Use these Integrated Chinese slides any way you want in your lessons. It teaches grammar, speaking, listening, and writing. It has a daily routine and detailed lesson plan slides.
We learned about the "If You're Happy and You Know It" song and dance. The lesson covered regular and irregular verbs in the simple past tense, such as "walked" and "ate". Students made New Year's resolutions and watched videos. Questions using "did" were practiced, such as asking about someone's vacation in Laos where they saw waterfalls and bridges. The class discussed the meaning of the song "Hotel California" by The Eagles.
The document discusses various Chinese words related to tea culture. It provides definitions and examples for terms like "dàn" meaning tasteless or light in color, "fēnggé" meaning style, "kě xī" meaning pity, and "jù shuō" meaning it is said. It describes different types of teahouses like leisure teahouses and teahouses for tea ceremonies. It also discusses related concepts like business, pressure, free time, and tasting.
The document discusses various Chinese words related to tea culture. It provides definitions and examples for terms like "dàn" meaning tasteless or light in color, "fēnggé" meaning style, "kě xī" meaning pity, and "jù shuō" meaning it is said. It describes different types of teahouses like leisure teahouses and teahouses for tea ceremonies. It also discusses related concepts like business, pressure, free time, and tasting tea.
Baseball was the topic of discussion. Key points included learning about future tense using "going to", common baseball terms like home run, and famous teams like the Red Sox and Yankees. Classic stadiums and star players from both teams were mentioned. The history of the Red Sox franchise and their famous comeback in 2004 was summarized. The session concluded with a highlights video showing top plays in baseball.
Here is my response using vague language:
I went somewhere in Europe, you know, for a holiday. I went with my family, like my parents and siblings. We stayed in a hotel or something, I can't remember exactly. We saw some sights and stuff like that. The food was kind of okay, more or less. It was nice but I don't know if I'd go back or somewhere else instead.
The document provides examples of common English phrases used in everyday situations such as greetings, goodbyes, making plans, asking questions, offering opinions, and dining. It compares formal and informal phrases and gives natural informal alternatives. For example, when greeting a boss one may say "hello" formally but "hey" informally. It also suggests modifying pronunciation for a more casual tone, such as saying "whaddya doing?" instead of "what are you doing?".
The document contains common English greetings and phrases for introducing oneself or asking how someone is doing. It includes ways to say hello and goodbye at different times of day, ask someone their name, apologize for not understanding something, and express that it is nice to meet someone.
This bar graph shows the number of people scoring within different percentage ranges on an exam taken by dental clinicians. The highest number of people, 17, scored between 85-90%. The lowest number of people, 1 person, scored between 5-10% and 95-100%. Overall, the graph indicates that most people scored in the middle range of 70-95% on the exam.
We learned about the "If You're Happy and You Know It" song and dance. The lesson covered regular and irregular verbs in the simple past tense, such as "walked" and "ate". Students made New Year's resolutions and watched videos. Questions using "did" were practiced, such as asking about someone's vacation in Laos where they saw waterfalls and bridges. The class discussed the meaning of the song "Hotel California" by The Eagles.
The document discusses various Chinese words related to tea culture. It provides definitions and examples for terms like "dàn" meaning tasteless or light in color, "fēnggé" meaning style, "kě xī" meaning pity, and "jù shuō" meaning it is said. It describes different types of teahouses like leisure teahouses and teahouses for tea ceremonies. It also discusses related concepts like business, pressure, free time, and tasting.
The document discusses various Chinese words related to tea culture. It provides definitions and examples for terms like "dàn" meaning tasteless or light in color, "fēnggé" meaning style, "kě xī" meaning pity, and "jù shuō" meaning it is said. It describes different types of teahouses like leisure teahouses and teahouses for tea ceremonies. It also discusses related concepts like business, pressure, free time, and tasting tea.
Baseball was the topic of discussion. Key points included learning about future tense using "going to", common baseball terms like home run, and famous teams like the Red Sox and Yankees. Classic stadiums and star players from both teams were mentioned. The history of the Red Sox franchise and their famous comeback in 2004 was summarized. The session concluded with a highlights video showing top plays in baseball.
