presentation评分表

朗诵大赛打分准则表
1. 背景
朗诵大赛是一项评估参赛者朗诵能力的比赛。

为了确保评分的公正和准确性，制定一份明确的打分准则是非常重要的。

2. 打分准则
2.1 发音 (30分)
- 清晰度：发音清晰、准确，没有模糊或不清楚的发音。

- 语调：运用正确的语调和重音，使语言更生动。

- 流利度：流利地朗读，没有停顿、结巴或重复。

2.2 表达 (30分)
- 情感表达：能够准确传达文本中的情感，包括喜怒哀乐等。

- 表情丰富：运用肢体语言和面部表情，使表演更生动有趣。

- 节奏感：掌握好节奏和节奏变化，使朗诵更具感染力。

2.3 语言运用 (20分)
- 语言准确性：使用正确的语法和词汇，避免错误的用词或语
法错误。

- 语言表达能力：用恰当的词汇和句式表达意思，使语言更富
有表现力。

- 文字理解：准确理解文本内容，并能将其传达出来。

2.4 总体表现 (20分)
- 舞台表现：自信、大方地朗诵，能够与观众建立联系。

- 文本选择：选择适合自己的文本，并能将其演绎得生动有趣。

- 时间控制：掌握好朗诵的节奏和时间，不过长或过短。

3. 打分细则
- 每个评委将根据以上准则，给出0-10分的打分，总分为100分。

- 打分时要客观公正，不受其他评委和观众的影响。

- 评委应独立打分，不与其他评委讨论或寻求帮助。

以上是朗诵大赛的打分准则表，希望能够确保比赛的公正性和
准确性，同时为评委提供明确的评分依据。

Description: Spoken presentation on your chosen topic for essay 1● Internet addiction● Environmental protection● Talent show● Teaching method● Smart phoneWeighting: 100 marks (5%)Due date: Week 14 & Week 15Time allowed: 4/5 minutes for both talk and Q-A (bell at 4 minute mark and again at 5 minutes)Research requirements:1. You must use at least 4 credible sources in the research for this presentation. In universities, a source is judged to be credible if it is:● an article from a refereed journal● a book or a chapter from an edited book or● a textbook.2. To access credible sources electronically you are encouraged to use an electronic database. You are encouraged to read relevant scholarly journal articles on your topic. You are discouraged from downloading information sheets on your topic from the internet generally.3. You achieve marks for evidence of research when you:● include the source of your information (text or diagram) on your slides● refer to t he source in your presentation (spoken reference)● submit a list of references to your marker in correct APA style.4. Prior to your presentation you must submit in hard copy to your teacher:● an A4 outline of your presentation● the marking criteria sh eet with your name, student number and topic● a list of references in APA style● photocopies of one page each from 4 different research sources – on these pages you must indicate your source using intext reference format (this should be done in your own handwriting).Student name: _________________________________ Student number: _______________ General topic: __________________________________________________________________ Focused topic: __________________________________________________________________ Marking criteria。

