SHARING SESSION 2018

SHARING SESSION 2018

ENGLISH LANGUAGE DEPARTMENT

SHARING IN BRIEF

• the different components of the language paper

• implications of each component

• ways to help your child

COMPONENTS OF ENGLISH LANGUAGE PAPER

Paper 1 (Writing) 1. Continuous Writing (40 marks)

2. Situational Writing (15 marks)

Total – 55 marks(27.5% of 200 marks)

Paper 2(Language Use and Comprehension)

1. Grammar2. Vocabulary3. Visual Text Comprehension4. Cloze Passages5. Editing6. Synthesis & Transformation7. Comprehension Open-ended

Total – 95 marks(47.5% of 200 marks)

Paper 3 (Listening Comprehension)

1. Listen to 7 texts Total – 20 marks (10% of 200 marks)

Paper 4 (Oral Communication)

1. Reading Aloud (10 marks)2. Sitmulus-based Conversation (20

marks)

Total – 30 marks (15% of 200 marks)

PAPER 1 : WRITING

Continuous Writing

Flexibility to choose appropriate text type:

• Narrative (fictional / non-fictional)

• Descriptive

• Expository

• Persuasive

Assessment on writing skills :

A given topic with 3 supporting pictures to offer different

angles of interpretation

HOW TO START WRITING?

• Begin with the end in mind ( how would you like to

conclude?)

• Are you able to relate to any similar situation,

experience or text / story you can refer?

• Make a list of words or phrases you can use (Spelling

Lists and Dictation Lists)

COMMON PROBLEMS FACED IN WRITING

• Clich´e introduction

• Jumping from one sequence to another, without

adequate description or elaboration.

• Problem and conflict is resolved too easily.

• Wrong choice of words or phrases.

• Rushed conclusion.

STORY MOUNTAIN

Situational Writing

• Emails

• Letters

• Reports

• Recount

• Messages etc

PAPER 1 : WRITING

Mark Scheme of Situational Writing

• Task Fulfillment: 6 marks

• Language and Organisation: 9 marks

• TOTAL: 15 marks

What is the pupil expected to achieve?

Task Fulfillment (6 marks)

• Provide answers to all pointers• Understand PURPOSE, AUDIENCE

and CONTEXT

Language and Organisation(9 marks)

• Correct grammatical structures, spelling and punctuation

• Logical arrangement of ideas

Your Task

Imagine you are Mary, the president of the club. Write an email to Mrs Choo to request her help.

You are to refer to the given information for your letter.

In your letter, include the following information:· which club you belong to· the purpose of the club· when and where the camp will be held· what specific need you need from Mrs Choo· when Mrs Choo needs to reply you

You may reorder the points. Write in complete sentences.

1. Which club you belong to? (Mary, President of Sunny Club) Sunny Club

2. The purpose of the campinculcate a love for the outdoors

3. When15th to 16th November

4. Where the camp will be heldLagoon Park

5. What specific help you need from Mrs Choosupply the caps and writing materials needed for the camp

6. When Mrs Choo needs to reply to you7th October

Dear Mrs Choo

I am writing this email to request for your help.

Sunny Club will be holding a camp to inculcate a love of the outdoors (and adventure) in our (club) members. The camp will be held on 15th and 16th November at Lagoon Park.

I would like to request for you help to supply us with the caps and writing materials we need for the camp. Please let us know your response by 7th October so that I could make the necessary arrangements.

Thank you for your kind attention and I look forward to your favourable reply.

Best regards,Mary Tan

PAPER 2 : VISUAL TEXT COMPREHENSION

Merging of Graphic Stimulus and Comprehension

Visuals - pictures, graphs, diagrams, etc with text

Common problems faced by the pupils :

1. Do I understand what I have just read?

2. Do I know the main idea of the passage?

3. Do I know what the writer is trying to communicate to

me?

4. Do I know the answer to the question?

5. Do I know how to ask questions while reading?

Comprehension skills

1. skim through the text to get main idea

2. scan the text for details

3. sequence details

4. use contextual clues

5. make predictions

6. make inferences

7. make connections between text and personal

experiences

8. draw conclusions

PAPER 2 : COMPREHENSION OE

How do we make thinking

visible in EL teaching and

learning

Teacher Modelling

Think Aloud

Visible Thinking in an English Language classroom

Claim Evidence Reasoning

• Especially in teaching inferential question of Reading Comprehension

• Scaffold pupils to link the evidences to the claim

Answering Comprehension OE

ClaimState your idea or opinion

EvidenceSupport your idea or opinionwith an evidence from a text or source

ReasonExplain how theevidence supports your idea or opinion

Example

Claim

Bob should be the class

monitor.

EvidenceWhen our teacher isn’t in the classroom, he manages to keep the class quiet.

ReasonHe has leadership quality to be the class monitor.

Bob should be the class monitor.

He has leadership quality to be the class monitor.

Claim Evidence Reasoning

Another simple example,

Pizza is a healthy alternative to fast food.

Pizza is made with tomato sauce.

Tomato sauce has many vitaminsand minerals as well as antioxidants, so eatingpizza with tomato sauce can be a healthyalternative.

Close Reading - Annotation

It was the break of dawn. Tony, with his surfboard

under his arm, was standing on the shore watching

his buddy in the sea. Keith was paddling with his

hands in the water, trying to catch the incoming wave.

In one swift moment, he thrust himself up and was

riding the perfect wave, contented with the thrill he

was experiencing.

Q: What was thrill Keith experiencing?







was experiencing.

Q: What was thrill Keith experiencing?







was experiencing.

was not swimming.

He was going surfing.

Why?

morning, beginning of the day

not alone buddy

Keith

Answer:He was experiencing the thrill of surfing over the perfect wave.

