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Speaking: arguing a case and presenting
مُقدَّميبقى موقعك المحفوظ في هذا المتصفح. لا يكتمل استئناف الموقع الدرس أو الإجابة على أسئلته.
Present a position the listener can examine
- Practise stating a position, supporting it, acknowledging a relevant limitation and responding to a question. B1 opinions and discussions provides a useful starting point.
- Claim → support → limitation → conclusion is one planning aid. Adapt the order and length to the audience and task; a thirty-second formula does not define B2 speaking.
- Hear → say → record → replay → compare. These boxes rehearse existing models, not independently assessed arguments. Nothing is scored; recordings stay in this page and disappear on reload.
Give the claim content
- The main reason is … can announce a reason, but it still needs explanation. What people often forget is … can introduce another consideration; it is not automatically stronger than other wording.
- Practice box 1 says cost and time without giving the underlying case. In your own turn, state what the proposal is and how those considerations affect it.
- Treat signposts as support for the message, not as evidence for a claim.
Hear the model, then record the claim and the reframe.
The model names cost and time but does not supply a proposal or evidence. In your own case, explain their relevance; a reframe is not automatically stronger.
Acknowledge a relevant limitation
- It's true that …, but … can acknowledge one point while introducing another. The second clause still needs to address the first; but does not refute a problem by itself.
- The phone example raises distraction and self-control. It does not prove that a ban is ineffective in every setting or supply evidence for a policy decision.
- Practice box 2 rehearses the contrast. Then say what evidence or condition would matter for your own position.
Concede, then answer. Record the pair.
A concession can make an argument fairer when relevant, but the response still needs reasons or evidence. This phone example is a position to examine, not a proven policy finding.
Match certainty to the evidence
- May, seem to, tend to can qualify a claim when their meaning fits. In most cases still makes a broad frequency claim and needs support.
- If an earlier-start trial involved one group for one week, a careful claim names that scope. Adding seems does not make helps everyone or in most cases supported.
- Practice box 3 is a wording rehearsal. Its reference to results does not provide an actual dataset. Do not present that sentence as a research finding or add several hedges simply to sound cautious.
Rehearse the qualified wording, then identify what evidence its claims would need.
Seem to and tend to do not establish a result. Qualify a claim to match actual evidence, name its scope and avoid piling on hedges as a substitute for support.
Give a listener useful signposts
- First … / Moving on to … / To sum up … can help listeners follow a presentation. Give each phrase enough clarity, with pauses where the meaning needs them.
- Practice box 4 contains the plan works. In your own conclusion, say what your evidence actually supports, including limitations; a fluent signpost does not validate the conclusion.
- You may pause, clarify or respond to a listener's question. Speaking naturally does not require making every signpost slower than the surrounding content.
Three signposts, one run. Record it.
Signposts help navigation. They do not validate the conclusion or require one fixed speed pattern.
Feel can express an opinion
- I feel the plan is risky is grammatical: feel can express a personal opinion as well as a physical or emotional state. I think … and I believe … are also possible.
- The choice can convey a different stance, but none of these phrases supplies evidence by itself. Explain the risk: I feel the plan is risky because it leaves no time for a second check.
- Practice box 5 rehearses think and believe as alternatives. It does not make feel wrong for opinions or put the three words on a fixed certainty scale.
Rehearse think and believe as two possible opinion openings; feel can also express an opinion.
Feel can express a physical state, an emotion or an opinion. Think, believe and feel can convey different stances, but they are not a fixed certainty scale and none supplies evidence.
Rehearse a case, then test its weak point
- Practice box 6 contains a short four-day-week model. Its claim that a home study day solves most childcare difficulties is unsupported here. Repeating the clip is pronunciation/organisation rehearsal, not endorsement of that claim.
- For your own real or fictional proposal, give a position and relevant support, identify a limitation and reach a proportionate conclusion. If you lack evidence, say what would need checking.
- Record and replay. Identify a specific overclaim or unclear link, revise it and compare the retry. A freer second take is not automatically more accurate or effective.
Use your own or fictional case. Record, replay and revise one unsupported or unclear claim; thirty seconds is only a local practice allowance.
The existing model’s childcare solution is an unsupported claim to examine. Give a proportionate conclusion in your own case; one short recording does not establish B2 proficiency.
Transfer to a new audience
- Tomorrow, explain a different proposal to a different audience before rereading. Invite a follow-up question from a partner if possible; a solo recording cannot establish interactive speaking ability.
- Next: discussions, arguments and media listening or writing a supported proposal. IELTS and TOEFL offer separate exam preparation when relevant.
- Usage reference checked 20 October 2026: Cambridge: feel, including its opinion use. This is one practice unit in the A1–B2 route, not evidence that the speaking curriculum or a learner's level is complete. Independent language, recording and learner reviews remain pending.