Posts tagged intermediate
Posts tagged intermediate
37 notes &
Summer is here, and we want you to go outside, spend some good time with your friends and families, take the well deserved break to just relax and have fun! On that note, Practice-Chinese is going to take a break after this blog post, we are going to head out and do exactly what we just advised you to do, see you after the summer!
Simplified:
夏天到了！我们希望大家能多到户外走走，多一些和家人朋友们相处的好时光，過一个你应得的假好好放松一下！顺带一提，这篇文章之後，Practice-Chinese就要遵循我们刚给的建议，出去走走喽，暑假之後见！
Traditional:
夏天到了！我們希望大家能多到戶外走走，多一些和家人朋友們相處的好時光，过一個你應得的假好好放鬆一下！順帶一提，這篇文章之後，Practice-Chinese就要遵循我們剛給的建議，出去走走嘍，暑假之後見！
PinYin:
xiàtiān dào le! wǒmen xīwàng dàjiā néng duō dào hùwài zǒuzǒu, duō yīxiē hé jiārén péngyou men xiāngchǔ de hǎo shíguāng, guò yī gè nǐ yīngdé de jià hǎo hǎo fàngsōng yīxià！ shùn dài yī tí， zhè piān wénzhāng zhī hòu， Practice-Chinese jiùyào zūnxún wǒmen gāng gěi de jiànyì， chūqù zǒu zǒu lóu， shǔjià zhī hòu jiàn！
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Then we can move on to the “blog post/study material”
A. 生词表|生詞表 Vocabulary
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B. 例句 Sample Sentences
例句1 / Sentence 1
例句2 / Sentence 2
例句3 / Sentence 3
例句4 / Sentence 4
C. 阅读文章 | 閱讀文章 Reading Exercise
Simplified: 每当天气开始热了起来，太阳越来越大，空气中开始弥漫暑假的欢乐气息，不管有没有特别的计划，能到户外走走，在草地上野餐，顺便听一场免费的演唱会，光想就让人心情好了起来。今年的夏天，你准备好和太阳做个好朋友了吗？
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Traditional: 每當天氣開始熱了起來，太陽越來越大，空氣中開始瀰漫暑假的歡樂氣息，不管有沒有特別的計劃，能到戶外走走，在草地上野餐，順便聽一場免費的演唱會，光想就讓人心情好了起來。今年的夏天，你準備好和太陽做個好朋友了嗎？
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PinYin: měidāng tiānqì kāishǐ rè le qǐlai, tàiyáng yuèláiyuè dà, kōngqì zhōng kāishǐ mímàn shǔjià de huānlè qìxī, bùguǎn yǒu méiyǒu tèbié de jìhuà, néng dào hùwài zǒu zǒu, zài cǎodì shàng yěcān, shùnbiàn tīng yī chǎng miǎnfèi de yǎnchàng huì , guāng xiǎng jiù ràng rén xīnqíng hǎo le qǐlai. jīnnián de xiàtiān, nǐ zhǔnbèi hǎo hé tàiyáng zuò gè hǎo péngyou le ma
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English: When the weather starts to get hot, the sun getting bigger and bigger (stronger), the air is filled with the hints of joyful summer holidays, whether or not there is anything special planned, to be able to go outdoor, have a picnic on the grass, while enjoying a free outdoor concert, just the thought is enough to brighten up one’s mood! This summer, are you ready to be a good friend to with the sun?
