P5 ENGLISH LANGUAGE 2015

Transcription

1 P5 ENGLISH LANGUAGE 2015

2 WHY change? The Child & The World

3 What we want All children should enjoy learning English, develop good language skills, be effective communicators and lifelong learners.

4 New skills for a changing world Need to prepare our children for life and work in the 21st century Develop students to be Effective communicators Confident, self-directed learners

5 21 st Century Competencies Framework Character and Citizenship Education Key Messages April 2012 STELLAR Centre Core R3ICH values Respect Responsibility Resilience Integrity Care Harmony

6 21 st Century Competencies The outer ring of the framework represents the 21 st Century Competencies necessary for the globalised world we live in. Civic literacy, global awareness and cross-cultural skills Contribute to society and nation Develop a broader worldview and ability to deal with diversity (culture, ideas and perspectives). Critical and inventive thinking Think critically, assess options and make sound decisions Explore and think out of the box Information and communication skills Know what questions to ask and extract what is relevant and useful. Be discerning and adopt ethical practices in cyberspace.

7 WHAT is changing for the better? New Ways to Teach & New Ways to Learn

8 EL Syllabus 2010 Emphasis on Systematic explicit instruction and Contextualised and holistic approach to learning

9 STELLAR Strategies for English Language Learning and Reading Aims to move EL learners towards independence using authentic texts and learning activities that motivate and engage different learners

10 STELLAR Lessons STELLAR lessonsdevelop Language Skills Listening & Viewing Speaking & Representing Reading & Viewing Writing & Representing

11 STELLAR Lessons STELLAR lessons develop Social Skills oral interaction among peers in nonthreatening situations working in partnershipwith other children turn-taking & respectfor others during class discussions

12 Children will have more opportunities to develop their listening, speaking, reading and writing skills using a wide variety of different types of texts.

13 Rich Texts

14 P5: Information Report

15 P6: Information Report

16 P6: Narrative

17 P6 EL: Argument

18 Teaching Strategies

19 Ways to Teach Reading for Understanding K-W-L L K W = what I Know = what I Want to know = what I have Learnt Retelling 19

20 Reading for Understanding: K =whatiknow W=whatIWanttoknow L =whatihavelearnt K-W-L A way to teach children how to read information texts. Children brainstorm, ask questions and read a text on their own to find out more about a topic. Ogle, Donna M. (1986). The Reading Teacher

21 Reading for Understanding: Retelling Read silently Retell the story to a friend A reading comprehension strategy using thinking skills. Children actively read to confirm their predictions and are given opportunity to share their ideas about a passage. Brown, H. & Cambourne, B. (1987). Read and Retell. Australia: Methuen Australia

22 HOW will we move to a new level? Aligning Teaching and Assessment

23 HOW will we move to a new level? Assessment is part of learning and teaching. Children will be assessed on what they have been taught.

24 Our Assessment Philosophy Assessment is part of the learning processand must be closely aligned with learning objectives, content and teaching. Both school-based assessment and national examinations play important and different roles in our education system. A balancedassessment system should have both Assessment for Learning as well as Assessment of Learning.

25 Aligning Teaching and Assessment Giving children greater scope for their own interpretationand personal responsein speaking and writing Greater attention paid to viewing skillswith listening and reading

26 PAPER COMPONENT MARKS 1 Writing (1h 10 min) 2 Language Use and Comprehension (1 h 50 min) 3 Listening Comprehension (Abt 35 min) 4 Oral Communication (Abt 10 min) Situational Writing Continuous Writing Booklet A (MCQ): Grammar Vocabulary Vocabulary Cloze Visual Text Comprehension Booklet B (OE): Grammar Cloze Editing for Spelling & Grammar Comprehension Cloze Synthesis / Transformation Comprehension OE (1-4m per question) Listening Comprehension MCQ Reading Aloud Stimulus-based Conversation WEIGHTING % 10* 5 5 8* 10 12* % 20 10% 10 20* 15% Total %

27 EL PAPER 1 Part 1: Situational Writing Part 2: Continuous Writing

28 EL Paper 1: Part 1 Situational Writing Situational Writing - select relevant information - organise and present information clearly - show a good understanding and clear awareness of the purpose, audience and context - use correct grammatical structures

29 EL Paper 1: Part 1 Situational Writing Notes, Letters, and Notices - thank you notes, greeting or invitation cards - letter or to a pen-pal, parent or teacher - notices to the class providing information on an event Procedures - rules of a game or sport, recipes, instructions on how to create an art or craft work

30 EL Paper 1: Part 1 Situational Writing Expositions - reviews, arguments, debates Information Reports - reports for project work, brochures for the public on various topics Factual Recounts - news bulletin for the class or school - eye-witness accounts of an incident to a teacher

31 EL Paper 1: Part 1 Situational Writing Assessment Marks awarded will be based on a) content b) awareness of purpose, audience and context c) accuracy in expression and mechanics d) ability to present information/ideas clearly

32 EL Paper 1: Part 2 Continuous Writing 1. One question One topic given with different possible approaches to it Stimuli (pictures and pointers) to help pupils view the topic from different perspectives

33 EL Paper 1: Part 2 Continuous Writing Task and Response GIVEN TASK One item Write a composition about the given topic Based on 1 or more of 3 given visuals Pointers provided REQUIRED RESPONSE Continuous prose (narrative/non-narrative) Individual response to given topic Make use of at least 1 out of 3 given visuals in any order Address the given pointers in any order and include other relevant points

34 Write a composition of at least 150 words about an unforgettable celebration. The pictures are provided to help you think about this topic. Your composition should be based on one or more of these pictures. Consider the following points when you plan your composition: What was the celebration? Why was the celebration unforgettable? You may use the points in any order and include other relevant points as well.

