1) The document discusses learning Mandarin Chinese through various programs and experiences in China, including socializing with local Chinese people to improve speaking abilities and limit use of English.
2) Students take a pre-and post-assessment of their spoken Chinese skills, and seniors share their exchange experiences on campus.
3) Language schools in Beijing offer Mandarin courses for adults and teens taught by native Chinese speakers, allowing students to learn the language while experiencing Chinese culture.
The document provides information on various topics related to learning Chinese, including:
1) It discusses different approaches and projects for studying Chinese, as well as the importance of context like calling teachers by their proper titles.
2) Information is provided on Chinese language schools and programs in China, including course offerings and opportunities for cultural excursions and experiences.
3) Background is given on Chinese characters, including components, pronunciation, frequency of use, and apps for learning characters.
The document discusses various methods and opportunities for learning Mandarin Chinese, including school programs in China, online resources, language apps, and immersion experiences. It also touches on challenges like finding housing and balancing language learning with other activities when studying abroad. Overall, the document provides an overview of different approaches for gaining Chinese language skills and cultural knowledge.
The document discusses various topics related to learning Chinese, including:
1) Different options for learning Chinese in China, such as universities like Beijing Normal University or learning at language schools.
2) Ways to learn Chinese, including taking exams, unlocking vocabulary, knowing how it functions, and learning in an experienced way.
3) One person's experience improving their Chinese skills through studying abroad in Nanjing, China.
4) Chinese grammar being less complicated than European languages, though characters and pronunciation can be difficult for non-native learners.
Michael Nusbaum is interested in teaching Chinese and creating a bilingual environment for his soon-to-be-born son. He has extensive experience learning and becoming highly proficient in Chinese, scoring exceptionally well on placement exams. For his teaching approach, he plans individualized learning plans for each student and uses a communicative method, focusing on having students practice in groups and pairs to simulate real-life situations. He believes instruction should be mostly in the target language to develop students' ability to understand without English explanations.
Dr. Hsin-Hsin Cindy Lee is the instructor for an oral training program. She has a PhD in Applied Linguistics and teaches courses in language training, cross-cultural communication, teaching methods, and business English. The document provides two sample self-introductions, one formal and one informal, that students can use as models. It also includes conversation exercises and checklist questions to help students prepare their own self-introductions for different situations like meetings, parties, or studying abroad.
Wang XiaoSheng is a Chinese teacher and interpreter seeking a marketing role. He has experience managing teams, tutoring, and assisting in pressurized environments. He is resilient, approachable, adaptable, knowledgeable, and motivated. He has worked as a Chinese teacher, interpreter, management assistant, presenter, office assistant, and English teacher. He has certifications in English and business English. In his free time, he enjoys storytelling, Chinese cuisine, badminton, running, and improving his English.
Donald Tang provides an introduction to his Chinese language teaching experience and available courses. He has over 2 years experience teaching Chinese in the Palmerston North community and online. He offers a variety of course options from free introductory courses to more advanced HSK test preparation. Tang has a bachelor's degree in Chinese from Xiamen University and 10 years of experience working for a publishing house in China. He is qualified to teach Chinese in New Zealand and aims to create a comfortable learning environment that encourages participation and feedback. Tang believes in guiding students and using multiple teaching methods to help them achieve their goals in learning Chinese.
The document provides information on various topics related to learning Chinese, including:
1) It discusses different approaches and projects for studying Chinese, as well as the importance of context like calling teachers by their proper titles.
2) Information is provided on Chinese language schools and programs in China, including course offerings and opportunities for cultural excursions and experiences.
3) Background is given on Chinese characters, including components, pronunciation, frequency of use, and apps for learning characters.
The document discusses various methods and opportunities for learning Mandarin Chinese, including school programs in China, online resources, language apps, and immersion experiences. It also touches on challenges like finding housing and balancing language learning with other activities when studying abroad. Overall, the document provides an overview of different approaches for gaining Chinese language skills and cultural knowledge.
The document discusses various topics related to learning Chinese, including:
1) Different options for learning Chinese in China, such as universities like Beijing Normal University or learning at language schools.
2) Ways to learn Chinese, including taking exams, unlocking vocabulary, knowing how it functions, and learning in an experienced way.
3) One person's experience improving their Chinese skills through studying abroad in Nanjing, China.
