English, Primary 5 and 6

A guide to crafting top responses: Oral Practice

A) Reading Aloud
1. Pronunciation: - Loud and clear
- Break up difficult words or gloss over. Do not pause or wait for
the teacher to read the words to you
(e.g. inseparable = in / sep / arable)
- Do NOT add or subtract words from the passage
- Take note of these sounds: 1) end consonants (e.g. d, -t, -k);
2) long vowels (e.g. these); 3) sts (e.g. scientists, costs)
- Do not panic if you make a mistake (e.g. mispronunciation).
Carry on; fluency is important

2. Rhythm: Even, smooth and steady

3. ***Expression: - Appropriate tone that matches the characters emotions, as

expressed in their dialogue
- Appropriate tone that matches the overall theme, setting and
mood of the passage

B) Graphic stimulus Stimulus-based conversation

1. Mark out the 5W1H in the stimulus

a) Who: Who is the target audience?
b) What: What is the event? What is the purpose of the event and the stimulus?
c) Where: Where will the event take place?
d) When: When will the event take place?
e) ***Why: Why is the event or cause important?
f) How: How can interested parties participate in the event or cause?

2. Possible questions:
- Direct: - pertain to the 5W1H of the picture (e.g. Will you be interested in
participating in this event? Why or why not?)
- give a stand. It is okay to say no, but your answer must be well-supported.
Also, give a balanced perspective on more sensitive topics

- Personalised: ask about your own experiences and thoughts about a similar event
(e.g. Tell me about a time you participated in a similar event.)

- Reflexive: - elicit your reflections about why people may/should participate in the
event or a related one (e.g. Why do you think people participate in this event?)
- ***consider the pros and cons of the event
- ***consider the impact of the event on the 1) individual (e.g. you); 2)
family; 3) community (e.g. your neighbourhood or school); 4) nation (e.g. Singapore);
and 5) world

3. Your answer should contain TEEL:

a) a Topic sentence: a statement that puts across your main idea (e.g. I would like to
participate in this concert because I am a fan of speech and drama.)

1
b) Elaboration: details about your main idea, including the reasons for your main
idea (e.g. I love acting because I can take on a role that I normally do not enact in
everyday life. I can pretend to be a superhero.)

c) Examples: examples and experiences of your main idea (e.g. I acted as Captain
Planet in a school play. Being a superhero who cared about environmental issues
allowed me to view global warming from a wider perspective.)

d) Lesson learnt: personal reflections, thoughts and feelings about your main idea
(e.g. I enjoy acting and my role as Captain Planet because these taught me the urgency
of environment concerns.)

4. Language:
- use when drawing inferences or sharing opinions: could, might, possibly, suppose,
surmise, infer, deduce, conclude, predict, think, feel, am of the opinion that

- connectors that link your points and conclusion (rule of three): 1) first / first and
foremost; 2) second / additionally / in addition / moreover / furthermore / next; 3)
third / last / finally; and 4) in a nutshell / in conclusion / in summary / to sum up

- selective use of composition techniques: show-not-tell, vivid description, 5 senses

and dialogue

2
 Name
Class
10
Date
TOPIC

30

READING - Pronounce & articulate words clearly; read fluently with appropriate expression &

rhythm Wow!

Pronunciation & Articulation

Rhythm & Fluency 20

Expressiveness

STIMULUS-BASED CONVERSATION - Engage in a conversation based on a stimulus

Wow!

Personal Response

Clarity of Expression

Engagement in Conversation