📚 Teaching Advice and Lesson Plan Sharing for AS Eduqas Chinese | AS Eduqas 中文教师教学建议与教案分享
Teaching AS Eduqas Chinese requires a delicate balance between rigorous language skill development and deep cultural engagement. This article provides practical advice and sample lesson plans to help educators design effective, student-centred lessons that align with the Eduqas specification, covering the four key skills of listening, speaking, reading and writing, as well as cultural topics and exam preparation.
教授 AS Eduqas 中文课程需要在严格的语言技能训练与深入的文化浸润之间找到平衡。本文提供实用建议与教案案例，帮助教师设计符合 Eduqas 大纲且以学生为中心的高效课堂，内容涵盖听、说、读、写四项核心技能，以及文化主题和考试备考策略。
1. Course Overview and Assessment Structure | 课程概述与评估结构
The Eduqas AS Chinese qualification consists of two externally assessed units. Unit 1 is the speaking examination, accounting for 30% of the AS qualification, while Unit 2 covers listening, reading and writing, worth 70%. Teachers must thoroughly understand this weighting when planning the curriculum, ensuring ample time is devoted to the productive and receptive skills measured in Unit 2 without neglecting the oral component.
Eduqas AS 中文资格包含两个外部考评单元。单元一为口语考试，占 AS 成绩的 30%；单元二则涵盖听力、阅读和写作，占比 70%。教师在规划课程时必须充分理解这一权重，确保在重视口语的同时，为单元二所考查的产出性与接受性技能分配充足的课时。
A clear breakdown of assessment objectives helps in backward planning. The assessment objectives are AO1 (Understand and respond to spoken language), AO2 (Understand and respond to written language), AO3 (Manipulate the language accurately) and AO4 (Show knowledge and understanding of cultures). For AS, the emphasis is on linguistic competence and transferring meaning rather than the extended critical analysis required at A2.
明确分解评估目标有助于逆向设计教学。评估目标为 AO1（理解并回应口语）、AO2（理解并回应书面语）、AO3（准确操控语言）和 AO4（展示对文化的认识与理解）。AS 阶段的重点在于语言能力和意义转换，而非 A2 阶段所要求的拓展批判性分析。
2. Setting Clear Learning Objectives | 设定明确的学习目标
Every lesson should begin with a ‘can-do’ statement that is shared with students. For instance: ‘By the end of this lesson, I can describe my school routine and express opinions on subjects using a range of adjectives.’ This makes learning visible and provides a clear benchmark for self-assessment.
每堂课都应以一个可与学生分享的“我能”陈述开始。例如：“通过本课学习，我能够描述学校日常并用一系列形容词对科目发表看法。” 这使学习过程可视化，并为自我评估提供了清晰的参照。
Objectives should be differentiated where possible. A core objective might be to ‘use three time phrases in a spoken conversation’, while an extension objective could prompt learners to ‘justify subject preferences using because clauses with a range of connectives’. Writing these in both English and Chinese on the board caters to the bilingual classroom environment.
目标应尽可能分层设定。核心目标可以是“在口语对话中使用三个时间短语”，而拓展目标则可要求学生“使用因为从句和多种连接词来论证对科目的偏好”。在白板上同时用英文和中文书写这些目标，能更好地服务于双语课堂环境。
Linking objectives directly to the Eduqas mark schemes ensures that every activity builds towards success in the final assessments. For writing tasks, this might mean a focus on grammatical accuracy and range of vocabulary, while for speaking it often centres on interaction and spontaneity.
将教学目标与 Eduqas 评分标准直接挂钩，可以确保每项活动都有助于最终考试的成功。对于写作任务，这可能意味着聚焦语法准确性和词汇丰富度；对于口语，则通常以互动交流和即兴回应为核心。
3. Developing Listening Skills | 听力技能培养
Listening comprehension requires systematic training. Begin with pre-listening activities that activate prior knowledge. Show a picture related to the topic ‘Youth Culture’ and ask students to brainstorm vocabulary they expect to hear. This reduces cognitive load and builds confidence before the audio is played.
