Showing posts with label speaking. Show all posts
Showing posts with label speaking. Show all posts

Sample Answers. Speaking Production and Interaction

 1.  What would the ideal holiday destination for you be like?



Sample answer

Speaker A: Now, I’d be very interested to hear your views on your ideal holiday destination. Have you ever thought about it? 

Speaker B: As a matter of fact, I have. To start with, the ideal holiday destination for me would be somewhere hot and sunny near the sea. Although I like the snow, I cannot ski, so going somewhere cold would not be much fun.

Speaker A: My thoughts exactly. Ideally, I would like to visit a tropical island in the South Pacific such as Fiji or Vanuatu. This is because I have seen pictures of these places and their cultures look very interesting.  

Speaker B:  Really? I have been looking into it too. Actually, I found out that in  Vanuatu they have an unusual bungee jumping ceremony that I would like to witness.  

Speaker A: That sounds very interesting. What's more, I also enjoy swimming in the ocean, surfing and scuba diving. What about you?

Speaker B: That applies to me as well. For all these reasons a tropical island with crystal clear sea and sizeable waves would be perfect for us both. I can't imagine a better place to go on holiday.

Speaker A: I couldn't agree more. I am glad you had also given it some thought.

 


sizeable /ˈsaɪzəbəl/ adjective    fairly large . E.g. sizeable amount/number  a sizeable amount of money. sizeable proportion/portion/minority (of something)  Part-time students make up a sizeable proportion of the college population.

 

2. Do you think it is important to take action to protect the oceans?

 


Sample answer:

Student B: Moving on to a different topic, I imagine you will have strong opinions on the protection of the oceans. How vital do you think it is to take some kind of action to protect them?

Student A: First and foremost, we should all save our seas. Personally, I believe that it is essential that we do everything we can to protect our oceans and all the creatures in them for many reasons.

Student B: That's very true. To begin with, we need the oceans to survive. Our oceans not only produce more than half of the oxygen in the atmosphere, which is something that we cannot live without, but the air we breathe, the water we drink and a lot of food that we eat also come from them.

Student A: Definitely! Would you agree that the oceans are the lifeblood of our planet then ?

Student B:  Indeed, on Earth, all life is interdependent, which means that the more biologically diverse Earth is, the better the chance all species will have for survival. 

Student A: I see what you mean.  To put it another way, losing species that live in our oceans would be disastrous. Therefore, we must do whatever we can in order to protect our oceans.  

Student B: I couldn't agree more. If we don't start making positive changes now, we may soon lose our invaluable marine ecosystem forever

Student A: I think you have hit the nail on the head there. Believe it or not I once had to do a school project for my marine biology class, which sparked my lifelong interest in the oceans. 

Student B: That must have been really interesting. Good for you!

lifeblood /ˈlaɪfblʌd/ noun [uncountable]    1 the most important thing needed by an organization, relationship etc to continue to exist or develop successfully. E.g. lifeblood of  Communication is the lifeblood of a good marriage.



spark: to cause something to start or develop, especially suddenly. Sp. desencadenar, provocar.

E.g.

spark something 

The proposal would spark a storm of protest around the country.
Winds brought down power lines, sparking a fire.

 

good for you, somebody, them, etc.  ​(informal) used to praise somebody for doing something well.

E.g.

‘I passed first time.’ ‘Good for you!’

 

3 What advice might you give to friends suffering from loneliness?

 


Sample answer:

Student A: Imagine you have friends suffering from loneliness. How could you help them?

Student B: In the first place, I would suggest that they join a club in their local community doing an activity they enjoy. As a matter of fact, meeting with people who share interests is a good way to make friends. You must have a view on this too.

Student A: That makes sense. Besides, I would also recommend that they take up a team sport or a hobby that involves other people since this is a good way to socialise with others. Don't you think?

Student B: That's very true. In this way, not only would they get some exercise, but they could also learn about team spirit and cooperation.  

Student A: Exactly! Actually, these are forms of support that make everyone feel better.

Student B: Right! And last but not least, I would also advise them to get a dog, as pets are great company. 

Student A: What a great idea! In actual fact, some pets, like dogs, need to be walked. This means that there is an opportunity to meet people this way.

