Edexcel GCSE Chinese Teacher's Guide Chapter 2

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Unit Main topics and objectives Grammar Skills

复习: Talking about school subjects (pages 26–27)

Talking about school subjects Using comprehension statements to help with reading Skimming

1 我的学校 My school (pages 28–29)

Saying where things are ‘Apart from’ Talking about where something is

Skimming and scanning

2 学校的一天My school day (pages 30–31)

Expressing opinions Expressing opinions Listening for detail Reading for detail

3 学校比较 Comparing schools (pages 32–33)

Making comparisons Simple comparisonsUse of 了after the verb

Skimming

4 校服 School uniform (pages 34–35)

Talking about school uniforms Using 了to express ‘too’ or ‘really’

5 学校生活 School life (pages 36–37)

Talking about school in more depth

Translating

听力和阅读 Listening and Reading (pages 38–39)

Preparing for the Listening and Reading exam

几 and 多少

口语 Speaking (pages 40–41)

Speaking Assessment practice Preparing for an extended speaking task (presentation)Centre-devised option

Revision

写作 Writing (pages 42–43)

Writing Assessment practice Preparing for an extended writing task about school Centre-devised option

Revision

读和写 Reading and writing (pages 190–191)

Extra reading and writing practice

Chapter 2 学校 School (Student Book pages 26–45)

Pearson's_GCSE_Mandarin_Teachers_book_Ch2.indd 33 30/11/09 17:05:09

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复习 ReviewMain topics and objectivesTalking about school subjects

SkillsUsing comprehension statements to help with readingSkimming

Key language节学习容易

ResourcesCD1, Track 15

(Student Book pages 26–27)

StarterAim To introduce or review the language for school subjects. Begin by eliciting the subjects your students are studying and writing them down. Then, using the pictures in Activity 1, say the Chinese version of the subjects, preferably not in the order they appear in the book. When you say the Chinese, students say the English. If they aren’t very confi dent, students should practise repeating the Chinese after you as pronunciation practice. Do the activity again and praise them for knowing them more quickly the second time around.

Logical compounds

Help students to fi nd common threads between some of the characters for the subjects. You could start by breaking down the compounds and teaching stand alone characters. For example, 理 (meaning ‘principles’) appears in 物理 and 地理. 地 means ‘the earth’, so what does 地理mean literally? (‘principles of the earth’.) 物 is ‘matter’ or ‘thing’, so combined with 理 it becomes ‘principles of matter/things’ = physics. The same 物 is found in 生物, where 生 means ‘living’ or ‘alive’ or ‘live’, so 生物 translates literally as ‘living things’ = biology.

You could make a worksheet or PowerPoint with three columns: one for characters, the second for literal translations and the third for the English meaning, as we know it. Students have to match all three columns.

For example:

英语 body + educate maths

数学 change + study history

历史 England + language PE

化学 experience + history English

体育 number + study Chemistry

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

Answers1 不对 (Zhang Hong doesn’t like the PE teacher.)

2 对

3 对

4 不对 (She says history lessons are extremely interesting.)

5 不对 (She likes reading history books.)

6 不对 (Her � fth lesson is music.)

7 不对 (She really likes studying science.)

8 对

1 Match the characters to the symbols.

Reading. Students look at the characters for subjects and match them with the symbols.

+ Ask students to give the correct version for the false answers in Activity 2, both in English and Chinese.

3 Copy and � ll in Zhang Hong’s timetable in Chinese according to the passage above.

Reading and Writing. Students copy out the timetable grid, read the text in Activity 2 again and � ll in the subjects for each period in Chinese.

To help students with skimming techniques, ask them what they think they will look for in the text to get the information they need quickly. They should say numbers, as they are looking for periods 1-7. Remind them that when they are looking for speci� c information, there is no need to read the entire text in minute detail, as much of what is written is super� uous to their needs.

2 Read the text about a school day. Choose whether the statements are true (对) or

false (不对).

Reading. Students read the text about Zhang Hong’s day at school, then decide whether they think the English statements about the text are true or false. They write 对 or 不对 as their answers.

Before reading the text, suggest that students � rst read the statements, so that they know what information they are looking for.


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学校 School2

Logical compounds

The character 学 on its own means to study or to learn. It therefore appears in many compounds all related to studying and learning. Use the hint to work out what the following compounds mean.

学 + 校 (school) = 学校学 + 生 (living) = 学生学 + 期 (period of time) = 学期学 + 历 (previous experience) = 学历学 + 院 (courtyard) = 学院

Answers1 School

2 Student

3 School term

4 Written account of one’s education

5 College; institute for learning

Tell your students that most compounds are made up in this way and that when they learn a new character they could look it up in a dictionary to see what other characters it can be combined with. If they make notes grouping common characters together, they will soon identify patterns and should start to think more logically about how Chinese is put together. By using the dictionary on a frequent basis, students will quickly realise the importance of knowing the correct stroke order for characters. Try to set them dictionary tasks on a regular basis. For example, this unit deals with school matters, so ask them to look for and make notes of the characters which combine with 课.

4 Copy and � ll in the grid below in English for subjects Zhang Hong likes and dislikes. Include

reasons where given.

Reading. Students copy out the grid, read the text in Activity 2 again more carefully and � ll in the grid with the subjects Zhang Hong likes and dislikes in English. If reasons are given in the text for her preferences, then students should write these too.

As in Activity 3, draw students’ attention to the fact that this is a skimming exercise. Ask them what words they will be focussing on when trying to � nd the answers for this grid. They should say 喜欢, 不喜欢 and 爱, as well as looking carefully for the subject words.

5 Listen to and read the following dialogue. Write down the missing characters for the gaps.

Listening. Students listen for the information they need to � ll in the gaps in the dialogue. They make notes in pinyin while listening and write the missing characters after the recording has � nished.

Suggest that they read the dialogue before you play the recording, so that they are aware of the context and ready to listen for the words to � ll in the gaps.

