Universidad del Valle Escuela de Ciencias del Lenguaje

Departamento de Lenguas Extranjeras Inglés con fines generales y académicos II

Guidelines for task 1: “What is coming in 10 years?”

The task aims to put in practice what you have learned in Unit 1. The oral presentation is going to help you to develop
your communicative skills in English. You should assume this project as part of your language learning process;
therefore, your commitment and responsibility are needed for succeeding in this task.

The task will be worth 35 points out of 50. The 15 remaining points correspond to the written task.

Procedure
1. This task should be done individually. You will have 5 minutes for your presentation.

2. Content of the presentation

Select one position or job in your field having a good growth potential in the future. List the jobs with a
good perspective and you feel comfortable with; you might want to talk to professors in your discipline if
necessary. Choose one of those jobs or positions and start searching more information about it. In your
presentation, you should briefly describe the scientific field the chosen job belongs to, the characteristics of
the job and your motivation to choose it (why you want to get that job).

Additionally, at the end of your presentation you should talk about your personal future (where to live and
why, family matters, wants, etc.).

2.1 Make a plan to develop your presentation. Greeting (Hello everyone, Nice to see you again, etc.);
Topic (I am going to talk about...; My subject today is...); Plan (My presentation is in three sections.
Firstly ...); Aim (To give a clear idea of ...). Then, write a composition based on the outline. Remember to use
connectors of purpose, time and sequence, addition.

2.2 When you prepare your presentation, remember you need to include all or most of the grammar and
vocabulary topics covered in the class (be going to, will, present continuous, simple present, prepositions of
time, among others).

2.3 Visuals aids and/or other aids are needed. You should use videos, slides, cardboard, flashcards or any
visual aid that helps you show your presentation successfully. Do not include paragraphs in your presentation.
Include images, pictures, maps, key words and phrases, graphics, etc.

2.4 Make an outline of your presentation and a glossary and turn in both to your teacher before your
presentation.

2.5 You might schedule appointments with your teacher and tutors from Red CAAL to check some concerns
about your presentation.

3. Practice. Practice in front of a mirror observing your body language and gestures and measure time. Practice
with someone else, record what you are going to say and listen to the recording; in addition, remember you
can ask the Red CAAL tutors for help online.

4. Present. Be ready on the day of your presentation. Send to your professor or upload slides, videos and
anything you need at least a week prior to your presentation. Remember, it is an oral presentation, not a
reading presentation, avoid reading. Put on your camera at the moment of the presentation.

5. Be ready to answer questions. Your teacher or classmates will ask you two questions about the
content of your presentation.
Timetable
What When
Midterm Presentation assignment March 8th to March 12th
Tutoring From the eight to 27th March
Presentations From April 5th to April 10th

Evaluation criteria to be considered:

 Content: Content relevant to the task. See point 2 above.

 Fluency: Natural use of the language, avoiding mumbling. Use of short, complete sentences connected by
linking words such as: and, but, but also, besides, however, since, from...to, etc.
 Accuracy: Correct use of grammar and vocabulary.
 Pronunciation: Comprehensibility based on how words are pronounced. https://www.youtube.com/watch?
v=A7hi-ipU2n0 (for the final –ed sound of regular past tenses), (www.howjsay.com, http://es.forvo.com/ )
 Visual aids. Use of slides and other aids.
 Interaction with classmates and the teacher after the presentation.
 Evaluation rubric
Task: “What is coming in 10 years?”
Date: _______________________
Student: _______________________________ Grade: points/35 points

Criteria 5 4 2-3 1
Understands, follows, Understands, follows, Understands, follows, The product does not
and fully fulfills the task and fulfills most of the and fulfills part of the show clear
(100%). task (99-90%). task (89%-75%). understanding of the
Task
Student has full Student presents A little organized, but it task.
completion,
knowledge of the enough information. is difficult to follow the Disorganized; the
content, and
subject and the The information is presentation. Student information does not
organization
information is generally organized and has little knowledge of have a logical order.
presented in a logical, almost all information the subject and reads Student shows no
and clear manner. is presented in a logical almost all the time. knowledge and reads all
order. the time.
Uses sufficient His/her vocabulary His/her vocabulary Lacks sufficient
Vocabulary vocabulary to fully allows him to complete allows him to complete vocabulary to complete
fulfill the task most of the task. the task partly. the task.
Is always clear and uses Is usually clear and uses Is sometimes clear and Is not clear enough and
the correct form of the correct form of occasionally uses the does not use present,
Accuracy present, simple past present, simple past correct form of present, simple past and future
and future tenses. and future tenses. simple past and future tenses or uses them
tenses. incorrectly.
Pronunciation is always Pronunciation is clear Pronunciation is clear Key words are
clear enough to be enough to be but sometimes mispronounced and
Pronunciation
understood. understood most of the mispronounced words block communication
time. block communication most of the time.
Uses linking words such Uses linking words such Uses linking words such Does not use linking
as also, besides, as also, besides, as also, besides, words.
however, since, however, since, however, since,
from...to, etc. to from...to, etc. to from...to, etc. to
connect sentences connect sentences on connect short
Coherence
whenever it is most occasions when it sentences on some
appropriate. Uses is appropriate. Uses occasions. Uses proper
proper expressions to proper expressions to expressions to present
present his/her ideas. present his/her ideas his/her ideas on some
on most occasions. occasions.
Student uses several Student uses 1 prop Student uses 1 prop Student uses no props
props that reinforce the that are related to the which makes the OR the props chosen
presentation and presentation and shows presentation better. are irrelevant for the
increase audience considerable presentation.
Visual aids understanding. Show work/creativity, and
considerable which make the
work/creativity, and presentation better.
which make the
presentation better.
Student understands Student understands Student hardly Student does not
Interaction (2
the questions. the questions, answers understands the understand the
questions from
His/her answers are all the questions, but question and gives questions and cannot
the teacher or
detailed. does not elaborate extremely basic answer them.
classmates)
answers.

General comments and suggestions:

Nota: La evaluación de producto se hará mediante una evaluación intermedia y una evaluación final que corresponde
a tareas de producción oral y escrita que recogen los contenidos vistos en cada una de las unidades. El porcentaje de la
evaluación parcial y de la evaluación final será de 20% cada una para un total de 40%.
Para la tarea oral, tanto intermedia como final, el profesor del curso socializará con los estudiantes y les enviará la
guía para prepararse para su presentación oral. La tarea oral tendrá un valor de 35 puntos y la tarea escrita un valor de
15 para un total de 50 (nota 5.0).