PIE2411 SPEAKING AND PRESENTATION SKILLS

SEM 1, 2023/2024
SUPPLEMENTARY MATERIALS

SUPPLEMENTARY MATERIAL 1
PIE2411 SPEAKING AND PRESENTATION SKILLS
Semester 1, 2023/2024

Topics covered in this supplementary material are:

• language expressions in group discussion
• persuasive language
• minimising and maximising language
• simple present tense
• subject-verb agreement

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SEM 1, 2023/2024
SUPPLEMENTARY MATERIALS

LANGUAGE EXPRESSIONS IN A DISCUSSION

In a group discussion, it is important that you contribute to the discussion effectively by using
appropriate language expressions. Using appropriate language expressions helps you to
convey your message with ease and allows your group members to better understand your
viewpoints.
The following are useful language expressions that you can use in a group discussion.

1. Starting a group discussion

One key aspect of starting a group discussion is identifying the purpose of the discussion. This
could be a specific goal, such as tackling plastic pollution or planning a business event, or a
more general objective, such as exploring a new idea or solving a problem. By clarifying the
purpose of the discussion, participants can understand what is expected of them and focus
their contributions accordingly.

a. Starting lines
Is everyone ready to begin?
Are we ready to get started?
Shall we start the discussion?

b. Stating the purpose

Today we will be discoursing on the topic of ….
The purpose of today’s discussion is …
We are meeting today to discuss …

2. Expressing stance
Stance is a personal viewpoint that a person has on a particular issue or problem. In order
to participate effectively in a group discussion, you have to be able to express your stance
clearly, ask for others’ opinion and give response to others appropriately.

a. Giving opinions
In my opinion …
I believe that …
I think that …

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SEM 1, 2023/2024
SUPPLEMENTARY MATERIALS

In my view …
From my point of view …

b. Asking for others’ opinions

What's your opinion on …?
What do you think?
What are your views on …?

c. Responding to others’ opinions

I agree/disagree.
I can see what you’re saying.
I see what you mean.
I agree to a certain point, but …
That’s a good point, however …
But surely …

3. Asking questions
Meaningful participation in a group discussion may involve asking questions or asking for
an explanation.

Can you explain what you mean by…?

Can you clarify on …?
What do you mean by …?

4. Referring to points of view

In an academic discussion, it is important that you make it clear whether you are stating
your own opinion or referring to a content of a source, or in other words, other people’s
point of view. When referring to information from a source, you have to give credit to the
source before stating the information that you want to convey.

According to a study by …
It says in the research that …
A group of scientists that conducted a study on this issue found that …

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SEM 1, 2023/2024
SUPPLEMENTARY MATERIALS

5. Responding to points of view

When you respond to points of view, it means that you are putting out your own opinion
on the content presented by the source. You may agree, disagree or partially agree on the
points of view. These responses need to be delivered clearly by using appropriate
language expressions.

I have to agree that …

I think that’s pretty clear.
I concur to that.
I don’t necessarily agree with this point.

6. Explaining and rephrasing

In a discussion, you often have to make your message clear to ensure your group
members understand your viewpoints. In doing so, you can either explain by adding
information or rephrase your points by using different words.

a. Explaining by adding information

So that means …
Basically, what it means is …

b. Rephrasing
What I meant was …
In other words, …
What I’m trying to say is …

7. Checking for understanding

You can use a number of expressions to check your understanding on others’ viewpoints,
to check that other people understand you and to make reference to what someone else
has said.

a. Checking your understanding

So, what you mean is …
So, what you’re saying is …
If I understand you correctly, what you mean is …
So, do you mean …?

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SEM 1, 2023/2024
SUPPLEMENTARY MATERIALS

b. Checking that others understand you

Do you understand?
Do you see what I mean?
Do you follow what I’m saying?
Does that make sense to you?

c. Referring to what someone else has said

As you said, …
You made an interesting point about …
Just now you said something about …

8. Closing a group discussion

One of the first steps in closing a discussion is to summarise the key points that have been
made during the discussion. This could involve simply restating the main ideas that emerged
from the discussion. Another important aspect of closing a discussion is to reach a consensus.
This could involve highlighting any areas of agreement or disagreement and deciding on the
next course of action.

a. Summarising
In summary, we discussed …
To sum up, the main points we covered were …
Overall, our discussion focused on …
To conclude, the main points emerged from our discussion were …

b. Reaching a consensus
I think we’re all on the same page about ….
It seems like we’re in agreement that …
I propose we consider … as a potential solution.
Can we all agree that …?
It appears that there is a clear consensus on …

