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Section 7: Sample Interpersonal and Presentational Speaking Assignments
Languages Other Than English (LOTE) German (611)

Directions for the Interpersonal and Presentational Speaking Assignments

This section of the exam consists of three assignments that measure different aspects of your speaking ability in the target language. This section lasts approximately 15 minutes and consists of the following tasks:

  1. Presentational Speaking: Integrated Skills
  2. Express an Opinion or Make an Oral Presentation
  3. Simulated Conversation

For each assignment, you will be given specific directions, including the amount of time allowed for preparation and speaking. Answer each question according to the directions. You may use the erasable notebooklet provided to write notes or organize your response; however, you will be scored only on your recorded oral response.

Be sure to speak naturally and appropriately in the target language when responding to the speaking assignments. There are no prescribed answers to these assignments; however, each response needs to follow all task directions. Say as much as you can until the response time is over or until you feel you have provided a thorough response.

Sample Interpersonal and Presentational Speaking Assignments

Presentational Speaking: Integrated Skills

For this assignment, you will complete a task related to the passage you read in the Presentational Writing: Integrated Skills section.

First, you will have 1 minute, 30 seconds to read the directions and review the passage again. Then, you will hear a prompt describing a task related to the passage. You will then be prompted to begin preparing your response and will have 2 minutes to prepare your response.

When the preparation time is complete, you will be prompted to begin speaking. You will have 2 minutes to complete your response in the target language. You should respond as fully and as appropriately as possible. The response you provide during the specified response time will be automatically recorded.

When the response time has ended, you will automatically be taken to the directions screen for the next assignment. You will not be able to return to previous questions.

Assignment 1

Wo ist das Abenteuerland?

Sly müsste man sein! Der Zehnjährige wächst auf Helgoland auf, und jetzt in den Sommerferien verbringt er ganze Tage mit den anderen Inselkindern auf der vorgelagerten Düne. Nur ab und zu bekommt sie ein Erwachsener zu Gesicht. Die Kinder bauen Hütten, spielen am Strand, gehen schwimmen. Als Sly aber einmal aufs Festland reiste, fragte er: „Mama, gibt's hier gar keine Kinder? Ich sehe überhaupt niemanden draußen spielen." So blickt ein Inselkind auf die deutsche Normalität im Jahr 2015.

In dieser begleiten die zum Schlagwort gewordenen Helikopter-Eltern ihren Nachwuchs morgens bis ins Klassenzimmer und kutschieren ihn nachmittags zu Freunden, in die Reithalle, zum Musikunterricht. Kaum etwas fällt ihnen schwerer, als die Kinder allein rauszulassen, zu zweckfreiem Spielen, zum Stromern. Untersuchungen zeigen, dass Kinder in Deutschland sich in den sechziger Jahren in einem Radius von mehreren Kilometern frei bewegen konnten, heute kommen sie allein kaum noch 500 Meter vom eigenen Zimmer weg.

Die Konsequenzen sieht Urs Kühne in seiner Zahnarzt-Praxis in Hamburg-Bahrenfeld. Fragt man ihn nach seinen jungen Patienten, berichtet er von einer Zunahme der „Frontzahnfrakturen" infolge „unabgefangener Stürze". Mit anderen Worten: Die Kinder können nicht mehr richtig fallen. „Viele Kinder und Jugendliche haben sensomotorische Defizite", sagt Kühne. „Es fehlt einfach der Umgang mit Balance, Kraft und Koordination."

Genau das kann lernen und trainieren, wer draußen spielt und seine Grenzen austesten darf. „Kinder müssen systematisch in bewältigbare Gefahrensituationen gebracht werden. Dann nimmt das Unfallrisiko auch ab." So spitzt es Klaus Fischer zu, der als Professor an der Universität Köln Bewegungserziehung lehrt. Doch statt fallen zu dürfen, werden die Kinder ruhiggestellt. Längst wissen Forscher: Vom körperlichen Reiz profitieren auch die kognitiven Fähigkeiten. Toben und Umherstromern sind gut fürs Konzentrationsvermögen. Wer sich bewegt, lernt besser.

Jedes Risiko zu vermeiden ist genau die falsche Strategie. Wie soll sich jemand in der Welt zurechtfinden, wenn jede Gefahr von ihm ferngehalten wird? Wer heute zwischen fünf und fünfzehn Jahren alt ist, wird einen Beruf ergreifen, wenn Deutschlands Bevölkerung schrumpft. Die Kinder von heute werden dann die Geschicke dieses Landes leiten: Sie sollen als Ärzte und Pfleger auf Krankenstationen zusammenarbeiten, sie werden mit Problemen von Flüchtlingen bis Klimawandel konfrontiert sein, sie müssen als Lehrer und Erzieher die übernächste Generation prägen. Und dafür müssen Kinder ihre eigenen Erfahrungen machen, Risiken eingehen, ihre Grenzen testen dürfen. Und sie müssen lernen, mit anderen Menschen klarzukommen, ohne dass Mama oder Papa danebenstehen.

