english language - gongshang primary schoolzhenghuapri.moe.edu.sg/qql/slot/u516/stakeholders... ·...
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Briefing for P6 Parents
ENGLISH LANGUAGE
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CORE PROGRAMMES
Listening Skills Speaking Skills Reading Skills Writing Skills
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Paper 1 : Writing Paper 2 : Language Use & Comprehension Paper 3 : Listening Comprehension Paper 4 : Oral Communication
PSLE COMPONENTS
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PAPER 1 : Writing (Duration & Marks)
LEVEL DURATION No. of words
MARKS
Pri 6 Standard 1 h 10 min 150 55 SW -15
Compo-40
Pri 6 Foundation 1 h 10 min 120 40 SW -10
Compo-30
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PAPER 1 : Writing (Standard EL)
Paper 1 (1h 10min) Part 1:Situational Writing (15 marks) a picture series of an event (email, letter, note, etc) Part 2:Continuous Writing (40 marks)
a given stimulus (with 3 pictures and question prompts)
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Primary 6 Standard : Continuous Writing Write a composition of at least 150 words about making a choice.
The pictures are provided to help you think about this topic. Your composition should be based on one or more of these pictures.
Consider the following points when you plan your composition:
What was the choice?
What did you consider when making the choice?
You may use the points in any order and include other relevant points as well.
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PAPER 1 : Writing (Foundation EL)
Paper 1 (1h 10min)
Part 1:Situational Writing (10 marks)
Advertisements, journals, emails, post-cards, reports, posters, notices etc.
Part 2:Continuous Writing (30 marks)
3 pictures in a series with helping words given
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Primary 6 FP : Situational Writing
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Primary 6 FP : Continuous Writing
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PAPER 2 : Language Use & Comprehension
(Duration & Marks)
LEVEL DURATION MARKS
Pri 6 Standard 1 h 50 min 95
Pri 6 Foundation 1 h 20 min 60
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PAPER 2 : Language Use & Comprehension (Standard EL)
COMPONENTS
P6 EL
GRAMMAR MCQ √ (10)
VOCABULARY MCQ √ (5)
VOCABULARY CLOZE (MCQ) √ (5)
VISUAL TEXT COMPREHENSION (MCQ) √ (8)
GRAMMAR CLOZE √ (10)
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PAPER 2 : Language Use & Comprehension (Standard EL)
COMPONENTS P6 EL
COMPREHENSION CLOZE √ (15) - without helping
words
EDITING FOR SPELLING & GRAMMAR √ (12)
SYNTHESIS & TRANSFORMATION √ (10)
COMPREHENSION (OPEN-ENDED) √ (20) - 1 passage
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PAPER 2 : Language Use & Comprehension (Foundation EL)
COMPONENTS P6 FEL
GRAMMAR MCQ √ (8)
VOCABULARY MCQ √ (5)
PUNCTUATION √ (2)
VISUAL TEXT COMPREHENSION √ (5)
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PAPER 2 : Language Use & Comprehension (Foundation EL)
COMPONENTS P6 FEL
COMPREHENSION CLOZE √ (5)
EDITING FOR SPELLING & GRAMMAR √ (12)
FORM FILLING √ (5)
COMPLETION OF SENTENCES √ (5)
SYNTHESIS √ (3)
COMPREHENSION (OPEN-ENDED) √ (10) - 2 passages
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PAPER 3: LISTENING COMPREHENSION
(EL & FEL)
PSLE Listening Comprehension (MCQ)
Duration: 35 – 40 minutes
Marks : 20
* Different texts and questions for EL & FEL
Students will listen to a recording of a variety of
text types followed by several questions based on
each of the text.
E.g. dialogue, news report, announcement,
narrative passage
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2 components of Paper 4 Weightage : 15% (EL), 20% (FEL)
Reading Aloud
10 marks
1 passage
Stimulus-based Conversation
20 marks
1 topic
PAPER 4: Oral Communication (EL & FEL)
The 2 components are linked by a common broad theme.
* Different passage and stimulus for EL & FEL
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PAPER 4 : Oral Communication (EL & FEL)
Students are given 5 minutes to prepare for a passage of about 150 words and a stimulus.
Two examiners will be testing the child, first by listening to the child’s reading, followed by a stimulus-based conversation (which is a theme related to the passage).
Students are required to converse with the examiners based on the stimulus.
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Oral Communication • Reading Aloud
• Stimulus-based Conversation
Question Prompts:
1. Do you have a pet?
2. How do you take care
of your pet?
3. How do you show care for
others?
Pets
– H
ow
to c
are
for
them
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Rubrics for Reading Aloud (EL)
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Rubrics for Stimulus-based Conversation (EL)
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Rubrics for Reading Aloud (FEL)
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Rubrics for Stimulus-based Conversation (FEL)
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Classroom Arrangement
door door
F
R
O
N
T
E1
E2
child
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P6 English Language Programmes
Talking Point (in class)
‘Live’ Oral Demo Sessions
EL Oral Clinic
Newspaper Reading – Straits Times / Little Red Dot
Daily Dose / Word Power
NEWS In Action
Reading Quest EL Class Readers
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Challenges faced in Teaching English
• students use Singlish in informal and even formal setting.
students use sms language in their school work:
e.g. U (you), btw (By the way), i (I), cu (See you)
students are not reading enough EL books – leading to poor vocabulary / writing skills
students lose marks unnecessarily due to careless mistakes in spelling or grammatical errors in their work.
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WHAT PARENTS CAN DO TO HELP
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WHAT PARENTS CAN DO TO HELP
Provide English Language reading materials at home. E.g. story books, magazines, newspaper articles and other materials.
Go to the library with your child regularly to borrow books.
Give your child books about their special interests.
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WHAT PARENTS CAN DO TO HELP
Listen to English news on radio or television Get them to express their opinions on news,
stories or events Encourage the use of dictionary to improve their
vocabulary
Understanding – English Language learning requires frequent exposure to listening, speaking, reading and writing opportunities and activities
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WHAT PARENTS CAN DO TO HELP
Role models – read with them, write notes and messages to your child
Stimulate child’s interest – show your child that you believe learning English is both enjoyable and useful in your daily life
Encourage them to speak Good English.