English Primary Secondary Express Normal Academic

English Language Syllabus 2010Primary & Secondary (Express/ Normal [Academic])

A Strong Foundation

and Rich Language for All

Foreword 4

Chapter One Guiding Principles 6 EnglishinSingapore 6 DesiredOutcomesforELProficiencyinSingapore 7 BuildingonthePast 8 PhilosophyofLanguageLearningUnderlyingtheEL Syllabus 2010 8 ApproachtoELTeachingintheEL Syllabus 2010 10 SyllabusAims 11 PrinciplesofELTeachingandLearning 12 TeachingProcesses

Chapter Two Areas of Language Learning 16 Introduction 17 NavigatingtheOverviewDiagramandCharts 19 ListeningandViewing 24 ListeningandViewingChart 29 ReadingandViewing 37 ReadingandViewingChart 46 SpeakingandRepresenting 52 SpeakingandRepresentingChart 58 WritingandRepresenting 68 WritingandRepresentingChart 81 Grammar 85 GrammarChart 103 Vocabulary 108 VocabularyChart 112 OverviewChart:ProgressionofSkillsfromPrimary1toSecondary4E/5N

Chapter Three Role of the Language Teacher 116 TeachingforLearning 120 AssessingforLearning

Glossary of Terms 125

References 132

Acknowledgements 140

Contents

ENGLISHLANGUAGESYLLABUS2010(PRIMARY&SECONDARY)

R E S T R I C T E D

In2006,theEnglishLanguageCurriculumandPedagogyReviewCommittee made key recommendations for the teaching andlearningofEnglishinourschools.Itemphasisedbuildingastrongfoundationinlanguageandenrichinglanguagelearningforall.TheCommittee also advocated a systematic approach to teachinglanguageskillswithanemphasisongrammarandspokenEnglish,usingrichtextsandavarietyoflanguageresourcestoenablepupilstoappreciatethelanguagebeyondtheclassroom.

ThereviewoftheEnglishLanguage(EL)curriculumandpedagogyhas involved many educators who have a direct influence onEL teaching – Heads of Department, teachers, academics andMinistryofEducationofficers.Theresultisthisteachingsyllabus,providing the guidance that teachers will need to develop in allpupilsinSingaporeastrongfoundationforeffectivelanguageuseandcommunication.

Foreword TheEnglish Language (EL) Syllabus 2010(PrimaryandSecondary),tobeimplementedfrom2010atPrimary1and2,andSecondary1ExpressandNormal(Academic),willbuildonthestrengthsofthe2001syllabus.Itrecognisestheimpactofeffectivepedagogyandsystematicinstructiononlanguagelearning.Digitaltechnology,thechangingprofileofourlearnersandtheglobalisationoflanguageinanincreasinglycomplexworldaresomeoftheotherkeyinfluencesintherevisionprocess.

We invite teachers tocontinue tocontribute to thedevelopmentof the EL curriculum in our primary and secondary schools inSingapore. As you use the syllabus, we would appreciate yourfeedbackandsuggestions.

� FOREWORD ENGLISHLANGUAGESYLLABUS2010


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TheEnglishUnitCurriculumPlanningandDevelopmentDivisionMinistryofEducationSingaporeOctober2008

Guiding PrinciplesChapter One

Bilingualism is a cornerstone of our education system. Pupilslearn both English and their own Mother Tongue language inschool.English is themediumof instruction inour schoolsaswellasasubjectofstudyforallprimaryandsecondaryschoolpupils.

English operates at many levels and plays many roles inSingapore. At the local level, it is the common language thatfacilitatesbondingamongthedifferentethnicandculturalgroups.Atthegloballevel,EnglishallowsSingaporeanstoparticipateinaknowledge-basedeconomywhereEnglishisthelinguafrancaoftheInternet,ofscienceandtechnologyandofworldtrade.

Singapore’s transformation into a knowledge-based economy,the rapiddevelopments in technology, thegenerationalshift inhome language and an increasingly competitive internationalenvironmentaresome factors thatmakeproficiency inEnglishnecessaryforpupils.Aproficientcommandofthelanguagewillenablepupilstoaccess,processandkeepabreastofinformation,and to engage with the wider and more diverse communitiesoutsideofSingapore.

Therefore,itistimelytore-examineELteachingandlearningaswellaswaystoenrichELteachingpracticestobettermeetthecommunicationneedsofourpupils.Thissyllabus isbasedontheaboveconsiderationsaswellastheneedsofourpupilsandteachers identified in the courseof consultationswith schoolsandfromsurveys1andresearch.2

English in Singapore Desired Outcomes for EL Proficiency in Singapore

TheReport of the English Language Curriculum & Pedagogy Review 2006 articulated that EL teaching and learning inSingapore schools3 should raise the language competencyof all pupils while ensuring our most able achieve the bestinternationalstandards.Thefollowingarethedesiredoutcomesforourpupils:

AllourpupilswillbeabletouseEnglishtoexpressthemselves.All should attain foundational skills, particularly in grammar, spelling and basic pronunciation.TheyshouldbeabletouseEnglishineverydaysituationsandforfunctionalpurposes,suchasgivingdirections,informationorinstructionsandmakingrequests.

The majority of our pupils will attain a good level of competence in English, in both speech and writing.Someinthisgroupwhohaveaflairforthelanguagewillfindthis an advantage in frontline positions and various serviceindustries.

At least 20% will attain a high degree of proficiency in English.TheywillhelpSingaporekeepitsedgeinarangeofprofessions,andplayan important role in teachingand themedia. Further, within this group, we can expect a smallergroupofSingaporeanstoachievemasteryintheircommandofthelanguagethatisnodifferentfromthebestinEnglish-speakingcountries.

� GUIDINGPRINCIPLES CHAPTERONE


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Building on the Past

TheEL Syllabus 2010isanevolutionarysyllabus.Itbuildsonthestrengthsof theEL Syllabus 2001 toprovideELteacherswitha senseof familiaritywhile continuing to emphasise keyareasimportanttoELteachingandlearning.

The EL Syllabus 2010 continues to focus on the key featuresof the EL Syllabus 2001 which are Language Use, LearningOutcomes,TextTypesandGrammar.ThetenlearningoutcomesfromtheEL Syllabus 2001haveguidedthedevelopmentofthevariousareasoflanguagelearninginthissyllabus.

Both the syllabus aims and the six principles of languagelearningand teaching in theEL Syllabus 2001will continue toinformourteachers.4TheEL Syllabus 2010willcontinuetobea Language Use Syllabus since “effective communication”5remainsasimportantanaim,ifnotmoreimportant,today.ItwillcontinuetoemphasisetheteachingofinternationallyacceptableEnglish (StandardEnglish) toourpupils. Itwill alsoemphasisedifferentiationtomeetthespecialneeds,abilitiesandinterestsofpupilsacrossthedifferentcourses.Inaddition,thesixprinciplesof learner-centredness, process orientation, integration,contextualisation,spiralprogressionandinteraction6willcontinuetoinforminstructionalplanningforsyllabusimplementationintheclassroom.

AswiththeEL Syllabus 2001,thenationalinitiativesofNationalEducation, thinking skills, and the use of information andcommunicationtechnology(ICT)arewovenintotheEL Syllabus 2010.SocialandEmotionalLearning(SEL),cyberwellnessandeconomicandfinancialliteracywillbeincorporatedbyteachersinthedeliveryoftheELcurriculum,whereapplicable.

a strong foundation and rich language for all a strong foundation and rich language

for all a strong foundation and rich language for all a strong foundation and rich language for all a strong foundation

and rich language for all a strong foundation and rich language for all a

strong foundation and rich language for all a strong foundation and rich language for all a strong foundation and rich language

for all a strong foundation and rich language for all a strong foundation and

EL Syllabus2001

CHAPTERONE GUIDINGPRINCIPLES�


R E S T R I C T E D

Approach to EL Teachinginthe EL Syllabus 2010

Teachers will help pupils achieve effective use of Englishthrough adopting a principled blend of first language (L1) andsecond language (L2) teachingmethods to achieveabalancebetween:7

• systematicandexplicitinstructiontobuildastrongfoundationinlanguageskills,grammarandvocabulary;and

• a contextualised and holistic approach to learning that willprovidearichlanguageenvironmentfordevelopinglanguageskills,grammarandvocabulary.

Pupils’ effective language use will be achieved through thefollowingapproach–“AStrongFoundationandRichLanguageforAll”.

The foundation of language learning will be strengthened through:

• agreaterfocusonoralcommunication(listeningandspeakingskills)usingshow-and-tell,debates,speechanddrama,andoralpresentationsforalllevelsandcourses.

• a focus at the Lower and Middle Primary levels on theenjoyment of language before pupils formally learn themetalanguageandgrammaticalitemsassociatedwithtexts.Therewillbesystematicandexplicit instructionofgrammar,with a focusonword,phrase and sentence level grammarbefore agradual incorporationof text level grammar at theUpperPrimaryandSecondarylevels.

• attentiontophonemicawareness,phonicsandearlyliteracyskills at the start of Primary 1 to lay the foundation foracquiring readingfluency,comprehensionandviewingskillsandstrategiesatalllevels.

Philosophy of Language LearningUnderlyingthe EL Syllabus 2010

TheEL Syllabus 2010hasthefollowingassumptionsandbeliefsaboutlanguageandlanguagelearning:

• Language is a means of making meaning and ofcommunication

• Language is a system with its own rules and conventionswhichcanbeusedtocreatevariousdiscourseformsortypesoftexts

• Language learning involves cognitive and affectiveengagement,andinteraction

• Languageuse isguidedbyour awarenessof thepurpose,audience, context and culture in which the communicationtakesplace

• Learning English in a multilingual context is different fromlearningitinamonolingualornear-nativecontext

� GUIDINGPRINCIPLES CHAPTERONE


R E S T R I C T E D

• the development of word study skills to build and usevocabularyknowledgeatalllevels.

• the development of writing skills and learner strategies foridea generation, selection, development, organisation andrevision.

The EL curriculum will be enrichedthrough:

• the use of a variety of print and non-print resources thatprovidesauthenticcontextsforincorporatingthedevelopmentofinformation,mediaandvisualliteracyskillsintheteachingof listening, reading, viewing, speaking, writing, andrepresenting.

Printresourcesrefertophysicalartefactssuchasnewspapers,photographsandprint advertisements.Non-print resourcesrefer to digital resources such as web-based texts (e.g.,onlinearticles,blogs,wikis),CD-ROMsandDVDs,analogueresourcessuchasfilms,TVandradiobroadcasts,aswellaslivetextssuchasface-to-faceencounters(e.g.,conversations,interviews)andliveperformances(e.g.,skits,puppetplays).

• theexposureofpupilstoliteraryandinformational/functionaltexts with information-rich content from authentic print andnon-printsourcesatalllevelssoastopromotetheappreciationanduseoflanguage.

• thepromotionofextensivereadingandviewing.

• extensive opportunities for pupils to engage in sustained,authenticandcreativewritingandrepresentationoftexts.

• opportunities for pupils to be exposed to and engage inproducing a variety of multimodal texts to represent ideaseffectivelyandwithimpact.

Such language exposure will broaden pupils’ learningexperiences. The exposure will provide pupils with ampleopportunitiestouselanguageinavarietyofcontexts,torevisitlanguagestructuresandskillsandtoseehowlanguageworks“according to purpose, audience, context and culture”.8 Aspupils progress through the year levels, they will learn to useEnglishatincreasinglevelsofdifficultyandsophistication.

CHAPTERONE GUIDINGPRINCIPLES�


R E S T R I C T E D

Syllabus Aims

By the end of Secondary education, pupils will be able tocommunicateeffectivelyinEnglishasaresultoftheirdevelopmentinthefollowingareas:9

1. Listen, read and view critically and with accuracy,understanding and appreciation a wide range of literaryand informational/ functional texts from print and non-printsources.

In the course of listening, reading and viewing widely a range of multimodal texts and text forms, pupils will gain a better understanding of our cultural values and National Education themes, and engage in Social and Emotional Learning (SEL), where applicable.

2. Speak, write and represent in internationally acceptableEnglish(StandardEnglish)thatisgrammatical,fluent,mutuallyintelligibleandappropriatefordifferentpurposes,audiences,contextsandcultures.10

Pupils will speak, write and represent for creative, personal, academic and functional purposes by using language in a sustained manner (e.g., in speech and writing) and by representing their ideas in a range of multimodal texts and text forms. Our most able pupils will do so with increasing ease and inventiveness at higher levels of proficiency.






Grammar and Vocabulary

(KnowledgeaboutLanguage)

3. Understand and use internationally acceptable English (Standard English) grammar and vocabulary accuratelyand appropriately as well as understand how speakers/writersputwordstogetheranduselanguagetocommunicatemeaningandachieveimpact.

Pupils will learn grammar and vocabulary in explicit, engaging and meaningful ways. They will reinforce such understanding in the course of listening to, reading, viewing, speaking, writing and representing different types of texts.

Toachieve theaimof effective languageuse, teacherswill beguidedbythesixPrinciplesofELTeachingandLearning(CLLIPS) andwilltakeintoaccounttheTeachingProcesses(ACoLADE) whendevelopingtheirinstructionalprogrammesandlessons.






Listening,Reading and

Viewing(Receptive

Skills)






Speaking,Writing and

Representing(Productive

Skills)

10 GUIDINGPRINCIPLES CHAPTERONE


R E S T R I C T E D

ThesixPrinciplesofELTeachingandLearning(CLLIPS),adaptedfromtheEL Syllabus 2001,11are:

COnTExTuALiSATiOn Learning tasks and activities will be designed for pupils tolearn the language in authentic andmeaningful contexts ofuse. For example, lessons will be planned around learningoutcomes,atheme,oratypeoftexttohelppupilsuserelatedlanguageskills,grammaticalitems/structuresandvocabularyappropriately in spoken and written language to suit thepurpose,audience,contextandculture.Learningpointswillbereinforcedthroughexplicitinstructionandrelatedfollow-uppractice.

LEArnEr-CEnTrEDnESS Learnersareatthecentreoftheteaching-learningprocess.Teaching will be differentiated according to pupils’ needs,abilities and interests. Effective pedagogies will be used toengagethemandtostrengthentheirlanguagedevelopment.

LEArninG-FOCuSED inTErACTiOn TheteacherwillprovidearichenvironmentforcommunicationthatwillexplicitlyfosterlisteningandspeakingskillsandfocusontheachievementoftheLearningOutcomes.Atthesametime,theteacherwillactivelyengagepupilsbyencouragingparticipationintheirlearning,boostingtheirconfidenceintheuseoflanguage,andpromotingcollaborationamonglearnersfromdifferentsocio-culturalbackgrounds.

Principles of EL Teachingand Learning

inTEGrATiOn The areas of language learning – the receptive skills, theproductiveskills,andgrammarandvocabularywillbetaughtinan integratedway, togetherwith theuseof relevantprintandnon-printresources,toprovidemultipleperspectivesandmeaningfulconnections.

PrOCESS OriEnTATiOn The development of language skills and knowledge aboutlanguage involves the teaching of processes. The teacherwill model and scaffold such processes for pupils, whileguidingthemtoputtogethertheirfinalspoken,writtenand/ormultimodalproducts.

SPirAL PrOGrESSiOn Skills, grammatical items, structures and various types oftextswillbetaught,revisedandrevisitedatincreasinglevelsofdifficultyandsophistication.Thiswillallowpupilstoprogressfromthefoundationalleveltohigherlevelsoflanguageuse.

CHAPTERONE GUIDINGPRINCIPLES11


R E S T R I C T E D

Facilitating AfL Enabling A

pp

lica

tion

Structuring Consolidation instructing Explic

itly

G

uid

ing

Dis

co

very

rai

sing

A

wareness Process Orientation Learner-centredness spiral Progression in

tegration

Lear

ning

-foc

used

int

erac

tion

Contextualisation

Gra

mm

ar

Vocabulary

A Strong Foundation and Rich Language for All

Teaching Processes

WhenplanninganddeliveringELlessons,teacherswillemploythefollowingTeachingProcesses(ACoLADE)12duringthedeliveryofthepre,mainandpostphasesoftheirELlessons:

rAiSinG AwArEnESSMotivate learning and help pupils pay attention to what istobe learned.Helpthemmakeconnectionswithwhattheyalreadyknow.

STruCTurinG COnSOLiDATiOnRevisitandreinforcewhathasbeenlearned.

FACiLiTATinG ASSESSmEnT FOr LEArninG13Diagnosepupils’needs,abilitiesandinterests.Identifylearninggaps, monitor their learning and provide timely and usefulfeedbackforimprovinglearningandself-assessment.

EnABLinG APPLiCATiOnTeach language in authentic contextsof useandmodel itsuse.Letpupilslearnthroughworkingcollaborativelywiththeteacherandotherpupils.

GuiDinG DiSCOVEry14 Facilitate discovery by prompting, posing questions andsupportingtheprocessbywhichpupilscanlearnaboutaskill,strategy,processorrulewithoutpriororexplicitinstruction.

inSTruCTinG ExPLiCiTLy Explain and clarify a skill, strategy or process directlyand systematically, in addition to teaching it in contexts ofmeaningfuluse.

12 GUIDINGPRINCIPLES CHAPTERONE


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ThekeyfeaturesoftheEL Syllabus 2010areshowninthefollowingdiagram:

LAnGuAGE uSE LAnGuAGE uSE LAnGuAGE uSE LAnGuAGE uSELAnGuAGE uSE LAnGuAGE uSE LAnGuAGE uSE LAnGuAGE uSE LAnGuAGE uSE












PURPOSE AUDIENCE CONTEXT CULTURE

LEARNING OUTCOMES

Facilitating AfL Enabling Ap

plic

atio

n S

tructuring Consolidation instructing Explicitly

Gui

din

g D

isc

ove

ry

r

aisi

ng A


tegration

Lear

ning

-foc

used

int

erac

tion

Contextualisation

Gra

mm

ar

Vocabulary


Theoverarchingaimof theEL Syllabus 2010 is todevelopeffective languageuse.Pupils’languageusewillbeaffectedbythepurpose,audience,contextandculture(PACC)andtheirproficiency in languageuse isassessedbytheirattainmentofthelearningoutcomes.

ToachievetheoverarchingaimoftheEL Syllabus 2010,atwo-prongedapproachofbuildingastrongfoundationandprovidingrichlanguageforallwillbeadopted.

Pupils’languageuseisreflectedinthefollowingareas of language learning:

• ListeningandViewing

• ReadingandViewing

• SpeakingandRepresenting

• WritingandRepresenting

• Grammar

• Vocabulary

Todeveloptheseareasoflanguagelearninginpupils,teacherswillbeguidedbythesixPrinciplesofELTeachingandLearning(CLLIPS)andwilltakeintoaccounttheTeaching Processes (ACoLADE) when planning the EL instructional programme.TeacherswillalsoemployACoLADEatanyphaseoftheirELlessons.

CHAPTERONE GUIDINGPRINCIPLES13


R E S T R I C T E D

nOTES AnD in-TExT rEFErEnCES

1 Findingsonpupils’attitudestowardsEnglishandtheirsuggestionsforraisingproficiencyweretakenfromtheEnglishLanguageCurriculum&PedagogyReviewCommittee’s(ELCPRC)studentsurveyofabout3,600respondents.

2 TheSyllabusCommitteewasalso informedbyfindings fromthe researchonclassroompracticesconductedbytheCentreforResearchinPedagogyandPractice(2003-2005),whichwasbasedonasampleofPrimary5andSecondary3pupils,aswellasthePrimary1CohortStudy.Furthermore,Goh’sstudy (Gohetal.,2005)on teachers’knowledge,beliefsandsyllabus implementation froma surveyof 2,700EL teachersprovided timely research findings.HeadsofDepartment, teachersandstakeholdersalsogavefeedbackandsharedtheirperspectivesduringsyllabuscritiquesessionsconductedin2006.

3 CurriculumPlanningandDevelopmentDivision,2006,p.5.

4 Inher research,Gohetal. (2005,p.150)advised that the revisedsyllabusshouldbuildonwhatteachers are familiar with. This will allow them to refine the skills they have already acquired inimplementingthe2001syllabus.

5 InEL Syllabus 2001,thethreeAreasofLanguageUsefocusonhowlanguageisusedfororganisingandcommunicatingideasandinformationandhowlanguageisusedforcreativeliterarypurposesandsocialinteraction.Itscentralaimiseffectivecommunicationthroughlanguage(Lim,2002,pp.91–92).

6 CurriculumPlanningandDevelopmentDivision,2001a,p.4.

7 CurriculumPlanningandDevelopmentDivision,2006,p.6.


9 TheaimsofthesyllabusareadaptedfromtheEL Syllabus 2001(CurriculumPlanningandDevelopmentDivision,2001a,p.3).

10 InternationallyacceptableEnglishthatisgrammatical,fluentandappropriateforpurpose,audience,contextandculturereferstotheformalregisterofEnglishusedindifferentpartsoftheworld,thatis,StandardEnglish.


12 The Teaching Processes (ACoLADE) are aligned with the PETALS™ Framework. We gratefullyacknowledgeProf.LubnaAlsagoff,HeadoftheEnglishLanguageandLiteratureAcademicGroup,NationalInstituteofEducation,Singapore,forsuggestingtheacronym,ACoLADE.

13 AssessmentforLearningiselaboratedinthefollowing:Black,P.J.,1998,Black,P.J.,&Dylan,W.,1998.

14 Collins,A.,&Stevens,A.L.,1983,pp.247–278.

1� GUIDINGPRINCIPLES CHAPTERONE


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Areas of Language LearningChapter Two

introduction

TheEL Syllabus 2010outlines the followingareasof languagelearning:

• ListeningandViewing

• ReadingandViewing

• SpeakingandRepresenting

• WritingandRepresenting

• Grammar

• Vocabulary

Listening,ReadingandViewingarereceptive skillswhicharerequired for themakingofmeaning from ideasor information.Speaking, Writing and Representing are productive skillsthatenablethecreationofmeaning.GrammarandVocabulary,whichconstituteknowledge about language,arethebuildingblocksthatarerequiredfortheapplicationofthereceptiveandproductiveskillsforeffectivecommunication.

The skills of Viewing and Representing are integrated withListening,Reading,SpeakingandWriting to take intoaccountthe importance of developing information, media and visualliteracyskillsintheteachingandlearningofEL.

ArEAS OF LAnGuAGE LEArninG ChArTSTheAreasofLanguageLearningChartsare intendedtoguideEL teachers in the planning of their schools’ EL instructionalprogramme inwaysthatwillbestcater to theirpupils’specificneeds,abilitiesandinterests.Giventhediverserangeofpupilsinourschools,thereistheneedtospelloutwhattheareasoflanguagelearningentail,whentheycanbetaughtandlearned

progressivelyfromthePrimarytotheSecondarylevelstomeettheneeds,abilitiesand interestsofdifferent learnersandwhytheyare important.For these reasons, theAreasofLanguageLearningChartsaresetoutinthischapterbyFocusAreasandLearning Outcomes, followed by the Components comprisingtheSkills,LearnerStrategies,AttitudesandBehaviour (SSAB)/ItemsandStructures.

TheFocusAreasarewhattheteacherswillfocusonineachAreaofLanguageLearning. ListedundereachFocusAreaare theLearningOutcomeswhicharetheexpectedattainmenttargetstobeachievedasaresultofteacherinstructionforthevariousAreas of Language Learning. For example, in Listening andViewing,theFocusAreaofExtensiveListeningandViewinghasthefollowingLearningOutcome:Listentoandviewavarietyofliteraryselectionsandinformational/functionaltexts.ListedundertheLearningOutcomesaretheKeyComponentswhich comprise the Skills, Learner Strategies, Attitudes andBehaviour (SSAB)/ Items and Structures pertaining to a focusarea. The Learning Outcomes will be achieved through theteachingofSSAB/ItemsandStructures.StartingfromPrimary1toUpperSecondary,teacherswillteachtheSSAB/ItemsandStructuresprogressively.Teacherswillrevisit,reinforceandteachtheSSAB/ItemsandStructuresatincreasinglevelsofdifficultyuntilpupilshavemasteryofthem.

TheexplicitnessoftheSSAB/ItemsandStructuresstatementsaswellastheexemplifications(whicharenotexhaustive),aimsto guide teachers as they plan and decide on the scope andcombinationofSSAB/ ItemsandStructurestobeselectedforinstructionandassessmentforayearlevel.

Teacherswill familiarisethemselveswithChapter2beforetheyplantheirELinstructionalprogramme.

1� AREASOFLANGUAGELEARNING CHAPTERTWO


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Area of Language Learning Chart

Overview ofAn Area of Language Learning

The shadingindicates the progression in the teaching of the SSAB/ items and Structures up the year levels.

Important points for teachers to note and make cross references to other SSAB/ items and Structures, and areas of language learning.

SSAB/ Items andStructuresThese will be taught so that pupils achieve the Learning Outcomes.

Legend

Focus AreasThese are what teachers will focus on in each area of language learning.

Learning OutcomesThe Learning Outcomes are the expected attainment targets to be achieved as a result of teacher instruction.

nAViGATinG ThE OVErViEw DiAGrAm AnD ChArTS

ComponentsThe Components comprise the Skills, Learner Strategies, Attitudes and Behaviour (SSAB)/ items and Structures in an Area of Language Learning.

Area ofLanguage Learning

CHAPTERTWO AREASOFLANGUAGELEARNING1�


R E S T R I C T E D

DiFFErEnTiATiOnWithin each year level, how the Learning Outcomes will beachievedthroughtheteachingoftheSSAB/ItemsandStructuresdependson theentryprofile,needsandabilitiesof thepupils.Teacherscandifferentiateinstructioninmanyways.Forexample,teacherscanmodifythedifficultylevelofthetextintermsofitslength,thedensityoftheinformationitcontains,thefamiliarityofthetopictothepupilsandtheorganisationalstructureofthetext.Teacherscanalsovarytheextentofscaffolding,fromchunkingtexts,givingexplicitinstructionandmodellingoftheprocesses,to creating opportunities for pupils to work independently. Inaddition, varying performance expectations in terms of thedurationfor taskcompletionandthetypeofassignments, i.e.,written, oral or performance, will cater to the range of pupils’needs,abilitiesandinterests.

PupilsdonotalwaysprogressatthesamepaceforalltheAreasofLanguageLearning.TeacherswillcustomizetheirELlessonstomeetpupils’needsandabilities.Teachershavetheflexibilitytore-ordertheSSAB/ItemsandStructuresforthevariousAreasofLanguageLearningwithinoracrossyearlevels.

For low progress learners, teachers will reinforce the LearningOutcomesbyrevisitingtheSSAB/ItemsandStructuresforthevarious Areas of Language Learning that pupils had learnedpreviously and where necessary, provide scaffolding and age-appropriatelearningmaterials.

For all other pupils, includinghighprogress learners, teacherscan vary the pace and sequence of their instruction. Whereappropriate,teacherscanselectasmanyoftheSSAB/ItemsandStructuresforthevariousLearningOutcomes,includingthoseforexposure(whichareindicatedinitalicsintheAreasofLanguageLearning Charts) as well as those which are to be introducedatother year levels.Theexposure itemsaremeant toprovidepupils with the experience of learning a wider range of moresophisticatedskillsandstrategies.ArangeofopportunitiescanbeprovidedtostretchthesepupilsthroughExtensiveListening,ReadingandViewingofa varietyof texts, including real-worldtextswhichoftenhavemorethanonefunctionandcompriseamixtureoftypesandforms.Challengingwritingandrepresentingtasksforcreative,personal,academicandfunctionalpurposeswill broaden pupils’ repertoire of skills, and the use of diverseprintandnon-printmaterials fromauthenticsourceswillenrichtheirlanguageuseattheappropriateyearlevels.

Forallpupils,teacherswillvarythelearningexperiencesandthecomplexityofthematerialsbyincludingawiderrangeofprint-rich resources, such as literary and informational/ functionaltexts,withauthenticandinterest-appropriatecontent.Debates,speechanddrama,andproblem-solvingactivitiescanmotivateall pupils to demonstrate their use of language, create newmeaningandmakeconnectionstopriorexperienceandacrosscontentareas.



R E S T R I C T E D

Theacquisitionanddevelopmentoflisteningandviewingskills,alongwithspeakingandrepresenting,areespeciallynecessaryinbuildingastrongfoundationinEnglishatthestartoflanguagelearning.Masteryoftheseskillsallowsforqualityinteractionandcollaborative learning inandoutsideoftheclassroom,1aswellascomplementandsupportinstructioninotherareasoflanguagelearning.

Aspupilsspendaconsiderableamountoftimelisteningtooneanother,itisimportantforpupilstodeveloptheir listeningskillssothattheir learningandunderstandingofsubjectcontentandconceptscanbeenhanced.2Providingopportunitiesforpupilstolistentorichlinguisticinputisintegraltodevelopingtheirlisteningskillssothatpupilsaregivenexposuretocorrectandappropriateuseoflanguage.

Todevelopinpupilstheskills,learnerstrategies,attitudesandbehaviourforeffectivelisteningandviewing,teacherswill:

modelpositivelearningattitudesandbehaviour.

guidepupils inconstructingmeaningfromavarietyofspoken,audioandvisualtexts, beginning with the perception and recognition of sounds and words incontext.

helppupilsdevelopactivelisteningandviewingskills,thatis,tolistenfordetailsand listen for thegist,make inferences,makepredictionsand listenselectively3fromPrimary1.

scaffold and model the learning of critical listening and viewing skills throughtheuseofstrategiesandactivities(e.g.,brainstorming,concept-mapping,usingpictures/tables/diagrams,conferencing).

provideopportunitiesforpupilstolistentoandviewavarietyofspoken,audioandvisualtextsforappreciation,enjoymentandpersonaldevelopment.

•

•

•

•

•

LiSTEninG AnD ViEwinGDevelopappropriatelisteningandviewingattitudesandbehaviour,andapplyskillsand

strategies,strengthenedbyexposuretowidelisteningtoandviewingofspoken,audioandvisualtexts

FOCuS ArEA

A Positive Disposition

towards Active Listening and

Viewing

FOCuS ArEA

Listening and Viewing Skills and Strategies

FOCuS ArEA

Extensive Listening and

Viewing

Overview Diagram

Listening And Viewing What to Teach, When and Why

LO�

Listentoandviewavarietyofliteraryselectionsandinformational/

functionaltexts

LO3

Useappropriateskillsandstrategiesto

evaluatetexts

LO2

Useappropriateskillsandstrategiestoprocessmeaning

fromtexts

LO1

Demonstratepositivelisteningand

viewingattitudesandbehaviour

byshowingattentivenessand

understanding

SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR

Perceptionand

RecognitionofSounds

andWordsinContext

ListeningandViewingAttitudesandBehaviour

CriticalListeningandViewing

ListeningandViewingfor

Understanding

ListeningandViewingWidely

CHAPTERTWO LISTENINGANDVIEWING1�


R E S T R I C T E D


Indevelopingtheskillsoflisteningandviewing,theEL Syllabus 2010 builds on the strengths of the EL Syllabus 2001 whiledefiningthespecificprocessestobetaught.

TheEL Syllabus 2001advocated:

• Thatthedevelopmentoflisteningskillsisasimportantasthedevelopmentofreadingandwritingskills

• Exposingpupils toawide varietyof texts for listening fromprint,non-printandelectronicsources

• Developing in pupils listening comprehension strategies forlisteningaccuratelyandcriticallyattheliteral,interpretiveandevaluativelevels

• Providingopportunitiesforpupilstolistentoandunderstandinternationally acceptable English (Standard English),to distinguish between formal and informal registers, tounderstandverbalandnon-verbalcues,andtoobservesocialconventionsandetiquetteinoralcommunication






EL Syllabus2001

moving Forward

TheEL Syllabus 2010buildsonthestrengthsoftheEL Syllabus 2001 and emphasises listening and viewing skills, strategies,attitudesandbehaviouraswellascriticalandextensivelisteningandviewing,areaswhichareimportantinlanguageteachingandlearning.Theseskillsareorganised into three focusareasandareshownintheListeningandViewingChart.

A positive disposition towards active listening and viewing is emphasised.Thesyllabusspecifiesthebehaviouralqualitiesofengagedpupilswho listenandviewattentivelyand indicateresponse in the process. These values and attitudes, onceinculcated, will develop the necessary disposition for activelisteningandviewing.

Listening and viewing skills and strategies will be taught explicitly.Teacherswillprovideguidanceonhowpupilscanusearangeofskillsandstrategiestointerpret,analyseandevaluatetexts.Aspupilslistentoandviewavarietyoftextsattheliteral,inferentialandevaluativelevels,theywillbecomemoreproficientinunderstandingandinterpretingmessagesandinrespondingcriticallytothem.

Opportunities for extensive listening and viewing will be provided at all year levels.Tofacilitatethelearningoflisteningandviewing,teacherswill,startingfromPrimary1,exposepupilstoavarietyofliteraryselectionsandinformational/functionaltexts.BeginningatLowerPrimary,teacherswillprovideopportunitiesforpupilstolistentoandviewspoken,audioandvisualtextssuchasconversations,personalrecounts,narrativesandproceduresbefore progressing to factual recounts, information reports,explanationsandexpositionsfromMiddlePrimaryonwards.






EL Syllabus2010

20 LISTENINGANDVIEWING CHAPTERTWO


R E S T R I C T E D






Perception and

Recognition of Sounds

and Words in Context






Listening and Viewing

Attitudes andBehaviour

A POSiTiVE DiSPOSiTiOn TOwArDS ACTiVE LiSTEninG AnD ViEwinG

In any social interaction, the listener plays an active role incommunicating feedback in verbal and non-verbal ways tothe speaker. With the advent of new multimedia forms ofcommunication (e.g., video conferencing, blogs and wikis)wherevisualinputisprovidedtogetherwithaudioinput,thereisagreaterneedonthepartofboththespeakerandthelistenertoconstantlyassessaudioandvisualinputandmakemeaningfromwhattheyhearandsee.Inaddition,listeningbehaviourservesassignalsandindicatorsofalistener’sdesiretobefurtherengagedintheinteraction.

Teachers will help pupils develop and show appropriate andconstructive listening attitudes and behaviour when they areinvolvedinanylisteningand/orviewingactivityorinteraction.Itiscrucialforpupilstodeveloptheseattitudesandbehaviourattheearlieststagepossibleformeaningfulandengaginginteractioninanysocialsetting.

PrimaryTeacherswillhelppupilsunderstandthatlisteningisnotapassivereceptiveskill.Pupilswillrecognisethatwhentheycommunicate,theirlisteningbehaviouraffectshowtheinteractionwillprogressandevolve.

Teacherswillexposepupils todifferent typesof interactions invarioussituationsandsettings (e.g., apupil speakingwith theteacher,acustomerspeakingwithasalesassistant,apresenterinteractingwithanaudience).Thenatureanddemandsofthesetasksand inputwillbecomemorecomplexaspupilsprogressthroughtheyearlevels.

SecondaryTeachers will continue to reinforce and explore with pupilshow various responses serve as indicators and signals to thespeakers on the content presented and/ or their delivery.Teachers will heighten pupils’ awareness by drawing theirattentiontoandhavingthemcriticallyassessthespecificlisteningbehaviour of others (e.g., by observing other listeners duringgroup discussions, lessons, school assembly) and themselves(e.g., through reviewingvideo recordingsof theirown listeningbehaviour,obtainingfeedbackfrompeersandteachers).

LiSTEninG AnD ViEwinG SkiLLS AnD STrATEGiES

PupilshavetolearntodiscriminateandrecognisethesoundsofEnglishandtoapplyknowledgeofletter-soundcorrespondenceto identify words and phrases in order to process what theyhear.

TeacherswillguidepupilsinrecognisingthesoundsofEnglish(i.e.,consonants, vowels, consonant clusters, vowel combinationsandconsonantdigraphs)andof individualwordsandphrasesthroughphonicsinstruction.Pupilswillunderstandthatvariationsintheuseofvoicequalities(i.e.,pace,volume,toneandstress)canbeusedtoconveynuancesinamessage.

PrimaryTeachers will guide pupils in recognising consonants, vowels,consonant clusters and vowel combinations to enable pupilstorecognisethewordsthattheyhear.Teacherswillalsoguidepupilsinrecognisingthevoicequalitiesinanutterance(i.e.,pace,volume,tone,wordstressandsentencestress).

SecondaryForSecondarypupils, theprocessof recognising soundsandwordswouldprobablyalreadyhavebeenautomatised.Hence,advanced listeners are expected to listen intuitively. Wherenecessary,teacherswillrevisittheteachingoftherecognitionofsoundsandwordsincontext.

Develop appropriate listening and viewing attitudes and behaviour, and apply skills and strategies, strengthened by exposure to wide listening to and viewing of spoken, audio and visual texts.

CHAPTERTWO LISTENINGANDVIEWING21


R E S T R I C T E D






CriticalListening and

Viewing






Listening and Viewing for

Understanding

Since most forms of teaching and learning in the classroominvolveteachersspeakingdirectly tothepupils, it is imperativethatlistenersbeequippedwiththenecessaryskillsandlearnerstrategiestorecogniseandmakemeaningofspoken,audioandvisualtexts.

These skills and learner strategies will be developed throughvarious typesofpurposeful listening4and/or viewingactivitiestoprovidepupilswithaholisticandcomprehensiveexperienceof listeningandviewing incontext. It isonlywhenpupilshaveunderstoodthemessageofatextthattheywillbeabletousecritical listening skills to evaluate the message. In short, theskillsandlearnerstrategiestorecogniseandmakemeaningofspoken,audioandvisualtextsprovidethefoundationforcriticallistening.

All LevelsTeachers will guide pupils in developing core listeningcomprehension skills.5 These skills can be developed inconjunctionwiththeabilitytoviewinformation.Thefollowingarethefiveskills:

• Listenforthegist–Pupilslistenforthemainideainatextinordertogainamacroperspective.Teacherswillhelppupilsrecognisehowaccompanyingvisualcuescanconveyimplicitmeaningthatiscontainedinspoken,audioandvisualtexts.

• Listen for details – Pupils listen and look out for specificpiecesofinformationsuchaskeysounds,wordsorphrases.Teachers will, for example, guide pupils by asking ‘what’,‘when’,‘where’,‘why’and‘how’questions.

• Makeinferences–Pupilsaddressgapsintheirunderstandingofaspoken,audioorvisual textbymakingconnections totheir own lives, situations and experiences. Teachers willguidepupils tomake inferencesby referring topupils’priorknowledge,andthephonologicalcuesandcontextualcluesinthetext.

• Listenselectively–Pupilswilllistenpurposefullyandspecificallytopartsofatextaccordingtothepurposeofthelisteningandthetask.Teacherswillguidepupilsinorganisinginformationusing organisational strategies (e.g., classifying, comparing)

for better mental retention. This will enable pupils to listeneffectivelyforsustainedperiodsoftime.

• Makepredictions–Pupilswillanticipatetheintendedmessagebeforeandduringalisteningactivity.Theywilllistenandviewmorepurposefullyandattentivelywhentheymakepredictionsaboutwhat theywant tofindoutbecause theywillhave toverify their assumptionsandguesses.Teacherswill providepupils with opportunities to check their own understandingusingavarietyoflearnerstrategies.

Whenpupils listentotalk, theywillneedto listencritically.Thelistenerhastodiscerntheacceptabilityofthemessageasthiswilldeterminethelistener’sresponseandsubsequentcourseofaction.Aspupilsencounterarangeofargumentsorpersuasivetexts,theywillneedtodiscernthecredibilityofthesourcesandthesoundnessofthearguments.

Criticallisteningbuildsonlisteningforunderstanding.Itrequiresthelistenertocomprehendandthenevaluatethemessage6thatisconveyed.

Upper PrimaryTeacherswillguidepupilsinlookingforandestablishingpatternsand trendsbasedon theirpriorknowledge, familiaritywith thecontextandunderstandingofhowlanguageworks.

Teacherswill teachpupils toassessboth thespeakerand themessage (e.g., the speaker’s credibility, and the purpose andappealof themessage).Pupilswill beguidedonhow to infertheimpliedmessageaswellastofocusonconceptsandideasbeyondwhatissaid.

SecondaryIn addition to revisiting the critical listening and viewing skillstaught at the Primary levels, teachers will, for example, guidepupilstoorganiseinformationbyusinggraphicorganisers(e.g.,concept-mappingtools)andtoevaluatethelogicandsoundnessofargumentsbyposingarangeofquestions.Teacherswillguidepupils in evaluating the validity of an argument based on thegivenevidenceandthelinesofreasoningpresented.

22 LISTENINGANDVIEWING CHAPTERTWO


R E S T R I C T E D











Differentiation

Listeningand Viewing

Widely

Pupilswillmonitortheirownthoughtsandfeelingswhileassessingspoken, audio and visual texts. Teachers will guide pupils inidentifyingthelanguagefeaturesoftextsanddiscusshowandwhythey (e.g.,choiceofwords)evokecertainresponsesfromlistenersand/orviewers.

To cater to the diverse needs and abilities of pupils, teacherswilldifferentiatethedifficultyleveloflisteningandviewingtexts,provide the necessary scaffolding, and vary the performanceexpectationsplacedonpupils.

When selecting spoken, audio and visual texts, teachers willconsidertheirdifficultylevelintermsofthelengthofthetext,textauthenticity,textdensity,thenumberofspeakers,thespeedofdelivery,theexplicitnessoftextstructure,thelevelofbackgroundnoise(e.g.,difficulty increaseswhenthere ismorebackgroundnoise), the pupils’ familiarity with the speakers’ accents, theregister and sophistication of the language used, and thefrequencyofshiftsintopicfocusandpointsofview.

Teacherswillvarytheamountofsupportandscaffoldinggiventopupilsbytakingintoaccounttheamountoftimepupilsneedtoperformthelisteningand/orviewingtask,thedegreeofteachermodelling and the extent of teacher explanation required, thetype of interaction pattern to have (i.e., pairwork/ groupwork),andthepriorknowledgeofthepupils.Forpupilswhoneedextrasupport,additionalmaterialslikeaudioandvisualaids,samplesof texts that are of a similar nature or purpose, and graphicorganisersshouldbeused.

