Scheme of Work 2004

Year Plan for Secondary 3 English Language

O Le!el Sylla"us
#erm $
Skills%O"&ec'i!es #e(' #y)es% #o)ic *c'i!i'ies and #asks +oca"ulary% ,rammar
-ocus
.esources *ssignmen's
*/ Wri'ing Skills
-ocusing on descri"ing
)eo)le.
1. Describing
Photographs
Descriptive language a. Brief discussion of
descriptive genre
b. Pupils look at a few
photographs in the
handout, and select 1 to
describe in a paragraph
of not more than 50
words.
c. Pupils to post response
on teachers discussion
forum, or to write them
out in the worksheet.
Describing i!e "do not
attempt all the e#ercises in
the handout at one go, as it
gets rather dr$%
Wri'ing
&andout
'Describing People and
(orksheet
)omputer *ab.
and teachers i+*,
-ote. the
photographs are
available in oo -ees
i+LE )age
0English1Work"in12e
sci)'i!e Wri'ing3 or 4
2ri!e
+oca"ulary
&andout p. /00/1,
'2ts 3ust a 4atter of
i!e
2ndividual or pair work for
class discussion/
/a. Building vocabular$
b. Pre0(riting 5ctivit$ 6
upplementar$ 7eader
5ctivit$
,#panding range of
vocabular$.
Descriptive
tudents to
complete vocabular$
worksheet for
describing si!e
tudents to
complete vocabular$
worksheet for
describing different
categories of people
7ead passage as a
guide, and write a short
Describing i!e
Describing categories
of people
Describing an outsider
+oca"ulary
&andout p. /00/1, '2ts
3ust a 4atter of i!e
&andout e#./50/8,
'People, and e#. /90
:1, ';he <ood, the
Bad and the =gl$
&andout ';he >dd >ne
>ut e#tracted from
'*ord of the ?lies
)lass discussion of
answers
Peer evaluation of written
assignment
1
paragraph on outsiders.
Skills%O"&ec'i!es #e(' #y)es% #o)ic *c'i!i'ies and #asks +oca"ulary% ,rammar
-ocus
.esources *ssignmen's
:. =nderstanding the
writers ideas and
techni@ues.
Descriptive (riting 1. Pupils read short essa$
on A=ncle Bwokand 6
or ABeaut$
/. ;r facilitates pupils
understanding of the
writers ideas and
techni@ues b$ going
through relevant
discussion @uestions.
:. ,#tra resources are to
be used at the
teachers discretion
&andout on ADescription
p1 C 15.
;racis *ist
Descriptive (riting
;echni@ues
;enses to =se in Des0
criptive (riting and
,#ercises
5om)o $ 02escri)'i!e3
(rite on an$ one of the
following.
1% ;he >utsider.
/% )ut out a photograph
of someone from a
newspaper or
maga!ine and then
write a clear
description of that
individual.
:% Describe one of $our
favourite television or
movie personalities.
D% ;opic of teachers
choice.
D. ?ocusing on describing
places.
Descriptive writing 1. Pupils read
accompan$ing notes
and @uestions on A;o
the *ighthouse.
/. Pupils attempt the
stipulated task in the
worksheet. ;r goes
through the ans. to the
;ask found on pg. ::.
:. Pupils read brief notes
on descriptive skills
and stud$ e#amples of
wa$s to begin
descriptions of places.
&andout on 'Describing
places with
accompan$ing worksheet
"p. 10:%.
&andout on ADescriptive
skills p //0/:.
/
D. Pupils perform ,# :,
using significant
details to describe
specific places.
5. )lass discussion based
on presented
responses.
E. &( C Pupils read
notes on describing
personal @ualities,
places and events
which focus on the use
of noun phrases,
adFectival phrases and
adFectives. Pupils
attempt the clo!e
passage that tests the
above grammar skills.
-oun phrase, adFectival
phrase, adFectives.
?r Step Ahead, P. 1810188,
=nit 8.D C p. 95
5. (riting descriptions
with different aims
and intentions.
"a% ;o document and
organise factual
information.
"b% ;o persuade.
"c% ;o recount or record
the particulars of an
incident.
?actual recounts
"enc$clopaedia entr$% vs
persuasion "tourist
guidebook% vs
personal recounts
1. Pupils read the three
passages on ingapore
and respond to
@uestions posed at the
end of each passage
and identif$ the
grammatical features
that make each piece
of writing uni@ue.
8. Pupils clarif$ their
understanding of
different focus,
detail and st$le for
different t$pes of
writing.
