Mce Eltg

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

Project Advisor: Dr Beverly Derewianka
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Scheme of Work
Unit 2: Working Animals
Suggested No.
of Periods
Learning Objectives
References
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 2427:
Visual Text
Comprehension
Reading and Responding to

the Text (Comprehension)
Read and respond to an
information report.
Know the different parts of an
information report.
Read and understand an
information report at the
literal and inferential levels.
Use reading strategies to
make sense of an information
report.
Practice Sheet 2
pages 2831:
Comprehension
Grammar
Show an understanding of
grammatical rules at the
word, phrase and sentence
levels.
Understand the language
used in information reports.
Synthesise and transform
sentences.
Complete a grammar cloze
text.
Practice Sheet 3
page 32:
Comprehension Cloze
Resource Sheets
TG page 23:
Resource 2.1
Asking Questions
TG Appendix 1D:
Writing Text Frames
The Information
Report Text Frame
TG page 24:
Resource 2.2
Sentence Extension
Practice Sheet 4
page 33:
Language in
Information Reports
Practice Sheet 4 (A)
page 34:
Synthesis and
Transformation
Practice Sheet 4 (B)
page 35:
Grammar Cloze
Unit 2
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Suggested No.
of Periods
3
Learning Objectives
References
Situational Writing
Write a blog entry based on a
given situation.
Practice Sheet 5
pages 36 and 37:
Situational Writing
Continuous Writing
Write a composition based
on a given theme and a set of
pictures.
Practice Sheet 6
page 38:
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 3943:
Listening
Comprehension
Oral
Read aloud a given passage.
Read a range of sentence
types: statements,
exclamations, questions and
commands.
Have a conversation based on
a given pictorial stimulus.
Practice Sheet 8
page 44:
Reading Aloud
pages 7274:
Listening Script
Practice Sheet 9
page 45:
Stimulus-based
Conversation
TG Appendix 4:
Reading Aloud Rubrics
TG Appendix 5:
Rubrics for Stimulusbased Conversation
Self-Monitoring
Use rubrics to review and
improve oral performance.
Working Animals
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READING AND RESPONDING TO THE TEXT (VISUAL TEXT COMPREHENSION)
Visual Text Summary: The magazine article gives information on dolphins and discusses some of their
characteristics. It also features a real-life account of a shark attack survivor who was saved by a pod of dolphins.
Instructional Procedure:
(a) Before Reading

Explain to pupils what a visual text comprehension is and its requirements. Ask pupils to scan the visual
text and ask questions such as:
What type of visual text is this? (a magazine article)
What is it about? (an article on dolphins)
Who is it targeting? (general readers)
What is the purpose of the visual text? (to give information on a class of things)
What do text features like the title and subheadings suggest? (to draw attention to the key ideas)
What do the pictures suggest at first glance? (dolphins and their behaviours)
Reading Strategy: Predict

Get pupils to predict what the
text is about by looking at these
features:
Title of magazine (Animal
Times)
Title of article (Marvellous
Dolphins)
Subheadings (Bottlenose
Dolphins of Laguna / Moko,
the Dolphin)
Pictures and captions
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(b) During Reading

Good readers use reading
strategies to make sense
of a text. As you read the
article with pupils, model
the reading process. Practise
one or two strategies listed
below.
Working Animals
Date:
Visual Text Comprehension
Study this magazine article carefully and then answer questions 1 to 8.
QUA
RTERL
Y MAG
AZINE
ANIMAL TIMES
JANU
ARY,
Marvellous Dolphins
By Steven Lim
Dolphins are marine mammals that are closely

related to the whale species. They are social
animals, living in groups called pods. Scientists
have always known that dolphins are one of
Earths most intelligent animals. However, the
dolphins selfless instinct to help species beyond
their own kind continues to baffle the experts.
Ask pupils to suggest the theme

of the text (wonderful nature of
dolphins).
Bottlenose Dolphins of Laguna
Since the 1800s, bottlenose dolphins have

aided fishermen in the coastal waters of
Laguna, Brazil. The mammals direct mullet fish
towards the fishermen, who stand waist-deep
in water, holding nets. The humans cannot see
the fish through the water. They must wait for
their accomplices for assistance.
herman
A Laguna fis friend
hin
an d his dolp
As the fish approach, the dolphins signal

to the humans by rolling on the surface, or
slapping the water with their heads or tails.
The fishermen cast their nets, and the fish are
caught. Even scientists agree that the bond
between the bottlenose dolphins and the
fishermen is a mystery.
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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 the writer has included a real-life account of a shark attack survivor. Tell pupils that
featuring an account of a real person creates interest (Todds encounter with a shark and dolphins) and
allows the reader to identify with that person and understand the overall theme better (dolphins selfless
instinct to help others).
Ask pupils why the writer has included a contest with a question at the end. Is this aimed at making the
article more interactive and encouraging reader participation?
Narratives
Moko, the Dolphin
In New Zealand, a female whale and her

calf were stranded in shallow water. Human
rescue workers had tried to save them but in
vain. Shortly after, they were alerted to the
appearance of Moko, the dolphin. Moko was
the only one who could guide the whales
safely out to sea.
We cannot talk to dolphins, so we cannot
really understand their motives for helping
others. Is it just in their nature to be selfless?
Whatever the answer is, we can conclude
from years of scientific observation that they
are a group of marvellous mammals.
Moko, up close
Truly a Miracle
On a late August morning in 2007 at Californias

