Days of the week Characters Event that happened
Monday
cat
• prowled up and down looking for mice
Tuesday
hens
• scratched and scraped the ground
• laid eggs
Wednesday
dog
• ran round and round getting the sheep
Thursday
goats
• ate weeds and thistles
Friday
farmers
• scritched and scratched with their hoes
Compound Nouns
Bookshop
Bookmark
Bookcase
Bookworm
Bookshelf
Bookstand
Rainbow
Raindrop
Rain-clouds
Rainstorm
Raincoat
Rainboots
Bedroom
Bedtime
Bedsheet
Nighttime
Nightlight
Nightmare
Daytime
Daydream
Daylight
Waterfall
Waterbottle
Watermelon
Waterpool
Waterslide
Waterproof
Waterpark
Watergun
Playhouse
Playground
Playdate
Playmate
Playroom
Playdough
Playtime
Roommate
Livingroom
Bedroom
Dining-room
Staffroom
Bathroom
Classroom
Hopscotch
Popcorn
Chopsticks
Farmyard
Courtyard
Causes
Arson
Gas/oil leak
Burning joss papers
Overloaded electrical sockets
Playing with matches/lighters
Candles placed too near the curtains
Cooking left unattended on the stove
Fire- Fighting Aids/ Equipment
An axe
Fire engines
A fire alarm
Jets of water
A fire hydrant
A fire escape plan
A fireproof jacket
A retractable ladder
People
Heroic rescuers
A crows gathered
Brave firefighters
Unfortunate victims
Concerned neighbours
Sympathetic onlookers
Civil Defence Officers
Policemen cordoned off the affected area
Specific Places
Market
Kitchen
Bedroom
Store room
Rubbish bins
Petrol kiosk
Flatted factory
Neighbour’s house
Science laboratory
What We Saw
A sea of fire
Smoke billowing
Sprays of water
Soot-covered wall
A smoke-filled room
Tongues of fire leaping
Fire raging uncontrollably
The flames engulfed the room
The blaze threatened to destroy …
I stared in horror as the raging fire
devoured the roof
Acrid smoke
Fire spread like wildfire
Blaze threatened to eat up everything
Bodies were charred
What we heard
Yelling
for help
Screaming in pain
A babble of voices
Crackling of the fire
Awoke to the sound of …
Raised / sounded the alarm
Wailing siren of an ambulance
Chaos around us
Pandemonium broke out
Loud-piercing wailing
What we did
Choking back my tears
Called the fire brigade
The First Day of Deepavali
On the first
day of Deepavali, the Hindus wear new clothes, such as saris for the females
and kurta for the males.
They eat
delicious food for Deepavali, such as muruku and laddu.
For
Deepavali, they use colourful uncooked rice to draw the kolam. It is beautiful flower
patterns drawn on the floor, usually at the doorway.
They also
visit their grandparents to give them well wishes like good health and
prosperity.
(By Naomi Deng, MO1)
On the first
day of Deepavali, the Hindus wear new clothes such as saris for the females and
kurtas for the males.
They eat
delicious food such as murukku and laddu.
They draw the
kolam with wonderful patterns using colourful uncooked rice.
Like other new
year celebrations, they also visit their family members such as their
grandparents to give well wishes to them.
(By Alegria Woo, MO1)
On the first
day of Deepavali, the Indians wear their new clothes for their special new year
which is called Deepavali, the Festival of Lights.
They eat
their delicious food with their family and friends. They have murukku, laddu
and other kinds of food.
After their
breakfast, they draw kolam on the floor with many colours and patterns.
Then they visit their grandparents and give them well wishes like good health and prosperity.
(By Julia Toledo, MO1)
A Day At The Beach (by Liu Yutong, MO1)
It
was a sunny Saturday morning. My family decided to go to Pasir Ris Park for a
picnic on the beach.
When we
arrived, the place was very crowded. We found the perfect shady spot under a
coconut tree for having a picnic. We laid the delicious food that Mother had
prepared for us on a table near a barbecue pit. My mother had prepared lots of
sandwiches, fried chicken wings, fish balls and fruit punch for us.
After
eating some food, we decided to play a ball game. Then we went swimming in the
sea. We swam happily for some time. We really enjoyed ourselves very much.
Soon,
it was getting dark. We watched the sunset. It was indeed beautiful. Then we
packed up and got ready to go home. We were exhausted but happy. It was an
amazing day for us at the beach. I hope to go to the beach for a picnic again
soon.
At the Beach (by Felicity Lu, MO1)
One sunny and
breezy Sunday morning, my family and I went to East Coast Beach to have a picnic.
When my family and I reached there, we had to walk on the sandy beach. It was
crowded.
First, we had
to find a shady spot under a coconut tree. Then we took out our delicious food
and placed them on a table near a barbecue pit. My family and I ate pasta for
lunch.
After eating,
we made sandcastles on the beach. After we were bored making sandcastles, we
played a ball game. After playing a ball game, we swam happily in the sea.
