MCE ELTG Pri6 Chapter 6a

English Language
Marshall
Cavendish
Teachers
Guide
6
Unit 6: Family
Scheme of Work
Lesson Plans
Resource Sheet
2
4
23
Dr Cheah Yin Mee Tan See Keen

Project Advisor: Dr Beverly Derewianka
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Scheme of Work
Unit 6: Family
Suggested No.
of Periods
Learning Objectives
References
Resource Sheets
Reading and Responding

to the Text (Visual Text
Comprehension)
Read and understand a
visual text at the literal and
inferential levels.
Use reading strategies to
make sense of a visual text.
Practice Sheet 1
pages 4851:
Visual Text
Comprehension
Reading and Responding to the

Text (Comprehension)
Read and respond to a
narrative.
Know the different parts of a
narrative.
Read and understand a
narrative at the literal and
inferential levels.
Use reading strategies to
make sense of a narrative.
Practice Sheet 2
pages 5255:
Comprehension
TG Appendix 1A:
Writing Text Frames
The Narrative
Text Frame
Grammar
Show an understanding of
grammatical rules at the
word, phrase and sentence
levels.
Extend sentences in a variety
of ways.
Complete a grammar cloze
text.
Practice Sheet 3
page 56:
Comprehension Cloze
TG pages 23 and 24:

Resource 6.1
Sentence Extension
Practice Sheet 4
page 57:
Sentence Extension
Practice Sheet 4 (A)
page 58:
Sentence Extension
Practice Sheet 4 (B)
pages 59 and 60:
Grammar Cloze
Unit 6
2015 Marshall Cavendish Education Pte Ltd
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Suggested No.
of Periods
3
Learning Objectives
References
Situational Writing
Write a letter based on a
given situation.
Practice Sheet 5
pages 61 and 62:
Situational Writing
Continuous Writing
Write a composition based
on a given theme and set of
pictures.
Practice Sheet 6
page 63:
Continuous Writing
Resource Sheets
TG Appendices 1A1E:
Writing Text Frames
TG Appendix 2:
Writing Checklist
TG Appendix 3:
Writing Rubrics
Self-Monitoring
Use a writing checklist to
monitor writing.
Use rubrics to review and
improve writing.
2
Listening
Listen and show an
understanding of seven texts
at the literal and inferential
levels.
Practice Sheet 7
pages 6468:
Listening
Comprehension
Oral
Read aloud a given passage.
Have a conversation based
on a given pictorial stimulus.
Practice Sheet 8
page 69:
Reading Aloud
Self-Monitoring
Use rubrics to review and
improve oral performance.
pages 7779:
Listening Script
Practice Sheet 9
page 70:
Stimulus-based
Conversation
TG Appendix 4:
Reading Aloud Rubrics
TG Appendix 5:
Rubrics for Stimulusbased Conversation
Family
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READING AND RESPONDING TO THE TEXT (VISUAL TEXT COMPREHENSION)
Visual Text Summary: The pamphlet invites primary school children to participate in a story-writing contest.
Instructional Procedure:
(a) Before Reading

Explain to pupils what a visual text comprehension is and its requirements. Ask pupils to scan the visual
text itself and ask questions such as:
What type of visual text is this? (a pamphlet)
What is it about? (a writing contest)
Who is it targetting? (primary school children)
What is the purpose of the visual text? (to invite children to join a writing contest)
What do the pictures suggest at first glance? (family, unique family members)
Reading Strategy: Predict

Get pupils to predict what the
text is about by looking at the
title and subheadings.
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(b) During Reading

Good readers use reading
strategies to make sense
of a text. As you read the
pamphlet with pupils, model
the reading process. Practise
one or two strategies listed
below.
Family
Date:
Visual Text Comprehension
Study this pamphlet carefully and then answer questions 1 to 8.
Special Family
My
Examples:
My Special Family Writing
Contest, Criteria, Prizes
Writing Contest
Do you have a special family story to
tell? Does your family have a special
talent? Do you have a heartwarming
family story that celebrates love and
courage? If you do, join the My
Special Family Writing Contest and
share your story. Stories that move
our judges will be published in the
Family Story magazine.
This contest has produced so many amazing and inspiring stories over
the years stories that will move even the hardest of hearts.
Adrian Safian, judge and prize-winning author
Criteria
Open to primary school children only

Write an original story, based on
a real experience that your family
members had
Add captivating photographs that
make your story come alive
Prizes
$100 cash
Free copies of the quarterly
Family Story magazine
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Reading Strategy: Evaluate

Evaluating is a skill that readers use when reading and critically thinking about a particular text. Ask pupils why
these winning entries have been showcased in the pamphlet. Ask them why they think these entries have been
selected by the judges. Get pupils to refer to the criteria in the pamphlet.
Are the stories moving?
Do the stories contain interesting descriptions?
Are the stories concise yet meaningful?
Narratives
Past Winning Entries
Brave Daisy
My Famous Great Grandpa
My sister, Daisy, is the bravest girl

I have ever known. A year ago,
she was involved in a terrible car
accident that left her wheelchairbound. However, she has never
whined about the loss of the use of
her legs nor her freedom. Instead,
she puts on a smile and brings
cheer to everyone in the family. She
challenges herself to try everything
from swimming to even riding on a
roller coaster.
I have a great-grandfather who was

an extraordinary philanthropist in
Singapore. He contributed money
to help start many schools and
orphanages. He came to Singapore
from Fujian, China, by boat in 1898.
He left everything back in Fujian and
brought my great-grandmother and
grandfather, who was only a baby
then, to Singapore. He has inspired
me to have the same passion for
serving others.
by Denise de Souza, 11
by Leo Tan, 12
Visit www.specialfamily.com for winning entries and more information about the
contest.
Our Partners
Organised by Family Services
(c) After Reading