Answers第一节课第二节课第三节课第四节课第五节课第六节课第七节课体育英语汉语历史音乐科学数学

AnswersSubjects she likes

Reason Subjects she dislikes

Reason

English Reads books every day at home

PE Doesn’t like exercising and doesn’t like the PE teacher

Chinese Likes the Chinese teacher and likes speaking Chinese with Chinese people

History Likes reading history books

Music (no reason given)

Science

Maths Thinks maths is really easy

Audioscript Track 15

赵明：陈龙, 你好吗？

陈龙：哦, 我很累, 你呢, 赵明？

赵明：我很好。你为什么很累？

陈龙：今天的课没有意思。

赵明：是吗？你今天上了什么课？

复习


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学校 School2

陈龙：历史、英语、数学、宗教和地理。每节课我们都要看书。

赵明：哦, 很累很累！

陈龙：你呢？今天上了什么课？

赵明：我很喜欢今天的课。我有音乐、法语、体育、美术和汉语。

陈龙：太好了！

Answers1 累 2 好 3 课 4 英语 5 地理 6 上 7 喜欢 8 音乐 9 体育

6 Interview your classmates. Ask about � ve lessons they like and dislike, and which teachers they

like and dislike. Use the example to help you. Record your results in a chart like the one below.

Speaking. Students practise asking each other which subjects and which teachers they like and dislike, then record their results in a chart. Examples are provided.

As a warm-up, practise with the students as a whole class activity. To start with you ask the questions, then ask the students to ask and answer each other in the class. This will give lower ability students a model to copy and con� dence to do the activity in pairs.

7 Complete the sentences to say how you feel about certain lessons and teachers.

Writing. Students write about their feelings towards lessons and teachers. A framework is given to support them.

This can be used as a di� erentiated task, as lower ability students may only write three or four sentences, whereas higher ability students could write about the majority of their lessons and teachers.

Plenary

If you have time, prepare a PowerPoint in advance. Have all of the characters for subjects that they have learnt so far up on the screen. Students have to look at them carefully. Fade characters out one by one. As the character disappears, students shout out the subject that has gone, fi rst in Chinese, then in English. If time is limited, write 10 subjects in characters quickly on the board and rub them out one at a time.

复习


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1 我的学校 My schoolMain topics and objectivesSaying where things are

SkillsSkimming and scanning

Grammar‘Apart from’Talking about where something is

Key language除了…以外也所以有的每个方便对面左边右边



StarterAim To familiarise students with the language for places around the school

If your school and the class are both small enough, walk around the school pointing out places and telling them the names of various rooms or other locations such as the playing fi elds, etc. When they return to the classroom, in small groups or pairs, they write down all of the words they remember in pinyin. This can be a competition to see which group remembered the most places during the tour. If the school or the class is so large that this is impractical, print out copies of the school map and talk students through the map giving the Chinese for the places. You can still do the competition!

1 Read the text about Mao Xi’s school and answer the questions in English.

Reading. Students read the text about the buildings and rooms in Mao Xi’s school and answer the questions in English.

Suggest that the students read the questions before reading the text. This activity reinforces words for the buildings and rooms you would � nd in most schools.

2 Write � ve sentences following the pattern below. Use vocabulary from this unit.

Writing. Students use the new grammar, ‘apart from…’ to write � ve sentences. Encourage them to use a variety of vocabulary when writing these sentences, some nouns and some verbs.

+ Students use the following phrases and grammar in a short paragraph related to school, but not exclusively about school. The aim is for them to ensure that they can put as much impressive grammar into a short piece of writing as possible. They should aim to write between 60 and 100 characters.

比较, 非常, 一个多小时, 过, 除了…以外…, subject + time + manner.

3 Listen to the dialogue between two teachers and write down the missing characters for

the gaps 1–5.

Listening. Students look at the text for the dialogue and try to predict what words are missing from the gaps. They listen to the recording and � ll in the gaps with Chinese characters.

This activity reinforces vocabulary for rooms in a school and also the new grammar 除了…以外, …也… Before playing the recording, check that students know the new vocabulary: 方便 (fāng biàn) = convenient.

Answers1 There are 1,500 students and 95 teachers at Mao

Xi’s school.

2 The school has two sports grounds.

3 The canteen is quite small.

4 Some students eat lunch in the classrooms.

5 The canteen, library and assembly hall.

Grammar: ‘Apart from’

Give the students some examples using the structure 除了…以外, …也… See if they can guess the meaning before you tell them. Ask them to read the notes in the grammar box on page 28 and come up with a sentence to say to the rest of the class. By doing this, you can check that they really understand how to use the structure.

Exam tip

Draw students’ attention to the exam tip box – if they use 除了…以外 correctly, they will gain higher marks in the speaking and writing exams.


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1 我的学校学校 School2

张老师：周老师, 你们学校大不大？

周老师：我们的学校非常大。

张老师：是吗？有多少个学生？

周老师：有三千个学生。

张老师：哦, 真大！

周老师：你们学校有几个图书馆？

张老师：我们有一个图书馆。你们呢？

周老师：除了大图书馆以外, 每个走廊都有小图书馆。很方便！

张老师：真好！

周老师：我们还有两个体育馆和一个很大的食堂。

张老师：你们学校太大了！


Answers1 大 2 三千 3 图书馆 4 除了 5 体育馆

Grammar: Talking about where something is

Before teaching the relative place words 对面, 左边 and 右边, point to either students or a picture and describe where people or items are using these three relative place words with 在 and 有. Ask the students to guess what you are saying and tell you the Chinese words for ‘opposite’, ‘to the right of’ and ‘to the left of’ from what they have heard. See if the students can make sentences following the pattern you used and using these relative place words. Then teach them the characters for the words, so that they will recognise them in the text in Activity 4.

4 Read the text about the layout of a school corridor. Write down the Chinese numbers

一 to 十二 (1 to 12) as on the plan of the corridor. Write down the subject taught in the room next to the correct number.

Reading. Students draw the plan of the corridor with numbers on it as in the Student Book. They read the text to � nd out which subject is taught in each room, then write the subject in English and Chinese.

This activity focuses on subjects and the relative place words ‘opposite’, ‘to the right of ’ and ‘to the left of ’. Students should imagine that they are standing in the classroom they have just read about when they read where the next one is. So, for example, once they have established that they are in classroom 1 for Maths, they look at the corridor imagining that they are in classroom 1. The next sentence tells them that opposite the maths room they can � nd an o� ce, which is room 7, then to the right of the o� ce is a science lab, room 8, etc.

5 Describe an imaginary corridor in a school to your partner. Your partner should draw what

you describe. Use the place words in Activity 4 to help you.

Speaking. Students make up the rooms along a corridor in a school, similar to those in Activity 4. Using the new relative place words, they describe their imaginary corridor to their partner. The partner draws what they hear, then shows the picture they have drawn to the student who imagined the corridor.