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SEM 1, 2023/2024
SUPPLEMENTARY MATERIALS

ACTIVITY 1

Watch the video and identify language expressions used by the discussants.

https://www.youtube.com/watch?v=dBVBIUxS1Os

NO LANGUAGE EXPRESSION DISCUSSION SKILL

1 e.g. Well, I think that … Giving opinion
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3
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PERSUASIVE LANGUAGE
Persuasive language is used to convince others to change their feelings towards a particular
perspective on an issue. It is a valuable discussion skill that enables individuals to encourage
agreement and ultimately reach a consensus within the group. To persuade others, it is crucial
to establish trust by building on areas of mutual agreement. The following are some commonly
used techniques and useful language expressions in persuasive language.

Claim
Your claim is the central point and essence of your argument. When conveying a persuasive
message, it is essential to state your claim with utmost clarity. This will enable you to express
your viewpoint vividly and ensure your audience understands your message accurately. It also
helps avoid ambiguity and multiple interpretations that may confuse or misinterpret your
argument.

• I’d like you to eat dark chocolates because it is a healthier option compared to other sweet
foods.

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• Teenagers who overuse Facebook may have interactive online lives, but in reality, they
are more isolated than ever because they are missing out on true face-to-face interaction
with their peers.
• With the cost of living continually rising, the minimum wage must be raised to help workers
out of poverty.

1. Repetition
Repetition is a useful tool to emphasise your point and strengthen your argument. By
consistently repeating certain words or phrases, it creates a sense of familiarity with your main
point or message. This helps to embed the key points in the minds of your audience, making
your message more memorable and impactful.

Now is the time to make real the promises of democracy. Now is the time to rise from the
dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to
lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is
the time to make justice a reality for all of God's children.

2. Inclusive language
Inclusive language is a persuasive technique to establish unity between the speaker and the
audience. By using inclusive language, you position your audience to agree with you and
create the impression that you share the same viewpoint. This approach is effective because
it encourages others to feel like they are part of the team, campaign, or project that they can
contribute to. Use terms such as ‘us’, ‘we’, and ‘our’ to employ inclusive language.

• We are all concerned about these basic things in life.

• I’m sure everyone here worries about not being able to provide enough protection for our
children.
• All of us have high hopes for the government.

3. Rhetorical question
Rhetorical questions are questions that are asked without expecting an answer. They are
frequently used to capture the audience’s attention, imply certain answers, emphasise a point,
or lead them to specific conclusions. When using a rhetorical question, the answer to a
particular issue is already implied. By posing the question, you prompt the audience to think

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SEM 1, 2023/2024
SUPPLEMENTARY MATERIALS

about the same issue and realise that your point is logical, and disagreeing with it would be
illogical.

• Who wouldn’t want to progress to live in comfort?

• Should we allow this malpractice to continue?
• Do we want our children to grow up in a world where they are threatened with violence on
every street corner?

4. Expert opinion
Using expert’s opinions can enhance the credibility of your persuasive message. It not only
adds substance to your argument but also lends weight to it. When people see that experts
support your position, they are more likely to be influenced and would consider it reasonable
to agree with you. To achieve this, you can include quotes from respected and well-known
experts who agree with your viewpoint. By doing so, you can strengthen and make your more
believable.

• Dr. Murphy’s extensive research on the virus proves that it can be transmitted via…
• According to the survey presented by Newton statistics, 90% are…
• Richard Whitehouse, director of Zurich Zoo, disagrees with the claim that zoos make
unsuitable habitats.

To persuade group members who are hostile or strongly opposed to your opinion, persuasive
language can be utilised effectively. To convince them, it is crucial to understand their reasons
for disagreeing and reassure them that these reasons are unfounded. Presenting reliable and
valid evidence is essential to refute their arguments. Note how transition words such as “but”
and “however” in the examples below are used to signal contradicting opinions.

• I can see your point, but according to a current study …

• You may disagree; however, the evidence clearly shows that …
• I can see where you’re coming from, but let me present to you other important findings
regarding this issue.
• You have a point there, but how about we look at this matter from a different perspective?

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SEM 1, 2023/2024
SUPPLEMENTARY MATERIALS

ACTIVITY 2

Work in groups of four. Divide your group into two teams – one in favour (for) and the other
one against the given topic.

Choose one of the topics listed below. Allow each team one minute to present arguments to
the opposing team. While presenting your arguments, use appropriate language expressions
to persuade the opposing team to support your viewpoint.

