** THIS MODULE IS TO GIVE SOME IDEAS FOR TEACHERS TO CONDUCT SPEAKING LESSONS **

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 TABLE OF CONTENT
TOPIC PAGES NOTES
PART 1 : TIPS 5-7
Activity 1 Level : A1-A2 9-10 Instructions for teacher on how to
Theme : People & Culture conduct speaking lesson
Activity 2 Level : A1-A2 11-12 Instructions for teacher on how to
Theme : Science & Technology conduct speaking lesson
Activity 3 Level : B1-B2 13-15 Instructions for teacher on how to
PART 1

Theme : People & Culture conduct speaking lesson

Activity 4 Level : B1-B2 16-17 Instructions for teacher on how to
Theme : Science & Technology conduct speaking lesson
Sample Exam Level : A1-A2 19
Question Theme : People & Culture
Sample Exam Level : A1-A2 20
Question Theme : Science & Technology
Sample Exam Level : B1-B2 21
Question Theme : People & Culture
Sample Exam Level : B1-B2 22
Question Theme : Science & Technology
TOPIC PAGES NOTES
PART 2 : TIPS 24-28
Activity 1 Level : A1-A2 30-31 Instructions for teacher on how to
Theme : People & Culture conduct speaking lesson
Activity 2 Level : A1-A2 32-33 Instructions for teacher on how to
Theme : Science & Technology conduct speaking lesson
Activity 3 Level : B1-B2 34 Instructions for teacher on how to
Theme : People & Culture conduct speaking lesson
PART

Activity 4 Level : B1-B2 35-36 Instructions for teacher on how to

Theme : Science & Technology conduct speaking lesson
2

Sample Exam Level : A1-A2 38

Question Theme : People & Culture
Sample Exam Level : A1-A2 39
Question Theme : Science & Technology
Sample Exam Level : B1-B2 40
Question Theme : People & Culture
Sample Exam Level : B1-B2 41
Question Theme : Science & Technology
TOPIC PAGES NOTES
PART 3: TIPS 43-48
Activity 1 Level : A1-A2 50-52 Instructions for teacher on how to
Activity 2 Theme : Financial Awareness & 53-55 conduct speaking lesson
Consumerism
Activity 3 Level : A1-A2 56-63 Instructions for teacher on how to
Theme : Health & Environment conduct speaking lesson
Activity 4 Level : B1-B2 64-65 Instructions for teacher on how to
PART 3

Theme : Financial Awareness & conduct speaking lesson

Consumerism
Activity 5 Level : B1-B2 66-68 Instructions for teacher on how to
Theme : Health & Environment conduct speaking lesson
Activity 6 Level : BI-B2 69-71
Theme : General
Sample Exam Level : A1-A2 73
Question Theme : Health & Environment
Sample Exam Level : A1-A2 74
Question Theme : Consumerism
Sample Exam Level : A1-A2 75
Question Theme : Health & Environment
Sample Exam Level : B1-B2 76
Question Theme : Financial Awareness
REFERENCE LIST 77

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 https://learnenglish.britishcouncil.org/skills/speaking

https://www.englishradar.com/study-english/english-level-b1/

https://perfectlyspoken.com/english-courses/b1/

https://www.cambridgeenglish.org/exams-and-tests/
preliminary/

https://www.abaenglish.com/en/english-conversation-lessons/

https://www.cambridgeenglish.org/learning-english/activities-for- learners/?
level=independent

https://www.bbc.co.uk/learningenglish/

Remember!
Answer all parts (Part 1, Part 2 & Part 3) to get better scores

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4
GENERAL TIPS: PART 1

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To do well in Part 1, familiarize yourself with the suggested list of
phrases below.

FUNCTION : TO TALK ABOUT SELF / BIO

DATA
SAMPLE QUESTIONS GUIDELINES TO ANSWER
“What is your name?” “I am ......You can call me.....”
“Would you please introduce “My name is ….. I am.....”
yourself?” “Where do you live/ come “I live at ...../ I come from......”
from?” “How do you come to school?” “I come to school by......”

FUNCTION : TO TALK ABOUT PRESENT

CIRCUMSTANCES
SAMPLE QUESTIONS GUIDELINES TO ANSWER
“What do you like to do during your past “During my past time, I like to …..”
time?” “I usually do ….. when I am free.”
“What is your hobby?” “My hobby is …..”
“What is your favourite gadget?” “My favourite gadget is …..”

FUNCTION : TO EXPRESS OPINIONS

SAMPLE QUESTIONS GUIDELINES TO ANSWER

“What do you think about …..?” “Personally, I think
“What is your opinion on …..?” …..” “As for me, I think
“What do you like about ……?” …..” “In my opinion, ”
“If you ask me, I would say ”
“Personally, what I like about it is ……”

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 FUNCTION : TO EXPLAIN AND GIVE REASONS

SAMPLE QUESTIONS GUIDELINES TO ANSWER

“Why do you think …..?” “I think ..... because …..”
“Why do you like this “It is probably because / due to …..”
subject/gadget/food/hobby?” “I like this subject/gadget/food/hobby
because …..”

FUNCTION : TO TALK ABOUT FUTURE PLANS

SAMPLE QUESTIONS GUIDELINES TO ANSWER

“What is your plan for the next school “For the next school holiday, I plan to
holiday?” …..” “This weekend, I think I would …..”
“What do you plan to do this weekend?” “I plan to ….. this weekend.”

FUNCTION : TO TALK ABOUT PAST

EXPERIENCE
SAMPLE QUESTIONS GUIDELINES TO ANSWER
“Where did you go during the last school “During the last school holiday, I went to
holiday?” …..”
“What did you do after school yesterday?” “I ….. after school yesterday.”

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8
 PART 1: WARM UP ACTIVITY 1 (LEVEL A1-A2)

Activity 1 : Poison Ball Game

Theme : People and Culture
Focus of the : Questions and Answers
activity
Aim : 1. To familiarize students with Speaking Test Part 1
2. To highlight the importance of giving long answers
Instructions for Step 1:
teacher : 1. Write the following questions on the board and ask students in pairs to
think of the answers.

2. Tell students that you are expecting full sentences and elicit the first
answer.

Questions Answers

 What is your name?  My name is .

 How old are you?  I am .
 Where do you come from?  I come from .
 Are you from ?  No, I come from .
(Write a different state from
their own here)
 Where do you live?  I live in .
 Do you live in ?  No, I live in .
(Write a different city from
their own here)

Step 2:

1. Practise asking students the questions so they can refer to the board
for the structure of the answer. As they become more comfortable
with the exercise, remove the letters from each word that only the
first letter is left:

Board work
M. n… i. _.
I a. .
I c… f… _.
N., I c… f… _.
I l… i. _.
N., I l… i. _.

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Step 3:

1. When students are comfortable with the exercise, proceed with Poison
Ball Game.
2. Ask them to make a circle in the classroom and throw the ball to one of
the students asking the questions. Keep the above support on the board so
that weaker students have it to refer to.

