DSE 考試英文常用字（說話）

為了幫助香港中學DSE考生預備DSE Paper 4（口語部分），以下量身定制了20個常見且實用的進階詞彙，特別針對口語考試中的個人陳述、小組討論和回應問題等環節。這些詞彙能幫助考生表達觀點、參與討論、以及展示語言的流暢性和精確性。詞彙挑選考慮了DSE Paper 4常見主題（教育、科技、社會議題）及考生需展現的語言功能（提議、反駁、總結等）。每個詞附上中文翻譯、詞性、用法說明，確保適用於口語情境。

DSE Paper 4 Speaking 必記英文詞語

1. Acknowledge (v) 承認，認可

   • 用法：用於表示理解或同意對方觀點，提升互動性。

   • 例句：I acknowledge your point, but I see it differently. (我認同你的觀點，但我有不同看法。)

2. Advocate (v) 提倡

   • 用法：表達支持某立場，適合討論社會議題。

   • 例句：I advocate for more environmental education in schools. (我提倡學校增加環境教育。)

3. Albeit (conj) 雖然

   • 用法：用於讓步語句，展示語言靈活性。

   • 例句：Social media is useful, albeit sometimes distracting. (社交媒體很有用，雖然有時會讓人分心。)

4. Compromise (n/v) 妥協

   • 用法：小組討論中提議折中方案，展現合作能力。

   • 例句：Let’s compromise by limiting screen time instead of banning phones. (我們可以妥協，限制屏幕時間而不是禁止手機。)

5. Concur (v) 同意

   • 用法：表示贊同他人觀點，增強討論流暢性。

   • 例句：I concur with your idea about promoting teamwork. (我同意你關於促進團隊合作的看法。)

6. Contend (v) 認為，主張

   • 用法：提出個人觀點，適合個人陳述或反駁。

   • 例句：I contend that technology enhances learning. (我認為科技促進學習。)

7. Counter (v) 反駁

   • 用法：用於小組討論中反對他人意見，需禮貌表達。

   • 例句：I’d like to counter that banning homework may reduce stress. (我想反駁，取消作業可能減輕壓力。)

8. Deliberate (adj/v) 深思熟慮的/商討

   • 用法：描述經過思考的決定或討論過程，展現邏輯性。

   • 例句：After deliberate discussion, we chose this plan. (經過深思熟慮的討論，我們選擇了這個計劃。)

9. Divergent (adj) 不同的，分歧的

   • 用法：描述不同觀點，適合總結討論。

   • 例句：Our views are divergent, but both have merits. (我們的觀點不同，但都有價值。)

10. Elicit (v) 引出

    • 用法：描述引發反應或意見，適合討論互動話題。

    • 例句：This question may elicit varied responses from students. (這個問題可能引出學生的不同反應。)

11. Emphasise (v) 強調

    • 用法：突出觀點，增強說服力。

    • 例句：I’d like to emphasise the importance of mental health. (我想強調心理健康的重要性。)

12. Facilitate (v) 促進，協助

    • 用法：提議解決方案或促進討論，展現領導力。

    • 例句：Group activities can facilitate better communication. (小組活動可以促進更好的溝通。)

13. Hypothetical (adj) 假設的

    • 用法：討論假設情境，展示推測能力。

    • 例句：In a hypothetical situation, how would you handle stress? (在假設情境中，你會如何處理壓力？)

14. Inclined (adj) 傾向於

    • 用法：表達個人偏好或立場，語氣較溫和。

    • 例句：I’m inclined to support flexible learning methods. (我傾向於支持靈活的學習方式。)

15. Mitigate (v) 減輕

    • 用法：提議減輕問題的方案，適合社會議題討論。

    • 例句：We can mitigate pollution by promoting recycling. (我們可以通過推廣回收來減輕污染。)

16. Pertinent (adj) 相關的

    • 用法：評價信息或問題的相關性，展示邏輯思維。

    • 例句：Your point is pertinent to our discussion. (你的觀點與我們的討論相關。)

17. Propose (v) 提議

    • 用法：小組討論中提出建議，展現主動性。

    • 例句：I propose we organise a school recycling campaign. (我提議我們組織一場校園回收活動。)

18. Reconcile (v) 調和

    • 用法：解決觀點分歧或平衡不同需求。

    • 例句：We need to reconcile academic goals with student well-being. (我們需要調和學術目標與學生福祉。)

19. Substantiate (v) 證實

    • 用法：提供證據支持觀點，增強說服力。

    • 例句：Can you substantiate your claim with examples? (你能用例子證實你的說法嗎？)

20. Viable (adj) 可行的

    • 用法：評估計劃或建議的可行性，適合討論解決方案。

    • 例句：A shorter school day is a viable solution to reduce stress. (縮短上學時間是減輕壓力的可行方案。)

口語應用建議

• 個人陳述：使用“contend”“emphasise”“inclined”清晰表達立場，例如在1分鐘陳述中說：“I contend that technology is essential for education, and I’m inclined to support its use in classrooms.”

