han yu pin yin classes

The Importance Of Han Yu Pin Yin Classes For Your Child And Why?

A child’s journey to learn the Chinese language begins with Han yu Pin yin classes. Since there is a large emphasis on Han yu Pin yin in Primary 1, it is imperative that parents pay attention to Han yu Pin yin in Kindergarten 2 and Primary 1 by going for Primary School Chinese Tuition.

Pin yin is a method for practicing and remembering sounds, unlike English, which we can pronounce through our vision. Thus, Pinyin is an effective tool for teaching learners of Chinese to speak and learn Mandarin (pǔ tōng huà, Standard Mandarin Chinese).

There are a few things to know about han yu pin yin,

What is Hanyu Pinyin(汉语拼音)?

Pinyin is a phonetic system that means “spell sound”, In addition to being used for typing or texting, it also teaches pronunciation to Chinese students.

The first consonant of a Chinese word is followed by the final vowel. All consonant-vowel-consonant words end in “n” or “ng”. Occasionally, Pinyin accompanies traditional Chinese characters in Hong Kong.

What are the three important components of pinyin?

Pinyin consists of syllables comprised of three parts: initial, final, and tone markers. These three parts – initial and final – constitute the basic elements of the pinyin system, not consonants and vowels like in other languages.

Why was Pinyin created and is important to learn nowadays?

The Pinyin system was established in the 1950s to ensure that Chinese characters can be pronounced uniformly across the nation since 56 ethnic groups speak different dialects.

These standardizations of Pinyin have also made it easier for Chinese learners in other countries to read Mandarin Chinese.

You often see Chinese characters made up of many strokes. For example, “你好”, means “Hello” in English. However, unless you learn Pinyin, you can’t tell how to pronounce it.

The han yu pin yin placement of tones:

To remember the tone marks in Pinyin, always put them above vowels, except when the tone is in the light tone.

If the Pinyin contains two or more vowels, place the tone mark according to “a, o, e, i, u, ü” instead.

This rule does not apply to all cases. Tones should be placed on “u”, not “i” when you see the compound final “iu”. This can be remembered by placing the tonal above the final at the back of the pinyin if it has “i” and “u” at the same time.

Han yu Pin yin for Mandarin Speakers: Tones. learning Chinese language

An algorithm to find the correct vowel letter (when there is more than one) is as follows:

  1. If there is an a or an e, it will take the tone mark
  2. If there is an ou, then the o takes the tone mark
  3. Otherwise, the second vowel takes the tone mark


Single meaning: Words with a single meaning, which are usually set up of two characters (sometimes one, seldom three), are written together and not capitalized: rén (人, person); péng you (朋友, friend); qiǎo kè lì (巧克力, chocolate)

Combined meaning (2 or 3 characters): Same goes for words combined of two words to one meaning: hǎifēng (海风; 海風, sea breeze); wèndá (问答; 問答, question, and answer); quánguó (全国; 全國, nationwide); cháng yòng chí (常用词; 常用詞, common words)

Combined meaning (4 or more characters): Words with four or more characters having one meaning are split up with their original meaning if possible: wú fèng gāng guǎn (无缝钢管; 無縫鋼管, seamless steel-tube); huán jìng bǎohù guīhuà (环境保护规划; 環境保護規劃, environmental protection planning); gāo měng suān jiǎ (高锰酸钾; 高錳酸鉀, potassium permanganate)

Duplicated words

AA: Duplicated characters (AA) are written together: rén rén (人人, everybody), kàn kan (看看, to have a look), nián nián (年年, every year)

ABAB: Two characters duplicated (ABAB) are written separated: yán jiū yán jiū (研究研究, to study, to research), xuě bái xuě bái (雪白雪白, white as snow)

AABB: Characters in the AABB schema are written together: lái lái wǎng wǎng (来来往往; 來來往往, come and go), qiān qiān wàn wàn (千千万万; 千千萬萬, numerous)

Nouns and names (名词; 名詞; míng cí)

Words of position are separated: mén wài (门外; 門外, outdoor), hé li (河里; 河裏, under the river), huǒ chē shàng mian (火车上面; 火車上面, on the train), Huáng Hé yǐn án (黄河以南; 黃河以南, south of the Yellow River)

Adjectives (形容词; 形容詞; xíng róng cí): A monosyllabic adjective and its reduplication are written as one: mēng mēng liàng (矇矇亮, dim), liàng táng táng (亮堂堂, shining bright)

Pronouns (代词; 代詞; dàicí)

Personal pronouns and interrogative pronouns are separated from other words: Wǒ ài Zhōngguó. (我爱中国。; 我愛中國。, I love China); Shéi shuō de? (谁说的?; 誰說的?, Who said it?)