Ask pupils to identify the
type of texts featured in the
pamphlet by studying the
text and language features:
Exposition
Introduction Use of
questions to attract
readers to join the contest
Example:
Do you have a special
family story to tell?
Quotation Use of
convincing descriptions by
a prize-winning author, a
credible source
Example:
This contest has produced
so many amazing and
inspiring stories over the
years stories that will
move even the hardest
of hearts. Adrian Safian,
judge and prize-winning
author
Recount
Past Winning Entries Use
of personal pronouns in
recounting a series of
events
Examples:
My sister, Daisy, is the
bravest girl I have
ever known.
I have a greatgrandfather who
was an extraordinary
philanthropist in
Singapore.
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READING AND RESPONDING TO THE TEXT (Continued)

Narratives
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For each question from 1 to 8, choose the most appropriate option
(1, 2, 3 or 4) and write your answer in the brackets provided. (8 marks)
1. Why are questions used at the start of the pamphlet?
(1) to interview the readers
(2) to make a survey of readers opinions
(3) to attract readers to share their family stories
(4) to get readers to participate in a family talent contest
2. The quote by Adrian Safian is mainly used to get readers to
.
(1) write stories like him
(2) read his prize-winning stories
(3) do something inspiring for others
(4) read the stories featured in the writing contest
3. A winning entry is a story that
(1) has an interesting idea
(2) is accompanied by photographs
(3) touches the hearts of the judges
(4) meets the requirements of the contest
6. Who wrote the stories featured in this contest?

(1) parents
(2) children
(3) teachers
(4) professional writers
7.
Family Services
The Wise Owl School
Books Galore Company
National Family Association
8. The main purpose of the pamphlet is to invite readers to

(1) win a free magazine
(2) trace their family history
(3) learn how to be a good writer
(4) participate in a writing contest
4. How many times a year is the Family Story magazine published?

(1) one
(2) two
(3) three
(4) four
(1)
(2)
(3)
(4)
organises the writing contest.
)
.
5. What did Leo Tan think was most extraordinary about his great-grandfather?
(1) He came to Singapore from China by boat.
(2) He was dedicated to helping others in need.
(3) He brought a wife and a baby son to Singapore.
(4) He left everything he had behind in Fujian, China.
(
)
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Reading Strategy: Annotate

Get pupils to underline key words in each question
to find out its exact requirements. For example, ask
them what the following key words mean:
What / Which Look for something specific.
Who Identify someone.
Where Locate a place.
Why Give a reason.
How Describe the manner in which something
happens.
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READING AND RESPONDING TO THE TEXT (COMPREHENSION)
Text Summary: This is a story of Melody, a girl with cerebral palsy, a condition of the brain that affects her
muscle control. As a result, she faces many struggles to fit into mainstream society as people perceive and
treat her differently. What is touching about the story is how her mother sticks by her through her struggles and
gives her strength and hope.
(a) Before Reading

Text Type: Ask pupils if they know of any good family stories. Ask them to review the language features of
a narrative orientation, problem, resolution and ending.
(b) During Reading
Good readers use reading strategies to make sense of a text. As you read the story with pupils, model the
reading process. Practise one or two strategies listed below.
This story centres on a girl,
Melody, who has cerebral palsy
(who). Her mother wishes to
enrol her in school and thus,
takes her to a doctors clinic
(where) for an assessment
(why). Ask pupils to predict the
problem in the story. Have pupils
read the story quickly and see
how close their prediction was.
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Comprehension
Read this passage and answer the questions that follow. (20 marks)
I was born with cerebral palsy1.
I cant talk. I cant walk. I cant feed myself or take myself to the
bathroom.
When people look at me, I guess they see a girl with short, dark, curly
hair strapped into a wheelchair.
Reading Strategy: Find the

Organisational Pattern
The way information is organised
in a text can help pupils make
meaningful connections. Use
the narrative text frame to
help pupils understand and
remember what they read.
I have seen dozens of doctors, but none of them can help me. As a result,
I usually ignore them and act like the disabled person they think I am.
When I turned five, it was time to think about enrolling me in school, so
Mom took me to a doctor to figure out how smart I was.
The specialist, Dr Hugely, who was a large stocky man, brought out a
stack of wooden blocks. He asked if I could stack them in order according
to size.
Of course I knew which block was bigger than the other. But didnt he
know I couldnt grab the blocks? So I took my arm and swept them all to
the floor. I knew things children of my age were supposed to know, but
everything was stuck in my head.
Dr Hugely would never be smart enough to see the inside of me. He
spoke to Mom as if I could not understand their conversation. Mrs Brooks,
it is my opinion that Melody is severely brain-damaged and profoundly
retarded.
Appendix 1A: Writing Text

Frames The Narrative Text
Frame
Get pupils to use the
text frame to help them
understand what they are
reading.
10
15
20
Whoa! That was so unkind. Even though I was only five, I knew this
was bad.
Mom, a trained nurse, gasped, then protested quietly, But I know
shes bright. I can see it in her eyes.
1
Cerebral palsy: A condition of the brain that affects a persons control over his or her muscles.
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Reading Strategy: Infer

Writers describe the senses such
as sight, sound and movement
to tell us how the characters
feel. Get pupils to underline the
sensory descriptions and infer
how each character felt in this
story.
Mom, a trained nurse,
gasped, then protested
quietly (line 23)
Mom mewed like a kitten.
(line 35)
I trembled as Mom took it.
(line 37)
I gulped nervously.
(lines 42 and 43)
She angrily hurled the
brochure into the trash
bin (line 46)
Narratives
You love her. Its normal to have wishful thinking, Dr Hugely said
gently.
25
She laughs at jokes, my mother insisted, her voice replaced by

desperation, right at the punch line.
Mom hardly ever cries but she cried and cried that day. Dr Hugely had
to give her a whole box of tissues. Although he tried to find nice words to
say, he did not do a good job.
30
Finally, he gave her options. You can choose to keep Melody at home,
send her to an institution for the disabled, or put her in a nursing home
where she can be cared for.
Mom mewed like a kitten. She was losing control of herself.
35
Dr Hugely pulled out a colourful brochure with a smiling child using a

wheelchair on the cover. I trembled as Mom took it.
Melody is, ah, five now. Thats a perfect age for her to adjust to a new
environment. You and your husband can get on with your lives without her
as a burden. In time, her memories of you will fade.
(c) After Reading

