HSK 3.0 Level 4 Topics&Grammars （HSK 3.0 Level 4话题与语法大纲）
- Feb 9
- 38 min read
Updated: Feb 11
HSK 3.0 Level 4 Topics Outline
Primary topic | Secondary topic | Tertiary topic |
Daily Life | Personal Situation | Personal Information |
Personal Characteristics | ||
Daily Affairs | Conducting Business | |
Seeking Help with Difficulties | ||
Social Interaction | Courteous Behavior | |
Emotions | ||
Insights/Reflections | ||
Diet | Food & Beverages | |
Dining | ||
Cooking | ||
Transportation & Travel | Travel Experience | |
Traffic | ||
Shopping | Product Selection | |
Shopping Experience | ||
Merchant Activities/Promotions | ||
Medical & Health | Seeking Medical Treatment | |
Healthy Living | ||
Leisure | Leisure Activities | |
Activity Feelings & Opinions, etc. | ||
Community | Living Situation | |
Community Life | ||
Housing Rental & Purchase/Sale | ||
Family Life | Home Life | |
Family Relationships | ||
Growth Process | ||
Living Habits | ||
Family Affairs | ||
Education | Academic Situation | Course Information |
Teaching & Learning Situation | ||
Learning Experience | ||
Learning Insights | ||
Campus Life | Campus Activities | |
School Information | ||
Educational Issues | Family Education | |
Social Education | ||
Workplace Life | Daily Office Work | Office Affairs |
Work Performance | ||
Workplace Interaction | ||
Career & Experience | Work Experience | |
Current Career Status, Career Evaluation | ||
Workplace/Unit Situation | Personnel Management | |
Work Environment & Benefits | ||
Nature & Environment | Nature | Geography |
Climate | ||
Flora & Fauna | ||
Natural Landscapes | ||
Natural Phenomena | ||
Environment | Environmental Conditions | |
Environmental Protection | ||
Science & Technology | Technological Development | Application of New Technologies |
Scientific Knowledge | Popular Science Knowledge | |
Scientific Research Achievements | ||
Contemporary Society | Overview | Capital, Major Provinces & Cities |
Ethnic Minorities | ||
Economic Phenomena | Popular Products | |
New Business Forms | ||
Economic Conditions | ||
Social Phenomena | Lifestyle Concepts | |
Online Life | ||
Infrastructure | ||
Popular Trends/Things | ||
Culture & Arts | Forms of Art & Culture | |
Cultural & Artistic Activities | ||
Creators & Their Works | ||
Sports | Sports Events | |
Sports Competitions | ||
Sports Celebrities & Stories | ||
China-Foreign Exchanges | Friendly Exchanges | |
Culture & Tradition | Language & Script | Sayings, Famous Quotes, etc. |
Food Culture | Traditional Dietary Concepts | |
Regional Cuisines, Traditional Shops, Brands, etc. | ||
Folk Customs & Traditions | Traditional Festivals & Customs | |
Quintessential Chinese Culture (e.g., Opera, Calligraphy) | ||
Regional Traditions | ||
Interpersonal Etiquette | ||
Cultural Landscapes | Famous Historical & Cultural Sites, etc. | |
History | Historical Figures, Historical Events | |
7 topics in total | 31 topics in total | 77 topics in total |
HSK 3.0 Level 4 Grammars Outline
细目 | 语法内容 |
能愿动词 Néngyuàn dòngcí | 敢 Gǎn |
指示代词 Zhǐshì dàicí | 各、各位、各种、任何、此 Gè, gèwèi, gèzhǒng, rènhé, cǐ |
名量词 Míngliàngcí | （1）专用名量词：打、袋、棵、台、幅 Zhuānyòng míngliàngcí: dá, dài, kē, tái, fú （2）借用名量词：脸、手、盒、屋子、桌子 Jièyòng míngliàngcí: liǎn, shǒu, hé, wūzi, zhuōzi |
动量词 Dòngliàngcí | 场、顿、趟 Chǎng, dùn, tàng |
程度副词 Chéngdù fùcí | 十分、更加、稍、稍微、尤其、多么 Shífēn, gèngjiā, shāo, shāowēi, yóuqí, duōme |
范围副词 Fànwéi fùcí | 共、全、光、仅、仅仅、至少 Gòng, quán, guāng, jǐn, jǐnjǐn, zhìshǎo |
时间副词 Shíjiān fùcí | 按时、从来、赶紧、赶快、已、忽然、将、将要、从、本来 Ànshí, cónglái, gǎnjǐn, gǎnkuài, yǐ, hūrán, jiāng, jiāngyào, cóng, běnlái |
频率副词 Pínlǜ fùcí | 重新、往往、偶尔、再次、老 Chóngxīn, wǎngwǎng, ǒu'ěr, zàicì, lǎo |
方式副词 Fāngshì fùcí | 故意、互相、相互 Gùyì, hùxiāng, xiānghù |
关联副词 Guānlián fùcí | 却 Què |
情态副词 Qíngtài fùcí | 也许、恐怕 Yěxǔ, kǒngpà |
语气副词 Yǔqì fùcí | 才^4^、就^5^、并^1^、还^4^、竟然、究竟、正好、到底、难道、千万、确实、只好、差（一）点儿 Cái⁴, jiù⁵, bìng¹, hái⁴, jìngrán, jiūjìng, zhènghǎo, dàodǐ, nándào, qiānwàn, quèshí, zhǐhǎo, chà (yī)diǎnr |
引出时间、处所 Yǐnchū shíjiān, chùsuǒ | 自、当、由^1^、随着、等1 Zì, dāng, yóu¹, suízhe, děng¹ |
引出施事、受事 Yǐnchū shīshì, shòushì | 将、由^2^、叫、让 Jiāng, yóu², jiào, ràng |
引出原因 Yǐnchū yuányīn | 由于1 Yóuyú¹ |
引出对象 Yǐnchū duìxiàng | 对于、与1 Duìyú, yǔ¹ |
引出凭借、依据 Yǐnchū píngjiè, yījù | 作为、按、按照 Zuòwéi, àn, ànzhào |
连接词或词组 Liánjiē cí huò cízǔ | 并2、而1、与2 Bìng², ér¹, yǔ² |
连接分句或句子 Liánjiē fēnjù huò jùzi | 此外、而^2^、既然、甚至、不过、并且、不光、不仅、另外、要是、因此、由于2、加上 Cǐwài, ér², jìrán, shènzhì, búguò, bìngqiě, bùguāng, bùjǐn, lìngwài, yàoshì, yīncǐ, yóuyú², jiāshàng |
其他助词 Qítā zhùcí | 等2、者、之、就是 Děng², zhě, zhī, jiùshì |
| 啊、嗯 A, èn |
| 数词+形容词+量词 Shùcí + xíngróngcí + liàngcí |
四字格 Sì zì gé | 一A一B Yī A yī B 无A无B Wú A wú B 有A有B Yǒu A yǒu B |
其他 Qítā | 来得及/来不及 Láidejí/láibují 有的是 Yǒudeshì 说不定 Shuōbùdìng 不怎么 Bù zěnme 就是说/这就是说 Jiùshìshuō/zhè jiùshì shuō |
| 一+量词+比+一+量词 Yī + liàngcí + bǐ + yī + liàngcí 在......方面 Zài... fāngmiàn 够......的 Gòu... de 拿......来说 Ná... lái shuō 再也不/没...... Zài yě bù/méi... 怎么都/也+不/没...... Zěnme dōu/yě + bù/méi... 为了......而...... Wèile... ér... 动词+一X是一X Dòngcí + yī X shì yī X （没）有什么（好）X的 (Méi) yǒu shénme (hǎo) X de X是X，Y是Y X shì X, Y shì Y X也得X，不X也得X X yě děi X, bù X yě děi XX就是了 Xjiùshìle 还X呢 Háix ne 你X你的吧 Nǐ X nǐ de ba 让/叫你X你就 X Ràng/jiào nǐ X nǐ jiù X说什么/怎么（着）也得 X Shuō shénme/zěnme(zhe) yě děi XX就X（点儿）吧 X jiù X (diǎnr) baX是X X shì X |
程度补语2 Chéngdù bǔyǔ 2 | 形容词/心理动词+死了/厉害 Xíngróngcí/xīnlǐ dòngcí + sǐle/lìhai |
可能补语2 Kěnéng bǔyǔ 2 | 动词+得/不+了 Dòngcí + de/bù + liǎo |
反问句2 Fǎnwènjù 2 | 难道......吗？ Nándào... ma? |
"把"字句2 " Bǎ" zìjù 2 | （1）主语+把+宾语+动词（+一/了）+动词 Zhǔyǔ + bǎ + bīnyǔ + dòngcí (+ yī/le) + dòngcí （2）主语+把+宾语+动词+了 Zhǔyǔ + bǎ + bīnyǔ + dòngcí + le （3）主语+把+宾语+动词+动量补语/时量补语 Zhǔyǔ + bǎ + bīnyǔ + dòngcí + dòngliàng bǔyǔ/shíliàng bǔyǔ （4）主语+把+宾语+状语+动词 Zhǔyǔ + bǎ + bīnyǔ + zhuàngyǔ + dòngcí |
被动句2 Bèidòngjù 2 | 主语+叫/让+宾语+动词+其他成分 Zhǔyǔ + jiào/ràng + bīnyǔ + dòngcí + qítā chéngfèn |
