Dirección de Educación

Despacho Dirección General de

Ministerio Básica para Estudiantes
PERÚ de educación
Viceministerial de Servicios Educativos
con Desempeño Sobresaliente y
Gestión Pedagógica Especializados
Alto Rendimiento

MRL - 20

COAR UNIT 6
LIMA PROVINCIAS INDIVIDUAL ORAL

ENGLISH B - HL SOCIAL ORGANIZATION

1
PURPOSE: to understand the development of the Individual Oral Assessment – Preparation & Presentation
LEARNING EVIDENCE: a bullet point list about a literary extract and an oral presentation file.
 Dirección de Educación
Despacho Dirección General de
Ministerio Básica para Estudiantes
PERÚ de educación
Viceministerial de Servicios Educativos
con Desempeño Sobresaliente y
Gestión Pedagógica Especializados
Alto Rendimiento

“Año del Bicentenario del Perú: 200 años de independencia”

LEARNING UNIT № 6
METHODOLOGICAL RESOURSE TO LEARNING № 20
Individual Oral Assessment – Preparation & Presentation

4TH GRADE CLASS: A, B, C, D ENGLISH B - HL DURATION: 7 HRS 06/09/21 to 10/09/21

TEACHER’S NAME: Giselle Luzmila Medina Tello / Lincold Helí Cedeño Vergara

STUDENT’S NAME:

I. EYES ON ME [15 min]

ACTIVITY 1: Look at the images and link them to your previous knowledge about the Individual Oral Assessment in
order to guess possible answers to the questions below. At this point you are not expected to have enough
information about it. So, let’s speculate!

1. What do you know about the Individual Oral Assessment?

_________________________________________________________________________________________
_________________________________________________________________________________________

2. What is the student expected to do during the Supervised Preparation Part?

_________________________________________________________________________________________
_________________________________________________________________________________________

3. What topics are expected to be discussed by the student during the Presentation Part?
_________________________________________________________________________________________
_________________________________________________________________________________________

2
 II. LET’S OBSERVE AND READ [25 min]
ACTIVITY 2: Read about the Individual Oral Assessment.

The Individual Oral Assessment – Overview

The individual oral assessment is based on a literary extract of up to approximately 300 words taken from the
literary book that you studied in class. The aim of this assessment is to measure the student’s ability to:

- communicate clearly and effectively in different contexts and for a variety of purposes
- understand and use language appropriate for a variety of interpersonal and intercultural contexts
- understand and use language to express and respond to different ideas with fluency and accuracy
- identify, organize and present ideas on different topics
- understand, analyze and reflect within the context of presentation and conversation.

The individual oral assessment is divided into three parts, preceded by a timed period of supervised preparation.

SUPERVISED PREPARATION [20 min]:

In this part of the assessment, the student is shown two extracts of up to approximately 300 words each, taken
from the book that the student read in previous learning sessions. Then, the student chooses one of the extracts
and prepares a presentation focused on the content of the extract. During this time, the student is allowed to make
brief notes about the extract in order to organize his/her ideas (bullet points). This activity lasts for 20 minutes.

In a regular context, the student may not have access to class notes, copies of the literary book studied, dictionaries
(in any form), mobile phones, or any other educational equipment. The student must be given a blank sheet of
paper on which to make up to 10 notes in bullet-point form. These notes may be used for reference only and must
not be read aloud as a prepared speech. Any notes that have been made in the 20 minutes of preparation for the
individual oral assessment, as well as the copy of the extract, are to be collected in by the teacher at the end of
each student’s interview.

PART ONE: The Presentation of the Literary Extract [3 - 4 min]:

The student presents the extract orally: the student can connect briefly the extract to the literary book as a whole,
but must spend the majority of the presentation summarizing the extract, expressing his or her opinions about the
events, ideas, messages, characters and themes presented in the extract. (A presentation in the style of a “book
review” is not the objective of this activity. Focus on the analysis of the extract provided.) This activity lasts a
minimum of three minutes and a maximum of four minutes.

During the presentation the student should not be interrupted by the teacher, unless it is clear that the student
needs guidance. At four minutes, if the student has not finished the presentation, the teacher is expected to
interrupt the presentation and make the transition to the second part of the individual oral assessment.

