1SPEAKING FOR EXAMS ANSWER KEY 1

Contents

Part I Features of Spoken English 2Unit 1 Pronunciation 2 Useful online sources 3

Unit 2 Sentence Stress and Intonation 4 Useful online sources 5

Part II The Monologue 6 Unit 3 Monologue Organisation and Assessment 6 Useful online sources 10

Unit 4 Describing Graphs and Charts 11 4.1 Line graph 11 Useful online sources 15

4.2 Bar chart 16 Useful online sources 21

4.3 Pie chart 22 Useful online sources 25

Part III The Dialogue 26Unit 5 Dialogue Organisation and Assessment 26 Useful online sources 29

Unit 6 Dialogue strategies 30 6.1 Seeking information 30 Useful online sources 34

6.2 Persuading and arguing 35 Useful online sources 38

2SPEAKING FOR EXAMS ANSWER KEY

PronunciationUnit 1 Answer Key

2

Part IFEATURES OF SPOKEN ENGLISH

1 International Phonetic alphabet, a set of transcription symbols to represent speech sounds.2 26.3 44.4 IPa symbols.5 Students pronounce the sounds.6 Students pronounce the sounds.7 The colon /:/ represents longer duration in pronunciation and is found in the transcription of long

vowels.8 æ, ə, ɜ:, əʊ, eə, ʊə, θ, ð, ŋ.

1 Debt2 Doubt3 Subtle4 Benign5 Foreign6 Reign7 Whisper8 Honest9 Technically� Neighbour� Naughty� Knowledge� Kneel� Calf� Balm� Column� Solemn� Psychologist� Cupboard� Wrist

1 ̍Arm ֽ chair2 ̍ Hand ֽ writing3 ̍ Lady ֽ bird4 ̍ Shop ֽ keeper5 ̍ Sun ֽ glasses6 ֽ Bad-̍tempered7 ̍ Suit ֽ case8 ̍ Tea ֽ pot9 ֽ Over ̍weight� ̍ Waiting-ֽ room

3SPEAKING FOR EXAMS ANSWER KEY 3

1 ̍abstract (a)2 Con̍vict (V)3 Con ̍ trast (V)4 ̍Escort (N)5 In ̍crease (V)6 ̍Perfect (a)7 ̍Produce (N)8 ̍Rebel (N)9 Sub ̍ject (V)� ̍Suspect (N)

answers will vary.

Useful Online Sources The IPa Chart | Learn English | British English Pronunciation. Linguaspectrum (4:42)

https://www.youtube.com/watch?v=0LzpH3aHX5g&list=PL67CF2C29C5D476a3 Pronunciation tips. BBC Learning English

http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/ King, Jay. Schwa & Weak Forms (Part 1) (9:10)

https://www.youtube.com/watch?v=MhK0udN3nzI Vowels & Diphthongs – English Listening & Pronunciation Practice (Part 1)

https://www.youtube.com/watch?v=Di6h9rIpQbs&feature=youtu.be Hales, H. English Grammar Lesson Silent Letters in English Pronunciation (3:54)

https://www.youtube.com/watch?v=GT9zx3J2xps Spelling & Pronunciation – Words with Silent Letters, engVid (11:55)

https://www.youtube.com/watch?v=UjYKiRqFRss Haase, Billie. Word Stress. tefltalk.net (13:42)

https://www.youtube.com/watch?v=bX-_YSDM7ic English Pronunciation – Syllables and Word Stress (7:44)

https://www.youtube.com/watch?v=CN-iBGNc6WM English Pronunciation in British accent/ received pronunciation (1:23:28) BBC

https://www.youtube.com/watch?v=kur9zaMOkKc English Pronunciation – Secrets of English Pronunciation (8:00)

https://www.youtube.com/watch?v=n4zGSKEef7c

4SPEAKING FOR EXAMS ANSWER KEY 4

1 I am ̍ looking at the ̍girl in a ̍red ̍dress.2 I ̍come from Lithu̍ania.3 They ̍met some ̍years a̍go and be̍came ̍ friends.4 I ̍waited for her for an ̍hour.5 You ̍said that you were ̍coming to the ̍party on ̍Friday.

answers will vary.

1 Falling – statement.2 Falling – Wh-question.3 Rising –Yes/No question.4 Rising, rising, falling – list.5 Fall-rise, falling – introductory adverb, statement.6 Rising – Yes/No question.7 Falling – Wh-question.8 Falling – statement.9 Falling – Wh-question.� Rising – repeat question.� Falling, rising – tag question.� Fall-rise, falling – dependent clause, main clause/statement.

1 Content words.2 The speaker signals the end of a sentence by the use of falling intonation ↘.3 Frighten? (rising ↗)Why should any one be frightened by a hat? (falling ↘)4 The grown-ups’ response (falling ↘), this time (fall-rise ↘↗), was to advise me to lay aside my drawings

of boa constrictors (fall-rise ↘↗), whether from the inside or the outside, and devote myself instead to geography (rising ↗), history (rising ↗), arithmetic (rising ↗) and grammar (falling ↘).

5 That is why, (fall-rise ↘↗)…

✔

It was MaNY and MaNY a year ↘ aGO, In a KINGdom by the ↘ SEa,That a MaIden THERE lived WHOM you may ↘ KNOWBy the NaME of aNnabelle ↘ LEE;and this MaIDEN SHE lived with NO Other ↘ THOUGHTThan to LOVE and be LOVED by ↘ ME.

I was a CHILD and SHE was a ↘ CHILD,In this KINGdom by the ↘ SEa;But we LOVED with a LOVE that was MORE than ↘ LOVEI and my aNnabelle ↘ LEE;With a LOVE that the WINged SEraphs of ↘ HEavenCOveted HER and ↘ ME.

Sentence Stress and IntonationUnit 2 Answer Key

✔From "Annabel Lee" (2:12), Listen to Poetry, Poetry Out Loud, http://www.poetryoutloud.org/poems-and-performance/listen-to-poetry;OROEM ~ Annabel Lee by Edgar Allan Poe (3:06),https://www.youtube.com/watch?v=rf7aBCrfOQE&list=PL6ba1JmQPy_aQl_X471pg1N1t9f3IWoWf

5SPEAKING FOR EXAMS ANSWER KEY 5

But our LOVE was STRONger by FaR than the ↘ LOVEOf THOSE who were OLder than ↘ WEOf many FaR WIser than ↘ WEand NEIther the aNgels in HEaven ↘ aBOVE,Nor the DEmons down UNDER the ↘ SEa,Can EVER disSEver my SOUL from the ↘ SOULOf the BEaUtiful aNnabelle ↘ LEE.

For the MOON NEver Beams without BRINging me ↘ DREaMSOf the BEaUtiful aNnabelle ↘ LEE;and the STaRS never RISE but I FEEL the bright ↘ EYESOf the BEaUtiful aNnabelle ↘ LEE. […]

Useful Online Sources English Pronunciation – Sentence Stress (by a native-speaker British English teacher) (11:02)

https://www.youtube.com/watch?v=-0G_yZfXJUQ Introduction to Intonation | English Pronunciation Lesson (3:29) Elemental English

https://www.youtube.com/watch?v=tzh3Owutf5Y Intonation: asking a wh-question | English Pronunciation Lesson (3:27)

https://www.youtube.com/watch?v=kVgcLVdd2Ec Intonation: Requesting Clarification or Repetition (Part 4) | English Pronunciation Lesson (4:04)

https://www.youtube.com/watch?v=N_uWaHaHv2s&index=4&list=PLytLOCUcYQj_BKDX_tfDu2eI83SJuu0Me

Intonation: Expressing Surprise (Part 5) | English Pronunciation Lesson (3:16) https://www.youtube.com/watch?v=zZ3nCypPw0Y&list=PLytLOCUcYQj_BKDX_

tfDu2eI83SJuu0Me&index=5 Intonation: Expressing Unfinished Thoughts with Your Voice | Part 6 (6:16)

https://www.youtube.com/watch?v=TiqMPYIZfs8&index=3&list=PLytLOCUcYQj_BKDX_tfDu2eI83SJuu0Me

Intonation: Making lists in English | Part 7 | English Pronunciation Lesson (3:08) https://www.youtube.com/watch?v=3NIGSYcXLU8&index=6&list=PLytLOCUcYQj_BKDX_

tfDu2eI83SJuu0Me 12 Intonation (10:00)

https://www.youtube.com/watch?v=IdaKEvp27oo INTONaTION | PRONUNCIaTION

https://www.youtube.com/watch?list=PLytLOCUcYQj_BKDX_tfDu2eI83SJuu0Me&v=TiqMPYIZfs8 an English accent Extra Materials, Pronunciation Studio London

http://www.anenglishaccent.com/f

6SPEAKING FOR EXAMS ANSWER KEY 6

Key words: information, bar chart, statistical data, types of bullying, bullying in Canada, bullying in Lithuanian schools (similarities) actions to prevent bullying (parents, teachers and children)

1 Question 2: Define what you think each type of bullying means. In your view, do similar types of bullying occur in Lithuanian schools? How does the statistics on bullying in Canada compare to the situation of bullying in Lithuania?

