Situational Writing - Postcard

Language

Grammar

When writing a postcard, you would use:

•First Person Nouns

For example:

I gave myself a treat today. My stomach was so full after that and Brother called me a greedy pig.

•Second Person Nouns (as you are addressing an intended recipient)

For example:

I wish that you could be here. You would enjoy yourself very much.

Present, Past or Future Tenses

•In postcard writing, the Present Tense is used to describe the place, your feelings and what is happening at the moment.

For example:

Japan is a wonderful place. We are delighted to be here.

•In postcard writing, the Past Tense is used to describe things, actions and feelings of the past.

For example:

Yesterday, my family went to the zoo. It was very crowded. Everyone had a lot of fun. I love the polar bears the most.

•In postcard writing, the Future Tense is used to describe actions or events that will happen some time in the future.

For example:

Tomorrow, we are going to visit the famous market. We will buy some things home for Grandpa.

Grammar: Phrasal Verbs

What are phrasal verbs?

• A phrasal verb is a verb plus a preposition or adverb which creates a meaning different from the original verb.

Example:I ran into my teacher at the movies last night. run + into = meet

He ran away when he was 15. run + away = leave home

• Some phrasal verbs are intransitive. An intransitive verb cannot be followed by an object.

Example:He suddenly showed up. "show up" cannot take an object

• Some phrasal verbs are transitive. A transitive verb can be followed by an object.

Example:I made up the story. "story" is the object of "make up"

• Some transitive phrasal verbs are separable. The object is placed between the verb and the preposition.

Example:I talked my mother into letting me borrow the car.She looked the phone number up.

• Some transitive phrasal verbs are inseparable. The object is placed after the preposition.

Example:I ran into an old friend yesterday.They are looking into the problem.

• Some transitive phrasal verbs can take an object in both places. Example:I looked the number up in the phone book.I looked up the number in the phone book.

• Although many phrasal verbs can take an object in both places, you must put the object between the verb and the preposition if the object is a pronoun.

Example:I looked the number up in the phone book.

-I looked up the number in the phone book.

-I looked it up in the phone book. (correct)

-I looked up it in the phone book. (incorrect)

Click here to learn more about phrasal verbs.
Click here for online exercises on phrasal verbs.

SA1 Common Mistake: Rules for Using Lay and Lie

RULES For Using Lay and Lie

Understand the problem.

Using the verbs lay and lie correctly is a big challenge. Without a doubt, they are the two most difficult irregular verbs. The problem is that when we speak, we frequently misuse them. As a result, our ears are used to hearing the verbs incorrectly. So when we see a wrong form while we are proofreading, it sounds perfectly right to us.Know the solution.

How do you use lay and lie correctly?

Click here to find out more.

Grammar: When to use 'will', 'shall', 'would' and 'should'

1. There is no semantic difference when shall and will are used to refer to the simple future. Will can be used in all persons. In informal spoken English, remember that the affirmative contraction is 'll and the negative contraction is won't. There is no contracted form in the interrogative. Examples of usage might be:
'The Government will consider lowering the age of consent from 16 to 15.' (formal)
'I don't know if I can come, but I'll let you know by Thursday.' (informal)
'Where will you be on Thursday? Will you be at home?' (informal)
Shall is also sometimes used in the first person when it has the same meaning as will. In informal spoken English, the affirmative contraction is again 'll and the negative contracted form is shan't.
'I shall never finish this essay - I've still got 2,000 words to write!'
'I'll never finish this homework - I'm tired and I want to go to bed!'
'I shan't ever be good enough to go to university - I just haven't got the brains!'
Shall is often used in questions in the first person singular and plural when making suggestions, making an offer or asking for advice:
'Shall we go out for dinner tonight?'
'Shall I get more tomato juice when I'm at the supermarket?'
'What shall we do now? We're clearly not going to get there by nightfall.'
However, when we want to express a strong intention to do something, we use will or 'll in the first person singular and plural:
'Is that somebody at the door? I'll just go and see who it is.'
'We'll get the cakes for the coffee morning tomorrow, Jane.'
'No, no. I will. I'm the hostess, after all.'

2. There are three uses of should and would. Referring to the present or future, should is often used as an alternative to shall in connection with requests for advice or instruction:
'What do you think I should do now? Should I write him a letter, send him an e-mail, or should I try to phone him up?'
Should is often used to talk about obligation and duty as an alternative to 'ought to':
'If you are still infectious, you should stay at home. You shouldn't be out and about, infecting everybody you meet.'
'You really should open a bank account. You shouldn't keep so much money in the house.'
'People with fierce dogs should keep them on a leash at all times.'
Should is used after if when a slight possibility is suggested.
'If you should see her at the anniversary concert, do give her my best regards.'
'If I should bump into Tony, do you want me to remind him that he still owes you one hundred pounds?'

