English Language Sharing Primary 6 2 February 2018 Tackling - - PowerPoint PPT Presentation

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Parents’ Seminar English Language Sharing Primary 6 2 February 2018 Tackling English Language Paper 1

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English Language Paper 1

WRITING COMPONENTS MARKS Situational Writing 15 marks Continuous Writing 40 marks Total 55 marks

Total duration of paper: 1 hour 10 min

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English Paper 1 Situational Writing

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Paper 1: Situational Writing

Situational Writing is marked for:

• Task Fulfilment (6 marks)
• Language & Organisation (9 marks)

Students would need to show awareness of purpose, audience and context while supplying key information.

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• Purpose: Why you are writing to the person
• Audience: Who you are writing to
• Context: Formal/Informal

Paper 1: Situational Writing

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Possible Situations:

• Email
• Letter
• Note
• Report

Paper 1: Situational Writing

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Sample Question

Your Task You are a member of the school’s Green Club. You have been given this pamphlet about an Art competition and would like all members to participate in it. Your friend, Paul, was sick that day and he missed the session. Write an email to Paul to tell him about the competition. In your email, include the following key information:

• who organised the competition
• theme of the competition
• how to participate
• why you think both of you should participate

You may reorder the points. Write in complete sentences.

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Task Fulfilment (6m)

• who organised the competition
• theme of the competition
• how to participate
• why you think both of you should participate

*Students should fill in the answers on the question paper before they start writing the email.

Informal email/letter

Springdale Primary School Dear Paul, I hope you are feeling better. There is an art competition organised by The Green Society of Singapore and I thought I would share some of the information with you since you missed the school’s Green Club session that day. The theme of the competition is Save The Earth and participants are required to create a picture using recycled materials. I was wondering if you would like to participate in the competition with me. There is only one Earth and we should take good care of it. Let’s do our part to spread this message of recycling! What do you say? Regards, Sam

Informal tone (Context) Casual sign off (Context)

Informal email/letter

(Audience) (Purpose)

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An example of a formal writing task Task: Imagine you are Kumar, a Primary 5 student. Write a letter to your principal, Mr Ong Kim Chong, to inform him why you cannot attend the enrichment classes for the whole of Term 3.

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Formal email/letter

Dear Mr Ong, I would like to inform you that I will not be able to attend the enrichment classes for the whole of Term 3 as I have band practice. The Singapore Band Competition will be held on 31st August 2017 and extra practice sessions have been scheduled on Fridays. As a result, I will not be able to attend the enrichment classes which fall on the same day too.

I have spoken with my form teacher, Mrs Pearly Sim, and she has given me permission to attend the band practice sessions. She will conduct make-up lessons for me once the competition is over. Thank you for your kind attention. Yours sincerely, Kumar s/o Ravi Primary 5 Honesty

Formal salutation Polite tone Formal connector State your full name Polite conclusion Formal sign off

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Salutation

• Always use uppercase for addressee:

Dear Ben, Dear Sir/Madam, (when the question does not provide any name or any particular person you are writing to) Dear Grandmother, Dear Residents, Dear Principal,

• Use a comma after the salutation.

Paper 1: Situational Writing

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Keep to the points

• Students should keep their writing as simple as possible and

not add in irrelevant details, especially if they are not from the stimulus or task box.

• Writing more does not mean more marks.
• Straightforward vocabulary is encouraged.
• To add fluency and connectedness to their points, use

phrases or connectors such as:

• In addition
• Eventually
• As a result
• At the end of our discussion

Paper 1: Situational Writing

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Complete sentences

• Although in an informal email or letter, students can

assume a friendly tone, they should always use complete sentences and no slangs: “What’s up?” vs “How are you?” “Chill!” vs “Do take time to relax and I hope to hear from you soon.” And no SMS language – WRU? LOL! How R U?

Paper 1: Situational Writing

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Check the prompts

• For each prompt that the students have answered, they

should put a tick to check it off. This is to make sure that they do not miss out any prompts.

Paper 1: Situational Writing

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Very important: Read through a) All the prompts have been addressed b) The tone and sign-off are correct. c) The language is accurate and expression is clear. At the end of your writing, it is important to ensure: Paper 1: Situational Writing

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Marks will be deducted if the student does not address the PAC part accurately. Example:

• the tone of the email is not reflected as

formal/informal as required

• reason for writing is not clearly stated
• email is written to the wrong person

Paper 1: Situational Writing

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English Paper 1 Continuous Writing

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Paper 1: Continuous Writing

Continuous Writing is marked for

• Content (20 marks)
• Language & Organisation (20 marks)

Minimum number of words: 150 words

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Paper 1: Continuous Writing

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In the PSLE, your child will be given three unrelated pictures and a topic. They should choose to write only about one picture.

