Are Speech and Drama Exams Really Necessary?

Scope of Speech and Drama Exams

Trinity College of London, London College of Music (LCM), and London Academy of Music and Dramatic Art (LAMDA) all offer Speech and Drama Exams. These exams are pathways to diplomas and certifications in the areas of speech, drama, and performing arts, from accredited institutions. There are 8 different exam levels, called grades. Students enroll in these progressive classes, leveling up through each grade exam completed. Multiple syllabi are offered depending on the program in which the student is participating. As they level up, students build upon previously acquired skills from lower grades. Students are encouraged to move laterally across different syllabi to pick up a variety of skills before moving up in grades. Exams are designed to prepare students for real-world situations, allowing them to employ creativity and effective communication with confidence to achieve success, especially in their professional and educational lives. Exams are a long-standing badge of honor and dedication to perfecting a craft and enhancing one’s skills in communication and public speaking.

Enhanced Communication Skills by Speech and Drama Exams

One of the basic pillars of Speech and Drama exams is the shaping of communication skills. Communication is a constant theme throughout all grade levels and categories of exams.

Participants learn how to express emotions and ideas through verbal language and non-verbal language. Communication is one skill that is undeniably part of every minute of every human’s life. We conversate with others, communicate messages to strangers through our body language, and even when alone, we communicate with ourselves through self-talk and self-care. Preparing for speech and drama exams allows for intentional growth and development of this essential component of who we are as individuals and how we contribute socially to society.

Listening and observing are essential parts of communicating. Candidates for speech and drama exams naturally sharpen their observational and listening comprehension skills, as well as their ability to respond to verbal and non-verbal communication from others. Speech and drama exams like Trinity, LCM, and LAMDA offer a wide range of syllabi to focus on areas from verse recital and prose reading, to Shakespeare monologues and the recital of other historically relevant texts. The overall growth and development of communication skills through activities that focus on premeditated learning targets help prepare children for effectively communicating across diverse settings and for a variety of purposes.

Preparation Leads to Confidence and Success

“Proper preparation prevents poor performance,” – James Baker, former Secretary of State.

Children who participate in speech and drama exams learn early on the importance of preparation. The prestige of gaining proficiency in each grade level inspires young children to perfect their skills, which in-turn builds confidence in their abilities to communicate and perform. According to Trinity’s current syllabus found at, the “21st Century Employability and Learning Skills” being targeted and developed are, “ Communicative and Interpersonal Skills, Creativity, Working Under Pressure and Deadlines, Organizational Skills Critical Thinking Skills, and Confidence.” Participating in Speech and Drama exams provides children with intentional instruction and development in these essential life skills, giving them a leg-up in their development into successful, thriving adults.

Speech and Drama exams also prepare young children for interviews and discussions that may lead to further opportunities. Many schools require interviews to be accepted including P1 Entrance Interviews, College Admissions Interviews, and interviews for enrollment in prestigious boarding schools. Participating in Speech and Drama exams prepares candidates to ensure they have the skills and confidence to make top-notch impressions on entrance committees, increasing their opportunities for acceptance to prestigious programs worldwide.

What to Expect

Since the onset of COVID, many things have changed and Speech and Drama Exams are no exception. One important note is that all exam boards have now offered the ability for candidates to submit exams in video form or to present their piece online in real-time. These options are in addition to face-to-face exams. Students need to be familiarized with each exam mode and techniques to do well in these exams. This is a great way for participants to prepare for other interview scenarios. Many school admission interviews or auditions are being replaced by video self-introductions or responses to talking points about specific topics.

Participating in Speech and Drama exams prepares candidates to perform well in different modes of delivering information to a group, therefore increasing their odds of acceptance in desired programs.

As students master skills and complete exams, they will move up in grade level. They should also enroll in courses across different syllabi offerings to gain multidisciplinary skills. For most exams, candidates can either participate as a solo candidate or in pairs. This allows for more dynamic performances depending on the learning targets for each syllabus.

Trinity, LCM, and LAMDA are all exam boards that are well established and accredited by UK Ofqual to award graded and diploma qualifications. These qualifications are highly regarded by many academic institutions, including universities and prestigious boarding schools. While Speech and Drama exams are not required, they are undeniably one of the best ways to open doors for participation in some of the most sought after programs in the world and prepare students for success in life!

How Shy Children Improve Communication Skills

What parents did to help shy children improve communication skills

Oftentimes parents of young children who are very shy, overlook speech and drama classes as potential activities their child would enjoy and benefit from. They assume such classes are reserved for kids who are outgoing and desire to be the center of attention.

The fact is, shy kids can enjoy and flourish in drama and speech classes, often becoming some of the most dynamic performers due to their intuitive nature and ability to analyze situations.

There are many roles that must be filled in order for a performance to come to fruition. For this reason, drama programs are often a melting pot of people with different personalities and lifestyles. There is a space in the performing arts for everyone and typically, there is a heightened effort to create synergy amongst all participants.

Shy children will benefit from a program where they are accepted for who they are and encouraged to assume different roles and experiment coming out of their shell in a safe space. This is exactly the type of environment created in drama and speech classes.

Social Simulations Lead to Increased Comfort

When children are very shy, it is easy to think they do not want to engage in social interactions.

