SUPERVISED PREPARATION TIME (20 minutes)

The timing of the 20-minute preparation period begins when the student is presented with clean copies of the two extracts (one from each of the two literary works studied) from which to choose one. The two extracts of up to approximately 300 words each: one from each of the two literary works studied during the course. After choosing the extract, the student uses the remaining supervised preparation time to:

• annotate the extract to identify and remind themselves of key aspects they will discuss

• make brief working notes (a maximum of 10 bullet points) on the blank piece of paper provided. These notes may be used for reference only and must not be read aloud as a prepared speech.

• notes should focus principally on the events, characters, ideas and messages within the allocated extract. 

The student may not have access to course materials, class notes, dictionaries (in any form), computers, mobile phones or other IT equipment. Also, the copy of the extract and any notes that have been made in the 20 minutes of preparation time for the individual oral assessment will be collected and retained by the teacher at the end of the examination.

NOTE: As schools are required to keep coursework submissions anonymous, students must avoid using their names or any other identifying information in their presentations. 

PART 1: PRESENTATION (3 - 4 minutes)

The presentation should last 3–4 minutes, during which time the teacher will not interrupt the student unless it is clear that guidance is needed. At four minutes, if the student has not drawn the presentation to a close, the teacher is expected to interrupt the presentation and make the transition to the second part of the individual oral assessment, using a phrase such as: “I’m sorry to interrupt, but we need to move on now.” 

During the presentation, the student should:

• summarise the extract

• briefly relate the extract to the literary work as a whole

• spend the majority of the time expressing his or her opinions on the characters, events, ideas and themes presented in the extract.

NOTE: The student may place the extract in relation to the literary work, but must spend the majority of the presentation discussing the events, ideas and messages in the extract itself.

•  The presentation must relate specifically to the content of the extract provided. Pre-rehearsed presentations on generic aspects of a literary work or presentations in the style of a “book review” that do not directly focus on the content of the extract provided are not the objective of this exercise.

PART 2: FOLLOW-UP DISCUSSION (4 - 5 minutes)

Following the student’s presentation, the teacher initiates a discussion by asking open-ended questions about various aspects of the literary extract, using one or more of the five themes of the syllabus as a starting point. These questions will:

• seek clarification or extension of observations made by the student in the presentation

• invite the student to interpret and evaluate ideas presented by the extract or the teacher

• encourage connections and comparisons with the student’s other cultural experiences, as appropriate

• provide the student with opportunities to demonstrate understanding and appreciation of the target language culture(s)

• encourage the student to engage in authentic conversation to the best of his or her ability.

This section of the individual oral assessment offers the student the opportunity to demonstrate the ability to engage in authentic discussion on a topic, thus facilitating an assessment of the student’s interactive skills.

PART 3: GENERAL DISCUSSION (5 - 6 minutes)

The teacher will signal that they are moving to the final section of the individual oral assessment in order to prepare the student for the change to a general discussion. The teacher may use a phrase such as “Let’s move on to the final section of the exam. First of all, I’d like to talk with you about [theme]”. This section lasts 5–6 minutes and should:

• use one or more of the course themes as a starting point

• seek clarification or extension of observations made by the student in relation to the additional theme(s) broached

• invite the student to interpret and evaluate ideas that arise in the general discussion

• encourage connections and comparisons with the student’s other cultural experiences

• provide the student with opportunities to demonstrate their understanding and appreciation of the target language culture(s)

• encourage the student to engage in authentic conversation to the best of his or her ability

• allow an assessment of the student’s interactive skills.