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Is there a correct way to hold chopsticks

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Is there a correct way to hold chopsticks

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Is There A Right Way to Use Chopsticks? | Eat China: Back to Basics S4E4

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This Guy Charmed 3 Million with This Ancient Chinese Horn

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INTERACTIVE CHINESE for beginners // Chinese Comprehensible Input // HSK 0-1

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Fast Food in China is a Whole Other World | Eat China: Back to Basics S4E10

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The Eight Traditional Cuisines of China | 中国八大菜系

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Love me, love my cat! - A Simon's Cat Valentines | COLLECTION

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At the beginning of the class, invite students to draw types of clothes that they feel they must to have for their day to day life.

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9 Essentials for a Happy Cat! - Simon's Cat | COLLECTION

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Simon's Cat Pop Time - Guide To Friends!

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THINGS SIMON'S CAT IS THANKFUL FOR (Thanksgiving Collection)

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The goal of every language teacher is for their students to speak the language. We want our students to be able to talk about all kinds of topics and accomplish all kinds of purposes, talking to all kinds of people.

But HOW???

We don't actually learn language by speaking; nor do we learn language by... well... learning. Language is acquired-not learned-and language acquisition is subconscious. We acquire language effortlessly, naturally, without thinking, as our brains process linguistic input.

We acquire language by reading and listening to language that our brains are able to process; meaning, by reading and listening to language that we are able to make sense of: language that is comprehensible.

If you are a Spanish teacher that wants to expose your students to vast quantities of reading and listening material in class, you might wonder Where do I begin?

In order to keep input comprehensible and talk about lots of things in class, you need to equip your students early on with verbs that pack a big punch: verbs that can be used to talk about a wide range of things. High frequency verbs. But what are they, and how can you use them strategically in class?

THE SUPER SEVEN

Terry Waltz pulled together seven words that-in any language-will allow you to communicate in the greatest number of contexts:

LOCATION (to be at a place)

EXISTENCE (there is/there are)

POSSESSION (to have)

IDENTITY (to be)

PREFERENCE (to like/dislike)

MOTION (to go)

VOLITION (to want or feel like)

Terry provides more information about the development of the Super Seven (TM) and many useful insights into language teaching in her excellent manual, TPRS With Chinese Characteristics (a must-read for any language teacher!). You can purchase it here!

THE SWEET SIXTEEN

Mike Peto expanded Terry's Super Seven into the Sweet Sixteen, and he describes the importance of focusing on high frequency vocabulary and introduces the Sweet 16 in this post.

HOW TO USE THE SUPER 7 AND SWEET 16 VERBS

Not to burst your bubble-but truly, this is the wrong question. No strategy is required to use these verbs! Being high frequency terms, by nature these words are unavoidable. It would take strategy to not use them in conversation!

A better question is, how do I limit (shelter) vocabulary when students are first starting out in language classes? How do I ensure that I am not washing students away with a flood of unfamiliar words?

HOW TO SHELTER VOCABULARY

Helping teachers practice the skill of sheltering vocabulary is a core component of many of my workshops. Here are five tips for getting started:

1. Simplify ideas - get rid of superfluous details!

2. Use cognates

3. Use proper nouns

4. Use negation (instead of saying "it's easy", you could say "it's not difficult" (difficult is a Spanish/English cognate)

5. Look for synonyms that are high frequency or are cognates

One exercise that I like to use to develop this skill is having workshop participants write a short story using ONLY the Super Seven verbs, proper nouns, obvious cognates, and articles and simple conjunctions (the, a, and, then, because). It sounds easy enough, but when you put pen to paper, you'll find that extreme sheltering of vocab is much more challenging than it seems at the outset.

I highly recommend giving this a try and then offering the story you wrote to your students early on in the year-how easy to understand is it for them?

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Super 7 and Sweet 16 - The Comprehensible Classroom

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The goal of every language teacher is for their students to speak the language. We want our students to be able to talk about all kinds of topics and accomplish all kinds of purposes, talking to all kinds of people. But HOW??? We don't actually learn language by speaking; nor do we learn language by...

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If we want language to come OUT of our students' mouths, we must get language IN to their heads. They need INput so that they can produce OUTput.

" Input is reading and listening

" Output is speaking and writing

This is common sense. A learner cannot utter an expression in a new language if they have never heard it or seen it. No one disagrees that input precedes output, and all language teachers are looking for ways to provide their students with input.

Yet not all input is created equal, and this is where we find some space for professional debate. If you've been with me for any length of time, you know that the kind of input that I'm after is comprehensible input:

Comprehensible input is language input that can be understood by listeners despite them not understanding all the words and structures in it. - TeachingEnglish.org

In other words, "comprehensible" means that the input is reasonably able to be understood by a learner or collective group of learners.

Krashen originally defined comprehensible input as language input at level "i + 1"; language input that is slightly more advanced than their current interlanguage .

With a range of linguistic competencies in a given class , however, "comprehensible" becomes quite subjective. What is comprehensible to one learner might be altogether incomprehensible to another. Meaningful utterances to one learner may be nothing more than noise to another.

As language teachers, we all try to speak to our students in such a way that they understand. We all try to give our students written texts that we think they will be able to make sense of! But how do we know that they DO understand what we think that they will understand? How do we take a written or oral text that is comprehensible (probably understandable) to most of our students and ensure that it is comprehenDED by all of our students? What checks and balances can we put in place to make sure that we are on the right track?

Moving from comprehensible to comprehended input

There are many comprehension supports that we can use (1) to help a learner understand a message and the individual words and phrases that we use to communicate it, (2) to determine whether or not an individual is understanding a message, and (3) to make adjustments to the message accordingly.

These supports are tools in your language teacher tool belt. Some of them are cheap tools-tools that won't cost you blood, sweat, and tears to obtain. They are tools that come naturally to you. Other tools (skills) are very costly, and it will take weeks...months...years of work to add them to your tool belt.

Let's dig in and explore the top comprehension support tools that we can use to take comprehensible input and ensure that it is comprehended by our learners.

Teach to the eyes

Susan Gross coined this phrase, and all teachers-not just language teachers-should live and die by this tool. When you teach, look your students in the eye. Draw near to them and hold their gaze. As you do, you will see the sparkle of understanding. You will see the flicker of confusion. You will see their eyes dart away to look for clues to help interpret your message when the words themselves are not enough. You will connect with them as they hold your gaze, confident in their interpretation of your message. Teach to your students' eyes.

Ask questions

Ask all kinds of questions! Ask confirmation questions (I went to the store. Did I go to the store?). Ask yes/no questions (Did I go to the store? Yes or no?). Ask either/or questions (Did I go to the store or to the movies?). Ask question-word-questions (Where did I go?). Ask follow-up questions (Why did I go to the store?). Ask comprehension questions (What did I just say in English?). Ask questions about the students' lives (more on that later).Asking questions clarifies the meaning of the original statement in the learner's mind. Asking questions confirms to them that they correctly understood the message or reveals to them a hole in comprehension. Asking questions allows them to hear the words again, moving them ever farther on the path to acquisition of a term. Asking questions well engages students and connects them with you and with each other.

SLOW DOWN. Now slow down some more!! You think you are going as slow as you can go? Good! Now go slower!!

But what does "going slow" mean? It is so much more than rate of speech; words per minute. And I am not even going to write about this because Blair Richards has already written everything that you need to know about slowing down in this beautiful reflection on her experience working with a Mentor Teacher at iFLT 2018. Click here to learn what slowing down means.

