HSK 3.0 Level 2 Topics&Grammars (HSK 3.0 Level 2话题与语法大纲）

HSK 3.0 Level 2 Topics Outline

Primary topic	Secondary topic	Tertiary Topic
Basic Information	Personal Information	Appearance, Attire, Birthday, etc.
		Identity, Habits, Hobbies, Origin, etc.
	Event Information	Event, People, Time, Manner, Address, Reason, Change, State, etc.
	Item Information	Name, Color, Differences, Quantity, Location, Characteristics, etc.
	Environmental Information	Weather
		Environmental Features
Daily Life	Social Interaction	Basic Courteous Behavior
		Simple Interactive Behavior
		Willingness & Feelings
	Diet	Food & Beverages
		Dietary Habits
		Dining
	Transportation & Travel	Asking for Directions
		Modes of Transportation
		Travel Arrangements
		Travel Experience/Feelings
	Shopping	Product Selection
		Product Description
	Medical & Health	Illness
		Seeking Medical Treatment
	Leisure	Leisure Activities
		Leisure Arrangements
	Family Life	Family Relationships
		Family Activities
Education	Academic Situation	Basic Situation
		Learning Experience
	Campus Life	School Information
		After-school Activities
Workplace Life	Work Situation	Work Information
		Work Experience, Feelings about Work
	Profession	Professional Status
Culture & Tradition	Traditional Customs	Festivals
	Food Culture	Impressions of Chinese Cuisine
	Surname Culture	Major Surnames, Formal Titles/Forms of Address, etc.
5 Topics in total	18 Topics in total	34 Topics in total

