(new format) Date : 14 March 2015 Time : 8.30 to 10 am Presenters : Mrs Lee - Mrs Kanesan - Mrs Raj

Time Presentation Segment

8.30 am Mrs Lee Welcoming Speech

Objectives of Workshop

8.35 am Mrs Raj Reading Aloud Component

9.00 am Mrs Lee 10 Strategies to help your child

Demo - Picture 1

9.25 am Mrs Kanesan Demo - Picture 2

9.30 am Mrs Kanesan Hands-on session –

Pictures 3 and 4

9.35 am Mrs Kanesan Sharing by parents

9.50 am –

10.00 am

Mrs Lee

Facilitators

Conclusion

Distribution of sample scripts

Q and A and feedback

10.00 am Farewell

PROGRAMME

TEACHING STRATEGIES

FOR

READING COMPONENT

Mrs Raj

READING PASSAGE

Last Sunday, Darius and his family went to their favourite food

centre for dinner. The family had to wait for some time before they

found a vacant table.

“Oh, what a mess!” David exclaimed. The table was dirty and

cluttered with used plates, bowls and cutlery. A friendly cleaner

came to clear the table. Then the family settled down to a wide

array of dishes from the various stalls. When they had finished,

David got up, ready to leave. His father, however, stopped him

and pointed at a poster pasted on the wall. It requested

customers to place their used trays on the table provided.

“We don’t have to clear the table!” David protested. “There

are cleaners to do that.”

David’s father patiently explained that the food centre is a

public area and everyone should play a part in helping to keep it

clean.

“After all,” he teased David, “weren’t you annoyed just now

when someone did not clear our table?”

• Unable to read confidently

Poor pronunciation

Howjsay. com

• too soft –mumbling

• too fast – failure to pronounce the words or the ending sounds of the words clearly

• Leave out, add or change the words found in the text

Plural nouns -ending ‘s’ sounds birds girls tables Plural nouns –ending ‘es’ sounds boxes wishes sandwiches

• force – forced

• mix - mixed

• stop- stopped

• laugh – laughed

• pick- picked

• add- added • raid- raided • parade – (e – silent vowel) - paraded • fade- faded or “t” • Eg sort – sorted • start- started • locate- located

“Choppy’, jerky word by word reading

Reasons

1. The reading material is too hard

2. Habit

3. Lack of practice

Observation of Past Pupil’s

Performance

Failure to read expressively

Reasons

1. Lack of confidence

2. Lack of practice

3. Not knowing how to do it- lack

appropriate intonation pattern.

Rising and Falling intonation

Pattern

Word

Stress

Sentence

Stress

Stressed syllables are • Louder in

volume • Longer in

duration • Higher in pitch

Word Stress

Stress on first

syllable

Most 2-syllable

nouns

present, export,

china, table

Most 2-syllable

adjectives

present, slender,

clever, happy

Stress on second

syllable

Most 2-syllable

verbs

to present, to

export, to decide,

to begin

1. The dump was so full that it had to

re′fuse more ′refuse.

2. The soldier decided to have his

des′sert in the ′desert.

3. I did not ob′ject to the ′object.

4 The insurance was in′valid for the

′invalid.

Word Stress

Sentence Stress Content words -stressed

Words carrying the meaning

Example

main verbs SELL, GIVE, EMPLOY

nouns CAR, MUSIC, MARY

adjectives RED, BIG, INTERESTING

adverbs QUICKLY, LOUDLY, NEVER

negative auxiliaries DON'T, CAN'T

Grammatical words Example

pronouns he, we, they

prepositions on, at, into

articles a, an, the

conjunctions and, but, because

auxiliary verbs do, be, have, can, must

http://aeasp.com/intonation2.html

Lynette’s going to London tomorrow. Lynette is going to London tomorrow. Lynette’s going to London tomorrow. Lynette’s going to London tomorrow. Lynette’s going to London tomorrow.

READING PASSAGE

Food Centre

Last Sunday,/ Darius and his family/

went to their favourite food centre/ for

dinner. /The family/ had to wait for

some time /before they found a vacant

table./

“Oh, /what a mess!”/ David

exclaimed. The table was dirty/ and

cluttered with/ used plates, / bowls and

cutlery/. A friendly cleaner/ came to

clear/ the table./

Mrs Janet Lee

Mrs Kanesan

P5 and 6 – 20 marks

P1 to 4 - 6 to 10 marks

Your child is awarded marks for being able to interact with the examiner and

Your child should be able to respond to the examiner’s questions or be able to give his own personal views.

Your child is awarded marks for being able to express himself clearly in a conversation, with accurate pronunciation. Your child must be confident enough to use a wide range of appropriate vocabulary and accurate sentence structures. Avoid slang and Singlish.

Yu Neng Primary School

EL Oral Examination Feedback

Name of Pupil:______________________________ ( )

Resilience 6 – ( )

Reading Aloud (10 marks)

Pronunciation

clear and consistently good pronunciation throughout the passage

clear pronunciation with some errors but does not affect intelligibility

unclear pronunciation most of the time with numerous errors

Articulation

all/some/most consonants are articulated

missing / incorrect articulation of consonants

-s -ed -t- (e.g. late)

th- (e.g. the) -th- (e.g mother) -th (e.g. with) others: _________________

reads : too softly too fast too many pauses

Expression

appropriate variation of pitch and tone

some attempt to vary pitch and tone

reads mostly in monotone

Other remarks

___________________________________________________________________________________

Stimulus-Based Conversation (20 marks)

Personal Response

gives personal responses which are highly developed

gives personal responses which are developed

gives personal responses with little development

gives a few personal responses with hardly any development

Clarity of Expression

speaks clearly with confidence, using a wide range of appropriate vocabulary and structures,

supported by correct pronunciation

speaks clearly with confidence, using a range of appropriate vocabulary and structures,

supported by correct pronunciation

speaks unclearly at times, with some attempts to use appropriate structures, with fairly correct

pronunciation

speaks with a number of hesitations and/or false starts, often with inappropriate vocabulary and

structures, with poor pronunciation

Engagement in Conversation

interacts very well and shows initiative in introducing ideas

interacts well

interacts reasonably well

able to interact but requires much encouragement

Other remarks

___________________________________________________________________________________

30

Sit appropriately.

