english primary foundation secondary normal technical

English Language Syllabus 2010Primary (Foundation) & Secondary (Normal [Technical])

A Strong Foundation

and Rich Language for All

Foreword 4

Chapter One Guiding Principles 6 Introduction 6 EnglishinSingapore 7 DesiredOutcomesforELProficiencyinSingapore 7 BuildingonthePast 8 PhilosophyofLanguageLearningUnderlyingtheEnglish Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical]) 8 ApproachtoELTeachingintheEnglish Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical]) 10 SyllabusAims 11 PrinciplesofELTeachingandLearning 12 TeachingProcesses

Chapter Two Areas of Language Learning 16 Introduction 17 NavigatingtheOverviewDiagramandCharts 19 ListeningandViewing 24 ListeningandViewingChart 26 ReadingandViewing 34 ReadingandViewingChart 38 SpeakingandRepresenting 43 SpeakingandRepresentingChart 46 WritingandRepresenting 54 WritingandRepresentingChart 60 Grammar 65 GrammarChart 77 Vocabulary 81 VocabularyChart

Chapter Three Role of the Language Teacher 84 TeachingforLearning 88 AssessingforLearning

Glossary of Terms 92

References 99

Acknowledgements 110

Contents

R E S T R I C T E D

ENGLISHLANGUAGESYLLABUS2010PRIMARY(FOUNDATION)&SECONDARY(NORMAL[TECHNICAL])

In 2006, the English Language Curriculum and PedagogyReviewCommitteemadekey recommendations for the teachingand learningofEnglish in our schools. It emphasisedbuilding astrong foundation in language, and enriching language learningforall.TheCommitteealsoadvocatedasystematicapproachtoteachinglanguageskillswithanemphasisongrammarandspokenEnglish, using rich texts and a variety of language resources toenablepupils toappreciate the languagebeyondtheclassroom.For pupils taking Foundation English (FEL) and in the Normal(Technical) (N[T]) English course, the Committee recommendedthattheEnglishLanguage(EL)curriculumpreparesthemforrealworldcommunicationneeds.

ThereviewoftheELcurriculumandpedagogyhasinvolvedmanyeducators who have a direct influence on EL teaching – Headsof Department, teachers, academics and Ministry of Educationofficers.Theresultisthisteachingsyllabus,providingtheguidance

Foreword thatteacherswillneedtodevelopinFELandN(T)pupilsastrongfoundationforeffectivelanguageuseandcommunication.

The English Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical]),tobeimplementedfrom2010atSecondary1NormalTechnicaland2013forFELlearners,willbuildon the strengths of the 2001 syllabus. It recognises the impactof effective pedagogy and systematic instruction on languagelearning.Digitaltechnology,thechangingprofileofourlearnersandtheglobalisationoflanguageinanincreasinglycomplexworldaresomeoftheotherkeyinfluencesintherevisionprocess.

WeinviteteacherstocontinuetocontributetothedevelopmentoftheFEL&ELN(T)curriculuminourprimaryandsecondaryschoolsinSingapore.Asyouusethesyllabus,wewouldappreciateyourfeedbackandsuggestions.

TheEnglishUnitCurriculumPlanningandDevelopmentDivisionMinistryofEducationSingaporeOctober2008

� FOREWORD ENGLISHLANGUAGESYLLABUS2010

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ENGLISHLANGUAGESYLLABUS2010PRIMARY(FOUNDATION)&SECONDARY[NORMAL(TECHNICAL)]

Guiding PrinciplesChapter One

The English Language Syllabus 2010 for Primary (Foundation) and Secondary (Normal [Technical]) is specially designed forpupils takingFoundationEnglish (FEL)atPrimary5and6andpupils takingNormal (Technical) (N[T]) English fromSecondary1to4.

PupilswhotakeFELandwhoareintheN(T)coursearetypicallylow progress learners who require more scaffolding in theirlearningof languageskills.Thesepupilsmaynotbeequippedwith an adequate language background or prior knowledgefor the completionof tasks and somayneedmore time thantheirpeerstoattainunderstandingandmasteryofskills.Whenteachingthesepupils,teachersneedtokeepinmindthepupils’differentlearningstylesandneeds.

TheemphasisofthissyllabusisonbuildingastrongfoundationfordevelopingproficiencyinEnglishforeverydaysituationsandfunctionalpurposes.ProficiencyinEnglishwillgivepupilsaccesstothebusinessworld,theserviceandentertainmentindustries,andopportunitiesforfurthertrainingandeducation.Atthesametime,provisionsaremadeforthemoreablepupilsamongthemtolearnEnglishatahigherlevel.

Hence,theskillsoutlinedinthissyllabusaimatpreparingpupils,through lessons and learning experiences involving the use ofavastarrayofprintandnon-print texts, tobecriticalusersofinformationasthey interactandengagewithpeersandsocial/workgroups.

Introduction

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

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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.

Building on the Past

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

TheEL Syllabus 2010continuestofocusonthekeyfeaturesofEL Syllabus 2001whichareLanguageUse,LearningOutcomes,TextTypesandGrammar.ThetenlearningoutcomesfromtheEL Syllabus 2001haveguidedthedevelopmentofthevariousareasoflanguagelearninginthissyllabus.

Boththesyllabusaimsandthesixprinciplesoflanguagelearningand teaching in the EL Syllabus 2001 will continue to informour teachers.4 The English Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical])will continue tobeaLanguage Use Syllabussince“effectivecommunication”5remainsasimportantanaim,ifnotmoreimportant,today.ItwillcontinuetoemphasisetheteachingofinternationallyacceptableEnglish(StandardEnglish)toourpupils.Thesyllabuswillcontinuetobedifferentiatedtomeetthespecialneedsandabilitiesofpupilswho take English at the Foundation Level and who are in theN(T)course.Inaddition,thesixprinciplesoflearner-centredness,process orientation, integration, contextualisation, spiralprogressionandinteraction6willcontinuetoinforminstructionalplanningforsyllabusimplementationintheclassroom.

AswiththeEL Syllabus 2001,thenationalinitiativesofNationalEducation, thinking skills, and the use of information andcommunicationtechnology(ICT)arewovenintotheEL Syllabus 2010.SocialandEmotionalLearning(SEL),cyberwellness,andeconomicandfinancialliteracywillbeincorporatedbyteachersinthedeliveryoftheELcurriculum,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 Syllabus 2001 EM3

& Normal (Technical)

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Approach to EL Teachingin the English Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical])

Teachers will help pupils achieve effective use of Englishthroughadoptingaprincipledblendof first language (L1) andsecond language (L2) teachingmethods toachieveabalancebetween:7

• systematicandexplicitinstructiontobuildastrongfoundationinthelanguageskills,grammarandvocabulary;and

• acontextualised,holisticandexperientialapproachtolearningthatwillprovidearich languageenvironmentfordevelopinglanguageskills,grammarandvocabulary.

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

The foundation of language learning in the EL Syllabus 2010 for lower and middle primary 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.Therewillbesystematicandexplicitinstructionofgrammar,witha focusonword,phraseandsentence levelgrammarbeforeagradual incorporationof text level grammarat theUpperPrimaryandSecondarylevels.

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

Philosophy of Language LearningUnderlying the English Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical])

The English Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical]) has the following assumptionsandbeliefsaboutlanguageandlanguagelearning:

• 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

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

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

Inaddition,the foundation of language learning for the FEL and N(T)pupilswillbestrengthenedthrough:

• attentiontocorrectivereadingskillsandbasicliteracyattheprimarylevels.

• agreaterfocusonoralcommunicationthroughpresentationandpracticeatalllevels.

• greaterattentiononsuitablepedagogyforthesepupils.

The EL curriculumwillbeenrichedthrough:

• 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,analogueresourcessuchasfilm,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,authenticandcreativewritingand/orrepresentationoftexts.

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

Inaddition,theELcurriculumfortheFELandN(T)pupilswillbeenrichedthrough:

• reading and viewing widely short texts and readers with asuitablehighinterestcontentandacontrolledvocabulary.

Such languageexposurewill broadenpupils’ experiencesandgivethemmeaningfulcontextsforlearningEnglish.Pupilswilluselanguageinavarietyofcontexts,torevisit languagestructuresandskillsandtoseehowlanguageworks“accordingtopurpose,audience,contextandculture”.8Aspupilsprogressthroughtheyearlevels,theywilllearntouseEnglishatincrementallevelsofdifficulty.

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Syllabus Aims

BytheendofSecondaryeducation,pupilswillbeabletoachievefunctionalfluency inEnglishasaresultof theirdevelopment inthefollowingareas:9

1. Listen, read and view critically and with accuracy andunderstanding a wide range of literary and informational/functionaltextsfromprintandnon-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.






Grammar and Vocabulary

(KnowledgeaboutLanguage)

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

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.

To achieve the aim of effective language use, teachers willbeguidedby the sixPrinciplesof ELTeaching andLearning(CLLIPS) and will take into account the Teaching Processes(ACoLADE) when developing their instructional programmesandlessons.






Listening,Reading and

Viewing(Receptive

Skills)






Speaking,Writing and

Representing(Productive

Skills)

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

COnTExTUALISATIOn Learningtasksandactivitieswillbedesignedforpupilstolearnthe language in familiar, authentic and meaningful contextsofuse.Forexample,lessonswillbeplannedaroundlearningoutcomes,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 and more interactivepedagogieswillbeusedtoengagethemandtostrengthentheirlanguagedevelopment.

LEArnInG-FOCUSED InTErACTIOn The teacher will provide a visually and experientially richenvironment for communication that will explicitly fosterlisteningandspeaking skills and focuson theachievementoftheLearningOutcomes.Atthesametime,theteacherwillactively engage pupils by encouraging participation in theirlearning,boostingtheirconfidencebyprovidingopportunitiesforsuccessintheuseoflanguage,andpromotingcollaborationamonglearnersfromdifferentsocio-culturalbackgrounds.

Principles of EL Teachingand Learning

InTEGrATIOn The areas of language learning – the receptive skills, theproductiveskills,andgrammarandvocabularywillbetaughtinan integratedway, togetherwith theuseof relevantprintandnon-printresources,tohelptheFELandN(T)ELlearnersmakemeaningfulconnections.

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.Theteacherwillalsoneedtoprovidemanyconcretelearningexperiencestodeveloppupils’skillsandtoenhancetheirunderstanding.Plannedandsequentiallearningexperiences fromeasy-to-learnskillsandconceptstoincrementallychallengingoneswillbetaughtatasuitablepace.

SPIrAL PrOGrESSIOn Skills,grammaticalitems,structuresandvarioustypesoftextswillbetaught,revisedandrevisitedtoprovidethenecessaryreinforcement. This will allow pupils to progress from thefoundationalleveltoappropriatelevelsoffluencyforfunctionalandcommunicativepurposesandfortheworkplace.

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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 ofmeaningfulandfunctionaluse.

Facilitating AfL Enabling A

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A Strong Foundation and Rich Language for All

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The key features of the English Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical]) areshowninthefollowingdiagram:

Theoverarchingaimofthe English Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical])istodevelopfunctionalfluencyand,forthemoreablepupils,toworktowardseffectivelanguageuse.Pupils’languageusewillbeaffectedbythepurpose,audience,contextandculture(PACC)andtheirproficiencyinlanguageuseisassessedbytheirattainmentofthelearningoutcomes.

To achieve the overarching aim of the English Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical]),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.

LAnGUAGE USE LAnGUAGE USE LAnGUAGE USE LAnGUAGE USELAnGUAGE USE LAnGUAGE USE LAnGUAGE USE LAnGUAGE USE LAnGUAGE USE












PURPOSE AUDIENCE CONTEXT CULTURE

LEARNING OUTCOMES


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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 Inherresearch,Gohetal.(2005,p.150)advisedthattherevisedsyllabusshouldbuildonwhatteachersarefamiliarwith.Thiswillallowthemtorefinetheskillstheyhavealreadyacquiredinimplementingthe2001syllabus.

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

6 CurriculumPlanningandDevelopmentDivision,2001b,p.4.

7 CurriculumPlanningandDevelopmentDivision,2006,p.6.


9 TheaimsofthesyllabusareadaptedfromtheELSyllabus2001(CurriculumPlanningandDevelopmentDivision,2001b,p.3).

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


12 TheTeachingProcessesandStrategies(ACoLADE)arealignedwiththePETALS™Framework.WegratefullyacknowledgeProf.LubnaAlsagoff,HeadoftheEnglishLanguageandLiteratureAcademicGroup,NationalInstituteofEducation,Singapore,forsuggestingtheacronym,ACoLADE.

13 Assessment forLearning iselaborated in the following:Black,P.J.,1998;Black,P.J.&Dylan,W.1998.

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

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Areas of Language LearningChapter Two

Introduction

The English Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical]) outlines the following areas oflanguagelearning:

• 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,thereistheneedtospelloutwhattheareasof

languagelearningentail,whentheycanbetaughtandlearnedprogressivelyfromthePrimarytotheSecondarylevelstomeettheneeds,abilitiesand interestsofdifferent learnersandwhytheyare important.For these reasons, theAreasofLanguageLearningChartsaresetoutinthischapterbyFocusAreasandLearning Outcomes, followed by the Components comprisingtheSkills,LearnerStrategies,AttitudesandBehaviour (SSAB),andItemsandStructures.

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 theteaching of SSAB/ Items and Structures. Starting from UpperPrimarytoUpperSecondary,teacherswillteachtheSSAB/ItemsandStructuresprogressively.Teacherswillrevisit,reinforceandteach the SSAB/ Items and Structures at increasing levels ofdifficultyuntilpupilshavemasteryofthem.

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

Teacherswill familiarisethemselveswithChapter2beforetheyplantheirELinstructionalprogramme.

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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

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DIFFErEnTIATIOnWithin each year level, how the Learning Outcomes willbe achieved through the teaching of the SSAB/ Items andStructuresdependsontheentryprofile,needsandabilitiesofthepupils.Teacherscandifferentiateinstructioninmanyways.Forexample,teacherscanmodifythedifficultylevelofthetextintermsofitslength,thedensityoftheinformationitcontains,thefamiliarityofthetopictothepupilsandtheorganisationalstructure of the text. Teachers can also vary the extent ofscaffolding, from chunking texts, giving explicit instructionandmodellingof theprocesses, tocreatingopportunities forpupilstoworkindependently.Inaddition,varyingperformanceexpectations intermsofthedurationfortaskcompletionandthetypeofassignments,i.e.,written,oralorperformance,willcatertotherangeofpupils’needs,abilitiesandinterests.

Instruction should be paced according to pupils’ needs andabilities.Thenumberofnewskillsforpupilstofocusoncanbelimitedatanyonepointintimesothatpupilscanhaveenoughtime to master each skill. A range of concrete materials inauthenticcontextscanbeusedtohelpsituate learningforthepupilssothatitiswithintheirexperience.Theirlearningcanthenbereinforcedsothatlinksaremadebetweentheirlearningandtheirfutureemploymentandtrainingneeds.

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

For low progress learners, teachers will reinforce the LearningOutcomesbyrevisitingtheSSAB/ItemsandStructuresforthevarious Areas of Language Learning that pupils had learnedpreviouslyand,wherenecessary,providescaffoldingandage-appropriatelearningmaterials.

For all other pupils, including the more able pupils, teacherscan vary the pace and sequence of their instruction. Whereappropriate, teacherscanselect asmanyof theSSAB/ Itemsand Structures for the various Learning Outcomes, includingthose for exposure (which are indicated in italics in the AreasofLanguageLearningCharts)aswellasthosewhicharetobeintroducedatotheryearlevels.Theexposureitemsprovidethemoreablepupilswiththeexperienceoflearningawiderrangeofmoresophisticatedskillsandlearnerstrategies.ThesepracticesallowthesepupilstodeepentheirknowledgeanduseofEnglishat their year levels or higher. A range of opportunities can beprovided throughExtensiveListening,ReadingandViewingofavarietyoftexts,includingamixtureoftypesandforms.Moreextensive speaking, writing and representation of texts willbroaden the pupils’ repertoire of skills and the use of diverseprintandnon-printmaterialswillenrichtheirlanguageuseattheappropriateyearlevels.

For all pupils, teachers will revisit the teaching of foundationalskills,wherenecessary,andvarypupils’learningexperiencesandthedifficultyofthematerialsbyincludingawiderangeofprint-rich and visual texts such as literary selections, informational/functionaltextsandworksfromdifferentgenres,withauthenticand interest-appropriatecontent.Debates, speechanddramaandproblem-solvingactivitiescanmotivatepupilstodemonstratetheiruseoflanguage,createnewmeaningandmakeconnectionstopriorexperienceandacrossskillsandcontentareas.

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LISTEnInG AnD vIEwInGDevelopandstrengthenappropriatelisteningandviewingattitudesandbehaviour,

andapplyskillsandstrategies,reinforcedbyexposuretowidelisteningtoandviewingofspoken,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 Theacquisitionanddevelopmentoflisteningandviewingskills,alongwithspeakingandrepresenting,areespeciallynecessaryforpupils’effectiveparticipationinsociety,andforlifelongemployabilityandfurthertraining.1Theteachingoflisteningandviewingskillsmustthereforereceivenolessemphasisthantheteachingofreading,writing,speaking,representing,grammarandvocabulary.

Todevelopinpupilstheskills,learnerstrategies,attitudesandbehaviourforeffectivelisteningandviewing,teacherswill:

• modellisteningandviewingattitudesandbehaviourtoencouragepupilstoadoptapositivedispositionwheninteractingwithothers.

• help pupils develop active listening and viewing skills in order to process theinformationbeforesayingitorinferringinformationfromit.

• guidepupilsinusingappropriateskillsandlearnerstrategiestoevaluatespoken,audioandvisualinput.

• usestrategiestopromptpupils’recallofwhattheylistentoandview(e.g.,visualcues,wordassociations,logicalorder).

• strengthenphonologicalawarenessofthesoundsofEnglishaspupilsneedtobeawareoftheindividualsoundsandsequencesofsoundsinthestreamofspeechtheyhear.

• drawpupils’attentiontoauditorystimulisuchasenvironmentalsoundsandspeechsounds(asinwords,phrases,andsentences)topickouttheirrhythmicpatternsandsequence,forexample,throughrepetition.

• drawpupils’attentiontovisualcuesandhelpthemconstructmeaningusingthecues.

• chunkandrepeatdirectionsfortasks.

• makedeliberatelinksbetweenauditorylanguageandtheobjects/items/conceptstheyreferto.

• provideopportunitiesforpupilstolistentoandviewavarietyofliteraryselections,informational/functional,andaudioandvisualtexts.

Listening And viewing What to Teach, When and Why

LO�

Listentoandviewavarietyofliteraryselectionsandinformational/

functionaltexts

LO3

Useappropriateskillsandstrategiestoevaluatespoken,

audioandvisualtexts

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


In developing the skills of listening and viewing, the English Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical])buildson thestrengthsof theEL Syllabus 2001 EM3 and Normal (Technical) while defining the specificprocessestobetaught.

TheEL Syllabus 2001 EM3 and Normal (Technical)advocated:

• Thatthedevelopmentoflisteningskillsisasimportantasthedevelopmentofreadingandwritingskills

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

• Developing in pupils listening comprehension strategies forlisteningaccuratelyandcriticallyattheliteral,interpretiveandevaluativelevels

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






EL Syllabus2001






EL Syllabus2010

moving Forward

This syllabus continues to place importance on listening andviewingskills,attitudesandbehaviour,andorganisesthemintothefollowingthreefocusareaswhichareshownintheListeningandViewingChart:

A POSITIvE DISPOSITIOn TOwArDS ACTIvE LISTEnInG AnD vIEwInG• ListeningandViewingAttitudesandBehaviour

LISTEnInG AnD vIEwInG SKILLS AnD STrATEGIES• Perception and Recognition of Sounds and Words in

Context

• ListeningandViewingforUnderstanding

• CriticalListeningandViewing

ExTEnSIvE LISTEnInG AnD vIEwInG• ListeningandViewingWidely

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’s disposition providesfeedbacktothespeaker.PupilswhotakeFELandwhoareintheN(T)coursewilllearntodisplayappropriatelisteningandviewingattitudes and behaviour that are necessary for interaction andlearning.Hence,teacherswillneedtodeveloppupils’awarenessofverbalandnon-verbalcues,andlisteningandviewingattitudesand behaviour according to social conventions and etiquette.Teachers will gauge their learning through pupils’ response toauditorymessagesandvisualimages.Upper Primary – SecondaryTeachers will help pupils develop and show appropriate andconstructive listeningandviewingbehaviourthatcommunicatean attentive disposition, e.g., maintaining appropriate postureandlookingatthespeakerwhilelistening.Theywillhelpdeveloppupils’abilityto listenandfocusforasustainedperiodoftimeand to withhold judgement or comments until an appropriatetime. They will also guide pupils in developing empathy andrespect forwhat is being said, andhelp them learn how theycan appropriately indicate response and provide constructivefeedbackwhilelistening.

Teacherswillhelppupilsunderstandthatpositiveattitudesandbehaviourarenecessaryformeaningfulandengaginginteractionin any social setting. They will show pupils how attitudes andbehaviourcanaffectinteraction.

LISTEnInG AnD vIEwInG SKILLS AnD STrATEGIES

Teacherswillteachpupilslisteningandviewingskillsandstrategiestoenablethemtoaurallyandvisuallyprocessinformationandtoinfermeaningfromavarietyofsources.

Teachers will help pupils develop and strengthen theirphonological awareness of the sounds of oral language andprocess what they hear because it impacts the acquisition ofreadingskills.2Inaddition,teachersneedtoteachpupilshowtoapplytheirknowledgeofletter-soundrelationshipstoidentifyanddecodewordsandphrasesinspokenandaudiotexts.ThroughphonicsinstructionattheLowertoMiddlePrimarylevels,pupilswill havebeen taught the soundsofEnglish (i.e., consonants,vowels,consonantclusters,vowelcombinationsandconsonantdigraphs)andindividualwordsandphrases.Pupilswillalsobeable tounderstandhowvariations in theuseofvoicequalities(i.e.,pace,volume,toneandstress)areusedtoconveymeaninginmessages.Ifpupilshavenotacquiredphonologicalawareness,teacherswillneedtorevisittheseskills.

Upper Primary – SecondaryTeacherswill reviewand revisit listeningandviewingskillsandlearner strategies so that pupils can identify key words andphrases in spoken, audio and visual texts and the auditoryfeaturesofspokenlanguage.

Teacherswillguidepupilstolistentoandrecognisethesoundsthattheyhearaswordsandphrases.Subsequently,pupilswillbe taught how to process the information by combining themeaning of words to form phrases that help create a mentalrepresentationoftheintendedmessage.3

Develop and strengthen appropriate listening and viewing attitudes and behaviour, and apply skills and strategies, reinforced 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












Listening and Viewing for

Understanding

CriticalListening and

Viewing

It is important that listeners be equipped with the necessaryskillsandlearnerstrategiestomakemeaningofspoken,audioand visual texts. These listening comprehension skills can bedeveloped in conjunction with the ability to view information.Visualtextsandvisualcuessuchasgraphicorganisersandstorymapsprovidepupilswithameanstoprocess,reflecton,focusandintegratewhattheyhear.

Upper Primary – SecondaryTeachers will guide pupils in developing the following listeningcomprehensionskills4overtheyearlevels:

• Listenandviewforthegist,i.e.,themainideainatext

• Listenandviewfordetails,includingvisualcues,thatsupportthekeyideas

• Drawsimpleinferencestocompletegapsintheirunderstanding

• Listenselectivelytoachievethepurposeofthelisteningandviewingtasks

• Make predictions by anticipating the input and outcomesbeforeandduringlisteningandviewingtasks

For themoreablepupils, teacherscan introduce the followinglisteningandviewingskillsforexposure:

• Constructmeaningfromspoken,audioandvisualtexts

• Interpret auditory and visual cues that enhance thecomprehensionoftext

• Identifyelementsthatestablishplot,settingandcharacterinaudioandvisualtexts

These skills and learner strategies will be developed throughvarious types of purposeful and enjoyable listening and/ orviewing tasks5 that provide for a holistic and comprehensiveexperienceoflisteningandviewingincontext.

