2023 O’LEVELS ORAL ENGLISH 1184 DAY 8: SPORTS

Posted on 03/08/202324/08/2023 by thelearningspace.sg

2023 O’LEVELS ORAL ENGLISH 1184 DAY 8: ORAL QUESTION (TEAMWORK)

Video: Candidates were shown a 1-min video of a group of youngsters playing a ball sport.

How to tackle the Oral Planned Response Question:

For planned response, students must present a 2-minute response (usually this means two PEEL Paragraphs) to answer the question. You can refer to your written notes. Use 5Ws and 1H when you are brainstorming for answers. Be certain to answer the prompt, identify keywords and present your thoughts confidently. Refer to our earlier post on O’levels 1184 Planned Response Format.

Planned Response Question:

“Do you think the activity shown in the video has any value? Why or why not?”

Suggested Approach

Candidates need to briefly state how the video shows participants playing ball sports which involve games and activities that revolve around using a ball as a central element. Candidates can illustrate how these activities can promote physical fitness, skill development, teamwork, social interaction, and overall well-being especially during times of stress.

Others may argue that they feel the activity lacks value because they may lack a personal interest and may not see the appeal or value in participating in the activity. Candidates may add that such contact sports can be violent or how it lacks intellectual value due to their own experiences.

Note: You should address the examiner’s question directly and focus on building two PEEL paragraphs and relate the video (briefly) to the question. The two points for your answers should not be too similar and it should have personal observations / examples. The planned response is around two mins long. (2 PEEL 1 adjective + explain with evidence)

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Spoken Interaction (Teamwork)

Are there opportunities for you to learn to work with others?

Suggested Approach: Candidates can start their opinion clearly and briefly explaining the avenues available to them to collaborate with others. From classroom projects, CCA to outdoor camps adventures, candidates can cite how they worked together with others such as they collaborate on projects like making videos for literature project or working together to volunteer at a home doing cleaning or similar activity.

Important Note: You should use strong expressions, provide examples / own personal experience to substantiate your points. Do not get flustered if oral examiners ask you additional questions.

2) Do you think schools should focus more on team or individual achievements? Why do you say so?

Suggested Approach:

State your stand clearly.

Candidates should note that question is asking about what schools should focus on. For those in support of team achievements, candidates can cite examples of how focusing on team achievements benefit the school as a greater whole and how it builds towards values like a more supportive, caring society, nurturing students who focus more on collective good.

On the flip side, those in favour of individual achievements can argue that schools should dedicate more emphasis on individual achievements because in doing so, they recognises and values the unique strengths, talents, and efforts of each and every student. By acknowledging individual accomplishments, it will boosts students’ self-esteem and confidence. Candidates can explain how this mirrors the roles of schools and how school is a place where it nurtures the unique talents of each student and empowers them to be their authentic selves hence individual achievements should take precedence.

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How to get distinction for your English Oral Examinations – 2023 O’LEVELS ENGLISH ORAL DAY 7: (SPORTS)

Posted on 02/08/202303/08/2023 by thelearningspace.sg

2023 O’LEVELS ENGLISH ORAL DAY 7: (SPORTS)

Video: Candidates were shown a 1-min video of two boys playing table tennis.

How to tackle the Oral Planned Response Question:

For planned response, students must present a 2-minute response (usually this means two PEEL Paragraphs) to answer the question. You can refer to your written notes. Use 5Ws and 1H when you are brainstorming for answers. Be certain to answer the prompt, identify keywords and present your thoughts confidently. Refer to our earlier post on O’levels 1184 Planned Response Format.

Planned Response Question:

“Do you think training has taken the fun out of playing table tennis for the two boys? Why or why not?”

Suggested Approach

Candidates should take a clear stand and explain why they feel that training is important or it is unnecessary and kills joy.

Some candidates can share their own experience of how they stopped playing sports because it became demanding, lamenting how the enjoyment is gone as the pressure to compete is too overwhelming.

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Others may assert that enjoyment is about the happiness derived from pursuing your potential and your passion. It’s about getting better at the sport and how training helps one to get there. Anyone who runs marathons knows that distance running is not always pleasurable, but it can bring great joy.

The planned response is around two mins long. (2 PEEL paragraphs)

Spoken Interaction (Sports)

Do you think it is beneficial to play competitive sports?

Suggested Approach:

Candidates can start with giving personal accounts or observations of peers, siblings who play sports and how it benefited them in terms of character building, fostering teamwork and more. For those who play soccer, candidates can share how they joined a competitive soccer team in their school (playing in NSG if applicable and how as training for NSG is demanding, they learn to organise time better).

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Candidates can explain how their participation in sports contributed to various positive changes in their life such as building tenacity, fostering a better sense of teamwork and learning to collaborate with others. Success in competitive sports is often determined by factors like skill, strategy, teamwork, physical fitness, and mental strength.

