FAQs for English teaching 2010

EL Teaching – Some Frequently-asked Questions (Updated 14 January 2010)

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TOPIC QUERY RESPONSE

Speaking and Representing

Standard of Spoken English in Singapore

What is being done to improve Singaporeans’ standard of spoken English?

The Ministry of Education recognises the importance of the English Language as the lingua franca in our increasingly globalised world. Since the 1960s when Singapore made the decision to use English as the common language of instruction in our schools, our pupils have generally done well in reading and writing. The Ministry is now working on a number of fronts to guard this competitive advantage and to ensure our pupils will not only pay close attention to reading and writing, but that the majority will also be able to speak internationally acceptable English, express themselves clearly and be understood. For more information, we invite you to read a speech by Dr Ng Eng Hen, Minister for Education, at the MOE Work Plan Seminar 2009. The speech can be accessed at the following address: http://www.moe.gov.sg/media/speeches/2009/09/17/work-plan-seminar.php

Teaching English Phonetics

Shouldn’t our pupils be taught English Phonetics so that they can avoid making mistakes in pronunciation?

Our pupils can learn to speak English more accurately by being taught English phonetics. The English Language Syllabus 2010 advocates that teachers at the secondary level encourage and guide pupils in the use of the International Phonetic Alphabet (IPA). The IPA has been found to be especially helpful for adult foreign language learners. Therefore, we recommend it for our older pupils, at the secondary level, who will use it as a tool that will enable them to independently check the accuracy of their pronunciation.


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Writing and Representing

Assuming an Alternative/ Imagined Identity in a Personal Recount

Are pupils allowed to assume an imaginary identity when writing a personal recount?

When writing a personal recount at an examination, must a pupil write his/ her personal recount as a 16 year-old pupil or can he/ she assume an older identity, e.g., as a 30 year-old person? Unless the question has set limits on the point of view to be taken, there is nothing to prevent a pupil from adopting an imagined or alternative identity in writing a personal recount. For example, given this writing task, "Write about an occasion when cooking for the family at home produced some unexpected results." (Specimen 1127 Paper), a pupil may choose to write as he or she is, or from the point of view of a younger/ older person in the family. Nevertheless, it's probably useful to advise pupils in general to write from their own point of view in personal recounts, as themselves, because they might not otherwise write as convincingly from their personal and intimate experiences with events, other people and things.

Writing Within a Word Limit

Why should a word limit be specified for writing tasks and compositions in an examination?

The ability to write within a word limit is an important skill that pupils need to develop to do well in various situations in life, such as when writing a personal statement for a job application or preparing a summary of a lengthy document for a busy employer. In the context of assessment and examinations, it is necessary for the work of all the pupils to be assessed and graded fairly. The application of a word limit is one of the ways to ensure fairness and to guide candidates to complete their writing task within the stipulated duration. Our pupils have many opportunities and are encouraged both within and outside the classroom to be engaged in free writing without a specified word limit. These opportunities allow pupils to determine how to express their ideas and what they have learned appropriately and effectively to their intended audiences.


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Grammar and Usage

Nouns that may be Singular or Plural

Which of the following is correct?

• The public is… • The public are…

Some nouns that refer to groups of people (e.g., family, team, public) can take either singular or plural verbs and pronouns. It is common to use the plural form when the group is seen as a collection of people doing personal things such as deciding, hoping and wanting. For example:

• The Chua family have decided not to agree to an en-bloc sale of their condominium. They know that units in the proposed redevelopment would be too small to accommodate all of them.

• The public, who are hoping for a reduction in personal taxes, will be disappointed again this year.

Singular forms are more common when the group is seen as an impersonal unit. For example:

• The average family has 3.6 members. It is smaller than 50 years ago. • The local public is a collection of people of diverse ethnic origins.

Sometimes, singular and plural forms are mixed when the group is seen in both these ways. For example:

• The family has a reputation for being thrifty, but they are now planning a 30-day whirlwind tour of Europe!

