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Chinese Conversation Class

CN SP21 Facts or Hoaxes

Conversation Class Lesson Summary

Language Resident/Assistant Name:

Ruoyu (Agnes) Fu

Day and Date:

2/9/2021

Language and Level (intermediate or advanced class):

Chinese Advanced level

Class theme/topics discussed:

Delicious Chinese food

Goal of the class:

  1. By the end of this class, students will be able to understand the concept “八大菜系” in Chinese.
  2. By the end of this class, students will be able to compare the similarities and differences among Lu, Chuang, and Yue.
  3. By the end of this class, students will be able to understand talk about their likes and dislikes about Lu, Chuang, and Yue.
  4. By the end of this class, students will be able to build conversations on food-related topics such as personal preferences (express likes and dislikes).
  5. By the end of this class, students will be able to identify facts and hoaxes.

How did you structure the class?

  1. Take attendance and greet the students 4:18
  2. Presentation: main cuisines and regions 4:25
  3. Discussion: have you had any? 4: 35
  4. Presentation: features and cooking techniques of Lu, Chuan, and Yue. 4:38
  5. Discussion: Which one is your favorite? 4: 43
  6. https://www.bilibili.com/video/BV12x411871Z?from=search&seid=3191024875584487 77 4: 45
  7. Game: facts or hoaxes? 5:15

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What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

  1. I used PowerPoint to create the slides (13 in total)
  2. I used 笔记本 to create notes
  3. I used google drive to share handouts.
  4. I used Bilibili to play video clips.

What worked well in this class? What did not work? What worked well:

  1. They were very interested in food-related topics and activities.
  2. They had sufficient prior knowledge about Chinese food.
  3. More supporting details for the facts than yesterday.

What did not work:

  1. No one had any experiences with 麻辣。
  2. They did not had much to share about East Asian food.
  3. 素食主义者,过敏,pronunciation with 鱼* you, 昆虫 and 乌龟。
  4. Had trouble explaining #6.
  5. E did not talk much in the breakout room.

How could this class be improved/ modified?

1. Some brief introduction of Korean and Japanese food. 2. Discourage over self-corrections.

Myth or fact?

1. 美國人最喜歡很甜的中國菜,比如說宮 gōng 保 bǎo 雞 jī 丁 dīng Kung Pao chicken/美国人最喜欢很甜的中国菜,比如说宫保鸡丁。
2. 大多數 shù the majority of 外國人不喜歡吃辣/大多数外国人不喜欢吃辣。
3. 外國人不喜歡嘴巴麻 má numbness 的感覺/很多外国人不喜欢嘴巴麻的感觉。 4. 外國人不喜歡帶骨 gǔ 頭 tou bone 的菜/外国人不喜欢带骨头的菜。

5. 外國人不喜歡動物內 nèi 臟 zàng internal organs /外国人不喜欢动物内脏。
6. 外國人不喜歡昆 kūn 蟲 chóng insect 和烏 wū 龜 guī turtle /外国人不喜欢昆虫和乌 龟。
7. 美國人不常常吃羊肉/美国人不常常吃羊肉。
8. 很多的美國人是素 sù 食 shí 主 zhǔ 義 yì 者 zhě vegetarian /很多美国人是素食主义 者。
9. 很多外國人對花生和麵 miàn 筋 jīn gluten 過 guò 敏 mǐn be allergic to /很多外国人 对花生和面筋过敏。
10. 美國人認為味 wèi 精 jīng MSG 不健康,因為他們吃味精會頭 tóu 痛 tòng headache /美国人认为味精不健康,因为他们吃味精会头痛。

CN SP21 Create your own menu

 Conversation Class Lesson Summary

Language Resident/Assistant Name:

Agnes Fu 

Day and Date:

4/27/2021

Language and Level (intermediate or advanced class):

Chinese advanced level 

Class theme/topics discussed:

Create your own menu

Goal of the class:

  1. By the end of this class, students will be able to pronounce the nouns of fruits, vegetables, meat, and other ingredients (see Appendix A). 
  2. By the end of this class, students will be able to adapt their knowledge of Asian and American culinary cuisines to productive activities. 
  3. By the end of this class, students will be able to using the cultural knowledge they have acquired to support their ideas. 
  4. By the end of this class, students will be able to exchange information and negotiate meanings. 

How did you structure the class? (please see more details below on Page 3 and 4) 

  1. Take attendance and greet the students 
  2. Warm-up: ask students to share their thoughts on what was covered Tuesday. 
  3. Presentation: Read and explain the hypothetical scenarios (see Appendix B).  
  4. Communicative activity: customize a menu for your guests  
  5. Communicative activity: have a meeting with your colleagues
  6. Wrap-up: Comment on their performance and talk about what is going to be covered in Week 4.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

  1. I used PowerPoint to create the slides (4 in total) 
  2. I used Google Doc to create handouts (see Appendix A) 

What worked well in this class? What did not work?

What worked well: 

  1. Having information laid out on a slide definitely worked better than providing oral instructions on rules or procedures of a game. 
  2. When I first tried to plan the week out Sunday, I thought about making the scenarios more complicated. Or having the stories set on days that are more special than the Spring Festival and birthday. But after the class Tuesday, I had decided to keep things direct and simple to avoid having them spend too more time on analyzing the situations than on the language itself. 
  3. Students were aware of my purpose for having both Chinese and American features included in this game. They had integrated the language practice with cultural perspectives amazingly. 

