A3 - 說話級別試:朗讀試
Purpose of the Qualification
LAMDA examinations in Reading for Performance are designed to develop the skills necessary for reading aloud to an audience and devising a programme of material for performance.
Broad Objectives of the Examinations
- Interpretative skills
To engage imaginatively with the thought, emotion, style and form of a text.

- Technical skills
To build skills in voice, diction, posture and reading aloud.

- Knowledge of literature
To research social, historical and cultural subtexts in order to widen understanding of the text
To place text within a context by selecting, linking and structuring material around a theme in order to create a fully integrated performance.
Examination Content
Reading for performance Entry
Level
Level 1
Level 2 Level 3
1 2 3 4 5 6 7 8
 1. Interpretation and Technique
(The learner must present a recital, based around a theme, using the following elements. The learner may present the readings in any order. The examiner will not interrupt the programme once the learner has started. )
Entire programme (minute) =< 5 =< 8 =< 12 =< 20
Each Performance (minute) x =< 2 x =< 3
Total Performance (piece) 2 3
1.1 An introduction, outlining the theme
1.2 A verse reading
1.3 A short reflective statement linking the verse reading to the prose reading
1.4 A prose reading
1.5 A short reflective statement linking the prose reading to the next reading        
1.6 A prose or verse reading        
1.6 Or a dramatic reading            
1.7 A conclusion  
  2. Knowledge  
The learner will answer questions on the right:
2.1 The reasons behind choice of repertoire and theme and staging
2.2 The meaning of individual words and phrases in both selections.          
2.3 Two chosen characters of the book from which the prose selection has been taken.                
2.4 The story and main characters of the book from which the prose selection has been taken.    
2.5 The mood and contrast between the 2 selections                
2.6 The reasons behind choice of staging        
2.7 The mood of the 3 selections                
2.8 The techniques required for conveying the contrasts of style, mood, form and period in the chosen selections.            
2.9 The techniques required for conveying the contrasts in period in the chosen selections.                
Repertoire Guidelines and Regulations
Reading for Performance Entry Level Level 1 Level 2 Level 3
Selection set Selections set in the LAMDA Anthology of Verse and Prose Volume XVII (17) may not be used, although a different prose selection from one of the set books is acceptable.
Repertoire of own choice Selected repertoire must be published.
Selected repertoire must be suitable for the learner’s age and ability.
Repertoire may be selected from the following suggested writers although this is not mandatory.

Repertoire may be selected from the following suggested writers although this is not mandatory.

Poets:                       Authors:
E V Rieu                         Jacqueline Wilson
Leonard Clark                Anne Fine
Walter De La Mare         Richmal Crompton
Roger McGough            Malorie Blackman
Alfred Noyes                  C.S. Lewis
Jack Prelutsky               L.M. Montgomery
Barbara Ireson               Lemony Snicket
Kit Wright                       J.K. Rowling
Repertoire may be selected from the following suggested writers although this is not mandatory.

Poets:                Authors:
Hilaire Belloc          Leon Garfield
Paul Gallico             Rudyard Kipling
Phoebe Hesketh     Laurie Lee
Elizabeth Jennings  Penelope Lively
Brian Patten            Michael Morpurgo
Ian Serraillier           Philip Pullman
Richard Wilbur        Anthony Horowitz
                                Eoin Colfer
Repertoire may be selected from the following suggested writers although this is not mandatory.


Poets:               Authors:          Playwrights:

Thomas Hardy      Charles Dickens    Jean Anouilh
Wendy Cope        Bill Bryson            Alan Ayckbourn
Wilfred Owen      Charlotte Bronte    Caryl Churchill
T.S. Eliot:               Jane Austen          Dario Fo
Walt Whitman        Vikram Seth    George Bernard Shaw
Andrew Motion      John Steinbeck      Arthur Miller
John Keats            Maya Angelou         Sean O’Casey
Ted Hughes      Alexander McCall Smithr    Oscar Wilde
The content Repertoire content must be simple and straightforward, relating to familiar subjects and contexts, real or imagined. The content of the selected repertoire may go beyond easily recognisable events and stories so that learners can begin to explore emotions, moods and atmosphere outside their immediate experience (e.g. imagined people and places, other periods). Selected repertoire must enable the learner to engage with complex emotions and universal themes across a diverse range of material.
The content and language of the selected repertoire must be technically challenging e.g. in terms of vocal range and dexterity,period and contrast.
The language Repertoire language must be simple and accessible, with vocabulary that conveys meaning clearly and unambiguously. The language of the selected repertoire must contain a variety of expressive vocabulary and offer some opportunity for interpretative choices. The language of selected repertoire must contain some subtlety in vocabulary and syntax so that there are opportunities for a variety of approaches and interpretative choices.
General Notes and Regulations
Learners may perform the prepared elements of an examination in any order.
The examiner will not interrupt recital programmes once the learner has started.
Learners will bring legible copies of all selections for the examiner. Learners may choose to bring a decorated programme of their recital for the examiner.
Learners must read from a book or folder. Learners must not read the introduction, linking sentences and conclusion to their recital.
Learners must not memorise their selections.
The book from which a prose piece has been taken must be read in its entirety.
Selected repertoire must be read in English.