Point 1 Types of bullying Point 2 Statistics in Canada vs statistics in Lithuania

2 Question 3: How can parents, teachers and children take action to prevent bullying? What can you do about bullying?

Point 1 actions to prevent bullying (parents, teachers and children) Point 2 Your actions to prevent bullying

Yes, it does. However, the student could pay more attention to introducing questions he is going to discuss and to indicating the sense of finality at the end of his talk.

1 Yes.2 So I’ve been presented with a topic about bullying and I was asked to talk what categories of information the

bar [chart] includes.3 Yes, it does. So I’ve been presented…4 Yes, he does.5 The student’s posture shows his confidence; he makes an appropriate eye contact and does not use

unnecessary gestures.

1 Yes.2 Yes. 3 No. The student does not cover the question about bullying prevention: How can parents, teachers and

children take action to prevent bullying? What can you do about bullying? 4 Yes, he does (except for the last question). 5 The talk is rather coherent, but the student could use the means to achieve coherence more effectively.6 although the student effectively distinguishes between the main categories of bullying, he should pay

more attention to the discription of the statistical data in the bar chart.7 Yes, he is.

Monologue organisation and assessmentUnit 3 Answer Key

Part IITHE mONOLOGUE

SPEAKING FOR EXAMS ANSWER KEY 7

8 No, he doesn’t. 9 Yes, he does. The student acknowledges the fact that he has no information about the statistical data in

Lithuania.� The student should indicate more clearly that he is finishing his talk.

1 Yes, it does.2 Yes, he does. The student uses neutral language.3 The student should avoid using you in the generic sense.4 The student should be more careful in making embedded/indirect questions. 5 The range of vocabulary is appropriate. 6 Yes, he does. For example, I assume it’s fairly similar.7 The student should be more careful in pronouncing the word psychological /ˌsaɪkəˈlɒdʒɪkl/.8 Yes. The student uses correct intonation.

Opening sentence(s): I am going to talk about bullying among schoolchildren, an issue which concerns everyone. I will start by referring to types of bullying and statistics which illustrates the situation of bullying in schools in Canada.

The main body: QUESTION 1: Categories of information Point 1: types of bullying Support 1 psychological bullying Support 2 physical bullying

Point 2: statistics in the bar chart Support 1 name calling/insults 63.5 per cent/ Support 2 shoving/hitting 40 per cent

QUESTION 2: Types of bullying Point 1: The meaning of each type of bullying Support 1 the meaning of psychological bullying Support 2 the meaning of physical bullying

Point 2: Bullying in Lithuanian schools Support 1 statistics in Canada Support 2 statistics in Lithuania

QUESTION 3: The role of parents, teachers and children in preventing bullying Point 1: The role of teachers Support 1 teachers reporting cases of bullying to school authorities Support 2 surveillance systems

Point 2: The role of parents Support 1 parents building self-esteem of their children Support 2 my own role in preventing bullying

Closing sentence(s): So, to return to the initial points of my conversation, it is very important that we talk about specific types of bullying. Being aware of the specific types and statistics, then, we can prepare ourselves to specific types of bullying prevention.

8SPEAKING FOR EXAMS ANSWER KEY

Organisation and content:1 Yes.2 Yes.3 Yes. 4 Question 1, Points 1 and 2: categories of information and the statistics presented in the bar chart are

discussed.5 Yes, there are. For example, psychological bullying seems to prevail; a similar distribution can be seen…; I

assume that….6 Bullying, specific types, statistics, bullying prevention.

Coherence and style:1 Bullying, types of bullying, statistics, psychological bullying, physical bullying, categories of information.

To achieve coherence.2 Yes. Teachers-they; school authorities-they.3 The student overuses “we” in the generic sense. 4 Specifically, types of bullying... Regarding question 2 and its first point,...; Moving on to the next question, question 3,... Regarding question 2 and its first point,...; As to the second point in question 2,... As the bar chart indicates,...; From the graph we can see that...; A similar distribution can be seen...

1 The data can be grouped into several categories by age. 2 as the graph indicates, procrastination has long-lasting negative effects on individual student attainment. 3 The statistics includes not only annual income but also profit. 4 There is few data on middle school student truancy, but it can be assumed that it is similar to that on high

school students. 5 as we can see, listening to music as favourite free time activity seems to prevail. 6 These types of problems clearly belong to the second category in this classification.

answers will vary.

answers will vary.

answers will vary.

1 Yes No

2 Yes No

3 Yes No

4 Yes No

5 Yes No

6 Yes No No, there is no need for that.

7 Yes No

8 Yes No

9 Yes No

SPEAKING FOR EXAMS ANSWER KEY 9

� Yes No

� Yes No However, the student could maintain a better eye contact.� Yes No

� Yes No

� Yes No

� Yes No

� Yes No

� Yes No

ContentThe student talks on the topic, develops ideas and gives examples. area for improvement: the student ends the talk too abruptly without signaling that he is finishing the talk.

Fluency and coherence

Fluency: the student speaks at length without noticeable effort;hesitation is usually content-related.Coherence: The student’s talk could be improved by

making transitions to the questions discussed using transitions to link details to the points/ideas using transitional words and expressions to show links between

points/ideas. The student corrects himself if he makes a mistake.

For example: musics → music.

Vocabulary range and accuracy appropriate vocabulary range.

Grammatical range and accuracy

The student uses a combination of simple and complex sentences; sentence structures are mostly correct. Inaccuracies: My topic would be is what music do I like and why (incorrect embedded question).My favourite band would be is Metalica.Another musician I like would be is a Lithuanian one and his name is Lilas.

Pronunciation and intonationGood pronunciation, but the student should be more careful in pronouncing the words lyrical /ˈlɪrɪkl/ and lyrics /ˈlɪrɪks/ by not lengthening the vowel /ɪ/; generally good intonation.

answers will vary.

answers will vary.

Though the student has a good command of English, there are areas for improvement especially regarding the organization of the talk. The student’s talk could be improved by making transitions to the questions discussed, using transitions to link details to the points/ideas and using transitional words and expressions to show links between points/ideas. Instead of introducing the question by making a transition to it, the student just reads the question he has to discuss. The student ends the talk too abruptly without signaling that he is finishing the talk. The student could also have made a better eye contact.

10SPEAKING FOR EXAMS ANSWER KEY 10

Useful Online Sources Užsienio kalbos (anglų) kalbėjimo vaizdo įrašas (Nr. 2). Užsienio kalbos (anglų) valstybinis brandos

egzaminas Kalbėjimo dalis, Nacionalinis egzaminų centras (00:01-06:47) https://www.youtube.com/watch?v=Kik6Zt_1u-I Užsienio kalbos (anglų) kalbėjimo vaizdo įrašo Nr. 2 aprašas. Užsienio kalbos (anglų) valstybinis brandos

egzaminas Kalbėjimo dalis, Nacionalinis egzaminų centras http://www.nec.lt/failai/5012_Nr._2_Justas_ir_Ernesta_B2.pdf How to Talk about a Topic Intelligently (4:22)

http://www.engvid.com/how-to-talk-about-a-topic-intelligently/ 10.3 Keeping Your Speech Moving

http://2012books.lardbucket.org/books/public-speaking-practice-and-ethics/s13-03-keeping-your-speech-moving.html

Components of a Speech: Main Points, Conclusion, and Transitions, Boundless https://www.boundless.com/communications/textbooks/boundless-communications-textbook/

organizing-and-outlining-the-speech-10/principles-of-organization-51/components-of-a-speech-main-points-introduction-conclusion-and-transitions-204-1634/

Introduction to Public Speaking, MONASH Association of Debaters http://www.monashdebaters.com/downloads/publicspeaking/Introduction%20to%20Public%20

Speaking%20Guide.pdf Presentation Language, academic English UK. EAP – English for Academic Purposes

http://www.academicenglishuk.com/presentation-language Transition Words and Phrases, English Language Smart Words

http://www.smart-words.org/linking-words/transition-words.html Brown, P. Signposting

http://www.effective-public-speaking.com/signposting/menu.php

11SPEAKING FOR EXAMS ANSWER KEY 11

4.1 Line Graph

1 Dotted line – C2 X-axis – F3 Key/legend – B4 Solid line – G5 Y axis – a6 Broken line – E7. Figure – D

2 There was a gradual rise in tourism.3 There was a considerable jump in fruit consumption. 4 There was a sharp decrease in pay.

