SpeakingTNotes

MAJLIS PEPERIKSAAN MALAYSIA(MALAYSIAN EXAMINATIONS COUNCIL)

Trainer’s Notes : Speaking

CONTENT PAGE

INTRODUCTION 1

SO WHAT’S NEW ? 2

REVISITING TEST SPECIFICATIONS 3 - 8

JUST A LINE 9 - 11

MY SAY 12 - 15

TO SING OR NOT TO SING 16 -21

VISIT MALAYSIA YEAR 2007 22

HOSTING AN INTERNATIONAL EVENT

(While-Viewing Activity)

23 - 26

POST-VIEWING ACTIVITY 27 - 28

CONVERSATION WEB 29 - 30

WORKSHOP 31 - 32

REFLECTION GRID 33

MUET 800/2



SPEAKING COMPONENT

INTRODUCTION

Much of human communication is face-to-face and successful interaction in all such encounters is dependent on the oral language proficiency of the interlocutors. Impressions and opinions are formed and judgements made about individuals based on what they say and how they speak and these may have far-reaching consequences. We are duty-bound to provide our students opportunities to practise and hone their speaking skills and competencies so that they can avail themselves of the opportunities in the world outside.

In our context, our concerns are about oral communication in English and while many competencies in oral communication are transferable from other language learning acquisition contexts, there is still a need to understand and appreciate the forms, structures, subtleties and nuances that are unique to the English Language. It is this that is our concern and which we aspire to address. To do this effectively and efficiently, teachers need to be thoroughly familiar with the desired learning outcomes. The following sessions will provide some ideas that will focus on these issues and stimulate discussion and reflection.

MUET 800/2 PAGE 1



SO WHAT’S NEW?

TASK : 1

TIME: 8 MINUTES

AIMS :

To identify the changes in the Test Specifications.

To compare the old and new MUET 800/2 paper.

ORGANISATION: Individual

PROCEDURE:

Inform CPs about the changes in the test specifications.

Ask CPs about the layout of the MUET 800/2 paper.

Notes to trainer :

A. Some changes in the syllabus for 800/2:

Task fulfilment Fluency Language functions (additional)

- defining, describing explainingcomparing and contrastingclassifying- seeking clarification- presenting an argument

Managing a discussion – prompting

B. Layout of the question paper : Old syllabus : Task A and Task B printed on the same page New syllabus : Task A and Task B printed on front and back

Reference : Revised Syllabus 2006 - Test Specifications p. 18 - Sample Questions pp. 40 – 48 Old Syllabus 2001 p. 15

MUET 800/2 PAGE 2



REVISITING TEST SPECIFICATIONS

TASK : 2

TIME : 5 minutes

AIM : To revise the Test Specifications (Speaking Component)

ORGANISATION: Groups of 6

PROCEDURE:

Prepare a few sets of the main headings of the test specifications for speaking (one set for each group). Refer to Appendix –Task 2.

Cut them up. Prepare an equal number of sets of speaking skills (print them on a different coloured

paper). Refer to Appendix – Task 2.

Cut them into strips.

Distribute a set of the headings and a set of the speaking skills to each group.

Ask CPs to place the headings on the table first.(in a horizontal row)

Inform each group to place the strips of speaking skills under the correct headings.

- For example, ‘turn-taking’ comes under ‘managing a discussion’, therefore the strip has to be placed under the heading ‘managing a discussion’.

Allocate 5 minutes for each group to complete the task.

When the time is up, CPs will check if they have completed the task accurately by referring to the test specifications on page 18.

