START-UP 10 ORAL TEST 4

Escola: ________________________________

Teste Oral de Inglês Nível VI

Professor(a): __________________________ Data do teste: ___ /___ / ____

Conteúdos testados:
 Matéria lecionada no Block 4 – A World of Many Languages

Matriz do Teste

Objetivos / Conteúdos Estrutura Cotações Critérios de

Competências classificação
1. Expressar-se na língua 1. Responder Conteúdo Conteúdo:
2 pontos: muito relevante
inglesa com coerência e a perguntas (2 valores)
1 ponto: relevante
fluência. gerais sobre si Vocabulário Vocabulário:
2. Responder às questões próprio/a. (4 valores) 3-4pontos: muito variado e
colocadas. Organização apropriado ao tema
1-2 pontos: vocabulário
1. Expressar-se na língua 2. Descrever (2 valores)
limitado mas apropriado ao
inglesa com coerência e (uma) Gramática tema
fluência. imagem(ns) (4 valores) Organização:
2. Descrever uma imagem. relacionada(s) Pronúncia 2 pontos: muito bem
organizado
com um dos (3 valores)
1 ponto: suficientemente
temas Fluência bem organizado
abordados na (3 valores) Gramática:
unidade. Capacidade 3 -4 pontos: erros
gramaticais insignificantes
1. Expressar-se na língua 3. Manter um comunicativa
1-2 pontos: alguns/muitos
inglesa com coerência e diálogo com o (2 valores) erros gramaticais que não
fluência. colega sobre afetam a comunicação
2. Manter um diálogo. um dos temas Pronúncia:
3 pontos: boa pronúncia
abordados na 2 pontos: alguns erros de
unidade. pronúncia
1 ponto: muitos erros de
pronúncia
Fluência:
3 pontos: muito fluente
2 pontos: razoavelmente
fluente
1 ponto: pouco fluente
Capacidade
comunicativa:
2 pontos: boa capacidade
comunicativa
1 ponto: capacidade
comunicativa limitada

Virgínia Barros, Luísa Barros, Maria José Rodrigues, Vanessa Reis Esteves
START-UP 10 ORAL TEST 4

Oral Evaluation Test

Block 4: A world of many languages

This test is composed of the following three parts organised as follows:

 Part 1: Teacher-student interaction (4 minutes)
 Part 2: Individual student production (6 minutes)
 Part 3: Student-student interaction (5 minutes)

Oral Testing Method

Two students will be interviewed at a time. The oral interview will last approximately 10-15
minutes. The interview will be carried out as follows:
 Part 1: Informal conversation between the interviewer and both students.
 Part 2: Students will take turns to describe (an) image(s) related to the theme of the
block “A world of many languages” and answer the interviewer’s questions.
 Part 3: Both students will have a short conversation about a topic related to the
theme of the block: “A world of many languages.”

Objectives
The objective of part one is to get the students at ease so that they can relax a little and
gradually get into the spirit of the oral. General questions will be asked to check the student’s
general range of vocabulary and command of the language. Part two aims to check specific
vocabulary associated with the theme in question. The students will also be expected to
express their views and ideas on the topic and to answer the interviewer’s questions in a
direct manner with the appropriate vocabulary and language structures. Part three is
dedicated to evaluating the students’ ability to interact with each other and to maintain a short
conversation on the topic in question, using the appropriate vocabulary and language
structures to do the task they have been assigned.

Jury
The jury will be composed of two teachers: Teacher 1 (the students’ teacher will adopt the
role of the interviewer) and Teacher 2 (a teacher who is not currently teaching either of the
students doing the oral interview) who will evaluate the students doing the oral interview.

Evaluation
The students will be marked on a scale of 1-20 in accordance with the evaluation criteria. The
students’ performance should be recorded on the evaluation sheet provided.

Virgínia Barros, Luísa Barros, Maria José Rodrigues, Vanessa Reis Esteves
START-UP 10 ORAL TEST 4

Part1
Possible questions for the interviewer to ask each of the candidates:
 What’s your name?
 Where do you live?
 How many brothers and sisters do you have?
 What do you do in your free time?
 Who is your favourite singer/music group? Why?
 Do you like this school? Why?
 What is the thing that you like most about our school?
 Do you have a favourite subject? Why?
 Who is your favourite teacher? Why?
 Where did you have lunch today?
 What did you have for lunch?
 What do you like the most about our English lessons?
 Did you enjoy this unit about A world of many languages?
 Was there anything that you particularly enjoyed finding out about?
What?

Part 2
Instruction: Look at the pictures on the sheet and choose one that you
would like to talk about.

Student 1
Which image did you choose? Why?
 Image 1:
a. What can you see in these images?
b. Why do you think the person is asking, “Do you speak English?”
c. Do you think it is important to speak English nowadays?
d. What are the advantages of speaking English?
e. Why are you learning English?
f. What do you think that being able to speak English will do for you in
the future?
g. Do you think that students should be forced to learn English at
school? Why?

 Image 2:
a. What can you see in these images?
b. Where was the photo taken?
c. What is Hollywood famous for?
d. Would you like to go to Hollywood? Why?
e. Would you like to be a famous Hollywood star?
f. Do you think that celebrities have fantastic lives? Why?
g. Who is your favourite celebrity? Why?

