CHIN 102 Lecture Notes - Lecture 5: Reduplication

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17 May 2018

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INTEGRATED CHINESE LEVEL1 pART2

- 1 -

第十二课吃饭（一）

Lesson 12 Dining

语法

1. s.+怎么+这么+adj.？

（

It can be used to complained about something or be filled with astonishment at something.

）

→ 人怎么这么多？

→ 你今天怎么这么忙？

→ 天气怎么这么热？

这么 vs 那么（so，such）

→上海怎么这么大？vs 纽约怎么那么漂亮？

→你怎么这么高兴？vs 他怎么那么高兴？

2. 好像（v.）(seem；to be like) (Used for tentative judgements.)

（ s.）好像……

→ 人怎么这么多，好像一个位子都没有了。

→ 他好像有点儿不舒服。

→ 好像要下雨了。

3. s. + 一 + m.＋n.＋也/都＋没/不＋v.

（

These structures are used to form an emphatic negation, it means

“

not at all

”）

→ 人怎么这么多？好像一个位子都没有了。

→ 他一个朋友也没有。

→ 我来北京的时候，一个汉字都不认识。

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INTEGRATED CHINESE LEVEL1 pART2

- 2 -

4．s. + 一点儿＋n.＋也/都＋没/不＋v.

→ 今天早上，我一点儿东西也没吃。

→ 我很忙，一点儿时间都没有。

→ 他吃素，一点儿肉都不吃。

5.多/少（adv）+ V

（

It expresses the idea of doing something more or less

）

→ 请别放味精，少放点儿盐

→ 请多说中文，少说英文。

→ 你少给了我一本书。

6.刚（adv）（ just）

（

It indicates that an action or change in situation took place in the most recent past.

）

S + 刚 + v + object。

S + 刚 + v + 了 + object。

→ 对不起，小白菜，刚卖完。

→ 我刚从美国来，一个中国朋友也没有。

→ 我刚买了一本新书。

刚才（n.）(just now; a short moment ago)

（刚才 is a noun of time. It can be placed before the subject or in other position. It

refers to “a moment ago”.）

刚才，s.……了 / s.刚才……了

→ 刚才我看报了，报上说，这个星期天气都不好。

→ 刚才，小王来找你了。

刚才，s.没/不+…… / 刚才，s.没/不+……

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Document Summary

Lesson 12 dining: s. + + +adj. (cid:708)it can be used to complained about something or be filled with astonishment at something. (cid:709) Vs : (cid:708) v. (cid:709) (seem to be like) (used for tentative judgements. ) (cid:708) s. (cid:709) . (cid:991) (cid:452: s. + + m. n. (cid:1075) / (cid:711) / v. (cid:708)these structures are used to form an emphatic negation, it means (cid:256)not at all(cid:257)(cid:709) 5. / (cid:708) adv(cid:709) + v (cid:708)it expresses the idea of doing something more or less(cid:709) 6. (cid:708) adv(cid:709)(cid:708) just(cid:709) (cid:708)it indicates that an action or change in situation took place in the most recent past. (cid:709) S + + v + + object(cid:452) (cid:6628) n. (cid:6629) (just now; a short moment ago) (cid:708) is a noun of time. It can be placed before the subject or in other position. (cid:712) s. / + / (cid:712) s. / + .

Related Questions

This Thermodynamics Lab is somewhat different from the norm. I have attached the Thermo lab that normally would be performed by the student for this Thermo class. Each student would be one of several in a small group of students taking their turn at performing an experiment on a single, small steam boiler. As may be read in the Lab Protocol, the experiment consists of measuring the temperature and pressure of the water as it is electrically heated from liquid water to vapor steam as a function of time. It is an interesting experiment BUT I think a more interesting experiment (even if it is only a Gedanken Experiment[1]) would be to transform this lab theme into a practical example. Iâve chosen a simple experiment that involves a 2 or 4-cup espresso coffee pot as a practical example of the heating and thus the pressurization of water in a closed vessel. The espresso coffee pot is used in homes and not in cafes where a more sophisticated steam generator is used to produce the rich espresso coffee (see Attachment No. 1 for âhuman interestâ story related to this coffee pot

[1] A Gedanken Experiment was often used in the early years of the 1900âs in physics by the Leaders of theoretical physics such as Bohr, Einstein, Madame Curie, Schrodinger, Heisenberg, et al. It consists of a simple sketch and a very basic thought experiment of ââ¦what would happen ifâ. It was often used when experimental apparatus was not yet available to actually do the experiment to test a hypothesis.

