‘Understanding Situational Writing and Conversation’ EL Parent Workshop on... ·...
Transcript of ‘Understanding Situational Writing and Conversation’ EL Parent Workshop on... ·...
P5 and P6 Parent Workshop
‘Understanding Situational
Writing and Conversation’
24 Jan 2014
CONVERSATION
Paper Components No. of
Items
Marks /
Weighting
Duration
4 Reading Aloud
Picture Conversation
Oral Conversation
3 30 marks/
15%
Approx.
11 min
Examination Format
PSLE English Language
PSLE Foundation English Language
Paper Components No. of
Items
Marks /
Weighting
Duration
4 Reading Aloud
Picture Conversation
Oral Conversation
3 30 marks/
20%
Approx.
11 min
Paper Components No. of
Items
Marks /
Weighting
Duration
4 Reading Aloud
Stimulus-based Conversation
2 30 marks/
15%
Approx.
8 min
Examination Format
P5 English Language (revised)
NOTE THE ‘DIFFERENCE’
• Change in format only, SKILLS remain the SAME
• WHY ?
WHAT DO WE NEED FROM YOUR CHILD?
• Give a personal response
• Express oneself clearly and interact with the examiner
• Engage in a conversation where ideas and opinions are shared
• Maintain focus on the topic
• Not to treat the component as a question-and-answer session
(BEAM)
• Build ideas
• Engage and participate in as many
experiences as she/he can
• Ask questions to clarify her/his
own views about a topic
• Make use of every opportunity to
talk to people
TIPS FOR DOING WELL IN THE
CONVERSATION TASK
• Speak using appropriate vocabulary, grammatically correct sentences and structure
• Engagement with oral examiner – show interest, maintain eye contact, relaxed, smile
• Forthcoming in their responses – 1H 5Ws
• Give relevant personal experiences
AVOID
• American slang
• Unnecessary body gestures
• “Then … then I …”
• Muttering / Whispering
• Long pauses
• “I don’t know …”
• “Yes / No” answer
SAMPLE QUESTIONS
Conversation Topics
• Conversation topic is usually related to the
theme of the passage and picture.
Example 1:
PICTURE DISCUSSION
CONVERSATION How do you keep yourself
healthy?
Tell me about a visit you
made to the doctor.
Tell me about a time when
you were unwell.
How do you keep yourself healthy?
• Response 1: I exercise daily
- jog daily
- particular about daily diet
- importance of breakfast
- healthy environment
- importance of sufficient water and sleep
How do you keep yourself healthy?
• Response 2: I do not exercise daily
- try to jog during the weekends
- importance of breakfast
- healthy environment
- importance of sufficient water and sleep
How do you keep yourself healthy?
• Response 3: I do not exercise
- Busy
- Do not like the feeling of being sticky and sweaty
- Always fall ill after being in the sun for long
- Eat healthily, ensure a well-balanced diet
- Take the stairs instead of the lift
(offer reasons to support)
Example 2:
PICTURE DISCUSSION
CONVERSATION Possible conversation topic:
Have you been to a camp?
Tell me about it.
Have you been on a class
outing? Tell me about it.
Stimulus- based
Conversation
(revised)
Question: Why do you think the free zoo
tickets have been included?
Child’s response:
• this book is all about animals
(tagging the Zoo, a place of animals to the content of the book)
• will attract people if there is free stuff inside the book together
(suggesting the people’s mindset)
Question: Why do you think the free zoo
tickets have been included?
• it is also quite cheap as it is only $9.90 usually a zoo ticket will cost more than $9.90 (offering his own reasoning using the information from the picture)
Question: Do you and your friends read
the same kinds of books or magazines?
• … do read the same kinds of magazines while sometimes they do not
(not a direct answer)
• … read other books like Geronimo Stilton or the Diary of the Wimpy Kid
(offering examples to support response)
Negative Responses?
