In Singapore, a city where diverse cultures converge, Chinese, as one of the important languages, carries profound cultural heritage. For Mark, a second-grade student, Chinese is not only a part of the school curriculum but also a bridge for him to explore Chinese culture and communicate with his grandparents. However, Mark’s parents noticed that although he has a strong interest in Chinese, he still has some deficiencies in mastering basic knowledge, especially in vocabulary, punctuation usage, and understanding of complex sentence patterns.
To help Mark lay a solid foundation in Chinese, his parents compared various options and finally chose the “Sino-bus Singapore Chinese Online One-on-One Customized Course” for him, marking the start of a new chapter in his Chinese learning journey.
Mark’s one-on-one Chinese course was characterized by personalization and targeting from the very beginning. Different from traditional classroom learning, the online one-on-one teaching mode allows teachers to tailor learning plans according to Mark’s actual level and learning progress. At the start of the course, the teacher first conducted a comprehensive assessment of Mark, covering his vocabulary, reading comprehension ability, writing skills, and oral expression, to accurately identify his learning needs. Aiming at his weakness in vocabulary, the teacher designed a series of vivid and interesting vocabulary learning games, such as “vocabulary chain” and “idiom story sharing”, enabling Mark to expand his vocabulary unconsciously in a relaxed and pleasant atmosphere.
In the learning of punctuation marks, the one-on-one Chinese course also demonstrated its unique advantages. Instead of simply listing the rules, the teacher used specific example sentences to guide Mark to discover the functions of different punctuation marks in sentences by himself. For instance, when learning commas and periods, the teacher asked Mark to compare two sentences: “I like eating apples, and I also like eating bananas.” and “I like eating apples. Also like eating bananas.” Through comparison, Mark quickly understood that commas are used to separate coordinate elements, while periods indicate the end of a complete sentence. This practical learning method helped Mark gain a deeper understanding of the use of punctuation marks.
Learning complex sentence patterns is undoubtedly a challenge for Mark, who is in the second grade. However, the teacher in the one-on-one Chinese course always managed to simplify complex grammatical knowledge in the most straightforward way. The teacher would select topics that Mark was interested in, such as “My Favorite Animal” and “My Weekend Activities”, to guide him to express his thoughts using complex sentence patterns. For example, when describing “My Favorite Animal”, the teacher encouraged Mark to use conjunctions like “though…but…” and “because…so…” to construct richer and more hierarchical sentences. Such exercises not only trained Mark’s logical thinking ability but also significantly improved his expressive ability.
In addition to in-class learning, the one-on-one Chinese course also provided Mark with abundant after-class resources. The teacher regularly recommended Chinese books suitable for his reading level to encourage him to develop a good reading habit. Meanwhile, creative writing tasks were assigned, such as composing short stories and keeping a diary, allowing Mark to consolidate the knowledge he had learned through practice and stimulate his creative enthusiasm. Every time Mark completed a work, the teacher would carefully correct it and provide specific feedback and suggestions. This timely interaction and feedback made Mark feel the joy and sense of accomplishment in learning.
As time went by, Mark’s progress in the one-on-one Chinese course became increasingly obvious. His vocabulary expanded greatly, he could skillfully use various punctuation marks, and he became proficient in applying complex sentence patterns. More importantly, Mark’s interest in Chinese grew stronger and stronger. He began to take the initiative to read Chinese books and even tried to keep a diary and write stories in Chinese. These changes made Mark’s parents feel extremely gratified and proud.
Looking back on Mark’s Chinese learning journey, it is not difficult to find that this personalized teaching mode has a significant effect on improving children’s Chinese level. It not only helps children lay a solid foundation in Chinese but also stimulates their learning interest and cultivates their independent learning ability.
For Mark, the one-on-one Chinese course is not only a language learning journey but also a process of exploring Chinese culture and growing into a more confident and capable individual.
Now, Mark has become a little Chinese expert in his class. His progress and growth make his classmates admire him deeply. All of this is inseparable from the careful guidance of the one-on-one customized Chinese course and the attentive company of his parents. In the future, Mark will continue to explore and grow in the world of Chinese, and write his own wonderful story with Chinese.
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