Suggested answers:1 expanded significantly2 rose gradually 3 increased rapidly/soared.4 dropped significantly5 substantial decrease 6 stayed constant

1 between 2 below 3 from 4 between 5 at 6 in 7 to 8 by 9 with � at

1 Numbers of people leaving and entering the country.2 Double line graph.3 The solid line: immigration; the broken line: emigration.4 The y/vertical axis shows changes in immigration and emigration rates; the x axis/horizontal represents

time scale.5 What the two lines stand for. 6 Emigration rates are decreasing while immigration rates are increasing.7 There two periods when emigration rocketed, 2005 and 2010, to over 50 000 and 80 000, respectively.

Immigration tends to increase.8 While; whereas.

Describing Graphs and ChartsUnit 4 Answer Key

12SPEAKING FOR EXAMS ANSWER KEY 12

1 This double line graph shows changes in the numbers of people entering and leaving Lithuania during

the period between 2005 and 2014. 2 The y/vertical axis shows changes in immigration and emigration rates.3 The x axis/horizontal represents time scale. 4 Overall, emigration rates decreased significantly whereas immigration rates tend to increase. 5 Regarding emigration, it started to grow steeply in 2004 and increased considerably in 2005. 6 after a downward trend between 2005 and 2008, a sharp increase is visible in 2008, peaking at over

80,000 in 2010. 7 From 2010, emigration started to decline steadily and fell below 40, 000 at the end of the observed period. 8 Emigration decreased by half, compared with over 80,000 in 2010. 9 as far as immigration is concerned, it grew slowly from 2004 to 2008. � Immigration started to decline in 2008, and after having reached a low in 2010, it started to grow steadily. � In 2014 it was over 20,000, compared with less than 10,000 in 2004. � all in all, the number of people entering the country is increasing while the number of people leaving

the country is decreasing.

STEP 1

Introduction Topic Location Time scale

This double line graph shows

changes in the numbers of people entering and leaving

Lithuania during the period between 2005 and 2014.

STEP 2

Overall, emigration rates have decreased significantly while immigration rates are increasing.

STEP 3

Regarding emigration, it grew steeply from 2004 and increased considerably in 2005. after a downward trend between 2005 and 2008, a sharp increase is visible in 2008, peaking at over 80,000 in 2010. From 2010, emigration started to decline steadily and fell below 40, 000 at the end of the observed period. Emigration decreased by half, compared with over 80,000 in 2010.

as far as immigration is concerned, it grew slowly from 2004 to 2008. Immigration started to decline in 2008, and after having reached a low in 2010, it grew steadily. In 2014 it was over 20,000, compared with less than 10,000 in 2004.

STEP 4

all in all, the number of people entering the country is increasing, while the number of people leaving the country is decreasing.

To express increase To express decrease

1 grew slowly2 started to grow steeply3 increased considerably4 it grew steadily. 5 a sharp increase is visible 6 peaking at over 80,000 in 2010. 7 is increasing8 is increasing

1 decline steadily 2 fell below3 started to decline4 having reached a low 5 downward trend 6 is decreasing7 decreased significantly

SPEAKING FOR EXAMS ANSWER KEY 13

1 From 2010, emigration started to decline steadily and fell below 40, 000 at the end of the observed period. 2 as far as immigration is concerned, it grew slowly from 2004 to 2008. 3 Regarding emigration, it started to grow steeply in 2004 and increased considerably in 2005. 4 Immigration started to decline in 2008, and after having reached a low in 2010, it grew steadily. 5 after a downward trend between 2005 and 2008, a sharp increase is visible in 2008, peaking at over

80,000 in 2010. 6 all in all, the number of people entering the country is increasing, while the number of people leaving

the country is decreasing. 7 This double line graph shows changes in the numbers of people entering and leaving Lithuania during

the period between 2005 and 2014.8 The y/vertical axis shows changes in immigration and emigration rates. 9 Overall, emigration rates decreased significantly while immigration rates are increasing. � Emigration decreased by half, compared with over 80,000 in 2010. � In 2014 it was over 20,000, compared with less than 10,000 in 2004.

Overall, emigration rates decreased significantly while immigration rates are increasing.

Regarding emigration, it grew steeply from 2004 and increased considerably in 2005. after a downward trend between 2005 and 2008, a sharp increase is visible in 2008, peaking at over 80,000 in 2010. From 2010, emigration started to decline steadily and fell below 40, 000 at the end of the observed period. Emigration decreased by half, compared with over 80,000 in 2010.

as far as immigration is concerned, it grew slowly from 2004 to 2008. Immigration started to decline in 2008, and after having reached a low in 2010, it grew steadily. In 2014 it was over 20,000, compared with less than 10,000 in 2004.

1 Percentage, students, smoking cigatettes, daily, the past 30 days. 2 Multiple line graph.3 Daily cigarette intake among schoolchildren.4 Three sets of data: for 8th graders, 10th graders and 12th graders.5 Decline in daily cigarette intake can be observed among schoolchildren of all grades. 6 Trend 1 (obvious change/movement of the line). Daily cigarette intake among 8th graders, 10th graders and 12th graders shows an upward trend between 1990 and 1996-7. 12th grade: peaked at 25 per cent in 1997 10th grade: increased considerably to reach nearly 20 per cent in 1996. 8th grade: rose sharply and reached 10 per cent in 1996. Trend 2 (obvious change/movement of the line). For all age groups, downward trend – from 2000 to 2008. The most marked decline among 12th graders. The number decreases by 14 per cent, compared to the peak year, 1997. The lowest percentage of students who reported smoking cigarettes daily is among 8th and 10th graders, 3 and 7 per cent, respectively.

Reminder: you don’t have to discuss all information in the graph, only the most important data. In a nutshell, daily cigarette intake among the observed groups tends to decline despite a marked increase in 1996–1997. 1

1 The reading of the graph draws on America’s Children: Key National Indicators of Well-Being (2011) on http://www.childstats.gov/pdf/ac2011/ac_11.pdf.

14SPEAKING FOR EXAMS ANSWER KEY 14

On the whole, this is a good monologue. The student has a good command of English and knows how to read graphs. The student indicates nearly all of the required information. The graph description, however, lacks a clear structure:

Overall trend is not described (See suggested answer to question 5 in activity 10). The two main trends in the body part of the graph description are not identified. (See suggested answer

to question 6 in activity 10). Graph description does not finish with a concluding sentence summarizing the trends. (See suggested

answer to question 6 in activity 10).

Comments:

1 No. The speaker does not discuss the main trends. Therefore, it is not clear why he chooses to discuss the particular information.

2 Yes, the speaker refers to data for 8th, 10th and 12th graders.3 Yes. 4 Very few.5 No. He describes the graph factually.6 Yes. 7 The speaker provides numerical data on daily cigarette intake among schoolchildren in Lithuania. To

make the statistics credible, the speaker should have referred to sources of the statistical data on the situation in Lithuania.

8 Yes.9 Yes. Occasional errors: with among X-graders; up until.� Yes. � Yes. � Yes. Minor slip: mispronounces the words among /əˈmʌŋ/ (00:07), thousand /ˈθaʊznd/ (00:27); tends to

pronounce “r” before consonants (e.g. chart, per cent) or before a pause (e.g. here, there, before), which is a feature of american English.

� Yes.

1 On the whole, the student gives full information about the graph. She does not paraphrase the graph title. 2 Introduces the graph (step 1) The description of the overall trend is not quite clear (step 2) Indicates some of the trends (step 3) The concluding sentence could be more specific: summarise the tendencies observed in the graph (step 4).3 Seems to be focused on one set of data rather than on comparisons. 4 Uses some synonyms and alternation of verb-adverb and noun-adjective structures.5 Has all of the four components of the monologue. The conclusion could be more specific and relate to

the information provided in the graph. 6 Uses in the majority of cases. 7 On the whole, proper word choice. Some errors: The student says that she studies from 8 in the morning to 3 in the evening. → afternoon … because at this time she is at school and has her lessons → classes Labour exchange is used out of context. 8 On the whole, this is a good monologue. The student has a good command of English and knows how to

read graphs. There are some minor inaccuracies as shown above.

