Characters and phrases already taught need to be refreshed through revision and consolidation activities before they can enter long-term memory. Character revision and new vocabulary learning require different approaches and strategies, and their teaching also requires different lesson plans and designs. The present teaching toolkit developed by the SCCL research team aims to enhance the revision of shixie zi (characters for writing) in the primary Chinese textbooks. It comprises three parts: 1) basic concepts concerning memory, with special reference to vocabulary revision, and an introduction to the principles underlying the design of revision activities in the toolkit, 2) one set of revision and enhancement activities for the "characters for writing" in the P1 to P5 Chinese textbooks, and 3) a list of the "characters for writing" designed for quick access to facilitate teachers' design of class revision activities.

"New Stars Island" Graded Picture Book Series consists of stories written by awardees of the 2016 "Creativity, No Boundaries!" National Children's Story Writing Competition. It was published by Singapore Centre of Chinese Language and distributed by the Committee to Promote Chinese Language Learning to all the primary schools in Singapore.

To promote the effective use of these picture books, the three Master Teachers invited school teachers to design teaching activities utilizing the picture books, and gave them advice where appropriate. This collection of the teaching designs is for the reference of all primary school Chinese language teachers. It consists of lesson plans, worksheets, samples of student works and a Parent-Child Co-reading Guide. Teachers can select from among the series graded picture books appropriate for their students' reading level and use the teaching activities suggested in this toolkit to promote reading habits in schools.

Developed by Singapore Centre for Chinese Language, the "Chinese Paragraph Writing Strategies for P3 Students in Singapore" teaching toolkit is designed for Chinese language teachers teaching Primary 3 students. It can be used as school-based teaching materials for teaching Chinese paragraph writing lessons.

Based on the contents related to paragraph writing teaching in Happy Companions (Huanle Huoban), the lesson plans have incorporated the notion of Differentiated Instruction by providing different learning contents and worksheets for students of high, medium and low levels.

The toolkit consists of eight units, comprising lesson plans, PowerPoint slides and worksheets. In addition, to help teachers better understand the principles behind the toolkit development, a summary of the theoretical underpinnings and a brief note on instructional design are provided.

Developed by Singapore Centre for Chinese Language, the "Chinese Sentence Writing Strategies for P2 Students in Singapore" teaching toolkit is designed for Chinese language teachers teaching Primary 2 students. It can be used as a school-based teaching material for Chinese sentence writing lessons.

Aligned with the teaching of sentence writing in the textbook Huanle Huoban, the toolkit expands on and transforms the basic sentence structures selected from the textbook to help students with sentence writing. It guides students to write a variety of sentences and coherent paragraphs, laying a solid foundation for paragraph writing in Primary 3.

The toolkit comprises ten teaching designs which contain lesson plans, PowerPoint slides and worksheets. In addition, a summary of the theoretical underpinnings and design rationales equips teachers with a better understanding of the principles behind the toolkit.

Developed by Singapore Centre for Chinese Language, the "Bridging Picture-based Composition and Topic-based Composition Writing" teaching toolkit provides useful supplementary teaching materials for teachers of upper primary schools and lower secondary schools. It can also be used for school-based curriculum.

The toolkit comprises 6 units, each including lesson plans, PowerPoint slides and activity sheets. In addition, each lesson plan is accompanied by a detailed explanation of the design rationale behind the lesson plan and teaching activities. Teachers can also refer to the theory, strategy and instructional design in the toolkit to better understand the basic teaching principles.

Teachers may follow the lessons plans in the toolkit. Alternatively, they may also use the chart of re-arranged skills to design their own syllabus according to their students' specific learning needs.

This handbook is a culmination of the authors' three-year research and development effort into blended learning for in-service Chinese Language (CL) teachers' professional development. The primary audience of this handbook is teacher educators who would like to learn about blended learning as an approach for in-service teachers' courses. Chapter One introduces the definition and theoretical underpinnings of blended learning. Chapter Two covers the model of blended learning the authors used, its design principles, and the relevant strategies. Chapter Three shares the findings on how blended learning had impacted some of the teacher-participants. Chapter Four, written by three highly experienced CL Master Teachers, captures their individual first-hand reflections and experiences of blended learning for teachers' professional development. Finally, Chapter Five provides a brief conclusion to the handbook.

This teaching toolkit begins with an introduction to the concept of targeted teaching and proceeds to re-arrange in a progressive order the oral skills as presented in Primary 1 Chinese language textbooks. On the basis of this, it comes up a set of 34 lesson plans, complete with PowerPoint slides and activity sheets.

The teaching plans are designed in line with the Oracy Theatre and Real-Life Application sections in the textbooks. With this toolkit, teachers will be able to follow the general progress of the textbooks while targeting at students of different levels to strengthen and improve their skills.

Teachers may follow the lessons plans in the toolkit. Alternatively, they may also use the chart of re-arranged skills to design their own syllabus according to their students' specific learning needs.

This teaching toolkit is a refined version of the intervention materials used in a two-year experimental research conducted by SCCL in 2014 on enhancing Chinese oral narrative skills. It is designed for Chinese oral language teaching from Primary 3 onwards and may be utilized as supplementary or school-based programme materials.

The toolkit comprises 12 lesson plans and accompanying PowerPoint slides, complemented with activity sheets, audio stories, self- and peer- assessment sheets for students, and self-reflection checklists for teachers. Focusing on students' everyday life, the toolkit content also includes familiar fairy tales and interesting animal stories. Students' will be trained step by step through various tasks and activities designed to enhance their narrative skills.

The systematic and explicit teaching of narrative skills will equip students with knowledge about narrative structure, describing details and text cohesion, and eventually enhance their oral competence in Chinese language. Students' understanding of the narrative structure will help in developing their reading comprehension and composition skills.