You don't have to wait for your students to not understand your message to rephrase it. Rephrasing is a fantastic tool that you can use preemptively to keep all learners on the same page in addition to using it as an 'intervention' when you realize that learners have not understood. I have been listening to The Green Ember with my kids in the car lately. With my oldest child just six years old, the language and text structure in The Green Ember is at times incomprehensible to my kids. Pair that with the fact that it is sometimes hard to hear (thank you, screeching 2 year old!) and that there are many distractions waiting outside the windows of the car ("half naked pine tree forest!"), and there are many times that I guess that my kids have not understood the last piece of the story. So what do I do? I pause and I ask a question, "Did you understand that part?" and whether they answer "yes" or "no", I respond with an affirmation and then rephrase the content: "That's right!/Almost/You got it!...Picket was hurt really badly but he wanted everyone else to think he was tough and so he pretended that he wasn't hurt". You can rephrase things that you have said, language that students have read, or language produced by someone else (a recording, a classmate, etc.).

Simplify sentences

Simplifying sentences can mean two things. The first way to simplify a sentence is to cut out unnecessary information, communicating just the 'meat and bones' of the message. Instead of saying "The clean living room was bright and airy and sparkled in the light of the noonday sun pouring through the window shades", you could say, "The living room was clean and sunny".

The second way to simplify a sentence is to break it down into smaller pieces. Instead of saying, "I went to the grocery store with my mom to buy milk so that I could eat cereal for breakfast", you could say, "I wanted to eat breakfast. I wanted to eat cereal. I didn't have milk. I went to the grocery store. I went with my mom. We bought milk." You're not going to win a Pulitzer Prize for your writing, but your students are going to understand you better.

Shelter vocabulary

To shelter is to protect from something harmful-but what's so dangerous about words?

I'll tell you what. It's NOT UNDERSTANDING. Guys, not understanding sucks. It's stressful and it makes us feel dumb and inadequate and all around bad. Have you ever been in a situation in which someone is speaking to you-perhaps in another language, perhaps in broken language, perhaps too quietly, perhaps mumbled-and you ask them to repeat a few times and you still don't get it? Not understanding something that another person wants you to understand doesn't feel good. It feels bad. Also, it's a roadblock that is very hard to get past and continue the conversation. We shelter vocabulary in order to shelter our students from not understanding.

If you want your students to understand you, you must use mostly words that they understand! This isn't rocket science but it is a total paradigm shift from the ways in which most of us learned language and the ways that we learned to teach language. If you want students to understand you, you must limit the number of words that you are using. In particular, you must limit the number of lemmas (root words) that you are using. Sheltering students from large quantities of unfamiliar words will allow them to skillfully use context clues to fill in the holes left in texts that are filled with mostly familiar words.

Link meaning to L1

If you are teaching a group of students that share a common language already-whether or not it is their first language-linking meaning between the target language and the common language is an immensely useful tool to ensure that input is comprehended. You can tell students what specific words or phrases when you first use them (ex: 'quiere' means 'wants'), or you can check for comprehension by asking questions about the meaning of utterances (ex: "Bob quiere un elefante...what does that mean in English?"). Linking meaning to L1 is my preferred method of establishing meaning for new words and phrases that my students read and hear, and I prefer to write out the pairs so that students can see them and reference them during conversations. You will see many teachers that use comprehension based methods writing the target language with a marker and L1 in a marker, but really you can do whatever you want :).

Contrast meaning

After you've made a statement, a fairly simple and often fun way to support students' comprehension is to make a parallel statement or set up a parallel scenario. This is the beauty of the " Three Ring Circus" and " Contrastive Grammar ", but contrasting meaning can happen in any context.

For example:

El elefante vive en África (The elephant lives in Africa.)

El cocodrilo no vive en África. El cocodrilo vive en Australia. (The crocodile lives in Australia.)

Yo no vivo en África. Yo no vivo en Australia. Yo vivo en América del Norte.

By contrasting these statements, students' comprehension of the verb vivir (to live), the various continents, as well as different forms of the verb vivir ( vive/vivo) is supported. Each new, contrasting statement that you bring in will confirm and clarify the meaning of the original statement as well as helping to interpret the new information with increased fluency and accuracy.

Pop up grammar

While we know that language's internal structure does not consist of rules, and for that reason there are always exceptions to rules that we try to use to describe how language works, it can be helpful to some students to learn general rules about the target language. Learners-in particular high aptitude learners-may be able to better understand utterances when they apply background knowledge about the structure of language to the new utterance. For example:

Teacher: El elefante vivE en África. Yo vivO en Vermont. The 'o' on the end of 'vivo' means that I am the one the verb is referring to, I am the one that lives in Vermont.

Pop up grammar should be really, really short 'asides'-quick comments that give concise information about a specific linguistic feature. And while they are traditionally viewed as a tool to help learners better interpret the language moving forward, they can also be helpful in removing roadblocks for those learners whose focus on the form of the language keeps them from focusing on the meaning. This crippling focus on form is a habit that needs to be broken, and pop-up grammar is an easy way to give those learners a crutch to keep moving forward even when they don't understand every single discreet item in an utterance in addition to its role in the language as a whole.

Personalize

At surface level, personalization is an example of some of the tools that we have already covered: asking questions and contrasting meaning. But personalization is a special kind of question-asking; a special kind of meaning-contrast, and so it merits the status of a stand-alone tool.

We learn what we feel. Connecting what students hear and what they read in the target language to their lives, their background knowledge, and their ideas will help them to internalize it more profoundly and more quickly. In one of my sessions at iFLT last week, I was demonstrating a game that worked with the topic of the World Cup. One of the questions was about who had scored the most goals during the 2018 World Cup and presented numbers of goals. Well, I had no idea when I wrote that question that there was a big controversy surrounding a goal by Harry Kane. How did I find out? One of Harry Kane's biggest fans was in my workshop, and he answered the question only begrudgingly, ensuring that everyone in the class knew that he was choosing the best answer out of what he believed to be all incorrect answers.

And you know what? I live for those moments. Look for opportunities to talk with your students about the things that get them excited, angry, sad, scared, and make them laugh! Find out what they care about and then press in. We remember what we feel. If you want your students to remember the language, use it to talk about memorable things.

Link meaning to visuals and sounds

The last six tools that I use to support comprehension for language learners are all related; each one links meaning of the L2 utterance to a visual or to a sound.

If you have played Charades or Pictionary or Cranium or any game like those, you know that some people are more skilled than others at making themselves understood using these tools! As with all of the other tools that I have described in this post, you can become more skilled than you are right now at using these tools to support learners' comprehension of L2. In fact, I attended an Improv session with Gary DiBianca at OFLA 2018 in which he focused on helping attendees to consider how to better use our voices, our bodies, and our environments to make ourselves understood. Learn how to draw better. Learn how to look differently at the objects in your classroom, to see the possibilities that they offer as props. Learn how to use sound effects in creative ways. Train yourself to use gestures as you speak the target language to your students. Make faces in front of your mirror as you say expressions in your target language. Play Charades! Play Pictionary! Practice, practice, practice, and I am confident that you will reap the rewards of your hard work as you offer new, clearer links in meaning to your students.

Practice makes perfect

As you can see, we have many tools available to us as we strive to ensure that our students are understanding what we think they will understand-so many, in fact, that it is all quite overwhelming. How can you guarantee that you are making use of all of the tools that are available to you? How can you be sure that you have chosen the right tools for a given job?

Practice. Practice, practice, practice.

Psychology researcher Philippa Lally published a study demonstrating that on average, it takes 66 days to form a habit.

SIXTY SIX DAYS.

How long have you been practicing the skill of slowing down? How long have you been working with concerted effort to shelter vocabulary? For how many days in class have you reminded yourself to simplify the sentences you speak to your students?

In Lally's study, participants formed habits after as few as 18 and as many as 254 days. On average it took them 66-but that was within a huge range!

Some of these tools are ones that you have already added to your tool belt; they are already habits. Others will come easily to you. And some of them will take continual, concerted effort. Form the habit of using each one of these tools. Focus on one or two at a time until you find yourself using them without thinking about it. And once you reach that point, look for opportunities to work with a trained Coach to hone your skills even further. Don't try to get better at all of them at the same time; focus your attention on them sequentially.