Whenpupilslistentoand/orviewtalkthatinvolvessomeformofpersuasion(e.g.,anargumentorexplanation),theywillneedto listenand/orviewcritically to identifypointsofviewandtodeterminethecredibilityofthespeaker.Theywillhavetodiscernthe acceptability of the message as this will determine theirresponseandsubsequentcourseofaction.

Criticallisteningand/orviewingbuildonlisteningand/orviewingforunderstanding.Itrequiresthelistener/viewertocomprehendandthenevaluatethemessage6thatisbeingconveyed.Teacherswill encouragepupils to engagewith listeningand/or viewingtexts or situations by relating them to personal experiencesand other real life contexts. By responding to and drawingconclusions about what they are viewing and/ or listening to,theyareaddingpersonalmeaningandperspectivestowhat isheardand/orviewed,anddeepeningtheirunderstandingofthetextintheprocess.

Teacherswill introduce critical listening and viewing skills afterteachingthefoundationalskillsandstrategiestolistenandviewforunderstanding.

Upper Primary – SecondaryTeacherswillteachpupilsto:

• drawsimpleconclusionsbyrelatingtheirobservationstopriorknowledgeandbyidentifyingpatternsandtrends.

• distinguishbetweenfactandopinion.

Lower SecondaryInadditiontotheabove,teacherswillteachpupilsto:

• identify problem-solution relationship in texts so as tounderstandthestructureoftheargumentorexplanation.

• createimagesofeventsandcharactersthroughimagination.

22 LISTENINGANDVIEWING CHAPTERTWO

R E S T R I C T E D







Listeningand Viewing

Widely

Upper SecondaryAt these levels, teachers will build on the skills and learnerstrategiespupilshaveacquiredbyguidingthemto:

• identifypointsofview.

• assessthecredibilityofthespeaker.

• identify and analyse techniques used in different media toachieveavarietyofpurposes.

ExTEnSIvE LISTEnInG AnD vIEwInG

Pupils need to be exposed to awide rangeof spoken, audioandvisualtexts(e.g.,songs,mediaprogrammes,onlinetexts)todeveloptheabilitytounderstandhowinternationallyacceptableEnglish (Standard English) is used in different contexts, todistinguishbetween formaland informalspeech,aswell as todiscernhowspokenlanguageandvisualscanbecombinedtoconvey meaning. Sustained and wide exposure to multimodaltexts of various types and forms will help pupils strengthenlisteningandviewingskills thatcomplement reading,speakingandrepresentingskills,andhelpbuildastrongfoundationinorallanguage.Listening and viewing widely also allows for quality interactionandcollaborativelearningacrossvarioussubjectsintheschoolcurriculum,inandoutsideoftheclassroom.7Teachersplayakeyrole inscaffolding learningthroughcollaborative talk thathelpspupils develop ways of thinking and constructing meaning astheylistento,viewandrespondtovarioustypesofspoken,audioandvisualtextsthatareencounteredacrossthecurriculum.

Teacherswilluseage-appropriatelisteningandviewingmaterialsto match pupils’ listening and viewing abilities and interests.Thesematerialswillhaveengagingandappropriatecontentrichinvalues,andwillbeofavarietyoftexttypesfromprintandnon-printsources.

Teacherswill providepupilswithopportunities to listen toandviewavarietyofliteraryselectionsandinformational/functionaltexts.Teacherswillguidepupilstolistento,viewandappreciateconversations,narrativesandsimpleprocedures.ThiswillenableFELandN(T)pupilstodevelopabasicproficiencyinfunctionalEnglish,beforeexposingthemtoothertypesofspoken,audioandvisualtexts.


1 Wilkinson,1965 and Britton, 1993, as cited in Goh, 2005, p. 92, underscored the importance oforacy,definedas“anindividual’sgeneralabilityinusingtheoralskillsofspeakingandlistening”,tochildren’scognitiveandsocialdevelopment,tothinkingandlearning,andtothewholenotionofbeingeducated.

2 Miller,Sanchez&Hynd,2003,p.243.

3 According to the 3-phase language comprehension model of Perception, Parsing and Utilisation (Anderson,1995)ascitedinGoh,2002.

4 Goh,C.,2002,pp.2–3.

5 Thefivetypesofpurposefullisteningrefertodiscriminative, comprehensive, therapeutic, critical, and appreciative listening(Wolvin&Coakley,1996,pp.151–154).

6 Wolvin&Coakley,1996,p.316.

7 Goh,2005,p.97-99regards“oracyforlearning”astakinglistening,alongwithspeaking,asamediumoflearning.


R E S T R I C T E D


LISTENING AND VIEWING FEL N(T)FOCUS ArEAS LEArnInG OUTCOmES SKILLS, STrATEGIES, ATTITUDES AnD BEHAvIOUr P 5 P� SEC 1 SEC 2 SEC 3 SEC � rEmArKS

A POSITIvE DISPOSITIOn TOwArDS ACTIvE LISTEnInG AnD vIEwInG Developandstrengthenappropriatelisteningandviewingattitudesandbehaviour,and…

LO1:

Demonstratepositivelisteningandviewingattitudesandbehaviourbyshowingattentivenessandunderstanding

*SeeComponent,Interaction Skills,intheSpeaking and Representing Chart.


…applyskillsandstrategies,…

LO2:

Useappropriateskillsandstrategiestoprocessmeaningfromtexts

@SeeComponentBeginning Reading – Decoding through PhonicsintheReading and Viewing ChartinEL Syllabus 2010 Primary & Secondary (Express/ Normal [Academic]).

#Skillsdemonstratedateachlevelwillbecomeincreasinglysophisticatedasmorecomplextextsareintroduced.

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

ShadingindicateswhereanSSABwillbeformallyintroducedandtaught.Subsequently,theSSABmustberevisited,reinforcedandtaughtatincreasinglevelsofdifficulty,untilpupilshavemasteryofit.

ThischartwillbeusedbyteacherstoplanthescopeandcombinationofSSABtobetaughtateachyearlevel,takingintoaccounttheneedsandabilitiesofthepupils.Thechartwillalsohelpteacherstodecideontheareasforassessmentinschool.

Inplanningtheinstructionalprogrammesandlessons,teacherswillbeguidedbythesixPrinciplesofLanguageTeachingandLearning(CLLIPS)andtheTeachingProcesses(ACoLADE).

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) ° withholdjudgementorcommentsuntilappropriate• Listen and view with empathy and respect (e.g., giving due attention to speaker

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

“Mmm”,“Yes”,“Isee”) ° seekclarificationandelaborationPErCEPTIOn AnD rECOGnITIOn OF SOUnDS AnD wOrDS In COnTExT@

• Differentiate common sounds in syllables and words• Differentiate sounds from letter blends, segmentation, substitution and deletion• 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 main characters and sequence of events• recall specific details/ information• Select relevant information• Identify the gist/ main idea in a text• make simple predictions by using:

° priorknowledge(e.g.,knowledgeofthetopicorfamiliarconcepts)

° phonologicalcues(e.g.,pace,volume,tone,stress,rhythm)

° contextualclues(e.g.,topic,participants,setting,visuals)• Ask questions about a text• Follow instructions/ convey messages• Organise information (e.g., list, sequence, classify)• Identify supporting details• make simple inferences by using:

° priorknowledge(e.g.,knowledgeofthetopicorfamiliarconcepts)

° phonologicalcues(e.g.,pace,volume,tone,stress,rhythm)

° contextualclues(e.g.,topic,participants,setting,visuals)• Construct meaning from visual texts• Interpret the auditory and visual cues that enhance the comprehension of texts (e.g.,

actions, gestures, shapes, sizes)• Identify elements that establish plot, setting and character in audio and visual texts

2� LISTENINGANDVIEWING CHAPTERTWO

R E S T R I C T E D


LISTENING AND VIEWING FEL N(T)FOCUS ArEAS LEArnInG OUTCOmES SKILLS, STrATEGIES, ATTITUDES AnD BEHAvIOUr P 5 P� SEC 1 SEC 2 SEC 3 SEC � rEmArKS


…applyskillsandstrategies,…

(continued)

ExTEnSIvE LISTEnInG AnD vIEwInG

…reinforcedbyexposuretowidelisteningtoandviewingofspoken,audioandvisualtexts.

LO4:

Listentoandviewavarietyofliteraryselectionsandinformational/functionaltexts

SeeComponentLanguage Features of Types of TextsinGrammar Chartforthegrammaticalitemsspecifictothevariousyearlevelsandthetypesoftextstobecreated.

# Teacherswillenablepupilstounderstandthatreal-worldtextsoftenhavemorethanonefunctionandcompriseamixture of types and forms.





LO3:

Useappropriateskillsandstrategiestoevaluatespoken,audioandvisualtexts

LISTEnInG AnD vIEwInG wIDELyThe aim of listening and viewing widely is to develop in pupils a positive attitude towards listening to and viewing of a variety of texts for enjoyment and understanding.• Listen to, view and respond to (e.g., express feelings, opinions, observations) a

variety of spoken, audio and visual texts: ° Conversations(e.g.,telephonecalls,pair/groupdiscussions) ° Poetry(e.g.,rhymes,haikus) ° Personalrecounts(e.g.,diaryentries,biographies) ° Narratives(e.g.,fables,stories) ° Procedures(e.g.,recipes,directions,instructionmanuals) ° Explanations(e.g.,howsomethingworks) ° Informationreports(e.g.,projectreports,factsheets) ° Factualrecounts(e.g.,eye-witnessaccounts,newsbulletins) ° Expositions(e.g.,simplearguments,reviewsofamovie/book) ° Amixtureoftypesandforms#(e.g.,apersonalrecountinanexposition)

CrITICAL LISTEnInG AnD vIEwInGThe ability to listen and view critically is dependent upon the pupil’s ability to first listen and view for understanding.• Draw simple conclusions by relating observations with prior knowledge• Identify point of view• Identify the problem-solution relationship in a text• Create images of events and characters through imagination• Distinguish between fact and opinion• 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• Identify and analyse techniques used (e.g., music/ sound effects, animation, use

of language) in audio and visual texts to achieve a variety of purposes


R E S T R I C T E D


Overview Diagram

Pupils who take FEL and who are in the N(T) course tend to experience readingdifficulties. Many may not have acquired the basic reading skills, for example, theabilitytodecode.Theymayhaveatendencytoreversewords(e.g.‘stop’for‘pots’,or‘was’for‘saw’)andinvertletters(e.g.‘u’for‘n’,or‘d’for‘q’).Theymayhavetroubleretrievingthevisualimageofaletterorwordfromtheirmemorywhentheyhearitorremembertheorderinwhichvisualstimuliarepresented.Sometimes,theymayhavedifficultyidentifyingsimilaritiesanddifferencesinthevisualstimuli.Theymayalsofinditchallengingtobreakaworddownintopartsandcombinethepartsintoawhole.

Other pupils may experience difficulty discriminating between similar sounds andwords,soundingoutanunfamiliarwordorevenunderstandingletter-soundpatterncorrespondence.Theymayhavedifficultybreakingwords intosyllablesand lettersandblendingsoundstoformwords.Theymayhaveproblemsinretrievingthesoundof a letter or remembering the order in which a sequence of auditory stimuli wasreceived.1

Pupils may also experience difficulty with reading comprehension, for example, inidentifyingthemaintopicofasimpleparagraphorstory,inrememberingwhatisreadand in locating the appropriate information. They could be reading word by wordindiscreteunits rather thanmeaningfulgroupsofwords, thus indicatingtheirshortperceptionspan.2Hence,tocorrectthesereadingdifficulties,teacherswill:

• recognisethatpupils learntoreadand/orviewinmanydifferentwaysandtheyprogressatdifferentrates.

• helppupilscorrecttheirreadingbyteachingwordidentificationskills.

• teachspecificskillsandlearnerstrategiestohelppupilsattainfunctionalreadingandfluencyandtoencouragethemtothinkaboutwhattheyreadwhentheyreadwidely.

• instructpupilstoapplybothbottom-upandtop-downreadingstrategies(e.g.,forlearnerswhohavedifficultiesdifferentiating,interpretingorrememberingthewordsthatareseen,theteachingofwordattackskillswouldbesuitable.Forlearnerswholackauditorydiscrimination,awhole-wordapproachwouldbemorehelpful).3

• helppupilstoactivelyconstructmeaningfromwhattheyreadandview,beginningwithwhattheyalreadyknowandcancontrolintheiruseoflanguage.

• motivateandengagereluctantandweakerreadersbyusingawiderangeofliteraryandfunctional/ informationaltextsfromprintandnon-printsourceswhichmodelgoodwritinganduseoflanguage.

rEADInG AnD vIEwInG Developandstrengthenfoundationinreadingandviewingskills,strategies,attitudesand

behaviour,andtexttype-specificcomprehensionskillsandstrategies,reinforcedwithexposuretowidereadingandviewing

FOCUS ArEA

Extensive reading and

viewing

LO�

Readandviewwidelyforpleasure,

personaldevelopmentandtodemonstrateindependentreadingandlearninginthe

literary/contentareas

LO3

Applycloseandcriticalreadingtoandviewingofavarietyofliteraryselectionsandinformational/functionaltexts,fromprintand

non-printsources,forlearninginthe

literary/contentareasandtounderstand

howlexicalandgrammaticalitemsare

usedincontext


ReadingandViewingWidely

FOCUS ArEA

reading Comprehension and viewing Skills, Strategies, Attitudes

and Behaviour

FOCUS ArEA

reading and viewing of

Different Types of rich Texts

ReadingandViewing

SimpleLiteraryTexts

Readingand

ViewingInformational/

FunctionalTexts

reading and viewing What to Teach, When and Why

LO2

Processandcomprehendreading-

age-/year-level-appropriatetextsatliteral,inferentialand

evaluativelevels

LO1

Usewordidentificationskillsto

recognisewords

CloseReadingand

Viewing

CriticalReading

andViewing

CorrectiveReading

2� READINGANDVIEWING CHAPTERTWO

R E S T R I C T E D












EL Syllabus2001

EL Syllabus2010


moving Forward

This syllabus continues to place importance on reading andviewingskills,strategies,attitudesandbehaviour,andorganisesthemintothefollowingthreefocusareaswhichareshownintheReadingandViewingChart:

rEADInG COmPrEHEnSIOn AnD vIEwInG SKILLS, STrATEGIES, ATTITUDES AnD BEHAvIOUr• CorrectiveReading• CloseReadingandViewing• CriticalReadingandViewing

rEADInG AnD vIEwInG OF DIFFErEnT TyPES OF rICH TExTS• ReadingandViewingSimpleLiteraryTexts• ReadingandViewingInformational/FunctionalTexts

ExTEnSIvE rEADInG AnD vIEwInG• ReadingandViewingWidely

In developing the skills of reading and viewing, the English Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical])buildson thestrengthsof theEL Syllabus 2001 EM3 and Normal (Technical) while defining the specificprocessestobetaught.


• Abalancebetweendecodingandmeaning-basedinstruction,wordrecognitionandpassagecomprehension,andphonicsandwholelanguage

• Providingopportunitiesforpupilstoread,viewandinterpretavarietyoftypesoftextsfromprint,non-printandelectronicsources

• Theuseofmaterialsother than the textbook toencouragereading,languageacquisitionandself-accesslearning

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

Develop and strengthen foundation in reading and viewing skills, strategies, attitudes and behaviour, and text type-specific comprehension skills and strategies, reinforced with exposure to wide reading and viewing.

CHAPTERTWO READINGANDVIEWING2�

R E S T R I C T E D







Corrective Reading4

rEADInG COmPrEHEnSIOn AnD vIEwInG SKILLS, STrATEGIES, ATTITUDES AnD BEHAvIOUr

Upper PrimaryExplicit and systematic instruction in phonics will continuefor pupils who are still not able to decode accurately or readmaterialsattheiryearlevels.Theywillbetaughttomatchletter-soundrelationshipsforsingleconsonants,consonantblendsandconsonantdigraphs followedby instructiononvowels throughwordfamilies(otherwiseknownasrimesorphonograms).Phonics instruction requiring pupils to identify sounds forthemselveswillhelpthemdevelopproficiencyintheuseofwordidentificationskills,whichisanothermeansofmakingmeaningfromprintedsymbols.

Phonics 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 the knowledge that letters represent certainsounds. When pupils learn to connect sounds with letters orgroupsofletters(e.g.,thatthesound/k/canberepresentedby<c>,<k>,or<ck>spellings), theywillbeable toapproximatethepronunciationofunknownwords.Phonicsinstructionshouldalso include the teachingof skillsof segmentingandblendingof sounds within words and the making of analogies acrosswords.

AtPrimary5and6, teacherswill revisitandreviewthephonicelements introducedatLowerPrimary,within thecontextof abalanced,comprehensivereadingprogramme.5Phonicsisoneofmanytoolstohelppupilswithdifficultyinreading,todecodeandcomprehendwholetexts.By linkingphonics instructiontopupils’effortatstrengtheningtheirreadingandwriting,thepupilsaremorelikelytoseeitsrelevanceandbepersonallyinvolvedinconstructingmeaningfromprint.

Phonics instruction will be incorporated during follow-upactivities after Reading Aloud with the teacher and readinglessonsbasedontheDirectedReading-ThinkingActivity(DRTA)andtheKnow–WanttoLearn–Learned(KWL)strategy.Letter-sound relationshipwill alsobe taughtafter a re-readingof thetextcreatedduringclasswritingtofocusonandrevisespecificphonic elements. Where appropriate, teachers will revisit andreinforceotherphonicelementstaughtattheLowerPrimary.Fordetailsofthephonicelements,seetheComponent‘BeginningReading’ in the Reading and Viewing Chart in EL Syllabus 2010, Primary and Secondary (Express/ Normal [Academic]).Thebeginninglettersoundsarehelpfulforpupilswhostillneedinstruction in learningtoread6butteachersshouldfocusmoreon initial/ final consonants and short initial vowelswhichposedifficulty forpupilsbecauseof their typographical featuresandminimaldifferences.Thefollowinggroupingsofconsonantsandvowels tendtoproduceconfusion forpupils.7Pupilswillfind iteasiertodistinguishletterswiththemaximumofcontrastfirst.

• e,a,s,c,o

• f,l,t,k,i,htogetherwithy

• b,d,ptogetherwitho,g,h

• n,u,mtogetherwithh,r

• j,g,v,x,z,yandk


R E S T R I C T E D


Evenmoreimportantforthesepupilsisthefocusonbiggerchunksof words and using word families/ phonograms to decode asmanyofthewordsaspossible.Rimeshavehighlyreliableletter-soundpatterns.Oncepupilshavelearnedaparticularrime,theycanapplythesoundstheselettersmaketoreadandevenspellnewwords.Forexample,pupilswhoknowconsonantsoundsandthesoundthattherime<an>makescanreadandwriteanumberofwords:tan, man, fan, can, ban, ran, van,andpan.

Teachers will teach word families/ phonograms in words thatappear in pupils’ reading materials and readers. The 37 mostwidelyusedwordfamilies/phonogramsarerecommendedandincorporatedintotheReadingandViewingCharttohelppupilsexpand their knowledge of phonics in a shorter time.8 Thesewordfamilies/phonogramsareclassifiedinthefollowingwayforeaseofreference:

• Short-awordfamilies/phonograms:-ack,-an,-ank,-ap,-ash,-at

• Short-ewordfamilies/phonograms:-ell,-est

• Short-iwordfamilies/phonograms:-ick,-ill,-it,-in,-ing,-ink,-ip

• Short-owordfamilies/phonograms:-ock,-op,-ot

• Short-uwordfamilies/phonograms:-ug,-uck,-ump,-unk

• Long-awordfamilies/phonograms:-ail,-ake,-ale,-ame,-ay,-ain,-ate

• Long-ewordfamilies/phonograms:-eat

• Long-iwordfamilies/phonograms:-ice,-ide,-ight,-ine

• Long-owordfamilies/phonograms:-ore,-oke

• Long–uwordfamilies/phonograms:-ur,-ure,-urn

• Othercommonphonograms,e.g.,-aw,-ir,-ur,-ow,-ough

Teacherswillteachpupilstosegmentwordsaccordingtotheirletter-sound patterns, to blend and write them out/ spell byapplyingtheirknowledgeofregularletter-soundpatterns.Oncethepupilscandothis,theyareontheirwaytomasteringsightwordrecognition.

Somewordsdonot followphonics rules (e.g.,were, whoandyou.) They are often called “sight words” because they arelearnedandrecognisedbyseeingthewordswhichrangefromnon-decodable, function words to high-frequency and multi-syllabic real words. Pupils will pay attention to sight words toachievereadingfluencyandautomaticity,whichistheabilitytorecognisewordseasilyandrapidly.

Instructionwill include formalwordstudy. Itwillallowpupils tocontinuetoreinforcetheirknowledgeofletter-soundrelationships,torecognisemorewordsatsight,tospellaccuratelyaswellastoexpandtheirvocabularybyincludingwordsusedincontextandfamiliarwordparts,suchasrootwords,prefixesandsuffixes(fordetails,seetheComponent‘BuildingandEnrichingVocabulary’intheVocabularyChart).

Teacherswillguidepupils toapply theirknowledgeofphonicsand sight words in reading and re-reading familiar texts andstoryselectionsfromwherethewordsaretaken(fordetailsonthetypesofrichtextstouse,seetheFocusArea‘ReadingandViewing of Different Types of Rich Texts’ in the Reading andViewingChart).Theywillalsobeencouragedtodictate,writeout,readandre-readsentencestousethewordstheyhavedecodedorrecognisedandlearnedincontext.Teacherswillshowpupilshowtoputmoreofsuchsentencestogether,andextendthemintoparagraphs.Fordetailsonparagraphdevelopment,seetheComponent‘DevelopmentandOrganisationofIdeasinWritingandRepresenting’intheWritingandRepresentingChart.

In the course of the year, teachers will direct pupils to spendmoretimeonreadingindependentlytoprovidefurtherpracticeandreinforcefamiliaritywiththephonicelements.


R E S T R I C T E D







CloseReading and

Viewing

Upper PrimaryClose Reading and Viewing provides the context for pupils tocomprehend as well as to see how language can be learnedfrom print and non-print materials. It includes general readingcomprehensionandviewingskillswhichwillhelppupilstoreadandviewforliteralandinferentialmeaning.Theseskillsalsoenablepupils to readand view (a) short literary and (b) informational/functionaltextsusingavarietyofmeaning-basedstrategies.

Upper Primary – SecondaryOnce pupils are able to decode easily, and read and viewindependently, theyareontheirwaytoreadingandviewingtolearn.Thisisanimportanttransitionasemphasisoncontentareareadingbegins forallpupilswhentheystart readingacademicsubjectssuchasScienceinMiddlePrimaryandothersubjectsfrom Lower Secondary (e.g., Design and Technology, SocialStudies).

Therecognitionofthevarioustypesoftextsandwholetextstudy,introduced from the Middle Primary years, will continue to bethefocusattheUpperPrimaryandSecondaryyears.Teacherswill help pupils learn to process information at different levelsof textdifficulty,9 in thecourseof their readingcomprehensionlessons,readingandviewingwidely,andreadingandviewinginthecontentareas.

To acquire these skills from the Upper Primary to Secondarylevels,teacherswillteachpupilsto:

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

• usepriorknowledge(e.g.,familiarwords,experience,topic).

• usecontextualclues(e.g.,visuals,topic,wordformation,textorganisation,cohesivedevices).

• askquestionsaboutthetexts.

• make predictions (e.g., based on prior knowledge and

contextualdetails).

• recallinformation(e.g.,mainideas,keydetails,examples).

• sequencedetails.

• make inferences (e.g., from prior knowledge, visual cues,contextualclues).

• adjustownreadingratetocheckformeaning(e.g.,throughreadingaloudorre-reading).

• skimforthegist/mainidea.

• scanfordetails.

• categorisegivendetails.

• identifycauseandeffect.

• distinguish between fact and opinion (e.g., based on giveninformationfromthetext).

• compareandcontrastideas.

• paraphrasegiveninformation.

• formulatequestionstoguideresearch.

• gatherinformationfromavarietyofprint,non-printandprimarysources.

• select and use relevant information for defined informationneeds.