听力理解需要系统训练。从激活已有知识的听前活动入手。展示一张与“青年文化”主题相关的图片，让学生预测自己可能听到的词汇。这能降低认知负荷，在播放音频前建立信心。
Use authentic materials such as news clips, podcast excerpts and short interviews featuring native speakers of various ages. Initially, play the audio twice: first for gist, then for specific details. Design worksheets that mirror the Eduqas exam format, including multiple-choice, gap-fill and short-answer questions in English and in Chinese.
使用真实语料，例如不同年龄母语者的新闻片段、播客节选和简短采访。最初播放两遍音频：第一遍抓主旨，第二遍听细节。设计符合 Eduqas 考试题型的练习纸，包含选择、填空及中英文简答题。
Teach students to identify discourse markers and tone. Words like ‘其实’ (actually), ‘不过’ (however) and ‘反正’ (anyway) often signal a shift in argument or a key opinion. Practising transcription of short sentences can also sharpen learners’ ability to distinguish similar-sounding syllables, a common challenge at AS level.
教会学生识别话语标记和语气。“其实”、“不过”、“反正”等词语常标志着论点的转折或重要观点。短句听写练习也能提高学习者辨别近音字的能力，这是 AS 阶段的常见难点。
4. Enhancing Speaking Fluency | 口语流利度提升
The AS speaking exam includes a discussion based on a stimulus card and a presentation with follow-up questions on an independent research project. To build fluency, incorporate regular timed speaking tasks from the very first term. Use ‘speed dating’ formats where students rotate partners and speak for one minute on a given sub-topic without pausing.
AS 口语考试包含基于提示卡的讨论，以及围绕独立研究项目的陈词和后续提问。为了提升流利度，从第一学期开始就要定期安排限时口语任务。采用“快速约谈”形式，学生轮换伙伴，就指定子话题不停顿地说一分钟。
Scaffold speaking with sentence starters. Display a poster with phrases like ‘在我看来’ (in my view), ‘首先…其次…最后’ (firstly…secondly…finally) and ‘举个例子’ (for example). Encourage students to personalise these frameworks and to avoid English fillers by using hesitation devices such as ‘怎么说呢’ (how to say).
通过句型框架为口语搭建支架。张贴海报，提供“在我看来”、“首先……其次……最后”、“举个例子”等短语。鼓励学生将这些框架个性化，并使用“怎么说呢”等迟疑语来避免插入英语填充词。
Record students’ speaking regularly on tablets or smartphones. Allow them to self-evaluate against a simplified mark scheme focusing on range of vocabulary, accuracy and interaction. Peer feedback can be guided by checklists: ‘Did my partner ask a follow-up question?’ or ‘Did they justify their point?’
经常用平板电脑或智能手机录制学生的口语。让他们参照简化的评分标准进行自我评估，重点考察词汇丰富度、准确性和互动。同伴反馈可通过清单引导：“我的同伴是否提出了追问？”、“他们是否论证了自己的观点？”。
5. Mastering Reading Comprehension | 阅读理解掌握
Reading tasks in Unit 2 require students to analyse texts ranging from short adverts to longer articles. Train students to scan for keywords before reading in detail. Provide a set of questions and ask them to highlight where the answer is likely to be found in the text, using different colours for different types of information.
单元二的阅读任务要求学生分析从短广告到长文章的各种文本。训练学生在精读前快速扫读关键词。提供一组问题，让他们用不同颜色标出文中可能找到答案的位置，以区分不同类型的信息。
Expand vocabulary thematically. For the compulsory topics such as ‘Families and Citizenship’ and ‘Youth Culture and Concerns’, create visual vocabulary mats with core nouns, verbs and adjectives. Include synonyms and near-synonyms to avoid repetition in later writing tasks.