Step 4:

1. Explain that was the first section of Part 1 and now you are going
to practise the next section.
2. Draw the table below on the board.

1 2 3 4 5
6 7 8 9 10

What subject do you like best? Who do you live with?

What clothes do you wear to school? How many bedrooms are there in your house?
What time do you finish school? Where do you watch TV at home?
What do you eat after school? What’s your favourite room in your house?
Please tell me something about the homework
Please tellyou
mehave
whattoyou
do.like doing at home.

Step 5:

1. Students work in pairs. Student A has to choose a number and she or he

must write down his or her answer on a sheet of paper. Student B will be
given the questions, read the question to Student A and award the points.
Student A will get one point for a one-word answer and three points if the
answer includes a reason or an example. This is to encourage them to give
as full an answer as possible.

Example ‘What subject do you like best?’

Possible Answer ‘Art’ (one point)
‘I like art because I love drawing.’ (Three points)

2. Students need to write their answer on the paper so teacher can check
their grammar. This will support visual learners while weaker learners will
get help formulating longer answers.

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 PART 1: WARM UP ACTIVITY 2 (LEVEL A1-A2)

Activity 2 : Snake and Ladder Game

Theme : Science and Technology
Focus of the activity : Questions and Answers
Aim : In this communicative activity, students can familiarize themselves
with sample questions in Part 1 and practise answering the questions
using the guidelines given.
Instructions for : 1. Teacher asks students to work in pairs.
teacher 2. Each pair will be given a dice, two buttons of different colours
and a worksheet (Board Game)
3. Teacher explains the rules of the snake and ladder game.
Game rules : 1. Each player rolls the dice to see who gets the highest number to
decide who goes first.
2. The player takes turn to roll the dice and move the button forward
following the number shown on the dice.
3. Once player A lands on the square, player B will read out the
question on it loudly. Player A must answer the question to be able
to move in the next turn. If player A fails to answer the question,
he/she will miss one turn to move forward.
4. If the player lands on an image of the bottom of the ladder, he/she
may move all the way up to the top of the ladder.
5. If the player lands on an image of the top of the snake, he/she has
to slide down to the bottom of the snake.
6. The first player to land on the last square wins the game.

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BOARD GAME: LEVEL A1-A2 TO BE GIVEN TO EACH PAIR

SNAKE & LADDER GAME

YOU WIN! Give one Can you live Do you want Do you like
benefit and without to own a online
one danger of internet? robot? shopping or
internet. Why? Why? physical
shopping?
28 27 26 25

What apps do Which Do you prefer

you use for Do you own smartphone What do you reading
online a functions do do on your e-book or
learning? smartphone? you like the smartphone? physical
most? Why? book? Why?
20 22 23 24
21

What is one Do you like Should What is the Do you enjoy

benefit of online children under best way to video calling?
online learning? 13 own a keep in touch
learning? Why? smartphone? with family
Why? members?
19 18 17 16 15

Who taught Which social Give one Give one What is the
you to use the media apps benefit of disadvantage most helpful
social media do you like using social of using machine at
apps? the most? media. social media. your house?

10 11 12 13 14

Do you enjoy How do you What do you Which Do you

using social keep in touch do with your gadgets do own a
media apps? with your gadget? you like the gadget?
Why? friends? most? What is it?

9 8 7 6 5

START Do you like to When do you Give one Do you use

HERE! play video usually play disadvantage social media?
games? Why? video games? of playing What is it?
video games.
1 2
3 4

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 PART 1: WARM UP ACTIVITY 3 (LEVEL B1-B2)

Activity 3 : Role Play

Theme : People and Culture
Focus of the activity : Questions and Answers
Aim : To give students strategies to participate in Speaking Test Part 1
successfully.
Instructions for : Step 1:
teacher 1. Write the following topic areas on the board:
 Likes and dislikes
 School
 Free time
 Daily life
2. Divide the students into groups of three, ask students to
brainstorm two possible questions for each topic by filling
the map below. (E.g. Do you do any sport? What sort of
music do you listen to?

LIKES AND DISLIKES

SCHOOL

FREE TIME

DAILY LIFE

Step 2:

1. Next, tell students that they are going to do a role play – one
interlocutor and two candidates. Give out (Worksheet 1) to the
students playing the role of interlocutor. Ask students to read
through the interlocutor’s script (Worksheet 1) to make sure they
understand.
2. Ask students to role play Part 1 of the Speaking Test using the
questions they brainstorm in Step 1. After two minutes, ask the
students to swap the roles so that different students can become
the interlocutor.

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WORKSHEET 1: LEVEL B1-B2 TO BE GIVEN TO EACH GROUP

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WORKSHEET 1 (ROLE PLAY) TO BE GIVEN TO EACH GROUP

PART 1 2 MINUTES
Phase 1
Interlocutor

Good morning/afternoon. I’m and this is my colleague

. She’ll just listen to us. First of all, we’d like to know
something about you.

Main questions Back-up prompts

Candidate A What’s your name? Should I call you…?

Thank you.
Candidate B And, what’s your name?
Thank you.
Candidate A Where do you live/ come from? Do you live in …?

Candidate B How do you come to school? Do you come to school

by…? Thank you.
Phase 2
Interlocutor

Select one or more questions from the list to ask the candidates.
Use candidates’ names throughout.

LIKES AND DISLIKES

Question 1-
Question 2-
SCHOOL

Question 1-
Question 2-
FREE TIME

Question 1-
Question 2-
DAILY LIFE

Question 1-
Question 2-

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 PART 1: WARM UP ACTIVITY 4(LEVEL B1-B2)

Activity 4 : Two Truths and A Lie!

Theme : Science and Technology

Focus of the activity : To talk about gadget and social media life

To give reasons

Aim : In this communicative activity, students talk about their

gadget and social media life, make a guess and justify their
opinion.

Instructions for 1. Each student will be given a worksheet (Worksheet 1).

teacher : (Option : Students can also write in their exercise book)

2. Individually, students write two statements that are TRUE

and one statement that isn’t true, or is a LIE (about their
gadget and social media life). For example, ‘Every day I
spend 5 hours playing online games on my gadget’, ‘I
accidentally broke my smartphone yesterday’ and ‘I have
more than 600 followers on my Instagram account’.

3. Students work in pairs.

a) Student A shares (reads out) the three statements to

Student B.

b) Student B guesses which statement he/she thinks is a lie

and justifies his/her opinion. At the end, Student A will reveal
whether Student B guesses it correctly or incorrectly.

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WORKSHEET 1: LEVEL B1-B2 TO BE GIVEN TO EACH STUDENT

WORKSHEET 1: LEVEL B1-B2 TO BE GIVEN TO EACH STUDENT

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1
 SAMPLE QUESTION 1 (PART 1: LEVEL A1-
A2) THEME: PEOPLE AND CULTURE

General questions Part 1

3-4 minutes

Phase 1
Interlocutor

Good morning/ afternoon.