Teacherswillhelppupilsgainafirmergraspofcomprehensionskillsinappropriatewayssuchasthroughreadingaloudandtheuseofclass-dictatedstories/sentences (wherepupilspractiserecalling details, articulation and writing as they read and re-readtheirowndictatedtextsproducedwiththeclass/teacher).Teachers will motivate reluctant readers to apply specificcomprehensionstrategiesbyusingfamiliarvisualmediasuchasfilmandtelevisiontodeveloptheirreadingcomprehensionandviewingskills.

30 READINGANDVIEWING CHAPTERTWO

R E S T R I C T E D

















Critical Reading and

ViewingReading and

Viewing Simple

Literary Texts

Readingand Viewing

Informational/Functional

Texts

Upper Primary – Lower SecondaryWhilepupilsarenotexpectedtoanalyse,evaluateandappreciatewriters’stylesandintentions,theywillbeencouragedtodeepentheirunderstandingandengagewithwhat they readandviewbyrelatingthetexts/selectionstopersonalexperiencesandreallife contexts. By responding and drawing simple conclusions,theyareaddingpersonalmeaningandperspectivestowhat isread10 andviewed,anddeepening their comprehension in theprocess.

Upper SecondaryPupilswilllearntoexaminemorecriticallytheissuesthattheyreadabout.Teacherswilldeepenpupils’understandingbyidentifyingthepointsofview,andproblemsandproposedsolutionsinthetexts.Pupilswillcriticallyassessandevaluatedifferentsourcesof information (e.g., web-based, audio and visual texts) andunderstandthatdifferentmodesofpresentationcanbeusedtoachieveavarietyofpurposes.Theywill learntobecomemoreeffectiveanddiscerningusersof information from readingandviewingtexts.Atthesametime,pupilswillrealisetheconnectionbetween the organisational structures of texts, the languagefeatures and the meanings of the texts conveyed when theyexamine the interplayofwords in thevisual text.Thiswill addcontextualmeaning to theComponent ‘BuildingandEnrichingVocabulary’intheVocabularyChart.

rEADInG AnD vIEwInG OF DIFFErEnT TyPES OF rICH TExTS

Pupilsbecomebetterreadersandviewersbyunderstandingthestructureandconventionsofsimplenarrativesandrecountstoseehowlanguageisusedimaginativelyandtoenjoystorieswhicharewell-writtenandtold.Suchtextsalsoprovidethecontextforpupilstoreviseandapplytheirknowledgeofphonicsandsightwords.Whererelevant, teacherscanusearangeofnarrativesand recounts found in thedifferentmedia (e.g., television, filmand the Internet) to create authentic contexts to strengthenpupils’comprehension.

Inreadingawiderangeofinformational/functionaltexts,pupilswilllearntoidentifyandunderstandtheorganisationalstructuresthatdefineawriter’slineofthoughtorargument.Thesearethetypesoftextspupilsaremostlikelytoencounter.Upper PrimaryPupilswillreadandview:

• Personalrecounts

• Short,simplenarratives

• Instructions/procedures

• Shortfunctionaltexts

• Explanations

SecondaryThefollowingwillbeadded:

• Selectionsofpoetry,factualrecountsandinformationreportsin place of instructions/ procedures and short functionaltexts

• SimpleexpositionsinUpperSecondaryinplaceofpersonalrecountsandshort,simplenarratives

CHAPTERTWO READINGANDVIEWING31

R E S T R I C T E D







Readingand Viewing

Widely

Pupilswillmovetowholetextswhicharerelativelymoredenseandchallenging.Teacherscanchoosemoreaccessible,shorterand high-interest literary selections/ texts and informational/functional selections/ texts with appropriate themes andvocabulary to teach the essential skills from the Reading andViewing Chart that will meet the specific needs, abilities andinterestsofthepupils.

For themore ablepupils, teacherswill challenge their readingwithlongerandyear-level-appropriateliteraryandinformational/functionalselectionsorshorttextswithmoreabstractconcerns.Thetextscanbeexaminedandreflecteduponmoreclosely.Theskillsand informationgatheredbypupilscanbe transferred tootherareasoflanguagelearningsuchasspeaking,writingandrepresenting.

ExTEnSIvE rEADInG AnD vIEwInG

One of the strongest predictors of reading comprehensionin general and of vocabulary development in particular is theamount of time pupils spend on reading.11 Although readingaloudtopupilsishelpfulindevelopingtheirlanguage,thecentralimportanceofpupilsreadingwidely,independentlyandatmorechallenginglevelscannotbeover-emphasised.

Upper PrimaryThis syllabus advocates extensive reading and viewing usingshorttextsorreadersselectedtomatchthepupils’readingage,abilitiesandinterests.Thesetextsorreadersshouldbeengagingwithappropriateandrichcontentthatispresentedattractivelyinavarietyoftexttypesandtextforms(e.g.,rhymes/fables)fromprintandnon-printsources.

Itisalsonecessarytoexpandpupils’appreciationofhowvisualsconvey meaning and provide additional information on thematerialsread. Increasingly fromthePrimarytotheSecondarylevels, pupils will learn to produce a variety of texts that areaccompanied by visuals to communicate the overall meaning.Sustainedandwideexposuretosuchmultimodaltextswillhelppupils strengthen the essential viewing skills that complementreadingskillsintheconstructionofmeaningfromvarioustexts.

SecondaryTeacherswillhelppupilsreadandviewavarietyofreading-age-appropriatepoems,personal recounts,narratives,procedures,explanations, information reports, factual recounts,expositionsandamixtureoftypesandformsoftexts.Teacherswillcontinueto immerse pupils in a print-rich environment from SecondaryOne.Manyofthereadingmaterialsgradedatalevelthatthepupilsarecapableofcomprehendingwillhavelittleappeal,interest,orvaluetothem.Itisimportantwhenteachersselectinstructionalandreadingmaterials,toconsidermaterialsthatarecontemporary,up-to-date, interesting, and simple enough toguarantee thatpupilsexperienceameasureofimmediatesuccesswithreading.Teacherswillalsoconsidertherateatwhichpupilsacquirenewskillsandconceptsandtheappropriatenessofthecontentofthetextfortheagegroup.Pupilscanbeginreadingmaterialswithacontrolledvocabularybuttheyshouldbecomplementedwithreaders covering interesting content at appropriate languagelevels.Teacherswillincreasethedifficultylevelverygraduallyinordertopromotepupils’chancesofsuccesswiththeirreading.Aspupilsbecomemoreindependent,teacherswillencouragethemtoselectbooksandtextswhichhavechallenginguseoflanguageandsuitablethemes.

32 READINGANDVIEWING CHAPTERTWO

R E S T R I C T E D



1 Faas,1981,pp.404-410;Gersten,1998,pp.7–16.

2 Brueckner&Lewis,1947andSwan,Harris&Graham,2003 listed thebehavioural symptomsofreadingdisability.

3 Johnson&Myklebust,1967.

4 Theterm‘correctivereading’ isusedhere inthebroadestsenseofhelpingpupilscompensateforthegapsintheirliteracydevelopmentinordertorebuildandstrengthentheirfoundationinlanguagewhich they may not have acquired fully in Lower and Middle Primary. The emphasis on phonicsinstructionisalsotocorrectthedifficultiesexperiencedbypupilswhoareunabletoreadfluentlyatUpperPrimary.

5 InthefirsteditionofLearningtoRead:TheGreatDebate,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.

6 Shanker&Ekwall,2003,p.60.

7 Dunn-Rankin,1968,ascitedinClay,1976,p.145,foundfourgroupsofletters,whichifreversedorinverted,couldbecomedifferentlettersandhenceproduceconfusionforthereader.Clayaddedj,g,v,x,z,yandktoDunn-Rankin’sfourgroups.

8 The37mostwidelyusedwordfamiliesorphonogramswereidentifiedbyWylieandDurrell,1970ascitedinShanker&Ekwall,2003,p.361.Accordingtotheauthors,the37phonogramswerebasedonWylieandDurrell’sresearchwhichidentifiedthemostusefulandcommonphonogramsfoundinwordsusedattheprimarylevels.

9 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,andsignofemotional tensionanddiscomfortbecomeevident” (statementof theCommitteeon thePreventionofReadingDifficultiesofYoungChildren,citedinHarris&Sipay,1975,p.213).

10 Polloway,Patton&Serna,2001,p.272.

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


R E S T R I C T E D


READING AND VIEWING FEL N(T)FOCUS ArEAS LEArnInG OUTCOmES SKILLS, STrATEGIES, ATTITUDES AnD BEHAvIOUr P 5 P� SEC 1 SEC 2 SEC 3 SEC � rEmArKS


Developandstrengthenfoundationinreadingandviewingskills,strategies,attitudesandbehaviour…

LO1:

Usewordidentificationskillstorecognisewords

ThephonicelementslistedarecommontotheComponent,‘Beginning Reading’intheReading and Viewing ChartinEL Syllabus 2010 Primary & Secondary (Express/ Normal [Academic]).





COrrECTIvE rEADInGIn order to help pupils taking FEL and N(T) EL pick up the pace to proceed with the rest of their learning, it is important to help them correct their reading, and develop and strengthen their foundation in literacy development on which further learning, understanding and the application of other language skills is built. • Identify and differentiate common sounds in words• match letter names to corresponding single consonants and vowels which are

often difficult for pupils: ° e,as,c,o ° f,l,t,k,i,htogetherwithy ° b,d,p,togetherwitho,g,h ° n,u,m,togetherwithh,r ° j,g,v,x,z,yandk• match letter patterns to vowels/ vowel combinations in common word families/

phonograms: ° short-awordfamilies/phonograms:-ack,-an,-ank,-ap,-ash,-at ° short-ewordfamilies/phonograms:-ell,-est ° short-iwordfamilies/phonograms:-ick,-ill,-it,-in,-ing,-ink,-ip ° short-owordfamilies/phonograms:-ock,-op,-ot ° short-uwordfamilies/phonograms:-ug,-uck,-ump,-unk ° long-awordfamilies/phonograms:-ail,-ake,-ale,-ame,-ay,-ain,-ate ° long-ewordfamilies/phonograms:-eat ° long-iwordfamilies/phonograms:-ice,-ide,-ight,-ine ° long-owordfamilies/phonograms:-ore,-oke ° long-uwordfamilies/phonograms:-ur,-ure,-urn ° othercommonphonograms,forexample:-aw,-ir,-ur,-ow,-ough• match letter names/ letter patterns to corresponding letter sounds in single

consonants, consonant blends, consonant digraphs and vowel combinations: ° finalyasavowel ° consonantdigraphsininitialposition,e.g.,th,sh,ch,wh ° voweldigraphse.g.,oo,ee,ea,oa,aw,ai,ay ° initialconsonantblendse.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 ° finalconsonantblendse.g.,nd,nk,nt,mp ° initialconsonantblendse.g.,thr,str,scr ° doubleconsonantse.g.,tt,pp,rr,gg,nn,ss,ll,ck ° wordendingse.g.,ple,ble,dle,tle,ng,tch ° r-controlledvowele.g.,ar,ir,ur,or ° diphthongse.g.,ou,ow,oi,oy ° inflectionalsuffixe.g.,s,es,ing,ed ° syllables(commonrulese.g.,Vowel-Consonant/Consonant-Vowel/Vowel-

Consonant-Vowel)


R E S T R I C T E D





(continued)

LO1:

Usewordidentificationskillstorecognisewords

(continued)

LO2:

Processandcomprehendreading-age-/year-level-appropriatetextsatliteral,inferentialandevaluativelevels

° silentletters:– 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,soften,bustle,fasten)– l(e.g.,walk,chalk,half,talk,calf,calm)– g(e.g.,gnaw,gnarl,gnat,gnash,gnome)

• recognise and read words accurately and fluently (from high frequency words to common, regular, monosyllabic and multi-syllabic real words)

• Use word parts (e.g., root words, prefixes, suffixes, compound words) in word study• read aloud with accuracy and fluency (from multiple discrete sentences to short

connected texts)• Apply information-locating skills to access and select information from print and

non-print texts, e.g., ° usetableofcontents ° useinfo-maps,keywords,searchengines,specifiedhyperlinks





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

graphs, tables)• Use prior knowledge (e.g., familiar words, experience, topic)• Use contextual clues (e.g., visuals, topic, word formation, text organisation,

cohesive devices)• Ask questions about the texts read or viewed• make predictions (based on, e.g., prior knowledge and contextual clues)• recall information (e.g., main ideas, key details, examples)• Sequence details • make inferences (based on, e.g., prior knowledge, visual cues, contextual clues) • Adjust reading rate to check for meaning (e.g., through reading aloud or re-reading)• Skim for the gist/ main idea • Scan for details • Categorise given details• Identify cause and effect • Distinguish between fact and opinion (e.g., based on given information from the text)• Compare and contrast ideas• Formulate questions to guide research• Gather information from a variety of print, non-print and primary sources• Select and use relevant information for defined information needs • Paraphrase given information


R E S T R I C T E D





(continued)

LO2:

Processandcomprehendreading-age-/year-level-appropriatetextsatliteral,inferentialandevaluativelevels

(continued)

LO3:

Applycloseandcriticalreadingtoandviewingofavarietyofliteraryselectionsandinformational/functionaltexts,fromprintandnon-printsources,forlearningintheliterary/contentareasandtounderstandhowlexicalandgrammaticalitemsareusedincontext


…andtexttype-specificcomprehen-sionskillsandstrategies,….

CrITICAL rEADInG AnD vIEwInG• make connections between a text and personal experiences, real life• respond to the text read (e.g., with reasons, simple judgement, simple arguments)• Identify the purpose and audience for a given text• Draw simple conclusions (e.g., from examples, evidence and reasons from the text)• Identify points of view in the text• Use a variety of criteria to evaluate information sources (e.g., information from

websites, visual texts)• Identify problem-solution in a text (e.g., by linking an issue to its problem source)• Evaluate given information (e.g., for order of importance, relevance, bias,

stereotypes from print and non-print texts)• Demonstrate understanding of how language choice is used to enhance written

and visual texts (e.g., use of emotive words in commercials or advertisements)• Identify and analyse techniques used in written and visual texts (e.g., music/ sound

effects, visuals, use of language) to achieve a variety of purposes

rEADInG AnD vIEwInG SImPLE LITErAry TExTSTypes of Texts• Personal recounts • Short, simple narratives• Selections of poetry (e.g., haikus, rhymes)Text Response • Identify main events of the plot• make and check predictions (e.g., based on details from the story)• relate sequence of events• Identify and study characters and their actions• Identify the setting • Identify and compare themes as big ideas in a story • Recognise rhyme, rhythm, repetition and sensory images in poetry• Identify points of viewrEADInG AnD vIEwInG InFOrmATIOnAL/ FUnCTIOnAL TExTSTypes of Texts• Instructions/ procedures (e.g., forms, labels, manuals)• Short functional texts (e.g., notices, email) • Explanations (e.g., how something works)






R E S T R I C T E D








…andtexttype-specificcomprehen-sionskillsandstrategies,….

LO3:

Applycloseandcriticalreadingtoandviewingofavarietyofliteraryselectionsandinformational/functionaltexts,fromprintandnon-printsources,forlearningintheliterary/contentareasandtounderstandhowlexicalandgrammaticalitemsareusedincontext

(continued)

LO4:

Readandviewwidelyforpleasure,personaldevelopmentandtodemonstrateindependentreadingandlearningintheliterary/contentareas

*Teacherswillprovideopportunitiesforpupilstoaccesselectronicbooks,whereappropriate.

@Teacherswillenablepupilstounderstandthatreal-worldtextsoftenhavemorethanonefunctionandcompriseamixture of types and forms.

ExTEnSIvE rEADInG AnD vIEwInG

…reinforcedwithexposuretowidereadingandviewing.

rEADInG AnD vIEwInG wIDELy*Text Variety• read and view a variety of simple, reading-age-appropriate and high-interest

selections/ books from print and non-print sources:

° Poetry(e.g.,rhymes,haikus)

° Personalrecounts(e.g.,diaryentries,biographies)

° Narratives(e.g.,fables)

° Procedures(e.g.,recipes,directions,instructionmanuals)

° Explanations(e.g.,howsomethingworks)

° Informationreports(e.g.,projectreports,factsheets)

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

° Expositions(e.g.,reviews,simplearguments)

° Amixtureoftypesandforms@(e.g.,personalrecountinanexposition)Text Response• respond to the texts read and viewed to, e.g.,

° shareanopinion

° recommendatitle

° retellastory

° relateinformation

° paraphrasekeypoints

• Factual recounts (e.g., news bulletin)• Information reports (e.g., brochures, advertisements)• Simple expositions (e.g., a speech to nominate a friend for a leadership position) Layout• Identify typographical and visual features (e.g., captions, font types/ sizes, text

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

captions/ labels for visuals) • recognise and analyse the organisational patterns in a text (sequence of events,

cause-effect) Text Response• make predictions about the content of a text by, e.g.,

° skimmingforthegist/mainideafromtypographicalandvisualfeatures

° scanningfordetailsfromtextandpagedesignfeatures

° usingpriorknowledgetoanticipatecontent

° usingorganisationalstructure(e.g.,inanarrative–orientation–complication–climax–resolution)


R E S T R I C T E D


The acquisition and development of oral communication skills (i.e., speaking andlisteningskills)arenecessary forbuildingastrong foundation inEnglishat thestartoflanguagelearning.Havingtherequisitespeakingandrepresentingskillswillenablepupils to convey and express their thoughts and opinions with accuracy, fluency,appropriateness,andsuccinctness.

Speakingoccurs in real time,and itssocialcontextdetermines thepurposeof thespokenlanguageandshapesitsstructureandfeatures.PupilsneedtodeveloptheabilitytousespokenEnglisheffectivelyinavarietyofcontextsandtorepresenttheirunderstanding,ideasandlearninginavarietyofspokentexts.Theymustbeabletospeakandrepresentclearlytheirexperiencesandideasinsmallandlargegroupsaswellasrespondtoothers.

This syllabus emphasises the need to equip pupils with the necessary skills forself-expression and social interaction that will allow them access to a wide rangeof job opportunities. To enable pupils to succeed in schools, teachers will provideopportunities for pupils to encounter, learn about, use and respond to a range ofspokentextsthatwillbeofvaluetothem.

Hence,todevelopinpupilstheskills,learnerstrategies,attitudesandbehaviourforeffectivespeakingandrepresenting,teacherswill:

• model the appropriate and effective use of internationally acceptable English(StandardEnglish) inboth formaland informalcontextsso thatpupilsaremadeawareofthevalueofspeakingandrepresentingwellinavarietyofsituations.

• raisepupils’awarenessofthelanguagefeaturesfoundinspokenlanguage,sothattheycanrecognisethedifferencesbetweenspokenandwrittendiscourse,andspeakandrepresentappropriatelyaccordingtopurpose,audience,contextandculture.

• teachexplicitlypronunciationandintonationtoaidspeechproduction.

• 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 theirideasinavarietyofmediaandforms,suchasthroughposters,plannedmultimediaandspontaneouspresentations.

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

Overview DiagramSPEAKInG AnD rEPrESEnTInG

Developandstrengthenunderstandingofkeyfeaturesofspokenlanguage,andapplyspeakingandrepresentingskillsandstrategiesinusinglanguageappropriatelytoaddress

purpose,audience,contextandculture


AwarenessofSpokenLanguageFeatures

FOCUS ArEA

Features of Spoken Language

LO�

Useappropriateskills,strategiesandlanguage

toconveymeaningduring

interactions

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

3� SPEAKINGANDREPRESENTING CHAPTERTWO

R E S T R I C T E D



Indevelopingtheskillsofspeakingandrepresenting,theEnglish Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical])buildson thestrengthsof theEL Syllabus 2001 EM3 and Normal (Technical) while defining the specificprocessestobetaught.


• 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

This syllabus continues to place importance on speaking andrepresenting skills, learner strategies, attitudes and behaviour,andorganises them into the followingthree focusareaswhichareshownintheSpeakingandViewingChart:

FEATUrES OF SPOKEn LAnGUAGE• AwarenessofSpokenLanguageFeatures

SPEAKInG AnD rEPrESEnTInG SKILLS AnD STrATEGIES• PronunciationandIntonation

• Presentation:PlanningandOrganisation

• Delivery

• InteractionSkills

TyPES OF SPOKEn TExTS• SpeakingandRepresentingWidely






EL Syllabus2010

CHAPTERTWO SPEAKINGANDREPRESENTING3�

R E S T R I C T E D


FEATUrES OF SPOKEn LAnGUAGE

Tocommunicateeffectively,pupilsneedtodevelopanawarenessofthebasicfeaturesofspokenlanguage1thatdistinguishbetweenitandthewrittenform.Thisawarenesswillenhancepupils’abilitytospeakappropriatelyaccordingtopurpose,audience,contextand culture. In addition, it is important that pupils understandthe differences between standard and non-standard spokenEnglish,especiallythedifferenceswhicharelikelytogiverisetomisunderstanding(e.g.,misuseofwordsorincorrectgrammar).Such awareness will help them to understand what they arelisteningtoandtorespondappropriately.

Upper Primary – Secondary Todeveloppupils’speakingandrepresentingskills,teacherswilldrawattentiontothefollowing:

• ‘Orientational’featurestodirectthelistenertothespaceandtimeofanexchange

• Contractionstofacilitateeaseofspeech

• Formulaicexpressionstoexpress,forexample,greetings,farewell,thanksorapologies

• Ellipsistoomitpartofastructureininformalexchanges

• Discoursemarkerstosignpostthestructureofanexchange

• Useofvoicequalities i.e.,pace,volume,toneandstresstoaffectmeaning

• Register to signal the formality and informality of spokenlanguage

SPEAKInG AnD rEPrESEnTInG SKILLS AnD STrATEGIES

Teacherswillguidepupilsintheirspeechproductiontoachieveaccuracy,fluency,appropriatenessandclarity.

Upper Primary – SecondaryWithoutgoodpronunciation,pupilswillhaveproblemsmakingthemselvesunderstoodbecauseofthelackofclaritythatcomeswith mispronunciation. Vowel length and final consonants arecommonly found to be difficult for pupils to master. Hence, itis important that teachers model appropriate pronunciation,pace, volume, tone and stress to suit different purposes,audiences,contextsandcultures.Teacherswillguidepupils inspeakingclearlyandfluentlytoconveyappropriatemeaningandexpression. They will also involve pupils in giving constructivefeedbacktoeachother.Teacherswillhelppupilstospeakandreadaloud(e.g.,fromapreparedscriptorexcerptsfromabook)clearlyandfluentlyusingaccuratepronunciation.

Upper PrimaryTeachers will help pupils to plan and organise ideas for apresentation.Whenplanningtheirpresentations,pupilsneedtodrawontheirpriorknowledgeinordertogenerateideasthatareappropriate to the purpose, audience, context and culture. Atthisstagetoo,pupilswillneedtoidentifytheappropriateregistertousefortheirpresentations.

Lower Secondary Teacherswillguidetheirpupilstomakeformalpresentationstoawideraudience.Theywillshowpupilshowtodrawessentialinformationfromavarietyofsources,selectthemostappropriatepresentation forms and structure their delivery. Teachers willgivespecificguidanceonhowtoconsiderpurpose,audience,context,andculture,andtheappropriateoraland/orvisualformto represent their ideas.Appropriatescaffoldingandmodellingwill also be provided to demonstrate to pupils the planning,






Awareness of Spoken

Language Features






Pronunciation and

Intonation






Presentation: Planning and

Organisation

Develop and strengthen 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.

�0 SPEAKINGANDREPRESENTING CHAPTERTWO

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researchandorganisingprocesses.Themoreablepupils canattempttomodifytheirtextsforarangeofaudiencesandlearnthe finer aspects of making presentations (e.g., through voiceprojection,usingappropriatebodylanguage)thatcanenhancecommunication.

Teacherswillalsoguidepupilstosetgoalsforspeakingand/orrepresenting.Atthesametime,theywillcontinuetoencouragepupilstogenerate ideasanddetails fromtheirownexperienceandreading.Upper SecondaryAt this level, teachers will get pupils to look for suitableinformationbygatheringappropriatefactsandideasfromoneormultipleprintand/ornon-printsourcesandhelpthemputtheinformationtogetherindifferentmodestorepresenttheirideas.Teacherswillshowpupilshowtosupport ideasandpointsofview by integrating selected audio and visual resources, andverbaland/ornon-verbalcuestoconveymeaningappropriatetothepurposeandthecontext.Teacherswilldemonstratetopupils theappropriateuseof registers fordifferentaudiencesandcontexts, and theappropriateuseofdetails, anecdotes,experiences and feelings to enhance meaning. Teachers willalso teach pupils the use of discourse markers to signpoststagesintheirpresentations.

