English LanguageICSE Class 9 · Chapter 8

ICSE Class 9 Speaking Skills: The Oral Presentation and Discussion

Updated 15 October 2026 · Fact-checked

Not in the CBSE annual exam course structure.

Speaking is assessed in school as part of ICSE English internal assessment. You give an oral presentation of about two minutes on a chosen subject, then discuss it with the examiners for about three minutes. You may glance at brief notes, but reading aloud is penalised. Speaking carries 10 of the 20 internal marks.

What Speaking Skills is about

Speaking skills are tested in school alongside listening. The CISCE English syllabus for the 2028 examination says:

'Each candidate is required to make an oral presentation for about two minutes, which will be followed by a discussion on the subject with the examiners, for about three minutes.'
Subjects 'may include narrating an experience, providing a description, giving directions how to make or operate something, expressing an opinion, giving a report, relating an anecdote or commenting on a current event.'
'A candidate may refer to brief notes in the course of the presentation but reading or excessive dependence on notes will be penalized.'
It is recommended that candidates get an hour to prepare and a choice of subject on a common paper.

In Class IX there are three assessments in the year. Speaking carries 10 of the 20 internal marks. The subject teacher and an external examiner (another teacher nominated by the Head of the School) each assess you, using CISCE's six criteria: fluency, subject matter, organisation, vocabulary and delivery, understanding (emphasising important points) and gesture, each graded from I (best) to IV.

Weightage: Internal assessment, not the written paper: speaking carries 10 of the 20 internal marks for English Language (listening carries the other 10). Class IX: three assessments in the year.Source: CISCE ICSE 2028 English syllabus, Internal Assessment, Paper 1 - English Language

Key concepts

The format: two minutes plus three: Two minutes is about 250-280 spoken words: enough for an opening, three points and a close. The three-minute discussion that follows tests whether you really understand your subject: the examiners ask questions, and you answer in full sentences, with reasons and examples. Prepare for the discussion as carefully as for the talk.; Worked example
Your subject is 'A festival I enjoy'. Plan the two minutes.
Try it first, then show the solutionSolution
Opening (15 seconds): name the festival and one vivid image.
Three points (about 30 seconds each): preparations, the day, what it means to you.
Close (15 seconds): a line that sums up the feeling.
Answer: Opening hook → preparations → the day → meaning → closing line. Expect discussion questions such as 'How has the festival changed?' or 'Is it eco-friendly?'
Notes, not a script: The syllabus penalises 'reading or excessive dependence on notes'. Use a small card with key words: a hook, three headings with two prompts each, and a closing line. Glance down, then look up and speak. Rehearse with the card until the order is in your head.; Worked example
Turn this sentence into a cue card prompt: 'Last summer my grandfather taught me how to make a kite from newspaper and bamboo sticks, and we flew it from the terrace.'
Try it first, then show the solutionSolution
Keep only the trigger words.
Answer: Grandpa – kite – newspaper + bamboo – terrace
Types of subject: The syllabus lists seven kinds of talk. Each has a natural shape:
Narrating an experience / anecdote: setting, what happened, turning point, what you learnt.
Description: an order (place: near to far; person: appearance, habits, personality) with sense details.
Directions / how to make or operate: materials first, then numbered steps with sequence words.
Opinion: a clear stand, two or three reasons, a counter-view answered.
Report: what, when, where, who, outcome.
Current event: facts first, then your comment.; Worked example
Give the shape of a talk on 'How to make a simple water filter at home'.
Try it first, then show the solutionSolution
Purpose: why filters matter.
Materials.
Steps in order with 'first', 'next', 'finally'.
A safety note (boil the water too).
Answer: Purpose → materials (a plastic bottle, cotton, sand, gravel, charcoal) → layered steps → test and safety note → close.
Delivery: voice, pace and emphasis: CISCE grades whether you 'emphasise the important points'. Slow down and stress key words; pause before and after your main point. Pronounce words clearly, vary your tone so that you do not drone, and keep a steady pace (about 130 words a minute is comfortable). Make eye contact with both examiners.; Worked example
How would you emphasise the key point in: 'The most surprising thing was that the whole village came together to rebuild the school in just two weeks.'?
Try it first, then show the solutionSolution
Pause before 'the whole village'.
Stress 'whole village' and 'two weeks'.
Answer: 'The most surprising thing was that ... (pause) the WHOLE VILLAGE came together to rebuild the school in just TWO WEEKS.'
Natural gestures and the discussion: CISCE's top grade asks for 'natural and spontaneous gestures that are not out of place'. Stand or sit straight, keep your hands free (not in pockets), and use a few open gestures to count points or show size. In the discussion, listen to the whole question, take a second to think, answer in two or three full sentences, and if you do not know, say so honestly and offer what you do know.; Worked example
An examiner asks, 'Don't you think firecrackers are part of tradition?' after your talk against noisy celebrations. How do you respond?
Try it first, then show the solutionSolution
Acknowledge the point.
Restate your view with a reason.
Offer a middle path.
Answer: 'Yes, they have been part of the celebration for a long time. But tradition can change when it harms people; the elderly and pets suffer from the noise. Perhaps community displays at fixed times would keep the joy and cut the harm.'