I made a second version of the the graphic from this post that you can print out and use as a way to organize and strategize your skill building. Color in or cross off any tools that you think you are already doing really well. If you are feeling really brave, try teaching a mini lesson in front of or or to a trusted colleague. Have that colleague tell you what you did best!! (Need to find a trusted colleague? Check out Mike Peto's list of Regional PLCs for language teachers.) Then look at which tools are left on the board and circle 1-2 to focus on as you head into the coming school year. Keep them visible in your physical space as a reminder to you to employ them as you strive to make your comprehensible input comprehended! Revisit the graphic each Friday and reflect on how well you are progressing toward your goal of making that tool a habit.

Make this year your most comprehensible year yet!

If you are interested in bringing a Coach to your school or organization to work with your teachers, I would love to connect you with the Coaching Team so that they can in turn connect you with an experienced coach in your area. Contact me! I mentioned Gary DiBianca's Improv workshop in this post, and I would highly recommend bringing him to your district or organization to work with teachers to improve their comprehension based skills. Gary is one of the most experienced coaches and trainers in the CI world, and the Improv angle is just one of the ways he helps teachers to get better at what they do!

Posted in and Tagged Acquisition vs. learning #top_posts Equity For newbies Professional Development Techniques

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How to teach such that they understand - The Comprehensible Classroom

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If we want language to come OUT of our students' mouths, we must get language IN to their heads. They need INput so that they can produce OUTput. " Input is reading and listening " Output is speaking and writing This is common sense. A learner cannot utter an expression in a new language if...

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CGI 3D Animated Short "The Easy Life" - by Jiaqi Xiong + Ringling | TheCGBros

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China ebike culture | my favorite transportation in Chinese cities 在中国的电动车

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[Eng&Chi] 外国美女穿着汉服上街采访各国路人答案竟然是！？What happen when foreign girls wear Chinese Traditional Clothing?

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[Eng&Chi] 外国美女穿着汉服上街采访各国路人答案竟然是！？What happen when foreign girls wear Chinese Traditional Clothing?

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Representation matters anddiscourse on China spanning across all disciplines and industries have historically excluded and continues to exclude the participation of Black China professionals. BCC was founded in March 2020, amidst the resurgence of public attention on the Black Lives Matter Movement, by likeminded Black professionals passionate about rectifying underrepresentation in the China space.

BCC strives to enhance the presence and participation of all self-identifying Black professionals specializing in any aspect that furthers the holistic understanding of China. The mission of BCC is accomplished by the creation of targeted resources aimed at enhancing the professional development and advancement of Black practitioners in the China space. BCC aims to promote an accessible and inclusive community of Black China specialists who are empowered to contribute their perspectives, add complexity of thought, and use their position to destigmatize discourse on race within China related disciplines and industries.

The BCC is an affirming community that commits to the inclusion for people of all sexual orientations, gender identities and/or presentations, disability statuses, and backgrounds.

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Representation matters anddiscourse on China spanning across all disciplines and industries have historically excluded and continues to exclude the participation of Black China professionals. BCC was founded in March 2020, amidst the resurgence of public attention on the Black Lives Matter Movement, by likeminded Black professionals passionate about rectifying underrepresentation in the China space.

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電影 當強迫症患者【姜子牙】在年夜飯上看到熊孩子【哪吒】這飯能吃舒心嗎哈哈

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过年小零食——过年怎能没有甜蜜蜜的零食呢？【滇西小哥】

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Learn Chinese | Food in Mandarin Chinese (Chinese Food & Drink Song Vocabulary)

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Learn Mandarin | Important Chinese Food Words Song

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Learn Mandarin through this simple food song and master 4 must know Chinese Food Words! This song is perfect for beginner learners of Mandarin - kids or adults. Practice the vocabulary to this song here: https://youtu.be/CJJXoDc8MPU www.chinesebuddy.com www.youtube.com/chinesebuddy www.facebook.com/chinesebuddy

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Chinese Lesson | 7 Fun Songs- Learn Chinese Food & Drink (7首饮食的歌)

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China's Vegan Meat Culture Goes Back 1,000 Years

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China's Vegan Meat Culture Goes Back 1,000 Years

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6:34 minutes

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RADII | Culture, Innovation, and Life in today's China

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English speakers tend to use the term "dumpling" as an all-inclusive, generic term for "deliciousness wrapped up in a doughy exterior." In China, however, a wide array of dumplings can be eaten in different ways, in different regions, and at different times of year - so much so that the term "dumpling" is almost meaningless on its own. Here we break down some of the different types of dumplings - soup to rice - so you can flex on your next dim sum or xiaolongbao outing.

First things first: dumplings aren't just a Chinese food staple - for many people, dumplings are a cornerstone of their identity.

Most dumpling types are closely associated with a region of China - even sometimes a single city or town - and tend to inspire a passionate following among locals from that area.

In general, though, dumplings can be roughly divided into two categories based on their shapes: round dumplings, and long, strip-like dumplings.

Round dumplings include buns (包子 baozi), steamed buns (馒头 mantou), hua juan (花卷), xiaolongbao (小笼包), soup dumplings (汤包 tangbao), and shaomai (烧卖 or siu mai in Cantonese). See what we mean about so many types?

Meanwhile ones that are long and strip-like include wontons and shrimp dumplings (虾饺 xiajiao or har gow in Cantonese). Rice dumplings are in a category of their own, which we'll get to later.

Buns 包子

Buns (also known as baozi, 包子) might be the most common dumpling type in China. These buns are a common sight at grab-and-go eateries and convenience store counters in China, as people tend to eat them at breakfast. The city of Tianjin in northern China is closely associated with this type of dumpling, partly because China's oldest baozi brand, Gobuli (狗不理) was founded there. Meanwhile a fried variety native to Shanghai, shengjian bao (生煎包), is so enduringly popular it's been spun off into cosmetic face masks.

Steamed Buns 馒头

You can think of steamed buns (or mantou, 馒头) as baozi without filling. These are mainly made of flour and are commonly considered street food, especially in northern China. Instead of fillings, people usually eat them dipped or smothered in spices and sauces, like soy milk and preserved bean curd.

Huajuan and steamed buns are close cousins, but huajuan are considered more special for the "flower" shape that gives them their name. They are often eaten plain, since they tend to be on the sweeter side and/or are sprinkled with green onion.

Soup-filled xiaolongbao (小笼包) are said to have originated from the Jiangnan (south of the Yangtze) region way back in the Qing dynasty. Though several dumpling chains claim to be the "originator" of xiaolongbao, there's no dispute that this variety is considered synonymous with Shanghai. Together with baozi, these are one of the most prevalent types of dumpling outside the Chinese mainland, popularized through restaurant chains such as Taiwanese brand Din Tai Fung.

Chinese Takeout: Who Makes China's Most Sought-After Dumplings?

This soup dumpling ( guan tangbao) is actually a bigger-sized version of xiaolongbao. The difference between these two are xiaolongbao has pleats on the surface, while soup dumplings don't. People from southeast China usually add crab meat to make them more of a delicacy and you commonly find them on the breakfast table for people in that area.

Soft and sticky tangyuan are commonly eaten during Lantern Festival in spring. Fillings range from sweet - such as red bean and black sesame - to savory, like pork. These days, some makers have "modernized" them with fruits like mango, strawberry, and even durian.

Chinese Takeout: The Last Days of Tangyuan

These dumplings are a perennial favorite of northern Chinese people. They have a variety of fillings such as pork, corn, and carrot. People often eat these dumplings during the Winter Solstice (冬至 Dongzhi), which is also traditionally a time of family reunion.

Holidays, History, and Dumplings with a Hui Muslim Family

Wontons are hugely popular in southern China. These parcels come submerged in soup, and are usually smaller than other types of dumplings. When the wonton is well-cooked, it will appear translucent, so you can tell what's inside before even taking a bite. There are also a number of different varieties, including fried wontons and miniature in-soup versions native to Fujian, known as bianrou (扁肉).

