Student Name: ____________________________________ Meeting Date: __________________________

EDU2803-Special Educational Needs PowerPoint Presentation

ASSESSMENT 1 Task DESCRIPTION - Rubric
Assessment Details

Course Code: EDU2803

Course Name: Teaching Learners with Special Needs

Course Teacher:

Task Title: Presentation

1. Assessment 1 is an individual PowerPoint presentation discussing one specific Special
Task Description:
Education Category. Your presentation needs to outline the history, causes and focus on
how students can be included in the general education classroom using suitable
accommodations and modifications.
2. Fill out section V of the Individual Education Plan

The topic must be chosen from one of the following SEN Categories:
Special
Instructions:
 Autism
 Specific Learning Disability
 Intellectual Disability
 Deaf-Blindness
 Multiple Disabilities
 Deafness
 Visual Impairment including Blindness
 Hearing Impairment
 Speech or Language Impairment
 Other Health Impairment
 Emotional Disturbance
 Traumatic Brain Injury
 Orthopedic Impairment

1. Research the special education disability category in detail and present your findings in a
PowerPoint presentation to your peers.
2. Fill out section V in the Individualised Education Plan

You have to include the below items about your topic:

 Definition
 Brief historical overview of your topic
 Characteristics (causes and symptoms)
 The policy of integration according to the United Arab Emirates and the United States
of America
 Discussion of most up-to-date and relevant to your topic
- accommodations
- modifications
 List two professionals involved in the diagnosis, assessment, care and education of a
child with this special need
 Discuss how do the professionals work together to ensure that the student is receiving
the most effective and fair education?
Student Name: ____________________________________ Meeting Date: __________________________

References: APA Format

 In-text referencing
 Final slide with a complete reference list
 Minimum of 3 academic and or medical literature journals (journals must be current;
dated within the last seven years
Weighting: 30%

Duration/Word 15 minutes
Limit:

Due Date: Week 6

Grading/Marking Your grade will be determined using the relevant criteria from the attached rubric.
Criteria:

Late Penalty: Unless exceptional circumstances are agreed with the course teacher regarding late
submission, work submitted one working day late will be deducted 10%, two days
late 20%, three days late 30% and any work submitted more than three days late
will get a zero mark

Academic Breaches of Academic Honesty will be treated with the utmost seriousness. You are
Honesty: reminded the penalties for cheating or plagiarism include dismissal from the HCT.
(for more information, please refer to Academic and Student Regulations , HCT
Academic Honesty Policy , Student Handbook )
Student Name: ____________________________________ Meeting Date: __________________________
STUDENT GRADE/MARK REPORT
Course Assessment/Student Details

Course Code: EDU2803

Course Name: Teaching Learners with Special Needs

Course
Teacher:

Task Title: Presentation

Student Name:

Student ID:

Final Grade/Mark

General
Comments
Student Name: ____________________________________ Meeting Date: __________________________

ASSESSMENT COVER PAGE

Course Name: Teaching children with Special Course Code: EDU2803

Needs

Instructor Name:

Task Title: Presentation

Due Date: Date Submitted:

Student Name:

Student ID: Section:

Late Penalty:
Unless exceptional circumstances are agreed with the course teacher regarding late submission, work
submitted one working day late will be deducted 10%, two days late 20%, three days late 30% and any work
submitted more than three days late will get a zero mark

Academic Honesty:
Breaches of Academic Honesty will be treated with the utmost seriousness. You are reminded the
penalties for cheating or plagiarism include dismissal from the HCT.
(for more information please refer to Academic and Student Regulations , HCT Academic Honesty Policy ,
Student Handbook )

Student Declaration:
This assignment is entirely my work except where I have duly acknowledged other sources in the text and
listed those sources at the end of the assignment. I have not previously submitted this work to the HCT. I
understand that I may be orally examined on my submission.
Student Name: ____________________________________ Meeting Date: __________________________

__________________ SCHOOL
INDIVIDUALIZED EDUCATION PLAN (IEP)

IEP Meeting Date: Purpose of IEP Meeting : Initial  Annual Review

 Amendment 
Student Name: Date of Birth: Student ID Number:

Eligibility Category(s): Most Recent Eligibility Date(s):

School: Grade: School Year:

Parent(s):

Address: Email:

Phone (home): (work): (cell phone):