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22 notes &
生詞表 Vocabulary (Simplified, Traditional, PinYin, French, English)
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對話練習 Dialogue
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Chao from ChineseTeachers.com
37 notes &
A.生词表/ 生詞表 Vocabulary
Simplifed Chinese
Traditional Chinese
B. 阅读文章 / 閱讀文章 Reading Exercise
Simplified Chinese
工作是生活中非常重要的一部分。人们为了谋生而工作。一个国家只有在其人民努力工作下才会进步。现代社会，人们为了不断追求更好的工作条件，更高的工资，经常跳槽，这很正常，无可厚非。我也曾经换过几家不同的单位。但是有一条我们必须牢记的金科玉律就是：好的开始是成功的一半。也就是说跳槽到了一家新的单位，一定要努力工作，有一个全新的开始，只有这样，才能在新单位站稳脚跟，才有可能受到领导重视，得到领导重用。
关于好的开始是成功的一半，你也能谈一谈吗？比如在学习方面。
Traditional Chinese
工作是生活中非常重要的一部分。人們為了謀生而工作。一個國家隻有在其人民努力工作下才會進步。現代社會，人們為了不斷追求更好的工作條件，更高的工資，經常跳槽，這很正常，無可厚非。我也曾經換過幾家不同的單位。但是有一條我們必須牢記的金科玉律就是：好的開始是成功的一半。也就是說跳槽到了一家新的單位，一定要努力工作，有一個全新的開始，隻有這樣，才能在新單位站穩腳跟，才有可能受到領導重視，得到領導重用。
關於好的開始是成功的一半，你也能談一談嗎？比如在學習方面。
Pinyin
gōng zuò shì shēng huó zhōng fēi cháng zhòng yào de yī bù
fèn 。rén men wèi le móu shēng ér gōng zuò 。yí gè guó jiā
zhǐ yǒu zài qí rén mín nǔ lì gōng zuò xià cái huì jìn bù。xiàn dài shè huì ，rén men wèi liǎo bù duàn zhuī qiú gèng hǎo de gōng zuò tiáo jiàn ，gèng gāo de gōng zī ，jīng cháng tiào cáo ，zhè hěn zhèng cháng ，wú kě hòu fēi 。wǒ yě céng jīng huàn guò jǐ jiā bù tóng de dān wèi 。dàn shì yǒu yī tiáo wǒ men bì xū láo jì de jīn kē yù lǜ jiù shì ： hǎo de kāi shǐ shì chéng gōng de yī bàn 。yě jiù shì shuō tiào cáo dào le yī jiā xīn de dān wèi ，yí dìng yào nǔ lì gōng zuò ，yǒu yí gè quán xīn de kāi shǐ ，zhǐ yǒu zhè yàng ，cái néng zài xīn dān wèi zhàn wěn jiǎo gēn ，cái yǒu kě néng shòu dào lǐng dǎo zhòng shì ，dé dào lǐng dǎo zhòng yòng 。
guān yú hǎo de kāi shǐ shì chéng gōng de yī bàn ，nǐ yě néng tán yī tán ma ？bǐ rú zài xué xí fāng miàn 。
Dan from ChineseTeachers.com
27 notes &
A) Introduction
B) 生词表 | 生詞表 Vocabulary
C) 对话练习 | 對話練習 Dialogue
(Simplified, Traditional, PinYin & English)
小明 (xiǎo míng)
Susan
小明
Susan
小明
Susan
小明
Susan
小明
Susan
D) 其他相關的資料連結 Links to other related information
If you are interested to learn how zongzi are being made (or even learn to do them yourself), try to follow the steps from one of the videos below :)
Notes &
When teaching Mandarin in Beijing I found it always crucial to enhance my students’ motivation for learning Mandarin. Even though the adult students normally chose to learn Mandarin without pressures from other people they may still have the problem of lacking intrinsic motivation. Their motivation to learn Mandarin might be extrinsic motivation, rather than intrinsic motivation. For instance, they may want to learn Mandarin because they need to use it in their business or work, so they are not attracted by the language per se. However, external rewards are not enough to maintain students’ motivation for learning Mandarin, since it is such a long journey that normally demands years of continuous learning and practice. Thus, it is important for Mandarin teachers and students to know some strategies of enhancing intrinsic motivation. The following paragraphs will be devoted to discuss four steps in this aspect and they are dependent on Dornyei’s (2001) research of ‘framework for motivational strategies’.
(a) Creating the basic motivational conditions
This involves setting the scene for the effective use of motivational strategies’ (Dornyei, 2001). The most essential conditions are as follows: appropriate teacher behaviours and a good relationship (e.g. mutual trust relationship) with the students; a pleasant and supportive atmosphere.
Teachers need to show their own enthusiasm in Mandarin and their job as a Mandarin teacher to students. It is almost impossible for students to be motivated by a teacher who is not motivated in learning, using and teaching Mandarin. In addition, it is always great for teachers and students to have a mutual trust relationship. A safe and supportive atmosphere is of importance in satisfying students’ needs for safety and belongingness, which are essential according to the hierarchy of needs theory.
(b) Generating student motivation
This includes the following approaches: enhancing the learners’ language-related values and attitudes; increasing the learners’ ‘goal-orientedness’; making the curriculum relevant for the learners; creating realistic learner beliefs (Dornyei, 2001).
Since all the contents that students are learning are designed by others rather than the learners it is understandable that many, if not most, learners are not intrinsically motivated to learn L2 (second language) (Brophy, 1998; Dornyei, 2001). This implies that teachers need to play an active role in generating students’ motivation. In order for an individual to perform a particular behaviour he or she needs to see the value in that behaviour. In doing so teachers are recommended ‘to arouse the students’ curiosity and attention, and to create an attractive image for the course’ (Eccles & Wigfield, 1995). When learners are in a higher level of language skills authentic materials should be considered as well, so that the integrativeness dimension of value could be identified by L2 learners (Eccles & Wigfield, 1995). In terms of increasing the learners’ goal-orientedness, teachers are advised to initiate a discussion with learners so as to set explicit group goals (Dornyei, 2001). It might be beneficial for the learners to have ‘a sense of direction’. When it comes to ‘making the curriculum relevant for the learners’, Dornyei (2001) suggests teachers find out learners’ goals and the topics they want to learn, and build these into the curriculum as much as possible. He points out that ‘students are not motivated to learn unless they regard the material they are taught as worth learning’ (Dornyei, 2001).
