Category: Chinese (Page 2 of 9)
Chinese Conversation Class
Language Resident/Assistant Name: Feiya Suo
Day and Date: 2021.08.29
Language and Level (intermediate or advanced class): Intermediate
Class theme/topics discussed: Self-introduction
Goal of the class:
1.Let the students and I get to know each other
2.Set the goals for the semester
3.Create a good atmosphere among the students
How did you structure the class?
Warm-up
- Greetings and some chitchats with students;
2. Mini presentation about myself (7 min):
- 开学第一天，今天你做了多少次自我介绍呢？How many self-introductions have you done during the first day of class?
- About me:
① Basics ② Some fun fact about me ③ My summer vacation in Britain
Activities
1.Ice-breaker (13 min)
1) Brainstorm different aspects about themselves, i.e. hometown, major/minor and hobbies etc.
2) Draw a picture briefly about yourself & introduce yourself to your partner.
My demo:
- Group work: Listen & Draw (25 min)
- Think about your summer break: Where did you go? What did you do? Etc.
- Tell them to your partner;
- Your partner draws them down on the worksheet;
- Introduce your partner & his/her summer break to the whole class.
- Regulations & Conversation Class Agreement (8 min)
Conversation Class requirements & regulations;
Sign Conversation Class Agreement.
- A survey (7 min)
Write down your expectations and goals for this semester: what would you like to gain from the class? What topic are you interest in?
1)Brief introduction of the class and my requirements (and why) about the lesson(Daily proformance & LT requirements); (3 min) I used some English here in this section.
2)Agreement form signing and returning. (3 min)
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Powerpoint presentation
Class Agreements
Attendance sheets
Handouts
What worked well in this class? What did not work?
Everything went as planned and turned out to be really well. I had 7 students in this group, with 2 repeating students and 5 new students whom I’ve already met in last year’s language tables. We got acquainted very fast, and I had a really good feeling about this class. The vibe was great! 3 students actually had a very good level of mandarin. We had a conversation them after class, but they told me 1) they are friends and really want to take the class together; 2) they are seniors and their time schedule won’t allow them to take ADV class on Tuesday and Thursday. During the class they did show patience and helped the other students quite a lot, especially in group work since I assigned them in pairs with real INT level students together, I think let them study should be OK. One thing that I could do better is time arrangement. 2 students didn’t finish the survey so I let them hand the survey to me next class.
How could this class be improved/ modified?
Shorten the Group work: Listen & Draw part a bit and give students a bit more time on the survey, or tell them it’s ok to answer in English for this time since it’s a lot harder to answer everything in Chinese.
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.
See attachment
【Handout】1.1 Survey
【Handout】1.2 Self-introduction
Day and Date: 2022.09.06
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: 传统节日 Traditional Festivals
Goal of the class:
By the end of this class, students will learn more about Mid-Autumn Festival and the stories and legends of it. By the end of the class, they are expected to make a video to families and friends and send their best wishes to them.
How did you structure the class?
- Warm-up: Labor Day
Where did you go? What did you do?
- Do you know which Festival is coming soon in China?
- When is Mid-Autumn Festival? & How do Chinese people celebrate it? – Top Activities & Traditions
- Stories & Legends of Mid-Autumn Festival
- 嫦娥奔月 ‘Chang E Flying to the Moon’
- 玉兔捣药 Rabbit in the Moon
- 吴刚伐桂 Wu Gang Chops the Tree
- 朱元璋和月饼起义Zhu Yuanzhang and Moon Cake Uprising
- What phrases do people usually use for this Festival?
Make a lantern!
- Make a video to your family/friend and give him/her your best wishes on this festival.
写一段祝福，并录下来，发送给你的老师/朋友
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides
What worked well in this class? What did not work?
Things that worked well:
The class went really well! Since I had some inventories(lanterns) from last semester’s study break, and I only got 2 students in this group, an idea popped up just before the class began: why not making lanterns, writing wishes on them & making videos to loved ones(families/friends)? So I added two slides of lantern-making traditions and did this activity in class. It went so well! I think my students love it!
The thing that did not work:
Actually everything worked really well. The students were not as shy as last week and I could see that they engaged more and more in this class. We had a conversation about their Labor Day break at the beginning of the class and they even started making jokes about each other. At the end of the class they asked me to airdrop them the videos and I think one student actually sent the video to her mom. Since I had the experience from last semester that the stories maybe too hard for them to understand, so instead of showing the videos on Youtube, I told the stories myself with easier sentences and phrases(+ an amount of body language). So I think they understood the cultural background and the stories really well.