• The general public is apathetic about political developments. They believe the government will always be honest and benevolent.

For examples of other group nouns which can be used with both singular and plural verbs, please refer to Entry #526 on page 519 of Swan (2005)'s Practical English Usage. The full reference for this book is given below.

Nouns that may be Singular or Plural

When should we use fish, and when fishes?

If a writer wishes to refer to the many species of fish that exist, or to their sheer numbers, then fishes may be used. Conversely, fish may be used to refer to a type of sea creature in general:

• It’s impossible to count all the fishes in the sea. • One should consider eating fish as part of a healthy diet.


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The Possessive Forms of Singular Nouns

Which of the following is the correct form of the possessive?

• Agnes’ • Agnes’s

An apostrophe (') is sometimes added to a singular noun ending in -s (e.g., Socrates' ideas). However, the addition of 's to such singular nouns is also common (e.g., Mr Lewis's dog). In the case of a singular noun which does not end in -s, 's is added to form the possessive (e.g., my father's car).

Subject-Verb Agreement in the Use of "Neither of us..." and "Neither...nor"


• Neither of us is… • Neither of us are…

English language users do not always agree on usage. Nevertheless, it is conventional to use a singular verb after Neither of us in a formal style. For example:

• Neither of us is happy with the service at the restaurant. In informal usage, a plural verb is possible:

• Neither of us are happy with the service at the restaurant. Similarly, when singular subjects are connected by neither...nor, the verb is normally singular, but it can be plural in a less formal style:

• Neither Grace nor Gabriel enjoys reading. (more formal) • Neither Grace nor Gabriel enjoy reading. (more informal)

When a mix of singular and plural subjects are connected, it is conventional - in formal usage - to apply the proximity rule, i.e., to have the verb agree with the number of the subject closest to the verb. For example:

• Neither Grace nor her brothers enjoy cycling. • Neither the pupils nor their teacher enjoys cycling.


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Modal Auxiliary Verbs and the Past Tense

Shouldn’t the past tense form of modal auxiliary verbs (e.g., should, could and would) be used only when talking about the past?

The words shall, should, can and could are examples of modal auxiliary verbs. These verbs are used before the infinitives of other verbs, and add certain kinds of meaning connected with various degrees of certainty, or with obligation and freedom to act. For example:

• I shall be leaving for Hong Kong tomorrow. (to express complete certainty)

• You should work harder. (to express a recommendation or an advice) • She can speak four languages. (to express an ability) • Could I talk to you for a minute? (to politely seek permission)

Some modal auxiliary verbs can be used to talk about the past. In these cases, the past tense forms of the modal auxiliary verbs are used. For example:

• She could read when she was three. • The car wouldn't start again this morning. • I knew that I should write more often. • When we were younger, he would bring me little presents without saying

why. Pupils may be given a list of modal auxiliary verbs in their present tense forms and instructed to change them into their past tense forms. This is a reasonable task in which pupils can learn the past tense forms of the given modal auxiliary verbs. Subsequently, the pupils can be taught to use these past tense forms in context, such as in the examples above, so that they can learn how to use these verbs appropriately to talk about the past.


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Use of the Bare Infinitive

A. Which of the following is correct?

• Zanna watched in horror as

the man jump

• Zanna watched in horror as the man

over the ledge.

jumped

over the ledge.

B. Is the following correct?

• Zanna watched the man jump over the ledge.

The correct form of the verb jump that should be used in the case of A is its simple past tense form, jumped. This is because the sentence should use the same tense for both the actions watch and jump to indicate that both were completed at about the same time in the past. The conjunction as is also used to indicate that these were simultaneous actions: Zanna watched in horror as the man jumped over the ledge. The sentence in B shows another way of indicating the simultaneous completion of two actions, which is to use the bare infinitive, also known as the base form of a verb. In the sentence, the bare infinitive is jump. The way to use the bare infinitive is to place it immediately after

the object of some verbs of perception, such as watch, feel, hear, see, and notice.

