|
Showing 1 - 13 of
13 matches in All Departments
A unique effort in the CHINESE LEARNING SERIES is the strong push
on developing student's reading comprehension in Chinese, although
high quality education on other skills are also provided in high
standard, e.g. verbal communication and writing. Reading
comprehension is known as one of the most challenging bottlenecks
in Chinese education as a second language. The best practices to be
incorporated in our program are based on 1) modern second language
education theories; 2) maximum language input; and 3) student
centric curriculum, instruction and assessment. CHINESE LEARNING
SERIES adopts a "maximum acquisition" methodology, which is
designed based on Stephen Krashen's "Input Hypothesis," pedagogy
and educational psychology. Basically, CHINESE LEARNING SERIES
students acquire Chinese in a natural order by receiving
comprehensible and constructional verse input from classical poems.
Multimedia tools are incorporated in CHINESE LEARNING SERIES, e.g.
pictures, animation, software and character cards that help
students memorize and reflect the Chinese characters that they
learnt. Students maximize their language input utilizing poems,
animation, games and other effective and interactive means in
classroom and at home. Students learn while "playing." CHINESE
LEARNING SERIES teaching and practice materials are easy to follow
and fun to use. It has been proven highly effective to have young
children reading and reciting famous poems during the past two
years. It helps to develop and establish student's Chinese language
sense. "Recitation" not only overcomes the learner's anxiety of
"foreign language," but also turns tacit knowledge into explicit
language. The repetition rate in CHINESE LEARNING SERIES is
determined based on the laws of forgetting rate in human, e.g. the
contents need to be repeated 6 times at different time points to
ensure the students memorizing what they learned. Exercises and
reviews after school are weighed equally important as what they
learned in class. The CHINESE LEARNING SERIES development team has
put in substantial efforts in designing student homework exercise
materials, which include the use of multimedia CD with sound,
animation, games and other interactive exercises, the word cards
and reading exercises on paper. In general, all contents will be
reviewed 6 times in different ways in six months so that the
students can achieve a permanent memory. We also ask students to
listen stories we provide to them at least twice a week. Listening
is an important component in building language senses. During the
entire six-year CHINESE LEARNING SERIES instruction, the
development of reading comprehension progresses following the order
of "listening to read," "semi-independent reading" and "independent
reading." More detail series and course information, go to http:
//gwcs-md.org
A unique effort in the CHINESE LEARNING SERIES is the strong push
on developing student's reading comprehension in Chinese, although
high quality education on other skills are also provided in high
standard, e.g. verbal communication and writing. Reading
comprehension is known as one of the most challenging bottlenecks
in Chinese education as a second language. The best practices to be
incorporated in our program are based on 1) modern second language
education theories; 2) maximum language input; and 3) student
centric curriculum, instruction and assessment. CHINESE LEARNING
SERIES adopts a "maximum acquisition" methodology, which is
designed based on Stephen Krashen's "Input Hypothesis," pedagogy
and educational psychology. Basically, CHINESE LEARNING SERIES
students acquire Chinese in a natural order by receiving
comprehensible and constructional verse input from classical poems.
Multimedia tools are incorporated in CHINESE LEARNING SERIES, e.g.