按主题拓展词汇量。针对“家庭与公民意识”、“青年文化与关注点”等必考主题，制作可视词汇垫，列出核心名词、动词和形容词。纳入近义词，以便在后续写作中避免重复。
Practise the skill of inferring meaning from context. Provide texts containing unfamiliar vocabulary but with clear contextual clues. Model the thought process: ‘I don’t know the word 焦虑, but the text mentions exams and sleeplessness, so it must mean a kind of worry.’ This builds independence.
练习根据上下文推断词义的技巧。提供包含生词但语境线索清晰的文本。示范思维过程：“我不认识‘焦虑’这个词，但文中提到考试和失眠，所以它一定表示一种担忧。” 这能培养自主阅读能力。
6. Crafting High-Quality Written Responses | 撰写高质量写作答案
The writing component includes translation into Chinese and a longer essay-style response. Accuracy is non-negotiable. Dedicate a section of each week to focused grammar drills, particularly on common pitfalls such as 了 usage, resultative complements and the placement of adverbs like 都 and 也.
写作部分包括中译和较长的文章式回答。准确性至关重要。每周安排一个环节进行专项语法操练，尤其针对常见易错点，如“了”的用法、结果补语以及“都”、“也”等副词的位置。
Teach a structured approach to essay writing. Introduce the ‘IPER’ model: Introduction (state your main standpoint), Point (make a clear point), Evidence (support with an example) and Reaction (give a personal response or link back). Even at AS level, this provides a clear skeleton for a logical argument.
教授结构化的写作方法。引入“IPER”模型：引言（陈述主要立场）、论点（提出清晰观点）、例证（用例子支撑）和回应（给出个人反馈或回扣论点）。即使在 AS 阶段，这也能为逻辑论述提供清晰的骨架。
Translation accuracy can be improved through ‘back translation’ exercises. Give students an English sentence, ask them to translate it into Chinese, and then, a day later, have them translate their own Chinese version back into English without looking at the original. The discrepancies highlight gaps in precision.
通过“回译”练习可提高翻译准确性。给学生一个英文句子，让他们翻译成中文，隔一天后再让他们将自己的中文版本回译成英文，不看原文。两者之间的差异会暴露表达精准度的缺失。
Use model answers extensively. Display a top-band response and ask students to identify why it is successful, referencing the mark scheme. Then, collaboratively write a similar paragraph as a class, with the teacher scribing on the board and eliciting contributions.
大量使用范文。展示一篇高分答案，让学生参照评分标准分析其成功之处。然后，全班合作写出一个类似的段落，由教师在黑板上执笔并征求学生的献词。
7. Designing Engaging Lesson Plans: A Case Study | 设计引人入胜的教案：案例分析
Below is a sample 60-minute lesson plan on the sub-theme ‘Education and Employment’. This plan shows how to integrate all four skills while keeping the pace brisk and the learning objectives tightly focused.
以下是一个关于“教育与就业”子主题的 60 分钟教案案例。该教案展示了如何在保持节奏紧凑、学习目标明确的同时，融合四项技能。
| Stage | Activity | Timing |
| Starter | Quizlet Live on education vocab (30 words); recall of previous lesson’s structures | 10 min |
| Listening | Eduqas-style audio on a student’s part-time job; gap-fill and multiple-choice while listening twice | 12 min |
| Speaking | Paired discussion: ‘Would you prefer to study at university or start an apprenticeship?’ using opinion phrases and giving reasons | 13 min |
| Reading & Writing | Read a text on gaokao vs UK exams; write a 100-character summary in Chinese, peer-marked | 15 min |
| Plenary | Exit ticket: ‘Write one job you learned about today and one adjective to describe it’ | 10 min |
This structure ensures that passive knowledge is immediately activated in productive tasks. The listening text is recycled as a model for the writing summary, and the pair discussion feeds directly into the plenary reflection.
