Contents · 2017. 9. 19. · $ fdu dfflghqw vhoi gulylqj fduv wh[wv zlwqhvv vwdwhphqw duwlfoh zrugv &ulwlfdo wklqnlqj wh[w duwlfoh zrugv 0dnlqj dsrorjlhv wh[w vkruw vwru\ zrugv ¶7kh

ContentsHKDSE Exam Analysis .................................................................................................... 1

Assessment Framework of the HKDSE English Language

Examination ....................................................................................................................... 7

Level Descriptors ............................................................................................................ 9

Marking and Assessment Guidelines .................................................................... 19

Exam Practice Set 1• Paper1Reading...................................................................................................... 1.1

• Paper2Writing.......................................................................................................1.13

• Paper3ListeningandIntegratedTasks....................................................................1.21

• Paper4Speaking....................................................................................................1.39


• Paper2Writing.......................................................................................................2.13


• Paper4Speaking....................................................................................................2.39


• Paper2Writing.......................................................................................................3.13


• Paper4Speaking....................................................................................................3.39


• Paper2Writing.......................................................................................................4.13


• Paper4Speaking....................................................................................................4.39

Reading Passages

Data File

Answer Key

Tapescript

HKDSE Exam AnalysisReading Paper 1

Paper 1 consists of two parts: Part A and Part B. All candidates have to answer Part A, and then choose either Part B1 (easier part) or Part B2 (more difficult part).

Theme

The paper focuses on different themes every year. The table below shows the themes that appear in

previous HKDSE Exams. Note that the theme for Parts B1 and B2 in 2016 and 2017 are the same.

Key FeaturesAn overview of the HKDSE Exam Gives a summary of the themes, text types and question types appeared in past HKDSE Exam papers.

Detailed explanations and tips on mastering answering skillsThe Answer Key provides not only suggested answers to all questions, but also detailed explanations and related exam strategies.

Highlights the crucial skills required to tackle the HKDSE Exam.

Question typesEach part of the paper consists of various question types, testing candidates’ reading skills. The tables below show the distribution of question types in different parts from 2012 to 2017.

Part A question types

Part B1 question types

Photo 1:

Title

1 1

2 2

3

3

Paragraph 1: Provide background information (e.g. when, where, who, what, why and how).

Paragraph 2: Tell the reader the story behind the photo.

Paragraph 3: Give a concluding note.


Analysis

• Most common question type in all parts: Inference questions

• Question types that appear frequently in different parts: Vocabulary, specific factual, implicit information questions

• Reading skills required: Inference skills and the ability to locate relevant information

Question formatsThe following shows the question formats that may appear in all parts of the paper:

• Multiple-choice questions

• Fill in the blanks

• Table filling

• True / False / Not Given

• Sequencing

• Matching

• Short / Long questions

• Pictures


Analysis

• Most common question type in all parts: Inference questions

• Question types that appear frequently in different parts: Vocabulary, specific factual, implicit information questions

• Reading skills required: Inference skills and the ability to locate relevant information

Question formatsThe following shows the question formats that may appear in all parts of the paper:

• Multiple-choice questions

• Fill in the blanks

• Table filling

• True / False / Not Given

• Sequencing

• Matching

• Short / Long questions

• Pictures

Q. Answer Line ref. Skills tested

1–5

12

9

10

13

17–18

20

21–22

Change the pronoun: ‘you’ ‘they’ or ‘social media bloggers’

‘yourself’ ‘themselves

22–23

24

27

26

28

29

30–31

Suggested answer included for all papers

Suggested answer or model writings are provided for all questions.

All questions and answers follow the latest HKDSE Exam requirements. Model writings with detailed analysis

Sources of answer shown for easy reference

Line references for Paper 1 questions and related Data File for Paper 3 tasks are shown in the Answer Key.

Paper 2

Public Exam Reference

HKDSE 2013 Paper 2 Q1

Paper 2




1–2

10–11

4–5

18

26–27

23–24

33–34

37–38

39–40

50

49

53

55

55

63

63–65

66–67

75–76

79–80

79–80


1–2

10–11

4–5

18

26–27

23–24

33–34

37–38

39–40

50

49

53

55

55

63

63–65

66–67

75–76

79–80

79–80

Predicting the types of answers• The questions tell you what

words to l isten out for. These words tell you to pay attention to numbers.

• Area hints that you should listen for a number followed by a unit of measurement: e.g. square metres (m2)

Predicting the types of answers• The questions tell you what

words to l isten out for. These words tell you to pay attention to numbers.