3. Would (or the contracted form 'd) is sometimes used as an alternative to 'used to' when discussing past habits:
'When we were young, we would spend (we'd spend) every summer holiday at the sea-side.'
'You would find him (you'd find him) sitting at the bar every lunchtime, drinking that strong black beer and chatting to the bartender until one day he was there no longer.'
Would is also used to make polite requests:
'Would you be prepared to do all this work by yourself without any assistance?'
'Would you (be so kind as to) pick Jennifer up from school on Monday?'
Would (or its contracted form 'd in conversational English) is also associated with the conditional in its simple, progressive, perfect and passive aspects:
'There's no doubt about it. I would definitely (I'd definitely) travel to Mexico with you, if I could afford it.'
'You would still be (you'd still be) working for the World Bank, if you hadn't kicked up such a fuss.'
'I would have told you (I'd have told you) all about it, if you had phoned me.'
'If you wore smarter clothes, you would be invited (you'd be invited) to all the press conferences.'

Grammar: Question Tag

Here are some mixed examples:
• But you don't really love her, do you?
• This will work, won't it?
• Well, I couldn't help it, could I?
• But you'll tell me if she calls, won't you?
• We'd never have known, would we?
• The weather's bad, isn't it?
• You won't be late, will you?
• Nobody knows, do they?

Notice that we often use tag questions to ask for information or help, starting with a negative statement. This is quite a friendly/polite way of making a request. For example, instead of saying "Where is the police station?" (not very polite), or "Do you know where the police station is?" (slightly more polite), we could say: "You wouldn't know where the police station is, would you?" Here are some more examples:
• You don't know of any good jobs, do you?
• You couldn't help me with my homework, could you?
• You haven't got $10 to lend me, have you?

Grammar: Who & Whom

"Who" and "whoever" are subjective pronouns;
"whom" and "whomever"”are in the objective case.

As simple and important as that distinction is, many people have difficulty deciding on the proper usage of "who"”and "whom" in sentences.
The two sentences below illustrate the easy usage in which "who" is clearly the subject and "whom"”is clearly the object. In such simple cases, virtually everyone can determine the proper choice:

Who is that masked man? (subject)
The men, four of whom are ill, were indicted for fraud. (object)

As a ready check in such sentences, simply substitute the personal pronoun "he/him"” or "she/her"”for "who/whom". If "he" or "she" would be the correct form, the proper choice is who.”If "him"”or "her"”would be correct, use whom.”

This technique of substituting a personal pronoun for the relative pronoun works nicely whenever you have difficulty deciding whether to use "who"”or "whom".

Even when the word order must be altered slightly, you can use the technique:
Mrs. Dimwit consulted an astrologer whom she met in Seattle. (She met him in Seattle.)

Jones is the man whom I went fishing with last spring. (I went fishing with him.)

Joyce is the girl who got the job. (She got the job.)

Whom can we turn to in a time of crisis? (Can we turn to her?)

Comprises...

To comprise something has the same meaning, often implying that the whole is regarded from the point of view of its individual parts: The programme comprises two short plays (they were chosen to make it up).

To consist of something is to be made up of it: The programme consisted of two short plays.

To constitute something is to form a whole, especially of dissimilar components: Wealth and health do not necessarily constitute happiness.

To compose means the same, but implies that the components have something in common: Water is composed of hydrogen and oxygen. A common mistake is to confuse consist and comprise, saying, for example: The programme is comprised of two short plays.

• The Romance family of languages consists of French, Spanish, Italian, and several other languages.
• The house comprises two bedrooms, a kitchen and a living room.
• The jury was composed of nine whites, one Hispanic, and two Asian Americans.

Grammar: You and me / you and I

I - me Personal pronouns in English have one form (I, he, she, we, they) when they are used as the subject of a sentence and another form (me, him, her, us, them) when they are used as the object of a verb or follow a preposition (with me, after us, etc). This applies to all personal pronouns, as listed above, except you and it which remain the same in both subject and object forms:

• We gave them some chocolates and they gave us some wine.
• I'll lend you my flared skirt if you'll lend me your blue denims.
• Can you see Paul and Julie? You can't see me, but I'm standing behind him and beside her in the photo.

