PART A: GROUP INTERACTION

1.

Part A of the oral examination is called Group Interaction. At the beginning of the Group Interaction, you will be given an instruction form like the one below. Sometimes, it may contain pictures, posters, or comics. There are two things on the form. First, there is the situation which gives you some brief background information about the discussion topic you need to talk about. Second, there is a short list of sub-topics to help you think of things to say. Oral English Examination Part A
Your principal is thinking about opening an Internet snack bar in the school. Your group has been asked to discuss this.

Situation

You may want to talk about: -

opening time who should be allowed to use it what food and drink should be sold what equipment will be needed

sub-topics

2.

If you want to think of good ideas and points, you need to understand the situation and the topic. The topic types fall into four main categories. Topic type
Discussing a social issue

Example situation and topic

Your teacher has asked your group to discuss the good and bad things about public transport in Hong Kong. You are discussing the issue.

Discussing a problem

Your principal is concerned that many students at your school are not eating healthily. Your group has been asked to discuss the problem.

Making suggestions

A company is planning to open a restaurant near your school. The company has asked your group to suggest ways to make it appealing to students.

Planning or organizing an event

Your school is planning a mini-Olympics and your group has been asked to help plan the event.

Comparing and contrasting two or three ideas

Your school is planning to have a study tour in the following three places. Your group is asked to decide which tour to join

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HOW TO GET STARTED

3.

As soon as your five minutes of preparation time is up, you will be given six minutes for the discussion. Examiner 2 will say, You have six minutes for the discussion. You can start now. This is the sign for someone in the group to begin the discussion. When you begin the discussion, it is a good idea to follow these four steps. Step Get started Introduce the topic Introduce the first point What you should say a. Shall we start the discussion? b. Lets start, shall we? c. Lets begin. a. Today we are going to discuss b. We need to discuss / plan / make suggestions about a. The first sub-topic we have to discuss is b. The first sub-topic is Invite someone else to contribute a. What does everybody think? b. Does anybody have any ideas?

4.

Read the following discussion topics and write out suitable introductions. When you have finished, practise them with a partner.

Your group is doing a social studies project on elderly people in Hong Kong. You are discussing points to include in the project. You may want to talk about: - the role of the elderly in society.

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In many Hong Kong families, both parents go out to work and have little time for housework. Your group is discussing how to solve this problem. You may want to talk about: - the advantages of employment a domestic helper

A new convenience store is opening near your school. The manager has asked your group to make suggestions about the store. You may want to talk about: - what kind of food students like to buy

Your school is going to have a Teachers Day next month. Your principal has asked your group to organize the event. You may want to talk about: where you will hold the event

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OPINION + GIVE REASON(S)

5.

Expressing your ideas and opinions is what good communication is all about. In the Group Interaction, you must be prepared to express your ideas and opinions, and give reasons for them. For example, Who can use it? When should it be open? What food should it sell? In my opinion, it should sell only sushi and health drinks.

In my opinion, only Form 6 and I think it should be open after 7 students should be able to use it. school.

What colour should we paint the walls? I feel the walls should be black.

How many computers should we get? I think we should get just one computer.

What type of TV should we get? I really think we should get a small black and white TV.

6.

When you express your opinions, you should provide reasons for them. This helps others understand not only what you think but also why you think it.

7.

Read the following opinions. Think of reasons to support these opinions. Write them in the spaces provided.

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Opinion Soft drinks are bad for your health.

Reason

Hong Kong is a really unhealthy place to live

In my opinion, many students in Hong Kong do not get enough sleep.

Chinese New Year is not a good time to go on holiday.

I think fish are the best kind of pet.

I feel that smoking in restaurants should be banned

8. Phrases for introducing reasons: Clause I like swimming Connectors because since as for Clause I like taking bus Connector because of Noun Phrase the low price it is healthy Clause

Phrase The hot weather

Connectors (be) due to (be) result from

Phrase the deforestation.