HSK 3.0 Level 2 Grammars Outline

Category	Sub-category Name	Sub-item	Grammar Content
Morphemes	Suffix		面 Miàn (Surface, Side)
Word Classes	Nouns	Locality Nouns	左、右 Zuǒ, yòu (Left, Right)
	Verbs	Verb Reduplication	AA、A一A、A了A、ABAB
		Modal Verbs	可能Kěnéng (Possibly, Might)
	Verbs	Separable Verbs	帮忙、游泳、跳舞、跑步 Bāngmáng, yóuyǒng, tiàowǔ, pǎobù
	Pronouns	Interrogative Pronouns	为什么Wèishénme (Why)
		Personal Pronouns	自己Zìjǐ (Oneself)
		Demonstrative Pronouns	那么、那样、这么、这样、每Nàme, nàyàng, zhème, zhèyàng, měi
	Adjectives	Adjective Reduplication	AA、AABB
	Numerals		万、好多、多Wàn, hǎoduō, duō
	Measure Words	Nominal Measure Words	（1）专用名量词：条、位、间、名 Special: tiáo, wèi, jiān, míng （2）借用名量词：包 Borrowed: bāo (pack)
	Measure Words	Verbal Measure Words	次Cì (Times)
	Adverbs	Degree Adverbs	多、好、最 Duō, hǎo, zuì (How, Very, Most)
		Scope Adverbs	一起Yīqǐ (Together)
		Time Adverbs	还、已经、有时（候）、快、快要、正 Hái₂, yǐjīng, yǒushí(hou), kuài, kuàiyào, zhèng
		Frequency Adverbs	常、经常 Cháng, jīngcháng (Often)
		Negative Adverbs	别 Bié (Don't - imperative)
		Connective Adverbs	再^、就 Zài₂, jiù₁ (Then)
		Modal Adverbs	都、就、还是 Dōu₂, jiù₂, háishì₁
	Prepositions	Introducing Time/Location	从1Cóng₁ (From - starting point in time/place)
		Introducing Direction/Path	往Wǎng (Towards)从2Cóng₂ (Through, Via)
		Introducing Object	给Gěi (For, To)比Bǐ (Than - comparison)跟1Gēn₁ (With)
		Introducing Reason	因为^1^Yīnwèi₁ (Because of)
	Conjunctions	Connecting Words/Phrases	跟2Gēn₂ (And - connecting words)
		Connecting Clauses or Sentences	但、但是、那、虽然、还是^2^、因为^2^、所以Dàn, dànshì, nà, suīrán, háishì₂, yīnwèi₂, suǒyǐ
	Particles	Structural Particles	得、地De (complement), de (adverbial)
		Aspectual Particles	过Guo (Experiential)着Zhe (Durative)
		Modal Particles	呢^4^、吧^2^、的^2^、啊^1^Ne₄, ba₂, de₂, a₁
		Basic Structural Types	动补短语1 Verb-Complement Phrase 1
Phrases	Structural Types	Other Structural Types	（1）"的"字短语 "的" Phrase （2）连谓短语 Serial Verb Phrase （3）兼语短语 Pivotal Phrase
	Functional Types	Nominal Phrases
		Verbal Phrases
		Adjectival Phrases
	Fixed Phrases	Others	什么的 Shénmede
Fixed Patterns			还是......吧 Háishi... ba (Better to...)要/快要/就要......了 Yào/kuàiyào/jiùyào... le (About to...)都......了 Dōu... le (Even already...)
Sentence Components	Subject		Patient Subject
	Predicate		Nominal phrase as predicate
	Attribute		动词或动词性短语、主谓短语作定语Verb/verbal phrase, subject-predicate phrase as attribute
	Complement	Resultative Complement	动词+错/懂/好/会/完Verb + cuò/dǒng/hǎo/huì/wán
		Directional Complement	简单趋向补语： (1)动词+来/去 Verb + lái/qù; (2)动词+上/下/进/出/过/回 Verb + shàng/xià/jìn/chū/guò/huí 复合趋向补语：动词+出来/出去/过来/过去/回来/回去/进来/进去/起来/上来/上去/下来/下去
		State Complement 1	动词+得+形容词性短语Verb + de + adjectival phrase
		Quantitative Complement 2	（1）表示动作持续的时间 Indicates duration （2）形容词+数量补语 Adjective + quantitative complement
Sentence Types	Sentence Structure	Simple Sentence	Subject-Predicate-Predicate Sentence
	Sentence Mood	Interrogative	用"还是"连接的选择问句 Alternative Question using "还是"
		Imperative	用"别"的祈使句Imperative using "别"
	Special Sentence Patterns	"是" Sentence 2	表示说明或特征Indicates explanation or characteristic
		"有" Sentence 2	表示达到Indicates reaching a certain degree
		Existential Sentence 2	处所+动词+着(+数量短语)+名词Location + Verb + 着 (+ Numeral-Measure Phrase) + Noun
		Comparative Sentence 1	（1）A比B+形容词 A bǐ B + adjective （2）A比B+形容词+数量补语/程度补语 A bǐ B + adjective + complement （3）A有/没有B（+这么/那么）+形容词 A yǒu/méiyǒu B (+ zhème/nàme) + adjective （4）A比B+动词+得+形容词 / A+动词+得+比+B+形容词 A bǐ B + verb + de + adjective / A + verb + de + bǐ + B + adjective
		"是......的" Sentence 1	强调时间、地点、方式、动作者Emphasizes time, place, manner, or agent
		Pivotal Sentence 1	表使令：主语+请/叫/让......+宾语1+动词+宾语2Causative: Subject + 请/叫/让... + Object₁ + Verb + Object₂
		Double-Object Sentence 2	主语+动词+给+宾语1+宾语2Subject + Verb + 给 + Object₁ + Object₂
	Complex Sentence	Alternative	（是）......，还是......(Shì)..., háishi...
		Adversative	虽然......，但是......Suīrán..., dànshì...
		Causal	因为......，所以......Yīnwèi..., suǒyǐ...
		Condensed	一......就......Yī... jiù...
Aspect		Continuous	动词+着：(1)表示状态的持续 Indicates continuous state; (2)表示动作的持续 Indicates continuous action
		Experiential	用动态助词"过"表示 Expressed by "过"
Special Expressions	Numeral Expressions		序数表示法2：数词+量词 Ordinal Expressions 2: Numeral + Measure Word 概数表达法1： (1)用"几"表示概数 Use "几"; (2)数词+多+量词 Numeral + 多 + Measure Word; (3)数词+量词+多 Numeral + Measure Word + 多

HSK 3.0 Level 2 Tasks Outline

I. Inquiring and Answering about Basic Personal Circumstances

• Can understand simple questions or brief introductions regarding basic personal circumstances in contexts such as gatherings or participating in games. This includes information like appearance, attire, birthday, identity, habits, hobbies, origin, etc.

