Key speaking: interview and collaborative discussion
| English | 中文 | Pinyin |
|---|---|---|
| preference/ˈprefrəns/ | 偏好 | piān hǎo |
| interaction/ˌɪntəˈrækʃn/ | 互动 | hù dòng |
A decision before an answer
- An examiner asks what you enjoy after school. “Yes” is grammatical, but it does not answer this question.
- Your goal: Answer personal-information questions with brief development (Part 1).
Read the relationship
- Part 1 asks personal information, routines and preferences. Answer the question directly, then add one relevant detail.
- Discuss visual prompts, express preferences and respond to a partner (Part 2).
Best response to “What do you do after school?”
It directly answers what you do.
Use the defining rule
- Part 2 uses visual prompts for a discussion with another candidate. Give a preference and a reason.
- Discuss visual prompts, express preferences and respond to a partner (Part 2).
Best invitation to a partner:
It creates space for the other candidate.
Check the conditions
- Listen to your partner and respond. Invite a view with “What do you think?” rather than delivering a memorised speech.
- Discuss visual prompts, express preferences and respond to a partner (Part 2).
A: “I like reading because I can relax. What about you?” B: “I prefer sport. Reading is good, but I like being outside.” Both give a view, explain it and respond to a partner. There is no single correct hobby.
Give a reason with “____”.
Because introduces why you hold a preference.
Apply the task format
- Teachers observe grammar/vocabulary, pronunciation and interactive communication, with global achievement. Use actual paired speaking, not a written replacement.
- Discuss visual prompts, express preferences and respond to a partner (Part 2).
Speaking is not a speed contest. Clear meaning and interaction matter more than producing a long unbroken answer.
Which answer fits this case?
Answer personal-information questions with brief development (Part 1)
Everyone must choose the same preferred activity to get credit.
Different choices can be well supported and clearly communicated.
Keep the distinctions
- preference 偏好 — What someone likes more.
- interaction 互动 — Responding to and working with another speaker.
- Answer personal-information questions with brief development (Part 1).
- Discuss visual prompts, express preferences and respond to a partner (Part 2).
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.