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CERTIFICACIN ORAL EXAM

1. What does the exam consist of?


Information taken from the Gua del Candidato for Intermediate
Nmero de tareas: 2 tareas, una de carcter monolgico y otra
interactiva, con una ponderacin del 50% cada una.
Se llevara a cabo por parejas, y en caso de nmero impar de candidatos, por
tros, alargando de manera proporcional el tiempo de la prueba. Cuando el
candidato sea nico realizara la parte dialgica con el profesorado.
Las instrucciones para realizar bien la prueba estarn expuestas en la
puerta del aula para que los candidatos puedan familiarizarse con las fases
de la misma y sepan lo que tienen que hacer. Recibirn, asimismo, el
material necesario para realizar las dos tareas.
Descripcin de cada fase:
Preparacin: Se entregara a los candidatos el material necesario para que
puedan preparar individualmente la tarea del monologo y del dialogo
(imgenes, textos, situaciones,...). Dispondrn de unos 10 minutos para la
preparacin de ambas tareas, durante la cual podrn realizar un esquema
que les sirva de gua para la exposicin del monologo.
Presentacin: Despus de comprobar la identidad de los candidatos, se
sientan a una distancia adecuada. Los candidatos se presentan y la prueba
empieza. Durante la prueba todas las intervenciones de los candidatos
sirven para demostrar su dominio de la lengua.
Monlogo: En esta fase cada candidato har una breve exposicin o
charla durante unos 3 a 3.30 minutos sobre el tema de la ficha. El
examinador indicara a cada uno de los candidatos el momento de empezar
y les har una seal para que terminen la exposicin de manera adecuada.
Durante la exposicin, los examinadores no intervienen, salvo si se rompe la
comunicacin o si la produccin no se adecua a la consigna.
Interaccin: El examinador invita a los candidatos a iniciar la segunda
parte de la prueba, una situacin en la que ambos tienen que intervenir,
siguiendo las directrices del material de soporte, intercambiando
informacin, resolviendo una situacin, discutiendo sobre un tema, llegando
a un acuerdo, ... Durante la interaccin entre los candidatos, los
examinadores procuraran no intervenir. Esta fase dura de 5 a 6 minutos
cuando interactan dos candidatos. En el caso de ser tres candidatos, la
interaccin se prolongara de 7.30 a 9 minutos.

PART 1 MONOLOGUE

Here you have an example of what you would have to say in a monologue (this is an
example of the intermediate level, but it works for all levels). First, read the instructions,
found in the grey area. In the white area, you have some of the ideas that you can
include in your monologue, but you could also add some of your own.
Here are some of the elements you have to add to your monologue, and the colour in
which you are going to find them in the example:

Specific vocabulary related to school


Grammar structures we should be able to use at an intermediate level (mix of all
grammar tenses, conditionals, modals everything that shows that you master the
language enough. Do not only use present simple and past simple!).
Connectors (use them whenever you can, specially at the beginning of each
paragraph, to show that you are able to structure your monologue well).

Hello, my name is X, I am X years old, and I live in X.


Today, I am here to talk about education / Today, I am going to talk about education.
First of all, I would like to mention that education today is very different from what our
parents experienced. Discipline in schools in the past was very strict. It was very
normal to go to a boarding school or a religious school. People had to behave very
well, or the teachers could punish them or hit them. Also, in the past, pupils had to
learn everything by heart. There wasnt any space for having fun in the classroom.
Now, I would like to talk about my own education. When I was at school, my favourite
subject was history because I am very interested in the culture of the different places I
visit. I think it is very important to know where we come from.
I went to a state school, and then I studied secondary school in a high school. My exam
results were good, and I liked my teachers and the other pupils, but on the other hand,
I hated my timetable, as we started very early in the morning and we didnt have any
free afternoons.
Thirdly, I am going to talk about some specific subjects, like physical education. In my
opinion, this subject is essential in todays education, as we need a healthy body, and
not many people pay attention to this.
Physical education is important, but also other subjects that are not very popular in
schools nowadays, as for example, home economics, both for boys and for girls. If we
have subjects like art in our schools, we should have others that are more useful for
our lives.
Finally, I am going to mention some good and bad aspects of education nowadays.
Something which I think is very bad is that we are making school easier and easier,
and our pupils know less and less. We need to find good solutions for our educational
problems, which really exist, but making our educational system simpler is not a
solution. We need something to motivate our students. However, I believe that
introducing technology in the classroom has been a very good idea. Computers and
moving images are very motivational for children and young adults. In addition, I think it
is important to teach them how to use computers since they are children, as in the
future, all our students will have computers, and notebooks will belong to the past.
To sum up / In conclusion, I would like to say that education has changed a lot in the
last 40 years or so, but probably not enough. We still need to introduce a lot of changes
to make the system better.

PART 2 DIALOGUE

The most important things to consider in the dialogue are interaction and exchange of
opinions. Therefore, turn-taking and the use of words/phrases to express opinions will
be positively graded. Also take into account that you need to reach a final decision. It
doesnt matter who wins or loses, or you could also decide something that satisfies
each of you.