Chinese Takeout: War of the Wontons

Pot stickers are essentially a fried version of jiaozi, and are the closest thing in Chinese cuisine to Japanese gyoza and similar varieties found in other parts of Asia. Legend has it that they came to be after a court chef accidentally let the bottoms of jiaozi he was making burn - a pretty delicious mistake.

To talk about dumplings in the Cantonese-speaking regions of China, one must first talk about dim sum. The phrase in Cantonese can be loosely translated to "touching the heart," and the heart of that "heart" is definitely siu mai. People in China's southeastern region often eat them with glutinous rice or vegetable fillings, while people in Guangdong province tend to enjoy them with pork inside.

Shrimp dumplings, or har gow (虾饺 xia jiao in Mandarin) are another dim sum staple in the south of China. The first shrimp dumpling was purportedly invented in Guangzhou in the early 20th century, which makes this type of dumpling only about a hundred years old. Traditional shrimp dumplings are half-moon-shaped, with twelve pleats, and are considered by many to be the hallmark of a stellar Cantonese chef.

Chinese Takeout: The Chef Who Gave Up Serving Presidents to Bring Dim Sum to the People

People all over China typically eat pyramid-shaped rice dumplings (粽子 zongzi) wrapped in bamboo leaves during holidays such as the Dragon Boat Festival. Much like Tianjin is for baozi, Jiaxing in Zhejiang province is famous countrywide for zongzi, and is home to one of its most famous manufacturers, Wufangzhai (五芳斋). Today parents also like to make rice dumplings for their children before important exams, because the "zong" in zongzi is a homophone of "zhong" (中), which in Chinese means to "get good grades."

Chinese Takeout: Dragon Boat Bites by the Riverside in Zhujiajiao
All illustrations: Shi Shiyue

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An Illustrated Guide to Chinese Dumplings

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English speakers tend to use the term "dumpling" as an all-inclusive, generic term for "deliciousness wrapped up in a doughy exterior." In China, however, a wide array of dumplings can be eaten in different ways, in different regions, and at different times of year - so much so that the term "dumpling" is almost meaningless on its own.

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Shows how to use these words with 柠檬，香蕉，苦瓜 and 辣椒

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Four Tastes in Mandarin Chinese (sour/sweet/bitter/hot)

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Skip at 7:45 to 9:30 has the ad for wine.

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Chinese Dan Dan Noodles, Italian Pasta Technique

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Hand Pulled Noodles: A Foolproof Method for STRETCHY Dough

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安东

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The EASIEST Hand Pulled Noodles | Biang Biang Noodles

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我爱中国菜 - 非常 FRESH (Learn Chinese with this Song)

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As adapted by the crew of The Search for General Tso
With thanks to our sources of inspiration: Chef C.K. Peng | Chef T.T. Wang | Restaurateur Ed Schoenfeld | Fuchsia Dunlop, author of Every Grain of Rice | Diana Kuan, of appetiteforchina.com | J. Kenji López-Alt and the Food Lab of seriouseats.com

Directions:

1. Crack the egg dramatically into a bowl and stir it up, ideally while filming the whole business in slow motion. If you can get someone to hit a crash cymbal while you crack the egg, that's ideal but not absolutely necessary. Add 1T soy sauce and stir.

2. Cut the chicken into 1 inch chunks, and swirl 'em around in the egg-soy marinade. Leave that be for long enough to make yourself a General Tso's Cocktail, of your own invention!

3. Mix up the sauce in a separate bowl: 1 T soy, 1 T tomato paste, 1 T rice vinegar, 1/4 cup Chicken Stock, 1 tsp sesame oil, a bit of sugar if you like, 1 tsp corn starch. There's room for adaptation here. Don't be alarmed if it feels too thin and watery. Once you cook it, the starch will thicken things up and you'll be in gooey Tso heaven.

4. Break a few of the chilis in half, discarding some seeds if you don't like the spice, leave a few of the chilis intact because why the heck not.

5. Remove the chicken from its marinade, and toss it in a bowl with the corn starch, getting it all nice and coated.

6. Heat up the cooking oil in the wok, to around 350 ° or 375°.

7. Fry the chicken in batches, get the nuggets nice and golden, then remove and drain on a wire rack
over some paper towels. Be careful not to light any of this on fire.

8. Pour the oil off into another container (something that won't melt...) and save for subsequent batches.
Wipe out the wok with a paper towel.

9. Turn the heat back on and add your 1 T peanut oil and the chilis, quickly stir-frying them for 10
seconds or so - careful, they can burn easily. Add the garlic and ginger and stir fry for maybe 15-20
seconds, then add the sauce and stir it up for a minute or so.

10. Once the sauce is looking gooey, add the chicken and swirl it around to coat. You can also toss the
chicken chunks up in the air, allowing ribbon of sauce to fly all over your kitchen. Point is: marry the
sauce and the chicken.

11. Add any optional accoutrements, and serve it up!

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As adapted by the crew of The Search for General Tso With thanks to our sources of inspiration: Chef C.K. Peng | Chef T.T. Wang | Restaurateur Ed Schoenfeld | Fuchsia Dunlop, author of Every Grain of Rice | Diana Kuan, of appetiteforchina.com | J.

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how to create virtual escape game in Zoom

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how to create virtual escape game in Zoom

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Virtual Escape Rooms using Zoom and Google Forms

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小猪佩奇 | 精选合集 | 1小时 | 购物 🛒 粉红猪小妹|Peppa Pig Chinese |动画

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Schools in the US and in China, 美国的学校和中国的学校 [Mandarin Chinese]

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The act of this boy touched 1000 people’s hearts around the world

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🌏 感人歌曲 《媽媽我想你》湯潮 •  獻給天下最偉大的媽媽 ! 🌻🌷🌼 Happy Mother‘s Day !! 🌸🌹💐 ♥ ♪♫*•

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Learn Chinese Tips and Method/Learn Chinese Dialect - Interview with the Polyglot Steve Kaufmann

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Chinese Grammar: 80% of Chinese Sentences Follow This ONE Rule!

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解决焦虑最好的办法就是去做这件事

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解决焦虑最好的办法就是去做这件事

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【一禪小和尚】做事方法——當你覺得特別焦慮的時候，就看看這個視頻吧！

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【说中文，长知识】中国人为什么喜欢用木筷子？Chinese Chopsticks

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One of the big challenges for chinese course is to find reading material at the right level. I was fortunate to find some. So we are going to use them as reading learning materials. We'll go through this  challenging time together and we'll help students keep learning. Thank you for stoping by tonight! Thank you for the trust you place in me!

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One of the big challenges for chinese course is to find reading material at the right level. I was fortunate to find some. So we are going to use them as reading learning materials. We'll go through this  challenging time together and we'll help students keep learning. Thank you for stoping by tonight! Thank you for the trust you place in me!

