# data[].attributes.body
C3
L1 Moving Story and Invitation GK

C4H

ZB3U2A Careers GK
ZB3U2A Careers GK activity
due 2020-09-12 6pm

Chinese Link L17 LIUGK live
Chinese Link L17 LIUGK activity
Chinese Link L17 SP GK live
Chinese Link L17 SP GK  activity
due 2020-09-12 6pm

C1
Chinese Radicals
C2

Melody

Please post your number and name
ZB3U2A Careers GK activity
due 2020-09-12 6pm
Chinese Link L17 SP GK  activity
due 2020-09-12 6pm

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Grade

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C1/2/3/4H/AP

Chalk
Subs in COVID-Era Message to Staff 2020-21

Request for Pre-Approved Reimbursement for WL

Back to School Night 2020 Distance Learning Master Schedule (Sept 16)

Remote Learning

Student and Parent Guide

Fall 2020

Attendance/Engagement Records

LGSUHSD Attendance and Engagement Records Procedures

Attendance and Engagement Records
Saratoga High School Template
Saratoga HS Weekly Engagement Report Folder

SHS-CDE-EngagementTEMPLATE
Attendance and Engagement Records

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instacart
https://shoppers.instacart.com/income_verifications
fanlaoshihao
8312885405
instacartFan1939

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Chinese Greetings
due Sep 8 2020, 6pm

E (Edit)
https://create.kahoot.it/creator/64a8e2d8-a084-4566-9a50-744bb3fe1d2d

Share
https://kahoot.it/challenge/02459170?challenge-id=75917dd9-23bc-4d3f-afd6-2bfa699b43d7_1599156445631

Report
https://create.kahoot.it/user-reports/challenge/64a8e2d8-a084-4566-9a50-744bb3fe1d2d/75917dd9-23bc-4d3f-afd6-2bfa699b43d7/1599156445631

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Kahoot
https://kahoot.com/
Username:wlanguageshs@gmail.com
Password: WLangSHS

Gimkit
https://www.gimkit.com/
Username: WLanguesSHS

Password: WLangSHS

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link

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這位南加大教授近日在課堂上分析演講常見的贅字時，用中文的"那個"作為範例，因為音近針對黑人的歧視用語，結果被黑人學生投訴，校方決定將這位教授暫時停職，在網路上引發許多反彈聲浪

事件後續 ：

影片中的教授是美國南加州大學的傳播系教授 Greg Patton。根據國外媒體報導，課堂中的黑人學生們聯合寄了一封信給校方，信中提到 Patton教授講「那個」時，其發音與實際的中文發音相差甚遠，並指稱中文母語人士講「那個」時會在兩個字中間有所停頓。他們認為在美國目前種族間的緊張關係下， Patton教授如此不當一回事地講出這個與歧視用語音近的詞，顯示出他的粗心與不尊重。他們接著提到這個事件深深影響了他們的身心狀況，認為 Patton 教授不了解種族多元性，也欠缺對這個議題的敏感度，如果要繼續修這堂課只會讓他們感到不安，他們寧願退選。最後他們呼籲校方盡快對這個情況做出補救措施。

南加大商學院的院長事後為 Patton教授的行為道歉，他在聲明中表示：「我理解這個事件對學生帶來極大的痛苦，我為此感到很難過。」他表示與 Patton 教授溝通後，他們決定將這位教授暫時停職以便詳細調查這起事件，並會指派另一名教授來接手這堂課。

Patton教授事後也寫信向校方董事會解釋：「我已經教了這堂課 10 年，多年前有幾位國際學生告訴我中文的常見贅字是『那個』，我後來就將這個例子納入我的課綱。我一向致力於將不同文化融入我的課程，來幫助學生理解文化差異。我講這個中文字時，並沒有將它跟任何英文字做連結，更不用說任何種族歧視用語。」

絕大多數國外網友力挺 Patton 教授，認為投訴的學生反應過度，也認為校方的處置根本矯枉過正，對教授完全不公平。

同場加映：

男子對兩年沒見的好兄弟使出愛的巴蕊，讓網友大讚這是真男人的友誼 (看這場重逢的背景故事與事件後續請按)

兩位女大生把手機放在郵箱上拍抖音，郵差開車神亂入阻止一切 (看事件後續與郵差和女大生一起跳舞的影片請按)

老婆和老公吵架，老公播放在講奶子的惡搞歌曲成功逗笑老婆 (看這首歌的介紹與更多國外老婆們聽到這首歌的反應請按)

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美國教授上課時講中文的"那個"，被黑人學生投訴結果遭學校停職

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這位南加大教授近日在課堂上分析演講常見的贅字時，用中文的"那個"作為範例，因為音近針對黑人的歧視用語，結果被黑人學生投訴，校方決定將這位教授暫時停職，在網路上引發許多反彈聲浪 事件後續 ： 影片中的教授是美國南加州大學的傳播系教授 Greg Patton。根據國外媒體報導，課堂中的黑人學生們聯合寄了一封信給校方，信中提到 ...

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School Calendar

# data[].attributes.body
https://encounterschinese.com/
yen-ping.mao@missoncollege.ed
Bulldog19

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https://docs.google.com/document/d/1LIlfp9Ur-Jj1QCjNT8gIoV3Dmbk3cdtCeZWffIFJKn0/edit

# data[].attributes.body
https://lgsuhsd.instructure.com/courses/20049/external_tools/2506

https://lgsuhsd.instructure.com/courses/21066/modules

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C3 CL2P1
CL2P1L1MovingGK
3m at least answer 30 Questions
Classic
Team Mode

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ZhenBang 2nd Edition Level 1 | ZhenBang 2nd Edition Level 2 Folder | Quizlet | ZhenBang 2nd Edition Level 3 Folder | Quizlet
Zhenbang 1 | Zhenbang 2 | Zhenbang 3
https://quizlet.com/Erin_Hsu/folders/zhenbang-1/sets |  |

https://quizlet.com/emcschool/folders/zhenbang-2nd-edition-level-3/sets

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ZBDrive
ZBLessons
ZBMaterials

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ZB
Student Materials

Student Edition

Workbook

Character Practice Book

Listening Activities

Quizzes

Tests

Teacher Materials

Annotated Teacher's Edition

Workbook TE

Character Practice Book TE

Listening Activities TE

Textbook Audio Program

Can-Do Statements

Quizzes TE

Tests TE

# data[].attributes.body
Student Materials

Student Edition

Workbook

Character Practice Book

Listening Activities

Quizzes

Tests

Teacher Materials

Annotated Teacher's Edition

Workbook TE

Character Practice Book TE

Listening Activities TE

Textbook Audio Program

Can-Do Statements

Quizzes

Tests

# data[].attributes.body
Student Materials

Student Edition

Workbook

Character Practice Book

Listening Activities

Quizzes

Tests

Teacher Materials

Annotated Teacher's Edition

Workbook TE

Character Practice Book TE

Listening Activities TE

Textbook Audio Program

Can-Do Statements

Quizzes TE

Tests TE

# data[].attributes.body
Student Materials

Student Edition

Workbook

Character Practice Book

Listening Activities

Quizzes

Tests

Teacher Materials

Annotated Teacher's Edition

Workbook TE

Character Practice Book TE

Listening Activities TE

Textbook Audio Program

Can-Do Statements

Quizzes TE

Tests TE

# data[].attributes.body
<iframe src="https://docs.google.com/presentation/d/e/2PACX-1vSvsCxpm7k-YizIZzWCxf0vEkLeI0mwyTEc7-e2GhQStKGIKYw3p4XgDIKaHmhX8B7XYZBz6dQ9qXLw/embed?start=true&loop=false&delayms=3000" frameborder="0" width="1440" height="839" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>

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呆萌俄国小伙儿咬文嚼字遇难题吓死宝宝

# data[].attributes.body
Search Results

Web results

Planned Non-Operation Filing - California DMV

# data[].attributes.body
https://succeed.naviance.com/tdesk/newversion/#/student/45708365mfan@lgsuhsd.org  naviancefan410@

Lauren Sutioso,
Roy Huang Jui-Yu Huang
Brian Huang
Hsu, Shin-Hwa
Nirmik Tambe
Letter 2020
https://docs.google.com/document/d/1KiS0cIXc6JBH6zOuD1E9c5sVKZpUpfnypDGiuEY6Zn8/edit?usp=sharing

Thank you, Ms. Fan

Jintao Yang

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Green Sheet" Teacher Feedback Form 2020
TO do

green sheet link: https://docs.google.com/forms/d/e/1FAIpQLSdk3KQ2wJBUodRnOQkehPIUpa99L-r3dVq9xvmMhnCbOitrKA/viewform
Liu, Feranno

（我知道有一个问题是询问关于我的特长。我参加了drama四年，前前后后参加了四个课外表演）
Xiuqi Li
https://mail.google.com/mail/u/0/#search/greensheet/FMfcgxwJXfhvbzMppqFPbgDhxtztwTld

Neil Shah
https://docs.google.com/forms/d/e/1FAIpQLSdk3KQ2wJBUodRnOQkehPIUpa99L-r3dVq9xvmMhnCbOitrKA/viewform

Edwin Chen
nformation: https://docs.google.com/document/d/1gznem0sqLgehPlMTN8dcrDULvQnRyTocbppxwhR-Hwk/edit?usp=sharing

huar2922@lgsstudent.org
Sarah Wang
Awesome, thank you so much! I don't really have an info sheet, but some of my main extracurricular activities include Drama, FBLA (Future Business Leaders of America), Mental Health Club (outside of school), Psychology Club, and leadership roles at my church. In the future, I'm looking at some Business majors but am still mostly undecided. I think possibly Business, Political Economy, or something similar. Please let me know if you need more information, and thank you again!

Bossolina, Hermione
https://www.canva.com/design/DAEBtQIcmLk/share/preview?token=FocaRfDhYCUrmOF7NT2sLw&role=EDITOR&utm_content=DAEBtQIcmLk&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton

Done

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Eli Tsives

CIEE's High School Abroad in China program in China for Spring - 2021.

Please go to http://my.ciee.org/ and log in using the username and password we created for you:

Username: mfan@lgsuhsd.org
Password: 634MKwC6

If you have questions or need assistance with the online evaluation, please contact hsabroad@ciee.org or call 1-800-40-STUDY and ask for the High School Summer Abroad team.

