untitled

Transcription

1 2004 年 數 力 2004 年 11

2 錄 1. 3 力 流 行 7 行 讀 聆 15 說 讀 聆 21 例 22 良 說 30 讀 聆 31 1

3 說 31 良 例 32 論 ENGLISH LANGUAGE ( ) 42 Assessment Design 42 Listening Items 43 Reading Items 44 Writing Items 45 Speaking Tasks 46 Performance of Students with Minimally Acceptable Levels of Basic Competence 47 Listening 47 Reading 48 Writing 49 Performance of the Best Students 53 Listening 53 Reading 54 Writing 55 Speaking 61 General Comments 61 Concluding Comments 數 力 65 數 65 度量 數 理 67 良 說 68 論 69 例

4 1. 力 ( ) 2000 年 度 數 立 力 行 六兩 行 2005 年 料 了 量 六 數 理 領 料 2004 年 行 易 ( ) 2001 年 ( ) 行 數 力 ( ) 3

5 2. 流 說 流 力 力 讀 說 識 (Knowledge) (Interpersonal) (Experience) 數 數 度量 數 理 流 列 藍 4

6 藍 力 不 量 若 數 讀 行 切度 參 力 行 兩 43 參 了 量 數 若 ( ) 不 數量 便 數 2003 年 說 10 行 行 錄 錄 2003 年說 例 5

7 若 量 見 2.1 量 便 數 2.1 數 量 ( 數 ) 數 * 聆 12(12) 12(12) 12(12) -- 12(12) 讀 13(14) 13(14) 13(13) -- 36(38) 2(14) 2(14) 2(14) -- 5(14) 數 27(40) 27(40) 27(39) -- 50(64) 說 2(14) 2(14) 2(14) 6(14) 聆 17(17) 16(16) 20(20) -- 46(46) 讀 23(23) 26(26) 24(24) -- 53(53) 11(15) 15(21) 22(28) -- 28(42) 數 51(55) 57(63) 64(72) (141) 說 5(16) 5(16) 5(16) 5(16) 數 數 16(24) 16(25) 18(26) 17(29) 50(75) 度量 7(11) 9(15) 8(14) 8(16) 24(40) 6(14) 7(12) 8(16) 8(16) 21(42) 數 理 3(8) 2(5) 2(5) 2(5) 7(18) 數 32(57) 34(57) 36(61) 35(66) 102(175) * 6

8 3. 行 行 說 2004 年 4 行 了 說 例 說 行 兩 數 2004 年 行 參 參 ,000 數 行 理 行 3.1 列 3.1 聆 讀 說 讀 聆 說 數 數 2004 年 行 2300 參 參 不 7

9 40 不 年 力 (Language Proficiency Assessment for Teacher) 不 ( ) 不 力 8

10 4. 數 力 不 精 連 數 切 不 兩 理 量 數 不論 都 來 力 數 兩 Angoff (Bookmark method) Angoff 量 力 率 識 數 量 立 量 不 力 數 9

11 兩 立 老 兩 兩 參 不 ( ) 不 力 不 年 Angoff 力 率 力 數 不 力 了 來 36 力 力 理 量 識 異 ( 易 易 ) 數 數 10

12 參 數 便 了數 ( 不 不 ) 數 率 數 數 率 數 來 兩 數 參 類 參 力 2001 年 料 數 率 93.9% 1995 年 類 2004 年 數 ( 力 ) 率 (PISA) 列 數 數 良 力 力 率略 數 參 來 數 數 率 84.9% 來說 力 不 不 來 年 率 數 數 數 數 數 留 數 見 率 力 率 數

13 年 便 了 數 不 料 理 兩類 數 ( 力 ) 數 率 數 數 度量 數 理 ( 力 ) 讀 說 ( 力 ) 量 度 列 ( 力 ) 數 率 ( 力 ) 參 兩類 力 列 率 ( ) 率 數 料 便 料 12