Teachers will set different performance criteria for pupils withdifferent needs and abilities. The performance criteria canbe adjusted by considering, for example, the timeframe forthe completion of the listening and/ or viewing task, the levelof formality of the task, the nature of the response (i.e., oral/diagrammatic/pictorial/physical),and theaudience type (e.g.,teachers/theprincipal/parents/peers).

ExTEnSiVE LiSTEninG AnD ViEwinG

Pupils will listen to and view a wide variety of spoken, audioandvisual textsofvaryingcontentandtaskcomplexity.Theseresourcesinclude:

• DVDs/VCDs

• Digitalaudiofiles(e.g.,CDs,MP3files)

• Internetwebsites

• InteractiveCD-ROMs

• Radiobroadcasts

• PodcastsandVodcasts

• Livepresentations/performances

Before each listening and/ or viewing activity, teachers canprovidepupilswithlanguagesupportbyintroducingkeywordsand familiarising them with the structure of the listening and/orviewing text.Teacherscanalsoprovideknowledgesupportthroughthedevelopmentofbackgroundknowledgeonthetopictoeasepupilsintoatopicorsubjectmatter.

Teacherswillprovidepupilswithopportunitiestolistentoandviewavarietyofliteraryselectionsandinformational/functionaltexts.Attheinitialstages,teacherswillguidepupilstolistento,viewandappreciatemoreaccessibletexts, includingconversations,personalrecounts,narrativesandprocedures,beforegivingthemexposuretoothertypesofspoken,audioandvisualtexts.


1 Nunan,D.,1989.

2 Wolvin,A.,&Coakley,C.G.,1996,pp.13–15.

3 Goh,C.,2002,pp.2–3.

4 Thefivetypesofpurposefullisteningrefertodiscriminative,comprehensive,therapeutic,criticalandappreciativelistening(Wolvin&Coakley,1996,pp.151-154).

5 Goh,2002,pp.2–3.

6 Wolvin&Coakley,1996,p.316.



R E S T R I C T E D

LISTENING AND VIEWING P R I M A R YFOCuS ArEAS LEArninG OuTCOmES SkiLLS, STrATEGiES, ATTiTuDES AnD BEhAViOur 1 2 3 � 5 � rEmArkS


Developappropriatelisteningandviewingattitudesandbehaviour,and…

LO1:

Demonstratepositivelisteningandviewingattitudesandbehaviourbyshowingattentivenessandunderstanding

@SeeComponent,Interaction Skills,intheSpeaking and Representing Chart.


…applyskillsandstrategies,…

LO2:

Useappropriateskillsandstrategiestoprocessmeaningfromtexts

#SeeComponent,Beginning Reading – Decoding through Phonics,intheReading and Viewing Chartforthesoundsandcorrespondingletterpatterns.

*Skillsdemonstratedateachlevelwillbecomeincreasinglysophisticatedasmorecomplextextsareintroduced.

Italics Italicised skills, learner strategies, attitudes and behaviour (SSAB) are for exposure only.TeacherswillprovidepupilswiththeexperienceoflearningtheseSSAB,dependingontheneedsandabilitiesoftheirpupils.ItalicisedSSABwillnotbeassessedformally.

ShadingindicateswhereanSSABwillbeformallyintroducedandtaught.Subsequently,theSSABmustberevisited,reinforcedandtaughtatincreasinglevelsofdifficulty,untilpupilshavemasteryofit.

ThischartwillbeusedbyteacherstoplanthescopeandcombinationofSSABtobetaughtateachyearlevel,takingintoaccounttheneedsandabilitiesofthepupils.Thechartalsohelpsteacherstodecideontheareasforassessmentinschool.

Inplanningtheinstructionalprogrammesandlessons,teacherswillbeguidedbythesixPrinciplesofLanguageTeachingandLearning(CLLIPS)andtheTeachingProcesses(ACoLADE).

PErCEPTiOn AnD rECOGniTiOn OF SOunDS AnD wOrDS in COnTExT#

• identify consonants, vowels, consonant clusters and vowel combinations • identify the voice qualities (i.e., pace, volume, tone and stress) in an utterance• identify the key words and phrases in a textLiSTEninG AnD ViEwinG FOr unDErSTAnDinG*• identify details• identify the gist/ main idea• make predictions (about subsequent action or activity) by using: ° priorknowledge(e.g.,knowledgeofthetopicorfamiliarconcepts) ° phonologicalcues(e.g.,pace,volume,tone,stress,rhythm) ° contextualclues(e.g.,topic,participants,setting,visuals)• make inferences (about purpose, intention, theme/ message) by using: ° priorknowledge(e.g.,knowledgeofthetopicorfamiliarconcepts) ° phonologicalcues(e.g.,pace,volume,tone,stress,rhythm) ° contextualclues(e.g.,topic,participants,setting,visuals)• Ask questions at different levels about the text• interpret information from a variety of sources (e.g., cartoons, audio stories)• interpret the auditory and visual cues that enhance the comprehension of texts

(e.g., actions, gestures, shapes, sizes)• make simple connections to real life and personal experiences• identify the sequence of events or ideas• Compare and contrast information• Categorise and classify details• Distinguish between cause and effect• Identifytheelementsthatestablishplot,settingandcharacterinaudioandvisualtexts

LiSTEninG AnD ViEwinG ATTiTuDES AnD BEhAViOur@

• Listen and view attentively and for a sustained period, e.g., ° lookatthepersonspeakingandmaintaineyecontact ° maintainappropriatepostureandfacialexpression ° listenandviewfortheentiredurationofatext(e.g.,listeningtothereadingofaBig

Bookstory,instructions,ashow-and-tell,aclassmate’srecountorpresentation,ashortfilm,atalk,aspeech)

° withholdjudgementorcommentuntilappropriate• Listen and view with empathy and respect (e.g., giving due attention to the

speaker and being sensitive to what is said)• indicate response appropriately while listening and viewing, e.g., ° nodinagreementortoindicateunderstanding ° provideback-channellingtoconfirmcomprehensionandencouragespeaker(e.g.,

“Mmm”,“Yes”,“Isee”) ° seekclarificationandelaboration

2� LISTENINGANDVIEWING CHAPTERTWO


R E S T R I C T E D

LISTENING AND VIEWING P R I M A R YFOCuS ArEAS LEArninG OuTCOmES SkiLLS, STrATEGiES, ATTiTuDES AnD BEhAViOur 1 2 3 � 5 � rEmArkS



(continued)

LO3:

Useappropriateskillsandstrategiestoevaluatetexts


…strengthenedbyexposuretowidelisteningtoandviewingofspoken,audioandvisualtexts.

LO4:

Listentoandviewavarietyofliteraryselectionsandinformational/functionaltexts

+SeetheGrammar and Vocabulary Chartsforthegrammaticalandvocabularyitemsspecifictothevariousyearlevelsandthetypesoftextstobecreated.





LiSTEninG AnD ViEwinG wiDELyThe aim of listening and viewing widely is to develop in pupils a positive attitude towards listening to and viewing a variety of texts for enjoyment and understanding.+

• Listen to, view and respond to a variety of spoken, audio and visual texts: ° Conversations(e.g.,requests,explanations,selfintroduction,pair/group/paneldiscussions) ° Poetry(e.g.,rhymes,cinquains,haiku) ° Personalrecounts(e.g.,oralanecdotes,pastexperiences,interestingencounters) ° Narratives(e.g.,stories,readers’theatre,puppetworks,radiodramas) ° Procedures(e.g.,instructionsforcompletinganactivity,directions,recipes) ° Informationreports(e.g.,onaproject,schoolevent,anincident,anaturaloccurrence

orevent) ° Explanations(e.g.,ofhowcloudsareformed,ofhowplasticisrecycled,ofhowan

arithmeticproblemissolved) ° Factualrecounts(e.g.,newsreports,eye-witnessaccounts) ° Expositions(e.g.,simpledebates,advertisements,speeches,reviewsofmovies/

musicalperformances/books)

CriTiCAL LiSTEninG AnD ViEwinGThe ability to listen and view critically is contingent upon the pupil’s ability to first listen and view for understanding.• Distinguish between fact and opinion• make simple generalisations by: ° identifyingthegist/mainideaandkeydetails ° identifyinggeneralpatternsfrommorethanonesource• Draw conclusions from: ° mainidea,keydetailsandspecificexamplesfromatext ° priorknowledge ° contextualclues• identify the problem-solution relationship in a text• identify different points of view• identify and analyse the techniques (e.g., pictures, animation, sound effects) used

in spoken, audio and visual texts to achieve a variety of purposes• Determine the credibility of the speaker by: ° identifyingthespeaker/source ° identifyingtheintent/purposeofthemessage(e.g.,toinstruct,toinform,topersuade) ° detectingthespeaker’sfeelingsandattitudes(e.g.,happiness,anger,confusion) ° assessingthespeaker’senthusiasmandpassionforthetopic• Determine the psychological appeal of the message by: ° identifyingtheelementsthatappealtothesenses(e.g.,colour,action,soundeffects) ° recognisingtheemotionalresponsestriggeredinself ° identifyingthechoiceofwordsusedtoinfluenceemotions ° decidingonaresponse(i.e.,accept,reject,orwait) ° assessingownresponse(i.e.,arationaloremotionalone)



R E S T R I C T E D

LISTENING AND VIEWING SECONDARYFOCuS ArEAS LEArninG OuTCOmES SkiLLS, STrATEGiES, ATTiTuDES AnD BEhAViOur 1n 1E/2n 2E/3n 3E/�n �E/5n rEmArkS


Developappropriatelisteningandviewingattitudesandbehaviour,and…

LO1:

Demonstratepositivelisteningandviewingattitudesandbehaviourbyshowingattentivenessandunderstanding

@SeeComponent,Interaction Skills,intheSpeaking and Representing Chart.



LO2:

Useappropriateskillsandstrategiestoprocessmeaningfromtexts

#Skillsdemonstratedateachlevelwillbecomeincreasinglysophisticatedasmorecomplextextsareintroduced.





PErCEPTiOn AnD rECOGniTiOn OF SOunDS AnD wOrDS in COnTExT• identify the voice qualities (i.e., pace, volume, tone and stress) in an utterance• identify the key words and phrases in a textLiSTEninG AnD ViEwinG FOr unDErSTAnDinG#

• identify details• identify the gist/ main idea• make predictions (about subsequent action or activity) by using: ° priorknowledge(e.g.,knowledgeofthetopicorfamiliarconcepts) ° phonologicalcues(e.g.,pace,volume,tone,stress,rhythm) ° contextualclues(e.g.,topic,participants,setting,visuals)• make inferences (about purpose, intention, theme/ message) by using: ° priorknowledge(e.g.,knowledgeofthetopicorfamiliarconcepts) ° phonologicalcues(e.g.,pace,volume,tone,stress,rhythm) ° contextualclues(e.g.,topic,participants,setting,visuals)• Ask questions at different levels about the text• interpret information from a variety of sources (e.g., images, films)• interpret the auditory and visual cues that enhance the comprehension of texts

(e.g., actions, gestures, shapes, sizes) • make connections to real life and personal experiences• identify the sequence of events or ideas• Compare and contrast information• Categorise and classify details• Distinguish between cause and effect• understand abstract ideas when concrete examples are used• Identifytheelementsthatestablishplot,settingandcharacterinaudioandvisualtexts

LiSTEninG AnD ViEwinG ATTiTuDES AnD BEhAViOur@

• Listen and view attentively and for a sustained period, e.g., ° lookatthepersonspeakingandmaintaineyecontact ° maintainappropriatepostureandfacialexpression ° listenandviewfortheentiredurationofatext(e.g.,listeningtoinstructions,a

classmate’srecountorpresentation,ashortfilm,atalk,aspeech) ° withholdjudgementorcommentuntilappropriate• Listen and view with empathy and respect (e.g., giving due attention to the

speaker and being sensitive to what is said)• indicate response appropriately while listening and viewing, e.g., ° nodinagreementortoindicateunderstanding ° provideback-channellingtoconfirmcomprehensionandencouragespeaker(e.g.,

“Mmm”,“Yes”,“Isee”) ° seekclarificationandelaboration



R E S T R I C T E D




(continued)

LO3:

Useappropriateskillsandstrategiestoevaluatetexts

CriTiCAL LiSTEninG AnD ViEwinGThe ability to listen and view critically is contingent upon the pupil’s ability to first listen and view for understanding.• Distinguish between fact and opinion• make simple generalisations by: ° identifyingthegist/mainideaandkeydetails ° identifyinggeneralpatternsfrommorethanonesource• Draw conclusions from: ° mainideas,keydetailsandspecificexamplesfromatext ° priorknowledge ° contextualclues• identify the problem-solution relationship in a text• identify different points of view • identify and analyse the techniques (e.g., pictures, animation, sound effects) used

in spoken, audio and visual texts to achieve a variety of purposes• Determine the credibility of the speaker by: ° identifyingthespeaker/source ° identifyingtheintent/purposeofthemessage(e.g.,toinstruct,toinform,to

persuade) ° detectingthespeaker’sfeelingsandattitudes(e.g.,elation,frustration,apprehension) ° assessingthespeaker’sauthorityonthetopic(e.g.,certification,qualifications,

endorsements) ° identifyingthespeaker’sexperienceonthetopic ° assessingthespeaker’senthusiasmandpassionforthetopic• Evaluate the relevance and soundness of arguments by: ° ascertainingthepremiseandclaimthatthespeakerismaking ° identifyingtheevidencefortheclaims ° assessingthesufficiencyoftheevidencetojustifytheconclusion ° assessingthevalidity/logic(lineofreasoning)• Determine the psychological appeal of the message by: ° identifyingtheelementsthatappealtothesenses(e.g.,colour,action,soundeffects) ° recognisingtheemotionalresponsestriggeredinself ° identifyingthechoiceofwordsusedtoinfluenceemotions ° decidingonaresponse(i.e.,accept,reject,orwait) ° assessingownresponse(i.e.,arationaloremotionalone)





CHAPTERTWO LISTENINGANDVIEWING2�


R E S T R I C T E D



…strengthenedbyexposuretowidelisteningtoandviewingofspoken,audioandvisualtexts.

LO4:

Listentoandviewavarietyofliteraryselectionsandinformational/functionaltexts

*SeetheGrammar and Vocabulary Chartsforthegrammaticalandvocabularyitemsspecifictothevariousyearlevelsandthetypesoftextscreated.

+Teacherswillenablepupilstounderstandthatreal-worldtextsoftenhavemorethanonefunctionandcomprisea mixture of types and forms.

LiSTEninG AnD ViEwinG wiDELyThe aim of listening and viewing widely is to develop in pupils a positive attitude towards listening to and viewing a variety of texts for enjoyment and understanding.*• Listen to, view and respond to a variety of spoken, audio and visual texts: ° Conversations(e.g.,requests,explanations,selfintroduction,pair/group/panel

discussions) ° Poetry(e.g.,(e.g.,rhymingcouplets,freeverse,ballads) ° Personalrecounts(e.g.,oralanecdotes,pastexperiences,interestingencounters) ° Narratives(e.g.,radiodramas) ° Procedures(e.g.,instructionalproceduretextstogivedirections,ortoexplainhow

somethingisbuilt) ° Factualrecounts(e.g.,newsreports,eye-witnessaccounts) ° Informationreports(e.g.,onaproject,schoolevent,anincident,anaturaloccurrence

orevent) ° Explanations(e.g.,ofhowbooksinthelibraryareorganised,ofhowanengine

works,ofhowmathematicaldifferentiationisdone) ° Expositions(e.g.,debates,reviewsofamovie/show/amusicalperformance/book,

advertisements,speeches) ° Amixtureoftypesandforms(e.g.,apersonalrecountinanexposition)+







R E S T R I C T E D

Overview Diagram

Learningtoread,view,enjoy,respondtoandunderstandcriticallyavarietyoftextswillhelpbuildpupils’language.Itwillenablethemtoderivemeaningfromprintandnon-printtexts.Itwillalsohelpthemtoprogressivelyachievefluencyinreadingandviewinginordertolearninthecontentareas.

To develop in pupils reading and viewing skills, learner strategies, attitudes andbehaviour,teacherswill:

• recognisethatpupils learntoreadand/orviewinmanydifferentwaysandtheyprogressatdifferentrates.

• help pupils progress from beginning reading to close reading, moving fromdependenceonteacher-supportedreadingandreadingaloudtowardsfluencyandindependenceaswellasindependentsilentreading.

• teachpupilshowtoactivelyconstructmeaningfromarangeofprintandnon-printtextsthattheyreadand/orview,1beginningwithwhattheyalreadyknowintheirownuseoflanguage.

• instructpupilstoapplybothbottom-upandtop-downreadingstrategiesconcurrentlytoprovideabalancedandinteractiveapproachtolearninghowtoread.2

• helppupilstocomprehendcloselyandcriticallyavarietyofdifferenttypesoftexts:literaryandinformational/functional,printandnon-print.

• teachpupilstothinkcriticallyandreflectonwhattheyreadand/orviewtobecomecritical readersandviewers.Encouragepupils tocompareawidearrayof textsagainst one another to make the critical connections to what is read and/ orviewed.

• createopportunitiesforpupilstobeexposedtoawiderangeofrichtextswhichmodelgoodwritinganduseoflanguage.

rEADinG AnD ViEwinG Developreadingandviewingskills,strategies,attitudesandbehaviourandtext

type-specificcomprehensionskillsandstrategies,strengthenedbyexposuretowidereadingandviewing

FOCuS ArEA

Extensive reading and

Viewing

LO5

LO5a:Readandviewwidelyforpleasure,andtodemonstrateindependentreadingandlearninginthe

literary/contentareas(Primary)

LO5b:Sustainreadingandviewingwidelyforpleasure,

personaldevelopmentandlearninginthe

literary/contentareas(Secondary)

LO�

Applycloseandcriticalreadingandviewingtoavarietyofliteraryselectionsandinformational/functionaltexts,fromprintand

non-printsources,forlearninginthe

literary/contentareasandtounderstand

howlexicalandgrammaticalitemsare

usedincontext


ReadingandViewingWidelyBeginningReading

FOCuS ArEA

reading Comprehension and Viewing Skills, Strategies, Attitudes

and Behaviour

FOCuS ArEA

reading and Viewing of

Different Types of rich Texts

CloseReadingand

Viewing

LO3

Applycritical

readingandviewingbyfocusing

onimpliedmeaning,

higher-orderthinking,

judgementand

evaluation

LO2

Processandcomprehend

age-/yearlevel-

appropriatetextsatliteralandinferential

levels

LO1

Usereadingreadinessandword

identificationskills

CriticalReading,

ViewingandAppreciation

ReadingandViewing

LiteraryTexts

Readingand

ViewingInformational/

FunctionalTexts

reading and Viewing What to Teach, When and Why

CHAPTERTWO READINGANDVIEWING2�


R E S T R I C T E D







EL Syllabus2001

moving Forward

TheEL Syllabus 2010emphasisesBeginningReading,includingDecodingthroughPhonics;CloseReadingandViewing;CriticalReading,ViewingandAppreciation;ReadingandViewingLiteraryTexts;ReadingandViewingInformational/FunctionalTexts;andReadingandViewingWidely.TheseskillsareorganisedintothreefocusareasandareshownintheReadingandViewingChart.

Reading Comprehension and Viewing Skills, Strategies, Attitudes and Behaviour will be taught.ThesecomprehensionskillsandlearnerstrategiesareorganisedoverthreeprogressivestagesfromLowertoMiddlePrimaryandthroughtoSecondary.Theyarecharacterisedby:

• Learningtoread(BeginningReading)

• Readingandviewingcloselytoinfermeaningandtoprocessinformation(CloseReadingandViewing)

• Readingandviewingcriticallyforimpliedmeaning,judgement,higher-order thinking and evaluation (Critical Reading andViewing)

Reading and Viewing of Different Types of Rich Texts will be emphasised.Pupilswillapplycriticalreadingandviewingskillsand strategies specific to literary selections and informational/functional texts to appreciate how language works in differenttexts.Suchafocuswillenablepupilstomovefromreadingandviewingtowritingandrepresentingwithgreaterease.

Opportunities for Extensive Reading and Viewing will be provided at all year levels.Thiswillbuildpupils’generalknowledgeoftheworldandofformallanguageaswellasmovethemtowardsreadingindependenceandfluency.






EL Syllabus2010

Indevelopingtheskillsofreadingandviewing,theEL Syllabus 2010 builds on the strengths of the EL Syllabus 2001 whiledefiningthespecificprocessestobetaught.


• Abalancebetweendecodingandmeaning-basedinstruction,wordrecognitionandpassagecomprehension,andphonicsandwholelanguage

• Thatpupilsbeguidedthroughthebeginningreadingstagetotheindependentreadingstage

• Providingopportunitiesforpupilstoread,viewandinterpreta variety of text types from print, non-print and electronicsources

• Theuseofmaterialsother than the textbook toencouragereading,languageacquisitionandself-accesslearning

• Developing in pupils reading comprehension strategies forcomprehendingattheliteral,interpretiveandevaluativelevels,and developing critical reading in pupils at the Secondarylevel

30 READINGANDVIEWING CHAPTERTWO


R E S T R I C T E D






Beginning Reading

rEADinG COmPrEhEnSiOn AnD ViEwinG SkiLLS, STrATEGiES, ATTiTuDES AnD BEhAViOur

Lower PrimaryReading is a linguistic, socio-cultural, physical and cognitiveactivity.Pupilsbeginbyrecognisingthesoundsofthelanguage,decodinglettersandwords,andlisteningtoaswellasenjoyingstoriesreadaloudtothem.

Pupils’readinesstolearntoreaddependsonmanyfactors,forexample, their awarenessof theconceptsofprint, their abilitytohearandmanipulatethesoundsofthe language(phonemicawareness),andtheirabilitytoapplyknowledgeofletter-soundcorrespondencetoidentifywords(decodingthroughphonics).

Early literacy lays the foundation for the development ofcomprehension and communication skills. For the process ofreading to be learned successfully, teachers need to providedeliberatesystematicinstructionfromthestartofpupils’formalschooling.Teacherswillteachtherelevantskills,learnerstrategies,attitudesandbehaviourandmakethemexplicit,wellunderstoodandwellpractised.

Teachers will begin teaching word identification skills essentialfor early literacy and formalword study fromPrimary1.Wordidentificationskillscoverseveralcomponents,includingphonemicawareness, decoding through phonics and the recognition ofwords.Theseskillswillhelppupilsmakemeaning,whichistheultimateaimofreading.

Phonemic AwarenessPhonemic awareness is an important predictor of literacyachievement in theearly years. It refers to theability tonoticeand manipulate the sequence of phonemes in spoken words,thatis,thesoundsoflanguage.Pupilshaveacquiredphonemicawarenesswhentheycanrecogniseandproducerhymes,dividewordsintosyllables,changebeginningsounds(e.g.,fee, fie, fohinto dee, die, doh), blend sounds together (/r/-/t/ become/rt/)andsegmentwordsintoindividualsounds.Itisimportantfor teachers tonote thatsomephonemicawarenessskills, forexample,thedifficultskillsofblendingandsegmentingsounds,maydevelopalittlelaterinsomePrimary1pupils.

Decoding through PhonicsPhonics instruction is based on the alphabetic principle andemphasisesteachingpupilsthecorrespondencebetweensoundsandletters.Thealphabeticprinciplereferstotheunderstandingthat each speech sound (i.e., phoneme) of a language hasits alphabetic/ letter representation. The purpose of phonicsinstructionistohelppupilsfigureoutthepronunciationofnewwords through teaching them that letters represent certainsounds. When pupils learn to connect sounds with letters orgroupsofletters(e.g.,thatthesound/k/canberepresentedby<c>,<k>,or<ck>spellings), theywillbeable toapproximatepronunciations of unknown words. Phonics instruction shouldalso include teaching the skills of segmenting and blendingsoundswithinwordsandmakinganalogiesacrosswords.

Unlikesomelanguages(e.g.,MalayandSpanish)wherethereisaclosecorrespondencebetweensoundsandtheletterpatternsthat represent them, English spelling is more complex. WhileEnglish spelling follows certain conventions, the letter-soundrelationship is not a straightforwardone. The26 letters of thealphabetcouldrepresent42ormoredifferentsoundsofspeech.Inmanycasesthesamesoundcanbespelleddifferently(e.g.,/f/isspelledvariouslyas<f>,<ph>or<gh>)andthesamespellingcan represent different sounds (e.g.<c> has the sound /k/ inmedical,/s/inmedicineandnosoundatallinscience).Complexletter-soundrelationshipshaveimplicationsforphonicsandwordidentificationinstruction.

Develop reading and viewing skills, strategies, attitudes and behaviour and text type-specific comprehension skills andstrategies, strengthened by exposure to wide reading and viewing.

CHAPTERTWO READINGANDVIEWING31


R E S T R I C T E D

In practice, phonics instruction will be conducted within thecontextofabalanced,comprehensivereadingprogrammeinourSingaporeclassrooms.3AttheLowerPrimarylevels,letter-soundrelationshipswillbe taughtbrieflybutconsistentlyas follow-upactivitiesafterSharedReadingusingBigBooks. Itwillalsobetaughtafterare-readingofthetextcreatedduringclasswriting.

The meaningful context of reading and writing provided inthebooks selected forSharedReadingexposespupils to theconcepts of print, and the sounds of the language throughrhythm,rhymeandrepetition.

Explicit instruction in phonemic awareness and phonics isnecessary for beginning readers. As initial consonants are thefirstpartofawordthatisreadanddecoded,teacherswillbeginwithafocusoninitial/finalsingleconsonants,initialshortvowelsoundsandwords that rhyme (e.g.,HumptyDumptysatonawall/HumptyDumptyhadagreatfall).Rhymingwords,ontheotherhand,often(thoughnotalways)comefromthesamewordfamily.Awordfamilyisagroupofwordssharingcommonphonicelementsthatcorrespondtoasound(e.g.,<ite>inkite, bite)orthesamerootorbase(e.g.,<phon>inphonemic,telephoneand<jump>injumps, jumped, jumping).Thesecommonlettersinawordfamilymayalsobereferredtoas“rime”.

Teachingcommonwordfamiliesfoundinpupils’readingmaterialsinthecourseofphonicsinstructionhelpspupilstodecodemanywordsquickly.Rimeshavehighlyreliable letter-soundpatterns.Oncepupilshave learnedaparticularrime,theycanapplythesoundstheselettersmaketoread,spellandformnewwords.Forexample,pupilswhoknowconsonantsoundsandthesoundthattherime<an>makescanreadandwriteanumberofwords,andformmanycombinationsofwords,suchastan, man, fan, can, ban, ran, van,andpan.

A focus on word families can give added success to pupils’earlyexperienceswithprintaswellashelptoaddresstheerrorsbeginningreaderstendtomakewhenreadingfinalconsonantsandvowels.

Good letter-sound instruction should be completed relativelyquickly.Oncepupilsbegintousespellingpatternsinrecognisingwordsataneasyandfluentpace,theyareontheirwaytomasteringsightword recognition.This is time tomoveaway from letter-sound instruction and to spend more time on comprehensionandwritingtexts.

Explicitandsystematicinstructioninphonicsshouldcontinueforpupilswhohavenotsufficientlydevelopedphonemicawarenessorwhoarestillnotabletodecodeaccuratelyorread.

Thefollowingphonicelementsserveasaguideforwhatteachersoughttopayattentiontowhendevisingphonicsinstruction:

• Initialandfinalconsonants

• Shortinitialvowels

• Short vowels are introducedbefore the longonesbecausetheyoccurmorefrequentlyinwords

• Longvowelsaretaughtintheenvironmentofthesilentletter<e>

• Wordfamilies

• Consonantblends

• Consonantdigraphs

• Voweldigraphs

• Syllables

Phonetic symbolswill notbe introducedat theLowerPrimarylevels. Pupils at these levels should not have to contend withanothersetofletter-soundrelationshipswhilelearningtodecodethe letter-sound patterns of English. However, the phoneticsymbolscanbeausefulsourceofreferenceattheSecondarylevelwhenteachersdeveloppupils’abilitytochecktheaccuracyoftheirpronunciationindependently.

32 READINGANDVIEWING CHAPTERTWO


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CloseReading and

Viewing

Recognition of WordsSomewordsdonot followphonics rules (e.g.,were,whoandyou). They are often called “sight words” because they arelearned and recognised by seeing the words. This is done todevelop pupils’ reading fluency and automaticity, which is theabilitytorecognisewordseffortlesslyandrapidly.

CloseReadingandViewingprovidesthecontextforpupilstoreadandviewatliteral,inferentialand,progressively,atcriticallevels,aswellas toseehow language isused inprintandnon-printmaterials.Oncepupilsareabletoreadandviewindependently,theyareontheirwaytoreadingandviewingtolearn.ThisisanimportanttransitionasemphasisoncontentareareadingbeginsforallpupilswhentheystartreadingacademicsubjectssuchasScienceatPrimary4andothersubjectsfromSecondary1(e.g.,Geography,Literature).

Close Reading and Viewing involves the use of readingcomprehensionandviewingskillsand learnerstrategieswhichalso apply in the reading of (a) literary and (b) informational/functionaltexts.

Lower PrimaryTeachers will provide scaffolding for pupils through SharedReadingbyreadingaloudtothemorhavingthemreadwiththeteacher for enjoyment. Teachers will also give them exposuretomeaningfulreadingmaterials,includingchildren’sstoriesandrhymes.Thisapproachalsoprovidesthecontextfordevelopingviewingskillsthroughmodellingandexplicitteaching.

Middle Primary – SecondaryFrom Middle Primary, teachers will apply guided readingapproaches such as the Directed Reading-Thinking Activity(DRTA),which canbeconducted in the context ofSupportedReadingandtheKnow-WanttoLearn-Learned(KWL)strategy.KWLisusedfornon-narrativetextsandRetelling.FromMiddlePrimary,pupilswilldomoreofthereadingthemselvesandtheywillbeencouragedtodososilently.RecognitionofthevarioustypesoftextsandwholetextstudycanbegraduallyintroducedfromtheMiddlePrimaryyears.

At the same time, pupils will learn to process information atdifferentlevelsoftextdifficulty4byapplyingcomprehensionskillsattheliteralandinferentiallevels.ForpupilstoacquiretheseskillsfromthePrimarytoSecondarylevels,teacherswillhelpthemlearnto:

• constructmeaningfromvisualtexts(e.g.,pictures,diagrams,charts,icons,maps,graphs,tables).

• usepriorknowledge(e.g.,knowledgeofthetopicorfamiliarconcepts,knowledgeofthetextstructure).

• usecontextualclues (e.g.,visualcues,knowledgeof lexicalandgrammaticalitems,repetition).

• askquestionsaboutthetexts.

• makepredictions.

• skimforthegist/mainidea.

• scanforspecificinformation.

• sequencedetails.

• distinguishbetweencauseandeffect,andbetweenfactandopinion.

• categoriseandclassifygivendetails.

• compareandcontrast,e.g.,ideas,topics,texts.

• makeinferences.

• drawconclusions.

• makegeneralisations.5

• identifyproblem-solution.

• interpret and analyse information from a variety of sourceswhenconductingresearchtomeetinformationneeds.

• paraphraseinformation.

• summariseessentialideas.

• identifyandanalysemediatechniques.

Pupils are expected to apply these skills competently as theyengagewithincreasinglymorecomplexliteraryandinformational/functionaltextsinthecourseofreadingcomprehensionlessons,reading and viewing widely, and reading and viewing in thecontentareas.



R E S T R I C T E D





















Critical Reading,

Viewing and Appreciation

Reading andViewing

Literary Texts

Readingand Viewing

Informational/Functional

Texts

Differentiation

Primary – SecondaryCritical reading and viewing take place when pupils areencouraged to read between the lines and view for impliedmeanings,analysetheunderlyingmeaningofvisualmessages,offerinterpretivejudgement,andquestionandevaluatewhatisreadfromavarietyofsources,includingthewriters’intentions/assumptionsandsoundnessoftheargument.6

Pupilswilldeepen theirunderstandingof the textby relating ittopersonalexperiences,real life, itscontextandsimilarwritingor works, including visual texts. They will also examine theelementsofstyle.Thisprocessinvolvescloseandcriticalreadingoftexts,theorganisationalstructureoftextsandtheartfuluseoflanguageforimpact.Pupilswillrealisetheconnectionbetweenlanguagefeaturesandthetypesoftexts.Theywillalsoidentifythemeaningsconveyedbythe interplayofwhat iswrittenandthevisualsinatext.

rEADinG AnD ViEwinG OF DiFFErEnT TyPES OF riCh TExTS

Exposuretodifferentliterarygenres/typesoftextswillgivepupilsmany and varied models of good English. Pupils will becomebetterreadersbyunderstandingthestructureandconventionsoftextsandwillappreciatethenuancesoflanguagethatmakethesetextsunique.

From Lower PrimaryAtthePrimarylevels,examplesofnarrativesthatpupilswillreadandviewinclude:

• Fables

• Fairytales

• Fantasy

• Legends

• Myths

• Contemporaryrealisticfiction

From Lower SecondaryAttheSecondarylevels,literaryselectionsofprose,poetryanddramafromliteraturewillbeincluded.

Inreadingandviewingliterarytexts,pupilswilllearnhowto:

• identify themes that help them pick out the underlyingmessagesofthetext.

• distinguishtheelementsoffiction(e.g.,plot,conflict,setting)whichencourageacriticalresponse.

• detectandanalysepointsofviewandwriters’intentions.

• identifyandappreciatetheelementsofstyle.

Informational texts (such as procedures, factual recounts,information reports and explanations) present main ideas andsupporting details; and expositions present coherent lines ofargument.Suchtextsarefoundinbiographiesandarticlesfromnewspapers,magazinesandjournals.

Inreadingandviewingarangeofinformationaltexts,pupilswilllearn to identify and understand the organisational structuresthatdefinethewriters’lineofthinkingorargument,withevidencefromthetexttosupportaninterpretationorargument.

For lowprogresspupils, teacherswillchoosemoreaccessibleandshorterliteraryandinformational/functionalselectionswithappropriate themes. They will focus on teaching the essentialskills from theReadingandViewingChart thatwill specificallymeettheneeds,abilitiesandinterestsofthepupils.

For high progress pupils, teachers will widen their range ofexperienceswithqualityliteraryandinformational/functionaltextsthroughincreasingthecomplexityandlengthofsuchtexts,orbyusingtextswithmoreabstractconcerns,orricherandthought-provokingthemes.Pupils’interestlevelshouldremainasthekeyconsiderationintextselection.Thetextswillalsobetaughtandanalysed deliberately. The skills learned can be transferred tootherareasoflanguagelearning.

3� READINGANDVIEWING CHAPTERTWO


R E S T R I C T E D






Readingand Viewing

Widely

ExTEnSiVE rEADinG AnD ViEwinG

Primary – SecondaryOne of the strongest predictors of reading comprehension ingeneralandofvocabularydevelopmentinparticularistheamountoftimepupilsspendonreading.7Althoughreadingaloudtopupilsis helpful in developing their language, the central importanceofpupils readingwidelyat increasinglymorechallenging levelscannot be over-emphasised. High-interest texts with lesssophisticatedvocabulary,althoughoftenappropriateforbuildingfluency,arenotaslikelytoproducegrowthinacademiclanguage.Toobtainsuchgrowth,pupilsmustreadextensivelyatschoolandathome.Classroom,instructionalandschool-widestrategiestoencourageandinspirepupils’independentreadingareessential.Pupilsshouldmasterskills in readingearlyso that theywillbeabletoreadindependently.Thosewhoarenotfluentreadersandwhodonothavethefoundationalskillstounderstandavarietyoftextsdonotengagewillinglyandjoyfullyinreading.8

Itisalsonecessarytoexpandpupils’appreciationofhowvisualsconvey meaning and provide additional information on thematerialsread. Increasingly fromthePrimarytotheSecondarylevels,pupilsneedtobeabletoread,view,andlearntoproduceavarietyoftextsthatareaccompaniedbyvisualstocommunicatethe overall meaning. Teachers will guide pupils in developingthisabilitythroughtheuseofpicturebooksthatprovidestronglinksbetweenthe languageofprintandthevisuals inthetext.Sustained and wide exposure to such multimodal texts willhelppupilsstrengthenessentialviewingskillsthatcomplementreadingskills inconstructingmeaningfromvarioustextsattheSecondarylevels.

Book and Text SelectionsTeachers will help pupils read, view and appreciate a varietyof reading-age-appropriate personal recounts, narratives,procedures, factual recounts, information reports,explanationsandexpositions,includingpoetry.Aspupilsbecomeindependentreaders,teachersshouldencouragethemtomakebookandtextselectionswhicharemorechallengingandwithmorethought-provokingthemes.

Book and multimodal text selections from authentic print andnon-printsourceswill includemanymodelsofgoodEnglishaswellasreflectourculturalvalues,forexample:

• Children’sliterature(awardwinners)

• Worksoflocalauthors

• Worksreflectingdifferentcultures

• Worksofdifferentgenres(e.g.,prose,poetry,drama)

• Biographies

• Diaries/blogs

• Anthologies

Promote Reading and Viewing Teacherswillsupportandencouragereadingandviewingwidelybyengagingpupilsinrelatedactivitiesthatallowthemtoclarifytheir understanding and connect with their own experiences(e.g., through reading logs, debates and forums to discussviewpoints).

At the Secondary level, small group discussions give pupilsincreasedopportunities to listen toand learn fromeachother,toshareimpressionsandideas,andtoaskquestionsinamorepersonalway.


1 Quin,McMahon&Quin (1995)state that readingandviewinggenerally involveparallelprocessesofconstructingmeaningfromtexts.Studyingvisualtextscanenhancepupils’understandingaboutlanguageandlanguageskills.Callow(1999)addsthatbothreadingandviewingrequireaconstantinteractionamongthereader/viewer,theauthor,thetextandthewiderculturalcontext.

2 Bottom-upprocessingmodelssuggestthatreadersstartwithletters.Thisinformationisconvertedintostringsofphonemesandthenrecognisedaswordsonaprintedpage.Thisapproachfocusesonthesub-skillsofreading(e.g.,matchingletterstosound,matchingwordstotheirmeaning).Top-downprocessing ismeaning-based,text-andcontext-driven,withphonicstaught incidentallyandwhenneeded.Itfocusesonreaders’abilitytopredictthecontentofthetextbasedontheirbackgroundknowledge.Readerscanalsobringtheirexpectationstothetext.BothmodelsareadvocatedintheSingaporeclassrooms.

It is now widely recognised that reading involves complex skills and processes such as wordrecognition,vocabularyknowledge,grammaticalknowledge,knowledgeofthetextstructureanditscharacteristics,andtheabilitytointerpretthetext.



R E S T R I C T E D

3 InthefirsteditionofLearning to Read: The Great Debate,JeanneChall(1967)madethedistinctionbetweena“meaning”emphasisanda“code”emphasisinbeginningreadinginstruction,pointingoutthatpupilswhohadsystematicphonicsinstructionachievedhigherscoresinwordidentificationandreadingcomprehensionthanpupilsinprogrammeswitha“meaning”emphasis.ThefindingsfromtheNationalReadingPanelsimilarlyprovided“solidsupportfortheconclusionthatsystematicphonicsinstructionmakesabiggercontributiontochildren’sgrowthinreadingthanalternativeprogrammesprovidingunsystematicornophonicsinstruction”(NationalReadingPanel,2000,pp.2–92).Currentthinkingon‘balancedinstruction’inreadingrecognisesthatphonicsinstructionisnecessarybutaninsufficientconditionforsuccessfulliteracyinstruction(InternationalReadingAssociation,2005):

Childrenbecomeawareofandunderstandhowprintonapagerelatestomeaning.Whenchildrenengagewithtextsthemselves,asreadersorwriters,theybegintoorchestratethisknowledge of how written language works to achieve success. It is within these kinds ofcontextsoflanguageusethatdirectinstructioninphonicstakesonmeaningforthelearner.Whenphonics instruction is linked tochildren’sgenuineefforts to readandwrite, theyaremotivatedtolearn.Whenphonicsinstructionislinkedtochildren’sreadingandwriting,theyaremorelikelytobecomestrategicandindependentintheiruseofphonicsthanwhenphonicsinstructionisdrilledandpractisedinisolation.Phonicsknowledgeiscriticalbutnotsufficienttosupportgrowingindependenceinreading.

4 Textdifficulty,relativetopupils’ability,refersto:

The independent reading level – the level of reading material a pupil can read easily,independentlyandwithhighcomprehension,afewproblemswithwordidentificationandanaccuracyrateof95–100percent.

The instructional reading level – the level of reading material a pupil can read easily andsuccessfullywithinstructionandsupportfromtheteacherandatanaccuracyrateof90–94percent.

Thefrustrationreadinglevel–thelevelofreadingmaterialapupilcanreadsuccessfullywithanaccuracyrateof89percentorless.Atthislevel,“readingskillsbreakdown,fluencydisappears,errorsinwordrecognitionarenumerous,comprehensionisfaulty,recallissketchy,andsignsofemotional tensionanddiscomfortbecomeevident” (statementof theCommitteeon thePreventionofReadingDifficultiesofYoungChildren,citedinHarris&Sipay,1975,p.213).

5 AttheSecondarylevel,‘makinggeneralisations’isacriticalreadingandviewingskillincorporatingthetransferenceofunderstandingtonewcontexts.

