Podcasts about chinese chinese

Send us a Text Message.Today's Episode:Learn Chinese | Chinese Grammar Patterns for Everyday Conversations: A Comprehensive Guide | HSK 2-3The Learn Chinese Podcast is brought to you by LC Chinese School. Listening to our podcast is an enjoyable way to learn Chinese at your own pace, whenever and wherever you are! Contact our head teacher Chen Huimin at info@lcchineseschool.com if you want to learn Chinese or have additional questions about our Chinese programs.Visit our website www.lcchineseschool.com and sign up for a FREE Chinese Trial Class.

Send us a Text Message.Today's Episode:Learn Chinese | CHINESE NOUNS AND ASSOCIATED CLASSIFIERS: A COMPREHENSIVE GUIDE | HSK 2-3 The Learn Chinese Podcast is brought to you by LC Chinese School. Listening to our podcast is an enjoyable way to learn Chinese at your own pace, whenever and wherever you are! Contact our head teacher Chen Huimin at info@lcchineseschool.com if you want to learn Chinese or have additional questions about our Chinese programs.Visit our website www.lcchineseschool.com and sign up for a FREE Chinese Trial Class.

Send us a Text Message.Today's Episode:Learn Chinese | CHINESE BAKING AND COOKING TERMS | HSK 2-3The Learn Chinese Podcast is brought to you by LC Chinese School. Listening to our podcast is an enjoyable way to learn Chinese at your own pace, whenever and wherever you are! Contact our head teacher Chen Huimin at info@lcchineseschool.com if you want to learn Chinese or have additional questions about our Chinese programs.Visit our website www.lcchineseschool.com and sign up for a FREE Chinese Trial Class.

discover your new learning strategies, free resources of the month and website updates.

discover your new learning strategies, free resources of the month and website updates.

discover your new learning strategies, free resources of the month and website updates.

Today's Episode:Learn Chinese | Chinese Legal Lexicon: Essential Mandarin for Understanding Chinese Law | HSK4The Learn Chinese Podcast is brought to you by LC Chinese School. Listening to our podcast is an enjoyable way to learn Chinese at your own pace, whenever and wherever you are! Contact our head teacher Chen Huimin at info@lcchineseschool.com if you want to learn Chinese or have additional questions about our Chinese programs.Visit our website www.lcchineseschool.com and sign up for a FREE Chinese Trial Class

Today's Episode:Learn Chinese | Chinese Festivals: Key Phrases for Celebrating Traditional Holidays | HSK 2 - 3The Learn Chinese Podcast is brought to you by LC Chinese School. Listening to our podcast is an enjoyable way to learn Chinese at your own pace, whenever and wherever you are! Contact our head teacher Chen Huimin at info@lcchineseschool.com if you want to learn Chinese or have additional questions about our Chinese programs.Visit our website www.lcchineseschool.com and sign up for a FREE Chinese Trial Class

