drugs

Topics: The Key, Following, The Script Pages: 8 (1453 words) Published: October 7, 2014


Units assessed:
LIT032 VCAL Senior Literacy- Oral Communication

Learning Outcomes:
3. Oracy for Practical Purposes

Assessment task:
AT5 – Verbal Instructions

Type of assessment:
Oral Presentation

Description of the task:
Students are expected to do an oral presentation of a set of instructions on how to do an activity.

Prior to the oral presentation of their verbal instructions students will view an oral transaction for practical purposes. After the viewing they are expected to evaluate the content and effectiveness of a complex spoken transaction.

The spoken text that students’ present is for practical purposes and must be organised and structured. In preparing and practicing their presentations students can either use the script they have developed in AT4 Writing for Practical Purposes, or develop a new script based on another activity they have planned for their coaching clinics.

Whichever script the students choose to use for the oral presentation, it must communicate complex instructions within 2 to 3 minutes to an audience of primary school aged children.The presentation must be filmed and the audio visual file submitted in a WinRAR along with this Workbook.

Assessment criteria:
The oral presentation requires that students communicate a set of complex instructions to an audience, respond to questions, and provide information to assist in the execution of the activity.

Students may present to a group of primary school aged children at the coaching clinics or a small group of their peers. The presentation must be recorded using a device such as an iphone or android.

Students will be required to evaluate the content of their complex spoken transaction

The video file must be saved to a computer, compressed and submitted.

Resources required:
Students require the following resources:
Laptop
Internet access
Access to a recording device eg ; iphone/android

Oracy for Practical Purposes

Communicating for practical purposes is something that is required in many everyday situations. From organising a holiday to purchasing a phone plan, we are constantly forced to participate in communication that has a practical purposes.

At SEDA, students are working in environments that requires them to regularly communicate verbally for practical purposes. This assessment task is designed to develop your understanding and ability to become a more effective communicator through understanding the components of a spoken practical purpose text.

The key features of spoken practical purpose texts:

The information is simply expressed.
The key ideas are presented in a sequential manner.
The meaning of technical terms and language is explained.
Verbal markers or flags are used to emphasise that what is being said next is important. (Verbal markers can range from “ Now, this next step is a bit tricky”… to a simple directive for attention eg: “Listen up”.) The imperative verb form is used.

Repetition of key information- this is done to ensure the critical aspects of an instruction are remembered and may include things being explained again in a slighty different form of language, or done through the use of little catch phrases like “ stop, listen, look”. The voice should be clear and the tone confident, knowledgeable and approachable. Questioning of listeners to confirm their understanding of the instruction and/or invitation for the audience to ask questions.

Instructions for the students:
5.1 Oral Text Analysis

Watch the following video in the resources folder on SOS and complete the following set of questions

“How to Irritate People on Aeroplanes” by Monty Python

1. What is the purpose of the two pilots communication to their passengers? The purpose of the two pilots communicating to the pasangers was to have a joke because they were bored and wanted a laugh at the expense of passangers 2. Why is what the pilots communicate to their passengers...
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