• Can ask about basic personal circumstances in the above contexts; can answer simple questions regarding such circumstances in these contexts.

• Can give a simple introduction to the above basic personal circumstances.

• Can understand the above basic personal circumstances as they appear on forms such as registration forms, survey forms, and resumes.

• Can fill in basic personal information such as one's own or family members' name, age, and birthday on the above-mentioned forms.

II. Inquiring and Answering about Event Circumstances

• Can understand simple questions about event circumstances or basic introductions to event circumstances in daily life. This includes information related to the event such as the people involved, time, manner, address, reason, changes, state, etc.

• Can ask family, friends, classmates, etc., about the simple circumstances of an event; can answer simple inquiries about the above event circumstances in daily communication.

• Can give others a simple introduction to the basic circumstances of the above-mentioned event.

• Can understand sentences or structurally simple short passages about event information, reasons for events, or changes.

• Can write simple information such as time and location on materials like activity schedules or picture books.

III. Inquiring and Answering about Item Circumstances

• Can understand simple questions about items or brief introductions to common item circumstances in settings like home, supermarket, school, or bookstore. This includes information like item name, color, quantity, location characteristics, differences from other items, etc.

• Can ask family, friends, classmates, etc., about the simple circumstances of everyday items; can answer simple inquiries about item circumstances in daily communication.

• Can give a simple introduction to item circumstances, such as providing a basic description or comparison of an item's characteristics.

• Can understand the names of some common items in daily life scenarios, as well as simple descriptions concerning an item's color, quantity, differences, etc.

• Can write simple information such as the name or quantity of some common items on materials like activity sheets or item labels.

IV. Introducing Basic Weather Conditions

• Can understand simple questions in daily conversation about whether the weather is good/bad, cloudy/sunny, whether it feels comfortable, etc., or simple introductions about weather information for a place.

• Can ask about simple weather information for a place, such as whether it's good/bad, cloudy/sunny, comfortable/uncomfortable; can answer simple inquiries about such weather information.

• Can simply introduce the above-mentioned weather conditions of a place; can simply express one's preference regarding the weather.

• Can understand simple descriptions about a place's weather condition, such as comparisons of hot/cold, cloudy/sunny, etc.

V. Introducing a Place

• Can understand simple questions from family, friends, classmates, etc., about the circumstances of an environment or venue (e.g., school, new home, bus station), or others' simple introductions about such a place. This includes information like distance (far/near) and location.

• Can ask about the simple circumstances of an environment or venue; can answer simple questions about the above-mentioned environmental circumstances.

• Can simply introduce the circumstances of an environment or venue.

• Can understand simple written introductions describing the above circumstances of an environment or venue.

VI. Daily Verbal Communication

• In contexts such as after greeting each other, during holidays, after receiving help, after causing trouble for someone, or seeing off a friend, can understand polite expressions from others and exchange polite expressions with them. This includes simple small talk, blessings/wishes, thanks, apologies, farewells, etc.

• In contexts such as going out, gatherings, attending school, or work, can understand simple inquiries or requests from others; can make simple inquiries or requests to others. This includes expressing a need for help, discouraging someone, making a choice, making a suggestion, giving gifts, etc.

• Can understand others' simple expressions of evaluation, feelings, or mood regarding things; can simply express one's own evaluation, feelings, or mood about things. (e.g., thinking something is good, whether one is comfortable, whether one is happy).

• Can read simple well-wishes or expressions of thanks on materials like greeting cards or text messages, such as "Happy New Year," "Happy every day," "Thank you," etc.