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OPINION + GIVE EXAMPLE(S)

9. Another way to support and strengthen your ideas and opinions is by giving examples. If you can give relevant supporting examples, you can make your ideas and opinions easier to understand, which will help the discussion go smoothly. Opinion Japanese food is very healthy. Supporting examples For example, it contains very low fat.

Fast food is very unhealthy.

For instance, a small portion of French fries contains 10g of fat.

Many activities can be done at the campsite,

such as fishing and cycling.

Hong Kong has many famous tourist spots,

like The Peak and Ocean Park.

10. Read the opinions below. Brainstorm for example to support each opinion. Use different expressions to introduce your examples. Opinion Many students in Hong Kong have part-time jobs. Supporting examples

Hong Kong has many cheap forms of transport.

Smoking is bad for your health.

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You can improve your English in many different ways.

The colour red is used for many things in Chinese culture.

11. When someone says something in the group discussion, you need to listen carefully and think quickly about whether you agree or disagree. Then you need to respond appropriately by adding something relevant to the discussion. This could be a supporting reason (and example) or new point. This is called interaction. Interaction can benefit all the members of the group because it allows everyone to think of more things to say.

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AGREEING

12. It is more natural to use different expressions when agreeing with others. Candidate should not just say I agree all the time. We can use any of the following. Of course. I think we should study hard so that we can pass our exams. Thats right. Yes youre right. Certainly. 13. Expressions for agreeing with others I agree with you. I take your point. Thats great / wonderful / excellent! Yes. (We are on the same line) It should be noted that whether you agree or disagree is also your opinion. Thus, you should follow the rule Opinion + reason(s). In other words, you should add reasons when you agree with others view. If your reason has already been taught by other candidates, you may act like that: A: I like rearing cockroaches because they are lovely and active. True. True enough.

You: Yes, I also like rearing cockroaches. They are lovely. How about you? 14. Read the opinions below, using the expressions above, write a sentence agreeing with each opinion and give a reason explaining why you agree. a. I think teenagers in Hong Kong should learn about the dangers of taking drugs.

b. I feel beaches in Hong Kong are very polluted.

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c. In my opinion, October is the best month to visit Hong Kong.

d. I think many teenagers are becoming unhealthy. e. I believe Lamma is a great place to go for a picnic.

15. We often disagree with other people if we have a different idea or opinion. We should not be scared to disagree with others as long as we do so politely and give a reason why. Disagreeing with others does not stop the discussion. It gives us more things to talk about and can help us think of other useful points and things to include in the discussion.

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DISAGREEING

16. It is more natural to use different expressions when disagreeing and not just say I disagree all the time. We can use any of the following. I disagree. Im sorry Im afraid I dont agree. I dont agree with you. I dont know about that. Im not so sure about that. Other expressions for disagreeing: Im afraid its not the picture. I cant go along with you here. Im not happy with it. 17. Read the opinions below. Using the expressions above, write a sentence disagreeing with each opinion. Give a reason explaining why you disagree. a. People who always do their homework must have very boring lives. Sorry! Its not true. Its absolutely wrong. Reason(s) / new opinion / explanation / etc

b.

Learning English is a waste of time because you dont need it to get a good job.

c.

Hong Kong is not really as polluted as people say.

d.

Most teenagers in Hong Kong are selfish and they never help anyone else.

e.

Theres nothing to do in Hong Kong but go shopping.

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GIVING SUGGESTIONS

18. We can use different expressions to give suggestions. We can use any of the following. As with opinions, it is often appropriate to support our suggestions with reasons or examples, or both. Why dont we ? Lets Does anyone have any ideas on where to hold the concert? Perhaps we should I suggest How / What about We could 19. Read the students requests for suggestions and ideas below. Make appropriate suggestions. Use different expressions for giving suggestions each time. a. Were having some friends over at the weekend to watch DVDs. Do you have any suggestions about what films we could watch?

b.

