Analysis of 40 Grammar Points in Teaching Chinese as a Foreign Language (2)
Analysis of 40 Grammar Points in Teaching Chinese as a Foreign Language
Explanation: Indicates that the action may continue or not continue:
I have been learning Chinese for a year. I have one more year to study. (To be continued)
I have been learning Chinese for a year and will no longer learn it. (No more)
21. It’s going to happen, it’s going to happen, it’s going to happen, it’s going to happen soon
Explanation: It means that an action or thing will happen soon
22. Dynamic particle " Zhu "
Form: verb + Zhu
Description: Indicates the continuation of an action or state
It is raining outside, blowing Windy. (The action is continuous and dynamic)
The door to the room is open. (Continuous state, static)
23. Dynamic particle "pass"
Form: verb + pass
Explanation: Indicates past experience
< p>I have been to Beijing, but not to Shanghai./p>
He is reading (yet). | He is reading a book. | He is reading a book.
It’s raining outside. | It's raining outside. (Can be used together with "with")
25. Linked Sentences
Form: with more than two verbs
Yesterday he went to the store to buy something . ("Le" is after the last verb)
26. Concurrent sentences
Form: A please/let/call B + verb
I invite him Come.
The teacher asked students to write essays.
The father asked his son to go shopping.
27. Use the word "ratio" to express comparison
(1) A (not) is better than B + adjective
I am taller than him. | I'm not taller than him.
(2)A is more / still + adjective than B
I am very tall, and he is more / taller than me.
(3)A is better than B + adjective + quantity // a little, some // much, more
I am five centimeters taller than him.
I am a little taller than him.
I am much (much) taller than him.
(4)A is earlier/later than B // more/less + verb + quantity
I came five minutes earlier than him.
I have studied three more texts than him.
(5) There are degree complements in the "bi" sentences, which have two forms:
I came earlier than him.
I came earlier than him.
28. Use "A and B (not) the same + (adjective)" to express comparison
My book is the same as his book. | My book is different from his.
I am as tall as him. | This room is not the same size as that room.
29. Use "A has / does not have B (such / then) + adjective" to express comparison. He is as tall as me.
I am not as tall as him. (or: I am not as tall as him)
Is he as tall as you? (or: Is he as tall as you?)
30. Verb overlap (indicates short time, or Try)
(1) The action has not happened yet. Monosyllabic verbs can be separated without "一":
I want to think about this problem.
I want to think about this issue.
(2) "一" cannot be used between two-syllable verbs:
We need to study (× 一) this issue.
(3) The action has been completed, and "" is used between monosyllabic/double-syllable verbs:
I thought about this question yesterday.
(4) Use "在", "在", etc. to express the progress of the action, and the verbs cannot overlap:
He is listening to (×Listen to) music.
31. Overlapping of adjectives (with vivid and vivid effects)
(1) Overlapping form of monosyllables: AA
She has a pair of big eyes.
(2) Overlapping form of two syllables: AABB
This is a clean room.
(3) Adjectives overlap as attributives, or as predicates alone, and should be followed by "of":
A pair of big eyes / His face is red.
(4) "Very" cannot be used before overlapping adjectives:
She was dressed (× very) beautifully.
32. "Ba" sentences
Form: A, B + verb + other components
Semantics: describe the movement, change or result
I closed the door. (Use "了" after the verb)
I finished my homework. (Use "result complement" after the verb)
You bring up the box. (Use "tendency complement" after the verb)
You give him this book. (Use object after verb)
Note:
(1) Possible complements cannot be used in "ba" sentences:
× I read this book very well over.
(2) The object usually refers to something specific, or is known to both parties:
You give him this book (× a book).
(3) Canonical verbs/negative words, placed before "hand":
I want to give this book to him. | I didn't give him the book.
(4) When the verb is followed by the complement "in, to, give, or become", the word "bar" is often used:
I parked the car at the door. |I put the book on the table.
I gave the pen back to him. |I translated this English book into Chinese.
33. Passive sentences
(1) Sentences using the word "bei" in "bei":
Form: A bei B + verb + other components
p>
He borrowed my dictionary.
My wallet was stolen.
(2) Passive sentences without "being":
The meal is finished. | The letter is written.
34. "Yes?"
(1) Emphasize the time, place and method of the action that has taken place
He came yesterday.
He is from Beijing.
He came by plane.
(2) Express attitude or opinion
I think it is wrong for you to hit someone.
His learning attitude is serious.
35. More and more + adjective / psychological verb
Winter is here, and the weather is getting colder and colder.
I like music more and more.
36. Yue? Yue?:
(1) The subjects are the same: the wind is getting stronger and stronger.
(2) Different subjects: The more the teacher talks, the less I understand.
37.一? Just?
Explanation: It means that after the first action occurs, the second action occurs immediately.
