Intermediate Chinese Reading (First Language) Y5W001
4.4 (2 ratings)
Course Ratings are calculated from individual students’ ratings and a variety of other signals, like age of rating and reliability, to ensure that they reflect course quality fairly and accurately.
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Intermediate Chinese Reading (First Language) Y5W001

Practice Test with Explanations -Reading Skills, Examination Skills, Tips and Guidances
4.4 (2 ratings)
Course Ratings are calculated from individual students’ ratings and a variety of other signals, like age of rating and reliability, to ensure that they reflect course quality fairly and accurately.
543 students enrolled
Created by David Yao
Published 4/2018
Simplified Chinese
Current price: $90.99 Original price: $129.99 Discount: 30% off
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  • 5 Practice Tests
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Requirements
  • Advance Learner in Chinese
  • HSK 5 and Higher
Included in This Course
+ Practice Tests
5 Tests 86 questions

Intermediate Chinese Reading (First Language) Y5  中级汉语阅读(母语)Y5W001

用冰取火    从前,有一支探险队到达了南极洲。那正是南极洲的夏季,说是夏季,其实也在零下20度左右。南极的夏天没有黑夜和白天之分,温和的太阳一直徘徊在天空,把它那几乎使人感觉不到的温暖默默地洒向探险队员们。南极的天气变化无常,探险队员们顽强地抵抗着无情的大自然带来的寒冷和风暴。当他们到达一个孤岛上时,一件意想不到的事情发生了:要动手生火烧水做饭,打火器却找不到了。他们找遍了所有的行装,也不见打火器的踪影。没有火,就不能工作;没有火,就不能生活;没有火,生命就受到威胁。大家一筹莫展,陷于绝望。“我们真的就束手无策,只有等待无情的死神到来吗?” 一个年轻的队员,望着无力的太阳和茫茫的冰原,久久地思索着:“我非想出个办法不可。”他取了一块冰,用小刀轻轻地刮,用温暖的双手不断摩擦,慢慢地,做成了一个光洁透明的半球形的 “冰透镜”。他举着“冰透镜”,向着太阳,让太阳光穿过“冰透镜”形成焦点,射在一团干燥蓬松的火绒上。一分钟,两分钟......, 火绒冒出一缕淡淡的青烟。又过了一会儿,火绒上出现了一个红点,接着便燃烧起来了。这团红红的火,驱散了死的威胁,带来了生的欢乐;这团红红的火,恢复了探险队员们的正常生活。他们欢呼、跳跃,像在欢庆一个重大的节日。 (514字)


Intermediate Chinese Reading (First Language) Y5 中级汉语阅读(母语)Y5W001
5 questions

Intermediate Chinese Reading (First Language) Y5  中级汉语阅读(母语)Y5W001  练习

Intermediate Chinese Reading (First Language) Y5 中级汉语阅读(母语)Y5W001 练习
35 questions

Intermediate Chinese Reading (First Language) Y5  中级汉语阅读(母语)Y5W001  阅读理解

相传一万年前,有一个叫“燧Suì明”的国家。那里没有四季和白天黑夜的分别,那里的人也不会死,如果厌倦了生活就会升天。这个国家有一种树,名字叫“燧Suì木”,又叫“火树”,非常高大,树枝都长到了云里边。树上有种鸟,用嘴去啄火树的树枝,树枝就能发出火光。一天,一个叫“燧Suì人氏”的人来到了这里。在他的国家没有火,住在平地上的人吃草木的果实;住在山上的人就吃野兽的肉;住在水边的人就吃鱼虾。可是因为没有火,大家只能吃生的食物,所以,人们经常生病。燧人氏看到鸟儿轻轻地啄树枝,火就燃烧起来,他从中受到了启发。他找了一根树枝,用小石头在上面轻轻地敲打,就像鸟嘴啄树枝一样,树枝上果然有火燃烧起来。燧人氏把树枝带回自己的国家,于是他的国家也有了火。他又教人们用火做饭,把生的食物做成熟食,生病的人越来越少了。黑夜可以用火照明,冬天可以用火抵抗寒冷。每到夜晚,大家把火燃烧起来,围着火堆欢呼、跳跃,野兽们看到火,都躲得远远的。有了火,生命受到的威胁少多了。大家都高兴极了,也很感激他,就推选他当了国王。清朝末年著名学者   尚秉和 (Shàng bǐng hé)先生说:火从没有到有,这个发明是非常困难的。燧人氏看到森林自己燃烧,就知道木头里边其实藏着火。不知他做了多少次试验,才钻木得到了火。他不仅发明了火,还教人们用火做饭。他的功劳太大了,大家从火中得到的好处实在是太多了,于是人们把他当成了神仙,当成了帝王。(574字)   涨知识: 燧人氏,风姓,燧明国(今河南商丘)人。 几十万年以前的旧石器时代,燧人氏在今河南商丘一带钻木取火,成为华夏人工取火的发明者,教人熟食,结束了远古人类茹毛饮血的历史,开创了华夏文明,被后世奉为“火祖”,位列三皇之一,尊称“燧皇”。(113字) 【三皇五帝】SānHuánɡWǔDì指古代传说中的帝王,说法不一,通常称伏羲、燧人、神农为三皇。或者称天皇、地皇、人皇为三皇。五帝通常指黄帝、颛顼(Zhuānxū)、帝喾(Dìkù)、唐尧、虞舜 Yú shun  (62字)

