Chinese Link Lesson 5 sentence patterns Joanne Chen
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This document provides examples of common sentence patterns in Chinese for introducing people such as friends and roommates. It includes sample dialogs where one person introduces their roommate or friend using "zhè shì wǒ shìyǒu" or "zhè shì wǒ péngyǒu" and questions like "nǐ yǒu shìyǒu ma?" and "nǐ yǒu jǐ ge shìyǒu?". It also explains that the possessive particle "de" can be omitted when referring to people close to you and provides additional examples of using "ji" to ask about quantities under ten.
El documento describe la historia y programas académicos de la Universidad Popular del Cesar. Fundada en 1976, ofreció inicialmente programas en Contaduría, Administración de Empresas, Enfermería y Licenciatura en Matemáticas y Física. Actualmente ofrece una variedad de programas de pregrado, muchos de los cuales han sido acreditados. La universidad busca formar personas responsables social y culturalmente a través de una educación de calidad e inclusiva.
This document provides Chinese vocabulary words and phrases related to common subjects like school, books, and homework. Key terms include:
- "Nà" and "Zhè" which mean "that" and "this" for asking questions about objects.
- "Běn" which is used when counting books.
- Terms for subjects like "Literature", "Engineering", and describing something as "Difficult".
- Phrases for discussing homework load and difficulty level.
- The word "Wǒmen" meaning "We/Us" and the phrase "Wǒmen shì xuéshēng" meaning "We are students".
Squline Mandarin Business Beginner 1 Lesson 11squline
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The document contains a list of Chinese vocabulary words from a flashcard set for an intermediate Chinese business textbook. Each word is presented alone on its own line with its pinyin transcription and part of speech. The words cover greetings, common expressions, verbs, and terms relevant to business conversations.
This is a Second-Year Chinese speaking class, which focuses on Lesson 4 买东西 in Integrated Chinese (Level II). The sentence patterns introduced in the class are: 1) S. adj. 是 adj. , 可是/但是… 2) 非+v.+不可; 非+vo.+不可 3) 无论…还是…,S. 都……
Increased freshwater input from melting ice sheets affects sea ice concentration in the Southern Ocean. A study analyzed output from an ocean circulation model under different freshwater flux scenarios. Adding more freshwater led to increased sea ice coverage and thickness in the Ross Sea, but decreases in the Amundsen and Bellingshausen Seas. Higher freshwater flux caused freshening and cooling of surface waters near Antarctica, making conditions more favorable for sea ice growth in some areas but less in others due to changing ocean temperatures and salinities.
The document contains Mandarin Chinese vocabulary words and their English translations related to business and economics. There are over 50 terms presented in flashcard format without definitions or sentences for context. The terms include words related to pricing, payments, accounts, credit, contracts, commodities, finance, and international trade.
The document describes symptoms and signs in medical examinations. Symptoms are problems reported by patients, like pain, while signs are found by doctors during examinations, such as high blood pressure. Patients present to doctors with their presenting symptom or complaint. Common symptoms discussed include tiredness, weight changes, and digestive issues. The document provides examples of medical terminology and phrases used to describe symptoms in patient reports and examinations.
Speakers: Michelle Cheng, Li Ye
The impact of Standards-Based Grading (SBG) is not just limited to the grading system. It can actually change teachers’ instructional mindset, which in turn can affect everything teachers do in the classrooms. While many have heard about SBG, not many know how it can be implemented and what obstacles they may encounter. In this session, presenters will share firsthand experience in implementing SBG in their Chinese classrooms. From identifying the big ideas (the standards), what and how to measure performance to determining student success criteria, they will explain the steps involved and provide specific examples such as learning targets, unit design and assessments, and additional grading policies.
Chinese Link Textbook Lesson 2 sentence patternsJoanne Chen
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This document contains lessons and exercises for learning Chinese sentence patterns and dialogue. It includes examples of asking and answering common questions about names, occupations, and relationships. Sample dialogues teach how to greet someone, ask their name, if they've eaten, what they're doing, who someone is, and say goodbye. Students are provided prompts to practice these conversations and introduce themselves in Chinese.
Chinese link textbook Lesson 5 dialogue Joanne Chen
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1) Joanne introduces Wenzhong to her roommate Wang Hong and her friend Wenzhong.
2) Wang Hong asks Li Wenzhong if he has roommates, to which he replies that he has two roommates.