RESOURCES AVAILABLE
• McOnline – Oral Buddy Package
• Newspapers
• News online
• Role models – parents, news-reporters
IN CONCLUSION (POLES)
• Share Personal experiences
• Give Opinions or different points of views
• Use Language appropriately
• Elaborate on the topic
• Demonstrate proper Social etiquette and
appropriate body language
Workshop on
Situational Writing
PSLE English Papers
Paper Components Marks Weighting Duration
1 Writing
Situational Writing 15 27.5%
1 h 10 min
Continuous Writing 40
2 Language Use & Comprehension
Booklet A (MCQ)
28 47.5%
1 h 50 min
Booklet B (FIB & OE)
67
3 Listening
Comprehension
Listening Comprehension MCQ
20
10%
About 35 min
4 Oral
Communication
Reading Aloud 10 15%
About 10 min Stimulus-based
Conversation
20
Total 200 100%
Source:
www.moe.gov
.sg/education
/syllabuses
Writing Requirements
1 Write to suit purpose, audience and context in a way that is clear and effective.
2 Use appropriate register and tone in a variety of texts.
3 Select and infer information from text, organise and express them in a coherent and cohesive manner.
4 Use correct grammar, spelling and punctuation.
5 Use a variety of vocabulary appropriately, with clarity and precision.
Process of
Communication
Writer (pupil)
Context Format Language Reader (marker)
A B C
Process of
Communication
Writer (pupil)
Context Format Language Reader (marker)
A B C
A. Context of the Situation
•Show accurate understanding of the
context (situation) through their writing.
•Consider general questions and
specific questions:
A1. General Questions What?
Exactly what is my subject matter?
In other words, what is the matter regarding?
Is it an item, an experience or an event?
When?
Are there stated date and time?
Is there a series of events?
(First, then, third, and finally)
A1. General Questions (continued) Where? [Place, location, venue]
The place / location that the item was found /
bought or an experience that had taken place, or an
event that is going to take place in the near future?
Who? [Audience]
To whom do you wish to communicate with?
Is he or she a person of authority?
Do you have a particular person or a group of
persons in mind?
Why? [Purpose]
What do you seek to achieve through this writing?
A2. Specific Questions Understand the pictures provided
- overall situation
- what was being communicated
Look for key words in speech bubbles
& clues in the pictures
- 5W1H questions:
who, what, where, when, why, how
A2. Specific Questions Task.
- Task Box, in bold. Purpose: •To inform / notify (someone of a decision, an event)
•To describe (an item, a direction, a procedure)
•To invite (someone to go to an event with you)
•To recount / retell (an incident or an experience)
•To report (a car accident or an injury)
•To complain (of a defective product or a lousy experience)
•To compliment (a pleasant experience or service)
•To appeal for (help, donation, eye-witness)
•To persuade (someone to or not to do something)
•To suggest / propose (alternatives, better ways)
Process of
Communication
Writer (pupil)
Context Format Language Reader (marker)
A B C
B. Text Types for Academic &
Functional Purposes Examples
Lists Things to bring for P5 camp
Procedures Recipes, instructional manuals
Notes Letters Email Notices
Telephone messages Letters of compliments/complaints Emails to friends/classmates Notices to residents, club members
Factual Recounts Incident Reports
Information Reports School newsletter articles on CCA groups & achievements
Expositions (present, explain & justify point of view to persuade)
Environmental Club’s newsletters on why we need to reduce, reuse & recycle (3Rs)
Refer to Appendix
B. Differences in Formal and Informal
Writing Formal Informal
Salutation Dear Sir/Madam, Dear Mr Tan
Hi John, Dear John
Statements to greet recipient
I wish to inform you about…, inquire about…, request for…
How are you getting along? I hope you are fine.
Vocabulary words (informal / formal words)
I would be grateful if you could _______?
You will probably…
Signing off (on the bottom left side)
Best regards, Yours faithfully, Yours sincerely,
With best wishes, Best wishes or Your cousin, friend, classmate
B. Three-Part Format
- Salutation (Greeting) E.g. Dear Sir/Madam,
Dear Johnny,
- Main message : 3-tiered “hamburger”
structure
- Signing off (Ending)
E.g. Yours sincerely,
Your cousin,
B: Main message : 3-tiered “hamburger” structure
Tier one: Introduction
(First Paragraph)
- State clearly what the letter is
about
E.g. give the letter a heading
immediately after the salutation.
- Indicate the writer’s purpose
E.g. to inform, recommend, ask
for something, enquire (ask
about), compliment, complain
B. Main message : 3-tiered “hamburger” structure
Tier two: Body
(Second Paragraph)
-Essentially the answers to the
6 prompts
-Should consist of one or more
paragraphs
-The more clearly the ideas
and facts are expressed,
linked and sequenced, the
better
B. Main message : 3-tiered “hamburger” structure
Tier three: Conclusion
(Third Paragraph)
-reiteration of purpose
* to request to exchange a broken
CD for a new one
* to return your rabbit to you if the
residents see it
* to express gratitude again
* to inform choice of birthday
present chosen for a classmate
* to inform about an event
* to request for a sponsorship
Salutation Dear Sir/Madam or Recipient’s name,
Re: Request for Exchange of CD
State context and purpose of writing.
