99 Set 3 Skills
| Candidate | Dialogues | Skills used |
| A | Ok, let’s get started. | Starting |
| A | As all we know, recently there’s a violent fight between two form three students and both of them are hurt and sent to the hospital. It’s unacceptable in school. So, now we have to design a questionnaire to distribute to junior form students on the matter of violence. We have to set questions and think of the way to present the results. | State the present
situation Introduce the topic. |
| A | This time, we will focus on the junior form students that are from S1 to S3. It’s because they are immature and need teachers to guide them. | Point out the focus |
| B | Yes, now even the S.3 students fight with one another, so we have to keep a close eye on the junior form students. | Agreeing Explaining |
| C | Should we first define “violence”, and then we continue our discussion? | Suggestion |
| D | Yes, sure. We must have a clear concept about violence, and then we can carry on with the questions in the questionnaire. Umm… violence is a violent conduct. What I mean is the using, showing of strong physical force especially in an unlawful way. | Agreeing. Explaining. Giving out the definition. |
| B | Well, and then let’s think about how to design the questionnaire. What questions should we set? | Transition |
| A | Ok, first of all, let’s ask them if they like the super-hero TV programs and video games. | Raising a point. |
| C | That’s good. It’s an appropriate question as the teachers assume that students are greatly influenced by them; so now we have to find out the truth. | Agreeing. Explaining. |
| B | Right. How about if their answers are negative? | Raising a point. |
| C | Umm… in fact, we can give out a wider range of choices, say, reading violent comics, watching violent films, like fighting with the others etc. | Elaboration. |
| D | Yeah. We should offer more choices and be more specific. Then, we can have a clear picture on what’s really going on. | Agreeing Explaining. |
| A | I see your point. But, sometimes, their family relationship will have greatly influenced on them. | Agreeing Raising a point. |
| C | Sorry, do you mean that they may be influenced by the conduct of their family members? | Clarifying |
| A | Umm… what you are talking about is partially right. But what I exactly want to tell is if their parents or other family members always like to make use of violence to solve the problems, like fighting with each other, The kids, very likely, will imitate their action. | Agreeing partially Elaboration. |
| C | So? | Clarifying |
| A | So I think we should also ask them if their family relationship is good. If the answer is no, we should further ask them if their family members like to make use of violence to solve problems. | Elaboration. |
| B | Ok, back to those TV programs and video games and comic books, we should ask them how often they contact their sources. | Raise a point. |
| D | Well, by knowing the number of times, we can see if they are addicted to those sources. | Agreeing Elaboration. |
| A | Fine. I think we should also ask them the reasons for their interest in those sources. | Raise a point. |
| C | So should we offer them choices or the reasons are just written by them? | Clarifying. |
| A | Umm… I think we should give several choices to them, say the content, the picture. We can add a choice, others too. Since if all the choices are not suitable, they may state the reasons themselves. | Elaboration. |
| D | Oh, in this way, we can collect the data more easily and then present in a better way. | Explaining |
| A | Super. That’s exactly what I’m thinking. | Agreeing |
| B | Should we ask them if they like those super-heroes like Jacky Chan? | Raise a point. |
| C | For what purposes? | Clarifying |
| B | You know nearly all those super-heroes who know Ku fu or they will use guns to shoot their enemies. Sometimes, the youth like them all because of their appreciation on the ways that they attack the enemies. | Explaining. |
| C | You mean they will again try to imitate? | Clarifying. |
| B | Umm… It’s not a must but the possibility is high. | Explaining. |
| D | Fine. I think we should move to the area of the ways we present the result. | Transition. |
| A | We may have a video about a person who uses violence and hurts the others. What we have to focus on is the consequence of using violence? | Raising a point. |
| D | Then, we have to emphasize the legal responsibility that he/she has to bear? | Clarifying |
| A | Yes. He/she has to be sent to the prison and his/her future will be tarnished. | Further Elaborating. |
| C | Right. In effect, the students will think twice before using violence. | Agreeing. Elaborating. |
| B | But how can we get such a video? Made by by us? It seems to be difficult. | Raising a question. |
| A | Let’s see if we can borrow a video. You know, we usually can watch this kind of story in TV. Let’s consult our teacher first to see where we can borrow. | Elaborating. |
| B | Fine. Then, how about a talk? | Raise a point. |
| C | That will be a very good choice. We can invite some guest speakers from the police. I think it should be the branch of Public Relation. | Agreeing. Elaborating. |
| A | That’s good. They are familiar with the cases of using violence. They can explain the dire consequence of using violence and suggest some methods to solve problems. | Agreeing. Elaborating. |
| C | Yeah. What they tell will be more powerful as they are responsible for the aspect. | Agreeing. Explaining. |
| D | Well, then how to invite them? | Raise a question. |
| B | We can seek help from teachers and ask them to contact the respective department. | Elaborating. |
| A | Fine. How about holding an exhibition? | Raise a point. |
| C | I think it is necessary since we have to present the result to students, teachers and parents. | Agreeing. Explaining. |
| A | Then, what should we include in the exhibition? | Raise a question |
| C | Of course, we have to present the statistics for the results of the questionnaires. | Elaborating. |
| B | Moreover, I think we should have some newspaper cutting on those cases of people who are sent to prison since they use violence to hurt the others. | Suggestion. |
| D | Is it because we have to further remind our schoolmates not to use violence? | Clarifying |
| B | Super. That’s exactly what we have to do. | Agreeing. |
| A | Umm… how about emphasizing the importance of harmonious family relationship? | Suggestion. |
| C | Sorry, any relation? | Clarifying |