Monterey Bay, surfer Todd Endris, needed a
miracle.
(c) After Reading

Draw pupils attention to
the visual elements in a
magazine or news article:
title, subheadings, pictures
and captions. Ask pupils
what they think the purpose
is in adding these elements
to the text.
Divide the class into two
groups (proposition and
opposition). Get pupils to
discuss the question at the
end of the article: Do you
think dolphins are Earths
most intelligent creatures?
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.
He was surng, doing what he loved most, when

a monstrous great white shark came out of
nowhere and bit him three times. The predator
peeled Todds skin off his back and mangled his
right leg to the bone.
Fortunately, a pod of bottlenose dolphins came
to his rescue. They formed a protective ring
around Todd, allowing him to get to shore,
where prompt medical aid saved his life.
Todd Endris, shark attack survivor
Truly a miracle, Todd said. If not for the dolphins, I would not be alive today.
Do you think dolphins are Earths most intelligent creatures? Send your
comments to animaltimes@mail.com. Stand a chance to win two free tickets
to City Zoo and have your letter published in the April issue of Animal Times.
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READING AND RESPONDING TO THE TEXT (Continued)

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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)
6. What was the miracle Todd had described in his story?

(1) He was lucky not to lose both his legs.
(2) He was grateful to receive prompt medical aid.
(3) He loved surfing in spite of his ordeal with the shark.
(4) He would have died if the dolphins had not saved him.
1. How often is Animal Times published?

(1) once a month
(2) once every two months
(3) once every three months
(4) once every four months
2. What is it about dolphins that continues to baffle scientists?

(1) They are able to act unselfishly to help others.
(2) They are marine mammals related to whales.
(3) They are one of Earths most intelligent animals.
(4) They are creatures that take loving care of their own kind.
3. Who are the accomplices in paragraph two?

(1) whales
(2) fishermen
(3) mullet fish
(4) bottlenose dolphins
4. How did Moko help a female whale and her calf out of their dangerous
situation?
(1) Moko made friends with the whales.
(2) Moko stayed in the shallow water with them.
(3) Moko led the whales safely to deeper waters.
(4) Moko alerted rescue workers to save the whales.
(
5. Why did the article feature Todd Endris story?

(1) It showcases how brave a surfer Todd Endris is.
(2) It shifts the focus to the shark, another amazing animal.
(3) It serves to highlight that we should do what we love most.
(4) It shows that dolphins have a natural instinct to save human life.
8. What is the main message in the article?

(1) Dolphins can save whales from danger.
(2) Dolphins are marine mammals that live in pods.
(3) Dolphins have helped human beings since the 1800s.
(4) Dolphins are smart creatures with an instinct to save lives.
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7. Why did the writer add the question Do you think dolphins are Earths most
intelligent creatures? at the end of the article?
(1) to interest readers to respond to the article
(2) to reward all readers with free tickets to City Zoo
(3) to invite readers to write articles for Animal Times
(4) to get readers to answer a question the writer is puzzled over
(
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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 an information report on camels. It gives a description of different types of camels, where
they live and how they survive. The report not only talks about the benefits camels bring to humans, but also the
problems they present.
(a) Before Reading

Text Type: Ask pupils to give examples of information reports (Science articles and chapters in textbooks
that provide information about a class of things). Review the key components of an information report with
pupils introduction, sub-topics and conclusion.
(b) During Reading
Good readers use reading strategies to make sense of a text. As you read the information report with pupils,
model the reading process. Practise using one or two strategies below.
Reading Strategy: Scan for Main Idea
Ask pupils to find out the gist of the text by scanning the key words in the introduction: camel, mammal,
domestic animals, working animals.
Reading Strategy: Find the
Organisational Pattern
The way information is organised
in a text can help pupils make
meaningful connections:
Introduction (line 1) Use of
an attention-grabbing question
How much do you weigh? to
connect with the reader and
use of a definition A camel is
a large mammal
Sub-topics Use of topic
sentences in each paragraph
to present the main idea
Conclusion (lines 4042) A
summary of the ideas in the
text Nonetheless, the camel
is mans good helper ...
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Comprehension
Read this passage and answer the questions that follow. (20 marks)
How much do you weigh? Surprisingly, camels can each weigh about
800 kilogrammes! A camel is a large mammal that lives in dry climates. It
has one or two distinct humps on its back. Most camels have been domestic
animals for thousands of years, used by humans mainly as working animals.
There are two main kinds of camels. The dromedary camel, also known
as the Arabian camel, has one hump, whereas the Bactrian camel has two
humps. The dromedary camel can adjust easily to changes in temperature.
The Bactrian camel, on the other hand, has a heavy coat to cope with cold
temperatures. It sheds its coat when warmer weather arrives.
Dromedary camels can be found living in the deserts of Africa and
Arabia. Bactrian camels live in Central and East Asias rocky deserts where
it gets very cold in winter and hot in the summer. Camels adapt well in
desert conditions. They can close their nostrils to keep out dust. Their
lengthy, heavy eyelashes provide great eye protection. Camels will not sink
into sand dunes. Their wide feet, each with two toes connected by a web
of skin, allow them to spread their weight out and stand firmly on sand.
Camels bring many benefits to man. Many people who live in Africa
and Asia depend on camels to supply most of their needs. These working
animals do a lot of hard labour for farmers. They pull ploughs, turn water
wheels to irrigate fields and carry grain to marketplaces. In addition,
camels have been the most reliable form of transportation for desert
dwellers since ancient times. Camels can walk up to 80 kilometres a
day. They can travel great distances in hot and dry deserts with little food
and water. They carry their own food supply in their humps. Each hump
contains a large amount of fat that provides energy if food is hard to find.
Similarly, the camel stores water throughout its body, so it can survive for a
month without fresh water.
Get pupils to write the main

