PSLE 2026 Debrief · Oral, Day 2
PSLE 2026 English Oral, Day 2: the crowded bus, explained
Judging how other people feel from a photo, giving a preference with fair reasons, and telling a real experience clearly. Plus a practical guide to Reading Aloud.
On this page 11 sections
Key takeaways
- Candidates who sat Day 2 reported a photo of a crowded public bus, with questions on whether the passengers are comfortable, their favourite way to travel around Singapore, whether it is easy to find your way around, and whether they have experienced an MRT breakdown.
- The photo question asked for a judgement about other people. Strong answers make the judgement first, then prove it with clues you can see: how crowded it is, who is standing, what people are doing.
- The personal-experience question rewards a clear sequence: what happened, how you felt, how it ended, and what you learnt.
- In Reading Aloud, the most common slips we hear at P5 are dropped word endings, pauses in the wrong places and flat questions. All three can be fixed at home.
What Day 2 asked, and what it reveals
Candidates who sat the PSLE English Oral on Day 2 in 2026 described a photograph of a crowded public bus at peak hour, with many passengers on their phones. On the surface, the topic is everyday Singapore life. Underneath, the first question asked for something many P5 and P6 children find hard: seeing a situation through other people’s eyes.
The conversation reportedly moved from whether the passengers looked comfortable, to the candidate’s favourite way to travel around Singapore, to whether it is easy to find your way around, and finally to a personal experience of an MRT breakdown. If your child is in P4 or P5, two skills stand out from this set: judging how other people feel from what you can see, and telling a real experience from start to finish.
About these questions. SEAB does not publish PSLE Oral papers. The 2026 questions below are as reported by candidates and their parents after the exam, so the wording is close rather than exact. We have not reproduced any exam passage.
How the Oral is marked
40marks
The whole Oral, about 20% of PSLE English (40 of 200 marks)
15marks
Reading Aloud: reading a passage aloud, with a given situation
25marks
Stimulus-Based Conversation: talking with the examiners about a photograph
The two parts are separate tasks and, since 2025, are not linked by theme. In the conversation, we coach towards three things in every answer: relevance to the question, development of ideas with reasons and examples, and clear, accurate language. In Reading Aloud, we listen for accuracy, fluency and expression that suits the situation.
The four questions, and what each one really tests
Question 1 · The photo
Whether the people in the photo are comfortable.
What it really tests: a judgement about other people, proved with clues from the photo: how crowded it is, who is standing, what people are doing with their hands and phones.
Question 2 · Your own life
Your favourite way to travel around Singapore.
What it really tests: a preference with developed reasons and a real example, plus the maturity to compare options fairly rather than dismissing them.
Question 3 · Your opinion
Whether it is easy to find your way around Singapore.
What it really tests: an opinion backed by two different reasons and a personal example, rather than “yes, very easy”.
Question 4 · An experience
Whether you have experienced the MRT breaking down.
What it really tests: telling a real experience in order, with feelings and a lesson at the end, instead of a one-line “yes” or a rambling story.
The stronger answer for each question below is the model answer from our AI oral practice, labelled step by step with PEEL: Point, Explain, Example, Link. The feeling words in capitals are how our app highlights Emotion + Explanation: name the feeling, then say why. If PEEL is new to you, our Day 1 guide explains it in one minute.
Tutor feedback: Question 1, are the passengers comfortable?
The weaker and middle answers are illustrative answers written by our tutors to show typical levels. They are not real students’ work. They describe the photo at the top of this page.
Highlighted: earns creditUnderlined: loses marks
No. Because the bus is crowded.
- What works
- A judgement with a reason, which is the right instinct.
- What loses marks
- One half-sentence reason and nothing else from the photo. The examiner has to pull the rest out with more questions.
- The one fix
- Use the “People” step of SPF: look at who is standing, how close they are and what they are doing, and say what each clue tells you.
I think they are not comfortable. The bus is very crowded and some people have to stand. Many of them are looking at their phones. Maybe they are going home after work. I would feel tired too if I had to stand for a long time.
- What works
- A clear judgement, real evidence (standing, phones), a sensible guess about the situation and a personal connection.
- What loses marks
- The clues are listed but not explained. What do the phones tell us about comfort? The personal line is a good idea left undeveloped, and the answer has no clear ending.
- The one fix
- Connect every clue to the judgement with “which suggests…” or “so…”, then finish by answering the question again.
