Song Hua asks Lin Na if she is free tomorrow. Lin Na replies that she is busy tomorrow - in the morning she has an English class at 8am and a Chinese class at 10:30am, and in the afternoon she has an oral class at 2pm. Song Hua then asks if Lin Na would like to watch a movie with him tomorrow, but Lin Na says she is too busy with classes.
New Practical Chinese Reader 1 - Lesson 11MG Abenio
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
The document discusses the key qualities of good legal writing: accuracy, clarity, and conciseness. Accuracy involves ensuring facts and legal statements are correct without mistakes. Clarity means using plain English without vague language or grammatical errors. Conciseness means eliminating unnecessary words so the writing is direct and readable for busy readers. Legal writers should aim for these qualities of accuracy, clarity, and brevity in their work.
Speakers: Maggie Chen, Yuri Liu
As ACTFL has updated the national standards to promote World-Readiness language learning, language education nowadays is no longer about teaching what a language is like. Rather, it is to provide authentic input and meaningful practice to help learners develop a series of transferable skills, targeted in the ACTFL five “C” goal areas, which enable them to apply their language skills beyond instructional settings and according to a variety of situational needs. In this session, presenters will demonstrate how to establish an authentic and meaningful instructional setting (curriculum design, lesson plan, instructional activities, and materials) that is tightly connected to the ACTFL five “C” goals, in which learners improve their language skills (oral proficiency and literacy), applicable in real-life situations or workplaces. The presenters will also provide sample lesson plans, materials, and activities that can enhance learner engagement.
Since the publication of New Practical Chinese Reader in 2002, it has been well-received by teachers and learners. For users’ convenience, in this new edition we have revised those points we found improper. In contrast to its first edition, the notes of the texts are designed next to each text to facilitate students. We have not revised the framework, especially the texts and the main language points of the textbook. Users can visit www.blcup.com or resources.blcup.com to download the traditional Chinese version of the texts for free. All the reading materials and illustrations in the workbook are updated.
This is Textbook 4 of New Practical Chinese Reader (2nd Edition). The 12 lessons in it center around a few international students, telling interesting stories about their life and friendship in China and introducing some real-life conventions concerning Chinese expression and comprehension.
An MP3 disk goes with the book, including the recording of texts, new words, key sentences and conversation practices in it.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Based on the Michelin star criteria, some of the top restaurants in Hong Kong that are considered the best would be:
- Three Michelin stars: The Chairman (consistency of exceptional cuisine using superlative ingredients)
- Two Michelin stars: Belon (skillfully crafted dishes of outstanding quality worth a detour)
- One Michelin star: 81⁄2 Otto e Mezzo Bombana (very good cuisine prepared to a high standard)
The Michelin guide uses very specific criteria around quality of ingredients, cooking skills, personality of cuisine, value and consistency to evaluate restaurants and award stars. Restaurants with multiple Michelin stars are considered some of the best places to dine in each location.
Song Hua asks Lin Na if she is free tomorrow. Lin Na replies that she is busy tomorrow - in the morning she has an English class at 8am and a Chinese class at 10:30am, and in the afternoon she has an oral class at 2pm. Song Hua then asks if Lin Na would like to watch a movie with him tomorrow, but Lin Na says she is too busy with classes.
New Practical Chinese Reader 1 - Lesson 11MG Abenio
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
The document discusses the key qualities of good legal writing: accuracy, clarity, and conciseness. Accuracy involves ensuring facts and legal statements are correct without mistakes. Clarity means using plain English without vague language or grammatical errors. Conciseness means eliminating unnecessary words so the writing is direct and readable for busy readers. Legal writers should aim for these qualities of accuracy, clarity, and brevity in their work.
Speakers: Maggie Chen, Yuri Liu
As ACTFL has updated the national standards to promote World-Readiness language learning, language education nowadays is no longer about teaching what a language is like. Rather, it is to provide authentic input and meaningful practice to help learners develop a series of transferable skills, targeted in the ACTFL five “C” goal areas, which enable them to apply their language skills beyond instructional settings and according to a variety of situational needs. In this session, presenters will demonstrate how to establish an authentic and meaningful instructional setting (curriculum design, lesson plan, instructional activities, and materials) that is tightly connected to the ACTFL five “C” goals, in which learners improve their language skills (oral proficiency and literacy), applicable in real-life situations or workplaces. The presenters will also provide sample lesson plans, materials, and activities that can enhance learner engagement.
