Class Schedule - Summer 2021

Goal: 以学生为中心，鼓励学生积极参与和讨论以巩固字，词，句的熟练掌握与运用。要求学生生字会读会认会写，提高听说读写的能力，培养积极乐观与人交谈的自信。

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Objectives: 

1. 熟悉课文，了解课文大意及其内在道理，并在生活中有所表现。
2. 区分形似音近汉字，熟练的组词造句；
3. 练习并使用拼音，学会自己阅读培养独立思考的能力；
4. 可以写简单的作文/日记。

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​具体安排：

1. 暨南中文第五册课文和写作穿插进行。
2. 随堂小练习，新内容教学，总结讨论和复习巩固。
3. 增设期中和期末考试。

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教育专业毕业，惯以学生为中心的多媒体教学方式为主。中文五的教学目标是加强学生阅读理解能力，以及实际生活的运用。

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教材：Barron‘s AP Chinese Language and culture

教学计划： Barron‘s AP Chinese Language and culture：阅读以及综合练习

                 

教学目标：1. 本学期完成AP考试的阅读部分以及综合练习

                  2.  为2022年五月的AP中文考试作准备

                  3.   提供给学生一个接触中文和中国文化的机会

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具有7年中文学校的教学经验。充分理解海外学生学习中文的难处和现状。课堂练习兼顾激发对中文的学习兴趣。

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•  
• CHI-E202   is suitable for students who have learned at least a year Chinese and have basic Chinese language skills,but do not have a Chinese language environment around them. 

• Purpose:

• Introduce children with a basic understanding of Chinese language and culture 
• Stimulate creativity and teamwork skills to encourage students in different parts of the lessons
• developing communicative competence in Chinese and motivating the learner
• devoted to forming a solid foundation for the learner’s further study

Course material

   Summer camp focuses on: review KUAILE HANYU BOOK 2 and MLP Chinese 1  plus practical applications , plus Chinese music, poetry, and Chinese characters,games,movies……

Summer class schedule

• Audio time(or game time): 5-10 mins (cultures ,cities,  music,  cartoons, famous landmarks,foods……)

• Chinese characters  :15 mins(write ,memory , make sentences……)

• Reading comprehension : 20-25mins (read, answer questions,practice,game……)

• Chinese songs :10 mins (listen ,read, sing songs……)

• Only  homework once a week  or no homework at all

 

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I have a bachelor’s degree in Chinese language and literature. I also have an advanced certificate for teaching Chinese as a foreign language, issued by the education ministry of China. I taught a group of kids in the past, and I currently still teach my own kids Chinese. I have been teaching Chinese to Non-native Speakers since Jan 2020.                         

  I know learning Chinese is very difficult for students who are from different languages and cultures. However, I believe all they need is time, suitable textbooks, and a good teacher!

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这个夏天，我们将全面复习马立平中文教材1-2册出现的生字，做到会认会写会拼音。除了继续培养孩子们学习中文的兴趣和习惯，开始着重训练朗读和复述从1-2册精选的10篇课文，为秋季开始马立平中文第三册做好准备。

每节课，我们都会介绍一个成语故事，一首古诗，意在丰富孩子们的中文知识，培养孩子们学习中文的兴趣。

另外，我会鼓励孩子们用中文讲故事，目的在于培养孩子们讲中文的习惯，并且锻炼孩子们的勇气和汉语表达能力。

注：请准备好马立平1-2册教材。如果没有，我会课前发教授内容，请家长们给孩子打印出来，十分感谢。

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Qian Ji (吉倩）started teaching Chinese Poem class in TAMU Chinese School from the spring of 2019. She has been dedicated to promoting the Chinese language, culture, and art.