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https://www.vitalsource.com/login
yen-ping.mao@wvm.edu
Sourcefan410@
https://www.cengage.com/
https://www.cengage.com/unlimited/instructor/
fan.joanne.0625@gmail.com
cengageFan1939

Red Chamber ebook

# data[].attributes.body
WLanguageSHS@gmail.com
Username: WLanguesSHS

Password: WLangSHS
https://kahoot.com/schools/plans/

https://www.peardeck.com/pricing

https://www.gimkit.com/pricing

# data[].attributes.body
https://docs.google.com/forms/d/e/1FAIpQLSeBWsTTW0PqBMhN76Gbqv5iN_hkRZ93hBnL4JDBO2agkmsRyA/viewform

# data[].attributes.body
03LQ6T

0B5C9Y

499QQZ

5BUMEQ

670ULV

7W9VON

8QHW09

BP3RSD

CPM040

EWSB82

GISATO

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HWJ7Z6

JD2BJF

L5CVGX

N4KF2Z

SOUFIK

XJMY6S

XRCCP1

ZF8H57

First Day

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How do you know if an Asian likes the dessert? “It was not too sweet” 😂😂😂

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https://www.teacherspayteachers.com/Product/-_Jesse-Appell-Sisters-Who-Brave-Winds-and-Waves-Vocab_Simpl-5821538
https://pppe0503.wordpress.com/2020/07/26/%e6%95%99%e6%9d%90%e4%b8%8b%e8%bc%89%e6%9d%b0%e8%a5%bf%e7%9c%8b%e4%b8%96%e7%95%8c%e8%84%b1%e5%8f%a3%e7%a7%80-%e4%b9%98%e9%a3%8e%e7%a0%b4%e6%b5%aa%e7%9a%84%e5%a7%90%e5%a7%90%e7%94%9f%e8%af%8d/?fbclid=IwAR1PsNCH4i-Pz8qqvQTZxt_j-5zM_O48z618gREKKJyLx9CKonLJUfmGn4c

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Reimburse

# data[].attributes.body
Week of Aug 24, 2020 LGSUHSD FOCUS Learning Newsletter

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LGSUHSD Technology Request Form

Reminder- Laptop check-ups

The tech team would really like to schedule a time to do a laptop check-up and install new security software on EVERY staff computer used during remote learning. Working remotely poses new security risks and possible student data breaches for our district. We have software that can protect your personal data and the data of our students. Please file an Akitabox ticket to set-up a time with our tech team to have this software installed. We will also be reaching out to individuals. Thank you!

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https://www.slidescarnival.com/

# data[].attributes.body
MA111513@
eLumen SLO/🤬>
https://mission.elumenapp.com/elumen/
G01628116
fan1236@
yen-ping.mao@missioncollege.edu

https://docs.google.com/document/d/1xd4dlkb5wEWCZKda5INGZEMbPbbWXGheeptk0pZZxx0/edit#heading=h.xltbo7c51esw

SLO reflection

https://ccconlineed.instructure.com/courses/837/modules

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http://www.chinesewords.org/sentence/10366-856.html

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1、你看音樂系的學生都很有氣質，那就是潛移默化的效果。

2、教師的言行舉止，隨時隨地都在潛移默化地影響著學生。

3、他文質彬彬的書生氣質，讓人不由得想起了他的家世---書香門第，這，也許就是家庭潛移默化的影響。

4、我們應該多讀書，因為一本好的作品對人的思想具有潛移默化的功效。

5、教師們每日每時都在對學生的性格起著潛移默化的作用。

6、也許因為父親是藝術家的關系，在潛移默化之下，他從小就對畫畫相當有興趣。

7、身為師者倘能以深入淺出的方法將諸如成語、諺語等中的哲理娓娓道來，并以切身的例子說之，必能在潛移默化的情況下腋集成裘，使學生融會貫通其中奧理。

8、常聽古典音樂，可以使得一個人的靈性因受到潛移默化而漸入佳境。

9、他妻子對改進他言談舉止有潛移默化的影響。

10、宗教信仰所產生的心理感化作用是潛移默化的，是其它手段難以達到和替代的。

11、閱讀書籍能使你的修養、素質在潛移默化中得到提升。

12、他時常潛移默化的教導兒子，讓兒子在不經意間明白了許多在課堂上學不到的東西。[ 漢語網 ]

13、當一個單詞在某個句子中的意義被確定之后，這個詞就在潛移默化中被記住了；當領會了某個句子的意義，這個句子就會用了。

14、老父親的言傳身教讓我在潛移默化中懂得了做人的道理。

15、在企業集群的形成和成長過程中，區域文化氛圍始終潛移默化地影響著各個發展主體。

16、他的教育理念就是創造環境，讓孩子在潛移默化之下，養成高貴的人品。

17、文學對人的影響是潛移默化的。
潛移默化造句
18、廣告會對我們的消費觀念產生一種潛移默化的影響。

19、中國人幾千年不變地維持著一種以家族倫理為中心價值的文化制度體系，中國的家族文化對中國各個層面的影響潛移默化，不可低估。

20、教師良好的情緒智力對學生具有潛移默化的影響，它可以促進全面發展教育目標的實現，有利于提高師生創造力水平，并取得良好的教育教學效果。

21、如果父母在日常生活中總是一味的責罵、埋怨、冷漠，那他們的孩子也就在潛移默化中學會責罵、埋怨、冷漠。

22、父母言行對子女有潛移默化的影響，豈能不慎？

23、民眾文學當有一種潛移默化之功，以純正的博大的趣味，替代舊有讀物、戲劇等底不潔的、褊狹的趣味。

24、教師能配合課文主題，讓學生在潛移默化中學習做人的道理。

25、這一時期中的許多傳播思想尤其是說服思想頗有見地，潛移默化地影響了一代又一代中國人。

26、母親在平時生活中極具責任心的言行對我起到了潛移默化的作用，使我也成為一個有責任心的人。

27、隨著網絡鋪天蓋地地向人們傳播各種各樣的信息，網絡英語也在潛移默化地向現實世界漸進，影響著人們日常英語的表達。

28、哈茲利特曾經說過：「書潛移默化人們的內心，詩歌熏陶人們的氣質品性。少小所習，老大不忘，恍如身歷其事。書籍價廉物美，不啻我們呼吸的空氣。

29、在選擇讀物時盡量選一些內容健康，思想性強的文章，使學生在提高閱讀能力的同時，受到了潛移默化的思想品德教育。

30、中國獨特的書法藝術以其獨立的藝術結構體系和美學體系，對現代平面構成產生潛移默化的影響。

31、傳統文化中的審美追求潛移默化地影響著現代設計思想，而現代設計思想反過來又影響著傳統文化審美觀念。

32、環境總是透過潛移默化影響著人。

# data[].attributes.attachment_link.description
1、你看音樂系的學生都很有氣質，那就是潛移默化的效果。 2、教師的言行舉止，隨時隨地都在潛移默化地影響著學生。 3、他文質彬彬的書生氣質，讓人不由得想起了他的家世---書香門第，這，也許就是家庭潛移默化的影響。 4、我們應該多讀書，因為一本好的作品對人的思想具有潛移默化的功效。 5、教師們每日每時都在對學生的性格起著潛移默化的作用。 ...

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https://chengyu.game2.tw/archives/273098#.X0LzXshKguU

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【衍文解釋】：1.因繕寫﹑刻版﹑排版等錯誤而多出來的字或句子。相似詞：衍生 繁衍 衍變 敷衍 衍化 繁衍生息 敷衍瞭事 敷衍塞責

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衍文造句_用衍文造句大全(5-300個句子) - 造句(在線造句詞典)|造句

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【衍文解釋】：1.因繕寫﹑刻版﹑排版等錯誤而多出來的字或句子。相似詞：衍生 繁衍 衍變 敷衍 衍化 繁衍生息 敷衍瞭事 敷衍塞責 ...

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https://bookmarks.tw/dictionary/archives/23774

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https://www.youtube.com/watch?v=lDZ98M3Qn4k&feature=youtu.be&fbclid=IwAR2tgM22G3WFxbL7hYMd-qeUhFVIHDRd-XMdN6npVg1zU7nuNIRY2pUywZg

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https://www.youtube.com/%E6%9C%89%E5%8F%A3%E7%A6%8F?fbclid=IwAR2yzKRseLKm4FjPrxiHRhFSMtqbGJSlLacWQ-BL-QlrVZD8XFL0-VolhAc

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CHIN002_76174_Second Semester Chinese_Fall_2020_Syllabus-Old textbook Info

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://sites.google.com/d/1lM72FgAvcEGrxoE2F1BGgteXDK0HyEYO/p/1fpbPxiOjdOTezsfZ_KFaFhVIFoC575Dn/edit

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CHIN002_76174_Second Semester Chinese_Fall_2020_Syllabus_Calendar

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CHIN002_76174_Second Semester Chinese_Fall_2020_Syllabus

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Earn Points

To Print

Play In Class

Assessment

OLT

Review

Tools

Personal

[ View All Vocabulary ]

[ View All Structures ]

[ View All Sentences ]

[ View All Stories ]

Scramble

Spelling Game

Scavenger Hunt Easy

Ping Pong

Quick Quiz

Scavenger Hunt Medium

Stroke Order

MahJongg

Pinyin Construction

Scramble

Spelling Game

Ping Pong

Scramble

Sentence Holes [1][2]

Typing

WLG PPT

Flash Cards

Flip Cards

Condensed Review

Standard Review Test (10 pts) Review OLT I Review OLT II Review OLT III Review OLT IV

Daily WorkSheets (Calendar)

Please Click to Select Dates You Want to Create a 'WorkSheet' From.
Pink Indicates Days with Available'WorkSheet' data.
Green Indicates Selected Days to Use When Generating the 'Worksheet.'

