Information for NCS parents

非華語家長資訊

支援非華語學生學習中文計劃

Chinese Language Learning Support Programme for NCS Students

支援目標︰


Objectives:

支援模式 (Mode of Support)︰


1.入班支援 (In Class support)

本校安排老師或教學助理於語文堂入班支援非華語學生學習及進行課堂活動，幫助他們建立語文學習基礎。


Our school arranges teacher or teaching assistant to provide in class support for non-Chinese Speaking students. Therefore, students can participate more in class activities

and build up a basic foundation in Chinese language.

學習詞語
Learning vocabulary 

2.個別語文輔導課 (Chinese Language Individual Tutorial Classes)

老師於學期初為非華語學生進行評估，並按評估結果制定個人化學習目標。課堂內容按學生的興趣和能力及配合語文科單元主題設計。課堂上運用多元化教學策略，包括唱歌學中文、繪本閱讀、圖像識字法等。學生課後需完成工作紙，亦可掃瞄工作紙上的二維碼聽取相關的兒歌和詞語讀音，以鞏固學習。     

At the beginning of the semester, teacher will assess non-Chinese speaking students and set personalized learning goals based on the assessment results. The content of the class is designed according to the students' interests and abilities and aligning with the school-based Chinese language curriculum. Diverse teaching strategies are used during the class, including learning from songs, reading picture books and image-based literacy learning. Students need to complete homework after class. They can scan the QR codes on the worksheets to listen relevant nursery rhymes and word pronunciations to reinforce their learning. 

閱讀撕貼圖書
Reading book 

學習家中房間的名稱
Learning rooms in a house 

課後工作紙
Worksheet 

3.小組語文課 (Chinese Learning Groups)

按非華語學生的聆聽和說話能力分組。在小組語文課中，透過跟非華語學生進行社交互動遊戲，讓學生學習聆聽指令，說出日常生活用語及學習一般社交禮儀。我們相信輕鬆愉快的遊戲模式能提高非華語學生學習中文的興趣。 


Non-Chinese speaking students are divided into groups according to their listening and speaking abilities. In the group lessons, students learn to listen to instructions, use daily expressions and acquire general social etiquette through social interactive games. We believe that learning through playing can enhance students’ learning motivation of Chinese language.

扮演醫生和病人
Role-playing  

模擬上茶樓吃點心
simulating dim sum dining in a restaurant 

4.抽離課 (Pull-out programmes)

在中文課堂時段，部分非華語學生從課堂中抽離，以小組形式或個別上課，老師針對他們的學習需要，進行焦點式輔導教學，以幫助學生融入大班課堂。


Pull-out remedial teaching is conducted for non-Chinese speaking students during Chinese lessons in the form of small groups or in individual settings. Teacher provides focused guidance and instruction tailored to students’ learning needs, thus they can integrate into main classes successfully.

朗讀課文大書
Reading aloud the text 

5.其他學習經歷 (Other Learning Experiences)

除課堂活動外，本校亦為非華語學生安排多元化的全方位學習活動，如中華文化日、週六活動等，以增加他們認識和使用中文的機會和信心。我們亦鼓勵非華語學生參加各種課外活動，如舞蹈組、「我是小演員」小組等，以促進非華語學生與華語學生之間的互動交流，建構共融校園。


Besides indoor classroom activities, our school arranges a variety of life-wide learning activities for non-Chinese speaking students to increase their opportunities and confidence in recognizing and using Chinese, for example Chinese culture day, Saturday activities etc. We also encourages non-Chinese speaking students to participate in different extracurricular activities, such as School dancing team and “I am an actor” Group, so as to facilitate interaction between non-Chinese speaking and Chinese speaking students outside classroom.

農曆新年活動
Celebrating Lunar New Year 

非華語生和華語生一同拍攝短片
Filming videos together 

校本教材 (School-based Teaching Materials)： 

1.故事圖鑑 (Story picture book)

本校為非華語學生繪製了一系列以食物為主題的故事圖鑑，希望透過閱讀圖鑑能幫助他們了解香港的飲食文化，同時有效地學習日常中文詞彙，融入社區。


A series of food-themed story picture books is created for non-Chinese-speaking students, aiming to help them understand the food culture of Hong Kong and integrate into local community.

2.課文詞語卡 (Flashcards)

本校製作了一套包含粵語拼音及英文解釋的課文詞語卡，老師於課堂上配合教學設計使用。非華語學生亦可在小息時段利用詞語卡進行自學，以提升自己的識字能力。


Our school designs a set of school-based flashcards with Cantonese pinyin and English explanations. Teachers adopt appropriate pedagogical approach with these cards to motivate students in Chinese learning. Non-Chinese speaking students can also use these cards for self-learning during recess to improve their literacy.