The coffee pot will be available for your inspection in class and the attached photo of an âexploded viewâ of the pot is offered for your review. If you have access of one of these pots, then your reward for actually doing the experiment will be to enjoy the coffee that is produced. However, this lab

can be completed as a simple âthought experimentâ with some calculations required.

By inspecting the attached sketch you will note that the pot is actually a closed vessel once the pot is filled with water, the coffee basket/strainer is filled with coffee, and the top is tightly screwed together with the bottom that is filled water. There is a pressure relief valve shown and a gasket on the top chamber that keeps a tight seal between the top and bottom halves. The heated fluid will be forced through the coffee strainer via the inverted spout that is submerged in the water. If the experiment is successful, the espresso coffee is found in the top chamber.

The âexperimentâ is essentially to answer the following questions. BUT, the Lab Report should present a professional summary of the experiment using a sketch and/or photo (from any source with appropriate credit given) and any necessary calculations that was performed in order to answer the question.

Question 1. Clearly and carefully describe the heating process with a concise written description of the process. It is suggested that the description will be easier to explain if it is accompanied by a sketch of the process on a P (or T) vs. v (specific volume). Try to sketch what you believe to be the shape of the temperature change of the pot and water vs. time for the entire process. Also indicate what could happen if the source of heat is not turned-off after the coffee is produced. What is the motive force that moves the cold water to the top chamber?

Create a science lesson plan that involves insects. Use the 5E model from thepresentations and readings. You may come up with an original lesson plan or modify anexisting lesson plan, as long as it is not already in the format of the 5E model. If you usean existing lesson plan, paraphrase appropriately and acknowledge the source.

Title

Your title should summarize the lesson. Be mindful of the grade level! Itâs okay to be clever with the title, but be sure your title makes sense.

Objectives

Your lesson plan should focus on two or three learning objectives. Your learning objectives should describe what you want the students to know or be able to do when they complete your lesson. Be sure to follow the guidelines in the presentation on writing effective learning objectives!

Advanced Preparation

Provide a detailed explanation of the science content being developed in the lesson. Here, you as a teacher should demonstrate your understanding of the science being taught in the lesson. Assume the reader does not have this background knowledge.

Additionally, a teacher may have to prepare materials before the start of your lesson. In this section, please describe what the teacher needs to do before students arrive. If there are handouts, they need to be referenced in this section.

Engage

What will you do to captivate student attention?

How will the activity help students identify their misconceptions?

How will you connect to studentsâ everyday lives?

What questions will you ask students?
(Provide sample answers you expect from students.)

Explore

How will you transition from the engagement to the exploration?

What common, cooperative experience will you provide for students?

How will you help students generate their own questions about the experience?

Will the students collect data? If so, what data will they collect?

What questions will you ask the students? (Provide sample answers.)

Explain

What guiding questions will you ask? (Provide sample answers.)

What ideas will you be trying to develop?

How might you act out or demonstrate the ideas youâre developing?

What opportunities will you provide for students to articulate their ideas and listen to each other?

What terminology will you introduce, and how will you clarify what students articulate?

Elaborate

What will students do during this phase?

What concepts will you be having them apply, in what kind of activity?

Will you ask students to relate previous experiences to current activities?

What guiding questions will you ask? (Provide sample answers.)

Evaluate

What formative assessments will you use, and when in the lesson will you use them?

What specifically will you be looking for in these?

What summative assessment will you use?

What specifically will you be looking for in this?

Acknowledgments

Cite any references used; APA format.

Side Bar

Main Idea

In one sentence, state the aim of your lesson.

Grade Level

State the grade level or range that your activity would be best for.

Subject

State the subject(s) covered by your lesson. Your lesson plan can address multiple subjects if appropriate, but at least one subject should be science.

Setting

State the most appropriate location for teaching your lesson plan.

Time Needed

State how long the lesson takes. Work through your lesson to estimate this.

Next Generation Sunshine State Standards

Find two standards that your lesson/experience plan meets. The Next Generation Sunshine State Standards can be found here http://www.floridastandards.org/Standards/FLStandardSearch.aspx
Refer to the Lesson Plan presentation for help selecting standards.

Materials Needed

List all the materials needed for your lesson.

Title

Main Idea

Grade Level

Subject

Setting

Time Needed

Standards

Materials Needed

Learning Objectives:

Advanced Preparation