Oral Communication (Paper 4)

Paper Overview

Detail	Information
Paper	Paper 4 — Oral Communication
Total Marks	40 marks
PSLE Weightage	20% of overall PSLE English score (increased from 15% in 2025)
Duration	About 10 minutes per candidate
Components	Component 1: Reading Aloud (15 marks) + Component 2: Stimulus-Based Conversation (25 marks)

Why the increase matters: Oral now carries more weight than ever before. Strong performance here can significantly boost your overall PSLE grade. Treat it as seriously as your written papers.

Component 1 — Reading Aloud (15 marks)

What Happens

You will be given a printed passage (about 140–180 words) and 10 minutes of preparation time before you are called in. You read the passage aloud to the examiner.

The PACT Framework

Use PACT to check every aspect of your reading:

Letter	Stands For	What It Means
P	Pronunciation	Say every word correctly. No mispronouncing sounds or adding/dropping syllables.
A	Articulation	Open your mouth clearly. Do not mumble. Every word should be distinct and audible.
C	Clarity	Read at a pace the examiner can follow. Do not rush. Do not speak so slowly it sounds unnatural.
T	Tone	Match your voice to the mood of the passage — excitement, sadness, suspense, warmth. Vary your voice; do not read in a flat monotone.

How to Mark Your Passage During Preparation

Use the 10 minutes wisely. Before you enter the examination room, mark your copy of the passage with these simple symbols:

Symbol	Meaning	Where to Use
/ (single slash)	Short pause	After a comma, before a conjunction like “and” or “but”
// (double slash)	Full stop/long pause	At the end of a sentence or paragraph
underline	Stress this word	Key content words (nouns, verbs, adjectives, adverbs)
arc above phrase	Read as one group	Phrases that belong together (e.g. “the old wooden house”)
circle	Tricky word — practise	Words you find hard to pronounce

Example of a marked sentence:

The frightened / child // ran as fast as he could / through the dark, / narrow alleyway.//

What Examiners Listen For

Examiners mark you on these specific areas:

Word recognition accuracy — Did you read every word correctly, without skipping or substituting words?
Pronunciation of individual sounds — Are vowels and consonants sounded correctly? (e.g. “three” not “tree”, “world” not “word”)
Stress and rhythm — Do content words receive more emphasis than function words?
Phrasing and pause — Do your pauses fall in logical places that reflect the meaning?
Tone and expression — Does your voice reflect the feeling of the passage (e.g. tension, joy, sorrow)?
Fluency — Is your reading smooth, without unnecessary repetitions or long hesitations?

Pace Tips

Aim for a conversational reading speed — not too fast, not painfully slow.
If you feel nervous and are rushing, breathe in at full stops before continuing.
If you stumble on a word, do not repeat the whole sentence — simply correct the word and move on calmly.
Practise timing: a 150-word passage should take approximately 60–75 seconds at a good pace.

Reading Aloud — Key Tips

Stress content words, not function words.
- Content words (carry meaning): nouns, main verbs, adjectives, adverbs — read these slightly louder and slower.
- Function words (grammar connectors): articles (a, the), prepositions (in, on), conjunctions (and, but) — read these lightly.
- Example: “The girl ran quickly across the bridge.” (bold = stressed)
Pause at commas and full stops.
- Commas = take a short breath.
- Full stops = take a longer pause, let the sentence land before moving on.
Do not read too fast.
- Speed is the number one mistake. When anxious, students rush. Consciously slow down.
Practise out loud every day.
- Silent reading does not prepare you. You must practise speaking aloud — newspapers, storybooks, any printed text.
- Record yourself and listen back. Notice where you rush or mispronounce.
Use tone to bring the passage to life.
- If the passage describes something scary, let tension into your voice.
- If it is warm and happy, smile slightly — it genuinely changes your tone of voice.
Look up at the examiner briefly once or twice — this shows confidence and natural communication.

Component 2 — Stimulus-Based Conversation (25 marks)

The examiner shows you a real photograph (a photo of a real-life scene, not an illustrated poster or text-based graphic). You look at the photograph together with the examiner, who then asks you 3 independent questions.

2026 Update: The stimulus is now a real photograph — an authentic image of a real scene involving real people, places or events. It is not the text-based visual poster format used in earlier years.

The questions are independent — each one does not build on the previous answer. Each question may take a different angle on the photograph.