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再见！

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Hello China video series is a selection of 100 Chinese words. They represent the essence of traditional Chinese culture, reflect its extensive and profound n…

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https://www.youtube.com/watch?v=O0mIW_9M-V0

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EP08----又一首神曲火爆中国抖音《兄弟想你了越语版》

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大家好！我是卜羽馨，自2009年在南加州公立高中任全职中文老师，兼职大学讲师。我用多年的时间从一个门外汉成长为一名专业的中文老师，一直耕耘在教学一线， 为传播博大精深的中华文化贡献着自己的绵薄之力。我要特别感谢我的启蒙恩师吴威玲博士, 塑造我教学理念的Krashen博士，Carol Gabb, 开阔我视野的关春梅老师、金璎老师等， 以及开办讲座和线上分享的老师们。 还要感谢亲朋一如既往的鼓励！谨以此网站献给他们以及所有语言教师！愿这里成为大家切磋、交流、分享的平台。业余爱好广泛的我还是一名尊巴舞教练、在修芳疗师！祝大家身心健康！🌹

2009年洛杉矶18台对我的星谈中文暑期班的采访报道。

2020年8月20日被金牌主持人沈明丽女士邀请去她的"滋味下午茶"做特约嘉宾，在空中和大家分享"我在美国教中文的苦与乐"。

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大家好！我是卜羽馨，自2009年在南加州公立高中任全职中文老师，兼职大学讲师。我用多年的时间从一个门外汉成长为一名专业的中文老师，一直耕耘在教学一线， 为传播博大精深的中华文化贡献着自己的绵薄之力。我要特别感谢我的启蒙恩师吴威玲博士, 塑造我教学理念的Krashen博士，Carol Gabb, 开阔我视野的关春梅老师、金璎老师等， 以及开办讲座和线上分享的老师们。 ...

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Back to School Night

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Everything you need to know to building great screen cast video 

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Everything you need to know to building great screen cast video 

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Sponsored by World101 and ViewSonic

This post contains Amazon Affiliate links. When you make a purchase through these links, Cult of Pedagogy gets a small percentage of the sale at no extra cost to you.

Early in March, the COVID-19 pandemic led to a domino effect of school closures. Overnight, educators were forced to rethink their instruction as they moved online. Thankfully, most aren't comfortable simply replacing themselves with cookie-cutter, ready-made content built without the unique needs of their students in mind. They miss their students, and their students miss them, so they are willing to put in the hard work to ensure that their authentic teaching styles remain intact. This should not be a surprise to anyone who understands the art of teaching; technology simply cannot replace teachers.

One of the most effective ways to move instruction online is to build screencast videos. Screencast videos are unique because they are actual recordings of your computer screen or tablet as opposed to a video of an in-person lecture. They are a powerful way to deliver instruction, but they do require a fair amount of time and planning, which I have learned through a lot of trial and error. Building effective screencasts continues to be the barrier that stops educators from making a smooth transition to distance learning, so I have put together the following tips to help guide you through the process.

My Own Screencast Journey

As an educator myself, I spent several years developing screencasts and making mistakes along the way. I was fed up with lecturing and was determined to find a better way to tailor my instruction to students' needs. I knew technology could be a powerful tool to amplify my impact, but I wasn't willing to replace my lectures with a disembodied voice on a screen who didn't know my students. So five years ago, I made the commitment to eliminate lectures from my classroom and replace them with instructional videos I created myself. This allowed me to facilitate a blended, self-paced, mastery-based classroom built on the backbone of high quality feedback and differentiated instruction:

Years later, I left the classroom to launch The Modern Classrooms Project, a nonprofit that equips and empowers educators to create blended, self-paced, mastery-based classrooms of their own. Through our in-person trainings and our Modern Classroom Essentials* course, we have supported teachers as they learn how to:

Plan and record their own instructional videos

Build student-friendly websites for instructional content

Design effective self-paced learning experiences for students at all levels

The following tips align with what we teach participants about creating their own instructional videos.

Start with the Research

When launching distance learning and meeting students' needs, it can be tempting to dive head first into instructional video creation without actually understanding what works. But before you start investing countless hours of time and energy constructing videos, it's important to understand what the research says about cultivating engagement.

Video Length

The research on how long instructional videos should be is incredibly clear and tells a simple narrative: Keep it short. The ideal length should be under 6 minutes. Between 6 and 9 minutes, engagement drops slightly.

Image from Brame, 2015.

After 9 minutes, engagement drops considerably, and if your video is over 12 minutes, you have a real problem on your hands. It is important to note that the majority of these studies have been conducted on young adults, so for younger students try to keep it 6 minutes or under (Brame, 2015).

These time recommendations can make educators anxious. It can be hard to imagine how to synthesize concepts or skills in such a short span of time. One of the beauties of instructional video creation is it forces you to think about delivering content in a lean way. What is essential? What is not? And where can students discover the content for themselves without you walking them through the process?

A simple way to make videos short is by chunking more frequently. Educators are used to thinking about lessons in 45-, 60-, or 90-minute blocks of time. When you use instructional videos, those constraints disappear. A 10-minute lecture that is designed as part of a 60-minute lesson can be chunked into two 5-minute videos, each of which then becomes part of a 30-minute lesson (Ibrahim et al., 2012).

It also helps to speak quickly and enthusiastically. Teachers are used to speaking slowly and enunciating very clearly, but that is not necessary in a screencast; in fact, it can be quite boring. Instead, speak fast and use conversational language to bring your authentic self into the picture (Guo et al., 2014). Don't worry that students won't be able to follow if you speak too quickly; they can always rewind the video and watch sections again. And don't be afraid to make mistakes-a few of these will make your video sound more genuine.

Video Design

Next let's talk about design principles. First off, minimize text (Guo et al., 2014). Nothing is less engaging than an instructional video with a whole bunch of typed up text. It is especially redundant when you simply read the text during the recording. You might as well just send them a document and have them read it over instead. When possible, always accompany what you say with visuals (Brame, 2015).

Second, instructional videos do not need to be pretty; they need to be personal. Your students want to hear from you; otherwise you could just send them existing videos from YouTube. Research has shown that engagement increases when students know their own teacher is behind the screen delivering the instruction (Li et al., 2016).

Lastly, interactivity is engaging. Embedding pop-up questions into your videos provides great checks for understanding. Moreover, accompanying videos with guided notes helps kids stay focused and ensures that the information travels with them to their next task or assignment (Lawson et al., 2006; Vural, 2013; Zhang et al., 2006).

Don't Forget to Plan First

As with any lesson, good advance planning is essential. Don't just find a software, fire it up and start screencasting. This usually leads to long, dry videos that generally disregard the research. When we train educators to build instructional videos, we tell them that the large bulk of the work will be equal parts planning and recording. The rest of the time is devoted to enhancing your videos and sharing them out with your students.

In most cases, planning your video means putting together the visuals. We find the easiest tools for this are PowerPoint or Google Slides: You'd design the slideshow, then present that as the visual component of your screencast while narrating with your voice. Depending on the content area, these slide decks can look quite different from one another, but the best ones are highly visual and include a nice balance of new information and examples, with as little text as possible.

Other educators will use guided notes instead of slides. If you have already built a nice series of guided notes that would accompany your in-person lectures, those can work really well as the background of your instructional video. Whether you use a slideshow or guided notes, about 40 percent of the time you spend building your screencast should be spent preparing this part.

Finding the Right Recording Tool

If you haven't noticed already, there seems to be an endless stream of edtech products that all allow you to accomplish very similar tasks. This is especially the case for screencasting, so to keep things simple, I'll just recommend a few tools I know are good. Once you've learned those, it's pretty easy to transfer those skills to other tools you might want to try.

The big distinction in screencasting tools depends on whether you have a touchscreen device. While not required, touchscreen devices with styluses (tablets and 2-in-1 laptops) unleash a whole new frontier of functionality. Here is how you should think about the two options:

Interactive Whiteboards

(for touchscreen devices only)

If you have a touchscreen device, we encourage educators to use screencasting tools that serve as interactive whiteboards. Our favorite is Explain Everything. The beauty of a tool like Explain Everything is it acts like a highly interactive digital whiteboard with a built-in recorder and editing tool. More importantly, you get to control the background of your whiteboard. Instead of writing on a blank canvas, you're able to upload visuals-slide decks or guided notes-to become the background of your interactive whiteboard.

Here is an example of one of my Explain Everything videos: Independent vs. Dependent Variables.

For educators looking to learn how to use Explain Everything and all of its tools, you can access our comprehensive tutorial on our online course* or by clicking directly here: Explain Everything Tutorial. If you do go this route, make sure you have a stylus to annotate. We recommend the Meko Universal Stylus because it is affordable but allows for really clean and clear annotations with a high level of precision.