7月26日，东京奥运会举行 100 米蝶泳决赛，加拿大选手麦克尼尔在落后 50 米的情况下，奋起直追，逆袭成为奥运冠军！伴随比赛一起逆袭的，是她的人生。当世界的目光聚焦在这位 21 岁少女冠军上时，人们才惊讶地发现，麦克尼尔是弃婴。1岁被收养麦克尼尔出生于 2000 年。1 岁时，她和妹妹被一对加拿大夫妇领养，来到一个温暖的家庭。2 岁时，养母为了让她锻炼身体开始教她游泳，但也只不过作为爱好发展，她从未想过有一天她会成为世界冠军。多年来，养父陪着她练习游泳，他们会在早上六点起床，等着游泳馆开门。养母则负责照顾她的生活，确保她的饮食健康营养。这样的家庭氛围也让麦克尼尔更加勇敢地面对挑战。麦克尼尔姐妹和养父母奥运之梦的萌发虽多年练习游泳，但真正决心走上竞技体育之路却是在 2008 年。那一年，麦克尼尔在电视上观看了北京奥运会，由此萌发了要参加奥运会的想法。“2008 年北京奥运会之后，我开始认真去游泳，想达到更高境界。但不知道这条路有多远，因为我知道只有不到1%的运动员有资格参加奥运会。但现在，我真的做到了。”后来她一路过关斩将，站上了世锦赛的舞台。在那场世锦赛上，她连超四人、游出女子蝶泳 55.83 秒的最佳成绩，同时刷新加拿大及美国的纪录，成为世界冠军。成为奥运冠军在东京奥运会的半决赛中，麦克尼尔的成绩仅为第六名。在决赛开始时，领先的也是中国选手。然后比赛到了后半程，她却异军突起，凭借 0.05 秒的优势强势登顶。接受采访时，她说：“我知道我前 50 米不用比别人快，因为我有信心在后 50 米赶上来。”麦克尼尔夺冠后兴奋挥手从一出生就被遗弃，到后来的世锦赛冠军，再到如今的奥运冠军，麦克尼尔在赛道上完成她的逆袭。先天并不决定一切，命运总是带来惊喜。21 岁的她，不再是当年那个被弃养的小女孩。21 岁的她，已然成为泳坛奇迹，还有温暖的家庭和爱她的养父母。吉米老师祝福她以后的人生都充满温暖和幸福！长着一张亚洲脸却是加拿大人，麦克尼尔的国籍引发热议，那大家知道自己的国籍用英语怎么说吗？“我是一个中国人”不能用 a 哦~我是一个中国人I'm a Chinese (×) I'm Chinese (√）“我是一个中国人”要说 I'm Chinese，而不能说 I'm a Chinese。这是因为 Chinese 表示国籍时是形容词，形容词前面是不能加 a 的。Chinese 的确可以作为名词表示“中国人”，但那是集合名词 the Chinese，指代所有的中国人，而不是哪一个中国人。nationality /næʃə'nælɪtɪ/n. 国籍大多数人的国籍就是出生地，但也有例外。国籍的英语是 nationality，来源于国家 nation。“在中国出生”可以说 be born in China，而“中国国籍”则要说 Chinese nationality。所以，当别人问到国籍的时候，要回答 Chinese 而不是 China前面说到“在哪儿出生”可以用 born，其实还有很多场景都能用到它~1. 夸人的时候：be born to do something天生做某事的料别人取得了成就，或者见到亲戚家的小孩，我们有时会夸“你天生就是干这个的”，这时候就可以用 be born to do something 这个短语。麦克尼尔第一个到达终点2. 自我介绍时：born and bred /bred/土生土长跟外国朋友自我介绍时，如果想说“我是土生土长的中国人”，就可以用 born and bred。bred 是 breed 的过去分词，breed 是“养育”的意思，在一个地方出生又在那儿被养大成人，就是土生土长的意思。↓喜欢可以点击关注哦3. 表达羡慕时：be born under a lucky star天生幸运、天生走运羡慕别人幸运时，就可以用 be born under a lucky star 这个短语来表达羡慕。a lucky star 意思是“幸运星”，be born under a lucky star 字面意思是在幸运星下出生，也就是天生幸运。4. 让父母别担心时：I wasn't born yesterday.我又不是三岁小孩。父母爱唠叨，做子女的却想让他们别担心，总会说“放心吧，我又不是三岁小孩”。这句话在英语里最贴切的就是 I wasn't born yesterday。I wasn't born yesterday 字面意思是“我又不是昨天才出生的”，意思就是长大了，不是三岁小孩了。麦克尼尔养父母参加她的毕业典礼今天的知识是不是很容易就学会了呢？别忘了在评论区提交作业哦。这些短语和句子你都理解对了吗？最后留给同学们一个小作业：I was born in China and I'm ( ).我出生在中国，是一个中国人。A a ChineseB Chinese这个空应该怎么填呢？同学们可以在右下角留言区写下你的答案哦, 老师会亲自点评~