I’m ….. and this is my colleague ….. She’ll just listen to us. First of all, we’d like to kn

Main questions Back-up prompts

Candidate A What’s your name? Thank you. Should I call you ….?

Candidate B And, what’s your name? Thank you.

Candidate A Where do you live/ come from? Do you live in ….?

Candidate B How do you come to school?Do you come to school by ….? Thank you.

Phase 2
Interlocutor

Now I’m going to ask you about school.

Select one or more questions from the list to ask the candidates.
Use candidates’ names throughout.

Main questions Back-up prompts

What subject do you like best? Do you like maths?

What clothes do you wear to school? What time Do
do you wear
finishaschool?
uniform?
What do you eat after school? Do you finish school at 4 o’clock? Do you eat snacks after sc

Extended Response
Now, please tell me something about the homework youget
Do you have to of
a lot do.homework every day? Did you do any ho
Do you like homework? (Why? / Why not?)

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 SAMPLE QUESTION 2 (PART 1: LEVEL A1-
A2) THEME: SCIENCE & TECHNOLOGY

General questions Part 1

3-4 minutes

Phase 1
Interlocutor

Good morning/ afternoon.

I’m ….. and this is my colleague ….. She’ll just listen to us. First of all, we’d like to kn

Main questions Back-up prompts

Candidate A What’s your name? Thank you. Should I call you ….?

Candidate B And, what’s your name? Thank you.

Candidate A Where do you live/ come from? Do you live in ….?

Candidate BDo you come to school by ….?

How do you come to school? Thank you.

Phase 2
Interlocutor

Now I’m going to ask you about your favourite gadget.

Select one or more questions from the list to ask the candidates.
Use candidates’ names throughout.

Main questions Back-up prompts

Which gadget do you like the most? What is your favourite gadget?

What makes you like the gadget? Why do you like it?

When do you usually use the gadget? At what time do you use your gadget?

What do you do with your gadget? What are the things you do using the gadget?

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 SAMPLE QUESTION 3 (PART 1: LEVEL B1-B2)

THEME: PEOPLE AND CULTURE

General questions Part 1

3-4 minutes

Phase 1
Interlocutor

Good morning/ afternoon.

I’m ….. and this is my colleague ….. She’ll just listen to us. First of all, we’d like to k

Main questions Back-up prompts

Candidate A What’s your name? Thank you.Should I call you ….?

Candidate B And, what’s your name? Thank you.

Candidate A Where do you live/ come from?Do you live in ….?

Candidate B How do you come to school?Do you come to school by ….? Thank you.

Phase 2
Interlocutor

Now I’m going to ask you about everyday life.

Select one or more questions from the list to ask the candidates.
Use candidates’ names throughout.

Main questions Back-up prompts

What do you usually do in the evenings? Do you like jogging?

Is there something you do every weekend? What do you do every Saturday?

Who do you spend time with at the weekends? Will you spend your weekends with friends?

What are you going to do this weekend? Are you going anywhere this weekend?

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 SAMPLE QUESTION 4 (PART 1: LEVEL B1-B2)

THEME: SCIENCE & TECHNOLOGY

General questions Part 1

3-4 minutes

Phase 1
Interlocutor

Good morning/ afternoon.

I’m ….. and this is my colleague ….. She’ll just listen to us. First of all, we’d like to k

Main questions Back-up prompts

Candidate A What’s your name? Thank you.Should I call you ….?

Candidate B And, what’s your name? Thank you.

Candidate A Where do you live/ come from?Do you live in ….?

Candidate B How do you come to school?Do you come to school by ….? Thank you.

Phase 2
Interlocutor

Now I’m going to ask you about your favourite social media platform.

Select one or more questions from the list to ask the candidates.
Use candidates’ names throughout.

Main questions Back-up prompts

Which social media platform do you like the most?What is your social media platform?

Do you enjoy using it? (Why/ why not?) Do you like using it? (Why/ why not?)

How often do you use it? When do you usually use it?

What do you usually do on your social media What are the things you do on your
platform? social media platform?

2
2
GENERAL TIPS: PART 2

2
EXTRA TIPS: PART 2

2
 SOME EXAMPLES ON HOW TO USE THEM IN YOUR
ADDITIONAL TIPS TO DO WELL IN PART 2 : GET YOURSELF FAMILIAR WITH THE FORMAT OF
THE SPEAKING EXAM

1) Describe something you do to stay healthy.

I do many things that contribute to a healthy lifestyle but the one I’d like to tell you about is…

2) Describe a TV programme you have watched recently.

I have watched several good TV programmes recently but my favourite was…

3) Describe a day out that you enjoyed.

I’d like to talk about the time I went
to…

4) Describe a special friend.

Let me tell you about my friend Kia.

5) Discuss the meaning of happiness for

you. In my opinion, the meaning of
happiness is...

6) Describe the best teacher you have ever had.

I’ve been lucky enough to have had several really good teachers but the one who stands out is…

7) Describe a photograph you particularly

like. I’m going to tell you about a photograph I
took...

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 PART 2: INDIVIDUAL LONG TURN

The questions in this part focus on your ability to:

 Give information of a non – personal kind

 Talk about past/present/future experiences
 Explain and give reasons
 Express and justify opinions
 Describe people, places and situations
 Name personal characteristics, objects and activities
 Paraphrase words and ideas
Preparation tips:

 You must be able to talk about the topic independently for about a minute
Let’s get familiar
 You with the
must listen course.to your partner’s topic
attentively
 You must
Interlocutor: be able
In this part to
ofanswer questions
the test, about
I’m going to your
givepartner’s topica topic and I’d
each of you
like you to talk about it on your own for about a minute. You also
need to answer a question brief about your partner’s topic.

Candidate A, it’s your turn first. Here’s your task.

I’d like you to talk about a family celebration. First you have some time to think

about what you are going to say.

Candidate A: Allow candidate 20 seconds to prepare

2
 Brainstorming: A family celebration

🞛 What was the event? My parents’ wedding anniversary

🞛 What did you do there? I did many activities, began with cake cutting, presenting
Yes, I enjoyed myself because we got to spend time toget

🞛 Did you enjoy yourself? Why / Why not?

🞛 Why are family celebrations important in Malaysia?

Family celebrationsareimportant
because they create an opportunity for family to spend tim

Interlocutor: All right? You may start now.

Candidate A: ……………………………………………………………………………………….

1 minute

Interlocutor: Thank you.