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暑期马立平中文第五册，每篇课文后有额外几篇阅读文章。这套书有大量的阅读可以增加学生们的知识量和阅读能力，并同时配备了汉语拼音和语法的练习。 

每篇课文分三周完成，认字，复习拼音，学习语法，朗读课文，用生字练习造句和简单的写作。

阅读会增加孩子们的语言运用和表达能力， 多阅读课文和课后读物。并让学生复述课文，练习简短的写作。 

每篇课文后会有一个QUIZ 。有穿插的额外的阅读和听写作业。

课堂教学气氛轻松。在学习中文的同时了解中国文化。

 

 

 

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在中文学校有5年的教课经验， 和孩子们有很好的沟通。理解ABC 学习中文的困难和挣扎。尽量培养他们学习中文的乐趣和用不同的方法去激发他们学习中文的兴趣。 和孩子一起成长是我的教育理念。我自己的孩子也同时在我的中文班一起学习中文。希望我们一直把中文学习下去！

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2020-2021年度两个学期的古诗课结束了。我教的心情舒畅，孩子们学的津津有味，诗情画意，每周一课，我们一起度过了很美好的一年.

通过这一学期的教学，我发现六岁到十岁是我们这里的孩子们学习古诗的最佳年龄段。孩子们的理解能力和语言能力正处于飞速发展的阶段，也还不算太忙，学习负担不是很重，并且充满了好奇心。比如在学 《琵琶行》时，孩子们特别想知道怎么弹琵琶，于是我们的古诗课看上去成了中国古典音乐课。当学到“转轴拨弦三两声”，“轻拢慢撚抹复挑”时，孩子们不约而同，都跟着视频做这些弹琵琶的动作。

作为古诗课的老师，我越来越觉得古诗是孩子们学习中文的好方法，因为古诗读起来朗朗上口，而且现在网上有许多古诗小视频，可以帮助孩子们理解古诗内容和创作背景。孩子们都记忆力超好，几乎我们学的古诗孩子们都能背诵下来，包括像《琵琶行》，《春江花月夜》这样的长诗。这对学习中文、培养对中国文化的兴趣、还有孩子的大脑发育都是好事情！

这个夏天我计划交孩子们十首古诗词。祝家长孩子们夏天快乐！

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Qian Ji (吉倩）started teaching Chinese Poem class in TAMU Chinese School from the spring of 2019. She has been dedicated to promoting the Chinese language, culture, and art.

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学习目标：帮助孩子们在暑假继续学习中文、了解中国文化，培养对中国文化的兴趣。

学习内容：故事内容涵盖说文解字、成语寓言、西游记、风景名胜、历史溯源等等。

学习方式：听故事后在小程序里打卡，并在微信群互动展示。

课后作业：听故事之后，家长要帮助孩子录制小视频、打卡，完成各种小作业。

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Qian Ji (吉倩）started teaching Chinese Poem class in TAMU Chinese School from the spring of 2019. She has been dedicated to promoting the Chinese language, culture, and art.

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In this class, students will do programming problems to strengthen their understanding of the Java programming language, start learning more advanced material, and also strengthen their problem-solving ability.

 

Class Structure

In each class, students will do multiple coding problems from various coding websites. I will guide students to the solution for each problem.

 

Homework

I will assign a few programming problems as homework each week.

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Allen Li is an incoming freshman at College Station High School. He has been coding for four years and has been teaching Java coding for two semesters. He recently received a perfect score in the USA Computing Olympiad (USACO) Bronze level and was promoted to the Silver level of the contest.

