Hkdse English Ms 20120116
Hkdse English Ms 20120116
香港考試及評核局
HONG KONG EXAMINATIONS AND ASSESSMENT AUTHORITY
香港中學文憑考試
HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION
練習卷
PRACTICE PAPER
評卷參考(暫定稿)
PROVISIONAL MARKING SCHEME
本評卷參考乃香港考試及評核局專為本科練習卷而編寫,供教師參
考之用。教師應提醒學生,不應將評卷參考視為標準答案,硬背死
記,活剝生吞。這種學習態度,既無助學生改善學習,學懂應對及
解難,亦有違考試着重理解能力與運用技巧之旨。因此,本局籲請
各位教師通力合作,堅守上述原則。
This marking scheme has been prepared by the Hong Kong Examinations and
Assessment Authority for teachers’ reference. Teachers should remind their
students NOT to regard this marking scheme as a set of model answers. Our
examinations emphasise the testing of understanding, the practical application of
knowledge and the use of processing skills. Hence the use of model answers, or
anything else which encourages rote memorisation, will not help students to
improve their learning nor develop their abilities in addressing and solving
problems. The Authority is counting on the co-operation of teachers in this
regard.
香港考試及評核局 保留版權
Hong Kong Examinations and Assessment Authority
All Rights Reserved 2012
1. This marking scheme is a provisional version which has not undergone the normal standardisation process,
so some revisions may be necessary after actual samples of performance have been collected and
scrutinised by the HKEAA. Teachers are strongly advised to conduct their own internal standardisation
procedures before applying the marking schemes. After standardisation, teachers should adhere to the
marking scheme to ensure a uniform standard of marking within the school.
2. The marking scheme may not exhaust all possible answers for each question. Teachers should exercise
their professional discretion and judgment in accepting alternative answers that are not in the marking
scheme but are correct and well reasoned.
( ) Bracketed words, figures or ideas are not essential for the candidate to be awarded the point.
7. In the live HKDSE examination, the marks for Part B1 and Part B2 need to be equated so that the
performance of candidates choosing different parts can be reflected on the same scale. For further details
regarding the equating of marks, please refer to page 19 of the booklet “Grading Procedures and Standards-
referenced Reporting in the HKDSE Examination”, which is also accessible on the HKEAA website at
(http://www.hkeaa.edu.hk/DocLibrary/Media/Leaflets/HKDSE_SRR_A4_Booklet_Jun2011.pdf).
8. The equating can only be done after the completion of marking and the analysis of marks achieved by
candidates on Parts A, B1 and B2. Schools will be provided with the “conversion factor” for this practice
paper at the briefing sessions to be conducted in late February 2012.
9. Please note that for the purpose of internal assessment, no equating is necessary if all the students within a
school have opted for the same section in Part B (i.e. either B1 or B2).
Part B1
24. 3/three
25. C
26. the pit bull appeared out of nowhere // the pit bull didn’t make a (single) sound (as it attacked her dogs)
27. savagely
28. B
accept any reasonable
29. he was afraid of (getting arrested by) the police // he was afraid of getting in trouble answer which can be
inferred from the text
30. A
31. (the pit bull) owner
32. (the) walking cane
33. a) rescue
b) yelled 1 mark each
c) loose
34. C
35. a) NG
b) T
c) T 1 mark each
d) F
e) F
36. recovering
37. 4 January (2012) // today
38. journalist // reporter // (newspaper)writer
39. B
40. 4
3
5
1 mark for getting ALL numbers in the correct order
1 (given)
6
2
41. Para 1-2 D
Para 3-4 E
1 mark each
Para 5-6 B
Para 7 A
42. B
43. (the) City Council of San Francisco the Integrated Waste Management Board
44. restaurant // food // catering
45. higher disposal fees
46. a) (help) (businesses) save money
b) extend the life of landfills in any order; 1 mark each
49. a) slipping
1 mark each
b) bulk // bulk form
50. Tip 5 C
Tip 6 B
1 mark each
Tip 7 E
Tip 8 A
Part B2
51. C
52. A
53. D
54. D
55. C
56. they are disorderly/an eyesore/an embarrassment to the government
57. a) uber-chic
1 mark each
b) vulnerable (to)
67. B
68. the recyclers will lose their jobs/be sacked
69. Buck // husky dog
70. A
71. heavier
in any order; 1 mark each
taller//bigger
72. B
73. to become friends/friendly with the wolf // befriend the wolf // sniff noses with the wolf
74. C
75. (Buck is) running free in the open
76. whether to follow the wolf or return to the camp/his master
1 mark each; points may
77. he returns to the camp appear in any order but
must be congruent. Points
because he remembers/misses John Thornton // he doesn’t want to live in the wild should be supported by
information given in the
78. C text.
香港考試及評核局
HONG KONG EXAMINATIONS AND ASSESSMENT AUTHORITY
香港中學文憑考試
HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION
練習卷
PRACTICE PAPER
評卷參考(暫定稿)
PROVISIONAL MARKING SCHEME
本評卷參考乃香港考試及評核局專為本科練習卷而編寫,供教師參
考之用。教師應提醒學生,不應將評卷參考視為標準答案,硬背死
記,活剝生吞。這種學習態度,既無助學生改善學習,學懂應對及
解難,亦有違考試着重理解能力與運用技巧之旨。因此,本局籲請
各位教師通力合作,堅守上述原則。
This marking scheme has been prepared by the Hong Kong Examinations and
Assessment Authority for teachers’ reference. Teachers should remind their
students NOT to regard this marking scheme as a set of model answers. Our
examinations emphasise the testing of understanding, the practical application of
knowledge and the use of processing skills. Hence the use of model answers, or
anything else which encourages rote memorisation, will not help students to
improve their learning nor develop their abilities in addressing and solving
problems. The Authority is counting on the co-operation of teachers in this
regard.
香港考試及評核局 保留版權
Hong Kong Examinations and Assessment Authority
All Rights Reserved 2012
2. For Part A markers should give a mark from 0 – 7 for each of the three domains:
I. Content
II. Language
III. Organization
Total mark: 21
3. For Part B markers should give a mark from 0 – 7 for each of the three domains:
I. Content
II. Language
III. Organization
Total mark: 21
4. In order to allocate the mark for each domain, markers should consult the Marking Guidelines and award a
mark based on which descriptor best describes the candidate’s performance. The same Marking Guidelines
should be used for each Part. However, it should be noted that Part A carries 10% of the subject marks and
Part B carries 15%. The weighting of each Part should be taken into account when combining the marks to
form the total paper mark.