兼语句2 Jiānyǔjù 2 | （1）表爱憎义：主语+表扬/批评+宾语1+动词+宾语2 Biǎo àizèng yì: Zhǔyǔ + biǎoyáng/pīpíng + bīnyǔ 1 + dòngcí + bīnyǔ 2 （2）表称谓或认定义：主语+收/选+宾语1+做/当/为+宾语2 Biǎo chēngwèi huò rèndìng yì: Zhǔyǔ + shōu/xuǎn + bīnyǔ 1 + zuò/dāng/wéi + bīnyǔ 2 （3）表致使：主语+使/让+人称代词+动词短语 Biǎo zhìshǐ: Zhǔyǔ + shǐ/ràng + rénchēng dàicí + dòngcí duǎnyǔ |
比较句3 Bǐjiàojù 3 | （1）A不如B（+形容词） A bùrú B (+ xíngróngcí) （2）跟......相比 Gēn... xiāngbǐ |
双重否定句 Shuāngchóng fǒudìngjù | 用双重否定表示强调 Yòng shuāngchóng fǒudìng biǎoshì qiángdiào |
并列复句 Bìngliè fùjù | 不是......，而是...... Búshì..., érshì... 既......，又/也...... Jì..., yòu/yě... 一方面......，另一方面...... Yī fāngmiàn..., lìng yī fāngmiàn... |
承接复句 Chéngjiē fùjù | 首先......，其次...... Shǒuxiān..., qícì... 首先......，然后...... Shǒuxiān..., ránhòu.........，于是...... ..., yúshì... |
递进复句 Dìjìn fùjù | ......,甚至...... ..., shènzhì...不仅/不光......，还/而且...... Bùjǐn/bùguāng..., hái/érqiě.........，并且...... ..., bìngqiě... 连......也/都......，......更...... Lián... yě/dōu..., ... gèng... |
选择复句 Xuǎnzé fùjù | 不是......，就是...... Búshì..., jiùshì... |
转折复句 Zhuǎnzhé fùjù | 尽管......，但是/可是...... Jǐnguǎn..., dànshì/kěshì.........，然而...... ..., rán'ér.........，不过...... ..., búguò.........X是X，就是/不过...... ...X shì X, jiùshì/búguò... |
假设复句 Jiǎshè fùjù | ......，否则...... ..., fǒuzé...要是......，就...... Yàoshì..., jiù...要是......，（就）......，否则...... Yàoshì..., (jiù)..., fǒuzé... |
条件复句 Tiáojiàn fùjù | 不管......，都/也...... Bùguǎn..., dōu/yě...无论......，都/也...... Wúlùn..., dōu/yě... |
因果复句 Yīnguǒ fùjù | 既然......，就...... Jìrán..., jiù...（由于）......，因此...... (Yóuyú)..., yīncǐ... |
目的复句 Mùdì fùjù | ......，好...... ..., hǎo... |
让步复句 Ràngbù fùjù | 即使......，也...... Jíshǐ..., yě...就是......，也...... Jiùshì..., yě... |
紧缩复句 Jǐnsuō fùjù | 无标记 Wú biāojì不......也...... Bù... yě... |
| 概数表示法3：数词+来+量词 Gàishù biǎoshì fǎ 3: Shùcí + lái + liàngcí 用“大约、左右、前后”表示概数 Yòng “dàyuē, zuǒyòu, qiánhòu” biǎoshì gàishù 小数、分数、百分数、倍数的表示法 Xiǎoshù, fēnshù, bǎifēnshù, bèishù de biǎoshì fǎ |
HSK 3.0 Level 4 Tasks Outline
I. Discussing a Person
Can understand questions with some complexity from others regarding a familiar person or public figure's personal information and characteristics, or introductions with some complexity about such a person's personal information and characteristics. This includes curriculum vitae, family background, professional background, appearance, attire, personality, influence, etc.
Can ask questions with some complexity about the above aspects of a familiar person or public figure's personal information and characteristics; can answer questions with some complexity about such a person's personal information and characteristics.
Can give a relatively fluent general introduction to a familiar person or public figure.
Can understand general introductions about someone's personal information and characteristics.
Can write a paragraph to briefly describe or introduce a familiar person or public figure.
II. Communicating and Handling Daily Affairs
Can understand speech with some complexity related to handling business or seeking help with difficulties in daily life. For example, inquiries and explanations from staff when handling express delivery, document processing, or membership applications; inquiries and explanations from staff when seeking help such as legal consultation, police assistance, translation services, or public announcements to locate someone.
When encountering the above situations involving business handling or seeking help with difficulties, can relatively fluently explain one's own situation, make inquiries, and express the intention to communicate, seek help, or conduct business.
Can relatively fluently narrate experiences related to the above business handling or seeking help with difficulties in daily life, such as the cause, process, and outcome of the matter.
Can read general short passages about the above experiences of handling business or seeking help, or forms and notices encountered during such processes. For example, express delivery notices, business processing guidelines, etc.
Can write a paragraph to briefly narrate one's own above-mentioned experience of handling affairs or seeking help, or provide simple service feedback, evaluation, or a letter requesting help.
III. Daily Verbal Communication
Can understand expressions of politeness with some complexity from others in daily interactions, or expressions of praise, congratulations, or encouragement with some complexity in contexts like advancing in studies, getting a promotion, or achieving a good ranking in a competition, or expressions of apology with some complexity when someone has made a mistake.
In the above situations, can use expressions with some complexity to convey politeness, praise, congratulations, encouragement, apologies, etc., to others.
Can understand the above-related content in materials like congratulatory letters, announcements of good news, or letters of apology.
Can write commonly used expressions for the above interaction scenarios on greeting cards, in message books, or in emails.
IV. Discussing Emotional Topics
Can understand questions with some complexity from family, friends, etc., in daily conversation about emotions and reflections, or narration of experiences and views with some complexity regarding emotions and reflections. For example, love, friendship, family bonds, ideals, etc.
Can ask family, friends, etc., questions with some complexity related to emotions and reflections; can answer questions with some complexity from family, friends, etc., about emotions and reflections.
Can relatively fluently narrate one's own experiences and views related to love, friendship, family bonds, or ideals.
Can read general short passages on the above topics of love, friendship, family bonds, and ideals.