2. How is the oral exam (monologue and dialogue) evaluated?


Information obtained from the Gua del Candidato 2011-2012
La prueba oral normalmente se realiza en parejas o en tros, ante un tribunal de dos profesores,
cuando sea posible. Cada profesor evala a los dos candidatos siguiendo los criterios de
evaluacin establecidos para el nivel, que evalan los siguientes aspectos:
ADECUACIN
Se refiere al cumplimiento de la tarea: si la informacin est relacionada con el tema y la tarea,
si sigue las pautas o puntos que conforman dicha tarea, respetando los tiempos de intervencin
establecidos en las instrucciones y si la extensin se ajusta a lo requerido. En la fase de
interaccin, el candidato demuestra si sabe iniciar, mantener o terminar una conversacin o
pedir aclaraciones cuando no entiende.
COHERENCIA Y COHESIN
Se refiere a la organizacin de la informacin y de las ideas de manera lgica de modo que el
discurso sea fcilmente comprensible.
FLUIDEZ
Se refiere a la capacidad de expresarse con un ritmo lo suficientemente regular para no
interrumpir la comunicacin con vacilaciones o pausas excesivas o demasiado largas para el
nivel.
RIQUEZA
Se refiere a la variedad y precisin de la informacin, el lxico y las estructuras utilizadas en la
medida en que la situacin comunicativa lo demande y el nivel de competencia lo permita.
CORRECCIN
Se refiere al uso correcto de las estructuras gramaticales, el lxico y la correccin formal en la
Pronunciacin

Helpful ways of expressing yourself (no matter the level):

Cmo estructurar un monlogo


Si ests preparando un monlogo para un examen oral oficial, por ejemplo, en la
Escuela Oficial de Idiomas, o en cualquier otra institucin, sta explicacin te
puede venir bien. No se trata de hablar simplemente, sino de estructurar tu
intervencin correctamente, utilizando una serie de phrases que den cohesin y
calidad a tu monlogo.
Os voy a poner aqu una gua que pueden utilizar tanto alumnos de B1 como de
B2.
1) DIVIDIR TU MONLOGO

Ive divided my presentation/speech/monologue/ into three/four main parts.

In my presentation/speech/monologue Ill focus on three/four major issues.

2) TO GRAB THE ATTENTION OF THE AUDIENCE, YOU MAY EMPLOY

Rhetorical questions
Example: Are children and teenagers watching too much TV these days?
Remember that when you ask a rhetorical question you dont have to answer it, its
just used to make the audience think and make your topic more interesting.

Interesting facts
Examples: according to an article I read recently, / Did you know that? / I
would like to share an amazing fact/figure with you.

Stories
Examples: Let me tell you what happened to me/ Suppose/ Imagine/ Say
(=imagine)

Problems to think about


Examples: Suppose you wanted to/ Imagine you had to / What would be your
first step?

Quotations (citas, cosas que alguien conocido/ famoso ha dicho)7


Examples: as once said, / To quote a well-known writer, / To put it in the
words of
3) INTRODUCING A POINT

First of all, I would like to point out

The main problem is

The question of

Speaking of

4) ENUMERATION OF POINTS (if you provide several reasons, factors or


arguments in a row)

First of all, I would like to say

In addition to that

Moreover,

Furthermore,

Another example of this is

First, second, third

Finally,

5) MOVING TO THE NEXT POINT

This leads directly to my next point.

This brings us to the next question.

Lets now move on to

After examining this point, lets turn to

Lets now take a look at

6) GOING BACK (para mencionar algo que se ha dicho anteriormente)

As I said/ mentioned earlier

Let me come back to what I said before

Lets go back to what we were discussing earlier.

As Ive already explained,

As I pointed out in the first section,

7) STATING SOMETHING AS A FACT

As everyone knows

It is generally accepted that

There can be no doubt that

It is a fact that

Nobody will deny that

Everyone knows that

8) GIVING YOUR OPINION NEUTRALLY

I think

I feel that

In my opinion,

As far as Im concerned

As I see it

In my view

I tend to think that

From my point of view

9) GIVING A STRONG OPINION

Im absolutely convinced that

Im sure that

I strongly believe that

I have no doubt that

There is no doubt that

I am absolutely certain that

10) EXPRESSING UNCERTAINTY

I definitely doubt if that

I am not sure that

I am not certain that

As far as I know

11) GIVING REASONS

The reasons for this is (that)

I base my argument on

I tell you all this because

12) REPHRASING OPINIONS (para volver a explicar algo, si pensamos que no ha


quedado claro)

What I mean to say was (lo que he querido decir es)

Let me put this another way (voy a decirlo de otra forma)

Perhaps Im not making myself clear

The basic idea is

One way of looking at it is

Another way of looking at it is

What I want to say is

13) INDICATING THE END OF YOUR TALK

Im now approaching the end of my presentation.

Well, this brings me to the end of my presentation.

As a final point, I would like to say

Finally, I would like to highlight one key issue.

14) DRAWING CONCLUSIONS AND SUMMING UP

The obvious conclusion is

Last but not least

The only possible solution/conclusion is

In conclusion we can say that

To cut a long story short,

Just to give you the main points again, (en resumen, resumiendo)