(c) Maintaining and protecting motivation
Five approaches are recommended: setting ‘proximal subgoals’; improving the quality of the learning experience; increasing the learner’s self-confidence; creating learner autonomy; promoting self-motivating learner strategies (Dornyei, 2001).
Under the hierarchy of these strategies there are some detailed methods that are of significance in guiding practice. Among them two issues are specially highlighted by Dornyei (2001): increasing the intrinsic enjoyment of participating in learning tasks; and enhancing the learners’ social image. It is important for teachers to know that ‘intrinsic enjoyment’ is not simply equal to ‘interesting activities’. According to previous research many steps could be taken. For instance, Mandarin teachers could try to make tasks different and challenging so as to satisfy the learners’ need for novel elements in tasks. Some teachers argue that it is not proper to make tasks challenging, because they are too worried about disappointing students. However, what really matters is to what extent the tasks should be challenging. As long as tasks are not too challenging or too easy, students would not be disappointed and their motivation would not be undermined. In addition, the social dimension should be considered as a key element in motivating L2 learners. Maintaining face is very crucial not only for school children but also for adult learners. It is suggested that every learner should have opportunities to play a key role in different ways. For example, some tasks could be designed for students to show their specific strengths and expertise. This can be effective because it is helpful in enhancing L2 learners’ self-worth, which is an essential psychological need for human beings.
According to my own experience, a proper extent of autonomy for adult learners is really essential for the enhancement of intrinsic motivation. Students need to be self-determined in their own learning and sometimes teachers need to change their roles and be a ‘tour guide’ in their students’ journey of exploring the beauty of Mandarin. Teachers just have to find out some useful resources for students and it is the students’ own responsibility to utilise them after class. No teacher could possibly learn the language on behalf of students. When students feel that they have more control on their learning they could become more intrinsically motivated.
(d) Encouraging positive self-evaluation
According to research findings, three approaches are of importance here: promoting attributions to effort rather than to ability; providing motivational feedback; increasing learner satisfaction and offering proper rewards in proper times (Dornyei, 2001).
The strategy of promoting attribution to effort rather than ability was put into use in teaching practice by Spaulding (1992) and Covington and Teel (1996). The strategy has been proved to be successful by these researchers and L2 teachers. Covington and Teel (1996) have differentiated two terms—’ability game’ and ‘equity game’. ‘Ability game’ in the education context has a negative impact on students’ self-evaluation and self-worth, because it makes students perceive learning as an approach to demonstrate their inborn abilities (Covington & Teel, 1996). Very few learners could keep winning all the ‘games’ all the time. That means the ‘ability game’ model makes the majority of learners feel bad about their abilities. Whereas the ‘equity game’ makes learners feel they are successful because it creates opportunities for all students to have their own way of approaching progress. This kind of ‘game’ encourages students to focus on their own efforts to their own goals of success rather than competing against each other (Spaulding, 1992).
With regard to ‘motivational feedback’, teachers are encouraged to give learners ‘informational feedback which comments on progress and competence’ instead of ‘controlling feedback which judges performance against external standards’ (Brophy & Good, 1986). It is noteworthy that teachers should be cautious about some feedback that looks positive, such as: communicating pity instead of anger after failure; the offering of praise after success in easy tasks; unsolicited offers of help (particularly ‘gratuitous help’ such as supplying answers outright) (Dornyei, 2001).
When it comes to ‘learner satisfaction and the question of rewards and grades’, the issue is of controversy. The research on extrinsic and intrinsic motivation indicated that extrinsic rewards often undermine intrinsic motivation and therefore should be avoided. However, according to recent research extrinsic motivation could also be effective as long as it is being ‘sufficiently internalised’ (Deci & Ryan, 2000; Dornyei, 2001). This has been discussed in detail in Chapter 2. It is not the question of whether to use extrinsic rewards or not but the question of contents of the rewards and the way they are given to students. Brophy (1998) asserted that effective rewards should have these characteristics: high salience, that is, they are very attractive and are presented in a highly conspicuous manner; non-contingency, that is, the rewards are given for participating in the activity rather than being contingent on achieving specific goals; unnatural/unusual, that is, the rewards are not natural outcomes of the behaviours but are artificial control devices.
In this article we have briefly discussed some approaches to intrinsically motivate learners of Mandarin Chinese. Of course, these approaches are not exhaustive and other teachers and researchers might have their own effective approaches. All suggestions and discussions on this issue are welcome and appreciated!
