Visit to Peranakan Musuem

Outside a typical paranakan home

English Bridging Course 2011

Oral Presentation - Should teenagers date?

Oral Presentation - School Uniform should be abolished. Do you agree?

Oral Presentation - Is education to train people for jobs or is it more than that?

Drama Rehearsal

Drama Rehearsal

Civic-Heritage Tour-Singapore River

Class Debate

Oral Presentation

Trip to Singapore Mandai Zoo

Drama Lesson

Drama Performance

Drama Performance

Drama Performance

1. Learn English the Right Way from Native Speakers

2. The Better Way To Build Your Vocabulary

3. BBC Learning English

Composing literature in palindromes is an example of constrained writing. The word “palindrome” was coined from Greek roots palin (again) and dromos (way, direction) by English writer Ben Jonson in the 17th century. The actual Greek phrase to describe the phenomenon is karkinikê epigrafê (crab inscription), or simply karkinoi (crabs), alluding to the backward movement of crabs, like an inscription that can be read backwards.

Paper 1 Writing [70 marks]= 35%

Duration of Paper 1:    1 hour 50 minutes

This paper is divided into three sections.

Section A:Editing [10 marks]

Identify and then edit grammatical errors by writing the corrections in the spaces provided. Errors in punctuation and spelling will not be tested in this section.

Paper 1 - Section A: Editing

Section B: Situational Writing [30 marks]

Write a text of 250-350 words based on a given situation which will involve viewing a visual text. Candidates are required to write the text (e.g. an email, a letter, a report and a speech) to suit the purpose, audience and context.

Paper 1 - Section B: Situational Writing

Section C: Continuous Writing [30 marks]

Choose one out of four topics to write a text of 350-500 words in continuous prose. The topics set may cover different types of texts, e.g. narrative and exposition.

Paper 2 Comprehension [50 marks] = 35%

Duration of Paper 2:        1 hour 50 minutes

This paper is divided into three sections.
Section A [5 marks]

This section contains Text 1 which will include visuals. Based on the visual text, to answer a variety of questions testing comprehension, and on the use of visuals as well as the use of language for impact.

Paper 2 - Section A

Section B [20 marks]

This section contains Text 2, which is narrative in nature, based on which to answer questions testing comprehension, vocabulary in context and the use of language for impact.

Paper 2: Section B

Section C [25 marks]

This section contains Text 3, which is non-narrative in nature, based on which to answer questions testing comprehension, vocabulary in context and the use of language for impact. Candidates are also required to write a summary of about 80 words (excluding the introductory words that will be provided).

Paper 3 Listening [30 marks] =10%
Approximate duration of Paper 3:    45 minutes

This paper comprises two sections.

Section A [24 marks]

To respond to a variety of listening tasks that will assess a range of listening skills. The audio texts, which will consist of a variety of types of texts, e.g. narrative, recount, exposition, and information report, may come with visuals where appropriate. A variety of question types, e.g. multiple choice, matching, fill-in-the-blanks, true/false/not stated, and filling in a graphic organiser, may be set.

Section B [6 marks]

To listen to an informational text and complete a simple note-taking task.

Paper 3

Paper 4 Oral Communication [30 marks] = 20%

Approximate duration of Paper 4: 20 minutes per candidate (including 10 minutes of preparation time) This paper comprises two parts which are thematically linked.

Part 1: Reading Aloud [10 marks]

To read aloud a short text bearing in mind the purpose, audience and context. A short instruction will guide candidates on the context in which the given text is to be read aloud. The text may be a short narrative, news report, speech, or an announcement, or a mixture of types and forms. Pupils are assessed on their ability to accurately pronounce and clearly articulate the words in the text, and read fluently and expressively, showing an awareness of purpose, audience and context.

Part 2: Spoken Interaction [20 marks]

To view a visual stimulus, which is thematically linked to the text in Part 1, in order to engage in a discussion with the examiners.

Our English Bridging Course is a 300-hour course specifically tailored for the benefit of foreign students.  It has proved effective to students enrolled in many of Singapore’s top schools, nurturing the students with a stronger command of the language and preparing them adequately for the challenging student life ahead in Singapore.

OBJECTIVES AND APPROACHES

The main objective of our English Bridging Course for foreign students is to develop their proficiency in the English Language, both written and spoken. Competence in the English Language will enable these students to communicate effectively by expressing themselves clearly and confidently, using the right range of vocabulary.

The 300-hour course closely follows the Ministry of Education’s Secondary Latest English Language Syllabus. The course is based on thematic activities that will cover personal, family and youth matters, education, schools, sports, mass media and communication, animal rights and preservation, environmental issues, and punishment, to name a few. The lessons and activities, taught in a communicative style, strive to keep the students’ interest and encourage constant participation and interaction. We include Newspaper Moments where pupils are exposed to a wide variety of current affairs so that learning becomes relevant to their daily lives.  The strength of the course is the modular and progressive approach the company has taken and the assessments set to monitor the students’ progress.

LEARNING OUTCOME

Course work has been structured on a progressive basis introducing and incorporating various skills and aspects at each point. The focus is on noting the main objectives for the day (they fulfil the requirements of the New Syllabus) so that the pupils are aware of the various task fulfilments and objectives to be learnt and allow them to review the extent of learning they have understood for the day. Lessons are varied, enjoyable yet meaningful and are structured around learning and applying techniques through a thematic approach coupled with the appreciation of communication skills (reading aloud, listening and discussing / conversing), written communication (reading and writing), and knowledge of the language (grammar, purposes, etc) and thinking skills.

The pupils are challenged at levels they can handle as guidance is always within their reach. At the same time, discussion and presentation allow learning from peers, giving them time to revise, edit and discover revelations for themselves.

How do we measure or assess the learning outcomes?

LEARNING OUTCOME

At the end of each course, pupils would

-         have been instilled confidence both in oral and written forms of the language;

-         personally and constantly reflect on all matters, academic and otherwise;

-         exhibit courtesy to others and respect for property;

-         be aware of the community and the world at large

Pre-test to analyse pupils’ needs

Post-test to measure pupils’ progress

Regular Mid-course assessments to allow for continual pupil-teacher evaluation

Trainers provide mentoring throughout the course and monitor the pupils’ progress in aspects of language learning and related skills.

They also inculcate in the pupils a sense in the assimilation of discipline and assist pupils of the school, in both spirit and culture.