Mce Eltg

English Language
Marshall
Cavendish
Teachers
Guide
6
Unit 5: Heroism
Scheme of Work
Lesson Plans
Resource Sheet
2
4
23
Dr Cheah Yin Mee Tan See Keen

Project Advisor: Dr Beverly Derewianka
(E)MCEngELTG6_05.indd 1
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Scheme of Work
Unit 5: Heroism
Suggested No.
of Periods
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 a
historical recount.
Know the different parts of a
historical recount.
Read and understand a
historical recount at the literal
and inferential levels.
Use reading strategies to
make sense of a historical
recount.
Practice Sheet 2
pages 2832:
Comprehension
Grammar
Show an understanding of
grammatical rules at the
word, phrase and sentence
levels.
Understand the use of
connectors in historical
recounts.
Complete a grammar cloze
text.
Synthesise and transform
sentences.
Practice Sheet 3
page 33:
Comprehension Cloze
Learning Objectives
Unit 5
Resource Sheets
TG Appendix 1B:
Writing Text Frames
The Recount Text
Frame
TG page 23:
Resource 5.1
What is the Big Idea?
Practice Sheet 4
pages 34 and 35:
Connectors
Practice Sheet 4 (A)
pages 35 and 36:
Grammar Cloze
Practice Sheet 4 (B)
pages 36 and 37:
Synthesis
and Transformation
2015 Marshall Cavendish Education Pte Ltd
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Suggested No.
of Periods
3
Learning Objectives
References
Situational Writing
Write a blog post based on a
given situation.
Practice Sheet 5
pages 38 and 39:
Situational Writing
Continuous Writing
Write a composition based
on a given theme and set of
pictures.
Practice Sheet 6
page 40:
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 4145:
Listening
Comprehension
Oral
Read aloud a given passage.
Have a conversation based on
a given pictorial stimulus.
Practice Sheet 8
page 46:
Reading Aloud
Self-Monitoring
Use rubrics to review and
improve oral performance.
pages 7476:
Listening Script
Practice Sheet 9
page 47:
Stimulus-based
Conversation
TG Appendix 4:
Reading Aloud Rubrics
TG Appendix 5:
Rubrics for Stimulusbased Conversation
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READING AND RESPONDING TO THE TEXT (VISUAL TEXT COMPREHENSION)
Visual Text Summary: The webpage features ordinary people doing outstanding acts of selflessness.
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 webpage)
What is it about? (an article on the lives of unsung heroes)
Who is it targetting? (general readers)
What is the purpose of the visual text? (to give an account of the lives of everyday heroes)
What do the text features like titles and subheadings suggest? (to draw attention to the key ideas)
What do the pictures suggest at first glance? (people who are cheerful and helpful towards others)
Reading Strategy: Scan for

Main Idea
Get pupils to anticipate what the
text is about by scanning the key
words:
Title of webpage (Everyday
Heroes)
Introduction (unsung heroes,
ordinary people, acts of
courage, kindness and
sacrifice)
Topic sentences (In this
special section of Everyday
Heroes, we will be featuring
Nu, a domestic helper.)
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(b) During Reading

Good readers use reading
strategies to make sense
of a text. As you read the
webpage with pupils, model
the reading process. Practise
one or two strategies listed
below.
Heroism
Date:
Visual Text Comprehension
Study this webpage carefully and then answer questions 1 to 8.

Friends |Messages| Home
EVERYDAY HE RO ES
About |Photos| Likes | More
Everyday Heroes is created by The Singapore Youth Group
and features unsung heroes ordinary people performing
extraordinary acts of courage, kindness and sacrice. If you
know of anyone who is an everyday hero and can be featured
on this page, please drop us a message.
Like
2,577
Photos
Likes
EVERYDAY H E R O E S
April, 20
Hello friends
In this special section of Everyday Heroes, we will be featuring
Nu, a domestic helper. Like many domestic helpers from
Sri Lanka, Philippines and Indonesia, Nu came to work in
Singapore in order to support her family back home in
Thailand. Her family, consisting of 11 siblings, is poor and
struggling to make ends meet. She had wanted to study
but could not due to a lack of income. She found her initial
move to Singapore difcult as she missed her family and
friends. However, she told herself to be strong and tried her
very best to learn new skills and serve her employers to the
best of her ability. She is so resilient! See more
Like | Comment | Share
Previous entry
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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 what the writers purpose is when he or she uses language in the following manner:
Nu is resilient.
Betty is a retired cook with a big heart
Betty can cook and deliver up to 100 meals a day! Ask pupils why an exclamation mark is used here.
Does the writer wish to influence the readers views through language?
Ask pupils why the webpage designer has included comments from other readers. Is this aimed at making
the article more interactive and encouraging reader participation?
Narratives
EVERYDAY H E R OE S
April, 25
Hello friends
In this segment of Everyday Heroes, we will be featuring Betty
Lim. Betty may not be a famous celebrity chef, but she has
her own fans among us. Betty is a retired cook with a big
heart who does voluntary work. She befriends the elderly
and needy who are living in old, one-room flats in the Bukit
Sa Tian area, and takes meals to them. With a few helpers
from the Singapore Youth Group, this capable lady can cook
and deliver up to 100 meals a day! Each meal can consist
of fried noodles, chicken porridge or rice with meat and
vegetables. If you are interested in volunteering with her or
sponsoring basic non-perishable food supplies for the needy,
like rice, salt, oil, biscuits, milk powder and canned food, then
please leave us your contact details and we will link you up
with Betty. See more
EVERYDAY H E R O E S
April, 25
(c) After Reading

