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CTCSOL面试中的很多题目，是语合中心的志愿者以及公派教师在海外任教时，遇到的种种真实的案例反馈。万事开头难，由于文化迥异，因此遇到教育理念、教学方式、生活习惯等方方面面的冲突是难免的。这些问题在实际教学过程中，都会通过这样那样的问题、冲突显现出来。
针对教学组织与课堂管理，历年考题中常见的题目有：应对课堂突发情况（“熊孩子”不服管教、学生情绪失控、学生间出现矛盾或对立情绪等）；家长不理智的“护犊子”行为；如何营造良好的课堂氛围；如何面对其他同事、领导的点评、指责；如何组织学校委派的文化展示活动等等。针对以上的问题，可以统统放在第一类问题：如何更好地开启你的对外汉教职业生涯里面。下面我们将对该类问题，逐题分析。
万事开头难，在海外从事对外汉教工作，即便是在国内经验丰富的老师，到了目的语国家授课，一切也都是从头开始。应对新环境，如何调整自己的心态、熟悉当地的教育体系以及更好地融入当地的工作、生活当中去，成为很多对外汉教老师首先要面对的问题。
Question 1 : You are teaching Chinese abroad in the new semester. This is the first time for that school to set up a Chinese class, and you have to start everything from scratch. Please state some biggest challenges you might immediately face before you start it.
Suggesting answer：Thanks for your question.
To many Chinese teachers, opportunities coexist with challenges if they first teach abroad. But there seems to have more dificulties in the very beginning. I can picture what a tough situation I would get into if I were to take such a job.
To me, the first challenge might be the unfamiliarity with new educational environment. I need to take time to learn the function of local educational system, local educational principles and learn how to local Chinese language teaching in such a schooling system.
Second, how to get along with new colleagues and how to seek their help might be other challenge to me. I must be good at using local language or English fluently and decently to access more teaching resources.
Undoubtedly / However, the biggest challenge comes from the students. Students'motivations for learning Chinese might vary greatly and their learning habits might be of great difference from Chinese students' . I need to identify their learning motivations, so as to analyze curriculum better and design course syllabus, including teaching objectives,approaches and assessments.
What' s more, selecting or preparing appropriate teaching materials might be a top priority to prepare a new Chinese course in the beginning.
All in all, teaching Chinese abroad is always challenging to some Chinese teachers new to the foreign surroundings. We need to keep all these points in our minds and carefully handle them before and in our teaching.
That' s all, thank you.
上面的题目是一道总括式的经典题目，历年考题不见得会这么直接出题。但是在海外刚刚从事对外汉教工作，总会遇到这样、那样的实际问题，而应对之策，基本上就是刚刚题目中所给的策略。所以即便考题不会这么出，但是指导思想还是很重要的。在遇到具体问题的时候，上面的参考答案可以提供答题思路的借鉴。
1.semester [səˈmestə(r)] n.学期（一学年分两个学期）；学期制；半年；一学期
2.start everything from scratch 一切从头开始
3.coexist [ˌkəʊɪɡˈzɪst] v.共存；（尤指）和平共处
4.unfamiliarity [ˌʌnfəˌmɪliˈæəti] n.不熟悉；外行；无经验可循
5.a schooling system n.学历制度；学校系统；学校制度
6.get along with sb. v.与某人相处；和某人相处；与……相处
7.undoubtedly [ʌnˈdaʊtɪdli] adv.无疑；毋庸置疑地；毫无疑问地
8.decent [ˈdiːs(ə)nt] adj.像样的；相当不错的；体面的；得体的；合适的
9.access [ˈækses] v.进入；〈正式〉到达；获得
10.identify [aɪˈdentɪfaɪ] v.鉴定；确认；发现；识别；辨认
11.curriculum [kəˈrɪkjʊləm] n.（学校等的）全部课程；课程表；课程安排
curricula [kəˈrɪkjʊlə] （复数形式）
12.syllabus [ˈsɪləbəs] n.教学大纲；课程提纲；课程纲要
13.a teaching objective n.教学目标
14.a top priority n.重中之重
15.surroundings [səˈraʊndɪŋz] n.环境；周边环境；周围环境
16.keep points in your minds v.将这些要点牢记于心
To many Chinese teachers, opportunities coexist with challenges if they first teach abroad. But there seems to have more dificulties in the very beginning. I can picture what a tough situation I would get into if I were to take such a job.
译文：对于许多第一次在国外教书的中文教师们来说，机遇与挑战并存。不过在刚开始的时候，似乎困难更多一些。不难想象，如果我开启这样一份工作，我会陷入多么艰难的境地。
对外汉教工作中，经常遇到的问题就是如何活跃课堂氛围，俗称“热场”。万事开头难，由于师生之间的不熟悉，以及跨文化交际产生的差异，使得对外汉语教师在活跃课堂方面有些不知所措，下面的题目就是一道比较典型的案例：
Question 2 : Miss. Li teaches Chinese abroad, and the classroom atmosphere is usually dull. One day, after class. Miss. Li shared with her students a small problem she had encountered. Knowing this, the students volunteered to help solve the problem. Since then, the classroom atmosphere has been more positive. So if you were the teacher Miss Li, what would you do next?
Suggesting answer：Thanks for your question.
In this scenario, as an international Chinese language teacher, if I were Miss Li, I would handle the situation in the following manner:
First of all, I would sincerely express my gratitude to the students for their willingness to help me. This can not only foster an inclusive, harmonious, supportive and open-minded classroom learning atmosphere, but also facilitate a good teacher-student relationship.
Second, I would encourage and facilitate consistent collaboration among students by providing opportunities for them to work together. Peer-to-peer learning style can facilitate a better and engaging learning atmosphere.
Meanwhile, I would maintain open lines of communication with my students,encouraging them to share their thoughts, ideas, and concerns. I would create a welcoming and inclusive environment where students feel comfortable expressing themselves. This can facilitate a stronger sense of belonging and agency.
Third, I would incorporate interactive teaching methods, like group works, discussions,and hands-on activities into my lessons to promote students' engagement, collaboration, and critical thinking skills. In this way, my students can keep their interest and motivation.
Last but not least, I would regularly seek feedback from students on their learning experiences to further improve the positive atmosphere. This can help me tailor my teaching approach and create a student-centered learning environment. Meanwhile, I would reflect on the experience and identify areas for improvement. Through consistent reflection, I will be able to deal with similar challenges flexibly in the future.
All in all, by implementing these strategies, I can not only create a positive and interactive classroom atmosphere, but also cultivate a harmonious teacher-student relationship with my students in my future teaching work. In classroom management, I should remember that sincerity and understanding are always the best skills.
That' s all, thank you.
