Primary English Language Syllabus

Transcription

1 English Language

2 Primary English Language Syllabus 2

3 Syllabus Aims Listen, read and view critically and with accuracy, understanding and appreciation of a wide range of literary and informational/ functional texts from print and non-print sources. RECEPTIVE viewing PRODUCTIVE representing Knowledge about Language: Grammar and Vocabulary Speak, write and represent in internationally acceptable English (Standard English) that is grammatical, fluent, mutually intelligible and appropriate for different purposes, audiences, contexts and cultures. 3

4 Text Types Text Types Poetry Personal recounts Narratives Procedures Information reports Factual recounts Explanations Expositions Examples rhymes, cinquains, haiku diary entries, biographies fables, historical fiction, pourquoi tales recipes, directions, instruction manuals project reports, fact sheets eye-witness accounts, news bulletins how something works reviews, arguments 4

5 Teaching and Learning Strategies Explicit teaching of skills Students apply the skills Students make informed and deliberate decision of word choices/answers and not just it sounds right Students show their thinking on paper (metacognition thinking about their thinking, knowing about knowing ) 5

6 Application Opportunities Knowledge about Language: Grammar and Vocabulary MCQs Cloze passages Editing for Spelling and Grammar Synthesis and Transformation Receptive Skills: Reading, Listening and Viewing Listening for details and understanding Viewing and understanding images in Visual Text Comprehension and Situational Writing Comprehension Productive Skills: Speaking and Writing Reading aloud Read expressively Stimulus-based Conversation Express opinions Writing Convey ideas clearly 6

7 PSLE EL Syllabus 7

8 PSLE EL Syllabus 8

9 PSLE EL Syllabus 9

10 Assessment Format Paper Component Marks Weighting Duration 1 Situational Writing Continuous Writing 2 Language Use and Comprehension 3 Listening Comprehension % 1h 10 min % 1h 50 min 20 10% 35 min 4 Oral Communication 30 15% 5 min prep 5 min actual 10

11 Language Use and Comprehension Components Grammar MCQ Vocabulary MCQ Vocabulary Cloze (MCQ) Visual Text Comprehension Total for Booklet A Marks Distribution 10 x 1 mark 5 x 1 mark 5 x 1 mark 8 x 1 mark 28 marks 11

12 Language Use and Comprehension Components Grammar Cloze Comprehension Cloze (without helping words) Editing for Spelling and Grammar Synthesis and Transformation Comprehension passage with a range of question types Total for Booklet B Marks Distribution 10 x 1 mark 15 x 1 mark 12 x 1 mark 5 x 2 marks 20 marks 67 marks 12

13 Situational Writing (15 marks) Formal and Informal Writing Task Fulfilment (6m) Language and Organisation (9m) 13

14 Continuous Writing (40 marks) Write a composition of at least 150 words about 1) teamwork. Your composition should be 2) based on one or more of these pictures. Consider the following points when you plan your composition: How did the team members work together? What did the team members hope to achieve? 20 marks to assess AO3: generate and select relevant ideas, organise and express them in a coherent and cohesive manner 20 marks to assess AO4 use correct grammar, spelling and punctuation; and AO5 use a variety of vocabulary appropriately, with clarity and precision 14

15 Language Use and Comprehension Apply Skills Taught Show Your Thinking 15

16 Oral: Stimulus-based Conversation (20 marks) Common Experiences S ~ state your answer E ~ explain your choice and give some examples to support what you have said [5Ws 1H] P ~ personalise (share your own experiences or stories) 16

17 Oral Communication Have extended conversations with your child tapping on: - their experiences (in school, on weekends) - interesting news - ask for their opinions - express your opinions 17

18 How Parents Can Support Students in the Revision of English Language 18

19 Revision: Learning from Mistakes 1. Tag the mistake 2. Ask: Why did I make this mistake? Careless I didn t know I didn t slow down to read I thought it was I still don t know what s wrong. 3. Keep the tag there 4. Review mistake another day 5. Remove tag when learning has been consolidated

20 Additional Worksheets from Parents Maintain a balance between work and play Work from school provides teacher with information on child s progress important; should be completed on time Aim of doing worksheets should be to find out what I don t know; not just to complete them Meaningful revision: Timing? (Full paper under timed condition) Components? (Focus on the components) Skills? (Focus on the skill e.g. Cloze and Comprehension close reading skills) Worksheets Don t Grow Dendrites What you do with them MATTERS!

21 Learning from Exemplary Compositions Do not just read the story but find out what is exemplary about the stories. # topics (making connections) Unpack storylines against story mountain Identify show not tell phrases and commit them to memory Bold beginning? Learn it and Use it! Ending left a lasting impression? Learn it and Use it!

22 Continuous Writing Do: Show Not Tell Analyse the stories that they have read Plot it against the Story Mountain Pick up descriptive phrases from books Don t: Use superfluous language 22

23 Annotation skills: Reading with a Pencil Thinking Aloud on Paper

24 Annotation skills: Reading with a Pencil Thinking Aloud on Paper

25 Commit The Following to Memory Grammar Rules in Notebook Show-not-tell sentences Spelling Dictation (show-not-tell paragraphs) Letter-writing Format Learning from Mistakes

26 Thank you!