Go To Configuration Study Guide Generate WorkSheet

Daily WorkSheets (Configuration)

Please Click to Select The Types of Questions You want in the Generated WorkSheet
(Some Options Are Un-avialable)

Go To Calendar Study Guide Generate WorkSheet

# data[].attributes.attachment_link.description
Earn Points To Print Play In Class Assessment OLT Review Tools Personal [ View All Vocabulary ] [ View All Structures ] [ View All Sentences ] [ View All Stories ] Scramble Spelling Game Scavenger Hunt Easy Ping Pong Quick Quiz Scavenger Hunt Medium Stroke Order MahJongg Pinyin Construction

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yen-ping.mao@missioncollege.edu
Bulldogs19

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Earn Points

To Print

Play In Class

Assessment

OLT

Review

Tools

Personal

[ View All Vocabulary ]

[ View All Structures ]

[ View All Sentences ]

[ View All Stories ]

Scramble

Spelling Game

Scavenger Hunt Easy

Ping Pong

Quick Quiz

Scavenger Hunt Medium

Stroke Order

MahJongg

Pinyin Construction

Scramble

Spelling Game

Ping Pong

Scramble

Sentence Holes [1][2]

Typing

WLG PPT

Flash Cards

Flip Cards

Condensed Review

Standard Review Test (10 pts) Review OLT I Review OLT II Review OLT III Review OLT IV

Daily WorkSheets (Calendar)

Please Click to Select Dates You Want to Create a 'WorkSheet' From.
Pink Indicates Days with Available'WorkSheet' data.
Green Indicates Selected Days to Use When Generating the 'Worksheet.'

Go To Configuration Study Guide Generate WorkSheet

Daily WorkSheets (Configuration)

Please Click to Select The Types of Questions You want in the Generated WorkSheet
(Some Options Are Un-avialable)

Go To Calendar Study Guide Generate WorkSheet

# data[].attributes.attachment_link.description
Earn Points To Print Play In Class Assessment OLT Review Tools Personal [ View All Vocabulary ] [ View All Structures ] [ View All Sentences ] [ View All Stories ] Scramble Spelling Game Scavenger Hunt Easy Ping Pong Quick Quiz Scavenger Hunt Medium Stroke Order MahJongg Pinyin Construction

# data[].attributes.attachment_link.readable_text
Day-to-day lesson plans and activities you can use in your classroom

Day 1
Objectives

Say the new words and sentence patterns in this unit

Compare the similarities and differences between MacDonald's in USA and in China.

Sing a song using some of the new words

Opening

Teacher shows a big M with the theme tune of McDonald's and asks students what this reminds them.

Teacher asks individual students whether they like McDonald's or not and extend the question to family members.

Activity 1

Present a short conversation in an animation format depicting an American kid going to a McDonald's in China. Teachers assess how much students comprehend after viewing the animation.
Show the animation (if you have trouble viewing the animation, copy and paste the link to your web browser)
http://goanimate.com/videos/0k4hBiQWREB0?utm_source=emailshare&refuser=0G3S4VQR9mOQ

Animation dialogue in text: (day1 act1 Animation dialogue)

The animation dialogue is designed for 3rd graders at novice-mid level. For immersion students, teachers can create a higher-level dialogue. As for the "content" in the bubbles, it can be presented in pinyin, with visuals, or pinyin with target characters, depending on the level of the students.

After viewing the animation, ask oral questions related to the dialogue to assess how much students understand. For example,
有几个人？
那个男孩子叫什么名字？
谁是叔叔？
他们想吃什么？
那个女孩子要喝什么？
谁去买这些东西？

Snapshot pages of the animation
These snapshots can be used for various speaking activities. Some of them will be used in later lessons.

1. Snapshots of animation in characters, pptx (day1 act1 Snapshots in characters)

2. Snapshots of animations in characters, pdf (day1 act1 Snapshots in characters)

3. Snapshots of animations in pinyin, pptx (day1 act1 Snapshots in pinyin)

4. Snapshots of animations in target characters (day1 act1 Snapshots in target characters)

Activity 2

Use the PowerPoint slides (day1 act2 reading text PPT) to introduce the new words in this unit.

Teacher leads the class to read each phrase. Also, use the slides to ask simple questions, such as (這是不是中国？这是什么？你喜欢吃汉堡包吗？你喜欢吃什么？你喜欢喝什么？)

Lead students to see the different food items offered in McDonald's in China.

Provide students the menu handout to practice the names of food/drink items (day1 act2 food and drink items)

Activity 3

Sing a song (use the tune from 两只老虎) to ractice the new words and the meaning of 两

Use gestures and movement when singing this song.

两个汉堡包，两个汉堡包， 和薯条， 和薯条， 还要一杯可樂， 还要一杯可樂， 谢谢啦， 谢谢啦！

Liǎng ge hànbǎobāo，liǎng ge hànbǎobāo， hé shǔtiáo， hé shǔtiáo， háiyào yī bēi kělè， háiyào yī bēi kělè， xièxie la， xièxie la！

Learning checks

Ask students to list or draw a couple of differences and similarities between McDonald's in the US and China that they have noticed in this class.

Exit ticket: Point at a couple of items on menu (day1 act2 food and drink items) check if students can say them correctly.

Homework
Post the PPT online and print out the Word file of the reading text in pinyin and characters ( day1 act2 reading text in pinyin and characters). Ask students to review it at home. Students are required to name at least 2 items on the menu in the next class.

Day 2

Objective:

Students can name the new words introduced in Day 1

Students can identify the similarities and differences between MacDonald's in USA and in China.

Students can recognize and know the meaning of the 8 target characters.

Students can ask and respond to questions: 你要吃什么？你要喝什么？

Activity 1

Activity 2

Review the PPT shown in Day 1, focus on food items (day1 act2 reading text PPT)

Have students work in pairs and search different menu items of McDonald's in China and U.S on internet with teacher's guidance. Print out the menu they find and then draw pictures or write characters/pinyin on the Venn diagram. Then present the diagram to the whole. (Here are some menus from internet.

Talk about why the menus are different in two different countries or communities?

Activity 3:

Use the slides in part I to introduce the characters. Teacher sounds aloud first and student repeats.

Use the slides in part II to help student review the 8 characters. The arranged order of the pinyin/English/picture in each slide encourages student to recall the sound and connect sounds with meaning and characters.

Use the slides in part III to reinforce students' memory of the characters.

Use the last slide 'Character Wheel Game' and practice the 8 characters.

Activity 4

Introduce the question: 你要吃什么？你要喝什么？

Review the verbs: 吃喝and introduce the new verb, 要

Use the food/drink items in the PPT (day1 act2 reading text PPT) to practice the questions and answers.

Divide students in pairs. Provide each pair a set of food/drink items. Student A holds the items and asks '你要吃什么？你要喝什么？ Student B answers, such as 我要吃薯条。我要喝可乐. Student A then provides the items that B students want. After that, two students exchange the roles.

Learning check Homework
Day 3
Objectives Activity 1
Activity 2

大 http://www.dragonwise.hku.hk/dragon2/schools/archives/morph/A46A.html
中 http://www.dragonwise.hku.hk/dragon2/schools/archives/morph/A4A4.html
小 http://www.youtube.com/watch?v=4Chrx2BDOHs&feature=fvsr

Activity 3

Students in pairs do the matching activity of connecting the drawings to the characters.

Teacher selects a couple of pairs to demonstrate their findings.

Activity 4

The goal of this activity is to lead students to see the three basic structures of characters: 1) single-component structure: characters formed with one component. 2) top/bottom structure: characters formed by top and bottom components; 3) left/right structure: characters formed by left and right components. Use the color blocks demonstrated below to show the three basic structures.

Activity 5

口: http://www.youtube.com/watch?v=CVvIA5aahN8&feature=relmfu

Introduce two more radicals by showing the clips: 日and木

日： http://www.youtube.com/watch?v=GS0ncST2FnM&feature=relmfu
木： http://www.youtube.com/watch?v=dmiEz_3kG7c&feature=relmfu

Give the handout (day3 act5 radicals). Students can work in pairs to to circle the meaning part.

Teacher selects several pairs to show their work and ask them to explain why the characters have those radicals.

Homework: Give students the homework sheet ( day3 homework sheet). Students are asked to review the 8 target characters, circle the radical, and identify the structures.

Day 4
Objectives
Activity 1

Students in pairs and quiz each other using the flash cards.
Activity 2

What is the difference between Chinese words with English words? Let students to state their observation.

Use the ppt (day4 act2 basic stroke) to show the basic strokes of Chinese characters: 横，竖，点，捺，撇

Using body movement: students follow the lead of teacher and say the stroke names while using their fingers to write them in correct order in the air.

Students practice the basic strokes in the right order, using the worksheet (day4 act2 basic stroke worksheet)

Activity 3

Demonstrate the stroke order of 大，小，中，有，美.

Use http://cn.yes-chinese.com/ （click 教学工具, click -识字与打印, click 卡卡通）. Type the character that you want to show in the input box on the top: (请输入一个字) then click (确定) . After the character appears, click the button to show the stroke order.

Ask students to count the stroke number for each character.

Give students the character worksheet for大，小，中，有，美. (day4 act3 character worksheet 大小中美有)

Teachers can make you own practice worksheets using
http://cn.yes-chinese.com/ : click 教学工具, click ，识字与打印- click 笔笔顺）.

Activity 4

In this activity, students are asked to make sentences using the new words they have learned.

Teacher models several sentences on the board.

中Guó Màidāngláo 有 .

美Guó Màidāngláo 有 , méi 有 .

Taylor 喝大de .

Divide students in groups of three. Give each group an envelop in which they find the characters大小中有美 and other words in pinyin (such as 国，没，的，也) and also the food/drink items they cut.

The task for each group is make 3 sentences using the cards.

Each group presents and reads aloud their sentences.

Homework:

Day 5
Objectives
Activity 1

Review the characters 吃, 喝.

Practice the question and response: 你想吃什么？我想吃冰淇淋。

Divide students in groups of three. Distribute the McDonald's menu (day4 act2 menu) to each group, and ask students to cut all the food, drink, and dessert items.

Give each group a set of characters of 吃， 喝.

In a group, student A asks, 你想吃什么？你想喝什么？If student B replies 我想吃薯条，我想喝橙汁。 Student C, the third student, places 吃with 薯条 together and 喝with橙汁. Students in a group take turn asking, replying and grouping the cards correctly.

