UBI 1013 / FIU 3013 GENERAL ENGLISH

SPEAKING TEST FORMAT

The test consists of two tasks, Task A and Task B.

Candidates are given one minute to read the instructions and the tasks given.

Task A: Individual Presentation

 Candidates are evaluated individually. Each candidate has two minutes to prepare
his/her response and two minutes to present his/her views.
 While a candidate is presenting, other group members listen and take down notes for the
group interaction in Task B.

Task B: Group Interaction

 Candidates are given two minutes to prepare for this discussion.

 Candidates may maintain or change their views presented in Task A.
 In the discussion, a candidate may support or oppose the other candidates’ views.
 At the end of the discussion, candidates may come to a group decision.
 Ten minutes is allocated for the discussion.

STRATEGIES FOR SPEAKING

PREPARATION
Since the preparation time given is two minutes, you need to think fast and make the best of the
time given. You should:
 Read the situation carefully. Understand the tasks you are given. If you are not certain
about certain things, you may ask the examiner for clarification.
 Think of at least three main points.
 Provide plausible reasons and suggestions to support the main points.
 Write down the points and then elaborate on them when you are presenting. You do not
have to write out the whole presentation.
PRESENTATION
During your presentation, keep the following in mind:
 Speak clearly. Make sure that you enunciate your words.
 Speak in complete sentences.
 Aim for grammatical accuracy and fluency.
 If you are stuck for words, simplify what you need to say or move on to the next point.
 Present your points logically and systematically. You are encouraged to use transitional
words.
 For Task A, have eye contact with the examiner to show that you are confident.
 For Task B, you should make eye contact with your group members.
STRATEGIES WHEN CARRYING OUT TASK B
 Familiarise yourself with language functions such as turn-taking, asking for and giving
information, making suggestions, giving reasons, giving opinions, persuading, agreeing
and disagreeing, interrupting, drawing conclusions, etc.
 Listen to what others are saying and make appropriate responses such as “You’re right.”
or “That’s a great idea.”
 Use non-verbal communication cues such as nodding your head and hand gestures.
 Cooperate with group members so that the discussion can be carried out smoothly.
 You should prompt your group members who are rather passive in the discussion.
 PRESENTING FACTUAL INFORMATION

Below are some expressions that may be used when presenting factual information.

INTRODUCTION
Let me tell you about …
Today, I would like to talk on …
I would like to begin by …
My topic for today is …
BODY
I would like to mention briefly …
I would like to comment on …
There are several points I would like to make.
The first point is …
Firstly …
First of all …
To begin with …
Secondly …
The next issue is …
Furthermore / Moreover / In addition …
Let me give you an example …
Let us consider …
Then …
CONCLUSION
In general …
In conclusion …
All in all …
Let me conclude by saying …
I would like to conclude by …
Finally …

When presenting factual information, you need to organise your speech so that there is a smoth
flow of ideas.

Introduction - Introduce topic

- Provide definition
- Highlight main points of speech
Body - Include major points and elaborate on them
- Present the most important point first
- Use transition words to connect ideas
Conclusion - Wrap up your talk by giving your own opinion
- Summarise the main points of the topic
- Give advice or recommendations
 MANAGING A DISCUSSION

Below are some expressions that you can use in the group discussion.

OPENING A DISCUSSION
Good morning/evening, everyone.
Thank you for being here.
Shall we start?
Let us begin.
INTRODUCING THE SUBJECT
First, let’s tackle the issue of …
Today, we are meeting to discuss …
Let’s talk about the problem of …
We are here to talk about …
INVITING SOMEONE TO CONTRIBUTE TO THE DISCUSSION
Would you like to comment on this?
Ahmad, what is your opinion on this issue?
Aminah, what would you like to say about this?
What do you think?
What is your opinion?
Michael, do you agree?
Susan, can you give us your opinion on …
INTERRUPTING
Excuse me.
Could I just ask you a question?
May I interrupt for a second, please?
Excuse me for interrupting.
Sorry to interrupt but …
If I may interrupt you for a moment …
May I add something here?
ASKING FOR CLARIFICATION
Sorry, but I didn’t get you.
Could you please explain that to me again?
I’m afraid I’m not sure what you mean by that.
Do you mean that …
CLOSING A DISCUSSION
We’ll probably meet again.
Thanks for coming.
Shall we continue the discussion on …
Shall we meet again on …
Thanks for a fruitful discussion.

