Documente Academic
Documente Profesional
Documente Cultură
Marshall
Cavendish
Teachers
Guide
6
Unit 6: Family
Scheme of Work
Lesson Plans
Resource Sheet
2
4
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Scheme of Work
Unit 6: Family
Suggested No.
of Periods
Learning Objectives
References
Resource Sheets
Practice Sheet 1
pages 4851:
Visual Text
Comprehension
Practice Sheet 2
pages 5255:
Comprehension
TG Appendix 1A:
Writing Text Frames
The Narrative
Text Frame
Grammar
Show an understanding of
grammatical rules at the
word, phrase and sentence
levels.
Extend sentences in a variety
of ways.
Complete a grammar cloze
text.
Practice Sheet 3
page 56:
Comprehension Cloze
Practice Sheet 4
page 57:
Sentence Extension
Practice Sheet 4 (A)
page 58:
Sentence Extension
Practice Sheet 4 (B)
pages 59 and 60:
Grammar Cloze
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Suggested No.
of Periods
3
Learning Objectives
References
Situational Writing
Write a letter based on a
given situation.
Practice Sheet 5
pages 61 and 62:
Situational Writing
Continuous Writing
Write a composition based
on a given theme and set of
pictures.
Practice Sheet 6
page 63:
Continuous Writing
Resource Sheets
TG Appendices 1A1E:
Writing Text Frames
TG Appendix 2:
Writing Checklist
TG Appendix 3:
Writing Rubrics
Self-Monitoring
Use a writing checklist to
monitor writing.
Use rubrics to review and
improve writing.
2
Listening
Listen and show an
understanding of seven texts
at the literal and inferential
levels.
Practice Sheet 7
pages 6468:
Listening
Comprehension
Oral
Read aloud a given passage.
Have a conversation based
on a given pictorial stimulus.
Practice Sheet 8
page 69:
Reading Aloud
Self-Monitoring
Use rubrics to review and
improve oral performance.
(E)MCEngELTG6_06.indd 3
pages 7779:
Listening Script
Practice Sheet 9
page 70:
Stimulus-based
Conversation
TG Appendix 4:
Reading Aloud Rubrics
TG Appendix 5:
Rubrics for Stimulusbased Conversation
Family
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Visual Text Summary: The pamphlet invites primary school children to participate in a story-writing contest.
Instructional Procedure:
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Family
Date:
Special Family
My
Examples:
My Special Family Writing
Contest, Criteria, Prizes
Writing Contest
Do you have a special family story to
tell? Does your family have a special
talent? Do you have a heartwarming
family story that celebrates love and
courage? If you do, join the My
Special Family Writing Contest and
share your story. Stories that move
our judges will be published in the
Family Story magazine.
This contest has produced so many amazing and inspiring stories over
the years stories that will move even the hardest of hearts.
Adrian Safian, judge and prize-winning author
Criteria
Prizes
$100 cash
Free copies of the quarterly
Family Story magazine
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Narratives
Brave Daisy
by Denise de Souza, 11
by Leo Tan, 12
Visit www.specialfamily.com for winning entries and more information about the
contest.
Our Partners
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For each question from 1 to 8, choose the most appropriate option
(1, 2, 3 or 4) and write your answer in the brackets provided. (8 marks)
1. Why are questions used at the start of the pamphlet?
(1) to interview the readers
(2) to make a survey of readers opinions
(3) to attract readers to share their family stories
(4) to get readers to participate in a family talent contest
2. The quote by Adrian Safian is mainly used to get readers to
.
(1) write stories like him
(2) read his prize-winning stories
(3) do something inspiring for others
(4) read the stories featured in the writing contest
3. A winning entry is a story that
(1) has an interesting idea
(2) is accompanied by photographs
(3) touches the hearts of the judges
(4) meets the requirements of the contest
Family Services
The Wise Owl School
Books Galore Company
National Family Association
(1)
(2)
(3)
(4)
)
.
5. What did Leo Tan think was most extraordinary about his great-grandfather?
(1) He came to Singapore from China by boat.
(2) He was dedicated to helping others in need.
(3) He brought a wife and a baby son to Singapore.
(4) He left everything he had behind in Fujian, China.
(
)
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Text Summary: This is a story of Melody, a girl with cerebral palsy, a condition of the brain that affects her
muscle control. As a result, she faces many struggles to fit into mainstream society as people perceive and
treat her differently. What is touching about the story is how her mother sticks by her through her struggles and
gives her strength and hope.
Instructional Procedure:
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Comprehension
Read this passage and answer the questions that follow. (20 marks)
I was born with cerebral palsy1.
I cant talk. I cant walk. I cant feed myself or take myself to the
bathroom.
