Section outline

◄Topic 4
►Topic 6
    • Low level response

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    • Section 1: Presentation and follow-up discussion

      Presentation, interaction/responsiveness

      Presentation

      • Communication: The candidate’s presentation lacks coherence and is frequently interrupted by hesitations and repetitive phrases. He attempts to communicate the rapid development of technology and its historical context, but the message is fragmented and incomplete. The ideas are not fully developed or clearly articulated, and the presentation ends without a clear conclusion due to time limit.
      • Justification: There is limited justification or explanation of the ideas presented. The candidate starts to explain the impact of technology but does not develop these points further due to interruptions (i.e. the candidate’s hesitation and repetition of phrases and words) and lack of clarity.
      • Engagement: The candidate struggles with maintaining a clear flow of conversation and engagement. The presentation includes repeated words and phrases, which disrupt the interaction. The lack of clarity hindered engagement with the examiner.


      Follow-up discussion

      • Communication: The candidate responds to questions with basic answers, but his responses are often incomplete or insufficient. For example, he mentions using a smartphone for various tasks but do not elaborate on how these technologies are integrated into their daily life in a meaningful way.
      • Justification: The responses are mostly factual and do not delve deeply into the implications or personal reflections on the use of technology. For instance, the candidate mentions the negative effects of screen time on eye health but does not provide a detailed explanation or personal strategies for mitigating these effects.
      • Engagement: The candidate attempts to engage with the examiner’s questions but struggles with clarity and coherence. The responses are occasionally vague and do not fully address the examiner’s queries, leading to a less effective interaction.

      The candidate’s presentation and follow-up discussion show some basic or superficial understanding of the topic of technology but lacks clarity and depth. The presentation is fragmented, with frequent hesitations and repeated phrases that hinder communication. The responses in the follow-up discussion are basic and sometimes unclear, with limited development of ideas and personal insight. While the candidate attempts to engage with the examiner, their lack of coherence and incomplete responses affect the overall effectiveness of their interaction. Therefore, a mark of 5 is appropriate, reflecting the need for clearer communication, better development of ideas, and more detailed engagement with the topic.

      Mark awarded = 5 out of 10


      Language range

      Presentation

      • Linking and cohesive devices: The candidate uses some linking devices, such as "甚至" (even) and "因为" (because), but their use is repetitive and does not effectively connect a series of well-developed points. The overall structure of the presentation is disjointed, lacking smooth transitions between ideas.
      • Vocabulary: The candidate uses a basic range of vocabulary appropriate to the topic of technology. However, there is limited use of less common vocabulary and a noticeable repetition of words and phrases. The vocabulary used is sufficient to convey basic ideas but lacks variety and deeper analyses.
      • Variation and repetition: The expressions are mainly simple, with some repetition.


      Follow-up discussion

      • Linking and cohesive devices: In the follow-up discussion, the candidate uses basic connectors but often fails to link ideas cohesively. Responses are short and sometimes disconnected, lacking the flow that more varied linking devices could provide.
      • Vocabulary: The vocabulary used in the discussion is mostly appropriate for the tasks, but again, it is limited in range and often repetitive.
      • Variation and repetition: The candidate's attempts to express his ideas are hindered by repetition and occasional hesitation.

      The candidate’s language range is limited, with a basic use of linking and cohesive devices that do not effectively connect ideas. Vocabulary is appropriate but repetitive, showing a limited range and lack of less common words. There is little variation in formulation, leading to repetitive expressions and occasional hesitation. The overall language used is adequate for basic communication but lacks the variety and depth required for higher marks. Therefore, a mark of 5 is appropriate, indicating the need for a broader range of vocabulary, more varied expressions, and better use of cohesive devices to connect ideas smoothly.

      Mark awarded = 5 out of 10


      Language accuracy

      The candidate demonstrates a basic use of grammar with occasional slips, showing some control over complex structures.