Since the publication of New Practical Chinese Reader in 2002, it has been well-received by teachers and learners. For users’ convenience, in this new edition we have revised those points we found improper. In contrast to its first edition, the notes of the texts are designed next to each text to facilitate students. We have not revised the framework, especially the texts and the main language points of the textbook. Users can visit www.blcup.com or resources.blcup.com to download the traditional Chinese version of the texts for free. All the reading materials and illustrations in the workbook are updated.
This is Textbook 4 of New Practical Chinese Reader (2nd Edition). The 12 lessons in it center around a few international students, telling interesting stories about their life and friendship in China and introducing some real-life conventions concerning Chinese expression and comprehension.
An MP3 disk goes with the book, including the recording of texts, new words, key sentences and conversation practices in it.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Based on the Michelin star criteria, some of the top restaurants in Hong Kong that are considered the best would be:
- Three Michelin stars: The Chairman (consistency of exceptional cuisine using superlative ingredients)
- Two Michelin stars: Belon (skillfully crafted dishes of outstanding quality worth a detour)
- One Michelin star: 81⁄2 Otto e Mezzo Bombana (very good cuisine prepared to a high standard)
The Michelin guide uses very specific criteria around quality of ingredients, cooking skills, personality of cuisine, value and consistency to evaluate restaurants and award stars. Restaurants with multiple Michelin stars are considered some of the best places to dine in each location.
This document provides information for upcoming Year 7 students about their transition to secondary school. It discusses the Secondary Experience Day where students will visit the school and attend sample classes. It also includes details of the schedule and activities for Secondary Experience Day. Additionally, the document outlines the Survival Guide that will be provided to students, which contains information to help them adjust to Year 7 such as the curriculum, teachers, and challenges they may face.
This document provides guidance on choosing an Area of Interaction (AOI) and writing specifications for a Personal Project. It discusses how the goal, AOI, and specifications should be interconnected. Examples are provided of goals with the appropriate linked AOI. The document also provides tips for writing effective specifications, such as including criteria, statements, and testing methods to guide and evaluate the project outcome. It emphasizes that the specifications define the standards and quality for the final product.
This document provides an overview of research techniques and information evaluation for a personal project workshop. It discusses questionnaires, interviews, and evaluating information sources. For questionnaires, it covers designing effective questions and types of questions. For interviews, it discusses benefits and best practices for conducting interviews. It also provides tips for evaluating information based on criteria like currency, authority, objectivity, accuracy, and coverage. The overall document serves as a useful guide for personal project research.
The document provides guidance on developing a research plan and identifying information sources for a personal project. It discusses planning the project, including identifying what is already known and what still needs to be learned about the topic. It then outlines different types of information sources, such as print, digital resources, interviews, and site visits. Students are encouraged to develop a research plan that identifies their information needs and where to locate answers. The importance of keeping a process journal is also highlighted.
The document provides guidance on planning and conducting a personal project, including developing research questions, identifying information needs and sources, planning a timeline, collecting and recording information, and maintaining a process journal to document progress. Students are advised to create a research plan that identifies their goal, areas of inquiry, what they know and don't know and how to locate needed information from print, digital, human and site visit sources. Keeping a process journal with dated entries is important to track progress and reflect on challenges, skills learned and questions for supervisors.
The document summarizes the International Baccalaureate Middle Years Programme (IBMYP) offered at CIS. The IBMYP focuses on fundamental concepts like intercultural awareness, holistic education, and communication. It incorporates areas of interaction into subject areas like sciences, mathematics, arts, and technology. Students are required to take a third language or arts/technology electives. In their last two years, students complete a personal project focusing on the areas of interaction. Upon completion, students receive an MYP Record of Achievement and Certificate.