• Area hints that you should listen for a number followed by a unit of measurement: e.g. square metres (m2)

Things to discuss

Role and situation Objective of the discussion Theme of the discussion

Question analysis provided

An analysis of the question is given to help students identify the background and requirements of the question quickly.

Things to discuss


Things to discuss


Things to discuss


Things to discuss


Paper 2

Paper 1

Paper 3

Paper 4

Paper 3

Tips on mastering answering skills

Detailed explanations provided for challenging questions

Step-by-step explanations are provided to help students understand how to answer similar questions.

1

2

1

Some candidates use their own names in the writing, which can lead to mark deduction. Remember to identify yourself as Chris Wong if no instructions are given in the question.

2

3

3

4 4

5

5

6

6

Salutation and opening: Introduce the topic of your speech.

Body paragraph 1: Give a brief description of the programme.

Body paragraph 2: Describe the benefits of joining the programme.

Body paragraph 3: Describe an interesting anecdote.

Closing: Encourage students to take part in the programme.


1–2

10–11

4–5

18

26–27

23–24

33–34

37–38

39–40

50

49

53

55

55

63

63–65

66–67

75–76

79–80

79–80


1–2

10–11

4–5

18

26–27

23–24

33–34

37–38

39–40

50

49

53

55

55

63

63–65

66–67

75–76

79–80

79–80


1–5

Step 1

Step 2

This is not the answer because Oslo is a country, not a plan.

These are actions that Norway did to promote the use of electric cars, so you should not copy any of these as the answer.

Step 3

1–5

13–18

26–28

26–28

35–37

37–39

40–41

41

51–52


1–5

Step 1

Step 2



Step 3

1–5

13–18

26–28

26–28

35–37

37–39

40–41

41

51–52


1–5

Step 1

Step 2



Step 3

1–5

13–18

26–28

26–28

35–37

37–39

40–41

41

51–52


1–5

Step 1

Step 2



Step 3

1–5

13–18

26–28

26–28

35–37

37–39

40–41

41

51–52


1–5

Step 1

Step 2



Step 3

1–5

13–18

26–28

26–28

35–37

37–39

40–41

41

51–52

Begin each answer with a verb in bare infinitive form because the answers follow the modal verb ‘will’.

These need to be changed to ‘you’ or ‘your’ to address the readers of the advertisement (potential customers).

Help you water your plants

Give you advice

Begin each answer with a verb in bare infinitive form because the answers follow the modal verb ‘will’.

These need to be changed to ‘you’ or ‘your’ to address the readers of the advertisement (potential customers).

Help you water your plants

Give you advice

• Elaborate a point from the first person perspective in and

• Describe how you feel about it after

Animated stickers• For Xmas• fun

• Elaborate why IM makes it either easier or harder to do something with the second person perspective, which helps convince your group.

• Imagine a situation or tell a past story that exemplifies .

-ve: V. dstractng• always on• new msg alert• can’t focus



















Paper 2

Paper 1

Paper 1

Paper 3

Paper 4

1

2

1


2

3

3

4 4

5

5

6

6






1

2

1


2

3

3

4 4

5

5

6

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1

2

1


2

3

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4 4

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Concise notes for last minute revisionThe Last Minute Revision Booklet provides theme-based vocabulary and phrases and common text types useful for all papers.

Complimentary audio CDA complimentary audio CD with all the audio recordings of the listening tasks in Paper 3, individual responses for Paper 4, and useful words and phrases for both papers.

Suggested timeline helps students allocate time for preparing and taking the exam.

Text Type AnalysisText Type Analysis

Vocabulary and Phrase Highlights

YouTubers

觀眾傳媒界

真確性節制

廣播空睱時間

散播新聞訂閱

宣傳瘋傳的

誇大

Online Streaming

數碼影音內容

直播的

黃金年代消遣

直播黃金時段的

媒體交流

Street performance

擴音戲牌照

街頭賣藝滋擾

激怒反對

重金屬音樂

准許證

雜耍

Vocabulary and Phrase Highlights

YouTubers

觀眾傳媒界

真確性節制

廣播空睱時間

散播新聞訂閱

宣傳瘋傳的

誇大

Online Streaming

數碼影音內容

直播的

黃金年代消遣

直播黃金時段的

媒體交流

Street performance

擴音戲牌照

街頭賣藝滋擾

激怒反對

重金屬音樂

准許證

雜耍

© Athens Education1

Last Minute Revision Booklet

~ 5 min

~ 5 min

~ 80 min

ReadingPaper 1Exam Preparation

Get Set for the Exam

1. Familiarize yourself with the question types and formats of Paper 1. (see pp. 2–9)

2. Look at Vocabulary and Phrase Highlights to learn about words related to certain themes. (see pp. 10–18)

1. Skim the texts and questions.

2. Read the texts.

3. Answer the questions.

4. Check the answers.

3. Go over Hot Issues for Paper 1 to anticipate what you may read in the exam. (see pp. 19–20)

4. Revise Word Classes to understand how words are formed. (see pp. 21–24)

Dos and Don’ts during the Exam

✓ First, work on multiple-choice questions and questions that you know the answer. Then, tackle questions that require longer answers.

