Universidad del Atlántico- Cursos de Lenguas Extranjeras

FINAL SPEAKING EXAM

EXAMINER’S BOOKLET

AIM: Students are assessed through sharing ideas and discussing life situations.

GENERAL COMMENTS:
1. Roles: Students-people who study at CLE and are being assessed through this test.
Examiner-The person (teacher) who is in charge to evaluate students.
2. Structure: This test has two booklets. One was designed for students and the other
exclusively for examiners. Each one has the necessary information for each role.
Examiner’s booklet has the topics the students are supposed to use during the
assessment as a guide for the teacher, so it’s not allowed to show that part to them.
3. Number of students: Students have to present the test in pairs (Only two students and
the examiner).
4. Tasks: There is one part of individual tasks and other of pair tasks.
5. Time: Individual task- 1 minute / Pair task-2-3 minutes

INDIVIDUAL TASKS
1. DISCUSSING LIFE IN DIFFERENT TIMES.
Students have to look at the chart and talk about the evolution of one of the topics
using the pictures as a reference for vocabulary.

Vocabulary to use:
Radio, movies / computer games, high
definition TV, 3D movies/ thought controlled
video games, virtual reality movies.

Railroads, ocean liners/ hybrid cars, high

speed trains, spacecraft/self-driven cars, GPS
shoes, time machine.

The telephone, the postal system/text

messaging, videophones, social
networking/cell phone implants, a sensory
internet, 3D social networking.
Grammar to use:
Past simple, used to, present perfect, present
continuous, present simple, will, might, be
going to.

2. DISCUSSING ABOUT REMARKABLE PLACES AROUND THE WORLD.

Students have to look at the information about each country and talk about it making
emphasis on the facts and no
on the doer.
Grammar to use:
Passive voice in past simple
and present simple.
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3. TALKING ABOUT CONSEQUENCES

Students are asked to think about the possible situation represented by the picture and
its possible consequences.

Grammar to use:
Conditional 1: simple present+simple future
Vocabulary to use:
Get in shape, pay membership dues, lose weight,
get healthier.

4. SHARING EXPERIENCES.
Option 1 - This story is disorganized. Students have to organize it in their minds and narrate
the story using appropriate adverbs and tenses. These events happened one month ago.
Option 1

Grammar to use:
Past simple, past continuous, present perfect
continuous.

Vocabulary to use:
Coincidentally, Fortunately, luckily,
miraculously, sadly, strangely, suddenly,
surprisingly, unexpectedly, unfortunately.
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Option 2 - Tell this story which happened in the past using the right tenses and adverbs to
give an order and make emphasis.

Grammar to use:
Past simple, past continuous, present
perfect continuous.

Vocabulary to use:
Coincidentally, Fortunately, luckily,
miraculously, sadly, strangely, suddenly,
surprisingly, unexpectedly,
unfortunately.

5. GIVING OPINIONS THROUGH PREDICAMENTS

Students have to look at the picture which represents a predicament, explain the examiner
what you would have done in this situation.

Grammar to use:

Would+have+past participle (opinion) Option 1

Should+have+past participle (suggestions)

Option 2

Option 3

Option 4

6. TALKING ABOUT SIGNS.

Students are asked to talk about these signs that they find around the Eiffel Tower. They
have to talk about things which are
permitted, prohibited and an
obligation.

Grammar to use:

Can/be allowed to/have to, have got

to/can’t, be not allowed to.
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7. TALKING ABOUT JOBS, SKILLS, ABILITIES AND PERSONALITY TRAITS.

Option 1 - Talk about yourself and explain what the perfect job is for you. Look at the
diagram to refer to each topic, give your reasons and organize your speech.

Grammar to use:

- Love, hate, like, enjoy, be

interested in, be good at,
can’t stand, not mind + ing
- Because to introduce a cause or
reason
Vocabulary to use:
I’d make a good …
I could be a ….
I wouldn’t want to be a …
I could never be a …
Creative, critical, disorganized, efficient, forgetful, generous, hardworking, impatient, level-
headed, moody, punctual, reliable, short-tempered, strict.

Option 2 – Look at the following job descriptions. Choose one of them and explain why you
would be good for it.

Grammar to use: Vocabulary to use:

I’d make a good …
I could be a ….
- Love, hate, like, enjoy, be interested
I wouldn’t want to be a …
in, be good at,
I could never be a …
can’t stand, not mind + ing
- Because to introduce a cause or
reason
Creative, critical, disorganized, efficient,
forgetful, generous, hardworking,
impatient, level-headed, moody, punctual,
reliable, short-tempered, strict.
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8. TALKING ABOUT IMAGINARY EVENTS.

Students have to think about transportation in Barranquilla, talk about its advantages and
disadvantages and possible consequences to the situations set in each diagram.