Topics:
1. Sustainable designs are overpriced.
2. Schools should make music lessons compulsory for all students.
3. Geoengineering is the best solution to overcome climate change.
4. Entrepreneurial skills should be taught formally to high school students.

MINIMISING AND MAXIMISING LANGUAGE

Minimising Language
Minimising language, or hedging, is a form of language you use to express yourself with
caution. Specific language expressions help you to soften your words to avoid sounding
overconfident. You can also use modal verbs, verbs and adverbs to minimise the tone of your
message.
a. Language expressions or hedging phrases
A 2017 study found that playing video games such as Call of Duty is likely to
harm the brain.
It could be argued that playing online games could replace offline social
life.
I would say that it’s the parents’ responsibility to make sure their kids are
well-vaccinated.
Generally speaking, vaccination protects future generations.

b. Using modal verbs like may/might or can/could

Playing video games may increase players’ insensitivity towards violence in
real life.
Making vaccination compulsory can be seen as an invasion of human rights.

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SEM 1, 2023/2024
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c. Using verbs like appear, seem, suggest or tend

There appears to be plausible evidence that playing games not only change
brain performance but also brain structure.
The pool of studies suggests vaccinations are not related to the cause of
autism.

d. Using adverbs like often or probably

It is believed that children who play more violent video games often have
increased aggressive thoughts.
Vaccination does not only keep your child safe, but it could probably save
other children’s lives.

You can also be cautious when responding to an opinion and putting forward a counter-
opinion.

From what you’re saying, it seems that playing video games can replace offline social
life, but I’m not sure I agree.
Perhaps, but personal choice doesn’t always address our rights as community members.

Maximising Language
Maximising language is used to strengthen your claims or to sound more confident. When
stating an opinion or responding to others’ opinions, definite language can be used to make
you sound more convincing. Similar to minimising language, you can use specific language
expressions, modal verbs and adverbs to boost your claims.

a. Language expressions
There’s no doubt that video game players are quicker at thinking and
making decisions compared to non-players.
Scientific studies have indeed proven the effectiveness of vaccines.

b. Using modal verbs like will or must

Playing video games will provide a positive channel for players to diffuse
stress.
We must educate ourselves on the effects of vaccinations on children and

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SEM 1, 2023/2024
SUPPLEMENTARY MATERIALS

the human population.

c. Using adverbs like, certainly, absolutely or definitely

The collective evidence certainly resonates with how playing video games
can improve players’ memory.
I absolutely agree with the experts’ views on the importance of vaccination.
The findings definitely support the research hypothesis.

d. Using maximising adverbs like effectively, tremendously

Some studies suggest that playing video games tremendously improves
players’ decision-making skills.
Polio was once eradicated, and this shows that vaccination effectively helps
to save human lives.

ACTIVITY 3

Underline words and phrases that are used to hedge or express caution.

There are a number of explanations for why musicians have superior cognitive abilities to non-
musician controls. First, it is possible that only the more intellectually rigorous people continue
with music training once they have been exposed to it. Practising a musical instrument takes
a tremendous amount of discipline. Individuals who are willing to work that hard may also work
hard in academic settings, thus improving their cognitive abilities. Secondly, a socio-economic
class could be playing a role. In a study comparing scholastic aptitude among musicians and
non-musicians, Phillips found a difference in the two groups, but once socio-economic class
was taken into account, the difference nearly disappeared (Phillips, 1976). It is possible that
the differences between musicians and non-musicians are actually innate or caused by
something not musically related to the environment.

Adapted from Swales, J. M., & Feak, C. B. (2004). Academic writing for graduate students:
Essential tasks and skills. Ann Arbor, Michigan: University of Michigan Press.

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SEM 1, 2023/2024
SUPPLEMENTARY MATERIALS
ACTIVITY 4
Decide your stance on the topic below. In pairs or in groups of three, discuss the issue by
sharing your stance. Practise using minimising language to soften claims and maximising
language to add conviction to your claims.

Online education is just as good as learning in the classroom.

SIMPLE PRESENT TENSE

In a discussion, an appropriate tense should be used to avoid confusion. The simple present
is a verb tense which is used to show repetition, habit or generalisation. In some situations,
the simple present tense can be used to talk about scheduled actions in the near future and
actions happening now.

Simple Present Forms

Statement Question Negative

I agree with his opinion. Do you agree with his I do not think that is the
opinion? issue.
He proposes a great idea. Does he propose a great He does not propose a
idea? great idea.