TEAM MEMBERS IN ATTENDANCE

REQUIRED MEMBERS ADDITIONAL MEMBERS
Parent: Name/Title:

Parent: Name/Title:

School Principal: Name/Title:

Special Education Teacher: Name/Title:

Regular Education Teacher: Name/Title:

Student (age 16 or if transition is being Name/Title:

discussed):

Zone Coordinator: Name/Title:

I. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Results of initial or most recent evaluation and results of state and district assessments:
Student Name: ____________________________________ Meeting Date: __________________________
Description of academic, developmental and/or functional strengths:

Description of academic, developmental and/or functional needs:

Parental concerns regarding their child’s education:

Impact of the disability on involvement and progress in the general education curriculum (for preschool, how the
disability affects participation in appropriate activities):

II. CONSIDERATION OF SPECIAL FACTORS

a) Does the student have behavior which impedes his/her learning or the learning of others?
 Yes  No
If yes, consider the appropriateness of developing a Behavior Intervention Plan.
Behavior Intervention Plan developed?  Yes
 No
Refer to Behavior Intervention Plan for additional information.

b) Does the student have Limited English proficiency?  Yes

 No
If yes, consider the language needs as related to the IEP and describe below.

c) Does the student have blindness/visual impairment?  Yes

 No
If yes, provide for instruction in Braille and the use of Braille, unless the IEP Team determines that instruction in
Braille is not appropriate for the student after an evaluation of the student’s reading and writing skills, needs,
and appropriate reading and writing media, including evaluation of future needs for instruction in Braille or the
use of Braille. Describe below.

d) Does the student have communication needs?  Yes

 No
If yes, consider the communication needs and describe below.

e) Is the student deaf or hard of hearing?  Yes

 No
Student Name: ____________________________________ Meeting Date: __________________________
If yes, consider and describe the student’s language and communication needs, opportunities for direct
communication with peers and professional personnel in the student’s language and communication mode,
academic level and full range of needs, including opportunities for direct instruction in the student’s language
and communication mode. Describe communication needs below.

f) Does the student need assistive technology devices or services?

 Yes  No
If yes, describe the type of assistive technology and how it is used. If no, describe how the student’s needs are
being met in deficit areas.

g) Does the student require alternative format for instructional materials?

 Yes  No
If yes, specify format(s) of materials required below.

 Braille  Large type  Auditory  Electronic text

 Student Name: ____________________________________ Meeting Date: __________________________
III. MEASURABLE ANNUAL GOALS

Measurable Annual Goals: Academic and/or functional goals

designed to meet the child’s needs that result from the Progress At Reporting Period
disability to enable the child to be involved in and make Criteria for Method of
progress in the general education curriculum or to meet each Mastery Evaluation
of the child’s other educational needs that result from the 1 2 3 4
disability. (date) (date) (date) (date)

1.

2.

3.

4.

REPORT OF STUDENT PROGRESS

When will the parents be informed of the child’s progress toward meeting the annual goals?
 Student Name: ____________________________________ Meeting Date: __________________________

IV. MEASURABLE ANNUAL GOALS & SHORT TERM OBJECTIVES/BENCHMARKS

Academic and/or functional goals designed to meet the child’s needs that result from the disability to enable the child to be involved in and make progress
in the general education curriculum or to meet each of the child’s other educational needs that result from the disability.

MEASURABLE ANNUAL GOAL:

_______________________________________________________________________________________________________________________________
_______________

Progress At Reporting Period

Short term objectives/benchmarks: Measurable, intermediate
Criteria for Method of
steps or targeted sub-skills to enable student to reach annual
Mastery Evaluation
goals. 1 2 3 4
(date) (date) (date) (date)
 Student Name: ____________________________________ Meeting Date: __________________________
REPORT OF STUDENT PROGRESS
When will the parents be informed of the child’s progress toward meeting the annual goals?
V. STUDENT SUPPORTS
To advance appropriately toward attaining annual goals; to be involved and progress in the general curriculum;
to be educated and participate with other children in academic, nonacademic and extracurricular activities, the
following accommodations, supplemental aids and services and/or supports for school personnel will be
provided:

Instructional Accommodations

Testing Accommodations

Instructional Modifications

Testing Modifications

Supplemental Aids and Services

Supports for School Personnel

VI. SPECIAL EDUCATION: Instruction/Related Services in General Education Classroom/Early Childhood

Setti ng

Options Anticipate Content/

Initiation of Provider
Considered Frequency d Duration Specialty
Services Title
 (mm/dd/ Area(s)
(mm/dd/yy)
yy)