)onnectors to do with
time, cause0and0effect
e.g. ne#t, then, so,
therefore.
Passive voice
;ense C simple present,
simple past.
+erbs C action verbs, verb
phrases.
/
nd
, :
rd
person pronouns
5dFectives, adFectival
phrases and clauses.
&andout on ADescriptive
(riting p 10D.
5om)o 2 0-unc'ional3
=sing the three passages
$ou have Fust been
stud$ing as models, write
a description of a place
"real or imaginar$% in the
st$le of.
"1% an enc$clopaedia
entr$
"/% a tourist guidebook
":% a personal recount
Pupils ma$ work in
groups of :s each
focusing on one t$pe
of writing >7 all
members ma$ work
together, producing
:
three different
accounts based on the
same place. ;he$ ma$
use the internet as a
source of information
here.
E. 7evising ke$ features of
descriptive writing.
kills which can be
adopted when writing a
descriptive composition.
;here are 5 tasks listed in
this handout. elect tasks
that are appropriate for the
pupils in the class.
5ll these tasks teach
specific skills that could
enhance the pupils
writing of a descriptive
composition.
imple present and past
tense.
)orrect form of verb.
=se of suitable
adFectives,
metaphors and similes.
Purpose for description.
Practice paragraph.
&andout on A=nit :
Descriptive (riting
p :00:5.
#es' $
elect topics from those
listed on p :0 which are
related to describing
events, places or people.
5lternativel$, $ou ma$
give $our own descriptive
topics but do give pupils
sufficient options.
D
Pre)ared "y 6s 7g Soo 7ee8 6rs 5heryl Wong and 6dm Loke Lai -un
Scheme of Work 2004
Year Plan for Secondary 3 English Language
#erm $ 9 5om)rehension
Skills%O"&ec'i!es #e(' #y)es% #o)ic *c'i!i'ies and #asks +oca"ulary% ,rammar
-ocus
.esources *ssignmen's
:/ 5om)rehension Skills
1. kimming to get the
gist of a passage.
7eading and
=nderstanding,
1. ,# 1 C sample of how
to skim a passage b$
asking @uestions
related to.
"a% the passage "e.g.
topic6 te#t%
"b% the author "e.g. point
of view 6 purpose 6
attitude%
"c% $ourself
/. ,# / C practice related
to above.
:. ,# : 0 selecting
statements which best
describe a short
passage.
D. ,# D C skimming
through a te#t and
answering @uestions
that follow.
5. ,# 5 "a% C skimming
through given blurbs
and matching them
with titles that follow.
E. ,# 5 "b% C skimming
through newspaper
reports and matching
=nit 1 7eading to e#tract
gist from A<et 2t 7ight C
G>H level ,nglish 7eading
)omprehension p 1 C 1:.
5
appropriate headings.
#rs need no' selec' all
e(ercises for 'heir )u)ils/
/. 7eading to e#tract
details C e#tracting
specific facts or
information.
1. ,# 1 C canning the
classified ads for
details.
/. ,# / C canning the
radio and ;+ pages
and answering
@uestions that follow.
:. Practice ,# 0 :
passages with
accompan$ing
@uestions.
"a% Belgium
"b% moking
"c% uper0cities
I #r need no' selec' all
'hree )assages/
1. =nit / 7eading to
,#tract Details from
A<et 2t 7ight C G>H
level ,nglish 7eading
)omprehension
p 1D018.
/. canning for
2nformation from
A.;.5.7. in
)omprehension
p //0/1.
:. =nderstanding and
identif$ing t$pes of
comprehension
@uestions C direct 6
inferential 6 rephrasing
6 vocabular$
@uestions.
;ackling the
comprehension @uestions
1. ;he ?actual Juestion
/. ;he 2nferential
Juestion
:. ;he *anguage =se
Juestion
D. ;he '=se Kour >wn
(ords Juestion
5. (riting Down or
Juoting a (ord,
Phrase, entence or
,#pression
Practice with direct Jns.
pp. 15D01E9
Practice with 5nswers in
>wn (ords. pp. 1100111
Practice with 2nferential
Jns. pp. 1180185
'> *evel ,nglish
*anguage with Distinction
C 7eading )omprehension
")hpt / p D01E%
5ll ec : pupils are
e#pected to purchase this
book.
)h. / 0 imple @ns on
facts from ';he
)ambridge 7evision
<uide. <), '> level
,nglish pp. 15D0/05
tudents to attempt.
,# 105.
E
Practice with Jns
involving tests of
language. pp. 18E0198
Practice with +ocab Jns.
pp. 1990/0:
D. 7eading the passage
carefull$.