✓ Leave the questions that you don’t know the answer. Work on them when you’ve completed others.

✓ Skim the title and headings to get a general idea of what the text is about.

✓ Skim the questions and circle the key words, such as number of marks and question words.

Criteria for choosing which optional part (B1 or B2) to attempt:

✓ familiar topic✓ you understand most

of the words in the text✓ Skim the first and last paragraphs, and the topic

sentence of each paragraph (usually the first sentence).

✓ Circle information that you think is important.

✓ Check the answer to each question. Correct or modify the answer if necessary.

✗ Don’t spend too much time on one part.

If you attempt Part A and B1:• Part A: 45 minutes• Part B1: 45 minutes

If you attempt Part A and B2:• Part A: 40 minutes• Part B2: 50 minutes

1.1

Ans

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d.

Ans

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Answers written in the margins will not be marked.

© Athens Education

Write your Candidate Number in the space provided on this page.Read Text 1 and answer questions 1–27. (38 marks)

1. Why were Mrs Mallard’s relatives concerned about her hearing the news of her husband?

2. According to lines 4–14, are the following statements True (T), False (F) or Not Given (NG)? (3 marks)

Statements T F NG

i) Mrs Mallard’s sister delivered the bad news clearly.

ii) Richards worked in a newspaper office.

iii) The news of Mr Mallard’s death was confirmed by Richards.

3. How did Mr Mallard die?

4. Find a word in lines 4–14 that means ‘hurried’.

5. How was Mrs Mallard supposed to react to the news of her husband’s death? She was expected to …

A. look extremely upset about the news.

B. react with shock and disbelief.

C. cry immediately upon hearing the news.

D. lock herself in the room.

6. Which of the following is NOT mentioned in lines 25–31? Blacken ONE circle only.

A. B. C. D.

A B C D

A B C D

AIO–Set 1–Paper 1–A–1

All-in-One Exam Practice Set 1ENGLISH LANGUAGEPAPER 1 PART AQUESTION-ANSWER BOOK

ACOMPULSORY

Candidate Number

© Athens Education1.16

PART B

For questions 2–9, choose ONE question and write about 400 words in the space provided on pages 1.18–1.20. Indicate which question you are going to attempt in the question number box on page 1.18.

2. Learning English through Sports Communication

A recent article in Hong Kong Daily reported that students in Hong Kong are physically unfit because they lack exercise. Write to the editor of Hong Kong Daily expressing your views on why students do not have enough exercise and whether allocating more lesson time for Physical Education will solve the problem.

3. Learning English through Drama

You and other members of the Drama Club watched a live theatre last week. Write an article for the school magazine evaluating the performance. In your article, state whether or not you would recommend it. Provide a title for your article.

4. Learning English through Social Issues

Many who are diagnosed with mental illnesses are often seen as unstable and violent. Recently, you joined a community programme which helped you understand more about those with a mental health condition. Write an article for the school magazine about the programme, mentioning how it changed your view towards them and the biggest challenge faced by those with mental illness. Provide a title for your article.

5. Learning English through Debating

Your school newspaper is organizing an essay writing competition. The topic is ‘Will social media overtake traditional media as a major news source?’ The best essay will be published in the next issue of the newspaper. Write an essay stating your opinions and give reasons to support your point of view. Provide a title for your essay.

6. Learning English through Workplace Communication

You are working in Oriental Pearl Airline’s marketing department. Your manager, Mr Lam, has asked you to suggest a marketing campaign to promote a newly launched route. Write an email to him outlining the campaign, explaining the benefits and persuading him to support it.

AIO–Set 1–Paper 2–4

1.24 © Athens EducationAIO–Set 1–Paper 3–A–4

Attractions Travellers’ comments Did they like it?

The Peak

• (14) was excellent.

• Wetook(15) togettothetop.

(16)

CheungChau

• Itwasagoodbreakfromthebusynessofthecitybecauseitwas(17) .

• (18) was the bestpart.

(19)

Ladies’Market

• Mostofthegoodsforsalewere(20).

• Thereweremany(21) products,sowehadtobecarefulwhatwebought.