15SPEAKING FOR EXAMS ANSWER KEY 15

Useful Online Sources Describing Graphs Exercises

http://www.eslflow.com/describinggraphstables.html Describing Graphs. Learn English

http://www.ecenglish.com/learnenglish/lessons/describing-graphs Best Practices: Describing Trends, Graphs, and Changes

http://experience-english.blogspot.com/2012/05/best-practices-describing-trends-graphs.html Describing Graphs 01 (7:09)

https://www.youtube.com/watch?v=Rgyxjdztdjo Walton, R. Learn Business English – Describing Trends In a Line Chart – IELTS –. Targeted English

(10:08) https://www.youtube.com/watch?v=f3n_j1vhh5e Some More advanced Trend Vocabulary. DC IELTS

http://www.dcielts.com/task-1-2/trend-vocabulary-ielts/ Business English – Describing Trends In Bar Charts and Graphs – IELTS (11:06)

https://www.youtube.com/watch?v=dLk_aXaowC4 Describe a Graph in English – Learn Business English and IELTS Vocabulary (7:22)

https://www.youtube.com/watch?v=jrvpgjyevam Learn Business English – Describing Trends In a Line Chart – IELTS –. Tesol Rich English (10:08)

https://www.youtube.com/watch?v=f3n_j1vhh5e

16SPEAKING FOR EXAMS ANSWER KEY 16

4.2 Bar Chart

1 as the title of the bar chart shows, the bar chart describes the number of students who scored over 90 per cent in school leaving exams by subject. This is the subject of the bar chart – what the bar chart is about. The oher important information provided in the title is the location – where the action happened (in Dreamland) and time – when it happened (in 2015).

2 Students who scored over 90 per cent in school leaving exams by subject.3 Significant differences in the numbers of students who scored over 90 per cent in different subjects. 4 By comparing data in the bars/columns. 5 The biggest number – Subject D. The next biggest number – Subject C. The smallest – Subject B.6 By showing differences.7 The largest number of school leavers scoring over 90 per cent, 8500, is in subject D. The next biggest

number, 6000 students, is in Subject C. This is 1,000 students more than in subject a and twice the number of students in subject B.

8 The concluding sentence restates the idea indicated in the sentence describing the overall trend.

1 amount of time, different media, a typical day, 8 to 18 year olds.2 X – different media; y – amount of time.3 Children spend an average of 10 hours and 45 minutes a day with media; different amount of time spent

with different media on an average day.4 The biggest – watching television: (4:25 hours); the second biggest – listening to music (2:31 hours); the

shortest – movies (:25 hours).5 Establishing comparisons: watching television – approximately four times more than the amount of time spent on print media and movies music/audio media – twice the amount of time spent using the computer and playing video games.6 It appears that watching television dominates over other forms of media consumption. By contrast,

children from ages 8 to 18 spend the least amount of time a day on engagement with print media and attending movies.

The bar chart compares the engagement with different types of media in a typical day. It can be seen from the bar chart that children from ages 8 to 18 spend an average of 10 hours and 45 minutes a day with media. Overall, the bar chart displays significant differences in the amount of time 8 to 18 year olds spend with different media on an average day.

To begin with, watching television was the activity that occupied most time (4:25 hours). This is approximately four times more than the amount of time spent on print media and movies. The lengthier category of media consumption includes time spent with music/audio media (2:31 hours). This is almost twice the amount of time spent using the computer and playing video games (1:29 and 1:13 hours, respectively).

To sum up, it appears that watching television dominates over other forms of media consumption. By contrast, children from ages 8 to 18 spend the least amount of time a day on engagement with print media and attending movies.

SPEAKING FOR EXAMS ANSWER KEY 17

Student A Student B

1 The student doesn’t mention the specific type of the bar chart. The type of the graph that the student describes is a vertical bar chart. It is not essential to name the specific type in this case. It would be more important if it were a double/grouped bar chart. Note that the term ‘column chart’ is used in the task.

1 The student doesn’t mention the specific type of the bar chart. It is not essential to name the specific type in this case.

2 amount of time, different media, a typical day, 8 to 18 year olds. The student names the key words, uses many words from the title of the chart.

2 amount of time, different media, a typical day, 8 to 18 year olds. Yes, the key words are reflected in the presentation of the bar chart. Some attempt to paraphrase the title.

3 ‘By From the chart we can see. From this chart we can decide see that ...’

3 ‘From the column chart it becomes clear that … → it is clear would be more appropriate.

To introduce a bar chart, we need to present full information about the bar chart: date, location and subject of the chart (what the bar chart is about). In the video, only the subject is indicated.

4 The student does not describe the axes; it is not obligatory to describe the x and y axes.

4 ‘The vertical axis shows us …’ (compare with tells us). The y axis represents…→ The word axis is mispronounced. /ˈæksɪs/2

5 No. See point 3 in activity 2. 5 No. See point 3 in activity 2.

6 Indicates the lengthiest, the next and the other bars in decreasing order of size. The shortest bar is mentioned, but it is not specified as the smallest.

6 Indicates the lengthiest and the shortest bars.

7 No. See point 5 in activity 2. 7 The lengthiest and the shortest bars are contrasted.

8 The speaker refers to watching television, listening to music and going to movies, which are the longest, the next and the shortest bars, but he does not use phrases ‘the longest, the next and the shortest bars.’ In this regard, the speaker meets the requirement to discuss the most important information in the chart. Numerical information (number of hours) is mentioned only in relation to TV viewing.

8 The speaker refers only to the lengthiest and the shortest bars. The longer bar should have been indicated. Not all of the observed trends are supported by numerical information.

9 No. 9 It is said that young people spend so much time using different media. ‘So much time’ implies opinion.

� In most cases, the student does not use connectors to indicate transition from one point to the next. What is more, connectors are not used to indicate transition from one task question to the next. The student actually provides an appropriate answer to the last task question (‘Which type of the media is the most popular among your peers? Which one do you think is most useful? Give reasons and examples to support your point of view.’). But the ideas are difficult to follow because of the lack of transitional devices.

� On the whole, signposting language is used adequately. Some inaccuracies in the use of transitions: ‘as it is shown in the bar chart, movies are also an important part of my life.’ As should be replaced by differently from what is shown in the bar chart. As would mean ‘Similarly to the tendencies shown in the bar chart.’ But the speaker wants to point to difference.

� The student does not signal the end of the chart description. See point 6 in activity 2.

� The student does not signal the end of the chart description.See point 6 in activity 2.

2 Macmillan Dictionary, http://www.macmillandictionary.com/pronunciation/british/axis.

18SPEAKING FOR EXAMS ANSWER KEY 18

Student A Student B

� The student hardly ever uses any signposting language to signal transition from bar chart description to other task questions.

� The speaker uses a transitional expression ‘turning to the next question. ’ actually it should be ‘moving on to the next question’ because ‘turning to the next question’ implies change of topic.

� The aspect of data seems to be overlooked in the talk. (‘How do the data from the US compare to the amount of time that you spend with each medium in a typical day?’).

� The aspect of data seems to be overlooked in the talk. (‘How do the data from the US compare to the amount of time that you spend with each medium in a typical day?’)

� There seems to be too much focus on the speaker’s experience and views when compared to the focus on the peers.

� all parts are relevant.

Student A Student B

1 adequate use of determiners in spoken discourse. 1 There are just a few errors in this category: ‘The amount of hours’ → the number of hours.

Amount of is used with uncountable nouns. Number of is used with countable nouns.

‘a half ’ → half.

2 In general, both students use prepositions correctly. Some of the most common mistakes in the use of prepositions made by English learners are provided in activity 12 in this Unit.

3 On the whole, the student observes the rules of subject-verb agreement. In one instance there is a mistake: ‘Then goes computers and video games’ → goes (plural subject – computers and video games).

3 On the whole, the speaker observes the rules of subject-verb agreement.

4 adequate word choice. Minor slip: When I get boring → bored …

4 In most cases, adequate word choice.

5 The language is appropriate but not quite subject-specific. When describing the bar chart, the students could have used phrases like the number of students engages with …; the next/ second largest number of students engages with …, etc. The use of such phrases would have added clarity and coherence to the talk.

6 Both students have a good command of English and they manage to carry out a discussion using adequate register (tone).

7 In general, both students use adequate syntactic structures for spoken discourse. However, one would expect a greater sentence variety: the use of verb, adverb, noun and adjective collocations to describe the trends.

8 Basically good pronunciation. Minor slip in pronouncing the word among /ə’mʌŋ/.

8 Basically good pronunciation. Minor slip in pronouncing the words axis /’æksɪs/ and among /ə’mʌŋ/.

9 Basically good intonation. 9 Basically good intonation. Minor slip:The intonation should be falling at the end of the following utterance: ...I use my personal computer, and on weekdays I use it even more than three hours a day?? doing my homework or communicating with friends and reading the news [↘] (01:39); also at (02:24), (03:08), (03:41).

SPEAKING FOR EXAMS ANSWER KEY 19

Answers

1 The opening sentences introduce the topic adequately.

2 Provides a summary what will be discussed. and then refers to the given bar chart. The phrase ‘given bar chart’ serves as a verbal bridge.

3 No, he does not name the specific type. In the task, it is referred as clustered bar chart.

4 Incomplete information about the bar chart is provided. The information about the date and location is missing.

5 The student attempts to describe the overall tendency. It is overlooked that the chart describes two sets of data. The overall tendency is that “employed high school students spent less time engaging in educational activities, socialising and relaxing, and sleeping than students who were not employed“2.