Grammar to use:

Conditional 1:
simple present+simple future

9. SHARING ABOUT ENTERTAINMENT.

Option 1 - Look at the diagram and use it to talk about your film experiences, organize your
ideas and give your reasons.

Grammar to use: “Ing” and “ed” for adjectives/Relative pronouns: who, which and that.
Vocabulary to use: Boring/bored, entertaining/entertained, fascinating/fascinated, bizarre,
horrible, odd, outstanding, weird, marvelous, etc…

Option 1 Option 2
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PAIR TASKS
1. SHARING EXPERIENCES- Students are asked to make a conversation imagining they are
in a job interview. They have to use the information in the chart to make or answer
questions.

Grammar to use:

- Love, hate, like, enjoy,

be interested in, be
good at,
can’t stand, not mind +
ing
- Because to introduce a
cause or reason
Vocabulary to use:
I’d make a good …
I could be a ….
I wouldn’t want to be a …
I could never be a …
Creative, critical,
disorganized, efficient,

forgetful, generous,
hardworking,

impatient, level-headed,
moody, punctual,

reliable, short-tempered,
strict.

2- DISCUSSING ABOUT REMARKABLE PLACES AROUND THE WORLD.

Look at the information about the landmarks and make dialogues talking about them
making emphasis on the facts instead of the doers.

Grammar to use: passive in present simple and past simple.

Vocabulary to use: Verbs in past participle, located, constructed, designed, etc.

Expressions, as currency, as the official language, etc.
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3- REMARKING FACTS AND FEELINGS.

Students are supposed to make a conversation about a crime scene. Student A is the
detective and student B is the witness. They have to use passive voice where possible.

Grammar to use: passive in present

simple and past simple.
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Option 2
Talk with your classmate about his/her last events. Use the information in the boxes to play
roles.
Grammar to use: Present perfect continuous.

Student A
Do/exciting/recently? Meet/anyone/interesting/ Where/live/ten years ago?
Study/right now? lately? Like/there?
How long/studying/it? How/meet? What/remember?

Student B

Travel Drew Berrymore Big city

Civil engineering At the mall Weather
3 years Bogotá

USEFUL EXPRESSIONS
Really? I didn’t know that! Oh, I see. I had no idea. Wow! Tell me more

4- SHARING ABOUT MOVIES.

Students have to use the information about the film to discuss about it. They have to
say how they felt watching it.
Grammar to use: passive in present simple and past simple/ “Ing” and “ed” for
adjectives/Relative pronouns: who, which and that.
Vocabulary to use: Boring/bored, entertaining/entertained, fascinating/fascinated, bizarre,
horrible, odd, outstanding, weird, marvelous, etc…

Option 1
Director: James Cameron's Avatar
Screened: 2009
Actors: Sam Worthington, Zoe Saldana, Stephen Lang, Michelle
Rodriguez, and Sigourney Weaver.

Theme: humans are colonizing Pandora

Trivia: - Cost around $237 million. Other estimates put the cost between
$280 million and $310 million for production and at $150 million for
promotion.
- Avatar premiered in London.
- The best-selling film of 2010 in the United States.
- Avatar was nominated for nine Academy Awards.

Special effects: - The necessary technology was not yet available to

achieve his vision of the film at the moment his director wrote the
story.
- use of new motion capture filming techniques, 3D viewing , and for
"4D" experiences in select South Korean theaters.
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Option 2

Director: James Cameron

Producer: James Cameron
Writer: James Cameron
Starring: Leonardo DiCaprio and Kate
Winslet.
Music: James Horner
Edition: Conrad Buff and James Cameron
Screened: November 1, 1997 (Tokyo)
 December 19, 1997(United States)
Running time: 195 minutes[2]
Language: English
Cost: $200 million

Option 3

Students have to look at the films in options 1 and 2, talk about their director. Discuss about
him and his movies.

5- TALKING ABOUT CONSEQUENCES

Students are asked to build a conversation with their partner. They have to discuss about
one of these imaginary situations.

Grammar to use: If+past simple+would, might,

could…
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6- MEANING GESTURES AND SITUATIONS.

Students have to look at these scenes of crowded places. They have to choose five
situations and discuss with their partners what the gestures and situations mean.

Grammar to use: Might,may,maybe,perhaps/coul,possibly,probably/must,definitely.

Vocabulary to use: Annoyed, bored, confused, disgusted, embarrassed, exhausted,
frustrated, impatient, irritated, nervous.

Option 1

Option 2
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Option 3

7- GIVING EXCUSES.
You and your partner want to get together. Ask and answer questions to find a day
when you are both free. You want to keep time open for other friends, so make up
excuses for those days.

Grammar to use: Reported speech for request and statements.

STUDENT A
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STUDENT B