      • Simple grammar: The candidate generally uses simple grammar accurately but with some repetition and hesitation. For example, phrases like "现在我们的电脑是一个书一样小" (now our computers are as small as books; may be referring to note-book computer) show issues but are understandable.
      • Complex grammar: The candidate attempts to use more complex structures with some success. For instance, "科学技术的快速发展，是人类不曾设想的" (The rapid development of science and technology is something humans never imagined) shows an understanding of more complex grammar, though it occasionally has minor slips.
      • Errors and communication: While there are errors, they rarely impede communication significantly. The candidate's points are generally clear, despite the slips and hesitations. Phrases like "电脑是一个卧室一样大的计算器" (Computers were as big as a bedroom) are mostly correct, though sometimes followed by less accurate sentences. It is an unusual description but interesting.

      Mark awarded = 6 out of 10

       

      Total mark awarded for Presentation and follow-up discussion = 16 out of 30

    • Section 2: Conversation task card

      Task completion and communication

      1. 出国留学的好处 (Benefits of studying abroad):

      The candidate briefly touches on the benefits of studying abroad, such as experiencing new cultures and meeting new people. However, these points are not fully developed or supported with detailed examples.

      1. 出国留学的挑战 (Challenges of studying abroad):

      The candidate mentions homesickness and the financial challenges of studying abroad but does not explore these issues in depth. The responses are brief and lack detailed examples or solutions.

      1. 到国外留学时遇到的文化差异 (Cultural differences when studying abroad):

      The candidate acknowledges the importance of understanding local culture but provides only a vague response about how to handle cultural differences.

      1. 留学生未来的就业机会 (Employment opportunities for international students):

      The candidate mentions that studying abroad can help with future job opportunities, especially by learning the language and understanding the culture. However, the points are not fully developed or well supported.

      Overall, this candidate engages in the conversation but often repeats himself and hesitates. The responses are mostly relevant but lack depth and development. The candidate communicates the basic ideas but does not fully justify or expand on his points.

      Mark awarded = 5 out of 10

      Language range

      • Linking and cohesive devices: The candidate uses some basic linking words and cohesive devices but does not consistently connect points in a well-developed manner. Phrases like "因为" (because) and "还有" (and also) are repeated, indicating a limited range of connectors.
      • Vocabulary: The candidate uses a basic range of vocabulary appropriate to the tasks but does not demonstrate the use of less common vocabulary. The repetition of simple words and phrases indicates a limited vocabulary range.
      • Variation and repetition: The candidate makes some attempts to vary their sentences but often falls back on repetition and simple structures. This lack of variation in formulation affects the overall fluency and complexity of their responses.

      Overall, the candidate uses some linking and cohesive devices to connect points but does not always fully develop these points. The vocabulary used is appropriate but limited, with minimal use of less common words. There is noticeable repetition and a lack of variety in sentence structures.

      Mark awarded = 5 out of 10


      Language accuracy

      • Simple grammar: The candidate demonstrates basic grammar structures with several slips and inaccuracies. While the meaning conveyed is mostly clear, the grammatical errors are noticeable and frequent.
      • Complex grammar: There are attempts to use more complex grammar structures, but these are often incorrect or incomplete. The errors in complex grammar usage sometimes cause ambiguities and as a result affected the clarity of the response.
      • Communication impediment: While the candidate’s errors in grammar rarely impede communication, they do require more effort from the listener to understand. The overall message is conveyed, but the accuracy issues are evident.

      Overall, the candidate uses simple grammar with several slips and makes some use of more complex grammar, though with notable errors. These errors, while not completely obstructing communication, do make understanding more challenging.

      Mark awarded = 6 out of 10


      Total mark awarded for Conversation task card = 16 out of 30


      Pronunciation and intonation for the whole speaking test

      Pronunciation is intelligible and intonation is largely appropriate, and individual sounds are mostly articulated clearly.

