IGCSE Speaking and Listening Component 5: Speaking and Listening

Part 1 – Individual Task  Lasts 3-4 minutes  Worth 10 marks  Presentation/talk on a topic of your choice Part 2 – Discussion  Lasts 6-7 minutes  Worth 20 marks  Conversation with a teacher around the wider topic of your presentation

Part 1 – The Rules  you can take in a cue card (about the size of a post card) to remind you of the main points you want to make  you can bring in a limited quantity of illustrative material such as maps, diagrams, statistics, pictures of short articles  your teachers can advise you on topic choice but can not be involved in the preparation of material  no scripts are allowed  your presentation will be recorded for the examiner to listen and moderate – like in MFL!  during this task your teacher will make notes to help the discussion in part 2

Part 2 – The Rules  your individual task will lead into a conversation with a teacher about your chosen topic  be prepared to supply additional factual material to help you express or defend a point of view  you will be asked questions along the lines of “tell me more about…’ or why/how questions  answer questions in detail – avoid yes/no answers

Part 1 – Individual Task S1 – Understand, order and present facts, ideas and opinions S2 – Articulate experience and express what is thought, felt and imagined S3 – Communicate clearly and fluently S4 – Use language and register appropriate to audience and context But what on earth does this actually mean?

S1 Understand, order and present facts, ideas and opinions S2 Articulate experience and express what is thought, felt and imagined S3 Communicate clearly and fluently S4 Use language and register appropriate to audience and context On your post-it note write down what each skill would look like in practice for the presentation topic below: Imagine you were giving a presentation on Gareth Bale’s recent signing to Real Madrid for £86m. Stick your post it note on your table’s piece of sugar paper. What facts, ideas and opinions would you present for this topic? What do you feel/think about this topic? Why? In general: what does this mean? How do you speak clearly? In general: what language would you use for this presentation?

S1 Understand, order and present facts, ideas and opinions S2 Articulate experience and express what is thought, felt and imagined S3 Communicate clearly and fluently S4 Use language and register appropriate to audience and context Gareth Bale broke records – he is now the highest earning footballer. He is being paid too much! Don’t mumble! Bad: Gareth Bale gets paid well loads innit! Gareth is moving from Manchester United to Real Madrid. If he is a good role model globally then it is ok to spend that much money. Good eye contact with your listener. Good: Is any one person worth a wage of £86m?

Topics The topic you choose for your presentation has to be part of a wider discussion point. A teacher should be able to ask you six questions on this wider topic to encourage a discussion. E.g. Gareth Bale’s transfer could be my individual task and my discussion task could then be to discuss the controversy around how much footballers in general get paid – is it right or wrong? Group Task: On your tables come up with six possible questions a teacher could ask you on the wider topic of footballers’ pay.

Topic Top Tips  talk about something you have an interest in and know about  pick something that you can easily research  make sure you can link your topic into a wider discussion point  think of six questions a teacher might ask you on the wider topic  Case studies and examples are useful for your presentation – e.g. I used Gareth Bale as a case study In your books mind map possible topic ideas. Think of current issues in society like abortion, youth culture, legalisation of drugs, the death penalty, MMR vaccine, tattoos and piercings etc., or you could talk about your hobbies, clubs, ambitions, film/books you have recently watched/read. You could think about an issue in school or our local community.

Developing your topic… Pick two or three of your favourite ideas. How could you link this into a wider topic? Write down your ideas as laid out below. Write at least six possible questions linked to this topic. Topic for Presentation Troy Davis being put to death in America in 2011 Topic for Presentation Troy Davis being put to death in America in 2011 Wider Topic for Discussion The death penalty in America Wider Topic for Discussion The death penalty in America Have you considered the impact on the person who has to put the inmate to death? What are the financial consequences of sentencing someone to death? What is the impact on the families of inmates sentenced to death? Is that fair?

Decision Time You need to decide on your topic and research it accordingly – remember you need to have specifics for your presentation but you also need to have a broader understanding of the issues for the part 2 - discussion. On laptops you should find: -articles linked to your topic -different opinions on your topic -stats, figures and examples linked to your topic -case study(s)

So what are the examiners looking for? In part 1 you have to show us that you are able to organise and prepare suitable material, that you are aware of us as an audience and that you can select and employ a range of language devices. In front of you is a copy of the mark scheme for ‘Part 1 – individual task’. In pairs highlight key words/skills on the mark scheme – then at the bottom of your piece of paper explain to me, in your own words, what you have to do to get the top grades. Use a dictionary if you need to to help ‘translate’ the key words the examiner has used.

Language Devices Discuss lang. devices and use of them in talk Show some examples? Definitions etc.

Peer assess Listen to some examples and as a class assess them. Strengths and targets using mark scheme Discuss how the presentations are structured

Structuring your Presentation You need to decide how you are going to structure your presentation/talk. Introduction – briefly introduce the topic and the specific area of the topic that your presentation is focused on. First Point Second Point Third Point Brief Summary/Conclusion – make links to wider topic for discussion and summarise the main point(s) of your presentation. Structure your talk into clear sections – have a main point you want to explore then go into detail on it, use visual aids, give examples and share different opinions/ideas on this point. N.B. Try and link the end of one point into the start of the next point.

Cue Card Title Introduction key word to prompt First point key word to prompt – resource, visual aid Use headings to help structure your talk Don’t write in full sentences – write down keywords, facts and figures that will prompt you to remember your point Remind yourself when to use your visual aids/materials A cue card should be brief – this is so you can glance at it during your presentation. They are there to summarise the structure of your talk and to help remind you of your key points.

Rehearsing Part 1 Give your talk/presentation to a partner. The partner should make notes during the presentation. Notes should include:  strengths of presentation  two specific targets to improve  suggested questions for the wider discussion in part 2 Give feedback and then swap places!

Part 2 – Discussion S1 – Understand, order and present facts, ideas and opinions S2 – Articulate experience and express what is thought, felt and imagined S3 – Communicate clearly and fluently S4 – Use language and register appropriate to audience and context S5 – Listen to and respond appropriately to the contributions of others This is the same as part one!

S5 – Listen to and respond appropriately to the contributions of others What does this mean? In a discussion what do good listeners do? Look at the worksheet you have been given: 1.Under the listening section highlight key words in band 2 and 1. 2.On the sheet explain, in your own words, what S5 means when it is done well.

Speaking grade descriptions In your books write a few ‘Top Tips’ (in your own words) for students about how to achieve the highest marks in their discussion.

Practice Discussion Model Assess as a class Practise practise practise! peer assess!