This document provides instructions for an oral expression and interaction exam consisting of two tasks to be completed in pairs or groups of three. For task one, candidates will have 3-4 minutes to do an individual monologue on a given topic. For task two, candidates will have 7 minutes to participate in a dialogue on another given topic with their partner(s). The exam is aimed at assessing oral proficiency at the intermediate level over 35 minutes. Candidates are provided with topic cards and given 15 minutes to prepare before completing the two tasks.
This document contains speaking test sheets for various levels (Nivel Intermedio) of Spanish language exams. Each test sheet provides instructions for two speaking tasks: a monologue on a given topic and a dialogue on various topics related to relationships, opinions, daily life situations, travel and transportation. The monologues and dialogues present scenarios for students to practice describing, explaining and debating in Spanish.
This document contains speaking test sheets for an intermediate level Spanish class. It provides tasks and prompts for student dialogues and monologues on various topics. The tasks involve comparing opinions, making plans, apologizing, asking for and offering help, and discussing rules and etiquette. Students are prompted to use modal verbs and hedging language in their roleplays. There are multiple models with different topic prompts for students to choose from.
This document provides speaking test sheets for an intermediate level Spanish test. It includes 5 different test models (A and B versions) that contain instructions for two speaking tasks: a monologue and a dialogue. For the monologue, candidates are given topics to prepare a short speech about, such as films, dreams, or life without technology. For the dialogue, they are given scenarios to engage in a role-play conversation, like making a complaint at a phone shop or planning a surprise party. The test is designed to evaluate candidates' speaking abilities in these communicative tasks.
Practice makes perfect spanish past tense verbsSaibal Banerjee
1) The document discusses the various past tenses in Spanish, noting there are many that can be confusing for language learners.
2) It explains that the past tenses are important for communicating details about past events and circumstances, avoiding misunderstandings.
3) The imperfect tense is described as denoting ongoing or habitual past actions, while the preterite is used to narrate single, definite past actions.
This document contains terms of use for an eBook titled "Just Enough Spanish Grammar Illustrated". It outlines that the copyright is held by McGraw-Hill and that users are only permitted to use the content for personal, noncommercial purposes. McGraw-Hill disclaims all warranties and guarantees regarding the accuracy of the content. Under no circumstances will McGraw-Hill be liable for any direct, indirect, or consequential damages resulting from use of the content.
The document outlines an oral English exam with two parts: an interview and a conversation. It provides guidance on the exam structure and skills that will be assessed, including listening, conversation management, and resolving misunderstandings. Effective communication strategies and tools for speaking such as paraphrasing are discussed. Sample conversations demonstrate how misunderstandings can be repaired through clarification and rephrasing. The document concludes with potential discussion topics for the exam conversation portion.
This document is from a Spanish language school in Cartagena, Colombia. It is about a lesson on colloquial English vocabulary used in songs. The lesson introduces common slang terms and their standard English translations. It then discusses the use of acronyms in text messages and asks students to complete example text messages using appropriate acronyms. Students are also asked to transform a sample conversation into a text message chat using acronyms and omitting unnecessary grammar.
The document contains directions for a listening section of a test. It has four parts with pictures or short conversations that will be spoken aloud three times without being written. Students must choose the best response that matches what they hear. Part I involves choosing a sentence that describes a picture. Part II involves choosing the best response to questions. Part III involves understanding short conversations and choosing the best answer to questions about them. Part IV involves listening to short talks and choosing the best answer to questions about the talks. The listening section tests students' ability to comprehend spoken English and accurately choose responses without written transcripts.
This document contains speaking test sheets for various levels (Nivel Intermedio) of Spanish language exams. Each test sheet provides instructions for two speaking tasks: a monologue on a given topic and a dialogue on various topics related to relationships, opinions, daily life situations, travel and transportation. The monologues and dialogues present scenarios for students to practice describing, explaining and debating in Spanish.
This document contains speaking test sheets for an intermediate level Spanish class. It provides tasks and prompts for student dialogues and monologues on various topics. The tasks involve comparing opinions, making plans, apologizing, asking for and offering help, and discussing rules and etiquette. Students are prompted to use modal verbs and hedging language in their roleplays. There are multiple models with different topic prompts for students to choose from.
This document provides speaking test sheets for an intermediate level Spanish test. It includes 5 different test models (A and B versions) that contain instructions for two speaking tasks: a monologue and a dialogue. For the monologue, candidates are given topics to prepare a short speech about, such as films, dreams, or life without technology. For the dialogue, they are given scenarios to engage in a role-play conversation, like making a complaint at a phone shop or planning a surprise party. The test is designed to evaluate candidates' speaking abilities in these communicative tasks.
Practice makes perfect spanish past tense verbsSaibal Banerjee
1) The document discusses the various past tenses in Spanish, noting there are many that can be confusing for language learners.
2) It explains that the past tenses are important for communicating details about past events and circumstances, avoiding misunderstandings.
3) The imperfect tense is described as denoting ongoing or habitual past actions, while the preterite is used to narrate single, definite past actions.
This document contains terms of use for an eBook titled "Just Enough Spanish Grammar Illustrated". It outlines that the copyright is held by McGraw-Hill and that users are only permitted to use the content for personal, noncommercial purposes. McGraw-Hill disclaims all warranties and guarantees regarding the accuracy of the content. Under no circumstances will McGraw-Hill be liable for any direct, indirect, or consequential damages resulting from use of the content.
The document outlines an oral English exam with two parts: an interview and a conversation. It provides guidance on the exam structure and skills that will be assessed, including listening, conversation management, and resolving misunderstandings. Effective communication strategies and tools for speaking such as paraphrasing are discussed. Sample conversations demonstrate how misunderstandings can be repaired through clarification and rephrasing. The document concludes with potential discussion topics for the exam conversation portion.
This document is from a Spanish language school in Cartagena, Colombia. It is about a lesson on colloquial English vocabulary used in songs. The lesson introduces common slang terms and their standard English translations. It then discusses the use of acronyms in text messages and asks students to complete example text messages using appropriate acronyms. Students are also asked to transform a sample conversation into a text message chat using acronyms and omitting unnecessary grammar.