Soon, it was
sunset and it was getting dark. So we packed up our beach toys, food and water
bottles. We were exhausted but happy when we set off for home. We hope to go to
the beach again for a picnic.
1 | How words are formed & Deduce the meaning of words from how they relate to one another - compounding (Compound Nouns) (e.g., workbook, basketball, keyboard) - synonyms (e.g., quick/ fast) - near-synonyms (e.g., in the word cline: cool–cold–freezing) - words with opposite meaning : - antonyms (e.g., far / near) | |
2 | Deduce how semiotic modes convey meaning in texts ◦ linguistic (e.g., word choice, punctuation, grammar) ◦ visual (e.g., colour, lighting, images) ◦ gestural (e.g., facial expression, body language, movement) ◦ audio (e.g., volume, sound effects, silence) | |
3 | • Develop rich vocabulary through: ◦ building a repertoire of strategies for learning new words ◦ sorting words into categories ◦ substituting selected nouns, verbs, or adjectives in a text with synonyms/ near-synonyms ◦ inferring meaning of words using contextual clues ◦ keeping a record of words (e.g., word wall, word bank, word cards, picture dictionary) ◦ listening, reading and viewing widely and extensively for different purposes ◦ selecting and monitoring strategies for learning words purposefully in the course of listening, reading, viewing, speaking, writing and representing | |
4 | Use words suitable for purpose, audience, context and culture in relation to: ◦ medium (e.g., spoken, written, multimodal) ◦ types of texts for different purposes | |
5 | Use words meaningfully in conjunction with semiotic modes ◦ linguistic (e.g., repeated use of exclamation marks could mean that the speaker is angry or shocked) ◦ visual (e.g., overt use of the colour, red, in an image could signify danger/ violence/ passion/ love) ◦ gestural (e.g., setting one’s arms akimbo could show defiance or a display of authority) ◦ audio (e.g., use of a pause or silence could create suspense in a thriller) |
Grammar P1
|
1 noun,
pronoun, singular,
plural, verb, base form,
past tense,
present
tense, action verb,
saying verb,
linking verb,
sentence |
|
2. a) singular
(e.g.,
teacher,
cat,
child,
deer) b)
plural
(e.g.,teachers,
cats, children, deer) |
|
3. proper nouns
(e.g., Singapore, Paul) |
|
4. Make
uncountable nouns countable by expanding them into noun phrases (e.g., oil → three bottles of oil) |
|
5. determiner
+
head noun (e.g.,
tables →
the
tables) determiner2
+
adjective
+
head noun (e.g.,
tables →
the sturdy
tables) |
|
6. Personal
pronouns as subject:
I,
you,
he,
she,
it,
we,
they (e.g.,
I live in
Hougang./
You live in Bedok.) |
|
7. Interrogative
pronouns:
who, what, which,
whose (e.g.,
Who is that
girl?/ Whose
is this?) |
|
8. articles
- -a/an:
indefinite (e.g., a book, an apple) -the:
definite (e.g., the
principal of my school, Mr Lim) |
|
9. Quantifiers
(indicate or highlight quantity of
nouns) -
definite - a)
cardinal
(e.g., one,
two) - b)
ordinal
(e.g., first,
second, last) - c) the use of ‘the’ (e.g. the Earth,
the Sun, the sky, the universe, the tallest boy in class) - indefinite a) for
countable nouns (e.g., few students, many teachers,
another child, every girl in the class) b) for
uncountable nouns (e.g. a little hair, much salt, some sugar, less money) |
|
10. Possessive
determiners
(indicate ownership) - my,
your,
his,
her,
its, our,
their (e.g.,
This
is
her book.) |
|
11. Use adjectives
occurring in different positions ◦attributive
adjectives: before noun (e.g.,
a yellow duckling) |
|
12. predicative
adjectives:
after verb (e.g.,
The
duckling
is
yellow.) |
|
13. Use
different types of adjectives: opinion (e.g., ugly), size (e.g., small), age
(e.g., old), temperature (e.g., cold), shape (e.g., round), colour (e.g.,
blue), origin (e.g., Chinese) and material (e.g., plastic) |
|
14. Use
different types of verbs ◦
main verbs (e.g.,
go) Identify verbs
according to meaning ◦
action verbs (e.g.,
play,
run, jump) ◦
saying verbs (e.g., speak,
grumble, hint) ◦
linking verbs (e.g.,
be, seem,
have, own) |
|
15. Use
different forms of verbs ◦
base form (e.g.,
laugh, wash,
eat,
bite) ◦
present tense -s
form
(e.g., laughs, washes,
eats, bites) ◦
past tense
form (e.g., laughed, washed,
ate,
bit) ◦
-ing participle form (e.g., laughing,
washing, eating, biting) |
|
16. Use verbs
with different transitivity ◦
transitive verbs: take an object (e.g.,
She bought a pen.) ◦
intransitive verbs: take no object (e.g.,
The dog barked.) ◦
linking verbs:
-
take a subject complement
(e.g., She is a
teacher.) -
take an adverbial (e.g., She is
in school.) |
|
17. Form
different verb phrases ◦
with two verbs (e.g., is smiling, will
go, have written) |
|
18. Use
different types of adverbs ◦ adverbs
that tell us about
verbs -
place (e.g., there,