35 Paper 1: Part 2 Continuous Writing - Assessment CONTENT (20 marks) Relevance of ideas - related to given topic Development of ideas and interest value LANGUAGE & ORGANISATION (20 marks) Language used conventions of internationally acceptable English Vocabulary - variety and apt choice of words Organisation effective sequencing and linking of ideas and facts

36 EL PAPER 2 (Overview) Language Use and Comprehension

37 EL Paper 2- Overview Grammar & Vocabulary ( MCQ, Cloze ) - recognise the correct use of vocabulary and grammatical forms Synthesis/Transformation ( OE) - manipulate structures Visual Text Comprehension (MCQ) - scan for information - understand text at literal & interpretive levels

38 EL Paper 2 - Overview Comprehension OE - skim for main ideas and scan for details - understand text at literal & interpretive levels Comprehension Cloze - follow development of facts/ideas - use appropriate vocabulary, textual cohesive devices & correct grammatical forms

39 A closer look at Editing for Spelling and Grammar

40 EL Paper 2: Editing for Spelling and Grammar Change in item design -Each of the underlined words contains either a spelling or grammatical error. Example In the early years of the MRT, an inkonsidarate person stuck his used chewing gum on an MRT door. The door could not closed, so the train could not move.

41 A closer look at Visual Text Comprehension MCQ

42 EL Paper 2: Visual Text Comprehension Change in item design 1. 8 multiple-choice questions with a total of 8 marks 2. Assesses Reading Comprehension which will require candidates to apply viewing skills -visual materials used will provide easy-tounderstand contexts for candidates (e.g. flyer, web page)

43 What is assessed in Visual Text Comprehension Range of questions: e.g. main ideas, key details, punctuation, textual elements, relating visual to text Range of skills assessed: e.g. skim for gist/ main ideas, scan for details, make inference based on visual/ contextual clues, make simple generalisations

44 EL Paper 2: Visual Text Comprehension Apex Creative Science Award 2014 The annual Apex Creative Science Award (ACSA) is back! This year s theme is Rock-Roll-Wobble! Put your creativity and imagination to work by designing and building your very own toy! Toy-making is a fun activity and you will learn a lot of science along the way. ACSA helps you to develop your thinking skills and confidence through your invention. The Scizkid Award comprises 2 categories: -Primary 1 & 2 -Primary 3-6 authentic form of representing information with text and visuals

45 EL Paper 2: Visual Text Comprehension 8 questions Evaluation of specific details What do students have to do as participants of this competition? Understanding use of vocabulary in context & sentence structure What does the phrase shortlisted toys under the subheading Apex Science Workshop refer to?

46 EL Paper 2: Visual Text Comprehension Function of punctuation marks Why are there so many exclamation marks used in this flyer? Overall understanding of the text What is the main purpose of the competition?

47 A closer look at Comprehension OE

48 EL Paper 2: Comprehension OE 1. No change in stimulus (text with line numbers provided) 2. Change in item marks allocated based on demands of the item (1 to 4 marks per item) answer form varies: e.g. box, graphic organiser, lines

49 What is assessed in Comprehension OE Examples of reading comprehension and viewing skills, strategies, attitudes and behaviour: sequence details distinguish between cause and effect compare and contrast categorise and classify given details identify fact and opinion draw conclusions interpret and integrate information identify problem-solution in a text

50 EL Paper 2: Comprehension OE Which word from paragraph 2 has the same meaning as secluded? (1m) Question carries 1 mark One-word answer required

51 EL Paper 2: Comprehension OE Based on the story, state whether each statement in the table below is true or false, then give one reason why you think so. (3m) Question carries 3 marks Requires student to evaluate statement and support it with reasons from the text Format of answer - graphic organiser of statements, True/False with reasons

52 EL Paper 2: Comprehension OE What would you do if you were the Bendons? Support your answer with information from the passage. (2m) Question carries 2m Requires a personal opinion Answers need to be supported by details found in the text

53 EL PAPER 3 Listening Comprehension MCQ

54 EL Paper 3: Listening Comprehension listen to a variety of spoken texts identify main ideas and recall details infer and draw conclusions follow a set of procedures

55 EL Paper 3: Listening Comprehension Options not read aloud but time given for students to read the questions before they listen to each of the texts

56 EL PAPER 4 Oral Communication

57 EL Paper 4: Overview Reading Aloud Rhythm and Fluency Expressiveness Pronunciation and Articulation Stimulus-based Conversation Personal Response Clarity in Expression Engagement in Conversation

58 EL Paper 4: Stimulus-based Conversation - Stimulus is a springboard forconversation - Total of 20 marks - Increased emphasis on expressing oneself clearly and effectively during a conversation

59 EL Paper 4: Stimulus-based Conversation Stimulus that provides scope for conversation 3 main prompts: The first relates to the stimulus Next two prompts relate to the conversation topic All 3 broadly linked to the stimulus and the reading passage

60 STIMULUS-BASED CONVERSATION Sports for Kids cycling swimming karate Take up a sport this holiday!

61 Prompts for Stimulus-Based Conversation a)look at the picture. Which one of these sports would you like to take up? Why? Which of these sports have you tried? b)have you taken part in a sport? Tell me about it. What was your experience? If the pupil has not taken part in any sport: Have you taken part in any activity organised by the school? Tell me about it.

62 Prompts for Stimulus-Based Conversation c) Do you like sports? Why? / Why not? What sports do you enjoy? What do you enjoy doing during your free time?

63 EL Paper 4: Stimulus-based Conversation -Assessment Personal response Ability to speak clearly Level of engagement during interaction

64 In Summary: Your child will benefit from changes to the way English is taught. Assessment changes are aligned with teaching. Teachers will have ample time to prepare your child for these changes.

65 Thank you