GRADE 8 Mandarin Chinese Weather and Environment- LISTENING AND SPEAKING – Listening for Information Notes
Mandarin Chinese — Listening for Information
Topic: Weather and Environment — LISTENING AND SPEAKING (age 13, Kenya)
- a) Highlight vocabulary from audio-visual texts (从视听材料中找出词汇)
- b) Summarise key information from various oral texts (概括口头材料的要点)
- c) Show interest in understanding key information in an aural context (用语言表示关注与理解)
- d) Address categories: listening for information, active listening, summarising (处理“为获取信息而听”、积极倾听与总结的语法表达)
Key weather & environment vocabulary (词汇) — highlight these in audio
今天天气 (jīntiān tiānqì) — today's weather
晴天 (qíngtiān) — sunny
多云 (duōyún) — cloudy
下雨 (xiàyǔ) — rain / raining
雷阵雨 (léizhènyǔ) — thundershower
有风 (yǒufēng) — windy
气温 (qìwēn) — temperature
最高/最低 (zuìgāo / zuìdī) — high / low
可能 (kěnéng) — possible / may
干旱 (gānhàn) — drought
洪水 (hóngshuǐ) — flood
气象预报 (qìxiàng yùbào) — weather forecast
长雨季 / 短雨季 (cháng yǔ jì / duǎn yǔ jì) — long rains / short rains
Tip: when listening, underline time words (今天、下午、明天), modal words (会、可能、要), and location/impact words (某地、沿海、河流) — these give key information.
Essential grammar patterns for extracting information (语法要点)
- Time phrase + subject + verb (时间在句首)：
Pattern: 明天（时间） + （某地/天气） + 会/可能 + 动词
Example: 明天下午 (míngtiān xiàwǔ) 可能 (kěnéng) 会 下雨 (huì xiàyǔ)。
Use: time words at the start help locate when the event happens — listen for them first. - Modal verbs to mark certainty (情态动词)：
会 (huì) — likely / will; 可能 (kěnéng) — may / possible; 要 (yào) — going to / need to.
Examples:今晚会有大风。 下周可能有洪水。Listening clue: modal verbs signal prediction vs. fact. - Change / completed action marker 了 (状态变化)：
Example: 今天早上下雨了 (xià yǔ le)。 Use: 了 often marks a change (e.g., weather changed); when spoken, it indicates event already happened.
- Reported speech and sources (转述语)：
Common verbs: 说 (shuō), 听说 (tīngshuō), 报道 (bàodào), 气象预报说 (qìxiàng yùbào shuō)。
Example: 气象预报说明天有雷阵雨。
Use: these words tell you where the information came from — helpful for evaluating reliability. - Cause & effect connectors (因果关系)：
因为...所以... (yīnwèi... suǒyǐ...) — because... therefore...
Example: 因为持续下雨，所以河水上涨。
Use: identify reasons and consequences in environmental reports. - Summary starter phrases (总结用语)：
总结来说 (zǒngjié lái shuō), 主要是 (zhǔyào shì), 一句话 (yījùhuà), 简而言之 (jiǎn ér yán zhī)。
Example summary frame:总结来说，明天主要是有阵雨，气温较低。
Active listening — useful short phrases (积极倾听的语法与短语)
These small utterances show interest and check understanding during or after listening:
嗯 (èn) — mm / yes (backchannel)
是吗？(shì ma?) — Really?
对吗？(duì ma?) — Is that right?
我听见… (wǒ tīngjiàn...) — I heard...
能说慢一点吗？(néng shuō màn yìdiǎn ma?) — Can you speak slower?
那怎么办？(nà zěnme bàn?) — What should we do then?
Classroom tip: teach pupils to use these short phrases when confirming or asking for repetition — they are grammatical tools for active listening.
Sample audio (简短预报) — highlight & summarize
Audio script (示例)：
今天下午 (jīntiān xiàwǔ) 可能 (kěnéng) 会下雷阵雨 (huì xià léizhènyǔ)，请注意防雷并带雨具。
最高气温 (zuìgāo qìwēn) 26度，最低 (zuìdī) 18度。
How to highlight key words when listening:
- 时间词: 今天下午 — when?
- 情态词: 可能 / 会 — certainty/prediction
- 事件词: 下雷阵雨 — what will happen
- 建议/命令: 请注意防雷并带雨具 — what to do
- 气温数字: 26度 / 18度 — important data
Example short summary (用来概括): 总结来说，今天下午可能会有雷阵雨，气温在18到26度之间，请带雨具并注意安全。
Suggested grammar-focused classroom activities (适合 13 岁，肯尼亚语境)
- 听天气预报并圈出语法点：播放短预报，学生圈出时间词、情态动词 (会/可能)、数字温度与建议性动词 (请/应该)。
- 句型填空（Grammar fill-in）：给出句子框架：明天 _____ 会 / 可能 _____，让学生用合适词填空。
- 转述练习：学生听一段录音后用“气象预报说…”或“老师说…”转述要点，注意使用过去/将来标记 (了 / 会 / 要 / 可能)。
- 角色扮演（active listening）：一人播报学校天气提醒，另一人用“嗯”、“是吗？”或“能说慢一点吗？”等句型提问并总结。
- 写一到两句总结（语言框架）：提供框架：
总结来说，_____，主要影响是_____。
Assessment (如何評估語法掌握) — mapping to outcomes
- a) Vocabulary highlighting: give an audio and ask learners to underline time/modals/keywords in transcript.
- b) Summarising: ask learners to produce one Chinese sentence using 总结来说/主要是 + grammar markers (会/可能/了) — checks ability to use grammar to summarise.
- c) Interest & active listening: observe use of backchannels and confirmation questions during pair work.
- d) Categories: require students to identify which grammatical cues signal prediction (会/可能), completed action (了), source (说/听说) and use them in answers.