Tuesday, 3 September 2013

年终考试


年底考试

(EOY)40%of overall

试卷一 2小时

(一) 实用文 20分

(2题选1题)

Q1回复电邮

Q2回复电邮

(二)作文(3题选1题)

(40分)

Q3

Q4

Q5

记叙文-写人  

记叙文-写事

情景记叙文


试卷二 1小时30分(70分)
一、综合填空 (10分)

篇章:1篇

选择题

二、阅读理解一(20分)

篇章:3-4篇

选择题


三、阅读理解二(40分) 

篇章:2-3篇

自由回答


试卷三

一、口试-50分(已考过)

二、听力-20分


听录音后,然后回答多项选择的题目

SA2=200/2=100%

Wednesday, 24 April 2013

统一测验

第一试卷:(20分)
私人电邮
2题选1题

第二试卷:(50分)
1 综合填空
2 阅读理解一(选择题)
3 阅读理解二(开放式题目)

第三试卷:(20分)
听力

统一测验复习


记忆中的小学校,教室后方的角落里总是会放着两把扫把,前方的大黑板上今日值日生的名字。放学后,这两位同学就要留下来扫地,擦黑板,把桌椅摆整齐。想起那时每当轮到自己值日时,总觉得是那是痛苦的一天,因为在家里当大小姐的我,什么家事也不用做。从小学到高校,除了值日以外还有大扫除,有时候还要被学校派去做社区的清洁工作,从害羞到自然,从不情愿到心甘情愿,从不会到上手,从马马虎虎到态度认真,渐渐的,这样的劳动在我的学生生涯里,变得是平凡而理所当然的一件事。
  前年参观过日本的一所小学,学校每天每人都要带一块抹布放在自己的书包,用来抹干净桌椅,每天放学前全班一起打扫课室,中午吃的午餐也由值日的孩子来食堂取,然后再提去课室分给每个同学。很多事情,都是让孩子亲力亲为,这也都包括一二年级的小孩子。
  回来后我到儿子的学校参加“家长日”,看见新加坡的小学校园,惊叹于它的干净美丽,我为孩子能在这花园般的校园里上课感到幸福。但是当我问儿子,你们有没有打扫课室或是操场呢?儿子回答说,不用啊,有auntie会打扫,哦,如此美丽干净是auntie辛勤的贡献。问了几位前辈,他们说以前的时代,他们也是要参加打扫校园的,现在的孩子好命啊。如果这是好命,那日本的孩子算是苦命吗?我不知道。
  为什么新加坡要被戏称为“fine city”?为什么我们习惯于被罚款束缚?失去了这些法令和无数外劳及auntie的城市,将会是什么面貌?如果是自己亲手付出打造成的家园,我们还会让人随意去破坏吗?我们还需要任何法令提醒吗?

  我觉得从小的观念和习惯至关重要,参与劳动,参与集体的劳动,不但可以培养珍惜自己的劳动成果,拉近与劳动者的距离,更可以从小锻炼心志。若是未来遇到困难时,我也希望我们的孩子是可以独当一面的生力军。
  真希望有一天孩子回来跟我说:“累死了,今天轮到我做值日生。                                (摘自《联合早报》、经删改)
Q1 为什么作者想起那时每当轮到自己值日时,总觉得那是痛苦的一天4分)

Q2 你认为作者以前刚开始做值日生时,态度如何?(4分)

Q3  日本小学的学生事事都得亲力亲为,试举出他们例常需要做的事。  (3分)

Q4 作者参观的日本学校的学生与她儿子学校的学生有什么不同?
4分)
Q5 试解释文章中的生词/成语。(4分)
a)束缚
b独当一面
Q6 你如何理解“真希望有一天孩子回来跟我说:累死了,今天轮到我做值日生。’”这句话?(5分)
Q7 你认为学生应该做值日生吗?为什么?(6

Tuesday, 9 April 2013

作文一 For CLIVE


作文一:Q1: 一份珍贵的生日礼物

结构
事情发展的先后顺序
开头
背景:我的生日快到了
我希望收到什么礼物?
-希望谁送我礼物

________________________________________________________________________________________________________________________________________________________________________________________________

发展
生日前几天,发生了什么事?

