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In the United States, everyone knows the words to a few songs that are taught to children at an early age. Perhaps you learned "Mary Had A Little Lamb" at home with your parents, or maybe you learned "Twinkle Twinkle Little Star" during pre-school as part of a classroom activity. The point is, the words to these songs are deeply ingrained in your memory as part of your early education, and strengthened by repetition over time.

Similarly in China, there are few famous poems that every child is expected to memorize. Parents will usually beckon over their child and ask them to recite the poems, and teachers at school will test children on these poems as part of class. Unlike Chinese tongue twisters, which are just for fun, these poems have great cultural significance, passed down from generation to generation.

The funny thing about these Chinese poems is that they may not make sense to the average Chinese learner. These poems are often writing in an archaic style of Chinese writing. It's like how Shakespeare would sound to English speakers. However, these poems will help students learn how Chinese characters interact with one another, and are also a great way to practice many different tone combinations.

If you are learning Chinese, these poems are a fantastic lens into Chinese culture through the ages, and a great way to practice memorization and speech in Mandarin Chinese. In this post, we feature five of the most popular poems that everyone in Chinese knows.

1. "咏鹅 (Yǒng é)" - An Ode to the Goose

"An Ode to the Goose" is a short poem from the Tang Dynasty, and is often the first poem that Chinese children are taught due to its simplicity.

It was written during the Tang Dynasty by child prodigy poet 骆宾王 (Luò bīn wáng), who penned this poem when he was only seven years old. 骆宾王 would go on to become one of the most famous poets of the Tang Dynasty, and later served as a secretary of the country government of Chang'an.

鹅、鹅、鹅，
(é é é)

曲项向天歌。
(qū xiàng xiàng tiān gē)

白毛浮绿水，
(bái máo fú lǜ shuǐ)

红掌拨清波
(hóng zhǎng bō qīng bō)
English Translation: Goose, goose, goose,
You bend your neck towards the sky and sing.
Your white feathers float on the emerald water,
Your red feet push the clear waves.
2. "静夜思 (Jìng yè sī)" - Thoughts in the Silent Night

"Thoughts in the Silent Night" was written by famous Tang Dynasty poet 李白 (Lǐbái). The poem expresses the poet's loneliness, nostalgia, and homesickness as he gazes at the bright moon. 李白 would go on to create close to 1,000 poems in his lifetime, capturing the political landscape and the natural beauty of China in elegant prose.

床前明月光，

(Chuáng qián míng yuè guāng,)
疑是地上霜。

(yí shì dì shàng shuāng.)
举头望明月，

(Jǔ tóu wàng míng yuè,)
低头思故乡。

(dī tóu sī gù xiāng.)
English Translation: Moonlight reflects off the front of my bed.
Could it actually be the frost on the ground?
I look up to view the bright moon,
And look down to reminisce about my hometown.
3. "悯农 (Mǐn nóng)" - Toiling Farmers

"Toiling Farmers" was written by Tang Dynasty poet 李绅 (Lǐ shēn) to reflect the grueling working life of a farmer. The first two lines describe how the farmer toils with the hot noon sun bearing down on him, and he is essentially watering the crops with his sweat. The last two lines relates the farmer's hard work with the food in people's bowl, and that every grain of rice comes at the expense of hard labor.

Interestingly, in present day, this poem is often used at the dinner table by Chinese parents in order to teach their children about not wasting food.

锄禾日当午，

(Chú hé rì dāng wǔ,)
汗滴禾下土。
English Translation: Farmers weeding at noon,
Sweat down the field soon.
Who knows food on a tray
Thanks to their toiling day?
(hàn dī hé xià tǔ.)
谁知盘中餐，

(Shuí zhī pán zhōng cān,)
粒粒皆辛苦。

(lì lì jiē xīn kǔ)

4. "春晓 (Chūnxiǎo)" - Spring Morning

Written by Tang Dynasty Poet 孟浩然 (Mèng hào rán), "Spring Morning" is a poem that describes the poet's observations and thoughts upon waking up on a pleasant spring morning.

春眠不觉晓，

(Chūn mián bù jué xiǎo,)

处处闻啼鸟。

(chù chù wén tí niǎo.)
English Translation: I wake up with the sun up high.
Birds chirp everywhere in the sky.
Last night a rainstorm passed by.
Flowers must have fallen down.
夜来风雨声，

(Yè lái fēng yǔ shēng,)

花落知多少

(huā luò zhī duō shǎo)
English Translation:
5. 七步诗 (Qībùshī)" - Seven Steps Verse

"Seven Steps Verse" was created during the Three Kingdoms period (220 - 280 AD) by 曹植 (Cáozhí), making this poem much older than the previous four. Legend has it, 曹植's cruel older brother was emperor at the time, and was jealous of his younger brother's intelligence and talent. The emperor forced the younger brother to create a poem within seven steps, and if he could not, he would be given the death penalty.

The poor younger brother knew of the older brother's intentions, and created this poem to appeal to the older brother's sense of guilt. The poem, referring to being born of the same root, reawakened the older brother's humanity, leading him to set the younger brother free.

煮豆燃豆萁，
(Zhǔ dòu rán dòu qí,)
Have you heard of any of these famous Chinese poems before? Which poem, or poet is your favorite? Let us know in the comments below!
豆在釜中泣。
(dòu zài fǔ zhōng qì.)

本自同根生，
(Běn zì tóng gēn shēng,)

相煎何太急
(xiāng jiān hé tài jí)

Lighting the bean stalk to boil the beans,
and of this the beans thus wailed:
"Borne are we of the same root;
should you now burn me with such disregard?"

The Golden Age of Chinese Poetry

You might have noticed that of the five poems featured here, four were written in the Tang Dynasty(唐朝 - Táng cháo). Indeed, the Tang Dynasty (618-907 AD) is largely considered the golden age of Chinese poetry, a period of relative stability and prosperity that gave us many of the most memorable and talent poets in Chinese history. The poems of the Tang Dynasty feature a wide variety of themes, starting with colorful descriptions of nature and scenic landscapes, but shifting to more social commentary, nostalgia, and political unrest towards the late Tang period.

In addition to those featured in this post, a few other Tang Dynasty notables are 杜甫 (Dù fǔ), 王维 (Wáng wéi), and 岑参 (Cén cān).

Want You Or Your Kid To Learn Chinese? Join TutorMing!

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5 Famous Poems That Every Chinese Kid Knows

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In the United States, everyone knows the words to a few songs that are taught to children at an early age. Perhaps you learned "Mary Had A Little Lamb" at home with your parents, or maybe you learned "Twinkle Twinkle Little Star" during pre-school as part of a classroom activity.

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MP3音樂編輯軟體 - AVS Audio Editor，具有切割、合併、裁剪、混合等功能，有多種音效、濾波器可以套用，可以從多種輸入設備錄製音訊，另存為所有主流的音樂格式，可以儲存編輯MP3、FLAC、WAV、M4A、WMA、AAC、MP2、AMR、OGG等格式，還有從影片中匯出音樂檔、iPhone鈴聲製作功能。（ 阿榮）（ 下載）（ 購買）

官方網站： Online Media Technologies Ltd.
軟體性質：共享軟體（ 購買）
試用限制：音樂浮水印
介面語言：英文
系統需求：Windows 10/8.x/7/Vista/XP（32及64位元）
關鍵字：AVSAudioEditor

AVS Audio Editor - Cut, join, trim, mix, delete parts, split audio files. Apply various effects and filters. Record audio from various inputs. Save files to all key audio formats.
Save Audio in All Key Formats - Edit and save audio files in MP3, FLAC, WAV, M4A, WMA, AAC, MP2, AMR, OGG, etc.
Edit Audio - Cut, join, trim, mix, delete parts, split with AVS Audio Editor. Use Timeline for maximum precision. Use specially designed filters to remove irritating sounds like roaring, hissing, crackling, etc.
Apply Audio Effects - Select between 20 built-in effects and filters including delay, flanger, chorus, reverb, and more. Mix audio and blend several audio tracks. AVS Audio Editor saves output files in any popular format.
Record Audio from Any Input - Record audio data from various inputs like microphone, vinyl records, and other input lines on a sound card. Edit recorded audio files, apply effects, save them in any key audio format.
Export Audio from Video - Extract and edit audio from your video files with AVS Audio Editor. Save them on PC or external hardware.
Create Ringtone for iPhone - Edit an audio file and save it to M4R format for iPhone. Get a unique ringtone ready with AVS Audio Editor.

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AVS Audio Editor 10.0.4.553 - MP3音樂編輯軟體 切割、合併、裁剪、混合

# data[].attributes.attachment_link.description
MP3音樂編輯軟體 - AVS Audio Editor，具有切割、合併、裁剪、混合等功能，有多種音效、濾波器可以套用，可以從多種輸入設備錄製音訊，另存為所有主流的音樂格式，可以儲存編輯MP3、FLAC、WAV、M4A、WMA、AAC、MP2、AMR、OGG等格式，還有從影片中匯出音樂檔、iPhone鈴聲製作功能。（ 阿榮）（ 下載）（ 購買） 官方網站： Online Media Technologies Ltd. 軟體性質：共享軟體（ 購買） 試用限制：音樂浮水印 介面語言：英文 系統需求：Windows 10/8.x/7/Vista/XP（32及64位元） 關鍵字：AVSAudioEditor AVS Audio Editor - Cut, join, trim, mix, delete parts, split audio files. Apply various effects and filters. Record audio from various inputs. Save files to all key audio formats.

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The mission of the Teacher Effectiveness for Language Learning (TELL) Project is to define what effective language teachers do and facilitate their growth to prepare for, advance and support language learning.

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The mission of the Teacher Effectiveness for Language Learning (TELL) Project is to define what effective language teachers do and facilitate their growth to prepare for, advance and support language learning.

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Schools and districts have local control when planning student learning. Whereas the following free resources may be helpful to teachers in creating distance lessons, the Department does not endorse any particular program or platform. We encourage teachers to investigate opportunites and resources for students who are learning from home and to reach out for help and support from our world language office.

Updated May 22, 2020. Newly added resources are at the end of each section or topic.

Virtual meetups for Ohio world language teachers began M arch 31, hosted by ODE and OFLA.
Join your Ohio colleagues for sharing, support and information.
View theschedule and NOTES from previous meetups.

Creating / Searching Lessons

ODE Career Connections Page: PBS videos (in English) of careers using world language. Each video includes an activity sheet for middle school and for high school.

​Choice Boards: Sample world language choice board.

Set up: Students choose from options across categories, such as:

Communication (reading, writing, speaking, listening, signing).

Culture (intercultural investigation, interaction and comparison).

Language (vocabulary and structures).

Sensory (kinesthetic, drawing, music, videos, follow a recipe, build a model).

Creation (make a PowerPoint or Venn diagram; make a game on Kahoot or Quizlet; make a video to teach how to do something or show your talent; make a comic strip or story board; plan and cook a cultural dinner menu).

ODE Instructional Strategies Page: Instructional strategies, resources and websites for all languages and levels, across communication skills/modes, language and culture.

​Screencastify: Record your computer screen, sound and voice to create video lessons.

Seesaw: Student digital recordings and portfolios and parent communication.

Resources for Multiple Languages, Levels and Topics

Additional Lesson Resources by Level or Language

​​elementary resources

american sign language

CLASSICAL LANGUAGES

Virgilio.it: Italian news, sports, fashion, weather and other cultural topics.

SpeakingLatino.com: Spanish songs with specific culture, vocabulary or language focus.

​Rockalingua: Music-based Spanish learning. Currently free membership.

Señor Wooly: Two weeks free access to all resources.

​multilingual language practice

♦ Join at the time listed, using the links below.

♦ Notesfrom previous meetup chat boxes, March 31 - present.

VIEW recording

A Tale of Two Teachers: Part 1. (May 13, 2020)
The GRID method for planning face-to-face and distance learning.

June 2 3:30-4:30pm

A Tale of Two Teachers: World Languages.
ODE/OFLA Meetup. Follow-up discussion from the two presentations on May 13-14, on how we can apply their
strategies to world language classrooms.
https://us02web.zoom.us/j/86979909990

June 3 3:30-4:30pm

A Tale of Two Teachers: Part 3. General Q&A and discussion for all content areas based on the presentations in Parts 1
and 2 on May 13 and 14. Hosted by SECO.
Join Here.

The world language and cultures content specialists in the Office of Learning and Instructional Strategies are scheduling virtual meet-ups in collaboration with various professional organizations across the state to support educators and administrators during extended remote learning. The purpose of the forum is to encourage educators and to give them a platform to network, share, and gain new skills or strategies to help students succeed while learning from home. This aligns with the vision of Ohio Strategic Plan for Education, Each Child, Our Future which focuses on the whole child by empowering teachers to help their students to become resilient lifelong learners who contribute to society. These meet-ups help to facilitate discussions about equitable learning opportunities and practices for each child while partnering with educators and professional organizations to promote quality schools and student success.

The Department will host and publicize the meet-ups in conjunction with guest facilitators who are sponsored by a professional organization. The virtual meet-ups will be scheduled across grade levels and languages as appropriate.

PARTNERING PROFESSIONAL ORGANIZATIONS

MEETING NORMS

All meetings will follow the suggested norms:

Be respectful.

Recognize that everyone has expertise.

Assume positive intent.

Seek clarification in language and ideas.

Share experiences.

Use the chat feature when you have a question.

