This document provides information about an upcoming welcoming party for new students at Georgetown University. It includes a schedule for the event which begins at 12:30pm with an icebreaker activity, followed by a quiz game and encourages attendees to just have fun. It also lists some announcements about upcoming fall events and job opportunities. The document provides details about the quiz game including sample questions about Georgetown and the DC area.
This document discusses working part-time jobs to earn money. It provides details on several potential part-time job options, including their job titles, workplaces, experience requirements, typical working hours, and wages. It asks what factors should be considered when applying for jobs, such as pay, work hours, location suitability, and whether the job involves using Chinese.
(1) This document contains a Chinese language lesson discussing various Chinese phrases and their English equivalents, including "来去", "的地得", "根本", "到底", "原来", "实际上", "难怪".
(2) It also provides example sentences to practice using these phrases. Learners are asked to complete sentences using the target phrases.
(3) The document ends with questions about a video about a Chinese woman who rents a boyfriend to appease her mother, testing the learners' comprehension of the content.
This document provides information about an upcoming welcoming party for new students at Georgetown University. It includes a schedule for the event which begins at 12:30pm with an icebreaker activity, followed by a quiz game and encourages attendees to just have fun. It also lists some announcements about upcoming fall events and job opportunities. The document provides details about the quiz game including sample questions about Georgetown and the DC area.
This document discusses working part-time jobs to earn money. It provides details on several potential part-time job options, including their job titles, workplaces, experience requirements, typical working hours, and wages. It asks what factors should be considered when applying for jobs, such as pay, work hours, location suitability, and whether the job involves using Chinese.
(1) This document contains a Chinese language lesson discussing various Chinese phrases and their English equivalents, including "来去", "的地得", "根本", "到底", "原来", "实际上", "难怪".
(2) It also provides example sentences to practice using these phrases. Learners are asked to complete sentences using the target phrases.
(3) The document ends with questions about a video about a Chinese woman who rents a boyfriend to appease her mother, testing the learners' comprehension of the content.
Wang Laoshi graduated with a major in English and taught high school English for 3 years, earning a little money. His professor suggested that he study abroad, so he took the advice and applied to graduate school. After graduating, he decided to become an English teacher because he enjoyed interacting with students each day.
This document contains discussion questions and example dialogs for a Chinese language class. It asks students to share games they play, discuss what can be downloaded from the internet and how, provide publication details for a book, and respond to prompts asking when and where they go places using various Chinese expressions. It also provides example conversations answering questions about transportation, living situations, and payments. Finally, it offers prompts and examples for discussing situations that turned out differently than expected using the expression "It turned out..."
This document summarizes a linguistic landscape study comparing Chinatown in Washington DC and Rockville, Maryland. The study examines the use of Chinese and English languages in public signage. Some initial findings are that Chinese writing appears more on exteriors in Chinatown DC, while used both inside and out in Rockville. There seems to be more direct Chinese to English translation in Rockville and more English to Chinese translation in Chinatown DC. Both traditional and simplified Chinese characters are found in both locations. Further interviews with shop owners and customers are planned to expand the study.
This document summarizes Deborah Cameron's 1998 study on the language used by five young heterosexual men when talking about sports. Cameron analyzed their conversation to understand how they constructed heterosexual masculinity through talk. She found that they used both cooperative and competitive language. They cooperated by building rapport through latching on to each other's words and jointly producing discourse. However, they also competed for dominance in the conversation. The men established a shared identity by categorizing a gay classmate as the antithesis of a man and gossiping about him. Their language use both reinforced solidarity and sought social status within the group.
This document contains an English listening test for high school students in Taiwan. It consists of 4 sections with a total of 40 multiple choice questions. The first section has 4 single choice questions about matching images to sentences describing situations. The second section has 6 multiple choice questions, where students must select 2 out of 4 options that are true about each picture. The third section contains 10 single choice questions requiring students to select the most appropriate response to sentences and short dialogs. The fourth section contains 10 question pairs based on short passages.