5. A simple way for adjusting the Part A and Part B marks to form the writing paper total is suggested as follows:
Supplementary information
PART A
1. Your school is holding a walkathon to raise money for charity. Complete the following sections of the
information poster below to promote the walkathon and encourage students and their families to take part.
PART B
Key requirements of the question
香港考試及評核局
HONG KONG EXAMINATIONS AND ASSESSMENT AUTHORITY
香港中學文憑考試
HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION
練習卷
PRACTICE PAPER
評卷參考(暫定稿)
PROVISIONAL MARKING SCHEME
本評卷參考乃香港考試及評核局專為本科練習卷而編寫,供教師參
考之用。教師應提醒學生,不應將評卷參考視為標準答案,硬背死
記,活剝生吞。這種學習態度,既無助學生改善學習,學懂應對及
解難,亦有違考試着重理解能力與運用技巧之旨。因此,本局籲請
各位教師通力合作,堅守上述原則。
This marking scheme has been prepared by the Hong Kong Examinations and
Assessment Authority for teachers’ reference. Teachers should remind their
students NOT to regard this marking scheme as a set of model answers. Our
examinations emphasise the testing of understanding, the practical application of
knowledge and the use of processing skills. Hence the use of model answers, or
anything else which encourages rote memorisation, will not help students to
improve their learning nor develop their abilities in addressing and solving
problems. The Authority is counting on the co-operation of teachers in this
regard.
香港考試及評核局 保留版權
Hong Kong Examinations and Assessment Authority
All Rights Reserved 2012
( ) Bracketed words, figures or ideas are not essential for the candidate to be awarded the point.
4. For open-ended question, a range of acceptable ways of expressing the answers are to be expected.
7. Unless otherwise specified, a point should be awarded if the answer provided is understandable, even if it
contains a spelling error. However, if the spelling error is such that it constitutes another word, thus affecting
the meaning, the point should not be awarded.
8. In the live HKDSE examination, the marks for Part B1 and Part B2 need to be equated so that the
performance of candidates choosing different parts can be reflected on the same scale. For further details
regarding the equating of marks, please refer to page 19 of the booklet “Grading Procedures and Standards-
referenced Reporting in the HKDSE Examination”, which is also accessible on the HKEAA website
(http://www.hkeaa.edu.hk/DocLibrary/Media/Leaflets/HKDSE_SRR_A4_Booklet_Jun2011.pdf).
9. The equating can only be done after the completion of marking and the analysis of marks achieved by
candidates on Parts A, B1 and B2. Schools will be provided with the “conversion factor” for this practice
paper at the briefing sessions to be conducted in late February 2012.
10. Please note that for the purpose of internal assessment, no equating is necessary if all the students within a
school have opted for the same section in Part B (i.e. either B1 or B2).
Marking Scheme
Part A
Information collection:
Internet search
(3) (a) day and
(2) Hong Kong websites a half // 1½ days Sam
Library search:
Interview:
(9) Half (an) hour //
(8)* Doctor/Dr/Dr. Lam ½ hr // 30 minutes (10) Lucy
Project write-up:
Podcast on Obesity
Boys – More than (16) 25%/a quarter (of their body) is fat.
Girls – More than (17) 32%/nearly a third (of their body) is fat.
BMI figure suggested for obesity by Hong Kong (18) 28.5 (and over)
Metropolitan University – // ≥ 28.5
Criticisms of BMI:
4. (24) depression
Obesity in childhood leads to (25) life long problems // a problem(s) in later life
STEP 1
STEP 2
(32) read/examine weight
(history) and medical history
of child & immediate family
STEP 4
Devise treatment strategies:
- (34) reduce energy intake
- modify eating and activity behaviour
- (35) involve family (in the process /
strategy)
STEP 5
(36) reassess situation
STEP 6
- Regular monitoring
(37) unsuccessful
(outcome) - (39) weight loss
maintenance
Indicate which of the following are the THREE recommendations to deal with child obesity made by the group.
Tick () THREE boxes only.
Note to markers: for items 40 – 42, 0 marks should be awarded if more than 3 boxes are ticked.
Indicate how the first two students who ask questions feel about children suffering from weight problems.
Tick () ONE box only for each student.
Note to markers: for items 43 – 44, 0 marks should be awarded if more than 1 box per student is ticked.
Shocked Shocked
Disgusted Disgusted
Worried Worried
The third student to speak in the question-answer session makes two points. Summarise the points s/he makes and
Aaron’s response by completing the sentences below. Use ONE word only in each blank.
Student 3: Students who are overweight should not be (45) rewarded for being
overweight because that would mean that they were being (46) patronized .
The fourth student to speak in the question-answer session asks a question about the eating habits of poor families.
Summarise Aaron’s response.
(48) OK to have/eat fast food occasionally
香港考試及評核局
HONG KONG EXAMINATIONS AND ASSESSMENT AUTHORITY
香港中學文憑考試
HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION
練習卷
PRACTICE PAPER
評卷參考(暫定稿)
PROVISIONAL MARKING SCHEME
本評卷參考乃香港考試及評核局專為本科練習卷而編寫,供教師參
考之用。教師應提醒學生,不應將評卷參考視為標準答案,硬背死
記,活剝生吞。這種學習態度,既無助學生改善學習,學懂應對及
解難,亦有違考試着重理解能力與運用技巧之旨。因此,本局籲請
各位教師通力合作,堅守上述原則。
This marking scheme has been prepared by the Hong Kong Examinations and
Assessment Authority for teachers’ reference. Teachers should remind their
students NOT to regard this marking scheme as a set of model answers. Our
examinations emphasise the testing of understanding, the practical application of
knowledge and the use of processing skills. Hence the use of model answers, or
anything else which encourages rote memorisation, will not help students to
improve their learning nor develop their abilities in addressing and solving
problems. The Authority is counting on the co-operation of teachers in this
regard.
香港考試及評核局 保留版權
Hong Kong Examinations and Assessment Authority
All Rights Reserved 2012
( ) Bracketed words, figures or ideas are not essential for the candidate to be awarded the point.
5. Unless otherwise specified, a point should be awarded if the answer provided is understandable, even if it
contains a spelling error. However, if the spelling error is such that it constitutes another word, thus affecting
the meaning, the point should not be awarded.
