LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 1 ANSWER KEY

ANSWER KEY
Part A
1. detached / disconnected / removed / separated

2. biophobia

3. a. anxiety b. distress c. trauma

4. a. horticulturalist b. professor

5. sees it first-hand

6. he’s worried by the phenomena

7. C

8. a. high-rise living b. health scares over bird flu, swine flu and SARS

9. Yes, she thinks it is a problem because she worries about what the effect on the natural environment will be.

10. D

11. amazed

12. negative

13. B

14. D

15. the Mui Wo fire

16. A

17. the sounds of birds and other animals

18. (a) 400 (b) 33

19. a. as opposed to
b. devoid of
c. turn around
d. the majority
e. cut off
f. stepped up

20. seed-sowing (lessons)

21. a. T b. F c. T d. T e. X

22. a. all b. looking c. paying d. no

e. indigenous / local / native f. whether

23. Melsom prefers to be proactive because his greatest hope is ‘to have more nature education in Hong Kong’s school
curriculums’, which suggests that he wants to prevent children from getting biophobia in the first place.

24. D

25. D

26. B

27. C

28. D

29. H

30. K

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LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 1 ANSWER KEY

31. A

32. I

33. B

34. E

35. F

36. G

37. J

Part B
Section 1

38. D

39. The literal meaning of ‘blast’ is an explosion or the very strong movement of air that it causes. In line 4, it
represents the fact that caller A and his friend had a good time hiking.

40. easy

41. kids who are afraid of nature

42. A

43. C

44. because she was afraid of telling him the truth

45. grossed out

46. more closely

47. agrees

48. A

49. C

50. a. F b. T c. F d. F e. X
f. X

51. accelerated heart rate fainting shaking shortness of breath sweating

52. hypnosis

53. B

54. C

55. a. Negative b. Positive c. Negative d. Negative e. Positive

f. Positive g. Negative h. Positive

56. A. 3 B. 3 C. ✗ D. ✗ E. ✗
F. 3

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LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 1 ANSWER KEY

57 . Tom unsympathetic Sorry but I think this biophobia issue is a joke!

Sarah It’s a heartbreaking affliction that needs to be studied more closely.

Stephanie sympathetic

Peter sympathetic I can’t tell you what a relief it is to know that there are other kids going
through the same thing I am.

Amy I’ve been listening to your radio programme and I thought I might be able to
help out.

Section 2

58. B

59. flock of legless sheep

60. leaves

61. line 10

62. beneath the surface of the earth

63. B

64. end

65. our beautiful, ancient planet / Earth / the earth / the world

66. a. as b. and c. care

67. He describes the cat as being a ‘neat furry package’ and as having ‘almond eyes’. I think the use of metaphor is
effective as the use of the word ‘package’ describes how neatly the cat is curled up and the use of the word
‘almond’ clearly describes the shape of the cat’s eyes.

68. a. drift b. grazing c. scatters d. precise e. evict

f. blitz

69. The earth is constantly creating and sustaining life even though we don’t do anything to help out or even notice it.
(Suggested answer only)

70. D

71. bumpy straight

reduction increase

solve modern

72. I think Frank Fish is a very ingenious and entrepreneurial man because not only did he realise that tubercles gave
whales a hydrodynamic advantage but he also patented the idea and helped form a company developing technology
based on the idea.

73. difficult / troublesome / worrying / worrisome

74. Its main message is that we should go beyond simply copying the forms we see in nature to also learning from
nature on how we can develop sustainable manufacturing processes.

75. D

76. C

77. E

78. A

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LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 1 ANSWER KEY

79. Yes, I think she is respected for her ideas because she was named one of Time magazine’s ‘International Heroes of
the Environment’ in 2007.

80. we must learn from nature

81. A

82. A stanza 4 A cat stretches … / And closes almond eyes

C stanza 2 And scatters frail pinknesses / Over a precise lawn.

D paragraph 2 Humpbacks have a unique habit of catching fish …

E stanza 1 The sun is shining brightly

F paragraph 7 Velcro … was created by a Swiss engineer in the 1940s after he observed how
cockleburs got stuck in his dog’s fur.

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LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 2 ANSWER KEY

MODEL ANSWERS
Part A Question 1
Report on mobile phone purchase among secondary school students
A survey was conducted recently by the Conservation Club to find out how frequently and why students change their
mobile phones. One thousand students were randomly interviewed in the survey.

Results
Approximately 20% of respondents changed their mobile phones within one year, with about 50% and 30% changing
their phone every one to two years and every two to three years respectively. When asked why they usually changed their
mobile phones, 62% said it was because they wanted a newer model, 20% said it was to benefit from a promotional
discount, 10% said it was to replace a lost one and 8% said it was to replace a broken one.

Conclusions
The results of the survey reveal that secondary school students changed their mobile phones with surprising frequency.
Also, they indicate that the majority of students usually changed their mobile phones because they wanted a newer
model or wanted to benefit from a promotional discount rather than because of need, e.g. because their previous phone
was lost or broken. This level of consumerism should be a cause for concern as it not only wastes money but also
materials.

Recommendations
It is recommended that students should be taught more about the harmful effects to the environment of rampant
consumerism and encouraged to switch their phones less frequently. One practical step that the Conservation Club could
take is to put up posters to this effect. The club could also promote the recycling of mobile phones to help prevent old
mobile phones from simply ending up in landfills.

DESCRIPTOR-BASED ANALYSIS
The performance illustrated in the above model answer is at Level 5.

Content
The content of the report is relevant to the question, and shows an awareness of purpose through accurate reporting
of the survey results on how frequently students change their mobile phones and why. Creativity and imagination
are shown in the writing, such as what the Conservation Club can do to encourage students to change their mobile
phones less frequently in order to save the environment.

Language and style

The report contains a wide range of accurate and appropriate sentence structures, e.g. ‘This level of consumerism
should be a cause for concern as it not only wastes money but also materials’. The punctuation and grammar are
accurate, and the vocabulary is wide and appropriate, with some use of more sophisticated language, e.g. ‘with
surprising frequency’, ‘cause for concern’, ‘rampant consumerism’. The register, tone and style are also appropriate
to a survey report, e.g. ‘Also, they indicate that the majority of students usually changed their mobile phones
because they wanted a newer model or wanted to benefit from a promotional discount rather than because of need’.

Organisation
The report has a coherent structure, with an appropriate title and clearly defined paragraphs — an opening
paragraph introducing the survey, following by three separate paragraphs presenting the results, conclusions and
recommendations. There is also sophisticated cohesion between sentences, with the use of phrases like ‘When
asked why they usually changed their mobile phones’, as well as between paragraphs, with the use of appropriate
headings and opening sentences like ‘It is recommended that students should be taught more about the harmful
effects to the environment of rampant consumerism and encouraged to switch their phones less frequently’.

LE CEP SET 7 — PAPER 2 –  – © Pearson Education Asia Limited

LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 2 ANSWER KEY

Part B Question 2
Dear Sir / Madam

I am writing in response to the article ‘More major sporting events called for’, which appeared in your newspaper
yesterday. I strongly support the Bauhinia Policy Institute’s suggestion that more major sporting events should be held in
the territory to boost our image as ‘Asia’s World City’.

Hong Kong already holds several successful major sporting events, for example the Rugby Sevens tournament and the
Hong Kong Marathon, both of which have now become popular annual events. However, there is plenty of scope for
Hong Kong to expand this list. One suggestion would be to actively seek to attract a major sailing event to Hong Kong.
As we all know, Hong Kong has a beautiful harbour, an active and enthusiastic sailing community and several sailing
clubs that could host such an event. Another frequently overlooked natural resource is Hong Kong’s country parks.
These parks could provide the setting for a number of sporting events, from rock climbing to orienteering to triathlon
events. Hong Kong also has several large-scale well-equipped venues such as the Hong Kong Stadium, which is perfect
for outdoor events such as football tournaments, and the AsiaWorld Arena for indoor events such as badminton
tournaments. Having hosted the equestrian events as part of the 2008 Beijing Olympics, Hong Kong has also shown that
it has the resources and the ability to organise events such as cross-country, show jumping and dressage.