7月26日，东京奥运会举行 100 米蝶泳决赛，加拿大选手麦克尼尔在落后 50 米的情况下，奋起直追，逆袭成为奥运冠军！伴随比赛一起逆袭的，是她的人生。当世界的目光聚焦在这位 21 岁少女冠军上时，人们才惊讶地发现，麦克尼尔是弃婴。1岁被收养麦克尼尔出生于 2000 年。1 岁时，她和妹妹被一对加拿大夫妇领养，来到一个温暖的家庭。2 岁时，养母为了让她锻炼身体开始教她游泳，但也只不过作为爱好发展，她从未想过有一天她会成为世界冠军。多年来，养父陪着她练习游泳，他们会在早上六点起床，等着游泳馆开门。养母则负责照顾她的生活，确保她的饮食健康营养。这样的家庭氛围也让麦克尼尔更加勇敢地面对挑战。麦克尼尔姐妹和养父母奥运之梦的萌发虽多年练习游泳，但真正决心走上竞技体育之路却是在 2008 年。那一年，麦克尼尔在电视上观看了北京奥运会，由此萌发了要参加奥运会的想法。“2008 年北京奥运会之后，我开始认真去游泳，想达到更高境界。但不知道这条路有多远，因为我知道只有不到1%的运动员有资格参加奥运会。但现在，我真的做到了。”后来她一路过关斩将，站上了世锦赛的舞台。在那场世锦赛上，她连超四人、游出女子蝶泳 55.83 秒的最佳成绩，同时刷新加拿大及美国的纪录，成为世界冠军。成为奥运冠军在东京奥运会的半决赛中，麦克尼尔的成绩仅为第六名。在决赛开始时，领先的也是中国选手。然后比赛到了后半程，她却异军突起，凭借 0.05 秒的优势强势登顶。接受采访时，她说：“我知道我前 50 米不用比别人快，因为我有信心在后 50 米赶上来。”麦克尼尔夺冠后兴奋挥手从一出生就被遗弃，到后来的世锦赛冠军，再到如今的奥运冠军，麦克尼尔在赛道上完成她的逆袭。先天并不决定一切，命运总是带来惊喜。21 岁的她，不再是当年那个被弃养的小女孩。21 岁的她，已然成为泳坛奇迹，还有温暖的家庭和爱她的养父母。吉米老师祝福她以后的人生都充满温暖和幸福！长着一张亚洲脸却是加拿大人，麦克尼尔的国籍引发热议，那大家知道自己的国籍用英语怎么说吗？“我是一个中国人”不能用 a 哦~我是一个中国人I'm a Chinese (×) I'm Chinese (√）“我是一个中国人”要说 I'm Chinese，而不能说 I'm a Chinese。这是因为 Chinese 表示国籍时是形容词，形容词前面是不能加 a 的。Chinese 的确可以作为名词表示“中国人”，但那是集合名词 the Chinese，指代所有的中国人，而不是哪一个中国人。nationality /næʃə'nælɪtɪ/n. 国籍大多数人的国籍就是出生地，但也有例外。国籍的英语是 nationality，来源于国家 nation。“在中国出生”可以说 be born in China，而“中国国籍”则要说 Chinese nationality。所以，当别人问到国籍的时候，要回答 Chinese 而不是 China前面说到“在哪儿出生”可以用 born，其实还有很多场景都能用到它~1. 夸人的时候：be born to do something天生做某事的料别人取得了成就，或者见到亲戚家的小孩，我们有时会夸“你天生就是干这个的”，这时候就可以用 be born to do something 这个短语。麦克尼尔第一个到达终点2. 自我介绍时：born and bred /bred/土生土长跟外国朋友自我介绍时，如果想说“我是土生土长的中国人”，就可以用 born and bred。bred 是 breed 的过去分词，breed 是“养育”的意思，在一个地方出生又在那儿被养大成人，就是土生土长的意思。↓喜欢可以点击关注哦3. 表达羡慕时：be born under a lucky star天生幸运、天生走运羡慕别人幸运时，就可以用 be born under a lucky star 这个短语来表达羡慕。a lucky star 意思是“幸运星”，be born under a lucky star 字面意思是在幸运星下出生，也就是天生幸运。4. 让父母别担心时：I wasn't born yesterday.我又不是三岁小孩。父母爱唠叨，做子女的却想让他们别担心，总会说“放心吧，我又不是三岁小孩”。这句话在英语里最贴切的就是 I wasn't born yesterday。I wasn't born yesterday 字面意思是“我又不是昨天才出生的”，意思就是长大了，不是三岁小孩了。麦克尼尔养父母参加她的毕业典礼今天的知识是不是很容易就学会了呢？别忘了在评论区提交作业哦。这些短语和句子你都理解对了吗？最后留给同学们一个小作业：I was born in China and I'm ( ).我出生在中国，是一个中国人。A a ChineseB Chinese这个空应该怎么填呢？同学们可以在右下角留言区写下你的答案哦, 老师会亲自点评~