________________________________________________________________________________________________________________________________________________________________________________________________

高潮
生日当天,朋友/亲人送给我什么?
简单描述这一份礼物,重点提出它珍贵之处

________________________________________________________________________________________________________________________________________________________________________________________________

结尾
我收到礼物后,当时的心情怎样?
加入“抒情的句子” (*注:参考课本第5页)

_______________________________________________________________________________________________________________________________________________________________________________________________


作文一:Q2: 给老师的一个惊喜 

结构
事情发展的先后顺序
开头背景:我们的老师快退休了/出国深造了/快转校了⋯⋯
我们这一班打算给老师什么惊喜?

________________________________________________________________________________________________________________________________________________________________________________________________

发展
简单地叙述同学们讨论的过程、如何分配工作等

________________________________________________________________________________________________________________________________________________________________________________________________

高潮
−−形容当天的情形

________________________________________________________________________________________________________________________________________________________________________________________________

结尾
给了老师惊喜后,我们的心情怎样?老师呢?
加入“抒情的句子” (*注:参考课本第5页)

_______________________________________________________________________________________________________________________________________________________________________________________________



作文一:Q3: 一场误会 

结构
事情发展的先后顺序
开头背景:


________________________________________________________________________________________________________________________________________________________________________________________________

发展
简单地叙述你如何对故事中的人物有所误会。

________________________________________________________________________________________________________________________________________________________________________________________________

高潮
你怎么得知你误会了你的朋友。

________________________________________________________________________________________________________________________________________________________________________________________________

结尾
这一场误会如何收场。你对对方有愧疚吗?
加入“抒情的句子” (*注:参考课本第5页)

_______________________________________________________________________________________________________________________________________________________________________________________________

实用文 For Joel & Markus Lim


实用文(     ) 
地铁内不让座位  只因为我太累
   近日,STOMP上出现了几张地铁车厢内的照片,引起了强烈的反应。一名妇女带着两个幼童站在车厢内,竟然没有一个人让座位给她!一时间,对国人修养和品行的质疑,对社会冷漠和残酷的讨论,像一阵旋风骤然刮起。

   在网友的留言中,不难找到人们不让位的原因。大部分人说,不让位是因为自己太累了。他们当中有上班族和学生,也有家庭主妇。经过一天的工作或学习,大家都会感觉到身心疲惫不堪,坐在座位上就昏昏欲睡。还有的手里拎了太多东西,如果让出座位,自己站着会很累。

   还有一种原因是,让位者害怕被拒绝时的尴尬。有的乘客想把座位让给需要的人,可是刚刚站起来,旁边的人就已经快速坐好了。有的时候好心让位了,却被当面拒绝,这时让位者会觉得很没有面子。有一部分人很坦诚表示,自己既然付了车资,就有权利坐在座位上,没有必要让位。

   也有一些老人及孕妇留言写明了自己的看法。她们表示,在一般情况下,国人是会让出座位的,但不是那么爽快。有些时候自己还有一两站就下车了,所以就拒绝别人让出的座位。部分乘客表示确实有人假装睡觉,或对需要座位的人视而不见。
pastedGraphic.pdfpastedGraphic_1.pdf

题目: 
根据以下的电邮写一个电邮给对方。


发件人:张海云<zhanghy@abc.net>
收件人:王家华<jiahuaw@xyz.com>
日期:2013年2月8日
主题:地铁内不让座位

家华: 
      你好!好久没有和你用电邮联系了。
      今天给你写电邮,是因为我有问题想不明白,想向你请教。最近我在乘搭地铁时,发现许多人不让座位给有需要的人。报章上近日也报导了有关许多搭客不肯让出座位的新闻。相信你对此事也略有所闻。我知道你是一个脑筋很灵活的人,很会分析问题。希望你来信谈谈你对此事的看法,帮助提高我的认识。
       希望早日收到你的电邮。
       祝好!
海云 


