HSK Standard Course Textbook1 Lesson 1 slides | HSK标准教程第一册第一课课件

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Authorized by Hanban, HSK Standard Course is developed under the joint efforts of Beijing Language and Culture University Press and Chinese Testing International (CTI). With HSK test papers as its primary source, HSK Standard Course is characterized by a humorous style, familiar topics and a scientific course design. Matching the HSK test in all aspects, from the content, form to the levels, it is a series of new-type course books embodying the idea of “combining testing and teaching, and promoting learning and teaching by testing”. It is suitable for the Confucius Institutes in different countries as well as other Chinese teaching institutions and self-taught learners. The whole series is divided into six levels matching the HSK test, with one volume for each of Levels 1-3 and two volumes for each of Levels 4-6, totaling nine volumes. With a textbook, a workbook and a teacher’s book in each volume, there are altogether 27 books. The book is illustrated with photos match the style of the test and is printed in full color. An audio CD comes with the book.

Bildung

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第 1 课
你好
《HSK标准教程》第1册

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拼音Pinyin
1. 汉语拼音的声母和韵母（1）Initials and Finals of Chinese Pinyin(1)
声母 Initials（1）
b p m f
d t n l
g k h
j q x

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拼音Pinyin
韵母 Finals（1）
i u ü er
a ia ua
o uo
e ie
ai uai
ei
üe
uei（ui）
ao iao
1. 汉语拼音的声母和韵母（1）Initials and Finals of Chinese Pinyin(1)

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拼音Pinyin
2. 汉语的声调（四声）Tones(Four Tones)
1
2
3
5
4
1
2
3
5
4
1
2
3
5
4
1
2
3
5
4
mā
妈
mǎ
马
má
麻
mà
骂
mother
horse
fibrous crops
to scold

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拼音Pinyin
• 朗读下列音节，注意声调的不同
Read the syllables aloud and pay attention to the tones
ā á ǎ à
ō ó ǒ ò
ē é ě è
ī í ǐ ì
ū ú ǔ ù
ǖ ǘ ǜ ǜ

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拼音Pinyin
3. 汉语的音节 Chinese Syllables
汉语的音节
Syllable
声母
Initial
韵母
Final
声调
Tone
māo （猫，cat） m ao
yú （鱼，fish） ü
jiě （姐，
elder sisiter）
j ie
èr （二，two） er

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拼音Pinyin
• 看图片，朗读下列单音节词语
Look at the pictures and read the monosyllabic words aloud
yī wǔ yú ěr
bǐ māo dǎo huā
jī qī xié xuě

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拼音Pinyin
• 看图片，朗读下列双音节词语
Look at the pictures and read the disyllabic words aloud
kāfēi kělè kǎoyā huǒɡuō
dìtú fēijī máobǐ ěrjī

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拼音Pinyin
4. 两个三声音节的连读变调 Tone Sandhi: 3rd tone +3rd tone
nǐ （你） hǎo（好） ní hǎo
kě （可） yǐ（以） ké yǐ
fǔ （辅） dǎo（导） fú dǎo
+ +

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拼音Pinyin
• 朗读下列词语，注意第三声音节的读音
Read the following words aloud and pay attention to the change in the
tone of the 3rd tone syllables
nǐ hǎo kěyǐ xiǎojiěfǔdǎo
kǒuyǔ yǔfǎ Fǎyǔ tǎo hǎo
liǎojiě yǒuhǎo yǔsǎn shǒubiǎo

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汉字Characters
1. 汉字的笔画（1）Strokes of Chinese Characters(1)
笔画名称 Stroke 运笔方向 Direction 例字 Example Characters
横 hénɡ
horizontal
一 yī one
二 èr two
竖 shù
vertical
十 shí ten
工 ɡōnɡ work，labor
撇 piě
left-falling
人 rén human
八 bā eight
点 diǎn
dot
不 bù no，not
六 liù six
捺 nà
right-falling
大 dà big
天 tiān sky
丿
一
丶
丨

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汉字Characters
2. 认识独体字（笔画） Single-Component Characters（Strokes）

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汉字Characters
2. 认识独体字 Single-Component Characters
一二三
十八六

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nǐ
nín
duìbuqǐ
你
*您
对不起
生词New Words
hǎo
nǐmen
méiɡuānxi
好
你们
没关系

