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Trinity ISE II - Speaking
Linking Words and Phrases 2
Linking Words and Phrases 2
Giving reasons Summing up Giving examples
... because ... Due to .../... due to ... ... because of ... ... on account of ... ... since ... Basically, ... All in all, ... To sum up, ... In short, ... On the whole, ... In the main, ... To conclude, ... For example, ... For instance, ... ... such as ... ... like ...
Expressing purpose Giving advice Explaining
... so that ... ... so as to ... ... in order to ... If 1 were you, I’d ... If 1 were in your shoes, I’d ... Why don’t you ... 1 How about ... ? Have you considered ... ? 1 think you should ... Perhaps you should/could ...
In other words, ... That is, ...
Asking for clarification
I’m sorry, 1 don’t quite understand. Could you say that again please? I’m sorry, I’m not sure what you mean. Could you say it one more time, please? Could you repeat that, please? Are you saying ... ?
Recovering your thoughts
Where was 1? What was 1 saying?
Changing direction Clarifying something
What about [new subject] ... ? How about [new subject] ... ? Moving on, ... What 1 meant was ... What I’m trying to say is ...
Trinity ISE II - Speaking
Project
Project
A step-by-step method of preparation for the Topic Task
The Project
This section is very specific. It relates to Speaking Task I, the Topic Task. Follow the steps carefully and make a real effort to do this project well. After all, this is the only part of the Speaking you get to choose and prepare the topic for in advance. Use that to your advantage.
Step 1 Research
• Choose a topic you are really interested in. It can't be a topic from the list of subject areas for the
Conversation, and it must enable you to produce language of the level. For example, Sport at school; Art in education. Whatever you choose, make sure it’s something you are genuinely interested in. This will make the project much easier.
• Next, at home, find out some information about the topic. Read articles in your own language as well as English, and take notes in English. Remember that your discussion with the examiner will only last up to four minutes, so you will need to select information carefully.
• Then, divide the topic into four main areas to talk about. For example, Sport at school: I) Advantages of playing sport at school 2) Disadvantages of sport at school 3) Should sport be compulsory at school? 4) What I would change about my sports lessons. Organise your notes into those four main areas.
• Using your notes to help you, prepare a four-minute presentation on your topic for class. Remember this is just for practice and to help you gain confidence. In the exam the topic is a discussion with the examiner, not actually a presentation. It is important to aim for real communication rather than just reproducing facts that you have learnt.
Step 2j
Deliver your class presentation. You may use your notes to help you during the presentation.
• Once the presentation is over, invite the class to ask you questions about your topic. You want them to ask you as many questions as possible. Encourage lots of questions.
Students: When your classmate is giving their presentation, listen actively and take notes. Then, ask them as many questions as you can think of about the topic when they’ve finished speaking. The more questions you can think of to ask them about the topic, the more helpful it will be. (Not specific factual questions such as When was he born? Discussion and personalised questions, e.g. Why do you like X so much? How long have you liked X? What is the most impressive thing about X? If you were X, what would you do? What would you change about X if you could?)
Step 3
• The most important part of the Class Presentation was the question-and-answer section. Think about what happened. Did the class ask you questions you weren’t expecting? Did you have any difficulty answering some of the questions?
• Once you have reflected on your performance, evaluate your topic. Ask yourself:
o Do I need to find out any more information about it?
o Am I happy with the four areas I have chosen to talk about or do I want to change them?
o What, in particular, do I need more practice talking about?
• Make any changes you think are necessary to your project now.
Trinity ISE II - Speaking
Step 4
• Now that you have decided on your topic and four areas to talk about, it’s time to make a mind map or an outline plan. Your mind map or plan should look like this:
• Keep this mind map or plan, because you will bring it to the exam with you and show it to the examiner.
The examiner will use the map or plan as a guide for what to ask you about.
• Next, rewrite your notes for each topic area in a clear way that someone else could understand.
You are going to share your notes with another student soon.
Students: At this point, it’s important to get as much practice as you can talking about your topic from different angles. Even when there’s no-one who speaks English around, you can still find a friend or family member to discuss the topic with in your own language. For example, start presenting the information in your notes to them and invite them to interrupt you whenever they want to ask a question to find out something specific. Encourage them to ask you lots of questions. Even though this conversation will be in your first language, it will still give you plenty of ideas for what you can expect to be asked by the examiner.
You can then practise answering the questions in English later.
Step 5j)
• Work in pairs. Exchange copies of each other's notes. Give your partner your clearly written notes organised under the four areas you’ve chosen to talk about. Take a copy of their notes.
• At home, study their notes carefully. As you go through their notes, think about possible lines of
questioning for your partner. Write down as many questions as you can think of for each section of notes.
Spend time doing this for your partner - it will really help them prepare.
• Organise your questions clearly and connect them to the notes. You are going to have a discussion with your partner in the next class, so good preparation is important to make the discussion as helpful for them as possible.
Step 6j)
• In your next class, get into your pairs again, Student I and Student 2.
• Student I: Tell the examiner (your partner) what your topic is and begin talking about it. Listen carefully and answer any questions you are asked (and be prepared to ask questions, too; to check what your partner means or to ask for their opinion, for example). Student 2: Listen actively to your partner and ask questions about the topic (use the questions you have prepared at home to help you) or make comments.
• Now swap roles. Student 2: Tell the examiner (your partner) what your topic is and begin talking about it.
Listen carefully and answer any questions you are asked (and be prepared to ask questions too; to check what your partner means or to ask for their opinion, for example). Student I: Listen actively to your partner and ask questions about the topic (use the questions you have prepared at home to help you) or make comments.
Students: During this discussion, as well as In the actual exam, do not enter into long, memorised monologues. You will not get a higher grade if you do this. Remember, it is a discussion; there are two speakers. It should definitely sound natural; not rehearsed.
Step 7
• Think about how easy it was for you to talk about your topic and answer your partner’s questions. Did you struggle a lot? Were there any questions you didn’t expect?
• Practise in the areas where you need to improve most. Take every opportunity to discuss your topic in both your first language and in English right up until you actually take the exam.