Speaking TNotes

Trainer’s Notes : Speaking MAJLIS PEPERIKSAAN MALAYSIA
(MALAYSIAN EXAMINATIONS COUNCIL)
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 23 - 26

(While-Viewing Activity)
POST-VIEWING ACTIVITY 27 - 28
CONVERSATION WEB 29 - 30
WORKSHOP 31 - 32
REFLECTION GRID 33
SPEAKING COMPONENT
INTRODUCTION
MUET 800/2
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.
SO WHAT’S NEW?
TASK : 1
TIME: 8 MINUTES
MUET 800/2 PAGE

2
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 explaining
- comparing and contrasting
- classifying
- 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
REVISITING TEST SPECIFICATIONS
TASK : 2
TIME : 5 minutes
MUET 800/2 PAGE

3
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 )
• Headings. To be cut.
MUET 800/2 PAGE

4
accuracy
fluency
appropriacy
coherence and
cohesion
use of language
functions
managing a
discussion
Test Specifications
task fulfilment
• Type and cut into strips .
• Distribute to the CPs
MUET 800/2 PAGE

5
Using grammatically correct

language
Using correct pronunciation,
stress and intonation
Speaking with confidence
and fluency
Using language appropriate
for the intended purpose and
audience
Using varied vocabulary and
expressions
Using varied sentence
structures
Observing conventions
MUET 800/2 PAGE
6
appropriate to a specific
situation
Developing and organising
ideas
Using appropriate markers
and linking devices
Using anaphora
appropriately together with
other cohesive devices
Defining, describing,
explaining
Comparing and contrasting
Classifying
Giving reasons
MUET 800/2 PAGE

7
Giving opinions
Expressing relationships
Making suggestions and
recommendations
Expressing agreement and
disagreement
Seeking clarification
Asking for and giving
information
Persuading
Drawing conclusions
Stating and justifying points
of view
Presenting an argument
MUET 800/2 PAGE
8
Initiating
Turn-taking
Interrupting
Prompting
Negotiating
Closing
Presenting relevant ideas
Providing adequate content
Showing a mature treatment
of topic
JUST A LINE
MUET 800/2 PAGE

9
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
Appendix ( Task 3 )
MUET 800/2 PAGE

10
Cut and put into a box
Women Make Better

Teachers
Women Make Better
Leaders Than Men
Money Is More Important
Than Love
Hollywood Films Are Better
Than Bollywood Films
CCTVs Should Be Installed
In The Staffrooms
It Is All Right For A Man To
Marry A Younger Woman But
Not For A Woman To Do So
MUET 800/2 PAGE

11
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.___________________________________________________________________
_
MY SAY
MUET 800/2 PAGE

12
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.
MUET 800/2 PAGE

13
Notes (Task 4)
Here are some examples of appropriate ways to agree and disagree.
Agree Disagree
I agree I don’t agree
I agree with you I totally disagree
I couldn’t agree more I completely disagree
I agree totally/entirely I’m sorry , but I have to disagree
I agree entirely with your point of view I would have to disagree on that
I’m afraid I cannot agree with you
That’s right I’m afraid I really can’t agree with you
You are right
I think you are right I think you are wrong
You are absolutely right No, that’s wrong/incorrect
I can’t say I share your view
That’s true
That’s a good point I beg to differ
Exactly
Absolutely
Precisely
Definitely
There’s no doubt about it

I’m of exactly the same view
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

14
MY SAY
TASK 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

15
Appendix ( Task 4 )
TASK CARDS
Card A Card B
Task: Task:
Agree with the statement below Disagree with the statement below
Use at least 1 of the suggested forms of Use at least 1 of the suggested forms of
expressing your agreement. Justify your expressing your disagreement. Justify your
response. response.
“It is more beneficial for a woman to be “It is more beneficial for a woman to be
beautiful rather than intelligent.” beautiful rather than intelligent.”
Card C Card D
Task: Task:
Agree with the statement below Disagree with the statement below
Use at least 1 of the suggested forms of Use at least 1 of the suggested forms of
expressing your agreement. Justify your expressing your disagreement. Justify your
response. response.
“It is more beneficial for a woman to be “It is more beneficial for a woman to be
beautiful rather than intelligent.” beautiful rather than intelligent.”
MUET 800/2 PAGE

16
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).
MUET 800/2 PAGE

17
CP C
• 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

18
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

19
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

20
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

21
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.
TO SING OR NOT TO SING
MUET 800/2 PAGE

22
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

( Lead-in Activity)
MUET 800/2 PAGE

23
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

24
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

25
WhileViewing Activity
TASK SHEET: 3 (POSSIBLE ANSWERS)
INSTRUCTION:
• While viewing the group’s presentation, tick the skills used by the candidates.
CANDIDATES
A 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

26
Candidate Speech
CandA 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

27
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

28
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

29
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

30
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.
MUET 800/2 PAGE

31
• The web formation would enable the trainer to identify and comment on the
interaction among the CPs as evidenced by the web formation.
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

32
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

33
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

34
MUET 800/2 PAGE

35

Speaking TNotes

Загружено:

Сведения о документе

Исходное описание:

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Speaking TNotes

Загружено:

Авторское право:

Доступные форматы

Trainer’s Notes : Speaking MAJLIS PEPERIKSAAN MALAYSIA

(MALAYSIAN EXAMINATIONS COUNCIL)

REVISITING TEST SPECIFICATIONS 3-8

TO SING OR NOT TO SING 16 -21

VISIT MALAYSIA YEAR 2007 22

HOSTING AN INTERNATIONAL EVENT 23 - 26

Much of human communication is face-to-face and successful interaction in all such

MUET 800/2 PAGE

• To identify the changes in the Test Specifications.

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

• Inform CPs about the changes in the test specifications.

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

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

B. Layout of the question paper :

Reference : Revised Syllabus 2006

REVISITING TEST SPECIFICATIONS

MUET 800/2 PAGE

AIM : To revise the Test Specifications (Speaking Component)

• Cut them up.

• Cut them into strips.

- For example, ‘turn-taking’ comes under ‘managing a discussion’, therefore

• Allocate 5 minutes for each group to complete the task.

MUET 800/2 PAGE

MUET 800/2 PAGE

Using grammatically correct

MUET 800/2 PAGE

MUET 800/2 PAGE

• To enable CPs to express their agreement and disagreement.

• To enable CPs to justify their point of view.

• Distribute Task sheet 1.

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

• Pick CPs at random to share their responses.

Note: This is to lead in to the next task

MUET 800/2 PAGE

Cut and put into a box

Women Make Better

MUET 800/2 PAGE

MUET 800/2 PAGE

• Distribute the notes on the suggested forms of expressing agreement and

• Ask CPs to study it for a few minutes.

• Give CPs 2 minutes to prepare the task.

• Ask CPs to discuss and complete Task sheet 2.

• Pick groups at random to present their responses.

MUET 800/2 PAGE

There’s no doubt about it

Agree or Disagree to a Certain Extent

MUET 800/2 PAGE

In your group, discuss the following:

• What are the skills used in both activities?

MUET 800/2 PAGE

MUET 800/2 PAGE

TO SING OR NOT TO SING

AIM : To provide practice in persuading effectively.

• Distribute notes, task 5 to CPs.

• Ask CPs to read the ‘persuasive expressions’.

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

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

MUET 800/2 PAGE

• Trainer selects a group to present.

• Share with CPs some suggested alternatives:

- use of Reflection Grid

MUET 800/2 PAGE

Name of Speaker : Date: