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The Specific Mandarin Interrogation and Comparative Structures

Grammar plays a very important role in any one language. In the following parts, some beneficial methods will be discussed to help students to learn Chinese in China more effectively.

In order to train students to master the usage of the specific interrogation, we firstly help students learn Chinese language by play the game named “get to the bottom of something”, which can help students raise questions on all sides.

Let’s say how it goes in Chinese language school. Firstly, teacher says one sentence or one thing and students are supposed to question on all sides about the sentence or thing. For example, if the teacher speak one sentence like “昨天我去同学家玩了”, the students should ask all possible questions as follows:

By this way, students can practice questioning all-round. But the rule is that the questions should be connected with the sentence teacher said. To obtain good result in Mandarin learning courses, it can be done by grouping if there are many students.

Another way to train the specific interrogation, we can practice by raising questions about the underlying parts. With this way, teacher will teach Mandarin language by starting writing down a sentence on the blackboard and then underlying the sentence with colored chalk. Students are supposed to ask questions to the underlying parts.

For example, for the underlying sentence “玛丽和小王坐22路汽车去北京路买毛笔”, students can ask questions by choosing “谁”, “谁”, “几(多少)”, “哪儿(什么地方)”, “什么” respectively. It is effective to use this practice to help students study Chinese after teaching the specific interrogation, which also includes the sentences can be questioned with “多长多大多高多款多远多大岁数多大年纪, etc

In order to practice the sentence with an adjectival predicate and the usage of the adjective “太” and the pattern “形容词+点儿”, teachers will help students to learn Mandarin by playing the game of copying the pictures.

If you attend to school in Kunming to study Chinese, you will see this game often played with three students together. One student takes responsibility to copy the picture and the others give some hints and comments like “头太小了”, “耳朵太低了”, “嘴画得太小了”, “眼睛再大点儿”, etc. Finally the whole class will discuss the copied pictures together after finishing them. It is also acceptable if student A firstly drew one picture for the second student to copy and the others help student B to finish copying.

Generally speaking, the comparative structure is an important grammar point to be taught in Mandarin language courses in China. To practice this language point, we can play the game by lining up according to the height.

Firstly, teacher asks students to compare and line up according to the height. During the process, students should say “……比……高/矮” or “……和……一样高”. When finishing this, students decide who is the tallest and who the shortest. Finally, teacher can take advantage of the pair of students of the close height or very different height to lead the sentences with degree complements like “他比她高一点儿” and “他比他高得多”.

It may be confusing for those overseas students study in China to learn the comparative structures. By this way, they will find it is interesting to learn and easy to make differences between them, thus to keep them in mind and put them into use. Students can practice more by using the mentioned methods above to improve the language skills. They can also train by themselves after the class.

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