Mute your microphone when not speaking.

# data[].attributes.attachment_link.description
Schools and districts have local control when planning student learning. Whereas the following free resources may be helpful to teachers in creating distance lessons, the Department does not endorse any particular program or platform. We encourage teachers to investigate opportunites and resources for students who are learning from home and to reach out for help and support from our world language office.

# data[].attributes.attachment_link.readable_text
Schools and districts have local control when planning student learning. Whereas the following free resources may be helpful to teachers in creating distance lessons, the Department does not endorse any particular program or platform. We encourage teachers to investigate opportunites and resources for students who are learning from home and to reach out for help and support from our world language office.

Updated May 22, 2020. Newly added resources are at the end of each section or topic.

Virtual meetups for Ohio world language teachers began M arch 31, hosted by ODE and OFLA.
Join your Ohio colleagues for sharing, support and information.
View theschedule and NOTES from previous meetups.

Creating / Searching Lessons

ODE Career Connections Page: PBS videos (in English) of careers using world language. Each video includes an activity sheet for middle school and for high school.

​Choice Boards: Sample world language choice board.

Set up: Students choose from options across categories, such as:

Communication (reading, writing, speaking, listening, signing).

Culture (intercultural investigation, interaction and comparison).

Language (vocabulary and structures).

Sensory (kinesthetic, drawing, music, videos, follow a recipe, build a model).

Creation (make a PowerPoint or Venn diagram; make a game on Kahoot or Quizlet; make a video to teach how to do something or show your talent; make a comic strip or story board; plan and cook a cultural dinner menu).

ODE Instructional Strategies Page: Instructional strategies, resources and websites for all languages and levels, across communication skills/modes, language and culture.

​Screencastify: Record your computer screen, sound and voice to create video lessons.

Seesaw: Student digital recordings and portfolios and parent communication.

Resources for Multiple Languages, Levels and Topics

Additional Lesson Resources by Level or Language

​​elementary resources

american sign language

CLASSICAL LANGUAGES

Virgilio.it: Italian news, sports, fashion, weather and other cultural topics.

SpeakingLatino.com: Spanish songs with specific culture, vocabulary or language focus.

​Rockalingua: Music-based Spanish learning. Currently free membership.

Señor Wooly: Two weeks free access to all resources.

​multilingual language practice

♦ Join at the time listed, using the links below.

♦ Notesfrom previous meetup chat boxes, March 31 - present.

VIEW recording

A Tale of Two Teachers: Part 1. (May 13, 2020)
The GRID method for planning face-to-face and distance learning.

June 2 3:30-4:30pm

A Tale of Two Teachers: World Languages.
ODE/OFLA Meetup. Follow-up discussion from the two presentations on May 13-14, on how we can apply their
strategies to world language classrooms.
https://us02web.zoom.us/j/86979909990

June 3 3:30-4:30pm

A Tale of Two Teachers: Part 3. General Q&A and discussion for all content areas based on the presentations in Parts 1
and 2 on May 13 and 14. Hosted by SECO.
Join Here.

The world language and cultures content specialists in the Office of Learning and Instructional Strategies are scheduling virtual meet-ups in collaboration with various professional organizations across the state to support educators and administrators during extended remote learning. The purpose of the forum is to encourage educators and to give them a platform to network, share, and gain new skills or strategies to help students succeed while learning from home. This aligns with the vision of Ohio Strategic Plan for Education, Each Child, Our Future which focuses on the whole child by empowering teachers to help their students to become resilient lifelong learners who contribute to society. These meet-ups help to facilitate discussions about equitable learning opportunities and practices for each child while partnering with educators and professional organizations to promote quality schools and student success.

The Department will host and publicize the meet-ups in conjunction with guest facilitators who are sponsored by a professional organization. The virtual meet-ups will be scheduled across grade levels and languages as appropriate.

PARTNERING PROFESSIONAL ORGANIZATIONS

MEETING NORMS

All meetings will follow the suggested norms:

Be respectful.

Recognize that everyone has expertise.

Assume positive intent.

Seek clarification in language and ideas.

Share experiences.

Use the chat feature when you have a question.

Mute your microphone when not speaking.

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Schools and districts have local control when planning student learning. Whereas the following free resources may be helpful to teachers in creating distance lessons, the Department does not endorse any particular program or platform. We encourage teachers to investigate opportunites and resources for students who are learning from home and to reach out for help and support from our world language office.

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

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

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China from all angles. We report on Chinese innovation, contemporary Chinese culture, and everything else that shows what it is like to live in China today.

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A picture is worth a thousand words, but it might also be worth a thousand dollars if your school gets hit with a copyright violation claim. This happens to schools every year as students or teachers inappropriately use an image that they do not have the rights to.

Thankfully this does not have to be the case as there are loads of high quality pictures that can be used in school projects without any licensing concerns. These can include images that are released under creative commons, or are in the public domain, or simply are copyright-free. Of course depending on the license, it may still be necessary to cite where the image came from to provide proper attribution (and it can be a good practice to do even if not required).

There are many sites and tools that can help educators and students find free photos, clipart, icons, and more. See below for a list of many of these, and be sure to share your suggestions for other resources to add to this collection.

If you just want the links to the sites and tools, see the list right below. If you want all the details on each site go further down the post to find that information.

The first section of this list contains websites where free images can be found. For each site, I tried to include several helpful items of information:

Website - The web address for the site

Media Types - The types of files the site provides, such as photos, clipart, icons, videos, and such.

Quantity - How many images the site currently provides, if known.

License - An explanation of the license(s), approved uses, and citation requirements for the images.

Account - Whether or not an account is needed to use the site.

Adult Content - In short, does the site contain any images that have nudity? If so, is there a safe search option to exclude such images? Because standards for content vary depending on age level, community, and other factors, as always please explore any site before using it with students and use your best judgement.

Sample Image - I have included a sample image from each site with a search for the term "dog".

Website - https://unsplash.com

Media Types - Photos

Quantity - Over 300,000

License - All photos published on Unsplash can be used for free. You can use them for commercial and noncommercial purposes. You do not need to ask permission from or provide credit to the photographer or Unsplash, although it is appreciated when possible. https://unsplash.com/license

Account - Not needed

Adult Content - No

Sample Image - Photo by NIDHIN MUNDACKAL on Unsplash

Website - https://www.stockio.com

Media Types - Photos, Videos, Vectors (clipart), Fonts, Icons

Quantity - Unknown

License - Free for personal and commercial use. Not for sale or redistribution. Attribution is not required but appreciated.

Account - Not needed

Adult Content - No

Sample Image - Photo by Zivile& Arunas

Website - http://www.pics4learning.com

Media Types - Photos

Quantity - Over 30,000 items

License - Copyright friendly images for use by students and teachers in an educational setting. Images cannot be used for commercial production without permission. http://www.pics4learning.com/about.php

Account - No account option

Adult Content - No

Sample Image - Photo by Kolk, Melinda. handsomebud.jpg. Apr-02. Pics4Learning. 13 Apr 2018

Flickr Advanced Search

Website - http://flickr.com/search/advanced

Media Types - Photos

Quantity - Unknown, but in the millions

License - Licenses can be chosen in the advanced search under "Any licenses type" menu. License varies by item, but versions of Creative Commons can be selected.

Account - Not needed

Adult Content - Yes, but there is a "SafeSearch" filter which is on by default, although it is not as accurate as other safe searches. You cannot turn off SafeSearch unless you create a Flickr account.

Sample Image - Photo by Allen Skyy

Google Images Advanced Search

Website - https://www.google.com/advanced_image_search

Media Types - Photos, Clipart, Animated

Quantity - Unknown

License - Licenses can be chosen in the advanced search under "Usage Rights" menu. License varies by item, but "Free to use and share" can be selected in the search.

Account - Not needed

Adult Content - Yes, but there is a "SafeSearch" option. This may or may not be on by default based on your school's G Suite settings.

Sample Image - Photo from pxhere

Free Image Add-ons

Instead of going to the websites listed above, finding an image, saving the image, and then inserting the photo into a Google Doc or Google Slideshow, you can save a few steps by using Add-ons. There are several Add-ons that will let you search for a free image right inside of your document or slideshow, and then insert the picture you find. Several of these Add-ons pull images from services listed above.

You can install these Add-ons as follows:

Click "Add-ons" in the top menu bar in Docs or Slides.

Click "Get Add-ons" from the drop-down menu.

Search for the Add-ons by name.

Click the "Install" button to install the Add-on.

Review and accepts the permissions for the Add-on to install.

Alternately you can use the links proved for each Add-on below instead of searching.
Icons for Slides & Docs

Install - Add-on Link

Description - Searches for images on Flaticon

Works in Docs, Slides, Sheets, Forms

Pixabay Free Images

Insert icons for Docs

Install - Google Docs Add-on Link

Description - Searches for icons from Font Awesome and Material Design.

Works in Docs

Conclusion

Hopefully these sites and tools will help you and your students to express your creativity and communicate clearly, without violating any copyright restrictions. If you have other sources for free images, or any comments or suggestions, please share your ideas in the comments below.

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A picture is worth a thousand words, but it might also be worth a thousand dollars if your school gets hit with a copyright violation clai...

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Mandarin Chinese Tone Drill

This tool is designed to help you test and practice your knowledge of Mandarin Pinyin and tones. After you click the Play button, the system randomly plays a native speaker recording of a Chinese character or word (character compound). Select the tone matching the character or word played. You can play the recording multiple times before you select your answer. If you are still unsure, tap the light-bulb button on the toolbar to view the Pinyin and tap the Play button.

Once you are comfortable with the one-syllable characters, try multiple-syllable words, which can help you understand not only the basic tones of Mandarin, but also the tone changes (also known as tone sandhi) in Chinese words. The Mandarin tone change rules are:

1. When a 3rd tone is followed by another 3rd tone, the first one becomes a 2nd tone. For example, 你好( nǐhǎo => níhǎo).
2. When the character 一(one), which is a 1st tone by itself, is followed by a 1st, 2nd, or 3rd tone, it becomes a 4th tone. For example, 一些( yīxiē => yìxiē).
3. When the character 一(one), which is 1st tone by itself, is followed by a 4th tone, it becomes a 2nd tone. For example, 一半( yībàn => yíbàn).
4. When the character 不(no,not), which is a 4th tone by itself, is followed by another 4th tone, it becomes a 2nd tone. For example, 不要( bùyào => búyào).

Dictionaries, textbooks, and websites typically provide only the words' original tones. During your multi-syllable drill session, if the word has a tone change, you can tap the word in the history list to listen to the changed tone again.

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Mandarin Chinese Pinyin Tone Drill - 汉语声调 - 汉语拼音

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https://www.archchinese.com/mandarin_chinese_tone_drill.html

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Mandarin Chinese Tone Drill

This tool is designed to help you test and practice your knowledge of Mandarin Pinyin and tones. After you click the Play button, the system randomly plays a native speaker recording of a Chinese character or word (character compound). Select the tone matching the character or word played. You can play the recording multiple times before you select your answer. If you are still unsure, tap the light-bulb button on the toolbar to view the Pinyin and tap the Play button.

Once you are comfortable with the one-syllable characters, try multiple-syllable words, which can help you understand not only the basic tones of Mandarin, but also the tone changes (also known as tone sandhi) in Chinese words. The Mandarin tone change rules are:

1. When a 3rd tone is followed by another 3rd tone, the first one becomes a 2nd tone. For example, 你好( nǐhǎo => níhǎo).
2. When the character 一(one), which is a 1st tone by itself, is followed by a 1st, 2nd, or 3rd tone, it becomes a 4th tone. For example, 一些( yīxiē => yìxiē).
3. When the character 一(one), which is 1st tone by itself, is followed by a 4th tone, it becomes a 2nd tone. For example, 一半( yībàn => yíbàn).
4. When the character 不(no,not), which is a 4th tone by itself, is followed by another 4th tone, it becomes a 2nd tone. For example, 不要( bùyào => búyào).

Dictionaries, textbooks, and websites typically provide only the words' original tones. During your multi-syllable drill session, if the word has a tone change, you can tap the word in the history list to listen to the changed tone again.

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Mandarin Chinese Pinyin Tone Drill - 汉语声调 - 汉语拼音

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DIY树枝风铃 - “爱” | DIY Wood Wind Chime Tutorial | How to Make a Wind Chime| ナチュラル風鈴ウィンドチャイムの作り方

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DIY树枝风铃 - “爱” | DIY Wood Wind Chime Tutorial | How to Make a Wind Chime| ナチュラル風鈴ウィンドチャイムの作り方

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DIY树枝风铃 - “爱” | DIY Wood Wind Chime Tutorial | How to Make a Wind Chime| ナチュラル風鈴ウィンドチャイムの作り方

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DIY树枝风铃 - “爱” | DIY Wood Wind Chime Tutorial | How to Make a Wind Chime| ナチュラル風鈴ウィンドチャイムの作り方

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Category 4 language

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Additional Resources

In conjunction with the modules here on the eTower site, our team has put together a collection of resources to help you further your Chinese language and cultural proficiency. The materials have been curated into two sets of resources - one for students and one for teachers.