The benefits of holding more major sporting events in Hong Kong would be several-fold. First, Hong Kong’s advantage
over other Chinese cities and other large cities in the region is that it is a ‘World City’, the place where East meets West.
Holding more major sporting events in Hong Kong and attracting both competitors and spectators from around the
world to participate in them would enhance this reputation. Second, it would be a great way to showcase the many
attractions that Hong Kong has to offer, including its harbour, its country parks, its venues and of course its cityscape.
This could serve to boost people’s interests in Hong Kong not just as a tourist destination but also as a place to do
business. In this way, Hong Kong’s economy would benefit.

In conclusion, there are a wealth of possible sporting events that Hong Kong could pursue and attempt to establish in the
territory. This could be done through attracting existing events such as the Football World Cup or through establishing
new events and then promoting them to world status. Either way, Hong Kong stands to benefit through enhancing its
image as a ‘World City’ and through the resulting economic gains.

Yours faithfully

Jamie Lee

Jamie Lee

LE CEP SET 7 — PAPER 2 –  – © Pearson Education Asia Limited

LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 2 ANSWER KEY

DESCRIPTOR-BASED ANALYSIS
The performance illustrated in the above model answer is at Level 5.

Content
The content of the letter is relevant to the question, and engages the reader’s interest with extensive details, such as
the range of events that could be held in Hong Kong and why they are suitable. Creativity and imagination are
shown appropriately, such as the mention of why holding more major sporting events in Hong Kong would benefit
its economy.

Language and style

The letter contains a wide range of accurate and appropriate sentence structures, e.g. ‘Having hosted the equestrian
events as part of the 2008 Beijing Olympics, Hong Kong has also shown that it has the resources and the ability to
organise events such as cross-country, show jumping and dressage’. The punctuation and grammar are accurate, and
the vocabulary is wide, sophisticated and appropriate, e.g. ‘showcase’, ‘cityscape’, ‘a wealth of’. The register, tone
and style are also appropriate to a letter to the editor, e.g. ‘I am writing in response to the article ‘‘More major
sporting events called for’’, which appeared in your newspaper yesterday’.

Organisation
The letter has a coherent structure, with an appropriate greeting (‘Dear Sir / Madam’) and closing (‘Yours
faithfully’), and clearly defined paragraphs — an opening paragraph stating the reason for writing the letter,
followed by a body paragraph discussing what events could be held and another discussing the benefits of holding
such events, and a closing paragraph restating how the writer feels about the issue. There is also sophisticated
cohesion between paragraphs, e.g. ‘The benefits of holding more major sporting events in Hong Kong would be
several-fold’, and between sentences, e.g. ‘One suggestion would be to’, ‘Another frequently overlooked resource
is’ and the use of adverbs like ‘First’, ‘Second’.

LE CEP SET 7 — PAPER 2 –  – © Pearson Education Asia Limited

LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 2 ANSWER KEY

Part B Question 3
Proposal for arousing students’ interest in drama

1 Introduction
We would like to put forward the following proposal about how to arouse students’ interest in drama. This
proposal, which has been prepared by the committee members of the Drama Club at St Mark’s College, will
propose two activities, including what these activities would involve and how students would benefit from them.

2 Proposed activities
In order to arouse students’ interest in drama, we would like to propose the following activities.

2.1 Drama trips

2.1.1 Activities
In order to provide students with the opportunity to see dramatic productions put on by
professional troupes, it is suggested that after-class trips be organised for students. If possible,
plays that students are familiar with, for example the ones taught in the Literature and Language
Arts curricula, should be selected. To ensure that all students have the chance to participate, it is
recommended that schools offer subsidies to those who cannot afford the full price.

2.1.2 Benefits
Seeing productions by professional drama groups will not only arouse students’ interest in drama,
it will also enable them to hone their dramatic skills, for example acting skills, playwriting skills
and stage production skills. The fact that schools would subsidise the trips would also mean that
those students who would otherwise not go to such productions due to their high cost would be
included.

2.2 Drama workshops

2.2.1 Activities
It is also proposed that professional drama companies and experienced directors and actors such as
Chung King-fai and Alfred Cheung Kin-ting be invited to schools to organise a series of drama
workshops for students. These workshops could focus on different aspects of drama, for example
scriptwriting, acting, miming, storytelling and stage production. In order to encourage more
students to take part, schools could help to promote these activities, for example by introducing
them in assemblies and putting up posters around school.

2.2.2 Benefits
Learning by doing is always more effective than learning by simply watching or listening. As part
of the workshops, students would have ample opportunities to get hands-on experience. This
should arouse their interest in drama. Being offered a wide choice of different workshops, students
would also be able to select one that they are really interested in. This should also prove to further
motivate them.

LE CEP SET 7 — PAPER 2 –  – © Pearson Education Asia Limited

LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 2 ANSWER KEY

DESCRIPTOR-BASED ANALYSIS
The performance illustrated in the above model answer is at Level 5.

Content
The content of the proposal is relevant to the question and shows a strong awareness of the purpose of the writing,
with extensive details about the two proposed activities and how students could benefit from them. Creativity and
imagination are shown in the writing, such as the inclusion of details about the types of drama workshops that could
be organised for students.

Language and style

The proposal contains a wide range of appropriate sentence structures, e.g. ‘Seeing productions by professional
drama groups will not only arouse students’ interest in drama, it will also enable them to hone their dramatic skills,
for example acting skills, playwriting skills and stage production skills’. The punctuation and grammar are accurate,
and the vocabulary is wide and appropriate, with some use of more sophisticated language, e.g. ‘professional
troupes’, ‘hone their dramatic skills’, ‘hands-on experience’. The register, tone and style are also appropriate to a
proposal, e.g. ‘We would like to put forward the following proposal about how to arouse students’ interest in
drama’.

Organisation
The proposal has a coherent structure, with an appropriate title, headings and subheadings, and clearly defined
sections and subsections — an introduction that states the aim of the proposal and who has prepared the proposal,
followed by a section with subsections in which information is given about the proposed activities and what
benefits they could bring about. There is also sophisticated cohesion between sentences, e.g. ‘To ensure that all
students have the chance to participate’, ‘As part of the workshops’, as well as between paragraphs, e.g. ‘In order to
arouse students’ interest in drama’, ‘It is also proposed that’.

LE CEP SET 7 — PAPER 2 –  – © Pearson Education Asia Limited

LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 2 ANSWER KEY

Part B Question 4
Timothy Kaiser’s poetry recital well received

Last Friday, the English Club invited famous local poet Timothy Kaiser to school to conduct a lunchtime poetry recital
for students in the school library. The event, which was called Poetry for Fun, was attended by more than a hundred
Secondary three to Secondary five students, with many students so keen to attend that they were prepared to stand at the
back.

The recital began with Timothy Kaiser reading, or more precisely, performing to students some of his favourite
poems — both classical poems and those of a more contemporary nature. Kaiser, who is an English teacher at an
international school in Hong Kong, immediately succeeded in capturing the students’ attention by showing them how
much fun one can get out of poetry. His vivid and gripping performance, together with his sense of humour, made the
audience roar with laughter. Kaiser also shared with students his recently published book, Food Court, which is an
anthology of poems on the theme of, as the title suggests, food. The poem which Kaiser chose to read to students was
called ‘Apple for the teacher’. It is about the relationship of a twelve-year-old boy with his parents. Partly written in the
form of a dialogue, the poem showed students that poetry could be far more creative and entertaining than they had
previously thought.

The recital ended with a ten-minute session where Kaiser invited students to create a poem and then perform with him.
Knowing what students would be interested in, and having sought permission from Mrs Tang and Mr Lam, the two
teachers present at the recital, Kaiser picked the theme ‘My ideal teacher’. He started off brainstorming ideas with
students and elicited wonderfully creative and amusing metaphors and similes to describe teachers. Skilfully, he helped
students to sew these metaphors and similes together into a hilarious poem about a typical student’s ideal teacher. The
climax of the thirty-minute recital was when everyone, teachers included, joined in to perform the poem.

It was agreed that the poetry recital had been a great success with the students not only enjoying Kaiser’s performance
but also their own. Many of them also discovered a hidden talent for creative writing and, most important of all, they
learnt that poetry can be really fun.

DESCRIPTOR-BASED ANALYSIS
The performance illustrated in the above model answer is at Level 5.