How could this class be improved/ modified?
I’d say nothing much. Just this class would probably only works for a small group of students. Any class with more than 5 may not work as well.
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.
Language Resident/Assistant Name: Feiya Suo
Day and Date: 2021.08.31
Language and Level (intermediate or advanced class): Intermediate
Class theme/topics discussed: Speed Dating
Goal of the class:
dating/relationships/vocabularies to describe a person and have a date in the target language.
How did you structure the class?
Warm-up
- Take attendance and greet the students (5 min)
- What adjectives do you use to describe a person? Write them on whiteboard. (10 min)
Activities
Activity 1: Are these green or red flags? (15 min)
The following sentences will be presented on screen and students need to judge whether they are red flags or not and tell the class why.
他/她不喜欢高中音乐剧。
他/她不把你的感受当回事，说你是疯子。
两个人有一样的目标和生活方式。
他/她批评自己的前任（ex）。
他/她偷看你的手机。
他/她的爸爸妈妈拥有一家公司。
他/她对自己的家人不好。
他/她的所作所为（what they do & what they say）和他/她说的一致。
他/她认为你的工作并不重要。
他/她不知道Canada在哪里。
他/她很真诚，并且你们彼此（each other）信任（trust）。
他/她尊重你的个人空间。
你听他/她的，但她/他不听你的。
他/她已婚（married）。
他/她非常非常有钱。
Activity 2: Create your Hinge Homepage. (10 min)
Activity 3: Speed date. (20 min)
Draw lots: 1 red flag & 1 green flag.
Requirement: act as if you have the personalities during the speed date.
5’ each round (2’30’’ ask; 2’30 answer). 7 students+ me 4 rounds in total.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides
What worked well in this class? What did not work?
The class went really well & students were really passionate about the topic. We had so much fun during this session and I could feel everyone enjoyed the class. We were running out of time a bit at the end since students were really into their characters, but we managed to finish the class at 17:20.
How could this class be improved/ modified?
A bit shorter on creating Hinge profile.
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.
See attachment
【Handout】2.1 Hinge 主页
【Handout】2.2 优点缺点
Conversation Class Lesson Summary – INT 2.21
Language Resident/Assistant Name: Feiya Suo
Day and Date: 2022.02.21
Language and Level (intermediate or advanced class): Intermediate
Class theme/topics discussed: 中国流行音乐 Chinese pop songs
Goal of the class:
By the end of this class, students are expected to know more about Chinese pop songs (the history & changes in each era), and be able to talk about which song the like the most and why.
How did you structure the class?
Warm-up:
1)问候学生Greet students
– 今天做了什么？周末有什么计划？等等
Ask questions about their coming weekend.
Presentation：
2)中国流行音乐 Chinese pop songs
PPT is attached in the file.
Activities：
- Listen to the representative songs and give their opinions on their features;
- Think about what might be the reasons for these changes;
- Learn the lyrics for 小苹果Little Apple, and learn to sing the song.
- Work in group and talk about their favourite music type & musicians.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides (9 in total)
PPT(22 in total)
Handout
Vocab list
What worked well in this class? What did not work?
Things that worked well:
They love the topic and I could feel that they were very interested in it. Some students had better understanding in music, so they were pretty quick on identifying the changes(Like + Chinese traditional elements or elements from other classical music; politic influences etc.).
As to the singing part, they enjoyed it!
Things that did not work:
Some words are difficult for students to understand, so I spent more time to explain them than I expected. The lyrics for the music presented in the videos were pretty hard as well, so sometimes they had to guess what kind of feelings that the writer intended to show in his/her song.
In addition, a student showed me a video about Reggae music. It took some time so I had to hurry a little bit at the end. There are 2 videos I didn’t have time to show them, but I’ll put the link on Sakai.
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.
Conversation Class Lesson Summary – ADV 2.17
Language Resident/Assistant Name: Feiya Suo
Day and Date: 2022.02.17
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: 设计你的Ins / Design your Instagram
Goal of the class:
By the end of this class, students are expected to create a homepage and 3 posts based on their own character in the conversation class project, and introduce them to the whole class.
How did you structure the class?