Candidates can point out how while the goal is to win, competitive sports also emphasise fair play, respect for opponents, and the development of valuable life skills such as discipline, perseverance, and leadership.

Other candidates who are of the opposing view can cite how factors like

Competitive sports can sometimes be toxic or overly aggressive competitive sports culture which may foster unhealthy rivalries and diminish the positive aspects of sportsmanship. Candidates can give example of their experiences in their CCA to substantiate)
Balancing intense training and competition with academic or professional commitments can be highly exhausting both mentally and physically. To commit to training hours required by competitive sports can be challenging and may adversely affect other aspects their lives.
Risk of Injuries: Competitive sports often involve physical contact and high-intensity activities, increasing the risk of injuries, particularly in contact sports.

Important Note: You should use strong vocabulary, provide examples / own personal experience to substantiate your points. Do not get flustered if oral examiners ask you additional questions.

2) We place too much emphasis on academic achievements compared to sporting talents. What are your views?

Suggested Approach:

To compete in a highly competitive global landscape, a country facing scarcity in natural resources like Singapore will be more inclined to prioritize academic excellence to ensure their population are well-prepared for the challenges of the future.

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Candidates should consider the different stakeholders (individual basis, societal and governmental basis). Candidates can share how they experience first hand how academics are often prioritised over sports (e.g. emphasis on STEM).

At the same time, they can point out how they are witnessing gradual changes which are in place reinvigorate sports participation such as the announcement by Minister for Culture, Community and Youth Edwin Tong last year that $20 million will be committed to a plan to ramp up and cater to the increasing demand for sport.

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2023 O’LEVELS ORAL ENGLISH DAY 6: TECHNOLOGY

Posted on 01/08/202303/08/2023 by thelearningspace.sg

2023 O’LEVELS ORAL ENGLISH DAY 6: ORAL QUESTION (TECHNOLOGY)

Video: Candidates were shown a 1-min video of robot singing and entertaining a child.

How to tackle the Oral Planned Response Question:

For planned response, students must present a 2-minute response (usually this means two PEEL Paragraphs) to answer the question. You can refer to your written notes. Use 5Ws and 1H when you are brainstorming for answers. Be certain to answer the prompt, identify keywords and present your thoughts confidently. Refer to our earlier post on O’levels 1184 Planned Response Format.

Planned Response Question:

“Has your opinion of technology changed after watching the video?” Why or Why not?

Suggested Approach

Candidates can briefly share their own or illustrate how a common opinion that most would have about technology is that it lacks authenticity. After watching the video, it seems to suggest the capabilities of robots are capable of building and genuine connections. They may point out that in this modern age with families have fewer children or how increasingly children are inundated with stress, robots can provide emotional support and can help children alleviate stress/boredom during a time of high stress such as being cooped up at home during the pandemic.

Other candidates may posit that they still believe that virtual interactions and online experiences cannot match the depth and value of in-person interactions even after watching the video.

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Spoken Interaction (Technology)

Can technology replace teachers?

Suggested Approach: Candidates can start their opinion clearly and briefly explaining the context of this digital era and how with the integration of Artificial Intelligence (AI), virtual classrooms, and personalized learning platforms may result in some arguing that technology has the potential to replace teachers in the future.

Candidates can share their own experiences of them being able to access information online or learn through MOOC (Khan Academy, Coursera) hence replacing the function/need of having teachers. Some may point out how youtube and other social media has provided an abundance of online resources. Those who feel that teachers cannot be replaced can cite personal examples of pastoral support they received from teachers, memories built in school, influences they felt from their teachers and how once actions of their teachers has touched their hearts, something that technology will never do.

For well considered responses, candidates need to recognise the how certain capabilities (of teachers) can be supported by technology, however to say that it will replace would be too far fetched.

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Important Note: You should use strong expressions, provide examples / own personal experience to substantiate your points. Do not get flustered if oral examiners ask you additional questions.

2) Technology has greatly improved teaching and learning in schools. What are your views?

Suggested Approach:

State your stand clearly.

Candidates should first point out what has changed with technology, some may cite technology being a facilitator or SLS/HBL which has made learning more fluid and interactive. A past and present comparison approach will be good as candidates can cite examples of how without technology, in the past, classroom learning is monotonous. Now with Kahoot! and other quiz apps, learning has been gamified.

On the flip side, technology is double edged sword which sometimes distract students, pulling them away from the learning goals or misinformation lurks and students need to know how to evaluate the reliability of a website.

Candidates need to be mindful that the question ask about ‘teaching’ and ‘learning’. On aspects of learning, candidates can point out how some apps have allowed them to break down complex content or skills into manageable chunks and how these apps using algorithms, can provide students with practice in recalling important information.

