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How to get LPAT Level 4? How to become an English Panel Head?

This following is written for those who have achieved LPAT Level 3 in the past and would like to upgrade in order to become an English Panel Head.

LPAT requirement for English Panel Chair

For a teacher appointed as the English Panel Chair, he/she should have attained an average proficiency at Level 4 of the English Language Proficiency Requirement (LP4) which means that he/she has met both of the following criteria:


  • (a)     attained at least Level 3 in all the five papers in the Language Proficiency Requirement for English teachers.  Specifically, he/she has to attain ‘3’ or above in Reading and Listening. For Writing, Speaking and Classroom Language Assessment (CLA), the teacher has to attain, in one sitting, ‘3’ or above in all the scales of the respective papers; AND

  • (b)     attained at Level 4 or above for three papers at least.  For Writing, Speaking and CLA, Level 4 is deemed to have been attained if more than half of the scales of the respective papers are scored, in one sitting, at ‘4’ or above (i.e. having attained Level 4 in three or more scales in Writing and CLA and four or more scales in Speaking).

LPAT Paper 1 Reading and Paper 3 Listening

“I miss some key words in the answer”

“I understand the content but I’m not sure if I get the right answer.”

“When checking the answers, there’s always some difference in expression between the model answer and my answer"

Does it sound like you?

When you do the past paper, do you realize that you always copy a bit too much, or bit too little, or miss the keywords so you can’t get the mark?

We can support you with the following strategies based on LPAT past paper research and analysis so you can achieve Level 4--

  • Strategy 1: Understand what response is required

  • Strategy 2: Read/Listen beyond the sentence level

  • Strategy 3: Read/Listen beyond the literal level

  • Strategy 4: Identify referents and read/listen across the lines

  • Strategy 5: Draw inferences and read/listen between the lines

You can get STEP-BY-STEP PROCESS (click here!), arranged FROM EASY TO CHALLENGING.

Each of the above steps comes with its own EXPLANATION, EXAMPLE AND PRACTICE inspired by LPAT questions.

You will become more proficient at:

Reading/listen between, across, against and beyond the lines, using interparagraph contextual clues, grasping the global meaning, and reading/listening beyond the immediate vicinity of certain keywords, understanding figurative language, including irony, simile and metaphor, and explaining their use and effect, understanding the internal structure and coherence of the text and speech, recognizing how ideas unfold and build upon each other, understand connotation and implied meaning, and reading/listening more deeply and critically.


LPAT Paper 2 Writing Part 1 Composition

HKEAA expects more advanced sentence patterns in LPAT in order to get Level 4. Jazz up your speech with these advanced grammatical patterns:


  • Causatives: I had the janitor clean the desk. / I had the desk cleaned.

  • Conditional without if: Were I you, I would download the resources.

  • No sooner … than, Hardly/scarcely…when: No sooner had I arrived at the centre than the invigilator collapsed, Hardly/ Scarcely had I arrived at the centre than the invigilator collapsed.

  • That-clause as subjects, e.g. That the student had an SEN became obvious.

  • Semi-modal verbs: had better, would rather

  • Verbless clause/ absolute phrase: His face red with rage, the naughty student punched his prefect.

  • Extraposition: The interviewer made it clear that I was qualified.

  • Coordination: Neither the principal nor the vice-principal was (X were) responsible.

  • Cognate objects: She laughed a contrived laugh.


To achieve Level 4 on LPAT "task completion" of the writing test, there are a few tips:

1. Make sure you fully understand the LPAT requirements: Read the context and prompt carefully to understand the purpose, format, genre and content constraints of the required writing. Be clear and specific about what you need to accomplish. A lot of the times, Level 3 candidates can provide some topic-related ideas, but fail to do so in an appropriate tone suitable for the specific context or use conventions which are specific to the prescribed genre (e.g. writing a speech that sounds like an article).

2. Follow LPAT directions: follow directions exactly to make sure your writing is what they require. For example, if you are asked to write an argumentative essay, make sure you provide a clear argument and supporting material. Make sure you cover everything necessary.  Each paragraph should clearly respond to an aspect of the task. If there are special pointers in the title, make sure to address them in your writing. This can show that you not only understand the task requirements, but can also respond appropriately.

We will equip you with advanced LPAT level 4 communication skills, such as persuading parents and staff to support a school policy they may not initially endorse. 


Click to learn more about our sample scripts for LPAT speaking, mock paper, individual consultation and, LPAT topic prediction.


LPAT Paper 2 Writing Part 2A, 2B Error explanation and correction


The LPAT error detection and correction parts of the exam is perhaps the most challenging part, yet the one easiest to prepare for because the questions are so predictable--covering similar grammar points (e.g. different types of pronouns) over the past years!  I have analyzed the past papers and hand-picked the most important points. I can provide you with concise, direct and LPAT exam-oriented premium revision notes for LPAT error paper (plus a shorter last-minute version), as well as pre-exam exercises, that can help you get Level 4 in the error parts of LPAT.


LPAT Paper 4 Speaking

LPAT Reading aloud:

The reading aloud with meaning part of the LPAT speaking test will test your ability to use voice to reenact the scene of the story. To get Level 4, you should use your performative skills and expressive skills to convey the meaning, and recreate the tension, atmosphere, the plot, and the character’s feelings. Make good use of rhythm, tone, and pauses to match the situation, so that students can understand the story that they have never read before even if they do not understand the meaning of words. Some LPAT Level 3 students focused only on the pronunciation and phonetic technicalities instead of expressing the overall meaning of the text—that MISUNDERSTANDS THE PURPOSE OF THE ASSESSMENT.


LPAT speech/presentation:

Level 4 presentations are one that students and colleagues can follow without the aid of printed words. A coherent, well-structured speech features an introduction which captures attention, provides essential background information, previews the layout, states a punchy thesis, foreshadowing, smooth transition, layering, a reasonable layout, concession, rebuttal, an insightful closing which echoes the introduction, expands the discussion, and provokes reflection.


LPAT group discussion:

The group discussion of the LPAT speaking exam is meant to be a simulated school subject panel or committee meeting. You are expected to work with a group of ‘colleagues’ who shares a common goal but also have conflicting opinions. To get Level 4, you need to demonstrate not only insights expected of a middle manager, and knowledge and understanding of teaching in real Hong Kong primary or secondary contexts, but you also need to lead your team towards the consensus, by negotiating with them to make some small concessions when disagreements arise.

Know more about LPAT speaking:

LPAT Paper 5 Classroom Language Assessment

What makes a good lesson for lesson observation? Use of IT? Full of games? Students being engaged?  Paper 5 Classroom Language Assessment is a language assessment, not a teaching assessment. None of the lesson planning, teaching and material development skill apply here. Level 3 teachers often deliver a good lesson, but this is not what LPAT wants.


Instead, you need to make sure your lesson is full of native-like expressions for classroom interaction (Examples: "Does this make sense to you?" for comprehension check, "We've covered a lot of ground today. Let's call it a day." for ending the lesson. ) Use higher-order thinking questions which EDB LPAT examiners would want you to use. We will show you a sample LPAT Classroom Language Assessment lesson plan with the teacher-student interaction script.

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