Edexcel GCSE Chinese Teacher's Guide Chapter 1

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Unit Main topics and objectives Grammar Skills

复习 1: Revising basic Chinese (pages 6–7)

Revising basic Chinese Character writing strategies Recollection of basic characters: recognition (reading) and reproduction (writing)

复习 2: Understanding basic introductions (pages 8–9)

Understanding basic introductions

Verb-adjectives Reading for gist Looking for, identifying and using clues

1 我喜欢 I like (pages 10–11)

Likes and dislikes When (while) More than (after a measure word) 和 and 也

Skimming and scanning

2 我的父母 My parents (pages 12–13)

Jobs and daily routines Subject + time + verb Time + manner + place

Understanding and manipulating grammar (word order)

3 我的朋友 My friends (pages 14–15)

Describing people Describing height Adverbs

Listening for detail

4 爱好 Hobbies (pages 16–17)

Asking yes/no questions Yes/no questionsTime/action

Learning to ask questions about specific times

5 国籍 Nationalities (pages 18–19)

Talking about places you have visited

‘Has/have been (to a place)’

Skimming and scanning

口语 Speaking (pages 20–21)

Speaking Assessment practice Preparing for a speaking task (open interaction) Media and culture

Revision

写作 Writing (pages 22–23)

Writing Assessment practice Preparing for an extended writing task about a famous personality Media and culture

Revision

读和写 Reading and Writing (pages 188–189)

Extra reading and writing practice

Chapter 1 我的生活 My life (Student Book pages 6–25)

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复习 Review 1Main topics and objectivesRevising basic Chinese

(Family members, basic verbs, some pets)

SkillsCharacter writing strategies

Recollection of basic characters: recognition (reading) and reproduction (writing)

Resources CD1, Track 2

(Student Book pages 6–7)

StarterAim To establish what level of Chinese the students are working from.

Students all start by standing up. Ask them to put up their hand, wait to be chosen and then shout out any word they know in Chinese. They then sit down. Continue until the whole class is sitting down.

This very simple activity requires no preparation and should give you an idea of the type and range of language the students have learnt. If the activity finishes really quickly, ask them to stand up again. This time one student says a word in Chinese and the next person has to translate it into English.

1 Match the pictures with the Chinese characters.

Reading. Students look at the picture of the family and match the characters with the people in the picture.

They should have already come across this basic vocabulary for family members, so they should complete this activity relatively quickly and accurately.

2 Match the characters for these verbs with their English equivalents.

Reading. Students look at the list of verbs in Chinese and match them to the list of verbs in English.

These ten verbs are usually taught very early on, so expect students of all levels to complete this exercise quickly.

3 Use the verbs in Activity 2 to write ten sentences. Try to use any vocabulary you have

learnt previously to write varied sentences. Use the examples to help you get started.

Writing. Students use as much vocabulary as they have already learnt previously to write ten sentences. Each sentence must include one of the verbs from Activity 2. The sentences should be as varied as possible.

Encourage students to use as wide a vocabulary as they can, so that you can judge how much Chinese they already know. Lower ability students will probably stick to a very basic sentence structure, as in the first example on page 6. Expect higher ability students to throw in time phrases, adjectives and maybe a connective or two.

Answers1 f 2 g 3 h 4 a 5 d 6 c 7 b 8 e

Answers1 g 2 h 3 f 4 j 5 i 6 b 7 a 8 e 9 d 10 c

Exam tip

Learning useful verbs. Point out the exam tip to students and encourage them to create their own vocabulary lists that they can build on throughout the course.

Logical compounds

To support students in their character writing, ask them to always have pens, pencils or highlighters in three different colours. Even though it may seem time-consuming, when introducing new vocabulary you could make it a habit to always write the first stroke of a character in one colour (such as red), the radical in another colour (such as blue), and the remainder of the character in a different colour (such as black). Ask students to follow your example and tell them that in the long run this will help them to remember where they should start writing the character. Emphasise the fact that if they are going to use a dictionary to look up a character, they need to know the radical. By writing radicals in one colour every time they write a new character, they will get used to recognising them quickly. Insist that they write characters in the correct stroke order, which should help them to write correct characters each time. When they write the character for the first time, you could ask them to count the strokes and make a note (in brackets) of how many strokes are in the character.

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我的生活 My life1

This is a differentiated task, as you will be able to see what level the students are working at by the quality of their sentences.

4 Take it in turns with a classmate to say the sentences you wrote in Activity 3. Listen

carefully and compare what you have written. Make a note of the vocabulary that is new to you.

Listening. Students read out one sentence at a time to their partner who listens and makes notes. If there is new vocabulary, they should write this down. They should compare sentences to see how similar or different they are.

For this activity, you may want to pair students of a similar ability to avoid lower ability students being embarrassed if they don’t understand much of what a higher ability student has said.

5 Listen to the words and find the correct English meanings (a–t) in the box.

Listening. Students look at the English words first, so that they know what words to expect. They may want to highlight words they haven’t learnt. They then listen to the audio of the words being spoken in Chinese and choose the correct meaning from the English.

They should have already come across the majority of these basic words in their written form, but some students may not be confident at listening. The task is therefore differentiated by outcome. Ask them to guess an answer if they don’t know it rather than leaving it blank. After you have checked the answers to the activity, ask students to write down the new vocabulary. You could even use this as a pronunciation practice, with students either repeating the words after you or after the recording.

1 家 2 姐姐 3 喜欢 4 有 5 在 6 音乐7 爷爷 8 要 9 电视 10 没有 11 不 12 叫13 他 14 但是 15 谁 16 看 17 狗 18 金鱼 19 听 20 猫

Audioscript Track 2

Answers1 j 2 h 3 n 4 d 5 p 6 e 7 m 8 t 9 b 10 o 11 k 12 l 13 q 14 a 15 c 16 s 17 f 18 r 19 i 20 g

Answers1 i 2 r 3 n 4 g 5 k 6 h 7 b 8 p 9 c 10 l 11 s 12 a 13 f 14 e 15 o 16 t 17 q 18 m 19 j 20 d

Plenary

Play some background music. Students have five minutes to write down as many characters as they can. Before starting the activity, ask the students to set their own target for how many characters they think they will be able to write in the time limit. After the activity, check to see how many of them have reached their target and challenge them to set and reach a higher target next time you do this activity. Reassure them that it doesn’t matter if at this stage they can’t write too many characters, but gently warn them that they should be aiming to increase the number they can write every week.

6 Match the Chinese characters (1–20) to the English words (a–t) in Activity 5.

Reading. Students refer to the English words in Activity 5 to find the meanings for the Chinese characters in this activity.

This activity reinforces the same words as in Activity 5, but this time by reading them rather than hearing them. Encourage students to do the ones they know first and come back to the ones they are unsure of later.

7 Write down the missing words. Only use the characters in Activity 6 to describe the

imaginary relative pictured on the right.

Writing. Students read the sentences and work out what word is missing from each gap. All of the missing words can be found in the list in Activity 6, so they will not have to produce the characters from memory at this stage. Once they have identified the word, they write the character for it.

