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  3. Examiner: Now,in this part of the test I’m going to give each of you a list of three different topics. I’d like you to select on

Examiner: Now,in this part of the test I’m going to give each of you a list of three different topics. I’d like you to select on

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问题 Examiner: Now,in this part of the test I’m going to give each of you a list of three different topics. I’d like you to select one of the topics and give a short presentation of about 2 minutes.
When (say the name of Candidate A)has finished talking ,I’d like you (say the name of Candidate B) to ask him/her one or two questions. You may make notes while you are preparing and take notes while the other person is talking. All right? Here are your topics.
(Hand over the Topic Card A & B ,and some blank paper and a pencil to each candidate.)
Now you have a minute to prepare.
All right. Now (say the name of Candidate A), would you begin by telling us which topic you have chosen and then give your presentation , please?
(When Candidate A finishes)
Thank you. Novo, (say the name of Candidate B) , would you like to ask (say the name of Candidate A)some questions’! (Allow a maximum of of 2 questions by Candidate B, followed by one more question by the examiner.) Now, (say the name of Candidate B) ,would you begin by telling us which topic you have chosen and then give your presentation , please?
Thank you. Now, (say the name of Candidate A) ,would you like to ask (say the name of Candidate B) some questions ? (Allow a maximum of 2 questions by Candidate A , followed by one more question by the examiner.)Thank you. This is the end of the test.
Topic Card
选项
答案Examiner:All right. Now,let’s move to the third part. In this part of the test I’m going to give each of you a list of three different topics. I’d like you to select one of the topics and give a short presentation for about a minute. When (say the name of Candidate A)has finished talking , I’d like you , (say the name of Candidate B), to ask him/her one or two questions. You may make notes while you are preparing and take notes while the other person is talking. Now you’ll have 2 minutes to prepare. All right. Now (say the name of Candidate A) , would you begin by telling us which topic you have chosen and then give your presentation ,please? Key: We might marvel at the progress made in every field of study but the methods of testing a person’s knowledge and ability remain as primitive as ever. It really is extraordinary that after all these years, educationalists have still failed to devise anything more efficient and reliable than examinations. For all the claims that examinations test what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a person’s true ability and aptitude. Examinations cause a lot of anxiety since so much depends up on them. They are the mark of success or failure in our society. Your whole future might be decided in one fateful day. It doesn’t matter if you weren’t feeling very well. Little things like that don’t count: the exam goes on. No one can do their best when they are terrified, or after a sleepless night, yet this is precisely what the examination system expects them to do. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of "dropouts": young people who are written off as utter failures before they have even embarked on a career? A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to merely memorize. Examinations do not motivate a student to read widely, but instead to restrict his reading: they do not enable him to seek more and more knowledge, but encourage cramming. They lower the standards of teaching, since they deprive teachers of any freedom. Teachers themselves are often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques. The most successful candidates are not always the best educated: they are merely the best trained. The results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. Examiners are only human. They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. They work under the same of pressure as the candidates. And their word carries weight. There must surely be many simpler and more effective ways of assessing a person’s true abilities.
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