6 Goh&Yio,2002,p.10.

7 Anderson, Wilson, & Fielding, 1988; Anderson, 1992; Corson, 1995; Cunningham & Stanovich,1998.

8 Juel,1988;Nathan&Stanovich,1991;Coyne,Kame’enui&Simmons,2001.



R E S T R I C T E D

READING AND VIEWING P R I M A R YFOCuS ArEAS LEArninG OuTCOmES SkiLLS, STrATEGiES, ATTiTuDES AnD BEhAViOur 1 2 3 � 5 � rEmArkS


Developreadingandviewingskills,strategies,attitudesandbehaviour…

LO1:

Usereadingreadinessandwordidentificationskills

@Thephonicelementslistedareselectedbasedon the frequency of occurrence in Primary 1readingmaterialsandaccordingtotheresultsobtainedfromYoung’sDiagnosticDecodingInventorywhichwasfirstadministeredtoa sample of Primary 1 pupils in Singaporetofindouttheeasewithwhichtheygraspedcertainsounds.ThisstudywasconductedbyNgSeokMoiin1984.

BEGinninG rEADinGReadiness for Reading• recognise and name the letters of the alphabet• identify upper and lower case letters • Develop knowledge of the concepts of print: ° identifycommontermsrelatingtobooks(e.g.,titlepage,author,illustrator,front/

backcover,tableofcontents) ° adjustdirectionality(e.g.,fromlefttoright,foregroundtobackground)inaccordance

withthereading/viewingtext ° identifywordspacing ° distinguishbetweenletters,wordsandsentencesonaprintedpage ° recognisethegrammaticalfeaturesofasentence(i.e.,capitalletters,punctuation

marks)• read and view attentively and for a sustained period (e.g., for the entire duration

when a text is read aloud or shared in class)• Stay on the correct line while reading orally• Adopt correct posture and book position while reading or viewing silentlyPhonemic Awareness• identify initial, medial and final sounds• use syllables and rhyming words in spoken language • identify and differentiate among common sounds in words• Differentiate sounds through letter blends, segmentation, substitution and deletionDecoding through Phonics@

• match sounds to their corresponding letters/ letter patterns: ° initialandfinalconsonants:m,j,f,s,b,t,w,r,p,h,v,d,k,z,l,g,n,c,y ° initialshortvowelsounds:a,e,i,o,u ° wordfamilieswithvowel-consonantpatterns(e.g.,-at,-an,-ad,-ap,-et,-en,-ill,-ig,

-in,-ot,-op,-og,-ug,-un) ° finalyasavowel ° consonantdigraphsininitialposition(e.g.,th,sh,ch,wh) ° voweldigraphs(e.g.,oo,ee,ea,oa,aw,ai,ay) ° initialconsonantblends(e.g.,sw,sn,sk,bl,br,ch,cl,cr,dr,fl,gl,ph,pl,pr,sh,sl,

sm,sp,st,th,tr,tw,wh,qu) ° finalconsonantblends(e.g.,nd,nk,nt,mp) ° initialconsonantblends(e.g.,thr,str,scr) ° doubleconsonants(e.g.,tt,pp,rr,gg,nn,ss,ll,ck) ° wordendings(e.g.,ple,ble,dle,tle,ng,tch) ° r-controlledvowel(e.g.,ar,ir,ur,or) ° diphthongs(e.g.,ou,ow,oi,oy) ° inflectionalsuffix(e.g.,-s,-es,-ing,-ed) ° syllables(commonpatterns,e.g.,vowel-consonant,consonant-vowel,consonant-

vowel-consonant)







R E S T R I C T E D




(continued)

LO1:

Usereadingreadinessandwordidentificationskills

(continued)

LO2:

Processandcomprehendage-/yearlevel-appropriatetextsatliteralandinferentiallevels





CLOSE rEADinG AnD ViEwinG• Construct meaning from visual texts (e.g., pictures, diagrams, charts, icons, maps,

graphs, tables)• use prior knowledge (e.g., own experiences or familiar concepts)• use contextual clues (e.g., visuals, titles, sub-headings, familiar vocabulary, and

typographical and visual features)• Ask questions at different levels about the texts read or viewed• make predictions based on, e.g., ° priorknowledge ° contextualclues(e.g.,titles,headings,keywords,pictures)• note and recall main ideas and key details• Sequence details• make inferences based on, e.g., ° priorknowledge ° visualclues ° contextualclues• Adjust reading rate to check for meaning (e.g., through reading aloud or re-reading)• Skim for the gist/ main idea• Scan for details• Distinguish between cause and effect

° silentletters,e.g.,– e(e.g.,cake,kite,home)– b(e.g.,comb,plumb,thumb,climb,plumber,limb)– k(e.g.,knock,knot,knit,knew,knee,knife)– gh(e.g.,high,sigh,fight,might,right,flight)– w(e.g.,wrap,wreck,wreath,wren,wrist,sword,write,wrote)– t(e.g.,often,bristle,castle,bustle,fasten)– l(e.g.,walk,chalk,half,talk,calf,calm)– g(e.g.,gnaw,gnarl,gnat,gnash,gnome)

Recognition of Words• recognise and read words using a variety of cues, e.g., ° visualcues ° wordconfigurations ° wordendings• recognise and read accurately: ° common,regular,one-syllablewords ° multisyllabicrealwords(e.g.,hippopotamus,Singapore) ° nonsensewords(e.g.,blappering,sumomoe) ° compoundwords(e.g.,farmhouse,blackbird)• identify and read common word endings, rhyming words, irregularly spelt words• recognise and match contractions to words (e.g., couldn’t – could not)• read aloud year level-appropriate literary and informational/ functional short

connected texts/ readers with accuracy, fluency, comprehension and appropriate expression, pacing, and intonation



R E S T R I C T E D




(continued)

LO2:


(continued)

LO3:

Applycriticalreadingandviewingbyfocusingonimpliedmeaning,higher-orderthinking,judgementandevaluation

CriTiCAL rEADinG, ViEwinG AnD APPrECiATiOnPersonal Response• respond to a text with, e.g., ° reasons ° simplejudgement ° personalinterpretations• IdentifyandpresentpointsofviewinatextConnections• make connections between a text and personal experiences/ real life• Relateatexttoasimilar/contrastiveworkElements of Style in a Variety of Texts• Demonstrate awareness of the organisational structure of texts (e.g., introduction,

body, conclusion) and the organisational patterns in texts (e.g., cause-effect, problem-solution)

• Demonstrategeneralawarenessofhowthewriter’suseoflanguagevariesaccordingtothepurposeandaudienceforthewritingtoachieveimpact

• Compare and contrast: ° twoormoreideas ° concepts ° topicsinatext• Categorise and classify given details • identify the purpose and audience of text read or viewed • identify fact and opinion (e.g., based on beliefs, assumptions)• Analyse organisational patterns in a text: ° list/sequenceofideas/events ° comparison-contrast ° cause-effect ° problem-solution• Draw conclusions from: ° thegist/mainideaandkeydetails ° priorknowledge ° contextualclues• make simple generalisations (such as the moral of a story) by: ° identifyingthegist/mainideaandkeydetails ° identifyinggeneralpatternsfrommorethanonesource• interpret and integrate information from a variety of sources (e.g., picture cues,

timeline, storyboard) • Formulate questions to guide research• Gather information from a range of print and non-print sources • Select and use relevant information for defined information needs (from one or

multiple sources)• identify problem-solution in a text (e.g., by linking an issue to its problem source)• identify and analyse techniques (e.g., colour, pictures, sound effects) used in

written and visual texts to achieve a variety of purposes







R E S T R I C T E D



…andtexttype-specificcomprehensionskillsandstrategies,…

LO4:

Applycloseandcriticalreadingandviewingtoavarietyofliteraryselectionsandinformational/functionaltexts,fromprintandnon-printsources,forlearningintheliterary/contentareasandtounderstandhowlexicalandgrammaticalitemsareusedincontext

rEADinG AnD ViEwinG inFOrmATiOnAL/ FunCTiOnAL TExTSLayout• identify typographical and visual features (e.g., headings, illustrations, use of logo)• identify text features (e.g., titles/ headlines, main and sub-headings, captions/

labels for visuals)• recognise the organisational patterns in a text (e.g., sequence of events, cause–effect)Text Response• make predictions about the content of a text using: ° priorknowledge ° typographicalandvisualfeatures ° textfeatures ° organisationalpatterns

° organisationalstructure(e.g.,inanarrative,orientation–complication–climax–resolution)• Explain whether predictions about the content of a text are acceptable or should

be modified and why• identify the gist/ main idea and key details • Showawarenessofhowthewriter’suseoflanguage(e.g.,choiceofwords,

rhetoricalquestion)variesaccordingtothepurposeandaudienceforthewritingtoachieveimpact

rEADinG AnD ViEwinG LiTErAry TExTS Theme• identify themes as big ideas in stories/ poems• Compare familiar themes in stories/ text selections• Provide evidence to support points stated• IdentifysimilarthemesandapplythisknowledgetointerprettextsText Response• identify the beginning, middle and ending of stories• retell main event• retell sequence of events• recall details (e.g., who, what, when, where, why, how)• make and check predictions (e.g., based on contextual evidence)• identify simple elements of fiction (e.g., main characters and setting)• identity and study characters and their actions (e.g., identify character types and

draw conclusions about them)• recognise and identify plot structure (e.g., initiating event, climax, resolution)• Identifyrhymeandrhythm,repetition,similes,andsensoryimagesinpoems• Identifythespeakerofapoemorstory(e.g.,firstperson,thirdperson)• Showawarenessofhowthewriter’suseoflanguage(e.g.,simile,metaphor,

personification)variesaccordingtothepurposeandaudienceforthewritingtoachieveimpact

• Identifydifferentpointsofviewinstories/poems





�0 READINGANDVIEWING CHAPTERTWO


R E S T R I C T E D



…strengthenedbyexposuretowidereadingandviewing.

LO5a:

Readandviewwidelyforpleasure,andtodemonstrateindependentreadingandlearningintheliterary/contentareas

#Teacherswillprovideopportunitiesforpupilstoaccesselectronicbooks,whereappropriate.

rEADinG AnD ViEwinG wiDELy Types of Texts• read and view a variety of reading-age-appropriate and high-interest books and

texts from print and non-print sources:#

° Poetry(e.g.,rhymes,cinquains,haiku) ° Personalrecounts(e.g.,diaryentries,biographies) ° Narratives(e.g.,fables,historicalfiction,pourquoitales) ° Procedures(e.g.,recipes,directions,instructionmanuals) ° Informationreports(e.g.,projectreports,factsheets) ° Factualrecounts(e.g.,eye-witnessaccounts,newsbulletins) ° Explanations(e.g.,howsomethingworks) ° Expositions(e.g.,reviews,arguments)Text Response• re-read and review the most enjoyable part of a book • Present a response by, e.g., retelling the story, rating the book, sharing opinions/

reflections





CHAPTERTWO READINGANDVIEWING�1


R E S T R I C T E D

READING AND VIEWING SECONDARYFOCuS ArEAS LEArninG OuTCOmES SkiLLS, STrATEGiES, ATTiTuDES AnD BEhAViOur 1n 1E/2n 2E/3n 3E/�n �E/5n rEmArkS



LO2:


CLOSE rEADinG AnD ViEwinG• use prior knowledge (e.g., knowledge of the topic, familiar concepts or socio-

cultural knowledge)• use contextual clues: ° topicsentences ° knowledgeofvocabulary ° cohesivedevices ° typographicalandvisualfeatures ° textfeatures• make predictions based on, e.g., ° contextualclues(e.g.,headings,keywords) ° patternsandrelationshipofideas(e.g.,cause-effect,pointsofview)• Skim for the gist/ main idea • Scan for details• Sequence more complex details (in chronological or spatial order)• Distinguish cause from effect, fact from opinion (e.g., by noting outcomes,

personal comments)• Categorise and classify given details• Compare and contrast ideas• Analyse organisational patterns in a text: ° list/sequenceofideas/events ° comparison-contrast ° cause-effect ° problem-solution ° reasons/assumptions-conclusion• make inferences to draw conclusions from, e.g., ° contextualinformation ° writer’sviewpoints ° impliedinformation• identify different points of view (e.g., first person, third person)• interpret and integrate information from a variety of sources (e.g., maps, graphs,

diagrams)• Ask a variety of questions at different levels (e.g., clarifying, open-ended

questions) about the texts read or viewed• Formulate questions to guide research • Gather information independently from a range of print and non-print sources

(e.g., using search engines, keywords, databases)• Select and evaluate relevant information from various sources for defined

information needs• Paraphrase information or ideas (using own words or synonyms/ antonyms)• Summarise ideas (from one/ multiple paragraphs or an extract)• identify the purpose and audience of texts read or viewed





�2 READINGANDVIEWING CHAPTERTWO


R E S T R I C T E D




(continued)

LO2:


(continued)

LO3:

Applycriticalreadingandviewingbyfocusingonimpliedmeaning,higher-orderthinking,judgementandevaluation

• identify and analyse techniques (e.g., music/ sound, image/ visual effects) used in written and visual texts to achieve a variety of purposes

• Establish criteria for responding to written and visual texts• Synthesise information using a variety of organisational patterns (e.g.,

comparison-contrast, problem-solution)

CriTiCAL rEADinG, ViEwinG AnD APPrECiATiOnEvaluative Response• read or view a text closely and offer interpretations of it• Solve problems imaginatively and creatively by: ° posingcriticalquestionsbasedonwhatisreadorviewed ° identifyingcausesandgeneratingpossiblesolutions ° choosingthebestoption• recognise writers’ intentions (e.g., through their use of words, literary language)• make generalisations at a critical level from, e.g., ° connectionswithin/acrosstexts(suchasconflictinginformationonthesametopic) ° transferenceofunderstandingtonewcontexts• Provide and interpret evidence to support understanding• Evaluate information, recommendation or line of thought (based on reasons,

consequences, implications) for, e.g.,° credibility/accuracy/premiseofideas(suchasintheuseofpropaganda,

exaggerationandfallacy) ° sufficiencyofinformationConnections• make connections between a text and other points of view/ ideas• Abstract ideas/ themes from a text and apply to a new situation• Compare different types of texts (e.g., literary vs expository, narrative vs factual

recount) based on general or specific given criteria • Compare written and visual texts• IdentifythemeaningconveyedbytheinterplayofwhatiswrittenandthevisualsinatextElements of Style in a Variety of Texts• Demonstrate understanding of how a writer’s style can impact the readers’/

viewers’ interpretation of a text (e.g., in terms of its purpose, audience, context and culture) through, e.g.,

° choiceofwords(e.g.,useofemotivewordsincommercialsoradvertisements) ° writingtechniques(e.g.,useofquotes,cynicism,wit) ° useofliterarylanguage(e.g.,ambiguity,antithesis) ° useofsentences(e.g.,shortorlong,simpleorcomplex)andparagraphs







R E S T R I C T E D


@Teacherswillfocusonproseandpoetry,introducedfromPrimary1,toconsolidateanddeepenpupils’languageskills.Poetrycouldbereadandanalysedforexposure.

Teacherswillintroduceselectionsfromdramawhereappropriate.

Teacherswillexposeweaker pupilstoliteraryselectionsofprose,poetryanddramaby(a)choosingmoreaccessibleandshorterselectionsand(b)focusingontheskillsthatneedtobetaughtandreinforcedinpupils.



LO4:


rEADinG AnD ViEwinG LiTErAry TExTS@

Reading/ viewing literary texts, namely prose, poetry and drama, in the English Language classroom, is not equivalent to the teaching of Literature in English as a subject which begins from Secondary 1 Express and Normal (Academic) and emphasises different aims, objectives and areas of study.

The focus on literary texts in EL classrooms will expose pupils to :• the nuances of language and the play with words in texts.• a wide array of styles and literary language they can reproduce in their own

writing for different purposes, audiences, contexts and cultures. • opportunities to apply higher-order thinking skills.Theme• identify similar themes in stories/ texts and apply this knowledge to interpret the

texts • Compare themes in stories/ textsGenres• Identifyandcomparespecificcharacteristicsamongdifferentgenresofliterature

andlinkthemtotheirpurposesText Response (including prose/ poetry/ drama)• recognise plot structure (i.e., initiating events, complications, climax, resolution),

where applicable• relate the setting (e.g., place, time) to the meaning, mood and tone of the text• identify the sequence of events (e.g., chronological, historical sequence to

determine, for e.g., their influence on future actions)• make predictions (e.g., based on contextual evidence)• Analyse how characterisation is achieved through, e.g., ° qualities/traits(e.g.,positive,negative) ° facialexpressionandbodylanguage ° impact(e.g.,onothercharacters,plotdevelopment,finalresolution)• Provide and interpret evidence in the texts to support understanding• identify and analyse organisational structures, text features and language features

in texts comprising a mixture of types and forms• interpret various points of view, e.g., ° writer’s/poet’s ° characters’• identify the speaker of a poem/ story • Show awareness of how the writer’s use of language (e.g., simile, metaphor,

personification, irony) varies according to the purpose and audience for the writing to achieve impact

• Appreciatetherhymeandrhythm,repetition,similes,andsensoryimagesinpoems

• Identifythecommonconventionsindrama(e.g.,soliloquy,aside,dramaticirony)





�� READINGANDVIEWING CHAPTERTWO


R E S T R I C T E D




(continued)

LO4:


(continued)

# Teacherswillprovideopportunitiesforpupilstoaccesselectronicbooks,whereappropriate.

*Teacherswillenablepupilstounderstandthatreal-worldtextsoftenhavemorethanonefunctionandcomprisea mixture of types and forms.

LO5b:

Sustainreadingandviewingwidelyforpleasure,personaldevelopmentandlearningintheliterary/contentareas


…strengthenedbyexposuretowidereadingandviewing.

rEADinG AnD ViEwinG inFOrmATiOnAL/ FunCTiOnAL TExTSLayout• identify typographical and visual features (e.g., captions, font types/ sizes, text

layout, illustrations)• identify text features (e.g., titles/ headlines, main and sub-headings, captions/

labels for visuals)• recognise the organisational patterns in a text (e.g., comparison-contrast,

problem-solution)Text Response• make predictions about the content of a text using, e.g., ° priorknowledge ° typographicalandvisualfeatures ° textfeatures ° organisationalpatterns

° organisationalstructure(e.g.,inanexposition,thesisstatement–justification–restatementofthesis)

• Explain whether predictions about the content of a text are acceptable or should be modified and why

• restate the gist/ main idea and key details• Examine the arguments for or against an issue, including the quality of the arguments• identify and interpret the evidence in arguments, e.g., ° facts ° reasons ° appealtoanauthority ° useoflogic(e.g.,toachieveunityandcoherenceinarguments)• recognise how the writer’s use of persuasive language (e.g., choice of words to

appeal to authority, novelty or emotions, rhetorical question) varies according to the purpose and audience for the writing to achieve impact

rEADinG AnD ViEwinG wiDELyTypes of Texts • read and view, demonstrating the ability to discriminate among a variety of

reading-age-appropriate and more thought-provoking books and texts of different genres, from print and non-print sources,# as an integral part of daily life, e.g.,

° Poetry(e.g.,narrativepoems,limericks) ° Personalrecounts(e.g.,diaryentries,biographies,memoirs) ° Narratives(e.g.,sciencefiction,contemporaryrealisticfiction) ° Procedures(e.g.,directions,instructionalmaterials,experiments) ° Factualrecounts(e.g.,travelogues,newsbulletins,notesofmeeting) ° Informationreports(e.g.,projectreports,newsreports) ° Explanations(e.g.,aphenomenon) ° Expositions(e.g.,proposals,arguments) ° Amixtureoftypesandforms(e.g.,apersonalrecountinanexposition)*Text Response• re-read and review parts of a text/ book• Present a critical response, e.g.,

° puttogetheraportfolioofresponsenotesandquoteextractswhichreflectthesocialcontextofthewriting

° presentacriticalcommentarybasedonasetofcriteria







R E S T R I C T E D

At each stage of language development, the ability to communicate effectively isparamount. The acquisition and development of oral communication skills (i.e.,speakingandlisteningskills)arenecessaryforbuildingastrongfoundationinEnglishat the start of language learning. Having the requisite speaking skills will enablepupils to convey and express their thoughts and opinions with accuracy, fluency,appropriatenessandsuccinctness.Inspeakingandrepresenting,pupilswilldeveloptheirknowledgeoflanguageforcoherentandeffectivecommunication.

Todevelopinpupilstheskills,learnerstrategies,attitudesandbehaviourforeffectivespeakingandrepresenting,teacherswill:

• model the use of internationally acceptable English (Standard English) that isgrammatical,fluentandappropriateforpurpose,audience,contextandculture.

• developpupils’understandingofthekeyfeaturesofspokenlanguage.

• teachpronunciationexplicitly.

• plan learning activities to enable pupils to produce a variety of spoken texts ofincreasingcomplexitythroughexposuretomodels,directinstructionfromteachersandregularpractice.

• model and demonstrate how meaning in a presentation is conveyed effectivelythroughvariationsinpace,volume,toneandstresspatterns.

• guidepupilsingeneratingideas,planningandorganisingtheirpresentationsusingavarietyofskillsandstrategies,accordingtothepurpose,audience,contextandculture.

• demonstratehowtheuseofvisualandaudioresources,verbaland/ornon-verbalcuescanaddmeaningtoorenhancetheimpactofapresentation.

• provide opportunities for pupils to plan, organise and deliver appropriately theirideas in a varietyofmediaand forms, suchas through theuseofposters andplannedmultimediaandspontaneouspresentations.

• exposepupilstoavarietyofspokentexts(e.g.,conversations,speeches).

Overview DiagramSPEAkinG AnD rEPrESEnTinG

Developunderstandingofkeyfeaturesofspokenlanguageandapplyspeakingandrepresentingskillsandstrategiesinusinglanguageappropriatelytoaddresspurpose,

audience,contextandculture


AwarenessofSpokenLanguageFeatures

FOCuS ArEA

Features of Spoken Language

LO�

Useappropriateskills,strategiesandlanguage

toconveyandconstruct

meaningduringinteractions

LO3

Planandpresent

informationandideasforavarietyofpurposes

LO2

Speakwithaccurate

pronunciationandappropriate

intonation

LO5

Producespontaneousandplannedspoken

textsthataregrammatically

accurate,fluent,coherentand

cohesive

FOCuS ArEA

Speaking and representing Skills and Strategies

FOCuS ArEA

Types of Spoken Texts

LO1

Demonstrateknowledgeof

spokengrammarandregister

PronunciationandIntonation

Presentation:Planning

andOrganisation

Delivery InteractionSkills SpeakingandRepresentingWidely

Speaking and representing What to Teach, When and Why

�� SPEAKINGANDREPRESENTING CHAPTERTWO


R E S T R I C T E D


In developing the skills of speaking and representing, the EL Syllabus 2010buildsonthestrengthsoftheEL Syllabus 2001 whiledefiningthespecificprocessestobetaught.


• Thatthedevelopmentofspeakingskillsisasimportantasthedevelopmentofreadingandwritingskills

• Providing opportunities for pupils to speak for variousfunctional,academicandcreativepurposes

• Teachingpupilstoobservesocialconventionsandetiquettein oral communication, and to give appropriate verbalresponses

• Building pupils’ ability to speak and make presentations ininternationally acceptable English (Standard English) that isappropriateforpurpose,audience,contextandculture






EL Syllabus2001

moving Forward

The EL Syllabus 2010 gives attention to the explicit teachingof speaking and representing skills, including pronunciation,planning forpresentations,deliveryand interactionskills,areaswhichare important in language teachingand learning.TheseskillsareorganisedintothreefocusareasandareshownintheSpeakingandRepresentingChart.

The features of spoken language will be highlighted.Teachers will provide pupils with guidance in identifying thefeaturesofspokenlanguageandtheirpurposes.Thisknowledgewillenhancepupils’ability tospeakappropriatelyaccording topurpose,audience,contextandculture.

Speaking and Representing Skills and Strategies willbe emphasised. Teachers will teach pupils to speak clearlyand fluently. Theywill also systematically teachpupils todrawessential information from a variety of sources, select themost appropriate presentation forms and enhancements, andstructuretheirdeliveryforimpact.Pupilswillbetaughthowtobeeffectivecommunicators:toberesponsivewheninteractingwithothers,toactivelyandpurposefullycollaboratewithothers,andto contribute to meaning-making through offering constructivefeedbackandalternativeviewpoints.

Exposure to a wide variety of spoken texts will start from Primary 1.Teacherswillprovidepupilswithmodelsofspokenlanguage which demonstrate the appropriate use of grammarand vocabulary. These will help pupils to effectively engage inconversationsandproducespeeches,narratives, explanationsandprocedures.Aspupilsprogressthroughthelevels,theywillalsobeexposedto informationreports,personalrecountsandexpositions. Through sustained exposure to good models ofspeechfromteachers,pupilswillbeabletoproduceavarietyofspokentexts.






EL Syllabus2010

CHAPTERTWO SPEAKINGANDREPRESENTING��


R E S T R I C T E D

FEATurES OF SPOkEn LAnGuAGE

Speakingoccursinrealtime,anditssocialcontextdeterminesthepurposeof thespokenexchangeandshapes itsstructureand features. In speaking, appropriateness of usage is highlydependentonthepurpose,audience,contextandculture.

Pupils use spoken English in both face-to-face exchanges(e.g.,privateconversationssuchas thoseamong friends,andinmorepublic,routineinteractionssuchasclassroomtalk)andnon-face-to-faceexchanges(e.g.,telephoneconversations).Tocommunicateeffectively,theyneedtobeawareofthefeaturesofspokenEnglishthatdistinguishbetweenitandthewrittenform.Suchanawarenesswillhelpthemtounderstandwhattheyarelisteningtoandtorespondappropriately.

Todeveloppupils’speakingandrepresentingskills,teacherswilldrawattentiontothefollowing:

Lower Primary • ‘Orientational’ features todirect the listener to the timeand

spaceofanexchange• Contractionstofacilitateeaseofspeech

Middle Primary – Secondary • Formulaicexpressions–toexpress, forexample,greetings,

farewell,thanksorapologies• Ellipsis–toomitpartofastructureininformalexchanges• Discourse markers – to signpost the structure of an

exchange• Modal expressions – to express possibility, intention and

necessity• Register – to signal the formality and informality of spoken

language,andthevarietyoflanguageappropriatetopurpose,audience,contextandculture

• Appropriate use of voice qualities (i.e., pace, volume, toneandstress)toconveymeaning

SPEAkinG AnD rEPrESEnTinG SkiLLS AnD STrATEGiES

To communicate effectively with a wide range of audiences,pupilswill firstneed topronounceclearly anduseappropriatevoicequalitiesinordertoconveymeaningaccurately.Pupilswillalsoneedtodeveloptheabilitytospeakandmakepresentationsin internationally acceptable English (Standard English) that isgrammatical, fluent and appropriate for purpose, audience,contextandculture.

All Levels Teacherswillguidepupilsinarticulatingandpronouncingwordsclearlyandaccurately,aswellasadoptappropriatetoneswhenpresentingandinteractingwithothers.Teacherswillmodelanddemonstrate how variations in pace, volume, tone and stressenhance the meaning of an utterance and help in achievingspecificcommunicativegoals invarioussocialsettings(e.g., inofferinggreetings,seekingclarification,givinginstructions).

Listeningactivitiesthatrequirepupilstorecognisephonologicalchanges(e.g.,instress,tone)incontextwillbeincludedtohelppupilsuse themmoreaccurately.Learningaidssuchasvoicerecorders and voice-recognition software can be used to giveimportantfeedbacktopupilsonthequalityandaccuracyoftheirpronunciationandintonation.






Awareness of Language

Features






Pronunciation and

Intonation

Develop understanding of key features of spoken language and apply speaking and representing skills and strategies in using language appropriately to address purpose, audience, context and culture

�� SPEAKINGANDREPRESENTING CHAPTERTWO


R E S T R I C T E D

Primary Teacherswill helppupils to recognisewords inprint formandto pronounce them accurately. This can be achieved throughexposuretomodelsandpracticeinreadingaloud.

SecondaryTeachers will encourage and guide pupils in the use of theInternational Phonetic Alphabet (IPA) as a tool that will enablethemtoindependentlychecktheaccuracyoftheirpronunciation.AspupilslearntousetheIPA,theycanrefertodictionariesforhowwordsarepronouncedandstressed,andlearntocorrecttheir own pronunciation. Pupils need not be tested on theirknowledgeoftheIPA.

Pupils need to plan their oral presentations systematically. Inpreparingtheirpresentations,pupilscan,forexample,drawonpriorknowledge,selectinformationfromvariousresourcesanddecideon appropriate audio and visual enhancements. Thesewillhelpthepupilsdelivertheirintendedmessagewithimpact.

All LevelsTo facilitate pupils’ development of planning and organisationskills for effective presentations and representations, teacherswillguidepupilsinidentifyingthepurpose,audience,contextandculture,andsettinggoalsforspeakingand/orrepresenting.

Middle Primary – SecondaryTeacherswill helppupils understand that creatingand refiningtextsisaprocessthroughwhichtheyselectappropriateoraland/orvisualmaterialstoconveytheintendedmessageeffectivelyandwithimpact.Whenpupilsplantheirpresentations,teacherswillguidethemintheirresearchandselectionofrelevantinformationanddirectthemtousefulprintandnon-printresources.

Teacherswilladvisepupilsontheappropriateuseoforaland/orvisualmaterialstobestrepresentfacts,ideasandpointsofviewfordifferentpurposesandaudiences.Teacherswilldemonstratehowtheuseofa rangeof technologies (e.g.,wordprocessor,presentationsoftware)canenhancetheirpresentations.

All Levels To help pupils develop the confidence necessary for effectivepresentations, teacherswill need to first focuson fluency andmeaningtoboostthepupils’confidenceinusingEnglish.Pupilswill learn to speak at an appropriate volume to suit differentpurposes, audiences, contexts and cultures, and to maintainappropriatepostureandeyecontactwith theaudienceduringpresentations. Teachers will show pupils how to deliver fluentpresentationsconfidentlyandeffectively.Theywillalsoprovideopportunitiesforpupilstomakepresentationstosmallgroupsfirstbeforeprogressingovertimetodothesametolargeraudiences(e.g.,tothewholeclassoratschoolassemblies).Pupilswilllearnhow todeliver presentations using the appropriate register forformaland informalcontexts.Theywillalsobeguidedonhowtomaintainfocusonthegist/mainideainapresentation,andtomonitorandadjusttheirpresentationsforeffectivedelivery.

Teacherscanmakeuseofelectronic/digitaldevices to recordpupils’ performances in order to provide helpful feedback forpupilstosharpentheirskillsandgainconfidenceandfluency.

Teacherswilldeveloppupils’metacognitiveabilitytomonitorandadjusttheirownpresentationstotakeintoaccounttheaudience’sresponse.Pupilswillbegiventimetoreviewandrehearsetheirscriptsinpairsorgroups.Thiswillallowmetacognitiveprocessessuch as conceptualisation, formulation and articulation1 tobecomeautomatised,hencegivingpupilsmorecognitivespacetodealwithotheraspectsofthepresentation.2






Presentation: Planning and

Organisation






Delivery

CHAPTERTWO SPEAKINGANDREPRESENTING��


R E S T R I C T E D

All Levels Pupils spenda considerable amount of time in the classroominteracting with their teachers and peers. They will learn tonegotiatemeaningwithothersinordertoconveytheirthoughtsandideas.Theyalsoneedskillstoengageinpurposeful,goal-orientedinteractionastheytakepartinlearningactivities.

Besidesinteractionskills,pupilswilllearntobepolite,respectfulandappreciativeoftheirteachers’andpeers’contributionswhentheyparticipateinlearningactivities.Positiveandhelpfulattitudesareespeciallyimportantininteractionbecausepupilswillhavetospeakandrespondappropriatelyunderreal-timeconstraints.

Interactionskillscanbetaughtthroughinformationgapactivities,role-play, simulations, dramatisations, buzz groups and oralpresentations.Pupilswillbeguidedtothinkvisuallyandlaterally,challenge assumptions and combine elements from differentcontentareas.3

Lower – Upper PrimaryTo facilitate the development of these skills and attitudes foreffective and purposeful interaction and group discussion,teacherswillhelppupilslearntoperformvariouscommunicativefunctions (e.g., introducing themselves and others, makingrequests, and expressing their ideas, opinions, thoughts andfeelings)clearlyandappropriatelyinvariousinteractivesituations,takingintoaccountthesocialandculturalnormsandvalues.

Teachers will guide pupils in the use of language to expressappreciation.Theywillteachthemtorespondtoquestions,andguidethemonhowtoframeandaskquestionsforclarification,understandingandelaboration.

Teachers will also teach pupils to elaborate on topics andparaphrase information to verify, clarify and confirm. They willalsodeveloppupils’abilitytogenerateandexploreideas,andtotaketurnsduringcollaborativegroupactivities.

Upper Primary – SecondaryAtthisstageofdevelopment,teacherswilldeveloppupils’abilityto point out and explain differences in perspectives, and tosupportanopinionandjustifyaposition.

Teachers will teach pupils to state generalisations fromobservations,andsummarisemainideasintheirpresentations.Theywillalsoguidepupilsinrespondingtootherswithverbalandnon-verbalfeedback,suggestionsandalternativeviewpoints.

Upper SecondaryAt the Upper Secondary levels, teachers will teach pupils tosummarise the points of a discussion when facilitating groupdialogues, and make hypothetical statements as part of therhetoricinargumentation.

TyPES OF SPOkEn TExTS

Pupils have to communicate effectively in an increasinglyglobalised and technologically vibrant world. In order to dothiswell,pupilsneedexposuretoawiderangeofrichspoken,audio and visual texts so that they can learn from models ofspoken English and, progressively, express and representtheir ideas, thoughts, perspectives, and feelings effectively.Pupilscancommunicateinmultimodalways,usingarangeoftechnologies.

Primary – SecondaryTeacherswillguidepupilsinspeakingandrepresentingtheirideaseffectively to address purpose, audience, context and culture.Pupilswilluseappropriategrammarandvocabularyforvariouscommunicative functions – to participate in conversations, tonarrate,toexplain,togiveinstructionsanddirections,torecountandtoreport.

Teachers will show pupils how to make their thoughts andopinionsknownthroughsimpleclassroom/grouppresentationsandhavetheirpeersevaluatethemand/orprovidefeedback.






Speaking and Representing

Widely






Interaction Skills

50 SPEAKINGANDREPRESENTING CHAPTERTWO


R E S T R I C T E D






Secondary Inadditiontotheabove,teacherswillteachpupilshowtoidentifyand analyse the features of various spoken texts in order toproduce the texts more accurately and effectively, addressingpurpose,audience,contextandculture.

Teachers will also guide pupils in the use of grammar andvocabularyinincreasinglycreativewaystoproducebothplannedandspontaneousspokentexts.

To meet the diverse needs of pupils and to differentiate thedifficulty levelofspeakingandrepresentingtasks,teacherswillprovide the necessary support and scaffolding, and vary theperformancecriteriaofthetasks.

Whenplanningspeakingandrepresentingtasks,teachersneedtodecideonthedifficultylevelofthetasklikethelengthoftimeforthediscussion/presentation/representation;thenumberofparticipants involved in the task (e.g., inpairs/groups);pupils’familiarity with the topic; audience and situation (e.g., is it aspeech, presentation, debate?); the vocabulary required; thespeed of delivery; and pupils’ background knowledge andmaturity.

Teacherswillvarytheamountofscaffoldingandpeersupporttobegiventopupilsbyconsideringthetimepupilsrequireforthepreparation;theextentofteachermodellingrequired;theleveloflanguagesupportneededingrammarandvocabulary;thetypeofpupil collaboration (i.e., pairwork/groupwork); theextentofpriorknowledgepupilsneed;theclarityofthetask;andtheneedfortheuseofappropriatematerials(e.g.,audioandvisualaids,props,realia)toenhancepupils’performance.

Differentiation


1 Bygate,M.,1998,pp.18,20–42.

2 GohC.,2007.

3 Foster,P.,1996,pp.126–135.

To cater to pupils with different needs and abilities, teachersneed to modify the performance criteria for speaking and/ orrepresenting tasks. They will take into account the contextspupils are presented with and their formality/ informality, theaudiencetype,theamountoftimepupilsareallowedtospeakand/ or represent, the spontaneity/ preparedness expected ofpupils, the acceptability of pupils’ pronunciation, intonation,fluency,expressiveness,audibility, intelligibility,confidence,andtheirawarenessofthetask.

CHAPTERTWO SPEAKINGANDREPRESENTING51


R E S T R I C T E D

SPEAKING AND REPRESENTING P R I M A R YFOCuS ArEAS LEArninG OuTCOmES SkiLLS, STrATEGiES, ATTiTuDES AnD BEhAViOur 1 2 3 � 5 � rEmArkS


Developunderstandingofkeyfeaturesofspokenlanguage…

LO1:

Demonstrateknowledgeofspokengrammarandregister

@ SeeComponent,Beginning Reading – ‘Decoding through Phonics’,intheReading and Viewing Chartforthesoundsandcorrespondingletterpatterns.

LO2:

Speakwithaccuratepronunciationandappropriateintonation


…andapplyspeakingandrepresentingskillsandstrategiesinusinglanguageappropriately… LO3:

Planandpresentinformationandideasforavarietyofpurposes

PrESEnTATiOn: PLAnninG AnD OrGAniSATiOn• identify the purpose and audience of speaking and representing, and set goals in

the context of assigned or self-selected topics:

° personalorfamiliartopics(e.g.,aboutself,familiarpersonsandobjects,andpersonalexperiences)

° literaryorinformationaltopicsofincreasingcomplexity

PrOnunCiATiOn AnD inTOnATiOn• Pronounce clearly consonants, vowels, consonant clusters and vowel combinations@

• Speak clearly and fluently using the appropriate voice qualities: ° pace ° volume ° tone ° stress

- Useappropriatewordstress(e.g.,comPUter,CAlendar)- Useappropriatesentencestress(prominence)toconveymeaningincontext,

e.g., A: Victorwantsthisnow.(focusonsubject) B: Victorwantsthisnow.(focusonverb)

• read aloud clearly and fluently using the appropriate voice qualities to convey meaning and expression

AwArEnESS OF SPOkEn LAnGuAGE FEATurES• Demonstrate awareness of the features of spoken language:

° ‘orientational’featuresofspace(e.g.,“Thisiswhereitis!”)andtime(e.g.,“Iwillvisitthedentisttomorrow.”)

° contractions(e.g.,“couldn’t”,“we’ll”) ° formulaicexpressions(e.g.,“Howdoyoudo?”,“I’mfine,thankyou.”) ° ellipsis,e.g.,

A: Howhaveyoubeen?B: Fine.(“I’m”isellipted)

° discoursemarkers(e.g.,“well”,“inaddition”,“finally”) ° modalexpressionstoconveytentativeness(e.g.,“probably”,“nottoosure”)• Demonstrate awareness of the differences between spoken and written forms of

language: ° simplicity/complexityofsentencestructures ° Informality/formalityofregister ° useofmore/fewerfirstpersonreferences• Demonstrate awareness of how meaning is conveyed through the appropriate

voice qualities, i.e., pace, volume, tone and stress (e.g., through reciting poems/ rhymes and stories/ reading aloud news reports)





52 SPEAKINGANDREPRESENTING CHAPTERTWO


R E S T R I C T E D


LO3:


(continued)


…andapplyspeakingandrepresentingskillsandstrategiesinusinglanguageappropriately…

(continued)

LO4:

Useappropriateskills,strategiesandlanguagetoconveyandconstructmeaningduringinteractions

DELiVEry• Speak at an appropriate volume to different audiences and according to context• Speak with confidence before different audiences (i.e., small group, class)• maintain appropriate posture • maintain eye contact with the audience• use appropriate verbal and non-verbal cues to convey meaning• maintain focus on the gist/ main idea in a presentation• Deliver with clarity and fluency• use the appropriate register for formal and informal contexts• Emphasise key points to guide listeners in following important ideas• Self-monitor and self-adjust presentations for effective delivery

inTErACTiOn SkiLLS• Speak clearly, according to social norms and cultural values in different situations,

to, e.g., ° introduceself/others ° greetothers ° makerequests ° declineanoffer ° expressappreciationandgratitude ° expressopinions,feelingsandthoughts• Frame and ask questions for clarification, elaboration and understanding

• Draw on prior knowledge, including:° rolesofparticipants(e.g.,knowtherolesofthefacilitator,advisor,timekeeper,

encouragerinthegroup)° subjectmatter(e.g.,backgroundknowledgeonhowamachineworks)

° organisationalstructures(e.g.,howaninformationreportisstructured)• Generate ideas and details appropriate to the purpose, audience, context and culture• Gather and select facts and ideas from one or multiple print and/ or non-print

sources, appropriate to the purpose, audience, context and culture• Select appropriate oral and/ or visual forms (e.g., skits, puppet plays, oral reports)

to convey facts, ideas and points of view for different purposes and audiences• Support ideas and points of view by integrating selected visual and/ or audio

resources, verbal and/ or non-verbal cues (e.g., gestures, facial expressions) to convey meaning appropriate to purpose and context

• use effective introductions and conclusions • use discourse markers to signpost stages in a presentation (e.g., “For the next

part”, “For example”, “in summary”)• identify the appropriate register for formal and informal contexts• Elaborate on/ substantiate points through the use of details, anecdotes, concrete

examples, experiences and feelings• Enhance meaning through the use of literary language and a variety of vocabulary

(e.g., similes, proverbs/ sayings and idiomatic phrases)







R E S T R I C T E D


LO4:


(continued)



(continued)

# SeetheGrammarandVocabulary Chartsforthegrammaticalandvocabularyitemsspecifictothevariousyearlevelsandthetypesoftextscreated.

LO5:

Producespontaneousandplannedspokentextsthataregrammaticallyaccurate,fluent,coherentandcohesive


…toaddresspurpose,audience,contextandculture.