- PPoint
I think the people in the photograph are probably not very comfortable. Here are my reasons why.
- EExplain · reason 1
Firstly, I can see that the bus is very crowded, with many passengers standing close together, likely due to a lack of space. This suggests that it is peak hour, when many commuters are travelling to work or school at the same time.
- EExplain · reason 2
Secondly, standing for a long period, especially while being packed closely with other passengers, is generally not very comfortable. Passengers may also feel it difficult to move or find a stable position to hold onto.
- EExample
For example, I have also taken the bus during peak hour before, and I remember feeling quite SQUEEZED, as there was barely any space to stand properly. Many passengers, including myself, focused on our phones simply to pass the time and distract ourselves from the discomfort of the crowded bus.
- LLink
In conclusion, I believe the people in the photograph are likely feeling uncomfortable due to the crowded conditions on the bus.
- What works
- A careful judgement (“probably not very comfortable”) rather than an absolute, and every reason grounded in the photo.
- How PEEL helps
- The first Explain uses what is visible and infers peak hour. The second explains why that is uncomfortable. The Example does something clever: it explains the phones in the photo, as people distracting themselves from discomfort, which turns a detail the middle answer only listed into evidence. The Link answers the question again.
- Make it your own
- Where it fits naturally, notice others: “If an elderly passenger got on, I hope someone would offer a seat.” It shows thoughtfulness without lecturing.
Tutor feedback: Question 2, your favourite way to travel around Singapore
My favourite is MRT. It is fast.
- What works
- A clear choice and a reason.
- What loses marks
- Two short sentences. No example, no feeling, nothing for the examiner to build on.
- The one fix
- Give a second reason, then one real trip that shows why you like it.
My favourite way to travel around Singapore is by MRT. It is fast and comfortable because there is air-con. It is also not expensive. I take the MRT with my family when we go to Orchard. The MRT is better than the bus because the bus is slow.
- What works
- A clear choice, several reasons and an attempt at comparison.
- What loses marks
- The reasons come out in a rush with no development. The “example” is a general habit, not a moment. Calling the bus slow is a quick dismissal that misses a chance to sound balanced.
- The one fix
- Turn the example into a moment: one trip, what happened and how you felt.
- PPoint
My favourite way to travel around Singapore is by MRT.
- EExplain
I enjoy taking the MRT because it is usually fast and convenient, especially when travelling to places further away from my home. I also find it more comfortable compared to buses, as MRT trains generally have more space to move around, except during peak hours.
- EExample
For example, whenever my family plans an outing to town, we would usually take the MRT instead of driving, as it helps us avoid traffic jams and the hassle of finding parking. I remember one weekend, we took the MRT to Orchard Road, and the journey took only about twenty minutes, which was much faster than expected. I felt very SATISFIED with how convenient and efficient the journey was.
- LLink
In conclusion, the MRT is my favourite way to travel around Singapore due to its convenience and efficiency.
- What works
- Two reasons, a fair comparison with buses, and one specific trip with a feeling.
- How PEEL helps
- Compare the Example with the middle answer. Both mention Orchard, but the model answer turns it into a moment (“one weekend… about twenty minutes… much faster than expected”) and ends with a feeling and its reason. The comparison with buses is fair too: “except during peak hours” admits the MRT’s weakness instead of dismissing the alternative.
- Make it your own
- Cycling, the bus or walking are all fine answers. What matters is two reasons and one real trip.
Tutor feedback: Question 3, finding your way around
Yes, because got map app.
- What works
- A position and a real reason. Map apps are a fair point.
- What loses marks
- “Got map app” is how many of us speak at home, but in the Oral your child should use Standard English: “because there are map apps on our phones”. The answer also stops before it starts.
- The one fix
- Say the full sentence, then add a second, different reason.
Yes, I think it is easy to find your way around Singapore. There are signs everywhere, and we can use apps on our phones to check the bus timings. The MRT map is also easy to read. So it is very easy.
- What works
- A clear stance with three relevant supporting points.
- What loses marks
- Three points, none explained, and no example. The ending adds nothing new.
- The one fix
- Keep two reasons, explain each one, and add a time when the app or the signs actually helped you.
Middle answer and model answer, side by side
Before (middle)
Yes, I think it is easy to find your way around Singapore. There are signs everywhere, and we can use apps on our phones to check the bus timings. The MRT map is also easy to read. So it is very easy.