When people look at me, I guess they see a girl with short, dark, curly
hair strapped into a wheelchair.
I have seen dozens of doctors, but none of them can help me. As a result,
I usually ignore them and act like the disabled person they think I am.
When I turned five, it was time to think about enrolling me in school, so
Mom took me to a doctor to figure out how smart I was.
The specialist, Dr Hugely, who was a large stocky man, brought out a
stack of wooden blocks. He asked if I could stack them in order according
to size.
Of course I knew which block was bigger than the other. But didnt he
know I couldnt grab the blocks? So I took my arm and swept them all to
the floor. I knew things children of my age were supposed to know, but
everything was stuck in my head.
Dr Hugely would never be smart enough to see the inside of me. He
spoke to Mom as if I could not understand their conversation. Mrs Brooks,
it is my opinion that Melody is severely brain-damaged and profoundly
retarded.
10
15
20
Whoa! That was so unkind. Even though I was only five, I knew this
was bad.
Mom, a trained nurse, gasped, then protested quietly, But I know
shes bright. I can see it in her eyes.
1
Cerebral palsy: A condition of the brain that affects a persons control over his or her muscles.
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Narratives
You love her. Its normal to have wishful thinking, Dr Hugely said
gently.
25
30
Finally, he gave her options. You can choose to keep Melody at home,
send her to an institution for the disabled, or put her in a nursing home
where she can be cared for.
Mom mewed like a kitten. She was losing control of herself.
35
40
45
50
The story above is adapted from the book, Out Of My Mind, by distinguished author, Sharon
M. Draper. This book was chosen as the winner of the 2013 Sasquatch Reading Award.
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1. Melody states I usually ignore them (line 7). What does them refer to
and why does she ignore them? (2m)
7. What two reasons did Dr Hugely give to Mrs Brooks to convince her to send
Melody away to a nursing home? (2m)
(i)
(ii)
8. Explain fully why Mrs Brooks stared daggers at Dr Hugely (line 44). (2m)
3. How do we know that Melody was as smart as her peers but struggled to
express her intelligence? (2m)
9. Mrs Brooks went through a series of emotions in the passage. Write 1, 2 and 3
in the blanks below to indicate the order of her feelings. (1m)
Angry at Dr Hugelys suggestion to send Melody to a nursing home
5. What could Melody do that made Mrs Brooks say she was smart? (2m)
(ii)
6. Choose words from lines 1734 which have similar meanings to the words
below. (3m)
seriously
objected
possibilities
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Family
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COMPREHENSION CLOZE
Instructional Procedure:
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Comprehension Cloze
were on a Christmas
reading a book
(1)
(2)
(3)
Example:
Suggest to pupils that blank (3)
is likely to be a connector of
time as it precedes a comma,
followed by the phrase tragedy
struck. The answer is likely to
be Suddenly.
(5)
Indian Ocean.
The Alvarez family was swept apart
Maria
(4)
(6)
(7)
a deadly current.
(8)
on
to a palm tree, she saw her eldest son, Lucas, floating nearby. I have an
important
(9)
(10)
Fortunately, the currents threw Maria and Lucas out onto land and they
were
(11)
(12)
The tsunami claimed the lives of many people. It took a year for the Alvarez
family to
26 December to
(14)
(15)
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(E)MCEPP
Instructional Procedure:
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GRAMMAR
Grammar
Sentence Extension
A good text is made up of a variety of short and long sentences. Short and long
sentences serve different purposes. Sometimes a short, sharp sentence can be
very effective particularly for dramatic effect. Often, however, we can extend
our sentences to provide our reader with more information. There are many
ways of extending a sentence. We can extend the sentence by providing more
details about people, places, things, events or happenings.
Example:
People (Who is this person? What does he / she do?)
The specialist, Dr Hugely, was a large, stocky man.
noun phrase
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Instructional Procedure:
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A. Sentence Extension
Extend the following sentences by adding further details to describe
the people, places, things, events or happenings. Use the questions in
brackets to help you. Your answer must be in one sentence. (8 marks)
Example:
Meng said, Papa, I have something to tell you. (How did Meng tell Papa?)
Wracked with guilt, Meng said, Papa, I have something to tell you.
You may use the helping words in the box or words of your own.
burning with embarrassment
1. Grandfather snored
(Where did this take place?)
3. Jimmy,
the canteen tables. (Who was this person?)
4.
.
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Narratives
B. Grammar Cloze
Jessie scanned the place but could not see anyone around. The thief, looking
confused and afraid, took off
(9)
a flash.
Relieved, Jessie looked eagerly around the park to thank her benefactor. A
familiar face stuck out from a bush, it was Jack! He had trailed Jessie after she had
stormed out of the house.