6 Yes.

7 Yes.

8 Yes, but the language could be more varied. See the Vocabulary bank and material on graph description above (e.g. activity 3).

9Yes. The speaker sinthesizes information very well. He provides a good summary of the information in the chart and uses it as a transition to the next point. However, it could have been signalled that the speaker moves on to the next point.

� Yes. See answer to question 9.

� The conclusion/summary of the tendencies represented in the bar chart overlooks that there are two sets of data: patterns of time use among employed and non-employed students which show insignificant differences.

� The student attempts to summarize by discussing the impact of having a job on student time use, which is his answer to questions: ‘In your opinion, how does having a job while still at high school correlates to students’ grades? Give reasons to support your opinion.’ In a way, the student refers to both groups under discussion, employed and unemployed students. However, since no transition is provided to signal conclusion, the talk impresses as unfinished. Otherwise, it is a praiseworthy monologue.

The supplied bar chart compares time use on an average weekday by employed and non-employed high school students. Data in six categories of activities are compared. What emerges as a result of the Time Use Survey by the Bureau of Labour Statistics is that, in general, “employed high school students spent less time engaging in educational activities, socializing and relaxing, and sleeping than students who were not employed” (www.bls.gov/tus/charts). 3

Both groups, employed and non-employed students, spend most of their time sleeping, 8.2 and 8.7 hours, respectively. Employed students spend 5.8 hours engaged in educational activities, which is 0.8 hours less than the non-employed group. a similar tendency is true for socialising, relaxing and leisure activities, 2.9 and 3.6 per cent, respectively. Employed students spend slightly less time, 0.7 hours, engaged in sports, exercise and recreation, compared with 0.8 hours of non-employed students. Religious, spiritual and volunteer activities are the only category in which employed students spend more time, 0.3 hours, compared with 0.1 hours of the non-employed students.

all in all, as presented as a result of the survey, patterns of time use among employed and non-employed students show insignificant differences.

2 Macmillan Dictionary, http://www.macmillandictionary.com/pronunciation/british/axis.3 american Time Use Survey. Charts by Topic: Students. Bureau of Labor Statistics. United States Department of

Labour, http://www.bls.gov/tus/charts/students.htm.

20SPEAKING FOR EXAMS ANSWER KEY 20

1 Introductory information about the bar chart. The supplied bar graph compares time use on an average weekday by employed and non-employed high

school students. Data in six categories of activities are compared.2 Overall tendency. 3 What emerges as a result of the Time Use Survey by the Bureau of Labour Statistics is that, in general,

“employed high school students spent less time engaging in educational activities, socialising and relaxing, and sleeping than students who were not employed” (www.bls.gov/tus/charts).

4 Information about the biggest, the next biggest bars. Both groups, employed and non-employed students, spend most of their time sleeping, 8.2 and 8.7 hours,

respectively. Employed students spend 5.8 hours engaged in educational activities, which is 0.8 hours less than does the non-employed group.

5 Comparison of information represented by the bars. Employed students spend 5.8 hours engaged in educational activities, which is 0.8 hours less than does

the non-employed group. a similar tendency is true for socializing, relaxing and leisure activities, 2.9 and 3.6 per cent respectively. Employed students spend slightly less time, 0.7 hours, engaged in sports, exercise and recreation, compared with 0.8 hours of non-employed students. Religious, spiritual and volunteer activities are the only category in which employed students spend more time, 0.3 hours, compared with 0.1 hours of the non-employed students.

6 Concluding idea. all in all, as presented as a result of the survey, patterns of time use among employed and non-employed

students show insignificant differences.

1 on their computers 2 no preposition 3 no preposition 4 on 5 among

1 shows, indicates2 goes down, decreases3 no error4 percentage5 no error6 people, the number of people 7 until8 no error9 ‘Why do I think’ is a question; it needs a question mark at the end. � per/a week� half of his, her or their free time

SPEAKING FOR EXAMS ANSWER KEY 21

Useful Online Sources Gilhooly, V. Charts, Graphs and Diagrams. LEaRNWELL OY. Supporting you in the World of

Languages! Business English 2008 http://ecourse.uoi.gr/pluginfile.php/89309/mod_resource/content/1/English_material_Charts_graphs_

and_diagrams_2008.pdf Review of Bar Graphs

http://cstl.syr.edu/FIPSE/TabBar/RevBar/REVBaR.HTM Special Topics in Bar Graphs. Double Bar Graphs

http://cstl.syr.edu/fipse/tabbar/spectopics/dblebar.htm Glossary of Terms

http://cstl.syr.edu/FIPSE/TabBar/Glossary.html IELTS Writing Task 1: How to Describe a Bar Chart (18:26)

https://www.youtube.com/watch?v=e3u1y1jggls How to Describe Diagrams. English Language Learning (8:21)

https://www.youtube.com/watch?v=b9derwsw-_a. Smith, L. Bar Graphs (Video 2) (9:10)

https://www.youtube.com/watch?v=hhhjqfjtncs Describe a Bar Chart. Hugh Fox III. The Pop Culture ESL Teacher (3:51)

http://foxhugh.com/charts/describe-bar-charts/ Business English – Describing Trends In Bar Charts and Graphs – IELTS (11:07)

https://www.youtube.com/watch?v=dLk_aXaowC4 IELTS Task 1 Writing Bar Graph Example with Structure Part 1 of 2 (13:14)

https://www.youtube.com/watch?v=Xzfsmc8gkpa

22SPEAKING FOR EXAMS ANSWER KEY 22

4.3 Pie Chart

1 Participation, 12th graders, online volunteering activities. 2 as the title of the pie chart tells us, this pie chart represents the participation of 12th graders in various

online volunteering activities in Dreamland in 2015.3 The overall trends are the biggest and the smallest areas of participation. The first trend, the biggest area

of participation (creating websites and peer mentoring) is discussed as the overall trend. The second trend, the smallest area of participation (tutoring), compared to other areas of participation, is given in the conclusion.

4 The segments are grouped as follows: The top two activities are (creating websites and peer mentoring). The following is indicated: segments which have broad similarities (creating websites and peer mentoring) and marked differences (creating websites and peer mentoring vs. tutoring)5 Segments can be discussed by: starting the sentence with the description of the amount: ‘38 per cent of 12th-graders participate…’ starting the sentence with the subject compared: ‘Doing translations account for 14 per cent of activities while tutoring was the least common online volunteering activity.’6 and, 14 per cent each. 7 While, whereas.8 The absolute majority; only a small minority. There are five sections/segments/slices illustrating …; account for 14 per cent each ...; the biggest

areas of participation are creating websites and peer mentoring; tutoring was the least common online volunteering activity.

9 See answer to question 3.

Suggested answer:The pie chart illustrates the reasons for choosing English language study programmes. Overall, most students choose to study English for professional reasons.

almost half the English language students (43%) study English to gain skills to work as translators. The second reason is to improve English skills (36%). The other reasons for choosing English language programmes are to start business (14%) and to learn about cultures (7%). Finally, the smallest percentage is for other reasons which account for 3% of the choices.

In a nutshell, students choose to study English for various reasons, but the acquisition of skills required for a career as an English language specialist is the main one.

1 Today I am going to talk about student time use in america. Suggestion: Other phrases to introduce the topic: I am going to discuss student time use in america; the

theme of my talk is ... What I’m going to cover is...

2 and here in my paper I have a picture, and here we have a pie chart which presents time use on an average weekday for university and college students.

Suggestion: In a text/talk graphs/charts should be referred as figures not pictures. The given/provided pie chart shows/represents/depicts/illustrates/; compares/gives data on …

SPEAKING FOR EXAMS ANSWER KEY 23

3 Yes, but the title of the pie chart should be paraphrased. Suggestion: The pie chart shows how much time per average weekday university and college students

spend on various activities.

4 The segments and the key are not described; the speaker starts with the description of data. Suggestion: The segments could have been described as follows: The segments/slices of the pie chart compare

the ... But it is not obligatory in this case. The speaker provided this information when she introduced the pie chart.

5 Yes, but the speaker does not state this explicitly because specific transitional expressions like ‘overall’ or ‘the most obvious trend in this pie chart is that… ’ were not used.

Suggestion: The most obvious trend in this pie chart is that students spend most of their time sleeping and studying.

6 Yes, she says that “unfortunately” students spend only 3.3 hours studying. ‘Unfortunately’ suggests opinion.

Suggestion: The task asks to describe the information. This means that the information in the pie chart should be described factually. On the whole, graphs/charts should be described factually and objectively without giving an opinion.

7 a transitional word or expression is not used to signal the end of the pie chart description. Suggestion: as can be seen, students spend most of their average weekday time sleeping and more than

half the time is spent studying.

8 The speaker uses phrases like: ‘concerning the situation in Lithuania …’; ‘when talking about what people could do …’

Suggestion: Instead of the phrase ‘when talking about what people could do …’ other phrases could be used. For example: This brings us to the question of …; now let’s look at …; I would like to move on to the next question.