Activity 2

show the stroke order of吃， 喝，要（show the stroke order ）using http://cn.yes-chinese.com/ （click 教学工具- click -识字与打印- click 卡卡通）type the character that you want to show in the input box on the top: (请输入一个字) then click (确定) . After the character appears, click the button to show the stroke order.

Ask students to count the stroke number of the character 吃，喝，要.

Review the meaning part 口。

Give students the character worksheet for吃，喝，要. (day5 act2 character worksheet 吃喝要)

Activity 3

In this activity, students are asked to connect characters with their pinyin.

The students in each group work together to line up the card according the Chinese characters and Pinyin cues. The result of sequence is shown in (day5 act3 sequence result).

Teacher can make various sequences, so each group gets different task. Teacher can then redistribute the decks to different groups and play the activity for multiple times.

Learning Check:

Homework:

Day 6

Objectives

Activity 1

Activity 2

Activity 3

Each student then writes down what they want to eat and drink. Write the two sentences in characters and pinyin in a card, such as wǒ 要吃yùmǐbēi. Wǒ 要喝kělè.

After students finish writing, put all the cards in a box. Students take turn drawing one card from the box, and reading the sentences in the card aloud.

In the meantime, give students the listening form (day6 act3 listening form). Students listen carefully to the sentences read by each student, and complete the form.

After every student completes the reading, teacher will check the result with the whole class.

Homework:
Ask students to write a short dialogue between a McDonald's staff and a customer who wants to buy something to drink and eat. Use the characters that they have learned to write. They use pinyin with tones for the rest words.

Day 7
Objectives
Activity 1

Use the Chinese Rhyme (day7 act1 rhyme) to review the new words and sentence patterns in this unit.

First, get students to be familiar with the rhythm and new words.

To make it more fun, students use the rhyme to ask other students, such as girls asking boys or the whole class asking an individual student. Teacher can throw a ball to select that individual.

Activity 2

Students will do a survey using their Chinese language and math skills.

Make copies of the McDonald's menu with price (day7 act2 menu with price) for students.

Go over all information on the sheet. Make sure students know all the food items, and can say them.

Show and explain the sign of ¥ : Chinese dollars.

Distribute the survey form (day7 act2 survey form) and explain the task.

After they interview 5 classmates, they are required to fill in a tally form (day7 act2 tally form)

Introduce the character正 to tally the counts. "正" has 5 strokes to mark 5 counts. Westerners use to mark 5. Lead the students to write 正in correct stroke order.

Students report back to class or neighbor their survey, such as 三个人吃汉堡包，四个人喝可乐，五个人吃冰淇淋。。。.

Assessment task 1

Set up a 'McDonald's Store.' Have students take turn as McDonald's staff. Prepare food and drink items in pictures.

Each student has ¥12 dollars (Renminbi)

Students are given the McDonald's menu of food/drink items with prices (day7 act2 menu with price).

Each student takes turn being the staff at McDonald's and ordering food/drink as a customer at the McDonald's store. The waiter/waitress needs to ask, '你要吃什么？你要喝什么？' Each student order 3 items using the sentence pattern "我要...." within the budget of ¥12 Chinese dollars.

Based on your order, waiter/waitress will give you the food/drink pictures

After the purchase, present your order to the class, using the sentence pattern, 我有大杯的可乐，小的汉堡包。。。

Day 8

Objective: Complete two assessment tasks and one self-assessment.
Assessment task 2 Assessment task 3

You want to give a party for 3 friends. Design a questionnaire to find out what they want to eat and drink (day8 questionnaire sample), so you can purchase in advance.

You have a budget of ¥100.

Ask three classmates to fill out the form and also provide them the menu (day7 act2 menu with price).

Collect the data, calculate the total cost and make sure that the cost does not exceed ¥100. If it is, you need to talk to the three friends whom you invited to change their orders.

Make a chart for what you need to buy for the party and present it to the class.

Self-assessment
Day 9
(Math Activity for 3rd-gradeimmersion students)
This math activity is designed for 3rd-grade students in immersion schools. This class can be arranged after Day7 for immersion students.
Objectives
Activity 1 Tally the counts of food/drink preferences.

Distribute the menu to each student (day7 act2 menu with price).

Introduce "¥" sign "RMB" as Chinese dollars.

Teacher asks questions to check students' understanding of the menu, such as 汉堡包大的多少钱？可乐小杯的多少钱？...

Each student selects 3 favorite items, such as one burger, one small coke and one ice cream. Students mark the items on their menus.

Teacher explains that Chinese uses the character 正 to tally counts. "正" has 5 strokes to mark 5 counts. Westerners use to mark 5.

Lead the students to write the character 正 in correct stroke order.

Teacher asks "谁要大的汉堡包？请站起来。" Students count the number of people standing up and mark on their chart. Go through the items on the menu, until the chart is filled with data. Have students to tally the counts as Chinese. Keep this form which will be used again in Activity 3.

Ask students the number for each item, the most popular and least popular items.

Activity 2 Calculate the cost for your order

Ask students to add the prices of the 3 items marked on their menus.

Check the correctness of their answers with neighboring classmates.

Share with the class their personal costs. Write the cost on the right corner of their menu and circle it.

Activity 3 Calculate the cost for the whole class's orders

Divide students in groups of 4.

Ask them to add up the cost of every student (the cost that students circle in Activity 2). Writes the total cost of the group down on a piece of paper.

The group leader takes turn reporting the total cost of his/her group.

Each group should add the costs from all groups and keep the number with their own group. Call it 'cost of all groups.' We will check it later.

Use the chart (day9 act1 tally form) which includes the tally counts (using 正 ) based on the orders of all students. Make it bigger and project it on the white board, so students can see it clearly.

Based on the data in the tally form, students in each group work together and use multiplication to calculate the cost for the whole class's orders.

The cost for whole class should be equal to the 'cost of all groups.'

Task 4:

# data[].attributes.attachment_link.description
Day-to-day lesson plans and activities you can use in your classroom Objectives Say the new words and sentence patterns in this unit Compare the similarities and differences between MacDonald's in USA and in China. Sing a song using some of the new words Opening Teacher shows a big M with the theme tune of McDonald's and asks students what this reminds them.

# data[].attributes.attachment_link.description
Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

# data[].attributes.attachment_link.readable_text
by

Martha Kang

康筱君

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408-635-2600 Phone

www.musd.org

1285 Escuela Parkway, Milpitas, CA 95035

408-635-2800 Phone |

408-635-2851 Fax

www.mhs.musd.org

# data[].attributes.attachment_link.description
by Martha Kang 康筱君 1331 East Calaveras Blvd. Milpitas, CA 95035 408-635-2600 Phone www.musd.org 1285 Escuela Parkway, Milpitas, CA 95035 408-635-2800 Phone | 408-635-2851 Fax www.mhs.musd.org

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Chinese Link Level 1 Part 1,CH1 Lesson 1 Learn with flashcards, games, and more - for free.

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周杰倫 Jay Chou【Mojito】Official MV ★ Check out "J-Style Trip" on Netflix -Travelogue, Magic and Fun!

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Staff Meeting Wed Aug 19, 2020 9:45am – 10:45am Pacific Time - Los Angeles
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Free gamified quizzes on every subject that students play in class and at home. Pick an existing quiz or create your own for review, formative assessment, and more.

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Time | Event
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Back to School Night 2020 Distance Learning Master Schedule (Sept 16)

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Music is the language of the soul.

You can listen to a song in an unfamiliar language and still feel its vibrancy.

It can also be a tool.

When my father came to the United States from Italy forty years ago, he didn't know a word of English other than "hello" and "help."

He never went to a class to learn the language, but still somehow managed to become a semi-fluent English speaker within a few years.

His method? "I listened to a lot of Dean Martin, Frank Sinatra, The Beatles..."

That's right. Music helped my father learn English in only a couple of years. While he also did other things, (like constantly asking people in conversations what certain words meant and watching a lot of daytime American television) he was able to learn English through listening to music.

But how exactly can an English speaker learn Chinese with songs? Isn't it way more different than an Italian speaker learning how to speak English?

How Can I Learn Chinese with Songs?

Kind of like my father with his Frank Sinatra and "Judge Judy," watching Taiwanese dramas and listening to Mandarin music helped me immerse myself in the Chinese language and gain some fluency.

While listening to a song isn't akin to participating in a lesson (which can provide you with more tools to learn the language properly) it can do a few things to improve your fluency:

By listening to an album or a specific track over and over, you can memorize song lyrics and tones and associate them with their English translations to further improve your fluency.

You'll also eventually be able to belt out a Chinese ballad with ease, which is sure to impress (or confuse) your friends.

Plus, what's better than relaxing with some tunes while technically learning something at the same time? I know all my fellow lazy learners out there can see the merit in this.

Adding songs to your Chinese study routine is a great way to bolster your learning. If you can't get enough of these kinds of videos, consider giving FluentU a try.

FluentU takes real-world videos-like music videos, movie trailers, news and inspiring talks-and turns them into personalized language learning lessons.

Combine this resource with these 10 awesome tunes and you're sure to make your learning sessions dynamic!
Sample lyrics:
The Taiwanese drama 惡魔在身邊 (è mó zài shēn biān) - "Devil Beside You" was one of my favorite television shows when I began learning Mandarin Chinese.

Other than being the lead actress of the show, 楊丞琳 (yáng chéng lín) - Rainie Yang also produced one of the main songs from the series. It's poppy, elegant and entrancing. And the chorus is sure to get stuck in your head.

暧昧让人受尽委屈 (ài​ mèi rànɡ rén shòu jìn wěi qu) - ambiguity makes people feel wronged

找不到相爱的证据 (zhǎo bú dào xiānɡ ài de zhènɡ jù) - they can't find evidence of love

贵妃醉酒 (guì fēi zuì jiǔ) - "The Drunken Concubine" was a Qing Dynasty opera in Peking, also known as today's Beijing. The play is still celebrated and performed in the city to this day with lavish choreography and extremely detailed costuming.
Sample lyrics:
Popular Chinese singer and performer of opera, 李玉刚 (lǐ yù gāng) - Li Yugang, found fame when he performed the leading role. He recorded a song based on the play as well, blending modern and traditional Chinese music to make one truly interesting track. The coolest part of this song is Li Yugang's uncanny ability to hit traditional female notes.