Traditional Screencasters

If you do not have a touchscreen device (most people don't) then do not worry! Traditional screencasters will still get the job done. With the right planning in place, you can create really high-quality, engaging videos. When picking an effective screencaster, you want to look for one that gives you a high level of flexibility, strong editing tools, annotation capabilities, and a webcam function. The most important editing function is the capacity to "truncate." This allows you to scroll to a specific point in a video and re-record when you make an inexcusable mistake without having to redo the whole thing.

Our favorite screencaster is Screencast-O-Matic. It is really easy to use and has all the functionality you need. The free version is ok, but the paid version is worth the upgrade for the added features. Here is our full Screencast-O-Matic Tutorial which can also be found on our online course*. There are many other screencasters out there with similar functionality. The product does not really matter much if it covers all the key components; in the end, it will come down to how you use it.

Since it is difficult to annotate or write using a traditional screencaster, you have to make up for that lack of functionality with animations; these allow you to show lines of text or bullet points one at a time, as you're speaking, rather than all at once. This minimizes the stress that students feel to write down everything immediately, and keeps them focused on each point of your video as you discuss it. Slide decks that are animated to slow-release information lead to far more engaging videos for students. But make sure the animations are simple and have a purpose. Avoid flashy animations and unnecessary sound effects; they prove to be more distracting than beneficial.

Recording: The Most Relaxing Part

Once you have selected your screencasting program and completed the planning process, it's time to start recording. For some educators, this is anxiety producing. Do your best to relax; the more authentic you are, the better.

Before you start, make sure you are in a quiet room and try to get headphones with a mic. For years I have used simple apple headphones with a mic. If you are looking for a more advanced option, consider a headset with an adjustable mic. When you are recording, you should have one goal in mind: Never speak without doing something on the screen.

Interactive Whiteboard (only if you have a touchscreen device): When using an interactive whiteboard, this is a relatively easy task. When possible, write on the screen. If you are reading text or images, constantly annotate.

Traditional Screencasters: When using a traditional screencaster, this can be a little more challenging. As you read text or discuss images on the screen, consider using your on-screen pen or cursor-just as you might use a finger in person-to follow along with the text. When possible, underline and circle key information. This is when animations will make your life a lot easier (Ibrahim et al., 2012).

Remember not to get bogged down in little mistakes. When they do happen, use the truncate function as opposed to re-recording. If you're feeling nervous, consider writing out a script for yourself. Speak quickly and genuinely and before you know it, you will have a solid and engaging video.

Making it Interactive

Once you are done recording your video, consider how you can make it interactive. You can build a fantastic video that follows all the right research, but without tools designed to ensure students are following along, there is a good chance they will inevitably check out.

Research shows that two simple strategies can increase student engagement with instructional videos:

Embedded Questions

One of the most important features of in-person lectures or discussions is the check for understanding. It is both an opportunity for teachers to get a temperature check on student learning and a chance for students to identify their own misconceptions. The problem with most checks for understanding is that they only engage a small percentage of students. That is not the case with instructional videos. When you upload your videos to a platform like Edpuzzle, you can embed questions and comments at key points in the video that EVERY student has to engage with. We recommend that you use closed-response (multiple-choice) questions so that students get immediate feedback on their responses. If you want to track responses, you can build classes on Edpuzzle to track the data. Here's our tutorial on how to use Edpuzzle.

Guided Notes

An easy way to ensure kids are paying attention during an instructional video is to require the completion of guided notes. The challenge is making sure that your notes support learning as opposed to being an unnecessary and tedious barrier. (For an overview of how to put guided notes together, click here.) As your students watch your videos, they should take notes on key content. If you require students to take freehand notes, you will find that some will flourish, but the large bulk will struggle. It will also extend the video watching experience and in turn take away from the rest of the lesson which is likely more engaging. Instead, consider simply providing students with copies of your slides-on paper or digitally-and allowing them to annotate these slides with you as they follow along. If you are not comfortable with that, provide an explicit note-taking model for students, such as Cornell notes, to provide them with a clear structure.

The enhancing phase of building instructional videos is easy to overlook. But it should only take 10-20 minutes per video and can have a major impact on engagement.

Next Steps on Your Screencasting Journey

Like any new skill worth learning, screencasts require planning and practice. But with time they can become an essential teaching tool - whether you're physically in the classroom or not. Research on our Modern Classroom Fellows has shown that when you use screencasts to allow for self-paced learning and mastery-based grading, it substantially improves your capacity to effectively differentiate instruction.

If you are looking for more resources and support through this process, we can help. For educators who are looking to dig deeper into our resources, see exemplar units, or learn how to incorporate videos into a fully self-paced, mastery-based classroom, our free online course can be accessed here, which includes unlimited access to our content and tutorials.

Finally, for any teachers who want help creating videos and running a self-paced, mastery-based class, we offer our Modern Classrooms Mentorship Program*. Every participant in this program is matched with an expert mentor from our Modern Classrooms team, who provides:

1. Feedback on every assignment you submit, from instructional videos to progress trackers to mastery checks

2. On-demand, 1-1 personalized virtual coaching

3. Three Continuing Education Units (CEUs) from George Mason University upon completion

Our mentors have experience creating instructional videos for students across a wide range of grade levels and subject areas, and they stand ready to share their expertise. If you're interested in enrolling, you can save $50 at any time with the coupon code CULTOFPEDAGOGY.

Whether you take our free course, pay for additional support, or simply read this article, we hope you'll join us in using instructional videos to create better learning experiences for all students.

* Cult of Pedagogy has an affiliate relationship with the Building Modern Classrooms Project. Although the Modern Classroom Essentials course is free, if you purchase one of their paid offerings through the links on this post, Cult of Pedagogy will receive a percentage of the sale at no extra cost to you.
References:
Brame, C. (2015). Effective educational videos. Retrieved April 19, 2020, from https://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/

Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 41-50). Retrieved from https://dl.acm.org/doi/10.1145/2556325.2566239

Ibrahim, M., Antonenko, P. D., Greenwood, C. M., & Wheeler, D. (2012). Effects of segmenting, signalling, and weeding on learning from educational video. Learning, Media and Technology, 37(3), 220-235. Retrieved from https://eric.ed.gov/?id=EJ980817

Li, J., Kizilcec, R., Bailenson, J., & Ju, W. (2016). Social robots and virtual agents as lecturers for video instruction. Computers in Human Behavior, 55, 1222-1230. Retrieved from https://rene.kizilcec.com/wp-content/uploads/2013/02/li2015social.pdf

Lawson, T. J., Bodle, J. H., Houlette, M. A., & Haubner, R. R. (2006). Guiding questions enhance student learning from educational videos. Teaching of Psychology, 33(1), 31-33. Retrieved from https://doi.org/10.1207/s15328023top3301_7

Vural, O. F. (2013). The Impact of a Question-Embedded Video-based Learning Tool on E-learning. Educational Sciences: Theory and Practice, 13(2), 1315-1323. Retrieved from https://eric.ed.gov/?id=EJ1017292

Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & management, 43(1), 15-27. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0378720605000170

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Everything You Need to Know About Building a Great Screencast Video

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Moving some of your instruction to video? Learn how to plan, record, and enhance screencast videos students will actually watch.