Here is my response using vague language:
I went somewhere in Europe, you know, for a holiday. I went with my family, like my parents and siblings. We stayed in a hotel or something, I can't remember exactly. We saw some sights and stuff like that. The food was kind of okay, more or less. It was nice but I don't know if I'd go back or somewhere else instead.
The document provides examples of common English phrases used in everyday situations such as greetings, goodbyes, making plans, asking questions, offering opinions, and dining. It compares formal and informal phrases and gives natural informal alternatives. For example, when greeting a boss one may say "hello" formally but "hey" informally. It also suggests modifying pronunciation for a more casual tone, such as saying "whaddya doing?" instead of "what are you doing?".
The document contains common English greetings and phrases for introducing oneself or asking how someone is doing. It includes ways to say hello and goodbye at different times of day, ask someone their name, apologize for not understanding something, and express that it is nice to meet someone.
This bar graph shows the number of people scoring within different percentage ranges on an exam taken by dental clinicians. The highest number of people, 17, scored between 85-90%. The lowest number of people, 1 person, scored between 5-10% and 95-100%. Overall, the graph indicates that most people scored in the middle range of 70-95% on the exam.
The objective of this class is to express future plans and events using the phrase "going to". Some examples of sentences using "going to" include talking about plans for next weekend such as "I'm going to go to the movies" or "My father is going to take me to the mall". Students then practice constructing sentences about their own future plans and the plans of others using subjects like "I", "you", "she", "he", and "it" along with the phrase "is/are going to".
Here are expanded responses for the topics:
T-shirts:
Yes, I like wearing t-shirts. T-shirts are comfortable and casual to wear. I have a large collection of t-shirts in different styles and colors. In the summer, I enjoy wearing t-shirts most days because they keep me cool in the hot weather. I often wear t-shirts when exercising or lounging around at home as well. Some of my favorite t-shirts have designs or logos from my favorite movies or bands.
Keys:
No, I don't think it's a good idea to leave your house keys with a neighbor. There are several reasons for this. Firstly, it's a security risk if
This document provides information about direct and indirect questions, including examples and differences. It also discusses using direct and indirect questions in different contexts, such as when asking for directions from someone you know well versus someone you don't know well. Additionally, it covers pronunciation of vowel sounds like /i/ and /i:/ and provides exercises to practice distinguishing between words. The document concludes with examples of questions using countable and uncountable nouns to ask about quantities.
This document provides guidance on how to offer things to others in English in a polite manner. It begins by explaining the importance of knowing offering phrases in social and work situations. Example phrases for offering items like drinks, food or refreshments are given, along with example dialogs demonstrating their use. The document also covers informal phrases of offering as well as polite ways to refuse an offer, such as by thanking the person but providing a reason. It concludes by assigning students to find an English movie clip demonstrating offers being made and accepted or declined and to transcribe and highlight the relevant phrases.
This document provides information about a Spanish class. It introduces the teacher, Señora Foster, and provides details about her background and qualifications. It outlines classroom policies on attendance, late work, behavior, and grading. It describes resources for finding course information and contacting the teacher. Expectations are explained for class participation, preparation, and respect.
The document is an invitation for a farewell party. It contains details about the party such as the date, time, and location. It invites Maya to the party at the house of Arlinda and her family on January 7th from 7-9pm as they are leaving town. The document also includes sections on acknowledging contributors, materials used, games, exercises and an English score.
1. The document discusses various tenses in English including present indefinite, present continuous, present perfect, past simple, past continuous, future simple and future continuous tenses.
2. Examples are provided for each tense including syntax rules and sample sentences to illustrate their usage.
3. Wh-questions starting with why, what, when, where and how are also provided for some tenses to demonstrate their forms.
The document provides a summary of lessons and activities covered in an English language class, including: a true/false quiz reviewing facts; exercises on asking "Wh" questions, weekly schedules, and personal details; a bingo game to learn facts about classmates; and a listening exercise to the song "Blow" by Ke$ha where students fill in blanks as they listen. The class covered grammar topics like verb conjugation and question formation, held role-playing conversations, and discussed vocabulary from the song.