4) Chinese grammar being less complicated than European languages, though characters and pronunciation can be difficult for non-native learners.
Michael Nusbaum is interested in teaching Chinese and creating a bilingual environment for his soon-to-be-born son. He has extensive experience learning and becoming highly proficient in Chinese, scoring exceptionally well on placement exams. For his teaching approach, he plans individualized learning plans for each student and uses a communicative method, focusing on having students practice in groups and pairs to simulate real-life situations. He believes instruction should be mostly in the target language to develop students' ability to understand without English explanations.
Dr. Hsin-Hsin Cindy Lee is the instructor for an oral training program. She has a PhD in Applied Linguistics and teaches courses in language training, cross-cultural communication, teaching methods, and business English. The document provides two sample self-introductions, one formal and one informal, that students can use as models. It also includes conversation exercises and checklist questions to help students prepare their own self-introductions for different situations like meetings, parties, or studying abroad.
Wang XiaoSheng is a Chinese teacher and interpreter seeking a marketing role. He has experience managing teams, tutoring, and assisting in pressurized environments. He is resilient, approachable, adaptable, knowledgeable, and motivated. He has worked as a Chinese teacher, interpreter, management assistant, presenter, office assistant, and English teacher. He has certifications in English and business English. In his free time, he enjoys storytelling, Chinese cuisine, badminton, running, and improving his English.
Donald Tang provides an introduction to his Chinese language teaching experience and available courses. He has over 2 years experience teaching Chinese in the Palmerston North community and online. He offers a variety of course options from free introductory courses to more advanced HSK test preparation. Tang has a bachelor's degree in Chinese from Xiamen University and 10 years of experience working for a publishing house in China. He is qualified to teach Chinese in New Zealand and aims to create a comfortable learning environment that encourages participation and feedback. Tang believes in guiding students and using multiple teaching methods to help them achieve their goals in learning Chinese.
Spend your summer learning new skills on a leading Chinese university campus. For more details you can contact us at:
Dubai
105, Business Point Building,
Behind Nissan Showroom, Deira
PO Box 114423, Dubai, UAE.
Tel: + 971 4 2942460/ 3
Email: dubai@intelligentgulf.com
Michael Nusbaum is interested in teaching English due to his passion for learning foreign languages like Chinese. He learned Chinese through extensive self-study and testing into advanced classes. He wants to create a bilingual environment for his son to learn both English and Chinese. As a teacher, he plans to create individualized learning plans tailored to each student's needs. He believes language instruction should focus more on practical communication skills than just grammar and vocabulary.
Ian Adkins has a strong background in education through working as a NET in Gimhae public schools. His studies in TESOL and Music Education equipped him with teaching strategies and methods to accommodate different learning styles. Additionally, his master's thesis on foreign language anxiety has prepared him to adapt to various teaching environments. He believes his experience designing interactive English lessons that improved student proficiency, along with his understanding of the Korean school system, make him an ideal candidate for a teaching position. Critical thinking and collaboration are important skills he has gained through planning cross-curricular lessons and presenting at an education conference.
This document is Susan Wang's annual report from 2011 summarizing her work as a Chinese language teacher assistant at Keysborough Secondary College Banksia Campus. The summary highlights that Susan worked with over 280 students from years 7 to 12, believes in treating students equally regardless of ability or background, and helped increase the number of year 10 students studying Chinese from 2 to 40. She organized cultural activities like the Chinese Cultural Day and Chinese Cuisine Festival and hopes to continue improving the embedded language environment and cultural opportunities at the school.
The document summarizes the author's experiences traveling to Shanghai, China to improve their Mandarin language skills. They took language classes for 3 hours daily and practiced with local shopkeepers. By interacting with the community, the author felt like part of it by the end of their trip. They filmed interactions and posted videos and pictures online for their students to view, inspiring one student to want to visit China.
Mr. Liao writes a letter of recommendation for Robert Portnoy, who studied in Shanghai through the CIEE Teach in China program. He states that Mr. Portnoy was a very good student who demonstrated good motivation and language learning abilities. He took daily Chinese classes and tutoring sessions, and also participated in cultural activities and volunteering. Through the program, Mr. Portnoy not only improved his Chinese language skills, but also developed an understanding of Chinese culture and people. Mr. Liao fully supports Mr. Portnoy's application to the CIEE Language Program.
