Chinese for babies. Toddler mandarin.
La exposición al chino mandarín desde temprana edad permite crear las relaciones neuronales necesarias para aprenderlo de manera natural en cualquier momento de la vida.
Chinese for babies. Toddler mandarin.
La exposición al chino mandarín desde temprana edad permite crear las relaciones neuronales necesarias para aprenderlo de manera natural en cualquier momento de la vida.
This document provides Chinese pronouns for "I", "you", "she", "he", "it", "we", and "they". It also gives the Chinese words for "good" and provides examples of greetings like "hello" addressed to individuals, groups, and in a formal context like to a teacher.
The document describes a tour of various facilities at Jia Courage Children Centre and Tumutumu Hospital in Kenya, including the soccer field, health talks, stationery distribution, guest house, hospital rooms, food options, and challenges like lack of water, technology, and accommodations. It details improvised solutions used at the hospitals like collecting rainwater and hand washing laundry when there is no water, as well as coexisting with animals and insects on the hospital grounds.
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.
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 document lists common Chinese terms for family relationships and provides the Chinese characters, pinyin romanization, and English translations. It includes terms for grandparents, parents, and siblings - specifically distinguishing between father's side and mother's side for grandparents, as well as order of birth for siblings. The chart presents the standard terms and spellings for referring to various family members in Chinese.
This document is a Chinese language lesson that covers asking yes/no questions using "ma", family relationships, and drinking preferences. It introduces common questions like "Are you busy?" and provides examples of using "ma" to form questions from statements. Family terms like "father", "mother", and "boyfriend" are defined. Examples are given for drinking preferences between brothers. Common drinks of coffee and tea are discussed. The document closes with repeating Chinese characters.
This document provides Chinese pronouns for "I", "you", "she", "he", "it", "we", and "they". It also gives the Chinese words for "good" and provides examples of greetings like "hello" addressed to individuals, groups, and in a formal context like to a teacher.
The document describes a tour of various facilities at Jia Courage Children Centre and Tumutumu Hospital in Kenya, including the soccer field, health talks, stationery distribution, guest house, hospital rooms, food options, and challenges like lack of water, technology, and accommodations. It details improvised solutions used at the hospitals like collecting rainwater and hand washing laundry when there is no water, as well as coexisting with animals and insects on the hospital grounds.
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.
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 document lists common Chinese terms for family relationships and provides the Chinese characters, pinyin romanization, and English translations. It includes terms for grandparents, parents, and siblings - specifically distinguishing between father's side and mother's side for grandparents, as well as order of birth for siblings. The chart presents the standard terms and spellings for referring to various family members in Chinese.
This document is a Chinese language lesson that covers asking yes/no questions using "ma", family relationships, and drinking preferences. It introduces common questions like "Are you busy?" and provides examples of using "ma" to form questions from statements. Family terms like "father", "mother", and "boyfriend" are defined. Examples are given for drinking preferences between brothers. Common drinks of coffee and tea are discussed. The document closes with repeating Chinese characters.
1. 你忙吗？（ nǐ máng ma ）
• A ：你好吗？（ nǐ hǎo ma ）
• B ：我很好。（ wǒ hěn hǎo ）
• A ：你爸爸妈妈好吗？（ nǐ bà ba mā ma hǎo
ma ）
• B ：他们都很好。（ tā men dōu hěn hǎo ）
• A ：你忙吗？（ nǐ máng ma ）
• B ：我不忙。（ wǒ bú máng ）
• A ：你男朋友呢？（ nǐ nán péng yǒu ne ）
• B ：他很忙。（ tā hěn máng ）
11-12-12 1
2. 你要什么？（ nǐ yào shí me ）
• A ：你要咖啡吗？（ nǐ yào kā fēi ma ？）
• B ：我要咖啡。（ wǒ yào kā fēi ）
• C ：我也要咖啡。（ wǒ yě yào kā fēi ）
• 我们都喝咖啡。（ wǒ men dōu hē kā fēi ）
4. Pronunciation drills
• d[t] ： Put the tongne tip against the upper
teethridge to block the air and then putting it
down to release the air suddenly.
• t[tʰ ] ： It is pronounced in the same
position for “d”, but explodes with a strong
puff of air. aspirated
5. • ɡ [k] ： Raise the root of the tongue and
let it touch the soft palate,so that the air
stream is stopped,lower your tongue
quickly and let the air out.
• k[kʰ ] ： The tongue position of producing
this sound is the same as“ɡ”,but explodes
with a strong puff of air. aspirated
6. • f[f] ： The upper front teeth touch the
lower lip lightly and let the air escape
between them
