A Matter of the Mind

A Matter of the Mind

King Xiang of the state of Zhao learned the skill of driving a carriage from Wang Ziqi. After sometime the king raced with Wang. He changed horses three times but every time he trailed behind Wang.

“In teaching me to drive a carriage you have held something back.” Said the king.

“I have taught you all I know.” Wang replied. “But you have not used my skill in the proper way. The important thing about driving a carriage is that the horses’ bodies should feel comfortable with the carriage and the driver’s mind should be in harmony with the horses. Then you can achieve great speed and go long distance. Now when you are behind me, sire, you want to catch up with me, and when you are in front of me you are afraid I would catch p with you. When driving carriages in long distance races one is either in front or behind. And no matter whether you are leading or trailing your mind is set on me. Then how can it be in harmony with the horses? This is why you could not catch up with me.”

中国古代寓言——赵襄主学御

赵襄子向王子期学习驾车的本领，不久，他和王子期比赛驾车，换了三次马，都落在王子期的后面。赵襄子对王子期说：“您教我驾车，没把本领全教给我。”王子期解释说：“我已经毫无保留地全教给您了，只是大王运用时有所偏差。驾车最关键的是，要把马与车安排合适，人要专心致志地调理马匹，然后才能谈得上纵马飞腾，奔驰千里。而您驾车时，落后时急切地想追上我；争先了，又唯恐被我赶上。本来比赛就有前后之分，而您争先恐后的注意力全放在我的身上，哪里还有心思驾驭车马呢？这才是您落后的原因。”

Ivory Chopsticks for a Start

Ivory Chopsticks for a Start

In the ancient times Emperor Zhou of the Shang dynasty used chopsticks made of ivory. On observing this, Jizi, a respected minister, was filled with anxiety.

He reasoned thus: “ Ivory chopsticks would not be used with earthenware dishes. There would surely be wine cups made from rhinoceros’ horns and jade. Ivory chopsticks and jade cups would not go with simple fare. There would surely be delicacies such as the embryos of the yak, elephant and panther. One who tastes such delicacies would not wear clothes made of rough material or dwell in a thatched cottage. He would be clothed in layers of beautiful brocade and live in a mansion, big and imposing. I am afraid for his end. That is why the beginnings of luxurious living fill me with anxiety.”

After five years, the emperor built a garden where he hung slabs of meat, and set up copper grills, Grains from distilleries pilled up like hillocks and there was enough wine to fill pools. As a result of such extravagances, Emperor Zhou was overthrown.

中国古代寓言——纣为象箸

从前，纣王做了一双象牙筷子，箕子就感到恐惧不幸，他认为：“象牙筷子必定不能放到泥土烧成的碗里去，必然要使用犀牛角、玉石做成的杯。用着象牙筷子、玉石杯子，就必定不会吃豆子和豆叶汤，则必然要吃牦牛，大象和豹的幼胎；吃牦牛、大象和豹的幼胎，就一定不会穿着短小的粗布衣服，坐在茅草屋底下吃，必定要穿多层华美的锦衣，铸造高达壮观的宫室。我害怕如此的结局，所以恐惧这样的开始。”

过了五年，纣王建造了满是肉食的园子，设置了炮烙之刑，登上酒糟堆成的山丘，面对注满美酒的池子，于是纣因此而灭亡了。

How do I teach grammar?

How do I teach grammar?

Rationale:

1)      Human brains constantly look for patterns;

2)      Grammatical patterns are related to functional language use

Do we teach grammar? To answer this question, first, we need to define what grammar is in K-12 classroom practice, how much and to whom should it be taught, and more importantly, how it should be taught.

We don’t teach grammatical jargon to students. We do teach sentence patterns, related functions and usage of patterns.

We would not teach grammar to elementary school learners. But high school students do learn English grammar in their English classes. Many students have experience learning other foreign languages. If a teacher wants to take advantage of conscious learning to make connections and comparisons to the dominant language or other foreign language experience of high school students, why not?

Grammatical structures are frameworks for functional language use. Linguistic knowledge is part of proficiency. Grammatical patterns should not be the starting point or the focal point of teaching but should be identified to assist and expand functional use of the language.