教育部華語文教育推廣簡報「Taiwan's Chinese Language Education」.pptxliur1
The document provides information about learning Chinese in Taiwan. It discusses Taiwan as a comfortable place to learn Chinese, with a traditional character system and democratic society. It then outlines the steps to study Chinese in Taiwan, including choosing a language center and applying for visas. Scholarship and training opportunities are also mentioned. Statistics on foreign students learning Chinese in Taiwan are presented.
This document provides biographical information about Ruth Ann Dapkus and her experience teaching English. It discusses that she was born in Oregon, earned a bachelor's degree in political science, and received her TEFL certificate in Prague, Czech Republic, where she taught English to students from kindergarten through 12th grade. It also mentions that she is currently enrolled in an MAT program and hopes to teach English to young learners in the US and abroad.
Spring has started and it is the perfect time of the year to think about how we want to change our lives. University students may decide to go and study abroad, high school students may want to volunteer during the summer break or even take a gap year to explore the world. In general, we all feel more willing to go out and meet new people now that the days are longer and sunnier. At Cambridge Assessment English we also feel optimistic and adventurous so we have designed some activities to practise all skills while learning about different options to expand your horizons. Happy teaching!
1) Helena Rajalinna, a Finnish vocational teacher, visited Keimyung College University in Korea through an exchange program.
2) She was impressed by the friendly relationships between professors and students and saw a learning atmosphere that was calm, appreciative, and encouraging.
3) Rajalinna was able to visit 21 departments during her trip, far more than the originally scheduled 12, and saw effective uses of technology and phenomenon-based learning approaches.
Mark Anthony Whittington-Buckley has over 30 years of experience in education, social work, and business management. He holds a Masters in Psychology and has taught English in China and Korea. He has also worked as a social worker in the UK and Channel Islands, helping children and adults with special needs. Additionally, he has experience managing businesses and training programs in the UK.
John Lin Internship Verification 2013-2014John Lin
This letter from the Executive Director of the California World Language Project at Stanford University serves as a recommendation for John Lin, who completed a second consecutive paid summer internship with the program. The letter describes how John exceeded all expectations in his role supporting the STARTALK program, which teaches Chinese language and culture to middle school students. Specifically, it highlights how John helped prepare materials, coached and encouraged students, and created an acclaimed weekly newsletter for parents. The Director states that John's language skills and dedication were invaluable assets and that he would be happy to discuss John's exemplary performance and contributions.
This document provides an overview of learning the Chinese language. It discusses the importance and growth of learning Chinese. It then covers 7 chapters that give tips and techniques for learning Chinese including ways to learn, basic skills required, and easy methods like using flashcards, studying with a partner, and reviewing lessons. The document emphasizes that learning Chinese requires commitment and practicing pronunciation of tones is especially important. It aims to provide useful information to help readers learn Chinese.
Spend your summer learning new skills on a leading Chinese university campus. For more details you can contact us at:
Dubai
105, Business Point Building,
Behind Nissan Showroom, Deira
PO Box 114423, Dubai, UAE.
Tel: + 971 4 2942460/ 3
Email: dubai@intelligentgulf.com
Michael Nusbaum is interested in teaching English due to his passion for learning foreign languages like Chinese. He learned Chinese through extensive self-study and testing into advanced classes. He wants to create a bilingual environment for his son to learn both English and Chinese. As a teacher, he plans to create individualized learning plans tailored to each student's needs. He believes language instruction should focus more on practical communication skills than just grammar and vocabulary.
Ian Adkins has a strong background in education through working as a NET in Gimhae public schools. His studies in TESOL and Music Education equipped him with teaching strategies and methods to accommodate different learning styles. Additionally, his master's thesis on foreign language anxiety has prepared him to adapt to various teaching environments. He believes his experience designing interactive English lessons that improved student proficiency, along with his understanding of the Korean school system, make him an ideal candidate for a teaching position. Critical thinking and collaboration are important skills he has gained through planning cross-curricular lessons and presenting at an education conference.
This document is Susan Wang's annual report from 2011 summarizing her work as a Chinese language teacher assistant at Keysborough Secondary College Banksia Campus. The summary highlights that Susan worked with over 280 students from years 7 to 12, believes in treating students equally regardless of ability or background, and helped increase the number of year 10 students studying Chinese from 2 to 40. She organized cultural activities like the Chinese Cultural Day and Chinese Cuisine Festival and hopes to continue improving the embedded language environment and cultural opportunities at the school.