7月26日，东京奥运会举行 100 米蝶泳决赛，加拿大选手麦克尼尔在落后 50 米的情况下，奋起直追，逆袭成为奥运冠军！伴随比赛一起逆袭的，是她的人生。当世界的目光聚焦在这位 21 岁少女冠军上时，人们才惊讶地发现，麦克尼尔是弃婴。1岁被收养麦克尼尔出生于 2000 年。1 岁时，她和妹妹被一对加拿大夫妇领养，来到一个温暖的家庭。2 岁时，养母为了让她锻炼身体开始教她游泳，但也只不过作为爱好发展，她从未想过有一天她会成为世界冠军。多年来，养父陪着她练习游泳，他们会在早上六点起床，等着游泳馆开门。养母则负责照顾她的生活，确保她的饮食健康营养。这样的家庭氛围也让麦克尼尔更加勇敢地面对挑战。麦克尼尔姐妹和养父母奥运之梦的萌发虽多年练习游泳，但真正决心走上竞技体育之路却是在 2008 年。那一年，麦克尼尔在电视上观看了北京奥运会，由此萌发了要参加奥运会的想法。“2008 年北京奥运会之后，我开始认真去游泳，想达到更高境界。但不知道这条路有多远，因为我知道只有不到1%的运动员有资格参加奥运会。但现在，我真的做到了。”后来她一路过关斩将，站上了世锦赛的舞台。在那场世锦赛上，她连超四人、游出女子蝶泳 55.83 秒的最佳成绩，同时刷新加拿大及美国的纪录，成为世界冠军。成为奥运冠军在东京奥运会的半决赛中，麦克尼尔的成绩仅为第六名。在决赛开始时，领先的也是中国选手。然后比赛到了后半程，她却异军突起，凭借 0.05 秒的优势强势登顶。接受采访时，她说：“我知道我前 50 米不用比别人快，因为我有信心在后 50 米赶上来。”麦克尼尔夺冠后兴奋挥手从一出生就被遗弃，到后来的世锦赛冠军，再到如今的奥运冠军，麦克尼尔在赛道上完成她的逆袭。先天并不决定一切，命运总是带来惊喜。21 岁的她，不再是当年那个被弃养的小女孩。21 岁的她，已然成为泳坛奇迹，还有温暖的家庭和爱她的养父母。吉米老师祝福她以后的人生都充满温暖和幸福！长着一张亚洲脸却是加拿大人，麦克尼尔的国籍引发热议，那大家知道自己的国籍用英语怎么说吗？“我是一个中国人”不能用 a 哦~我是一个中国人I'm a Chinese (×) I'm Chinese (√）“我是一个中国人”要说 I'm Chinese，而不能说 I'm a Chinese。这是因为 Chinese 表示国籍时是形容词，形容词前面是不能加 a 的。Chinese 的确可以作为名词表示“中国人”，但那是集合名词 the Chinese，指代所有的中国人，而不是哪一个中国人。nationality /næʃə'nælɪtɪ/n. 国籍大多数人的国籍就是出生地，但也有例外。国籍的英语是 nationality，来源于国家 nation。“在中国出生”可以说 be born in China，而“中国国籍”则要说 Chinese nationality。所以，当别人问到国籍的时候，要回答 Chinese 而不是 China前面说到“在哪儿出生”可以用 born，其实还有很多场景都能用到它~1. 夸人的时候：be born to do something天生做某事的料别人取得了成就，或者见到亲戚家的小孩，我们有时会夸“你天生就是干这个的”，这时候就可以用 be born to do something 这个短语。麦克尼尔第一个到达终点2. 自我介绍时：born and bred /bred/土生土长跟外国朋友自我介绍时，如果想说“我是土生土长的中国人”，就可以用 born and bred。bred 是 breed 的过去分词，breed 是“养育”的意思，在一个地方出生又在那儿被养大成人，就是土生土长的意思。↓喜欢可以点击关注哦3. 表达羡慕时：be born under a lucky star天生幸运、天生走运羡慕别人幸运时，就可以用 be born under a lucky star 这个短语来表达羡慕。a lucky star 意思是“幸运星”，be born under a lucky star 字面意思是在幸运星下出生，也就是天生幸运。4. 让父母别担心时：I wasn't born yesterday.我又不是三岁小孩。父母爱唠叨，做子女的却想让他们别担心，总会说“放心吧，我又不是三岁小孩”。这句话在英语里最贴切的就是 I wasn't born yesterday。I wasn't born yesterday 字面意思是“我又不是昨天才出生的”，意思就是长大了，不是三岁小孩了。麦克尼尔养父母参加她的毕业典礼今天的知识是不是很容易就学会了呢？别忘了在评论区提交作业哦。这些短语和句子你都理解对了吗？最后留给同学们一个小作业：I was born in China and I'm ( ).我出生在中国，是一个中国人。A a ChineseB Chinese这个空应该怎么填呢？同学们可以在右下角留言区写下你的答案哦, 老师会亲自点评~

In this episode we talk about our favorite home-cooked Chinese dishes, our favorite Chinese dishes to get at restaurants and our opinions on Chinese Americanized food. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/casa-minnesota/support