此结构确保被动知识在产出性任务中立即被激活。听力文本被复用为写作总结的范本，而同桌讨论则直接导向结束时的反思活动。
8. Differentiated Instruction for Mixed-Ability Classes | 分层教学应对混合能力班级
In a typical AS class, students may range from heritage speakers to those with only a GCSE foundation. Provide tiered worksheets with the same core text. The support version could include a bilingual word bank and pinyin for new terms; the stretch version could remove the word bank and replace it with open-ended analytical questions.
在典型的 AS 班级中，学生可能既有华裔背景的母语级学习者，也有仅具备 GCSE 基础的初学者。提供基于同一核心文本的分层练习纸。支持版可包含双语词汇表和生词拼音；拓展版则可去掉词汇表，代之以开放式分析问题。
Flexible grouping is a powerful tool. Sometimes, group by similar ability to target specific gaps, such as tone drills or handwriting practice. Other times, mix strong and weaker students in speaking tasks so that less confident learners can hear fluent models and more advanced students can develop their mentoring skills.
灵活分组是一项有力的工具。有时可按相似能力分组，以针对性填补特定漏洞，如声调训练或书写练习。另一些时候，在口语任务中将强生与弱生搭配，让缺乏信心的学生听到流利的范本，同时也让高阶学生锻炼指导能力。
Offer choice in homework tasks. For a writing assignment, students could either write a structured paragraph using the provided scaffold or compose a freer diary entry. Both meet the same learning objective but allow for different levels of support and challenge.
在课后作业中提供选择。对于一项写作任务，学生可以使用提供的支架写出结构化的段落，或撰写一篇更为自由的日记。两者都能达成相同的学习目标，但允许不同层次的辅助与挑战。
9. Integrating Technology and Authentic Materials | 融入科技与真实语料
Digital tools can transform the Chinese classroom. Use Padlet for collaborative brainstorming of cultural topics, where students post ideas, images and short video links. Flipgrid allows learners to record speaking responses at home, which the teacher can review and give time-coded feedback on before the next lesson.
数字工具可以变革中文课堂。使用 Padlet 进行文化主题的协作式头脑风暴，让学生发布想法、图片和短视频链接。Flipgrid 则允许学习者在家录制口语回答，教师可在下一次课前查看并给出带有时间标记的反馈。
Authentic materials are not just motivational; they directly support AO4. Subscribe to youth-oriented Chinese social media accounts like Xiaohongshu or Bilibili channels that discuss campus life. Use short clips without subtitles for listening, and then the same clip with Chinese subtitles for reading reinforcement. Always ensure content is age-appropriate.
真实语料不仅能激发兴趣，还直接服务于 AO4 目标。订阅面向青少年的中文社交媒体账号，如小红书或讨论校园生活的 B 站频道。播放无字幕的短片进行听力训练，然后使用同一段视频配上中文字幕进行阅读强化。始终确保内容适合学生年龄。
Create a class WeChat group (or similar secure platform) where you post a ‘phrase of the day’ in Chinese, and students are encouraged to respond with a sentence using that phrase. This normalises the use of Chinese for authentic communication outside the classroom in a manageable, low-stakes way.
创建一个班级微信群（或类似安全的平台），每天发布一个中文“每日短语”，并鼓励学生用包含该短语的句子进行回应。这能在课外以可控、低压的方式，让使用中文进行真实交流成为一种常态。
10. Preparing for the Speaking Exam | 口语考试备考
The independent research project is often the most daunting part for students. Guide them to choose a well-defined topic, such as ‘The impact of the one-child policy on family structures’ rather than an overly broad theme like ‘Chinese history’. Require an early submission of a mind-map and a list of key vocabulary, which you can check for accuracy.
独立研究项目往往是学生最胆怯的部分。引导他们选择一个界定清晰的话题，如“独生子女政策对家庭结构的影响”，而非“中国历史”这样过于宽泛的主题。要求他们早交一份思维导图和关键词汇表，由你审核其准确性。
For the stimulus card discussion, practise the two-minute preparation strategy. Teach students to use the preparation time to jot down not just content words but also connectives and a question they want to ask the examiner. The ability to pose questions demonstrates high-level interaction.