Student B: Absolutely! I'm with you 100 % on that. Anyway, Have you ever had to help any of your friend in this regard

Student A: As strange as it may seem, I have suffered from loneliness myself. Partly due to the pandemic. What has really helped me during this time has been social media. Especially  messaging apps more than open social networks.

Student B: I see what you mean. I also feel that one-to-one messages seem to be more intimate and supportive. I hardly ever publish anything for everybody to see either.

 

4. How important is it for students to gain some work experience?

 


Sample answer

Student B: Do you think it is crucial for students to get some work experience?

Student A: Absolutely! I feel very strongly that work experience is vital to students.To begin with, I would like to mention that it has been said that all experience is valuable. In my opinion, work experience is extremely valuable to students for a number of different reasons.

Student B: I couldn't agree more. Firstly, you can put it on a CV and use it to help you get job interviews.  

Student A: Undeniably,  a graduate who has some work experience is far more likely to get a job after university than someone who has none

Student B: Secondly, working while at university allows you to explore career options. For instance, you can find out whether or not a particular line of work suits you. 

Student A: This is very true. In addition, working while studying has financial benefits. Not only will you be able to have some pocket money, but you will also avoid being burdened with so many debts when you leave university.

Student B: I see your point. However, there is one disadvantage. It must be taken into account that working while studying reduces the time you have for your university work.  

Student A: I fully agree with you. This is why you need to have good time management skills. 

 

Student B: That's so true. We all seem to be so pressed for time these days. As for you personally, have you had any work experience so far? 

Student A: Surprisingly enough, this summer I am planning to work in the hospitality sector. Wish me luck!

Student B: Don't worry! You will be a great asset to the company 

Student A: You are too kind! Thank you for the encouraging words anyway. I really appreciate that.

 



burden somebody/yourself (with something) to give somebody a duty, responsibility, etc. that causes worry, difficulty or hard work. Sp. cargar, agobiar.

E.g.

They have burdened themselves with a high mortgage.
I don't want to burden you with my worries.
to be burdened by high taxation

 

 "You're too kind" is not meant to be taken literally. It is a hyperbole. Read literally, the person is saying "I do not deserve the amount of kindness you display to me." As an idiom, it means "Thank you for being kind.

 

5. What are the pros and cons of mobile devices?

 


A: Have you ever noticed a couple or group of friends who are together but are all looking at their phones instead of talking to each other? In my opinion they are unarguably phubbing one another. What I mean by this is that they're staring at their smartphones and they're altogether ignoring each other. If you ask me, I think it was better before all these devices were invented. How do you feel about it?

B: I see what you mean. It is evident that they are often too engrossed in their phones to pay attention to each other. However, we must also take into consideration all the benefits that mobile technology has brought about. For instance, nowadays with our smartphones we can access the internet, take care of the finances or contact the office, to name but a few. Admittedly, there is no way you could have done that in the past.

A: You may have a point there. But to my mind, nothing beats good old-fashioned face-to-face conversations. Nowadays, everyone is glued to their devices, even when they're with other people.

B: My thoughts exactly, yet the world is changing and so is the way that we communicate with each other. Evidently, new technologies are here to stay.

A: Well, frankly I still think that technology can have a detrimental effect on human relationships.

B: Maybe there's some truth in what you say. All the same, I think all this new technology is really amazing!

A: I guess so, but actually to be honest, it's not my cup of tea!

 

bring about: to make something happen. Cause.

E.g.

What brought about the change in his attitude?

 

detrimental  harmful, damaging.

E.g.

the sun’s detrimental effect on skin.

Emissions from the factory are widely suspected of having a detrimental effect on health.  

 

All the same: despite this. Nevertheless. Sp. de todas formas.

E.g.


All the same, there's some truth in what she says.

 

6. Have you ever experienced a bad problem while flying?

B: Have you ever experienced a bad problem while flying?

A: As a matter of fact, I have. Once I found myself in a situation of this kind.
B: Really? What happened? Was your flight delayed?

A: Not exactly, but it was overbooked so we were bumped to the next flight. Unfortunately, the service we received on board was far from impeccable!
B: Oh no! Why was that?
A: The flight attendants were quite rude and all the passengers were very frustrated. To make matters worse, it was a long-haul flight so by the end, we were feeling very weary of the situation.
B: I’m sorry to hear that. Luckily for me, I’ve never experienced a bad problem like that while flying.
A: That is lucky! Hopefully, you won’t ever have to!

