A simple but deceptively challenging oral task is for candidates, after a few minutes preparation, to describe in detail how something works. This could involve a well-known everyday procedure or object. Underhill (1987: 69) lists some possibilities:

One might even allow students to choose one such topic from a list so that no one is disadvantaged (eg they might know nothing about bikes). Either way, the task provides the opportunity for free expression and choice of language but allows a degree of objectivity in the marking (ie certain steps need to be covered in each case.) For the task to work properly, students should be forewarned that their response must include a specified number of steps.

At higher levels, the same basic approach might be adopted by setting candidates a more challenging topic of general interest (eg the Euro, private education, the health service) and having them speak on it after a brief period of preparation. The short presentation can be interspersed with and extended by questions from the examiner to follow up specific points, clarify certain issues or challenge the candidate on his/her views. As above, candidates might be given a number of titles to choose from, but care needs to be exercised here, since this can result in things other than language being tested, eg general knowledge, logical processes, imagination or creativity (cf section 14.2.4.4 on setting essay titles) and a range of titles can result in students adopting a range of approaches, thus making it difficult to achieve reliability in marking.