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!