After (model answer from our AI oral practice)
- PPoint
Yes, I think it is generally easy to find our way around Singapore. Here are my reasons why.
- EExplain · reason 1
Firstly, Singapore has clear signages at most train stations, bus stops and public areas, which help commuters navigate their way around easily, even if they are unfamiliar with a certain area.
- EExplain · reason 2
Secondly, there are also many navigation apps, such as Google Maps and the MyTransport.SG app, which provide accurate directions and real-time updates on bus and train timings. This makes it very convenient for commuters to plan their journeys in advance.
- EExample
For example, whenever I need to travel to an unfamiliar place, I would simply use Google Maps on my phone, which guides me step by step on which bus or train to take. This has helped me travel independently to places such as my tuition centre, without needing my parents to accompany me.
- LLink
In a nutshell, I believe it is quite easy to find our way around Singapore, thanks to clear signages and helpful navigation apps.
The middle answer has the same ideas as the model answer: signs and apps. The difference is what PEEL does with them. Each idea gets its own paragraph and is explained (“even if they are unfamiliar with a certain area”, “plan their journeys in advance”). The example shows the benefit in real life: travelling to tuition independently. The point is also careful, saying “generally easy” rather than “very easy”. To go one step further, your child could add a fair “however”, for example that it may be harder for an elderly person who does not use apps.
Question 4: have you experienced the MRT breaking down?
Experience questions follow PEEL too, but the steps tell a story: what happened, how it felt, how it ended, and what you learnt. Here is the model answer from our app, marked up the same way.
- PPoint
Yes, I have experienced the MRT breaking down before.
- EExplain · what happened
Last year, I was on my way home from school when the MRT train suddenly stopped moving between stations. An announcement was made informing passengers that the train had encountered a technical fault. I felt quite WORRIED at first, as I was unsure how long the delay would be, and I did not want to be late for my tuition class.
- EExample · how it ended
For example, after waiting for about fifteen minutes, the train started moving again, though at a much slower speed than usual. I eventually reached my station about thirty minutes later than planned. Thankfully, I had informed my tuition teacher beforehand about the possible delay, so she was not too worried when I arrived late. I felt very RELIEVED once I finally reached my destination safely.
- LLink · the lesson
In conclusion, experiencing the MRT breaking down was a slightly stressful experience, but it also taught me the importance of informing others when facing unexpected delays.
- How PEEL helps
- The Point answers “yes” straight away. The Explain sets the scene and gives the first feeling (worried, and why). The Example carries the story to its end with a second feeling (relieved). The Link adds what the experience taught, which lifts a story into a reflection. Two feelings, one at the start and one at the end, show how the speaker changed.
- Make it your own
- In a story like this, “For example” can be swapped for “After that” so it flows naturally. And if your child has never been on a train that broke down, the nearest true experience is the better answer.
Reading Aloud: what the 15 marks reward
We do not reproduce exam passages, so here is how the task works, and how to practise it at home.
Your child reads a passage aloud after a short preparation time. The passage comes with a given situation, such as who is speaking, to whom, and why. That situation tells your child how to sound: friendly for a welcome, clear and steady for instructions, and lively for a story. To show what we mean, here is a short practice passage we wrote ourselves. It is not from any exam. We have marked it up the way we would in a lesson.
Our practice passage, marked up
Situation: you are the class monitor, reading a notice to your class before a learning journey.
Key: “/” = short pause · bold = stress the word · ↗ = voice rises
Good morning, everyone. / Tomorrow’s learning journey to the Science Centre / will start promptly at eight o’clock. / Please be at the school foyer by seven forty-five, / with your water bottle / and your worksheet. / We will be travelling there by public bus, / so remember to tap your card, / move to the back, / and keep your voices low. / Any questions? ↗ / Please see me after assembly.
Here is how the same passage tends to sound at three levels. These are descriptions written by our tutors, not recordings of real students.
Reads word by word in the same tone, pausing at the end of each printed line instead of at the punctuation. Says “seven four five”. Drops endings: “travel there by public bus”, “remember to tap you card”. “Any questions?” sounds like a statement.
- What loses marks
- Accuracy (missing endings, misread numbers) and fluency (choppy pauses). The listener cannot tell this is a notice for classmates.
