国际中文教师证书面试常见英文问答及解析最新章节_赵云辉著

第一类：
如何更好地开启你的对外汉教职业生涯

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。

问题1：如何在海外开启你的对外汉教职业生涯

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。

下面是一道经典的题目：

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。

本题涉及的词汇：

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

本题需掌握重点段落及译文：

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。

问题2：如何更好地活跃课堂氛围

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。

本题涉及的词汇：

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

本题需掌握重点段落及译文：

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。

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。

问题3：如何一碗水端平1

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。

本题涉及的词汇：

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

本题需掌握重点段落及译文：

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。

问题4：如何一碗水端平2

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。

本题涉及的词汇：

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

本题需掌握重点段落及译文：

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。

问题5：如何对付熊孩子1

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。

本题涉及的词汇：

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

本题需掌握重点段落及译文：

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。

问题6：如何对付熊孩子2

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。

本题涉及的词汇：

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

本题需掌握重点段落及译文：

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。

问题7：如何应对“护犊子”的家长

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。

本题涉及的词汇：

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

本题需掌握重点段落及译文：

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。

问题8：如何应对临时代课的问题

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。

本题涉及的词汇：

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

本题需掌握重点段落及译文：

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。

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。

问题9：如何应对校方安排的文化交流活动

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。

本题涉及的词汇：

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

本题需掌握重点段落及译文：

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。

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。

问题10：如何应对来自领导、同事的批评、指正

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:

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。

本题涉及的词汇：

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

本题需掌握重点段落及译文：

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。

第二类：
如何提升中文课的质量，让学生爱上中文

虽然目前中国在国际舞台的影响力越来越大，但是汉语的传播，并不像我们想象的那般，在其他国家如火如荼地进行。很多国家的中文课程更像是一种兴趣班，有的是作为选修课程。鲜有国家像我们中国的教育体系一样，把外语尤其是英语课程的地位放得那么高。所以这样的情况，就会导致诸如学生、家长甚至是学校不重视中文课程。还有一种客观情况，就是相较于表音符号的语言学习，汉语是音义结合的语言。尤其是汉字的学习，对于外国人尤其是西方人，更是难上加难。因为学起来很难，所以会产生这样或者那样的畏难情绪。此外，对外汉教老师所教授的班级，多为国际班。这种国际班最大的特点就是学生们的中文水平是参差不齐的，班级里面难免会有落后生。上述的几类问题，都可以归类到第二大类：如何提升中文课的质量，让学生爱上中文。本章节列示出比较经典的10个案例以及相关解答策略，以供各位考生备考所需。

问题1：学生喜欢中文，却遭到家长的抵制，该如何应对

中文的传播方兴未艾，加上西方媒体总是带着滤镜来审视、报道中国，这就难免导致很多外国人对于我们中国有刻板印象或者负面的情绪。进一步地，导致他们对于接触甚至学习汉语或者中国文化，有一种抵制的心理。这种问题，在实际教学工作中，时有发生。下面的案例，就是这种典型问题的具体体现：

Question 1: Once, Mr. Wang invited his students to share their experience of learning Chinese. A student names John, said that he likes China and Chinese culture very much, but his family who didn t really like China were against him learning Chinese, which distracts him a lot. If you were Mr. Wang, what would you do?

Suggesting answer：Thanks for your question.

On this issue, as an international Chinese language teacher, if I were Mr. Wang,I would handle the situation in the following manner:

First of all, I should acknowledge and appreciate my students' spirit of questioning and curiosity for Chinese culture. This can foster an inclusive, constructive, engaging and open minded classroom learning atmosphere and facilitate a good teacher-student relationship.

Second, I would encourage John to have an open and honest conversation with his family about his interest in learning Chinese. I would emphasize the importance of expressing his motivations and aspirations for studying the language and how it enriches his personal growth and cultural awareness. Meanwhile, I would offer John resources and information that he can share with his family to help them understand the value of learning Chinese. This could include articles, videos, or success stories showcasing the benefits of learning Chinese.

Third, I would reach out to John' s parents or guardians to communicate the importance of their support in fostering a positive learning environment at home. Through regular updates and involvement in their child' s progress, parents can reinforce the value of learning Chinese and motivate their children to actively engage in the class.

If John' s family remains resistant to his Chinese language studies, I would explore potential compromises or alternative approaches that could reassure his family while still allowing him to pursue his interests. This could involve adjusting his study schedule, setting clear goals, or finding common ground that suits both his family' s concerns and his passion for Chinese.

All in all, by implementing these steps, I can make John feel supported and help him navigate family' s opposition and continue to pursue his passion for learning Chinese and exploring Chinese culture. In classroom management, I should remember that sincerity and understanding are always the best skills.

That' s all, thank you.

学生喜欢中文，但是遭到家长的抵制。这种事情放在国内，似乎是不可思议的事情。但是背景放在国外，就可以理解了。毕竟开头我们说过，西方媒体的片面报道，会导致外国人对我们中国有刻板印象或负面情绪。应对此类问题，可以参照如下策略：

