• 附录1
  •  

    中国人民大学

    Renmin UniversityofChina

     

    英语口语水平测试

    Test for Oral Proficiency in English

     

    基于《中国人民大学英语口语能力标准》

    考官用

    Section A Reading Aloud and Retelling

    Part Ⅰ Reading Aloud

    Examiner:

    Now please read this short essay aloud. [Hand the essay to the candidate.]

    [See Appendix 1a for the candidate’s card.]

    Top of the Class

    Whenever anyone measures educational success, East Asian countries are always top

    scorers. But in a recent league table, a European country, Finland, was top of the class.

    South Korea was still in the second place, though. Britain was at No. 6. What is the secret of

    Finland and South Korea’s success? Time to do some homework.

    In Korea the school day is long—typically 7 or 8 hours, followed by hours of private tutoring

    in the evenings. All this hothousing leaves Korean students so tired, they sometimes

    fall asleep in class next day. Worries about the effects of late night cramming led the

    government to force cramming schools to close by 10 p.m.

    Finnish children spend the least time in class in the developed world, often finishing just

    after lunch, with about one hour of homework a day. Private tuition is uncommon. The

    British school day is quite long in comparison, around 6 hours, and secondary school pupils

    do 2 or 3 hours of self-study a night.

    The Korean education system, like many in Asia, is intensely competitive, with students even

    competing to get into the best cramming schools, to help them get ahead. Finnish education

    is far less cut-throat. Classes are all mixed ability, and there are no league tables. British

    schools again occupy the middle ground, with quite high levels of competition for places at

    university, and schools and universities battling to come top of league tables for everything

    from exam results to student satisfaction.

    Examiner:

    OK, let’s go on with the second part: Retelling.

    Part Ⅱ Retelling

    Examiner:

    In this part, you will listen to a recording and then you need to retell what you have heard.

    Please listen carefully and take notes if you like. [Hand the card for note-taking to the

    candidate.] Now there you go. [Play the recording from computer.]

    [See Appendix 1b for the candidate’s note-taking card.]

    Audio–College Students Rescue Leftover Food, Feed the Poor

    [Candidate listens to the recording.]

    [At the end of the listening]

    Examiner:

    Now please retell what you have heard in your own words. You can use your notes as

    reference. You may start now.

    The main points of retelling:

    1. Background information, i.e. American students volunteer works.

    2. Details of Food Recovery Network, e.g. time, location, scale.

    3. Summary: These students’ efforts in saving food for the needed should be appreciated.

    Examiner:

    OK, thank you. That’s the end of Reading Aloud and Retelling.

    Script

    College Students Rescue Leftover Food, Feed the Poor

    University of Maryland student Ben Simon and his friends couldn’t stand to see good food

    thrown out on their campus.

    So 18 months ago, the students began what they call the Food Recovery Network. Each

    night, volunteers would show up at a campus dining hall to pick up leftovers and deliver

    them to area shelters and food banks.

    So far, they have donated more than 23,000 kilos of food that would otherwise have been

    thrown out. The amount of wasted food was also reduced when school officials removed

    trays from the dining hall.

    Nationwide, $165 billion worth of food is wasted each year, according to the National

    Resources Defense Council.

    The University of Maryland’s Food Recovery Network now has 200 volunteers and the

    program has expanded to 18 schools across the country.

    “I want to grow 18 chapters to a thousand chapters within five years. And once we get to

    the Food Recovery Nation being at every college campus in America, we want to expand to

    restaurants to farms,” said Simon.

    The volunteers are committed to making that happen.

    Section B Presentation and Discussion

    Part Ⅰ Greeting and Self-introduction

    Examiner:

    Good morning/Good afternoon. I’m…, and this is my colleague, Ms./Mr. …. She/He is just

    going to listen to us. And your names are …?

    Now, first of all, I’d like each of you to give a self-introduction. In your introduction you

    should tell us something about your study, interests, hobbies, personality, and so on. A, could

    you please start?

    Thank you. Now, B, could you tell us something about yourself?

    Thank you. C, we’d like to know something about you.

    Thank you.

    Part Ⅱ Presentation

    Examiner:

    Now, in this part of the test, you are going to do a presentation. Each of you will be given

    a card which shows a picture. I’d like you to describe the picture and make comments on

    it. You’ll have one minute to prepare and each of you will have two minutes to give your

    presentation. Now here are your cards. [Hand the cards to the candidates.]

    [See Appendix 2 for candidates’ cards.]

    [One minute later]

    Examiner:

    Now, B, would you please begin. A and C, please listen carefully to what B has to say.

    [2 minutes later]

    Examiner:

    OK. Thank you. C, now it’s your turn.

    [2 minutes later]

    Examiner:

    Thank you. Now A, could you please give your presentation?

    [2 minutes later]

    Examiner:

    Thank you.

    Part Ⅲ Group Discussion and Follow-up Questions

    Examiner:

    Right. Now that you have some idea of the current problem of children’s education in China, I’d ·

    like you to discuss:

    What is the ultimate purpose of education?

    During the discussion you may challenge each other or ask each other questions to make a

    point clear. You’ll have five minutes for the discussion.

    Now you may start.

    [5 minutes later]

    Examiner:

    All right. That’s the end of the discussion. Now I’d like to ask each of you just one last

    question on the topic of education.

    C, how do you understand quality-oriented education at primary and secondary schools?

    A, how will you comment on the education that you have received in primary and high

    schools?

    B, do you think attending university is the only way to success? Why?

    OK, that’s the end of test. Thank you.

    Section C Public Speaking and Questions & Answers

    Examiner:

    In this section, you will have three minutes to deliver your speech and two minutes to answer

    2-3 questions.

    Now it’s the time to deliver your speech. You will have three minutes. You may begin.

    [See Appendix 3 for candidate’s card.]

    [Ten minutes later]

    [Candidate delivers his/her speech.]

    OK, thank you for your speech. Now could you please answer 2-3 questions?

    [Optional questions:]

    Question 1:

    How do you define honesty? Are you an honest person?

    Question 2:

    What would you do if you were cheated?

    Question 3:

    What is your attitude toward “white lies”?

    Question 4:

    Do you think honesty crisis exists in our society today?

    Question 5:

    Do we need to show 100% honesty to our beloved?

    Question 6:

    What is the difference between honesty and truthfulness?


    Appendix 1a: Card for Essay Reading Aloud

    Appendix 1b: Card for Note-taking of Retelling

    Appendix 2: Cards for Presentation and Discussion

    Appendix 3: Card for Public Speaking

     

     

  • 附录2
  •  

    中国人民大学

    Renmin UniversityofChina

     

    英语口语水平测试

    Test for Oral Proficiency in English

     

    基于《中国人民大学英语口语能力标准》

    RUC-TOPE—Marking Sheet

    Section A Reading Aloud and Retelling

     

     

     

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