Intermediate Chinese Reading (First Language) Y5 中级汉语阅读(母语)Y5W001 阅读理解
4 questions

沙粒们看见奇妙的光彩,听见采珍珠的姑娘的高声赞美,猛然想起了几十年前的圆圆的沙粒。

沙粒和珍珠有什么关系?读下面的文章并回答问题。The sands saw the wonderful brilliance and heard the high praise of the girl who had taken the pearl. She suddenly remembered the round grains of sand that had been made decades ago.
What is the relationship between sand and pearls? Read the following article and answer the questions.

圆圆的沙粒       一颗圆圆的沙粒十分真诚地向同伴们说: “我要变成一颗珍珠,成为有用之材。” “变珍珠?哈哈,得了,别异想天开了!”  同伴们不但不理解,反而嘲笑圆圆的沙粒。  可是,圆圆的沙粒已经下定了决心,坦然地钻进了蚌壳里。对此,沙粒们议论纷纷:“啊呀,从今以后,它再也看不见美丽的阳光、奇妙的海景,听不到滚滚的涛声了!......”“它简直是把自己关进了牢狱,太可怕了!......”圆圆的沙粒在蚌壳里听得清清楚楚。 如果它动摇了,爬出来是很方便的,因为蚌壳开着一条缝。时光伴着海波流走了。各式各样的议论被海潮冲走了。 圆圆的沙粒也被它的同伴们遗忘了。......      几十年过去了。一个风和日丽的春天,一个采珍珠的姑娘在大海的波涛中打开一只蚌壳,顿时,珠光闪闪。姑娘惊喜地叫道:“多么美丽的珍珠啊!”  “是它?” 沙粒们看见奇妙的光彩,听见采珍珠的姑娘的高声赞美,猛然想起了几十年前的圆圆的沙粒。“是我!”珍珠愉快地说,“我就是你们的朋友,那颗圆圆的沙粒!”    (397字)

