In week 38, students have discussed and corrected their End of Year papers.
In week 37, students have sat for EOY exam.
In week 36, students have sat for EOY exam.
In week 35, E1 and E4 students read 与素质无关 by 梁文道
In week 34, E1 and E4 students have analyzed debating script and learned how to use evidence to prove argument.
In week 33, E1 and E4 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, E1 and E4 students are introduced to sudden turn and foreshadowing in writing. They are required to point out the sudden turn of a video and texts that we learnt on previous week. Students then completed the ending (with sudden turn) of a novel given.
In week 31, students have been introduced to "Wei, come out!" (喂——出来！)by Shinichi Hoshi (星新一). They have pointed out foreshadowing in the short novel and analyse how writer achieved effects in science fictions. They have to extend the novel from the ending according to the development.
In week 30, E1 and E4 students have been introduced to May Fourth Movement and they have appreciated Kuangren Riji (Diary of Madman) of Luxun 鲁迅 in conjunction of World Book Day. Also, they need to write a report after reading based on the guideline given.
In week 29, E1 and E4 students have been introduced to "The boy who stole the Funeral" (偷葬礼的男孩) by Fang Lu (方路). They also required to trace how director use foreshadowing in the video. They have completed the comprehension. They are expected to analyse the foreshadowing in the novel.
In week 28, E1 and E4 students have discussed their unit test paper, and try to correct their directed writing and classical reading according to the need of the exam format. In addition, they have been told about the problem in their writing and given suggestion to brush up their writing.
In week 27, E1 and E4 students have had their unit test.
In week 26, E1 and E4 students have worked in group to design details for a world that they liked e.g. high pressure school and high pressure boarding house. Then, they have to build up a character based on the setting.
In week 25, E1 and E4 students have appreciated a short novel "Obedient"(听话) by Chen Yuanshan (陈苑珊). They were given 40 questions about the short novel along with the text. Then, they have to answer the question verbally (students were drawn by teacher randomly). For those who fail to answer the question given, they have to answer it in the exercise book.
In week 24, E1 and E4students have imitated the character in "Bowl" to produce monologue. In addition, they have learnt on how to build a character via monologue in various conditions.
In week 23, E1 and E4 students have appreciated "The Date of Fourth Aunt" (四阿姨的约会) by Zhan Hongzhi (詹宏志). Then, they are introduced to monologue by watching 10 minutes extract of Japanese Drama 心灵感应 (Transparent) . They have worked in group to discuss and analyse the monologue of "Bowl" (碗) by Xi Xi (西西). In addition, students have competed between groups by an answering the comprehension verbally in Jeopardy Grid. This activity would test the ability of students in reading "Bowl" (碗) by Xi Xi (西西) independently without the aid of teacher.
In week 22, E1 and E4 students have learned indirect characterization through the extracts from the novel "Beauty is a Wound" (美伤). In addition, they have analyse the character in "Father and Son" (父与子) by Yesi也斯and "Angel and Soft Candy" (天使与软糖). They also worked in group to analyse how author build a character in "The Date of Fourth Aunt" (四阿姨的约会) by Zhan Hongzhi (詹宏志).
In week 21, E1 and E4 students have discussed their unit test and done the correction. In addition, they have been introduced to indirect characterization by work in group to understand how director of video clip (The devil wears Prada) build up character. They have practised direct characterization and indirect characterization to highlight a quality of a character.
In week 20, E1 and E4 students have had their unit test. In addition, they have discussed part of the classical reading.
In week 19, E1 and E4 students have had their unit test.
In week 18, E1 and E4 students have worked on the shooting of the short video for Chinese New Year. Also, they are required to draft for two titles of descriptive writing.
In week 17,
E1 and E4 students have worked with second and core language students in the production of Chinese New Year Video.
In week 16,
E1 and E4 Students have learned how to express their feeling and thought by describing a plant through the appreciation of "Aspen in the wind" (风中的白杨树）by Jian Zheng (简媜). Then, they have to write an short essay to express their feeling and thought with a chosen plant of their own.
In week 15,
E1 and E4 students have learned how to select effective ideas and images for four seasons and illustrate the ideas and images with metaphor through the appreciation of "Aspen in the wind" (风中的白杨树）by Jian Zheng (简媜). They have worked in groups to construct sentences of four seasons by means of metaphor with bingo sheets.
Shanghai students have been introduced to the old and new assessment format of IGCSE Chinese First Language (0509) 2020. They have also been introduced to argumentative writing. They have read and analysed articles "罗马竞技场" by 毕恒达.
In week 14, E4 (Bee San) students have shared their endings they have created and comment on their friends' ending verbally.
E1 and E4 (Chong) have learned foreshadowing. Also, they have played a language game called "Who is the spy?".
In week 13, E4 (Bee San) have discussed their unit test. They have been introduced to the flash fiction and three pieces of work by 黎紫书in her "简写“. They have discussed the characteristics of flash fiction, especially its ending. Then, they have to create three endings for three stories by provide a sudden turn (plot twist).