演讲比赛：评分的标准在演讲比赛中，评委们会根据一系列标准来对参赛者的表现进行评分。

以下是一些主要评分标准：1. 内容质量1.1 主题明确演讲者应确保其演讲主题清晰、明确，并与比赛主题相符。

1.2 结构合理演讲内容应具有清晰的引言、主体和结尾。

过渡自然，逻辑性强。

1.3 观点独到演讲者应提出独特、有深度的观点，使听众耳目一新。

1.4 论证充分演讲者需要用事实、数据或权威观点来支持自己的观点，使其更具说服力。

2. 表达技巧2.1 语言表达演讲者应使用标准、清晰、流畅的语言，避免口误和发音错误。

2.2 声音控制演讲者需要掌握声音的节奏、音量和语调，使演讲更具感染力。

2.3 肢体语言演讲者应恰当使用肢体语言，包括手势、面部表情和眼神交流，以增强表达效果。

2.4 互动能力演讲者应与观众建立联系，回应观众的反应，提高演讲的吸引力。

3. 演讲风格3.1 个性鲜明演讲者应展现出自己独特的风格，使演讲更具魅力。

3.2 情感投入演讲者需要将自己的情感融入演讲中，使听众产生共鸣。

3.3 创意运用演讲者可以在演讲中运用创意元素，如故事、幽默、寓言等，增强演讲趣味性。

4. 演讲效果4.1 观众反应评委将观察观众对演讲的反应，以评估演讲的吸引力。

4.2 演讲时间演讲者应控制好演讲时间，确保内容充实，不超时。

4.3 演讲服装演讲者应选择合适的服装，展现专业形象。

5. 综合素质5.1 自信程度演讲者应表现出自信，克服紧张和不安。

5.2 应变能力演讲者需要应对可能出现的突发情况，如口误、忘词等。

5.3 尊重评委和观众演讲者应尊重评委和观众，遵守比赛规则。

总结演讲比赛的评分标准涵盖了内容质量、表达技巧、演讲风格、演讲效果和综合素质等多个方面。

参赛者要想在比赛中脱颖而出，需要全面提高自己的综合素质，不断优化演讲内容和表达方式。

在这个过程中，练和经验积累至关重要。

祝各位参赛者取得好成绩！。

托福写作评分标准托福写作评分标准如下：新托福写作考试总共分为独立写作和综合写作两部分，它们有着不同的考察点，所以后面的托福考生了解每部分所测试的能力是非常重要的。

托福独立写作旨在考察考生是否有效回应题目，阐明*主题，*逻辑是否条理清楚及能否充分展开论证;内容是否连贯一致以及考生遣词造句的能力。

托福综合写作的考察在于总结归纳和改写两个方面，总结归纳的能力是说考察方希望考生能够在规定的时间内掌握一定长度和一定难度的阅读和听力材料中所涉及到的重点信息和论证结构;改写能力则要求考生将两部分材料中的重点信息和论证方式用新的语言和结构系统的进行展示和归纳。