Get pupils to respond to
the article by discussing
this question: Do you
think it is appropriate to
describe Nu and Betty Lim
as everyday heroines?
Divide the class into two
groups (proposition and
opposition). Both groups
should substantiate
their points of view
with evidence from the
passage. Write both
groups contributions on
the board.
Ask pupils which other
everyday heroes they
would nominate for this
webpage. Are there
everyday heroes they
can find within their
own home, school and
neighbourhood? Tell
pupils to justify their
choices.
Iris Ho This is amazing!

Haslinda A. I admire Betty for her
community spirit!
Chin Han Id like to help, please contact me.
Sponsors
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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)
1. Which of the following created this webpage?
(1) GO! Community
(2) Everyday Heroes
(3) Singapore Youth Group
(4) Department of Social Welfare
2. What is the main reason for presenting the word Everyday in the title
in capitalised bold text?
(1) to feature a new hero every day
(2) to tell us that we must be heroes daily
(3) to introduce ordinary heroes from all walks of life
(4) to stress the need to be extraordinary all the time
(
6. Which of these statements is true?

(1) You can sponsor perishable food supplies through Everyday Heroes.
(2) You can volunteer to help others through the Everyday Heroes
webpage.
(3) You can feature stories of famous celebrities on the Everyday Heroes
webpage.
(4) You can sign up with the Department of Social Welfare to volunteer
with Betty Lim.
(
7. Why does Haslinda A. praise Betty for her community spirit?

(1) Betty is still active and spirited after her retirement.
(2) Betty is a cook who can prepare up to 100 meals a day.
(3) Betty is a mentor to youths from The Singapore Youth Group.
(4) Betty is involved in caring for needy people in the Bukit Sa Tian area.
(
8. The main purpose of the webpage is to showcase

(1) news stories from the community
(2) stories of people showing courage
(3) different views on the topic of heroism
(4) activities of The Singapore Youth Group
4. Why is Nu featured as an everyday hero?

(1) She yearns to be able to study.
(2) She learns new skills every day.
(3) She has a difficult life in Singapore.
(4) She sacrifices a lot to support her family.
5. What does the phrase a big heart suggest about Betty Lims character?
(1) strong
(2) capable
(3) generous
(4) emotional
(
3. What is Nus nationality?

(1) Thai
(2) Filipino
(3) Sri Lankan
(4) Indonesian
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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 historical recount on the life of Tan Chong Tee, a World War II spy from Singapore.
It traces a series of events that happened during the Japanese Occupation in Singapore and what Tan did as a
secret agent for Force 136, an anti-Japanese group.
(a) Before Reading

Text Type: A historical recount retells a series of events. It can be based on real historical events. Ask pupils
what other kinds of recounts they recall learning (personal recount, factual recount, literary recount).
Review the parts of a recount with pupils orientation, events and conclusion.
(b) During Reading
Good readers use reading strategies to make sense of the text. Model the reading process using one or two
strategies below.
Reading Strategy: Scan for
Main Idea
Ask pupils to predict what the
text is about by scanning the
key words in the introduction:
World War II, secret agent, antiJapanese group
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Comprehension
Read this passage and answer the questions that follow. (20 marks)
Reading Strategy: Find the

Organisational Pattern
The way information is organised
in a text can help pupils make
meaningful connections:
Introduction Use of an
attention-grabbing question
Did you know that Singapore
had her own James Bond?
followed by an introduction of
the character
Series of events The recount
traces Tans past and strings
the events together using
time connectors (later on,
after this, however). Get
pupils to trace the events and
note the connectors used.
Conclusion (lines 5052) The
ending is a reflection of who
Tan is and his contributions.
Did you know that Singapore had her own James Bond1? During World
War II, Tan Chong Tee was a secret agent for the anti-Japanese group,
Force 136.
Tan was born into a Chinese immigrant family on 15 October 1916.
He lived at Shrewsbury Road (near Novena) in Singapore. In 1942, when
the Japanese invaded and occupied Malaya (the old name for Malaysia)
and Singapore, Tan was recruited to join Force 136, a branch of the
British military organisation. He was a trained spy who performed acts of
sabotage2 against foreign governments. This was where he befriended
Lim Bo Seng, a well-known resistance fighter.
Later on, Tan was part of Gustavus II, a commando team that was
sent to infiltrate Malaya via submarine. This operation aimed to recapture
Malaya from Japan with the help of Britain. On 2 August 1943, the
submarine infiltrated Malayan waters at Pangkor Island, off the coast of
Perak. The party made a secret landing at Tanjong Hantu before meeting
with the resistance forces3.
After this, Tan went undercover as Tan Tien Soong, a rich businessman.
This cover allowed him to set up and operate spy networks in Lumut
and Ipoh. He engaged in activities that stirred up anti-Japanese feelings
among the people. Tan also drew sketches of scenes of the Malayan
jungle for the British in India who were not aware of what it looked like.
10
15
Get pupils to read the text in