Removing the Two Dots on “ü”

What Is An Umlaut (Ü) In Chinese han yu pin yin classes

Generally, if the final with “ü” comes after the initials “j”, “q”, or “x”, the dots on top of the “ü” are removed. Therefore, it becomes “ju”, “qu”, or “xu”.If the final with “ü” follows after the initials “l” or “n”, the dots on top of “ü” will remain. Therefore, it will be “lü” and “nü”.

Pronounce the different sounds by emphasising mouth structure.

Difference between letter sound with “h” and no “h”.

  • Tell them that when you say “z”, “c” and “s” – the mouth opens up like a smile showing your teeth (emphasised on it, show more dramatic action for now).
  • When you say “zh”, “ch” and “sh” – our lips pursed up into an “o” shape.
  • Also, when you say “ch” or “sh”- you are spitting out breath on your hand while this doesn’t happen for “zh”.
  • “s” and “sh” – open mouth wide for “s” and pursed lips for “sh”.

Abbreviations for han yu pin yin

For Pinyin that is pronounced as “iou”, “uei” or “uen”, the middle vowel “o” is dropped. They are spelt as “iu”, “ui” and “un” in writing. For example:

  • “qiou” is spelt as “qiu”
  • “huei” is spelt as “hui”
  • “kuen” is spelt as “un”

Reading Chinese storybooks with Hanyu Pinyin and point them out in the story.

The best way to experience the Hanyu Pinyin application is to get them storybooks in Hanyu Pinyin when they have completed their Hanyu Pinyin training.
Thus, they’d understand how Hanyu Pinyin is used in actual books rather than just on worksheets!

Helping your child get better at Mandrian:

Most Chinese children are already able to speak some basic words and sentences before they are taught pinyin. When it comes to the pronunciation of Chinese characters and the use of dictionaries, pinyin serves as a vital auxiliary tool. Despite being the foundation of learning Chinese, pinyin is easy to learn.

In the minds of most students, Han yu Pin yin represents just some meaningless sounds without any connection to meaning. The context of the Pinyin students learn can help them make sense of it. Enrolling your child in Chinese Enrichment Class Pinyin can be taught to your child more easily with stories if you use them to teach it. Additionally, stories make learning more interesting and engaging.

Teaching The Chinese Language to Children at An Early Age

There are a few studies that have shown. When parents pay more attention and ask about their child’s learning daily would encourage their children to be more interested in their studies. As a parent, you must show your child the importance of a subject and learn with them if they dislike learning.

Encouraging them and teaching them patiently creates a better learning space for your child as well as child-parent relationship-wise. Checking in with your child about their learning allows them to feel a sense of comfort and accomplishment. Sharing their learning troubles or achievements they had during lessons builds confidence in learning better.

Why should your kid start with Primary School Chinese Tuition?

Early-stage learning encourages students to have a better understanding skill and constant exposure to the language.

it also improves flexibility as it is not practical for teachers with 40 students in the class to pay attention to all children in learning. This doesn’t satisfy the child’s learning and causes them to fall behind in class and feel overwhelmed by stress as they are not able to understand the materials in class. Han Hua Mandarin Centre strives to guide students to be confident in their learning and prevent students from falling behind in class.


Han Hua Mandarin Centre (Toa Payoh Chinese Classes), Singapore’s only Chinese enrichment center’s vision is To pass on the rich traditions of the Chinese culture and to guide students of Han Hua Mandarin Centre to express themselves confidently in life.