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2023 O’LEVELS ORAL ENGLISH DAY 5: ORAL QUESTION (EDUCATION)

Posted on 01/08/2023 by thelearningspace.sg

Some Stufd

2023 O’LEVELS ORAL ENGLISH DAY 5: ORAL QUESTION (EDUCATION)

Video: Candidates were shown a 1-min of students in a science lab.

How to tackle the Oral Planned Response Question:

For planned response, students must present a 2-minute response (usually this means two PEEL Paragraphs) to answer the question. You can refer to your written notes. Use 5Ws and 1H when you are brainstorming for answers. Be certain to answer the prompt, identify keywords and present your thoughts confidently. Refer to our earlier post on O’levels 1184 Planned Response Format.

Planned Response Question:

“Would you and your friends prefer hands-on-learning as shown in the video?” Why or Why not?

Suggested Approach

Candidates can briefly share their own experiences on how and why experiential learning is preferred with reasons like less mundane and more engaging. Most can share experiences like how hands-on experience in science labs help them to master content and gain a deeper understanding of the concepts they are learning compared to pure regurgitation of content or being confined in the walls of classrooms. Some may even share how in the scenario of classroom learning, the sound of the teacher’s voice may become a drone after an hour of class, or the words in a passage of text may blur together as eyes become tired.

Candidates should be able to recount their own ALP experiences in school where they had the opportunity to delve into real-world projects. For instance, (Maker Workshop / Design Thinking Workshop). Some candidates can share their hands-on learning experiences in constructing science-related modules like building a solar toy car or learning coding with Microbits so as to solve a real-world challenge related to “Energy” or “Aging”.

For well considered responses, candidates should point out while traditional methods of learning have their merits, there is something uniquely captivating and enriching about engaging in hands-on experiences that invigorate their curiosity and ignite their passion for knowledge.

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Note: You should address the examiner’s question directly and focus on building two PEEL paragraphs and relate the video (briefly) to the question. The two points for your answers should not be too similar and it should have personal observations / examples. The planned response is around two mins long. (2 PEEL 1 adjective + explain with evidence)

Spoken Interaction (Studying)

What are the advantages and disadvantages of studying in groups?

Suggested Approach: Candidates can start with briefly explaining the pros and cons of studying in a group such as distractions in group setting or how some members in the group can be more dependent on others / contribute less to the group.

Merits could include how group study allows students to collaborate and learn from each other. By discussing concepts and sharing ideas, individuals can gain a deeper understanding of the subject matter. Candidates need to share their own experiences such as how they managed to benefit from group studying. For instance, candidates could have struggled with understanding science concepts and decided to form a study group with a few classmates. In their study group, each member took turns explaining specific topics they had researched, and they engaged in lively discussions to ensure everyone understood the concepts thoroughly.

Important Note: You should use strong vocabulary, provide examples / own personal experience to substantiate your points. Do not get flustered if oral examiners ask you additional questions.

2) Some say that academic grades are not as important as what you learn in school. What do you think?

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Suggested Approach:

State your stand clearly. Some candidates may lament that in a hyper competitive society that we live in, it is hard to not place emphasis on academic grades (given the pressure society and parents (ourselves) put upon us). Others may also mention how grades open doors, how the civil service for example look at grades first before even extending any opportunities for interviews or scholarship.

For well considered responses, candidates should acknowledge how some may feel this way but go on to assert their own views. They may point out how the goals of education such as importance of schooling lies in the learning experiences that shape individuals into well-rounded and capable individuals.

For instance, candidates can point out how they learn about character development in schools through camps, CCE lessons and how values such as empathy, resilience, and ethical decision-making are being instilled in school. All these being essential skills they need to thrive in their future careers, much more than just grades.

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O’Levels English Literature 2065 – How We Live Now

Posted on 30/07/202303/08/2023 by thelearningspace.sg

O’Levels English Literature Tuition 2065 – How We Live Now

Humanities (Social Studies, Literature in English) 2262 Elective Literature/SS

‘How We Live Now’ is a chosen text for students taking O’Levels Literature in English (Syllabus 2065). It is a MOE Cambridge O-Level text for students taking exams from year beginning 2024.

This book is a compilation of Short Stories by Writers in Singapore, revolving around issues, themes concerning Singaporean settings and daily living on our sunny shores.

Close to Home By Jinny Koh

An excerpt

Plot Summary:

Told from the first person perspective of Nicky, readers are given a first hand recount of the narrator’s experience of being sent to live with a neighbourhood Aunty as his mother who is suffering from cancer could no longer take care of him for the moment.

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During the short stay, Nicky discovers Aunty Loh’s past and current struggles, from an estranged husband to her own daughter suffering a miscarriage. On a fateful day, Aunty Loh’s flat caught fire. After the fire, Aunty Loh sold her flat and disappeared from Nicky’s life.

