Professional Documents
Culture Documents
Topic - Ise Ii and Iii
Topic - Ise Ii and Iii
Topic - Ise Ii and Iii
B2: The candidate starts the presentation of the topic to be discussed with the examiner. The examiner is
expected to interrupt the candidate with questions. The topic phase last up to 4 minutes.
C1: The candidate starts the presentation of the topic for up to 4 minutes. Then the candidate will invite the
examiner for further discussion for another up to 4 minutes. The examiner is expected to discuss the candidate’s
topic asking questions or presenting her point of view sometimes on the other side of the argument of the
candidate’s.
Candidate Profile:
− understand the main points, arguments, inferences, changes in register and emphasis in extended,
complex and sometimes unstructured speech
− contribute and respond confidently and appropriately in interaction in all social and professional
contexts, on matters within their personal experience
− control the direction of the conversation and maintain its flow with ease, relating skilfully to the
contributions of the listener
− demonstrate full control of a wide range of language structures, vocabulary and functions approaching
that of a native speaker
− produce speech at word, sentence and discourse level which rarely deviates from an internationally
intelligible model.
Format:
CREATIVE ARTS
− Before the examination, the candidate prepares a FOUR-minute presentation of a topic of his
or her choice.
− The choice of subject matter or theme is left to the individual candidate but candidates are
advised to select their topics carefully. Actual knowledge is not being assessed in the
examination, but the talk should be informative and presented in such a way as to engage and
maintain the examiner’s interest.
− Adherence to the timing of this phase is very important and so candidates are strongly advised
to ensure that the presentation lasts up to but no longer than four minutes. Presentations which
extend beyond the time allocated will be stopped so as to ensure that all other examination
phases can proceed according to the stated requirements.
− C1: As this is a formal presentation, the candidate is expected to produce brief notes in the
form of handouts for the examiner. These should be given to the examiner before the start of
the presentation. These notes will not be taken into account in the assessment of the phase as
it is the candidates’ oral skills which are being assessed and not their writing skills. The
candidate will have produced their own brief notes for personal use and to remind candidate
the main points of the Topic but these notes are a reminder not a script. These notes do not
have to be shown to the examiner.
− As the presentation is oral, the use of complete written scripts in the presentation is not
allowed.
− B2: During the presentation, the examiner will ask questions and discuss with the candidate.
− C1: During the presentation, the examiner will make notes on points which he or she wishes
to raise in order to gain clarification or further information about the views and ideas
expressed. Candidates need to be reassured that the examiner is not collecting examples of
the candidate’s language for assessment purposes.
− The Topic is NOT something to be learned by heart. Of course, candidate must be familiar
with the TOPIC. You must prepare for the examiner's comments and questions by
anticipating what the examiner might say and be ready to give a reply. Candidate who
simply “recite” their topic will not do well in this section of the examination.
− Candidates should prepare an outline /layout /guideline in advance and send to the
examination centre when required some days before the exam.
TITLE _____________________________________________________
1.- _____________________________________________________
2.- _____________________________________________________
3.- _____________________________________________________
4.- _____________________________________________________
5.- _____________________________________________________
Candidates are strongly discouraged from choosing a Topic which is the same as the “subject areas
for discussion” in the Conversation Phase. This is because this limits the range of subjects which the
examiner can talk about with the candidate in the Conversation Phase.
Make a list of possible topics. Ideas are all around us -the jobs we do, our hobbies, dreams, interest,
etc. You can even get ideas from the subject areas from previous grades such as: personal values and
ideals, the supernatural, environment, education, recycling, crime, the Internet, globalisation, racism,
deforestation, extreme sports, habits and obsessions, etc.
By now you should have a long list of Topics or categories. For the examination you only need ONE
TOPIC. Any topic is acceptable if it is right for you! In other words it is something you enjoy talking
about, you know what you want to say about it and you feel very enthusiastic about it.
The examiner will sense your enthusiasm and ask you to explain points, give more details and develop
your ideas.