上面的题目是一则较为具体的案例。中西方教育理念、教育体系迥异，在此影响下，新手教师在营造良好的课堂氛围方面，就要去多花心思。常见的做法有：鼓励学生之间互相结对学习，鼓励合作共赢；与学生保持时时沟通交流；利用多样化的教学手段；及时寻求学生的反馈，并将有价值的反馈融入教学工作中；当然，也可以多寻求有经验的同事、领导帮忙，他山之石可以攻玉。
1.abroad [əˈbrɔːd] adv.国外；海外；出国；到国外
2.dull [dʌl] adj.枯燥无味的；沉闷的；无聊的；不明亮的；乏味的
3.volunteer [ˌvɒlənˈtɪə(r)]
n.志愿者；志愿兵；义务工作者；自告奋勇者
v.自愿做；义务做；无偿做
4.atmosphere [ˈætməsˌfɪə(r)] n.大气；气氛；气压；大气层；氛围
learning atmosphere n.学习氛围
5.scenario [səˈnɑːrioʊ] n.方案；前景；（可能发生的）情况；剧本；情节
in this scenario 在这样的情况下
real-life scenarios 真实生活的场景
6.gratitude [ˈɡrætɪˌtjuːd] n.感激之情；感谢
7.inclusive [ɪnˈkluːsɪv] adj.包含全部费用的；包容广阔的
8.harmonious [hɑː(r)ˈməʊniəs] adj.友好和睦的；和谐的；协调的；谐调的
harmonious coexistence n.和谐共生
harmony [ˈhɑː(r)məni] n.和谐；协调；和声；和睦；融洽
9.supportive [səˈpɔː(r)tɪv] adj.给予帮助的；支持的；鼓励的；同情的；支持性的
10.open-minded [ˈəʊpənˈmaɪndɪd] adj.愿意考虑不同意见的；思想开明的；虚心的
11.facilitate [fəˈsɪləteɪt] v.促进；促使；使便利；帮助；推动
12.agency [ˈeɪdʒ(ə)nsi] n.服务机构；经销机构；（政府的）专门机构；代理商
a sense of agency n.一种力量感；自我行动意识；自主意识；主体感
13.incorporate [ɪnˈkɔː(r)pəreɪt] v.包含；吸收；将……包括在内；使并入
incorporate into v.把……并入；纳入
14.feedback [ˈfiːdbæk] n.（on）反馈；反馈意见
15.flexible [ˈfleksəb(ə)l] adj.能适应新情况的；灵活的；可变动的；有弹性的
flexibly [ˈfleksəbli] adv.灵活地；可变动地；弹性地
flexibility [.fleksəˈbɪləti] n.灵活性；弹性；适应性
16.implement [ˈɪmplɪmənt] v.实施；执行；贯彻；使生效；履行
implement these strategies v.执行这些策略
17.strategy [ˈstrætədʒi] n.策略；战略；策划；谋略；计谋
On this issue / In this scenario, as an international Chinese teacher, if I were Miss Li,I would answer my student' s question / handle the situation as follows / in the following manner:
译文：（万能开头）针对这个问题，作为一名国际中文教师，如果我是李老师，我会按照下述方法来回答学生们的问题/来应对此事。
注意：这段开头几乎可以适用于回答任何英文问答题目，稳定地发挥，大概用时10秒。不要小看这10秒钟，这看似短短的十秒钟，你将之烂熟于心，起码能让你紧张的情绪放松下来。冷静下来之后，才谈得上自如的发挥。
Last but not least, I would regularly seek feedback from students on their learning experiences to further improve the positive atmosphere. This can help me tailor my teaching approach and create a student-centered learning environment. Meanwhile, I would reflect on the experience and identify areas for improvement. Through consistent reflection, I will be able to deal with similar challenges flexibly in the future.
译文：最后，我会定期收集学生们对于学习体验的反馈，以进一步提升积极的学习气氛。这可以帮助我调整我的教学方法，创造一个以学生为中心的学习环境。与此同时，我会反思这些经验，并找出需要改进的地方。通过不断地反思，我将能够灵活地应对未来类似的挑战。
在国外教授中文，对外汉教老师所授课的班级，大多都是由不同族裔、国家的学生组成的。这样的国际班，学生们难免会自动分成不同的群组或小派别。这就使得在课堂管理中，经常要面临公平、公正问题。此外，在课堂活动中，常常采用小组活动的方式。一旦分成组别，就会面临各式各样的问题、矛盾以及突发情况。如何谨慎且理性地应对上述问题，是对外汉教老师经常要思考的。下面列举一道经典题目：
Question 3: Teacher Wang teaches Chinese in Europe. In his Chinese culture class, when it comes to Asian culture, the Asian students in the class always interrupt his class and discuss endlessly. This caused dissatisfaction among other European students, who complained that Teacher Wang always asked Asian students to discuss problems.If you were Teacher Wang,what would you do ?
Suggesting answer：Thanks for your question.
In this scenario, as an international Chinese language teacher, if I were Teacher Wang, I would handle the situation in the following manner:
First of all, at the beginning of the course, I would clearly explain the rules and expectations regarding class participation and discussions. I would emphasize the importance of respect and fairness, reminding all students that everyone should have an equal opportunity to discuss and learn.
Second, I would listen to and understand the complaints of the European students. I would acknowledge their concerns and assure them that their participation and input are valuable as well.
Meanwhile, I would initiate a separate conversation with the Asian students to understand their perspective and intentions. I would emphasize the importance of balanced participation and encourage them to remain engaged while also being mindful of other students' needs for a fair learning environment.
Third, after the conversation, I would set clear guidelines, such as raising hands or taking turns, to ensure that everyone has an opportunity to discuss and learn. I would also encourage group work and pairings that mix/involve all the students. This would allow them to collaborate and learn from each other, sharing diferent perspectives and cultural insights. Peer-to-peer learning style can facilitate a better，engaging learning atmosphere.
Last but not least, I would regularly check in with all students to address any concerns they may have and to evaluate the overall learning environment. This would enable me to address any ongoing issues promptly and apply appropriate measures to maintain a constructive and inclusive classroom learning atmosphere.
In conclusion, by implementing these strategies, I believe I can create a harmonious and open-minded classroom where students from different cultural backgrounds can learn and grow together.
That' s all, thank you.