VII. Inquiring and Answering about Daily Diet

• Can understand simple questions in daily communication about dietary habits or dining situations, or simple introductions to the above, such as dietary preferences, regular meal patterns, restaurant preferences, evaluations of food/drink, cooking ability, etc.

• Can ask others about simple circumstances regarding daily dietary habits or dining; can answer others' simple questions about the above information.

• Can simply introduce one's own dietary habits, dining situations, cooking ability, etc.

• Can understand simple information on some menus (with the aid of pictures) as well as simple information about dietary preferences and dining situations.

VIII. Inquiring and Answering about Travel Circumstances

• Can understand simple questions when others ask for directions and can give directions; can ask others for directions and understand the simple information they provide when giving directions. This includes direction of movement, location, route, duration, public transport information, etc.

• Can understand others' simple questions about travel arrangements or travel experiences/feelings, or simple introductions to the above. This includes schedule, purpose, ticket purchasing, transportation vehicles, feelings, etc.

• Can simply introduce one's own or family members' above-mentioned travel arrangements and experiences/feelings.

• Can identify basic information related to a destination on road signs, bus stop signs, or maps, such as direction, location, public transport information, etc.

• Can understand simple written text introducing travel circumstances.

IX. Inquiring and Answering about Commodity/Product Circumstances

• Can understand simple descriptions of product information from salespersons, family, or friends, such as product name, color, quantity, price, differences from other products, and evaluations of quality (good/bad); can understand introductions from family or friends regarding product selection and purchase situations.

• Can simply describe the above information about a product to salespersons, family, or friends.

• Can communicate simply about information such as price and characteristics based on the product.

• Can understand simple written text describing products, such as name, price, characteristics, and evaluations.

• Can write down the above basic information about a product.

X. Inquiring and Answering about Illness and Visiting the Sick

• Can understand simple inquiries from family, friends, classmates, or doctors about illness, seeking medical treatment, and medication, or simple introductions to the above situations. This includes physical condition, personal feelings, reasons for illness, medication taken, and doctor's advice.

• Can ask family, friends, or classmates about the above simple circumstances concerning illness, seeking medical treatment, and medication; can answer simple questions about such situations.

• Can simply introduce one's own situation regarding illness, seeking medical treatment, and medication.

• Can inform the sick relative or friend of one's plan to visit and simply express comfort and offer suggestions.

• Can read basic information such as the frequency of medication on a doctor's prescription.

XI. Discussing Leisure Activities

• Can understand others' simple questions about daily leisure activities or simple introductions to daily leisure activities, such as traveling, using the internet, dancing, running, ball games, etc.

• Can ask family, friends, or classmates about simple circumstances regarding daily leisure activities and their arrangements; can answer simple questions about one's own, family's, or friends' daily leisure activities and their arrangements.

• Can simply introduce one's own daily leisure activities and their arrangements.

• Can understand others' simple introductions to daily leisure activities, such as the name of the activity and its arrangement.

• Can write down basic information like the timing of one's own or family members' leisure activities.

XII. Introducing Family Daily Life

• Can understand simple introductions from family or friends about family relationships and family activities. This includes family members, family members' birthdays, family members' living habits, and who does which household chores at home.

• Can simply introduce the above information about family relationships and activities in one's own family.

• Can understand simple introductions about family relationships and activities, such as family members, dates of family members' birthdays, family members' living habits, and division of household chores.

• Can fill in the main information on a family daily life activity sheet, such as who does what and at what time.

XIII. Introducing Academic Situation and Learning Experience

• Can understand simple questions from classmates, teachers, or family inquiring about basic academic circumstances or learning experiences, or simple introductions from classmates or friends about the above. This includes study schedule, how well one is learning, commonly used study supplies, what one does in class, how exams are conducted, study methods, schools attended, duration of attendance, and educational stage.

• Can ask classmates or friends about simple circumstances regarding usual studies and learning experiences; can answer simple questions about the above study-related circumstances.

• Can simply introduce one's own above-mentioned study-related circumstances to teachers, classmates, or family.

