LPAT Speaking All in ONE

LPAT口試一場頓悟 My epiphany on LPAT Speaking

(English version follows)

LPAT口試朗讀部分是考你用聲線把故事的情景重現，把情節氣氛和角色的個性情緒聲演出來，節奏、腔調、語氣配合情景，讓學生即使不懂詞句的意思，也能聽出故事的深意。某些LPAT「補習學校」只專注於大學語音學和倫敦口音，而不是表達文章的整體含義，恐怕是誤解了評估的目的。也有些示範教你花費大部分考試時間在朗讀部分中，而實際上，你只應在朗讀部分上花費大約2分鐘，才有足夠時間做短講。

LPAT口試短講部分是考你組織能力，讓學生和同事在沒有文字的輔助下，只聽也聽得出你的結構布局和巧妙謀篇，考你引入、過渡、層次、鋪排、收結和伏筆（不只是頭中尾）。例如要有先吸引聽眾注意、提供背景資料、簡易要旨和短講結構、描述問題(用‘detrimental’, ‘sabotage’, ‘antithesis’, ‘fraught’等字眼)、提供示例、向不同的持份者提供建議(用'ripe', 'holistic', 'pledge', 'allay', 'robust', 'mull', 'deterrent', 'yield' etc.等字眼)、駁論(用'to barely hold water', 'to think in binary')、以退為進、結尾要總結全文、呼應開首、發人深省拓展思考。

LPAT口試短講部分也是考你措辭句式，要求除文憑試程度的passive voice, inversion, relative clauses, participle phrases, question tags, cleft sentences, adverb clauses, as if, parallelism, appositive, elliptic structure, meronyms外，也展示pseudo-passive, that-clause as subjects, verbless clauses/absolute phrases, extraposition, coordination, cognate subjects，和這些遣詞semi-modal verbs, collocation, idioms, proverbs,要有變化多端文筆，以配合措辭語氣。

LPAT口試小組部分是模擬學校科組會議，一班同事在有共同目的，但也有意見衝突下，合作達成協議。要拿到第四級（成為科主任的資格），除了要有中層應有的目光和對中小學實際運作的了解、更要通情達理為不同同事著想，在合適時候令雙方都在細微問題上作些讓步，達到大家都同意的決定。

所以，LPAT口試不是考你大學語音學，也不是考你倫敦口音，而是考你實際運用語言工作的能力。

所以，你需要的是：

最新貼題：

最新口試貼題經大量整理分析歷年的試題得出：

- Making students future ready

- Whether paper-print textbooks should be replaced by electronic textbooks

- Apprenticeships vs traditional schooling, whether getting a university degree is necessary

- Should there be compulsory cooking classes?

- Promoting enjoyment in learning/ improving classroom atmosphere

- A radio station or TV station or YouTube channel for students

- Promoting problem-solving and design thinking

- Attention, flow, focus

- Emotional intelligence / adversity quotient

- Promoting entrepreneurial spirit/ leadership

- University students not graded on their attendance in classes

- Students and parents texting parents after school hours

- Should students’ first language be used in English classrooms?

- Promote more opportunities for students to practice languages inside and outside of the classroom

- Procrastination

其他貼題及各題詳細資料及詞彙集按此

朗讀：

先辨別作者和角色的觀點、語氣，用節奏、腔調、語氣、停連等傳神技巧演繹情景，增強感染力吸引學生/考官注意，配合人物描寫，例如年齡大的人、語氣凝重時語速較慢；如果角色生氣或興奮，增大音量；在要點之前停一停製造懸疑，而不是一味學扮倫敦口音。

劍橋大學英語母語畢業生Past paper示範：

Elizabeth on the Train (2018 past paper unpublished):

A rude guest (2015 past paper)

Super-frog Saves Tokyo (HKEAA sampler)

YouTube channel 按此

聲演心法按此

短講（組織）：

限時三分鐘期間，不要因內容不足而愈扯愈遠，以致籠統龐雜、凌亂失序，要依悉心舖排之架構、營造層次之跌宕、起承轉合、首尾照應、前後連貫及鱗次，而不是單單使用連接詞將句字串在一起

LPAT短講九部曲 (加五種連接詞以外的銜接工具)按此

Level 4.5 作答稿表現示例 (2013-2019歷年試題)按此

短講（詞彙）：

多采的辭采文藻，令你妙筆生花按此按此

LPAT實用詞彙即記即用 (連結一連結二連結三)：

運用同義詞、轉喻、下位詞和改述 (synonym, meronym, hyponym and paraphrase) ：

(例: ‘I learnt the piano for six years. I was tired of touching the keyboard, but my mother encouraged me to take Grade 3 examinations when I was fourteen. After failing Grade 3, I stopped playing the instrument. I do not dare to play the horrible thing even now.” [Grade 3 (meronym), the keyboard (meronym), the instrument (hyponym), the horrible thing (paraphrase)] 2 pages of sophisticated vocabulary)

LPAT實用詞彙

專為討論教育議題而設的習語、諺語和單詞搭配：

(例：‘For teachers, using technologies is like rocket science; whereas for students, it is a piece of cake.’ Or ‘When it comes to examination strategies, it is important that you don’t burn the midnight oil, don’t put all the eggs in one basket, and don’t cry over split milk after the exam.’)

LPAT高級詞彙 (連結一連結二中英對照連結三native speaker級)

短講（高等句式）：

例：

Pseudo-passive: That bed was slept in by Monroe.
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.