      Mark awarded = 4 out of 5

       

      Total mark awarded for Speaking test = 36 out of 65

    • Moderator comments (Whole test)

      Conduct of the test:

      The teacher/examiner demonstrated a keen understanding of the candidate's abilities, asking questions that were perfectly suited to the candidate’s level. This ensured that the examination was both fair and challenging, allowing the candidate to fully showcase his knowledge and skills.

      How the examiner performance could improve:
      The teacher/examiner should ask for the topic of the presentation before the candidate starts his presentation.
      They should also read the scenario of the conversation task card after the 5-minute preparation time.
      How the candidate performance could improve:

      Presentation

      • Avoid repetition and hesitation:

      Example, Candidate: "科学技术…科学技术的快速…快速发展，是人类…是人类不曾…是人类不曾…不曾…不曾设想的。。"

      Improvement: "科学技术的快速发展是人类不曾设想的。" (The rapid development of science and technology is something humans never imagined.)

      • Provide examples and detailed explanations:

      Example, Candidate: "我们用手机，打电话，打电话，做我们的作业…照片等等。"

      Improvement: "我们用手机打电话，完成作业，拍照，甚至进行在线学习和阅读电子书。比如说，我经常用手机上的学习应用程序复习功课，这对我的学习帮助很大。" (We use mobile phones to make calls, complete assignments, take photos, and even engage in online learning and read e-books. For example, I often use educational apps on my phone to review my lessons, which greatly aids my studies.)

       

      Follow-up discussion

      • Expand answers with examples and justifications:

      Example, Candidate: "啊，我们可以…我们用…我们用网购，买自己的…买自己想的东西。"

      Improvement: "我们可以用手机进行网购，比如购买学习资料和文具。如果在学习过程中遇到问题，还可以通过搜索引擎找到解决方案，这大大提高了我们的学习效率。" (We can use mobile phones for online shopping, such as buying study materials and stationery. If we encounter problems during study, we can also find solutions through search engines, which greatly improves our study efficiency.)

      • Reflect on broader impacts and personal experiences:

      Example, Candidate: "不好的影响是…对我们的眼睛很不好。"

      Improvement: "长期使用手机和电脑会对眼睛造成伤害，比如导致眼睛疲劳和视力下降。因此，我们应该注意控制使用时间，保持适当的休息。此外，我还发现，如果长时间使用电子设备，会让人变得更加依赖这些科技产品，减少与家人和朋友面对面的交流。" (Long-term use of mobile phones and computers can harm our eyes, such as causing eye strain and reduced vision. Therefore, we should control usage time and take appropriate breaks. Additionally, I found that long-term use of electronic devices makes people more dependent on these technologies, reducing face-to-face interactions with family and friends.)

      Conversation task card

      • Provide structured and detailed answers:

      Example, Candidate: "因为…因为…因为…国外我可以…我可以看我没看过的地方，然后学…学别国的文化。"

      Improvement: "出国留学可以让我见识不同的风景，了解别国的文化，开阔眼界。此外，通过与来自世界各地的学生交流，我可以提升自己的语言能力，增加跨文化交流的经验，这对未来的职业发展非常有帮助。" (Studying abroad allows me to see different landscapes and learn about other cultures, broadening my horizons. In addition, by interacting with students from around the world, I can improve my language skills and gain cross-cultural communication experience, which is very beneficial for my future career development.)

      • Discuss solutions and hypothetical scenarios:

      Example, Candidate: "我…去嗯我去…外国很长时间的时候，我觉得我有一点想我的家。"

      Improvement: "如果我在国外留学期间感到想家，我会通过视频通话和家人保持联系。另外，我也会积极参加学校的社团活动，结交新朋友，丰富自己的课余生活，减轻思乡之情。" (If I feel homesick while studying abroad, I will keep in touch with my family through video calls. Additionally, I will actively participate in school clubs, make new friends, and enrich my extracurricular life to alleviate homesickness.)
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►Topic 6