Level 6 Units 9-10

ORAL EXAMINATION
Total time: 3+2+2 minutes = 7 minutes

(Interlocutor welcomes students and introduces the examiner):

• Hello, how are you?

• Please sit down. This is _____ ; s/he´s just going to listen.
• What are your names, please?

PART 1
3+ minutes

THIS IS ONLY AN EXAMPLE. QUESTIONS MAY VARY

Right, first of all I´d like to find out some things about you both.
STOP STUDENTS AFTER 3 MINUTES. (1.5 min per student)

STUDENT A STUDENT B

1. What jobs are dangerous? Why?

1. How can you stay safe during a
2. Why are some people attracted to
thunderstorm?
dangerous jobs?
2. Flying on an airplane? 3. What would be your ideal job? Why?
3. Fixing the roof?
4. Last emergency? What happened?
5. Important to do during an
emergency?

STUDENT C STUDENT D
Have you ever had a job? Do you believe in mysteries?
Case YES Case YES
1. Was it dangerous? Why? Why 1. How do you think the pyramids may have
not? been built
2. Which job would you never Explain
do? Why not? 2. Monster story?
3. What would be your ideal job? Why?
Why? NO
4. 1. What kind of mysteries do you enjoy?
Case NO Explain
2. What mysterious things would you rather
not hear about? Why??

Thank you, both

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 PART 2
2+ minutes

In this part of the exam, I’d like you to talk for one minute.
(Choose either 1 to 9 for each student)

SAME TOPICS WILL BE ASKED DURING EXAM. YOU MAY ELIMINATE ONE

STUDENT A
1.- Describe a dangerous situation or serious problem that you or someone you
know have experienced.
2.- Talk about ways to stay safe in dangerous situations, for example earthquakes,
thunderstorms, fires, tsunamis.
3.- Talk about the good and bad points of dangerous Jobs.
4.- Talk about why some people are attracted to dangerous Jobs.
5.- Talk about a mysterious place or event that you know
6.- Talk about the kind of mysteries you like to read or hear about. Explain.
7.- Talk about plans you used to have when you were a child or teenager.
8.- Talk about a mysterious image you have seen.
9.- Imagine that Aliens come to earth. Talk about how they would get here and what
they would do.

(Stop the student after 1 minute, even if student has not finished. If student stops before 1 minute,
prompt as necessary.)

Thank you

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 PART 3
2 minutes
CHOICE OF ROLE CARDS

Now, in the next part of the test you are going to be talking to each other. (Gesture to show ´each
other´) USE ONLY ONE SET FOR EACH COUPLE OF STUDENTS

Here are your role cards (give Role Cards to Student A and Student B so that Student A is asking the
questions). Please read them and follow the instructions.

THIS IS ONLY AN EXAMPLE. SITUATIONS MAY VARY

Student A
Discuss with your partner about
plans you had for the future when
you were a child and plans you have
now. Ask and answers questions.
Student B
Discuss with your partner about plans
you had for the future when you were
a child and plans you have now. Ask
and answers questions.

ccuuee ccaarrdd 11 ccuuee ccaarrdd 11

(After about 2 minutes, interrupt): Thank you both.

OR ……..

Student A
Discuss with your partner about
mysterious places or events. Speculate
about what may have happened.
Ask and answer questions.
Student B
Discuss with your partner about
mysterious places or events. Speculate
about what may have happened.
Ask and answer questions.

ccuuee ccaarrdd 22
ccuuee ccaarrdd 22

(After 2 minutes, interrupt) Thank you both. That’s the end of the exam.
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