8 Match the questions with the correct answers.

Reading. Students look at the questions in the left hand column first and work out what they mean. They then match them with the answers in the right hand column.

Encourage students to look carefully at the words used in the questions and remind them that there are often clues to the answers within the questions.

Answers1 爷爷 2 在 3 喜欢 4 没有 5 听 6 不 7 看

Answers1 d 2 c 3 e 4 b 5 a

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复习 Review 2Main topics and objectivesUnderstanding basic introductions

SkillsReading for gist

Looking for, identifying and using clues

Key language 姓宠物



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StarterAim To introduce yourself to the students

Prepare a short slide show of your life with some pictures and characters. As you introduce yourself simply, use the pictures as background to keep the interest of the students. It is best to stick to very basic sentences, but if you use and point to pictures, you will be able to get away with a bit more complicated language, and it will stretch the more able students.

After you have given your introduction, quiz the students first in English and then in basic Chinese to see how much they understood.

1 Read the texts about Wang Ming, Chen Xiaohong and Mao Wen and answer the

questions in Chinese.

Reading. Students read the three texts where Wang Ming, Chen Xiaohong and Mao Wen introduce themselves simply. The activity is to work out who the ten 谁 statements belong to. They should write the name of one person for each statement.

Students should know most of the vocabulary in these texts, so it should give them the confidence to answer the questions accurately. Encourage them to look at the questions first, then skim the text to find the answers. They don’t have to understand the entire text, as long as they can pick out the answers.

You could ask higher ability students to translate the introductions into English as an extension task.

R Give the students a list of ten adjectives (less if you think they are unable to cope with ten). Ask them to write ten sentences using one adjective per sentence.

2 Ask and answer questions in Chinese.

Speaking. Students first look at Liu Hua’s details laid out as an application form. They also appear as an identity card. Students should try to imagine one of them is a customer and the other a receptionist or customs officer at an airport. They should use the questions in brackets to ask for and give information. They can make these details up if they want to pretend that they are Chinese!

Before doing the activity, ask students to come up with a list of information that they might expect to see on an identity card or passport. This will particularly help lower ability students who may not recognise the characters for words on forms, but with a list of the English words, may be able to work them out.

3 Listen to the passage and answer the questions in English.

Listening. Students listen to the recording and answer the questions in English. Suggest that they read the questions before listening to the recording and make a note of the words that they need to be listening out for,

Answers1 Mao Wen 2 Wang Ming 3 Chen Xiaohong 4 Mao Wen 5 Wang Ming 6 Mao Wen 7 Wang Ming 8 Chen Xiaohong 9 Mao Wen 10 Wang Ming

Culture

Draw students’ attention to the Culture box which highlights the way Chinese people introduce themselves using 姓 and 叫.

Grammar: Verb-adjectives

Ask students to read the explanation about adjectives on page 9. Ask them to tell you what character usually appears before adjectives (很). Elicit as many adjectives as you can from the class. After you have a list, ask students to choose an adjective and make a sentence incorporating it. Expect lower ability students to stick to the simplicity of the examples given in the book, but higher ability students should be more creative and make longer, more detailed sentences.

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我的生活 My life1

4 Write a short paragraph about yourself. (Use the framework to help you.)

Writing. Students use the framework given on page 9 of the student book to write a brief paragraph introducing themselves. If they feel confident, they can give more detailed information, but expect lower ability students to stick fairly rigidly to the framework.

such as 叫, 岁, 住 and 在. You can ask them what they think the key words are going to be, rather than telling them!

Encourage them to take notes in pinyin, English or characters while they are listening, so that they can look back on these notes after the recording has finished and use them to help answer the questions. This is a good habit for students to get into early on, as it will help when they are listening to longer passages in exams.

Logical compounds

Radical and component practice for characters related to introducing yourself.

Split the following ten characters up into radicals in one colour and components in another colour (you could use the colours you use for introducing characters to reinforce the point!):

姓, 叫, 你, 岁, 姐, 妹, 有, 家, 狗, 住.In pairs or small groups, students need to match all ten radicals to the components.

Use this opportunity to reinforce the importance of radicals, especially for dictionary work.

Plenary

Students stand up and tell the rest of the class one piece of information about themselves in Chinese, using the vocabulary and structures they have learnt in this unit. Encourage them to make up the information, so that their sentences will be unpredictable. The other students listen and give the information in English.

You will be able to see if everyone in the class has understood and can manipulate sentences used for basic introductions.

Answers1 Zhou 2 14 years old 3 Shanghai 4 dog 5 cat

Audioscript Track 3

我姓周, 叫周海。我十四岁。我家在上海。我有一个哥哥和一个妹妹。我哥哥有一只狗。我妹妹有一只猫。我没有宠物。

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1 我喜欢 I likeMain topics and objectivesLikes and dislikes

SkillsSkimming and scanning

Grammar‘More than’ after a measure word

Key language …的时候新怎么样？什么时候？一个多小时节目运动身体跟…在一起比赛酷



StarterAim To practise saying things you like and dislike

Throw a soft toy to a student. The student has to name a thing or activity they like, then throw the toy to another student. That student has to say something they dislike, then throw the toy on. Students alternate saying a positive sentence and a negative one, until everyone has said a sentence. If you have a large class, limit the number of students who say a sentence, but make sure you ask them a question later in the lesson!

1 Read the text about Liu Dong’s likes and dislikes. Answer the questions in Chinese.

Reading. Students read the text and answer the questions in Chinese.

Encourage them to look at the questions before reading the text, so that they can then skim and scan for particular details in order to answer the questions. This is a technique that students need to grasp early on, so that they don’t waste time reading slowly and trying to understand every single detail in passages when all they are required to do is to identify specific information.

You may want to review question words that appear in the five sentences, especially to support lower ability students who may recognise the words when they hear them spoken, but who may be unfamiliar with the written form.

Encourage higher ability students to write answers in full sentences.

2 Listen to the description of Wang Li. Answer the questions about her in English.

Listening. Students listen to the recording of Wang Li describing herself, then answer the questions in English.Suggest that students read the questions before listening to the recording to identify key vocabulary they need to listen out for. This activity focuses on 喜欢 and 不喜欢.

+ Play the recording again pausing after each sentence, and ask the students to transliterate as much of the text as they can. They do this in pinyin while they are listening and higher ability students write the text out in characters after they have heard the whole recording.

This will be very challenging, but an excellent way for you to see how well students listen for detail and how well they can write.

我叫王丽。我十五岁。我天天看中文书。我很喜欢英文书, 但是我的英语不好。我爱听美国的音乐, 因为很好听。我不太喜欢听中国的音乐。我喜欢喝咖啡, 可是不太喜欢茶。我也喜欢喝啤酒！

Answers1 他喜欢看英文书和中文书。

2 他星期六去图书馆。

3 做作业的时候他听音乐。

4 因为他爸爸听的音乐很不好听。

5 他爸爸说他的音乐很好听。

Audioscript Track 4

Answers1 She reads Chinese books.

