Speaking

Speaking is the oral part of the exam, conducted with an examiner or in a recorded format. It usually has several parts: questions about yourself, a longer talk on a given topic, and a discussion of a more abstract topic; the exact structure and timing are given in the official sample (uzbmb.uz). The assessment values clear, fluent and connected speech more than perfect grammar. Many candidates know more than they manage to say because they are nervous or do not know how to build an answer. This lesson covers the assessment criteria, answer patterns for each part, useful phrases and ways to practise.

§1. Assessment criteria

Four criteria are usually assessed:

• Fluency and coherence — speaking without long pauses, linking ideas with connectors, a logical order.
• Lexical resource — varied vocabulary suited to the topic, expressions, and the ability to explain a word you do not know (paraphrase).
• Grammatical range and accuracy — simple and complex sentences, different tenses, conditionals and relative clauses.
• Pronunciation — intelligibility, word stress, intonation. An accent is not a problem; what matters is being understood.

It follows that a short answer does not show fluency, repeating the same words lowers the vocabulary score, and only simple sentences do not show grammatical range.

§2. Part 1: questions about yourself

Topics include study or work, home, family, hobbies, your town, food, travel and daily routine. The questions are easy, but one-word answers earn no credit.

• Do you like reading? → Yes, I do, especially historical novels. They help me relax after classes. Recently I reread "O‘tkan kunlar" and enjoyed it even more.

For questions about a picture, follow this order: general description (In this picture I can see…), details (In the foreground…, in the background…), speculation (It looks like…, They might be…), personal reaction (I’d love to be there because…).

Worked example

Question: What do you usually do at weekends?

1. Direct answer: I usually spend my weekends with my family.
2. Reason: because during the week I’m busy with my studies.
3. Example: Last Saturday, for example, we went to Chorvoq and had a picnic by the lake.
4. The tenses are mixed: Present Simple (a habit) and Past Simple (the example), which shows grammatical range.
5. Result: a connected three-sentence answer with an example.

§3. Part 2: the long turn

You get a card with a topic and three or four prompts, and a short time to prepare.

1. During preparation write key words, not full sentences — two or three for each prompt.
2. Follow the order of the prompts on the card; it is a ready-made plan.
3. Opening: I’d like to talk about…; transitions: As for…, Another thing is…, The reason why…; closing: So that’s why…, Overall….
4. For past events use the Past Simple and Past Continuous; for descriptions use adjectives and feelings.
5. Keep talking until the time is up; if the examiner stops you, that is normal.

Worked example

Describe a place in your city you like visiting.

1. Key words: park — near home — weekends — fountains, trees — calm — walk with friends — escape from noise.
2. Opening: I’d like to talk about a park which is just ten minutes from my home.
3. When and with whom: I usually go there at weekends with my friends.
4. Description: There are fountains and old trees, so even in summer it’s cool.
5. Closing (why you like it): What I like most is that it’s really calm, so it’s a perfect escape from the noise of the city.

§4. Part 3: discussion

The questions are general and abstract: Why do young people prefer online shopping? How will technology change education? The examiner expects views about society, not just personal experience.

• Speculating and generalising: I suppose…, It depends on…, Generally speaking…, In the long run….
• Comparing: Compared to the past…, whereas…, On the other hand….
• Hypothesising: If schools used more technology, students would… (Second Conditional).

Worked example

Question: Do you think people read fewer books nowadays?

1. Position: I think it depends on what we mean by reading.
2. Reason: People probably read fewer paper books because they spend more time on their phones.
3. Example: For example, many of my friends read news and articles online every day.
4. Another view: On the other hand, e-books and audiobooks have made reading more accessible.
5. Conclusion: So overall, people still read, but in different ways.

§5. Difficult moments, useful phrases and pronunciation

• If you did not understand: Could you repeat the question, please? — this does not lose marks.
• To gain thinking time: That’s an interesting question. Let me think…, Well, I’ve never really thought about it, but….
• If you do not know a word, describe it (paraphrase): It’s a kind of…, the thing you use to….
• If you make a mistake, correct it quickly and carry on: I went… sorry, I’ve been there twice.
• Giving opinions: In my opinion…, As far as I’m concerned…, I strongly believe….

Pronunciation. Word stress and sentence rhythm matter most. Stress long words correctly: PHOtograph, phoTOgraphy, photoGRAphic. Say content words (nouns, verbs, adjectives) more strongly and function words (a, the, to, of) more weakly. There is no need to speak very fast; a steady, moderate pace is clearer. Pay attention to sounds that do not exist in Uzbek: th (think, this), the difference between w and v (west — vest), and final consonants (asked, months).

§6. How to practise

• Record yourself for five minutes every day, then listen and find your mistakes.
• Give one- to two-minute talks against a phone timer.
• Prepare 10–15 useful words and phrases for each topic, but do not memorise whole answers.
• Practise in pairs: one person is the examiner, the other the candidate.
• Note down phrases from English podcasts and videos and use them in your own answers.

Check yourself

1. What is the answer formula for Part 1?

2. What do you write while preparing for Part 2: full sentences or key words?

3. You did not understand the question. What do you say?

4. Which phrase expresses speculation in Part 3: I suppose or Definitely?

5. Does an accent lower your score?

6. What is it called when you explain a forgotten word with other words?

7. Which criterion assesses the variety of tenses and sentence types?

8. Which stage of describing a picture does It looks like… belong to?

Common mistakes

• Very short answers (Yes. / No.) — fluency is not shown.
• Reciting a memorised text — the examiner notices, and it does not fit the question.
• Long silences — use filler phrases.
• Going off topic in the long turn.
• Repeating the same words (good, nice, interesting) — use synonyms.
• Speaking only in the Present Simple — add past, future and conditional forms.