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你好！你
*您
对不起
好
你们
没关系
生词New Words
你好吗？

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你好！
你
*您
对不起
好
你们
没关系
生词New Words
很好
你好！你好吗？
不好你好吗？

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你好！
你
*您
对不起
好
你们
没关系
生词New Words
很好
你好！你好吗？
不好你好吗？
你们好！你们好吗？

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你好！
你
*您
对不起
好
你们
没关系
生词New Words
很好
你好！你好吗？
不好你好吗？
你们好！你们好吗？
A：对不起！
B：没关系！

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你
*您
对不起
好
你们
没关系
生词New Words
你好！很好
你好！你好吗？
不好你好吗？
你们好！你们好吗？
A：对不起！
B：没关系！

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课文Text 1
nǐ hǎo
A：你好！
nǐ hǎo
B：你好！

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课文Text 1
A：你好！
B：你好！

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课文Text 2
nǐn hǎo
A：您好！
nǐ men hǎo
B：你们好！

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课文Text 2
A：您好！
B：你们好！

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课文Text 3
duì bù qǐ
A：对不起！
méi ɡuān xi
B：没关系！

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课文Text 3
A：对不起！
B：没关系！

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课堂活动
• 读一读，猜一猜。
• 根据汉语拼音，猜猜这些外来词语的意思。
• 能够理解，并正确朗读。
参考词语：
bèikè hànmǔ hālì bōtè hànbǎobāo
màidānɡláo ādí dásī nàikè

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课堂活动
• 读一读，猜一猜。
• 根据汉语拼音，猜猜这些外来词语的意思。
• 能够理解，并正确朗读。
bèikè hànmǔ
贝克汉姆
hālì bōtè
哈利·波特
hànbǎobāo
汉堡包
màidānɡláo
麦当劳
ādí dásī
阿迪达斯
nàikè
耐克

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Performance-based tasks allow students to show their knowledge and skills in a more authentic way than paper tests. Integrating technology, such as creating Web pages, virtual posters, and using Google Classroom, will prepare students for their future studies. Participants will learn how to design highly engaging performance-based tasks and rubrics to assess students’ knowledge in Chinese language, science, and social studies units. Participants will get a number of ideas on how to implement performance-based formative and summative assessments in the immersion class. Participants will see videos, pictures, and student work samples demonstrating how two Chinese teachers use short plays, foldable books, living museums, etc., to assess students’ knowledge. Speaker: Yi Shao & Lijin Yang & Pearl You

2015 NCLC - Using Performance-Based Assessment in Chinese Immersion Classrooms

Phoenix Tree Publishing Inc

Mandarin immersion teachers have a big job, especially in the early grades. Building strong vocabulary and understanding of language while ensuring content knowledge mastery can seem daunting. How do you engage students in rigorous Mandarin literacy development? How do you maximize production in your classroom? Teachers from VIF International Education’s Splash Mandarin immersion programs in North Carolina will share the literacy model used for daily word study and guided reading and writing, as well as their strategies for maximizing simultaneous participation. Through practice of hands-on literacy activities used in these classrooms participants will take away literacy games and strategies to use immediately with their students. Participants will learn how to use a curriculum map and fun, daily literacy rotations for strong academic vocabulary and reading development. Speaker Jim Chiang teaches in the Splash Mandarin Immersion Program at New Century International Elementary School (NCIES), a Title I, public school in Fayetteville, North Carolina. Vicky Kim is a HUGE advocate for innovative, inclusive and effective learning, which is why she loves dual language immersion education. As a Director at VIF International Education, a North Carolina based organization, Vicky has worked closely with districts, schools, teachers and parents to implement and develop over 50 Splash dual language programs. Before joining VIF, Vicky taught K-8 ESL and developed family literacy programs for dual language communities. Pei-Ying Wu is a doctoral student of Early Childhood, Special Education, and Literacy at the University of North Carolina at Chapel Hill. She received her Master’s Degree in Teaching, Learning, and Curriculum from the University of Pennsylvania and had years of cross-national and cross-age teaching experiences. She is currently writing her dissertation on cultural models of teaching in contexts of heightened globalization. Over the last two years, Pei-Ying has worked closely with Mandarin Immersion Program teachers in North Carolina public schools to provide instructional support.

2015 NCLC - Building Proficiency Through a Consistent Literacy Program and Fu...

Phoenix Tree Publishing Inc

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