a1/b1 - reading aloud & stimulus-based conversation
DESCRIPTION
Parents' Symposium 2015TRANSCRIPT
(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.