Consider the following questions for each Topic on your list to help you eliminate topics which you
do not want to work on:
1.- Is this Topic too complicated or too technical or too difficult for me?
2.- Am I really interested in this subject to make it interesting for myself and the examiner?
3.- Do I really know anything about it?
4.- Can I find out anything about this topic? Where?
5.- Have I talked or learnt before anything about this topic?
6.- Would I like to know more information about this topic?
This is simply a working title. You can improve your title later when you have worked on it some
more.
d.- Brainstorming:
You now have your Topic and a working title for it. Try and make it as interesting as possible for you
and the examiner. The best way to do this is to decide on an “angle”.
Some topics may need a little research or thought. Remember, the source does not need to be an
English publication, photos, statistics, drawings, diagrams, etc can came from any publication.
Articles, interviews, reports and so on will often come form local sources as the will reflect local
interest and culture.
This is how the Topic can become a communication and multi-skill task as reading (and thinking),
writing (taking notes, recording vocabulary, key structures to imitate, points to expand on), listening
(podcasts from the Internet, television, your teacher's comments) and of course speaking (practising
your topic with collegues and teachers).
Remember at this point: Have I got too little, too much or sufficient material to talk about my Topic
for the time established (5 m.)?
1. Introduce the subject of the topic. What are you going to discuss?
2. State your opinion, presenting the side you are going to support. What are
the sides of your issue?
3. Present arguments in favour of the issue. Support your information with
specific details or the source where you read or knew about it. What are the
arguments in favour?
4. Present arguments against the issue. Support your arguments. What are the
arguments against?
5. Make a general balanced conclusion or state future actions that could be
taken.
You should also be prepared to ask the examiner questions about the topic area where appropriate.
LEXIS:
• Expressions used before challenging, e.g. That’s a good
point but…, Perhaps I didn’t explain my point clearly…
• Expressions for downplaying and softening, e.g. It’s quite
difficult, If I could just ask
• Signposting expressions, e.g. I’d like to begin with… , On
the other hand… , So to sum up…
• Language of caution, e.g. It tends to be, It seems as if
• Vague and imprecise language, e.g. a bit more, a hundred
people or so
PHONOLOGY
• The correct pronunciation of topic and subject area specific
vocabulary
• Various features of pronunciation which only occasionally
deviate from an internationally intelligible model.
• A range of stress and intonation patterns, pitch and volume
to convey subtle shifts in meaning and attitude.
SPECIALIST TERMS/JARGON WORDS
When preparing the topic, the candidate should try to anticipate the contributions of the examiner and
think of ways of developing the topic beyond the limitations of the formal presentation. The
interaction is intended to be an authentic discussion with both parties having equal responsibility for
maintaining the flow. There should be a real exchange of ideas and opinions with the candidate being
able to challenge the examiner on his or her opinions. The candidate must be ready to justify,
exemplify and elaborate on the ideas and opinions given in the presentation.
The discussion is intended to be about the actual presentation rather than on the theme of the topic.
The candidate is expected to be pro-active in the discussion and not simply to respond to the
contributions of the examiner.
A candidate who fails to prepare a topic cannot be assessed for Task fulfilment for the above two
phases.
The phases will be voided and this will result in a fail being awarded for the examination as a whole.
-What would you have done if you hadn't been a - Well, I haven't the faintest idea. I have always
teacher? desired to be a teacher. However, I wouldn't mind
having been a sociologist.
First of all, I would like to say that … Apart from this/that Aparte de esto/eso
The first point I would like to make is … In addition to Además de
What’s more Además; lo que es más
I would like to begin by …
Moreover Además
Many people think that … On topo f that Además
Some people say/claim … Besides Además
Why do some people believe … ? On the one hand Por una parte
On the other hand Por otra parte
1 Construir un argumento
5 Dar ejemplos
a) Primer párrafo
In the first place En primer lugar For example Por ejemplo
First of all Antes que nada For instance Por ejemplo
To start with Para empezar On the whole En general
At first sight A primera vista To sum up Para resumir
b) Segundo párrafo 6 Expresar algo de otro modo
Secondly En segundo lugar
In the second place En segundo lugar That is (to say) Es decir
In other words En otras palabras
c) Tercer párrafo In short En resumen
Finally Por último
Lastly Por último 7 Establecer un contraste
In conclusión Para concluir
However Sin embargo
2 Expresar realidades Novertheless No obstante
On the contrary Por el contrario
As a matter of fact. De hecho Instead En cambio
In fact De hecho Whereas Mientras que
Actually En realidad
Really En realidad 8 Modificar lo que se está diciendo
Making a contrast.