Upper Primary – Secondary Oralpresentationscanbechallengingtasksforpupils.Tohelpthese pupils develop the confidence necessary for effectivepresentations, teacherswill need to first focuson fluency andmeaningtoboostthepupils’confidenceinusingEnglish.WhenpupilsbecomemoreconfidentinspeakinginEnglish,teacherswillthenfocusonaccuracyandcorrectgrammaticalinaccuracieswhichimpedemeaning.Teacherswillneedtoshowpupilshowtodelivertheirpresentationsfluently,confidentlyandeffectivelyusing both verbal and non-verbal cues. Teachers will provideampleopportunities forpupils topractise speechdelivery in anon-threateningenvironment.Theywillalsoprovideopportunitiesforpupilstodeliverpresentationsusingtheappropriateregisterforformalandinformalcontexts.

Pupilswilllearntospeakatanappropriatevolumetosuitdifferentpurposes,audiences,contextsandcultures,andtomaintaintheappropriatepostureandeyecontactwith theaudienceduringpresentations. Teachers will guide pupils in maintaining focusonthetheme/messageinapresentation,andtodeliveritwithclarity,fluencyandconfidence.

Upper Primary – SecondaryIn class, pupils tend to talk out of turn, interrupt others andrespond inappropriately.Teacherswill teach them theskills forinteractinginsmallgroupsandwithlargeraudiences.Interactionskillswillbescaffoldedfromthebasic,suchasgreetingothers,to themoresophisticated,suchasrespondingtoquestions inaninterview.

Teachers will teach pupils to perform various communicativefunctions (e.g., introducing themselves and others, makingrequestsandexpressingtheirneeds,ideas,opinions,thoughtsand feelings) clearly and appropriately in various interactivesituations,takingintoaccountthenormsandvaluesinthesocio-culturalsetting.Teacherswillguidepupilsintheuseoflanguagetoexpressgratitude,apologiseandrespondtocompliments.

Teacherswillprovidepupilswithopportunitiestoaskandrespondtoquestionsforclarification,understandingandelaboration(e.g.,duringinterviews).Teacherswillguidepupilsinpresentingideas,opinionsandexperienceswithconfidence,forexample,whentheyrelateeventsandpersonalexperiences,makeandanswerphonecalls,offer informationandstatefacts.Teacherswillencouragepupils to respond with suggestions, feedback and alternativeviewpointswhentheyencounterconflictingsituations.

Inadditiontolearninginteractionskills,pupilswillalsolearntobepolite,respectfulandappreciativeofcontributionsmadebyotherswhen they participate in learning activities. Positive and helpfulattitudesareespeciallyimportantininteractionbecausepupilswillhavetospeakandrespondappropriately.Teacherswillteachthemoreablepupilshowtolistenandrespondactivelyasmembersofanaudiencewhenothersaremakingaspeechorpresentation.






Delivery






Interaction Skills

CHAPTERTWO SPEAKINGANDREPRESENTING�1

R E S T R I C T E D


TyPES OF SPOKEn TExTS

Upper Primary - SecondaryPupilsneedexposuretoawiderangeofrichspokentexts2sothat they can imitate and reproduce good models of spokenEnglish and, progressively, express and represent their ideas,thoughts, perspectives, and feelings effectively. The modelsof spoken language demonstrating the appropriate use ofgrammarandvocabularywillhelppupils inproducingeffectiveconversations,narratives,procedures,explanations,informationreports,personalandfactualrecounts.Themoreablepupilscanpresentexpositionsintheformof,forexample,bookreviews.

Teachers will show how spoken texts are determined by thepurpose,audience,contextandcultureinwhichthemessageisdelivered.Theywillexposepupilstogoodmodelsofspeechandengagetheminenjoyableandmeaningfultasks(e.g.,roleplay,interviewsandstorytelling).ThesewillenablepupilstopractisetheskillsofspeakingEnglishaccurately,fluentlyandappropriatelyindifferentcontextsand toproduceavarietyofspoken texts.Pupilswilllearnhowtouseappropriategrammarandvocabularyforvariousfunctionalpurposes–toparticipateinconversations,toshareexperiences,tonarrateorrecountpersonalexperiences,andtogiveinstructionsanddirections.






Speaking and Representing

Widely


1 Kirk&Kirk,1971ascitedinFaas,1981,p.296.

2 Spokentextscanrangefromaninformalconversationatoneendofthecontinuumwhichtendstobemostspoken-liketoformalspeechattheotherendwhichtendstobemostwritten–like(Davison,2005).

�2 SPEAKINGANDREPRESENTING CHAPTERTWO

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SPEAKING AND REPRESENTING FEL N(T)FOCUS ArEAS LEArnInG OUTCOmES SKILLS, STrATEGIES, ATTITUDES AnD BEHAvIOUr P 5 P� SEC 1 SEC 2 SEC 3 SEC � rEmArKS

FEATUrES OF SPOKEn LAnGUAGE

Developandstrengthenunderstandingofkeyfeaturesofspokenlanguage…

LO1:

Demonstrateknowledgeofspokengrammarandregister

*SeeComponentBeginning Reading – Decoding through PhonicsinReading and Viewing ChartinEL Syllabus 2010 Primary & Secondary (Express/ Normal [Academic]).

LO2:

Speakwithaccuratepronunciationandappropriateintonation


…andapplyspeakingandrepresentingskillsandstrategies...

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• Draw on prior knowledge and understand (e.g., subject matter – background

knowledge on how a machine works)• Generate ideas and details appropriate to the purpose, audience, context and

culture• Select appropriate oral (e.g., oral reports) and/ or visual forms (e.g., skits, puppet

plays) to convey facts, ideas and points of view for different purposes and audiences

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.,Iwill→I’ll;cannot→can’t)

° formulaicexpressions(e.g.,“Howdoyoudo?”,“I’mfine,thankyou.”)

° ellipsise.g., A:Howhaveyoubeen? B:Fine(I’misellipted)

° discoursemarkers(e.g.,‘inadditionto’,‘finally’)• Demonstrate awareness of how meaning is conveyed through the appropriate

voice qualities i.e., pace, volume, tone and stress (e.g., through reading aloud, storytelling, presentations)

• Demonstrate awareness of the differences between formal and informal registersPrOnUnCIATIOn 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)- 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


R E S T R I C T E D


LO3:

Planandpresentinformationandideasforavarietyofpurposes

(continued)



(continued)





LO4:

Useappropriateskills,strategiesandlanguagetoconveymeaningduringinteractions

InTErACTIOn SKILLS• Speak clearly according to social norms and cultural values in different situations

to, e.g.,

° doshortself/peerintroductions

° greetothers

° makerequests

° expressbasicpersonalneeds(e.g.,health,food)

° expressfeelings

° expressagreement/disagreement

° useappropriatenon-verbalcuestoconveymeaning(e.g.,handgestures,nodding,facialexpressions)

° taketurnstospeakatappropriatejunctures• Ask questions for, e.g.,

° clarificationandunderstanding

° elaboration• respond to questions in an interview/ conversation:

° givepersonaldetails

° providedataand/orinformation

° offerpersonalopinion


• Gather and select facts and ideas from one or multiple print and/or non-print sources, appropriate to the purpose, audience, context and culture

• Identify the appropriate register to use for formal and informal contexts• Enhance meaning through the use of details, experiences and feelings• Use discourse markers to signpost stages in presentation (e.g., “For example”,

“For the next part”)• 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

DELIVERY• Speak at an appropriate volume to different audiences and according to context• 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 presentations with clarity and fluency• Use the appropriate register for formal and informal contexts• Deliver presentations with confidence• Emphasise key points to guide listeners in following important ideas• Self-monitor and self-correct during oral presentations

�� SPEAKINGANDREPRESENTING CHAPTERTWO

R E S T R I C T E D


• Present ideas, opinions and experiences with confidence, e.g.,

° elaborateontopics(e.g.,people,placesandthings)

° paraphraseinformationforclarification

° statefacts

° re-statemainpoints• relate events and personal experiences• Give personal/ factual accounts• Give directions• make/ answer telephone calls • Use cohesive devices to enable others to follow what is being said• respond with suggestions, feedback, alternative viewpoints respectfully and politely:

° listentothespeakerinordertorespond

° maintainfocusontopic

° agree/disagreeatappropriatetimesandpolitely

° givecommentsorinterjectonlywhenappropriate

° providepositiveverbalandnon-verbalfeedback

LO4:

Useappropriateskills,strategiesandlanguagetoconveymeaningduringinteractions

(continued)



(continued)

SeeGrammar and Vocabulary Chartsforthegrammaticalitemsspecifictothevariousyearlevelsandthetypesoftextscreated.

@Teacherswillenablepupilstounderstandthatreal-worldtextsoftenhavemorethanonefunctionandcompriseamixture of types and forms.

LO5:

Producespontaneousandplannedspokentextsthataregrammaticallyaccurate,fluent,coherentandcohesive

TyPES OF SPOKEn TExTS

…inusinglanguageappropriatelytoaddresspurpose,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,participateinapair/groupdiscussion)

° Poetry(e.g.,reciteasimplepoem,dochoralrecitation)

° Personalrecounts(e.g.,shareoralanecdotes)

° Narratives(e.g.,re-tellastory,describeanevent)

° Procedures(e.g.,givedirectionsandinstructions)

° Explanations(e.g.,howsomethingworks)

° Informationreports(e.g.,onaproject,aschoolevent)

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

° Expositions(e.g.,simplearguments,reviewsofamovie/book)

° Amixtureoftypesandforms@(e.g.,apersonalrecountinanexposition)


R E S T R I C T E D


Overview Diagram

Writing isahighorderdevelopmentand follows from thedevelopment in reading.1Accurateandappropriatewritingandrepresentinginvolvetheexpressionofintention,formulationofamessage,retrievaloftypographicalfeaturesforwritingandorganisationof ideas for written communication to take place.2 To prepare pupils to undertakedailytasksinfunctionalwritingandrepresentingandtomeetthedemandsoffutureemployment,teacherswillmodeltheuseofwritingand/orrepresentingskillsforthem.Teacherswillalsoteachpupilstoapplywritingand/orrepresentingskillsaccordingtodifferentpurposes,audiences,contextsandcultures.

Todevelop inpupilswritingandrepresentingskills, learnerstrategies,attitudesandbehaviour,teacherswill:

• givepupilsopportunitiestoconsolidatethebasicskillsofpenmanshipandtheuseofappropriatespellingstrategies,conventionsandrulestaughtatpreviouslevels.

• teachtheprocessesandskillsofwritingbyfocusingononeorafewskillsatatime,makingclearthestepsandprocessesinvolvedinwritingandrepresenting.

• providepupilswithadequatescaffoldingandmodellingthroughexplicit teachingand reinforcement of specific grammar items and guided writing so as to writeaccuratelyandfreelyforauthenticpurposes.

• guide pupils to plan, draft, review, revise, proofread and edit their written workcollaborativelywiththeirpeersandconferwiththemtopreparethecompilationorpublicationoftheirwork.

• provideampleopportunitiesforthepracticeoflanguageitemssuchasgrammarandvocabularyundercontrolledorguidedwritingconditionswheretheguidanceprovidedissubstantialbeforepupilsmovetowardsfreeexpressionandcontinuouswriting.

• assignpupilsvarioustypesofwritingtasksofmanageablelevelsofdifficultyandlength(e.g.,guidedwritingatparagraphandtextlevels).

• expose pupils to a range of stimuli that will provide them with the backgroundknowledgeandideastowrite.

• encouragepupilstorepresenttheirideasandthoughtsinvariousforms(e.g.,textswithillustrationsandgraphics,photographswithcaptionsandconceptmaps).

• displaypupils’writingand representationwhichwillencouragepupilsandaffirmtheirattemptsandsuccessinwritingandrepresenting,andcreatealanguage-richlearningenvironment.

wrITInG AnD rEPrESEnTInG Developandstrengthenreadinesstowrite,penmanshipandspellingaccuracy,apply

skillsforideageneration,selection,development,organisationandrevisioninwritingandrepresenting,toaddresspurpose,audience,contextandcultureinavarietyoftexts


Penmanship

FOCUS ArEA

mechanics of writing

FOCUS ArEA

writing and representing Skills and Strategies

FOCUS ArEA

Types of Texts

LO1

Strengthenpenmanship

andreadinesstowrite

legiblyandaccuratelyinprintor

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,proofreadandedittoimprove

writingandrepresentation

TextsforAcademic

andFunctionalPurposes

writing and representing What to Teach, When and Why

�� WRITINGANDREPRESENTING CHAPTERTWO

R E S T R I C T E D



Indevelopingtheskillsofwritingandrepresenting, theEnglish Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical])buildson thestrengthsof theEL Syllabus 2001 EM3 and Normal (Technical) while defining the specificprocessestobetaught.


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

• Teaching the processes of planning, drafting and editing,withopportunitiesforjointconstructionwiththeteacher,andcollaborativeandindependentwritingusingarangeofwritingtoolsandtechnologies

• Developingpupils’abilitytowriteeffectively in internationallyacceptable English (Standard English) to suit purpose,audience,contextandculture






EL Syllabus2001

moving Forward

This syllabus continues to place importance on writing andrepresenting skills, learner strategies, attitudes and behaviourandorganises them into the followingthree focusareaswhichareshownintheWritingandRepresentingChart:

mECHAnICS OF wrITInG• Penmanship

• Spelling

wrITInG AnD rEPrESEnTInG SKILLS AnD STrATEGIES• Generation and Selection of Ideas for Writing and

Representing

• DevelopmentandOrganisationofIdeasinWritingandRepresenting

• Review,RevisionandEditingofWritingandRepresentation

TyPES OF TExTS• TextsforCreativeandPersonalExpression

• TextsforAcademicandFunctionalPurposes






EL Syllabus2010

CHAPTERTWO WRITINGANDREPRESENTING��

R E S T R I C T E D












Penmanship

mECHAnICS OF wrITInG

Handwritingisafinemotorskillrequiredbypupilstocompletewritingtasks.Yetsomepupilsencounterordisplayhandwritingproblemswhichcanalsoaffecttheirreadinesstowrite.Theymaynotrememberhowtowritelettersofthealphabetormaywriteillegible letters. Other handwriting problems include confusionaboutdirectionality,misformationof letters,poor spacingbothvertically and horizontally and extremely slow writing.3 Onecommonexampleofconfusionaboutdirectionalitywouldbetheinability to tell thedifferencebetween ‘b’ and ‘d’.While somepupilsmayhaveproblemswiththeheightdifferencesofletters,4others may form letters or connecting strokes incorrectly, andasaresulttheselettersmaylooklikeotherletters.Forexample,ifacursive‘d’ ismisformedinoneway, it lookslike‘cl’.Somepupilsmayhavethemisguidedideathatwritingiseasiertoreadifitiswidelyspaced.5Slowhandwritingcanalsobeconsideredaproblem,sincepupils’writingspeedofteninterfereswiththeirwork.

Teacherswillhavetoconsiderthehandwritingproblemsofpupilsastheseaffectotheraspectsofthewritingperformance,whichinturnhaveaneffectonpupils’learningprocessandacademicachievements.Pupilswithlearningdifficultiesneeddirect,focusedinstruction to become proficient in written communication.6Pupilsshouldalsonotbecriticisedtoomuchfortheirattemptsat handwriting. For thesepupils, teachers need to repeat andreinforcethespecificstepstodeveloptheirabilitiesattheirownpace.7

Upper Primary – Lower Secondary FromPrimary5FELtoSecondary1N(T),teacherswillcontinuetoemphasise legibilityandaccuracy inwriting throughcorrectletter formation for both lower- and upper-case letters. Pupilswillwritewithevenandconsistentlettershapes,lettersizeandspacingbetweenlettersandwords.

Teachers will highlight the merits of writing in cursive, givingpupils the choice to write in print script or cursive for speed.Somepupilscanbesousedtowriting inprintscriptthattheyfinditdifficulttojoinlettersfluentlyandautomatically.8Thejoiningof letters in cursive script canhelppupilsdevelopskills in thecognitiveprocessofwriting.Forexample,whenpupilsjoinlettersincursivescript, theyarebetterable tosee the linksbetweenindividuallettersandhowtheyarecombinedaccuratelytospellwords.However,somepupilsarelikelytohavedifficultiesjoiningtheirlettersincursivescript.Thisisespeciallysoiftheyhavebeentaughtto jointheir letterstoolateortooearly,whentheyhaveyettointernaliseprintscripttobeginwith.9Ashandwritingstyleispersonalandindividual,10noparticularstyleofhandwritingispreferred in thissyllabus.Forneatnessand legibilityofwriting,it remains important for pupils to practise consistency in theirhandwriting.Forexample,ifpupilsslopetheirletters,thelettersshouldallleaninthesamedirection.11

Upper Secondary Atthislevel,pupilsareexpectedtowriteneatlyandlegiblywhenthey create texts. Teachers will revisit and reinforce in pupils,whereappropriate,theskillsforwritingneatlyandlegibly.

Written spelling requires the recall of correct letter formation,letterconnectionandlettersequencetogetherwithitsfeelandsound.12Somepupilsmaybeabletospellawordverballybutareunabletowriteitcorrectly.Othersmaybeabletorecogniseitinprintbutareunabletospellitverballyorwriteitcorrectly.Aweakorinadequateknowledgeofphonicelementsisalsolikelytoimpactpupils’abilitytospell.

Spelling

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

�� WRITINGANDREPRESENTING CHAPTERTWO

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Upper Primary – Lower Secondary Learning to spell accurately – beginning with common highfrequency words and moving on to new words – is critical towritingfluency.Tohelppupilsspellcommonwordsaccurately,teacherswillrevisitcertainfoundationalskillsandstrategieslikematching sound patterns to words, noticing visual patterns inwords,andapplyingspellingrulesandconventions.13

Upper Secondary TeacherswillguideUpperSecondarypupilsinapplyingspellingrules and conventions consistently and in checking spellingaccuracy independently by using print and/ or non-printresources (e.g., a dictionary). The emphasis at these levelswill be to encourage greater pupil independence in ensuringspellingaccuracy.Pupils’abilitytospellaccuratelywillaffecttheirvocabularydevelopment.14

Regularexposuretoandfamiliaritywithcorrectspellingintexts,andtheexplicitteachingofspecificspellingrulesandconventionsbasedoncommonspellingerrorsmadebypupilswillhelpthemsortandspellwordsaccurately.

wrITInG AnD rEPrESEnTInG SKILLS & STrATEGIES

Before pupils undertake any writing task, it is important thatteachershelp themrealise the importanceofconsideringand,hence,identifyingpurpose,audience,contextandculturewhenplanning,draftingand revising texts.Establishing thepurpose,audience,contextandcultureforthetaskdeterminesthelanguagefeaturesandorganisationalstructuresof the typeof text tobewritten.Withguidance,pupilscanwritefluentlyininternationallyacceptableEnglish (StandardEnglish) that is grammatical andappropriateforthepurpose,audience,contextandculture.

Theskillsandlearnerstrategiesforwritingandrepresentingare:• Generation and selection of ideas for writing and

representing• Development and organisation of ideas in writing and

representing• Review,revisionandeditingofwritingandrepresentation

Although theskills forwritingand representingareorganisedin these three components, the skills in one component arenottoberegardedasseparatefromtheskillsintheothertwocomponents.Theapplicationoftheseskillsinthecreationofatextisalsonotlinear.Planning(i.e.,ideageneration,selection,development and organisation), reviewing and revising arerecurrentprocessesthroughouttheactofcreatingtexts.15

However, for the purpose of teaching, teachers will identifywriting and representing skills in one or more than onecomponentsothat,whereappropriate,theycanfocuspupils’attention on learning these skills. Many pupils do not haveenoughexposuretodifferenttypesoftextstoacquireontheirown thinking and context-awareness skills underlying thecreationoftargettexts.Teacherscanhelppupilsbyexplicitlyinstructingthemintheapplicationoftheseskillsforcreatingdifferenttypesoftexts.

Evenas teachers focuson theexplicit teachingofwritingandrepresentingskills, theyshouldalsorecognisethatpupilshavedifferent learning styles and may already have acquired thenecessarythinkingskillsandknowledgeoftypesoftextsrelevantto thewritingand representing taskathand.Hence, teacherswill:

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

• recogniseandbuildon,wherepossible,theexistingskillsandknowledgepupilsalreadyhave.

CHAPTERTWO WRITINGANDREPRESENTING��

R E S T R I C T E D












Teachers will teach pupils to generate and select ideas forwritingandrepresenting.Teachersneedtousevarious learnerstrategieslikebrainstorming,illustrating,anddrawingfrompastexperiences to stimulatepupils’ imaginationor activatepupils’priorknowledgeandexperienceofthesubjectmatterortopic.Pupilscanalsogatherideasfortheirwritingand/orrepresentingtasks through discussions with others, such as their teachersandpeers.16Theycanmakebriefnotesorusevisualtechniquessuchasconceptmaps.

Upper Primary – Secondary Teacherswillusevisualstimulisuchasmultimodalmaterials(e.g.,movies,posters)andrealia tohelppupilsgenerateandgatherideasforwritingandrepresenting.Teacherswillgivepupilshelpingeneratingideasandthelanguagethattheyrequiretoexpresstheseideas.Forinstance,teacherscanprovidepupilswiththevocabularyandnecessarylanguagestructuresatthepre-writingstage. Teachers will encourage pupils to generate their ownideasthroughtheuseofstrategieslikedrawingmental imagesandmindmapping.

Duringclassorgroupdiscussions, teacherswillprovidepupilswithadditionalguidanceintheformofscaffolding.Teacherswillneedtohaveexplicitguidelinesorspecificquestionstoengagepupils during discussions. Teachers will also monitor pupils’learningsothattheystayfocusedontheirtasks.

Upper Primary – Secondary Teacherswillguidepupilsindevelopingandorganisingthecontentoftheirwritingand/orrepresenting,firstattheparagraph-levelandsubsequentlyatthetext-level.Pupilsmustlearntowriteinsentencesandparagraphs,toapplytheirknowledgeofthepartsofspeechandconsolidatetheiruseoflanguage.Theyneedtodothiswellbeforewritinglongertexts.Pupilsalsohavetowritedeliberatelyandregularlytosustaintheireffortsataccuracy.

Teachers will provide the scaffolding for pupils to categorise,sequence and chunk the information or model the texts theyhave read, as inparallelwriting.17Pupilswill learn how tousetheappropriateorganisationalstructuresandcohesivedevicesto present their ideas cohesively and coherently in print orother forms. Teachers can also guide pupils in selecting theappropriatevisualand/oraudioresourcestosupporttheideasexpressedortoenhancetheclarityand impactof theirwritingandrepresenting.

While teachers will help pupils towrite and represent differenttypesoftexts,pupilswillalsoengageinfreewritingatalllevels.Thisenablespupilstoexpresstheirfeelingsandthoughtsfreelyon self-selected topics, and to use language spontaneouslywithoutworryingaboutgrammaticalaccuracy.

Upper Primary – Secondary Reviewingandrevisingallowpupilstomonitortheirworkintheprocessofdraftingwhen theyseek to improve their choiceofvocabulary and content.18 This provides multiple opportunitiesfor success while encouraging pupils to draw deeper on theirexistingknowledgeandskills.

For themoreablepupils, teacherscanguidethemtodraftanoutline based on the ideas generated during pre-writing andencourage them to write as much as they can. During thisprocess,teacherswillpaymoreattentiontocontentratherthanlanguageuse.Forexample,whenthepupilsarewritingrecounts/narratives, teachers will ensure they have sufficient content ordetails tomake their recounts/narratives interesting. If it isanexplanation,teacherswillhelppupilstogatherideastoexplainthephenomenonorthesituationathand.

