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Singapore English Curriculum (Scope And Sequence) For 7th Grade And
8th Grade / Secondary 1 And Secondary 2
Our Singapore English books for 7th Grade /
Secondary 1 and Singapore English books for
8th Grade / Secondary 2 are written in English and based on the
Singapore English curriculum for 7th Grade and 8th Grade / Secondary 1 and
Secondary 2, which covers the following topics.
If your child uses our Singapore English books for 7th Grade /
Secondary 1 and Singapore English books for 8th Grade / Secondary 2, he
will be able to:
Develop the following skills, strategies and attitudes:
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Respond to a variety of texts and demonstrate a positive attitude
towards reading and language
- Recall, talk and write about books read
- Enjoy the creative use of language in e.g. puns and metaphors
- Respond creatively and imaginatively e.g. re-create a text from
a different perspective
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Listen for information from a variety of sources
- Listen for a sustained period of time: a discussion, a talk
- Demonstrate understanding that body language and audio cues
(tone, pace, volume, intonation, stress patterns, rhythm) convey
meaning
- Take down notes on main ideas and details according to an
outline
- Understand formal and informal English
- Use knowledge of discourse markers to follow what is being said:
connectors, fillers, pauses
- Understand different standard varieties of English: British and
American
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Speak fluently and expressively on a range of topics
- Use the stress patterns and rhythm of English appropriately
- Use internationally acceptable pronunciation
- Use an appropriate register
- Vary pitch, tone, pace and volume to suit purpose
- Use grammar appropriate to speech, and vocabulary appropriate to
the topic and context
- Understand and use verbal and non-verbal cues appropriately
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Present and develop ideas effectively in speech / writing for a
variety of purposes and audiences
- Plan and organise with purpose, audience, setting and media in
mind e.g. a sketch, a talk
- Select an appropriate focus and format, and develop main ideas
- that are relevant to the topic
- that support an opinion on the topic
- Support ideas with audio / visual / print resources
- Monitor and adjust presentation to sustain audience interest
- Emphasise salient points
- Use cohesive devices to link ideas within a presentation
- Respond appropriately to questions raised during a presentation
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Write legibly, coherently and cohesively for different purposes
and audiences
- Select the text type which suits the intended purpose
- Use an appropriate organisational structure which unifies
relevant main ideas
- Support / elaborate on ideas with relevant details: examples,
descriptions, personal experiences, diagrams, opinions
- Use grammar, punctuation and vocabulary appropriately
- Use an appropriate register
- Draft, revise and edit a text with peers / individually
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Demonstrate knowledge about language and text types from print /
non-print / electronic sources
- Understand and use appropriately terms relating to:
- books: cover, title, author, page number, table of contents,
chapter, headings, sub-headings, index, glossary, references
- text types / media e.g. procedures, narratives,
explanations, information reports, recounts
- electronic resources: word processing, databases and other
appropriate software, Internet
- literary features: character, plot
- Understand how the purpose of various text types is achieved
through text organisation, grammar and vocabulary
- Understand and use grammatical items and structures
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Use reading strategies to construct meaning
- Construct meaning from visuals: pictures, charts, diagrams,
symbols, graphs, maps, tables
- Monitor and confirm understanding of texts read e.g. read aloud,
reread, read on
- Use knowledge of cohesive devices and text organisation e.g.
knowing the structure of a news story leads a reader to expect
details of the setting, events, participants
- Use contextual clues: visuals, headings, sub-headings, word
formation, punctuation, association of words / ideas
- Use prior knowledge: familiar words, word association, knowledge
of the topic / figurative language / connotations / culture
- Skim for gist
- Scan for details
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Listen to / Read / View a variety of texts and demonstrate
understanding of content in oral or written form
Language for Information
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Language for Literary Response And Expression
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Language for Social Interaction
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- Make predictions about content and development of ideas using
- contextual clues
- prior knowledge
- Identify gist / main idea(s) through using title, headings,
sub-headings, key words, visuals, topic sentences
- Recall information / details: descriptions, examples,
explanations, visuals, opinions that support a main idea / point
of view
- Infer and draw conclusions using
- contextual clues
- prior knowledge
- Follow a set of procedures
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- Make predictions about storyline / content, characters using
- contextual clues
- prior knowledge
- Identify gist / main idea(s) through looking at characters,
events, setting, plot
- Recall details about characters, events, setting, plot
- Infer and draw conclusions about characters, their actions and
motives, events, setting
- Infer meaning using
- contextual clues
- prior knowledge
- knowledge of familiar cultures in Singapore, Asia and the
rest of the world
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- Identify gist / main idea(s) in e.g. letters, conversations
- Recall details in e.g. letters, conversations
- Infer and draw conclusions about meaning, intention and
feeling communicated by the speaker
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Listen to / Read / View a variety of texts and demonstrate in oral
or written form the ability to acquire and use knowledge for a variety
of purposes
Language for Information
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Language for Literary Response And Expression
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Language for Social Interaction
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- Gather information using search options (e.g. subject, key
words, author, title), table of contents, classification,
glossary, search engines
- Organise, summarise and synthesise information using a variety
of organisational patterns: sequence, comparison, contrast,
classification, cause-and- effect, chronology
- Explore possible factors relating to a topic / an issue:
causes, consequences, reasons
- Give reasons to support a response / point of view / an
opinion
- Evaluate information for truth, relevance, exaggeration or
persuasive language
- Evaluate sources of information for credibility
- Establish a set of criteria for a specific purpose: to carry
out / evaluate a task
- Solve problems imaginatively and creatively e.g. identify
problems, generate and evaluate possible solutions and choose
the best option
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- Give reasons to support a response / point of view / an
opinion
- Organise and summarise information: list, sequence, compare,
contrast, classify information
- Evaluate texts for reasonableness of ideas and persuasive
language
- Explore possible factors relating to motives of characters /
events in a story: causes, consequences, reasons
- Identify and analyse techniques used in different media to
achieve a variety of purposes: special effects, music, use of
language
- Abstract ideas / themes from a text
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- Give reasons to support a response / point of view / an
opinion
- Identify and apply strategies used to influence audiences e.g.