During classroom instruction, we point out grammatical structures for functional use and through functional use. We also help students to summarize grammatical structures for and through comparative study. We also purposely select and group necessary grammatical structure to help students to develop functional coherent discourse. When teaching visual images(characters), concepts and sentence structures alike, teach most effectively by creating contexts that are meaningful to learners. Offer constant opportunity for learners to discover patterns of language and in language use (you design, but make it seem incidental.) In these cases, the teacher does not have to explain much about grammar. But is it being taught? Yes.

Along the River During the Qingming Festival

Along the River During the Qingming Festival is a panoramic painting by Song Dynasty artist Zhang Zeduan (1085–1145). It captures the daily life of people from the Song period at the capital, Bianjing, today's Kaifeng , portrays the festive spirit and worldly commotion at the Qingming Festival. It is often considered to be the most renowned work among all Chinese paintings,and it has been called " China 's Mona Lisa."

The picture is 5.28-meter long, can be divided into three parts, but the countryside and the densely populated city are the two main sections, with the river meandering through the entire length.

The right section is the rural area of the city. There are crop fields and unhurried rural folk—predominately farmers, goatherds, and pig herders—in bucolic scenery. A country path broadens into a road and joins with the city road.

The intermediate section is about the busy quays. There are businesses of all kinds, selling wine, grain, secondhand goods, cookware, bows and arrows, lanterns, musical instruments, gold and silver, ornaments, dyed fabrics, paintings, medicine, needles, and artifacts, as well as many restaurants. The vendors extend all along the great bridge, called the Rainbow Bridge (虹桥 Hong Qiao) or, more rarely, the Shangtu Bridge (上土桥).

The left section is the urban area, which eventually leads into the city proper with the gates. Many economic activities, such as people loading cargoes onto the boat, shops, and even a tax office, can be seen in this area. People from all walks of life are depicted: peddlers, jugglers, actors, paupers begging, monks asking for alms, fortune tellers and seers, doctors, innkeepers, teachers, millers, metalworkers, carpenters, masons, and official scholars from all ranks.

There are 814 humans, 28 boats, 60 animals, 30 buildings, 20 vehicles, nine sedan chairs, and 170 trees in the picture, and the painting is known for its accurate images of all these variety things. Every people who catch a glimpse of the picture will be filled with deep esteem.

Development of China garment industry

Clothes made in China are available in most countries of the world. However, it is regrettable that China doesn’t even have one brand which is really renowned in the world till now. Many enterprises worked hard to help foreign companies processing designer clothes, label foreign brands, then each one will costs several hundreds of dollars, while the prices of export apparel of China may be only a few dollars per item and some clothes are even sold by weight. Chinese garment then became a byword for “staple goods”. Though some Chinese garment are similar with foreign renowned brands in style, color and other aspects, their quality and workmanship are much worse than advanced world levels.

The causations for this situation are various, materials, design, and also Chinese consumption level and consumption habits. But China 's textile and garment industry realized the situation already and is improving standards by large-scale technological transformation, which is most encouraging. It is conceivable that Chinese garment will be getting closer and closer to international advanced level in the near future.

chinese grammar-Indicateing approximate numbers in chinese

Indicateing approximate numbers in chinese

(1) by joining two neighboring numbers ,e.g.一二；两三；三四；五六；七八；八九等。

例句： 1 我每天晚上学习两三个小时。

   2 一件大衣要七八百块钱。

（2） by using the word 多(and more , more than )

例句： 1 这些苹果一共五斤多。

   2 我学习中文已经两个多月了。

（3）by using the word 几 (several)

例句： 1 昨天去了十几个人。

   2 一双皮鞋要几百块钱

chinese idiom-bamiaozhuzhang

Chinese idiom-bamiaozhuzhang

There once was an impatient farmer who lived during the Song Dynasty (sòng cháo 宋国,960-1279 AD). Everyday the anxious farmer would measure the growth of the crops. To his dismay, his crops were growing much slower than he expected.The farmer racked his brains trying to find better ways of planting in order to get quicker results. One day he finally came up with a solution. He started to physically pull the crops out of the ground, thus making them taller. The farmer worked very hard and at day’s end was physically exhausted but mentally happy as his plan had produced the desired results.When the farmer went home, he told his son of his “brilliant” method. His son went to the field only to discover that all of his crops were all dead.

chinese idiom-baifabaizhong

Chinese idiom- baifabaizhong

In the Spring and Autumn Period (chūn qiū shí qī  春秋时期,770-476 BC) ,there was an expert archer in the State of Chu (chǔ guó 楚国) called Yang Youji (yáng yóu jī 养由基). To test his skill, someone chose three leaves at different heights on a willow tree, and challenged him to hit them in order. Yang Youji stood more than one hundred paces away, and hit the three leaves in order.