主播：翩翩（中国）+Selah（美国）电影《花木兰》MulanEveryone was eagerly waiting for and anticipating this movie.万众瞩目The ratings were low.评分很低Had many criticisms.口碑很差the live action version was based on the animated one基于动画版本的真人武打版本，但更像是成人电影（adult movie），因为这部电影：does not have songs没有歌曲has more fighting and action scenes有更多武打场景The story of Mulan花木兰的故事Pretends to be a boy 女扮男装Goes to the war to fight in the place of her father 替父从军故事激励人心：a story about courage and bravery（勇气） and sacrificing（牺牲） for the ones you love美国人民的反应美国人民的反应（response）：very mixed看法不一Positive comments（好评）是好电影，love it a lot。可以拍得更像迪士尼动画电影（animated Disney movie）。有创新，没有repeat the original（原来的）movie。吸引人（grabbing），并且，“全程无尿点”（扣人心弦，引人入胜people were on the “edge of their seats”） Negative comments（差评）:没有准确（accurately）描绘（portray）the story or Chinese culture。因为政治问题（political issues）而迁怒这部电影。选的体裁（genre）有问题： 既不是kids movie, 也不是war movie。The main criticisms（主要的差评）：很无聊（boring），不能吸引人的注意力 （grab people's attention）。因为疫情，美国could not release（上映） it in movie theaters。Selah和朋友在自己的专属movie theater——living room，看了这部电影，两人AA付电影票（split the price）。美国人的电影评分平台：IMDbMulan got a 5.4/10 （5.4 out of 10）score on IMDb. 《花木兰》这部电影在IMDb上的评分是5.4分。这部电影并没有赚到期望的票房（make as much money as they thought they would）, 尤其还是 Disney movie。Selah的观影感受Selah really enjoyed the movie. 非常喜欢这部电影。这部电影：did a good job at （在……做得好）telling the story, showing Chinese cultural valuesfamily movie（适合家人一起看）：因为没有intense romance（强烈的爱情）made Selah laugh and proud of Chinese stories and history（为中国故事和历史感到骄傲）did a good job at making it look and feel “Chinese”（看上去和感受起来很“中国”）传递 Chinese traditional values（中国精神）：bravery（勇气） and family honor（家族的荣耀）the costumes: big dresses （大长裙）and 夸张的makeup（妆容）the actresses Liu Yifei & Gong Li：did an excellent job and did not try to be too American or Western（演出了“中国化”的感觉） 如果你也看了《花木兰》，请留言分享你的观影感受。

主播：翩翩（中国）+Selah（美国）电影《花木兰》MulanEveryone was eagerly waiting for and anticipating this movie.万众瞩目The ratings were low.评分很低Had many criticisms.口碑很差the live action version was based on the animated one基于动画版本的真人武打版本，但更像是成人电影（adult movie），因为这部电影：does not have songs没有歌曲has more fighting and action scenes有更多武打场景The story of Mulan花木兰的故事Pretends to be a boy 女扮男装Goes to the war to fight in the place of her father 替父从军故事激励人心：a story about courage and bravery（勇气） and sacrificing（牺牲） for the ones you love美国人民的反应美国人民的反应（response）：very mixed看法不一Positive comments（好评）是好电影，love it a lot。可以拍得更像迪士尼动画电影（animated Disney movie）。有创新，没有repeat the original（原来的）movie。吸引人（grabbing），并且，“全程无尿点”（扣人心弦，引人入胜people were on the “edge of their seats”） Negative comments（差评）:没有准确（accurately）描绘（portray）the story or Chinese culture。因为政治问题（political issues）而迁怒这部电影。选的体裁（genre）有问题： 既不是kids movie, 也不是war movie。The main criticisms（主要的差评）：很无聊（boring），不能吸引人的注意力 （grab people's attention）。因为疫情，美国could not release（上映） it in movie theaters。Selah和朋友在自己的专属movie theater——living room，看了这部电影，两人AA付电影票（split the price）。美国人的电影评分平台：IMDbMulan got a 5.4/10 （5.4 out of 10）score on IMDb. 《花木兰》这部电影在IMDb上的评分是5.4分。这部电影并没有赚到期望的票房（make as much money as they thought they would）, 尤其还是 Disney movie。Selah的观影感受Selah really enjoyed the movie. 非常喜欢这部电影。这部电影：did a good job at （在……做得好）telling the story, showing Chinese cultural valuesfamily movie（适合家人一起看）：因为没有intense romance（强烈的爱情）made Selah laugh and proud of Chinese stories and history（为中国故事和历史感到骄傲）did a good job at making it look and feel “Chinese”（看上去和感受起来很“中国”）传递 Chinese traditional values（中国精神）：bravery（勇气） and family honor（家族的荣耀）the costumes: big dresses （大长裙）and 夸张的makeup（妆容）the actresses Liu Yifei & Gong Li：did an excellent job and did not try to be too American or Western（演出了“中国化”的感觉） 如果你也看了《花木兰》，请留言分享你的观影感受。