© Katrin Hörnlein: „Wo ist das Abenteuerland?" DIE ZEIT Nr 34/2015.

Speaking Assignment

Stellen Sie sich vor, Freunde von Ihnen haben eine zehnjährige Tochter. Sie haben Angst, dass der Tochter draußen etwas passieren könnte. Deshalb verbieten sie ihr generell, nach der Schule ohne Aufsicht der Eltern aus dem Haus zu gehen. Nachdem Sie den Artikel gelesen haben, geben Sie den Freunden einen Rat.

Express an Opinion or Make an Oral Presentation

For this assignment, you will be presented with a situation and asked to give your opinion or propose a solution. First, you will have 15 seconds to review the directions and the situation presented on-screen. You will then hear the topic for the task and have 2 minutes to prepare your response.

When the preparation time is complete, you will be prompted to begin speaking. You will have 2 minutes to complete your response in the target language. You should respond as fully and as appropriately as possible. The response you provide during the specified response time will be automatically recorded.

When the response time has ended, you will automatically be taken to the directions screen for the next assignment. You will not be able to return to previous questions.

Assignment 2

Es ist unbestritten, dass Plastik die Umwelt belastet. Sollte man daher Plastiktüten von Läden verbannen und nicht mehr an den Kassen in Supermärkten und anderen Geschäften anbieten?

  • Äußern Sie Ihre Meinung und begründen Sie sie.
  • Nennen Sie konkrete Beispiele, die Ihre Meinung unterstützen.

Simulated Conversation Assignment

For this assignment, you will participate in a simulated conversation in the target language. On the first screen you will see instructions for the assignment and hear a scenario for the conversation. You will have 30 seconds to read the outline of the conversation presented on-screen. The shaded lines reflect a sense of what you will hear during the conversation, while the other lines reflect general ideas about what you will be expected to say.

When the 30 seconds of preparation time is complete, the exam will automatically advance to the next screen and the audio portion of conversation will automatically begin. You will not be able to pause, stop, or replay any portion of this audio.

You will have five turns to participate in the conversation. Each time it is your turn to respond, you will hear a tone and have 25 seconds of silence to respond to that portion of the conversation. A tone will indicate when to end speaking and then the conversation will continue. You should participate in the conversation as fully and as appropriately as possible. The responses you provide during the specified response times will be automatically recorded.

When the final response time has ended, you will automatically be taken to the next screen. You will not be able to return to previous questions.

Assignment 3

Stellen Sie sich vor, Sie begegnen Ihrer Freundin Lena auf der Straße.

The text below is a script that would be heard and not seen.

Scoring Rubrics

Scoring Rubric for Presentational Speaking: Integrated Skills

Score General Description Features/Dimensions
Task Completion Topic Development Language Use
3
High		 A response at this level is characterized by most of the following features/dimensions:
  • Fully addresses and completes the task
  • Directly relates to the topic; topic well developed
  • All or almost all supporting details or examples are appropriate and effective
  • Clearly demonstrates a high degree of understanding of the content in the text
  • Demonstrates high or mid-high degree of control of a variety of structures; a very few grammatical errors occur with no evident patterns
  • Varied vocabulary appropriate for the content used with precision
  • High level of fluency
  • Very good pronunciation
  • Well-organized, generally coherent response
  • Register is appropriate (accurate social and/or cultural references included)
2
Mid-High		 A response at this level is characterized by most of the following features/dimensions:
  • Addresses and completes the task
  • Relates to the topic
  • Most supporting details or examples are well defined
  • Demonstrates a moderate degree of understanding of the content in the text
  • Demonstrates a moderate degree of control of a variety of structures; some grammatical errors occur
  • Appropriate vocabulary with occasional errors such as making up words or code-switching
  • Moderate level of fluency with occasional hesitance; some successful self correction
  • Good pronunciation
  • Organized response with some coherence
  • Register is usually appropriate (generally accurate social and/or cultural references included)
1
Mid-Low		 A response at this level is characterized by most of the following features/dimensions:
  • Addresses and completes the task
  • Moderately relates to the topic
  • Some supporting details or examples are vague or not well defined
  • Demonstrates a low degree of understanding of the content in the text
  • Demonstrates a lack of control of a variety of structures; frequent grammatical errors occur
  • Limited vocabulary, frequent errors such as making up words and code-switching
  • Low level of fluency with frequent hesitance
  • Fair pronunciation with interference from another language
  • Disorganized response with little coherence
  • Register is inappropriate (inaccurate social and/or cultural references included)
0
Low		 A response at this level is characterized by most of the following features/dimensions:
  • Partially addresses and/or partially completes the task
  • Minimally relates to the topic
  • Most supporting details or examples are irrelevant or not effective
  • Demonstrates a poor degree of understanding of the content in the text
  • Demonstrates a lack of control of numerous structures; numerous grammatical errors impede communication
  • Insufficient vocabulary; constant interference from another language
  • Poor fluency with labored expression
  • Poor pronunciation, which affects comprehension
  • Disorganized response with no coherence
  • Minimal to no attention to register (inaccurate social and/or cultural references are included)