2 Her English isn’t very good.

3 She loves American music.

4 She’s not so fond of China’s music.

5 She likes coffee and beer.

Grammar: When

Teach students that to form sentences expressing when something happened, they should state the action followed directly by 的时候. Explain that ‘when’ comes after the action in Chinese in contrast to before the action in English. You could ask them to translate some English examples written in Chinese word order, so that you can check they understand how to manipulate the grammar: ‘I small when (When I was young)…’; ‘Dad listens to music when (When Dad listens to music)…’.

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4 Read the text about Chen Hua. Copy and complete the sentences.

Reading. Students first look at the new vocabulary in the box to familiarise themselves with the words. Then they read the text, skimming it to find the characters they need to complete the five sentences.

Encourage students to look at the questions before reading the text. This activity is similar to a gap fill, so they are not looking to answer questions here, but to complete statements. After they have finished the activity, you could use this as a pronunciation exercise where students read aloud either after you or without any help, depending on the students’ ability.

Use this opportunity to drill the use of 跟… 在一起, as it is a very useful phrase for them to be able to recognise and use in their speaking and writing.

5 Write a short paragraph about your classmates’ likes and dislikes. Use vocabulary that you

know and try to expand your sentences by adding conjunctions, such as ‘and’ (和) and ‘also’ (也).

Writing. Students use vocabulary and phrases, including connectives, to write about what their classmates like and dislike.

A framework is included to support lower ability students, but higher ability students should be encouraged to expand their sentences by adding more detail using adjectives, time phrases and as many connectives as they know.

Also encourage students to use the new grammar and vocabulary found in this unit in their writing.

3 Interview your classmates. Record your results in a chart.

Speaking. Students use the six questions given on page 10 to find out information about their classmates. They should aim to interview three people. They record their results in a chart.

The aim of this activity is to encourage students to ask and answer basic questions in Chinese to start building up their confidence in speaking the language.

Grammar: More than

To start with, give the students a sentence that doesn’t use 多, such as 哥哥吃了一碗面条。 Elicit the meaning. Then give them the sentence 哥哥吃了一碗多的面条。 See if they can tell you the difference. Next give them the sentences 我打了一个小时乒乓球 and 我打了一个多小时的乒乓球。 Ask them what the difference is and see if they can tell you the pattern.

Ask them to read the notes in the grammar box on page 11, then write three sentences using this structure.

Answers1 看电视。 2 有很多节目。 3 对身体非常好。

4 打篮球。 5 在电视上看篮球。

Logical compounds

Students often write one or both characters in 喜欢 incorrectly. You could give them a story to say to themselves every time they write it, so that they always write it accurately. For 喜 try ‘a Chinese ten resting on a line with a mouth underneath it followed by two dots on a line with another mouth underneath’ or more simply ‘ten, line, mouth, dot, dot, line, mouth’. They could even chant it! For 欢 try ‘a picnic table next to a traditional capital J lying on its side, on top of a Chinese person 人’.

Exam tip

Refer students to the exam tip and remind them why they use 她 or 他 for reported speech.

Plenary

The aims of this activity are for students to see how well they know their classmates’ likes and dislikes while practising saying 喜欢, 不喜欢 and 我也喜欢. Students write an object or activity they like on a piece of paper in English or Chinese. Collect them and take one out. Read it. Students have to work out who they think likes what is written on the paper and say in Chinese ‘(who) 喜欢…’ They then add either 我不喜欢… or 我也喜欢…

Grammar: 和 and 也

Explain the difference between the use of 和 and 也, stressing that 和 is used to mean ‘and’ when placed between two nouns, e.g. 笔和铅笔、网球和排球、狗和猫. Then explain that 也 would not be used in basic lists, but to give additional information, e.g. 他喜欢看英文书和中文书、也喜欢看法文书。You could mention that sentences don’t usually begin with 也, and that it appears after the subject if it is in a separate sentence. Give students the example 我游泳和跳舞。我也爱篮球。and ask them to listen out for it.

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2 我的父母 My parentsMain topics and objectivesJobs and daily routines

SkillsUnderstanding and manipulating word order

GrammarSubject + time + verb

Time + manner + place

Key language 教天安门广场开车长城讲问医院病人看病穿衣服

Resources CD1, Tracks 5–6 Grammar, page 214


StarterAim To review jobs

Before students open their books, ask them to match the Chinese and English for the following jobs, mixing up the second column (given here in the correct order for reference): 1 老师 teacher

2 工程师 engineer

3 医生 doctor

4 司机 driver

5 服务员 waiter/waitress

6 售货员 shop assistant

1 Read and listen to the texts about what jobs Mao Xi, Dahong and Xiaoming’s parents do.

Match the jobs in the pictures to their parents.

Listening and reading. Students first look at the pictures and remind themselves of the vocabulary for some jobs. They then read the text to work out what the parents of the three people do for a living.

Before they do the activity, ensure that they know the focus of the reading; students need to read carefully and then use logic to work out what the jobs are. The text doesn’t always tell them what the jobs are or where the parents work. The aim is to review job and location words.

2 Listen to the description of Li Dong’s father’s day. Answer the questions in English.

Listening. Students listen carefully for times when Li Dong’s father does certain activities during the day, then write the answers in English.

Encourage students to read the questions before listening to the recording. Suggest that they make notes of the key vocabulary they will need to be listening out for: get up, go home, eat dinner, listen to music, go to bed. They will have just reviewed this vocabulary, so the crucial point is that they listen out for times. If you have lower ability students, review vocabulary for time before they listen to the recording.

R The aim of this activity is to review daily routine activities.

First you say the word for a daily routine activity in Chinese and the students say the English. Then you say the English for the activity and they say the Chinese. Finally, hold up the characters for the activity and the students say the English and Chinese. For higher ability students, you could give them an individual mini whiteboard, say the activity and ask them to write the characters for it.

1 毛希：我爸爸在学校工作。他教英语和地理。我妈妈每天从天安门广场开车到长城。在公共汽车上,她喜欢跟大家讲长城的历史。

2 大红：爸爸在大饭店工作。他很忙。他常常问很多人：“你要吃点儿什么？”。妈妈在工厂工作。

3 小明：爸爸在医院工作。他每天都给病人看病,他工作的时候穿白色的衣服。妈妈在商店工作。

我叫李东。我爸爸每天六点起床, 六点半吃早饭。他七点上班。他在工厂工作。他坐公共汽车回家, 五点一刻吃晚饭。他常常吃米饭和鱼。吃晚饭以后, 爸爸有时候听音乐。他十一点睡觉。

Audioscript Track 5

Audioscript Track 6

AnswersDad’s work

Where he works

Mum’s work

Where she works

1 teacher school driver bus

2 waiter restaurant worker factory

3 doctor hospital shop assistant shop

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Students have to move the characters on screen so that they are in the correct word order when they have finished. They then translate the sentences into English. Try to use the job vocabulary introduced at the beginning of this unit to reinforce it.