This idiom describes excellent marksmanship. Later it became used to indicate great and assurance.

The Jade of He

Ancient Chinese Fables--The Jade of He

A man of the state of Chu named Bian He found a piece of uncut jade in the Chu mountain. Holding the jade with both hands he respectfully presented it to King Li. The king ordered a jade craftsman to examine it.

“This is stone,” said the craftsman.

The king thought that Bian He was trying to deceive him so he gave orders to cut off his left foot.

After the death of King Li, King Wu ascended the throne. Again Bian He came with the jade in his hands to present it to King Wu. King Wu ordered a jade craftsman to examine it.

“This is stone,” said the craftsman again.

The king also thought Bian He was trying to deceive him, so he gave orders to cut off his right foot.

After the death of King Wu, King Wen came to the throne. Bian He took the piece of uncut jade in his arms and wept at the foot of the Chu mountain, He wept for three days and three nights. When he had no more tears he wept blood.

This came to the ears of the king and he sent some one to ask Bian He the reason for his grief.

“There are many men who had their feet cut off as punishment,” said the king’s messenger, “why do you weep so bitterly?”

“I am not sad because my feet were cut off,” replied Bian He, “I grive because a precious stone is considered a common rock and an upright. And loyal man is branded a liar. This is the cause of my sorrow.”

The king ordered jade craftsmen to cut open the stone. They discovered a piece of precious jade which was thereupon named the Jade of He.

An Admonitory Vessel

Ancient Chinese Fables--An Admonitory Vessel

On a visit to the temple of Duke Huan of the state of Lu Confucius came upon a “leaning vessel ”. He asked the keeper of the temple about it.

“What vessel is this?”

“This vessel,” replied the keeper,” is put on the right hand side of one’s seat to serve an admonitory purpose.”

“I have heard,” said Confucius, “that such an admonitory vessel would lean to one side when it is empty, stand upright when its contents are just the right amount, and fall down when it is full.”

He turned to his disciples. “Pour water into it.”

His disciples ladled water into the vessel. When the amount was neither too little nor too much the vessel stood upright; When the vessel full it fell down; When it was empty it leaned to one side.

Confucius heaved a sign. “Alas! A fall is inevitable for one who is full of his own worth.”

How do I design a productive homework assignment?

How do I design a productive homework assignment?

Rationales:

Reinforce learning through follow-up work;

Scaffold learning with progression and consistency;

High expectations yield good performance.

Homework assignments for younger learners give the value of sustaining classroom learning, especially for 6-12 graders. However, for this age group, the complication is that students take at least 6-7 courses a week, plus many extra-curricular activities. The language class assignment happens to be one among the millions of things they do. In order to give assignment that are more productive, we prefer meaningful work to busy work. Our ideas of designing meaningful work are:

Scaffold new learning with older materials.

Support development of proficiency through activities involving multiple skills.

Deliver instructions one step at a time.

Reinforce learning with pre-activity for warm up, activity to engage, and post-activity to follow-up.

When giving assignments:

Make work meaningful by leaving room for creativity.

Allow and encourage work beyond the required minimum.

The homework assignment framework

Content

1.      The homework assignment should include development of all four skills: Listening, Speaking, Reading, and Writing.

2.      Homework should be a task-based activity: Create something meaningful.

Procedure:

1.      Homework should cover content that has already been practiced during class and should be an extension of class work.

2.      Homework assignment should give minimum requirements but expect maximum effort.

3.      Give clear instructions.

4.      Provide samples.

Most importantly: As a routine, and students to repeat what their homework assignment are, and record the specific requirements and due dates in their agenda books. Otherwise, there will always be excuses for incomplete work.