pictures, animation, software and character cards that help
students memorize and reflect the Chinese characters that they
learnt. Students maximize their language input utilizing poems,
animation, games and other effective and interactive means in
classroom and at home. Students learn while "playing." CHINESE
LEARNING SERIES teaching and practice materials are easy to follow
and fun to use. It has been proven highly effective to have young
children reading and reciting famous poems during the past two
years. It helps to develop and establish student's Chinese language
sense. "Recitation" not only overcomes the learner's anxiety of
"foreign language," but also turns tacit knowledge into explicit
language. The repetition rate in CHINESE LEARNING SERIES is
determined based on the laws of forgetting rate in human, e.g. the
contents need to be repeated 6 times at different time points to
ensure the students memorizing what they learned. Exercises and
reviews after school are weighed equally important as what they
learned in class. The CHINESE LEARNING SERIES development team has
put in substantial efforts in designing student homework exercise
materials interactive exercises, the word cards and reading
exercises on paper. In general, all contents will be reviewed 6
times in different ways in six months so that the students can
achieve a permanent memory. We also ask students to listen stories
we provide to them at least twice a week. Listening is an important
component in building language senses. During the entire six-year
CHINESE LEARNING SERIES instruction, the development of reading
comprehension progresses following the order of "listening to
read," "semi-independent reading" and "independent reading." More
detail series and course information, go to http: //gwcs-md.org
A unique effort in the CHINESE LEARNING SERIES is the strong push
on developing student's reading comprehension in Chinese, although
high quality education on other skills are also provided in high
standard, e.g. verbal communication and writing. Reading
comprehension is known as one of the most challenging bottlenecks
in Chinese education as a second language. The best practices to be
incorporated in our program are based on 1) modern second language
education theories; 2) maximum language input; and 3) student
centric curriculum, instruction and assessment. CHINESE LEARNING
SERIES adopts a "maximum acquisition" methodology, which is
designed based on Stephen Krashen's "Input Hypothesis," pedagogy
and educational psychology. Basically, CHINESE LEARNING SERIES
students acquire Chinese in a natural order by receiving
comprehensible and constructional verse input from classical poems.
Multimedia tools are incorporated in CHINESE LEARNING SERIES, e.g.
pictures, animation, software and character cards that help
students memorize and reflect the Chinese characters that they
learnt. Students maximize their language input utilizing poems,
animation, games and other effective and interactive means in
classroom and at home. Students learn while "playing." CHINESE
LEARNING SERIES teaching and practice materials are easy to follow
and fun to use. It has been proven highly effective to have young
children reading and reciting famous poems during the past two
years. It helps to develop and establish student's Chinese language
sense. "Recitation" not only overcomes the learner's anxiety of
"foreign language," but also turns tacit knowledge into explicit
language. The repetition rate in CHINESE LEARNING SERIES is
determined based on the laws of forgetting rate in human, e.g. the
contents need to be repeated 6 times at different time points to
ensure the students memorizing what they learned. Exercises and
reviews after school are weighed equally important as what they
learned in class. The CHINESE LEARNING SERIES development team has
put in substantial efforts in designing student homework exercise
materials, which include the use of multimedia CD with sound,
animation, games and other interactive exercises, the word cards
and reading exercises on paper. In general, all contents will be
reviewed 6 times in different ways in six months so that the
students can achieve a permanent memory. We also ask students to
listen stories we provide to them at least twice a week. Listening
is an important component in building language senses. During the
entire six-year CHINESE LEARNING SERIES instruction, the
development of reading comprehension progresses following the order
of "listening to read," "semi-independent reading" and "independent
reading."
A unique effort in the CHINESE LEARNING SERIES is the strong push
on developing student's reading comprehension in Chinese, although
high quality education on other skills are also provided in high
standard, e.g. verbal communication and writing. Reading
comprehension is known as one of the most challenging bottlenecks
in Chinese education as a second language. The best practices to be
incorporated in our program are based on 1) modern second language
education theories; 2) maximum language input; and 3) student
centric curriculum, instruction and assessment. CHINESE LEARNING
SERIES adopts a "maximum acquisition" methodology, which is
designed based on Stephen Krashen's "Input Hypothesis," pedagogy
and educational psychology. Basically, CHINESE LEARNING SERIES
students acquire Chinese in a natural order by receiving
comprehensible and constructional verse input from classical poems.
Multimedia tools are incorporated in CHINESE LEARNING SERIES, e.g.