14 6. 讀 聆 說 力 參 了 力 不 力 讀 聆 力 力 6.1 數 讀 C1 13 C2 13 C3 13 聆 * C1/C2/C 聆 讀 C1W 2 30 C2W 2 30 C3W 2 30 說 # CS 3 說 兩 # CAV * 聆 # 說 行 13

15 讀 讀 理 力 (C1 C2 C3) 理 落 力 識 理 力 6.2 讀 類 數 數 C1 C2 C 讀 力 / 力 / C1 C2 C3 數 BR1.2 理 BR1.3 理 落 BR1.4 略理 / BR1.5 理 * / C1 C2 C3 數 理 來 理 理 17 1 數 36 * C C 理 12 14

16 兩 力 句 力 力 良 句 六 6.4 類 數 C1W 1 1 C2W ( ) 1 1 C3W 1 1 聆 聆 聆 理 力 理 理 理 說 聆 兩 6.5 聆 數 C1 C2 C

17 6.6 聆 力 / 力 數 BL.1.1 說 說 BL.1.2 不 BL.1.3 略理 數 理 數 12 說 說 行 數 年 數 不 說 說 兩 了 說 兩 行 說 說 亮 力 兩 兩 兩 力 兩 不 良 16

18 6.7 說 數 力 CS1 CS2 CS3 說 3 CS4 CS5 CS6 3 BS1.1 BS1.3 BS1.4 BS1.5 BS1.6 說 亮 BS1.2 BS1.4 行 數 30 力 不 6.8 數 CAV 9 17

19 讀 理 落 理 C1 16 C3 14 都 見 落 理 C2 14 C2 15 句 便 C1 17 說 (A) (B) 老 (C) 不 說 (D) 都 說 例 理 C1 18 C2 16 C3 16 都 列 理 不 理 力 力 都 C1 13 老 便不 兩 索 C2 17 參 了 什 理 見 說 理來 參 18

20 兩 識 理 識 識 C1 22 C2 20 C2 21 C3 24 都 力 理 料 C2 22 C2 24 年 行 C2 23 年 行 C3 25 禮 行 都 理 漏 C1W 六 理 六 C2W 老 不 類 理 料 落 列 列 料 老 了 老 念 都 念 句 切 來 切 類 老 老 老 老 老 老 老 19

21

22 聆 2 什 4 11 參 都 10 列 參 都 聆 說 不 例 3 9 便 類 聆 識說 理 都 聆 理 識 說 說 行 兩 參 論 21

23 例 C1W 六 林 來參 例 料不 例 料 不 22

24 例 C2W 了 不 念 例 老 念老 例 老 念 老 略 23

25 例 C3W 老 了 例 老 例 老 24

26 例 C1W/C2W ( 數不 ) 例 切 略 例 見什 了什 略 識 理 句 句 句不 例 了 (1) 2% (2) 麗 了 句 省略 不 25

27

28 了六 見 了 率 37.5% 省略 不 27

29

30 例 C3W ( 數不 ) 例 切 略 令 句 句 句 例 見 不 不 (1) (2) 句 例 路行 路 句 29

31 良 說 讀 理 力 C1 19 C2 13 C3 18 都 理 理 力來 C1 19 (D) C3 18 (A) 都 理 C 兩 了 不 不 句 理 了 了 不 了 類 度 力 C2 13 了 兩 料 (A) (E) 料 理 句 識 C2 25 參 年 C1 24 兩 都 理 識 老 獵 度 率 不 理 識什 老 切 老 老 老 30

32 令 來龍 不 不 更 理 令 神 靈 羅列 省略 來 聆 理 理 理 6 12 都 7 識 數 數 理 理 不 5 了 識 度 六 見 聆 理 力 說 力 不 令 兩 來 串 流 見 不 度 31