References
11 notes &
A. 生詞表 Vocabulary (traditional/simplified/pinyin/English)
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B. 對話練習 Dialogue
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C. 閱讀文章 Reading Exercise
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喝茶不只是中國人的習慣，很多外國人也喜歡喝茶，如英國人或印度人。紅茶裡加入牛奶就是奶茶，這是大家都知道的飲料。可是當台灣人在奶茶裡加入珍珠，它叫做珍珠奶茶。這種飲料瘋迷世界好多年，像紐約等有中國人的地方都可以喝得到。珍珠是一種非常有嚼勁的小粉糰，它是地瓜粉加上小水滴揉合成的小顆粒，經過水煮就成為十分有嚼勁的粉圓。粉圓就是真珠。最近我看報紙上說，在紐約工作的英國銀行家，因為回倫敦沒法喝到這種飲料，特別到台灣取經八個禮拜，在倫敦開了第一家台灣珍珠奶茶店。
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喝茶不只是中国人的习惯，很多外国人也喜欢喝茶，如英国人或印度人。红茶里加入牛奶就是奶茶，这是大家都知道的饮料。可是当台湾人在奶茶里加入珍珠，它叫做珍珠奶茶。这种饮料疯迷世界好多年，像纽约等有中国人的地方都可以喝得到。珍珠是一种非常有嚼劲的小粉团，它是地瓜粉加上小水滴揉合成的小颗粒，经过水煮就成为十分有嚼劲的粉圆。粉圆就是珍珠。最近我看报纸上说，在纽约工作的英国银行家，因为回伦敦没法喝到这种饮料，特别到台湾取经八个礼拜，在伦敦开了第一家台湾珍珠奶茶店。。
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hē chá bùzǐ shì zhōngguórén de xíguàn, hěnduō wàiguórén yě xǐhuān hē chá, rú yīngguórén huò yìndùrén. hóngchá lǐ jiārù niúnǎi jiùshì nǎi chá, zhè shì dàjiā dōu zhīdào de yǐnliào. kěshì dāng Táiwān rén zài nǎi chá lǐ jiārù zhēnzhū, tā jiàozuò zhēn zhū nǎi chá. zhè zhǒng yǐnliào fēng mí shìjiè hǎoduō nián, xiàng Niǔyuē děng yǒu zhōngguórén de dìfāng dōu kěyǐ hē dédào. zhēn zhū shì yī zhǒng fēicháng yǒu jiáo jìn de xiǎo fěn tuán, tā shì dì guā fěn jiāshàng xiǎo shuìdī róu héchéng de xiǎo kēlì, jīngguò shuǐ zhǔ jiù chéngwéi shífēn yǒu jiáo jìng de fěn yuán. fěn yuán jiùshì zhēn zhū. zuìjìn wǒ kàn bàozhǐ shàng shuō, zài Niǔyuē gōngzuò de Yīngguó yínhángjiā, yīnwei huí lúndūn méi fǎ hēdào zhè zhǒng yǐnliào, tèbié dào Táiwān qǔjīng bā gè lǐbài, zài lúndūn kāi le dìyī jiā Táiwān zhēnzhū nǎi chá diàn
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It is not only a habit of Chinese people but also a habit of foreigner like to drink tea for instance the British or Indian. A black tea mixed with milk is called milk tea. Everybody knows black tea is a beverage, but Taiwan people created black tea with pearl. This is known as bubble tea in Taiwan and the soft drink has been addicted in the world for several years. Where the china town is, bubble tea can be bought. The small dough like pearl is very chewy. It is mixed by the powder of sweet potato and small eye drops. Small pearl balls are boiled with water and also are called pearl tapioca.
Recently, I read an article about a banker, who had worked in New York, was back to London because couldn’t find bubble tea. So, he had visited Taiwan for eight weeks in order to learn how to make a bubble tea. After he had been back to London, he opened a first Taiwan bubble tea’s shop in London.
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Iris from ChineseTeachers.com
17 notes &
A. 生词表 Vocabulary
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B. 阅读短文章 Reading Paragraph
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C. English Translation
Hundreds of people have been killed in a massive earthquake in Japan that triggered a devastating tsunami. The most powerful 8.9 magnitude quake hit Japan in more than 100 years, caused massive damage and many people are missing and feared dead.
The tsunami swept away boats, cars and hundreds of houses in coastal areas north of Tokyo. The quake shook buildings in the Japanese capital and caused several fires. All train and subway traffic in Tokyo has been stopped, and thousands of people there were unable to get back home.