Esperanto is easy to learn. However, only about one million people can speak it. Esperanto is for everyone a foreign
language. In spite of this people in different countries learn it.
Summarising
At any rate Esperanto is a nice hobby for people who are interested in languages.
At least Esperanto is an auxiliary language, not an international language.
Talking generally
On the whole Esperanto is good for communication between people of different languages.
As a rule Esperanto is not taught in normal schools.
In general most people ignore Esperanto.
Giving a result/consequence.
Esperanto is not based on the influence of a country therefore Esperanto can’t be spread out easily.
As a result Esperanto is not an alternative to English.
So you can’t use it as an international language today.
Only few people speak Esperanto. Because of this you can use Esperanto only as a hobby.
C.- FUNCTIONS FOR GENERAL checking it's understood:
CONVERSATION
- OK? / Got it? / Any questions?
Say what you like /dislike
Describe important architecture
I'd always admired her work.
use superlatives:
I'm really into her work.
I'm a big fan of his stuff.
- The Great Pyramid is arguably / probably the
He's one of my all- time favourites.
most........
It's not my (kind of) thing at all.
- It is one of Australia's best known / most
It's really not my taste.
photographed .....
It's not my cup of tea.
- It is though to be..
I can't relate to this type of thing.
- It is the largest..../ tallest...
Explain procedures use fronting for dramatic effect
prefacing with a general statement: - Opening on ....(December 1999)
- Built to house ... (the body of a Pharaon)
It can be a bit tricky at first - Fondly known as the "...."
It's pretty straightforward
It's really easy provide details (size, description, etc. )
It's a piece of cake
- It is built from metal / stones...
sequencing: - the base is....
- occupying / covering an area of more than ....
- Firstly..... metres squared
- The first think you've got to do is... - it is over 1km round, and 50m high
- Then/ Secondly, ....../ The next step is to - it covers of ground floor space
+infinitive...... - standing 134m high / above
- Once you do this.....
- Finally, .... describe reason for building / purpose:
addressing the listener: It was built:
- You do this.../ Do this... to celebrate the aniversary …
- One does this (usually written English) / as a memorial for.....
/ in order to../ in honor of
conditions/ what can go wrong: - built to house.../ as office space
- without doing this, it won't work
- if it doesn't work, you should...
Express priorities It was very tough.
It exceeded my expectations.
saying it's very important: We felt we'd accomplished something.
It was a fantastic learning experience.
my main priority is .... I've learnt a lot.
the essential thing for me is... I'm planning to ....
this is absolutely vital!
I couldn't do without... Say how much you know / don't know
The thing that I (don't) like about her is that ...... I’m not quite sure what we have to do first.
What I (don't) really like about her is ..... So you want me to…?
He's so... (adjective) Sorry, do you mean we have to…?
He's such a (+adjective) man/person
He can be a bit ....(+negative adjective- ignorant) Correcting yourself
What I meant was… .
Talk about an achievement Sorry, I meant to say… .
I mean… .
I've always...
I'd never done... Expressing likes, dislikes and preferences
We decided to organise...
We set up... I would like… but… .
I didn't know what to expect. I wouldn’t mind … but on the other hand … .
The whole thing was quite a challenge. Although … I’d like … because … .
I think I’d prefer … as … . Yes, that’s true …
I’m not really very interested in … .
If I had to choose … . Strong agreement
I prefer … .
I think I would say … . That’s what I also think….
To be honest, I haven’t thought much about it. So I do / neither do I
I agree (with you) …
Interrupting I couldn’t …… ……..