Preliminary speaking: description, decision and discussion · 初步口语：描述、决策与讨论
| English | 中文 | Pinyin · 拼音 |
|---|---|---|
| discourse management/ˈdɪskɔːs ˈmænɪdʒmənt/ | 语篇组织能力 | yǔ piān zǔ zhī néng lì |
| speculation/ˌspekjʊˈleɪʃn/ | 推测 | tuī cè |
A decision before an answer
- A photograph shows actions you can describe. It rarely tells you names, exact ages or what happened yesterday.
- Your goal: Respond to personal questions (Part 1).
答案前的判断
- 一张照片展示了你可以描述的动作。它很少提供姓名、确切年龄或昨天发生的事件。
- 你的目标：回应个人问题（Part 1）。
Read the relationship
- Part 1 answers personal questions with relevant development. Part 2 is an individual photograph description.
- Describe one colour photograph for about one minute (Part 2).
阅读关系
- Part 1 针对个人问题进行相关阐述的回答。Part 2 是个人照片描述。
- 描述一张彩色照片约一分钟（Part 2）。
Which photo statement avoids invented facts?
The visible action supports a cautious description.
Use the defining rule
- Describe location, people, actions and relationships. Use cautious language such as seems when interpreting uncertain details.
- Discuss options with a partner and extend a topic discussion (Parts 3–4).
运用定义规则
- 描述地点、人物、动作及关系。在解读不确定的细节时，请使用谨慎的语言，例如 seems（似乎）。
- 与同伴讨论选项并扩展话题讨论（Part 3–4）。
A collaborative task needs:
Interaction is part of the assessed performance.
Check the conditions
- Part 3 asks paired discussion of visual options and a decision. Compare, invite and respond rather than delivering separate speeches.
- Discuss options with a partner and extend a topic discussion (Parts 3–4).
Photo practice: three friends at a café, one holding a menu and another carrying a cup. “They seem to be choosing drinks” is plausible. “Her name is Mei and she is exactly seventeen” invents unsupported details. In discussion, explain which venue suits a shared purpose.
检查条件
- Part 3要求对视觉选项进行配对讨论并做出决定。应进行比较、邀请和回应，而非各自发表独立演讲。
- 与同伴讨论选项并扩展话题讨论（Part 3–4）。
图片练习：三位朋友在咖啡馆，一人手持菜单，另一人端着杯子。“他们似乎在选饮品”是合理的。“她叫梅，正好十七岁”则是无根据的虚构细节。在讨论中，需说明哪个场所适合共同目的。
A cautious interpretation can begin “It ____ that…”
Seems marks an interpretation rather than a certain fact.
Apply the task format
- Part 4 extends the topic with opinion questions. Teachers assess grammar/vocabulary, discourse management, pronunciation, interactive communication and global achievement.
- Discuss options with a partner and extend a topic discussion (Parts 3–4).
Part 2 is an individual long turn; Part 3 is collaborative. A memorised monologue cannot replace partner interaction.
应用题目格式
- Part 4通过观点性问题扩展话题。教师评估语法/词汇、语篇组织能力、发音、互动交际及整体表现。
- 与同伴讨论选项并扩展话题讨论（Part 3–4）。
Part 2为个人长段发言；Part 3为合作任务。背诵的独白不能替代同伴互动。
Which answer fits this case? · 哪个答案符合此案例？
Respond to personal questions (Part 1) · 回答个人问题（第1部分）
A written paragraph is an equivalent replacement for the speaking performance.
Pronunciation, spoken discourse and interaction need live evidence.
Keep the distinctions
- discourse management 语篇组织能力 — Organising connected speech clearly.
- speculation 推测 — A cautious interpretation of uncertain information.
- Respond to personal questions (Part 1).
- Describe one colour photograph for about one minute (Part 2).
- Discuss options with a partner and extend a topic discussion (Parts 3–4).
保持区别
- discourse management 语篇组织能力 — 清晰组织连贯话语的能力。
- speculation 推测 — 对不确定信息的谨慎解读。
- 回答个人问题（Part 1）。
- 描述一张彩色照片约一分钟（Part 2）。
- 与同伴讨论选项并扩展话题讨论（Part 3–4）。
Match each term with its precise meaning in this lesson.
Keep the distinctions stated in the teaching example.
Put this lesson’s reasoning or event sequence in order.
The order follows the stated process; check each stage before the next.