Can write a paragraph to briefly narrate one's own experiences and views related to love, friendship, family bonds, or ideals.
V. Introducing Dietary Situation
Can understand questions or introductions with some complexity from family, friends, waitstaff, etc., during gatherings or meals regarding food and beverages, dining situations, or dish preparation. This includes flavor, variety, characteristics of food and drink, restaurant ambiance, service, preparation process and experience, etc.
Can ask family, friends, waitstaff, etc., questions with some complexity about a particular food or beverage, a dining situation, or dish preparation; can answer the above questions with some complexity from family, friends, waitstaff, etc.
Can relatively fluently introduce the above content related to dietary situations to family, friends, etc.
Can read general short passages about a particular food or beverage, a dining situation, or dish preparation, as well as brief introductions provided online or within restaurants.
Can write a paragraph to briefly introduce a particular type of food/drink, a restaurant, or a dining experience or the process of making a dish.
VI. Discussing Transportation and Travel
Can understand questions with some complexity from family, friends, classmates, etc., in daily conversation about transportation and travel, or introductions with some complexity from family, friends, classmates, etc., about travel circumstances. For example, travel experiences and feelings, passenger transport situations, etc.
Can ask friends, family, classmates, etc., about the above travel circumstances; can answer questions with some complexity from friends, family, classmates, etc., about the above aspects of transportation and travel.
Can relatively fluently introduce one's own travel situation. For example, preparation such as choosing transportation modes, itinerary planning, hotel reservations; experiences and feelings during the trip; information one needs to know about driving, road conditions, passenger transport service capacity, routes, etc.
Can understand general introductions or short stories about the above travel content.
Can write a paragraph to simply share one's own travel experience and feelings.
VII. Exchanging Shopping Experiences and Commercial Activity Content
Can understand questions or introductions with some complexity from friends, family, sales assistants, etc., regarding product selection, shopping experiences, and commercial activities. For example, how to shop online and choose brands; shopping experiences related to spending, environment, service, and payment methods; commercial situations like discounts, promotions, advertising campaigns.
Can ask friends, family, sales assistants, etc., the above questions with some complexity about shopping experiences and commercial activities; can answer questions with some complexity from friends, family, sales assistants, etc., about the above content.
Can relatively fluently introduce one's own above-mentioned shopping experience or knowledge of commercial activity content.
Can understand general introductions from friends, family, merchants, etc., about the above shopping experiences and commercial activity content, or general activity information during events held in physical stores or on online shopping platforms.
Can write a paragraph to briefly introduce one's own shopping experience or knowledge of commercial activity content.
VIII. Discussing Medical Treatment Situations and Healthy Living
Can understand inquiries with some complexity from family, friends, medical staff, etc., about medical treatment situations and healthy living situations, or introductions with some complexity to the above. This includes symptoms of illness, injury situations, health status, health concepts and common knowledge, etc.
Can ask family, friends, medical staff, etc., the above questions with some complexity concerning medical treatment situations and healthy living; can answer questions with some complexity from family, friends, medical staff, etc., about the above situations.
Can relatively fluently narrate one's own medical treatment situation and healthy living situation.
Can read about illness/medical treatment experiences shared by friends or family, or general content about healthy living.
Can write a paragraph to briefly introduce one's own experience of being ill/seeing a doctor, or to share information about one's healthy living situation.
IX. Exchanging Information about Hobbies and Leisure Vacations
Can understand inquiries with some complexity from friends, classmates, etc., in daily conversation about leisure activity situations, feelings, and opinions, or introductions with some complexity from friends, classmates, family, etc., about their own leisure activity situations, feelings, and opinions. For example, reading, online activities, sports, fitness, singing/dancing, travel, gatherings, etc.
Can ask family, friends, classmates, etc., the above questions with some complexity about leisure activity situations, feelings, and opinions; can answer questions with some complexity from family, friends, classmates, etc., about the above situations.
Can relatively fluently narrate one's own leisure activity situation and express one's own feelings and opinions.
Can read general short passages about leisure activity situations and related feelings and opinions.
Can write a paragraph to briefly introduce one's own leisure activity situation and related feelings and opinions.
X. Exchanging Information about Living Situation and Community Situation
Can understand inquiries with some complexity from friends, neighbors, community staff, real estate agents, landlords, etc., in contexts like daily conversation or community life about living situations, community life situations, housing rental and purchase/sale situations, or introductions with some complexity to the above. This includes residential area environment, living conditions, neighborly relations, community services, rental conditions, property details, etc.
Can consult friends, neighbors, community staff, real estate agents, landlords, etc., about the above issues with some complexity concerning living situations, community situations, housing rental/purchase, etc., and can answer their questions with some complexity about the above situations.
Can relatively fluently introduce the above community-related situations to others.
Can understand general information about the above community-related situations. For example, online community discussion posts, community notices and announcements, housing rental/sale listings, etc.
Can write a paragraph to briefly introduce the above community-related situations. For example, introducing community life or property details.
XI. Exchanging Information about Family Life
Can understand questions with some complexity from family, friends, etc., about family life situations such as home life, family relationships, growth processes, living habits, and family affairs, or introductions with some complexity to the above family life situations. For example, the use of household items, room layout and furnishing; how family members get along, parent-child relationships, life with grandparents; growth experiences, hometown situation; habit formation and specific practices in life, handling of specific family affairs, etc.
Can ask family, friends, etc., questions with some complexity about the above family life situations (home life, family relationships, growth processes, living habits, family affairs); can answer questions with some complexity about the above family life situations.
Can relatively fluently introduce the above family life situations to others.
Can read general short passages about the above family life situations.
Can write a paragraph to briefly introduce the above family life situations, or one's own opinions and feelings.
XII. Discussing Teaching and Learning Situations
Can understand inquiries with some complexity from classmates, friends, family, teachers, etc., about teaching and learning situations such as course information, teaching situations, learning experiences and insights, or introductions with some complexity to the above teaching and learning situations. For example, overview of courses and majors; teaching activities and requirements; various types of exams; academic planning, degrees/diplomas, scholarships; learning methods and feelings, etc.
Can ask classmates, friends, teachers, etc., questions with some complexity about the above teaching and learning situations; can answer questions with some complexity from classmates, friends, family, teachers, etc., about the above teaching and learning situations.
Can provide relatively fluent introductions and exchange information about the above teaching and learning situations with classmates, friends, teachers, etc.
Can understand general introductions from classmates, friends, teachers, etc., about the above teaching and learning situations, or teaching activity sheets prepared by teachers.
Can write a paragraph to briefly introduce the teaching and learning situations one is aware of, or provide a simple summary of teaching activities or one's own learning situation.
XIII. Exchanging Information about Campus Life
Can understand questions with some complexity from classmates, friends, family, etc., about campus activities and school situations, or introductions with some complexity from classmates, friends, etc., to the above. For example, satisfaction surveys on campus life like those concerning cafeterias or libraries; various campus activities such as graduation parties; environmental conditions of places like sports fields and the campus; fees, major information, etc.
Can ask classmates, friends, teachers, etc., questions with some complexity about the above campus life situations; can answer questions with some complexity about the above campus life situations.
Can relatively fluently introduce the above campus life situations, such as campus activities and school information.
Can understand general introductions to the above campus life situations, such as campus activities and school information.
Can write a paragraph to briefly introduce the above campus life situations, or fill out simple campus activity forms, such as surveys, registration forms, or feedback forms.
XIV. Discussing Educational Phenomena and Concepts
Can understand inquiries with some complexity from others in daily conversation about educational issues such as family education and social education, or introductions and evaluations with some complexity to the above educational issues. For example, family education goals and methods; choices related to advancing studies and applying to schools; influential social education concepts and trending educational topics; vocational education; the current state of the education industry including educational organizations, etc.
Can ask friends, family, etc., about their understanding of the above educational issues like family education and social education; can answer questions with some complexity related to the above educational issues such as family education and social education.