TIP: Consider these key-points to organize the information for the presentation of the extract.
- Briefly introduce the book and the author. Say what the book is about.
- Concisely summarize the extract.
- Put the extract in context of the story: point out the part of the book to which the extract belongs to
(presentation, rising action, climax, falling action, resolution).
- Express the relevance of the extract in the story.
- State your thesis or opinions about the message(s), the character(s), the event(s) and the non-IB themes
linked to the extract. Then justify or prove your thesis statements by using explanations, descriptions, cites,
evidence.
- State an ending phrase for the presentation.

3
 III. LET’S UNDERSTAND [40 min]
ACTIVITY 3: Read the extract and analyze the bullet point list for the oral presentation. Then, listen to the oral presentation.

Despacho Dirección General de Dirección de Educación

Ministerio
PERÚ de educación
Viceministerial de Servicios Educativos Básica para Estudiantes
Gestión Pedagógica Especializados con Desempeño
Sobresaliente y Alto

ANIMAL FARM
Literary Extract

Mr. Jones went into Willingdon and got so drunk at the Red Lion that he did not come back till midday on Sunday.
The men had milked the cows in the early morning and then had gone out rabbiting, without bothering to feed the
animals. When Mr. Jones got back he immediately went to sleep on the drawing-room sofa with the News of the
World over his face, so that when evening came, the animals were still unfed. At last they could stand it no longer.
05 One of the cows broke in the door of the store-shed with her horn and all the animals began to help themselves
from the bins. It was just then that Mr Jones woke up. The next moment he and his four men were in the store-shed
with whips in their hands, lashing out in all directions. This was more than the hungry animals could bear. With one
accord, though nothing of the kind had been planned beforehand, they flung themselves upon their tormentors.
Jones and his men suddenly found themselves being butted and kicked from all sides.

10 The situation was quite out of their control. They had never seen animals behave like this before, and this sudden
uprising of creatures whom they were used to thrashing and maltreating just as they chose, frightened them almost
out of their wits. After only a moment or two they gave up trying to defend themselves and took to their heels. A
minute later all five of them were in full flight down the cart-track that led to the main road, with the animals
pursuing them in triumph.

15 Mrs. Jones looked out of the bedroom window, saw what was happening, hurriedly flung a few possessions into a
carpet bag, and slipped out of the farm by another way. Moses sprang off his perch and flapped after her, croaking
loudly. Meanwhile the animals had chased Jones and his men out on to the road and slammed the five-barred gate
behind them. And so, almost before they knew what was happening, the Rebellion had been successfully carried
through: Jones was expelled, and the Manor Farm was theirs.

SOURCE: George Orwell (1945). “Animal Farm”

 Summarizing the book: (Idiom - start) The animals refuse to accept the miserable way they live. Try to
change the social system: free, equal, happy. Rebel & take control of the farm. Mistake: power
concentrated in only one individual = totalitarian & oppressive government [corruption / abuse of power].
Nothing changes for better. – George Orwell, 1945—
 Summarizing the extract: (Idiom – new topic) Mr Jones drinks alcohol often = lost money / lawsuit. He
and employees do not care of the farm. Suddenly, the animals get furious and attack. The humans (J’s
wife) were expelled. Spontaneously, the rebellion is consummated. Future?
 Importance: It exposes the problem & conflict: Importance evidence (Line 8) “They flung themselves upon
their tormentors”: two opposite forces. / Location: rising action [characters and context is set previously]
/ Location Evidence (Lines 18 & 19): creates tension, suspense, and the context for the climax
 Three themes: the hope for better living conditions, animal abuse (human activity), action taking to finish
with disconformity. / The characters: Mr Jones = incompetent government (Lines 1 & 2: “drunk / didn’t
feed the animals”) / The animals = dissatisfied working class (Line 8: “this was more than hungry animals
could bear” / Line 10: “They had never seen the animals behave like this before” – they turned violent)
 The message: the capacity of ordinary individuals to confront the indolence and apathy of authorities.
Governed Vs Governors = power? (Line 19: Mr Jones was expelled and the animals take control of the
farm)
 Final: All I want to share…

4
This is how the information has been organized for the Presentation Part of the Individual Oral Assessment.

PART OF THE
KEY IDEAS
PRESENTATION

- Animal Farm, George Orwell, first published in 1945.