Speaking Skills in real life

Each concept, met in an everyday situation. Read the situation, answer the question in your own words, then compare with the model answer. The one-line hook is what to remember.

Speaking from notes, not reading

Suppose you have to make the announcement for your class at the morning assembly.

Why does reading from a sheet sound weaker than speaking from a few cue words?

Try it first, then show the solutionSolution

Reading flattens the voice and breaks eye contact.
Cue words keep you natural and connected to listeners.

Answer: Listeners trust a speaker who looks at them. The syllabus penalises reading for the same reason.

Memory hook: Glance down, look up, speak.

Structure makes talk memorable

Imagine you are explaining to a new pupil how to reach the library, the lab and the canteen.

How should you organise the directions?

Try it first, then show the solutionSolution

Start from where you both stand.
Give steps in order with landmarks.
Sum up at the end.

Answer: Ordered directions with landmarks are easy to follow; a jumble is not. The 'organisation' criterion rewards exactly this.

Memory hook: First, next, then, finally.

Discussion = real conversation

Suppose an interviewer for a school exchange programme asks you, 'Why do you want to go?'

What makes a strong answer?

Try it first, then show the solutionSolution

A clear reason.
A specific example.
A link to what you will bring back.

Answer: Clear, supported answers in full sentences impress interviewers and examiners alike; the three-minute discussion is practice for real life.

Memory hook: Point, proof, payoff.

Topics in this chapter

The Two-Minute Talk: Notes, Delivery and Discussion (ICSE Class 9)

How the school exam asks Speaking Skills

The question patterns to expect, and the method that works for each.

Question type	How it is asked	Method
Narrating an experience or anecdote	'Narrate an experience that taught you an important lesson.' / 'Relate an amusing incident from a family trip.'	Hook, setting, turning point, lesson; past tense; one or two vivid details.
Description or directions	'Describe your favourite place in your town.' / 'Explain how to operate a fire extinguisher.'	A clear order (space or steps); sequence words; sense details or numbered steps.
Opinion or current event	'Should mobile phones be allowed in school?' / 'Comment on a recent event in the news.'	Stand at the start; two or three reasons with examples; acknowledge another view; firm close.
Report	'Give a report on your school's Annual Day.'	What, when, where, who; highlights in order; outcome; impersonal tone.

Tricks to remember Speaking Skills

Short memory aids. Say each one aloud once, then use it on a question the same day.

Hook-3-Close
One hook, three points, one closing line.
Use it when: The shape of every two-minute talk.
F-S-O-V-U-G
Fluency, Subject matter, Organisation, Vocabulary/delivery, Understanding, Gesture: 'Five Smart Owls Very Unusually Giggle'.
Use it when: CISCE's six speaking criteria.
2 + 3
Two minutes to talk, three to discuss.
Use it when: Remembering the format.

Speaking Skills: exam-level solved questions

Ordered from exam level to HOTS. Cover the solution, write your own, then compare step by step.

Example 1: Two-minute opinion talk · 10 marks · Long answerExam level

Prepare a two-minute talk: 'Every school should have a vegetable garden.'

Try it first, then show the solutionSolution

Hook and stand.
Three reasons with an example each.
Answer a likely objection.
Close with a memorable line.

Answer: Good morning. How many of us have ever eaten a tomato we grew ourselves? I believe every school should have a vegetable garden.

First, a garden is a living science lab. When we plant seeds, we see germination, the effect of sunlight and the role of earthworms, not just in a textbook diagram but in our own hands.

