文凭试｜2023年《试题专辑》出版 试卷主席教考生中英文科答题技巧
2023-11-02 11:30 
2023年文凭试甲类科目《试题专辑》今日(11月2日)出版。《试题专辑》除辑录了各科的试题与评卷参考外，更有由试卷主席撰写的评语，解释评核准则、作答注意事项和分析考生表现，并提出改善作答表现的建议。
教评局选取了2023年DSE各科第1至5级的考生答卷作为示例，协助教师与学生了解不同等级的实际表现水平。以下是中国语文及英国语文科试卷主席于《试题专辑》撰写的答题贴士：
参考新闻：DSE英文科｜10个最易用错的英文字 避免乱背深字 文凭试写作升Grade
中国语文科｜卷一(阅读)
多读多写是提升语文能力的不二法门，考生宜从小学开始培养良好的阅读习惯，积淀语文知识；又文化为吾人立身处世之本，考生平日学习时要多反思传统文化的价值。
平居用功固然重要，临场策略亦决定成败，时间分配务必谨慎。考生作答前须小心审题，力求回应题旨；下笔前应预先组织，以免杂乱无章；说明时宜回应文本，言之有物。
中国语文科｜卷二(写作)
考生在提笔前须先小心分析、考量题目中关键概念的意义，全面掌握写作要求后才构思文章立意，筛选有用材料。
把阅读变成生活中的习惯，针对自己在写作方面的弱点，设定特定目标，进行针对性的阅读活动。何谓「弱点」？例如在记敍事件时只能写出故事的大概，无法呈现细节；在进行论证时无法有效利用所举例子论证文章的论点等等。在诊断自己的弱点后，再进行针对性阅读，往往对提升写作能力有明显帮助。
随着社交媒体的普及，我们足不出户便能接触海量资讯，与别人联系······这些海量资讯，往往经过筛选以投我们所好，又或经过浓缩删节让我们快速接收，久而久之，我们看似能掌握社会动向和最新资讯，但实际大都是片断或高度概括的信息。反映在写作方面，近年不少答卷取材相若，内容粗疏，能对事物作具体刻画或深度剖析的不多。要想改变这种情况，我们也应改变接收资讯的方式，一篇完整专题报道、一部长篇的经典小说、一本专题读物，读后往往会令人对事物有全面深刻的了解。
写作训练是学习的其中一环，理应设定训练目标，让我们知道在该次写作时应将注意力放在哪些地方，并以此作为评量该次写作训练成效的依据······除了操练试题外，其实尚有不少类型的写作活动可供选择，包括定期的小段落练笔活动，经典篇章读后的同题仿作，转换敍事人物的故事改写，短文扩写等等，不必只局限于单一的操练模式。
中国语文科｜卷三(聆听及综合能力)
「表达」者，既要符合文法，亦需「传而能达」······较常见考生表达的毛病是文句别扭，致文气不畅，如：「香城青年委员会『寻找快乐 关心世界』的主题对大家有好多启发而且活动很多而且都有意义，一定要参加」，读者虽可大致明白考生原意，惟文句冗赘，显然未达文从字顺的基本要求。
详略得当亦属文章组织是否合度的重要准则。个别答卷的引言（首段）内容多于整合拓展，或过渡段文字多于见解论证，均属详略失当。
总之，提升中文聆听及综合能力，不二法门始终在于取法乎上、博采兼收、多读多写、多听多说、精益求益、时时实践。
英国语文科｜Paper 1 (Reading)
It is important for candidates to read and understand the instructions carefully, especially with regard to specific requirements such as the use of certain words or phrases from particular paragraphs in the passages. This can be a determining factor in scoring marks for certain questions and neglecting such instructions can lead to a loss of marks.
Additionally, when candidates are required to lift language from the passages, they should ensure that they spell the words correctly. In cases where a question calls for a longer and more open answer, candidates should be careful not to copy excessively...The danger of copying excessively is that the candidate may fail to demonstrate their understanding of the ideas tested and may lose marks as a result.
英国语文科｜Paper 2 (Writing)
Candidates need to demonstrate their writing ability by making their writing appropriate to the particular text type they are asked to write and addressing the topic specified. Writing succinctly and concisely may be conducive to writing a successful text in some tasks. Other tasks may require more in-depth and elaborated arguments with more complex language. It is essential for candidates to read a wide range of authentic texts and text types to become familiar with what is appropriate for particular purposes and audiences.
Longer responses will not necessarily gain higher marks simply by virtue of length. If writing beyond the word guide, the length should not impede the communicative effectiveness.
英国语文科｜Paper 3 (Listening and Integrated Skills)
Candidates should spend the preparation time familiarising themselves with the tasks. With the help of the given instructions/headings/prompts/choices, they may be able to predict the likely development of the texts. They may also predict the vocabulary they will hear in the recording and make guesses about possible answers.
It is noted that some candidates had difficulty in jotting down complete notes from the listening input and incorporating them with the information in the Data File to create their own work. Before the recording is played, candidates should orient themselves with the overall context of the tasks and read the given headings on the note-taking sheet to help anticipate what kinds of information they will be presented with. They should also spend some time tidying up their notes immediately after the recording to check if they have taken down the correct information while their memory is still fresh.
英国语文科｜Paper 4 (Speaking)
To improve oral skills, candidates should practise both in and outside of the classroom. Candidates should gain more exposure to authentic English and keep themselves up-to-date with current affairs and international issues.
In Part A, candidates do not need to reach an agreement in their discussion but the group interaction must be relevant to the task assigned. The quality of the interaction that takes place, the contribution that each candidate makes, and how each candidate establishes and maintains a good interaction is critical for scoring well. If candidates want to be part of a successful discussion in Part A, they should show a genuine interest in what others have said and not be tied to their notes.
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