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PSLE English Oral Communication Skills Workshop for Parents

PSLE English Oral Communication Skills Workshop for Parents. EVERGREEN PRIMARY SCHOOL ENGLISH DEPARTMENT. 23 Feburary 2013. WORKSHOP OBJECTIVES. To provide an insight into the various components of the Oral Examination.

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PSLE English Oral Communication Skills Workshop for Parents

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  1. PSLE English Oral Communication Skills Workshop for Parents EVERGREEN PRIMARY SCHOOL ENGLISH DEPARTMENT 23 Feburary 2013

  2. WORKSHOP OBJECTIVES • To provide an insight into the various components of the Oral Examination. • To give suggestions on how parents can help improve their children’s oral communication skills.

  3. OVERVIEW OF THE ENGLISH PSLE EXAM

  4. PSLE ENGLISH OVERVIEW

  5. PAPER 4: ORAL COMPONENTS • Reading (10 marks) • Picture Discussion (10 marks) • Conversation (10 marks)

  6. Marks Allocation Examiner 1 Examiner 2

  7. ASSESSMENT PROCESS • The examiners listen to the pupil and allocate the pupil a mark. • The examiners will discuss the mark awarded and reach a consensus before a final mark per component is given. • The final mark is not an average of two marks given by the examiners.

  8. EXAMINATION PROCESS Before • 5 minutes of silent reading time. During • In the examination room, the pupil will be tested by 2 examiners.

  9. A Common Theme • E.g., on the theme of “Recreational Games & Activities”. • Reading passage - A Soccer Game • Picture - Park setting with various activities • Conversation - Do you like to play games?

  10. READING COMPONENT

  11. READING OBJECTIVES Pupils should be able to: • Read a passage with good pronunciation and clear articulation. • Use appropriate rhythm and stressto achieve a well-paced, fluent reading of a passage. • Read with appropriate variation of pitch and tonein order to convey the information, ideas and feelingsin a passage.

  12. SKILLS & STRATEGIES • Practise reading as often as possible • Look out for challenging words, beginning sounds in words • Pronounce the end words like ‘ed’, ‘s’, ‘t’ and the ‘th’ sounds • Stop at the appropriate pauses e.g. full stop, semicolon or comma • Practise dialogues

  13. PICTURE DISCUSSION COMPONENT

  14. PICTURE DISCUSSION OBJECTIVES Pupils should be able to: • Interpret the situation in a given picture. • Use a range of appropriate vocabulary and grammatically-correct sentences.

  15. SKILLS & STRATEGIES • Overall Description • Begin with a general / overall description of the picture • Identify the focal point • Explain how or why each event happened, • Interpret each event in the picture. • The Details • Talk about the setting or location, appearance, actions of the people, perception of people’s feelings • Predict, Suggest • Give a suggestion or an opinion

  16. SKILLS & STRATEGIES • Language • Use present and present continuous tenses consistently and a range of appropriate vocabulary. • Be Systematic • Do not leap from one end of the picture to the other

  17. SOME POINTERS • Pupils should do the following: • Describe what they observe • Where is this place? • Who is/are in the picture? • What are they doing? • What is happening?

  18. SOME POINTERS – con’t • Interpret • What is their relationship? • What are they saying? • What are they thinking? • Where are they going? • When is this happening? • What do you think has just happened?

  19. SOME POINTERS – con’t • Give an opinion • Why is the action right/wrong? • Why has the incident occurred? • What could be possible consequences? • How do the people feel? • Why are they having such emotions?

  20. SOME POINTERS – con’t • Predict / Suggest • What would you do if you were there? • What could they have done? • What action might have been better? • How can the others help?

  21. Tenses! feels has must be is are should be Conclude to END You can say: • In conclusion…. • I feel that such an incident could have been avoided because… • I wish people would….

  22. CONVERSATION COMPONENT

  23. CONVERSATION Pupils should be able to: • Give their personal responses to a given topic. • Express themselves clearly using appropriate, accurate vocabulary with proper grammatical structure. • Interact with the examiner.

  24. WHAT HAPPENS DURING CONVERSATION • A question related to the theme of the reading passage and picture discussion will be asked. • Pupils should take a moment to think about it. • Pupils should answer the question pro-actively.

  25. POINTERS • Will not be penalised if they give“no” as an answer. • Will be penalised if they give uninterested, monosyllabic answers throughout the entire conversation.

  26. POINTS TO NOTE • Examiners will try his/her best to involve the pupil with prompts to engage the pupil. • Pupils will be penalised if they give uninterested (“I don’t know”) and monosyllabic (“No”, “Yes”) answers.

  27. Pointers • Pupils are highly discouraged to use another language to communicate any word or phrase. • Exceptions: • if there is no English equivalent for the word • e.g. “Satay” or “Sambal” (if they are describing local food)

  28. IN SUMMARY… • Pupils will not be penalised if they canjustify their answers by explaining clearly in grammatically correct sentences. • Additional prompts do notequate to less marks for the pupil.

  29. Skills & Strategies Before • Predict what the conversation topic will be. • Practice using: Who, What, Where, When, Why and How During • Listen to the question. • Take a few moments to think before responding meaningfully.

  30. How you, as parents, can help • Strike up a conversation anywhere during daily routines like shopping at the supermarket etc. • Ask for their opinions on real life matters or breaking news taking place in the world. • Encourage them to justify their answers.

  31. KNOWLEDGE • Reading widely is recommended • Newspapers, edu-magazines, Discovery Channel, books, etc. • A variety of topics can be tested • Success will depend largely on the pupil’s knowledge, experiences, readings • Realism: Being REAL is important

  32. One more thing…

  33. Smart phones as a feedback tool.

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