The document contains directions for a listening section of a test. It has four parts with pictures or short conversations that will be spoken aloud three times without being written. Students must choose the best response that matches what they hear. Part I involves choosing a sentence that describes a picture. Part II involves choosing the best response to questions. Part III involves understanding short conversations and choosing the best answer to questions about them. Part IV involves listening to short talks and choosing the best answer to questions about the talks. The listening section tests students' ability to comprehend spoken English and accurately choose responses without written transcripts.
This document provides an overview and sample test of the Cambridge English: First Speaking exam, with examiner comments on the performance of two candidates, Victoria and Edward.
The test consists of 4 parts that assess grammar, vocabulary, discourse management, pronunciation, and interactive communication. Both candidates performed well overall, but the examiner provides feedback on areas for improvement for each candidate, such as developing ideas more fully and reducing grammatical errors. The examiner's comments aim to help familiarize test-takers with the exam format and criteria, and provide tips for effective performance.
A 4 module course for students of English or other. Full multi media links and resource community extras. Available here. http://eflclassroom.com/store/products/power-of-presentations/
This document provides information about an Intermediate English I course for a student named Omar Noe Robles Hernandez. It outlines the course topics which include life, entertainment, hotels, resources, and relationships. It covers grammar topics such as the present perfect, past continuous, and count/non-count nouns. It also includes the student's conclusion and reflection on what they learned in the course.
This document provides practice materials for the TOEIC listening and reading exam, including:
- A listening exercise on question-response questions and error recognition
- A reading exercise on text completion and error recognition questions involving completing sentences and identifying incorrect parts of sentences
- Background information on gerunds and infinitives and verbs that take gerund or infinitive forms
This document provides information about how to prepare for a trip. It includes questions to answer in 30 and 60 seconds about past trips and what items are usually taken. It also contains vocabulary related to travel preparation, idioms, grammar structures, and discussion topics about creating a travel preparation checklist. Students are given homework to improve areas like vocabulary, grammar and pronunciation by taking related lessons.
For our first project you’ll have to write, you guessed it, all ab.docxrhetttrevannion
For our first project you’ll have to write, you guessed it, all about yourself. It’ll be divided in 5 parts and it must be written COMPLETELY in Spanish. I don’t need complicated super long sentences, your phrases can be short and simple, but they must be in Spanish. You’ll upload a Word document or a PowerPoint presentation. If you decide to include videos (strongly encouraged) you can upload the files separately or embed the links on the document or presentation. Have fun!
Parte 1. Presentación
In this part you’ll introduce yourself. You’ll write your name, your age, where you’re from, what you do, your favorite color and something funny or interesting about yourself. You can include pictures, drawings, videos or anything else you like.
Parte 2. Collage
You’ll make a collage with at least 15 pictures of things that you like or that you think describe you. You can do this electronically, by downloading some pictures online and pasting them together, or old school style, cutting up some magazines and gluing the images to cardboard or paper and then taking a picture of it. Be as creative as you want.
Part 3. Frases
Select 10 images that you used for the collage and write one full sentence about each of them using AR verbs. You can use any subject pronoun that you want.
Choose another 5 images from your collage and write one full sentence about each of them using the verb GUSTAR.
Parte 4. Tu familia
For this part you’ll choose 5 members of your family, write a sentence about each one and then write a short paragraph about things you like to do together. You can include pictures, drawings, videos or anything else you like.
Parte 5. Anuncio
Choose one activity, product or artist that you like and find an ad for it in Spanish. It can be a magazine or online ad, a commercial, a video, or any other type of ad. Share it and write a short paragraph describing it, or reenact it. If you choose to reenact it you can take a similar picture to the one in the ad or make a short video, it doesn't have to be professional.
You can be as creative and use as many different elements as you want. It's a great opportunity to show your personality!
Do not use Google Translate or any other translation website. It’s totally valid, and even encouraged, to look up certain words if you don’t know them, but just words, not full phrases. Like we talked about on the first module, if you just translate your work using a translation website (it’s obvious when you do), you’ll get a 0 on the assignment.
You’ll have two weeks to turn in your first Project. This is a very important assignment because it’s worth 10 points. You have to be very careful with grammar on this one. I usually don’t care that much about proper grammar in beginners’ classes cause I want you all to feel comfortable with the language first, but since this is a big part of your grade and you’ll have two weeks to complete it, I’ll be grading grammar too. I expect you to use everything we've le.
This document outlines the steps for a group of students - Yojaira Marrugo Torrente, Leonardo Mendoza, Sandra Beleño, and Anderson Rivera - to complete writing and speaking assignments for their English II course taught by Sammy Alberto Mendoza. It provides details on choosing movies to discuss, writing synopses of the movies in groups, recording short speeches about movies, and presenting the assignments to the teacher. The document also includes links to video recordings uploaded by each student.
This document provides instructions for a learning activity that teaches how to guide people around places. It consists of 6 tasks where students learn vocabulary for describing houses and workplaces, rent an apartment and buy furniture, decorate their place, create a presentation about their home, and give a tour of their place in an interview. The final tasks involve guiding friends to a party and making a video tour of interesting places in their city. The goal is to learn how to convey location details to give and follow instructions.
NOTE These are the instructions for the entire speech. For this.docxdunhamadell
This document provides instructions for students completing an informative speech on the culture of a country other than the United States. Students must choose a country from the approved list, find three academic sources using the provided library guide, and write a formal outline. The outline must include an introduction, three main points about the country's geography/history, culture, and communication behaviors, citations of sources, and a conclusion. Students will record their speech, including their audience at the beginning and end, and upload it to YouTube to submit.
The document outlines four methodologies for teaching English: Communicative Language Teaching, Natural Approach, Whole Language, and Experiential Learning. It then provides four sections of activities for students to complete, focusing on topics like greetings, movies, cars, and personal appearance. The activities include role plays, presentations, surveys, essays, and exercises to practice grammar and vocabulary. The purpose is for students to practice their English skills while discussing real-world topics through communicative and experiential activities.