Do lessons have a plot? Should classes have a story line? How do lesson plans resemble movie scripts? We speak with teacher trainer extraordinaire Diederik Van Gorp, about story arcs in lessons and how these affect our transitions form one activity to the next.Tracy: Hello, everyone. Welcome to our podcast today. Let me introduce our special guest, Diederik.Diederik Van Gorp: Hello.Tracy: Welcome.Diederik: Thank you very much.Ross Thorburn: Just to check because I don’t think we said last time, it’s Diederik Van Gorp, right?Diederik: Yes.Ross: Just in case there's many other Diederiks out there. [laughs]Diederik: I haven't met them yet.[laughter][crosstalk]Diederik: The dutch pronunciation would be Diederik Van Gorp. But I anglicized it slightly, I think automatically. When I was teaching children in China, it very quickly just became D.Ross: I remember you saying that to me, "Just call me D."[laughter]Diederik: The first class, you introduce yourself and I just write a letter D. They thought it was hilarious because this person just has one letter as a name.[laughter]Diederik: They're very cute.Ross: Diederik, you wanted to talk about transitions, which I think is really interesting. One, because there's not very much about it online, just as you pointed out. Two, actually when I started preparing for this, I also got to this point where I was like, "What does he mean?"Diederik: I wondered as well. At one point, I was talking to a colleague, he's like, "The transitions were very smooth in this lesson, from one stage to the next." It was very hard for me to pinpoint exactly what that was, trying to find an article, you go online, or go to your books. There's almost nothing there. I guess now, they're creating the...[crosstalk]Diederik: One of the big things in the lesson is context. There's one stage of the lesson, you're going to the next stage. It can be very abrupt, means that the learners have no idea where did this come from. Good transition is, you either refer back, for example to the context, or you point to something that's going to happen later.If you go from a nice lexis activity to a reading task and then all of a sudden there's this seven, eight words, students are matching them, you ask concept‑check questions, you drill it maybe, all of a sudden you say, "Read the text. Answer the questions." Where did this come from? It's a very clear instruction, there's no confusion possible but it's very mechanical.Linking that activity to...these words were actually in the text. By quickly pointing that out or a listing, or, "Do you remember earlier on?" "Ah, yeah, yeah, we're going to read something about your friend Bob." It gives it coherence. There's something else that I quite like, if a lesson is a narrative, if a lesson is a story, then it becomes very coherent. I like it when it comes full circle.I wrote for a while, writing dialogues for short movie clips to learn English. Basically, one of the things I learned there was, it's not just the movie that needs a beginning, middle, end. Even a dialogue needs a beginning, middle, end and there needs to be some kind of conflict.If you look at a lesson, because they argue that the human mind is a bit wired for beginning, middle, end. For a lesson, it seems to be similar. You need a beginning, set it up well. You need to the meat, the most important part of the movie, most important part of the lesson. Then, some kind of closure at the end.Very often, lessons fall flat because teachers are great at setting it up but it falls flat at the end because they run out of time and becomes very abrupt the end. That's why, watching a movie ‑‑ the bad guy got killed and that's the end of the movie ‑‑ we don't see them being happily ever after, getting married and all those things.Ross: Interesting. I remember watching Alfred Hitchcock's "Vertigo" a while ago. It does end like that. I think the woman jumps off this tower and dies. Sorry, if you've not seen it.[laughter]Diederik: Spoiler alert.[crosstalk]Ross: ...and dies. Literally, the credits come on and you're still in this shock. You're like, "Oh, that's it?" Like you say, movies always, nowadays, we have this scene.Diederik: Somehow, it links back to the beginning but there will be the change. With a lesson, that could be a nice idea to approach a lesson. If you fit your stages in there, finish on the high somehow.Tracy: Do you know there is an activity, at least we played it in Chinese a lot when I was a kid. This kind of my understanding of transition in the class. You say Chinese [Chinese] .Ross: Idiom.Diederik: Idiom?Tracy: Yeah.Diederik: The four‑character idiom?Tracy: Yeah, the four‑character idiom. The next person would have to use the last words from the last idiom and then next, the beginning of the next idiom. That's hard picture like a lesson transition.Diederik: That's interesting. The last thing you do needs to be the first thing of the next stage. Something like that?Tracy: Yes, something like that.Ross: Your example earlier, Diederik, of that read‑this‑answer‑the‑questions, it's almost so abrupt you can imagine people going, "Did I hear that right?" Whereas if you say you have that who could remember these eight words? Can you see these words anywhere here? Oh, one of them's in the title. Where do you think the other set will be? Great. Now, read this and answer the questions."Tracy: Another thing ‑‑ it might be related to transition ‑‑ is about the difficulty level. If you look at a lesson, it's a flow. Maybe at the very beginning something a little bit easier or less challenging. Then it's getting maybe a little bit more challenging. At the end, they can see how much they have improved.Diederik: Then you release the pressure again a little bit at the end test, what have you learned or something?Tracy: Yeah.Diederik: When you introduce the language in a traditionally staged lesson, maybe in a movie where the conflict is introduced, we have an obstacle to overcome, it's this language point.Ross: Is it Joseph Campbell? Is that the person? This idea of there's a story arc, there's only one story that basically people ever had...[crosstalk]Diederik: Yeah, or just a variation on the theme.