中级汉语阅读 Y5-W001-L2-Test 4 圆圆的沙粒
29 questions

Two stories of pearls

 “老子珠”在世界天然大珍珠中排名第一位。1934 年5 月7 日,在菲律宾巴拉旺海湾中,一群小孩儿下海采捕海生动物,上岸后人们却发现少了一个孩子。人们赶紧下海去找,最后发现这个小孩儿在潜水时,被一只很大的贝壳夹住了脚,淹死了。当人们把贝壳打捞上来并打开时,发现里面有一颗极大的珍珠,它长241 毫米,宽139 毫米,珠重达6350 克。这就是世界上已发现的最大的天然海水珍珠,被命名为“真主之珠”,也叫“老子珠”。1969 年,美国医生哥普因治好了“老子珠”的主人———当地酋长的儿子的病,酋长为感谢他,将“真主之珠”送给了他。此珠当时价值高达408 万美元,现存于美国旧金山银行保险库中。                  “亚洲之珠”在世界上已发现的天然大珍珠中排名第二位,是1628 年在波斯湾采到的。珠长径约100 毫米,短径60~70 毫米,重121 克。在“老子珠”未发现之前,它是当时世界上最大的珍珠。当时波斯国王蒙乌尔将其买下,并命名为“亚洲之珠”。国王将“亚洲之珠”送给了十分喜爱珍珠的皇后,据说他还为皇后修建了一座“珍珠寺”。后来,另一位波斯国王把“亚洲之珠”送给了中国清代的乾隆皇帝,为乾隆所珍爱。1900 年八国联军攻占北京,抢走了这颗珍珠。18年后,即1918 年,“亚洲之珠”出现在香港,一位中国官员以约5 万港币的重金买下。在此期间一对比利时夫妇将珍珠盗出,警方闻讯后入室搜查。这对夫妇将珍珠投入抽水马桶想消灭证据。幸亏珍珠巨大,塞在水管中未被冲走。        第二次世界大战以后,这颗明珠曾在巴黎出售,但售价和买主都不得而知。从此以后,“亚洲之珠”便失去了踪迹。1993 年2 月10 日《日本经济新闻》 报道,两颗过去认为去向不明的世界名珠———“亚洲之珠”和“希望之珠”在日本露面。这是日本东京一家珠宝店,为纪念日本人工养殖珍珠成功100 周年,从家住伦敦的所有者那里借来的。 (717字) 


中级汉语阅读 Y5-W001-L2-Test 5 珍珠的故事两则
13 questions
Description

阅读是提高语言能力的最好途径。我们的顾问张田若 (现任中央教育科学研究所副研究员,兼上海师大教科所研究员,为中央教科所《新世纪义务教育语文课本》主编,全国集中识字教学研究会会长。主要科研成果:1.编过五套(代)小学语文集中识字课本,供全国使用。2.从事小学语文教学研究与实验五十五年(包括识字阅读作文各方面)。3.著有《集中识字,大量阅读,分步习作》)特别强调大量阅读的重要性。

观察我的子女在马来西亚三语环境中学习语言的经历。他们英语好过汉语,最惧怕和不喜欢的是马来语。英语好的一个主要原因是从小我太太就送他们参加 "KUMON" 的英语课程,一系列的活页练习,形成一套完整阅读系统,每周两次雷打不动的阅读形成了一种良好的阅读习惯。我的儿子在高中毕业后只准备了一个星期就参加雅思考试,取得了8.5 over 9 的优秀成绩。这都和阅读能力好有关。我很早就有编写完成一套类似"KUMON"的汉语和马来语教程的想法,受我我外公姚拓以前从事的文化出版事业影响吧。在多年的积累经验和材料后,我以我所专长的网络教育系统,开发出网络阅读教程。这套教程汉语分成母语和非母语。非母语以汉办的汉语水平考试HSK 1-6 词汇为参考分级,分类编号为HSK 1-HSK 6。母语类以中国政府的语文教材为依据,分类编号为Y1-Y12 (Year 1- Year 12)。

我的设想是学生每个星期阅读五到七篇文章和练习,每次二十分钟左右。网上测试会自动记录所用时间和成绩,学生可重复测试以期更好更快。我花了很多精力在问题答案的注解上。这些解释会在你提交后即时显示。。非母语类HSK 1-HSK 4 给出英语词汇解释。HSK 5- HSK 6 和母语类Y1-Y12 (Year 1- Year 12) 给出英语和汉语双语解释。这些解释均参照词典以及我的词汇积累。在汉语的英语注释方面,我已收集了近8000条新词语,占牛津词典80000词的10%,准确的双语解释可以达到事半功倍的效果,这算是尽我的微薄之力吧。

汉语好的学生应该挑战一下自己能否准确地把汉语翻译成英语。英语好的学生当然要提高你的汉语水平和准确的选用汉语词汇。我们在这里主要是教你汉语的。很多时候,一个简单的汉字,却找不到准确的英语解释。比如打就有26种词义。“热心”热心 warm-hearted; Enthuslastic: 热心肠 warm- heartedness; a warm-hearted (or ympathetic) and helpful person 热血 spirit of devotion to a righteous cause。 这其实代表不同语言的特点。如果你能一石二鸟、举一反三,何乐而不为呢?学生应该准备一个笔记本,把注释的词语抄写下来,动手提高记忆,也弥补网络测试缺少动手习写的不足。