33 良 例 C1W 六 林 來參 例 落 料 例 列 料 32

34 良 例 C2W 了 不 念 例 老 念老 老 老 老 例 老 念老 老 更 老 老 33

35 良 例 C3W 老 了 例 老 老 例 老 老 34

36 良 例 C1W/C2W ( 數不 ) 例 切 兩 理 句 句 例 麗 不 了 猪 (1) (2) 例 不 麗 亮 不 句 11% 35

37 良 例 C1W/C2W ( 數不 ) 例 切 理 了 來 句 句 句 例 立 樂 (1) 0.4% (2) 例 樂 句 36

38

39 良 例 C3W ( 數不 ) 例 切 令 理 諒了 句 句 例 來 見 了 便 弄 說 淚 ( ) (1) (2) 句 38

40 論 讀 理 六 率 六 都 見 都 句 句 兩類 類 句 C1 20 C C3 19 類 句 C1 21 C3 20 來 理 力 類不 兩類 識 理 力 不 念 來 力 六 理 更 略 見 異 離 力 離 例 理 略 了 量 樂 路 都 了 諒 令 39

41 了 不 更 令 力 了兩 句 句 句 行 聆 讀 說 聆 理 力 理 理 見 聆 力 不 說 說 行 說 力 力 不 令 更 說 漏 說 令 流 連 不 不 句 串 力 樂 見 不 流 度 略 論 說 40

42 便 了 說 勵 說 神 兩 見 例 n ( ) l ( 藍 ) kw ( ) k ( ) 懶 不 力 論 都 聆 度 不 理 力 理 力 理 理 料 便 類 六 率 理 力 理 理 4 5 都 行 理 不 理 1 行 B 老 領 行 6 A 便說了 07:16 不 9 什 D 料 了什 了 兩 見 不 力 41

43 7. ENGLISH LANGUAGE Assessment Design The assessment tasks were based on the Basic Competency (BC) Descriptors (Tryout Version) for English Language at the end of Key Stage 1 (Primary 3) and the CDC Syllabus for English Language (Primary 1 6) The tasks covered the four language skills, listening, reading, writing and speaking, as well as learning objectives in three interrelated strands, i.e. Interpersonal (IS), Knowledge (KS) and Experience (ES). The full paper of the written assessment consisted of three sub-papers, with a total of 127 items covering listening, reading and writing skills. Students were required to attempt one of the sub-papers that was of 45 minutes duration. The composition of the sub-papers was as set out in Table 7.1. Table 7.1 Composition of Sub-papers Written (Listening, Reading & Writing) Speaking Sub-paper E1 E2 E3 EST1 EST2 EST3 No. of Items (Score Points) Sub-paper No. of Items (Score Points) Listening L2-L-1-P3BC (discriminating sounds) 13(13) 0 2(2) Speaking L1-S-3-P3BC (short answers) 2(8) L2-L-3-P3BC (listening strategies) Reading L2-R-5-P3BC (reading strategies) L2-R-6-P3BC (reference skills) Writing L2-W-3-P3BC (relevant ideas) 4(4) 16(16) 18(18) L2-S-5-P3BC (formulaic expressions) L3-S-1-P3BC 15(15) 18(18) 24(24) (pronunciation) L3-R-3-P3BC 8(8) 8(8) 0 (reading aloud) 10(13) 15(21) 21(26) 1(2) 1(2) 1(4) L2-W-4-P3BC (language) 1(2) 0 1(2) 42

44 Listening Items Each student attempted one of the three sub-papers (15 minutes each) consisting of two listening tasks. The recording was played twice. Descriptions of the listening assessment tasks are provided in the following Tables 7.2 and 7.3. Table 7.2 Listening: Distribution of Items Basic Competency L2-L-1-P3BC L2-L-3-P3BC Descriptor No. of Items Discriminating between common words with a small range of 15 vowel and consonant sounds Using a small range of strategies to understand the meaning 31 of short and simple texts on familiar topics which are delivered slowly and clearly in familiar accents TOTAL 46 Table 7.3 Listening: Item Description and Question Types Basic Competency L2-L-1-P3BC L2-L-3-P3BC L2-L-1-P3BC L2-L-3-P3BC L2-L-3-P3BC L2-L-3-P3BC L2-L-1-P3BC L2-L-3-P3BC Item Description Booking form E1A Part 1A Notes E1A Part 1B Talking about a picnic E2A/E3A Part 1A Photo description E2A Part 1B Lost Item Report Form E3A Part 1B Question Type No. of Items (Score Points) Multiple choice 10(10) Multiple choice, 7(7) Note taking Multiple choice, 7(7) Matching Matching 9(9) Multiple choice, 13(13) Form filling 43

