psle 2018 english language paper workshop for...

Gracious Woodlanders with the Zest to Excel

WELCOME

PSLE 2018

English Language Paper

Workshop for Parents


Programme

Components:

• Oral

• Writing

• Open-ended Comprehension

Q & A


PSLE ENGLISH

PAPER FORMAT


PSLE EL Paper formatPAPER COMPONENT ITEM TYPE MARKS WEIGHTING DURATION

1

Situational

Writing

----------------------

Continuous

Writing

OE

OE 55 27.5% 1 hr 10 min

2

Language Use

and

Comprehension

OE / MCQ 95 47.5% 1 hr 50 min

3 Listening

Comprehension MCQ 20 10% About 35 min

4 Oral

Communication OE 30 15%

About 11 min

(5 min preparation

time; about 6 min

examination time)

Total 200 100%

15

40


ORAL


Overarching aims of Oracy Teaching

• Confidence to convey and express thoughts

and opinions with fluency, appropriateness

and succinctness

• Ability in using language appropriately to

address purpose, audience , context and

culture.


Learning Outcomes

• LO1

Demonstrate knowledge of spoken

grammar and register

• LO2

Speak with accurate pronunciation

and appropriate intonation


Learning Outcomes

• LO3

Plan and present information and ideas for a

variety of purposes

• LO4

Use appropriate skills, strategies and language to

convey and construct meaning during

interactions

• LO5

Produce spontaneous and planned spoken texts

that grammatically accurate ,fluent , coherent and

cohesive.


Stimulus Based Conversation

20 18 16 14 12 10 8 6 4 2

Response

Clarity of

expression

Engagement in

Conversation

Gives very good

personal

response,

elaborating and

explaining in

detail.

Able to speak

fluently with

correct

structures

Interacts with

confidence.

Gives good

personal

response,

elaborating and

explaining in

general terms.

Speaks clearly

with correct

structures most of

the time

Interacts well

Gives some

personal

response,

elaborating and

explaining in

general terms.

Attempts to use

correct

structures some

of the time

Interacts

reasonable well

Gives some

personal response,

but does not

elaborate and

explain.

Uses inappropriate

structures some of

the time

Relies on examiner

to prompt a

response

Personal response

is limited to one-

word or short-

phrase answers.

Uses inappropriate

structures most of

the time

Relies heavily on

examiner to

prompt a response

Almost no

personal

response

Response is

restricted by

very weak

vocabulary and

inaccurate

structures

Requires

assistance to

engage in

conversation


What would you say to start

the conversation?


Suggested Questions to stimulate

conversation

• What are the two students doing?

• Would you do it differently?

• What had caused the flooding of the road?

• Do you like to be caught in the rain?



conversation

• What do these people wear on their heads?

• Why do they have to wear that?

• Is there a need to wear such a thing for

examinations?

• How should people behave during the

examination?

• Do you think examinations are important?



conversation

• What game are the children playing?

• Do you know this game? Have you played

before?

• What do you normally play with your friends?

• Do you think you are given enough time to

play?

• Is play time important for all children?


What can be observed from the

questions

• What can be seen from the picture

• Relating to personal experience

• Expand beyond personal experience, to the

people around

• Expression of opinions concerning issue

raised


Other resource for topic conversation

• Newspaper Headlines

• Posters


Posters in the neighbourhood



Expectations:

1. Be proactive in offering your view points of the

picture provided

2. Relate it to your personal experience or other

experiences as close to the topic in discussion

as possible

It is alright to deviate from the original question if you do not

have the relevant experience. Be upfront with the examiner

and offer another genuine experience for discussion.



20 18 16 14 12 10 8 6 4 2

Response

Clarity of

expression

Engagement in

Conversation

Gives very good

personal

response,

elaborating and

explaining in

detail.

Able to speak

fluently with

correct

structures

Interacts with

confidence.

Gives good

personal

response,

elaborating and

explaining in

general terms.

Speaks clearly

with correct

structures most of

the time

Interacts well

Gives some

personal

response,

elaborating and

explaining in

general terms.

Attempts to use

correct

structures some

of the time

Interacts

reasonable well

Gives some

personal response,

but does not

elaborate and

explain.

Uses inappropriate

structures some of

the time

Relies on examiner

to prompt a

response

Personal response

is limited to one-

word or short-

phrase answers.

