P6 Oral Communication Exam Strategies

Reading Passage

  • Read it at least 3-4 times [leave time to brainstorm for picture]
  • Ensure pace of reading is constant when approaching difficult words
  • Pick up main ideas and think of OTHER linked ideas or examples
  • DO NOT make eye contact when you read
a) Pronunciation and Articulation:

Good pronunciation – words are sounded correctly

  • End consonants are heard [e.g. d, t, s, k, p]
  • e.g. first [not ‘firs’]
  • Double ‘s’ [‘mists’ should be pronounced with ‘s’ followed by another ‘s’ sound. It should not sound like ‘misses’, which is an ‘es’ sound]
b) Clear Articulation:

Not muffled, open your mouth

  • ‘th’ sound [e.g. Tree vs Three]
  • Note where your tongue should be for ‘th’ sound
c) Rhythm and Fluency:

Read with appropriate rhythm and stress

Rhythm: Almost like music, there is a beat to reading
Sentences: In tongue twisters, you link words together and read them in phrases. Do the same sentences.
Stress: To emphasize certain elements as more important than others

  • e.g. She stole the wallet yesterday.
  • On person: SUSAN ran a marathon yesterday.
  • On the act: Susan RAN a marathon yesterday.
  • On the object: Susan ran a MARATHON yesterday.
  • On time: Susan ran a marathon YESTERDAY.

Well-paced: to achieve a well-placed, fluent reading of a passage, speed up for action sequence, slow down for emphasis.

d) Expressiveness:

Appropriate variation of pitch and tone in order to convey the information, ideas and feelings in the passage.

Spoken Interaction

  • Personal Response: to give considered and developed personal responses. (Details, Details, Details!)
  • Clarity of expression: apt use of vocabulary, structures and good pronunciation.
  • Interaction: to engage actively with examiners in a sustained discussion.


  1. Picture based question
  2. Personal Experience / Reflective question
  3. Persuasive / Opinion


  • Brainstorm for possible topics first during the 10mins given.
  • Think of personal stories to use in your PEEL answers.
  • Include recent or news events to show that you are up to date.
  • Even if you cannot use directly, you can work the stories in AFTER answering the question by leading the conversation.
  • Always think before answering the questions. It helps to organize your ideas.

For the picture

  • Focus on the activity and/or the details for the 1st question
  • Brainstorm on possible topics that might arise
  • Prepare personal experiences as possible responses to such topics
1. Picture Based Question
  • Possible focus
    • Activity: Would you want to participate? What do you think is happening? What do you think they are doing?
    • People: What do you think the person on the right is feeling? Thinking?
  • Strategy
    • Answer question 1st (yes,… no,..), followed by PEEL with personal experience.
    • Use as much information from the picture as possible as evidence to support your own answer.


Q1. Do you think the contest would encourage pupils to keep their classroom clean? Why / Why not?

  1. Answer the question 1st and give a reason. 
    • Yes, I would. This is because …
  2. Describe as many / All parts of the picture to support your answer.
  3. Use a personal experience. [Descriptive, feelings]
    • I remember…
    • I felt…

    Level up – Extend the talk

  1. Give recommendations
    e.g. I hope more schools will consider…
2. Personal Experience
  • Possible focus (5W1H)
    • What
      • Factors, Characteristics
      • Problems / Solutions, Pros and Cons
    • Why
      • Reasons OR Causes
      • Explanations
      • Feelings
    • How
      • Methods of doing things
      • Ways to achieve a goal
      • Feelings


Q2. How else could your school encourage pupils to keep their classroom clean? What can you do on a daily basis?

[Point 1] One of the ways is through a point system.

[Explanation]  This involves students…..

[Example] For example, (5W1H)…What I realised 

[Link] Hence, 

[Point 2] Another way…

[Explanation]  This involves students…..

[Example] For example, (5W1H) …This experience showed me… 

[Link] Therefore, …

3. Persuasive
  • Possible focus (5W1H)
    • A topic is given where you can take sides / take a stand / share your opinion
    • Use PEEL format to explain your POINT and how it supports the side you have taken
    • You can choose to be on 1 side.
    • Must have at least 2 points to support your stand, 3 points if you can
    • If you can, give at least 1 point from opposing side to show that you can look at the issue from different angles.
    • Use Transition signals like Firstly, Secondly…, Furthermore, However, On the other hand…


Q3.  Do you think the cleaners in your school have an easy job?

  • [Take a side / Your stand] No, I do not think that… (Support this with 2 reasons)
  • [Point] 1st reason – Firstly, …
  • [Explanation]
  • [Example] For Example, (Personal Experience)
  • [Link] Hence, 
  • Secondly, … (repeat PEEL process)

Oral – Reading Passage

Please be aware of the following when reading:

  1. Punctuation
  2. Long Vowels (oo, ee, ar…)
  3. Ending sounds
  4. ‘th’ sounds
  5. Dialogue
  6. their = ‘there’
  7. SLOW DOWN at the last 3-4 words (to signal you are coming to the end)
  8. Long Sentences (Appropriate pausing)
  9. ‘Thee’ before a word that begins with a vowel sound
4Ps of Voice                + 2Ps of Presentation
– Pitch (High / Low) Pronunciation
– Pace (Fast / Slow) Posture (Eye Contact, Sit up straight)
– Pause
– for effect
– for breath
– for punctuation
Power/Projection (Loud / Soft)


All in all, In conclusion,…
Reiterate your points
Give a recommendation