CENTRO DE IDIOMAS

UNIVERSIDAD DE SAN BUENAVENTURA

SECCIONAL MEDELLIN

SPEAKING TASK LEVEL 6th

TEACHER: DIEGO ALBERTO SALAS CORREA
SUMMATIVE ASSESSMENT (20%)

Task: DEBATE: The task consists of a debate among four students who meet to talk about the
bullying in Colombia. Students have to give their opinion about bullying against people because their
race, religion, orientation, beliefs, color, origin. They have to support their ideas with facts that were
shown in the mass media.

The students will show the combination of both new structure and vocabulary since is more
challenging but equally worthwhile.

Purpose: Talking about personal opinions in situations they see regularly.

Logistics: Students will work in groups of four. When they enter the classroom the teacher will start
asking questions they have previously worked in class. They must support or refute the shares of their
peers around 20 minutes. To perform this conversation, students have been randomly assigned a role
previous the day the oral task is programmed. Every student will be prepared to listen to his/her mates
and to the teacher asking and giving information about what they think in this situation. Using the
specific vocabulary learnt in class, he/she will participate. Each one will have about 10 minutes for this
task.

Questions:
Why dont people accept different behaviors?
What is the overall impact of bullying in Colombia?
Which measures have been taken against bullying in Colombia?
What do you think about the people who discriminate and practice bullying?
What do the people who Bully others feel?
How can we avoid bullying?
How to control bullying in Colombia?
Does bullying diminish as long as we grow up?
The bullying is more common in teens or adult people?
What to do in case of bullying?

CONDITIONS:
Use complete sentences (Accuracy)
Use English all the time (Fluency)
Describe the experiences (Content & Clarity)
Talk about the topic and why you are pro or against (vocabulary)

HINTS

Give an informal opinion

In my opinion En mi opinin
I think that Pienso que

I feel that
It seems to me that
If you ask me
As far as Im concerned
Give a formal opinin
Id like to point out
Dont you agree that?
Id just like to say that
Agree
Youre right
I think so too
I agree with you
You could be right
I couldnt agree more
Thats a good point
I see what you mean
Thats just what I was thinking
I agree entirely
Thats exactly what I think
Do you know what I mean?
Disagree
Youre wrong
I dont think so
I disagree
You cant be serious
Yes, but
I think youre wrong
Yes, thats quite true, but
Perhaps, but dont you think that
I see what you mean, but
Youre wrong
CENTRO DE IDIOMAS
UNIVERSIDAD DE SAN BUENAVENTURA
SECCIONAL MEDELLIN
Siento que
Me parece que
Si me cuestionas
En lo que a m respecta
Me gustara sealar que
No te parece que?
Solo me gustara decir que
Tienes razn.
Yo tambin lo creo; pienso igual.
Estoy de acuerdo contigo
Podras estar en lo cierto.
No podra estar ms de acuerdo.
Ese es un buen punto.
Veo lo que quieres decir; entiendo.
Eso es junto lo que estaba pensando.
Estoy totalmente de acuerdo.
Eso es exactamente lo que pienso.
Comprendes lo que quiero decir?
Te equivocas.
No creo.
No estoy de acuerdo.
No puede estar hablando en serio.
S, pero
Creo que ests equivocado.
S, es bastante cierto, pero
Tal vez, pero no creo que
Veo lo que quieres decir, pero
Te equivocas.
 CENTRO DE IDIOMAS
UNIVERSIDAD DE SAN BUENAVENTURA
SECCIONAL MEDELLIN

CRITERIA TO ASSESS STUDENTS

STUDENTS NAME: DATE:
Criteria / Score Needs
Poor Fair Good Outstanding
improvement TOTAL
The student is able to: 0,0 1,0 1,1 1,9 2,0 3,4 3,5 4,4 4,5 5,0
Use different phrases to give opinions.
(I think, I believe, I am sure that)
Manage the topic and can support the ideas
with facts.
Help other students supporting their ideas.
Refuse with facts his/her mates opinions.
Produce some structures worked in the
course such as: word order, use of past and
perfect tense auxiliaries (did didnt
have has had havent hasnt
hadnt) order to ask and answer in past.
Comments: this space will be used to take notes of students communication strategies. In this case
the teacher will focus on the use of gestures, paraphrase. The objective is to give feedback to
Final Score:
students about what they can do to overcome a communication difficulty (formative assessment).
Students wont receive a grade on the use of these strategies (summative assessment).

CRITERIA TO ASSESS STUDENTS

STUDENTS NAME: DATE:
Criteria / Score Needs
Poor Fair Good Outstanding
improvement TOTAL
The student is able to: 0,0 1,0 1,1 1,9 2,0 3,4 3,5 4,4 4,5 5,0
Use different phrases to give opinions.
(I think, I believe, I am sure that)
Manage the topic and can support the ideas
with facts.
Help other students supporting their ideas.
Refuse with facts his/her mates opinions
Produce some structures worked in the
course such as: word order, use of past and
perfect tense auxiliaries (did didnt
have has had havent hasnt
hadnt) order to ask and answer in past.
Comments: this space will be used to take notes of students communication strategies. In this case
the teacher will focus on the use of gestures, paraphrase. The objective is to give feedback to
Final Score:
students about what they can do to overcome a communication difficulty (formative assessment).
Students wont receive a grade on the use of these strategies (summative assessment).