Characters:

Nicky the Narrator	Aunty Loh	Nicky’s mother
Nicky’s Father	Aunty Loh’s Daughter Peifen	Aunty Loh’s husband Uncle Loh

Points to note for this short story:

Relationships: Nicky and Mother

What is the relationship between Nicky and his mother like? Does Nicky openly express his views and feelings to his mother? Does he have love and affection for his mother? Why does he fear that ‘each time her eyes closed, they might never open again.’ (Pg 27) How was he like when he was preparing Mother’s Day card and why was he “embarrassed” by his own card? Do you think he yearns for her mother while being separated from her? How was that revealed? Was it through his actions such as how he often ‘peer(s) outside Aunty Loh’s window at the common corridor’ with the hope of ‘(catching) a glimpse of (his) mother’.

Relationships: Nicky and Aunty Loh

How would you describe Nicky’s connection with Aunty Loh? Did his opinions of her changed over time or was it always the same from beginning to end. Do you recall how Aunty Loh greeted Nicky when he arrived (see page 24 of the text) what did she say? What does that tell about her attitude? Similarly, was Nicky acting the same way to Aunty Loh from the beginning of his stay at Aunty Loh’s house to the end? Many interactions between them shows how their relationships evolved, for instance, Nicky helping to thread the needle for Aunty Loh when sewing the pillow for Peifen’s baby. We witness how she taught Nicky how to thread the needle and Nicky helping to clear up the sewing materials when Aunty Loh dozed off. (see page 32 of the text).

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Preparing for Exams:

Possible Question:

How does the writer make Aunty Loh an likeable / affable character?

Characters bring the readers on the journey. Writers often capture the interests of readers by creating relatable, likeable characters.

In the short story, ‘Close to Home, Aunty Loh is presented to be someone relatable that quickly captures readers’ hearts.

Here’s a quick questions-checklist that you can use to see if writer manages to make you like her.

1) Is Aunty Loh relatable? Most of us reader prefer characters that are interesting and relatable.

2) Is Aunty Loh’s behaviour, antics funny?

3) What makes Aunty Loh stand out?

4) Does Aunty Loh have sympathy?

5) Did Aunty Loh encounter some personal setbacks?

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2023 ENGLISH O’LEVELS 1184 ORAL DAY 4 (HAZE/ENVIRONMENT)

Posted on 28/07/202328/07/2023 by thelearningspace.sg

Our planet’s alarm is going off, and it is time to wake up and take action!

O’LEVELS ENGLISH DAY 4: 2023 ORAL QUESTION (ENVIRONMENT-HAZE)

Video: Candidates were shown a 1-min of haze in Singapore with people walking around in their masks

(As you should already know, the sound in the video is immaterial. Focus on the content and subject.)

How to tackle the Oral Planned Response Question:

For planned response, students must present a 2-minute response (usually this means two PEEL Paragraphs) to answer the question. You can refer to your written notes. Use 5Ws and 1H when you are brainstorming for answers. Be certain to answer the prompt, identify keywords and present your thoughts confidently. Refer to our earlier post on O’levels 1184 Planned Response Format.

Planned Response Question:

“How do you think the haze will impact people who live in the city?”

Suggested Approach

Candidates can mention how people of different health conditions, ages and trades are affected by the haze. From productivity, cancellation of school events, school closures to respiratory illness spikes and cancellation of travel plans, all these are consequences of haze upon people who reside in the city. Candidates need to ensure that they elaborate on their points rather than list down all the problems. For instance, candidates can point out that haze worsen the air pollution in city and exacerbate the respiratory health problems of those with asthma.

Candidates can cite how haze will limit their outdoor activities. For instance, haze may have affected their school’s sports day / CCA. With the air quality deteriorated dramatically due to haze caused by forest fires in the region, people limit their outdoor activities finding themselves confined to indoors / at home /in classrooms, feeling a sense of frustration and helplessness. Others may cite the lack of visibility affects driving conditions and how drivers may have problems navigating around and they may resort to drive with full headlights on a brightly-lit street due to the thick haze.

Note: You should address the examiner’s question directly and focus on using strong adjectives to relate the video to the question. The two points for your answers should not be too similar and it should have personal observations / examples. The planned response is around two mins long. (2 PEEL 1 adjective + explain with evidence)

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Our planet’s alarm is going off, and it is time to wake up and take action! – Leonardo DiCaprio

Spoken Interaction (Environment)

Do you think that protecting the environment is important to us?

Suggested Approach:

Candidates can point out being a young person, they/we are the ones who will bear the brunt of climate change impacts in the future. It is hence pivotal for youths to prioritise protection of the environment as this would mean that we/they are safeguarding their own well-being. From a personal perspective, one can cite how one have a deep appreciation for the beauty of nature. By caring for the environment, they ensure that posterity can continue to enjoy and be inspired by the wonders of the natural world.

Important Note: You should use strong vocabulary, provide examples / own personal experience to substantiate your points. Do not get flustered if oral examiners ask you additional questions.

2) Do you think that human activities are carried out at the expense of the environment?