3 Interview your classmates. Copy the chart below and record your results.

Speaking. Students copy out the chart, then ask and answer questions about daily routine. The questions are given and sample answers provided in the brackets. They record their answers in the chart.

Before students do this activity, do a whole class warm-up where you ask the questions as they appear on page 13 and students answer them. You could give them a time to use for each question, so that they can all respond in chorus to begin with, then choose more confident students to model the answers, so that lower ability students feel supported when they start the activity in pairs.

+ After the activity, as an extension, you could ask a few students to report their findings to the class or ask them to write a paragraph about the person they have interviewed.

4 Write a short paragraph about a set of imaginary parents. Include their names, age, job

and a brief account of their daily routine.

Writing. Students make up details about parents and write about them in Chinese. They should include a made up name for each parent (if they had the choice, what would their mum and dad be called?), age (what would be the ideal age they would like their parents to be?), job (what would they like their mum and dad to do for work?), and a brief account of their daily routine (this can be as bizarre or normal as they wish!).

Encourage students to use the structures and vocabulary that have appeared in this unit, as well as structures they have come across earlier in the chapter. Reiterate that practising using structures regularly in their writing is the way to solidify their foundation for writing effortlessly and accurately when it comes to the assessments. Every time they write, students should aim to include as many grammar structures as they can in order to write better pieces and thus gain higher marks.

R Prepare a worksheet on the computer with two grammar sections:

1 subject + time + verb

2 time + manner + place

For each section write five sentences using incorrect word order. Play around with the sentences so that the incorrect section is always different. For example:

八点吃早饭我。

弟弟看电视十点半。

Answers1 He gets up at 6 o’clock.

2 He goes home by bus.

3 He often eats rice and fish.

4 He listens to music.

5 He goes to bed at 11 o’clock.

Grammar: Subject + time + verb

Explain that in English grammar words describing when an action occurs generally come after the action. For example, ‘Mum eats dinner at six o’clock.’ Tell the students that in Chinese the word order differs and the time appears before the action. The above sentence using Chinese word order would be ‘Mum six o’clock eats dinner.’ Give the students the following English examples and ask for Chinese translations. ‘Grandma gets up at 5.30.’ ‘My friend dances on Saturdays.’ ‘I go to China in August.’

Grammar: Time + manner + place

Explain that in English we often say where we are going before we say how we are travelling there. For example: ‘Every day I go home by car.’ In Chinese the sentence is switched around so that the mode of transport comes before the action. So the same sentence in Chinese word order would become: ‘I every day by car go home.’

Give the students the following incorrect sentences either orally or written down. Ask them to correct the mistakes.

他天天上学骑自行车。售货员星期六上班坐火车。医生星期天去爷爷的家坐汽车。You may want to give them a few more sentences similar to these.

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Plenary

In groups of four, one student names a job, the next student a time, the next an action, and the last student gives a translation. You could do this in rows across the room or vertically.

This activity reinforces the grammar and sentence structure of subject + time + verb (action).

Logical compounds

Help students to remember how to write the jobs introduced in this chapter. Can they see the following stories in the characters?

老师 – a person wearing a seatbelt teaching seven people, turning to a blackboard with his graduation hat on and writing lines.

工程师 – a big factory with a pillar down the centre where the engineer works, a person standing next to a table with two drawers underneath and a computer on top where he designs, then he teaches his workmates by turning to a blackboard with his graduation hat on and writing his design.

医生 - a patient lying flat on the bed with his mouth open for food and the doctor with one big foot and two sets of arms (because he’s so clever!) letting the patient see their notes on a clipboard.

司机 – the front of the bus with a sign displaying the destination at the top and the front window below, then a hostess squeezing up and down the bus with a trolley of snacks.

服务员 – tall thin waiter/waitress with a stripy shirt peers over your table, then runs across the restaurant powerfully (strength radical) carrying a table, while the big-mouthed customer in a huge overcoat walks away.

售货员 – shop assistant (person radical) sitting on a box by the till bleeping in four line bar codes with dots on top, selling seven dolls and carrying them in a box on their head, while the big-mouthed customer in a huge overcoat walks away.

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3 我的朋友 My friendsMain topics and objectivesDescribing people

SkillsListening for detail

GrammarDescribing height

Adverbs

Key language个子短棕色电影院游泳池很比较非常你属什么？他不…也不…

ResourcesCD1, Tracks 7–8


StarterAim To review vocabulary for the body

‘Simon Says’ – change this to 老师说. Students stand up. You say 老师说 + (a body part). Students touch the correct part of their body. If you choose not to say 老师说 before saying a body part, but a student still touches that part, then they are out and have to sit down. Continue until one person is left standing. When students are really confident, look for the person who is last to touch the body part; they are out. Refer them to the labelled body on page 14 in the student book if they are unsure of some of the vocabulary. Even though some of the body parts don’t appear in the texts in this unit, it would be useful for students to be able to recognise the characters.

1 Read the text about Xiaoli and answer the questions in English.

Reading. Students read the text describing Xiaoli’s physical appearance and some of her hobbies, then answer the questions about her in English.

Suggest that they read the questions first so that they know what information to look for. Ask them to first identify the body parts in the text. The text reinforces characters and structures used to describe people and will help students a lot when they do Activity 7.

2 Listen to the description of two people. Draw pictures of them and label them.

Listening. Students draw two pictures of people from the descriptions they hear. They can choose to draw directly while listening to their descriptions, or write the pinyin or English while listening, then draw the pictures when the recording has finished.

Answers1 Xiaoli is Chinese.

2 She is tall.

3 She has short black hair and small brown eyes.

4 We sometimes go to the cinema to watch films.

5 Xiaoli loves swimming.

Grammar: Describing height

Using the notes on page 14 in the Student Book, explain how to describe height in Chinese. An example is given, so the students can follow this to make sentences. Ask them to describe their own height and choose a few students to come to the front of the class to be models.

You could use this opportunity to teach or review the structure (他)不…也不… for average sized people, as well as its use with other adjectives.

Audioscript Track 7

1 我的朋友张明的个子很高。他的头很大。他有红色的短头发。他有绿色的大眼睛, 小鼻子和小嘴。他的耳朵也很大。他有不好看的黑牙齿。他的臂很短, 但是腿很长, 脚也很大。

2 我有一个朋友叫刘希。她的个子不高也不矮。她的头很小, 头发很长。她有蓝色的小眼睛, 大鼻子和红红的小嘴。她的腿不短也不长。她的手很小。她的肚子比较大。

Answers1 Tall boy with a big head, short red hair, big green

eyes, small nose and small mouth, very big ears and black teeth. He has very short arms, but very long legs and big feet.

2 A medium-sized girl with a small head, long hair, small blue eyes, a big nose and small very red mouth. Her legs are average length, she has small hands and her stomach is quite big.