Warm-up:
问候学生Greet students
– 周末过得怎么样？等等
Ask questions about their weekend.
Activities：
1.设计你的Instagram
1)Design your homepage;
2)Design 3 posts based on your own character.
2.Introduce them to the whole class.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides (9 in total)
PPT(7 in total)
Document camera
Vocab list
What worked well in this class? What did not work?
Things that worked well:
The class worked pretty well! They had fun talking about their character and their character’s personality. Here are some students’ works:
And they had a lot of fun talking about their own works as well.
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.
Language Resident/Assistant Name: Feiya Suo
Day and Date: 2022.01.31
Language and Level (intermediate or advanced class): Intermediate
Class theme/topics discussed: 假如你中了500万 If you win 5 million
Goal of the class:
By the end of this class, students are expected to create a story on the topic: What happens if you win 5 million dollars?
How did you structure the class?
Warm-up:
1)问候学生Greet students
– 周末过得怎么样？等等
Ask questions about their weekend: What did you do? etc.
2)导入问题Questions:
– 你买过彩票吗？Have you ever bought lottery tickets?
– 你中过奖吗？（请说一个自己运气很好的经历）Have you ever won a lottery before? (Or please tell me about an experience that you were really lucky)
Presentation:
1)故事背景Background
– 2021年9月27日，你在来Mason Hall 2的路上，花了2块钱买了一张彩票。来到教室后，你打开手机一看，突然发现，自己竟然中奖了！中了多少钱呢？500万！！On September 27, 2021, you spent 2 dollars on a lottery ticket on your way to Mason hall 2. When you came to the classroom, you turned on your mobile phone and suddenly found that you had won the prize!
How much did you win? 5 million!!
现在，请你想一想，你会怎么做？Now, what would you like to do?
2)小复习 Review：汉语中数字的表达 Expressions of Numbers
3)现在大家每个人手里有三张纸。请写一写：
Now everyone has 3 pieces of paper, please write down:
①名字 & 工作 A Name & An Occupation
②故事发生的地点 A Location
③一个特别的道具 1 Special Item
4) 分发道具
老师把学生写的纸条收集起来，洗一洗， 然后随机分发给学生。学生需要用给到的人名、职业、地点和那个特殊的东西一起编写一个故事。
The teacher will collect the notes written by the students, shuffle them and distribute them randomly to the students. Students need to write a story with the given name, occupation, location, and the special item.
Communicative practice:
表演 Performances & Feedback
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides (9 in total)
PPT(14 in total)
Handouts
What worked well in this class? What did not work?
Things that worked well:
My Intermediate group was really creative and they came up with super funny ideas:
Group 1: Given words: MOO, 大白, driver, restaurant, Snow, Moon
MOO met 大白 in a restaurant. They fell in love on the first sight. One day they walked pass a lottery station and brought one and won 5million dollars. So they brought an airplane and flew to the moon and got married…
Group 2: Given words: Moo, 嫦娥, Mars, Jupiter, waiter
嫦娥 met Moo on Mars and there was a bad guy (the waiter) who wanted to stole their money. They ended up with a fight on Jupiter. And the bad guy was defeated…
Things that did not work:
The class went pretty well! We had a lot of fun. Some of the words that students came up with (like 火星 Mars, 木星 Jupiter etc.) were not familiar by the others, so I wrote them down on the blackboard, but it was a bit time consuming. Next time I’ll ask if they need new word in advance and write them down before their show.
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.
Language Resident/Assistant Name: Feiya Suo
Day and Date: 2021.09.23
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: 客套和礼节 Courtesy & Manners
Goal of the class:
By the end of this class, students are expected to know more about the cultural differences between Asian countries and western countries, and be able to talk about their own experiences and act three scenarios with their partners in the class.
How did you structure the class?
Warm-up: A short review of the traditional festivals → Introduce the topic of Courtesy & Manners
- Question: 在中国，过春节时人们一般会有哪些习俗呢？What traditions do Chinese people have for Spring Festival in China?
吃饺子 & 年夜饭 & 放鞭炮 & 串门 & 打扫房间…………→ 红包！Red envelopes!
- How about Christmas in your country? What do you say /do when accepting a present?
那在西方国家呢？比如圣诞节的时候，你会收到别人的礼物吗？你会说什么（怎样表示感谢）？
- 但你知道中国人在接受别人礼物时要怎样做吗？要说什么？Do you know what should Chinese people say/do when accepting a present from a family member/friend/colleague/teacher?(There are certain things that you should do and you shouldn’t.)