6. In the live HKDSE examination, the marks for Part B1 and Part B2 need to be equated so that the performance
of candidates choosing different parts can be reflected on the same scale. For further details regarding the
equating of marks, please refer to page 19 of the booklet “Grading Procedures and Standards-referenced
Reporting in the HKDSE Examination”, which is also accessible on the HKEAA website
(http://www.hkeaa.edu.hk/DocLibrary/Media/Leaflets/HKDSE_SRR_A4_Booklet_Jun2011.pdf).
7. The equating can only be done after the completion of marking and the analysis of marks achieved by
candidates on Parts A, B1 and B2. Schools will be provided with the “conversion factor” for this practice
paper at the briefing sessions to be conducted in late February 2012.
8. Please note that for the purpose of internal assessment, no equating is necessary if all the students within a
school have opted for the same section in Part B (i.e. either B1 or B2).
Mark Allocation
Note to markers: the numbers in brackets refer to the page in the Data File where the information appears.
Information from the tapescript is given as page 3 as candidates are asked to complete the Data File by taking notes
on page 3.
See page 5 for details regarding where candidates should have put the information on the Health and Safety Incident
Report Form.
Note to markers: The table below indicates the number of marks to be awarded for each section of the task.
email: g.ma#[email protected]
Follow-up action
Inspection? Done already Will be done in future Not required
(Circle correct option)
If inspection:
Problems found:
• insects / cockroaches
Marks Language
3 • Phrases are generally accurately constructed. Occasional attempts are made to use more
complex phrases.
• Grammatical errors may still affect meaning.
• Most common words are spelt correctly.
2 • Simple phrases are generally accurate. Few attempts at more complex phrases.
• Grammatical errors sometimes affect meaning.
• Spelling of simple words is correct, more complex ones not.
1 • Some simple phrases may be accurate.
• Grammatical errors often affect meaning.
• Spelling of simple words is correct, more complex ones not.
0 • Multiple errors throughout, spelling and/or word usage which make understanding
impossible.
OR
• Not enough evidence in candidate’s work to be able to award ‘1’.
Note to markers: the numbers in brackets refer to the page in the Data File where the information appears.
Information from the tapescript is given as page 3 as candidates are asked to complete the Data File by taking notes
on page 3.
6.1 Eat Yourself Fitter Week (will happen at Metro U) on 5th – 10th March (3/6)
Note to markers: The table below indicates the number of marks to be awarded for each section of the task.
Marks Language
5 Data File Manipulation
Generally successful in adapting phrases from the Data File to create grammatically correct
sentences through some of: word formation changes, tense changes, pronoun changes etc.
Own Language
• Wide range of accurate sentence structures with a grasp of simple and complex sentences.
• Grammar mainly accurate with occasional common errors that do not affect overall clarity.
• Spelling and punctuation are mostly correct.
4 Data File Manipulation
Sometimes successful in adapting phrases from the Data File to create grammatically correct
sentences. This is done through some of: word formation changes, tense changes, pronoun
changes etc.
Own Language
• A range of accurate sentence structures with some attempts to use more complex sentences.
• Grammatical errors occur in more complex structures but overall clarity not affected.
• Spelling and punctuation are sufficiently accurate to convey meaning.
3 Data File Manipulation
Occasionally successful in adapting phrases from the Data File to create grammatically correct
sentences though more often errors occur due to failing to change the original texts to the
requirements of his/her own text.
Own Language
• Simple sentences are generally accurately constructed. Occasional attempts are made to use
more complex sentences. Structures used tend to be repetitive in nature.
• Grammatical errors sometimes affect meaning.
• Most common words are spelt correctly, with basic punctuation being accurate.
2 Data File Manipulation
Writing characterized by occasional attempts to adapt language from Data File or by chunks
taken verbatim from the Data File.
Own Language
• Short simple sentences are generally accurate. Only scattered attempts at longer, more
complex sentences.
• Grammatical errors often affect meaning.
• Spelling of simple words is correct, more complex ones not, with basic punctuation mostly
accurate.
1 Data File Manipulation
Writing characterized by being mostly a series of chunks taken verbatim from the Data File.
Own Language
• Short simple sentences may be accurate.
• Grammatical errors often affect meaning.
• Spelling of simple words is correct, more complex ones not, with basic punctuation often
faulty.
0 • Writing characterized by being a series of chunks taken verbatim from the Data File.
• Multiple errors in sentence structures, spelling and/or word usage which make understanding
impossible.
OR
• Not enough evidence in candidate’s work to be able to award ‘1’.
Marks Appropriacy
2 • Register, tone and style generally appropriate to an email to university students through
manipulation of parts of Data File and own language.
• The overall tone is enthusiastic and one which encourages students to attend the EYF week.
1 • Register, tone and style reasonably appropriate to an email to university students through some
manipulation of parts of Data File and through own language.
• The tone may be inconsistent. For example, factual for the most part with a sentence
encouraging students to attend the EYF week at the end.
0 Little or no evidence of an ability to manipulate register, tone or style in order to produce and
appropriate email to university students.
Note to markers: the numbers in brackets refer to the page in the Data File where the information appears.
7.1 With reference to a news article in your newspaper / which appeared in Hong Kong Journal on 2
January 2012 / by Simon Yau / called ‘Canteen food on campus fails students’ taste test’ (8)
7.2 Not only two restaurants // a new restaurant is opening in February (5/8)
7.3a the canteen does serve food different from rice, meat and vegetables (8/9)
7.3b example of an item different from rice, meat and vegetables from menu
(any of sandwiches // any of salads // pumpkin pasta with tomato sauce// seafood spaghetti with
cauliflower// roast tofu with bak choi and noodles // grilled fish with mashed potatoes and peas) (9)
7.6 Pat Lee from (Campus Services Department of) MetroU (2)
Note to markers: The table below indicates the number of marks to be awarded for each section of the task.
Marks Appropriacy
2 • Register, tone and style generally appropriate to a letter to the editor through manipulation of
parts of Data File and own language.
• Includes salutation and closing appropriate for a letter to the editor.
1 • Register, tone and style reasonably appropriate to a letter to the editor through some
manipulation of parts of Data File and through own language.
• Includes salutation and closing appropriate for a letter.
0 Little or no evidence of an ability to manipulate register, tone or style in order to create an
appropriate letter to the editor.
Note to markers: the numbers in brackets refer to the page in the Data File where the information appears.
Information from the tapescript is given as page 3 as candidates are asked to complete the Data File by taking notes
on page 3.