Its our teacher s last day tomorrow. Does anyone have any suggestions for what present we could buy him?

c.

We have to decide where to hold the school disco. Does anyone have any good suggestions?

d.

We have to meet the foreign students at the airport. Can anyone suggest the fastest way to go there?

e.

So, how can we attract more tourists to Hong Kong? Does anybody have any ideas?

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To make suggestions, we can also use the structure Conditional sentence Type II. I suggest you have dinner in McDonald. If I were you, I would have dinner in McDonald.

Notes

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ASK FOR CLARIFICATION / REPETITION

19. We dont always understand each other s point of view. We may not understand a key word or perhaps we dont understand their point. It is natural to ask for clarification at that time. Dont be afraid to do this. You will not be marked down by the examiners. When we ask for clarification, we can use any of the following expressions. but I dont understand what you mean. Sorry, I dont understand. can you explain what you mean? what do you mean by ?

Advanced statements Praise Your idea / view is very good. It sounds good Ask for clarification Can you explain more on it? Can you give me the whole picture on it?

Sometimes, we simply just cant hear what a person says. When this happens, we can use any of the following expressions.

could you repeat that please? I dont hear you properly. Sorry, can you repeat that? but I didnt catch that. Could you say that again?

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20. Read the dialogue below. Then complete the dialogue using the hints in the brackets. Use different expressions for asking for clarification and repetition each time.

A : I suggest we go to the new Thai restaurant. B: (ask for repetition could not hear student A A : I said lets go to the new Thai restaurant. B : Oh, I dont really like Thai food. A. Well, what about the Italian restaurant at Pacific Place then? B : No, its too trendy. A: (ask for clarification dont understand the word trendy) B : Well, I mean its not a traditional Italian restaurant and I like traditional Italian restaurants. A : Oh, I see what you mean. Well, do you fancy French food? B : Ummm, yes and no. A: (ask for clarification dont understand Student Bs statement) B : Let me explain what I mean. I like French food but Im on a diet and Id like something less fattening. A : Oh, I see.

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RESPONDING

21. When we are asked to clarify something, we should try to explain or rephrase a word or a point in a different way.

Sorry, Well

What I mean is Im trying to say Let me explain what I mean

22. Read the dialogue below. Then complete the dialogue using the hints in the brackets. Use different expressions for giving clarification each time.

A : I think our class should organize a green cooking competition. B : Im sorry, but I dont understand what you mean by a green cooking competition. A: (Competition using only fresh and natural food) B : I see. Yes, that sounds like a good idea for the school fair. A : Youu didnt think we should use GM food. B : Sorry, what do you mean by GM food? A: (Genetically modified food is food changed by man through science) B : Ok. So, what about cooking pies, cakes and things like that? A : Thats Ok as long as the ingredients are natural and fresh. B : Sorry, I didnt catch that. A: (repeat suggestion)

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23. Sometimes, you may need to encourage other members to contribute their ideas and suggestions to the discussion. You can involve others in discussion in different ways. We can also encourage others to contribute to the discussion by asking them to respond to what you or another group member has just said. You can use any of the following expressions. Do you think thats a good suggestion? We could go to McDonalds for the class lunch. What do you think of that? Do you agree? How / What about that idea? You can encourage group members to contribute further by asking them for additional or alternative ideas and suggestions. You can use any of the following expressions. Does anyone have other ideas? I suggest we go by minibus because its cheap. Are there any other suggestions? Can we think of anything else? If some of the students in your group are very quiet, you can try to involve them in the discussion by asking them what they think. For example, a. b. c. We could have a Chinese banquet, what do you think, Mr. Wu? Mr. Chan (Candidate B), Mr. Wongs suggestion seems attractive. What is your comment? ______________________________________________________________________