托福独立写作评分标准(Independent Wring Rubrics)1.托福独立写作得5分情况An essay at this level largely accomplishes all of the following:●Effectively addresses the topic and task●Is well organized and well developed, using clearly appropriate explanations, exemplifications, and/or details●Displays unity, progression, and coherence●Displays consistent facility in the use of language, demonstrating syntactic variety, appropriate word choice, and idiomaticity, though it may have minor lexical or grammatical errorsAn essay at this level largely accomplishes all of the following:●Addresses the topic and task well, though some points may not be fully elaborated●Is generally well organized and well developed, using appropriate and sufficient explanations, exemplifi-cations, and/or details●Displays unity, progression, and coherence, though it may contain occasional redundancy, digression, or unclear connections●Displays facility in the use of language, demonstrating syntactic variety and range of vocabulary, though it will probably have occasional noticeable minor errors in structure, word form, or use of idiom-atic language that do not interfere with meaning3.托福独立写作得3分情况An essay at this level is marked by one or more of the following:●Addresses the topic and task using somewhat developed explanations, exemplifications, and/or details●Displays unity, progression, and coherence, though connection of ideas may be occasionally obscured●May demonstrate inconsistent facility in sentence formation and word choice that may result in lack of clarity and occasionally obscure meaning●May display accurate, but limited range of syntactic structures and vocabularyAn essay at this level may reveal one or more of the following weaknesses:● Limited development in response to the topic and task●Inadequate organization or connection of ideas●Inappropriate or insufficient exemplifications, explanations, or details to support or illustrate generaliza-tions in response to the task●A noticeably inappropriate choice of words or word forms●An accumulation of errors in sentence structure and/or usage5.托福独立写作得1分情况An essay at this level is seriously flawed by one or more of the following weaknesses:●Serious disorganization or underdevelopment●Little or no detail, or irrelevant specifics, or questionable responsiveness to the task●Serious and frequent errors in sentence structure or usage6.托福独立写作得0分情况An essay at this level merely copies words from the topic, rejects the topic, or is otherwise not con-nected to the topic, is written in a foreign language, consists of keystroke characters, or is blank.托福综合写作评分标准(Integrated Wring Rubrics)A response at this level successfully selects the important information from the lecture and coherently and accurately presents this information in relation to the relevant information presented in the reading. The response is well organized, and occasional language errors that are present do not result in inaccurate or imprecise presentation of content or connections.2.托福综合写作得4分情况A response at this level is generally good in selecting the important information from the lecture and in coherently and accurately presenting this information in relation to the relevant information in the reading, but it may have minor omission, inaccuracy, vagueness, or imprecision of some content from the lecture or in connection to points made in the reading. A response is also scored at this level if it has more frequent or noticeable minor language errors, as long as such usage and grammatical structures do not result in anything more than an occasional lapse of clarity or in the connection of ideas.3.托福综合写作得3分情况A response at this level contains some important information from the lecture and conveys some relevant connection to the reading, but it is marked by one or more of the following:●Although the overall response is definitely oriented to the task, it conveys only vague, global, unclear, or somewhat imprecise connection of the points made in the lecture to points made in the reading.●The response may omit one major key point made in the lecture.●Some key points made in the lecture or the reading, or connections between the two, may be incom-plete, inaccurate, or imprecise.●Errors of usage and/or grammar may be more frequent or may result in noticeably vague expressions or obscured meanings in conveying ideas and connections.4.托福综合写作得2分情况A response at this level contains some relevant information from the lecture, but is marked by sig-nificant language difficulties or by significant omission or inaccuracy of important ideas from the lecture or in the connections between the lecture and the reading; a response at this level is marked by one or more of the following:●The response significantly misrepresents or completely omits the overall connection between the lec-ture and the reading.●The response significantly omits or significantly misrepresents important points made in the lecture.●The response contains language errors or expressions that largely obscure connections or meaning at key junctures or that would likely obscure understanding of key ideas for a reader not already familiar with the reading and the lecture.5.托福综合写作得1分情况A response at this level is marked by one or more of the following:●The response provides little or no meaningful or relevant coherent content from the lecture.●The language level of the response is so low that it is difficult to derive meaning.6.托福综合写作得0分情况A response at this level merely copies sentences from the reading, rejects the topic or is otherwise notconnected to the topic, is written in a foreign language, consists of keystroke characters, or is blank.An essay at this level largely accomplishes all of the following:1. Effectively addresses the topic and task2. Is well organized and well developed, using clearly appropriate explanations, exemplifications, and/or details3. Displays unity, progression, and coherence4. Displays consistent facility in the use of language, demonstrating syntactic variety, appropriate word choice, and idiomaticity, though it may have minor lexical or grammatical errors.托福写作标准解读：要点1: addresses the topic在托福写作中，考生所表达的观点要和题目要求相关、一致。

2023泰州中考英语作文评分细则表English:In assessing the English composition for the 2023 Taizhou Middle School Entrance Examination, several criteria are considered to ensure a comprehensive evaluation of the students' language proficiency and writing skills. Firstly, coherence and organization are crucial elements. The essay should have a clear introduction, body paragraphs with supporting details, and a concise conclusion. Next, language accuracy and vocabulary usage are evaluated. Students should demonstrate a command of grammar rules, appropriate word choice, and varied sentence structures. Additionally, creativity and originality play a significant role. Examiners look for fresh ideas, imaginative expression, and unique perspectives in the composition. Furthermore, coherence between ideas and logical development is important. The essay should present a coherent argument or narrative with logical transitions between paragraphs. Moreover, adherence to the topic and task requirements is essential. Students must address the given prompt appropriately and stay focused on the main idea throughout the composition. Lastly, overall presentation, including handwriting, neatness, and adherence toword limits, is taken into account. Translated content: 在评估2023年泰州中考英语作文时，考虑了几个标准，以确保全面评估学生的语言能力和写作技巧。