Can relatively fluently introduce one's own understanding and opinions regarding the above educational issues like family education and social education.
Can read general short passages about the above educational issues such as family education and social education.
Can write a paragraph to briefly introduce an educational experience, an educational phenomenon, or an educational concept.
XV. Discussing Work Situation and Performance
Can understand inquiries with some complexity among colleagues in an office setting about office affairs, work performance, and workplace interactions, or introductions with some complexity among colleagues to the above. For example, specific work arrangements and office tasks; personal performance at work such as work attitude and ability; interactions and mutual assistance among colleagues; activities organized by the unit like team-building, etc.
Can inquire about the above situations concerning office affairs, work performance, and workplace interactions with some complexity in an office setting; can answer questions with some complexity about the above situations.
Can relatively fluently describe the specific details of the above office affairs, work performance, and workplace interactions to colleagues.
Can understand general introductions concerning the above office affairs, work performance, and workplace interactions.
Can write a paragraph to briefly introduce the above situations related to office affairs, work performance, and workplace interactions.
XVI. Introducing Career Experience and Workplace/Unit Situation
Can understand inquiries from others with some complexity about career and work experience or workplace/unit situations, or introductions with some complexity to the above. For example, work experiences like job hunting or part-time work; current career status and evaluation; personnel management situations such as position changes, recruitment and application, assessment and interviews; work environment and compensation, etc.
Can consult others about the above questions with some complexity concerning career and work experience or workplace/unit situations, or answer the other party's questions with some complexity about the above situations.
Can relatively fluently introduce the above-related situations one knows about regarding career and work experience or the workplace/unit.
Can understand general introductions about the above situations on resumes or in workplace/company information.
Can write a paragraph to briefly narrate work experience or introduce career information or workplace/unit situation.
XVII. Discussing Natural Conditions
Can understand inquiries with some complexity from friends, family, tour guides, etc., about natural conditions in contexts like daily conversation or sightseeing, or introductions with some complexity from friends, family, tour guides, etc., about natural conditions. For example, geographical overviews like the Earth, oceans, forests; climate manifestations and effects in different regions; situations of flora and fauna like tigers, bears, trees; natural landscapes like forests and oceans; natural phenomena like stars, clouds, weather.
Can ask friends, family, tour guides, etc., questions with some complexity about the above natural conditions; can answer questions with some complexity about the above natural conditions based on one's own knowledge.
Can provide a general introduction to a certain type of the above natural conditions that one is familiar with.
Can read general introductory short passages about a certain type of the above natural conditions.
Can write a paragraph to briefly introduce a certain type of the above natural conditions, such as an animal or an experience with special weather.
XVIII. Discussing Environmental Protection in Daily Life
Can understand inquiries with some complexity from others in daily conversation about environmental conditions and environmental protection situations, or introductions with some complexity from others to environmental conditions and environmental protection situations in life. For example, general environmental conditions, pollution situations, environmental protection practices, concepts, related regulations, etc.
Can ask others questions with some complexity about the above environmental conditions and environmental protection situations in life; can answer questions with some complexity about the above environmental conditions and environmental protection situations in life based on one's own knowledge.
Can generally introduce the environmental conditions, environmental protection situations, and environmental stories in life that one is aware of.
Can understand general introductions, environmental stories, and environmental protection promotional reminders in life about some environmental conditions and protection situations.
Can write a paragraph to briefly narrate one's own understanding of environmental protection situations in life. For example, an environmental public welfare activity, an environmental protection experience, some environmental protection practices, etc.
XIX. Introducing New Technology Applications and Scientific & Technological Achievements
Can understand general inquiries from others in daily conversation about situations related to the application of new technologies, popular science knowledge, and scientific/technological achievements, or introductions to the general situation of a familiar new technology application, piece of popular science knowledge, or scientific/technological achievement. For example, new technologies like QR code payments or drones; new technologies in daily life, practical popular science knowledge, simple research findings, etc.
Can ask others about the above general situations related to new technology applications, popular science knowledge, and scientific/technological achievements; can answer general questions about the above new technology applications, popular science knowledge, and scientific/technological achievements based on one's own knowledge.
Can generally introduce the above-related situations one is aware of and can express one's own opinions on these situations.
Can understand simple introductions about the above situations concerning new technology applications, popular science knowledge, and scientific/technological achievements.
Can write a paragraph to simply express one's understanding and views on the application of new technologies. For example, introducing an experience of how a new technology service serves personal life, one's own views, etc.
XX. Introducing China's Major Provinces/Cities and Ethnic Groups
Can understand general inquiries from others in daily conversation about a major Chinese province/city or ethnic group, or general introductions from others to a major Chinese province/city or ethnic group. For example, China's capital, other major cities in various provinces; characteristics and distribution of some ethnic minorities.
Can provide a general introduction to a major Chinese province or city, such as Beijing, Yunnan, etc.
Can read simple introductions about a major Chinese province/city or ethnic group. (Note: The original text for this point appears incomplete.)
XXI. Discussing Economic Phenomena
Can understand inquiries with some complexity from others in daily conversation about economic phenomena in life such as popular products, new business forms, and economic conditions, or introductions with some complexity to the above economic phenomena. For example, a recently popular product and its characteristics and sales situation; new business forms like online shops, short videos, and on-demand home services; the current state, problems, and future development of the economic situation, etc.
Can ask others questions with some complexity about the above economic phenomena; can answer questions with some complexity about the above economic phenomena based on one's own knowledge.
Can generally introduce the above economic phenomena one is aware of and can express views with some complexity on these economic phenomena.
Can understand general introductions to the above economic phenomena such as popular products, new business forms, and economic conditions.
Can write a paragraph to briefly express one's understanding of the above economic phenomena. For example, introducing a new product or describing an experience of shopping via short videos.
XXII. Discussing Social Phenomena
Can understand inquiries with some complexity from others in daily conversation about situations related to social phenomena such as lifestyle concepts, online life, and popular trends, or introductions with some complexity to a certain social phenomenon. For example, lifestyle concepts like views on marriage/relationships or consumption; the ways and influences of online life; a certain popular trend, etc.
Can ask others questions with some complexity about the above social phenomena; can answer questions with some complexity related to the above social phenomena based on one's own knowledge.
Can generally introduce the relevant situations of the above social phenomena one is aware of and can express one's own views on these situations.
Can understand general articles about the above situations related to social phenomena.
Can write a paragraph to briefly express one's understanding of situations related to the above social phenomena. For example, "My Online Life" or "The Newly Built City Library."
XXIII. Introducing Art Forms, Activities, and Works
Can understand inquiries with some complexity from others in daily conversation about situations related to art and culture such as a specific art form, cultural/artistic activity, creator of a work and their work, or introductions with some complexity to the above situations concerning artistic works. For example, the general content of a literary or artistic work like a novel, movie, or play; the situation of a cultural performance or competition; a creator like a singer, writer, or artist and their works.
Can ask others about the general situation of the above art forms, cultural/artistic activities, creators and their works; can answer questions about the above situations based on one's own knowledge.
Can generally introduce a specific art form, a cultural/artistic activity, or a creator and their work to others.
Can read general introductions to a specific art form, a cultural/artistic activity, or a creator and their work.
Can write a paragraph to briefly express one's understanding and feelings about a specific art form, a cultural/artistic activity, or a creator and their work. For example, a novel, movie, or writer one likes.
XXIV. Discussing Sports and Competitions
Can understand questions with some complexity from others in daily conversation inquiring about sports events, competition situations, sports celebrities and stories, or introductions with some complexity from others to the above. For example, characteristics of sports like table tennis or volleyball; competition process, results, player performance, etc.; representative figures of a sport and their sports stories.
Can ask friends, family, etc., questions with some complexity about sports like table tennis or volleyball, competition situations, sports celebrities and stories; can answer questions with some complexity about the above situations based on one's own knowledge.