This document summarizes Mary L. Gray's 2009 journal article on how rural queer youth use media and online spaces. Through a 19-month ethnographic study of interviews with rural LGBTQ youth, Gray found that online representations provided materials for rural youth to understand and express their identities, as they are rarely depicted in media portrayals of rural places. However, these online images also taught rural youth to look outside their homes for LGBTQ identities. Gray argues that online and offline spaces are interwoven for rural youth, with online interactions shaping offline identity construction and belonging within queer communities.
Wang Laoshi graduated with a major in English and taught high school English for 3 years, earning a little money. His professor suggested that he study abroad, so he took the advice and applied to graduate school. After graduating, he decided to become an English teacher because he enjoyed interacting with students each day.
This document contains discussion questions and example dialogs for a Chinese language class. It asks students to share games they play, discuss what can be downloaded from the internet and how, provide publication details for a book, and respond to prompts asking when and where they go places using various Chinese expressions. It also provides example conversations answering questions about transportation, living situations, and payments. Finally, it offers prompts and examples for discussing situations that turned out differently than expected using the expression "It turned out..."
This document summarizes a linguistic landscape study comparing Chinatown in Washington DC and Rockville, Maryland. The study examines the use of Chinese and English languages in public signage. Some initial findings are that Chinese writing appears more on exteriors in Chinatown DC, while used both inside and out in Rockville. There seems to be more direct Chinese to English translation in Rockville and more English to Chinese translation in Chinatown DC. Both traditional and simplified Chinese characters are found in both locations. Further interviews with shop owners and customers are planned to expand the study.
This document summarizes Deborah Cameron's 1998 study on the language used by five young heterosexual men when talking about sports. Cameron analyzed their conversation to understand how they constructed heterosexual masculinity through talk. She found that they used both cooperative and competitive language. They cooperated by building rapport through latching on to each other's words and jointly producing discourse. However, they also competed for dominance in the conversation. The men established a shared identity by categorizing a gay classmate as the antithesis of a man and gossiping about him. Their language use both reinforced solidarity and sought social status within the group.
This document contains an English listening test for high school students in Taiwan. It consists of 4 sections with a total of 40 multiple choice questions. The first section has 4 single choice questions about matching images to sentences describing situations. The second section has 6 multiple choice questions, where students must select 2 out of 4 options that are true about each picture. The third section contains 10 single choice questions requiring students to select the most appropriate response to sentences and short dialogs. The fourth section contains 10 question pairs based on short passages.
This document summarizes Mary L. Gray's 2009 journal article on how rural queer youth use media and online spaces. Through a 19-month ethnographic study of interviews with rural LGBTQ youth, Gray found that online representations provided materials for rural youth to understand and express their identities, as they are rarely depicted in media portrayals of rural places. However, these online images also taught rural youth to look outside their homes for LGBTQ identities. Gray argues that online and offline spaces are interwoven for rural youth, with online interactions shaping offline identity construction and belonging within queer communities.
3. 麻烦/这就要看
pair work: ask your classmates for a favor (新生&老生)
A: 麻烦你帮我买一本书。
B: 这就要看我有没有空了。
Where’s the dorm?
Moving
Come up with one your own. What help do you need?
6. 一…就… (as soon as) pt.2
Time’s up!
红灯(hong2 deng1, red light)
铃声(ling2 sheng1, ringing bell)
受伤(shou4 shang1, to get hurt)
闹钟(nao4 zhong1, alarm clock)
7. 情境 (groups of 3: one states an issue, another agrees, the other disagrees)
A:我觉得研究生的生活真累,功课又多又难
B1:研究生的生活是很累,特别是口头报告(oral presentation)
B2:我觉得研究生的生活不见得很累,这就要看你的时间规划(time management)
A: states an issue B1: agrees B2: disagrees
校内的食物 (Leo, Bulldog, Epi, Hoya Court)
苹果手机(iPhone)
附近的超市(Safeway, Giant, Whole Foods)
打工 (part-time: 一边工作一边学习)
还有呢?