• Itwas too(22) there,sopeoplekeptshovingusforward.

(23)

CheKungTemple

• (24) ofCheKungwasthemostimpressivepartofthetemple.

• Wewould have enjoyed the templemore iftherewerepamphletsormaps(25)

.

(26)

MuseumofHistory

• Welearnedabout(27) shapedHongKong, from theQin

dynastytothepresentday.

• (28) helpedusimaginewhatlifewaslikeforHongkongersbackthen.

(29)

Answerswritteninthemarginswillnotbemarked.

Task 2 (16 marks)

BrianisinterviewingsometravellersaboutthetouristattractionsinHongKong.Listentotheinterviewandwritetheinformationinthespacesbelow.Younowhave30secondstostudythetask.Attheendofthetask,youwillhaveoneminutetotidyupyouranswers.

END OF TASK 2

Answersw

ritteninthemarginswillnotbemarked.

Answersw

ritteninthemarginswillnotbemarked.

1.39 © Athens EducationAIO–Set 1–Paper 4–1

GENERAL INSTRUCTIONSThis paper consists of two parts: Part A, Group Interaction; and Part B, Individual Response. Part B will immediately follow Part A. DO NOT write anything on this page.

Part A Group InteractionYou will be given 10 minutes to prepare. The time allowed for the group interaction is 8 minutes (or 6 minutes for a group of 3 candidates). You may make notes on the notecard provided and refer to your notes during the discussion.

Below is an extract from a newspaper column about instant messaging:

As instant messaging (IM) apps become more user-friendly, it is easier to talk to everyone online rather than meet in person. Messages can now be conveyed with a photo, emoji, a recorded voice clip, or even animated stickers. But do we pay a price for this instantaneous text-based communication?

A study by California State University found a relation between how much online interaction high school students have and how comfortable they are with face-to-face communication. The more instant messaging a student used, the more he or she tended to be uncomfortable with talking face to face. Students reported that they were more comfortable meeting people online than in person.

‘When I speak to Alvin, he only responds in one- or two-word phrases,’ Bonnie Lam, a concerned mother, told us. ‘But when I text him, he can respond with several sentences. Sometimes he even texts me when I’m in another room instead of just coming to talk to me!’

Alvin’s case is not uncommon. Many young people find it easier to talk through text messages, especially about embarrassing or sensitive things like dating and breaking up. When important matters are discussed over text messages, some meaning is unavoidably lost. Tone, facial expressions and body language cannot be conveyed through just text. Emoji and stickers may be used to express emotions, but they can still be unclear, or even frustrating to receive — everyone has experienced typing a long message for somebody only to receive a single emoji or sticker in return.

Your group is going to give a presentation to your schoolmates about the use of instant messaging (IM). Decide with your group what to include in your presentation. You may want to talk about: • Featuresofinstantmessagingapps • ProsandconsofusingIMappstocommunicatewithothers • WhattopayattentiontowhenusingIMapps • Anythingelseyouthinkisimportant

Part B Individual Response

The examiner will ask you one or more questions based on Part A. You will have up to 1 minute to respond.

HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION

All-in-One Exam Practice Set 1

ENGLISH LANGUAGE PAPER 4

HKDSE

ENG LANGPAPER 4

4 © Athens EducationAIO–Set 1–Paper 1–Answer Key–4

Part B1 (Texts 2–5, Questions 28–49) 41 marks


28. i) Cii) Aiii) Div) B

11–12

3–4

15–16

7–8

Identifying relevant information

29. She jumped to her death / killed herself. 9–10 Identifying relevant information

30. She had a pair of deformed feet. 17 Identifying relevant information

31. B 17–18 Guessing the meaning of words

32. Thorpe Ivashchenko Zou Aii) ✔ii) ✔ ✔iii) ✔iv) ✔

4

6, 9

17

5

Identifying relevant information

33. taboo 21 Guessing the meaning of words

34. Getting to the international level and becoming world champions

23–24 Understanding reference

35. i) Injuriesii) Physical decline

25

25

Scanning for specific information

36. There will be no more harsh training or tough competitions. 26–27 Identifying relevant information

Locating specific informationIdentifying linking words and phrases can help you locate the correct answers to this type of question.

Step 1 Underline the key words in the question.

The underlined word is important because it tells you that you should look for advantages of retirement.

Step 2 Scan for relevant information in the text.

3 The expression ‘On one hand ... on the other hand’ is used for giving two different opinions about something.

The adjectives ‘harsh’ and ‘tough’ have negative connotations, and the determiner ‘no more’ is used to talk about an absence of something that was once there. Therefore, you can guess that ‘no more harsh training or tough competitions’ is good for retired athletes.