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3 我的朋友我的生活 My life1

Grammar: Adverbs

Ask students to tell you how to say ‘big’ in Chinese. How would they emphasise this? (Use ‘very’) Where does the 很 come in a sentence in relation to the adjective? (before the adjective) What other adverbs would they use in English for emphasis? (‘quite’, ‘extremely’, etc) Say the sentence 她的手不很大、也不小、手比较大。 See if they can guess the meaning of 比较 as ‘rather’ or ‘quite’. Give them the sentence, 他爱看电视、所以他有非常大的电视。 Can they work out what 非常 means?

3 Draw and describe a caricature or an alien.

Speaking. Students sketch a picture of a weird-looking person or alien and write a description of him/it in characters or pinyin. They then describe their picture to the rest of the class, who draw what they hear. Next they show the original picture to their classmates.

Structures are given to support the students.

Encourage students to use their imagination to draw unpredictable pictures. You could even use this as an assessment piece if you insist on them using characters to write their descriptions.

4 What animal sign are you? 你属什么? Interview your classmates. Ask and answer

questions in Chinese.

Speaking. Students first review how to ask ‘When is your birthday?’ ‘What year’ and answer the question. They then ask ‘What Chinese animal sign were you born under?’ and using the zodiac wheel they answer what animal sign they are. They should aim to ask five students.

Draw students’ attention to the culture box to give the questions some context. Then explain the zodiac wheel and perhaps give some examples of certain characteristics which are believed to be connected with some of the animals.

5 Research to find out the characteristics of people born under each of the animal signs.

Reading. Students either use the Internet or books to find out more information about what the animal signs mean to Chinese people. They record their findings in English and write the characters for the animals next to the information.

Many students will have heard of the Chinese zodiac and compare it to horoscopes they may read in magazines, but they may be unfamiliar with the emphasis Chinese people place on knowing the animal

sign you were born under. You may want to point out that 你属什么? is a far more asked question than the English equivalent.

6 Listen to descriptions of Wang Long, Li Ming and Xiaolan. Make notes under the headings

王龙, 李明 and 小兰.

Listening. Students draw a grid with columns headed 王龙, 李明 and 小兰, then listen to three descriptions and write description words in the grid in Chinese and English.

This activity focuses on and reinforces the new vocabulary for characteristics just learnt. Suggest that students write in pinyin while they are listening, then write the characters after the recording.

1 王龙是我的好朋友。他的个子很高。他比较瘦。他的头发、眼睛是蓝色的。他很聪明。

2 李明也是我的朋友。他的个子也高。他很好看, 但是也很懒。他有黑色的短头发和棕色的小眼睛。

3 小兰非常漂亮。她的个子矮。她不胖也不瘦。她有棕色的长头发和棕色的大眼睛。她很酷！

Audioscript Track 8

Answers

王龙李明小兰

个子很高 tall 比较瘦 quite thin 蓝色的头发 blue hair 蓝色的眼睛 blue eyes 很聪明 very intelligent

个子很高 tall 很好看 very good-looking 很懒 very lazy 黑色的短头发 short black hair 棕色的小眼睛 small brown eyes

非常漂亮 extremely pretty 个子矮 short 不胖也不瘦 average build 棕色的长头发long brown hair 棕色的大眼睛 big brown eyes 很酷 very cool

Exam tip

Refer students to the exam tip at the bottom of page 15. This reminds them that by using a variety of adverbs such as 比较 and 非常, rather than always sticking to 很, they will achieve higher marks.

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3 我的朋友我的生活 My life1

7 Write a short paragraph about the appearance and personality of one of your friends. Use the

framework to help you.

Writing. Students write about one of their friends, both their appearance and personality. They should use vocabulary and structures found in this unit.

Encourage them to make their descriptions as varied and long as possible.

Plenary

Categories – the aim of this activity is to see if students can identify what category words or phrases fall into when they hear them. Ask them to draw a grid with three columns headed Body, Zodiac animals and Characteristics. Say the following 20 words and ask the students to put the numbers under the correct column heading.

1 龙 2 胖 3 羊 4 耳朵 5 好看 6 牙齿 7 瘦 8 头 9 牛 10 蛇 11 矮 12 脚 13 肚子 14 酷 15 鸡 16 懒 17 嘴 18 聪明 19 兔子 20 老鼠

AnswersBody Zodiac animals Characteristics4, 6, 8, 12, 13, 17

1, 3, 9, 10, 15, 19, 20

2, 5, 7, 11, 14, 16, 18

22

4 爱好 HobbiesMain topics and objectivesAsking yes/no questions

SkillsLearning to ask questions about specific times

GrammarYes/no questions

Time/action

Key language然后或者


Grammar, page 215


StarterAim To review or introduce the vocabulary for activities for Activity 1.

Mime – Lower ability students can have their books open as a prompt, but ask higher ability students to close theirs. Ask a student to come up to the front of the class. Whisper an activity in their ear or show them the word, so that the rest of the class can’t hear or see it. The student mimes the activity and the others shout out the word in Chinese.

1 Listen to find out what these teenagers do in their spare time. time. Write down the letter

(a-g) for the activity each person does.

Listening. Students listen to recordings of what five teenagers like doing in their spare time, then match what they hear with one of the pictures.

Review the vocabulary under the pictures before starting the activity. Say the words and ask the students to repeat them after you, so that they familiarise themselves with the sounds before listening out for them.

2 Read Chen’s diary for Saturday. Answer the questions in English.

Reading. Students read Chen’s diary to find out what time he did certain activities and answer the questions in English.

This activity reinforces time and hobbies. Encourage students to read the questions before looking at the text.

1 A: 张文, 你的爱好是什么？

B: 我很喜欢跳舞。

2 A: 毛兰, 你喜欢听音乐吗？

B: 喜欢, 我喜欢听中国音乐。

3 A: 陈明, 你喜欢不喜欢看电视？

B: 我不喜欢看电视, 喜欢看电影。

4 A: 刘红, 你家有没有电脑？

B: 有。

A: 你每天玩儿电脑吗？

B: 不每天玩儿电脑, 有的时候玩儿。

5 A: 王丽, 星期六你喜欢做什么？

B: 星期六, 我做运动。我跟狗在一起运动。

A: 跟狗？

B: 对！跟狗。

Audioscript Track 9

Answers1 g 2 d 3 c 4 f 5 e

Answers1 Xiao Chen reads from 9am to 10.30am.

2 He uses the computer.

3 He eats beef noodles.

4 He plays sports from 1.30pm to 3.30pm.

5 He listens to music for an hour and a half.

Grammar: Yes/no questions

Ask students to read the grammar box on page 16, then give them some examples to work out in Chinese and in English. Draw their attention to the fact that if they use a time phrase in this type of question, then it must be specific. You could use the following: 你今天晚上打不打排球？姐姐星期六上不上学？ Is the teacher going to be listening to music this afternoon? Does your Dad go to work on Sundays?

Exam tip

Say the same question twice, once using 吗 and once using a positive/negative style question. You could use: 你明天去公园吗？ and 你明天去不去公园？ Tell the students that you are going to ask them two questions before you actually ask them. Don’t tell them that the questions are going to have exactly the same meaning! After you have said the two questions, ask the students to tell you what they both mean and remind them that there are two very basic ways of asking questions and that they need to be aware of both for the exam.