ideas in the information report
text frame.
10
Appendix 1D: Writing Text

Frames The Information
Report Frame
Get pupils to use the
text frame to help them
understand what they are
reading.
15
20
Reading Strategy: Ask

Questions
Get pupils to ask relevant
questions throughout their
reading to help them understand
the text better.
25
However, camels do sometimes create problems for man. For example,

in Australia, many dromedary camels have caused severe damage to
Resource 2.1 Asking

Questions (page 23)
Get pupils to ask relevant
questions to aid reading
comprehension.
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Working Animals
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READING AND RESPONDING TO THE TEXT (Continued)
Reading Strategy: Use

Connectors
One of the language features of
information reports is the use of
connectors. Tell pupils that they
can use connectors as clues to
understand the text better. Get
them to explain the following
lines using the connectors
therein.
Narratives
mans property in their search for food and water. During periods of
drought, these camels may sometimes destroy stock fences, taps and
cattle watering points on rural farm lands in order to obtain water. Some
camels overgraze on farm lands. As a result, they eat up food plants
harvested by people in those areas. These invasive species are collectively
responsible for financial losses in Australia every year. Camels can also be
a hazard to motorists when they stray onto roads. Motorists may get into
accidents with the camels if they are unable to avoid a collision in time.
In addition, camels can contract serious diseases and spread them to
livestock. Some of these diseases pose a risk to human health.
To show contrast:
whereas (line 6)
on the other hand (line 8)
However (line 28)
Nonetheless (line 40)
Nonetheless, the camel is still recognised as being mans good helper

because of its strength, reliability, and hardiness. It is an amazing animal
that desert dwellers depend on.
To show consequence:
As a result (line 33)
To show related ideas or
information:
In addition (line 38)
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35
40
1. Which word in paragraph one tells us that most camels do not live in the
wild? (1m)
2. In your own words, compare how the dromedary and Bactrian camel cope
with different types of temperatures. (2m)
3. Provide more information about camels in the table below. Use information
from the passage. (2m)
Dromedary camels
Bactrian camels
Number of humps
Where they are found
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4. Why would a camel not sink into the sand dunes? (2m)
8. How can camels be a hazard when they stray onto roads? (2m)
5. Why do desert dwellers depend on camels for transportation? (1m)
9. What does them in line 38 refer to? (1m)
6. Explain clearly how a camel is able to survive for a long period with little food. (2m)
10. Do you think the camel deserves to be called mans good helper?
Support your answer with 2 reasons from the passage. (3m)
7. List two benefits and two problems that camels create for farmers. (4m)
Benefits
Problems
1.
1.
2.
2.
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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 clearly
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Reading Strategy: Respond to the Text

Get pupils to discuss their points of view based on
this question: Do you think the camel deserves
to be called mans good helper? Pupils should
substantiate the discussion with evidence from
the passage. Write pupils contributions on the
board. This strategy helps pupils to expand their
understanding of the text by listening to the ideas
and opinions of others.
Working Animals
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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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Reading Strategy: Predict

Get pupils to underline key
words in the first two or three
sentences to help them predict
what the text is going to be
about.
Examples:
Who Working animals
What Animals that provide
assistance to humans
Comprehension Cloze
Fill in each blank with a suitable word. (15 marks)