Week 18 virtual class dating and romance_2.8.2013 (p2003)Đại học trực tuyến
1. The document provides information about virtual class schedules, with classes from 9am-10:30am and 2pm-3:30pm.
2. It lists rules for virtual classes, including wearing headphones and using a structured name format of first name + last name.
3. It provides example phrases for inviting someone out, arranging to meet up, breaking the ice, and going on a date.
This document provides a summary of a presentation on spoken fluency given by Gerard McLoughlin on February 17th, 2012 in Barcelona, Spain. The presentation discussed examining accuracy and fluency in speaking, including analyzing dialogues and natural conversations to identify features such as pausing, repetition, and negotiation between speakers. It also looked at how fluency can be developed through activities like role plays, daily conversations about common topics, and matching sentence halves. References used in the presentation are listed at the end.
This document provides a summary of a presentation on spoken fluency given by Gerard McLoughlin on February 17th, 2012 in Barcelona, Spain. The presentation discussed examining accuracy and fluency in speaking, including analyzing dialogues and natural conversations to identify features such as pausing, repetition, and negotiation between speakers. It also looked at how fluency can be developed through activities like role plays, daily conversations about common topics, and matching sentence halves. The presentation provided examples from language corpora and classroom materials to illustrate techniques for noticing fluency patterns.
The document appears to be notes from an English language lesson. It includes exercises on topics like the present continuous tense, a song called "London Bridge", a listening activity about a Ke$ha song, and family vocabulary. Various learning activities are described like filling out worksheets, role plays, asking questions of classmates, and listening to videos.
Oxford Discover 6, Unit 11. Why do we make history?Segun Collins
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This document provides a review of simple past verbs. It includes exercises on filling out timelines with simple past forms of "to be", listening practice with weather conversations, instructions for an activity comparing weather in different cities, examples of regular and irregular past tense verb forms, a video about Max the cat featuring simple past verbs, a song activity with Rudolf the Red-Nosed Reindeer, and a verb bingo game using irregular past tense forms.
The document discusses various English grammar concepts including tense, aspect, perfect and progressive forms, passive voice, modality, conditional sentences, and techniques for emphasis. It provides examples and explanations of these concepts and the differences between them. For example, it explains the difference between tense and aspect, how perfect and progressive forms combine with tenses, and how to form the passive voice and complex passive sentences.
This document discusses the uses of auxiliaries in the English language. It explains that auxiliaries are used to ask questions, give negative answers, indicate tense, and show emphasis. The document provides examples of how auxiliaries are used for asking questions, giving negative answers, short answers, emphasis, tag questions, expressing agreement, as verb substitutes, and for "echo" questions. It also includes a table that lists the auxiliaries used for different tenses.
This document provides information about offering and suggesting in English, including common phrases and structures. It begins with objectives for learning about offering and suggesting. It then defines offering as presenting something that can be accepted or rejected, and defining suggesting as mentioning an idea to recommend it. Several common phrases for offering like "Would you like...", "Would you care for...", "Can I...", "Shall I get you..." and suggesting like "I suggest/recommend...", "How about...", "Let's...", "Why don't...", "Why not..." and "Shall I/we..." are explained. Response phrases for accepting, declining, and responding to suggestions are also listed. An example dialogue demonstrates offering and suggesting. The document concludes with a
The document provides learning materials for a language lesson, including:
- Greeting and introducing expressions to practice with examples
- Steps for accepting and canceling appointments, offering sympathy and condolence
- Grammar lessons on reflexive and emphasizing pronouns, simple past tense, and expressions using "used to"
- Sample dialogs modeling the target language functions
- The document contains an English lesson plan for elementary school students, including chants, vocabulary words, homework assignments and a daily quote.
- The lesson introduces vocabulary about family members, animals, foods and hobbies like fishing.
- Students are asked to copy vocabulary words, recite chants, read for 20 minutes daily and pick up litter.