The document discusses principles and practices of assessment and reporting in the IB Middle Years Programme (MYP). It outlines that assessment should focus on the whole child, provide feedback to improve learning, and involve students reflecting on their own progress. Teachers use criteria-based rubrics to assess student work and provide feedback, evaluating achievement levels rather than comparisons. Student progress is reported to parents regularly using summative reports issued twice a year.
The CIS Tutoring Survey Results document summarizes feedback from Year 3 students on the CIS tutoring program. Most students found the tutoring sessions to be very helpful in improving their understanding of course concepts. While satisfaction was high overall, some students felt tutoring sessions could be better scheduled to accommodate their availability. A small number also suggested expanding tutoring to additional subject areas.
The CIS Tutoring Survey Results document summarizes feedback from Year 10-11 students on the CIS tutoring program. Most students found the tutoring sessions to be very helpful in improving their understanding of class material and preparing for assessments. While satisfaction with the program was high, some students suggested offering tutoring in additional subject areas or increasing the number of sessions available each week.
The CIS Tutoring Survey Results document summarizes feedback from students in Years 7 through 9 on the CIS tutoring program. Most students found the tutoring sessions to be very helpful in improving their understanding of subject material and preparing for assessments. A small minority felt tutoring could be improved by offering more flexible scheduling options. Overall, the tutoring program was well received and effective according to student feedback.
The CIS Tutoring Survey Results document summarizes feedback from Years 4 through 6 students on the CIS tutoring program. Most students found the tutoring sessions to be very helpful in improving their understanding of subject material and preparing for tests and exams. A small minority wanted more availability of tutoring sessions or had suggestions to improve the program. Overall, the tutoring program received positive reviews from students.
The CIS Tutoring Survey Results document summarizes feedback from Year 12 and 13 students on the CIS tutoring program. Most students found the tutoring sessions to be very helpful in preparing for exams and assignments. While generally satisfied, some students felt they needed more tutoring hours or assistance in specific subjects like chemistry and physics. Overall, the tutoring program was well received and effective for the majority of students surveyed.
The document provides instructions for setting up and using a new MacBook Pro. It outlines steps like opening the box, plugging in the power adapter, and not opening the lids yet. It describes basic features like the keyboard, trackpad, ports and how to carry the laptop properly. Further sections explain how to power on and log in, navigate the desktop, customize settings, manage windows, launch applications, access network drives, connect to wifi and print.
This document analyzes traffic congestion on Braemar Hill in the mornings. Maps and timelines show that congestion starts around 7:15 AM and spreads as more vehicles arrive, blocking over half the roads by 7:50 AM. The investigation found private cars dropping off students at Chinese International School were the primary cause. Travel times increased up to 13 times during peak hours. Interviews found the congestion negatively impacted commute speeds, increased noise levels that could damage hearing, and raised health concerns due to vehicle emissions. In conclusion, the CIS private cars were causing major traffic issues that affected the surrounding community.
The survey of 535 CIS families found that nearly half of students do not use the bus service. Private car use both ways accounted for 57% of respondents and was motivated by flexibility, trip length, and time with children. Suggestions to reduce private car use included improving bus flexibility, facilitating carpooling through the school, and restricting private car access near the school.
The document summarizes the International Baccalaureate Middle Years Programme (IBMYP) offered at CIS in Years 10 and 11. It outlines the fundamental concepts of intercultural awareness, holistic education, and communication. Students take courses in eight subject groups including languages, individuals and societies, sciences, mathematics, and the arts. Students also complete a personal project and are externally moderated to receive an MYP certificate upon completion. The IBMYP prepares students for the IB Diploma Programme in Years 12 and 13.
The document summarizes the International Baccalaureate Middle Years Programme (IBMYP) offered at CIS. The IBMYP focuses on developing intercultural awareness, holistic education, and communication skills in students. It incorporates Areas of Interaction into subject areas like sciences and humanities. Students take required subjects like Chinese, English, humanities, sciences, mathematics, and arts. They also complete an individual Personal Project and receive an MYP Certificate upon completion that can lead into the IB Diploma Programme with subjects across six academic groups.
