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Special training skills for CET-4 and CET-6 oral exams
#汉语4六级# Introduction The following are the special training tips for the Chinese CET-4 or CET-6 oral exam compiled by Kao.com for your reference only.
The most commonly used method to train foreign students to speak is retelling. After the teacher of Chinese as a Foreign Language has finished learning the text and grammar of a lesson, he asks the foreign students to speak the content of the text themselves. One method is to finish dealing with the new words and language points, the foreign students close the textbook, and the teacher of Chinese as a Foreign Language will read the text aloud or listen to the recording of the text. Then the teacher of Chinese as a Foreign Language will ask questions based on the new words and language points on the blackboard, and then find several students with different levels. foreign students look at the new words and language points on the blackboard and repeat them. Another method is that in the process of processing the text, the teacher of Chinese as a foreign language writes the words or phrases that are important reminders of the text content on the blackboard in a certain order, and finally asks the foreign students to look at the blackboard and repeat them, and follow the foreign language To improve students' retelling ability, erase some unimportant words and repeat them again. Finally, only a few function words and content keywords are left on the blackboard.
Teachers of Chinese as a foreign language prepare two different text materials according to the level of foreign students before class, such as traditional Chinese jokes or idiom stories, with the length controlled to about 500 words. During class, the reading materials given to the students at the same table were different. For example, foreign student A got the story of "waiting for the rabbit", while student B got the story of "buying a casket and returning a pearl". The foreign students are required to read for 5 minutes. After reading, the TCSL teacher collects the materials, and then the students at the same table tell each other the stories they read, and then ask the foreign students to tell the stories they heard to the whole class. Listen, other students will supplement what he said inaccurately or failed to mention, and the classroom atmosphere is very active. There are many benefits to doing this. First of all, these materials have a strong Chinese cultural flavor and are very story-telling, which can instantly capture the interest of foreign students in reading. Secondly, foreign students receive different materials, which creates an incentive for communication between them, creating an information gap. Thirdly, it can train foreign students' listening, speaking and reading abilities at the same time, because after reading, they have to tell others, and the time for reading is limited, and they have to reorganize it in their own language. This trains foreign students to a certain extent. The ability to think in Chinese. Because the other party wants to tell the whole class what he heard, he must concentrate on listening. Therefore, this link not only trains listening, but also trains the ability to think in Chinese to a certain extent.
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