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4 爱好我的生活 My life1

3 Copy the grid and use the new grammar to fill it in.

Writing. Students copy and fill in the missing sections of the grid, using the grammar just taught.

There is no time phrase in the first two examples, to show students that there doesn’t have to be one.

6 Write a diary about a typical day in your life giving times for the activities you do. Use the

framework to help you.

Writing. Students write a day’s diary including times and if they can, locations. A framework is provided.

Remind students that if they want to score higher marks in their writing, they should try to include connectives and a variety of grammar structures from previous units.

4 Interview your classmates to find out what they do in their free time. Use the diary in Activity 2

to help you.

Speaking. Students use the positive/negative questioning style to ask their classmates whether or not they do certain activities in their free time. They use the grid that they have just filled in to support them, but they are free to ask other questions too.

5 Listen to the dialogue and answer the questions in English.

Listening. Students listen to Zhang Hai and Xiaohong chatting about films and answer the questions in English.

Suggest that students read the questions before listening to the recording. This activity reinforces the yes/no style of questioning.

张海：小红！你喜欢不喜欢看电影？

小红：喜欢。你呢？

张海：我也喜欢看电影。你星期天去不去电影院看新电影？

小红：我没有钱, 不能去。可是我常常在电视上看电影。

张海：哦, 是吗。我家里没有电视。

小红：星期五, 请来我的家看电影吧！

张海：好。谢谢。

Audioscript Track 10

AnswersPerson Specific

time phrase

Verb (positive)

Verb (negative form)

Noun

你 You

- 玩儿 play

不玩儿 not play

电脑? computer?

你 You

- 看 read

不看 not read

中文书? Chinese books?

他 He

今天晚上 this evening

听 listen

不听 not listen (to)

音乐? music?

妹妹 Sister

明天 tomorrow

看 watch

不看 not watch

电视? TV?

她 She

星期天 on Sundays

做 do/play

不做 not do/play

运动? sports?

Answers1 Do you like watching films?

2 Yes, she likes watching films.

3 She doesn’t have the money.

4 Xiaohong often watches films on TV.

5 Zhang Hai doesn’t have a TV at home.

6 Xiaohong invites Zhang Hai to her house on Friday to watch a film.

Logical compounds

Write the character 看 on the board and ask students to think of as many nouns as possible that they can combine with the verb (they have to make sense!).

Possible answers: 看书, 看电影, 看电视, 看老师, 看杂志, 看报纸, 看病, 看朋友, 看画, etc. (Some students will only be able to come up with three or four, but more advanced students may find even more than those in this list!)

Plenary

Slap the table and hand up – You say a verb, such as 看, and the students slap the table, put their hand up and make a yes/no question using 看. You then answer their questions. Use the verbs they have come across in this chapter including: 教, 问, 讲, 穿, 开, 跳, 做, 玩儿.

Grammar: Time/action

Remind students that time comes before the action in Chinese word order. Give them the following incorrect sentences to correct:

老师起床六点半。弟弟睡觉九点。姐姐回家十一点半。

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5 国籍 NationalitiesMain topics and objectivesTalking about places you have visited

SkillsSkimming and scanning

Grammar‘Has/have been (to a place)’

Key language旅游国家现在地方伦敦

ResourcesCD1, Track 11

Grammar, page 209


StarterAim To review country names and be able to recognise them on hearing them.

Say the following country and place names in Chinese and ask the students to give you the English equivalents. After they have said the English, ask them to repeat the Chinese after you for pronunciation practice.

1 西班牙 2 法国 3 英国 4 日本 5 马来西亚 6 台湾 7 加拿大 8 德国 9 印度 10 意大利 11 澳大利亚 12 中国 13 香港 14 美国

1 Listen to some neighbours introducing themselves. Answer the questions in Chinese.

Listening. Students listen to four people talking about their nationalities and what they do, then answer the questions in Chinese.

Before starting this activity, ask students to look at the map and remind themselves of country names. If they have only learnt a few country names in Chinese up to now, teach them how to say the new ones. Remind them that a lot of countries and place names sound similar in Chinese and English, so if they don’t know the country, they may be able to guess it when they hear it being pronounced.

Jumbled countries. Design a worksheet where the characters for the countries introduced in this unit all appear separately. Provide a list of the countries in English and ask the students to put the correct


毛丽：你好, 我叫毛丽。我二十四岁。我是中国人, 可是我住在英国。

Peter: 你好, 我叫 Peter 。我是德国人。我在学校教德文。

Chris: 你好, 我叫 Chris 。我是英国人。我说英语、法语和西班牙语。

Hannah: 你好, 我叫 Hannah。我是学生。我是日本人。我二零零七年来英国学习英语。

Answers1 Maoli 是中国人。

2 Chris 说西班牙语。

3 住在英国的中国人是 Maoli.

4 学生是 Hannah.

5 Hannah 是二零零七年来英国的。

Logical compounds

Show students the correct stroke order when they write the country characters in their notes. Then ask them to practise writing the characters on individual mini whiteboards. When you feel they have had enough time practising, challenge them to a competition.

Split the class into two halves/teams and ask each team to choose a representative to come to the front. Say a country, either in Chinese or English, and the two students have to write the characters on the board in the correct stroke order. Their classmates need to watch and judge whether or not they have written them using the correct stroke order. You could make it a rule that the other students in the team help the representative by describing which stroke comes next, but they mustn’t use any notes to help them.

One student says a country and watches over the others while they write it to make sure that they are writing the characters with the correct stroke order. That student decides who has written quickly and most accurately and awards points.

Exam tip

Ask students what characters they can add to a sentence to make it negative. (不/没). How about in the past tense? They may have forgotten, so remind them that they should use 没 rather than 不.

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5 国籍我的生活 My life1

2 Read the text about Mr Li and his family. Answer the questions in English.

Reading. Students read about the places Mr Li and his family members have and haven’t visited, then answer the questions in English.

This activity reinforces the new grammar and country/place names. Suggest that the students read the questions before reading the text.

4 Interview five classmates to find out which countries they have visited. If they haven’t

visited any countries, ask them to think about where they would like to visit and make up the answers! Record your results in a chart. Report your findings to the rest of the class.

Speaking. Students practise asking and answering questions about travel using the new grammar in this unit. They interview five classmates then record their results in a chart. After they have finished interviewing they report back to the class. An example has been provided.

Elicit this unit’s grammar point before the students start interviewing each other. First practise a few examples as a whole class speaking activity, then ask the students to interview each other.

5 Write a short paragraph about where the members of your family have or haven’t visited.

Use the expressions to help you.

Writing. Students write about their family members’ travels using the expressions to help them.

Encourage lower ability students to look again at the texts in Activity 2 and 3 to get an idea of the type of paragraph they are expected to write. If none of their family members have travelled anywhere, they can make it up! Choose a destination they like the sound of and write about it!

The focus of this piece is writing using the new grammar, but remind students to also bring in grammar they have learnt in previous chapters, such as …也…, 在…的时候, …了, etc.

