Beijing Opera is a popular art form in China with a history of nearly 200 years. It features four main roles: sheng for leading male roles, dan for leading female roles, jing for heroes and warriors, and chou for clown-like roles. The costumes, makeup, and movements of Beijing Opera performers clearly identify characters as good or evil based on the colors and designs in their painted faces.
This document discusses how to "read" different nose shapes and sizes to understand people's personalities and tendencies. It claims that people with upward-pointing noses are more trusting, while downward-pointing noses are more skeptical. Horizontal noses have a balanced approach. Big noses leave impressions and dislike repetition, while small noses don't mind repetition and like working with others of similar nose size. Hooked noses share big nose traits but more extreme, and helper's noses tend to help others excessively. It analyzes Emma Watson and Will Ferrell based on these nose traits.
Beijing Opera is a popular art form in China with a history of nearly 200 years. It features four main roles: sheng for leading male roles, dan for leading female roles, jing for heroes and warriors, and chou for clown-like roles. The costumes, makeup, and movements of Beijing Opera performers clearly identify characters as good or evil based on the colors and designs in their painted faces.
This document discusses how to "read" different nose shapes and sizes to understand people's personalities and tendencies. It claims that people with upward-pointing noses are more trusting, while downward-pointing noses are more skeptical. Horizontal noses have a balanced approach. Big noses leave impressions and dislike repetition, while small noses don't mind repetition and like working with others of similar nose size. Hooked noses share big nose traits but more extreme, and helper's noses tend to help others excessively. It analyzes Emma Watson and Will Ferrell based on these nose traits.
Where shall we meet - Learn to say direction in Chineseconglaoshi
This document contains vocabulary and example sentences about describing locations in Chinese using directional words like left, right, front, and back. It introduces characters for directional words like 左 zuǒ (left) and 右 yòu (right) and how to form sentences using relative place words like 在左边 zài zuǒbian (on the left). Examples show asking for and providing directions using phrases like 电影院在哪儿 diànyǐngyuàn zài nǎr (Where is the cinema?) and 这是商店,电影院在商店的后边 zhè shì shāngdiàn, diànyǐ
This document summarizes the usage of common Chinese grammatical particles including 的, 得, 地, 了, 呢, 吧 as well as words like 出, 来, 去, 到, 住, 下, 上, 就, 给, 掉, 所, 可, 并, 却, 而, 行, 约, 算, 断, 尽, 吃, 过, 偏, 干嘛, 下来, 下去, 出来, 过来. It explains how these particles are used to connect words, emphasize actions, indicate directions or
You run into your friend B at an unspecified location. You ask how B is doing and B introduces you to their friend C. You and C meet and ask each other about your hobbies and ages. You tell C it was nice to meet them.
This document outlines a student project to write scripts about two people going to a restaurant and filming short videos based on the best scripts. It provides details about:
- Students individually writing scripts that will be evaluated, and the writers of the top 4-5 scripts becoming directors who choose actors.
- The group that films the best short video will receive an award and have their photo displayed.
- Timeline and points for script writing, practice, and final performance.
- Basic expectations for scripts, including reflecting an appropriate Chinese level, using new and familiar language, being meaningful and authentic, and using characters with pinyin tone marks for unknown characters.
The document discusses strategies for developing students' Chinese speaking skills. It provides 15 tips which include: 1) having students express opinions and feelings, 2) teaching how to repair communication, 3) bringing the real world into the classroom through role-plays and authentic tasks, 4) providing criteria and learning goals for speaking tasks, 5) using technology like flipped classrooms, 6) incorporating games, 7) using motivational incentives, 8) teaching sentence structure and word order, 9) providing visual stimuli to encourage speaking, 10) establishing Chinese-only zones in the classroom, and 11) teaching students to take control of conversations by asking questions. The overall aim is to give students confidence and skills to communicate spontaneously in Chinese.
This document provides an overview of non-Roman Italy between 900-700 BC, focusing on the Greeks and Etruscans. It describes the establishment of Greek colonies in Magna Graecia and Sicily, including important cities like Cumae, Naxos, Selinus, Akragas, and Paestum. Greek architectural styles and temple forms are examined. For the Etruscans, it outlines the Orientalizing period and notable tombs from Caere and Tarquinia, including the Regolini-Galassi tomb and its artifacts. Key Etruscan architectural features are compared to Greek styles.