What did not work: 

  1. One group had made a faster progression than the other one, it did affect the activity. But I could see that the slower students were a little disappointed on themselves. 
  2. I intentionally and purposefully apply flexible grouping to this class. But due to the small size of this class, students who are relatively introverted tend to reply on their extroverted team members, especially after the class comes back to the main session from the breakout rooms. 

How could this class be improved/ modified?

  1. I have always teamed up the extroverted and talkative students with the introverted ones. In the future I may try to break the rule and have the ones who are normally quieter work together. 

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Time/step Teacher focus Student focus 
Presentation  Warm-up (5 mins)-Take attendance  -Greet the students and ask them if there are wildfires near their homes; ask them to look out of their windows now and describe the sky and the weather– Connect their devices  – Greet the instructor  – Answer questions
Presentation (10 mins) -Demonstrate the slide of Scenario One  -Read the descriptions slowly  -Demonstrate the Slide of Scenario Two  -Read the descriptions slowly  -Demonstrate the slide of the game rules and explain it step by step -Demonstrate the slides of the ingredients  -Ask students take turns to read their names  -Drop the handout in the Chat  -Make student everyone is clear about the rules and gets the handout opened before getting into their breakout rooms -Watch the clip  
-Share opinions 
-Comment 




-Answer questions 



-Share opinions 
Communicative practice  Customize a menu  (20 mins) – Observe their discussions -Work with their partners on brainstorming what dishes they can make out of the ingredients provided on the handout   -Come up with a menu that they are going to show to their customers   
Communicative activities  A meeting with your colleagues  (20 mins)-Bring the class back together  -Switch participants between two breakout rooms  -Observe their discussions and negotiations   






-Bring the class together  -Ask everyone to introduce part of their own menus

-Some of them change rooms  -With the new partners, they each introduce and explain what they have come up with their initial partners -As “master chefs” who work at the same restaurants, they give suggestions to each other  -They could also borrow ideas from their colleagues and ask to exchange some items on their menus  
-Take turns to speak 
Wrap-up  (5 mins)-Comment on their performances -Talk about what is going to be covered next week 

Appendix A 

  • 西兰花 brocolli 
  • 卷心菜 cabbage  
  • 菠菜 spinach 
  • 西红柿 tamato 
  • 胡萝卜carrot  
  • 南瓜 pumpkin 
  • 芦笋 asparagus 
  • 蘑菇 mashroom  
  • 生菜 lettuce 
  • 辣椒 pepper chili 
  • 茄子 eggplant  
  • 豆腐 tofu 
  • chicken  
  • shrimp 
  • 羊排 lamb 
  • 牛肉 beef 
  • 猪肉 pork 
  • 鱼肉 fish  
  • 橘子 orange  
  • 苹果 apple 
  • 草莓 strawberry  
  • 香蕉 banana  
  • pear  
  • 坚果 nut 
  • 鸡蛋 egg 
  • 奶油 cream  
  • 黄油 butter  
  • 橄榄油 olive oil  
  • 牛奶 milk  
  • 面粉 flour  

Appendix B

  •  時間:2019年除夕之夜​
  • 地點:中國北京​
  • 人物:北京居民小王一家,他們美國的朋友James一家(James 夫婦兩人和他們10歲的女兒)​
  • 时间:2019年除夕之夜​
  • 地点:中国北京​
  • 人物:北京居民小王和他的爸爸妈妈,他们的美国朋友James一家(James夫妇两人和他们10岁的女儿)
  • 時間:2020年6月6日,Lily的8歲生日​
  • 地點:美國洛杉磯​
  • 人物:Lily,Lily13歲的哥哥,Lily的爸爸媽媽;Lily一家的房客(來自香港的留學生小李和小張)​
  • 时间:2020年6月6日,Lily的8岁生日​
  • 地点:美国洛杉矶​
  • 人物:Lily,Lily13岁的哥哥,Lily的爸爸妈妈;Lily家里的房客(来自香港的留学生小李和小张)

CN SP21 Hometown

Conversation Class Lesson Summary

Language Resident/Assistant Name:

Ruoyu (Agnes) Fu 

Day and Date:

2/3/2021

Language and Level (intermediate or advanced class):

Chinese Intermediate level 

Class theme/topics discussed:

Hometown 

Goal of the class:

  1. By the end of this class,will learn how to introduce a city or state in six aspects (基本信息,地圖,歷史文化,地方方言,地理位置,地方美食
  2. By the end of this class, students will learn basic information about Shandong. 
  3. By the end of this class,students will understand some main differences between the Northern and Southern parts of China.
  4. By the end of this class, students will be able to introduce their own hometowns in different aspects.
  5. By the end of this class, students will be able to talk about the differences between their hometown(s) and Claremont. 

How did you structure the class? (please see more details below on Page 3 and 4) 

  1. Take attendance and greet the students 
  2. Warm-up: asking them questions based on a Map of China 
  3. Presentation: six aspects of Shandong 
  4. Pair-up activity: tell your partner something about your hometown 
  5. Discussion: what is something you like and dislike about your hometown? 
  6. Class discussion: what is the differences between your hometown(s) and Claremont?
  7. Wrap-up: comment on students’ speeches, introduce the topic of the next week 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

  1. I used PowerPoint to create the slides (9 in total) 
  2. I looked up pictures at unsplash.com and baidu.com
  1. I used Google Doc to create handouts
  2. I searched videos about Shandong and Shandong Kuaishu on bilibili.com

What worked well in this class? What did not work?