The document summarizes key grammar concepts covered on a fall 2012 midterm exam for an EAP 90 course. It discusses verb forms including past, present, and future tenses as well as aspects. It also covers topics like present simple vs progressive, dynamic vs nondynamic verbs, present perfect, future forms, noun modifiers, adjectives order, passives, and transitive vs intransitive verbs. Examples are provided to illustrate the rules and differences for each grammar concept.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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The objective of this class is to express future plans and events using the phrase "going to". Some examples of sentences using "going to" include talking about plans for next weekend such as "I'm going to go to the movies" or "My father is going to take me to the mall". Students then practice constructing sentences about their own future plans and the plans of others using subjects like "I", "you", "she", "he", and "it" along with the phrase "is/are going to".
Here are expanded responses for the topics:
T-shirts:
Yes, I like wearing t-shirts. T-shirts are comfortable and casual to wear. I have a large collection of t-shirts in different styles and colors. In the summer, I enjoy wearing t-shirts most days because they keep me cool in the hot weather. I often wear t-shirts when exercising or lounging around at home as well. Some of my favorite t-shirts have designs or logos from my favorite movies or bands.
Keys:
No, I don't think it's a good idea to leave your house keys with a neighbor. There are several reasons for this. Firstly, it's a security risk if
This document provides information about direct and indirect questions, including examples and differences. It also discusses using direct and indirect questions in different contexts, such as when asking for directions from someone you know well versus someone you don't know well. Additionally, it covers pronunciation of vowel sounds like /i/ and /i:/ and provides exercises to practice distinguishing between words. The document concludes with examples of questions using countable and uncountable nouns to ask about quantities.
This document provides guidance on how to offer things to others in English in a polite manner. It begins by explaining the importance of knowing offering phrases in social and work situations. Example phrases for offering items like drinks, food or refreshments are given, along with example dialogs demonstrating their use. The document also covers informal phrases of offering as well as polite ways to refuse an offer, such as by thanking the person but providing a reason. It concludes by assigning students to find an English movie clip demonstrating offers being made and accepted or declined and to transcribe and highlight the relevant phrases.
This document provides information about a Spanish class. It introduces the teacher, Señora Foster, and provides details about her background and qualifications. It outlines classroom policies on attendance, late work, behavior, and grading. It describes resources for finding course information and contacting the teacher. Expectations are explained for class participation, preparation, and respect.
The document is an invitation for a farewell party. It contains details about the party such as the date, time, and location. It invites Maya to the party at the house of Arlinda and her family on January 7th from 7-9pm as they are leaving town. The document also includes sections on acknowledging contributors, materials used, games, exercises and an English score.
1. The document discusses various tenses in English including present indefinite, present continuous, present perfect, past simple, past continuous, future simple and future continuous tenses.
2. Examples are provided for each tense including syntax rules and sample sentences to illustrate their usage.
3. Wh-questions starting with why, what, when, where and how are also provided for some tenses to demonstrate their forms.
The document provides a summary of lessons and activities covered in an English language class, including: a true/false quiz reviewing facts; exercises on asking "Wh" questions, weekly schedules, and personal details; a bingo game to learn facts about classmates; and a listening exercise to the song "Blow" by Ke$ha where students fill in blanks as they listen. The class covered grammar topics like verb conjugation and question formation, held role-playing conversations, and discussed vocabulary from the song.
Week 18 virtual class dating and romance_2.8.2013 (p2003)Đại học trực tuyến
1. The document provides information about virtual class schedules, with classes from 9am-10:30am and 2pm-3:30pm.
2. It lists rules for virtual classes, including wearing headphones and using a structured name format of first name + last name.
3. It provides example phrases for inviting someone out, arranging to meet up, breaking the ice, and going on a date.
This document provides a summary of a presentation on spoken fluency given by Gerard McLoughlin on February 17th, 2012 in Barcelona, Spain. The presentation discussed examining accuracy and fluency in speaking, including analyzing dialogues and natural conversations to identify features such as pausing, repetition, and negotiation between speakers. It also looked at how fluency can be developed through activities like role plays, daily conversations about common topics, and matching sentence halves. References used in the presentation are listed at the end.