Main Body
Reiterate purpose of writing and
end with closing statement.
Yours sincerely / Yours faithfully,
[The writer’s name]
B. Suggested Format for Email
Reference/
Subject
Main message
Signing off
[Your address] (for recipient to reply or send
something to)
Date
[Recipient’s title] Manager
[Recipient’s address]
Dear Sir/Madam or Recipient’s name,
Re: Lost Rabbit
State context and purpose of writing.
Main Body
Reiterate purpose of writing and
end with closing statement.
Yours sincerely / Yours faithfully,
[The writer’s name]
B. Suggested Format for Letter
Address
Date
Recipient’s official title
and Company’s address
Salutation
Reference/Subject
Main message
Signing off
Process of
Communication
Writer (pupil)
Context Format Language Reader (marker)
A B C
C. Language: Grammar, Expression,
Spelling & Punctuation
C1. Grammar: different tenses
past perfect tense - I had purchased a CD from your
shop on 1 October 2007.
simple past tense – When I reached home, I found that
the CD was broken.
future tense – I hope you will look into this matter.
C. Language: Grammar, Expression,
Spelling & Punctuation
C1. Grammar: Change from direct speech in speech
bubbles to reported speech in the email/letter
Direct speech
Aziz: A watch? So expensive! How about a purse?
Reported speech
Aziz disagreed on buying a watch for Sally as he felt it
was too expensive. He suggested buying a purse
instead.
C. Language: Grammar, Expression,
Spelling & Punctuation
C2. Expression: Appropriate Phrases for Different Contexts - to inform vs to recommend (not attending together)
- to inform vs to invite to attend together
C3. Spelling - Mindful of words that have the same pronunciation
eg accept & except, find & fine, compliment vs complement
- to complain (action verb) vs Letter of complaint (noun)
C4. Punctuation - Use a full-stop, not comma, after each complete sentence.
Phrases Appropriate for
Different Contexts
Making a request: •We would appreciate it if you would ...
• I would be grateful if you could ...
•Could you please send me ...
•Could you possibly tell us / let us have ...
•In addition, I would like to receive ...
•It would be helpful if you could send us ...
•I am interested in (obtaining / receiving) ...
•I would appreciate your immediate attention to this matter.
•Please let me know what action you propose to take.
Offering help: •Would you like us to ...?
•We would be happy to ...
•We are quite willing to ...
•We would be pleased to ...
Phrases Appropriate for
Different Contexts
Giving good news: •We are pleased to announce that ...
•I am delighted in inform you that ..
•You will be pleased to learn that ...
Phrases Appropriate for
Different Contexts
Giving bad news: •We regret to inform you that ...
•I'm afraid it would not be possible to ...
•Unfortunately we cannot / we are unable to ...
•After careful consideration we have decided (not) to ...
Phrases Appropriate for
Different Contexts
Making a complaint: •I am writing to express my dissatisfaction with ...
•I am writing to complain about ...
•Please note that the goods we ordered on ( date ) have not yet arrived.
•I would like to query the transport charges which seem unusually high.
Phrases Appropriate for
Different Contexts
Making an apology: •We are sorry for the delay in replying to ...
•I regret any inconvenience caused (by) ...
•I would like to apologise for the (delay, inconvenience)...
•Once again, please accept my apologies for ...
Phrases Appropriate for
Different Contexts
Examination Skills - PLAN
Identify the 6 prompts
Look for, label and underline answers to the 6 prompts in the information above the picture, in the picture & task box.
Paraphrase accordingly, not copy wholesale, for each prompt and write answer beside the prompt.
Plan the writing using the 3-part format: Salutation, Main message, & Signing off.
Examination Skills - WRITE For the main message, use the 3-tiered
“hamburger” structure: State context and purpose of writing Main Body Reiterate purpose of writing and end with closing statement.
Label the 6 points (number 1 to 6 above the
phrases or sentences) on the writing to avoid omission.
Examination Skills - CHECK
Upon completion, check accuracy of 6
prompts
Check accuracy & appropriateness of
grammar, expression, spelling &
punctuation.
EPH-MTS Collaboration