Reading Strategy: Synthesise
Get pupils to draw conclusions:
How did the story end?
Do you think that this is a
good resolution to the story?
Give a reason.
40
I stared at Mom desperately. I did not want to be sent away. Was

I a burden? Would it be easier for them if I were not around? I gulped
nervously.
Mom stared daggers at Dr Hugely. Then she said, Let me tell you
something, Doctor. There is no way we will be sending Melody away to a
nursing home! She angrily hurled the brochure into the trash bin, to
Dr Hugelys bewilderment, and vowed she would send me to school with
or without his help.
Get pupils to compare the

ending of this story with the
endings of the narratives in the
previous units. Does the ending
to this story have a more definite
resolution?
45
Because Mom refused to let my condition define me, I suddenly felt

a new hope welling up within me that day. I am so blessed to have a
mother who believes in me.
50
The story above is adapted from the book, Out Of My Mind, by distinguished author, Sharon
M. Draper. This book was chosen as the winner of the 2013 Sasquatch Reading Award.
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Narratives
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1. Melody states I usually ignore them (line 7). What does them refer to
and why does she ignore them? (2m)
7. What two reasons did Dr Hugely give to Mrs Brooks to convince her to send
Melody away to a nursing home? (2m)
(i)
2. Why did Mrs Brooks take Melody to see Dr Hugely? (2m)
(ii)
8. Explain fully why Mrs Brooks stared daggers at Dr Hugely (line 44). (2m)
3. How do we know that Melody was as smart as her peers but struggled to
express her intelligence? (2m)
9. Mrs Brooks went through a series of emotions in the passage. Write 1, 2 and 3
in the blanks below to indicate the order of her feelings. (1m)
Angry at Dr Hugelys suggestion to send Melody to a nursing home
4. Mrs Brooks, it is my opinion that Melody is severely brain-damaged and

profoundly retarded. (lines 1820) What does Dr Hugelys use of these words
tell you about his attitude towards Melodys situation? (2m)
Anxious to find out the doctors assessment of Melody

Discouraged by Dr Hugelys assessment of Melodys condition
10. Give two reasons why Melody should go to school instead of a nursing home.
(2m)
(i)
5. What could Melody do that made Mrs Brooks say she was smart? (2m)
(ii)
6. Choose words from lines 1734 which have similar meanings to the words
below. (3m)
seriously
objected
possibilities
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Reading Strategy: Study the Question

Get pupils to underline key words in each question
stem to find out its exact requirements. For example,
ask them what the following key words and phrases
mean:
What / Which Look for something specific.
Who Identify someone.
Where Locate a place.
Why Give a reason.
How Describe the manner in which something
happens.
Explain fully
Give two reasons
2/12/14 7:47 am
Reading Strategy: Respond to the Text

Divide the class into two groups (proposition and
opposition). Get pupils to discuss the two points of
view based on this question: Do you think Melody
should go to school or a nursing home? Both
groups should substantiate their points of view
with evidence from the passage. Write both groups
contributions on the board. This strategy helps
pupils to expand their understanding of the text by
listening to the ideas and opinions of others.
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30/12/14 10:12 AM
COMPREHENSION CLOZE
For comprehension cloze, here is what pupils can do:

Read the whole text first to get the overall meaning and to predict the gaps in the text.
Then reread to fill in the missing words.
Suggest that pupils come up with more than one word for each blank, if possible, and then choose the most
suitable answer.
Reread the whole text after the task. This is a good way to check that the words they have filled in make
sense.
Discuss and justify their choices at the end.
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Get pupils to underline key
words and phrases in the first
few sentences to help them
predict what the text is going to
be about.
Examples:
Alvarez family, Christmas, resort
in Thailand, tragedy struck
Comprehension Cloze
Fill in each blank with a suitable word. (15 marks)

26 December, 2004, was a day the Alvarez family will never forget. They
Reading Strategy: Identify

Contextual Clues
Get pupils to underline key
words before and after the
blanks to identify contextual
clues that can help them
establish the answer.
were on a Christmas
reading a book
(1)
(2)
at a resort in Thailand. Maria was

her husband, Enrique, and her three sons
were swimming in the pool.

, tragedy struck. There was a deep droning sound, which
(3)
swelled into a terrifying roar.

the resort. It was a torrential force
Example:
Suggest to pupils that blank (3)
is likely to be a connector of
time as it precedes a comma,
followed by the phrase tragedy
struck. The answer is likely to
be Suddenly.
by a tsunami from the
(5)
Indian Ocean.
The Alvarez family was swept apart
Maria
later, the sea crashed into
(4)
(6)
she was going to die. As she
(7)
a deadly current.
(8)
on
to a palm tree, she saw her eldest son, Lucas, floating nearby. I have an
important
to be alive, Maria thought.
(9)
Maria reassured Lucas, who looked very frightened. We must be brave.