• Can understand basic information about the above-related circumstances in a study plan.

XIV. Discussing School Situation and After-school Activities

• Can understand simple questions from classmates, teachers, friends, or family about school situation and after-school activities; can understand simple introductions about school situation and after-school activities. This includes school environment, classroom situation, student situation, and the arrangement and process of after-school activities.

• Can ask classmates, teachers, or friends for simple information about school situation and after-school activities; can answer simple questions from friends or family about school situation and after-school activity arrangements.

• Can simply introduce information related to one's own school and after-school activities.

• Can understand simple introductions about the above situations.

XV. Discussing Work Situation

• Can understand simple questions from family, colleagues, or friends inquiring about work and professional status, or others' simple introductions about work and professional status. This includes workplace location, work environment, work hours, feelings about work, and professional evaluation.

• Can ask others about simple circumstances regarding work and profession; can simply answer others' daily questions about work and professional status.

• Can simply introduce the work and professional status of oneself, family, or friends. For example, when and where one works/has worked, current work situation, etc.

• Can understand the above simple content about work and professional status on materials like work logs or character introductions.

• Can write simple information about work and professional status, such as time and location.

XVI. Introducing Chinese New Year and Traditional Food

• Can understand simple questions from family, classmates, or friends about Chinese New Year, or simple introductions to Chinese New Year. This includes when it is, what to eat, whether it's fun, what to say, etc.

• Can ask family, classmates, or friends about simple circumstances regarding Chinese New Year; can answer others' simple questions about Chinese New Year information.

• Can simply introduce the above basic information about Chinese New Year. For example, which day is Chinese New Year this year, whether it is fun, saying "Happy New Year," eating dumplings, etc.

• Can understand the above simple content introducing Chinese New Year.

• Can write simple New Year greetings, such as "Happy New Year."

XVII. Using Chinese Forms of Address

• Can understand Chinese forms of address used by others in daily conversation, such as "Mr. Wang," etc.

• Can appropriately use Chinese forms of address in daily conversation. For example, surname + occupation (Teacher Zhang), surname + kinship term (Grandpa Zhang).

• Can understand Chinese forms of address at the beginning of notes, greeting cards, or letters.

HSK（二级）话题

一级话题	二级话题	三级话题
基本信息	个人信息	外貌、穿着、生日等
		身份、习惯、爱好、来处等
	事件信息	事件、人物、时间、方式、地址、原因、变化、状态等
	物品信息	名称、颜色、差别、数量、所在、特点等
	环境信息	天气
		环境特征
日常生活	交往	基本礼貌行为
		简单互动行为
		意愿感受
	饮食	食物饮品
		饮食习惯
		就餐
	交通出行	问路
		出行方式
		出行安排
		出行感受
	购物	商品选购
		商品描述
	医疗健康	生病
		就医
	休闲	休闲活动
		休闲安排
	家庭生活	家庭关系
		家庭活动
教育情况	学习情况	基本情况
		学习经历
	校园生活	学校情况
		课后活动
职场生活	工作情况	工作信息
		工作经历、工作感受
	职业	职业状况
文化与传统	传统习俗	节日
	饮食文化	中餐印象
	姓氏文化	主要姓氏、正式称谓等
5个	18个	34个

HSK（二级）语法

类别	类别名称	细目	语法内容
语素	后缀		面
词类	名词	方位名词	左、右
	动词	动词重叠	AA、A一A、A了A、ABAB
		能愿动词	可能
		离合词	帮忙、游泳、跳舞、跑步
	代词	疑问代词	为什么
		人称代词	自己
		指示代词	那么、那样、这么、这样、每
	形容词	形容词重叠	AA、AABB
	数词		万、好多、多
	量词	名量词	（1）专用名量词：条、位、间、名
			（2）借用名量词：包
		动量词	次
	副词	程度副词	多、好、最
		范围副词	一起
		时间副词	还2、已经、有时（候）、快、快要、正
		频率副词	常、经常
		否定副词	别
		关联副词	再2、就1
		语气副词	都2、就2、还是1
	介词	引出时间、处所	从1
		引出方向、路径	往
			从2
		引出对象	给
			比
			跟1
		引出原因	因为1
	连词	连接词或短语	跟2
		连接分句或者句子	但、但是、那、虽然、还是2、因为2、所以
	助词	结构助词	得、地
		动态助词	过
		动态助词	着
		语气助词	呢4、吧2、的2、啊1
		基本结构类型	动补短语1