What worked well: 

  1. Students participated actively in identifying places they knew on the Map. 
  2. Students were excited to talk about their hometown. Compared to students at the intermediate level, these students have more living or studying abroad experiences, so they had more stuff to share when it comes to geography, climate, etc. 
  3. I could feel that the time management in class had become easier for me. 
  4. When students came back together as a class, I encouraged them to do critical thinking instead of just focusing on what had been demonstrated to them. I did this to prevent them from worrying too about meeting my requirements. It worked well. They shared some additional information about their hometown(s) such as the local sports and celebrities.
  5. At this level, students are more capable to do comparisons and contrasts. So, I added one question—- what is the difference between your hometown and Claremont. They did a good job answering it.

What did not work: 

  1. 2.Students had not been exposed to sufficient Chinese history to understand certain terms (e.g., the four great novels) 

How could this class be improved/ modified?

  1. Just like the intermediate class,Some students have chosen sampled characters in their Chinese learning. So, starting from Week 3, both simplified and traditional characters will be provided on the slides and handouts. 
  2. If historical stories have to be include for some reason, I need to make sure that sufficient explanations are provided to help students understand. 

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Time/step Teacher focus Student focus 
Presentation  Warm-up (5 mins)-Take attendance  -Greet students by asking them “How is the weather today? Is it still very hot in your hometown?”  -Ask 3 students to share what the summer is like in their hometown – Connect their devices  – Greet the instructor  – Answer questions


-Volunteer to share 
Presentation  (5 mins) -Demonstrate the slide of Shandong, go through each bullet point on each slide, expand it on these points:  省會簡稱;溫帶季風氣候(和洛杉磯的地中海氣候的差別);人口大省;孔子和孟子;水滸傳;魯菜的口味特點;山東話的三種分支 -Play 好客山東 TV commercial  -Ask students if they have recognized some sights  -Play the video of 山東快書 -Ask them to how much they can understand  -Ask them what the difference between a mandarin dialect and a cantonese dialect-Read the questions 








-Watch the videp 
-Answer questions 
-Watch the video 

-Answer the question
Communicative practice  (35 mins) -Ask the students which state and city they are from  -Separate students that come from the same city or area into one group -Send each group to one breakout room  -Join each breakout to discuss with them  -Bring the class together -Ask them to share differences between their and their partners’ hometowns  -Ask them to share the similarities of their hometowns (e.g., Zach is from San Jose and Skyler is from Palm Springs) -After all groups are done sharing, ask volunteers to talk about the major differences between their hometown(s) and Claremont -Answer the question 



-Join the breakout rooms 


-Leave the breakout rooms -Answer the question

-Answer the question 
Wrap-up   (5 mins) -Give feedback on students’ speeches  -Introduce the topic of next week  -Wish everyone a happy long weekend-Listen and ask questions 

 

CN SP21 Harry Potter

Conversation Class Lesson Summary

Language Resident/Assistant Name:

Ruoyu (Agnes) Fu

Day and Date:

4/14/2021

Language and Level (intermediate or advanced class):

Chinese Intermediate level

Class theme/topics discussed:

Harry Potter

Goal of the class:

  1. By the end of this class, students will be able to talk about likes and dislikes;

How did you structure the class? (please see more details below on Page 3 and 4)

  1. Take attendance and greet the students
  2. Warm-up: your story with <Harry Potter>.
  3. Presentation: introduction to Harry Potter
  4. Discussion: who is Harry Potter.
  5. Wrap-up: are you going to watch the full movie (again)?

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

  1. I used PowerPoint to create the slides (7 in total)
  2. I looked up pictures of the movie on Baidu image.
  3. I used 笔记本 to create notes (see Appendix A)
  4. I used Bilibili.com to play the video clips.

What worked well in this class? What did not work?

What worked well:

  1. Students were passionate about this topic. Four out of five students had read the book and watched the movies for multiple times (note: in order to implement this lesson plan, a survey should be conducted beforehand).
  2. Students were able to follow the video. It could have been somewhat challenging since no English subtitles or audio were available. But because of their high level of familiarity with most plots, they were able to complete various types of activities afterwards.

What did not work:

  1. Students got very excited about the movies and books themselves, they were not satisfied with the length of the video— they wanted to watch more. Due to the time limitation; however; it was not feasible due to time constraints.
  2. There are plenty of fictious words and phrases in <Harry Potter>, students’ speeches got interrupted when they encountered them.

How could this class be improved/ modified?

  1. There is another way to conduct activities based on this topic. If everyone in class is familiar with this movie and books, teachers can directly ask them to introduce it to the class instead of playing introduction videos first.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Time/stepTeacher focusStudent focus
Presentation Warm-up (5 mins)-Take attendance -Ask each student when and where they watched <Harry Potter> for their first time.– Connect their devices – Greet the instructor – Answer questions
Presentation (10 mins)-Who is J.K.Rowling? -Show a picture of her -Ask students the questions: 关于这位作家,你了解多少? -你第一次看这本是在什么时候? -你还记得是谁送你的第一本书给你的吗? -你第一次看这部电影是在什么时候? -你还记得是和谁一起看的吗? 
Guided & Communicative practice (25 mins)-Show a picture of Harry Potter -Ask a volunteer to give brief introduction of Harry based on what is shown on the slide -Play Video clip 1 -Ask students to answer the questions: 在爸爸妈妈去世以后,哈利生活在谁的家里? 他的童年幸福快乐吗?为什么? -Show them a picture of Harry with the word “muggle” -Play video clip 2 -Ask students to answer the questions: 麻瓜是什么意思? 哈利为什么在魔法世界受到明星般的待遇? 罗恩是一个怎样的人? 赫敏是一个怎样的人? 你怎么评价哈利,罗恩,和赫敏的友情? -Show them a picture of the sorting hat and Harry -Show them pictures of four houses and their mottos -Play video clip 3 -Ask students to answer questions: 哈利为什么不希望去斯莱特林? 如果你戴上分院帽,你希望被分到哪一个学院? 在所有的课程中,你最希望学到哪一门? -Ask the student who has not read the book or watched to movie to share her/his thoughts on those plots    -Give a speech based on the information         -Answer questions                   -Answer questions                                 -Answer questions          
Business (15 mins)-Ask students to open their teacher evaluation surveys -Send them to the breakout room -Ask them to spend 20 minutes on the survey  -Complete their surveys        

