Question 1
A student preparing for the IO writes a complete word-for-word script and plans to memorise it exactly for delivery. Based on the recommended preparation process, what is the main risk of this approach?No clue? Show me the answer
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Method #1Direct reasoningStep 1: Identify the core warning
The preparation process explicitly warns that memorising a full script word-for-word risks sounding robotic and causes freezing if a line is forgotten.
Step 2: Apply to the scenario
The student in the question is doing exactly this: writing a full script and planning to memorise it exactly, which is the described risky path.
Step 3: Interpret the consequence
Because a memorised script offers no flexible fallback, losing one line can derail the whole delivery, and recitation itself flattens vocal expression.
Step 4: Select the answer
This matches option B precisely, since it names both failure modes: robotic sound and freezing risk.
Method #2Process of eliminationStep 1: Eliminate the time-waste claim
Writing the script is described as a valuable thinking tool, not wasted time, so option A misrepresents its purpose.
Step 2: Eliminate the notes-limit claim
The full script is a preparation stage, not the exam notes themselves, so it does not automatically break the 10-point notes rule.
Step 3: Eliminate the global-issue claim
Writing full sentences is actually praised for exposing weak global issue links, not preventing them, so option D is the opposite of the content.
Step 4: Confirm remaining option
Only option B accurately reflects the stated risks of full memorisation: robotic delivery and freezing.
Question 2
During IO preparation, a student has just finished converting a full script into a detailed outline with bullets like 'Metaphor: cracks in glass + fragile identity = beauty standards distort self-worth (GI)'. What should the student do next, according to the recommended reduction process?No clue? Show me the answer
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Method #1Direct reasoningStep 1: Identify the stage reached
The student has completed Stage 2, the detailed outline, which sits between the full script and the final 10-point version.
Step 2: Apply the staged process
The described four-stage process places Stage 3, speaking aloud from the outline as prompts, directly after the detailed outline stage.
Step 3: Interpret why this matters
Speaking from bullets forces the student to reconstruct wording live rather than recall memorised phrasing, which builds genuine fluency.
Step 4: Select the correct next step
This matches option C, which names exactly this rehearsal stage.
Method #2Process of eliminationStep 1: Eliminate skipping to 10 points
Jumping straight to the final 10-point version without rehearsal is explicitly named as a mistake that causes gaps and hesitation.
Step 2: Eliminate memorising bullets
Memorising the outline word-for-word defeats its purpose, since bullets are meant to trigger spoken reconstruction, not be recited.
Step 3: Eliminate reverting to full sentences
Rewriting back into full sentences reverses the compression process and contradicts the goal of stripping scripted language away.
Step 4: Confirm the remaining option
Only speaking aloud from the outline as prompts matches the described Stage 3 of the reduction process.