5. ?ollowing the writers
point of view.
E. *ocating the meaning
of words within the
passage.
1. ;hinking be$ond the
passage.
)ompre passage C
-arrative
Pupils sharpen their
reading skills b$
completing @ns on p. E01/
;en Kear eries C -ov
1988 paper. ';he hutter
and the ;rigger
&andout from '-ow 2
)an C G>H *evel ,nglish
)omprehension <uide p.
/01:.
;en0Kear series C 3un6-ov
1989 C 3un6-ov 1995%
5om)re $
-ov 1988 paper
5om)re 2
)hoice of passages from
;en0Kear series
"3un6-ov 1989 C 3un6-ov
1995%.
>7
)omparative passages
from Kr: 2P file.
8. >rgani!ing ;e#ts <raphic >rgani!ers 1. ;eachers familiari!e
students with the
various forms of graphic
organi!ers.
/. >rgani!ation of ideas in
a descriptive te#tL the
te#ts provided can be
used as e#ercises for "1%
:. 5nalog$ and contrast
D. )lassification
5. >rgani!ation of a whole
te#t
1. &andout. 2nde#,
<raphic >rgani!ers
"h'');%%<<</gra)hic/o
rg%goinde(/h'ml%
/. GDeveloping 7eading
killsH b$ ?rancoise
<rellet C '>rgani!ation
of the te#t, /. /.:,
p.1010108
:. /.D, p.109011/
D. /.5, ,#. 1, p.11/0:
,#. /, p.11D "and
1D:0E%
,#. :, p.115 "and
155%
,#. D, p.1150E
5. Passage '4arta
5. Putting it ;ogether 5ssessment of
comprehension and
grammar skills
)lass ;est C administered
as a level.
5om)re #es'
5lass 'es' 9 #$ Week =
Pre)ared "y 6s 7g S78 6rs 5heryl Wong > 6dm Loke Lai -un
1
Scheme of Work 2004
Year Plan for Secondary 3 English Language
#erm $ 9 Oral ; $ )eriod )er <eek
Skills% O"&ec'i!es #e(' #y)es % #o)ic *c'i!i'ies and #asks +oca"ulary %
,rammar -ocus
.esources *ssignmen's
5/ Oral Skills
1. 2ntroduction to the
Phonetics chart
/. ,#ploring sound
formation.
:. ,#ercising the
speech organs.
Pronunciation 6
5rticulation
;r goes through the
phonetics chart so that
pupils are familiar with
ke$ terms like
consonants, vowels M
the s$mbols.
;r goes through speech
e#ercises involving
vowel and consonant
sounds.
,#ercises for consonant
agilit$ "choice of :
e#ercises ranging from
simple to advanced%.
D. Distinguishing
between 6f6 and 6v6
sounds.
5. Practising the 6th6
sound.
Pronunciation 6
5rticulation
1. Pupils perform
e#ercise for 6f6 and
6v6 sounds.
/. Pupils perform
e#ercise on the 6th6
sound.
&andout on e#ercises
for the 6f6 and 6v6
sounds.
&andout on e#ercise for
the 6th6 sound.
&andout on paired
sounds in initial, medial
and final positions.
4ore practice with
various paired sounds in
initial, medial and final
positions.
Pupils come up with
other e#amples of their
own and share these
e#amples in class.
8
E. Pronouncing the 6s6
and 6!6 sounds
correctl$.
1. Practising the final
consonants 6t6
and 6d6 and the ed
endings.
Pronunciation 6
5rticulation
:. Pupils perform the
practice e#ercise.
D. Pupils carr$ out the
activit$ based on
A(histlers and
&issers.
&andout on final
consonants 6t6 and 6d6
and Ced endings.
&andout on A(histlers
and &issers.
8. ,#ploring rh$thm ?luenc$ and rh$thm 5. Pupils perform
speech e#ercises
based on sentence
stress.
E. 4ore practice on
peech 7h$thm.
&andout on sentence
stress.
&andout on speech
rh$thm.
9. Practising vocal
variet$
?luenc$ and rh$thm 1. Pupils perform
speech e#ercises
based on Apeech
;une M +ariet$ of
2nflection "2% and
"22%.
&andouts on Apeech
;une M +ariet$ of
2nflection "2% and "22%.
10. 2nFecting
e#pressiveness in
our reading
,#pressiveness 8. Pupils perform
vocal e#pression
e#ercises "2% and
"22%. A(hoN (hereN
(hatN (h$N
(henN &owN
&andouts on A(hoN
(hereN (hatN (h$N
(henN &owN "2% and
"22%.