Appendix A

Harry Potter                                  哈利波特

Ron Weasley                                罗恩魏斯莱特

Hermione Granger                       赫敏格兰杰

Lord Voldemort                           伏地魔

Dumbledore                                 邓布拉多

Hogwarts                                      霍格沃茨

Gryffindor                                    格兰芬多

Hufflepuff                                    赫奇帕奇

Ravenclaw                                   拉文克劳

Slytherin                                      斯莱特林

Sorting hat                                   分院帽

Muggle                                        麻瓜

Magic wand                                 魔杖

Quidditch                                    魁地奇

CN F20 ADV Chinese movies and TV shows

Language Resident/Assistant Name:

Ruoyu (Agnes) Fu 

Day and Date:

9/17/2020 

Language and Level (intermediate or advanced class):

Chinese Advanced level 

Class theme/topics discussed:

Chinese movies and TV shows  

Goal of the class:

  1. By the end of this class, students will be able to talk about different movie genres in Chinese (see Appendix A)。
  2. By the end of this class, students will acquire more knowledge of classic Chinese movies and TV shows. 
  3. By the end of this class, students will be able to express personal interests (e.g., 我最喜欢看武侠电影)
  4. By the end of this class, students will be able to find expected information based on the instructions provided. 
  5. By the end of this class, students will be able to provide detailed information on a subject. 

How did you structure the class? (please see more details below on Page 3 and 4) 

  1. Take attendance and greet the students 
  2. Warm-up: what is the last movie or show you watched
  3. Presentation: Chinese movies and TV shows 
  4. Discussion: What do you like or dislike?
  5. Solo presentation: the one on my to-watch list 
  6. Wrap-up: what you could watch for your Chinese learning 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

  1. I used PowerPoint to create the slides (17 in total) 
  2. I looked up pictures of some dishes on Baidu image.
  3. I used 笔记本 to create notes (see Appendix B) 
  4. I used Bilibili.com to play Jackie Chan’s movie clip. 

What worked well in this class? What did not work?

What worked well: 

  1. Students are familiar with all the genres, even the one that is less common (i.e., martial arts). 
  2. Students did not get confused about what those points and stars meant after I explained that it was from a website worked as “a Chinese IMDb”.
  3. All of them have a habit of watching Chinese movies and shows on some American streaming platforms, so they were interested in getting relevant information about what might be available. They also had a lot to contribute themselves. 
  4. There was a Chinese teen drama <> on Netflix, they were very excited to learn that their classmates had also known that show, so they had a very interesting conversation about it with each other.
  5. Compared to the intermediate level classes, they had a bigger vocabulary size to support their production on likes and dislikes, so they felt comfortable bringing up more prior experiences with different kinds of shows and movies.
  6. They were willing to invite the observer to their conversations and get them going smoothly. That was my first time watching them speak in Chinese to an “outsider”. I was quite satisfied with their performances.  

What did not work: 

  1. They were familiar with those genres as just “terms” or “words”, they did not have sufficient experience with most of them to reflect on. I was expected the advanced level class to know more information about certain topics such as Jin Yong’s work. But only one student had heard of him. 
  2. I thought they had already learned the four great novels somewhere else. Although I was aware of the lack of knowledge of the details (that is why I demonstrated them in English). But none of the students had even heard of them. It made my presentation on it more challenging. 

How could this class be improved/ modified?

  1. I always try to avoid giving away too much information about the coming topics to make sure their output is spontaneous. In the future, if the topics seem to need a fair amount of world knowledge, I probably will release the agenda of the next class prior to it to help them prepare for their participation. 

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Time/step Teacher focus Student focus 
Presentation  Warm-up (5 mins)-Take attendance  -Greet students by asking them if they still remember the differences among 明星,名人,网红,偶像。– Connect their devices  – Greet the instructor  – Answer questions
-Answer questions 
Presentation (20 mins) -Show them different genres of the movies and TV shows  -Introduce Jin Yong and his work  -Show them the old Hong Kong version and the new Mainland China’s version  -Demonstrate the list of the gangster movies  -Play a 30-second clip of 《无间道》 -Demonstrate Zhou Xingchi’s work  -Demonstrate the list of the action movies  -Play a 2-minute clip of 《我是谁》 -Demonstrate the list of the new action movies produced by some new directors from Mainland China  -Sharing my own experience of watching 《红海行动》and 《战狼》at AMC  -Demonstrate the rest of the slides of the movies  -Introduce the four great classic novels (see Appendix B) -Play the theme song of 《西游记》 -Demonstrate the rest of the slides of the TV shows 
Guided practice (15 mins) -Make sure they are able to access the handout  -Send them into breakout rooms  -Let them discuss the questions with their partners: their favorite movie genres; last watched Chinese movie; last watched Chinese TV show, etc.  -Bring them back to the main session  -Ask them what show they were talking about, whether they use Chinese subtitles; whether they use English subtitles, etc. 