上述问题是在国际班教学中，经常遇到的典型问题。因为国别、民族、区域等等不同，学生间会形成各自的“小团体”。对外汉教老师在课堂管理中，稍有不慎，就会让学生觉得不公平。因此，处理此类问题一定要及时、谨慎。
一般而言，凡事预则立，不预则废，在教学伊始，就应该设定明确的课堂参与、讨论的规则。如果发生问题，对外汉教老师应该要做的，是找双方谈话。通过对话，了解对方的关切，然后才能更好地化解问题。谈话之后，设定新的课堂纪律（这里可以借鉴问题2中的策略：让学生们参与到决策中来，以培养他们的主体感、主人翁意识）。
当然，最好的解决之道，是将各个“小团体”的成员打散，通过混合组合的小组活动、小组讨论、课堂游戏等多种方式，促进不同背景、族裔、国别的学生合作互动，彼此学习。相比较于单纯的老师教授知识，同学之间的互相学习更容易营造良好的学习氛围。
最后，还可以补充一点：老师要时常检测、评估课堂学习的开展情况，必要时做出及时的调整以维护建设性的、包容广阔的学习氛围。以上，就是针对“如何一碗水端平”这类问题的一个很好的答题思路。
1.interrupt [.ɪntəˈrʌpt] v.打扰；插嘴；打岔；打断；妨碍
interruption [.ɪntəˈrʌpʃən] n.打扰；打岔；打断；障碍物
2.dissatisfaction [dɪs.sætɪsˈfækʃ(ə)n] n.不满意；不快；不悦；不满足
3.complain [kəmˈpleɪn] v.抱怨；投诉；埋怨；发牢骚；诉苦；申诉
complain about sth. v.对……不满
complain to sb. v.向……投诉；向……诉苦
complaint [kəmˈpleɪnt] n.投诉；抱怨；控告；不满的原因；诉苦
4.regarding [rɪˈɡɑː(r)dɪŋ] prep.关于；至于；关于；对于
5.participate in [pɑː(r)ˈtɪsɪpeɪt] v.参与；参加；参与项目
participation [pɑː(r)ˌtɪsɪˈpeɪʃ(ə)n] n.参与；参加；参与性
participant [pɑː(r)ˈtɪsɪpənt] n.参与者；参加者
6.emphasize [ˈemfəsaɪz] v.强调；重视；着重；使突出
7.remind [rɪˈmaɪnd] v.提醒；使想起
8.input [ˈɪnpʊt] n.投入；投入物
9.valuable [ˈvæljʊb(ə)l] adj.很有用的；很重要的；宝贵的；珍贵的
10.intention [ɪnˈtenʃ(ə)n] n.意图；打算；目的；意愿；动机
11.be mindful of v.留意；注意；留心
12.guideline [ˈɡaɪdˈlaɪn] n.指导方针；指南；准则
13.mix [mɪks] v.融合；配制；交往；调配
14.involve [ɪnˈvɒlv] v.需要；包含；牵涉；影响；使卷入
15.collaborate [kəˈlæbəreɪt] v.合作；协作；通敌；勾结敌人
collaboration [kə.læbəˈreɪʃ(ə)n] n.合作；协作；合作成果（或作品）；通敌
collaborative [kəˈlæb(ə)rətɪv] adj.合作的；协力完成的
a collaborative mindset 合作意识
16.insight [ˈɪnsaɪt] n.洞察力；了解；洞悉；领悟；顿悟
17.evaluate [ɪˈvæljueɪt] v.评价；评估；估计
18.ongoing [ˈɒnˌɡəʊɪŋ] adj.持续存在的；不断发展的；进行中的
19.apply [əˈplaɪ] v.应用；使用；涂；敷
20.appropriate [əˈprəʊpriˌeɪt] adj.恰当的；合适的；适合的
First of all, at the beginning of the course, I would clearly explain the rules/disciplines and expectations regarding class participation and discussions. I would emphasize the importance of respect and fairness, reminding all students that everyone should have an equal opportunity to discuss and learn.
译文：首先，在授课伊始，我会清楚地解释有关课堂参与和课堂讨论的规则/纪律和期望。我会强调互相尊重和公平参与的重要性，并提醒所有学生：每个人都应该有平等的讨论和学习的机会。
Third, after the conversation, I would set clear guidelines, such as raising hands or taking turns, to ensure that everyone has an opportunity to discuss and learn. I would also encourage group work and pairings that mix/involve all the students. This would allow them to collaborate and learn from each other, sharing diferent perspectives and cultural insights.Peer-to-peer learning style can facilitate a better engaging learning atmosphere.
译文：第三，谈话之后，我会设定清晰的指导：例如举手示意、轮流回答等，以确保每名学生都有机会讨论、学习。我也会鼓励小组活动，让学生们混合搭配。这将会确保他们合作同时彼此学习，分享不同的观点和文化见解。同伴之间互相学习的模式能够促成更具参与感的课堂学习氛围。
注意：上述两段话，在应对分组问题、公平问题、学生间的矛盾龃龉等课堂管理方面遇到的问题时，都非常适用。设定清晰的课堂纪律，将学生混合编组，鼓励不同文化背景的学生互相学习，这些都是非常好用的课堂管理手段。
上一道问题的案例，涉及的公平问题是由于学生来自不同国家、区域产生的。此外，还有其他产生不公平、不平等的原因。下面，再举一个具体案例：
Question 4 : Teacher Wang teaches Chinese in a university abroad. In a Chinese culture course, a student asked sick leave and did not come to class. Then, Teacher Wand sent the relevant materials to the student, later more and more students ask Teacher Wang for class materials, and more and more students do not come to class. If you were Teacher Wang, what would you do?
Suggesting answer：Thanks for your question.
On this issue, as an international Chinese teacher, if I were Teacher Wang, I would handle the problem as follows:
First, during the next class, I would emphasize the benefits of attending lectures and actively participating in discussions. Then, I would create an open and inclusive environment where students feel comfortable asking questions during class. By encouraging active participation, I aim to foster a sense of responsibility for their own learning and reduce the reliance on course materials alone. I would explain to the class that the materials shared with the absent student were meant to help them catch up on what they had missed, rather than as a substitute for attending class.
Second, I would remind students of any university policies regarding attendance and responsible behavior. This can serve as a gentle reminder that regular attendance is expected and that relying solely on shared materials may not be suficient for academic success. Then,I would encourage students to utilize other available resources such as lecture recordings,textbooks, or supplementary reading materials. This would ensure that students have access to a variety of/various resources that can support their learning and understanding of the course material.
If the issue persists, I may consider adjusting my approach to sharing materials. This could include limiting distribution to only those students with a valid reason for missing class, or exploring other ways to address students' needs without compromising the value of attending lectures. And also, I would consider involving my students into the process of making these rules, this can increase their sense of agency and ownership of their actions.
All in all, by implementing these strategies, I aim to promote the importance of attending class while still providing necessary support and resources to students who may have missed a session. In classroom management, I should remember that sincerity and understanding are always the best skills.
That' s all, thank you.
上述问题，在教学实践中，可以说也是很常见的。学生们有的时候容易“人来疯”，容易攀比、模仿，所以当上述问题出现的时候，一定要及时、理性地制止。首先要强调课堂教育的重要性，教学材料只是用来辅助学习的，只是学习手段而不是学习目的。跟学生耐心解释给请病假的同学教学材料的缘由，让他们不要随意攀比、仿效，让学生们多关注课堂学习，积极参与课堂活动。
然后鼓励学生们使用不同的资料来充实学业，而不应只是单纯地依靠课堂的教学材料。通过不同形式的教学材料的补充，来丰富学生们的学习。
最后，如果问题依旧的话，那么应该考虑调整发放教学材料的方式方法，设定相关的规则。总之要保证不以牺牲课堂教学为前提，妥善处理该类问题。设定相关的规则时，让学生们参与进来，培养他们的主体感、责任心。
1.sick leave n.病假；病假期
2.relevant [ˈreləv(ə)nt] adj.紧密相关的；切题的；有意义的；相应的
3.material [məˈtɪəriəl] n.材料；原料；素材；布料
4.create [kriˈeɪt] v.创建；创造；造成；创作
create a personal connection v.创建个人之间的联系
creation [kriˈeɪʃ(ə)n] n.创作；创造；创建；作品；创新
creative [kriˈeɪtɪv] adj.创造的；有创新性的；富创造力的
5.responsibility [rɪˌspɒnsəˈbɪləti] n.责任；职责；负责；义务
a sense of responsibility n.责任感；责任心
6.rely on [rɪˈlaɪ] v.依靠；信赖；依仗；凭借
reliance on/upon [rɪˈlaɪəns] n.依赖；依靠；信任
7.absent [ˈæbs(ə)nt] adj.没有；无；离开；缺勤的
8.attendance [əˈtendəns] n.参加；出席；出勤
9.catch up on v.补上；补上某事；弥补
10.substitute [ˈsʌbstɪˌtjuːt]
v.取代；（以……）代替
n.代用品；代替物；替身；替补（运动员）
11.suficient [səˈfɪʃ(ə)nt] adj.足够的；充足的；充分的
12.academic [ækəˈdemɪk] adj.教学的；学术性的（与实践性、技术性相对）
academic integrity n.学术诚信；学术操守
academic performance n.学业上的表现；学习成绩；学业成绩
13.available [əˈveɪləb(ə)l] adj.可获得的；有空的；可利用的
14.supplementary [ˌsʌplɪˈment(ə)ri] adj.增补性的；额外的；追加的
15.variety [vəˈraɪəti] n.品种；变化；多样化；变体
a variety of=various
various [ˈveəriəs] adj.各种不同的；各种各样的；多姿多彩的；多方面的
16.adjust [əˈdʒʌst] v.调整；调节；使适应；习惯；校准
adjustment [əˈdʒʌs(t)mənt] n.调节；（行为、思想的）调整；校正；适应
17.valid [ˈvælɪd] adj.（法律上）有效的；（正式）认可的；有根据的
a valid reason 正当的理由
18.compromise [ˈkɒmprəmaɪz]
n.妥协；和解；折中；互让
v.让步；违背（原则）；达不到（标准）
make a compromise 做出妥协/让步
In classroom management/cross-cultural communication, I should remember that sincerity and understanding are always the best skills.
