p3 english - ministry of education
TRANSCRIPT
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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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
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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