RESOURCES FOR TEACHERS

Are you planning to use the eTower modules as part of your curriculum for your students? Or are you seeking out additional open educational resources to help bridge your students to higher language and cultural proficiency levels? Explore to resources below to help you get started.
LANGUAGE LEARNING RESOURCES CURRICULUM RESOURCES CULTURAL RESOURCES OTHER USEFUL TOOLS

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In conjunction with the modules here on the eTower site, our team has put together a collection of resources to help you further your Chinese language and cultural proficiency. The materials have been curated into two sets of resources - one for students and one for teachers.

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这里的常用词练习和文化视频(并配有练习题) 真的很不错。

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这里的常用词练习和文化视频(并配有练习题) 真的很不错。

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Create Teacher Account Create Student Account

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孙子布莱德·瑞安自小跟祖父母长大，当然也没有什么旅行经验和见识。直到上大学，他才第一次走出山乡小镇。大学时他第一次旅行是跟同学们见过一次大山，并在山间小路上攀爬过一次。这种经验使他感到非常神奇。放寒假回家他告诉奶奶外边的事情，奶奶感到 " 山 " 这种庞然大物太神奇了。可怜见儿，一生在平原生活的奶奶从来就没有见过山，她对于山的存在没有想象力。山这种神奇物件儿，任布莱德怎样描述，奶奶很难想象出什么是 " 山 " 。 -- 我猜，这大概像我们今天试图跟唐朝人说火车时遭遇到的困境相似吧。

终其一生，这里没人见过山，也没见过海，甚至没有见过沙丘，不知道仙人掌长啥样。更不用说，奶奶也没见过大河、没听说过什么印第安人遗址这类事情了。

这刺激了布莱德，从这一刻起，他萌生了一个计划。

他奶奶听他说到爬山故事时的那眼神、那无限憧憬的神态刺激了他：奶奶一生为求生和冗事所困，从没走出过这里，也从没有走出的理由和原因。但，奶奶此生的愿望是渴望能见见到底什么是山。除了在电视上看的以外，她简直就不知道啥是真的山！

老奶奶那时候已经85岁了，困居在一座小房子里。她一生依赖着一份挣钱极少的工作过活儿，直到 80 多岁才刚刚退休。她曾有过三个儿子，两个仅 40 多岁就离世了。现在，就凭着这一点微薄的活命钱勉力度过残年，她根本别想着去看什么山或海 ......

特别是，旅途中，这对奇怪搭档的旅伴受到驴友们格外的关注。但是当人们知道这对祖孙的故事时，都不由地伸出大拇哥夸赞。更有很多人听闻此事之后发出了很多由衷喟叹--他们也有爷爷奶奶外公外婆，而且这些老人活着的时候也有过种种色彩斑斓的梦。可是对这些梦他们没能倾听过；或者即使倾听过，又有几个人能真的去替老人实现这些梦想呢？ -- 也许，等到他们愿意倾听、等到他们财大气粗能够帮助祖父母们实现梦想时， " 树欲静而风不止，子欲养而亲不待 " ，命运已经不给他们这个机会了 ......

在众人充满钦佩和赞美的眼神中，穷小子布莱德受到了鼓励和感动。他想，不管有多难，这条路我要走下去，在奶奶的风烛残年，让她能走多远就走多远。

就这样，在几个月时间里，他们先是在邻近的俄亥俄州旅游了峡谷国家公园，然后又去维吉尼亚州和佛罗里达州，旅游了四个其他的国家公园。在一个半月以前，他们又游历了缅因州的另一国家公园。

"我们的计划是要游历六十一个美国国家森林公园，现在已经玩过了二十九个了。在过去的三年半，我们开车旅游了大约四万零两百多公里，我们已经穿越了三十八个州啦 " ！布莱德骄傲地说： " 想想吧，奶奶今年已经 89 岁了！ "

"我们见过了灰熊、我们也曾被驼鹿挡过道，好吓人呐！我们经历了很多神奇的体验、见到了奶奶在俄亥俄小镇一生中从来不曾想象能见到的野生动物 " ，布莱德说。奶奶从简朴的一生中走了出来、大开眼界。 " 迄今，她所见到的野生动物中她最喜欢的是草原甸野狗，她觉得这些野狗非常滑稽突梯 " 。

这场旅行丰富了她的人生阅历。"虽然奶奶一生贫苦，但她是个达观的人。年轻时的困窘使她难能有什么见识，但是她对世事看很得开 " 布莱德说， " 即使奶奶一生从没离开过俄亥俄，她对余生亦无所抱怨。 " 每天早上一醒来，她都对孙子说 " 谢谢你，我们又迎来了一天。 "

敏感的布莱德现在学会了从奶奶的眼光里感知东西。到了奶奶这个年龄，她看东西非常饥渴而且珍惜每一个瞬间。天天遇到的几乎每个新的东西，对她来说都是第一眼而且也几乎是最后一眼。这种渴盼学习认知的境界也戏剧性地影响了布莱德的人生观。--也许，就是这，补偿了他的漫漫旅程和艰难付出，让他珍视并感受到了人生的美好 ......

现在，这一老一小还在路上。CBS报道着，这场史诗般的旅行不但充实了一个普通小镇寒素家庭美国老奶奶的生活、她相依为命孙子的生命，也湿润着美国文明最柔软的那一个部分，温馨着整个美国人疲惫的心。此刻，布莱德和奶奶有了下一个目标，他们要去看海，要越洋去夏威夷和阿拉斯加，那离开美国大陆最远的地方 ......

我看到了随文发布的照片，这是一对神奇的旅伴，一位很慈祥的奶奶和一个很憨厚的孙子。老奶奶知足、和蔼、感恩；孙子朴实、诚恳、执着甚至有点木讷害羞。但他们都是善良人、普通人。惟其普通，所以感人。

托尼父母非常自豪，因为他们引来了一彪不常见的客人。他们矜持地一一介绍我们，然后兴奋地宣布，虽然我们是外国人，可是我们来自纽约！

"纽约？ " 底下人们一片嘁嘁喳喳，有点哗然。 -- 镇上人，包括一些有头有脸的人还大多没去过纽约呢。他们开始兴奋地跟我们谈论他们听说过的纽约的一切，眼神里肃然起敬。当然，后来他们得知我们来自地球的另一头，而且是从他们隐隐约约知道的遥远的上海飞来的时候更是觉得一切都神奇到不可思议。这里面有见过世面的一位绅士怯怯地问我会不会用 " 筷子 " ，并冒昧问我能不能展示一下给他们看看。

其实，镇上的饭店并没有筷子。但是当我勉强在用他们能找到的两只长一些的笔表演夹住一些食材时他们惊讶不已。宴会终于在惊赞和满堂煌煌注目礼中光荣结束......

这是我的亲身经历。而且这个地方离纽约并没多远，开车大约也就是五六个小时，差不多也就是从南京到杭州的距离。可是，那个小镇上的人们几乎都没去过纽约；更没去过比纽约远些的地方。

总之，对于不熟悉的事情我们往往喜欢猜，或者加上浪漫的幻想。可惜，在这种以己度人或者以虚作实的幻想中，我们不是过高地估计了别人就是过低地估计了别人。这样，我们用足了吃奶的力气去对付我们假想的对手，可惜有时候不是出手用力过猛就是发力火候未到。

其实，美国人对他们并不了解的外国人出手时也是一样。

隔靴搔痒，我们隔的这个靴真是太厚，乃至于隔的不是靴而是墙，有时候甚至隔的是大洋。

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孙子布莱德·瑞安自小跟祖父母长大，当然也没有什么旅行经验和见识。直到上大学，他才第一次走出山乡小镇。大学时他第一次旅行是跟同学们见过一次大山，并在山间小路上攀爬过一次。这种经验使他感到非常神奇。放寒假回家他告诉奶奶外边的事情，奶奶感到 " 山 " ...

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60-80后不懂00后就像中老年周杰伦粉丝不懂蔡徐坤粉丝一样，可能每一位中老年粉丝都想问，00后们为什么能像体系完整的部队行军打仗般精密的部署、协同配合、没日没夜机械式的控博......

而对于一些60-80后家长来说，他们不仅要了解自己00后孩子的喜好，学会如何去与自己的00后孩子沟通，还要去了解大洋彼岸的00后群体有什么样的特质，从而帮助自己的孩子赴美留学之后，更容易适应当地的生活，多结交一些可心的美国朋友。

今天小编给大家带来了 美国青少年兴趣爱好的报告 ，这份报告2019年由一家叫做Fuse的机构发布，这份报告基于1000名美国青少年的采访问询，从而形成富有价值的参考。

网上流媒体在青少年之间的流行完全在意料之中。但是，为什么YouTube成为青少年最喜爱的平台呢？

超过52%的受访者最喜欢YouTube。实际上， 72%的受访者每天使用YouTube 。

YouTube上受欢迎的青少年视频博主，例如拥有超过千万粉丝的15岁博主MattyBRaps，不断制作音乐视频、视频博客和挑战视频，并将这些视频发布到YouTube频道上，供年轻忠实的粉丝观看。

2018年，青少年的运动参与度极速提升，参加高中运动项目的青少年比远超往年。
当被问及他们最喜欢哪些运动时，大多数受访者的答案是跑步--无论是越野，还是田径，或者只是为了保持身材而跑。

2018年，游戏行业的收入达到了1800亿美元，并且预计2019年会持续增长。

调查显示， 在青少年喜好排名中名列前茅的游戏有一款叫《使命召唤》 。这是一款有关僵尸题材的多人射击游戏。

2018年，《使命召唤：黑色行动4》首次亮相，一经发布便获得5亿美元的收益。

最受青少年喜爱的模拟游戏《模拟人生》在2014年推出了第四个系列，至今已在全球范围内售出超过1000万张，下载量高达3000万次。

在《模拟人生》中，玩家要做的就是塑造模拟角色，为角色规划人生。

在青少年拥戴的品牌之中，苹果位居科技产品品牌榜榜首。
超过80%的青少年相比于安卓产品更偏好苹果产品。
虽然耐克仍然是青少年品牌中的佼佼者，但阿迪达斯和其他街头服饰品牌已经开始获得更大的收益。

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60-80后不懂00后就像中老年周杰伦粉丝不懂蔡徐坤粉丝一样，可能每一位中老年粉丝都想问，00后们为什么能像体系完整的部队行军打仗般精密的部署、协同配合、没日没夜机械式的控博 ...

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https://mp.weixin.qq.com/s/RutPNptaiI4ddnf5ajZAuw

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每当有人问有没有好的教学小游戏，我都会给他们看一篇旧文《 50个常用课堂小游戏 》。是一年多以前粒粒整理的50个比较实用的课堂小游戏。

这些小游戏不仅适合中文教学，也适合英文、数学等学科教学。能够帮助老师找到教学的新鲜点子，也能帮助家长跟孩子玩一些课后小游戏。粒粒今天重发这篇文章，希望给我们的新学期加加油，打打气！文末还有中文开学大礼包哦~

50个常用课堂小游戏

如果觉得这些材料还不够精美、不够多，欢迎进入粒粒赵的TPT！https://www.teacherspayteachers.com/Store/Lily-Zhaos-Chinese-Immersion-Class

本文为原创文章，如要转载请在后台回复"转载"获得授权。

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每当有人问有没有好的教学小游戏，我都会给他们看一篇旧文《 50个常用课堂小游戏 》。是一年多以前粒粒整理的50个比较实用的课堂小游戏。 这些小游戏不仅适合中文教学，也适合英文、数学等学科教学。能够帮助老师找到教学的新鲜点子，也能帮助家长跟孩子玩一些课后小游戏。粒粒今天重发这篇文章，希望给我们的新学期加加油，打打气！文末还有中文开学大礼包哦~ 50个常用课堂小游戏 ...

