BRIEFING ON BRIDGING MODULE FOR PARENTS

1. BRIEFING ON BRIDGING MODULE FOR PARENTS

2. - Introduce Bridging Class Teachers Agenda: -Sharing of Strategies -Parent Teacher Meet-Up

3. OBJECTIVE: The objective of this session is to introduce to you the different strategies thatyou can deploy in the home environment to support your child in his/her learning of Chinese Language.

4. P2 Bridging Module Teachers Mdm Chin Poh Lin 陈宝莲师 Meeting Venue: 6Loyalty Miss Tan Koon Bin 陈君敏师 Meeting Venue: Spare Room 4-1

5. P3 Bridging Module Teacher Mdm Chin Poh Lin 陈宝莲师 Meeting Venue: 6 Loyalty (4th storey)

6. P3 Bridging Module Teacher Mr Guah Boon Heng 倪文兴师 Meeting Venue: 6 Honesty (4th storey) Miss Duan Yarong 段亚蓉师 Meeting Venue: 6 Kindness (4th Storey)

7. P6 Bridging Module Teachers Mdm Esther Kwee 桂婉娟师 Meeting Venue: 6 Dilligence Miss Tan Koon Bin 陈君敏师 Meeting Venue: Spare Rm 4-1

8. P6 Bridging Module Teachers Mdm Wu Xun 吴珣师 Meeting Venue: 5 Loyalty Mdm Xi Dong Lei 奚冬蕾师 Meeting Venue: 5 Kindness

9. Bridging Module Core Module Students with little or no home CL exposure (Class size is smaller) 70-80% 20-30% Core Module Majority of students 70-80% Core Module Enrichm module Students with interest and ability 70-80% 20-30% MODULAR APPROACH IN CL TEACHING School-based Curriculum 20-30%

10. Chinese Language Examination Only core module will be assessed.

11. Vocab of Core modules Oral-Aural activities BRIDGING MODULE • Activities-based • Enable students to acquire oral-aural(spoken-listening) skills, as well as learn some vocabulary

12. BRIDGING MODULE • To build up foundation for • listening and speaking skills; • To provide support for • character recognition in Core Module

13. CORE MODULE Complementary reading Main Passage

14. CORE MODULE Listening and speaking activities Language activities

15. Paper Format

16. Oral breakdown(P3~P6) Reading of passage:10 marks Picture description :10 marks Conversation : 10 marks 30 marks

17. Reading Pronunciation Volume Fluency Tone

18. Picture description

19. Picture description Appearance Views Expression Loud, Fluent Systematic What happened What are they doing

20. Conversation(会话） Where do you usually go during the holidays? Talk about an interesting incident which happened there.

21. SCHOOL-BASED CURRICULUM •Oral Package Usage: 1)Chinese to English translation for vocabulary. 2)Questions posed to students with regards to Opinions and feelings.

22. Paper 1 Composition Writing(P3~P6)

23. Development Ending Intro Time People Place Conversation, Feelings Thoughts Story

24. Reading and Dictation Daily reading Read widely (for eg.model compositions) Students are required to dictate the sentences in the spelling list as this will help them in their composition writing.

25. Read with your child

26. Library Wide selection of books Pleasure reading

27. How to do comprehension(P2) • Quickly scan through the passage and look for every passage’s topic sentence. • Read the questions and underline the key words. • Go back to the passage and look for the key words. • Look for answers either before or after the key word.

28. 4 Simple steps to comprehension(P2) • Quickly scan through the passage and bracket the topic sentence. ( ) • Read the question, circle the key words. Eg. 为什么(Why?)、怎么(How)、谁(Who?)、道理(Moral of the story)

29. 4 Simple steps to comprehension(P2) 3. Go back to the passage and underline the same words that appeared in the question. _________ 4. Look for the correct answer and use a highlighter to highlight the sentence. Copy down the whole sentence as answer.____

30. Types of questions(P2) • XX是个怎样的人？ XX is _________. • 如果是你/他，你会怎么做？ If you were him/her, what would you do? • 你学到了什么道理？ What have you learnt?

31. XX是个怎样的人？(P2)XX is ________. • 聪明(Smart) • 贪心(Greedy) • 骄傲(Proud) • 懒惰(Lazy) • 孝顺(Fillial) • 善良(Kind) • 知错能改(Willing to change)

32. Paper 2 Comprehension(P3~P6)

33. Tips on analyzing comprehension 1 Skimp through the passage and look for the main point of each paragraph. 2 Read the questions and underline the key words. 3 Go back to the passage , look for the key word and find the answer from there.