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The Texas A&M Youth Geography and GIS Education Program is funded by the Texas Department of State Health Services through the Texas Youth Action Network, which aims to equip youth with GIScience STEM education and real-world problem-solving skills. The program is hosted by researchers from the Cyberinfrastructure and Spatial Decision Intelligence research group at the Texas A&M (TAMU) Department of Geography. We will organize a FREE GIScience youth summer camp online from June 12 to July 31, 2021 together with TAMU Chinese-American Association. This course will provide youth with a solid foundation in programming techniques and the knowledge to apply these skills within Geography and GIScience application domains. The class will offer a quick start with python programming and geospatial data science. The learning objectives include:
1.Implementing Python programming projects to solve real-world problems
2.Accessing, analyzing and visualizing geospatial big data using Python
3.Learning software project management skills while participating in team project work.
Project topics include but are not limited to:
Theme I: disaster resilience
Theme II: public health
Theme III: urban computing
Theme IV: business intelligence

Timetable
June 12: Python variables and data types
June 19: Containers, loops, and comparison
June 26: Operators, conditionals, and python functions
July 3: Object oriented programming, and error handling
July 10: Geospatial python
July 17: Geospatial python
July 24-31: Project work
Each lecture consists of a 35 min of teaching and 25 min of exercises. During these weeks, we will also invite other guest lecturers to give a webinar.
If you are interested in joining us, please fill the google form before June 6th. The course is designed for grade 8 and above. Minorities, girls, and individuals with disabilities are encouraged to apply.
If you are selected, we will email you a survey through the Texas Youth Action Network portal. Your registration will be completed after you have filled the survey.
Instructors: Dr. Zhe Zhang (Ph.D, Assistant Professor, Department of Geography, TAMU)
zhezhang@tamu.edu
Mr. Shuyang Zhang (Student Research Assistant, Department of Geography, TAMU)
zsy2018@tamu.edu
Guest lecturers:
Dr. Heng Cai (Ph.D, Instructional Assistant Professor, Department of Geography, TAMU)
Dr. Julie Loisel (Ph.D Assistant Professor, Department of Geography, TAMU)
Dr. Philip Yasskin (Ph.D., Associate Professor, Department of Mathematics, TAMU)
Dr. Feng Zhao ( Ph.D, Associate Professor, Department of Biomedical Engineering, TAMU)
Dr. Xinyue Ye ( Ph.D, Associate Professor, Department of Landscape Architecture & Urban Planning, TAMU)
Dr. Jian Tao (Ph.D, Adjust Professor, Department of Electrical and Computer Engineering, High Performance Research Computing, TAMU)
Dr. Wei Yan (Ph.D, Professor, Department of Architecture, TAMU)
Dr. Ying Li (Ph.D, Clinical Associate Professor, Mays Business School, TAMU)

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Scratch Computer Programming Syllabus

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Description

     In this class, students will be working with Scratch, a free online IDE created by the MIT Media Lab. It can be used to create different projects in a wide variety of settings. This class is for students who have not yet learned block coding with Scratch, and will focus on developing an understanding of how it works, as well as developing critical thinking skills and pattern-recognition skills.

Course Materials

     Students are required to have their own computer or tablet that can run scratch, but a computer with a mouse and keyboard is highly recommended.

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Shawn Gao is a senior at College Station High School.

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Scratch Computer Programming Syllabus

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Description

     In this class, students will be working with Scratch, a free online IDE created by the MIT Media Lab. It can be used to create different projects in a wide variety of settings. This class is for students who already know block coding with Scratch, and will focus on creating larger-scale projects over the course of a few weeks and develop independent working skills.

Course Materials

     Students are required to have their own computer or tablet that can run scratch, but a computer with a mouse and keyboard is highly recommended.

 

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Shawn Gao is a senior at College Station High School.

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Introductions to Speech and Debate”

• Discuss the importance of speaking/debating
• Introduce students to develop skills in research, critical thinking, organization, persuasion and communication
• Discuss high school competitions

- “Speech vs Debate”

• Examine the different categories of S&D events

Have students start learning and practicing speaking drills

• Introduce the components of speaking

 - “Argumentation”

• Exploring the construction of an argument
• Help students understand how to brainstorm arguments
• Have students do drills by using practice topics

- “Refutation”

• Break down what a refutation is
• Help students develop critical thinking skills
• Have students refute practice arguments

- “Introduction to PF/LD/CX”