Secondly, it teaches responsibility and teamwork. Plants need watering every day; if our group forgets, the spinach dies, and everyone knows why.

Thirdly, it changes how we eat. Children who grow vegetables are far more willing to eat them. Our school's small garden supplied the canteen with fenugreek last winter, and the parathas disappeared in minutes.

Some people say there is no space in city schools. But a garden can be a row of pots on a terrace or bags of soil along a wall.

So, let us give every school a garden, because what we grow ourselves, we never forget. Thank you.

Example 2: Cue card for a narration · 3 marks · Short answerExam level

Make a cue card for 'An experience that taught me patience'.

Try it first, then show the solutionSolution

Hook, three stages, lesson, close: key words only.

Answer: Hook: 'Three hours, one fish.'
1. Uncle – lake – fishing – me bored
2. Wanted to leave – uncle: 'Wait' – watched water, birds
3. Tug on line – first fish – shouting
Lesson: good things need waiting
Close: 'Now when I'm impatient, I think of the lake.'

Example 3: Answering discussion questions · 3 marks · Short answerHarder exam level

After a talk on 'My favourite book', the examiner asks: 'Would the book make a good film? Why or why not?' Give a strong answer.

Try it first, then show the solutionSolution

Give a clear yes or no.
Two reasons drawn from the book.
A balanced closing thought.

Answer: 'Partly. The adventure scenes in the forest would look wonderful on screen. But much of the book happens inside the hero's head, his doubts and memories, and a film might lose that. A good director could use a voice-over, but I would still tell people to read the book first.'

Example 4: Fixing a weak presentation · 3 marks · Short answerHarder exam level

A pupil reads from a full page without looking up, speaks very fast and ends with 'That's all.' Using CISCE's criteria, name three problems and fixes.

Try it first, then show the solutionSolution

Reading: penalised by the syllabus.
Speed: affects fluency and emphasis.
Ending: affects organisation.

Answer: (1) Reading from a script is penalised: use a key-word card and look up. (2) Speaking too fast hides the important points: slow down and stress key words (understanding/emphasis criterion). (3) 'That's all' is a weak ending: close with a line that sums up the talk (organisation).

Example 5: Directions talk · 4 marks · Short answerHOTS / competency

Give the body of a talk explaining how to make a paper bag from a newspaper.

Try it first, then show the solutionSolution

Materials first.
Clear numbered steps with sequence words.
A closing tip.

Answer: 'You need one double sheet of newspaper, glue and a ruler. First, fold the sheet in half lengthways and glue the open edge to make a tube. Next, fold about five centimetres of one end upwards to form the base, and press the corners into triangles. Then fold the top and bottom flaps of the base over each other and glue them. Finally, open the bag gently and crease the sides. Tip: use two layers if you want to carry anything heavier than a few fruits.'

Where the marks are

How a typical answer is marked: the value points the examiner looks for and the marks each earns.

Oral assignment: CISCE's six criteria, each graded I to IV (3, 2, 1, 0). The syllabus allots 10 marks to speaking; CISCE does not publish how grades convert to the 10 marks, so schools apply their own scaling. (18 marks)

Step	Marks
Fluency of language	3
Subject matter: relevant, rich and original	3
Organisation: well sequenced	3
Vocabulary and delivery: apt words, correct pronunciation	3
Understanding: emphasises the important points	3
Gesture: natural and spontaneous	3

Where students lose marks in Speaking Skills

The slips examiners see most often, and what to write instead.

Mistake: Reading from a script
Nervous pupils write out the whole talk.
Do this: Key-word card; rehearse until you only need to glance.
Usually costs: The syllabus says reading is penalised; fluency and delivery grades fall.
Mistake: Too short or too long
No timing during practice.
Do this: Rehearse with a timer; three points of about 30 seconds each.
Usually costs: Subject matter and organisation.
Mistake: Monotone and rushing
Pupils want to finish quickly.
Do this: Slow down; pause before key points; stress important words.
Usually costs: Understanding (emphasis) and delivery.
Mistake: One-word answers in the discussion
Pupils think the talk is the only part that counts.
Do this: Answer in two or three sentences with a reason or example.
Usually costs: Fluency and subject matter.
Mistake: Stiff or distracting body language
Hands in pockets, fidgeting, staring at the floor.
Do this: Stand straight, look at both examiners, use a few open gestures.
Usually costs: The gesture criterion.