• 小組討論：用“concur”“counter”“propose”“compromise”促進互動，例如：“I concur with your point, but I’d like to counter that…”或“Let’s compromise by…”。這些詞能展現合作和批判性思維。

• 回應問題：用“acknowledge”“substantiate”“pertinent”應對考官提問，例如：“I acknowledge the concern, but I believe this is a pertinent solution because…”。

• 語氣與發音：練習這些詞的正確發音（可用詞典網站如Oxford查詢），並注意語調自然，避免生硬。模擬討論時，確保語速適中，清晰表達。

• 練習方法：與同學模擬小組討論，針對DSE常見話題（如科技、教育、環境）使用至少5個詞彙。錄音回聽，檢查詞彙使用是否恰當。

模擬小組討論示範

以下是一個模擬DSE Paper 4（口語部分）小組討論的對話範例，當中會用上上面 Paper 4生字清單中的詞彙。

討論題目：“Should schools adopt a four-day school week?”，這是一個典型的議題，涉及教育和學生福祉。

對話包含四位考生（A、B、C、D），模擬4分鐘的小組討論

Simulated DSE Paper 4 Group Discussion: Should Schools Adopt a Four-Day School Week?

Moderator: You have one minute to prepare. Your task is to discuss whether schools should adopt a four-day school week. Please begin.

Candidate A: I’d like to start by saying I advocate for a four-day school week. I contend that it could reduce student stress and improve well-being. For example, with an extra day off, students could have more time for hobbies or rest. What do you think, B?

Candidate B: I concur with your point about stress reduction, A. A shorter week could facilitate better mental health, as studies show students often feel overwhelmed. I propose schools trial this for a semester to see the effects. However, I’m inclined to think we need to consider teachers’ workloads too. C, what’s your view?

Candidate C: I acknowledge the benefits you’ve mentioned, but I’d like to counter that a four-day week might not be viable for all schools. Compressing five days of lessons into four could make classes too intense, which might not mitigate stress but increase it. I think we need a deliberate plan to adjust the curriculum first. D, do you agree?

Candidate D: I see your point, C, but I’m not fully convinced. I believe a four-day week is a pertinent solution if we reconcile the need for learning with shorter hours. For instance, schools could cut less essential activities to make room. To substantiate my point, some countries like Japan have tried shorter weeks with success. B, what do you think about C’s concern?

Candidate B: That’s a good example, D. I think C’s concern about intensity is valid, but we could compromise by having shorter school days across four days instead of cramming everything in. This could still facilitate learning while addressing stress. A, do you think this is feasible?

Candidate A: I like the idea of a compromise, B. Shorter days could be a viable solution. I’d also emphasise that schools should involve students in the planning to ensure it works. C, would you be open to this?

Candidate C: I’m more inclined to support that idea, A. If we deliberate carefully on how to balance the schedule, it could work. Maybe we could propose a pilot program to test it?

Candidate D: I concur with the pilot program idea. It’s a pertinent way to evaluate the change without rushing. To wrap up, I think we have some divergent views, but we agree a four-day week could be beneficial with proper planning.

Candidate A: Absolutely, D. I’d like to emphasise that our discussion shows the need for a balanced approach. Let’s hope schools consider these ideas!

Moderator: Time’s up. Thank you for your discussion.

對話分析

• 詞彙使用：融入12個清單詞彙（advocate, contend, concur, facilitate, propose, inclined, acknowledge, counter, viable, mitigate, deliberate, pertinent, reconcile, substantiate, compromise, emphasise, divergent），自然嵌入對話，展現進階語言能力。詞彙用於不同功能，如提議（propose）、反駁（counter）、總結（emphasise）。

• 互動性：考生通過贊同（concur）、反駁（counter）、妥協（compromise）及回應對方（acknowledge）展現良好互動，符合DSE評分標準。

• 結構與邏輯：討論有清晰起承轉合，從提出觀點到反駁、妥協和總結，模擬真實考試中的流暢對話。每个考生都引用了其他人的觀點，增強協作感。

• 語氣：語句正式但不僵硬，適合口語考試的半正式語氣，使用如“inclined”“albeit”展示語言靈活性。

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