高等句式附例句按此

高等句式，按文法分類整齊，用首字母縮寫詞加快記憶按此

高等句式，按「起承轉合」分類整齊，數天內掌握，易記易用按此

小組會議（識見）：

掌握學校實際運作，即使你沒有小學和中學行政經驗，都可大談校政的策劃、推行和檢討，令你談笑風生。

校政例：

以不同工具評估問題的嚴重性及提出相關例子
分析現象的遠因、近因和導火線
說明如果現象持續存在的後果
針對問題成因，提出解決方案及向不同持分者（如管理層、下屬、家長、學生）提供短中長期建議
如沒有治標辦法，則針對後果，提出緩害措施
考慮資源、資金、協調、不同利益相關者的意見、可行性、理想與實施之間的差異等

校政精修班按此（如分析框架和教育議題的向度）

學生活動例：

籌備各種活動（如周年慶）（目標、活動對象、時間線、節目亮點或噱頭、設計心思、成本控制、物流安排、組織及分工、項目管理、宣傳等）
推廣各種「新猷」（如健康校園、廣泛閱讀、創意解難、ＳＴＥＭ、溝通、領袖才能、自主學習、班級經營、班寵物等）

記住，如果你的想法兼具實用性和創意，得分可更高一籌，以推廣閱讀作例，

老生常談的書展、作者講座、圖書分享、閱讀時間、獎勵計劃等都不太創新，點噱頭如使用VR和AR使學生沉浸在書本的世界中、讓老師和學生打扮成自己喜歡的書本角色、在校園內安裝QR碼，令學生發現書本新知，更具心思。

節目亮點、噱頭、設計心思按此

會議（職場談判應變）：

適用於學校會議的實用談判技巧和臨場應變策略，讓你說服同事、搞定考官

在LPAT討論中，您不能只是同意或不同意他人，然後發表自己的觀點。他們期望真正的互動和溝通。如果要獲得4級（科主任的合格基準），還需要：

把同事發言內容拉回實際情況
把討論帶向共識，而非泛泛而談
將時間交回被其他人打斷的同事
迴避其他同事提出的難答問題
解決分歧並在合適時候令雙方都在細微問題上作些讓步，達到大家都同意的決定（例如說'What is it about my/the/his/her suggestion that sounds unreasonable to you? How can we make it more palatable to you?'）
使用口語慣用語，例如'there you have it' 而非 'I agree with you'.

50+ LPAT層次溝通策略(加例句)按此

考試當天臨場秘笈

以下是有關LPAT口試的一些常見問題：

到達試場前、後、在候試室內可以做什麼最後準備？
除了準考證和身份證外，還應該帶什麼？
朗讀(1A)和短講(1B)部分一起考，在理想情況下，每個部分應花多少分鐘？
如果討論中只有3個考生而不是4個，應該發言多少分鐘？

答案按此

繁此總總集大成All in ONE：

LPAT口試免費急救包

LPAT口試以上提及所有連結的詳盡總滙按此（示範片除外），只須下載一次，時限優惠

（超過40個檔案仔細分成6個資料夾：貼題、朗讀、短講、討論、Level 4.5短講稿示例(歷年試題) 、臨考最後準備）

祝身體健康、考試順利！

Josh

常用連結 Quick link

批改服務 Grading service

貼題 Topic prediction

至尊之選 LPAT SUPERPACK ELITE SUPREME+

昔日閱讀寫作口語試題及範文 LPAT p ast paper questions and samples

温習指南 Revision guide

15分鐘自測 Self-test

免費急救包 Free download

LPAT 閱讀及聆聽 LPAT Reading and Listening

LPAT口語 LPAT Speaking

LPAT 課堂語言運用 Classroom Language Assessment

LPAT 文法 Correcting and explaining errors

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. 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 ‘tutors’ focused only on the phonetic technicalities instead of expressing the overall meaning of the text—that MISUNDERSTANDS THE PURPOSE OF THE ASSESSMENT. Also, according to some online tutorials, you should spend most of the time in this part, leaving little time for the next part! In fact, you should spend around 2 minutes in the reading aloud part only.

The speech section of the LPAT speaking assessment is to test your organization ability, so that students and colleagues can understand your structure and layout without the aid of printed words. A coherent 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. Don’t forget to describe the problem with words like ‘detrimental’, ‘sabotage’, ‘fraught,’ and ‘antithesis’; make suggestions to different stakeholders using words like 'ripe', 'holistic', 'pledge', 'allay', 'robust', 'mull', 'deterrent', 'yield' etc.; and rebut with phrases like 'to barely hold water', and 'to think in binary'.

The speech part of the LPAT speaking test also tests variety in vocabulary and grammar. DSE patterns won’t impress the invigilators: passive voice, inversion, relative clauses, participle phrases, question tags, cleft sentences, adverb clauses, as if, parallelism, appositive, elliptic structure, meronyms. Jazz up your speech with pseudo-passive, that-clause as subjects, verbless clauses/absolute phrases, extraposition, coordination, cognate subjects, semi-modal verbs, collocation, idioms, proverbs, etc.

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 (the qualification to become a English Panel Chair), 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.

Therefore, the LPAT oral test does not bias native speakers: it is a test of your ability to actually use language at work as a teacher.

So, here is what you need:

LPAT English past paper and LPAT writing sample

普通話教師語文能力評核 past paper
普通话教师语文能力评核 past paper

DSE English