8.1a there has been a complaint about food poisoning at the coffee shop (3/5)
8.1b there have been other incidents of food poisoning from coffee shop (5)
8.1c according to the head of the clinic // confirmed by clinic (3/5)
Note to markers: The table below indicates the number of marks to be awarded for each section of the task.
Marks Appropriacy
2 • Register, tone and style generally appropriate to an email of reprimand to a manager through
manipulation of parts of Data File and own language.
• Includes salutation and closing appropriate for a formal email.
1 • Register, tone and style reasonably appropriate to an email of reprimand to a manager through
some manipulation of parts of Data File and through own language.
• Includes salutation and closing reasonably appropriate for a formal email.
0 Little or no evidence of an ability to manipulate register, tone or style in order to create an
appropriate email of reprimand to a manager.
Note to markers: the numbers in brackets refer to the page in the Data File where the information appears.
Note to markers: The table below indicates the number of marks to be awarded for each section of the task.
Marks Appropriacy
2 • Register, tone and style generally appropriate to an email to university students through
manipulation of parts of Data File and own language.
• The overall tone is enthusiastic and one which encourages students to take part in the
competition.
1 • Register, tone and style reasonably appropriate to an email to university students through some
manipulation of parts of Data File and through own language.
• The tone may be inconsistent. For example, factual for the most part with a sentence
encouraging students to be a judge at the end.
0 Little or no evidence of an ability to manipulate register, tone or style in order to produce an
appropriate email to university students.
Note to markers: the numbers in brackets refer to the page in the Data File where the information appears.
Information from the tapescript is given as page 3 as candidates are asked to complete the Data File by taking notes
on page 3.
Note to markers: The table below indicates the number of marks to be awarded for each section of the task.
Marks Appropriacy
2 • Register, tone and style generally appropriate to a feature article through manipulation of parts
of Data File and own language.
• The overall tone is enthusiastic and one which encourages students to take an interest in the
restaurant.
1 • Register, tone and style reasonably appropriate to a feature article through some manipulation of
parts of Data File and through own language.
• The tone may be inconsistent. For example, factual for the most part with a sentence
encouraging students to visit the restaurant at the end.
0 Little or no evidence of an ability to manipulate register, tone or style in order to create an
appropriate feature article.
香港考試及評核局
HONG KONG EXAMINATIONS AND ASSESSMENT AUTHORITY
香港中學文憑考試
HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION
練習卷
PRACTICE PAPER
錄音稿
Tapescript
本錄音稿乃香港考試及評核局專爲上述試卷編寫,只供錄音帶製作
興閱卷員參考之用。在評閱上述試卷時,一切考慮仍以錄音帶之內
容為準。
This tapescript has been prepared by the Hong Kong Examination and
Assessment Authority for recording the examination tape and for markers’
reference. However, the marking of examination scripts is based on the
recording rather then the tapescript.
香港考試及評核局 保留版權
Hong Kong Examinations and Assessment Authority
All Rights Reserved 2012
Announcer: Tapescript
Instructions to Candidates.
Now write your Candidate Number in the space provided on Page 1 of your
Part A Question-Answer Book.
Now look at the Part A Question-Answer Book. Check that the Part A
Question-Answer Book has no missing pages. Look for the words ‘End of
Part A’ on the last page.
Now stick your barcode labels in the spaces provided on Pages 1 and 3.
Close your Part A Question-Answer Book when you have finished.
Now look at your Part B1 Data File. Take out the inserted Part B1
Question-Answer Book. Check that your Part B1 Data File has no missing
pages. Look for the words ‘This is the last page of the Part B1 Data file’ on
the last page.
Now look at your Part B1 Question-Answer Book. Check that the Part B1
Question-Answer Book has no missing pages. Look for the words ‘End of
Part B1’ on the last page.
Now stick your barcode label in the spaces provided on Page 1. Close the Part
B1 Question-Answer Book when you have finished.
Now look at your Part B2 Question-Answer Book. Check that the Part B2
Question-Answer Book has no missing pages. Look for the words ‘End of
Part B2’ on the last page.
Now stick your barcode labels in the spaces provided on Pages 1 and 3.
Close the Part B2 Question-Answer Book when you have finished.
You are reminded that all examination materials will be played ONCE only.
The test is divided into two parts: Part A and Part B. You should use a pencil
to answer all questions in Part A. For Part B, you can use a pen or a pencil.
Put up your hand now if you have any difficulties. It is not possible to handle
complaints after you have taken the test.
The test is about to begin. Keep your earphones on until you are told to take
them off.
(3 seconds)
Situation.
You are Sam, a Secondary 6 student at Regent College. You are a member of
a group of four classmates – you, Aaron, George and Lucy – who are doing a
school project on weight problems in children in Hong Kong.
In Part A, you will have a total of four tasks to do. Follow the instructions in
the Question-Answer Book and in the recording to complete the tasks. You
will find all the information you need in the Question-Answer Book and the
recording. You now have two minutes to familiarize yourself with Tasks 1 - 4.
(2 minutes of Greensleeves)
(Tone)
Task 1. You and one of the group members, Aaron, are discussing your plans
for the project. Listen to the conversation and fill in the information sheet
below. Two have been done for you as examples.
You now have 30 seconds to study the note headings. At the end of the task,
you will have one minute to tidy up your answers.
(Tone)
Sam: Yeah, OK, thanks. I was thinking, we should maybe start, you know, thinking
about things about this project.
Aaron: Mm.
Sam: I mean, like what our time limit is, how we’re going to share the work.
Sam: Exactly. Hold on. I’ll take some notes so we can show George and Lucy later
on.
Aaron: Fine.
Sam: We need to have an action plan to present to Mr. Johnson next week.
Aaron: Yeah. So, today is the 23rd of January and we’re meeting Mr. Johnson next,
when? Monday, that’s, the 30th of January.
Aaron: The deadline for the project’s the 10th of February. So we’ve got 3 weeks to
do it.
Sam: Yeah. There’s a lot we – I mean there’s a lot to do before the 10th.
Aaron: Mmm.
Sam: You know, the information collection. Collecting all the information and stuff
for the introduction…the background…
Sam: Yeah. I think the Internet’s the obvious place to start. You could just do a
google search. Mind you we’d have to limit ourselves a bit. There’s just going
to be too much stuff.
Aaron: Yeah, true. It’s meant to be on Hong Kong. Erm, there’ll be enough if we just
search Hong Kong websites I’m sure.