Step 3 Copy the relevant information from the text.

37. retired athletes 26 Understanding reference

13 © Athens Education

All-in-One Exam Practice Set 1

Part B

2. Learning English through Sports CommunicationA recent article in Hong Kong Daily reported that students in Hong Kong are physically unfit because they lack exercise. Write to the editor of Hong Kong Daily expressing your views on why students do not have enough exercise and whether allocating more lesson time for Physical Education will solve the problem.

SituationA recent article published in Hong Kong Daily said that Hong Kong students are physically unfit because they do not have enough exercise.

RoleYou read the article and you want to write a letter to the editor to explain why students are physically unfit. You will also explain whether allocating more time for Physical Education will solve this problem.

Point of View First person

Text TypeLetter to the editor (discursive)

Intended ReaderThe editor of Hong Kong Daily, the newspaper’s readers

TensePresent tense

Register, Tone and StyleFormal, respectful and persuasive

1. Analyse the problems from different perspectives • Whilestudentsthemselvescanbeoneofthereasonsfortheirinactivity,youshouldalsothinkabouthowschoolsand

parents could be contributing to the problem.

2. Adopt the right tone • Beforeyoustarttowrite,thinkaboutyourrole.Youcouldbeateacher,aparentorstudent. • Rememberyouareexpressingyourthoughtsontheissue,not‘lecturing’thenewspaper’sreaders. • Focusonexaminingtheproblemandevaluatingthestrengthsandweaknessesoftheproposedsolution.

3. Use the correct connectives to link your arguments • Useconnectivestolinkideasandguidethereadersthroughthearguments.



AIO–Set 1–Paper 2–Answer Key–4


Paper 3Part A

Task 1 13 marks


Predicting the types of answers• Astheunitstotheanswers

are given, you can usethemtopredictwhatkindsofanswersyou’llhear.

• For days , persons , year ,and HK$ , you know youneedtolistenfornumbers.

• InQ4,the interviewersaysthathewillmarkdown‘oneotherperson’.Makesureyoudonotanswer‘two’!

Interview Form

Traveller’s information

Sex: ✓ Male Female (example)

Age: (1) 10–19 20–29 ✓ 30–39 40–49 50–59 60+

City of abode: (2)

Length of stay: (3) day(s)

Travelling with: (4) person(s) (Write ‘X’ if alone)

Type of accommodation: (5) Hotel ✓ Apartment

Hostel Others

Total expenditure in HK: HK$ (6)

Last visit to HK : Year (7) (Write ‘X’ if never)

Impressions about Hong Kong

Likes

• Many (8)

• The traditional (9)

• The public (10)

Dislikes

• Shopping in malls is (11)

• The air (12)

• Many (13) have been taken down

food choices (1)

culture (1)

transportationsystem (1)

boring (1)

pollution (1)

old buildings (1)

Kuala Lumpur (1)

seven (1)

one (1)

18,000 (1)

2008 (1)

Anticipate paraphrasing• Sometimesthespeakerwillparaphraseinsteadofusingtheexactwordsontheanswersheet.Trytograspthemeaning

ratherthanlistenfortheexactwords.

E.g.Q2asksfor‘cityofabode’butonthetapeyouhear‘mayIaskwhereyoucomefrom?’• Theinterviewermayrepeattheanswersasreactionstotheinterviewee,likeforQ3andQ5.


Paper 4Part A Group Interaction

1 A quick grasp of the discussion task

Things to discuss


2 Key to excellent performance 1. The topic, instant messaging, should be very familiar to students. You should make appropriate use of personal

experience to support your ideas. (See ‘Discussion strategy’)

2. The discussion task requires you to prepare for a presentation (objective / outcome) to be given to your schoolmates (audience). Bear in mind these two factors in the discussion.

Objective: The prompts only ask you to discuss the topic in general, you should also consider the ‘content’ of the presentation

and the ‘procedure’ to get it done, e.g.:

Content: What sections to include? What kind of content (e.g. interview results)?

Procedure: Division of labour? What kinds of task (e.g. research / analysis)?

Audience: Relate the ‘content’ and ‘procedure’ to your audience, that is, your schoolmates. For example, consider what

content may interest them, and how to present it in a way interesting to them.


Documents

Contents · 2017. 9. 19. · $ fdu dfflghqw vhoi gulylqj fduv wh[wv zlwqhvv vwdwhphqw duwlfoh zrugv &ulwlfdo wklqnlqj wh[w duwlfoh zrugv 0dnlqj dsrorjlhv wh[w vkruw vwru\ zrugv ¶7kh