4
 Consultative

Collaborativ
e

Co-teaching

Supportive
Services

Related
Services

VII. SPECIAL EDUCATION: Instruction/Related Services Outside of the General Education Classroom

Options Anticipate
Initiation of
Considere d Duration Provider Content/
Frequency Services
d (mm/dd/ Title Specialty Area(s)
(mm/dd/yy)
 yy)
Separate Class

Separate
School

Home
Instruction

Residential

Hospital/
Homebound

Supportive
Services

Related
Services

5
VIII. The explanation of the extent, if any, to which the child will not participate with peers without
disabilities in the regular class and/or in nonacademic and extracurricular activities:

VIX. PARENT PARTICIPATION IN THE IEP PROCESS

The following documents were provided to parent(s):
 Parental Rights in Special Education
 Individualised Education Program (IEP)
 Eligibility Report(s)
 Evaluation
 Other:______________________________________________________________________
_________________________________________________________________________________

If parent did not attend the meeting, complete below:

On _____________ the documents were:  Mailed  Given In Person  Sent via Student
Other_________

6
 GRADING/MARKING RUBRIC
ACHIEVEMENT INDICATORS
Achievement that does not meet
requirements
Signifi cantly Achievement
below course that narrowly
GRADING/ requirements fails to meet the
MARKING Achievement that is Achievement that is
Assessme Clearly requirements Achievement that minimally meets the Achievement that sati sfactorily
CRITERIA nt has not does not signifi cantly above the outstanding relati ve to
course requirements meets the course requirements
been meet course requirements the course requirements
submitt ed the
at all, is require
not- ments
existent
or not
carried
out

GPA Range 0 – 0.99 1.0 – 1.99 2.0 – 2.99 3.0 – 3.69 3.7 – 4.0
Lett er
F D D+ C- C C+ B- B B+ A- A
Grade
Gradebook
0 -29 30 - 59 60 – 63 64 – 66 67 – 69 70 – 73 74 – 76 77 – 79 80 – 83 84 – 86 87 – 89 90 - 100
Percentage

GPA 0 1.0 1.3 1.7 2.0 2.3 2.7 3.0 3.3 3.7 4.0
CONTENT AND KNOWLEDGE CRITERIA – 80%
Displays some
Does not address
Attention knowledge but is Addresses the questions
the question Attempts to address the questions, but there is Makes a sound attempt at addressing questions. Addresses the purpose of the
to Purpose not linked to the clearly, systematically and
and/or assignment digression and some misunderstanding Some minor digression or misunderstanding questions clearly
questions in the comprehensively
and task
assignment/task
Questions No attempt or Represents an Represents a Represents an Represents a Represents a Represents Represents a Addressed Addressed the Represents an Represents
submitted work; unsuccessful limited emerging attempt developing satisfactory an coherent the task task elements outstanding an
Addresses displays very little attempt that attempt that that presents attempt that attempt to adequate attempt to elements of of the special attempt outstanding
the purpose knowledge and provides minor presents general rather presents address most of attempt to address most the special education addressing the attempt
and specific examples attention to the general than specific general rather the task address of the task education disability of all the l ask addressing
questions and support of the task elements with rather than attention to the than specific elements of the most of the elements of disability comprehensiv elements of the of all the
related to task elements insufficient specific elements required attention to special task the special clearly with ely with the special l ask
the examples and attention to about the special the elements education elements of education sufficient sufficient education elements of
assignment/ support the elements education required disability with the special disability with examples examples and disability the special
task required disability category. about the some education some and support support and systematically education