A working animal is an animal that provides assistance to humans. They may
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.
be animals trained strictly to do a

and oxen are used
. For example, buffaloes
(1)
pulling carts or ploughing farm land.
(2)
Elephants, because of their strength, are used for
tasks, such
(3)
as logging. Dogs may be trained as guide dogs to

for the visually impaired or the elderly. Dogs, with their
the way
(4)
sense
(5)
of smell, are sometimes used to detect drugs and explosives. They also support
Example:
Suggest to pupils that the
answer to blank (1) is likely to
be task.
rescue missions to
collapsed buildings.
and dogs are bred for the
Clues:
Phrase before blank (1):
trained strictly to do
something;
Sentence after blank (1) shows
examples of tasks done by
working animals.
for missing people or victims trapped under
(6)
animals like camels, donkeys, horses,
(7)
(8)
of transportation, such as riding
and pulling carriages and sleds. Animals like llama and oxen are used to carry
(9)
for travellers.
When people wish to communicate
others in another
(10)
place, they may use homing pigeons to carry special messages written on
paper. Some animals like cows and goats may be used to
milk for drinking. When working animals are old and not of
(11)
(12)
anymore, they may be slaughtered for meat. Their hide or skin may be used to
(13)
products such as leather.
(14)
some Asian
countries, animal meat and parts are used for preparing soups or medicines
(15)
a remedy for common diseases. Working animals bring such
a wide range of benefits to man.

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GRAMMAR
Grammar
Language in Information Reports

Information reports usually contain language used for defining, classifying,
illustrating and making comparisons. These terms help to indicate the relationships
between facts.
Purpose
Language
Example
Defining
A definition is given
to explain a new,
difficult, or special
term.
is, consists of, is a

term that, involves, is
called, is known as, is
characterised by, occurs
when, exists when, are
those that, means, that
A camel is a large mammal that

lives in dry climates.
Classifying
Ideas are sorted out
into groups.
type, group, varieties,

kinds, classes, categories
There are two main kinds of

camels.
Illustrating
Examples are
provided to clarify
a definition or
description.
for example, such as
Camels do sometimes create

problems for man. For example,
in Australia, many dromedary
camels have caused severe
damage to mans property ...
Making
comparisons
The similarities or
differences between
two or more items
are highlighted.
Similarities:
likewise, similarly,
resembles, is similar,
in the same way, as
well as, like, just as,
correspondingly
Camels carry their own food

supply in their humps ... Similarly,
the camel stores water throughout
its body, so it can survive for a
month without fresh water.
Differences:
in contrast, on the
contrary, although, even
though, however, on the
other hand, as opposed
to, whereas, instead, in
spite of, different, differs
from, despite
The dromedary camel, also known

as the Arabian camel, has one
hump, whereas the Bactrian
camel has two humps.
Explain to pupils that

information reports contain
language used for defining,
classifying, illustrating and
making comparisons. If pupils
can understand the purpose of
certain words used by writers,
they will be able to understand
these texts better during
reading. Encourage pupils to
use this kind of language when
writing information reports or
explanation texts.
The dromedary camel is also

known as the Arabian camel.
The dromedary camel can adjust

easily to changes in temperature.
The Bactrian camel, on the other
hand, has a heavy coat to cope
with cold temperatures.
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GRAMMAR (Continued)
Examples:
What does such as signal?
The phrase signals that an
example will follow after it.
What does as well as signal?
The phrase signals that an
additional point will follow
after it.
What does Despite signal?
The word signals that two
contrasting ideas will be
presented.
Resource 2.2 Sentence
Extension (page 24)
Give pupils further practice
in sentence extension using
connectors.
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Remind pupils that information

reports make use of connectors.
When pupils are able to make
sense of the purpose of each
connector, they will be able
to construct sentences more
meaningfully.
A. Synthesis and Transformation

For each of the following questions, rewrite the given sentence(s)
using the word(s) provided. Your answer must be in one sentence.
The meaning of your sentence must be the same as the meaning
of the given sentence(s). (10 marks)
1. A donkey is trained to provide assistance to humans. It is a working animal.
that
.
2. Buffaloes can perform heavy tasks. They can pull carts.
such as
3. Oxen help to plough the fields. Cows are kept for their milk or meat.
whereas
.
4. German Shepherds make good guard dogs. Rottweilers make good guard
dogs as well.
as well as
.
5. The old horse was loyal to its master. It was slaughtered for meat.
Despite
.
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Narratives
B. Grammar Cloze
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)
EACH WORD CAN BE USED ONLY ONCE.
(A) a
(B) after
(C) and
(D) at
(E) by
(F) during
(G) for
(H) from
(J) in
(K) its
(L) into
(M) on
(N) that
(P) their
(Q) to
A carrier pigeon is sometimes called a homing pigeon. It is a domesticated

pigeon that is trained
messages
carry messages. A carrier pigeon carries
(1)
one location back to its home.
(2)
Examples:
Preposition following a noun,
adjective or verb carry
messages from one location
back to its home.
To send a message from one point to another, the trainer first transports
carrier pigeon from its home loft to the release point. Then he
(3)
attaches a message to
that, it will return to its home.
leg and releases it.
(4)
Carrier pigeons were employed as early as the year 1150

Baghdad. They were also used to carry messages
(7)
(5)
Determiner to associate
something with whom / what
it belongs to attaches
a message to its leg and
releases it.
(6)
World War
I and World War II. Thirty-two pigeons were presented with the Dickin Medal, a
special medal awarded to animals for displaying incredible bravery in war.
Today, carrier pigeons are still used
(8)
certain remote police
Connector to show sequence

After that, it will return to
its home.
stations in India to provide emergency communication services during a natural

disaster. The carrier pigeon is also kept as a racing pigeon. They are used in a
sport
(9)
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
(article, pronoun, preposition,
connector, etc) may fit in each
gap and pay special attention
to the grammar around the
words in each gap.
involves releasing pigeons at a distant location so that
they can race back home.