Generation and Selection

of Ideas for Writing and

Representing

Development and

Organisation of Ideas in

Writing and Representing






Review, Revision and

Editing of Writing and Representation

50 WRITINGANDREPRESENTING CHAPTERTWO

R E S T R I C T E D


Teacherswillspendmore timeexplicitlymodelling theprocessofreviewingtextsby, forexample,editingworkwiththewholeclass.Teacherscanprovideaneditingchecklistasaguideforpupilstouseindeterminingwhattheyshouldlookoutfor.Thischecklist can be devised based on the knowledge of pupils’commonerrors.Themoreablepupilscanengageinpeereditingforgrammar,spelling,punctuation,overallexpression, register,andtheuseofconventionssuchasabbreviationsandtheuseofnumericalforms.

TyPES OF TExTS

Teachers will give pupils opportunities to write and representdifferenttypesoftextstoexpressthemselves,tocommunicatewithothersappropriatelyandeffectively,andtowriteandrepresentforclearexpressionandfunctionalpurposes,atdifferentstagesoftheir languagedevelopment.However,somepupilsmaynothavedevelopedtheappropriateskillsinunderstandingtextsandhaveaninadequatecommandofthelanguagetoperformtext-basedtasks.Asaresult,thesepupilslackconfidenceinapplyingwriting and representing skills competently. It is necessary forteachers toconstantlyencourageandpraisepupils’effortandwork.Ifpupilsarealwayscriticised,theywillsufferfromlowself-esteem.19Teachersplayasignificantroleinmotivatingpupilsandguidingthemthroughthewritingandrepresentingprocessandinprovidingopportunities forsuccess.Publishingordisplayingpupils’workwillbeonesourceofmotivationforsomepupils.At all levels, teachers will provide pupils with a wide varietyof authentic and exemplary reading texts that provide therequiredcontentandlanguageinput(e.g.,grammar,vocabulary,organisationalstructures)forwritingandrepresenting.Itisthroughtheexplicitteachingandmodellingoflanguageuseintextsthatteachershelppupils internalisethelinguisticandorganisationalstructuresfoundinthemodeltexts.

Pupils will learn to use a range of technologies (e.g., wordprocessor,presentationsoftware)tocreatetextsandtorepresenttheir ideas inmultimodalways.These textscanbe indifferentforms(e.g.,visual,interactive)andcanincludeonlinepublications(e.g.,entriesonblogs).

The different types of texts listed below are meant to helpteachersidentifytextspupilscancreateandarenotmeanttobeprescriptiveorlimiting.Thecreationoftextsshouldbescaffoldedaccording topupils’ needsandabilities.Noparticular order isadvocatedfortheteachingofthecreationofthesetextsinanyoneyearlevel.Teacherswillencouragepupilstoexpressthemselvescreativelyandpersonallythroughwritingandrepresentingatalllevels.AttheSecondarylevel,pupilswill,inadditiontowritingforcreativeandpersonalpurposes,focusonwritinginformational/functionaltexts,factualrecounts,explanationsandexpositions.At the upper levels, writing and representing become morecomplexintermsoftheskillsinvolvedintheprocessesforideageneration, selection, development, organisation and revisionofideas;thelanguageuse;andtheawarenessofpurposeandcontextexpectedofpupils.

Poetry is meant to be an exposure item for pupils. Throughpoetry, themoreablepupilscan learn towritesong lyricsandadvertisingjinglestoputlanguagetomeaningfuluseincontext.Such representations will add a multi-sensory dimension topupils’learning.

CHAPTERTWO WRITINGANDREPRESENTING51

R E S T R I C T E D


Lists (from Primary 5) Thewritingandrepresentationoflistsallowpupilstolistfactsorinformation.PupilsareexpectedtoattainmasteryofthistexttypebySecondary1.

Procedures/ Instructions (from Primary 5)Thewritingandrepresentationofprocedures/instructionsprovidepupilsopportunitiestorecordinsequentialorderthestepstakentodosomethingsuchasmakingshoppinglistsandcompletingapplicationandpersonalforms.Notes/ Letters/ Email and Notices and Forms (from Primary 5) Thewritingandrepresentationoftext formssuchasnotes, letters,email,noticesaswellasformfillingrequirepupilstorecordandsendmessagesfortransactionaland/orinteractivepurposes.

Factual Recounts (from Secondary 1)The writing and representation of factual recounts give pupils opportunities to record the particulars of an incident and/ or explain how and why ithappened.

Information Reports (from Secondary 1) Thewritingandrepresentationofinformationreportsallowpupilstodocumentandorganisefactualinformation.

Explanations (from Secondary 1) Thewritingandrepresentationofexplanationsallowpupils toexplainhoworwhysomethingworksorhappens inaparticularway, in thecontextofaphenomenon,processorsystem.Explanationsareimportantforthecreationofexpositionsandotherinformational/functionaltexts.

Expositions (from Secondary 3) Thewritingandrepresentationofexpositionsrequirepupilstoexplainandelaboratewithreasonedarguments,theirpointofvieworpositiononanissue/situationoraproposedaction,soastopersuadethereadertoacceptthepointofview/position/proposedaction.






Poetry (for exposure from Secondary 3 to Secondary 4) The writing and representation of poems (e.g., rhymes, song lyrics) give pupils opportunities to express their feelings, thoughts and perception of scenes or events.

Narratives (from Primary 5) Thewritingandrepresentationofnarrativesallowpupilstonarratesituationsandexpressfeelingsandpointsofviewabouttheworldand/orfictionalworlds,throughimaginativeaccounts.Pupilstellastorytoentertain,informorteach.

Personal Recounts (from Primary 5) Thewritingandrepresentationofpersonalrecountsallowpupilstoretellinchronologicalsequenceanactivity,eventoranexperiencethattheyhavebeenpersonallyinvolvedin.

Texts for Creative and

Personal Expression






Texts for Academic and

Functional Purposes

52 WRITINGANDREPRESENTING CHAPTERTWO

R E S T R I C T E D



1 Myklebust,1965,p.193.

2 Chalfant&Scheffelin,1969,ascitedinFaas,1981,p.429.

3 Cicci,1983;Sassoon,1990.

4 Sassoon,1990,p.74.

5 Ibid.

6 Smith,1981.


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

9 However,Sassooncautionsthatthejoiningoflettersasaspellingaidwillprobablybelimitedtowordsoffourorfiveletters.Joiningcommonlettersequencesandcommontwo-orthree-letterwordsareusefulpracticewhenchildrenarelearningtojoinletters,althoughabalanceispreferred(Sassoon,1990,pp13-14).


11 Alston&Taylor,1987,pp.57–58.

12 Aho,1968,ascitedbyFaas,1981,pp.435–436.

13 Pupilsneed tobeable tosee the linkbetweensoundpatterns inwordsand theircorrespondingspellingpatterns,inordertogeneralisespellingrulesandregularitiesaboutrecurringletterstringsandlexicalpatterns(Goulandris,1994).

14 Ministry of Education, Wellington, New Zealand (2005). For FEL and N(T) EL pupils, strengths orweaknesses in one aspect of language learning affect the other aspects of language learning.Proficientspellersaremorelikelytousemorewordsoutsideacorevocabulary.Theyarealsomoreconfidentinusingavarietyofwords(includingwordsthataredifficulttospell),andarelessrepetitiveandmoreeffectiveintheirwriting.

15 Flower&Hayes,1981.

16 Hayes,2005.

17 Corbett,2003.

18 Self-monitoringduringtheprocessoftextconstructionhelpsdevelopmetacognitiveawarenessandcontrolasdiscussedinBereiterandScardamalia(1993)andBereiter(1980).

19 Erikson’sDevelopmentalStageTheoryproposedthatinschool,thechildwillincreaseeffortstolearnif theyareencouragedandpraisedby teachers; if alwayscriticised, theywill learn to feel inferior.Hence,teachersshouldconsciouslyanddeliberatelypraiseeverysmalleffortandprogressmadebythepupils(Straker,2006).


R E S T R I C T E D


mECHAnICS OF wrITInG

Developandstrengthenreadinesstowrite,penmanshipandspellingaccuracy,…

LO1:

Strengthenpenmanshipandreadinesstowritelegiblyandaccuratelyinprintorcursivescript

WRITING AND REPRESENTING FEL N(T)FOCUS ArEAS LEArnInG OUTCOmES SKILLS, STrATEGIES, ATTITUDES AnD BEHAvIOUr P 5 P� SEC 1 SEC 2 SEC 3 SEC � rEmArKS

*SeeComponentBeginning Reading – Decoding through PhonicsinReading and Viewing ChartinEL Syllabus 2010 Primary & Secondary (Express/ Normal [Academic]).

LO2:

Useaccurateandconsistentspelling





PEnmAnSHIP Teachers will revisit, where appropriate, penmanship skills for writing neatly and legibly when pupils create texts.• Strengthen penmanship

° useappropriatewritinginstruments

° adoptappropriatewritingpostureandhandgrip

° positionpaperappropriately

° positionprintonaline

° writefromlefttorightandtoptobottomofthepage• write letters of the alphabet by matching sounds of English to letter names (i.e.,

demonstrate the alphabetic principle)• 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 regular and appropriate spacing between letters, words, sentences and/ or paragraphs

• Write in cursive script to increase writing speed

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

° matchingsoundpatternstowords(e.g.,segmenting,blending)° noticingvisualpatternsinwords° makinganalogiesfromfamiliarwords(e.g.,identifyingwordfamilies)° usingwordmeaning(e.g.,ofrootwords,andhowaddingprefixesandsuffixestoa

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

° three-andfour-lettershortvowelwords(e.g.,consonant-vowel-consonantwords,suchas:box,catandtick)

° age-/year-level-appropriatehighfrequencywordsincludingnon-decodablewords,functionwordsandhighinterestwords

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

° silentlettersinwords(e.g.,-ein‘cake’,‘kite’and‘home’)° frequentlymisspelledwords(e.g.,‘their’,‘they’re’,‘there’)° multi-syllabicwords

• Check spelling accuracy e.g.,

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

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

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

° wordderivatives(e.g.,-ing)andinflectionpatterns(e.g.,prefixes,suffixes)° American-Britishspelling(e.g.,color–colour)

5� WRITINGANDREPRESENTING CHAPTERTWO

R E S T R I C T E D


@SeeComponentLanguage Features of Types of TextsinGrammar Chart forthegrammaticalitemsspecifictothevariousyearlevelsandthetypesoftextstobecreated.

SeetheFocusArea’Types of Texts’forthetextspupilsshouldcreateattherespectivelevels.

Teacherswillprovideopportunitiesforpupilstousewordprocessorsandotherpresentationsoftwaretocreatetexts,whereappropriate.

LO3:

Generateandselectideasforwritingandrepresentingforavarietyofpurposes,audiences,contextsandcultures

wrITInG AnDrEPrESEnTInG SKILLS AnD STrATEGIES

…applyskillsforideageneration,selection,development,organisationandrevisioninwritingandrepresenting,...






LO4:

Develop,organiseandexpressideascoherentlyandcohesivelyinwritingandrepresentingforavarietyofpurposes,audiences,contextsandcultures

DEvELOPmEnT AnD OrGAnISATIOn OF IDEAS In wrITInG AnD rEPrESEnTInG*Paragraph Level (GuidedWriting)• Express feelings and thoughts through freewriting on self-selected topics, using

selected emotive/ sensory details• Elaborate on, explain and/ or justify the main idea of a paragraph by:

° supportingwithpersonalopinions

° providingrelatedexamples

° providingexplanationsusingconnectorsofcauseandeffect

° providingrelevantfactual,descriptive,emotiveorsensorydetailsand/orexamples• 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 • Use appropriate cohesive devices (e.g., connectors, pronouns) to indicate

relations between different sentences.• restate main ideas in the concluding paragraph of informational/ functional texts,

where appropriate• 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)

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

GEnErATIOn AnD SELECTIOn OF IDEAS FOr wrITInG AnD rEPrESEnTInG@

• Plan by identifying the purpose, audience and context (which determine register and tone) for writing tasks

• Stimulate imagination, generate and/ or gather ideas appropriate to the writing and representing tasks and topics, using learner strategies e.g.,

° illustrating,drawingandfreewritingusingvisualsandrealiaasstimuli

° askingquestionsaboutthetopicandcontext

° studyingideasinandusinginputfromexemplarytexts

° 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 purpose, audience, context and culture


R E S T R I C T E D


LO4:

Develop,organiseandexpressideascoherentlyandcohesivelyinwritingandrepresentingforavarietyofpurposes,audiences,contextsandcultures

(continued)

wrITInG AnDrEPrESEnTInG SKILLS AnD STrATEGIES

…applyskillsforideageneration,selection,development,organisationandrevisioninwritingandrepresenting,...

(continued)






LO5:

Review,revise,proofreadandedittoimprovewritingandrepresenting

# SeeComponentLanguage Features of Types of TextsinGrammar Chartforthegrammaticalitemsspecifictothevariousyearlevelsandthetypesoftextstobecreated.

SeeICT Baseline Standards – guide to Implementation 2008.

SeetheFocusArea‘Types of Texts’fortheorganisationalstructuresandlayoutspecifictodifferenttypesoftexts.

Text Level(GuidedWriting)• Use text features (e.g., title/ headline, main headings and sub-headings, captions/

labels for visuals) appropriate to different types of texts and contexts • 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 appropriate cohesive devices (e.g., connectors) to indicate relations between different paragraphs, and between the main idea of a paragraph and the key message of a text

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

audio resources that enhance the clarity of the intended meaningREVIEW, 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. • review drafts to check that the selection and organisation of meanings and

choice of grammar and vocabulary are suitable for the purpose, audience, context and culture

• revise/ improve initial draft of a text by:

° replacing,adding,deletingandorreorderingdetails

° choosingmoresuitablewordsorexpressions

° changingthetypographicalandvisualfeaturesofatext(e.g.,fonttype,colourandsize)

• Proofread and edit drafts (e.g., using own knowledge, self-reflection, referring to a dictionary, class-editing, peer-editing) by:

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

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

informational/functionaltexts,whereappropriate


R E S T R I C T E D


LO6:

Produceavarietyoftextsforcreative,personal,academicandfunctionalpurposes,usinganappropriateregisterandtone

TyPES OF TExTS

…toaddresspurpose,audience,contextandcultureinavarietyoftexts.


+SeeComponentLanguage Features of Types of TextsinGrammar Chartforthegrammaticalitemsspecifictothevariousyearlevelsandthetypesoftextstobecreated.





At all levels, the creation of texts (including multimodal texts, where appropriate) 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 in any one year level. Pupils should also be encouraged to express themselves creatively and personally through writing and representing at all levels and to attempt more complex literary and informational/ functional texts at the higher levels. At higher levels, writing and representing tasks become more complex in terms of the process skills, language use and context awareness expected of pupils. Pupils should be given opportunities to engage in the creation of multimodal texts.

As real-world texts often have more than one function and comprise a mixture of types and forms, pupils will learn to understand and produce them.TEXTS FOR CREATIVE AND PERSONAL EXPRESSION+ Poetrye.g., rhymes, song lyrics• Express feelings, thoughts and perception of scenes/ events by:

° writing short rhymes or songs following models shown by the teacher

° experimenting with sounds and images of words/ phrases from a given list (e.g., similes, metaphors)

° applying the appropriate format, using the relevant features (e.g., lines or stanza)Personal Recounts e.g.,diary,journalentriesorpersonallettersdescribingandreflectingonself,experiencesorpastevents• retell experiences or past events, using factual and sensory details by:

° describingwho,when,what,whereandseriesofeventsinchronologicalsequence

° describinginthefirstpersonthewriter’sorcharacter’sfeelingsandthoughts

° reflectinginacommentarywhytheexperiences/eventsdescribedarememorableorworthrecounting

Narratives e.g.,storiesaboutcharactersingivensituations• narrate situations, express feelings and convey points of view about the world

and/ or fictional worlds by:

° describingthesettinganddevelopingtheplot(e.g.,seriesofeventsbuildingtowardsthecomplicationandresolution)

° usingfirst-personorthird-personpronounsconsistently

° usingliterarytechniquesforcharacterisation(e.g.,directspeech)

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

CHAPTERTWO WRITINGANDREPRESENTING5�

R E S T R I C T E D


LO6:


(continued)

**SeeComponentLanguage Features of Types of TextsinGrammar Chartforthegrammaticalitemsspecifictothevariousyearlevelsandthetypesoftextstobecreated.

TyPES OF TExTS


(continued)






TEXTS FOR ACADEMIC AND FUNCTIONAL PURPOSES**Lists e.g.,listsof‘thingstodo’• List facts or information by applying the appropriate format, using the relevant

features e.g.,

° bullets

° numberingProcedures e.g.,recipes,instructionsonhowtocreateanartorcraftwork• record the steps taken to do or make something by:

° writingtheaimofthetext

° listingthematerialsneeded

° sequencingand/ordescribingitemstobecarriedoutorconditionstobeobserved

° applyingtheappropriateformat,usingtherelevantfeaturese.g.,- mainheading- bullets/numbering

Notes, Letters, Email, Notices And Forms e.g.,notesofexcuse,noticesfornoticeboards,lettersoremailtoafriend,teacherorprincipaltoaskforinformationorgivefeedback• Provide information, explain a situation and/ or express points of view, using

factual, emotive and sensory details by:

° describing,elaboratingonand/orsupporting/explainingkeypoints

° applyingtheappropriateformat,usingtherelevantfeaturese.g.,- salutation(e.g.,inletters/email)- sectionheading(e.g.,inletters/email)- mainandsub-headings- bullets/numbering- signingoff(optionalforemail)

Factual Recountse.g.,schooleye-witnessaccountsofanincidenttoateacherorpolice• record the particulars of an incident and/ or explain how and why it happened,

using factual, emotive, sensory details or points of view by:

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

° describing,elaboratingonand/orsupporting/explainingkeypointsandseriesofevents

° reflectinginacommentaryhowandwhytheincidenthappened

° applyingtheappropriateformat,usingtherelevantfeaturese.g.,- titleorheadline- bullets/numbering- signingoff(e.g.,ineye-witnessaccounts)


R E S T R I C T E D


LO6:


(continued)

TyPES OF TExTS


(continued)






Information Reportse.g.,reportonaproduct/serviceprojectproposal/brochuresforthepublicongiventopics• Provide and explain information, using factual and sensory details by:

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

° describing,elaboratingonand/orsupporting/explainingkeypoints

° restatingkeypointsintheconclusion

° applyingtheappropriateformat,usingtherelevantfeaturese.g.,- addressee(e.g.,inproposals)- mainandsub-headings- bullets/numbering- signingoff(e.g.,inproposals)

Explanationse.g.,explainingrulesofagameorsport,howand/orwhyaneventorsocialproblemoccurrs• Explain how or why something works or happens, using factual and sensory

details by:

° providingadefinition/statementofthephenomenon,processorsystemtobeexplained

° describingsystematicallyhoworwhythephenomenon,processorsystemworks

° applyingtheappropriateformat,usingtherelevantfeaturese.g.,- mainheadings- bullets/numbering

Expositionse.g.,onlineforumsupporting/disagreeingwithaposition;reviewsofcomputergamesormovies,explainingwhythesewereinterestingadvertisements;persuadingtheclassorschooltobuyordosomething• 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, using factual and/ or sensory details by:

° statingthewriter’spointofvieworproposedactionintheopeningtoorientatethereader

° elaboratingon/explainingthewriter’spointofvieworproposedactionwithrelevantexamples/evidence

° restatingthewriter’spointofview/proposedactionand/orkeypointsintheconclusion

° applyingtheappropriateformat,usingtherelevantfeaturese.g.,- addressee(e.g.,inproposals)- titleorheadline- mainandsub-headings- bullets/numbering- signingoff(e.g.,inproposals)

CHAPTERTWO WRITINGANDREPRESENTING5�

R E S T R I C T E D


Theabstractconceptofgrammarwillnotcomeeasilytopupils.OneofthedifficultiesisthecomplexitiesofEnglishLanguagemorphology.1Englishhasmanyexceptionstotherule,forexample,inflections,canbemarkedwith‘–ed’or‘–ing’andtheuseofirregularformsoftheverb(e.g.,eat,ate;run,ran).LearninggrammarismadeevenmoredifficultifthehomelanguageofthepupilsisnotpredominantlyEnglish.Forthesepupils,grammarhastobetaughtfirstinmoreconcrete,everydayterms.Forinstance,grammarcanbeexplainedasthe‘buildingblocks’oflanguage(e.g.,wordscombinetoformphrases,phrasescombinetoformclausesorsentences,sentencescombinetoformparagraphs)orintermsofdiscerniblepatterns,suchasSubject-Verb-Object(S-V-O).

Pupilswillalsoneedtoknowthatgrammarinspoken,writtenandmultimodaltextsdiffersinformandfunction,andtheappropriateuseofgrammaticalitemsandstructuresinthedifferenttexttypesorformscontributestoeffectivelanguageuse.

Theexplicitteachingofgrammaticalitemsandstructuresinameaningfulcontextwillhelp pupils learn to communicate meaningfully and accurately. A spiral approach isrecommended,beginningwiththeintroductionofsimpleritemsandstructures.Thesewill be revisited and reinforced at the upper levels, with a focus on more complexstructuresatword,phrase,sentenceandtextlevels,dependingonpupils’needsandabilities. Revisiting and reinforcing grammar items from the Upper Primary levels toSecondary4willhelpcreateinpupilsagreatersensitivitytocommonly-madeerrorsandconsequently,theywillhavegreaterawarenessofwhatcorrectgrammarisallabout.

When teaching grammatical items and structures explicitly, teachers will useappropriate metalanguage with pupils to develop their understanding of theconventions of language. Teachers need to integrate the teaching of grammarwiththeotherlanguageskillsanduseauthentictextsandresourceswhichcontainfrequentlyoccurringgrammaticalitemsandstructures.

Hence,todeveloppupils’knowledgeofandproficiencyingrammar,teacherswill:

• needtobeproficientintheirownknowledgeofgrammaticalrules.

• teachpupilstheappropriatemetalanguageforlearningandtalkingaboutlanguagestructuresandlanguageinuse.

• combineexplicitandsystematicteachingofgrammaticalitemsandstructureswithcontextualisedinstruction.Authenticmaterialsfromavarietyofprintandnon-printsourceswillbeusedinabalancedandintegratedwaythatisresponsivetopupils’needsandabilities.

Overview Diagram

GrAmmAr Developknowledgeofgrammarforthepurposefuluseoflanguageattheword,phrase,

sentenceandtextlevels

ITEMS, STRUCTURES AND LEARNER STRATEGIES

Metalanguage

FOCUS ArEA

Use of Terms

LO1

Usemetalanguageforlearningandtalking

aboutlanguagestructuresandlanguageinuse

CohesioninTexts

Grammar What to Teach, When and Why

AtWordandPhraseLevels

FOCUS ArEA

Grammar at word and Phrase Levels

LO2

Applyknowledgeofgrammaticalrulesatthewordandphrase

levels

AtSentenceLevel

FOCUS ArEA

Grammar at Sentence Level

LO3

Applyknowledgeofgrammaticalrulesat

sentencelevel

FOCUS ArEA

Grammar at Text Level

LO�

Showunderstandingofhowthepurposeful

useoflanguageshapesmeaningin

texts

LanguageFeaturesof

TypesofTexts

�0 GRAMMAR CHAPTERTWO

R E S T R I C T E D


• 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 contribute toeffectivecommunicationfordifferentpurposes,audiences,contextsandcultures.

• monitorpupils’understandinganduseofgrammarduringpractice.


Indevelopingpupils’knowledgeofgrammar,theEnglish Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical])buildsonthestrengthsoftheEL Syllabus 2001 EM3 and Normal (Technical) while defining the specific grammaticalitems,structuresandlearnerstrategiestobetaughtattheword,phrase,sentenceandtextlevels.


