P4 English Language

English Language teacher

• Joy of Learning

• Topical Coverage

• P4 Level Focuses

• P4 Key Strategies

• Assessment Format

• Home Support

Content

Joy of Learning

What’s Up Newspapers

To expose pupils to current affairs in

Singapore & world issues

2 to 3 selected articles with

accompanied activities eg. journal

Discussions and completion of activities

Topical Coverage

1. Making an Ice Cream

2. A Nasty Accident

3. The Four Friends

4. Sports Day

5. Statues

6. Tsunami

7. Rats’ Nest

8. Leatherback Turtles

9. Scarecrow Chap 1-4

10. Scarecrow Chap 5-8

11. Scarecrow Chap 9-12

12. Scarecrow Chap 13-16

Level Focuses

Oracy Writing

Speak clearly,

according to

social norms and

cultural values in

different

situations

Develop,

organise and

express ideas

coherently and

cohesively in

writing, Tell-Show

Strategy

Level-wide Strategies

SSR – Sustained Silent Reading

10 min of silent reading

sharing of book read by teacher or some pupils

promoting reading for enjoyment and sharing of good books read.

SR – Supported Reading

(Narrative texts)

Reading for understanding and

enjoyment

Prediction and questioning

Reading strategies

Text types

Text features

KWL – Know-Want to Know-Learnt (Non-fiction texts)

relate a new topic or information to what they already know

anticipate what they will be reading about

become involved in the text by having them look for information

they want to find.

Follow-up activities

Vocabulary words

Grammar items

Sentence manipulation

Whole-text study

Writing Process

Supplementary Reading Materials

The Scarecrow and his Servant

Literature text in Semester 2

To expand pupil’s vocabulary

To expose pupils to different sentence

structures

To promote discussion and in-depth analysis

of characters and plots in the story

To develop and promote:

Reading for Enjoyment and Reading to

Learn

Comprehension Tips

• Take time to read and really understand

• May need to read the text more than once

• Make connection of the text to themselves and connect ideas from different parts of the text

• Check on Tenses, Agreement, Punctuation and Spelling

Continuous Writing

Strategies

▫ Examine the question carefully

e.g. Write a composition of at least 120 words

about a day I helped somebody (theme)

▫ Use one or more of the 3 given pictures

▫ Expand main ideas with details

▫ Exploring more on the characters - senses,

thoughts, feelings, actions and behaviour

Oral-Reading Aloud

•Clear pronunciation

•Consistent fluency: pausing at the right

moment

•No jerks or awkward pauses

•Varying pitch

•Using appropriate tone and pace

Oral-Stimulus-based Conversation

▫ To be able to express their thoughts and ideas

with clarity and in standard English

▫ Should not merely describe given picture

▫ Use the picture to engage in a conversation

▫ Give the “why” (provide reasons), give opinions,

describe feelings, suggest possible actions

▫ Use a wide range of appropriate vocabulary with

accurate language structures

▫ Share an experience

Assessment Format-CAs

Paper Components Marks Duration

CA1 VOCAB MCQ

GRAMMAR MCQ

PUNCTUATION

GRAMMAR CLOZE

EDITING FOR SPELLING &

GRAMMAR

8

8

4

4

6

50 min

CA2 VOCAB MCQ

EDITING FOR SPELLING &

GRAMMAR

COMPRE OE 1

COMPRE OE 2

8

4

10

8

50 min

30 marks for each CA

Assessment Format-SAs

Paper Components Marks Weighting Duration

1 Composition 20 20% 50 min

2 Language Use and

Comprehension

50 50% 1h 15 min

3 Listening

Comprehension

14 14% Approx.

30 min

4 Reading Aloud

Stimulus-based

Conversation

16 16% Approx.

10 min

Total 100 100%

For EL

Papers 1 to 4

Home Support

• Find quality age-appropriate texts

eg. school and national libraries

• Exposure to different authors and

genres (Read regularly)

• Discuss the book

• Self-study (with supervision)

- Between 30 to 90 min a day

• Learn spelling & dictation weekly

• Enrich vocabulary

Thanks!Happy 2020