That' s all, thank you.
译文：在课堂管理/跨文化交际中，我应该牢记：真诚和理解是永远的必杀技。我的回答完毕，谢谢考官老师。
注意：这句话可以说是一句万能套话，几乎可以适用在任何的英文问答结尾作为结语。
课堂管理中，有一类典型问题：碰到调皮捣蛋、不服管教的“熊孩子”怎么办？这类问题在教学中，是必然会遇到的。尤其是小学生，天性活泼好动，加之西方的“快乐教育”，在课堂上出现这样、那样的调皮捣蛋行为，或者藐视老师的权威，屡见不鲜。此类问题层出不穷，如何应对，是考验一名对外汉教老师一块很好的试金石。相关的问答，我们拿出两个典型的案例来解剖麻雀：
Question 5 : Teacher Wang just started teaching Chinese in a foreign school, and a teacher in the school told him that there was a student in his class who was particularly naughty and undisciplined, and always complained about the teacher behind his back. As an international Chinese teacher, if you were Teacher Wang, how would you deal with such a situation?
Suggesting answer：Thanks for your question.
In this scenario, as an international Chinese teacher, if I were Teacher Wang , I would handle this situation as follows:
First of all, I should acknowledge the issue and thank the colleague for his feedback.This shows respect and encourages further disclosure and can facilitate a good workplace relationship.
Second, during teaching, I would observe the student' s behavior and gather evidence to support the complaints. This can help me understand the situation better and make informed decisions. After this, I would talk to the student privately and express my concerns in a non judgemental and empathetic manner. This can help me understand the student' s perspective and address any underlying issues. After the conversation, I will set clear expectations and consequences for the student' s behavior. This can help the student understand the importance of following rules and the consequences of not doing so.
Third, I would collaborate with the school administration and other teachers to develop a plan to support the student' s behavioral and academic growth. This can help ensure that the student receives the necessary support and resources to succeed.
Last but not least, I would encourage the student to participate in various activities that align with his interests and strengths. This can help the student develop a sense of belonging and self-esteem. I can also provide the student with positive reinforcement and recognition for his efforts and achievements. This can help the student develop a sense of pride and motivation.
In summary, as an international Chinese teacher, it is important to address issues of student behavior in a proactive and supportive manner. By implementing these strategies, I believe that I can establish a better teacher-student relationship and foster an inclusive and harmonious classroom learning atmosphere. In classroom management, I should remember that sincerity and understanding are always the best skills.
That' s all, thank you.
遇到调皮、不守纪律而且背刺老师的学生，的确是很棘手的事情。但是如何应对此类问题，并非难事。题目中提到是其他老师反馈的问题，所以作为当事人，我们要先表示感谢，这样有利于营造良好的职场关系。然后，就是具体观察这名学生是否真的如此，毕竟眼见为实。如果属实，最好的方式就是找这名学生单独谈话，通过“话聊”，了解学生的关切，向学生展示作为对外汉教老师的真诚。根据谈话的结果，与学生一起约法三章。
第三点，是惯用的课堂管理策略，与同事、领导合作，求取真经，合力管理不服管教的学生。最后，鼓励学生多多参与他们偏好的课堂活动，培养他们的归属感以及自尊心。教师做好时时的鼓励，增强学生的自豪感跟内驱力。
以上的策略，基本上就是应对不服管教的“熊孩子”的一套标准流程。多数孩子淘气、不服管教，大多数是因为缺乏关心与鼓励，所以在与这样的学生接触时，真诚、理解永远是最有效的治理手段。
1.naughty [ˈnɔːti] adj.顽皮的；淘气的；不听话的；没规矩的
2.undisciplined [ʌnˈdɪsəplɪnd] adj.无组织纪律的；缺乏管教的
3.feedback [ˈfiːdbæk] n.（on）反馈；反馈意见
4.disclosure [dɪsˈkləʊʒə(r)] n.公开；揭露；透露；透露的秘闻
5.workplace [ˈwɜː(r)kˌpleɪs] n.工作场所；车间；工作地点；职场
6.observe [əbˈzɜː(r)v] v.观察；看到；庆祝；监视；注意到
7.private [ˈpraɪvət] adj.私有的；私用的；自用的
in private=privately adv.私下
8.non-judgemental adj.非评判；非批判；不批评的态度
9.empathy [ˈempəθi] n.共鸣；同情；同感；移情
empathetic [empəˈθetɪk] adj.（美学上）移情作用的；设身处地；感同身受
10.underlying [ˌʌndə(r)ˈlaɪɪŋ] adj.根本的；潜在的；基础的；基本的
11.expect [ɪk' spekt] v.期望；预计；期待；指望；预料
expectation [.ekspekˈteɪʃ(ə)n] n.期望；预期；希望；展望
12.consequence [ˈkɒnsɪkwəns] n.后果；结果；推论；结局
13.align with [əˈlaɪn] v.结盟；与……结盟；与……一致
14.self-esteem n.自尊（心）；自我尊重；自负
15.reinforcement [ˌriːɪnˈfɔː(r)smənt] n.强化；援军；加强；加固
positive reinforcement n.正面强化；积极的强化
16.recognition [.rekəɡˈnɪʃ(ə)n] n.识别；认识；承认；认可；赏识
public recognition n.公开表扬；公开认可
17.achieve [əˈtʃiːv] v.完成；实现；获得；取得
achievement [əˈtʃiːvmənt] n.成就；成绩；功绩；成就感；成果
18.proactive [ˌprəʊˈæktɪv] adj.积极主动的；主动出击的；先发制人的
19.establish [ɪ' stæblɪʃ] v.建立；确立；设立；确定
20.foster [ˈfɒstə(r)] v.培养；促进；鼓励；助长；营造
After this, I would talk to the student privately and express my concerns in a non judgmental and empathetic manner. This can help me understand the student' s perspective and address any underlying issues. After the conversation, I will set clear expectations and consequences for the student' s behavior. This can help the student understand the importance of following rules and the consequences of not doing so.
译文：此后，我会私下与该生谈话，用不抱成见的、理解的态度表达我的关切。这将有助于我理解学生的想法并解决问题的症结。此后，针对该生的行为，我会设定清晰的预期以及相应的惩戒措施。这样可以帮助该生理解遵守纪律的重要性和不守纪律的后果。
在课堂管理中，碰到学生情绪失控，也是常见的问题。这样的学生不一定就是“熊孩子”，但是应对这样的问题，所使用的管控措施，基本上与应对“熊孩子”的策略相仿。以下面的题目为例：
Question 6: Teacher Li teaches Chinese abroad. In a Chinese class, a girl found that she had lost her textbook. The girl kicked up a row in class and demanded to check other students'bags. As an international Chinese teacher, if you were Teacher Li, how would you deal with such problems?