So whether you say you and I or you and me in co-ordinate phrases depends on whether they function as subjects or objects in the sentence:
• You and I should go and speak to Trevor about this matter.
• Trevor has indicated that he wants to interview you and me.

Note that in colloquial informal British English, people often use you and me as subjects, even though it is known to be incorrect. This has led to an assumption that you and me can never be correct and people (even the Queen perhaps) then sometimes use you and I as objects instead of the correct form you and me.But for your own convenience, keep a clear distinction between them as the same rule applies to other personal pronouns, i.e it's she and I when they are the subject of the clause and her and me when they are the object:
• Do you know Geoffrey? Well, he and I are going to Stamford Bridge to watch Chelsea on Saturday.
• They wouldn't listen to her or me when I said we couldn't go with them.

Me too! - It's me!
In very short answers like this, we usually prefer the object form:
• Who's that behind the sofa? ~ It's me!
• I want to go to Chris Cornell's concert at the London Astoria next Friday.

Me too!
The response Me too is particularly useful if you readily agree with someone about something. Note the difference in tone between the use of also and too in the following sentences where also is used in a longer, more considered response:
• I might get one of those new mobile phones. ~ Yeah, I'm also thinking of trading up.
• I might get one of those new mobile phones. ~ Yeah, me too.

object pronouns after as…as / like / but / than
Similarly, we normally use object pronouns after as…as, like, but meaning except and than, although subject + verb is sometimes possible as an alternative. Compare the following:
• He can't run as fast as me, so he's better off as a defender.
He can't run as fast as I can, so he's better off as a defender.
• They say you look exactly like me when I was eighteen.
They say you look exactly as I did when I was eighteen.
• Well, that's Tracy for you! Nobody but her would go to shopping wearing gloves!
• Everybody, except Tony and me, got back before sundown.
• I'm taller than her, so I should stand at the back.
I'm taller than she is, so I should stand at the back.

Examination Format for PSLE English

Candidates will be assessed in the following areas:

Paper 1
Situational Writing - 15 marks
Continuous Writing - 40 marks
Total: 55 marks (Duration: 1h 10 min)
Weighting: 27.5%

Paper 2
Booklet A (MCQ) - 30 marks
Booklet B (Open Ended) - 65 marks
Total: 95 marks (Duration: 1h 50 min)
Weighting: 47.5%

Listening Comprehension - 20 marks (About 35 min)
Weighting: 10%

Oral
Reading - 10 marks
Picture Discussion - 10 marks
Conversation - 10 marks
Total: 30 marks (5 min preparation time)
Weighting: 15%

Overall Total: 200 marks
Weighting: 100%

Paper 1 (Writing)
Situational: Candidates will be required to meet the demands of a given situational context. e.g. email, postcard, journal, letter etc.

Continuous Writing: Candidates will be required to write a composition of at least 150 words on one of two given topics: a piece of narrative writing based on a picture or an account of a given situation.

Paper 2(Language use and comprehension)
Candidates will be assessed on their ability to use langugae correctly and to comprehend graphic and textual information.

Listening Comprehension
Comprises of 20 multiple choice questions which test candidate's ability to understand spoken English. The texts may be in the form of news items, announcements, advertisements, instructions, conversations, telephone conversations, speeches and stories. Graphic options will be used for the four items.

Oral
For Reading Aloud, candidates will be assessed on their ability to pronounce and articulate words clearly, as well as their ability to read fluently with appropriate expression and rhythm. For Picture Discussion, candidates are assessed on their ability to interpret the situation in the picture, using correct grammar and appropriate vocabulary. For Conversation, the examiner will engage the candidate in a conversation on a given topic.

Comprehension Open-Ended

Questions are phrased in different ways so as to test the following:
1. Understanding of the Main Idea
2. Content of the Passage
3. Vocabulary
4. Inferences and Opinions

1. Understanding of the Main Idea
The main idea is the central topic around which other information revolves. The question below tests whether you have siphoned out the main idea. Question: What would be a suitable title for the passage?

2. Content of the Passage
Some questions want you to recognise facts and other relevant information given in the passage. They are usually Wh–questions. Most of the time, answers are straightforward and can be found in the passage.
Examples of Wh - questions:
• What colour had the frog turned into?
• What do monkeys feed on when suffering from a stomachache?
• Where was the concert held?
• How did Ali rescue the cat?
• When did the orphans leave the home?

3. Vocabulary
You need to understand the meaning of certain words or phrases as they are used in a passage; or you need to pick out words or phrases that mean a certainthing. Do the following :a) Read the sentence in which the word or phrase occurs. If you clearly have no idea what it means, read the paragraph in which it appears. That may giveyou an idea. b) When you give the meaning of a word or phrase be sure it is in the same formor tense as the word or phrase in question.