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《筷子：饮食与文化》（[美]王晴佳 著，汪精玲 译，生活·读书·新知三联书店，2019）

世界上每五个人中就有一个人使用筷子进餐，筷子也是中国人生活中太司空见惯的物件，而我们真的熟悉筷子吗？中国历史上，筷子是什么时候开始被大规模地作为进食工具被使用的，在筷子使用之前古人以什么工具进餐？筷子与饮食史是如何交互错杂在一起，二者又是如何相互影响的？推及到中国的周边国家如日本、越南、韩国，它们是什么时候开始受中国影响使用筷子的，而筷子之后在这些国家中又如何衍生出新的样态？

最近，北京大学历史系长江讲座学者、美国罗文大学历史系教授王晴佳出版了新书《筷子--饮食与文化》，书中分七个章节分别探讨了筷子的起源、用途的变迁；筷子在越南、日本等国家如何被使用以及用筷的礼仪和筷子作为礼物、隐喻、象征上的意涵。

20世纪的史学大师布罗代尔提出："普通人的日常生活，像精英人物的决策一样，对历史演进有着同样重要的意义，普通人的日常生活之间会形成联系和结构，制约历史的进程。"这或许点出了筷子这种小小的日常器物的研究必要：筷子与中国传统的历史、宗教、文化、饮食习俗等各个领域纠葛在一起，这一就餐礼仪形成以后又进一步深刻影响了亚洲人的饮食方式与内容。如一位学者所言：筷子和汉字一样，对于东亚文明有着重要的标志性作用。

《孔子》剧照，孔子流落在外，和弟子分一碗羹用一根竹节拨碗里的食物，并未使用筷子

此外，我们文化思维方式是跟我们的饮食方式有关的，比如我提到的布罗代尔就在书中曾隐含地提出："稻米文化圈人的创造性不够"，这个观察可能也是对的。要知道种植稻米很消耗时间精力，所以中国人惯有勤恳劳作、循规蹈矩的传统，这也逐渐反映在文化习惯和思维方式上。

澎湃新闻：为什么距离中国很近的一些东南亚、中亚国家最后没有在这个筷子文化圈里面？宗教信仰在这中间发挥作用吗？

宗教的话绝对也有关系。欧洲人开始使用餐具的时候也是有抵触情绪的，因为上帝给我们五只手指，这是神赋予你的一个神圣的功能。我问过那些印度的、中东的一些人，现在他们在外面餐馆吃饭用刀叉逐渐增多，而他们中那些宗教信仰比较强的人还是坚持传统，用右手吃饭，并认为左手不洁。而更为严格的人则认为应该只使用右手的拇指、食指和中指三个手指取食而已。

奥巴马上台之后，美国的一些劳动阶层就会说你们那些投票者都是那种"食寿司的"，他们指的是生活在大城市，条件优渥，可以吃一些比较健康、当然价格也昂贵一些的中餐、日本菜的人。所以使用筷子也有一种文化、社会地位的象征意义。

还比如在五世纪末六世纪初的一个百济时代的古墓里也发现了勺子跟筷子，好像是铜制的，但是学界不是特别肯定这是他们自己做的还是中国人送给他们的礼物，这些筷子和勺子就放在一个国王的墓里面。

两头尖、人神共食的筷子

因为古代人把饭菜分得很明显的，但是后来面条出现了就不一样了，劳动人民应该是那一个大碗扒拉面吃，西方人士到中国就很不喜欢这样，他们认为这不太雅，中国的雅士应该也有同样的感受，所以后来随着饮食文化的改变又有了一个自下而上的过程，慢慢地也被大家接受了。筷子使用的俗化应该是在明代开始的，我认为还是跟朱元璋有关系，有一种记载是有人请朱元璋吃饭是像日本人那样用双手把筷子举起来给他，但是朱元璋不懂这个礼节，就问这是什么意思，对方就说我们这个几代人就这么做的，表现一种恭敬。朱元璋就有点恼羞成怒，他说不要用这种乡野之理对待我。

本文原载"澎湃新闻"，记者高丹，责任编辑陈诗怀， 校对张艳。 感谢王晴佳教授授权转载。

筷子最早是什么时候作为一种进食工具被广泛使用的？在周润发主演的电影《孔子》中，季桓子（陈建斌饰）以刀割肉吃，孔子流落荒野喝马肉汤时只用一根竹节拨汤喝，而电影中有列席吃饭的场景中人以手直接食饭而未出现筷子。参考诸多史料记载，王晴佳提出，孔子的时代的确用手进餐，而从战国开始中国古人才逐渐用餐具（包括筷子）替代手指取食。在之后的两千年中，筷子成为了多数中国人首选的餐具，演化成一种独特的饮食习俗，并影响了周边的地区。

在《筷子--饮食与文化》的写作中，王晴佳希望突破民族--国家历史书写的传统，而是纵观整个亚洲地区。他在书中写道：

"大约七世纪以来，筷子在亚洲地区被广泛使用，有一些日本学者指出，依取食方式来划分，亚洲存在着独特的'筷子文化圈'，此外还有两大与之相异的饮食文化圈：一为中东、南亚和东南亚等地，当地人以手指取食为传统方式；二为欧洲、南北美洲、澳大利亚等地，其主要用餐方式是刀叉取食。以饮食文化的不同为基础，其实也代表了世界上的三大文明圈：筷子文化圈大致与儒家文化的产生和影响范围较一致，手指取食圈的地区主要受到了伊斯兰教的影响，而刀叉取食圈则基本代表了西方基督教文眀。"

"筷子文化圈"是他在书中着重探讨的，也是书中最高屋建瓴的部分，而深入到"筷子文化圈"内部，中国历史中各个时代、亚洲的各个国家对筷子的使用也充满了有趣的点：比如中国在汉代开始就餐的时候将匕（勺）与箸当成一套饮食工具使用，后来这种习惯逐渐散失，而这种习惯却在韩国被很好地保留；而受神道教影响的日本，认为木头可以通灵，在祭祀或者过节供奉深馔以后会将木筷丢弃，这或许是世界上最早的"一次性筷子"。

： 西岛定生提出构成东亚世界文化圈有四个重要的指标，分别为汉字文化、儒教、律令制和佛教。 那么筷子在这个文化圈的形成过程中，有推动的作用且能够作为一种足够强大的标识吗？
： 赵汝适《诸藩志》、杨炫之《洛阳伽蓝记》中都有记载，在唐代的时候，好多人去到非中华文明圈的地方看到当地的人"手食不用匕箸"，史籍中经常记载到这一观察，中国人认为使用筷子是显示我们的文明，而"使用筷子是更文明的"这样一种观念也会影响到其他地方的人。
中国作为礼仪之邦的礼仪文化，其实主要就是规范人和人的交往的模式，规范人的行为习惯，筷子也在礼仪文化中承担了重要的作用。 福山在《历史的终结及最后之人》中引黑格尔的观点： 人其实有两种欲望，一种是被认可，另一种就是平等。 黑格尔认为这是推动人类发展的最大动力。 所以史籍中的"手食不用匕箸"这种说法绝对会让当地人有一个很大的触动，如果一个区域的人感觉另外一个区域更发达，他肯定会自然而然地去模仿。
： "筷子文化圈"中很多国家的情况不同，比如越南、韩国和日本，那么中国是如何向外辐射这个"筷子文化圈"？
： 不完全是政权的、政治的、军事的扩张，因为隋炀帝征高句丽也没成功，唐代跟阿拉伯的怛罗斯之战也不成功。 学界与历史学家们形容汉唐时期的文化的影响力时，用到"文化主义（culturalism）"这个词，即在那个时期，从政权的形式到各种层次的文化都被周边地区崇敬。 我们谈到筷子、喝茶，其实都是这种"文化主义"的一部分： 喝茶曾一度代表社会地位，泡茶有一套茶具，这个就是茶道，唐朝人喝茶，日本人开始喜欢喝茶，越南人喜欢喝茶，都是对一种文化的向往。 其实茶有一点苦、并不那么好喝，而筷子并不那么容易学，最后这些都可以普及一定是因为周边地区将其作为一种更好的文明来学习。 由此类推，那么茶在近现代世界的普及也体现了一个类似的文化蔓延、模仿和推广的过程，当然其中的主要角色不再是唐帝国，而是号称"日不落"的大英帝国了。
： 可以谈一下筷子在中国，以及在整个"筷子文化圈"中大概是在哪个时代开始逐渐被普及？
： 如果把筷子定义为取食工具的话可能好几千年以前就出现了，但是春秋时期，孔子还是用手吃饭的，到战国有了一个逐渐发展的过程。 比如文献中《韩非子》已经说到箸，到了司马迁的时代谈到箸的内容非常多，到了汉朝及汉代之后的时候，文献中频繁写到"失匕箸"，所以筷子在汉代应该是很普及了。
日本筷子的使用是比较晚的，陈寿《三国志》里谈日本人用手或者是用叶子包一下东西吃，日本学者一色八郎指出遣隋使小野妹子被派到中国，他学会了用勺子和筷子进餐并将之饮食习惯带回了日本。 我认为鉴真和尚东渡日本对于传播筷子也有作用，因为日本的用筷跟佛教寺庙和神道教关系很密切，筷子在日本的普及应该在七世纪。
但是各个地方也很不同，比如东北差不多要到明代，就是跟中原文化接触增多的时候才开始使用筷子之类的餐具。 不过，筷子的使用也体现了饮食的需要，比如藏人、蒙古人一旦要吃蔬菜就需要用筷子，就又是跟我们中国的古礼一样，古书《礼记》载有"羹有菜用梜，无菜则不用梜"。 这里的"梜"就是筷子在古代的一种写法。

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中文被英国家长选为"未来最有用"的语言 ，51%的家长表示希望自己的孩子能学习中文。

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Although I am embarrassed to admit it, I had never heard of an IPA (or IP-Yay, as one of my classes calls them) until May, 2013 when I attended a presentation by my state's foreign language association. Because our state was including a student progress measure on our teacher evaluation system for the first time, our association took an active role in encouraging us to use a measurement of student proficiency, rather than as assessment of vocabulary/grammatical accuracy to document our students' learning. Although I had been somewhat familiar with various proficiency descriptors, I had never designed my instruction to increase and assess student proficiency until attending this important session. However, as the result of this presentation and two others that I subsequently attended, I made dramatic changes to my instructional and assessment strategies in order to encourage student proficiency, rather than simply grammar and vocabulary accuracy. While I read what I found online about IPA's, I did not have a good overall understanding of the specifics of this type of assessment until I finally stumbled across the manual found here: http://www.actfl.org/publications/guidelines-and-manuals/implementing-integrated-performance-assessment . While I make some modifications based on my own teaching situation and students' needs, I have relied heavily on this manual when developing my own assessments. However, I am no expert in this process and have not received any specific ACTFL training. The ideas expressed here reflect only my current understanding of proficiency-based assessment. What I can say for sure is that the transition from traditional tests to IPA's, has improved student learning in my classes more than any other change I've made during my 25 year teaching career.

Based on my own experience, here are the steps that I suggest when designing an IPA:

Decide what you want to assess. Based on the principle of backwards design, writing the summative assessment is one of the very first steps in developing a unit plan. Therefore, I write my IPA before developing any of my lesson plans for the unit. I recently heard a speaker say, "You teach what you test." While this seemed counter-intuitive to me at first, as I thought about it more it made perfect sense. When we choose how to assess our students, we are demonstrating what we wanted them to learn. If it's not on the "test," we probably didn't think it was that important. In a proficiency-based classroom, that means that we assess our students' ability to communicate across the modes of communication. So, the first step in designing an IPA is to choose a benchmark for each mode based on the ACTFL Can-Do Statements (http://www.actfl.org/global_statements ). Note: The bold print statement is the benchmark, and the statements which follow (preceded by a box) are examples. Sometimes I choose one of the examples, but other times I create my own based on the theme I have chosen for my unit.

Choose an authentic written text. Based on the interpretive reading benchmark I have chosen, I find an authentic, culturally-rich text that will enable the students to demonstrate that they have achieved the benchmark. The type of text that will be appropriate depends on the proficiency-level of the students. Novice learners are highly dependent on using visuals when interpreting so I use infographics, picture books, brochures, catalogues, or comic strips for these students. Note: Try using Google Images, rather than just Google when searching for texts for these students. Here are some other resources I use for Novice learners:
http://www.iletaitunehistoire.com/genres/documentaires
https://www.envolee.com/fr/catalogue/1/8-du-plaisir-a-lire (Although there is a fee for downloading these texts, I have found this to be money well spent.)

http://www.scholastic.ca/education/envol_en_litteratie/downloadablebooks.html (Also worth the fee)

While Intermediate Low to Mid learners are able to interpret lengthier texts, they are often unable to understand authentic texts written for their developmental age (in language programs that begin in high school). These students usually enjoy tapping into their "inner child" by reading magazine articles and online material written for younger students. I find it helpful to use a children's search engine when researching materials for these students. Here are a few that I've used:
http://www.takatrouver.net/takamag/index.php http://www.coolgo.fr/ http://www.kidadoweb.com/ http://www.lespagesjuniors.com/ http://www.webjunior.net/
When possible, I use articles from authentic children's magazines for interpretive tasks. These materials are often more visually rich than online materials. I have found several relevant articles for French 2 students in Astrapi, while I prefer Okapi for my French 3 students. My level 4/5 students are able to interpret the texts written for teenagers in Phosphore.

Write the interpretive reading task. Once I have chosen the authentic text, I write the actual assessment based on the template found here: http://www.actfl.org/publications/guidelines-and-manuals/implementing-integrated-performance-assessment . While I think the template is self-explanatory, I thought I'd share a few tips for each section.

#1: I write the Key Word Recognition section by typing about the English translation of about 10 words/phrases from the text that I think the students will already know, based on prior instruction or the activities in the unit being assessed. Note: Sometimes I "cheat" here to introduce a new vocabulary word that the students will need in order to interpret the text. I do so by writing the entire phrase in which the word appears. When searching for the phrase in the text, they will be able to use the context to determine the meaning of the targeted vocabulary item.

#2: Main Idea. Most of my students don't write the main idea until they have completed the Supporting Details section. It would probably make sense to move this section accordingly when typing an IPA. When assigning a literary text, I change the wording here so that the students are writing a 2-3 sentence summary, rather than a main idea.

#3: Supporting Details. This is the core section of the task, where students will really have a chance to show you what they know. Remember that these are statements, not questions. The students are not providing answers, they're writing details to show that they understood more than the main idea the text. I try to give them a chance to really show off here by writing very general statements, so that they can use as many details as possible. Although the template suggests writing 8 statements (3 of which will be distractors) I often write more based on the length of the text. I have noticed that I often learn more about my students' comprehension from their errors on the distractors than on the details they provide for the "correct" statements. Because most of my texts are informational in nature, the students can use their background knowledge to provide logical answers, without actually understanding the text. However, when they provide a detail for a distractor, I know that they are using what they know rather than what they've read. Note: I generally omit the requirement that the students "write the letter of the detail next to where it appears in the text." I did not find that this step was difficult to assess and didn't supply me with any additional information about what the students understood.

