The United Kingdom

CHAPTER 1    

London, the Globe Theatre, groundlings, pubs, Trafalgar Square, Shakespeare.                                     

                                       CHAPTER 6

Wales, Cardiff, Castle Cotch, Lovespoons, Royal National Eisteddfod, Welsh Language.                                               

CHAPTER 2

London, Chinatown, Indian food, the Tube, Notting Hill festival, Cockney.

CHAPTER 3

York, George VI, Jorvik Viking Centre, B&B, York Minster, stained glass.

CHAPTER 8

Manchester, British celebrities and the media, Mick Hucknall, Liam & Noel Gallagher, David Beckham, Old Trafford Stadium, Manchester United, Liverpool, The Beatles.

CHAPTER 4    

Oxford, Oxford University, Magdalen College, fish & chips, Scholastica Massacre 1335, May Ball and May morning. Make a list of six people who studied at Oxford. Write their date of birth and death (if relevant) and why they are famous.

CHAPTER 9

Edinburgh, Edinburgh Castle, the Edinburgh Festival, the Fringe, Old Town, The Royal Mile.  Mary, Queen of the Scots.

CHAPTER 5

Countryside Xmas, 1925 Bentley, traditional Xmas meal, Midnight Mass, Father Xmas, mince pies, stockings, traditional English mustard, Xmas crackers.

CHAPTER 10

More of Scotland, Dunkeld, Highland Games, kilts & tartans, haggis, Grampian Mountains, Loch Ness, Nessie, Inverness, Auld Lang Syne, Hogmanay.

1º EI

ORAL PRESENTATION RUBRIC      Names __________________________________

Chapter _____

Mark

                         0’25

                0’5

                    0’75

                   1

Total

Organization

Audience cannot understand presentation because there is no sequence of information.

Audience has difficulty following presentation because student jumps around.

Student presents information in logical sequence which audience can follow.

Student presents information in logical, interesting sequence which audience can follow.

Subject Knowledge

Student does not have grasp of information; student cannot answer questions about subject.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student is at ease with expected answers to all questions, but fails to elaborate.

Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.

Graphics/ Visuals

Student uses superfluous graphics/ visual aids or no graphics/ visual aids.

Student occasionally uses graphics/visual aids that rarely support text and presentation.

Student's graphics/visual aids relate to text and presentation.

Student's graphics/visual aids explain and reinforce screen text and presentation.

Mechanics

Student's presentation has three or more spelling errors and/or grammatical errors.

Presentation has two misspellings and/or grammatical errors.

Presentation has no more than two misspellings and/or grammatical errors.

Presentation has no misspellings or grammatical errors.

Eye Contact

Student reads all of report with no eye contact.

Student occasionally uses eye contact, but still reads most of report.

Student maintains eye contact most of the time but frequently returns to notes.

Student maintains eye contact with audience, seldom returning to notes.

                   0,75p

                   1,5p

                    2,25p

               3p

Elocution

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.

Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.

Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

Total Points:

   ___/8p

ORGANIZATION

CONTENT

DELIVERY

PRESENTATION AIDS

I organized ideas in a meaningful way.

I used words that the audience could understand.

My body language was alert and relaxed.

Presentation aids were used during the speech.

My topic was stated clearly in the introduction.

My vocabulary was strong and unambiguous.

My voice varied in pitch. It was not monotone.

 Presentation aids were relevant to the topic.

My introduction included a statement of the main points.

I used facts and logical appeals where appropriate.

I used meaningful gestures.

 Presentation aids enhanced the speech or helped people remember the main points.

My introduction was clear and easy to understand.

I used opinions or emotional appeals where appropriate.

I used notes sparingly. I did not read from them unless presenting a quote.

 Visual aids were easy to read or see.

The body or the presentation contained support for the main points.

The information I gave was valuable.

 I used standard grammar.

 Audio aids were easy to hear and did not interfere with the speaker.

I used helpful transitions between main points (e.g., "First of all...," or "Similarly...."

 I stayed focused; I did not stray off my topic.

I maintained good posture.

 Handouts and/or visual aids contained no spelling or grammar errors.

Ideas flowed logically from one point to the next.

 I was well-informed on my topic.

I maintained eye-contact most of the time.

Presentation aids were used during the speech.

My presentation had a strong conclusion.

 I used words that the audience could understand.

I spoke to the entire audience, not just one or two people.

 Presentation aids were relevant to the topic.

The conclusion had a clear call to action or belief.

I was able to answer questions from the audience.

My pronunciation was clear and easy to understand.

 Presentation aids enhanced the speech or helped people remember the main points.

The conclusion summarized (what I thought about) the topic.

My voice varied in pitch. It was not monotone.

 Visual aids were easy to read or see.

The audience could distinguish the introduction, body and conclusion.

I used meaningful gestures.