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教师节超全干货大礼包：美国小学老师们的开学救急包，手把手教你布置教室！

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美国老师布置教室到底有什么妙招？给朋友们的教师节贺礼！在公众号后台回复"急救包"到后台领取本期福利啦！

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本页提供的汉字拼音转换器，可将汉字短文转换成小写拼音、大写拼音、首字母大写拼音或者句首大写拼音，并可对拼音标注声调、字音对照等，可展开"更多选项"查看。

拼音查询中的多音字说明：
多音字的拼音会以蓝色显示〔〕，拼音转换器具有多音字识别功能，如果某个多音字的拼音不正确，可以点击蓝色拼音将弹出多个拼音由用户选择，点击你认为正确的拼音将替换原有拼音。

"更多选项"中的部分功能说明：
】在 汉语拼音方案中， ü前面的字母是 j、 q、 x、 y时要去掉两点，目的是方便书写，也更美观，以及电脑更易输入。然而在小学教学当中，有老师提出不要去掉 ü上两点，因为学生容易把 ü和 u混淆。为此设计这个功能，供有需要的用户使用。
【】汉语拼音方案中 ü省略两点的规则大大减少了两点的出现次数，仅剩下 lü、 nü、 lüe、 nüe四个音节需要加点，为此又有两种解决方法：一种是用 yu代替 ü，另一种是用 v代替 ü。前者在标准场合使用，而平常电脑打字可以用后者。
【 复音词变调】例如"马虎(hu)"不读其本音hǔ，这类字的拼音以紫色标注，点击后弹出的多个拼音中，变调音也显示为紫色。"全显示"：无论当前是否变调，均显示变调音供用户选择。
【 古音】例如"斜"在字典中只有"xié"一个读音，选中此项后将增加古音"xiá"，以匹配"远上寒山石径斜"类似的古音标注。古音识别非程序优先项，标注古音时请注意手动甄别。
【 拼音填空】将汉字写在小括号中获得看拼音写词语效果，例如"一艘（轮船）"，适用于汉语拼音教学中看拼音写字词句类的试题出卷。使用此功能应同时选中"字音对照"。"全注音"：是否对括号外的汉字标注拼音。
【 田字格】不同于拼音填空中的田字格，这里是全部汉字添加等距田字格。可以楷体显示或是不显示汉字，在打印页进一步调整以获取需要的样式。使用此功能必须先选中"字音对照"。
【 四线三格】拼音书写使用的格式，大写拼音字母均占上两格，小写拼音字母中：j占三格；bdfhikltü占上两格；gpqy占下两格；其余只占中间一格。具体可直接输入大小写拼音字母转换后查看。"每字一行"和"预留空行"是方便打印输出，用于书写练习。使用"四线三格"功能必须先取消选中"字音对照"。
【 人名拼音】实现《 中国人名汉语拼音字母拼写规则》，请灵活运用子选项、大小写、声调、空格等获得需要的拼写规则。注意：每行一个姓名，最多四字；5.1.2 双姓连接号未实现。
【 汉字着色】字音对照二级选项，依据声调以不同颜色显示汉字。在打印页中，该模式还可决定是否显示拼音。此功能根据汉语老师建议添加，据老师经验可提高零基础学生学习效率。
【 字词注音 】一段文本中，只需对某个字或词语标注拼音，可用小括号将其括起来，例如"扪（参）历井仰胁息"，先选中"字音对照"再使用本功能实现。"一字多音"：在"左右对照"模式下，将一个多音字放在小括号中，将列出该字所有拼音，适用于选择正确音等场景。

本页拼音依据《新华字典》、《现代汉语词典》等规范性辞书校对，基本每日更新。

粤语拼音采用《香港语言学学会粤语拼音方案》，很少更新， 详细 。

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汉字拼音在线转换，输入汉字查看拼音（小写、大写、首字母大写；标注声调，多音字识别）

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本页提供一个汉字拼音在线转换工具，可以将汉字短文转换成小写拼音、大写拼音或者首字母大写拼音，可对拼音标注声调，并能识别多音字。

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¡Bienvenidos! Welcome! This course is for students who have completed 2 years of high school Spanish OR 2 semesters of college Spanish. Students will learn to speak and write at an intermediate level, with an ability to discuss topics that require higher level thinking and more complex structures.

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夏老师的一天 你在家里做什么？我在家里写作业。 你几点看电视？我八点看电视。 你十点做什么？我十点睡觉。 健康还是不健康？

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三只小鸟在一起聊天。他们聊天聊得很高兴。突然，一只小猫追一只蝴蝶，跑到三只鸟这儿。小鸟们看见小猫，不聊天了。小猫看见三只小鸟， 不想追蝴蝶了。小猫很高兴看见小鸟们， 他很友好，他想跟三只小鸟玩。可是三只小鸟不友好，他们一起欺负小猫。突然，小猫的肚子叫，小鸟们很害怕，小鸟们一起看小猫。小猫说：“我很饿，我想吃东西。" 小鸟们觉得小猫要吃他们，小鸟们很快的跑走了。小猫说："再见。" 小猫就去追蝴蝶玩了。

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Log in to your account or reset your password.

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署热未消，秋意渐浓。不知不觉间，悠闲散懒的暑假结束了，老师们又一次站在了新学年的起点上。最近，有老师问我开学第一天做什么，怎么上好第一天的课，怎么给学生起个好中文名，怎么教汉语拼音，如何管住学生等等。教师群也在热聊新学年这一话题。围绕着老师们所关心的内容，我决定就新学年的新汉语班写一篇《学年首日》

我曾迎送过二十多个学年。学年，在二十几季的轮回中逐渐融为一体，变得没有了界限，分不清哪一年是哪一年。只有开学的第一天，因为那天我如赴情人约会般去跟一帮汉语新鲜人儿见面，心里那份甜滋滋的忐忑依稀可辨。眼见群里老师们忙着为新学年装扮教室，筹划教学，头脑风暴课堂活动，搜寻教学资源 ......我想轻声问一句：老师，您准备好秀您自己了没有？

一间教室，一张白板，一些桌椅，一个老师。学年首日，学生重复着进出五六间相似的教室，面对五六个被称之为老师的人。这一天，老师们做的例牌内容大致相同：迎接学生，点名，指定座位，立下教室法规，介绍学年课程及要求，发书等。下课铃声响，半醒半睡的学生唰地起身离开，老师刚才说了什么没印象，但对老师却给出了印象分儿。所以，开学第一天，老师秀好自己，赢得学生喜欢与信任才是关键之关键。

无论我们愿意否，学生会以貌取人。开学首日，我们在教室里迎接新学生的那一刻，我们面向全班开口说话的那一瞬间，他们对着我们的服饰仪表，姿态表情，语言风趣幽默轻重缓急以及肢体语言等打了分数。五分钟下来，我们留给学生的第一印象已烙成。无论第一印象多么零碎肤浅片面，但这些先入为主的 First impressions are lasting impressions. 因此，咱需仪表整洁清爽，服饰颜色搭配适当。咱得真诚地微笑，风趣地讲话，温柔起眼神儿来跟学生交流，并尽可能地亮出自己的人格魅力来打造气场。老师的气场是举手投足言谈交流展示知识中释放出的吸引力感染力震慑力，一切皆在学生的感觉中，并影响着学生的态度和选择于无形。

学年首日的第一堂课，面对新学生，这些例牌事儿我不做：指定坐位，陈述规矩，介绍课程要求，发学期或学年教学大纲，发书。

学年首日的第一堂课，面对新学生， 以下四项我必做 ，而且力争做好：

1 ）点名 ：点名时，我每叫出一个学生的名字就会走过去跟这位学生握手，并轻柔地说 "你好！欢迎你！"。点名，帮我快速记住学生的名字，给了我送温柔目光给每一个学生的机会，也帮助学生彼此认识 。点名时，我犹如花丛中的一只蝶穿梭在教室里，学生的目光追着我游走。点名完毕，我会让每个学生都觉得， TA 是我当天最想要见的人。

2 ）简介拼音 ：拼音，美国学生不陌生，因此我简略介绍。我用寥寥数语外加手势告诉学生汉语有四声，然后就给学生一纸《课堂用语》来试着说。学生虽然初次接触拼音，可他们尝试着说的课堂用语我都能猜对，并立即夸张地演示出来给他们看。学生一看自己说的我都表演对了，便愈加争着发指令给我 ，学生们的显摆劲儿不断升温，刚才还略微紧张沉闷的教室此时便笑声四起了。这一刻，我跟学生亲近了不少，他们顿时就觉得汉语简单又好玩儿。想想看，我还没开始教汉语，人家学生喊出的课堂用语，我句句都听得懂，学生能不情绪高涨吗？

