This Chinese text discusses the relationship between sounds and meanings in the Chinese language. Characters represent meanings while pronunciation follows rules of syllables, tones and combinations. Understanding the interaction of these elements is important for mastering Chinese.
This document introduces an AI assistant called ChatGPT that could help teach Chinese language. The assistant has capabilities like natural language processing, generating human-like responses, and contextual understanding. It could be used to practice Chinese, create lesson plans, help with translations, and provide conversation practice. The presentation demonstrates ChatGPT answering questions, providing AI art and video, and recommending language learning apps and resources on using ChatGPT to learn or teach Chinese. Potential concerns about incorrect information and student cheating are also noted.
Chinese 3 Lesson 5 Presentation_Joanne Chen.pptxJoanne Chen
This lesson introduces Chinese hotpot and dumplings and aims to provide historical and cultural context. It discusses how hotpot originated in Mongolia 800-900 years ago and spread throughout China, developing regional variations. Dumplings have been popular in China for thousands of years and also developed diverse regional styles. The lesson seeks to explore Chinese food diversity and culture as a "melting pot" while promoting understanding of how race has shaped society and discussing ideas like food equity.
Tc1 Lesson 14 making phone calls curse materialJoanne Chen
The document contains two phone call dialogues in Mandarin Chinese.
In the first dialogue, a student Lin Jun calls his teacher Wang Laoshi to ask when their exam will be. Wang Laoshi replies that the exam is on May 23rd.
In the second dialogue, Lin Jun calls his classmate Li Dashan to ask what he is doing and to invite him to get dinner. Li Dashan replies that he is doing homework and agrees to meet Lin Jun for dinner at 6:30pm.
Tc1 Lesson 13 my schedule course materialJoanne Chen
Li Dashan has a busy schedule this semester with four classes. He has class every day, including English, math, engineering, and writing on various weekdays from 8am to 3:30pm. After class, he goes home to do homework, and on weekends often goes out to eat with his family.
Tc1 Lesson 12 what day is today course materialJoanne Chen
The document is a lesson dialogue in Mandarin Chinese about asking and telling dates, times, and making appointments. In the dialogue, Lin Jun tells Li Dashan that she has English literature class at 8am and Chinese class at 11am the next day, which is her birthday. Li Dashan invites Lin Jun to have lunch together after her class at 12:30pm lets out. Lin Jun accepts the invitation. They discuss whether to eat Chinese or Japanese food, and Lin Jun chooses Japanese.
This Chinese text discusses the relationship between sounds and meanings in the Chinese language. Characters represent meanings while pronunciation follows rules of syllables, tones and combinations. Understanding the interaction of these elements is important for mastering Chinese.
This document introduces an AI assistant called ChatGPT that could help teach Chinese language. The assistant has capabilities like natural language processing, generating human-like responses, and contextual understanding. It could be used to practice Chinese, create lesson plans, help with translations, and provide conversation practice. The presentation demonstrates ChatGPT answering questions, providing AI art and video, and recommending language learning apps and resources on using ChatGPT to learn or teach Chinese. Potential concerns about incorrect information and student cheating are also noted.
Chinese 3 Lesson 5 Presentation_Joanne Chen.pptxJoanne Chen
This lesson introduces Chinese hotpot and dumplings and aims to provide historical and cultural context. It discusses how hotpot originated in Mongolia 800-900 years ago and spread throughout China, developing regional variations. Dumplings have been popular in China for thousands of years and also developed diverse regional styles. The lesson seeks to explore Chinese food diversity and culture as a "melting pot" while promoting understanding of how race has shaped society and discussing ideas like food equity.
Tc1 Lesson 14 making phone calls curse materialJoanne Chen
The document contains two phone call dialogues in Mandarin Chinese.
In the first dialogue, a student Lin Jun calls his teacher Wang Laoshi to ask when their exam will be. Wang Laoshi replies that the exam is on May 23rd.
In the second dialogue, Lin Jun calls his classmate Li Dashan to ask what he is doing and to invite him to get dinner. Li Dashan replies that he is doing homework and agrees to meet Lin Jun for dinner at 6:30pm.
Tc1 Lesson 13 my schedule course materialJoanne Chen
Li Dashan has a busy schedule this semester with four classes. He has class every day, including English, math, engineering, and writing on various weekdays from 8am to 3:30pm. After class, he goes home to do homework, and on weekends often goes out to eat with his family.