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OTHER USEFUL SKILLS

24. When we are discussing something, it is easy for the discussion to get off track. That is, for people to start talking about irrelevant things. When the discussion has gone off track, you can use any of the following expressions to get the discussion back on track. but lets not get off the topic Im sorry, Excuse me, I think weve wandered off the topic lets return to the topic but that point isnt related to the topic but we should be talking about Another common problem is for the discussion to become stuck on a single point or sub-topic. On these occasions, when nothing new is really being discussed, you can use any of the following expressions to move the discussion on. I think we should move on to the next point / sub-topic. Well, I think weve covered that point / sub-topic. The next point / sub-topic is I dont think there is anything more on that point / sub-topic, lets move on. 25. Read the following discussion topics and dialogues. Underline the point at which the discussions go whether off track or get stuck. Write down what you could say to get the discussion back on track in the spaces provided. Use different expressions for getting back on track and moving the discussion on each time.

Your teacher has asked your group to discuss the following topic: TV is not good for younger teenagers.

You may want to talk about: -

types of films that might not be good for younger teenagers to watch types of advertisements which may influence younger teenagers

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A : I believe its unhealthy for teenagers to watch films that are violent because it may turn them into violent adults later in life. B : I agree. My younger brother always gets excited when he watches war films. He always tries to fight with me after them. D : Thats a good point. Many violent criminals watched violent films when they were younger. A : Some American serials can be violent even programmes like ER and Dark Angel.

B:

Do you think that overseas domestic helpers enjoy their lives in Hong Kong? The members of your group are discussing this. You may want to talk about: - the difficulties they face why they come to Hong Kong

A : I dont think domestic helpers face many difficulties. Life is easy for them. B : Im sorry, but I dont agree with you. In the newspapers, I often read about maids who have been mistreated and beaten by their employers. C : Some employers are really rich and they have many domestic helpers.

A:

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Your group has been asked to organize a pop concert to raise money for a local charity. Discuss what you will do. You may want to talk about : where to hold the concert who to invite

A : Well, Im not sure if the school hall is large enough for a pop concert. What about the Hong Kong Stadium? Its really spacious. B : Youre right. Its quite a big stadium. C : Yes, I agree. Its really large, isnt it? D : Yes, I agree. It looks really large too. Its like a giant cave. A : Umm, its big enough for everyone. A:

26. Sometimes, you may find some candidates who do not give any response. To cope with this, you act like this: When asking for their opinion You : A: You: A: You: A: You: Whats your opinion? Where should we go? Do you think Tokyo is a good place to go? Alright, how about you, Candidate C? (Examiner discovered you make all efforts to help A so you may not lose any marks.)

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When asking him / her whether he / she agrees or not You : A: You: A: Do you have any comment? If you dont give any response / say anything, I suppose you agree with me. (smile) (Its a joke. But usually, A will say Yes.)

27. It is natural in discussions to summarize what has been talked about. Summarizing helps to remind everyone what points pave been covered, and what has been agreed and decided on. This is particularly important for the group discussion because you are not allowed to take notes. We can sum up at the end of the discussion or we can sum up at the end of each sub-topic, as a way of moving the discussion on to the next point or sub-topic. We can use any of the following expressions when summing up as we move along in a discussion. When you have one minute left of the Group Interaction, the examiner will display a sign with one minute written on it. This is a good opportunity to start concluding your discussion and to sum up. We can use any of the following expressions when summing up at the end of the discussion. Right, so far, To sum up, To summarize We have decided to / spoken about / mentioned / agreed on

When the time is running short, you can say: The time is running short. Lets discuss it later. Oh, no. The bell is about to ring. Lets talk about it later. Its lunch time. Talk about it at lunch, Okay?