We must take care
(10)
each other, we will not die!
Fortunately, the currents threw Maria and Lucas out onto land and they
were
by Thai locals. A kind Thai villager took them to a
(11)
hospital to treat their

(13)
(12)
. Miraculously, after days of frantic
, the Alvarez family was reunited.
The tsunami claimed the lives of many people. It took a year for the Alvarez
family to
26 December to
to the sea. Now, they gather at a beach on every
(14)
(15)
that day. This familys extraordinary survival
was an inspiration for the movie, The Impossible.
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GRAMMAR
Grammar
Tell pupils that they can extend

a sentence several ways. They
can provide more details to a
sentence by describing people,
places, events or happenings.
Sentence Extension
A good text is made up of a variety of short and long sentences. Short and long
sentences serve different purposes. Sometimes a short, sharp sentence can be
very effective particularly for dramatic effect. Often, however, we can extend
our sentences to provide our reader with more information. There are many
ways of extending a sentence. We can extend the sentence by providing more
details about people, places, things, events or happenings.
Example:
People (Who is this person? What does he / she do?)
The specialist, Dr Hugely, was a large, stocky man.
noun phrase
Places / Things (What is special about this place / thing?)

You can choose to send Melody to a nursing home where she can be cared for.
relative clause
Events / Happenings (Where did this event / happening take place?)

She angrily hurled the brochure into the trash bin.
prepositional phrase
Events / Happenings (Why did this event / happening take place?)

Because Mom refused to let my condition define me, I suddenly felt a
adverbial clause
new hope welling up within me that day.

Events / Happenings (How did this event / happening take place?)
I stared at Mom desperately.
adverb
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In question (5), get pupils to ask

themselves questions about how
they can extend the sentence.
Joe (Who is Joe?) walked (How
did he walk?) into the living
room. (How did the room look
like?) Dad stared. (How did Dad
stare?) Then he shouted. (How
did Dad shout?) Joe backed off.
(How did Joe back off?)
When pupils are writing their
narratives or recounts, tell them
to include a variety of short and
long sentences. Remind them to
ask themselves questions (e.g.
Does the additional information
make a useful contribution
to the overall meaning of the
sentences?) as they extend the
sentences.
Resource 6.1 Sentence
Extension (pages 23 and 24)
Give pupils more practice in
sentence extension.
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Give pupils more practice in

sentence extension.
A. Sentence Extension
Extend the following sentences by adding further details to describe
the people, places, things, events or happenings. Use the questions in
brackets to help you. Your answer must be in one sentence. (8 marks)
Example:
Meng said, Papa, I have something to tell you. (How did Meng tell Papa?)
Wracked with guilt, Meng said, Papa, I have something to tell you.
You may use the helping words in the box or words of your own.
burning with embarrassment
the mischievous boy
just in the nick of time
in his favourite rattan chair
1. Grandfather snored
(Where did this take place?)
2. My brother and I arrived at school

(When did this take place?)
3. Jimmy,
the canteen tables. (Who was this person?)
4.
(How did this happen?)
, climbed up and down

, my sister cried all the way home.
Extend the following paragraph on your own.

Example: May yawned. Mama looked up. She told May to go to bed.
Extension: Rubbing her eyes, May yawned. Mama looked up, putting her
knitting on the table. She told May tenderly to go to bed. Its late,
dear, you have an early train to catch tomorrow, she added.
5. Joe walked into the living room. Dad stared. Then he shouted. Joe backed off.
.
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Narratives
B. Grammar Cloze
Jessie scanned the place but could not see anyone around. The thief, looking
confused and afraid, took off
There are 10 blanks numbered 1 to 10 in the passage below. From the

list of words given, choose the most suitable word for each blank. Write
the letter (A to Q) in the blank. The letters (I) and (O) have been omitted
to avoid confusion during marking. (10 marks)
(9)
a flash.
Relieved, Jessie looked eagerly around the park to thank her benefactor. A
familiar face stuck out from a bush, it was Jack! He had trailed Jessie after she had
stormed out of the house.
EACH WORD CAN BE USED ONLY ONCE.
(10)
he realised that the thug had been
following Jessie, he quickly sprang into action and pretended to be the police. The
(A) along
(D) at
(G) I
(K) on
(N) towards
(B) and
(E) by
(H) in
(L) over
(P) when
(C) apart
(F) for
(J) of
(M) to
(Q) you
loudhailer, which was still slung over his shoulder, had come in handy!
For the first time, Jessie was thankful to have Jack with her.
HELLO JESSIE! Jack spoke into Jessies ear through their dads loudhailer.
Ouch, that hurts! Get out of my room! Jessie shouted
Jessie and Jack were twins who were born a minute
Jack.
(1)
. They
(2)
had always been at loggerheads with each other ever since they were little.
If you wont get out,
will! Jessie declared, stomping out
(3)
of the house.
Before long, she was walking
(4)
a secluded path into a
nearby park. All of a sudden, she turned around
see an
(5)
unshaven man in a hooded jacket wielding a knife.

Give me all the cash you have! the man demanded
(6)
her.
Jessie felt as if her feet were rooted to the ground. She could not find her voice.
The thief then walked menacingly
(7)
her.
STOP where you are! a deep voice boomed through the park. You are
surrounded
(8)
the police!
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Suggest these strategies to pupils:

First, slowly read the text without filling any of
the gaps. Read it twice or thrice until you have a
clear understanding of what the text is about.
Then complete the gaps you are absolutely
sure of.
Next, try and find out what the missing words in
the remaining gaps are. See which part of speech
may fit in each gap (article, pronoun, preposition,
connector, etc) and pay special attention to the
grammar around the words in each gap.
Examples:
Preposition following a noun, adjective or verb
Jessie shouted at Jack.
Pronoun preceding a verb If you wont get out,
I will!
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SITUATIONAL WRITING
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Situational Writing
Your Task
Your sibling and you won a cooking competition that was reported in the
newspaper article.
The newspaper article below is about how a pair of siblings wins a cooking
competition. Read the article and complete a writing task. (15 marks)
Imagine you are Ken or Sandy. Write a letter to your aunt who is
living overseas, sharing your experience in the competition.
Youngest Siblings Win Cooking Competition

