• 沒有找到結果。

Speaking – ATM 6 Speaking – ATM 7 Speaking – ATM 8

Underlying Principles

The development of some basic communication strategies does not readily lend itself to descriptions of the learning outcomes in terms of eight attainment milestones, for example,

showing interest to communicate,

facing the listener,

Learning and Teaching

(2) Setting task‐specific assessment criteria and designing activities to help students meet the assessment criteria

Time management Note-taking

Posture

What do the students need to do in order to get there?

Learning and Teaching

(2) Setting task‐specific assessment criteria and designing activities to help students meet the assessment criteria

Note-taking Skills

vs

What do the students need to do in order to get there?

Sample A

Sample B

Comment on the two note‐

sheets prepared by two different students.

Activity 7b

Learning and Teaching

(2) Setting task‐specific assessment criteria and designing activities to help students meet the assessment criteria

Note-taking Skills

What do the students need to do in order to get there?

Sample A

The overreliance on notecards remains a problem. It is recommended that candidates take notes (i.e. short phrases and key words) as a reminder of things they would like to bring up in the discussion, and speak as if these were ideas they had been thinking about, rather than writing out ideas in complete sentences.

2018 HKDSE Examination (English Language: Paper 4): Comments by examiners

Learning and Teaching

(2) Setting task‐specific assessment criteria and designing activities to help students meet the assessment criteria

Note-taking Skills

What do the students need to do in order to get there?

• Use of symbols

• Use of graphic organisers

• Highlighting key points

• Numbering

• Use of

abbreviated forms

Sample B

Learning and Teaching

(2) Setting task‐specific assessment criteria and designing activities to help students meet the assessment criteria

Effective Use of Preparation Time

Reading the

topic/instruction Note-taking Practising the speech

What do the students need to do in order to get there?

Learning and Teaching

(2) Setting task‐specific assessment criteria and designing activities to help students meet the assessment criteria

Appropriate posture

• Eye level

• Sitting up

• Back straight

What do the students need to do in order to get there?

Student A: I think Lantau Island is a good place for the drone  lovers because there are fewer high rise buildings  there.

Student B: I totally agree with you. Cheung Sha is a great spot  for flying drones!

Student C: I agree with you. I think Stanley is better as the  scenery is fantastic. 

Student D: I take your point. And I believe drone lovers would  also like to fly their drones in Sai Kung as there are  many country parks suitable for flying drones…

Learning, Teaching and Assessment

Activity 8a

Study an excerpt from a group discussion about flying drones in Hong Kong. Suggest areas for improvement for the students to focus on.

Where are the students now?

Areas for Improvement

Speaking – ATM 6 Speaking – ATM 7 Speaking – ATM 8

Language

Using a range of language forms and functions quite appropriately and accurately

Using a range of language forms and functions generally appropriately and accurately

Using a wide range of language forms and functions generally appropriately and accurately

Pointers

Learners can, for example,

• use a range of formulaic expressions, and a range of vocabulary on familiar topics with an awareness of

formality

• ask a range of questions including indirect questions in conversations and group discussions with some consistency

• use a small range of tenses and active/passive voice to refer to past, present and future events with some

Pointers

Learners can, for example,

• use a range of vocabulary on familiar and less familiar topics, appropriate to the level of formality

• ask a range of questions including indirect questions in conversations and group discussions with consistency

• use a range of tenses, and active/passive voice for various purposes with some consistency

Pointers

Learners can, for example,

• use a wide range of

vocabulary, with some good choice of words on familiar and less familiar topics, appropriate to the level of formality

• use a range of tenses, and active/passive voice for various purposes with consistency

• use some rhetorical devices (e.g. conditional, rhetorical questions and exaggeration) for emphatic and persuasive purposes

Learning, Teaching and Assessment

An example

 、  、

 、

 、

 、

Language

Use a wide range of

vocabulary appropriate to the context

Speaking objective

(1) Identifying students’ strengths and areas for improvement

 

 、

 、

Where are the students going?

Speaking – ATM 6 Speaking – ATM 7 Speaking – ATM 8

Pronunciation, stress, rhythm and intonation

Speaking English quite accurately and fluently, and with generally appropriate stress, rhythm and

intonation

Speaking English accurately and fluently, and with generally appropriate stress, rhythm and intonation

Speaking English accurately and fluently, and with a high degree of appropriateness in the use of stress, rhythm and intonation

Pointers

Learners can, for example,

pronounce most familiar and unfamiliar words quite accurately

pronounce most sound clusters generally accurately

produce spontaneous utterances with generally appropriate stress, rhythm and intonation, taking few pauses to search for basic lexis and grammar

Pointers

Learners can, for example,

pronounce most familiar and unfamiliar words accurately

produce long utterances with generally appropriate stress, rhythm and

intonation

Pointers

Learners can, for example,

speak English with clear and accurate pronunciation

produce long utterances naturally using appropriate stress, rhythm and intonation

Learning, Teaching and Assessment

 、

An example

 、  、

 、  、

 、

 、

(1) Identifying students’ strengths and areas for improvement

Pronunciation, stress, rhythm and intonation

Produce utterances naturally

Speaking objective

Where are the students going?

Learning and Teaching

(2) Setting task‐specific assessment criteria and designing activities to help students meet the assessment criteria

An onset is the opening unit of a syllable that comes before the vowel sound, e.g. cat. Words with the same onset are

alliterative.

A rime is the ending unit of a syllable that includes the vowel and the following consonant sound(s), e.g. cat. Words with the same rime rhyme.

Phonics Knowledge, e.g. Onset and Rime

Cat

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