3 Read the text about Wang Ming’s grandmother and answer the questions in English.

Reading. Students read the text about an interesting grandmother and answer the questions in English.

This activity revisits age, jobs and countries, while reinforcing the new grammar in this unit. Suggest that the students read the questions before reading the text.

characters together to form the country names. You could design it as a ‘drag and drop’ exercise or simply a list.

Grammar: ‘Has/have been to’

Ask students to read the explanation in the box on page 18. The structure is fairly straightforward, but try to help the students to think of 过 as meaning ‘having had the experience of’ doing something, rather than simply regarding 过 as changing a sentence into the past tense. Give them some examples to work out, ensuring a mix of positive and negative sentences are practised. You could use: 我没去过加拿大, 可是我去过美国。我吃过牛肉面。弟弟没喝过啤酒。爷爷没听过印度音乐。妈妈没做过意大利饭。我朋友去过台湾。

Answers1 Mr Li lives in Hong Kong.

2 Mr Li has been to France, America, Canada and Australia.

3 He hasn’t been to India, Spain or Germany.

4 Mr Li’s sister has visited Japan and Malaysia.

5 His brother hasn’t been to China.

Answers1 Wang Ming’s grandmother lives in Australia.

2 She was a doctor.

3 She likes travelling and swimming.

4 She has visited Hong Kong, Taiwan and Beijing.

5 It’s surprising because her mother is British.

Logical compounds

Country jigsaws - Either print out or hand write A4 size characters of the countries introduced in this unit, each on a different colour. (For countries using 国, just use the first character.) Cut each of them up into random shapes, between six and nine pieces, depending on the ability of the group. Students work in pairs or small groups to put the jigsaw pieces together and form the country’s character(s). Once they have finished one, they show you and receive another one to put together. You could do this activity as a timed competition. Hint! Put the pieces for each character in a separate envelope, so that they are less likely to get lost!

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5 国籍我的生活 My life1

Plenary

The focus of this activity is for students to practise asking and answering questions about where other people have visited using the grammar in this unit and reinforcing the names of countries.

Use a world map and either cutouts of little people or ones you create on the computer. Place one of the people on a country and ask the students to ask ‘Has he/she been to (a country)?’ You can then thumbs up, so they all say ‘He/she has been’ or thumbs down and they say ‘He/she hasn’t been’.

27

Topics revisedHobbies

Edexcel themeMedia and culture


1 You will hear a model conversation between Jack and his Chinese friend. Listen to the first

part of their conversation and match the Chinese pinyin with the three English terms.

Students listen to the first part of a conversation about David Beckham and match the pinyin with the English.

2 Listen to the first part of the conversation again and answer the questions.

Students listen to the same part of the conversation again and answer the questions in English.

Recording as for Activity 1.

Introduction How to use the Assessment practice pages The Speaking and Writing Assessment practice pages at the end of each chapter of the book (pages 20–23 of chapter 1) are sample dialogues and essays, purposely beyond the level expected in the exam. They guide the students through the process of preparing for assessments while offering advice on how to improve their grades. Teachers can choose to use these to stretch higher ability students and expose lower ability students to the type of texts and questions they may see in parts of the exam. The assessment practice pages can be used at any time during the course, not necessarily after each chapter has been completed. You may want to cover a few chapters and then ask your students to try these, or you may want to wait until you are nearing the end of the course, then go back to these pages for revision and exam preparation purposes. You do not have to use these pages with your students, as they are extra to the course.

How to use the Speaking Assessment pages The task for the open interaction is laid out as an introduction to the page with suggestions of how and what students should prepare for it. A model conversation, split into three parts, is then provided. The conversation is pitched at about the level at which students should aspire to be speaking by the time of the exam. Questions also accompany each part of the conversation; some are testing comprehension, others asking students to listen carefully for particular phrases or grammar, and some question the student as to how the conversation starts, flows and concludes.

After students have listened to the model conversation and finished all of the activities, they have a chance to prepare their own version in the ‘Your turn now’ section. Hints are provided to support the students.

ResultsPlus Students should carefully read the notes in the ResultsPlus section at the bottom of the page before, during and after they prepare their speaking task. By regularly referring to the suggestions in the box and applying the ideas to their preparation, students should find that they improve the quality of their speech. They should aim to gain as high a grade as they can.



1 我可以和你聊聊他吗？好的。在英国我们叫他 Beckham。Beckham 在中国也很有名吗？

2 很有名, 很多中国人叫他小贝。你也喜欢贝克汉姆吗？喜欢。他足球踢得非常好。他以前是曼联的队长, 我是曼联的球迷。你听说过曼联吗？

3 听说过, 中国也有很多曼联的球迷。贝克汉姆小时候就喜欢踢足球吗？他很小的时候就喜欢踢足球, 非常想当足球明星, 而且想长大后去曼联踢球。

4 他是在曼彻斯特出生的吗？不是, 他在伦敦出生, 但是他爸爸是曼联的球迷。

5 他是哪一年出生的？他 1975 年出生。 1991 年, 他 16 岁的时候, 就开始在曼联参加足球训练。

6 你 16 岁的时候要参加中学会考。他 16 岁参加了中学会考吗？他也参加了中学会考, 但是他考得不好。

7 他是哪一年开始在英超踢球的？他 1995 年开始在英超踢球。从 1995 年到 2003 年, 他在曼联踢了 8 年足球。

8 他是哪一年开始在曼联踢球的？他 96 年开始在英格兰队踢球, 参加过 98、02 和 06 年的世界杯, 他还想参加 2010 年的世界杯比赛。

Answers1 c 2 a 3 b

(Student Book pages 20–21)口语 Speaking Assessment

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口语我的生活 My life1

Answers1 I’d like to have a chat about him [Beckham] with

you, is that OK?

2 He says he likes Beckham too.

3 He means ‘Have you ever heard of Manchester United football team?’

4 He says Beckham was born in 1976 and started training with Manchester United in 1991 when he was 16 years old.

Answers1 他足球踢得非常好。

2 他考得不好。

Answers1a 他在西班牙踢了4年足球。

1b 他在意大利踢了3月足球。

2a 他买汽车花很多钱。

2b 他买房子花很多钱。

Answers1 他对英国年轻人影响非常大。

2 他喜欢为年轻人做事。

3 他们都想跟他一样努力。

3 Think about how Jack used the verbs 踢 and 考 in a 得 structure, and then listen to the first

part again and check how well you have translated the following sentences.

Students listen to the first part of the conversation again and translate the sentences into Chinese, as they hear them.

5 The following sentences come up in the text. Have a go at translating them, and then listen to

the third part of the conversation and check if you used the correct structures.

Students look at the example translations and try to translate the others using the same structures. They then listen to the third part of the conversation and check their answers against the recording they hear.

6 In the third part Jack talks about how Beckham, as a role model, encourages young people about

what they can achieve if they try hard. Translate the following sentences using the given words, and then listen and check your translation.

