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Primary 4
English Language
Examination Format
Paper Component Marks Weighting Duration
1 Composition 20 20% 50 min
2 Language Use and Comprehension
50 50% 1 h 15 min
3
Listening Comprehension
14 14% 35 min
4 Oral 16 16% 5 to 8 min
Total 100 100%
Examination Format
Paper Component Item Type Marks Weighting Duration
1 Composition
Continuous Writing
20 20% 50 min
Write a composition of at least 120 words about the day you received your report book. The pictures , not arranged in sequence, are provided to help you think about this topic. Your composition should be based on one, two or all of these pictures. Consider the following points when you plan your composition:
How did you feel when you were waiting to receive your report book?
What did some of your classmates do?
What did you do when you received your report book?
What were your parents’ /guardian’s reactions to your report book?
You may use the points in any order and include other relevant points as well.
Helping words:
tried your best
nervous
confident
results
surprised
Criteria For Composition
Content
(10 marks)
Relevance of Ideas Ideas are fully relevant
Development of Ideas Ideas are interesting and
thoroughly developed
Language and
Organisation
(10 marks)
Language structure Language is accurate
with almost no errors in
grammar, expression,
spelling and punctuation
Vocabulary Good and appropriate
use of vocabulary
Organisation Very good sequencing,
paragraphing and linking
of ideas
Examination Format
Paper Component Item Type Marks Weighting Duration
2
Vocabulary MCQ 6 6%
1 h 15 min
Grammar MCQ 8 8%
Grammar Cloze Fill in the blanks MCQ
8 8%
Comprehension Cloze
Fill in the blanks
3 3%
Editing OE 2 2%
Sentence Combining OE 3 3%
Comprehension MCQ/OE/ True or False/ Sequencing
20 20%
Examination Format
Paper Component Item Type Marks Weighting Duration
3 Listening Comprehension
Picture Matching 2 2%
35 min
Picture Sequencing
4 4%
Listening Comprehension
4 4%
Note-taking 4 4%
Colin helps his father lift heavy sacks of mail. What is Colin’s father’s occupation?
Picture Matching
Picture Sequencing
To make sunflower using seashells, first you have to remove the contents from the packet. Next , pour the contents into a sieve so that the seashells can be separated from the sand. After that , pick the seashells from the sieve and glue them one at a time around a circular box.
Listening Comprehension
Teacher’s script: Listen to the text and answer the questions that follow.
ay ary shouted We are ina y here y sister ary and had een oo ing orward to this trip to entosa sin e our ather pro ised ast onth to ta e us
s the three o us got o the entosa press we ade a ee ine or the utter y ar ary and were enthra ed y the thousands o utter ies ying a out ree y in the en osed area en ather was a a ed y the eauti u o ours o the utter ies
ur ne t destination was i oso ea h We wat hed an e iting o ey a at h etween two s hoo tea s ter wat hing the ga e we e t hungry he near y ood ourt was osed or reno ation so ather treated us to a s ru ptious un h o spaghetti and pi a at a restaurant instead
ter un h we isited the nderwater Wor d ather to d us that it was sia’s iggest o eanariu ary was a raid to go near the stingrays at irst so she p ayed with so e terrapins When she saw e ha ing un eeding the stingrays she de ided to oin in as we
We thorough y en oyed our day in entosa
Listening Comprehension
upi ’s s ript: Choose the most appropriate option and write its number (1, 2 or 3) in the bracke ts provided.
1. Why did Mary shout? (1) Her father promised to take them to Sentosa. (2) She was excited to be in Sentosa at last. (3) She was attracted by the many colourful butterflies. ( )
2. Which was their first destination? (1) Siloso Beach (2) Butterfly Park (3) Underwater World ( )
3. Where did Father take the writer and her sister when they were hungry? (1) Siloso Beach (2) The food court (3) A restaurant ( )
4. What did the writer do after lunch? (1) She watched a volleyball match. (2) She played with terrapins. (3) She fed the stingrays. ( )
Note
Taking
Michael who had witne ssed an accident is telling the police what he saw . You are the assistant taking down what Michael is saying.
