rubric oral تقييم ال GRP (1) (1).docx

rubric oral تقييم ال GRP (1) (1).docx
KINGDOM OF SAUDI ARABIA MINISTRY OF EDUCATION UNIVERSITY OF BISHA Assessment tasks for students Research Graduation Project ‫املولكت‬ ‫العربيت‬ ‫السعوديت‬ ‫و‬ ‫ز‬ ‫ارة‬ ‫ا‬ ‫ل‬ ‫ت‬ ‫ع‬ ‫لين‬ ‫جا‬ ‫ه‬ ‫ع‬ ‫ت‬ ‫ب‬ ‫ي‬ ‫ش‬ ‫ت‬ ‫ليت‬‫ك‬ ‫ا‬ ‫ل‬ ‫ع‬ ‫ل‬ ‫و‬ ‫م‬ ‫ا‬ ‫لط‬ ‫بيت‬ ‫ا‬ ‫ل‬ ‫تط‬ ‫ب‬ ‫ي‬ ‫ق‬ ‫يت‬ N0. assessment tasks Percentage of total assessment score 1 Continuous assessment 25 2 Quiz 5 3 Oral presentation 20 4 final project evaluation 50 Total 100 1/Rubric For Oral Evaluation Framework We use a detailed course evaluation rubric (divided into three levels of achievement—sophisticated, competent and not yet competent) which we feel helps students better understand what is expected of them through each stage of the process. The rubric addresses the student’s work products, their presentation skills and their abilities to work well as a member of a team.
Rubric For Oral presentation Components 3-Sophisticated 2-Competent 1-Not yet Competent Organization ‫ىؼش‬‫ا‬ ‫ع‬ ‫ا‬ َٝ‫ذ‬‫ق‬‫ز‬‫ى‬ َ َ ‫ا‬ ‫ػؼ‬ َ َ ‫طق‬َ َََ ‫ظ‬ َ . َٝ ‫ن‬َ ‫ى‬ ‫سز‬‫ي‬ َ ‫غ‬ َ ‫ثؼخ‬‫ب‬‫ز‬ ‫خ‬ ‫ؾ‬ ‫اى‬ ‫ج‬ ‫ؾش‬ ‫ا‬ ‫سق‬٘‫ى‬ . ‫ىؼش‬‫ا‬ ‫ع‬ ‫ث‬ ‫شن‬ ‫و‬ ‫ػ‬ ‫ب‬ َ ‫ا‬ ‫ػؼ‬ َََ ‫ظ‬ َ ‫ث‬ ‫شنو‬ ‫ذ‬ٞ‫ع‬ . ‫قذ‬ ٘‫رن‬ ‫ث‬ ‫ؼ‬ ‫غ‬ ‫ىا‬ َ ‫قب‬ ‫ؽ‬ ‫اى‬ ‫ض‬ ‫ب‬ َ٘ َٝ ‫خ‬ َ ‫شح‬ٞ‫ؾ‬ . ‫اى‬ ‫ز‬ َ ‫ظ‬ َٞ َ ‫ػ‬ ‫٘ائ‬‫ش‬ َ . َٝ َ ‫ن‬ َ ‫سز‬‫ي‬‫ى‬ َ ‫غ‬ َ ‫ثؼخ‬‫ب‬‫ز‬ ‫ىؼش‬‫ا‬ ‫ع‬ ‫فق‬ ‫ؾ‬ ‫ذ‬ٖ‫غ‬‫ث‬ . ‫ىا‬ ‫ؾ‬ ‫غ‬ ‫ظ‬ ‫غ‬ َٞ ‫ش‬ ‫اػؾخ‬َ . Style ‫سز‬َ َ٘ َ ‫ىؼش‬‫ا‬ ‫ع‬ َ ‫ب‬َ ‫س‬ ‫ت‬ ‫ى‬ ‫يغ‬ َٖ ‫س‬َ٘ . ‫ىؼش‬‫ا‬ ‫ع‬ ‫ا‬ َٝ‫ذ‬‫ق‬‫ز‬‫ى‬ َ ‫ػ‬ ‫ج‬ ‫ب‬ ‫سح‬ ‫ػ‬ َ ‫ؾبدصخ‬َ ‫خطؾ‬َ ‫ب‬ٖ‫ى‬ ، ‫ب‬ٕ‫ش‬ٞ‫س‬ََٝ ‫ف‬ َٖ‫ف‬ ‫ا‬ ‫ىغ‬ َٖ َ٘ ‫س‬ . ‫ا‬ َ َٖ ‫ب‬ ‫ى‬َٞ ‫س‬ ‫ذ‬ ‫قش‬ ‫ا‬ ‫ء‬ ‫ح‬ ‫سقخ‬َ . َ ‫ن‬ ‫ج‬ ‫ش‬ ‫ا‬ ‫ى‬ ‫د‬٘‫ظ‬ ‫ؼ‬ٝ‫ش‬َ ‫أ‬ ‫ب‬َ . ‫ا‬ ‫ػخ‬٘‫غ‬‫ى‬ ‫ن‬َََٝ ‫ى‬ ‫ي‬ ‫غ‬َٞ‫غ‬ ‫س‬ َ ‫بػ‬ َ ‫سز‬َ َ٘ َ ‫ىؼش‬‫ا‬ ‫ع‬ َ ‫ب‬َ ‫س‬ ‫ت‬ ‫ث‬ ‫ش‬ ‫ن‬ ‫و‬ ‫ػ‬ ‫ب‬ َ . ‫أ‬ ‫ؽ‬ َٞ ‫ب‬ َ َ ‫ب‬ َٝ ‫ن‬ َ٘ َ ‫ا‬‫ل‬‫إ‬َٝ ‫ق‬ ‫ب‬ ‫ع‬ ‫س‬ ‫ش‬ َٝ َ ‫ؼ‬ ‫ب‬ ‫ع‬ َ ‫ذ‬‫ا‬ ‫أ‬ َ ‫ث‬ ‫ط‬ ‫ئ‬َٞ َ ‫ب‬ ‫ع‬ َ ‫ذ‬‫ا‬ . ‫ج‬َٝ ‫ذ‬ َ َ ‫ق‬ ‫ذ‬ َ ‫ىؼش‬‫ا‬ ‫ع‬ ‫ش‬ٞ‫غ‬ َ ‫شر‬ ‫ب‬ ‫ػ‬ ‫إ‬ ‫ى‬ ‫ؽذ‬ َ ‫ب‬ ‫ف‬ َ ‫ث‬ ‫ؼ‬ ‫غ‬ ‫لا‬‫أ‬ ‫ؽ‬ َٞ ‫ب‬ ، َ َٝ َ٘ ‫ا‬ ‫ع‬ َ ‫ىا‬ ‫غ‬ َ ََٖ٘ ‫س‬ ‫أ‬ ‫ؽ‬ َٞ ‫ب‬ َ َ ‫ب‬ ‫طؼ‬ َ٘ ‫ثخ‬ ‫ف‬ َ ‫س‬ َ ‫ب‬ ‫ػ‬ . ‫رؼ‬ ‫ز‬ ‫جش‬ ‫ع‬ َ٘ ‫ا‬ ‫ت‬َ ‫ىؼش‬‫ا‬ ‫ع‬ ‫خ‬ٞ‫س‬‫ب‬‫س‬‫أ‬ ‫خ‬ٝ‫ب‬‫غ‬‫ي‬‫ى‬ ‫أ‬ ‫ؼقذح‬َ ‫خ‬ٝ‫ب‬‫غ‬‫ي‬‫ى‬ ‫ث‬ ‫بى‬ َ ‫سجخ‬ ‫ى‬ ‫ي‬ ‫غ‬ َ ‫س‬ََٖ٘ . ‫جذ‬َٝ ‫قذ‬‫ى‬‫ا‬ ‫ش‬ٞ‫غ‬ ‫بػ‬‫ر‬‫ش‬َ ‫ال‬َ ‫ن‬ََٝ ‫بػ‬‫س‬ ‫ال‬‫إ‬ ‫ا‬‫ر‬‫إ‬ ‫ىا‬ َ ‫س‬ ‫ز‬ َ ‫غ‬ َ ‫زج‬َ َٖ ‫ب‬ ‫ع‬ َ ‫ذ‬‫ا‬ . ‫م‬‫ب‬َ ‫رز‬ ‫اءح‬‫ش‬‫ق‬ ‫ش‬ٞ‫نض‬‫ى‬‫ا‬ ََ ٘‫ي‬‫ؼ‬‫ى‬‫ا‬ َ ‫بد‬ .