- Animal Farm tells the story of a group of farm animals that refuse to accept the miserable way they live.
So, they try to change the social system in order to create a society where the animals can be free,
1. Briefly introduce the equal, and happy.
book and the author Using force against their human master, they take control of the farm where they live. Now they have
and say what it is the chance to improve their lifestyle. However, they make a big mistake: they concentrate the power of
about. the administration in the hands of a single leader. This creates the context for the animals to suffer the
dangers of a totalitarian and oppressive government as a consequence of corruption and abuse of
power.
To make a long story short, the new society that the animals had created became as bad as it was before
the rebellion.

2. Concisely summarize
the extract.
Mr Jones, the talented and cruel farmer, who now spends his days and nights drinking alcohol since he
wants to escape from his real life. It is difficult for him to accept the idea that he has lost money due to
a legal accusation: a lawsuit.
Now he has problems with money and with alcohol. To make things worse, these two aspects interfere
with his business in the farm. He and his four lazy employees do not care about the maintenance of the
farm. At this point of the story the animals have not been fed for two days or so. The animals are hungry.
Hungry? No! More than hungry! They are hungry, desperate and furious!

All in a sudden, the farm animals attack Mr Jones and his four employees. The humans try to resist the
attack, but do not succeed. The humans, including Mr Jones’ wife are expelled out of the farm.

So, without any previous organization or any plan to rebel against the humans, the rebellion is
consummated. Now the animals control the farm and they are in charge of their own future.

3. Put the extract in

context of the story
(What happened
right before? What
happened after?)
and point out the - The events in this literary extract occur right after the characters and the context are set at the beginning
part of the book to of the story. So this extract is located in the rising action part of the story.
which the extract - It exposes the problem in the story.
belongs to
(presentation, rising
action, climax, falling
action, resolution).

This extract is important because it develops the “rising action part” of the story: increases tension,
4. Point out the
creates suspense and creates the context which leads to the climax of the story.
relevance of the
Evidence: In lines 18 and 19: It is pointed out that without any previous organization or any plan to rebel
extract in the story:
against the humans, now the animals control the farm and they are in charge of their own future.

5. State your thesis or

The characters: Mr Jones represents an incompetent government. The animals represent a dissatisfied
opinions about the
working class in a society.
message(s), the non-IB
The message: It has to do with the capacity of ordinary individuals to confront the indolence and apathy of
themes linked to the
authorities. That is to say, sometimes, the governed individuals can have more power than the governors.
extract, the event(s)
The Themes:
and the character(s) in
- Animal abuse as a despicable regular human activity.
the reading passage.
- Hope for better living conditions
Then, prove your thesis
- Action-taking as a value to finish with disconformity.
statement by using
The Conflict: The animals against the current way of life ruled by humans. The rebellion of the animals
explanations,
represent two opposing forces fighting against each other
descriptions, cites,
evidence.

6. State an ending phrase

Well, this is all I want to share with you about the literary extract presentation.
for the presentation.

5
 IV. LET’S PRACTICE [25 min]
ACTIVITY 4: Read the extrac. In groups, organize the information to present it orally.

Despacho Dirección General de Dirección de Educación

Ministerio
PERÚ de educación
Viceministerial de Servicios Educativos Básica para Estudiantes
Gestión Pedagógica Especializados con Desempeño
Sobresaliente y Alto

ANIMAL FARM
Literary Extract

Until now the animals had been about equally divided in their sympathies, but in a moment Snowball's eloquence
had carried them away. In glowing sentences he painted a picture of Animal Farm as it might be when sordid labour
was lifted from the animals' backs. His imagination had now run far beyond chaff-cutters and turnip-slicers.
Electricity, he said, could operate threshing machines, ploughs, harrows, rollers, and reapers and binders, besides
05 supplying every stall with its own electric light, hot and cold water, and an electric heater. By the time he had finished
speaking, there was no doubt as to which way the vote would go. But just at this moment Napoleon stood up and,
casting a peculiar sidelong look at Snowball, uttered a highpitched whimper of a kind no one had ever heard him
utter before.