The document is about the verb "to be" in English and provides examples of its usage in affirmative, negative and interrogative sentences. It discusses using "to be" with descriptions, definitions, occupations, locations, ages and more. Examples are provided to illustrate different uses of the verb "to be" in sentences.
Where shall we meet - Learn to say direction in Chineseconglaoshi
This document contains vocabulary and example sentences about describing locations in Chinese using directional words like left, right, front, and back. It introduces characters for directional words like 左 zuǒ (left) and 右 yòu (right) and how to form sentences using relative place words like 在左边 zài zuǒbian (on the left). Examples show asking for and providing directions using phrases like 电影院在哪儿 diànyǐngyuàn zài nǎr (Where is the cinema?) and 这是商店,电影院在商店的后边 zhè shì shāngdiàn, diànyǐ
This document summarizes the usage of common Chinese grammatical particles including 的, 得, 地, 了, 呢, 吧 as well as words like 出, 来, 去, 到, 住, 下, 上, 就, 给, 掉, 所, 可, 并, 却, 而, 行, 约, 算, 断, 尽, 吃, 过, 偏, 干嘛, 下来, 下去, 出来, 过来. It explains how these particles are used to connect words, emphasize actions, indicate directions or
You run into your friend B at an unspecified location. You ask how B is doing and B introduces you to their friend C. You and C meet and ask each other about your hobbies and ages. You tell C it was nice to meet them.
This document outlines a student project to write scripts about two people going to a restaurant and filming short videos based on the best scripts. It provides details about:
- Students individually writing scripts that will be evaluated, and the writers of the top 4-5 scripts becoming directors who choose actors.
- The group that films the best short video will receive an award and have their photo displayed.
- Timeline and points for script writing, practice, and final performance.
- Basic expectations for scripts, including reflecting an appropriate Chinese level, using new and familiar language, being meaningful and authentic, and using characters with pinyin tone marks for unknown characters.
The document discusses strategies for developing students' Chinese speaking skills. It provides 15 tips which include: 1) having students express opinions and feelings, 2) teaching how to repair communication, 3) bringing the real world into the classroom through role-plays and authentic tasks, 4) providing criteria and learning goals for speaking tasks, 5) using technology like flipped classrooms, 6) incorporating games, 7) using motivational incentives, 8) teaching sentence structure and word order, 9) providing visual stimuli to encourage speaking, 10) establishing Chinese-only zones in the classroom, and 11) teaching students to take control of conversations by asking questions. The overall aim is to give students confidence and skills to communicate spontaneously in Chinese.
This document provides an overview of non-Roman Italy between 900-700 BC, focusing on the Greeks and Etruscans. It describes the establishment of Greek colonies in Magna Graecia and Sicily, including important cities like Cumae, Naxos, Selinus, Akragas, and Paestum. Greek architectural styles and temple forms are examined. For the Etruscans, it outlines the Orientalizing period and notable tombs from Caere and Tarquinia, including the Regolini-Galassi tomb and its artifacts. Key Etruscan architectural features are compared to Greek styles.
The document is about the verb "to be" in English and provides examples of its usage in affirmative, negative and interrogative sentences. It discusses using "to be" with descriptions, definitions, occupations, locations, ages and more. Examples are provided to illustrate different uses of the verb "to be" in sentences.
7. Asking and telling a child’s age
A:nǐ jīnnián jǐ suì(le) ?
你今年几岁（了）
？
B:wǒ sān suì ( le) .
我三岁（了）。
8. 几 (jǐ): how many ; several
• 几 (jǐ) is generally used for asking the
numbers under 10.
e.g nǐyǒu jǐ běn hànyǔ shū?
nǐ yǒu jǐ gè dìdi?
subject+ verb + 几 + measure word+noun
15. Asking and telling a senior’s age
A:nín duō dà niánjì le ?
您多大年纪了？
B:wǒ liù shí èr (suì) le
我六十二 ( 岁 ) 了
62
16. Reduplication of the verb
• Some monosyllabic verbs can be
reduplicated to show either the briefness
or the informality of an action.the second
syllable is always in the neutral tone.
• 一（ yī ） may be inserted between the
first and the repeated one without
changing the meaning or function of the
verb.
17. Reduplication of the verb
• wǒ kànkan nǐ de shū,kěyi ma?
我看看你的书 , 可以吗？
• nǐ kàn yí kàn nǐ de hùzhào.
你看一看你的护照。
• wǒ kàn yíxià nǐ de yīfu
我看一下你的衣服