• Discuss each event and their structure
• Explain how to write a case
• Go over how to develop responses

 - “Flowing/Weighing”

• Have students learn how to “flow” arguments
• Go over how to “weigh” arguments and win rounds

- “Practice Debates”

• Have students debate one another on a given topic
• Go over each round in-depth and breakdown what happened

- “Public Speaking”

• Go over components of speakers
• Learn hand gestures/vocal variation/eye contact/presentation styles
• Have students do speaking drills

- “Extemp/Oratory/Informative/Impromptu Speaking”

• Introduce each format
• Discuss speaking techniques
• How to sound fluent and confident

- “Practice Speeches”

• Have students deliver speeches on various topics in an cut-down extemp format
• Go over each speech in-depth and focus on points for improvement

- “Presentation”

• Help students understand how to sound confident
• Go over ways to become a more lively speaker
• Have students give speeches using new techniques

- “Congressional Debate”

• Explain the format of the event and what legislation is
• Speech structures
• Parliamentary Procedures
• Assign a topic for 4/5 practice round

- “Practice Congress Round”

• Students will deliver a speech on the given legislation
• Round overview - what happened and what could be improved

- “Spark Speeches”

• Students will use their acquired skills to deliver speeches on the spot with no given prep time
• Go over each speech in-depth and discuss ways to improve

- “Discuss High School Competitions”

• What they are
• How to join
• The benefits of the community

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Allen Zhang is a senior at A&M Consolidated High School, where he has been president of the Speech & Debate team for two years. He has participated in and won championships at various competitions on the local, state, and national levels. He placed 1st in UIL State for Extemporaneous Persuasive Speaking and 3rd in UIL State for Congressional Debate, and is ranked 3rd in Texas and 9th nationwide in Extemporaneous Speaking. He is also ranked 18th in Texas and 86th in the nation for Congressional Debate. He has qualified three times for the National Speech and Debate Tournament. Most notably, at the 2020 nationals, he placed among the top 30 out of 300 individuals. He looks forward to teaching his students the various types of competition as well as necessary public speaking techniques.

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Introductions to Speech and Debate”

• Discuss the importance of speaking/debating
• Introduce students to develop skills in research, critical thinking, organization, persuasion and communication
• Discuss high school competitions

- “Speech vs Debate”

• Examine the different categories of S&D events

Have students start learning and practicing speaking drills

• Introduce the components of speaking

 - “Argumentation”

• Exploring the construction of an argument
• Help students understand how to brainstorm arguments
• Have students do drills by using practice topics

- “Refutation”

• Break down what a refutation is
• Help students develop critical thinking skills
• Have students refute practice arguments

- “Introduction to PF/LD/CX”

• Discuss each event and their structure
• Explain how to write a case
• Go over how to develop responses

 - “Flowing/Weighing”

• Have students learn how to “flow” arguments
• Go over how to “weigh” arguments and win rounds

- “Practice Debates”

• Have students debate one another on a given topic
• Go over each round in-depth and breakdown what happened

- “Public Speaking”

• Go over components of speakers
• Learn hand gestures/vocal variation/eye contact/presentation styles
• Have students do speaking drills

- “Extemp/Oratory/Informative/Impromptu Speaking”

• Introduce each format
• Discuss speaking techniques
• How to sound fluent and confident

- “Practice Speeches”

• Have students deliver speeches on various topics in an cut-down extemp format
• Go over each speech in-depth and focus on points for improvement

- “Presentation”

• Help students understand how to sound confident
• Go over ways to become a more lively speaker
• Have students give speeches using new techniques

- “Congressional Debate”

• Explain the format of the event and what legislation is
• Speech structures
• Parliamentary Procedures
• Assign a topic for 4/5 practice round

- “Practice Congress Round”

• Students will deliver a speech on the given legislation
• Round overview - what happened and what could be improved

- “Spark Speeches”