There are a lot of very simple prepositions and nouns in this song, so it would definitely be easy to memorize as a beginner.

爱恨就在一瞬间 (ài hèn jiù zài yī shùn jiān) - love and hate in a flash

举杯对月情似天 (jǔ bēi duì yuè qíng sì tiān) - toast to the moonlight like those days
Sample lyrics:
海尔兄弟 (hǎi ěr xiōng dì) - The Higher Brothers made waves in the West recently and are often described as the next big rap group in China. Their songs are comedic, modern and fun, and this four-piece rap group can seriously spit some rhymes.

Their song WeChat has a mix of Mandarin and English lyrics, making it a good beginner song for Mandarin learners. You can also learn a bit about today's youth culture in China in their music, including everything from restricted access to a free internet, sex, romance, food, classism, fashion and slang.

妹都爱跟我聊骚因为[I'm a]天蝎座 (mèi dōu ài gēn wǒ liáo sāo yīn wèi [I'm a] tiān xiē zuò) - girls love to talk to me because I'm a Scorpio

不断有消息来打扰 (bù duàn yǒu xiāo xī lái dǎ rǎo) - continue to have news to disturb

While that last line is a little awkward in English, it makes sense in the full context of the song. Here, 杨俊逸 (yáng yùn yì) - Psy.P is talking about his Scorpio tendency to start drama with his words.
Sample lyrics:
Taiwanese pop music has its own fairly long list of pop music icons, and 王力宏 (wáng lì hóng) - Wang Leehom is definitely one of them. "Stranger in the North" is catchy and very high-energy, making it the perfect song to try and memorize while sitting in traffic.

There are a lot of complex prepositions in this song and the rapping portions are fairly quick, making it ideal for the intermediate learner.

飄向北方別問我家鄉 (piāo xiàng běi fāng bié wèn wǒ jiā xiāng) - I traveled to the north, don't ask about my hometown

高聳古老的城牆 擋不住憂傷 (gāo sǒng gǔ lǎo de chéng qiáng dǎng bù zhù yōu shāng) - not even the towering old wall could block the sadness
Sample lyrics:
This pop ballad from artist 邓紫棋 (dèng zǐ qí) - G.E.M. is a great track to listen to for learning due to its alternating timing and use of tones.

Mandarin is a very tone-heavy language, and it may seem as if singing in Chinese would be fairly difficult. "Light Years Away" demonstrates how to maintain tones so that they're understandable while also playing around with how those tones can be used in a singing voice.

記住望著我堅定的雙眼 (jì zhù wàng zhe wǒ jiān dìng de shuāng yǎn) - remember to look at my firm eyes
Sample lyrics:
也許已經 沒有明天 (yě xǔ yǐ jīng méi yǒu míng tiān) - perhaps there is no more tomorrow

家家 (jiā jiā) - Jia Jia's track about self-acceptance isn't just inspiring and beautiful, but it's also slow enough for beginners to understand and memorize. This pop ballad is a popular mainstream song in China and was used in the soundtrack for the romantic Taiwanese comedy 極品絕配 (jí pîn júe pèi) - "The Perfect Match".

抱歉 不擅長模仿 (bào qiàn bù shàn cháng mó fǎng) - sorry I'm not good at imitation
Sample lyrics:
你想要的 那種優雅 (nǐ xiǎng yào dì nà zhǒng yōu yā) - the kind of elegance you want

If you're a fan of more chill, laid-back music, this tribute to bedrooms by 蛋堡 (dàn bǎo) - Soft Lipa will definitely put you in a good mood. Keep in mind that because it's rap music, the lyrics go by pretty quickly. This track would be ideal for intermediate or advanced speakers.

砖块水泥钢筋 做成四方空心 (zhuān kuài shuǐ ní gāng jīn zuò chéng sì fāng kōng xīn) - brick made of reinforced concrete, square, hollow
Sample lyrics:
空间里所有动静 运作以我为中心 (kōng jiān lǐ suǒ yǒu dòng jìng yùn zuò yǐ wǒ wéi zhōng xīn) - all movement in space is centered on me

China has quite the interesting underground rock scene. If all the pop ballads and high-energy rap tracks we've mentioned thus far aren't your cup of 茶 (chá) - tea, maybe this hard rock anthem will be. This song has very repetitive lyrics and simple vocabulary words, so if you're a beginner, enjoy!

我愿在云海中掩饰着你 (wǒ yuàn zài yún hǎi zhōng yǎn shì zhe nǐ) - I want to hide you in the clouds
Sample lyrics:
也愿在黑夜将爱情抛弃 (yě yuàn zài hēi yè jiāng ài qíng pāo qì) - willing to abandon love in the dark night

EXO is a pretty interesting boy band. They perform songs in a mix of English, Mandarin and Korean. If you're an advanced Mandarin speaker, a novice Korean speaker or up for a challenge, why not try to memorize this beautiful ballad?

我指尖吉他的節拍 染上寂寞的純白 (wǒ zhǐ jiān jí tā de jié pāi rǎn shàng jì mò de chún bái) - my fingertips strum to the beat of the guitar, tainted by the pure white of loneliness
Sample lyrics:
今天要把未完的故事說完 (jīn tiān yào bǎ wèi wán de gù shì shuō wán) - today I must finish telling the unfinished story

Need some inspiration? This 周杰倫 (zhōu jié lún) - Jay Chou track is a powerful anthem about sticking together, no matter how hard life gets. This song also has a lot of very basic nouns, verbs and propositions, many of which you would typically learn in Chinese 101. Great for beginners!

人生不是一個人的遊戲 (rén shēng bù shì yī gè rén de yóu xì) - life is not a one-man battle

一起奮鬥一起超越 (yī qǐ fèn dòu yī qǐ chāo yuè) - work together to surpass

一起殺吧[sup]兄弟 (yī qǐ shā ba [sup] xiōng dì) - sup brothers, together we can kill it

好戰好勝戰勝逆命 (hào zhàn hào shèng zhàn shèng nì mìng) - belligerent victory over victory

How catchy are these tracks in Mandarin?

Once you make a playlist of your favorites from this list, you can listen to them while you cook, study or when you're just chillin'-all while learning Mandarin Chinese.

Em Casalena is a published author, freelance writer and music columnist. They write about a lot of stuff, from music to films to language.

And One More Thing...

If you want continue learning Chinese with interactive and authentic Chinese content, then you'll love FluentU.

FluentU naturally eases you into learning Chinese language. Native Chinese content comes within reach, and you'll learn Chinese as it's spoken in real life.

FluentU has a wide range of contemporary videos-like dramas, TV shows, commercials and music videos. In fact, below you'll even see the song "Let It Go" from the hit movie "Frozen":

FluentU brings these native Chinese videos within reach via interactive captions. You can tap on any word to instantly look it up. All words have carefully written definitions and examples that will help you understand how a word is used. Tap to add words you'd like to review to a vocab list.

FluentU's Learn Mode turns every video into a language learning lesson. You can always swipe left or right to see more examples for the word you're learning.

The best part is that FluentU always keeps track of your vocabulary. It suggests content and examples based on the words you're learning. You have a 100% personalized experience.
Experience Chinese immersion online!
Start using FluentU on the website with your computer or tablet or, better yet, download the FluentU app from the iTunes or Google Play store.

If you liked this post, something tells me that you'll love FluentU, the best way to learn Chinese with real-world videos.

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Learn Chinese with Songs: 10 Awesome Tracks for Memorizing Mandarin

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Music is the language of the soul. You can listen to a song in an unfamiliar language and still feel its vibrancy. It can also be a tool. When my father came to the United States from Italy forty years ago, he didn't know a word of English other than "hello" and "help."

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Latest forecast of the 2020 presidential election between President Donald Trump and Joe Biden by Nate Silver's FiveThirtyEight

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We are excited to announce the launch of Adobe Creative Educator - a professional development badging and community for educators in every subject area and grade level. Whether teachers are new to digital media or have taught elements of design and digital storytelling, Adobe Creative Educator explores how to instruct and evaluate creativity across the curriculum.

How to become an Adobe Creative Educator

Becoming an Adobe Creative Educator is simple. First, educators must take the Creativity for All Level 1 course on The Adobe Education Exchange. This course navigates definitions of creativity, what it looks like in different subject areas, the iterative creative process, and ways to assess creativity. Once educators have completed the Level 1 course, they are asked to complete a learning artifact: a graphic. This graphic is a teacher's creativity manifesto which answers the prompt, How will you support your students' creativity? Or What is your goal as a creative educator? The graphic can be created in any Adobe tool --- Adobe Spark, Illustrator, Photoshop, and more, depending on the applicant's level of knowledge in Adobe tools. Even if it's an educator's first time using Adobe, Adobe Creative Educator provides basic tutorials for Creative Cloud and Adobe Spark, a tool with design guard rails and ready-to-go templates.

Once applicants have submitted their graphic, they'll receive their Adobe Creative Educator Level 1 Badge and an exclusive Adobe Creative Educator digital toolkit. This toolkit includes a deck of creativity prompt cards, an interactive poster to help track the creative process, social media overlays, background photos, and more! Get the sneak peek of the Adobe Creative Educator digital toolkit here.

We're excited to grow the Adobe Creative Educator community! Start your journey as an Adobe Creative Educator by enrolling in the Level 1 course today.

Summit and launch

To launch Adobe Creative Educator, our team and Creativity Crew members hosted a livestream event featuring educational thought leaders Mark Martin, Sherri Kushner, Al Thomas, Manuel Herrera, Felisa Ford, Jennifer Williams, Tanya Avrith, and more. Watch the 3-hour launch party event on-demand on our YouTube channel. This launch party includes panel discussions, a hands-on sketchnoting activity, and celebrations!

In addition to our launch event, we also hosted the first virtual Adobe Education Summitfrom July 28 - 30 th. The summit featured 60+ speakers including international educators, industry leaders, and Adobe team members. You can still register and access the on-demand recorded summit here through July 2021! From inspirational keynotes to hands-on Adobe Creative Cloud demos, you can choose a path in the summit that best meets your professional development needs.