首先，需要鼓励、认可学生对中国文化的喜欢，营造良好的课堂氛围和师生关系。

其次，鼓励学生与家人进行开诚布公的谈话，提供一些资料、信息，让学生与家人分享，取得家人对自己学习中文的认可。

第三，应该真诚地与家长沟通，让家长意识到学习中文的重要性，进而驱动学生更好地学习中文，积极参与课堂活动。

最后，如果学生家长依旧不支持学生学习中文，可以做出一些妥协、让步，但还是要以允许学生追求自己的爱好为基调。小结，通过以上策略，达到什么样的效果。

本题涉及的词汇：

1.distract [dɪ' strækt] v.转移（注意力）；分散（思想）；使分心

distraction [dɪ' strækʃ(ə)n] n.消遣；使人分心的事；精神涣散

2.acknowledge [əkˈnɒlɪdʒ] v.承认；认识；感谢；致谢；答谢；确认

3.appreciate [əˈpriːʃiˌeɪt] v.欣赏；表扬；感谢；感激

acknowledge and appreciate （押头韵）认可并表扬

4.spirit of questioning 质疑精神

5.curiosity [ˌkjʊəriˈɒsəti] n.好奇心；求知欲；罕见而有趣之物

6.constructive [kən' strʌktɪv] adj.建设性的；有助益的；积极的

7.honest [ˈɒnɪst] adj.诚实的；正直的；努力（工作）的；老实的；真诚的

honestly [ˈɒnɪs(t)li] adv.诚实地；正当地；真诚地；老实说；老实地

8.resistant[rɪˈzɪst(ə)nt] adj.抵抗的；有抵抗力的；抵制的；阻止的

9.reassure [ˌriːəˈʃʊə(r)] v.使……安心；打消……的疑虑；使放心

10.pursue [pə(r)ˈsjuː] v.追求；追逐；追赶；跟踪

pursuit [pə(r)ˈsjuːt] n.追求；追赶；追捕；职业

in pursuit of 追求；为追求；追赶

11.common ground n.共同点

12.passion [ˈpæʃ(ə)n] n.激情；酷爱；强烈情感；热忱；爱好

13.navigate [ˈnævɪɡeɪt] v.导航；航行；找到正确方法（对付困难或复杂的情况）

navigate the challenge v.灵活地应对挑战

14.opposition [ˌɒpəˈzɪʃ(ə)n] n.反对党；对立；对抗；异议；敌对

本题需掌握重点段落及译文：

译文：首先，我会肯定并赞扬学生的好奇心和质疑精神，这不仅可以营造一个包容的、建设性的、有趣的和开放的课堂学习氛围，还可以促进良好的师生关系。

译文：第三，我会与约翰的父母或监护人联系，告知他们在家中营造良好学习氛围的重要性。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学习中文的认识，并激励孩子积极学习中文。

问题2：如何让学生们对作为选修课程的中文课提起兴趣

西方的很多国家，并不是很重视中文课程。因此，在他们的教育体系中，中文课往往是选修课程而非必修课程。校方的不重视，必然会导致学生在学习中文方面，缺乏内在驱动力。下面的案例，就是非常典型的表现：

Question 2: Teacher Zhang teaches Chinese in Germany. In the school where he teaches Chinese, Chinese is an elective course. However, half of the students in the class chose the Chinese class because they could not choose other elective courses, so their enthusiasm for learning Chinese is very poor. As an international Chinese teacher, if you were Teacher Zhang,how would you deal with such a situation?

Suggesting answer: Thanks for your question.

On this issue, as an international Chinese language teacher, if I were Teacher Zhang, I would handle the situation as follows:

First of all, I would emphasize the importance of learning Chinese in today' s globalized world. I would highlight the increasing influence of China in various fields, such as business,technology, and culture. By explaining these, I can help students see the value and significance of the Chinese language.

Second, to capture the students' interest, I would design interactive activities that involve group work, role plays, or games. By making the classes enjoyable and hands-on, I can foster a more positive learning atmosphere and increase their motivation to love Chinese. I can also employ multimedia resources, such as videos, music, and online platforms, to diversify/enrich the learning experience and engage students who may have initially been disinterested.

Third, I would tap into/employ/utilize 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 non-judgmental atmosphere and promote peer support,because peer-to-peer learning style can facilitate a better engaging learning atmosphere.

Last but not least, I would reach out to parents or guardians to communicate the importance of their support in fostering a positive learning environment at home. Through regular updates and involvement in their child' s progress, parents can reinforce the value of learning Chinese and motivate their children to actively engage in the class.

In conclusion, by implementing these strategies, I would aim to address the challenge of disengaged students and enhance their motivation to learn Chinese as an elective course.

That' s all, thank you.

历年面试中，与本案例相似的问题不胜枚举：有的是学校不重视中文课程，有的是学校领导不重视中文课程，还有的干脆就是学生不爱学中文的（被家长逼着学或者如本题别无选择而学习中文的）。应对这样的类型题目，其具体回答策略如下：

首先，一定是强调一下学习中文的重要性，让学生们看到学中文的好处，以利诱之。

然后，发挥教师的主观能动性，设计互动性的课堂活动，或者多媒体手段，来展现中文的魅力，吸引学生对中文的喜爱。

第三，因材施教，利用学生的兴趣点，寓教于乐。同时，鼓励学生间的互相学习。

最后也是同等重要的是，与家长积极沟通，让其认识到学习中文的重要性，进而敦促学生们更加积极地学习中文。小结，通过以上策略，达到什么样的效果。

本题涉及的词汇：

1.elective [ɪˈlektɪv] n.选修课程；选修科目 adj.选举的；选任的；有选举权的

an elective course 选修课

2.enthusiasm [ɪnˈθjuːziˌæzəm] n.热情；积极性；热心；热衷的事物

enthusiastic [ɪnˌθjuːziˈæstɪk] adj.充满热情的；热烈的；满腔热忱的

3.globalized [ˈɡləʊbəlaɪzd] adj.全球化的；全球化了的

4.highlight [ˈhaɪ.laɪt]

v.突出；强调；将（文本的某部分）用彩笔做标记

n.最好（或最精彩、最激动人心）的部分；挑染的头发；高光；高亮

5.influence [ˈɪnfluəns] n.影响；作用；影响力；支配力

6.capture one' s interest v.引起……的兴趣

7.enjoyable [ɪnˈdʒɔɪəb(ə)l] adj.有乐趣的；令人愉快的；快乐的

8.diversify [daɪˈvɜː(r)sɪfaɪ] v.变化；增加……的品种；使多样化

9.initially [ɪˈnɪʃ(ə)li] adv.最初；开始；首先

10.disinterested [dɪsˈɪntrəstɪd] adj.客观的；无私的；不感兴趣的

11.disengaged [.dɪsɪnˈɡeɪdʒd] adj.被解开的；自由的；闲散的

12.tap into v.利用；使用；挖掘；进入

employ [ɪmˈplɔɪ] v.使用；雇用；运用；应用

utilize [ˈjuːtɪlaɪz] v.利用；运用；使用；利于发挥效用

13.connection [kəˈnekʃ(ə)n] n.连接；关联；联结；接通；联系；连结

14.promote [prəˈməʊt] v.促进；推动；提升；推销

15.conclusion [kənˈkluːʒ(ə)n] n.结论；总结；结语；结束语

in conclusion n.最后；总之；总而言之

本题需掌握重点段落及译文：

译文：首先，我会强调在当今全球化的世界中，学习汉语的重要性。我会强调中国在商业、技术和文化等各个领域日益增长的影响力。通过解释这些，我可以帮助学生看到学习汉语的价值和意义。

译文：其次，为了吸引学生们的兴趣，我会设计互动性的活动，包括小组活动、角色扮演或课堂游戏。通过让课堂变得有趣和亲身体验，我可以营造更积极的学习氛围，提高他们热爱中文的驱动力。我还可以利用多媒体资源，如视频、音乐和在线平台，来丰富学习体验，并吸引最初可能（对中文）不感兴趣的学生。

问题3：如何应对外国学生学习汉字的畏难情绪

中文是少有的音义结合的文字，对于很多习惯于表音语言体系的学生，学习中文的方块字无疑是“不可能完成的任务”。这类题目在历年的CTCSOL面试中，无论是中文问答还是英文问答，都是常见的。详见下面的案例：

Question 3: Many American students find learning Chinese characters is a “mission impossible”. They have spent plenty of time to memorize but still perform poorly. They even prefer Pinyin to the Chinese characters in class. This also turns to be one of critical reasons for them to drop Chinese ultimately. How would you advise them not to rely on Pinyin too much and have a correct attitude towards Chinese character learning?

