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Stimulus-Based 
Conversation 
Prepared by Miss Pearl Ang
Format 
•Stimulus 
•Prompts
Mark Scheme 
• Mark Range: 1 – 10 mark 
• 3 Criteria for assessment 
1. Personal Response 
• Content 
2. Clarity of Expression 
• Sentence Structure 
• Grammar & Vocabulary 
3. Engagement in Conversation
Example 1 
Let’s listen to Jackson
Examiner’s Comments (Jackson) 
• Able to answer all questions but was unclear at times 
• “Had not go to the animal wonderland show of the animal show” 
• “…how they are doing in on when in the animal show…” 
• “… I have nothing else ask thing…” 
• Answers in incomplete sentences 
• Begins sentence with “Because…” 
• Incorrect structures 
• “Haven’t go”, “had went” 
• Unclear pronunciation 
• “cave”, “aquarium”, “whales”, “(did)neh not” 
• Uses topic-specific vocabulary 
Mark Band: 5 – 6
Example 2 
Let’s listen to 
Jeremy
Examiner’s Comments (Jeremy) 
• Student is able to respond to most prompts given 
• One word “yes” , “not” 
• Ends off with “don’t know” twice 
• Requires much encouragement and prompting but is able to 
respond to the questions some times 
• Response to the second prompt is not clear 
• “you can’t di sure it flee” 
• Gave some personal responses 
• “can look the animal dancing” 
• “animal is very nice to look” 
• “snake because snake is very long” 
• Long and awkward pause 
Mark Band: 3 – 4
Example 3 
Let’s listen to 
Yi Shen
Examiner’s Comments (Yi Shen) 
• Generally clear expression with correct pronunciation 
• Able to give personal responses 
• “animals… cute and adorable” 
• “I like the animals’ fur because it is very soft” 
• “I like to have a dog… Bishan Park… bring dog to jog…” 
• “dog show… nice and interesting” 
• Incorrect sentence structures at times 
• “have went” 
• “Animals is” 
• “Every time I went…” 
• Able to answer all the prompts with some development 
Mark Band: 7 - 8
Example 4 
Let’s listen to 
Shawaree
Examiner’s Comments (Shawaree) 
• Student gave personal responses that are developed without 
further prompting 
• “I prefer going to animal shows cause I have stress… reduce my 
stress” 
• “Nowadays, people have a lot of work to do… links to family 
bonding” 
• Able to express herself clearly with confidence 
• Her concluding statement 
• “I encourage….” 
• Uses topic specific vocabulary and grammatically correct 
structures 
Mark Band: 9 - 10
Changing roles of Examiners 
• No longer a test of description but a test of ability to converse 
• Not a test about how much they know but how proficient 
they are in speaking English 
• Students are only able to do well if examiners ask questions 
that lead them into conversation
Guidelines for examiners 
• Must say the initial prompt 
• Avoid monologues (by the 
students) 
• Give additional prompts to 
lead the students into 
conversational topic 
• Give the students time to 
think through their 
responses 
• Do not penalize if students 
require more questions to 
move the conversation 
along
Guidelines for Students 
1. Have eye contact with the examiner(s). 
• Do not look at the stimulus 
• Smile and show interest 
2. Listen carefully to the questions asked. 
3. Respond relevantly and appropriately. 
4. Speak in complete sentences. 
5. Do not use slang/ singlish. 
6. Do not stop at “Yes” or “No” in your answers. 
7. Elaborate with personal views/ real-life examples.

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P4 SBC Standardisation

  • 3. Mark Scheme • Mark Range: 1 – 10 mark • 3 Criteria for assessment 1. Personal Response • Content 2. Clarity of Expression • Sentence Structure • Grammar & Vocabulary 3. Engagement in Conversation
  • 4. Example 1 Let’s listen to Jackson
  • 5. Examiner’s Comments (Jackson) • Able to answer all questions but was unclear at times • “Had not go to the animal wonderland show of the animal show” • “…how they are doing in on when in the animal show…” • “… I have nothing else ask thing…” • Answers in incomplete sentences • Begins sentence with “Because…” • Incorrect structures • “Haven’t go”, “had went” • Unclear pronunciation • “cave”, “aquarium”, “whales”, “(did)neh not” • Uses topic-specific vocabulary Mark Band: 5 – 6
  • 6. Example 2 Let’s listen to Jeremy
  • 7. Examiner’s Comments (Jeremy) • Student is able to respond to most prompts given • One word “yes” , “not” • Ends off with “don’t know” twice • Requires much encouragement and prompting but is able to respond to the questions some times • Response to the second prompt is not clear • “you can’t di sure it flee” • Gave some personal responses • “can look the animal dancing” • “animal is very nice to look” • “snake because snake is very long” • Long and awkward pause Mark Band: 3 – 4
  • 8. Example 3 Let’s listen to Yi Shen
  • 9. Examiner’s Comments (Yi Shen) • Generally clear expression with correct pronunciation • Able to give personal responses • “animals… cute and adorable” • “I like the animals’ fur because it is very soft” • “I like to have a dog… Bishan Park… bring dog to jog…” • “dog show… nice and interesting” • Incorrect sentence structures at times • “have went” • “Animals is” • “Every time I went…” • Able to answer all the prompts with some development Mark Band: 7 - 8
  • 10. Example 4 Let’s listen to Shawaree
  • 11. Examiner’s Comments (Shawaree) • Student gave personal responses that are developed without further prompting • “I prefer going to animal shows cause I have stress… reduce my stress” • “Nowadays, people have a lot of work to do… links to family bonding” • Able to express herself clearly with confidence • Her concluding statement • “I encourage….” • Uses topic specific vocabulary and grammatically correct structures Mark Band: 9 - 10
  • 12. Changing roles of Examiners • No longer a test of description but a test of ability to converse • Not a test about how much they know but how proficient they are in speaking English • Students are only able to do well if examiners ask questions that lead them into conversation
  • 13. Guidelines for examiners • Must say the initial prompt • Avoid monologues (by the students) • Give additional prompts to lead the students into conversational topic • Give the students time to think through their responses • Do not penalize if students require more questions to move the conversation along
  • 14.
  • 15. Guidelines for Students 1. Have eye contact with the examiner(s). • Do not look at the stimulus • Smile and show interest 2. Listen carefully to the questions asked. 3. Respond relevantly and appropriately. 4. Speak in complete sentences. 5. Do not use slang/ singlish. 6. Do not stop at “Yes” or “No” in your answers. 7. Elaborate with personal views/ real-life examples.