Singapore English Curriculum (Scope And Sequence) For 9th Grade / Secondary 3 And 10th Grade / Secondary 4Our 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
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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
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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
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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
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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, 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
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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
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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
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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 | 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
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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 | 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
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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
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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, sequence
- Direct and indirect speech
- Nouns, noun phrases and clauses
- Prepositions and prepositional phrases
- Pronouns
- Tense: a range of tenses
- 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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