By Julie Tan
You are to refer to the information in the article on the previous page for your
letter.
In your letter, include the following key information:
who organised and sponsored the competition

what you and your sibling cooked for the competition
what the prize money was
reasons why you thought you would not win the competition
how you felt about winning the competition
You may reorder the points. Remember to write in complete sentences.
The Lim siblings won the Happy

Family Cooking Competition on
Saturday, 3 October. The contest was
organised and sponsored by Happy
Kazoku, a popular Japanese food
company.
The youngsters, Ken Lim, 11, and
Sandy Lim, 7, from Tampines Central
Primary School won $5 000 worth
of prize money all thanks to the

winning dish they created together
called Happy Family Steamboat.
We never thought we would
win, especially since we were the
youngest in the competition! said
Ken. There were so many siblings
who could cook well. Helping Mum
in the kitchen really paid off.
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(a) Before Writing

Get pupils to read the situational writing task
and understand its requirements. Ask pupils to
establish the following:
What is the purpose of the task? (to write a
letter to an aunt)
(b) During Writing
Then get pupils to plan their writing using the
acronym RAFT as a guide: Role, Audience,
Format, Tone:
Role of the Writer: Who or what are you as
the writer? (A boy or a girl? A student or a
product advertiser?)
Audience: To whom are you writing? (A
relative? A neighbour? A friend? Your teacher?
Readers of a magazine?)
Format: In what format are you writing? (A
blog entry? An email? A letter? A speech?)
What are the main features of this text?
Tone: What tone will you use? (A formal tone?
A casual and friendly tone?)
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(c) Writing
Ask pupils to extract relevant content from the
given stimulus to answer the prompts given.
Remind pupils to use the correct tense and
appropriate vocabulary.
(d) Editing
Get pupils to edit their work for organisation,
accuracy and fluency.
30/12/14 10:12 AM
CONTINUOUS WRITING
Here are some writing strategies pupils can use in continuous writing.
(a) Before Writing
Begin by getting pupils to understand the theme of the question: What is a family event? Lead pupils to
study the pictures and read the prompts. Make a list of responses to the prompts before they begin writing.
The first picture usually gives an important clue to how pupils can develop their ideas.
Modelling
Get pupils to review the pictures. Direct pupils to each picture and discuss what could be the family event. Then
get pupils to decide what kind of texts they wish to write based on the topic. For example, pupils may choose
to write one of the following text types based on their interest and language ability:
A narrative is interesting because of the characters involved, the problem presented and the dramatic nature
of the topic. Get pupils to identify the problem. They can then use the narrative text frame to make a plan
for their story.
c
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Date:
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Narratives
Continuous Writing
Write a composition of at least 150 words

about a family event. (40 marks)
A recount is simple and easy

to write where pupils can
recount a series of events that
happened leading up to the
family event. The text can be
a personal recount or a factual
recount like a newspaper
article.
An explanation can provide
more information on the
significance of family events.
The pictures are provided to help you think

about this topic. Your composition should be
based on one or more of these pictures.
An information report can

begin with the definition of a
family event. The report can
give more information on the
different types of family events.
Consider the following points when you plan

your composition:
What was the family event?
What experiences made it eventful?
An exposition can argue for a

position or stance on the topic
related to the theme.
You may use the points in any order and

include other relevant points as well.
Getting pupils to come up with a

working title first helps with the
thinking, for example:
A Wonderful Family Event
(narrative)
An Extraordinary Family Event
(recount)
Family Events (information
report)
Why are Family Events
Important? (explanation)
We should always make
time for our family. Do you
agree with this statement?
(exposition)
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Family
15
30/12/14 10:12 AM
CONTINUOUS WRITING (Continued)
(b) Writing
Joint Construction
Jointly write out the text with low progress pupils. On the board or a large sheet of butcher paper, write the
text features in the left margin:
Narrative: Orientation, Problem, Resolution and Ending
Recount: Orientation, Events and Conclusion
Explanation: Introduction, Explanation and Conclusion
Information report: Introduction, Sub-topics and Conclusion
Exposition: Authors position, Arguments to support that position and Conclusion
Elicit ideas from pupils for each part of the text type. Write the sentences, using the correct tense and adding
appropriate vocabulary.
For low progress writers, you may wish to focus on writing narratives or recounts.
Independent Writing
High progress pupils may write
the text on their own. Some
writers can be challenged to
write an information report or
exposition. Pupils may also write
a text using mixed text types, for
example, incorporating elements
of the procedural text type into
an explanation text.
Narratives
c
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Date:
tice Shee
Remind pupils to write a variety

of short and long sentences to
create interest in their writing.
Examples:
Simple sentence My
grandfather was a
remarkable man.
Compound sentence My
family went to East Coast
Park and we cycled all day.
Complex sentence Based on
the above research, I believe
what makes a family special
is that a family that plays
together stays together.
Continuous Writing

your composition:
(c) After Writing

Editing
After the class has done their
writing draft, get them to
work in pairs and check for the
following. Have they:
linked the theme with the
pictures?
used a variety of sentences?
used suitable tenses?
used appropriate vocabulary?
used suitable paragraphing?
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(E)MCEPP
Appendices 1A1E: Writing Text Frames

Get pupils to write a plan using one of the following writing frames:
Narrative
Recount
Explanation
Information Report
Exposition
Appendix 2: Writing Checklist
Pupils can monitor their writing using a checklist to review their ideas, organisation, word choice, sentence
fluency, conventions and voice.
Appendix 3: Writing Rubrics
Use the writing rubrics to help assess pupils writing together with them. You can use the rubrics as a:
1. pre-writing tool to help pupils be familiar with the qualities of good writing.
2. during-writing tool and have pupils monitor their writing and make the necessary revisions.
3. post-writing tool after marking the compositions to help pupils review their own writing.
Narratives
c
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ves
Continuous Writing

your composition:
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Family
17
30/12/14 10:12 AM
LISTENING
Text 4
it
6 Family
Un
Narratives
18. What first step did the speaker propose in making the scrapbook?
(1) Decorate the scrapbook artistically.
(2) Paste family photographs in a scrapbook.
(3) Obtain information about ones family members.
11. How was Paula feeling at the start of the conversation?