 

7. Can you tell us what you and your friends do to wind down?

A: Can you tell us what you and your friends do to wind down?

B: After a busy week I like to unwind by spending quality time with my besties. We usually enjoy hanging out together by going to the cinema or to our favourite restaurant or café to catch up. How about you?

 

8. What is your taste in music?

B: What is your taste in music?

A: Honestly, I like every genre but my favourite will always be country because that is what I grew up listening to. Every time I hear a good old-time classic, it really reminds me of my childhood, the best years of my life. What about you?

 

9. What can you learn from travelling abroad?

A: What can you learn from travelling abroad?

B: For me, there is no greater enjoyment than packing up and leaving my comfort zone to experience unfamiliar places and customs. It helps me to learn and respect how others live in various regions. It can be a real eye-opener. Don't you agree?

 

10. What do you like most about where you're living?

B: What do you like most about where you're living?

A: Well, residing near the city centre is amazing because there are many shops and public transport options within walking distance of my flat. I also love living in a building where there are diverse people willing to strike up a friendly conversation. What are the best features of the place where you live?

 

11. What has been your best travel experience? How can travel benefit you as a person?

A: What has been your best travel experience? How can travel benefit you as a person?

B: I was born and raised in Palma, Spain and I am quite well travelled. I definitely think that the best travel experience that I have had was my trip to London last summer. I love the culture and the fashion in London! The music and nightlife is amazing too! I spent days marvelling at the sights such as Buckingham Palace and the Shard. I love the food in places like Borough Market also because there is such a diverse range of fresh produce. In my opinion exploring new places and meeting new people really improves you as a person and helps you grow.

 

Get ready for the speaking exams

1.  Oral Production and Interaction


- This is one of the five skills.
- To pass you need a 5/10

How to do the Interaction task?

Oral Interaction: Marking criteria 

Sample Answers. Speaking Production

2. Oral mediation
 

- This is one of two mediation tasks. The mediation skill consists of two tasks: written mediation + oral mediation. To pass you need an average grade of 5/10

How to do the Oral Mediation Task?  

Oral Mediation. Marking Criteria

Sample task: a Summer Job

How to do the interaction task?

 

- In this task you are going to have a natural conversation with your partner.
- Your examiners will evaluate to what extent you can hold a conversation and collaborate with a partner. Remember to organise your message well. Use a wide range of vocabulary and grammar structures as well as linking devices. Pay attention to your pronunciation and fluency. Avoid mistakes!

-Here are some tips to improve your communicating skills. 


SHOW INTEREST IN THE TOPIC
• Really?
• That’s interesting!
• Right!
• I see!
• I can’t believe it!
• Tag questions: You like science fiction films, don't you?
• Uh huh
• As you said before, ... (referring to what the other speaker said before shows you’ve been paying attention)
• How wonderful / exciting / depressing / embarrassing / ironic!
• I don’t / can't believe it!
• I know. I know (just) what you mean.
• Lucky you!
• No!? / No way!
• Oh my goodness!
• That sounds great / awful / horrible.
• That’s a pity! / That’s a shame! / What a pity! / What a shame!
• That’s amazing!


SEQUENCING AND ADDITION
Firstly/In the first place / To begin with, …To start with, I should point out that ...

Secondly, I would like to say that …
Another point to remember is ...
Last but not least, I would like to add that...

All things considered, I believe that ...

All in all, I think that ...
On balance, it seems to me that...
To finish with, I would like to say that... 

Finally, ...

To sum up, I believe that ...

In conclusion, .....

To conclude, I'd like to mention that...

 


In addition...
What is more...
Besides...
Moreover...
Furthermore...
In addition to being challenging, it...
As well as being interesting, it...

OPINION, SPECULATION AND JUSTIFICATION

Personally I feel that ... Let me explain why.
As I see it, … The reason is ...
It seems to me that… This is because ...
This issue appears/seems to be ....
I would argue that for the following reasons:

It is likely to be ...  
It might be....
It could be described as...
I feel very strongly that ...