Appendix ( Task 2 )

MUET 800/2 PAGE 3



Headings. To be cut.

accuracyfluency

appropriacycoherence and

cohesionuse of language

functionsmanaging a discussion

task fulfilmentTest Specifications

MUET 800/2 PAGE 4



Type and cut into strips . Distribute to the CPs

Using grammatically correct languageUsing correct pronunciation, stress and intonationSpeaking with confidence and fluencyUsing language appropriate for the intended purpose and audienceUsing varied vocabulary and expressionsUsing varied sentence structures

MUET 800/2 PAGE 5



Observing conventions appropriate to a specific situationDeveloping and organising ideasUsing appropriate markers and linking devicesUsing anaphora appropriately together with other cohesive devicesDefining, describing, explainingComparing and contrastingClassifying

MUET 800/2 PAGE 6



Giving reasonsGiving opinionsExpressing relationshipsMaking suggestions and recommendationsExpressing agreement and disagreementSeeking clarificationAsking for and giving informationPersuadingDrawing conclusionsStating and justifying points of view

MUET 800/2 PAGE 7



Presenting an argumentInitiatingTurn-takingInterruptingPromptingNegotiatingClosingPresenting relevant ideasProviding adequate contentShowing a mature treatment of topic

MUET 800/2 PAGE 8



JUST A LINE

TASK : 3

TIME : 10 minutes

AIMS :

To enable CPs to express their agreement and disagreement.

To enable CPs to justify their point of view.

ORGANISATION : Individual

PROCEDURE:

Prepare 6 statements. Cut them into strips and put them in a box. (refer to Appendix-Task 3)

Distribute Task sheet 1.

Ask a CP to pick a sentence strip from the box.

Instruct him to read the statement aloud and say in a sentence whether he agrees with it and give a reason to support his opinion.

Pick CPs at random to share their responses.

Note: This is to lead in to the next task

MUET 800/2 PAGE 9



Appendix ( Task 3 )Cut and put into a box

Women Make Better TeachersWomen Make Better Leaders Than MenMoney Is More Important Than LoveHollywood Films Are Better Than Bollywood FilmsCCTVs Should Be Installed In The StaffroomsIt Is All Right For A Man To Marry A Younger Woman But Not For A Woman To Do So

MUET 800/2 PAGE 10



JUST A LINE

TASK SHEET: 1

INSTRUCTION:

As you listen to the presentation, write down the expressions used to express agreement and disagreement.

1.____________________________________________________________________

2.____________________________________________________________________

3.____________________________________________________________________

4.___________________________________________________________________

5.____________________________________________________________________

6.____________________________________________________________________

MUET 800/2 PAGE 11



MY SAY

TASK : 4

TIME : 20 minutes

AIMS : To enable CPs to use the correct forms of expressing agreement and

disagreement.

To prepare CPs for individual presentations (MUET 800/2- Task A)

ORGANISATION : Groups of 4

PROCEDURE:

Distribute the notes on the suggested forms of expressing agreement and disagreement.(Notes-Task 4)

Ask CPs to study it for a few minutes.

Distribute the Task Cards (Appendix Task 4), one to each CP.

Give CPs 2 minutes to prepare the task.

Give every member a chance to speak on the topic given for at least one minute using at least 1 of the suggested forms of expressing agreement and disagreement.

Ask CPs to discuss and complete Task sheet 2.

Pick groups at random to present their responses.

Notes (Task 4)

MUET 800/2 PAGE 12



Here are some examples of appropriate ways to agree and disagree.

Agree DisagreeI agreeI agree with youI couldn’t agree moreI agree totally/entirelyI agree entirely with your point of view

That’s right You are rightI think you are rightYou are absolutely right

That’s trueThat’s a good point

ExactlyAbsolutelyPreciselyDefinitely

There’s no doubt about itI’m of exactly the same view

I don’t agreeI totally disagreeI completely disagreeI’m sorry , but I have to disagreeI would have to disagree on thatI’m afraid I cannot agree with youI’m afraid I really can’t agree with you

I think you are wrongNo, that’s wrong/incorrectI can’t say I share your view

I beg to differ

Agree or Disagree to a Certain Extent

Not really…Really?Are you sure?I see your point of view, but…You have a point but…You are right to some extent but…I may be wrong but…I understand your position but…Yes, but don’t you think…I see what you mean, but…Yes, that’s quite true, but…Perhaps. But don’t you think…True, but in my view…

MUET 800/2 PAGE 13



MY SAYTASK SHEET : 2

INSTRUCTION:

In your group, discuss the following:

How is this activity different from the one before, that is ‘Just a line’?

