TIPS FOR SPEAKING
Introduction
The purpose of the Speaking Test (Paper 2) is to assess a candidate’s ability to
converse in English naturally and fluently.
This test consists of two parts, Part A and Part B. For the first part, each candidate
is required to make an individual presentation. For the second part, the candidate
is required to participate in a group discussion.
Part A
Candidates are given two minutes to prepare their points on a topic they are given.
They are then given two minutes to make their oral presentation.
Other candidates, who will be listening to the presentation, are required to make
notes which they are to use for the group discussion in Part B.
Helpful Tips
Preparation
Since the time for preparation is only two minutes, you need to think fast and make the
best of the time given. Here are some strategies:
When you are given the situation, read it carefully. Understand the tasks you are
given.
Think of at least three main points.
Give plausible reasons and suggestions to support the main points.
Jot down the points and then elaborate on them when you are presenting. You do
not have time to write out the whole presentation.
Part A
How you say something is as important as what you say. Keep the following in
mind:
Speak clearly. Make sure you enunciate your words. Stress words in the right
places.
Speak in complete sentences.
Although you should aim for grammatically correct sentences, do not sacrifice
fluency for grammatical accuracy.
If you are stuck for words, try to express your ideas in simple sentences;
otherwise move on to the next point.
Present your points logically and systematically.
For Task A, you have to make eye contact with the examiner to show that you
are confident. For Task B, you should make eye contact with the other
members of the group.
Part B
Candidates are divided into groups of four.
Each candidate is given two minutes to prepare points either to support or
oppose the points raised by the other three members of the group.
The group is then given 10 minutes for their group discussion.
The aim of this discussion is to arrive at a decision as to which argument, point
of view, reasoning or suggestion is the best or most relevant for the given topic
or stimulus.
Helpful tips
Part B
You will need to familiarize yourself with language functions like turn-taking,
asking for and giving information, making suggestions, giving reasons, giving
opinions, persuading, drawing conclusions, agreeing and disagreeing,
interrupting, managing a discussion etc.
Listen to what the others are saying and make appropriate responses.
Non-verbal communication cues are important. Nodding will show agreement.
You need to cooperate with the other members of the group so that the
discussion can be carried out smoothly.
If member of a group is very quiet, ask relevant question to draw him into the
discussion. This will help him to increase his/her confidence level.
At the end of the discussion, the group should ideally arrive at a definite
conclusion/decision on the best solution or course of action to take.
More helpful tips.
The diagram below illustrates a sample activity of the individual presentation and group
interaction
800/2 SPEAKING: ASSESSMENT DESCRIPTORS FOR BANDS 4-6
BAND EXCELLENT SPEAKER COMPETENT ACCEPTABLE
6 = C2 SPEAKER SPEAKER
5 = C1 4 = B2
MARKS 20 - 19 18 - 16 15 - 13
TASK ACCOMPLISHMENT Displays Displays good Displays
excellent understanding of the acceptable
(TASK A&B) understanding of the given topic understanding of the
given topic given topic
Elaborates and
Elaborates and arranges viewpoints Elaborates and
arranges viewpoints commendably well arranges viewpoints
commendably reasonably well
Provides
Provides significant reply with a Provides
significant reply few unintentional significant reply with
errors a few unintentional
errors in most parts
Gives of the answer
extremely suitable Gives suitable
reply to the task reply to the task
specified specified Gives suitable
reply to the task
specified but the
contents consist
incomplete or
repeated ideas
VERBAL COMMUNICATION Displays Displays good Displays
excellent use of the use of the language acceptable use of
(TASK A&B) language the language
Utilises proper
Utilises proper and diverse lexis Utilises proper
and diverse lexis plausibly well and diverse lexis
plausibly reasonably
well
Pronounces Pronounces
the words clearly the words almost
without hampering clearly without Pronounces
the understanding hampering the the words almost
undestanding clearly without
hampering the
undestanding
Displays full
grasp of elementary
stress and intonation
forms
Displays Displays good Displays
excellent articulacy
articulacy when using acceptable articulacy
when using the the language, with when using the
language infrequent hesitance language, with
frequent hesitance
and difficulties in
Demonstrates Demonstrates finding suitable
excellent and good and words
comprehensible comprehensible
presentation presentation
(TASK A) Demonstrates
acceptable and
Shows high Shows good comprehensible
level of confidence level of confidence presentation,
straightforward
COMMUNICATIVE
SKILL Shows quite a
good level of
confidence
(TASK B) Communicates Communicates Communicates
assertively and deals assertively and deals quite assertively and
with the discussion with the discussion deals with the
very skilfully well discussion
reasonably well
Shows Shows good
excellent effort and effort and concern Shows quite a
concern good level of effort
and concern
MUET Speaking Syllabus - The Test Specifications
Candidates are assessed on their ability to make and to
take part in on a wide range of contemporary issues.
