A cultural study of the modern history of Iraq

Content/
Ideas

Word Choice/
Vocabulary

Conventions/
Message

Visual Assistance

Organization

Spoken Fluency

Voice

Pronunciation

Rich and
Interesting;
Provides in-depth understanding of the topic and its cultural implications

Varied, engaging vocabulary and vocabulary from the unit is used throughout; no English used during the presentation

No predictable or avoidable errors (appropriate to the level); accurate information presented

Used attractive visuals that strongly supported the presentation; All could see and use the visuals from any point in the classroom; There are no words on the visuals other than titles (in Arabic).

Excellent organization;
Logical and clear introduction, transitions and conclusion

Speaks clearly with appropriate pauses and inflection; very well-rehearsed; little to no reliance on note cards; excellent eye contact with the audience

Strong personality; highly original; evokes an emotional response from the audience with a tone of voice and expression; engages the audience; easy for all to hear

Applies pronunciation rules consistently

Very good;
some detail of the topic and cultural implications

Appropriate but predictable; no English used during the presentation

Few errors

Used attractive visuals but they could not be seen well throughout the classroom or they were less directly related to the topic

Very good

Speaks with minor hesitation; comprehensible to a native speaker; may have read from notes from time to time but maintained good eye contact w/ audience

Personality and originality apparent;
the audience is interested in the presentation; no problems hearing the presentation

Applies pronunciation rules often

Adequate, good;
“tourist” level of understanding

Basic vocabulary – little variety for level; some misuse of words; a single word or phrase of English used once

Occasional errors, but comprehensible

Visuals did not show great pride in workmanship or they were not directly related to the presentation

Adequate, good

Speaks with little hesitation; comprehensible to a teacher; frequently read from notes with little eye contact

Personality and originality emerging;
the audience is less engaged in the presentation; difficulty hearing from time to time

Applies most pronunciation rules

Weak; missing requirements; vague

Weak; repetitive; misuse of the dictionary; poor word choices; English used more than once

Seldom clear; interference from patterns of errors

Very sloppy visuals or visuals were not relevant to the topic

Weak

Speaks with some hesitation; difficult to understand and/or mainly read from paper

Little evidence of originality; indifferent; did not engage the audience; difficult to hear

Applies some basic pronunciation rules

Misleading;
No effort to meet requirements

Inappropriate;
may slip into English from time to time

Poor, not comprehensible - So many errors, it’s difficult to comprehend

No visuals

Misleading,
Missing key elements

Speaks with great hesitation; barely comprehensible and/or read directly from paper; monotone

Little/ no originality;
Lack of enthusiasm;
Disengaged and disinterested audience

Does not apply basic pronunciation rules

Little/none

Little/none

Missing, very little

None

None

Grunts