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奥克兰论文代写:口语部分

口语部分评估学生参与对话的能力。学生需要完成两个任务:会话和文化表达。口语部分希望学生了解情景并交流信息和想法。会话评估学生人际交往能力。学生需要参与模拟对话。文化表现评估学生的表象的沟通技巧。学生需要向听众介绍一个中国的文化习俗、传统或产品,下面的表格清楚地说明了AP中文考试符合中国文化知识的三种交际模式。三种交际方式几乎相同。五CS之间的通信是考试的每一部分存在的主要目标区域,其他四CS提供有意义的上下文。比较部分显然是不相称的,下面的第二个表格说明了AP中文考试涵盖了布鲁姆分类的认知领域的所有六种技能。理解能力是AP汉语考试的关键评估领域,学生需要了解不同的信息,才能完成不同的交际评估任务。其他技能,如知识(回顾),应用,分析和合成几乎相同的评估,除了在这里的评价是不相称的。

奥克兰论文代写:口语部分

Speaking part assesses students’ ability to participate in conversations. Students are required to complete two tasks: conversation and the cultural presentation. Speaking part expects students to understand the scenario and to communicate information and ideas. Conversation assesses students’ interpersonal communication skill. Students need to participate in a simulated conversation. The cultural presentation assesses students’ presentational communication skill. Students need to make a presentation to an audience about a Chinese cultural practice, tradition or product.The table below clearly illustrates that the AP Chinese exam fulfills the objective that to assess three communicative modes in the Chinese language along with the knowledge of Chinese culture. Three communicative modes are almost equally assessed. Communication among the five Cs is the main goal area that exists in every part of the exam, the other four Cs provide the meaningful contexts. Comparisons part is obviously less proportioned.The second table below illustrates that the AP Chinese exam covers all six skills in the cognitive domain of Bloom’s Taxonomy. Comprehension skill is the key assessing area in the AP Chinese exam, students need to understanding different information in order to complete different communication assessment tasks. Other skills such as knowledge (recalling), application, analysis, and synthesis are almost equally assessed except evaluation in here is less proportioned.

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