#AdobeEduCreative

As we continue to grow our Adobe Creative Educator program, you can continue to access and contribute to the conversation at any time through using the #AdobeEduCreative on Twitter. We are amazed by the collaboration of educators around the world. Now more than ever, it is so important to continue expanding our professional learning community as most educators continue with distance learning for the upcoming academic year. We are better together as we navigate these new educational environments.

What's next?

If you're looking for more ways to connect with the international Adobe Creative Educator community, be sure to join us for our weekly livestream on Adobe for Education Facebook Channel every Thursday at 12:30pm - 1:30pm PT / 3:30pm - 4:00pm ET. Each week, we interview a different educator and walk through the creative process of Define, Create, and Reflect for various topics.

In addition to our upcoming livestream shows, we're also working on a Level 2 Badge coming soon during back-to-school 2020! This badge will focus on how to infuse creativity into the instructional design process, with more in-depth professional development resources and experiences.

Here at Adobe, we want to thank you for all that you do to inspire creativity in students and fellow educators. We know that this year has been a tumultuous one, and we want to provide a community of support. Educators are so innovative and inspirational, which has become even more evident during the transition to distance learning. Together, we are better.

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New from Adobe: The Adobe Creative Educator Program

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We are excited to announce the launch of Adobe Creative Educator - a professional development badging and community for educators in every subject area and grade level. Whether teachers are new to digital media or have taught elements of design and digital storytelling, Adobe Creative Educator explores how to instruct and evaluate creativity across the curriculum.

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中国东部的大部分地区是平原，这对农业发展有利，而西部和西南部是沙漠和高山 , 人口比较少。看中国的地图，东部低，西部高，就像一级一级向上的楼梯，每一级上的风景都不同。

http://quizlet.com/30793408/chi202-lesson-1-flash-cards/
I.方位表达法 Expressions of directions and location
The following expressions are commonly used in describing directions and locations. Some expressions (marked with *) are normally used in the formal style.

上海在中国的东部，上海的东边是海。 Shanghai is in the east of China, and to its east is a sea.

天津位于北京的东南边。 Tianjin is to the southeast of Beijing.

e.g. 湖的旁边是草地，不是森林。 Next to the lake is meadow, not forest.

e.g. 上海离日本不远。 Shanghai is not far from Japan.

Shanghai is located in the east of China, and it is by the East China Sea.
II. 对Phrase
1.中国有两条有名的河流：黄河在中国的北边，从西流到东，像"几"字。

2.长江在中国的中南部，也是从西流到东，它是中国最长的河。

3.中国的东部是平原，西部是沙漠，西南部是高山。

5.北京在中国的北部，上海在中国的东南部。山东Province 在北京和上海之间。

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Lesson 01-中国地理 - Chinese Program 中文 at North Central College

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中国东部的大部分地区是平原，这对农业发展有利，而西部和西南部是沙漠和高山 , 人口比较少。看中国的地图，东部低，西部高，就像一级一级向上的楼梯，每一级上的风景都不同。 http://quizlet.com/30793408/chi202-lesson-1-flash-cards/ I.方位表达法 Expressions of directions and location The following expressions are commonly used in describing directions and locations. Some expressions (marked with *) are normally used in the formal style. 上海在中国的东部，上海的东边是海。 Shanghai is in the east of China, and to its east is a sea.

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中国通史 General History of China E002 2013 HDTV 720p 中华先祖

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Students will interview their family like parents or grandparents about their childhood memories including food, toys, games, study, etc...

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Taiwanese Street Food Garden Night Market

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Taiwanese Street Food Garden Night Market

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How Puffed Rice Candy is Made / Crispy Popped Rice Treats (Puffed-rice Cakes)

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台灣傳統零食 爆米香製作過程 (鹿港米香財) How Puffed Rice Candy is Made

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逢甲夜市大腸包小腸 -台灣街頭小吃

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逢甲夜市大腸包小腸 -台灣街頭小吃

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逢甲夜市大腸包小腸 Taiwanese sausage with sticky rice -台灣街頭小吃

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We built Wakelet using the latest technologies to make it faster and easier to use. Unfortunately, your browser doesn't support those technologies.

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"Chinese ExerciseBook" has been updated to version v1.9. From this version, not only can generate "Vocabulary Exercise Page" , now have new mode is "Calligraphy Exercise Page" ...

(The images published on the page are in Mandarin, but the App is in Spanish and English)

【Chinese ExerciseBook ver 1.9】...
1. Add Calligraphy Exercise Page PDF mode
2. Add custom words per page [CEP]
3. Add custom character font [CEP]
4. Add text alignment (from Right to Left)
5. Add different PDF icon for vocabulary and calligraphy (Red Spine and Yellow Tourmaline)
6. Add simplified radical (Registers 2500 data)
7. Add number of files to show
8. Add option create new classification [Classification]
9. Add file overload protection
10. Add quick filter of share function
11. Change save files path
12. Fix delete files BUG
13. Fix phonetic / pinyin dislocation BUG
14. Fix page number BUG
15. Optimize algorithm in generating PDF [VEP]
16. Optimize App UI and User Experience

Google Play (App link):
https://play.google.com/store/apps/details...

YouTube (Demonstration video):
https://youtu.be/YA0FJZuar7U

---------------------------------------------------------------------

*Share with your friends~~~

Group (BUG Report/Function Discussion)：
https://www.facebook.com/groups/SmallGCOk.Programmer

More SmallGCOk App：
https://long-ay.blogspot.com/p/app-android-googleplay-small...

*繁中、简中、Español、English

中文練習簿 >>> 快速製作出讓學生或小孩學習寫中文生字或書法的App
中文练习簿 >>> 快速制作出让学生或小孩学习写生字和书法的App
Chinese ExerciseBook >>> Fast generate flat with Vocabulary or Calligraphy to practice
Libro de Ejercicio en Mandarin >>> Generar rapidamente plana de Vocabulario o Caligrafia para practicar

#SmallGCOk #Android #GooglePlay #Chinese_ExerciseBook #Libro_de_Ejercicio_en_Mandarin

© com.smallgcok.chineseexercisebook

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"Chinese ExerciseBook" has been updated to version v1.9. From this version, not only can generate "Vocabulary Exercise Page" , now have new mode is "Calligraphy Exercise Page" ... (The images published on the page are in Mandarin, but the App is in Spanish and English) 【Chinese ExerciseBook ver 1.9】... 1.

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The polling feature for meetings allows you to create single-choice or multiple-choice polling questions for your meetings. You will be able to launch the poll during your meeting and gather the responses from your participants. You also have the ability to download a report of polling after the meeting. Polls can also be conducted anonymously, if you do not wish to collect participant information with the poll results.

Full details of the poll results, such as each participant's answers and submission times, are contained in the polling reports, which are available after the meeting by default but can also be made available during the live session.

You can also create and launch advanced polls and quizzes.

Creating standard polls or advanced polls in a webinar is also available.

This article covers:

Prerequisites for conducting polls in meetings

*Note: Host can create and edit polls directly on the desktop client with version 5.13.0 and higher.

**Note: Users on the iOS or Android mobile app can participate in polling, but hosts need to be using the desktop client to manage the polls.

Limitations of meeting polls

By default, only the original meeting host can edit or add polls during a meeting. If the host or co-host role is transferred to another user, that user will only be able to launch polls already created. Alternative hosts can add or edit polls if the setting is enabled in the web portal and the host selects the option when scheduling a meeting.

You can create a maximum of 50 polls for a single meeting, with each poll having a maximum of 10 questions.

If a poll is relaunched in a meeting, the poll report will only display the last poll occurrence. If you know you will need to launch the same poll twice and want both sets of data, consider creating a second poll with the same questions as the original to avoid re-launching.

How to add poll questions for a meeting

Polling questions can be created in advance of the meeting, or done during a live session. If you create or edit a poll during a live meeting on version 5.12.9 and lower, you will be directed to the web portal. Hosts on desktop client 5.13.0 or higher will be able to create and edit in the polling window in the meeting.

1. Sign in to the Zoom web portal.

2. In the navigation menu, click Meetings.

3. Click the topic of your scheduled meeting. If you do not have a scheduled meeting, schedule a meeting.

4. At the top of the page, click the Polls/Quizzes tab.

5. Click + Create to begin creating the poll.
If advanced polling and quizzes are enabled, you will have two options: Poll and Advanced Polls and Quizzing.

6. Select Polls.

7. (Optional) Select the Add to Polls/Quizzes library checkbox.
After your poll is created, it will be saved to a library where you can access it for other meetings.

8. Click Next.

9. Click Untitled Poll to change the name of this set of polls.

10. Click the question area to edit the following details:

Click the Untitled Question area to edit the name of that polling question.

To the right of the name of the polling question, click the dropdown menu to choose the type of question:

Single Choice: Poll participants can select only one of the provided answers.

Multiple Choice: Poll participants can select multiple provided answers.

Click the blank box for each choice to enter an answer for participants to select from.

Click + Add Choice to add additional answer options.

: Delete the current polling question.

: Duplicate the current polling question as it currently is.

11. (Optional) Click Add a Question to create an additional question.
Note: Each question and individual answers for a question can be reordered as needed.

12. Click the More button to access the following options:

Require answers to be anonymous: Poll participants can choose to have their answers associated with themselves or to provide answers to the poll anonymously.
Note: If this option is grayed out, it has been locked at either the group or account level. You need to contact your Zoom admin.

Add to Polls/Quizzes library: Your created poll will be saved to a poll/quiz library, where you can access and reuse your poll again for future meetings. You can go to "Meetings > Polls" to view this item.

13. Click Save.

During the meeting, all questions under a single poll will be asked when launched. You can create additional polls to ask questions at different times during the meeting.

How to use the Polls/Quizzes library

If enabled by an admin, you can manage a central library of polls for meetings. You can create or edit polls and use them for Personal Meeting ID (PMI) and non-PMI meetings. When a poll is marked as available to all meetings, it will appear in the list of polls that can be launched in a meeting.

Notes:

You can only enable up to 10 polls for your meetings.

Accessing polls created in the central poll library when in a meeting requires version 5.10.3 or higher.

