ORAL TEST 1 (Unit 1) ACA605 PPL - 2025
I. INSTRUCTIONS
PART 1: INTRODUCING PEOPLE (In pairs they will be chosen at random by the teacher)
A) Introduce yourself; say relevant personal information about name, age, origin, and studies.
B) Introduce another person. You both will receive different cards with a person’s personal information; ask and
answer questions about their name, age, origin, occupation, and company/airline/airport.
Example: St.1: What’s his/her name? St.2: His/her name is…
St.1: Where’s he/she from? St.2: He/She is from….
PART 2: AIRCRAFT FEATURES (Individually)
C) You will receive a card with an airplane’s technical specifications. You must read the numeric information in
English (features, numbers, and units) as required by the teacher. (See chart in Unit 1)
II. EVALUATION CRITERIA
A) The rubric used for assessment has been taken from the ICAO standards for English Proficiency and has been
modified accordingly; it assesses aspects of pronunciation, grammar, vocabulary, fluency, comprehension, and
interaction. (See details below)
B) Oral tests will be recorded for academic purposes; however, the recordings will be for internal use only.
C) Each individual speaking time cannot exceed 60 seconds.
D) Feedback will be provided after your tests.
E) Tests will be graded individually.
III. RUBRIC
PRE-
EXTENDED OPERATIONAL PRE-OPERATIONAL ELEMENTARY
ELEMENTARY
(5 pts) (4 pts) (3 pts) (2 pts)
(1 pts)
Pronunciation, stress, rhythm, and Pronunciation, stress, rhythm, and
Pronunciation, stress, rhythm, and Pronunciation, stress, rhythm, and intonation Performs at a
intonation are influenced by the first intonation are heavily influenced by
PRONUN
CIATION
intonation, though influenced by the first are influenced by the first language or regional level below the
language or regional variation and the first language or regional
language or regional variation, rarely variation but only sometimes interfere with Elementary
frequently interfere with ease of variation and usually interfere with
interfere with ease of understanding. ease of understanding. level.
understanding. ease of understanding.
Basic grammatical structures and sentence Basic grammatical structures and sentence Basic grammatical structures and
Performs at a
patterns are consistently well controlled. patterns are used creatively and are usually sentence patterns associated with Shows only limited control of a few
STRUCT
level below the
Complex structures are attempted but with well controlled. Errors may occur, particularly predictable situations are not always simple memorized grammatical
URE
Elementary
errors which sometimes interfere with in unusual or unexpected circumstances, but well controlled. Errors frequently structures and sentence patterns.
level.
meaning. rarely interfere with meaning. interfere with meaning.
Vocabulary range and accuracy are
Vocabulary range and accuracy are Vocabulary range and accuracy are usually
often sufficient to communicate on
VOCABULARY
sufficient to communicate effectively on sufficient to communicate effectively on Performs at a
common, concrete, or work-related Limited vocabulary range consisting
common, concrete, and work-related common, concrete, and work-related topics. level below the
topics, but range is limited and the word only of isolated words and
topics. Paraphrases consistently and Can often paraphrase successfully when Elementary
choice often inappropriate. Is often memorized phrases.
successfully. Vocabulary is sometimes lacking vocabulary in unusual or unexpected level.
unable to paraphrase successfully when
idiomatic. circumstances.
lacking vocabulary.
Produces stretches of language at an
appropriate tempo. There may be occasional Produces stretches of language, but
Able to speak at length with relative ease Can produce very short, isolated,
loss of fluency on transition from rehearsed or phrasing and pausing are often Performs at a
on familiar topics but may not vary speech memorized utterances with frequent
FLUENCY
formulaic speech to spontaneous interaction, inappropriate. Hesitations or slowness level below the
flow as a stylistic device. Can make use of pausing and a distracting use of
but this does not prevent effective in language processing may prevent Elementary
appropriate discourse markers or fillers to search for expressions and
communication. Can make limited use of effective communication. Fillers are level.
connectors. to articulate less familiar words.
discourse markers or connectors. Fillers are sometimes distracting.
not distracting.
Comprehension is mostly accurate on
Comprehension is accurate on common, Comprehension is often accurate on
common, concrete, and work-related topics
concrete, and work-related topics and common, concrete, and work-related
COMPREHENSION
when the accent or variety used is sufficiently
mostly accurate when the speaker is topics when the accent or variety used is Performs at a
intelligible for an international community of Comprehension is limited to isolated,
confronted with a linguistic or situational sufficiently intelligible for an international level below the
users. When the speaker is confronted with a memorized phrases when they are
complication or an unexpected turn of community of users. May fail to Elementary
linguistic or situational complication or an carefully and slowly articulated.
events. Is able to comprehend a range of understand a linguistic or situational level.
unexpected turn of events, comprehension
speech varieties (dialect and/or accent) or complication or an unexpected turn of
may be slower or require clarification
registers. events.
strategies.
Responses are immediate, appropriate, Responses are usually immediate, Responses are sometimes immediate, Response time is slow and often Performs at a
and informative. Manages the speaker / appropriate, and informative. Initiates and appropriate, and informative. Can inappropriate. Interaction is limited to level below the
INTERACTIONS
listener relationship effectively. maintains exchanges even when dealing with initiate and maintain exchanges with simple routine exchanges. Elementary
an unexpected turn of events. Deals reasonable ease on familiar topics and level.
adequately with apparent misunderstandings in predictable situations. Generally
by checking, confirming, or clarifying. inadequate when dealing with an
unexpected turn of events.
ORAL PROFICIENCY RUBRIC 2025 PROF. YANET DIAZ [Link]@[Link]