Suggesting answer：Thanks for your question.
On this issue, as an international Chinese teacher, if I were Teacher Li, I would handle the situation as follows:
First of all, I should remain calm and composed even in the face of the student' s outburst.It is important to set a positive example for the rest of the class and maintain control of the situation.
Then, I should listen carefully to the student' s concerns and frustrations. I would show my empathy and acknowledge the student' s feelings, this can help defuse tension and establish a supportive atmosphere.
Second, after this, I would speak with the student in private. During the conversation,I would emphasize that everyone' s belongings should be respected. I can discuss potential solutions with the student, such as reporting the lost textbook to the school administration or other alternative solutions.
Third, after the conversation, I would set clear guidelines with my students, to ensure an inclusive, safe, harmonious and open-minded learning atmosphere. It is essential to involve the student in the process to increase their sense of agency and ownership of their actions.
If the challenges persist, I would seek guidance from experienced colleagues, mentors, or school resources. Their insights and experience can provide valuable perspective on handling such situations efectively.
Last but not least, I would reach out to parents or guardians to communicate the importance of their support in addressing such behavior at home. Through regular updates and involvement in their child' s progress, parents can reinforce the value of respect and motivate their children to actively engage in the class.
All in all, by implementing these strategies, I can efectively manage the situation and create a positive learning environment for all students. In classroom management, I should remember that sincerity and understanding are always the best skills.
That' s all, thank you.
历年的中英文问答中，在课堂上突然出现学生情绪失控的问题，是常见的题目。有的是因为丢课本耍脾气的，有的是因为学习太难耍脾气的，有的是学生之间矛盾、龃龉……这类问题的答题策略相对而言，还是好归纳的：
首先，遇到学生情绪失控，老师要保持淡定，稳住课堂秩序。然后，就是经典的沟通手段——“话聊”。通过私下谈话的方式，了解学生的关切，化解学生的激动情绪，表达作为老师的共情。然后再向学生强调课堂纪律等事项，跟学生一起设定相关的预期与纪律，这样培养他们的主体感、主人翁意识。
如果谈话过后问题依旧未得到解决，首先可以找有经验的同事、领导来给出中肯的见解。还有一点重要的，就是联系学生家长。家庭教育非常关键，让家长了解学生的动态，可以增强他们对孩子不良行为的规范，今后让他们的子女更好地参与到学习中来。
以上就是应对这类问题的一个管用策略，简而言之可以归纳为：遇事不慌、真诚对话、共商纪律、咨诹善道、重视家教。
1.kick up a row v.大吵大闹；吵闹；大声吵闹
2.composed [kəmˈpəʊzd] adj.镇静；镇定；平静
3.outburst [ˈaʊtˌbɜː(r)st] n.迸发；（活动的）激增；（态度的）激化
4.concern [kənˈsɜː(r)n] n.关心；忧虑
5.frustrate [frʌˈstreɪt] v.挫败；使懊丧；使懊恼；使沮丧
frustrated [frʌˈstreɪtɪd] adj.沮丧的；失败的
frustration [frʌ' streɪʃ(ə)n] n.沮丧；受挫；挫败；懊丧
6.defuse [diːˈfjuːz] v.平息；缓和；拆除（炸弹）的引信；化解
defuse tension 缓和紧张气氛
7.tension [ˈtenʃ(ə)n] n.张力；拉伸；矛盾；紧张局势（或关系、状况）
8.potential [pəˈtenʃ(ə)l] adj.潜在的；可能的
9.administration [əd.mɪnɪ' streɪʃ(ə)n] n.行政；行政部门；施行；执行；行政管理
10.alternative [ɔːlˈtɜː(r)nətɪv] adj.可供替代的；非传统的；另类的
11.ownership [ˈəʊnə(r)ʃɪp] n.所有权；产权；拥有；拥有权
a sense of ownership n.主人翁意识；
12.persist [pə(r)ˈsɪst] v.保持；固执；维持；顽强地坚持
13.experience [ɪkˈspɪəriəns] v.体会；体验；经历 n.体验；经历；阅历
experienced [ɪkˈspɪəriənst] adj.有经验的；有阅历的；有见识的；老练的
14.mentor [ˈmentɔː(r)] n.导师；顾问；良师益友；指导者
15.reach out to sb.=contact sb. v.接触；联系某人
16.guardian [ˈɡɑː(r)diən] n.守卫者；保护者；（尤指双亲已故孩子的）监护人
17.reinforce [ˌriːɪnˈfɔː(r)s] v.加固；加强；充实；增强；强化
reinforce your confidence v.坚定信心
18.motivate [ˈməʊtɪveɪt] v.激励；激发；促动；促使；鼓励
19.engage [ɪnˈɡeɪdʒ] v.雇用；吸引住（注意力、兴趣）；订婚；使从事于
engage in v.从事；参加；忙于
engage with v.与……交战；与……接洽；交流
If the challenges persist, I would seek guidance from experienced colleagues, mentors, or school resources. Their insights and experience can provide valuable perspective on handling such situations efectively.
Last but not least, I would reach out to parents or guardians to communicate the importance of their support in addressing such behavior at home. Through regular updates and involvement in their child' s progress, parents can reinforce the value of respect and motivate their children to actively engage in the class.
译文：如果问题持续存在，我会向有经验的同事、导师或校方寻求建议和指导。他们的想法和经验可以为有效处理此类情况提供宝贵的见解。
最后但同等重要的是，我会与学生的父母或监护人联系，告知他们协助在家中处理孩子的不良行为的重要性。通过定期了解孩子的近况和参与孩子的进步，家长可以加强对孩子守纪律的认识，并激励孩子积极地参与课堂学习。
有什么样的家长，就有什么样的孩子。在教学工作中，遇到“熊孩子”，往往背后也会涉及“熊家长”的问题。这种案例在历年的面试中，屡见不鲜。下面就是一道典型的遇到“护犊子”的家长，该如何应对的问题：
Question 7: Ms. Xu, a Chinese teacher at a secondary school in Australia. In her class,there were several students who were not doing their homework or participating actively in extracurricular activities. They failed grades in the exams. However, their parents complained that it was Ms. Xu' s responsibility for this issue. If you were Ms. Xu, how would you respond it?
Suggesting answer：Thanks for your question. On this issue, as an international teacher,I would handle the situation in the following manner:
First of all, I would reach out to the parents and initiate a conversation to understand their concerns and explain the expectations and responsibilities for both students and teachers. This will help in building a mutual understanding and finding ways to collaborate in the student' s education. Then, I would reflect on my teaching methods and strategies and assess if there are any areas where improvements can be made.
Second, I would provide individual support and guidance to students who are struggling.This could involve extra one-on-one sessions, providing additional resources or simplifying complex concepts to ensure their understanding.
If necessary, I would seek advice and guidance from experienced colleagues, mentors,or school leaders. Their insights and experience can provide valuable perspective on handling such situations efectively. I would also regularly communicate with the parents. Building a strong partnership with parents is crucial in achieving academic success.