#4: Organizational Features. In the interest of full disclosure, I have to admit that I sometimes omit this section. While I recognize that identifying the organizational structure is an important top-down process, I do not feel that assessing this skill provides much additional information about the students' comprehension of a text. For novice learners who are interpreting infographics or other simple texts, the organization is so obvious that the students often see this step as needless busywork.

#5: Guessing Meaning from Text. My students consistently score the lowest on this section of the interpretive task. As suggested in the ACTFL manual, I type the entire sentence in which the word is located, as well as provide a description of where in the text the sentence is located. The students' often respond with an English word that is similar in spelling, but not meaning to the French word. This indicates to me that they are not using the context clues to infer the meaning of the word. Because of the difficulty of this task, I usually include more than three items in this section so that students have a greater opportunity for success. In addition, I'll continue to encourage them to rely more on context for these items.

#6: Inferences. The ACTFL template gives great examples of appropriate inference tasks. Make sure to note that for novice learners it's appropriate to give a choice of possible inferences and have the students choose which one is supported by the text and provide justification. When I began using this template, I was pleasantly surprised by how much this section demonstrates the depth of the students' comprehension.

#7: Author's Perspective. While I think this task is very important for my upper level students, it is often not applicable for the types of texts that Novice learners read. Although I suppose we could say that the perspective of the "author" of a menu is that the food is delicious, I don't think requiring the students to explain this is a good use of their time or mine.

#8: Comparing Cultural Perspectives. I again rely heavily on the suggestions given in the ACTFL template for this task. I have found, however, that the students need more specific directions for this section. For example, I have had to explain that "It would be written in English." Is not an acceptable response to the question regarding how the article would be different if it was written for an American audience. I have also been quite liberal in the type of answer that might demonstrate a perspective, rather than just a product or practice. While this distinction is an important one, Novice learners are sometimes not able to even identify the relationship between practices and perspectives in their own culture, let alone a culture about which they know very little.

#9: Personal Reaction. I generally omit this section from the interpretive task. Because the instructions state that the response should be in the target language, I consider it a presentational rather than an interpretive task. I do consider this prompt, however, when I design the presentational task for the unit.

Although it is writing the interpretive task is the most time-consuming part of designing an IPA, I'm only a little bit embarrassed to say that I think it's kind of fun. I like the creativity involved in writing the tasks and always look forward to seeing what the students are able to achieve.

Choose an authentic recorded text. In my initial research on IPA's, I was surprised to find out that most authors advocated using either a reading OR a listening interpretive task rather than both. Even the ACTFL IPA manual has very little to say about listening comprehension. In my opinion, we do a great disservice to our students if we do not adequately address the importance of interpreting oral texts. As a matter of fact, I believe that of all communicative tasks, this is the one for which the students need us the most. They may be able to use Google Translate to interpret written texts or provide comprehensible written messages, but they will not be able to understand what they hear without being exposed to a wealth of authentic recorded texts in an instructional setting. For these reasons, I nearly always include both an interpretive reading and an interpretive listening task on my IPA's. When selecting an appropriate "text", I rely almost entirely on YouTube videos. Because Novice learners need a lot of visual support, I often use cartoons with them. Trotro l'Ane, Petit Ours Brun, Caillou and Peppa Pig are a few cartoon characters whose videos I've used successfully with Novice learners. More proficient students are able to interpret amateur videos made by French teenagers on a variety of topics or on authentic instructional videos. My French 4/5 students can generally interpret news videos related to the topic of study.

Write the interpretive listening task. Unfortunately, the ACTFL IPA manual provides very little direction when it comes to interpreting an oral text. While teachers are encouraged to use the same interpretive template to assess both reading and listening, this would not work very well given the constraints of my teaching situation. Because I have only 8 computers in my classroom, students circulate between the reading and listening sections of the IPA. Therefore, I need to limit the amount of time that an individual students spends at the computer. The nature of the tasks on the Interpretive template would require the students to listen to the videos in their entirety several times, which would be extremely time-consuming without necessarily demonstrating deeper understanding. In addition, many of the sections on this template would not adequately address listening comprehension. It goes without saying that any word or phrase that is written in the target language on the IPA becomes a reading rather than a listening assessment. While I will continue to evolve in my understanding regarding listening comprehension, I am currently relying heavily on English comprehension questions for the videos I include in my IPA's. Although I write the questions in the order in which the students will hear them (to save time), I try to vary the types of questions in order to assess the various levels of comprehension that are included in the ACTFL interpretive template. In addition to informational questions about what is happening in the video (supporting details), I also ask the students to provide a main idea or summary after watching the video. When possible, I will also include a few items which require the students to infer the meaning of a new word, based on the context of the sentence (with the understanding that the inclusion of the written sentence will negate the role of listening). When appropriate, I might also include an inference or cultural context question. Note: because some of the cartoon videos might not come from the target culture, they may not provide a cultural context. However, I consider them to be authentic in that the French translation was produced for a target culture audience.

Write the interpersonal task. Based on my observation, I think this may be the area in which we have the greatest opportunity for growth. I think that many of us are labeling oral performances as interpersonal when there is little or no negotiation of meaning. It seems to me that if a student knows in advance what s/he or the other speaker will say, it is not an interpersonal task. In addition, if a speaker is required only to give answers, rather than also questioning, the task cannot be considered interpersonal. While Novice Low to Novice Mid learners can only communicate using memorized phrases, this does not mean that they should be expected to reproduce memorized dialogues. For these learners, I often rely on an information gap types of activities to provide contextual support while at the same time allowing for unscripted language use. For example, students might be given a series of pictures and asked to discuss them in order to ascertain whether each one is the same or different. This type of activity allows for a continuum of proficiency (some will use single words, while others will use simple sentences) and requires each student to both ask and answer questions. As students become more proficient, they can manage more open-ended tasks such as discussing familiar subjects such as preferences, activities, family, eating habits, etc. While the actual task will be highly dependent on the theme of the unit, the benchmarks in the ACTFL manual provide many good examples. Because my upper level classes are organized around a novel or film, rather than a broader theme, I often assign role plays for interpersonal speaking tasks. Rather than asking them to replay a scene from the film/book, I create a hypothetical situation (which could have, but did not happen) and ask the students to role play the situation. Although I might allow them advance practice in class, they will not be assigned a role or a partner until I call on them to be assessed. Note: With more open-ended tasks, I think it's important to give the students a minimum time limit. While students might prepare some of their statements in advance, based on the topic, I think it's the "stretch" that takes place when they run out of things to say that increases proficiency in this skill.

Write the presentational task. Most of my IPA's include a written presentational task, but not a spoken one. Because I assess their interpersonal skills, it would often be repetitive to also assess their presentational speaking, as they would use many of the same vocabulary and structures. In addition, multiple class periods are required to listen to 30 students present on a particular topic, which I have determined is not the best use of my limited instructional time. When developing written presentational tasks, I again rely heavily on the wording used in the IPA manual. Thus, Novice Low-Mid students write lists and Novice High - Intermediate Low students write hypothetical blog posts, e-mails, etc. in which they express their personal experiences as they relate to the theme. Ideally, this task will be dependent on the interpretive task. For example, when my French 1 students read an authentic post by a family looking for an au pair, they wrote a similar post for their own family. Likewise, after my French 2 students read a magazine article about a Canadian student's typical day, they wrote a magazine article about their own typical day. Because many of my upper level students will be taking the AP test, I rely heavily on prompts requiring persuasive speech that is expected on this exam. As with the role plays, I often ask them to write a letter from character in a film/novel to another, persuading him/her to perform some action. Given the nature of each of the Presentational context, in most cases I assign a rough draft of the task as a formative assessment. I then provide feedback on this draft before having them produce a final draft on the IPA.

Whew, I think it took longer to write about it than it does to actually write an IPA! If you'd like an additional example (or if you're using the French 2 unit I described in my previous post), here's the IPA developed for my current French 2 unit. School Unit IPA

As usual, I'd love to hear how IPA's are working for you as well as any suggestions that you have!

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7 Steps to Creating an Integrated Performance Assessment (IPA) - Madame's Musings

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Although I am embarrassed to admit it, I had never heard of an IPA (or IP-Yay, as one of my classes calls them) until May, 2013 when I attended a presentation by my state's foreign language association. Because our state was including a student progress measure on our teacher evaluation system for the first time, [...]

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In the United States, everyone knows the words to a few songs that are taught to children at an early age. Perhaps you learned "Mary Had A Little Lamb" at home with your parents, or maybe you learned "Twinkle Twinkle Little Star" during pre-school as part of a classroom activity. The point is, the words to these songs are deeply ingrained in your memory as part of your early education, and strengthened by repetition over time.

Similarly in China, there are few famous poems that every child is expected to memorize. Parents will usually beckon over their child and ask them to recite the poems, and teachers at school will test children on these poems as part of class. Unlike Chinese tongue twisters, which are just for fun, these poems have great cultural significance, passed down from generation to generation.

The funny thing about these Chinese poems is that they may not make sense to the average Chinese learner. These poems are often writing in an archaic style of Chinese writing. It's like how Shakespeare would sound to English speakers. However, these poems will help students learn how Chinese characters interact with one another, and are also a great way to practice many different tone combinations.

If you are learning Chinese, these poems are a fantastic lens into Chinese culture through the ages, and a great way to practice memorization and speech in Mandarin Chinese. In this post, we feature five of the most popular poems that everyone in Chinese knows.

1. "咏鹅 (Yǒng é)" - An Ode to the Goose

"An Ode to the Goose" is a short poem from the Tang Dynasty, and is often the first poem that Chinese children are taught due to its simplicity.

It was written during the Tang Dynasty by child prodigy poet 骆宾王 (Luò bīn wáng), who penned this poem when he was only seven years old. 骆宾王 would go on to become one of the most famous poets of the Tang Dynasty, and later served as a secretary of the country government of Chang'an.

鹅、鹅、鹅，
(é é é)

曲项向天歌。
(qū xiàng xiàng tiān gē)

白毛浮绿水，
(bái máo fú lǜ shuǐ)

红掌拨清波
(hóng zhǎng bō qīng bō)
English Translation: Goose, goose, goose,
You bend your neck towards the sky and sing.
Your white feathers float on the emerald water,
Your red feet push the clear waves.
2. "静夜思 (Jìng yè sī)" - Thoughts in the Silent Night

"Thoughts in the Silent Night" was written by famous Tang Dynasty poet 李白 (Lǐbái). The poem expresses the poet's loneliness, nostalgia, and homesickness as he gazes at the bright moon. 李白 would go on to create close to 1,000 poems in his lifetime, capturing the political landscape and the natural beauty of China in elegant prose.

床前明月光，

(Chuáng qián míng yuè guāng,)
疑是地上霜。

(yí shì dì shàng shuāng.)
举头望明月，

(Jǔ tóu wàng míng yuè,)
低头思故乡。

(dī tóu sī gù xiāng.)
English Translation: Moonlight reflects off the front of my bed.
Could it actually be the frost on the ground?
I look up to view the bright moon,
And look down to reminisce about my hometown.
3. "悯农 (Mǐn nóng)" - Toiling Farmers

"Toiling Farmers" was written by Tang Dynasty poet 李绅 (Lǐ shēn) to reflect the grueling working life of a farmer. The first two lines describe how the farmer toils with the hot noon sun bearing down on him, and he is essentially watering the crops with his sweat. The last two lines relates the farmer's hard work with the food in people's bowl, and that every grain of rice comes at the expense of hard labor.

Interestingly, in present day, this poem is often used at the dinner table by Chinese parents in order to teach their children about not wasting food.

锄禾日当午，

(Chú hé rì dāng wǔ,)
汗滴禾下土。
English Translation: Farmers weeding at noon,
Sweat down the field soon.
Who knows food on a tray
Thanks to their toiling day?
(hàn dī hé xià tǔ.)
谁知盘中餐，

(Shuí zhī pán zhōng cān,)
粒粒皆辛苦。

(lì lì jiē xīn kǔ)

4. "春晓 (Chūnxiǎo)" - Spring Morning

Written by Tang Dynasty Poet 孟浩然 (Mèng hào rán), "Spring Morning" is a poem that describes the poet's observations and thoughts upon waking up on a pleasant spring morning.

春眠不觉晓，

(Chūn mián bù jué xiǎo,)

处处闻啼鸟。

(chù chù wén tí niǎo.)
English Translation: I wake up with the sun up high.
Birds chirp everywhere in the sky.
Last night a rainstorm passed by.
Flowers must have fallen down.
夜来风雨声，

(Yè lái fēng yǔ shēng,)

花落知多少

(huā luò zhī duō shǎo)
English Translation:
5. 七步诗 (Qībùshī)" - Seven Steps Verse

"Seven Steps Verse" was created during the Three Kingdoms period (220 - 280 AD) by 曹植 (Cáozhí), making this poem much older than the previous four. Legend has it, 曹植's cruel older brother was emperor at the time, and was jealous of his younger brother's intelligence and talent. The emperor forced the younger brother to create a poem within seven steps, and if he could not, he would be given the death penalty.

The poor younger brother knew of the older brother's intentions, and created this poem to appeal to the older brother's sense of guilt. The poem, referring to being born of the same root, reawakened the older brother's humanity, leading him to set the younger brother free.

煮豆燃豆萁，
(Zhǔ dòu rán dòu qí,)
Have you heard of any of these famous Chinese poems before? Which poem, or poet is your favorite? Let us know in the comments below!
豆在釜中泣。
(dòu zài fǔ zhōng qì.)