Suggested Approach:

State your stand clearly.

Candidates can start by briefly explaining what type of human activities they are going to cite—the burning of fossil fuels, extensive land and water use, overfishing, deforestation—all of these have been increasingly disruptive to Earth’s atmosphere, oceans, and land surface over the past 50 years, before moving on to cite how these disruptions pose serious threats to human health and wellbeing.

Those in agreement should state that although they are aware that efforts are made to mitigate the effects of human activities yet clearly with the rise of global warming, this is clear evidence that anthropogenic activities is deepening the climate crisis.

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For well considered responses, candidates need to point out there are positive human activities and sustainability efforts are on the rise by governments (Singapore 2030 Green Plan), corporations and how individuals to work towards sustainability. For instance, Singapore is expected to get its first hydrogen-ready power plant by the first half of 2026 as the Singapore transitions its power sector into one using less carbon-emitting fuels. Countries are adopting renewable energy sources such as solar, wind, or hydroelectric power for electricity generation reduces reliance on fossil fuels and lowers greenhouse gas emissions. Individuals are embracing a minimalist lifestyle by reducing consumption and these human activities can have a positive impact on the environment.

Remember as always, we are listening out for your ability to organise your points with clear articulation and style, your ability to engage the examiners with sound, interesting and relevant content will push your grades further to distinction.

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O’LEVELS ENGLISH DAY 3: 2023 ORAL QUESTION (ENVIRONMENT/NEIGHBOURHOOD)

Posted on 28/07/202328/07/2023 by thelearningspace.sg

2023 O’LEVELS ORAL ENGLISH DAY 3: ORAL QUESTION (ENVIRONMENT /NEIGHBOURHOOD)

Video: Candidates were shown a 1-min of Marina Barrage, which some may know as a place of recreation. The rooftop park part of the dam is especially popular with families as they spend time there picnicking and kite flying or simply taking in the stunning sunsets.

How to tackle the Oral Planned Response Question:

For planned response, students must present a 2-minute response (usually this means two PEEL Paragraphs) to answer the question. You can refer to your written notes. Use 5Ws and 1H when you are brainstorming for answers. Be certain to answer the prompt, identify keywords and present your thoughts confidently. Refer to our earlier post on O’levels 1184 Planned Response Format.

Planned Response Question:

“Should there be more of such open spaces in Singapore?” Why or Why not?

Suggested Approach

Candidates must pay attention to the setting and think where/what is this place/event and what’s going on? Candidates can consider the advantages of having such greenery in a modern city like Singapore where we are often called a concrete jungle. Through sharing of their own personal experiences such as how these open spaces and greenery provide areas for candidates to do recreational activities, exercise, and relaxation, contributing to a healthier and more vibrant lifestyle.

For instance, candidates can express their own preferences for such open spaces as it allows them to step away from their devices or take a break from the monotony of their student lives/studies and go outdoors or how it helps them to reduce stress, anxiety. Others may recount learning journeys they had to green spaces such as Botanic Gardens and how they enjoyed it immensely.

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Spoken Interaction (Neighbourhood)

What suggestions can you give to improve your neighbourhood?

Suggested Approach: Candidates can start with briefly explaining where/what kind of neighbourhood they reside in. Possible ideas include having more cycling paths or existing footpaths to be widened so as to create more space for walking and cycling. Candidates can mention how they feel that more cycling paths will allow them to travel to school safely, reduce morning / peak hours congestion and how these improvements will promote walking and cycling promotes physical activity and a sense of community.

Other candidates may feel strongly that their neighbourhood can have more facilities for youths such as study rooms at void decks, parks with features that appeal to young people, such as skate parks, outdoor fitness equipment, and spaces for creative expression and art installations.

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Important Note: You should use strong vocabulary, provide examples / own personal experience to substantiate your points. Do not get flustered if oral examiners ask you additional questions.

Green spaces play a role in climate change resilience by absorbing carbon dioxide and providing shade, helping Singapore adapt to the impacts of climate change.

2) Do you agree that it is important to have greenery in your environment?

Suggested Approach:

State your stand clearly.

Candidates should first point out that in an increasingly urbanized world, cities like Singapore face numerous challenges, including pollution, mental health issues, and declining biodiversity due to urbanisation. Amidst these challenges, the importance of greenery in cities cannot be overstated. Green spaces, such as parks, gardens, and trees, play a pivotal role in enhancing the quality of life for urban dwellers and society as a whole.

For well considered responses, candidates need to point out that Singapore is a land-scarce nation, allocating space for greenery may be challenging (citing the zoning of Bukit Brown and Dover Forest in Ulu Pandan for residential use. Candidates of the opposing view may cite how while greenery / nature is an important buffer against climate change, Singapore being a small nation had to make difficult trade-offs because of its size and to ensure future generations had a place to live.