Assessment will cover the following:
Specifications Notes
(i) accuracy * using grammatically correct language
* using correct pronunciation, stress and intonation
(ii) fluency * speaking with confidence and fluency
(iii) appropriacy * using language appropriate for the intended purpose and
audience
* using varied vocabulary and expressions
* using varied sentence structures
* observing conventions appropriate to a specific situation
(iv) coherence and * developing and organising ideas
* using appropriate markers and linking devices
cohesion * using anaphora appropriately together with other cohesive
devices
(v) use of language * defining, describing, explaining
* comparing and contrasting
functions
* classifying
* giving reasons
* giving opinions
* expressing relationships
* making suggestions and recommendation
* expressing agreement and disagreement
* seeking clarification
* asking for and giving information
* persuading
* drawing conclusions
* stating and justifying points of view
* presenting an argument
(vi) managing a discussion* initiating
Examples:
Let us begin ….
Allow me to start ….
We want to find a solution to …
I would like to start by …
* turn-taking
Examples:
What do you think of the idea, Candidate C?
Do you agree with me, Candidate A?
Excuse me, I have something to add. ….
* interrupting
Examples:
Excuse me, …
Allow me to interrupt…I think/ In my opinion…
I am sorry to interrupt but we have to …
* prompting
Examples:
Yes, did you say …
Then …
What happens next?
* negotiating
Examples:
What about…
That idea is good but I feel that…
Well, for me…
* closing
Examples:
In conclusion…
As a conclusion…
To conclude…
In a nutshell…
(vii) task fulfilment * presenting relevant ideas
* providing adequate content
* showing a mature treatment of topic
Language Functions Forms
Expressing Agreement Strong agreement:
I totally agree …
Yes, that’s right. ……
Agreed.
Yes, so do I!
Partial Agreement:
I agree to a point …but…
I quite agree …but…
You have a point there but …
I agree with the first two points but …
Expressing Disagreement Strongly Disagree:
I disagree with the suggestion.
I strongly disagree.
I disagree with you entiorely.
On the contrary
Disagree politely:
I’m a bit doubtful. For me, I think …
It’s not always the case. ….
I think it would be better if …
Well, it depends on …
Persuading Let’s give it a chance …
I think we should go ahead …
I assure you that …
I urge you to consider …
Stating and justifying I think … is better than …. This is because… (followed by
points of view suitable reason[s]).
Giving opinions From my point of view,
I feel that…
In my opinion …
I believe that …
I would like to say that…
Interactive Skills
Initiating Let us begin ….
Allow me to start ….
We want to find a solution to …
I would like to start by …
Turn taking What do you think of the idea, Candidate C?
Do you agree with me, Candidate A?
Excuse me, I have something to add. ….
Interrupting Excuse me, …
Allow me to interrupt
I am sorry to interrupt but we have to …
Prompting Yes, did you say …
Then …
What happens next?
1. Socio-cultural
2. Economic
3. Science and technology
4. Sports
5. Environment
6. Education
7. Health