Content
The content of the report is relevant to the question and engages the reader’s interest with extensive details about
what happened in the poetry recital and how students felt on the whole. Creativity and imagination are shown
throughout the writing, such as how students created the poem collaboratively in the recital.

Language and style

There is a wide range of appropriate sentence structures in the report, e.g. ‘It was agreed that the poetry recital had
been a great success with the students not only enjoying Kaiser’s performance but also their own’. The grammar
and punctuation are accurate, and the vocabulary is wide and appropriate, with some use of more sophisticated
language, e.g. ‘contemporary’, ‘vivid and gripping’, ‘hilarious’. The register, tone and style are also appropriate to a
report for a school magazine, for example by using the right level of formality.

Organisation
The report has a coherent structure, with an appropriate title and clearly defined paragraphs — an opening
paragraph giving some background information about the poetry recital, followed by two body paragraphs
describing some of the activities that took place, and a closing paragraph about how the students felt. There is also
strong cohesion between sentences, with phrases like ‘Knowing what students would be interested in’, as well as
between paragraphs, with sentences like ‘The recital began with …’, ‘The recital ended with …’.

LE CEP SET 7 — PAPER 2 – 10 – © Pearson Education Asia Limited

LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 2 ANSWER KEY

Part B Question 5
English Institute’s one-day debating course perfect for beginners

Last month, I was lucky enough to attend a one-day debating skills course organised by the English Institute. The
course, which was held on a Saturday at the English Institute centre in Admiralty, was designed for senior secondary
students and attended by students from a wide range of local schools. Divided into two sessions, each one lasting three
hours, the course was one of the most intensive I have ever attended but also proved to be one of the most worthwhile.

Hands-on activities formed the main part of the course. In fact, before we even got going, the instructor, who described
himself as a ‘facilitator’, warned us that we would only get as much out of the course as we contributed. In other words,
we had to be prepared to get involved. Some of my classmates were a bit worried about what this would mean but before
long they had thrown themselves into the process. In the morning session, we started with the basics and covered how to
analyse a motion, how to create logical and persuasive arguments and how to deliver a speech effectively. We had
opportunities to take part in small group discussions, and then stand up and present our opinions. In the afternoon
session, we were divided into teams and took part in a mini-debate. We also had the chance to be observers, watching
the other teams perform and giving them feedback afterwards. The course ended with a prize-giving ceremony where
the winning team was awarded a trophy and a book coupon. Prizes were also given out for the best opening speech, the
best closing speech, et cetera, so in the end almost everyone walked away with something.

Overall, the activities were focused and well organised. One of the activities that I found particularly useful was when
we took part in a mini-debate at the end of the day. This was a really good opportunity to put all the theory that we had
learnt into action. What made the mini-debate even more meaningful was the immediate feedback that we received at
the end from our instructor and from our fellow course mates. Despite the fact that everyone started off as strangers, by
the end of the day we all became friends through all the activities that had allowed us to exchange open and constructive
feedback with one another, which proved to be an unforeseen bonus of the course.

In short, this course covers all the basics of debating in a fun, interactive and effective way. I would thoroughly
recommend it to anyone who is interested in debating but does not know where to start.

DESCRIPTOR-BASED ANALYSIS
The performance illustrated in the above model answer is at Level 5.

Content
The content of the review is relevant to the question, and includes extensive details, such as what participants had to
do during each of the two sessions. Creativity and imagination are shown appropriately, such as the mention of
when and where the course was held, and what kinds of prizes were given out at the end of the course.

Language and style

The review contains a wide range of appropriate sentence structures, e.g. ‘Divided into two sessions, each one
lasting three hours, the course was one of the most intensive I have ever attended but also proved to be one of the
most worthwhile’. The grammar and punctuation are accurate, and the vocabulary is wide, sophisticated and
appropriate, e.g. ‘thrown themselves into the process’, ‘walked away with something’, ‘an unforeseen bonus’. The
register, tone and style are also appropriate to a review, for example, by using the right degree of formality.

Organisation
The structure of the review is coherent, with an appropriate title and clearly defined paragraphs — an opening
paragraph introducing the course, followed by two body paragraphs describing what participants had to do on the
course and what the writer found most useful, and a closing paragraph giving the writer’s recommendation. There is
also sophisticated cohesion between sentences and paragraphs, with phrases like ‘In other words’ and adverbs like
‘Overall’.

LE CEP SET 7 — PAPER 2 – 11 – © Pearson Education Asia Limited

LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 2 ANSWER KEY

Part B Question 6
Pamela has been pacing up and down in front of the TV for hours, waiting for her father to come home from work. She
is trying desperately to organise her thoughts, to think how she is going to break the news to her father, but all she can
think of is how furious her father will be. Just as she is about to give up, she hears the key turning in the doorknob.

Father: Hello, Pamela! You’re still up. Don’t you have school tomorrow?
Girl: Yes, I do, but …
Father: How was school today, anyway?
Girl: OK. I got seventy-six for my History test.
Father: That’s good. After all, you had to do all that revision on your own. I know it’s hard. I’m sorry I’ve been so
busy lately and can’t give you any help with your schoolwork. If Mum was still here, she would have helped
you with your revision.
Girl: It’s OK, Dad. I think I can manage on my own. Dad …
Father: Have you finished your homework? Do you have any tests tomorrow?
Girl: Yes, I’ve finished all my homework, and I’ve no tests tomorrow.
Father: Good. So why don’t you go to bed now? It’s nearly twelve.
Girl: Dad, can I ask you a question?
Father: Sure. Are you OK? You look exhausted.
Girl: I … I have a friend. She’s pregnant and she asked me what she should do with the baby.
Father: What! Your friend is pregnant? How old is she? Do her parents know? What about the father?
Girl: She’s actually the same age as me — sixteen. She hasn’t told anybody yet.
Father: It’s a shame. Why can’t teenagers these days behave more responsibly? They’re so impulsive and never think
of the consequences of their actions. If I were the girl’s dad, I’d … I’d … I’m not sure what I’d do. I’m just so
glad you’re not like that, Pamela … Pamela? Are you OK? Why are you crying?
Girl: I ... I’m sorry, Dad.
Father: Why? What have you done?
Girl: The girl I told you about is actually not my friend. She’s actually me. I’m pregnant.
Father: What! … Oh, Pamela! I’m sorry. I shouldn’t have overreacted like that. Well, who’s the father, darling?
Girl: Brian.
Father: Brian? The boy who came here last weekend?
Girl: Yes, but he doesn’t know yet.
Father: You know this is going to be hard, don’t you? But remember, no matter what happens, I’ll always be here for
you. Do you understand?
Girl: Thank you, Dad.
Father: It’s a bit late now. Why don’t you go to bed and get some sleep first. Tomorrow I’ll take a day off and we’ll sit
down to discuss what we should do next? All right? Now don’t worry. Your old dad loves you and will give
you all the support you need.
Girl: Thank you, Dad. I love you too.

LE CEP SET 7 — PAPER 2 – 12 – © Pearson Education Asia Limited

LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 2 ANSWER KEY

DESCRIPTOR-BASED ANALYSIS
The performance illustrated in the above model answer is at Level 5.

Content
The content of the dialogue is relevant to the situation in the question, and engages the reader’s interest with detail,
e.g. by showing that the father is a single parent and that he has a close relationship with his daughter. Creativity
and imagination are shown throughout the writing, such as the girl making up stories about a girlfriend, who is in
fact herself.

Language and style

There is a wide range of appropriate sentence structures in the dialogue, e.g. ‘If Mum was still here, she would have
helped you with your revision’. The grammar and punctuation are accurate, and the vocabulary is wide and
appropriate, with some use of more sophisticated language, e.g. ‘pacing up and down’, ‘impulsive’, ‘overreacted’.
The register, tone and style are also appropriate to a dialogue between a teenage girl and her father, for example, by
using short sentences and informal expressions like ‘your old dad’.

Organisation
The structure of the dialogue is coherent, starting with a short introduction, which provides background to the
situation, followed by a dialogue between the two characters in which it slowly becomes apparent what the issue is.
There is also sophisticated cohesion between exchanges, e.g. through the use of questions and answers.