Virgínia Barros, Luísa Barros, Maria José Rodrigues, Vanessa Reis Esteves
START-UP 10 ORAL TEST 4

Student 2
Which image did you choose? Why?

 Image 1:
a. What can you see in these images?
b. What is an exchange student?
c. Why did the boy in the picture become an exchange student?
d. Would you like to be an exchange student?
e. Where would you go and study?
f. What would you do in your free time?
g. What are the advantages/disadvantages of going abroad to study?

 Image 2:
a. What can you see in these images?
b. What do you think the first picture with the British and American
flags means?
c. How are these images related to the block that we are
studying/have just studied?
d. Is American and British English the same? Can you think of a
difference?
e. Can you give a few examples of a few words that are different in
American and British English?
f. Where do the people in the dialogue come from? What type of
English do they speak? What makes you say this?
g. What type of English do you understand better? Why?

Part 3
Instruction: You are now going to have a short conversation about a
situation that I am going to give you. You should try to keep the
conversation going so it’s a good idea to ask each other some follow-up
questions.

Topic

Student A: You want to go on an exchange programme to study abroad. But

first you have to convince your mother/father. Imagine that your partner is one
of your parents. Try to convince him/her to let you go on the exchange
programme. Explain where you want to go and how great it’ll be.

Student B: Your son/daughter wants to go on an exchange programme and

is trying to convince you to let him/her go. Listen carefully to his/her
arguments and decide if he/she can go or not. Remember to ask for
information and details about the programme in question.

Virgínia Barros, Luísa Barros, Maria José Rodrigues, Vanessa Reis Esteves
START-UP 10 ORAL TEST 4

School: ________________________________
Oral Evaluation Test

Student: _____________________________________ Date ___ /___ / ____

Topic: ________________________________________________________
Interviewer: ________________________ Assessor: ___________________
Overall Content (2 marks)
Focused on topic 2 1
Interesting/pertinent 2 1

Vocabulary (4 marks)
Rich and varied 4 3 2 1
Pertinent to topic 4 3 2 1
Collocation 4 3 2 1
Portuguese Interferences 4 3 2 1
Idiomatic Use 4 3 2 1
False friends 4 3 2 1

Organisation (2 marks)
General quality 2 1
Transition words/phrases 2 1
Repetitions and redundancies 2 1

Grammar (4 marks)
Syntax and structure 4 3 2 1
Tense usage 4 3 2 1
Word order/concord 4 3 2 1
Prepositions 4 3 2 1
Portuguese Interferences 4 3 2 1
Connectors /Linking expressions 4 3 2 1
Correct use of class grammar 4 3 2 1
Prepositional phrases/phrasal verbs 4 3 2 1

Pronunciation, sentence stress, intonation (3 marks)

Word Pronunciation 3 2 1
Sentence stress 3 2 1
Intonation 3 2 1
Natural rhythm 3 2 1
Consonant sounds 3 2 1
Vowel sounds 3 2 1

Fluency (3 marks)
Hesitation 3 2 1
Flowing speech 3 2 1
Expression of ideas 3 2 1
Listener effort 3 2 1

Audience awareness (2 marks)

Eye contact 2 1
Volume 2 1
Body language 2 1
Reference to notes 2 1

/20
Virgínia Barros, Luísa Barros, Maria José Rodrigues, Vanessa Reis Esteves
START-UP 10 ORAL TEST 4

Part 1
Positive aspects Negative aspects

Part 2
Positive aspects Negative aspects

Part 3
Positive aspects Negative aspects

Virgínia Barros, Luísa Barros, Maria José Rodrigues, Vanessa Reis Esteves
START-UP 10 ORAL TEST 4

Student 1

Image 1

Image 2

Student 2
Image 1

Image 2

Virgínia Barros, Luísa Barros, Maria José Rodrigues, Vanessa Reis Esteves
START-UP 10 ORAL TEST 4

Part 3
Have a short conversation about the following situation:

 Student A
You want to go on an exchange programme to study abroad. But first
you have to convince your mother/father. Imagine that your partner is
one of your parents. Try to convince him/her to let you go on the
exchange programme. Explain where you want to go and how great it’ll
be.
Student A Card
Here are some ideas to get you started:
 Explain what an exchange programme is.
 Explain the advantages that such a programme can bring.
 Explain that you have the opportunity of participating on an exchange
programme.
 Explain where you want to go.
 Explain where you’ll stay.
 Explain what you’ll do when you are there.
 Explain how you’ll pay for this.
 Beg to go.

 Student B
Your son/daughter wants to go on an exchange programme and is
trying to convince you to let him/her go. Listen carefully to his/her
arguments and decide if he/she can go or not. Remember to ask for
information and details about the programme in question.

Student B Card
Here are some questions that you can ask your son/daughter to get you
started:
 Ask what an exchange programme is.
 Ask what the advantages are that such a programme can bring.
 Ask where he/she wants to go.
 Ask where he/she’ll stay.
 Ask what he/she’ll do when he/she is there.

Virgínia Barros, Luísa Barros, Maria José Rodrigues, Vanessa Reis Esteves
START-UP 10 ORAL TEST 4

 Ask how he/she will pay for this.

 Give and justify your answer.
Remember to give good concrete reasons so that your son/daughter will
accept your decision.

Virgínia Barros, Luísa Barros, Maria José Rodrigues, Vanessa Reis Esteves