I am convinced that ...
I am inclined to believe that...
I am of the opinion that ...
The reasons why I believe that are as follows:...
I think it is true that ...
In my view,...
It is questionable whether
It beggars belief how our world has changed in such a short time.
It happened in such a way that beggars belief


beggar beliefto be too extreme to believe. Sp. absolutamente increíble.
This is really unusual in the sense that...
I am sure/I doubt whether

It is true that ... On the other hand, ...
While nobody can deny that ... , I would like to point out that …
At first sight it seemed to be....,but in fact it was...
I agree that … 
But for all that, it...
For all that: in spite of something just mentioned. E.g. She sacrificed many nights to study for the exam, but for all that she still failed.
Although it is true that , we must  take into account that...
It could be argued that … However, I would like to point out that ...
Despite all the arguments, I still feel that ...
Notwithstanding the present circumstances, there is a lot we can still do.
It may be true that ... . However, ...

Surely it is completely unacceptable that...
I am sure you will agree that…
Surely you must agree that…
I am extremely impressed by…
What is particularly spectacular/interesting is…
I would like to stress that...
It should be noted that...
It is worth bearing in mind that... 
I was rather disappointed by
My overall impression was that …
On the whole, it appears/seems that ...

In general,…

Generally speaking,… 
Broadly speaking,
By and large,...

Annoyingly,…  

Naturally,…  

Strangely,… 

Surprisingly,… 

Evidently,…

Indeed,… 
In fact,… 

Admittedly,...
Admittedly: /ədˈmɪtɪdli/ used when you are accepting that something is true. Sp. cierto es que, ciertamente.
Presumably,...
Presumably: /prɪˈzjuːməbli/ used to say that you think that something is probably true. Sp. Supuestamente
I am sure that you would thoroughly enjoy ... 
While some people will love ... , others may feel less happy.
A major problem is that ...
I was less happy with ...
Her reaction/behaviour struck me as odd. She struck me as being...

strike somebody as something: to give somebody a particular impression.
On reflection, I think that... 

With hindsight it is easy to say that...

What looks obvious in hindsight was not at all obvious at the time. 

It's easy to criticize with the benefit of hindsight. 

hindsight:/ˈhaɪndsaɪt/ the understanding that you have of a situation only after it has happened and that means you would have done things in a different way. 

In retrospect, I think that it was wrong.
The decision seems extremely odd, in retrospect.

in retrospect: thinking about a past event or situation, often with a different opinion of it from the one you had at the time

It is clear that...

We must take into account the fact that ....

It goes without saying that ...
Needless to say,...
It seemed... 
This means that...
This is largely due to the fact that it might have happened ... 

 

DIRECT THE CONVERSATION TOWARDS THE TOPIC
• By the way,
• Speaking of...
• That reminds me of...
 

FILLERS
• So,
• ..., you see, ...
• You know,
• I mean,...
 

KEEPING YOUR LISTENER ENGAGED
• Rhetorical questions (questions you don’t really expect an answer for, you sort of answer them yourself): What do I mean by that? / Is smoking dangerous? Of course it is. 


Have you ever wondered why...? 
Doesn’t it make you feel more optimistic about your own future?
Have you ever had a secret ambition?
Have you ever wondered...?
What would your life be like if...?
What would you do if...?
Are you one of those people who tend to...?
Isn't it extraordinary how/that...?

Do you know what happened to me last night?

Use imperatives: Imagine if/ what... Suppose that....Let's suppose, for example that... Guess what!

LOOKING FOR AGREEMENT:
• Don’t you think?
• Question tags (Isn’t it / Has it? / Don't you?...)
• You know what I mean. 

• Wouldn't you agree that...?
• As you very well know, ...  

GIVING THE FLOOR (turn to speak):
• Don’t you think?
• Question tags (Isn’t it, has it?...)
 

AGREEING:
• I agree with you on that completely. / I couldn't agree more.
• I see what you mean.
• I see your point.
• Exactly.
• Definitely.
• That's absolutely right.
• Absolutely! I'm with you 100 % on that.
• Indeed!
• That's very true.
• That makes sense.
 

AGREEING UP TO A POINT
• I agree with you up to a point.

I agree with you up to a certain extent.