Use of Communication Aids . ‫سب‬َ ‫ئ‬ ‫و‬ ‫الا‬ ‫ر‬ ‫ظب‬ ‫ه‬ ‫رؼض‬ ‫ص‬ ‫ىؼش‬‫ا‬ ‫ع‬ ‫ىخؾ‬‫ا‬ ‫ػ‬ ‫ي‬ ‫ا‬ ‫ىؼ‬ ‫ب‬ ‫ط‬ ‫ش‬ ‫ش‬‫ى‬‫ا‬ ‫ئ‬ َٞ ‫خ‬ • . َٝ ‫ن‬َ ‫قش‬ ‫ا‬ ‫ءر‬ َ ‫ز‬َٝ ‫ر‬ َ ‫ض‬ َٞ ‫و‬ ‫ا‬ ٘‫ي‬‫ؼ‬‫ى‬ َ ‫بد‬ َ ‫ر‬ َ ‫ظ‬ َٞ ََٖ ‫ب‬ • ‫ىز‬ ‫ؾ‬ ‫ق‬ َٞ ‫ق‬ ‫أ‬ ‫ق‬ ‫ظ‬ ‫قذس‬ َ َ ‫ف‬ ََٖ . ‫ا‬ ‫ىغ‬ َٖ َ٘ ‫س‬ ‫ر‬ ‫ش‬ٞ‫رظغ‬ ‫و‬ٞ‫اىزفبط‬ ‫ش‬ٞ‫ؾ‬‫ث‬ ‫رجشص‬ • . ‫ا‬‫ى‬ َ ‫قب‬ ‫ؽ‬ ‫ا‬ ‫ى‬ ‫خ‬ٞ‫س‬ٞ‫ئ‬‫ش‬ ‫رس‬ ‫ب‬ ََٕ َ ‫سب‬ ‫ئ‬ ‫و‬ ‫ا‬‫ا‬‫ل‬ ‫ر‬ ‫ظ‬ ‫ب‬ ‫ه‬ . ‫ف‬ َ ‫ع‬ َ٘ ‫د‬ ‫ح‬ ‫ىؼش‬‫ا‬ ‫ع‬ ‫ؽغ‬ ‫اىخؾ‬ ‫قبثو‬ • . ‫ى‬ ‫ي‬ ‫قش‬ ‫ا‬ ‫ء‬ ‫ح‬ ‫ف‬ َ ‫ا‬ ‫ىغ‬ ‫ب‬ ‫ىت‬ ‫ز‬َٝ ََٞ‫رؼ‬ ‫بد‬٘‫ي‬‫ؼ‬‫اى‬ • . ‫ا‬ ‫بسجخ‬َ‫ى‬ ‫ثؼ‬ ‫غ‬ ‫ا‬ ‫ى‬ َ٘ ‫اد‬ ‫غ‬ َٞ ‫ش‬ • ‫خ‬٘‫ذػ‬َ ‫سبئو‬٘‫ث‬ ‫سبػذح‬َ . ‫ث‬ ‫ظ‬ ٝ‫ش‬ ‫خ‬ ‫ئو‬‫ب‬‫س‬َ ‫به‬‫ظ‬‫لر‬‫ا‬‫ا‬ ‫ئخ‬ٞ‫س‬ ‫لػ‬‫إ‬‫ا‬ ‫ذ‬ ‫د‬‫ا‬ ‫أ‬ َ َ ‫س‬ ‫زخذ‬ َ ‫خ‬ . ‫ث‬ ‫شنو‬ ‫ش‬ٞ‫غ‬ ‫ا‬ ‫لئ‬ ‫ق‬ ‫ؽ‬ ‫غ‬ َ ‫ىا‬ ‫خ‬ ‫ؾ‬ ‫ط‬ ‫غ‬ َٞ ‫ش‬ ‫ع‬ َ ‫ذ‬‫ا‬ • . ‫ث‬ ‫ؾ‬ ‫ش‬ َٞ ‫ال‬ َٝ ‫ن‬َ ‫ق‬ ‫ش‬ ‫ا‬ ‫ءر‬ َ ‫ر‬ ََٞ‫رؼ‬ ‫ش‬ٞ‫اىنض‬ ََ • . ‫ا‬ ‫ب‬٘‫ي‬‫ؼ‬‫ى‬ ‫د‬ ‫ز‬َٝ ‫ثش‬‫إ‬ ‫ا‬ ‫ص‬ ‫ىا‬ ‫ز‬ ‫ف‬ ‫بط‬ َٞ ‫و‬ ‫أ‬ َ • ‫ىل‬‫ر‬ ‫ثؼ‬ ‫غ‬ ‫ا‬ ٘‫ي‬‫ؼ‬‫ى‬ َ ‫بد‬ ‫ش‬ٞ‫غ‬ ‫خ‬ََٖ‫اى‬ ، ‫قذ‬َ ‫ؤد‬َٝ . ‫إ‬ ‫ى‬ ‫إ‬ ‫س‬ ‫بك‬‫ث‬ ‫ا‬ ‫ى‬ ‫غ‬ َٖ َ٘ ‫س‬ Content ‫قذ‬َٝ ‫ؾذس‬‫ز‬‫ى‬‫ا‬ ‫اد‬‫ش‬ٞ‫س‬‫رف‬ ‫قخ‬ٞ‫دق‬ ‫يخ‬‫ب‬‫م‬َ َٕٞ‫ب‬‫ف‬‫ي‬‫ى‬ ‫بد‬ٝ‫ش‬‫ظ‬‫ى‬‫ا‬َ ‫خ‬ٞ‫س‬‫ب‬‫س‬‫ل‬‫أ‬‫ا‬ ، ‫بد‬‫لػز‬‫ا‬‫ب‬‫ث‬ ‫ػي‬ ‫د‬‫ب‬ٞ‫ث‬‫د‬‫ل‬‫أ‬‫ا‬ ‫ر‬ ‫اد‬ ‫ا‬ ‫يخ‬‫ظ‬‫ى‬ . ‫ر‬ ‫ط‬ ‫ج‬ َٞ ‫بد‬‫ق‬ ‫خ‬ٝ‫ش‬‫ظ‬‫ى‬‫ا‬ ‫ىقبء‬‫إ‬ ‫ء‬٘‫ؼ‬‫ى‬‫ا‬ ‫ػي‬ ‫ىق‬‫ا‬ ‫ؼ‬ ‫ب‬ٝ‫ب‬ . َٝ ‫نزس‬ ‫ت‬ ‫ا‬ ٘‫ؼ‬‫سز‬‫ى‬ . ‫س‬ ‫ؤ‬ َ َٝ٘‫ق‬‫ر‬ ‫اد‬‫ش‬ٞ‫س‬‫رف‬ ‫قخ‬ٞ‫دق‬ ‫يخ‬‫ب‬‫م‬َ َٕٞ‫ب‬‫ف‬‫ي‬‫ى‬ َ ‫ا‬ ‫ى‬ ‫ظ‬ ‫ش‬ ‫بد‬َٝ ‫ألا‬ ٞ‫سبس‬ ‫خ‬ ، ‫بد‬‫لػز‬‫ا‬‫ب‬‫ث‬ ‫ػي‬ ‫د‬‫ب‬‫لػز‬‫ا‬‫ا‬ ‫ػي‬ ‫بد‬‫اىخذ‬ ‫اد‬‫ر‬ ‫يخ‬‫ظ‬‫ى‬‫ا‬ . َ ‫ظ‬ ‫ش‬ ‫ا‬ ‫د‬ ‫ىا‬ َ ‫ظ‬ ‫ش‬ َٝ ‫خ‬ ‫اى‬ ‫ء‬٘‫ؼ‬ ‫ػ‬ ‫ي‬ ‫ا‬ ‫ىق‬ ‫ؼ‬ ٝ‫ب‬ ‫ب‬ . ‫ر‬ ‫ف‬ ‫اد‬‫ش‬ٞ‫س‬ ‫ا‬ َٕٞ‫ب‬‫ف‬‫ى‬ َ / ‫أ‬ َ ‫بد‬ٝ‫ش‬‫ظ‬‫ى‬‫ا‬ ‫ش‬ٞ‫غ‬ ‫قخ‬ٞ‫دق‬ ‫أ‬‫ش‬ٞ‫غ‬ ‫م‬ ‫ب‬ َ ‫ي‬ ‫خ‬ . ‫ث‬ َ ‫ز‬ ‫ى‬ ‫ذ‬ َ ‫ؾ‬ ‫ب‬ َ ‫ى‬ ‫خ‬ ‫يخ‬ٞ‫ي‬‫ق‬ ‫ثؾ‬‫ش‬‫ى‬ ‫خ‬ٝ‫ش‬‫ظ‬‫ى‬‫ا‬ ‫بى‬‫ث‬ َ ‫بس‬َ ‫س‬ ‫خ‬ . ‫ا‬ ٘‫ؼ‬‫سز‬‫ى‬ ‫نس‬َٝ ‫ج‬ ََ٘ ‫ىا‬ ‫ق‬ ٞ‫ي‬ ‫و‬ َ َ . ‫ا‬ ‫ىؼش‬ ‫ع‬ depth of content
