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Group Interaction

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SPEAKING

Part 2: Group Interaction

5

Interacting with Peers Talks very confidently with peers on topics related to education using a wide variety of conversational strategies.

Discussing Educational Matters with Peers Produces relevant ideas with examples and can clarify and elaborate when required.

4

Interacting with Peers Talks confidently with peers on topics related to education using a variety of conversational strategies.

Discussing Educational Matters with Peers Produces mostly relevant ideas with examples and can usually clarify and elaborate when required.

3

Interacting with Peers Talks with some degree of confidence with peers on topics related to education using conversational strategies.

Discussing Educational Matters with Peers Produces generally relevant ideas with examples, though may not always be able to clarify and elaborate when required.

2

Interacting with Peers Does not talk with confidence with peers on topics related to education and there is little effective use of conversational strategies.

Discussing Educational Matters with Peers Does not produce many relevant ideas or examples.

Does not clarify or elaborate when required.

1

Interacting with Peers Fails to talk in a meaningful way with peers on topics related to education with no effective use of conversational strategies.

Discussing Educational Matters with Peers Does not produce relevant ideas or examples.

A sample Speaking paper is given on the following pages.

Sample Speaking Paper

Part 1

Task 1A Reading Aloud

Please read the following prose passage aloud as meaningfully as possible.

Super-Frog Saves Tokyo

Michael found a giant frog waiting for him in his apartment. It was powerfully built, standing over six feet tall on its hind legs. A skinny little man not more than five-foot-three, Michael was overwhelmed by the frog’s imposing bulk.

“Call me ‘Frog’,” said the frog in a clear, strong voice.

Michael stood rooted in the doorway, unable to speak.

“Don’t be afraid, I’m not here to hurt you. Just come in and close the door. Please.”

Briefcase in his right hand, grocery bag with fresh vegetables and tinned salmon cradled in his left arm, Michael didn’t dare move.

“Please, Michael, hurry and close the door, and take off your shoes.”

The sound of his own name helped Michael snap out of it. He closed the door as ordered, set the grocery bag on the raised wooden floor, pinned the briefcase under one arm, and unlaced his shoes. Frog gestured for him to take a seat at the kitchen table, which he did.

“I must apologize, Michael, for having barged in while you were out,” Frog said. “I knew it would be a shock for you to find me here. But I had no choice. How about a cup of tea? I thought you would be coming home soon, so I boiled some water.”

Michael still had his briefcase jammed under his arm. Somebody’s playing a joke on me, he thought. Somebody’s rigged himself up in this huge frog costume just to have fun with me. But he knew, as he watched Frog pour boiling water into the teapot, humming all the while, that these had to be the limbs and movements of a real frog. Frog set a cup of green tea in front of Michael, and poured another one for himself.

Sipping his tea, Frog asked, “Calming down?”

But still Michael could not speak.

Copyright © 2001 Haruki Murakami. Reproduced by permission of the author c/o Rogers, Coleridge

& White Ltd., 20 Powis Mews, London W11 1JN.

Task 1B Recounting an Experience / Presenting an Argument

Who was your favourite teacher when you were at school? Explain why.

You may make notes here:

End of Part 1

Part 2

In this part of the speaking assessment, you are required to participate in a group discussion.

Instructions

• To prepare for the discussion:

Read through the task sheet on the next page. You will need to take part in a discussion.

• During preparation:

Please remember NOT to talk to the other candidates. You are advised NOT to make extensive notes.

• During the discussion:

Remember to focus on the specific tasks. You should converse with your fellow candidates in an informal, co-operative manner and respond to their ideas. Do NOT make speeches or spend any time organising or discussing how your group will operate.

Situation:

You are a member of the school English panel. You are about to have a meeting to discuss this year’s English Speech Festival.

You have all received the following memo from the School Principal:

From: Mr Chan Tai Man, School Principal To: All members of the English Panel Subject: English Speech Festival

This year’s English Speech Festival is coming up and I would like to see the school do well this year. Last year we did rather poorly, with just one student getting into the top three.

Please look into how we might encourage more students to join the Festival and what measures we need to take to ensure that they do well.

Task:

Discuss the Speech Festival with your fellow teachers.

You will need to add your own ideas.

You may make notes here:

End of Paper

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