A family celebration
(Candidate B), what was the last celebration you had?
Did you have
Just recently, a good time?
I celebrated Why? 17th wedding anniversary with my siblings. On
my parents’
that day, we did many activities. The celebration began with cake cutting. It was a two –
tier red velvet
Candidate cake, which was both our parents’ favourite, made by all of us a day before.
B: …….……………………………………………………………………………………
Then, we presented a surprise gift which was their portrait painted by my little brother
20
who seconds
was good at arts. My parents were so touched. After that, a few hours before we
went to bed, we decided to play a board game. I enjoyed myself because we got to spend
A time
familytogether as most of us are always busy with our own schedule. Both my parents
celebration
work, so we rarely have time together. In my opinion, family celebrations are important
Just they
because recently, I celebrated
create my younger
an opportunity sister’s
for family 13th birthday.
to spend I had soAlso,
time together. muchthey
funhelp
during
to the
celebration because
maintain good my parents
relationship andbrought us to eat
build stronger at abond.
family famous western restaurant in the town
and treated all of us with the most delicious beef steak and carbonara spaghetti.

2
29
 PART 2: WARM UP ACTIVITY 1 (LEVEL A1-A2)

Activity 1 : Getting Around Questionnaire

Theme : People & Culture
Focus of the activity : Word Order
Aim : In this communicative activity, students put words into order to
form questions and then ask and answer questions to each other.
Instructions for : 1. Teacher asks students to work in pairs.
teacher 2. Each pair needs to put word into order to form questions. Please
refer to Task 1.
3. Students complete the task by writing it down.
4. Students then take turn to ask each other the questions.
5. Students write down their partner's answers in the spaces on the
worksheet. Task 2
6. Teacher then picks randomly any pair to share their work.
7. Students share to the class the things they found out about their
partner.

3
 TO BE GIVEN TO EACH PAIR (LEVEL A1-A2)

TASK 1:
Complete the task by rearranging the words to form the questions with your partner.
School Holidays

1 YOU SCHOOL LIKE DO HOLIDAYS?

2 DO SCHOOL WHAT HOLIDAYS? YOU DO USUALLY DURING

3 YOU DURING USUALLY SCHOOL GO HOLIDAYS? WHERE DO

4 SPEND WITH? TIME WHO YOUR YOU

5 DO OR LIKE WHAT ABOUT YOU DISLIKE IT?

6 DO ON TO YOUR YOU
DO SCHOOL WHAT PLAN NEXT
HOLIDAYS?

TASK 2:

Ask your partner the questions that you have arranged above, then write your answers below.

YOU YOUR PARTNER

3
 PART 2: WARM UP ACTIVITY 2 (LEVEL A1-A2)

Activity 2 : Questions, Questions, Questions

Theme : Science & Technology
Focus of the activity: Question Words
Aim : In this communicative activity, students put words into order to form
questions, then ask and answer questions to each other.
Instructions for 1. Each pair needs to put words into order to form questions. Please
teacher : refer to Task 1.
2. Students look at the incomplete questions and read through the
example short answers.
3. Students then complete the questions with the question words at
the top of the worksheet using the short answers to help them.

4. When students have finished, review the correct answers with the
class.

5. Next, divide the students into pairs.

6. Students then take turns to ask each other the questions and write
down their partner's answers in the spaces on the worksheet.

7. Students also ask follow-up questions to gain more information

whenever possible.

8. Afterwards, students report back to the class on the things they

found out about their partner.

3
 TASK 1: LEVEL A1-A2 TO BE GIVEN TO EACH STUDENT
Complete the questions with the following question words using the short answers to help you:
What x 2 How x 2 How many x 2 Have x 2 Are x 2 Where
When Who What kind Which How often How much
How long Do Can

Questions Short answers Your partner's answers

1.....................do you get up? At half past

six/ 6.30am
2.....................is your favourite online game? Candy Crush

3.....................you have a laptop? Yes, I have.

4.....................do you go online ? Every day.

5.....................check your Facebook in a day? Twice a day.

6.....................of modern music do you like? K-pop music.

7.....................you good at computer programming? Yes, I am.

8.....................you cook using microwave? Yes, I can.

9.....................are you feeling now? I feel happy.

10.....................social media would you use the most? Instagram.

11.....................you ever seen a robot? No, I haven't.

12.....................do you live? Johor Bahru.
13.....................countries have you been to? Two.

14.....................is your favourite modern gadget? Smartphone.

15.....................you exercise every day? No, I don’t.

16.....................planets in our galaxy? Eight

17.....................you play an electronic piano keyboard? No, I don't.

18.....................is your favourite online shopping Shopee.

website?
19.....................does it take for you to get to school 20 minutes.
using the LRT ( train )?
20.....................old are you? 17 years old.

3
 PART 2: WARM UP ACTIVITY 3 (LEVEL B1-B2)

Activity 3 : What is The Questions?

Theme : People & Culture
Focus of the activity: Making questions
Aim : In this communicative activity, students will build 4 questions that
start with WH words.
Instructions for 1. Students work in pair.
teacher : 2. Each pair will draw a topic out of box.
3. Students will complete the task by writing down 4
questions related to the topic they have.
4. Students must start the questions with WH questions; what, who,
when, where and why.
5. Students share the questions to the class and teacher
gives feedback to them.
6. Students will take turn to ask each other question.

Suggested topics to be carried Example activity.

out: Topic: Family Holidays

a) Family Holiday Possible questions made by pupils

b) Mum’s Birthday  Where do you go?
c) Historical Places  When do you plan to go?
d) Tourist Sport  Who do you go with?
e) Unusual Job  Why family holiday
f) Dream Job is important to you?

3
 PART 2: WARM UP ACTIVITY 4 (LEVEL B1-B2)

Activity 4 : Ask Me
Theme : Science and Technology
Focus of the Question Words ‘WH-Questions
activity :
Aim : This is an activity that helps students practise asking questions with a
variety of question words.
.
Instructions for
1. Divide the students into two groups (Team A and B).
teacher : 2. Teacher reads the answer to a question on her / his paper (e.g., “I’m
from Brazil). Then, both teams have to ask a question that matches
the answer (“Where are you from?”). Please refer to Task 1.
3. Explain that the students are going to work with their friends as a
team and they have 30 seconds to elicit question for every answer.
4. Then a representative from each team comes forward and writes the
question on the board.
5. Teacher evaluates every question asked. Each question that gets the
teacher’s approval gets one point.
6. When all questions have been elicited, both teams add up their points.
7. The team with the highest score wins the game.
8. Students may refer to the table below as a guidance to form questions

Who Used to identify a person E.g. Who is she?

What Used to identify a thing E.g. What is it?
Which Used to tell two (or more) E.g. Which leg hurts?
things apart
Where Used to identify a place E.g. Where is Vancouver?
When Used to identifya time E.g. When is your birthday?
Why Used to identify a reason E.g. Why is she crying?
Whose Used to identify possession E.g. Whose car is that?
What Used to identifya type/kind E.g. What kind of dog do you have?
Kind
How Used to explain a way/method E.g. How did you make the cake?
How Used to identifylength/duration E.g. How long is your hair?
long
How Used to identify distance E.g. How far is your house from the
far station?
How Used to identify quantity E.g. How much money do you
much have?
How Used to identify frequency E.g. How often do you brush your
often teeth?

