JANUARY 2019

P3 English

EnglishNHPS 2019 EL Dept Focus:

Developing our Students into Confident and Competent

Users of the Language

The goal of our department is to develop our students into

Confident and Competent Users of the Language

We aim to achieve this by balancing Joy of Learning with Rigour –

so that they enjoy their learning as they are equipped with

language skills

In 2019, we encourage all our learners and teachers to emphasise:

Purpose

Process

Product

It is our belief that we should aim to be Purposeful in the way we learn,

to be mindful of honing our Process of learning in order to develop

Products. Perfection is not our focus, the purposeful process is!

EnglishNHPS 2019 EL Dept Focus:

Developing our Students into Confident and Competent

Users of the Language

We encourage all students to be avid and voracious readers:

8 reasons to read

Key Programmes for 2019

Learning Journey

• Oh! Farm (Term 3)

• DIY Hydroponics Learning Journey

STELLAR+

• MOE STELLAR Teaching Model and NHPS

Supplementary Resources

• The best of both worlds (Engagement with

Enhancement)

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Key Programmes for 2019

Reading Programme

Little Red Dot Newspaper (To be brought to school)

Recommended Reading List P3/4 (Found in School Website)

Library programmes

• Read On (Achieve targets to be awarded with a collar pin)

• Great Book Exchange

• Unwrap a Good Book

NLB programmes

• Book Bug

Book Buzz by NHPS Reading Ambassadors

Silent Reading

The best way to start the day! (Wednesday & Thursday – EL book)

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• About Grammar (Basic)

• P1 to P3

• used as a reference book

• students will do selected exercises in the textbook

and self mark

• Pink Paper file for Continuous Writing

• Blue Ring file for Supplementary Worksheets

• Foolscap paper (Dictation & Composition)

Resources needed for the year 2019

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SPELLING AND DICTATION

Spelling and Dictation are fundamental skills needed for other

language production skills such as reading and writing to

emerge.

Spelling and Dictation word list & passages will given in advance

Ensure that your child learns the Spelling and Dictation

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SUPPORT PROGRAMME

for SELECTED students

Reading Remediation Programme if needed/ identified

No Suppplementary – remediation will be provided on needs-basis

Assessment Breakdown – Primary 3

CA1 SA1 CA2 SA2

0% 40% 0% 60%

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In Terms 1 & 3, there are alternative modes of assessment such as

spelling, listening comprehension, oral communications, language use

and comprehension, etc. These are non-weighted assessments. The

holistic assessment plan will be provided soon.

In Terms 2 & 4, SA1 & SA2 are formal examinations

Doing well in Language Tests & Examinations

Take class work seriously and revise class exercises periodically.

For Composition - revise skills / vocabulary taught in class.

Read a variety of texts

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EL SA Paper Format

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WEIGHTING of different components

Paper 1: Writing 20m

Paper 2: Language Use & Comprehension 50m

Paper 3: Listening Comprehension 14m

Paper 4: Oral Communication 16m

Total 100m

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AssessmentWriting: Skill-based

Focus on picture series: Viewing skill, Picture interpretation

1 Compulsory Question

Oral: Reading Aloud and Stimulus-based Conversation

Part I: Read aloud a short passage

Part II: Stimulus (based on 3 pictures) will be given to

students

students will be given 5 minutes of preparation time for

Stimulus-based Conversation and Reading Aloud

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PAPER 1: Writing

Duration of Paper: 50 min

No. of words: 100

Guided Composition(picture series with helping words)

- provide own conclusion

1 compulsory question

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PAPER 2: Language Use & Comprehension

(passages – different text types: E.g. Non-fiction, Short Story, Recount, etc.)

• Grammar: MCQ + cloze

• Vocabulary: MCQ + cloze

• Editing: Grammar + Spelling

• Synthesis

• 2 Comprehension: variety of questions (short-answer &

OE qn)

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PAPER 3: Listening Comprehension(test ability to understand spoken English)

•Picture Matching

•Picture Sequencing

•Note-taking

•Comprehension Passage (MCQ)

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•Reading Aloud (ability to pronounce and articulate words clearly and ability to

read fluently with appropriate expression and rhythm)

•Stimulus-based Conversation

Personal Response

Clarity of Expression

Engagement in Conversation

PAPER 4: Oral Communication

Sample of Oral Topic

e.g. Reading

a) Look at the picture.

i) Which type of books do

you enjoy reading?

b) There are some children who love to

read non-fiction books.

i) Why do you think it is good to read

both fiction and non-fiction books?

c) If you had a $50 book voucher, which

book would you buy? What makes you

say that?

What sort of ending do you like to read in

fiction books? Why do you say that?

CORRECTIONS

• Peer marking may be conducted for MCQ questions and fill in the

blank exercises; teacher will endorse

• Comprehension (open-ended) / free expression – in complete

sentences

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GOOD LANGUAGE LEARNING PRACTICES

Have a good dictionary at home

- e.g. Longman Dictionary of Contemporary English or

Collins COBUILD Advanced Learners’ Dictionary

- CD editions provide a guide for standard pronunciation

Read widely

Newspaper: The Straits Times

Fiction: e.g. story books, novels

Non-fiction: e.g. Discovery Box, National Geographic Kids

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We look forward to a

positive partnership in

2019!

Successful Language Learners have three

dominant traits:

an interest in texts

a positive learning attitude

an impeccable work ethic

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