- The one fix
- Before reading, pencil a “/” at every comma and full stop, and practise pausing only there.
Accurate and steady, with pauses in the right places, but the pace speeds up towards the end. Every sentence has the same rise and fall, so the important details (the time, keep your voices low) do not stand out.
- What works
- Accuracy and sensible pausing, which is a solid base.
- What loses marks
- Expression. Nothing tells the listener what matters, and the rush at the end blurs the instructions.
- The one fix
- Underline the three facts a classmate must remember, and slow down slightly on each.
Sounds like a class monitor speaking to friends: warm on “Good morning, everyone”, clear and slightly slower on the time and place, firm on “keep your voices low”, with a natural rise on “Any questions?”. Every word ending is heard. The pace stays even to the last line.
- What works
- The voice matches the situation, and the stress falls on the information that matters.
- The one fix
- Look up briefly at the end of a sentence, as if speaking to the class. It helps the reading sound like speaking, not reciting.
Common mistakes, and how to spot them at home
| What you hear | What it usually means | What to try |
|---|---|---|
| “They are not comfortable.” Then silence. | A judgement with no proof from the photo. | Ask “How can you tell?” until your child gives two clues they can see. |
| “X is better because Y is lousy.” | Comparing by dismissing the alternative. | “Say one good thing about the other option first.” |
| Singlish in a formal answer (“got”, “can or not”) | Home English carrying into exam English, which is very common. | Don’t correct mid-answer. Afterwards, say the Standard English sentence together once. |
| A story with no ending or no feeling | Recounting events without shaping them. | “How did you feel at the start? How did it end? What did you learn?” |
| Dropped endings when reading (“walk” for “walked”) | Reading faster than they can say clearly. | Read one paragraph at a slower pace, touching each word ending. |
| Questions read like statements | Reading the words, not the meaning. | Practise the questions in a passage on their own first, with the voice rising. |
Try this at home: a 10-minute drill
Try this at home · 10 minutes
The read-then-read-the-room drill
- 0:00Your child chooses a paragraph from a storybook or the news and marks a “/” at every comma and full stop with a pencil.
- 2:00They read it aloud once. You listen for one thing only: are the word endings there?
- 4:00They read it again, fixing just that one thing. Praise the improvement, not the whole reading.
- 5:00Show a photo of a busy place: a bus, a queue, a hawker centre. Ask: “Do you think these people are comfortable? How can you tell?” Listen for two clues.
- 8:00Ask tonight’s question (below). Listen for a feeling at the start and a feeling at the end.
Tonight’s prompt
“Tell me about a time a journey did not go as planned.”
If your child sat through this drill comfortably, try the same skills with a mark, feedback and a model answer in the AI oral practice. The first practice is free and needs no sign-up. For the Day 1 questions on the playground photo, read our PSLE 2026 Day 1 guide, which also explains PEEL step by step.
Questions parents ask
Was Day 2 harder than Day 1?
Each candidate sits the Oral on only one day, so there is no fair way to compare. The Day 2 questions asked children to judge how other people feel and to tell an experience from start to finish, which some children find less natural than giving an opinion. That is a good reason to practise those question types now.
Is the Reading Aloud passage linked to the photo?
No. Since 2025, the two parts of the Oral are not linked by theme, so your child should treat them as separate tasks.
What if my child has never experienced the situation in the question?
Say so honestly and talk about the nearest real experience: “I haven’t been on a train that broke down, but I was once stuck in a long jam on a bus…”. A true, well-told related experience is better than an invented one.
How often should a P5 child practise Oral?
Little and often works better than one long session. Ten minutes, two or three times a week, is enough to build the habit of full answers and steady reading. Increase it in P6 as the exam gets closer.
Is the AI practice mark the same as a PSLE mark?
No. Our AI practice follows the PSLE Oral format and marks out of 15 and 25, but the result is practice guidance, not an official PSLE mark. It is most useful for spotting patterns across several attempts.
The questions described in this guide are as reported by candidates after the exam. SEAB does not publish PSLE Oral papers, and we have not reproduced any exam passage. The photographs and the Reading Aloud practice passage are our own. The weaker and middle answers are illustrative and written by our tutors; the stronger answers are model answers from our AI oral practice. Mustard Seed is an independent tuition provider and is not affiliated with or endorsed by SEAB, MOE or Cambridge Assessment. No tutor can guarantee a particular grade.