‫نز‬َٝ ‫س‬ ‫ت‬ ‫ا‬ ٘‫ؼ‬‫سز‬‫ى‬ . ‫س‬ ‫ؤ‬ َ Accuracy of Content ٘‫ي‬‫ؼ‬‫ى‬‫ا‬ َ ‫بد‬ ( ‫ت‬ٞ‫ى‬‫أسب‬ ‫ا‬ ‫ىؼ‬ َ َ٘ ‫ا‬ َ ، ‫ؽ‬ ‫ق‬ ‫بئ‬ ‫ق‬ ‫ا‬ ‫ى‬ ‫بق‬َ ‫ش‬ ‫خ‬ ، ‫ىإ‬ ‫خ‬ ) ‫ا‬ ‫خ‬َ‫ؼ‬‫ى‬ . ‫ف‬ َ ‫اىؼشع‬ ‫دق‬ َٞ ‫ق‬ ‫خ‬ ‫ش‬‫بسز‬‫ث‬ ‫ا‬ ‫س‬ ‫ى‬ َٝ ‫ز‬ ‫ا‬ ‫سر‬ ‫ن‬ ‫بة‬ ‫أ‬ ‫خط‬ ‫ب‬ ‫ء‬ ‫شح‬ٞ‫ج‬‫م‬ . ‫زؼش‬َٝ ‫ف‬ ‫اى‬ َ ‫س‬ ٘‫ؼ‬‫ز‬ ‫ػ‬ ‫ي‬ ‫أ‬ َ ‫أ‬ ‫خط‬ ‫ب‬ ‫ء‬ َ ‫بر‬ ‫غ‬ ‫خ‬ ‫ػ‬ َ . ‫ا‬ ‫ىؼ‬ ‫ظ‬ ‫خ‬ٞ‫ج‬ ‫أ‬ َ ‫إلا‬ ‫شش‬ ‫ا‬ ‫ف‬ ‫ب‬َ َٝ ‫نف‬ َ َ َ ‫ا‬‫أ‬‫ل‬ ‫خط‬ ‫ب‬ ‫ء‬ ‫ذ‬ٞ‫ىزشز‬ ‫زجب‬‫ا‬ ‫غ‬‫سز‬‫ى‬‫ا‬ ‫اى‬ ‫ط‬ ‫ي‬ ‫غ‬ . ‫ث‬ ‫ؼ‬ ‫غ‬ ‫ا‬ ‫ؼي‬‫ى‬ َ٘ َ ‫بد‬ ‫قخ‬ٞ‫دق‬ ‫ىن‬َ ‫غت‬َٝ ‫ػي‬ ‫غ‬‫سز‬‫اى‬ ‫ذ‬ٝ‫ذ‬‫رؾ‬ ‫بد‬٘‫ي‬‫ؼ‬‫ى‬‫ا‬ ‫ىز‬‫ا‬ ‫ن‬ََٝ . ‫ا‬ ‫لػز‬‫ا‬ َ ‫بد‬ ‫ػ‬ ‫ي‬ َٞ ‫ب‬َٖ Use of Language ‫اى‬ ‫غ‬ ‫و‬َ ‫م‬ ‫ب‬ ‫يخ‬َ َ َ ‫ؾ‬ َ٘ ‫خ‬َٝ . َٝ ‫ز‬ ‫ذ‬ ٘‫ق‬‫ف‬ َ ‫ؼب‬ ‫ىخ‬ٖ٘‫س‬‫ث‬ . َٝ ‫ز‬ ‫ا‬ ‫خ‬ ‫ز‬ ‫بس‬َٞ ‫ا‬ ‫ني‬‫ى‬ َ ‫بد‬ ‫ث‬ ‫شنو‬ ‫ذ‬ٞ‫ع‬ . َ‫ؼجش‬َٝ ‫ػ‬ َ‫ؼ‬‫اى‬ ‫د‬٘‫قظ‬‫اى‬ . ‫ث‬ ‫ذ‬ ‫قخ‬ ‫ىغ‬‫ا‬ ‫و‬ ‫م‬ ‫ب‬ َ ‫يخ‬ َ ‫ق‬ َ٘ ‫ا‬ ‫ػ‬ ‫ذ‬ َٝ ‫خ‬ ‫ف‬ َ َ ‫ؼ‬ ‫ظ‬ ََٖ ‫ب‬ . ‫ذف‬‫ز‬َٝ ‫ق‬ َ٘ َ َ ‫ؼب‬ ‫ىخ‬ٖ٘‫س‬‫ث‬ . ‫غ‬َ ‫ث‬ ‫ؼ‬ ‫غ‬ ‫اد‬‫ء‬‫ب‬‫لسزض‬‫ا‬‫ا‬ ، ‫ز‬َٝ ‫بس‬ٞ‫اخز‬ . ‫ا‬ ‫ني‬‫ى‬ َ ‫بد‬ ‫ث‬ ‫ذ‬ ‫قخ‬ َ ‫د‬ ‫قخ‬ ‫ن‬ََٝ َٞ‫ؼ‬‫سز‬‫ي‬‫ى‬ ‫ثؼخ‬‫ب‬‫ز‬َ ‫ىؼش‬‫ا‬ ‫ع‬ ، ‫ى‬ ‫ن‬ ‫ث‬ ‫ؼ‬ ‫غ‬ ‫ل‬‫أ‬‫ا‬ ‫خ‬ ‫ط‬ ‫ب‬ ‫ء‬ ‫ىا‬ َ ‫ؾ‬ َ٘ ‫خ‬َٝ ‫ا‬‫ذ‬‫خ‬‫اسز‬َ ‫يغخ‬‫ى‬‫ا‬ ‫خ‬َٞ‫ىؼب‬‫ا‬ ‫رشزذ‬ ‫ا‬ ‫زج‬َ ‫ب‬ َٕ َٖ َ . ‫ث‬ ‫ؼ‬ ‫غ‬ ‫اى‬ ‫غ‬ ‫و‬َ َ ٘‫ز‬ ‫ق‬ ‫ف‬ ‫خ‬ ‫أ‬ َ ‫غ‬ َٞ ‫ش‬ ‫يخ‬‫نز‬َ ‫أ‬ ‫أ‬ ‫اد‬‫د‬‫فش‬‫ى‬‫ا‬ . َ ‫ؾذ‬ ‫د‬ ‫ح‬ ‫أ‬ َ ‫غ‬ َٞ ‫ش‬ َ ‫بسجخ‬َ Grammar and Word Choice
Freedom from Bias ‫مو‬ ََ ‫يغخ‬‫ى‬‫ا‬ ‫خ‬ٝ٘‫ف‬‫ىش‬‫ا‬ ‫ىغخ‬َ . ‫ا‬‫ى‬ ‫غ‬ ‫س‬ ‫ذ‬ ‫خ‬ ‫خ‬ٞ‫ى‬‫ب‬ َ َ ‫ض‬ٞ‫ؾ‬‫ز‬‫ى‬‫ا‬ ‫يغخ‬‫ى‬‫ا‬ ‫خ‬ٝ٘‫ف‬‫ىش‬‫ا‬ ‫ىغخ‬َ ‫اى‬ ‫غ‬ ‫س‬ ‫ذ‬ ‫خ‬ ‫خ‬ٞ‫ى‬‫ب‬ َ َ ‫ض‬ٞ‫ؾ‬‫ز‬‫ى‬‫ا‬ ‫غ‬َ ‫ا‬ ‫سز‬ ‫ض‬ َ ‫ب‬ ‫ء‬ َ ‫ا‬ ‫ؽذ‬ ‫أ‬ َ . ‫ا‬ ‫ص‬ َ َٞ َ َ‫رزؼ‬ ‫يغخ‬‫ى‬‫ا‬ ‫خ‬ٝ٘‫ف‬‫ىش‬‫ا‬ َ /‫أ‬ ‫ى‬ ‫غخ‬ ‫ىا‬ ‫غ‬ ‫س‬ ‫ذ‬ ‫ث‬ ‫ؼ‬ ‫غ‬ ‫ز‬‫ى‬‫ا‬ ‫ؾ‬ َٞ ‫ض‬ ‫ا‬ ‫ى‬ ‫ز‬ َ َٝ ‫ن‬َ ‫ر‬ ‫ؾ‬ ٝ‫ذ‬ ‫ذ‬ َ . ‫س‬ َ٘ ‫ف‬ َٝ ‫سز‬ ‫ب‬ ‫ء‬ . ‫ث‬ ‫ؼ‬ ‫غ‬ ‫ا‬ َٞ‫ؼ‬‫سز‬‫ى‬ Responsiveness to Audience َٝ َ٘ ‫ػ‬ ‫ؼ‬ ‫ش‬‫ثبسز‬ ‫ا‬ ‫س‬ ‫لا‬‫أ‬ ‫س‬ ‫يخ‬‫ئ‬ ‫ذ‬ٞ‫ؼ‬ََٝ ‫رمش‬ َٕ ‫ب‬ ‫شد‬ََٝ ‫ػ‬ ‫ي‬َٞ ‫ب‬َٖ . . َٝ ‫يخض‬ ‫ذ‬‫ػ‬ ‫ىا‬ ‫ؾ‬ ‫ب‬ ‫ع‬ ‫خ‬ ‫ت‬ٞ‫سزغ‬َٝ ‫ثشنو‬ ‫ػب‬ ‫يخ‬‫ئ‬‫س‬‫ل‬‫أ‬ ‫س‬ََٖ٘‫ىغ‬‫ا‬ َ ‫ا‬ ‫ؽ‬ ‫ز‬ ‫ب‬َٞ ‫ع‬ ‫بر‬ َ . َٝ ‫ف‬ ‫ز‬ ‫ق‬ ‫ذ‬ ‫ث‬ ‫ؼ‬ ‫غ‬ . ‫ف‬ ‫ش‬ ‫ص‬ ‫ىا‬ ‫بػ‬‫ف‬‫ز‬ ‫و‬ ‫ت‬ٞ‫سزغ‬َٝ ‫يخ‬‫ئ‬‫س‬‫ل‬‫أ‬‫ى‬ ‫نو‬‫ش‬‫ث‬ . ‫غ‬ َٞ ‫ش‬ ‫م‬ ‫ب‬ ‫ف‬ Verbal Interaction Body Language ‫رؼنس‬ ‫ى‬ ‫غخ‬ ‫ىا‬ ‫غ‬ ‫س‬ ‫ذ‬ ‫ا‬ ‫ؽخ‬‫ا‬‫ش‬‫ى‬ ‫ف‬ ‫ىا‬ ‫بػ‬‫ف‬‫ز‬ ‫و‬ ‫غ‬َ ‫ىا‬ ‫غ‬ َ ‫س‬ََٖ٘ ‫رؼنس‬ ‫ى‬ ‫غخ‬ ‫ىا‬ ‫غ‬ ‫س‬ ‫ذ‬ ‫ث‬ ‫ؼ‬ ‫غ‬ ‫بط‬‫ػ‬‫ض‬‫ل‬‫ا‬‫ا‬ ََ ‫بػو‬‫ف‬‫ىز‬‫ا‬ ‫غ‬َ . ‫ا‬ ‫ىغ‬ َٖ َ٘ ‫س‬ ‫رنش‬ ‫ف‬ ‫ى‬ ‫غخ‬ ‫ىا‬ ‫غ‬ ‫س‬ ‫ذ‬ ‫ػ‬ َ ‫إ‬ ‫ؽ‬ ‫غ‬ ‫ب‬ َ ‫ػ‬ َ ‫ىا‬ ‫ز‬ ‫ف‬ ‫بػو‬ ‫غ‬َ . ‫ا‬ ‫ىغ‬ َٖ َ٘ ‫س‬

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