This document provides a summary of a presentation on spoken fluency given by Gerard McLoughlin on February 17th, 2012 in Barcelona, Spain. The presentation discussed examining accuracy and fluency in speaking, including analyzing dialogues and natural conversations to identify features such as pausing, repetition, and negotiation between speakers. It also looked at how fluency can be developed through activities like role plays, daily conversations about common topics, and matching sentence halves. The presentation provided examples from language corpora and classroom materials to illustrate techniques for noticing fluency patterns.
The document appears to be notes from an English language lesson. It includes exercises on topics like the present continuous tense, a song called "London Bridge", a listening activity about a Ke$ha song, and family vocabulary. Various learning activities are described like filling out worksheets, role plays, asking questions of classmates, and listening to videos.
Oxford Discover 6, Unit 11. Why do we make history?Segun Collins
Oxford Discover Lesson Unit 11 for Grade 10 . Detailed lesson with listening and speaking videos. Big Question video with follow up questions. Students would find this very interesting as slides are very interactive. Class work in between and answers.
This document provides a review of simple past verbs. It includes exercises on filling out timelines with simple past forms of "to be", listening practice with weather conversations, instructions for an activity comparing weather in different cities, examples of regular and irregular past tense verb forms, a video about Max the cat featuring simple past verbs, a song activity with Rudolf the Red-Nosed Reindeer, and a verb bingo game using irregular past tense forms.
The document discusses various English grammar concepts including tense, aspect, perfect and progressive forms, passive voice, modality, conditional sentences, and techniques for emphasis. It provides examples and explanations of these concepts and the differences between them. For example, it explains the difference between tense and aspect, how perfect and progressive forms combine with tenses, and how to form the passive voice and complex passive sentences.
This document discusses the uses of auxiliaries in the English language. It explains that auxiliaries are used to ask questions, give negative answers, indicate tense, and show emphasis. The document provides examples of how auxiliaries are used for asking questions, giving negative answers, short answers, emphasis, tag questions, expressing agreement, as verb substitutes, and for "echo" questions. It also includes a table that lists the auxiliaries used for different tenses.
This document provides information about offering and suggesting in English, including common phrases and structures. It begins with objectives for learning about offering and suggesting. It then defines offering as presenting something that can be accepted or rejected, and defining suggesting as mentioning an idea to recommend it. Several common phrases for offering like "Would you like...", "Would you care for...", "Can I...", "Shall I get you..." and suggesting like "I suggest/recommend...", "How about...", "Let's...", "Why don't...", "Why not..." and "Shall I/we..." are explained. Response phrases for accepting, declining, and responding to suggestions are also listed. An example dialogue demonstrates offering and suggesting. The document concludes with a
The document provides learning materials for a language lesson, including:
- Greeting and introducing expressions to practice with examples
- Steps for accepting and canceling appointments, offering sympathy and condolence
- Grammar lessons on reflexive and emphasizing pronouns, simple past tense, and expressions using "used to"
- Sample dialogs modeling the target language functions
- The document contains an English lesson plan for elementary school students, including chants, vocabulary words, homework assignments and a daily quote.
- The lesson introduces vocabulary about family members, animals, foods and hobbies like fishing.
- Students are asked to copy vocabulary words, recite chants, read for 20 minutes daily and pick up litter.
The document summarizes key grammar concepts covered on a fall 2012 midterm exam for an EAP 90 course. It discusses verb forms including past, present, and future tenses as well as aspects. It also covers topics like present simple vs progressive, dynamic vs nondynamic verbs, present perfect, future forms, noun modifiers, adjectives order, passives, and transitive vs intransitive verbs. Examples are provided to illustrate the rules and differences for each grammar concept.
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5. Learning objectives
Functions:
• Welcome a guest; 招待客人
• Introduce one person to another 介绍别人
• Compliment someone on his/her house.
• Ask for beverages as a guest
• Offer beverages as a host.
• Briefly describe a visit to a friend’s place.