Eating Rice Dumplings in the Dragon Boat Festival

In ancient times rice dumplings were made from broomcorn millet wrapped in gourd leaves. They had a horn shape like the heart of a palm leaf and were therefore called zong in Chinese, or sometimes, horned broomcorn. In modern times, these dumplings are made from glutinous rice. Now it is customary to exchange rice dumplings as a festival gift. Some say rice dumplings are made as sacrifices to Qu Yuan. People in the past made these dumplings and cast them into the water to feed the dragon.

中国民间风俗——端午节吃粽子

“粽”通常写作“糉”。古代人们用葫芦的叶子裹着黄米煮熟，外形上有尖尖的角，像棕榈树的叶心的形状，所以称它为“粽子”，或叫“角黍”。近代大多用糯米做了。现代的习俗把粽子作为应节的物品，相互赠送，有人说是为了 屈原，做粽子投到江中，用它来喂蚊龙的。

The Dragon Boat Festival

The Dragon Boat Festival

On the fifth day of the fifth month of the lunar year a boat race is held and people gather all kinds of herbal medicines.

The explanation is this: the boat race on the fifth day of the fifth lunar month is undertaken to commemorate the poet Qu Yuan who drowned himself in the Miluo River that day. People sympathize with his death. Therefore they row boats to come to his rescue symbolically. The competitors use light, swift boats which are called “ flying wild ducks”. The two teams in the rowing competition call themselves “ Chariot on Water” and “ Steed on Water”. Prefecture officials and people of prestige all go to the riverside to watch the performance.

中国民间风俗——端午节划船比赛

夏历五月初五这一天，举行划船比赛，采集各种各样的草药。

按语：五月五日划船比赛，这风俗是因为屈原在这一天投汩罗江而死，人们爱怜他的死，所以都用船去救他。赛船用轻捷便利的那种，人们称它为飞凫。比赛双方一边自称为“水上兵车”，另一边自称为“水上骏马”。州郡的官长和有身份的人都去水边观看。

动词的定义和种类 Definition and types of verbs

（一） 表示动作、行为、心理活动、发展变化等的词叫动词。例如：（Words indicating actions, behavior, mental activities, changes and developments, etc. are called verbs. For example:）

　　1、 表示动作的：（Verbs indicating actions:）

　　 看 写 画 站 谈 听 走

　　　　2、 表示行为的：（Verbs indicating behavior:）

　　表示 保卫 拥护 通过 禁止

　　　　3、 表示心理的：（Verbs indicating mental activities:）

　　爱 怕 想 喜欢 希望 知道

　　　　4、 表示发展变化的：（Verbs indicating changes and developments:）

　　生 死 生长 发展 变化 开始

　　　　5、 表示判断、领有、存在的：（Verbs expressing judgment, possession, existence:）

　　是 有 在

　　　　6、 表示趋向的：（Verbs indicating direction：）

　　上 下 进 出 起 过 回 来 去

　　

　　(二） 动词可以按能不能带宾语分为两类。（Verbs can be grouped into two kinds according to whether they take an object.）

　　1、及物动词Transitive verbs

　　后边可以直接带宾语的动词叫及物动词。（Verbs which can be followed immediately by an object are called transitive verbs. ）

　　(1) 动词后边可以只带一个宾语。例如：（Verbs taking only one object. For example:）

　　动词

　　Verbs 宾语

　　Objects

　　写 信

　　看 电视

　　听 音乐

　　吃 饭

　　骑 车

　　穿 裤子

　　保卫 国家

　　学习 汉语

　　告诉 妈妈

　　（2）少数动词可以带两个宾语。例如：（Verbs taking two objects. For example:）

　　动词

　　Verbs 宾语1（指人）

　　Object1(of personal reference) 宾语2（多指事物）

　　Object2 (of nonpersonal reference)

　　

　　给 我 书

　　教 朋友 汉语

　　问 老师 问题

　　告诉 她们 事情

　　　　2、 不及物动词Intransitive verbs

　　后边不能直接带宾语的动词叫不及物动词。例如：（Verbs which cannot immediately take an object are called intransitive verbs. For example:）

　　（1）单音动词：Monosyllabic verbs:

　　活 病 醒 躺

　　（2）双音动词：Dissyllabic verbs:

　　休息 咳嗽 胜利 失败 出发 前进

　　动词verbs