In the given sentence, the object of the verb of perception watch is the man, and so the sentence should be written in the following way, without

using a conjunction:

Zanna watched the man jump over the ledge. Here are other examples with a similar construction: I heard her gasp in horror. We felt the ground shake. The bare infinitive is also used in sentences where the first verb is let, help, or made. Here are some examples: I let Tommy watch television the whole afternoon yesterday. Mother helped Jane (to) organise the Christmas party last year. Joshua made Kee Chong promise to keep their secret.


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Indirect/ Reported Speech in Transformation Exercises

Must all directional verbs (e.g., come) and adverbs (e.g., here) be changed (e.g., to go and there, respectively) in indirect/ reported speech?

In reported speech, 'here and now' words such as come may not be changed to go in all situations. Example 1

: Direct: “Come here!" he commanded me.

If the 'reporter' was asked at a another (different) time and place what he had been asked to do, his report would be: Indirect: He commanded me to go there. However, if the 'reporter' having done as ordered (i.e., gone over to where the speaker is), is now asked by a third person why he is there, his report would be: Indirect: He has commanded me to come here. So, whether come is changed to go depends on the context or situation (time and place) of reporting. We can apply this to other examples: Example 2 Indirect:

: Direct: “Uncle Sam will be coming here tomorrow," Mother said.

• Mother said that Uncle Sam would be going there the next day. (reported in a different place and time)

• Mother said that Uncle Sam would be coming here tomorrow. (reported in the same place and time)

Example 3 Indirect:

: Direct: “When will the next bus come?" asked the truck driver.

• The truck driver asked when the next bus would arrive. (reported in a different place and time)

• The truck driver asked when the next bus would come. (reported in the same place and time)


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For young learners of English, however, these differences may be confusing, especially where they are required to transform instances of Direct Speech to Indirect/ Reported Speech without the benefit of the context in each of the instances. For this reason, teachers may require young learners to apply the transformation rules without exception. In this case, they should assume that the reported speech takes place in a different place and time. Nevertheless, if a pupil's answer may be explained by reference to exceptions to the rule such as those illustrated above, some flexibility in marking may be advised.

Retention of Meaning in Synthesis & Transformation Exercises

For the following transformation task, which answer is correct? John has been very depressed since his mother died last year. The cause ________

• The cause of John’s depression was his mother’s death last year

• The cause .

of John’s extreme depression was his mother’s death.

Exercises in Synthesis & Transformation require pupils to reconstruct sentences that:

• accurately retain the meaning of the original sentences, and • are grammatically and structurally correct.

These are broad guidelines, and teachers help their pupils develop the ability to meet these guidelines over a period of time. Hence, teachers consider what they have taught and what their pupils have learned when determining the assessment objectives of particular class tests and examinations in school. For example, a class that has not yet been taught how to retain the meaning of the original sentence accurately in a test of synthesis and transformation will be assessed differently from a class that has learned to do so.


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The Forms of Neither… nor


• Neither Mr nor Mrs X... • Neither Mr X nor Mrs X…

In general usage, both the forms Neither Mr X nor Mrs X... and Neither Mr nor Mrs X... are acceptable. Both these forms can be found in many news reports, court documents and other instances of formal usage. The latter form, Neither Mr nor Mrs X..., is more frequently used specifically to refer to husband and wife as a couple instead of as individuals. In the context of assessment and examinations, teachers should be mindful of the objectives of the assessment. For example, if the assessment objectives of a test of synthesis and transformation include having pupils demonstrate their ability to apply the principle of 'economy of words' and the skill of ellipsis when they join sentences together, then pupils who respond in the form Neither Mr nor Mrs X... should be deemed to have applied both the principle and the skill appropriately.

‘Teenage’ or ‘Teenaged’?


• a teenage boy • a teenaged boy

Both teenage and teenaged are used to refer to people aged 13 through 19. The more commonly used term is teenage.