• Exposingpupils toandmakingthemawareof thestructuralpatternsinthelanguageintheearlyyearsoflanguagelearningbefore teaching them how the rules in English grammaroperate

• The explicit teaching of grammar in meaningful contexts sothatpupilsknowhowtousegrammaticalitemsandstructurestocommunicatemeaningfully

• A spiral, progressive approach to teaching grammar, i.e.,grammatical items and structures are introduced at simplerlevelsandthenrevisitedandreinforcedatmoresophisticatedlevels

• TeachingpupilstounderstandhowtheEnglishlanguageworksatthetext,sentence,clauseandwordlevels






EL Syllabus2001

CHAPTERTWO GRAMMAR�1

R E S T R I C T E D







EL Syllabus2010 USE OF TErmS

Upper PrimaryInordertostrengthenandreinforcepupils’languagefoundation,they need a knowledge of grammar which will support theirdevelopmentoflanguageskills,specificallyinimprovingreadingand for producing different types of spoken and written textsforcreative,personal,academicand functionalpurposes. Forthis reason, teachers will revisit and reinforce the grammaticalmetalanguagepupilshavelearnedinLowerandMiddlePrimarythatwillenablethemtotalkaboutgrammaticalitems,structuresand rules at theword,phrase, sentenceand text levels. Thegrammatical terms will be taught explicitly, systematically andmeaningfully.

SecondaryTeachers will continue to develop and strengthen pupils’knowledgeofgrammaticalmetalanguageatthedifferentlevels.

GrAmmAr AT wOrD, PHrASE AnD SEnTEnCE LEvELS

Upper PrimaryAt the Upper Primary level, besides the explicit teaching ofgrammatical items, structures and rules using the appropriatemetalanguage,teacherswillteachgrammarwithinthecontextofmeaningfullanguageuse.

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

moving Forward

Thissyllabusorganisesgrammar items,structuresand learnerstrategiesintothefollowingfourfocusareaswhichareshownintheGrammarChart:

USE OF TErmS• Metalanguage

GrAmmAr AT wOrD AnD PHrASE LEvELS

GrAmmAr AT SEnTEnCE LEvEL

GrAmmAr AT TExT LEvEL• CohesioninTexts• LanguageFeaturesofTypesofText


R E S T R I C T E D


A whole-part-whole approach to teaching grammar will beadopted.Thismeansthatteacherswillbegingrammarinstructionbyexposingpupilstonaturalisticandauthenticsamplesoftextsin the course of listening, reading and viewing. Teachers willdirectpupils’ attention to specificgrammatical item/s found inthetext/sanddiscusstherulesaswellascontext/sinwhichtheitem/sareused. For example,pupilswill distinguishbetweenwordclasses,alsoknownaspartsofspeech(e.g.,nounsandverbs), inaselection they readwith the teacherduringguidedreading. Finally, teacherswillprovidepupilswithopportunitiestoapplytheirlearningofthesegrammaticalrulesandtopractisetheuseofthegrammaticalitem/sinaparticularcontext(e.g.,inasimpleroleplay).Insodoing,teacherswillprovidemeaningfulcontextsforhowgrammaticalandlexicalitemsareused.

Itisimportantandnecessarytoexposepupilstomanytypesofsimpleliteraryandinformational/functionaltextsandmodelsoflanguageusewhichtheycanreproduceinspeaking,writingandtherepresentationoftexts.

Teachers will revisit and reinforce these word classes,connectors,sentencestructuresandpunctuationuntilmasteryof the items and structures is achieved. This will ensure thatpupils are able to identify the form, meaning and function ofwordclasses (partsofspeech)andtodistinguishbetweenthewordclasses.Knowledgeofwordclasseswillalsocomplementpupils’ vocabularydevelopment. Teacherswill teachpupils tovarytheformsofverbstoreflecttime,tenseandaspectandtodemonstrate how meaning can be affected if time, tense andaspectarenot inflectedaccurately. Teacherswill teachpupilstocombinewordsintherightorder(e.g.,S-V-O)toformsimple,compound and complex sentences and to change the waysentencesarewritten.Pupilswillalsodosimpleeditingoftheirwritingandmakesimplepresentationswithcorrectgrammar.

SecondaryTeachers will revise with pupils the grammatical items andstructurestohelpthemconsolidatetheirunderstandingofhowtheseitemsandstructureswork,beforeintroducingnewitems.Pupils will learn how to expand and manipulate grammaticalstructures (e.g., expand words into phrases, join sentences).Teacherswillshowpupilshowtorecogniseandcorrecttheirownerrors. Where necessary, teachers will teach and revise thesegrammaticalitemsandstructuresuntilmasteryisachieved.

GrAmmAr AT TExT LEvEL

Cohesive devices are words and grammatical structures thatlinkideasacrossdifferentclauses,sentencesandparagraphstobringaboutcohesionwithintexts.2Whencohesivedevicesareusedskilfully,pupilswillbeabletoachievegreatercoherenceinthetextstheyproduce.

Grammarattheparagraphandtext levelswillbeprogressivelyintroducedovertheyear levelstohelppupilsrecoverandgainfluencyandcontrolintheiruseoflanguage.Pupilswillconstructavarietyofsentencestructuresandlearntousethemtoproducecontinuouswritingaccordingtopurpose,audience,contextandculture. Theywill alsoedit theirwritingand/or representationoftextsformeaningandclarity.Teacherswillexposepupilstomanytextsandtextformstohelpthembecomeawareofhowlanguageshapesthemeaningofthetexts.Teacherswillprovidescaffoldingforlearningthelanguagethroughtheuseofawidevarietyofprintandnon-printresourcesinteachinggrammarattextlevel.


R E S T R I C T E D


Upper PrimaryTeachers will teach the pupils how to organise words intosentences, and sentences into paragraphs and texts usingcohesivedevices(suchasreference,substitution,conjunction).Thisknowledgewillenablepupils tounify ideas,organise,andshowlogicalprogressionandconnectednessintheirwrittenandoralpresentations.

Teacherswill raisepupils’awarenessofthecommonlanguagefeatures found in personal recounts and narratives, writteninstructions and procedures, and conversations and shortfunctionaltexts.Theywillhelppupilsidentifythesalientlanguagefeaturesinthevarioustypesoftextsandapplytheirunderstandingtoenhancecomprehensionandtospeak,write,andrepresenteffectively.Togetherwiththeuseofcohesivedevices,pupilswillbeabletoproduceapieceofsustainedcontinuouswritingandrepresentationofatext that iscoherent,accurateandsuitablefortheintendedpurpose,audience,contextandculture.

SecondaryTeacherswill focuson text levelgrammar toshowpupilshowgrammarandmeaningareinterwoven.Teacherswillstrengthenpupils’knowledgeanduseofcohesivedevicesincreatinglinksacrossdifferentclauses,sentencesandparagraphs.Pupilswillidentifythecommonlanguagefeaturesofexplanations, factualrecounts,informationreportsandsimpleexpositions,andlearnto reproduce these language featuresduringspeaking,writingand representing to suit the purpose, audience, context andculture.


1 Swanson,HarrisandGraham,2003,p.224.

2 Chandrasegaran,2001,pp.111-112.

�� GRAMMAR CHAPTERTWO

R E S T R I C T E D


USE OF TErmS

Developknowledgeofgrammarforthepurposefuluseoflanguage…

LO1:

Usemetalanguageforlearningandtalkingaboutlanguagestructuresandlanguageinuse

*SeesectiononVerbsforsubject-verb-agreementforcollectivenouns.

LO2:

Applyknowledgeofgrammaticalrulesatthewordandphraselevels


…attheword,phrase,…

GRAMMAR FEL N(T)FOCUS ArEAS LEArnInG OUTCOmES ITEmS, STrUCTUrES AnD LEArnEr STrATEGIES P 5 P� SEC 1 SEC 2 SEC 3 SEC � rEmArKS

mETALAnGUAGEThe explicit teaching of metalanguage will be revisited. Pupils will revise all the grammatical terms listed here because they will require the grammatical terms to talk about how language works at the word, phrase, sentence and text levels, and during editing and self-correction. Teachers will teach other terms, where appropriate, especially to the more able pupils. • 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,complexsentence

AT wOrD AnD PHrASE LEvELSNouns• Use different types of nouns:

° Commonnouns- concretecountable(e.g.,table)- concreteuncountable(e.g.,luggage)- singular(e.g.,teacher,potato,baby,knife,son-in-law)- 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.,son/daughter,lion/lioness)

° Propernouns(e.g.,Singapore,Janet)° Possessiveform(e.g.,theboy’spencil,James’car/James’shouse,sister-in-law’splace)° Collectivenouns*(e.g.,family,committee,flock,panel)° Abstractnouns(e.g.,love,fear)

• Expand nouns into noun phrases (e.g., table → a brown table)• Use gerunds: nouns which look like verbs (e.g., I like singing.)• Form nouns from adjectives or verbs (e.g., kind → kindness, suffer → suffering)Determiners• Use different types of determiners

° Articles(introducenouns):- a/an:Indefinite(e.g.,abook,anapple)- the:definite(e.g.,thePrincipalofmyschool,Mr.Lim)- zeroarticle:noarticleforuncountablenouns(e.g.,IlikemusicandIcanplaythe

guitar.)° Quantifiers(indicateand/orhighlightquantityofnouns):

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

- some,few/little,many/much(countable/uncountable)

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).


R E S T R I C T E D




(continued)

LO2:


(continued)


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

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

° Demonstratives(indicatedifferencesinproximitytospeaker):- This/that,these/those(e.g.,Thisdressisprettierthanthatonehangingover

there.)

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

Pronouns• Use different types of pronouns

° Personalpronouns- assubject:I,we,you,he,she,it,they(e.g.,WeliveinHougang.Youlivein

Bedok.)- asobject:me,us,you,him,her,it,them(e.g.,MrAnggavemeabook.Hegave

youapencil.)

° Demonstrativepronouns:this,that,these,those(e.g.,Thiscostsmorethanthat.)° Interrogativepronouns:what,whose,which,who(m)(e.g.,Whoseisthat?Itisthe

actor’s.)

° Reflexivepronouns:myself,ourselvesyourself,yourselves,himself,herself,itself,themselves.(e.g.,Wegotoutofthewateranddriedourselves.)

° Possessivepronouns:mine,ours,yours,his,hers,theirs(e.g.,Thiscarismine.)

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

° Reciprocalpronouns:eachother,oneanother(e.g.,DanandIwritetoeach otherregularly.)

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

Adjectives • Use different types of adjectives: quantity (e.g., much), quality (e.g., soft), size

(e.g., large), origin (e.g., Italian), colour (e.g., blue) • Use adjectives occurring in different positions (e.g., the old man (before a noun),

the boy was mischievous (after a verb) )• Use comparative and superlative adjectives:

° Regular(e.g.,fast,faster,fastest)

° Irregular(e.g.,good,better,best)

° Useofmoreandmost(e.g.,expensive/moreexpensive/mostexpensive)• Form adjectives from nouns or verbs (e.g., wool → woollen, help → helpful)






R E S T R I C T E D




(continued)

@SeesectiononTime/ Tense/ AspectforPresentContinuousandPastContinuous.

# SeesectiononTime/ Tense/ Aspect forPresentPerfectandPastPerfect.

LO2:


(continued)


• 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.)

• 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- ‘be’(e.g.,Sheisclever.)- ‘there’+‘be’(e.g.,Thereisatearinmyshirt.)- ‘have’meaning‘possess’(e.g.,Ihavenomoney.)- ‘do’(e.g.,Idohouseworkeveryday.)

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

• Use appropriate subject–verb agreement:

° Singular/plural(e.g.,The rose iswilting.The boys arerunning.)

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

• Distinguish verbs according to meaning

° Actionverbs(e.g.,run,jump)

° 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.,write→arewriting)@

° –ed/-enparticiple(e.g.,cook→hascooked,write→haswritten)#

• 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.,Angiehelpedherfatherto cookabowlofporridge.)- bareinfinitives(e.g.,Angiehelpedherfathercookabowlofporridge.)

• Use verbs with appropriate clause and sentence structures:

° Imperativeverbform:takesthesameformasthebareinfinitive(e.g.,Stirthecoffeewell.)





CHAPTERTWO GRAMMAR��

R E S T R I C T E D




(continued)

+Thepresentandpastareexamplesoftenses.

Thecontinuousandperfectareexamplesofaspect.

LO2:


(continued)


° Transitiveverbs:takeanobject(e.g.,Shebought a pen.)

° Intransitiveverbs:takenoobject(e.g.,Thedogbarked.)• Form phrasal verbs (e.g., carry out)Time/ Tense/ Aspect+

• Distinguish between the different forms of verbs that indicate whether an event is already past, is happening now or will happen in the future:

° Simplepresent- forhabitualactions(e.g.,Ivisitthedentisttwiceayear.)- fortimelessanduniversalstatements(e.g.,Thesunriseseverymorning.)- forcurrentfactswhichmaychangeorholdtrueindefinitely(e.g.,Singaporeisthe

world’sbusiestport.)- fortheinstantaneouspresent(e.g.,Iwritemynameanddrawamargin.)- forscheduledfutureactions(e.g.,Thematchbeginsathalfpastthree.)

° Simplepast- forapastaction/event(e.g.,Iateanapplethismorning.)- foraregularactioninthepast(e.g.,Istayedwithmygrandfatherforfouryears.)

° Presentcontinuous- foranactionthatishappeningnow(e.g.,Motheris bakingacakenow.)- forindicatingaplannedfutureevent(e.g.,Weare goingtothezootomorrow.)

° Pastcontinuous- foractionsthatwereinprogressatsometimeinthepast(e.g.,Lastweek,we

were writingpoemsunderatree.)- foranactionthatwasgoingonwhenasecondonetookplace(e.g.,Theywere

sleepingwhenthefirebrokeout.)

° Presentperfect- foractionsinthepastthatstillaffectthepresent(e.g.,Ihave readthebook.

[…soIcanlendittoyou.])- foractionsbeguninthepastthathavecontinuedtothepresentandthatare

possiblycontinuingintothefuture(e.g.,Theresehas livedinSingaporeallherlife.)- foractionsoccurringatanunspecifiedtime(e.g.,Theplanehas landed.)

° Pastperfect- forreportedspeech(e.g.,Bensaid,“Ihavewon.”Bensaidhehad won.)- forapastactionoccurringbeforeanotherpastaction(e.g.,Iofferedtolendher

thebookbutshehadalreadyreadit.)

° Future- use‘will’/‘shall’+infinitive(e.g.,Iwill gotothelibrarytomorrow.)- use‘begoingto’+infinitive(e.g.,Myparentsare goingtoattendtheconcert)- usethesimplepresenttoexpressanunalterableplan(e.g.,Tomorrowisaholiday.)- usethepresentcontinuous(e.g.,TheMinisteris comingtoourschoolnextweek.)

° Presentconditional:toexpressarealpossibility(if+Present…will+infinitive)(e.g.,Youwill belateforschoolifyoudonothurry.)






R E S T R I C T E D




(continued)

LO2:


(continued)


° Hypotheticalconditional:torefertoasituationthatisunlikelytohappenoronethatisunreal(if+past…would+infinitive)(e.g.,IfIhadamilliondollars,Iwould buyasportscar.)

° PastPerfectConditional:torefertoanimaginedpastsituationwhichdidnothappen(if+pastperfect…wouldhave+pastparticiple)(e.g.,Ifshehad askedme,Iwould have helpedher.)

Modals • Use modals to express a variety of meanings:

° Indicateprediction(e.g.,Itwillrainthisafternoon.)

° Conveyability(e.g.,can/cannot.Icanplaythepianowell.Shecannottouchtheceiling.)

° Askforpermissionandexpressprohibition(e.g.,may/maynot,should/shouldnot.MayIborrowyourpencilplease?No,youmaynot.)

° Expresspoliteness(e.g.,would,may,could.Iwouldlikeacupoftea,please.MayIuseyourpen?)

° Conveyintention(e.g.,Ishall/ willcelebrateMother’sDaythisSunday.)

° Indicatepossibility(e.g.,Youmayhavetherightanswer.)

° Putacrossinsistenceordetermination(e.g.,Ishall/ willrunafterhimuntilIcatchupwithhim.)

° Putacrossobligation/compulsionorconveynecessity(e.g.,must/mustnot.Youmustbehomebysixp.m.)

° Toexpressduty(e.g.,ought,should.Yououghttoleavesomecakeforyourbrother.)

° Makeoffers,requestsandsuggestions(e.g.,may,can,shall,should,could.ShallIopenthewindow?Couldyoupleasebringmeacupoftea?)

° Signaltentativeness(e.g.,Sheshouldbecomingtonight.)Adverbs • Use different types of adverbs:

° Adverbsofplace(e.g.,there)

° Adverbsoftime(e.g.,soon)

° Adverbsoffrequency(e.g.,seldom,often)

° Adverbsofmanner(e.g.,carefully)

° Adverbsofduration(e.g.,briefly)

° Adverbsofdegree(e.g.,very,quite,extremely)

° Adverbsofreason(e.g.,since)

° Adverbsthatconnectclausesandsentences(e.g.,perhaps,naturally,consequently)

° Adverbsthatindicateanattitudeofthespeaker (e.g.,A:Wouldyouliketogoforajog? B: Actually,Iwouldrathernot.)

• Expand adverbs into adverb phrases (e.g., slowly → fairly slowly; quickly → very quickly)

• Use comparative and superlative adverbs

° regular(e.g.,fast,faster,fastest)





CHAPTERTWO GRAMMAR��

R E S T R I C T E D




(continued)

@@TeacherswillneedtoreinforceSubject-Verb-Agreementwhenteachingpupilstoconstructsentenceswithdifferentstructures.

LO2:


(continued)


**SeeConjunctionunderComponent,Cohesion in Textsforhowconnectorsareusedascohesivedevices.


…sentence…

LO3:

Applyknowledgeofgrammaticalrulesatsentencelevel

° irregular(e.g.,well,better,best)

° useof‘more’and‘most’(e.g.,slowly,moreslowly,mostslowly)Prepositions • Use prepositions to convey a variety of meanings:

° Position(e.g.,sittingonthechair)

° Direction(e.g.,runningtowardsher)

° Time(e.g.,onMonday)

° Purposeandmeans(e.g.,forfun,withapen)

° Accompaniment(e.g.,wentwithher)

° Comparison(e.g.,tallerthanyou)

° Exception(e.g.,…everyoneexceptTom)• Recognise how preposition collocate with other words (e.g., in search of/ search for)• Form prepositional phrases (e.g., run for safety) Connectors**• Use a variety of connectors to express relationships between similar groups of

words to show:

° Addition(e.g.,and,aswellas)

° Sequence(e.g.,next,then)

° Reason(e.g.,because,as,since,for)

° Purpose(e.g.,inorderto,sothat)

° Contrast(e.g.,but,yet,still,however)

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

° Condition(e.g.,if,unless)

° Place(e.g.,where,wherever)

° Cause-and-effect (e.g., therefore, so that, since)AT SEnTEnCE LEvEL (PrImAry)Sentence Structure• Construct a variety of sentences@@:

° Simplesentences:- Subject+Verb(e.g.,Jitsings.)- Subject+Verb+Object(e.g.,Idroppedthecoin.)- Subject+Verb+Adverbial(e.g.,Thefoodishere.)

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

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

Hefailed. → Hetriedhardbutfailed.)






R E S T R I C T E D



…sentence…

(continued)

LO3:


(continued)


° Complexsentences(madeupofamainclausewithoneormoredependentorsubordinateclauses)- withacomparisonclause(e.g.,Ieatmore than you do.)- with a relative clause (e.g., Sarah found a purse which contained ten dollars.)

° Differentsentencetypes- Declarative(e.g.,Charlesismybrother.)- Interrogative(e.g.,WhereisElaine?)- Imperative(e.g.,Sitdown.)- Existential(e.g.,Thereoncelivedaprince.)- Exclamatory(e.g.,Whatabeautifuldayitis!)

° Directspeech(e.g.,“Waitforme.”)• vary the way sentences are written:

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

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

° Usingreportedspeech:- usereportingverbsinreportedspeech(e.g.,‘said’,‘told’,‘asked’)- forstatementswithtensechanges(e.g.,Hesaid,“Therearesomeorangesinthe

bowl.” → Hesaidthatthereweresomeorangesinthebowl.)- forstatementswithouttensechanges(e.g.,“Thesunrisesintheeast.”Hesaid

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

Johnsaidthathelovedswimming.- forquestionswithtensechanges(e.g.,Sheasked,“Arethereanyorangesinthe

bowl?” → Sheaskedwhethertherewereanyorangesinthebowl.)- foranorder(e.g.,‘Sitdown,John,’theteachersaid. → Theteacherordered

Johntositdown.)

° AlteringtheVoice:- fromActivetoPassive(Ibrokethewindow. → Thewindowwas broken[byme].)- fromPassivetoActive(Thisworkwill be completed[bytheteam]. → Theteam

will completethiswork.)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?)






R E S T R I C T E D



…sentence…

(continued)

LO3:


(continued)


° Answers:- yes/no+expectedanswers(e.g.,Didhewalk?Yes, he did.)- answerstoquestionswhichusequestionwords(e.g.,Whoisgoing?Carl is

going.)Punctuation• Use punctuation appropriately

° Capitalletter- forbeginningthefirstwordofasentence(e.g.,Thecatisrunningaway.)- fortheword‘I’(e.g.,IbelieveIcandobetterthanthat.)- forpropernouns(e.g.,Singapore,Lydia)- forthefirstwordindirectspeech(e.g.,MissHosaid,“Shehasalovelyvoice.”)- fortitles,nationalities,languages- forinitialsinnamesofpeople(e.g.,C.K.Lim)

° Full-stop:attheendofasentence(e.g.,Theyareplayinginthefield.)° Questionmark:attheendofaquestion(e.g.,Whattimeisit?)

° Exclamationmark:attheendofasentenceshowingstrongfeeling(e.g.,Iamsoangrywithyou!)

° Comma:- forseparatingnouns(e.g.,socks,shoes,slippersandsandals.)- indirectspeech(e.g.,Shesaid,‘Iamsohungry.’)- after‘yes’and‘no’(e.g.,Yes,thankyou.)- indirectaddress(e.g.,MrAng,mayIbeexcused?)- inaddresses(e.g.,Thisparcelshouldbesentto51,HillviewAvenue,Singapore.)

° Quotationmarks:- forindicatingdirectspeech(e.g.,Shesaid,“MynameisPatricia.”)- fortitles(e.g.,“TreasureIsland”).- usingdoubleandsinglequotationmarkswithinonesentence(e.g.,Shesaid,“I

enjoyedreading‘TreasureIsland’.”)

° Apostrophe:- toshowownership/possession(e.g.,Katie’sbag,acustomer’scard)- inacontraction(e.g.,I’m,don’t)- toindicatepossessionwithoutthesecondnoun(e.g.,Mymotherhasgonetothe

baker’s)

° Indentation:- fororganisingatextintoparagraphs- fororganisingdirectspeech

° Hyphen:forcompoundwords(e.g.,well-known,runner-up)

° Colon:- toindicatedirectspeechinaplayscript(e.g.,May:Iwasworriedaboutyou.)- forlistingitemswhichaddmeaningtothewordbefore(e.g.,Thefollowingpupils

wereabsent:Leonard,CedricandJeffrey.)






R E S T R I C T E D




…sentence…

(continued)

LO3:


(continued)

## SeeComponent,Review, Revision and Editing of Writing and RepresentationinWriting and Representation Chart.

++ Theteacherwillguidepupilsindividuallyorthroughpeerworktoshowanunderstandingoftheirerrors(e.g.,byconferencingwiththem,byreferringpupilstogoodmodelsoflanguageuseandbydemonstratinghowtoidentifyerrors.)Inparticular,theteacherwillfocusontheerrorsthepupilstendtomake.

***SeeComponent,Development and Organisation of IdeasinWriting and Representing Chart.


…andtextlevels.

LO4:

Showunderstandingofhowthepurposefuluseoflanguageshapesmeaningintexts

Identify error,e.g.,Welostourluggages.

Hewouldappreciateifwecouldhelp.

Idon’tknowwhyare wetaughtthis.

Although it was raining.Theycontinuedplaying.

Edit error,e.g.,luggages

…appreciateit

…we are

Although it was raining, they…

Explanation,e.g.,‘Luggage’ is an uncountable noun and does not have a plural form.‘Appreciate’ is a transitive verb and therefore requires an object.In reported questions, there is no inversion of subject and verb.‘Although it was raining’ is a subordinate clause and hence cannot stand on its own.