3
TASK 1: LEVEL B1-B2 TO BE GIVEN TO EACH PAIR

ANSWERS QUESTIONS SCORE

1. The largest planet in the solar
system is Jupiter.
2. He is one of the founders of
Facebook.
3. The laptop costs me two thousand
ringgit.
4. Six people are online now.
5. World AIDS day is celebrated on
1st December every year.
6. The Indian government banned
Tik Tok for security reasons.
7. Instagram was launched on 6th
October 2010.
8. It takes the moon approximately
27 days to orbit the earth.
9.Covid-19 most commonly spreads
through close contact and can also
be spread by airborne transmission.
10. Most people choose to use email
than traditional way of letter writing
because it saves a lot of time.

3
3
 SAMPLE QUESTION 1 (PART 2: A1-

A2) THEME: PEOPLE AND CULTURE

Candidate A

Interesting Place
Describe an interesting place to visit. You should say:
what the place is

where it is located

when you plan to go

why you think it is an interesting place

Candidate B

Favourite Person
Let’s talk about your favourite person

You should say:

who this person is

what the person looks like

why you like this person

what is the importance of having a favourite person in your life

3
 SAMPLE QUESTION 2 (PART 2: A1-A2)

THEME: SCIENCE AND

TECHNOLOGY

Candidate A

Social Media Website

Describe a social media website you often use. You should say:
what type of website it is

how you found out about it

when you use it

why do you find it useful.

Candidate B

Computer Games
Let’s talk about computer games

You should say:

how often you use computer

why you enjoy using computer

do you like playing computer games (why/ why not?)

why most teenagers love playing computer games

3
 SAMPLE QUESTION 3 (PART 2: B1-

B2) THEME: PEOPLE AND CULTURE

Candidate A

A Future Job
Let’s talk about future job You should say:
what it is

what the reasons are

who encourages you to choose your future job

how you are going to achieve it

Candidate B

Memorable Celebration
Talk about your memorable celebration You should say:
what the event was

who you celebrated it with

when you celebrated it

why it was memorable to you

4
 SAMPLE QUESTION 4 (PART 2: B1-B2)

THEME: SCIENCE AND

TECHNOLOGY

Candidate A

Social Media
Let’s talk about social media You should say:
What are examples of social media platforms

Which is your favourite

What are the advantages of social media

What are the disadvantages of social media

Candidate B

Online Learning
Talk about your experience learning online You should say:
what apps do you use for online learning

what are the advantages of online learning

what are the disadvantages of online learning

do you prefer online learning (why / why not)

4
4
GENERAL TIPS: PART 3

What should candidates know?

Both candidates are required to interact with each other rather than speaking by themselves.
Candidates are expected to have a conversation, express and ask for opinions, agree and disagre
Examiner’s question will be placed in front of the candidates.
Candidates are encouraged to discuss different options.
candidates are advised to reach an agreement with their partner, but it is not absolutely necess
REMEMBER! Both of you (candidates) must show the examiner
that you are discussing and working towards a final decision.

4
 What should candidates do during Part 3 speaking test?

🌺 Have a clear discussion, not 2 monologues (Discuss, do not speak by

yourself)
🌺 Justify your opinions (Do not only express the opinion, instead, justify/

give reasons)
🌺 Try to discuss as many options as you can (To get more chances to

agree, disagree and express opinions on different options)

🌺 Work with your partner (Your partner is not your enemy, but your ally)

🌺 Help your partner (Give a hand by stepping with some ideas if you see

your partner is struggling)

🌺 Step up your interaction skills (Avoid typical phrases, go for something

more advanced. Eg. Instead of ‘What do you think?’ ask ‘Wouldn’t you
agree?’)
🌺 Keep your turn short (Remember! This is a discussion, give chances

for your partner to speak too)

🌺 Stick to the topic (Do not wander off topic)

🌺 Finish your statement with a question (To keep the conversation flowing)

🌺 Address your partner (Look and have eye contacts with your partner

during the discussion)

🌺🌺🌺 Bonus tip! 🌺🌺🌺

Be polite and smile (A positive, cheerful attitude can give a better

impression on the examiners and your partner)

4
To do well in part 3, students must know a few examples of phrases that they can use for
discussion. Below are some common phrases that students can memorize for better
discussion.

Introduction

 Let’s discuss …  Let me start with …

 We should discuss …  Let’s begin with …
 If we talk about …, it seems
necessary to… and decide which is
the most and the least …

Asking For Opinion

 Do you agree?  Do you share my point of view?

 What do you think?  What’s your opinion?
 Would you like to say
something on …

Agreeing

 I strongly/ fully/ partly agree  I can see your point.

with you.  You are right up to a point.
 I couldn’t agree more.  You could be right.
 I share your point of view.  Exactly!
 I’m convinced that …

Disagreeing

 I don’t agree with you.

 I’m of a different opinion.  I wouldn’t say that …
 I’m sorry, but I have to disagree  I don’t think so.
with you.  Well, I’m not so sure about …

4
 Expressing Opinions

 From my point of view, …

 To my mind, …  I’m not sure if …
that …
 In fact, …  It is said/ believed/ known
 To the best of my knowledge, …  It is obvious that …
 The way I see it, …  It seems to me that …
 Well, if you ask me, …  I think, …
 As far as I’m concerned, …  In my view, …
 If you want my honest opinion,  In my opinion, …
…  As far as I know, …

Balancing Arguments

 On the one hand, … and on the  It is said that … However, …

other hand, …  As a matter of fact
 Some people say that …,
others believe that …

Interrupting Politely

I’m sorry but … Sorry to interrupt, but …

Can/ May I add something? If you don’t mind, …

Summing Up

 To sum up, …  I believe the most important is …

 To conclude, … To summarize, … and the least significant is … We have agreed that …
 Taking everything into consideration, …  We have decided that number
 I can suggest …, do you agree?  one is ..., number two is …, and number three is …

👉 To check student’s understanding of the phrases, teacher can ask the students to answer
this Google form. To make this copy as your own, click copy and rename it.
https://forms.gle/piC2z8ix9ZSrzy5M7

4
 Sample Dialogue (Part 3 Discussion)

🌺🌺 Let’s look at the sample dialogue between 2 candidates based on the topic below.

