UNIVERSIDAD PILOTO DE COLOMBIA
Área Común de Lenguas Extranjeras
Communicative Task #1 - General Guidelines
An outstanding mark, depends on how you address the message, your fluency, the information you provide, the language
structures that support the use of language, your pronunciation and the vocabulary and concepts you use throughout the
communicative task: check rubric.
All participants (in the group) must ask questions and reply with answers about the topic. If one person asks only questions,
and the other person gives only answers, it may affect your test score.
Don’t forget to open the conversation; for example, hello, how are you… And close the conversations; for example: I have
to leave, have a nice day, bye! etc... (This is part of real interaction in a language!).
UNIVERSIDAD PILOTO DE COLOMBIA
Área Común de Lenguas Extranjeras
Assessment and Evaluation for Communicative Task
General Communication Rubric: scoring guide
Topic of Presentation:
Criteria: 1 Unsatisfactory 2 Needs improvement 3 Satisfactory 4 Very Good 5 Outstanding Mark:
/30 =
Message Difficult to Somewhat Generally Comprehensible in its Easily understood in its
understand comprehensible comprehensible entirety with minor flaws. entirety.
Delivery Very halting with Halting with some Fairly smooth with a Has no unnatural pauses; Effortless and smooth.
many unnatural inappropriate few unnatural sounds like natural speech.
pauses. intonation. pauses
Information Little relevant Includes a fair amount Includes most Includes all relevant Expands on all relevant
information is of relevant relevant information. information.
presented. information. information.
Language Shows many errors Demonstrates an Generally uses Accurate use of structures: Employs complex
Structure in use of structures. inconsistent use of correct structures errors that don't interfere structures and speech;
correct structures. with some errors. with communication. beyond that which has
been studied.
Pronunciation Dominated by first Shows strong Influenced by first Mostly correct with only Approximates native
language. influence from first language. minor flaws. speech.
language.
Vocabulary Limited or incorrect. Simple with some Appropriate. Varied and accurate. Used accurately with
inappropriate use. creative variety.
GENERAL Total=
OBSERVATIONS
How to do well on the day of your speaking exam
In any speaking exam, your main enemy is not your grammar or vocabulary problems. It's not even your fluency or
pronunciation. All these things are important and the examiner is marking you on them but, the biggest problem you
face is overcoming nerves.
It's easy to say "relax" but, for Cambridge exams in particular, what many students don't realize is that the speaking
exam is actually one of the easiest to pass. For a start, the speaking exam is shorter than any of the other papers
(between 8 and 19 minutes). And PET, KET, First, Advanced and Proficiency are marked on a scale of 1-5, where 3 or
over is a pass. Getting a 4 or a 5 and being "perfect" isn't necessary to show you can speak at the minimum level to pass
the paper. However, this piece of information might not be enough to stop the panic as you enter the room.
So what else can you do?
Suggestions to help you feel confident
1. While you're waiting to go in, speak English to the people waiting with you. That way you're not going in "cold" –
suddenly having to switch from your own language to English. Think of it like doing warm up stretches before going
for a run
2. Forget about grammar and vocabulary today. Concentrate on answering the questions, listening to the instructions
and your partner (for tasks where you have to interact with another student). If you've been studying for the exam
for months beforehand, you know all the grammar and vocabulary you're going to know. So, there's no point
worrying about that on the day of the exam!
3. If you make a mistake, correct it and move on. Don't let it interfere with your fluency. You get marked down for
hesitation and long pauses. But, correcting your mistakes, or even, asking the examiner or the other candidate to
repeat or clarify something can gain you marks. It's called a 'repair strategy' and it's a sign of good communication
skills.
Suggestions for succeeding in the exam
Be interesting! Remember the examiner has been going through the same routine all day and he or she is bored. There
are standard questions at the beginning of the exam about where you live, your free time and school subjects, for
example. The examiner has probably heard the same answers all morning. If you're taking the exam in your own
country, this is especially true as most candidates live in the same city. Before the exam, think of some interesting fact
about the place you live, or a hobby you have that is a bit different, or give an opinion about your school subject. Just
one or two sentences are enough to get the exam off to a good start.
Interact with the other candidate. Not everyone can get top marks for grammar, vocabulary or pronunciation, but
there's no reason not to get a 5 for 'interactive communication'. This mark is for initiating conversation, responding to
what your partner has said, and trying to move the discussion towards an outcome.
Acknowledge something the other candidate has said and develop it – just like a conversation in the real world. Try to
avoid just giving stock phrases like "I agree with you" and then moving onto a different topic. Say why you agree (or
disagree) and discuss the point. For example 'that’s what I think too because…’ You can ask the other candidate why
they have that opinion too.
Be yourself! It's OK to make jokes or use humor. Just because it's an exam doesn't mean everything you say has to be
super serious. If your personality comes across, then it means the examiner is more likely to think of you as someone
who expresses themselves well in English.
So, take a deep breath and remember – in under twenty minutes, it's all going to be over!
Retrieved from: http://www.examenglish.com/FCE/speaking_exam.html
ORAL TASK # 1 - LEIN0002
Lein0002-Talk about some activities you like doing on weekends. You can specify and describe some
hobbies you have. (Mainly focused on the use of question making, verb + -ing (ex. Like dancing), and sports
and hobbies vocabulary)
(Don’t forget to open [For example: Hello, how are you….] and close the conversations [for example: I have to go to class
now…. /It’s late/ etc….. have a nice day/ bye!] This is part of real interaction in a language!)
Situation 1
Student A is interested in knowing more about student B who happens to be his/her favorite actor/singer/sportsperson
or famous person. Break the ice with student B by telling him/her how much you admire his /her performance and then
start asking personal questions about his /her routines/likes and hobbies/lifestyle.
Student B feels important and happy to see such a fan. Answer and ask questions about his /her routines, likes and
hobbies as well and say good bye in a very polite way.
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Lein0002 - Talk about your family. Describe your family structure and members. (Mainly focused on the use of
family members vocabulary, possessive pronouns, and other pronouns such as anything, everything,
everyone, anybody, no one, etc)
Situation 2
Student A is checking his /her photos in Facebook then shows a very funny picture to Student B who is checking his/her
cell phone too. Describe your family and tell what their interests are. Talk about what you enjoy doing.
Student B is amused by his/her friend’s pictures and shows his /her family photos as well. Ask and answer questions
about your family and talk about your family routines. Talk about what you love doing.
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Lein0002 - Talk about anecdotes. (Mainly focused on the use of present perfect and past simple tenses)
Situation 3
Student A talks about a scary/funny/embarrassing situation he/she had/ or has had, then asks student B to describe a
similar situation he/she has lived. Ask student B how he/she feels now after that experience and say good bye politely.
Student B shares a similar situation in which he/she experienced a scary/funny/embarrassing situation as well. Ask
student B how he/she felt in that moment.