(1) sad
(2) resentful
(3) ashamed
19. Who is speaking in the poem?

(1) a child
(2) a parent
(3) a teacher
20. Which of the following qualities does the child possess?

(1) a gentle nature
(2) a great awareness about things
(3) a high and important view of himself
12. What did Paula win at her schools talent contest?

(1) first prize
(2) second prize
(3) third prize
13. Dad encouraged the children to recognise that everyone

(1) can do everything well
(2) has his or her own talents
(3) should be ahead of the others
Text 7
Text 5
14. What can we learn about wild geese from the text?
(1) how they survive in the wild
(2) how they fly against the wind
(3) how they cooperate in a flock
15. Why does a goose fly in V formation with other geese?
(1) It can fly with the flock in a beautiful outline.
(2) It cannot fly in a straight line with other geese.
(3) It can ride on the force of the goose ahead of it.
16 When a goose is sick, two other geese will
(1) be shot down
(2) keep it company
(3) join another flock of geese
Text 6
17. What is the main purpose of making a family scrapbook?
(1) to recycle scraps
(2) to remember the past
(3) to restore traditions and hobbies
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Like reading, tell pupils that good listeners use

listening strategies to make sense of a text.
Review the strategies of predicting and connecting.
Encourage pupils to listen to a variety of spoken
texts, for example, news, radio programmes, audio
stories and poems. These spoken texts will help
them further develop their listening skills.
(a) Before Listening
Listening Strategy: Predict
Get pupils to read the instructions carefully. Get them
to scan questions in the practice sheet and predict
quickly what each text is about.
Example: Questions (19) and (20)
What kind of text is this? (a poem)
Who is speaking in the poem? (Either a child,
parent or teacher as shown in the options)
What are some things you would expect from the
text? (irregular sentences, poetic language)
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2/12/14 7:47 am
(b) During Listening

Listening Strategy: Connect
Get pupils to listen to the audio file and pause
at the first paragraph. Ask pupils what text type
it is. Get pupils to make connections with their
knowledge of the text type structure. Pupils
should listen for information related to the parts in
the text.
Play the rest of the audio file. Get pupils to listen
to the questions carefully as they are being read.
Have them answer as many of the questions as
they can during the first listening.
(c) After Listening
Play the audio file once more for pupils to check
their answers.
30/12/14 10:12 AM
Narratives
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Un
6 Family
3. Which of the three lines on the map below shows the route that Mark took to
look for his brother?
(1)
(2)
(3)
(
)
Listening Comprehension
Listen carefully to the text that is read to you and answer the following
questions. Write 1, 2 or 3 in the brackets provided. (20 marks)
Text 1
The Pet
Shop 33
1. What was the childrens mother doing just before this conversation took place?
Stationary
Shop
Chocolate
Shop 2
2
Supermarket
Exit
3 (
)
Toy
Shop
2. Where were Mark and his sister when their little brother ran away?
The Gift
Shop
Music
Shop
11
Escalator to
second floor
4. Where on the map above did everyone think Little Brother had gone?
(1) 1
(2) 2
(3) 3
1
3 (
3 (
Text 2
5. Where was Matilda, the cat, last seen?
64
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it
Un
6 Family
6. What did Matilda look like?
3 (
7. Which of the following rewards is offered to the person who finds Matilda?
3 (
Text 3
8. The main purpose of the Family Day event is for families to
(1) bond together
(2) visit Marina Bay
(3) sample good food
9. Participants can
(1) eat and drink
(2) chat and bond
(3) take photographs
with television celebrities.
10. Who organised Family Day?

(1) MediaComm
(2) Gluttons Place
(3) National Family Association
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Family
19
30/12/14 10:12 AM
Unit 6
Text 3 (for Questions 810)
Family
A radio announcer promotes a Family Day event.

Celebrate Family Day with us on 29 June at Marina Bay from 10 a.m. to 9 p.m. Come along with your
family for a day of bonding over fun-filled activities like the Family River Cruise, Laser Tag competition
and Dunk Your Dad game stations. Our generous Family Day supporter, Gluttons Place, will sponsor a
big spread of delicious food and drinks for the day. Our MediaComm television celebrities will be there
to grace the event at 4 p.m. So dont miss out on taking photographs with them. There will also be family
lucky draws held throughout the day and fantastic prizes to be won. Be sure to stay till the evening for
a spectacular fireworks display at 8 p.m. Admission is free. For more information, log on to the National
Family Association website at www.nfa.sg.
Listen carefully to the text that is read to you and answer the following
questions. Write 1, 2 or 3 in the brackets provided. (20 marks)
Listen to the following conversation.
Mark
Ma, Little Brother is missing!
Mother
What? Oh no, this is such a big shopping mall! Where could he have gone? I told you to watch
over him while I paid for some fruit!
Mimi
We did, Ma! Mark and I were watching him at the doorway when he made a run out of the
supermarket! Before we knew it, he was lost in the crowd!
Mark
Ma, I tried searching in the chocolate shop next door but couldnt find him. Then, I tried looking
in the toy shop but he wasnt there either.
Mimi
I asked some passers-by whether they had seen him but nobody has!
Mother
Try to remember now. Which direction did he go?
Mark
Hmmm He ran straight towards the exit.
Mother
Isnt that where the pet shop is located?
Mimi
Yes, I remember now. Little Brother was so intrigued with the puppies in the shop the last time
we came to this mall.
Mother
Yes! Hes likely to be there! Lets go look for him now!