Access the Polls/Quizzes tab

1. Sign in to the Zoom web portal.

2. In the navigation menu, click Meetings.

3. Click the Polls/Quizzes tab.
Note: If the tab is labeled as just Polls, advanced polling and quizzes have not been enabled.

Create a poll in the Polls/Quizzes tab

Create a first saved poll that can be enabled with all your meetings.

1. Access the Polls/Quizzes tab.

2. Select Polls.
Note: If advanced polling and quizzes are enabled, you will have two options displayed: Poll and Advanced Polls and Quizzing.

3. Create a poll.
After your poll is created, it will be displayed in the Polls/Quizzes tab.

4. (Optional) To enable your created polls for all your meetings, under Enable, click the toggle to enable or disable it .

5. (Optional) To create more polls, click + Create.

Multiple polls will display the Name, Type (Polls, Quiz, Advanced Poll), Question(s) (number of questions), and Enable information.

Use actions for individual polls

After creating a poll in the Polls/Quizzes tab, you can select actions for it:

1. To the right of a poll, click the pencil icon to edit your poll.

2. To the right of a poll, click the ellipsis , then select from the following actions:

Duplicate: The poll will be duplicated.

Delete: The poll will be deleted.

Use batch actions for multiple polls

After creating multiple polls in the Polls/Quizzes tab, you can select actions for them:

1. By Name, select the checkbox.
All polls' checkboxes will be selected.
If you do not want to select all polls, you can select the poll check boxes that you want.

2. Select from the following batch actions for the multiple selected polls:

Disable for My Meetings: Under Enable, the toggles for the selected polls will be disabled and unavailable for all your meetings.

Enable for My Meetings: Under Enable, the toggles for the selected polls will be enabled and available for all your meetings.

Duplicate: The selected polls will be duplicated.

Delete: The selected polls will be deleted.

Filter the Polls/Quizzes tab

Click the All Types dropdown menu to display different filters. You can filter your polls/quizzes by Polls, Advanced Polls, or Quiz.

How to launch a poll in a meeting

Polls are not immediately available to meeting participants, as the host needs to launch a poll for participants to respond to. These polls can be created before the meeting starts, or during a live session, but in either case, the poll must be created in the web portal.

1. Start the scheduled Zoom meeting that has polling enabled.

2. In the meeting controls, click the Polls button.

3. At the top of the polling window, select the poll you would like to launch (if multiple polls were created)

4. Click Launch.
The participants in the meeting will now be prompted to answer the polling questions. The host will be able to see the results live.

5. Once you would like to stop the poll, click End Poll.

6. Click the More button to access the following options:

Re-launch Poll: Launches the poll again.
Note: If a poll is relaunched in a meeting, the poll report will only display the last poll occurrence. If you know you will need to launch the same poll twice and want both sets of data, consider creating a second poll with the same questions as the original to avoid relaunching.

Download results: This will launch your default web browser so that you can download the entire poll report, which shows what each participant chose, instead of the percentages of each choice.
Note: To have this feature enabled, contact Zoom Support.

View Results from Browser: Launches your default web browser and displays the same polling results on the web page.

7. Click Share Results to share the results with the participants in the meeting.

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The polling feature for meetings allows you to create single-choice or multiple-choice polling questions for your meetings. You will be able to launch the poll during your meeting and gather the responses from your participants. You also have the ability to download a report of polling after the meeting.

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Create Your Own Comic Strips Online with MakeBeliefsComix

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We Offer Support and Resources.

From Richard Byrne, editor of Practical Ed Tech Tip of the Week -- ''Creating Comics for Comfort'' -- Living in Maine and father of two school-age children, Richard wrote the following item for teachers and students dealing with the terrible tragedy of the recent mass shootings in that state. He thought this an appropriate time to review and use Social and Emotional Learning resources, such as those offered by MakeBeliefsComix.com.

Make Beliefs Comix offers a library of fantastic, free ebooks for SEL. The library hosted by Make Beliefs Comix contains fillable PDFs that you can download for free. The latest addition to that library is 50+ Ways to Talk to Yourself and Find Healing. And for something a bit lighter, take a look at Pet Words: Conversations With Your Animal Friends.

"Here's a video overview of the Make Beliefs Comix ebooks and here's one about how to create comic strips on the Make Beliefs Comix website."

For many LGBTQ+ kids, especially when they're figuring things out, finding accepting spaces online can sometimes feel safer. Seek out creative opportunities and modes of self-expression, with this section in Make Beliefs Comix.

READ ABOUT US IN THE NEW YORK TIMES!

ARTICLE #1: (click on the link below)
MakeBeliefsComix encourages students to create their own visual pandemic diary.

ARTICLE #2: (click on the link below)
One easy way to start playing with ideas is through the free, online tool at MakeBeliefsComix.com.

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Create Comics Online, it's Fun & Free at MakeBeliefsComix!

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Create comics online at MakeBeliefsComix. A fun way educators & parents can empower students to express ideas and stories in comix!

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川普总统14日晚间发布最新命令指出，要求北京字节跳动科技公司(ByteDance)在90天内分拆与海外版抖音(TikTok)等在美国运作的所有资产，字节跳动必须全面退出美国。
美中原订在15日举行视讯会议，讨论美中第一阶段贸易协议的执行进度，路透14日独家报导，因中共高层正在参加北戴河会议，美中视讯会议确定延迟举行，延到何时目前尚未定案；川普政府则对于中国目前购买美国商品的进度表示满意，没打算放弃贸易协议。

美国媒体Axios引述白宫知情人士解读最新命令，指字节跳动可能在45天后就能完成所有交易。

川普令字节跳动销毁资料

川普的命令指出，字节跳动不仅要出售TikTok，也包括2018年时收购的美国卡拉OK应用程式Musical.ly，根据美国政府理解，当时字节跳动收购Musical.ly与现有资产合并，组成TikTok。

川普指出，有可靠证据认定，字节跳动公司可能会采取损害美国国安的行动。川普的命令指出，字节跳动还必须销毁透过TikTok与Musical.ly蒐集的资料副本。

TikTok一直坚称，从未替中国政府蒐集美国用户资讯。

川普6日就已签署行政命令，要求TikTok在9月15日前出售给美国企业，否则就要禁用，且美国任何个人或企业届时不得与字节跳动交易；TikTok扬言，将在其美国总部所在地加州控告川普政府。
➤➤➤美中贸易谈判 中拟纳入TikTok、微信
关于美中第一阶段贸易，川普曾于13日在白宫记者会表示，中国正在扩大购买美国农产品，玉米、大豆和牛肉的购买量都创新高，虽然他对中国不满，但农民很高兴。白宫国家经济会议主席库德洛13日也说，中方表示希望落实这个协议，美国也没有放弃；美中在其他事情上有很大分歧，但是在第一阶段贸易协议方面，双方还在接触。

但路透报导，贸易谈判代表赖海哲(Robert Lighthizer)、财政部长米努勤(Steven Mnuchin)原订15日和中国国务院副总理刘鹤举行视讯会议，讨论美中贸易协议的执行进度；若成行将是三人在今年初协议签署以来第二度通话，如今这场通话因北戴河会议延迟。在当前美中关系严重紧绷之际，这场对话格外受到各界注意。

北戴河会议为中共领导阶层年度的祕密会议，何时开始、何时结束及谈论内容等，均备受外界关注，虽非正式会议，但年年举行，加上前任及现任高官均与会，仍可凝聚意见作为执政参考，今年适逢疫情蔓延和美中关系紧张，中国国家主席习近平面临严峻挑战，有报导称，北戴河会议如期举行，会中决议确保经济运作和中美关系稳定。

根据今年初签定的美中贸易协议，要求刘鹤和赖海哲6个月会面一次，美中贸易协议在2月14日生效，赖海哲、米努勤就与刘鹤5月7日因应疫情变化，透过电话会议，讨论经贸问题，包括美中协议；双方同意，尽管当前存在全球卫生的紧急状况，但两国都希望能及时履行协议所规定的义务。

川普14日在搭机前往新泽西度过周末的空军一号上，面对记者提问两国通话是否改期，没给出明确答案；川普说，美国在贸易协议上表现良好，但他现在对中国的感觉和以前截然不同。

五角大厦发布合约 售台F-16

另外，美国务院去年8月下旬批准售台66架F-16V系列战机；历经一年，美国防部14日发布军售合约，其中包括与洛克希德马丁公司约定打造90架F-16战机，其中包括台湾订单。适逢中方解放军在台海周边实施军事演习，升高两岸关系紧张。美方的宣布，让台湾购买战机进度更进一步。

另据彭博报导指出，战机军售的进度将使美中紧张关系火上加油。

台方国防部发言人史顺文去年底受访称，已完成发价书(LOA)签署，向美方新购66架F-16系列战机，生效执行。

据美国防部公布的军售合约，并未载明出售给台湾，且打造战机数量为90架；彭博引述美国防部官员说法指，台湾和摩洛哥是买主，台湾购买66架，摩洛哥购买24架。
延伸阅读：

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川普最新命令 字節跳動90天內分拆TikTok 全面退出美國 - 世界新聞網

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川普总统14日晚间发布最新命令指出，要求北京字节跳动科技公司(ByteDance)在90天内分拆与海外版抖音(TikTok)等在美国运作的所有资产，字节跳动必须全面退出美国。 ...

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China Scholars Program

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Follow SPICE on Facebook, Twitter, and Instagram and join our email list to receive announcements for the Spring 2021 application period.
Introduction to Contemporary China

The China Scholars Program (CSP) is an interactive, synchronous online course for high school students in the United States-part of Stanford University's SPICE Program in Pre-Collegiate Global Learning. Students will explore key issues in contemporary China, spanning politics, economics, social issues, culture, and the arts, and with an emphasis on its relationship with the United States. Real-time "virtual classrooms" with leading scholars, experts, and former government officials from Stanford University and other institutions, provide a rigorous learning experience.

Modeled after SPICE's long-running Reischauer Scholars Program on Japan, the CSP selects about 20 exceptional high school sophomores, juniors, and seniors from throughout the United States to engage in a one-semester, intensive study of contemporary China.

Coursework includes weekly reading and writing assignments, culminating in an independent research project. Final research projects will be printed in journal format, and students are also required to do a presentation on China in their home schools or local communities. Students who successfully complete the course will earn Stanford Continuing Studies Program credit and a Certificate of Completion from SPICE, Stanford University.