34. Core sentence of each paragraph 1 For every paragraph, there are usually core sentences which summarise the main point of the paragraph. 2 The core sentences are usually found at the beginning or at the end of the paragraph.

35. 第40页 有一个小孩每天都到菜市场去卖菜。那里人山人海，有卖杂货的，有卖肉的，也有卖鱼的。人们大声喊叫，十分热闹。那个小孩把菜放在摊位上，人却不知跑到哪里去了。 路人看到那些菜很新鲜，都争着买。可是，当他们准备付钱的时候，才发现摊主不在。有些顾客选好了菜就赶快离开，有些顾客随便丢下几个钱便把菜拿走，有些顾客会大声呼叫摊主。

36. 那个小孩听见了，就会从摊位旁边的一个角落跑过来。他一只手捧着一本厚厚的书，另一只手接过顾客的钱，看也不看就丢进袋子里。他的眼睛始终注视着那本书，一刻也没有离开过。最后，菜都卖完了，可是，他卖菜应得的钱，连一半都不到。有人苦口婆心地劝他专心卖菜，他却不当一回事。那个小孩听见了，就会从摊位旁边的一个角落跑过来。他一只手捧着一本厚厚的书，另一只手接过顾客的钱，看也不看就丢进袋子里。他的眼睛始终注视着那本书，一刻也没有离开过。最后，菜都卖完了，可是，他卖菜应得的钱，连一半都不到。有人苦口婆心地劝他专心卖菜，他却不当一回事。

37. 还有一次，在他上菜市场的途中，突然刮起一阵大风。他立刻把篮子放下，张开双手，一会儿顺着风吹的方向跑，一会儿又迎着风吹的方向跑。一路上，他跑跑停停，停停跑跑，还折了一根树枝，量一量跑过的距离。原来，他在研究风到底吹得多快。等到他想起那菜篮时，篮子已经不知道在哪里了。 这个小孩，就是后来闻名世界的科学家牛顿。

38. 小孩每天去卖菜-人却不知去哪里。 菜很新鲜，路人争着买-不按菜价给钱。 小孩专心看书，不专心卖菜。 研究风吹得多快 小孩是牛顿

39. Tips on answering comprehension questions 1 Read the question carefully and circle the key word in the question, for eg, who, why, what, when. 2 Underline the key word in the text. Once the key words have been identified, highlight the whole sentence and write it down.

40. 小孩为什么每天都到菜市场去？

41. 第40页 有一个小孩每天都到菜市场去卖菜。那里人山人海，有卖杂货的，有卖肉的，也有卖鱼的。人们大声喊叫，十分热闹。那个小孩把菜放在摊位上，人却不知跑到哪里去了。 路人看到那些菜很新鲜，都争着买。可是，当他们准备付钱的时候，才发现摊主不在。有些顾客选好了菜就赶快离开，有些顾客随便丢下几个钱便把菜拿走，有些顾客会大声呼叫摊主。

42. TIPS FOR PARENTS Tips for Parents Creating a Conducive Learning Environment Show interest in your child’s CL learning experiences and encourage him or her to share them with you Encourage your child to learn through meaningful language games Read Chinese newspapers and books together, starting with books with attractive illustrations Bring your child to the library or bookshops to cultivate a reading habit

43. Make use of objects in your enviroment such as road signs and advertisements for eg,pamphlets or posters to engage your child in CL conversations. Build up your child’s confidence by not correcting his or her mistakes excessively. Praise and encourage them more often. Watch quality CL television programmes together and discuss about the programme in Mandarin. Check their planner everyday Revise the vocabularies with them using the list behind the textbook.

44. USE OF WORD CARDS • For fast word recognition and daily revision • Bonding time between parents and students • Fun & engaging game

46. Vocabulary Building • Remember by understanding • Reinforce words and vocab learnt in P1 and P2 through the use of “字宝宝”。

47. Resource • Revise the word list behind the textbook.

48. Resource • Use of Chinese Language Word Games http://game.iflashbook.com

49. Resource • Use of Oracy eLand http://oracyeland.moe.edu.sg/eland/slot/u212/index.html

50. Resource LATEST:IMTL PORTAL(P4~P5) http://www.moe.gov.sg/media/press/2012/08/new-imtl-portal-to-help-students.php