9 Spend time for. Suggestion: spend time on or doing something.

� Pay attention for. Suggestion: Pay attention to.

� ‘and’ Suggestion: and should be replaced by other transitional words and expressions appropriate in the

particular context.

� actually, the description of the pie chart includes all the four steps, but the description lacks clear transitions.

Suggestion: The description of the body part of the pie chart needs revision. Organise the information in the body part using the four step structure and use signposting language.

4

1 Fluent, speaks without noticeable effort.2 On the whole, proper use of verb tenses. 3 In general, verbs agree with the closest subject. 4 The student varies sentence structure. Some sentences start with the description of the amount, and

some sentences start with the subject of comparison.5 Uses a variety of sentences: simple, compound, complex, and compound-complex. 6 appropriate range of vocabulary.

4 Observing Language Functions in a Discussion, http://icosa.hkbu.edu.hk/speaking/body-language/observing-language-functions/index.htm.

24SPEAKING FOR EXAMS ANSWER KEY 24

Some errors: In a text/talk graphs should be referred as figures not pictures. See also question 2 in activity 4. Spend time learning studying. Some mistakes in the use of prepositions. See questions 9 and 10 in activity 3. Pay attention to/towards my lessons studies. 7 Good pronunciation. Minor slip: mispronounces the words college /ˈkɒlɪdʒ/ (00:16) and leisure /ˈleʒə/

(00:54).8 Basically good intonation.

1 Overall impression. Very positive impression. 2 The use of the four step procedure. Step 1: Introduces the pie chart, but does not present full information: date, location and subject of the chart (what the pie chart is about). Step 2: Does not identify the overall trend. Step 3: Groups information: identifies the biggest, the next and the smallest segments.5 Compares and contrasts: uses degrees of comparison when refering to the the smallest segment. Step 4: Does not end with a concluding idea summarising tendencies/ideas represented by the size of the segments and supported by numerical information. 3 The use of varied sentences to describe the pie chart. Several sentences describing numerical data start with the subject. For example: ‘Most employment is in

the leisure and hospitality sectors.’ also starts with the description of amount. For example: ‘The smallest percentage is ….’

4 The use of comparisons. Degrees of comparison are used when refering to the the smallest segment.5 The use of language of pie charts. In general, uses an appropriate range of language of pie charts. Confuses the words ‘per cent’ and

‘percentage.’ It should be 25 percent – not percentage. 6 The use of transitional words and expressions. Transitional words and expressions are used. Sometimes connectors are missing to indicate transition

from one point to the next. 7 Relating the information in the pie chart to other task questions. The speaker does not attempt to provide any data/statistics, but when answering other task questions,

she refers back to the situation in the USa illustrated by the pie chart. 8 Using credible statistics to draw a comparison between numerical information in the bar chart and contexts/

situations indicated in the task questions. See answer to question 7. 9 Returning to the information in the pie chart in the conclusion of the talk. The talk, which otherwise is very good, lacks proper conclusion.

5 Graphs: Main Idea. Writefix, http://writefix.com/?page_id=713%20-; Sassine, S. Sentences to talk about pie charts, https://www.youtube.com/watch?v=_6vyZ0HUX3a.

SPEAKING FOR EXAMS ANSWER KEY 25

Useful Online Sources Describing Charts in English

http://www.englisch-hilfen.de/en/words/charts.htm Gilhooly, V. Charts, Graphs and Diagrams. LEaRNWELL OY. Supporting you in the World of Languages!

Business English 2008 http://ecourse.uoi.gr/pluginfile.php/89309/mod_resource/content/1/English_material_Charts_graphs_

and_diagrams_2008.pdf Lesson 2: Describing an IELTS Pie Chart

http://www.ieltsbuddy.com/ielts-pie-chart.html IELTS academic Task 1 How To Describe a Pie Chart (11:20)

https://www.youtube.com/watch?v=pZHCiRs2N1c Learn English – Describe and Compare Trends In Pie Charts – IELTS, Cambridge BEC Exams (15:17)

https://www.youtube.com/watch?v=-Ba2sGTbC40 Sarah Sassine. Sentences to Talk about pie charts (10:00)

https://www.youtube.com/watch?v=_6vyZ0HUX3a IELTS a.Writing Task 1: Pie-Chart Tips- English Video (7:41)

https://www.youtube.com/watch?v=OqTVh7lsmCc

26SPEAKING FOR EXAMS ANSWER KEY 26

1 Student A: Hello Martyna. How are you? Student B: Hi Emile. I’m fine. How are you? Student A: I’m fine too…2 Have you heard that we are responsible to organize the White Party at our school?

1 Yes.2 Yes.3 Yes.4 Yes.5 Yes, the students carry on with a conversation by inviting the other student to speak. No, the phrases

they use are not varied. The students use many similar structures; for example, What about…? Do you have some ideas? Do you have any ideas? Could you suggest your ideas? What do you think about the outfit? What do you think about Michael Jackson and Bruno Mars? So what do you think about a three-euro entry fee?6 Yes. The students listen to each other’s opinion and respond to it by adding to something the other

student says. The students use the following phrases: That’s a good idea, I agree. Yes, I have some ideas but I want to share them with you. Could you suggest your ideas? Yes, yes I think it’s a good idea. Yes, I think the same. Yes, OK, yes, that’s a good idea…7 No.8 No.9 Good eye contact, appropriate gestures, clear voice, good posture.

1 Student A: Have we reached a decision? Yes? No? Student B: Yes, of course.2 Yes.3 Student B: So that’s all? The main things? Student A: Yes, I think. Student B: OK. So bye. Student A: Bye.

Unit 5 Answer Key

Part IIIthe dialogue

Dialogue Organisation and Assessment

SPEAKING FOR EXAMS ANSWER KEY 27

Grammatical range

and accuracyVocabulary range

and accuracyPronunciation Intonation

Student A

Basic sentences are mostly correct. However, thesentence structure is limited, lack of sentence variety such as different sentence openings (beginning a sentence with an adverb or a transition instead of starting each sentence with the subject1; starting a sentence with a prepositional phrase;opening a sentence with a present or past participle) and combination of simple and complex sentences.

Mistakes:Did you have someany ideas?Onduring the last week of May.Responsible to organize for organizing…Students will be not busy will not be busy. Maybe we could put some information on the Internet (a more suitable preposition is ‘on’: On the Internet)2.

appropriate range of vocabulary

Mistakes:YoungsterYounger students/ Youngsters.Make Hold/organize an event

Basically good pronunciation but mispronounces the word biscuit/bɪskɪt/;pronunciation is not clear at the close of the conversation (03:10)

Good intonation

Student B

Basic sentences are mostly correct. However, thesentence structure is limited, lack of sentence variety such as different sentence openings (beginning a sentence with an adverb or a transition instead of starting each sentence with the subject3; starting a sentence with a prepositional phrase;opening a sentence with a present or past participle) and combination of simple and complex sentences.

Mistakes:We have organised our party at for the last week of May.…at in the backyard.

Basic vocabulary Good pronunciation

Good intonation

1 Kirszner, L. G.,and S. R. Mandell. Writing First: Practice in Context with Readings. Boston: Bedford/St.Martin’s, 2000, 231, 232, 234, 238; Folse, K. S. and T.Pugh. GreatWriting 5: GreaterEssays. Boston: HeinleCengageLearning, 2010, 180.

2 British National Corpus, http://bnc.bl.uk/saraWeb.php?qy=on+the+internet&mysubmit=Go3 Kirszner, L. G., and S. R. Mandell. Writing First: Practice in Context with Readings. Boston: Bedford/St.Martin’s, 2000,

231, 232, 234, 238; Folse, K. S. and T.Pugh. Great Writing 5: Greater Essays. Boston: Heinle CengageLearning, 2010, 180.

28SPEAKING FOR EXAMS ANSWER KEY 28

1 Student a: Hey, do you have a minute to talk about the White Party? Student B: Hi, I always have a minute for you.2 Yes.3 Yes. Yes. Examples: Can we talk about the venue…? Do you have any ideas about the type of decorations we should (have, prepare, buy)? What do you think?4 Yes. The students use the following phrases: Yes... That’s an amazing cause. I think we should also… Exactly. To manage/continue the conversation.5 Yes.6 Student a: OK. So I think we’ve got a great foundation to start the party. Student B: Yes, a pretty good plan to move on…7 The students end the conversation by distributing the responsibilities between them.8 Student a: OK. That will be great. OK. That will be good. Let’s get to it. Student B: OK.

Student a: And then we should have the decorations in the… school hall…so we should ask the Art Department to make something for us.