(10)
following Jessie, he quickly sprang into action and pretended to be the police. The
(A) along
(D) at
(G) I
(K) on
(N) towards
(B) and
(E) by
(H) in
(L) over
(P) when
(C) apart
(F) for
(J) of
(M) to
(Q) you
loudhailer, which was still slung over his shoulder, had come in handy!
For the first time, Jessie was thankful to have Jack with her.
HELLO JESSIE! Jack spoke into Jessies ear through their dads loudhailer.
Ouch, that hurts! Get out of my room! Jessie shouted
Jessie and Jack were twins who were born a minute
Jack.
(1)
. They
(2)
had always been at loggerheads with each other ever since they were little.
If you wont get out,
(3)
of the house.
Before long, she was walking
(4)
see an
(5)
(6)
her.
Jessie felt as if her feet were rooted to the ground. She could not find her voice.
The thief then walked menacingly
(7)
her.
STOP where you are! a deep voice boomed through the park. You are
surrounded
(8)
the police!
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SITUATIONAL WRITING
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Date:
Situational Writing
Your Task
Your sibling and you won a cooking competition that was reported in the
newspaper article.
The newspaper article below is about how a pair of siblings wins a cooking
competition. Read the article and complete a writing task. (15 marks)
Imagine you are Ken or Sandy. Write a letter to your aunt who is
living overseas, sharing your experience in the competition.
You are to refer to the information in the article on the previous page for your
letter.
In your letter, include the following key information:
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Instructional Procedure:
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(c) Writing
Ask pupils to extract relevant content from the
given stimulus to answer the prompts given.
Remind pupils to use the correct tense and
appropriate vocabulary.
(d) Editing
Get pupils to edit their work for organisation,
accuracy and fluency.
30/12/14 10:12 AM
CONTINUOUS WRITING
Instructional Procedure:
Here are some writing strategies pupils can use in continuous writing.
(a) Before Writing
Begin by getting pupils to understand the theme of the question: What is a family event? Lead pupils to
study the pictures and read the prompts. Make a list of responses to the prompts before they begin writing.
The first picture usually gives an important clue to how pupils can develop their ideas.
Modelling
Get pupils to review the pictures. Direct pupils to each picture and discuss what could be the family event. Then
get pupils to decide what kind of texts they wish to write based on the topic. For example, pupils may choose
to write one of the following text types based on their interest and language ability:
A narrative is interesting because of the characters involved, the problem presented and the dramatic nature
of the topic. Get pupils to identify the problem. They can then use the narrative text frame to make a plan
for their story.
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Narratives
Continuous Writing
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(b) Writing
Joint Construction
Jointly write out the text with low progress pupils. On the board or a large sheet of butcher paper, write the
text features in the left margin:
Narrative: Orientation, Problem, Resolution and Ending
Recount: Orientation, Events and Conclusion
Explanation: Introduction, Explanation and Conclusion
Information report: Introduction, Sub-topics and Conclusion
Exposition: Authors position, Arguments to support that position and Conclusion
Elicit ideas from pupils for each part of the text type. Write the sentences, using the correct tense and adding
appropriate vocabulary.
For low progress writers, you may wish to focus on writing narratives or recounts.
Independent Writing
High progress pupils may write
the text on their own. Some
writers can be challenged to
write an information report or
exposition. Pupils may also write
a text using mixed text types, for
example, incorporating elements
of the procedural text type into
an explanation text.
Narratives
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Continuous Writing
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Continuous Writing
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LISTENING
Text 4
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Narratives
18. What first step did the speaker propose in making the scrapbook?
(1) Decorate the scrapbook artistically.
(2) Paste family photographs in a scrapbook.
(3) Obtain information about ones family members.
Text 7
Text 5
14. What can we learn about wild geese from the text?
(1) how they survive in the wild
(2) how they fly against the wind
(3) how they cooperate in a flock
15. Why does a goose fly in V formation with other geese?
(1) It can fly with the flock in a beautiful outline.
(2) It cannot fly in a straight line with other geese.
(3) It can ride on the force of the goose ahead of it.
16 When a goose is sick, two other geese will
(1) be shot down
(2) keep it company
(3) join another flock of geese
Text 6
17. What is the main purpose of making a family scrapbook?
(1) to recycle scraps
(2) to remember the past
(3) to restore traditions and hobbies
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Instructional Procedure:
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3. Which of the three lines on the map below shows the route that Mark took to
look for his brother?