To guide Han Hua Mandarin Centre students in comprehending the world through the Chinese language.

To help shape the values of every Han Hua Mandarin Centre student, to grow into a good person with a sound moral compass.

Enrolling your child in Han Hua Mandarin Centre classes will encourage them to learn as it is the foundation of learning the Chinese language. We strive for the best in education and guide students confidently. Do check out other sites to learn more about Han Hua Mandarin Centre’s core skills.


Best Toa Payoh Chinese Classes Guide for Parents

Allow the Chinese education specialists at Han Hua Mandarin Centre in Singapore to help your child develop a love of Chinese language learning as early as 6 months old!

Han Hua Mandarin Centre (Toa Payoh Chinese Tuition), Singapore’s only Chinese enrichment centre specializing in the development of the 7 Core skills:

1 Listening 听 – understanding

To help your child get started, we will teach them how to listen and understand basic Chinese. Understanding the Chinese language and having it as your primary or secondary language is essential because it can benefit your child’s academic studies in a variety of ways.

2 Speaking 说 – conversing

Learning how to converse in Chinese is important because it is one of the most important languages in the world, particularly in business. Learning their language would be the best way to gain access to a lot of business opportunities. At Han Hua Mandarin Centre, you can now learn proper Mandarin articulations from the best specialist Chinese teachers!

3 Reading 读 – vocabulary development

Vocabulary development is an important skill that should begin at a young age. Vocabulary development is critical for student success throughout their academic years. Children between the ages of three and four are considered to be in their prime language acquisition years. A love of repetition, imitation, and memorization is built into a child’s developmental nature during this time. These are all important characteristics for learning a language, so if you haven’t already, it’s time to start exposing your child to a second language and teaching them to read in that language.

4 Writing 写 – Chinese characters

Without a doubt, writing is an important skill that every child should learn. Despite the fact that the majority of children dislike it. A Chinese character can be broken down into two parts: strokes and components. Strokes are always introduced first in Chinese writing classes. To learn Chinese properly, you must know how to write the characters. It will help students improve their writing speed in Chinese PSLE paper 1 (Composition) and paper 2 (Comprehension).

5 Inquiry 问 – thinking & questioning

Students are challenged to think beyond simply memorizing or remembering information and toward applying knowledge in life, drawing connections between ideas, evaluating or challenging ideas, and creating something entirely new. As a result, this methodology contributes to the reawakening of the student’s natural curiosity. Students’ learning experiences become more relevant to their lives as they become more engaged.

6 Mindmap 创 – creativity

Creativity allows students to be free of their minds and can boost their self-esteem. The most common Composition challenges for primary school students are 1How to start 2Confusion 3Poor vocabulary and 4Weak construction. Mind mapping is a useful technique for taking notes and brainstorming essay topics. A mind map is created by writing down a central theme and brainstorming new and related ideas. As a result, Mind-map can assist your child in organizing his writing process.

7 Presentation 演 – public speaking

If you can speak well in front of an interviewer or lecturer, it can help you get a job or a promotion, or it can help you with your academic grades, such as if you have to give a presentation in class. The more you force yourself to speak in public, the better and more confident you will become. Every lesson at Han Hua Mandarin Centre includes a presentation for each student. We value public speaking skills highly.

Han Hua Mandarin Centre (Toa Payoh) guarantees and commits to offering a high-quality curriculum, teaching methods, and intensive teacher training.

Our Chinese programme is open to all children aged 6 months to 12 years old!


A Better Alternative To Grading Student Writing

Great writing starts at the beginning, whether with an idea or need or purpose of social context or spark of inspiration. Whatever it is that ’causes’ the writing to begin–what’s wrought there at the beginning is kind of like a lump of clay. Without that clay, not much could happen and the quality of that clay matters; its texture and purity and consistency and overall makeup has a lot to say about what it’s able to produce. In large part, what you’re able to create with that clay depends on the quality and quantity of that clay.