pairs. Then write the main ideas
in the recount text frame.
20
However, the Japanese Kempeitai4 had acquired vital information

about Force 136 and its operations. They staged a campaign to eradicate
Force 136. On 26 March 1944, Tans identity was exposed and he was
Appendix 1B: Writing Text

Frames The Recount Text
Frame
Get pupils to use the
text frame to help them
understand what they are
reading.
James Bond: A secret agent a well-known fictional character.

Sabotage: The deliberate act of damaging something for political or military advantage.
Resistance forces: Soldiers from the Malayan Peoples Anti-Japanese Army.
4
Kempeitai: The military police arm of the Imperial Japanese Army from 1881 to 1945.
1
2
3
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Reading Strategy: Understand Parts in Words
Get pupils to better understand the meaning of words by examining their prefixes and suffixes. In each of the
following words, ask pupils what the base word is and how the prefix or suffix affects its meaning.
Prefixes and their meanings:
anti-Japanese (against, opposite of something, e.g. antifreeze)
befriended (to consider as or cause to, e.g. bedazzled)
well-known (to a considerable extent, e.g. well-developed)
recapture (return to a previous condition, e.g. rebuild)
infiltrated (a force moving in / into / towards / within something or in a negative or opposite manner, e.g.
inaccessible)
undercover (beneath or below something, e.g. underneath; something insufficient, e.g. undernourished; or
under the guise of something in the context of this text)
ill-treated (badly, wrongly, or imperfectly, e.g. ill-lit)
unhealthy (reverse or opposite of something, e.g. untie, unknown)
Suffixes and their meanings:
heroism (forming a range
of nouns, e.g. baptism,
feminism, racism)
inspiration (forming nouns
of action, condition, e.g.
completion, relation)
resistance (forming a range
of nouns, e.g. abundance,
defiance, importance)
Narratives
captured. He was interrogated for information about Force 136 and their
associates. Despite being whipped, kicked and clubbed for hours, Tan
refused to divulge anything.
25
On 24 April, Tan was transferred to Batu Gajah Prison. Lim Bo Seng,

who had also been captured, was sent there too. Prisoners of war were
ill-treated and they suffered from a lack of food. Conditions were unhealthy
in the prison. Eventually, both of them came down with dysentery5, but
they did not receive any treatment. Lim died in the end due to the physical
abuse. Tan had witnessed his comrade being tortured to death. He was
determined to stay alive so that he could tell others about Lims heroism.
Get pupils to note the differences

in spelling words ending with
ance and ence (e.g. affluence,
competence, persistence).
30
After the Japanese lost the war to the Americans in 1945, they had to 35
withdraw their troops from Malaya and Singapore. The Japanese told Tan
he would be released from jail if he could fulfil two conditions. He had to
change his name and sever all ties with his past. He also had to promise
the Japanese never to return to Malaya because they knew that they would
soon go to trial for their war crimes. They had to destroy evidence relating 40
to Tans role as a spy. Tan accepted the terms but did not fulfil them. While
he was on his way to a new life in Japan, he escaped when his train
stopped at Ipoh. In the end, after the war, Tan became a businessman
and raised his own family.
Reading Strategy: Summarise

the Text
Get pupils to review the text by
thinking about the following:
Initial Idea What is the text
mainly about?
Important Idea What is the
theme of the text?
Interesting Idea What is
something that strikes you as
the reader?
In 1995, Tan and eight other surviving members of Force 136 were
each presented with a silver ingot in Singapore to honour them for their
resistance efforts. Tan Chong Tee risked his life for his country and fellow
men during the war. His courage and honour continue to serve as an
inspiration for many young people.
Resource 5.1 What is the Big

Idea? (page 23)
Get pupils to review the ideas
of the text using the graphic
organiser.
Tan lived a full life and reached the age of 96 years when he died in
2012. He will always be remembered for being a great secret agent in the
history of Singapore.
45
50
Guay, E. L. (2011). Tan Chong Tee. Retrieved June 9, 2014, from Singapore Infopedia:
http://eresources.nlb.gov.sg/infopedia/articles/SIP_1796_2011-06-30.html. All Rights
Reserved. National Library Board, Singapore, 2014.
5
Dysentery: An infection of the intestines that results in severe diarrhoea.
29
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1. What was Force 136? (1m)
6. Based on the passage, state whether each statement in the table below is true
or false. Give one reason why you think so. (3m)
True / False
2. Which sentence in lines 1020 tells you that Tan Chong Tee hid his identity?
(1m)
Reason
The Japanese
considered Force 136
a threat.
The commando
team, Gustavus II,
worked together with
the resistance forces
in Malaya.
3. List two acts of sabotage that Tan carried out in paragraph 4. (2m)
(i)
(ii)
After the war in 1945,

