The document discusses verb tenses and structures in English, including the past simple tense, affirmative and negative statements, and interrogative questions. Examples are provided of subjects combined with regular and irregular verb forms in the past simple tense. Examples of statements using didn't and infinitives are also given. Finally, question structures using auxiliary verbs and infinitives are listed.
This short Chinese document contains greetings and farewell phrases. It begins with "China" and includes the words for "you", "hello", "again", "goodbye", and "thank you", suggesting a greeting or parting message in Chinese.
The document discusses verb tenses and structures in English, including the past simple tense, affirmative and negative statements, and interrogative questions. Examples are provided of subjects combined with regular and irregular verb forms in the past simple tense. Examples of statements using didn't and infinitives are also given. Finally, question structures using auxiliary verbs and infinitives are listed.
This short Chinese document contains greetings and farewell phrases. It begins with "China" and includes the words for "you", "hello", "again", "goodbye", and "thank you", suggesting a greeting or parting message in Chinese.
This document provides an introduction to a year 9 Chinese class. It outlines that students will learn Chinese (Mandarin) for two terms and will cover topics like greetings, introductions, family, numbers, and pets. It mentions that Chinese is spoken in China, Taiwan, Hong Kong, Macao, and other countries. Students will complete a project on a region of China and use resource books for their studies. Success will depend on students' effort, such as listening carefully, practicing regularly, and learning vocabulary daily.
This document outlines the lesson plan and assessment schedule for a Year 9 Chinese class for 2015. It is divided into 4 terms with units of study and associated assessments listed for each term. The key assessments include writing, speaking, conversation tests as well as listening and reading tests at the end of each term. The document also provides the term dates and holidays for Westlake Girls High School in 2015.
This document provides an overview of a Chinese language unit on colors. It introduces common colors in Chinese and pinyin, how to express what colors you like or dislike, and the cultural significance of colors. Students will learn to write the characters for red and color, ask and answer what color someone likes, express what colors they and family members like or dislike, and use colors to describe objects. Video and in-class activities reinforce using these target language structures.
This document provides an overview of Unit 7 in Chinese class. Students will learn to recognize dates (month, date, year, day of week), say when their birthday is, wish someone a happy birthday, and write the characters for 'moon', 'sun', and 'day'. It introduces vocabulary for months and days of the week in Chinese pinyin and English. Example dialogues are provided for asking and telling someone your birthday. Language notes explain how adding 'de' changes a word from a noun to a possessive noun (e.g. changing 'I' to 'my').
This document provides an overview of Unit 6 in Ms. Kuo's Chinese class. By the end of the unit, students will be able to identify the 12 animals of the Chinese zodiac, state their own and family members' birth signs, and write the characters for several zodiac animals. The document includes target language practice for asking and stating birth signs. It instructs students to watch a video, complete a speaking and writing table in class, and do a homework assignment creating a family tree poster that interviews family members about their birthdays, birth signs, favorite Chinese foods, and favorite colors.
The document provides instructions for learning vocabulary related to items commonly found in a pencil case in Mandarin Chinese. It introduces the characters and pinyin for 7 items: pen, pencil, ruler, eraser, pencil sharpener, pencil case, and the words for "and", "have", and "don't have". Learners are asked to practice writing the characters and having short conversations asking what items their friend has in their pencil case.
The document provides an overview of the 8 basic stroke types in Chinese characters: horizontal, vertical, left stroke, right stroke, dot, hook, and turning stroke. It gives examples of characters that demonstrate each stroke type. It then assigns an in-class task for students to practice writing Chinese characters that contain the target strokes 5 times each. Finally, it provides a link to an online dictionary for looking up character vocabulary and stroke order.
1. The document outlines the learning objectives and classroom routine for a Chinese lesson taught by Ms. Kuo. It introduces tools like Google Typing, Google Creating, MDBG, Yabla and Quizlet for learning Chinese characters, vocabulary and sentences.
2. The classroom routine includes greetings, tones, pinyin system and stroke order. Students are expected to practice 5 sentences daily on Google Typing and Google Creating and complete homework on Quizlet and creating a Voki.