话题讨论类的写作方式
1 问候语
2 引入话题并说明看法
3 条理清楚地说明原因
4 指出问题的后果
5 提出方法和建议
6 总结观点,提出希望
7 结束语
  


内容概要
       
你好,别来无恙。对于你在信中提到青少年疯狂追偶像的行为,我也略有所闻。为什么这些青少年会疯狂追偶像呢?以我个人的浅见,不外有以下的原因。

第一、 _____________________________________________________

_________________________________________________________________

第二、______________________________________________________

_________________________________________________________________

第三、______________________________________________________

_________________________________________________________________


如果青少年疯狂追求偶像,会有什么影响呢?让我一一道来。

第一、 _____________________________________________________

_________________________________________________________________

第二、______________________________________________________

_________________________________________________________________

第三、______________________________________________________

_________________________________________________________________

那我们要怎么让青少年不疯狂地追偶像呢?我想可以通过以下的方法。

   第一、 _____________________________________________________

_________________________________________________________________

第二、______________________________________________________

_________________________________________________________________

第三、______________________________________________________

_________________________________________________________________

如果青少年可以______________________________________________。就这个话题,我们下次还可以进一步讨论。好了,已经很晚了,我明天还有测验,就此搁笔。

   

Saturday, 9 March 2013

听写二 单元1.2, 1.3

1瘸
2炯炯有神
3闪烁
4和蔼
5疑惑
6惊讶
7凝视
8尊重
9纳闷
10急促
11犹豫
12鞠躬
13流逝
14陌生
15真挚
16横七竖八
17由衷
18递
19拐
20彼此

Friday, 8 March 2013

专题作业Performance Task


专题作业话题
环保课题



题目
选择
1
根据国家环境局的数据,2011年,新加坡人丢弃的垃圾量就高达700万吨,长此下去我国的四座垃圾焚化场可能很难应付这么大量的垃圾。试针对以上的新闻话题发表你的意见。


2
有些机构举办了旧物换生活用品“物物交换”好循环的计划。你对这个计划有什么看法呢?


3
现在有许多青少年大多是垃圾虫,随手乱丢垃圾,即使附近有垃圾桶,也懒得丢。
试针对以上的新闻话题发表你的意见。


4
年轻人的环保教育显然不足。你同意这个说法吗?你对此说法有什么看法?


5
全球变暖是人为灾难吗?你对此有什么看法?


6
为什么新加坡要多元化寻找水源?水源问题与我们的生活息息相关吗?试针对以上的话题发表你的意见。


7
我们的地球生病了吗?地球到底病得有多严重呢?我们又应该如何拯救地球呢?试针对以上得话题谈谈你的看法。


8
为什么我们要节约能源呢?我们可以通过什么方式节约能源呢?试针对以上的话题谈谈你的看法。



请与小组组员讨论!



2013 Secondary 2 Performance Task

All students taking Chinese, Malay and Tamil as their Mother Tongue Languages (MTL) will need to complete a Performance Task by Term 3 Week 3. This Performance Task will take up 20% of the students’ MTL grades for the year.  Students will form groups of 3-4 to complete the task.


Task

Topic: Environmental Issues
The Performance Task consist of the following:
1      To create a 5 - 6 minutes video recording on the environmental issue.
2      To write a report on their research topic and findings. (700 Words)
3      An oral presentation on the Performance Task in Term 3 Week 3

Enduring Understanding
Language is a tool for transmission of thoughts, emotions and values. Language is also a vehicle for imagination and creativity.


Objectives
The objectives of the Performance Task are as follows:
i] To assess students’ ability in comprehending a given theme and expressing their ideas in their MTL;
ii] To provide a platform for students to integrate their learning and skills;
iii] To encourage students to showcase their creativity and collaborate with their peers.












Milestone Check
Students are given a specific timeline to complete the Performance Task.  They are to adhere to the timeline strictly and submit their coursework and final product (CD/DVD-Rom) on time. Marks will be deducted for late submission.
WEEK
MILESTONE
REMARK
T1 W9

      Form groups of 3 to 4 members and decide on roles
      Ideation
      Submission of the topic for teacher approval

- Name List and Grouping to be submitted on Friday of T1 W9.
- Consultation with subject teacher
T1 W10


      Gather information about the topic
      Interview the relevant people and use the transcript to draft out the script video.
      Writing of the report (Background of the topic, objective etc)

- Consultation with subject teacher
- Script of the video to be submitted to the subject teacher for vetting.
March Holidays
-
T 2 W1
      Submission of the Written Report       (Draft 1)

- Consultation with subject teacher
-Submission of the written report on Monday of T2 W1.
March Holidays
-
                   T 2 W2

      Filming and Editing of the video

- Consultation with subject teacher

T2 W2


      Submission of written report & Video.

