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S4 Speaking Chinese is Cool

听听说说 乐学华语

SCHOOL / ORGANISATION
St Stephen’s School

SYNOPSIS

While there are some pupils who face difficulty in expressing themselves in Chinese due to their limited vocabulary or a weak grasp of sentence structures, classroom observations at St Stephen’s School have shown that they have the calibre to think deeply and tackle higher-order thinking questions.

Riding on the curiosity of young learners, our teachers have developed effective teaching and learning strategies to enhance the oral proficiency levels of Primary 1 and Primary 2 pupils. Oral lessons are designed with an emphasis on providing abundant input and output opportunities in authentic settings. Through this pedagogical approach, pupils learn vocabulary and sentence structures more systematically through thematic topics, which in turn enable them to converse in Chinese more confidently in real-life contexts. With the vocabulary and sentence structures built over two years, we have observed that our pupils are now more fluent in expressing their ideas and thoughts.

摘要

教师在课堂教学中发现语言表达方面表现较弱的学生,受限于自己的词汇量和能应用的句式,往往难以运用华语表达自己的想法。其实,这些学生具有一定的思考能力,而且具有回答高层次问题的潜能。

对小学一年级和二年级的学生来说,他们的学习动力来自于好奇心。教师根据儿童具有好奇心的心理特征来设计教学方案,可以加强学生的口语表达能力。教师通过不同的主题创设生活情境,让学生掌握常用词语和句式,让学生在生活中更有信心地使用华语。

通过观察,我们发现学生经过两年学习所积累的基本词语和句式,能让他们主动用华语与同学交谈,并运用所学到的技能表达自己的思想感情,成效令人鼓舞!

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Jointly Organised By:

Supported By:

Jointly Organised By:

Ministry of Education, Singapore
Committe to Promote Chinese Language Learning
Malay Language Learning and Promotion Committee
Tamil Language Learning & Promotion Committee

Supported By:

Early Childhood Development Agency
Lee Kuan Yew Fund for Bilingualism
National Library Board, Singapore
Gen G
Tamil Murasu