Tc1 Lesson 12 what day is today course materialJoanne Chen
The document is a lesson dialogue in Mandarin Chinese about asking and telling dates, times, and making appointments. In the dialogue, Lin Jun tells Li Dashan that she has English literature class at 8am and Chinese class at 11am the next day, which is her birthday. Li Dashan invites Lin Jun to have lunch together after her class at 12:30pm lets out. Lin Jun accepts the invitation. They discuss whether to eat Chinese or Japanese food, and Lin Jun chooses Japanese.
The document contains a dialogue in Mandarin Chinese between Li Dashan and Lin Jun. They ask each other questions about where they live, their phone numbers, and contact information for their English teacher. Key details discussed include Li and his brother living with their aunt, Lin living in apartment number 28, and their phone numbers. Vocabulary, pinyin practice, grammar points and word building exercises related to the dialogue are also provided to help learners practice.
1. The dialogue is between Lin Jun and Li Dashan discussing their classes and homework. Lin Jun asks Li Dashan about whose books they are and what types of books they are.
2. Li Dashan says one book is his English book, while another is his engineering textbook. They discuss that Li Dashan's English class is not difficult but has lots of homework, while his engineering class is difficult but does not have much homework.
3. Lin Jun says he is learning Chinese and their Chinese homework assignments are substantial. Li Dashan asks Lin Jun to clarify what something is and confirms it is his Chinese homework.
The document provides vocabulary, phrases, and grammar lessons for greetings in Mandarin Chinese. It includes sample dialogues where two characters exchange greetings and ask each other questions using forms like "Are you a student?" and "How about him? Is he a teacher?". The document then defines key vocabulary used in the dialogues, such as pronouns and words for student and teacher. It also covers numbers, pronunciation practice, and explanations of grammar points like question formation and word order in Chinese sentences. Common Chinese greetings and responses are listed at the end.
This document provides an overview of learning Chinese pronunciation and characters. It introduces the Pinyin system for representing Chinese sounds using the Latin alphabet. Key aspects of Chinese syllables and tones are explained. Examples of common radicals, stroke order rules, and classroom expressions are given to help students become familiar with basic pronunciation and characters.
This document is a syllabus for an online beginning Chinese course at Irvine Valley College. It provides information about the instructor, required textbooks and materials, course objectives, learning procedures, assignments and exams. The course uses online self-study activities and assignments on Canvas to help students develop skills in listening, speaking, reading and writing Chinese while gaining cultural competence. Key dates are provided, and grading will be based on worksheets, online assignments, quizzes, exams and a final exam. The course aims to have students master Pinyin, learn 300+ characters and phrases, and be able to conduct short conversations in Chinese.
Using audience response system for engagement in the classroomJoanne Chen
This document discusses several audience response systems that can be used for engagement in higher education, including Quizlet Live, Mentimeter, Kahoot, Flipgrid, Padlet, and Sli.do. It provides a brief description of each tool, pricing information, and instructions for joining interactive sessions using each tool. The tools can be used for polling, quizzes, question-and-answer sessions, and sharing videos to promote student engagement.
This document is a syllabus for an introductory Chinese language course taught in a hybrid format at Irvine Valley College. The course will meet once per week in person and include additional online learning activities. Students will learn Pinyin, 300+ characters, basic literacy and conversational skills. Assessment will include exams, writing assignments, and presentations evaluating vocabulary, character reading, and oral proficiency. The course aims to provide an introduction to Chinese language and culture.
This document provides a syllabus for an introductory Chinese language hybrid course at Irvine Valley College. The course meets once per week in person and includes additional online learning activities to be completed independently. Key aspects of the course include using a textbook and online platform, completing homework, quizzes and projects involving Chinese vocabulary, characters, speaking, reading and culture. Assessment is based on exams, writing and oral presentations evaluating student learning outcomes of interpreting Chinese at a basic level.
2018 Fa Chinese 1 online course syllabusJoanne Chen
This document provides the syllabus for an online Beginning Chinese I course at Irvine Valley College in Fall 2018. It outlines the course objectives, materials, schedule, assignments, and grading. Students will develop basic communication skills in Mandarin Chinese through online self-study activities, homework, quizzes, exams, and optional in-person language lab sessions. Assignments include worksheets, online activities, and tests covering vocabulary, characters, conversation, and culture from 11 lessons. Students will earn a letter grade based on completing worksheets, online assignments, quizzes, and chapter exams on topics like greetings, introductions, schedules and restaurants.