Student B: Yesh, I believe that our Art Department should get involved in thisStudent a: They should.Student B: Do you have any ideas what decorations we should make? White decorations?Student a: Hmmm. No, I think…I think we should rent these sorts of lamps… It’s …It’s part of the decoration…

I mean they shoot out light and they could reflect on people’s clothes…Student B: Yes. And all people should wear white clothing, no jeans allowed.Student a: Yes, yes of course. It will only work that way. So that will be awesome. And now we need to talk

about refreshments.

answers will vary.

answers will vary.

Though the students have a good command of English, there are areas for improvement especially regarding the organization of the discussion. Student speaking time is not equal. Student B speaks for longer periods of time because he is answering the questions given by Student a. Student a focuses on asking too many questions without providing her own considerations on the topic points. This makes it impossible for both students to take equal turns. Student B does not politely interrupt Student a in order to take the initiative in the conversation.

SPEAKING FOR EXAMS ANSWER KEY 29

Useful Online Sources Užsienio kalbos (anglų) kalbėjimo vaizdo įrašas (Nr. 2).Užsienio kalbos (anglų) valstybinis brandos

egzaminas Kalbėjimo dalis, Nacionalinis egzaminų centras (6:48-10:49) https://www.youtube.com/watch?v=Kik6Zt_1u-I Užsienio kalbos (anglų) kalbėjimo vaizdo įrašo Nr. 2 aprašas. Užsienio kalbos (anglų) valstybinis

brandos egzaminas Kalbėjimo dalis, Nacionalinis egzaminų centras http://www.nec.lt/failai/5012_Nr._2_Justas_ir_Ernesta_B2.pdf Speaking exams. British Council

http://learnenglishteens.britishcouncil.org/exams/speaking-exams/speaking-exams Conversation Skills – How to END a conversation politely, engVid (3:17)

http://www.engvid.com/ending-conversations-politely/ 3 expressions to improve your conversation skills, engVid (8:07)

https://www.youtube.com/watch?v=OZcfQVggDRM Haase, B. Getting your voice heard in the Speaking Exam, tefltalk.net (5:20)

http://tefltalk.net/2015/05/25/940/ Haase, B. Lost for Words? – Phrases to Give you Thinking Time, tefltalk.net (2:35)

http://tefltalk.net/2015/05/19/lost-for-words-phrases-to-give-you-thinking-time/

30SPEAKING FOR EXAMS ANSWER KEY

Dialogue strategies Unit 6

6.1 Seeking information

Answer Key

30

1 Not exactly. There are areas for improvement regarding the organisation of the discussion. Student

speaking time is not equal. Student a speaks for longer periods of time because he is answering the questions given by Student B. Student B focuses on just asking in the first part of the discussion. Student a does not take the initiative in asking Student B for his considerations on the topic.

2 Yes.3 Yes.4 Yes.5 Yes.

1 Student B: I would like to ask. Do you have any ideas for that? Student a: Of course. One of my best ideas is to introduce sports to our lessons.2 Student B: Why do you think so? Student a: Why do I think so? Because I think every person body likes to walk, and I think jogging in a group is, actually, fun….3 Student B: Do you think that people should all go jogging at the same time or during an assigned period of time? Student a: Well, I think if we do at one time, it will be too huge a group to control…. 4 Student B: How long do you suggest? Student a: Well, I thought about, maybe, twenty minutes a day …every day for a week….5 Student B: And who do you have in mind (from your family)? Student a: My grandpa. He is in his mid-sixties….6 Student B: How do you think we should proceed with this? Student a: Students got a menu, so I thought about widening it up with something interesting and not so expensive…7 Student B: So you propose that we add things to the menu while leaving the other things intact. Yes? Student a: Yes, I think it’s the best. Student B: OK. Do you have any other suggestions? Student a: Well, I would, actually, like to suggest cleaning…8 Student B: Don’t you think that a lot of students would just stay at home and not come? Student a: Well...no…I think…maybe…of course not all would come but I think like seventy per cent of students would come and help…9 Student B: Do you think we should involve parents into the same…mean…just for them to encourage their children to come and help clean the school? Student a: Yeah, the encouragement, of course, would be great, but I think…� Student B: So in summary, what do you think would be best to do? (b)The organic school lunches? Student a: Yes, the most important …yes, I think…and jogging would be, actually, good. I think the lecture is very important too.

SPEAKING FOR EXAMS ANSWER KEY 31

Yes/No questions 1 Wh-questions 2, 4, 5, 6,10(a) Choice questions 3 Tag questions Negative questions 8 Indirect (embedded) questions 9 Statement with rising intonation 7, 10(b)

1 The only question is how long we do jogging. 2 I’d like to know if you have any person in mind. 3 Do you know when we could do that?4 Do you have any ideas what decorations we should make?5 Can we talk about the venue where we should organise the party?

Language functions and expressions

Student A

uses gap fillers

asks follow up questions

gives examples

gives opinion

gives suggestions

asks for opinion

invites the other student to speak

interrupts

agrees

partially agrees

disagrees and gives reasons

acknowledges the other speaker’s point

elaborates

asks for clarification

clarifies

paraphrases

summarises the main points

Student B

uses gap fillers

asks follow up questions

gives examples

gives opinion

gives suggestions

asks for opinion

invites the other student to speak

interrupts

agrees

partially agrees

disagrees and gives reasons

acknowledges the other speaker’s point

elaborates

asks for clarification

clarifies

paraphrases

summarises the main points

32SPEAKING FOR EXAMS ANSWER KEY 32

Student A

asks follow up questions: Yeah, perfect idea. Just the only question is…Do you have any person in mind already?

Gives examples: Students got a menu, so I thought about widening it up with something interesting and not so expensive like smoothies or err…fruit salads, vegetables…fresh.

Gives opinion: One of my best ideas, actually, is to introduce sport to our lessons.

Gives suggestions: Well, I would like, actually, introduce cleaning… so I thought about introducing a cultural day in the middle of the week. What do you think?

asks for opinion: …so I thought about introducing a cultural day in the middle of the week. What do you think?

agrees: Yeah, I think that’s OK. That’s not bad.Yeah, perfect idea. Yes, I think that’s the best.

Partially agrees: Well, errr…no, I think, maybe. Of course, not all would come but I think like seventy per cent of the students would come…and help.

acknowledges the other speaker’s point:

Yeah, I think encouragement, of course, would be great but I think of more…because parents are already busy with their jobs and their children of course…so I don’t think we need to introduce them to the school cleaning work too.

Disagrees and gives reasons: Yeah, I think encouragement, of course, would be great but I think of more…because parents are already busy with their jobs and their children of course…so I don’t think we need to introduce them to the school cleaning work too.

Elaborates: Because, actually, strangely enough my family have health specialists…. My grandfather...He is in his mid-sixties…is a specialist in health care. He is the type of person who could come and do a lecture for students because he is very active and has an interesting way of speaking.

Clarifies: Why do I think so? Because I think every person likes…err.. to walk…I think jogging…err…in a group is, actually, very fun and …is not so, maybe, hard for a person to do.

Paraphrases: Student B: Do you think we should involve parents into same…mean…just for them to encourage their\children to come and help clean the school?

Student a: Yeah, the encouragement, of course, would be great, but I think…

Summarises the main points: …and jogging would be, actually, good. I think the lecture’s very important, too.

SPEAKING FOR EXAMS ANSWER KEY 33

Student B

asks follow up questions: And who do you have in mind… from your family?

Gives opinion: …and I think that students would benefit from that greatly…

Gives suggestions: We could invite a guest lecturer, someone who is a health specialist. I also thought of organic school lunches.

asks for opinion: Do you think that people should all go jogging at the same time or during an assigned period of time? How long do you suggest? How do you think we should proceed with this? Do you think we should involve parents into the same…mean… just to encourage their children to come and help clean the school?

Invites the other student to speak: Do you have any other ideas?

agrees: OK. Great.

Disagrees and gives reasons: I think that will be too much because the students also have important lessons… Don’t you think that a lot of students would just stay at home and not come?

asks for clarification: Why do you think so? So you propose that we add things to the menu while leaving the other things intact?

Clarifies: mean…just for them to encourage their children to come and help clean the school?

Summarises the main points: So, in summary, what do you think would be best to do? The organic school lunches?

Student A

Grammatical range and accuracy

Vocabulary range and accuracy Fluency Pronunciation Intonation

Uses a combination of simple and complex sentences;sentence structures are mostly correct.

Wide vocabulary range

Fluent, speaks without noticeable effort

Basically good pronunciation but mispronounces the words cultural /ˈkʌltʃərəl/ (03:06) and encouragement /ɪnˈkʌrɪdʒmənt/ (03:30).

To indicate finality, the student should use falling intonation at the end of statements; e.g. at 00:30; 02:22.