- Submission Date: Friday  of T2 W2
T3 W3
      Oral Presentation


Rubrics
Students will carry out the Performance Task based on a set of rubrics. The rubrics clearly state the requirements, as well as the marking criteria, to assist students in their planning and execution of the task.

RUBRICS FOR WRITTEN REPORT  (30 Marks)

Level 1
(24-30)
Level 2
(17-23)
Level 3
(10- 16)
Level 4
(0-9)
Content, Organisation and Analysis

Content is very comprehensive, well organised and meets the theme.
Content is comprehensive, well organised and mostly relevant to the theme.
Content is relatively comprehensive, organised and somewhat meets the theme.
Content is insufficient, disorganised and barely meets the theme.

Adequate research done with relevant information analysed
Some research with relevant information identified
Some information gathered from research

Little evidence of information gathered

Shows insightful thinking through well-informed analysis and synthesis of ideas.
Shows good engagement in reflective thinking through analysis and synthesis of ideas.
Shows emerging stage of reflective thinking with some degree of analysis and synthesis of ideas.
Shows little or no engagement in reflective thinking.









RUBRICS FOR VIDEO (40 Marks)

Level 1
(30-40)
Level 2
(20-29)
Level 3
(10-19)
Level 4
(0-9)
Video
Content, Organisation and Analysis

Language is very fluent and expression is very clear.
Language is rather fluent and expression is rather clear.
Language is somewhat fluent and expression is quite clear.
Language is not fluent and expression is unclear.

Interview questions are very well crafted and posed very clearly and politely.
Interview questions are well crafted and posed appropriately.
Interview questions are adequately crafted but some are not posed appropriately.
Interview questions are not well crafted and not posed appropriately.

Answers to questions are relevant, well thought out and elaborated on.
Answers to questions are relevant with some elaboration.
Answers are relevant without elaboration
Answers are limited.

A wide variety of applications were used for the production.
Some applications were used for the production.
A few applications were used for the production.
No applications were used for the production.

RUBRICS FOR ORAL PRESENTATION (30 Marks)

Level 1
(24-30)
Level 2
(17-23)
Level 3
(10- 16)
Level 4
(0-9)
Subject Knowledge


Depth of content reflects knowledge and understanding of topic. Main points adequately substantiated with timely, relevant and sufficient support. Provided accurate explanation of key concepts.
Support for the main point is evident with elaboration and citing of relevant examples where needed. Key concepts are explained in general. Support is relevant and timely.
Provides some support for main points, but needed to elaborate further with explanations, examples, descriptions, etc. Support is relevant, but not timely.
Provides irrelevant or no support. Explanations of concepts are inaccurate or incomplete. Audience gain little knowledge from presentation.

Delivery and Engagement with Audience
The choices of language and use of examples work together to heighten the audience’s interest and connection to the topic; the vocabulary is descriptive and accurate, engaging the audience through imagery.
The choices of language and explanations are appropriate for the topic; the vocabulary  provides clarity and avoids confusion.
The vocabulary used are relevant to the topic though not accurate which might cause some misrepresentation to the audience.
The vocabulary is awkward or inappropriate for the topic, making the speaker difficult to understand.

Eye contact, interaction with aids, and physical gestures demonstrate the speaker’s energy and interest, guiding the audience through the presentation.
Eye contact, interaction with aids, and physical gestures are natural and fluid to reinforce and enhance verbal messages.
Attempts to maintain eye contact with audience. Some gestures can be observed as speaker interacts with audience.
Eye contact with the audience is lacking. Gestures are missing or awkward. The speaker depends heavily on the written speech or notes.

The final report and oral presentation should be written and presented in MTL.