Overview of the Oral tasks

The following chart defines the expectations of each CEFR level and two oral tasks assigned to the student. See an example of A2, task 1 oral work, or the rubric for A2.

CEFR Level	Description	Task 1	Task 2	Task 3
A1	The learner can use simple phrases and sentences to describe where they live and people they know. They can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech. They can ask and answer simple questions in areas of immediate need or on very familiar topics.	At the drug store, students need to ask the price of different products. They are to buy three or four products and pay.	At a café, students ask about the menu. They are to order three or four items and pay.	At the movies, students ask about the schedule for films and the food they can buy. They buy 3 or 4 products and pay.
A2	The learner can use a series of phrases and sentences to describe in simple terms their family and other people, living conditions and educational background. They can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. They can handle very short social exchanges, even though they can’t usually understand enough to keep the conversation going themselves.	Students enter an athletic centre in Montreal to sign up for extra-curricular activities. The manager offers many possibilities but the student does not accept these offerings. He/she describes why they do not like the options and proposes a new option.	Students look at a series of 4 photographs of their family with a francophone friend. They introduce the friend to their family through the photos. Through one photo, the student tells the friend about memories that they have about their family.
B1	The learner can connect phrases in a simple way in order to describe experiences and events, their dreams, hopes and ambitions. They can briefly give reasons and explanations for opinions and plans. They can deal with most situations likely to arise whilst travelling in an area where the language is spoken. They can enter unprepared into conversations on topics that are familiar, of personal interest or pertinent to everyday life.	Students read a short paragraph regarding child poverty. They have 10 minutes to prepare a 3 minute presentation that identifies the theme in the prompt, and forms an opinion. Students interact spontaneously with the teacher to clarify this opinion.	Students read a short paragraph regarding childhood obesity. They have 10 minutes to prepare a 3 minute presentation that identifies the theme in the prompt, and forms an opinion. Students interact spontaneously with the teacher to clarify this opinion.
B2	The learner can present clear, detailed descriptions on a wide range of subjects related to their field of interest. They can explain a viewpoint on a topical issue giving the advantages and disadvantages of various opinions. They can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.	Students read an article on the difficulties of finding a job for young people ages 25-34 who do not hold a high school diploma. They have 20 minutes to prepare a 3-5 minute presentation that identifies the opposing opinions in the passage and states their position. Having identified their opinion, students then participate in a 5-7 minute debate on the topic with the teacher.	Students read an article on gender equality in schools. They have 20 minutes to prepare a 3-5 minute presentation that identifies the opposing opinions in the passage and states their position. Having identified their opinion, students then participate in a 5-7 minute debate on the topic with the teacher.