Vocabulary

Teaching of Vocabulary in Singapore

Why does MOE not provide word lists that pupils at various levels in secondary school should master?

Learning by rote lengthy lists of difficult words is not a meaningful, engaging, nor effective way of developing vocabulary. Teachers are familiar with the pedagogical principle of Contextualisation: to teach language skills and knowledge, including vocabulary, in authentic contexts of use. And as pupils learn to read beyond the classroom, they should be guided to develop vocabulary through age-appropriate reading materials that are also suited to their ability. These guiding principles of vocabulary development and of language teaching and learning in general are already part of pre-service teacher training and professional development programmes. They are also highlighted in the curriculum planning documents and support workshops for the English Language Syllabus 2010.


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Standard English Vocabulary

Is ‘deproved’ proper English? The word "deproved" is not used in Standard English. Depending on how the word improved is used in various contexts, its opposite in Standard English includes worsened and deteriorated.

Assessment

Marking School-based EL Tests and Examinations

Will pupils be penalised for lifting material from EL comprehension passages in school tests and examinations?

Assessment in school should reflect what has been taught and should support the learning that has taken place. These considerations guide our teachers when they determine the assessment objectives and criteria that are appropriate for a particular class test or examination in school. Thus, if a teacher has taught a class how not to lift material from given texts when answering comprehension questions, then the assessment criteria in a subsequent class test may include the ability to paraphrase material or use one's own words, and different marks or grades may be awarded for different levels of achievement on this criterion. In general, then, if a pupil has answered a question appropriately and sufficiently, marks are not deducted unless the rubric specifies that the pupil must paraphrase the original material or use his or her own words.

Criteria for Marking Compositions in Primary Schools

Is there a standard set of criteria for marking compositions in primary schools?

MOE does not prescribe criteria for marking pupils’ compositions. However, we do recommend that teachers give their pupils feedback in order to help them improve in their writing. Teachers are also encouraged to talk with their pupils to give constructive suggestions for improvement. This could take place during or after the teacher has marked a composition, to guide the pupil in working on ideas and the mechanics of writing, such as spelling, punctuation, and grammar.

Others

Variety of Standard English that is Taught in Schools

Which variety of Standard English – British or American – does MOE should be taught in schools?

Though we teach Standard British English, pupils should not be penalised for the use of American English, so long as it is used consistently throughout a piece of work. The EL Syllabus emphasises exposing pupils to and using Standard English, and this can include the different varieties used in various parts of the world.


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References on Grammar and Usage Carter, R., & McCarthy, M. (2006). Cambridge Grammar of English. Cambridge University Press. Celce-Murcia, M., & Larsen-Freeman, D. (1998). The Grammar Book: An ESL/EFL Teacher's Course (2nd Ed.). Heinle ELT. Crystal, D. (2004). Rediscover Grammar (3rd Ed.). Longman. Crystal, D. (2004). Making Sense of Grammar. Longman. Parrott, M. (2000). Grammar for English Language Teachers. Cambridge University Press. Swan, M. (2005). Practical English Usage. Oxford University Press. Resource Books for Teaching of Grammar The following are some resource books which you can refer to for possible exercises and/ or activities that can be carried out in focused teaching of grammar in the classroom: Collins CoBUILD Student’s Grammar - Classroom Edition (1991). Practice materials by Willis, D. Lock, G. (1995). Functional English Grammar: An introduction for second language teachers. Cambridge University Press. Swan, M., & Walter, C. (1997). How English Works: Grammar Practice Book (with Answers). Cornelsen & Oxford University Press. Swan, M., Walter, C., & O’Sullivan, D. (1993). New Cambridge English Course (Levels 1 - 4). Cambridge University Press. Ur, P. (2009). Grammar Practice Activities: A Practical Guide for Teachers (2nd Ed.). Cambridge University Press.

FAQs for English teaching 2010

Education

Transcript of FAQs for English teaching 2010