-Discuss with their partners 





-Present to the class 






Communicative practice  (15 mins) -Show them a 45-second video clip of 《知否》 -Read the four lines on the slide  -Explain what they mean  -Explain why I show them that  -Ask them what cultural aspects were presented in it -Ask them what historical aspects were presented 




-Answer questions 
-Answer questions   
Wrap-up (5 mins)-Go over the genres and their Chinese expressions  -Mention the availability of the list of movies and shows on Sakai  -Ask questions 
Appendix A 

武俠片/武侠片 Martial arts​
警匪片/警匪片 Gangster​
犯罪片/犯罪片 Crime​
愛情片/爱情片 Romance​
動作片/动作片 Action​
喜劇片/喜剧片 Comedies ​
電視劇/电视剧 TV dramas​
四大名著 Four great novels ​
历史片 history ​
古装片 period drama ​
校园片 teen
Appendix B

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CN S20 ADV Travel (Zoom Class)

Conversation Class Lesson Summary

Language Resident Name: Ruirui Zhang

Day and Date: Thursday, April 23,2020

Language and Level : Advanced Class

 Class theme/topics discussed :Travel to China(make a plan to travel to China)

Goal of the class:

Students are able to use China’s travelling website to book a airplane ticket ,hotel and tickets of tourist attractions.

 How did you structure the class? 

 1.Warm up: Review words related to travelling by playing a game: each student got two flashcards and need to describe the words while others guess the words.

2.Activity: Google search “Tóngchéng”(同程旅游)and try to book a airplane ticket/hotel/ticket of tourist attraction referring to the handout.

Teacher briefly introduces the website and  students need to book a airplane ticket/hotel/tickets of tourist attractions on this website. Then students pair up and finish the task together.

During the activity, the teacher walks around and makes sure students are on the right track (I found some students talk about tourist attractions in English instead of doing the activity). They need to show and talk to teacher about their booking. Meanwhile, reminder students to look through comments which other users leave before booking.

3.Close lesson: Share your trip with each other. These includes:

State the hotel’s name you booked and reasons why you booked this hotel.

State the tourist attraction and what it is like. 

What technology, media or props did you use?  

 PowerPoint

What worked well in this class? What did not work?

 Students had fun planning a trip with using actual website. And It’s very useful to let students do such a activity since nowadays people tend to book tickets online.      

Planning a trip was a little bit difficult for the Intermediate Class. It need to be simplified or more supports need to be provided.    

Could this class be improved/ modified?

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

 去中国旅游

Google搜索“http://ghotel.ly.com”:

1.订一张机票:

出发城市:                    到达城市:

出发日期:                     返回日期:

2.订一家酒店

酒店/宾馆名字:________________________________

选择这家酒店的原因:

___________________________________________________________________________

3.选择1-2个旅游景点

景点一:____________________________________________________

景点二:____________________________________________________

10月1日-去中国旅行

CN S20 ADV Dating

Conversation Class Lesson Summary

Language Resident Name: Ruirui Zhang

Day and Date: Tuesday,18thFebruary,2020

Language and Level (intermediate or advanced class):  Advanced

Class theme/topics discussed: Dating

Goal of the class:

  1. To talk about the advantages and disadvantages of being single and falling in love.
  2. To talk about important factors which people will take into consideration when they try to find their soulmate.
  3. To improve the oral level by imitating “speed dating”.

How did you structure the class? 

  • Warm up: The teacher will start the lesson by discussing what are advantages and disadvantages of being single and falling in love. Then, write students’ points of view on whiteboard.
  • Provide input: Ask students factors which people will take into consideration when they look for soulmate. Then show students general or common factors which people think important in China. There are related vocabulary on presentation 
  • Activity 1: Imitating “speed dating”(Handouts are provided for this activity): There are some basic questions such as job, education experience, interests and hobby, personality etc. included on handout. First, students need to list at least three important questions which will be put forward during dating. Second, students are divided into 4 boy-girl pairs randomly. Then they will ask each other questions and imitate “speed dating” scenario.

 Follow-up: ask students how it is going with dating with someone. Is the dating successful or unsuccessful? Why?

Activity 2:Talk about the following common questions asked during the dating:

1.长相(颜值)更重要,还是性格更重要?

2你介意男朋友/女朋友年龄比你大5-10岁吗?

3.找男朋友/女朋友时,你会找一个喜欢你的,还是你喜欢的?

3.结婚以后,你愿意和父母住在一起吗?

4.描述一下理想的男朋友/女朋友是什么样子?

        Activity 3: Watch Chinese TV show FeiCheng WuRao, which is a popular speed dating   TV show. Talk about what are similarities and difference between China’s and American  dating TV show.(This activity is for advanced conversation class.)

  • Close lesson 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

  • Handout & Presentation

What worked well in this class? What did not work? 

Students were very engaged in this topic. They talked a lot during the “dating”. This activity gave students chance to get to know each other with various and comprehensive questions.

How could this class be improved/ modified?

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Dating handout:

关于我
姓名 
年龄 
学历(本科/研究生/博士) 
职业(工作) 
收入💰 
爱好 
性格 
择偶要求 

 第一次约会时,最想问对方的三个问题:

1.____________________________________________________

2.____________________________________________________

3.____________________________________________________

CN S20 INT Gift-giving(Zoom Class)

Conversation Class Lesson Summary

Language Resident Name: Ruirui Zhang

Day and Date: Wednesday, April 8th,2020

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Gift-giving culture in China

Goal of the class: 

  • To introduce the gift-giving culture to students.