7
 about the special meaningful disability meaningful and only only minor and disability
15% special education examples and with some examples and minor inaccuracies comprehensiv analytically
education disability support meaningful support inaccuracies ely with and
disability category. despite some examples despite some insignificant thoroughly
category. digressions and digressions inaccuracies with no
and/or support and/or inaccuracies
inaccuracies despite inaccuracies
some
digressions
and/or
inaccuracie
s
Displays significant
gaps in knowledge
Attempts to show some understanding of Demonstrates the depth of
Depth of Fails to include any and/or Demonstrates factual/conceptual understanding
knowledge with limited relevant terminology, Demonstrates the depth of subject knowledge clearly,
relevant misunderstanding and appropriate terminology with minor
subject theory or subject knowledge subject knowledge clearly systematically, and
knowledge of facts, omissions
knowledge comprehensively
terminology and
theory.
No attempt or Demonstrates some Demonstrate Demonstrates Demonstrates Demonstrate Demonstrate Demonstrates
Displays Demonstrate
submitted work; significant gaps in s insufficient an acceptable Demonstrates a solid s detailed Demonstrates s detailed comprehensiv
knowledge Demonstrates an sa
shows almost no knowledge related to understandin understanding adequate understanding knowledge a thorough and in-depth e knowledge
of emerging developing
knowledge of the the chosen SEN g of the of the history , understanding of the history of the knowledge of knowledge of of the history
topic/subjec knowledge of the knowledge
chosen SEN category history, characteristics of the history , , history , the history , the history , ,
t/theory history , of the
category characteristi , and support characteristics characteristics characteristi characteristics characteristic characteristics
including characteristics, history ,
cs, and practices of , and support , and support cs, and , and support s, and , and support
range, depth and support characteristi
support the selected practices of practices of support practices of support practices of
and practices of the cs, and
practices of SEN category the selected the selected practices of the selected practices of selected SEN
accuracy of selected SEN support
the chosen with minor SEN category SEN category the selected SEN category the selected category
subject. category practices of
SEN inaccuracies with minor with minor SEN category with slight SEN category clearly and
category. the selected and provides inaccuracies inaccuracies with slight inaccuracies clearly and systematically
15% SEN category satisfactory and provides and provides inaccuracies and provides systematicall with an array
provisions satisfactory sufficient and provides relevant y with of relevant
provisions provisions relevant provisions pertinent provisions
provisions provisions
Demonstrates critical thinking Demonstrates critical thinking
Demonstrates very
and/or analysis to compare and/or analysis to compare
limited critical Demonstrates some critical thinking and/or
Depth of Fails to show and contrast alternative and contrast alternative
thinking or analysis Demonstrates limited critical thinking or analysis to analysis to compare and contrast alternative
critical thinking or positions, and/or generate positions clearly, coherently,
Analysis to compare and compare and contrast alternative positions positions, and/or generate arguments or
analysis. arguments or inferences citing appropriately.
contrast alternative inferences
evidence to support their Arguments and/or inferences
positions
position are clear and comprehensive
Demonstrat
No attempt or Demonstrates very Demonstrate Demonstrates Demonstrates Demonstrate Demonstrates Demonstrates Demonstrate Demonstrates Demonstrate Demonstrates
es a solid
submitted work; limited critical s an limited analysis some analysis s satisfactory satisfactory satisfactory s good good critical s a very an
understandi
provides no analysis of emerging of provisions and of provisions analysis of critical critical analysis critical analysis of coherent and outstanding,
ng of the

8
problem or evidence of critical provisions and analysis of inclusive and inclusive provisions analysis of of provisions analysis of provisions and appropriately clear,
situation, thinking analysis inclusive practices provisions practices of the practices of and inclusive provisions and and inclusive provisions inclusive carried out a coherent, and
considering of the chosen SEN and inclusive chosen SEN the chosen practices of inclusive practices and and inclusive practices and critical appropriately
relevant category practices of category with SEN category the chosen practices and generates some practices generates analysis of carried out
facts and the chosen minimal critical with minimal SEN category generates few meaningful and meaningful provisions critical
evidence of SEN category thinking critical with some inferences inferences generates inferences and inclusive analysis of
critical with minimal thinking critical some supported by practices provisions and
thinking critical thinking meaningful clear evidence and inclusive
thinking inferences generates practices and
15% supported significant generates
by some inferences outstanding
evidence supported by inferences
clear and supported by
comprehensi clear and
ve evidence comprehensiv
e evidence
Demonstrates evidence of
Use of Demonstrates very Demonstrates evidence of independent reading from a
Fails to engage
literature/ limited evidence of Demonstrates some evidence of independent independent reading from a wide range of relevant
with and/ or use of Demonstrates insufficient use of literature required
reading and use of reading from relevant literature range of relevant literature literature used clearly,
Reading the literature
relevant sources with some critique accurately, systematically, and
critically
Uses a
No attempt or Demonstrates very Demonstrates Demonstrates Demonstrates a Demonstrates Demonstrates Demonstrate Demonstrates Demonstrate Demonstrates
sufficient
submitted work limited evidence of an emerging incomplete developing use Demonstrate enough clear evidence s evidence of evidence of s evidence of evidence of
range of
provides no reading and use of evidence of use of the of the required s some evidence of of independent independent independent outstanding exceptional
relevant
evidence of using relevant sources reading and literature and literature and evidence of independent reading from reading from reading from independent independent
resources
the literature use of displays many shows some independent reading from relevant and a range of a range of reading from reading from
for the
appropriate inappropriate inappropriate reading from relevant credible relevant relevant a range of a wide range
completion
sources choices choices relevant literature with literature literature literature with pertinent of pertinent
of the
literature only a few with some an explicit literature literature
assigned
wrong choices critique critique used, used
task as per
systematicall accurately,
the
y, and systematically
assessment
critically , and critically
description