Suggesting answer：Thanks for your question.

On this issue, as an international Chinese language teacher, I would handle the situation as follows:

First of all, I should explain to students that characters are a fundamental part of the Chinese language and culture. Knowing characters will enhance their overall understanding and competence/proficiency in Chinese.

Second, I would help students understand the advantages of learning characters. I can show them examples of how characters convey meaning through visual features like radicals,components, and phonetic clues. I would encourage my students to identify these components in characters, as it can reduce the burden of memorizing each character individually/separately and aid in the understanding of new characters they encounter.

Third, I would create fun and interactive activities that incorporate characters, such as character games, quizzes, or group activities. By making learning enjoyable, students are more likely to engage actively and retain information better. And also, I would encourage students to use characters in their daily lives and language practice. Regular exposure and practice will gradually increase their familiarity and proficiency. Meanwhile, I would guide students in developing personalized learning strategies that work for their individual learning styles.

Last but not least, learning characters takes time and practice, so I need to remind students that it is natural to find it dificult at times and that perseverance is essential. I would encourage them to celebrate small victories along the way and remind them of the long-term benefits of character learning.

All in all, by implementing these strategies, I can help students develop a more positive attitude towards Chinese character learning and reduce their reliance on Pinyin. It is crucial to support students' eforts, create a supportive learning environment, and provide them with the necessary tools and resources to succeed.

That' s all, thank you.

实际的对外汉教工作中，上述问题是经常出现的。由于习惯用表音符号来学习语言，很多外国学生在学习中文时，更偏向于使用拼音而不是汉字来进行系统的学习，这种做法绝对是本末倒置。在初期学习时，的确离不开拼音的学习，但是想要更深入地学习、了解中文，汉字学习是绝不可以摒弃的。所以这一点在应对此类问题时，一定要跟学生讲明。下面是应对该问题的一些策略：

首先，强调汉字学习是中文学习的重要一环，了解汉字才能增强学生对中文的理解。

然后，让学生理解学习汉字的好处，掌握好科学的方法来学习汉字。讲清楚汉字的部首、形旁、声旁，是学习汉字的关键。

第三，相较于枯燥地传授知识，教师应该多组织趣味性活动，让学生喜爱汉字。寓教于乐，因材施教，用个性化教学，让学生们喜欢汉字。

最后也是经常强调的：学习汉字需要时间与练习，遇到学习过程中的困难，是非常正常的现象。鼓励学生们只要坚持不懈，积跬步为千里，就一定能学好汉字。小结，通过以上策略，达到什么样的效果。

本题涉及的词汇：

1.Chinese characters n.汉字

2.fundamental [.fʌndəˈment(ə)l] adj.十分重大的；根本的；基础的；基本的

fundamental principles 基本准则

3.overall [ˈəʊvərˌɔːl] adv.全部；总计；一般来说 adj.全面的；综合的；总体的

4.competence [ˈkɒmpɪtəns] n.能力；胜任；技能

5.advantage [ədˈvɑːntɪdʒ] n.优势；优点；有利条件；有利因素

take advantage of v.（充分）利用；占便宜；对……加以利用

6.convey [kənˈveɪ] v.表达；输送；运送；传送

7.radical [ˈrædɪk(ə)l] n.自由基；激进分子；字根；（汉字的）形旁

8.component [kəmˈpəʊnənt] n.成分；元件；构件；（汉字的）部首

9.phonetic [fəˈnetɪk] adj.表示语音的；音标的；声字部分

phonetic clues （汉字的）声旁

10.retain [rɪˈteɪn] v.保留；保持；持有；继续拥有；维持

retention [rɪˈtenʃ(ə)n] n.保留；保持；维持；记忆力

11.daily [ˈdeɪli] adj.每日的；日常的；每个工作日的

in daily life 在日常生活中

12.exposure [ɪkˈspəʊʒə(r)] n.暴露；显露；揭露；曝光；揭发

13.familiarity [fəˌmɪlɪˈærəti] n.熟悉；通晓；亲近；认识；精通

14.personalized [ˈpɜː(r)s(ə)nəlaɪzd] adj.个人化的；个性化；个体化

personalized learning strategies 个性化学习策略

15.natural [ˈnætʃrəl] adj.自然的；天然的；正常的；意料之中的

16.persevere [ˌpɜː(r)sɪˈvɪə(r)] v.坚持；孜孜以求；不屈不挠；持之以恒

perseverance [ˌpɜː(r)sɪˈvɪərəns] n.毅力；韧性；坚持不懈；坚忍

本题需掌握重点段落及译文：

译文：最后但同等重要的是，学习汉字需要时间和练习，所以我需要提醒学生，有时觉得困难是很自然的，因此坚持不懈至关重要。我会鼓励学生们庆祝学习汉字过程中的每一个小胜利，并提醒他们长期学习的好处。

问题4：繁体字太难学，该如何应对

本案例是历年面试题目里面，很有趣的一道问题：外国学生对于繁体字的学习，有畏难情绪，该怎么办？有了上面问题3的经典案例作为模板，本题的回答策略大同小异：

Question 4: Mr. Wang teaches at a middle school abroad. He often combines the ancient Chinese characters in his Chinese character teaching. But the students feel that it is very dificult and show little interest. Please give Mr. Wang some advice.

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 in the following manner:

Then, I would assess my students' proficiency in ancient Chinese character.Understanding the root cause is crucial in designing efective solutions. This would help me find the appropriate support and methods to solve the problem.

I could consider simplifying the way that I introduce ancient Chinese characters to my students. I could start with more basic or commonly used ancient characters that are easier to understand and remember.

Third, I would help my students understand the historical and cultural significance of ancient Chinese characters. I can provide interesting anecdotes, stories, or examples that help students connect with the characters on a deeper level, making the learning experience more engaging and meaningful. Meanwhile, I would incorporate interactive activities such as games,quizzes, or group discussions related to ancient Chinese characters into classroom learning.This can make the learning process more interactive and enjoyable for students. Hands-on activities can help reinforce their understanding and retention of the characters. I can also use visual tools to make the characters more accessible and appealing to students.

Last but not least, in daily teaching, I should seek feedback from my students on their learning experience with ancient Chinese characters. By listening to their concerns,suggestions, and preferences, I can adapt my teaching methods to better cater to their needs and interests.

In summary, by implementing these strategies, I can make learning ancient Chinese characters more accessible, engaging, and enjoyable for my students. In classroom management, I should remember that sincerity and understanding are always the best skills.

That' s all, thank you.