The carrier pigeon, with its intelligence and acute sense of direction, has
intrigued humans
(10)
many generations. It is a remarkable bird.

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SITUATIONAL WRITING
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Situational Writing
Your Task
You are the monitor-in-charge of the class blog. You overheard some of your
classmates discussing their plan to watch a circus of performing elephants
during the school holidays.
The information below is about performing elephants. Read the following

page from a magazine and complete a writing task. (15 marks)
As an animal lover who is against cruelty towards animals, post

an entry on your class blog to discourage your classmates from
supporting such performances.
Performing Elephants
You are to refer to the information in the magazine on the previous page for
your blog post.
In your blog post, include the following key information:
what is your main purpose for posting the entry

what performing elephants are tasked to do
what usually happens to these elephants if they do not perform well
how you feel about circus performances and why
You may reorder the points. Remember to write in complete sentences.
Performing elephants are elephants captured from the wild when young. They
are trained to perform acts and tricks in circuses or animal shows. There are
good and impressive elephant shows, which enable the animals to show their
strength. But there are also many bad circus acts that force the elephants to do
unnatural stunts, such as handstands and standing on their hind legs. If they do
not perform well, they are often punished or locked up in chains or cages.
Elephants are born to be free in the wild. They are not meant to provide unnatural
entertainment. Under such conditions, they may face stress, depression, illness
or early death.
All About Elephants
17
36
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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 persuade
your classmates to support a certain cause)
(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 student or a product advertiser?)
Audience: To whom are you writing? (A friend?
Your teacher? Readers of a newspaper?)
Format: In what format are you writing? (An
email? A letter? A poem? 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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Unit 2
10/14/14 1:11 PM
(c) After 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.
11/20/14 10:43 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 makes a special friendship? 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 a special friendship is. Then get
pupils to decide what kind of text 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.
A recount is simple and easy
to write where pupils can
recount a special friendship.
The text can be a personal
recount or a factual recount
like a newspaper article.
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Continuous Writing
An explanation can provide

more information on how
one can develop a special
friendship with someone or
something.
Write a composition of at least 150 words

about a special friendship. (40 marks)
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
special friendships. The report
can give more information
on the different types of
friendships.
Consider the following points when you plan

your composition:
How did the friendship come about?
Why is the friendship special?
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 Special Friendship
(narrative)
An Outing with My Special
Friends (recount)
What Makes Friends Special?
(explanation)
Special Friendships
(information report)
Should We Treat Animals
as Friends or Objects of
Entertainment? (exposition)
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Working Animals
15
11/20/14 10:43 AM
CONTINUOUS WRITING (Continued)

(b) During 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 out, using the correct tense and
adding appropriate vocabulary.
For low progress pupils, you may wish to focus on writing narratives or recounts.
Independent Writing
High progress pupils may write
the text on their own. Some
pupils can be challenged to write
an exposition. Pupils may also
write a text using mixed text
types, for example, incorporating
elements of the procedural text
type into an explanation text.
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Continuous Writing
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t
When writing, remind pupils

that they can use a variety of
sentences in their compositions:
simple, compound and complex.
Examples:
Simple sentence Some
friendships are special.
Compound sentence Cat
and Chick were such different
animals but they were the
best of friends.
Complex sentence A special
friendship is a relationship
between two people who
care about each other.

about this topic.
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?
38
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11/20/14 10:43 AM
(E)MCEPP
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 to 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.
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Appendices 1A1E: Writing Text Frames

Get pupils to write a plan using one of the following writing frames:
Narrative
Recount
Explanation
Information Report
Exposition
Continuous Writing

about this topic.
your composition:
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Working Animals
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LISTENING
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Narratives
4. How did Scott direct Gerry to find the survivors?
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
1. What crisis had happened in this situation?
3 (
3 (
3 (
Text 2
5. What did Don the donkey have to transport to the market?
3 (
2. Based on the map below, where did the firefighters send Gerry to at first?
Room
2
2
Fire
stairway
Corridor
Room
Room
3
3
11
3. Which of the three lines on the map above shows the route that Gerry took to
look for the survivors?
(1)
(2)
(3)
(
)
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10/14/14 1:11 PM
Like reading, tell pupils that good listeners use

listening strategies to make sense of a text. Review
the strategies of predicting and connecting.
(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 (1)(4)
What is happening in the text? (crisis, firefighters,
route and survivors)
Who are the characters in this text? (firefighters,
Gerry and Scott)
What are some things you would expect from
the text? (setting, characters, story, problem and
resolution)
18
Unit 2
6. What kind of shelter does Don live in presently?
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10/14/14 1:12 PM
(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. For
example, if the text is an information report, the
pupils can expect a topic to be introduced and
details of the topic to be elaborated. 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.
11/20/14 10:43 AM
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Narratives
13. What do volunteers at Animal Shelter do?