类别	类别名称	细目	语法内容
短语	结构类型	其他结构类型	（1）“的”字短语
			（2）连谓短语
			（3）兼语短语
	功能类型	名词性短语
		动词性短语
		形容词性短语
	固定短语	其他	什么的
固定格式			还是……吧
			要/快要/就要……了
			都……了
句子成分	主语		受事主语
	谓语		名词性短语作谓语
	定语		动词或动词性短语、主谓短语作定语
	补语	结果补语1	动词+错/懂/好/会/完
		趋向补语1	简单趋向补语的趋向意义用法：（1）动词+来/去
			（2）动词+上/下/进/出/过/回
			复合趋向补语的趋向意义用法：动词+出来/出去/过来/过去/回来/回去/进来/进去/起来/上来/上去/下来/下去
		状态补语1	动词+得+形容词性短语
		数量补语2	（1）表示动作持续的时间
			（2）形容词+数量补语
句子的类型	句型	单句	主谓句4：主谓谓语句
	句类	疑问句	用“还是”连接的选择问句
		祈使句	用“别”的祈使句
	特殊句式	“是”字句2	表示说明或特征
		“有”字句2	表示达到
		存现句2	处所+动词+着(+数量短语)+名词
		比较句1	（1）A比B+形容词
			（2）A比B+形容词+数量补语/程度补语
			（3）A有/没有B（+这么/那么）+形容词
			（4）A比B+动词+得+形容词/A+动词+得+比+B+形容词
		“是……的”句1	强调时间、地点、方式、动作者

类别	类别名称	细目	语法内容
		兼语句1	表使令：主语+请/叫/让……+宾语1+动词+宾语2
		双宾语句2	主语+动词+给+宾语1+宾语2
	复句	选择复句	（是）……，还是……
		转折复句	虽然……，但是……
		因果复句	因为……，所以……
		紧缩复句	一……就……
动作的态		持续态	动词+着：（1）表示状态的持续
			（2）表示动作的持续
		经历态	用动态助词“过”表示
特殊表达法	数的表达法		序数表示法2：数词+量词
			概数表达法1：（1）用“几”表示概数
			（2）数词+多+量词
			（3）数词+量词+多

HSK（二级）任务

一、问答个人基本情况

• 能听懂在聚会、参加游戏等场景中关于个人基本情况的简单问题，或关于个人基本情况的简单介绍，如外貌、穿着、生日、身份、习惯、爱好、来处等。

• 能在上述场景中询问个人基本情况；能回答上述场景中关于个人基本情况的简单问题。

• 能简单介绍上述个人基本情况。

• 能看懂报名表、调查表、简历等处出现的上述个人基本情况。

• 能在上述表格上填写自己或家人的姓名、年龄、生日等个人基本信息。

二、问答事件情况

• 能听懂日常生活中关于事件情况的简单问题，或关于事件基本情况的简单介绍。如事件相关的人物、时间、方式、地址、原因、变化、状态等情况。

• 能向家人、朋友、同学等询问事件的简单情况；能在日常交流中回答关于上述事件情况的简单询问。

• 能向他人简单介绍上述事件的基本情况。

• 能看懂关于事件信息、事件原因、变化的句子或结构简单的小短文。

• 能在活动表、绘本等材料上书写时间、方位等简单信息。

  
  