综合上述回答，结合问题3的参考答案，本题的答题策略可以归纳为：

首先，在教学工作中碰到突发情况很正常，保持淡定才能做出有效决策。

然后，评估学生的学能，进而制定并简化符合学生实际情况的学习方法。化繁为简，因材施教，是惯用的教学手段。

第三，相较于枯燥地传授知识，教师应该多组织趣味性活动，让学生喜爱繁体字。寓教于乐，因材施教，用个性化教学，让学生们喜欢学习中文（也可以参照问题3的答案）。

最后，时时寻求学生的反馈，进而做出相应调整，或者借鉴问题3中最后一条答题策略（坚持不懈）。小结，通过以上策略，达到什么样的效果。

本题涉及的词汇：

1.combine [ˈkɒmbaɪn] v.组合；合并；兼备；兼有

combination [ˌkɒmbɪˈneɪʃ(ə)n] n.结合；联合；混合；结合体

2.ancient [ˈeɪnʃ(ə)nt] adj.古代的；古老的；很老的；远古的

ancient Chinese characters 古体字；繁体字

3.root cause n.根本原因

4.crucial [ˈkruːʃ(ə)l] adj.至关重要的；关键性的；决定性的

be crucial to 对……至关重要；关键的

5.basic [ˈbeɪsɪk] adj.基本的；基础的；最简单的；初级的

6.significant [sɪɡˈnɪfɪkənt] adj.有重大意义的；显著的；重要的

significance [sɪɡˈnɪfɪkəns] n.意义；含义；显著性；意味

cultural significance 文化含义；文化内涵

7.anecdote [ˈænɪkˌdəʊt] n.趣闻；逸事；传闻；趣闻轶事

8.accessible [ək' sesəb(ə)l] adj.可到达的；可接近的；可进入的；可使用的

9.appeal [əˈpiːl] n.上诉；吸引力；魅力 v.上诉；呼吁；恳求；请求

appealing [əˈpiːlɪŋ] adj.有吸引力的；有感染力的；令人感兴趣的；动人的

10.summary [ˈsʌməri]

adj.总结性的；概括的；概要的

n.总结；概括；概要

in summary adv.扼要；总结；总的来说；总之

本题需掌握重点段落及译文：

译文：然后，我会评估学生们对繁体字的熟练程度。了解事情的根本原因对于设计有效的解决方案至关重要。这将有助于我找到适当的支持和方法来解决这个问题。

我会考虑简化我向学生们介绍繁体字的方法。我可以从更为基础或常用的古体字开始，这些古体字将更容易理解和记忆。

问题5：如何谨慎地教授内向的学生

对外汉教老师教授的班级，多为国际班。班级里面的学生来自不同的国家，有着不同的种族背景，其性格秉性各异。这就要求老师要有相当强的跨文化交际能力，以及与不同性格学生和谐相处的能力。下面的案例就是实际教学中，遇到的这类典型问题：

Question 5: Mr. Wang teaches at a middle school. One day in class, a very introverted student asked a question. But Mr. Wang only gave a simple answer. Afterwards, this students seemed depressed and wouldn t participate in class interactions anymore. Mr. Wang blames himself for this, please give him some advice.

Suggesting answer：Thanks for your question.

In this scenario, as an international Chinese language teacher, if I were Mr. Wang, I would handle the situation in the following manner:

Then, I need to pick a convenient time when both I and the student 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.

During the conversation, I would express my concern and understanding about the change in the student' s behavior. I would apologize to the student for not giving a more detailed response to his question in class. This can help rebuild trust and rapport.

Third, after the conversation, I would create a safe and open space for communication.This can help the student feel more comfortable in classroom interactions. Meanwhile, I can offer the student individualized support, such as extra help or opportunities for one-on-one sessions.

I can also encourage peer support by pairing the introverted student with a supportive classmate or group. Peer-to-peer learning style can facilitate a better and engaging classroom atmosphere.

Last but not least, 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.

All in all, by implementing these steps, I can not only create a more inclusive and supportive learning environment for all students, but also maintain a harmonious relationship with my students. In classroom management, I should remember that sincerity and understanding are always the best skills.

That' s all, thank you.

遇到内向的学生，有时候一个不经意的举动，就会伤害对方。这就要求对外汉教老师在工作中，对待这类学生，要格外地小心谨慎。下面是参考的应对策略：

首先，经典的开头：教学工作中，遇到突发情况很正常。作为对外汉教老师，要保持淡定才能做出有效的决策。

然后，找个合适的时间“话聊”，表达老师的共情，了解学生的关切。对于此前课堂上的考虑不周，向学生表达诚挚的歉意，拉近师生间的关系。

第三，谈话过后，建立安全、开诚布公的课堂交流氛围。老师可以为这个内向的学生提供个性化的帮助，也可以鼓励同伴之间的互相帮助、学习。

最后也是同等重要的一点：他山之石可以攻玉，寻求有经验的同事、领导的帮助，永远是应对课堂管理最适用的手段。小结，通过以上策略，达到什么样的效果。

本题涉及的词汇：

1.introverted [ˈɪntrəʊˌvɜː(r)tɪd] adj.内向的；不喜欢交往的

2.depressed [dɪˈprest] adj.抑郁的；沮丧的；意志消沉的

3.interact [.ɪntərˈækt] v.相互作用；交流；相互影响；沟通；互相作用

interact with sb. v.与……互动

interaction [ˌɪntərˈækʃ(ə)n] n.相互作用；交互作用；相互影响

class interactions 课堂互动

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

4.blame [bleɪm]

n.责备；（坏事或错事的）责任；指责

v.责怪；（for）把……归咎于；指责

5.apologize [əˈpɒlədʒaɪz] v.道歉；表示歉意；赔个不是

apology [əˈpɒlədʒi] n.道歉；辩护；辩解；赔不是；认错

a written apology n.书面道歉

6.rapport [ræˈpɔː(r)] n.融洽；亲善；和谐；和睦；默契

establish a rapport with sb. 与……建立友好的关系

7.engaging [ɪnˈɡeɪdʒɪŋ] adj.有趣的；令人愉快的；迷人的

8.sincere [sɪnˈsɪə(r)] adj.真诚的；诚挚的；诚恳的；诚实的

sincerely [sɪnˈsɪə(r)li] adv.真诚地；诚实地

sincerity [sɪn' serəti] n.诚意；真挚；纯粹

本题需掌握重点段落及译文：

I can also encourage peer support by pairing the introverted student with a supportive classmate or group. Peer-to-peer learning style can facilitate a better and engaging classroom atmosphere.