(1) The subjects are the same: I will go home as soon as get out of class is over.
(2) The subject is different: I understood it as soon as the teacher said it.
38. The difference between “a little bit” and “a little bit”
(1) A little bit + adjective (meaning “unsatisfactory”):
< p> This book is very good, but a bit expensive.(2) A little bit + psychological verb:
They want to go to the park, and I also want to go to the park a little bit.
(3) Adjective + a bit (indicating comparison):
Yesterday it was 20 degrees, and today is a little colder (than yesterday).
(4) Verb + a little + (object):
I can speak a little Chinese.
39. The general order of attributives
Noun | pronoun + demonstrative pronoun + quantity phrase + adjective/noun + the two new colleges of the central language school
She Those five beautiful silk clothes
40. The general order of adverbials
Time + place + scope + degree + modality/method + prepositional phrase + verb/form We are all very fond of him Enthusiasm We learn Chinese with the teacher very seriously at school. We were very happy to call him at home yesterday
Expanding practical teaching tools for teaching Chinese as a foreign language
1. Pronunciation teaching
p>In the process of pronunciation teaching, there may be two reasons for students’ poor intonation. One is that the student’s basic skills are not solid and the intonation part has not been learned well. They know the tones but cannot pronounce them, or pronounce them incorrectly; the other is that , the students have learned the tones part, but they don’t know which tone this Chinese character has.
The tool introduced below is to solve the latter problem:
A practical tool for converting Chinese characters to Pinyin:
The function of this tool is to input Chinese characters in the dialog box and automatically It can display pinyin, and the position of pinyin and Chinese characters can also be adjusted, such as upper pinyin and lower Chinese character, left Chinese character and right pinyin, etc. You can choose to have tones or not. I usually print out a version without tones for students after they have learned the new words, and let them practice toning. If students pay attention to the intonation when they study and pronounce it accurately, they can successfully pass such a quiz.
This software is also very useful when writing test papers.
In addition, students can also test their ability to identify tones on the arch Chinese:
This website.
2. Chinese Character Teaching
To learn Chinese characters through apps, we highly recommend an APP called “Writer”. The free version of this software has four HSK level 1 file packages built-in,* **There are nearly 600 Chinese characters in total. Mainly through games to train the stroke order of Chinese characters. During the falling process of Chinese characters, you can score points if you write them correctly according to the stroke order. When students are starting to learn Chinese characters, if they have an iPad, they can use this APP and get quick results. Students can easily memorize the stroke order, learn by playing, and learn by having fun. My students are high school girls and they all love it.
3. Teaching new words
Quizlet is a website for students to learn vocabulary. After registration, you can build a virtual classroom on the website, where new words for each class are posted, pinyin and English annotations are automatically generated, and can also be paired with pictures to facilitate students' understanding.
If you are using a relatively common textbook, such as "Intergrated Chinese" used by many schools in the United States, and I use "Easy Learning Chinese", you can directly enter the title of each lesson in the search box on the homepage, and then You can find corresponding new words made by other teachers. After you click copy, they will be automatically copied to your page. You can delete some new words, adjust the order of new words, edit new words, etc., which is more convenient. After students join the virtual classroom, they can learn the new words shared by the teacher in the classroom according to the progress of the course, Flash word cards automatically generated by the website, Lianliankan games, corresponding test papers, and the teacher can check the students' study time and other related records.
The introduction of new words is completed in class, mainly to help students establish connections and connect new knowledge with old knowledge. I let students learn the writing and recording of Chinese characters and new words by themselves outside class, because everyone needs The time is different. They arrange their time according to their own needs. As an auxiliary website, Quizlet is very popular among students. Our school is not only using it in Chinese classes, but also in French, Spanish, and Latin classes.
IV. Competition Games
Kahoot aims to build a game-based learning environment and classroom. There are three main functions: quizzes, discussions, and surveys. What I use most is the quiz function.
The principle is very simple. You can create a quiz and control the number of questions. Each question has two to four options. Mark the correct option. That's all the teacher needs to do. Every time you have students play this game, there is a code. Students only need to enter the same code on the Kahoot.it website using their mobile phones or iPads to enter the quiz at the same time. After each question, you can see how many people answered it correctly and the time each person took to answer the question. According to the time and order of answering the questions, each person has a corresponding score.
For Chinese characters and new words, you can do a quiz on the connection between sound, shape and meaning, and you can also do a quiz on vocabulary application, similar to cloze, and you can also do sentence rejoiner, which is the AP test listening test. For some question types, assume a conversation between two people, choose the most appropriate response, etc. Through such small tests, teachers can obtain students' learning status in a timely manner. I use this activity as a game to weaken the competitive nature of it and emphasize that students only need to choose the correct answer and not rush. Students like it very much and will be more active in reviewing.
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