45 Reading Items Each student attempted one of the three sub-papers (30 minutes) that assessed reading and writing skills. 20 minutes were allotted for the reading assessment tasks. Descriptions of the reading tasks are provided in Tables 7.4 and 7.5. Basic Competency L2-R-5-BC Table 7.4 Reading: Distribution of Items Descriptor Using a small range of reading strategies to understand the meaning of short and simple texts with the help of cues L2-R-6-P3BC Applying a small range of simple reference skills 8 No. of Items 45 TOTAL 53 Table 7.5 Reading: Item Description and Question Types Basic Competency Item Description Question Type No. of Items (Score Points) L2-R-5-P3BC L2-R-6-P3BC L2-R-6-P3BC L2-R-5-P3BC L2-R-5-P3BC L2-R-5-P3BC An invitation E1B Part 2A Book covers E1B/E2B Part 2C Contents page E1B/E2B Part 2D Story E1B Part 3A E2B/E3B Part 3A-3B Weather reports E2B/E3B Part 2A Order form E3B Part 2C Multiple Choice 8(8) Matching, Multiple Choice 6(6) Gap filling 2(2) Multiple Choice, Note 26(26) taking and Open-ended Multiple Choice, Matching 5(5) Form filling 6(6) 44

46 Writing Items Each student attempted one of the three sub-papers (30 minutes each). About 10 minutes were allotted for the writing assessment tasks. Descriptions of the writing tasks are provided in the Tables 7.6 and 7.7. Table 7.6 Writing: Distribution of Items Basic Competency L2-W-3-P3BC L2-W-4-P3BC Descriptor Writing and/or responding to short and simple texts with relevant information and ideas with the help of cues Writing short and simple texts using a small range of vocabulary, sentence patterns and cohesive devices fairly appropriately with the help of cues despite some spelling and grammatical mistakes No. of Items 27 1 TOTAL 28 Table 7.7 Writing: Item Description and Question Types Basic Competency L2-W-3-P3BC L2-W-4-P3BC L2-W-3-P3BC L2-W-3-P3BC L2-W-3-P3BC L2-W-3-P3BC L2-W-3-P3BC L2-W-3-P3BC L2-W-3-P3BC Item Description Describing one more animal E1B Part 2B/E3B Part 2D Section 2 Giving three wishes E1B Part 3B Describing my good friend E2B Part 3C Completing a poem E2B Part 3D Responding to the three rabbits E3B Part 3A No. 4 Providing an ending of a story E3B Part 3C Naming personal objects and animals E2B/E3B Part 2B Describing animals E1B Part 2B/E3B Part 2D Section 1 45 No. of Items (Score Points) 1(2) 1(2) 1(3) 1(3) 4(8) 1(3) 1(3) 10(10) 8(8)

47 Speaking Tasks Each student attempted one of the three sub-papers (about 8 minutes each). Each sub-paper has its own topic, i.e. school, birthday party and beach. Descriptions of the speaking tasks are provided in Table 7.8. Table 7.8 Speaking: Distribution of Tasks Basic Competency Task Description Descriptor L2-S-5-P3BC Spontaneous language use in given situations Using formulaic expressions to establish and maintain routines and relationships in school contexts with the help of cues. L2-R-3-P3BC Reading aloud Showing a basic understanding of short, simple and familiar texts by reading aloud the texts clearly and comprehensibly. L3-S-1-P3BC Picture descriptions Pronouncing simple and familiar words comprehensibly. L1-S-3-P3BC Providing short answers to short and simple questions. L1-S-3-P3BC Expression of personal experiences Providing short answers to short and simple questions. 46