4 In the second part of the conversation, Jack will be asked about Beckham’s family life. Write

down four questions in Chinese you think Jack might be asked and answer them in Chinese. And then listen and check how well you predicted.

Students predict what questions they think might come up in the second part of the conversation regarding Beckham’s family life. They write four questions in Chinese and then answer them. Then they listen to the conversation to see how well they predicted the next part.


16 他现在不在曼联踢球了吗？他 03 年去了西班牙, 在西班牙踢了 4 年足球, 07 年去了美国, 09 年开始在意大利踢球, 他很喜欢在意大利踢球, 但是, 他的孩子们更喜欢住在美国。他和他的家人关系怎么样? 他很爱他的太太和孩子们。不踢球的时候, 他经常跟太太和孩子一起出去国外度假。

17 贝克汉姆有很多钱。你知道, 他怎样花钱吗？他买衣服花很多钱, 他买汽车花很多钱, 他买房子也花很多钱。

18 你觉得他对英国年轻人影响大吗？他对英国年轻人影响非常大。他喜欢为年轻人做事。 Beckham有两个足球学校, 很多年轻人去 Beckham足球学校。他的球迷很多, 他们都想跟他一样努力, 他们都想跟他一样成功。




9 他结婚了, 对吧？他…对… 1999 年结婚。

10 他太太是谁？你不知道他太太吗？

11 不知道。怎么了？他太太叫Victoria, 英国人都知道Victoria。

12 他太太是做什么的？ Victoria以前是歌星。她现在做什么, 我也不知道。

13 他们有孩子吗？他们有三个儿子。老大叫Brooklyn, 老二叫Romeo, 老三叫Cruz。

14 他的孩子也喜欢踢足球吗？老大很喜欢踢足球, 听说, 还踢得不错。



15 他们现在住在哪儿？他太太和孩子们住在美国, 他住在意大利。

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口语我的生活 My life1

YOUR TURN NOWPrepare your answers to the task, and then have a conversation with your partner. Students prepare for and carry out the speaking task.

After completing all of the activities on this page, students go back over the page again and this time digest the content of what they have just listened to and read. Ask them to think about the processes they went through while preparing for the tasks set out in each activity. How will this be useful to them and what are they going to include when they are preparing their answers to the speaking exam? What have they found out about the type of structures and phrases they will need to include to gain higher marks in the exam?

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Topics revisedHobbies

Edexcel themeMedia and culture

Introduction How to use the Writing Assessment practice pages The Writing Assessment practice pages give an example of an extended piece of writing for the students to read and a number of tasks to complete related to the passage.

To begin with, there is a Warm-up! section where students are invited to do some research on the topic in English before they start reading the Chinese. The purpose of this is to raise students’ interest in the subject matter by the time they start reading the passage, and also to give them a smattering of information about it which should then help them understand the content more easily.

Students then read the passage and complete the tasks provided. Some of these involve dictionary work, others logical thinking, and others knowledge of grammar and understanding of the content.

‘Your turn now’ invites students to write a piece of their own using the strategies suggested throughout the activities. Hints are given as to the nature of the content expected and a tip and check box should ensure that students produce a decent passage.

ResultsPlus The ResultsPlus box explains what sort of content students should be writing if they are aiming for a Grade C, higher than a C and if they are aiming for an A*. Students should read these notes carefully and apply them in their writing.

1 Warm up! This article is about the Chinese rockstar Cui Jian. A lot has been published about

him in English on the Internet. Have a look before you read this article.

Students have a look at the Internet to find out information about Cui Jian before reading the article.

2 You may not know the words 摇滚 and 长征. Find out what they mean with the help of a

dictionary. Work with a partner to find out why 新长征 is used here.

Students use a dictionary to look up the words, then write the meanings in English. They then work out why the phrase 新长征 is used in the text.

3 Find the characters in the text which mean:

Students find Chinese equivalents to the English words in the text and write them down.

4 Look at how conjunctions are used in this article. Find and copy out sentences using

在…中 and 除了...以外.

Students identify the three grammar structures and look at how they are used in the article.

5 Answer these questions in English.

Students read the text and answer the questions in English.

Answers摇滚 = rock music

长征 = expedition, literally ‘long march’

新长征 is used here because Cui Jian started his career as a rockstar back in 1986 and he is still performing on stage in 2009.

Answers1 小号 2 摇滚歌曲

3 舞台 4 观众

5 歌曲唱完了 6 欢呼和掌声

7 民歌 8 兼职

Answers1 崔健一唱出了“我曾经问个不休．你何时跟我走...”,

观众就变得很安静。

2 十分钟后, 歌曲唱完了, 在热烈的欢呼和掌声中, 中国第一个摇滚歌星出生了。

3 除了摇滚音乐以外, 他也很喜欢中国民歌。

Answers1 He is often called the father of Chinese rock

music.

2 He was 14.

3 His first rock song was called ‘It’s not that I don’t understand.’

4 The audience applauded enthusiastically and cheered.

5 He likes Chinese folk music.

6 The author would like to go to Beijing to listen to one of Cui Jian’s concerts.

(Student Book pages 22–23)写作 Writing Assessment

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写作我的生活 My life1

YOUR TURN NOWStudents write a short article of between 100-150 characters about a well-known personality of their choice. They use the ResultsPlus to help them prepare and include the information asked for in the task.

Encourage students to look at the ‘Check’ box when they go over their work after writing the piece.

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Extra reading and writing practice

Answers1 c 2 a 3 d 4 e 5 k 6 i 7 b

1 Find each person’s place of work.

Reading. Students look at the workplaces, read the sentences and match the workplaces to the descriptions of the jobs.

Answers1 他是西班牙人。他喜欢听音乐。他有棕色的短

头发, 棕色的眼睛和比较大的鼻子。

2 他是法国人。他喜欢喝咖啡。他有黄色的长头发、绿色的眼睛和小鼻子。

3 她是英国人。她喜欢做运动。她有棕色的短头发、蓝色的眼睛和比较大的耳朵。

4 她是印度人。她喜欢玩儿电脑。她有黑色的长头发、棕色的眼睛和小嘴。

3 Describe Zhang Hai’s friends.

Writing. Students look at the pictures of the different people and their flags, then write about them. An example is provided.

5 Match the halves of the sentences.

Reading. Students read the sentences in column A and work out which sentences match them from column B.

6 What do you do on Sundays? 星期天过得怎么样？ Use all of these phrases and connectives in your

paragraph.

Writing. Students write a paragraph about what they do on Sundays using all of the phrases given.

2 Find the characters in the text in Activity 1 for the following.

Reading. Students look for the Chinese characters equivalent to the English and write them down.

Answersa 病人 b 包 c 电脑 d 蛋糕 e 鱼

4 Read the text and put the pictures in the correct order.

Reading. Students read the text, look at the pictures and put the pictures in the order that matches the text.

Answers1 f 2 c 3 a 4 e 5 b 6 d

Answers1 d 2 e 3 b 4 c 5 a

(Student Book pages 188–189)读和写 Reading and Writing

Edexcel GCSE Chinese Teacher's Guide Chapter 1

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