SPEAkinG AnD rEPrESEnTinG wiDELy• use language to produce spontaneous and planned spoken texts, and convey

them in multimodal ways, where appropriate:#

° Conversations(e.g.,makearequest,explain,giveinformation,carryoutaselfintroduction,participateinaforumorapaneldiscussion)

° Poetry(e.g.,rhymes,cinquains,haiku)

° Personalrecounts(e.g.,shareoralanecdotes,elaborateonhobbies,aspirations,likes/dislikes)

° Narratives(e.g.,re-tellastory,describeanactivity,eventoraperson)

° Procedures(e.g.,givedirectionsandinstructions)

° Factualrecounts(e.g.,newsreports,eye-witnessaccounts)

° Informationreports(e.g.,onaproject)

° Explanations(e.g.,explainhowsomethingworks)

° Expositions(e.g.,simpledebates,reviewsofamovie/show/book)

• respond to questions• Present ideas, opinions, experiences and arguments with confidence, e.g., ° elaborateontopics(e.g.,people,placesandtime) ° paraphraseinformationforverification,clarificationorconfirmation ° pointoutsimilaritiesanddifferencestoexplaindifferentperspectives/justifyaposition ° supportopinions/ideaswithreasons ° explaincauseandeffect ° givedetails,anecdotes,concreteexamplestoillustrateapoint ° restatemainpointstoreinforceideasorfocusonobjective(s) ° stategeneralisationsby: - pointingoutobservationsaboutthegist/mainideaandkeydetails - identifyinggeneralpatternsfrommorethanonesource ° summariseideas• use cohesive devices to enable others to follow what is being said• respond with suggestions, feedback, alternative viewpoints respectfully and politely, e.g., ° providepositiveverbalandnon-verbalfeedback ° givecommentsorinterjectonlyasappropriate ° agree/disagreeatappropriatetimesandpolitely

° offersimpleevaluativecomments(e.g.,commentingonpeerperformance/presentation)asappropriate

• Discuss collaboratively to achieve the objective of a task, e.g., ° generateideas(e.g.,brainstorming,listing) ° exploreideasbasedonevidenceandpointsofview ° maintainfocusonatopic(i.e.,donotdeviatefromdiscussiontopic)by: - seekingagreementfordiscussionoutcomes - identifyingthenextsteptomovethediscussionforward ° elicitsuggestions,feedback,alternativeviewpointsrespectfullyandpolitely





5� SPEAKINGANDREPRESENTING CHAPTERTWO


R E S T R I C T E D


Developunderstandingofkeyfeaturesofspokenlanguage…

LO1:

Demonstrateknowledgeofspokengrammarandregister

*PupilscanbetaughttousetheInternational Phonetic Alphabet (IPA)tochecktheaccuracyof,andself-correct,theirpronunciation.

LO2:

Speakwithaccuratepronunciationandappropriateintonation



LO3:


AwArEnESS OF SPOkEn LAnGuAGE FEATurES• Demonstrate awareness of the features of spoken language: ° discoursemarkers(e.g.,“well”,“inaddition”,“finally”) ° modalexpressionstoconveytentativeness(e.g.,”probably”,“nottoosure”)• Demonstrate awareness of the differences between spoken and written forms of

language: ° simplicity/complexityofsentencestructures ° register - informality/formality

- varietyoflanguageappropriatetopurpose,audience,contextandculture(e.g.,thelanguageofdebates,footballcommentaries)

° useofmore/fewerfirstpersonreferences• Demonstrate awareness of how meaning is conveyed through the appropriate

voice qualities, i.e., pace, volume, tone and stress (e.g., through reciting poems, and reading aloud expositions/ news reports)

PrESEnTATiOn: PLAnninG AnD OrGAniSATiOn• identify purpose and audience of speaking and representing, and set goals in the

context of assigned or self-selected topics:° personalorfamiliartopics(e.g.,aboutself,familiarpersonsandobjects,and

personalexperiences)° literaryorinformationaltopicsofincreasingcomplexity

• Draw on prior knowledge and understanding, including:° rolesofparticipants(e.g.,knowtheexpectationsoftheteamleader,facilitator,advisor,

timekeeper,andmembersinthegroup,andanticipateresponses/questions)° subjectmatter(e.g.,knowledgeonenvironmentalissues)° organisationalstructures(e.g.,howanexpositionisstructured)

• Generate ideas and details appropriate to the purpose, audience, context and culture• Gather, evaluate, select and synthesise facts and ideas from a variety of print and/

or non-print sources, appropriate to the purpose, audience, context and culture

PrOnunCiATiOn AnD inTOnATiOn• Pronounce clearly and accurately consonants, vowels, consonant clusters and

vowel combinations*• Speak clearly and fluently using the appropriate voice qualities: ° pace ° volume ° tone ° stress - useappropriatewordstress(e.g.,comPUter,CAlendar) - useappropriate sentencestress(prominence)toconveymeaningincontext,e.g., A: Vincentwonthetournamentyesterday.(focusonsubject) B: Vincentwonthetournamentyesterday.(focusonverb)• read aloud clearly and fluently using the appropriate voice qualities to convey

meaning and expression





SPEAKING AND REPRESENTING SECONDARYFOCuS ArEAS LEArninG OuTCOmES SkiLLS, STrATEGiES, ATTiTuDES AnD BEhAViOur 1n 1E/2n 2E/3n 3E/�n �E/5n rEmArkS



R E S T R I C T E D




(continued)

LO3:


(continued)

LO4:


• Select appropriate oral and/or visual forms to convey information, ideas and points of view for different purposes and audiences (e.g., drama, music, newscast)

• Support ideas and points of view by integrating selected visual and/ or audio resources, verbal and/or non-verbal cues (e.g., gestures, facial expressions) to convey meaning appropriate to purpose and context

• use the appropriate register for formal and informal contexts• use effective introductions and conclusions • use discourse markers to signpost stages in a presentation (e.g., “For the next

part”, “For example”, “in summary”)• Elaborate on/ substantiate points through the use of details, anecdotes, concrete

examples, experiences and feelings• Enhance meaning through the use of literary language and a variety of vocabulary

(e.g., similes, metaphors, proverbs/ sayings and idiomatic phrases)





inTErACTiOn SkiLLS• Speak clearly, according to social norms and cultural values in different situations,

to, e.g., ° introduceself/others ° greetothers ° makerequests ° declineanoffer ° expressappreciationandgratitude ° expressopinions,feelingsandthoughts• Frame and ask questions for: ° clarificationandunderstanding ° elaboration• respond to questions, e.g., ° givepersonaldetails ° providedataand/orinformation ° offerpersonalopinion• Present ideas, opinions, experiences and arguments with confidence, e.g., ° elaborateontopics(e.g.,people,placesandtime) ° paraphraseinformationforverification,clarificationorconfirmation ° pointoutsimilaritiesanddifferencestoexplaindifferentperspectives/justifyaposition

DELiVEry• Speak at an appropriate volume to different audiences and according to context• Speak with confidence before different audiences (i.e., small group, class)• maintain appropriate posture • maintain eye contact with the audience• use appropriate verbal and non-verbal cues to convey meaning• maintain focus on the gist/ main idea in a presentation• Deliver with clarity and fluency• use the appropriate register for formal and informal contexts• Emphasise key points to guide listeners in following important ideas• monitor and adjust presentations for effective delivery

5� SPEAKINGANDREPRESENTING CHAPTERTWO


R E S T R I C T E D

+SeetheGrammarandVocabulary Chartsforthegrammaticalandvocabularyitemsspecifictothevariousyearlevelsandthetypesoftextscreated.

@Teacherswillenablepupilstounderstandthatreal-worldtextsoftenhavemorethanonefunctionandcomprisea mixture of types and forms.



(continued)

LO4:


(continued)

LO5:

Producespontaneousandplannedspokentextsthataregrammaticallyaccurate,fluent,coherentandcohesive


…toaddresspurpose,audience,contextandculture.

° supportopinions/ideaswithreasons

° explaincauseandeffect

° givedetails,anecdotes,concreteexamplestoillustrateapoint ° restatemainpointstoreinforceideasorfocusonobjective(s) ° stategeneralisationsby:

- pointingoutobservationsaboutthegist/mainideaandkeydetails- identifyinggeneralpatternsfrommorethanonesource

° summariseideas ° makehypotheticalstatements• use cohesive devices to enable others to follow what is being said• respond with suggestions, feedback, alternative viewpoints, e.g.,

° providepositiveverbalandnon-verbalfeedback

° givecommentsorinterjectonlyasappropriate

° agree/disagreeatappropriatetimesandpolitely

° offerevaluativecomments(e.g.,commentingonpeerperformance/presentation)asappropriate

• Discuss collaboratively to achieve the objective of a task, e.g.,

° generateideas(e.g.,brainstorming,listing)

° exploreideasbasedonevidenceandpointsofview

° maintainfocusonatopic(i.e.,donotdeviatefromdiscussiontopic)by:- seekingagreementfordiscussionoutcomes- identifyingthenextsteptomovethediscussionforward

° elicitsuggestions,feedback,alternativeviewpointsrespectfullyandpolitely

° summarisepointsofdiscussion(e.g.,toconsolidateideas,toclosethediscussion)

SPEAkinG AnD rEPrESEnTinG wiDELy• use language to produce spontaneous and planned spoken texts, and convey

them in multimodal ways, where appropriate:+

° Conversations(e.g.,makearequest,explain,giveinformation,carryoutaselfintroduction,participateinaforumorapaneldiscussion)

° Poetry(e.g.,rhymingcouplets,freeverse,ballads)

° Personalrecounts(e.g.,shareoralanecdotes)

° Narratives(e.g.,re-tellastory,describeanactivity,eventoraperson,elaborateonhobbies,aspirations,likes/dislikes)

° Procedures(e.g.,givedirectionsandinstructions)

° Factualrecounts(e.g.,newsreports,eye-witnessaccounts)

° Informationreports(e.g.,reportonaproject,schoolevent,incident)

° Explanations(e.g.,explainhowsomethingworks)

° Expositions(e.g.,debates,reviewsofamovie/show/book,apersuasivetalktoconvincetheaudience)

° Amixtureoftypesandforms(e.g.,apersonalrecountinanexposition)@






CHAPTERTWO SPEAKINGANDREPRESENTING5�


R E S T R I C T E D

Overview DiagramLearning to write and represent for a variety of creative, personal, academic andfunctionalpurposeswillhelppupilstoexpressthemselves,facilitatelearninginschoolandcommunicateeffectivelywithothers.

Todevelop inpupilswritingandrepresentingskills, learnerstrategies,attitudesandbehaviour,teacherswill:

• developpupils’psycho-motorandcognitiveskills,theirwritingreadinessandabilitytoformlettersandwordsandtheirwritingaccuracyandfluency,byteachingthemechanicsofwriting(i.e.,penmanshipandspelling).

• scaffold and model the processes involved in idea generation, selection,development,organisationandrevision,keepinginmindthepurpose,audience,context and culture of writing and representing tasks (e.g., through joint-construction of texts, teacher thinking aloud). A representing task can involvepupils in creating a text which integrates visual elements (e.g., a recruitmentposterforacluborsociety).

• encouragepupilstopractisetheirwritingandrepresentingskillstocreatesustainedtexts,whereveropportunitiesariseinthecurriculum.

• exposepupilstotheuseoflanguageinavarietyofprintandnon-printsources,andrecognisethataninadequateknowledgeofhowlanguageisusedindifferenttypesoftextscanaffectpupils’writingdevelopment.

• develop pupils’ critical thinking, imagination and enjoyment of writing andrepresenting, by helping themobserve andprocess thedifferentways inwhichlanguageisusedinavarietyofprintandnon-printsourcestoconveymeaningandaffectreaders’thoughtsandfeelings.

• helppupilsgrowcreativelyandgainexpertiseaswritersbyencouragingthemtoexperiencetheprocessofproducingavarietyofwrittenandmultimodaltextsforcreative,personal,academicandfunctionalpurposes.

• conferencewithpupilsindividuallyorinsmallgroupstoguidetheideageneration,selection, development, organisation and revision processes of writing andrepresenting.

• encouragepupils,whereappropriate,tousearangeoftechnologies(e.g.,wordprocessor,presentationsoftware)tocreatetextstorepresenttheirideasandmeetthedemandsofglobalcommunication.

wriTinG AnD rEPrESEnTinG Developwritingreadiness,penmanshipandspellingaccuracy,andapplyskillsand

strategiesforideageneration,selection,development,organisationandrevisioninwritingandrepresentingtoaddresspurpose,audience,contextandcultureinavarietyoftexts.


Penmanship

FOCuS ArEA

mechanics of writing

FOCuS ArEA

writing and representing Skills and Strategies

FOCuS ArEA

Types of Texts

LO1

Developwriting

readinessandpenmanship

towriteaccuratelyandfluentlyinprintand

cursivescript

Spelling GenerationandSelectionofIdeas

forWritingandRepresenting

DevelopmentandOrganisation

ofIdeasinWritingand

Representing

Review,RevisionandEditingofWritingand

Representation

TextsforCreative

andPersonal

Expression

LO�

Produceavarietyoftextsforcreative,personal,academic,

andfunctionalpurposes,usingan

appropriateregisterand

tone

LO�

Develop,organiseandexpressideas

coherentlyand

cohesivelyinwritingand

representingforavarietyofpurposes,audiences,

contextsandcultures

LO2

Useaccurateand

consistentspelling

LO3

Generateandselectideasfor

writingandrepresentingforavarietyofpurposes,audiences,

contextsandcultures

LO5

Review,revise,

proofreadandedit

toimprovewritingand

representation

TextsforAcademic

andFunctionalPurposes

writing and representing What to Teach, When and Why

5� WRITINGANDREPRESENTING CHAPTERTWO


R E S T R I C T E D


In developing the skills of writing and representing, the EL Syllabus 2010buildsonthestrengthsoftheEL Syllabus 2001whiledefiningthespecificprocessestobetaught.


• Teaching the mechanics of writing (i.e., penmanship andspelling)asthebasisoflearningtowrite

• Teaching the processes of planning, drafting and editing,with opportunities for joint construction with the teacher,andcollaborativeand independentwritingusinga rangeoftechnologies

• Developingpupils’abilitytowriteeffectively in internationallyacceptable English (Standard English) that is grammatical,fluent and appropriate for purpose, audience, context andculture






EL Syllabus2001

moving Forward

The EL Syllabus 2010 emphasises the teaching of writingand representing as physical, cognitive,1 linguistic and social2processes, which are important in language teaching andlearning.Theseskillsareorganised into three focusareasandareshownintheWritingandRepresentingChart.The Mechanics of Writing will continue to be emphasised. Teacherswillteachpupilstheskillsofpenmanshipandspelling.

The skills and strategies for writing and representing will be taught so that pupils can engage in the sustained creation of texts.3Theyaredelineated intheWritingandRepresentingCharttoguideteachersinteachingpupilsthecognitive,linguisticand social processes involved in idea generation, selection,development, organisation and revision for creating differenttypesoftexts.TeacherswillfacilitatethelearningoftheseskillsbyprovidingscaffoldingforthecreationoftextsfromPrimary1toSecondary4E/5NA(e.g.,throughjoint-construction,thinkingaloudandconferencing).Therewillalsobegreaterattentiontotheuseoflanguageandvocabularyforachievingcoherenceandcohesionattextandparagraphlevels.






EL Syllabus2010

CHAPTERTWO WRITINGANDREPRESENTING5�


R E S T R I C T E D

Texts for creative and personal expression, and texts for academic and functional purposes will be taught, and attention will be given to the genre features of different types of texts. Emphasis will be placed on engaging pupilsin a variety of creative writing and representing tasks (e.g.,journal writing and creating stories, poems, book jackets andstoryboards)sothattheycanexploreandassumediverserolesaswriters,experimentwiththeuseofsound,imageryandlanguage,and develop their voice in writing and representing.4 Poetry ishighlightedasatypeoftextforexposureintheEL Syllabus 2010andpupilscancreatepoems fromPrimary1, toexpress theirfeelings,thoughts,creativityandindividuality.Therewillalsobeemphasisonteachingwritingforacademicachievement intheschoolcontextandforcommunicationwithothersforavarietyofpersonal,professionalandsocialpurposes.

FromMiddlePrimary,teacherswillteachpupilsthedifferenttypesoftextsexplicitlyandtoanalysetheeffectsof languageuse intexts,5oncepupilshavedevelopedenoughself-awarenessandhavethemetalanguagetoidentifyandanalyselanguagechoicesforcreatingdifferenttypesoftexts.






Penmanship

mEChAniCS OF wriTinG

Learningtowriteinvolvespupilsindevelopingandacquiringskillsforcomplexphysical,cognitive,linguisticandsocialprocesses.Achievingaccuracyandautomaticityinthemechanicsofwriting(i.e.,penmanshipandspelling)areimportantfirststepsinlearningto write, and gives pupils the cognitive space to pay moreattentiontootheraspectsofwritingandrepresenting,6includingthecognitive,linguisticandsocialprocessesofideageneration,selection,development,organisationandrevision.

Lower PrimaryPupils’ writing readiness can be affected by many factors,includingtheirknowledgeoftheconceptsofprintandtheirabilitytorecogniseandnamethelettersofthealphabetandtoidentifyupper-and lower-case letters.Aspupilsbecomephonemicallyaware of the sounds of English, they can then match thesoundsofthelanguagetotheircorrespondingletternames(i.e.,demonstratethealphabeticprinciple).Pupils’psycho-motorskillsand hand-eye coordination are developed as they are taughtto hold and write with a pencil, making the appropriate handmovementsfromlefttowrite,andtoptobottomofthepage.

Preparationforthephysicalactofwritingisimportantforyoungpupils.Whenpupilsareencouragedtoadoptthecorrectpostureandhand grip, they will be able to reduce stress, fatigue andimprovelegibilitywhenwriting.7

Teachingpupilstowriteaccurately,neatly,legiblyandfluentlyinprintscriptwillhelptoreinforceandenhancepupils’recognitionandknowledgeofletters.8

Develop writing readiness, penmanship and spelling accuracy, and apply skills and strategies for idea generation, selection, development, organisation and revision in writing and representing to address purpose, audience, context and culture in a variety of texts.

�0 WRITINGANDREPRESENTING CHAPTERTWO


R E S T R I C T E D






Middle Primary – Upper PrimaryOncepupilshaveacquiredtheabilitytowritecompetentlywitha pencil, teachers will help pupils learn to use other writinginstruments (e.g., a pen) for which errors are not so easilyerasable.Pupilswillbetaughthowtojoinlettersandtoincreasewriting speed through thewritingof cursive script as soonasthey are able (i.e., when they have internalised the accuratemovementsinvolvedinwritingbasicletters).Ifthisislefttoolate,somepupilscanbesousedtowritinginprintscriptthattheyfinditdifficulttojoinlettersfluentlyandautomatically.9Thejoiningoflettersincursivescriptcanalsohelppupilsdevelopskillsinthecognitiveprocessofwriting.Forexample,whenpupilsjoinlettersincursivescript, theyarebetterable tosee the linksbetweenindividuallettersandhowtheyarecombinedaccuratelytospellwords.10

Ashandwritingstyleispersonalandindividual,11noparticularstyleofhandwritingispreferredintheEL Syllabus 2010.Forneatnessandlegibilityofwriting,itremainsimportantforpupilstopractiseconsistencyintheirhandwriting.Forexample,ifpupilsslopetheirletters,thelettersshouldallleaninthesamedirection.12

SecondaryPupils will master the skills of penmanship by Upper Primarysothattheyhavethecognitivespacetopaymoreattentiontootheraspectsofwritingandrepresenting.Althoughpenmanshipisnota focusareaat theSecondary level, teacherswill revisitandreinforce,whereappropriate,theskillsforwritingneatlyandlegiblywhenpupilscreatetexts.

Proficientspellersare likelytouseawiderrangeofvocabularyandarelessrepetitive,moreeffectiveandconfidentintheirwritingthanthelessproficient.Itisimportantthatpupilslearnaccuratespelling forwritingfluencyandspeedaswellas tostrengthenwordrecognitionandvocabularydevelopment.Theknowledgeofaccuratespellingwillalsohelppupilstoedittheirwritingmoreeffectively.13

Spelling

To improve pupils’ spelling accuracy, teachers will help pupilstoapplyspellingrulesandconventions.Vowelerrorshavebeencited as the leading cause of misspelled words, followed byinaccuraciestodowithconsonanterrors,wordderivativesandinflections.14 Knowing spelling rules andconventionswill helppupilsrememberandapplyregularspellingpatterns(e.g.,vowel-consonantpatterns,wordderivativeand inflectionpatterns) towriteaccurately,andtoachievewritingfluencyandknowledgeofvocabulary.Teacherswillteachspellinginthecontextofgenerallanguagestudy15andmeaningfulwrittenexperiences,andshowpupilstheimportanceofaccuratespellinginpracticalandsocialsituations.16

Teacherswillencouragereadingandviewingwidelyarangeoftextssothatpupilsbecomefamiliarwithdifferentspellingsystemsandtheirconventions.

Lower PrimaryYoungerpupilswill learn to spell byusingdecodingstrategies(e.g., segmenting/blending) tomake the linksbetweensoundpatterns and corresponding words, and to generalise spellingregularities about letter and word patterns.17 Teachers willalso help pupils learn to recognise and spell age-/ year level-appropriate words, including non-decodable words, functionwordsandhigh-interestwords.

Middle Primary – SecondaryFromMiddlePrimary, teacherswillguidepupils in thewritingofmultisyllabicwords,usingarangeoflearnerstrategies(e.g.,use of word meaning). The emphasis at these levels will beto encourage greater pupil independence in learning to spellwords.Forexample,pupilswilllearntocheckspellingaccuracyindependently,byusingprintand/ornon-printresources(e.g.,dictionary fromtheMiddlePrimary levelsandresourcebooksonspellingrulesandconventionsattheSecondarylevels).

CHAPTERTWO WRITINGANDREPRESENTING�1


R E S T R I C T E D






wriTinG AnD rEPrESEnTinG SkiLLS AnD STrATEGiES

Teacherswilldeveloppupilsaswriters tobecome increasinglyreflective,purposefulandawareoftheeffectoftheirwritingandrepresentationontheiraudience.Thisaimcanbeachievedbyimpressing on pupils the importance of purpose, audience,contextandcultureindeterminingthelanguageandtextfeaturesofthekindoftexttobewritten,aswellaswhenplanning,draftingandrevisingthetexts.

Theskillsandlearnerstrategiesforwritingandrepresentingare:

• Generation and selection of ideas for writing andrepresenting

• Development and organisation of ideas in writing andrepresenting

• Review,revisionandeditingofwritingandrepresentation

Althoughtheskillsforwritingandrepresentingareorganisedinthesethreecomponents,theskillsinonecomponentarenottoberegardedasseparatefromtheskillsintheothertwocomponents.The application of these skills in the creation of a text is alsonotlinear.Planning(i.e.,ideageneration,selection,developmentandorganisation),reviewingandrevisionarerecurrentprocessesthroughouttheactofcreatingtexts.18

However, for the purpose of teaching, teachers will identifywritingskillsinoneormorethanonecomponentsothat,whereappropriate, theycan focuspupils’attentionon learning theseskills. Many pupils do not have enough exposure to differenttypes of texts to acquire the thinking and context-awarenessskillsunderlyingthecreationoftargettexts.Teacherswillexplicitlyinstruct thepupils in theapplicationof theseskills forcreatingdifferenttypesoftexts.

Evenas teachers focuson theexplicit teachingofwritingandrepresentingskills, theyshouldalsorecognisethatpupilshavedifferentlearningstyles.Hence,teacherswill:

• accommodatedifferentthinkingandlearningstyles,providedthesedonotinterferewiththedevelopmentofpupils’writingabilities (e.g., some pupils generate ideas while writing thetextbutothersmayprefertomapouttheirideasfirstbeforestartingtowrite).

• recogniseandbuildon,wherepossible,theexistingskillsandknowledgeofthepupils.

Teacherswillteachpupilshowtogenerateideasappropriatetothewritingand/orrepresentingtasks,usingarangeof learnerstrategies. These learner strategies include brainstorming,asking questions about the topic and context, studying ideasfrommodelsofgoodwritingandusingvisual techniques(e.g.,flowcharts,storyboards,conceptmaps).

More importantly, teachers will guide pupils to learn how toselect relevantly fromthe ideasgeneratedsothat theresultingtextcanfulfilitsspecificpurposeandmeetthereader’s/viewer’sexpectations.Theywillshowpupilshowtoidentifythereader’s/viewer’sneedsandexpectations,setgoalsforthetextstheyarecreating (e.g., tocreateadesiredeffecton the reader)and toconsiderthecontextofthewritingand/orrepresentingtask,sothattheycanusetheirgoalsandunderstandingofthecontexttoguidetheminselectingrelevantcontent.

Thisdeliberateselectionofideaswillenablepupilstomovefromamereretellingof ideas/ facts found inprintand/ornon-printsources to more creative ways of using these ideas/ facts todeveloptheirvoiceinwritingand/orrepresenting.

Generation and Selection

of Ideas for Writing and

Representing



R E S T R I C T E D






Primary At the Lower and Middle Primary levels, teachers will teachpupils to express and articulate the ideas they generate. ThisisimportantaspupilscanhavemanyideasbutsomemaynotbeabletoexpressthemeffectivelyinEnglish.Teacherswillalsofocuspupilsongathering,generatingand/orselectingfactsandideas fromaprintornon-print source,beforehelping them tonegotiatemultiplesources.

SecondaryAt the Secondary levels, teachers will teach pupils how toevaluateandsynthesiseselectedfactsandideasfromavarietyofprintand/ornon-printsources.

Theskillsinvolvedinthedevelopmentandorganisationofideasaredividedintotwotypes:text-levelandparagraph-level.

Text-leveldevelopmentandorganisationskillsare thinkingandcontext-awareness processes that a writer engages in whenplanningthetextasawhole,makingdecisionsaboutitsoverallkeymessageandhowthatkeymessageistobeconveyedtoreaders. These text-level decisions will then guide the writer’splanning at the paragraph level, ensuring that the choice andorganisationofideasandlanguageineachparagraphcontributestothecoherenceandcohesionofthetext.19

The development and organisation of ideas are processes sointertwinedthatitisnotpossibletoseparatetheteachingofthedevelopmentandorganisationskillsinwritingandrepresenting.

Whenpupilshavedevelopedenoughself-awarenesstomonitortheirownthinking,teacherswillhelpthemunderstandthatthedevelopment of ideas in creating texts refers to the decision-making involved in ordering and presenting selected ideasappropriate to thewriter’spurpose, theaudience’sneeds, thecontextandculture.

With older pupils who are more self-aware, teachers will helpthemrealisethattheorganisationofideasdoesnotjustrefertoselectinganorganisationalpatternforthetextorparagraph(e.g.,problem-solution,advantages-disadvantages).Theorganisationofideasinwritingandrepresentingalsoreferstotheprocessofordering,foregrounding/backgrounding20andprioritisingideas/facts/informationinatextsothatthewriter’sgoal(e.g.,tocreateanddevelopplotinanarrative,topersuadethereadertoactinaletterofcomplaint)isachieved.

Inadditiontoattainingthewriter’sgoal,theorganisationprocessalso takes into consideration the organisational structure ofthetypeoftextstobecreated(e.g.,abrochurecanbeginwiththe reader’s needsor an appealingdescriptionof theproductpromoted; a proposal can begin with the proposed plans tosolveagivenproblem). It is also important forpupils to knowthelanguageandtextfeaturessoastowriteappropriatelyandgeneratethedesiredreaderresponse.Whileemphasisisplacedonthewritingofdifferenttypesoftexts,itisequallyimportantforteacherstoengagepupilsinfreewritingatalllevels,soastoenablepupilstoexpresstheirfeelingsandthoughtsspontaneouslyonself-selectedtopics.

Lower Primary AtLowerPrimary,teacherswillfocusonteachingpupilstodevelopandorganiseideascoherentlyandcohesivelyinsentencesandtheninaparagraph.

Middle Primary – SecondaryFrom Middle Primary to Secondary, pupils’ knowledge of theworldandtheirabilitytoreflectincreaseswithmaturitythroughteachers’ regularmodellingandexplicit teachingof thewritingskills.Asaresult,pupilswillbeabletocreateagreatervarietyoftextsatmoresophisticatedlevelsandbemoreawareoftheeffectsoftheirwritingonreaders.Pupilsshouldincreasinglybegivenwritingandrepresentingtasksthataremoresophisticatedintermsofthedifferentandhigher-orderskillsforideageneration,selection,development,organisationandrevision,languageuseandcontextawareness.

Development and

Organisation of Ideas in

Writing and Representing



R E S T R I C T E D






From Middle Primary, teachers will also help pupils learn tosupport ideas by integrating selected visual and/ or audioresourcestoenhancetheclarityofmeaningexpressed intheirtexts.Secondarypupilswilllearnandapplytheskillatahigherlevelofsophisticationsoastoenhancenot just theclaritybutalsotheimpactoftheirtexts.

Whenteachingpupils theprocessesof reviewing, revisingandeditingtexts,teacherswillhelppupilsunderstandthattherevisionof drafts is not limited to locating and correcting grammaticalfeatures (e.g., grammar, spelling and punctuation errors) andensuring language accuracy. In reviewing and revising texts,pupilsareinfactengagedinexaminingwhetherinitiallyselectedideas, facts, and details have been developed and organisedso as to appropriately address the purpose, the needs of theaudienceandthecontextof thewritingandrepresentingtask,suchascreatingatextwhichintegratesvisualelements,e.g.,inarecruitmentposterorastoryboard.

Teacherswillalsoshowpupilshowtoreflectonthechoiceandorganisation of ideas, facts and details as well as the use ofvisualand/oraudioresourcesintheirdrafts,andinstructpupilsto consider if the texts they have created are appropriate tothepurpose, audience, context andcultureof thewriting andrepresentingtasks.Theywillteachpupilstotaptheirknowledgeof grammar and vocabulary for the reviewing and editing oflanguagechoices inwriting.Thisguidedreviewandrevisionofdraftscanbecarriedoutthroughconferencingwiththeteacher,teacher-directedpeerfeedback,21ortheuseofachecklist.

Through their review and revision of drafts, pupils will be ableto sharpen their skills in idea selection, development andorganisation,aswellasthequalityoftheirwrittenlanguage,soastoproducefinishedtextsthataddressthewriter’spurpose,theneedsoftheaudience,andcontextandculture.

Teacherswill provideopportunities forpupils to share,publishand/ordisplay22 theirwork (e.g., readaloudexcerptsofshortstories to peers, write in a class journal or online publication,

compiledraftsorfinishedtextsinawriting/e-portfolio),sothattheygainexposureandconfidenceinwritingandrepresenting.However,formanypupils,writingcanbeapersonalactivity,sosomewritingcanbesolelyforpersonalexpressionorwrittenonlyfortheteacherandneednotbesharedpubliclyforfeedback(e.g.,diaryorjournalwritingandthewritingofstoriesorpoems).

Lower PrimaryAtLowerPrimary,pupilswillreviseandeditdraftstogetherwiththeteacher,payingattentiontolanguagefeatures(e.g.,grammar,spellingandpunctuationerrors).

Middle Primary – SecondaryFrom Middle Primary, pupils will engage in the collaborativerevision of texts with the teacher and/ or peers, even as theyare given opportunities to revise their drafts independently.PupilswillalsoapplyknowledgeofmetalanguageintheeditingoftextsfromMiddlePrimary.AttheSecondarylevels,teacherswillcontinuetoguidepupils inthereviewandrevisionprocesstohelpthemachievegreaterrelevance,focus,clarityaswellaspreciseexpressionofmeaningintheirwriting.

TyPES OF TExTS

Thedifferenttypesoftexts intheEL Syllabus 2010havebeenidentifiedandselectedforthefollowingreasons:

• Toprovideopportunities forpupilstoexpresstheirpersonalthoughts and feelingscreatively througha varietyofwritingandrepresentingtasks(e.g.,creationofstoriesandpoems)

• Todeveloppupils’writingand representingskillsnecessaryforacademicachievement in theschoolcontext,given thatassessmentinschoolrequirespupilstowritetextsofvaryinglengthsasresponsestoquestions

• To prepare pupils for the various types of informational/functionalwritingandrepresentationoftextswhichtheywillundertakeinthepursuitofpersonal,professionalandsocialgoals

Review, Revision and

Editing of Writing and Representation

�� WRITINGANDREPRESENTING CHAPTERTWO


R E S T R I C T E D

Lists (up to Primary 3) • Thewritingandrepresentationoflistsallowpupilstolistfactsorinformation.

Procedures (up to Secondary 1E/ 2NA)• Thewritingandrepresentationofproceduresallowpupilstorecordinsequentialorderthestepstakentodo/makesomething.Likepersonalrecounts,

proceduresareoneofthefirsttypesoftextscreatedbychildren24andpupilsareexpectedtoattainmasteryofthistypeoftextbySecondary1E/2NA.

Notes, Letters, Email (from Primary 1) and Notices (from Primary 5)• Thewritingandrepresentationoftextformssuchasnotes,letters,emailandnoticesrequirepupilstoprovideinformation,explainasituation,expresspoints

ofview,and/orjustifytheirpositiononanissue/situationoraproposedactionsoastopersuadetheirreaderstoaccepttheposition/proposedaction.

Factual Recounts (from Primary 4)• Thewritingandrepresentationoffactualrecountsallowpupilstorecordtheparticularsofanincidentand/orexplainhowandwhyithappened.

Information Reports (from Primary 4)• Thewritingandrepresentationofinformationreportsallowpupilstodocumentandorganisefactualinformation.

Explanations (up to Secondary 2E/ 3NA)• Thewritingandrepresentationofexplanationsallowpupilstoexplainhoworwhysomethingworksorhappens inaparticularway, inthecontextof

aphenomenon,processorsystem.Explanationsare important for thecreationofexpositions (tobetaught fromPrimary5)andother informational/functionaltexts(e.g.,informationreports).

Expositions (from Primary 5) • Thewritingandrepresentationofexpositionsallowpupilstopresent,explainandjustifytheirpointofvieworpositiononanissue/situationoraproposed

action,soastopersuadethereadertoacceptthepointofview/position/proposedaction.






Poetry (for exposure from Primary1)• The writing and representation of poems allow pupils to express their feelings and thoughts imaginatively and to experiment with language.

Personal Recounts (from Primary 1)• Thewritingandrepresentationofpersonalrecountsallowpupilstoretellandreflectontheirexperiencesandpastevents.Aspersonalrecountsareoneof

thefirsttypesoftextscreatedbyyoungerpupils,23teacherscansupporttheminlearningtowritethesetextsbeforeattemptingmoresophisticatedtypesofliteraryorinformational/functionalwriting.

Narratives (from Primary 1)• Thewritingandrepresentationofnarrativesallowpupilstonarratesituationsandexpressfeelingsandpointsofviewabouttheworldorfictionalworlds

throughimaginativeaccounts.

Texts for Creative and

Personal Expression






Texts for Academic and

Functional Purposes



R E S T R I C T E D






EachofthetypesoftextslistedonthepreviouspageismeanttoserveasthecontextandvehicleforteachingtheskillsspeltoutintheWritingandRepresentingChart.Beforepupilsaretaughttowriteandrepresentthesetypesoftexts,theyshouldfirsthavetheopportunitytolisten,readand/orviewthemsoastolearnhowlanguageisusedappropriatelyandeffectivelyindifferenttypesoftexts.AtLowerPrimary,pupilswillenjoylearninghowtowriteandrepresent through the joint-construction of texts. Teachers willfocusonprovidingpupilswithopportunitiestopractiselanguageskillswhenwritingaboutasharedexperience,e.g.,inthecontextoftheModifiedLanguageExperienceApproach(MLEA).Throughtheseexperiences,youngerpupilswillbeexposedtoandlearnaboutlanguagepatternsandstructuresusedincreatingdifferenttypes of texts. Teachers will teach organisational structuresexplicitlyfromMiddlePrimary.

Thelistsoftextsaremeanttohelpteachersidentifyandselecttextspupilscancreateandarenotmeanttobeprescriptiveorlimiting.Whenselectingatypeoftexttoteachataparticularpointinthecurriculum,teachersshouldconsidertheirpupils’currentinterests, out-of-school experiences, EL and overall academicabilities,gapsintheirlearningofwritingandtheirpriorexposuretodifferenttypesoftexts.

Teachersneednotteachthesetextsinaparticularorderinanyoneyear leveleventhoughpupilsshouldattainmasteryof thedifferenttypesoftextslisted(excludingtextsforexposure)bythefinalyearlevels,i.e.,Primary6,Secondary4NAand4E/5NA.

When deciding the specific skills and types of texts to teach,teacherswillbear inmind that the typesof text (e.g., recount,explanation, exposition) do not always have a one-to-onecorrespondence with their function and form. For example,a letter to the principal requesting an improvement to schoolfacilities could involve simultaneously exposition, persuasionandexplanation.It isthusimportantthatteachersdrawpupils’attention to theelementsof thesituationand thecontext thatcan influence the selection and organisation of meaning andlanguageindifferenttypesoftexts.

For lowprogress learners, teacherswill revisit andhelppupilsmaster,whereappropriate,theskillsforpenmanshipandspelling.Lowprogress learnerswillneedmoreexplicit instruction intheskills for idea generation, selection, development, organisationandrevision,aswellastheorganisationalstructuresandlanguagefeatures of the types of texts pupils are required to create.Scaffoldingbytheteachercantaketheformofjoint-constructionof texts,explicitexplanationanddiscussionofskills (e.g.,howto select language appropriately), as well as modelling of thecognitiveandlinguisticprocessesofwritingandrepresenting.

Teacherscanalsoidentifythetypesoftextscommonlyexpectedof pupils at the respective levels (e.g., writing for academicachievement in theschoolcontextandforpersonalandsocialcommunicationwithothers)forlowprogresspupilstofocusonandtocreate.

Forhighprogresslearners,teacherswillengagepupilsinmoresophisticatedcognitive,linguisticandsocialprocessesofwritingand representing.Theywill give thesepupilsmorechallengingtasksbyengagingtheminmorereflective,creativeandevocativeuse of language to produce different types of texts, and byencouraging pupils to manipulate language in unconventionalways to develop their writing voice and to write for greaterimpact.

Differentiation


1 Flower&Hayes,1981;Graves,1983,1994;Hayes,2005,p.29.

2 The concern for language as a social phenomenon and the study of language in use as part ofa social systemare recurrent themes inMichaelHalliday’sworkon systemic functional linguistics(Christie&Martin;2007,pp.4and6).Writingisasocialactinvolvinginteractionbetweenwritersandreaderswithinspecificcontexts;itisalsosocio-culturalinthatwritingisshapedbyculture(i.e.,thebeliefs,assumptionsandpracticesinacommunity).Theawarenessofreaders’socialbackgroundandculturewillhelpwriterstobetterselectcontenttomeetreaders’expectationsandtogeneratethedesiredresponse(Chandrasegaran&Schaetzel,2004,pp.23,25and32).

3 TheresearchonclassroompracticesbytheCentreforResearchinPedagogyandPractice(2003-2005),basedonasampleofPrimary5andSecondary3pupils, reported thatourpupilsdonotengageinsufficientsustainedcreationoftexts;thiswillhavedevelopmentalimplicationsintermsoftheopportunitiesourpupilshaveintheextensiveapplicationofskillsinthecognitive,linguisticandsocialprocessesofwritingandrepresenting,includingskillsforthedevelopmentoftextualcoherenceandcohesion.



R E S T R I C T E D

4 Wandors,2004,p.113;Wise,2004,p.125;Dawson,2003;Harper,2006;Mills,2006,pp.1and7;Morrissey,2008.

5 Exemplarytextscanbedeconstructedinclasssoastoexplicitlyteachtheorganisationalstructuresorlanguageconventionsassociatedwithspecifictexts.Thesametypeoftextcanthenbejointlyorindependentlyconstructedbypupils,soastogivepupilspracticeinusingtheappropriatelanguageconventionswhencreatingdifferenttypesoftexts(Li,2006,p.8;Cope,Kalantzis,Kress&Martin,1993).

6 Kinmont,1990.

7 Sassoon,1990,pp.29,34–37.

8 Graves,1994,p.171.

9 Sassoon,1990,pp.13,76–79;Medwell,Wray,Minns,Griffiths&Coates,2002,p.65.

10 However,Sassooncautionsthatthejoiningoflettersasaspellingaidwillprobablybelimitedtowordsoffourorfiveletters.Joiningcommonlettersequencesandcommontwo-orthree-letterwordsareusefulpracticewhenchildrenarelearningtojoinletters,althoughabalanceispreferred(Sassoon,1990,pp.13–14).

11 Sassoon,1990,p.4.

12 Alston&Taylor,1987,pp.57–58.

13 Allred,1984,p.28.

14 Shemesh&Waller,2000,p.4.

15 The teachingofspellingshouldprovideopportunities forpupils toexplore theways inwhich theirknowledgeofspokenlanguagerelatestowritingandhowtoapplythatknowledgetospelling(Allred,1984,p.10).

16 Allred,1984,p.27.

17 Goulandris,1994,pp.407–423.

18 Flower&Hayes,1981.

19 Whenatextiscoherent,thereaderisabletoseethelogicalrelationbetweenvariousideas/information,sentencesandparagraphs(Chandrasegaran,2001(secondedition)).Cohesion,ontheotherhand,operates at the surface level of a text and indicates a text’s inherent connectedness. Cohesivedevices are words and grammatical structures that link ideas in different clauses, sentences andparagraphs.Theuseofcohesivedevicesinitselfdoesnotnecessarilyresultincoherence,especiallyiftheconnectionbetweenvariousideas/informationinthewriter’smindisnotclearorestablished(Chandrasegaran&Schaetzel,2004,pp.146and156).

20 Tohelp readers locate themainmessageofa text,writerscan “foreground” (ormakeprominent)key informationand“background” less important information.Forexample,writerscandothisbyindicatingtoreadersthemainorsupportingideasinasentenceorparagraph.(Chandrasegaran&Schaetzel,2004,p.162).