今天我们就一起来看一看。So today let’s have a look at them.
Presentation:
- While watching the video about Chinese ways of being polite, think about the following questions:
你知道哪些中国人客套的方式？
① 接受赞美 How to accept a compliment?
② 吃饭结账 What do people usually do after a meal? Split the bill v.s. Pay the whole amount?
③ 和陌生人聊天 How to make a small talk with strangers?
④ 怎么说“不”How to say “no” in China?
⑤ 回别人微信时的注意事项 A kind reminder of replying to others’ on social media (How to use 嗯 &嗯嗯 & 嗯嗯嗯；How to use 哈 & 哈哈 & 哈哈哈）
https://www.bilibili.com/video/BV1Ux411V7u5?spm_id_from=333.999.0.0
Activity 1：Guided discussion
Discuss about the questions in groups of 3 and discuss in the whole class
Activity 2:
小故事：文化差异 Act: Your own experiences of cultural difference & act three scenarios with your partners in the class.
Topic: 当你遇见了中国人——在中国 v.s. 在美国 In China v.s. In America(or your home country)
时间、地点、人物
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides (12 in total)
Handouts
What worked well in this class? What did not work?
Things that worked well:
Students were really into the topic as well! Their performances were also really funny. Comparing with the intermediate group, they focus more on the level of social phenomenon. For example, a group of students acted a scene in hospital. An old woman had cancer. Her family members were there with her. Should the doctor tell her or not? In China, there is a high chance that the doctor and family members decide not to tell her, in order to let her have a happy rest of the days. But according to the students, in America, the doctor should tell her because it is her right to know about her health condition. It’s quite interesting to jump into this topic in the class and discover those different perspectives between cultures.
Also there is another thing worth mention. In warm-up session I did a short review of traditional festivals, and asked a question: What traditions do Chinese people have to celebrate Spring Festival?
[potential answers: dumplings & dinner & firework ……→ 红包！Red envelopes! ]It is super important to get THIS feedback(Red envelopes) from the student. I found a picture with a red envelope on it(a clue) and in both classes, my picture trick worked! So we switched the topic from Festivals to Courtesy & Manners smoothly by asking what should you do when accepting a present from someone? And then the class went really well.
Things that did not work:
This time the handout was pretty clear so no one had a problem with what they should do. However, there was a problem with time control. Since I had 3 groups of students, the class was more tight than yesterday’s intermediate group. Also after the 2nd group’s performance, we spent a few minutes on the doctor-patient topic. So after the 3rd group’s performance, we didn’t have much time for feedback and discussions. Next time I’ll probably shorten the 1st discussion session(after video watching discussion ), and pay more attention on time-control.
How could this class be improved/ modified?
I feel that time management is really important in conversation classes. So next time I’ll pay more attention to it and try not to give too much feedback to one certain group, but to each and every group equally.
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 |
| PresentationWarm-up (10 mins) | A short review of the traditional festivals1)Question: 在中国，过春节时人们一般会有哪些习俗呢？What traditions do Chinese people have for Spring Festival in China? 吃饺子 & 年夜饭 & 放鞭炮 & 串门 & 打扫房间…………→ 红包！Red envelopes! 2)在西方国家呢？比如圣诞节的时候，你会收到别人的礼物吗？你会说什么（怎样表示感谢）？How about Christmas in your country? What do you say /do when accepting a present? 3)但你知道中国人在接受别人礼物时要怎样做吗？要说什么？Do you know what should Chinese people say/do when accepting a present from a family member/friend/colleague/teacher?(There are certain things that you should do and you shouldn’t.) 今天我们就一起来看一看。So today let’s have a look. | – Answer the questions |
| Presentation (8 mins) | 1.While watching the video about Chinese ways of being polite, think about the following questions:你知道哪些中国人客套的方式？① 接受赞美 How to accept a compliment?② 吃饭结账 What do people usually do after a meal? Split the bill v.s. Pay the whole amount?③ 和陌生人聊天 How to make a small talk with strangers?④ 怎么说“不”How to say “no” in China?⑤ 回别人微信时的注意事项 A kind reminder of replying to others’ on social media (How to use 嗯 &嗯嗯 & 嗯嗯嗯；How to use 哈 & 哈哈 & 哈哈哈）https://www.bilibili.com/video/BV1Ux411V7u5?spm_id_from=333.999.0.0 | -Think about the questions given while watching the video- Be ready to answer questions and give their own opinions |
| Guided & Communicative practice (12 mins) | Discuss about the questions in groups of 3.Discuss in the whole class.In the mean time, I’ll type them on the slide. | – Answer the questions and give their own opinions |
| Communicative practice (25 mins) | 小故事：文化差异 Act: Your own experiences of cultural difference & act three scenarios with your partners in the class.Topic: 当你遇见了中国人——在中国 v.s. 在美国 In China v.s. In America(or your home country)要求：①写出时间、地点、人物；②简历三个情景③和你的队友一起表演出来 | – Prepare for the show;- Perform 3 scenarios with partners in the class |
| Summary (5 mins) | – Give Feedback – Have a look at the cultural differences mentioned in the performances together |
Language Resident/Assistant Name: Feiya Suo
Day and Date: 2021.09.07
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: 我最爱的书&电影 My favourite book & movie
Goal of the class:
By the end of this class, students will be able to talk about likes and dislikes
How did you structure the class?
