This page will be the
This is the role of student A.
same for both students.
Team Four
Role Play
Sample Role-play Card: Student A
Facing Page
REUNION PARTY SMALL TALK
Imagine that you are at your school reunion party, 15
years after high school.
You meet one of your former classmates with whom
you used to sit at the same desk. You greet each other
and begin a small talk about other classmates who
you have not seen for a long time.
On the back of your card, you will find information
about who you are and what you should do.
Remember to make your conversation as natural as
possible. Consider:
taking turns to ask and answer questions
attentive listening
providing feedback to the speaker by
Task
Student B ‘s role will follow the
same structure, but the
sections What you know and
What you should do will
contain different information.
Back Page
Who you are: You are Jane. You are a successful artist, married,
with two children.
What you know: You have the following information about two
of your classmates.
Peter: get married, then get divorced, lose his job, become
homeless, win the lottery, start a successful business
Lilly: get a PhD in physics, make an important discovery, travel a
lot, give lectures, not married,
What you should do:
1) Greet Mary. Start a conversation. Talk about her and about
yourself.
2) When she asks you about Peter and Lilly, tell her what you
know.
3) You are curious to learn about two other classmates, Andrew
and Jenny. Ask Mary if she knows something about them.
Language requirement: In this role-play, you are expected to ask
questions, provide information and respond to information by
exclamations and comments. Make sure that you use the
appropriate verb tenses.

Scale Task
● Demonstrates complete
understanding of the
assigned situation and
observes all requirements of
the task.
Excellent ● Observes turn taking all the
5 time with no unnecessary
interruptions.
● Consistently demonstrates
attentive listening with no or
very few minor lapses.
● Demonstrates almost
complete understanding of
the assigned situation and
observes almost all
requirements of the task with a
few minor omissions.
Good ● Observes turn taking almost
4 all the time with few
unnecessary interruptions.
● Demonstrates attentive listening
most of the time with few minor
lapses.
● Demonstrates sufficient
understanding of the assigned
situation and observes some
requirements of the task with
some minor and/or few major
omissions.
Acceptable
● Observes turn taking to some
(needs
improvement)
extent, but makes some
minor and/or few major
3
unnecessary interruptions.
● Demonstrates attentive
listening some of the time
with several lapses.
Rubric for Assessing Performance in a Role-Play
Fluency and Comprehension
● Speech is fluent and clear.
● Conversation devices are
discourse appropriate.
● Asks for repetition or rephrasing
only when input lacks
intelligibility and coherence.
● Demonstrates complete
comprehension (if input is
intelligible and coherent) with no
or very few minor lapses.
● Speech is mostly fluent and clear
with few minor lapses.
● Conversation devices are mostly
discourse appropriate with few
minor inappropriate uses.
● Asks for repetition or rephrasing a
few times even when input is
intelligible and coherent.
● Demonstrates mostly
complete comprehension
(if input is intelligible and
coherent) with few minor
lapses.
● Speech is sufficiently fluent and
clear with some minor and/or few
major lapses.
● Conversation devices are
sufficiently discourse appropriate
with some minor and/or few
major inappropriate uses.
● Asks for repetition or rephrasing
several times even when input is
intelligible and coherent
● Demonstrates sufficiently
complete comprehension (if input
is intelligible and coherent) with
several lapses.
Lexical Resource Grammar Resource
● Uses a wide range ● Uses a fully appropriate
of content relevant range of grammatical
vocabulary and very structures with very few
few or no content minor slips that do not
inappropriate affect comprehensibility.
vocabulary. ● Target grammatical
● There are no or very structures are used
few minor accurately with no or
vocabulary errors. very few minor errors.
● Uses a fairly wide ● Uses a mostly
range of content appropriate range of
relevant vocabulary grammatical structures
and few minor with few minor slips that
content do not affect
inappropriate comprehensibility.
vocabulary. ● Target grammatical
● There are few minor structures are used mostly
vocabulary errors that accurately with few
do not affect minor errors that do not
comprehensibility. affect comprehensibility.