What are the skills used in both activities?

MUET 800/2 PAGE 14



Appendix ( Task 4 )TASK CARDS

Card A

Task:

Agree with the statement below

Use at least 1 of the suggested forms of expressing your agreement. Justify your

response.

“It is more beneficial for a woman to be beautiful rather than intelligent.”

Card B

Task:

Disagree with the statement below

Use at least 1 of the suggested forms of expressing your disagreement. Justify your

response.


Card C

Task:

Agree with the statement below

Use at least 1 of the suggested forms of expressing your agreement. Justify your

response.


Card D

Task:

Disagree with the statement below

Use at least 1 of the suggested forms of expressing your disagreement. Justify your

response.


MUET 800/2 PAGE 15



TO SING OR NOT TO SING

TASK : 5

TIME : 20 minutes

AIM : To provide practice in persuading effectively.


PROCEDURE :

Distribute notes, task 5 to CPs.

Ask CPs to read the ‘persuasive expressions’.

Ask CPs to form groups of 3 and name themselves ‘A’, ‘B’, and ‘C’.

Distribute the envelope containing Task Cards A, B, C to each group.

Ask CPs in each group to get the Task Cards corresponding to their letters.

(for example, CP ‘A’ gets Task Card A, CP ‘B’ gets Task Card B and so on )

CPs A and B

Give 2 minutes to CPs ‘A’ and ‘B’ to prepare their tasks individually.

Give CPs 2 minutes to present their tasks in turn, (A followed by B).

CP C

MUET 800/2 PAGE 16



Inform CP ‘C’ to listen and take down notes when both CPs ‘A’ and ‘B’ are presenting

their individual tasks consecutively.

Give CP ‘C’, 2 minutes to prepare his / her decision after listening to both CPs ‘A’ and

‘B’.

Give CP ‘C', 2 minutes to present his / her decision.

Trainer selects a group to present.

Highlight the expressions used by CPs ‘A’ and ‘B’ to persuade CP ‘C’.

Ask CPs how they would provide feedback to the speakers in a classroom situation.

Share with CPs some suggested alternatives:

- ‘A’ and ‘B’ could check if ‘C’ has mentioned their points accurately and

provide feedback to ‘C’

- use of Reflection Grid

MUET 800/2 PAGE 17



Notes – Task 5

Persuasive Expressions

• Come on, join the …………………....…. because ………………….…………

• You should really ………………………. because ………………….…………

• Why don’t we ………...………...…… instead? We could …………….………

Moreover, it is so …………………………………………………….……..…..

• Mum, you could ……..………….. instead of ……..…………………….……..

Just consider .……………………………………….………………………..….

• I’m sure……………………..…because……………………………………......

• Don’t you think……………..……because……………………………………..?

• Do you realise that ……………because…………………………………………

MUET 800/2 PAGE 18



Task Cards - Task 5

Task Card A

Instruction: Use the expressions given in the notes to complete the task.

You are given 2 minutes to prepare and 2 minutes to present.

Your friend is undecided about becoming a singer. She seeks your advice. You persuade her not to be a singer. Justify your stand.

• Unstable income

• No time for family

• Extremely competitive

• Exposed to a lot of negative influences

• Society has a low opinion of singers

Task Card B

MUET 800/2 PAGE 19



Instruction: Use the expressions given in the notes to complete the task.

You are given 2 minutes to prepare and 2 minutes to present.

Your friend is undecided about becoming a singer. She seeks your advice. You persuade her to be a singer. Justify your stand.

