Open to new teaching styles

Enjoy the magazines (2G2)

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

3) Most are /learning to be tech savvy.

- 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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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.

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.

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.

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

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)

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.

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

• 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.

  
  

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

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.

• constructing sentences

• use of punctuation effectively

• grammar rules

• Writing to express their thoughts.

• Writing to be understood.

  
  

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.

2. Inculcating the reading habit

3. Increasing general knowledge / civic literacy

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...)

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

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

Integrate activities like debates for G3 students

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

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.