本自同根生，
(Běn zì tóng gēn shēng,)

相煎何太急
(xiāng jiān hé tài jí)

Lighting the bean stalk to boil the beans,
and of this the beans thus wailed:
"Borne are we of the same root;
should you now burn me with such disregard?"

The Golden Age of Chinese Poetry

You might have noticed that of the five poems featured here, four were written in the Tang Dynasty(唐朝 - Táng cháo). Indeed, the Tang Dynasty (618-907 AD) is largely considered the golden age of Chinese poetry, a period of relative stability and prosperity that gave us many of the most memorable and talent poets in Chinese history. The poems of the Tang Dynasty feature a wide variety of themes, starting with colorful descriptions of nature and scenic landscapes, but shifting to more social commentary, nostalgia, and political unrest towards the late Tang period.

In addition to those featured in this post, a few other Tang Dynasty notables are 杜甫 (Dù fǔ), 王维 (Wáng wéi), and 岑参 (Cén cān).

Want You Or Your Kid To Learn Chinese? Join TutorMing!

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5 Famous Poems That Every Chinese Kid Knows

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In the United States, everyone knows the words to a few songs that are taught to children at an early age. Perhaps you learned "Mary Had A Little Lamb" at home with your parents, or maybe you learned "Twinkle Twinkle Little Star" during pre-school as part of a classroom activity.

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https://www.canva.com/templates/certificates/

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Create an awesome certificate with our range of stunning templates. Completely online and free to personalize.

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NEW YORK, July 25, 2017 - The Center for Global Education at Asia Society's China Learning Initiatives announced the winner of its inaugural Why Speak Chinese social media contest today: Liam Costomiris, a rising senior at the University School of Milwaukee in Wisconsin. Liam's video received more than 19,000 likes on social media, and next he'll be traveling to China with a friend to explore the country and put his Chinese to good use.

The Why Speak Chinese contest was announced during the 2016 National Chinese Language Conference and launched in March 2017. To compete in the contest, China Learning Initiatives asked students to explain why they were learning Chinese by submitting short videos on social media using the #WhySpeakChinese hashtag.

China Learning Initiatives Director Jeff Wang explained the premise behind the contest: "One of the issues we've encountered most often when working with students is the myth that Chinese is 'too hard' or even 'impossible.' We know this isn't true, but hearing adults and authority figures say Chinese isn't too difficult is nowhere near as powerful as hearing it from their peers around the country. So, we ran this contest to see what current students are thinking about their Chinese learning journeys and to serve as inspiration for students who haven't yet started learning Chinese."

In just three months, 72 students submitted videos to the contest, yielding thousands of video views around the world. The video submissions can be viewed on the Why Speak Chinese website, and the winning video, along with a selection of staff favorite videos, can be viewed on China Learning Initiatives' website.

China Learning Initiatives plans to hold the Why Speak Chinese contest annually in the future. To learn more about the contest, contact Rob de Picciotto: rdepicciotto@asiasociety.org.

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Why Speak Chinese Contest Winner Announced

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NEW YORK, July 25, 2017 - The Center for Global Education at Asia Society's China Learning Initiatives announced the winner of its inaugural Why Speak Chinese social media contest today: Liam Costomiris, a rising senior at the University School of Milwaukee in Wisconsin.

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Fun China world is a game-based learning platform for learning Chinese language and culture. In Fun China World, learners will travel to different places, accomplish fascinating story quests, interact with a variety of characters and experience real Chinese culture in a virtual China.

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Jeopardize - Factile Jeopardy Classroom Review Game

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Create online engaging Jeopardy-style quiz games for the classroom in just minutes with Factile. Make your own or choose from 700,000 existing games and join over 1 million users worldwide! It's free, easy and loads of fun. Now with Buzzer Mode!

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What To Do Under Quarantine?

You'll have to take our word for it that the wheel landed on Phone an old friend. Your browser cannot display the wheel of choices. Please upgrade to a newer browser that supports HTML5 (most new ones do). Wheel Decide would normally show a wheel right here with choices that you can set (lunch, games, dinner, anything!). You can spin it to get a random decision. Make your own wheel of dinner, wheel of fortune, wheel of lunch, wheel of whatever you want now!

What's Wheel Decide?

Wheel Decide is a free online spinner tool that allows you to create your own digital wheels for decision making, prize giveaways, raffles, games, and more. Browse through our wheels and spin to randomize your life and make the decisions that have no wrong answers.

Decision Making

Let the wheel decide. Save your energy for the big decisions

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Can't decide? Wheel Decide for you! Set your own custom choices and then spin the wheel to make the random decision of lunch, movie, or anything! Make your own wheel of dinner or whatever now!

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Write A Book And Publish - PDF Free Download - EPDF.PUB

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Write a book, elevate your profile, build a business - Upload ideas and beginner tips to get you started

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QQ秀,是腾讯公司推出的网络个人形象装扮系统，是网络世界展示自己独立个性的平台。这里提供时尚，可爱，酷帅，非主流，潮流等各种风格服饰，让你享受搭配乐趣；更有真人秀，照片秀，动态秀，释放你不凡！

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幼儿园老师要求学生拍自家车，这个3天点赞过亿的视频却告诉你：童年不该掺杂攀比！

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。点击标题下蓝字"思想读本"快速关注，深度阅读，丰盈自己！

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https://mp.weixin.qq.com/s/khThbtlo41VcgdVDsVcigA

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20个最有趣汉字，说透为人处世！绝了！

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每一天都是那么的美好，早上好！每一天都是那么的美好，早上好！每一天都是那么的美好，早上好！每一天都是那么的美好，早上好！每一天都是那么的美好，早上好！每一天都是那么的美好，早上好！每一天都是那么的美好，早上好！每一天都是那么的美好，早上好！每一天都是那么的美好，早上好！每一天都是那么的美好，早上好！每一天都是那么的美好，早上好！每一天都是那么的美好，早上好！每一天都是那么的美好，早上好！每一...

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刚刚过去的这个周末我参加了在加州圣地亚哥举办的ACTFL年会。会议期间我做了两个讲座：Rhymes & Rhythm to Rock Your Chinese Class 和 Totally Engaged：Teach Chinese with Sign Language 。近...

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学太极拳，数十万海外华裔学生问道武当山

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3月23日，"伟大的中华传统文化"实景课堂系列之《中华太极》开课，为来自18个国家235540个登录点的观课师生带来了一场全景式的太极功夫演绎。比利时欧华汉语语言学校、那慕尔中文学校，德国华达中文学校，斯洛伐克敦敏书院，意大利那不勒斯咏恩中文学校、热那亚长城中文学校的华裔学生参与了实景互动。

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Coach project

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Welcome, bienvenue au Projet Coach! Sabrina Janczak Denver Public School French teacher Teacher leader, trainer, editor, and language enthusiast at large 1

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It will only take 6 minutes to read this post!

I use my bullet journal to track my personal goals, such as exercising more often (obviously), saving money and baking the perfect scones! Although one of my goals is also to pass an HSK exam (Chinese proficiency test), I haven't figured out how to use my journal to track and study in order to achieve my goal.

After scouring the internet (mostly Pinterest) for ideas on how to use my BuJo to study Chinese, I started to work on this list, in a way to solve my selfish needs, but to also provide fellow bujo-ers with ideas on how to use their bullet journal for learning languages.

Here are 8 (and a half) ways that you can use your journal to learn, review and track the progress of learning a language. I'm focusing mainly on Chinese, since that's the language I'm studying, but I think many of these methods can be used for studying other languages!

If you're new to journaling or even learning a language, you might be interested to see what I use to journal.

My normal journal is an 'emerald' LEUCHTTURM1917.

I have a DEBON A5 Vocabulary Book Notebook for Students' Foreign Language Learning for practising characters, writing example sentences and studying radicals.

1. Visualise Vocabulary

Use your bujo to draw pictures of words you want to learn. I used a page in my journal to draw some of the fruit and vegetables I couldn't remember, along with their names in Chinese.

Obviously, this works best with nouns in categories, like animals, food, places etc, but with written Chinese, you can also use your journal to create visual stories to help you remember characters.

If you don't feel confident drawing from memory, take a look at some sites that make icons for the web to get some ideas.

2. Track Your Studies

Even though the Written Chinese Dictionary app has it's own built in study progress system, I still like to write down the characters that I want to study or the ones I have problems with.

Furthermore, like in the example above, you can breakdown your studying from a book, podcast or TV show so that you're not studying a massive amount at once. I love how the creator of this bullet journal has split everything into separate sections and divided them into bitesize chunks.

3. Show Word Origin & Etymology

Whenever I come across a character or bigram I don't know well, I break it down into its different parts to study it in more detail. I actually don't use my bullet journal for this, I have a separate Chinese writing book, that was made for learning a language.

4. Practise Writing Characters

If you're studying written Chinese, you might want to check out these printable 'field' grid sheets to help you write your Chinese characters correctly. Just print, cut and stick into your BuJo.

If you're using an official bullet journal or a LEUCHTTURM1917 like me, they already have dots instead of lines. The dots are perfect for practising writing characters as the dots work as guidelines, similarly to the 'field' grids.

Don't forget to learn the correct strokes by following the stroke order in the Written Chinese Dictionary app!

5. Write your Bujo in another language

I found this idea posted in a Facebook group and I think writing your BuJo in Chinese (or any language) is a great way to remember specific characters. You can use this in each part of your journal, not just the index. For example if you have a layout for daily habits and routine, you'll see the same characters repeated each day.

6. Decorate Your Bujo

If you don't want to write you whole journal in another language, just use the language to 'decorate' your journal. With the Chinese language, you can try out some Chinese calligraphy in your bullet journal.

I also want to add that Chamcen, my Chinese colleague, made the above example for me using her calligraphy brush. If you're interested in learning the basics of learning Chinese calligraphy, take a look at Nora's article, Learning Chinese Calligraphy.

There are also books that teach Chinese calligraphy, including Chinese Calligraphy Made Easy: A Structured Course in Creating Beautiful Brush Lettering.

7. Set Language Challenges

As I previously mentioned, I use my journal for goal setting and tracking various habits. In order to achieve my goals, I break everything down in order into smaller more achievable chunks.

To achieve my larger goal of taking an HSK exam, I can set daily/weekly/monthly challenges. For example to study X amount of words, read 2 Chinese stories, watch 4 episodes of a Chinese TV show, 2 Chinese movies etc.

8. Make DIY 'Flashcards'

Use tab page markers to write the Chinese characters (or any language you're learning) and then write the English translation underneath. You can mix it up and have your native language on the tab and the Characters underneath or Pinyin on the top with characters or English inside, depending on your level or needs.

BONUS: TRAVEL JOURNAL

This last one isn't for language learning per say, but it's fun to have if you're travelling around a new country. You can get an outline of the map of China and write the cities names in the local language or draw pictures of the places you've visited. You can get some more ideas for your travel journal here.

If you have other ways that you can use a journal to learn a language, please share them with us below!

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8 Creative Ways To Use Your Bullet Journal For Language Learning

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It will only take 6 minutes to read this post! I use my bullet journal to track my personal goals, such as exercising more often (obviously), saving money and baking the perfect scones! Although one of my goals is also to pass an HSK exam (Chinese proficiency test), I haven't figured out how to use my journal to track and study in order to achieve my goal.

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从视频素材到角色扮演的教学案例 | A: 你刚才看我了！B：我真没看！......

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Dear parents and students: This is my 9th year at Troy School District, teaching Chinese classes at Athens and Troy High. I am really glad to have your child in class and am looking forward to a...

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国防大学语言学习wang z

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国防大学语言学习wang z

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These country studies begin with a Country Profile containing basic facts, followed by more detailed discussion of Geography, History, Economy, Society and Security.

Country

China

Associated Languages

Chinese, Mandarin, Cantonese, Wu, Gan, Uighur, Tibetan

Associated and alternate location names

People's Republic of China, PRC, Mainland China

Target Language Country and Language

中國,中国,中国大陆,中华人民共和国

Training Purpose

Culture, Area Studies

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These country studies begin with a Country Profile containing basic facts, followed by more detailed discussion of Geography, History, Economy, Society and Security.

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首页

字帖生成工具

田字格字帖生成器

看拼音写词语生成器

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English

注意：请认真阅读以下内容

1、笔顺暂时只支持楷体；
2、多字与笔顺：中间不要有任何标点符号、空格、换行等符号；
3、多词：中间不要有任何标点符号、空格、换行等符号,词与词间用 | 隔开（支持逗号和空格分隔）；
4、多句：中间不要有任何空格、换行等符号，允许逗号和句号，句与句(单页要重复显示内容)之间用 | 隔开；
5、文章：中间不要有任何空格、换行等符号,允许逗号和句号；
6、自定义字体：必须是系统已经安装的字体，不知道自己电脑都安装了哪些字体的话，建议先打开word设置字体的地方查看一下，PS，字体名称与系统一模一样才能正常生成；
7、自定义字体的时候，由于某些字体比较特殊，可能其在田字格中的位置有偏差；
8、为保证打印效果，建议使用微软Edge浏览器、谷歌浏览器，字体为楷体，打印设置勾选打印背景图片;
9、想将字帖生成文件，可以使用PDF打印机，打印成PDF文件。点击下载

笔顺田字格字帖打印效果展示

普通田字格字帖打印效果展示

庞中华米字格字帖打印效果展示

自定义字体回宫格字帖打印效果

田字格字帖生成器相关工具，自2013年上线以来，一致致力于为您提供更优质全面的字帖资源和更好的用户体验。
据百度统计统计：目前使用用户已遍布150多个国家或地区，希望能给更多的家长和老师提供帮助，满足望子成龙的家长对孩子的一份爱。
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9年老牌田字格字帖生成工具，可以在线生成田字格字帖、米字格、回宫格字帖，支持任意汉字定制，并支持笔顺，支持田英章字体、庞中华字体，田字格作是最为精简的练习格，被小学低年级语文课本作为生字词的展示方式。小学时期，特别是低年级阶段，是学习汉字书写的关键时期，使用本系统生成田字格字帖，让低年级小学生逐渐将汉字写规范，养成正确的汉字笔顺书写习惯，给以后的语文学习和汉字书写打下坚实的基础。

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AP Chinese Language and Culture | AP Central - The College Board

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Explore essential resources for AP Chinese Language and Culture, and review teaching strategies, lesson plans, exam questions and other helpful information.