 • I suppose you've got a point, but...
• I see your point, but...
• Your point is well taken, but ...
• If you ask me (often used for giving a critical opinion afterwards)
• To tell you the truth / To be honest,...
• You're right, in a way, but we have to consider...
• Although it's true that... we must remember that...
• Despite your arguments, I still feel that... 


DISAGREEING
• Surely you don't think that.
• Where's the logic of that?
• You can't honestly think that...
• That goes against my better judgement because...
• It just doesn't make sense to me.

In no way would I agree that...

SAYING “NO”
• Not really, no (rather than a plain “no”). E.g
. –Do you like football? – Not really, no (instead of “noooo!”) 

• Not exactly.

 
INTERRUPTING:
• I’m sorry to interrupt, but...
• Can I interrupt you just for a second (here)?
• Before you continue, (can I just say)...
• Before you go on,...
• Before you move on,...
• Can I / Could I (just) say something (here)?
• Can I / Could I come in (here/ there)?
• Can I / Could I interrupt you (for a minute / moment / second)?
• I’d like to make a point here (if I can / could / may / might)
• If I can / could / may / might (just) interrupt you (for just a minute / moment / second), I’d like to add / say / point that...
• If you will allow me (to say something / to speak for a second),...
 

CHANGING YOUR MIND ABOUT INTERRUPTING
• Sorry, I didn’t mean to interrupt.
• Sorry, I thought you’d finished.
• Sorry, please carry on. / Sorry, please go on.
• Sorry, you were going to say...? / Sorry, you were saying...? /Sorry. What were you saying?
 

REPHRASING EXPRESSIONS Sometimes we say things that other people don't understand, or we give the wrong impression. If you are asked to explain or clarify your idea, do not use the same expressions and / or phrases, try to reformulate them starting your answer using one of the following phrases:
• What I meant to say was...

• What I mean by that is that she ... 

• Let me rephrase that...
• Let me put this another way... 

• Or, to put it another way, ....

• In other words,

• Perhaps I'm not making myself clear...
• The basic idea is...
• One way of looking at it is...
• Another way of looking at it is...
• What I want to say is...
 

ASKING FOR THE OTHER SPEAKER’S OPINION
• How do you feel about...?
• What’s your take on (this)...?
• What do you reckon?
 

CHALLENGING A POINT
• Do you think that's always the case?
• Can you be sure about that?
• Is there any way / evidence to prove that?
• But that's not the point. The point is that...
• I don't see why you can say that. As far as I'm concerned..../ As I see it, ...
• But that doesn't take account of the fact that...
 

OFFERING OTHER PEOPLE THE CHANCE TO SPEAK
• (No, please). After you. I'll let you go first.
• I’d like to hear your opinion first. / Please tell me your opinion on...
• I’m not sure what I want to say yet, so could you please start by telling me your views on...
• Please go ahead.
• You know more about this than me, so...
• You must have an opinion on this, so...
• Now I’d be very interested to hear your views (on...) / what you think (about...)
• ..., but I’d be interested in hearing your take on it.
• ..., but I’m sure you have another point of view.
• Can you give me your thoughts on...?
• Do you agree?
• Do you have an opinion on...? / any opinions on / about...?
• Do you have any (particular) thoughts / views on...?
• Do you/ Did you want to add anything?
• Do you want to say anything before we move on?
• Don't you think (so)?
• How about you?
• (Now) I'd like to hear what you think (about...) / your views (on...).
• From your point of view,...?
• How do you feel about...?
• I imagine you will have strong opinions on...
• I know this is not your specialist subject, but...
• What are your (first) thoughts on...?
• What are your feelings about...?
• What are your views on...?
• What do you reckon?
• What do you think (about...)?
• What reaction do you have to...?
• What’s your experience (of this)?
• What’s your opinion (on this)?
• What’s your position on...?
• What’s your take on...?
• What’s your view on...?
• Would you agree (that...)?
• You haven’t said anything yet.
• You must have a view on this too.
 

SIGNALLING THE END OF YOUR TURN
• I think I’ve made my point.
• That’s all I wanted to say.
• (I think) you get the idea. 

TURNING DOWN THE CHANCE TO SPEAK
• I can’t add anything to that.
• I don’t have any view on this at all.
• I think you’ve covered everything.
• I’m still just digesting what you said.
• I’m still thinking about what I want to say.