The document summarizes the author's experiences traveling to Shanghai, China to improve their Mandarin language skills. They took language classes for 3 hours daily and practiced with local shopkeepers. By interacting with the community, the author felt like part of it by the end of their trip. They filmed interactions and posted videos and pictures online for their students to view, inspiring one student to want to visit China.
Mr. Liao writes a letter of recommendation for Robert Portnoy, who studied in Shanghai through the CIEE Teach in China program. He states that Mr. Portnoy was a very good student who demonstrated good motivation and language learning abilities. He took daily Chinese classes and tutoring sessions, and also participated in cultural activities and volunteering. Through the program, Mr. Portnoy not only improved his Chinese language skills, but also developed an understanding of Chinese culture and people. Mr. Liao fully supports Mr. Portnoy's application to the CIEE Language Program.
教育部華語文教育推廣簡報「Taiwan's Chinese Language Education」.pptxliur1
The document provides information about learning Chinese in Taiwan. It discusses Taiwan as a comfortable place to learn Chinese, with a traditional character system and democratic society. It then outlines the steps to study Chinese in Taiwan, including choosing a language center and applying for visas. Scholarship and training opportunities are also mentioned. Statistics on foreign students learning Chinese in Taiwan are presented.
This document provides biographical information about Ruth Ann Dapkus and her experience teaching English. It discusses that she was born in Oregon, earned a bachelor's degree in political science, and received her TEFL certificate in Prague, Czech Republic, where she taught English to students from kindergarten through 12th grade. It also mentions that she is currently enrolled in an MAT program and hopes to teach English to young learners in the US and abroad.
Spring has started and it is the perfect time of the year to think about how we want to change our lives. University students may decide to go and study abroad, high school students may want to volunteer during the summer break or even take a gap year to explore the world. In general, we all feel more willing to go out and meet new people now that the days are longer and sunnier. At Cambridge Assessment English we also feel optimistic and adventurous so we have designed some activities to practise all skills while learning about different options to expand your horizons. Happy teaching!
1) Helena Rajalinna, a Finnish vocational teacher, visited Keimyung College University in Korea through an exchange program.
2) She was impressed by the friendly relationships between professors and students and saw a learning atmosphere that was calm, appreciative, and encouraging.
3) Rajalinna was able to visit 21 departments during her trip, far more than the originally scheduled 12, and saw effective uses of technology and phenomenon-based learning approaches.
Mark Anthony Whittington-Buckley has over 30 years of experience in education, social work, and business management. He holds a Masters in Psychology and has taught English in China and Korea. He has also worked as a social worker in the UK and Channel Islands, helping children and adults with special needs. Additionally, he has experience managing businesses and training programs in the UK.
John Lin Internship Verification 2013-2014John Lin
This letter from the Executive Director of the California World Language Project at Stanford University serves as a recommendation for John Lin, who completed a second consecutive paid summer internship with the program. The letter describes how John exceeded all expectations in his role supporting the STARTALK program, which teaches Chinese language and culture to middle school students. Specifically, it highlights how John helped prepare materials, coached and encouraged students, and created an acclaimed weekly newsletter for parents. The Director states that John's language skills and dedication were invaluable assets and that he would be happy to discuss John's exemplary performance and contributions.
This document provides an overview of learning the Chinese language. It discusses the importance and growth of learning Chinese. It then covers 7 chapters that give tips and techniques for learning Chinese including ways to learn, basic skills required, and easy methods like using flashcards, studying with a partner, and reviewing lessons. The document emphasizes that learning Chinese requires commitment and practicing pronunciation of tones is especially important. It aims to provide useful information to help readers learn Chinese.
1. Chinese As A SPANISH
SomeÂhow, throughÂout my entire life, my researchÂing ChiÂnese has continually revolved around
projects. Experience demonstrates students who socialize with local Chinese individuals and keep
their usage of English to a complete minimum-by limiting calls, e-mail, and reading through in
English-invariably display the greatest progress through the program. HBA students consider the
OPIc, a computer-based evaluation of spoken Chinese capability, during both first and last days of
the program. This assessment, created by the American Council for the Teaching of Foreign
Languages, offers a standardized and substantive measurement of students' improvement in spoken
ability during the period of the summer.