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Glossary 1 Question Types

In your HKCEE oral examination, there are different questions types. Generally you need to learn how to identity problems and solutions, choose between different options, organize an activity, a project or a campaign discuss the pros and cons of a proposal, plan both sides of a debate, plan a survey, argue for or against a position, make and explaining a choice handle a crisis, plan the content of a school magazine analyze situations and make recommendations

Situation 1: Identifying a problem and providing solutions:

Individual presentation: (a) Does noise pollution bother you? Explain. (b) What kind of noise bothers you the most? (c) What is the most effective way to reduce noise pollution education or laws? (d) Do you ever worry about making too much noise? (e) Should people be allowed to talk quietly in libraries? Group Discussion: As part of an environmental project, your Geography teacher has asked your group to suggest ways to reduce noise pollution in Hong Kong. You may want to talk about: The causes of noise pollution Sources of noise that cannot be avoided Ways to reduce noise pollution How to educate people to make less noise pollution Anything else you think is important.

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Sample Dialogue Student A: Good morning everyone, our teacher has asked us to embark on an environmental project to think of ways to reduce noise pollution in Hong Kong. We need to first define the causes for noise pollution followed by ways to reduce noise pollution.

Student B: Thats a good idea indeed. Human noise includes loud music, karaoke, television and loud voices in restaurants. They are damaging to our ears. Can you think of any other noise? Student C: Apart from manmade noise, we witness other types of noise. Vehicles produce lots of disturbance to us because of their constant honking. Those cars with faulty mufflers damage our ears and hurt our mental health. I find it hard to concentrate when loud noise is concerned. Student D: I know exactly how you feel. Speaking of (talking of/on the subject of ) the concentration problem caused by noise pollution, the barking dogs problem in the school neighbour is getting more serious. After tracing the causes of the problems, we might as well come up with ways to reduce the noise pollution. Could anyone think of ways of solving the existing problems? Student C: There are many ways to reduce noise pollution. Laws should be enforced to prohibit honking of cars except in emergencies and barking that disturbs neighbours. The most important thing is to educate people to respect the privacy of their neighbours. Student A: Exactly. Following from Cs proposal, I suggest we need to use posters or TV commercials to get people to be more considerate about their neighbours especially during late at night.

Student D: True indeed. We could ask pop stars to help us promote how to prevent noise pollution and make sure people make more music not noise! Student A: Thats an interesting idea. It seems like we all agree on one point, that is to hire celebrities (famous movie stars) to help us raise the awareness (learn more) about noise pollution prevention. Thats right.

All students:

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Situation 2: Organizing an activity

Individual presentation: (a) where would you suggest having dinner? (b) What kind of food do you think would be best? (c) Whom would you ask to give a speech? (d) What kinds of gifts would you suggest for people who already have everything they want? Group discussion: The members of your group are planning a farewell dinner for your teacher, who is retiring. You may want to talk about: Where to go Who should be invited Food and drink Activities Farewell gift Anything else you think is important Sample Dialogue
Student A: Good morning everyone. Today we need to decide on planning a farewell dinner for our Maths teacher who is about to retire soon. Perhaps its best for us to start planning ahead. We need to choose between a hotel and a restaurant. In my opinion, a hotel sounds like a better idea as it is large enough to hold hundreds of schoolmates. Student B: You have suggested a good idea but we need to consider some major issues such as our budget. I think its more feasible for us to find a roomy restaurant because of economic reasons. Student C: Exactly, I agree with student Bs view because it doesnt matter where the place is, the more important thing is that we need a place to express our gratitude to our teacher. Student D: Yes indeed. Lets move on to discuss who to invite. Do you want to make it a formal or informal meeting? I think its better to keep it simple. Student A: You have a point but I think we need to plan a formal meeting to show our respect to our teacher. I think we dont need to invite junior form classmates because our teacher only teaches senior forms. In that case we will have only about 200 students.
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Student C:

Yeah, its an excellent idea to include just the senior students. Regarding activities on that day, should we organize a speech followed by a gift exchange session?

Student A:

Yeah, we need to deliver a welcoming speech and a speech tailor-made to our teacher. Maybe we could invite our monitor to welcome the teacher and ask people who know our teacher best to give a 10 minute presentation.