3. The document provides instructions on using the learning tools and homework assignments. It also outlines the routine for ending the lesson.
This document provides information about how to write Chinese characters and introduces common Chinese dishes. It includes:
1) An overview of the development of Chinese characters and links to videos about stroke order.
2) Explanations of the 8 basic stroke types used to write characters.
3) Practice writing common number and date characters.
4) A list and descriptions of 9 popular Chinese dishes.
5) Language targets and examples for expressing what foods one likes and dislikes in Chinese.
This document provides an introduction to a year 9 Chinese class. It outlines that students will learn Chinese (Mandarin) for two terms and will cover topics like greetings, introductions, family, numbers, and pets. It mentions that Chinese is spoken in China, Taiwan, Hong Kong, Macao, and other countries. Students will complete a project on a region of China and use resource books for their studies. Success will depend on students' effort, such as listening carefully, practicing regularly, and learning vocabulary daily.
This document outlines the lesson plan and assessment schedule for a Year 9 Chinese class for 2015. It is divided into 4 terms with units of study and associated assessments listed for each term. The key assessments include writing, speaking, conversation tests as well as listening and reading tests at the end of each term. The document also provides the term dates and holidays for Westlake Girls High School in 2015.
This document provides an overview of a Chinese language unit on colors. It introduces common colors in Chinese and pinyin, how to express what colors you like or dislike, and the cultural significance of colors. Students will learn to write the characters for red and color, ask and answer what color someone likes, express what colors they and family members like or dislike, and use colors to describe objects. Video and in-class activities reinforce using these target language structures.
This document provides an overview of Unit 7 in Chinese class. Students will learn to recognize dates (month, date, year, day of week), say when their birthday is, wish someone a happy birthday, and write the characters for 'moon', 'sun', and 'day'. It introduces vocabulary for months and days of the week in Chinese pinyin and English. Example dialogues are provided for asking and telling someone your birthday. Language notes explain how adding 'de' changes a word from a noun to a possessive noun (e.g. changing 'I' to 'my').
This document provides an overview of Unit 6 in Ms. Kuo's Chinese class. By the end of the unit, students will be able to identify the 12 animals of the Chinese zodiac, state their own and family members' birth signs, and write the characters for several zodiac animals. The document includes target language practice for asking and stating birth signs. It instructs students to watch a video, complete a speaking and writing table in class, and do a homework assignment creating a family tree poster that interviews family members about their birthdays, birth signs, favorite Chinese foods, and favorite colors.
The document provides instructions for learning vocabulary related to items commonly found in a pencil case in Mandarin Chinese. It introduces the characters and pinyin for 7 items: pen, pencil, ruler, eraser, pencil sharpener, pencil case, and the words for "and", "have", and "don't have". Learners are asked to practice writing the characters and having short conversations asking what items their friend has in their pencil case.
The document provides an overview of the 8 basic stroke types in Chinese characters: horizontal, vertical, left stroke, right stroke, dot, hook, and turning stroke. It gives examples of characters that demonstrate each stroke type. It then assigns an in-class task for students to practice writing Chinese characters that contain the target strokes 5 times each. Finally, it provides a link to an online dictionary for looking up character vocabulary and stroke order.
1. The document outlines the learning objectives and classroom routine for a Chinese lesson taught by Ms. Kuo. It introduces tools like Google Typing, Google Creating, MDBG, Yabla and Quizlet for learning Chinese characters, vocabulary and sentences.
2. The classroom routine includes greetings, tones, pinyin system and stroke order. Students are expected to practice 5 sentences daily on Google Typing and Google Creating and complete homework on Quizlet and creating a Voki.
3. The document provides instructions on using the learning tools and homework assignments. It also outlines the routine for ending the lesson.
This document provides information about how to write Chinese characters and introduces common Chinese dishes. It includes:
1) An overview of the development of Chinese characters and links to videos about stroke order.
2) Explanations of the 8 basic stroke types used to write characters.
3) Practice writing common number and date characters.
4) A list and descriptions of 9 popular Chinese dishes.
5) Language targets and examples for expressing what foods one likes and dislikes in Chinese.