SPEAKING 1: Discuss some of the following topics (10-15 minutes)

1. Theater and Film:

- Have you ever attended a live theater performance or a film festival? Share
your experience.
- Discuss the importance of storytelling in theater and film. What makes a good
story?
- Is there a particular actor or director whose work you admire?
2. Architecture:
- Describe a building or architectural structure that you find impressive. What
makes it stand out to you?
- How does architecture impact urban planning and cityscapes?
- Discuss the blend of art and functionality in architecture.
3. Dance and Performance Arts:
- Have you ever taken part in a dance or performance art class? Share your
experiences.
- What do you think makes a dance or performance compelling for the
audience?
- How do different cultures express themselves through dance and
performance?
4. Art Appreciation:
- Share your thoughts on the role of art galleries and museums in preserving
and promoting art.
- Do you believe that everyone can learn to appreciate and understand various
forms of art? Why or why not?
- Discuss the idea that art is subjective and open to interpretation.
 SPEAKING TASK 2: What would you do?

Give advice for the following situations.

 Your friend has a 15-year-old son. Walking home one night you see him in the park with a group
of friends, painting graffiti on a wall.
 Leaving the supermarket in a hurry to get back to work, you accidentally hit a parked car. You
have only scratched the paint a little.
 Working late one night, you see a colleague stealing stationery from a supply cupboard.
 You see a T-shirt you really like in a shop, and it’s very cheap. You know that the company who
makes this T-shirt treats their workers very badly.
 Checking your bank account, you realise the bank has made a mistake and there is more money
in your account than you should have.
 Visiting a family in another country, you are offered a food that you really don’t like. You know
this food is very expensive and you will appear rude if you don’t eat it.
 You are robbed on holiday and fill out your insurance form stating that your camera was stolen.
You later find your camera in another bag.

SPEAKING TASK 3: Creativity

1 Did your school(s) emphasize the creative arts (music, drama, dance, creative writing,
photography, etc.)?
2 What proportion of your own daily work or study would you say is 'creative'?
3 Do you feel that more or less of your time is devoted to creative activities now than when you
were a child?
4 How much of your time outside work or study is taken up with creative pursuits?
5 What have you produced or created in your life that you are most proud of?
6 What creative skill or ability would you most like to possess?
Which one(s) do you have?
7 Read the information below and comment on the following:
• How important do people feel creativity is? How is this recognized at work and in school?
• Are you surprised by any of the statistics about participation in creative
activities?Which ones and why?
 GUIDE FOR DOING A WRITTEN OR ORAL MEDIATION TASK

STEP 1: THE TASK

à Before starting, carefully read the task instructions and identify the following information:
FOR WHOM FOR WHAT WHY WHAT
• Who am I talking to? • What is the goal of my Why does the recipient What information should I
• Register: formal or task? need my help? provide to the recipient?
informal?
Example: Written mediation task
FOR WHOM | WHY | WHAT FOR | WHAT

A foreign friend of yours doesn't understand Spanish well and is going to attend a summer course at the
University of Salamanca. She doesn't know Spain. Your friend arrives at Madrid airport and wants to know the
best option to get to Salamanca. Read the following information and advise your friend on the best way to travel.

STEP 2: THE TEXT

Read the text carefully and:
o Highlight the most important information for the recipient.
o Note any word or part of the text that you need to explain to the recipient.
o Look for elements you can give examples of to aid understanding.
o Identify any social or cultural aspects in the text important for the recipient.

STEP 3: WRITING / SPEAKING

When you start writing or speaking:
o Greet the recipient and refer to their situation.
o Choose the appropriate register for the task (formal, neutral, informal...).
o Summarize or explain the useful information and structure the text clearly.
o Rephrase anything that might be difficult for the recipient to understand.
o Give examples or make comparisons to help with understanding.
o Explain any important cultural or social aspects for the recipient (if applicable).
o Help the recipient feel better: encourage, reassure, motivate them (= affective strategies).
o Stick to the word count / time of the task; neither exceed nor fall short.

STEP 4: REVIEW: TASK COMPLETION

Indicate whether you have addressed these points in your task. If the answer is NO, review it.
QUESTIONS ABOUT YOUR MEDIATION TASK TASK COMPLETION
Have I selected the most useful information for the recipient? YES | PARTIALLY | NO
Have I used the appropriate register for my recipient and the situation? YES | PARTIALLY | NO
Have I organized the information well to aid the recipient's understanding YES | PARTIALLY | NO
Have I explained any important social / cultural aspects of the text to the recipient? (if applicable) YES | PARTIALLY | NO
Have I summarized or explained the necessary information? YES | PARTIALLY | NO
Have I helped the recipient understand the information in the text? YES | PARTIALLY | NO
Have I given examples or made comparisons to assist the recipient? YES | PARTIALLY | NO
Am I using appropriate vocabulary, connectors, and grammatical structures for my level? YES | PARTIALLY | NO
Have I revised any possible mistakes after writing my text? (only written mediation) YES | PARTIALLY | NO
Sequencing Linking to previous knowledge
As you probably know,
To begin with, As you may remember,
To start with,
First of all, Adapting language
In other words,
Similarly,
Likewise,
Another tip / recommendation,
Let me clarify this to you,
On top of that,
Together with that, REPORTING VERBS
The text makes a series of suggestions/gives a series of tips on how
Finally, The text argues that
Lastly, The text points out
Last but not least The text highlights
The text outlines
To summarise, The
In conclusión, He/she
He/she discusses (different points of view/pros and cons
 Consejería de Educación y Juventud
Dirección de Área Territorial Madrid-Norte
ESCUELA OFICIAL DE IDIOMAS
Pasaje de la Viña, nº 3
28701 San Sebastián de los Reyes

MEDIACIÓN LINGÜÍSTICA ORAL INGLÉS

CERTIFICADO DE NIVEL AVANZADO C1 MODELO 1
Preparation Time: 5 minutes /Speaking Time: 2-3 minutes

Your British friend, Silvia, would like to set up her own online business with
two friends of hers. She is quite good with computers. However , she´d
rather make use of an easy-to-use e-commerce platform . Your friend has
asked you about your opinion on setting up a company with friends and
and she also wonders if you'd know of a platform for her business. You
have found the infographics below.
Talk to your friend and explain the most relevant information and anything
you think may be useful for her.

PROS Y CONTRAS DE HACER NEGOCIOS CON UN AMIGO

Cada vez que incorporas a un amigo a tu negocio tus posibilidades de fracaso se

incrementan en un 28,6%. Esto se debe a que los amigos tienden a minimizar los
problemas evidentes del negocio para conservar la relación amistad. Pero, por otro lado, se
ha constatado que algunas grandes empresas de éxito están formadas por amigos. He aquí
información que muestra los pros y los contras de hacer negocios con amigos.

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Las plataformas de venta online son el mejor canal para ampliar tu red de clientes y
para llegar a ellos de forma rápida y cercana. Te contamos cuáles son las mejores
plataformas para crear tu tienda online.