The document discusses the different types of adjective clauses in English: who, whom, which, and whose. It provides definitions and examples for each. Who is used to refer to people as subjects. Whom is used to refer to people as objects. Which is used for non-person nouns with the pronoun "it". Whose is used to indicate possession that can be either a subject or object. The document aims to explain the different uses of these adjective clauses.
The document lists and describes 10 useful digital tools for teaching Chinese, including tools for group conversations, photo and video sharing, creating tag clouds, editing and sharing documents, creating animated cards with media, online publishing, vocabulary learning flashcards, rubrics, and note taking. It discusses the features and benefits of each tool, as well as some potential limitations. Overall, the tools are presented as effective and creative ways to enhance Chinese language education through digital means.
The document discusses the different types of adjective clauses in English: who, whom, which, and whose. It provides definitions and examples for each. Who is used to refer to people as subjects. Whom is used to refer to people as objects. Which is used for non-person nouns with the pronoun "it". Whose is used to indicate possession that can be either a subject or object. The document aims to explain the different uses of these adjective clauses.
The document lists and describes 10 useful digital tools for teaching Chinese, including tools for group conversations, photo and video sharing, creating tag clouds, editing and sharing documents, creating animated cards with media, online publishing, vocabulary learning flashcards, rubrics, and note taking. It discusses the features and benefits of each tool, as well as some potential limitations. Overall, the tools are presented as effective and creative ways to enhance Chinese language education through digital means.
This document lists and provides links to over 20 input and output activities for a CI-inspired Chinese language class with the goal of helping students know themselves, each other, and the world better through meaningful materials and authentic interactions. The activities include games like TPR Cup Grab, Speedy Announcer, Pass it Up, Guess the Stores, Video Reading with comprehension questions, and others. They aim to create information gaps, use realia, involve music or movement, build comprehension and memory, and foster teamwork and competition to engage students rather than just teaching content. The document encourages adding more activities to the list.
This document provides instructions for a class interview assignment in Chinese where students work with a partner to understand sentences, interview 6 classmates they don't have class with to get their name, number of family members, number of pets, who they think is famous, if they like singing or dancing, what movies they like, and if they prefer movies or sports. Students are to conduct the interview and write responses in Chinese characters.
1. 10 月 17 日 去马 赢
yíng
的家做客 Field Trip
Maximum Points I Can Earn: 100 Points
I. 只说中文的 pledge
“I pledge that I will only speak Chinese to Wu laoshi, to each other, unless I am told by Wu
laoshi to translate sentences in Chinese to English to Ma Ying’s mother. For words and
sentences I don’t remember or don’t know how to say in Chinese, I will ask my classmates or
Wu laoshi in Chinese to get the answers. 5 Points will be earned if I say sentences in Chinese,
10 points will be earned if I say longer sentences in Chinese. 10 points will be deducted from
my 100 points for each English sentence I blur out.”
Signature: ________________________
Record keeping:
Points Earned Points Lost
II. 新的中文
Here is a list of words, patterns and expressions which you will learn during this field trip.
Please preview them so you can spot them when Wu laoshi say them at Ma Ying’s home. Add
pinyin to the hanzi you already know.
1) Places in Homes
大门
mén
front door (Word association: 把门打开)
客厅 living room (Word association: 客人,做客,餐厅)
2. 厨
chú
房
fáng
kitchen
餐厅 dining room (This is a review word.)
洗手间 or 厕所 bathroom (This is also a review word.)
房
fáng
间
jiān
rooms (Where do you see 房 and 间?)
里
l ǐ
面
miàn
inside (This word is placed in a different place in Chinese sentences, can you tell?)
厨房的里面 inside the kitchen; 厕所的里面 inside the bathroom; 客厅的
里面________________; 餐厅的里面_______________; 中
文教室的里面_______________; 哥伦布女子学校的里面
________________; 马赢的家的里面 _________________
Q: 马赢家的厨房的里面都有什么?
A:Expressing all pattern 她家的厨房的里面 什么都 有!
3. 2) Sequential Pattern:
先
xiān
……然
rán
后
hòu
……最
zuì
后
hòu
…… first… then… lastly
还有 in addition/and (connecting sentences and phrases, different from 和)
把 something 放
fàng
在 a place 的里面 to put something inside a place
III. 做中国菜的 Task
在马赢的家,你们会学习怎么:包
bāo
(it means “to wrap” here)饺子和
做炒饭,还有,你们会吃包子和吃吴老师做的一道中国菜。
1) 怎么包饺子?(Key words: 菜,肉,豆
dòu
腐
f u
,油
yóu
,盐
yán
, 酱
jiàng
油
yóu
,
把……放到
dào
…的里面 & sequential patterns)
4. 2)怎么做炒饭?(Key words: 菜,豆
dòu
子
z i
,鸡蛋,油
yóu
,盐
yán
, 酱
jiàng
油
yóu
,
胡
h ú
萝
luó
卜
b o
,把……放到…的里面 & sequential patterns)
IV. 文
wén
化
huà
(culture) (Some Guided Questions for Written Reflection, Essay Grade)
1)你进去马赢家的
d e
时
shí
候
h o u
(when), 马赢说了什么?
还有,你穿还是不穿鞋
xié
子
z i
?
2) 谁送
sòng
给马赢礼
l ǐ
物
w ù
?什么礼物?
3) 你觉得马赢的家怎么样?你怎么 compliment 马赢的家?
马赢说了什么?
4) 马赢请你吃了什么?喝了什么?