9
11. Putting all
components of
A7eading 5loud
together.
7eading 5loud 9. ;r goes through the
pointers on 7eading
5loud, highlighting
ke$ features like
pitch, pausing and
pace.
10. Pupils read handout
on pausing and
phrasing for ideas
on more effective
reading.
11. Pupils practice
reading with some
samples.
&andout on A7eading
5loud
&andout on phrasing
and pausing.
&andout on Apeaking
7h$mes and
A?ishbones Dreaming
7eading passages of
teachers choice.
? :y 'he end of #erm $8 *LL )u)ils are 'o "e 'es'ed on 'he oral com)onen' of .eading *loud/ #hey may "e gi!en 'he o)'ion of selec'ing a )assage of 'heir
o<n )reference O. a descri)'i!e % narra'i!e )assage from any one of 'he su))lemen'ary readers/ #his )assage should "e a"ou' 300 <ords in leng'h and )u)ils
are e()ec'ed 'o read i' aloud in class and 'hen e()lain <hy 'hey ha!e chosen 'his )ar'icular )assage/ #eachers could 'urn 'his in'o a 'eaching lesson "y in!i'ing
commen's from o'her )u)ils "efore adding any of 'heir o<n/ @l'ima'ely8 )u)ils mus' "e clear a"ou' <ha' ,ood .eading en'ails/ Plse use cri'eria for grading AO
le!el Pa)er 3 0.eading *loud3 as reference/
Pre)ared "y 6dm Loke L-
10
Scheme of Work 2004
Year Plan for Secondary 3 English Language
O Le!el Sylla"us
#erm 2
Skills%O"&ec'i!es #e(' #y)es% #o)ic *c'i!i'ies and #asks +oca"ulary%
,rammar -ocus
.esources *ssignmen's
*/ Wri'ing Skills
1. tud$ing the
profile of a
realistic short
stor$
etting the scene
Developing a
complication
)reating Arising
action
;he )risis
;he Afalling
action
Denouement
1. ;eacher introduces features of
a realistic short stor$.
/. Pupils identif$ features of a
realistic short stor$ in pairs or
individuall$.
:. Pupils enhance vocabular$
D. Pupils complete grammar
e#ercise
+ocabular$.
=sing a ;hesaurus
<rammar .
participles,
infinitives and
gerunds.
&andouts .
1. -ew (orld
/. &ow 3ohnn$ went
over the ,dge.
/. tud$ing the
profile of a
historical short
stor$
:. 2ntroduction to
other kinds of
short stories.
etting the scene
Developing a
complication
)reating Arising
action
;he )risis
;he Afalling
action
Denouement
1. ;eacher introduces features of
a historical short stor$.
/. Pupils identif$ features of a
historical short stor$ in pairs
or individuall$.
:. ;eachers introduces other
t$pes of short stories.
D. Pupils complete grammar
e#ercise.
5. Pupils complete editing
e#ercise individuall$ or in
pairs.
<rammar . -oun
phrases and clauses
&andouts .
1. ing to the Dawn
/. &ouse of i#t$
?athers
5om)o 3
(rite a composition focussing
on the profile of short stories.
>7
ee below
11
D. Developing the
plot
5n idea0driven
plot
5 character0
driven plot
1. Pupils read e#amples of these
/ t$pes of plot.
2n pairs or individuall$, pupils
work out their response to ;asks
8010. ;he$ then share their
response with the class.
&andouts .
AProfile of the hort
tor$ "p 1001:%.
5. Deciding the
point of view
"P>+%
-arrative writing 1. Pupils read notes on
P>+.
/. ;r goes through ;ask 9 with
class to check on their
concept of P>+.
&andouts .
A(ho will ;ell the tor$
C deciding the Point of
+iew.
5om)o 3
(rite a composition focussing
on P>+.
E. )reating Areal
characters
-arrative writing :. ;r selects suitable tasks "e.g.
;ask 9 C using characters to
help write the stor$% to help
pupils write better stories.
&andouts .
A)reating Areal
characters.
5om)o 4
(rite a composition based on
one of the characters from an$
of the supplementar$ readers.
1. tud$ing the
profile of a
newspaper report
. &eadlines
. ?irst Paragraph
. Bod$
. ;ail
1. ;eacher introduces the profile
of a newspaper report with
focus on.
"a% headlines
"b% first paragraph
"c% bod$
"d% tail
/. Pupils identif$ features of
newspaper report
individuall$
:. Pupils write out headlines
and first paragraph
individuall$ or in pairs.