Be neatly attired.

Look at the examiner and maintain eye contact.

Listen to the question asked and respond appropriately.

Do not talk out of point from the topic asked.

Be as original and natural as possible.

Your child cannot rely on sample answers that he has memorised.

Your child must be able to share his personal viewpoints as much as possible.

• share examples or

real-life experiences.

Be spontaneous and flexible when interacting with the examiner.

Avoid “Yes” or “No” answers or responding in phrases. (Role play 1)

Ask questions when in doubt. (Role play 2)

The examiner knows how to guide your child with prompts or guiding questions.

Your child has to keep the conversation going to show that he has the ability to speak fluently and confidently.

Use appropriate grammar / vocabulary.

eg trolley in a supermarket– pram paramedics – ambulance people

If given a topic he knows little about,

he does not need to panic.

Just inform the teacher that he does not understand and the teacher will lead him with guiding questions.

eg.

Admit that he has never been to the museum. (Role play 3)

Teach him to take his time to respond to the questions. Train him to pause a while to process his thoughts before speaking.

Smile and show interest. Respond enthusiastically . eg. Yes …. In fact, I love /enjoy/like going /doing that …………. Offer a viewpoint eg. Yes, I agree with you because …. Yes, I like …….. because ……

• Plan family outings to the library, museum, zoo etc.

• Take your child along to the supermarket and allow your child to make the purchases.

• Get your child to reflect his experience in a journal. Highlight a few learning points about the outing.

• Go jogging or have a picnic with your child .

• Take photos at the park or the beach and then hold conversations during dinner time. Why is the beach is dirty ? Who contributes the litter? Who is responsible for the

cleanliness? • Ask your child a lot of ‘Why’ questions

SCRIPT THE BISCUIT PACKET ( PSLE Specimen Paper) Examiner: Look at the picture. Would you be interested to buy the biscuits? Tell me why / why not. Yes, I will buy the biscuits because I believe the biscuits are tasty and also healthy since they contain lots of nutrients. I have always wanted a Trek bicycle but my parents cannot afford to buy me one Thus, I hope to win a bicycle through the competition. Why do you think a maze game is given on the biscuit box? I personally think the maze game is given so that the children can be occupied wisely while eating the biscuits. When bored, they can try to complete the Maze activity.

What kinds of food do you enjoy eating, and do you think your diet is a healthy one? I enjoy eating western food especially pizza, fish and chips and burgers Pizza contains cheese and vegetables, which are good for me. Fish is also rich in protein but I must ensure that not much oil is used to fry the fish and the chips. As for burgers, I always request for extra vegetables and it is free so I think burgers served vegetables and wholemeal buns are healthy.

Are you influenced by what your friends and family eat? I think my friends influence me more than my parents. During recess, I prefer to sit with my friends so I usually patronize the same food stall as my friends. While waiting in the queue, we are able to chat with one another. During weekdays, I have to eat whatever my mother cooks so I have no option. My mother cooks fish and chicken with vegetables most of the time. She seldom cooks fried food as it is not healthy. During weekends, when we go to the food centre, I have no choice but to follow my parents to eat local Asian food. I like western food but my parents do not like western food at all. So, when we go out as a family, I usually order chicken rice or nasi lemak.

Eating healthily is one example of healthy living. Exercising is also a good way to have a healthy lifestyle. What sorts of exercise do you like and why? I am an active person so I prefer playing outdoors. I enjoy participating in any outdoor games and sports. During recess, I play catching with my friends.. Since we spend several hours sitting down in the classroom and being sedentary, I like playing outdoors as it gives me an opportunity to enjoy the nature and explore the environment. I love being out in the fresh air and sunshine. Active play also makes us mentally alert so that we can study better.

Road Safety Exercise

1. 1 Look at the poster. It has

information about road safety.

How important is road safety?

1. 1What form of exercise would you

choose to help you to keep fit?

Why?

2. Do you observe road safety

rules when you are on the

road?

2. What is your favourite sport or

game during PE classes?

3. Do you think that motorists

should also observe road

safety? Why /why not?

3. What are some of the ways in

which sports can be promoted as

a part of a healthy lifestyle?

4. Besides sports and games, what

other things can a person do in

order to lead a healthy lifestyle?

Read books, notices, newspapers, magazines or flyers to enhance general knowledge and vocabulary.

Have mock sessions at home. Have conversations during dinner time.

• Who • What • Why • When • How many …..( for games/sports) • What if ……….

• Pets

• Fruits

• Hobbies

• My Favourite Book

• Values like honesty and helpfulness

• Learning Journeys eg zoo, park

• Sports / Health

• Hobbies

• Reading / My Favourite Author

• Values like honesty and helpfulness

• Road safety

• Transport

• VIA

• Camping

It is important to note that the stimulus-based conversation is not an examination that your child can memorise and prepare for as it is not a monologue session.

Oral skills are best developed naturally through everyday situations.

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