P5 and P6 Parent Workshop. Understanding Situational Writing and Conversation. 24 Jan 2014
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1 P5 and P6 Parent Workshop Understanding Situational Writing and Conversation 24 Jan 2014
2 CONVERSATION
3 Examination Format PSLE English Language Paper Components No. of Items 4 Reading Aloud Picture Conversation Oral Conversation Marks / Weighting 3 30 marks/ 15% Duration Approx. 11 min PSLE Foundation English Language Paper Components No. of Items 4 Reading Aloud Picture Conversation Oral Conversation Marks / Weighting 3 30 marks/ 20% Duration Approx. 11 min
4 Examination Format P5 English Language (revised) Paper Components No. of Items 4 Reading Aloud Stimulus-based Conversation Marks / Weighting 2 30 marks/ 15% Duration Approx. 8 min
5 NOTE THE DIFFERENCE Change in format only, SKILLS remain the SAME WHY?
6 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 questionand-answer session
7 (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
8 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
9 AVOID American slang Unnecessary body gestures Then then I Muttering / Whispering Long pauses I don t know Yes / No answer
10 SAMPLE QUESTIONS
11 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.
12 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
13 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
14 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)
15 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.
16 Stimulus- based Conversation (revised)
17 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)
18 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)
19 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)
20 Negative Responses?
21 RESOURCES AVAILABLE McOnline Oral Buddy Package Newspapers News online Role models parents, news-reporters
22 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
23 Workshop on Situational Writing
24 PSLE English Papers Paper Components Marks Weighting Duration 1 Situational Writing 15 1 h Writing Continuous Writing % 10 min 2 Language Use & Comprehension Booklet A (MCQ) 28 Booklet B (FIB & OE) % 1 h 50 min 3 Listening Comprehension 4 Oral Communication Listening Comprehension MCQ 20 10% Reading Aloud 10 Stimulus-based Conversation 20 15% About 35 min About 10 min Total %
25 Source: /syllabuses
26 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.
27 Process of Communication A B C Writer (pupil) Context Format Language Reader (marker)
28 Process of Communication A B C Writer (pupil) Context Format Language Reader (marker)
29 A. Context of the Situation Show accurate understanding of the context (situation) through their writing. Consider general questions and specific questions:
30 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)
31 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?
32 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
33 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)
34 Process of Communication A B C Writer (pupil) Context Format Language Reader (marker)
35 B. Text Types for Academic & Functional Purposes Lists Procedures Notes Letters Notices Factual Recounts Information Reports Expositions (present, explain & justify point of view to persuade) Examples Things to bring for P5 camp Recipes, instructional manuals Telephone messages Letters of compliments/complaints s to friends/classmates Notices to residents, club members Incident Reports School newsletter articles on CCA groups & achievements Environmental Club s newsletters on why we need to reduce, reuse & recycle (3Rs) Refer to Appendix
36 B. Differences in Formal and Informal Writing Salutation Statements to greet recipient Vocabulary words (informal / formal words) Signing off (on the bottom left side) Formal Dear Sir/Madam, Dear Mr Tan I wish to inform you about, inquire about, request for I would be grateful if you could? Best regards, Yours faithfully, Yours sincerely, Informal Hi John, Dear John How are you getting along? I hope you are fine. You will probably With best wishes, Best wishes or Your cousin, friend, classmate
37 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,
38 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
39 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
40 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
41 B. Suggested Format for Salutation Reference/ Subject Main message 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. Signing off Yours sincerely / Yours faithfully, [The writer s name]
42 B. Suggested Format for Letter Address Date Recipient s official title and Company s address Salutation 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]
43 Process of Communication A B C Writer (pupil) Context Format Language Reader (marker)
44 C. Language: Grammar, Expression, Spelling & Punctuation C1. Grammar: different tenses past perfect tense - I had purchased a CD from your shop on 1 October simple past tense When I reached home, I found that the CD was broken. future tense I hope you will look into this matter.
45 C. Language: Grammar, Expression, Spelling & Punctuation C1. Grammar: Change from direct speech in speech bubbles to reported speech in the /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.
46 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.
47 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.
48 Phrases Appropriate for Different Contexts Offering help: Would you like us to...? We would be happy to... We are quite willing to... We would be pleased to...
49 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...
50 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...
51 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.
52 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...
53 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.
54 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.
55 Examination Skills - CHECK Upon completion, check accuracy of 6 prompts Check accuracy & appropriateness of grammar, expression, spelling & punctuation.
56 EPH-MTS Collaboration
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