LE CEP SET 7 — PAPER 2 – 13 – © Pearson Education Asia Limited

LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 2 ANSWER KEY

Part B Question 7
Dear Dr Lam

It was with interest that I learnt that the school was considering inviting former pupil and pseudo-model Chrissie Ma to
open the new wing of the library. The proposal has sparked intense debate among my classmates and I would like to
share some of those thoughts with you as you ponder your decision.

One advantage of inviting Chrissie Ma is that it would likely generate a lot of publicity for the school. The press would
be much more likely to attend the opening ceremony if Chrissie was in attendance and the school could take this
opportunity to publicise some of its other planned building works and at the same time take the opportunity to appeal
for sponsorship.

Another advantage is that including alumni, whatever their profession, in the life of the school sends a strong message
that St Paul’s is a strong and caring community. Our school’s motto is ‘Strength through diversity’ and as such we are
taught to be open-minded and inclusive. Inviting a contentious guest such as Chrissie Ma to such an important opening
is, I believe, putting this motto into action.

However, having said that, there are without doubt a few drawbacks to the idea that I think need careful consideration.

One drawback is that the school may be appearing to endorse what some describe as not modelling but pornography.
Certainly a few groups within our school such as the Christian Fellowship are vehemently opposed to the idea, arguing
that it will bring shame on the school and promote the wrong values in school. They also worry about what she would
wear on the day. Certainly, if she was invited, we would need to provide firm guidelines on that point.

Another drawback is whether in inviting Chrissie Ma we are overlooking more suitable candidates. My understanding is
that a large chunk of the funding was provided by one of our current parents, Mr Samson Wong. Wouldn’t he be a more
suitable choice to open the new wing? Indeed, given Mr Wong’s generosity, wouldn’t he have reason to feel slighted if he
was overlooked in this way?

In conclusion, it is clear that there are both advantages and disadvantages to asking Chrissie Ma to open the new wing of
the library. However, on balance, I believe that it is not a good idea. I think it could prove to be a divisive decision
upsetting a number of current students in school. Also, I think it is unfair not to give the honour to Mr Wong and I worry
that overlooking him in this way may deter him from supporting the school in future.

Yours sincerely

Jacky Chau
Jacky Chau

LE CEP SET 7 — PAPER 2 – 14 – © Pearson Education Asia Limited

LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 2 ANSWER KEY

DESCRIPTOR-BASED ANALYSIS
The performance illustrated in the above model answer is at Level 5.

Content
The content of the letter is relevant to the question, and engages the reader’s interest with extensive details about the
pros and cons of inviting a pseudo-model to open the new wing of the library. Creativity and imagination are shown
throughout the writing, such as the mention of the opposition to the idea that exists within the school, including the
specific worry about what she would wear.

Language and style

The letter contains a wide range of appropriate sentence structures, e.g. ‘Certainly a few groups within our school
such as the Christian Fellowship are vehemently opposed to the idea, arguing that it will bring shame on the school
and promote the wrong values in school’. The punctuation and grammar are accurate, and the vocabulary is wide,
sophisticated and appropriate, e.g. ‘sparked intense debate’, ‘feel slighted’, ‘a divisive decision’. The register, tone
and style are also appropriate to a two-sided argumentative letter, e.g. ‘However, having said that, there are without
doubt a few drawbacks to the idea that I think need careful consideration’.

Organisation
The letter has a coherent structure, with an appropriate greeting (‘Dear Dr Lam’) and closing (‘Yours sincerely’),
and clearly defined paragraphs — an opening paragraph introducing the issue, followed by two paragraphs
discussing the advantages of the idea, a transitional paragraph, two paragraphs discussing the disadvantages of the
idea, and a closing paragraph stating the writer’s viewpoint. Strong cohesion is also provided between sentences,
with adverbs like ‘Certainly’ and phrases like ‘given Mr Wong’s generosity’, as well as between paragraphs, with
phrases like ‘having said that’, ‘One drawback’, ‘Another drawback’.

LE CEP SET 7 — PAPER 2 – 15 – © Pearson Education Asia Limited

LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 2 ANSWER KEY

Part B Question 8
Dear Queenie

It was good to hear from you. I hope you’ve been well. It’s exciting that you are starting to apply for part-time jobs and
many thanks for showing me your application letter. I hope I can give you some useful advice about it.

Overall, I think your application letter looks very good. It’s professionally laid out and you have used an appropriate
greeting and closing, and also included a line in bold saying what the letter is about. This should create a good
impression when Mrs Lee reads the letter. Your opening paragraph is also good. It’s clear and to the point, and it also
says where you saw the position advertised, which is important. People like to know how you found out about the job.
Apart from anything else, it shows them which means of advertising are most effective. I also like the way that you
finish off the letter. You have also included a contact number, which Mrs Lee asked for in the ad.

In terms of improvements, one thing that perhaps you can look at again is whether or not you have provided all the
information Mrs Lee asked for in the ad. In your second paragraph, you mention your age and where you study;
however, you say nothing else about why you think you are suitable for the job. Since the ad states that prior experience
working with young children is expected, I think you must say something about this, for example, you could talk about
the experience you gained last summer working in Happy Days Kindergarten. Since the job is to provide English tuition,
I also think you should say something about your aptitude in English. This will be much more persuasive than talking
about your hobbies, which are nowhere near as relevant.

I also think that you should consider rewording the third paragraph. To suggest that you are only interested in the
position because you are available for the right amount of time seems a little weak. Rather, I think you should stress
your interest in teaching and in particular your interest in working with young children. I would keep the line about
salary though as that is something asked for in the ad. Perhaps here you could also include what days of the week you
are available. This kind of specific information is probably important to Mrs Lee since she will need to know whether it
fits the boy’s schedule.

I hope this advice helps. If you need any further assistance, please don’t hesitate to contact me again. I am more than
happy to help at any time.

With best wishes

Pat

DESCRIPTOR-BASED ANALYSIS
The performance illustrated in the above model answer is at Level 5.

Content
The content of the letter is relevant to the question and engages the interest of the reader with details about the
strengths of Queenie’s letter plus what she could do to improve it. Creativity and imagination are shown throughout
the writing, such as the suggestion that Queenie should include information about the experience she gained
working at a kindergarten.

Language and style

The letter contains a wide range of appropriate sentence structures, e.g. ‘To suggest that you are only interested in
the position because you are available for the right amount of time seems a little weak’. The punctuation and
grammar are accurate, and the vocabulary is wide and appropriate, with some use of more sophisticated language,
e.g. ‘professionally laid out’, ‘aptitude’, ‘nowhere near as relevant’. The register, tone and style are also appropriate
to an informal letter to a friend, e.g. ‘It was good to hear from you. I hope you’ve been well’.

Organisation
The letter has a coherent structure, with an appropriate greeting (‘Dear Queenie’) and closing (‘With best wishes’),
and clearly defined paragraphs — an opening paragraph thanking Queenie for her letter and acknowledging her
request for advice, followed by three body paragraphs giving feedback on the letter, and a closing paragraph where
the writer looks to the future. Sophisticated cohesion is also provided between sentences, with phrases like ‘Apart
from anything else’, as well as between paragraphs, with phrases like ‘In terms of improvements’.

LE CEP SET 7 — PAPER 2 – 16 – © Pearson Education Asia Limited

LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 2 ANSWER KEY

Part B Question 9
Rising cases of child neglect in Hong Kong a cause for concern

Child neglect is when a parent or other person who is legally responsible for a child’s welfare fails to provide for that
child’s basic needs and provide an adequate level of care. In Hong Kong, it often manifests itself in children being left
alone for long periods of time, leading to cases of children getting hurt, often in the kitchen, or even more tragically
falling to their death from buildings. Child protection agencies also report a rising number of cases of children
discovered fending for themselves sometimes for days on end. These children are often found in a hungry and distressed
state and appear to have no idea when their parents will return. Clearly this is an issue that needs addressing urgently.

Believing that most cases of child neglect stem from parents having to work long hours away from the home, one
solution, it is suggested, is to give tax incentives to parents who decide to be stay-at-home mums or dads. This may work
in some cases but almost certainly not for single parent families, whose number is growing. For these families, more
direct support needs to be provided, for example through making childcare more readily available. Providing subsidies
to those who otherwise could not afford childcare may also help to solve the problem.