4
Candidate A: Shall I go first?
Candidate B: Sure, go ahead.
Candidate A: I believe that this option (pointing), “building a large nightclub”, will
attract tourists, especially young ones who enjoy partying and going out
with friends, don’t you think so?
Candidate B: Yes, I think so too. However, it might not be the best idea because it can
disturb neighbours and residents. How about having more shops?
Candidate A: Oh, that’s a great idea. If the city offers a good shopping experience,
many people will be attracted to it, which I guess is quite positive for
everyone. Wouldn’t you agree?
Candidate B: Yes, of course. Maybe that option could go hand in hand with building
holiday flats because the way I see it, we want tourists to spend more
time in our city. So if we have plenty of shops and accommodation, they
are a perfect combination, right?
Candidate A: Yeah, you’re absolutely right. How about the other two options
(pointing), what do you think about them? Do you think they’re good
ideas?
Candidate B: Well, if you ask me, putting up security cameras isn’t very appealing to
anyone. But I suppose having more parks can be attractive, but I’m not
sure how much exactly. What’s your take on those two options?
Candidate A: As you said, security cameras are not appealing at all. As for parks,
maybe they are more useful for residents, not for tourists, particularly.
Candidate B: Well, given our previous comments, I would say that the best two
options would probably be having more shops and holiday flats, don’t
you think?
Candidate A: Yeah, well, I do agree with you on having more shops, but I think that
building a nightclub is more important than holiday flats.
Candidate B: Okay, I see what you mean, but I don’t think the same way. Shall we
stick to having more shops then?
Candidate A: Yes, sure, I also think it’s the best one. So do we have an agreement?
Candidate B: Yes, we do.

** The bold words are examples of phrases for discussion. Please refer to the list of phrases
for discussion.

4
49
 PART 3: WARM UP ACTIVITY 1 (LEVEL A1-A2)

Activity 1 : What's The Question?

Theme : Financial Awareness & Consumerism
Focus of the activity: Exchanging information and opinions
Turn-taking and responding
Aim : To build student’s confidence in giving opinions/ speaking up.
Instructions for Step 1:
1. This task is for pair. Each student will be named student A/ B.
teacher :
Please refer to Task 1.
2. Each student will get a question.

💥STUDENT A's QUESTIONS (Do not show these to Student

B.)

(1) What comes to your mind when you hear the word "money"?
(2) How important is money?
(3) How attractive are people with lots of money?
(4) What would life be like without money?
(5) How often do you think about money?
(6) What does the expression, "money doesn't grow on trees" mean?
What would life be like if money grew on trees?
(7) Who and why might someone ask, "Do you think I’m made of
money?" Have you ever asked this?
(8) How would the world be different if all the money was shared out
equally among all people?
(9) What's the best way of making a lot of money?
(10) Have you ever raised money for charity?

💥STUDENT B's QUESTIONS (Do not show these to Student

A.)

(1) How important is money to you?

(2) Is money really the root of all evil?
(3) Can money buy happiness?
(4) How often do you worry about money?
(5) What’s the largest amount of money you've ever had in your
wallet/purse?
(6) Does having a lot of money make someone more attractive?
(7) Have you ever lost a lot of money?
(8) How much pocket money should a 13-year-old get?
(9) Do you ever run out of money?
(10) Do you agree with the idiom that, "a fool and his money are
easily parted"?

5
Step 2: (Mingling Activity)

3. Tell students to write the answer to their question (but not the
question itself) on a piece of paper or a sticky label. Tell them not
to show anyone their answer yet.
4. Tell the class the topic (e.g. Money). In pairs, give students five
minutes to brainstorm possible questions related to this topic.
5. Now tell students to stand up and stick their label on their chest or
hold their paper with their answer in front of them.
6. Students move around the room and ask each other question to
discover the questions that the other students were originally
asked.
7. Encourage students to ask follow-up questions and try to have a
conversation, e.g.
Student A: Are you good at saving money?
Student B: No. What about you?
Student A: Not really. My parents always remind me to save some
of my pocket money every week.
Student B: Could you please share with me how do you save your
money?
Student A: Well, firstly……………

Step 3 :
8. Then, put up the list of questions on the board, (the list of
questions which the teacher has given to the pairs) and see how
many students can guess them correctly.

5
 TASK 1: LEVEL A1-A2 TO BE GIVEN TO EACH STUDENT

💥STUDENT A's QUESTIONS (Do not show these to Student B.)

(1) What comes into your head when you hear the word "money"?

(2) How important is money?

(3) How attractive are people with lots of money?

(4) What would life be like without money?

(5) How often do you think about money?

(6) What does the expression, "money doesn't grow on trees" mean? What would life be
like if moneygrew on trees?

(7) Who and why might someone ask, "Do you think I’m made of money?" Have you ever
asked this?

(8) How would the world be different if all the money was shared out equally among all
people?

What's the best way to make a lot of money?

Have you ever raised money for charity?

💥STUDENT B's QUESTIONS (Do not show these to Student A.)

(1) How important is money to you?

(2) Is money really the root of all evil?

(3) Can money buy happiness?

(4) How often do you worry about money?

(5) What’s the largest amount of money you've ever had in your wallet/purse?

(6) Does having a lot of money make someone more attractive?

(7) Have you ever lost a lot of money?

(8) How much pocket money should a 13-year-old get?

(9) Do you ever run out of money?

(10)Do you agree with the idiom that, "a fool and his money are easily parted"?

5
 PART 3: WARM UP ACTIVITY 2 (LEVEL A1-A2)

Activity 2 : Practice Makes Prefect

Theme : Financial Awareness & Consumerism
Focus of the Explaining & Giving Reasons
activity :
Aim : To promote student’s confidence in explaining and elaborating the
points.
Instructions for 1. Teacher writes the topic on the board “What do you want to buy?"
teacher : From the 4 items here, if you are a student, which item would you buy
first? And why?

Reference books Stationery such as pen, pencil etc

Mobile phone Laptop

2. Next, in pairs, teacher asks the students to brainstorm two reasons to

buy the items and fill in the tree map. (Task 1)
2 reasons to
buy

REFERENCE
STATIONARIES HANDPHONE LAPTOP
BOOKS

3. Next, teacher gives a speaking frame to each pairs. Students take turn
to speak using the speaking frame. Please refer to Task 2

5
TASK 1: LEVEL A1-A2 TO BE GIVEN TO EACH PAIR

5
TASK 2: LEVEL A1-A2 TO BE GIVEN TO EACH STUDENT

A: Hello. Today we are going to discuss(see the topic given).

B:Okay. So, let’s look at the notes given (see the 4 items given).
What do you think about this(mention one of the items)?
I think(mention the first item) is a very good choice because
(state a reason).
:You may be right. We can also(state another reason). Next, how about(mention the second item)? What i
:That is an interesting item. We can do many things with it, for example
(state a reason). Moreover, I think it can also make our lives more comfortable.
A:Yes, I agree with you. That’s just what I was thinking.
A:Therefore, I think we should choose(the best item) because we both agree that it is very helpful and can

TASK 2: LEVEL A1-A2 TO BE GIVEN TO EACH STUDENT

A: Hello. Today we are going to discuss(see the topic given).

