Briefing for P6 Parents

ENGLISH LANGUAGE

CORE PROGRAMMES

Listening Skills Speaking Skills Reading Skills Writing Skills

Paper 1 : Writing Paper 2 : Language Use & Comprehension Paper 3 : Listening Comprehension Paper 4 : Oral Communication

PSLE COMPONENTS

PAPER 1 : Writing (Duration & Marks)

LEVEL DURATION No. of words

MARKS

Pri 6 Standard 1 h 10 min 150 55 SW -15

Compo-40

Pri 6 Foundation 1 h 10 min 120 40 SW -10

Compo-30

PAPER 1 : Writing (Standard EL)

Paper 1 (1h 10min) Part 1:Situational Writing (15 marks) a picture series of an event (email, letter, note, etc) Part 2:Continuous Writing (40 marks)

a given stimulus (with 3 pictures and question prompts)

Primary 6 Standard : Continuous Writing Write a composition of at least 150 words about making a choice.

The pictures are provided to help you think about this topic. Your composition should be based on one or more of these pictures.

Consider the following points when you plan your composition:

What was the choice?

What did you consider when making the choice?

You may use the points in any order and include other relevant points as well.

PAPER 1 : Writing (Foundation EL)

Paper 1 (1h 10min)

Part 1:Situational Writing (10 marks)

Advertisements, journals, emails, post-cards, reports, posters, notices etc.

Part 2:Continuous Writing (30 marks)

3 pictures in a series with helping words given

Primary 6 FP : Situational Writing

Primary 6 FP : Continuous Writing

PAPER 2 : Language Use & Comprehension

(Duration & Marks)

LEVEL DURATION MARKS

Pri 6 Standard 1 h 50 min 95

Pri 6 Foundation 1 h 20 min 60

PAPER 2 : Language Use & Comprehension (Standard EL)

COMPONENTS

P6 EL

GRAMMAR MCQ √ (10)

VOCABULARY MCQ √ (5)

VOCABULARY CLOZE (MCQ) √ (5)

VISUAL TEXT COMPREHENSION (MCQ) √ (8)

GRAMMAR CLOZE √ (10)

PAPER 2 : Language Use & Comprehension (Standard EL)

COMPONENTS P6 EL

COMPREHENSION CLOZE √ (15) - without helping

words

EDITING FOR SPELLING & GRAMMAR √ (12)

SYNTHESIS & TRANSFORMATION √ (10)

COMPREHENSION (OPEN-ENDED) √ (20) - 1 passage

PAPER 2 : Language Use & Comprehension (Foundation EL)

COMPONENTS P6 FEL

GRAMMAR MCQ √ (8)

VOCABULARY MCQ √ (5)

PUNCTUATION √ (2)

VISUAL TEXT COMPREHENSION √ (5)

PAPER 2 : Language Use & Comprehension (Foundation EL)

COMPONENTS P6 FEL

COMPREHENSION CLOZE √ (5)

EDITING FOR SPELLING & GRAMMAR √ (12)

FORM FILLING √ (5)

COMPLETION OF SENTENCES √ (5)

SYNTHESIS √ (3)

COMPREHENSION (OPEN-ENDED) √ (10) - 2 passages

PAPER 3: LISTENING COMPREHENSION

(EL & FEL)

PSLE Listening Comprehension (MCQ)

Duration: 35 – 40 minutes

Marks : 20

* Different texts and questions for EL & FEL

Students will listen to a recording of a variety of

text types followed by several questions based on

each of the text.

E.g. dialogue, news report, announcement,

narrative passage

2 components of Paper 4 Weightage : 15% (EL), 20% (FEL)

Reading Aloud

10 marks

1 passage

Stimulus-based Conversation

20 marks

1 topic

PAPER 4: Oral Communication (EL & FEL)

The 2 components are linked by a common broad theme.

* Different passage and stimulus for EL & FEL

PAPER 4 : Oral Communication (EL & FEL)

Students are given 5 minutes to prepare for a passage of about 150 words and a stimulus.

Two examiners will be testing the child, first by listening to the child’s reading, followed by a stimulus-based conversation (which is a theme related to the passage).

Students are required to converse with the examiners based on the stimulus.

Oral Communication • Reading Aloud

• Stimulus-based Conversation

Question Prompts:

1. Do you have a pet?

2. How do you take care

of your pet?

3. How do you show care for

others?

Pets

– H

ow

to c

are

for

them

Rubrics for Reading Aloud (EL)

Rubrics for Stimulus-based Conversation (EL)

Rubrics for Reading Aloud (FEL)

Rubrics for Stimulus-based Conversation (FEL)

Classroom Arrangement

door door

F

R

O

N

T

E1

E2

child

P6 English Language Programmes

Talking Point (in class)

‘Live’ Oral Demo Sessions

EL Oral Clinic

Newspaper Reading – Straits Times / Little Red Dot

Daily Dose / Word Power

NEWS In Action

Reading Quest EL Class Readers

Challenges faced in Teaching English

• students use Singlish in informal and even formal setting.

students use sms language in their school work:

e.g. U (you), btw (By the way), i (I), cu (See you)

students are not reading enough EL books – leading to poor vocabulary / writing skills

students lose marks unnecessarily due to careless mistakes in spelling or grammatical errors in their work.

WHAT PARENTS CAN DO TO HELP

WHAT PARENTS CAN DO TO HELP

Provide English Language reading materials at home. E.g. story books, magazines, newspaper articles and other materials.

Go to the library with your child regularly to borrow books.

Give your child books about their special interests.

WHAT PARENTS CAN DO TO HELP

Listen to English news on radio or television Get them to express their opinions on news,

stories or events Encourage the use of dictionary to improve their

vocabulary

Understanding – English Language learning requires frequent exposure to listening, speaking, reading and writing opportunities and activities

WHAT PARENTS CAN DO TO HELP

Role models – read with them, write notes and messages to your child

Stimulate child’s interest – show your child that you believe learning English is both enjoyable and useful in your daily life

Encourage them to speak Good English.