(Teacher repeats.) upi ’s s ript: Fill in each blank from Q1 to Q4 with a word or a short phrase.
i hae ’s Account of Events Q1) Time of accident: ___________________________ Q2) Where Michael was standing: ___________________________ Q3) Colour of mini-bus: ___________________________ Q4) Vehicle hit by mini-bus: ___________________________
t was a out two o’ o in the a ternoon was waiting to ross the road at the tra i un tion when a white ini- us errying s hoo hi dren turned out ery ui y ro the side road he ini- us a ost hit e whi e it was turning o a sudden heard a oud ang oo ed up and saw that the ini- us had hit a ye ow ta i that was stopping to pi up a passenger here was a ot o o otion at the s ene o the a ident any hi dren were rying and saw so e en arrying si hi dren out o the ini- us the hi dren had uts on their ar s and egs and they oo ed rightened
Examination Format
Paper Component Item Type Marks Weighting Duration
4 Oral
Reading Aloud
6 6% 5 to 8 min
Conversation 10 10%
Imagine that you are telling a story to your friends. Read aloud the story below so that they will enjoy listening to you.
u y went into the garden to oo or her dog pider hey were oth
e ited to p ay et h the a he a ew out o the garden and anded in the
idd e o the road
white ini us whi h was turning into the side road had to swer e to
a oid the a s a resu t the ini us hit a ye ow ta i that had stopped to pi up
a passenger
oon a ter there was another oud ang ue tru rashed straight into
the a o the ini us he door ew open and a oy e out onto the pa e ent
u h he oy s rea ed in pain is egs were ut and eeding ad y
ter a ew inutes the sirens o the a u an e ou d e heard ro a
distan e he oy was rushed to the nearest hospita
Criteria For Reading Aloud
Pronunciation Clear and
consistently good
pronunciation
Expressiveness and
Fluency
Fluent, expressive
reading, varying tone,
pace and volume as
required
Appropriateness of Voice
Quality for the Purpose,
Audience and Context
Appropriate stress
and intonation to
convey meaning
according to the
purpose, audience
and context
Gift Ideas
Prompts for Stimulus-Based Conversation
(a) Look at the picture. Which one of the items would you choose to buy as a present for your ass ate’s irthday? e e why
Which item would you like to receive as a present? Why?
(b) Do you have a special birthday present that you have given to someone? Tell me about it.
In what way is the present special?
(c) Sometimes a present can be meaningful, yet does not cost any money, especially when the giver has put in much effort. What are some meaningful gifts or acts of kindness that you have received? What made you appreciate the gift(s)?
Is there such a gift you would like to give to someone?
Criteria For Conversation
Personal Response Gives personal
responses which are
developed
Clarity of Expression:
Fluency
Expresses oneself
clearly and with
confidence
Clarity of Expression:
Language Use and
Pronunciation
Uses a range of
appropriate vocabulary
and structures,
supported by correct
pronunciation
Engagement in
Conversation
Interacts well
Language Skills
Listening
Speaking
Reading
Writing
Talk to Your Child and Really Listen to What He/She Has to Say
Make time during the day or evening to listen to your child talk about his/her
day. It could be about a book that was read, what happened at school or on
the way home.
Ask questions that begin with what, how or why so that your child will be
prompted to respond with more than a simple "yes" or "no". Show that you
are interested in the response.
Talk to Your Child and Really Listen to What He/She Has to Say
Listen to stories on CDs, watch a television programme and go to story-
telling sessions together at the library or community centre. Talk about what
you saw or heard together. Share the part you liked best and give your
reasons. Listen to your child's choice and encourage him/her to give
reasons also.
Read with Your Child Every Day
Let your child see you reading both for pleasure and for information. He/she
will want to imitate what you do.
Set aside a quiet place in your home for you and your child to read without
distractions. Stock this place with books, magazines, newspapers, comic
strips and other print materials that might interest your child.
Read with Your Child Every Day
Read aloud your child's (and your own) favourite stories. Encourage your
child to retell familiar stories in his/her own words.
Keep these reading sessions fun and do not "test" your child with too many
questions.
Read with Your Child Every Day
Visit the library frequently and help your child to choose new books to read
with you at home.
Read aloud new stories and encourage your child to talk about the
characters or what they think might happen next.
Write with Your Child Every Day
Let your child see you writing. He/she will want to imitate what you do.
Include your child in actual writing tasks, for example, shopping lists,
telephone messages, notes to family members, thank-you notes and
menus for special days.
Write with Your Child Every Day
Disp ay your hi d’s drawings and writings in your ho e
Once your child begins to write independently, encourage him/her to keep
a journal of things that happen in school and at home.
Thank
You!