Realistically, all people, even children who may be very shy, have the same need for friends and social acceptance. Sometimes the unknowns of socializing with strangers are the scariest parts of interacting with others.

The constant mental anguish of wondering what to say or how to place your arms and stand all while trying not to be awkward can be enough to deter some people from participating in activities involving social interactions.

The more familiar we are with situations, the more comfortable we are in them; it mitigates the factor of the unknown. When young children participate in drama and speech classes, they are essentially getting coached through simulated social situations. Practice is the key to getting better at literally anything and that includes socialization.

Socialization and Communication Go Hand-in-Hand

One of the key factors of successful social interactions is the ability to communicate. Through simulated social interactions that are coached by caring adults, young children gain an opportunity to practice communication skills, which are some of the most important essential life skills for living a happy, fulfilled life. No matter what a person does in their free or professional time, they will inevitably need to communicate. The socialization-communication cycle leads to

the development of friend groups and social relationships. As noted in an article from, “Attending a performing arts group provides students with space for a social connection, creating a sense of belonging.” Very shy children will tend to socialize more when they are comfortable and confident in their ability to communicate and be accepted by their peers.

Benefits to Mental Health

Providing time for kids to practice socializing helps alleviate some of the anxiety revolving around communicating and engaging with others. Performing Arts programs have been shown to help reduce stress and boost confidence. Young children in drama and speech classes can learn to use the same skills they use to combat stage fright to alleviate school stress or separation anxiety. As they grow up and experience more complicated academic courses and peer relationships, kids will be more equipped to deal with the stresses that can come along with them and more adept at navigating these social scenarios thanks to the practice they receive in performing arts programs such as drama.

Growing up involves change. Young children experience many transitions as they grow. The transition from toddlerhood to adolescence involves leaving home or preschool to begin attending primary school. Kids often have difficulty processing these big changes and assimilating comfortably to new settings and people. Drama classes give kids the confidence to face new experiences and ease the pains of transitions. Through role playing, kids in performing arts programs can experiment with outcomes and remove the element of fear associated with unfamiliar scenarios.

From Shy to Star of the Show

It may come as a shock, but some of the biggest stars in theater have been described as shy people. According to, “Sigourney Weaver, Winona Ryder, Jim Carrey, Danny Aiello, Melissa Rauch, Jim Parsons, Chris Pine, Tom Hanks, and Al Pacino are all known to have endured painful shyness during their childhoods.” Drama classes create the perfect space for young children who are shy to blossom and truly grow into their own personalities with confidence. Shyness can even be seen as a strength in theater due to the analytical nature of most people who are described as such.

Drama classes are for EVERYONE, especially very shy children! If you are looking for ways to engage your child and build positive life skills, drama, public speaking, and performing arts programs deserve a spot at the top of your list of activities to check out!

Why phonics is essential for children learning to read

Education game for children learning consonant vowel consonant word

Phonics for Kids

Phonics is the foundation for reading. It’s the first step of learning to read. Learning which letters make which sounds is a crucial first step towards reading fluently. Phonics teaches us how to decode words. By definition, this is the study of how spoken language is represented through the use of letters and letter groups.

Why every young child needs a foundation of phonics

It’s essential that children develop the ability to decode unfamiliar written words with letters or letter combinations. For children who are learning to read this allows them to understand what they are reading and to begin to spot patterns in words.
This knowledge will also be useful when they are writing in English as having a base understanding of phonics is essential for spelling words correctly. It is because phonics is the way we represent sounds with letters. When spelling words, it’s an essential building block of reading and writing.
Phonics is not just about decoding. It also helps us to understand letter sounds and how they relate to each other. Having a solid foundation in their knowledge of sound-letter relationships is the most effective way to help children learn to read.
Phonics gives us the tools we need to become fluent readers but it’s not enough on its own. Learning needs to be supported by other skills such as vocabulary development, comprehension and reading fluency.

What is phonics?

Phonics is a system for learning the sounds of letters and how they represent different sounds in words.
Phonics involves breaking down words into their component parts (or sounds) and teaching children how those sounds are represented in written form through letter combinations. For example, the word ‘cat’ can be broken down into its three constituent parts: /k/, /æ/ and /t/. Each sound is represented by a different letter (c, a and t).
This is an example of a CVC (Consonant Vowel Consonant) word that is a good place for kids to start when learning their first words. Following the learning of CVC words, kids often progress to learning CVVC words (Consonant Vowel Vowel Consonant).
English can be a tricky language to learn. Children usually begin with learning short vowel sounds. After this they learn long vowel sounds and about letter combinations too.
An example of a letter combination would be the sound that “s” and “h” make when put together as “sh”. When these letters are put together they form an entirely new sound. That’s why it’s so important that children learn these letter combinations as soon as possible. They’re essential building blocks for later reading success!
Phonics teaches children how to break down words into their component parts, so they can work out what the vocabulary is and how to pronounce it. It helps them to understand the relationship between letters and sounds, which is particularly important when reading unfamiliar words or working with new vocabulary. When a child looks at a particular letter they need to be able to turn this visual symbol into a letter sound.

Why is phonics so useful for young readers?

Children learn to read by using the sounds they hear and then blending those sounds together to make new words. Phonics works best when it’s introduced early.
Having a sound understanding of phonics is vital for young students. If they are able to recognise the letter and know what sound it makes, it will help to grow their reading skills. And as they improve with their reading it will help them to do well in class which in turn will boost their confidence. We know that in education it is so valuable for a child to feel confident with their learning.
For example, if a child needs to read aloud to their teacher or peers it is really helpful if they feel confident in their knowledge of phonics.