COHESIOn In TExTSUse cohesive devices to create links across different clauses, sentences and paragraphs:***• reference:

° Referringbacka) personalpronouns:torefertosomeonealreadydescribed(e.g.,Lizwasthrilled.

Shehadwonaprize.)b) useofquantifiers:another,both,each,every,other,either,neither(e.g.,SiewBee

andLynettewalkedin.Bothwereearly.)c) useofdemonstratives:this/these,that/those(e.g.,Helpyourselftothe

refreshments.ThesedisheswerepreparedbyShakila.)

° Referringforwarda) useofdemonstratives:this/these(e.g.,Youwouldnotbelievethis,butI’venever

learnttoswimbefore.)b)certainadjectives(e.g.Onthenextstreet,wewillfindthehousewearelookingfor.)

• 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)

EDITInG Teachers can refer to the Grammar Chart for grammatical rules at the word, phrase and sentence levels which pupils have been taught from Primary 1.• revise knowledge of grammatical rules at word, phrase and sentence levels• Use error analysis## to:

° identifyerrors++

° editerrors






R E S T R I C T E D


@@@SeeFocusArea,Extensive Listening and ViewinginListening and Viewing Chart.

SeeFocusArea,Extensive Reading and ViewinginReading and Viewing Chart.

SeeFocusAreas,Features of Spoken LanguageandTypes of Spoken TextsinSpeaking and Representing Chart.


…andtextlevels.

(continued)

LO4:


(continued)


• Substitution:

° Useofso,not,one,do/dide.g.,a) Areyougoing?Ithinkso.b) Itwon’thappenagain.Ihopenot.c) Iwouldlikeone(cupofcoffee),please.d) Thefloorneededwashing.Itcertainlydid.

° Lexicalsubstitutiona) synonyms(e.g.,Ihadapaininmycalfafterbeingstungbyabee,soIapplied

creamtosoothethediscomfort.)b)antonyms(e.g.,TheexpensivediamondIboughtturnedouttobeacheap

stone.)c)hyponyms(e.g.,Hannahlovesfruit,especiallyapples.)

• Conjunction:

° additive:again,also,aswell(e.g.,Idonotlikesoftdrinks.Meenawouldpreferwateras well.)

° contrastive:but,however,nonetheless,nevertheless(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,as,therefore(e.g.,Itbegantorain.As itwasraining,Icouldnotgoforawalk.)

LAnGUAGE FEATUrES OF TyPES OF TExTS Teachers will continue to teach the language features of the different types of texts to 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 Personal Recounts

° adjectives,adjectivephrasesandclausesforproducingvividdescriptionsofparticipantsandsetting

° adverbsandadverbialsfordescribinghowanactionhasbeencarriedout

° connectorsforshowingsequenceofevents

° directandindirectspeechforvariationandaddinginterest

° useofthecontinuoustoprovideaspectualcontrast

° nouns,nounphrasesandclauses(e.g.,participants,objects)

° prepositionsandprepositionalphrases

° useoffirst-personpronouns

° mentalverbsforselfreflection(e.g.,IbelieveIwasright.)






R E S T R I C T E D



…andtextlevels.

(continued)

LO4:


(continued)


Narratives° adjectives,adjectivephrasesandclausesforvividdescriptionsofparticipantsand

setting

° adverbsandadverbials###fordescribinghowanactionhasbeencarriedout

° connectorsforshowingsequenceofevents

° directandindirectspeechforvariationandaddinginterest

° useofthecontinuoustoprovideaspectualcontrast



° useofpronounsforbuildingcohesion

° actionverbsandmentalverbsforconveyingtheproceedings

° existentialsentencesProcedures

° adjectives,adjectivephrasesandclausesfordescribingmaterialsandobjects

° connectorsforshowingsequenceinsteps

° nouns,nounphrasesandclauses(e.g.,ingredientsinrecipes)

° quantifiersforindicatingamountsofingredientsandmaterials

° useofthesimplepresentforindicatingtimelessnatureofprocedures

° imperativestoelicitaction

° verbphrasesNotes, Letters, Email and Notices

° adverbsandadverbials###forprovidingmoredetails

° contractionsofverbformsandmodalauxiliariesforconveyingalevelofinformality

° modalauxiliariesforconveyingapolitetone


° pronounsforspecificparticipants

° questionsandanswersformakingrequestsandresponses

° arangeoftensesFactual Recounts

° adjectives,adjectivephrasesandclausesforproducingvividdescriptionsofparticipantsandsetting

° connectorsforindicatingasequenceofevents


° passivevoiceforconveyinganobjectivetone


° third-personpronouns

° quantifiersforspecificdetails,numbersandamounts

° actionverbsandmentalverbsforconveyingavarietyofmeanings

SeeFocusArea,Types of TextsinWriting and Representing Chart.

###Adverbialscanbeformedusingadverbs,prepositionalphrases,nounsandnon-finiteclauses.Teachersdonotneedtoteachadverbialsexplicitlyasalanguageitematthetextlevel.Instead,teacherswillraisepupils’awarenessofhowadverbialsareusedindifferenttypesoftextsandencouragethemtouseadverbials,whereappropriate.






R E S T R I C T E D



…andtextlevels.

(continued)

LO4:


(continued)


Information Reports° adjectives,adjectivephrasesandclausesforclarityindescriptionsofparticipants

andsetting

° languageforcomparing,contrasting,definingandclassifyingtoindicaterelationshipsbetweenfacts

° third-personpronounsforconveyingasenseofdistanceandobjectivity

° usethesimplepresentforindicatingthetimelessnatureoffacts

° actionverbs,mentalverbsandlinkingverbsforcommunicatingavarietyofmeaningsExplanations

° connectorsforshowingcauseandeffect

° passivevoiceforconferringauthorityanddistance

° useofthesimplepresentfortimelessstatements

° actionverbsandsensingverbsforconveyingavarietyofmeanings

° verbphrasesExpositions

° connectorsforshowingreasonandexplainingcauseandeffect,conditionandchoice

° passivevoicewhenagentisunderstoodorobvious

° useofthesimplepresentfortimelessstatementsandfacts

° mentalverbsforconveyingaviewpoint

° verbphrases






R E S T R I C T E D


Awidevocabularywillgivepupilsaccess toknowledgeand ideas inawide rangeoftextsandcontentareas.Directinstructioninvocabularycanhelpreducethegapbetween good readers and poor readers. Explicit instruction can help pupils learnenoughwordstobecomebetterreadersandthusacquireevenmorewords.Exposuretonewwordsandlearningtorecognisesightwordswillhelppupilstoread.Teacherswill provide pupils with a store of lexical items and high-frequency words that willenablethemtousethelanguagetoexpresstheirideasandthoughts.Thesewordsaretobetaughtexplicitlyandrepeatedly,givingpupilsknowledgeofthedefinitionsandcontextualmeanings.Forpupils,thisrepetitionneedstobeprovidednotonlythroughtheuseofreading-age-appropriatereadingmaterials,butalsothroughtheuseofavarietyof teachingstrategies,storiesandresourcessuchasvocabularychartsandpicturebooks.

Inteachingvocabulary,teacherswill:

• needtohaveawidevocabulary.

• teachpupilstheappropriatemetalanguagefortalkingaboutvocabulary.

• teachpupilshowtofindthedefinitionalandcontextualinformationaboutaword.

• provide pupils with opportunities for multiple exposure to a word in differentcontexts.

• help pupils build a considerable stock of sight words, such as place names,personalnamesandwordswhichoccurinnaturalconversationssothattheycanseetherelationshipsandcontrastsbetweenwords1inawiderangeofliteraryandinformational/functionaltexts.

• teach pupils how to make the best choice of words to use accurately andappropriatelyforaspecificpurpose,audience,contextandculture.

• provideopportunitiesforpupilstoapplytheirknowledgeaboutvocabularyinotherareas of language learning – listening, reading, viewing, speaking, writing andrepresenting.

vocabulary What to Teach, When and Why

Overview Diagram

vOCABULAry Usemetalanguageinbuildingandusingvocabulary,anddevelopandstrengthen

knowledgeaboutvocabularyfortheaccurateandpurposefuluseoflanguage

ITEMS AND LEARNER STRATEGIES

Metalanguage

FOCUS ArEA

Development ofvocabulary

LO1

Usemetalanguageinbuildingandusingvocabulary

FOCUS ArEA

Use of vocabulary

FOCUS ArEA

Use of Terms

BuildingandEnrichingVocabulary

LO2

Buildvocabularytosupportthedevelopmentoflistening,reading,viewing,speaking,

writingandrepresentingskills

UsingAppropriateVocabulary

LO3

Recognisehowwordsareusedandusethem

appropriatelytosuitpurpose,audience,contextandculture


CHAPTERTWO VOCABULARY��

R E S T R I C T E D











EL Syllabus2001

EL Syllabus2010


In developing pupils’ knowledge of vocabulary, the English Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical])buildson thestrengthsof theEL Syllabus 2001 EM3 and Normal (Technical)whiledefininghowvocabularywillbetaughtandused.


• Teachingpupils how tomakechoices in vocabulary to suitdifferentpurposes,audiences,contextsandcultures

• Building pupils’ knowledge of words through reading andteachingpupilslearnerstrategiesforrecognisingandformingwords

• Providingopportunitiesforpupilstoenjoythecreativeuseoflanguageintexts

• Theuseofabasicvocabularystarterlisttohelppupilsreadandwritesimpletexts.Thelistconsistsofhigh-frequencyandstructuralwords,wordswithirregularformsofspelling,wordswhichmaybedifficultforpupilstounderstandanduse,andwordswhicharerequiredforthestudyofothersubjects

moving Forward

Thissyllabusorganisesvocabularyitemsandlearnerstrategiesinto the following three focus areas which are shown in theVocabularyChart:

USE OF TErmS• Metalanguage

DEvELOPmEnT OF vOCABULAry • BuildingandEnrichingVocabulary

USE OF vOCABULAry • UsingAppropriateVocabulary

�� VOCABULARY CHAPTERTWO

R E S T R I C T E D












Metalanguage

Building and Enriching

Vocabulary

USE OF TErmS

Upper Primary to SecondaryLike grammar, vocabulary has its own set of metalanguagefor talkingabout language.Bycontinuing to focuson theuseof metalanguage in the teaching of vocabulary, teachers willenablepupilstotalkabouttheirknowledgeofvocabularymoreeffectively.Teacherscandothisbydiscussinghowwordsderivetheir meaning from the context of use, by talking about therelationships between words (e.g. synonyms, antonyms) andfixedexpressions,andbyexplaininghowwordsareformed.

Teachers will introduce the metalanguage of vocabulary atappropriate levels and ensure that pupils can meaningfullyapplythetermstheyhavelearnedtobuildandconsolidatetheirvocabularydevelopmentateveryyearlevel.

DEvELOPmEnT OF vOCABULAry

Upper PrimaryTeacherswillcontinuetobuildpupils’vocabularythroughdirectandexplicitinstructioninmanywayssuchasinstructioninwordmeanings,discussionsaboutwordsandwordpartsaswellasbyencouragingpupilstoreadindependentlyandwidely.Readingprovidesameaningfulcontextforhowlanguageandwordsareused.Teacherswillgivepupilsmanyopportunitiestoread,viewand listen to a wide variety of age- and interest-appropriateprint and non-print texts so that their vocabulary will grow astheybecomerepeatedlyand increasingly familiarwith thenewwords.

Teachers will help pupils recognise high-frequency or sightwords, or words that are found in common public places.Teacherswillalsoencouragepupilstouseavarietyofvocabularyreferences(e.g.,thedictionaryandonlineresources)toaccesswords, independentlychecktheirmeanings,andbroadentheirknowledge of words and their use of the words. Pupils willstrengthentheirrecallofvocabularythroughkeepingarecordofnewwordslearntandlookingupthemeaningsofthesewords.Teachers will teach pupils to use these words by substitutingthem with words that have similar meanings in familiar texts.Pupilswillalsolearntodeducethemeaningofwordsbylookingathowtheyareusedincontext.

SecondaryAttheSecondarylevels,teacherswillexpandpupils’accesstoavarietyofvocabularyreferencesincludingtheuseofthesauruses,both in print and online. They will guide pupils to use thesereferences to determine or clarify meanings of words and thewordclasstheybelongto.Teacherswillcontinuetoillustratehowcontextcanprovidecluestothemeaningofawordandthewordclassoftheword.Teacherswillteachpupilstoorganisewordsinto fields ofmeaning by categorising them according to theirrelationshipwithoneanother2suchassynonymsandantonyms.Pupilswill learnthevocabularyofcommonly-usedexpressionsand how they are used in everyday contexts. Teachers willencouragepupilstodemonstratehowwordsareformedthroughcompoundingandaffixation.Theywillbuildfurtheronthetermsthatpupilshavealreadylearnedfromliteraryandinformational/functional texts/ selections as well as from their content areareadings(e.g.,fromScienceorSocialStudies).

Teachers will show pupils how words are put together atthe phrase, sentence and text levels, how they relate to oneanotherandhowtheyare formed. Inorder toachievespecificcommunicative purposes and use words to suit differentpurposes,audiences,contextsandcultures,teacherswillteachpupilshowtorecognisetheplayfulandeffectiveuseofwordsbywritersandspeakers.

Use metalanguage in building and using vocabulary, and develop and strengthen knowledge about vocabulary for the accurate and purposeful use of language.

CHAPTERTWO VOCABULARY��

R E S T R I C T E D







Using Appropriate

Vocabulary

USE OF vOCABULAry

Upper PrimaryTeachers will provide pupils with opportunities to makeappropriateuseofthenewwordstheyhavelearnedinspeaking,writingandrepresenting.Teacherswillencouragepupilstousecommonly-usedexpressions,andconversationalandfunctionalphrasesineverydaysituations.Theywillteachpupilshowtovarytheirchoiceofwordsintheiroralpresentations,writingand/orrepresentationoftexts.Toaidpupils’comprehensionofatext,teacherswillpre-teachthekeywordsfoundinthetext.

Teacherswillalsohelppupilsbecomeawarethattheyneedtoadjust their choice of words, including terms of address andtone,whentheyinteractwiththeirpeersandothersfromdifferentculturesandbackgrounds.

SecondaryTeachers will continue to model to pupils how words can bechosen to suit the purpose, audience, context and culture inrelation to the texts, the medium of communication to select,andtheregistertousetoachievetheircommunicativepurposes.Teacherswillalsoteachpupilstobecomemoreeffectivelanguageusersbydeliberatelyvaryingandadjustingtheirchoiceofwordsintheiroralpresentations,writingand/orrepresentations.Thiswillenablepupilstohaveownershipofthewordsandtoconnectnewmeaningtotheirexistingknowledgewhileusing languagetoconnectwithothers.


1 Crystal,2005,p.199.

2 Ibid,p.200.

�0 VOCABULARY CHAPTERTWO

R E S T R I C T E D


USE OF TErmS

Usemetalanguageinbuildingandusingvocabulary,…

LO1:

Usemetalanguageinbuildingandusingvocabulary

VOCABULARY FEL N(T)FOCUS ArEAS LEArnInG OUTCOmES ITEmS AnD LEArnEr STrATEGIES P 5 P� SEC 1 SEC 2 SEC 3 SEC � rEmArKS

Italics Italiciseditemsandlearnerstrategiesareforexposureonly.Teacherswillprovidepupilswiththeexperienceoflearningtheseitemsandlearnerstrategies,dependingontheneedsandabilitiesoftheirpupils.Italiciseditemsandlearnerstrategieswillnotbeassessedformally.

Shading indicates where an item/ learner strategy will be formally introduced and taught.

Subsequently,theitem/learnerstrategymustberevisited,reinforcedandtaughtatincreasinglevelsofdifficulty,untilpupilshavemasteryofit.

Thischartwillbeusedby teachers toplan thescopeandcombinationof itemsand learnerstrategies tobetaughtateachyearlevel,takingintoaccounttheneedsandabilitiesofthepupils.Thechartalsohelpsteacherstodecideontheareasforassessmentinschool.


*SeeComponent,Pronunciation and Intonation,intheSpeaking and Representing Chart.

LO2:

Buildvocabularytosupportthedevelopmentoflistening,reading,viewing,speaking,writingandrepresentingskills


…anddevelopandstrengthenknowledgeaboutvocabulary…

mETALAnGUAGE (PrImAry)Explicit teaching of metalanguage will continue to be emphasised as part of vocabulary development and use. Pupils will learn to use all 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.

The teacher can teach other terms, where appropriate, especially to the more able pupils.• Use the following terms:

° word,compound,idiom,synonym,antonym,typeof,partof,prefix,suffix,wordclineBUILDInG AnD EnrICHInG vOCABULAry• Develop vocabulary through:

° readingavarietyofrichtextsappropriatetoageandability

° recognisingwordsfromreadingmaterials

° usingtextsasastimulus(e.g.,pupilssubstituteselectednouns,verbsoradjectivesinabookreadtothem)

° keepingarecordofwords(e.g.,wordbank)

° usingadictionaryand/oronlineresourcesto:- lookup/clarifymeaningofwords- lookupinformationaboutwords(e.g.,wordclass,usage,pronunciation*)

° usingathesaurustolookupsynonyms• Deduce meaning of words from how they are used in context, e.g.,

° useofcontextualclues

° wordclass(es)thewordsbelongto• Deduce meaning of words from how they relate to one another:

° wordsbelongingtothesamelexicalfield(e.g.,‘orange’and‘pear’belongtothelexicalfieldof‘fruit’)

° wordswhicharesynonyms(e.g.,quick/fast)- usewordclinestodifferentiatebetweennearsynonyms(e.g.,cool–cold

–freezing)

° wordswhichareantonyms(e.g.,far/near)

° wordswhicharehyponyms:typeof(e.g.,crimson → atypeofred)

° wordswhicharemeronyms:partof(e.g.,finger → partofahand)

° wordswhicharehomonyms:speltand/orpronouncedalikebuthavedifferentmeanings(e.g.,flower/flour)

• Learn the vocabulary of fixed expressions and what they mean:

° commonexpressionsforeverydayuse(e.g.,“MayI…please?”“Yes,thankyou”)

° collocations(e.g.,happybirthday✔,cheerfulbirthday✘)

° idioms(e.g.,lendahand→ help)

CHAPTERTWO VOCABULARY�1

R E S T R I C T E D


LO2:

Buildvocabularytosupportthedevelopmentoflistening,reading,viewing,speaking,writingandrepresentingskills

(continued)

VOCABULARY FEL N(T)FOCUS ArEAS LEArnInG OUTCOmES ITEmS AnD LEArnEr STrATEGIES P 5 P� SEC 1 SEC 2 SEC 3 SEC � rEmArKS

LO3:

Recognisehowwordsareusedandusethemappropriatelytosuitpurpose,audience,contextandculture

USE OF vOCABULAry

…fortheaccurateandpurposefuluseoflanguage.

Italics Italiciseditemsandlearnerstrategiesareforexposureonly.Teacherswillprovidepupilswiththeexperienceoflearningtheseitemsandlearnerstrategies,dependingontheneedsandabilitiesoftheirpupils.Italiciseditemsandlearnerstrategieswillnotbeassessedformally.

Shading indicates where an item/ learner strategy will be formally introduced and taught.

Subsequently,theitem/learnerstrategymustberevisited,reinforcedandtaughtatincreasinglevelsofdifficulty,untilpupilshavemasteryofit.

Thischartwillbeusedby teachers toplan thescopeandcombinationof itemsand learnerstrategies tobetaughtateachyearlevel,takingintoaccounttheneedsandabilitiesofthepupils.Thechartalsohelpsteacherstodecideontheareasforassessmentinschool.



…anddevelopandstrengthenknowledgeaboutvocabulary…

(continued)

USInG APPrOPrIATE vOCABULAry• Use words appropriate to:

° typeoftexts(e.g.,explanations:technicallanguage,expositions:persuasivelanguage)

° medium(spokenorwritten)

° register(formalorinformal)

• recognise how words are formed through:

° compounding(e.g.,workbook,playground,doorway)

° affixation:joiningprefixesandsuffixestobasewords(e.g.,en+large → enlarge)

° acronyms(e.g.,SARS–SevereAcuteRespiratorySyndrome)

° clipping(e.g.,telephone→phone)• recognise the playful use of words in spoken and written language:

° jokes

° riddles

�2 VOCABULARY CHAPTERTWO

R E S T R I C T E D


role of the Language TeacherChapter Three

Teaching for Learning

nEEDS OF THE FEL AnD n(T) PUPILS

FELandN(T)pupilshaveverydifferentlearningstylesandneedsinlearningEnglishfromtheirpeersintheNormal(Academic)andExpresscourses.Thepupils’readingage, andhence their level of competence, isdifferent from their chronological ageandtheirmaturitylevel.Basedonfeedbackfromteachers,thereadingagesofFELand N(T) pupils generally range between 7 to 12 years, while the better learnersperformattheiryearlevels.Thepupilsareknowntohavedifficultyinhandlingsymbolsassociatedwith readingandwriting.TheyseldomspeakanduseEnglish inoroutof theclassroomand theyhavenoticeablypoorer languageabilities thanpupilsofcomparableages.1Thepupilstendtohavedifficultywithabstractthinkingandwithgraspingcomplexconcepts.Theyalso tend to facedifficultywithgeneralisingandtransferringknowledge.

TEACHEr SUPPOrT

FELandN(T)pupilswillbenefitfromanextendedreadinessprogrammewhereteacherswillteach,revisitandreinforceskillstaughtinLowerandMiddlePrimaryinordertohelpthemget‘ready’forthenextleveloflearning–tobephysically,emotionally,mentally,socially,andexperientiallyreadytolearnaspecificskillandlearnerstrategy.

Teacherswillmanagepupils’learningby:2

• scaffoldingtheir learning.Scaffolding involvestheteacher introducingtopupilsalimitednumberofnewskillsatanyonetime,modelling/demonstratingtopupilsthestepsandprocessesinvolvedinthelearningandpracticeoftheskills,andprovidingthenecessaryguidanceandsupport.Examplesofscaffoldingincludemodifyingorsimplifyingtasksbystructuringandchunking,andincreasingthepredictabilityoftasksbyprovidingframeworksforpupilstouse.

• helpingpupilsachievehigherlevelsofskilldevelopmentthroughplannedsequentiallearningexperiences,eachrequiringaslightlyhigherlevelofcompetencethantheprecedingskill.


pp

lica

tion


itly

G

uid

ing

Dis

co

very

rai

sing

A


tegration

Lear

ning

-foc

used

Int

erac

tion

Contextualisation

Gra

mm

ar

vocabulary


• designingandadapting learningexperiencesandactivities thatwillmeaningfullyintegrate a seriesof EL lessons andbring aboutpupil involvement in their ownlearning.

• aligningtheirteachingprocesseswiththepupils’learningprogressandrespondingtopupils’learninggapsandneeds.Teacherswillprovideimmediatereinforcementoflearningtoenablepupilstobecomethoroughlycompetentintheirapplicationofskillsandconcepts.

• providing concrete materials and multi-sensory reinforcement and having pupilssee,say,hearanddoastheylearn.Pupilsneedconnectionstobemadeforthembetweenwhattheyalreadyknowandthenewknowledgetheyarelearning.

• pacing the learning for the pupils. Teachers need to give them enough time toapplytheskillsandconceptslearnedandtopractisetothepointofmasteryandproficiency.

• establishing rapport with them and creating a conducive and non-threateninglearningenvironment.

• motivating pupils through tasks that are within their ability, yet challenging andvariedenoughsothattheywillnotfeelbored.

• promoting pupils’ self esteem. Teachers need to provide many opportunitiesfor pupils to succeed as pupils demonstrate greater determination when theyexperiencetangiblesuccesseswhichtheycanattributetotheirowneffort.

CLLIPS AnD ACoLADE In THE FEL / n(T) EL CLASSrOOm

Inmakingdecisionsaboutteachingforlearning(i.e.,whattoteach,whenandwhy),teacherswillbeguidedbythesixPrinciplesofELTeachingandLearning(CLLIPS)andwilltakeintoaccounttheTeachingProcesses(ACoLADE).3

TeacherswillapplyCLLIPSwhendevelopingtheELinstructionalprogrammeatthedepartmentallevel(i.e.,inthedepartment’syearplanandschemesofwork)andattheclassroomlevel(i.e.,inunitplans,lessonplansandclassroomteaching).TeacherswillalsoemployACoLADEatanyphaseoftheirELlessons.

