King Abdul Aziz University
English Language Institute
Jeddah, Kingdom of Saudi Arabia
THE ORAL PRESENTATION
Introduction
The Oral Presentation is the practical presentation of a given topic by a
student prepared well in advance and evaluated as an integral part of the
overall assessment. Topics are wide ranging and often include areas of
contemporary interest. The objective is to communicate through verbal and
non-verbal messages the intent of the speaker. While gestures and body
language are desirable the focus is on spoken communication.
Rationale
The Oral Presentation is an opportunity for the student to use her repertoire
of language and vocabulary to present a topic of her choice. Different
teachers prefer different kinds of rubric to enable evaluation. However, the
main ones include structure (grammatical construction of sentences);
vocabulary (choice of words appropriate to the presentation and which
enhance both cohesion and coherence); pronunciation (clarity in speech:
intonation, word and sentence stress; and organization of ideas into a unified
whole (an introduction, body and conclusion). Other areas include the length
of the presentation and good use of examples to support ideas.
Below is a proposal for the rubric that may be used on a scale of 1-4with
1=least and 4= best:
4
Structure
Language
is
clear,
varied
and precise; no
significant
lapses
in
grammar
3
Language
is
generally clear
and coherent;
only
a few
significant
lapses
in
grammar
2
Many
grammatical
errors;
little
control
over
sentence
structure; some
degree
of
clarity
Vocabulary
4
Effective and
varied use of
vocabulary
which conveys
meaning
precisely
3
Some care is
shown
in
choice
of
vocabulary; it is
used
with
varying degrees
of accuracy
2
Frequent use of
wrong words
which
affect
meaning;
sometimes
words are used
appropriately
Pronunciation
4
Effective
production of
vowels
and
consonants;
minor errors in
word, sentence
stress
and
intonation
3
Most
vowels
and consonants
are pronounced
clearly;
very
few errors in
word, sentence
stress
and
intonation
2
Consistently
produces some
vowels
and
consonants;
some errorsin
word, sentence
stress
and
intonation
4
3
2
Ideas
are
clearly
organized and
logically
sequenced;
adequate
support of ideas
Ideas are clear
but lack logical
sequencing;
adequate
support of ideas
Some evidence
of organization;
somewhat
adequate
support of ideas
Organization
of ideas
1
Serious
grammatical
errors
which
hinder
comprehension;
fragmented
sentence
structure
1
Vocabulary is
so limited that
it makes it
difficult
to
understand
presentation;
rarely accurate
or appropriate
1
Difficulty
in
producing
vowels
and
consonants,
word
and
sentence stress,
intonation
which make the
presentation
difficult
to
understand.
1
There is no
organization to
the presentation
at all; no ideas
to support the
presentation
Students may also need to be evaluated for the following in addition to the
rubric given above for a more comprehensive assessment. This entails the
assessment of the presentation as a whole.
1- Student reads from notes like a report and makes little or no eye
contact with audience.
- the length of the presentation is less than the given time
- mumbles words
2-
Student occasionally reads from notes
makes some eye contact with the audience
length of the presentation is satisfactory
speaks clearly with a few pauses
3-
Student refers to notes very occasionally using them as prompts
makes eye contact and exhibits a good level of confidence
length of presentation is appropriate
speaks clearly and distinctly with a good level of fluency
4 – Student nearly never refers to notes
- makes eye contact and incites interest in her presentation
- length of presentation is appropriate
- speaks loudly, clearly and confidently
It would do well to bear in mind that the level of the students in the
mixed ability classes range from the intermediate to the lower
intermediate, so it is important to ensure that there is a very supportive
environment within the classroom before and during the evaluations.
Prepared by Ozma Siddiqui