EXCLUSIVE LPAT speaking exam past paper sample script, plus comments, so you know what HKEAA expects. The writer of the script scored Level 4-4.5 in his LPAT presentation.
The LPAT Challenge
In the speaking exam, the examiners have to assess so many things in just a few minutes. Make it easier for them to give you high marks with this EXCLUSIVE script that I wrote (I got level 4.5 in grammatical and lexical accuracy and range, and 4 in organization and cohesion).
Topic: Co-ed schools
What you get
Take a look at the EXCLUSIVE script. Full of grammar and vocab items that you can use in your own presentatin. Typed.
How this helps
- Understand what the examiners expect of you.
- You can have a template and structure to follow.
- You get a sense of what is good enough for level 4-4.5 from this example.
Comes with very detailed comments about the good practices used in the script.
A taste of what you get-- the script
To be honest with you, growing up in a single-gender secondary school is terrible. You miss all the drama and excitement of inviting a date to your prom, or those clandestine trysts at the corner of the playground with a classmate of the opposite sex. Having been taught in a mixed-gender primary school before joining a single-sex secondary school, I can personally testify that the social life in a mixed-sex school is much more exhilarating. But with the benefit of hindsight, I should have been more grateful about having to be taught in all-boy school because that environment allows more specialized education catering for the unique needs of a particular gender and creates a setting in which there is less distractions typically associated with adolescents of different gender mixing together.
A taste of what you get-- the comments
Comments (organization and cohesion):
- Effect use of punchy topic sentences to indicate change of topic and main points. In this case: ‘Turning to my second point about minimizing distractions, I’d like to point out that the drama and excitement you get in the social life of a mixed gender school is perhaps a little too much. Boys and girls distract each other from their studies, especially when they enter a phase in their life when their romantic and sexual energy mature,’ the topic sentence (‘Boys and girls distract…mature’) is preceded by a leadin sentence (‘Turning to…’). The lead-in sentence actually refers back to the ‘drama and excitement’ mentioned in the first paragraph, which adds an extra layer of cross-paragraph cohesion. The ability to refer backwards and forwards across a longer stretch of text is considered a sign of good mastery of cohesion techniques.
- Ideas developed and progressed logically in each part with ample of support, including the speakers’ personal examples and statistics from credible sources, which shed light on the actual situation. The speakers’ knowledge of developmental psychology adds to his convincing argument.
Comments (grammatical and lexical accuracy and range):
- Correct use of complex sentences and a wide range of sentence patterns. Notably examples include: ‘It is not until much later in life when I come across developmental psychology that I realized that we were not being compared on equal footing and that there was no equal ground for our competition in our study.’ (cleft sentence, passive voice, embedded clauses) and ‘Having been taught in a mixedgender primary school before joining a single-sex secondary school, I can personally testify that…’ (participle phrase)
- Metaphors and idioms are used correctly and more impressively creatively and humorously, e.g. ‘comparing an apple with an orange, or perhaps more appropriately a metaphor, a ripened, fullgrown apple with an unripe one’’, and “follow distinct developmental pathways”
- Collocations used accurately, e.g. ‘flare so well’, ‘with particular emphasis on’ and ‘with the benefit of hindsight’
- Occasionally use of humour shows a high level of audience awareness and language capacity, e.g. ‘given how men always say they don’t get women.’
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此刻， LPAT理想 近在眼前