Tan Chong Tee fled
to Japan.
4. Write 1, 2, 3 and 4 in the blanks below to indicate the order in which the events
occurred in the passage. (2m)
Gustavus II met with the resistance forces.
Gustavus II infiltrated Malayan waters at Pangkor Island.
7. Give two reasons from the passage to explain why Tan and Lim contracted
dysentery. (2m)
Gustavus II made a secret landing at Tanjong Hantu.

Gustavus II travelled via submarine.
5. Choose words from lines 2234 which have similar meanings to the words
below. (3m)
8. After the Japanese lost the war in 1945, Tan was released from jail under
two conditions. State two examples that tell us that Tan did not fulfill the two
conditions. (2m)
important
reveal
(i)
resolved
(ii)
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Reading Strategy: Annotate

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.
Which sentence
List
Give two reasons
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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. 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.
9. The change in Japans military activity during World War II has been tracked
below. Based on your understanding of the passage, give suitable reasons for
this change. (2m)
Before the war ended
After the war ended
Reason
The Japanese Kempeitai The Japanese Kempeitai

captured and imprisoned released Tan Chong Tee
Tan Chong Tee.
from jail with conditions.
In 1942, Japans troops

occupied Malaya and
Singapore.
In 1945, Japans troops

withdrew from Malaya
and Singapore.
10. Tan Chong Tee serves as an inspiration for young people.

Support the above statement with two reasons from the passage. (2m)
32
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(E)MCEPP
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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COMPREHENSION CLOZE
Comprehension Cloze
Fill in each blank with a suitable word. (15 marks)

A local hero, 45-year-old Mr Raj Selvam, was praised when he pulled
three people out of a burning car on Monday. A banker, Mr Selvam was
(1)
(2)
Reading Strategy: Identify

Contextual Clues
Get pupils to underline key
words before and after the blank
to identify contextual clues that
can help them establish the
answer.
his way to work. He was driving towards the city when he

a blue car swerve and
next lane. All this
into a lorry in the
(3)
at around 3.20 p.m. on the expressway.
(4)
With only a few scratches on his arm, the lorry driver emerged from his lorry
generally
(5)
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 Local hero Mr Raj Selvam
What Pulled three people out
of a burning car
When Monday
However, shortly after the collision, the blue car spun out of
(6)
his car, and ran
Example:
Suggest to pupils that blank (2)
should be a past tense verb,
whereas blank (3) should be an
infinitive verb (verb in its basic
form):
He was driving (past tense)
towards the city when he saw
(past tense) a blue car swerve
(infinitive verb) and crash /
collide (infinitive verb) into a
lorry in the next lane.
and caught fire. On seeing this, Mr Selvam quickly stopped

(7)
the burning car. He saw a couple and
a child inside. The male driver was unconscious
was still
(8)
breathing. The female passenger and the child were screaming and crying
(9)
. Mr Selvam proceeded to
the back seat and made sure that he took her to a
the child out of
(10)
(11)
place.
Next, he returned for the female passenger and lifted her out. When he
returned for the driver, Mr Selvam had
door was jammed. He had to enter the car
reaching him as the
(12)
(13)
the passenger
side to carry the driver out to safety. Within seconds of this rescue, the car
exploded. The police and ambulance
(14)
soon after, and the
couple and child were sent to the hospital for medical treatment. Mr Selvam
(15)
on every breaking news telecast. He was commended for
his bravery.
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GRAMMAR
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to specify a condition if, unless
for something to
take place
Grammar
A historical recount records a series of events. It usually uses a variety of

connectors to join sentences together in a meaningful way.
Purpose
Connector
A. Grammar Cloze
Example
to join two events

together
and
This cover allowed him to set up and

operate spy networks in Lumut and Ipoh.
to describe events
happening in a
certain order
before, after,
later, thereafter
Later on, Tan was part of Gustavus II,

a commando team that was sent to
infiltrate Malaya via submarine.
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.
The party made a secret landing at