译文：第三，谈话结束后，我会创建一个安全并且开放的交流空间。这可以帮助这名（内向的）学生在课堂互动中感到更舒适。同时，我可以为该生提供个性化的支持，例如额外的帮助或一对一授课的机会。

我还可以通过将该内向的学生与支持他的同学或小组结对，来鼓励同伴间的互相帮助。同伴间互相学习的方式可以促进更好、更有趣味的课堂氛围。

问题6：如何应对班级里面“落后生”的问题

同一个班级里面，由于性格秉性的差异，每个学生的学能和学习水平是不同的。因此，在实践中，对外汉教老师经常会遇到的一个非常典型的问题：如何更好地指导班级里面的“落后生”？下面的案例就是非常典型的“落后生”问题：

Question 6: Miss Wang teaches Chinese to international students at a university in China.There was an exchange student in the class who came to China to study. Due to his poor Chinese foundation, he could not keep up with the class content. Miss Wang suggested that the student transfer to another class, but the student did not agree. As an international Chinese teacher, if you were Miss Wang, how would you cope with this problem?

Suggesting answer：Thanks for your question.

On this issue, as an international Chinese teacher, if I were Teacher Wang, I would handle this situation in the following manner:

In the first place, I need to pick a convenient time when both I and my student are relatively relaxed and have some privacy. This will ensure that the conversation is not rushed or interrupted.

During the conversation, I would acknowledge the student' s concerns and learn the reason why he choose to stay. This can show respect and encourages further disclosure and can facilitate a good teacher-student relationship.

Second, I would explain the reasons for the recommendation and how it can benefit the student' s learning. This can not only allow the student to understand my intentions, but also to make an informed and rational decision.

Third, if the student insists on staying, I would provide additional support and resources to help the student improve his Chinese language skills. This can show my commitment to the student' s success and encourage them to stay in the class.

Meanwhile, I would encourage the student to learn from other students in the class and seek their advice. This can help the student gain a better understanding of the class and its expectations. Peer-to-peer learning style can facilitate a better engaging learning atmosphere.

Last but not least, I would consider ofering a trial period for the student to try out the other class before making a final decision. This can give the student a chance to experience the other class and make an informed decision.

In summary, as an international Chinese teacher, it is important to be sensitive to the needs and concerns of students and to provide support and resources to help them. By implementing these steps, we can help students overcome challenges and achieve their goals.In classroom management, I should remember that sincerity and understanding are always the best skills.

That' s all, thank you.

班级里面有落后生，究其原因有很多：有的是新来的转校生；有的就是学得慢；有的是非华裔学生（东南亚国家常见）；有的是爱做课堂活动，但是静不下心学习；有的是听不进老师的建议，我行我素。这样的案例在历年面试题目中层出不穷，其应对策略，相对而言还是比较好归纳的。下面是可供参考的答题思路：

首先，最好的沟通手段，永远都是“话聊”。所以，找一个合适的时间与学生私下交谈沟通，谈话中了解对方的关切，表达老师的共情，以此促成良好的师生关系。

然后，真诚地解释自己推荐学生转班的原因，以避免对方产生误解。

第三，如果学生坚持不转班，老师要做的，就是提供学习上的支持。同时，通过结对、小组活动等方式，鼓励学生之间的互相学习进步。

最后也是同等重要的，建议学生尝试去别的班级试着学习一段时间，再做抉择。小结，通过以上策略，达到什么样的效果。

本题涉及的词汇：

1.exchange [ɪksˈtʃeɪndʒ]

n.交换；交流；交易所；兑换

v.交换；交流；交易；兑换

an exchange student 交换生

culture exchange 文化交流

2.due [djuː] adj.由于；因为；到期；应有

be due to 由于；应给；预定；因此；是由于

3.keep up with v.跟上；赶上；紧跟

4.transfer [trænsˈfɜː(r)]

n.转移；调任；调离

v.调任；调走；转学；转移

5.disclosure [dɪsˈkləʊʒə(r)] n.公开；揭露；透露；透露的秘闻

6.recommend [.rekəˈmend] v.建议；推荐；介绍；劝告

recommendation [.rekəmenˈdeɪʃ(ə)n] n.推荐；介绍；正式建议；推荐书

7.inform [ɪnˈfɔː(r)m] v.通知；通告；知会；了解；告知

informed [ɪnˈfɔː(r)md] adj.有学问的；见多识广的；有知识的

8.rational [ˈræʃ(ə)nəl] adj.合理的；理性的；明智的；理智的

9.insist on [ɪn' sɪst] v.坚持；强调；坚持认为

10.commit [kəˈmɪt] v.承诺；自杀；做出（错事）；犯（罪）

commitment [kəˈmɪtmənt] n.承诺；投入；保证；许诺；奉献

11.meanwhile [ˈmiːnˌwaɪl] adv.与此同时；其间；（比较两方面）对比之下

13.period [ˈpɪəriəd] n.时期；阶段；时代；周期；期间

a trial period 试验期；试用期

本题需掌握重点段落及译文：

译文：第三，如果学生坚持留下来，我会提供额外的支持和学习资料来帮助学生提高他的中文技能。这可以展示我对学生学业的支持，并鼓励他们留在班级中。

同时，我会鼓励该生向其他学生学习，并寻求他们的建议。这可以帮助学生更好地了解其所在班级以及学习期望。同伴间互相学习的方式可以促成更好、更有趣的学习氛围。

问题7：如何应对临近期末，学生们总来问考试内容的问题

在教学工作中，考试是司空见惯的。如何维持考试的公平公正性，让学生们尊重学术诚信，是十分考验对外汉教老师的业务水平的。与考试相关的案例，历年面试题目中屡见不鲜。下面的案例，就是一道非常典型的关于考试的问题：

Question 7: Teacher Zhang teaches Chinese abroad. Near the end of the semester, the students kept asking about the final exam questions in class. As an international Chinese teacher, if you were Teacher Zhang, what would you do?

Suggesting answer: Thanks for your question.

On this issue, as an international Chinese teacher, if I were Teacher Zhang, I would handle the situation as follows:

First of all, at the beginning of the course, I would clearly explain the rules and expectations regarding class participation and examination. I would emphasize the importance of respect and fairness, reminding all students that everyone should have an equal opportunity to discuss and learn. In this way, students will have a clear understanding of what to expect/be acceptable and will be less likely to constantly ask for specific exam questions.

Second, I would promote a classroom culture that values active participation and engagement in the learning process. By creating an interactive and collaborative environment,students will feel more motivated to actively participate in class discussions.

Third, as the semester approaches its end, I would schedule and conduct comprehensive review sessions that cover the key topics and concepts from the course. These sessions would focus on reinforcing understanding and providing guidance on how to approach exam questions rather than simply providing the exact questions that will be on the exam.

Last but not least, I would reiterate the importance of academic integrity and the consequences of cheating or seeking unfair advantages. Emphasizing the value of learning and personal growth over temporary exam success can help change students' focus away from solely seeking exam questions.

All in all, by implementing these strategies, I would not only redirect the students'attention to the broader learning objectives of the course, but also shift their mindset from a test-driven approach to a more holistic understanding of learning. In classroom management, I should remember that sincerity and understanding are always the best skills.