● Uses a sufficient range ● Uses a sufficiently
of content relevant appropriate range of
vocabulary and some grammatical structures
content inappropriate with some minor and/or
vocabulary. few major slips that
● There are some minor slightly affect
and/or a few major comprehensibility.
vocabulary errors that ● Target grammatical
slightly affect structures are used
comprehensibility. sufficiently accurately
with some minor and/or
few major errors that
slightly interfere with
comprehensibility.
Pronunciation and
Comprehensibility
● Pronunciation is
accurate with very few
minor to no errors that
do not affect
intelligibility.
● Lexical and syntactic
stress, as well as rhythm
and intonation patterns,
are properly articulated.
● Pronunciation is mostly
accurate with few minor
errors that do not affect
intelligibility.
● Lexical and syntactic
stress, as well as rhythm
and intonation patterns,
are mostly well
articulated with few
minor slips that do not
affect intelligibility.
● Pronunciation is
sufficiently accurate
with some minor and/or
few major errors that
slightly affect
intelligibility.
● Lexical and syntactic
stress, as well as rhythm
and intonation patterns,
are sufficiently well
articulated with some
minor and/or few major
slips that slightly affect
intelligibility.
 ● Demonstrates limited
understanding of the assigned
situation and fails to observe
many minor and/or several
major requirements of the task.
● Observes turn taking to a
Needs serious limited extent with many
improvement unnecessary interruptions.
2 ● Rarely demonstrates attentive
listening with many lapses.
● Demonstrates scarce
understanding of the assigned
situation and observes almost
none or none of the
requirements of the task.
● Fails to observe turn taking or
unable to assess turn taking
due to insufficient output.
Unacceptable ● Fails to demonstrate attentive
1 listening or unable to assess due
to insufficient output.
● Speech is barely fluent and clear
with many minor and/or several
major lapses.
● Conversation devices are barely
discourse appropriate with many
inappropriate uses.
● Asks for repetition or rephrasing
frequently even when input is
intelligible and coherent.
● Demonstrates inadequate
comprehension (if input is
intelligible and coherent)
with frequent lapses.
● Speech is insufficiently fluent and
clear and lacks comprehensibility.
● Conversation devices are mostly
discourse inappropriate or unable
to assess due to insufficient
output.
● Asks for repetition or rephrasing
very frequently even when input
is intelligible and coherent or
unable to assess due to
insufficient output.
● Demonstrates little to no
comprehension (if input is
intelligible and coherent)
with very frequent lapses
or unable to assess due to
insufficient output.
● Uses a narrow range ● Uses a barely
of content relevant appropriate range of
vocabulary and uses grammatical structures
much content with many minor and/or
inappropriate several major slips that
vocabulary. seriously affect
● Many minor and/or comprehensibility.
several major ● Target grammatical
vocabulary errors that structures are used mostly
affect inaccurately with many
comprehensibility. minor and/or several
major errors that
seriously affect
comprehensibility.
● Fails to use an ● Fails to use an appropriate
acceptable range of range of grammatical
content relevant structures, or makes many
vocabulary or unable major slips that affect
to assess due to comprehensibility, or
insufficient output. unable to assess due to
● Many major insufficient output.
vocabulary errors that ● Target grammatical
affect structures are used mostly
comprehensibility or to completely
unable to assess due inaccurately with many
to insufficient output. major errors or unable to
assess due to insufficient
output.
● Pronunciation is barely
accurate with many
minor and/or several
major errors that
seriously affect
intelligibility.
● Lexical and syntactic
stress, as well as rhythm
and intonation patterns,
are poorly articulated
with many minor or/or
several major slips that
seriously affect
intelligibility.
● Pronunciation is
insufficiently accurate with
many major errors that
affect intelligibility or unable
to assess due to insufficient
output.
● Fails to acceptably articulate
lexical and syntactic stress as
well as rhythm and intonation
patterns or unable to assess
due to insufficient output.