Tanjong Hantu before meeting with
the resistance forces.
to provide a reason because, as, for
for something
so, consequently, In the end, after the war, Tan became

as a result, in the a businessman and raised his own
end, therefore
family.
to talk about a
result or outcome
of something
Connectors
Tan would be released from jail if he

could fulfil two conditions.
He also had to promise the Japanese

never to return to Malaya because they
knew that they would soon be tried for
their war crimes.
(A) as
(D) and
(G) for
(K) later
(N) thereafter
(B) after
(E) but
(H) however
(L) or
(P) unless
(C) although
(F) despite
(J) if
(M) so
(Q) while
Sybil Kathigasu was born in 1899 in Medan, Indonesia. She was trained as a
nurse. She married Abdon Clement Kathigasu, a doctor,
they
to show more
than one event
happening at the
same time
while, when, as
to give a reason
for something
happening
so that
Tan was determined to stay alive so

that he could tell others about Lims
heroism.
keep in touch with what was happening around the world. The family not only
to indicate a
contrast
but, however,
although,
despite, in spite
of
However, the Japanese Kempeitai had

acquired vital information about Force
136.
the resistance forces from the Malayan Peoples Anti-Japanese Army.
While he was being sent to a new life

in Japan, he escaped when his train
stopped at Ipoh.
radio sets and listened to news broadcasts,
supplied medicines and medical services,
(4)
Despite being whipped, kicked and

clubbed for hours, Tan refused to
divulge anything.
(2)
(3)
that they could
also information to
, the Kathigasus were betrayed in 1943 and Sybil was
arrested by the Japanese police.
34
(1)
became freedom fighters in Malaya. In their home, they secretly kept shortwave
(5)
on, she was tortured
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Explain to pupils that recounts usually contain

connectors to link series of events together. If pupils
can understand the purpose of certain words used
by writers, they will be able to understand recount
texts easily during reading. Encourage pupils to use
connectors when writing recounts.
2/12/14 7:49 am
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:
Blank (2) requires a connector preceding a
reason (they could keep in touch with what was
happening around the world). The answer is so.
Blank (3) requires a connector associated with
the connector in the earlier part of the sentence
not only. The answer is but. These two parts
always go together to show the combination of
two ideas.
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3. It is difficult to achieve anything truly heroic. You are not prepared to overcome
lifes challenges.
mercilessly by them. She was pumped with water, beaten, burnt and kicked.
(6)
, she could not walk and had broken bones throughout her
unless
body. She was also thrown into prison. Sybil might have had a less difficult time
(7)
resistance forces.
(9)
(10)
she had provided the Japanese with information about the

(8)
4. The secret agent went undercover. The secret agent ceased all communication
with her fellow agents.
her suffering, Sybil never revealed anything.
Japan lost the war in 1945, she was released from jail.
after
Sybil had sustained many injuries during the war, her health
was severely affected and she died in 1948 in Scotland. Several months before
5. Elizabeth Choy was tortured and interrogated by the Japanese police. She did
not betray her country.
her death, she received the George Medal, the highest British civilian award
for bravery.
Despite
B. 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. Jane jumped into the river. Jane could save her dog.
so that
.
2. You must be brave and fearless. You wish to accomplish this mission.
If
.
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For the synthesis and transformation exercise, ask

pupils what the connectors mean, so that they can
construct their sentences more meaningfully.
Heroism
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SITUATIONAL WRITING
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Situational Writing
Your Task
Imagine you are Ali.
The comic strip below is about nominating someone for an award. Read
the text and complete a writing task. (15 marks)
Hey Ali, have

you heard of The
Most Inspiring
Youth Award?
Post an entry on your class blog, persuading your classmates to

support you in this nomination.
You are to refer to the information in the comic strip on the previous page for
your blog post.
Hmmm yes,
I am nominating
Ms Cindy Tan, our
Maths teacher.
In your blog post, include the following key information:
Ms Tan makes a good nominee. Besides

being an effective Maths teacher, she has
done a lot for the community. She is an active
volunteer at Sunshine Childrens Home. She
even makes regular trips to Vietnam and
Cambodia to teach in the orphanages.
Ali, why dont you

get our classmates
to nominate Ms Tan
for this award?
what is your purpose for posting the entry

reasons Ms Tan deserves this award
what your classmates must do
the deadline for nomination
why you are gathering support from your classmates
You may reorder the points. Remember to write in complete sentences.
Thats a great idea!

I will let them know that
they should nominate
Ms Tan via the website,
www.inspiringyouth.com
by Sunday, 3 August.
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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 nominate a
teacher for an award)
2/12/14 7:49 am
(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.
(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? (Your
classmates? Your teacher? Readers of all
ages?)
Format: In what format are you writing? (A
blog entry? An email? A letter? A speech?)
What are the main features of this text? Show
pupils some suitable blog entries.
Tone: What tone will you use? (A formal tone?
A casual and friendly tone?)
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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 brave deed? 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 brave deed is. The last picture
might require some inference what does the medal suggest? 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 texts
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 brave deed. 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 be brave.
Write a composition of at least 150 words

about a brave deed. (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
a hero. The report can give
more information on the
different types of heroes and
their brave acts.
Consider the following points when you plan

your composition:
What was the brave deed?
Why was it a brave deed?
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 Brave Deed (narrative)
A Courageous Person
(recount)
Heroes and Brave Deeds
(information report)
How to be Brave (explanation)
Should We Take Risks to Do a
Brave Deed? (exposition)
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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, using the correct tense and adding
appropriate vocabulary.
For low progress writers, you may wish to focus on writing narratives or recounts.
When writing, highlight to pupils

that they can use a variety of
sentences in their compositions:
simple, compound and complex.
Examples:
Simple sentence Tong was a
courageous fireman.
Compound sentence The
fireman took a risk and ran
through the fire.
Complex sentence If you are
facing a situation that might
mean making a brave but
difficult decision, take some
time to think it over.
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t
Remind pupils to use connectors

in their writing to link ideas.
Examples of connectors: and,
before, after, thereafter,
because, since, as, for.

