TIP #5
Using cohesive devices effectively is useful in a spoken exam too even though they are usually
associated with writing essays. In Part 4, you will need to talk for a fixed period of time, but if you are to
d time. In the Task fulfilment and
coherence criterion provide a detailed and complex
description and this will involve connecting the subtopics, supporting each point of argument and closing
with an appropriate conclusion. Linking words and other organisational patterns can help turn your
speech into an effectively organised presentation. That is if you can use them consistently, correctly and
without repetition. What do you need to know about a linking word to be able to use it?
- its meaning
- its function within the speech eg to express contrast, results etc.
- its position within the sentence, eg
here, but you should learn 2 or 3 expression for each
important function. Choose the ones you will be
repeating it throughout your speech in Part 4.
Cause and effect
because, so, therefore, thus, consequently, hence, as a result
To start
First, at first, once, once upon time, to begin with, at the beginning, starting with, initially, from this
point, earlier, last of all, at last, at the end, in the end, final finally, to finish, to conclude, in conclusion
To add a point
and, also, as well as, moreover, too, furthermore, additionally, in addition to, at the same time, again, too, equally
continue, second, secondly, in the second place, next, the next time, then, after that, following that,
subsequently, on the next occasion, so far, later on, third, in the third place, consequently, last
Repetition
So briefly, in short, in fact, in particular, that is, in simpler terms, to put it differently, in other words, again, once
more, again and again, over and over, to repeat, as stated, that is to say, to retell, to review, to rephrase, to
paraphrase, to reconsider, to clarify, to explain, to outline
To generalise
On the whole, in general, generally, as a rule, in most cases, broadly speaking, to some extent, mostly, above all,
chiefly, essentially, largely, primarily, usually
To give an example
For example, as an example, for instance, in this case, in the case of, to illustrate, as illustrated by, as revealed by,
to show, to demonstrate, in particular, such as, namely, for one thing, indeed, in other words, to put it in another
way, thus, to explain, suppose that, specifically, to be exact, that is to say
To conclude or summarise
To conclude, in conclusion, to close, last of all, finally, to end, to complete, to bring to an end, thus, hence,
therefore, as a consequence of, as a result, in short, to sum up, to summarise, to recapitulate consequently
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To compare
As, as well as, like, in much the same way, resembling, parallel to, same as, identically, of little difference, equally,
matching, also, exactly, similarly, similar to, in comparison, in relation to
To express attitude
tually, as a matter of fact, to tell the truth,
unfortunately, I believe, in my opinion, to be honest
Though, although, and yet, but, despite, despite this fact, in spite of, even so, however, in contrast, by contrast,
on one hand, on the other hand, on the contrary, in one way, in another way, although this may be true,
nevertheless, nonetheless, still, yet, a striking difference, another distinction, otherwise, after all, instead, unlike,
while it is true
Time 1
Before, earlier, previously, formerly, recently, not long ago, at present, presently, currently, now, by now, until,
today, immediately, simultaneously, at the same time, during, all the while, in the future, yesterday, tomorrow,
henceforth, after, after a short time, after a while, soon, later, later on, following, the following week
Time 2
Suddenly, all at once, instantly, immediately, quickly, directly, soon, as soon as, just then, when, sometimes,
some of the time, in the meantime, occasionally, rarely, seldom, infrequently, temporarily, periodically, gradually,
eventually, little by little, slowly, while, meanwhile, always, all of the time, without exception, at the same time,
repeatedly, often, frequently, generally, usually
TIP #6
Make sure you pay attention to the instructions
talking about something else or not meeting the aim of a task. The instructions themselves are always
the same so the best thing to do is to use the practice papers to fully familiarise yourself with them so
that you will know what to expect.
situation
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TIP #9
discuss something with the examiner. Depending on the level, this might be a
discussion with the aim of reaching a compromise or at higher levels, exchanging ideas on more
complex topics. A discussion involves more than merely stating your opinion. You will have to show that
you know how to come to a compromise:
towards an outcome.
Asking for someone's Expressing opinions Summarising
opinion
What do you think (of / about I think (that) ... So what it comes down to is ...
... )?
Have you considered .. . ? In my view / opinion, .. .
What's your view / opinion / I'm convinced / positive that .. The point I'm trying to make is ...
take on ?
Don't you agree that ... ? To my mind, ... Let me just recap what's been
said so far.
Personally, I think .. . In short ...
As I see it, .. . In other words ...
From my point of view, . To sum up ...
As far as I'm concerned
I don't think .. .
I'm not sure (about / if) ..
I don't have a strong / definite
opinion about that.
I firmly believe
I have reason to believe
Agreeing Disagreeing
I share your opinion on I have doubts about that
I entirely agree I have a different opinion
I agree up to a point We are poles apart
I can go along with that I tend to disagree
We are in complete agreement I strongly disagree
I tend to agree I'm afraid I disagree / can't agree with you
I couldn't agree with you more I take / see your point, but ...
That's exactly what I think I see what you mean, but ...
My point exactly I'm not sure about that
I agree to some extent I'm not sure that's true / correct / right
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3. Accuracy and range of vocabulary
TIP #1
When you are preparing for the exam, practise making your speech more in line with the requirements of
the attempted level. Remember that you have to show the examiner that your language skills are at the
level and therefore it is vital that you show them what you know. Replace generic words such as nice,
good, big etc. with more descriptive and more specific vocabulary. The below table might help you
with this.
nice great, wonderful, lovely, brilliant
pleasant/perfect/beautiful /sunny weather
a cosy/a comfortable/an attractive/bright room
a pleasant/an interesting/an enjoyable experience
expensive/fashionable/smart clothes
a kind/a charming/an interesting man
delicious/tasty/spicy food
bad terrible, horrible, awful / dreadful
an unpleasant/a foul/a disgusting smell
appalling/dreadful/severe weather
an unpleasant/a frightening/a traumatic experience
a terrible/serious/horrific accident
an awkward/an embarrassing/a difficult situation
We were working in difficult/appalling conditions
I feel unwell/sick/terrible. (very) well
interesting fascinating, compelling, stimulating, gripping, absorbing
good excellent, amazing, wonderful, marvellous, outstanding, terrific
sad down, unhappy, gloomy, upset
happy cheerful, delighted, pleased, glad, content, thrilled
like admire, adore, fancy, cherish, desire, enjoy
say reply, remark, declare, state, explain, announce
big huge, giant, large, massive, enormous
small tiny, petite, teeny, wee
pretty beautiful, gorgeous, cute, attractive, handsome, stunning
scared afraid, frightened, horrified, petrified
TIP #2
If you are struggling with a sentence, remember you have several options. You can abandon the idea.
You can paraphrase/restructure the sentence. You can start from the beginning.
If the problem is caused by a lack of vocabulary, try to solve it by circumlocution (describing the word in
stuff) or approximation (using collective terms instead of the specific item eg flower instead of rose).
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