Which system or resource is the best for learning phonics?

There are a plethora of resources available for parents and teachers. It may feel daunting to pick the “right” resource. However, the most important thing to consider when choosing a phonics program is simply by thinking about what would work best for your child. Think about their age and interests and the way you think they will learn best.
There are a variety of ways to teach phonics. Different methods incorporate a systematic approach using books, games, flashcards and songs. These resources provide lots of practice opportunities for your child to develop their knowledge of sounds and letter-sound relationships.
When deciding on a program or phonics resource for your child, think about what would be appealing and fun for them. For example, if you have young children, a program like Jolly Phonics might be a good choice as it uses music, singing and actions to teach the letter sounds.  
Perhaps you might also consider Letterland. This resource moves from Pre-Kindergarten grades through to Grade Three. It uses clever pictures to help children remember the sounds for letter combinations.
The most important thing to think about when choosing a program is to consider what is best for your child and what they will enjoy.  
There are many different ways you can use these resources in your home. You can practice them as part of a play-based learning approach, where you’ll talk about the sounds you see in each word as you play with toys or do activities together.
You can also use them as part of a more structured literacy lesson with your child, where you sit down together with a book and go through each word together looking for patterns in its spelling. For example, you might work with your child to identify how many vowels or consonants there are in each word.
Over time, you will find that your child will no longer need to decode each letter one by one. Instead they will begin to read words by sight and their fluency will improve overtime. By giving your child a solid foundation in phonics you will set them on the right path to become competent and confident readers.

Boosting Kids’ Confidence Through Poetry and Storytelling

Telling oral stories gives kids a chance to hear their own voices and communicate messages to others in ways that socially reinforce effective communication.

Speech and Drama Classes Give Young Children a Headstart in Critical Life Skills

Young children in Speech and Drama classes can practice communication skills in simulated situations, prepare them for P1 admissions.

小一面試新常態 ~ 這樣準備可通過第一輪面試


2022 Speech Festival English Syllabus

Please read the Rules and Regulations carefully before enrolment to the Speech Festival.

