Compound Sentences

Click on the following links to go to the activity. Start with the first activity. You have 20 minutes to carry it out. After that, complete page 29 and 30 of your My Pals Worksheet. Remember to write your name, class and date on the pages. We will be marking the worksheet 15 minutes before the class ends.

Compound Sentence Level 1
Compound Sentence Level 2
Compound Sentence Short Test

Have fun! :)

P.S. For those who would like to explore more, check this link out! :)

Grammar: Adjectives & Adverbs

Here's an interesting site on Adjectives & Adverbs. Very useful to improve your language! :D

Scheme of Work for Unit 2: I am Special!

We've finally completed Unit 1 (but we'll still have to work on our corrections!) and we'll be working on Unit 2 next week. For those who would like a clearer idea of what you will need to do, here's the stuff you'll need to master!

By the end of this Unit, you should be able to:
- identify reasons for keeping a diary.
- discuss what goes into the writing of a diary entry.
- infer and draw conclusions about a character’s feelings.

Reading Skills
- identify problems faced by a character in the text.
- generate possible solutions to solve the problems.
- infer and draw conclusions about the character’s feelings.
- interpret the situation in the text in relation to self and generate possible solutions for self.
- make predictions about a character and her actions, events and setting.
- give reasons to support a response to the character.
- infer and draw conclusions about the feelings of different characters in the text.

Grammar
- identify compound sentences.
- identify connectors in compound sentences.
- construct compound sentences containing connectors.
- identify adverbial phrases in sentences.
- explain the purpose of using adverbial phrases.
- construct sentences containing adverbial phrases.

Vocabulary
- build up their vocabulary of words that describe feelings.
- generate sentences containing the new words learnt.

Information Literacy
- identify the first and last guide words on any page of a dictionary.
- practise dictionary skills using guide words.
(Be prepared to bring a small dictionary!)

Text Type
- identify the features of a personal recount in diary form.
- identify the grammatical features of a personal recount.
- recognise that a personal recount is informal in style.

Writing
- write a diary entry, using the features learnt.

Oral Interaction
- provide an oral recount of how you spent a particular weekend.

Listening Comprehension
- listen for details/information.
- listen for a sustained period of time.

Basically there are two main areas we'll be looking at - Diaries (or journals, or even blogs!) and people with disabilities. Hopefully by the end of this unit, you'll look at your world with slightly different eyes! :) For starters, check out this article! :)

Help the Animals II

Hi 4J, I'm glad you are interested in adopting an endangered animal together as a class. Together, we can start something that will make a difference in the lives of others, including animals! :)

Do speak to your parents about it and see if they are agreeable to the adoption. Any amount is acceptable, as long as together, our class can raise $100 because that's the minimum amount.

As for your journal that's due this Friday, the reflection is based on yesterday's lesson in the computer lab. The prompts are:
3 things you liked about the lesson
2 suggestions to help you learn English better
1 question you have for me (regarding learning English).

Remember to edit your friend's work and bring your work in tomorrow! :)

Mrs Teo

Help the animals

Hello class! I hope you enjoyed the previous lesson at the lab. I'm sorry I won't be in school today because my 10-month-old son is still running a fever, so I'll need to stay at home to take care of him today. I hope you will still be able to do today's activity. For this session, you will need to work in groups of fours. 4J, please seat in your class groups (Yi En's group and Sean's group will have form one group of four and the rest to join other groups to make groups of fives). There will be 7 groups of fours and 2 groups of fives because there are 38 of you. There are five animals to choose from, and only a maximum of 2 groups is allowed per animal. Read on! :D Hope you'll have fun!

Introduction
The Singapore Zoological Gardens has been offering individuals and organisations to adopt endangered animals. Those who adopt these animals will receive a Thank You package, which includes an animal fact sheet.

Your Task
Your group's task is to write an information report on one of the endangered animals. Although information for the endangered animals is already available (which you will read later), they are too difficult to understand for young pupils who only want to find out about what animals eat, where they normally live (i.e. their habitat) and if there's anything special about the animals. Also, you will need to encourage people to adopt your animal by explaining briefly why your animal is endangered. Therefore you will need to select useful information from the report and re-write it your way.

Format
Use the graphic organiser found on Page 15 of your worksheet.
For 'Topic', write the name of the animal in the centre.
For 'Category 1', write 'Diet' and put diet-related information here.
For 'Category 2', write 'Habitat' and habitat-related information here.
For 'Category 3', write 'Special Traits' and fill it in if there's any special trait.
For 'Category 4', write 'Why they are endangered' and fill in the bubble.

Each pupil in your group will choose 1 category to work on. All categories must be taken.

When you have completed this, use page 17 to help you write your report. On your own for your own category, you need to:
1. think of interesting subheadings
2. include a topic sentence for your paragraph (use WS pg 16)
3. write at least 2-3 sentences in addition to your topic sentence. You may write more if you are confident of doing so.

(Subheading)
(Topic Sentence)(Sentence 1)(Sentence 2)(Sentence 3)

E.g.
Amazing Horses
Horses are amazing animals. They can run very fast. They can also sleep standing up.

As a group, you need to:
1. think of an interesting title,
2. include the general statement when you start the information report and when you end it.

Use the information reports in the textbook as your guide!

Alright, here are the five animals: (Click on the links)

Asian Elephant


Douc Langur


Bornean Orang Utan


Proboscis Monkey


Pygmy Hippo

You may use Yahooligans!, Google or any other search engines to help you with your search. You can also use the Cambridge online dictionary if there are words you do not understand.

You have exactly one hour for this task. Remember to plan, draft then edit. When you are done, take it home. Bring it back to school tomorrow and I will continue the activity with you. All the best!

Time Captain: 5 minutes to allocate roles (who's doing what), 20 minutes to read, 30 minutes to write, 5 minutes to pack up.
Task Captain: Please make sure everyone is on task. You have very little time.
Materials Captain: One pupil to one computer if possible. Otherwise, share.
Quiet Captain: Members can whisper and make sure they don't disturb others by talking too loudly.

4J Note: Today's spelling is postponed to tomorrow.

Journal Entry

After Friday's lesson on Subject-Verb agreement in the computer lab, how do you feel about that lesson? Use the following questions to help you pen your journal. Let your thoughts flow instead of responding to the questions like a list.

The prompts are:
3 things you liked about the lesson
2 suggestions to help you learn English better
1 question you have for me (regarding learning English)

4A, please submit your journal this Monday (22 January) while 4J, you can use this for this coming week's submission.

Subject Verb Agreement

Click on the following link to go to the page.

Skillswise: Subject Verb Agreement

Have fun! :D