A family has a conversation together.
Paula

A millionairess makes an appeal on television.
I am Sally Whitfield, managing director of the global media company News Corp, the worlds third-largest
media company. My beloved cat, Matilda, vanished from my mansion at Beverly Hills two days ago. Its
terrible Im so upset. Shes like family to me. I have had her for five years and now shes gone. I just
want to get my Matilda back. My bodyguards have been out looking but to no avail. They said that a
couple of neighbours had seen Matilda wandering about in a neighbours garden. My Matilda is a tabby
cat with distinct grey and white stripes all over her body. She wears a diamond-studded pink collar. She is
a very gentle and timid cat and much loved by the family. I will reward handsomely a sum of $100 000 to
the person who finds her and returns her to me, and have a personalised thank-you letter published in the
newspapers.
Paula, youre jealous!
Paula
No, Im not! Youre so mean!
Dad
Hey, stop it, you two. Paula, you are special in my eyes. So is Patrick. People may think that
everyone should strive to be ahead of each other. But I think each of you has different gifts, and
I dont see the need for you to be competitive. Paula, you are a talented singer and artist. No
one can sing or paint like you do. Remember, you were the second runner-up in your schools
talent contest. Also, your painting received a Commendation Award at the National Junior Art
Competition.
Patrick
Yes, youre right, Dad. Paula is good at music and art, way better than me!
Paula
Thanks, Patrick, Im sorry for being so nasty to you earlier on.
Dad
Thats good, kids. Each member of our family is special in his and her own way. We should
encourage one another to pursue our talents and interests. We should be there to build each
other up, not tear each other down.

A family counsellor talks to a group of parents.
Families can learn much about teamwork from wild geese. These birds always fly in a V formation and
travel as a community in the wild. There is a special reason for this formation. As each goose flaps its
wings, it creates an uplift or a lifting force that pushes it forward through the air. The birds that follow can
take advantage of the lifting power of the bird in front of it and fly more easily. When a goose falls out of
formation, it feels the resistance of flying alone. Then it promptly moves back into formation. Geese flying
in formation honk to encourage those in front to keep up their speed. When a goose falls sick, is wounded
or shot down, two geese drop out of formation and follow it down to help and protect it. They stay with it,
until it dies or is able to fly again. Then, they join another flock of geese or catch up with the original flock.
Wild geese can teach us so much about beauty and harmony in the wild.
77
(E)MCEPPBEL6_LS(Part2).indd 77
Dad, Patrick got most of the subject prizes for English, Mathematics and Science for the end of
the year school examinations! Thats not fair! I didnt get any prize at my level!
Patrick
5/12/14 9:51 am
78
12/15/14 11:04 AM

A craft teacher introduces the following activity.
Family scrapbooking is a meaningful activity. It helps to preserve your family memories, so they can be
passed down from generation to generation. It is a good recreational activity and helps to relieve stress.
Follow me step-by-step as I show you how you and your family can create a family scrapbook:
1. First, gather information about your family members, such as their birthdates and places of birth, their
occupations, hobbies and any interesting and admirable qualities.
2. Next, collect photos of your family that show how they look, dress or pose. It is said that a picture is
worth a thousand words.
3. Then, find an A4 sized scrapbook where you can paste photos and write down the information you
have gathered about your family, for example, family traditions, hobbies and stories of interest.
4. Finally, decorate your scrapbook as creatively as you like. You can use ribbons, buttons, stickers or even
recycled materials.

Listen to the following poem.
You arrived
my infant pure and sweet
with the softest skin
and tiniest feet
You grew up
my toddler cute and bright
with quite an imagination
and keen insight
You are now
my child tall and brave
You have always been
and will ever be
The apple of my eye
My dearest sweetie pie
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30/12/14 10:12 AM
ORAL (READING ALOUD)
Tell pupils to skim the oral text to have an idea what kind of text it is and its purpose. Get pupils to rehearse
reading the text, paying attention to pronunciation, stress, fluency and expression.
The passage below is a speech. Ask pupils to read the speech with expression and dramatic effect. Model the
reading by reading aloud the first paragraph. Focus on articulating the stresses in these multi-syllabic words in
the text:
sigNIficance
reLAtionships
underSTANding
DIfficulty
coMMEmorate
appreciAtion
c
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Date:
tice Shee
Narratives
Reading Aloud
Read the following passage aloud. (10 marks)

Ladies and gentlemen, today as we celebrate Family Day, let us take
some time to reflect on why this day holds so much significance.
What is family? Family is about relationships. Relationships are about
love and caring, giving and receiving, showing respect and understanding,
learning and helping, trusting and confiding. It is about sharing someones
joy, offering support in times of doubt, giving comfort during times of difficulty.
Remind pupils to read different

types of sentences with
expression. Read these two
examples aloud together:
What is family? (question)
Family is about relationships.
(statement)
They may have different
opinions and views from us.
(statement) They may test
us and even challenge us!
(exclamation)
Then divide the class into
different groups to read each
paragraph that follows.
Yes, family members may be quirky at times. They may have different
opinions and views from us. They may test us and even challenge us!
However, it is through these trials that we can become more tolerant, patient,
and appreciative of one another.
To provide maximum reading

practice, you can do the
following with pupils:
Echo reading The teacher
reads the text aloud and the
class follows.
Pair reading In pairs, pupils
take turns to read the text.
They can change partners and
read the text again.
Repeated reading Pupils
read the same text with the
same partners (taking turns)
up to four times for fluency
practice.
How can we strengthen family ties? We can enjoy looking at family

photographs together, give little gifts, celebrate an achievement, cook a meal
for our parents and give hugs to one another every now and then little
things which can go a long way.
Family Day marks how important a family is. As we commemorate this
special day, let us show our appreciation for our family members today, and
every day.
The reading should provide

pupils with new background
knowledge about the theme.
Get pupils to think of new words
they have learnt.
69
Appendix 4: Reading Aloud