Pupils write out newspaper report
in groups.
<rammar .
Passive tense,
;enses
+ocabular$ .
;e#t0related
vocabular$
&andouts .
1. <et to the Point
/. &ow to write an
introduction.
5om)o = 0func'ional3
(rite a newspaper report .
;en0Kear eries 0 -ovember
191D. ,arth@uake Disaster at
Burrapore.
>7
-ov 198:, Part /
8. 5ssessment )ommon ;est 5ommon #es'
5om)o 0Pa)er $3
9 #2 <eek B
Pre)ared "y 6s Coyce Lim and 6rs Caya .anee
1/
Scheme of Work 2004
Year Plan for Secondary 3 English Language
#erm 2 9 5om)rehension
Skills%O"&ec'i!es #e(' #y)es% #o)ic *c'i!i'ies and #asks +oca"ulary% ,rammar
-ocus
.esources *ssignmen's
:/ 5om)rehension Skills
1. ?ocusing on
comparative skills
-arrative6 ,#positor$ 7eading to identif$.
1. te#t t$pes
/. purpose
:. tone
D. st$le
5. theme
E. point of paragraph in
passage.
=se of transitional devices
"connecting words%.
1. &andout on ;ransitional
Devices ">(* >nline
(riting *ab%.
/. &andout C '7eading to
,#tract <ist from G<et 2t
7ight C '> *evel ,nglish
7eading )omprehension.
/. ?inding out what the
point of a paragraph 6
passage is
ummar$ writing kimming e#ercise to spot
facts ",# 1 M /%
A)hpt 1 (hats the PointN
from G-ew ummar$
(riting with
)omprehensionH b$
4erv$n Blake.
5om)re 3
3ane <oodalls '2n the
hadow of 4an and 3ud$
=r@uhats '5nimals on the
?arm.
:. ?inding relevant
information
ummar$ writing tarter C fun activit$ on
following instructions.
,# E 0 activit$ on
following instructions
-otes and e#ercises for
finding relevant
information information.
A)hpt / (hich PointsN
from G-ew ummar$
(riting with
)omprehensionH b$
4erv$n Blake.
5om)re 4 > =
)hoice of passages from
;en0Kear series
"3un6-ov 1989 C 3un6-ov
1995%.
>7
)omparative passages
from Kr: 2P file
D. >rganising
information using
graphic organisers
ummar$ writing elect relevant points and
organi!e points using
appropriate graphic
organi!ers.
ummar$ ,#ercises 1, /,
:.
1:
5. (riting the summar$
from notes made
ummar$ writing Pupils read notes on p D50
D1.
)hoice of ,# 1E0/0 for the
practice of summar$
writing.
A)hpt D (riting it up in
$our own words from
G-ew ummar$ (riting
with )omprehension b$
4erv$n Blake.
E. 5ssessment 5om)re #es'
9class 'es' 'o "e
adminis'ered as a le!el
0#2 Week =3
Pre)ared "y 6rs Caya .anee and 6s Coyce Lim
1D
Scheme of Work 2003
Year Plan for Secondary 2 English Language
#erm 2 9 Oral ; $ )eriod )er <eek
Skills% O"&ec'i!es #e(' #y)es % #o)ic *c'i!i'ies and #asks +oca"ulary %
,rammar -ocus
.esources *ssignmen's
5/ Oral Skills
1. Describing setting Picture description *esson 1 on picture
description
uitable vocab for
items associated with a
Apark and a Agarden.
&andout on ADescribing
etting.
.
:. 2nferring
relationships
Picture description A?ree!e photos activit$ uitable vocab for use
e.g. parents, siblings,
colleagues, enthusiasts.
E accompan$ing
pictures with different
settings "to be used for
activit$ on Ainferring
relationships
D. Putting ;hings
;ogether
Picture description Practice in class
involving all pupils.
Practice papers for ec
: 0 199E and 1991.