This document provides the syllabus for an Introduction to Beginning Chinese course at Irvine Valley College for the Fall 2018 semester. The course will cover basic Chinese language skills including pronunciation, vocabulary, grammar, reading, writing, and culture. It will meet on Tuesdays and Thursdays from 11:00 AM to 1:15 PM in room LA100. Students will learn about 300 Chinese characters and be able to have simple conversations on everyday topics by the end of the course. Assessment will include homework, quizzes, exams, presentations and a final exam covering all course content and objectives.
This document summarizes 5 basic tools for teachers: (1) course management systems like Moodle to create online courses, assign homework, and provide assessments; (2) collaborative learning platforms like Wikispaces and Edmodo for group projects; (3) cloud storage apps like Dropbox, Google Drive, and OneDrive for paperless sharing of materials; (4) video tools like iMovie and Voicethread for creating and sharing lesson videos; and (5) teacher productivity apps like flashcard makers and scanning apps for activities, grading, and organization. The presentation provides examples of free and popular tools within each category to help teachers create effective digital course materials and environments.
This document describes ZipGrade, a mobile app that allows teachers to grade paper multiple choice assessments using their phone or tablet camera. Some key points:
- ZipGrade turns a mobile device into an optical scanner similar to a Scantron, allowing teachers to grade answer sheets and provide instant feedback to students.
- It can read answer sheets in multiple sizes for free, with unlimited scanning available for a yearly fee of $6.99.
- Benefits include instant feedback for students, time savings for teachers, and easy tracking of student test records. The process involves downloading the app, creating answer sheets, scanning student response sheets to automatically grade assessments.
This document provides the syllabus for an introductory Chinese hybrid course at Irvine Valley College for the Fall 2017 semester. The course meets once per week on Mondays and incorporates both in-person and online learning components. Key aspects of the course include:
- Using the Chinese Link textbook and the Canvas online platform.
- In-class sessions will focus on dialogues, vocabulary, grammar, character practice, and culture. Online activities include videos, games, assignments and quizzes to be completed independently.
- By the end of the course students will be able to conduct basic conversations on topics like making calls, schedules, ordering food, shopping and sports.
- Assessment includes exams,
The document contains a dialogue in Mandarin Chinese between Li Dashan and Lin Jun. They ask each other questions about where they live, their phone numbers, and contact information for their English teacher. Key details discussed include Li and his brother living with their aunt, Lin living in apartment number 28, and their phone numbers. Vocabulary, pinyin practice, grammar points and word building exercises related to the dialogue are also provided to help learners practice.
1. The dialogue is between Lin Jun and Li Dashan discussing their classes and homework. Lin Jun asks Li Dashan about whose books they are and what types of books they are.
2. Li Dashan says one book is his English book, while another is his engineering textbook. They discuss that Li Dashan's English class is not difficult but has lots of homework, while his engineering class is difficult but does not have much homework.
3. Lin Jun says he is learning Chinese and their Chinese homework assignments are substantial. Li Dashan asks Lin Jun to clarify what something is and confirms it is his Chinese homework.
The document provides vocabulary, phrases, and grammar lessons for greetings in Mandarin Chinese. It includes sample dialogues where two characters exchange greetings and ask each other questions using forms like "Are you a student?" and "How about him? Is he a teacher?". The document then defines key vocabulary used in the dialogues, such as pronouns and words for student and teacher. It also covers numbers, pronunciation practice, and explanations of grammar points like question formation and word order in Chinese sentences. Common Chinese greetings and responses are listed at the end.
This document provides an overview of learning Chinese pronunciation and characters. It introduces the Pinyin system for representing Chinese sounds using the Latin alphabet. Key aspects of Chinese syllables and tones are explained. Examples of common radicals, stroke order rules, and classroom expressions are given to help students become familiar with basic pronunciation and characters.
