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D04 - Speaking 07

The document outlines a structured approach for answering questions in a speaking exam using the concession technique and dividing responses into groups. It provides sample questions and answers that illustrate how to present a mini-concession, clarification, and hypothetical scenarios based on individual circumstances. The focus is on tailoring responses to the importance of science education and the role of government in higher education, emphasizing that answers depend on personal needs and career paths.

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Ha Phương Lê
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4 views1 page

D04 - Speaking 07

The document outlines a structured approach for answering questions in a speaking exam using the concession technique and dividing responses into groups. It provides sample questions and answers that illustrate how to present a mini-concession, clarification, and hypothetical scenarios based on individual circumstances. The focus is on tailoring responses to the importance of science education and the role of government in higher education, emphasizing that answers depend on personal needs and career paths.

Uploaded by

Ha Phương Lê
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Speaking part 3:

● Recap:
○ General structure - Concession technique:
■ Show: Concession + Clarification
■ Justify: Explanation + Example + Exception
● Technique: DIVIDING INTO GROUPS
○ Sample questions:
■ Question 1: How important is it for everyone to learn about science at school?
■ Question 2: Is it important for everyone to learn about science at school?
○ Sample answer - question 1:
■ Mini-concession: Well, I mean, I do know that it’s always important for
everyone to learn about science / receive science education.
■ Clarification - Dependent clause: But I suppose the level / degree of
importance may vary depending on each individual’s career / occupation.
■ Hypothetical sentence 01: I mean, people working in any science-related
field might find it extremely pivotal / important to have science lessons at
school to gain some basic knowledge about their future field of work.
■ Hypothetical sentence 02: However, receiving science lessons at school
might not be as important for those who don’t use / are required to use
in-depth science knowledge in their daily life / work.
○ General answer structure for “dividing into groups”:
■ Show: Dependent sentence / clause. [It depends on …]
■ Justify: Hypothetical sentences [If …, For those …]
○ Signs:
■ How +
■ Extreme words: everyone, every …, all, all of …
■ Plural nouns as the target of the question.
● Practice:
○ Question 1: Do you think governments should encourage everyone to study at
university?
■ [Dependent sentence] Well, I believe that whether governments should
encourage everyone to attend universities / pursue higher education at
universities is the matter of one’s academic competence / is highly dependent
on individual academic competence.
■ [Hypothetical sentence 01] If a highschool graduate is academically gifted
and wants to enter academia, they should go for universities.
■ [Hypothetical sentence 02] However, those who are not really into academic
research and have limited academic abilities might want to consider other
educational paths like vocational training or apprenticeships. In this situation,
the government should promote these options to the right targets.
○ Question 2: Do you think the primary purpose of education is to prepare people for
the workplace?
■ Option 01: Well, I think it really depends on individual needs and wants. For
those who are pursuing education to acquire new knowledge for their work,
the purpose of education is indeed to arm them with the necessary tools for
the workplace. However, many are opting for education for other purposes
such as personal growth or passion. They might not use the knowledge they
learn in their work but they definitely do so in their daily life.

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