21 Graves,1983,pp.110–111;Graves,1994,pp.225–239.

22 Graves,1983,p.54;Graves,1994,pp.131–146.

23 Christie,1998.

24 Christie,1998.

CHAPTERTWO WRITINGANDREPRESENTING��


R E S T R I C T E D


Developwritingreadiness,penmanshipandspellingaccuracy,…

LO1:

Developwritingreadinessandpenmanshiptowriteaccuratelyandfluentlyinprintandcursivescript

@SeeComponent,Beginning Reading – Readiness for Reading,intheReading and Viewing Chartforconceptsofprint.

WRITING AND REPRESENTING P R I M A R YFOCuS ArEAS LEArninG OuTCOmES SkiLLS, STrATEGiES, ATTiTuDES AnD BEhAViOur 1 2 3 � 5 � rEmArkS

# SeeComponent,Beginning Reading - Decoding through Phonics,intheReading and Viewing Chartforthesoundsandcorrespondingletterpatterns.

LO2:

Useaccurateandconsistentspelling

SPELLinG#

• write accurately by applying spelling strategies, e.g.,

° matchingsoundpatternstowords(e.g.,segmenting,blending)

° noticingvisualpatternsinwords

° makinganalogiesfromfamiliarwords(e.g.,identifyingwordfamilies)

° usingwordmeaning(e.g.,ofrootwords,andhowaddingprefixesandsuffixestoawordaffectsitsmeaning)

• write accurately using knowledge of phonic elements, e.g.,

° three-andfour-lettershortvowelwords(e.g.,consonant-vowel-consonantwords,suchas‘box’,‘cat’and‘tick’)

° short-vowel,long-vowel,r-controlledvowelandconsonant-blendpatterns(e.g.,long-vowelin‘gold‘;r-controlledvowelin‘part’;initialconsonant-blendsuchas‘st’in‘stop’)

° silentlettersinwords(e.g.,-eincake,kiteandhome)

° multisyllabicwords• write accurately using word recognition and knowledge of grammar and

vocabulary, e.g.,

° age-/yearlevel-appropriatehigh-frequencywords,includingnon-decodablewords,functionwordsandhigh-interestwords

° frequentlymisspelledwords(e.g.,‘their’,‘they’re’,‘there’)

° multisyllabicwords

PEnmAnShiP • Develop writing readiness, e.g.,

° recogniseandnamethelettersofthealphabet

° matchletterstotheircorrespondingsounds(i.e.,thealphabeticprinciple)

° identifyupper-andlower-caseletters

° knowtheconceptsofprint(e.g.,directionality:lefttoright,toptobottomofthepage)@

• Adopt appropriate writing posture and hand grip• Position paper appropriately• Position print on a line• write from left to right and top to bottom of the page • use regular and appropriate spacing between letters, words, sentences and/ or

paragraphs • Print lower- and upper-case letters neatly and legibly, with attention to consistent

letter size and height, direction of strokes (e.g., dots, tails, crossbars, curves) and differences in letter orientation (e.g., ‘d’ and ‘b’)

• use appropriate writing instruments (e.g., first, a pencil and then a pen)• write in cursive script to increase writing speed and fluency







R E S T R I C T E D


LO2:


(continued) *SeeComponent,Beginning Reading - Decoding through Phonics,intheReading and Viewing Chart.

+SeetheGrammar and Vocabulary Chartsforthegrammaticalandvocabularyitemsspecifictothevariousyearlevelsandthetypesoftextstobecreated.

SeeFocusArea,Types of Textsforthetextspupilsshouldcreateattherespectivelevels.

Teacherswillprovideopportunitiesforpupilstousewordprocessorsandotherpresentationsoftwaretocreatetexts,whereappropriate.


Developwritingreadiness,penmanshipandspellingaccuracy,…

(continued)

LO3:

Generateandselectideasforwritingandrepresentingforavarietyofpurposes,audiences,contextsandcultures

wriTinG AnDrEPrESEnTinG SkiLLS AnD STrATEGiES

…andapplyskillsandstrategiesforideageneration,selection,development,organisationandrevisioninwritingandrepresenting…

GEnErATiOn AnD SELECTiOn OF iDEAS FOr wriTinG AnD rEPrESEnTinG+

Although the skills for writing and representing are organised into three categories, the skills in one category are not to be regarded as separate from the skills in the other two categories. The application of these skills in the creation of a text is also not linear. Planning (i.e., idea generation, selection, development and organisation), reviewing and revision are recurrent processes throughout the act of writing.• Plan by identifying the purpose, audience and context (which determine

register and tone), and by setting goals for assigned/ self-selected writing and representing tasks or topics, e.g.,

° personalorfamiliartopics(e.g.,aboutself,familiarpersonsandobjects,andpersonalexperiences)

° literaryorinformationaltopicsofincreasingcomplexity• Stimulate imagination, generate and/ or gather ideas appropriate to the writing

and representing tasks and topics, using learner strategies, e.g.,

° illustrating,drawingandfreewritingusingvisualsandrealiaasstimuli

° askingquestionsaboutthetopicandcontext

° studyingideasinmodelsofgoodwriting(e.g.,imitatinglanguagepatternsintexts)

° brainstorminganddescribingpersonalfeelings,pastexperiences/events,pointsofviewandideas

° reflectingonpastexperiences/eventsandideas(e.g.,throughjournaling)

° usingvisualtechniques(e.g.,timeline,flowchart,storyboard,conceptmap,table,diagram)

° takingnotes• Gather and select facts and ideas from one or multiple print and/ or non-print

sources, appropriate to the writer’s purpose, needs of the audience, context and culture (e.g., at Lower Primary: generating and selecting ideas from a shared experience)

• Check spelling accuracy, using print and non-print resources, by, e.g.,

° applyingdictionaryskills(e.g.,constructingandusingalphabeticallistsandalphabetbooks,lookingupglossariesininformational/functionaltexts)

° lookingupwordsinadictionary(e.g.,anonlinedictionaryorthespell-checkfunctioninawordprocessingsoftware)

• Apply spelling rules and conventions consistently, e.g.,

° vowel-consonantpatterns(e.g.,blends,doublingofconsonants,changingtheendingofawordfrom–yto–ieswhenformingtheplural)*

° wordderivatives(e.g.,changingtheclassofawordbyaddingasuffixorprefix)andinflectionpatterns(e.g.,tenseandpluralmarkers)

° American-Britishspelling(e.g.,‘color’–‘colour’)







R E S T R I C T E D

LO4:

Develop,organiseandexpressideascoherentlyandcohesivelyinwritingandrepresentingforavarietyofpurposes,audiences,contextsandcultures



(continued)


DEVELOPmEnT AnD OrGAniSATiOn OF iDEAS in wriTinG AnD rEPrESEnTinGText Level• Choose appropriate ways and modes of writing and representing ideas,

depending on the purpose and the impact on the audience • Organise facts, ideas and/ or points of view in a way appropriate to the mode of

delivery, purpose and audience (e.g., using graphics for succinct presentation of information)

• use text features (e.g., title/ headline, main headings and sub-headings, captions/ labels for visuals) appropriate to different types of texts and contexts

• Plan how to support the key message of a text with factual/ descriptive details and/ or examples appropriate to purpose, audience, context and culture

• Ensure coherence in a text by selecting organisational patterns appropriate to purpose, audience, context and culture, e.g.,

° sequenceinchronologicalorder

° categoriseandclassify

° sequenceinorderofpriority/importance(e.g.,stepsinaprocess)

° causeandeffect

° compareandcontrast• Develop the plot in a narrative (e.g., series of events building towards the

complication and resolution)• Support ideas and points of view in a text, by integrating selected visual and/ or

audio resources that enhance the clarity of the intended meaningParagraph Level• Express feelings and thoughts through freewriting on self-selected topics, using

selected emotive/ sensory details• Develop characterisation in a narrative using literary techniques (e.g., direct

speech)• use key words, phrases or clauses to introduce the main idea in a paragraph• Elaborate on, explain and/ or justify the main idea of a paragraph by providing

relevant factual, descriptive, emotive or sensory details and/ or examples• use appropriate cohesive devices (e.g., connectors, pronouns, repetition of

vocabulary or grammatical structures) to:

° indicaterelationsbetweenparagraphs/sentences,andbetweenthemainideaofaparagraphandthekeymessageofatext

° expressthefunctionofaparagraphwithreferencetothetext(e.g.,tosequencewhenlistinginstructions,asin:‘Switchoffthelights,thenclosethedoor.’;toreflectonhowandwhyanincidenthappenedwhenrecountingit,asin:‘Ithoughtithappenedbecause…’)







R E S T R I C T E D

LO5:

Review,revise,proofreadandedittoimprovewritingandrepresentation

@SeetheGrammar and Vocabulary Chartsforthegrammaticalandvocabularyitemsspecifictothevariousyearlevelsandthetypesoftextstobecreated.

SeeICT Baseline Standards – Guide to Implementation (2008).

SeeFocusArea,Types of Texts,fortheorganisationalstructuresandlayoutspecifictodifferenttypesoftexts.

# Teacherswillprovideopportunitiesforpupilstousewordprocessorsandotherpresentationsoftwaretoreviseandedittexts,whereappropriate.


LO4:


(continued)



(continued)

rEViEw, rEViSiOn AnD EDiTinG OF wriTinG AnD rEPrESEnTATiOn@

The aim of review, revision and editing is to produce a finished text that addresses the writer’s purpose, the needs of the audience, and context and culture. Pupils will apply knowledge of metalanguage in the editing of texts from Middle Primary.• review and revise drafts to enhance relevance, focus and clarity in expression of

meaning (e.g., through self-reflection, teacher/ peer conferencing) by:

° identifyinglanguageand/orcontent(e.g.,facts,ideas,detailsand/orpointsofview)inappropriatetoaudience,contextandculture

° replacing,adding,deletingand/orreordering:- words,phrasesand/orsentences- facts,ideas,descriptive/emotive/sensorydetailsand/orpointsofview- visualand/oraudioresources

° changingthetypographicalandvisualfeaturesofatext(e.g.,letter/wordposition,linelengthandfonttype,colourandsize)

° improvingthesequencing,progressionandcoherenceoffacts,ideasand/ordetails• Proofread and edit drafts (e.g., through self-reflection, referring to a word wall/

word bank/ dictionary, class-editing, peer-editing) by:#

° makingsimplecorrections(e.g.,spelling,punctuationandgrammarerrors)

° correctinglanguagefeatures(e.g.,spelling,punctuation,grammarandexpressionerrors)forgrammaticalaccuracyandclarityofmeaning

° improvingthelayoutofatextforeaseofreading,e.g.,- adjustspacingbetweenwords,sentencesand/orparagraphs- addindentationwhereappropriate(e.g.,atthebeginningofaparagraph)- addand/oralignbulletsandnumbering,headings,sub-headingsin

informational/functionaltexts,whereappropriate

• Select and use language for effect to create/ recount, describe experiences/ events/ topics and/ or persuade the reader to accept the writer’s point of view/ proposed action e.g., through appropriate and varied:

° sentencelengthsandstructures(e.g.,simple,compoundandcomplexsentences)

° vocabulary(e.g.,wordsandphrasesforprovidinginformation,verbsfordescribingactions,adjectivesfordescribingpersonsincharacterisation)

° sound devices (e.g., rhyme, alliteration)

° typographicalandvisualfeatures(e.g.,arrangementoftextinaparticularshapeinpoetry,letter/wordposition,linelengthandfonttype,colourandsize)

° literarylanguage(e.g.,similes,metaphors)







R E S T R I C T E D

LO6:

Produceavarietyoftextsforcreative,personal,academicandfunctionalpurposes,usinganappropriateregisterandtone

TyPES OF TExTS

…toaddresspurpose,audience,contextandcultureinavarietyoftexts.


At Lower Primary, pupils create literary and informational/ functional texts, learning about the organisational structures and language features of these types of texts only incidentally and where appropriate. There will be an emphasis on the explicit teaching of the organisational structures and language features of texts only from Middle Primary.

At all levels, the creation of texts, including multimodal texts, should be scaffolded according to pupils’ needs and abilities. The different types of texts listed below are meant to help teachers identify texts pupils can create. They are not meant to be prescriptive or limiting. The examples of text forms listed against each type of text are not necessarily exclusive to the type of text.

Pupils will learn how to use appropriate organisational structures for different types of texts (e.g., in narratives, event/s building towards the complication and resolution).

No particular order is advocated for the teaching of these texts at any one year level. Pupils should be encouraged to express their personal thoughts and feelings creatively through writing and representing at all levels and to attempt more sophisticated literary and informational/ functional texts at the higher levels. At higher levels, writing and representing tasks become more sophisticated in terms of the different and higher-order skills for idea generation, selection, development, organisation and revision, language use and context awareness expected of pupils. Pupils should also engage in the sustained and authentic creation of texts, including multimodal texts where appropriate.

*SeeComponent,Language Features of Types of Texts (Primary),intheGrammarandVocabulary Chartsforthegrammaticalandvocabularyitemsspecifictothevariousyearlevelsandthetypesoftextstobecreated.

+AtLowerPrimary,pupilswritesimplerhymes.

TExTS FOr CrEATiVE AnD PErSOnAL ExPrESSiOn*Poetrye.g., rhymes,+ acrostic poems and haiku• Expressfeelingsandthoughts,and/orexperimentwithsound,imagesand

languageby:

° using sound devices and/ or typographical and visual features (e.g., positioning of letters to spell out the poem’s subject, as in an acrostic poem)

° describing persons, objects, experiences or events with selected emotive/ sensory details and literary language

° using typographical and visual features (e.g., lines or stanzas)Personal Recountse.g.,paragraphsorjournalentriesdescribingandreflectingonself,experiencesorpast

events• retell experiences or past events by:

° describingwithselectedfactual/sensorydetailsthesetting,experiencesorseriesofevents

° describinginthefirstpersonthewriter’sorcharacter’sfeelingsandthoughts

° reflectinginacommentarywhytheexperiences/eventsdescribedarememorableorworthrecounting







R E S T R I C T E D

LO6:


(continued)

*SeeComponent,Language Features of Types of Texts (Primary),intheGrammarandVocabulary Chartsforthegrammaticalandvocabularyitemsspecifictothevariousyearlevelsandthetypesoftextstobecreated.

TyPES OF TExTS


(continued)


Narrativese.g.,storiesaboutcharactersinvarioussituations• narrate situations, express feelings and convey points of view about the world

and/ or fictional worlds by:

° describingthesettinganddevelopingtheplot(e.g.,event/sbuildingtowardsthecomplicationandresolution)

° usingfirst-personorthird-personpronounsconsistently

° usingliterarytechniquesforcharacterisation(e.g.,directspeech)

° describingcharacterswithelaborationtoconvey,e.g.,- feelingsandthoughts- physicalappearance- action(e.g.,bodymovements)

TExTS FOr ACADEmiC AnD FunCTiOnAL PurPOSES* Listse.g.,listsof‘thingstodo’• List facts or information by using appropriate text features (e.g., bullets/ numbering) Procedures e.g.,rulesofagameorsport,recipes,instructionsonhowtocreateanartorcraftwork• record the steps taken to do or make something by:

° writingtheaimofthetext

° listingthematerialsneeded

° sequencingand/ordescribingitemstobecarriedoutorconditionstobeobserved

° usingappropriatetextfeatures(e.g.,mainandsub-headings,bullets/numbering)Notes, Letters, Email (From Primary 1) and Notices (From Primary 5)e.g.,thankyounotes,greetingorinvitationcards lettersoremailtoapen-pal,parentorteacher noticestotheclassprovidinginformationonanevent• Provide information, explain a situation and/ or express points of view by:

° describing,elaboratingonand/orsupporting/explainingkeypoints

° applyingtheappropriateformat(e.g.,salutationinletters/email,signingofffornotes/letters)

° usingappropriatetextfeatures(e.g.,sectionheadingsinletters/email,mainandsub-headings,bullets/numbering)

Factual Recountse.g.,newsbulletinsfortheclassorschool eye-witnessaccountsofanincidenttoateacher• record the particulars of an incident and/ or explain how and why it happened by:

° describingbackgroundinformation/factsregardingthepersonsinvolved(e.g.,location,dateandtimeofevents)toorientatethereader







R E S T R I C T E D

LO6:


(continued)

TyPES OF TExTS


(continued)


° describing,elaboratingonand/orsupporting/explainingkeypointsandevents

° reflectinginacommentaryhowandwhytheincidenthappened

° usingappropriatetextfeatures(e.g.,titleorheadline,bullets/numbering)Information Reportse.g.,reportsforprojectwork brochuresforthepubliconvarioustopics• Provide and explain information by:

° introducingthetopic(e.g.,presentingthedefinitionorclassification)intheopening

° describing,elaboratingonand/orsupporting/explainingkeypoints

° restatingkeypointsintheconclusion

° usingappropriatetextfeatures(e.g.,mainandsub-headings,bullets/numbering)Explanationse.g.,explanationsofhowand/orwhyaneventoccurs• Explain how or why something works or happens by:

° providingadefinition/statementofthephenomenon,processorsystemtobeexplained

° explainingthephenomenon,processorsystem

° usingappropriatetextfeatures(e.g.,bullets/numbering,captions/labelsforvisuals)Expositionse.g.,paragraphsonanonlineforum,persuadingtheclassorschooltodosomething reviewsofbooksreadormovieswatched,explainingwhythesewereinteresting advertisementspersuadingtheclassorschooltobuysomething• Present, explain and justify the writer’s point of view/ proposed action, so as to

persuade the reader to accept the point of view or action by:

° statingthewriter’spointofview/proposedactionintheopeningtoorientatethereader

° elaboratingon/explainingthewriter’spointofview/proposedactionwithrelevantexamples/evidence

° restatingthewriter’spointofview/proposedactionand/orkeypointsintheconclusion

° usingappropriatetextfeatures(e.g.,title,bullets/numbering)

SeeComponent,Language Features of Types of Texts (Primary),intheGrammar andVocabulary Chartsforthegrammaticalandvocabularyitemsspecifictothevariousyearlevelsandthetypesoftextstobecreated.







R E S T R I C T E D

WRITING AND REPRESENTING SECONDARYFOCuS ArEAS LEArninG OuTCOmES SkiLLS, STrATEGiES, ATTiTuDES AnD BEhAViOur 1n 1E/2n 2E/3n 3E/�n �E/5n rEmArkS


Developspellingaccuracy…

LO2:


@SeeFocusArea,Types of Texts,forthespecificpurposesandcontextsofthetextspupilsshouldcreateattherespectivelevels.

LO3:

Generateandselectideasforwritingandrepresentingforavarietyofpurposes,audiences,contextsandcultures


…andapplyskills,strategiesandattitudesforideageneration,selection,development,organisationandrevisioninwritingandrepresenting…

SPELLinGPupils are expected to master the skills for penmanship by Upper Primary so that they have the cognitive space to pay more attention to other aspects of writing and representing. Although penmanship is not a focus area at the Secondary level, teachers will revisit, where appropriate, the skills for writing neatly and legibly when pupils create texts.• write accurately, by applying spelling strategies, e.g.,

° noticingsoundandvisualpatternsinwords° makinganalogiesfromfamiliarwords(e.g.,identifyingwordfamilies)° usingwordmeaning(e.g.,ofrootwords,andhowaddingprefixesandsuffixestoa

wordaffectsitsmeaning)• write accurately using word recognition and knowledge of grammar and

vocabulary, e.g.,° frequentlymisspelledwords° multisyllabicwords

• Check spelling accuracy, using print and non-print resources (e.g., online dictionary, spell-check function in a word processing software, resource books on spelling rules and conventions)

• Apply spelling rules and conventions consistently in writing, e.g.,° vowel-consonantpatterns(e.g.,blends,doublingofconsonants,changingthe

endingofawordfrom–yto–ieswhenformingtheplural)° wordderivativesandinflectionpatterns(e.g.,roots,prefixes,suffixes)° American-Britishspelling(e.g.,‘judgment‘–‘judgement’)

GEnErATiOn AnD SELECTiOn OF iDEAS FOr wriTinG AnD rEPrESEnTinG@

Although the skills for writing and representing are organised in three categories, the skills in one category are not to be regarded as separate from the skills in the other two categories. The application of these skills in the creation of a text is also not linear. Planning (i.e., idea generation, selection, development and organisation), reviewing and revision are recurrent processes throughout the act of writing and representing.• Plan by identifying the purpose, audience and context (which determine

register and tone), and by setting goals for assigned/ self-selected writing and representing tasks or topics (e.g., literary/ informational)

• Stimulate imagination, generate and/ or gather ideas appropriate to the writing and representing tasks and topics, using learner strategies, e.g.,° illustrating,drawingandfreewritingusingvisualsandrealiaasstimuli° askingquestionsaboutthetopicandcontext° studyingideasinmodelsofgoodwriting° brainstorminganddescribingpersonalfeelings,pastexperiences/events,pointsof

viewandideas° reflectingonpastexperiences/events,ideasanddifferentpointsofview(e.g.,

throughjournaling)° usingvisualtechniques(e.g.,timeline,flowchart,storyboard,conceptmap,table,diagram)° takingnotes

• Gather, evaluate, select and synthesise facts and ideas from a variety of print and/ or non-print sources, appropriate to the writer’s purpose, needs of the audience and context







R E S T R I C T E D




(continued)

LO4:


# SeetheGrammar and Vocabulary Chartsforthegrammaticalandvocabularyitemsspecifictothevariousyearlevelsandthetypesoftextstobecreated.

SeeFocusArea,Types of Texts,forthespecificpurposesandcontextsofthetextspupilsshouldcreateattherespectivelevels.

Teacherswillprovideopportunitiesforpupilstousewordprocessorsandotherpresentationsoftwaretocreatetexts,whereappropriate.

DEVELOPmEnT AnD OrGAniSATiOn OF iDEAS in wriTinG AnD rEPrESEnTinG# Text Level• Organise facts, ideas and/ or points of view in a way appropriate to the mode of

delivery, purpose and audience (e.g., using graphics for effective presentation of information)

• Plan how to support the key message of a text with factual/ descriptive details and/ or examples appropriate to purpose, audience, context and culture

• use text features (e.g., title/ headline, main headings and sub-headings, captions/ labels for visuals) appropriate to different types of texts and contexts

• Ensure coherence in a text by: ° selectingorganisationalpatternsappropriatetopurpose,audience,contextandculture:

- sequenceinchronologicalorder- categoriseandclassify- sequenceinorderofpriority/importance(e.g.,stepsinaprocess,placingthe

keymessagefirstinaproposal)- causeandeffect- compareandcontrast

° usinglanguagesignalstohelpthereaderfollowthedevelopmentofideasand/orlineofargument(e.g.,atthebeginningofaparagraph:‘Thereasonsforthisobservationare…’)

• use support strategies (e.g., personal anecdotes, appeal to shared beliefs, expert opinions) to:° supportthewriter’sposition/proposedactionsoastopersuadethereaderto

accepttheposition/proposedactionininformational/functionaltexts° addresstheanticipatedconcernsofreaders(e.g.,questions,misunderstandings,

expectations)regardingthewriter’spositionorproposedactionininformational/functionaltexts

° addressanticipatedcounterarguments,soastomaintainthewriter’spositionorproposedactionininformational/functionaltexts,whereappropriate

• Support ideas and points of view in a text, by integrating selected visual and/ or audio resources that enhance the clarity and impact of the intended meaning

• Develop the plot in a narrative using literary techniques (e.g., flashback, twist-in-the tale, withholding information for suspense)

Paragraph Level • Express feelings and thoughts through freewriting on self-selected topics, using

emotive/ sensory details• use a topic sentence to introduce the main idea in a paragraph in informational/

functional texts, where appropriate• Elaborate on, explain and/ or justify the main idea of a paragraph by providing

relevant factual, descriptive, emotive or sensory details and/ or examples• restate the gist/ main idea in the concluding paragraph of informational/

functional texts, where appropriate• Develop characterisation in a narrative using literary techniques (e.g., direct

speech, interior monologue, behaviours reflecting personality)







R E S T R I C T E D




(continued)

LO4:


(continued)

*SeetheGrammar andVocabulary Chartsforthegrammaticalandvocabularyitemsspecifictothevariousyearlevelsandthetypesoftextstobecreated.

SeeICT Baseline Standards – Guide to Implementation (2008).

SeeFocusArea,Types of Texts,fororganisationalstructureandlayoutspecifictodifferenttypesoftexts.

Teacherswillprovideopportunitiesforpupilstousewordprocessorsandotherpresentationsoftwaretoreviseandedittexts,whereappropriate.

LO5:

Review,revise,proofreadandedittoimprovewritingandrepresentation

rEViEw, rEViSiOn AnD EDiTinG OF wriTinG AnD rEPrESEnTATiOn*The aim of review, revision and editing is to create a finished text that addresses the writer’s purpose, the needs of the audience, and context and culture. Pupils will apply knowledge of metalanguage in the editing of texts.• review and revise drafts to enhance relevance, focus, and clarity and to achieve

precision in expression of meaning (e.g., through self-reflection, teacher/ peer conferencing) by:° identifyinglanguageand/orcontent(e.g.,facts,ideas,detailsand/orpointsofview)

inappropriatetoaudienceandcontext° replacing,adding,deletingand/orreordering:

– words,phrasesand/orsentences– facts,ideas,descriptive/emotive/sensorydetailsand/orpointsofview– visualand/oraudioresources

° changingthetypographicalandvisualfeaturesofatext(e.g.,letter/wordposition,linelengthandfonttype,colourandsize)

° improvingthesequencing,progressionandcoherenceoffacts,ideasand/ordetailswithinand/orbetweenparagraphs

• Proofread and edit drafts (e.g., through self-reflection, referring to a dictionary, class-editing, peer-editing) by:° correctinglanguagefeatures(e.g.,spelling,punctuation,grammarandexpression

errors)forgrammaticalaccuracyandclarityofmeaning° improvingthelayoutofatextforeaseofreading,e.g.,

- adjustspacingbetweenwords,sentencesand/orparagraphs- addindentationwhereappropriate(e.g.,atthebeginningofaparagraph)- addand/oralignbulletsandnumbering,headings,sub-headingsin

informational/functionaltexts,whereappropriate

• use appropriate cohesive devices (e.g., connectors, pronouns, repetition of vocabulary or grammatical structures) to:° indicaterelationsbetweendifferentparagraphs/sentences,andbetweenthemain

ideaofaparagraphandthekeymessageofatext° expressthefunctionofaparagraphwithreferencetothetext(e.g.,toforecastthe topicandwriter’sintentioninthecurrentandsubsequentparagraphs,asin:‘Most

roadaccidentsarecausedbytwofactors:carelessnessand….Thefirstfactoris…//Thesecondfactor…’;torebutacounterargumenttothewriter’sposition/proposedaction,asin:‘Whileyoungpeoplethink…,mostadultsdonotthinkso.’)

• Select and use language for effect to create/ recount, describe experiences/ events/ topics and/ or persuade the reader to accept the writer’s position/

proposed action, e.g., through appropriate and varied:° sentencelengthsandstructures(e.g.,simple,compoundandcomplexsentences)° sentencepatterns(e.g.,repetitionofshortsentences,parallelsentencestructures)° vocabulary(e.g.,wordsandphrasesforcreatinganexplanation/argument,verbsfor

describingactions,adjectivesfordescribingpersonsincharacterisation)° literarylanguage(e.g.,similes,metaphorsandimagery)° sound devices(e.g., rhyme, alliteration)° typographicalandvisualfeatures(e.g.,arrangementoftextinaparticularshapein

poetry,letter/wordposition,linelengthandfonttype,colourandsize)







R E S T R I C T E D


TyPES OF TExTS


LO6:


+SeeComponent,Language Features of Types of Texts (Secondary),intheGrammarandVocabulary Chartsforthegrammaticalandvocabularyitemsspecifictothevariousyearlevelsandthetypesoftextstobecreated.

At the Secondary levels, teachers will continue to explicitly teach the organisational structures and language features of texts.

At all levels, the creation of texts, including multimodal texts, should be scaffolded according to pupils’ needs and abilities. The different types of texts listed below are meant to help teachers identify texts pupils can create. They are not meant to be prescriptive or limiting. The examples of text forms listed against each type of text are not necessarily exclusive to the type of text.

no particular order is advocated for the teaching of these texts at any one year level. Pupils should be encouraged to express their personal thoughts and feelings creatively through writing and representing at all levels and to attempt more sophisticated literary, informational/ functional texts at the higher levels. At higher levels, writing and representing tasks become more sophisticated in terms of the different and higher-order skills for idea generation, selection, development, organisation and revision, language use and context awareness expected of pupils. Pupils should also engage in the sustained and authentic creation of texts, including multimodal texts where appropriate.

As real-world texts often have more than one function and comprise a mixture of types and forms, teachers will help pupils learn to understand and produce them.TExTS FOr CrEATiVE AnD PErSOnAL ExPrESSiOn+

Poetrye.g., rhyming couplets, shape poems, free verse• Expressfeelingsandthoughts,and/orexperimentwithsound,imagesand

languageby:° describing persons, objects, experiences or events with emotive/ sensory details and

literary language, ° using sound devices and/or typographical and visual features (e.g., word position in

a shape poem, lines, stanzas)Personal Recountse.g.,journalentriesdescribingandreflectingonself,experiences,pasteventsorpersonal

issues• retell experiences or past events by:

° describingwithselectedfactual/sensorydetailsthesetting,experiencesorseriesofevents

° describinginthefirstpersonthewriter’sorcharacter’sfeelingsandthoughts° reflectinginacommentarywhytheexperiences/eventsdescribedarememorableor

worthrecountingNarrativese.g.,storiesaboutcharactersinvarioussituations• narrate situations, express feelings and convey points of view about the world

and/ or fictional worlds by:° describingthesettinganddevelopingtheplot(e.g.,seriesofeventsbuildingtowards

thecomplicationandresolution)° choosingandmaintainingapointofviewasnarrator(e.g.,firstperson,thirdperson)







R E S T R I C T E D


TyPES OF TExTS


(continued)

LO6:


(continued)

SeeComponent,Language Features of Types of Texts (Secondary),intheGrammar andVocabulary Chartsforthegrammaticalandvocabularyitemsspecifictothevariousyearlevelsandthetypesoftextstobecreated.

° usingliterarytechniquesforcharacterisation(e.g.,directspeech,interiormonologue,behavioursreflectingpersonality)andtodeveloptheplot(e.g.,flashback,twist-in-the-tale,withholdinginformationforsuspense)

° describingcharacterswithelaborationtoconvey,e.g.,- feelingsandthoughts- physicalappearance- action(e.g.,bodymovements,facialexpressionsandsubtlegestures)- backgroundandmotivation

TExTS FOr ACADEmiC AnD FunCTiOnAL PurPOSES Procedures e.g.,instructionsordirectionsonhowtogettodestinationsorhowtoactinemergencies• record the steps taken to do or make something by:

° writingtheaimofthetext

° listingthematerialsneeded

° sequencingand/ordescribingitemstobecarriedoutorconditionstobeobserved

° usingappropriatetextfeatures(e.g.,mainheading,bullets/numbering)Notes, Letters, Email And Noticese.g.,noticestotheclassorclubmemberstoprovideupdatesonrules,schedulesorprogrammes lettersoremailtoafriendorparent lettersoremailtothenewseditortomakesuggestions,complimentsorcomplaints• Provide information, explain an issue/ situation, and/ or express and justify a point

of view/ proposed action, so as to persuade the reader to accept the point of view/ proposed action by:

° elaboratingon/explainingkeypointsand/orthewriter’spositionwithrelevantexamples/evidence

° addressinganticipatedcounterarguments,soastomaintainthewriter’spositiononanissue/situationorproposedaction,whereappropriate

° applyingtheappropriateformat(e.g.,salutationinletters/email,signingoffinnotes/letters)

° usingappropriatetextfeatures(e.g.,sectionheadinginletters/email,mainandsub-headings,bullets/numbering)

Factual Recounts e.g.,newsarticlesfortheclass,schoolorcommunitynewsletter eye-witnessaccountsofanincidenttotheprincipalorpolice minutesofacommitteemeeting• record the particulars of an incident and/ or explain how and why it happened by:

° describingbackgroundinformation/factsregardingthepersonsinvolved(e.g.,location,dateandtimeofevents)toorientatethereader

° describing,elaboratingonand/orsupporting/explainingkeypointsandevents

° reflectinginacommentaryhowandwhytheincidenthappened

° usingappropriatetextfeatures(e.g.,titleorheadline,mainandsub-headings,bullets/numbering)







R E S T R I C T E D

TyPES OF TExTS


(continued)

LO6:


(continued)

SeeComponent,Language Features of Types of Texts (Secondary),intheGrammar andVocabulary Chartsforthegrammaticalandvocabularyitemsspecifictothevariousyearlevelsandthetypesoftextstobecreated.

TExTS FOr ACADEmiC AnD FunCTiOnAL PurPOSES Information Reportse.g.,reportsforprojectwork brochuresorleafletsforthepubliconvarioustopics newsandfeaturearticlesonvarioustopics• Provide and explain information by:

° introducingthetopic(e.g.,presentingthedefinition,classification,sharedknowledgeorcontext)intheopening

° describing,elaboratingonand/orsupporting/explainingkeypoints° restatingkeypointsintheconclusion° applyingtheappropriateformat(e.g.,by-lineinnewsarticles)° usingappropriatetextfeatures(e.g.,mainandsub-headings,bullets/numbering)

Explanationse.g.,explanationsofhowand/orwhyanevent/situationoccurs• Explain how or why something works or happens by:

° providingadefinition/statementofthephenomenon,processorsystemtobeexplained

° explainingthephenomenon,processorsystem° usingappropriatetextfeatures(e.g.,mainandsub-headings,captions/labelsfor

visuals)Expositionse.g.,proposalstoateacherortheprincipaljustifyingaplannedaction expositoryessayspersuadingreaderstoacceptthewriter’spositiononanissue commentariescommunicatingthewriter’spointofviewonasituation/place/person• Present, explain and justify the writer’s position on an issue/ situation or proposed

action, so as to persuade the reader to accept the position/ proposed action by:° statingthewriter’sposition/proposedactionintheopeningtoorientatethereader° supportingthewriter’spositionwithrelevantexamples/evidence° addressinganticipatedcounterarguments,soastomaintainthewriter’sposition/

proposedaction,whereappropriate° restatingthewriter’sposition/proposedactionand/orkeypointsintheconclusion° usingappropriatetextfeatures(e.g.,titleorheadline,mainandsub-headings,

bullets/numbering)








R E S T R I C T E D

Astrongfoundation inthegrammarofEnglishand itsusewillenablepupilstousethelanguageaccurately,fluently,andappropriatelyfordifferentpurposes,audiences,contextsandcultures.

Todeveloppupils’knowledgeofandproficiencyingrammar,teacherswill:

• needtobeproficientintheirownknowledgeofgrammaticalrules.

• teachpupilstheappropriatemetalanguageforlearningandtalkingaboutlanguagestructuresandlanguageinuse.

• combineexplicitandsystematicteachingofgrammaticalitemsandstructureswithcontextualisedinstruction.Authenticmaterialsfromavarietyofprintandnon-printsourceswillbeusedinabalancedandintegratedwaythatisresponsivetopupils’needsandabilities.

• planfocusedgrammarlessonswhichplacespecialattentionontheexplicitteachingand learning of specific grammatical items and structures that are incorrectlyused.

• provideopportunitiesforpupilstoapplytheirknowledgeofgrammartotheotherareasof languagelearning, i.e., listening,reading,viewing,speaking,writingandrepresenting.

• systematically and explicitly revisit and reinforce the grammatical items andstructuresofEnglishthatpupils learnedpreviouslyatLowerandMiddlePrimary.Thiswillhelppupilsconsolidatetheirknowledgeaboutgrammaticalrules,andtheirability to combine words to form phrases, clauses, sentences, paragraphs andtexts.

• showpupilshowlanguageworksinawidevarietyoftextssothatpupilsunderstandthat the appropriate choice of grammatical items and structures contributes toeffectivecommunicationfordifferentpurposes,audiences,contextsandcultures.

• monitorpupils’understandinganduseofgrammarduringpractice.

Overview Diagram

GrAmmAr Developknowledgeofgrammarforthepurposefuluseoflanguageattheword,phrase,

sentenceandtextlevels

ITEMS, STRUCTURES AND LEARNER STRATEGIES

Metalanguage

FOCuS ArEA

use of Terms

FOCuS ArEA

Grammar at word, Phrase andSentence Levels

FOCuS ArEA

Grammar at Text Level

LO1

Usemetalanguage

forlearningandtalking

aboutlanguagestructuresandlanguageinuse

(PrimaryandSecondary)

LO�

Applyknowledgeofgrammaticalrulesatword,phraseand

sentencelevels

(Secondary)

LO2

Applyknowledgeofgrammatical

rulesatwordandphraselevels

(Primary)

LO3

Applyknowledgeofgrammatical

rulesatsentencelevel

(Primary)

LO5

Showunderstanding

ofhowthepurposefuluseoflanguageshapesmeaningintexts

(PrimaryandSecondary)

AtWordandPhraseLevels

AtSentenceLevel AtWord,PhraseandSentenceLevels

CohesioninTexts

LanguageFeaturesofTypesofTexts

Grammar What to Teach, When and Why

CHAPTERTWO GRAMMAR�1


R E S T R I C T E D











EL Syllabus2001

EL Syllabus2010


Indevelopingpupils’knowledgeofgrammar, theEL Syllabus 2010 builds on the strengths of the EL Syllabus 2001 whiledefining specific grammatical items, structures and learnerstrategiestobetaughtattheword,phrase,sentenceandtextlevels.


• Exposingpupilstoandmakingthemawareofthestructuralpatternsinthelanguageintheearlyyearsoflanguagelearningbefore teaching them how the rules in English grammaroperate

• Theexplicit teachingofgrammar inmeaningfulcontextssothatpupilsknowhowtousegrammaticalitemsandstructurestocommunicatemeaningfully

• A spiral, progressive approach to teaching grammar, i.e.,grammatical itemsandstructuresare introducedat simplerlevelsandthenrevisitedandreinforcedatmoresophisticatedlevels

• Teaching pupils to understand how the English languageworksatthetext,sentence,clauseandwordlevels

moving Forward

The EL Syllabus 2010 will continue to reinforce the need forpupils to attain a strong proficiency in English through a firmgrounding in grammar. Thegrammatical items, structures andlearnerstrategiesareorganisedintothreefocusareaswhichareshownintheGrammarChart.The role of grammar in the development of language skills and the use of metalanguage to talk about how language works are emphasised.Knowledgeofgrammarwillsupportthedevelopmentoflanguageskills,specificallyinimprovingreadingskills and for producing different types of spoken and writtentextsforcreative,personal,academicandfunctionalpurposes.

AttheLowerPrimary,thefocusisondevelopingpupils’languageskills and knowledge about language by immersing them in aprint-richlanguageenvironment.Teacherscanbegintheexplicitteaching of metalanguage in meaningful contexts at LowerPrimary,basedontheneedsandabilitiesoftheirpupils.

Language is hierarchical, so the teaching of grammar is organised according to the word, phrase, sentence and text levels. Teachers will help pupils learn how words canbe combined to become meaningful phrases, clauses andsentencesbeforetheymoveontolearnhowgrammarworksatthetextlevel.

Grammar will assist the development of rich language at the text level. Acquiring knowledge of cohesive devices andtheabilitytousethemappropriatelywillhelppupilscreatewell-connected texts with cohesion. Teachers will guide pupils inapplyingsuchknowledgeinthereadingandviewingoftextstorecognisethemeaningsintendedbythewriter.Grammaratthetextlevelwillbeprogressivelyintroducedovertheyearlevels.

�2 GRAMMAR CHAPTERTWO


R E S T R I C T E D











Metalanguage

At Word, Phrase and

Sentence Levels

(Primary)

uSE OF TErmS

Pupilswillbeabletotalkaboutlanguageandlanguageusemoreeffectivelyiftheyhavelearnedthemetalanguageandcanuseitmeaningfullyandpurposefullytoreinforcetheirknowledgeaboutlanguage.1

Lower PrimaryAttheselevels,thefocusisonbuildingastrongfoundationforpupils’useofEnglishbyprovidingthemwithmanyopportunitiesto learn English through the experience and enjoyment oflanguage. Oral communication (listening and speaking) andlearningtoreadandviewarethemostimportantskillsteacherswilldevelopinpupilsatthestartofformalschooling.TeacherswillmakepupilsawareofthepatternsinthestructureofEnglishandhowtheyareused.Inthecourseoftheirteaching,teacherscanintroducepupilstotheequivalentofgrammaticalterms,suchas‘namingword’for‘noun’or‘pointingword’for‘demonstrative’.Dependingonpupils’needsandabilities,teacherscanbegintheexplicitteachingofmetalanguageinmeaningfulcontexts.

Middle Primary – SecondaryAttheselevels,teacherswillcontinuewiththeexplicitteachingofmetalanguageinmeaningfulcontextssothatpupilslearntouseEnglishaccurately,appropriatelyandeffectively.

GrAmmAr AT wOrD, PhrASE AnD SEnTEnCE LEVELS

The items in theGrammarChartarearranged inanorder thatagreeswiththeacceptedviewthatthestructureoflanguageishierarchicalandthatsmallerunitssuchasmorphemesandwordscombine to form phrases, clauses, sentences and, eventually,texts.

The ordering of grammatical items is intended to facilitateteaching; it does not indicate learning difficulty2 becauselanguagelearningdoesnotalwaysoccurina‘simpleadditivemanner’.3

Lower PrimaryStartingfromPrimary1,teacherswillbalancetheexplicitandsystematicteachingofgrammarwithcontextualisedinstruction.A whole-part-whole approach to teaching grammar will beadopted.Thismeansthatteacherswillbegingrammarinstructionbyexposingpupilstonaturalisticandauthenticsamplesoftextsinthecourseof listening,readingandviewing.Thenteacherswill direct pupils’ attention to specific grammatical item/sfound inthetext/sanddiscusstherulesaswellascontext/sinwhichtheitem/sareused.Forexample,pupilswill learntodistinguishbetweenwordclasses(e.g.,nounsandverbs)andthe typesofwordswithinawordclass (e.g.,commonnounsandpropernouns)foundinaBigBookstorythattheyreadwiththeteacher.