The document summarizes the International Baccalaureate Middle Years Programme (IBMYP) offered at CIS. The IBMYP focuses on developing intercultural awareness and holistic education through communication across disciplines. It incorporates areas of interaction into core subjects and includes additional electives. In the final two years, students complete an independent personal project focusing on the areas of interaction. Upon completion, students receive documentation of their achievement and qualifications in the IBMYP.
The document discusses principles and practices of assessment in the IB Middle Years Programme (MYP) at the school. It outlines that assessment should focus on the whole child, provide feedback to improve learning, and involve self-reflection. Teachers should use varied assessment methods and provide regular feedback to students and reports to parents. Assessment includes homework, classwork, and tests, and is used to evaluate instruction. Assessment approaches are part of ongoing teacher professional development. The MYP uses criterion-based assessment with rubrics aligned to subject objectives rather than norm-referenced assessment that compares students. Teachers assess students' work against rubric criteria levels to determine achievement bands.
This document provides information for upcoming Year 7 students about their transition to secondary school. It discusses the Secondary Experience Day where students will visit the school and attend sample classes. It also includes details of the schedule and activities for Secondary Experience Day. Additionally, the document outlines the Survival Guide that will be provided to students, which contains information to help them adjust to Year 7 such as the curriculum, teachers, and challenges they may face.
This document provides guidance on choosing an Area of Interaction (AOI) and writing specifications for a Personal Project. It discusses how the goal, AOI, and specifications should be interconnected. Examples are provided of goals with the appropriate linked AOI. The document also provides tips for writing effective specifications, such as including criteria, statements, and testing methods to guide and evaluate the project outcome. It emphasizes that the specifications define the standards and quality for the final product.
This document provides an overview of research techniques and information evaluation for a personal project workshop. It discusses questionnaires, interviews, and evaluating information sources. For questionnaires, it covers designing effective questions and types of questions. For interviews, it discusses benefits and best practices for conducting interviews. It also provides tips for evaluating information based on criteria like currency, authority, objectivity, accuracy, and coverage. The overall document serves as a useful guide for personal project research.
The document provides guidance on developing a research plan and identifying information sources for a personal project. It discusses planning the project, including identifying what is already known and what still needs to be learned about the topic. It then outlines different types of information sources, such as print, digital resources, interviews, and site visits. Students are encouraged to develop a research plan that identifies their information needs and where to locate answers. The importance of keeping a process journal is also highlighted.
The document provides guidance on planning and conducting a personal project, including developing research questions, identifying information needs and sources, planning a timeline, collecting and recording information, and maintaining a process journal to document progress. Students are advised to create a research plan that identifies their goal, areas of inquiry, what they know and don't know and how to locate needed information from print, digital, human and site visit sources. Keeping a process journal with dated entries is important to track progress and reflect on challenges, skills learned and questions for supervisors.
The document summarizes the International Baccalaureate Middle Years Programme (IBMYP) offered at CIS. The IBMYP focuses on fundamental concepts like intercultural awareness, holistic education, and communication. It incorporates areas of interaction into subject areas like sciences, mathematics, arts, and technology. Students are required to take a third language or arts/technology electives. In their last two years, students complete a personal project focusing on the areas of interaction. Upon completion, students receive an MYP Record of Achievement and Certificate.
The document discusses principles and practices of assessment and reporting in the IB Middle Years Programme (MYP). It outlines that assessment should focus on the whole child, provide feedback to improve learning, and involve students reflecting on their own progress. Teachers use criteria-based rubrics to assess student work and provide feedback, evaluating achievement levels rather than comparisons. Student progress is reported to parents regularly using summative reports issued twice a year.
The CIS Tutoring Survey Results document summarizes feedback from Year 3 students on the CIS tutoring program. Most students found the tutoring sessions to be very helpful in improving their understanding of course concepts. While satisfaction was high overall, some students felt tutoring sessions could be better scheduled to accommodate their availability. A small number also suggested expanding tutoring to additional subject areas.
The CIS Tutoring Survey Results document summarizes feedback from Year 10-11 students on the CIS tutoring program. Most students found the tutoring sessions to be very helpful in improving their understanding of class material and preparing for assessments. While satisfaction with the program was high, some students suggested offering tutoring in additional subject areas or increasing the number of sessions available each week.