But the very good news is that as you Chinese will get better, these circumstances become less and
less. Despite the fact that I study and coach Chinese just about full-time, it doesn't imply that it's
most fun and rose petals on a regular basis, sometimes have to make myself to review. It's hard for
me personally to work on a thing that doesn't arrive naturally to me. I'll study hard!!!! I totally buy
into the component where you discuss kids and their procedure for language learning. If we grown
ups use just as much time studying the language as children, we would improve in an exceedingly
fast speed, considerably faster than kids. Encounter China with CLI and emerge fully experienced in
the world's most spoken vocabulary!
For the seniors - the majority of whom found its way to Canada within the last a decade - it was an
opportunity to contribute to student understanding by sharing their personal encounters. The
seniors found UBC's Stage Grey campus to listen to student presentations (delivered in Mandarin)
concerning the assigned topics and the training Exchange experience.
For more information about what we are able to give you please feel absolve to contact us. We are
able to give you a totally free Mandarin demo lesson, totally free Mandarin studying style analysis,
and a free of charge Mandarin assessment. Business Internships within China with Chinese
(Mandarin) Language immersion programs within Beijing (Peking).
Students who've met the eligibility needs of this program but demonstrate vocabulary abilities below
that of the student who provides completed 135 hrs of college-level Chinese could learn mandarin in
china be put into Elementary I. You can find no Oriental electives because of this level. All students
could also take a single CIEE elective taught within English, instead of a Chinese elective, within the
recommended complete load, or and a complete load with permission of the resident director and
house institution advisor. Students are put in the correct language level predicated on a language
placement examination taken during orientation.
Congratulations to Thomas Tasche (Princeton '13) and Jacob Scheer (Princeton '14, PiB '11) for
placing 1st and 2nd, respectively, within the Hong Kong Glass Chinese Speech Contest held on the
SUNY Global Focus on Saturday, October 13th, 2012. The very best three winners received round-
trip air tickets to Hong Kong, short study courses and heritage tours, and visits to major companies
in the town. I would suggest this to anyone who would like to arrived at Chengdu, or China
generally.
Pawel traveled from Poland to Beijing to understand Chinese with Sprachcaffe and just loved the
town and its people. Once you have selected your course, it is possible to sign up for adult courses
2. right here and courses for teenagers here. Our study abroad applications in Beijing are excellent
cultural encounters: you have the opportunity to learn Chinese from qualified, native loudspeakers
whilst discovering probably the most interesting, contrasting cities on the planet. Find out on your
own the many great things about taking among Sprachcaffe's Chinese classes in Beijing!
Now the curriculums within this university cover an array of subjects, from brief-phrase, speeded-up
and online applications, to degree classes for the bachelor, learn and doctor. Using its central
location plus some of the very most impressive facilities in the town, CNU provides an ideal home for
students wanting to explore Beijing. Our Jianwai SOHO campus is situated in probably the most
convenient regions of Beijing.
I taught plenty of learners in China through the years, and my students subsequently have students,
and we've an extremely big network. Furthermore, I'm also a participatory observer as a historian of
Chinese women's legal rights. These man Chinese officials haven't an iota of a concept about the
women's legal rights movement and companies around the world.
They're the generation of feminists who was raised during a historical period when feminist
discourse have been disseminated and making tremendous impact in China, centering on both files
of the Fourth World Conference on Women - the Beijing Declaration and the Beijing Platform to use
click here it , the implementation and the review. Comparing worldwide feminism with the task
associated with the Women's Federation (妇女è”åˆä¼š) beneath the auspices associated with
the Chinese government, you can find commonalities in each ideology and practice, however the
difference is significant.
Now I'm so make an impression on that I can speak in Chinese with the right tone, I could
understand some phrase if chinese people speak near me. I could texting with Chinese Personality
also. Before I started the course, it had been difficult for me to trust that I could actually figure out
how to speak Chinese. Her class is quite interesting, and she frequently tells all of us about Chinese
history and traditions. It had been really fun to discover Chinese natives surprised at me when i
ordered my food within Mandarin.
English and Chinese just are actually quite various languages so that it takes a little more effort to
nail the pronunciation. So let's ensure it is easier for all of us and for the listener and learn those
brand new sounds. As a final term for this not coherent blog post, I'd like to state that don't quit.
Regardless of how hard it could seem initially, you can figure out how to speak Chinese. Whether it's
your initial or fifth spanish, you're never too previous to understand new things.