Specialised Chinese Programme - 铁棒磨成针

In our Chinese programme (铁棒磨成针), we see Chinese as more than an academic subject—the sharing of Chinese culture and values is key to promote resilience in your child. Your child will enjoy multisensory and hands-on language activities. Be it character recognition, stroke order, sentence structures, comprehension or writing, our teachers make Chinese interactive, systematic and fun.

Firm

Better

Hone

Talent

Focus

Our Chinese programme is designed to first instil a passion for the language by making it relevant to the student, contextualising lessons with everyday situations, and making it fun. This helps students without sufficient exposure to the language and others who lack the motivation to learn Chinese.

Firm and Better cater to students working on character and stroke recognition, basic pinyin concepts, structures for oral expression and rudimentary writing and comprehension skills.

The other levels focus on developing the student’s literacy skills in the Primary and Secondary school levels.

PROGRAMME INFORMATION

SPECIALISED CHINESE PROGRAMME

In our Chinese programme (铁棒磨成针), we see Chinese as more than an academic subject—the sharing of Chinese culture and values is key to promote resilience in your child. Your child will enjoy multisensory and hands-on language activities. Be it character recognition, stroke order, sentence structures, comprehension or writing, our teachers make Chinese interactive, systematic and fun.

In Term 1, students will be exposed to oracy themes related to their daily life. They will learn both verbal vocabulary and basic sentence structures. They will also learn to speak in a few simple sentences based on each theme. In addition, they will learn the four tones in speaking the language.

For listening comprehension, students will listen to texts at sentence level and short stories.

For word recognition, students will learn basic strokes, basic stroke orders and basic word recognition strategies to help them remember Chinese characters. They will apply word recognition strategies to learn basic Chinese characters.

As a prelude to writing and to train their language sense, they will rearrange words and phrases to form a sentence.

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In Term 1, students will be exposed to oral topics in accordance to the school textbook. They will learn both verbal vocabulary and sentence structures.

For listening comprehension, students will listen to texts at sentence level.

For word recognition, students will learn Chinese character strokes and word recognition strategies to help them remember Chinese characters. We will cover Primary 1 MOE textbook vocabulary Unit 1 to 6.

For Pin Yin, students will learn basic vowels and consonants. In addition, they will learn the four tones in speaking the language.

As a prelude to writing and to train their language sense, they will rearrange words and phrases to form a sentence.

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In Term 1, students will be exposed to oral topics in accordance to the school textbook.

Lessons will cover Primary 2 MOE textbook vocabulary unit 1- 6 and reinforce various word recognition methods to help students recognise Chinese characters.

Students will learn to analyse a comprehension passage using 4Ws and strategies to answer the most common question types.

Besides learning the four sentence types, students will also learn to write sentences using structures covered in the Primary 2 textbook (Units 1 to 6). They will learn when to use various punctuation marks and classifiers.

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In Term 1, students will be exposed to popular oral topics. Students will have ample practices to learn how to express opinions and generate answers for school-based oral examinations.

For comprehension, students will learn how to tackle common comprehension questions in Primary 3 syllabus.

This Term will cover the vocabulary words from Primary 3 MOE textbook unit 1- 5. Teachers will reinforce various word recognition methods to help students recognise Chinese characters.

For writing, students are expected to write a short paragraph based on a four-picture composition.

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In Term 1, students will be exposed to more popular oral topics and they are expected to express their personal views and feelings on these topics.

Students can expect more rigorous practices on challenging question types in comprehension for questions and to learn how to paraphrase their answers.

Students will be taught on integrating writing techniques in narrative composition and replying notes.

This term, lessons will cover P4 MOE textbook vocabulary unit 1-4 and reinforce various word recognition method to help students recognise Chinese characters.

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In Term 1, students will be introduced to video content oral format and exposed to new oral question type and they are expected to express their personal views and feelings on this topic. This is to prepare them for school oral examinations.

Students can expect more rigorous practices on challenging question types in comprehension which require students to paraphrase their answers and eliminate unnecessary information.

In Primary 5, students will be taught how to write six-picture composition and email writing to prepare for school Paper 1 and Paper 2 examination.

Lessons will cover Primary 5 MOE textbook vocabulary up till unit1- 4 and reinforce various word recognition method to help students learn and remember Chinese characters.

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(Start date to be announced)

FOCUS is meant for students in secondary levels. It focuses on advanced literacy: specifically comprehension, writing and vocabulary.

Students will learn:
  • To apply word recognition strategies to proofread their work.
  • To apply collocations (词语搭配), idioms (成语), proverbs and common sayings (俗语、谚语、歇后语) in discussions and in writing.
  • Advanced sentence structures (e.g. 即使...也), in line with the MOE Primary Chinese language syllabus.
  • To discuss a wide variety of topics in Chinese, focusing on current affairs and values.
  • Comprehension skills (e.g. annotation), question types and answering techniques (e.g. paraphrasing).
  • Narrative writing skills, focusing on editing for stylistics (e.g. parallel structure).
  • Literacy concepts through hands-on activities (e.g. drama, modifying lyrics, participating in real world events).
 
 
 
 

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