 |
 |
| |
:: EDUMAP :: ENGLISH LANGUAGE FOUNDATION :: COURSES OFFERED |
|
| |
|
|
| |
|
| |
ELF Program at a Glance
| Levels |
Components |
Subjects |
|
- One
- Two
- Three |
- Spoken English
- Written English
- Listening English
- Reading English
- Interactive Skills |
- English
- Mathematics
- Music and Drama
- Physical Education
- I.T. Skills |
About the Program
- 10 - 20 weeks immersion course
- Proactive approach
- Complete preparatory course for students who may need to refresh their command of English
- Equip student with basic communication, writing and oral skills
- Thematic approach in teaching students before placing them into secondary or Pre-university stream
Advantages of our Programme
 The Programme allows overseas students to become accustomed to the English Language, which is the main medium of instruction in Singapore schools.
- Students get to use English in various settings, such as during group projects and presentations. They can interact with students and teachers of other nationalities too.
- At foundation course, students have the benefits of adapting to the new school environment and culture before progressing on to other classes.
- Our teachers are qualified professionals, proficient in English.
- Being a full member of school community, students participate in school talks, Performing Arts and Physical Education lessons, thus enhancing the use of English in practical and real life situations.
- Students who have passed the ELF programme can opt to sit for the IELTS/TOEFL examinations. Students will be assessed by the Cambridge Certificate in English (IELTS or TOEFL). Successful candidates will receive a certificate awarded by University of Cambridge ESOL Examinations or TOEFL.
- Small class size of 25 to facilitate effective teaching.
Teaching Methodology
Comprises 3 levels
• Level 1
• Level 2
• Level 3
Each level consists of 300 contact hours over 10 weeks
Subjects include
• English
• Mathematics
• Information Technology
• Music, Drama & Arts
Teaching of English uses creative & thinking topical everyday issues.
|
|
| |
|
|
|
|
|
| |
Techniques and strategies which make abstract concepts more readily understood by English language learners include the following:
- Building background to move students from the known to the new.
- Previewing vocabulary to identify and teach students essential words and terms before they encounter them in the text. These are often more than the new “key terms” words and phrases that native English speakers at the grade level already know.
- Using illustrations and visuals including photographs, drawings, artwork, posters, graphs, maps, videos, computer programs, and reproductions of documents to provide a context for learning. Students new to English literacy can focus on reading captions and labels in their textbooks, which often capture the main ideas of a lesson.
- Using realia (real objects and materials) to reduce abstractions and make new concepts more explicit. Use of realia helps students relate classroom teaching to real life and their own prior knowledge and experience.
- Using graphic organizers including matrices, Venn diagrams, tables, charts, story maps, outlines, study guides, and webs to maximize comprehension, visually organize information into meaningful conceptual groupings, and foster a collaborative, interactive style of learning. Study guides for individual lessons, similar to computer derived handouts, can also be distributed to students to use in organizing notes as they read.
- Using manipulative materials/hands-on activities including props, multimedia presentations, experiments, building models, and demonstrations to build background and context.
- Using nonverbal cues, such as gestures, body language, and slowed pace of speech, to aid student comprehension.
- Using repetition and review of concepts and vocabulary. Provide bilingual dictionaries.
- Group activities including team projects, cooperative learning, and peer tutoring to promote interaction between class members. These strategies ensure that students get adequate practice speaking the new language rather than relying on teacher lectures as the model of learning.
|
|
| |
|
|
|
|
|
|
|
|
|
| |
 |
| |
|