How did you structure the class? 

  • Warm up: When you visit your friends, will you bring something to your friends or not? What will you usually bring?

Activity 1: Use break-out room to divide the class into pairs and make students talk in pairs according to the first page of PowerPoint. Student were told to download PowerPoint from Sakai in advance.

Activity 2: What gifts do Chinese bring with them when visiting friends? Please say out those items according to PowerPoint. Make comparisons between China’s gift-giving culture and America’s.

Activity 3:Take a look at the following pictures (Page 10 on the PowerPoint)and guess why these items are listed into taboo. Is there any taboo gifts which means bad luck when Americans give each other gifts.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

  • PowerPoint Presentation
  • Zoom

What worked well in this class? What did not work?

 This topic worked very well .Comparison is a good way to better introduce Chinese culture to students. In this way, students could make easier connection between China’s and American culture. We can always find some similarities between them.

How could this class be improved/ modified?

We spent too much time in talking about “normal” gifts in China. Therefore, we didn’t have time to talk about gifts taboo and we have to move this part to next class. I should control time appropriately.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

PDF Embedder requires a url attribute Gift-giving

CN S20 INT Dream

Conversation Class Lesson Summary

Language Resident Name:Ruirui Zhang

Day and Date:Wednesday, 5thFebruary ,2020

Language and Level (intermediate or advanced class):Intermediate class

 Class theme/topics discussed: what’s your dream? (梦想)

 Students are able to communicate about their dreams or goals.

 How did you structure the class? 

1.Warm-up: Teacher will start lesson by greetings.

2.Provide Input: Teacher will  play a video which is there are  a lot of young people who share their dreams with each other(  https://www.youtube.com/watch?v=Ww-eyaW6fZA)Meanwhile , teacher provided students with the handout, which covers some keywords from the video.

3.Task: Teacher guide students to express their ideal occupation or what they want to do in the future. Then students pairs up and share their dreams in around 5-8 minutes. Then student say out their dreams one by one. Teacher will provide feedback individually. 

4.Close lesson:  teacher will pick a few prominent examples to make a summary .

What technology, media or props did you use?  

Youtube & handout

What worked well in this class? What did not work?

 As students get to know each other, this topic is good for students to know each other deeper. I am trying to help build a friendly community in Conversation Class. Since students have different dreams, our topic covers all kinds of occupations. It’s beneficial for students to expand their vocabulary.

How could this class beimproved/ modified?

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Handout is as follow:

 我的梦想

职业:商人/生意人(businessman)歌手(singer) 老师  设计师

想做的事情:

成为有钱人/亿万富翁(billionaire)

跳舞  打好篮球

去韩国看帅哥   

跟朋友家人一起 环游世界

考到好成绩/进好大学/找到好的工作

开一间咖啡馆(café)

变得更帅/更漂亮

CN Fall19 INT/ADV Social Media

Conversation Class Lesson Summary

Language Resident Name:Ruirui Zhang

Day and Date: 4th/5th November

Language and Level (intermediate or advanced class):  Intermediate/Advanced Class

Class theme/topics discussed: Social Media

Goal of the class:

  • To learn about common social media in China
  • To analyze the pros and cons of the use of social media in Chinese
  • To master some common vocabulary related to social media, like post(发)/follow(关注)/click like(点赞)etc.

How did you structure the class?

  • Warm up:  The teacher will start the lesson by asking some questions:
  • What social media do you usually use?
  • What do you do on social media?
  • Imagine what it will be like without social media?
  • Activity 1:  Fill in the questionnaire and share it with your partner. (8minutes)

Then the teacher will go through the questionnaire with students and guide students to discuss the pros and cons of the use of the social media.

  • Activity 2 : Try to use Wechat.

We will experience multiple functions on Wechat.

Students can post the first moment on Wechat in Chinese and share it with others.

  • Close lesson: The teacher will close the lesson by asking learnt questions to help students review.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

  • PowerPoint Presentation
  • Handout

What worked well in this class? What did not work?

Students love to share their opinions about social Media. And we had fun using China’s Wechat.

How could this class be improved/ modified?

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

关于社交媒体使用的调查问卷

Q1:您平时使用社交媒体吗?

 a)是

 b)否

Q2:您平常使用什么社交媒体?

 a)微信(Wechat)

 b)微博(Weibo)

 c)QQ

 d)INSTAGRAM

 e)FACEBOOK

 f)其他________

Q3:您平常什么时候使用社交媒体?

 a)起床后或睡觉前

 b)吃饭时

 c)上课时

 d)学习间隙

 e)闲暇休息时

 f)其他___________________

Q4:您一天之内会在社交媒体上花多长时间?

 a)0-1个小时

 b)1-3小时

 c)3-5个小时

 d)5个小时以上

Q5:您会在哪些地方使用这些社交媒体?

 a)宿舍

 b)教室

 c)食堂

 d)图书馆

 e)其他________________________

Q6:您一般使用社交媒体做什么?

  a) 消磨时间

 b)获得资讯(information)

 c)与朋友家人交流,联系

  d)记录自己的生活

 e)其他________________________

Q7:您认为使用这些社交媒体对自己有什么不良影响?

 a)影响身体健康

 b)影响学习

  c)浪费时间

 d)现实社交活动减少

 e)被虚假信息欺骗

 f)其他________________________

Q8:总的来说,您对社交媒体的态度是?

 a)利大于弊                   b)弊大于利                   c)中立

Social-Media-pdf

CN F19 INT/ADV China Double 11(Single’s day)

Language Resident Name: Ruirui Zhang

Day and Date: 11th November, Monday/12th November,Tuesday

Language and Level (intermediate or advanced class):  Intermediate/Advanced

Class theme/topics discussed: China Double 11(Single’s day)

Goal of the class:

  • To know about China Double 11 or Singles Day.
  • To learn some vocabulary related to singles day and online shopping.
  • To improve the oral level by interview and debate.