E1 and E4 (Chong) have completed their project. Also, they have appreciated and analysed a debate match video.
In week 12,
E4 (Bee San) students have discussed part of their unit test.
E1 and E4 (Chong) students have finished their unit test.
In week 11,
E4 (Bee San) students have had their unit test.
E1 and E4 (Chong) students have practiced to make an argument using evidences given. Also, they have had their unit test.
In week 10,
E4 (Bee San) students have been introduced to the term project. They have been given a sets of reading materials and interview script (suggestion) as an aid for their project. In addition, they have been introduced to and discussed about “爸爸的花儿落了” by Lin Haiyin (林海音) in order to know interspersed narration (插叙). And, they have to complete reading comprehension of the text as mentioned above.
E1 and E4 (Chong) students have learned how to use research outcome and inspirational story as evidences in proving an argument.
In week 9,
E4 (Bee San) students have been introduced to autobiography “永恒的憧憬与追求” by Xiao Hong (萧红) . They have learnt the essential elements of autobiography, i.e. transparency and sincerity. They have also studied essay by Xiao Jingtong (萧靖彤) to know how to produce a good autobiography. Also, they have to produce pieces of autography during the weekends.
E1 and E4 (Chong) students continue to work on their project. Also, they have finished reading "罗马竞技场" written by 毕恒达. They have identified the main points and evidences in the passage.
In week 8,
E4 (Bee San) have learnt about biography via “Mr. Cha Bu Duo” (差不多先生) by Hu Shih (胡适). They have to complete reading comprehension and study the irony in the text.
E1 and E4 (Chong) students have been introduced to argumentative writing. Also, they have been guided to complete argumentative project: Interview teachers and students regarding certain issues and write a report.
In week 7,
E4 (Chong) students have discussed unit test 1 and done correction. Also, they have continued to work on their project (Interview and write a report regarding certain issues in school).
E1 and E4 (Bee San) students have discussed unit test 1. They have been introduced to the flash fiction and three pieces of work by 黎紫书in her "简写“. They have discussed the characteristics of flash fiction, especially its ending. Then, they have to create three endings for three stories by provide a sudden turn (plot twist).
In week 6,
E1 and E4 students have had their unit test 1. Also, they have been discussed the content of a short story in classical Chinese that is part of their test.
In week 5, E4 (Chong) students have been introduced to Chinese riddles and the production of riddles as part of celebration of Mid-Autumn Festival. Also, they have made argument (by giving main points only) with given evidence. In addition, they have written two arguments on the advantage and disadvantage of social media.
E1 and E4 (Bee San) students have been introduced to chinese riddles and the production of riddles as part of celebration of Mid-Autumn Festival. In addition, they have been discussed the comprehension of “爸爸的花儿落了” by Lin Haiyin (林海音). Also, they have been introduced to a short story "冬瓜明目” in classical Chinese. they have worked in pairs to translate the short story into modern vernacular chinese. Also, they have discussed the reading comprehension as an assessment to their understanding towards the meaning of the story.
In week 4,
E1 and E4 (Bee San) students have been introduced to the term project. They have been given a sets of reading materials and interview script (suggestion) as an aid for their project. In addition, they have been introduced to and discussed about “爸爸的花儿落了” by Lin Haiyin (林海音) in order to know interspersed narration (插叙). And, they have to complete reading comprehension of the text as mentioned above.
E4 (Chong) has been introduced to term project. They have learned and practiced how to interview people in order to complete their project. Also, they have been introduced to classic works "冬瓜明目". They have been given a set of comprehension questions as weekend homework.
In week 3,
E1 and E4 (Bee San) students have been introduced to autobiography “永恒的憧憬与追求” by Xiao Hong (萧红) . They have learnt the essential elements of autobiography, i.e. transparency and sincerity. They have also studied essay by Xiao Jingtong (萧靖彤) to know how to produce a good autobiography.
E4 (Chong) has finished reading "罗马竞技场" written by 毕恒达. They have identified the main points and evidences in the passage. Also, they have learned how to use research outcome and inspirational story as evidences in proving an argument.
In week 2,
E1 and E4 (Bee San) have been introduced to the new assessment format of IGCSE Chinese First Language (0509) 2020. They have learnt about biography via “Mr. Cha Bu Duo” (差不多先生) by Hu Shih (胡适). They have to complete reading comprehension and study the irony in the text. Then, they have worked in pairs or three to produce a piece of writing to describe each other (the description has to base on the physical appearance, behavior, actions, speech and etc.).
E4 (Chong) has been introduced to the new assessment format of IGCSE Chinese First Language (0509) 2020. They have also been introduced to argumentative writing. They have read and analysed articles "罗马竞技场" by 毕恒达. Teng Sam has presented articles “反抗童婚的女孩” by 刘嘉美.
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.