B2.

2
SPEAKING QUIZ
-PRACTICE-
2023
 EVALUATION INSTRUCTIONS
General Information:
1.This evaluation is going to be in pairs. For online courses the
students’ camera should be turned on for the complete duration
of the interview and shouldn’t have access to any vocabulary or
extra help from any resource. Each interview should take no more
than 10 minutes.
a)If a student is left without a pair, they can become part of a team
to be assessed.
b)The teacher will be a moderator. Student A will read a prompt to
student B and vice versa. Students will also have to ask follow-up
questions that proves active listening for each answer.
Interview Instructions EVALUATION INSTRUCTIONS
1. Students must provide a clear opinion in FAVOR or AGAINST a prompt, use 1 or 2
reasons with examples to fully respond.
2. Student A will read a randomly selected prompt from unit 2 to student B. Student B
has 20 seconds to prepare his answer. Student B can take notes and glance at them
but not read from them while speaking. Student B must speak between 60-80
seconds.
3. While student B speaks, student A actively listens to his classmate to ask him a follow
up question that must be answered immediately by student B- Student A may take
notes to formulate the question.
4. The role-play changes and now student B chooses a question for unit 2 and asks his
partner. Same structure is followed from stages 1-3.
5. The teacher repeats the same sequence for unit 3.
 UNITS 2 & 3 PROMPTS
CHOOSE YOUR PROMPT

It doesn’t matter what you do Someone who studies ethics It is never correct to risk your
UNIT 2
in order to achieve success in
life.
UNIT 2
can be considered to be a good
person. UNIT 2
own life in order to save the
life of another person.

Antibiotics should be allowed Experimental vaccines should

UNIT 3
to be sold in pharmacies
without medical prescription.
UNIT 3
Recreational marijuana use
should never be allowed. UNIT 3
be administered to critical
patients.
 B2- 2 SPEAKING EVALUATION RUBRIC 2023
B2 Grammar & Vocabulary
●Control a wide range of complex and simple grammatical
Expectations forms with occasional errors that do not affect meaning (B2.2)
for this task ●Uses vocabulary appropriate to the task and level.
Shows an outstanding control of a range of complex
grammatical forms.
Attempts to use grammar presented over the semester.
Uses a wide range of appropriate or key vocabulary to give and
7 points exchange views on the topic.
(Excellent) Occasional minor errors are accepted when trying to use more
complex grammar or vocabulary.
•Shows a good degree of control of simple grammatical
forms, and attempts to use complex grammatical forms.
6 points •Uses appropriate vocabulary to give and exchange views on
(Good) the topic
•Occasional minor errors are accepted when trying to use
complex grammar or vocabulary.
•Uses simple grammatical forms and avoids the use of more
complex grammatical forms.
5 points •Uses appropriate vocabulary to give and exchange views on
(Pass) the topic, however it may become repetitive.
•Minor errors that hinder comprehension when using grammar
or vocabulary.
•Uses simple grammatical forms, but still makes significant
mistakes which hinders understanding.
•Uses basic vocabulary that serves the purpose of the task,
however, some isolated Spanish words are used.
3 points •Errors that hinder comprehension when using grammar or
(Fail) vocabulary.
•No attempt to use more complex grammar, nor variety of
vocabulary.
•Struggles to use simple grammatical forms.
•Struggles with basic vocabulary.
•Uses a lot of Spanglish to communicate.
1 point •Asks constantly to the teacher for the meaning or how some
(Inadequate) words are said in English.
•No attempt to use more complex grammar, or variety of
vocabulary.
Doesn’t produce enough grammar & vocabulary to assess.
0 points
*Adapted from the Cambridge speaking rubric for B2
Content and
Discourse Management
3+ minutes in total (B2.2)
Gives opinion and reason with examples
Relevant fully developed contributions
•Contributions are relevant, well developed, and there is
clear organization of ideas.
•Produces extended stretches of language with very little
hesitation.
•Seems comfortable and able to continue past the time
allotted.
•Uses a wide range of appropriate cohesive devices
(linkers, conjunctions), and discourse markers (transition
expressions)
Stays on the topic for the full time.
Produces extended stretches of language little hesitation.
Comfortable enough to complete the task.
Uses a range of appropriate cohesive devices, and
discourse markers.
Contributions are sufficiently developed, and there is
some repetition.
Produces sufficient language despite some hesitation.
Attempts to use some cohesive devices, and discourse
markers.
•Produces responses which are extended beyond short
phrases, despite hesitation.
•Contributions are not very relevant or lacking of
information.
•Uses basic cohesive devices and discourse markers or
some may be repeated several times.
•Produces short phrases or isolated ideas with lost of
hesitation which hinders comprehension
•Contributions are not relevant, lacking in development,
and have repetition.
•There’s minimal or no use of cohesive devices and
discourse markers.
Doesn’t produce enough to assess discourse management Doesn’t produce enough to assess comprehensibility
Comprehensibility
Talks fluently
Easily understood with appropriate pronunciation and
intonation for the level
Is intelligible.
Pronunciation is clear and easy to understand.
Intonation is appropriate to the level.
Is intelligible.
Pronunciation is mostly clear and easy to understand.
Intonation is mostly appropriate to the level.
Sentence and word stress is mostly accurate.
•Is intelligible, but 1-2 words/phrases are very difficult to
understand or incomprehensible.
•Pronunciation is generally clear and understandable.
•Intonation is generally appropriate to the level.
•Sentence and word stress are generally accurate.
•Ideas are understandable, but 3-4 words/phrases are
incomprehensible.
•The teacher has to listen carefully and make a guess at
the meaning at times.
•Intonation is barely appropriate to the level.
•Sentence and word stress are generally inaccurate.
•Most Ideas are incomprehensible.
•The teacher has to listen carefully and make a guess at
the meaning most of the time.
•Intonation is inappropriate to the level.
•Sentence and word stress are inaccurate.
Interaction
Responds effectively and coherently to participants and
/or moderator
•Responds and asks questions appropriately with little or
no hesitation to communicate with the other speaker.
•Maintains and develops the interaction and negotiates
meaning whenever it’s necessary.
•Responds and asks questions appropriately with very little
support from the teacher/classmate to communicate.
•Maintains and develops the interaction and negotiates
meaning with very little support whenever it’s necessary.
•Responds and asks questions appropriately despite some
hesitation and some support from the teacher/classmate
to communicate.
•Maintains and develops the interaction and negotiates
meaning with some prompting or support whenever it’s
necessary.
•Responds and asks some questions with hesitation.
•Minimum interaction and is not able to negotiate
meaning.
•Requires prompting or support to complete the task.
•Barely responds or asks some questions with great
hesitation.
•Minimum interaction and is not able to negotiate
meaning.
•Requires constant prompting or external support to
complete the task.
Doesn’t produce enough to assess interaction