2) after listening discussion
听后讨论
3) speaking after finishing the exercise
听后说
4) writing after listening
听后写
1.
The semi-subjective item "writing after listening" is used in MHK(the fourth grade).
MHK(四级)在题型设计上采用了“听后写”这种半主观性试题,其主要考虑有丰富考试题型、更真实地反映考生的汉语实际应用能力、体现语言测试由分立式向综合式发展的方向、降低题目猜测度等。
5) practicing after listening
听后训练
1.
In a listening lesson -perception before listening?understanding while listening ,and practicing after listening so as to help students to master listening skills.
按照听前感知、听中理解、听后训练三个基本环节进行的教学过程,可帮助学生掌握正确的听力方法,迅速提高听力技能。
6) listening after comprehension
理解后听
1.
According to the essence of listening comprehension,the rules of language acquisition and the characteristics of Chinese language itself,based on teaching experiments,the article explores a teaching mode of ‘listening after comprehension’ in listening course of teaching Chinese as a second language.
本文根据听力理解的本质、语言习得与认知规律以及汉语自身的特点 ,在教学实验的基础上提出初中级对外汉语教学听力课应进行“理解后听”教学模式。
补充资料:【双调】驻马听 吹
【诗文】:
裂石穿云,玉管宜横清更洁。
霜天沙漠,鹧鸪风里欲偏斜。
凤凰台上暮云遮,梅花惊作黄昏雪。
人静也,一声吹落江楼月。
【注释】:
【出处】:
裂石穿云,玉管宜横清更洁。
霜天沙漠,鹧鸪风里欲偏斜。
凤凰台上暮云遮,梅花惊作黄昏雪。
人静也,一声吹落江楼月。
【注释】:
【出处】:
说明:补充资料仅用于学习参考,请勿用于其它任何用途。
参考词条