Sam: OK, so how long do you think we should spend on that? On Hong Kong
websites.
Sam: Yeah. OK, let’s say a day and a half. I’ll note that down… I can do that.
Aaron: Good.
Sam: Right. The other thing we should be doing is, going to the library.
Aaron: Yeah.
Sam: How about we go together to the school library some time next week.
Aaron: Oh, I can’t next Tuesday, I’ve got that choir practice.
Sam: Oh.
Aaron: Yeah. Well…but you could maybe take George. Or Lucy maybe.
Aaron: Yeah.
Sam: Well, he could go there – to Central Library at the weekend. No problem. And
that would take him – what – four hours or something like that.
Aaron: Yeah good idea. We can put down four hours for George in the Central
Library but what’s that got to do with the school library?
Sam: Well, George would be the best person to come with me ‘cause he’d know
what he’s found at the Central Library already.
Sam: Yeah, exactly. Instead of you on Tuesday. Then you can go to your choir
practice. I’ll let George know. There isn’t much in there so I’ll write two
hours in the plan then. Fine. Is that it then?
Aaron: Well, she could interview him. Her father I mean. Couldn’t she?
Sam: Yeah, I suppose she could. That’s really a good idea actually.
Sam: That’s much better than just the usual stuff off the internet. It could be really
interesting to hear what Lucy’s father says.
Aaron: Oh. You’d better write “Doctor Lam” in the Action Plan. It would look a bit
strange to write “Lucy’s father”.
Aaron: Yeah.
Sam: No, we’ve still to decide who does what. I mean the writing. Who’s going to
write what…erm…
Aaron: Oh yeah.
Aaron: Mm.
Sam: I mean, I’ll have done all the collecting the information and stuff by then,
so…
Aaron: OK, but you can’t just choose the easiest bit yourself!
Sam: What?
Aaron: I mean, the results section. That’s much more work and I can’t finish it on my
own!
Sam: OK OK. Right well, we can do the results part together, if you like. You and
me.
Aaron: Mmm.
Sam: OK?
Aaron: Yeah, OK. But what about George and Lucy? I mean…
Sam: Well, we can get them to do the conclusions and recommendations. That
should keep them busy.
Aaron: Fine.
Sam: I think we should put here – in the action plan – How long to give us to do the
write up.
Aaron: Yep.
Announcer: That is the end of Task 1. You now have one minute to tidy up your answers.
(Tone)
As part of your research into weight problems in children in Hong Kong, you
have found a podcast that you think will provide you with useful information.
Now you will play the podcast to your group members. Listen and complete
the note sheet below. One has been done for you as an example.
You now have 30 seconds to study the note sheet. At the end of the task, you
will have one and a half minutes to tidy up your answers.
(Tone)
Sam: Well, I’ve found this really good podcast on the government website.
Lucy: Really?
Sam: Yeah. It’s really good. It’s all about obesity and children in Hong Kong.
Sam: Yeah, I’ve only listened to it once. I haven’t taken any notes off it. So we
could jot down the main points as we listen.
Sam: Right. No. Hold on. Just a second. Right. That’s it. Here we go.
Interviewer: Dr Benko, perhaps you can start by telling us what obesity actually is.
Dr Benko: Sure. Well, it’s always good to start with a definition in any discussion. And
with obesity, it’s particularly important as there are so many definitions of
obesity out there. Right, so, the correct definition of obesity is that obesity
occurs when the body stores too much fat. Now you may ask just how much
fat is too much.
Aaron: Yeah. It said obesity’s when the body stores too much fat.
Sam: OK, got it. Right. I’ll start it again. Hold on. I’ll put it back a bit.
Dr Benko: Now you may ask just how much fat is too much. Well, this is different for
boys and for girls as their bodies, as you no doubt realize, are different. The
figures we generally use are different for boys and girls when we’re deciding
if they’re obese or not. For boys, if more than 25% of their body is made up
of fat, then they’re considered to be obese. The figure for girls is higher, at
32%. So boys are obese if more than a quarter of their body is fat and for girls
it’s nearly a third.
Interviewer: OK. Interesting… Now, I read the other day that top athletes can have as little
as 5% body fat. But what I want to know is how do we know how much fat
we have in our body? How can we measure it?
Dr Benko: Well, the most commonly used measure of whether someone’s obese or not is
known as the BMI or the Body Mass Index. BMI is a measure which uses a
person’s weight and height to calculate if that person is obese. What this
means is that everyone has a BMI –
Interviewer: Maybe you’ll have to explain what that means to the listeners.
Dr Benko: OK. Generally speaking, healthy people should have a BMI of between 18.5
and 24.9. Anything over that is considered overweight and over 30 is obese.
But these figures are now being debated. As I say, the BMI figure normally
given for someone being obese is 30, but scientists at Hong Kong
Metropolitan University want to change that to 28.5 for people in Hong
Kong.
Dr Benko: Well, yes. There are several criticisms of the BMI. To begin with, it’s simply
an outdated way of measuring obesity. It was invented in the 1830s. I mean,
that’s 180 years ago. There are more modern scientific methods we can use.
Another criticism of the BMI is that the BMI figure for obesity should be
different for different countries. I mean, people in one country may be
generally smaller than in another country. Japan or Hong Kong for example.
Hence the lower figure for obesity for Hong Kong suggested by the Hong
Kong Metropolitan University.
Interviewer: Oh, OK. Right, so now we know something about how we can determine if
someone is suffering from obesity. The next thing is how does obesity affect
us and our health?
Interviewer: Yes, there’s a lot more public awareness about levels of cholesterol these
days.
Dr Benko: Yes, the other two are more related to how people feel about themselves, if
they’re obese. The first of these is that they can suffer from low self-esteem
and that can often lead to depression.
Interviewer: Hmm…the last one – that obesity leads to depression – certainly reflects my
own experience growing up. I’m sure we all remember how the overweight
kids at school were laughed at by their classmates. It is very easy to imagine
how those cases lead to problems of low self-esteem and depression.
Dr. Benko: Yes, in many ways it’s these mental problems that are the most serious.
Interviewer: So how big a problem is obesity for school children in Hong Kong?
Dr Benko: Research has shown there’s a greater chance that obesity in childhood will
last a lifetime and be a problem in later life. So it’s very important that we
deal with it at an early age before it becomes a life-long problem. You know,
the Department of Health releases figures to show the trends for this type of
thing over the years. And they say – their figures show that obesity among
primary school students rose, from 16.4% in 1998 to 21.3% in
2008…erm…and it’s projected that by 2013, one in four school children will
be obese.