3) When asked their names, Li Wenzhong responds that his two roommates are Ding Ming and Fang Xiaowen, and that they are both Chinese, as he often speaks Chinese with them.
This document provides examples and explanations of common English question structures and their responses. It covers wh-question words like what, who, where, when, how, why and do/does questions. Examples are given for questions about objects, people, time, actions, numbers and days of the week. Responses use basic sentence structures like subject+verb+object and include affirmative and negative forms. The document aims to teach proper grammar and word order for forming common English questions and answers.
Chinese link textbook Lesson 6 vocabulary Joanne Chen
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This document provides Chinese vocabulary words and phrases for a Chinese language lesson, along with their Chinese characters and English translations. It includes basic words and phrases related to home, family, location, numbers, occupations, relationships, and pets. For each item, the Chinese character(s) and pronunciation are given along with example sentences and links to additional information.
Chinese Link Textbook Lesson 2 vocabularyJoanne Chen
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This document provides Chinese vocabulary and grammar structures for introducing oneself and asking basic questions. It includes terms for asking and stating one's name, asking what someone's name is called, asking who someone is, and forming negative sentences. Sample dialogues are provided that demonstrate using these terms, such as asking and answering "What is your name?" and "How are you?". The document teaches polite and respectful ways to ask for someone's last name in Chinese culture.
1. The document contains common English phrases and their Chinese translations. It is divided into two sections, with the first section using 100% of the phrases and the second using 90%.
2. Some example phrases from the first section include "See you later", "What's up?", "It's on me", "I mean it", and "Check, please".
3. The phrases cover a wide range of situations and conversations, including greetings, small talk, apologies, goodbyes, and requests.
Chinese Link Lesson 6 sentence patternsJoanne Chen
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This document contains sample questions and responses for learning Mandarin Chinese. It includes questions about family, occupation, place of origin, studies, and pets. Sample questions ask where someone is from, how many people are in their family, what their father's occupation is, and what they study. Responses provide details about having a family of four people and a father who is an engineer.
Chinese link textbook Lesson 2 dialogueJoanne Chen
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1) The document introduces common Mandarin Chinese phrases for asking and introducing one's name, including "Nín guì xìng?" (What is your last name?), "Wǒ xìng Lǐ" (My last name is Li), and "Wǒ de Yīngwén míngzi shì John Lee" (My English name is John Lee).
2) It provides examples of a conversation where Person A and Person B ask each other their names in Mandarin, including their English and Chinese names.
3) The conversation is then extended to ask about a third person, "She", and Person A identifies her as a classmate named "Yu Y
Chinese link Lesson 3 sentence patternsJoanne Chen
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This document is from Chinese Link Lesson 3 and discusses nationalities, languages, and sentence patterns in Mandarin Chinese. It contains 3 patterns: (1) asking what someone's nationality is using "nǎ guó rén", (2) asking if someone can speak Chinese using "huì shuō zhōngwén ma", and (3) responding that one can or cannot speak Chinese. It provides examples of questions and responses for each pattern in pinyin and characters.
Chinese Link Lesson 4 Pinyin practice - food itemsJoanne Chen
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This document contains a dialogue in Chinese between two people, A and B, where A asks what B wants to eat, and B responds that they want to eat rice. It then provides some common questions and responses in Chinese, such as "What do you want?", "What do you want to drink?", "What do you like to eat?", "What do you like to drink?", "Do you have _____?", and "Do you have/don't have _____?". Finally, it encourages the reader to "hurry up".
The document contains Mandarin Chinese vocabulary words and their English translations related to business and economics. There are over 50 terms presented in flashcard format without definitions or sentences for context. The terms include words related to pricing, payments, accounts, credit, contracts, commodities, finance, and international trade.
The document describes symptoms and signs in medical examinations. Symptoms are problems reported by patients, like pain, while signs are found by doctors during examinations, such as high blood pressure. Patients present to doctors with their presenting symptom or complaint. Common symptoms discussed include tiredness, weight changes, and digestive issues. The document provides examples of medical terminology and phrases used to describe symptoms in patient reports and examinations.
Speakers: Michelle Cheng, Li Ye
The impact of Standards-Based Grading (SBG) is not just limited to the grading system. It can actually change teachers’ instructional mindset, which in turn can affect everything teachers do in the classrooms. While many have heard about SBG, not many know how it can be implemented and what obstacles they may encounter. In this session, presenters will share firsthand experience in implementing SBG in their Chinese classrooms. From identifying the big ideas (the standards), what and how to measure performance to determining student success criteria, they will explain the steps involved and provide specific examples such as learning targets, unit design and assessments, and additional grading policies.