The CIS Tutoring Survey Results document summarizes feedback from students in Years 7 through 9 on the CIS tutoring program. Most students found the tutoring sessions to be very helpful in improving their understanding of subject material and preparing for assessments. A small minority felt tutoring could be improved by offering more flexible scheduling options. Overall, the tutoring program was well received and effective according to student feedback.
The CIS Tutoring Survey Results document summarizes feedback from Years 4 through 6 students on the CIS tutoring program. Most students found the tutoring sessions to be very helpful in improving their understanding of subject material and preparing for tests and exams. A small minority wanted more availability of tutoring sessions or had suggestions to improve the program. Overall, the tutoring program received positive reviews from students.
The CIS Tutoring Survey Results document summarizes feedback from Year 12 and 13 students on the CIS tutoring program. Most students found the tutoring sessions to be very helpful in preparing for exams and assignments. While generally satisfied, some students felt they needed more tutoring hours or assistance in specific subjects like chemistry and physics. Overall, the tutoring program was well received and effective for the majority of students surveyed.
The document provides instructions for setting up and using a new MacBook Pro. It outlines steps like opening the box, plugging in the power adapter, and not opening the lids yet. It describes basic features like the keyboard, trackpad, ports and how to carry the laptop properly. Further sections explain how to power on and log in, navigate the desktop, customize settings, manage windows, launch applications, access network drives, connect to wifi and print.
This document analyzes traffic congestion on Braemar Hill in the mornings. Maps and timelines show that congestion starts around 7:15 AM and spreads as more vehicles arrive, blocking over half the roads by 7:50 AM. The investigation found private cars dropping off students at Chinese International School were the primary cause. Travel times increased up to 13 times during peak hours. Interviews found the congestion negatively impacted commute speeds, increased noise levels that could damage hearing, and raised health concerns due to vehicle emissions. In conclusion, the CIS private cars were causing major traffic issues that affected the surrounding community.
The survey of 535 CIS families found that nearly half of students do not use the bus service. Private car use both ways accounted for 57% of respondents and was motivated by flexibility, trip length, and time with children. Suggestions to reduce private car use included improving bus flexibility, facilitating carpooling through the school, and restricting private car access near the school.
The document summarizes the International Baccalaureate Middle Years Programme (IBMYP) offered at CIS in Years 10 and 11. It outlines the fundamental concepts of intercultural awareness, holistic education, and communication. Students take courses in eight subject groups including languages, individuals and societies, sciences, mathematics, and the arts. Students also complete a personal project and are externally moderated to receive an MYP certificate upon completion. The IBMYP prepares students for the IB Diploma Programme in Years 12 and 13.
The document summarizes the International Baccalaureate Middle Years Programme (IBMYP) offered at CIS. The IBMYP focuses on developing intercultural awareness, holistic education, and communication skills in students. It incorporates Areas of Interaction into subject areas like sciences and humanities. Students take required subjects like Chinese, English, humanities, sciences, mathematics, and arts. They also complete an individual Personal Project and receive an MYP Certificate upon completion that can lead into the IB Diploma Programme with subjects across six academic groups.
The document summarizes the International Baccalaureate Middle Years Programme (IBMYP) offered at CIS. The IBMYP focuses on developing intercultural awareness and holistic education through communication across disciplines. It incorporates areas of interaction into core subjects and includes additional electives. In the final two years, students complete an independent personal project focusing on the areas of interaction. Upon completion, students receive documentation of their achievement and qualifications in the IBMYP.
The document discusses principles and practices of assessment in the IB Middle Years Programme (MYP) at the school. It outlines that assessment should focus on the whole child, provide feedback to improve learning, and involve self-reflection. Teachers should use varied assessment methods and provide regular feedback to students and reports to parents. Assessment includes homework, classwork, and tests, and is used to evaluate instruction. Assessment approaches are part of ongoing teacher professional development. The MYP uses criterion-based assessment with rubrics aligned to subject objectives rather than norm-referenced assessment that compares students. Teachers assess students' work against rubric criteria levels to determine achievement bands.