Students accepted to the Fall 2020 program must be available to participate from late August through December 18, 2020, including attendance at 12 real-time "virtual classrooms" on Thursday evenings (specific dates TBA). Students should expect to devote approximately 6 hours per week to complete the lectures, discussions, readings, and assignments. Since this is a distance-learning course, however, students can structure most of the work around their individual schedules. The CSP will equip participants with a rare degree of expertise about China and its relationship with the United States that may have a significant impact on their choice of study and future careers. Students do not need to know the Chinese language or have prior experience with China to participate in this course.

Applicants do not need to know the Chinese language or have any prior experience with China. Limited financial assistance is available; inquire for details.

For more information, please see theFrequently Asked Questions. Contact Dr. Tanya Lee, China Scholars Program Instructor, with further questions.

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Follow SPICE on Facebook, Twitter, and Instagram and join our email list to receive announcements for the Spring 2021 application period. Introduction to Contemporary China The China Scholars Program (CSP) is an interactive, synchronous online course for high school students in the United States-part of Stanford University's SPICE Program in Pre-Collegiate Global Learning.

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Flipgrid Tutorial - Creating Video Assignments

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人口普查

如何回答 2020 年人口普查
人口普查为什么如此重要

亞裔組織協錄人口普查中文短片籲請儘快完成人口普查

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川普最新命令 字節跳動90天內分拆TikTok 全面退出美國

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川普總統14日晚間發布最新命令指出，要求北京字節跳動科技公司(ByteDance)在90天內分拆與海外版抖音(TikTok)等在美國運作的所有資產，字節跳動必須全面退出美國。
美中原訂在15日舉行視訊會議，討論美中第一階段貿易協議的執行進度，路透14日獨家報導，因中共高層正在參加北戴河會議，美中視訊會議確定延遲舉行，延到何時目前尚未定案；川普政府則對於中國目前購買美國商品的進度表示滿意，沒打算放棄貿易協議。

美國媒體Axios引述白宮知情人士解讀最新命令，指字節跳動可能在45天後就能完成所有交易。

川普令字節跳動銷毀資料

川普的命令指出，字節跳動不僅要出售TikTok，也包括2018年時收購的美國卡拉OK應用程式Musical.ly，根據美國政府理解，當時字節跳動收購Musical.ly與現有資產合併，組成TikTok。

川普指出，有可靠證據認定，字節跳動公司可能會採取損害美國國安的行動。川普的命令指出，字節跳動還必須銷毀透過TikTok與Musical.ly蒐集的資料副本。

TikTok一直堅稱，從未替中國政府蒐集美國用戶資訊。

川普6日就已簽署行政命令，要求TikTok在9月15日前出售給美國企業，否則就要禁用，且美國任何個人或企業屆時不得與字節跳動交易；TikTok揚言，將在其美國總部所在地加州控告川普政府。
➤➤➤美中貿易談判 中擬納入TikTok、微信
關於美中第一階段貿易，川普曾於13日在白宮記者會表示，中國正在擴大購買美國農產品，玉米、大豆和牛肉的購買量都創新高，雖然他對中國不滿，但農民很高興。白宮國家經濟會議主席庫德洛13日也說，中方表示希望落實這個協議，美國也沒有放棄；美中在其他事情上有很大分歧，但是在第一階段貿易協議方面，雙方還在接觸。

但路透報導，貿易談判代表賴海哲(Robert Lighthizer)、財政部長米努勤(Steven Mnuchin)原訂15日和中國國務院副總理劉鶴舉行視訊會議，討論美中貿易協議的執行進度；若成行將是三人在今年初協議簽署以來第二度通話，如今這場通話因北戴河會議延遲。在當前美中關係嚴重緊繃之際，這場對話格外受到各界注意。

北戴河會議為中共領導階層年度的祕密會議，何時開始、何時結束及談論內容等，均備受外界關注，雖非正式會議，但年年舉行，加上前任及現任高官均與會，仍可凝聚意見作為執政參考，今年適逢疫情蔓延和美中關係緊張，中國國家主席習近平面臨嚴峻挑戰，有報導稱，北戴河會議如期舉行，會中決議確保經濟運作和中美關係穩定。

根據今年初簽定的美中貿易協議，要求劉鶴和賴海哲6個月會面一次，美中貿易協議在2月14日生效，賴海哲、米努勤就與劉鶴5月7日因應疫情變化，透過電話會議，討論經貿問題，包括美中協議；雙方同意，儘管當前存在全球衛生的緊急狀況，但兩國都希望能及時履行協議所規定的義務。

川普14日在搭機前往新澤西度過周末的空軍一號上，面對記者提問兩國通話是否改期，沒給出明確答案；川普說，美國在貿易協議上表現良好，但他現在對中國的感覺和以前截然不同。

五角大廈發布合約 售台F-16

另外，美國務院去年8月下旬批准售台66架F-16V系列戰機；歷經一年，美國防部14日發布軍售合約，其中包括與洛克希德馬丁公司約定打造90架F-16戰機，其中包括台灣訂單。適逢中方解放軍在台海周邊實施軍事演習，升高兩岸關係緊張。美方的宣布，讓台灣購買戰機進度更進一步。

另據彭博報導指出，戰機軍售的進度將使美中緊張關係火上加油。

台方國防部發言人史順文去年底受訪稱，已完成發價書(LOA)簽署，向美方新購66架F-16系列戰機，生效執行。

據美國防部公布的軍售合約，並未載明出售給台灣，且打造戰機數量為90架；彭博引述美國防部官員說法指，台灣和摩洛哥是買主，台灣購買66架，摩洛哥購買24架。
延伸閱讀：

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川普最新命令 字節跳動90天內分拆TikTok 全面退出美國 - 世界新聞網

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川普總統14日晚間發布最新命令指出，要求北京字節跳動科技公司(ByteDance)在90天內分拆與海外版抖音(TikTok)等在美國運作的所有資產，字節跳動必須全面退出美國。 ...

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【大紀元2020年07月06日訊】截至6月底為止，加州在全國參與2020年 人口普查 的各州排行榜上，排名第23，參與率為62.9%，略高於全國平均參與率61.8%。而橙縣在全加州58個縣中，排名第6，參與率為70.2%。

橙縣縣政府為幫助非英語使用者及少數族裔參與、以能最大限度爭取到境內各族裔人口的完整統計，特別於近期錄製了12種語言的2020年 人口普查 公共服務公告（PSA）短片。

總部設在聖塔安那（Santa Ana）市的亞美老人服務中心（AASCSC），應邀協助錄製了普通話、閩南語和粵語三種版本的 PSA短片 ，目前正在各社交媒體上播放倡導中。

服務中心共同會長程東海、吳俊毅表示，很高興能參與錄製工作，為這十年一次的全國重大議題活動盡一份力。「人口普查結果會決定每年數千億的聯邦資金，如何分配到各社區來改善學校、醫院、和有關家庭及兒童的公共服務。而橙縣是個擁有317萬居民的多元文化地區，白人約占44%，拉丁裔約占32%，亞裔約占20%，非裔美國人約占2%，印第安人或阿拉斯加土著人約占1%，以及夏威夷原住民或太平洋島民約占1%。藉著參與2020年人口普查，是能為我們自己的社區帶來知名度、資源和政治代表性的最佳途徑。」

中心營運長王頌茹表示，自2019年9月成立橙縣華裔人口完整計算委員會以來，中心一直與「慈善創投（Charitable Ventures）」以及「多元文化社區合作協會（MECCA）」等主流夥伴機構密切合作，針對橙縣第9區包括低收入、移民、少數族裔等人口普查中較常被漏計的人口，展開一系列（教育、激勵、啟動、跟進）的宣導活動。「特別是在過去4個月COVID-19（中共病毒）疫情期間，亞美老人服務中心倡導人口普查活動，與許多為高風險及脆弱的亞太裔長者所舉辦之關懷活動結合在一起，在提供免費的關懷包、新鮮蔬菜、麵包、牛奶、香蕉等關懷物品給亞太裔長者之時，我們都會附上多樣化的人口普查宣導資料和紀念品。」

程東海、吳俊毅最後表示，根據最新數據顯示，橙縣第9區一些亞太裔居住密度較高的城市目前在參與人口普查上都尚有需加強宣導之處。比如在全加州482個城市統計數據中，富樂頓（Fullerton）市排名第179（參與率為68.2%），史坦登（Stanton）市排名第182（參與率為68.1%），爾灣（Irvine）市排名第212（參與率為67.0%），安那罕（Anaheim）市排名第216（參與率為66.9%），小西貢區園林（Garden Grove）市和柯斯塔梅沙（Costa Mesa）市排名都是第233（參與率為66.4%），聖塔安娜市（Santa Ana）排名第301（參與率為63.2%）......等。因此，「我們在此呼籲尚未回應2020年人口普查的華裔居民，為了您的社區，請儘早上網my2020census.gov，或是打電話至844-391-2020來完成人口普查。依法，每個人的回應都是絕對保密又安全的」。

閩南語版本的中文公共服務公告（PSA）短片的Youtube網址為：

粵語版本的中文公共服務公告短片的Youtube網址為：

12種語言合體的公共服務公告（PSA）短片的Youtube網址為：

https://www.youtube.com/watch?v=EAKrdpTeEck。◇

責任編輯：李欣

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亞美老人中心協助橙縣錄人口普查PSA短片 - 大紀元

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【大紀元2020年07月06日訊】截至6月底為止，加州在全國參與2020年 人口普查 的各州排行榜上，排名第23，參與率為62.9%，略高於全國平均參與率61.8%。而橙縣在全加州58個縣中，排名第6，參與率為70.2%。 橙縣縣政府為幫助非英語使用者及少數族裔參與、以能最大限度爭取到境內各族裔人口的完整統計，特別於近期錄製了12種語言的2020年 人口普查 公共服務公告（PSA）短片。 ...

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The Statistics in Schools program is supported by partners that see the value of bringing real life census data into the classroom to teach skills that students need now more than ever in today's data-driven economy. You can help spread the word about our unique program by sharing our public service announcements.