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ETAs Group Project (Las Enfermedades Transmitidas Por Alimentos) Group Goal: To inform the public (in Spanish) about the international “ETA” problem, using each group member’s research findings in a visually appealing poster. This will be a group project grade. Poster requirements: (This must be completed in class) 1. Top 5 diseases transmitted by foods 2. 5 symptoms found with “ETAs” 3. Map marked with countries where “ETAs” are causing economic and/or social harm to the public 4. Description of the economic and/or social harm of an outbreak in the countries caused by the “ETAs” and Examples of how outbreaks occurred.(these should be written out attractively and/ or diagramed on the poster). Individual Goal: To prepare a minimum of 4 complete, complex sentences in Spanish to present in front of the class about the group poster/ information. (4 sentences per group member) This grade will be an individual oral grade. You are informing the public about the problems displayed on your poster. You need to present the issues in a way that catches the attention of your audience. Group script printed out and handed to the teacher prior to presentation. Individual Oral requirements: Speak a minimum of 4 complete and complex Spanish sentences per person about the group’s research and poster. Use correct intonation and pronunciation; pay attention to grammar Your group can choose from a variety of presentation styles: Present as as a skit Commercial News broadcast Simple “medical conference” Remember: If you are addressing the public in a Public Service Announcement, you will need to use verbs in command form. regular tú commands > 3rd person singular of present tense verb irregular tú commands > “Van Diesel has 10 weapons” ven di, sal, haz, ten ve, pon, sė regular Ud. & Uds. commands > use yo form of present tense verb, drop the “o,” add the opposite vowel and an “n” if forming “Uds.” “ETAs” Poster Rubric - 50pts. Names of group members: 8-7 6-5 4-3 2-1 Students include all 4 requirements with high quality descriptions of social or economical harm Students include at least 3 requirements with high quality description of social or economical harm Students include at least 2 requirements with high quality description of social or economical harm Students include fewer than 2 requirements with high quality description of social or economical harm 8-7 6-5 4-3 2-1 Content of the graphics is all easily viewed and interpreted from 6 ft. away. Most of the content of the graphics is easily viewed and interpreted from 6 ft. away. Some of the content of the graphics is easily viewed and interpreted from 6 ft. away. Many graphics are not clear or are too small. Cannot be visually interpreted. Graphics used reflect an exceptional degree of student creativity in their creation and/or display. Graphics used reflect student creativity in their creation and/or display. The graphics are made by the students, but are based on the designs or ideas of others. No graphics made by the students are included. labels All items of importance are clearly labeled in Spanish with labels that can be read Almost all items of importance are clearly labeled in Spanish with labels that can be read Several items of importance are clearly labeled in Spanish with labels that can be read Labels are too small to view OR no important items were labeled in Spanish. Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. Not attractive. information requirements graphics clarity graphics originality Notes: Nombre:____________________________________ Bloque: ________ “ETAs” Oral Presentation Rubric 8-7 6-5 4-3 2-1 Completely comprehensible. Consistently applies pronunciation rules. Mostly comprehensible. Often applies pronunciation rules. Partially comprehensible. Mostly applies pronunciation rules. Nearly incomprehensible. Applies some pronunciation rules. Minimal errors (Comprehension not affected.) At least one or more command(s) were used correctly Occasional errors (Comprehension not affected) A command was used in the right context. Frequent errors Interfere with comprehension A command was used but with errors. Grammar fails to communicate structurally No command was used. Quality of sentences 4 or more complete and complex Spanish sentences were spoken. 4 or more complete Spanish sentences were spoken; only 3 were complex. 4 complete Spanish sentences were spoken; only 2 were complex. Student spoke less than 4 complete Spanish sentences; 1 or less were complex Spoken Fluncey Speaks clearly with appropriate pauses and inflection; excellent eye contact with audience. Speaks with minor hesitation; comprehensible; maintained fairly good eye contact with audience. Speaks with hesitation; little eye contact with audience. Speaks with great hesitation. No eye contact with audience. Voice Expressive tone of voice; engages audience; easy for all to hear. Fairly expressive tone of voice; audience is interested; no problems hearing. Monotone. Audience is less engaged in the presentation; difficulty hearing at times. Indifferent. Lack of enthusiasm. Audience is disengaged and disinterested. Pronunciation Grammatical Structure Problem sounds circled ll que gua/ guo j rr qui gui/ gue Others: ñ ca/ co/ cu ga/ go/ gu silent “h” ce/ ci ge/ gi