This document is a syllabus for an online beginning Chinese course at Irvine Valley College. It provides information about the instructor, required textbooks and materials, course objectives, learning procedures, assignments and exams. The course uses online self-study activities and assignments on Canvas to help students develop skills in listening, speaking, reading and writing Chinese while gaining cultural competence. Key dates are provided, and grading will be based on worksheets, online assignments, quizzes, exams and a final exam. The course aims to have students master Pinyin, learn 300+ characters and phrases, and be able to conduct short conversations in Chinese.
Using audience response system for engagement in the classroomJoanne Chen
This document discusses several audience response systems that can be used for engagement in higher education, including Quizlet Live, Mentimeter, Kahoot, Flipgrid, Padlet, and Sli.do. It provides a brief description of each tool, pricing information, and instructions for joining interactive sessions using each tool. The tools can be used for polling, quizzes, question-and-answer sessions, and sharing videos to promote student engagement.
This document is a syllabus for an introductory Chinese language course taught in a hybrid format at Irvine Valley College. The course will meet once per week in person and include additional online learning activities. Students will learn Pinyin, 300+ characters, basic literacy and conversational skills. Assessment will include exams, writing assignments, and presentations evaluating vocabulary, character reading, and oral proficiency. The course aims to provide an introduction to Chinese language and culture.
This document provides a syllabus for an introductory Chinese language hybrid course at Irvine Valley College. The course meets once per week in person and includes additional online learning activities to be completed independently. Key aspects of the course include using a textbook and online platform, completing homework, quizzes and projects involving Chinese vocabulary, characters, speaking, reading and culture. Assessment is based on exams, writing and oral presentations evaluating student learning outcomes of interpreting Chinese at a basic level.
2018 Fa Chinese 1 online course syllabusJoanne Chen
This document provides the syllabus for an online Beginning Chinese I course at Irvine Valley College in Fall 2018. It outlines the course objectives, materials, schedule, assignments, and grading. Students will develop basic communication skills in Mandarin Chinese through online self-study activities, homework, quizzes, exams, and optional in-person language lab sessions. Assignments include worksheets, online activities, and tests covering vocabulary, characters, conversation, and culture from 11 lessons. Students will earn a letter grade based on completing worksheets, online assignments, quizzes, and chapter exams on topics like greetings, introductions, schedules and restaurants.
This document provides the syllabus for an Introduction to Beginning Chinese course at Irvine Valley College for the Fall 2018 semester. The course will cover basic Chinese language skills including pronunciation, vocabulary, grammar, reading, writing, and culture. It will meet on Tuesdays and Thursdays from 11:00 AM to 1:15 PM in room LA100. Students will learn about 300 Chinese characters and be able to have simple conversations on everyday topics by the end of the course. Assessment will include homework, quizzes, exams, presentations and a final exam covering all course content and objectives.
This document summarizes 5 basic tools for teachers: (1) course management systems like Moodle to create online courses, assign homework, and provide assessments; (2) collaborative learning platforms like Wikispaces and Edmodo for group projects; (3) cloud storage apps like Dropbox, Google Drive, and OneDrive for paperless sharing of materials; (4) video tools like iMovie and Voicethread for creating and sharing lesson videos; and (5) teacher productivity apps like flashcard makers and scanning apps for activities, grading, and organization. The presentation provides examples of free and popular tools within each category to help teachers create effective digital course materials and environments.
This document describes ZipGrade, a mobile app that allows teachers to grade paper multiple choice assessments using their phone or tablet camera. Some key points:
- ZipGrade turns a mobile device into an optical scanner similar to a Scantron, allowing teachers to grade answer sheets and provide instant feedback to students.
- It can read answer sheets in multiple sizes for free, with unlimited scanning available for a yearly fee of $6.99.
- Benefits include instant feedback for students, time savings for teachers, and easy tracking of student test records. The process involves downloading the app, creating answer sheets, scanning student response sheets to automatically grade assessments.
This document provides the syllabus for an introductory Chinese hybrid course at Irvine Valley College for the Fall 2017 semester. The course meets once per week on Mondays and incorporates both in-person and online learning components. Key aspects of the course include:
- Using the Chinese Link textbook and the Canvas online platform.
- In-class sessions will focus on dialogues, vocabulary, grammar, character practice, and culture. Online activities include videos, games, assignments and quizzes to be completed independently.
- By the end of the course students will be able to conduct basic conversations on topics like making calls, schedules, ordering food, shopping and sports.
- Assessment includes exams,
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