For complete syllabus listing, please visit HKSMSA's Website
solo verse speakingN1OpenAges 5 & 6Boys and GirlsMrs Spider by Eleanor McLeodMore Poems for Children to Enjoy and Teachers Too! by Eleanor McLeod, page 74
solo verse speakingN2OpenAge 7Boys and GirlsTea with Aunty Mabel by Jeanne WillisPoems to Perform – Chosen by Julia Donaldson, page 122
solo verse speakingN3OpenAge 8Boys and GirlsThe Whistler by June CrebbinThe Works 5 – Chosen by Paul Cookson, pages 64-65
solo verse speakingN4OpenAge 9Boys and GirlsTrick or Treat by Eleanor McLeodMore Poems for Children to Enjoy and Teachers Too! by Eleanor McLeod, page 16
solo verse speakingN5OpenAge 10Boys and GirlsHomework! Oh, Homework! by Jack Prelutsky100 Best Poems for Children – Edited by Roger McGough, page 89
solo verse speakingN6OpenAge 11Boys and GirlsInstructions for Giants by John RicePoems Chosen by Pau to Perform – Chosen by Julia Donaldson, pages 66-67
solo verse speakingN7OpenAge 12Boys and GirlsThe Song of the Mischievous Dog by Dylan ThomasThe Works 5 –l Cookson, pages 286-287
solo verse speakingN8OpenAge 13Boys and GirlsHong Kong by Eleanor McLeodEven More Poems for Children to Enjoy and Teachers Too by Eleanor McLeod, page 99
solo verse speakingN9OpenAge 14Boys and GirlsCrazy Mayonnaisy Mum by Julia DonaldsonCrazy Mayonnaisy Mum by Julia Donaldson, pages 8-9
solo verse speakingN10OpenAge 15Boys and GirlsThe Magic of the Mind by Clive WebsterThe Poetry Store – Compiled by Paul Cookson, pages 406-407
solo verse speakingN11OpenAge 16Boys and GirlsLost Magic by Brian MosesThe Works 3 – Chosen by Paul Cookson, page 140
solo verse speakingN12OpenAge 17Boys and GirlsClimbing the World by John RiceThe Works 3 – Chosen by Paul Cookson, pages 317-318
SonnetN13OpenAge 14 and overBoys and GirlsA Sonnet for Shakespeare by Eleanor McLeod Even More Poems for Children to Enjoy and Teachers Too by Eleanor McLeod, page 58
solo verse speakingU/E/K/Y 20Non-OpenP1&2GirlsA Chubby Little Snowman – AnonymousThe Puffin Book of Fantastic First Poems – Edited by June Crebbin, page 86
solo verse speakingU/E/K/Y 21Non-OpenP1&2GirlsWitch, Witch by Rose Fyleman The Puffin Book of Fantastic First Poems – Edited by June Crebbin, page 91
solo verse speakingU/E/K/Y 22Non-OpenP1&2GirlsGone by Eric FinneyThe Puffin Book of Fantastic First Poems – Edited by June Crebbin, page 80
solo verse speakingU/E/K/Y 23Non-OpenP3GirlsHair Drier by Maggie HolmesTwinkle Twinkle Chocolate Bar – Compiled by John Foster, page 92
solo verse speakingU/E/K/Y 24Non-OpenP3GirlsCats by Eleanor FarjeonPoems to Perform – Chosen by Julia Donaldson, page 95
solo verse speakingU/E/K/Y 25Non-OpenP3GirlsSummer Days by Anne EnglishThe Puffin Book of Fantastic First Poems – Edited by June Crebbin, page 68
solo verse speakingU/E/K/Y 26Non-OpenP4GirlsCross Katy by Julia DonaldsonCrazy Mayonnaisy Mum by Julia Donaldson, page 49
solo verse speakingU/E/K/Y 27Non-OpenP4GirlsMagic Horse by John FosterTwinkle Twinkle Chocolate Bar – Compiled by John Foster, pages 50-51
solo verse speakingU/E/K/Y 28Non-OpenP4GirlsThe New Generation by Angela ToppingThe Works 5 – Chosen by Paul Cookson, pages 290-291
solo verse speakingU/E/K/Y 29Non-OpenP5GirlsQuestion Time by Julia DonaldsonPoems to Perform – Chosen by Julia Donaldson, pages 60-61
solo verse speakingU/E/K/Y 30Non-OpenP5GirlsMopsy and Me by Eleanor McLeodPoems for Children to Enjoy and Teachers Too! By Eleanor McLeod, page 75
solo verse speakingU/E/K/Y 31Non-OpenP5GirlsLook Out! by Max FatchenThe Works 5 – Chosen by Paul Cookson, page 96
solo verse speakingU/E/K/Y 32Non-OpenP6GirlsThe Tree and the Pool by Brian PattenPoems to Perform – Chosen by Julia Donaldson, page 26
solo verse speakingU/E/K/Y 33Non-OpenP6GirlsThe Box by John KitchingThe Poetry Store – Compiled by Paul Cookson, page 332
solo verse speakingU/E/K/Y 34Non-OpenP6GirlsPercy by Mary GreenThe Poetry Store – Compiled by Paul Cookson, page 165
solo verse speakingU/E/K/Y 35Non-OpenS1GirlsMrs Nugent’s Budgie by John FosterThe Poetry Chest by John Foster, page 163
solo verse speakingU/E/K/Y 36Non-OpenS1GirlsSome One by Walter de la MareRead Me 2 – Chosen by Gaby Morgan, page 13
solo verse speakingU/E/K/Y 37Non-OpenS1GirlsChristmas Tree by Eleanor McLeodMore Poems for Children to Enjoy and Teachers Too! by Eleanor McLeod, page 21
solo verse speakingU/E/K/Y 38Non-OpenS2GirlsThe Kitten at Play by William WordsworthThe Works 3 – Chosen by Paul Cookson, page 307
solo verse speakingU/E/K/Y 39Non-OpenS2GirlsI’m Sure I Saw a Witch Last Night by Eleanor McLeodMore Poems for Children to Enjoy and Teachers Too! by Eleanor McLeod, page 15
solo verse speakingU/E/K/Y 40Non-OpenS2GirlsAn Alien Ate My Homework by Kaye UmanskyThe Works 5 – Chosen by Paul Cookson, page 297-298