48

49 Reading Reading skills at the basic level of competency included identifying the main idea in a sentence. Students could understand connections between ideas by interpreting a small number of cohesive devices. They could also predict content using the book covers with pictorial cues. Key words Students at this level demonstrated their ability in matching the key words with the given pictorial cues. Items identified included E1B/E2B Part 2C Book covers and E2B/E3B Part 2A Weather report. Students were able to identify key words in a sentence when reading a passage; especially when pictorial or written cues were given in options (E2B/E3B Part 3A No. 2 & E3B Part 3B No. 4). Main ideas Students performed well in identifying main ideas in one sentence, for example, E3B Part 2C Nos. 1 & 3A in Order form. Predicting content Students could predict content using pictures on the book covers. For example, E1B/E2B Part 2C in Book covers, students were also capable of matching titles with the pictures from the book covers. Connection between ideas Students could understand the connection between ideas in a sentence by interpreting some cohesive devices, for example, E2B/E3B Part 3A Nos. 3A and 3C. 48

50 Writing Writing skills at this level included writing simple sentences based on given information. Students could express themselves when writing about some personal experiences and complete short, simple poems. They could express themselves with limited ideas when completing a story. Relevant content For guided writing tasks (e.g. E2B/E3B Part 2B), students demonstrated their ability in providing appropriate information in given contexts. They were able to write one word to name some personal objects and animals given in pictorial prompts. Students could write three wishes when given a short writing task (i.e. E1B Part 3B). Student exemplar 1 Writing about an animal In E1B Part 2B/E3B Part 2D Section 2, students were able to provide a rather clear description of an animal despite some grammatical or spelling mistakes. Students used simple and appropriate words to show control of simple sentence patterns. 49

51 The following exemplars - provide relevant details or information; - use limited sentence patterns; - show limited use of vocabulary with some grammatical and spelling mistakes. Student exemplar 2 Student exemplar 3 50

52 Writing about a good friend For open-ended writing, students were required to write short, simple texts with the help of cues. Students at this level are capable of providing a description of My good friend (i.e. E2B Part 3C) with limited ideas. The following exemplars - provide limited information; - show grammatical and spelling mistakes. Student exemplar 4 Student exemplar 5 51

53 Completing a story Students could express themselves with limited ideas in completing a story (i.e. E3B Part 3D). The following exemplar - shows very few imaginative ideas; - uses limited sentence patterns and vocabulary. Student exemplar 6 Completing short, simple poems Students were able to complete a short, simple poem My favourite season (i.e. E2B Part 3D) by filling in appropriate words, naming any kind of animal for a pet e.g. dog and an object with a given verb e.g. turn off the fan. Speaking In speaking, about students of each school participated in the assessment. No cut score was determined for setting the standard of student performance at the basic level of competency. However, the general speaking performance of students is referred to in the General Comments section. 52

54 Performance of the Best Students Listening Students with good listening skills demonstrated their ability by achieving the following: Key words Students at this level were capable of identifying key words in nearly all the tasks and answered correctly even with tasks that required simple note taking, i.e. E1A Part 1B Nos. 6 and 7. Stressed and unstressed sounds Students were able to distinguish the stressed sounds, for example, E1A Part 1A Booking form Nos. 2, 6 and 7, 70 (initial syllable) versus 17 (end syllable), the number 13th using a distracter such as 30th, and 9:15 using 9:50. Vowel and consonant sounds Students were competent in discriminating between a small range of vowel sounds, such as /u:/ (boot), /əʊ / (boat), /i:/ (bead) and / ei/ (Jane), / u:/ (June) and /əʊ / (Joan). Students were also able to identify consonant sounds such as /p/ (Peter), /r/ (Rita) and /v/ (Victor). Intonation Students correctly answered tasks involving basic differences in intonation, for example, E2A/E3A Part 1A No. 5 ( Picnic places Oh! What a pity! spoken in a sad tone). 53