Finally, teachers will provide pupils with opportunities to applytheirlearningofthesegrammaticalrulesandtopractisetheuseofthegrammaticalitem/sinaparticularcontext(e.g.,inasimpleroleplay).Insodoing,teacherswillprovidemeaningfulcontextsforhowgrammaticalitemsareused.Itisimportantandnecessaryto expose pupils to many types of literary and informational/functional texts and models of language use which they canreproduce inspeaking,writingand the representationof texts.Theywillalsodosimpleeditingoftheirwritingandrepresentationformeaningandclarity.

Middle – Upper PrimaryAs pupils progress from Middle to Upper Primary, teachers willteach, revisit and reinforce the grammatical items, structuresandrules.Theywillalsoteachpupilstomanipulateandexpandgrammatical structures (e.g., expand words into phrases, joinsentences,varythewaysentencesarewritten)atincreasinglevelsof complexity to bring about greater variety and sophisticationin pupils’ sentence structures. This will aid their mastery andcommand of the language. The whole-part-whole approach toteachinggrammarwillcontinuetobeemployedattheselevels.

Develop knowledge of grammar for the purposeful use of language at the word, phrase, sentence and text levels.



R E S T R I C T E D
















At Word, Phrase and

Sentence Levels

(Secondary)

Cohesionin Texts

(Primary and Secondary)

Language Features of

Types of Texts(Primary and

Secondary)

From Middle Primary, pupils’ knowledge of grammar willcomplement the production of texts for creative, personal,academic and functional purposes. Pupils’ familiarity withthe metalanguage is important when they identify and explaintheir choices of grammatical items as well as identify andcorrect common and developmental errors (such as the over-generalisation of grammatical rules) during the review, revisionandeditingoftheirwritingandrepresentationoftexts.

Teacherswillneedtobesensitivetotheirpupils’responsewhengiving feedback. Excessive editing and corrective feedbackon errorsmay result in a negative effect on language learningbehaviour.Ontheotherhand,duringspeakingandrepresentingactivities,teacherswillhelppupilsnoticeerrorswhentheyoccurbycommunicatingtheerrorstothem.Suchcorrectionsneedtobedonesensitivelytoencouragepupilstoself-monitorandself-correctduringoralpresentations.

SecondaryTeachers will continue to teach and reinforce grammaticalstructures, items and rules, paying special attention to lowprogress learnersandmakingeveryeffort toaddressrecurringerrorsmadebypupilsduring thewritingand representationoftexts.Teacherswillhelppupilsconsolidate theirunderstandingofhowthese itemsandstructuresworkas they review, reviseandedittheirwork.BytheSecondarylevels,pupilswilldevelopgreaterawarenessandcontrolintheiruseoflanguagetodiscoverand articulate many of the more complex relationships in theworkingsofthelanguage.4

GrAmmAr AT TExT LEVEL

Cohesive devices are words and grammatical structures thatlinkideasacrossdifferentclauses,sentencesandparagraphstobringaboutcohesionwithintexts.5Whencohesivedevicesareusedskilfully,pupilswillbeabletoachievegreatercoherenceinthetextstheyproduce.

Primary Teachers will highlight to pupils how cohesive devices likesubstitution, ellipsis and reference help to unify ideas withintexts.Thisknowledgewillenablepupils toorganiseandshowlogicalprogressionandconnectednessintheirwrittenandoralpresentations.

SecondaryTeachers will reinforce pupils’ ability to use cohesive devicestocreatearichvarietyofsentencesandtexts.Sincecohesivedevicesplayanimportantroleinmeaningmaking,refiningpupils’understandingofhow thedevicesworkwill help them in theirreadingcomprehensionaswellasincreatingconsistentlycohesivetextswhichdemonstratevarietyintheuseoflanguage.

Middle Primary – Secondary Teacherswillshowpupilshowlanguagefeaturesintextsshapemeaning according to a particular purpose, audience, contextandculture.Pupilswillidentifythesalientlanguagefeaturesinthevarioustypesoftextsandapplytheirunderstandingtoenhancecomprehension and to speak, write and represent effectively.Theirreceptiveskillsoflistening,readingandviewingwilldeepenastheyrecognisehowmeaningismadethroughthewaywordsandstructuresareconnectedatthetextleveltocreatemeaningandachieveimpact.

For high progress learners who may not require extensivescaffoldingintheirproductionoftextsorwhenreviewing,revisingandeditingtheirwrittenwork,teacherswillfocusonhelpingthesepupilsuselanguagewithincreasingeaseandinventiveness.


1 The importance of having the metalanguage to describe how language works is underscored byDavidCrystalwhocallsit‘anessentialfirststep’(Crystal,2004a,p.10).

2 Nunan,1988b,p.28;McDonough,1981,p.21.

3 Nunan,1988b,p.30.

4 Howell&Nolet,2000.

5 Chandrasegaran,2001,pp.111–112.

�� GRAMMAR CHAPTERTWO


R E S T R I C T E D

Italics Italiciseditems,structuresandlearnerstrategiesareforexposureonly.Teacherswillprovidepupilswiththeexperienceoflearningtheseitems,structuresandlearnerstrategies,dependingontheneedsandabilitiesoftheirpupils.Italiciseditems,structuresandlearnerstrategieswillnotbeassessedformally.

Shading indicateswherean item/structure/ learnerstrategywillbeformally introducedandtaught.Subsequently,theitem/structure/learnerstrategymustberevisited,reinforcedandtaughtatincreasinglevelsofdifficulty,untilpupilshavemasteryofit.

This chartwill beusedby teachers toplan the scopeandcombinationof items, structuresand learnerstrategies tobe taughtateachyear level, taking intoaccount theneedsandabilitiesof thepupils.Thechartalsohelpsteacherstodecideontheareasforassessmentinschool.Teacherscanrefertogrammarreferenceswhennecessary.

In planning the instructional programmes and lessons, teachers will be guided by the six Principles ofLanguageTeachingandLearning(CLLIPS)andtheTeachingProcesses(ACoLADE).

uSE OF TErmS

Developknowledgeofgrammarforthepurposefuluseoflanguage…

LO1:

Usemetalanguageforlearningandtalkingaboutlanguagestructuresandlanguageinuse

@ Seesection,Verbs,forsubject-verbagreementforcollectivenouns.

LO2:

Applyknowledgeofgrammaticalrulesatwordandphraselevels

GrAmmAr AT wOrD AnD PhrASE LEVELS

…attheword,phrase,…

GRAMMAR P R I M A R YFOCuS ArEAS LEArninG OuTCOmES iTEmS, STruCTurES AnD LEArnEr STrATEGiES 1 2 3 � 5 � rEmArkS

mETALAnGuAGE (PrimAry)Teachers can begin the explicit teaching of metalanguage in meaningful contexts at Lower Primary, based on the needs and abilities of their pupils.

Pupils will learn at least the grammatical terms listed here because they will require these terms to talk about how language works at the text level and during editing and self-correction. Teachers will teach other terms, where appropriate. • use the following grammatical terms:

° wordclass,noun,article,quantifier,pronoun,verb,imperative,-ingparticiple,simplepresent,presentprogressive/continuous,presentperfect,-ed/-enparticiple,simplepast,pastprogressive/continuous,pastperfect,singular,plural,infinitive,modal,adjective,adverb,comparative,superlative,preposition,connector,sentence

° subject,object,phrase,clause,simplesentence,compoundsentence,complexsentenceAT wOrD AnD PhrASE LEVELS (PrimAry)Nouns• use different types of nouns:

° Commonnouns:- concretecountable(e.g.,table)- concreteuncountable(e.g.,luggage)- singular(e.g.,teacher,potato,baby,knife,child)- plural–regular(e.g.,teachers,potatoes,babies,knives,sons-in-law)- plural–irregular(e.g.,children)- withoutapluralmarker(e.g.,sheep,salmon,deer)- gender(e.g.,peacock/peahen)

° Propernouns(e.g.,Singapore,John)

° Possessiveform(e.g.,John’scar,mymother’swallet)

° Collectivenouns@(e.g.,group,team,committee,family)

° Abstractnouns(e.g.,childhood)• Form nouns from adjectives or verbs (e.g., happy → happiness, suffer → suffering)• Expand nouns into noun phrases (e.g., table → a black table)• use gerunds: nouns which look like verbs (e.g., brisk walking) • use nouns and noun phrases in apposition to provide more information (e.g.,

John, the captain of the basketball team, is my brother.) Determiners• use different types of determiners:

° Articles(introducenouns):- a/an:indefinite(e.g,abook,anapple)- the:definite(e.g.,Theprincipalofmyschool,MrLim)- zeroarticle:noarticleforuncountablenouns(e.g.,IlikemusicandIcanplaythe

guitar.)



R E S T R I C T E D



(continued)

LO2:


(continued)


° Quantifiers(indicateand/orhighlightquantityofnouns):- numerals:

a) cardinal(e.g.,one,two)b) ordinal(e.g.,first,second,last)

- some,few/little,many/much(countable/uncountable)- notmany/notmuch,toomany/toomuch(countable/uncountable)- no,both/all,each/every- enough/notenough- fewer,less,more:comparequantitiesoftwonouns- another,other:indicateoccurrenceofadditionalnouns

° Possessives(indicateownership):- my,your,his,her,its,our,their(e.g.,Thisisherbook.)

° Demonstratives(indicatedifferencesinproximitytospeaker):- this/that,these/those(e.g.,Thisbookbelongstoher.)

° Interrogatives:what,which,whose(e.g.,Whichshirtdidyouchoose?Whosebagisthat?)

Pronouns• use different types of pronouns:

° Personalpronouns:- Assubject:I,you,he,she,it,we,they(e.g.,IliveinHougang.YouliveinBedok.)- Asobject:me,you,him,her,it,us,them(e.g.,MrLimgavemeabook.Hegave

youapencil.)

° Demonstrativepronouns:this,that,these,those(e.g.,Thisbelongstoher.)

° Interrogativepronouns:who,what,which,whose,whom(e.g.,Whoisthatgirl?)

° Possessivepronouns:mine,yours,his,hers,ours,theirs

° Indefinitepronouns:anyone,anybody,anything,everyone,everybody,everything,someone,somebody,something,noone,nobody,nothing

° Reflexivepronouns:myself,yourself,himself,herself,itself,ourselves,yourselves,themselves

° Reciprocalpronouns:eachother,oneanother

° Relativepronouns:who,which,that,whose,where(e.g.,Thatisthegirlwhofoundthewallet.)

Adjectives• use adjectives occurring in different positions:

° Attributiveadjectives:beforenoun(e.g.,ayellowduckling)

° Predicativeadjectives:afterverb(e.g.,Theducklingisyellow.)

° Postpositiveadjectives:afternoun/pronoun(e.g.,somethinguseful)

° Adjectiveswithrestrictedpositions(e.g.,Thecatisafraid.3/theafraidcat7)• use different types of adjectives: opinion (e.g., ugly), size (e.g., big), age (e.g.,

old), temperature (e.g., cold), shape (e.g., round), colour (e.g., blue), origin (e.g., Chinese) and material (e.g., plastic)







R E S T R I C T E D



(continued)

# Seesection,Time/ Tense/ Aspect,forpresentcontinuousandpastcontinuous.

*Seesection,Time/ Tense/ Aspect,forpresentperfectandpastperfect.

LO2:


(continued)


• use comparatives and superlatives:

° Regular(e.g.,fast/faster/fastest)

° Irregular(e.g.,good/better/best)

° Useof‘more’and‘most’(e.g.,expensive/moreexpensive/mostexpensive)• use nouns that behave like adjectives (e.g., basketball court)• Form adjectives from nouns or verbs (e.g., music → musical, help → helpful)• Order adjectives in the following way where a number of adjectives are placed

together: opinion> size> age > temperature> shape> colour> origin> material (e.g., it was an ugly, big, blue, plastic bag.)

• identify adjectives that behave like nouns (e.g., the sick and the poor)• Distinguish between the meanings of adjectives with an –ing participle and

adjectives with an –ed/ -en participle (e.g., She is interesting./ She is interested.)• modify adjectives using adverbs (e.g., very quick, amazingly fast)Verbs• use different types of verbs:

° Mainverbs(e.g.,go)

° Helpingverbs:- primaryauxiliaryverbs:do,have,be(e.g.,didgo,hasgone,amgoing)- modalauxiliaryverbs(e.g.,willgo,mightgo)

• use appropriate subject-verb agreement:

° Singular/plural

° Forcollectivenouns(e.g.,Ourlittlegroupistogetheragain./Thegroupworkwelltogether.)

• Distinguish verbs according to meaning:

° Actionverbs(e.g.,play)

° Linkingverbs(e.g.,be,is,appear)

° Sensingverbs(e.g.,hear)

° Feelingverbs(e.g.,love)

° Mentalverbs(e.g.,think)

° Verbsofpossession(e.g.,own)• use different forms of verbs with:

° -ingparticiples(e.g.,cook/arecooking,eat/areeating)#

° -ed/-enparticiples(e.g.,cook/hascooked,eat/haseaten)*• use different forms of verbs:

° Verbsof‘tobe’:be/been/being,am/is/are,was/were

° Regularverbs(e.g.,walk/walks/walked/walking)

° Irregularverbs(e.g.,drink/drank)

° Infinitives- ‘to’infinitives(e.g.,Meihelpedherfathertocookabowlofporridge.)- bareinfinitives(e.g.,Meihelpedherfathercookabowlofporridge.)





CHAPTERTWO GRAMMAR��


R E S T R I C T E D



(continued) *Thepresentandpastareexamplesoftenses.

Thecontinuousandperfectareexamplesofaspect.

LO2:


(continued)


@SeeFocusArea,Grammar at Sentence Level,forsentenceswithaDirectObjectandanIndirectObject.

• use verbs with appropriate clause and sentence structures: ° Imperativeverbform:takesthesameformasthebareinfinitive(e.g.,Staythere.)° Transitiveverbs:takeanobject(e.g.,Sheboughtapen.)° Intransitiveverbs:takenoobject(e.g.,Thedogbarked.)° Ditransitiveverbs:taketwoobjects(e.g.,Meicookedherfatherabowlofporridge.)@° Complextransitiveverbs:takeobjectandcomplement(e.g.,Mei’sfatherconsiders

herthebestcookintheworld.)° Verbswhichallowavarietyofsentencestructures(e.g.,Mei’sfatherwantssome

porridge./Mei’sfatherwantshertocooksomeporridge.)• Form phrasal verbs (e.g., carry out) Time/ Tense/ Aspect• Distinguish verbs with different time/ tense/ aspect:*

° Simplepresent:- forhabitualactions(e.g.,Ivisitthedentisttwiceayear.)- fortimelessanduniversalstatements(e.g.,Thesunrisesintheeast.)- forcurrentfactswhichmaychangeorholdtrueindefinitely(e.g.,Singapore isthe

world’sbusiestport.)- fortheinstantaneouspresent(e.g.,ShelooksatmeasIwalkthroughthedoor.)- forscheduledfutureactions/events(e.g.,Ileaveat9o’clock./Thematch

beginsathalfpastthree.)° Simplepast:

- forcompletedactions/events,withorwithoutmentionofaspecifictime(e.g.,Thegamestartedat4:00p.m./Iateanapplethismorning.)

- forregularactionsinthepast(e.g.,Ilivedinthatneighbourhoodforsixyears.)° Presentcontinuous:

- foractionstakingplaceatthetimeofspeaking(e.g.,Stopinterrupting!Iam writingaletter.)

- forplannedfutureactions/events(e.g.,Weare goingtothezootomorrow./Theshipis leavingtonight.)

° Pastcontinuous:- foractionsthatwereinprogressatsometimeinthepast(e.g.,Everyonewas

drivingslowlybecausetheroadswereslippery.)- foranactionthatwasgoingonwhenasecondonetookplace(e.g.,Itwas

rainingwhentheincidenthappened.)° Presentperfect:

- foractionsinthepastthatstillaffectthepresent(e.g.,Ihave readthebook.[…soIcanlendittoyou.])

- foractionsbeguninthepastthathavecontinuedtothepresentandpossiblycontinuingintothefuture(e.g.,Ihave livedinthatneighbourhoodforsixyears.)

- foractionsoccurringatanunspecifiedtime(e.g.,Theplanehas landed.)° Pastperfect:

- forreportedspeech(e.g.,Johnsaid,“Ihavewon.”→Johnsaidhehad won.)- forapastactionoccurringbeforeanotherpastaction(e.g.,Iofferedtolendher

thebookbutshehadalreadyreadit.)







R E S T R I C T E D



(continued)

LO2:


(continued)


° Presentperfectcontinuous:- foractionsinthepastthatcontinuetoaffectthepresent,orarejustfinishing

(e.g.,Ihave been readingyourpoems.)° Pastperfectcontinuous:

- forreportedspeech(e.g.,Johnsaid,“Ihavebeencyclingforyearsthroughheavytraffic.”→Johnsaidhehad been cyclingforyearsthroughheavytraffic.)

- foranactiongoingonwhenasecondonetookplace(e.g.,Hehad been tryingtoreachherwhenheheardthenews.)

° Future:- will/shall/begoingto+infinitive(e.g.,Iwill gotothelibrarytomorrow./My

parentsare goingtoattendtheconcert.)- will/shall+be+-ing:forplannedevents(e.g.,Iwill be waitingatthedoorforher.)- SimplePresenttoexpressanunalterableplan(e.g.,Tomorrow isaholiday.)- (be)aboutto+infinitive:torefertotheimmediateornearfuture(e.g.,Iam about

to leavethehouse.)- usethePresentContinuous(e.g.,TheMinisteris comingtoourschoolnextweek.)

° Presentconditional:toexpressarealpossibility(e.g.,Youwillbelateforschoolifyoudonothurry.)

° Hypotheticalconditional:torefertoapossibleorhypotheticalsituation(e.g.,IfIwereabird,Iwould flyaway.)

° Pastperfectconditional:torefertoanimaginedpastsituationwhichdidnothappen(e.g.,Shewould have criedifIhad shoutedather.)

• Distinguish between verbs with different time/ tense/ aspect (e.g., by representing them on a timeline)

Modals• use modals to express a variety of meanings:

° can:conveyability(e.g.,Icanread.)° may:

- askforpermission(e.g.,Teacher,mayIgotothetoilet,please?)- expresspoliteness,usedasamorepolitealternativeto‘can’(e.g.,MayIborrow

yourbook?)- indicatepossibility(e.g.,Youmayhavetherightanswer.)

° must:- putacrossobligationorcompulsion(e.g.,Youmustshareyourtoys.)- conveynecessity(e.g.,Youmusthaveabalanceddiettobehealthy.)

° shall/will:- indicateprediction(e.g.,Itwillrainthisafternoon.)- conveyintention(e.g.,Ishall/ willcelebratemybirthdaythisSunday.)- putacrossinsistenceordetermination(e.g.,Ishall/ willrunafterhimuntilIcatch

upwithhim.)° could:

- signaltentativeness(e.g.,Icouldtrytohelpyou.)- expresspoliteness(e.g.,Couldyouhelpme,please?)







R E S T R I C T E D



(continued)

LO2:


(continued)


° would:- expresspoliteness(e.g.,Iwould likesomecoffee,please.)- showtypicalhabitualactionsandeventsinthepast(e.g.,Hewouldgotothe

librarywheneverhewasfree.)° might:

- conveypossibility(e.g.,Mightheberight?)- offersuggestionpolitely(e.g.,Youmightliketotakethisbookwithyou.)

° should:- putacrossobligation(e.g.,Youshouldshareyourtoys.)- signaltentativeness(e.g.,Sheshouldbecoming.)

° could/would/might/should:forreportedspeech(e.g.,Shesaidshemightleavetonight.)

° usedto:indicatepastactivity/event/state(e.g.,Richardused tobeaprofessionalfootballplayer.)

° haveto/oughtto/needto:semi-modalsthatputacrossobligation(e.g.,Youhave toobeyyouparents.)

Adverbs• use different types of adverbs:

° Adverbsofplace(e.g.,there,here)° Adverbsoftime(e.g.,soon)° Adverbsoffrequency(e.g.,often)° Adverbsofmanner(e.g.,quickly)° Adverbsofduration(e.g.,briefly)° Adverbsofdegree(e.g.,very,really)° Adverbsofreason(e.g.,since)° Adverbsthatarealsoadjectives(e.g.,Johncanrunfast./Johnisafastrunner.)° Adverbsthatconnectclausesandsentences(e.g.,perhaps,naturally,consequently)° Adverbsthatindicateanattitudeofthespeaker/writer (e.g.,A:Wouldyouliketogoforajog? B:Actually,Iwouldrathernot.)

• Expand adverbs into adverb phrases (e.g., quickly → very quickly) • use comparative and superlative adverbs:

° Regular(e.g.,fast,faster,fastest)° Irregular(e.g.,well,better,best)° Useof‘more’and‘most’(e.g.,quickly,morequickly,mostquickly)

Prepositions• use prepositions to convey a variety of meanings:

° Position(e.g.,sittingonthechair)° Direction(e.g.,runningtowardsher)° Time(e.g.,onMonday,duringtheholidays)° Purposeandmeans(e.g.,forfun,withapen)° Possession(e.g.,thecarwithredwheels,thegirlwithoutfriends)







R E S T R I C T E D



(continued)

@TeacherswillneedtoreinforceSubject-VerbAgreementwhenteachingpupilstoconstructsentenceswithdifferentstructures.

# SeeFocusArea,Grammar at Word and Phrase Levels,forDitransitiveVerbs.

LO2:


(continued)

GrAmmAr AT SEnTEnCE LEVEL

…sentence…

LO3:

Applyknowledgeofgrammaticalrulesatsentencelevel


+SeeConjunctionunderComponent,Cohesion in Texts,forhowconnectorsareusedascohesivedevices.

*Connectorswhichalsofunctionasprepositions.

AT SEnTEnCE LEVEL (PrimAry)Sentence Structure• Construct a variety of sentences:@

° Simplesentences:- Subject+Verb(e.g.,Cherylsings.)- Subject+Verb+Object(e.g.,Cherylsingslullabies.)- Subject+Verb+Adverbial(e.g.,Cherylsingssweetly.)

° Simplesentenceswith:#

- adirectobject(e.g.,MrsTayaskedhim.)- anindirectobject(e.g.,MrsTayaskedhima question.)

° Compoundsentences:- useconnectors‘and’and‘but’tojointwosimplesentences(e.g.,Johnran.Lina

walked.→JohnranbutLinawalked.)

° Complexsentences(madeupofamainclausewithoneormoredependentorsubordinateclauses):- withacomparisonclause(e.g.,Ieatmore than you do.)- witharelativeclause(e.g.,Heislookingforthebagwhich he has lost.)- withanadverbialclause(e.g.,Thechildrendoas they are told.)

° Differentsentencetypes:- Declarative(e.g.,WeiLingismyfriend.)

° Accompaniment(e.g.,wentwithher)

° Comparison(e.g.,tallerthanyou)

° Supportoropposition(e.g.,foryou,againstyou,withyou)

° Exception(e.g.,exceptJoe)

° Concession(e.g.,despitethehardship)• Combine prepositions to form complex prepositions (e.g., in front of the girl,

because of the rain)• recognise how prepositions collocate with other words (e.g., in search of/ search for)• Form prepositional phrases (e.g., done with difficulty, run for safety)Connectors+• use a variety of connectors to express relationships between similar groups of

words (e.g., word and word, phrase and phrase):

° foraddition(e.g.,and,too,aswellas)

° forsequence(e.g.,then,while,before*)

° forcontrast(e.g.,but,however,although)

° forreason(e.g.,because,as,for*)

° forpurpose(e.g.,sothat,inorderto,soasto)

° forplace(e.g.,where,wherever)

° forcondition(e.g.,if,until,unless)

° forcause-and-effect(e.g.,sothat,therefore,since*)

° forchoice(e.g.,either…or…,neither…nor…)







R E S T R I C T E D

*SeeSimpleSentenceswithaDirectObject/anIndirectObject.


…sentence…

(continued)

LO3:


(continued)


- Interrogative(e.g.,WhoisFrankie?)- Imperative(e.g.,Sitdown.)- Existential(e.g.,Thereoncelivedaprince.)- Negativesentences(e.g.,Itwasnotarainyday.)- Exclamatory(e.g.,Whatabeautifulday!)- Conditional(e.g.,Ifyouleave,Iwillnotstayeither.)- Subjunctive,toexpressawishthatcannotbefulfilled(e.g.,IwishIhadasister.)

° Directspeech(e.g.,Isaid,“Heisleaving.”)• Vary the way sentences are written:

° Usingparallelstructures:employingthesamepatternofwordsthroughtheuseofconnectors‘and’/‘or’toshowthattwoormoreideashavethesamelevelofimportance(e.g.,JohnandLinaliketorun.JohnandLinaliketowalk.JohnandLinaliketohike.→JohnandLinaliketo run,to walkandto hike.)

° Substitutingconnectors(e.g.,MeiandLinadidnotgofortherun.→NeitherMeinorLinawentfortherun.)

° UsingReportedSpeech:- withreportingverbs(e.g.,said,told,asked)- forstatementswithtensechanges(e.g.,Johnsaid,“Iwanttogotothelibrary.”

→Johnsaidthathewantedtogotothelibrary.)- forstatementswithouttensechanges(e.g.,“Thesunrisesintheeast,”the

teachersaid.→Theteachersaidthatthesunrisesintheeast.)- forstatementswithchangeinpronouns(e.g.,Johnsaid,“Iloveswimming.”→

Johnsaidthathelovedswimming.)- forquestionswithtensechanges(e.g.,Shesaid,“Arethereanyorangesinthe

bowl?”→Sheaskedwhethertherewereanyorangesinthebowl.)- fororders(e.g.,“Sitdown,John,”theteachersaid.→TheteacherorderedJohn

tositdown.)

° AlteringtheVoice:- fromactivetopassive(e.g.,Ibrokethewindow.→Thewindowwas broken[byme].)- frompassivetoactive(e.g.,Thisworkwill be completed[bytheteam].→The

teamwill completethiswork.)

° ExchangingthepositionsoftheDirectObjectandtheIndirectObject(e.g.,Ireada storytoMax.→IreadMax a story.)*

Questions and Answers• Form questions and answers by varying the structure of sentences:

° TypesofQuestions:- Yes/No(e.g.,CanIgonow?)- Questionwords:who,whose,which,what,where,when,why,how,whom(e.g.,

Whoisgoing?)- Questiontags(e.g.,Sheisleaving,isn’t she?)

° Answers:- Yes/No+expectedanswers(e.g.,Didhewalk?Yes, he did.)







R E S T R I C T E D


…sentence…

(continued)

LO3:


(continued)


- Answerstoquestionswhichusequestionwords(e.g.,Whoisgoing?Johnisgoing.)- Yes/No+expectedanswerstoquestionswithquestiontags(e.g.,Thedressis

pretty,isn’tit?Yes, it is.) Punctuation• use punctuation appropriately:

° Capitalletter:- forbeginningthefirstwordofasentence- fortheword‘I’(e.g.,IbelieveIcandobetterthanthat.)- forpropernouns- forthefirstwordindirectspeech(e.g.,MrGohsaid,“Hehastwodogs.”)- fortitles,nationalities,languages- forinitialsinnamesofpeople(e.g.,C. K.Lim)

° Fullstop:forindicatingtheendofasentence° Questionmark:forindicatingtheendofaquestion° Exclamationmark:forindicatingstrongfeelingconveyedthroughasentence° Comma:

- forseparatingnounsinalist(e.g.,book,paper,pencilanderaser)- indirectspeech(e.g.,Shesaid,“Iamsohungry.”)- after‘yes’/‘no’(e.g.,Yes,thankyou.)- inaddresses(e.g.,Thisparcelshouldbesentto51,HillviewAvenue,Singapore.)- indirectaddress(e.g.,MrsMuthu,mayIbeexcused?)- beforeandafteranon-restrictiverelativeclause(e.g.,Mybrother,wholives

overseas,travelsfrequently.)- fornon-restrictivenounsandnounphrasesinapposition(e.g.,John,thecaptain

ofthebasketballteam,ismybrother.)- forseparatingthesubordinateclausefromthemainclause(e.g.,AsIwas

walkingtomyclassroom,Isawtheteacherleaving.)° Quotationmarks:

- forindicatingdirectspeech- fortitles- usingsingleanddoublequotationmarkswithinonesentence(e.g.,Shesaid,“I

enjoyedreading ‘TreasureIsland’.”)° Apostrophe:

- forindicatingpossession(e.g.,thecook’spie,James’stoy/James’toy,thecooks’pies,thechildren’stoys,aweek’sholiday)

- incontractions(e.g.,it’sraining)- forindicatingpossessionwithoutthesecondnoun(e.g.,Mymotherhasgoneto

thebaker’s.)° Indentation:

- fororganisingatextintoparagraphs- fororganisingdirectspeech

° Hyphen:forcompoundwords(e.g.,well-known,passer-by)







R E S T R I C T E D


…sentence…

(continued)

LO3:


(continued)


…andtextlevels.

LO5:

Showunderstandingofhowthepurposefuluseoflanguageshapesmeaningintexts


° Dash:- forgivingextrainformationoranadditionalthoughte.g.,John’sgoneonatripto

Nanjing–nearShanghai–foracoupleofweeks.)- forseparatinganindependentpartofasentencewhichfollowsfromthemain

part,orexplainsit(e.g.,Ourbagswerepacked–wewerereadytogo.)

° Colon:- forindicatingdirectspeechinaplayscript(e.g.,MrEng:Iamsureyou’llbe

pleased,mydear.)- forlistingitemswhichaddmeaningtothewordbefore(e.g.,Thefollowingpupils

wereabsent:Lina,MeiandJohn.)

° Semi-colon: for joining two complete sentences in place of a conjunction, or joining word (e.g., Mei’s eyes began to close; I too was feeling tired.)

° Ellipsis points: for indicating that the unit is unfinished (e.g., John is unsure…)

COhESiOn in TExTS• use cohesive devices to create links across different clauses, sentences and

paragraphs:

° Reference:- referringback

a) personalpronouns:torefertosomeonealreadydescribed(e.g.,Linawasthrilled.Shehadwonaprize.)

b) useofquantifiers:another,both,each,every,other,either,neither(e.g.,JohnandMeiwalkedin.Bothwereearly.)

c) useofdemonstratives:this/these,that/those(e.g.,Helpyourselftotherefreshments.ThesewerepreparedbyMei.)

d) certainadjectives(e.g.,Asexplainedonthepreviouspage…)e) verbsorverbphraseswhichreferbacktoanearlierpartofthetext(e.g.,As

has been discussed…)- referringforward

f) useofdemonstratives:this/these(e.g.,Youwouldnotbelievethis,butI’veneverlearnttoswimbefore.)

g) certainadjectives(e.g.Onthenextstreet,wewillfindthehousewearelookingfor.)° Substitution:

- useofso,not,one,do/dide.g.,a) Areyougoing?Ithinkso.b) Itwon’thappenagain.Ihope not.c) Iwouldlikeone(cupofcoffee),please.d) Thefloorneededwashing.Itcertainlydid.

- lexicalsubstitutiona) synonyms(e.g.,Ihadapaininmycalfafterbeingstungbyabee,soI

appliedcreamtosoothethediscomfort.)b) antonyms(e.g.,TheexpensivediamondIboughtturnedouttobeacheapstone.)c) hyponyms(e.g.,Meilovesfruit,especiallyapples.)







R E S T R I C T E D

*SeeFocusArea,Extensive Listening and Viewing,intheListening and Viewing Chart.

SeeFocusArea,Extensive Reading and Viewing,intheReading and Viewing Chart.

SeeFocusAreas,Features of Spoken Language and Types of Spoken Texts,intheSpeaking and Representing Chart.

SeeFocusArea,Types of Texts,intheWriting and Representing Chart.

+Adverbialscanbeformedusingadverbs,prepositionalphrases,nounsandnon-finiteclauses.Teachersdonotneedtoteachadverbialsexplicitlyasalanguageitematthetextlevel.Instead,teacherswillraisepupils’awarenessofhowadverbialsareusedindifferenttypesoftextsandencouragethemtouseadverbials,whereappropriate.


…andtextlevels.

(continued)

LO5:


(continued)


° Ellipsis:- have,be,do,e.g.,

a) Itlookslikewehavelostourway.Yes,wehave[lostourway].b) Perhaps,she’sjoiningus.Yes,sheis[joiningus].c) Doyouwanttojoinus?Ido[wanttojoinyou].

- contrastingtenses(e.g.,Ineverlikeddurians.Istilldon’t[likedurians].)- questionwords(e.g.,Shallwetalk?Why[shouldwetalk]?)- agreement(e.g.Johnenjoysplayingtennis.So do I[enjoyplayingtennis].)

° Conjunction:- additive:again,also,aswell(e.g.,Idonotlikesoftdrinks.Johnwouldprefer

wateras well.)- contrastive:but,however,although,though(e.g.,Althoughsoftdrinkstaste

good,waterisbetterforyou.)- time:then,previously,later(e.g.,Weenteredthehotelwehadstayedatpreviously.)- listing:first,then,next,finally(e.g.,First,addthesugartothebutter.Then,

breaktheegg.)- resultative:since,therefore(e.g.,Asitwasraining,Icouldnotgoforawalk.)

° Repetitionofstructures(e.g.,Welikebananas.Theypreferoranges.)LAnGuAGE FEATurES OF TyPES OF TExTS (PrimAry)*Poetry

° inversions, repetitions and parallel structures for giving an effect of rhythm

° repetitions for reinforcing ideas Personal Recounts

° adjectives,adjectivephrasesandclausesforproducingvividdescriptionsofparticipantsandsetting

° adverbsandadverbials+fordescribinghowanactionhasbeencarriedout° connectorsforshowingsequenceofevents° directandindirectspeechforvariationandaddinginterest° useofthecontinuousforprovidingaspectualcontrast° nouns,nounphrasesandclauses(e.g.,participants,objects)° prepositionsandprepositionalphrases° useoffirst-personpronouns° mentalverbsforself-reflection(e.g.,IbelieveIwasright.)

Narratives° adjectives,adjectivephrasesandclausesforproducingvividdescriptionsof

participantsandsetting° adverbsandadverbials+fordescribinghowanactionhasbeencarriedout° connectorsforshowingsequenceofevents° directandindirectspeechforvariationandaddinginterest° useofthecontinuousforprovidingaspectualcontrast° nouns,nounphrasesandclauses(e.g.,participants,objects)° prepositionsandprepositionalphrases







R E S T R I C T E D

+Adverbialscanbeformedusingadverbs,prepositionalphrases,nounsandnon-finiteclauses.Teachersdonotneedtoteachadverbialsexplicitlyasalanguageitematthetextlevel.Instead,teacherswillraisepupils’awarenessofhowadverbialsareusedindifferenttypesoftextsandencouragethemtouseadverbials,whereappropriate.


…andtextlevels.

(continued)

LO5:


(continued)


° useofpronounsforbuildingcohesion

° actionverbsandmentalverbsforconveyingtheproceedings

° existentialsentencesProcedures

° adjectives,adjectivephrasesandclausesfordescribingmaterialsandobjects

° connectorsforshowingsequenceinsteps

° nouns,nounphrasesandclauses(e.g.,ingredientsinrecipes)

° quantifiersforindicatingamountsofingredientsandmaterials

° useofthesimplepresentforindicatingthetimelessnatureofprocedures

° imperativesforelicitingaction

° verbphrasesNotes, Letters, Email (From Primary 1) and Notices (From Primary 5)

° adverbsandadverbials+forprovidingmoredetails

° contractionsofverbformsandmodalauxiliariesforconveyingalevelofinformality

° modalauxiliariesforconveyingapolitetone

° prepositionsandprepositionalphrases

° pronounsforspecificparticipants

° questions,answersandnegativesentencesformakingrequestsandresponses

° arangeoftensesFactual Recounts


° connectorsforindicatingasequenceofevents

° nouns,nounphrasesandclauses(e.g.,participants,objects)

° passivevoiceforconveyinganobjectivetone


° third-personpronouns

° quantifiersforprovidingspecificdetails,numbersandamounts

° actionverbsandmentalverbsforconveyingavarietyofmeaningsInformation Reports

° adjectives,adjectivephrasesandclausesforclarityindescriptionsofparticipantsandsetting

° languageforcomparing,contrasting,definingandclassifyingtoindicaterelationshipsbetweenfacts

° third-personpronounsforconveyingasenseofdistanceandobjectivity

° thesimplepresentforindicatingthetimelessnatureoffacts

° actionverbs,mentalverbsandlinkingverbsforconveyingavarietyofmeanings







R E S T R I C T E D


…andtextlevels.

(continued)

LO5:


(continued)


Explanations° connectorsforshowingcauseandeffect

° passivevoiceforconferringauthorityanddistance

° useofthesimplepresentfortimelessstatements

° actionverbsandsensingverbsforconveyingavarietyofmeanings

° verbphrasesExpositions

° connectorsforshowingreasonandexplainingcauseandeffect,conditionandchoice

° passivevoicewhenagentisunderstoodorobvious

° useofthesimplepresentfortimelessstatementsandfacts

° mentalverbsforconveyingaviewpoint

° verbphrases







R E S T R I C T E D

GRAMMAR SECONDARYFOCuS ArEAS LEArninG OuTCOmES iTEmS, STruCTurES AnD LEArnEr STrATEGiES 1n 1E/2n 2E/3n 3E/�n �E/5n rEmArkS

uSE OF TErmS

Developknowledgeofgrammarforthepurposefuluseoflanguage…

LO1:

Usemetalanguageforlearningandtalkingaboutlanguagestructuresandlanguageinuse

@SeeComponent,Review, Revision and Editing of Writing and Representation,intheWriting and Representing Chart.

# Theteacherwillguidepupilsindividuallyorthroughpeerworktoshowanunderstandingoftheirerrors(e.g.,byconferencingwiththem,byreferringpupilstogoodmodelsoflanguageuseandbydemonstratinghowtoanalyseerrors).Inparticular,theteacherwillfocusonerrorspupilsintheclasstendtomake.

GrAmmAr AT wOrD, PhrASE AnD SEnTEnCE LEVELS

…attheword,phrase,sentence…

LO4:

Applyknowledgeofgrammaticalrulesatword,phraseandsentencelevels

Identify error,e.g.,Welostourluggages.

Hewouldappreciateifwecouldhelp.

Idon’tknowwhyare wetaughtthis.

Although it was raining.Theycontinuedplaying.

Define error,e.g.,Incorrectinsertionofpluralmarker-s

Droppingofdirectobject

Inversionofsubjectandverb

Incorrectsentenceconstruction

Explain rule,e.g.,‘Luggage’isanuncountablenounanddoesnothaveapluralform.‘Appreciate’isatransitiveverbandthereforerequiresanobject.Inreportedquestions,thereisnoinversionofsubjectandverb.‘Althoughitwasraining’isasubordinateclauseandhencecannotstandonitsown.

mETALAnGuAGE (SECOnDAry)Where appropriate, teachers will continue to develop and strengthen pupils’ knowledge of grammatical metalanguage.• revisit and reinforce knowledge and use of grammatical terms

AT wOrD, PhrASE AnD SEnTEnCE LEVELS (SECOnDAry)Teachers can refer to the Grammar Chart for the grammatical rules at the word, phrase and sentence levels, which pupils have been taught from Primary 1 to Primary 6.• revise knowledge of grammatical rules at the word, phrase and sentence levels• use error analysis@ to:

° identifyerrors#

° defineerrors

° explainrule

• Edit errors• Apply understanding of language rules and conventions to construct sentences

which are well put together in a meaningful way (e.g., vary the way in which a sentence is written by building in clauses in a variety of ways)

• Apply understanding of language rules and conventions to aid reading (e.g., deduce the meaning of a word through recognition of its form and function)







R E S T R I C T E D


…andtextlevels.

LO5:


*SeeComponent,Development and Organisation of Ideas,intheWriting and Representing Chart.

COhESiOn in TExTS (SECOnDAry)• use cohesive devices to create links across different clauses, sentences and

paragraphs:*° Reference:

- referringbacka) personalpronouns:torefertosomeonealreadydescribed(e.g.,Linawas

thrilled.Shehadwonaprize.)b) useofquantifiers:another,both,each,every,other,either,neither(e.g.,John

andMeiwalkedin.Bothwereearly.)c) useofdemonstratives:this/these,that/those(e.g.,Helpyourselftothe

refreshments.ThesewerepreparedbyMei.)d) certainadjectives(e.g.,Asexplainedonthepreviouspage…)e) verbsorverbphraseswhichreferbacktoanearlierpartofthetext(e.g.,As

has been discussed…)- referringforward

f) useofdemonstratives:this/these(e.g.,Youwouldnotbelievethis,butI’veneverlearnttoswimbefore.)

g) certainadjectives(e.g.,Onthenextstreet,wewillfindthehousewearelookingfor.)

° Substitution:- useofso,not,one,do/did,e.g.,

a) Areyougoing?Ithinkso.b) Itwon’thappenagain.Ihopenot.c) Iwouldlikeone(cupofcoffee),please.d) Thefloorneededwashing.Itcertainlydid.

- lexicalsubstitutiona) synonyms(e.g.,Ihadapaininmycalfafterbeingstungbyabee,soI

appliedcreamtosoothethediscomfort.)b) antonyms(e.g.,TheexpensivediamondIboughtturnedouttobeacheap

stone.)c) hyponyms(e.g.,KnowingthatMei’sfavouritecolourwasred,herfriends

gaveherabeautifulcrimsonskirtforherbirthday.)° Ellipsis:

- have,be,do,e.g.,a) Itlookslikewehavelostourway.Yes,wehave[lostourway].b) Perhaps,she’sjoiningus.Yes,sheis[joiningus].c) Doyouwanttojoinus?Ido[wanttojoinyou].