solo verse speakingU/E/K/Y 41Non-OpenS3GirlsThe Snowman by Roger McGoughThe Works 3 – Chosen by Paul Cookson, page 332
solo verse speakingU/E/K/Y 42Non-OpenS3GirlsThe Magic World of Books by Eleanor McLeodEven More Poems for Children to Enjoy and Teachers Too by Eleanor McLeod, page 66
solo verse speakingU/E/K/Y 43Non-OpenS3GirlsThe Mermaid and the Fisherman by John FosterThe Poetry Store – Compiled by Paul Cookson, page 212
solo verse speakingU/E/K/Y 44Non-OpenS4GirlsLove Letter - from the Wizard to the Witch by John FosterThe Poetry Chest by John Foster, page 190
solo verse speakingU/E/K/Y 45Non-OpenS4GirlsAn Old Woman’s Fire by Jackie KayThe Works 5 – Chosen by Paul Cookson, page 153
solo verse speakingU/E/K/Y 46Non-OpenS4GirlsA Televised Surprise by David HarmerThe Poetry Store – Compiled by Paul Cookson, page 204
solo verse speakingU/E/K/Y 47Non-OpenS5GirlsWhat Teachers Wear in Bed! by Brian MosesThe Works 3 – Chosen by Paul Cookson, page 132
solo verse speakingU/E/K/Y 48Non-OpenS5GirlsDrama Lessons by Eleanor McLeodEven More Poems for Children to Enjoy and Teachers Too by Eleanor McLeod, page 69
solo verse speakingU/E/K/Y 49Non-OpenS6GirlsLetter Sent on Earth Day by Eleanor McLeodEven More Poems for Children to Enjoy and Teachers Too by Eleanor McLeod, page 55
solo verse speakingU/E/K/Y 50Non-OpenS6GirlsThe Lady of Shalott (Part I) by Alfred, Lord TennysonThe Works 3 – Chosen by Paul Cookson, pages 342-343
solo verse speakingU/E/K/Y 51Non-OpenP1&2BoysSounds Good! by Judith NichollsThe Puffin Book of Fantastic First Poems – Edited by June Crebbin, page 50
solo verse speakingU/E/K/Y 52Non-OpenP1&2BoysRickety Train Ride by Tony MittonThe Puffin Book of Fantastic First Poems – Edited by June Crebbin, page 69
solo verse speakingU/E/K/Y 53Non-OpenP3BoysMy Sister’s Eating Porridge by John ColdwellTwinkle Twinkle Chocolate Bar – Compiled by John Foster, page 26
solo verse speakingU/E/K/Y 54Non-OpenP3BoysTadpoles by Rose FylemanTwinkle Twinkle Chocolate Bar – Compiled by John Foster, page 68
solo verse speakingU/E/K/Y 55Non-OpenP4BoysPlasticine by Wendy CopeTwinkle Twinkle Chocolate Bar – Compiled by John Foster, page 46
solo verse speakingU/E/K/Y 56Non-OpenP4BoysI’m the One Who Rules the School by Clive WebsterThe Poetry Store – Compiled by Paul Cookson, page 366
solo verse speakingU/E/K/Y 57Non-OpenP5BoysMy Grannies by June CrebbinCrazy Mayonnaisy Mum by Julia Donaldson, page 38
solo verse speakingU/E/K/Y 58Non-OpenP5BoysGuinea Pig by Julia DonaldsonRead Me 2 – page 201-2
solo verse speakingU/E/K/Y 59Non-OpenP6BoysMagic Shoes by Brian MosesTwinkle Twinkle Chocolate Bar – Compiled by John Foster, pages 48-49
solo verse speakingU/E/K/Y 60Non-OpenP6BoysSpaghetti! Spaghetti! by Jack PrelutskyThe Puffin Book of Fantastic First Poems – Edited by June Crebbin, page 60
solo verse speakingU/E/K/Y 61Non-OpenS1BoysMissing Important Things by Peter DixonThe Works 5 – Chosen by Paul Cookson, pages 75-76
solo verse speakingU/E/K/Y 62Non-OpenS1BoysToday is Very Boring by Jack PrelutskyThe Puffin Book of Modern Children’s Verse – Edited by Brian Patten, page 56
solo verse speakingU/E/K/Y 63Non-OpenS2BoysJimmy Jet and His TV Set by Shel SilversteinThe Puffin Book of Modern Children’s Verse – Edited by Brian Patten, page 99
solo verse speakingU/E/K/Y 64Non-OpenS2BoysLetters to the Three Pigs by Clare BevanThe Works 3 – Chosen by Paul Cookson, page 236-237
solo verse speakingU/E/K/Y 65Non-OpenS3BoysAn Alphabet Trip Through Space by Angi HoldenThe Poetry Store – Compiled by Paul Cookson, pages 170-171
solo verse speakingU/E/K/Y 66Non-OpenS3BoysWe’re the Downhill Racers by Paul CooksonThe Poetry Store – Compiled by Paul Cookson, pages 316-317
solo verse speakingU/E/K/Y 67Non-OpenS4BoysThe Vikings by John WhitworthThe Works 5 – Chosen by Paul Cookson, page 318
solo verse speakingU/E/K/Y 68Non-OpenS4BoysThe Way Through the Woods by Rudyard KiplingThe Puffin Book of Modern Children’s Verse – Edited by Brian Patten, page 336
solo verse speakingU/E/K/Y 69Non-OpenS5BoysSea Fever by John MasefieldThe Works 5 – Chosen by Paul Cookson, page 194
solo verse speakingU/E/K/Y 70Non-OpenS6BoysColonel Fazackerley by Charles CausleyThe Puffin Book of Modern Children’s Verse – Edited by Brian Patten, pages 164-165
Solo Prose SpeakingN139OpenAge 5-6Boys & GirlsThe Happy Prince and Other Stories by Oscar WildeChapter “The Selfish Giant”, pages 21-22
HarperCollins ISBN 9780008110642
Every afternoon, when school was over,…
…the little boy he had loved.
Solo Prose SpeakingN140OpenAge 7-8Boys & GirlsJames and the Giant Peach by Roald DahlChapter 6, pages 19-20 / pages 25-26
Puffin ISBN 9780141365459 / 9780141322636
James tiptoed a little closer…
…Up you go!’
Solo Prose SpeakingN141OpenAge 9Boys & GirlsThe Twits by Roald DahlChapter 7, The Wormy Spaghetti, pages 15-16
Puffin ISBN 9780142410394