55 Reading Students with good reading skills demonstrated their ability by achieving the following: Unfamiliar words A small number of students could show their ability when questions required comprehending unfamiliar structures, for example, E2B Part 3B No. 1. Other challenging questions included interpreting unfamiliar words by using contextual cues, for example, E3B Part 3B No. 2. Reference skills A small number of students were able to understand the layout and identify titles of the stories under Contents (i.e. E1B/E2B Part 2D). In addition, a small percentage of them could only identify the title of the book and the number of stories it contained. In the Book Covers task (i.e. E1B/E2B Part 2C), they could correctly identify the writer from the book cover with no difficulty. They were able to understand the word drew in order to identify the pictures, i.e. Who drew the book cover? Inference skills Some students showed good ability in interpreting ideas from two texts of different text types (i.e. a letter and a diary), i.e. E1B Part 2A An invitation. In Question 7 of this part, a small percentage of students could apply inference skills when required. Some students could interpret relationships between ideas which were not clearly marked, for example, E2B Part 3B No. 5. Responding to descriptions of characters A small number of students were able to understand and respond to the descriptions of characters in a reading passage where strong analyzing skills were required (i.e. E3B Part 3A No. 4). 54

56 Writing Students with good writing skills demonstrated their ability by achieving the following: Relevant content For the task naming the personal objects and animals (i.e. E2B/E3B Part 2B), markers adhered to a strict marking scheme where correct spelling was required, except for singular or plural forms. Students who showed good performance in writing had no difficulty in spelling words which were difficult to most students, e.g. sandwich(es) and tiger(s). For describing animals (i.e. E1B Part 2B/E3B Part 2D Section 1), markers also adhered to a strict marking scheme that only accepted identifiable words. However, students at this level showed their writing ability in naming colour and food items. They could produce adjectives, such as small, big and white to describe the features of an animal (Nos. 2 and 6) instead of providing basic information, i.e. two eyes or two teeth. Writing about an animal For writing ideas in describing One more animal (i.e. E1B Part 2B/E3B Part 2D Section 2), students were able to provide a name and at least three pieces of information about an animal. For the use of language, they were able to provide a clear description of an animal a range of sentence patterns with very few grammatical or spelling mistakes. 55

57 The following exemplars - provide relevant details or information; - use different sentence patterns; - show appropriate use of connections; - demonstrate good choice of vocabulary. Student exemplar 7 Student exemplar 8 Student exemplar 9 56

58 Responding to characters in a reading passage Students were capable of describing characters and providing further details in their responses (i.e. E3B Part 3A No. 4). The following exemplars express opinions on the three rabbits with justifications. Student exemplar 10 Student exemplar 11 Writing about a good friend Students with good writing skills were able to provide a clear, varied and coherent description of a good friend with supporting details or examples. The following exemplars - provide relevant details (i.e. appearance, likes and character, etc) about their good friends; - provide information about doing things together; - give adequate reasons why they are good friends. 57

59 Student exemplar 12 Student exemplar 13 Student exemplar 14 58

60 Providing the ending of short, simple stories For ending the story of E3B Part 3B, students were able to use imaginative ideas. Students were also able to provide a reasonable and coherent ending to the story by providing relevant details. The endings were interesting and exemplified students imagination and originality. The following exemplars - provide relevant details; - provide a reasonable and coherent ending; - show an interesting ending; - demonstrate imagination and originality. Student exemplar 15 59

61 Student exemplar 16 Student exemplar 17 Completing short, simple poems and rhymes Students were able to complete a short, simple poem My favourite season (i.e. E2B Part 3D) by filling in appropriate rhyming words, naming any kind of animal that rhymes with hat, the kind of clothes that rhymes with rocks, etc. Students who performed well in this task showed an understanding of how to rhyme words, e.g. hat and cat, rocks and socks, sea and tree, etc. 60