That' s all, thank you.

想在考试之中取得不对称的优势，是我们学生时期，很多人都干过的事儿。尤其是临近考试，大家都想让老师“划重点”。这固然体现了学生们对于考试的重视，但是客观而言，这样的风气是对学术诚信的挑战。因此，面对此类问题，老师应该谨慎地、全盘地考虑并做出良好的应对策略。下面是可供参考的答题思路：

首先，凡事预则立，不预则废，在开学伊始，老师就应该设立相关的考试规范，强调彼此尊重，公平公正。如果补充说明的话，可以加一句：让学生们参与到规则制定中来，增强他们的主体感和主人翁意识。

第二，增强学生们对学习过程的重视，营造大家关注过程中努力的良好学习氛围。

第三，既然大家对考试都很关注，老师应该组织安排全面的复习课程，集中答疑。

最后，应该重申学术诚信的意义，让学生们关注学习的过程而不是只关注考试的结果。小结，通过以上策略，达到什么样的效果。

本题涉及的词汇：

1.acceptable [ək' septəb(ə)l] adj.（社会上）认同的；可接受的；可容许的

2.constant [ˈkɒnstənt] n.常数；常量 adj.连续发生的；不断的；恒定的

constantly [ˈkɑnstəntli] adv.不断地；时常地；不变地

3.process [ˈprəʊses] n.进程；流程；工序；程序

in the process of 在这个过程中；在此过程中

in learning process 在学习过程中

4.schedule [ˈʃedjuːl]

v.安排；预定；为……安排时间；将……列入

n.日程安排；明细表；工作计划；（电视或广播）节目表

5.conduct [ˈkɒndʌkt] v.实施；执行；表现；引导

conduct periodic surveys v.实施周期的调查

6.comprehensive [ˌkɒmprɪˈhensɪv] adj.全部的；（几乎）无所不包的；详尽的

7.holistic [həʊˈlɪstɪk] adj.整体的；全面的；功能整体性的

8.reiterate [riːˈɪtəreɪt] v.反复地说；重申

9.integrity [ɪnˈteɡrəti] n.完整；诚实正直；完好；诚信正直；操守

academic integrity n.学术诚信；学术操守

10.cheat [tʃiːt] v.欺骗；舞弊；蒙骗

cheat on sb. v.欺骗；对……不忠；背叛

11.object [əbˈdʒekt] n.目标；物体；目的；东西

learning objects 学习目标

12.mindset [ˈmaɪn(d).set] n.观念模式；思维倾向；思维模式；思维方式

a growth mindset n.成长心态；成长型思维模式

13.approach [əˈprəʊtʃ] n.方法；接近；路径；道路

a test-driven approach 以考试为驱动的方法；应试方法

本题需掌握重点段落及译文：

译文：首先，在课程开始时，我会清楚地说明有关于课堂参与和考试的规则和期望。我会强调彼此尊重和公平公正的重要性，提醒所有学生，每个人都应该有平等的机会在课堂讨论和学习。通过这样的方式，学生们会对什么样的行为是可以接受的有个清晰的认知，由此就会减少对具体考题喋喋不休的询问。

问题8：如何评价案例中老师的授课方式是否得当

在历年的CTCSOL面试的英文问答中，有一类题目比较特殊：列出一个具体案例，通常是某位教师所使用的教学方式方法，然后让考生对这些教学方法或者教学实践进行评价。这类题目出现的次数虽然不多，但是历年面试题目中都会有那么一两道。相较于其他的经典案例（给你一个真实案例，问你该怎么办），这种要求考生进行评价的题目，要更难一些。因为没有合适的套话可以借用，很考验考生的临场应变能力。回答这类问题，不仅要鲜明地抛出你的观点，还要对你的观点进行阐述。下面的案例，就是一道非常典型的让你对其他教师的授课方式进行评价的题目：

Question 8: Miss Wang teaches Chinese at a primary school abroad. One day in class she played the cartoon Kung Fu Panda according to the teaching arrangement. The students were very interested in it, so she planed to play all cartoons in future classes. Please share your opinions of this.

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 in the following manner:

Second, in my opinion, cartoons provide visual stimuli that can aid in comprehension of language concepts. Cartoons like Kung Fu Panda ofer students insights into Chinese culture,traditions, and values. They can learn about martial arts, Chinese mythology, and other cultural elements through the characters depicted in the cartoon. And also, watching cartoons can expose students to authentic spoken Chinese language, helping them improve their listening skills, pronunciation, and conversational fluency in a more natural and interactive context.

Third, on the other hand, while using cartoons can be beneficial, it' s essential to strike a balance with other teaching methods. Over-reliance on cartoons may not enough cover all language skills, such as reading, writing, and grammar. It is crucial to select cartoons that align with the curriculum objectives and provide meaningful language learning opportunities.

Last but not least, while some students may respond well to visual learning through cartoons, others may have different learning preferences. It' s important to cater to diverse learning styles and incorporate diferent teaching methods to meet all students' needs.

In conclusion, using cartoons like Kung Fu Panda in primary school Chinese language classes can be a valuable and engaging teaching tool, as long as it is integrated thoughtfully into the curriculum and complemented with a range of teaching methods to create a comprehensive and efective learning experience for students.

That' s all, thank you.

针对这类评价并给出意见的题型，其回答策略可以参考下面的总结：

首先，可以借用一下认可、欣赏学生好奇心的套话作为开头。

然后，一定要鲜明地抛出自己的观点：课堂上使用卡通片作为教学材料，无可厚非。

第三，强调凡事要有度，因此要注意卡通片的选取要与教学大纲、目标相匹配。

最后但同等重要的是，兼听则明，日常多听取学生们的反馈，进行多样化的教学。小结，再次表明自己的观点：利用卡通片作为教学材料是有益的，只要它们能与教学大纲等相匹配，并能发挥补充作用就好。

