Freshman Final Exam #1

Thursday 7/7; Friday 7/8

Getting Ready For Speech Exam 2 (Final A): Summer 2016 - Level 2

This assignment is worth 20% of your mark

What will you do?

• You will give a demonstration speech OR a layout speech
• You will teach the audience something by either demonstrating how to do something OR explaining the layout of something.
• You will use appropriate language (sequencers and commands OR location by position/compass points)
• You will use appropriate gestures (sequence and demonstration or location and shape).  
• You will demonstrate appropriate voice projection, eye contact, and posture.
• You must use at least 1 visual aid or prop.

What should you focus on?

• Using appropriate language (sequencers and commands OR Location by position/compass points)
• Demonstrating appropriate voice projection, eye contact and posture
• Using appropriate gestures (sequence and demonstration or location and shape)
• Using a storyboard or diagram
• Be entertaining—please, don’t be boring!

• VERY IMPORTANT: Remember you are not just a presenter—you also need to be a good audience member who listens to and supports their classmates while they are doing their presentations.   After each presentation you will be encouraged to ask a question about the presentation.

*Remember—this is a speaking activity, so make sure you focus on speaking and not reading!

Getting Ready For Speech Exam 2 (Final A): Summer 2016 - Level 2

Name_____________________________________                                   Student #___________________________________________

CATEGORY	4	3	2	1-0
Oral/Presentation Components
Eye contact	Student made eye-contact almost all of the time.	Student made eye-contact most of the time.	Student made eye-contact some of the time.	Student rarely made eye-contact.
Posture	Student’s feet and hands were set, and their weight was balanced almost all of the time.	Student’s feet and hands were set, and their weight was balanced most of the time.	Student’s feet and hands were set, and their weight was balanced some of the time.	Student rarely had their feet and hands set, and their weight balanced.
Voice	The student voice projection was loud, and they spoke clearly and confidently almost all of the time.	The student voice projection was loud, and they spoke clearly and confidently most of the time.	The student voice projection was loud, and they spoke clearly and confidently some of the time.	The student voice projection was rarely loud, and they rarely spoke clearly and confidently.
Gestures	The student uses appropriate gestures (sequence and demonstration OR location and shape) almost all of the time.	The student uses appropriate gestures (sequence and demonstration OR location and shape) most of the time.	The student uses appropriate gestures (sequence and demonstration OR location and shape) some of the time.	The student rarely uses appropriate gestures.
Visual aid(s)/prop(s)	The visual aid(s)/prop(s) were appropriate and added to the presentation.	The visual aid(s)/prop(s) were somewhat appropriate and added to the presentation.	The visual aid(s)/prop(s) were somewhat appropriate and added somewhat to the presentation.	The visual aid(s)/prop(s) were not appropriate and did not add to the presentation.
Preparedness	Student was completely prepared and rehearsed enough. Did not read.	Student was prepared but needs more rehearsals.  Read script some of the time.	Student was somewhat prepared but needs more rehearsals. Read script most of the time.	Student was not prepared, and read script almost all of the time.
Language	The student uses appropriate language (sequencers and commands OR location by position/compass points) almost all of the time.	The student uses appropriate language sequencers and commands OR Location by position/compass points) most of the time.	The student uses appropriate language sequencers and commands OR Location by position/compass points) some of the time.	The student rarely uses appropriate language.
Grammar	The student uses correct sentence structures and verb tenses; subject-verb agreement and article use appropriate almost all of the time.	The student uses correct sentence structures and verb tenses; subject-verb agreement and article use appropriate most of the time.	The student uses correct sentence structures and verb tenses; subject-verb agreement and article use appropriate some of the time.	The student rarely uses correct sentence structures and verb tenses; subject-verb agreement and article use rarely appropriate.
Content	The presentation is organized and focused, and the student effectively teaches the audience something.	The presentation is organized and focused, and the student teaches the audience something.	Presentation is somewhat organized and focused, and the student attempts to teach the audience something.	Presentation was poorly organized and focused, and confusing for the audience.
			Total /36