pictures, animation, software and character cards that help
students memorize and reflect the Chinese characters that they
learnt. Students maximize their language input utilizing poems,
animation, games and other effective and interactive means in
classroom and at home. Students learn while "playing." CHINESE
LEARNING SERIES teaching and practice materials are easy to follow
and fun to use. It has been proven highly effective to have young
children reading and reciting famous poems during the past two
years. It helps to develop and establish student's Chinese language
sense. "Recitation" not only overcomes the learner's anxiety of
"foreign language," but also turns tacit knowledge into explicit
language. The repetition rate in CHINESE LEARNING SERIES is
determined based on the laws of forgetting rate in human, e.g. the
contents need to be repeated 6 times at different time points to
ensure the students memorizing what they learned. Exercises and
reviews after school are weighed equally important as what they
learned in class. The CHINESE LEARNING SERIES development team has
put in substantial efforts in designing student homework exercise
materials, which include the use of multimedia CD with sound,
animation, games and other interactive exercises, the word cards
and reading exercises on paper. In general, all contents will be
reviewed 6 times in different ways in six months so that the
students can achieve a permanent memory. We also ask students to
listen stories we provide to them at least twice a week. Listening
is an important component in building language senses. During the
entire six-year CHINESE LEARNING SERIES instruction, the
development of reading comprehension progresses following the order
of "listening to read," "semi-independent reading" and "independent
reading." More detail series and course information, go to http:
//gwcs-md.org
A unique effort in the CHINESE LEARNING SERIES is the strong push
on developing student's reading comprehension in Chinese, although
high quality education on other skills are also provided in high
standard, e.g. verbal communication and writing. Reading
comprehension is known as one of the most challenging bottlenecks
in Chinese education as a second language. The best practices to be
incorporated in our program are based on 1) modern second language
education theories; 2) maximum language input; and 3) student
centric curriculum, instruction and assessment. CHINESE LEARNING
SERIES adopts a "maximum acquisition" methodology, which is
designed based on Stephen Krashen's "Input Hypothesis," pedagogy
and educational psychology. Basically, CHINESE LEARNING SERIES
students acquire Chinese in a natural order by receiving
comprehensible and constructional verse input from classical poems.
Multimedia tools are incorporated in CHINESE LEARNING SERIES, e.g.
pictures, animation, software and character cards that help
students memorize and reflect the Chinese characters that they
learnt. Students maximize their language input utilizing poems,
animation, games and other effective and interactive means in
classroom and at home. Students learn while "playing." CHINESE
LEARNING SERIES teaching and practice materials are easy to follow
and fun to use. It has been proven highly effective to have young
children reading and reciting famous poems during the past two
years. It helps to develop and establish student's Chinese language
sense. "Recitation" not only overcomes the learner's anxiety of
"foreign language," but also turns tacit knowledge into explicit
language. The repetition rate in CHINESE LEARNING SERIES is
determined based on the laws of forgetting rate in human, e.g. the
contents need to be repeated 6 times at different time points to
ensure the students memorizing what they learned. Exercises and
reviews after school are weighed equally important as what they
learned in class. The CHINESE LEARNING SERIES development team has
put in substantial efforts in designing student homework exercise
materials, which include the use of multimedia CD with sound,
animation, games and other interactive exercises, the word cards
and reading exercises on paper. In general, all contents will be
reviewed 6 times in different ways in six months so that the
students can achieve a permanent memory. We also ask students to
listen stories we provide to them at least twice a week. Listening
is an important component in building language senses. During the
entire six-year CHINESE LEARNING SERIES instruction, the
development of reading comprehension progresses following the order
of "listening to read," "semi-independent reading" and "independent
reading." More detail series and course information, go to http:
//gwcs-md.org
A unique effort in the CHINESE LEARNING SERIES is the strong push
on developing student's reading comprehension in Chinese, although
high quality education on other skills are also provided in high
standard, e.g. verbal communication and writing. Reading
comprehension is known as one of the most challenging bottlenecks
in Chinese education as a second language. The best practices to be
incorporated in our program are based on 1) modern second language
education theories; 2) maximum language input; and 3) student
centric curriculum, instruction and assessment. CHINESE LEARNING
SERIES adopts a "maximum acquisition" methodology, which is
designed based on Stephen Krashen's "Input Hypothesis," pedagogy
and educational psychology. Basically, CHINESE LEARNING SERIES
students acquire Chinese in a natural order by receiving
comprehensible and constructional verse input from classical poems.
