Grade 2 - Day 1
Beginning Script
Scene Ⅰ.
Examinee (Student) : | May I come in? |
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Examiner (Tutor) : | Please come in. Hello. |
Examinee (Student) : | Hello. |
Examiner (Tutor) : | Can I have your card, please? |
Examinee (Student) : | Yes. Here you are. |
Examiner (Tutor) : | Thank you. Please have a seat. |
Examinee (Student) : | Thank you. |
Scene Ⅱ.
Examiner (Tutor) : | Good afternoon. |
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Examinee (Student) : | Good afternoon. |
Examiner (Tutor) : | My name is __________. May I have your name, please? |
Examinee (Student) : | Yes, My name is __________. |
Examiner (Tutor) : | Mr/Ms. __________, this is the 2nd Grade test. OK? |
Examinee (Student) : | OK. |
Examiner (Tutor) : | Mr/Ms. __________, how are you today? |
Examinee (Student) : | __________. |
Examiner (Tutor) : | Good. |
Scene Ⅲ.
Examiner (Tutor) : | OK. Let’s start the test. This is your card. |
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Examinee (Student) : | Thank you. |
Examiner (Tutor) : | First, please read the passage silently for 20 seconds. |
< 20 seconds > | |
Examiner (Tutor) : | Now, please read it aloud. |
Exam Card
Stamp Cards
These days many shops provide various kinds of stamp cards to attract shoppers. Some of these are for discounts and others can be used to get free gifts. However, some customers complain that they get too many stamp cards wherever they shop. They think it is too troublesome to carry all the stamp cards and so give up the chance to use them.
Your story should begin with this sentence: One day, Tomoko and her father were checking out at the cashier at the supermarket.
Examiner (Tutor) : | Now, I’ll ask you four questions. |
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Examiner (Tutor) : | Now, Mr/Ms. __________, please turn over the card and put it down. |
Ending Script
Examiner (Tutor) : | Alright. Mr/Ms. __________. This is the end of the test. Could I have the card back, please? |
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Examinee (student) : | Here you are. |
Examiner (Tutor) : | Thank you. Thats’ all. You may go now. |
Examinee (student) : | Thank you. |
Examiner (Tutor) : | Goodbye. Have a nice day. |
Examinee (student) : | You, too. Bye. |