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
(PLEASE MAKE EYE CONTACT)
- 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.
Format
- Picture based question
- Personal Experience / Reflective question
- Persuasive / Opinion
Strategy
- 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.
Technique:
Q1. Do you think the contest would encourage pupils to keep their classroom clean? Why / Why not?
- Answer the question 1st and give a reason.
- Yes, I would. This is because …
- Describe as many / All parts of the picture to support your answer.
- Use a personal experience. [Descriptive, feelings]
- I remember…
- I felt…
Level up – Extend the talk
- 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
- What
Technique:
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…
Technique:
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:
- Punctuation
- Long Vowels (oo, ee, ar…)
- Ending sounds
- ‘th’ sounds
- Dialogue
- their = ‘there’
- SLOW DOWN at the last 3-4 words (to signal you are coming to the end)
- Long Sentences (Appropriate pausing)
- ‘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) | |
Conclusion
All in all, In conclusion,…
Reiterate your points
Give a recommendation