your composition:
Independent Writing
High progress writers 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.
(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
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.
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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

your composition:
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LISTENING
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Text 4
11. How long did the bomber plane attack last on February 3, 1942?
(1) whole day
(2) whole night
(3) whole morning
16. What was the main reason for Sumiko wanting to be a diplomat?
(1) to fight against the cruelties of war
(2) to work in areas of community service
(3) to promote harmony between countries
(
12. Which of the following shows the correct order of events?
(2) A. Japanese soldiers advanced into Singapore by land.

B. Japanese bomber planes attacked.
C. 8 men were lost and 20 were wounded from the attack.
13. How did the soldier feel about going into battle?
(1) sad
(2) angry
(3) anxious
18. According to the radio host, what is most exciting about the new movie?
(1) The movie is shown in all major cinemas.
(2) Everyones favourite superheroes will appear.
(3) Fearsome enemies will pit themselves against the superheroes.
(
Text 7
Text 5
14. Why was Sumiko apologetic?
(1) She regretted reading a history book on World War II.
(2) She felt that World War II was harsh and meaningless.
(3) She was sad that her country had behaved cruelly during
World War II.
17. Which of the following is one of M Studios most popular characters?

(1) Wolf Boy
(2) Power Girl
(3) Metal Man
(1) A. Japanese bomber planes attacked.

B. A ship was bombed.
(3) A. Japanese soldiers advanced into Singapore by land.

B. A ship was bombed.
Text 6
15. According to Tania, which group of people should we highlight today?

(1) Japanese citizens who make valuable contributions
(2) Japanese soldiers who acted under someone elses orders
(3) Japanese people who concluded that war was a terrible thing
(
19. When did Mr Lee Kuan Yew become the Prime Minister of Singapore?
(1) 1955
(2) 1959
(3) 1965
(
20. According to the text, what was one of Mr Lees major achievements?
(1) earning a law degree from Cambridge University
(2) helping Singapore become a self-governing nation
(3) serving the Tanjong Pagar area as a Member of Parliament
(
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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.
(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 (11) to (13)
What was the text about? (a bomber plane
attack)
When did this happen? (February 3, 1942)
What are some things you would expect from
the text? (a series of events, a soldier sharing his
feelings about going into battle)
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(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.
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3. Based on the map of the Green Room below, where should the spies go first?
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 must the spies use to get into the Gold Building?
2
(
3 (
3 (
4. What item must the spies bring back to their leader?
3 (
2. Who will the spies see as they enter the main door?
1
Text 2
5. Who is the first speaker sharing tips on how to become a hero?
1
3 (
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Narratives
6. How can you best prepare yourself to carry out a heroic act?
3 (
3 (
8. What was Mr Wongs occupation?

(1) a soldier
(2) a merchant
(3) a secret agent
9. What was Mr Wongs main mission?

(1) working undercover as T. S. Tan
(2) creating anti-Japanese feelings among the locals
(3) preventing himself from being discovered by the Japanese
10. Why did Mr Wong not reveal anything to the Japanese police?
(1) He could not talk after hours of abuse.
(2) He could not understand what they said.
(3) He wanted to safeguard his countrys secrets.
7. Which is an example of a simple heroic act you can do?
Text 3
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Unit 5
Text 3 (for Questions 810)
Heroism
A TV show host interviews a war veteran about his war experiences.
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)
Julia
Good morning. Mr Wong, can you tell us your experiences during the Japanese Occupation
in World War II?
Mr Wong
Yes of course, Julia. In 1942, when Japan occupied Malaya and Singapore, I was working
as a secret agent for Force 136, a branch of the British army. I was trained to watch closely
the activities of the Japanese army. When the opportunity arose, I would create events to
stir anti-Japanese feelings among the locals. This was my main mission of uniting the locals
against our enemy.