B:Okay. So, let’s look at the notes given (see the 4 items given).
What do you think about this(mention one of the items)?
I think(mention the first item) is a very good choice because
(state a reason).
:You may be right. We can also(state another reason). Next, how about(mention the second item)? What i
:That is an interesting item. We can do many things with it, for example
(state a reason). Moreover, I think it can also make our lives more comfortable.
A:Yes, I agree with you. That’s just what I was thinking.
A:Therefore, I think we should choose(the best item) because we both agree that it is very helpful and can

5
 PART 3: WARM UP ACTIVITY 3 (LEVEL A1-A2)

Activity 3 Word Search

(A, B, C & D) :
Theme : Health and Environment
Focus of the Vocabulary Related to Environment
activity :
Instructions for ACTIVITY A : WORD SEARCH
teacher :
1. Ask students to work with their pair
2. Each pair will need to search as many words as they can pertaining
to ENVIRONMENT Activity A
3. Time allocated: 2 minutes

ACTIVITY B : DISCUSSION
4. Students may exchange answers (using full sentences). Please refer
to Activity B
5. Teacher can give speaking frame to help students to do discussion
during the task. Please refer to Speaking Frame Activity B.

ACTIVITY C : ONE MINUTE OFF-THE-CUFF

6. After Activity A and B, teacher can proceed with this activity.

7. Students identify environmental issues from the list. (There are 11
words)
8. Students pick 2 words from the crossword puzzle and talk about
them alternately. (1 minute at a time)
9. In this activity, you’ll set a timer for one minute for students to talk
about the word that they have picked from the word search.
10. Students may refer to the resources prepared by teacher (printed or
electronic)
11. Teacher can refer to the speaking frame Task 2 to help students to
explain their words.

5
ACTIVITY D :

12. Ask students to discuss with their partner the cause-and-effect

mind map of the pollutions in the picture below.
13. Teacher can put up the picture on the board or use LCD projector to
project the picture to the LCD screen.
14. Students may choose one pollution and identify at least three
causes and the effects respectively.
15. Teacher gives the handout on causes and effects to each pair.
Please refer to Activity D
16. Students may agree and disagree during discussion.
17. Teacher can give Speaking Frame for Activity D to help students
during this speaking task.

5
ACTIVITY A – LEVEL A1-A2 TO BE GIVEN TO EACH PAIR.

5
SPEAKING FRAME ACTIVITY B (TO BE GIVEN TO STUDENTS-IF NEEDED)

SPEAKING FRAME ACTIVITY B:

SPEAKING FRAME ACTIVITY B (TO BE GIVEN TO STUDENTS-IF NEEDED)
Student A: Have you completed your word

search?
SPEAKINGStudent B: Yes,ACTIVITY
FRAME I have. Have
B:you?

Student
Student A:
A: Yes,
HaveIyou
have. Let’s pick
completed 2 words
your word each and talk about them / No, I haven’t. Can
you help me to complete my word search?
search? Student B: Yes, I have. Have you?
Student B: Sure, let’s do it/ Of course, I can. Can you read out the words that you have
found?
Student A: Yes, I have. Let’s pick 2 words each and talk about them / No, I haven’t. Can
you help me to complete my word search?
Student A: Sure. They are…..
Student B: Sure, let’s do it/ Of course, I can. Can you read out the words that you have
Student B: (gives
found?instruction where the other words can be found)

Student A: Sure. They are…..

Student B: (gives instructions where the other words can be found)

5
SPEAKING FRAME ACTIVITY C TO BE GIVEN TO STUDENTS (IF NEEDED)

SPEAKING FRAME ACTIVITY C:

ACID RAIN Acid rain is rain that is unusually acidic. The acids are made when certain
gases are carried high into the sky and react with water in the atmosphere.
DRAUGHT Drought is a continuous period of dry weather when an area gets less than its
normal amount of rain.
FAMINE A famine exists when large numbers of people cannot get enough food for
long periods of time. People in a famine may die from starvation or disease.
FLOODS A flood is an overflow of water on normally dry ground. This is most
commonly due to an overflowing river, a dam break, snowmelt, or heavy
rainfall.
TSUNAMI Tsunamis are large and powerful ocean waves that grow in size as they reach
the shore. They can cause major damage.
WILDFIRE Wildfires are fires that spread rapidly and rage out of control in areas of
woodland, brushland, grassland, scrubland, peatland, and other wooded areas.

SPEAKING FRAME ACTIVITY C TO BE GIVEN TO STUDENTS (IF NEEDED)

SPEAKING FRAME ACTIVITY C:

ACID RAIN Acid rain is rain that is unusually acidic. The acids are made when certain
gases are carried high into the sky and react with the water in the atmosphere.
DRAUGHT Drought is a continuous period of dry weather when an area gets less than its
normal amount of rain.
FAMINE A famine exists when large numbers of people cannot get enough food for
long periods of time. People in a famine may die from starvation or disease.
FLOODS A flood is an overflow of water on normally dry ground. This is most
commonly due to an overflowing river, a dam break, snowmelt, or heavy
rainfall.
TSUNAMI Tsunamis are large and powerful ocean waves that grow in size as they reach
the shore. They can cause major damage.
WILDFIRE Wildfires are fires that spread rapidly and rage out of control in areas of
woodland, brushland, grassland, scrubland, peatland, and other wooded
areas.

6
ACTIVITY D: LEVEL A1-A2 TO BE GIVEN TO EACH PAIR

Based on the picture, try to list at least three causes and three effects.

6
SPEAKING FRAME FOR ACTIVITY D TO BE GIVEN TO STUDENTS (IF NEEDED

STUDENT A STUDENT B
The picture is about pollution. I agree. There are 4 types of pollution
shown there.
There are many types of pollution, namely What are the causes of the pollutions in the
air, water and noise. picture?
pollution is caused by Ok that’s convincing. Besides, there are
more and more
(student can summarise the point)

AIR POLLUTION
The contamination of the atmosphere with
harmful gases emissions such as smoke,
smog and other toxic substances released in
the air.

WATER POLLUTION
Water pollution is caused by harmful waste
from industries, farms and sewerage
systems which are dumped into our sources
of water such as rivers and lakes.

NOISE POLLUTION
Noise from heavy machinery and vehicles

How about the effect of AIR POLLUTION

pollution? Carbon dioxide and carbon monoxide
emitted are harmful to the environment as it
can cause the reduction of oxygen in the
bloodstream.

WATER POLLUTION
This irresponsible act contaminates our
drinking water and can cause serious health
problems and can even culminate in death.

NOISE POLLUTION
Exposure to loud sounds can cause
hypertension (high blood pressure), higher
stress and may affect sleep cycles. It may
also cause hearing loss.

I see exactly what you mean. Open burning I couldn’t agree more.
contributes air pollution causes people to
suffer from health problems such as chest
pain and asthma. People can contract lung
cancer.