?riends6>utings6ocial
gatherings 0 9ED1;1
91D:;/
91DE;/
91D10;1
?amil$ gatherings C
9ED1;/
91D1;1
4uslim festivals 0
9ED9;1
9ED9;/
?amil$ outings C
9EDD;/
9ED5;1
15
91D/;1
;ravelling6holida$s 0
9ED:;1
9ED8;/
,ducation6e#ams 0
9ED:;/
91D9;1
91D10;1
91D10;/
Public outings6visits C
9ED8;1
91DE;1
91D8;1
&obbies6interests C
9ED5;/
91D:;1
&uman condition C
91D1;1
91D1;/
91D8;/
91D10;1
;raditional 6vanishing
trade 0
91D1;/
91DD;/
91D5;/
>thers 0
9ED/;1
91D/;/
91DD;1
91D5;1
91D9;/
#r may use 'hese )ic'ures for general discussion8 demons'ra'ing ho< 'o a))roach 'his oral com)onen' effec'i!ely/
Su"seDuen'ly8 all )u)ils ha!e 'o descri"e an alloca'ed )ic'ure and "e graded accordingly/
#he grading may "e in 'he form of )eer e!alua'ion <i'h 'eacher feed"ack "u' marks are 'o "e decided "y 'r ul'ima'ely/
1E
Pu)ils may "e gi!en )ic'ures "eforehand for )re)ara'ion 0class 'ime <ill no' "e <as'ed in 'his <ay3/
#<o )u)ils may descri"e 'he same )ic'ure so 'ha' com)arison can "e made regarding differen' a))roaches 'o 'he same )ic'ure/
Some )ic'ures are o"!iously more difficul' 'han o'hers/ #r may alloca'e 'hese 'o 'he more a"le )u)ils so 'ha' 'heir )eers can "enefi'/
Pre)ared "y 6dm Loke L-
Scheme of Work 2004
Year Plan for Secondary 3 English Language
O Le!el Sylla"us
#E.6 3
Skills %
O"&ec'i!es
#e(' #y)es % #o)ics *c'i!i'ies % #asks +oca" %
,rammar
-ocus
.esources *ssignmen's
#o)ic; #echnology
Wri'ing
Skills
E()osi'ions
92emons'ra'e
unders'anding of 'e('
organisa'ion/
9 2e!elo) coheren'
)aragra)hs <i'h clear
'o)ic sen'ences/
9 Wri'e a <ell9
9 4n'roduce 'he =9)aragra)h
essay s'ruc'ure8 'o)ic sen'ence
> 'hesis
0 &ow to write an introduction
0 =sing transitions to link ideas
coherentl$
h'');%%ccc/commne'/edu%g
rammar%fi!eE)ar/h'm
h'');%%ccc/commne'/edu%g
rammar%in'ros/h'm
h'');%%ccc/commne'/edu%g
rammar%'ransi'ions/h'm
5om)o F
Go< has 'echnology made
your life sim)lerH
O.
E()lain <hy <e should
harness 'echnology
cau'iously/
O.
11
s'ruc'ured in'roduc'ory
)aragra)h <i'h a clear
'hesis s'a'emen'
9 #o e()lore and de!elo)
a )oin' of !ie</
9 #o su))or' and
ela"ora'e on a )oin' of
!ie< adeDua'ely/
9 #o iden'ify 'he
s'ruc'ure of a 'e(' <i'h
a )ro"lem and solu'ion
s'ruc'ure/
9 #o s'ruc'ure and <ri'e
an e()osi'ory essay
using one or more of 'he
)aragra)h de!elo)men'
me'hods learn'/
9 4n'roduce 'he differen' 'o)9
le!el s'ruc'ures for de!elo)ing
a )oin'/
0 &ow to write the bod$ of an
e#positor$ essa$
h'');%%<<</english/uiuc/e
du%c<s%<<orksho)%'i)s%
<ri'''ech/'ransi'i/h'm
?,EP ma'erials; #o)
Le!el S'ruc'ure
?h'');%%<<</english/uiuc/
edu%c<s%<<orksho)%'i)s%
<ri''ech/"ody/h'm
h'');%%ccc/commne'/edu%g
rammar%)aragra)hs/h'm
h'');%%english/''u/edu%<)%
hand"ook%e()ansio/h'm
E()lain 'he "oons and
curse 'echnology has
"rough' 6ankind in 'he
20
'h
cen'ury/
,rammar
>
+oca"u9
lary
6odals
9@se modals 'o s)ecula'e
a"ou' 'he fu'ure/
+oca"ulary
9 @se a))ro)ria'e
!oca"ulary on 'he 'o)ic
of 'echnology
9Passages e()lore 'he im)ac' of
informa'ion 'echnology on
socie'y and 'he likely changes
'o come a"ou' in Singa)ore "y
20$0 using modals; will, could,
might, may de)ending on 'he
degree of cer'ain'y/
95om)le'e !oca" e(ercises on
'echnology/
I,reen 5onsumerismJ
"y Coel 6ako<er in
Ear'h Cournal or
I6easures #aken "y 'he
,o!ernmen'J
