SPEAKING TEMPLATE

Independent Speaking Task 1

(PERSONAL QUESTION)

 MAKE COMPARATIVE STATEMENTS - “EASIER,” “BETTER,” “STRONGER,” “MORE CONVENIENT ,” “CHEAPER,”

 PERSONAL EXPERIENCE (ASK TO RELATE INCIDENT FROM THE PAST)

 A TIME WHEN I _______.
I FEEL THIS WAY FOR TWO REASONS. FIRST BECAUSE _______ . TO BE MORE SPECIFIC _________.
SECOND _____. FOR EXAMPLE , ___________.

 THREE CHOICES
 PERSONALLY SPEAKING , I WOULD RATHER _________. I FEEL THIS WAY FOR TWO REASONS. FIRST BECAUSE
_______ . TO BE MORE SPECIFIC _________.
SECOND _____. FOR EXAMPLE , ___________.

 IF I HAD TO CHOOSE BETWEEN ______,______ AND ______. I WOULD RATHER ____________. I FEEL
THIS WAY FOR TWO REASONS . FIRST BECAUSE _______ . TO BE MORE SPECIFIC _________.
SECOND _____. FOR EXAMPLE , ___________.

 GIVING ADVICE
 I WOULD ADVISE MY FRIEND TO ________. I FEEL THIS WAY FOR TWO MAIN REASONS. FIRST BECAUSE
_______ . TO BE MORE SPECIFIC _________.
SECOND _____. FOR EXAMPLE , ___________.
 IF MY FRIEND______

 STATING OPINION
 IF I HAD TO CHOOSE I WOULD BE INCLINED TO ______ SIDE.
I FEEL THIS WAY FOR TWO MAIN REASONS. FIRST BECAUSE _______ . TO BE MORE SPECIFIC _________.
SECOND _____. FOR EXAMPLE , ___________.

 ALTHOUGH SOME PEOPLE LIKE ______, I PREFER _____.

 DESPITE THE ADVANTAGES OF _______, I WOULD PREFER.
  I AGREE/DISAGREE WITH THE IDEA THAT ________. I FEEL THIS WAY FOR TWO MAIN REASONS. FIRST BECAUSE
_______ . TO BE MORE SPECIFIC _________.
SECOND _____. FOR EXAMPLE , ___________.
 I THINK IS BETTER ________. I FEEL THIS WAY FOR TWO MAIN REASONS. FIRST BECAUSE _______ . TO BE
MORE SPECIFIC _________.
SECOND _____. FOR EXAMPLE , ___________.

Independent Speaking Task 2

(OPINION-BASED CHOICE BETWEEN SOME OPTIONS)
 AGREE OR DISAGREE
 I DO AGREE /DISAGREE THAT _______
TO BEGIN WITH, _____
IN ADDITION , ______
THEREFORE, THESE REASONS ARE WHY I AGREE /DISAGREE THAT ______
 PREFERENCE
 TO ME, I PREFER ____ TO/OVER ____ FOR TWO MAIN REASONS .
THE FIRST REASON IS _____
THE SECOND REASON IS______
THEREFORE, THESE REASONS ARE WHY I PREFER TO ____ RATHER THAN ____.
 DESCRIPTION AND EXPLANATION
 IN MY OPINION , ____
FIRST OF ALL, ______
FURTHERMORE , _____
THEREFORE, I STRONGLY /FIRMLY BELIEVE THAT ______
 ADVANTAGES AND DISADVANTAGES
 I BELIEVE THAT IT IS BENEFICIAL TO ______, BUT THERE CAN ALSO BE SOME DISADVANTAGES .
FIRST, _______
HOWEVER , I BELIEVE THAT THERE ARE ADVANTAGES AS WELL. ______
SO, I BELIEVE THAT THERE ARE ADVANTAGES AND DISADVANTAGES TO _______

Integrated Speaking Task 3

(CAMPUS SITUATION)

 USE “HE/SHE” INSTEAD OF “THE STUDENT .”

 CONCENTRATE ON SPECIFIC EXAMPLES

1. FIRST, EXPLAIN THE CAMPUS SITUATION.

 ACCORDING TO THE PASSAGE/ANNOUNCEMENT , THE UNIVERSITY PLANS TO _______. FOR THE REASONS 1-
AND 2.

 THE ARTICLE /ANNOUNCEMENT/LETTER IS ABOUT _______ .I T STATES THAT ___________. F OR THE REASONS
1- AND 2.

2. STATE WHETHER THE STUDENT AGREES OR DISAGREES

  THE STUDENT DISAGREES/AGREES WITH THE PLAN/CHANGES/ PROPOSAL. HE FEELS THIS WAY FOR TWO MAIN
REASONS .
 THE STUDENT SUPPORTS/OPPOSES THESE CHANGES.