Sam: OK, I’ll stop it there. I need to go. Do you think it’s useful?
Aaron: Definitely. We can use the notes you’ve made in our write-up.
Announcer: That is the end of Task 2. You now have one and a half minutes to tidy up
your answers.
(Tone)
Your group mate Aaron has found some information which may be useful to
the project and he is now telling you about this. Complete the flow chart
below while Aaron explains.
You now have 30 seconds to study the flow chart. At the end of the task, you
will have one minute to tidy up your answers.
(Tone)
Aaron: Hey, I was going to say, when I was doing that research for the project, I
found this really good guide.
Sam: Oh yeah?
Aaron: Yeah, it was published by the Hospital Authority or somebody. It’s a guide
for the the clinical management of weight in children.
Aaron: What it is, is like a practical summary for doctors. Basically… It’s a guide
and basically consists of 6 steps. Sort of covering the whole medical process.
Aaron: Look. Maybe what we could do to make it easier is to do it, but as a flow
chart.
Sam: Alright. Then let’s do it now, eh? You explain – you take me through the
steps – the different steps and I’ll try – I’ll do my best to draw the chart now.
Aaron: Right OK. Where to start… Right, the first step. The first step is to assess
how overweight the child is when compared to other children of the same
age.
Aaron: Right.
Sam: OK.
Aaron: So, for a child with normal weight, he can get healthy eating and exercise
advice and that’s it. Finished. But an overweight child, he goes onto Step 2.
Aaron: Yeah. Now Step 2 is to examine the weight history of the child and his or her
immediate family.
Sam: Mmm.
Aaron: Actually, it’s examining the weight history plus the medical history as well.
Sam: OK…so let me make sure I’ve got this right. Have a look at my chart so far.
Sam: Thank you. Now, on the right hand side of the chart we have what happens to
children who are normal weight.
Aaron: Yep.
Sam: And on the left the…the overweight kids. Now, they are the ones – I’m
imagining who follow Steps 2 to 6.
Aaron: Yeah. But you haven’t finished what you were writing for Step 2.
Sam: Oh yeah, medical history. Of the child and the immediate family.
Aaron: OK, next is Step 3…assess eating and exercise habits of the child and
parents.
Sam: Oh, so eating and exercise habits of parents. Again parents…interesting. But
in this case not other family members?
Aaron: I guess the assumption is that parents influence what children eat and the
amount of exercise they do and brothers and sisters don’t. Or at least much
less.
Aaron: What?
Sam: I mean, like ‘treatment strategies’ sounds good but do they actually provide
concrete examples of ‘treatment strategies’?
Lucy: Yeah, I’ve been reading about this as well. And they all say that a child’s
living habits – you know, what he does and his attitudes to stuff like diet and
exercise. It’s really affected by his family. So involving the family is
important.
Aaron: Yeah, and then, of course, there are two outcomes from the reassessment.
Pass or fail. Either the child’s been successful or he hasn’t. If the
reassessment outcome is unsuccessful, the child will have to go back to Step
3 and go through the whole thing – the whole process again.
Aaron: Wow, you’re on the ball today. Yep, regular monitoring. But also weight loss
maintenance. That’s the other thing. And after Step 6, the child will be given
healthy eating advice and advice on exercise. Same as those normal weight
children…
Announcer: That is the end of Task3. You now have one minute to tidy up your answers.
(60 seconds of Greensleeves)
(Tone)
Your group has completed its research and you are presenting your findings
to your classmates. Listen to the end of your presentation and the question
and answer session. Complete the information below as you listen.
You now have one minute to study the information. At the end of the task,
you will have 2 minutes to tidy up your answers.
(1 minute of Greensleeves)
(Tone)
Sam: So, I’d like to hand you over to Lucy now, who’s going to go through our
recommendations.
Lucy: Thank you Sam. Right, so, our recommendations. Sam’s spoken about the
problems suffered by children who are either overweight or obese…uh...
There are a number of things that we think we can do to help these children. I
mean, it’s all very well advocating a healthy diet and more exercise. These
are expected and schools should be promoting these anyway. What we would
like to see is a programme of visits to schools by medical experts. In this
way, I mean, with these types of visits, the weight problems of children can
be carefully monitored. We also want to see government put pressure on the
media to cut the amount of advertising of the kinds of food that is causing
children to put on weight. So no more advertising of burgers and pizzas on
youtube please! Right, I’ll hand you over to Aaron to introduce one more
recommendation.
Aaron: Right. OK. Yes… Our last recommendation is that we need to deal with the
self-esteem issues that obese students have. It goes without saying that
teachers should ensure that such students aren’t abused and called names by
their classmates. I mean, we don’t need to recommend that. Teachers should
be doing that already. But we want to go a step further. What we would like
to see is overweight children given the chance to be…uhm…
prefects, …uhm…given leading roles in the school production…uhm…a
place in the athletics team. That sort of thing.
Lucy: Thanks Aaron. OK, that’s all we have to say. Thank you for listening. Now,
are there any questions?
Student 1: Yeah, I have a question. It seems obvious to me that if people don’t want to
get too fat, they should eat less, pure and simple. I mean, if somebody’s like
fat already and they don’t eat less and they’re too lazy to exercise, they end
up getting fatter and fatter and they’re miserable. I mean’s it’s up to them. It’s
their own fault, isn’t it?
Lucy: Thank you for your question. I think if you have been listening to our
presentation you’ll understand that it’s not always the child’s fault. I mean,
they’re often overweight and it’s the fault of the parents… Or maybe of other
influences around them encouraging them to eat a poor diet. Any other
questions? Yes?
Aaron: Mmm. (laughs nervously) Right. OK. Not sure if I know how to answer that
one actually. Erm…
Lucy: OK, maybe we could just move on. Does anyone else have a question or a
comment?
Student 3: Thanks. I’d like to thank the group for an excellent presentation but I do have
one concern...erm…What you were saying about prefects and all that… I
think all students should be rewarded for making the most of their natural
abilities…erm... Personally, I wouldn’t make a student a prefect just because
they were overweight or obese or whatever. To me that would be rewarding
students for being overweight. It’s not fair. It would mean like I was being,
patronized. I mean, you’d know that you only got the position to make you
feel better.