presentation评分表Presentation评分表是一个用于对演讲或展示课程进行评估和评分的工具。

它旨在帮助评委或观众对演讲者的表现进行客观的评价，并提供有关演讲的各个方面的反馈。

以下是一个常见的Presentation评分表，供参考使用。

1. 内容(40分)- 目标明确：演讲者能够明确并清晰地阐述演讲的目标和话题。

(10分)- 构思合理：演讲者的观点和论据有合理的逻辑结构和组织。

(10分)- 资料丰富：演讲者使用了多样性的来源、统计数据或案例来支持他们的观点。

(10分)- 独特性：演讲者能够在演讲中呈现独特、新颖的见解或创意。

(10分)2. 语言运用(30分)- 表达清晰：演讲者能够以清晰、流畅的语言表达意思，避免使用模糊或不确定的词汇。

(10分)- 用词准确：演讲者使用准确的词汇、语法和句式，能够有效地传达意思。

(10分)- 语速和音量：演讲者的语速和音量适宜，并能够引起观众的兴趣。

(5分)- 非语言表达：演讲者使用适当的手势和面部表情来强调观点，并与观众建立联系。

(5分)3. 演讲技巧(20分)- 随和亲近：演讲者能够与观众建立良好的互动和交流，并通过自信和友好的态度赢得观众的兴趣。

(5分)- 时长控制：演讲者能够根据时间要求合理控制演讲的时长。

(5分)- 使用视觉辅助工具：演讲者使用合适的视觉辅助工具来支持演讲，如幻灯片、图表或演示视频。

(5分)- 演讲流畅：演讲者有良好的演讲技巧，如引用引语、修辞和幽默等来吸引观众的注意力。

(5分)4. 总体效果(10分)- 内容深度：演讲者能够深入挖掘演讲主题，并给观众带来新的思考。

(5分)- 艺术感染：演讲者能够通过个人魅力和演讲方式打动观众，引起情感共鸣。

(5分)根据以上的评分表，评委可以根据每个方面的评分对演讲进行综合评价。

每个方面的权重可以根据具体情况进行调整。

评分表不仅对评委提供了一个系结构的评估指标，也可以帮助演讲者了解自己在不同方面的优势和改进空间。

贵州省初中生英语作文评分标准表Title: Grading Criteria for English Writing for Junior High School Students in Guizhou ProvinceIntroduction:In this essay, we will discuss the grading criteria for evaluating the English writing skills of junior high school students in Guizhou Province. The importance of effective communication and language proficiency cannot be overstated, making it essential to establish clear and comprehensive guidelines for assessing students' writing abilities. This grading system aims to provide teachers with a logical framework to evaluate students' performances objectivelyand foster their continuous improvement.Body:1. Organisation and Structure:a) Coherence: The ability to present ideas in a logical sequence, ensuring smooth transitions between paragraphs.b) Paragraphing: Consistent use of appropriate paragraphs that focus on specific topics or ideas.c) Introduction: Clear introduction that sets the context and engages the reader.d) Conclusion: A concise summary that reinforces the main points discussed.2. Content and Relevance:a) Topic Development: Thorough development of the assigned topic, demonstrating a clear understanding.b) Supporting Details: Use of relevant examples, facts, or personal experiences to support arguments or opinions.c) Idea Expansion: Demonstrating depth of thought by exploring different aspects or perspectives related to the topic.3. Vocabulary and Language Use:a) Vocabulary Range: Effective use of a wide range of vocabulary appropriate for the given topic.b) Accuracy and Fluency: Proper usage of grammar structures, verb tenses, prepositions, etc., with minimal errors.c) Idiomatic Expressions: Appropriate incorporation of idioms or colloquial expressions to enhance writing style.4. Lexical Resource:a) Word Choice and Precision: Using words accurately to convey intended meanings without repetition or ambiguity.b) Contextual Appropriateness: Selecting words that are contextually suitable and align with tone or purpose.5. Cohesion and Coherence:a) Linking Devices: Skilful use of cohesive devices (e.g., conjunctions, transitional phrases) to create smooth connections between sentences and ideas.b) Sentence Variety: Demonstrating the ability to construct sentences of different types and lengths for effective communication.6. Mechanics and Presentation:a) Spelling and Punctuation: Correct spelling and appropriate use of punctuation marks.b) Capitalization: Proper capitalization of names, titles, initials, etc.c) Handwriting/Legibility: Writing that is neat, clear, and easily readable.Conclusion:The Grading Criteria for English Writing for Junior High School students in Guizhou Province provides educators with a comprehensive framework for assessing students' writing abilities objectively. By evaluating various aspects such as organization, content, vocabulary, language use, cohesion, mechanics, and presentation, this grading system aims to foster continuous improvement in students' English writing skills. It serves as both a guide for teachers' evaluations and a roadmap for students' progress towards becoming proficient communicators in English.。