Marking Criteria

Area	What Examiners Look For
Communication	Can you express ideas clearly and confidently?
Language	Are your sentences grammatically correct? Is your vocabulary appropriate?
Content	Are your ideas relevant, developed and thoughtful?
Engagement	Do you speak naturally and maintain the conversation?

The 4 Types of SBC Questions

Type 1 — Describe What You See

You describe the photograph: people, actions, setting, atmosphere.

Useful phrases:

“In this photograph, I can see…”
“The photograph shows…”
“In the foreground / background, there is…”
“The people in the photograph appear to be…”
“The setting looks like…”

Model Answer:

“In this photograph, I can see a group of elderly people sitting together in what looks like a community centre. In the foreground, there is an old man smiling warmly while speaking to a younger volunteer. The setting looks bright and welcoming, and the people appear to be enjoying themselves. The atmosphere feels friendly and caring.”

Type 2 — Give Your Opinion With Reasons

The examiner asks what you think about an issue connected to the photograph.

Useful phrases:

“In my opinion…”
“I believe that…”
“I think this is important because…”
“One reason is that…”
“Furthermore…”
“On the other hand…”
“However, I still feel that…”

Model Answer (on a photo showing children using mobile phones in school):

“In my opinion, students should not be allowed to use mobile phones freely during school hours. I believe that because mobile phones can be a big distraction from learning. For example, students may end up playing games or browsing social media instead of paying attention to the lesson. Furthermore, excessive screen time can harm their eyesight and affect their concentration. On the other hand, I understand that phones can be useful for research. However, I still feel that this should be done only with the teacher’s permission and guidance.”

Type 3 — Relate to Personal Experience

The examiner asks if you have had a similar experience or whether something like this has happened to you.

Useful phrases:

“I have personally experienced something like this…”
“A time when I faced a similar situation was…”
“I remember once when…”
“This photograph reminds me of…”
“From my own experience…”

Model Answer (on a photo showing students helping to clean up a public space):

“I have personally experienced something like this. I remember once when my school organised a neighbourhood clean-up day. My classmates and I went around our school’s neighbourhood collecting litter and clearing fallen leaves. At first, I found it tiring, but when I saw how much cleaner the place looked afterwards, I felt very proud and satisfied. That experience taught me that even small actions can make a big difference to the community.”

The examiner asks about the wider topic connected to the photograph — why it matters, what society should do, what problems it causes.

Useful phrases:

“This is an important issue because…”
“Society should…”
“It is the responsibility of…”
“If we do not address this…”
“One way to solve this problem is…”
“I believe that both individuals and the government have a role to play…”

Model Answer (on a photo showing an overflowing rubbish bin in a park):

“This is an important issue because littering affects the health and beauty of our environment. If we do not address this, our parks and public spaces will become dirty and unpleasant for everyone. I believe that both individuals and the government have a role to play. Individuals should take responsibility for disposing of their own rubbish properly, even if they have to carry it until they find a bin. At the same time, the government can help by placing more bins in public areas and running public education campaigns. Schools should also teach students from a young age to care for the environment.”

Vocabulary Bank for SBC Discussion

To Introduce Your Opinion

“In my opinion…”
“I believe that…”
“From my perspective…”
“I feel strongly that…”
“I think…”

To Give Reasons and Examples

“This is because…”
“One reason is that…”
“For example…”
“For instance…”
“To illustrate…”
“A good example of this is…”

To Add More Points

“Furthermore…”
“In addition…”
“Moreover…”
“Not only that, but…”
“Another point is…”

To Show the Other Side

“On the other hand…”
“However…”
“Some people might argue that…”
“I understand that…”
“Although… I still believe…”

To Conclude

“Therefore…”
“In conclusion…”
“All in all…”
“To sum up…”
“This is why I believe…”

Strong Opinion Sentence Starters

“I believe that because…”
“I feel this is important because…”
“In my view, this shows that…”

8 Common SBC Photograph Topics

1. Environment

Sample photograph: People picking up litter on a beach / a polluted river / recycling bins

Sample questions:

What do you see in this photograph?
Why is it important to keep our environment clean?
What can young people like you do to protect the environment?

Model Answer (Why is it important?):

“I believe that keeping our environment clean is extremely important because a dirty environment harms both nature and people. For example, plastic waste that ends up in our oceans kills marine animals and pollutes the water we depend on. Furthermore, a clean environment makes Singapore a more pleasant and healthy place to live. I think everyone — from individuals to large companies — has a responsibility to reduce waste and protect nature for future generations.”

