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
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Language
Use a wide range of
vocabulary appropriate to the context
Speaking objective
(1) Identifying students’ strengths and areas for improvement
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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
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An example
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(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.