Speaking. Group members will speak at will; however, the facilitators may require that group members be recognized by the facilitator before speaking. Group members will try not to interrupt each other.
Speaking. The tutor can assist in any of the following areas:
Speaking. Courteous and effective communicating with coworkers, providers, residents, family members, visitors, and ancillary departments.
Speaking. Speaking 0 (No Proficiency) Unable to function in the spoken language. Oral production is limited to occasional isolated words. Has essentially no communicative ability. Speaking 5 (Functionally Native Proficiency) Speaking proficiency is functionally equivalent to that of a highly articulate well-educated native speaker and reflects the cultural standards of the country where the language is natively spoken. The individual uses the language with complete flexibility and intuition, so that speech on all levels is fully accepted by well-educated native speakers in all of its features, including breadth of vocabulary and idiom, colloquialisms and pertinent cultural references. Pronunciation is typically consistent with that of well-educated native speakers of a non-stigmatized dialect. Appendix C
Speaking. (i) TOPIC — An informative speech is an original memorized speech designed to explain, define, describe, or illustrate an object, idea, concept or process. The general purpose of the speech is for the audience to gain understanding and/or knowledge of a topic that the student believes important for the audience. Informative speaking avoids predominantly persuasive subjects and techniques. All speeches must have been prepared during the current competitive year.
(ii) TIME — Speeches shall be no longer than ten minutes; there is no minimum time. Speakers exceeding this time limit by more than 30 seconds shall not be ranked first. Judges should use discretion if the speaker is forced to exceed this time limit due to audience reaction. Expedient set up and take-down (less than two minutes each) is expected.
(iii) QUOTATIONS— No more than 150 words of the speech may be direct quotations from another speech or writing. Extensive paraphrasing from other sources is prohibited.
(iv) MANUSCRIPT- The script must identify the quoted materials, state the number of quoted words, include a work-cited page in APA or MLA format, and both the speaker and the coach must attest by signature that the speech is the original work of the contestant. If a visual aid displays published pictorial material, the source must be included on the work-cited page, but does not need to be cited orally.
(v) VISUAL AIDS- The use of visual aids is optional. It is important to note that a visual aid is an integral part of the speech content and not an unnecessary gimmick. Visual aids may be two- dimensional and/or three-dimensional, but may not violate local, state or federal laws and/or school policies. The use of animals or any additional people as visual aids is not allowed during the speech. The host school is not responsible for providing any facilities, equipment, or assistance in a contestant’s use of visual aids. Electronic equipment such as projectors, cell phones, radios, iPads, computers are allowed, but all equipment and any risks associated with using these devices is the speaker’s responsibility. Contestants may not distribute items to the judges or audience before, during, or after the round.
(vi) VIOLATION – A violation of any of the rules stated above may result in disqualification.
Speaking. Able to communicate in everyday social and routine workplace situations. In these situations the speaker can describe people, places, and things; narrate current, past, and future activities in complete, but simple paragraphs; state facts; compare and contrast; give straightforward instructions and directions; ask and answer predictable questions. Can confidently handle most normal, casual conversations on concrete topics such as job procedures, family, personal background and interests, travel, current events. Can often elaborate in common daily communicative situations, such as personal and accommodation-related interactions; for example, can give complicated, detailed, and extensive directions and make non-routine changes in travel and other arrangements. Can interact with native speakers not used to speaking with non-natives, although natives may have to adjust to some limitations. Can combine and link sentences into paragraph-length discourse. Simple structures and basic grammatical relations are typically controlled, while more complex structures are used inaccurately or avoided. Vocabulary use is appropriate for high-frequency utterances but unusual or imprecise at other times. Errors in pronunciation, vocabulary, and grammar may sometimes distort meaning. However, the individual generally speaks in a way that is appropriate to the situation, although command of the spoken language is not always firm.