At this there was a terrible baying sound outside, and nine enormous dogs wearing brass-studded collars came
10 bounding into the barn. They dashed straight for Snowball, who only sprang from his place just in time to escape
their snapping jaws. In a moment he was out of the door and they were after him. Too amazed and frightened to
speak, all the animals crowded through the door to watch the chase. Snowball was racing across the long pasture
that led to the road. He was running as only a pig can run, but the dogs were close on his heels. Suddenly he slipped
and it seemed certain that they had him. Then he was up again, running faster than ever, then the dogs were gaining
15 on him again. One of them all but closed his jaws on Snowball's tail, but Snowball whisked it free just in time. Then
he put on an extra spurt and, with a few inches to spare, slipped through a hole in the hedge and was seen no more.

Silent and terrified, the animals crept back into the barn. In a moment the dogs came bounding back. At first no one
had been able to imagine where these creatures came from, but the problem was soon solved: they were the
puppies whom Napoleon had taken away from their mothers and reared privately.

SOURCE: George Orwell (1945). “Animal Farm”

PART OF THE PRESENTATION KEY IDEAS

1. Briefly introduce the book and the author and say what it is
about.

2. Concisely summarize the extract.

3. Put the extract in context of the story (What happened right

before? What happened after?) and point out the part of the -
book to which the extract belongs to (presentation, rising
action, climax, falling action, resolution).

4. Point out the relevance of the extract in the story:

5. State your thesis or opinions about the message(s), the non-IB

themes linked to the extract, the event(s) and the character(s) in
the reading passage. Then, prove your thesis statement by using
explanations, descriptions, cites, evidence.

6. State an ending phrase for the presentation.

6
 V. LET’S CREATE AND SHARE [25 min]
ACTIVITY 5: In groups, write a maximum of ten bullet points about the literary extract given in the previous activity.
Next, one member of the group records an oral presentation of the extract by using this bullet point list (supervised
by the other members of the group). Finally, each member of the group upload the bullet point list and the audio-
file of the oral presentation on the ‘Tareas’ section of our Google Classroom. [Download the answer-sheet from
your Google Classroom (bullet-point form)].

Use the following rubrics to co-assess yourselves:

CRITERION A: Language

How successfully does the candidate command spoken language?

- To what extent is the vocabulary appropriate and varied?
- To what extent are the grammatical structures varied?
- To what extent does the accuracy of the language contribute to effective communication?
- To what extent do pronunciation and intonation affect communication?

The work does not reach a Command of the language
standard described by the is limited:
other descriptors
presented.
 Vocabulary is sometimes
appropriate to the task.
 Some basic grammatical
structures are used, with
some attempts to use
more complex
structures.
 Language contains errors
in both basic and more
complex structures. Errors
interfere with
communication.
 Pronunciation and
intonation are generally
clear but sometimes
interfere with
communication.
Command of the language
is partially effective:
 Vocabulary is generally
appropriate to the task,
and varied.
 A variety of basic and
some more complex
grammatical structures is
used.
 Language is mostly
accurate for basic
structures, but errors
occur in more complex
structures.
 Errors at times interfere
with communication.
 Pronunciation and
intonation are generally
clear.
Command of the language Command of the language
is effective and mostly is mostly accurate and very
accurate: effective:
 Vocabulary is appropriate  Vocabulary is appropriate
to the task, and varied, to the task, and nuanced
including the use of and varied in a manner
idiomatic expressions. that enhances the
 A variety of basic and message, including the
more complex purposeful use of
grammatical structures is idiomatic expressions.
used effectively.  A variety of basic and
 Language is mostly more complex
accurate. Occasional grammatical structures is
errors in basic and in used selectively in order
complex grammatical to enhance
structures do not communication.
interfere with  Language is mostly
communication. accurate. Minor errors in
 Pronunciation and more complex
intonation are mostly grammatical structures
clear and do not interfere do not interfere with
with communication. communication.
 Pronunciation and
intonation are very clear
and enhance
communication.

0 1-3 4-6 7–9 10 - 12

CRITERION B1: Message – Literary Extract

How relevant are the ideas to the literary extract?

How well does the candidate engage with the literary extract in the presentation?

The work does not reach a standard The presentation is mostly The presentation is mostly The presentation is consistently
described by the other descriptors irrelevant to the literary extract: relevant to the literary extract: relevant to the literary extract and
presented. is convincing:

 The candidate makes superficial  The candidate makes competent  The candidate makes effective
use of the extract. Observations use of the extract. Some use of the extract. Observations
and opinions are generalized and observations and opinions are and opinions are effectively
mostly unsupported. developed and supported with developed and supported with
. reference to the extract. reference to the extract.