This activity focuses on the new grammar and reinforces subjects. Before doing the activity, ensure that students know the relative place words and the subjects well. They may want to write a script either in pinyin or characters to support them when they describe their corridors.

6 Write a short paragraph about the layout of your school. Use the panel to the right as a

framework.

Writing. Students think about the layout of their school and write a paragraph describing it using the new grammar structures. A framework is provided for support.

Students should be encouraged to use the vocabulary found in this unit, as school is a topic that appears regularly on exam papers.

Answers1 Maths 数学 2 History 历史 3 English 英语 4 Religion 宗教 5 Drama 戏剧 6 Music 音乐 7 O� ce 办公室 8 Science 科学 9 Geography 地理 10 French 法语 11 Art 美术 12 Art 美术

Logical compounds

A quick way for students to remember how to recognise and write ‘left’ and ‘right’ in Chinese is to tell them that 左 looks a bit like a capital i under the radical, so they could remember the character as ‘I left’, and右 has four right angles.

Plenary

The aim of this activity is to see if the students can complete the words for places around the school. You say the fi rst part of the place and the students fi nish it. For example, you say 礼 and they say 堂. Then they give you the English meaning: here, ‘assembly hall’.


Answers第一节课第二节课休息第三节课第四节课午饭第五节课物理戏剧手工地理经济

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2 学校的一天 My school dayMain topics and objectivesExpressing opinions

SkillsListening for detailReading for detail

GrammarExpressing opinions

Key language学期休息东西觉得因为奇怪只



StarterAim To introduce or review some non-core subjects.

Prepare a PowerPoint or worksheet with three columns or, if you are short of time, write the following up on the board, remembering to mix up the order (here in correct order for reference). In the fi rst column write the characters for the ‘new’ subjects on page 30. In the middle column write the literal English meaning of the Chinese characters. In the third column write the subjects in English. Students have to match the characters to the English meaning, using the middle column as an aid to reaching their conclusions.

物理 thing /matter + principle physics

化学 change + study chemistry

生物 living + thing biology

电脑 electric + brain ICT

手工 hand + work technology

Students have to think logically about what the characters really mean in order to work out the subject. The column of subjects in English must not match the character column.

1 Listen to the description of Xiao Ming’s timetable. Copy and complete the timetable in

Chinese.

Listening. Students copy out the timetable headings in Chinese, then listen to the description of Xiao Ming’s timetable and complete it.

Before playing the recording, ensure that students are familiar with the words in the vocabulary box. The focus of this listening activity is familiarisation with some non-core subjects on the timetable.

2 Interview your partner about one day of their timetable and compare it with yours. Copy and

complete a timetable for your partner. Add or to say whether they like the lesson or not. Use the questions to help you.

Speaking. Students copy the empty timetable and use the sample questions to ask their partner what lessons they have on one day of the week and whether or not they like the lessons. They � ll in the timetables according to what their partner says.

R Use the pictures and adjectives for describing people on page 30. Practise pronouncing them and writing them on small white boards. Once the students feel con� dent, have some competitions. 1 Speaking competition: say the adjective in English, students say the Chinese for the word. 2 Writing competition: say the adjective in Chinese, students write the character for it on their individual whiteboards.

这个学期我有新科目。星期一第一节课是物理。第二节课是戏剧。我很喜欢戏剧课, 因为我们不用书和笔。戏剧课以后我们休息十五分钟, 然后我上手工课。我也喜欢手工课, 因为我们可以用双手做出自己喜欢的东西。这个学期我们班学习怎样做饭。第四节课是地理。我不太喜欢地理。吃午饭以后我们上第五节课, 我上经济课。我不喜欢数学课, 也不喜欢经济课！



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2 学校的一天学校 School2

Grammar: Expressing opinions

认为 rèn wéi = think, consider (formal; ‘It is my considered opinion’)

觉得 jué de = think, feel (feeling/awareness)

想 xiǎng = think, suppose, reckon (a mental activity)

Pick a few teachers in your school and describe them to the students using the adjectives practised in the Reinforcement task. See if the students can guess what you are saying before telling them that you are teaching them how to express opinions. Students read the grammar box on page 30 and think of a teacher in school to describe.

Exam tip

Refer students to the grammar 我觉得…, 因为… in the exam tip box on page 30 and tell them you expect them to learn to recognise and be able to use this structure. It is a fairly straightforward structure, so take time to practise it with them so they can use it correctly.

3 Read the text about Li Ming’s teachers. Copy and complete the chart in Chinese.

Reading. First students copy the chart, then they read the text to � nd the information needed to � ll in the chart. They � ll the chart in in Chinese.

4 Write a short paragraph about a day at school. Use the vocabulary from this unit to help you.

Use the structures as a guideline and read the text in Activity 3 again to help.

Writing. Students review and use the vocabulary and structures in this unit and the previous two units, to write a paragraph about a day at school.

They should be as creative as possible, trying to use as wide a range of new vocabulary as they can.

Answers什么课的老师？李明觉得他 / 她… Other information/comments

生物很有意思他严格。戏剧非常好玩儿她常常跟学生在一起玩。电脑没意思李明不喜欢老师, 也不喜欢

用电脑。经济亲切她的课没有意思。德语很有趣他是德国人。他是李明最喜

欢的老师。每一节课都很好玩儿。

5 Read the text and answer the questions in English.

Extra Reading. Students read the text about a rather strange school and answer the questions in English.

Reassure them that what they are reading is an unpredictable timetable, and even though they may think it is a little out of the ordinary, they are probably correct.

Answers1 Students start school at 10am.

There are only three lessons a day.

2 She has chemistry � rst on Monday. She thinks the teacher is extremely strict.

3 Lunch is from 12pm to 12.30pm.

4 She doesn’t like art lessons and thinks they are very long. She thinks the art teacher is boring.

5 Break time is 30 minutes. She listens to music with her friends during break.

6 Her favourite lesson is IT, because she thinks computers are really interesting.

7 The IT teacher is very kind.

Plenary

First letters only. The aim of this activity is for students to reinforce both new grammar and new vocabulary from this unit. In English write the fi rst letters for each word in a sentence. Students then make a full Chinese sentence using these letters as prompts. There can be a variety of answers for each set of letters, so don’t be surprised if the sentence isn’t quite as you had originally imagined!