A leader of a secret service agency gives instructions to two of his agents.
Agents, you will make your way to the Gold Building on Rainbow Street after office hours at about 12
midnight.
Unlock the main door discreetly using this special hairpin. Avoid using the crowbar or explosives as you
usually do, as that would cause too much commotion. As you enter the building, you will see an old guard
sitting by the main door wearing a cap and a pair of spectacles. He is likely to be asleep then. Avoid him
and proceed to enter the Green Room.
When you are in the Green Room, go sit on the couch, and that will trigger the opening of a wall that will
lead you to a secret library. In the library, you will see many shelves with all kinds of books Adult Fiction,
Junior Fiction and Non Fiction. Pick out a book from the Junior Fiction shelf with the title Animal Farm.
Enclosed in that book is a bookmark, a movie ticket stub and a small envelope. Bring that envelope back
to me. The instructions enclosed will help us save the world from mass destruction.
Julia
Thats exciting, Mr Wong!
Mr Wong
Yes, it was exciting on one hand, but nerve-wracking on the other. I was working undercover
as a rice merchant, under an alias or false name of T. S. Tan. Every day, I had to watch my
back. I always feared being discovered by someone.
Julia
So, did that happen?
Mr Wong
Yes, unfortunately it did. On March 20, 1944, someone exposed my identity and I was
captured by the Japanese police. They interrogated me for information about Force 136. They
sometimes shouted at me in Japanese and I couldnt understand half of what they said. I
was tortured for hours, but I am glad that I did not reveal anything. I could not betray my
country.
A young British soldier who served during the Japanese Occupation in Singapore wrote about his experiences
in his diary.
Some children are listening to a talk during their school assembly.
February 3rd, 1942 Dear Diary, today was not a good day. While passing through the Straits of Malacca
to Singapore, our troops were heavily attacked by Japanese bomber planes. The attack lasted all morning.
In the end, we lost one ship. Our ship was bombed but fortunately, it did not sink. We also lost 8 men
and 20 were wounded from the attack. We eventually arrived in Singapore at about midnight. I felt a little
shaken by all the events.
Good morning, children. I am Police Inspector Tim Chan. I have with me, Captain Peter Ong, a fireman,
and Major Adnan Razak, an army officer. We are here to share some tips with you on how you can be a
hero. Let me begin.
Sometimes, being a hero is helping someone out of a situation which can be dangerous or life-threatening,
so be mentally prepared for it. Never try to be a hero for selfish reasons, like gaining fame or fortune. Do it
because you feel its the right thing to do.
February 5th, 1942 Word came through that we were expecting an attack on Singapore island. Our
troops were warned to stand by for action. The Japanese soldiers had landed near the causeway linking
Malaya to Singapore. They were advancing into Singapore soon. We were naturally very excited and were
on standby to receive an order to go into battle. I tried to imagine myself being aggressive in battle, but I
just couldnt feel it. I was actually nervous about what was going to happen.
Exercise and keep yourself in good health. This helps you become physically fit and you can assist people
more efficiently. Take up some sort of martial arts training mainly for self-defence purposes. However,
dont put yourself in harms way. Dont take unnecessary risks if you witness an armed robbery or a raging
fire. Call the police or ambulance for help.
Dont think that being a hero requires you to do something on a large scale. Think of simple acts such as
helping the elderly with household chores or helping people if they have accidentally fallen.
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A Japanese girl talks to her Singaporean friends.
Sumiko
My dear friends, I am so sorry!
Tania
Why should you be, Sumiko?
Sumiko
I just read a history book describing how Japan, my country, attacked and occupied Singapore
during World War II. Japanese soldiers behaved cruelly towards your people and people in
many other countries.
Salim
Sumiko, you dont have to be sorry at all. That was all in the past during a difficult time when our
countries were not on good terms with each other. Today, Japan enjoys a peaceful relationship
with all countries in the world.
Tania
Salim is right. We should not dwell on the unhappy past. The Japanese soldiers back then
acted under someone elses orders. But not all of them believed that war was the right thing
to engage in. One good thing came out of it though. People concluded that war was harsh
and meaningless. No one wants to relive that time again. We should now focus on how the
Japanese people are making a significant difference all over the world in areas of community
service, trade, science and technology.
Sumiko
I am so relieved by what both of you just said. Lets work towards forging a happy and
peaceful friendship between our two countries. When I grow up, I want to be a diplomat and
bring about peace and goodwill between countries.

A radio host promotes the release of a new movie.
M Studios superheroes are back in the new movie Adventures of the New Superheroes, now screening
at all major cinemas. In this action-packed film, two of M Studios most popular characters, Super Soldier
and Power Girl team up alongside Metal Man, Goliath, Wolf Boy and the rest of the superheroes. The
movie will feature everyones favourite superheroes and their amazing abilities, but whats most exciting is
a whole host of fearsome enemies and new twists and turns in the plot. Get your tickets for Adventures of
the New Superheroes now. Its a movie that promises pure entertainment for the entire family! For more
details, log on to MStudio.com.

A professor gives a lecture on Mr Lee Kuan Yew.
Mr Lee Kuan Yew is widely known as the founding father of modern Singapore. Born on September 16, 1923,
in Singapore, Mr Lee studied at Telok Kurau Primary School, Raffles Institution and Raffles College, and earned
a law degree from Cambridge University in England. Mr Lee had a string of achievements. First, he practised
as a lawyer. After that, he became the co-founder and Secretary-General of Peoples Action Party (PAP). In
1955, he was elected to represent and serve the Tanjong Pagar district as their Member of Parliament. He
later became the Prime Minister of Singapore from 1959 until 1990. One of Mr Lees greatest achievements
was leading Singapore into her independence in 1965. He also led Singapore into becoming a world-class
developed nation, always stressing in Singaporeans the importance of racial harmony, integrity and hard
work. Without him, Singapore would not be the country it is today.
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ORAL (READING ALOUD)