(1)
(2)
(3)
(
)
Listening Comprehension
Listen carefully to the text that is read to you and answer the following
questions. Write 1, 2 or 3 in the brackets provided. (20 marks)
Text 1
The Pet
Shop 33
1. What was the childrens mother doing just before this conversation took place?
Stationary
Shop
Chocolate
Shop 2
2
Supermarket
Exit
3 (
)
Toy
Shop
2. Where were Mark and his sister when their little brother ran away?
The Gift
Shop
Music
Shop
11
Escalator to
second floor
4. Where on the map above did everyone think Little Brother had gone?
(1) 1
(2) 2
(3) 3
1
3 (
3 (
Text 2
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6. What did Matilda look like?
3 (
7. Which of the following rewards is offered to the person who finds Matilda?
3 (
Text 3
8. The main purpose of the Family Day event is for families to
(1) bond together
(2) visit Marina Bay
(3) sample good food
9. Participants can
(1) eat and drink
(2) chat and bond
(3) take photographs
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Unit 6
Family
Listen carefully to the text that is read to you and answer the following
questions. Write 1, 2 or 3 in the brackets provided. (20 marks)
Text 1 (for Questions 14)
Listen to the following conversation.
Mark
Mother
What? Oh no, this is such a big shopping mall! Where could he have gone? I told you to watch
over him while I paid for some fruit!
Mimi
We did, Ma! Mark and I were watching him at the doorway when he made a run out of the
supermarket! Before we knew it, he was lost in the crowd!
Mark
Ma, I tried searching in the chocolate shop next door but couldnt find him. Then, I tried looking
in the toy shop but he wasnt there either.
Mimi
I asked some passers-by whether they had seen him but nobody has!
Mother
Mark
Mother
Mimi
Yes, I remember now. Little Brother was so intrigued with the puppies in the shop the last time
we came to this mall.
Mother
Paula
Dad
Hey, stop it, you two. Paula, you are special in my eyes. So is Patrick. People may think that
everyone should strive to be ahead of each other. But I think each of you has different gifts, and
I dont see the need for you to be competitive. Paula, you are a talented singer and artist. No
one can sing or paint like you do. Remember, you were the second runner-up in your schools
talent contest. Also, your painting received a Commendation Award at the National Junior Art
Competition.
Patrick
Yes, youre right, Dad. Paula is good at music and art, way better than me!
Paula
Dad
Thats good, kids. Each member of our family is special in his and her own way. We should
encourage one another to pursue our talents and interests. We should be there to build each
other up, not tear each other down.
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Dad, Patrick got most of the subject prizes for English, Mathematics and Science for the end of
the year school examinations! Thats not fair! I didnt get any prize at my level!
Patrick
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Instructional Procedure:
Tell pupils to skim the oral text to have an idea what kind of text it is and its purpose. Get pupils to rehearse
reading the text, paying attention to pronunciation, stress, fluency and expression.
The passage below is a speech. Ask pupils to read the speech with expression and dramatic effect. Model the
reading by reading aloud the first paragraph. Focus on articulating the stresses in these multi-syllabic words in
the text:
sigNIficance
reLAtionships
underSTANding
DIfficulty
coMMEmorate
appreciAtion
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Narratives
Reading Aloud
Yes, family members may be quirky at times. They may have different
opinions and views from us. They may test us and even challenge us!
However, it is through these trials that we can become more tolerant, patient,
and appreciative of one another.
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Give pupils the picture without the prompts. As part of their preparation, get pupils to look at the picture and
predict what they might be asked. Alternatively, get them to study the picture and think of all the things they
can talk about. They can think at different levels:
Literal Describe what you see.
Inferential How does what you see link to the related topics?
Evaluative What are your views on the theme based on what you see?
Example: A multi-generational family
Literal: Who makes up this family? What is the family doing?
Inferential: How does the family feel about the activity they are doing together?
Evaluative: Do you think families are important? Do you think having role models within a family is necessary?
Divide pupils into groups and get them to discuss the prompts. Then get the groups to contribute their ideas
before the class. Suggest to pupils to form opinions and substantiate their views with suitable reasons.
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Unit Review
Help pupils to constantly
review what they have learnt.
Summarise the learning
outcomes of the unit.
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Date:
Stimulus-based Conversation
(a) Look at this picture of a family. What does this family enjoy doing?
Would you like to be a part of a family like this? Why / Why not?
(b) What activities do you enjoy doing with your family?
Do you think families should spend time together? Why / Why not?
(c) Who do you look up to in your family? Why?
Is it important to have someone in the family who sets a good example?
Why / Why not?
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Resource 6.1
SENTENCE EXTENSION
Extend the following sentences, creating a variety of short and long sentences. You can
add new words, phrases or sentences.
1.
2. Lings best friend was Rover. He was her pet dog. He followed her wherever she went.
3. The pirates climbed on board the ship. They were looking for money and goods.
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5. The spy received a message. He acted upon it. He got into his car.
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