Last but not least, I would work with the students to understand their interests, goals,and aspirations. By connecting their learning to their personal interests and setting achievable goals, we can foster intrinsic motivation and a sense of ownership in their education, so they can develop essential life skills and become more accountable for their academic success. In cross-cultural communication, I should remember that sincerity and understanding are always the best skills.
That' s all, thank you.
历年的中英文问答中，与上题类似的案例层出不穷。学生调皮捣蛋、不爱学习、不配合教学工作甚至不尊重老师，期末取得了不好的成绩。家长却质疑是老师没有教好，将责任推诿到老师身上。这类问题处理起来，是比较棘手的。需要对外汉教老师用共情的心理，谨慎小心地应对。通常而言，可以借鉴如下的应对策略：
首先，就是经典的沟通手段——“话聊”。通过与家长促膝长谈，了解对方的关切与顾虑。认真反思教师自身有何不足之处，看看今后需要怎样提升、改变。
第二，拿出老师的诚意来。家长护犊心切，究其本意还是希望孩子好。所以作为教师，可以提供一对一的指导或者简化课程，让学生更容易接受、吸收知识。同时，也应鼓励学生之间的互相帮忙，同伴之间的互相学习、帮助，远比老师单方面的说教更为有效。
第三，作为新手老师，遇到此类棘手的问题，寻求有经验的同事、领导的帮助，是必不可少的。同时，与家长保持长期、有效的沟通，也是化解矛盾的根本手段。
最后，发掘学生学习中文的内在驱动力。将他们的爱好、兴趣等与学习中文联系起来。寓教于乐，因材施教，同时让学生参与到制定学习计划中来，培养他们的自主意识和主人翁意识，这样会从根本上解决该类问题。以上就是应对这类问题的一个惯用策略，简而言之可以归纳为：沟通为主，单独辅导，同伴相助，咨诹善道，寓教于乐，因材施教。
1.secondary [ˈsekənd(ə)ri] adj.次要的；从属的；辅助的；中学
a secondary school 中学
2.extracurricular [ˌekstrəkəˈrɪkjʊlə(r)] adj.正课以外的；业余的；课程以外的
extracurricular activities 课外活动
3.fail grades v.（考试）不及格
4.initiate [ɪˈnɪʃieɪt] v.开创；开始；提出；制定
initiate a conversation v.发起一段对话
5.mutual [ˈmjuːtʃuəl] adj.相互的；彼此的；共有的；共同的
mutual respect 彼此尊重
mutual trust 彼此信任
mutual understanding 彼此理解
6.reflect [rɪˈflekt] v.反映；映出（影像）；反省；反思
reflect on yourself v.反省；自省
7.assess [ə' ses] v.评估；估算；评价；估价
assessment [ə' sesmənt] n.评价；评定；判定；看法；估价；评量
8.individual [.ɪndɪˈvɪdʒuəl]
n.个人；与众不同的人；有个性的人；某种类型的人
adj.单独的；个别的；独特的；个体的
individual preferences n.个人偏好
9.one-on-one tutoring/sessions n.一对一辅导；个别辅导；课外培训
10.simplify [ˈsɪmplɪfaɪ] v.使简化；使简易；简单化
11.concept [ˈkɒnsept] n.概念；观念；设想；观点
12.partnership [ˈpɑː(r)tnə(r)ʃɪp] n.伙伴关系；合作；合作关系；合伙人身份
13.aspiration [æspɪˈreɪʃ(ə)n] n.渴望；抱负；志向；志愿
14.achievable [əˈtʃi:vəbl] adj.做得成的；可实现的；可完成的
15.intrinsic [ɪnˈtrɪnsɪk] adj.固有的；内在的；本身的；真正的
intrinsic motivation n.内在动力；内在激励
16.accountable [əˈkaʊntəb(ə)l] adj.（对自己的决定、行为）负有责任；负责的
First of all, I would reach out to the parents and initiate a conversation to understand their concerns and explain the expectations and responsibilities for both students and teachers. This will help in building a mutual understanding and finding ways to collaborate in the student' s education. Then, I would reflect on my teaching methods and strategies and assess if there are any areas where improvements can be made.
译文：首先，我会联系学生家长并发起对话，以了解他们的担忧，并解释对学生和老师的期望和责任。这将有助于建立相互理解并找到在学生教育中合作的方法。然后，我会反思我的教学方法和策略，并评估是否有任何可以改进的地方。
对外汉教的职业生涯中，经常会考验一个老师对突发情况的应对能力。这方面的题目可以说层出不穷，比较典型的就是如何应对临时代课的问题。下面的案例，就是一道非常典型的临时被叫去代课的问题：
Question 8: Teacher Wang teaches Chinese abroad. Once, Teacher Wang was temporarily notified by the school to substitute/cover for the class. Because he was not prepared for the teaching content, and during the class, he found that the Chinese level of the students was very low, so Teacher Wang did not complete the teaching task. As an international Chinese teacher,if you were Teacher Wang, how would you deal with such problems?
Suggesting answer：Thanks for your question.
On this issue, as an international Chinese language teacher, if I were Teacher Wang, I would handle the situation as follows:
First of all, I should admit that in teaching work, it is quite normal for a teacher to encounter such unexpected situation. I should stay calm and not panic. This can help me think more clearly and make efective decisions.
Second, before the class, I would assess the students' language proficiency level.Understanding their current abilities will help me recognize their needs and make plans accordingly.
After these, I would quickly revise my original lesson plan and simplify the content.I would focus on basic knowledge that are appropriate for their level. I can use visual aids,gestures, and simple examples to enhance the students' understanding.
Third, I would tap into my students' existing interests to develop a personal connection to Chinese language and culture, making it more meaningful and relevant to their lives.
Meanwhile, I would create a safe and inclusive class environment where students feel comfortable expressing themselves in Chinese, even if their proficiency is still developing. I would encourage a non-judgmental atmosphere and promote peer support, because peer-to peer learning style can facilitate a better, engaging learning atmosphere.
Last but not least, after the class, I would reflect on the experience and identify areas for improvement. Through consistent reflection, I will be able to deal with similar challenges flexibly in the future.
In conclusion, by implementing these strategies, I would aim to address the challenges of being a substitute teacher and enhance low level students' motivation to learn Chinese.
That' s all, thank you.