• Students will use their acquired skills to deliver speeches on the spot with no given prep time
• Go over each speech in-depth and discuss ways to improve

- “Discuss High School Competitions”

• What they are
• How to join
• The benefits of the community

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Allen Zhang is a senior at A&M Consolidated High School, where he has been president of the Speech & Debate team for two years. He has participated in and won championships at various competitions on the local, state, and national levels. He placed 1st in UIL State for Extemporaneous Persuasive Speaking and 3rd in UIL State for Congressional Debate, and is ranked 3rd in Texas and 9th nationwide in Extemporaneous Speaking. He is also ranked 18th in Texas and 86th in the nation for Congressional Debate. He has qualified three times  for the National Speech and Debate Tournament. Most notably, at the 2020 nationals, he placed among the top 30 out of 300 individuals. He looks forward to teaching his students the various types of competition as well as necessary public speaking techniques.

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Close

Introductions to Speech and Debate”

• Discuss the importance of speaking/debating
• Introduce students to develop skills in research, critical thinking, organization, persuasion and communication
• Discuss high school competitions

- “Speech vs Debate”

• Examine the different categories of S&D events

Have students start learning and practicing speaking drills

• Introduce the components of speaking

 - “Argumentation”

• Exploring the construction of an argument
• Help students understand how to brainstorm arguments
• Have students do drills by using practice topics

- “Refutation”

• Break down what a refutation is
• Help students develop critical thinking skills
• Have students refute practice arguments

- “Introduction to PF/LD/CX”

• Discuss each event and their structure
• Explain how to write a case
• Go over how to develop responses

 - “Flowing/Weighing”

• Have students learn how to “flow” arguments
• Go over how to “weigh” arguments and win rounds

- “Practice Debates”

• Have students debate one another on a given topic
• Go over each round in-depth and breakdown what happened

- “Public Speaking”

• Go over components of speakers
• Learn hand gestures/vocal variation/eye contact/presentation styles
• Have students do speaking drills

- “Extemp/Oratory/Informative/Impromptu Speaking”

• Introduce each format
• Discuss speaking techniques
• How to sound fluent and confident

- “Practice Speeches”

• Have students deliver speeches on various topics in an cut-down extemp format
• Go over each speech in-depth and focus on points for improvement

- “Presentation”

• Help students understand how to sound confident
• Go over ways to become a more lively speaker
• Have students give speeches using new techniques

- “Congressional Debate”

• Explain the format of the event and what legislation is
• Speech structures
• Parliamentary Procedures
• Assign a topic for 4/5 practice round

- “Practice Congress Round”

• Students will deliver a speech on the given legislation
• Round overview - what happened and what could be improved

- “Spark Speeches”

• Students will use their acquired skills to deliver speeches on the spot with no given prep time
• Go over each speech in-depth and discuss ways to improve

- “Discuss High School Competitions”

• What they are
• How to join
• The benefits of the community

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Allen Zhang is a senior at A&M Consolidated High School, where he has been president of the Speech & Debate team for two years. He has participated in and won championships at various competitions on the local, state, and national levels. He placed 1st in UIL State for Extemporaneous Persuasive Speaking and 3rd in UIL State for Congressional Debate, and is ranked 3rd in Texas and 9th nationwide in Extemporaneous Speaking. He is also ranked 18th in Texas and 86th in the nation for Congressional Debate. He has qualified three times for the National Speech and Debate Tournament. Most notably, at the 2020 nationals, he placed among the top 30 out of 300 individuals. He looks forward to teaching his students the various types of competition as well as necessary public speaking techniques.

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Description: This class will prepare students for the school, regional, and state spelling bee. Students will learn how to be able to take apart words by knowing the definition and language of origin. This will prepare them in the future if and when they get to the state and national spelling bee.

Materials: It is highly recommended that you register for SpellPundit. This is a program that many national competitors use for spelling bees. They have some free modules but to access the modules to prepare for regional and state competition you have to purchase them. This website is highly effective and has produced dozens of national champions. 