Some examples:

W d p y j d t y l s h y q. (= 我的朋友觉得体育老师很有趣。)

D d j d x j l s h q q. (= 弟弟觉得戏剧老师很亲切。)

Y w w b x h y d, s y w b t x h t y k. (= 因为我不喜欢运动, 所以我不太喜欢体育课。)


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3 学校比较 Comparing schoolsMain topics and objectivesMaking comparisons

SkillsSkimming

GrammarSimple comparisons Use of 了after the verb

Key language以前比班到少

ResourcesCD1, Tracks 18–19Grammar, page 209


StarterAim To understand and practise using 比

Introduce 比 by using the school subjects students already know. You could write up a few subjects on the board and then say a few sentences using this structure. Students try to work out the meaning and then have a go at making some sentences in pairs themselves.

Grammar: Simple comparisons

Either use pictures, objects or people to give some examples of how to make simple comparisons using 比. Students guess what you are saying by looking at what you are showing them. Ask them to tell you the pattern for the 比 structure. Give them hints by asking: What comes before the 比 in a sentence? (object/person/activity). Where does the thing/person/activity it is being compared with come in the sentence? (after the 比). How about the adjective: where do we fi nd it in a comparative sentence? (after the second object/person/activity). Students then read the notes in the grammar box at the top of page 32.

R Prepare a box or bag of interesting objects. Students put their hand in the box and compare the object they pull out with anything of their choice using the 比 structure.

Vocabulary building

To remember the � ve items of vocabulary attached to Activity 1 you could give your students the following stories and ask them to write the characters while saying the stories to themselves:

以前: before the person kicking o� his shoe comes into my house, he frowns, so his eyes look like they are just a straight line with frowning eyebrows above, he has a sticky plaster taped on to his left cheek (as you look at him) and two scars running down his right cheek.

比: compare the � rst cup of tea to the second, the second is a bigger cup of tea. (The character 比 looks like two lower case English ‘t’s)

班: students sitting at three rows of desks in the class with the teacher walking up and down the middle of the class swishing his cane and making the students sweat.

到: a crooked-nosed person with a hat on and his arms out jumping in a puddle has arrived at his destination and is waiting at the bus stop holding his umbrella.

少: the small person only gets given a few things, so he has a wonky smile rather than a full beaming smile.

1 Listen to and read the text. Choose the best response, a or b.

Listening. Students either read the text and listen at the same time, or read the text � rst then listen, or listen then read the text. You choose how you want to conduct this activity. After reading and listening, students choose the correct word to complete each sentence, either a or b.


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3 学校比较学校 School2


一年以前我跟父母在一起来到了英国。妈妈在这儿的一所大学工作。我在上一所中学上三年级。因为英语不好, 去年一年我觉得很不容易。现在好多了。

我的英国的学校比中国的小。现在的学校有一千个学生。在中国的时候我的学校有两千五百个学生。在英国一个班只有二十到三十个学生, 英国的班比中国学校的班小。

在中国, 我们七点半上学, 五点放学。中国的学生每天都有很多作业。英国的学生九点上学, 三点半放学。他们的作业比中国学生的少。

中国的学生都在食堂吃午饭, 英国学生有的在食堂吃, 有的在教室里吃。中国食堂的饭比英国食堂的好吃。


他的汉语不太好, 所以上课不太容易。有的学生跟刘文说英语, 刘文喜欢跟他们说汉语。他们的英语比刘文的汉语好。刘文在那里上了两节数学课, 他觉得英国的数学课比中国的容易。他也上了一节体育课, 他觉得中国的体育课没思。

Answers1 我跟父母一起 2 很不容易 3 现在好多了4 二十到三十 5 有的英国学生

Answers1 He didn’t � nd it easy.

2 Because his spoken Chinese wasn’t very good.

3 The students’ spoken English was better than Liu Wen’s spoken Chinese.

4 He said that maths lessons in England were easier than those in China.

5 He thought PE lessons were boring. Answers1 a 2 a 3 a 4 b 5 b

2 Find the phrases in the text which mean…

Reading. Students read the text in Activity 1 again and � nd the Chinese equivalents for the English phrases.

This is a skimming exercise, so students aren’t expected to understand all details in the text. Suggest that they look at the English phrases � rst and work out what characters they know. This will make it easier to � nd the whole phrase in the text. For example, students may know the word for parents, but not ‘with’, so if they locate ‘parents’ in the text, they will be able to � nd ‘with’.

4 Tell your classmates what you did at school yesterday using 了 where necessary. Use the

expressions to help you. Record your classmates’ comments in your book.

Speaking. Students use the expressions on page 33 to help them tell their classmates all about yesterday at school. They record their classmates’ comments in their books to feed back to the class.

5 Write a short paragraph comparing your school with one in China.

Writing. First students should do some research into schools in China, both urban and rural. They then pick some aspects to compare with their own school. Guidance is given on page 33 as to what they could compare.

Encourage students to focus on one region of China – perhaps not Beijing, as it is not representative of China’s schools in general. It may be a good idea to � nd some useful Internet links yourself beforehand, so that students don’t waste too much time searching.

R In small groups, students use the Internet to research schools in a particular province. They should focus both on rural and urban schools within that province. When they have gathered enough information, they can either present this in a PowerPoint or make a poster displaying their � ndings, in both Chinese and English.

3 Last year Liu Wen went to school in China. Listen and answer the questions in English.

Listening. Students listen to Liu Wen’s account of his trip to China last year and answer the questions in English.

The focus of this text is the use of 了 as a completed action. Ensure that you have taught the grammar before students listen to the recording.

Grammar: The use of 了 after a verb

This particular use of 了 needs to be taught as a marker for events that have already happened or been completed. Explain that 了 is placed directly after the verb to show completion of the action, particularly when the object of the sentence has a number before it or is modifi ed in another way, e.g. by ‘this’ or ‘that’.

哥哥昨天晚上喝了三碗汤。老师今天介绍了那本新书。今天早上妈妈买了三十条金鱼。

Culture: School in China

Refer students to the culture box about school in China on page 33, as this may help them when they come to write in Activity 5.


43

3 学校比较学校 School2

Plenary

Give students an adjective which they have to use to make a comparative sentence. Try to use adjectives learnt in this chapter to reinforce them. Choose between fi ve and ten adjectives depending on time, ability and class size, but say them one at a time. You can do this as an oral or written activity, as individuals or in small groups.