62 Speaking Students with good speaking skills demonstrated their ability by achieving the following: Students performed very well in using formulaic expressions to respond to simple situations, such as Would you speak louder, please? or Do you have a pencil? They responded readily and spoke audibly. Students read the text fluently and clearly with appropriate pausing and intonation. They made no or very few mistakes in pronunciation. Students were able to describe what they saw in the pictures and spoke clearly with very few mistakes in pronunciation. They provided relevant answers to all of the questions naturally and readily, even elaborating on some responses they gave. In teacher-student interactions, students provided relevant answers to almost all the questions naturally and readily to different topics. They could elaborate on some of the questions as well, providing interesting details in their response. General Comments Listening In note-taking items for listening, the performance of students varied even though the testing points (identifying key words) were similar. However, listening items requiring students to write answers could be targeted for students with high ability. Students performed better with fewer written prompts and more pictorial cues. It helped them comprehend the task required and they generally performed well. Identifying key words through pictorial cues tend to be a better substitution for these items as an option. 61

63 Reading In reading skills, most students performance indicates they were capable of identifying key words and interpreting ideas in single sentences. Their abilities did not extend to interpreting details that supported the main idea and predicting the meaning of unfamiliar words by using contextual cues. Students showed difficulty in comprehending WH questions, e.g. which day(s) is misinterpreted as when, how long (the time span) as the exact time and where as when. Students at this Key Stage can benefit when exposed to different information texts including forms, labels, lists, menus, signs and timetables. Writing Students wrote well when writing about their own likes as well as some personal experiences, such as good friends and school activities. Some students could produce a piece of writing where use of imagination is required. Although students might make mistakes in spelling words correctly, in many cases, it did not always interfere with the communication of ideas. Some students showed difficulty with sentence structures and verb forms. Most students required more support on how to sequence their ideas and give more details. Speaking In speaking, students performance varied slightly according to the topic. Students perform well in sub-paper 2 (Birthday party) as it is a familiar topic to them. Many students found sub-paper 3 (Beach) challenging. They were capable of discussing things about school and the topic in sub-paper 1. Students responded quite well to formulaic expressions in simple situations, such as Would you speak louder, please? or Do you have a pencil? They responded readily and speak audibly. Some students misinterpreted How are you? as How old are you? 62

64 Students read the text aloud quite clearly. They made a good effort to read although unfamiliar words caused some hesitation. Some words were mispronounced, e.g. cut (cute), king (kind), and many students dropped the end consonant, e.g. kin (kind), love (loves). Students showed difficulty with some blends i.e. /fr/ and /gr/ as in friends and grandfather. When talking about the pictures, students were capable of using simple and familiar words to describe what they saw. Some students provided brief answers, such as birthday cake, many presents, very happy, etc with little prompting. Some activities in the pictures could not be identified. Most students did not know skipping, table tennis, build sand castle, crabs, starfish and shells. Students could provide brief answers in their conversation to a topic they were familiar. They lacked vocabulary to provide more details. Students needed prompting to help continue their responses. They showed difficulty in providing a reason when a why question was asked, e.g. Why do you like your school? Some students were hesitant or gave no response. Concluding Comments Students lacked vocabulary and sentence structures when producing a piece of writing. Students would benefit from reading more extensively about the world to widen their experiences. This would help them develop their vocabulary and use sentence structures to express their ideas when writing. Students should be encouraged to write more and to use expressions and grammar to an extent that does not inhibit communication of ideas. Most students are generally eager to express themselves at this Key Stage and greater use of the language helps develop their speaking skills. The development of spoken English is essential to enhance vocabulary and the reinforcement of grammar skills. Students benefit from extensive pronunciation practice as well as simple classroom instructions given in English to help improve skills in communication. 63

65 8. 數 數 參 數 力 ( 2004) 數 ( 六 ) 年 數 ( ) 年 數 度量 數 理 念 識 不 了 了 若 力 了 行 45 了若 了 45 聯 8.1 數 ( 數 ) 數 度量 數 理 數 * M1 16(24) 7(11) 6(14) 3(8) 32(57) M2 16(25) 9(15) 7(12) 2(5) 34(57) M3 18(26) 8(14) 8(16) 2(5) 36(61) M4 17(29) 8(16) 8(16) 2(5) 35(66) 數 * 50(75) 24(40) 21(42) 7(18) 102(175) * 兩 64