30

31

PAPER 2 : COMPREHENSION CLOZE

LOOKED AT THE CLUES!

HIGHLIGHTED THE CLUES!


Two cars crashed just outside our

school yesterday morning.

accident, injured, blood, ambulance,

fatal, responsibility, students

I had the best birthday party ever. fun, excitement, food, best birthday

celebration…

Two years ago, a medical examination

at school revealed that I was short-

sighted.

school, health check, vision is not

perfect, needs glasses …

Many children drown every year

because they do not know how to

swim.

drowning cases, reports, age group,

swimming pool, misadventure, misery of

parents, cause of accident…

Bob was in such a rush to get to work

on Friday morning that he slammed his

hand in the car door.

woke up late, stayed up late, alarm did

not ring, meeting that morning,

carelessness due to the rush…

First Sentence Clue


The Experience Clue

Example:

Jenny is straining her eyes to read what the teacher writes on the board. She needs to have her eyes ______ .

Chameleons have unique eyes. It can look in two directions at once and this helps it to ______ its prey.


The Comparison-And-Contrast Clue

Example:

As soon as I put my spectacles on, the usual blur that I had been accustomed to seeing around me was gone. I could see everything very _____.

PAPER 2 : SYNTHESIS & TRANSFORMATION

Transformation involving change in the form of words

Bob was regularly absent. His classmates noticed it. Bob’s regular absence was noticed by his classmates.

(adjective → noun)

Jane saw a dead rat in the kitchen. That filled her with horror. Jane was horrified to see a dead rat in the kitchen.

(noun → verb)

The stranger suddenly appeared behind Sue. He gave her a shock. The stranger’s sudden appearance behind Sue gave her a shock.

(verb → noun)


Combining two sentences into one without changing its original meaning:

Examples

1. John went to bed early because he was too

tired to complete the project.

Answer

•Too tired to complete his project, John went to bed early. ✓

Common Mistake

•Too tired , John went to bed early. ✗


3. The watch is too expensive. It is a waste of

money to buy it.

Answer

•To buy the expensive watch is a waste of money. ✓

Common Mistakes

•To buy the watch is too expensive and is a waste of

money. ✗

•To buy the watch is too expensive and it is a waste of

money to buy it. ✗

PAPER 4 : READING ALOUD / STIMULUS-BASED CONVERSATIONPaper 4: Oral Communication

1. Read Aloud Passage ( 10 mark )

2. Stimulus-based Conversation ( 20 mark )

PAPER 4 : READING ALOUD / STIMULUS-BASED CONVERSATION

Reading Aloud: How to score?

• clear and consistently good pronunciation

• fluent reading delivered with the appropriatepauses and without any hesitation

• appropriate variation of pitch and tone (expression)


Sample Prompts :

Would you be interested to buy the biscuits? Tell me why or why not?

Why do you think a maze game is given?

Classroom Activities / LessonsQuestioning Techniques and

Strategies :• CLARIFY• JUSTIFY

• POINTS OF VIEW

Stimulus-based Conversation

Pointers for Pupils

• Use sentence starters or connectors in conversations:

In my opinion…

I think that…

For example…

It would be great if…

Although I have not…, I think I would like to…

Pointers for Pupils• Remember to conclude. Consider using the

following to conclude your point(s):

Therefore,…

As a result,…

Is there a Model Answer?

• No model answer

• No right answer

• Pupils have to support their choices and opinions with reasons and try to give examples wherever applicable.

• Use the idioms and good choice of phrases the pupils have been using in writing and spelling lists


Stimulus–Based Conversation: How to score?

• gives personal responses which are relevant and well-developed

• expresses clearly and confidently using a wide range of vocabulary and good structures

• interacts well with examiner and shows initiative in introducing relevant ideas

TYPES OF QUESTIONS

1. Prior experiences

• Have you attended _______________ before?

• Tell me about a time when you _______________ (e.g. went for a camp, took part in a competition?).

TYPES OF QUESTIONS

2. People Questions• If you can bring someone along, who will it be and why? (e.g. to

take part in a competition?)

• If you are to give this to someone... (e.g. the brochure to

someone, an item chosen from the brochure)

• If you are to introduce this to someone... (e.g. an activity or a

promotion)

• Describe the personality of the person you have chosen and

reflect that as a reason for your choice in your answer. (e.g. I

would introduce this game to my cousin as she loves sports

the most. In fact, she will...)

3. Reflection and Opinion

• Why do you think it is important to _______________ ?

(e.g. recycle, practise water conservation?)

• What advice would you give... (e.g. to your neighbour

about water conservation?)

• What can you do to _______________ ? (e.g. help

recycle? spread the message of recycling to those

around your?)

• Do you think _______________ is possible in the

future? Why? (e.g. travelling in flying cars)

TYPES OF QUESTIONS

T

A

L

K

M

O

V

E

S

Revoicing“So you’re saying that....?”

Repeating“Can you repeat what he just said in

your own words?”

Reasoning“Do you agree or disagree? Why?”

Adding On“Can you add to what ______said?”

Wait Time“Take your time. We’ll wait!”

Adapted from Classroom Discussions: Using Math Talk to Help students Learn (2nd Edition) by Suzanne H. Chapin, Catherine O’Connor and Nancy Canavan Anderson

My own experiences or stories?

• English journal

• Learning journeys

• CCA experience

• Overseas immersion trips

• Family outings/overseas holiday trips

• School assembly talks

• Social Studies/ CME/FTGP

• Special school events – Festival concerts, RHD, National Day, Teachers’ Day, QifaCarnival, newspaper collection, classroom cleaning etc

EXTENSIVE READING

• NATIONAL GEOGRAPHY

• LITTLE RED DOT

Have conversations

Encourage sharing of their thoughts and opinions

THANK YOU

Documents

SHARING SESSION 2018