Another solution could be better education among parents, in particular emphasising the dangers of leaving a minor in
the home. Further guidelines could also be made more readily available about what is a suitable age for a child to be left
alone in a flat and for how long. Many children who have suffered neglect are over six with parents commonly reporting
that they should be able to look after themselves at this age. This is a serious misconception that needs to be addressed.

Finally, there are those who believe child neglect will only be solved once tighter and more extensive legislation is put in
place to protect children. Advocates of this solution argue that for some people only the threat of heavy fines or
imprisonment will make them change their behaviour. However, there are those who point out that imprisoning a parent
will do little to improve a family’s situation and may actually exacerbate a child’s situation.

Certainly, the situation is a complex one and it may well be that a combination of actions need to be taken to solve the
problem. The first step though is for our society to recognise that the current situation is untenable and something needs
to be done about it, and fast.

DESCRIPTOR-BASED ANALYSIS
The performance illustrated in the above model answer is at Level 5.

Content
The content of the essay is relevant to the question, and engages the interest of the reader with extensive details,
such as possible solutions to the problem of child neglect. Creativity and imagination are shown in the writing, such
as through the final suggestion that a combination of actions may need to be taken in order to solve the problem.

Language and style

The essay contains a wide range of appropriate sentence structures, e.g. ‘Many children who have suffered neglect
are over six with parents commonly reporting that they should be able to look after themselves at this age’. The
punctuation and grammar are accurate, and the vocabulary is wide, sophisticated and appropriate, e.g. ‘manifests
itself’, ‘fending for themselves’, ‘untenable’. The register, tone and style are also appropriate to a formal essay, e.g.
‘Child neglect is when a parent or other person who is legally responsible for a child’s welfare fails to provide for
that child’s basic needs and provide an adequate level of care’.

Organisation
The essay has a coherent structure, with an appropriate title and clearly defined paragraphs — an opening
paragraph introducing the issue of child neglect, followed by three body paragraphs discussing differnt solutions,
and a closing paragraph reiterating the complexity of the problem and the urgent need to address it. There is also
sophisticated cohesion between sentences, e.g. ‘This may work in some cases but’, ‘For these families’, as well as
between paragraphs, e.g. ‘Another solution could be’, ‘Finally’.

LE CEP SET 7 — PAPER 2 – 17 – © Pearson Education Asia Limited

 LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER  ANSWER KEY

ANSWER KEY
Part A

Task 1 (14 marks)

You are in a meeting with two other committee members and the teacher in charge of the Social Services Club. You are
planning the visit to the home for the aged. Listen to the conversation and fill in the planning sheet below. Some notes
have been done for you as an example.

You have 15 seconds to study the planning sheet. At the end of the task, you will have one and a half minutes to tidy up
your answers.

VISIT TO THE HOME FOR THE AGED

Date: (1)
4 February

Time: (2) 9 a.m.–12 noon

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Name of home: (3) Wing On Home for the Aged

Address: (4) 5–7 Apple Road, Sheung Shui

Number of volunteers needed: (5) 20

Teacher in charge: (6) Miss Chan

Proposed activities:
Accepted Rejected

Chinese opera
(8)
1 (7)
3
lion dance
(10)
2 (9)
3
3 singing 3
games
(12)
4 (11)
3
lucky draw
(14)
5 (13)
3

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End of Task 1

LE CEP SET 7 — PAPER  –  – © Pearson Education Asia Limited

 LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER  ANSWER KEY

Task 2 (12 marks)

You are taking down information about club members who have volunteered to help in the visit. Listen to the conversation
and complete the information sheets below.

You have 30 seconds to study the information sheets. At the end of the task, you will have one and half minutes to tidy up
your answers.

VISIT TO THE HOME FOR THE AGED

VOLUNTEER INFO SHEET

Name:
(15)
David Lee Class:
(16)
5B

Contact:
(17)
9643 0711

Experience in helping the elderly:

(18)
none

Reason(s) for wanting to take part in the visit:

(19)
friends are going
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Other activities you want the club to organise:
(20)
a visit to an orphanage

VISIT TO THE HOME FOR THE AGED

VOLUNTEER INFO SHEET

Name:
(21)
Clara Lam Class:
(22)
4C

Contact:
(23)
claralamcl@hotmail.com

Experience in helping the elderly:

(24)
worked as a voluntary worker in a home for the aged for
two years

Reason(s) for wanting to take part in the visit:

(25)
always enjoyed working with / helping the

elderly
Other activities you want the club to organise:
(26)
visits to homes for the aged overseas

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End of Task 2

LE CEP SET 7 — PAPER  –  – © Pearson Education Asia Limited

 LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER  ANSWER KEY

Task 3 (16 marks)

You and Diana, the vice-chairperson of the Social Services Club, are writing some guidelines for the volunteers. Listen to
the conversation and complete the guidelines below.

You have 15 seconds to study the guideline headings. At the end of the task, you will have one and half minutes to tidy up
your answers.

VISIT TO THE HOME FOR THE AGED

GUIDELINES FOR VOLUNTEERS

Meeting time and place

• (27)
All students must meet at the school’s main entrance at 7.45 a.m.
• (28)
The coach will leave promptly at 8 a.m.

Attire

• (29)
Students should wear proper winter uniform.
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• (30)
Students can wear the school blazer or the school sweater.
• (31)
The school pin must be worn at all times.
• (32)
If the temperature falls below 12°C, students can wear a black or navy blue jacket.

Behaviour during the visit

• (33)
Students should not use mobile phones.
• (34)
Avoid running in the home.
• (35)
Always knock or ask for permission before entering a resident’s room or cubicle.
• (36)
Wash your hands before giving food or drinks to the residents.
• (37)
Always be cheerful.

Communicating with the residents

• (38)
Talk slowly and move slowly.
• (39)
Speak up, but do not shout.
• (40)
Listen to the residents attentively and patiently.

Leave of absence

• (41)
Students who are sick should call Brian Shum on 9137 2809 before 7.45 a.m.
• (42)
Students who are sick are required to submit a parents’ letter and a doctor’s certificate.

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End of Task 3

LE CEP SET 7 — PAPER  – 0 – © Pearson Education Asia Limited

 LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 3 ANSWER KEY

Task 4 (14 marks)

You and Diana are talking to the social worker at the home for the aged the day after the visit to collect feedback on the
visit. Listen to the conversation and complete the note sheet below.

You have 15 seconds to study the note headings. At the end of the task, you will have one and a half minutes to tidy up
your answers.

Positive comments (43)

a lot of students were friendly and patient

(44)
students knew how to communicate with the residents

some students were very nice and brought along flowers for the
(45)

residents

(46)
the Chinese opera performance was professional

Negative comments (47)

a couple of students were talking on their mobile phones
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(48)
the singing session was too long

(49)
the words on the song sheets were too small

(50)
the games were too vigorous / had too much movement

(51)
not all the prizes in the lucky draw were suitable

Suggestions — make the singing session shorter — some of the residents were
(52)

and reasons
feeling tired
shorten the visit to two hours — the residents got a bit tired at the
(53)

end
use larger font size for song sheets — many of the elderly have poor
(54)

eyesight
(55)
have food for lucky draw prizes — it’s practical for all the residents
choose a time other than Chinese New Year — some of the
(56)

residents had gone home to their families

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End of Task 4

LE CEP SET 7 — PAPER 3 – 21 – © Pearson Education Asia Limited

 LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER  ANSWER KEY

Part B — Section 1

Task 5 (15 marks)

Complete the data cards about the three new residents below. Refer to the notes you made on page 2 and information from
page 3 of your Data File.

Name: Jack Gurung Age: 74

Nationality: Nepalese Former profession: soldier
Languages spoken: (1)
Nepalese, fluent English, a little Cantonese
Mobility: (2)
can walk around without assistance
State of health: (3)
healthy // fit
Dietary restrictions: (4)
doesn’t eat beef
Relatives in Hong Kong: Yes No 3 (5)
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Name: Emily Xi Age: 69
Nationality: Chinese Former profession: principal
Languages spoken: (6)
Putonghua, fluent English, a little Cantonese
Mobility: (7)
can walk around without assistance
State of health: (8)
high blood pressure // takes tablets for high blood pressure
Dietary restrictions: (9)
low-salt diet
Relatives in Hong Kong: Yes No 3 (10)

Name: Frank Norris Age: 77

Nationality: British Former profession: civil servant
Languages spoken: (11)
English, fluent Putonghua, a little Cantonese
Mobility: (12)
finds going up stairs difficult
State of health: (13)
history of heart problems // a bit breathless sometimes
Dietary restrictions: (14)
can’t eat seafood // allergic to seafood
Relatives in Hong Kong: Yes 3 (15)
No

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Markers note: Correct capitalisation is required.

