Can hold a simple conversation with a native speaker, but grammar and vocabulary make communication difficult.
Can hold a conversation with a native speaker using up to 3,000 words in active vocabulary. Grammar doesn't affect communication.
Can understand native speakers speaking slowly and can have a conversation on a wide number of topics. Can't discuss in detail because of limited vocabulary.
Student can roughly understand the local and international English news, but s/he is not able to understand a normal speed conversation. E.g. Student is able to roughly understand the report on Ukraine riots, but s/he cannot understand different accents, so the student cannot understand the English the local Ukraine people speak at a normal speed.
能以較深入的英語介紹一般的國內外風土民情，也能較完整地介紹自己的生活作息、工作、家庭、經歷等。但尚未能對一般話題陳述看法，也無法與外籍人士交談溝通，進行簡單的工作或生活相關之答詢。 實例：能以較深入的英語完整介紹自己的工作，如I work as a computer engineer, and my job is analysing and designing computer systems（我是電腦工程師，負責分析與設計電腦系統）。但尚未能與外籍人士交談工作領域外的一般話題或進行簡單的工作答詢。
Student is able to use better English to introduce foreign customs and cultures and describe their daily routines, jobs, families and backgrounds. But s/he is not able to give opinions on general issues in English or propose and answer questions at work or in everyday life, or communicate with foreigners. E.g. The student can use better English to introduce his/her job, like "I work as a computer engineer, and my job is analyzing and designing computer systems". But s/he is not able to talk to foreigners about anything outside work or answering questions about work.
能根據字詞結構、上下文意及句型結構等方式推測字詞意義或句子內容，並能有效應用各種閱讀技巧，如擷取大意和推敲文意等。但無法理解短劇或簡易新聞報導等的情節內容。 實例：能透過推敲文意閱讀一般與麥當勞相關之廣告文宣，但因不熟悉新聞報導中的Golden Arches（金色拱門）相當於McDonald's（麥當勞），而無法理解與麥當勞相關之簡易新聞報導內容。
Student can read and understand the message an English paragraph wants to convey by reading it through carefully. S/he is also familiar with various English reading skills and can do extensive reading. But s/he cannot understand English stories, comics, commercials, short plays, short writings and letters. E.g. The student can guess the meaning of McDonald's advertising material and pamphlets, but the student does not know that the report is on McDonald's because s/he cannot relate Golden Arches to McDonald's logo.
Students can write a fluent English article in a good length based on a particular topic, and are able to create a piece of writing - such as a movie feedback or a book review - based on their own thoughts. However, they cannot write about something they have done or experienced before smoothly. E.g. Students can write a simple feedback on a magazine article about 'travelling in the UK', but they cannot write about their personal UK travel experience smoothly.
|ZN_PE_I3_HR_I’d Like To Reduce My Workload.pdf||During class|