4. Inferences and Opinions
Some questions ask you to 'infer' from the facts in the passage. Sometimes, you are asked for an opinion. When you infer, you give an answer that is based on the clues found in thepassage. When you give an opinion, you state what you personally think of something.

Pointers to Good Composition Writing

1. Use simple words.
2. Vary sentence structure and sentence length. Do not keep repeating the use ofcertain words like 'then' . Have a mixture of both long and short sentences.
3. Pay attention to paragraphing.
4. Very often, you have to describe people and places. When describing a personor place, fix the image of the person or place in mind. Then write as much as you can about it. Use sensory perception to include all relevant details. (Sensory perception refers to the use of your five senses i.e. sight, hearing, taste, feel andsmell.)

Describing Places
e.g.
The room was dirty. The only furniture in sight was a rickety desk and a wooden stool that wobbled precariously. The walls felt clammy and the floor had sunk alittle underneath the linoleum. A dank, musty smell of enclosed space filled mynostrils as I stood quietly. Other than the sound of my own breathing, the place was silent.

Describing People
e.g.
He was a tall, thin man with a protruding forehead. His eyes appeared to start out from their sockets. His nose was that of a hawk's. He wore a long, black coat that reached almost to his ankles, and tight black trousers. He had charming mannersbut a grating voice. His warmest smiles were so frightening that one would almost wish he was angry and hence, would frown instead.

Describing Weather
At first, there was only a rustling sound. A leafless branch kept tapping noisily, almost impatiently, onto the single paned glass window overlooking the yard. Soon, the windpicked up. Dark, angry clouds loomed overhead, as though in vengeance. Swayed by music of its own, dried leaves and broken twigs performed wildly in the air, buoyed bythe wild wind.

Paragraphing
Write in paragraphs. Each paragraph should elaborate on an aspect of the story. Move from one paragraph to another smoothly by using the correct transitional word. Transitional words help to show connections of time and place.
Examples: ‘after’,‘next’, ‘when’, ‘finally’, ‘at last’, ‘behind’, ‘beyond’, ‘inside’, ‘across’, ‘over’.

Other Important Notes to Good Writing
1. If you have dialogue in your writing, avoid using the word ‘said’ too many times. Substitute accordingly with words like ‘murmured’, ‘snapped’, ‘mumbled’, ‘cried’,‘explained’, etc.
2. Make use of your knowledge of adverbs and adjectives to add colour to your sentences. They add more details in your work.
Compare:(a) The girl stumbled upon the stone. (b) The desperate, hungry girl stumbled, at last, upon the precious blue sapphire.
Sentence (b) allows your reader to form a more accurate picture.

Grammar - Agreement

• We use singular verbs with words like 'every', 'each' ,'one', 'any', 'anyone', 'anybody', 'no one', 'nobody', 'either of', 'neither of'
• "Either... or" and "Neither ... nor" (when do we use singular and plural?)

Example:

1. Neither Jane nor Sally is going to the Zoo. (Both in blue are singular therefore we use singular verb.)
2. Neither of the girls is going to the Zoo. (We use singular verbs with 'either of', 'neither of'.)
3. Either Tom or Zhenfu has a ball. (Both in blue are singular therefore we use singular verb.)
4. Either of them has a boy. (We use singular verbs with 'either of', 'neither of'.)
5. Neither the girls nor the boys are going to the Zoo. (Both in purple are plural therefore we use plural verb.)
6. Either the girls or the boys have a ball. (Both in purple are plural therefore we use plural verb.)
7. Neither Julie nor the girls are going to the Zoo. (We have both singular and plural. In such cases, the verb always agrees with the subject nearest to it. In this case, "the girls" is the subject nearest to the verb.)
8. Either the boys or Susan has a ball. (We have both singular and plural. In such cases, the verb always agrees with the subject nearest to it. In this case, "Susan" is the subject nearest to the verb.)

• The expressions used to join singular subjects and other words in these phrases are 'with', 'like' and 'as well as'.

Example:

1. Guoming, with his friends is going to the library.
2. Mary, like Jenny, loves swimming.
3. Mr Lin, as well as his brothers owns the hotel.

How To Score Situational Writing - Email

• When sending an email to a friend or relative, remember to start your email with a salutation/greeting to the recipient.

Example:

1. Dear Jane,
2. Hi Paula,

• Start with a short topic sentence on what the email is about.