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Modern Languages Lab {Modern Languages Department}

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Practice makes proficient

ACTFL presents a web-based tool for teachers that provides language learners extended listening/speaking practice opportunities as an excellent preparation for the ACTFL Assessment of Performance Towards Proficiency in Languages, AAPPL. The AAPPL Conversation Builder is designed to be complementary to your lesson plans and curriculum. Teachers choose the subject matter, language, and targeted level that best fits their students' needs and produce (or search for) original tasks.

Interpersonal Communication Practice

AAPPL Conversation Builder was developed to give students more opportunity for a one-on-one conversation on subjects that align with your instruction. The AAPPL assessment of interpersonal performance (i.e. conversation) simulates a video chat. Students see a video of the person with whom they are speaking. That person leads the conversation by prompting students to respond and the students' responses are recorded for later evaluation. Conversation Builder works very similarly and you are in control.

Create an Account

To log in, you will use as your ACTFL Online account.

For your password, you will use the same password you use to log into ACTFL Online.

If you are not sure of your password, go to www.actfl.org, click on "Login" on the very top bar (orange), click "Forgot Password", and then fill in your email address -- you will then receive an email leading you to the site where you can create a new password.

If you don't have an ACTFL Online account, please register with ACTFL at www.actfl.org and create username and login credentials. There is no cost to do this.

When completing your profile, be sure to list yourself as "Teacher." This will enable you to form classrooms of students, assign tasks, and provide feedback.

Students create a "Basic" or "Learner" accounts, to create a student account, have your students:

Go to the AAPPL Conversation Builder website, https://aapplcb.actfl.org

Click on the "Get a New Account" button.

Click on the "Basic" or "Learner", Note: Do not create a "Learner" account if the students have school-provided email addresses that do not allow receipt of external email messages. Instead, create a "Basic" account.

Complete the account registration information and click on the "Create" button.

More Information

See the online tutorials to learn how to use the AAPPL Conversation Builder.

You may also be interested in ACTFL professional development, some of which focuses on using AAPPL Conversation Builder in a proficiency-focused classroom. More information is available at www.actfl.org.

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ACTFL presents a web-based tool for teachers that provides language learners extended listening/speaking practice opportunities as an excellent preparation for the ACTFL Assessment of Performance Towards Proficiency in Languages, AAPPL. The AAPPL Conversation Builder is designed to be complementary to your lesson plans and curriculum.

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Description
The ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) is unlike any other assessment. AAPPL Measure addresses the World-Readiness Standards for Learning Languages and uses today's communication media in which test takers perform tasks such as participating in a virtual video chat, creating wikis, e-mailing, and using apps to demonstrate language ability.
Modes of Communication
The AAPPL Measure assesses the following modes of communication:
Languages
The AAPPL Measure is available in Arabic, Chinese, French, German, Hindi, Italian, Japanese, Korean, Portuguese, Russian, Spanish, Thai and ESL.
Learn More at LTI

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ACTFL Assessment of Performance toward Proficiency in Languages

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Description The ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) is unlike any other assessment. AAPPL Measure addresses the World-Readiness Standards for Learning Languages and uses today's communication media in which test takers perform tasks such as participating in a virtual video chat, creating wikis, e-mailing, and using apps to demonstrate language ability.

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为什么不买"南北"，而是买"东西"？（长知识啦）

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中国的文化输出，只靠国粹是不行滴！

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这是元任对外汉语年前的最后一篇文章，发完之后，烨子老师也要好好休息，过个好年了。 到2月25号，公众号会进行不定期更新。祝各位新年快乐！

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最好玩的手工课---玩吹画

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益智手工王（微信号：yizhishougong_wang）是一个免费分享亲子手工和花样面点制作方法的公众号！它的创办者意如妈妈是一个喜欢一切漂亮事物的妈妈，她喜欢把废弃的东西变成漂亮实用的物品，把面点做的像艺术品一样美！

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Christine Welch has been writing and singing in Mandarin Chinese for years, but got her big break in an unexpected way.

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几个练习汉字书写的常用工具和方法

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目前书店、苹果和安卓市场里的各种笔顺练习软件层出不穷。他们都可以很好地辅助学习汉字、练习书写。但对于课堂教学而言帮助不大，主要原因是大部分这些软件无法定制汉字列表，不能根据课堂需要展现出相应汉字。犹如教师拿到一筐制作精美的汉字卡片，所有卡片被绳子穿在一起：一来，教师无法很快找到这星期要教的汉字展示给学生。二来，即便找到了也不能把这几张卡片拆下来放在一起使用。

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The Foreign Service Institute's School of Language Studies (SLS) offers instruction in over 65 languages, with course length and curricula varying to accommodate a range of language proficiencies, from basic to advanced. The following language learning timelines reflect 70 years of experience in teaching languages to U.S.

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How to say "to be" in Chinese - Chinese Learning Tips with Yoyo Chinese

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罗杰斯写给女儿的12封信：把眼光放在未来，不要眷恋那些会过时的东西

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分享一个开学破冰活动：可以玩儿三节课的涂色游戏

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这个给名字涂颜色的活动让学生玩儿了一整天。而且后续三天，每天都要抽出半个小时才把这个活动完成。怎么可能？想想都觉得无聊。。这是如何做到的？请听我详细说明：

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分享一个开学破冰活动：可以玩儿三节课的涂色游戏

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这个给名字涂颜色的活动让学生玩儿了一整天。而且后续三天，每天都要抽出半个小时才把这个活动完成。怎么可能？想想都觉得无聊。。这是如何做到的？请听我详细说明：

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Time for Learning: A Day in the Life of a Singaporean Teacher

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40年了，美國青年中文學得如何__新浪網-北美

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原標題:40年了，美國青年中文學得如何"這就尷尬了！"見到我這個中國人走進教室，凱琳壓力山大，只好大笑一聲，捂住自己的臉，字正腔圓地感嘆。凱琳要做畢業演說，主題是"中國哲學和我"。班上同學來自美國、印度、日本、新加坡等國。除了我和授課老師，

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最近一首歌火了，听的我怀疑人生连字都认不全！

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万圣节的中文课 （视频，图，文）

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虽然万圣节已经过了，但不少老师希望我把我在"中文教育讨论群"上发的"万圣节的中文课"视频再发一下。那么就图省事，在这里发一次吧，仅为抛砖引玉。小视频记录了那天的一些活动，或许能给各位老师们带来一些教学上的参考。

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一号作品二号作品三号作品四号作品五号作品六号作品七号作品八号作品九号作品十号作品十一号作品十二号作品

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This guide quickly summarizes the core principles of Bloom's taxonomy and demonstrates, by example, how top educators have harnessed this framework to help them achieve their teaching goals and improve students' learning.

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Browse teaching resources for higher-education that you can use in your classes and lecture halls, Top Hat provides the best in guides, templates, webinars and more to enable you to become a better educator, more resourceful and more equipped in the digital-age.

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Simplified Chinese Version

Most textbooks introduce some ways to address people in Chinese. This infographic will cover many valuable tips when it comes to how people in China actually address each other.

There are 4 different settings where people find themselves, such as "in a general setting", "in a school setting", "in a work setting" and "others." Each setting may require different ways to address people.

Traditional Chinese Version

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How to properly address other people in Chinese Culture - Vivid Chinese

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Simplified Chinese Version Most textbooks introduce some ways to address people in Chinese. This infographic will cover many valuable tips when it comes to how people in China actually address each other. There are 4 different settings where people find themselves, such as "in a general setting", "in a school setting", "in a work setting" ...

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Both ourB2 Kindle version and our B2 print version are available now!

A1 grammar points: Our list is designed especially for beginners, all difficult vocabulary and grammar banished to the later levels. Easy examples, each one with pinyin. Try clicking on one of the images below:

See the full list of 40 A1 grammar points...

A2 grammar points: So you've learned some basic grammar, but still need pinyin and want to build a stronger foundation? You've come to the right place! Check out some of the following pages:

See the full list of 99 A2 grammar points...

B1 grammar points: For when you're ready to really consolidate your grammar knowledge and fill in the gaps, but really don't want to slog through a grammar textbook. Our self-contained grammar points give you just the right amount to work on.

See the full list of 143 B1 grammar points...

B2 grammar points: These aren't easy, and often involve more formal language or finer points of the more basic grammar points. It's getting hard to find explanations that really address your needs, but this is one place you can find them!

See the full list of 154 B2 grammar points...

Ready for the really advanced stuff?

Our C1 grammar points are still a work in progress (there are 69 so far), but if you'd like to help edit them, please get in touch.

Need Help with Pinyin?

All of our A1 and A2 grammar points have pinyin throughout, but if you want pinyin for all the Chinese characters in this wiki, you can do that using free browser plugins. Also try clicking on the little cog at the top right of any page to add spaces between characters.

Try it out with this: 你 会 中文 吗 ？

There's a lot of confusion out there about how similar Chinese word order and English worder really are. This video will set you straight:

For more details, please read our A1 article on basic sentence order.

Certain Chinese words appear in lots of different grammar points. Get clear on how these words work in different ways by examining the keyword pages. Here are some examples to get you started:

There are about 400 Chinese keywords in the full list. Check it out.

Sometimes it's useful to start with English words and look at the different ways those English words can be translated into Chinese. Here are some English words worth a closer look in translation:

There are about 100 English translation words in the full list. Check it out.

We've Got Your Textbooks and Grammar Books Covered

It's not yet time to throw out those textbooks! We all use the internet for everything now, but we see also the value in textbook grammar explanations and exercises, and are doing our best to link textbooks to our own Chinese Grammar Wiki content. To see how it works, click on one of the book covers below or try finding your own textbook in our list, and then seeing what it links to.

Purchasing a book on Amazon by clicking on the links within this website will also help to support the Chinese Grammar Wiki.

About AllSet Learning

AllSet Learning is a Shanghai-based learning consultancy dedicated to helping foreigners better learn Mandarin Chinese. This wiki is maintained by John Pasden and the rest of the team at AllSet Learning. While many of the company's services are only available to clients physically in Shanghai, this wiki is open to the public through a Creative Commons license.

You can also find us on Facebook, on Twitter, and on Google+.

All content on this wiki © AllSet Learning, and may not be reproduced without attributions or used for commercial purposes.

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A comprehensive, free resource for standard Chinese grammar, organized by difficulty and part of speech, with clear, practical examples of usage.

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汉字艺术作业: 吃 - 美篇

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Translate Chn to Eng+pinyin

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Are you a regular user of our Chinese and/or Japanese plugins? Do you wish to see them continue to be updated into the future?

We get daily emails and messages from people requesting improvements and bug fixes. This is great and we are happy that many people still value our plugins. Unfortunately, we can't continue development work without your support.

Without boring you with the details, we have hired freelancers for the last couple of updates. One way or another, development comes at a cost.

Please make a donation now to support our project.

We have released an update of Perapera Chinese for Firefox 44.

Color schemes are back

The plugin now automatically starts in each tab when "Always enable at startup" option is selected

You can download the latest version of the Chinese plugin below:
Perapera Chinese
Learn in Your Car is a cool series that I've been meaning to do a review of for a while. There's no time for that tonight (I just finished work and it's almost 3am). However, the other day I noticed that the complete Learn in Your Car audio courses for both Chinese and Japanese are currently available for free with a 30 day Audible trial.

Over 10 hours of quality audio for nothing. That's a pretty good deal if I ever saw one.

You can download the Learn in Your Car programs from below:

Learn in Your Car Japanese
Learn in Your Car Chinese

And yes, we are still working on the next plugin updates...watch this space!

We have released the "signed" updates for Firefox 43.

You can download them from the links below:

Perapera Chinese
Perapera Japanese

P.S We know there are still bugs that need to be resolved. We are now working on another release for the coming weeks. Please let us know about any new bugs that you encounter.

It's been a long wait for approval by Mozilla, but we got there in the end. The Chinese and Japanese plugins are finally available for Firefox 41!

Download them now from the links below:

Perapera Chinese
Perapera Japanese

Reading lots of of authentic content is a vital step on your way to fluency in Chinese. Luckily for us, it's now possible to buy foreign language titles from the Kindle Store, including Chinese, making language acquisition much more convenient than ever before. In today's post we will give you a short overview of how to go about downloading electronic books (ebooks) in Chinese language from your the Kindle Store.