2. Technology

Sample photograph: A child using a tablet / people on their phones at a family dinner / students doing coding

Sample questions:

What do you see happening in this photograph?
Do you think children spend too much time on devices? Why?
How has technology changed the way we learn?

Model Answer (Too much time on devices?):

“In my opinion, many children today do spend too much time on devices. I believe that because I have noticed that some of my peers are always on their phones even during mealtimes or family outings. This is a concern because excessive screen time can lead to problems such as poor eyesight, disrupted sleep and reduced face-to-face communication skills. On the other hand, technology can be very useful for learning and staying connected. However, I feel that children need to find a healthy balance and set clear limits on their screen time.”

3. Helping Others

Sample photograph: Volunteers serving food at a community kitchen / someone helping an elderly person cross the road

Sample questions:

Describe what is happening in the photograph.
Have you ever helped someone in need? Tell me about it.
Why is it important for people to help others?

Model Answer (Why help others?):

“I believe it is very important for people to help others because it builds a stronger and more caring community. For example, when we help those who are less fortunate, we show them that they are not alone and that society values every member. Furthermore, helping others can bring a sense of purpose and happiness to the helper as well. From my own experience, I once helped an elderly neighbour carry her groceries, and she thanked me so warmly that I felt genuinely happy for the rest of the day. I think kindness has a ripple effect — one act of generosity can inspire others to do the same.”

4. School Life

Sample photograph: Students working together on a project / a classroom lesson / a school sports event

Sample questions:

What do you see in this photograph?
Do you prefer group work or individual work? Why?
What is the most important thing you have learnt in school?

Model Answer (Group vs individual work?):

“I personally prefer group work, although both have their advantages. I believe that group work is more effective because it allows us to hear different ideas and perspectives. For example, when my group worked on a science project together, each of us contributed different strengths — one person was good at research, another at presenting, and I helped with writing. On the other hand, individual work teaches us to be independent and fully responsible for our own learning. However, I still feel that the teamwork and communication skills gained from group work are very valuable for our future.”

5. Family

Sample photograph: A family having a meal together / a parent helping a child with homework / a multi-generational family outing

Sample questions:

What do you see in this photograph?
How does your family spend time together?
Why is spending time with family important?

Model Answer (Why family time is important?):

“In my opinion, spending time with family is very important because family is our strongest support system. I believe that because the bond we build with our family members gives us a sense of belonging and security. For example, when I am stressed about school, talking to my parents always helps me feel calmer and more confident. Furthermore, family time creates lasting memories and strengthens relationships. In today’s busy world, it can be easy to take family for granted, but I think we should make the effort to put aside our devices and truly connect with the people we love most.”

6. Community

Sample photograph: A community event in an HDB void deck / residents gardening together / a Residents’ Committee activity

Sample questions:

Describe what is happening in this photograph.
Have you taken part in any community events? What was it like?
Why is a strong sense of community important in Singapore?

Model Answer (Why community matters?):

“I think a strong sense of community is especially important in Singapore because we live in a densely populated, multi-racial society. I believe that when neighbours know and care for one another, it creates a safer and more harmonious place to live. For example, in times of crisis — such as during a flood or illness — neighbours who know each other are more likely to offer help. Furthermore, community events help people from different backgrounds come together and build mutual understanding. I feel that each of us has a role to play in contributing to our community, even through small actions like greeting our neighbours or volunteering at local events.”

7. Health

Sample photograph: People exercising in a park / children eating healthy food / a doctor speaking to a patient

Sample questions:

What do you see in this photograph?
How do you keep yourself healthy?
Why is it important for young people to develop healthy habits early?

Model Answer (Healthy habits from young?):

“I strongly believe that it is important for young people to develop healthy habits early because the habits we form in childhood tend to stay with us for life. For example, children who are used to eating vegetables and exercising regularly are more likely to continue these habits as adults. On the other hand, if we develop unhealthy habits such as eating junk food and spending hours sitting down, it becomes much harder to change later. Furthermore, good health allows us to study, play and live our lives to the fullest. I think schools and parents both play an important role in encouraging young people to make healthy choices every day.”

8. Responsibility

Sample photograph: A student returning a lost wallet / someone following road safety rules / a child feeding a pet

Sample questions:

What is happening in the photograph?
Tell me about a time when you took responsibility for something.
What does it mean to be a responsible person?