Scoring Rubric for Express an Opinion or Make an Oral Presentation

Score General Description Features/Dimensions
Task Completion Topic Development Language Use
3
High		 A response at this level is characterized by most of the following features/dimensions:
  • Fully addresses and completes the task
  • Directly relates to the topic, well-developed treatment of the topic
  • All or almost all supporting details or examples are appropriate and effective
  • Demonstrates high or mid-high degree of control of a variety of structures; a very few grammatical errors occur with no evident patterns
  • Varied vocabulary appropriate for the content used with precision
  • High level of fluency
  • Very good pronunciation
  • Well-organized, generally coherent response
  • Register is appropriate (accurate social and/or cultural references included)
2
Mid-High		 A response at this level is characterized by most of the following features/dimensions:
  • Addresses and completes the task
  • Relates to the topic
  • Most supporting details or examples are well defined
  • Demonstrates a moderate degree of control of a variety of structures, some grammatical errors occur
  • Appropriate vocabulary with occasional errors such as making up words or code-switching
  • Moderate level of fluency with occasional hesitance; some successful self correction
  • Good pronunciation
  • Organized response with some coherence
  • Register is usually appropriate (generally accurate social and/or cultural references included)
1
Mid-Low		 A response at this level is characterized by most of the following features/dimensions:
  • Addresses and completes the task
  • Moderately relates to the topic
  • Some supporting details or examples are vague or not well defined
  • Demonstrates a lack of control of a variety of structures; frequent grammatical errors occur
  • Limited vocabulary; frequent errors such as making up words and code-switching
  • Low level of fluency with frequent hesitance
  • Fair pronunciation with interference from another language
  • Disorganized response with little coherence
  • Register is inappropriate (inaccurate social and/or cultural references included)
0
Low		 A response at this level is characterized by most of the following features/dimensions:
  • Partially addresses and/or partially completes the task
  • Minimally relates to the topic
  • Most supporting details or examples are irrelevant or not effective
  • Demonstrates a lack of control of numerous structures; numerous grammatical errors impede communication
  • Insufficient vocabulary; constant interference from another language
  • Poor fluency with labored expression
  • Poor pronunciation, which affects comprehension
  • Disorganized response with no coherence
  • Minimal to no attention to register (inaccurate social and/or cultural references are included)

Scoring Rubric for Simulated Conversation

Score General Description Features/Dimensions
Task Completion Topic Development Language Use
3
High		 A response at this level is characterized by most of the following features/dimensions:
  • Fully addresses and completes the task
  • Responds fully to all or almost all of the parts/prompts of the conversation
  • Responses relate directly to the topic and include a well-developed treatment of all or almost all the elements in the thread of the conversation
  • Demonstrates high or mid-high degree of control of a variety of structures; a few grammatical errors occur with no evident patterns
  • Varied vocabulary appropriate for the content used with precision
  • High level of fluency
  • Very good pronunciation
  • Well-organized, generally coherent responses
  • Register is appropriate (accurate social and/or cultural references included)
2
Mid-High		 A response at this level is characterized by most of the following features/dimensions:
  • Addresses and completes the task
  • Responds to all or almost all of the parts/prompts of the conversation
  • Responses relate to the topic and include most elements in the thread of the conversation
  • Demonstrates a moderate degree of control of a variety of structures, some grammatical errors occur
  • Appropriate vocabulary with occasional errors such as making up words or code-switching
  • Moderate level of fluency with occasional hesitance; some successful self correction
  • Good pronunciation
  • Organized responses with some coherence
  • Register is usually appropriate (generally accurate social and/or cultural references included)
1
Mid-Low		 A response at this level is characterized by most of the following features/dimensions:
  • Addresses and completes some parts of the task
  • Responds to most parts/prompts of the conversation
  • Responses relate moderately to the topic and include some elements in the thread of the conversation
  • Demonstrates a lack of control of a variety of structures; frequent grammatical errors occur
  • Limited vocabulary, frequent errors such as making up words and code-switching
  • Low level of fluency with frequent hesitance
  • Fair pronunciation with interference from another language
  • Disorganized responses with little coherence
  • Register is inappropriate (inaccurate social and/or cultural references included)
0
Low		 A response at this level is characterized by most of the following features/dimensions:
  • Partially addresses and/or partially completes the task
  • Responds inappropriately to some parts/prompts of the conversation
  • Responses relate minimally to the topic and include few elements in the thread of the conversation
  • Demonstrates a lack of control of numerous structures; numerous grammatical errors impede communication
  • Insufficient vocabulary; constant interference from another language
  • Poor fluency with labored expression
  • Poor pronunciation, which affects comprehension
  • Disorganized responses with no coherence
  • Minimal to no attention to register (inaccurate social and/or cultural references are included)
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