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2023 O’LEVELS ENGLISH 1184 DAY 2: ORAL QUESTION (ELDERLY)

Posted on 26/07/202328/07/2023 by thelearningspace.sg

O’LEVELS ENGLISH 1184 DAY 2: 2023 ORAL QUESTION (ELDERLY)

Planned Response Question (Topic: Elderly)

Video: Candidates were shown a 1-min video of elderly women coming together to make wigs.

How to tackle the Oral Planned Response Question:

For planned response, students must present a 2-minute response (usually this means two PEEL Paragraphs) to answer the question. You can refer to your written notes. Use 5Ws and 1H when you are brainstorming for answers. Be certain to answer the prompt, identify keywords and present your thoughts confidently. Refer to our earlier post on O’levels 1184 Planned Response Format.

Planned Response Question:

“Are the elderlies in the video making good use of their time? Why or why not?”

Suggested Approach:

Candidates are to present a 2-mins response on why they feel that or don’t feel that the Seniors in the videos are doing something meaningful with references to what the Seniors are doing in the video. Candidates can explain how it is heartening to see the elderly engaging themselves in such gainful employment and how this gives seniors a sense of purpose and fulfillment. It provides them with opportunities to contribute to society, stay engaged, and feel valued for their skills and experience. This sense of purpose can positively impact their mental and emotional well-being, reducing the risk of feelings of isolation or boredom.

Well considered responses can mention how they are engaging in mentally stimulating activities, such as making wigs, can help maintain cognitive function and prevent cognitive decline in elderly individuals. Staying mentally active through employment/activity can contribute to better memory, problem-solving skills, and overall cognitive abilities.

Spoken Interaction

2) What do you think can be done to get the elderly to pursue lifelong learning?

Candidates can mention how the learning needs and approach for elderly may differ from younger people. Candidates can draw from their own life observations of how they witness / observe their own grandparents’ lifestyle and behaviour as they recommend solutions for these group of seniors in their golden years.

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For instance Candidates can mention how they observe that their grandparents/neighbours encounter challenges in learning such as not being able to keep pace with the class or use digital technology, to emotional hurdles like fear of speaking up in class or a lack of motivational support and learning resources. Hence to encourage them to learn, the programmes must be designed specifically to cater to their varied learning needs. Some other suggests may include how society can foster a environment that is supportive of lifelong learning or how elderlies can be partnered with youths, subsidies to be given (in doing so we breaking down barriers to provide affordable learning to Seniors.)

Q3: Do you think it is possible to bridge the generation gap between the young and the elderly?

Suggested approach:

Candidates should state their stand clearly.

For candidates who feel that it is indeed a possibility to bridge the differences between the two generations can cite how it has been said that as the saying goes “The generation gap is nothing more than a communication gap.” Candidates can then proceed to cite how with regular communication and mutual communication between the two generations, it is indeed a plausible idea.

Well considered responses will recognise how initially it may seem like an uphill task to bridge the gap between generations but in this digital age with the advent of technology, it is not as far fetched as one may imagine.

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Candidates can mention how it is possible to bring the two generations together by harnessing on powers of technology and how technology can be used in bridging the generation gap by facilitating communication, knowledge sharing, and mutual understanding between different age groups. For instance, the rise of tik tok senior influencers and how growing trend of seniors embracing technology. It is absolutely critical for candidates to be able to link the answer back to narrowing the gaps between the two generations and not digress to arguments espousing the benefits of technology.

Candidates can also mention how society and government can play a part in bringing the two generations closer, for instance, through Intergenerational Projects. Some examples that can be mentioned may include events that was held by ground-up initiative GenLab Collective in Singapore to bring together the young and older adults through games and conversations. During the event, youth-senior pairs can play games such as quiz to discover their love language, raced to complete a scavenger hunt and shared memories about objects from their childhood. In doing so, seniors share work, life experiences with these youth thus promoting intergenerational bonding. Candidates can end with how these shared activities can break down barriers and create bonds based on mutual interests and goals.

Looking for more oral notes and oral practice questions? How do you answer a O’Levels Oral Planned Response Question? Subscribe to our channel for exclusive videos, see below for oral tips like commonly mispronounced words by Singaporeans.

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O’LEVELS 2023 ORAL ENGLISH LANGUAGE 1184 DAY 1 QUESTION

Posted on 25/07/202328/07/2023 by thelearningspace.sg

O’LEVELS ENGLISH DAY 1: 2023 ORAL QUESTION (YOUTH CHARACTER)

Video: Candidates were shown a 1-min of NS men in uniform at their Passing Out Parade

(As you should already know, the sound in the video is immaterial. Focus on the content and subject.)

How to tackle the Oral Planned Response Question:

For planned response, students must present a 2-minute response (usually this means two PEEL Paragraphs) to answer the question. You can refer to your written notes. Use 5Ws and 1H when you are brainstorming for answers. Be certain to answer the prompt, identify keywords and present your thoughts confidently. Refer to our earlier post on O’levels 1184 Planned Response Format.