here), manner (e.g.,
quickly), -
time (e.g.,
soon,
recently), - frequency
(e.g., often), -
duration
(e.g., briefly), -
negation
(e.g., not) ◦
adverbs that tell us about
adjectives -
degree (e.g., so happy, extremely
hot, badly damaged, slightly salty,
fairly
spicy), -
negation (e.g., not happy) |
|
19. Use
prepositions to convey a variety of
meanings ◦
space (e.g., in school, at
the gate, sitting on the
chair, running towards
her) ◦
time (e.g., on Monday,
at seven o'clock, during the holidays) |
|
20. Use a
variety of conjunctions in sentences to express different relationships
between similar groups of words (e.g., word and word, phrase and phrase,
clause and clause) ◦
between words or phrases: conjoining
similar words or phrases (e.g.,
and,
or,
but) |
|
21. Sentence Types • Construct a
variety of
sentences ◦
simple sentences (made
up of a main
clause) - subject
+ verb (e.g.,
Liling sings.) - subject
+ verb + object (e.g., Liling sings
lullabies.) - subject
+ verb + adverbial a) with
adverb (e.g., Liling
sings
beautifully.) b) With
preposition phrase (e.g., Liling sings in
the hall.) c) With
noun phrase (e.g., Liling sang last
night.) d) “There”
+ verb + subject (Existential
sentence, e.g., There is a butterfly.
There are butterflies.) |
|
22. Construct
different forms of sentences ◦
declaratives - subject
+ verb (e.g., Liling
runs.) - subject
+ verb + complement (e.g., Liling
is very
happy.) - subject
+ verb + object (e.g., Liling
cuts a
cake.) - subject
+ verb + object + complement
(e.g., Liling made her mother happy.) |
|
23. Use
sentences to convey different meanings ◦
statements to provide information |
|
24. Subject-Verb
Agreement • Use
appropriate subject-verb
agreement ◦ noun
phrases - countable a) singular,
e.g., The baby is cute. A bunch of keys was
found. b) plural,
e.g., The babies are cute. Three baskets
of grapes were on the
table. |
|
25. Oracy and
Interaction • Form
questions and answers by varying the structure of sentences - answers - “yes/
no” + expected answers (e.g., Did he
walk? Yes, he
did.) - Answers
to questions which use question
words (e.g., Who is going? Weiqiang is
going.) |
|
26. Use
punctuation appropriately ◦
capital letter - for
beginning the first word of a
sentence - for
the pronoun “I” (e.g.,
I believe I can do better than
that.) - for
proper nouns ◦
full
stop -
for indicating the end of a sentence ◦
apostrophe - for
indicating
possession a)
for people and things (e.g., the cook’s
pie,
James’s toy/ James’ toy, the
cooks’ pies, the children’s toys, for
goodness’ sake) |
|
27. Recognise
and use the predominant language features to achieve the intended purposes of
the various
texts ◦ texts
that recount what happened (e.g.,
personal recounts, factual
recounts) - nouns
and noun
phrases a)
premodifiers (e.g., quantifiers, adjectives,
nouns) for vivid or detailed and
factual descriptions - Verbs
and verb
phrases a)
verb forms in the past tense (e.g.,
simple past, past progressive, past perfect) to
show that the actions have already
happened b) mental
verbs to convey thoughts and express
opinions and reactions, c)
linking verbs to show relationships between
ideas and sensing verbs to describe the use
of the five senses |
Use of Simple Past Tense:
- for past actions that are no longer happening
- sentences have time markers like yesterday, last night, last week, two days ago and just now .
Do the following in your Learning Log/ Notebook. Fill in the blanks with the correct form of the verbs.
1. My father _______________ to my teacher just now. (speak)
2. We _________________ the first prize in the contest yesterday. (win)
3. The dog ___________ the bone that I gave it ten minutes ago. (eat)
4. He ___________ the fish in the fish tank this morning. (feed)
5. Last year, Mr Rahim _____________ a new house. (buy)
6. During recess today, I _______________ two dollars on a bowl of noodle soup. (spend)
7. The vase fell when Timmy _____________ the table. (shake)
8. She ____________ (cry) when she __________ (hear) the thunder just now.
9. Mariam ____________ this dress to your birthday party last year. (wear)
10. Joyce ____________ a letter to her friend just now. (write)
11. Half an hour ago, the bird ___________ (fly) awaywhen the children _______ (try) to catch it.
12. David _________ (begin) to cry when he _________ (see) his mother leaving the house just now.
|
(U11) Class Dictated Story How
Hari Raya is Celebrated Hari Raya is a festival celebrated by
many people. On the first day of Hari Raya, people wear new clothes.
The clothes are called baju kurung. The clothes are colourful. People eat all kinds of food on
the first day of Hari Raya. There are lontong, ketupat and
rendang. They are delicious. They also eat pineapple
tarts, chocolate cookies and rainbow cake. |