Chinese Link Textbook Lesson 2 sentence patternsJoanne Chen
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This document contains lessons and exercises for learning Chinese sentence patterns and dialogue. It includes examples of asking and answering common questions about names, occupations, and relationships. Sample dialogues teach how to greet someone, ask their name, if they've eaten, what they're doing, who someone is, and say goodbye. Students are provided prompts to practice these conversations and introduce themselves in Chinese.
Chinese link textbook Lesson 5 dialogue Joanne Chen
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1) Joanne introduces Wenzhong to her roommate Wang Hong and her friend Wenzhong.
2) Wang Hong asks Li Wenzhong if he has roommates, to which he replies that he has two roommates.
3) When asked their names, Li Wenzhong responds that his two roommates are Ding Ming and Fang Xiaowen, and that they are both Chinese, as he often speaks Chinese with them.
This document provides examples and explanations of common English question structures and their responses. It covers wh-question words like what, who, where, when, how, why and do/does questions. Examples are given for questions about objects, people, time, actions, numbers and days of the week. Responses use basic sentence structures like subject+verb+object and include affirmative and negative forms. The document aims to teach proper grammar and word order for forming common English questions and answers.
Chinese link textbook Lesson 6 vocabulary Joanne Chen
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This document provides Chinese vocabulary words and phrases for a Chinese language lesson, along with their Chinese characters and English translations. It includes basic words and phrases related to home, family, location, numbers, occupations, relationships, and pets. For each item, the Chinese character(s) and pronunciation are given along with example sentences and links to additional information.
Chinese Link Textbook Lesson 2 vocabularyJoanne Chen
?
This document provides Chinese vocabulary and grammar structures for introducing oneself and asking basic questions. It includes terms for asking and stating one's name, asking what someone's name is called, asking who someone is, and forming negative sentences. Sample dialogues are provided that demonstrate using these terms, such as asking and answering "What is your name?" and "How are you?". The document teaches polite and respectful ways to ask for someone's last name in Chinese culture.
1. The document contains common English phrases and their Chinese translations. It is divided into two sections, with the first section using 100% of the phrases and the second using 90%.
2. Some example phrases from the first section include "See you later", "What's up?", "It's on me", "I mean it", and "Check, please".
3. The phrases cover a wide range of situations and conversations, including greetings, small talk, apologies, goodbyes, and requests.
Chinese Link Lesson 6 sentence patternsJoanne Chen
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This document contains sample questions and responses for learning Mandarin Chinese. It includes questions about family, occupation, place of origin, studies, and pets. Sample questions ask where someone is from, how many people are in their family, what their father's occupation is, and what they study. Responses provide details about having a family of four people and a father who is an engineer.
Chinese link textbook Lesson 2 dialogueJoanne Chen
?
1) The document introduces common Mandarin Chinese phrases for asking and introducing one's name, including "Nín guì xìng?" (What is your last name?), "Wǒ xìng Lǐ" (My last name is Li), and "Wǒ de Yīngwén míngzi shì John Lee" (My English name is John Lee).
2) It provides examples of a conversation where Person A and Person B ask each other their names in Mandarin, including their English and Chinese names.
3) The conversation is then extended to ask about a third person, "She", and Person A identifies her as a classmate named "Yu Y
Chinese link Lesson 3 sentence patternsJoanne Chen
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This document is from Chinese Link Lesson 3 and discusses nationalities, languages, and sentence patterns in Mandarin Chinese. It contains 3 patterns: (1) asking what someone's nationality is using "nǎ guó rén", (2) asking if someone can speak Chinese using "huì shuō zhōngwén ma", and (3) responding that one can or cannot speak Chinese. It provides examples of questions and responses for each pattern in pinyin and characters.
Chinese Link Lesson 4 Pinyin practice - food itemsJoanne Chen
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This document contains a dialogue in Chinese between two people, A and B, where A asks what B wants to eat, and B responds that they want to eat rice. It then provides some common questions and responses in Chinese, such as "What do you want?", "What do you want to drink?", "What do you like to eat?", "What do you like to drink?", "Do you have _____?", and "Do you have/don't have _____?". Finally, it encourages the reader to "hurry up".