Speaking. Able to maintain simple face-to-face communication in typical everyday situations. Can create with the language by combining and recombining familiar, learned elements of speech. Can begin, maintain, and close short conversations by asking and answering short simple questions. Can typically satisfy simple, predictable, personal and accommodation needs; meet minimum courtesy, introduction, and identification requirements; exchange greetings; elicit and provide predictable, skeletal biographical information; communicate about simple routine tasks in the workplace; ask for goods, services, and assistance; request information and clarification; express satisfaction, dissatisfaction, and confirmation. Topics include basic needs such as ordering meals, obtaining lodging and transportation, shopping. Native speakers used to speaking with non-natives must often strain, request repetition, and use real-world knowledge to understand this speaker. Seldom speaks with natural fluency, and cannot produce continuous discourse, except with rehearsed material. Nonetheless, can speak at the sentence level and may produce strings of two or more simple, short sentences joined by common linking words. Frequent errors in pronunciation, vocabulary, and grammar often distort meaning. Time concepts are vague. May often use only one tense or tend to avoid certain structures. Speech is often characterised by hesitations, erratic word order, frequent pauses, straining and groping for words (except for routine expressions), ineffective reformulation, and self-corrections.
Speaking. Able to participate effectively in most formal and informal conversations on practical, social, and professional topics. Can discuss particular interests and special fields of competence with considerable ease. Can use the language to perform such common professional tasks as answering objections, clarifying points, justifying decisions, responding to challenges, supporting opinion, stating and defending policy. Can demonstrate language competence when conducting meetings, delivering briefings or other extended and elaborate monologues, hypothesising, and dealing with unfamiliar subjects and situations. Can reliably elicit information and informed opinion from native speakers. Can convey abstract concepts in discussions of such topics as economics, culture, science, technology, philosophy as well as his/her professional field. Produces extended discourse and conveys meaning correctly and effectively. Use of structural devices is flexible and elaborate. Speaks readily and in a way that is appropriate to the situation. Without searching for words or phrases, can use the language clearly and relatively naturally to elaborate on concepts freely and make ideas easily understandable to native speakers. May not fully understand some cultural references, proverbs, and allusions, as well as implications of nuances and idioms, but can easily repair the conversation. Pronunciation may be obviously foreign. Errors may occur in low frequency or highly complex structures characteristic of a formal style of speech. However, occasional errors in pronunciation, grammar, or vocabulary are not serious enough to distort meaning, and rarely disturb the native speaker.
Speaking. All requests for information from the media will be directed to the Medical Reserve Corps Coordinator, the Jefferson County Health Department Administrator, or in an emergency event, the Public Information Officer. No volunteer of the Jefferson County Medical Reserve Corps will represent the MRC or the Jefferson County Health Department or provide information to the media without prior authorization from the Health Department Administrator, or designee. Any media representatives will not be allowed to interview or photograph clients or patients without written permission from that individual. Parents and/or legal guardians must consent for all children/minors 18 years of age and younger. Requests for speakers to conduct in-services and/or interviews should be forwarded to the Medical Reserve Corps Coordinator, the Health Department Administrator, or the county Public Information Officer, as appropriate. MEDIA RELEASE FORM I, ____________________________, give my permission for the Jefferson County Health Department to utilize my picture words voice (check all that apply) so that it may be utilized by the Health Department and/or approved media representative in the following manner (check all that apply) □ television/radio spot □ published interview and/or article Check one only if applicable: _______ I prefer to remain anonymous (no name or fictitious name) _______ I prefer that only my first name be used (no last name) The Medical Reserve Corps Coordinator and/or the Health Department Director has explained this form to me, and I understand it completely. ______________________________ __________________________ Signature Date ______________________________ Jefferson County MRC or Health Dept Representative Please note: If patient/patron/employee/volunteer is 18 years of age or younger, this form must be signed by parent or legal guardian. ____________________________________ Parent/Legal Guardian Signature The Jefferson County Medical Reserve Corps intends to mitigate and prevent risks to volunteers. Every attempt will be made to reduce risks to volunteers through training, education and use of universal precautions. In addition, volunteers will only be matched to positions for which they have the skills and qualifications to fulfill safely. Be aware, however, that some unanticipated risk possibilities may be present both during a public health emergency and during non-emergency work with direct patient contact. Medical Reserve Corps volunteers ag...
Speaking. All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.