三、问答物品情况

• 能听懂家庭、超市、学校、书店等场景中关于物品情况的简单问题，或关于常用物品情况的简单介绍。如物品名称、颜色、数量、位置特点、跟其他物品的差别等。

• 能向家人、朋友、同学等询问日常物品的简单情况；能在日常交流中回答关于物品情况的简单询问。

• 能简单介绍物品情况，如对物品特征进行简单描述、比较。

• 能看懂日常生活场景中某些常见物品的名称，以及关于物品颜色、数量、差别等情况的简单描述。

• 能在活动表、物品标签等材料上书写某些常见物品的名称、数量等简单信息。

  
  

四、介绍天气基本情况

• 能听懂日常交流中关于天气好坏、阴晴、体感是否舒服等的简单问题，或关于某地天气信息的简单介绍。

• 能询问关于某地天气的好坏、阴晴、体感是否舒服等的简单信息；能回答关于上述天气信息的简单询问。

• 能简单介绍某地的上述天气情况，能简单表达对天气的喜好。

• 能看懂关于某地天气情况的简单介绍，如冷热比较、阴晴等。

  
  

五、介绍某个地方

• 能听懂家人、朋友、同学等询问学校、新家、车站等某个环境或场所情况的简单问题，或对方关于某个环境或场所的简单介绍。如距离远近、所在位置等。

• 能询问某个环境或场所的简单情况；能回答关于上述环境情况的简单问题。

• 能简单介绍某个环境或场所的情况。

• 能看懂关于某个环境或场所上述情况的简单文字介绍。

  
  

六、日常言语交往

• 能在互相问候之后、节日到来、接受他人帮助、给别人添了麻烦、为朋友送行等场景中，听懂对方的礼貌用语，并与对方互致礼貌用语，如简单的寒暄、祝福、感谢、道歉、送别等。

• 能听懂在外出、聚会、上学、工作等场景中对方的简单询问或请求，能向他人发出简单询问或请求。如表达求助、进行劝阻、做出选择、提出建议、送人礼物等。

• 能听懂他人对事物的评价、感受或心情的简单表述；能简单表达自己对事物的评价、感受或心情。如觉得不错、是否舒服、是否高兴等。

• 能读懂贺卡、短信等材料上的简单祝福语、感谢语，如“新年快乐”“快乐每一天”“谢谢您”等。

  
  

七、问答日常饮食

• 能听懂日常交流中关于饮食习惯、就餐情况的简单问题，或对上述情况的简单介绍，如饮食喜好、日常用餐规律、餐厅喜好、饮食评价、做饭水平等。

• 能询问他人关于日常饮食习惯、就餐的简单情况；能回答他人关于上述信息的简单问题。

• 能简单介绍自己的饮食习惯、就餐情况、做饭水平等。

• 能借助图片看懂一些菜单上的简单信息以及关于饮食喜好、就餐情况的简单信息。

  
  

八、问答出行情况

• 能听懂他人问路时的简单问题，并为对方指路；能向别人问路，听懂对方指路的简单信息。如行进方向、位置、路线、时长、乘车信息等。

• 能听懂他人关于出行安排、出行感受的简单问题，或关于上述情况的简单介绍。如日程、目的、购票、交通工具、感受等。

• 能简单介绍自己或家人的上述出行安排和感受。

• 能在路标、站牌、地图上辨认出有关目的地的基本信息，如方向、位置、乘车信息等。

• 能看懂关于出行情况介绍的简单文字。

  
  

九、问答商品情况

• 能听懂售货员、家人、朋友等关于商品信息的简单描述，如商品名称、颜色、数量、价格，与其他商品的差别，对商品好坏的评价等；能听懂家人、朋友等关于商品选择情况和购买情况的介绍。