• Remember to pay attention to the topic (the

words in bold)

• The topic leads to the essential ideas (also

present in the question paper) that should be present in their composition

• What was the experience?
• Why was it unforgettable?

Paper 1: Continuous Writing

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• They should spend time planning their

composition.

• This is essential as it ensures that the topic

and the essential ideas are dealt with in the composition.

• Failure to plan often results in a composition

that does not deal with either topic or picture which affects the final marks. Paper 1: Continuous Writing

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• When writing, remember to pay attention to

the perspective given in the question.

• Sometimes, they may be required to write

their composition in the 3rd person while at

• ther times, they may be required to write in

the 1st person.

• The perspective they are required to write in

is important! Paper 1: Continuous Writing

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3rd Person Narrative

• In 3rd person narrative, they are able to know

to know the minds and feelings of all the characters. Tom was on his way home when he saw Grandma Lim. Being a kind and considerate boy, he offered his assistance. Paper 1: Continuous Writing

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1st person narrative – See what the character sees; Feel what the character feels

• In 1st person narrative, they are the

character and they can only know the thoughts and emotions of other characters only if they share them. “I am Tom and I am on my way home. You look like you need some help.”

Paper 1: Continuous Writing

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Sample Question

The pictures are provided to help you think about this topic. Your composition should be based on

• ne or more of these pictures.

Consider the following points when you plan your composition: What is involved in looking after a pet? What are the benefits of having a pet? You may include other relevant points as well. Write a composition of at least 150 words about a pet.

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• For the example given, they can write in the

1st or 3rd person because the topic is a pet. They can even write as the pet if they have the language ability.

• But if the topic was an embarrassing incident

that you witnessed, then the composition must be written in the 1st person. Failure to do so would affect the language marks. Sample Question

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In Summary

• The compo must be balanced. The bulk of their

word count should come from the events leading to the problem, the problem and the resolution.

• The conclusion is as important as all the other
• parts. They can end with an advice on how the

problem could have been prevented or a

• proverb. Alternatively, they can include an

afterthought about the incident.

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In Summary

• Remember to include the topic in their

conclusion for e.g. Mary was happy that she had overcome her fear and need not feel scared anymore.

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Introduction

“What’s that sound?” Kevin wondered aloud as he tucked into his bowl of laksa in the canteen. Looking around, he tried to identify the source of the sobbing sound but saw no one. I probably imagined that he thought as he returned to his

• meal. Besides, there were a lot of students in the

canteen and someone else would help. He shrugged and continued slurping up his noodles. Then he heard it again. Amidst all the chatter in the canteen, it was still audible. The sobbing seemed to be coming from the eco-garden beside the canteen.

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Events and Problem

Curiosity got the better of him and he decided to find the source of the sound. Kevin walked towards the eco-garden and rounded the

• corner. Immediately, he came upon a tall,

menacing-looking girl who was standing over a small Primary One girl who was sobbing quite

• loudly. He recognised the bully immediately.

Jane! She was notorious! She had threatened him and taken his money before but out of fear

• f reprisals, he had never spoken to anyone

about the incident

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Dilemma and Resolution

Kevin was petrified. He hid behind the wall and stuck out his head cautiously to see what was

• happening. He could hear Jane threatening the

girl and asking for her pocket money. Shocked at her brazen behaviour, Kevin wondered what he should do. Should he inform anyone? But that might just make him Jane’s target again. Kevin was torn. Finally, he decided to do the right

• thing. He slipped away and ran as quick as

lightning to the staff room and alerted Mr Tan, the discipline master.

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Resolution

Mr Tan took off at a sprint and raced towards the eco-garden. “Stop that, right now!” he bellowed, his face red with rage when he saw Jane tugging the girl’s hair. Jane’s hand froze in mid-air as she spun around. Shock registered on her face. Her face became ashen and her mouth, agape. “Let her go!” Mr Tan thundered as he walked towards Jane. Jane dropped her hand meekly and moved away from the girl. Kevin rushed forward to comfort her.

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Conclusion

Mr Tan beckoned Jane to follow him to the office. Kevin and the girl, Sherine, followed slowly behind. In the office, Mr Tan told Jane the consequences of what she had done and said that she would have to report for detention after school for two weeks. Jane was remorseful and said that she realised the folly of her ways and would never bully anyone

• again. As for Kevin, he was glad that he had helped

to stop the bullying and had made a new friend. (428 words)

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Thank You…