Simple Present Uses

1. Repeated Actions
You may use the simple present tense to express ideas about an action that is repeated. The
action can be a habit, a hobby, a daily event, a scheduled event or something that often
happens.

• The faculty produces its magazine every month.

• She always disagrees with my opinion.
• Every semester, class registration is exclusively conducted online.

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SEM 1, 2023/2024
SUPPLEMENTARY MATERIALS

2. Facts or Generalisations
You can also use the simple present tense to indicate facts and generalise about people or
things.

• In my opinion, UPM is the best university to study in.

• I believe that every problem has a solution.
• I think the best solution is to conduct an investigation.

3. Scheduled Events in the Near Future

The simple present tense can also be used to discuss scheduled events that will happen in
the near future. This is usually done when referring to public transportation, but it can also be
applied to other scheduled events.

• My flight leaves tonight at 8 p.m.

• When do we start with our discussion?
• The presentation starts at 9 o'clock tomorrow.

SUBJECT-VERB AGREEMENT

The rule of subject-verb agreement is that a singular subject takes a singular verb, and a plural
subject takes a plural verb.

• In my opinion, a student reacts differently to stressful situations.

• I believe entrepreneurs play an important role in the economic development of a
country.

However, determining the appropriate verb for a lengthy and complicated subject can be
confusing. Even when additional phrases are inserted between the subject and the verb, the
verb must still agree with the subject:

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SEM 1, 2023/2024
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Incorrect: The arrival of new fall fashions have excited all the back-to-school shoppers.

Correct: The arrival of new fall fashions has excited all the back-to-school shoppers.

ACTIVITY 5

The following dialogue is from a discussion about climate change. Read the dialogue carefully
and fill in the blanks with the correct present tense verb.

John: Good afternoon, everyone. Today, we'll be discussing climate change, its impact on
our environment, and what we can do to mitigate it. Let's start with a brief introduction.
Please introduce yourself and share your thoughts on climate change. Let me start
first. My name is John. Climate change __________ (be) a significant problem that
we need to address. It's affecting our planet's health and changing weather patterns,
which can lead to disastrous consequences.

Lisa: Hi, I'm Lisa. I __________ (agree) with John. Climate change is a global issue that
__________ (need) our immediate attention. We must __________ (take) action to
reduce carbon emissions and work towards a more sustainable future.

Mark: My name is Mark. While I think climate change is a real issue, I believe that it's just a
natural cycle that __________ (happen) over time. I'm not sure if human actions
__________ (be) entirely responsible for the changes we're seeing.

Sarah: Hi, I'm Sarah. I disagree with Mark. Climate change is a real problem, and we need
to take steps to reduce our carbon footprint and protect our planet.

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SEM 1, 2023/2024
SUPPLEMENTARY MATERIALS

ACTIVITY 6
The dialogue below contains seven errors in subject-verb agreement. Identify the errors and
correct them using the table provided.

John: Let's move on to discussing the impacts of climate change. I think one of the most
significant impacts of climate change are rising sea levels, which can lead to coastal
flooding, loss of habitats, and displacement of people.

Lisa: I agree with John. Climate change also cause more severe and frequent natural
disasters, such as hurricanes, droughts, and wildfires.

Mark: I think climate change can also impact agricultural production and food security, as
changing weather patterns can affect crop yields and availability of resources.

Sarah: Additionally, climate change can exacerbate existing social and economic
inequalities, as marginalised community are often hit hardest by the impacts of
climate change.

John: Now, let's discuss what we can do to mitigate climate change. What are the step
that we can take as individuals and as a society to reduce carbon emissions and
protect our planet? To me, we can start by reducing our carbon footprint, such as
using public transport.

Lisa: I agree with John. We needs to support policies that promote renewable energy and
sustainable practices, such as investing in wind and solar power and adopting
circular economy practices.

Mark: We can also engage in education and advocacy efforts to raise awareness about
climate change and its impacts and pressure our leaders to take action.

Sarah: And finally, we can also support companies and organisations that prioritises
sustainability and environmentally friendly practices and hold them accountable for
their actions.

John: Thank you for your suggestions. It's clear that there is many steps we can take to
mitigate climate change, and it's up to all of us to work towards a more sustainable
future. That's all the time we has for today. Thank you for your participation.

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SEM 1, 2023/2024
SUPPLEMENTARY MATERIALS

Errors Correction
e.g. are e.g. is

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