This document provides a summary of a learning module on hortatory exposition texts. It includes definitions of key terms, the generic structure and social function. It also outlines important language features such as grammar, vocabulary and common expressions. The document summarizes learning activities that help understand the nature of hortatory texts, identify their key components, and provide examples of creating advertisements and expressing suggestions. It concludes with a reflection on what was learned, likes, needs for improvement and answers to a formative test.
YouJuice is hiring a new Sales and Marketing Director based in Sao Paulo, Brazil. Three candidates are being considered: Juana Ramos from Mexico, Chantal Lefevre from Switzerland, and Jeff Sanderson from the US. Juana is 30 years old, married with two young children. Chantal is 41, divorced with one young child. Jeff is 54 and single. The strengths and weaknesses of each candidate must be discussed to decide who is best for the position.
Speech Environment and Recording Requirements• You must have a.docxsusanschei
Speech Environment and Recording Requirements
• You must have an audience of at least 5 adults 18 years or older for all speeches. The audience must be live and in person, that is, physically present. Virtual attendance is not permitted. Your video recording must show the 5 individuals sitting as ENGAGED audience members. The audience should be visible before, during, and after the speech and you should be facing your audience. The camera should be placed behind your audience.
• You are required to record and post all 3 speeches in order to earn a passing grade in this course.
• The video must be of a high enough quality that the instructor is able to see your full facial expressions and gestures. Your instructor will need to be able to hear your voice very clearly. You risk a failing grade if your instructor is not able to discern facial expressions or subtle changes of vocal intonation on the recording.
• Be sure to record your presentation from head to toe. Your instructor needs to be able to see your posture and other elements.
• Be certain to record your video in landscape (wide), not portrait (tall).
• You may not stop the recording and re-record a section of your speech. What you
submit must be a complete presentation from start to finish with NO EDITING. You could record your speech a few times and then pick the best presentation to send. Just make sure you only submit one copy of your best speech.
• You will upload your speech following the YouTube directions and proper privacy guidelines. Speech capture directions and instructions are in Module 1 of the Blackboard online classroom.
• Be certain to provide a video link to your speech that is available for your instructor and college administrators to view without requiring passwords or special permissions. Submitting a link that does not immediately provide this access results in a failing grade for your speech and could result in a failing grade for the course. You cannot use Google Hangouts or other mediated communication in place of a live audience. Your live audience must be physically present at the location you deliver your speech.
• Any attempt to circumvent live speech audience requirements perceived by your instructor as deceptive, dishonest or otherwise disingenuous results in a zero for your speech with no opportunity to make it up and may result in a failing grade in the course and referral to the appropriate FSCJ administrative official for academic dishonesty.
• The video link (URL) you provide for your speech must remain posted, active and viewable until 14 calendar days following the official scheduled end of the semester, according to the official FSCJ academic calendar. Removing your speech from the URL or link you provide automatically reverts any score you have to a zero and will result in a failing grade for the course.
• Attempts to work around presenting in front of a live audience are considered academic dishonesty.
• Posting your speech on a screen or readin.
The document describes an idiom presentation project for an English class. Students will be assigned to present on three idioms to their classmates, including writing a dialogue demonstrating use of the idioms and creating a short PowerPoint. They will practice their dialogue before presenting. Classmates will take notes during presentations to study idioms for tests. Example presentation guidelines are provided for a phrasal verbs presentation with similar requirements of a dialogue, PowerPoint, and delivering the presentation with a partner.
Rhona is experimenting with using video in her English lessons. Her first attempt failed due to slow downloading of videos onto multiple computers simultaneously. She overcame this by dividing students and tasks. For future lessons, she learns to think more about listening task design so students can focus without rewinding videos. The most useful advice is to base tasks on natural listening strategies to develop skills effectively.
The document contains instructions and sample dialogues for language exams at the intermediate level. It provides tasks and models for students to practice their speaking skills. For Task 2, it gives a scenario where one student has been offered a new job and the students must have a dialogue discussing the pros and cons. It provides details about their current and potential new jobs to consider in the discussion. It then gives another sample dialogue task and models for students to practice their conversational skills.
Cambridge face2 face - upper intermediate students bookSusana Martins
This document provides publishing information for an English language textbook. It lists the ISBN numbers and publication details for the student's book, workbook, teacher's book, audio CDs and cassettes, and network CD-ROM. It also notes that Cambridge University Press has no responsibility for external websites referenced in the publication. The summary focuses on the key publishing details provided in the document in 3 sentences or less.
Here are 3 things about myself:
1. __________________________
2. __________________________
3. __________________________
Thank you for listening. Any questions?
PRESENT A TOPIC
Good __________________________. Today I want to talk about _________________.
Introduction: ___________________________________________________________
Body:
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
Conclusion: In summary, _________________________________________________.
Thank you for listening. Any questions?
PRESENT A GRAPH
Good __________________________. I want to present some information from this graph
about ___________________________.
As you can see from the
This document provides a lesson plan for teaching students how to write paragraphs with topic and detail sentences. It includes 6 steps: 1) introducing topic/detail sentences; 2) analyzing example paragraphs; 3) practicing writing topic sentences and matching details; 4) optional additional practice; 5) group activity to organize sentences into paragraphs; 6) individual writing of a paragraph describing a street scene using a topic sentence and details. The goal is for students to learn to organize writing around a main idea and provide supporting details.
This document provides a review of various grammar topics for the third term of an intermediate English course, including verb tenses, the passive voice, modal verbs of deduction, conditional sentences, relative clauses, reported speech, gerunds and infinitives, and vocabulary related to cinema, the body, education, houses, word building, and work. Key grammar structures like tense changes in reported speech and uses of gerunds and infinitives are explained. Exercises are provided to practice these grammar concepts.
This document provides an overview and sample test of the Cambridge English: First Speaking exam, with examiner comments on the performance of two candidates, Victoria and Edward.
The test consists of 4 parts that assess grammar, vocabulary, discourse management, pronunciation, and interactive communication. Both candidates performed well overall, but the examiner provides feedback on areas for improvement for each candidate, such as developing ideas more fully and reducing grammatical errors. The examiner's comments aim to help familiarize test-takers with the exam format and criteria, and provide tips for effective performance.