Can generally introduce situations regarding sports like table tennis or volleyball, related competitions, and related sports celebrities and stories.
Can understand general introductions about the above related situations.
Can write a paragraph to briefly introduce the above sports, competitions, or celebrity stories. For example, a sport one likes or an exciting match.
XXV. Narrating Stories of China-Foreign Friendship
Can understand stories with some complexity told by others in daily conversation about China-foreign friendly exchanges and their impacts. For example, sister cities, sister schools, international friendships, study abroad experiences, experiences in Chinese language competitions, etc.
Can provide a general introduction to a story about China-foreign friendly exchanges and its impact, and express one's feelings about it.
Can read short stories about China-foreign friendly exchanges.
Can write a paragraph to briefly introduce a short story about China-foreign friendly exchanges. For example, "My Chinese Friend and I," "My Study Abroad Experience," etc.
XXVI. Introducing Common Sayings and Famous Quotes
Can understand certain common Chinese sayings (俗语) or famous quotes (名言) introduced by others in daily conversation.
Can generally introduce some common Chinese sayings or famous quotes and their main meanings.
Can read short passages that introduce or explain certain common Chinese sayings or famous quotes.
XXVII. Introducing Traditional Food Culture
Can understand introductions with some complexity from friends, classmates, teachers, etc., about aspects related to Chinese traditional food culture, such as traditional Chinese dietary concepts, characteristics of regional Chinese cuisines, traditional shops, and brands. For example, Chinese table manners, the cultural significance of certain foods, the flavors of different regional cuisines, the history and stories behind a century-old shop or a long-established brand.
Can give a general introduction to the above-related aspects of Chinese traditional food culture based on one's own knowledge to friends, classmates, teachers, etc.
Can read general introductions to the above-related aspects of Chinese traditional food culture.
Can write a paragraph to briefly introduce the traditional food culture or customs of China or another country.
XXVIII. Introducing Customs and Traditions
Can understand introductions with some complexity from friends, classmates, teachers, etc., regarding situations related to Chinese folk customs and traditions, such as traditional festival customs (e.g., Spring Festival, Mid-Autumn Festival), quintessential aspects of Chinese culture (e.g., Chinese martial arts, Peking Opera), regional traditions, and interpersonal etiquette (e.g., how Chinese people treat friends, teachers).
Can provide a general introduction to the above situations regarding Chinese folk customs and traditions to friends, classmates, teachers, etc., based on one's own knowledge.
Can read general short passages introducing the above situations related to Chinese folk customs and traditions.
Can write a paragraph to briefly introduce a certain traditional custom of China or another country.
XXIX. Introducing Places of Interest and Historic Sites
Can understand general introductions from friends, classmates, teachers, etc., to a Chinese place of interest and historic site, like Tiananmen and the great wall.
Can provide a general introduction to a Chinese place of interest and historic site to friends, classmates, teachers, etc., based on one's own knowledge.
Can read general short passages introducing a Chinese place of interest and historic site.
Can write a paragraph to briefly introduce a Chinese place of interest and historic site.
