Oral Reading Read accurately Enunciate the words deliberately Pronounce the end consonants in words like ‘front’, ‘raised’, ‘struggled’, ‘moist’ and ‘favourite’ Pronounce ‘th’ in ‘them’ Pronounce the plural marker in words like ‘hands’, ‘students’ and ‘trains’ Read the contracted form in ‘We’ve learnt’

Be fluent Keep a steady pace Manage long sentences with appropriate pauses Inappropriate pauses example: old steam trains / on display were / amazing

Be expressive Have a strong narrator’s voice. Read with expression and emotion. Vary your pitch and tone, especially when delivering direct speech Put stress on certain words to good effect. e.g. ‘so’ in ‘so many gadgets’ to emphasise the students’ interest in the gadgets e.g. ‘amazing’ in ‘old steam trains on display were amazing’ to emphasise the magnificence of steam trains Decide which syllables of a particular word to stress Refrain from a staccato rhythm. Read with the appropriate intonation. Adjust your pitch and tone during the presence of question marks and exclamation marks

Stimulus-based conversation Engage the examiner with ease and confidence Give well-considered responses with developed explanations and elaborations Speak in complete sentences Use appropriate vocabulary (e.g. acknowledge, hands-on activities) and sound sentence structures Pronounce and articulate your words clearly Be forthcoming in sharing your ideas; don’t just respond to the examiner’s prompts. Extend the scope of the discussion (e.g. rather than just explain why you love learning on your own, go one step further by describing the pros and cons of independent learning) (e.g. rather than just share on the sports activities in school, go one step further to discuss the value of such activities in promoting a better understanding of teamwork and friendship)