• 能向售货员、家人、朋友等简单描述商品的上述信息。

• 能根据商品进行简单的价格、特点等信息的沟通。

• 能看懂有关商品描述的简单文字。如名称、价格、特点、评价等。

• 能写出商品的上述基本信息。

十、问答生病、探病

• 能听懂家人、朋友、同学、医生等关于生病、就医用药等情况的简单询问，或对上述情况的简单介绍，如身体情况、个人感觉、生病原因、服药情况、医嘱情况等。

• 能询问家人、朋友、同学等关于上述生病、就医用药的简单情况；能回答上述生病、就医用药等情况的简单问题。

• 能简单介绍自己生病、就医用药的情况。

• 能在亲友生病时告知对方自己的探病安排，简单表达安慰与建议。

• 能读懂医生处方上的用药频次等基本信息。十一、交流休闲活动

• 能听懂他人关于日常休闲活动的简单问题，或关于日常休闲活动的简单介绍。如旅游、上网、跳舞、跑步、球类运动等。

• 能询问家人、朋友、同学等关于日常休闲活动及活动安排的简单情况；能回答关于自己、家人或朋友日常休闲活动、活动安排的简单问题。

• 能简单介绍自己的日常休闲活动、活动安排等。

• 能看懂他人日常休闲活动的简单介绍，如活动的名称、活动的安排等。

• 能写出自己或家人休闲活动的时间等基本信息。

十二、介绍家庭日常生活

• 能听懂家人、朋友等关于家人关系、家庭活动情况的简单介绍。如家庭成员、家人生日、家人生活习惯、家里谁做什么家务等。

• 能简单介绍自己家庭中关于家人关系、家庭活动的上述情况。

• 能看懂有关家人关系、家庭活动情况的简单介绍，如家庭成员，家人生日的日期，家庭成员的生活习惯，家务分工等。

• 能填写家庭日常生活活动表中的主要信息。如谁、什么时间等。

  
  

十三、介绍学习情况、学习经历

• 能听懂同学、老师或家人等询问学习基本情况、学习经历的简单问题，或同学、朋友等关于上述情况的简单介绍。如学习时间安排、学得怎么样、常用学习用品，课上做什么、怎么考试、学习方法，就读的学校、就读时间、所处学段等。

• 能询问同学或朋友等关于平时学习、学习经历的简单情况；能回答关于上述学习相关情况的简单问题。

• 能向老师、同学、家人等简单介绍自己的上述学习相关情况。

• 能看懂学习计划中上述相关情况的基本信息。

  
  

十四、交流学校情况、课后活动

• 能听懂同学、老师、朋友、家人等关于学校情况、课后活动的简单问题；能听懂关于学校情况和课后活动的简单介绍。如学校环境、教室情况、学生情况、课后活动安排和过程等。

• 能询问同学、老师、朋友等关于学校情况和课后活动的简单信息；能回答朋友、家人等关于学校情况和课后活动安排的简单问题。

• 能简单介绍自己的学校和课后活动的相关情况。

• 能看懂关于上述情况的简单介绍。

  
  

十五、交流工作情况

• 能听懂家人、同事、朋友等询问工作和职业状况的简单问题，或他人关于工作和职业状况的简单介绍，如在哪儿工作，工作环境、工作时间，工作感受、职业评价等。

• 能询问他人关于工作和职业的简单情况；能简单回答他人关于工作和职业状况的日常问题。

• 能简单介绍自己、家人、朋友等的工作和职业状况。如何时在何地工作、目前工作情况等。

• 能看懂工作日志、人物介绍等材料上关于工作和职业状况的上述简单内容。

• 能书写关于工作和职业状况的简单信息，如时间、地点等。

  
  

十六、介绍过年及传统饮食

• 能听懂家人、同学、朋友等关于过年的简单问题，或对过年的简单介绍，如何时过年、过年吃什么、过年是否好玩、过年说什么等。

• 能询问家人、同学、朋友等关于过年的简单情况；能回答他人关于过年信息的简单问题。

• 能简单介绍上述关于过年的基本信息。如今年哪天过年，过年是否好玩，过年说“过年好”，过年吃饺子等。

• 能看懂介绍过年的上述简单内容。

• 能写出关于过年的简单祝福语。如过年好。

  
  

十七、使用中文称谓语

• 能在日常交谈中听懂他人话语中的中文称谓语，如王先生等。

• 能在日常交谈中恰当地使用中文称谓语。如姓氏+职业（张老师）、姓氏+亲属称谓（张爷爷）。能看懂便条、贺卡、信件开头的中文称谓语。