Sample Oral Exam EI4204

American English File 3A: Units 2A (OUT: pp.14 and17) and 2B (OUT: pp.20 and 21).
American English File 3B: Units 6A (OUT: pp. 54, 55 and 57), 7A (OUT: Ex.3 p.65) +Second
Conditional, 8A (OUT: Ex. 5 Vocabulary p.77 + Word building p.163) and 8B (OUT: p. 81, ex.
4c, 4d and 4e) + Grammar and Vocabulary Banks.

Dear students,

As you know, the English Oral Exam for this course is scheduled for July 10th –20th.
Please read the information in this document carefully in order to help ensure your
success on the evaluation.

● In this test, you will have a short, spoken interaction with your teacher to show
your oral skills in English.
● The whole evaluation process should last approximately 10 minutes.
● It is of paramount importance that you respect the day and time of the
evaluation, remembering to follow all of the instructions given.
● Remember that punctuality is key, since there will be students before and
after your turn.
● Be aware that the use of note-taking, video recording and other resources (e.g.,
electronic devices) is not permitted during the test.
● Even though it is now not mandatory to wear a face mask, feel free to wear
yours if you want.

On the following pages, you will be presented with some sample topics and questions
you may be asked that day. You will also find the evaluation rubric used by the teachers.

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Item I. Sample topics and questions
TOPIC QUESTIONS

● How would you classify Chilean people, as savers or

spenders? Why?
MONEY ● Have you ever invested your money in business? If
not, would you like to do it? Why? Why not?
● If you were a millionaire, what would you do with your
money? Would you save or spend it? Would you work
or set up your own company?

● Do you think governments should spend some money

to help foundations such as Teletón? Why? How would
the lives of these children change?
CHANGING LIVES
● Have you ever thought about how your life would be
after finishing your study program?
● If you had a time machine and you could travel to the past,
would you change anything?

● What do you think of Chilean movies? Are they

good enough to pay for seeing them at cinemas?
MOVIES/SERIES ● What has been the best biopic you have ever seen? Why?
● If you made a movie based on your life, would
people watch it? What would the plot be about?

● Should education be free of charge? Why? Why not?

● Has education in Chile improved or gotten worse in
EDUCATION IN the last twenty years?
CHILE
● If you were the minister of education, what changes
would you make to public education?

● Do you like shopping online? Why?

● What major challenges have you encountered
while shopping online?
SHOPPING ONLINE
● If you had an online store and made a mistake, what
kind of compensation would you give your clients?

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 ● Do you think that Chilean people should work less
than eight hours a day? Why?
WORKING ● Have you ever had to work/study overtime? How did
OVERTIME
you cope?
● What would your life be like if you decided to work in
a first world country?

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 Item II. Evaluation Rubric.
Assessing speaking performance
Use of English and delivery
USE OF ENGLISH 50%
(GRAMMAR & VOCABULARY)
7 The student demonstrates
complete mastery of all the
required grammatical structures
and shows no problem with
word usage. Full range of
vocabulary for this level is
demonstrated.
There are no instances of
misunderstanding.
6 The student masters most of the
grammatical structures and
vocabulary for the level showing
RARE and MINOR mistakes
which
do not affect comprehensibility.
5 The student makes few
grammatical and vocabulary
mistakes.
Good command of both
components from the level is
shown though consolidation is
sometimes unclear or inaccurate.
A lack of the required structures
and vocabulary is sometimes
identified.
4 The student uses the
grammatical structures and
vocabulary in a limited way
which in turn shows a lack of
sufficient command of both
components from the level.
Responses exhibit some
imprecise or inaccurate use of
vocabulary and grammatical
structures.
3 The student uses a very
restricted range of the required
grammatical and vocabulary
structures affecting the
comprehensibility of their
discourse.
DELIVERY 50%
(ELABORATION/PRONUNCIATION/FLUENCY)
Ideas are expressed clearly and accurately. Idea development
comes easily. Comprehension of topic is complete. Utterances are
pronounced appropriately for the level. Pace may vary at times as
the speaker attempts to recall information. Overall intelligibility
remains high.
Ideas are fully expressed and overall intelligibility remains good.
However, there is some room for further development. Speech is
generally clear, still some minor difficulties with pronunciation,
intonation, or pacing for the level may require some listener
effort
at times.
Expression of ideas is concise. The response addresses the task
appropriately but falls short of being fully developed. Few of the
words and phrases are pronounced inaccurately and
inappropriately. Few moments of hesitation may occur which do
not affect communication.
Expression of ideas is complete in a basic way. Topics are dealt
with and managed sufficiently, though further elaboration is
lacking. Comprehension is not an issue. Listener effort is needed
because of unclear articulation, awkward intonation, or irregular
rhythm/pace.
Expression of ideas is insufficient to answer questions or deal
with topic.
The response conveys some relevant information butis clearly
incomplete or inaccurate. Lack of comprehension may produce a
breakdown in understanding requiring significant listener effort.
Speech is clear at times, though it exhibits considerable problems
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 Weak command of both with pronunciation, intonation, or pacing.
components from the level.
Elementary errors are clearly
present and the student is not
aware of them.
2 The student shows a severely Expression of ideas is disjointed and chaotic. The response fails to
limited range and control of provide much relevant content. Absolute lack of comprehension
grammar and vocabulary. All of produces a breakdown in understanding. Consistent
their sentences contain pronunciation and intonation problems cause considerable
grammatical errors and poor listener effort. Delivery is fragmented containing frequent pauses
vocabulary use thus hindering and hesitations.
communication.
Elementary errors are present
throughout the whole speech and
the student is not aware of them.
Misunderstanding of
grammatical and vocabulary
components is clear.
1 The student either speaks in Communication is impeded due to disconnected speech.
single word utterances or does Incomprehensible pronunciation and complete lack of fluency.
not respond.