A 4 module course for students of English or other. Full multi media links and resource community extras. Available here. http://eflclassroom.com/store/products/power-of-presentations/
This document provides information about an Intermediate English I course for a student named Omar Noe Robles Hernandez. It outlines the course topics which include life, entertainment, hotels, resources, and relationships. It covers grammar topics such as the present perfect, past continuous, and count/non-count nouns. It also includes the student's conclusion and reflection on what they learned in the course.
This document provides practice materials for the TOEIC listening and reading exam, including:
- A listening exercise on question-response questions and error recognition
- A reading exercise on text completion and error recognition questions involving completing sentences and identifying incorrect parts of sentences
- Background information on gerunds and infinitives and verbs that take gerund or infinitive forms
This document provides information about how to prepare for a trip. It includes questions to answer in 30 and 60 seconds about past trips and what items are usually taken. It also contains vocabulary related to travel preparation, idioms, grammar structures, and discussion topics about creating a travel preparation checklist. Students are given homework to improve areas like vocabulary, grammar and pronunciation by taking related lessons.
For our first project you’ll have to write, you guessed it, all ab.docxrhetttrevannion
For our first project you’ll have to write, you guessed it, all about yourself. It’ll be divided in 5 parts and it must be written COMPLETELY in Spanish. I don’t need complicated super long sentences, your phrases can be short and simple, but they must be in Spanish. You’ll upload a Word document or a PowerPoint presentation. If you decide to include videos (strongly encouraged) you can upload the files separately or embed the links on the document or presentation. Have fun!
Parte 1. Presentación
In this part you’ll introduce yourself. You’ll write your name, your age, where you’re from, what you do, your favorite color and something funny or interesting about yourself. You can include pictures, drawings, videos or anything else you like.
Parte 2. Collage
You’ll make a collage with at least 15 pictures of things that you like or that you think describe you. You can do this electronically, by downloading some pictures online and pasting them together, or old school style, cutting up some magazines and gluing the images to cardboard or paper and then taking a picture of it. Be as creative as you want.
Part 3. Frases
Select 10 images that you used for the collage and write one full sentence about each of them using AR verbs. You can use any subject pronoun that you want.
Choose another 5 images from your collage and write one full sentence about each of them using the verb GUSTAR.
Parte 4. Tu familia
For this part you’ll choose 5 members of your family, write a sentence about each one and then write a short paragraph about things you like to do together. You can include pictures, drawings, videos or anything else you like.
Parte 5. Anuncio
Choose one activity, product or artist that you like and find an ad for it in Spanish. It can be a magazine or online ad, a commercial, a video, or any other type of ad. Share it and write a short paragraph describing it, or reenact it. If you choose to reenact it you can take a similar picture to the one in the ad or make a short video, it doesn't have to be professional.
You can be as creative and use as many different elements as you want. It's a great opportunity to show your personality!
Do not use Google Translate or any other translation website. It’s totally valid, and even encouraged, to look up certain words if you don’t know them, but just words, not full phrases. Like we talked about on the first module, if you just translate your work using a translation website (it’s obvious when you do), you’ll get a 0 on the assignment.
You’ll have two weeks to turn in your first Project. This is a very important assignment because it’s worth 10 points. You have to be very careful with grammar on this one. I usually don’t care that much about proper grammar in beginners’ classes cause I want you all to feel comfortable with the language first, but since this is a big part of your grade and you’ll have two weeks to complete it, I’ll be grading grammar too. I expect you to use everything we've le.
This document outlines the steps for a group of students - Yojaira Marrugo Torrente, Leonardo Mendoza, Sandra Beleño, and Anderson Rivera - to complete writing and speaking assignments for their English II course taught by Sammy Alberto Mendoza. It provides details on choosing movies to discuss, writing synopses of the movies in groups, recording short speeches about movies, and presenting the assignments to the teacher. The document also includes links to video recordings uploaded by each student.
This document provides instructions for a learning activity that teaches how to guide people around places. It consists of 6 tasks where students learn vocabulary for describing houses and workplaces, rent an apartment and buy furniture, decorate their place, create a presentation about their home, and give a tour of their place in an interview. The final tasks involve guiding friends to a party and making a video tour of interesting places in their city. The goal is to learn how to convey location details to give and follow instructions.
NOTE These are the instructions for the entire speech. For this.docxdunhamadell
This document provides instructions for students completing an informative speech on the culture of a country other than the United States. Students must choose a country from the approved list, find three academic sources using the provided library guide, and write a formal outline. The outline must include an introduction, three main points about the country's geography/history, culture, and communication behaviors, citations of sources, and a conclusion. Students will record their speech, including their audience at the beginning and end, and upload it to YouTube to submit.
The document outlines four methodologies for teaching English: Communicative Language Teaching, Natural Approach, Whole Language, and Experiential Learning. It then provides four sections of activities for students to complete, focusing on topics like greetings, movies, cars, and personal appearance. The activities include role plays, presentations, surveys, essays, and exercises to practice grammar and vocabulary. The purpose is for students to practice their English skills while discussing real-world topics through communicative and experiential activities.
This document provides a summary of a learning module on hortatory exposition texts. It includes definitions of key terms, the generic structure and social function. It also outlines important language features such as grammar, vocabulary and common expressions. The document summarizes learning activities that help understand the nature of hortatory texts, identify their key components, and provide examples of creating advertisements and expressing suggestions. It concludes with a reflection on what was learned, likes, needs for improvement and answers to a formative test.
YouJuice is hiring a new Sales and Marketing Director based in Sao Paulo, Brazil. Three candidates are being considered: Juana Ramos from Mexico, Chantal Lefevre from Switzerland, and Jeff Sanderson from the US. Juana is 30 years old, married with two young children. Chantal is 41, divorced with one young child. Jeff is 54 and single. The strengths and weaknesses of each candidate must be discussed to decide who is best for the position.
Speech Environment and Recording Requirements• You must have a.docxsusanschei
Speech Environment and Recording Requirements
• You must have an audience of at least 5 adults 18 years or older for all speeches. The audience must be live and in person, that is, physically present. Virtual attendance is not permitted. Your video recording must show the 5 individuals sitting as ENGAGED audience members. The audience should be visible before, during, and after the speech and you should be facing your audience. The camera should be placed behind your audience.