本题涉及的词汇：

1.cartoon [kɑː(r)ˈtuːn] n.漫画；底图；连环画；【电影】动画

2.panda [ˈpændə] n.大熊猫；猫熊 giant panda 大熊猫

3.arrange [əˈreɪndʒ] v.安排；排列；整理；布置；准备；筹划

arrangement [əˈreɪndʒmənt] n.安排；布置；整理；编曲；配置；筹备

4.opinion [əˈpɪnjən] n.意见；看法；（群体的）观点；见解

5.stimulus [ˈstɪmjʊləs] n.刺激；刺激物；促进因素（复数形式stimuli）

6.comprehension [ˌkɒmprɪˈhenʃ(ə)n] n.理解力；领悟能力；包含；领会

7.martial arts [ˈmɑː(r)ʃ(ə)l] v.武术；功夫；武林

8.depict [dɪˈpɪkt] v.描述；描绘；描写；描画

9.expose [ɪkˈspəʊz] v.暴露；揭露；曝光；揭穿

exposure [ɪkˈspəʊʒə(r)] n.暴露；显露；揭露；曝光；揭发

10.authentic [ɔːˈθentɪk] adj.真正的；真迹的；真实的；地道的

11.pronounce [prəˈnaʊns] v.发音；读（音）；正式宣布（或公布、授予等）

pronunciation [prə.nʌnsiˈeɪʃ(ə)n] n.发音；读音

12.fluency [ˈfluːənsi] n.（尤指外语）流利；熟练自如；流畅

13.context [ˈkɒntekst] n.上下文；语境；环境；背景；情境

in some context n.在某些情境下

14.on one hand…, on the other hand 一方面……另一方面……

15.beneficial [ˌbenɪˈfɪʃ(ə)l] adj.有利的；有裨益的；有用的；受益的

16.strike a balance between A and B 在A与B之间达到平衡

17.diverse [daɪˈvɜː(r)s] adj.不同的；相异的；多种多样的；形形色色的

18.meet one' s needs 满足某人的需求

19.complement [ˈkɒmplɪment]

v.补充；补足；使完美；使更具吸引力

n.补语；补足语；补充物；补足物

本题需掌握重点段落及译文：

译文：最后但同等重要的是，虽然一些学生会对通过卡通片来学习反应良好，但其他人可能有不同的学习偏好。迎合不同（学生）的学习风格，采用不同的教学方法，以满足所有学生的需要，至关重要。

总而言之，在小学中文课堂上使用《功夫熊猫》这样的动画片，只要这些教学材料能够深思熟虑地融入课程，并辅以一系列的教学方法，为学生创造一个全面和有效的学习体验，就可以成为一种有价值和吸引力的教学工具。

问题9：如何应对老师被学生“挂”在黑板上了

在教学实践中，有一类情况是比较尴尬的：那就是老师被学生给问住了，俗称“挂黑板上了”。当然，实事求是地讲，这是非常正常的现象，因为毕竟作为老师不可能是万能的。术业有专攻，当被问及非专业领域的问题，不知道如何回答情有可原。所以这样的问题，在历年面试问答题目中，时有出现。以下题为例：

Question 9: When you teach Chinese abroad, there is a foreign student in your class who likes Kunqu Opera very much and often discusses it with you. Slowly, however, the questions he is discussing become more and more dificult, and you cannot answer them. As an international Chinese teacher, what would you do?

Suggesting answer：Thanks for your question.

On this issue, as an international Chinese teacher, I would handle the situation in the following manner:

First of all, I should acknowledge and appreciate my students' spirit of questioning and curiosity for Chinese language and culture. This can foster an inclusive, constructive, engaging and open-minded classroom learning atmosphere and facilitate a good teacher-student relationship.

Then, I would honestly tell my student that I don t have enough knowledge in Kunqu Opera. But I can help my students learn more about it.

Second, as the student' s questions become too challenging, I would actively seek guidance from experts in Kunqu Opera. This can involve reaching out to professionals,inviting guest speakers, or even planning a field trip to experience Kunqu Opera firsthand.

Third, instead of giving direct answers, I would encourage the student to engage in discussions with their peers. Peer-to-peer learning style can not only promote students' learning enthusiasm, but also lead to a more diverse and comprehensive understanding of the subject.

Meanwhile, I would create a supportive learning environment where it is okay to not have all the answers. I would reassure the student that it is natural to encounter challenging questions and that we can learn and grow together by seeking solutions collaboratively.

Last but not least, through this incident, I have to reflect on myself. I would keep strengthening/enhancing the study and cognition of Kunqu Opera or other Chinese culture, to avoid such embarrassing things in the future.

In summary, by implementing these strategies, I can create a more engaging, inclusive and educational environment. In classroom management, I should remember that sincerity and understanding are always the best skills.

That' s all, thank you.

语言教学中，文化内容的传授是相辅相成的。在教授中文的过程中，对外汉教老师也会承担起跨文化交流的桥梁作用。然而，作为教育工作者，对于很多中国传统文化知识，我们也只是浅尝辄止。所以被问及某些传统文化更深层的内涵时，难免会露怯。历年的真题中有很多类似本案例中的情况，比如：老师对昆曲、甲骨文、京剧等不是很了解，或者老师的外语水平不高，无法给学生、同事介绍博物馆里面的中国文物等等，不一而足。应对这类问题，还是主打一个真诚，首先诚恳地承认自己力有不逮，然后再做其他的安排。下面是可供参考的具体的回答策略：

首先，经典套话：肯定、赞赏、鼓励学生们的质疑精神以及好奇心，营造良好的课堂氛围和师生关系。

然后，承认自己的学识有限，同时向学生们保证与他们一同学习这个知识。比如，寻求帮助，找到专家、名家来解惑或者做演讲嘉宾，提供深层的见地。

第三，鼓励学生之间的讨论学习，增强对昆曲的全面了解。同时营造良好的学习环境，鼓励师生一同学习、进步。

最后也是非常重要的一点，事后反思自己的学识不够，今后要增强自己对中国文化的了解，以避免出现类似的尴尬情况。小结，通过以上策略，达到什么样的效果。

本题涉及的词汇：

1.opera [ˈɒp(ə)rə] n.歌剧；歌剧院；歌剧剧本

Kunqu Opera n.昆曲

Peking Opera n.京剧

2.expert [ˈekspɜː(r)t] n.专家；行家；能手

3.professional [prəˈfeʃ(ə)nəl]

adj.职业的；专业的；娴熟的

n.专家；专业人士；内行；职业运动员

4.guest speakers n.嘉宾讲者；演讲嘉宾；来宾演讲

5.field [fiːld]

n.场；字段；领域；田地；田野

adj.田间的；野外的；实地的

a field trip n.（常指学生进行的）野外考察；实地考察旅行

6.strengthen [ˈstreŋkθ(ə)n] v.使（情感、决心等）更强烈；加强；加固

7.cognition [kɒɡˈnɪʃ(ə)n] n.认知；认识；感知

8.avoid [əˈvɔɪd] v.避免；避开；防止；回避；躲开；躲避

9.embarrass [ɪmˈbærəs] v.（尤指在社交场合）使窘迫；使为难embarrassed[ɪmˈbærəst]adj.害羞的；拮据的；尴尬的；窘迫的

embarrassing [ɪmˈbærəsɪŋ] adj.使人害羞的（或难堪的、惭愧的）；令人难堪的

embarrassment [ɪmˈbærəsmənt] n.窘迫；难堪；困境；害羞

本题需掌握重点段落及译文：

译文：其次，由于学生的问题变得过于具有挑战性，我会积极寻求昆曲专家的指导。比如联系专业人士、邀请演讲嘉宾，或者进一步进行实地考察来亲身体验昆曲。

问题10：如何应对学生在课堂上分心、溜号的问题

在课堂上，学生溜号的问题，是每位老师都会遇到的日常问题。如何将学生们分散的注意力重新转移到正课上，很考验一名教师的业务素质。这类问题经常会出现在历年面试的中英文问答中，以下面的问题为例：

Question 10: Miss Wang teaches Chinese at a primary school abroad. Once, in her class, the biology teacher asked the students to bring a goldfish to class the next day. But the next day in Miss Wang' s class, many students were busy watching goldfish and did not pay attention to the class. 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 manners:

First of all, I should admit that in classroom management, it is quite normal to encounter such unexpected situation, I should stay calm and not panic, this can help me think more clearly and make efective solutions.

