Speaking - presentation and interaction (91135, 91136)
What the standards ask for
Two internal standards. The presentation requires a spoken talk giving a personal response - opinion, reasons and examples, not pure description. The interaction requires a real exchange: you share information, justify ideas and opinions, and respond to what the other speaker actually says. Fluency and communication carry the marks; small slips do not sink you, silence and one-word answers do.
Building the presentation
Open with a greeting in です/ます, state your topic, then give two or three points. Each point needs a reason (～からです, ～ので, なぜなら) and, where possible, an example (たとえば). Close with a clear opinion (～と おもいます, ～のではないでしょうか). Show range deliberately: ～たことがある, ～つもりです, ～ながら, ～ために, ～すぎる, ～より～のほうが, and ～てあげる/てくれる/てもらう. Vary sentence endings so the talk is not twenty です in a row. Cue cards with keywords are fine; reading a script aloud flattens intonation and loses marks.
Making the interaction work
Justification is the top mark. Prepare なぜなら / ～からです / ～んです patterns, and prepare questions of five types (いつ, どこ, だれと, どうして, どんな). Learn repair phrases: すみません、もういちど おねがいします; ～というのは どういう いみですか. Use あいづち - そうですね, なるほど, たしかに - so the exchange sounds like talk, not two monologues.
Worked example
Prompt: 日本の 学校と NZの 学校は どう ちがいますか。 Weak: ちがいます。 Strong: NZの 学校では くつを ぬぎますが、日本では 上ぐつに かえます。だから、日本では 上ぐつを もって いきます。でも、どちらも クラブ活動が さかんだと おもいます。 Reasoning: が contrasts the two systems, だから supplies the consequence, and the final と おもいます delivers a justified opinion - that last clause is what earns the justification mark.
Traps that cost marks
Yes/no answers with no expansion; memorised speeches that collapse at the first follow-up question; mixing plain and polite forms; never asking the examiner anything; long vowels mistimed (ここ/こうこう, おばさん/おばあさん).