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Singapore English Curriculum (Scope And Sequence) For 9th Grade / Secondary 3 And 10th Grade / Secondary 4

Our Singapore English books for 9th Grade / Secondary 3 and Singapore English books for 10th Grade / Secondary 4 are written in English and based on the Singapore English curriculum for 9th Grade / Secondary 3 and 10th Grade / Secondary 4, which covers the following topics.

If your child uses our Singapore English books for 9th Grade / Secondary 3 and Singapore English books for 10th Grade / Secondary 4, he will be able to:

Develop the following skills, strategies and attitudes:

  • Respond to a variety of texts and demonstrate a positive attitude towards reading and language

    • Recall, talk and write about texts read
    • Enjoy the creative use of language in e.g. witty expressions
    • Respond creatively and imaginatively e.g. dramatise an excerpt from a text
  • Listen for information from a variety of sources

    • Listen for a sustained period of time: a debate
    • 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
    • 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, American and others
  • Speak fluently and expressively on 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
  • Present and develop ideas effectively in speech / writing for a variety of purposes and audiences

    • Plan and organise with purpose, setting, audience and media in mind e.g. a speech in a debate, a multi-media presentation
    • 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
  • 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, explanations, evidence
    • Use grammar, punctuation and vocabulary appropriately
    • Use an appropriate style, register and tone
    • Draft, revise and edit a text with peers / individually
    • Use cohesive and stylistic devices effectively
  • Demonstrate knowledge about language and text types from print / nonprint / 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, bibliography, acknowledgement
      • text types / media e.g. procedures, narratives, explanations, information reports, expositions
      • electronic resources: word processing, databases, spreadsheets, web pages and other appropriate software, Internet
      • literary features: character, plot, viewpoint
    • Understand how the purpose of various texts is achieved through text organisation, grammar and vocabulary
    • Understand and use grammatical items and structures
  • Use reading strategies to construct meaning

    • Construct meaning from visuals: pictures, charts, diagrams, symbols, graphs, tables, maps
    • Monitor and confirm understanding of texts read e.g. read aloud, reread, read on; use word recognition skills to check meaning
    • Use knowledge of cohesive devices and text organisation e.g. knowing the structure of an argument leads a reader to expect a stand taken, evidence to support the stand and a re-statement of the stand
    • Use contextual clues: visuals, textual clues, association of words / ideas and logical relationship of ideas
    • Use prior knowledge: familiar words, word association, knowledge of the topic / figurative language / connotations / language varieties / culture
    • Skim for gist
    • Scan for details
  • Listen to / Read / View a variety of texts and demonstrate understanding of content in oral or written form

Language for Information

Language for Literary Response And Expression

Language for Social Interaction

  • Make predictions about content and development of ideas using
    • contextual clues
    • prior knowledge
  • Identify gist / main idea(s) through using title, headings, subheadings, key words, visuals, topic sentences
  • Recall information / details: descriptions, examples, explanations, visuals, opinions, illustrations, analogies that support a main idea / point of view
  • Infer and draw conclusions using
    • contextual clues
    • prior knowledge
  • Follow a set of procedures
  • 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, atmosphere and writer’s purpose
  • Infer meaning using
    • contextual clues
    • prior knowledge
    • knowledge of cultures in Singapore, Asia and the rest of the world
  • Identify gist / main idea(s) in e.g. letters, conversations, talks, speeches, discussions
  • Recall details in e.g. letters, conversations, talks, speeches, discussions
  • Infer and draw conclusions about meaning, intention, feeling and attitude communicated by the speaker
  • 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

Language for Literary Response And Expression

Language for Social Interaction

  • Gather information using search options (e.g. subject, key words, author, title), table of contents, classification, glossary, index, search engines
  • Organise, summarise and synthesise information using a variety of organisational patterns: sequence, comparison, contrast, classification, cause-and-effect, chronology, hierarchy, topic
  • Explore possible factors relating to a topic / an issue: causes, consequences, reasons, points of view, solutions
  • 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
  • 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, points of view
  • 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 and apply to a new situation
  • 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
  • Interact effectively with people from own or different culture(s) / religion(s)

Language for Information

Language for Literary Response And Expression

Language for Social Interaction

  • 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 / disapproval / disagreement politely
    • Seek clarification
    • Initiate and sustain conversations with adults during 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 / 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
  • Demonstrate appropriate behaviour during an interview
    • Ask relevant questions
    • Impart information
    • Respond effectively to questions
    • Evaluate effectiveness of an interview

Learn the following text types for listening to / reading / viewing from print / non-print / electronic sources

Language for Information

Language for Literary Response And Expression

Language for Social Interaction

  • Explanations e.g. reference books, encyclopaedia entries
  • Expositions e.g. debates, review of documentaries, editorials, speeches
  • Factual recounts e.g. historical accounts
  • Information reports e.g. fact sheets, brochures, compare-contrast reports, documentaries
  • Procedures e.g. how to carry out a task
  • Expositions e.g. reviews of books / films, commentaries
  • Narratives e.g. myths & legends, narrative poems, ballads
  • Personal recounts e.g. oral anecdotes, journal entries, biographies, autobiographies
  • Conversations e.g. making suggestions, giving information about self, family and community, giving directions
  • Expositions e.g. speeches, discussions, debates
  • Short functional texts e.g. formal / informal letters, postcards, e-mail, notices

Learn the following text types for speaking / writing from print / non-print / electronic sources

Language for Information

Language for Literary Response And Expression

Language for Social Interaction

  • Explanations e.g. explaining how and why things work / happen
  • Expositions e.g. debates, reviews of documentaries, editorials, speeches
  • Factual recounts e.g. historical accounts
  • Information reports e.g. fact sheets, brochures, compare-contrast reports
  • Procedures e.g. how to carry out a task
  • Expositions e.g. reviews of books / films, commentaries
  • Narratives e.g. stories
  • Personal recounts e.g. oral anecdotes, journal entries, biographies, autobiographies
  • Conversations e.g. making suggestions, giving information about community, giving directions
  • Expositions e.g. speeches, discussions, debates
  • Short functional texts e.g. formal / informal letters, postcards, e-mail, notices

Learn about the following grammar items:

  • Explanations

    • Connectors to do with time, cause-and-effect
    • Passive voice
    • Simple present tense
    • Verbs and verb phrases
  • Expositions

    • Connectors to do with reason, cause-and-effect, condition, choice
    • Modal auxiliaries
    • Passive voice
    • Simple present tense
    • Verbs and verb phrases
  • 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
  • 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
  • Narratives / personal recounts

    • Adjectives, adjectival phrases and clauses
    • Adverbs and adverbials
    • Connectors to do with time, sequence
    • Direct and indirect speech
    • Nouns, noun phrases and clauses
    • Prepositions and prepositional phrases
    • Pronouns
    • Tense: a range of tenses
    • Verbs and verb phrases
  • Procedures

    • Adjectives, adjectival phrases and clauses
    • Connectors to do with sequence
    • Nouns, noun phrases and clauses
    • Quantifiers
    • Simple present tense
    • Verbs and verb phrases
  • 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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