O-Level English
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Some nouns can be replaced. For instance, "labour" can be "hard work" and "aim" can be "goal". But do not try to replace nouns like "tiger" or "computer".
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Read as widely as possible, read anything from brochures to magazines to newspapers to novels to gain exposure to different styles of writing.
Practise essay writing and comprehensions regularly - at least once a week and ask your school teacher to mark and review them. Learn from their comments and do not make the same mistakes again.
Discuss current topics with your friends/parents etc to get different views etc during meal times, in the car etc.
This 3 prong approach should be helpful. All the best! -
To answer the previous questions on novels- in our professional opinion, students cannot get by with the new syllabus on a diet of newspapers and current affairs magazines. They should also read novels to understand and experience how language works in versatile ways.
We don’t endorse assessment books, sorry. Anyway, not many books on the shelves are updated. Many are generic, and focus on specific skills only (eg. Vocabulary, grammar etc)
Over at our centres, we use only resources we have set ourselves, following the specimen papers that UCLES has outlined. Give us a call if you have more questions. We will be happy to help. -
My DS who is in Sec 1 does not study Literature as a subject. The school does EL as Language Art which incorporates drama, but no literature. Will he be well prepared for the new exam format?
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Bbee:
My DS who is in Sec 1 does not study Literature as a subject. The school does EL as Language Art which incorporates drama, but no literature. Will he be well prepared for the new exam format?
It is tough to say...some schools actually incorporate some of the elements of the new syllabus into the Language Arts programme (eg. To Kill A Mockingbird as text- Argumentative essay based on the text, compre passages based on Racism in the South etc). However, there also may be some schools who only begin focusing on the full range of papers in Secondary Three. It's best to speak to the HOD/EL of your DS's school to get a clearer picture. Good Luck. -
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Join us for an afternoon of enlightenment as we answer your questions on the New EL syllabus. Our panel of invited speakers are current and former teachers/HODs who are well-versed in the new syllabus. We will share with you tips on how to help your child master the new components of the papers. There will also be a Q and A session at the end of the seminar.
http://thelanguageleague.com.sg/Secondary-Programmes.php -
Can you please recommend where can I get novels from local writers like those you have recommend on your post like; Telltales:11stories & Island Voices. Thanks!
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The Language League thanks all participants of our workshops. We will be conducting more such workshops soon, sharing with you our newly set papers and resources in line with the new English syllabus.
Register your interest on our website http://www.thelanguageleague.com.sg, should you want to be informed of future workshops.
Cheers!
The Team at The Language League -
Why do I sense a lot of fear mongering and subtle marketing in this thread? Tuition centres all over Singapore are seizing this opportunity to distinguish themselves from others, offering their own set of tactics and strategies to conquer the new syllabus. :stompfeet:
BUT, if we take a closer look at why our children / students are not scoring today, perhaps we'd realize that teaching them a load of inferential skills isn't going to be the best way to help the majority of them (and would perhaps only directly help those who are already the cream of the crop).
Many students whom I have come into contact with are still struggling with their basics (e.g. spelling, past perfect tense) which is why they are forever stuck with C grades unless they have a tutor or teacher who can help them conquer these hurdles. :imdrowning:
Truth be told, the new component in comprehension (the visual stimulus) only constitutes a tiny 3.5% of their entire grade, and taking into consideration the other integrated elements such as new question types in Text 2 comprehension and even editing/oral, these purported \"new\" skills would help influence at most 15-25% of their overall grade.
What happens to the other 75-85%? The paper ultimately consists of traditional sections like the continuous writing, the situational writing (not much of a difference given that the expectations are the same - tone, audience, context)
I see no need for parents or centres to kick up a fuss when in reality, kids simply have poor English. I have seen many parents using the \"new syllabus\" as an excuse for their kids' poor English.
Literary techniques and inferencing skills are good, useful, and necessary. The change in syllabus will benefit our kids. Yet, there is no reason to make parents worry unduly or start using the \"lack of inferential skills\" or the lack of teachers trained in Literature/English as reasons for bad grades.
Traditional learning still has to go on, alongside the new.
Finally, while exposing kids to the beauty of language and literature (tone, impact, meaning of words etc), it is also of paramount importance to expose them to greater things, deeper themes and broader topics (e.g. marginalization, poaching, human rights) that will help them comprehend texts and eventually become better people.
:salute: -
Emma_CY:
As a tutor myself, I have also been searching for relevant materials for my Sec 3 students. Hence, I welcome publishers and tuition centres to share with us the resources that they have managed to gather for the new syllabus 1128. I can confirm that there are no assessment books at the moment in Popular and other bookstores that cater to the new syllabus, so please please.. share with us any links or materials that you can get your hands on..Why do I sense a lot of fear mongering and subtle marketing in this thread? Tuition centres all over Singapore are seizing this opportunity to distinguish themselves from others, offering their own set of tactics and strategies to conquer the new syllabus. :stompfeet:
BUT, if we take a closer look at why our children / students are not scoring today, perhaps we'd realize that teaching them a load of inferential skills isn't going to be the best way to help the majority of them (and would perhaps only directly help those who are already the cream of the crop).
Many students whom I have come into contact with are still struggling with their basics (e.g. spelling, past perfect tense) which is why they are forever stuck with C grades unless they have a tutor or teacher who can help them conquer these hurdles. :imdrowning:
Truth be told, the new component in comprehension (the visual stimulus) only constitutes a tiny 3.5% of their entire grade, and taking into consideration the other integrated elements such as new question types in Text 2 comprehension and even editing/oral, these purported \"new\" skills would help influence at most 15-25% of their overall grade.
What happens to the other 75-85%? The paper ultimately consists of traditional sections like the continuous writing, the situational writing (not much of a difference given that the expectations are the same - tone, audience, context)
I see no need for parents or centres to kick up a fuss when in reality, kids simply have poor English. I have seen many parents using the \"new syllabus\" as an excuse for their kids' poor English.
Literary techniques and inferencing skills are good, useful, and necessary. The change in syllabus will benefit our kids. Yet, there is no reason to make parents worry unduly or start using the \"lack of inferential skills\" or the lack of teachers trained in Literature/English as reasons for bad grades.
Traditional learning still has to go on, alongside the new.
Finally, while exposing kids to the beauty of language and literature (tone, impact, meaning of words etc), it is also of paramount importance to expose them to greater things, deeper themes and broader topics (e.g. marginalization, poaching, human rights) that will help them comprehend texts and eventually become better people.
:salute:
Here is one: http://www.phd-education.com.sg
I got their flyer from my fellow tutor colleague. Apparently students get one year of academic tutoring with each subscription. Their content for syllabus 1128 is relevant (you can view their 'package preview')..
Yes, and I also agree with Emma_CY that the visual component should not be a cause of worry for parents because basically a huge section of the papers are still on 'traditional' sections. That is how I assure my students' parents.. :rahrah:
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