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Roald Dahl's The Landlady, Shirley Jackson's The Lottery, Charlotte Perkins Gilman's The Yellow Wallpaper (all quite spine-chilling and creepy :D)

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Students lack content knowledge and thus, unable to craft in-depth responses for oral questions or written assignments (like discursive or argumentative writing). Explore recent news articles/ global affairs with students on a regular basis to continue building up on their content knowledge.

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1) Help them see the relevance of good command of EL in their lives and in future.

2) Create activities for real-life learning and applications of EL. These activities could be smaller, achievable EL activities/tasks for EL lessons.

3) Role-model good usage of EL in writing and speaking (representing skills)

4) Don't 'over-ritualise' EL learning to just doing components in Papers 1, 2, 3 & 4.

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Use their "talking" interest to generate ideas for compo and situational writing and oral prep

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More interesting ALP programmes (better vendors) that will help them in their oracy skill.

Integrate activities like debates for G3 students

Introduce gamification / integrate technology such as podcasts / audiobooks / apps to provide varied practice opportunities

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Students seem more engaged with the use of devices and tech - so most likely teaching students how to enhance their work quality and support the learning of the language.

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Help with coming up with ideas for essay writing so they have a variety of plots which they can use whenever needed for whichever possible topic

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Help with coming up with ideas for essay writing so they have a variety of plots which they can use whnever needed for whichever possible topic

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Create more visuals and visually appealing materials

Use simple activities like sharing of riddles to get students to enjoy learning the subject in hopes that they'd be intrinsically motivated to do better

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Teaching students the ethical and effective use of Gen AI for learning.

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Grammar

1. Help students to make sense of what they mean. One to one consultation is essential.

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Content building

E.g. creating SLS packages for students to explore more about certain topics that are important to have some knowledge of. The packages can contain multi-modal texts, questions for them to ponder over, vocab list to build their vocab bank...etc

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1) Tap on their willingness to learn by creating manageable EL learning tasks for them.

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Speaking and oracy? - Perhaps help them with communicating more effectively, communicating with purpose, to better articulate ideas and engage better with their audience? Question mark Question mark - As I am not entirely sure this is my strength but it is what came to mind at this point.

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Use of AI in idea generation and how to improve their writing style.

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Grammar

Weaker students need targeted sessions and resources to help them bridge their gaps in EL foundation. Hence, it is crucial that these students are pulled out for additional remedial sessions early in the year so that they can catch up with their peers before sitting for their national exams (thinking about my 3G2s...)

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Create or allow platforms to showcase their strengths ie. IT-based topics or assignments or lesson presentations

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For group oral presentation, we can perhaps show videos of good speakers who exhibits confidence and clarity (good voice projection and eye contact) as well as positive body language first before getting them to practise and present in class.

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1. Grammar building

2. Inculcating the reading habit

3. Increasing general knowledge / civic literacy

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Most of the students are vocal but lack the confidence and skills to speak in front of an audience or make a presentation. We can build up on their presentation skills to boost their confidence in making presentations or public speaking. This would help them to be more confident and fluent speakers in oral exams and can be explored as AA deliverables as well.

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Since the students are rather vocal, I can plan for more activities that require them to speak up and discuss with each other. These activities may be more organic and spontaneous in nature.

As they are also tech savvy but lack the initiative to find things out, I could provide a map/guide on how one could research or find inspiration for their work.

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Writing

Writing to express their thoughts.

Writing to be understood.

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1. General knowledge. They need to be more conscious and caring of what is happening in society and the world.

2. Lack of urgency in studying English.

3. Overly focused on exams

4. SS and SVA are the key grammar issues

5. Lacking in vocabulary and flair of writing.

6. Reading habit has decayed.

7. Listening skills need a lot of work.

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Grammar remediation

constructing sentences

use of punctuation effectively

grammar rules

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think of, plan and carry out more interactive or engaging learning experiences or activities

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Most generally have a positive learning attitude (but can be improved as well)

The foundation and baseline is pretty much there generally

Open to new styles of learning and study well when engaged.

They have the potential but may not always see that in themselves.

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This generation has some capacity for empathy but don't know how to tap into this in EL

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Poor grammar in general:

Sentence structure, fragments, run-on

singular-plural forms - equipment, input

SVA (omg)

understanding of language - “apart” used instead of “a part”

spelling - “independence” misspelled as “indepence”

Formal vs casual / colloquial language

Limited vocabulary - affects writing, compre, own words qns, summary

Sentiments like

- "Nothing to study for English" - don't consciously work at improving, noticing language use around them, practicing

- want quick fixes to a high (enough) score - EL only for exams not for life

Content for essays is overly formulaic

They are more concerned about 'structure' and 'format' than language for impactful expression

Too timid to voice opinion - want the 'right' answer

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Situational Writing

TF - lacks elaboration and skillful use of information from the stimulus.

Language - sentence separation errors are quite rampant.

Continuous writing

Development of points to support topic sentences / thesis statements

Lack of vivid vocabulary

Comprehension

Close reading skills

Vocabulary to answer 2 details question effectively.

Listening

Ability to listen actively and answering the question accurately.

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1. Willingness to learn, though they can be blasé towards studying English compared to other subjects.

2. Generally have baseline grammar proficiency, though there are outliers within the streams, both in the positive and negative sense.

3. Generally tech savvy.

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Lack or no motivation / procastination to complete homework or seek consultation to improve their grades.

Very weak foundation in terms of grammar (although they have been allocated or upstream to G2 level).

A lack of confidence in public speaking

No confident to ask questions / good questions

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Their written proficiency is a stark contrast to their verbal proficiency.

Not being able to see the big picture or adapt their knowledge to be applicable to different EL components.

General lack of intrinsic motivation and initiative to improve.

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Compre is weak because they cannot understand the passage well - need long time to explain passage

Compo is weak because foundation of language is weak and boring plot ideas - some still use primary school phrases memorised for PSLE (eg: Rrrrrrring!! The alarm rang. R=The fluffy white coluds....) = used for Discursive essay!

Poor memory - cannot even remember format for compo - no paragraphs.

No general knowledge = not reading enough materials with formal Eng (eg: newspapers)

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What students lack is a reading habit. Picking up a book to read for pleasure seems to be a chore.

How they write is how they speak - plenty of run-on sentences and they think they are proficient.

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1) Weak grasp of grammar and limited vocabulary - hence they don't write accurately: spelling, punctuation, SVA, can't tell between 'has', 'have' and 'had'. Different voice/context - formal/informal usage.

2) They don't read enough and most don't read for leisure so they lack content knowledge for writing, discussions and to tackle higher-order tasks.

3) They may not come from EL-speaking homes so their interaction with EL is mostly casual, with friends, social media. Only source of accurate EL is in school through EL lessons.

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Positive about learning and improving

Can be creative at times

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Limited vocabulary - impeding learning and comprehension - students tend not to learn or build their vocabulary banks if not prompted or advised to by EL teachers.

Poor concentration and low motivation - Distractions, disinterest affects focus and work ethics.

Grammar, syntax and development of ideas and structure - students struggle to apply the various rules of the language and transition from simple to complex language structures.

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Generally, the majority has the baseline in grammar. Good in skimming. Comfortable in speaking in English.

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Students are mostly vocal and able to express themselves well verbally.

They enjoy group assignments and varied modes of delivery as opposed to the usual pen and paper assignments.

They are very IT-savvy and quick to pick up on ICT tools used in the classroom.

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Still not used to formal EL

Consuming materials that are not appropriate for use in school - fan fiction, strange plots

No initiative to find things out themselves

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Most students have a love for learning (especially if it involves ICT) and ability to learn rather quickly. A handful are capable and willing to work extra hard to achieve their target grades.

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2G1

- Work very well with templates

- Some students have a good range of vocabulary repertoire.

- enjoy group discussions

3G2

- Basic grammar conventions except for a few.

keen to do well in English

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Low level of grammar

Limited vocabulary

Low retention rate

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Lack general knowledge --> affects their understanding of some texts in Comprehension, especially if it is of a subject matter which they do not have prior experience with.

Lack content --> not reading enough to have important information at their fingertips, to support their points in essays or even during oral assessments.

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1) Most are willing to learn and are diligent.

2) Most have some foundation of EL; albeit varying standards

3) Most are /learning to be tech savvy.

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Enjoy class / group discussion and oral presentation = interest to improve speaking skills

Open to new teaching styles

Enjoy the magazines (2G2)

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Most of them are vocal

They are open to trying out different ways of learning

They are generally tech savvy - able to create videos, navigate apps etc

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Most students have a pretty decent foundation (grammar, vocab) in EL.

Most students are keen to learn EL and become more proficient in it.