15%
Demonstrates a Demonstrates conclusions and
Fails to draw any Demonstrates conclusions which display a limited Demonstrates conclusions which display some Demonstrates conclusions
very limited critical insights related clearly
conclusions understanding of evidence, theory, literature or understanding of evidence, theory, literature or related to evidence, theory,
Conclusion attempt to draw and logically to evidence,
research research literature or research
conclusions theory, literature or research
s
No attempt or Demonstrates a Demonstrates Demonstrates Demonstrates Demonstrate Demonstrates Demonstrates Demonstrates Demonstrate Demonstrates
submitted work minimal attempt to an emerging conclusions conclusions that s conclusions conclusions conclusions Demonstrate comprehensiv s justified strongly
provides no conclude best attempt to that display a display an that display that display a that display a s solid e conclusions conclusions justified
Draws evidence of any inclusive practices conclude best limited insufficient some satisfactory clear conclusions of the chosen and logical conclusions
conclusions drawn conclusions for the chosen SEN inclusive understandin understanding understandi understanding understanding of the SEN category critical and logical

9
based on category practices for g of evidence, of evidence, ng of of evidence, of evidence, based on a insights critical
evidence the chosen theory, theory, evidence, theory, theory, outcomes of critical related to insights
linked to the SEN category, literature or literature or theory, literature or literature or essential analysis of literature or related clearly
discussion primarily research research literature or research research provisions of evidence, research to literature
and analysis descriptive concerning concerning the research concerning concerning the the chosen theory, or research
with critical and non- the chosen chosen SEN concerning the chosen chosen SEN SEN category literature or
insight critical SEN category category the chosen SEN category category and relates research
statements SEN category critically to
evidence,
15% theory,
literature or
research

Fails to
Demonstrates a
acknowledge
very limited use of Demonstrates accurate use of
Referencin sources of Demonstrates a minimal use of in-text referencing Demonstrates satisfactory use of referencing both Demonstrates error-free use of
referencing that referencing both in text and
information in text with errors in the reference list in text and reference list following the guidelines referencing throughout
g& fails to follow the reference list
and/or reference
Citation guidelines
list
No attempt or Demonstrates a Demonstrates a Demonstrates Demonstrate Demonstrates Demonstrates a Demonstrate Demonstrates Demonstrate Demonstrates
submitted work very limited use of incorrect use of Demonstrate inadequate use s satisfactory adequate and n accurate use s most accurate use s almost error-free use
Adheres to provides no referencing that in-text s a minimal of in-text use of consistent use of referencing accurate use of referencing error-free use of referencing
APA evidence of fails to follow the referencing use of in-text referencing referencing of referencing both in-text of both in-text of throughout
guidelines acknowledging APA guidelines with frequent referencing with some both in-text both in-text and reference referencing and reference referencing the text with
for sources of errors in the with errors in the and and reference list following both in-text list with only throughout total
referencing information in text reference list frequent reference list reference list list following APA guidelines and minimal the text with adherence to
and citations and/or reference errors in the following APA despite some reference list inaccuracies in total APA
list reference list APA guidelines minimal with only a following APA adherence to guidelines
5% guidelines with only a inaccuracies few minimal guidelines APA
despite few minimal inaccuracies guidelines
some inaccuracies in following
persisting APA
inaccuracies inaccuracies
LANGUAGE CRITERIA – 10%
Uses a wide range of less-
Vocabulary Uses a very Uses a wide range of topic- common, topic-specifi c
Fails to use Uses a limited range of appropriate Uses an adequate range of topic-specifi c
limited range of specifi c vocabulary in both vocabulary in both simple
appropriate vocabulary in both simple and complex vocabulary in both simple and complex
appropriate simple and complex and complex sentences
vocabulary sentences sentences
Appropriat vocabulary sentences with an awareness of style
e choice and collocati on
and use of No attempt or fails Demonstrates a Demonstrates Demonstrates Demonstrates Demonstrates Demonstrat Demonstr Demonstrate Demonstrates Demonstrates Demonstrate