(1) They adopt abandoned animals.
(2) They rescue abandoned animals.
(3) They give talks on being responsible pet owners.
7. What is Black Beauty mainly bred for?
Text 5
3 (
15. What did Duck think Rooster would do to him and his duck friends when
the Master came home?
(1) boss them around
(2) kill them to make a meal
(3) make them do more hard work
(
16. What did Duck intend to do in the end?

(1) persuade the animals to escape to Sheeps farm
(2) discuss with the animals what they could do to stop the abuse
(3) do nothing for fear of Rooster reporting his misdeeds to his Master (
Text 3
8. What was Andy Richards previous occupation?
(1) lawyer
(2) farmer
(3) television host
9. What is an advantage for horses living in a herd?
(1) They do not have to live in enclosed spaces.
(2) They get enough exercise in a spacious paddock.
(3) They can share the responsibility of protecting one another.
10. What will Andy share with listeners after the break?
(1) diet of horses
(2) tales of horses
(3) tips on horse care
14. How did Sheep feel about Rooster?

(1) She was afraid of Rooster.
(2) She did not have a high regard for Rooster.
(3) She admired Rooster for his comb and feathers.
Text 6
(
Text 4
11. What is the main mission of Animal Shelter?
(1) give talks on animals to the public
(2) improve the welfare of stray and abandoned animals
(3) plan various activities and programmes to rescue
abandoned animals
12. What is the speakers response to people who are cruel to animals?
(1) shocked
(2) ashamed
(3) frightened
)
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10/14/14 1:12 PM
17. What benefit can one gain from the horse riding workshops other
than riding?
(1) learn about horse craft and horse care
(2) enjoy an unforgettable horseback adventure
(3) meet people from other countries and cultures
18. Who are the horse riding workshops targeted at?

(1) families with older children
(2) families with senior citizens
(3) families with young children
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Narratives
Text 7
19. How did the oxen prevent the lion from attacking them in the first instance?
(1) They turned their tails at him.
(2) They confronted him head on.
(3) They fought ferociously with him.
(
20. What happened to the oxen at the end of the story?

(1) They were killed.
(2) They were caught.
(3) They were separated.
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Working Animals
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11/20/14 10:43 AM
LISTENING (Continued)
Unit 2
Working Animals
Judy
What else should we bear in mind?
Andy
Horses are sociable animals and dont like to be kept in isolation for extended periods. Its best to
ensure your horse gets enough exercise with fellow horses in a spacious field every day. Living as
part of a herd has many benefits, such as safety in numbers. When horses graze and lower their
heads in the grass, this makes it difficult for them to see predators approaching. However, horses
that live in herds can take turns to rest and watch out for one anothers safety.
Judy
Andy, thanks for these useful tips on horse care. Well take a commercial break now but well be
back with funny horse stories from Andys farm next.
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 (for Questions 14)
A story about a search and rescue mission.
It was just after 12.30 p.m. on June 18, 2014. The Empire Building had partially collapsed 22 hours earlier
due to a construction fault.
The owner of an animal shelter talks about his organisation.
Two firefighters, Scott and Ben, arrived on the 35th floor from the fire stairway. They had vast experience in
search and rescue missions during fires, accidents and natural disasters. They made their way through the
rubble on that floor. Everything was dark. They brought along Gerry, a rescue dog, to assist them.
Animal Shelter was established in December 2010. Our mission is to improve the welfare of stray and
abandoned animals in our city. We aim to fulfill our mission through various activities and programmes,
such as rescuing and fostering abandoned animals like cats and dogs. Every week, our volunteers save
animals left on the streets or rubbish dump sites. It is appalling to find that many of these animals have
been shamefully abused by humans. We quickly place the injured animals under the special medical
care of veterinarians. Then we promote the adoption of these animals. We believe that all animals big or
small deserve a home filled with love and attention. Our staff give talks to the public on the responsibilities
involved in owning a pet. As a non-profit organisation, we need the help of volunteers. We would like to
invite you to sign up as a volunteer with us. Please log on to www.animalshelter.com for more details.
Scott said, Lets send Gerry to the first room on the right of the corridor. Scott released Gerrys leash and
made a gesture with his hand. The German Shepherd instinctively headed off to do her job.
After Gerry had combed the room, she emerged with nothing.
Ben proceeded, Lets try the room on the left of the corridor. Theres got to be something.
The same happened. Gerry navigated through the broken furniture in the room and found nothing.
Suddenly, the firefighters heard some muffled voices. Scott shouted as he pointed to the room at the end
of the corridor, Gerry, go find us those survivors!
Gerry dashed off excitedly. He was looking forward to Scotts treat at the end of the mission.
Two animals have a conversation.
Duck
Sheep, the animals on this farm are overworked, hungry and tired!
A donkey shares its plight as a beast of burden.
Sheep
Where is your Master, Duck?
I am Don the Donkey. I am a beast of burden this is the story of my life. I was bred by Master for one
sole purpose in life to carry him and his goods. Most of the time, Master makes me carry such heavy
loads that it causes much pain and distress. Just yesterday, I had to carry sacks of wheat to the market
miles away. On the way back, I had to carry bales of hay that Master had bought. I almost broke my
back! I look at Black Beauty, a noble black stallion, grazing across the field. He is Masters prize-winning
racehorse. Master gives him premium quality feed, a lovely warm stable and all his care and attention.
Then, I look at myself an ugly brown-furred donkey. I used to live in a cold, but open field. Now all I
have is a dusty old shed, with hardly any space to move in, and leftover scraps to eat from. I dont get any
kind words from Master. I am by nature a gentle and intelligent creature, and capable of doing so much
more, but alas, I will always remain a beast of burden in Masters eyes.
Duck
Hes gone away for a month and left Rooster in charge.
Sheep
I see. Rooster is the bossy one! He always thinks he looks splendid with his comb and feathers.
I never had a good impression of him!
Duck
I totally agree with you, Sheep. He forces Horse to plough the field three times a day without
a rest. He makes Cow supply more milk than she can handle. I have had enough of this
hard labour he makes us do! I wont be surprised if he sends me and my duck friends to the
slaughterhouse as a welcome meal for Master when he comes home!
Sheep
Duck, why dont you all escape to my farm when Rooster takes his afternoon nap today? My
Master is gentle and benevolent and he leaves Goat in charge. Goat manages all of us with
wisdom and respect. We get sufficient rest, quality food and tender loving care.
Duck
That sounds so tempting! But I fear the wrath of Rooster. He will report everything to Master. For
now, I will gather the animals and have a round table discussion. We must find a way to stop
this cruelty!