通常来说，代课的问题都是临时的。这类问题也是实际教学工作中，每一位老师都经历过的。代课面临的典型问题有：不知道所授课班级的学生的学习水平；与学生之间没有默契的师生关系；不熟悉所教班级的学习进度等等。具体的应对措施，总结如下：
首先，应对这类突发情况的一个万能开头：遇到问题不慌张，保持淡定，思路清晰才能做出有效的决策。
第二，既然不熟悉学生的学能，所以第一步要做的就是评估所代课班级学生的学能，然后由此进行对应的调整。
第三，营造良好的学习氛围，这将迅速拉近师生间的关系。利用学生们现有的兴趣，寓教于乐，因材施教，让课程更有意义，更有关联性。
第四，是应对突发情况的经常用的一个策略：反思。通过不断的反思，提升自身的业务素质，今后更加灵活地应对类似的难题。简而言之，应对临时代课的问题，我们可以总结如下：淡定不慌，做好调研，寓教于乐，因材施教，反思评估。
1.temporary [ˈtemp(ə)rəri] adj.短暂的；暂时的；临时的
temporarily [ˈtemprərəli] adv.短暂地；暂时；临时地
2.cover for v.掩护；代替；顶替
3.encounter [ɪnˈkaʊntə(r)] v.遭遇；偶然碰到；意外地遇见；与……邂逅
4.unexpected [ˌʌnɪkˈspektɪd] adj.出乎意料的；始料不及的；突然的
unexpectedly [ˌʌnɪkˈspektɪdli] adv.意外地；出乎意料地；无意
5.panic [ˈpænɪk] adj.恐慌的；恐惧；惊慌的
6.proficiency [prəˈfɪʃ(ə)nsi] n.熟练；精通；娴熟；（语言）能力
proficiency in Mandarin 普通话流利；精通普通话
proficient [prəˈfɪʃ(ə)nt] adj.熟练的；精通的
7.current [ˈkʌrənt] adj.现在的；现行的；通用的；现在有效的
8.existing [ɪɡˈzɪstɪŋ] adj.现存的；现行的；现有的；目前的
9.revise [rɪˈvaɪz] v.修改；复习；改变；温习
revision [rɪˈvɪʒ(ə)n] n.修订；修改；复习；温习
10.focus on [ˈfəʊkəs] v.聚焦于；集中于；专注于
11.visual [ˈvɪʒʊəl] adj.视力的；视觉的
visual aids 视觉辅助
visual features 视觉特征；影像特征
12.gesture [ˈdʒestʃə(r)] n.手势；表示；动作；举动
kind gesture 善举
13.enhance [ɪnˈhɑːns] v.提高；增强；增进
14.meaningful [ˈmiːnɪŋf(ə)l] adj.重要的；意味深长的；有意义的
15.consistent [kən' sɪstənt] adj.一致的；始终如一的；持续的；前后一致的
16.address [əˈdres] n.地址；住址；演说；称呼 v.演说；处理；演讲；对付
address conflicts v.解决冲突
First of all, I should admit that in teaching work, it is quite normal for a teacher to encounter such unexpected situation. I should stay calm and not panic. This can help me think more clearly and make efective decisions.
译文：首先，不可否认，在教学工作中，遇到这样意想不到的情况是很正常的。我应该保持冷静，不要惊慌。这可以帮助我更清晰地思考，做出有效的决策。
Last but not least, after the class, I would reflect on the experience and identify areas for improvement. Through consistent reflection, I will be able to deal with similar challenges flexibly in the future.
译文：最后但是同等重要的是，课后，我会反思这些经验，并找出需要改进的地方。通过不断的反思，我将能够灵活地应对未来类似的挑战。
对外汉教工作中，经常会有些文化交流活动。作为中文教师，毫无疑问地，我们会接受校方的安排，设计、负责中国文化展台的相关工作。这类问题在历年真题中，也是常见的题型，以下面这道典型的题目为例：
Question 9: Suppose you are a Chinese teacher at the primary school abroad. The principal has asked you to be in charge of the Chinese theme wall in the school corridor. And the theme is supposed to be changed on a monthly basis. How do you think this wall should be designed.
Suggesting answer：Thanks for your question.
On this issue, as an international Chinese language teacher, I would handle the situation in the following manner:
First of all, I would sincerely show my gratitude to the principal to give me this valuable opportunity to showcase our Chinese culture. This would facilitate a good workplace relationship between me and the principal.
Then, I would plan a monthly theme for the Chinese theme wall to showcase diferent aspects of Chinese culture, language, history, festivals, traditions, and famous figures. Each theme could be tied to relevant holidays, events, or educational topics. I can also incorporate colorful and eye-catching displays on the theme wall to attract attention and spark interest.
Third, to make the Chinese theme wall more interactive, I would include elements that encourage participation and learning, such as interactive quizzes, language games, puzzles, or cultural events related to the monthly theme. I would encourage my students to involve in the design and creation of the Chinese theme wall. This can foster a sense of ownership and pride.
I can also incorporating multimedia elements, such as QR codes linked to Chinese language videos, songs, or online resources. This can enhance the learning experience and provide additional opportunities for exploration.
Last but not least, it is important to ensure that the Chinese theme wall is regularly updated with fresh content and designs. In this way ,I can not only maintain my student' s interest and curiosity, but also keep attracting people' s attention.
All in all, by implementing these strategies, I believe the Chinese theme wall in the school corridor can serve as a dynamic and educational platform that celebrates Chinese language and culture, fosters cross-cultural understanding, and enriches the overall learning environment for students and the school community.
That' s all, thank you.
上述案例，就是比较典型的接受了校方的安排，如何来展示中国文化的问题。或者是文化主题墙，或者是文化展台，形式多样，但这类题目回答的策略，基本大同小异。其应对策略，具体总结如下：
首先，感谢校方给的机会，营造良好的职场氛围。
其次，用具体的手段来装饰、展示所负责的展台或者文化墙等，例如：多样化的手段展示中国的节日、传统、历史人物等；设定吸引眼球的主题展等。
第三，设计互动性的活动，吸引观众的注意。同时注意让学生们一同参与到活动的设计之中来，增强他们的主体感和参与感。利用多样化的手段，如二维码链接，增强观众的体验感和探索欲。
第四，最后要注意展台或者主题文化墙的时时更新，维持观众或者学生们的好奇心，吸引人们的不断关注。简而言之，应对此类问题，我们可以归纳如下方法：心怀感激，多样展示，鼓励互动，增强参与，时时更新。
1.primary [ˈpraɪməri] adj.主要的；最重要的；基本的；最初的
a primary school n.小学
2.principal [ˈprɪnsəp(ə)l] n.本金；委托人；中学校长；负责人
3.in charge of 负责；主管；掌管
4.theme [θiːm] n.主题；主旋律
5.relationship [rɪˈleɪʃ(ə)nʃɪp] n.关系；联系；情爱关系；亲属关系
6.showcase [ˈʃəʊˌkeɪs]
n.展示（本领、才华或优良品质）的场合；玻璃陈列柜
v.作品展示；案例展示
7.aspect [ˈæspekt] n.方面；层面；外观；方位
8.festival [ˈfestɪv(ə)l] n.节；节日；节庆；喜庆日
Duanwu Festival 端午节
Lantern Festival 元宵节
the Mid-Autumn Festival 中秋节
Spring Festival 春节
the Spring Festival Travel rush 春运
9.eye-catching adj.惹人注意的；引人注目的；吸引眼球
eye-catching displays 引人注目的展览
10.display [dɪ' spleɪ] v.显示；展示；陈列；展出 n.展示；陈列；表现；展览
11.interactive [.ɪntərˈæktɪv] adj.合作的；相互影响的；互相配合的
engaging interactive activities 有趣的互动性活动
12.element [ˈelɪmənt] n.要素；原理；元素；元件
13.quiz [kwɪz] n.小测验；知识竞赛；智力游戏；随堂测验
a classroom quiz n.随堂小测试
14.puzzle [ˈpʌz(ə)l] n.谜；疑问；智力游戏
15.cultural [ˈkʌltʃ(ə)rəl] adj.与文化有关的；文化的；教养的
cultural events 文化活动；文化盛事
16.related to [rɪˈleɪtɪd] adj.相关的；有联系的；有亲属关系的
17.multimedia [ˌmʌltiˈmiːdiə] adj.多媒体的；使用多媒体的
multimedia materials n.多媒体材料
18.QR codes=quick response codes 二维码
19.update [ʌpˈdeɪt]
v.更新；使现代化；向……提供最新信息；给……增加最新信息
n.最新消息；最新报道；最新进展；最新校正数据
20.dynamic [daɪˈnæmɪk] n.动力；动力学
adj.充满活力的；活跃的；精力充沛的
classroom dynamic n.课堂纪律；课堂动态
21.celebrate [ˈselə.breɪt] v.庆祝；庆贺；赞美；颂扬；表扬
celebration [.seləˈbreɪʃ(ə)n] n.庆祝；庆典；庆祝活动；颂扬
22.enrich [ɪnˈrɪtʃ] v.使丰富；充实；改进；使得到发展；使富裕；使肥沃
Third, to make the Chinese theme wall more interactive, I would include elements that encourage participation and learning, such as interactive quizzes, language games, puzzles, or cultural events related to the monthly theme. I would encourage my students to involve in the design and creation of the Chinese theme wall. This can foster a sense of ownership and pride.