XXX. Introducing Historical Figures and Historical Events
Can understand general introductions from friends, classmates, teachers, etc., to a Chinese historical figure or a Chinese historical event, such as Confucius, Laozi, etc.
Can provide a general introduction to a Chinese historical figure or a Chinese historical event to friends, classmates, teachers, etc., based on one's own knowledge.
Can read general short passages introducing a Chinese historical figure or a Chinese historical event.
HSK（四级）话题
一级话题 | 二级话题 | 三级话题 |
日常生活 | 个人情况 | 个人信息 |
个人特征 | ||
日常事务 | 业务办理 | |
困难求助 | ||
交往 | 礼貌行为 | |
情感 | ||
感悟 | ||
饮食 | 食物饮品 | |
就餐 | ||
做菜 | ||
交通出行 | 出行经历 | |
交通 | ||
购物 | 商品选购 | |
购物体验 | ||
商家活动 | ||
医疗健康 | 就医 | |
健康生活 | ||
休闲 | 休闲活动 | |
活动感受、看法等 | ||
社区 | 居住情况 | |
社区生活 | ||
房屋租赁与买卖 | ||
家庭生活 | 居家生活 | |
家庭关系 | ||
成长过程 | ||
生活习惯 | ||
家庭事务 |
一级话题 | 二级话题 | 三级话题 |
教育情况 | 学习情况 | 课程情况 |
教学情况 | ||
学习经历 | ||
学习心得 | ||
校园生活 | 校园活动 | |
学校情况 | ||
教育问题 | 家庭教育 | |
社会教育 | ||
职场生活 | 日常办公 | 办公事务 |
工作表现 | ||
职场交往 | ||
职业与经历 | 工作经历 | |
职业现状、职业评价 | ||
单位情况 | 人事管理 | |
工作环境与待遇 | ||
自然与环境 | 自然 | 地理 |
气候 | ||
动植物 | ||
自然景观 | ||
自然现象 | ||
环境 | 环境状况 | |
环境保护 | ||
科学技术 | 科技发展 | 新技术运用 |
科学知识 | 科普知识 | |
科研成果 |
一级话题 | 二级话题 | 三级话题 |
当代社会 | 概况 | 首都、主要省市 |
少数民族 | ||
经济现象 | 流行产品 | |
新商业形态 | ||
经济状况 | ||
社会现象 | 生活观念 | |
网络生活 | ||
基础设施 | ||
流行事物 | ||
文艺 | 文艺形式 | |
文艺活动 | ||
创作者及其作品 | ||
体育 | 运动项目 | |
体育比赛 | ||
体育名人、体育故事 | ||
中外交流 | 友好往来 | |
文化与传统 | 语言文字 | 俗语、名言等 |
饮食文化 | 传统饮食观念 | |
各地饮食、传统店铺、品牌等 | ||
民俗传统 | 传统节日与习俗 | |
国粹 | ||
各地传统 | ||
人际交往礼仪 | ||
人文景观 | 名胜古迹等 | |
历史 | 历史人物、历史事件 | |
7个 | 31个 | 77个 |
HSK（四级）语法
类别 | 类别名称 | 细目 | 语法内容 |
词类 | 动词 | 能愿动词 | 敢 |
代词 | 指示代词 | 各、各位、各种、任何、此 | |
量词 | 名量词 | （1）专用名量词：打、袋、棵、台、幅 | |
（2）借用名量词：脸、手、盒、屋子、桌子 | |||
动量词 | 场、顿、趟 | ||
副词 | 程度副词 | 十分、更加、稍、稍微、尤其、多么 | |
范围副词 | 共、全、光、仅、仅仅、至少 | ||
时间副词 | 按时、从来、赶紧、赶快、已、忽然、将、将要、从、本来 | ||
频率副词 | 重新、往往、偶尔、再次、老 | ||
方式副词 | 故意、互相、相互 | ||
关联副词 | 却 | ||
情态副词 | 也许、恐怕 | ||
语气副词 | 才4、就5、并1、还4、竟然、究竟、正好、到底、难道、千万、确实、只好、差（一）点儿 | ||
介词 | 引出时间、处所 | 自、当、由1、随着、等1 | |
引出施事、受事 | 将、由2、叫、让 | ||
引出原因 | 由于1 | ||
引出对象 | 对于、与1 | ||
引出凭借、依据 | 作为、按、按照 | ||
连词 | 连接词或词组 | 并2、而1、与2 | |
连接分句或句子 | 此外、而2、既然、甚至、不过、并且 | ||
不光、不仅、另外、要是、因此、由于2、加上 | |||
助词 | 其他助词 | 等2、者、之、就是 | |
叹词 |
| 啊、嗯 | |
短语 | 结构类型 |
| 数词+形容词+量词 |
固定短语 | 四字格 | 一A一B | |
无A无B | |||
有A有B | |||
其他 | 来得及/来不及 | ||
有的是 | |||
说不定 | |||
不怎么 | |||
就是说/这就是说 |
类别 | 类别名称 | 细目 | 语法内容 |
固定格式 |
|
| 一+量词+比+一+量词 |
在……方面 | |||
够……的 | |||
拿……来说 | |||
再也不/没…… | |||
怎么都/也+不/没…… | |||
为了……而…… | |||
动词+一X是一X | |||
（没）有什么（好）X的 | |||
X是X，Y是Y | |||
X也得X，不X也得X | |||
X就是了 | |||
还X呢 | |||
你X你的吧 | |||
让/叫你X你就X | |||
说什么/怎么（着）也得X | |||
X就X（点儿）吧 | |||
X是X | |||
句子成分 |
| 程度补语2 | 形容词/心理动词+死了/厉害 |
可能补语2 | 动词+得/不+了 | ||
| 句类 | 反问句2 | 难道……吗？ |
由疑问代词构成的反问句 | |||
特殊句型 | “把”字句2 | （1）主语+把+宾语+动词（+一/了）+动词 | |
（2）主语+把+宾语+动词+了 | |||
（3）主语+把+宾语+动词+动量补语/时量补语 | |||
（4）主语+把+宾语+状语+动词 | |||
被动句2 | 主语+叫/让+宾语+动词+其他成分 | ||
兼语句2 | （1）表爱憎义：主语+表扬/批评+宾语1+动词 +宾语2 | ||
（2）表称谓或认定义：主语+收/选+宾语1+做/当/为+宾语2 | |||
（3）表致使：主语+使/让+人称代词+动词短语 |
类别 | 类别名称 | 细目 | 语法内容 |
句子的类型 |
| 比较句3 | （1）A不如B（+形容词） |
（2）跟……相比 | |||
双重否定句 | 用双重否定表示强调 | ||
复句 |
并列复句 | 不是……，而是…… | |
既……，又/也…… | |||
一方面……，另一方面…… | |||
承接复句 | 首先……，其次…… | ||
首先……，然后…… | |||
……，于是…… | |||
递进复句 | ……,甚至…… | ||
不仅/不光……，还/而且…… | |||
……，并且…… | |||
连……也/都……，……更…… | |||
选择复句 | 不是……，就是…… | ||
转折复句 | 尽管……，但是/可是…… | ||
……，然而…… | |||
……，不过…… | |||
……X是X，就是/不过…… | |||
假设复句 | ……，否则…… | ||
要是……，就…… | |||
要是……，（就）……，否则…… | |||
条件复句 | 不管……，都/也…… | ||
无论……，都/也…… | |||
因果复句 | 既然……，就…… | ||
（由于）……，因此…… | |||
目的复句 | ……，好…… | ||
让步复句 | 即使……，也…… | ||
就是……，也…… | |||
紧缩复句 | 无标记 | ||
不……也…… | |||
特殊表达法 |
数的表示法 |
| 概数表示法3：数词+来+量词 |
用“大约、左右、前后”表示概数 | |||
小数、分数、百分数、倍数的表示法 |
HSK（四级）任务
一、谈论某个人物
能听懂他人关于某个熟人或公众人物个人信息、个人特征方面有一定复杂度的问题，或他人关于此人个人信息、个人特征方面有一定复杂度的介绍。如履历、家庭背景、职业背景、外貌、装扮、性格、影响力等。
