Xinghua P.

I can teach students how to read Pinyin in just 15 minutes, enabling them to independently sound out about 90% of Pinyin.I reduce teacher‑led reading and encourage students to read aloud as much as possible, then I provide pronunciation corrections.I use simple sentence patterns and create a relaxed, conversational atmosphere in class.I teach vocabulary that is simple, high‑frequency, and useful for word formation, always keeping words in the context of sentences.I help students overcome key vocabulary difficulties so that they can learn and practice sentence patterns and texts more smoothly.

I usually use an interactive question‑and‑answer approach to teach students in natural, authentic Chinese.I guide the conversation by asking questions that connect target vocabulary to the students’ own experiences, encouraging them to respond.The entire teaching process feels like a casual chat—students naturally pick up what they need to learn as the conversation flows.

For adult business Chinese, the curriculum is organized around the communicative functions of specific topics. The main content consists of dialogues or texts related to particular situations and subject areas.Therefore, I identify and summarize key vocabulary for each topic, and then design interactive, question‑driven conversations based on that vocabulary. This allows students to learn the topic naturally while engaging in a chat‑like dialogue.

For HSK teaching, I prepare a systematic and structured curriculum that integrates language skill development with exam strategy training.My teaching is divided into three phases:• Basic Skills Enhancement (30%)• Question‑Type Specialized Training (50%)• Mock Exam Sprint (20%)Throughout the learning process, I use interactive activities, cultural insights, personalized support, and exam‑taking strategies to help students learn more effectively and prepare confidently for the HSK exam.

Vocabulary is the only tangible substance of a language, so it is crucial for students to master the pronunciation, meaning, usage context, grammar, character form, and cultural connotations of every word.In intermediate and advanced Chinese, the way vocabulary is explained becomes even more important. I always begin the lesson‑planning stage by compiling vocabulary related to a specific topic or situation, then connect these words into meaningful sentences. I keep the language up‑to‑date and prepare authentic, accurate Chinese teaching materials that reflect real‑world usage.

I use the following methods to help students recognize, read, and write individual characters and words:radical decomposition, stroke‑order practice, phonetic‑semantic character analysis, visual association, sign/gesture explanation, tracing and copying, physical action simulation, word formation and sentence creation, game‑based interaction, and cultural connection.In textbook teaching, when students first encounter new vocabulary, Pinyin is provided. After thorough explanation and extensive practice, I remove the Pinyin and ask students to read the words again to reinforce their memory while it is still fresh. By the time we reach the text, no Pinyin is given, and there is no Pinyin at all in the practice section. In class notes, I add Pinyin only to the characters students do not yet recognize, so they can use them for review. Learning Chinese characters is a long‑term process.