- contrastingtenses(e.g.,Ineverlikeddurians.Istilldon’t[likedurians].)- questionwords(e.g.,Shallwetalk?Why[shouldwetalk]?)- agreement(e.g.,Linaenjoysplayingtennis.So do I[enjoyplayingtennis].)

° Conjunction:- additive:again,also,aswell,moreover,inaddition,furthermore(e.g.,Idonotlike

softdrinks.Johnwouldpreferwateras well.)








R E S T R I C T E D



…andtextlevels.

(continued)

LO5:


(continued)

+SeeFocusArea,Types of Texts,intheWriting and Representing Chart.

SeeFocusArea,Reading and Viewing Different Types of Texts,intheReading and Viewing Chart.

SeeFocusAreas,Features of Spoken LanguageandTypes of Spoken Texts,intheSpeaking and Representing Chart.

@Adverbialscanbeformedusingadverbs,prepositionalphrases,nounsandnon-finiteclauses.Teachersdonotneedtoteachadverbialsexplicitlyasalanguageitematthetextlevel.Instead,teacherswillraisepupils’awarenessofhowadverbialsareusedindifferenttypesoftextsandencouragethemtouseadverbials,whereappropriate.

- contrastive:but,however,nonetheless,nevertheless,onthecontrary(e.g.,Softdrinkstastegood.However,waterisbetterforyou.)

- time:then,previously,later(e.g.,Weenteredthehotelwehadstayedatpreviously.)- listing:first,then,next,finally(e.g.,First,addthesugartothebutter.Then,

breaktheegg.)- resultative:since,consequently,therefore(e.g.,Itbegantorain.Consequently,I

couldnotgoforthewalkwhichIhadbeenlookingforwardto.)- concessive:nonetheless,anyhow,anyway,however(e.g.,Linalikessoftdrinks.

However,sheagreesthatwateristhehealthierchoice.)- inference:otherwise,then,inthatcase(e.g.,Youdonotwantthisbag?CanI

takeit,then?)- summative:altogether,overall(e.g.,Itrainedalotbutwehadfun.Overall,itwas

agoodholiday.)

° Repetitionofstructures(e.g.,I came. I saw. I conquered.)LAnGuAGE FEATurES OF TyPES OF TExTS+ (SECOnDAry)Show pupils how the purposeful use of language shapes meaning in texts and how language features can be used in the creation of a mixture of types of texts and forms. Poetry

° inversions, repetitions and parallel structures for giving an effect of rhythm

° repetitions for reinforcing ideas

° manipulation of punctuation for conveying meaning Personal Recounts


° adverbsandadverbials@fordescribinghowanactionhasbeencarriedout

° connectorsforshowingsequenceofevents

° directandindirectspeechforvariationandaddinginterest

° useofthecontinuousforprovidingaspectualcontrast



° useoffirst-personpronouns

° mentalverbsforself-reflection(e.g.,IbelieveIwasright.)Narratives


° adverbsandadverbials@fordescribinghowanactionhasbeencarriedout

° connectorsforshowingsequenceofevents

° directandindirectspeechforvariationandaddinginterest

° useofthecontinuousforprovidingaspectualcontrast






100 GRAMMAR CHAPTERTWO


R E S T R I C T E D



…andtextlevels.

(continued)

LO5:


(continued)

@Adverbialscanbeformedusingadverbs,prepositionalphrases,nounsandnon-finiteclauses.Teachersdonotneedtoteachadverbialsexplicitlyasalanguageitematthetextlevel.Instead,teacherswillraisepupils’awarenessofhowadverbialsareusedindifferenttypesoftextsandencouragethemtouseadverbials,whereappropriate.


° useofpronounsforbuildingcohesion

° actionverbsandmentalverbsforconveyingtheproceedings

° existentialsentencesProcedures

° adjectives,adjectivephrasesandclausesfordescribingmaterialsandobjects

° connectorsforshowingsequenceinsteps

° nouns,nounphrasesandclauses(e.g.,ingredientsinrecipes)

° quantifiersforindicatingamountsofingredientsandmaterials

° useofthesimplepresentforindicatingthetimelessnatureofprocedures

° imperativesforelicitingaction

° verbphrasesNotes, Letters, Email and Notices

° adverbsandadverbials@forprovidingmoredetails

° contractionsofverbformsandmodalauxiliariesforconveyingalevelofinformality

° modelauxiliariesforconveyingapolitetone


° pronounsforspecificparticipants

° questions,answersandnegativesentencesformakingrequestsandresponses

° arangeoftensesFactual Recounts


° connectorsforindicatingasequenceofevents


° passivevoiceforconveyinganobjectivetone


° third-personpronouns

° quantifiersforprovidingspecificdetails,numbersandamounts

° actionverbsandmentalverbsforconveyingavarietyofmeaningsInformation Reports

° adjectives,adjectivephrasesandclausesforclarityindescriptionsofparticipantsandsetting

° languageforcomparing,contrasting,definingandclassifyingtoindicaterelationshipsbetweenfacts

° third-personpronounsforconveyingasenseofdistanceandobjectivity

° useofthesimplepresentforindicatingthetimelessnatureoffacts

° actionverbs,mentalverbsandlinkingverbsforconveyingavarietyofmeanings





CHAPTERTWO GRAMMAR101


R E S T R I C T E D



…andtextlevels.

(continued)

LO5:


(continued)

Explanations° connectorsforshowingcauseandeffect

° passivevoiceforconferringauthorityanddistance

° useofthesimplepresentfortimelessstatements

° actionverbsandsensingverbsforconveyingavarietyofmeanings

° verbphrasesExpositions

° connectorsforshowingreasonandexplainingcauseandeffect,conditionandchoice

° passivevoicewhenagentisunderstoodorobvious

° useofthesimplepresentforconveyingtimelessstatementsandfacts

° modalsforpersuasiveeffectandhedging

° mentalverbsforconveyingaviewpoint

° verbphrases

° rhetoricalquestionsandrepetitionforpersuasion





102 GRAMMAR CHAPTERTWO


R E S T R I C T E D

Effectivelanguageuseinvolvesthedevelopmentofarichvocabularyandthedeliberateselectionanduseofwordsinvariouscombinationsandstructurestocreatethedesiredmeaningsandtoexpressavarietyofintentionsandnuances.

While pupils’ knowledge of grammar guides the combination of words in variousstructures,arichvocabularywillprovidepupilsaccesstoknowledgeandideasinawiderangeoftexts.Itwillalsogivepupilsawidespectrumofwordsandexpressionstoeffectivelyconveysubtledifferencesintherangeofideas,thoughts,actions,andemotions.1 Studies have suggested that vocabulary knowledge and developmentcorrelatepositivelywithsuccessinreadingcomprehensionandfluency.2

Tofacilitatepupils’acquisitionofarichvocabulary,teacherswill:

• needtohaveawidevocabulary.

• teachpupilstheappropriatemetalanguagefortalkingaboutvocabulary.

• teachpupilshowtofindthedefinitionalandcontextualinformationaboutwords.

• teach pupils a variety of learner strategies to build a receptive and productivevocabulary.

• teach pupils how to make the best choice of words to use accurately andappropriatelyforaspecificpurpose,audience,contextandculture.

• helppupils torecognisehowwordsareusedandhowtheyarerelatedtootherwordsinawiderangeoftexts.

• provideopportunitiesforpupilstoapplytheirknowledgeaboutvocabularyinotherareas of language learning - listening, reading, viewing, speaking, writing andrepresenting.

• exposepupilstorichlanguageinprintandnon-printmaterials.

Vocabulary What to Teach, When and Why

Overview Diagram

VOCABuLAry Usemetalanguageinbuildingandusingvocabulary,anddevelopknowledgeabout

vocabularyforthepurposefuluseofrichlanguage

ITEMS AND LEARNER STRATEGIES

Metalanguage

FOCuS ArEA

Development of rich Vocabulary

LO1

Usemetalanguageinbuildingandusing

vocabulary

FOCuS ArEA

use of Vocabulary

FOCuS ArEA

use of Terms

BuildingandEnrichingVocabulary

LO2

Demonstratearichvocabularythatsupports

thedevelopmentoflistening,reading,viewing,

speaking,writingandrepresentingskills

UsingAppropriateVocabulary

LO3

Usewordsappropriateforpurpose,audience,context

andculture

CHAPTERTWO VOCABULARY103


R E S T R I C T E D











EL Syllabus2001

EL Syllabus2010


Indevelopingpupils’knowledgeofvocabulary,theEL Syllabus 2010 builds on the strengths of the EL Syllabus 2001 whiledefininghowvocabularywillbetaughtandused.


• Teachingpupils how tomakechoices in vocabulary to suitdifferentpurposes,audiences,contextsandcultures

• Building pupils’ knowledge of words through reading andteachingpupilsstrategiesforrecognisingandformingwords

• Providingopportunitiesforpupilstoenjoythecreativeuseoflanguageintexts

• Theuseofabasicvocabularystarterlisttohelppupilsreadandwritesimpletexts.Thelistconsistsofhigh-frequencyandstructuralwords,wordswithirregularformsofspelling,wordswhichmaybedifficultforpupilstounderstandanduse,andwordswhicharerequiredforthestudyofothersubjects

moving Forward

In theEL Syllabus 2010,buildingandusingvocabulary,whichis important in language learning, is given added emphasis.The vocabulary items and learner strategies to be taught andlearnedareorganised intothreefocusareasandareshown intheVocabularyChart.

The explicit teaching of the metalanguage of vocabulary in meaningful contexts can begin from Lower Primary, depending on pupils’ needs and abilities. This will enablepupils to learnand talkabouthowwordsare formed (e.g.,byadding a prefix and/ or suffix to the root), how they relate tooneanother(e.g.,synonymsandantonyms),andhowtheycanbe combined in various expressions and structures to makemeaningintexts.

A knowledge of vocabulary will support the development of the language skills.Bybuildingandusingvocabulary,pupilswillattainastrongproficiencyinEnglishforuseinalltheotherareasoflanguagelearning,specificallyinreadingandappreciatingawiderangeoftextsandinproducingavarietyoftypesoftextsforcreative,personal,academicandfunctionalpurposes.

Vocabulary will be taught explicitly and within meaningful contexts.Therewillbeabalancedandintegratedapproachtothe teachingand learningof vocabulary, involvingbothexplicitandcontextualisedteaching.Theexplicitteachingofvocabularyis to enable pupils to recognise and talk about the effect ofvocabularyondifferenttypesoftexts.Theteachingofvocabularyinmeaningfulcontexts isalso importantas itwillenablepupilstoselectandusevocabularyfordifferentpurposes,audiences,contextsandcultures.

10� VOCABULARY CHAPTERTWO


R E S T R I C T E D











Metalanguage

Building and Enriching

Vocabulary

uSE OF TErmS

Likegrammar,vocabularyhasitsownmetalanguagefortalkingaboutlanguage.Knowingthemetalanguagewillenablepupilstotalkaboutthedevelopmentoftheirvocabularymoreeffectively,for instance,whendiscussingtherelationshipsbetweenwords(e.g.synonyms,antonyms)orwhenexplainingtheuseofliterarylanguageintexts(e.g.,imagery,hyperbole).

Lower PrimaryThe focus at this stage is on learning English through theexperience and enjoyment of language. In the course ofteaching,teacherscan introducetheuseofequivalentterms,such as ‘opposites’ for ‘antonyms’. Depending on pupils’needsandabilities,teacherscanbegintheexplicitteachingofmetalanguageinmeaningfulcontexts.

Middle – Upper PrimaryAttheselevels,teacherswillcontinuewiththeexplicitteachingofthemetalanguageofvocabulary.Pupilswillusethemetalanguagefor talking about the relationships between words and fixedexpressions,explaininghowwordsare formedanddescribingthe use of literary language. Teachers will ensure that pupilscanmeaningfullyapplythemetalanguagetheyhavelearnedtoconsolidatetheirvocabularydevelopmentateveryyearlevel.

SecondaryTeacherswillbuildon the termspupilshavealready learnedbyintroducingthemtotermsfromliteraryandinformational/functionaltexts. Inaddition, teacherswill introducetermsusedspecificallyincontentareareadingwhereconceptualunderstandingofword

meaningsandknowledgeofhowwordsareformedwillhelpwhenpupilsreadandviewsuchtexts.Forexample,literarytermssuchas‘metaphor’,‘irony’and‘hyperbole’willaddtopupils’responsetoliterarytexts.Similarly,termslike‘biodegradable’,‘biosphere’and‘biochemical’ will strengthen pupils’ understanding of conceptsin content areas like Science. Knowledge of word derivationsaswellashowwordscompareandrelatetooneanotherwillbeemphasisedattheSecondarylevels.

DEVELOPmEnT OF riCh VOCABuLAry

Developing pupils’ vocabulary will help them become moreeffective language users and strengthen their understandingof vocabulary that is found incontentarea readings.Teacherscandevelopinpupilsaninterestinenrichingtheirvocabularybycontinuallyexposingthemtonewwordsandtheiruse.

PrimaryTeacherswillbuildpupils’vocabularythroughdirectandexplicitinstruction such as instruction in word meanings, discussionsaboutwordsandwordparts,aswellasbyencouragingpupilstoreadindependentlyandwidely.Extensivereadingprovidesameaningfulcontextforteachingandlearninghowlanguageandwordsareused.

Beginning with age-appropriate texts and books from printandnon-printsources,teacherswillencouragepupilstoreadindependently and widely. Progressively, pupils will be givenmanyopportunitiestoread,viewandlistentotextsofdifferentlevels of difficulty and with more thought-provoking themesfordifferentreadingpurposes.Pupils’vocabularywillgrowastheybecomerepeatedlyandincreasinglyfamiliarwiththenewwords.

Teachers will encourage pupils to use a variety of vocabularyreferences.Theycanteachpupilstousethedictionary,thesaurusandonlineresourcestoaccesswordsandtocheckthemeaningofthewords.Thiswillhelpbroadenpupils’knowledgeofwordsandtheiruse.

Use metalanguage in learning and using vocabulary, and develop knowledge about vocabulary for the purposeful use of rich language.



R E S T R I C T E D






Using Appropriate

Vocabulary

Teacherswillalsoprovidepupilswithopportunitiestomakeuseofthenewwordstheyhavelearnedinmeaningfulcontexts.Teacherswill help pupils consolidate their knowledge of vocabulary byhavingpupilskeeparecordofthewordstheyhavelearned.

Teachers will develop pupils’ knowledge of vocabulary byimmersing them in a rich language environment and byemphasisingthemeaningfuluseofcontextsandcontextualcluestoinferandderivethemeaningofnewwords.Dependingonthecontextofuse,awordcanhavedifferentmeanings.Teacherswillteachpupilstodeducethemeaningofwordsusingcontextualcluesbeforeshowingthemhowtouseadictionarytoconfirmthemeaningofthesewords.

Additionally, teachers will help pupils to distinguish therelationshipsbetweenwords(e.g.,synonyms,antonyms)throughdelineatinghowwordscompareandcontrastwithoneanotheror share similar meanings. At the same time, pupils will buildtheirvocabularyoffixedexpressions(e.g.,collocations,idioms,proverbsandphrasalverbs)andusethemappropriately.

Teacherswilldrawpupils’attentiontohowwordscanbeformed.Forexample,theywillshowpupilshowanaffix,thatis,aletterorasyllableaddedtothebeginningorendofaword,willchangethemeaningoftheoriginalword(e.g.,moral→amoral).Teachingpupils commonly-used affixes (i.e., prefixes and suffixes) canenhancetheirvocabulary.Understandingthemeaningofaffixesandhowtheyareusedwillhelppupilsmanagelongandunfamiliarwords(e.g.,interdependent).3

Teacherswillalsohelppupilsbecomefamiliarwithhigh-frequencywords, includingcontent and structuralwords.Pupils need torecognisesuchwordseasilysothattheycanreadfluently.

SecondaryTeachers will continue to build and enrich pupils’ vocabulary.Teachers will revisit, reinforce and teach at increasing levelsof difficulty the various items and learner strategies for thedevelopmentofrichvocabulary.

Toexpandpupils’ vocabulary, teacherswill alsoexposepupilsto a wide variety of literary and informational/ functional textsthroughwidereadingandviewing,aswellasreadingandviewinginthecontentareas.Forexample,readingappropriateselectionsof literarytextsexposespupilstorichlanguageasopposedtoeverydayspeech.

With a good command of vocabulary, pupils will be able tospeak,writeandrepresentmoreeffectivelyforcreative,personal,academicandfunctionalpurposes.

uSE OF VOCABuLAry

PrimaryPupilswillbecomemoreeffectivelanguageusersbylearninghowtodeliberatelyvarytheirchoiceofwordsaccordingtopurpose,audience,contextandcultureintheiroralpresentations,writingandrepresentations.

Pupils will also learn how and why literary language is used inmanytypesoftextssothattheycanappreciatethe intentionsofwritersandhow theseare realised through theuseof language.Teacherswillguidepupilsinusingliterarylanguagebydrawingtheirattentiontohowitisusedinthetextstheylistento,readandview.Whenpupilsreview,reviseandedittheirwork,teacherswill raisetheirawarenessoftheimportanceofaneffectivechoiceofwords,includingtheselectiveuseofliterarylanguage,whereappropriate.

It is important that pupils enjoy the creative use of language.Teacherscanhelppupilsrecognisehowsuchacreativeuseoflanguage will produce interesting texts and to become awareof how writers achieve their purpose and vary their writing tosuit their audiences through the deliberate use of words. Forexample,teacherscanhelppupilsrecognisetheplayfuluseofwordsinjokes,riddlesandpuns.



R E S T R I C T E D

SecondaryTeacherswillcontinuetodeveloppupils’abilitytochoosewordswhich are most effective and appropriate for the intendedpurpose, audience, context and culture. They will help pupilsdeveloptheirunderstandinganduseofmoresophisticatedandcomplex words, and examine how these words are used bywriterstoshapemeaningandcommunicateintent.Forinstance,pupilswilllearntorecogniseanduseliterarylanguage,suchaspersonification.

Teachers will also help pupils become aware that they have toadjusttheirchoiceofwords,includingtermsofaddressandtone,whentheyinteractwiththeirpeersandothersfromdifferentculturesandbackground.Forexample,whattheBritishcallthebootofacar, theAmericanscall thetrunk.Suchawarenesswill take intoaccountsocialnormsandcross-culturalvaluesandsensitivity.


1 Crystal,2004a,pp.16–17.

2 Stahl,1999,p.3.

3 TexasReadingInitiative,2000,pp.36–38.

CHAPTERTWO VOCABULARY10�


R E S T R I C T E D

uSE OF TErmS

Usemetalanguageinbuildingandusingvocabulary,…

LO1:

Usemetalanguageinbuildingandusingvocabulary

VOCABULARY P R I M A R YFOCuS ArEAS LEArninG OuTCOmES iTEmS AnD LEArnEr STrATEGiES 1 2 3 � 5 � rEmArkS

@SeeComponent,Pronunciation and Intonation,intheSpeaking and Representing Chart.

LO2:

Demonstratearichvocabularythatsupportsthedevelopmentoflistening,reading,viewing,speaking,writingandrepresentingskills


…anddevelopknowledgeaboutvocabulary…

BuiLDinG AnD EnriChinG VOCABuLAry• Develop a rich vocabulary through:

° extensivereading

° readingavarietyofrichtextsappropriatetoageandability

° recognisingwordsfromreadingmaterials

° substitutingselectednouns,verbsoradjectivesinabookthatisreadaloudwithsynonyms/near-synonyms

° keepingarecordofwords(e.g.,wordwall,wordbank)

° usingadictionaryand/oronlineresourcesto:- lookup/clarifymeaningofwords- lookupinformationaboutwords(e.g.,wordclass,howthewordisusedina

sentence,pronunciation)@

° usingathesaurustolookupsynonyms• Deduce meaning of words from how they are used in context:

° useofcontextualclues

° wordclassthewordsbelongto• Deduce meaning of words from how they relate to one another:

° wordsbelongingtothesamelexicalfield(e.g.,‘pupil’and‘recess’belongtothelexicalfieldof‘school’)

° wordswhicharesynonyms(e.g.,quick/fast)

° wordswhicharenearsynonyms(e.g.,inthewordcline,cool–cold–freezing)

° wordswhichareantonyms(e.g.,far/near)

° wordswhicharehyponyms:typeof(e.g.,apple→typeoffruit)

° wordswhicharemeronyms:partof(e.g.,finger→partofahand)

° wordswhicharehomonyms:speltand/orpronouncedalikebuthavedifferentmeanings(e.g.,flower/flour)

mETALAnGuAGE (PrimAry)Teachers can begin the explicit teaching of metalanguage in meaningful contexts at Lower Primary, based on the needs and abilities of their pupils.

Pupils will learn the terms listed here because they will require them to talk about how words relate to one another and when deducing the meaning of words. Metalanguage is also useful when explaining the choice of words used at the text level and during editing and self-correction. Teachers will teach other terms, where appropriate.• use the following terms:

° word,compound,idiom,simile,synonym,antonym,typeof,partof,prefix,suffix,phrasalverb,wordcline

Italics Italiciseditemsandlearnerstrategiesareforexposureonly.Teacherswillprovidepupilswiththeexperienceoflearningtheseitemsandlearnerstrategies,dependingontheneedsandabilitiesoftheirpupils.Italiciseditemsandlearnerstrategieswillnotbeassessedformally.

Shading indicateswherean itemand learnerstrategywillbe formally introducedand taught.Subsequently,theitem/learnerstrategymustberevisited,reinforcedandtaughtatincreasinglevelsofdifficulty,untilpupilshavemasteryofit.

Thischartwillbeusedby teachers toplan thescopeandcombinationof itemsand learnerstrategies tobetaughtateachyearlevel,takingintoaccounttheneedsandabilitiesofthepupils.Thechartalsohelpsteacherstodecideontheareasforassessmentinschool.




R E S T R I C T E D



(continued)

LO2:


(continued)

VOCABULARY P R I M A R YFOCuS ArEAS LEArninG OuTCOmES iTEmS AnD LEArnEr STrATEGiES 1 2 3 � 5 � rEmArkS

LO3:

Usewordsappropriateforpurpose,audience,contextandculture

uSE OF VOCABuLAry

…forthepurposefuluseofrichlanguage.





• Learn the vocabulary of fixed expressions and what they mean:

° phrasalverbs(e.g.,blowup→getangry)

° collocations(e.g.,happybirthday3,cheerfulbirthday7)

° idioms(e.g.,lendahand→help)

° proverbs(e.g.,Neverjudgeabookbyitscover.→Donotjudgeothersbytheirappearance.)

• recognise how words are formed:

° compounding(e.g.,workbook,playground,doorway)

° affixation:joiningprefixesandsuffixestobasewords(e.g.,en+large→enlarge)

° acronyms(ASEAN:AssociationofSoutheastAsianNations)

° clipping(e.g.,telephone→phone)

° blending(e.g.,breakfast+lunch→brunch)• recognise the playful use of words in spoken and written language:

° jokes

° riddles

° punsuSinG APPrOPriATE VOCABuLAry• use words suitable for purpose, audience, context and culture in relation to:

° typeoftexts(e.g.,explanations:technicallanguage,expositions:persuasivelanguage)

° medium(spokenorwritten)

° register(formalorinformal)• use collocations appropriately • use idioms, proverbs and phrasal verbs appropriately• recognise and use literary language, e.g.,

° simile(e.g.,Sheisasgracefulasaswan.)

° imagery(e.g.,Theuseof‘velvettiger’paintsanimageofatigerwithathickandsoftcoat.)

° metaphor(e.g.,Themoonistheeyeofthenight.)

CHAPTERTWO VOCABULARY10�


R E S T R I C T E D

VOCABULARY SECONDARYFOCuS ArEAS LEArninG OuTCOmES iTEmS AnD LEArnEr STrATEGiES 1n 1E/2n 2E/3n 3E/�n �E/5n rEmArkS

uSE OF TErmS

Usemetalanguageinbuildingandusingvocabulary,…

LO1:

Usemetalanguageinbuildingandusingvocabulary

@SeeComponent,Pronunciation and Intonation,intheSpeaking and Representing Chart.



LO2:


mETALAnGuAGE (SECOnDAry)Where appropriate, continue to develop and strengthen pupils’ vocabulary.• revisit and reinforce vocabulary items and learner strategies taught previously

BuiLDinG AnD EnriChinG VOCABuLAry• Develop a rich vocabulary through:

° extensivereading

° learningwordsspecifictocontentareas/subjects

° usingadictionaryand/oronlineresourcesroutinelyto:- lookup/clarifymeaningofwords- lookupinformationaboutwords(e.g.,wordclass,howthewordisusedina

sentence,pronunciation)@

° usingathesaurustolookupsynonyms• Deduce meaning of words from how they are used in context:

° useofcontextualclues

° wordclassthewordsbelongto• Deduce meaning of words from how they relate to one another:

° wordsbelongingtothesamelexicalfield(e.g.,‘globalwarming’and‘pollution’belongtothelexicalfield‘environment’)

° wordswhicharesynonyms(e.g.,pain/discomfort)

° wordwhicharenearsynonyms(e.g.,inthewordcline,pleased–delighted–jubilant)

° wordswhichareantonyms(e.g.,valuable/worthless)

° wordswhicharehyponyms:typeof(e.g.,ballet,folkdance,foxtrot→typesofdance)

° wordswhicharemeronyms:partof(e.g.,accelerator,airbag,fuelgauge→partsofacar)

° wordswhicharehomonyms:speltand/orpronouncedalikebuthavedifferentmeanings(e.g.,signet/cygnet)

• Learn the vocabulary of fixed expressions and what they mean:

° phrasalverbs(e.g.,lookinto→investigate)

° collocations(e.g.,broaddaylight3,widedaylight7)

° idioms(e.g.,seeeyetoeye→thinkalike)

° proverbs(e.g.,Don’tputthecartbeforethehorse.→Dothingsintherightorder.)





110 VOCABULARY CHAPTERTWO


R E S T R I C T E D

VOCABULARY SECONDARYFOCuS ArEAS LEArninG OuTCOmES iTEmS AnD LEArnEr STrATEGiES 1n 1E/2n 2E/3n 3E/�n �E/5n rEmArkS



(continued)

LO2:


(continued)

uSE OF VOCABuLAry

…forthepurposefuluseofrichlanguage.

LO3:

Usewordsappropriateforpurpose,audience,contextandculture

uSinG APPrOPriATE VOCABuLAry• use words appropriate to:

° typeoftexts(e.g.,explanations:technicallanguage,expositions:persuasivelanguage)

° medium(spokenorwritten)

° register(formal/informal)

° context(e.g.,euphemism)

° culture(e.g.,taboowords)

° region(e.g.,boot:BritishEnglish,trunk:AmericanEnglish)• use collocations, idioms, proverbs and phrasal verbs appropriately• recognise and use literary language, e.g.,

° simile(e.g.,Myloveislikeared,redrose.)

° imagery(e.g.,Theuseof‘cryingrainclouds’evokesasenseofsadness.)

° metaphor(e.g.,Alltheworld’sastage.)

° personification(e.g.,blindjustice)

° hyperbole(e.g.,YouaresolightIcouldknockyouoverwithafeather.)

° irony

• recognise how words are formed:

° affixation:joiningprefixesandsuffixestobasewords(e.g.,auto+pilot→autopilot)

° acronyms(e.g.,AIDS:AcquiredImmuneDeficiencySyndrome)

° clipping(e.g.,laboratory→lab)

° blending(e.g.,cybernetic+organism→cyborg)

° initialisms (e.g., scuba: self-contained underwater breathing apparatus)• recognise the playful use of words in spoken and written language:

° jokes

° riddles

° puns







R E S T R I C T E D

SECOnDAryuPPEr SECOnDAry

S5n/ �E

Respondcriticallybyevaluatingwhatisreadandviewed,makingconnectionstothewidercontext,anddemonstrateawarenessofhowlanguageisusedtoachieveimpact.

Respondcriticallytoanddemonstrateawarenessofthelanguagefeaturesandorganisationalstructuresoftexts,andhowlanguageisusedtoachieveimpact.

DevelopCloseReadingandViewingatliteralandinferentiallevelswithscaffoldingandsupportfromtheteacherduringSharedReadingofavarietyofchildren’sliterature.

StrengthenCloseReadingandViewingwithguidancefromtheteacher,usingarangeofreadingskillsandlearnerstrategiestoprocessandcomprehendavarietyoftexttypesatappropriatelevelsoftextdifficulty.

Teacherswill:• teachallareasoflanguagelearninginanintegratedmanner.• teachtheSSABand/oritemsandstructuresindicatedforeachyearlevel.• reinforcetheSSABand/oritemsandstructuresatincreasinglevelsofdifficultyaspupilsprogressthroughtheyearlevels.• extendtheteachingoftheSSABand/oritemsandstructuresbeyondthestipulatedyearlevelor,conversely,introduce

themearlierwhenthepupilsareableandready.

Overview Chart Progression of Skills from Primary 1 to Secondary �E/ 5n

ArEAS OF LAnGuAGE LEArninG

FOCuS ArEAS

PrimAryLOwEr PrimAry miDDLE PrimAry uPPEr PrimAry

P1 P2 P3 P� P5 P�

LOwEr SECOnDAry

S2n/ 1E S�n/ 3ES3n/ 2ES1n

List

enin

g a

nd V

iew

ing

rea

din

g a

nd V

iew

ing

A Positive Disposition towards Active Listening and Viewing

Developapositivedispositionbylisteningandviewingattentivelyforasustainedperiod,withempathyandrespect,andbyindicatingresponseappropriately.

Listening and Viewing Skills and Strategies

Developperceptionandrecognitionofsoundsandwordsincontext. Strengthenperceptionandrecognitionofwordsincontext.

Developlisteningandviewingforunderstandingbycomprehendingandinterpretinginformationthroughtheuseofarangeoflisteningandviewingskillsandlearnerstrategiestoprocessinformationfromspoken,audioandvisualtexts.

Listenandviewforunderstandingincreasinglymorecomplexinformation,includingabstractideasfromdiversespoken,audioandvisualtexts,byapplyingthefullrangeoflisteningandviewingskillsandlearnerstrategies.

Listentoandviewcriticallybyapplyingthefullrangeoflisteningandviewingskillsandstrategies,includingevaluatingtherelevanceandsoundnessofarguments.

Listentoandviewcriticallybyidentifyingpointsofviewanddeterminingthecredibilityofthespeakerandthepsychologicalappealofthemessage.

Listentoandviewcriticallybyevaluatingspoken,audioandvisualtexts.

Listento,viewandrespondtoavarietyoftextsindifferentcontexts,i.e.,conversations,personalrecounts,poetry,narrativesandprocedures.

Extensive Listening and Viewing

Listento,viewandrespondtoavarietyoftextsatincreasinglevelsofdifficultyindifferentcontexts,includinginformationreports,explanations,factualrecountsandexpositions.

Listento,viewandrespondtothefullrangeoftexts,includingamixtureoftypesandforms.

reading Comprehension and Viewing Skills, Strategies, Attitudes and Behaviour

reading and Viewing Different Types of rich Texts

Extensive reading and Viewing

DevelopBeginningReadingthroughwordidentification,includingdecodingthroughphonics.

ApplythefullrangeofCloseReadingandViewingskillsandstrategiesforIndependentReadingoftextsatahigherlevelandbasedonawideselectionof(a)literarytextswhichincludeprose,poetryanddramaand(b)informational/functionaltexts.

Respondandmakepersonalconnectionswithwhatisreadand/orviewed.

Readandviewcloselyreading-age-appropriateselectionsofliteraryandinformational/functionaltextsforchildrenfromprintandnon-printsources.

Readandviewcloselyandcriticallyavarietyofliteraryandinformational/functionaltextsfromprintandnon-printsources.

Readandviewcloselyandcriticallyliteraryselectionsofprose,poetryanddrama,andinformational/functionaltextsfromdiverseprintandnon-printsources,atincreasinglevelsoftextdifficulty,forlearningintheliterary/contentareasandtounderstandhowlanguageworksincontext.

Read,viewandrespondtoreading-age-appropriatetextsandreaders,i.e.,poetry,personalrecounts,narratives,proceduresandinformationreports.

Read,viewandrespondtoawiderrangeofreading-age-appropriateandhigh-interestmaterialsfromprintandnon-printsources,includingfactualrecounts,explanationsandexpositions.

Read,viewandrespondtoawiderangeofreading-age-appropriateandhigh-interestmaterialswithmorethought-provokingthemesandrichtextsofdifferentgenres,fromdiverseprintandnon-printsources.

Respondtoanddiscusscriticallywhatisreadandviewed.

112 AREASOFLANGUAGELEARNING CHAPTERTWO


R E S T R I C T E D

SECOnDAryuPPEr SECOnDAryLOwEr PrimAry

PrimAry





FOCuS ArEAS miDDLE PrimAry uPPEr PrimAry LOwEr SECOnDAry

Sp

eaki

ng a

nd r

epre

sent

ing

wri

ting

and

rep

rese

ntin

g

Features of Spoken Language

Developanawarenessofthebasicfeaturesofspokenlanguage.

Speaking and representing Skills and Strategies

Types of Spoken Texts

mechanics of writing

Developgreaterawarenessofthefeaturesofspokenlanguage,includingawarenessofthedifferencesbetweenspokenandwrittenformsofthelanguage.

Speakclearlyandfluentlywithaccuratepronunciationandappropriateintonation.

Planandorganisesimplepresentationsbyidentifyingpurpose,audienceandcontextforappropriatedelivery.

Planandorganisepresentationsbyconveyingfacts,ideasandpointsofviewandbyintegratingselectedaudioandvisualresources,andverbaland/ornon-verbalcuesforeffectivedelivery.

Planandorganisemoresophisticatedpresentationsbyusingappropriateregisteranddiscoursemarkerstoguidetheaudienceandintegratinginformationfromdiversesources.Elaborateon/Substantiatepointsandenhancemeaningthroughtheuseofliterarylanguageandwidevocabulary.

Interactanddiscusswith,andpresentandrespondtodifferentaudiencestocommunicatemeaningwhileobservingappropriatebehaviourandsocialnorms.

Interactanddiscusswith,andpresentandrespondtodifferentaudiencestocommunicatemeaningwhileobservingawiderrangeofsocialnormsandculturalvalues.

Produceandconveyinmultimodalwaysavarietyofspokentexts,i.e.,conversations,poetry,personalrecounts,narrativesandproceduresfordifferentpurposes,audiences,contextsandcultures.

Produceandconveyinmultimodalwaysavarietyofspokentextsofincreasingdifficultyandcomplexity,i.e.,factualrecounts,informationreports,explanationsandexpositionsfordifferentpurposes,audiences,contextsandcultures.

Produceandconveyinmultimodalwaysthefullrangeofspokentexts,includingamixtureoftypesandforms,fordifferentpurposes,audiences,contextsandcultures.

Developwritingreadinessandwriteinprintscript.Applyspellingskillsandstrategiesaccuratelyforwritingage/yearlevel-appropriatehighfrequencywords.

Writefluentlyincursivescript.Applyspellingskillsandlearnerstrategiesaccuratelyforwritingfrequentlymisspelledandmultisyllabicwords.

ApplyspellingskillsandlearnerstrategiesforwritingaccuratelyandconsistentlyininternationallyacceptableEnglish(StandardEnglish).

writing and representing Skills and Strategies

Learntowriteaboutandrepresentasharedexperience,bygenerating,developing,organisingandrevisingideastogetherwiththeteacher.

Applyskillsforideageneration,selection,development,organisationandrevisionsoastoaddressthewriter’spurpose,needsoftheaudience,contextandcultureinwritingandrepresenting.

Applyincreasinglysophisticatedandhigher-orderskillsforideageneration,selection,development,organisationandrevisionsoastoachieveintendedeffectsandprecisionofexpressioninwritingandrepresenting.

Types of Texts Produceavarietyoftextsforcreativeandpersonalexpressionandforacademicandfunctionalpurposes,usinganappropriatetoneandregister.Textsforcreativeandpersonalexpressionarepoetry(forexposureonly),personalrecountsandnarratives.Textsforacademicandfunctionalpurposesarelists,procedures,notes,letters,emailandnotices,factualrecounts,informationreports,explanationsandexpositions.

Focusonenjoymentandlearningtowrite.Constructtextsjointlywiththeteacherandtheclass.

Writewithanawarenessoftheorganisationalstructuresandlanguagefeaturesofthedifferenttypesoftexts.Focusoncreatingavarietyofmultimodaltexts.

Applyknowledgeoforganisationalstructuresandlanguagefeaturestocreateavarietyofincreasinglysophisticatedtypesoftexts,includingmultimodaltextswhichmaycompriseamixtureoftypesandforms.

S5n/ �EP1 P2 P3 P� P5 P� S2n/ 1E S�n/ 3ES3n/ 2ES1n

CHAPTERTWO AREASOFLANGUAGELEARNING113


R E S T R I C T E D

SECOnDAryuPPEr SECOnDAryLOwEr PrimAry

PrimAry





FOCuS ArEAS miDDLE PrimAry uPPEr PrimAry LOwEr SECOnDAry

Gra

mm

arVo

cab

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use of Terms Focusontheexperienceandenjoymentoflanguage.

Beginexplicitteachingofmetalanguageinmeaningfulcontexts,basedontheneedsandabilitiesofpupils.

use of Terms

Usegrammaticaltermstotalkabouthowlanguageworksatthetextlevelandduringeditingandself-correction.

Focusontheexperienceandenjoymentoflanguage.

Beginexplicitteachingofmetalanguageinmeaningfulcontexts,basedontheneedsandabilitiesofpupils.

Usevocabularytermstotalkabouthowlanguageworksatthetextlevelandduringeditingandself-correction.

Revisitandreinforcevocabularytermslearnedpreviously.

Development of rich Vocabulary

Developvocabularythroughexposuretorichtextsandextensivereading.

Developvocabularythroughtheuseofprintandonlineresources. Developvocabularythroughextensivereadingandlearnwordsspecifictocontentareas/subjects.

use of Vocabulary Usewordsappropriateforpurpose,audience,contextandculture.

Recogniseanduseliterarylanguage. Useandrecognisethemoresophisticatedliterarylanguageusedbywriterstoachievemeaningandimpact.

Revisitandreinforcegrammaticaltermslearnedpreviously.

Applyknowledgeofgrammaticalrulesattheword,phraseandsentencelevels. Revisitgrammaticalruleslearnedpreviously.Identifyerrorstoaddressrecurringlanguageerrorsanddevelopgreatercontrolintheuseoflanguageforspeaking,writingandrepresenting.

Usecohesivedevicesandgrammaticalstructurestocreatelinksacrossdifferentclauses,sentencesandparagraphs.Identifyandapplyknowledgeoflanguagefeaturesindifferenttypesoftextsduringspeaking,writingandrepresenting.Showunderstandingofhowthepurposefuluseoflanguageshapesmeaningintexts.

Applyknowledgeofcohesivedevicesandgrammaticalstructurestoachievecoherenceintexts.Applyknowledgeoflanguagefeaturesoftextsandreproducetheminafullrangeoftexts,includingamixtureoftypesandforms.Showunderstandingofhowthepurposefuluseoflanguageshapesmeaningintexts.

Grammar at word, Phrase and Sentence Levels

Grammar at Text Level

Usevariouslearnerstrategiestodeducethemeaningofwords.

Recognisetheplayfuluseofwordsinspokenandwrittenlanguage.

Recognisetheplayfuluseofwordsinawiderrangeoftextsinspokenandwrittenlanguage.

S5n/ �EP1 P2 P3 P� P5 P� S2n/ 1E S�n/ 3ES3n/ 2ES1n



R E S T R I C T E D

role of the Language TeacherChapter Three













Teaching for Learning

As leaders in the language learningprocess,1EL teachersneedtomakedecisionsabouthowtodevelopa languagecurriculumthatwillmeettheneeds,abilitiesandinterests of their pupils at each year level and across the school years. They willengagepupilsinlearninggrammarandvocabularytosupportthedevelopmentoftheirlistening,reading,viewing,speaking,writingandrepresentingskills,soastoachievetheLearningOutcomes(LOs)inthesyllabus.

EL teachers will design and adapt learning experiences and activities that willmeaningfullyintegrateaseriesoflanguagelessons.Theywillalsoaligntheirteachingprocesses with their pupils’ learning progress and continually make decisions asflexibleproblemsolvers2inresponsetopupils’needsandgapsintheirlearning.

Effectiveteachersscaffoldpupils’ learningbyusingteachingstrategiesthatprovideguidance and support for pupils so as to bridge the gap between pupils’ currentskilllevelsandthedesiredskilllevels.Aspupilsbecomemoreproficientandabletocompletetasksontheirown,teacherscangraduallywithdrawthescaffold,andtheresponsibilityforlearningcanbeprogressivelyhandedovertothepupils.3

CLLiPS AnD ACoLADE in ThE EL CLASSrOOmInmakingdecisionsaboutteachingforlearning(i.e.,whattoteach,whenandwhy),teacherswillbeguidedbythesixPrinciplesofELTeachingandLearning(CLLIPS)andwilltakeintoaccounttheTeachingProcesses(ACoLADE).4

TeacherswillapplyCLLIPSwhendevelopingtheELinstructionalprogrammeatthedepartmentallevel(i.e.,inthedepartment’syearplanandschemesofwork)andattheclassroomlevel(i.e.,inunitplans,lessonplansandclassroomteaching).TeacherswillalsoemployACoLADEatanyphaseoftheirELlessons.

Key Features of the EL Syllabus 2010

PURPOSE AUDIENCE CONTEXT CULTURE

LEARNING OUTCOMES


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11� ROLEOFTHELANGUAGETEACHER CHAPTERTHREE


R E S T R I C T E D


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InemployingACoLADE,teacherswillnotethefollowing:

• Thereisnoexactone-to-onecorrespondencebetweeneachofthesixPrinciples(CLLIPS)andtheTeachingProcesses(ACoLADE).Forexample,intheprocessofRaisingAwareness,theteachercouldatvariouspointsbeapplyingtheprinciplesofLearner-centredness,Learning-focusedInteractionandContextualisation.