Student D:

For the gift giving session, we could have three choices, an engraved pen, a watch or a book. I find a good book and its called tipping point. Since you dont have objections, lets decide on who should buy the book. Any volunteers?

Student A:

The book you just suggested is a great book and affordable too. I could help you out on that.

Student D:

Thank you so much for helping out. Finally we need to determine what kind of drinks are we providing for the dinner. Coffee and tea are a must. Should we include wine?

Student B:

Wine? You must be kidding me. Lets just include soft drinks, fruit juices as well as coffee and tea.

Students C: Sorry to interrupt, I think we have forgotten to include food in our discussion! Student A: We could have a variety of choices. They include western food, Chinese food or a mixture; set meal, menu choice or buffet. Student B: A buffet sounds like a better option because everyone will pick their favourites accordingly and there will be less complaints later. Student D: Right. So the buffet will include international cuisines, namely Japanese, Western and Asian food. Since you are all nodding, I guess we have a consensus on this decision. Student B: Does anyone want to add anything about this point? All right, I guess weve covered everything. Thanks everybody for your contributions. I think the dinner will be a great success.

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Situation 3 : Making and explaining a choice:

Individual presentation: (a) what kind of job do you think would be most suitable for you and your classmates? Why (b) Do you think you would make a good salesperson? Why/why not? (c) Do you like working with children? Why/Why not? (d) What would be your ideal summer job? (e) Would your main reason for taking a summer job to be to make money or get some job experience? Group discussion: You and a group of classmates have been asked to discuss suitable part-time summer jobs for Form 5 graduates, and the benefits and problems associated with different jobs. You may consider any jobs, including the following. Salesperson in a clothing store Counter salesperson in a fast-food restaurant Counselor for a primary school childrens camp Office clerk Anything else you think is important Today we need to think of what kind of summer jobs are suitable for us to take. We need to discuss the pros and cons of taking up different working positions. Lets figure out what kind of job best suits Form 5 students. Personally speaking, I want to be an office clerk because Id like to work in offices since I would like to have a chance to see how things work. Student B: Being a clerk is good in the sense that you could learn a wide range of experience by working at several different jobs but the disadvantage is that your work may be tiring, repetitive and boring. Normally Form 5 students are asked to do filing. Student C: When you talk about clerk job being repetitive, do you mean you are required to do exactly the same thing day after day? Student B: Exactly. Another thing I want to add is that it is difficult to mix socially with co-workers because you are young and temporary.

Student A:

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Student A:

Should we move on to the next job? I suggest being a camp counselor. It sounds like an exciting job because it requires leadership and teaching experience. You can work with young kids and have lots of fun.

Student C: That sounds like a good alternative to being a clerk as you can develop communication skills along the way. But the downside is that you may have no time for yourself and the children may be too naughty for inexperienced kids to handle. Student A: True, thats why we need to take up the challenge. But if you find that too hard to control, you may as well try being a clothing sales. In this case you can still develop communication skills and meet lots of people. Student D: Thats a fascinating idea. Not only can you learn something about the clothing business, but also you may get employee discounts. Student B: Right, but consider the disadvantages of being a salesperson. You may have to stand on your feet all day. The hours are long and you may be underpaid. Student A: Not to mention you have to deal with rude and demanding customers sometimes.

Student B: Absolutely. In the worst scenario/case, your boss may force you to use high-pressure sales techniques. You may end up being scolded by all sorts of difficult people. Student C: Having considered the pros and cons of being a sales, lets widen our options to the food industry. Being a fast food counter sales sounds like a better choice as you dont need to force other into buying things they dont need. Student A: Also you may have free meals.

Student D: Im afraid there is no free meals on earth. Everything has a price to pay. For instance, you may end up on your feet all the time, endure low salary/pay and have to skip lunch at lunch hours! Student A: Thats not a sound working condition. I think its best not to work at McDonalds and the KFC.
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Student B: Hmmm, should we focus on our topic please. Its best for us to list the advantages and disadvantages of working different jobs. So far weve covered four different types of jobs. Does anymore want to add something? Student A: Thats about it. Maybe we could consider being a part time model. What do you think?

