In this activity students will help reinforce their knowledge and understanding of terminology for weather in Chinese by playing a weather charades game. Students will then prepare a weekend weather report for a Chinese city of their choice and use it to present a forecast to their classmates where they also suggest activities to do based on the weather!

This seminar addresses the inherent challenges of translating poetry from different languages, cultures, and eras. Students do some translation of their own, though accommodations are made if a student lacks even a basic knowledge of any foreign language.

In this activity, students will play a bingo game in order to help practice recognizing radicals used in Chinese characters. Students will be shown a radical, and will then search for a vocabulary word that contains that radical. Students will also practice tones and pronunciation by reading out their winning vocabulary at the end of each round of bingo.

In this activity, students will review concepts covered throughout the semester by answering questions in a Jeopardy game. The questions will involve translation, vocabulary, and some questions about Chinese Culture.

In this activity students will practice discussing and describing events in their daily lives. Students will build a daily schedule from an assortment of random events, and then describe their schedule to a group or partner. Students will practice using correct and accurate time phrases in Chinese.

In this activity, students will be given a bundle of Chinese money and will use common Chinese phrases to try to purchase items from the instructor, who will be acting as a shop owner. Students will attempt to convince the shop owner to give them the most items for the best price.

In this activity students will discuss the phenomena of having a “side hustle.” Students will begin by playing a game where they try to guess different jobs based on their description, then will watch a video about “side hustles” in China/Taiwan and then discuss their opinions about “side hustles.”

This subject examines the experiences of ordinary Chinese people as they lived through the tumultuous changes of the nineteenth and twentieth centuries. We look at personal narratives, primary sources, films alongside a textbook to think about how individual and family lives connect with the broader processes of change in modern China. In the readings and discussions, you should focus on how major political events have an impact on the characters’ daily lives, and how the decisions they make cause large-scale social transformation.

The Smith College Chinese Character Literacy Project site is part of the Chinese Character Literacy Project which has been funded by the Five College Blended Learning for Humanities and Humanistic Social Sciences and supported by the Five College Deans and a multi-year grant from the Andrew W. Mellon Foundation. This site serves as an online character learning platform which showcases the character videos made by students and instructors in the beginning Chinese courses (CHI110 and CHI111) at Smith College (and with the hope to collaborate with other institutions in the future).

In this activity, students will role play as if they are attending a speed dating event. Students will each be given a profile and will choose a career, and interests and dislikes at random. Students will then go through a few rounds of interviewing one another to discover things about their partners and decide which person they think they are most compatible with. At the end, everyone will share their picks and see if anyone ends up matched together!

Charades! Students will be playing charades about the sports they are learning about and other vocabulary about sports

Gene Yang began publishing comic books in 1996. 'American Born Chinese' was the first graphic novel nominated for a National Book Award and the first to win the Printz Award. It also won an Eisner Award for Best Graphic Album. (46 minutes)

Li is author of 'A Thousand Years of Good Prayers' and 'The Vagrants.' A Beijing native and graduate of the Iowa Writers' Workshop, she has received numerous awards. She reads and speaks at UC Berkeley. (54 minutes)

In this activity students will talk about the daily life of international students and share any experiences they have about studying overseas. Students will play a card game where they decide which items they would take or leave behind while packing for a semester abroad

Information Needed in order to publish in OER Commons Overview:This OER Lesson was created by Shan Li and as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached Lesson Plan is designed for 9 - 12 World Language Arts teachers for student learning of Novice high, Intermedia Learners of Chinese.  The content here is after students have learned the Technologh/innovation for first five to six epoxied, they will read the content to show their understanding of the content and also, help the instuctors to get feedback from those days learning.  This Lesson Plan addresses the following NDE World Language Standard(s): NE 1.2. 1.3. NE 2.2It is expected that this Lesson Plan will take students 25-50 minutes to complete.Conditions of Use (CC License info) CC-BY-NC-SASubjects (required) - HumanitiesEducational Level (required)  9 - 12Material Types(required) Lesson Plan, Unit etc.Languages (required) - Chinese, English

Overview: This OER Presentational Activity - Venn Diagram was created by Shan Li  and as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Zeigler and Dorann Avey to create OER Learning Plans and materials. The attached Lesson Plan activity is designed for 9 - 12 World Language Arts teachers for student learning of Novice High Learners of Chinese. Students will do group discussion and share their ideas in class by using Venn Diagram to do their presentational activities. They can discuss pros, cons of the technology use, compare their interesting topic use between their own country and the target language countries. Topics students can use in discuss such as: reviews of online comments, technollogy use in two countries, movie, digital money, etc. Also, teachers can use this as interpersonal activities beyond this presentational acitivity. This Lesson Plan addresses the following NDE World Language Standard(s): NE: 1.1  1.2. 1.3  NE: 2.1  2.2 NE: 3.1 NE; 4.2. It is expected that this Lesson Plan will take students 45 minutes to complete.    

In this activity students will be practice telling time in Chinese, as well as create schedules to describe their daily lives. Students will also practice listening comprehension by accurately responding to prompts given by the instructor.

In this activity students will be practice telling time in Chinese, as well as create schedules to describe their daily lives. Students will also practice listening comprehension by accurately responding to prompts given by the instructor.

In this activity students will be practice telling time in Chinese, as well as create schedules to describe their school lives, and describe school subjects. Students will also practice interviewing with each other by sharing their school life and make comments on culture understanding about school life in America and China.