Page 7 - Book 2 Teacher Trad

The use of singing in language teaching is an efective method by which to help learners especially
young learners - remember what is taught. Therefore singing, clapping hands and doing actions
with them will maintain their interest in what they learn. The songs in Book Two do not have pinyin over the
characters. However, the Teacher s Book provides song sheets which have the lyrics in both traditional and
simplifed scripts, as well as pinyin and jyutping over the characters. These song sheets can be photocopied
for the pupils to use.

Writing lyrics for songs is not easy for tonal languages such as Mandarin and Cantonese. If a tone is changed
to ft the tune, the word sung may give a diferent meaning. In view of this, it may be better if the lyrics are
rapped , as is popular in the contemporary music scene, rather than sung. This genre of music is similar to
in southern China and in northern China for which the lyrics are spoken to the rhythm of
the music played in the background. The teacher can try this with the pupils.

This section is for writing characters. In the Foundation Level, Elementary Level Books and Book
One we have taught some basic strokes, shapes and common radicals. We will continue to introduce
more common radicals in Book Two, to consolidate pupils awareness of how Chinese characters are made up of.
We also teach them to write characters they have learned before and use them to construct simple sentences.
In addition to the exercises in the textbook, there are also supplementary exercises on the teacher s CD-
ROM. These exercises cover all four skills, providing ample opportunities for pupils to practise what they
have learned. The teacher should frst read with the pupils in class and make sure that they understand the
passages before letting them do the tasks set.

There is a special area in the reading section of each chapter where extended vocabulary is introduced.
However, these new phrases are made up of Chinese characters learned in previous chapters or books,
therefore pupils do not have to learn new characters. This helps pupils to extend their vocabulary and also
increase their awareness of the way Chinese phrases are made up.

The writing section in each chapter is divided into two parts: part one is for character writing practice; part
two is for pupils to use appropriate characters learned to make up sentences according to the picture clues
provided, or to write a short report after conducting a survey. With character writing practice, the teacher
can show the PowerPoint presentations for writing practice to the pupils frst before setting them the task of
copying the characters. For part two, the teacher should read through the phrases and clues provided with
the pupils frst and make sure they understand what the task is before letting them complete the task.

Photocopy or print out the template, then cut out the shapes as instructed in the Teacher s Book.
These are Powerpoint presentations which can be found on the teacher s CD-ROM under the
respective chapters.
The audio CD and CD-ROM both contain the music of these songs, as well as the rapped lyrics.
These are PDFs of colour picture cards or activity sheets which can be printed out for use. They are
on the teacher s CD-ROM under the respective chapters.

BOOK2 Teachers TC V6 FA OUTLND.indd 8 25/7/11 9:33:02 PM