Rubrics
Get pupils to use the rubrics to
monitor their reading aloud.
2/12/14 7:47 am
Family
21
30/12/14 10:12 AM
ORAL (STIMULUS-BASED CONVERSATION)

Give pupils the picture without the prompts. As part of their preparation, get pupils to look at the picture and
predict what they might be asked. Alternatively, get them to study the picture and think of all the things they
can talk about. They can think at different levels:
Literal Describe what you see.
Inferential How does what you see link to the related topics?
Evaluative What are your views on the theme based on what you see?
Example: A multi-generational family
Literal: Who makes up this family? What is the family doing?
Inferential: How does the family feel about the activity they are doing together?
Evaluative: Do you think families are important? Do you think having role models within a family is necessary?
Divide pupils into groups and get them to discuss the prompts. Then get the groups to contribute their ideas
before the class. Suggest to pupils to form opinions and substantiate their views with suitable reasons.
Get pupils to review their

learning process further by
asking themselves these
questions:
Have I learnt the unit well?
If yes, when and how can
I apply it in my reading
and writing, speaking and
listening?
Have I mastered the text
type?
Have I learnt the language
items well? If yes, when and
how can I apply them in my
work?
If no, why did I not succeed?
How can I learn them? How
can my teacher help me?
Plan to meet pupils individually
or in groups to gather their
responses and facilitate their
learning.
Un
c
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tice Shee
Unit Review
Help pupils to constantly
review what they have learnt.
Summarise the learning
outcomes of the unit.
it
6 Family
Appendix 5: Rubrics for

Stimulus-based Conversation
Get pupils to use the rubrics
to evaluate their conversation.
Date:
Stimulus-based Conversation
Have a conversation based on the following stimulus. (20 marks)
(a) Look at this picture of a family. What does this family enjoy doing?
Would you like to be a part of a family like this? Why / Why not?
(b) What activities do you enjoy doing with your family?
Do you think families should spend time together? Why / Why not?
(c) Who do you look up to in your family? Why?
Is it important to have someone in the family who sets a good example?
Why / Why not?
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30/12/14 10:12 AM
Resource 6.1
SENTENCE EXTENSION
Extend the following sentences, creating a variety of short and long sentences. You can
add new words, phrases or sentences.
1.
The bully came in. He stared at the small boy. He laughed.
2. Lings best friend was Rover. He was her pet dog. He followed her wherever she went.

3. The pirates climbed on board the ship. They were looking for money and goods.

4. It was nightfall. The robbers made their move.

Family
23
30/12/14 10:12 AM
5. The spy received a message. He acted upon it. He got into his car.

6. Daniels family had a secret. They had a special ability.
24
Unit 6
30/12/14 10:12 AM

MCE ELTG Pri6 Chapter 6a

Diunggah oleh

Informasi Dokumen

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

MCE ELTG Pri6 Chapter 6a

Diunggah oleh

Hak Cipta:

Format Tersedia

English Language

Dr Cheah Yin Mee Tan See Keen

Reading and Responding

Reading and Responding to the

TG pages 23 and 24:

2015 Marshall Cavendish Education Pte Ltd

2015 Marshall Cavendish Education Pte Ltd

READING AND RESPONDING TO THE TEXT (VISUAL TEXT COMPREHENSION)

(a) Before Reading

Reading Strategy: Predict

(b) During Reading

Visual Text Comprehension

Study this pamphlet carefully and then answer questions 1 to 8.

Open to primary school children only

2015 Marshall Cavendish Education Pte Ltd

Reading Strategy: Evaluate

Past Winning Entries

My Famous Great Grandpa

My sister, Daisy, is the bravest girl

I have a great-grandfather who was

Organised by Family Services

(c) After Reading

2015 Marshall Cavendish Education Pte Ltd

READING AND RESPONDING TO THE TEXT (Continued)

6. Who wrote the stories featured in this contest?

8. The main purpose of the pamphlet is to invite readers to

4. How many times a year is the Family Story magazine published?

organises the writing contest.

Reading Strategy: Annotate

2015 Marshall Cavendish Education Pte Ltd

READING AND RESPONDING TO THE TEXT (COMPREHENSION)

(a) Before Reading

Reading Strategy: Find the

Appendix 1A: Writing Text

2015 Marshall Cavendish Education Pte Ltd

Reading Strategy: Infer

She laughs at jokes, my mother insisted, her voice replaced by

Dr Hugely pulled out a colourful brochure with a smiling child using a

(c) After Reading

I stared at Mom desperately. I did not want to be sent away. Was

Get pupils to compare the

Because Mom refused to let my condition define me, I suddenly felt

2015 Marshall Cavendish Education Pte Ltd

2. Why did Mrs Brooks take Melody to see Dr Hugely? (2m)

4. Mrs Brooks, it is my opinion that Melody is severely brain-damaged and

Anxious to find out the doctors assessment of Melody

Reading Strategy: Study the Question

2015 Marshall Cavendish Education Pte Ltd

Reading Strategy: Respond to the Text

For comprehension cloze, here is what pupils can do:

Reading Strategy: Predict

Fill in each blank with a suitable word. (15 marks)

Reading Strategy: Identify

at a resort in Thailand. Maria was

were swimming in the pool.

swelled into a terrifying roar.

by a tsunami from the

later, the sea crashed into

she was going to die. As she

to be alive, Maria thought.

Maria reassured Lucas, who looked very frightened. We must be brave.

each other, we will not die!

by Thai locals. A kind Thai villager took them to a

hospital to treat their