Exciting job• Can be well-known• Can help family financially• If famous, can earn a lot of money• Many opportunities to meet rich and influential people

Task Cards - Task 5

Task Card C

MUET 800/2 PAGE 20



You’re undecided about becoming a singer. You seek advice from your best friends before making a definite decision. Listen to their opinions and take down notes.

To Sing Not To Sing

………………………………….. ………………………… ……… ………………………………… …………………………………. ………………………………….

………………………………. ………………………………. ………………………………. ……………………………….. ……………………………….

My Decision:

I would like to be a singer I would not like to be a singer

Reason (s):

• ……………………………………………………………………………..

• ………………………………………………...…………………………...

• …………………………………………………..…………………………

• ………………………………………………………..……………………

• ……………………………………………….…………………………….

You are given 2 minutes to present and justify your decision.

MUET 800/2 PAGE 21




Reflection Grid

Name of Speaker : ______________________________ Date:______________________________

Tick the appropriate column.

Task Fulfilment Yes No Comments

- Were the ideas well developed? - Were the ideas relevant? - Did the speaker speak enough on each point?

Language - Were there many grammatical errors?

- Did the speaker use a variety of words? - Did the speaker use suitable words? - Were there many pronunciation mistakes?

Communicative Ability

- Were there many pauses and hesitations? - Did the speaker read from a prepared text? - Did the speaker appear confident?

*TASK B

- Did the speaker contribute ideas or topics

to help keep the discussion going ?

Suggestions / Comments to be considered:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Name of evaluator :__________________________

Signature:___________________

VISIT MALAYSIA YEAR 2007

MUET 800/2 PAGE 22



( Lead-in Activity)

TASK : 6

TIME : 10 minutes

AIM : To ask for and seek information

ORGANISATION : Group

PROCEDURE:

Show Pwpt. on ‘Visit Malaysia Year 2007’ Logo.

Ask CPs the following question :

‘ What is this?’ Answer: Visit Malaysia Year Logo

Play the video clip on ‘ VMY- Florathon 2007’.

Ask CPs to view the video clip.

Ask CPs the following questions :

- What other events could be held to promote Malaysia?

- What are the benefits of these events to the country?

MUET 800/2 PAGE 23



HOSTING AN INTERNATIONAL SPORTING EVENT(While Viewing Activity)

TASK : 7

TIME : 20 minutes

AIM : To identify the skills involved in managing a discussion

ORGANISATION : Individual/Pair

PROCEDURE :

Brief CPs on the following :

- CPs are to view a group’s presentation on ‘ Hosting an International Event'.

- While viewing the presentation, CPs are to complete Task Sheet 3.

Distribute Task Sheet 3 and Sample Question on ‘Hosting an International Sporting Event’ to CPs.

Give CPs one minute to read the question and the grid.

Play the VCD– Video Track 2- Task B (starting at : 13.37 min to 19.49min ) (Refer to Tapescript).

Instruct CPs to complete the grid provided and discuss answers with their partner.

HOSTING AN INTERNATIONAL SPORTING EVENT

MUET 800/2 PAGE 24



WhileViewing Activity

TASK SHEET: 3 (POSSIBLE ANSWERS)

INSTRUCTION:

While viewing the group’s presentation, tick the skills used by the candidates.

CANDIDATESA B C D

LANGUAGE FUNCTIONS

Expressing Agreement /// / /

Expressing Disagreement // /

Persuading //

Stating & justifying points of view // / /

Giving opinions / //

INTERACTIVE SKILLS

Initiating

Turn-taking/ /

Interrupting /

Prompting //

Negotiating

Closing

Tapescript : Video Presentation

MUET 800/2 PAGE 25



Candidate SpeechCandA I do not agree with Candidate D’s point that Malaysian sportsmen and

sportswomen would get the support of the home crowd. This is because winning a game actually depends on the skills and talents that you have is not due to the support of the crowd. Being in the home country is not actually the main factor of why you win a game. I do not deny that somehow it or somehow or rather it would affect the game but to what extent would it help? I wouldn’t win a game just because my family was there to support me, it’s due to practice. On the other hand, I think that the main cause of hosting this international event is that we get to attend an international event where it would put us in a stage where we would compare ourselves with the rest of the world.