• You are required to record and post all 3 speeches in order to earn a passing grade in this course.
• The video must be of a high enough quality that the instructor is able to see your full facial expressions and gestures. Your instructor will need to be able to hear your voice very clearly. You risk a failing grade if your instructor is not able to discern facial expressions or subtle changes of vocal intonation on the recording.
• Be sure to record your presentation from head to toe. Your instructor needs to be able to see your posture and other elements.
• Be certain to record your video in landscape (wide), not portrait (tall).
• You may not stop the recording and re-record a section of your speech. What you
submit must be a complete presentation from start to finish with NO EDITING. You could record your speech a few times and then pick the best presentation to send. Just make sure you only submit one copy of your best speech.
• You will upload your speech following the YouTube directions and proper privacy guidelines. Speech capture directions and instructions are in Module 1 of the Blackboard online classroom.
• Be certain to provide a video link to your speech that is available for your instructor and college administrators to view without requiring passwords or special permissions. Submitting a link that does not immediately provide this access results in a failing grade for your speech and could result in a failing grade for the course. You cannot use Google Hangouts or other mediated communication in place of a live audience. Your live audience must be physically present at the location you deliver your speech.
• Any attempt to circumvent live speech audience requirements perceived by your instructor as deceptive, dishonest or otherwise disingenuous results in a zero for your speech with no opportunity to make it up and may result in a failing grade in the course and referral to the appropriate FSCJ administrative official for academic dishonesty.
• The video link (URL) you provide for your speech must remain posted, active and viewable until 14 calendar days following the official scheduled end of the semester, according to the official FSCJ academic calendar. Removing your speech from the URL or link you provide automatically reverts any score you have to a zero and will result in a failing grade for the course.
• Attempts to work around presenting in front of a live audience are considered academic dishonesty.
• Posting your speech on a screen or readin.
The document describes an idiom presentation project for an English class. Students will be assigned to present on three idioms to their classmates, including writing a dialogue demonstrating use of the idioms and creating a short PowerPoint. They will practice their dialogue before presenting. Classmates will take notes during presentations to study idioms for tests. Example presentation guidelines are provided for a phrasal verbs presentation with similar requirements of a dialogue, PowerPoint, and delivering the presentation with a partner.
Rhona is experimenting with using video in her English lessons. Her first attempt failed due to slow downloading of videos onto multiple computers simultaneously. She overcame this by dividing students and tasks. For future lessons, she learns to think more about listening task design so students can focus without rewinding videos. The most useful advice is to base tasks on natural listening strategies to develop skills effectively.
The document contains instructions and sample dialogues for language exams at the intermediate level. It provides tasks and models for students to practice their speaking skills. For Task 2, it gives a scenario where one student has been offered a new job and the students must have a dialogue discussing the pros and cons. It provides details about their current and potential new jobs to consider in the discussion. It then gives another sample dialogue task and models for students to practice their conversational skills.
Cambridge face2 face - upper intermediate students bookSusana Martins
This document provides publishing information for an English language textbook. It lists the ISBN numbers and publication details for the student's book, workbook, teacher's book, audio CDs and cassettes, and network CD-ROM. It also notes that Cambridge University Press has no responsibility for external websites referenced in the publication. The summary focuses on the key publishing details provided in the document in 3 sentences or less.
Here are 3 things about myself:
1. __________________________
2. __________________________
3. __________________________
Thank you for listening. Any questions?
PRESENT A TOPIC
Good __________________________. Today I want to talk about _________________.
Introduction: ___________________________________________________________
Body:
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
Conclusion: In summary, _________________________________________________.
Thank you for listening. Any questions?
PRESENT A GRAPH
Good __________________________. I want to present some information from this graph
about ___________________________.
As you can see from the
This document provides a lesson plan for teaching students how to write paragraphs with topic and detail sentences. It includes 6 steps: 1) introducing topic/detail sentences; 2) analyzing example paragraphs; 3) practicing writing topic sentences and matching details; 4) optional additional practice; 5) group activity to organize sentences into paragraphs; 6) individual writing of a paragraph describing a street scene using a topic sentence and details. The goal is for students to learn to organize writing around a main idea and provide supporting details.
This document provides a review of various grammar topics for the third term of an intermediate English course, including verb tenses, the passive voice, modal verbs of deduction, conditional sentences, relative clauses, reported speech, gerunds and infinitives, and vocabulary related to cinema, the body, education, houses, word building, and work. Key grammar structures like tense changes in reported speech and uses of gerunds and infinitives are explained. Exercises are provided to practice these grammar concepts.
This document appears to be a list of 20 words or phrases with numbers assigned to each. It includes common words like "then", "rather than", "myself" as well as numbers and phrases that don't provide much context on their own such as "TAREA 1", "0 or ✔", and "19 third".
The document provides examples of direct and indirect speech. Direct speech uses quotation marks to report the exact words spoken, while indirect speech does not use quotation marks and communicates the general idea of what was said rather than the exact words. The examples show how to report statements, questions, requests and suggestions made by different speakers using both direct and indirect speech.
This document discusses how to report speech in affirmative and negative forms. For affirmative reported speech, use "told" or "asked" followed by the person and an infinitive with "to". For negative reported speech, use a negative infinitive such as "not to".
When reporting questions, tenses change as with reported statements. Questions beginning with verbs add "if" or "whether" and change word order to subject + verb without "do/did". For example, "She asked me if I was married" rather than "Are you married?" and "He asked me whether she had phoned" instead of "Did she phone?".
Reported speech is used to tell someone about a past conversation. When using reported speech, verbs change to the past tense and pronouns may change. Reported speech typically uses the structure of "Someone said that..." or "Someone told me that...". It is used to give messages, share news heard from others, or report past events. Examples show direct versus reported speech and how tenses and pronouns are altered in reported statements.