Student C: Really? Please continue the discussion

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Glossary 2 Vocabulary and expressions In this part, some of the sample questions and ideas will be introduced. Students can view this part as examples in their group interaction. Time and Deadline (When?)
Asking questions a. When (do you think) is a good time for the activity / function? (Ask about time) Responses 1. We should have it at recess because most students may stay in their classroom. 2. We should have it during lunch time. First, we can have more time to prepare. More importantly, more time can be given to students to join the activity. 3. We should have it after school since most students can be free after school. 4. We should have it on Saturday morning as we can invite more guests, such as parents, friends, or locals to come. 5. Others: Summer holiday, Chinese New Year, in assembly, after the exam, etc.

b. Shall we set a deadline for the application / 1. Sure! I believe the deadline should be the day before selling the tickets? (Ask about deadline) Christmas. A reason is that we can do preparation during the Christmas holiday. (Suggestion + reason) c. Shall we make Monday the last day for people to sign up for the function / activity / competition? (Ask about deadline) 2. It seems not suitable (for us) to make Monday the last day for signing up because it is school holiday. (Instead / As an alternative), I would prefer next Friday as we can have d. Should we allow people two weeks to buy the tickets? (Ask about deadline) more time for promotion. (Disagreement + counter suggestion) 3. Thats great. People can have sufficient time to buy tickets if we give them two-week time.

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Location (Where?)
Asking questions a. Where should we have the competition? Responses 1. We can hold it at school hall because it is big enough to occupy many people / many people can go there. (Suggestion + reason) 2. We can hold it in classroom because it has equipment inside. (suggestion + reason)

b. Will the library be appropriate / suitable?

1. Library is a good place because it is highly accessible to students / easy to go there. But I believe cover

c. Will the covered playground be a suitable / an appropriate place / location (for the show)?

playground is better as it is big enough to occupy many people. (compromise + counter suggestion) 2. Thats fine. Lets do it. (Response)

d. Should we put / place the boards in the hall? 3. Others:

playground the size is big restaurant provide tasty food and comfortable environment stadium hold plenty of audience school canteen provide snacks

Activities and People

Asking questions a. What activities should we hold? b. Would it be a good idea to hold an inter-school singing contest? Responses 1. We can hold an inter-house/class/school (singing competition). First, we can give an opportunity for students to show off. Second, students can know more about other competitors in other school. (suggestion + reasons) 2. We can do it. But Im afraid we dont have a venue to hold it. (agreeing + doubt)

3. Others: Quiz test students knowledge A debate train their skill in critical thinking Board / photo display to show students great work, easy to prepare, provide information to audience in a direct way Fund raising activity help people in need Carnival have fun together
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Variety show show talent, more varieties Singing performance show talent b. Who should we invite to take part in the competition? (ask about participants) 1. It should be opened to the public because we can promote the school through this opportunity. 2. We should invite senior students to take part as they are more mature. 3. We should invite parents because they can help take care of the junior form students.

c. Who should be the judge / speaker? (ask for a 1. We can invite our English / music / Mathematics teacher judge) because they are experts in that field. 2. We can invite a professor from _____ university because he / she is an authority of this area. 3. We can invite a judge / speaker from other school / company because it will be more fair to all students. 4. We can invite an old student of our school because he knows our school.