[crosstalk]Ross: One great story but a lot of it. Certainly my favorite lessons that I've taught to start off with some...We're doing one like an activity. I think it's on my diploma at the beginning asking people, "Oh, I'm doing this. Are you interested in coming to this thing tonight?"People turning down this invitation and at the end of the class, you go back and do the same thing again but, like the story, the characters have changed. Except in this, the language the students are using have changed. That's the difference, that's the development that's happened which is like a story.I'm just so into this movie analogy now. You got me thinking of this great Chinese movie I love called "Shower" or Xǐ zǎo in Chinese. At some point in the movie ‑‑ it's some people who are in a bath house in Beijing ‑‑ it cuts to 50 years ago in this desert area of China. After five minutes, you start thinking, "Is this a mistake? Is there a problem with the DVD?"It creates this expectation. Eventually, it cuts back. It's like the back story. The main character says, "That was your mother." This reminded me of doing teacher training years ago, doing an activity for writing lesson, getting them to do something stupid like, "Give them a dart board but no darts. Then ask them who's the best darts player."I remember one of the trainees say, "Why are we doing this? What's the point?" One of the other ones goes, "There will be a point. You'll find out in a minute."I think it's almost that same thing, isn't it? Like with the movies, it's creating this expectation. Sometimes, I don't know what's going on here but if I have belief in this teacher, this trainer, I know there's going to be a point.Diederik: It must be there for a reason, but they must have been disappointed so many times.[laughter][music]Diederik: Just thinking of something related to transitions is, one of the main scales that a teacher needs is working with published materials, either course book or whatever that has been given to them. That teaching is going from one exercise to the next. "Are you finished?" "Yes." "Now, do exercise three. Do exercise four."The teacher actually can see the flow of that lesson and just verbalizes it almost, "Yes, now we're going to put that into practice." Maybe transition are a bit more important than you think, to bring something that's dead on the page, bring it alive, give it purpose.Tracy: When we're doing research about this topic before, not really much about it, do you think it's because transition in class, it doesn't affect the lesson a lot?Diederik: Maybe for the feeling, for motivation of the students, maybe it does a little bit more than we think it does.Ross: I think this also comes down to this idea that if your classes feel like a succession of unrelated activities, it's going to be very easy to give up as a learner. It's going to be very challenging to maintain motivation for a long period, isn't it? Like, "Why are we doing this? What's the point?"Diederik: Another gap filled.[laughter]Diederik: There's another one. I just remembered this. When I started out as a teacher trainer, I was explaining to new students, if one stage does not go well, no problem. Every stage is like a new spring, you can start anew.A stage that feels flat, the energy is drained, it was boring, whatever went on. Every stage is a new opportunity to re‑energize the students, project your voice. Transitions can actually spike the energy again.[music]Ross: I want to talk about what I actually thought you meant by transitions, which is completely different. What I think we spoke about there was teaching for adults or maybe teenagers but probably not like six‑year‑olds.What I actually ended up writing about, taking notes on, was going from one activity to another with some very young learners, almost like this classroom management idea for kindergarten students. As an example, the chaos of some six‑year‑olds with bags coming in to a classroom...Diederik: Almost a routine, in this part of the room, this happens, this is the storytelling corner, here we do the book work.Ross: This is obviously potential, "All right. Everyone, move to the front of the room!" Then there's this, you can just imagine a car leaving a cloud of dust, things are flying out.Diederik: The transition then would be sometimes counting, maybe sometimes a song.Ross: Exactly. The idea that if you have those in place and you trained your students on them then all those moving from this part of the room to that part of the room or from a writing or a coloring activity, to another, are smoother and safer.Diederik: Different cues, basically. That's similar to teaching adults. Some of the automatic things you do ‑‑ like they worked on their own and you let them compare around as in pairs ‑‑ there's this moment they do it automatically. They're also transitions, I guess.Ross: The commonality between the two of those is that if you do a good job of them, they should become so natural that the longer you work with the students, almost the less instructions you need to give.Diederik: I've seen a beautiful thing once where the student was so used to the techniques, because this person just came every month to every class of every training teacher, that if the teacher was about to give the handouts, while giving the instructions, she would give an act...[laughter]Diederik: It was like, "Oh, instruction before handout." She wouldn't say it. It's like she knew it.Ross: Did you go by that point about it being logical and making sense? It reminds me of...Tracy, when you and I were in India a few years ago, we booked these cinema tickets. It was some beautiful old cinema in Jaipur. We bought these tickets. I think we assumed it was in English or at least it would have English subtitles, but it didn't. It was all in Hindi and had Hindi subtitles.Because of the genre of the film, which was like Arnold Schwarzenegger‑esque action film, we were able to follow and understand the whole thing. It made complete sense even though we couldn't really understand a word in the whole movie. I think that's similar, isn't it?Diederik: Yes, it's very similar. I remember watching Disney movies on the small screen in a long‑distance bus in Turkey. It was all in Turkish. I could understand everything, I think "Kung Fu Panda" and I'm indeed [inaudible 12:56] . It's like, yeah, this is the moment that the obstacle is introduced.Ross: It's almost like that you think of the brain being hardwired, the stories are hardwired for a language classes, something, right? They will know the beginning, middle, end.Diederik: When people really hate a movie, very often, it's an art‑type movie that they accidentally watched. A lot of people do like it but they're not the mainstream.Ross: Or it doesn't wrap up at the end, there's no ending to it.Diederik: Like the Coen Brothers movies, [inaudible 13:20] at the end.Ross: That almost reminds me of another point. I think Donald Freeman had an article. It was called "From Teacher to Teacher Trainer." He talks about, how can you tell if your training was successful?He said, people smiling, high‑fiving each other at the classroom doesn't mean they learned anything. People leaving confused and disappointed doesn't mean they didn't learn anything. That's almost like the Coen Brothers just because at the end of the movie, "What on earth was that about?" It doesn't mean it was a bad movie.Diederik: It makes you think maybe.Ross: Those are movies that I love where you're still thinking about what could the ending mean weeks or months after.Diederik: Let's say an action movie, the immediate response is satisfaction but you want to remember it, you want to talk about it more.[music]Tracy: Thanks very much for listening. Thank you so much, Diederik, for coming to our podcast.Diederik: My pleasure. Thank you for having me.Tracy: All right. See you next time.Diederik: See you.