Continue reading "How to buy Chinese eBooks for Kindle" "

As I discussed here, an audiobook together with the corresponding transcript is one of the best ways of improving your proficiency in a foreign language.

This is the list of audiobooks in Chinese that we were able to find so far. Most come together with the transcript.

Fortress Besieged "Fortress besieged" (14+ hours)
Audio (free)
Transcript
Book

Continue reading "The big list of Chinese language audiobooks" "

Chinese for Beginners is an introductory book for busy learners starting out with Chinese. I previously enjoyed using its Korean language counterpart by the same publisher (reviewed here). What follows is my review of the Chinese version.

Continue reading "Book review: Chinese for Beginners" "

As far as I'm concerned, Assimil is one of the best kept secrets in language learning. They offer materials for a number of Asian languages, including Chinese, Japanese, Korean, Indonesian and Thai.

I was first introduced to Assimil by Professor Arguelles, who claims to have extensively used their courses to achieve a grounding in a multitude of languages.

Continue reading "Assimil: An underrated gem for Asian languages" "

This is a great choice for those starting out reading Chinese. The Chinese Breeze Graded Reader Series was recommended by one of our users in response to our best Chinese books post and I have to say that I am really impressed with it so far. It is published by the Peking University Press. I bought a load of these books during a recent trip to China although it is also available on Amazon and other sites. There are 8 levels in total with level 1 covering 300 characters and level 8 apparently going up to 3500!
Continue reading "Two great Chinese readers" "

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Are you a regular user of our Chinese and/or Japanese plugins? Do you wish to see them continue to be updated into the future? We get daily emails and messages from people requesting improvements and bug fixes. This is great and we are happy that many people still value our plugins.

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Che

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Duolingo is the world's most popular way to learn a language. It's 100% free, fun and science-based. Practice online on duolingo.com or on the apps!

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Video Not the Same as the Kitten Series Fables Proverbs Legends Easy Reader, Beginner Level Easy Reader, Intermediate Level What's New Close

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Audio Rhymes & Rhythm - Book 1 - Jian Gao

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MP3 Audio Files - Rhymes & Rhythm Book 1 for learning Chinese

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Join Slido: Enter #code to vote and ask questions

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Participate in a live poll, quiz or Q&A. No login required.

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i see myself as an artist with a brush in my hand. 我是我，拿着画笔。

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I see myself as an artist with a brush in my hand. 我是我，拿着画笔。 - 美篇

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191000+ English ESL free printable worksheets, EFL video lessons

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A treasure trove of free English ESL handouts pdf & doc, slides, video quizzes with reading & listening comprehension exercises, vocabulary & grammar practice

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Poster available for sale now!: http://e.ntd.tv/YKXDmi We've fixed our boo boos, straightened out the lines and added pinyin! Please support our show: https://subbable.com/offthegreatwall Did you know that every member of a Chinese family is called something different? Depending on whether it's from your mom's side or your dad's side and their seniority?

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他17岁就会20门语言，也曾学了2年外语而连基本对话都不会

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除了母语英语，他能说法语、阿拉伯语、希伯来语（犹太人的一种语言）、波斯语（伊朗人的语言）、汉语、德语、俄语、印地语（印度的官方语言之一）、印尼语、土耳其语、意大利语、欧及布威族语（北美原住民的语言）、意第绪语（犹太人的一种语言）、沃洛夫语（黑非洲的一种语言，主要在塞内加尔使用）、豪萨语（非洲三大语言之一）、日语、荷兰语。此外还有拉丁语和希腊语。里面很多语言许多人连听都没听过。

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【国际汉语教学】中文课堂管理之奖惩策略探索

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Meizhou Chinese School - MeiZhou Chinese School

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School Location: Northwood High School 4515 Portola Pkwy, Irvine, CA 92620

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Teaching ideas and sharing by several language teachers (of Chinese, Spanish, and German) who teach based on Comprehensible Input.

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Mandarin Chinese Pinyin Chart with Audio

About Pinyin

Hanyu Pinyin is the official system to transcribe Mandarin Chinese sounds into a Latin alphabet. It was invented in 1950s, and adopted as a standard in mainland China in 1958. Pinyin is used for several purposes such as: teaching Chinese, transcribing names and places into words accessible to european language speakers, and used as an input method for typing Chinese characters.

Pinyin is not the only system devised to transcribe Chinese sounds into roman letters. An older system called Wade-Giles was used in the first half of the 20th century and it has left its mark on the English language. For instance, 功夫 is romanized as "kungfu" in Wade-Giles, but "gongfu" in Pinyin. Also, 北京 (the capital of China) was in the past romanized as "Peking", but is "Beijing" in Pinyin. It is a common misconception that the city changed names, but the sound never changed, only how we spell the sound with letters.

The j, q, x vs. zh, ch, sh sounds

Native English speakers often have trouble distinguishing between these sounds. For instance, 'x' and 'sh' sound similar to native English ears, but to native Chinese speakers, the sounds are completely different. The tongue and lip positions are very different. For 'sh', the tip of the tongue should be on the roof of the mouth, and 'x' the tip of the tongue should be behind the lower teeth.

Below are links to videos in the Yabla format that illustrate the difference. Watch these videos carefully and practice making the correct sounds

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Mandarin Chinese Pinyin Chart with Audio - Yabla Chinese

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This Pinyin table includes all Mandarin Chinese syllables. Click on any pinyin sound in the chart, and listen to the audio in all four tones.

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URL Provided content. The spot it game you are viewing is populated via options provided in the URL. This is not content provided by this site and we take no responsibility for what is contained. This option is made available for sharing spot it games with others without saving data on the website itself.

Make your own Spot it game with your own words or images. All the card logic taken from a blog post from Radigan Engineering.

Show print instructions

Print Instructions

Printing these on to cards is a little bit of a process. We have gone through a lot of effort to make it so that you CAN print these directly to index cards to save you a lot of effort of cutting multiple cards on a single larger paper, but to print on cards you have to do a bit of the work.

You have a few options for printing:

Print on a larger sheet of paper and cut the cards out yourself

Print on index cards where one card will print on each with no additional cutting.

Save the print view of the index card version so that you can send it to a photo printer to print the cards

Index card/photo printing

I am on a Mac and have only gotten this to work on Google Chrome (not Safari or Firefox). Hopefully it will similarly work on Chrome on Windows.

When printing do the following:

Layout: Choose portrait or landscape depending on the layout you have chosen

Open "More settings"

Paper size: choose the size that you will be printing on, for either index cards or photos

Margins: choose "None"

If you are printing via your own printer, click Print. If you are sending to a photo service choose "Open PDF in Preview" on a Mac and hopefully you can find something similar on Windows.

If you are printing to a photo service, they usually do not take PDFs as source for the photos. I used PDFtoJPG.net to convert the PDF to jpg images that you can upload to your photo service of choice.

The above is complicated and yet at the same time vague. Sorry about that. I wish it could be easier, but printing in this way just isn't an easy thing. Good luck :)

Play Spot It Game

You can also play a game here online to see how fast you can get 10 matches. Click the item on either card that is the match.

Provide data

Submit
Show instructions on how to provide data

In the text area above, enter the items you would like to be made into cards. The game only works with certain numbers of items:

3 items - 2 items per card

7 items - 3 items per card

13 items - 4 items per card

31 items - 6 items per card

57 items - 8 items per card

If you enter more or less than those numbers we will truncate your list down to the next lower number, except for below 2 where we won't be able to use it at all. I don't really understand the math/logic, so I am not sure why there aren't 5 and 7 items per card options. I used what was made available in this article. If you know how to do 5 or 7, let me know.

Separate each item in the list by a return. You can use words, or provide images using one of the options below.

Adding Words

Add one work per line. Done.

Loading Images - Upload

You can drag images anywhere on to this page and they will be used for your game. The images are NOT uploaded to our site, but are saved in your browser. Images are restricted to 100kb each. Any that are larger than 100kb will automatically be resized for you. Depending on the number and size of your images this can take a while. We encourage you to make smaller images before dropping them onto the page, but we will try to work with what you give us

After you add them to the page an interface will be added where you can remove them from your local storage at any time. The filename before the extention will be used as an optional label. So for Mountain.jpg the label would be Mountain. The reason for the 100kb limit is that browsers restrict how much total can be saved, and this is our attempt to keep you under that limit.

If you upload photos, then you can not use the "Link to this set" option as those that you send links to will not have the images locally. You can not drag imgaes directly from another website, you have to get them on your computer first, and then drag them onto this page.

Loading Images - URL Reference

If you provide URLs instead of words we will attempt to load those URLs as images. If your images are different aspect ratios (square, landscape, portrait) your cards will be difference sizes as each card is made up of a different mixture of sizes. For best results, have all images be the same general aspect ratio.

You can optionally provide a label for images by adding a "," to the end of the image URL and then putting your label. http://path/to/image.jpg,label here

Show card build details

Details

Items provided:

Items used: (may be different due to needing to be specific numbers)

Cards:

Locally stored images

These are the images we are storing locally for you. You can remove them all or only certain ones by clicking them below. Any you remove will no longer be available for showing in a game. If you have any saved games, the images referenced there that you delete will come up broken.

Items marked in green are used in the current set. Click an image to add it to the current set, click it again to remove it. Click "Delete" to remove it all together.

Add all locally stored images to game Remove all locally stored images from game Delete all images

Demo Data

Saved data

You can optionally save your data for later. This is only stored on your machine, nothing is saved on the website itself.
Save currently entered data
Load previously saved data by clicking its name.

Show information about the project

About this project

Our family purchased the original Spot it game and I was fascinated by how there could only be one match no matter what two cards you looked at. I went to the internet to find out how it worked. I found several discussions about it that were all above my mental capacities for math. Then I bumped into this article that had examples of what the cards would be for different item counts. Well, if I didn't have to figure things out, I could do something with that.

I thought it would be really cool to make my own Spot It game with my own pictures. So I started digging into making a version that could accept input and generate the game for me. After way too many hours of playing with the code and neglecting my family, this site was created. This allows you to provide your own images or words and cards will be "randomly" generated. I used the structure from RadiganEngineering but randomize the card order and randomize the order of the items within each card.

Naturally I had to keep adding functionality, demo content, save the data locally, pass content in via the URL, load demos via URL, etc. The basic card generation and game I had done in a day, all the other stuff took several weekends.

I hope this is of benefit to others. I found this blog post about creating a Spot It game with family pictures. It looks like it took a lot of work to make that happen. Hopefully this site allows similar creations in a fraction of the time.

I don't pretend to think this is perfect. It was hacked together pretty quickly despite it taking so long. I debated between using newer technologies (SASS, ES6, etc) to help myself improve, but for now I decided to leave it as basic JavaScript so that it is easier for others to understand. Some day I may make it fancier. So for all my techy friends, don't mock my lack of using the latest and greatest, it was for the greater good :) Some day it will bother me enough to update everything, but for now it is what it is.

If you have any feedback, questions, etc you can find me on twitter or give feedback on the GitHub project.

Drop files anywhere to upload. Only .jpg, .gif and .png files are allowed.

Processing file:

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URL Provided content. The spot it game you are viewing is populated via options provided in the URL. This is not content provided by this site and we take no responsibility for what is contained. This option is made available for sharing spot it games with others without saving data on the website itself.

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to use as resources for lessons, lesson plans and printable materials for English classes. More game board templates listed below!

The board game maker is a worksheet wizard that allows you to create boardgames on any theme with your choice of 1000+ pictures. You can select a board with all images, customize a board with text of your choice and mix with images , or just create a board that is all text. It's super simple, easy to use, but very powerful.
Game with text only
Create board games with 'images' only or images and some text:

I hope to have a few more game options but here's what I have so far, two other snaking themes and a racing loop.

the Galactic Challenge is a sci-fi theme.

Fantasy Park is a cool fantasy design

Race to the Finish is a cute board game with an animal theme.

Racing Loop game - for more practice of your learning target

For more board games templates, try the printable board games with matching questions cards from MES.

These can handle some foreign languages as well. So, French teachers, LOTE teachers, German teachers, Spanish teachers and more can use the board game maker in their classes as well.

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Free board game templates to make printable board games with images, text, or both. Make and print board games for the classroom, home use, parties, anything!

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I have met many Chinese teachers who were interested and practiced in TCI (TPRS) but had abandoned the practice. One of the reasons, I was told, is the story writing and especially the story asking ...

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筆順動畫，可拖曳至Mac ppt

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筆順動畫，可拖曳至Mac ppt

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Chinese Dictionary: Practice Writing & Character Memorization by Inputting English, Pinyin, Or Chinese!

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This is a living Chinese dictionary that lets you contribute your Chinese learning experience to the community. Not only are your search results ranked by frequency of everyday usage so you get accurate results, but it includes Mandarin pronunciation guides with audio, Cantonese pronunciations guides, simplified Chinese characters, traditional Chinese characters, written Chinese stroke animations, Chinese radicals and more.

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几个练习汉字书写的常用工具和方法

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目前书店、苹果和安卓市场里的各种笔顺练习软件层出不穷。他们都可以很好地辅助学习汉字、练习书写。但对于课堂教学而言帮助不大，主要原因是大部分这些软件无法定制汉字列表，不能根据课堂需要展现出相应汉字。犹如教师拿到一筐制作精美的汉字卡片，所有卡片被绳子穿在一起：一来，教师无法很快找到这星期要教的汉字展示给学生。二来，即便找到了也不能把这几张卡片拆下来放在一起使用。