A television host interviews a farmer on her show.
Judy
Welcome to another episode of Best Country Living. Today, we welcome on our show, Andy
Richards, who had been practising law for 30 years, but recently gave up his career to be a
farmer. Andy, you own a herd of horses. Please tell us how we can care for horses.
Andy
Sure, Judy. Horse owners should provide only good quality feed, such as grass or hay. Always
have clean, cool water available for your horse. Make sure the horses saddle is kept clean,
especially if it is exposed to sweat, mud and dirt regularly.
72
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10/14/14 1:15 PM

Listen to the following television advertisement.
Welcome to Dans Cattle Farm! We are located in Tamworth, Australia, and would like to invite you and
your family to join us for a riding adventure youll never forget! Through our horse riding workshops
conducted on the lovely ranch of Werris Creek, you can learn more about horse riding and the wonders
of nature. You will also get to meet other guests from different countries and cultures. We believe very
much in group participation where you can enjoy and share common experiences together. So we offer
twin, group and family packages to cater to your needs. Our programme is geared towards adults and
families with older children, who have some riding experience and are in good health. We also have other
workshops available. Young children and senior citizens over 60 can sign up for our horse craft or horse
care workshops for a reduced fee of five dollars. Come visit Dans Cattle Farm this holiday! Call Dan at
6145 6800 for more information.

A father tells the following fable to his child.
A lion used to prowl about in a field in which four oxen used to live. Many a time the lion tried to attack
them. However, whenever the lion came near, the oxen would turn their tails to one another. In this way,
whichever way the lion approached them, they could face the lion with their menacing sharp horns. At
last, one day, the four oxen had a ferocious fight among themselves, and each went off to graze alone in
a separate part of the field. The lion seized this opportunity and confronted the oxen one by one. Soon, all
of them met a fatal end. The moral of the story is: united we stand, divided we fall.
74
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11/20/14 10:43 AM
ORAL (READING ALOUD)

Tell pupils to skim the oral text to have an idea what kind of text it is and its purpose. The tone of the reading
must match the purpose of the text. Get pupils to rehearse reading the text, paying attention to pronunciation,
stress, fluency and expression.
The passage below is a speech by a zoo guide. Ask pupils to read the text with expression and dramatic effect.
They should vary their intonation and expression according to the different types of sentences: statements,
exclamations, questions and commands. Get pupils to note the different punctuation associated with each type
of sentence. Model the reading by reading aloud the following examples:
Bright and casual tone:
You are in for a special treat today! (exclamation)
A more formal tone:
We would like to introduce you to some working animals we have in our zoo. (statement)
Ask pupils how they would read
aloud these questions in the
text:
Would anyone like to ride on
our lovely ponies at 3 p.m.
today?
Last but not least, have you
heard of a helper monkey?
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Reading Aloud
Read the following passage aloud. (10 marks)
Then divide the class into

different groups to read each
paragraph that follows.
Boys and girls, welcome to Rainbow Zoo. You are in for a special treat
today! We would like to introduce you to some working animals we have in
our zoo.
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.
First, we would like to present the Asian water buffalo. It is usually found
in Vietnam, Malaysia, Borneo, and the Philippines. Because of their strength,
water buffaloes are especially suitable for tilling rice fields.
Next, you must visit our ponies. A pony is a small horse. They are good
mounts for children who are learning to ride. Our ponies are properly trained
and very well kept. Would anyone like to ride on our lovely ponies at 3 p.m.
today? Please register with me later if youre interested.
Last but not least, have you heard of a helper monkey? It is a type of
assistance animal similar to a guide dog. It is specially trained to help people
with disability or mobility problems. The monkey can carry out tasks such as
microwaving food, opening drink bottles and even washing its owners face.
Isnt he a smart fellow!
These animals are so amazing and such a great help to man. Is there
anyone who would like to ask any questions about them?
The reading should provide