It’s Time To Think Differently About Writing In The Classroom

Limiting the craft of writing to a single content area has altered the landscape of students’ minds in ways that are only now being revealed as math teachers are told to teach writing. Students are now used to flinging rudimentary understandings on exit slips in broken sentence fragments, taking notes that neatly curate other people’s ideas, and otherwise ducking the responsibility to craft compelling arguments that synthesize multiple perspectives on a daily basis.

front page banner

Creating Students Who Solve Problems

Massa tempor nec feugiat nisl pretium. Egestas fringilla phasellus faucibus scelerisque eleifend donec. Porta nibh venenatis cras sed felis eget velit aliquet. Neque volutpat ac tincidunt vitae semper quis lectus. Turpis in eu mi bibendum neque egestas congue quisque. Sed elementum tempus egestas sed…

The next time you are teaching a lesson, count how many questions students are asked.

When students are herded and corralled into the narrow chute of standardized testing, they are so heavily indoctrinated with fear of failure that only a fool would dare venture off the beaten path. We are, after all, talking about young people, and can hardly expect them to rebel against it (considering this may make you rethink those students who actually do). The consequences of straying are so fierce: the promise of no job; the shame of failure; the ire of the school. It is no wonder then that students are afraid to take risks and think for themselves, and why inevitably so many unnecessary questions are asked.

To add insult to injury, when governments decide in their wisdom that the solution to ensuring progress in education is to standardize testing even more, they force schools to constrict curricula further. They reduce the opportunities to explore creativity in subjects. They trim a course down to its quantitative shell, and by doing so reduce a student’s opportunities to develop problem-solving strategies. Essentially, they force schools to produce hydroponic students.

Teaching Students In Authentic Contexts

Whilst using hydroponics to grow fruit and vegetables seems like the golden ticket to solving the world’s food problems, the method, while yielding ostensibly larger and faster produce, is significantly flawed in three ways: first, the final product lacks real nutrient and substance, and ultimately taste.

Secondly, the plant itself grows in a very unnatural and toxic state, absorbing inordinate quantities of chemicals and pesticides to control it at every turn, which must affect its overall enjoyment in growing, and thirdly, once the plant is gone and the process is over, it leaves no positive legacy – in fact, it depletes the ground around it. When students are taught in unnatural conditions, with the sole purpose of producing quantifiable results, they too suffer in three similar ways:

First, when they finish their education with a whole lot of credentials, (if they have managed to get through the system), they may lack any real depth of knowledge and any ability to problem solve. This is because the learning has been too shallow, only concentrating on aspects of a course that need to be learned for standardized testing. Like the roots of the hydroponic plant, the brain’s synapses aren’t encouraged to expand and strengthen because there isn’t any opportunity or need to do so. The more prescriptive the learning, the less chance the student has to wander off the path, and get dirty, and find solutions to get out of the mud. Necessity is the mother of invention, but when students aren’t ever given such chances, they lose the capacity to think on their feet, and eventually, to think for themselves in most situations.

Secondly, if students are encased day after day in the confines of the school building, seated for extraordinary long periods of time in rows of desks, and ushered from class to lunch to class under the strict timings of bells, the process of distancing the young from their natural condition is well underway. If students are doused with pointless and irrelevant information disguised as learning, it is obvious that they won’t enjoy school.  

Teaching Curiosity

Even well-meaning teachers can fall foul to the system, themselves operating in fear of not covering the required territory. In fact, it’s an impossible feat to teach the amount of stipulated material of most subjects to any level of depth to the average class. To curb the natural inclination of students to disengage in such a learning context, schools superficially inoculate their students with countless tirades, warning against disengagement and punishing culprits in attempts to quell it. It is no wonder that students can feel that their paths in learning and growth have become stifled and one-directional and oppressed. It is no wonder they rarely if ever connect learning with happiness.

Thirdly, because of the shallowness of the learning required for standardized tests, and the lack of base in the knowledge creation, the transference of the learning into new contexts is limited. The process yields little reward after the examination period, and does little to sustain the learner, or indeed the community around him or her. The student raised in the hothouse of standardized testing struggles to think outside the box, to solve new problems and ultimately flourish and contribute to a rapidly changing 21st century world.

The emerging adult is certainly not going to bud and inspire the next generation, but instead depend upon and drain the world around it to keep it alive.