3. EXPLAIN ONE OF THE STUDENT ’S MAIN POINTS FOR SUPPORTING OR OPPOSING THESE CHANGES.
 FIRST OF ALL, HE STATES THAT _________. B ESIDES THAT, THE STUDENT ALSO POINTS OUT THAT _________.
 FIRST, THE STUDENT BELIEVES /FEELS/THINKS THAT _________.

4. EXPLAIN THE SECOND POINT MADE BY THE STUDENT

 SECONDLY , HE NOTES THAT _________.
 SECONDLY , THE STUDENT BELIEVES /FEELS/THINKS THAT _________.

Integrated Speaking Task 4

(ACADEMIC PASSAGE AND SHORT LECTURE )

1. DEFINE THE TERM OR CONCEPT RIGHT AWAY . USE AMPLE EXAMPLES FROM THE LECTURE .
 THE READING IS ABOUT ________. I T STATES THAT ________.
 THE PASSAGE DISCUSSES ________ AND HOW IT________.
 BOTH THE PASSAGE AND THE LECTURE DISCUSS ________.
 ACCORDING TO THE LECTURE , ________ IS ________.
 THE PASSAGE INTRODUCES THE CONCEPT OF ________.

 USE ONE POINT FROM THE PASSAGE AND /OR LECTURE TO DESCRIBE WHAT THIS CONCEPT MEANS . TRY TO BE AS
DETAILED AS POSSIBLE , USING EXAMPLES FROM THE LECTURE .

 THE LECTURER ELABORATES ON THIS BY PROVIDING SEVERAL EXAMPLES/AN EXAMPLE .

 IN THE LECTURE , THE PROFESSOR DEFINES ________ AS ________. THE PROFESSOR ELABORATES ON THIS
CONCEPT/TERM , EXPLAINING THAT ________. T HE PROFESSOR FIRST MENTIONS THAT ________. S ECONDLY ,
HE SAYS ________.

Integrated Speaking Task 5

(CONVERSATION BETWEEN TWO SPEAKERS DISCUSSING SOMETHING RELATED TO STUDENT LIFE)

 YOUR RESPONSE MUST SUMMARIZE THE SOLUTIONS GIVEN AND THEN INDICATE WHICH SOLUTION YOU THINK IS BEST AND
WHY. (I N OTHER WORDS , YOU ’LL BE GIVING YOUR OPINION ON HOW TO HANDLE THE ISSUE .)
1. FIRST, SUMMARIZE THE OVERALL PROBLEM.
 THE MAN’S PROBLEM IS ________. TWO POSSIBLE SOLUTIONS ARE SUGGESTED. ___SOLUTION 1__&
SOLUTION 2__. FIRST OF ALL, THE MAN COULD ________. S ECONDLY , ________.
2. EXPLAIN WHICH SOLUTION YOU BELIEVE IS BEST AND GIVE TWO OR THREE REASONS AS TO WHY YOU FEEL THIS
WAY .

 IN MY OPINION, THE MAN SHOULD ________. I FEEL THIS WAY FOR TWO REASONS. FIRST ________.
MOREOVER ________.
 I BELIEVE /FEEL/THINK THAT THE FIRST /SECOND SOLUTION IS BETTER FOR SEVERAL REASONS. ________.

 I WOULD CHOOSE THE FIRST /SECOND SOLUTION BECAUSE ________.

 I WOULD ADVISE THE ________.

 Integrated Speaking Task 6
(BRIEF ACADEMIC LECTURE)

1. TO START, REPHRASE THE QUESTION YOU’RE BEING ASKED.

 IN THE LECTURE , THE PROFESSOR TALKS ABOUT ________. HE/SHE THEN GIVES TWO /THREE EXAMPLES TO
ILLUSTRATE THIS CONCEPT .
 THE PROFESSOR DISCUSSES ________ IN THE LECTURE , GIVING TWO /THREE EXAMPLES.
 THROUGHOUT THE LECTURE , THE PROFESSOR TALKS ABOUT ________. AND HOW IT ________.
 THE LECTURE IS ABOUT ________. T HE PROFESSOR ILLUSTRATES THIS CONCEPT USING TWO MAIN EXAMPLES.

2. SUMMARIZE THE MAIN POINTS OF THE LECTURE AND HOW THEY ILLUSTRATE THIS CONCEPT.

 FIRST SHE TALKS ABOUT ________. S HE SAYS THAT ________. S ECONDLY , SHE SPEAKS ABOUT ________.
IN HER OPINION ________.
 FIRST, THE PROFESSOR FOCUSES ON ________. THIS MEANS THAT ________.

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THINGS TO REMEMBER

PRACTICE
1&2
NO TIMER, PAPER AND PENCIL , WRITE DOWN THE QUESTION , COLUMN FOR REASONS, COLUMN FOR EXAMPLES ,5-10
BRAINSTORM . R EPEAT EXERCISE (15).

FOCUS ON SPEED , INTONATION , SMOOTHNESS , FLUENCY AND CONTENT