6. In your own culture…
• Is it common to pay a visit to a
friend’s house without advance
notice?
• Do people bring anything when
visiting a friend’s home?
• What are some of the common
beverages and foods offered to
visitors?
17. Class assignments
• Quizlet speaking quiz
• https://quizlet.com/549245889/2020-integrated-chinese-
lesson-5-dialogue-1-flash-cards/
• Quizlet live games
• Characters writing package
https://drive.google.com/file/d/1pA0Zsx7sVsBnMJIu_Oet9SCrL5jvF4ge/vie
w?usp=sharing
Each character, five times in
characters, two times pinyin and
English meaning
22. Class assignments
• Quizlet speaking quiz
• https://quizlet.com/549245889/2020-integrated-chinese-
lesson-5-dialogue-1-flash-cards/
• Quizlet live games
• Characters writing package
https://drive.google.com/file/d/1pA0Zsx7sVsBnMJIu_Oet9SCrL5jvF4ge/vie
w?usp=sharing
Each character, five times in
characters, two times pinyin and
English meaning
27. For Band students
• Quizlet speaking quiz
• https://quizlet.com/549245889/2020-integrated-chinese-
lesson-5-dialogue-1-flash-cards/
• Quizlet live games
• Characters writing package
https://drive.google.com/file/d/1pA0Zsx7sVsBnMJIu_Oet9SCrL5jvF4ge/vie
w?usp=sharing
Each character, five times in
characters, two times pinyin and
English meaning
51. Dialogue fill out handout & dialogue
video worksheet
https://drive.google.com/file/d/0B4G65i
KStt4ObVNnVTJWd0JUTDQ4LXd3Rm
xCZW5XUWhOR3Uw/view?usp=sharin
g
https://drive.google.com/file/d/16u0wC
S2Z2ITV2_inZ7dMS82WPGn_SrI9/vie
w?usp=sharing
53. 谁呀?
shéiya
进 來
jìn lái
Come in
请进
qǐng jìn
• A: Who is this?
• 谁呀?
• B: It’s me, XX.
• 是我,XX
• A: Please come in!
• 请进,请进!快进来!
快 kuài
fast; quick,
quickly,
54. 漂亮 pretty;
piàoliang
• A: Is his house beautiful?
• 他的家漂亮吗?
• B: His house is(isn’t) beautiful.
• Positive ans: 他的家很漂亮。
• Negative ans: 他的家不漂亮
Adj. as a predicate. Chinese Adj. is
sometimes called “stative verb.”
55. S Adj-不-Adj? Ans: S 很 Adj.
• 你妹妹
• 漂亮?
Positive Ans:
我妹妹很漂亮。
Negative Ans:
我妹妹不漂亮。
56. S Adj-不-Adj? Ans: S 很 Adj.
高兴
gāoxìng
Happy, pleased
小英
高兴?
Pleased to meet you.
很高兴认识你!
=认识你很高兴!
57. 一杯茶
yì bēi chá
杯子: a cup
beizi
The radical for “杯”is “木”
(meaning “wood”)
The radical for “茶”is the
艸” (meaning “grass”)
66. Verb + (一)点儿+ Noun (V a bit N)
(一)点儿 is used to soften the tone
in a question or an imperative
sentence
A: What would you like to drink?
A: 你想喝(一)点儿什么?
B: 喝点儿水吧。
(Have some water.)
74. A: 你要喝点儿什么? (What do you
want to drink?)
B: 我要一 瓶/杯______,可以吗?
A: 对不起, (我们家)没有_______。
B: 那给我 ____________吧。谢谢。。
瓶
píng
杯
bēi
75. 一点儿 & 一下儿
• V一下儿
• V(一)点儿 +Obj.
• Both mean “a bit.”
• Both soften the tone in a
question or an imperative
sentence, making it more
polite.
76. Verb 一下儿
Verb+ a little
• V一下儿 quantifies the verb (do
a little action, short time V):
• V一下儿O
• 看一下儿书
77. 1. Let me take a look.
我看一下!
2. Let me listen for a short while.
我听一下!
3. Please come over [for a little
while]
请来一下!
Soften the tone when making the request.
78. • Come in for a minute.
进来--》进来一下。
• I feel like listening to music for a little
while.
我想听音乐--》我想听一下音乐。
• I want to take a look at your photo.
• 我想看你的照片--》我想看一下你的照
片。
79. 介绍
jièshào
一下
yí xià
• V + 一下(do something a bit/once)
can soften the tone in a question or an
imperative sentence
Let me introduce [a little bit.]
我介绍一下!
81. =(“Why don’t I /
you …!”, “Let’s …!”)
• 中国饭?
• (你)吃一点儿中国饭
吧!
Making a suggestion
你 Verb 一点儿 Object 吧.
82. 吧:ba , a suggestion particle
(soften the tone)
• 你在我家吃饭!→你在我家吃饭吧!
• 进來!-> 进来吧!
• 给我一杯水。→给我一杯水吧。
• 我今天很忙。我们明天去→
我今天很忙。我们明天去吧。
83. • Is your school big?
• 你的学校大不大?
• My school is not big, it is small.
• 我的学校不大,我的学校很小
The usage of adjective in Chinese:
S Adj-不-Adj?
S 很 Adj/ S 不 Adj.
学校school
xuéxiào 大 big
dà
84. Adjective as “static verb” (or predicate)
• Make sure you do not use “是”
before adjective words.
• EX: 他家很大!
• 他家是很大(incorrect)
94. 1. Is your father tall?
2. Is Chinese food delicious?好吃
3. Is this movie interesting?
4. Is this cup tea tasty? 好喝
5. Is this College large?
6. Are you happy today?
7. Is your younger sister pretty?
Pair Work
95. “在” as a verb:
A:王朋在吗? Is Wang Peng
in?
B:在。(or [他] 不在。)
“在 ”can be a prep. or used as
a verb
在 zài
to be at; in; on
96. 在+ location
A:王朋的家在北京吗?
B: Wang Peng’s home is not
in Beijing; his home is in
Shanghai.
王朋的家不在北京,他家在上海。
Prep. 在 zài
to be at; in; on
97. 在+ location
A:Where is your house?
你家在哪儿?
B:我家在________。
哪儿:nǎr where
Or 哪里 (nǎrlǐ) [used
in the south]
98. More practice with
在+ Noun (location)
A: Where is your school?
你的学校在哪儿?
B: My school is in
Pittsburgh.
B:我的学校在匹兹堡。
99. • Where is your book?
• 你的书在哪儿?
• My book is over there.
• 我的书在那儿。
More practice
Preposition 在 (at; in; on)
在+ Noun (location)
100. 在+ location+ V
When the “在+noun” is placed before a verb, it
indicates the location where the action takes place
A: 你在哪儿工作?
B: 我在学校工 作。(I work at
school.)
105. 在 can also be used to describe an
action in progress.
• A: What are you doing?
• 你在做什么?
• B: 我在看书
• A: 你在做什么?
• B: I am learning Chinese.
• 我在学中文。
108. Speaking exercises
1. Who went to Gao Wenzhong’s house?
2. Had Wang Peng and Li You met Gao
Wenzhong’s sister before?
3. What is Gao Wenzhong’s older sister’s name?
4. How is Gao Wenzhong’s house?
109. Speaking exercises
5. Where does Gao Wenzhong’s older sister
work?
5. What did Wang Peng want to drink?
7. Why did Li You ask for a glass of water?
110. Turn the following into questions?
1、王朋和李友去小高家玩儿。
2、小高有一个妹妹,叫高小音。
3、李友觉得小高家很漂亮,可是不大
4、高小音在学校工作。
5、王朋和李友都想喝啤酒。
6、小高家没有啤酒,只有茶和可乐。
7、高小音给李友一杯水。
111. We have learned the following Grammars in L5D1:
1. V一下儿
2. S 很 Adj/ S 不 Adj.
3. S +在哪儿+ V + O?
S +在 Place + V + O。
4. V(一)点儿O
5. S1+给+S2+ O