Benefits and Difficulties Benefits

a. learn how to get along with others / improve the communication skills b. improve the problem solving skills c. develop their critical thinking d. develop their language skills e. help them make perfect decision f. broaden horizons hold 2. Cannot get sponsorship / no one can offer sponsorship 3. Not enough manpower 4. Do not have good relationship with _____ 5. Not enough equipment 6. Transport problem / too difficult to go there / traffic jam

Difficulties
1. Financial problems / not enough money / funding to

7. Examination is coming / busy doing homework

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Positive and negative adjectives to describe things / people / activity

Appearance Appearance Contd. Condition Condition Contd. Feelings (Bad) Feelings (Bad) Contd.

adorable adventurous aggressive alert attractive average beautiful blue-eyed bloody blushing bright clean clear cloudy colorful crowded cute dark drab distinct dull elegant excited fancy filthy

glamorous gleaming gorgeous graceful grotesque handsome homely light long magnificent misty motionless muddy old-fashioned plain poised precious quaint shiny smoggy sparkling spotless stormy strange ugly ugliest unsightly unusual wide-eyed

alive annoying bad better beautiful brainy breakable busy careful cautious clever clumsy concerned crazy curious dead different difficult doubtful easy expensive famous fragile frail gifted helpful helpless horrible important

impossible inexpensive innocent inquisitive modern mushy odd open outstanding poor powerful prickly puzzled real rich shy sleepy stupid super talented tame tender tough uninterested vast wandering wild wrong

angry annoyed anxious arrogant ashamed awful bad black blue bored clumsy condemned confused

grumpy helpless homeless hungry hurt ill itchy jealous lazy lonely nasty naughty nervous

crazy, flipped-out nutty creepy cruel dangerous defeated depressed disgusted disturbed dizzy dull embarrassed evil fierce foolish frantic frightened panicky repulsive scary selfish sore tense terrible testy thoughtless tired troubled upset uptight weary wicked worried

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31

Feelings (Good) Feelings (Good) Contd.

Shape

Size

Sound

Time

agreeable amused brave calm charming cheerful comfortable cooperative courageous delightful determined eager elated enchanting encouraging energetic enthusiastic excited exuberant fair faithful fantastic fine friendly funny gentle glorious good

happy healthy helpful hilarious jolly joyous kind lively lovely lucky nice obedient perfect pleasant proud relieved silly smiling splendid successful thankful thoughtful victorious vivacious witty wonderful zealous zany

broad chubby crooked curved deep flat high hollow low narrow round shallow skinny square steep straight wide

big colossal fat gigantic great huge immense large little mammoth massive miniature petite puny scrawny short small tall teeny teeny-tiny tiny

cooing deafening faint harsh high-pitched hissing hushed husky loud melodic moaning mute noisy purring quiet raspy resonant screeching shrill silent soft squealing thundering voiceless whispering

ancient brief Early fast late long modern old old-fashioned quick rapid short slow swift young

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32

Taste/Touch

Taste/Touch Contd.

Touch

Quantity

bitter delicious fresh juicy ripe rotten salty sour spicy stale sticky strong sweet tart tasteless tasty thirsty fluttering fuzzy greasy grubby hard hot icy loose

melted nutritious plastic prickly rainy rough scattered shaggy shaky sharp shivering silky slimy slippery smooth soft solid steady sticky tender tight uneven weak wet wooden yummy

boiling breezy broken bumpy chilly cold cool creepy crooked cuddly curly damaged damp dirty dry dusty filthy flaky fluffy freezing hot warm wet

abundant empty few heavy light many numerous substantial

USEFUL ORAL SKILLS

33

USEFUL ORAL SKILLS

34

Other kinds of adjectives 1. Opinion adjective polite, fun, cute, difficult, hard-working 2. Age new, young, adolescent, teenage, middle-aged, old, ancient 3. Colour red, orange, yellow, green, blue, purple, white, grey, black, black and white, light blue, dark red, pale blue, reddish brown, off-white, bright green, warm yellow 4. Nationality Hong Kong, Chinese, English, American, Canadian, Japanese, Korean 5. Religion Buddhist, Taoist, Christian, Moslem, pagan, atheist 6. Material wood, plastic, metal, ceramic, paper, silk 7. Noun used as an adjective campus (campus building)

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35