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17 notes &
A) 對話 Dialogue
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A-1) Simplified Chinese
王先生：先生，请问这里有人坐吗？
苏先生：没有，请坐。
王先生：您也在手机相关产业里工作吗？
苏先生：是的，我们公司开发手机应用软体。您呢？
王先生：我们公司是做手机的。
苏先生：是自有品牌还是代工呢？
王先生：代工比较多，不过我们在大陆也有自有品牌。贵公司的软体是哪方面的应用？
苏先生：以多媒体为主，像影片、音乐、声音、相片、电视节目等等的应用都有。
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A-2) Traditional Chinese
王先生：先生，請問這裏有人坐嗎？
蘇先生：沒有，請坐。
王先生：您也在手機相關產業裡工作嗎？
蘇先生：是的，我們公司開發手機應用軟體。您呢？
王先生：我們公司是做手機的。
蘇先生：是自有品牌還是代工呢？
王先生：代工比較多，不過我們在大陸也有自有品牌。貴公司的軟體是哪方面的應用？
蘇先生：以多媒體為主，像影片、音樂、聲音、相片、電視節目等等的應用都有。
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A-3) PinYin
wáng xiānsheng: xiānsheng, qǐngwèn zhè lǐ yǒu rén zuò ma?
sū xiānsheng: méiyǒu, qǐngzuò.
wáng xiānsheng: nín yě zài shǒu jī xiāng guān chǎnyè gōngzuò ma?
sū xiānsheng: shì de, wǒ men gōngsī kāifā shǒu jī yìngyòng ruǎntǐ. nín ne?
wáng xiānsheng: wǒ men gōngsī shì zuò shǒu jī de.
sū xiānsheng: shì zìyǒu pǐnpái hái shì dài gōng ne?
wáng xiānsheng: dài gōng bǐ jiào duō, bú guò wǒ men zài dà lù yě yǒu zìyǒu pǐnpái. guì gōngsī de ruǎntǐ shì nǎfāngmiàn de yìngyòng?
sū xiānsheng: yǐ duō méi tǐ wéizhǔ, xiàng yǐngpiàn, yīnyuè, shēngyīn, xiàngpiàn, diànshì jiémù děngděng de yìngyòng dōu yǒu.
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A-4) English
Mr. Wang: Sir, is this seat taken?
Mr. Su: No, please have a sit.
Mr. Wang: Are you also working in a industry related to mobile phone?
Mr. Su: Yes, our company develops software for mobile phone applications. And you?
Mr. Wang: Our company manufactures mobile phone.
Mr. Su: OBM or OEM?
Mr. Wang: Mostly OEM, but we also have own brand phone sold in Mainland China. What applications is your software for?
Mr. Su: Mainly for multimedia, such as applications for films, music, sound, photos, TV programs, and so on.
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B) 生詞表 Vocabulary
Note: “C:” is for 中国用词／中國用詞（Zhōngguó yòngcí）／terms used in Mainland China
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C) 討論 Discussion
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=== More conversation between Mr. Wang and Mr. Su is coming up ===
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16 notes &
生詞表 Vocabulary
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例句練習
例句1 / Sentence 1
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例句2 / Sentence 2
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例句3 / Sentence 3
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例句4 / Sentence 4
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例句5 / Sentence 5
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例句6 / Sentence 6
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例句7 / Sentence 7
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例句8 / Sentence 8
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例句9 / Sentence 9
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Iris from ChineseTeachers.com
17 notes &
A) 生词表 Vocabulary
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B) 阅读文章 Reading Exercise
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C) 特殊文法说明 Grammar Points
既…又… (both…and/ as well as)
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这个节日中既有祭扫新坟生别死离的悲酸泪，又有踏青游玩 的欢笑声，是一个富有特色的节日。
這個節日中既有祭掃新墳生別死離的悲酸淚，又有踏青游玩的歡笑聲，是一個富有特色的節日。
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你既不用功，又不上进，将来很难找到好的工作。
你既不用功，又不上進，將來很難找到好的工作。
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16 notes &
A. 生词表 Vocabulary
B. 例句 Sample Sentences
1. 由于日本核危机持续升级，全球多国政府要求立即对本国的核电设施进行安全检查。