Planned Response Question:

“Who do you think was watching this and what were they thinking?”

Suggested Approach

Candidates must pay attention to the setting and think where/what is this event and what’s going on? It is a safe assumption to think that the people who are watching these young men are their proud parents, relatives, friends. Candidates should mention briefly as precise as you possibly can to why you conclude these are the ‘audience’ before moving on to conclude why these loved ones who are standing at the sidelines with keen anticipation, beaming with pride as they witness a proud moment in these NS men’s lives.

For instance, you could say that this is a military passing out parade which is a moment of immense pride and honour, both for the new graduates and the armed forces as a whole. It is a ceremonious occasion held to mark the successful completion of rigorous training and the official entry of our NS men recruits into the military ranks.

Stronger candidates will be able to give different emotions and not dwell on similar emotions. They should also be able to weave in good expressions into their response such as citing how these military personnel often draw strength from the support of their families, friends, and the wider community. During a passing out parade, loved ones witness the fruition of the graduates’ hard work and sacrifices. The pride felt by the recruits is magnified as they see their families’ joy and sense of accomplishment in witnessing this significant milestone.

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An interesting angle to add would be that the parents and older relatives may experience a touch of nostalgia during the passing out parade as they reminisce on the journey that led to this moment. They may remember the early years, the struggles, and the growth of their loved ones, which adds a sentimental aspect to the event. Candidates can also mention that parents may feel can also bring a sense of relief, especially if the training was physically and emotionally demanding. Seeing their children successfully complete the training reassures them that their children or friends are well-prepared for their new responsibilities.

Other possible responses include a sense of anticipation and hope as the passing out parade signifies the beginning of a new phase in the graduates’ lives, and parents and friends feel anticipation for the exciting opportunities that lie ahead as they embark on their next milestone.

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Spoken Interaction (Character Development / Youth)

What can schools and parents do to develop the character of teenagers?

Suggested Approach: You can separate parents and schools if it helps you to organise your thoughts better.

For Schools:

You can mention how schools can organise VIA / Service Learning Opportunities (Community Service / Empathy) which will allow youths to give back to their communities and allow them to foster a sense of empathy and social responsibility.
Sports / Camps OBS (Sec 3)
Offer Leadership Opportunities
Internship Opportunities

What can parents do?

Avoid being helicopter parents? Encourage autonomy, avoid mollycoddling and allow teens to develop a sense of agency. Provide them with the support they need to develop growth mindset in face of setbacks.
Parents can also nurture resilience by creating a supportive environment (just like how schools can foster a culture ) that embraces growth when encountering setbacks.

Important Note: You should use strong vocabulary, provide examples / own personal experience to substantiate your points. Do not get flustered if oral examiners ask you additional questions.

2) Do you think that every student should join Uniform Group (UG) CCA?

Suggested Approach:

State your stand clearly.

Candidates should first point out how it is like to be part of UG CCA (how UG CCA tend to put traditions, seniority, discipline as a priority or how many uniformed groups engage in leadership training, physical and outdoor activities, such as camping, hiking, first aid training, drills, and other adventure-based learning experiences. In view of this, candidates need to point out that due to our varied personalities, not all individuals will suit UG CCA. You can give personal examples like how your personality would not suit the rigorous training or discipline required in an UG.

For well considered responses, candidates need to point out the commonly acknowledged advantages of joining UG CCA yet explain how it may not suit everyone due to personality, interests, goals (such as how most students often look for CCA that align with their interests, passions, and personal development goals.) Remember as always, we are listening out for your ability to organise your points with clear articulation and style, your ability to engage the examiners with sound, interesting and relevant content will push your grades further to distinction.

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An Inspector Calls – Literature Study Notes for iGCSE/IB and Lower Secondary Literature Singapore

Posted on 04/05/202305/05/2023 by thelearningspace.sg

An Inspector Calls Literature Notes

The Inspector Calls by JB Priestly is an arguably most fascinating play that is most commonly taught and in Singapore secondary schools. In this series of “Like Lit or Not?” we have consolidated some character traits with quotations. These are quality and useful notes for students who are currently reading this book as part of IB Language Literature syllabus or their lower secondary literature. These notes are completely free and if you are still struggling with English or English Literature, reach out to our team of current and ex MOE tutors for tuition.

What is the play about?

“An Inspector Calls” is a play written by J.B. Priestley, first performed in 1945. The play is set in 1912 and follows the Birling family, a wealthy and privileged family living in England. The family is celebrating the engagement of their daughter, Sheila, to a wealthy businessman named Gerald Croft, when an unexpected visitor arrives – an Inspector who is investigating the suicide of a young woman named Eva Smith/Daisy Renton. Through the series of interrogations by Inspector Goole, the audience witness how the family members slowly reveals their various roles in the woman’s death, as each character is forced to confront their own culpability in the tragedy.

What are the themes?

The play explores the following themes

Social responsibility
Class
Morality

An Inspector Calls is scathing in its criticism of middle-class hypocrisy. The play gives voice to Priestley’s strong socialist principles, and carries a clear moral message, stressing the importance of social responsibility: ‘We don’t live alone. We are members of one body. We are responsible for each other’. The play raises questions about the interconnectedness of all human beings and the impact of our actions on others.

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Who are the characters?

The central characters in the play are members of the Birling family and Inspector Goole.

Arthur Birling – the patriarch of the Birling family in “An Inspector Calls,” He is a wealthy and successful businessman who values profit and social status above all else. As such, he represents the values of capitalism, individualism, and self-interest. Character Traits: He is a proud and arrogant man who is focused on maintaining his social status and power. We can see this in his opening speech, where he suggests that “a man has to make his own way – has to look after himself – and his family too, of course.” From this, we can see the self-serving attitudes of the wealthy and powerful people in the society.
Sybil Birling – Arthur’s wife and a member of the local Women’s Charity Organization. She bears testimony to the hypocrisy and class prejudice of the wealthy upper class in England. Character Traits: She is hypocritical and lacks empathy. We can see this when she says ‘I’m sorry she should have come to such a horrible end. But I accept no blame for it at all.’ Mrs Sybil Birling considers herself a champion of social justice and charity yet her attitudes towards those she deems beneath her, as well as her refusal to accept responsibility for her role in Eva/Daisy’s death, highlight her lack of genuine concern for others.
Sheila Birling – The daughter of Arthur and Sybil, and engaged to Gerald Croft. Sheila has a complex and dynamic character arc. Unlike her parents, she is a character that experiences growth and change throughout the play. She is initially portrayed as somewhat frivolous and shallow, but comes to show a greater sense of empathy and social responsibility as the play progresses. Character traits: Materialistic and Superficial We witness how Sheila Birling is materialistic in Act 1 when the Birlings are celebrating Sheila’s engagement.

Sheila: (who has put the ring on, admiringly) I think it’s perfect. Now I really feel engaged.

Sheila’s desire for material possession and her need to have the ring in order to feel engaged shows that she is rather materialistic.

However, we witness how Sheila changes throughout the play. Initially, she doesn’t take the investigation seriously and assumes that her family’s social status will protect them from any consequences. But as the play progresses, when the Inspector reveals that Eva/Daisy was a factory worker, Sheila is shocked and says, “But these girls aren’t cheap labor – they’re people.” This shows her growth in the course of the play as Sheila begins to recognise her own complicity in Eva/Daisy’s death and starts to take responsibility for her actions.
Eric Birling – The alcoholic son of Arthur and Sybil, who is portrayed as a troubled and insecure young man who steals from his family and hits the bottle to numb himself from life realities Character Traits: Eric is initially portrayed as irresponsible and immature, often turning to alcohol to cope with his family’s issues. He is also shown to be apathetic towards the struggles of the working class, as evidenced by his flippant attitude towards Eva Smith’s death. However, as the play progresses, Eric begins to take responsibility for his actions and express remorse for his mistakes. He acknowledges his role in Eva’s death and admits that he needs to change his ways, stating “We’ll have to start all over again, getting to know each other” (Act 3).
Gerald Croft – Sheila’s fiancé and the son of a wealthy businessman. At the start of the play, he is described to be “an attractive chap about thirty … very much the easy well-bred young-man-about-town.” Character Traits: As the play progresses, we see how he is actually an unfaithful man who cheats on Sybil Birling and toys with the feelings of Daisy Renton/Eva Smith. He manipulated the feelings of Eva and not only did he not love her as he confessed to not ‘feeling about her as she felt about’ him. He even tries to defend himself by saying that he made a mistake just like ‘nearly any man would have done.’
Inspector Goole – A highly enigmatic figure whose name rhymes with Ghoul. He arrives at the Birling house unannounced and starts to investigate the death of Eva/Daisy. He represents a force of morality and justice, and his questioning of the characters ultimately exposes their various roles in the tragedy. Throughout the play, the Inspector’s identity and purpose remain ambiguous. Was he a supernatural figure that represents the spirit of divine justice? Others have argued that he is a metaphor for Priestley’s own socialist beliefs, which emphasize the interconnectedness of all people and the need for collective responsibility.

Hope these notes are useful to students are are preparing for their literature exams or IGCSE, IB individual oral commentary (IOC).

Contact us today and let us connect you with an English or literature tutor today. Find out how our IB students from Australian International School, Hwa Chong International, ACS, Methodist Girls School manage to score 6 and 7 in their Language Literature. Our team of current and ex- MOE teachers will be able to help you achieve your academic goals. Looking for literature tuition in Singapore? Email or whatsapp us today!

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