能询问上述有一定复杂度的关于某个熟人或公众人物个人信息、个人特征方面的情况；能回答上述关于此人个人信息、个人特征的有一定复杂度的问题。
能比较流利地对某个熟人或公众人物进行一般性介绍。
能看懂关于某人个人信息、个人特征的一般性介绍。
能写出一段话简单描述或介绍某个熟人或公众人物。
二、交流、处理日常事务
能听懂日常生活中有关业务处理、困难求助的有一定复杂度的话语。如办理快递收发、证件办理、申请会员时工作人员的询问和介绍等；需要法律咨询、警务求助、翻译咨询、广播寻人等帮助时工作人员的询问和介绍等。
能在遇到上述有关业务处理、困难求助情况时，比较流利地说明自己的情况，进行询问，表达沟通、求助、办事的意愿。
能比较流利地讲述上述日常生活中有关业务处理、困难求助的经历。如事情的起因、经过、结果。
能读懂有关上述业务处理、困难求助经历的一般性短文，或办事过程中的一些表格、通知。如快递通知单、业务办理须知等。
能写出一段话简单讲述自己的上述办事、求助经历，或简单的服务反馈与评价或求助信。
三、日常言语交往
能听懂日常交往中对方表达客气的有一定复杂度的言语，或在升学、升职、比赛中取得好名次等场景中别人表达赞美、祝贺、鼓励的有一定复杂度的言语，或别人做错事表达歉意的有一定复杂度的言语。
能在上述情境中用有一定复杂度的言语表达对别人的客气、赞美、祝贺、鼓励、歉意等。
能看懂祝贺信、喜报、道歉信等材料中的上述相关内容。
能在贺卡、留言册、邮件中写出上述交往场景中的常用表达。
四、谈论情感话题
能听懂日常交谈中家人、朋友等关于情感及感悟的有一定复杂度的问题，或讲述有一定复杂度的关于情感及感悟的经历、看法。如爱情、友情、亲情、理想等。
能询问家人、朋友等情感及感悟相关的有一定复杂度的问题；能回答家人、朋友等关于情感及感悟的有一定复杂度的问题。
能比较流利地讲述自己关于爱情、友情、亲情、理想相关的经历、看法。
能读懂关于上述爱情、友情、亲情、理想话题的一般性短文。
能写出一段话简单讲述自己的爱情、友情、亲情、理想相关的经历、看法。
五、介绍饮食情况
能听懂聚会、就餐时家人、朋友、服务员等对食物饮品、就餐情况、菜品制作情况等有一定复杂度的问题或介绍。如饮食味道、饮食种类、饮食特点、餐厅环境、餐厅服务、制作过程和经验等。
能询问家人、朋友、服务员等某种食物饮品情况、就餐情况、菜品制作情况等有一定复杂度的问题；能回答家人、朋友、服务员等上述有一定复杂度的问题。
能向家人、朋友等比较流利地介绍上述饮食情况相关内容。
能看懂关于某种食物饮品、就餐情况、菜品制作情况的一般性短文，以及网络上或餐厅内提供的简短介绍。
能写出一段话简单介绍某种饮食、某家餐厅，或某次就餐经历、美食制作过程。
六、谈论交通出行
能听懂日常交谈中家人、朋友、同学等关于交通出行的、有一定复杂度的问题，或者家人、朋友、同学等关于交通出行情况的、有一定复杂度的介绍。如出行经历感受、交通客运情况等。
能向朋友、家人、同学等询问上述交通出行的情况；能回答朋友、家人、同学等提出的关于上述交通出行的有一定复杂度的问题。
能比较流利地介绍自己的出行情况。如选择交通方式、行程计划、酒店预订等准备情况，出行过程中的经历、感受，需要了解的驾驶、路况、客运服务能力、路线等情况。
能看懂关于上述交通出行内容的一般性介绍或短文故事。
能写出一段话简单分享自己的出行经历和感受。
七、交流购物体验、商业活动内容
能听懂朋友、家人、导购等关于商品选购、购物体验、商业活动等方面有一定复杂度的问题或介绍。如如何网购与选择品牌；有关花费、环境、服务及支付方式的购物体验；打折促销、广告活动等商业情况。
能询问朋友、家人、导购等上述购物体验、商业活动方面的有一定复杂度的问题；能回答朋友、家人、导购等有关上述内容的有一定复杂度的问题。
能比较流利地介绍自己的上述购物体验或所了解的商业活动内容。
能看懂朋友、家人、商家等关于上述购物体验、商业活动内容的一般性介绍，或在线下商场、网购平台举行活动时的一般性活动信息。
能写出一段话简单介绍自己的购物体验或所了解的商业活动内容。
八、谈论就医情况、健康生活
能听懂家人、朋友、医护人员等关于就医情况、健康生活情况的有一定复杂度的询问，或对上述情况有一定复杂度的介绍，如生病症状、受伤情况，健康状况、健康观念和常识等。
能向家人、朋友、医护人员等询问上述有关就医情况、健康生活情况的有一定复杂度的问题；能回答家人、朋友、医护人员等提出的有关上述情况的有一定复杂度的问题。
能比较流利地讲述自己的就医情况、健康生活情况。
能看懂朋友、家人等分享的生病就医经历，或有关健康生活的一般性内容。
能写出一段话简单介绍自己的生病就医经历，或者分享健康生活情况。
九、交流业余爱好、休闲度假
能听懂日常交谈时朋友、同学等关于休闲活动情况及感受、看法的有一定复杂度的询问，或朋友、同学、家人等介绍自己休闲活动的有一定复杂度的情况及感受、看法。如阅读、网络活动、运动、健身、歌舞、旅行、聚会等。
能向家人、朋友、同学等询问上述有关休闲活动情况及感受、看法的有一定复杂度的问题；能回答家人、朋友、同学等提出的有关上述情况的有一定复杂度的问题。
能比较流利地讲述自己的休闲活动情况，表达自己的感受、看法。
能看懂关于休闲活动情况及感受、看法的一般性短文。
能写出一段话简单介绍自己的休闲活动情况及相关感受、看法。
十、交流居住情况、社区情况
能听懂日常交谈、社区生活等情境中朋友、邻居、社区工作人员、房屋中介、房东等关于居住情况、社区生活情况、房屋租赁与买卖等情况的有一定复杂度的询问，或对上述情况有一定复杂度的介绍。如小区环境、生活条件、邻里相处、社区服务、租房条件、房屋情况等。
能咨询朋友、邻居、社区工作人员、房屋中介、房东等上述有关居住情况、社区情况、房屋租赁与买卖等情况的有一定复杂度的问题，能回答对方关于上述情况的有一定复杂度的问题。
能比较流利地向对方介绍上述社区相关情况。
能看懂上述社区相关情况的一般性信息。如社区网上交流帖，社区情况通知、通告，房屋租售信息等。
能写出一段话简单介绍上述社区相关情况。如介绍社区生活、房屋情况等。
十一、交流家庭生活情况
能听懂家人、朋友等关于居家生活、家庭关系、成长过程、生活习惯、家庭事务等家庭生活情况有一定复杂度的问题，或对上述家庭生活情况的、有一定复杂度的介绍。如生活用品使用、房间格局及布置，家人如何相处、亲子关系如何、祖孙生活情况，成长经历、家乡情况，生活中的习惯养成及具体做法、家庭具体事务的处理等。
能询问家人、朋友等关于居家生活、家庭关系、成长过程、生活习惯、家庭事务等家庭生活情况的有一定复杂度的问题；能回答上述家庭生活情况的有一定复杂度的问题。
能比较流利地向对方介绍上述家庭生活情况。
能读懂关于上述家庭生活情况的一般性短文。
能写出一段话简单介绍上述家庭生活情况，或自己的看法、感受。
十二、谈论教学、学习情况
能听懂同学、朋友、家人、老师等关于课程情况、教学情况、学习经历与心得等教学、学习情况的有一定复杂度的询问，或关于上述教学、学习情况的有一定复杂度的介绍。如课程、专业概况，教学活动与要求，各类考试，学业规划、学位学历、奖学金，学习方法与感受等。
能询问同学、朋友、老师等有关上述教学、学习情况的有一定复杂度的问题；能回答同学、朋友、家人、老师等对上述教学、学习情况的有一定复杂度的问题。
能就上述教学、学习情况向同学、朋友、老师等进行比较流利地介绍，交流信息。
能看懂同学、朋友、老师等就上述教学、学习情况的一般性介绍，或老师编写的教学活动单。
能写出一段话简单介绍自己所了解的教学、学习情况，或给教学活动、自己的学习情况做出简单总结。
十三、交流校园生活
能听懂同学、朋友、家人等关于校园活动、学校情况的有一定复杂度的问题，或同学、朋友等关于上述情况有一定复杂度的介绍。如对食堂、图书馆等的校园生活满意度调查，毕业晚会等各种校园活动情况，操场、校园等环境情况，费用、专业情况等。
能询问同学、朋友、老师等关于上述校园生活情况的有一定复杂度的问题；能回答关于上述校园生活情况的有一定复杂度的问题。
能比较流利地介绍关于校园活动、学校情况等上述校园生活情况。
能看懂关于校园活动、学校情况等上述校园生活情况的一般性介绍。
能写出一段话简单介绍上述校园生活情况，或填写简单的校园活动表格，如调查表、报名表、意见表等。
十四、谈论教育现象、观念
能听懂日常谈话中对方关于家庭教育、社会教育等教育问题的有一定复杂度的询问，或对上述教育问题有一定复杂度的介绍和评价。如家庭教育目标、教育方式，升学报考选择，有影响的社会教育观念和教育类热点话题，职业教育，教育组织等教育行业现状，等等。
能询问朋友、家人等关于上述家庭教育、社会教育等教育问题的了解情况；能回答关于上述家庭教育、社会教育等教育相关有一定复杂度的问题。
能比较流利地介绍自己有关上述家庭教育、社会教育等教育相关问题的了解及看法。
能看懂关于上述家庭教育、社会教育等教育相关问题的一般性短文。
能写出一段话简单介绍一段教育经历、一种教育现象或理念。