ORAL PRODUCTION: Marking criteria

 

To correct an oral production your teacher will give you a mark (from 0 to 10) for each of the following criteria. Each criterion has the same value, that is, they are all equally important.

To pass you need to get a mark of 20 out of 40, that is, a 5 out of 10.


1- TASK RESPONSE AND INTERACTION → Let’s show we understand and know how to do the task and that we can interact with our partner or teacher! - 10 points


Good performance of the task


The instructions have been followed.


The message and ideas are communicated precisely and effectively.


Opinions are well justified .


The production causes the desired effect.


Right length


Active interaction by showing interest, expressing opinions, asking for the other’s opinions, agreeing, disagreeing, giving reasons and making a point, correct turn-taking, interrupting and giving the floor,...


2- ORGANIZATION AND FLUENCY → Let’s show how well we think and speak! 10 points


The ideas and information are clear and well organized.


Use of effective cohesion mechanisms (linkers, internal grammatical cohesion, clear organization of the message)


Good internal coherence.


Unambiguous message


Use of rewording


Fluent speech: this means in a natural way. It doesn't mean that you have to speak quickly.


3- RANGE OF VOCABULARY AND STRUCTURES → Let’s show off how well we know the language! 10 points


Variety in the range of the grammatical structures of the B2 level


Variety in the use of the lexical items of the B2 level


Repetition of lexical items avoided by using synonyms


4- ACCURACY AND PRONUNCIATION→ Let’s show we control the language and the pronunciation! 10 points


Anything to do with your use of English is generally correct: syntax (word order), morphology, verb tenses, noun phrases, active and passive forms, clauses (time, relative, participle clauses…) reported speech, verb patterns, modal verbs … You name it!


Intonation and pronunciation are correct (despite the influence of L1)


TOTAL MARK: 40 points. Pass mark: 20 points.




How to Improve your Interaction?

