For MOE teachers, please access your teaching toolkits by clicking Here.

 1. Techniques to Enhance Students' Topic-examining and Content-conceptualising Ability in Titled Composition

Author: Gong Cheng, Tay Boon Pei, Wang Juan
Publisher: NTU-SCCL Press
Publication Date: March, 2022
ISBN: 978-981-18-3935-1

        Developed by the Singapore Centre for Chinese Language, the "Techniques to Enhance Students' Topic-examining and Content-conceptualising Ability in Titled Composition" teaching toolkit is designed mainly for Primary 5 Chinese language teachers, but is also a useful tool for Primary 6 and Secondary 1 teachers. It provides teachers with useful supplementary teaching materials and can be used for a school-based curriculum.

        The toolkit provides thinking scaffoldings to help train students in topic-examining and content-conceptualising in titled compositions. It guides students to explore how to analyse the titles in order to come up with the relevant topics and materials, and in turn cultivate their awareness of the importance of planning and organising in the writing process.

        The toolkit consists of six sets of teaching design, comprising lesson plans, PowerPoint slides, and worksheets as well as thinking diagrams for titled compositions. With sufficient scaffoldings, the toolkit provides a systematic, step-by-step guide to improve the teaching and learning of titled composition writing. The many thinking graphs can help to make the thinking of writing visible. It is a very useful toolkit for Chinese language teachers to teach titled compositions.

2. Descriptive Writing Strategies for Upper Primary Students in Singapore

Author: Zhou Hongxia, Sim Lucy, Lim Jie Ni
Publisher: NTU-SCCL Press
Publication Date: March, 2022
ISBN: 978-981-18-4070-8

        Developed by the Singapore Centre for Chinese Language, the "Descriptive Writing Strategies for Upper Primary Students in Singapore" teaching toolkit is designed for Primary 5 Chinese language teachers. It can be used as school-based teaching materials for teaching Chinese writing lessons.

        As the toolkit seeks to align with the teaching philosophy and pedagogy of the Instructional Materials (IM), the teaching design takes an integrated approach where students start with reading examples of descriptive texts extracted from the IM, and then apply what they have learned from their reading to their writing practice. It consists of eight units, each focusing on two to three sub-skills such as describing appearances, actions, language, and thoughts. The sub-skills are introduced progressively. Considering the differences among students, the toolkit adopts the notion of differentiated instruction in its design. Each unit contains a lesson plan, a set of PowerPoint slides, and three worksheets that accommodate the different learning needs for students of different readiness levels in class. Teachers can use the toolkit as school-based teaching materials for Primary 5 Chinese writing lessons, or select relevant teaching content of description skills from the toolkit according to the students' learning needs to promote their descriptive writing techniques.

        To help teachers better understand the design of the toolkit, a brief note on instructional design is also provided.