When managing a discussion, you

 may have to thank people for coming and then start the discussion.
 should introduce the subject/topic/problem.
 may have to invite group members to speak up.
 need to encourage group participation.
 have to ensure that the group comes to a consensus.
 have to close the discussion.
 LANGUAGE FUNCTIONS

Asking for and Giving Information

Asking for Information Giving Information

When asking for information, use “WH” When giving information, one may instruct,
questions: describe, explain, inform, report, announce
- What do you think? or conform:
- In your opinion, what are the causes - I would like to tell you that … (to
of pollution? inform)
- Why did the government take these - I would like to explain that … (to
steps? explain)
- How do we attract more tourists to - You need to … (to instruct)
come to our country? - Don’t you think …? (to confirm)
You can also ask for information using polite
forms:
- Could you please tell me what I must
do?
- May I know how much it costs?
Another way of asking for information is to
use Yes / No question forms:
- Are you serious?
- Will the students come?
- Was the test difficult?

Expressing Agreement and Disagreement

Agreement Disagreement
Complete Agreement Direct Disagreement
- I totally agree with you. - I absolutely disagree with you.
- I see your point of view. - I’m sorry but I’ve to disagree.
- That’s true / brilliant / right. - I disagree.
- That’s a good / splendid idea. - I don’t think so.
- I couldn’t agree more. - I don’t think you’re right.
- Yes, I feel the same way, I agree. - I don’t agree.
- Yes, I’m sure you’re right. - I beg to differ.
- Absolutely.
- Definitely.
- Yes.
Tentative / Partial Agreement Indirect Disagreement
- I agree with you to a point.
- You’ve got a point there but …
- I think you’re right but …
- I suppose you’re right.
- Well, maybe. Perhaps you’re right.
- I suppose that’s true.
- You could be right.
- I agree that … but …
- That may be so but …
Making Suggestions and Recommendations

Suggestion Positive Response Negative Response

- Wouldn’t it be a good
idea to …
- Shall we …
- I think we should …
- Perhaps we could …
- Why don’t we …
- How about …
- If I were you, I would
…
- Don’t you think we
should …
Recommendation Positive Response
- I strongly recommend
that …
- I strongly advise that
… - I approve of …
- I propose that …
- I would like to put
forward a proposal
that …
- Yes, that’s a good - No, I don’t really like
idea. the idea.
- That would be nice. - I think that’s out of
- Okay. question.
- What a good - I can foresee
suggestion. problems.
- I’m not convinced
that this will work.
Negative Response
- I fully support … - I’m totally opposed to
- I’m n favour of … the proposal.
- I totally agree with … - I can foresee
problems.
- I see no objection to - I’m not convinced
… that this will work.
- I couldn’t agree more - This will give rise to
with that. other problems.

Asking for and Giving Opinion

Asking for Opinion Giving Opinion

- What’s your opinion on … - I believe …
- What do you think of … - I’m certain that …
- What are your views on … - I must say …
- I maintain that …
- As far as I’m concerned …
- In my opinion …
- I guess …
- I suppose …

Persuading

Persuading
- Have you considered …
- Do you realise that …
- Don’t you think …
- Wouldn’t it be a good idea to …
- I wonder if you have thought of …
- Maybe you should consider …
- I can assure you that …

Adapted from: MUET Skills, Preparation & Practice, Marshall Cavendish Education, 2010.
 SAMPLE QUESTION

Speaking Test

Candidate A

Instruction to candidate:

This test consists of two tasks, Task A and Task B.