Warm-up
- My story with <The Martian> & <Harry Potter>.
- Presentation: introduction to Harry Potter
- Wrap-up: Are you going to watch the full movie (again)?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides (13 in total)
I looked up pictures of the movie on Baidu image.
I used 笔记本 to create notes (see Appendix A)
What worked well in this class? What did not work?
The lesson went really well. Students were really passionate about the topic. In this class every student had read the book and watched the movies before, so we talked quite a lot about it.
How could this class be improved/ modified?
I would say I’d like the class to stay like this.
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 |
| PresentationWarm-up (5 mins) | – A little presentation about my favourite books: <The Martian> & <Harry Potter>.- Ask each student when and where they watched <Harry Potter> for their first time. | – 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？ | -Give a speech based on the information -Answer questions -Answer questions -Answer questions |
| Communicative practice (10 mins) | -Show some pitctures of other fiction movies魔幻电影, and ask students to answer the questions: – 你喜欢看魔幻电影吗？为什么？Do you like this type of movie? Why？- 你还喜欢看什么类型的电影？What kind of movies do you like the most?- 你最喜欢哪部电影？Which movie do you like best?And make a list of Chinese 11’s most favourite movies & Recommendations. | Discuss in groups. |
Attachment
Language Resident/Assistant Name: Feiya Suo
Day and Date: 2021.09.02
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: Bigfoot (Creat your story!)
Goal of the class:
By the end of this class, students will be able to talk about the story that they created.
How did you structure the class?
Warm-up
- Take attendance and greet the students
- Have you heard of Bigfoot?
- Presentation:
– Show some pictures and a short video clip of bigfoot.
– Give the students the begining of the story.
在一个凉爽的下午，你和同学们在树林里野餐，享受大自然的美丽和宁静。 突然，你听到树枝断裂的声音。 突然，浓雾从四周涌起，你什么都看不见了。这时，你起了一身鸡皮疙瘩。当你再次能够看清时，你发现前方通往树林的小路上有巨大的脚印。你惊恐地意识到……
You are hiking in the woods with your classmates on a cool and misty afternoon enjoying the beauty and serenity of nature. All of a sudden, you hear the sounds of branches breaking. You get goose bumps and you are overwhelmed by an odor so terrible that you are temporarily blinded. When you can see again, you see huge footprints on the trail ahead of you leading off into the woods and you realize with horror and fascination that…
- Draw two frames: 突然间，你听到树枝断裂的声音。 All of a sudden they hear the sounds of branches breaking.
- Brainstorm how you thinkthe story will end.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides (3 in total)
I looked up pictures on Baidu image.
I used the projector to show the students the pictures drawn by each group.
What worked well in this class? What did not work?
Students were passionate about the topic. They created all different kinds of endings to the story (Though most of them have tragic endings) and they enjoyed the process of sharing ideas and creating the story.
The only thing that didn’t work was my computer. I prepared a short video on my own laptop, but somehow my Mac couldn’t open it. (The video player did not support the format at the moment… But now I fixed it. It won’t happen again.) I tried to google it on the spot but I didn’t find the one that I wanted to show them. So I just showed the pictures of Bigfoot.
How could this class be improved/ modified?
It worked really well. I’d keep the class like this.
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.