6
EXTRA HELP TO BE GIVEN TO STUDENTS (IF NEEDED)

Teacher can give the meaning of cause & effect and some key words that are related to
cause & effect

6
 PART 3: WARM UP ACTIVITY 4 (LEVEL B1-B2)

Activity 4 : Comic Strips

Theme : Financial Awareness & Consumerism
Focus of the activity : Making & responding to suggestions
Aim : To promote critical thinking among the students
Instructions for : 1. Take a comic strip, cartoon or unusual image in which there are
teacher several people or characters. If there is dialogue or caption,
blank it out.
2. Display the comic strip / cartoon / image and elicit ideas from
students about what is happening in it. Who are the people /
characters? What are they doing? What happens next? What are
they saying to each other? Task 1
3. Put students in pairs or small groups. Tell them to work together
and write a dialogue and/or captions for the comic strip, cartoon
or image.
4. Teacher can use the theme Financial Awareness & Consumerism
or any other themes as the clue for the comic strips.
5. Students practise their dialogues and read their version to the
class.

6
TASK 1: LEVEL B1-B2 TO BE GIVEN TO EACH PAIR

COMIC A

COMIC B

COMIC C

6
 PART 3: WARM UP ACTIVITY 5 (LEVEL B1-B2)

Activity 5 : One Two Share

Theme : Health and Environment

Focus of the activity : To Express Opinions

Instructions for : 1. Students work in pairs.

Students study the picture of GO GREEN MONTH AWARENESS
teacher
CAMPAIGN organised by the school English Language Society,
and choose two activities (they cannot choose the same activities)
and fill in the template to plan on how to carry out the activities.
Please refer to Activity A.
3. Teacher provides students with Activity Template.

4. Student A explains his/her choice.

5. Student B MUST ask at least TWO questions for each activity.

6. Student B repeats step 5 and Student A repeats step 6.

7. Teacher can give the list of phrases to express opinions.

6
 ACTIVITY A: LEVEL B1-B2 TO BE GIVEN TO EACH PAIR

ACTIVITY 1: ACTIVITY 2:

STEPS TO CARRY OUT THE ACTIVITY 1. STEPS TO CARRY OUT THE ACTIVITY 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.

6
 TO BE GIVEN TO EACH STUDENT

25 PHRASES FOR EXPRESSING OPINIONS

I think… I believe…
I feel… I suppose…
I guess… According to me…
In my view… In my opinion…
In my eyes… It seems to me that…
From my perspectives… From my point of view…
From my view point… As far as I’m concerned…
Personally, I think… I’d like to point out that…
What I mean is… Generally it is thought that…
Some people say that… Well, it is considered that…
It is generally accepted that… My impression is that…
It goes without saying that… I hold the view that…
I’m of the opinion that…

TO BE GIVEN TO EACH STUDENT

25 PHRASES FOR EXPRESSING OPINIONS

I think… I believe…
I feel… I suppose…
I guess… According to me…
In my view… In my opinion…
In my eyes… It seems to me that…
From my perspectives… From my point of view…
From my view point… As far as I’m concerned…
Personally, I think… I’d like to point out that…
What I mean is… Generally it is thought that…
Some people say that… Well, it is considered that…
It is generally accepted that… My impression is that…
It goes without saying that… I hold the view that…
I’m of the opinion that…

6
 PART 3: WARM UP ACTIVITY 6 (LEVEL B1-B2)

Activity 6 : Bingo Discussion

Theme : -
Focus of the activity : Listening for gist
Aim : To help students revise important phrases which are commonly used
in discussion
Instructions for : 1. Construct a 10 x 4 grid and in each square place a phrase often
teacher used in discussion (Can you explain? Really! Where was I?, Is
that clear?, Can I ask a question? etc.).
** Sample Bingo Grid
2. Teacher can tailor the phrases according to the student’s group.
The objective of this activity is to get the students talking and
using the phrases.
 Teacher can refer to the sample Bingo Questions below
 Teacher can refer to the list of phrases for discussions
3. Students have to listen as well - each time a phrase is used, they
tick it off. The first to tick them all (a pre-set number) shouts
Bingo!
4. Teacher can modify the rules where the students can only tick
off the phrase if they use it themselves, which means that all of
them must speak.

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Sample Bingo Questions

1. Phrase that you use to show your agreement/ disagreement during

discussion Answers: Well, it depends. I doubt if ... That’s just it. I don’t
think so.

2. Phrase that you use to ask for clarification

Answers : What are your ideas?, What are you trying to say? , What are your ideas?
What do you mean?

3. Phrase that you can use to add more ideas during discussion
Answers: That's a matter of opinion, They also say, On the one hand, They claim that

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 TO BE GIVEN TO EACH STUDENT

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 SAMPLE QUESTION 1 (PART 3: LEVEL A1-

A2) THEME: CONSUMERISM

Your brother has achieved excellent result in his SPM examination and your parents ask you
and your sibling for suggestions on what to give to your brother.

Here are some of the suggestions for the gifts. Talk to each other to decide the best gift and
give reasons for your choice.

New clothes

New
Sports
electronic gadget
Equipment

Open a saving Vacation

account Package

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 SAMPLE QUESTION 2 (PART 3: LEVEL A1-

A2) THEME: HEALTH AND

ENVIRONMENT

Talk in pairs. You and your friend are assigned by your teacher to organise a talk on
Environmental Awareness Campaign on the topics below. First, discuss the advantages and
disadvantages of each topic. Then, decide which two topics will be beneficial for your fellow
friends.

Global
warming is global warning

Zero Environmental
plastic straws awareness Go green
campaign

Love our
rivers

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 SAMPLE QUESTION 3 (PART 3: LEVEL B1-

B2) THEME: FINANCIAL AWARENESS

Talk about the following topic with your partner. Here are some ways that we can do to save
money. Talk to each other to decide the best way to save money and give reasons for your
choice.

Buy things at discounted price

Make a Open a
shopping list before going shopping saving account
Ways to
save
money

Sell things Have more

that you don't use home- cooked meals

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 SAMPLE QUESTION 4 (PART 3: LEVEL B1-

B2) THEME: HEALTH AND

ENVIRONMENT

Work with a partner. You live near a popular beach, Rawa Beach, but you and your local
council are disappointed that the beach is polluted with litter. Here are some ideas that the
local council is considering to solve the problem. Talk to each other on how successful each
would be. Then, decide which two ideas the council should choose.

Employ
someon
e to
clean
the litter

Put up
Awareness "DO
Campaign How could NOT
the town LITTER"
council signs
keep Rawa
beach clean

Provid
Say NO
e more
to plastic
rubbis
bags
h bins

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 REFERENCE LIST

1. Buku Format Pentaksiran SPM BI mulai tahun 2021

2. Slaid Penataran Format SPM BI CEFR ( Speaking )
3. https://www.intercambioidiomasonline.com/2017/08/23/starter-speaking-
questions-cambridge-pet-b1-level/
4. https://universeofmemory.com/conversational-topics-for-specific-
language-levels/
5. https://www.trinitycollege.com/qualifications/english-language/ISE/ISE- I-
B1-resources/ISE-I-B1-speaking-listening
6. https://www.teach-this.com/grammar-activities-worksheets
7. https://ieltscharlie.com/ielts-speaking-part-2/