How did you structure the class?

  • Warm up:  The teacher will start the lesson by asking questions showing in the presentation:

1.China Double 11 is also called __________.

2.In Chinese, single could be called single_______.(Dog, cat or duck?)

Singles day or Guanggun Jie (Chinese: 光棍节) is a shopping holiday popular among young Chinese people[1] that celebrate their pride in being single. The date, November 11 (11/11), was chosen because the number “1” resembles an individual who is alone. The holiday has also become the largest offline and online shopping day in the world, 

  • Provide input:

Show students the vocabulary related to online shopping and singles day by presentation, like discount , online shopping and very new online new words such as “single dog” “sprinkle dog food”;

  • Activity 1:    Interview in pairs and know about your partner’s opinion about being single and shopping habits. (Please see the following attached handout. )

Then the teacher will briefly go through the questions with students and let everyone share their opinion. Meanwhile, compare Double 11 with Black Friday and Cyber Monday to help students understand Double 11 better.

              Activity 2 : Debate : which one is better, being single or making boyfriend/girlfriend?

              The class is divided into two groups. One goes for being single. The other support that to have a

              boyfriend or girlfriend is better than being single.

              Students from two groups take turns to debate until one group couldn’t have reasons to

              contradict.(This activity is for advanced class)

Close lesson: The teacher will close the lesson by  showing students a song called <<Dan shen qing ge>>(The link is https://www.youtube.com/watch?v=eEvJqxJs8pw)

  •  

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

  • Handout & Presentation

What worked well in this class? What did not work?

Students love this topic. They were happy to know about some online new words. And they were engaged well in the debate. The debate made students be more active to talk.

How could this class be improved/ modified?

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Interview handout:

 1.你的大多数朋友都是单身吗?

2.你觉得怎么可以脱单?

3.你喜欢网购吗?你网购时,一般会买什么?

4.你觉得购物会让你变开心吗?

   你不开心时,会购物吗?

   如果你不开心,你会做什么让自己开心?

 5. 你在“黑色星期五(Black Friday)”会剁手吗?

双十一光棍节pdf

CN F19 ADV Interview

Conversation Class Lesson Summary

Language Resident Name: Ruirui Zhang

Day and Date: 4th December (Wednesday) /5th December (Thursday)

Language and Level (intermediate or advanced class):  Advanced

Class theme/topics discussed: Interview

Goal of the class:

 To learn some expressions related to interview.

To improve conversational skills pretending that you were employers or employees.

 How did you structure the class?

1.Warm up:  Ask students whether they have had an experience of interview before and share it with others.

Activity 1: Work in group of four for the interview of language resident. Two students will be interviewers and two will be interviewee. Imagine what questions you will be asked if you want to apply for the position of Language Resident? And How will you respond to those questions?

3.Provide Input: Go through some important expressions provided by the presentation with students. So students will learn some vocabulary and phrase related to interview.

Activity 2: Work in pairs. Imagine one of you are applying for ideal job, which could be     whatever you like. The other will be interviewer. The interview will go according to the interview sheet.

4.Close the lesson:  Pick one or two groups to model the “interview”. And emphasize on the unfamiliar words for students.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

  • Handout &Presentation

What worked well in this class? What did not work?

The activities worked very well and students were very engaged. I recommend this topic for other LRs.

How could this class be improved/ modified?

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Handout :

 面试官:________  

你好,欢迎来参加面试。

  1. 请问, 你叫什么名字?
  2. 你是哪里人? 你现在住哪里?
  3. 你认为自己是什么性格的人?

你性格比较内向(introverted)还是比较外向(extroverted)?

  • 你有什么特别的优点和缺点吗?
  • 你和别人相处(get along with others)得怎么样?
  • 你的爱好是什么?
  • 你空闲时间一般做什么?
  • 你毕业于哪所大学?你在大学主修的专业是什么?
  • 你获得了什么学位?
  • 你大学的成绩如何?
  1. 你有相关的工作经验吗?你做过哪些工作?
  2. 你为什么想应聘(yìng pìn)这个工作?你为什么认为你能胜任这个工作?
  3. 你期待的薪资是多少?

好了,面试到此结束,谢谢你来参加我们的面试!

  求职者:_____ 应聘工作:_________

你好,我叫______,我毕业于_________大学,我在大学主修的专业是_______,我 现在获得了我的(学士/硕士/博士)学位。 因为______________________(对这个工作感兴趣/专业/工作经验等等),所以我想申请这个工作。

请问,我什么时候能知道你们的决定?期待听到你们的消息。

CN S19 ADV A Chinese Song 同一首歌

Conversation Class Lesson Summary

Language Resident Name:

JING XU

Day and Date:

03/12&13/2019

Language and Level (intermediate or advanced class):

Chinese, intermediate and Advanced

Class theme/topics discussed:

Learn the song <the same song>(tongyishouge)

Goal of the class:

To Practice their oral Chinese skills. Practice Chinese listening skills. Learn about new vocabulary and learn to sing this Chinese song.