Language Resident/Assistant Name: Feiya Suo
Day and Date: 2021.09.15
Language and Level (intermediate or advanced class): Intermediate
Class theme/topics discussed: 新牛郎织女 A New story of Niulang & Zhinv
Goal of the class:
By the end of this class, students will be able to creat their own story about Niulang and Zhinv, and be able to perform their stories in front of the class.
How did you structure the class?
Warm-up: The story of Niulang & Zhinv
- Questions:
When is the Valentine’s Day here in the U.S.? Why is it on Feb. 14th? Is there a story about it?
When is the Valentine’s Day in China? Do you know the story of it?
- Presentation: A brief introduction of the story of Niulang & Zhinv
- What would the story look like if it happens in modern times?
Characters: Niulang, Lao Niu(the cow), Zhinv(the weaver girl), Wang Mu Niangniang(the queen mother)
1. How did Niulang and Zhinv meet each other?
2. What did Lao Niu do?
3. Wang Mu Niangniang(the queen mother) doesn’t agree that Niulang and Zhinv fall in love. What did she say? What should Niulang and Zhinv do?
4. How does the story end? Is it a good ending or a bad ending?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides (23 in total)
Handouts
What worked well in this class? What did not work?
Things that worked well:
Students need to get to know the orginal story first, and then creat a modern version of the story. They really enjoyed creating a story by themselves! There was a group created a story like: Niulang was a student in CMC, while Zhinv was in Scripps. While they were watching a basketball game, Niulang was hit by a cow and then taken to a hospital and met Zhinv… The stories they creat were pretty convincing, and the words and sentence structures they used were actually exceeded my expection.
The thing that did not work:
The story that I presented to they was a little bit hard for the intermediate group to understand. So I adjusted some words when telling the story. Since there are many pictures about the story on the slides, students were able to understand what was going on eventually. However, I think to make it easier for students is a good idea.
How could this class be improved/ modified?
The text that I put on the handout should be modified into a easier version in order to match students’ level.
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 |
| PresentationWarm-up (5 mins) | Warm-up: The story of Niulang & Zhinv1)Questions: When is the Valentine’s Day here in the U.S.? Why is it on Feb. 14th? Is there a story about it?When is the Valentine’s Day in China? Do you know the story of it? | – Greet the instructor |
| Presentation (10 mins) | A brief introduction of the story of Niulang & Zhinv 很久以前，有一个善良的小伙子叫牛郎，他和一头老牛一起生活，他对老牛很好，老牛一直都想报恩。有一天，天上的织女来到人间。老牛突然开口说话了，它说……。于是，牛郎听了老牛的建议，晚上去河边找织女，他们俩果然一见钟情。织女于是留在人间，和牛郎结婚了。不料，这件事被王母发现了，她……。老牛不忍他们分离，撞断头上的角，牛角变成一只小船，让牛郎乘船追赶。突然王母在天空划出了一条一望无际的银河，小船无法渡河，夫妻二人从此只能隔河相望。这件事感动了喜鹊，…… | – Understand the story. |
| Guided & Communicative practice (25 mins) | Ask students to think about the questions below:1) How did Niulang and Zhinv meet each other?2) What did Lao Niu do?3)Wang Mu Niangniang(the queen mother) doesn’t agree that Niulang and Zhinv fall in love. What did she say? What should Niulang and Zhinv do?4) How does the story end? Is it a good ending or a bad ending?2.Ask students to write a story outline with your partners(In groups of 3/4)3.Ask students to make some props for the performance4. Ask students to rehearse the story5.Ask students to perform the story | – Think about the questions;- Write a story outline with partners- Make some props for the performance- Rehearse the story- Perform the story |
| Communicative practice (5 mins) | Evaluation of each group’s performance | Discuss in the whole class. |
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:
- By the end of this class, students will be able to understand the concept “八大菜系” in Chinese.
- By the end of this class, students will be able to compare the similarities and differences among Lu, Chuang, and Yue.
- By the end of this class, students will be able to understand talk about their likes and dislikes about Lu, Chuang, and Yue.
- 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).
- By the end of this class, students will be able to identify facts and hoaxes.
How did you structure the class?