I would acknowledge and appreciate my students' enthusiasm and active preparation for biology class, this can not only foster an inclusive, engaging, supportive and harmonious classroom learning atmosphere, but also facilitate a good teacher-student relationship.

Then, I would politely remind the students to turn their attention to the ongoing Chinese lesson. After all, the biology class has not yet started, and when it is time for the biology class,everyone will observe and study the goldfish according to the requirements of the biology teacher.

Meanwhile, I would organize a small class discussion and set relevant classroom disciplines with my students. It is essential to involve the students in the process to increase their sense of agency and ownership of their actions. I would encourage group work and pairings that involve all the students. This would allow them to collaborate and learn from each other, sharing different perspectives and cultural insights. Peer-to-peer learning style can facilitate a better, engaging learning atmosphere. And also, in this way, I would be able to successfully divert the students' attention away from the goldfish.

Third, after class, I will find a suitable time to talk with the biology teacher, explaining to him today' s situation. In this way, we can together set up a plan, such as putting goldfish in an empty classroom, to prevent similar problems from happening again.

Last but not least, if the challenges persist, 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.

In summary, by implementing these steps, I believe I can create an inclusive, harmonious and open-minded learning atmosphere and facilitate a good teacher-student relationship.Through these ways, we can establish a teaching atmosphere of mutual respect. In classroom management, I should remember that sincerity and understanding are always the best skills.

That' s all, thank you.

由于天性使然，学生尤其是小学生，其在课堂上的注意力很难集中很长时间。所以一旦有外界的干扰，孩子们溜号的问题就会出现。与本案例相似的历年真题还有：老师带一只小狗作为教具来上课，结果学生们只顾着跟小狗玩儿，而无心听课。本案例只不过是把小狗换成了金鱼，所以这里也反映了历年真题的一个特色：真题会重复出现，只不过不是原封不动地出现，而是会“换个马甲”。但是万变不离其宗，其内核还是一致的。应对此类问题，下面提供一个可供参考的回答策略：

首先，在教学工作中遭遇意外是正常的，要泰然处之。同时，表扬、认可学生们的好奇心，营造良好的课堂氛围和师生关系。

然后，利用多样化的手段（此处可以自由发挥）转移学生的注意力，让其回归课堂。

第三，针对本案例，课后应该找个合适的时间与生物老师谈话，合理安排相关教学资料的使用，避免类似的事情再次发生。

最后也是惯用的一条策略：他山之石可以攻玉，如有必要，找有经验的同事、领导帮忙。小结，通过以上策略，达到什么样的效果。

本题涉及的词汇：

1.biology [baɪˈɒlədʒi] n.生物学；生态学；生物系

2.pay attention to v.注意；重视；对……关心

3.prepare [prɪˈpeə(r)] v.调制；使做好准备；筹备；准备

preparation [.prepəˈreɪʃ(ə)n] n.准备；制剂；预备；准备工作

4.polite [pəˈlaɪt] adj.有礼貌的；客气的；儒雅的

politely [pəˈlaɪtli] adv.彬彬有礼地；斯文地；客气地

5.require [rɪˈkwaɪə(r)] v.需要；依靠；命令；请求

requirement [rɪˈkwaɪə(r)mənt] n.必要条件；需求；需要

6.discipline [ˈdɪsəplɪn] n.纪律；训练；自制力；风纪

7.divert [daɪˈvɜː(r)t] v.转移；使转向；使绕道

8.suitable [ˈsuːtəb(ə)l] adj.合适的；适宜的；适当的；相配的

9.prevent [prɪˈvent] v.阻止；阻碍；阻挠；预防；妨碍

本题需掌握重点段落及译文：

Then, to re-engage the students and redirect their attention back to the lesson, I would incorporate interactive and engaging activities that make use of their love for the goldfish. This could include role-playing, games, or group discussions centered around the goldfish theme.

Meanwhile, I would organize a small class discussion and set relevant classroom disciplines with my students. It is essential to involve the students in the decision-making process to increase their sense of agency and ownership of their actions. And also, in this way,I would be able to successfully divert the students' attention away from the goldfish.

译文：然后，为了让学生们重新投入学习，并将他们的注意力重新引导到课堂上，我会利用他们对金鱼的热爱，将互动性的、有趣的活动融入课堂。这些活动包括角色扮演、游戏或围绕金鱼主题的小组讨论。

与此同时，我会组织一个小型的课堂讨论，并与我的学生制定相关的课堂纪律。让学生参与决策过程，来增强他们的主体感和主人翁意识，是至关重要的。而且，通过这种方式，我可以成功地将学生们的注意力从金鱼身上转移开。

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第一类： 如何更好地开启你的对外汉教职业生涯

问题1：如何在海外开启你的对外汉教职业生涯

下面是一道经典的题目：

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问题2：如何更好地活跃课堂氛围

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问题3：如何一碗水端平1

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问题4：如何一碗水端平2

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问题5：如何对付熊孩子1

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问题6：如何对付熊孩子2

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问题7：如何应对“护犊子”的家长

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问题8：如何应对临时代课的问题

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问题9：如何应对校方安排的文化交流活动

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问题10：如何应对来自领导、同事的批评、指正

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第二类： 如何提升中文课的质量，让学生爱上中文

问题1：学生喜欢中文，却遭到家长的抵制，该如何应对

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问题2：如何让学生们对作为选修课程的中文课提起兴趣

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问题3：如何应对外国学生学习汉字的畏难情绪

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问题4：繁体字太难学，该如何应对

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问题5：如何谨慎地教授内向的学生

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问题6：如何应对班级里面“落后生”的问题

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问题7：如何应对临近期末，学生们总来问考试内容的问题

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问题8：如何评价案例中老师的授课方式是否得当

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问题9：如何应对老师被学生“挂”在黑板上了

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问题10：如何应对学生在课堂上分心、溜号的问题

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第一类：
如何更好地开启你的对外汉教职业生涯

第二类：
如何提升中文课的质量，让学生爱上中文