Please check this out: https://spellpundit.com/

Schedule

Week 1: Assessment Test

Week 2: Greek & Latin

Week 3: French & Eponyms

Week 4: Italian

Week 5: Spanish

Week 6: Arabic

Week 7: Asian

Week 8: German & Dutch

Week 9: Slavic & Old English

Week 10: New World & Test & Dissecting Words

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Claire Wang has been teaching spelling bee class in Chinese school since summer, 2019. She enjoys teaching children the spelling bee techniques. Claire competed in the Spelling Bee since second grade. She went to the state level Spelling Bee competition at the Houston Public Media for the last three years in a row as the final winner of Zone Nine Regional Spelling Bee. She is the first Chinese-American girl in BCS to win the regional bee.

Spelling Bee由小老师Claire任课，她二年级开始参加比赛，四年级拿了学校的第二名，然后五六七八全校第一，六、七、八年级regional第一名。

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In this class, students will learn the things I wish that I had learned in English class about creative writing. This includes:

• The ability to revise and edit a piece of writing
• The difference between fictional genres and subgenres
• Self-management and self-discipline
• Worldbuilding
• Goalsetting
• Management of anxiety/self-doubt
• Management of writer’s block
• Discovery vs. outline writing
• How to be/find good beta readers
• The publishing process

Students will also get a head-start on vital skills taught and used in K-12 classes, such as:

• Gaining confidence in their writing abilities
• Grammar
• Spelling

This course will also provide students with access to a number of external writing resources, such as Writer’s Digest, r/WritingPrompts, Libby, Campfire Blaze, and more!

I hope to give students every opportunity to kindle their creative passion and provide them with the skills they will need to succeed in writing—be it as a hobby, profession, or assignment in school.

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Elizabeth Robinson is a research engineer at the University of Texas at Austin. She graduated from UT Austin with degrees in biology and humanities in 2020, but her career places a large focus on both science writing and creative writing. She published her first novel in 2011, reported for The Daily Texan’s science and technology column, and maintains two websites—one dedicated to science communication, the other to fiction writing. She hopes to give students every opportunity to kindle their creative passion and provide them with the skills they will need to succeed in writing—be it as a hobby, profession, or assignment in school.

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In this class, students will learn the things I wish that I had learned in English class about creative writing. This includes:

• The ability to revise and edit a piece of writing
• The difference between fictional genres and subgenres
• Self-management and self-discipline
• Worldbuilding
• Goalsetting
• Management of anxiety/self-doubt
• Management of writer’s block
• Discovery vs. outline writing
• How to be/find good beta readers
• The publishing process

Students will also get a head-start on vital skills taught and used in K-12 classes, such as:

• Gaining confidence in their writing abilities
• Grammar
• Spelling

This course will also provide students with access to a number of external writing resources, such as Writer’s Digest, r/WritingPrompts, Libby, Campfire Blaze, and more!

I hope to give students every opportunity to kindle their creative passion and provide them with the skills they will need to succeed in writing—be it as a hobby, profession, or assignment in school.

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Elizabeth Robinson is a research engineer at the University of Texas at Austin. She graduated from UT Austin with degrees in biology and humanities in 2020, but her career places a large focus on both science writing and creative writing. She published her first novel in 2011, reported for The Daily Texan’s science and technology column, and maintains two websites—one dedicated to science communication, the other to fiction writing. She hopes to give students every opportunity to kindle their creative passion and provide them with the skills they will need to succeed in writing—be it as a hobby, profession, or assignment in school.