LE CEP SET 7 — PAPER  –  – © Pearson Education Asia Limited

 LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER  ANSWER KEY

Task 6 (19 marks)

Complete the email. Refer to the notes you made on page 2 and information from pages 3–6 of your Data File.

To: henry_so@tmh.org.hk
From: adrian_kwok @tmh.org.hk
Subject: Film recommendations

Dear Henry

I’ve looked at all the feedback about films that we’ve received from the residents, and I’d like to
suggest that we screen the following two films next Friday: The Soong Sisters and The Odd Couple.

Released in 1997, The Soong Sisters is a drama that tells the story of three influential sisters:
Ai-ling, Ching-ling and May-ling. After being educated in the US, the sisters return to China and
marry some of the wealthiest and most powerful men in Chinese history: HH Kung, Sun Yat-sen
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and Chiang Kai-shek. The film focuses on the major historical events of the time but is seen from a
personal angle. I think this would be a good choice as we’ve been told that residents would like to
see more Putonghua films. Also, a number of residents said they liked watching films about the past.

The Odd Couple was made in 1968 and is a comedy about two divorced men who decide to share
a flat in New York. One of the men, Felix, is fussy and extremely tidy. The other, Oscar, is exactly
the opposite — he’s messy and extremely disorganised. The humour in the film comes from the
arguments the two men have as they learn to live with each other. I think this would be a good
choice for Film Friday because the residents said they liked funny films. They also said they’d like to
see more classic movies.

Regards

Adrian

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LE CEP SET 7 — PAPER  –  – © Pearson Education Asia Limited

 LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 3 ANSWER KEY

Task 7 (16 marks)

Complete the thank-you letter, using information from page 3 and pages 7–9 of your Data File.

Ms Audrey Lang
Chairperson, Social Services Club
Tak Wah College
88 Castle Peak Road
New Territories

Dear Ms Lang

Thank you for organising the recent visit to The Manor House Home for the Elderly. As a token of
our gratitude, please find enclosed a Certificate of Commendation.
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The residents really enjoyed the singalong, the exercise class and the short play you performed. One
of the residents said that the visit was the highlight of the year for her. A staff member commented
that she had never seen the residents look so lively and involved.

Thank you too for the cheque for HK$25,000. The money will be put towards upgrading the
entertainment facilities at the home.

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End of Paper for Section 1

LE CEP SET 7 — PAPER 3 – 24 – © Pearson Education Asia Limited

 LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER  ANSWER KEY

Part B — Section 2

Task 8 (15 marks)

Complete the report about the three new residents. Refer to the notes you made on page 2 and information from page 10
of your Data File.

CONFIDENTIAL
The Manor House Home for the Elderly

We were pleased to welcome three new residents to The Manor House on Friday: Jack Gurung (Nepalese, aged 74), an
ex-soldier, Emily Xi (Chinese, aged 69), a retired principal, and Frank Norris (British, aged 77), a retired civil servant.

Languages spoken

All three of the new residents speak English and a little Cantonese. Emily Xi speaks Putonghua,
which Frank Norris also speaks fluently, while Jack Gurung speaks Nepalese.
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Mobility

Jack Gurung and Emily Xi have good mobility and can walk around without assistance, while Frank
Norris has poor mobility and finds going up stairs difficult.

State of health

Emily Xi has high blood pressure and takes tablets, and Frank Norris has a history of heart
problems and gets a bit breathless sometimes. However, Jack Gurung is healthy.

Dietary restrictions

Jack Gurung doesn’t eat beef for religious reasons, while Frank Norris can’t eat seafood because he’s
allergic to it. Emily Xi doesn’t have any similar restrictions, but follows a low-salt diet because of her
high blood pressure.

Family support

Frank Norris has a son who lives in Hong Kong. Jack Gurung and Emily Xi, however, have no family
in Hong Kong, though Emily Xi’s family members from the mainland visit Hong Kong frequently.

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LE CEP SET 7 — PAPER  –  – © Pearson Education Asia Limited

 LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 3 ANSWER KEY

Task 9 (21 marks)

Complete the proposal. Refer to your notes on page 2 and information from pages 10–13 of your Data File.

The Manor House Home for the Elderly

Proposal to upgrade the entertainment programme for residents

Film Friday

Since it is difficult to choose films for residents, it is proposed that we encourage residents to set up
a Film Committee to choose films. Since most of our residents understand English well but not all of
them hear well, it is also proposed that as a matter of policy we only show films that have English
subtitles.

Several changes also need to be made to the lounge. It is proposed that we provide a bigger
television as the television is too small for large groups to see. Also, we should provide more chairs
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in the lounge area as not all residents that want to watch the films can find a seat, and provide
snacks during the afternoon films. Finally it is proposed that we show films twice a week rather than
once a week.

Library

It is proposed that we invite school students to come to the library to read aloud to residents and
that we also hold exhibitions in the library. It is also proposed that the library be open on Sundays
and that the opening hours be extended.

Internet Cafe
Since many of our residents are accustomed to using the Internet to look up information and to
keep in touch with family and friends, it is proposed that a computer area be set up in either the
library or in the lounge. Initially it is proposed that three computers be provided. After a month, if
this proves to be too few, the number could be increased to five.

Exercise class
As our survey showed that most residents wanted the chance to exercise more, it is proposed that
we invite Top Fitness to run a weekly exercise class for residents on Tuesday mornings. The cost of
providing such a class would be HK$4,000 per quarter.

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LE CEP SET 7 — PAPER 3 – 26 – © Pearson Education Asia Limited

 LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 3 ANSWER KEY

Task 10 (19 marks)

Write a letter in reply to the letter on page 14 of the Data File. Refer to the information on page 10 and pages 14–16 of
your Data File.

Mr J Bridges
May Cottage
Henley Lane
Box 12
SN13 8DB
UK

Dear Mr Bridges

Thank you for your letter and the good news that your great-grandmother Mrs Bridges would like
to donate HK$120,000 to The Manor House Home for the Elderly. I’d be delighted to tell you
more about our home for the elderly and also a little about our current fundraising needs.
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The Manor House Home for the Elderly was set up in 1967 to care for elderly people who cannot
easily access local care facilities due to their lack of Cantonese. The home is situated on a one-acre
site in Tuen Mun and currently cares for fifty residents. A long waiting list exists for places as it is
the only such facility in Hong Kong.

To expand the number of places that we can offer, we are aiming to build an extension and
are currently embarking on a fundraising project to raise HK$100 million for this purpose. A
donation of HK$120,000 would make you a platinum donor and as such we would be pleased
to name a part of the new facility after either your great-grandmother Mrs Bridges or her friend
Mrs Lee. An alternative would be for your great-grandmother to donate the money to pay for the
refurbishment of our library. The total cost of this project is estimated to be HK$100,000, so the
remaining money could be spent on purchasing new books. This may be something that your
great-grandmother may want to consider since she is an author.

I look forward to hearing from you.