Example:

1. Your birthday celebration sounds exciting!
2. I heard that you are looking for a job.

• There are several points given in the question. You must address all of them. (That's where your 6 marks for content go to.)
• The last sentence in an email is a reflection of the first and emails usually end with the sender asking the recipient for a reply.
• Remember to sign of with the recipient's name if given

Example:

Yours sincerely,

Ashley

Yours faithfully,

John

Love,

Su Ling

OR

• Sign of with your name if they did not ask you to imagine that you are someone else.

Yours truly,

Alison

Writing good conclusions(ending) for Composition

These are examples of good endings for your composition. I'm sure you are all familiar with good beginnings, therefore let's start to end our writing well too! :)



“Where am I? Mum, is that you?”

“ We could not save the motorcycle, dear. It was damaged beyond repair. We also had to amputate your legs as they were severely burnt …”

It was then that I realized that I could not feel my toes. Grief overcame me. My dream of becoming a professional athlete was dashed.

“ Why couldn’t I just die?” I thought to myself. I wanted to scream at the top of my voice.

Suddenly, a short sharp pain ripped through my body and I sank back into unconsciousness.

___________________________________________________________________


“ Why can’t I feel anything from my waist down?” I asked my wife desperately.

“ Dear, the doctor said that the accident has left you paralyzed. Don’t worry. James and I can go out and work to support this family. You must remain strong and have faith in God. A miracle may happen…” my wife answered bravely as she tried hard to hold back her tears.

I turned and faced the hospital window.

“Life would never be the same again for my family.” I murmured to myself and covered my face with the blanket as the tears started flowing down my cheeks.

___________________________________________________________________


The wail of the siren faded as I stared blankly at the ambulance that was heading down the road towards the hospital.

Soon the crowd dispersed and everything went back to normal.

“What would happen to the man? Will he be alright?” I thought to myself.

Although I may not get to know the answers to these questions, deep in my heart I muttered a short prayer that he would be well again soon.

It was a traumatic experience for the victim and as for the onlookers; it was indeed an unforgettable incident that would linger in our minds forever.

___________________________________________________________________


The police cornered the robbers swiftly. They handcuffed them and escorted them to the police car.

The wail of the siren faded as I stared blankly at the police car that was leaving the scene of crime.

“ What would happen to the criminals? How would they be sentenced in court?” I thought to myself.

Although I may not get to know the answers to these questions, deep in my heart I muttered a short prayer for them that they would have learnt their lesson that ‘Crime does not pay’.

“God, please help them to turn over a new leaf.”

___________________________________________________________________


The police notified my principal the next day. They told him about my good deeds. Mr Lim, my principal was very proud of me. He announced to the whole school about what I had done to help the old lady.

It was indeed the happiest day of my life!

___________________________________________________________________


After the incident, I was lectured severely by my parents and I have realised the harm that I have done to Judy. I was punished and grounded for a week. It was a hard lesson learnt and I promised myself I would never be so playful ever again.

___________________________________________________________________


My neighbours came over that night and thanked me profusely for saving the day. I blushed and smiled shyly.

“It was nothing much that I’ve done. You would do the same too if you were there.” I replied humbly.

___________________________________________________________________


With tears welling up his eyes, Sarah uttered,” Thank you. I’ve never met anyone as kind as you. I will always remember what you have done for me.”

That day, Sarah has learnt the true meaning of friendship.

A friend in need is a friend indeed, don’t you agree with me?

Tips for Synthesis
You must rewrite each sentence or pair of sentences using the word(s) provided. Your answer must be in one sentence. The meaning of your sentence must be the same as the given one(s).

Reported Speech to Direct Speech (This is similar to what I have printed for you)
Points To Remember

John said, “I am tired and I want a rest.”

We use the speaker’s exact words.
Inverted commas are used to mark off the exact words of the speaker.

Reported Speech
Points To Note

John said that he was tired and wanted a rest.

We give the exact meaning but not the same words. Some changes are necessary.
Inverted commas are not necessary.

…………………………………………………………………………………………


From Direct Speech To Reported Speech

I - he/she

Me - him/her

We - they

You - he/she/they/him/her/them

Us - them

Mine - his/hers

Ours - theirs

Yours - his/hers/theirs

My - his/hers

Our - their

Your - his/her/their

…………………………………………………………………………………………

From Direct Speech To Reported Speech


yesterday - the day before

next week - the week before

last year - the year before

last month - the month before

a minute ago - a minute before

this year - that year

this Saturday - that Saturday

tomorrow - the day after

tonight - that night