3 '早' 的故事帮助学生品味出汉字的画面感，并告诉学生只要用心观察就能猜出汉字的意思来。于是乎，我给学生一张纸，纸上并排两队字词。A队有十个象形字： 伞～山～鸟～雨～上～下～网～田～刀～串，B队有十个英文词儿。一分钟不到，学生就把它们对号入了座。其结果，学生都猜中了。皆大欢喜的学生又一通热赞咱汉语简单又好玩儿。可不是吗？十个我没教过的汉字，人家拿过来顷刻间就都选择对了，学生能不欣喜若狂吗？

4 ）动作歌谣 ：拼音和汉字简单介绍给学生后，我给学生一首歌谣《剪子，石头，布》。我不花时间翻译这首歌谣，只是领着学生边说边做。第一次演示，我找一位学生到前面随着我一起做。我跟学生的演示，其他学生一看便猜出我们在做什么，轮到他们时应该怎么做。接下来，我让全班坐着跟着我边说边做两遍，然后我让全班站起来找一位同学面对面站着跟随我边说边做两遍。之后，我就让学生分组练习两分钟。两分钟后，全班一起做一遍，接下来比赛正式开始。两人一组，胜者留下继续参赛，败者坐下为比赛拍着手说歌谣，直到剩下最后两个学生决出胜负。最终，胜者惊喜得到一颗棒棒糖大奖，败者我给足了鼓励话便请回了座位。整个过程，全班学生嗨着喊歌谣，嗨着拍手跺脚，气氛热烈。下课铃声响，学生仍然手拍得噼啪响，嘴喊号子般喊出汉语，没有谁想要离开。是啊，开学首日他们上哪儿找这样好玩的教室好()玩儿的老师呢？学生走出教室，我仍能听见他们在走廊里说《剪子，石头，布》 ...... 好几次有老师打来电话问我说：你的学生在我的班上说汉语。你是怎么教的？才上一天课他们就能说很多呢！电话这头，我忍着不乐出声儿，谦虚地告知对方：哪里，我没教什么，就教了他们几个字儿而已。搁下电话，我得意万分，又是一个好开头啊！

开学首日，我跟中文一学生的初次见面就是让他们觉得我友善有趣可亲可信，就是让他们觉得中文课简单又好玩儿。学生下课不舍地离开教室并期待着上我的下堂课是我最想要的教学结果。当我把快乐的种子播种了下来，今后再给足阳光给足水，那就一季一季地丰收汉语花吧。

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署热未消，秋意渐浓。不知不觉间，悠闲散懒的暑假结束了，老师们又一次站在了新学年的起点上。最近，有老师问我开学第一天做什么，怎么上好第一天的课，怎么给学生起个好中文名，怎么教汉语拼音，如何管住学生等等。教师群也在热聊新学年这一话题。围绕着老师们所关心的内容，我决定就新学年的新汉语班写一篇《学年首日》 ...

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漢典 | 漢語字典, 漢語詞典, 康熙字典, 說文解字, 音韻方言, 字源字形, 異體字

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漢典 | 漢語字典, 漢語詞典, 康熙字典, 說文解字, 音韻方言, 字源字形, 異體字

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BBC 发现中国美食之旅 1/9  云南篇

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BBC 发现中国美食之旅 1/9  云南篇

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BBC之发现中国 美食之旅~2.云南篇（1~9节）

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中国美食之旅 9/9  广东篇

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中国美食之旅 9/9  广东篇

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BBC之发现中国 美食之旅~1.广东篇(9/9节)

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中国美食之旅 8/9  广东篇

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中国美食之旅 8/9  广东篇

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BBC之发现中国 美食之旅~1.广东篇(8/9节)

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中国美食之旅 6/9  广东篇

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中国美食之旅 6/9  广东篇

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BBC之发现中国 美食之旅~1.广东篇(6/9节)

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中国美食之旅 5/9  广东篇

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中国美食之旅 5/9  广东篇

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BBC之发现中国 美食之旅~1.广东篇(5/9节)

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中国美食之旅 3/9  广东篇

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中国美食之旅 3/9  广东篇

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BBC之发现中国 美食之旅~1.广东篇(3/9节)

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中国美食之旅 2/9  广东篇

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中国美食之旅 2/9  广东篇

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BBC之发现中国 美食之旅~1.广东篇(2/9节)

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中国美食之旅 1/9  广东篇

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中国美食之旅 1/9  广东篇

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BBC之发现中国 美食之旅~1.广东篇(1/9节)

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Chinese Concept about hot and cold

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老外刚来中国VS在中国很久以后: 中国的夏天真的比非洲还热吗？

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Vivid pictures stimulate your child's interest in bilingual learning and reading. These bright, lively and compact illustrated books, flashcards, and posters get pre-school children familiar with Chinese characters at an early age and facilitate dual language learning in Chinese and English. We also have the website that provides children with the audio which strengthens the connection between the Chinese vocabulary and the illustrations. Your child will love these posters with cute illustrations! Please get My Pocket Chinese and flashcards too.

Poster Titles:
Fruit Party 水果派对
Bon Appetit 我是大胃王
In the Wardrobe 打开衣柜
Welcome to My House 欢迎来我家
My Body 我的身体
Lets Compare 比一比
My Animal Friends 我的动物朋友
I Want to Be A... 我想要当
Where Are You Going 你要去哪里
I Can Do This 我会了

Paper, Simplified Chinese Characters, 24"x34"

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Vivid pictures stimulate your child's interest in bilingual learning and reading. These bright, lively and compact illustrated books, flashcards, and posters get pre-school children familiar with Chinese characters at an early age and facilitate dual language learning in Chinese and English.

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Classkick is a free app that shows teachers in real-time exactly what students are doing and who needs help so they can provide instant feedback.

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China's long history, vast territory and extensive contact with other nations and cultures have given birth to the distinctive Chinese culinary art. With several thousand years of creative and accumulative efforts, the Chinese cuisines have become increasingly popular among more and more overseas gourmets, virtually functioning as an envoy of friendship in China's cultural exchanges with foreign countries.

Modern China enjoys a world wide reputations as the 'kingdom of cuisine'. The exquisite Chinese culinary art, regarded indisputably as one if the world's finest culinary traditions, has prevailed all over the world. The nearly endless variety of natural ingredients and cooking methods employed in Chinese cuisine stand out unequaled in the world, which may very well account for the universal popularity of Chinese restaurants and Chinese cuisine overseas.

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China's long history, vast territory and extensive contact with other nations and cultures have given birth to the distinctive Chinese culinary art. With several thousand years of creative and accumulative efforts, the Chinese cuisines have become increasingly popular among more and more overseas gourmets, virtually functioning as an envoy of friendship in China's cultural exchanges with foreign countries.

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Recent Templates

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Shout out to SlidesMania for creating so many unique and fun templates! I especially love the virtual notebooks!

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Learn Chinese characters with innovative Chinese-english dictionary, stroke order animations, online Chinese lessons and character writing worksheets.

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Concert PDF to image files

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Please click here if you are not redirected within a few seconds.

Convert PDF to Google Slides

1. Open a PDF. Launch the program on your computer. ...

2. Convert PDF to Slideshow. Click the "Convert" > "To PPT" button to start the process, you can convert PDF to PowerPoint slides. ...

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how to use pdf in google slides - Google Search

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Please click here if you are not redirected within a few seconds. Convert PDF to Google Slides Open a PDF. Launch the program on your computer. ... Convert PDF to Slideshow. Click the "Convert" > "To PPT" button to start the process, you can convert PDF to PowerPoint slides. ...