In Secondary 2, we teach your teenager skills to interpret visual texts. In order to make learning relevant, our visual texts are adapted from real-world posters or advertisements.
For comprehension, your teenager will learn various question types as well as their related strategies. To help him or her tackle the more challenging questions, such as language use questions and Summary, we focus on imparting strategies in a structured manner. Your teenager will become more adept at summary with our three-part approach.
Our focus for writing has always been skill-based and in Secondary 2, we believe skills are more important than ever. Your teenager has to learn to write discursive essays, amongst many other text types. We cover discursive essays in detail (e.g. advantages and disadvantages of technology) and focus on helping students understand the structure of various text types, as well as key language features they should have for discursive essays.
Besides continuous writing, situational writing is another key component of Secondary 2 English (it is allocated the same number of marks as continuous writing). Thus, we cover skills on formal letters, proposal writing and news reports to help them with this component.
Current affairs and general knowledge are indispensable for the average secondary school student to ace their writing and comprehension. Thus, while keeping to our skill-based teaching of grammar errors in Editing, we make a conscious effort to select passages and themes that are relevant to your teenager’s life. We believe that Editing cannot be just taught as a skill, but also as food for thought for their essay writing.
Your teenager will benefit from a skill-based teaching of strategies for both the Reading Aloud and the Spoken Interaction components. The latter proves to be especially challenging for most Secondary 2 students, so we dedicate more time to that component. Again, we consciously select themes that are applicable for their writing as well, to build up your teenager’s vocabulary and reinforce his or her knowledge.