In week 38, students have discussed and corrected their End of Year papers. They have worked in groups with Second Language students to play Coden Names.
In week 37, students have discussed their End of Year papers.
In week 36, students have sat for EOY exam.
In week 35, students have revised the for argumentative writing. They have wrote a paragraph with "Point - Explaination - Evidence".
In week 34, students have discussed reading comprehension given before mid-term break. Then, they have completed reading comprehension for past year paper.
In week 33, students have been introduce to Han Feizi (韩非子). They have worked in groups to discuss four short passages by Han Feizi in classical Chinese. They have to translate the passages into modern Chinese. Then, they have completed reading comprehension regarding to the passages.
In week 32, students have continued to appreciate 济南的冬天 (Winter in Jinan) by Lao She. They have analysed how writer achieved effects by the means of metaphor, personification and juxtaposition. Then, they have to construct five sentences regarding to a landscape with personification.
In week 31, students have practised to describe the scenery in the school after guidance. They have also been introduced to 济南的冬天 (Winter in Jinan) by Lao She.
In week 30, students have been introduced to May Fourth Movement and they need to match the book covers with relevant May Fourth Movement authors in conjunction of World Book Day. Also, they have been introduced to the syllabus of IGCSE Chinese First Language (0509) briefly.
In week 29, students have revised regarding to descriptive writing. They have been introduced to the touch sensory in narrative via the horror box activity.
In week 28, they have had their Checkpoint Examination. :(
In week 27, students have had their unit test.
In week 26, students have worked on the complete argumentative essay. Also, they have started to correct the mistakes the first attempt.
In week 25, students have to build an argumentative in a mind map. They need to build provide plenty of explanations and evidences for each thesis statement. Then, they have to choose a topic and write an argumentative essay.
In week 24, students have continued to discuss "The Spirit of Inquiry". They have to worked in groups to build an argumentative with various metaphor.
In week 23, students have been introduced to "The Spirit of Inquiry" (发问的精神) by Qi Fan (启凡). They are expected to understand exemplary reasoning and the role of metaphor in reasoning.
In week 22, students have discussed the answer of comprehension regarding to "My mother" by Hu Shih. They have also learnt how the author illustrated the character action and facial expression. In addition, they have also introduced to the argumentative writing for bottom half of this term. They are required to construct sentences based on the conjunctions given.
In week 21, students have discussed their unit test and done the correction. They have also appreciated the "My mother" (我的母亲) by Hu Shih (胡适), and comprehension regarding the text as their weekends homework.
In week 20, they have worked in group to convey personality or emotion with their action or facial expression. Then, students have practised on build up characters in certain situations by using suitable verbs or actions. This approach would consolidate "Show, don't tell" in their writing.
In week 19, students have had their Unit Test.
In week 18, students have worked on the shooting of the short video for Chinese New Year. Also, they have continued to appreciate "Drunk Lady" and analyse the description of the physical appearance and action of the character.
In week 17, students have appreciated "Drunk Lady" (酒婆) by Feng Jicai (冯骥才) in terms of description of one's action. In addition, they have worked with second and foreign language students in the production of Chinese New Year video.
In week 16, students have to observe the expression, action and language of the characters in the short video "Three minutes“ (三分钟). Then, they have to describe the expression, action and language related to the emotion or characteristics of certain characters.
In week 15, students have appreciated 秋天的怀念 by 史铁生.
In week 14, students have watched videos (2+2=22 and The doll with attitude) and they need to write a simple review of the videos based on the format that required.
In week 13, students have discussed and corrected their argumentative writing of unit test. Then, they have practised on argumentative writing in order to strengthen their weaknesses in this genre.
In week 12, students have had their unit test.
In week 11, students have practiced to make an argument using evidences given. Also, they have had their unit test.
In week 10, students have continued to analyse the content of 奇葩说, and they are required to point out the point and evidence of selected debater. They have also exposed to the main components in argumentative writing, such as topic sentences and evidence. They are taught to build a paragraph with the aid of PEE (Point - Explaination - Evidence).
In week 9, students have been introduced to the argumentative writing. They are then discussed and traced the points and evidences in "无惧失败“ by Yao Ming (姚明). In addition, they have watched and analysed the content of 奇葩说 in order to consolidate their understanding towards "point" and "evidence" in argumentative writing.
In week 8, students have discussed their project.
In week 7, students have discussed unit test 1 and done correction. Also, they have continued to work on their project (design a poster by using descriptive techniques).
In week 6, students have had their unit test 1.
In week 5, they have worked in pairs to translate a short story of "冬瓜明目“ in classical Chinese into modern vernacular chinese. Also, they have discussed the comprehension as an assessment to their understanding towards the meaning of the story. Also, they are required to write a descriptive piece about the celebration of Mid-autumn festival.
In week 4, students have been introduced to classic works "冬瓜明目". They have been given a set of comprehension questions as weekend homework. Also, they have collected five senses vocabulary which can be used in their descriptive project. To celebrate Mooncake festival, they have solved the riddles designed by teacher.
In week 3, students have identified the five senses vocabulary engaged in descriptive writing. Also, they have used the vocabulary to create a piece of descriptive writing with topic "Summer". Moreover, they have been given a group task: Create a mind map to describe the scenery of summer, autumn, winter, morning and night.
In week 2, students have been introduced to the term project. Also, they have learnt a descriptive piece "春" by Zhu Ziqing (朱自清). They are required to identify and appreciate metaphors and personification in the text. Moreover, they have to produce a piece of descriptive writing with five senses.
In week 1, students have been introduced to Malaysia Independence Day. They are required to illustrate their ideal Malaysia and list down their responsibilities as a Malaysia citizen.