E('rac' from The
Futurist8 "y *ndy Gines
Or
+isions of 'he 2$
s'

5en'ury
Word Po<er8 ch = Man
& Technology
E(ercises on 6odals
#o)ic ; En!ironmen'
5om)re9
hension
and
5om)rehension and
com)arison of '<o
e()osi'ory )assages/
.ead and a''em)' Dues'ions
"ased on Passage *
2efores'a'ion 07o! $KK$
#he use of 'he
)resen' and
)as' 'ense/
Passage * 2efores'a'ion
07o! $KK$ com)re
)assage3
5om)re F
5om)ara'i!e )assages
18
Summary )assage3 and Passage :
Should nuclear )o<er re)lace
fossil fuel )o<erH
#he use of 'he
'hird )erson/
#he use of
connec'ors/
Passage :
Should nuclear )o<er
re)lace fossil fuel
)o<erH
,rammar
>
+oca"u9
lary
9@se of #he Perfec'
#ense
9@sing a))ro)ria'e
!oca"ulary on 'he 'o)ic
of The Environment
Prac'ice e(ercises on 'he
Perfec' #ense
5om)le'e !oca" e(ercises on
The Environment
E(ercises on 'he Perfec'
#ense
Word Po<er8 Man & the
Environment
Skills %
O"&ec'i!es
#e(' #y)es % #o)ics *c'i!i'ies % #asks +oca" %
,rammar
-ocus
.esources *ssignmen's
#o)ic; +alues
Wri'ing
Skills
*rgumen'a'ion
9 #o dis'inguish "e'<een
fac's and o)inions
9 #o &udge 'he relia"ili'y
of sources "y cri'ical
analysis
9 #o recognise and use
)ersuasi!e de!ices
em)loyed in
argumen'a'i!e <ri'ing
9 #o s'a'e o)inions 'ha'
are su"s'an'ia'ed
9 #o discrimina'e
"e'<een ra'ional and
irra'ional argumen' "y
9 .e!ie< <ha' makes sound
argumen'; con!incing reasons
and a reasona"le conclusion/
9 4n'roduce differen'
)ersuasi!e 'echniDues
0including logical fallacies 'o
a!oid3
9 S'udy )assage on ILo!e is a
$/? I6aking Sound
*rgumen'J
2/ ? I-ac' !s O)inionJ
? I.ecognising .a'ional
and 4rra'ional
*rgumen'J
? ILo!e is a -allacyJ
*ddi'ional resources;
G'');%%in're)idsof'<are/
com%fallacy%<elcome/h'
5om)o B 0*rgumen'a'i!e3
I4n'roducing informa'ion
'echnology in )rimary and
secondary schools <ill do
more harm 'han good/J 2o
you agreeH
O.
IS)ace e()lora'ion is a
<as'e of 'ime/J 2iscuss/
O.
#rs choice of
argumen'a'i!e 'o)ic.
19
reading cri'ically
9 #o reinforce
unders'anding of logical
fallacies
9 4den'ify and use
s'ruc'ures for
an'ici)a'ing and
re"u''ing argumen's
9 4den'ify use of "ias in
language 'o mani)ula'e
a''i'udes and !ie<)oin's
-allacyJ and ans<er 'he
com)rehension Dues'ions 'o
reinforce unders'anding of
logical fallacies/
9 E(amine 'he s'ruc'ure of an
argumen'a'i!e com)osi'ion
9 Wri'e and edi' an argumen'
using 'he fi!e )aragra)h
s'ruc'ure
9 .e!ie< 'he )ur)oses of
o)ening and closing
)aragra)hs
9 Go< 'o )lan and <ri'e an
argumen'a'i!e essay
9Prac'ice s'ruc'uring
argumen'8 "ased on '<o
e('rac's and using a range of
)ossi"le s'ruc'ures; "eginning8
de!elo)ing > re"u''ing
m
h'');%%li"rary/'hinkDues'
/org%=00L4%<ri'e%fallacie
s/h'ml
MuiN for Pu)ils;
h'');%%li"rary/'hinkDues'
/org%=00L4%cgi9
"in%fallacies/cgi
?S'ruc'uring an
*rgumen'; Shadows on
the Wall "y 2onna 5ross
?I2e!elo)ing an
*rgumen' Wi'hin 'he
Paragra)hJ
IWri'ing 'he Persuasi!e
EssayJ
? no'es for s'uden's
?*rgumen's and
5oun'er9argumen's
5om)re9
hension >
summary
5om)rehension of an
*rgumen'a'i!e )assage
.ead and a''em)' Dues'ions
rela'ed 'o 'he )assage on #he
<hales mus' sur!i!e/
#he <hales mus'
sur!i!e from S'e)
*head :k 3 ) 2$B9222/
Passage for discussion/
5om)re B > L;
)hoice of passages from
;en0Kear series
"3un6-ov 1989 C 3un6-ov
1995%.
