Topic 5.3: Delivering & practising Questions

Quick check to start — handling the IO discussion

A quick starter — delivering the IO

Ease in — what a grade-7 IO looks like

Quick warm-up — rehearsing the IO

Answer on the grade-7 IO. (Exam-style practice.)

Answer on rehearsing the IO. (Exam-style practice.)

Answer on the IO discussion. (Exam-style practice.)

Answer on IO delivery. (Exam-style practice.)

Let's build it up, one step at a time — building a rehearsal plan

Work through it in small steps — answering an examiner's follow-up question well

One step at a time — improving IO delivery

Piece it together, step by step — applying the grade-7 IO moves to new works

IO-STYLE PLANNING TASK. This is your Unit 4 capstone. Using the two original works below, prepare a COMPLETE IO you could rehearse: a global issue, a line of inquiry, bullet notes for each extract, a structure, and three likely discussion questions with brief answers. GLOBAL ISSUE (choose your own from the works, or use: how the internet rewards outrage). (In the real IO, use your own studied works and rehearse aloud, to time.)

IO-STYLE PLANNING TASK. Using the two original works below, plan a FULL grade-7 IO, using the exemplar's moves. GLOBAL ISSUE (given): how success is redefined to keep people striving. Produce: (1) a line of inquiry; (2) close analysis of a choice in EACH extract; (3) a widening point; (4) a conclusion with a payoff. (In the real IO, use your own studied works.)

IO-STYLE PLANNING TASK. Using the two short original works below, prepare BULLET NOTES (not a script) for delivering a 10-minute IO, and note how you'd signpost. GLOBAL ISSUE (given): how beauty is defined and sold. Produce: (1) a one-sentence line of inquiry; (2) 4–6 bullet notes you would actually speak from (points + short quotations, NOT full sentences); (3) two signposting phrases you'd use to move between works. (In the real IO, use your own studied works.)

IO-STYLE DISCUSSION TASK. Below is a mini prepared-oral argument on two original works. Then answer THREE examiner-style follow-up questions as you would in the discussion — listening, answering directly, and developing with evidence. GLOBAL ISSUE: how children are taught to obey authority. FOLLOW-UP QUESTIONS: (1) ‘You focused on the poem's tone — how does the STRUCTURE of the non-literary work explore the issue?’ (2) ‘Could a reader argue the poem actually admires the obedience it describes?’ (3) ‘Which work do you think treats the issue more powerfully, and why?’ (In the real IO you'd answer live about your own works.)