Flood Inundación
Water enters homes after heavy rain. Interview a resident about leaving home.
Useful words: heavy rain · rescue crew · shelter · clean water
Try: looking for people · asking for help
Intermediate English 2 · Final oral · 20%
Final Oral Assessment
Live News Report · 20% of your course grade
Present a fictional news report and interview in English. Your teacher assesses each student’s live performance.
Your final oral assessment
Your final oral assessment · Live News Report
Choose and explain one story
Create a fictional news programme about one natural disaster or news event from the eight choices in “Choose your news story” below. Explain what happened, where and when, its effects and people’s response. Interview someone who experienced the event.
Every student speaks
- 2 students: A plays the presenter/studio journalist, then the witness; B plays the field reporter. Announce the role change. A returns to the studio for the closing.
- 3 students: presenter/studio journalist, field reporter and witness.
- 4 students: presenter, studio journalist, field reporter and witness.
Speaking time: 2 students: 4–6 minutes · 3: 6–8 minutes · 4: 8–10 minutes. Share the time fairly. The presenter must also ask questions and summarise information.
Build your news report
- A programme introduction, a headline and a closing.
- News from the studio and a connection to the place of the event.
- An interview: what the witness was doing, what happened, feelings and people’s response.
Use the Unit 6 language
- At least four different verb + preposition combinations across the team. Everyone uses at least one.
- At least one reported statement per student. The witness can report a family member’s words.
- A follow-up question based on a real answer from your partner.
Your final oral grade is individual, even though you perform in a team. See the assessment criteria below.
Your choice · Unit 6
Choose your news story
Choose one of these eight topics from Unit 6. Invent the place, people and details. The flood video is a model; your team can choose a different story.
Earthquake Terremoto
The ground shakes and damages buildings. Interview a resident about what they were doing.
Useful words: ground · damaged buildings · rescue crew · safe
Try: looking at the damage · listening to instructions
Hurricane Huracán
Strong winds and heavy rain hit a coastal town. Interview a resident about the storm.
Useful words: strong winds · heavy rain · fallen tree · shelter
Try: warning about the storm · asking for supplies
Drought Sequía
A long period without enough rain reduces the town’s water supply. Interview a resident about daily life.
Useful words: little rain · water levels · clean water · supplies
Try: talking about water · asking for help
Wildfire Incendio forestal
A fire spreads through a wooded area. Interview a resident who left home.
Useful words: fire · smoke · damage · shelter
Try: warning about the fire · caring for people
Landslide Deslizamiento de tierra
Soil and rocks block a mountain road. Interview a resident about how their journey changed.
Useful words: rocks · soil · blocked road · heavy rain
Try: looking at the road · listening to updates
A council repair announcement Anuncio del concejo sobre reparaciones
The council announces repairs to the community library. Interview a resident about the closure and the plan.
Useful words: council · spokesperson · repair plan · statement
Try: asking about repairs · talking about the plan
A concert announcement Anuncio de un concierto
A singer announces a concert. Interview a fan who heard the announcement about their reaction.
Useful words: singer · concert · announcement · source
Try: listening to the singer · talking about the concert
For a disaster, interview a witness or resident. For another event, interview a participant, fan or resident who experienced it. Ask what they were doing, what happened and how they felt. Then report what they said.
Review the six disasters · Review political and entertainment news
Classroom model · fictional news
The Greenford Report
Assign the roles. Turn over the cards in order. Project a scene and perform it together.
Classroom demonstration · assign the roles
Who plays each role?
The teacher can read David’s part and invite students to play the other roles. Names are kept for this visit only.
The demonstration uses one presenter’s image for two different characters: David in the studio and Leo at the location. Students assign these roles to their own team members.
Scenes 1–3 include example videos. Perform the interview and closing live. You may read the model during this demonstration; you may not read during the final assessment.
Notice → try → use
Make the language work for you
Use the whole combination
- Families are asking for help.
- Rescuers are looking for people.
- They are listening to instructions.
- Helpers are caring for injured people.
Your turn: describe your picture with two combinations.
Report someone’s message
Ana says: “We are safe, but we need clean water.”
Later, Leo reports: Ana said that they were safe, but they needed clean water.
we → they · are → were · need → needed
Keep Ana’s meaning. Change the words to fit Leo’s report.
Try reported speech
Ana: “We are asking for blankets.”
Start: Ana said that…
Show a possible answer
Ana said that they were asking for blankets.
Another way: Ana told me that they were asking for blankets.
Use it for another news event
Concert: The singer is talking about her new show. Fans are listening to her announcement.
Singer: “I can perform on Saturday.”
Reporter: The singer said that she could perform on Saturday.
The same language works with a different story.
Review all ten verb + preposition pairs · Review reported speech
Prepare your team’s visual support
Send your teacher
- Your team members and roles.
- The programme name and chosen fictional disaster or news event, place and time.
- The witness’s name, appearance and experience.
- The video prompt and three visible details needed for your story.
- The verb + preposition combinations you will practise.
Send these through the channel your teacher gives you.
Images and video
Prepare a studio image, an image of your chosen event and an interview image. Send your teacher a prompt for one short video of the event. The teacher plays that clip when your studio journalist introduces the news. Your team speaks live; the clip should have no dialogue, only optional quiet ambient sound.
Plan a clip of about eight seconds. Review it before rehearsing and describe what it actually shows. The voiced videos on this page are classroom examples; they do not replace your live speaking in the assessment.
Optional image prompt · keep your identity
Attach your own photo, or a photo you have permission to use. Replace the bracketed scene description.
Use the attached photograph as the identity reference. Preserve the person’s recognizable facial identity, face proportions, eyes, eyebrows, nose, hairline, hairstyle, beard if present, skin tone and apparent age. Do not beautify, reshape or replace their face. Create a photorealistic horizontal 16:9 image of this person [at a news desk / reporting at the chosen event / interviewing a participant]. Keep the face clearly visible. Change only the clothing, setting and pose needed for the scene. No text, logos or watermark.
Check the result against the original photo. A prompt cannot guarantee an identical face. Regenerate it if the person’s features change.
Keep the same clothes and location between related scenes. Use the same witness reference image to preserve their appearance.
How your teacher assesses you · individual score /50
Task completion · /10
Deliver your part of a clear news report, including the required situation and role.
Interaction · /10
Listen, take turns, ask and answer questions, and respond to what others say.
Fluency · /10
Keep the message moving. Natural pauses and self-correction are acceptable.
Vocabulary and structures · /10
Use familiar Unit 6 news or disaster vocabulary, past tenses, verb + preposition combinations and reported speech with clear meaning.
Pronunciation · /10
Speak clearly enough to be understood. You do not need to imitate a native accent.
Scale for each criterion: 1–3 Weak · 4–5 Low · 6–7 Fair · 8–9 Proficient · 10 Exemplary. The quality of AI images or video does not earn language points.
Before you finish rehearsing
Can each person explain the story without reading? Does the reported speech match the witness’s words? Did everyone ask or answer a question? Choose one thing to improve and perform that part again.