussing plot, characters, and themes.
- Uses appropriate vocabulary and mostly Standard English.
- Adapts speech somewhat, speaking slightly slower and louder for the audience.
- Makes some eye contact and uses some vocal variation.
- Responds to a question about the book's themes with a developed answer, explaining their understanding.
- Offers helpful feedback to another student: "I liked how you described the setting, it was very vivid. Maybe you could have explained the main character's motivations a bit more."
Distinction Level Performance:
- Student speaks confidently and fluently in Standard English, barely needing notes.
- Presents a compelling and insightful analysis of the book, exploring complex themes and characters in depth.
- Uses sophisticated vocabulary and varied sentence structures to create an engaging presentation.
- Adapts speech effectively to the audience, using rhetorical questions and engaging tone to maintain interest.
- Maintains excellent eye contact, uses varied pace and tone, and may incorporate gestures naturally.
- Responds to a challenging question about the book's symbolism with a thoughtful and nuanced answer, demonstrating a deep understanding.
- Provides perceptive and constructive feedback to another student: "Your presentation was excellent. Your analysis of the symbolism was particularly insightful, and you engaged the audience effectively with your enthusiastic delivery. To push it further, perhaps you could have explored a slightly different interpretation of [specific element] to offer an even more complex perspective."

3. Task Types

Presentation:
- Topic Examples: "The impact of social media on teenagers," "The future of renewable energy," "The history of [your local town/city]," "The importance of mental health awareness," "A persuasive argument for/against [a current issue]."
- Format: Individual presentation, usually 3-5 minutes long. May use visual aids (PowerPoint, posters - check if allowed).
- Focus: AO7 is heavily weighted. Demonstrate clear structure, engaging delivery, and well-developed content.
Discussion/Debate:
- Format: Group discussion or formal debate (proposing/opposing a motion). Teacher may assign roles or topics.
- Topic Examples: "This house believes that school uniform should be abolished," "Is technology making us more or less connected?", "Should voting age be lowered to 16?", "The ethical implications of artificial intelligence."
- Focus: AO7 and AO8 are both important. Demonstrate ability to present your own ideas clearly (AO7) and listen to and respond to others effectively (AO8). Show respectful disagreement and ability to build on others' points.
Role-Play/Performance:
- Format: Acting out a scenario, improvising dialogue, or performing a short scripted piece.
- Scenario Examples: "Mock job interview," "Customer service interaction," "Drama scene from a play," "Presenting a product to potential investors," "Negotiating a deal."
- Focus: AO7 (adapting speech to context, engaging listener) and AO8 (listening and responding in character). Demonstrate ability to take on a role and communicate effectively within that role.
Questioning and Answering:
- Format: Mock interview, press conference, Q&A session after a presentation. You may be the interviewee/presenter answering questions, or the questioner.
- Scenario Examples: "Mock university interview," "Press conference after a sporting event," "Q&A after your presentation on [topic]."
- Focus: AO7 (responding to questions effectively, adapting speech to context) and AO8 (asking relevant questions, listening to and understanding questions). Demonstrate ability to think on your feet and respond thoughtfully under pressure.

4. More Practical Tips for Preparation

Record Yourself Practicing: Record yourself giving your presentation or practicing for your task. Watch it back and critically evaluate your delivery. This can help you identify areas for improvement you might not notice otherwise (e.g., filler words, pace, eye contact).
Practice in Front of Others: Practice in front of family members, friends, or classmates. Ask them for specific feedback on clarity, engagement, and content.
Focus on Vocal Delivery: Do vocal warm-ups before practicing. Consciously work on varying your tone, pace, and volume. Practice projecting your voice clearly.
Plan Your Structure Meticulously: Create a detailed outline for your presentation or discussion points. Use mind maps, bullet points, or note cards to organize your thoughts. Knowing your structure well will boost your confidence and fluency.
Research and Know Your Topic (If Applicable): If you are presenting or discussing a topic, ensure you have done thorough research and have a good understanding of the subject matter. This will allow you to speak with authority and answer questions confidently.
Practice Active Listening Techniques: In everyday conversations, consciously practice active listening. Focus fully on the speaker, ask clarifying questions, and summarize what you've heard.
Prepare Potential Questions (For Presentations): Anticipate questions your audience might ask after your presentation and prepare possible answers. This will make you feel more prepared and confident during the Q&A.
Use Technology to Your Advantage: Use online resources to watch examples of effective presentations and discussions. Listen to podcasts or TED Talks to observe strong spoken language skills.