Uses inappropriate

structures most of

the time

Relies heavily on

examiner to

prompt a response

Almost no

personal

response

Response is

restricted by

very weak

vocabulary and

inaccurate

structures

Requires

assistance to

engage in

conversation


Reading Aloud

Expectations:

1. Read audibly and confidently

2. Maintain good reading posture and eye contact with

examiner(s)

3. Pace your reading and pause appropriately

4. Enunciate ending consonants

5. Be expressive and vary your tone


Rubrics for Reading

10 9 8 7 6 5 4

3 2 1

Pronunciation

and word

recognition

Clear and good pronunciation throughout the reading of the entire passage. End sounds like ‘t’, ‘ed’, ‘ll’ , ‘s’ are clear all the time. No words are left out/added Mispronounced words: 0 Volume of voice is excellent

Generally clear pronunciation throughout the reading of the entire passage with a few errors along the way. End sounds like ‘t’, ‘ed’, ‘ll’ , ‘s’ are clear most of the time. No words are left out/added. Mispronounced words: 1-2 Volume of voice is good

Clear pronunciation in a few instances with a few errors and some skipping of words. End sounds like ‘t’, ‘ed’, ‘ll’ , ‘s’ are clear some of the time. Some words are left out/ added Mispronounced words: 3-4 Voice is audible

Somewhat clear pronunciation in a few instances with a few errors and some skipping of words. End sounds like ‘t’, ‘ed’, ‘ll’ , ‘s’ are not clearly pronounced. Some words are left out/ added Mispronounced words: 3-4 Voice is audible

Mispronunciation or skipping of a number of words. End sounds like ‘t’, ‘ed’, ‘ll’ , ‘s’ are not clearly pronounced. Many words are left out/ added Mispronounced words: 5-6 Voice is almost inaudible

Mispronunciation or skipping of most words. End sounds like ‘t’, ‘ed’, ‘ll’ , ‘s’ are not clearly pronounced. Many words are left out/ added Mispronounced words: 5-6 Voice is almost inaudible

Expressiveness

and Fluency

Smooth and fluent reading throughout. There is great effort to vary tone and pace.

Generally smooth reading. There is some effort to vary tone and pace.

Generally smooth reading with few pauses. There is some effort to vary tone and pace.

Slow reading with hesitations. Very little changes in tone, pace and volume.

Slow and hesitant reading of words, syllable by syllable. Very little changes in tone, pace and volume.

Very slow and bumpy reading. Many words unread. No changes in tone and pace.


Specimen Paper- Reading Passage

The Kumar and Tan families have been good friends and neighbours for over a decade. Devi was very excited as she and her parents got ready to visit the Tan family. It was the second day of the Chinese New Year and Devi’s family had been invited to join the Tan family in their celebrations.

“Mum, why have you insisted that I wear this red dress?” Devi asked her mother.

“Chinese New Year is a happy occasion and the colour red symbolizes joy.”

Devi nodded and broke into a grin. “Is that why the Chinese give out red packets? Last year, Aunty and Uncle Tan and their relatives gave me some hong-pows. I think I will be getting them this year as well!”

As Mr Kumar was about to lock their house door, Mrs Kumar dashed back into the house. Devi and her father looked at each other, puzzled. Mrs Kumar reappeared, clasping two oranges in her hands.


WRITING


Composition

It does not mean that you

will score better if you use

all three pictures.

However, if you do not use

ANY of the pictures, you

will be penalised.

Write a composition of at least 150 words

about being trustworthy.

The pictures are provided to help you think

about the topic.

Your composition should be based on one or

more of these pictures.

Consider the following points when you plan

your composition.

Who was trustworthy?

How did the person act in a trustworthy way?

You may use the points in any order and

include other relevant points as well.


SCRIPT A


SCRIPT B


Basic structure of a narrative


Content

Unrealistic

storyline

No/ Little

development

of plot

Run-of-

the-mill

content

Areas of weakness


Language

Describe, not report

Build up vocabulary-

e.g. words to replace ‘said’

Intensity of feeling words

e.g. ‘pleased’- ‘ecstatic’


• How many different types can there be?

• Car accident

• Drowning

• Theft

• Fire

• Lost

• Bomb threat

• Blackout

• Killer litter

• Robbery

Scenarios

All require

pupils to

describe action

and feelings


Comprehension Open-Ended

Hands-On Exercise


Comprehension Open-Ended

Statement True/

False

Reason

The writer did not

have allowance for

two weeks

The stallholder was

impatient with the

writer.

The writer was rude

to the stallholder.

F

T

F

She had overspent the previous

week’s allowance.

She did not serve the writer./ She sent

her away./She served the next pupil.

She tried to explain what happened

clearly and calmly to the stallholder.

Inference-Pupils must understand ‘overspent the previous

week’ and ‘raid her red packet for allowance’.

Inference-Pupils must understand contextual clues – ‘too

harrassed’ ‘long queue of pupils’ ‘sending me away’.

Pupils must not confuse it with ‘rudely jolted out of my

thoughts’.


75 Give two reasons why the writer borrowed money from

Jill even though they had a quarrel in the morning.

[2m]

Jill was seated at the nearest table (1m) and the writer was

hungry (1m).


77 Why did the writer stare at Jill’s money in shock? [2m]

Jill had the same amount of money as the writer [1m] and

she thought Jill had taken her money.[1m]

Pupils must be precise in answering the question.

She was shocked that Jill had taken her money. X


80 Explain clearly what the writer realised at the end. [2m]

She realised that she had not lost her three notes/money at all

(1m) and had wronged Jill/ blamed Jill wrongly. (1m)


Question and Answer

psle 2018 english language paper workshop for...

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