44

4 校服 School uniformMain topics and objectivesTalking about school uniforms

GrammarUsing 了 to express ‘too’ or ‘really’

Key language校服女男太…了戴



StarterAim To introduce or review clothes vocabulary

Use the picture in activity 1. On the board write up labels in English and Chinese and ask students to match them using the picture to help them.

1 Copy and complete the texts to describe the pictures above.

Writing. Students copy the sentences and look at the pictures of the school uniforms to � ll in the gaps with characters for clothes.

2 Listen to the dialogue between Li Hua and Xiao Lan about school uniforms. Answer the

questions in English.

Listening. Students listen to the dialogue where Li Hua and Xiao Lan are discussing their school uniforms, then answer the questions in English.

Suggest that they read the questions � rst and check that they know the key words in Chinese before they listen to the recording.

3 Interview your classmates about the design and colours of their primary school uniform.

Use the questions to help you. Record your results in Chinese.

Speaking. Students use the questions in the box to ask their classmates about the colours of their uniforms at primary school. They should make notes to use in Activity 4.

Go through the questions as a whole class to be sure that all of the students can read and understand them before working in pairs.

R Show a set of pictures which obviously demonstrate ‘too’/‘really’… whatever. For example, somebody who is eating a gigantic cake, or somebody who is incredibly skinny. Students have to use the 太…了 structure to comment on the pictures.

Answers1 (a, d and e are interchangeable) a 袜子 b T恤

c 领带 d 裙子 e 夹克 f 运动鞋

2 (a, d, e, and f are interchangeable) a 毛衣 b 衬衣 c 领带 d 裤子 e 皮鞋 f 皮鞋

Answers1 She really dislikes the colours of the school

uniform.

2 The skirts and sweaters are brown.

3 Li Hua’s school uniform has a tie.

4 Students at Li Hua’s school can choose between wearing black or grey skirts.

5 The jumpers at Li Hua’s school are red. Xiao Lan thinks they must look awful.

李花：小兰, 你们学校有没有校服？小兰：我们学校有校服, 但是我很不喜欢校服的颜色。李花：是吗？为什么？小兰：女学生穿棕裙子、黄衬衣跟棕毛衣。李花：我也不太喜欢那些颜色！小兰, 领带呢？小兰：我们的学校没有领带。李花：是吗？我们戴黑黄色的领带。非常难看！小兰：你们的裙子呢？李花：我们穿黑色或者灰色的裙子。小兰：毛衣呢？李花：在我们学校学生穿夹克, 红色的夹克！小兰：红色的？那太难看了！


Grammar: Using 了 to express ‘too’

Ask students to read the notes in the grammar box on page 35, then give them some examples using 太…了 and let them guess the meaning. Start off with simple 太+ adjective + 了 sentences, then build longer and longer sentences, so that they can see how the structure works in full sentences.

Exam tip

Reinforce the fact that Chinese people use 太…了 a lot when speaking, so if students drop it into conversation in their speaking practice, they will sound more Chinese. Easiest phrase is probably 太好了！


45

4 校服学校 School2

4 Draw a picture to represent your classmates’ school uniform and write sentences in Chinese

to describe it.

Writing. Students use the notes they made in Activity 3 to draw a picture of their classmates’ uniform and colour it in. They then write about the uniform in Chinese. An example is provided.

6 Write a short paragraph about a school uniform you would like to wear. Include both boys’ and

girls’ uniforms, then draw an illustration to go with the description. Use the structures to help you.

Writing. Students use the structures in the box to help them write about their preferred school uniform. After they have written a paragraph, they should draw how they envisage the uniform would look.

Encourage them to use the new grammar from this unit and the rest of the chapter, as well as adverbs to enhance the quality of the piece.

5 Read the text about a student’s ideal school uniform and answer the questions in English.

Reading. Students read the text and answer the questions in English. The focus of this activity is to reinforce clothes and colours.

Logical compounds

Make sets of small cards for the clothes characters. Chop the words up into single characters. Students have to put the correct characters together to form the words that make up clothes. This can be an individual, pair or small group task.

To help students recognise the characters and know what the article of clothing is when they hear it in Chinese, you could use the following stories:

To begin with, teach the clothes radical and focus on the characters on page 34 that use it.

袜子: the second part of the character is similar to ‘little sister’, so your little sister often wears smelly socks (recognition and writing) and as she’s so little she’s always screaming ‘Waaa!’ (listening).

裤子: you usually wear trousers to drive cars, especially under cliffs where lots of seagulls aim for the car (recognition and writing) and these days you can buy tight trousers which make grannies say ‘Coo, they must be uncomfortable!’ (listening).

裙子: a loud-mouthed female corpse with a scarf wrapped over her face is wearing a skirt (recognition and writing) and skipping along whistling a ‘tune’ (listening).

衬衣: pull your shirt across your body to look at the stain as you spill coffee down it (recognition and writing), and who ever heard of a chunky shirt? (listening).

For 皮鞋 and 运动鞋 you can see the laces done up across the shoe with someone bending down tying them up (recognition and writing). You wouldn’t want to ‘share’ your shoes with anyone, especially your trainers (listening).

T恤is obvious from the sound, but the 恤could be someone looking at a stripy T-shirt with a collar (recognition and writing).

领带 the fi rst character looks like a squiggly tie then someone in a box hanging it around their neck, second character could be someone who has been hung on three spikes and their arms are dangling down (recognition and writing), ‘dai’ sounds like ‘to die’ (listening).

毛衣: someone sitting down with a stripy woolly jumper, then getting up and walking away (recognition and writing). A cat is furry like a jumper and it says ‘miaow’ (listening).

Answers1 Girls wear green skirts.

2 They wear a white T-shirt.

3 They can choose between a blue or black sweater.

4 They wear sports shoes.

5 Boys wear blue trousers.

Plenary

Do a very quick review of colours, then go around the class asking students to make sentences using colours.


46

5 学校生活 School lifeMain topics and objectivesTalking about school in more depth

SkillsTranslating

Key language帅



StarterAim To write as many school related characters as possible in 5 minutes

Put some background music on and set the timer for 5 minutes. Students have to write as many characters related to school as they can. These can be subjects, teachers, adjectives, school buildings or anything else they think fi ts into this subject. Before they start, ask them to set their own target and when they have fi nished, see how well they have achieved.

1 Read about Zhang Jian’s timetable. Copy and complete the grid in English. Write any extra

information about her timetable in English.