2. 日本核电站因地震和海啸发生爆炸，增加了核辐射物质泄露的危险。日本的核危机正处于紧急阶段。
3. 欧盟将在今天举行能源部长以及核安全官员紧急会晤，商讨欧盟成员国境内共150座核电站的安全状况, 以确保各国核电站的安全。
4.将近20万人已经从福岛核电站以及其它被毁坏的核电站周围地区撤离。仍住在福岛核电站附近的大约600人被劝告呆在户内。
5.这次核危机分散了人们对大规模救援和救灾工作的注意力。地震和海啸造成的总死亡人数预计将超过一万人。
14 notes &
生词表 | 生詞表 Vocabulary
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例句 Sample Sentences
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例句1 / Sentence 1
例句2 / Sentence 2
例句3 / Sentence 3
例句4 / Sentence 4
例句5 / Sentence 5
例句6 / Sentence 6
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对话练习 | 對話練習 Dialogue
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（在护理站 | 在護理站 zài hùlǐ zhàn = at the nursing station）
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12 notes &
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一、并列关系 | 並列關系 Parallel relationship
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1、 既……，也（又）……：
2、 又……，又……：
3、 也……，也……：
4、 有时（有时候，有的时候）……，有時（有時候，有的時候）……：
5、 一会儿……，一会儿……：
6-a、一边……，一边……（口语 | 口語）：
6-b、一面……，一面……（书面语 | 書面語）
7-a、一来……，二来……（口语 | 口語）：
7-b、一方面……，（另，又）一方面……：
7-c、一则……，二则……（书面语 | 書面語）：
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二、选择关系 | 選擇關系 Selected relationship
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1、 或者（或，或是）……，或者（或是）……：
2、 要么……，要么……：
3、 （是）……，还是……：
4、 不是……，就是（便是）……：
5、 不是……，而是……：
6、 宁可（宁肯，宁愿）……，也不（决不，不）……：
7、 与其……，不如（还不如，倒不如）……（口语 | 口語）：
8、 与其……，宁肯……：（书面语 | 書面語）
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三、递进关系 | 遞選關系 Progressive relationship
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1、 不但（不仅、不光、不只）……，而且（并且，且）……：
2、 不但不（不但没，非但不，非但没）……，反而（反倒还）：
3、 ……，甚至（甚至于）……：
4、 ……，况且……（书面语 | 書面語）：
5、 ……，再说……（口语 | 口語）：
6、 ……，何况（更不必说，更不用说）……：
7、 别说（不要说，甭说，不要说）……，就是（即使）：
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四、转折关系 | 轉折關系 Turning point in relationship
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1、 虽然（虽说，虽）……，但是（可是）……：
2、 虽然（虽说，虽）……，只是（不过）……：
3、 尽管……，然而……：
4、 ……，但是（可是）……则（却、倒）……：
5、 ……，而……：
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五、条件关系 | 條件關系 Condition relationship
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1、 只要……，就（更）……：
2、 一旦……，就（便）……：
3、 只有（惟有）……，才……：
4、 除非……，才（否则，要不然）……：
5、 任凭……，也……（书面语 | 書面語）：
6、 不论（无论，不管）……，都……：
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六、假设关系 | 假設關系 Hypothesized relationships
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1、 如果（要是，假如，假设，假使，假若，倘若，倘使）……，就（那么，便）……：
2、 ……的话，就……：
3、 即使（就是，就算，哪怕，纵使，纵然）……，也……：
4、 再……，也……：
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七、因果关系 | 因果關系 Causality
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1、 因为……，所以……：
2、 由于……，（因此）……：
3、 ……，因而……：
4、 ……，以至于（以至，以致，致使）……：
5、 ……，从而……：
6、 ……，于是……：
7、 因为（因，由于）……而……：
8、 之所以……，是因为（是由于）……：
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八、目的关系 | 目的關系 Purposes relationship
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1、 为（为了）……：
2、 ……，是为了，（为的是）：
3、 ……，好……（口语 | 口語）：
4、 ……，以便（以，以求，用以）……：
5、 ……，使……：
6、 ……，省得（免得）……（口语 | 口語）：
7、 ……，以免（以防）……（书面语 | 書面語）：
Laula from ChineseTeachers.com
11 notes &
1) About dumplings
- Simplified Chinese -
水饺的形状像中国古时候用的元宝，具有「 财富 」的特殊意义；很多华人过年围炉ㄧ定要吃水饺，除了象徵团圆，最重要的是为求来年发大财 。今天我们就来学学如何自己包水饺吧！
- Traditional Chinese -
水餃的形狀像中國古時候用的元寶，具有「財富」的特殊意義；很多華人過年圍爐ㄧ定要吃水餃，除了象徵團圓，最重要的是為求來年發大財。今天我們就來學學如何自己包水餃吧！
- PinYin -
shuǐ jiǎo de xíngzhuàng xiàng Zhōngguó gǔ shíhòu yòng de yuán bǎo，jùyǒu 「cáifù」 de tèshū yìyì。hěnduō huárén guònián wéi lú yīdìng yào chī shuǐ jiǎo，chúle xiàngzhēng tuányuán，zuì zhòngyào de shì wèi qiú lái nián fā dà cái。jīntiān wǒmen jiù lái xué xué rúhé zìjǐ bāo shuǐ jiǎo ba!
