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Welcome

Foundation English Workshop

Outline of Sharing

1. Components in PSLE FEL assessment

2. How students can tackle the PSLE FEL components

PSLE Foundation English Language

(FEL)

Assessment Format

PAPER COMPONENT MARKSWEIGHT

-ING

1

Writing

(1h 10 min)

Situational Writing

Continuous Writing

10

30 26.7%

2

Language Use and

Comprehension

(1 h 20 min)

Booklet A (MCQ):

Grammar

Punctuation

Vocabulary

Visual Text Comprehension

Booklet B (OE):

Information Transfer

Editing for Grammar

Editing for Spelling

Comprehension

Synthesis / Transformation

Comprehension Cloze

Comprehension OE (2 passages)

8

2

5

5

5

6

6

5

3

5

10

40%

3

Listening

Comprehension

(Abt 35 min)

Listening Comprehension

MCQ20 13.3%

4

Oral

Communication

(Abt 10 min)

Reading Aloud

Stimulus-based Conversation

10

2020%

Total 150 100%

Assessment Components

1. Paper 1 – Situational & Continuous Writing

2. Paper 2 – Grammar, Editing, Synthesis & Transformation, Comprehension Open-Ended

3. Paper 3 – Listening Comprehension (More visual text questions)

4. Paper 4 – Oral (Reading Aloud and Stimulus-Based Conversation)

Situational Writing (SW)

1. Two assessment criteria: (1) Task Fulfilment and (2) Language and Organisation

2. Marks awarded under Task Fulfilment will be based on both content and pupil’s awareness of purpose, audience and context

3. Marks awarded under Language and Organisation will be based on language accuracy and presentation of information/ ideas

Situational Writing (SW)

Task Fulfilment (5 marks) Holistic marking Presentation of key information: 5 points

Shows clear awareness of purpose, audience and context of writing

Language and Organisation (5 marks) Accuracy in expression and mechanics Ability to present clearly information/ideas

PRACT Approach (SW)

P – Purpose

R – Register (Informal)

A – Audience

C – Context

T – Tone (Friendly/ Neutral)

Situational Writing(SW)

Continuous Writing (CW)

GIVEN TASK• Write a composition

using the pictures provided

• Provide the ending • Pointers provided

REQUIRED RESPONSE• Continuous prose (recount)• Individual response to given topic• Use all the pictures provided in order• Address the given pointers in any

order and include other relevant points

Continuous Writing (CW)

CONTENT (15 marks)• Relevance of ideas -

related to given topic• Development of ideas

and interest value

LANGUAGE & ORGANISATION (15 marks)• Language used – conventions of

internationally acceptable English• Vocabulary - variety and apt

choice of words• Organisation – effective

sequencing and linking of ideas and facts

Recount

Write your recount in the first person because ithappened to you! e.g. “I felt excited.”

Use the past tense because it has already happened.Eg “It was the biggest fish I had ever seen!”

Recounts are written in the order in which theyhappened. Use adverbs such as: before, next, then,after and finally.

Using descriptive words will make it seem like yourreader is there with you

Continuous Writing (CW)

Ways to start a story:

Using dialogue

Describing the setting

Describing an action

Continuous Writing (CW)

Conclusion

It is required, necessary.

It gives the story a closure.

It ‘closes the loop’ (link it to the introduction).

Ways to conclude a story:

Describing emotional state i.e. how you felt after the incident

What the characters did?

Continuous Writing (CW)

Have a word web for common adjectives e.g.

‘Happy’ (to showcase characters’ emotions)

Rather than… ‘happy, sad, angry, shocked, surprised…’

www.thesaurus.com

ecstatic, jubilant, exuberant…

in high spirits, on cloud nine…

grinning like a Cheshire cat…

Feedback

Continuous Writing (CW) – Recount

Recount Helping words and

phrases are used. This enriches the language.

Organisation –sequencing of ideas. First event, second event, third event and so on.

Grammar Rules

The subject and verb must agree in number, that isa singular subject needs a singular verb and aplural subject needs a plural verb.