Cand D Actually I do not deny also as you say practice really contributes a lot to the athletes but let’s see , say that you are going to compete ah and your competitors they are not actually that bad, they are very good but then what happens if you tend to get tensed up or sort of I am very scared , I am very anxious and there is nobody cheering for me . Oh, what am going to happen, I might be lose and then how if I go back to the country, how I’m going to tell them like its very hard to face the fact you know. See if let’s say that you have the home crowd there , at least oh, I have so many there behind me, back stage there, so many cheering for me, so I’ll do my best. Of course practice do contribute some but at last moment from I mean is last moment I think that those cheery you know banners and those claps really help a lot and of course we internationally known its …

Cand B For the home crowd thing I have to agree with Cand. D that it does affect the winning the game. But, however this is not about winning the game it’s about getting the support of the home crowd and then it’s, that is one of the benefit but to me, I think what would benefit the country the most is earn more income because we can see in a long term wise, that you see if , if we boost our income, in the long term we can develop our country economically, socially, and we’ll definitely get to our Vision 2020 in no time easy so I think that it’s the most important . What do you think Cand. C?

Cand C In my opinion support from the home crowd is also important to our athlete because ah when we have support from our home crowd we have motivation to win to compete with others. I think, in my opinion support from home crowd is one of , one of the… you can support from the home crowd is very important if you want to win.

MUET 800/2 PAGE 26



Candidate SPEECH

CandA Allow me to interrupt. Does it mean that if you are competing in another country, you wouldn’t win it because it you thought you do not have the support of others? It’s not that, it’s actually professionalism.

Cand D It’s not the matter of win but then the matter come not say the chances of winning is it high or low. It’s high is when the own country organise the competition. It’s not actually you go to a foreign country you won’t win. It’s actually we are talking about is the chances, the probability of winning.

CandA Yeah, I Oh I agree with that you would tend to be more motivated and more passionate if you have people around you supporting you.

Cand D Em.. they feel better.CandA (nodding)Cand B Like I said also it’s not about winning the game or chances of winning but

it’s about getting the support and this support is important er .. what do you think about being internationally known ? What is that benefit?

Cand C Em. In my opinion if Malaysia is internationally known, other country will know Malaysia more. They can know where special places in Malaysia. They can come and as tourists come here and if, if for eg, if we are hosting a Commonwealth Game, they come to our country they see Dataran Merdeka or other exciting things. They will one day bring their family and friends to Malaysia I think er..

Cand D Malaysia may internationally known is actually, is a fact that when Malaysia organise an event it will be internationally known so that’s actually a fact. So … I wouldn’t deny that actually being internationally known will automatically Malaysia would earn more money. Tourists will start coming in something like recognise oh that Malaysia exist in this world. So they will start coming in and then they will invest more economy especially when our economy is quite stable around Asia and what do you think Cand. A?

CandA Yes, Somehow I think that it would also link to opportunity to attend an international event because if you are already internationally known for the good reasons, it would actually make other organisation nominate us to host other bigger event and somehow being known to the world we would also get chances of hosting other great events.

MUET 800/2 PAGE 27



POST-VIEWING ACTIVITY

TASK : 8

TIME : 15 minutes

AIM : To exploit available resources pertaining to a given task


PROCEDURE :

Distribute transcript and Task sheet- Task 8 to CPs.

Ask CPs to complete the Task sheet.

Invite a few groups to present their views.