Practice questions on Speaking Skills

Write each answer on paper first. Open the hint only if you are stuck, and the answer only when you have finished.

Q1 · 10 marks · Long answerExam level
Prepare a two-minute talk on 'The person who has influenced me the most'.
Hint
Description + anecdote + lesson.
Answer
Value points: hook; who the person is and a quick picture of them; one or two anecdotes showing their influence; what you learnt; close. In the discussion, expect 'How are you similar/different?' and 'Have you told them?'
Q2 · 10 marks · Long answerHarder exam level
Prepare a talk commenting on a current event, such as a cleanliness drive or an environmental problem in your city.
Hint
Facts first, then your comment.
Answer
Value points: brief, accurate facts (what, where, when); why it matters; your opinion with reasons; a suggestion; close. Avoid statistics you are unsure of.
Q3 · 2 marks · Short answerExam level
List four things you should NOT do during the presentation, according to CISCE's syllabus and criteria.
Hint
Notes, delivery, gestures, content.
Answer
Do not read from notes or depend heavily on them; do not speak in a monotone without emphasising key points; do not use unnatural or out-of-place gestures (or none at all); do not drift into irrelevant or unoriginal matter.
Q4 · 2 marks · Short answerHarder exam level
Rewrite this opening to make it engaging: 'Good morning. My topic is pollution. Pollution is bad.'
Hint
A question, a striking fact or a picture.
Answer
E.g. 'Good morning. This morning, on my way to school, I could not see the end of my own street. Today I want to talk about the air we breathe and what each of us can do to clean it.'
Q5 · 3 marks · Short answerHOTS / competency
Prepare three questions an examiner might ask after a talk on 'Should homework be optional?', and a two-sentence answer to one.
Hint
Think of the opposite view and practical problems.
Answer
E.g. (1) 'Who would decide which pupils need homework?' (2) 'Won't weaker pupils fall further behind?' (3) 'What would you do with the extra time?' Answer to (2): 'Not if teachers set extra practice for those who need it. Optional homework means choice for those who are confident, not neglect for those who struggle.'
Q6 · 3 marks · Short answerHOTS / competency
Explain how you would use the one hour of preparation time recommended by the syllabus.
Hint
Choose, plan, card, rehearse.
Answer
About 5 minutes choosing the subject you know best; 15 minutes listing ideas and picking three main points; 10 minutes making a key-word card; 20 minutes rehearsing aloud quietly and timing yourself; the rest predicting discussion questions.

Test your recall

Answer in your head or on paper first, then open the card. Pulling an answer out of memory makes it stick far better than re-reading.

1.How long is the oral presentation?Show answer
About two minutes.
2.How long is the discussion that follows?Show answer
About three minutes.
3.What does the syllabus say about notes?Show answer
Brief notes may be used, but reading or excessive dependence on notes is penalised.
4.How much preparation time is recommended?Show answer
An hour, with a choice of subject on a common paper.
5.Name three kinds of subject listed in the syllabus.Show answer
Any three: narrating an experience, description, directions to make or operate something, opinion, report, anecdote, comment on a current event.
6.How many marks does speaking carry?Show answer
10 of the 20 internal assessment marks for English Language.

Quick revision checklist

The night before the exam: can you do each of these without looking?

Can you plan a two-minute talk with a hook, three points and a close?
Can you make a key-word cue card instead of a script?
Can you emphasise your main point with pauses and stress?
Can you answer discussion questions in two or three full sentences?
Can you name CISCE's six criteria?

Speaking Skills: frequently asked questions

Is speaking part of the written board examination?

No. It is assessed in school by your teacher and an external examiner; the marks form part of the 20 internal marks.

Can I memorise my talk?

Memorise the structure and key phrases, not every word. A recited talk sounds unnatural and breaks down if you forget a line.

What if I do not know the answer to a discussion question?

Say so politely and offer a related point you do know; honesty and clear thinking count for more than bluffing.

How many speaking assessments are there in Class IX?

The syllabus requires three listening-and-speaking assessments in Class IX (two in Class X).

Based on: CISCE ICSE 2028 English (01) syllabus (Classes IX and X); CISCE Regulations for ICSE Examination Year 2028