Task A is carried out first followed by Task B.
You are given one minute to read the instructions and the tasks given.

Task A: Individual Presentation (2minutes)

 You have two minutes to prepare your response.

 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for the group
interaction in Task B.

Situation

There has been a marked increase in disciplinary problems in secondary schools. As a member of
the School’s Alumni, you are asked to give a suggestion on how to solve these problems.

Task A:

You suggest implementing detention class. Gives reasons to support your point of view.

Task B: Group Interaction (10 minutes)

 You have two minutes to prepare for the discussion.

 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group discussion.
 You are given ten minutes for the discussion.

Situation

There has been a marked increase in disciplinary problems in secondary schools. As a member of
the School’s Alumni, you are asked to give a suggestion on how to solve these problems.

Task B:

Discuss which one of the following is the best solution to deal with the marked increase in
disciplinary problems:

a. Implementing detention class.

b. Suspending students.
c. Counselling students.
d. Implementing public caning.
 Speaking Test

Candidate B

Instruction to candidate:

This test consists of two tasks, Task A and Task B.

Task A is carried out first followed by Task B.
You are given one minute to read the instructions and the tasks given.

Task A: Individual Presentation (2minutes)

 You have two minutes to prepare your response.

 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for the group
interaction in Task B.

Situation

There has been a marked increase in disciplinary problems in secondary schools. As a member of
the School’s Alumni, you are asked to give a suggestion on how to solve these problems.

Task A:

You suggest suspending students. Gives reasons to support your point of view.

Task B: Group Interaction (10 minutes)

 You have two minutes to prepare for the discussion.

 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group discussion.
 You are given ten minutes for the discussion.

Situation

There has been a marked increase in disciplinary problems in secondary schools. As a member of
the School’s Alumni, you are asked to give a suggestion on how to solve these problems.

Task B:

Discuss which one of the following is the best solution to deal with the marked increase in
disciplinary problems:

a. Implementing detention class.

b. Suspending students.
c. Counselling students.
d. Implementing public caning.
 Speaking Test

Candidate C

Instruction to candidate:

This test consists of two tasks, Task A and Task B.

Task A is carried out first followed by Task B.
You are given one minute to read the instructions and the tasks given.

Task A: Individual Presentation (2minutes)

 You have two minutes to prepare your response.

 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for the group
interaction in Task B.

Situation

There has been a marked increase in disciplinary problems in secondary schools. As a member of
the School’s Alumni, you are asked to give a suggestion on how to solve these problems.

Task A:

You suggest counselling students. Gives reasons to support your point of view.

Task B: Group Interaction (10 minutes)

 You have two minutes to prepare for the discussion.

 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group discussion.
 You are given ten minutes for the discussion.

Situation

There has been a marked increase in disciplinary problems in secondary schools. As a member of
the School’s Alumni, you are asked to give a suggestion on how to solve these problems.

Task B:

Discuss which one of the following is the best solution to deal with the marked increase in
disciplinary problems:

a. Implementing detention class.

b. Suspending students.
c. Counselling students.
d. Implementing public caning.
 Speaking Test

Candidate D

Instruction to candidate:

This test consists of two tasks, Task A and Task B.

Task A is carried out first followed by Task B.
You are given one minute to read the instructions and the tasks given.

Task A: Individual Presentation (2minutes)

 You have two minutes to prepare your response.

 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for the group
interaction in Task B.

Situation

There has been a marked increase in disciplinary problems in secondary schools. As a member of
the School’s Alumni, you are asked to give a suggestion on how to solve these problems.

Task A:

You suggest implementing public caning. Gives reasons to support your point of view.

Task B: Group Interaction (10 minutes)

 You have two minutes to prepare for the discussion.

 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group discussion.
 You are given ten minutes for the discussion.

Situation

There has been a marked increase in disciplinary problems in secondary schools. As a member of
the School’s Alumni, you are asked to give a suggestion on how to solve these problems.

