Literature appreciation occurs in a reader through the process of reading a literary work, experiencing and imagining the artistic representation in the mind. The appreciation of literature comes from either acquisition or formal education, and the two divergent approaches can yield very different results. From the perspective of acquisition of literature, when reading a text, there is no preset goal, but rather the experience is determined according to the reader's cognitive emotion state and from the features of the text. The reader's personality plays a part in interpretation, and the understanding of the text is based on his or her own reflection. When students read a particular text assigned for a literature course, specific objectives are predetermined. Macro objectives are set by the teacher according to the curriculum objective, and according to the teacher's experience. While it allows some space for the student's cognitive and emotional situation and the characteristics of the text, the reading derives less from the student's unique personality. The understanding that grows out of the student's reflection serves as a finished product in formal education. This sort of literature appreciation is related to curriculum design, design of teaching materials, and the teacher's own literary expertise and teaching ability. This article lists six areas of expertise necessary for teachers or curriculum developers in literature appreciation courses, and illustrates the importance of various types of knowledge in teaching. In addition, it puts forward the views on the preparation and design of teaching materials for literature appreciation courses, recommending ways in which units may be woven together, with emphasis on the selection of standard materials geared towards training students according to the three principles of progressive learning. The author believes that integrating relevant professional expertise into the design of curriculum and teaching materials will benefit students.

Keywords: Literature Appreciation, Acquisition, Teaching Literature Appreciation, Prior Knowledge, Literature Course, Teaching Materials Design, Course Module Design

The "P type sentence" structure is frequently used in spoken Chinese. The author explores the form, linguistic meaning, and pragmatic value of the "P type sentence", comparing it with "yuqi A, buru B" grammatical structure. The "P type sentence", reflects the subjective recommendations of the speaker. Through the observation of the form, the author notices the latter part of the sentence is preferred, and the recommendations are based on the comparative disadvantages in the earlier part of the sentence.

Keywords: "P Type Sentence", Preference, Comparing Disadvantages

This article briefly introduces project work, summarizing the various forms and common features of project work and discussing its relationship to language teaching. Following that, we use classroom transcripts to report on the process of students presentation of the results of their project work in class. Through the analysis of this class as a case study, the importance of project work in the teaching of Chinese in Singapore is evaluated. This article concludes with the notion that a language's vitality is in its usage, and so project work, when used as a creative class activity, can create a context and opportunity for students to use the language. Therefore, we propose that project work to be promoted to improve the quality of Chinese instruction in secondary schools.

Keywords: Project Work, Case Study, Inquiry, Creative Thinking, IRF (Initiation-Response- Feedback) Interaction Strategy

In Singapore, Chinese is learned as a second language. Since the dominant language in society and at home is English, most students lack an environment for the effective learning of Chinese. This study, taking literacy teaching as an example, applies theories of language contexts to two experiential tasks. To measure the effects of context on character recognition by high, mid and low learning ability students, it first explores the trend of all students, and then makes comparison to determine the degree of impact context has on the groups with differing learning abilities.

Keywords: Second Language Teaching, Mental Lexicon, Context, Recognition of Words through Reading, Intensive Word Recognition

This study explores commonly used strategies adopted by language teachers in China in catering to individual needs in small class settings. The study relies mainly on qualitative research (interviews), supplemented by quantitative research methods (surveys). Pilot School teachers engaging in small class teaching in the year of 2007 are the research targets for this study. The study found that despite teachers trying a variety of strategies to cater to the individual differences of the students, such as by arranging activities, group collaboration, and questioning sessions aimed at strengthening teacher-student interaction, there is still room for improvement to the curriculum design, teaching and assessment methods. Therefore, the article also provides suggestions to optimize teaching in small class settings.

Keywords: Individual Differences, Small Class Setting, Group Collaboration, Interaction, Alternative Assessment