Reading. Students read the text and � ll in the grid in English. This activity is a review of timetable language and subjects.

2 Translate the following text from Chinese into English.

Reading and Writing. Students read the Chinese and write an English version of the text.

Answers

Peri

od 1

Peri

od 2

Brea

k

Peri

od 3

Peri

od 4

Lunc

h

Peri

od 5

Peri

od 6

Econ

omic

s

Art

Engl

ish

Span

ish PE

Geo

grap

hy

AnswersLast year our class had music and English lessons in the assembly hall. We had maths lessons in the head teacher’s o� ce. Our class was very big, there were 40 students in it, so we had history, Chinese and drama lessons in the gym. There were only 12 people in the physics class, so we had lessons in the science room. Our school doesn’t have a Japanese classroom, so we had Japanese lessons in the French classroom. Our Japanese teacher is Japanese. I really like studying Japanese, because it’s not easy!

3 Copy the grid and write out the words in the box under the correct headings.

Writing. Students copy the grid and match the words to the categories. They write the characters under the correct columns. The focus of the activity is to review and reinforce the characters taught in this chapter.

4 Listen to Xiaohong talking about school and answer the questions in English.

Listening. Students listen to Xiahong grumbling about school life and answer the questions in English.

Suggest that they read the questions � rst, so that they know what to listen for.

5 Write down a word(s) for each gap. It can be a school subject, a place in school or an adjective.

You can make the text as strange as you want. When you have � nished, translate the passage into English.

Writing. Students should use their imagination to create

AnswersSchool subjects

Places around school

Adjectives to describe teachers

手工, 经济, 生物, 戏剧, 化学

食堂, 操场, 办公室, 图书馆, 走廊, 教室

严格, 亲切, 有趣, 好玩儿

我们学校的第一节课从七点半开始, 我觉得太早了。这一点我很不喜欢。我每天要六点起床, 然后骑自行车去学校。上课的时候我经常很累。除了戏剧老师以外, 老师们都很严格。我们每天都有很多作业, 有的时候我不太高兴, 因为没有时间看电视, 但是我爸爸说学生应该多做作业。


Answers1 The � rst lesson starts at 7am and she’s often tired

in lessons.

2 She gets up at 6am.

3 She rides a bicycle to school.

4 The drama teacher isn’t strict.

5 She thinks homework is boring.


47

5 学校生活学校 School2

6 Write a short presentation using the comparative structure 比 to compare your

teachers with each other and to compare the subjects you take at school. Present your speech to your classmates. Ask them questions about it to check that they have been listening.

a unique text within the framework given. They should ensure that they choose the right type of word to put in each gap, according to the text.

There are no correct answers to this activity, as students have free rein to be creative with the words they know. For lower ability students, it may be worth going through the text and working out as a class what type of language is needed to � ll each gap, to support them. Higher ability students shouldn’t need this level of support.

Suggested answers1 大, 小, 好玩儿, 有意思, 奇怪

2 也大, 没意思, 不大也不小, 很小, 有二十个学生, 很有趣

3 好玩儿, 有趣, 亲切, 有意思, 奇怪

4 图书馆, 礼堂, 食堂, 走廊, 校长办公室, 卫生间

5 as in number 4

6 操场, 体育馆, 图书馆, 办公室

7 卫生间, 科学楼, 礼堂

8 严格, 奇怪, 没意思

9 西班牙语, 数学, 历史, 宗教, 地理

10 好玩儿, 没意思, 激动, 有趣

11 亲切, 好玩儿, 有趣

Skeleton translationI go to school in China. My school is very… My class is… I really like PE lessons, because the PE teacher is extremely… Sometimes we have PE lessons in the …, sometimes we have the lessons in the… At breaktime, my friends and I often eat fruit in the… We have art lessons in the… I don’t really like art lessons, because the teacher is very… I also don’t like painting! On Thursdays the last lesson is… I think that lesson is…, because the teacher…

Exam tip

Remind students that if they want to achieve high marks, they must use as wide a vocabulary as they can, as well as including opinions.

Speaking and Listening. Students focus on using the 比 structure to write about their teachers and subjects. There are other expressions given in the box below the activity that students may also � nd useful in their writing. After the speech is written, they give a presentation of their speech to the class, then ask their classmates questions about it to see how much they have understood.

Prepare di� erent sizes of card with the characters of school buildings on them. Students gather around a desk and place the cards wherever they want, imagining that they are building a school together. As they put a card down, they have to say what the building is and where it is in relation to the buildings which are already on the desk. For example, they may have the gym card, put it next to the canteen and say either ‘the gym is next to the canteen’ or ‘the gym is to the right of the canteen’ etc. They also need to say a comparative sentence, as some of the cards will be bigger than others. So they could say ‘the library is smaller than the assembly hall’, for example.

Design a school as a class. Divide students into groups and give each group two big cards with the characters for the school buildings on them, similar to those in the small group activity. Instead of the students gathering around a desk, use the walls of the classroom to build the school with big cards. Students have to nominate someone in their group to put their building on the wall and as a group they all say the building in Chinese and a comparative sentence.

7 Imagine you have been appointed as the Head teacher of a new school. In Chinese, write a

description of the new school. Here are some ideas of what you could include:

Writing. Students imagine an ideal school where they are the head teacher. They should write about the layout and the timetable using some of the ideas provided on page 37. They should also write some comparisons between the school they have just designed and their own school.

Plenary

Students have to talk for 30 seconds in Chinese on the school related topic you give them. Give them choices from subjects, adjectives, school buildings and teachers. Say one word and the student has to come up with as many sentences as possible in 30 seconds.


48

Topics revisedTalking about school


1 Warm-up! You are going to hear Xiaohua and her uncle talking about Xiaohua’s school.

Write down all the school subjects you hear in the passage.

Listening. Students listen to Xiaohua and her uncle talking and write down the subjects they hear, in English.

Quickly review subjects orally before doing the listening, so students can pick them out of the text more easily. 3 Read the passage about Deng Xiaoping. Note

down the words you are not familiar with and try to work out their meaning.

Reading. Students read the passage about Deng Xiaoping and write out the words that are new to them, then � nd out what those words mean. They can try to work out the words from context and knowledge of characters to begin with, then use a dictionary if they get stuck.

4 Choose the correct answer for each question.

Reading. Students read the text about Deng Xiaoping in Activity 3 again, then choose the correct answers.

Some background about Deng Xiaoping has been provided to give context and to show students how important a � gure he was in modern Chinese history.

