Learning Chinese is the poetic vessel of life, a vibrant medium of cultural transmission, and a rich spiritual soil nourishing children's growth. As the startingstage of middle school Chinese language learning, sixth grade serves as a transition point where we uphold the concept of "language rooted in life, and culture infused in language." We deeply integrate text-based learning with practical experiences, traditional culture, artistic appreciation, and modern technology, transforming lessons into tangible, experiential growth journeys that help children solidify their foundations and enhance core competencies. This document outlines the unique teaching activities of this semester, inviting parents to witness their children's growth together.

Learning Chinese is closely tied to life. We consistently ensure our classroom is grounded in real-life experiences relevant to children. In teaching "The Spring Festival in Beijing," we built a strong connection between the lesson and the students' recent experiences during the festival. We organised a "Comparison of Spring Festival Customs from North to South," encouraging children to compare regional customs like New Year's Eve dinners, couplets, and greetings, allowing them to utilize their language knowledge to analyse and reflect in authentic contexts while appreciating the diversity of Chinese traditional culture.

Through the exploration of cultural themes, we not only focus on life experiences but also emphasise uncovering the cultural connotations behind the texts, helping children inherit cultural legacies. In the lesson on "Laba Congee," we used this distinctive delicacy as an entry point to introduce the customs of the Laba Festival and its Buddhist background. We encouraged children to share local Laba customs, helping them understand that Laba congee is not just a delicious dish but a symbol carrying the Chinese people's sense of belonging and cultural identity, allowing traditional culture to take root in the classroom.

Beyond cultural immersion, we prioritise hands-on practice to make learning Chinese more engaging, bringing abstract text to life. In the lesson on "The Bamboo Stick Man," we prepared materials like bamboo sticks and cotton strings, allowing children to assemble bamboo figures and conduct competitive games. This hands-on experience deepened their understanding of the text and enhanced their practical skills while enjoying traditional games.

Learning Chinese must be rooted in tradition while bridging the gap between the ancient and modern. In teaching the classical text "Bo Ya Playing the Qin," we combined the classic story of friendship with the modern guzheng piece "High Mountains and Flowing Water." We guided children to interpret the text's meaning and appreciate the profound imagery of "high mountains and flowing water," encouraging them to share their own experiences of "知音" (kindred spirits), fostering an appreciation of how art nourishes the soul and enhancing their aesthetic sensibility and cultural awareness.

As times evolve, we actively integrate modern technology into the Chinese classroom, breaking traditional teaching limitations and nurturing children's exploratory abilities. In the lesson on "The Mysteries of Life in the Universe," we used tools like Magic School to allow children to raise questions and conduct independent research on the core topic of "life in the universe." This approach empowers them to grasp scientific knowledge actively, learn problem-solving skills, and gradually cultivate a persistent interest in exploration.

Beyond the classroom, we also emphasise broadening children's reading horizons and enriching their cultural knowledge. This semester, we selected the extracurricular reading book "The Breadwinner" for a thematic reading activity. Through the growth story of Afghan girl Parvana, children learned about issues like gender inequality and the sufferings caused by war. We guided them to cherish their peaceful and happy lives and to establish equal perspectives through book sharing and thematic discussions, expanding their vision and enhancing their empathy through extracurricular reading.

In summary, sixth-grade Chinese teaching is always child-centered, deeply integrating text learning with life, culture, technology, and reading through diverse teaching activities that make learning Chinese vibrant and meaningful. We hope to help children solidify their language foundation and enhance their core competencies while experiencing cultural charms and cultivating exploratory spirit and humanistic sentiments.

Education is a journey of mutual commitment. We are grateful to parents for their ongoing understanding and support of our Chinese teaching work. In the future, we will continue to deepen classroom practices and innovate teaching methods, looking forward to working together with parents to support children's learning in Chinese, fostering their growth towards the sun and forward into the light.