Multimedia tools are incorporated in CHINESE LEARNING SERIES, e.g.
pictures, animation, software and character cards that help
students memorize and reflect the Chinese characters that they
learnt. Students maximize their language input utilizing poems,
animation, games and other effective and interactive means in
classroom and at home. Students learn while "playing." CHINESE
LEARNING SERIES teaching and practice materials are easy to follow
and fun to use. It has been proven highly effective to have young
children reading and reciting famous poems during the past two
years. It helps to develop and establish student's Chinese language
sense. "Recitation" not only overcomes the learner's anxiety of
"foreign language," but also turns tacit knowledge into explicit
language. The repetition rate in CHINESE LEARNING SERIES is
determined based on the laws of forgetting rate in human, e.g. the
contents need to be repeated 6 times at different time points to
ensure the students memorizing what they learned. Exercises and
reviews after school are weighed equally important as what they
learned in class. The CHINESE LEARNING SERIES development team has
put in substantial efforts in designing student homework exercise
materials, which include the use of multimedia CD with sound,
animation, games and other interactive exercises, the word cards
and reading exercises on paper. In general, all contents will be
reviewed 6 times in different ways in six months so that the
students can achieve a permanent memory. We also ask students to
listen stories we provide to them at least twice a week. Listening
is an important component in building language senses. During the
entire six-year CHINESE LEARNING SERIES instruction, the
development of reading comprehension progresses following the order
of "listening to read," "semi-independent reading" and "independent
reading." More detail series and course information, go to http:
//gwcs-md.org
A unique effort in the CHINESE LEARNING SERIES is the strong push
on developing student's reading comprehension in Chinese, although
high quality education on other skills are also provided in high
standard, e.g. verbal communication and writing. Reading
comprehension is known as one of the most challenging bottlenecks
in Chinese education as a second language. The best practices to be
incorporated in our program are based on 1) modern second language
education theories; 2) maximum language input; and 3) student
centric curriculum, instruction and assessment. CHINESE LEARNING
SERIES adopts a "maximum acquisition" methodology, which is
designed based on Stephen Krashen's "Input Hypothesis," pedagogy
and educational psychology. Basically, CHINESE LEARNING SERIES
students acquire Chinese in a natural order by receiving
comprehensible and constructional verse input from classical poems.
Multimedia tools are incorporated in CHINESE LEARNING SERIES, e.g.
pictures, animation, software and character cards that help
students memorize and reflect the Chinese characters that they
learnt. Students maximize their language input utilizing poems,
animation, games and other effective and interactive means in
classroom and at home. Students learn while "playing." CHINESE
LEARNING SERIES teaching and practice materials are easy to follow
and fun to use. It has been proven highly effective to have young
children reading and reciting famous poems during the past two
years. It helps to develop and establish student's Chinese language
sense. "Recitation" not only overcomes the learner's anxiety of
"foreign language," but also turns tacit knowledge into explicit
language. The repetition rate in CHINESE LEARNING SERIES is
determined based on the laws of forgetting rate in human, e.g. the
contents need to be repeated 6 times at different time points to
ensure the students memorizing what they learned. Exercises and
reviews after school are weighed equally important as what they
learned in class. The CHINESE LEARNING SERIES development team has
put in substantial efforts in designing student homework exercise
materials, which include the use of multimedia CD with sound,
animation, games and other interactive exercises, the word cards
and reading exercises on paper. In general, all contents will be
reviewed 6 times in different ways in six months so that the
students can achieve a permanent memory. We also ask students to
listen stories we provide to them at least twice a week. Listening
is an important component in building language senses. During the
entire six-year CHINESE LEARNING SERIES instruction, the
development of reading comprehension progresses following the order
of "listening to read," "semi-independent reading" and "independent
reading." More detail series and course information, go to http:
//gwcs-md.org
A unique effort in the CHINESE LEARNING SERIES is the strong push
on developing student's reading comprehension in Chinese, although
high quality education on other skills are also provided in high
standard, e.g. verbal communication and writing. Reading
comprehension is known as one of the most challenging bottlenecks
in Chinese education as a second language. The best practices to be
incorporated in our program are based on 1) modern second language
education theories; 2) maximum language input; and 3) student
centric curriculum, instruction and assessment. CHINESE LEARNING
SERIES adopts a "maximum acquisition" methodology, which is
designed based on Stephen Krashen's "Input Hypothesis," pedagogy
and educational psychology. Basically, CHINESE LEARNING SERIES
students acquire Chinese in a natural order by receiving
comprehensible and constructional verse input from classical poems.
