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Berlin Seminar EBCL 27-29th April Lik Suen SOAS
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Grammar guide for Grammar guide for Chinese A1 and A2 Chinese A1 - - PowerPoint PPT Presentation
Grammar guide for Grammar guide for Chinese A1 and A2 Chinese A1 - - PowerPoint PPT Presentation
Grammar guide for Grammar guide for Chinese A1 and A2 Chinese A1 and A2 A proposal for EBCL project A proposal for EBCL project Berlin Seminar EBCL 27-29 th April Lik Suen SOAS 1 CEFR Provides proficiency descriptions for each level.
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∗ Provides descriptions of applications of a language ∗ Language can be used for different purposes, for travel, for work, for education, etc. ∗ Like a building, it can be used for different functions, such as ∗ Home - School- Hospital -Stadium
CEFR
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How to learn a language
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∗ To construct a building, you need ∗ Building materials: cement, bricks, tiles… To learn a language, you need ∗ Vocabulary ∗ To construct a building, you also need ∗ Architecture blueprint ∗ To learn a language, you need ∗ Grammar
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Every building is different…
How to guide a foreign builder (language learner) to construct a Chinese building (Chinese language)?
∗ Get familiar with building materials i.e. ∗ Vocabulary ∗ Get familiar with Chinese regulations and rules of building i.e. ∗ Grammar and Structures
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∗ The Chinese framework ∗ UK syllabus
Data
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∗ Thorough ∗ Comprehensive ∗ Detailed ∗ Knowledge based ∗ Academic ∗ Theoretical
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Old Style Grammar Teaching
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∗ Interactive ∗ Functional ∗ Efficient ∗ Selective ∗ Focus on differences between mother tongue and Chinese
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Communicative based
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∗ 国内出版物的语法大纲 ∗ 汉语教科书（1964） ∗ 基础汉语 (1971) ∗ 汉语课本 （1977） ∗ 基础汉语课本 （1980） ∗ 实用汉语课本（1980） ∗ 初级汉语课本 （1994） ∗ 现代汉语教程 读写课本 （1988） ∗ 汉语初级教程 （1989） ∗ 新汉语教程– 情景功能结构 （1995） ∗ 汉语水平等级标准和等级大纲 （1988） ∗ 汉语水平等级标准与语法等级大纲 （1996） ∗ 国际汉语教学通用课程大纲（2008） ∗ 新汉语水平考试1-6级 （2009）
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Sources available 中国
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∗ 台湾华语文能力测试（TOP， TOCFL 2012)
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Sources available台湾
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∗ 法国教育部中学汉语教学大纲 ∗ 英国考试局的测试大纲
∗ Edexcel GCSE key grammar
∗ NVQ A1 equivalent to GCSE grade D ∗ A2 equivalent to GCSE grades C to A*
Sources available 欧洲
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∗ High frequency in language activities
∗ High frequency in learner’s mother tongue ∗ High frequency in Chinese language activities
∗ Difference between the mother tongue and Chinese
∗ Same (easy) ∗ Very different (difficult)
∗ Similar with slight difference ( more difficult)
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How to identify key grammar points
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∗ Complexity of a grammar structure is not the key priority in deciding when to teach the grammar. Communicative needs are more important.
∗ Difficult structures with high frequency may be introduced as fixed expressions at A1 level. ∗ Break down the complicated structure into different levels and only introduce the most used functions at A1 and A2 level
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Complexity of grammar structure
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Key grammar difference A1 ( examples)
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∗ 量词 ∗ 形容词谓语句 ∗ 人称代词和指示代词（定冠词） ∗ 数字 ∗ 时间 （时点，日期） ∗ 复数后缀 ‘们’ ∗ 的 ∗ 疑问句 （吗，特殊疑问句） ∗ 否定式 ∗ 能愿动词： 能，想，要 ∗ 两 ∗ 和 ∗ 副词的用法：也 都 ∗ 简单比较句 ∗ 语序 ∗ 了 ∗ 固定结构/表达
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∗ 扩展A1的语法项目
∗ 选择问句 还是 （或者） ∗ 的 ∗ 能愿动词 ∗ 时态助词 ∗ VC
∗ 强调句 是…的， 连…都, 什么都…
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Key grammar difference A2 ( examples)
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∗ Extend and complete grammar difference list for A1 and A2.
∗ Localized: identify grammar differences in a particular language, i.e. German, French, Italian etc. ∗ Cross check with other published frameworks of textbooks and tests/exams ∗ Coding/labelling/grouping in a systematic way to ∗ Provide support and guidance to descriptors ∗ Build up A1 A2 profile
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