Yours sincerely

Henry So

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LE CEP SET 7 — PAPER 3 – 27 – © Pearson Education Asia Limited

LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 4 ANSWER KEY

MODEL ANSWERS
Part A
[CD 2 Track 5]
Examiner: Good afternoon. Please sit according to the colour of your labels.
You have eight minutes for your discussion. You can look at the question paper and your note card but
please do not make notes during the discussion. Turn over the question paper. You may start now.
[timer starts]
Candidate D: Let’s begin. Our group wants to prepare a presentation on the internationalisation of tertiary education
for a school assembly. We need to discuss what to include in the presentation.
Others: Yes. / OK.
Candidate D: The first thing we need to discuss is why tertiary education is becoming increasingly international.
What does everybody think?
Candidate C: I think the growing internationalisation of tertiary education is being caused by globalisation. More and
more people these days realise that we live and work in a global society, and therefore international
exposure is essential to their future success.
Candidate B: Sorry, what do you mean by ‘international exposure’?
Candidate C: I mean gaining experience of other countries, for example, their culture, language and people. You can
often only gain this understanding by actually living in a place.
Candidate B: Oh, I see now. Yes, I definitely agree with you. At one time, most people grew up, lived and worked in
the place they were born. They had very little opportunity to travel abroad, let alone live abroad. These
days, that’s not true. In fact, I think in many careers it’s now expected that you spend some time
working overseas. Studying overseas is one way to prepare yourself for this challenge … and,
I suppose, it’s also one way to make yourself more attractive to employers too.
Candidate A: That’s a good point. I think another reason for the growing internationalisation of tertiary education is
that more and more students around the world learn a second language or even a third language. This
gives them the choice not just to study in their native language but also in one of their other languages.
Just think about The University of Hong Kong, for example. H-K-U is keen to retain English as its
main language of instruction because that way it knows it can attract students from around the world —
not just those from English-speaking countries such as the US and Australia but also those from other
countries in the region, for example, the mainland, Taiwan and Thailand.
Candidate C: Those are three good reasons. Does anyone else have any others suggestions why tertiary education is
becoming increasingly international?
Candidate D: I think it may be because international travel is so convenient and cheap these days.
Candidate A: Yes, that’s true. People think nothing of hopping on a plane these days, do they? And I suppose
international travel is cheap now compared with the past. In the old days, it could take months to get to
the UK by boat! Now you can get there in a matter of hours.
Candidate C: Yes, you’re right. OK, now we have four good reasons that we can use in our presentation. Shall we
move on to discuss the next point?
Others: Yes. / OK.
Candidate A: The second thing we need to discuss is what the pros and cons of international tertiary education are.
Let’s start by talking about the advantages first.
Candidate C: Sure. In my opinion, one advantage is that, as we mentioned before, it gives students the opportunity to
broaden their experience, for example, to learn about what it’s like to live in another part of the world.
Candidate A: I think the opportunity to mix and learn with a wide variety of people from different backgrounds is
also very important. It’s a great opportunity to make friends with people from all over the world. It
must be incredible to meet people from different places who can expose you to unusual accents, ideas
and information. And imagine all the places you could go to if you visited each other!
Candidate B: That’s true. I think there are some definite disadvantages though. One issue I worry about is that it may
lead to a ‘brain drain’.
Candidate A: Sorry, but I don’t understand what you mean.
Candidate B: A ‘brain drain’ is when all the most talented individuals in a society leave.

LE CEP SET 7 — PAPER 4 – 28 – © Pearson Education Asia Limited

LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 4 ANSWER KEY

Candidate A: Oh, I see what you mean. You worry that if people go overseas to study then they won’t come back, and
their talents and expertise will be lost forever. That could be quite a problem for Hong Kong, which
only has a small population anyway.
Candidate D: I don’t think it’s a big problem actually. There’s nothing to suggest that Hong Kong or any other place
would lose out as a result of the internationalisation of education. Surely what would happen is that
some people would leave but some people would come to study and stay. Others may just study
overseas, then return to Hong Kong with their new expertise, so Hong Kong will actually gain, as it
says in the article. In this way, all we see is a mixing effect rather than a net loss. I think that’s healthy
and actually very beneficial for a society.
Candidate B: I’m still not so sure. I think it’s important that we mention it as one potential disadvantage. If we do
actually lose too many skilled people, it could have disastrous long-term effects.
Candidate D: OK, that makes sense.
Candidate C: Can anyone think of any other disadvantages?
Candidate A: Yes, I can. I think one disadvantage is that it increases the competition for university places. As we all
know, in Hong Kong, it’s already hard enough to find a place in tertiary education. If local students
have to compete with students from all over the world, will we realistically stand a chance of getting a
place? I’m not sure. I think it’s actually quite unfair.
Candidate C: We could always go overseas to study.
Candidate D: In theory, yes. However, in practice, I wonder how many people in Hong Kong can actually afford it.
Candidate B: That’s a good point. I don’t think I could afford it, or rather I don’t think my parents could afford it. It’s
not just the tuition fees, it’s also all the other costs associated with living overseas — you know, the cost
of accommodation, and the cost of food and travel, etcetera.
Candidate C: Yes, my cousin is studying in Australia at the moment and every time we see my uncle he complains
that Jason — that’s my cousin — is bankrupting him …
Candidate A: Excuse me, but let’s not get off the topic.
Candidate D: Actually I think we’ve pretty much covered that point. Let’s move on, shall we? The next point we need
to discuss is whether we’d like to go to a tertiary institute with students from all around the world. I
suppose that means either in Hong Kong or somewhere else.
Candidate B: I’m not sure I would. I think I might be a bit worried about communication.
Candidate C: Me too. It wouldn’t just be language. I think I’d also be worried that I wouldn’t know what to say to
someone who came from another part of the world. They probably wouldn’t know anything about Hong
Kong. What would we talk about?
Candidate A: There’d be lots of things to talk about — that’s what I think would be so great about attending a tertiary
institute with people from around the world. I think it could make studying so much more interesting.
Candidate D: Yes, I agree with you. Actually I’d love to know what it’s like to live in other parts of the world too —
what the food’s like, what people like to do in their free time, what kind of music they listen to.
Candidate B: I suppose you’re right …
Candidate C: I think we’ve covered everything, then. Does anyone have anything else to add?
Candidate A: I think it might be a good idea to include some facts and figures in our presentation.
Candidate C: Do you mean something like which tertiary institutes around the world are most popular with Hong
Kong students?
Candidate A: Yes, exactly … and perhaps also something about the tertiary institutes here in Hong Kong, for
example, what proportion of students in different subjects are overseas students, and so on. I’m sure
some of our tertiary institutes are more popular with overseas students than others.
Candidate B: That’s a great idea. I think people would be interested in that. Shall we also design a questionnaire for
students to fill in, asking for their opinions about the internationalisation of education? I think the
results might be quite interesting. I don’t mind drafting a questionnaire.
Candidate D: Good idea! I’ll help you if you like. Perhaps the school principal would be interested in our findings.
Candidate C: You’re right. We could even list some overseas tertiary institutions that are popular with Hong Kong
students.
[timer beeping]
Examiner: Time is up. Stop your discussion now.

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LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 4 ANSWER KEY

Part B
[CD 2 Track 6]

Announcer: Question 9.
Examiner: Let’s move on to Part B. Candidate A, you have up to one minute to answer the following question. Are
you in favour of Hong Kong universities becoming more international?

[timer starts]

Candidate A: Yes, in my opinion, I think it’s definitely a good idea for Hong Kong universities to become more
international. As we all know, Hong Kong is well known as an international city, and to live up to its
name, it should be prepared to welcome people from around the world both to work and to study — and
of course to visit as tourists. By accepting students from other countries, universities also provide an
opportunity for local students to gain a better understanding of other cultures and a chance to keep up
with international developments. All of these are helpful in maintaining our international status and
position in the world. Of course, these benefits have a reciprocal element too. That is, making our
universities more internationalised also enables students from other countries to gain a better
understanding of Hong Kong. If people from different cultures understand one another well, they’ll be
more open-minded, supportive and tolerant, all of which are crucial for economic development and for
maintaining world peace.

[timer beeping]

Examiner: That’s fine. Thank you.

DESCRIPTOR-BASED ANALYSIS
The performance of Candidate A is at Level 5.

Pronunciation and delivery

Candidate A speaks with clear and accurate pronunciation, and maintains fluency in longer utterances, such as ‘As
we all know, Hong Kong is well known as an international city, and to live up to its name, it should be prepared to
welcome people from around the world both to work and to study — and of course to visit as tourists.’ She also uses
stress and intonation to enhance her message, for example, ‘Oh, I see what you mean. You worry that if people go
overseas to study then they won’t come back, and their talents and expertise will be lost forever.’

Communication strategies
Candidate A communicates with the other candidates in a natural way and maintains interaction by using a wide
range of expressions and strategies. For example, she gets the discussion back on track when needed (e.g. ‘Excuse
me, but let’s not get off the topic.’) and asks for clarification when necessary (e.g. ‘Sorry, but I don’t understand
what you mean.’). She helps to move the discussion on at the appropriate time, such as ‘The second thing we need
to discuss is what the pros and cons of international tertiary education are. Let’s start by talking about the
advantages first.’ She is also able to respond purposefully to the other candidates, for example, ‘Yes, that’s true.
People think nothing of hopping on a plane these days, do they? And I suppose international travel is cheap now
compared with the past.’