2 Choose the correct answer for each question.

Listening. Students listen to the recording in Activity 1 again and choose which is the correct answer for each question.

Suggest that the students read the questions before listening to the recording and eliminate obvious incorrect answers � rst.

As for Activity 1.



叔叔：小华, 你现在上几年级？

小华：初中二年级。

叔叔：你们班有多少学生？

小华：男生有15名, 女生13名。

叔叔：你学习哪些科目？

小华：我学的科目有语文、数学和英语, 还有历史、地理什么的。

叔叔：我上学的时候最喜欢上体育课。你呢？

小华：我不太喜欢运动。我觉得历史课最有意思。

叔叔：你们穿校服吗？

小华：穿。女生的校服是白上衣、蓝裙子；男生穿蓝上衣、蓝裤子。

叔叔：你每天都有作业吗？

小华：不, 星期一、三、五有, 星期二、四没有。

AnswersLanguages, English, maths, history, geography, PE

(Student Book pages 38–39)听力和阅读 Listening and reading Answers1 b 2 c 3 b 4 a 5 c 6 b

Answers1 c 2 a 3 b 4 a 5 b 6 b

Tip

Draw students’ attention to the tips given on listening skills in the box on page 38.

Grammar: 几 and 多少

Teach students that when asking questions enquiring about numbers 几 is used for numbers less than 10, whereas 多少 can be used for both large and small numbers. If they use 几, then they must also use a measure word.

Tip

Encourage students to read the information in the Exam Tip box on page 39 about how to improve their understanding of a passage.


49

听力和阅读学校 School2

Grammar: ‘when’ and ‘both’

Teach students the grammar …的时候 (meaning ‘when’) and ensure that they understand where it comes in a sentence by telling them to remember sentences such as ‘I am hungry when,…’, ‘They come home when…’.You could give the following sentences as examples:

哥哥饿的时候一般吃面包或者面条。我累的时候喜欢听音乐。Give students some sentences using the 又…又… structure and ask them to guess their meaning. The structure is fairly basic, so they should understand it quickly. Ask students what comes directly after each 又 (adjective) and reinforce the fact that this structure can only been used with adjectives or verbs, not nouns. You could use the following sentences:

老师又严格又亲切。妈妈又聪明又有趣。弟弟又好玩儿又有意思。Give an example of incorrect use of the structure, for example, ‘She is both a teacher and a writer’. = 她又是老师又是作家。


50

Topics revisedTalking about schoolGiving opinions

Edexcel themeCentre-devised option

ResourcesCD1, Tracks 23–26

1 You are going to hear a presentation. Below are some of the sentences Kate uses to give

basic information about her school. Guess how the sentence halves will match up, and then listen to Part 1 of the presentation and check your answers.

Listening. Students listen to the � rst part of a conversation about a school and match up the two halves of the sentence.

2 In Part 2 of her presentation Kate tries to make it easier to remember the school facilities by

grouping together two types of facilities. Predict which facilities she includes, and then listen to check your predictions.

Listening. Students write down 馆, 场 and 堂 and predict the school facilities using these characters that may come up in the recording. They check their answers after listening to the recording.

Introduction How to use the assessment practice pages The Speaking and Writing Assessment practice pages at the end of each chapter of the book 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. You 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 assessment. 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 assessment 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 practice pageThe task for the presentation 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 that students should achieve by the time of the assessment. Questions also accompany each part of the conversation; some test comprehension, others ask students to listen carefully for particular phrases or grammar, and some question the student as to how the conversation starts, fl ows and concludes.

After students have listened to the model conversation and fi nished 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.

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

(Student Book pages 40–41)口语 Speaking Assessment

我来介绍一下我的学校。

我们学校是一所中学, 在英格兰的东南部。学校不大, 有九百个学生, 最小的学生十一岁, 最大的学生十八岁。我们有七十个老师, 男老师多, 女老师少。我们的校长是一个女老师, 她工作很忙, 每天很早来学校, 很晚回家。


我们学校有很多教室, 教室都很新, 每个教室里都有电脑。学校还有一个图书馆、一个体育馆、两个足球场、六个网球场、一个礼堂和一个食堂。

我们每星期上五天课, 每天上五节课。我们学校的外文课很重要, 每个学生都要学两门外文。学校有很多课外活动, 我们可以参加足球队、排球队、网球队、橄榄球队和羽毛球队。

很多学生住在学校附近, 他们走路上学, 或者骑自行车上学。有的学生住在很远的地方, 他们每天坐校车上学。


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

Answers馆 : 图书馆, 体育馆

场 : 足球场, 网球场

堂 : 礼堂, 食堂

3 Kate also uses ‘repetition’ to help her remember – putting together sentences with the same

structure. Try to work out how Kate will say the following sentences which share the same structure in Chinese, and then listen to check.


1 You are going to hear a presentation. Below are some of the sentences, split in two, which Kate

uses to give basic information about her school. Guess how the sentence halves will match up, and then listen to Part 1 of the presentation and check your answers.

Students listen to the � rst part of a conversation about a school and match up the two halves of the sentence.

51

口语学校 School2

As for Activity 2.


1 你认为学生应该穿校服吗？我认为学生应该穿校服。因为我们上同样的学校, 所以我们应该穿同样的服装。但是我们想穿漂亮的校服。

2 你每天怎么上学？我家在学校附近, 我常常走路上学。下雨的时候我就坐妈妈的车上学。我觉得走路上学对身体很好。

3 说一说你一天的学校生活, 好吗？好的。我每天八点半到校, 上午上三节课, 中午十二点十分吃午餐, 学校食堂的饭菜还不错。下午再上两节课, 三点一刻放学, 三点二十回家。

4 你们学校一节课有多长时间？一节课有一个小时。

5 你学哪两门外文？我学日文和中文。我七年级开始学日文, 八年级开始学中文。我十年级考了日文, 成绩很好。我十一年级要考中文。中文和日文都不容易。

6 你的日文老师和中文老师都是外国人吗？中文老师是中国人, 日文老师是英国人。日文老师是一个女老师, 很年轻, 也很漂亮。做老师以前, 她在伦敦大学读书, 学了四年的日文, 她的日文非常好。

7 放学以后, 你经常做些什么？放学以后, 我有很多作业。但是, 每个星期我要打两次羽毛球。我很喜欢打羽毛球, 我是学校羽毛球队的队员。

8 你觉得做作业重要吗？我觉得做作业很重要。做作业可以帮助我复习。但是我不太喜欢做作业, 我的作业太多了, 我常常要花很长的时间做作业。

9 你喜欢你们学校吗？我喜欢我们学校, 学校的教学设备很好, 老师都很负责, 每年学生的中学会考成绩都非常好。我认为我们学校是小镇上最好的学校。

10 你最喜欢的老师是谁？我最喜欢的老师是服装设计课的老师。

11 你为什么喜欢这个老师？这个老师对学生也很友好。我喜欢这个老师, 还因为我喜欢上服装设计课。明年上十二年级, 我要学美术设计。大学毕业以后, 我想当服装设计师。


As for Activity 2.