Use many or few with countable nouns.Use much/a lot or little for uncountable nouns.

Tenses/Verbs/Conjunctions

Punctuation

Punctuation

The Full Stop (.)

The Question Mark (?)

Quotation Marks/Speech Marks (“ ”)

The Apostrophe (‘)

The Comma (,)

Punctuation Rules

Information Transfer

Completion of Sentences

• Pick out the important details such as 5W1H

• Authentic form of representing information with text and visuals

Completion of Sentences

Comprehension (OE)

Skills Assessed: sequence details distinguish between cause and effect compare and contrast categorise and classify given details identify fact and opinion draw conclusions interpret and integrate information identify problem-solution in a text

Comprehension (OE)

Format:

Marks allocated based on demands ofthe item (1 to 2 marks per item)

Answer form varies: e.g. box, graphicorganiser, lines

Comprehension (OE)

Text Types:

Narrative

Recount (Personal/Factual)

Information Report

Comprehension (OE)

Tackling OE Comprehension:

1. demonstrate closed/critical reading skills

2. identify the correct text type

3. deconstruct text through annotation –summarize key points of eachparagraph into a short phrase/ sentence(see example) or using 5W1H

Comprehension (OE)

Requires student to evaluate the statement and support it with reasons from the text

Reason/ Explain/ Infer Understand the words

used in context

Comprehension (OE)

Reason 5W1H Questions

Comprehension (OE)

Comprehension (OE)

Comprehension (OE)

Compare & Contrast

Listening Comprehension (LC)

1. Number of questions: 20 MCQs

2. MCQs with graphic options/representation

3. Responses require interpretation (listening and viewing)

Listening Comprehension (LC)

Stimulus-Based Conversation (Oral)

3 main prompts:All 3 must be used 1. The first relates to the

stimulus2. Next two prompts relate to

the conversation topic3. All 3 broadly linked to the

stimulus and the reading passage

Stimulus that provides scope for conversation

Stimulus-Based Conversation (Oral)

Assessment Criteria:

• Personal response (Development)

• Ability to speak clearly (Using appropriate vocabulary and structure, correct pronunciation)

• Level of engagement during interaction

Stimulus-Based Conversation (Oral) SEPCC model

1) State = State the topic or theme

2) Elaborate = Give some examples to support what you have told your teacher / examiner

3) Personal Experiences = Share your own experiences or stories (If there is no personal experience, go on to make connections in Point 4)

4) Connect = Make connections to books/ articles you have read/ movies or TV shows you have watched

5) Conclude = Always remember to conclude by restating Point 1.

Stimulus-Based Conversation (Oral)

Main Prompt 1 : Look at the picture

Where is this place?

What do you see?

What are the characters doing?

What will you do if you were there?

3 Main Prompts

1) Look at the picture. Would you want to join this party with your neighbours?

2) Tell us about another way you canget to know your neighbours better.

3) What are some activities you enjoy doing in your neighbourhood?

Question 2: Tell us about another way you canget to know your neighbours better.

S - I can invite them over to my house during ChineseNew Year.

E/P - When we invite them over to our house, we cantalk to them and get to know them better. We can alsoshare the delicious food with them. Last year, I invitedmy Indian neighbours to my house. They enjoyed findingout more about Chinese New Year. On Deepavali, theyinvited my family over their their house.

C - We should make it a point to get to know ourneighbours as we live so close to each other. If we needhelp, we can always approach them.

Question 3: What are some activities you enjoydoing in your neighbourhood?

S - I enjoy talking a walk in the park near my house.

E/P - The park is very windy and I can exercise there. I can run around the park and use the exercise machines. This helps me keep fit. Every evening, my neighbours and I will heed to the park after dinner and take a walk. Sometimes, I bump into my classmates at the park. We will play together and we enjoy ourselves.

C - I enjoy going to the park as it helps me to relax.

Conclusion

Always remember to conclude by restating the prompt.

Possible phrases to use for conclusion

- In conclusion

- To conclude

E.g. To conclude, I think it is …

Thank You!