Aaron: If I could answer this one, Lucy… Maybe I wasn’t too clear on this point. I’m
not saying that we should reward children for being overweight, what I’m
saying is that we should provide them with the power to succeed. The
measures that we have recommended should empower these students so that
they can achieve whatever they want in life, including good health.
Lucy: OK, maybe we can have one more question or comment? …Yes?
Student 4: Yeah, thank you. Isn’t it a problem that many of the children that suffer from
obesity come from poor families? After all, a hamburger and fries is a lot
cheaper than a meal in a traditional restaurant. What can we do to help these
children from poor families?
Aaron: Thanks for your question. Yeah, well. It is a real issue isn’t it? I think, really,
the important thing is that…uhm…that children…I mean, it’s OK for
children to eat fast food but so long as it’s only occasionally. And, you know,
it’s not expensive to eat well, is it? You can buy fresh fruit and vegetables
from the market or supermarket quite cheaply. And, you know, fresh fish or
tofu, you can get cheaply. I think it’s just a matter of parents monitoring what
their children eat and limiting their intake of unhealthy food.
Lucy: Right, well, that’s it. Thank you all for coming.
Announcer: That is the end of Task 4. You now have 2 minutes to complete your answers
to Task 4 and to tidy up all your other answers.
(2 minutes of Greensleeves)
(Tone)
Situation.
You are Pat Lee. You work in the Campus Services Department at Hong Kong
Metropolitan University. You are an assistant to Donnie Kwok, the manager in
charge of all the different restaurants on the campus.
Before the recording is played, you will have five minutes to study the
Question-Answer Book and the Data File for Part B1 and the Question-Answer
Book and the Data File for Part B2. Remember you must choose to do the tasks
in either Part B1 or Part B2. Do not attempt both Parts B1 and B2.
You now have five minutes to familiarize yourself with the Part B
Question-Answer Book and the Data File.
(5 minutes of Greensleeves)
(Tone)
The recording is about to begin. Turn to page 3 of the Data File you have
chosen.
(5 seconds pause)
Chair: OK, everyone, now we come to item three on the agenda, the campus food and
drink. I think we have a lot to discuss here. Donnie, could you update us?
Donnie: Yeah. As you might know, we have been having a few problems lately.
Donnie: Well to start with there have been complaints about the food and the service in
some of our canteens and restaurants.
Chair: Were these general complaints or something more specific about one incident?
Donnie: Right, well, we received a complaint letter from a student, Gracie Ma. You have
a copy of the letter in your file. I’ve since been in touch with her and got some
more details. She said that it happened on January the Third. She became ill
after eating a smoked salmon sandwich in the Coffee Shop. She’s blaming the
food in the Coffee Shop.
Donnie: True, but the doctor at the university clinic said it was food poisoning.
Chair: Food poisoning? That’s serious. So how do they think that she got food
poisoning?
Donnie: Well, seemingly the likely cause is the smoked salmon she had in her sandwich.
You know, salmon can be a real problem. I mean, if it’s not kept properly, it can
easily go bad.
Chair: Yeah. So have you carried out any follow-up action? Have you checked the
Coffee Shop?
Donnie: Yes, we carried out an inspection of the Coffee Shop on Monday the Ninth of
January and –
Donnie: Yeah sorry, We carried out an inspection of the Coffee Shop yesterday, the Ninth
of January, and we found that the ingredients for the sandwiches, like the
smoked salmon, the meat, tomatoes, lettuce, that kind of thing, were kept for
long periods of time out of the fridge. So, basically, as they’d been leaving all
the food out of the fridge for so long, it wasn’t fresh and had gone off.
Brenda: Ew! Cockroaches! I won’t be eating there again, I can tell you.
Donnie: Yeah, the staff making the sandwiches didn’t wear plastic disposable gloves – I
mean like they’re supposed to. You know those plastic gloves you see people in
sandwich places wearing when they’re preparing food?
YY: Yeah.
Chair: Well, we’ll need to address all of these issues obviously. Any ideas about what
can be done?
Donnie: Yeah, well, I’ve been in touch with the Manager, Oliver Rogers about all of this,
and I’ll be informing him of the results of our inspection and telling him that
improvements need to be made.
Chair: And what else can we do if he doesn’t make these improvements? If things don’t
get better?
Donnie: If these improvements aren’t made, I suggest we tell him we will not renew his
contract.
Donnie: Yeah.
Chair: Well, that seems to be clear then. If the Coffee Shop doesn’t improve, we won’t
be renewing Oliver Rogers’ contract. Can you inform Oliver Rogers about our
feelings, Donnie?
Chair: OK, good. Let’s see how it goes then. OK, let’s move onto the next item on the
agenda. The Eat Yourself Fitter Week. How’s the preparation coming along?
Donnie: Right well. Myself and Pat attended the Eat Yourself Fitter Week Organising
Committee meeting last week and dates have now been fixed… Hold on… I’ve
just got them here… Yeah, it’s running from March the 5th to March 10th.
Donnie: Yeah. Well, the committee also discussed the events and things that’ll happen
through the week. The first thing was the issue of setting up stalls on campus
and I was given the task of coming up with some ideas. What I thought of was to
set up some stalls on campus with different kinds of food.
Chair: Sounds good. But what do you mean? Cooked food or?
Chair: Right.
Donnie: And the name we’ve come up with is ‘Healthy Hawker Stalls’.
Donnie: Yes, the next thing discussed was to hold a lecture, especially for the Eat
Yourself Fitter Week.
Donnie: We asked Antonia Zacha if she would like to give the lecture.
Chair: Who?
YY: You know Antonia Zacha, the owner of the new restaurant on campus.
YY: Antonia. Zacha. Z-A-C-H-A. She’s opening the new restaurant at the university.
Chair: Oh, Sorry, I know. Antonia Zacha. The Chef. Right. So is she going to do a
lecture, then?
Donnie: Yes. She was actually really keen. She’s actually keen to help in any way she
can in the Eat Yourself Fitter Week.
Chair: Well, let’s try to get her involved. When’s her lecture on again?
Donnie: OK, we’ve booked the room already. Just let me find it… OK, yeah, – Thursday
March the 8th. At 1.00 pm. And she’ll be talking in Lecture Room 14b. The title
of her lecture is ‘Eating on a Budget’.
Chair: Right, let me make a quick note of that. Antonia Zacha, Eating on a Budget.
Thursday the 8th at 1 o’clock.
Brenda: A what?