朗诵竞赛评分准则表
一、语言流畅度（30分）
- 发音准确（10分）：语音清晰，发音准确，没有明显的口音。

- 语速适中（10分）：语速适中，不过快或过慢，使听众能够
听懂。

- 语调抑扬顿挫（10分）：运用适当的语调，使语言更加生动
有趣。

二、表达能力（30分）
- 语言表达准确（10分）：用准确的词汇和语法表达意思，不
出现明显的错误。

- 句子结构清晰（10分）：句子结构清晰，逻辑关系明确，不
出现混乱或拖沓的现象。

- 语言表达丰富（10分）：运用丰富多样的词汇和句式，使语
言更加生动有力。

三、情感表达（20分）
- 表情自然真挚（10分）：面部表情自然真挚，能够与观众建
立情感联系。

- 情感表达恰当（10分）：能够准确地传达文本中的情感，使
观众能够感同身受。

四、语音语调（20分）
- 音量适中（10分）：音量适中，不过大或过小，使听众能够
听得清楚。

- 语音语调自然（10分）：语音语调自然流畅，能够传达出文
本的情感和意义。

五、整体效果（趣味性）（20分）
- 能吸引观众（10分）：表演能够吸引观众的注意力，引起观
众的兴趣。

- 节奏感和韵律感（10分）：表演具有良好的节奏感和韵律感，使观众产生共鸣。

六、服装和形象（10分）
- 衣着整齐得体（5分）：穿着整齐得体，与表演内容相符。

- 形象气质（5分）：仪态端庄，举止得体，展现出良好的形
象气质。

以上评分准则仅供参考，具体评分标准可能会根据比赛情况而略有调整。

Presentation教学法评价体系的设计与构建Presentation意为“演出、呈现、展示”[1]。

在本文中，Presentation 教学法是指课堂上学习小组向全班讲解某一话题或书中某个章节的教学实践活动[2]。

与传统的重理论、轻知识能力培养的一言堂式的教学方法相比，Presentation教学法在实现师生角色互动；培养学生学习自主性和创造性；培养学生独立思考问题、分析问题、解决问题的能力以及提升教师自身能力等方面具有其无法比拟的优势。

因此Presentation教学法目前已成为西方课堂教学普遍使用的一种教学模式，如今这种新型的教学方法在我国也被广泛应用于各个学科领域的课堂教学中。

但通过阅读大量文献不难发现，目前国内关于Presentation的研究焦点主要集中在该教学法的实际运用方面，而对Presentation教学法相应评价体系的研究则较少。

笔者结合自身多年的教学经验及国外留学经验设计和构建了Presentation教学法评价体系，现阐述如下。

一、Presentation教学法评价体系遵循的原则Presentation教学法评价体系严格遵循公平性原则、全面性原则、量化原则。

公平性原则，即评价的标准、方法、程序统一规范，公正公开，不因人而异；全面性原则，即评价环节涵盖学生小组学习过程的各个方面；量化原则，即对学生小组学习过程的各种情况做详细的原始记录，原始记录资料最终全部转化为数字资料。

二、Presentation教学法评价体系的构成遵循前述原则，同时全面考虑和评定Presentation的各个环节，笔者设计和构建的Presentation教学法的评价主要来源于三方：小组成员、非小组成员、授课教师，每方评价所占比例设置为25%、20%、55%。

从而保证在教学活动运行过程中，可对学生学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面做出真实和客观的阶段性、过程性的评价。

现分别介绍如下。