• ACoLADE isnot intended tobecarriedout inanyparticularor fixedsequence.Forexample,ateachercouldbeginalessonbyRaisingAwarenessasmuchasbyGuidingDiscovery.

• The components of each of the six Teaching Processes (ACoLADE) are notmutuallyexclusive.Forexample,whilePosingQuestionsisacomponentofGuidingDiscovery, a teacher could also pose questions during Raising Awareness andInstructingExplicitly.

Insummary,thesixPrinciples(CLLIPS)andtheTeachingProcesses(ACoLADE)guideELteaching.ELteachersneedtouseCLLIPSandACoLADEthoughtfullyandflexiblyin their instructional planning and classroom teaching. The main considerations totake intoaccountare theneeds,abilitiesand interestsof theirpupils,andhowthedeliberatedecisionsandactionsinteachingcanimpactpupils’learning.ThetableonthefollowingpagegivesavisualsummaryofACoLADE.

CHAPTERTHREE ROLEOFTHELANGUAGETEACHER11�


R E S T R I C T E D

Teaching Processes (ACoLADE)

Raising Awareness

• Motivating Motivate learning by selecting and varying

learning experiences and activities that areenjoyableandinterestingtoteachersandpupils.5

• Connecting Showpupilshowtoactivatetheirpriorknowledge,

and help them make connections betweenwhattheyknowandwhattheyarelearning,andbetweenclassroomactivities,textsandthewiderworld.6

• Focusing Helppupilsunderstandthelearninggoalsof

classroomactivitiesandtasks,andfocus attentiononattainingthesegoals.7

Enabling Application

• Modelling Model how to apply a skill, strategy or

processbydemonstratingitandprovidingthelanguagethatpupilsneed.13

• Co-constructing Let pupils co-construct a task or a

response to a learning activity,recallingandapplying learnedknowledgeor skill/sby collaboratively working through it withtheirteacherand/orpeers.

Structuring Consolidation

• Reinforcing Reinforce learning8bystrengthening

pupils’ knowledge and skilfulness,and showing them how to use andapplytheknowledgeandskillstonewcontextssothatthelearningbecomesmeaningfulandpersonallyrelevant.

Facilitating AfL (Assessment for Learning)9

• Diagnosing Diagnose pupils’ needs, abilities and interests.

Identify learning gaps, and modify or adapt teachingmethodstoimprovelearning.

• Monitoring Monitor pupils’ learningand,atthesametime,develop

theirmetacognitiveawarenessbyguidingthemtonotice,monitorandregulatehowtheyarelearning.10

• Feeding-Forward11

Give timely and useful feedback that focuses onwhat pupils can do differently to improve, and provide

opportunities forpupils toacton thefeedback by determining the nextstepstoimprovetheirlearning.12

Guiding Discovery14

• Prompting Prompt pupils to use what they already know and can

do,15tolearnaboutaskill,strategy,process,concept,ruleorprinciplewithoutexplicitinstruction.

• Posing Questions Pose questions, and develop pupils’ ability to apply

questioning strategies,16 in order to generate thoughtfuldiscussion.

• Facilitating Facilitate a supportive learning environment by

structuring and managing procedures and resources forlearning.

Instructing Explicitly17

• Explaining Explain directly and systematically a

skill,learnerstrategy,processortopicbydefining, describing and giving reasonsforlearningit.18

• Clarifying Help pupils become clearaboutaskill,

learnerstrategy,processortopicthroughexemplification, and through analysingandquestioningassumptions.



R E S T R I C T E D

ThE EnGLiSh LAnGuAGE CurriCuLum FrOm PrimAry TO SECOnDAry

InplanninginstructionatthePrimaryandSecondarylevels,teacherswillbearinmindthe needs, abilities and interests of their pupils and the Learning Outcomes to beachieved.Lower PrimaryAttheLowerPrimarylevels,pupilswillbuildastrongfoundationinEnglishthroughabalancedlanguageandliteracyprogrammeusingtheSharedBookApproach(SBA),theModifiedLanguageExperienceApproach(MLEA)andLearningCentres(LC):

• SBApromoteslanguagedevelopmentusingmotivatingandenjoyableBigBooksofenlargedprintandillustrationstosupportmanylistening,speaking,readingandwordstudyactivities. Itprovides for thedevelopmentofdecodingskills throughphonics instructionandofcomprehensionskills andpersonal response throughbriefbuttargetedfollow-upactivitiesinthecontextoftheBigBooks.

• MLEAextendstheintegratedlanguagelearningofSBAthroughshared,cooperativelearningexperiencesthatprovideopportunitiesforpupilstopractisethelanguageskills as an experience is thought about, talked about, written about, and readandre-read.Throughthesesharedexperiencesandfollow-upwritingactivitiesinmixed-abilitygroups,pupilscontinuetolearnaboutthepatternsofEnglishandtheprocessesofreadingandwriting.

• In LC, pupils get to revisit and revise all the language items, skills and learnerstrategiesintroducedinSBAandMLEA.Theylearninsmall,same-abilitygroupsand at their own pace at designated areas in the classroom, with the teacherfacilitatinglearningataspecificLC.Thisfostersindependenceasthepupilslearnontheirownwithfamiliarmaterials.Theyalsoacquirevaluablesocialskillssuchascooperationastheyworkontheirreading,listeningandwordstudyskills.

TheSTELLAR(StrategiesforEnglishLanguageLearningandReading)Programme19incorporatestheseteachingapproachesattheLowerPrimarylevels.

Middle – Upper PrimaryAttheMiddletoUpperPrimarylevels,pupilswill:

• consolidateandextendtheskillsalreadylearned.

• acquirenewskillsandknowledgeabouthow languageworksthroughextensivelistening, readingandviewing; throughacquiringmetalanguage for talkingaboutlanguage rules, conventions, and language features in texts; aswell as throughprogressivelyapplying theirunderstandingofhow theseaffectmeaningandareusedbywritersandspeakerstoachievevariouscommunicativepurposes.

• progressivelydevelopindependenceinlistening,reading,viewing,speaking,writingandrepresenting,evenasopportunitiesforcooperativelearningremain.

The STELLAR Programme incorporates the above emphases through SupportedReading,Know-WanttoKnow-Learned(K-W-L),Retelling,WritingProcessCycleandLearningCentres.

Lower SecondaryAt the Lower Secondary levels, pupils will revisit, apply and learn to deepen andsharpentheiruseofEnglishthrough:

• developingconstructiveattitudesandhigher-orderskills foractive, independent,appreciativeandcriticallisteningandviewingofavarietyofmultimodaltexts.

• understanding the features of spoken and written language and strengtheningtheirability tospeak, interactandpresentconfidentlyandeffectively in registersappropriatetopurpose,audience,contextandculture.

• strengthening their skills in general, and in critical reading and viewing of richliteraryworksofprose,poetryanddrama thatprovoke thought, judgementandevaluation.

• having greater control over the use of language for idea generation, selection,development, organisation and revision, so as to write and represent clearly,accurately, fluently and appropriately for different purposes, and for moresophisticatedaudiencesandcontexts.

• interpretingmultimodal information fromprintandnon-printmaterials,andusingsuchinformationmeaningfullyandeffectivelyinallareasoflanguagelearning.

• usingknowledgeaboutlanguageappropriately,effectivelyandwitheaseinlistening,reading,viewing,speaking,writingandrepresenting.

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Upper SecondaryBytheUpperSecondarylevels,pupilswilldemonstratetheiruseoflanguageskillsandlearnerstrategieswithconfidenceandeasewhen:

• applying critical judgement in listening, reading and viewing, and criticallyrespondingtoprintandnon-printmaterialsthatprovokethought,judgementandevaluation.

• using multimodal information sources in speaking, writing and representingideas and thoughts coherently for creative, personal, academic and functionalpurposes.

• applying their knowledge about language (e.g., language rules, conventionsand language features in texts) inerror identification,analysisandediting,andshowingtheirunderstandingofhowtheseaffectmeaningandareusedbywritersandspeakerstoachievecommunicativepurposesandimpact.

PupilswilldemonstratetheirabilityintheuseofEnglishinthenationalexaminations.Teacherswillguidetheminapplyingtheirlanguageskillstohandlethedemandsofthetaskswithflexibility,understandingandimagination.

Assessing for Learning

Assessmentreferstoanyobservationormeasurementofthedevelopmentalprogressandperformanceofpupilsinanyareaoflanguagelearning.20

why ASSESSFor teachingand learning tobeeffective, teacherswill identify andmonitorpupils’changingneeds,abilitiesandinterestssothattheycanmodifyoradapttheirteachingmethodstohelppupilsimprovetheirlearning.Teacherswillalsogivetimelyandusefulfeedback topupils andprovide themwithopportunities toacton the feedback toimprovetheirlearning.

Together,theprocessesofdiagnosingpupils’needs,abilitiesandinterests,monitoringpupils’ learning progress, and feeding-forward to improve learning constituteAssessmentforLearning(AfL).

Assessment isan integralpartof theteachingand learningprocessandshouldbealignedwithinstructionalplanningdecisions.

Aims of Assessment in SchoolELteacherswillpractiseAfLto:

• promoteandimprovepupils’learning.21

• establishwhatpupilscandoaslearnersofEnglishbasedontheaimsandlearningoutcomesinthesyllabus.

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Teacherswillalignassessmentwiththeaimsandlearningoutcomesinthesyllabusbyencouragingpupilsto:

• listen, read and viewcriticallyandwithaccuracy,understandingandappreciationawiderangeofliteraryandinformational/functionaltextsfromprintandnon-printsources.

• speak, write and represent in internationally acceptable English (StandardEnglish)thatisgrammatical,fluent,mutuallyintelligibleandappropriatefordifferentpurposes,audiences,contextsandcultures.

• understand and use internationally acceptable English (Standard English) grammar and vocabulary accurately andappropriately aswell asunderstandhow speakers/ writers put words together and use language to communicatemeaningandachieveimpact.

hOw TO ASSESSToassessforlearning,teacherswill:

• identify pupils’ learning gaps and needs so that teaching strategies andactivitiescanbechangedormodifiedtoimprovetheirlearning.

• provide multiple opportunities for pupils to demonstrate their skills and abilities through meaningful and authentic tasks/ activities so that pupils’development and progress can be monitored, reported and communicated toparentsatmeaningfulpoints.

• provide rich, qualitative and formative feedback, framed in terms of whatpupilscan andneed todo22, tohelp themdetermine thenext steps to take toimprovetheirlearning.

• involve pupils actively in learning to assess themselves and each other(i.e.,selfandpeerassessmentrespectively)usingexplicitandclearevaluationcriteriathataremadeknowntopupils.

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whAT TO ASSESS Forassessmenttosupportteachingandlearning,itshouldbealignedwiththerequirementsofthesyllabusinthefollowingways:

Requirements of the Syllabus

Teachpupilsalltheareasoflanguagelearning,namely:

• Listening,ReadingandViewing(ReceptiveSkills)

• Speaking,WritingandRepresenting(ProductiveSkills)

• GrammarandVocabulary(KnowledgeaboutLanguage)

Teachpupilstolistento,read,view,speak,writeandrepresenttodemonstratetheirlanguagecompetence.

Teach pupils how to use English effectively, in a sustained manner and withincreasingeasetosuitpurpose,audience,contextandcultureaswellasinbothformalandinformalsituations.

Teach pupils knowledge about language so that they can use the languageeffectivelyforcreative,personal,academicandfunctionalpurposes.

What You Need to Consider and Do

Ensurethatassessmenttasksandresources:

• reflecttheareasoflanguagelearning

• incorporatearangeoftypesoftexts(literary,informational/functional)

• involvetheuseofarangeofprintandnon-printmaterials

TheLearningOutcomes(LOs)shouldbeusedtoguidedecisionsonwhatistobetaughtandassessed.Asthenationalexaminationscanassessonlyaselectrangeofskills,teachingtotheexaminationsonlymeansthatpupilswillnotbeabletolearnthefullrangeofskills.

Assesspupilsontheirabilitytolistento,read,view,speak,writeandrepresentthroughavarietyof tasksand inavarietyofcontexts,using languagethat isaccurateandfluent.

Assesstheprocessesaswellastheproductsoflanguagelearning.Checkforunderstandingandprovidetimelyfeedback.

Set assessment tasks in authentic settings and contexts of accurate andmeaningful languageuse.23Theassessment taskscanbecompleted inprintand/ornon-printmodes.

Setassessmenttaskswhichevaluatepupils’grammaticalandlexicalaccuracyattheword,sentenceandtextlevels.

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TyPES OF ASSESSmEnT TASkSTeacherswill assesspupilsboth formallyand informallyata frequencydecidedbytheschoolusingdifferentmodesofassessmentsothatawiderangeofskills,learnerstrategies,attitudesandbehaviourcanbedeveloped,anditemsandstructurescanbelearned.Theassessmenttasksneedtotakeintoaccountdifferentpupilstrengthsandweaknessesand,hence,differentlearningoutcomes.

Therangeofassessmentmodesandtasksincludes:

• Informaltestsandquizzeswhichcanbegivenintheformofnon-timed,independentassignmentsattheendofafewunitsofwork

• Performanceassessmentsthatassesspupils’skillsincarryingoutanactivity,e.g.,stagingaroleplayorgivinganoralpresentation

• Portfoliosconsistingofpupils’ownchoiceofwrittenwork,multimediaproductions,andlearninglogs/journals,whichrecordpupils’achievementsfortheyear,teachers’commentsandpupils’reflections

• Pupilprofiling,throughtheuseofchecklistsandclassroomobservationsbyteachersorthroughself-evaluationbypupils,e.g.,self-evaluationrecordsorchecklists

• Teacher-pupilconferencingonawrittenproduct/ representation inorder tohelppupilsmakeimprovementsbyusingasetofcriteriaandgivingspecificcomments

PLAnninG A BALAnCED ASSESSmEnT FrAmEwOrkWhen planning assessment in school, teachers will implement a balanced systemoflearningandassessmentbyaligningassessmentwiththerequirementsoftheEL Syllabus 2010.Teacherswillusethefollowingasaguide:

RefertotheEL Syllabus 2010

DecideontheLearning Outcomestobeattainedforeachyearlevelandinthefollowingareasoflanguagelearning,i.e.,ListeningandViewing,ReadingandViewing,SpeakingandRepresenting,WritingandRepresenting,andGrammarandVocabulary.

EnsurethattheInstructional ProgrammehelpspupilsattaintheLearningOutcomesbyidentifyingthe:• skills,learnerstrategies,

attitudesandbehaviour(SSAB),anditemsandstructurestobetaughtandassessed

• teachingstrategiestoteach

theSSAB,itemsandstructures

• resourcesthatwillenhanceteachingandlearning

PlanabalancedAssessment Frameworkthatassessesthepupils’Listening,Reading,Viewing,Speaking,Writing,andRepresentingskills,andGrammarandVocabularyinavalid,reliableandholisticmanner.Consider:• pupils’needs,abilitiesandinterests• awiderangeofassessment

modesandtasksthatwillappropriatelymeettheneeds,abilitiesandinterestsofpupils

• thelengthoftimeneededforpupilstoacquireandpractisetheskillsandlearnerstrategiesbeforebeingassessed

• thepurposeoftheassessment

1

2

34

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1 Inhelder,B.,&Piaget,J.,1958.

2 MinistryofEducation,2003a,p.79.

3 Pintrich,P.R.,&Schunk,D.H.,2002.

4 BothCLLIPSandACoLADEhavebeenexplainedbrieflyinChapter1.

5 Driscoll,M.P.,2000,pp.364–365.

6 Lightbown,P.,&Spada,N.,1999.



9 Earl,L.M.,2003.

10 Marzano,R.J.etal.,1988.

11 Carless,D.,Joughin,G.,&Mok,M.,2006.

12 MinistryofEducation,2003a,pp.83–85.

13 McNaughton,S.,2002.

14 Collins,A.,&Stevens,A.L.,1983.



17 Harley,B.,1993:Goh,C.,&Silver,R.E.,2006.

18 Kerry,T.,2002.

19 Fordetails,theSingaporeSTELLARprogrammeoutlinesitsapproachesinitsGeneralGuidelines.

20 SeealsoCurriculumPlanningDivision,1991.

21 Black,P.,Harrison,C.,Lee,C.,Marshall,B.&William,D.,2003.pp.2–3.

22 AssessmentReformGroup,1999.p.7.

23 Teachersmustalsobemindfuloftheconstraintsofcontext-dependentitemssuchasthelayoutoftheassessmentmaterials(Nitko,1996,pp.177–178).



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Glossary of Terms

For WhomThekeytermsinthissyllabusarelistedhereinalphabeticalorder.Thoughbynomeansexhaustive,thislistisintendedtobeasourceofquickreferencefortheELteacher.

Basis of SelectionThesetermsaretakenfrom:

Baldick,C.(1996).TheconciseOxforddictionaryofliteraryterms.NewYork:OxfordUniversityPress.

CentreforResearchonEducation,Diversity&Excellence http://crede.berkeley.edu/tools/glossary.html

Cuddon,J.A.(1992).ThePenguindictionaryofliterarytermsandliterarytheory(4thed.).London:Penguin.

Earl,L.M.(2003).Assessmentaslearning:Usingclassroomassessmenttomaximize

studentlearning.California:CorwinPress,Inc.

Harris, T.L. (1981). A dictionary of reading and related terms. Newark, Delaware:InternationalReadingAssociation.

Harmon,W.,&Holman,H. (2003).Ahandbook to literature (9thed.).NewJersey:PrenticeHall.

Jones,S.A.,&Deterding,D.(2007).Phonicsandbeginningreading.London:McGrawHill.

NationalEducationalTechnologyStandardsforStudents http://cnets.iste.org/students/s_glossary.html

Matthews,P.H.(2007).ConcisedictionaryofLinguistics.(2nded.).UK:Oxford.

MinistryofEducation(2003).Effectiveliteracypracticesinyears1to4.NewZealand:LearningMediaLimited.

Quinn,E.(2004).Collinsdictionaryofliteraryterms.Glasgow:HarperCollins.

Richards,J.C.,&Rodgers,T.S.(1986).Approachesandmethodsinlanguageteaching:Adescriptionandanalysis.USA:CambridgeUniversityPress.

Richards, J.C., & Schmidt, R. (2002). Longman dictionary of language teaching &appliedlinguistics(3rded.).Malaysia:Longman.

Wolvin, A., & Coakley, C.G. (1996). Listening (5th ed.). USA: Brown & BenchmarkPublishers.

TErmS in ALPhABETiCAL OrDEr

Affix Aletterorsyllablethatisaddedtothebeginningorendofawordtomakeadifferentword,tense,etc.

Appeal to AcalluponanexperttostrengthenanargumentmadebytheAuthority writer.Assessment for AssessmentwhichhasaformativepurposeinthatitisusedtoLearning provideusefulfeedbacktoteachersandpupilsthatcanimprove

bothteachingandlearning. The term is often used in contrast to assessment of learning

which is summative in nature and aims to certify learning forreportingtostakeholdersaboutpupils’learningachievements.

Assessment An activity that is set to collect learning achievement dataTask for various purposes, including communicating findings to

stakeholders,planningfurthertasks,andforimprovingteachingandlearning.

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Authentic Textsweencounterineverydaylife.TheseusuallydemonstrateMaterials language in use for some genuine communicative purposes,

e.g., dialogue as found in television programmes, publicannouncements,writtenbrochuresandadvertisements.

Automaticity The ability to carry out an activity or to process information

withoutconsciousattention.Blending Forminganewwordbyjoiningpartsoftwowords.Blog Anonlinediary;apersonalchronologicallogofthoughtspublished

onawebpage.Brainstorming Atechniqueforideagenerationinwhichapupilorgroupofpupils

write down as many thoughts as possible on a topic withoutpayingattentiontoorganisation,sentencestructureorspelling.

Clipping Shortening a word by omitting syllables, e.g., telephone →

phone.Cognitive Any mental process which pupils make use of in languageProcess learning, such as making inferences, generalising, learning

deductively,monitoringandmemorising.Coherence Thewayatextmakessensetothereaderthroughtheorganisation

ofitscontentandtherelevanceandclarityofitsconceptsandideas.

Generally,aparagraphhascoherenceifitisaseriesofsentencesthatdevelopamainidea(i.e.,withatopicsentenceandsupportingsentenceswhichrelatetoit).

Compounding Joining two or more root words without using affixes, e.g.,

blackbird,bookstore.

Connotation Overtones or suggestions of additional meaning that a wordgains from the context in which it is used. It usually refers toimpliedornon-literalmeaning.

Contraction Thereductionofalinguisticformand,often,itscombinationwith

another form (e.g., Iwill → I’ll; they are → they’re; did not →didn’t).

Cyberwellness The positive well-being of internet users, involving issues

associatedwithethicalandlegalaswellassafeandresponsibleuseofinformationandcommunicationtechnology(ICT).

Digraph Twoormoresuccessive letters thatmakeasinglesound.For

example,shipstartswiththe<sh>consonantdigraph,androadcontainsthe<oa>voweldigraph.

Diphthong Speechsoundbeginningwithonevowelsoundandmovingto

anothervowelsoundwithinthesamesyllable.Forexample,inthewordboy.

Discourse Aword,phraseorclausethatsignalslinksorboundariesbetweenMarker partsofatext,beyondthelevelofasentence,e.g., A:But thenhewouldbelate. B:Well,whatifheis? A:To be frank,Idon’tcare.Editing Theprocessofengagingpupilsinactivitiesthatrequirecorrection

of discrete language errors in their writing, such as errors ingrammar,vocabulary,sentencestructureandspelling.

Fluency Atermusedtodescribeoralproficiencyorreadinglevel,includingautomaticityintherateofcomprehension.

Inwriting,itdescribesalevelofproficiencyintermsoftheabilitytoproducelanguagewithease.

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Formal Timed tests in a structured setting, usually conducted in theAssessment middleand/orattheendoftheschoolyear.Pupils’performance

informallyassessedtaskswillcounttowardstheawardofmarksandgrades.Assessmentcriteriaforsuchassessmentshavetobemadeknowntopupils.

Formative InformationthatprovidespupilswithdirectandusefulinsightintoFeedback howandhowmuchtheyhavelearned,andthedirectionsthey

musttaketodevelopfurtherorimprove.

Inteaching,itistheongoingevaluationofteachingconductedbytheteachertoimprovecurriculumandinstructionalplanning.

Freewriting A type of writing for idea generation and expression in which

pupils write freely about a topic. The goal is to write withoutworryingaboutgrammaticalaccuracyinordertodevelopfluencyinwriting.

Functions of Language is often described as having the following majorLanguage functions:adescriptivefunction,asocialfunction,anexpressive

function and a textual function (i.e., for creating written andspokentexts).

Genres Distinctive and recognisable patterns and norms of text

organisation and structure. Texts of different genres presentdifferentwaysofcommunicatingideasandinformationsoastoaddressavarietyofpurposes,theneedsofdifferentaudiencesandcontexts,e.g.,sportswriting,crimefiction.

Inthestudyofliteratureorliterarytexts,thetermgenresrefersspecifically to thecommonclassificationsof texts,e.g.,prose,poetryanddrama.

High Progress PupilswhocanworkmoreindependentlyandcanbechallengedLearners to engage in tasks andprocesses that require the application

of sophisticated skills, including higher-order thinking skillsand critical analysis. These pupils may have a stronger graspof languageskillsandcanattainmasteryofcomplex languageconceptsandskillsmorequicklythantheirpeers.

Homonym Awordthatisidenticalinformwithanotherword,eitherinsound

(asahomophone)or inspelling (asahomograph),or inboth,butdiffersfromit inmeaning:days/daze,or lead(guide)/ lead(metal),orpitch(throw)/pitch(tar).Identityofformbetweentwoormorewordsisknownashomonymy.

Hyponym Awordwhosemeaningisaspecificinstanceofamoregeneral

word(e.g.,red,white,blue,etc.,arehyponymsofcolour).Idiom A phrase or grammatical construction whose meaning is not

equivalenttothatof itscomponentwords,e.g., follow suit,flat broke.

Imagery The use of words and phrases to create a picture or an idea

of something. Imagery (or “images” taken collectively) usuallyappealstothefivesenses.

Informal Evaluation of pupils’ learning and/ or performance that doesAssessment not contribute to the award of marks and grades but serves

assessment for learning purposes, i.e., to provide useful andimmediatefeedbacktopupilsforimprovinglearning,andtotheteacherfordeterminingwhatmoretofollowupwithpupilsandhowtoimproveteaching.

Informalassessmentispartofclassroomroutinesandlearningactivities. Inventories, checklists, rating scales and rubrics areusedinplaceofprescribedorstandardisedcriteriaforscoring.Examples of informal assessment modes are observations,performanceandportfolioassessments,peerandself-evaluation,andteacher-pupilconferencing.

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Information and A range of technologies for gathering, storing, retrieving,Communication processing,analysing,andtransmittinginformation.ExamplesTechnology (ICT) ofsuchtechnologiesarecomputers,handhelddevices,andthe

Internet.Information The ability to access and evaluate information from differentLiteracy sources,anduseitmeaningfullyandeffectively.

Informational/ Writing about real people, places and events, largely givingFunctional Texts factualinformationtoreaders.Writerscanshapetheinformation

accordingtotheirpurposeandviewpoint,tomeettheneedsoftheiraudienceorthecontext.

Reports, biographies and news articles are examples ofinformational/functionaltexts.

Learning An expected attainment target to be achieved as a result ofOutcome teacher instruction. It specifies the desired result or output;

not the input (e.g.,contentandmethods).Thekeyquestion itaddressesis:Whatwillpupilsknowandbeabletodoasaresultofinstruction?

To determine if outcomes have been attained or achieved,pupilsareexpectedtodemonstratemasteryofbasiclanguageskills,learnerstrategies,attitudesandbehaviour,anditemsandstructures,whichcanbemeasured through informalor formalassessmenttasks.

Literary Specific, deliberate constructions, choices of language orTechniques strategieswhichawriterusestoconvey,reinforceandenhance

meaning in literarywriting (e.g., useofdirect speech, twist-in-the-tale).

Literary Texts Textsthatrelateanevent,aseriesofeventsorastory.Aliterary

textcanbeimaginary,asinashortstory.

Low Progress PupilswhorequiremorescaffoldingintheirlearningoflanguageLearners skills. These pupils may not be equipped with an adequate

language background or prior knowledge needed for thecompletionoftasksandsoneedmoretimethantheirpeersinattainingunderstandingandmasteryoftheskills.

Media Literacy Theabilitytoaccess,analyse,evaluateandcreateinformationin

avarietyofformsandmedia.Meronym Awordthatnamesapartofalargerwhole(e.g.,‘steeringwheel’

ispartofa‘car’).Multimedia Useoftext,audio,graphics,animationand/orvideotorepresent

informationandideasinmorethanoneform.Multimodal Useofmorethanonemodeofcommunication–spoken,written,

visual,gestural,spatial–inasingletexttoconveymeaning.Onset Thepartof thesyllable thatprecedesthevowel.Forexample,

theletter<h>isanonsetinhop,andtheletters<sc>isanonsetinscotch.Somesyllableshavenoonset,asinatoron.

Peer Editing An activity in the process of writing in which pupils receive

feedback about their writing from other pupils/ peers. Forexample,intherevisingandeditingofwork,pupilscanworkinpairsorsmallgroups,readeachother’swritingandaskquestionsorgivecommentsand/orsuggestions.

Performance Assessmentcarriedout throughteacherobservationofpupils’Assessment performanceofanauthentictaskoractivity.Itmakesuseofaset

ofspecificbanddescriptors,rubricsorachecklisttomonitoranddocument pupils’ progress in their listening, reading, viewing,speaking,writingandrepresentingskills.

Phonemes The smallest units of speech sound that make a difference incommunication. For example, fly consists of three phonemes:.

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Phonemic Abilitytofocuson,discriminateandmanipulatethesequenceofAwareness phonemesinspokenwords.Phonics An instructional design for teaching children to read. Phonics

involves teaching children to connect sounds with letters orgroupsofletters(e.g.,thatthesound/k/canberepresentedbyc,k,orckspellings).

Podcast A collection of digital media files which is distributed over the

Internet.Portfolio Apurposefulcollectionofworkthatprovidesinformationabout

apupil’seffort,progressorachievement inagivenarea. It isalearningaswellasanassessmenttool.

Pun Ahumoroususeofawordthathasmorethanonemeaning,or

ofwordswiththesamesoundbutdifferentmeanings,e.g.,The violinist spent the night in a vile inn (wherevile innsounds likeviolin).

Reading A state of general maturity, based on knowledge, skills andReadiness generaldispositionandaptitude,whichallowspupilstolearnto

readundergiveninstructionalconditions. Register Variety of language appropriate to the topic, the setting, the

participantsandthepurposeoftheinteraction.Theregisterthatonechoosestouseisbasedontheformalityorinformalityofthecontext.

Representing Theactiveprocessofapplyingskillsandstrategies topresent

facts, ideasandpointsof view throughavarietyofaudioandvisualtexts/forms.

Revising/ The process of engaging in thinking about writing to improveRevision areassuchasorganisationandfocus,sothatthewritingfulfilsits

intendedpurposeandaddressesthereader’sneeds.Rhyme If two words or lines of poetry rhyme, they end with a similar

sound,e.g.,take and cake.

Rich Texts Literaryandinformational/functionaltextswhicharewell-writtenandengaging.Theyarerichincontentandconcernthemselveswithavarietyof ideas, issues,topicsandthemes.Thesetextscanbemultimodal.

Rime Used together with onset. Onset refers to the consonant/s at

the beginning of a syllable. Rime refers to the vowel and anyconsonants that follow it. For example, in scotch, the letters<sc>areanonsetandtheletters<otch>arearime.

Root Whatremainsofawordwhenalltheaffixeshavebeenremoved

fromit(e.g.,‘respect’istherootof‘disrespectful’).Scaffolding A teaching strategy where the teacher and pupils engage

in a collaborative task during which the teacher providesdemonstrations, support, guidance and input, and graduallywithdraws these as the pupils become increasinglyindependent.

Scheme of Work A teaching plan stating the Learning Goals and Learning

Outcomestobeachievedforatermorsemester,preparedbyanindividualteacheroragroupofteachers.

Self-evaluation Used interchangeably with self-assessment. It refers to any

processwherepupilsreviewandassesstheirownprogressandachievement, in tandem with their personal target-setting, inordertoimprovetheirlanguagelearning.

Sentence Stress Emphasisplacedonawordinasentencesothatitisheardmore

prominentlythantherestofthewords.Sight Vocabulary Words that can be identified immediately without being

decoded.Sight Word Aword that has tobe learnedby sight as it cannotbeeasily

decodedbymeansof theprinciplesofphonics.Forexample,one, head, what, could, eye and tongue all have unexpectedpronunciationsotheyaretaughtassightwords.

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Stanza Agroupofverselinesformingasectionofapoemandsharingthesamestructureasallorsomeof theothersectionsof thesamepoem, in termsof the lengthsof its lines, itsmetreand,usually,itsrhymescheme.

Stress SeeSentence StressandWord Stress.Syllable Partofawordthatusuallyconsistsofavowelsoundwithoneor

moreprecedingandfollowingconsonants.Forexample,pethasonesyllablewhilecarpethastwoandcarpetinghasthree.

Syllabication Theprocessofbreakingawordintosyllables,ortheformingof

syllables.Systematic ThedesignanddeliveryofinstructionthatexaminesthelearningInstruction outcomes to be achieved and selects and sequences the

essentialskills, learnerstrategies,attitudesandbehaviour,anditems and structures necessary to achieve them. Instructionis introduced in sequential units, building on prior knowledgeand integrating what the pupils know with what they need tolearn.Progressionismadefromeasierskillsandtaskstomorechallengingones.Previouslytaughtskillsarealsorevisitedandreinforcedtoconsolidatelearning.

Task Withintheclassroom,anactivitythatisdesignedtohelppupils

acquire or develop a specific skill, learner strategy, attitude,behaviour, item and/ or structure or, specifically, a learningoutcome.

Test A task or situation planned specifically for the assessment of

pupils’achievement.

Testscaninclude: • Standardisedtestitemspreparedbyprofessionaltestdevelopers • Nationalpublicexaminations • Shorttestitemsdevisedbyteachersforclassroomuse

Text Refersbroadlytobothprintandnon-printmaterialwhichcanbespoken,audioand/orvisual.

Text Form The purpose of a text may be expressed in various forms,

dependingontheintendedaudience.Examplesofnarrativetextformsincludefairytales,fables,shortstoriesandnovels,whileprocedurescantaketheformofinstructionsorrecipes.

Withinatextform,theremaybefeaturescharacteristicofvarioustexttypes.Forexample,aletterofcomplainttothenewseditormayhavecharacteristicsofafactualand/orpersonalrecount,aswellasthoseofanexposition.

Text Type Thepurposeandcontextofatextdetermineitstype.Texttypes

(e.g.,personalrecounts,narratives,factualrecounts,informationreportsandexpositions)aredefinedbytheirpurposes.

Text/ Paragraph The organisational pattern of ideas and information that isStructure requiredforcoherenceinatext/paragraph.Theme In non-fiction prose, theme is the main idea of the piece; in

literature, it is thedominating ideaor the“message” implicit ina work. Seldom stated directly in the writing, it is an abstractconceptthatmustbeinferredbythereader.

Tone In Listening and Speaking, it refers to the modulation of the

voicethatexpressesaparticularmeaning/feeling/attitudeofthespeaker.

InWriting,itisthemoodoratmosphereofawork.Itcanalsorefertotheattitudethatthewriter/narratorconveystothereader(e.g.,formal,intimate,pompous)orthewriter’s/narrator’streatmentofthesubject-matter(e.g.,ironic,light,solemn,satirical).

Topic Whatatextisabout,i.e.,itssubject.

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Topic Sentence A sentence which describes the topic, purpose or main ideaof a paragraph, stating what the paragraph is about. A topicsentencemaybethefirstsentenceinaparagraph,withtheothersentencesaddingillustrativeorsupportingdetails,oritmaybethefinalsentenceofaparagraph.Sometimesthetopicsentenceinaparagraphmaynotbestatedbutimplied.

Typographical Typographicalfeaturesinatextcanincludethefonttype,colourand Visual andsizeofletters,letterorwordspacing,punctuationandlineFeatures length.

Visualfeaturesofatextcanincludeitsshape,asinpoetry.

Writers can use typographical and visual features to drawattentiontoparticularwordsorpartsofatextsoastoenhancethe expression of specific ideas or to create different kinds ofimpactonreaders.

Unit Plan A teaching plan stating the Learning Goals and Learning

Outcomes to be achieved for a few weeks and describing asequenceoflessons.Itcanbepreparedbyanindividualteacheroragroupofteachers.

Utterance Minimally,aspokenword,phraseorsentence.Itmayalsoconsist

ofmorethanonesentence.Viewing The active process of applying skills and learner strategies to

interpretandunderstandavarietyofvisualtexts.Visual Literacy Theabilitytoconstructmeaningfromsymbolsandimages,and

tocommunicatethroughvisualmeans.Visual Resources Stillandmovingimagesandotherfeaturessuchastransitions,

colours,shapeandshading.Visual Texts Textsthatareconstructedusingonlyimages(stillormoving)or

that have a combination of image and written/ oral language.Examples include illustrations, maps, posters, TV broadcasts,andfilms.

Vlog Anonlinediarythathasmainlyvideocontent.Vodcast Onlinedeliveryofvideoondemandorvideoclipcontent.Voice The self-representation or positioning that writers present in

a text. Voice may be reflected in the way they represent theworld,intheirrelativetentativenessorauthorityintermsoftheirrelationshipwith readers, and in their preferredwayof turningmeaningintotext.

Vowel (1) A“vowelletter”isoneof<a>,<e>,<i>,<o>or<u>. (2) A “vowel sound” is a sound that is produced without a constrictioninthevocaltract,suchas: or e.Writing Anactivity in the teachingofwriting inwhich the teacher andConference pupil/s meet for a short period of time to discuss the pupil’s

writinganddifferentaspectsofthewritingprocess.Writing Theskills,strategies,proceduresanddecision-makingemployedProcesses by writers as they write. Writing is viewed as the result of

complexprocessesof planning (ideageneration,developmentandorganisation),reviewingandrevision.

Word Family Wordsthatsharerimeinpatternsofonset-rime,suchas<c-at>,

<h-at>, <b-at>.Word Stress Emphasisplacedonasyllableinawordsothatitisheardmore

prominentlythantheothersyllable/s.Year Levels Theyreferto: LowerPrimary–Primary1and2 MiddlePrimary–Primary3and4 UpperPrimary–Primary5and6 LowerSecondary–Secondary1and2 UpperSecondary–Secondary3,4and5Year Plan Abroadly-outlinedinstructionalprogrammeforaschoolyearor

levelofstudydevelopedonthebasisofselectedlearninggoals.Usuallypreparedbyagroupofteachers.

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Acknowledgements

TheCurriculumPlanningandDevelopmentDivision,MinistryofEducation,wishesto acknowledge the contributions of the many teachers, Heads of Department,lecturers,groupsandinstitutionsthatparticipatedintheprocessofthedevelopmentandrefinementoftheEnglish Language Syllabus 2010(Primary&Secondary).

Wewouldliketorecordourthankstothefollowing:

COnSuLTAnTS (200� AnD 200�)

• EnglishLanguageandLiteratureAcademicGroup,NationalInstituteofEducation,Singapore

• SingaporeExaminationsandAssessmentBoard

Primary SchoolsAnglo-ChinesePrimarySchool(BarkerRoad)AiTongPrimaryBedokGreenPrimaryBlangahRisePrimaryCoralPrimaryEdgefieldPrimaryFengshanPrimaryFirstToaPayohPrimaryGriffithsPrimaryHuaminPrimaryHongWenSchoolKhengChengSchoolNanyangPrimaryNorthlandPrimaryNorthviewPrimaryPrincessElizabethPrimaryRulangPrimaryWoodlandsPrimaryWoodlandsRingPrimary

Secondary SchoolsBartleySecondaryBishanParkSecondaryBroadrickSecondaryBukitBatokSecondaryGuangyangSecondaryHougangSecondaryMayflowerSecondaryOrchidParkSecondaryPingYiSecondarySiLingSecondaryStAndrew’sSecondaryWestwoodSecondaryZhenghuaSecondary

Integrated Programme (IP) SchoolsHwaChongInstitutionNanyangGirls’HighSchoolRafflesInstitutionInternational SchoolsAustralianInternationalSchoolSingaporeAmericanSchoolUnitedWorldCollege

SChOOLS ViSiTED AnD COnSuLTED (2005)

1�0 ACKNOWLEDGEMENTS ENGLISHLANGUAGESYLLABUS2010


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Primary SchoolsAndersonPrimaryBukitPanjangPrimaryFarrerParkPrimaryFuchunPrimaryGreenwoodPrimaryHongwenPrimaryJurongPrimaryKemingPrimaryNanyangPrimaryNorthlandPrimaryPandanPrimaryPayaLebarMethodistPrimaryRulangPrimaryRosythSchoolXishanPrimaryYewTeePrimaryYuhuaPrimaryWoodlandsPrimary

Secondary SchoolsAnglicanHighSchoolBukitMerahSecondaryChangkatChangiSecondaryChristChurchSecondaryBedokSouthSecondaryBedokViewSecondaryBendemeerSecondaryDeyiSecondaryDunearnSecondaryHendersonSecondaryHougangSecondaryManjusriSecondaryNanHuaHighSchoolSingaporeSportsSchoolYusofIshakSecondary

International SchoolSingaporeInternationalSchool(SIS),HongKong

PArTiCiPATinG SChOOLS AT ThE EL SyLLABuS 2010 CriTiquE SESSiOnS (JAnuAry – nOVEmBEr 200�)

AngMoKioPrimaryBukitPanjangPrimaryBukitViewPrimaryCanberraPrimaryCHIJ(Katong)PrimaryCHIJ(Kellock)PrimaryConcordPrimaryCoralPrimaryEunosPrimaryFengshanPrimaryGanEngSengPrimaryLakesidePrimaryMacPhersonPrimaryMarsilingPrimaryNorthlandPrimary

PandanPrimaryPeiTongPrimaryPrincessElizabethPrimaryPunggolPrimaryQihuaPrimaryQueenstownPrimaryRadinMasPrimaryStAndrew’sJuniorTampinesNorthPrimaryTanjongKatongPrimaryTeckWhyePrimaryWoodlandsPrimaryXinghuaPrimaryYishunPrimaryYuNengPrimary

SChOOLS whiCh PArTiCiPATED in STELLAr PhASE 1 PiLOT (200�)

ENGLISHLANGUAGESYLLABUS2010 ACKNOWLEDGEMENTS1�1


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AssumptionEnglishSchoolBedokSouthSecondaryBukitBatokSecondaryCanberraSecondaryCHIJ,Secondary(ToaPayoh)CHIJStNicholasGirls’(Secondary)ChongBoonSecondaryDamaiSecondaryGanEngSengSchoolHougangSecondaryNanHuaHighSchool

NgeeAnnSecondaryPayaLebarMethodistGirls’(Secondary)PingYiSecondaryQueenstownSecondaryStAndrew’sSecondarySwissCottageSecondaryTanglinSecondaryTanjongKatongSecondaryTelokKurauSecondaryXinminSecondaryYuanChingSecondary

SChOOLS whiCh PiLOTED ThE EL SyLLABuS 2010 (OCTOBEr 200� – mArCh 200�)

We would also like to thank all who have helped in one way or another in thedevelopmentoftheEnglish Language Syllabus 2010(Primary&Secondary).

1�2 ACKNOWLEDGEMENTS ENGLISHLANGUAGESYLLABUS2010


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