我们上学要穿校服。我们的校服不好看, 我们穿蓝色的外套、白色的衬衣、蓝色的长裤, 戴红色的领带, 脚上穿黑色的皮鞋。

我们学校在上海有一个友好学校, 每年十月, 十一年级的学生可以去上海学习两个星期。


Answers1 我们每星期上五天课。

2 每天上五节课。

Answers1 他们走路上学。

2 他们(每天)坐校车上学。

6 Kate takes every opportunity to express her personal opinions. Listen to the questions and

answers on Kate’s presentation and � ll in the gaps according to the English clues in brackets.

4 Kate uses the verb phrase 骑自行车 for ‘by bicycle’ as in ‘go to school by bicycle’. The verb

phrase goes before the main verb of the sentence 上学 (‘go to school’). Find out from the presentation how to say the following sentences.

Listening. Students listen to Part 2 of the recording and work out the Chinese for the two sentences.

5 In Chinese, clothes and accessories are so di� erent that they need two di� erent verbs for

‘to wear’. Match 1–3 with a–c. Listen to Part 3 and check.

Listening. Students look at the two verbs for ‘to wear’ and remember how to say them, then listen out for the verbs and the items of clothing in Part 3 of the recording. They match the verbs to the items of clothing.

Answers1 b 2 c 3 a

Listening. Students read the two English sentences and try to work out how they are said in Chinese. They listen to the recording and check their answers.

Listening. Students look at the sentences and focus on the gaps. They listen to the questions and answers in the recording and � ll in the gaps with the appropriate phrases.

Answers1 学生应该 2 对身体很好 3 还不错 4 都不容易 5 很重要 6 是小镇上最好的学校


52

口语学校 School2

Your Turn Now

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 whilst 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 assessment? What have they found out about the type of structures and phrases they will need to include to gain higher marks in the assessment?


Topics revisedTalking about school

Edexcel themeCentre-devised option

1 Warm-up! Tell a partner three things in Chinese about the school you attend.

Read the article about Peking University High School and complete Activities 2–5.

Reading. In pairs, students exchange three pieces of information about their own school as a warm-up activity.

2 Find the Chinese characters in the text which mean:

Reading. Students read through the article and � nd the Chinese equivalents to the English words.

3 Three ways of describing location are used in this article: 在, 有 and 是. Find and copy out a

sentence using each.

Reading. Students read the text carefully to � nd the characters 在, 有 and 是 used speci� cally for location. They copy out one sentence for each verb.

4 Using the information in the text, make a sketch of the school campus.

Reading. Students read the text and draw a sketch of what the school campus might look like from the description in the passage.

5 Work on some descriptive phrases. Find the characters for the following.

Reading. Students look for the Chinese equivalents for the four English phrases and copy them out. What do they mean literally? Can they write four sentences incorporating one of these phrases in each?

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 that students will not only have a heightened interest in the subject matter by the time they start reading the passage, but they will also know a smattering of information about it which should then help them understand the content more easily.

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

The ‘Your Turn Now’ section 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.

Answers1 校园 2 教学楼 3 办公楼 4 图书馆 5 篮球场 6 花园 7 食堂 8 宿舍楼

Answers1 北京大学附中在北京市中关村高科技园区。

2 走进校园的南门就能看到有两排参天大树。

3 在校园的西南是学生宿舍和食堂的大楼。

Answers1 两排参天大树 2 冬暖夏凉 3 学生们最爱去的地方 4 一个成长的好地方

(Student Book pages 42–43)写作 Writing Assessment

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Your Turn Now

Students write a short article in Chinese of between 100–150 characters about their partner school for the school magazine.

Ask them to read all of the guidance notes carefully, including ResultsPlus, for support. They should also follow the tips found in the tip box and check their work as the Check! Box suggests.


54

Extra Reading and Writing practice

1 Read the adverts for two schools, then choose the correct statements.

Reading. Students read the two adverts for schools, read the English statements and decide which of the statements are correct.

5 Look at the adjectives below. Find the opposite or near opposite for each one in the text in

Activity 4.

Reading. Students look at the adjectives and then try to � nd their opposites in the text. They should write their answers in characters.

6 Write a detailed description of your school. Describe your uniform, teachers, lessons, school

buildings, canteen food and give your opinions of them.

Writing. Students write about their own school describing their uniform, teachers, lessons, school buildings, canteen food and their opinion of these.

2 Read the texts in Activity 1 again. Choose the correct answer for each statement.

Reading. Students read the two adverts in Activity 1 again, and decide which of the statements in each question is correct, a, b or c.

3 Write a paragraph advertising the type of school you would like to attend. Write about 科目,

学校的建筑, 学生, 老师 and 食堂.

Writing. Students write a short piece about the type of school they would like to study at. They should include sentences about the subjects, school buildings, students, teachers and school canteen.

4 Read the text and answer the questions in English.

Reading. Students read the text about a school and answer the questions in English.

Answers1, 4, 5

Answers1 暖和 2 不好看 3 没(有)意思 4 厉害 5 严格

Answers1 c 2 b 3 b 4 a

Answers1 Canada

2 Three languages: English, French and Chinese

3 He says the uniform is warmer, because the weather is often extremely cold.

4 Both boys and girls wear warm black trousers, a red shirt, a warm black jumper, a long black blazer / jacket, a red and black hat, red gloves, and a red scarf.

5 They wear shoes to come to school and white trainers inside the school.

6 It looks really bad, because they have to wear a yellow T-shirt and red shorts.

7 The economics teacher.

8 Chemistry, because the teacher is scary.

(Student Book pages 190–191)读和写 Reading and writing


Edexcel GCSE Chinese Teacher's Guide Chapter 2

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