0 1-2 3-4 5-6

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 VI. LET’S REFLECT [15 min]
ACTIVITY 6: Reflect on the following questions.

1. In your opinion, what are the most difficult parts when presenting a literary extract?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

2. What can you do to overcome the difficulties that you have mentioned?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

==============================================================================================
 Bibliography:
 Oxford University Press (2005). Oxford pocket Dictionary. United Kingdom: Oxford University Press.
 Oxford. (2014). Oxford IB Skills and Practice - English B for the IB Diploma. Oxford: Oxford University Press.
 International Baccalaureate (2018). “Language B Guide: First Assessment 2020”. IB Publishing, Ltd, The Netherlands.
 George Orwell (1945). “Animal Farm”
 Abu Awad, J., Saa€d AlDin, K., Tempakka, T., & Morley, K. (2018). “English B: Course Companion”. Oxford-United
Kingdom.Oxford Univerty Press.

 Authors:
 Medina, Giselle & Cedeño, Lincold. (2021). Methodological Resource to Learning 20 – Unit 6 – Fourth Grade:
“Individual Oral Assessment – Preparation & Presentation”

Medina Tello Giselle Lincold Cedeño Vergara Wilder Tarrillo

Teacher of the English Companion Teacher of the English
Academic Director
Department Department

8
 APPENDIX

 Five elements of a plot:

Climax 1. THE BEGINNING: The characters and setting are

introduced.
2. RISING ACTION: The problem / conflict is
revealed through a series of events.
3. CLIMAX: The problem reaches its highest, most
Rising Falling
intense point. It can be the turning point in a
Action Action
story.
4. FALLING ACTION: The problem beings to be
solved.
The Beginnig The End 5. THE END: The conflict is totally resolved and the
Exposition Resolution story concludes.

 You can elaborate your thesis statements taking in consideration diverse points, such as:

 CHARCTER:  CONFLICT:  THEME:

 appearance  man Vs man: rivalry  compassion / friendship
 behavior  man Vs himself  courge / revange
 thoughts, ideas and feelings  man Vs nature  honesty / freedom
 speech  man Vs society  justice / power
 reaction to other characters  importance of family

 The Oral Presentation Script

On the one hand, Animal Farm tells the story of a group of farm animals that refuse to accept the miserable way they
live. So, they rebel against their human master and take control of the farm to create a society where the animals can
be free, equal, and happy. However, they make a big mistake: they concentrate the power of the administration in the
hands of a single leader. This error makes the animals suffer the dangers of a totalitarian and oppressive government
since the new society that the animals had created became as bad as it was before the rebellion.

By the way, this book was written by George Orwell, and it was first published in 1945.

On the other hand, this literary extract displays Mr Jones, the talented but cruel farmer, who now has problems with
money and with alcohol abuse. He and his four lazy employees do not care about the maintenance of the farm. The
animals are hungry, desperate and furious! This is why they attack Mr Jones and his four employees. In the end, all the
humans are expelled out of the farm and the rebellion of the animals is consummated. Now the animals control the
farm and they are in charge of their own future.

9
Well, this reading passage is important because it exposes the problem in the story. This can be proved in the line 8 of
the extract, where the animals attack their tormentors. The rebellion of the animals represent two opposing forces
fighting against each other, which reveals the conflict in the story.

This extract is located in the rising action part of the book because the events in the extract occur right after the
characters and the context were exposed at the beginning of the story, in the previous chapter. More evidence can be
found in the lines 18 and 19, where the text increases tension, suspense and creates the context which leads to the
climax of the story.

Furthermore, this extract explores two interesting themes, such as: ‘animal abuse’ and ‘action-taking’ as a value to finish
with disconformity. This can be justified with only one sentence taken from the line 18, it says: ‘The rebellion had been
successfully carried through.’ .

Now, what about the characters?

Well, Mr Jones represents an incompetent government. In lines 1 & 2, Mr Jones’ capacity to take care of the farm is
questioned.

Likewise, the animals represent a dissatisfied working class, and this can be proved in the line 8, where it is told that the
animals can’t stand the way they live.

The message of this extract has to do with the capacity of ordinary individuals to confront the indolence and apathy of
authorities. This thesis can be proved in the line 19, where the humans are expelled and the animals take control of the
farm.

This is all I want to share with you about the literary extract presentation.

10