BRIEFING ON
BRIDGING MODULE
FOR PARENTS
Agenda:
- Introduce Bridging Class Teachers
- Sharing of Strategies
- Parent Teacher Meet-Up
OBJECTIVE:
The objective of this session is to
introduce to you the different strategies
that you can deploy in the home
environment to support your child in
his/her learning of Chinese Language.
P2 Bridging Module Teachers
Mdm Chin Poh Lin
Miss Tan Koon Bin
陈宝莲师
陈君敏师
Meeting Venue: 6 Loyalty
Meeting Venue: Spare Room 4-1
P3 Bridging Module Teacher
Mdm Chin Poh Lin
陈宝莲师
Meeting Venue:
6 Loyalty (4th storey)
5
P3 Bridging Module Teacher
Mr Guah Boon Heng
Miss Duan Yarong
倪文兴师
段亚蓉师
Meeting Venue:
6 Honesty (4th storey)
Meeting Venue:
6 Kindness (4th Storey)
6
P6 Bridging Module Teachers
Mdm Esther Kwee
Miss Tan Koon Bin
桂婉娟师
陈君敏师
Meeting Venue: 6 Dilligence
Meeting Venue: Spare Rm 4-1
P6 Bridging Module Teachers
Mdm Wu Xun
Mdm Xi Dong Lei
吴珣师
奚冬蕾师
Meeting Venue: 5 Loyalty
Meeting Venue: 5 Kindness
MODULAR APPROACH IN CL
TEACHING
Students with
little or no home
CL exposure
(Class size is
smaller)
Majority of
students
Students with
interest and
ability
Bridging
Module
Core
Module
20-30%
70-80%
Core
Module
Schoolbased
Curriculum
70-80%
20-30%
Core
Module
Enrichm
module
70-80%
20-30%
Chinese Language Examination
Only core module will be assessed.
BRIDGING MODULE
 Activities-based
 Enable students
to acquire oralaural(spokenlistening) skills,
as well as learn
some vocabulary
Oral-Aural activities
Vocab of
Core
modules
BRIDGING MODULE
• To build up foundation for
listening and speaking skills;
• To provide support for
character recognition in Core
Module
CORE MODULE
Main Passage
Complementary reading
CORE MODULE
Language activities
Listening and speaking activities
Paper Format
P3 to P6 Semester Assessment 1 & 2
Paper 1
Composition
15%
（40 min）
Paper 2
Language Usage & Comprehension
45%
(1 hr 30 min)
Paper 3
Listening Comprehension
10%
（about 20 min)
Paper 4
Oral
30%
（about 10 min）
Total : 100%
Oral breakdown(P3~P6)
Reading of passage:10 marks
Picture description :10 marks
Conversation
: 10 marks
30 marks
Reading
Pronunciation
Volume
Fluency
Tone
Picture description
Picture description
Appearance
Views Loud, Fluent Expression
Systematic
What
happened
What are
they doing
Conversation(会话）
Where do you usually go during the
holidays? Talk about an interesting
incident which happened there.
SCHOOL-BASED CURRICULUM
• Oral Package
Usage:
1)Chinese to English translation for vocabulary.
2)Questions posed to students with regards to
Opinions and feelings.
Time
People
Place
Conversation,
Feelings
Story
Thoughts
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.
• Read with your child
Library
• Wide selection of books
• Pleasure reading
How to do comprehension(P2)
1. Quickly scan through the passage and
look for every passage’s topic sentence.
2. Read the questions and underline the key
words.
3. Go back to the passage and look for the
key words.
4. Look for answers either before or after
the key word.
4 Simple steps to comprehension(P2)
1. Quickly scan through the passage and
bracket the topic sentence. ( )
2. Read the question, circle the key words.
Eg. 为什么(Why?)、怎么(How)、谁(Who?)、
道理(Moral of the story)
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. ____
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?
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)
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.
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.
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。
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。
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。
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
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.
• 小孩为什么每天都到菜市场去？
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。
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
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.
USE OF WORD CARDS
 For fast word
recognition and daily
revision
 Bonding time between
parents and students
 Fun & engaging game
Vocabulary Building
• Remember by understanding
• Reinforce words and vocab learnt
in P1 and P2 through the use of
“字宝宝”。
Resource
• Revise the word list behind
the textbook.
Resource
• Use of Chinese Language Word
Games
http://game.iflashbook.com
Resource
• Use of Oracy eLand
http://oracyeland.moe.edu.sg/el
and/slot/u212/index.html
Resource
LATEST:IMTL PORTAL(P4~P5)
http://www.moe.gov.sg/me
dia/press/2012/08/newimtl-portal-to-helpstudents.php
Resource
• Chinese educational programs
/ cartoons
Thank
You