Multimedia tools are incorporated in CHINESE LEARNING SERIES, e.g.
pictures, animation, software and character cards that help
students memorize and reflect the Chinese characters that they
learnt. Students maximize their language input utilizing poems,
animation, games and other effective and interactive means in
classroom and at home. Students learn while "playing." CHINESE
LEARNING SERIES teaching and practice materials are easy to follow
and fun to use. It has been proven highly effective to have young
children reading and reciting famous poems during the past two
years. It helps to develop and establish student's Chinese language
sense. "Recitation" not only overcomes the learner's anxiety of
"foreign language," but also turns tacit knowledge into explicit
language. The repetition rate in CHINESE LEARNING SERIES is
determined based on the laws of forgetting rate in human, e.g. the
contents need to be repeated 6 times at different time points to
ensure the students memorizing what they learned. Exercises and
reviews after school are weighed equally important as what they
learned in class. The CHINESE LEARNING SERIES development team has
put in substantial efforts in designing student homework exercise
materials, which include the use of multimedia CD with sound,
animation, games and other interactive exercises, the word cards
and reading exercises on paper. In general, all contents will be
reviewed 6 times in different ways in six months so that the
students can achieve a permanent memory. We also ask students to
listen stories we provide to them at least twice a week. Listening
is an important component in building language senses. During the
entire six-year CHINESE LEARNING SERIES instruction, the
development of reading comprehension progresses following the order
of "listening to read," "semi-independent reading" and "independent
reading." More detail series and course information, go to http:
//gwcs-md.org
A unique effort in the CHINESE LEARNING SERIES is the strong push
on developing student's reading comprehension in Chinese, although
high quality education on other skills are also provided in high
standard, e.g. verbal communication and writing. Reading
comprehension is known as one of the most challenging bottlenecks
in Chinese education as a second language. The best practices to be
incorporated in our program are based on 1) modern second language
education theories; 2) maximum language input; and 3) student
centric curriculum, instruction and assessment. CHINESE LEARNING
SERIES adopts a "maximum acquisition" methodology, which is
designed based on Stephen Krashen's "Input Hypothesis," pedagogy
and educational psychology. Basically, CHINESE LEARNING SERIES
students acquire Chinese in a natural order by receiving
comprehensible and constructional verse input from classical poems.
Multimedia tools are incorporated in CHINESE LEARNING SERIES, e.g.
pictures, animation, software and character cards that help
students memorize and reflect the Chinese characters that they
learnt. Students maximize their language input utilizing poems,
animation, games and other effective and interactive means in
classroom and at home. Students learn while "playing." CHINESE
LEARNING SERIES teaching and practice materials are easy to follow
and fun to use. It has been proven highly effective to have young
children reading and reciting famous poems during the past two
years. It helps to develop and establish student's Chinese language
sense. "Recitation" not only overcomes the learner's anxiety of
"foreign language," but also turns tacit knowledge into explicit
language. The repetition rate in CHINESE LEARNING SERIES is
determined based on the laws of forgetting rate in human, e.g. the
contents need to be repeated 6 times at different time points to
ensure the students memorizing what they learned. Exercises and
reviews after school are weighed equally important as what they
learned in class. The CHINESE LEARNING SERIES development team has
put in substantial efforts in designing student homework exercise
materials, which include the use of multimedia CD with sound,
animation, games and other interactive exercises, the word cards
and reading exercises on paper. In general, all contents will be
reviewed 6 times in different ways in six months so that the
students can achieve a permanent memory. We also ask students to
listen stories we provide to them at least twice a week. Listening
is an important component in building language senses. During the
entire six-year CHINESE LEARNING SERIES instruction, the
development of reading comprehension progresses following the order
of "listening to read," "semi-independent reading" and "independent
reading." More detail series and course information, go to http:
//gwcs-md.org
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R383
R318
Discovery Miles 3 180
|