>7
)omparative passages from
Kr: 2P file
,rammar
>
#y)es of sen'ence
cons'ruc'ion
@se a mi( of sen'ences 'o make
our <ri'ing more !aried and
Sim)le8
com)ound and
,rammar focus from
S'e) *head :k 3 ) 2229
/0
+oca"u9
lary
effec'i!e/ com)le(
sen'ences/
224/
#o)ic ; 6aking
Persuasi!e S)eeches
.eading
for ideas %
5om)re9
hension >
Summary
*nalysis of a
Persuasi!e S)eech
.ead 5hief Sea''les s)eech
<hich aims 'o )ersuade 'he
*merican go!ernmen' 'o
res)ec' 'he 4ndians cul'ure
and )ro'ec' 'heir )eo)le and
<ay of life from a"use and
des'ruc'ion/
.ead and a''em)' Dues'ions
rela'ed 'o 'he )assage/
5rea'e an idea <e" 'o sho< 'he
images 5hief Sea''le used 'o
su))or' his s'a'emen' 'ha'
IE!ery )ar' of 'he ear'h is
sacred 'o my )eo)le/J
#his Ear'h is )recious
from S'e) *head :k 3
)2KF92KL/
Wri'ing
skills
4den'ifying and
discussing '<o sides of
an issue/
.ead 'hrough 'he )oin'ers
from 'he <ri'ing <orksho) on
* Persuasi!e s)eech/
S'e) ahead :k 3 ) 30$9
30=/
5om)o L0func'ional3
"a% (rite a speech based on
an$ of the following
issues.
O.
"b% (rite an article for a
teen maga!ine based on
an$ of the following
issues.
- ;echnolog$
- ;he environment
- +alues 6 culture 6 wa$ of
life.
*ssess9
men'
5om)osi'ion 'es' 5om)o #es'
,#position and 6 or
argumentative topic of trs
choice.
*ssess9 5om)rehension 5om)re #es'
/1
men' 5ommon 'es' 5ommon #es' 'o "e 'aken
as a le!el in #3 Week =/
Prepared by Mrs Tan WY, Mrs osalind !ee, Ms Foo YY and Mdm !o"e !F
Scheme of Work 2004
Year Plan for Secondary 3 English Language
O Le!el Sylla"us
#erm 3 9 Oral ; $ )eriod )er <eek
Skills% O"&ec'i!es #e(' #y)es % #o)ic *c'i!i'ies and #asks +oca"ulary %
,rammar -ocus
.esources *ssignmen's
Oral Skills
1. Public speaking peech >l$mpics ;r reads through
handout and organises
pupils to take part in the
peech >l$mpics.
;r checks on progress
of various groups.
&andout on peech
>l$mpics
uitable topics for
making a speech
//
5t the end of the
activit$, pupils hand in
their scores to tr for
checking.
/. ,ncouraging
spontaneit$ and
coherence in speaking
3ust a minute Pupils are given one
minute to prepare a
given topic.
;he$ then talk on this
topic for /0: minutes.
;heir performance are
to be graded b$ the
teacher.
&andout on A3ust 5
4inute
uggested topics for
A3ust a 4inute
Pupils are to be graded on this aspect o# the oral component
SE5 3P P@P4LS *.E EOPE5#E2 #O S4# -O. #GE O.*L EO*6S *# #GE E72 O- #GE YE*.
Scheme of Work 2004
Year Plan for Secondary 3 English Language
#erm 4 9 .e!ision
Skills% O"&ec'i!es #e(' #y)es % #o)ic *c'i!i'ies and #asks +oca"ulary %
,rammar -ocus
.esources *ssignmen's
?or writing, tr should
reinforce pupils skills
in areas the latter are
weak in.
;rs choice ;rs choice ;rs choice =7, readers
tep 5head :
7esource file
materials
5om)o K
;opic of teachers
choice.
?or comprehension
skills, tr should revise
specific compre and
summar$ skills with
pupils in preparation for
)ompre 6 summar$
skills
;rs choice ;rs choice 4odified @uestions
from passages in
;en0$ear series "up
to 1990%
)ompre passages
5om)re K
Passage of teachers
choice.
/:
the end0of0$ear ,#ams. from tep 5head :
Pre)ared "y 6dm Loke L-
/D