 ORAL PRODUCTION EXAM. USEFUL PHRASES TO IMPROVE YOUR INTERACTION 
Interaction is one of the five criteria evaluated in the first part of the oral exam. It accounts for 20 % of your final mark. Your examiners will evaluate to what extent you can initiate a turn and respond appropriately to a partner’s turn. Here are some tips to improve your communicating skills. 
SHOW INTEREST IN THE TOPIC 
• Really? 
• That’s interesting! 
• Right! 
• I see! 
• I can’t believe it! 
• Tag questions: You like science fiction films, don't you? 
• Uh huh 
• As you said before, ... (referring to what the other speaker said before shows you’ve been paying attention) 
• How wonderful / exciting / depressing / embarrassing / ironic! 
• I don’t / can't believe it! 
• I know. I know (just) what you mean. 
• Lucky you! 
• No!? / No way! 
• Oh my goodness! 
• That sounds great / awful / horrible. 
• That’s a pity! / That’s a shame! / What a pity! / What a shame! 
• That’s amazing! 
DIRECT THE CONVERSATION TOWARDS THE TOPIC 
• By the way, 
• Speaking of... 
• That reminds me of... 
FILLERS 
• So, 
• ..., you see, ... 
• You know, 
• I mean,... 
KEEPING YOUR LISTENER ENGAGED 
Rhetorical questions (questions you don’t really expect an answer for, you sort of answer them yourself): What do I mean by that? / Is smoking dangerous? Of course it is. 
• As you very well know, ... 
LOOKING FOR AGREEMENT: 
• Don’t you think? 
• Question tags (Isn’t it / Has it? / Don't you?...) 
• You know what I mean. 
GIVING THE FLOOR (turn to speak): 
• Don’t you think? 
• Question tags (Isn’t it, has it?...) 
AGREEING: 
• I agree with you on that completely. / I couldn't agree more. 
• I see what you mean. 
• I see your point. 
• Exactly. 
• Definitely. 
• That's absolutely right. 
• Absolutely! I'm with you 100 % on that. 
• Indeed! 
• That's very true. 
• That makes sense. 
AGREEING UP TO A POINT 
• I agree with you up to a point. 
• I suppose you've got a point, but... 
• I see your point, but... 
• Your point is well taken, but ... 
• If you ask me (often used for giving a critical opinion afterwards) 
• To tell you the truth / To be honest,... 
• You're right, in a way, but we have to consider... 
• Although it's true that... we must remember that... 
• Despite your arguments, I still feel that... 
DISAGREEING 
• Surely you don't think that. 
• Where's the logic of that? 
• You can't honestly think that... 
• That goes against my better judgement because... 
• It just doesn't make sense to me. 
SAYING “NO” 
• Not really, no (rather than a plain “no”) 
ex. –Do you like football? – Not really, no (instead of “noooo!”) 
INTERRUPTING: 
• I’m sorry to interrupt, but... 
• Can I interrupt you just for a second (here)? 
• Before you continue, (can I just say)... 
• Before you go on,... 
• Before you move on,... 
• Can I / Could I (just) say something (here)? 
• Can I / Could I come in (here/ there)? 
• Can I / Could I interrupt you (for a minute / moment / second)? 
• I’d like to make a point here (if I can / could / may / might) 
• If I can / could / may / might (just) interrupt you (for just a minute / moment / second), I’d like to add / say / point that... 
• If you will allow me (to say something / to speak for a second),... 
CHANGING YOUR MIND ABOUT INTERRUPTING 
• Sorry, I didn’t mean to interrupt. 
• Sorry, I thought you’d finished. 
• Sorry, please carry on. / Sorry, please go on. 
• Sorry, you were going to say...? / Sorry, you were saying...? /Sorry. What were you saying? 
REPHRASING EXPRESSIONS Sometimes we say things that other people don't understand, or we give the wrong impression. If you are asked to explain or clarify your idea, do not use the same expressions and / or phrases, try to reformulate them starting your answer using one of the following phrases: 
• What I meant to say was... 
• Let me rephrase that... 
• Let me put this another way... 
• Perhaps I'm not making myself clear... 
• The basic idea is... 
• One way of looking at it is... 
• Another way of looking at it is... 
• What I want to say is... 
ASKING FOR THE OTHER SPEAKER’S OPINION: 
• How do you feel about...? 
• What’s your take on...? 
• What do you reckon (informal)? 
CHALLENGING A POINT 
• Do you think that's always the case? 
• Can you be sure about that? 
• Is there any way / evidence to prove that? 
• But that's not the point. 
• I don't see why you can say that. 
• But that doesn't take account of the fact that... 
OFFERING OTHER PEOPLE THE CHANCE TO SPEAK 
• (No, please). After you. I'll let you go first. 
• I’d like to hear your opinion first. / Please tell me your opinion on... 
• I’m not sure what I want to say yet, so... 
• Please go ahead. 
• You know more about this than me, so... 
• You must have an opinion on this, so... 
• (Now) I’d be (very) interested to hear your views (on...) / what you think (about...) 
• ..., but I’d be interested in hearing your take on it. 
• ..., but I’m sure you have another point of view. 
• Can you give me your thoughts on...? 
• Do you agree? 
Do you have an opinion on...? / any opinions on / about...? 
• Do you have any (particular) thoughts / views on...? 
• Do you/ Did you want to add anything? 
• Do you want to say anything before we move on? 
• Don't you think (so)? 
• How about you? 
• (Now) I'd like to hear what you think (about...) / your views (on...). 
• From your point of view,...? 
• How do you feel about...? 
• I imagine you will have strong opinions on... 
• I know this is not your specialist subject, but... 
• What are your (first) thoughts on...? 
• What are your feelings about...? 
• What are your views on...? 
• What do you reckon? 
• What do you think (about...)? 
• What reaction do you have to...? 
• What’s your experience (of this)? 
• What’s your opinion (on this)? 
• What’s your position on...? 
• What’s your take on...? 
• What’s your view on...? 
• Would you agree (that...)? 
• You haven’t said anything yet. 
You must have a view on this too. 
SIGNALLING THE END OF YOUR TURN 
• I think I’ve made my point. 
• That’s all I wanted to say. 
(I think) you get the idea. 
TURNING DOWN THE CHANCE TO SPEAK 
• I can’t add anything to that. 
• I don’t have any view on this at all. 
• I think you’ve covered everything. 
• I’m still just digesting what you said. 
I’m still thinking about what I want to say.