The next day, to pay…
…“It’s too squishy.”
Solo Prose SpeakingN142OpenAge 10Boys & GirlsThe World’s Worst Parents by David WalliamsChapter “Miss Tutelage”, pages 173-174
HarperCollins ISBN 9780008430306
“The complete novels of Charles Dickens!” announced…
…shot up into the air.
Solo Prose SpeakingN143OpenAge 11Boys & GirlsThe Witches by Roald DahlChapter “Metamorphosis”, pages 109-111
Puffin ISBN 9780141361611 / 9780141322643
Far away in the distance,…
…and kept very still.
Solo Prose SpeakingN144OpenAge 12Boys & GirlsMr Stink by David WalliamsChapter 12, Pongy Pong, pages 143-145
HarperCollins ISBN 9780007279067
Chloe spotted an old…
…must have smelled him.

Solo Prose SpeakingN145OpenAge 13Boys & GirlsHarry Potter and the Philosopher’s Stone by J.K. RowlingChapter 11, Quidditch, pages 204-205
Bloomsbury ISBN 9781408855652
Hermione had fought her way…
…ended in complete confusion.
Solo Prose SpeakingN146OpenAge 14Boys & GirlsDemon Dentist by David WalliamsChapter 17, Come to Mummy, pages 192-195
HarperCollins ISBN 9780007453580
Miss Root’s voice had…
…array of dental tools.
Solo Prose SpeakingN147OpenAge 15Boys & GirlsThe Haunting of Charles Dickens by Lewis BuzbeeChapter 4, A dark night with some startling illuminations, page 61
Macmillan ISBN 9780312641238
The last violet light…
…frightened of the living.”
Solo Prose SpeakingN148OpenAge 16 and overBoys & GirlsPennies for Hitler by Jackie FrenchChapter 5, pages 32-33
HarperCollins ISBN 9780732292096
The lid came down…
…free to come to England too.