有一点私心,母语课程先从Y5开始,因为我的女儿学生五年级。其他级别将陆续推出。本人才疏学浅,斗胆冒险尝试。敬请各位教师专家指教。知识的积累总是站在前人的基础上。课程材料采集自网络和汉办免费教材。加上我们的经验,以双语解释,以达到更好的学习效果以适应海外汉语的推广。如有侵权,请提供资料证据,我们会联络您。

Reading is the best way to improve your language skills. Our advisor Zhang Tianruo (currently an associate researcher of the Central Institute of Educational Sciences and a research fellow of the Shanghai Normal University Institute of Education, is the editor-in-chief of the “New Century Compulsory Education Language Textbook” by the Central Institute of Education, and the president of the National Center for Literacy Teaching Research. Major scientific research achievements: 1 • Edited five sets of primary school language literacy textbooks for national use 2. Engaged in elementary school language teaching research and experiments for fifty-five years (including literacy reading composition aspects). "Step-by-step practice" emphasizes the importance of mass reading.

Observe my child's experience of language learning in the Malaysian trilingual environment. Their English is better than Chinese, and the most feared and disliked language is Malay. One of the main reasons why English is good is that my young lady sent them to participate in the "KUMON" English course, a series of loose-leaf exercises, a complete reading system, and twice-weekly readings formed a good reading habit. My son took only one week after graduating from high school to participate in the IELTS test, achieving excellent results of 8.5 over 9. This is all related to good reading ability. I had long thought of writing a set of Chinese and Malay-language tutorials similar to "KUMON". It was influenced by the cultural publishing business that my grandfather Yao Tao had previously engaged in. After years of accumulated experience and materials, I developed a web-reading tutorial based on my expertise in online education systems. This tutorial is divided into mother tongue and non-native Chinese. The non-native speakers are Hanban's HSK 1-6 vocabulary for Chinese language proficiency test. The classification number is HSK 1-HSK 6. The mother tongue is based on Chinese language textbooks and is classified Y1-Y12 (Year 1-Year 12).

My idea is that students read five to seven articles and exercises every week for about twenty minutes each time. The online test will automatically record the time and results used, and students can repeat the test for better and faster. I spent a lot of energy on the answers to the questions. These explanations will be displayed immediately after you submit. . The non-native HSK 1-HSK 4 gives an English vocabulary explanation. HSK 5- HSK 6 and Y1-Y12 (Year 1- Year 12) give bilingual explanations in English and Chinese. These explanations are based on the dictionary and my vocabulary. In the English annotation of Chinese, I have collected nearly 8,000 new words, which account for 10% of the 800000 words in the Oxford Dictionary. An accurate bilingual interpretation can achieve a multiplier effect. This is my best effort. Students should prepare a notebook, copy the words of the annotations, raise hands to improve memory, and make up for the lack of hands-on learning in network tests.

Student who is good  in Chinese  should challenge themselves to accurately translate Chinese into English. Student who is good  in English, of course, need to improve your Chinese proficiency and accurately use Chinese vocabulary. We are here to teach you Chinese. In many cases, a simple Chinese character cannot find an accurate English explanation. For example, there are 26 kinds of meaning related with "打".  Another example: “热心 Hot Heart (literal translation)” is  "warm-hearted" ;  "热心肠Hot Heart & Intestine (literal translation)" is "warm-heartedness; a warm-hearted (or ympathetic) and helpful person".  "热血Hot blood (literal translation)" is "spirit of devotion to a righteous cause". This actually represents the characteristics of different languages. Using my method, you can kill two birds with one stone ,why not do it? Students should prepare a notebook, copy the words and annotations, move hands to write will improve your memory, and make up the weakness of  lack of hands-on learning in online tests and quiz.

With a bit of selfishness, the mother tongue course begins with Y5, because my daughter is a student in the fifth grade. Other levels will be introduced one after another. My talent is evasive and shallow, trying my besat to venture. Please gvie me advise from teachers and experts. The accumulation of knowledge always stands on the basis of predecessors. Course materials were collected from the Internet and Hanban free textbooks. In addition to our experience, we will use bilingual interpretation to achieve better learning results to adapt to the promotion of oversea Chinese teaching. If there is infringement, please provide information and evidence and we will contact you.


Who this course is for:
  • who prepare to pass the HSK 6 or HSK 5
  • Native Chinese who study Chinese as First Language
  • Designed for foreigner to learn Advance level mandarin