How did you structure the class?

  1. Play song, let them practice listening, write the lyrics they hear and fill it in the blanks in pinyin or Chinese characters.
  2. Help students correct mistakes, tell them the meaning of the new vocabulary.
  3. Teach them to sing the song. And put culture inputs such as how to pronounce and in a song.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

PowerPoint, useful Chinese website:

 PowerPoint, YouTube

What worked well in this class? What did not work?

Students really enjoyed the class, practiced their listening skills. Learned new words and how to sing a Chinese song, everyone was involved and had fun.

How could this class be improved/ modified?

No

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

《同一首歌》

  1. 鮮花曾(   ) (   ) (   ), 你(   )(   )走過。

大地(   )(   )你心中的(    )(     )(     )(     )(     ),

(     )(     )的夢啊,誰(     )(     )(      )(    )(     )。

 (     )(     )迎來(     )(     )這歡聚時刻。

  • 水千條山萬座(    )(    )(     )(     )(     )。

每一次(     )(    )和(     )(      )都彼此銘刻,

在(     )(     )燦爛歡樂的日子裡。

(     )(      )(     )(     )(    )啊,想(    )的(     )(     )。

3. 星光灑滿了所有的(     )(      ),(      )(      )走遍了(     )(     )的(     )(     )。

   同樣的(    )(     )給了(     )(     )同樣的(      )(     ),

   同樣的(     )(     )給了(     )(     )同一首歌。

4. (    )(    )想滲透所有的(     )(    ),

   (     )(     )把友好的(     )(     )傳說。

  同樣的(    )(     )給了(     )(     )同樣的(      )(     ),

   同樣的(     )(     )給了(     )(     )同一首歌

CN S19 ADV Debate Competition (Life Issues)

Conversation Class Lesson Summary

Language Resident Name:

JING XU

Day and Date:

02/06/2019

Language and Level (intermediate or advanced class):

Chinese, Advanced

Class theme/topics discussed:

 Debate Competition (Life issues)

Goal of the class:

To practice their oral Chinese skills.

How did you structure the class?

  1. There are two questions 1) For the growth of children, the family or the community impact more? 2) University education should be guided by the market (market-oriented) or should not be guide market?
  2. Students work in two groups. each group has four students. Each team has their first debater and second debater. Follow the rule you told to your students.

What technology, media or props did you use? (Internet, resources, playmobiles, handouts, etc.)

PowerPoint, useful Chinese website:

 PowerPoint

What worked well in this class? What did not work?

This class is very challenging for the students, but they really enjoyed the class, practiced their spoken and explanatory abilities. Learned new words. Everyone was involved and had fun.

How could this class be improved/ modified?

No

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

CN S19 ADV/INT ICE BREAK

Conversation Class Lesson Summary

Language Resident Name:

JING XU

Day and Date:

01/28&29/2018

Language and Level (intermediate or advanced class):

Chinese, Intermediate/Advanced

Class theme/topics discussed:

Self introduction and game.

Goal of the class:

This lesson plan is good for the first class. By the end of this class, students will be able to know all the students (including you ) in this class and remember their name. etc.

How did you structure the class?

  1. Students work in one group. One student introduces her/him selves with name (Chinese and English name), how long have they studied Chinese? What is their hobby, Chinese food and movie?
  2. After first student introduce her/him self, the second student should repeat the first student’s information and then introduce her/him self, the third student should introduce the fist student and the second one. And so on, all the students will get to remember others name and some personal information.
  3. Game: Cat catch mouse, students works in one group, play this game. A fox tail toy is cat. A cup with questions inside is mouse. Cat take around the body one time, mouse take two times. When the cat and mouse hold by the same person, that person should pick up one question in the cup and answer it in Chinese.
  4. By the end of the class, teacher asks students to write done the things they want to talk about in this class, and what kind of activities they would like to see during the Study Breaks and Cultural Activities.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

PowerPoint, useful Chinese website:

 PowerPoint, Chinese background music

What worked well in this class? What did not work?

Students really enjoyed the class, after one class they knew all the classmates in their class. Everyone was involved and had fun.

How could this class be improved/ modified?

No

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

CN S19 INT/ ADV who is the spy

Conversation Class Lesson Summary

Language Resident Name:

JING XU

Language and Level (intermediate or advanced class):

Chinese, Intermediate and advance

Class theme/topics discussed:

Game: Who is the spy

Goal of the class:

Practice students’ oral Chinese skills

How did you structure the class?

The game: Who is the spy

This game will help students practice the skill of using Chinese to describe a thing.

8 students, 8 cards with pictures (7 of them is A, 1 of them is B, B is the spy) for example, A is ORANGE, B is LEMON.
Everyone has a card and doesn’t let other players know what you get.
Everyone needs to say a word or a sentence to describe what you get in turns. You cannot directly say the word you get. The purpose of your describing is to make players who have the same card with you know you are not the spy. At the same time, you can’t make the spy know what you get. What’s more, yourself don’t know if you are the spy or not. If you are the spy, your purpose is to make others think you are on their side. It means that you need to make others think you have the same card with them and the spy is someone else.
After everyone describes for a round, I will say three, two, one, and everyone point to someone who you think is the spy. Who get the most votes die.

If there are only 3 players alive, the spy wins. Or, the spy loses.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

PowerPoint, useful Chinese website:

Cards with pictures

What worked well in this class? What did not work?

The students truly love this game, they had fun and learned a lot of new words.

How could this class be improved/ modified?

No

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

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