- English -
Dumplings carry a special significance of wealth as they are in the shape of the gold ingot used as money in the Chinese ancient times; Many Chinese have dumplings at the reunion feast during the Chinese New Year, not only for the symbolic meaning of reunion, but also for the sake of a good fortune in the coming year. Today let’s learn how to make dumplings!
2) Ingredients
- Simplified Chinese -
材料：
***内馅***
猪肉 400克／高丽菜 200克／鸡蛋 1颗／葱 2支／姜 1大匙／酱油 1大匙／太白粉 1大匙／米酒 1大匙／香油 1大匙／盐 1小匙／白胡椒粉 1小匙
***水饺皮***
面粉 500克／冷水 150克／盐 1小匙
- Traditional Chinese -
材料：
***內餡***
豬肉 400克／高麗菜 200克／雞蛋 1顆／蔥 2支／薑 1大匙／醬油 1大匙／太白粉 1大匙／米酒 1大匙／香油 1大匙／鹽 1小匙／白胡椒粉 1小匙
***水餃皮***
麵粉 500克／冷水 150克／鹽 1小匙
- PinYin -
cáiliào：
***nèi xiàn***
zhūròu 400 kè／gāolìcài 200 kè／jīdàn 1 kē／cōng 1 zhī／jiāng 1 dà chí／jiàngyóu 1 dà chí／tài bái fěn 1 dà chí／mǐjiǔ 1 dà chí／xiāngyóu 1 dà chí／yán 1 xiǎo chí／bái hújiāo fěn 1 xiǎo chí
***shuǐ jiǎo pí***
miàn fěn 500 kè／lěng shuǐ 150 kè／yán 1 xiǎo chí
- English -
Ingredients：
***Filling***
400 g pork／200 g cabbage／1 egg／2 green onion／1 tablespoon ginger／1 tablespoon soya sauce／1 tablespoon potato flour／1 tablespoon cooking rice wine／1 tablespoon sesame oil／1 teaspoon salt／1 teaspoon white pepper
***Dumpling Wrapper***
500 g flour／150 g cold water／1 teaspoon salt
3) Let’s Wrap Dumplings
- Simplified Chinese -
作法：
***内 馅***
a. 将高丽菜、葱、姜洗乾净、沥乾并切成碎末。
b. 将猪肉剁成肉末。
c. 充分混合所有材料，静置一小时。
***水饺皮***
a. 将冷水、盐搅拌溶解后，慢慢倒入面粉中，充分混合成面团。
b. 搓揉面团直到产生弹性。
c. 将面团放进大碗里，用湿布盖好，静置20分钟。
d. 洒一些乾面粉做底，将面团搓成约2公分粗的长条。
e. 长条状的面团用刀子切成约2公分宽的小块。
f. 洒一些乾面粉做底，拿杆面棍把小面块擀平成圆饼状。
***包水饺***
a. 取适量内馅放在水饺皮中央，外围预留约1公分的水饺皮不放馅。
b. 没放馅的部分沾些水，将水饺皮对折，边缘捏和。
***煮水饺***
a. 取一个锅子煮水，等水滚了以后，放入包好的水饺。
b. 边煮边搅拌，直到水饺浮到水面上。
c. 倒入一碗冷水，继续搅拌，直到水饺浮到水面上。
d. 重复一次步骤c。
e. 取漏勺将水饺捞起，装盘上桌。
- Traditional Chinese -
作法：
***內餡***
a. 將高麗菜、蔥、薑洗乾淨、瀝乾並切成碎末。
b. 將豬肉剁成肉末。
c. 充分混合所有材料，靜置一小時。
***水餃皮***
a. 將冷水、鹽攪拌溶解後，慢慢倒入麵粉中，充分混合成麵糰。
b. 搓揉麵糰直到產生彈性。
c. 將麵糰放進大碗裡，用濕布蓋好，靜置20分鐘。
d. 灑一些乾麵粉做底，將麵糰搓成約2公分粗的長條。
e. 長條狀的麵糰用刀子切成約2公分寬的小塊。
f. 灑一些乾麵粉做底，拿桿麵棍把小麵塊擀平成圓餅狀。
***包水餃***
a. 取適量內餡放在水餃皮中央，外圍預留約1公分的水餃皮不放餡。
b. 沒放餡的部分沾些水，將水餃皮對折，邊緣捏和。
***煮水餃***
a. 取一個鍋子煮水，等水滾了以後，放入包好的水餃。
b. 邊煮邊攪拌，直到水餃浮到水面上。
c. 倒入一碗冷水，繼續攪拌，直到水餃浮到水面上。。
d. 重複一次步驟c。
e. 取漏勺將水餃撈起，裝盤上桌。
- PinYin -
Zuòfǎ：
***nèi xiàn***
a. jiāng gāo lì cài、cōng、jiāng xǐ gān jìng、lì gān bìng qiē chéng suì mò。
b. jiāng zhūròu duò chéng ròumò。
c. chōngfèn hùnhé suǒyǒu cáiliào，jìng zhì yī xiǎoshí。
***shuǐ jiǎo pí***
a. jiāng lěng shuǐ、yán jiǎobàn róngjiě hòu，mànmàn dǎo rù miàn fěn zhōng，chōngfèn hùnhé chéng miàn tuán。
b. cuō róu miàn tuán zhídào chǎnshēng tánxìng。
c. jiāng miàn tuán fàng jìn dà wǎn lǐ，yòng shī bù gài hǎo，jìng zhì 20 fēnzhōng。
d. sǎ yīxiē gān miàn fěn zuò dǐ，jiāng miàn tuán cuō chéng yuē 2 gōngfēn cū de cháng tiáo。
e. cháng tiáo zhuàng de miàn tuán yòng dāo zi qiē chéng yuē 2 gōngfēn kuān de xiǎo kuài。
f. sǎ yīxiē gān miàn fěn zuò dǐ，ná gǎn miàn gùn bǎ xiǎo miàn kuài gǎn píng chéng yuán bǐng zhuàng。
