Upload
others
View
19
Download
0
Embed Size (px)
Citation preview
P4 English Language
English Language teacher
• Joy of Learning
• Topical Coverage
• P4 Level Focuses
• P4 Key Strategies
• Assessment Format
• Home Support
Content
Joy of Learning
What’s Up Newspapers
To expose pupils to current affairs in
Singapore & world issues
2 to 3 selected articles with
accompanied activities eg. journal
Discussions and completion of activities
Topical Coverage
1. Making an Ice Cream
2. A Nasty Accident
3. The Four Friends
4. Sports Day
5. Statues
6. Tsunami
7. Rats’ Nest
8. Leatherback Turtles
9. Scarecrow Chap 1-4
10. Scarecrow Chap 5-8
11. Scarecrow Chap 9-12
12. Scarecrow Chap 13-16
Level Focuses
Oracy Writing
Speak clearly,
according to
social norms and
cultural values in
different
situations
Develop,
organise and
express ideas
coherently and
cohesively in
writing, Tell-Show
Strategy
Level-wide Strategies
SSR – Sustained Silent Reading
10 min of silent reading
sharing of book read by teacher or some pupils
promoting reading for enjoyment and sharing of good books read.
SR – Supported Reading
(Narrative texts)
Reading for understanding and
enjoyment
Prediction and questioning
Reading strategies
Text types
Text features
KWL – Know-Want to Know-Learnt (Non-fiction texts)
relate a new topic or information to what they already know
anticipate what they will be reading about
become involved in the text by having them look for information
they want to find.
Follow-up activities
Vocabulary words
Grammar items
Sentence manipulation
Whole-text study
Writing Process
Supplementary Reading Materials
The Scarecrow and his Servant
Literature text in Semester 2
To expand pupil’s vocabulary
To expose pupils to different sentence
structures
To promote discussion and in-depth analysis
of characters and plots in the story
To develop and promote:
Reading for Enjoyment and Reading to
Learn
Comprehension Tips
• Take time to read and really understand
• May need to read the text more than once
• Make connection of the text to themselves and connect ideas from different parts of the text
• Check on Tenses, Agreement, Punctuation and Spelling
Continuous Writing
Strategies
▫ Examine the question carefully
e.g. Write a composition of at least 120 words
about a day I helped somebody (theme)
▫ Use one or more of the 3 given pictures
▫ Expand main ideas with details
▫ Exploring more on the characters - senses,
thoughts, feelings, actions and behaviour
Oral-Reading Aloud
•Clear pronunciation
•Consistent fluency: pausing at the right
moment
•No jerks or awkward pauses
•Varying pitch
•Using appropriate tone and pace
Oral-Stimulus-based Conversation
▫ To be able to express their thoughts and ideas
with clarity and in standard English
▫ Should not merely describe given picture
▫ Use the picture to engage in a conversation
▫ Give the “why” (provide reasons), give opinions,
describe feelings, suggest possible actions
▫ Use a wide range of appropriate vocabulary with
accurate language structures
▫ Share an experience
Assessment Format-CAs
Paper Components Marks Duration
CA1 VOCAB MCQ
GRAMMAR MCQ
PUNCTUATION
GRAMMAR CLOZE
EDITING FOR SPELLING &
GRAMMAR
8
8
4
4
6
50 min
CA2 VOCAB MCQ
EDITING FOR SPELLING &
GRAMMAR
COMPRE OE 1
COMPRE OE 2
8
4
10
8
50 min
30 marks for each CA
Assessment Format-SAs
Paper Components Marks Weighting Duration
1 Composition 20 20% 50 min
2 Language Use and
Comprehension
50 50% 1h 15 min
3 Listening
Comprehension
14 14% Approx.
30 min
4 Reading Aloud
Stimulus-based
Conversation
16 16% Approx.
10 min
Total 100 100%
For EL
Papers 1 to 4
Home Support
• Find quality age-appropriate texts
eg. school and national libraries
• Exposure to different authors and
genres (Read regularly)
• Discuss the book
• Self-study (with supervision)
- Between 30 to 90 min a day
• Learn spelling & dictation weekly
• Enrich vocabulary
Thanks!Happy 2020