Model Answer (What is responsibility?):

“To me, being a responsible person means doing what you are supposed to do even when no one is watching. I believe that responsibility is one of the most important qualities a person can have. For example, if I make a mistake, taking responsibility means admitting it and trying to make things right, rather than blaming others. From my own experience, I remember once forgetting to return a library book on time and having to pay a fine. Instead of hiding it, I told my mother, apologised and made sure to be more careful afterwards. I think that small acts of responsibility in our daily lives — keeping promises, completing our tasks and looking after our things — build the kind of character that others can trust and depend on.”

Common Mistakes and How to Avoid Them

Reading Aloud — Common Mistakes

Mistake	How to Avoid It
Reading too fast	Practise slowing down. Breathe at full stops.
Monotone voice (no expression)	Mark the tone of the passage before reading. Ask: is this happy, tense, sad?
Mispronouncing words	Circle hard words during preparation. Practise them. Do not guess silently — say them aloud.
Swallowing word endings (e.g. saying “runnin” instead of “running”)	Consciously end every word fully, especially “-ing”, “-ed”, “-s” endings.
Losing your place and repeating lines	Use your finger to track your position on the passage.
Flat stress — not emphasising key words	Underline content words during preparation and practise stressing them.
Starting too quickly before settling	Take one breath, look at the first line, then begin calmly.

SBC — Common Mistakes

Mistake	How to Avoid It
Answering in one sentence only	Always develop your answer: give a reason, an example, or a personal connection. Aim for at least 4–5 sentences per answer.
Saying “I don’t know”	If you are unsure, begin with “I think…” or “From what I can see…” — never say nothing.
Describing only the obvious	Go deeper. Mention atmosphere, feelings, possible reasons.
Using Singlish or incomplete sentences	Speak in full sentences. No “very good one lah” — say “I think it is very effective because…”
Giving opinions without reasons	Always follow “I think…” with “because…” or “This is because…”
Forgetting to relate to personal experience	When asked, always give a real or plausible example from your own life.
Speaking too softly	Speak up confidently. The examiner needs to hear every word clearly.
Fidgeting or avoiding eye contact	Sit up straight, look at the examiner naturally, and speak as if you are having a normal conversation.

Exam-Day Preparation Checklist

The Night Before

[ ] Read a newspaper article or short story aloud — practise pacing and expression.
[ ] Review your vocabulary list (opinion starters, connectors, topic words).
[ ] Get at least 8 hours of sleep. Being rested makes a significant difference to your voice and confidence.
[ ] Prepare your school uniform and stationery the night before to avoid morning stress.

The Morning Of

[ ] Eat a proper breakfast — your brain and voice need energy.
[ ] Drink water — staying hydrated helps your voice.
[ ] Avoid talking loudly or shouting before the exam — warm up your voice gently instead.
[ ] Arrive at school on time and stay calm.

During Preparation Time (the 10 minutes before you go in)

[ ] Read the passage through once silently for meaning.
[ ] Read it through again and mark it: pauses (/), full stops (//), stressed words (underline), tricky words (circle).
[ ] Identify the tone: is the passage tense? Warm? Descriptive? Exciting?
[ ] Mouth the passage quietly to yourself (do not disturb others — just mouth or whisper).
[ ] Calm your breathing — inhale slowly for 4 counts, exhale for 4 counts.

Inside the Examination Room

[ ] Greet the examiner politely and sit up straight.
[ ] For Reading Aloud: take one breath before starting, then read at a steady, expressive pace.
[ ] For SBC: look at the photograph carefully before answering. It is fine to take a moment to think.
[ ] Speak clearly and at a good volume — not too loud, not too soft.
[ ] If you do not understand a question, politely ask the examiner to repeat it: “Could you please repeat the question?”
[ ] Give full, developed answers — not one-word replies.
[ ] Stay calm if you make a mistake — correct yourself naturally and keep going.

Quick-Reference Summary Card

PACT for Reading Aloud

P — Pronunciation (every sound correct)
A — Articulation (clear, open mouth)
C — Clarity (steady, audible pace)
T — Tone (match the mood of the passage)

4 SBC Question Types

Describe — what you see in the photograph
Opinion — what you think, with reasons
Personal experience — a time when something similar happened to you
Broader issue — why it matters to society; what should be done

5-Sentence Answer Formula

State your view — “In my opinion…”
Give a reason — “This is because…”
Give an example — “For example…”
Acknowledge the other side (optional) — “On the other hand…”
Conclude — “Therefore, I believe that…”

Top 5 Sentence Starters to Memorise

“In my opinion, … because…”
“For example, …”
“Furthermore, …”
“On the other hand, …”
“I believe that … because…”