十五、谈论工作情况与表现
能听懂办公室场景下同事之间关于办公事务、工作表现、职场交往情况的有一定复杂度的询问，或同事之间对上述情况有一定复杂度的介绍。如具体的工作安排及办公室事务，工作态度、工作能力等工作中的个人表现，同事之间的相处、互助，单位组织的团建等活动，等等。
能询问办公室场景下上述关于办公事务、工作表现、职场交往的有一定复杂度的情况，能回答有关上述情况的有一定复杂度的问题。
能向同事比较流利地讲述上述办公事务、工作表现、职场交往情况的具体内容。
能看懂有关上述办公事务、工作表现、职场交往情况的一般性介绍。
能写出一段话简单介绍有关上述办公事务、工作表现、职场交往情况。
十六、介绍职业经历与单位情况
能听懂他人询问关于职业与工作经历、单位情况的有一定复杂度的问题，或对上述情况有一定复杂度的介绍。如求职、打工等工作经历，职业现状与评价，职位变动、招聘应聘、考核面试等人事管理情况，工作环境与待遇，等等。
能咨询他人关于上述职业与工作经历、单位情况的有一定复杂度的问题，或回答对方有关上述情况的有一定复杂度的问题。
能比较流利地介绍自己了解的上述职业与工作经历、单位的相关情况。
能看懂简历上、单位资讯中有关上述情况的一般性介绍。
能写出一段话简单叙述工作经历，介绍职业信息或单位情况。
十七、谈论自然情况
能听懂日常交谈、参观游览等情境中朋友、家人、导游等关于自然情况的有一定复杂度的询问，或朋友、家人、导游等关于自然情况的有一定复杂度的介绍。如地球、海洋、森林等地理概况；不同地区气候表现、影响；老虎、熊、树木等动植物情况；森林、海洋等自然景观；星星、云、天气等自然现象。
能询问朋友、家人、导游等关于上述自然情况有一定复杂度的问题，能就自己所了解的信息回答有关上述自然情况有一定复杂度的问题。
能大致介绍自己所了解的上述某种自然情况。
能看懂关于上述某种自然情况的一般介绍性短文。
能写出一段话简单介绍上述某种自然情况，如一种动物、某种特殊天气的经历等。
十八、谈论生活中的环保情况
能听懂日常交谈中对方询问环境状况、环保情况有一定复杂度的问题，或对方就生活中环境状况、环保情况有一定复杂度的介绍。如环境的一般情况、污染情况、环保做法、观念、相关法规等。
能询问他人生活中有关上述环境状况、环保情况等有一定复杂度的问题；能就自己所知回答上述生活中环境状况、环保情况有一定复杂度的问题。
能大致介绍自己了解的生活中的环境状况、环保情况、环保故事。
能看懂生活中的一些环境状况和环保情况的一般性介绍、环保故事、环保宣传提示等。
能写出一段话简单叙述自己对生活中环保情况的了解。如一个环保公益活动，一次环保经历，一些环保做法等。
十九、介绍新技术应用及科技成果
能在日常交谈时听懂他人关于新技术运用、科普知识、科技成果等相关情况的一般性询问，或介绍某种熟悉的新技术运用、科普知识、科技成果的一般情况，如扫码支付、无人机等新技术，生活中的新科技、实用科普知识、简单的研究发现等。
能询问他人有关上述新技术运用、科普知识、科技成果等相关的一般性情况，能就自己所知回答上述新技术运用、科普知识、科技成果等相关一般性问题。
能大致介绍自己了解的上述相关情况，能对这些情况发表自己的看法。
能看懂有关上述新技术运用、科普知识、科技成果等情况的简单介绍。
能写出一段话简单表达对新技术运用的了解和看法。如介绍某项新技术服务个人生活的经历、自己的看法等。
二十、介绍中国的主要省市、民族
能听懂日常交谈中对方关于中国某个主要省市、民族的一般性询问，或对方对中国某个主要省市、民族的一般性介绍。如中国首都、其他各省的主要城市等，一些少数民族的特点、分布等。
能大致介绍中国的某个主要省市。如北京、云南等。
能读懂关于中国某个主要省市、民族的简单介绍。
二十一、谈论经济现象
能在日常交谈时听懂他人关于流行产品、新商业形态、经济状况等生活中的经济现象有一定复杂度的询问，或对上述经济现象有一定复杂度的介绍。如最近流行的某个产品及其特点、销售情况；网店、短视频、上门经济等新商业形态；经济形势的现状、问题、未来发展等。
能询问他人有关上述经济现象的有一定复杂度的问题，能就自己所知回答上述经济现象有一定复杂度的问题。
能大致介绍自己了解的上述经济现象，能对这些经济现象发表有一定复杂度的看法。
能看懂有关上述流行产品、新商业形态、经济状况等经济现象的一般性介绍。
能写出一段话简单表达自己对上述经济现象的了解。如介绍一款新产品，介绍一次通过短视频购物的经历等。
二十二、谈论社会现象
能在日常交谈时听懂他人关于生活观念、网络生活、流行事物等社会现象相关情况的有一定复杂度的询问，或对某种社会现象有一定复杂度的介绍，如婚恋观、消费观等生活观念；网络生活的方式、影响等；某种流行事物等。
能询问他人有关上述社会现象的有一定复杂度的问题，能就自己所知回答上述社会现象相关有一定复杂度的问题。
能大致介绍自己了解的上述社会现象的相关情况，能对这些情况发表自己的看法。
能看懂有关上述社会现象相关情况的一般性文章。
能写出一段话简单表达自己对上述社会现象相关情况的了解。如我的网络生活，新建的城市图书馆等。
二十三、介绍文艺形式、活动、作品
能在日常交谈时听懂他人对某种文艺形式、文艺活动、文艺作品创作者及其作品等文艺相关情况有一定复杂度的询问，或关于上述文艺作品相关情况的有一定复杂度的介绍。如某部小说、电影、话剧等文艺作品的大致内容，某场文艺表演、比赛情况，某位歌手、作家、艺术家等创作者及其作品。
能询问他人有关上述文艺形式、文艺活动、文艺作品创作者及其作品的一般情况，能就自己所知回答有关上述情况的问题。
能向他人大致介绍某种文艺形式、某个文艺活动、某位文艺作品创作者及其作品。
能读懂对某种文艺形式、某个文艺活动、某位文艺作品创作者及其作品的一般性介绍。
能写出一段话简单表达对某种文艺形式、某个文艺活动、某位文艺作品创作者及其作品的了解和感受。如我喜欢的一部小说、一部电影、一位作家等。
二十四、谈论体育项目及比赛
能在日常交谈时听懂他人询问运动项目情况、比赛情况、体育名人及故事的有一定复杂度的问题，或他人对上述情况的有一定复杂度的介绍。如乒乓球、排球等项目特点，比赛过程、获奖情况、队员表现等，某个体育项目的代表人物及其体育故事等。
能询问朋友、家人等有关乒乓球、排球等项目情况、比赛情况、体育名人和故事的有一定复杂度的问题；能就自己所知回答有关上述情况的有一定复杂度的问题。
能大致介绍乒乓球、排球等体育项目、相关比赛、相关体育名人和故事的情况。
能看懂关于上述相关情况的一般性介绍。
能写出一段话简单介绍上述体育项目、比赛、名人故事。如我喜欢的一项运动，一次精彩的比赛等。
二十五、讲述中外友好故事
能在日常交谈时听懂对方讲述的有一定复杂度的中外友好往来的故事及其产生的影响。如友好城市、友好学校、跨国友谊、留学经历、中文比赛经历等。
能大致介绍某个中外友好往来的故事及其产生的影响，并说出感受。
能看懂中外友好往来的小故事。
能写出一段话简单介绍中外友好交往小故事。如我和我的中国朋友，我的留学经历等。
二十六、介绍常见俗语、名言
能听懂日常交谈中别人介绍的某些中文常见俗语、名言。
能大致介绍一些中文常见俗语、名言及其主要含义。
能看懂介绍、解读某些中文常见俗语、名言的小短文。
二十七、介绍传统饮食文化
能听懂朋友、同学、老师等对中国传统饮食观念、中国各地饮食特点、传统店铺、品牌等中国传统饮食文化相关情况的有一定复杂度的介绍。如中国人的餐桌礼仪、某种食物的内涵，各地饮食的风味等，某个百年老店、老品牌的历史和故事。
能就自己所知向朋友、同学、老师等大致介绍上述中国传统饮食文化的相关情况。
能看懂介绍上述中国传统饮食文化相关情况的一般性介绍。
能写出一段话简单介绍中国或其他某个国家的传统饮食文化或习俗。
二十八、介绍风俗传统
能听懂朋友、同学、老师等对中国传统节日习俗、国粹、各地传统、人际交往礼仪等中国民俗传统相关情况的有一定复杂度的介绍。如春节、中秋节等节日习俗；中国功夫、京剧等国粹；民间喜好与禁忌；中国人对待朋友、对待师长等的交往礼仪等。
能就自己所知向朋友、同学、老师等大致介绍上述中国民俗传统的相关情况。
能看懂介绍上述中国民俗传统相关情况的一般性短文。
能写出一段话简单介绍中国或其他某个国家的某种传统习俗。
二十九、介绍名胜古迹
能听懂朋友、同学、老师等对中国某个名胜古迹的一般性介绍。如天安门、长城等。
能就自己所知向朋友、同学、老师等大致介绍中国某个名胜古迹。
能看懂介绍中国某个名胜古迹的一般性短文。
能写出一段话简单介绍中国某个名胜古迹。
三十、介绍历史人物、历史事件
能听懂朋友、同学、老师等对某位中国历史人物或某个中国历史事件的一般性介绍。如孔子、老子等。
能就自己所知向朋友、同学、老师等大致介绍某位中国历史人物或者某个中国历史事件的相关情况。
能看懂介绍某位中国历史人物或者某个中国历史事件的一般性短文。
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