66 數 數 良 例說 見 數 識 良 數 例 Q1/M3 數 讀 列 數 數 例 Q7/M2 Q2/M3 ( ) 良 ( 例 Q2/M1 Q1/M2 Q3/M3 Q1/M1 Q8/M2 Q5/M3) ( 例 Q3/M1 Q3/M2 Q4/M3) 數 零 ( 例 Q10/M1 Q11/M1 Q10/M2 Q8/M3) 了 ( 例 Q13/M1 Q12/M2 Q15/M3) ( 例 Q8/M1 Q11/M2 Q13/M3) 數 數 念 見 ( 例 Q15/M2 Q18/M3) 識 數 數 ( 例 Q15/M1 Q16/M3) 見 不 65

67 / 漏 ( 例 Q5/M1 Q14/M1 Q12/M3) 數 數 ( 例 Q14/M2 Q17/M3) 度量 例說 ( 見 ) 流 讀 流 ( 例 Q23/M2 Q25/M3) ( 例 Q23/M2) 度 離 量度 度 錄 度 離 cm mm 100m 1km ( 例 Q17/M1 Q18/M2 Q19/M3 Q16(b)/M1) 讀 數 例 量度 ( 例 Q20/M3 Q21/M3 Q20/M2) ( 例 Q23/M3) 曆 識 ( 例 Q22(a)/M2) 量 量 識 ( 例 Q21/M1) 例 讀量度 量 ( 例 Q24/M2) 66

68 量 量 ( 例 Q24/M3) 識 量 讀量 度 ( 例 Q24/M1 Q21/M2) 例說 ( 見 ) 說 ( 例 Q27/M1 Q26/M2, Q31/M2 Q32/M3) 立 ( 例. Q34(a)/M3) 行 ( 例 Q26/M1 Q27/M2 Q29/M3) 不 ( 例 Q19/M1 Q29/M2 Q32(b)/M3) 識 了 ( 例 Q28/M1 Q32/M2 Q33/M3) 數 理 良 例說 ( 見 ) 67

69 數 良 ( 例 Q30/M1 Q32/M1 Q35/M3) 讀 讀 例 ( 例 Q33/M2 Q36(a) (b) (c)/m3) 良 說 良 都 例說 ( 見 ) 念 良 數 行 念 識 念 ( 例 Q16/M2 Q17/M2 Q28/M3) 識 理 立 識 ( 例 Q29(a) (b)/m1 Q30/M2) 見 度 來 ( 例 Q28/M2 Q25(b)/M1 Q31/M3) 曆 量 年 識 ( 例 Q23/M1 Q22/M2 Q26/M3) 力 不 見 不 ( 例 Q18/M1 Q31/M1 Q9/M3 Q28/M3) ( 例 Q9/M1 Q25/M2 Q36(d)/M3) 理 ( 例 Q11/M3 Q31(b)/M1) 68

70 讀量度 力 讀 量 量 量度 度 ( 例 Q22/M1 Q21/M2) 論 來說 不 數 數 理 兩 度量 兩 見 見 零 不 數 念 識不 數 念 識不 若 見 ( 例 行 ) 見 度 便 來 立 力不 見 不 不 連 不理 例 利 69

71 例 錄了 例 錄了 例 M1 31 (a) (c) 兩 (b) 70

72 M1 31 (a) (c) (b) 說 兩 兩 71

73 M2 14(a) 72

74 M2 14(a) 不 73

75 M3 32 兩 74

76 M3 32 (a) (b) 兩 都 75

77 年 2004 年 行 見 令 更 來年 不 省 參 率 便 說 2004 年 說 行 露 數 說 略 露 說 練 2005 年 說 不 行 2004 年 2004 年 力 料 降 論 參 參 不 數 率 參 數 率 數 理 ( 率 85%) ( 率 83%) 76

78 ( 率 76%) 了 兩 參 六 列了 力 說 力不 不 數 數 料 力 不 了 力 令 力 力 力 數 料 了 讀 領 數 諸 行 77

79 兩 年 識 更了 落 理 了 領 料 里 78