MUET 800/2 PAGE 28



POST-VIEWING ACTIVITY

TASK SHEET : 4

INSTRUCTION:

In your group, discuss the following:

After viewing the VCD presentation how can you exploit this resource in your classroom teaching?

How would using a transcript enhance your teaching-learning in the classroom?

What other activities could you suggest as post-viewing activities?

MUET 800/2 PAGE 29



CONVERSATION WEB

TASK : 9

TIME : 20 minutes

AIMS :

To create an awareness among participants of the importance of turn- taking during a group discussion.

To enable the trainers/ teachers to monitor the participants’ interactions.

PROCEDURE

Divide CPs into groups of four.

Number CPs as Candidate A, B, C and D.

Distribute Question (Task sheet 5) to CPs.

CPs are given 1 minute to read the question and 2 minutes to prepare the task given.

Distribute a ball of raffia string to each group.

INSTRUCTIONS TO CPS

- The CP who initiates the discussion is to hold the ball of raffia. Then he / she passes the string to the one who responds. Whoever speaks or contributes to the discussion has to hold part of the string.- CPs are given 10 minutes to discuss the topic given.

DURING THE DISCUSSION

Trainer acts as facilitator to ensure that CPs contribute, as well as hold part of the raffia string.

POST DISCUSSION ACTIVITY

Trainer draws the attention of CPs to the web formed during the discussion.

The web formation would enable the trainer to identify and comment on the interaction among the CPs as evidenced by the web formation.

MUET 800/2 PAGE 30



TASK SHEET : 5 Question (MUET OCT/NOV 2006 )

Task B : Group Discussion

You are given two minutes to prepare points to support or oppose the other candidates’views.

After you have listened to everyone, try to come to a decision as to which of the four suggestions is the best.

Your group is given ten minutes for the discussion.

Situation

You are discussing the qualities of a good life partner with your friends.

Task B : Discuss which of the following is the most important quality a good life partner should have.

(i) should be religious

(ii) should be wealthy

(iii) should be good looking

(iv) should be fun to be with

MUET 800/2 PAGE 31



WORKSHOP FOR SPEAKING

TASK : 10

TIME : 2 hours

AIM :

To enable participants to design / prepare an 80- minute lesson

ORGANISATION: Groups of 6

PROCEDURE:

Form groups of six.

Distribute Task Sheet 6 to CPs.

Ask CPs to identify the language functions / interactive skills students have difficulties in.

Give CPs 30 minutes to prepare a lesson, focusing on the difficulties identified.

Ask CPs to write out the lesson on display sheets.

Ask each group to demonstrate a part of the lesson assigned.

Elicit feedback from the other CPs.

Paste the display sheets on the walls.

Allow CPs to walk around the room to view the lessons prepared.

MUET 800/2 PAGE 32



WORKSHOP FOR SPEAKING

TASK SHEET : 6

INSTRUCTIONS:

In groups of six.

Identify the language functions / interactive skills your students have difficulties in.

You have 30 minutes to prepare a lesson, focusing on the difficulties identified.

Write out the lesson on display sheets.

Select and demonstrate the part of the lesson identified for you by the facilitator.

At the end of the group presentation, groups that are not involved in the demonstration will have to provide feedback.

Paste the lesson plans on the walls.

Walk around the room to view the lessons prepared.

MUET 800/2 PAGE 33



REFLECTION GRID – SPEAKING COMPONENTActivities Skills How can I adapt/modify

this activity for my class?

SO WHAT’S NEW?

-

REVISITING TEST SPECIFICATIONS

-

JUST A LINE Giving Opinions Expressing agreement &

disagreement

MY SAY Giving Opinions Stating & justifying points of

view


Persuading Giving opinions Stating & justifying points of

views

VMY 2007

HOSTING AN INTERNATIONAL EVENT

Expressing agreement & disagreement Stating & justifying points

of view

POST –VIEWING

CONVERSATION WEB

MUET 800/2 PAGE 34

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SpeakingTNotes