针对提示卡讨论，练习两分钟准备策略。教导学生利用准备时间不仅写下实义词，还要记下连接词以及一个他们想向考官提出的问题。提问能力能够体现出高层次的互动水平。
Regular timed mock practices are essential. Schedule one-to-one slots, even if only for five minutes, during independent study periods. Record these and provide specific, actionable feedback, such as ‘In your next attempt, try to use one comparative structure and one subjunctive phrase.’
定期进行限时模拟练习至关重要。利用自习时间安排一对一口语时段，哪怕每次只有五分钟。录下这些练习，并给出具体、可操作的反馈，例如“下一回尝试使用一个比较结构和一句虚拟语气”。
11. Revision Strategies and Mock Exam Practice | 复习策略与模拟考试练习
As the exam approaches, shift from teaching new content to spiralling review. Create a revision calendar that cycles through topics weekly. Use cumulative quizzing techniques: a quick starter quiz might include vocabulary from two weeks ago, one question on a grammar point from last month, and a translation sentence integrating the two.
随着考试临近，应将重心从教授新内容转向螺旋式复习。制作一份复习日程表，每周循环覆盖各主题。采用累积式测试技术：一个快速的起始测验可能包含两周前学的词汇、一个月前的一个语法点问题，以及一个融合两者的翻译句子。
Conduct a full mock of Unit 2 under timed conditions at least twice. After the mock, provide a teacher-led feedback session that goes beyond marking. Use a visualiser to display student answers anonymously, discussing what meets the band criteria and what could be improved. Peer-marking using simplified mark schemes builds deeper understanding of expectations.
至少进行两次单元二的完整限时模拟测试。模拟之后，安排一节教师主导的反馈课，其意义远超简单批改。使用实物展台匿名展示学生答案，讨论哪些符合评分档次标准，哪些可以改进。利用简化评分标准进行同伴互评，能加深学生对预期要求的理解。
For oral revision, create a ‘question bank’ of 50+ potential stimulus card questions across all sub-themes. Students draw three at random and must speak for one minute with no preparation. This improvisation drill develops the flexibility needed to handle the unpredictable nature of the real exam.
至于口语复习，建立一个涵盖所有子主题的、包含 50 多个潜在提示卡问题的“题库”。学生随机抽取三个问题，并需在无准备的情况下讲述一分钟。这种即兴操练能培养应对真实考试不可预测性所需的灵活性。
12. Cultivating Cultural Awareness | 培养文化意识
Culture is not an add-on; it is woven into every aspect of the Eduqas specification. When teaching the topic ‘Traditions and Customs’, move beyond surface-level descriptions of festivals. Explore the underlying values, such as filial piety during Qingming or reunion during Chunjie, and compare them with festivals in the students’ own cultures.
文化并非附加品，它贯穿于 Eduqas 教学大纲的每个方面。在教授“传统与习俗”这一主题时，应超越对节日的表层描述。探索其深层价值观，如清明中的孝道或春节中的团圆，并将之与学生自身文化中的节日进行比较。
Organise a ‘Chinese Culture Week’ where, during lunchtime or form time, you might host a tea ceremony demonstration, a calligraphy workshop or a screening of a short film. This enriches the school’s cultural capital and provides students with memorable examples to cite in their oral research presentations.
组织一次“中国文化周”，利用午休或班主任课时间，举办茶道展示、书法工作坊或短片放映。这能丰富学校的文化资本，并为学生口语研究陈词提供令人难忘的实例。
Connect with a partner school in China through platforms such as British Council’s Connecting Classrooms. Even a single video call exchange, where students ask each other prepared questions about daily life, can bring textbook topics to life and provide immediate, authentic intercultural interaction.
通过英国文化协会的“联结课堂”等平台与中国的伙伴学校建立联系。即便只是一次视频通话交流，让学生互问关于日常生活的预设问题，也能使课本上的话题变得鲜活，提供即时、真实的跨文化互动。
Published by TutorHao | Chinese Revision Series | aleveler.com
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