Using flash cards, Dominic Goana pairs up individual characters to form complete words.

Helping students listen and say it out

At St Hilda's Secondary School, CL 'B' classes combine the explicit teaching of aural and oral skills so that weaker students gain the ability and feel assured enough to express themselves in the language. This emphasis also reflects the greater weight given to this component in assessing students during 'O' levels, namely 40% of the total score, compared to 30% in the standard 'O' level CL syllabus.

"Aural and oral skills are also the foundation of learning a language," explains Mr Tay Chye Huat, Subject Head for Mother Tongue Language. He observes that many students who arrive at his classes "can be quite shy in expressing themselves as they have no confidence in the Chinese Language."

The different pace and approach of CL 'B' lessons allow Phanprapha Aramrungroj to pick up the language more easily.

Using materials with authentic contexts such as an audio passage about one's first day in a new school, the teachers help students relate the content to their personal experiences. "I will use a relevant video clip to start the lesson and arouse their interest," says Mr Tay. After viewing the clip, he prompts the students to discuss the topic with himself as well as each other. This step, he explains, "allows them to converse and understand others in the language" before he makes a transition from the discussion subject to the textbook lesson of the day.

"I use stories linked to the students' lifestyle and interests to get them interested," remarks Mr Tay, adding that this approach encourages them to take part in active conversation and as a result, they "want to voice their views and improve their oral skills." CL 'B' classes are also kept small at Sec 1, so there are ample opportunities to speak up and teachers can easily lend a ear and hand to individual students needing extra guidance.

Boosting vocabulary and building up the confidence to speak up

Writing and composition are not neglected either. But instead of putting thoughts just on paper, Mr Tay gets his students to pen emails instead. Many CL 'B' students also "have difficulties in remembering and recognising Chinese characters," he adds. To make it easier for them to boost their vocabulary, the teachers use games such as flash cards with single Chinese characters. Each student must seek to pair up with a classmate who holds a suitable character so that they can form a complete word, search for the meaning in the textbook and read it aloud.

Smaller group sizes let teachers give better attention to students and tackle their areas of difficulty.

For students like Dominic, who scored a Grade 3 for Foundation Chinese in his PSLE, CL 'B' classes have helped make Mother Tongue lessons an enjoyable as well as enriching process. Dominic particularly relishes polishing his oral and listening skills as he is able to use what he has learnt to improve rapport with his friends who are more conversant in the language. "I can have more friends through communicating with them in Chinese," he states.

Phanprapha Aramrungroj of Ngee Ann Secondary School also finds learning Chinese Language much easier now. "I think getting to interact with friends helped speak better Chinese, while playing games helped me memorise new words better," says the Sec 1 student. "The pace is slower and allows me to keep up with what the teacher is teaching. I dare to speak Chinese with my friends now."

Similarly, Francesca Nominica Dalmeida of East Spring Secondary School now banters assuredly in the language. "I start to use the words I have learnt and I understand what my friends are speaking and can reply them in Chinese," shares the Sec 1 student. "Sometimes, I even use Chinese when buying things!"