10
vocabulary to use appropriate minimal range of a generally a limited an inadequate an adequate es an ates a s a wide a wide range a wide range s outstanding
vocabulary appropriate limited range range of range of range of topic- adequate good range of of appropriate of appropriate lexical
vocabulary of appropriate appropriate appropriate specifi c range of range of appropriate topic-specific topic-specific richness and
5% vocabulary vocabulary and topic- vocabulary appropriate appropria topic-specific vocabulary vocabulary, a linguistic
and topic- specific despite a few topic- te topic- vocabulary and a good good selection diversity
specific vocabulary inaccuracies specifi c specifi c selection of of less while
vocabulary vocabulary vocabular less commonly showing
y commonly used lexis, clear
used lexis and showing awareness
awareness of of
collocations collocations
and style and style
Uses a variety of complex
Uses simple sentences with
sentences with occasional
Uses a very the correct tenses for the
Grammar Fails to use Uses a limited range of correct grammar in Uses an adequate range of grammar in errors that do not impede
limited range of intended message, but
correct grammar both simple and complex sentences both simple and complex sentences the meaning, using the
correct grammar complex sentences contain
passive voice where
errors
appropriate
Appropriate No attempt or fails Demonstrates a Demonstrates Demonstrates Demonstrates Demonstrates an Demonstrate Demonstra Demonstra Demonstrate Demonstra Uses a
and to use correct very limited range a generally a limited an adequate range s an tes a good tes correct s correct tes a variety of
accurate grammar of correct grammar narrow range range of unsatisfactory of grammar for adequate range of grammar in grammar in variety of error-free
sentence of correct correct range of correct both simple and range of correct simple simple complex simple and
and grammar grammar in grammar in complex correct grammar sentences sentences sentences complex
paragraph both simple both simple sentences despite grammar for for both but but commits with sentences
structure and complex and complex few inaccuracies both simple simple and commits few mistakes occasional using the
sentences sentences and complex complex some in complex errors that passive
sentences mistakes in sentences do not voice where
5% complex that do not impede the appropriate
sentences impede the meaning,
meaning using the
passive
voice
where
appropriat
e

PRESENTATION AND STYLE 10%

Delivery/ Fails to speak Delivery is Pace, audibility, intonation, vocabulary, grammar, Pace, audibility, intonation, vocabulary, grammar, Pace, audibility, intonation, Pace, audibility, intonation,
Performan intelligibly, disorganized with and pronunciation are minimally acceptable. and pronunciation are satisfactory. vocabulary, grammar, and vocabulary, grammar, and
ce (Oral) resulting in a slow or fast pronunciation are good with a pronunciation are accurately
presentation that speech resulting in range of complexity used with a range of
Displays
the audience some breakdown attempted. complexity, which enhances
oral cannot understand. in communication the message significantly.
presentatio
n skills Speaks Speech is very Speech is Speech is Speech is Speech is Speech is Speech is Smooth and Smooth Smooth and Smooth and

11
considering unclearly and at slow or very frequently hesitant, hesitant, with relati vely relati vely smooth; fl uid and fl uid fl uid fl uid
spoken an quick and hesitant, with with some smooth; many smooth; some speech; speech; speech; few speech; no
language, understandable strained except frequent frequent grammati cal hesitati on with some hesitati on some few hesitati ons; hesitati ons;
pace for short grammati cal grammati c errors that some errors in hesitati on with hesitati ons; hesitati ons no att empts no att empts
style and
Pronunciati on is memorized errors that al errors obscure vocabulary and with some some a minor ; a minor to search to search
audience lacking, and phrases obscure that meaning grammati cal errors in errors in search for search for for words; for words;
engageme speech is hard meaning obscure structures vocabulary vocabular words; words; volume is volume is
nt to understand meaning and y and inaudible inaudible excellent excellent
10% grammati cal grammati word or two word or
structures cal two
structures

12