Grade

12

11

10
The learner opened the presentation effectively: greeted the audience, stated the topic, outlined the structure and establishe
taking questions (all of the following)
The learner opened the presentation somewhat effectively: the greeting may not fit the context; the outline of the structure m
detailed/ too brief; rules for taking questions may be unclear (at least one of the following)
The learner opened the presentation ineffectively: greeting is either omitted or too casual; no clear outline of the presentatio
questions are not established (two or more of the following).
Grade

12

11

10
The learner closed the presentation effectively: summarized the key points; invited questions; thanked
the audience (all of the following)
The learner closed the presentation somewhat effectively: there might be some mention of the main
ideas, an informal invitation for questions, a brief acknowledgment of the audience. (at least one of
the following)
The learner provided a basic closure to the presentation: there may have been an attempt to
summarize key points, but it was not comprehensive or clear; inviting questions from the audience has
been ommitted; thanking audience was not present (two or more of the following).
Grade

12

11

10
The learner uses clear and precise signposting language to guide the audience through all sections of the
presentation including the language for: moving from one topic to another; referring to information; giving
examples (all of the following).

The learner uses basic signposting language to guide the audience through the presentation. When moving from
one topic to another, the signposting is attempted but may not always be clear or effective. The learner makes
some attempts to refer back to previously mentioned information, but these references may be vague or not well-
integrated. Giving examples is done using basic language, but the connection between the examples and the main
points may not be clear (at least one of the above).

The learner's use of signposting language is unclear and often confusing, failing to guide the audience effectively
through the presentation. Transitions between topics may not be clear, making the presentation difficult to
follow. No attempts to refer back to previously mentioned information. The use of examples is either absent or
fails to support the main points ( two or more of the following).
Grade

12

11

10
The learner includes the essential elements of the review plan while presenting the app including: what the app
is supposed to be used for; who the app is for; if the app is paid or not; how the app compares to similar apps. (all
of the following)

The learner attempts to cover some key aspects of the review plan, but the coverage may not be full. There
may be a brief mention of what the app is supposed to do, but with limited clarity. The target audience of the
app is mentioned in a general sense, but without specific details. The information on whether the app is free or
paid might be ommitted. Comparison with similar apps is either too general or omitted (at least one of the
following).

The learner does not addresses key aspects of the review plan: there is very little information about what the
app is supposed to do, the intended audience for the app is not mentioned; no information about whether the
app is free or paid; comparison with similar apps is either not attempted or done so in a manner that adds little to
no value to the understanding of the app’s unique features or position in the market (two or more of the
following).
Grade Languge for opening a presenation Language for closing a presentation

The student uses varied vocabulary The student uses varied vocabulary
related to opening a presentation covered related to closing a presentation covered
in the course appropriately and in the course appropriately and
accurately. accurately.
12

The student uses some specific The student uses some specific
vocabulary related to opening a vocabulary related to closing a
presentation covered in the course presentation covered in the course
mostly appropriately and accurately. mostly appropriately and accurately.

11
Poor or no use of the vocabulary related Poor or no use of the vocabulary related
to opening a presentation covered in the to closing a presentation covered in the
10 course. course.
 Linking words
The student uses varied linking
words of different meanings
covered in the course
appropriately and accurately.
Language for application review Errors
Errors, if present, are not
The student uses varied vocabulary
related to the target language
related to the application review
covered in the course's
topic covered in the course
modules and do not impede
appropriately and accurately.
communication.

The student uses some specific

linking words covered in the
The student uses some specific
course mostly appropriately and Some errors not related to
vocabulary related to application
accurately. There is some repetion target language occasionally
review topic covered in the course
of the linking words. The linking occur.
mostly appropriately and accurately.
words that are used mainly have
similar meanings in sentences.

Poor or no use of the vocabulary Frequent errors not related to

Poor or no use of the linking words
related to the application review target language may impede
covered in the course.
topic covered in the course. communication.
Grade Intonation Sentence stress
12 Intonation is appropriate Sentence and word stress is accurately placed
Sentence and word stress is generally accurately
Intonation is generally appropriate
11 placed
Has limited control of phonological Has limited control of phonological features at the
10 features at the intonation level sentence level
 Individual sounds
Individual sounds are articulated clearly
Individual sounds are generally articulated
clearly
Has limited control of phonological features at
the word level