***bāo shuǐ jiǎo***
a. qǔ shìliàng nèi xiàn fàng zài shuǐ jiǎo pí zhōngyāng，wài wéi yù liú yuē 1 gōngfēn de shuǐ jiǎo pí bú fàng xiàn。
b. méi fàng xiàn de bùfen zhān xiē shuǐ，jiāng shuǐ jiǎo pí duì zhé，biānyuán niē hé。
***zhǔ shuǐ jiǎo***
a. qǔ yī gè guō zǐ zhǔ shuǐ，děng shuǐ gǔn le yǐhòu，fàng rù bāo hǎo de shuǐ jiǎo。
b. biān zhǔ biān jiǎobàn，zhídào shuǐ jiǎo fú dào shuǐmiàn shàng。
c. dǎo rù yī wǎn lěng shuǐ，jìxù jiǎobàn，zhídào shuǐ jiǎo fú dào shuǐmiàn shàng。
d. chóngfù yīcì bùzhòu c。
e. qǔ lòusháo jiāng shuǐ jiǎo lāo qǐ，zhuāng pán shàng zhuō。
- English -
Directions:
***Filling***
a. Wash and drain cabbage, green onion and ginger. Cut them fine.
b. Chop pork into minced meat
c. Mix all ingredients and let it rest for one hour
***Dumpling wrapper***
a. Stir cold water and salt until the salt is dissolved. Stir slowly into the flour. Mix them into a dough.
b. Knead the dough until it gets elastic
c. Leave the dough into a large bowl. Cover with a damp cloth and let it rest for 20 minutes.
d. Sift some dry flour on the table. Knead the dough into a strip with a diameter of about 2 cm.
e. Divide the long dough strip into small pieces by a width of about 2 cm
f. Sift some dry flour on the table. Roll the small dough pieces out into flat round shape.
***Wrap Dumplings***
a. Put appropriate amount of filling on the center of dumpling wrapper. Leave about 1 cm skirt of the wrapper clean without fillings.
b. Moisten the skirt a little bit. Fold the dumpling wrapper and pinch the edge for wrapping up the dumplings.
***Cook dumplings***
a. Boil water in a pot boil. When the water is boiling, add dumplings.
b. Stir the dumplings until they float up.
c. Add a bowl of cold water into the pot. Continue to stir the dumplings until they float up.
d. Repeat Step c once.
e. Get the dumplings by a colander. Serve with a plate.
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开动！／ 開動！／ kāidòng ／ Bon Appetit!
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9 notes &
A. 生詞表 Vocabulary
1）吉祥 / 吉祥 / jíxiáng: lucky; propitious
2）大发利市 / 大發利市 / dà fā lì shì: to develop business greatly, to have a very profitable business
3）扭转 / 扭轉 / niǔzhuǎn: to reverse
4）乾坤 / 乾坤 / qiánkūn: heaven and earth
5）扭转乾坤 / 扭轉乾坤 / niǔzhuǎn qiánkūn: to reverse from bad to good, to turn things around
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B. 閱讀文章 Reading Exercise
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C. 課後作業及其他留言 Homework & Other Messages
Practice makes perfect. Try the link below to play a little game. Listen carefully and match the same cards you hear:
http://dl.dropbox.com/u/16618667/Chinese%20Lucky%20Words/Chinese%20Lucky%20Words.html
Chinese New Year is around the corner and I wish all of your Chinese continiously improves in 2011.
If you are interested in learning more customs and greetings used in the Chinese New Year, leave a comments here or take a lesson with me, I will prepare some more suitable teaching materials just for you!