Task B:

Discuss which one of the following is the best solution to deal with the marked increase in
disciplinary problems:

a. Implementing detention class.

b. Suspending students.
c. Counselling students.
d. Implementing public caning.
 SUGGESTED ANSWER GUIDE

If you are Candidate A, you could do the following:

1. First, read and understand the question.

2. List down or underline the key words.
There has been a marked increase in disciplinary problems in secondary schools. As a member
of the School’s Alumni, you are asked to give a suggestion on how to solve these problems.
Task A:
You suggest implementing detention class. Gives reasons to support your point of view.
3. Plan your answer using short notes or mind maps.
4. Begin your presentation by greeting the audience.
Example: Good morning / evening, everyone.
5. Introduce the topic.
Example: Well, recently it is reported that there has been a marked increase in
disciplinary problems among students in secondary schools in Malaysia. Realising
these problems, we should take steps to overcome them.
6. Put forward your opinion.
Example: One such step is sending students who misbehave for detention class. I agree
that detention class can be seen as one of the most effective ways to curb
discipline problems.
7. State what is meant by detention class.
Example: Detention class in schools is a form of punishment. Students who have
misbehaved are made to stay back for a short period of time after classes have
ended. In some schools, detention classes are held on Saturdays.
8. Give reasons why and how detention class can help solve or curb discipline problems.
Example: During detention class, students are given various forms of punishments. For
example, if a student is rude, he may be asked to write an essay on “Respecting
the Elders”. It is hoped that by writing such an essay, the student concerned will
take the time to step back and reevaluate what he did. Other punishments include
getting students to repaint walls which they defaced. Cleaning the school
compound if they are caught littering and repairing chairs and tables if they
destroy property. Such punishments of course, make students have second
thoughts of ever repeating an offence. These punishments can be seen as good
deterrent for misbehaving.
Many students do not like staying back after school because it would mean
disrupting their daily schedule or missing their transport to go home. Such
inconvenience to their life is hoped to be a deterrent for many not to misbehave in
the future. For some, it would mean keeping their parents waiting or missing
tuition classes. Under such circumstances, they often have to face the anger of
their parents for misbehaving in school and it would mean double punishment for
one offence. They might end up being grounded and expected to perform and
behave better in school.
9. Provide a suitable conclusion.
Example: To conclude, I would say that I agree that detention class is certainly an effective
way in helping to curb discipline problems in schools.
Task B:

Discuss which one of the following is the best solution to deal with the marked increase in disciplinary
problems:

10. First list down the four suggestions put forward by the group.
Example: From our discussion today, we have put forward four main ways of dealing with
the marked increase in disciplinary problems. Students who misbehave can be
provided with counselling services, sent to detention class, suspended from
attending school or given public canning.
11. Then decide which is the best way to deal with the problem.
Example: In my opinion, counseling is the best way to deal with this problem.
12. Provide two or three reasons for your choice.
Example: I say this because through counselling sessions, students get a chance to talk
about their problems in school. It also helps both parties, the school and the
student deal with the situation. When students are made to realise their mistakes
and given help as to how to deal with their problems, they are more willing to
change. During counselling sessions, students can also be guided to come up
with alternative solutions and once they are given a chance to be actively
involved in coming up with solutions, they would be more likely to adopt them.
13. When your group members come up with their suggestions and if you disagree, you have to
disagree politely and provide your reasons.
Example: In my opinion, public caning is not the best solution to deal with this problem
because such a form of punishment is neither educational nor constructive. It
does not help the student understand his or her mistake. Public canning can also
result in embarrassment for the student concerned and this may make matters
worse as the student may rebel against the school. Such a move may result in
more disciplinary problems.
14. You may want to prompt your group members to provide their opinions.
Example: What is your suggestion regarding this matter?
15. Finally after listening to all suggestions from the group members, come to a conclusion.
Example: From our discussion, we can conclude that counselling is the best solution to
deal with the increasing number of disciplinary problems in schools nowadays.

Adapted from: Model Test Papers: MUET, Cerdik Publications, 2006.