emotive words, body language
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Interact effectively with people from own or different culture(s)
/ religion(s)
Language for Information
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Language for Literary Response And Expression
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Language for Social Interaction
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- Use appropriate language, terms of address, tone and choice of
vocabulary
- Address and greet people appropriately according to age,
gender, status
- Ask / talk about people, places, things
- Ask for permission
- Express thanks / good wishes
- Give directions
- Give information about self, family and community
- Give instructions on how to do something
- Invite people
- Leave a message
- Make requests / enquiries
- Persuade other people to do something
- Explain why and how something happened
- Express an opinion / dissatisfaction politely
- Seek clarification
- Sustain a short conversation with a guest on a formal
occasion
- Participate in discussion
- Accept the contributions of others
- Agree and disagree at appropriate times
- Explain own views
- Question and respond relevantly
- Respond appropriately taking into account social norms and
cultural values
- Share / clarify ideas
- Speak in turn
- Summarise what has been said for the benefit of the whole
group
- Support ideas / modify opinions with reasons
- Understand and use verbal and non-verbal cues
appropriately
- Learn and contribute as members of groups
- Follow agreed-upon rules for group work
- Give opinions clearly and politely
- Share responsibilities
- Monitor progress and make modifications to meet individual
/ group objectives
- Work towards achieving group goals
- Assume a variety of roles in group interaction
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Learn the following text types for listening to / reading / viewing
from print / non-print / electronic sources
Language for Information
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Language for Literary Response And Expression
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Language for Social Interaction
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- Explanations e.g. reference books, encyclopaedia entries about
how and why things work / happen
- Expositions e.g. debates, reviews of documentaries
- Factual recounts e.g. eye-witness accounts, historical
accounts
- Information reports e.g. brochures, documentaries,
encyclopaedia entries
- Procedures e.g. how to carry out a task
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- Expositions e.g. reviews of books / films
- Narratives e.g. stories, ballads
- Personal recounts e.g. oral anecdotes, journal entries,
autobiographies
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- Conversations e.g. making suggestions, giving information
about self, family and community, giving directions
- Expositions e.g. a discussion on an issue, sales talk
- Short functional texts e.g. formal / informal letters,
postcards, e-mail, notices
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Learn the following text types for speaking / writing from print /
non-print / electronic sources
Language for Information
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Language for Literary Response And Expression
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Language for Social Interaction
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- Explanations e.g. explaining how and why things work / happen
- Expositions e.g. debates, reviews of documentaries
- Factual recounts e.g. historical accounts
- Information reports e.g. for a newspaper / magazine,
brochures, flyers, encyclopaedia entries
- Procedures e.g. how to carry out a task
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- Expositions e.g. reviews of books / films
- Narratives e.g. stories
- Personal recounts e.g. oral anecdotes, journal entries,
autobiographies
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- Conversations e.g. making suggestions, giving information
about community, giving directions
- Expositions e.g. a talk persuading others to take part in a
co-curricular activity
- Short functional texts e.g. formal / informal letters,
postcards, e-mail, notices
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Learn about the following grammar items:
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Explanations
- Connectors to do with time, cause-and-effect
- Passive voice
- Simple present tense
- Verbs and verb phrases
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Expositions
- Connectors to do with reason, cause-and-effect, condition,
choice
- Modal auxiliaries
- Passive voice
- Simple present tense
- Verbs and verb phrases
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Factual recounts
- Adjectives, adjectival phrases and clauses
- Connectors to do with time
- Nouns, noun phrases and clauses
- Passive voice
- Prepositions and prepositional phrases
- Pronouns
- Quantifiers
- Tense to express past time
- Verbs and verb phrases
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Information reports
- Adjectives, adjectival phrases and clauses
- Language for comparing, contrasting, defining, classifying (e.g.
are called, belong to, can be classified as, are similar to)
- Pronouns: 3rd person
- Simple present tense
- Verbs and verb phrases
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Narratives / personal recounts
- Adjectives, adjectival phrases and clauses
- Adverbs and adverbials
- Connectors to do with time and sequence
- Direct and indirect speech
- Nouns, noun phrases and clauses
- Prepositions and prepositional phrases
- Pronouns
- Tense to express past time
- Verbs and verb phrases
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Procedures
- Adjectives, adjectival phrases and clauses
- Connectors to do with sequence
- Nouns, noun phrases and clauses
- Quantifiers
- Simple present tense
- Verbs and verb phrases
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Conversations and short functional texts
- Adverbs and adverbials
- Contractions of verb forms and modal auxiliaries
- Modal auxiliaries
- Prepositions and prepositional phrases
- Pronouns
- Questions, answers and negative statements
- Tense: a range of tenses
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