pupils with new background
knowledge about the theme
that will help them understand
other related themes. Get pupils
to think of new words they have
learnt.
Appendix 4:
Reading Aloud Rubrics
Get pupils to use the rubrics to
monitor their reading aloud.
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Working Animals
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20/11/14 3:15 PM
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: Picture of a seal and its trainer
Literal: What is the seal doing in the picture? What is its trainer doing?
Inferential: How do you think the seal feels?
Evaluative: Why are animals trained to perform for people? Do you think they should be trained in this way?
Divide pupils into groups and get them to discuss the prompts. Then get the groups to contribute their ideas
before the class. Suggest that pupils form opinions and substantiate their views with suitable reasons.
Unit Review
Help pupils to constantly
review what they have learnt.
Summarise the learning
outcomes of the unit.
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.
Narratives
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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 photograph. Would you be interested in watching this

performance? Why / Why not?
How do you think the trainer gets the sea lion to perform?
(b) Do you think animals should be trained? Why / Why not?
If you have a pet, would you train it? Tell me why / why not.
(c) Keeping pets is a responsibility. Do you agree?
Do you think animals should be given away as gifts? Tell me about it.
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11/20/14 10:43 AM
Resource 2.1
ASKING QUESTIONS
Asking questions is an important reading skill. As you read a text, you can ask some of
these questions to help you understand it better. Apply them to the text you are reading.
Write your answers in the table.
Before reading
What do I already know about the topic?
How it applies to the text

Example: I have seen camels on television.
During reading
What is the main idea here (sentence /
paragraph)?
Does this information make sense?
How does this information connect to
what I already know?
What does the writer say about ?
What does the writer mean by ?
Based on what I have just read, what can
I conclude about this idea?
Can I break this word / phrase up to
understand it better?
Which part of the text can I break into
chunks to have a better understanding?
After reading
What further questions can I ask to help
me understand this text?
Which part should I reread to help me
understand the text better?
What is the main idea of the whole text?
Working Animals
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11/20/14 10:43 AM
Resource 2.2
SENTENCE EXTENSION
Writers make use of connectors to link ideas in texts such as information reports. Choose
a suitable connector from the box to expand the given sentence in four different ways.
An example has been done for you.
such as
as well as
which
therefore
whereas
but
so
and
that
despite
Sentence: There are many working animals

Example: There are many working animals such as horses and donkeys at the farm.
1.
2.
3.
4.
Write a paragraph on any topic related to animals using at least four suitable connectors
from the box.
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Unit 2
11/20/14 10:43 AM

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English Language

Dr Cheah Yin Mee Tan See Keen

Reading and Responding

Reading and Responding to

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 magazine article carefully and then answer questions 1 to 8.

Dolphins are marine mammals that are closely

Ask pupils to suggest the theme

Bottlenose Dolphins of Laguna

Since the 1800s, bottlenose dolphins have

As the fish approach, the dolphins signal

2015 Marshall Cavendish Education Pte Ltd

Reading Strategy: Evaluate

Moko, the Dolphin

In New Zealand, a female whale and her

On a late August morning in 2007 at Californias

(c) After Reading

He was surng, doing what he loved most, when

Todd Endris, shark attack survivor

2015 Marshall Cavendish Education Pte Ltd

READING AND RESPONDING TO THE TEXT (Continued)

6. What was the miracle Todd had described in his story?

1. How often is Animal Times published?

2. What is it about dolphins that continues to baffle scientists?

3. Who are the accomplices in paragraph two?

5. Why did the article feature Todd Endris story?

8. What is the main message in the article?

Reading Strategy: Annotate

2015 Marshall Cavendish Education Pte Ltd

READING AND RESPONDING TO THE TEXT (COMPREHENSION)

(a) Before Reading

Get pupils to write the main

Appendix 1D: Writing Text

Reading Strategy: Ask

However, camels do sometimes create problems for man. For example,

Resource 2.1 Asking

2015 Marshall Cavendish Education Pte Ltd

READING AND RESPONDING TO THE TEXT (Continued)

Reading Strategy: Use

Nonetheless, the camel is still recognised as being mans good helper

2015 Marshall Cavendish Education Pte Ltd

5. Why do desert dwellers depend on camels for transportation? (1m)

9. What does them in line 38 refer to? (1m)

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

be animals trained strictly to do a

. For example, buffaloes

pulling carts or ploughing farm land.

Elephants, because of their strength, are used for

as logging. Dogs may be trained as guide dogs to

for missing people or victims trapped under

animals like camels, donkeys, horses,

of transportation, such as riding