GCAS Strategies 2 Starting and finishing

White words START and FINISH on either side of a line on gray pavement

Start and finish strongly

Image Credit
Andrew Hurley via Flickr

In this lesson, you will learn to start and finish your GCAS answers effectively. It's also useful whenever you answer a question or give an opinion in English.

Introduction

Your teacher has a question for you. Answer it as you would in the GCAS.

Question:

  • Do you think your company has good leadership practices?

Teachers, please:

  1. Pay attention to the beginning.
  2. Let them keep talking until they have finished.
Warm Up

Discuss your answer.

  • How do you feel about your beginning?
  • What about your ending?

Encourage self-reflection.

Possible issues:

  1. The long silence.

Your student may pause and think. This is not good communication.

Teaching tip: Have your student ask you that question. Say nothing for 5 seconds. Ask, "How did that feel?"

  1. A robotic set phrase.

Saying, "That. is. a. good. question", doesn't make me believe it is actually a good question.

Teaching tip: Model their set phrase with better intonation. Get them to shadow.

  1. Rambling.

The answer goes off-track from what was promised at the beginning.

  1. Three-point answer.

Some students have been taught to use a three-reasons structure:

Question: "Why do you like milk?"
Typical answer: "I like milk for the following three reasons. First, milk is very healthy. Second, milk is delicious. Finally, milk is good in coffee and tea. For these three reasons, I like milk."

This is a bad style.

  • Adding numbers and repetition does not make this seem more sophisticated in English.
  • The framework is not powerful or grammatically interesting.
  • Fluent business people don't use this style.

A native speaker would just say:

I like milk because it's healthy, it's delicious, and it's good in coffee or tea." 

5. A pretty good answer.
The beginning was quick and clear. The ending wrapped it up well. Now we can make your beginnings and endings even stronger.

Language

A. How to begin

  1. First, immediately show that you understand.

  • Respond immediately.

That's a good/interesting/tough/big question.

  • Repeat a keyword (not a sentence).

Q: Do you think your company has good leadership practices?
A: Good leadership? Hmm, well, yes. My company has... 

  • Say yes/no.
    • Simple questions can be answered immediately. 

  1. Then, give a clear claim (opinion).

  • Can be strong: 

I definitely think... 

  • Can be tentative/balanced:

I suppose...

I generally think that...

B. How to end

  1. Use a transition phrase. 

  • It's important to use a variety of phrases through the test.
  • Brainstorm a few different ones.

NOTE: For short answers, you don't need a full transition phrase. You can simply say something like, "So, [+ conclusion]", or "Anyway, [+ conclusion]".

  1. Clearly and simply restate or paraphrase your claims.

This should be short and simple—just a few words per claim.

Remember:

  • Don't repeat evidence or reasoning.
  • Don't introduce new ideas.
  • Don't repeat your introduction word-for-word. 

  1. Add a "so what?"

This gives the energy back to the interviewer, and it has a lot of impact. Here are some examples: 

  • Recommendation:

So, if you have the chance, you should definitely visit my hometown.

  • Wish/Hope:

So, I have a negative opinion of the economy in the long term, but, of course, I hope I'm wrong! 

  • Prediction:

So, solar power is going to be used more and more in the future. 

A. How to begin

Ask if your student has any ideas.

You do not need to answer right away. You can think for a couple of seconds. 

1. First, immediately show that you understand.

Strategies:

  • Use a filler phrase (with fluency).

    • That's a good/interesting/tough/big question.

  • Repeat a keyword (not a sentence).

    • Q: Do you think your company has good leadership practices?

    • A: Good leadership? Hmm, well, yes. My company has... 

  • Say yes/no.

    • Simple questions can be answered immediately. 

2. Then, give a clear claim (opinion).

  • Can be strong: 
    • “I definitely think... 
  • Can be tentative/balanced
    • “I suppose...; I generally think so..."

B. How to end

Strong endings are important. If you get the chance, end strongly. 

Strong endings also help in meetings and presentations. 

There are generally three parts of a strong ending (more detail below):

  1. If the answer is long, then use a transition phrase like, "So to wrap up..." or "All in all..."
    • If it's short, you can simply say something like, "So,..." or "Anyway,..." 
  2. Clearly and simply repeat your claims. (This should be very short.) 
  3. Add a "so what?" (This can be a recommendation, prediction, hope or future action.)  

1. Transition phrase. 

This is not necessary for short answers, and it's important that the student use a variety of phrases through the test. Brainstorm a few different ones. 

This phrase may be new: all in all—considering all the points I've said.

Here are a few others: 

  • So, to finish up...
  • Therefore...
  • In conclusion... 
  • Anyway...

2. Clearly and simply restate or paraphrase your claims.

This should be short and simple—just a few words per claim.

  • Don't repeat evidence or reasoning
  • Don't introduce new ideas.
  • Don't repeat your introduction word-for-word. 

3. Add a "so what?"

Nearly every student misses this, but it's easy. It gives the energy back to the interviewer, and it has a lot of impact.

Examples: 

  • Recommendation: So, if you have the chance, you should definitely visit my hometown.
  • Hope: So, I have a negative opinion of the economy in the long term, but, of course, I hope I'm wrong! 
  • Prediction: So, solar power is going to be used more and more in the future. 

Additional detail

If your student needs help, you can cut and paste the following examples into the chat box and discuss them.

Weak endings: 
  1.  

For the reasons I mentioned, I am positive about my country's economy.

  • What reasons? You should finish on a strong note: a powerful summary of your position.

  1.  

So, because the World Cup is coming, and it's going to boost the economy, and the World Cup is good for tourism, and also due to the expansion of the robotics industry and A.I., and because both of these will boost the economy, I’m positive about our country's economy.

  • Too long! I just heard your answer; you don’t need to repeat it. Just remind me of the main points.
A strong ending: 

So, to wrap up, I’m really positive about my country’s economic future because the World Cup is coming, and we also still have a strong technology sector. It’s a good time to be here, and in the future, I think it’s going to get even better! 

Practice

Now that you have learned how to begin and end powerfully, let's do some practice!