Vocabulary and language patterns

Candidate A shows an ability to use a range of appropriate vocabulary, such as ‘live up to its name’, ‘international
status’ and ‘language of instruction’. She also uses a wide range of language patterns accurately, for example, ‘By
accepting students from other countries, universities also provide an opportunity for local students to gain a better
understanding of other cultures and a chance to keep up with international developments.’

Ideas and organisation

Candidate A displays an ability to express relevant and quite sophisticated viewpoints clearly, for example, ‘I think
another reason for the growing internationalisation of tertiary education is that more and more students around the
world learn a second language or even a third language. This gives them the choice not just to study in their native
language but also in one of their other languages.’ She is also able to develop her ideas with relevant explanations
and details, for example, ‘Of course, these benefits have a reciprocal element too. That is, making our universities
more internationalised also enables students from other countries to gain a better understanding of Hong Kong.’

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LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 4 ANSWER KEY

Other model individual responses (Part B)

Question 1
Have you ever travelled overseas or spent time with people from another country?

Yes, last summer, I went to the UK on a summer exchange programme. I stayed with a family in a small apartment in a
London suburb. I think it was one of the happiest and most rewarding summers I’ve ever had. I not only had the chance
to practise and improve my English and to visit places which I’d heard about, like the British Museum, Big Ben and
London Bridge, but I could also live in an authentic ‘English’ way. Since I stayed with a host family, I felt like part of
the family. I went shopping with them, helped in the kitchen and even did some gardening with them. In the evenings,
we played games and sometimes went for a walk together. After this experience, I had a much better understanding of
English culture and the everyday lives of a typical English family. I think this kind of opportunity is very helpful in
promoting understanding between different cultures and I’d definitely recommend it to other students.

Question 2
Do you have any friends or family members who are studying overseas?

Yes, my elder brother is studying in San Francisco. He went there three years ago, after he finished Secondary 5. At
first, he didn’t get on very well, particularly since his English wasn’t that good. For the first half of the year, he often
phoned us up and complained about not being able to communicate with the other students or understand the classes.
However, after this bumpy start, he started to adapt to the American way of life and, after about a year, enjoyed himself a
lot more. In fact, last summer, when he came back to Hong Kong for a holiday, he tried to persuade me to join him in
San Francisco. He said the education system in the US is much more interesting than that in Hong Kong. It’s freer and
students are encouraged more to express their opinions. He also enjoys meeting students from all over the world. I think
if I had the chance, I’d go out there to experience these things myself.

Question 3
Why do some people like to go overseas for a university education?

One reason that some people like to go overseas for a university education is because they’re interested in the culture of
that particular country. They know that there’s no better way to learn a foreign culture than to live in that country and to
meet the people there. Another reason is that they know they can enjoy more freedom when they study overseas. By this,
I don’t just mean more independence from their family but also more freedom in their studies — for example, the
freedom to express their opinions and more opportunities to explore areas that they’re interested in. A third reason for
some people to choose to study at a university overseas is that there are subjects which they’re interested in but which
either aren’t offered locally or aren’t as well developed here as in universities abroad, for example, Veterinary Science.
Finally I think some students prefer to study overseas because they see it as a stepping-stone for them to eventually
emigrate to that country.

Question 4
What difficulties do you think overseas students often face?

I think one of the difficulties that overseas students often face is learning to look after themselves and dealing with all
sorts of problems on their own. This is particularly true for students who are used to relying on their family. Being away
from home, students will have to be responsible for themselves. For example, those staying off campus will have to cook
and do other household chores. If a problem comes up in their everyday lives, they’ll have to deal with it on their own.
Another issue they may have is overcoming loneliness, especially during festivals, birthdays or when they’re feeling
unwell. These are the times when they’ll probably think about their family the most and may miss them terribly. As well
as these two difficulties, language might be another problem, particularly if a student has to study in a foreign language.
This might make studying quite tough. It could also make day-to-day living a challenge, especially if that student has to
deal with cultural differences too.

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LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 4 ANSWER KEY

Question 5
Why do you think so many students from around the world come to Hong Kong to study?

I think language is one of the most important reasons. English is used as the main medium of instruction at most
universities in Hong Kong. In addition, English-speaking students can easily get around the city since most people here
speak some English and a lot of notices, publications and menus are bilingual. This makes moving here an easy
transition. I think some students also choose to study in Hong Kong because they’re interested in the city. Hong Kong is
an international city, where overseas students have the opportunity to meet people from all over the world and to learn
about different cultures. Some students also have a great interest in China and Chinese culture, which is why they’re
attracted to Hong Kong. Of course, they could choose a university in the mainland, where Chinese culture is even richer,
but the fact that English is not as widely used there makes it a less viable option for them, unless they can already speak
Putonghua or are very interested in learning it.

Question 6
If you had the opportunity, would you prefer to study in Hong Kong or overseas?

If I had the opportunity, I’d prefer to study overseas. I’d choose an English-speaking country like the US or the UK so
that I could use the opportunity to improve my English. I believe that the best way to learn a language is to immerse
myself in that culture. No matter how hard I study the English language here, I don’t think I’d be able to speak it well,
because I rarely have the chance to practise. However, if I studied in the US or the UK, I’d have the chance to use
English every day, both in my studies and with the people I socialise with. As a result, I’m sure I’d improve very quickly.
Another reason why I’d like to study overseas is that I’m interested in western culture — particularly western music and
food. The last reason why I’d prefer to study overseas is that I’d like to learn to be more independent — to be able to
look after myself rather than to rely on my parents.

Question 7
What kinds of things would you hope to learn from studying abroad with students from other parts of the world?

Personally the first thing I’d hope to learn is their language, particularly the kind of language that I can’t easily learn
from textbooks. For example, if I studied with students from the UK, I’d like to learn some British slang. I’d also want to
learn about their culture, particularly teen culture. For example, I think it’d be fun to find out what high school life is
like in the UK, what activities teenagers do after school, what music they listen to, and what TV programmes they
watch. Since I love food, I’d also like to learn about any food or dishes that are typical of their culture and perhaps how
to cook them too. It’d be great to bring these recipes back to Hong Kong, and try them out on my family and friends. In
addition, since I’m also very interested in sport, I’d like to find out what sports people play and perhaps take part in
some too. It’d also be fascinating to find out what teams they support and perhaps to go watch a match.

Question 8
How important is it to have international exposure if you want to get a good job in the future?

I believe that international exposure is very important if you want to get a good job in the future. This is particularly true
if the company that you hope to work for is an international enterprise. First international exposure gives a person a
competitive edge over other job applicants who haven’t studied or worked abroad. The experience gained from studying
or working overseas would definitely be an advantage as it’d help a person to understand the culture and the mission of
that company. Second having international exposure would enable a person to be more open-minded and to think from
different perspectives. Third I think it’d also help an employee to be more tolerant of different ideas and opinions, which
is important. Finally having international exposure enables a person to have a better understanding of other cultures,
which is vital if you want to get a job overseas. Knowing a culture better would make it easier to adapt to that setting
and to settle in more quickly.

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LE NSS Complete Exam Practice for the HKDSE SET 7 — PAPER 4 ANSWER KEY

Question 10
Besides tertiary education, what other aspects of our lives are becoming more international?

Besides tertiary education, other aspects of education in Hong Kong are also becoming more international. More and
more international kindergartens, primary schools and secondary schools are now opening up. Many local families
choose to send their children to these schools in order to improve their children’s English and also to benefit from the
international angle that these schools provide. This includes exposure to other cultures, as well as trips overseas. Apart
from education, restaurants around Hong Kong are also getting more international. In the past, any food which was
non-Chinese was labelled as ‘western food’. However, local people’s tastes are now becoming more varied and so the
type of food offered at restaurants has become far more international. People no longer go for only regular ‘western
food’ as an alternative to ‘Chinese food’. They now enjoy French, Italian and Spanish food, and often even more exotic
cuisines from other parts of the world, such as the Middle East.

LE CEP SET 7 — PAPER 4 – 33 – © Pearson Education Asia Limited