I can also incorporating multimedia elements, such as QR codes linked to Chinese language videos, songs, or online resources. This can enhance the learning experience and provide additional opportunities for exploration.
译文：第三，为了使中文主题墙更具互动性，我将加入一些鼓励参与和学习的元素，例如互动测验、语言游戏、智力游戏或与每月主题相关的文化活动。我会鼓励学生们参与中文主题墙的设计和创作。这可以培养他们的主人翁感和自豪感。
我还可以加入多媒体元素，例如可以链接到中文视频、歌曲或在线资源的二维码。这样可以增强学生们的学习体验，并提供额外的探索机会。
All in all, by implementing these strategies, I believe the Chinese theme wall in the school corridor can serve as a dynamic and educational platform that celebrates Chinese language and culture, fosters cross-cultural understanding, and enriches the overall learning environment for students and the school community.
译文：总之，通过实施这些策略，我相信（我所设计的）在学校走廊展示的中文主题墙，将成为一个充满活力的教育平台。我在这个平台上展现中国的语言和文化，促进跨文化的理解，提升学生们以及学校的整体学习氛围。
在对外汉教的日常工作中，常常会有一些公开课，或者校领导参与旁听的课程。这样的教学交流活动之后，会遇到同事、旁听老师或者校方领导的点评、指导，如何理性地看待这类问题，也是历年考题中常见的，具体以下题为例：
Question 10: Miss Zhang teaches Chinese at a primary school abroad. In the class, she often uses multimedia to teach, and the effect is very good. However, the principal once showed his concerns that the excessive use of multimedia video materials would harm the eyesight of the students. If you were Miss Zhang, what would you do?
Suggesting answer：Thanks for your question.
In this scenario, as an international Chinese language teacher, if I were Miss Zhang, I would handle the situation in the following manner:
First of all, I should admit that in teaching work, it is quite normal for a teacher to encounter such unexpected situation. I should stay calm and not panic. This can help me think more clearly and make efective decisions.
Then, I need to pick a convenient time when both I and the principal are relatively relaxed and have some privacy. This will ensure that the conversation is not rushed or interrupted.Communication is the key in addressing any concerns and finding solutions.
After the conversation, I would review my current approach in the classroom and assess the usage of video materials. Based on the principal' s concerns, I would consider reducing the time spent on multimedia materials or incorporating more interactive and hands-on activities to balance screen time.
I would explore alternative teaching methods that minimize screen use, such as role playing, group discussions, and hands-on activities. By these means, I can cater to diferent learning styles and reduce reliance on multimedia.
If necessary, I would seek advice and guidance from my experienced colleagues, mentors,or school leaders. Their insights and experience can provide valuable perspective on handling such situations efectively.
Last but not least, I would maintain open lines of communication with my students,encouraging them to provide feedback on the teaching methods, materials, and their learning experiences. This ongoing dialogue would enable me to make adjustments and improvements based on their specific needs and concerns.
Overall, by implementing these strategies, I can create a balanced and supportive learning environment that prioritizes both educational efectiveness and students' well-being.
That' s all, thank you.
上述案例，属于该类问题中比较典型的案例。或者是校领导对你的教学方式方法的指导、批评，或者是公开课旁听老师对你的授课表现的批评、指正，总之形式多样，这类题目回答的策略，基本大同小异。其应对策略，具体总结如下：
首先要承认，在教学工作中，遇到突发情况很正常，保持淡定才能做出有效决策。
然后，找个方便的时间与校长“话聊”。然后基于校长的关切，合理安排多媒体视频的使用时间和频率，比如课堂上可以多加入互动性的活动，减少视频使用。
第三，寻求有经验的同事、领导的帮助，永远是最好用的策略。
最后也是同等重要的，要注意与学生们保持沟通，时时听取他们的反馈。根据学生们的反馈，及时地调整教学方式方法。
1.excessive [ɪk' sesɪv] adj.过分的；过度的；过多的；极度的
2.convenient [kənˈviːniənt] adj.实用的；便利的；方便的；省事的
convenience [kənˈviːniəns] n.方便；便利；适宜；便利的事物（或设施）
3.relatively [ˈrelətɪvli] adv.相当程度上；相当地；相对地
4.relaxed [rɪˈlækst] adj.放松的；冷静的；镇定的；安静的
5.privacy [ˈprɪvəsi] n.隐私；私密
6.rushed [rʌʃt] adj.仓促而就的；草率的；匆忙的；贸然的
7.review[rɪˈvjuː] n.回顾；述评；审查；评论 v.回顾；复习；审核；反思
a review class/ session n.一堂复习课
8.usage [ˈjuːsɪdʒ] n.使用；利用；利用率；惯用法；使用方法
9.hands-on activities n.实操；动手操作；以动手操作
10.minimize [ˈmɪnɪmaɪz] v.降低；贬低；使最小化
11.role-playing=role plays n.角色扮演；角色排演；情景训练
12.cater [ˈkeɪtə(r)] v.承办餐宴；迎合；投合；满足
cater to one' s needs v.满足……的需求
13.maintain [meɪnˈteɪn] v.维护；保持；坚持；维修；保养
14.communicate [kəˈmjuːnɪkeɪt] v.沟通；传达；传播；传染
communicate with sb. v.与……沟通
communication [kəˌmjuːnɪˈkeɪʃ(ə)n] n.通信；交际；交流；信息
in cross-cultural communication 在跨文化交际中
15.specific [spə' sɪfɪk] adj.明确的；具体的；特定的；特有的
16.prioritize [praɪˈɒrɪtaɪz] v.给……排出优先级；优先处理；重点发展；优先化
priority [praɪˈɒrəti] n.优先；优先权；重点；优先事项
a top priority n.头等要务；重中之重
17.well-being n.健康；安乐；福利；幸福；福祉
After the conversation, I would review my current approach in the classroom and assess the usage of video materials. Based on the principal' s concerns, I would consider reducing the time spent on multimedia materials or incorporating more interactive and hands-on activities to balance screen time.
I would explore alternative teaching methods that minimize screen use, such as role playing, group discussions, and hands-on activities. By these means, I can cater to diferent learning styles and reduce reliance on multimedia.
译文：谈话结束后，我会回顾我目前在课堂上的教学方法，并评估视频材料的使用情况。基于校长的关切，我会考虑减少多媒体材料的使用时间，或者加入更多的互动和实践活动来平衡屏幕使用时间。
我会探索减少屏幕使用的替代教学方法，例如角色扮演、小组讨论和实践活动。通过这些方法，我可以提供不同的学习方式，减少对多媒体材料的依赖。