Local and world events, economics and politics are commonly the chief catalysts for any immigrant's journey from home. Joyce Moy provides an overview of the historical socio-economic contexts and conditions that most influenced Chinese migration patterns to the U.S., Chinese-American families and their ancestors.

In the half way point episode we talk to Jiuma (Aunty in law) who is originally from North East China, but has been living in Taiwan for a while. We discuss a whole range of things, including, cities in China, Names, learning Taiwanese, differences in Chinese Chinese and Taiwanese Chinese. Find Out More. Become a Patron. Add us on Twitter for regular updates. Join the facebook group for some live sessions coming up. Jiuma's FaceBook https://www.facebook.com/profile.php?id=100000361340665 Patreon https://www.patreon.com/MandarinMonkey FREE Ebook https://mailchi.mp/b7b502e7507b/mandarinmonkey TRADITIONAL & SIMPLIFIED PHRASE AND GRAMMAR eBooks AVAILABLE NOW! https://mandarinmonkey.com/store/ SoundCloud https://soundcloud.com/mandarin-monkey Twitter https://twitter.com/Mandarin_Monkey Facebook https://www.facebook.com/MandarinMonkey/ Website www.mandarinmonkey.com Itunes https://itunes.apple.com/us/podcast/mandarin-monkey-podcast/id1430708691?mt=2 Instagram https://www.instagram.com/mandarin_monkey/ WhatsApp Group ASK IN COMMENTS AND WE WILL INVITE YOU!

Being part of a majority yet marginalized group at U of T is complicated. Three Chinese students from different backgrounds discuss differences between domestic and international Chinese students and how some people still assume the thousands of us here are just iterations of the same person — we’re not, lol. We figured a discussion about East Asian students altogether would be too broad for a few people for three people, so tell us what we missed and your own thoughts/experiences at podcast@thevarsity.ca. Guests: Junhan Rozee Liu, Josie Kao Music: Kevin MacLeod, “Rollin at 5 - 210 - full” Transition: TheNikonProductions on Freesound Sound Editing: Blythe Hunter, Adam Lam

The differences between Chinese Chinese and Taiwanese Chinese. American English and British English, Living in Taiwan, Expenses, cost of living, wages an jobs. All spoken in Chinglish.

Interview in English: Discussing Chinese characters.

Transcript -- Interview in English: Discussing Chinese characters.