The document discusses the third conditional, which refers to hypothetical situations in the past that are contrary to reality. The third conditional uses the past perfect simple in the if-clause (e.g. "if I had had") and the past conditional (would have + past participle) in the main clause (e.g. "I would have bought"). It provides examples comparing the second conditional, which refers to present and future situations, to the third conditional, which refers to past situations that did not actually occur.
This document defines and describes different types of houses and residential buildings. It explains that a detached house is not joined to any other houses, while a semi-detached house is joined to another house on one side. A terrace house is part of a row of houses joined to two other houses, with end terrace houses located at each end. A bungalow is a one-floor house that may be joined to another or stand alone, and a cottage is a small house in the country.
The document contains questions about houses and living spaces. It asks about rooms in a house or flat, what is in each room, and what activities are done in each room. It also includes a matching exercise between British and American English terms for rooms and homes, and common sayings related to homes.
This document contains questions related to hypothetical scenarios involving conditional statements. The questions cover topics such as committing crimes, winning money, time travel, career aspirations, turning enemies into insects, being stranded on an island, witnessing cheating, finding lost items, spending government funds, changing gender, lacking transportation money, being another person, invisibility, fame, mind reading, dating celebrities, and reporting theft.
This document discusses the use of the second conditional to talk about hypothetical or unlikely situations. It provides examples of using "if + past simple/continuous + would" to describe what someone would do in an imaginary scenario, such as "If I won the lottery, I would travel around the world." The document also notes that other modal verbs like "could" and "might" can be used instead of "would" to express different levels of possibility.
This document discusses various topics related to education, including experiences with different school systems, favorite subjects, plans for university study, the qualities of good teachers and students, the costs of education in different countries, the value of continuing to learn after graduation, languages taught in schools, and whether education guarantees employment. It also includes prompts for discussion on related issues and definitions of educational terms.
Conditional sentences consist of two clauses: a conditional clause and a main clause. The main clause can only occur if the condition in the conditional clause is met. There are different types of conditional sentences including real/likely conditionals which have a present or future time reference and the condition seems possible to occur, and negative conditions which can be expressed using "unless." Future time clauses use words like "as," "before," and "after" to indicate the condition must be fulfilled at a specific time in the future for the main clause to occur.
The document is a song lyric worksheet that provides exercises to correct, complete, reorder, match and fill in the blanks for the lyrics of the song "Counting Stars" by OneRepublic. The summary focuses on the overall task of completing various exercises to fully form the song lyrics through making corrections, additions, reorderings and matching parts of the lyrics.
This document lists and defines various parts of the human body, including the head, face, neck, back, chest, stomach, arms, legs, hands, fingers, and feet. Key parts identified are the eyebrows, eyes, nose, ears, mouth, chin, and forehead on the face as well as the shoulders, elbows, wrists, knees, ankles, and toes.
Vocabulary to describe body and face featuresiolmrue873
This document provides a list of vocabulary words to describe parts of the face and body as well as their features. It includes terms for eyes, nose, ears, mouth, lips, hair, face shape, and other facial features. It also lists parts of the body like the chest, stomach, arms, legs, and their descriptors. Words are given to describe someone's physical build, hair style, facial hair and hair characteristics like color, length and texture.
The document discusses modal verbs of deduction such as can't, might, must, and may. It provides examples of using these modal verbs to deduce things like Bob not having much free time with his three jobs, the phone ringing possibly being Jane, Paula's umbrella indicating it must be raining, and Sam potentially being in his bedroom since his location is unknown.
The document contains 6 multiple choice questions testing the use of modal verbs - might, must, can't - to express degrees of certainty or possibility in sentences. The questions provide a sentence with a blank and 3 modal verb options to choose from to correctly complete the sentence based on its meaning.
This document discusses ways to express deduction and uncertainty in English using modal verbs such as MUST, MAY, MIGHT, and CAN'T. MUST is used when one is 100% certain of something. MAY is used when one is not very sure. MIGHT is used when one is not sure at all. CAN'T is used when something is impossible or untrue. Examples are provided for each modal verb.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
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1. [
PRUEBAS
UNIFICADAS
DE
CERTIFICACIÓN
EXPRESIÓN E INTERACCIÓN ORAL
INSTRUCCIONES PARA LA REALIZACIÓN DE ESTE EJERCICIO:
Duración: 30 minutos (parejas)
Este ejercicio consta de dos tareas. Deberá realizar las dos tareas.
En la tarea 1 (monólogo) deberá realizar una exposición oral de 3 a 4
minutos de duración basada en el tema propuesto en la tarjeta que se le
facilitará.
En la tarea 2 (diálogo) deberá intervenir en una conversación de 5 minutos
de duración con su compañero o compañera basada en el tema propuesto
en la tarjeta que se le facilitará.
Puntuación máxima de ambos correctores: 400 puntos.
Puede tomar notas (palabras, ideas, conceptos) para apoyarse durante su
exposición / diálogo, pero no podrá redactar frases completas ya que la actuación
que se evaluará será hablada y no leída. No escriba nada sobre las tarjetas que se
le facilitan. Si desea tomar notas, puede hacerlo en papel en blanco que se le
facilitará.
Durante la fase de preparación de las tareas NO podrá comunicarse con su
compañero/a.
Al finalizar el ejercicio deberá entregar sus notas y todo el material que se le
facilitó.
Dispone Vd. de un máximo de 15 minutos para preparar las dos tareas.
CURSO 2012-13 B1
NIVEL INTERMEDIO INGLÉS
2. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 1 A
TAREA 1: MONÓLOGO
Prepare and deliver a monologue about a special day that you have had. Talk about what
happened and what made it so special for you.
Fotos de archivo libres de derechos http://es.123rf.com
INTERMEDIATE LEVEL MODELO 1 A
TAREA 2: DIÁLOGO
A few weeks ago you realized your mobile telephone company has been charging you for a
service you had cancelled months ago. You go to the mobile shop to complain.
Explain to the shop assistant what your problem is and that you want to make a complaint. Warn
him/her about the actions you will take if they don’t solve the problem. Try to come to an
agreement. YOU BEGIN THE DIALOGUE.
3. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 1 B
TAREA 1: MONÓLOGO
Prepare and deliver a monologue about something important you have learned in school. Talk
about what you learned and why it was so important for you.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 1 B
TAREA 2: DIÁLOGO
You are working as an assistant at a mobile telephone shop. You receive a customer who wants
to make a complaint.
Explain to the customer that it is a problem of the telephone company and you cannot see what
you could do. Explain what actions he/she could take. Try to come to an agreement.
4. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 2 A
TAREA 1: MONÓLOGO
Prepare and deliver a monologue about something important you have learned out of school (from
other people, from TV, etc.). Talk about what you learned and why it was so important for you.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 2 A
TAREA 2: DIÁLOGO
You want to have a pet (dog, bird, etc.) but your flat mate does not agree to share the flat with an
animal.
Explain to your flat mate the advantages of having a pet for both of you and make it clear that only
you would have to take care of it. Try to come to an agreement. YOU BEGIN THE DIALOGUE.
5. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 2 B
TAREA 1: MONÓLOGO
Imagine you had no TV for a week. Prepare and deliver a monologue about how that would affect
your daily life and the activities you could do instead to keep you busy.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 2 B
TAREA 2: DIÁLOGO
Your flatmate wants to have a pet (dog, bird, etc.) but you do not agree to share the flat with an
animal.
Explain to your flatmate the inconvenience a pet would cause to both of you and make it clear that
you will not take care of it. Try to come to an agreement.
6. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 3 A
TAREA 1: MONÓLOGO
Prepare and deliver a monologue about your favourite year of school. Talk about what happened
and why it was your favourite year there.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 3 A
TAREA 2: DIÁLOGO
You think that your town is becoming uninhabitable for people like you, who go everywhere by
bicycle to stay friendly with the environment.
Explain to your friend that there are too many cars and not enough cycle paths, and give
arguments to convince him/her not to use the car any more. Try to come to an agreement. YOU
BEGIN THE DIALOGUE.
7. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 3 B
TAREA 1: MONÓLOGO
Everybody has household jobs or chores. Prepare and deliver a monologue about the chores that
you do. Talk about which you enjoy doing and why.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 3 B
TAREA 2: DIÁLOGO
You think that your town is becoming uninhabitable for people like you, who have to use the car to
cover their needs (work, children, etc.).
Explain to your friend that there are too many bicycles on the road, and give arguments to
convince him/her why you will continue using your car. Try to come to an agreement.
8. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 4 A
TAREA 1: MONÓLOGO
Prepare and deliver a monologue about a nice teacher you have had. Talk about what your
teacher did for you or something important that he/she taught you.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 4 A
TAREA 2: DIÁLOGO
A few weeks ago you realized your city is full of horrible graffiti. You think that this behaviour
should be punished.
Explain to your friend why you think this is intolerable and what measures should be taken against
the people who make the walls so dirty. Try to come to an agreement. YOU BEGIN THE
DIALOGUE.
9. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 4 B
TAREA 1: MONÓLOGO
Prepare and deliver a monologue about healthy food. Talk about the importance of food for health
and about the healthy food you eat.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 4 B
TAREA 2: DIÁLOGO
You are a “street artist” and you love making graffiti around your town. You think that this is a way
of personal expression.
Explain to your friend why this behaviour should not be punished and why you want to continue
‘decorating the town walls’. Try to come to an agreement.
10. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 5 A
TAREA 1: MONÓLOGO
Prepare and deliver a monologue about your favourite TV show. Talk about the things, the people
or the contents that make the show interesting.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 5 A
TAREA 2: DIÁLOGO
You are sharing a flat with your friend and you like to see it clean and tidy. Your friend is too
concentrated on his/her studies and usually forgets to do his part of the household chores.
Explain to your friend why he/she has to do them and make clear what will happen if he/she
continues like this. Try to come to an agreement. YOU BEGIN THE DIALOGUE.
11. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 5 B
TAREA1: MONÓLOGO
Prepare and deliver a monologue about something you do really well. Talk about the things that
show you are an expert, and the people’s reactions when you do it.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 5 B
TAREA 2: DIÁLOGO
You are sharing a flat with your friend and you like to study and enjoy life. Your friend is too
concentrated on keeping the flat clean and tidy and doing the household chores.
Explain to your friend why cleaning all the time is bad and suggest ways for both of you to enjoy
the flat. Try to come to an agreement.
12. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 6 A
TAREA 1: MONÓLOGO
Imagine you had no computer for a week. Prepare and deliver a monologue about how that would
affect your daily life and the activities you could do instead to keep you busy.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 6 A
TAREA 2: DIÁLOGO
A friend has just invited you and your flat mate to go trekking with an English group on the
mountains. You have to plan this excursion.
Explain to your flat mate what activities you could do during the day on the mountain and what
equipment you will need. Try to come to an agreement. YOU BEGIN THE DIALOGUE.
13. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 6 B
TAREA 1: MONÓLOGO
Prepare and deliver a monologue about an experience that you will never forget. Talk about what
happened and why you will never forget it.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 6 B
TAREA 2: DIÁLOGO
A friend has just invited you and your flat mate to go trekking with an English group on the
mountains. You have to plan this excursion.
Explain to your flat mate what activities you could do during the day on the mountain and what
equipment you will need. Try to come to an agreement.
14. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 7 A
TAREA 1: MONÓLOGO
Prepare and deliver a monologue about how you would like your school to improve the library.
Talk about the resources it should have and the norms of use of the library.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 7 A
TASK 2: DIÁLOGO
You are a tourist in a foreign town and you realize your wallet or handbag is missing. You suspect
somebody stole it at your hotel.
Explain to the receptionist what has happened and demand some action on the part of the hotel.
Try to come to an agreement. YOU BEGIN THE DIALOGUE.
15. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 7 B
TAREA 1: MONÓLOGO
Prepare and deliver a monologue about the ways in which you think that rich and famous people
could contribute to a better world.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 7 B
TAREA 2: DIÁLOGO
You are working as a receptionist at a hotel. Now you have a customer who is reporting a missing
wallet or handbag.
Explain to the customer the improbability of his/her accusations and offer some action on the part
of the hotel. Try to come to an agreement.
16. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 8 A
TAREA 1: MONÓLOGO
Prepare and deliver a monologue about the changes and evolution in the family structure. Explain
the differences in relationships among relatives nowadays. Provide examples to support your
reasons.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 8 A
TAREA 2: DIÁLOGO
You and your friend are planning a surprise 30th
birthday party for Peter, another friend. You
offered to decide on which food and drinks should be bought. Think about the possible likes and
dislikes of other guests to make sure that everyone will be happy. You also have to think about
what kind of music should be played or if a singer/band should be invited.
Discuss your options with your friend.
17. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 8 B
TASK 1: MONÓLOGO
Prepare and deliver a monologue about a nightmare holiday. Describe in detail the problems you
experienced. Try to think about what advice you would give to other people wishing to do a similar
trip.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 8 B
TAREA 2: DIÁLOGO
You and your friend are planning a surprise 30th
birthday party for Peter, another friend. You
offered to decide on the location of the event and what present should be bought. Think about two
possible different options.
Discuss your options with your friend. YOU BEGIN THE DIALOGUE.
18. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 9 A
TAREA 1: MONÓLOGO
Prepare and deliver a monologue about your pet hate about television. Explain what you dislike
intensely, providing arguments that support your opinion, and suggest what you think should be
done about it.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 9 A
TAREA 2: DIÁLOGO
Your friend has just received a bonus at work. He/she has decided to buy a big new car. You think
it is a waste of money, not only because of the expensive gasoline but also because of other
issues such as parking space.
Give your friend some advice regarding the negative aspects of his/her decision. YOU BEGIN
THE DIALOGUE
19. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 9 B
TASK 1: MONÓLOGO
Prepare and deliver a monologue about the impact of the Internet on the music industry. Explain in
what ways is Internet helping or damaging music nowadays. Suggest what should be done in the
future.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 9 B
TAREA 2: DIÁLOGO
You have just received a substantial bonus at work. You have always wanted a big new car
because you have always had small second-hand ones. You tell your friend about it and he/she is
trying to talk you out of it. Now you are sorry you told him/her.
Try to convince them that it has been your dream for a long time, and that you do not need the
money for anything else.
20. [
PRUEBAS
UNIFICADAS
DE
CERTIFICACIÓN
EXPRESIÓN E INTERACCIÓN ORAL
INSTRUCCIONES PARA LA REALIZACIÓN DE ESTE EJERCICIO:
Duración: 35 minutos (tríos)
Este ejercicio consta de dos tareas. Deberá realizar las dos tareas.
En la tarea 1 (monólogo) deberá realizar una exposición oral de 3 a 4
minutos de duración basada en el tema propuesto en la tarjeta que se le
facilitará.
En la tarea 2 (diálogo) deberá intervenir en una conversación de 7 minutos
de duración con sus compañeros o compañeras basada en el tema
propuesto en la tarjeta que se le facilitará.
Puntuación máxima de ambos correctores: 400 puntos.
Puede tomar notas (palabras, ideas, conceptos) para apoyarse durante su
exposición / diálogo, pero no podrá redactar frases completas ya que la actuación
que se evaluará será hablada y no leída. No escriba nada sobre las tarjetas que se
le facilitan. Si desea tomar notas, puede hacerlo en papel en blanco que se le
facilitará.
Durante la fase de preparación de las tareas NO podrá comunicarse con su
compañero/a.
Al finalizar el ejercicio deberá entregar sus notas y todo el material que se le
facilitó.
Dispone Vd. de un máximo de 15 minutos para preparar las dos tareas.
CURSO 2012-13
B1
NIVEL INTERMEDIO INGLÉS
21. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 1 A
TAREA 1: MONÓLOGO
Prepare and deliver a monologue about money. Explain how you use it and whether you think it is
a good or a bad thing. Give examples that support your opinion.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 1 A
TAREA 2: DIÁLOGO
You are with your friends talking about men and women. You think that there are some “things”
men always do better than women.
Explain to your friends what things men can do better than women. Try to come to an agreement.
YOU BEGIN THE DIALOGUE.
22. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 1 B
TAREA 1: MONÓLOGO
Prepare and deliver a monologue about your dream house. Describe the ideal location, services
and facilities. Give as much detail as you can.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 1 B
TAREA 2: DIÁLOGO
You are with your friends talking about men and women. You think that there are some “things”
women always do better than men.
Explain to your friends what things women can do better than men. Try to come to an agreement.
23. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 1 C
TASK 1: MONÓLOGO
Prepare and deliver a monologue about friendship. Explain what makes a good friend and how
you can tell someone is a good friend of yours.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 1 C
TAREA 2: DIÁLOGO
You are with your friends talking about men and women. You think that men and women can do
“things” equally well.
Explain to your friends what things show the equality between sexes. Try to come to an
agreement.
24. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 2 A
TAREA 1: MONÓLOGO
Prepare and deliver a monologue about food and eating. Describe your eating habits and how you
feel about dieting.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 2 A
TAREA 2: DIÁLOGO
You are moving to live with your friends and you are deciding where to live. You think that the best
is a flat in the city centre.
Explain to your friends the advantages of living there. Try to come to an agreement. YOU BEGIN
THE DIALOGUE.
25. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 2 B
TAREA 1: MONÓLOGO
Prepare and deliver a monologue about travel and transport in your community. Explain what
transport you use and the different alternatives in your town.
Fotos de archivo libres de derechos http://es.123rf.com
NIVEL INTERMEDIO MODELO 2 B
TASK 2: DIÁLOGO
You are moving to live with your friends and you are deciding where to live. You think that the best
is a cottage in the country.
Explain to your friends the advantages of living there. Try to come to an agreement.
26. PRUEBAS UNIFICADAS DE CERTIFICACIÓN
2013
NIVEL INTERMEDIO MODELO 2 C
TAREA 1: MONÓLOGO
Prepare and deliver a monologue about films and cinema. Explain your preferences and describe
the last film you saw.
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NIVEL INTERMEDIO MODELO 2 C
TAREA 2: DIÁLOGO
You are moving to live with your friends and you are deciding where to live. You think that the best
is a detached house in a residential area.
Explain to your friends the advantages of living there. Try to come to an agreement.