SPEAKING
12/3
A FEW POINTS TO PONDER
SPEAKING
Tip 1: Don't memorise answers
Don't memorise YOUR answers. Memorised language
doesn't give the examiner an accurate measure of
your English-language skills. The examiner will be able
to tell if you have memorised your answers and this
may influence your final band score.
Tip 2: Don't use big and unfamiliar words
You may want to impress the examiner with big and
complex words in your Speaking test. But to be safe,
avoid using words you are not familiar with. There is
a higher chance of making mistakes by either
mispronouncing words or using them in the wrong
context. Mistakes can affect your final band score.
Use a range of vocabulary that you know which is
relevant to the topic being discussed. making
vocabulary lists or mind maps to help you learn
more words and phrases connected to the topic
areas.
Tip 3: Use a range of grammatical structures
When the examiners asses your speaking skills, they mark you against
the following assessment criteria:
-GrammaR
-Vocabulary
-Communicative competence
-Overall spoken performance
Try and use a range of grammatical structures using complex and
simple sentences to express what you want to say. Know your own
errors and practice speaking to friends in English, or record yourself to
see if you can spot errors. If you hear an error, make sure to correct
yourself. You are assessed on your ability to use different grammatical
structures accurately, so it's important to practise speaking about the
past, the present and the future using correct tenses
Tip 4: Avoid using fillers
Speak confidently and avoid using filler words. We generally use
fillers when we don't know what to say, however, this shows the
examiner that you can't access the appropriate language or ideas
so it's important to avoid them and to use the appropriate phrases
-Avoid the following fillers:
-Like
-You know
-Umm...
-Ahh...
-Ehh...
-Well
-Yeah...
Tip 5: Extend your answers
Try and answer the examiner's questions in
full. Extend your answers and don't wait for
the examiner to prompt you with a question.
When your answers are short, this shows the
examiner that you cannot talk in detail about
a topic. If the examiner says 'Why?', they are
prompting you to give a reason for your
answer and to extend more fully.
Use 5W 1H
-What, WHY, WHEN, WHO, WHERE, HOW
Tip 6: Smiling helps pronunciation
Smiling can help calm your nerves which in
turn helps your pronunciation. Make sure to
enunciate clearly, opening your mouth wide
enough so that sounds come out clearly. When
we smile, our mouth is bigger and the tone of
our voice is more friendly. Using clear
enunciation and tone will show the examiner
that you can use a range of pronunciation
features.
Tip 7: Don't speak in a monotone
Sometimes when we speak, we produce a flat sound, a
monotone, with little variation. This makes it more difficult to
express what you say and makes it more difficult for the
listener to identify what parts of your message are important.
Putting emphasis on certain words and pausing at sections in
your speech can make your conversation with the examiner
more engaging. When we emphasise certain words it makes it
easier to compare and contrast ideas by stressing key words.
It also increases the flow of conversation, so remember:
• Don't speak in a monotone
• Vary the stress and intonation to add emphasis
• Use your hands to gesture and help the rhythm of the
conversation
LET’S PRACTICE
vocabulary lists
1A
1. A BOY WHO WAS RIDING A BIRCYCLE
2. A BIRD FELT FROM ITS NEST
3. UNDER A BIG SHADY TREE
4. THE BOY WANTED TO HELP THE UNLUCKY BIRD BY LOCATING ITS NEST
5. THE BOY BROUGHT ALONG A LADDER - WHY?
6. IT WAS TOO HIGH – COULDN’T REACH THE NEST
7. GENTLY, HE PLACED IT BACK TO ITS NEST
8. THE MOTHER BIRD CAME TO THE RESCUE/ CHECK ON THE CONDITION
9. FELT PROUD OF HELPING
LINKERS – AND, BECAUSE, ON TOP OF THAT, NEXT, WITHOUT FURTHER ADO,
IMMEDIATELY,
1B
ANNOUNCEMENT - THE INFORMATIVE NOTICE BOARD
INTRODUCE CHARACTER – ALI AND ALIAH – CLASSMATES, 13 YEARS OLD – SHARE
THE SAME INTEREST – ROBOTIC COMPETITION THAT WAS HELD ANNUALLY.
RECYCLED ITEMS – UNWANTED THINGS – BOTTLE, PAPERS ETC - HARDWORK –
WORKING TOGETHER AS A TEAM– COLLECTING AROUND THEIR NEIGHBOURHOOD.
WORKING DAY AND NIGHT TO COMPLETE THE TASK/ROBOT – NEVER GIVE UP
BECAUSE THEY HAVE EACH OTHER TO SUPPORT
THE DAY OF THE COMPETITION - PRESENTED THEIR FINAL PRODUCT – ALI GAVE A
BRIEF EXPLANATION OF THE ROBOT - THEY WERE SATISFIED WITH THE SESSION.
NERVE WRECKING EXPERIENCE FOR BOTH OF THEM
ANNOUNCED AS THE WINNER OF THE COMPETITION – THEY FELT PROUD AND
COULDN’T BELIEVE THEMSELVES – THEY WERE ABLE TO REPRESENT THE SCHOOL
FOR THE NATIONAL LEVEL.
PART 3
BEFORE THE CONVERSATION
- HI ALI, HOW ARE YOU? SINCE OUR SCHOOL WILL ORGANISE A LANGUAGE
WEEK, WHAT WOULD BE THE BEST ACTIVITIES TO BE CONDUCTED?
- CONVERSATION
- WHAT ABOUT CHESS TOURNAMENT?
- I DON’T THINK SO. IT DOESN’T INVOLVE ANY ELEMENT OF THE LANGUAGE
ASPECT.
- NO. I DISAGREE WITH YOU. IN MY OPINION, CHESS TOURNAMENT CAN HELP US
IN THE USING THE TARGET LANGUAGE.
- ESSAY WRITING COMPETITION – USEFUL – FOCUSES ON THE WRITING
ELEMENT, VOCABULARY, GRAMMAR – HELP YOU TO IMPROVE IN THE
LANGUAGE COMPETENCY.