- Take attendance and greet the students 4:18
- Presentation: main cuisines and regions 4:25
- Discussion: have you had any? 4: 35
- Presentation: features and cooking techniques of Lu, Chuan, and Yue. 4:38
- Discussion: Which one is your favorite? 4: 43
- https://www.bilibili.com/video/BV12x411871Z?from=search&seid=3191024875584487 77 4: 45
- Game: facts or hoaxes? 5:15
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
- I used PowerPoint to create the slides (13 in total)
- I used 笔记本 to create notes
- I used google drive to share handouts.
- I used Bilibili to play video clips.
What worked well in this class? What did not work? What worked well:
- They were very interested in food-related topics and activities.
- They had sufficient prior knowledge about Chinese food.
- More supporting details for the facts than yesterday.
What did not work:
- No one had any experiences with 麻辣。
- They did not had much to share about East Asian food.
- 素食主义者，过敏，pronunciation with 鱼* you, 昆虫 and 乌龟。
- Had trouble explaining #6.
- 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。
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:
- By the end of this class, students will be able to pronounce the nouns of fruits, vegetables, meat, and other ingredients (see Appendix A).
- By the end of this class, students will be able to adapt their knowledge of Asian and American culinary cuisines to productive activities.
- By the end of this class, students will be able to using the cultural knowledge they have acquired to support their ideas.
- 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)
- Take attendance and greet the students
- Warm-up: ask students to share their thoughts on what was covered Tuesday.
- Presentation: Read and explain the hypothetical scenarios (see Appendix B).
- Communicative activity: customize a menu for your guests
- Communicative activity: have a meeting with your colleagues
- 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.)
- I used PowerPoint to create the slides (4 in total)
- I used Google Doc to create handouts (see Appendix A)
What worked well in this class? What did not work?
What worked well:
- Having information laid out on a slide definitely worked better than providing oral instructions on rules or procedures of a game.
- 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.
- 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:
- 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.
- 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?
- 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
- 鸡 chicken
- 虾 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
- 梨 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）
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:
- 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
- By the end of this class, students will learn basic information about Shandong.
- By the end of this class,students will understand some main differences between the Northern and Southern parts of China.
- By the end of this class, students will be able to introduce their own hometowns in different aspects.
- 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)
- Take attendance and greet the students
- Warm-up: asking them questions based on a Map of China
- Presentation: six aspects of Shandong
- Pair-up activity: tell your partner something about your hometown
- Discussion: what is something you like and dislike about your hometown?
- Class discussion: what is the differences between your hometown(s) and Claremont?
- 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.)
- I used PowerPoint to create the slides (9 in total)
- I looked up pictures at unsplash.com and baidu.com
- I used Google Doc to create handouts
- I searched videos about Shandong and Shandong Kuaishu on bilibili.com
What worked well in this class? What did not work?
What worked well:
- Students participated actively in identifying places they knew on the Map.
- 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.
- I could feel that the time management in class had become easier for me.
- 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.
- 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:
- 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?
- 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.
- 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 |
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:
- 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)
- Take attendance and greet the students
- Warm-up: your story with <Harry Potter>.
- Presentation: introduction to Harry Potter
- Discussion: who is Harry Potter.
- Wrap-up: are you going to watch the full movie (again)?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
- I used PowerPoint to create the slides (7 in total)
- I looked up pictures of the movie on Baidu image.
- I used 笔记本 to create notes (see Appendix A)
- I used Bilibili.com to play the video clips.
What worked well in this class? What did not work?
What worked well:
- 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).
- 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:
- 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.
- 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?
- 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/step | Teacher focus | Student 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
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:
- By the end of this class, students will be able to talk about different movie genres in Chinese (see Appendix A)。
- By the end of this class, students will acquire more knowledge of classic Chinese movies and TV shows.
- 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)
- By the end of this class, students will be able to find expected information based on the instructions provided.
- 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)
- Take attendance and greet the students
- Warm-up: what is the last movie or show you watched
- Presentation: Chinese movies and TV shows
- Discussion: What do you like or dislike?
- Solo presentation: the one on my to-watch list
- Wrap-up: what you could watch for your Chinese learning
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
- I used PowerPoint to create the slides (17 in total)
- I looked up pictures of some dishes on Baidu image.
- I used 笔记本 to create notes (see Appendix B)
- I used Bilibili.com to play Jackie Chan’s movie clip.
What worked well in this class? What did not work?
What worked well:
- Students are familiar with all the genres, even the one that is less common (i.e., martial arts).
- 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”.
- 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.
- 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.
- 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.
- 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:
- 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.
- 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?
- 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 |
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