2022 校際朗誦節 粵語 及 普通話 誦材目錄

詳情以 香港學校音樂及朗誦協會公佈為準。

U/E/K/Y 302詩詞獨誦粤語組女子組中學五、六年級(一) 再和明妃曲 - 歐陽修 及 (二) 鷓鴣天 送人 - 辛棄疾
U/E/K/Y 303詩詞獨誦粤語組女子組中學四年級(一) 眼中 - 元好問 及 (二) 小重山 - 岳飛
U/E/K/Y 304詩詞獨誦粤語組女子組中學三年級(一) 與蘇武詩 - 李陵 及 (二) 阮郎歸 - 晏幾道
U/E/K/Y 305詩詞獨誦粤語組女子組中學二年級(一)渡荊門送別 - 李白 及 (二)喜遷鶯 - 馮延巳
U/E/K/Y 306詩詞獨誦粤語組女子組中學一年級(一) 梅花 - 庾信 及 (二)長相思 - 白居易
U/E/K/Y 307詩詞獨誦粤語組女子組小學六年級雲 - 陳敏華
U/E/K/Y 308詩詞獨誦粤語組女子組小學五年級致螢火 - 戴望舒
U/E/K/Y 309詩詞獨誦粤語組女子組小學四年級海戀 - 廖書蘭
U/E/K/Y 310詩詞獨誦粤語組女子組小學三年級小草 - 朱自清
U/E/K/Y 311詩詞獨誦粤語組女子組小學二年級四季的鬧鐘 - 山鷹
U/E/K/Y 312詩詞獨誦粤語組女子組小學一年級康乃馨 - 林煥彰
U/E/K/Y 314詩詞獨誦粤語組男子組中學五、六年級(一)古風五十九首 其十六 - 李白 及 (二)蘇幕遮 - 周邦彥
U/E/K/Y 315詩詞獨誦粤語組男子組中學四年級(一)過零丁洋 - 文天祥 及 (二)折桂令.九日 - 張可久
U/E/K/Y 316詩詞獨誦粤語組男子組中學三年級(一)宿業師山房待丁公不至 - 孟浩然 及 (二)臨江仙 自洛陽往孟津道中作 - 元好問
U/E/K/Y 317詩詞獨誦粤語組男子組中學二年級(一)贈從弟 - 劉楨 及 (二)水仙子.夜雨 - 徐再思
U/E/K/Y 318詩詞獨誦粤語組男子組中學一年級(一)秋思 - 陸游 及 (二)梧葉兒.春日郊行 - 張可久
U/E/K/Y 319詩詞獨誦粤語組男子組小學六年級問 - 周鑑超
U/E/K/Y 320詩詞獨誦粤語組男子組小學五年級山不會忘記 - 林鍾隆
U/E/K/Y 321詩詞獨誦粤語組男子組小學四年級炭火(節錄) - 關登瀛
U/E/K/Y 322詩詞獨誦粤語組男子組小學三年級美麗的希望──給一個殘疾的孩子 - 韋婭
U/E/K/Y 323詩詞獨誦粤語組男子組小學二年級山頂上的大榕樹 - 呂嘉紋
U/E/K/Y 324詩詞獨誦粤語組男子組小學一年級柳樹的頭髮 - 林武憲
U/E/K/Y 326詩詞獨誦普通話組女子組中學五、六年級(一)過東山谷口 - 盧照鄰 及 (二)水調歌頭 黃州快哉亭贈張偓佺 - 蘇軾
U/E/K/Y 327詩詞獨誦普通話組女子組中學三、四年級(一)李氏小園 - 鄭燮 及 (二)滿江紅 - 秋瑾
U/E/K/Y 328詩詞獨誦普通話組女子組中學一、二年級(一)山園小梅 - 林逋 及 (二) 酒泉子 - 潘閬
U/E/K/Y 329詩詞獨誦普通話組女子組小學五、六年級一幅神秘的畫圖 - 劉大白
U/E/K/Y 330詩詞獨誦普通話組女子組小學三、四年級溫暖的小河 - 杜榮琛
U/E/K/Y 331詩詞獨誦普通話組女子組 小學一、二年級會唱歌的小課桌 - 韋婭
U/E/K/Y 332詩詞獨誦普通話組男子組中學五、六年級(一) 晚登三山還望京邑 - 謝朓 及 (二) 賀新郎 送胡邦衡謫新州 - 張元幹
U/E/K/Y 333詩詞獨誦普通話組男子組中學三、四年級(一)金陵驛 - 文天祥 及 (二) 謝池春 - 陸游
U/E/K/Y 334詩詞獨誦普通話組男子組中學一、二年級(一) 觀獵 - 王維 及 (二) 鷓鴣天 代人賦 - 辛棄疾
U/E/K/Y 335詩詞獨誦普通話組男子組小學五、六年級第一個醒者 - 覃子豪
U/E/K/Y 336詩詞獨誦普通話組男子組小學三、四年級白雲 - 王尚義
U/E/K/Y 337詩詞獨誦普通話組男子組 小學一、二年級燕子回來的時候 - 廖炳焜
U/E/K/Y 402散文獨誦粤語組女子組中學五、六年級觀潮 - 周密
U/E/K/Y 403散文獨誦粤語組女子組中學四年級豐盛人生何處尋?(節錄) - 陳耀南
U/E/K/Y 404散文獨誦粤語組女子組中學三年級匆匆(節錄) - 朱自清
U/E/K/Y 405散文獨誦粤語組女子組中學二年級茶(節錄) - 王良和
U/E/K/Y 406散文獨誦粤語組女子組中學一年級勿吝惜讚美(節錄) - 東瑞
U/E/K/Y 407散文獨誦粤語組女子組小學六年級狗尾草(節錄) - 陳華英
U/E/K/Y 408散文獨誦粤語組女子組小學五年級晨光 - 杏林子
U/E/K/Y 409散文獨誦粤語組女子組小學四年級夜間的親吻 - 宋詒瑞
U/E/K/Y 410散文獨誦粤語組女子組小學三年級我可以做甚麼(節錄) - 李焯芬
U/E/K/Y 411散文獨誦粤語組女子組小學二年級快樂的一天(節錄) - 琹涵
U/E/K/Y 412散文獨誦粤語組女子組小學一年級寫在風的季節(節錄) - 舒慧
U/E/K/Y 414散文獨誦粤語組男子組中學五、六年級遊黄溪記(節錄) - 柳宗元
U/E/K/Y 415散文獨誦粤語組男子組中學四年級我家在柳溪 - 劉鏞
U/E/K/Y 416散文獨誦粤語組男子組中學三年級母親(節錄) - 也斯
U/E/K/Y 417散文獨誦粤語組男子組中學二年級馬料水(節錄) - 黃國彬
U/E/K/Y 418散文獨誦粤語組男子組中學一年級同學(節錄) - 胡燕青
U/E/K/Y 419散文獨誦粤語組男子組小學六年級「溫暖」永恆不滅 - 周鑑超
U/E/K/Y 420散文獨誦粤語組男子組小學五年級犯錯 - 杏林子
U/E/K/Y 421散文獨誦粤語組男子組小學四年級光明的燈(節錄) - 琹涵
U/E/K/Y 422散文獨誦粤語組男子組小學三年級寬大心胸(節錄) - 林良
U/E/K/Y 423散文獨誦粤語組男子組小學二年級龜兔賽跑 第二章 - 杏林子
U/E/K/Y 424散文獨誦粤語組男子組小學一年級鏡子的話 - 李仲賢
U/E/K/Y 426散文獨誦普通話組女子組中學五、六年級天池(節錄) - 袁宏道
U/E/K/Y 427散文獨誦普通話組女子組中學三、四年級春雨(節錄) - 王尚義
U/E/K/Y 428散文獨誦普通話組女子組中學一、二年級林木篇.行道樹(節錄) - 張曉風
U/E/K/Y 429散文獨誦普通話組女子組小學五、六年級寄小讀者.通訊七(節錄) - 冰心
U/E/K/Y 430散文獨誦普通話組女子組小學三、四年級冬天(節錄) - 章衣萍
U/E/K/Y 431散文獨誦普通話組女子組 小學一、二年級小河 - 德仁
U/E/K/Y 432散文獨誦普通話組男子組中學五、六年級戰國策.蘇秦爲趙合從說齊宣王(節錄)
U/E/K/Y 433散文獨誦普通話組男子組中學三、四年級鷹(節錄) - 王良和
U/E/K/Y 434散文獨誦普通話組男子組中學一、二年級我願秋常駐人間(節錄) - 廬隱
U/E/K/Y 435散文獨誦普通話組男子組小學五、六年級試煉之道(節錄) - 小思
U/E/K/Y 436散文獨誦普通話組男子組小學三、四年級 一封信(節錄) - 朱自清
U/E/K/Y 437散文獨誦普通話組男子組 小學一、二年級春之歌.春天的小雨滴滴滴(節錄) - 陳木城
N439說故事 粤語組男女皆可小學五、六年級自選誦材不能選自今屆比賽目錄內之指定誦材。
N440說故事 粤語組男女皆可小學三、四年級自選誦材不能選自今屆比賽目錄內之指定誦材。
N441說故事 粤語組男女皆可 小學一、二年級自選誦材不能選自今屆比賽目錄內之指定誦材。
N442二人朗誦 粤語組男女皆可中學五、六年級唐.王維〈渭川田家 〉 - 李學仁選編
N443二人朗誦 粤語組男女皆可中學三、四年級登幽州台歌 - 孫利仁編撰
N444二人朗誦 粤語組男女皆可中學一、二年級猶恐相逢是夢中 - 唐羚
N445二人朗誦 粤語組男女皆可小學組晏嬰(節錄) - 劉秋生選編
N459天主教經文朗誦粤語組男女皆可中學組路加福音(10:25-37) 有關誦材內容,請參閱協會出版之《比賽目錄及誦材》
N460天主教經文朗誦粤語組男女皆可小學組瑪竇福音(6:5-8) 有關誦材內容,請參閱協會出版之《比賽目錄及誦材》
N461基督教經文朗誦粤語組男女皆可中學五、六年級加拉太書(5:13-23) 有關誦材內容,請參閱協會出版之《比賽目錄及誦材》
N462基督教經文朗誦粤語組男女皆可中學三、四年級詩篇(19:1-9) 有關誦材內容,請參閱協會出版之《比賽目錄及誦材》
N466佛教詩文作品朗誦粤語組男女皆可中學五、六年級自熾燃(節錄) - 霍韜晦
N467佛教詩文作品朗誦粤語組男女皆可中學三、四年級般若波羅蜜多心經 - 唐玄奘譯
N468佛教詩文作品朗誦粤語組男女皆可中學一、二年級「燈」的意象(節錄) - 霍韜晦
N469佛教詩文作品朗誦粤語組男女皆可小學四至六年級心的畫家(節錄) - 聖嚴法師
N470佛教詩文作品朗誦粤語組男女皆可小學一至三年級 無相頌 - 六祖惠能
N471道教詩文作品朗誦粤語組男女皆可中學五、六年級自金山至陰山紀行 - 丘處機
N472道教詩文作品朗誦粤語組男女皆可中學三、四年級(一)人生長有兩般愁 - 邵雍 及 (二)滿庭芳 述懷 - 丘處機
N473道教詩文作品朗誦粤語組男女皆可中學一、二年級(一)邪見 - 姬志眞 及 (二v爇心香 學道 - 丘處機
N474道教詩文作品朗誦粤語組男女皆可小學四至六年級(一)五言絕句頌 - 劉處玄 及 (二)赴濰州北海醮.温迪罕千戶請 - 丘處機
N475道教詩文作品朗誦粤語組男女皆可小學一至三年級(一)形微 - 姬志眞 及 (二)擒昌陋庵 - 劉志淵
N476幼兒獨誦 粤語組男女皆可只限五歲或以上
(2017 年 12 月 31 日或之前出生)
開手合手 - 陳淑安
N478幼兒獨誦 普通話組男女皆可只限五歲或以上
(2017 年 12 月 31 日或之前出生)
開手合手 - 陳淑安
N479歌詞朗誦粤語組男女皆可中學四至六年級衝上雲霄(節錄) - 林子祥曲 鄭國江詞
N476歌詞朗誦粤語組男女皆可中學一至三年級漁舟唱晚 - 盧國沾詞
N478歌詞朗誦粤語組男女皆可小學組常願意 - 曹俊鴻曲 潘偉源詞