Donnie: You know, a slogan. A sentence to put on the poster. For the Eat Yourself Fitter
Week.
Donnie: We thought of it the other day to encourage students to eat better. Erm…how did
it go again...Oh yeah, it was ‘Down with Salt, Sugar and Fat’.
香港考試及評核局
HONG KONG EXAMINATIONS AND ASSESSMENT AUTHORITY
香港中學文憑考試
HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION
練習卷
PRACTICE PAPER
評卷參考(暫定稿)
PROVISIONAL MARKING SCHEME
本評卷參考乃香港考試及評核局專為本科練習卷而編寫,供教師參
考之用。教師應提醒學生,不應將評卷參考視為標準答案,硬背死
記,活剝生吞。這種學習態度,既無助學生改善學習,學懂應對及
解難,亦有違考試着重理解能力與運用技巧之旨。因此,本局籲請
各位教師通力合作,堅守上述原則。
This marking scheme has been prepared by the Hong Kong Examinations and
Assessment Authority for teachers’ reference. Teachers should remind their
students NOT to regard this marking scheme as a set of model answers. Our
examinations emphasise the testing of understanding, the practical application of
knowledge and the use of processing skills. Hence the use of model answers, or
anything else which encourages rote memorisation, will not help students to
improve their learning nor develop their abilities in addressing and solving
problems. The Authority is counting on the co-operation of teachers in this
regard.
香港考試及評核局 保留版權
Hong Kong Examinations and Assessment Authority
All Rights Reserved 2012
2. For this paper, examiners should give a mark from 0 – 7 for each of the four domains:
Total mark: 28
3. In order to allocate the mark for each domain, examiners should consult the Assessment Guidelines and award
a mark based on which descriptor best describes the candidate’s performance.
4. Examiners are advised to give a provisional set of marks at the end of Part A. They can then use Part B to
adjust the provisional marks if necessary by adding or deducting one mark on each domain.
I. Pronunciation & delivery II. Communication strategies III. Vocabulary & language patterns IV. Ideas & organization
7 Pronounces all sounds/word clusters clearly Uses appropriate body language. Makes accurate use of an impressive range of Expresses an impressive range of
and accurately. vocabulary. complex ideas clearly and fluently.
Uses a full range of appropriate expressions
Speaks fluently and naturally, with no and strategies skilfully to respond to others Sustains and extends conversational
hesitation. and to maintain interaction. exchanges effortlessly.
Uses varied and highly accurate language
Uses intonation with some sophistication to patterns.
enhance communication.
Expands and elaborates with impressive
Projects the voice appropriately. detail.
Rephrases skilfully when necessary.
6 Pronounces all sounds/word clusters clearly Uses appropriate body language. Makes accurate use of a wide range of Expresses a wide range of relevant
and accurately. vocabulary. ideas clearly and fluently.
Uses a wide range of appropriate
Speaks fluently and naturally, with very expressions and strategies effectively to Uses varied and highly accurate language Sustains and extends conversational
little hesitation. respond to others and to maintain patterns; only minor slips made, which do not exchanges.
interaction. impede communication.
Uses intonation to enhance communication.
Expands and elaborates on responses. Rephrases effectively when necessary.
Projects the voice appropriately.
5 Pronounces almost all sounds/word clusters Body language is generally appropriate. Makes varied and generally appropriate use of Expresses most ideas clearly and
clearly and accurately. vocabulary. fluently.
Uses a range of expressions and strategies
Speaks fluently and naturally, with only to respond to others and to maintain Makes use of generally accurate and appropriate Most ideas are relevant.
occasional hesitation. interaction. language patterns.
Develops and links most ideas.
Uses intonation to enhance communication, Expands on most responses appropriately. Self-corrects effectively.
though gives some sense of being a non-
Sustains conversational exchanges.
native speaker.
Projects the voice appropriately.
4 Pronounces most sounds/word clusters Some features of body language support Makes generally appropriate use of vocabulary. Expresses most ideas clearly.
clearly and accurately; less common words communication.
Makes use of generally accurate language Develops and links some ideas but
usually comprehensible.
Uses a range of straightforward expressions patterns. Errors do not generally impede may have problems responding to
Uses intonation and pace appropriately to and strategies appropriately. communication. interpretative questions.
convey meaning.
Sustains most conversational exchanges, Self corrects when concentrating carefully or Ideas are generally relevant.
Usually projects the voice satisfactorily. and participates adequately. when asked to do so.
Expands on some responses.
I. Pronunciation & delivery II. Communication strategies III. Vocabulary & language patterns IV. Ideas & organization
3 Pronounces simple sounds clearly but may Some features of body language are Usually makes appropriate use of simple Expresses some relevant ideas
have some problems with clusters. appropriate. vocabulary. clearly.
Less common words may be misunderstood Uses some simple formulaic expressions Sometimes uses simple language patterns May link some ideas.
unless supported by contextual meaning. and strategies appropriately. accurately and appropriately. Errors do not
usually impede communication.
Uses intonation and pacing sufficiently well Expands on some responses briefly.
to be understood by a supportive listener.
Sometimes sustains conversational
May hesitate occasionally.
exchanges.
Poor voice projection may cause difficulties
for the listener.
Pronounces simple sounds and some Makes rather restricted use of body Makes appropriate use of vocabulary from Attempts to express simple relevant
clusters well enough to be understood most language. limited and familiar range, often derived from ideas, sometimes successfully.
of the time. context.
Uses some simple formulaic expressions
Produces familiar stretches of language with appropriately, generally in response to May use some very basic language patterns
sufficiently appropriate intonation and others. accurately in brief exchanges.
pacing to be understood.
Attempts to expand on some responses May be unable to self correct.
Poor voice projection may cause difficulties briefly.
for listener.
Participates briefly in conversation,
generally when prompted, but tends to use
formulaic expressions to do so.
1 Pronounces some simple and common Can make restricted use of body language Makes use of a narrow range of simple Occasionally produces brief
words accurately enough to be understood. when required to respond. vocabulary, sometimes appropriately. information and ideas relevant to the
topic.
Uses intonation appropriately in the most Can use only simple formulaic expressions, Uses a narrow range of language patterns,
familiar of words and phrases. and only to respond to others. usually in short and rehearsed utterances. Will make some brief responses
when prompted.
Poor voice projection is likely to be a
problem.
0 Does not produce comprehensible English. Does not use verbal interactional strategies. Does not produce recognizable words or Does not produce relevant material.
sequences.