Student B

Grammatical range and accuracy

Vocabulary range and accuracy Fluency Pronunciation Intonation

Uses a range of complex structures, uses a variety of question types

Wide vocabulary range

Fluent, speaks without noticeable effort

Basically good pronunciation but mispronounces the word encourage /ɪnˈkʌrɪdʒ/ (03:30)

Basically goodintonation

34SPEAKING FOR EXAMS ANSWER KEY 34

answers will vary.

answers will vary.

Useful Online Sources Questions – Learn English Grammar (12:37)

https://www.youtube.com/watch?v=kjR-3_ctBMa Question Tags – English Grammar Lesson (15:52)

https://www.youtube.com/watch?v=IU9izSK_arM Speaking English – Tag Questions – How to express assumptions or comment on a situation (6:52)

http://www.engvid.com/tag-questions/ Conversational English – What are Embedded Questions? (6:17)

http://www.engvid.com/conversational-english-embedded-questions/ Direct and Indirect Questions in English (6:09)

http://www.espressoenglish.net/direct-and-indirect-questions-in-english/ Grammar: How to ask questions correctly in English – Embedded Questions, engVid (5:33)

https://www.youtube.com/watch?v=ugHm6tZYHlw Question Types

https://www.englishclub.com/grammar/verbs-questions_types.htm Intonation: asking a wh-question | English Pronunciation Lesson (3:37)

https://www.youtube.com/watch?v=kVgcLVdd2Ec Maestro Steve’s Pronunciation Series: English Intonation For Questions! (4:19)

https://www.youtube.com/watch?v=HVUl4LzOyMc 5 ways to ask questions like a native speaker (9:21)

https://www.youtube.com/watch?v=Ym5kbI8hHwM

SPEAKING FOR EXAMS ANSWER KEY 35

6.2 Persuading and arguing

1 Yes. Student a: Hey, are you ready to discuss …? Student B: Yes, I’m very excited.2 Yes. 3 Yes. 4 Yes, during the course of their discussion. 5 Student a: The best suggestion I could come up with was Kurtuvėnai Regional Park. Other possible phrases: I believe it would be nice to go to Kurtuvėnai Regional Park; I am not sure but

we could go to…; Let’s go to…; Why don’t we go to…?6 Student B: I mean I love your idea, but I was thinking of something more adventurous.7 Yes.8 The students end their discussion by summarising the points agreed upon in the discussion.

Claim: Kurtuvėnai Regional Park is the best suggestion I could come up with.Reason: it is a fairly entertaining park.Support: Support 1 you can watch the landscape. Support 2 you can take horse rides and buggy rides. Support 3 the hillfort of Kurtuvėnai is something to be seen. Support 4 there is an inn where you can taste Lithuanian national dishes, which is also a big part

of Lithuanian culture.Warrant: …and in this way not only would they have an entertaining day but they would also be…err…

they would also get to know the culture of Lithuania, the history of Lithuania and the landscape and… what not better.

Student A: Kurtuvėnai Regional Park

Arguments Counterarguments and refutation

Fairly entertaining: horse rides and buggy rides.Lanscape and history: the hillfort of Kurtuvėnai. Lithuanian culture: Lithuanian national dishes.

Staying at a campsite for a night.

includes a bit of adrenalin because riding a horse or buggy is for those who haven’t done it before is…is… adrenalin filled experience; in this way not only would they have an entertaining day but they would also be…err…they would also get to know the culture of Lithuania, the history of Lithuania and the landscape.

We wouldn’t have to worry about any accommodation as we would in Lokės pėda.

Student B: Lokės pėda

Arguments Counterarguments and refutation

Something adventurous like Lokės pėda: sixty obstacles such as monkey bridges, moving logs, nettings, swings and so much more.

It would test our courage.

Student B does not provide any counterarguments

36SPEAKING FOR EXAMS ANSWER KEY 36

Yes, there are areas for improvement. Student B does not provide any counterarguments and does not defend her position. She agrees with Student a too quickly.

Transcript:Student A: The best suggestion I could come up with was Kurtuvėnai Regional Park. And errr…it is a fairly entertaining park because not only can you view the landscape but also you

can take horse…horse rides and buggy rides, and the hillfort of Kurtuvėnai is something to be…to be seen because it is part of the Lithuanian landscape and those visiting should know…hmmm… where they have set their feet. Also, there is an inn where you can taste Lithuanian national dishes, which is also a big part of Lithuanian culture…and in this way not only would they have an entertaining day but they would also be…err…they would also get to know the culture of Lithuania, the history of Lithuania and the landscape and… what not better.

Student B: I mean I love your idea, but I was thinking of something more Adventurous, maybe like going to Lokės pėda…I mean it is something we would have to…it is like

adrenalin seeking…and we would have to have team work and we would bond more…and I mean in Lokės pėda there are sixty obstacles such as monkey bridges, moving logs, nettings, swings and so much more…hmmm…So it would test our courage, it would be fun we bond more. I mean… What do you think about that?

Student A: Oh, even though Kurtuvėnai Regional Park is a simplistic concept, I think…err…it is fairly…it includes a bit of adrenalin because riding a horse or buggy is for those who haven’t done it before is…is… you know…it might be…errr…adrenalin filled experience so I would suggest staying at Kurtuvėnai Regional Park although I love your… suggestion but…

Student B: OK, so you’re basically saying that Kurtuvėnai Regional Park would be better for…us to go to.

Student A: Yes, it would…and it has a big bonus because we could spend the night at the campsite there and we wouldn’t have to worry about any accommodation as we would in Lokės pėda.

Student B: Oh, I agree. OK. So then we are going OK…so we’re going to Kurtuvėnai Regional Park….

Student A

Grammatical range and accuracy

Vocabulary range and accuracy Fluency Pronunciation Intonation

Uses a combination of simple and complex sentences;sentence structures are mostly correct.

Mistake:national Lithuanian national dishes

Wide vocabulary range

Fluent, speaks at length without noticeable effort,hesitation is usually content-related

Good pronunciation but mistake in the pronunciation of the wordbuggy /ˈbʌɡi/

Good intonation

Student B

Grammatical range and accuracy

Vocabulary range and accuracy Fluency Pronunciation Intonation

Uses a range of complex structures, uses a variety of question types with accuracy

Wide vocabulary range

Fluent, speaks without noticeable effort

Good pronunciation

Good intonation;good intonation in lists

SPEAKING FOR EXAMS ANSWER KEY 37

answers will vary.

answers will vary.

1 Student a: Shelters have dogs in need of aid; dogs need exercise but do not get it because there is no available staff.

2 Student B: The elderly rely on us to help them; the elderly get bored and we could entertain them by playing board games, taking them for a walk, organising poetry reading or karaoke sessions.

3 Student a:That would probably work but what about we do both things at the same time?4 Yes, partly. Student B has an idea to volunteer in animal shelters on Saturdays and to take care of the

elderly on Sundays.5 Student a: We might not do enough in a single day.6 To have a vote.

Yes, there are areas for improvement. Both students could have elaborated more when responding to the other student’s request and could have provided more extensive counterarguments.

1 Yes No 2 Yes No 3 Yes No 4 Yes ☐ No Student a did not discuss one point given in the dialogue task; namely, the point

about answering questions from visitors and facilitating visitations5 Yes No 6 Yes No 7 Yes No 8 Yes No The arguments mostly contain only the claim and reason 9 Yes No � Yes No � Yes No � Yes No although the students do not give a short summary of the points discussed, they close the discussion appropriately by deciding to have a vote on the place to volunteer.� Yes No � Yes No � Yes No � Yes No � Yes No Good intonation in lists (Student B)� Yes No � Yes No

38SPEAKING FOR EXAMS ANSWER KEY 38

Useful Online Sources

How to make suggestions in English, engVid (8:01) http://www.engvid.com/how-to-make-suggestions-in-english/ Different Ways To Disagree In English – Spoken English Lesson (10:54)

https://www.youtube.com/watch?v=atcLN-BP6y8 3 ways to express negative ideas POWERFULLY, engVid (5:30) https://www.youtube.com/watch?v=qv7mop1l7mw Speaking English: How to express your reaction, engVid (4:43)

https://www.youtube.com/watch?v=oZzW1Evz_tQ Hubbard, R. argumentation, Reasoning and the Toulmin Model (16:39)

https://www.youtube.com/watch?v=hk77YTBQgfY Green, K. (The Toulmin Model of argument) 228 L3U1 Toulmin Model First Triad (8:02)

https://www.youtube.com/watch?v=GRDYspT1u68 Gillett, a. Rhetorical Functions in academic Speaking: arguing & discussing, Functions, UEfAP: Speaking

in Academic Contexts http://www.uefap.com/speaking/spkfram.htm Speaking English – “I wish I had…” (4:44)

http://www.engvid.com/speaking-english-i-wish-i-had/ Conditionals – second & third conditionals (English Grammar), engVid (5:21)

https://www.youtube.com/watch?v=CjMba0Z4xza