Tell pupils to skim the oral text to identify what kind of text it is and its purpose. Get pupils to study the
organisation of a recount orientation, events and conclusion. Get pupils to rehearse reading the text, paying
attention to pronunciation, stress, fluency and expression.
The passage below is based on a recount. Ask pupils to read the text with expression and dramatic effect.
Model the reading by reading aloud the first paragraph.
Then divide the class into different groups to read each paragraph that follows.
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.
Divide the class into groups of
six. Tell pupils that they are
broadcast journalists presenting
a news story on television. Get
each group to sit in a row in
front of the class. There are six
paragraphs in the recount story.
Each pupil in the group takes
turns to read aloud a paragraph
to the class. Tell them to read
the paragraph confidently and
look at the television audience
constantly. Repeat this with the
other groups.
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Reading Aloud
Read the following passage aloud. (10 marks)

Aman was no ordinary nine-year-old boy. While visiting Thailand with
his family during the school holidays, he saved a two-year-old girl from
drowning.
Aman was at the hotel swimming pool when he noticed the girl struggling
in the water. Her aunt, who was taking care of her, had lost sight of her for a
moment.
The reading should provide

pupils with new background
knowledge about the theme.
Get pupils to think of new words
they have learnt.
Fortunately, Aman was a strong swimmer. He knew exactly what to do

after having practised water rescue drills at home with his family. Aman
swam into a metre of water to pull the girls limp body to the edge of the pool.
When interviewed, Aman said humbly, I got really scared but decided to
help her. Im just amazed that she is still alive.
Appendix 4: Reading Aloud

Rubrics
Get pupils to use the rubrics to
monitor their reading aloud.
The bubbly and kind schoolboy was given a medal by the police for his
bravery. Amans family was also rewarded by the hotel with free passes to
the amusement park for the rest of their stay.
The girl has made a complete recovery since the incident. Everyone
praised Aman for his prompt and selfless actions. He will be long
remembered as the plucky boy who saved a little girls life.
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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 an award ceremony
Literal: What is the police officer giving the boy?
Inferential: What do you think the boy has done to deserve this award?
Evaluative: Why are brave deeds honoured in such a manner? Are doing brave deeds important? Why?
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.
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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 picture of an award ceremony. What do you think the
boy has done to receive the award?
Do you know of anyone who has done a brave act? What did he or she do
that was brave?
(b) Do you think being brave is important? Why / Why not?
When others are afraid, how can you encourage them to be brave?
(c) Do you think we should award someone for doing a good deed?
Why / Why not?
Besides giving awards, how else can we recognise someone for his or her
good deed?
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Resource 5.1
WHAT IS THE BIG IDEA?

Summarise the text by completing the graphic organiser.
Initial Idea
Important Idea
What is
the big
idea?
Interesting Idea
Heroism
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English Language

Dr Cheah Yin Mee Tan See Keen

Reading and Responding to

Reading and Responding to the

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READING AND RESPONDING TO THE TEXT (VISUAL TEXT COMPREHENSION)

(a) Before Reading

Reading Strategy: Scan for

(b) During Reading

Visual Text Comprehension

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

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Reading Strategy: Evaluate

Like | Comment | Share

(c) After Reading

Iris Ho This is amazing!

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READING AND RESPONDING TO THE TEXT (Continued)

6. Which of these statements is true?

7. Why does Haslinda A. praise Betty for her community spirit?

8. The main purpose of the webpage is to showcase

4. Why is Nu featured as an everyday hero?

3. What is Nus nationality?

Reading Strategy: Annotate

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READING AND RESPONDING TO THE TEXT (COMPREHENSION)

(a) Before Reading

Reading Strategy: Find the

Get pupils to read the text in

However, the Japanese Kempeitai4 had acquired vital information

Appendix 1B: Writing Text

James Bond: A secret agent a well-known fictional character.

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READING AND RESPONDING TO THE TEXT (Continued)

On 24 April, Tan was transferred to Batu Gajah Prison. Lim Bo Seng,

Get pupils to note the differences

Reading Strategy: Summarise

Resource 5.1 What is the Big

Dysentery: An infection of the intestines that results in severe diarrhoea.

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After the war in 1945,

Gustavus II made a secret landing at Tanjong Hantu.

Reading Strategy: Annotate

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READING AND RESPONDING TO THE TEXT (Continued)

Reading Strategy: Respond to

After the war ended

The Japanese Kempeitai The Japanese Kempeitai

In 1942, Japans troops

In 1945, Japans troops

10. Tan Chong Tee serves as an inspiration for young people.

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For comprehension cloze, here is what pupils can do:

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

Reading Strategy: Identify

his way to work. He was driving towards the city when he

next lane. All this

into a lorry in the

at around 3.20 p.m. on the expressway.

Reading Strategy: Predict

his car, and ran

and caught fire. On seeing this, Mr Selvam quickly stopped