2022 Speech Festival 校際朗誦節 – 培訓班

【 第七十四屆校際朗誦節訓練班 🏆現已接受報名 】
全港最大型及具學校認受的朗誦比賽 —— 香港學校朗誦節於去年繼續以錄影模式進行,我們的學生成績理想,獲得奬項超過二百項。🏆🏆🏆 🎉🎉🎉


2021 得獎學生 =>
2019 得獎學生 =>
2018 得獎學生 =>
2017得獎學生 =>


大部分訓練課程已經滿額,感謝支持 🙇🏻‍♂️

📕 N1 + N139 Age 5-6 英語
📗 小三女粵語
📘 小一 二 男 / 女粵語
📙 P1-2 Boys / Girls
📗 P3 Boys
📙 P4 Girls
📘 P5 Boys
📗 小一二 男 / 女 普通話

以下項目亦設不多於八個私人課名額, 需經老師評選才能參加。
📍Solo Dramatic Performance ( Age 7+ )
📍Shakespeare Monologue ( Age 10+ )
📍Public Speaking ( P5 + )
📍Dramatic Duologue ( S1+ 二人同齡隊伍,需自行組隊 )

#名額有限 #報名從速 🥳

☎️ 聯絡電話 21110734 | 💬 WhatsApp



未夠年齡?👶🏻👧🏻 我們同時也有K1 / K2 英語 / 粵語 / 普通話 朗誦的恆常課程,九月開課 , 老師適時推薦參加各大小型比賽 🥇好好準備 💪🏻💪🏻💪🏻

#BloomingTalents #香港學校朗誦節 #HongKongSchoolsSpeechFestival #校際朗誦 #bloomingtalentseducation

2021 Speech Festival – 小三 – 雙冠軍

恭喜K同學今年個人獨得2個冠軍🥇1個亞軍🥈和1個季軍,一共4個奬項。K同學一向表情豐富,音樂感強,而且經過多年的訓練,對錄影模式駕輕就熟,比賽時更是得心應手。粵語散文獨誦 (誰先綠的)🥇普通話詩詞獨誦(快樂的兒歌)🥇粵語詩詞獨誦(第一站)🥈普通話散文獨誦(水的家庭)🥉