�� ROLEOFTHELANGUAGETEACHER CHAPTERTHREE

R E S T R I C T E D


KEY FEATURES OF THE EL SYLLABUS 2010













PURPOSE AUDIENCE CONTEXT CULTURE

LEARNING OUTCOMES

Facilitating AfL Enabling Ap

plic

atio

n S

tructuring Consolidation Instructing Explicitly

Gui

din

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isc

ove

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r

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tegration

Lear

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-foc

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Int

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Contextualisation

Gra

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vocabulary


InemployingACoLADE,teacherswillnotethefollowing:

• Thereisnoexactone-to-onecorrespondencebetweeneachofthesixPrinciples(CLLIPS)andtheTeachingProcesses(ACoLADE).Forexample,intheprocessofRaisingAwareness,theteachercouldatvariouspointsbeapplyingtheprinciplesofLearner-centredness,Learning-focusedInteractionandContextualisation.

• ACoLADE isnot intended tobecarriedout inanyparticularor fixedsequence.Forexample,ateachercouldbeginalessonbyRaisingAwarenessasmuchasbyGuidingDiscovery.

• ThecomponentsofeachofthesixTeachingProcesses(ACoLADE)arenotmutuallyexclusive. For example, while Posing Questions is a component of GuidingDiscovery, a teacher could also pose questions during Raising Awareness andInstructingExplicitly.

In summary, the six Principles (CLLIPS) and the Teaching Processes (ACoLADE)guideELteaching.ELteachersneedtousebothCLLIPSandACoLADEthoughtfullyandflexiblytoguidetheir instructionalplanningandclassroomteaching. Themainconsiderationstotakeintoaccountaretheneeds,abilitiesandinterestsoftheirpupils,andhowthedeliberatedecisionsandactionsinteachingcanimpactpupils’learning.

Although the Teaching Processes for FEL and N(T) pupils remain largely similar totheTeachingProcesses forpupils in theExpressandNormal (Academic)courses,teachersmaydifferentiatetheirteachingapproachaccordingtotheneedsandabilitiesoftheirpupils,asissuggestedinthetableonthefollowingpage.

CHAPTERTHREE ROLEOFTHELANGUAGETEACHER�5

R E S T R I C T E D


Teaching Processes (ACoLADE)

Enabling Application• Modelling Model how to apply a skill, strategy or processby

demonstratingitandprovidingthelanguagethatpupilsneed.12 Inaddition,selectaudioandvisual resources,interactiveCD-ROMsand/orwebsiteswhichprovideappropriatemodelsofhowaskill,strategyorprocesscanbeapplied,andwhichpupilscanread,viewand/orlistentoasmanytimesasneeded.

• Co-constructing Let pupils co-construct a task or a response to

a learning activity, recalling and applying learnedknowledgeorskill/sbycollaborativelyworkingthroughitwiththeirteacherand/orpeers.Lowprogresspupilsbenefitfromahands-onapproachinsmallgroupsinanon-threateningenvironment.

Structuring Consolidation

• Reinforcing Reinforce learning7 by

strengtheningpupils’knowledgeandskilfulness, and showing them howtouseandapplytheknowledgeandskills to new contexts so that thelearning becomes meaningful andpersonallyrelevant.Revisititemsandskillsasoftenasneededuntilpupilsattainmastery.

Facilitating AfL (Assessment for Learning)8

• Diagnosing Diagnose pupils’ needs, abilities and interests. Identify

learninggaps,andmodifyoradaptteachingmethodstoimprovelearning. Set the entry point for instruction at where pupils areandequipthemwith foundationalskillssoastoavoidwideninglearninggapsyearonyear.

• Monitoring Monitor pupils’ learningand,at thesame time,develop their

metacognitiveawarenessbyguidingthemtonotice,monitorandregulatehowtheyarelearning9basedontheprogresstheyhavemadeandthesuccessestheyhaveachieved.

• Feeding-Forward10 Give timely and useful feedbackthatfocusesonwhatpupils

candodifferentlytoimprove,andprovideopportunitiesforpupilstoactonthefeedbackbydeterminingthenextstepstoimprovetheirlearning.11Timelyandconstructivefeedbackwillhelpmotivatelow

progresspupilstowardsfurtherlearning.

Guiding Discovery13

• Prompting Prompt pupils to use what they already know and can do,14tolearn

aboutaskill, strategy,process,concept, ruleorprinciplewithoutexplicitinstruction.Helpthembymakingconnectionstowhattheyhavealreadylearnedorhaveexperienced.

• Posing Questions Pose questions,anddeveloppupils’abilitytoapplyquestioning

strategies,15inordertogeneratethoughtfuldiscussion.Dothisinsmallpeergroupssothattheywillnotfeelthreatenedbytherestoftheclass.

• Facilitating Facilitate a supportive learning environment by

structuringandmanagingproceduresandresourcesforlearning.Lowprogresslearnersthriveinawell-structuredenvironmentthatprovidesmultipleopportunitiestoworkinsmallgroupsandwithavarietyofprintandnon-printresources.

Instructing Explicitly16 • Explaining Explain directly and systematically a skill,

learner strategy, process or topic by defining,describing and giving reasons for learning it.17Teach and explain new skills only when pupilshavebeengivenenoughtimeandopportunitytomasterthepreviousones.

• Clarifying Help pupils become clear aboutaskill,learner

strategy,processortopicthroughexemplification,and through analysing and questioningassumptions.

Raising Awareness• Motivating Motivate learning by selecting and varying learning experiences

and activities that are enjoyable and interesting to teachers andpupils.4ForFEL/N(T)pupils,whoareoftenkinaestheticandvisual/auditorylearninglearners,allowforamultimediaandmulti-sensoryenvironmentforlearning.

• Connecting Showpupilshowtoactivatetheirpriorknowledge,andhelpthem

make connections betweenwhat they knowandwhat they arelearning, and between classroom activities, texts and the widerworld.5 This is especially important for lowprogress learnerswhooftenfinddifficultymakingtheseconnectionsontheirown.Learningmustbesituatedincontextsthatarerelevantandfamiliartotheirlifeexperiences.

• Focusing Helppupilsunderstandthe learninggoalsofclassroomactivitiesand

tasks, and focus attention on attaining these goals.6 Goals for lowprogresslearnershavetobesetrealisticallysothattheycanexperiencesuccesswhilebeingchallengedatthesametime.


R E S T R I C T E D


THE FEL/ n(T) EL CUrrICULUm FrOm UPPEr PrImAry TO SECOnDAry LEvELS

InplanninginstructionattheUpperPrimaryandSecondarylevels,teacherswillbearinmindtheneeds,abilitiesandinterestsofthepupilsandtheLearningOutcomestobeachieved.

Upper PrimaryAttheUpperPrimarylevels,pupilswill:

• reviewandreviselanguageskillslearnedpreviously,withspecialattentionpaidtodecoding,penmanship,spelling,grammaratword,phraseandsentence levels,andwordstudytobuilduptheirvocabulary.

• developlisteningcomprehensionandviewingskillsbybeingexposedtoavarietyofvisualaswellasspokentextswithasuitablepaceandtone.

• observe verbal/ non-verbal cues in accordance with social conventions andetiquette.

• developandstrengthentheirfoundationinreadingforfuturelearning.

• focusontheirgeneralcomprehensionskillsandapplytheseinthereadingofshortselections of literary and informational/ functional texts and read independentlysimple,reading-ageappropriatematerialsandreaders.

• speakforvariouspersonal,creativeandfunctionalpurposeswhileexposingthemtoavarietyofappropriatespokentextswithasuitablelevel,paceandtone.

• applytherulesofgrammarandvocabularytowriteand/orrepresentideas,firstatparagraphlevelandthenatwholetextlevel.

• plan,draftandeditinordertowriteusingthefeaturesofwrittentexts.

Lower Secondary AttheLowerSecondary levels,pupilswill revisit,applyand learn listening,reading,viewing,speaking,writingandrepresentingskillsthrough:

• developingconstructiveattitudesandskillsforactiveandcriticallisteningtoand/orviewingofavarietyofmultimodaltexts.

• applying close and critical reading and/ or viewing skills to comprehend andrespond.

• readingand/orviewingwidelyatalltimestobuilduptheirvocabularyandlearninginthecontentareas.

• understanding the features of spoken and written language and strengtheningtheirabilitytospeak,interact,discussandpresentaccuratelyandappropriatelyforpersonal,creative,academicandfunctionalpurposes,rightfromSecondary1.

• spellingaccurately,writingindependentlyandcreatinglonger,cohesivetextswithgreatercontrolintheiruseoflanguage.

• reviewingandeditingtheirownworkforaccuracy,appropriacyandclarity.

• using a variety of sentences and sentence structures, and their knowledge ofnewwordswhenlistening,reading,viewing,speaking,writingandrepresentingtoachievespecificcommunicativepurposes.

Upper SecondaryBytheUpperSecondarylevels,pupilswill:

• applytheirskillsaccuratelyandcriticallyinlistening,readingand/orviewing,andinrespondingtoprintandnon-printmaterials,usinginformationfromvarioussourceswithunderstanding.

• consolidateinformationfromvarioussourcesforplanning,speaking,writing,and/orrepresentingideasandthoughtscoherentlyforcreative,personal,academicandfunctionalpurposes.

• uselanguageconventionsaccuratelyandeffectivelyatalltimes.

PupilswilldemonstratetheirabilityintheuseofEnglishinthenationalexaminations.Teacherswillguidetheminapplyingtheirlanguageskillstohandlethedemandsofthetaskswithflexibility,understandingandimagination.

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Assessing for Learning

Assessmentreferstoanyobservationormeasurementofthedevelopmentalprogressandperformanceofpupilsinanyareaoflanguagelearning.18

wHy ASSESS

For teachingand learning tobeeffective, teacherswill identify andmonitorpupils’changingneeds,abilitiesandinterestssothattheycanmodifyoradapttheirteachingmethodstohelppupilsimprovetheirlearning.Teacherswillalsogivetimelyandusefulfeedback topupils andprovide themwithopportunities toacton the feedback toimprovetheirlearning.

Together,theprocessesofdiagnosingpupils’needs,abilitiesandinterests,monitoringpupils’ learning,andfeeding-forwardto improve learningconstituteAssessment forLearning(AfL).

Assessment isan integralpartof theteachingand learningprocessandshouldbealignedwithinstructionalplanningdecisions.

Aims of Assessment in SchoolFELandN(T)ELteacherswillpractiseAfLto:

• promoteandimprovepupils’learning.19

• establishwhatpupilscandoaslearnersofEnglishbasedontheaimsandlearningoutcomesinthesyllabus.

Teacherswillalignassessmentwiththeaimsandlearningoutcomesinthesyllabusbyencouragingpupilsto:

• listen, read and viewcriticallyandwithaccuracyandunderstandingawiderangeofliteraryandinformational/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 communicatemeaning.

HOw TO ASSESS

Toassessforlearning,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 todo,20 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,writeand/orrepresentthroughavarietyof tasksand inavarietyofcontexts,using languagethat isaccurateandfluent.

Assess the processes as well as the products of language learning throughobservationsandrunningrecords.Checkforunderstandingandprovidetimelyfeedback.

Set assessment tasks in authentic settings and contexts of accurate andmeaningful languageuse.21Theassessment taskscanbecompleted inprintand/ornon-printmodes.

Setassessmenttaskswhichevaluatepupils’grammaticalandlexicalaccuracyattheword,sentenceandtextlevels.

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TyPES OF ASSESSmEnT TASKS

Teacherswill 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-pupilconferencingonawrittenproductorrepresentationinordertohelppupilsmakeimprovementsbyusingasetofcriteriaandgivingspecificcomments

PLAnnInG A BALAnCED ASSESSmEnT FrAmEwOrKWhen planning assessment at school, teachers will implement a balanced systemof learning and assessment by aligning assessment with the requirements of thissyllabus.Teacherswillusethefollowingasaguide:

DecideontheLearning Outcomestobeattainedforeachyearlevelandinthefollowingareasoflanguagelearning,i.e.,ListeningandViewing,ReadingandViewing,SpeakingandRepresenting,WritingandRepresenting,andGrammarandVocabulary.

EnsurethattheInstructional ProgrammehelpspupilsattaintheLearningOutcomesbyidentifyingthe:• skills,learnerstrategies,

attitudesandbehaviour(SSAB),anditemsandstructurestobetaughtandassessed

• teachingstrategiestoteachtheSSAB,itemsandstructures

• resourcesthatwillenhanceteachingandlearning

PlanabalancedAssessment Frameworkthatassessesthepupils’Listening,Reading,Viewing,Speaking,Writing,andRepresentingskills,andGrammarandVocabularyinavalid,reliableandholisticmanner.Consider:• pupils’needs,abilitiesandinterests• awiderangeofassessment

modesandtasksthatwillappropriatelymeettheneeds,abilitiesandinterestsofpupils

• thelengthoftimeneededforpupilstoacquireandpractisetheskillsandlearnerstrategiesbeforebeingassessed

• thepurposeoftheassessment

RefertotheEL Syllabus 2010, Primary (Foundation) & Secondary (Normal [Technical])

1

2

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1 Quah,1983,pp.11–13,Boswell,1983,p.8andKirk&Gallagher,1979,ascitedinQuah,1979,pp.89-103foundthatgenerally,lowprogresspupilshavedifficultieskeepingupwiththeirclassmatesandcopingwithschoolworkconsiderednormalfortheiragegroup.Thereisalsoanobservablegap“betweentheireducationalachievementandtheirability”(Gulliford,1971ascitedinQuah,1983,p.10).Anotherobservablecharacteristic,outlinedbytheresearchers,istheirimmaturityintheuseoforallanguageandtheirpsychomotorskills.Thiscanbeseen,forexample,intheir“reversaltendenciesinwriting”andwhencopyingworkfromtheboard.

2 AdaptedfromQuah,1983,pp.30–32.Theprinciplesoflanguageteachingandlearning(CLLIPS)reiteratetheimportanceofengagementandsupportintheteachingandlearningofFELandN(T)ELpupils.SeeChapter1fordetails.

3 BothCLLIPSandACoLADEhavebeenexplainedbrieflyinChapter1.

4 Driscoll,2000,pp.364-365.

5 Lightbown&Spada,1999.

6 MinistryofEducation,2003a,p.77.


8 Earl,2003.

9 Marzano,etal.,1988.

10 Carless,Joughin,&Mok,2006,p.396.

11 MinistryofEducation,2003a,pp.83-85.

12 McNaughton,2002.

13 Collins&Stevens,1983.



16 Harley,B.,1993,andGohC.,&Silver,R.E.,2006.

17 Kerry,2002.

18 CurriculumPlanningDivision,1991,Chapter6.

19 Black,Harrison,Lee,Marshall&William,2003,pp.2–3.

20 AssessmentReformGroup,1999,p.7.

21 Teachersmustalsobemindfuloftheconstraintsofcontext-dependentitemssuchasthelayoutoftheassessmentmaterials(Nitko,1996,pp.177–178).

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Glossary of Terms

For WhomThe key terms in this syllabus are listed here in alphabetical order. Though by nomeansexhaustive,theyarelistedasasourceofquickreferencefortheELteacher.

Basis of SelectionThesetermsaretakenfrom:

Baldick,C.(1996).The concise Oxford dictionary of literary terms.NewYork:OxfordUniversityPress.

CentreforResearchonEducation,Diversity&Excellencehttp://crede.berkeley.edu/tools/glossary.html

Cuddon,J.A.(1992).The Penguin dictionary of literary terms and literary theory(4thEd.).London:Penguin.

Earl,L.M.(2003).AssessmentAsLearning:UsingClassroomAssessmenttoMaximizeStudentLearning.California:CorwinPress,Inc.

Harmon,W.&Holman,H. (2003).A handbook to literature (9thEd.).NewJersey:PrenticeHall

Harris,T.L.&Hodges,R.E.(Eds.).(1981).A dictionary of reading and related terms.Newark,Delaware:InternationalReadingAssociation.

Jones,S.A.&Deterding,D.(2007).Phonics and beginning reading.London:McGrawHill.

Matthews,P.H.(2007).Concise dictionary of Linguistics.(2ndEd.).UK:Oxford.

MinistryofEducation(2003).Effective Literacy Practices in Years 1 to 4.NewZealand:LearningMediaLimited.

National Educational Technology Standards for Students http://cnets.iste.org/students/s_glossary.html

Quinn,E.(2004).Collins dictionary of literary terms.Glasgow:HarperCollins.

Richards, J.C., & Rodgers, T.S. (1986). Approaches and Methods in LanguageTeaching:Adescriptionandanalysis.USA:CambridgeUniversityPress.

Richards,J.C.,&Schmidt,R.(2002).Longman dictionary of language teaching and applied linguistics(3rded.).Malaysia:Longman.

Wolvin, A. & Coakley, C.G. (1996). Listening (5th Ed.). USA: Brown & BenchmarkPublishers.

TErmS In ALPHABETICAL OrDEr

Affix Aletterorsyllablethatisaddedtothebeginningorendofawordtomakeadifferentword,tense,etc.

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.

Authentic Textsweencounterineverydaylife.TheseusuallydemonstrateMaterials language in use for some genuine communicative purposes,

e.g., dialogue as found in television programmes, publicannouncements,writtenbrochuresandadvertisements.

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Automaticity The ability to carry out an activity or to process informationwithoutconsciousattention.

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 word

gains from the context in which it is used. It usually refers toimpliedornon-literalmeaning.

Contraction Thereductionofalinguisticformand,often,itscombinationwith

another form (e.g., I will → I’ll; they are → they’re;did not →didn’t).

Cyberwellness The positive well-being of internet users, involving issuesassociatedwithethicalandlegalaswellassafeandresponsibleuseofinformationandcommunicationtechnology(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.

Formal Timed tests in a structured setting, usually conducted in theAssessment middleand/orattheendoftheschoolyear.Pupils’performance

informallyassessedtaskswillcounttowardstheawardofmarksandgrades.Assessmentcriteriaforsuchassessmentshavetobemadeknowntopupils.

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Formative InformationthatprovidespupilswithdirectandusefulinsightintoFeedback howandhowmuchtheyhavelearned,andthedirectionsthey

musttaketodevelopfurtherorimprove.

Inteaching,itistheongoingevaluationofteachingconductedbytheteachertoimprovecurriculumandinstructionalplanning.

Form-Function TherelationshipbetweenthephysicalcharacteristicsofathingRelation (i.e., its form)and its roleor function. Thisdistinction isoften

referredto instudying languageuse,becausea linguistic form(e.g.,theimperative)canperformavarietyofdifferentfunctions(e.g., the imperative form can serve as an invitation, warning,directionorrequest).

Freewriting A type of writing for idea generation and expression in which

pupils write freely about a topic. The goal is to write withoutworryingaboutgrammaticalaccuracyinordertodevelopfluencyinwriting.

Functional A level of literacy necessary for understanding informationReading and learning to read beyond the level of basic words to

address what the world of work would require of individuals.

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.

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). Imagery Theuseofwordsandphrasestocreateapictureoranideaof

something.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.

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.

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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/orvideotorepresentinformationandideasinmorethanoneform.

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:.

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).

Phonogram Aphonogramisawordpartwhichconsistsofaseriesofletters

that are often found together, such as <-all>, <-ell>, <-ime>.Thesewordpartsalwaysbeginwithavowelandarecollectivelyreferredtoas ‘word families’. In recentyears, theword ‘rime’hasbeenusedasasynonymforphonogram.

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Podcast A collection of digital media files which is distributed over theInternet.

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.Theregisterthatonechoosestouseisbasedontheformalityandinformalityofthecontext.

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-written

andengaging.Theyarerichincontentandconcernthemselveswithavarietyof ideas, issues,topicsandthemes.Thesetextscanbemultimodal.

Rime Used together with onset. Onset refers to the consonant/s atthe 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.

Stanza Agroupofverselinesformingasectionofapoemandsharing

thesamestructureasallorsomeof theothersectionsof thesamepoem, in termsof the lengthsof its lines, itsmetreand,usually,itsrhymescheme.


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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 • ShorttestitemsdevisedbyteachersforclassroomuseText Refersbroadlytobothprintandnon-printmaterialwhichcanbe

spoken,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:ore.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,wishestoacknowledgethecontributionsofthemanyteachers,HeadsofDepartment,lecturers,groups and institutions that participated in the process of the development andrefinementoftheEnglish Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical]).

Wewouldliketorecordourthankstothefollowing:

COnSULTAnTS (200� AnD 200�)

• EnglishLanguageandLiteratureAcademicGroup,NationalInstituteofEducation,Singapore

• SingaporeExaminationsandAssessmentBoard

Primary SchoolsBedokGreenPrimaryCedarPrimaryClementiPrimaryCoralPrimaryEdgefieldPrimaryEunosPrimaryHongWenSchoolHougangPrimaryJurongWestPrimaryKhengChengSchoolLakesidePrimaryLianhuaPrimaryLoyangPrimaryMacPhersonPrimaryMayflowerPrimaryPrincessElizabethPrimaryRivervalePrimary

Secondary SchoolsBartleySecondaryBishanParkSecondaryBroadrickSecondaryBukitBatokSecondaryGuangyangSecondaryMayflowerSecondaryOrchidParkSecondaryPayaLebarMethodistGirls’(Secondary)PingYiSecondarySiLingSecondaryWoodgroveSecondaryWoodlandsSecondaryZhenghuaSecondary

SCHOOLS vISITED AnD COnSULTED (2005)

110 ACKNOWLEDGEMENTS ENGLISHLANGUAGESYLLABUS2010

R E S T R I C T E D

Primary SchoolsEastSpringPrimaryEastViewPrimaryEdgefieldPrimaryEliasParkPrimaryGeylangMethodistPrimaryHolyInnocents’PrimaryHongWenPrimaryKhengChengPrimaryLianhuaPrimaryMarsilingPrimaryPayaLebarMethodistGirls’PrimaryRosythSchoolWoodgrovePrimaryWoodlandsPrimaryXinghuaPrimaryYewTeePrimaryZhonghuaPrimary

Secondary SchoolsAdmiraltySecondaryBartleySecondaryBedokSouthSecondaryBishanParkSecondaryBowenSecondaryBroadrickSecondaryCHIJStJoseph’sConventGanEngSengSchoolGuangyangSecondaryHendersonSecondaryHougangSecondaryMontfortSecondaryMacPhersonSecondaryPunggolSecondaryShuqunSecondarySiglapSecondarySiLingSecondaryZhenghuaSecondary

PArTICIPATInG SCHOOLS AT THE FEL / n(T) EL SyLLABUS 2010 CrITIQUE SESSIOnS (AUGUST 200� – FEBrUAry 200�)

\AssumptionEnglishSchoolBedokSouthSecondaryBukitBatokSecondaryCanberraSecondaryCHIJ,Secondary(ToaPayoh)CHIJStNicholasGirls’(Secondary)ChongBoonSecondaryDamaiSecondaryGanEngSengSchoolHougangSecondaryNanHuaHighSchool

NgeeAnnSecondaryPayaLebarMethodistGirls’(Secondary)PingYiSecondaryQueenstownSecondaryStAndrew’sSecondarySwissCottageSecondaryTanglinSecondaryTanjongKatongSecondaryTelokKurauSecondaryXinminSecondaryYuanChingSecondary

SCHOOLS wHICH PILOTED THE EL SyLLABUS 2010 (OCTOBEr 200� – mArCH 200�)

Wewouldalsoliketothankallwhohavehelpedinonewayoranotherinthedevelopmentof theEnglish Language Syllabus 2010 Primary (Foundation) & Secondary (Normal [Technical]).

ENGLISHLANGUAGESYLLABUS2010PRIMARY(FOUNDATION)&SECONDARY(NORMAL[TECHNICAL])ENGLISHLANGUAGESYLLABUS2010PRIMARY(FOUNDATION)&SECONDARY[NORMAL(TECHNICAL)]

AllrightsreservedbytheMinistryofEducation,Singapore.ThispublicationisdistributedfreetoallschoolsinSingapore.Itisintendedforeducationalpurposesonlyandisnotforsale.ISBN978-981-07-0040-9

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