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In this class, students will learn the things I wish that I had learned in English class about essay/professional writing. This includes:

• The ability to revise and edit a piece of writing multiple times
• Spotting and avoiding logical fallacies
• Management of anxiety/self-doubt
• Goalsetting
• Staying within required wordcounts by making pieces short and precise
• Management of writer’s block
• Discovery vs. outline writing
• How to find and cite credible sources
• Identification and appreciation of symbolism

Students will also get a head-start on vital skills taught and used in K-12 classes, such as:

• Gaining confidence in their writing abilities
• Grammar
• Spelling

This course will also provide students with access to a number of external writing resources, such as Mendeley and JSTOR!

I hope to give students every opportunity to kindle their creative passion and provide them with the skills they will need to succeed in writing—be it as a hobby, profession, or assignment in school.

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Elizabeth Robinson is a research engineer at the University of Texas at Austin. She graduated from UT Austin with degrees in biology and humanities in 2020, but her career places a large focus on both science writing and creative writing. She published her first novel in 2011, reported for The Daily Texan’s science and technology column, and maintains two websites—one dedicated to science communication, the other to fiction writing. She hopes to give students every opportunity to kindle their creative passion and provide them with the skills they will need to succeed in writing—be it as a hobby, profession, or assignment in school.

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ENR-ART1 is a fun-filled class introducing the students to drawing and painting. It is designed to stimulate students' imagination, creativity, and aesthetic awareness by creating artworks using simple techniques and materials.

Supplies: A list of general supplies include: pencils, coloring materials (colored pencils, markers, or crayons), pens, scissors, adhesives (tape, glue sticks, or white glue), colorful paper, paint (acrylic, tempera, gouache, or watercolor), and paintbrushes. Specific supplies for each class will be announced in advance and viewable on the syllabus.

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Demi has been drawing since she could hold a pencil. She has experience in various traditional mediums like graphite, colored pencil, acrylic, oil, and gouache paint, and has won state and national awards for her artwork.

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Chess is the intellectual game of the West, Go (Wei chi) of Asia.  This class teaches Chess and Go to beginners, no previous experience needed. A club like atmosphere is encouraged and teaching is adapted to each student.

The chess topics covered include: rules of chess; basic tactics including forks, pins, skewers... ; a plan for game openings; basic endgame such KQvK; history and current events; techniques for evaluation, patterns, and search.  A typical class starts with teaching followed by puzzles and then student vs student practice while the teacher circulates and comments.

Go will be taught for a small part of the time according to student interest.

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I have achieved about 50 percentile rating in Chess and Go from national organizations.  I was #1 on my high school chess team. I have had a handful of Go lessons from American Go professionals.  I have tutored, since high school, subjects including math, robotics, Go and Chess and have taught this Chess and Go class for several years now.

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Week 1:

Introduce notes / fingerings for each note.

Introduce how to read the score

Give some basic practice pieces for note introduction

Week 2:

Introduce some more complex note patterns for practice

Introduce tu yin and da yin

Give basic practice pieces for tu yin and da yin

Week 3:

Continue building up complexity of exercise pieces

Introduce zhan yin and hua yin

Give basic practice pieces for both zhan yin and hua yin

Week 4:

Give first long exercise piece, and allow students to add their own techinical skills

Introduce beginner song 知道不知道

Begin adding skills to beginner song

Week 5:

Begin memorization of beginner song.

Finalize adding techinical skills to beginner song

Introduce the background music and playing along to it, as well as adding in repeats

Week 6:

Finalize playing the beginner song along with the background music

Create two separate groups for performing the songs.

Introduce the second song options and allow students to choose one (if ready)

Week 7:

Review beginner song with background music

Begin running through the second song without background music and add in techinical skills

Week 8 (last week):

Introduce background music for the second song options.

Work on incoporating techinical skills along with the background music.

 

NOTE: Schedule may be accelerated if students all show quick improvement at the beginning, and may be decelerated if students are all struggling to keep up with the pace. If accelerated, the second song will be able to be finalized and performance worthy. If slowed down, the second song may not be taught with the background music.

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My name is Peter Jiang. I am currently a rising Junior at Purdue University. Music is something that has been a big part of my life, ever since I was 6 years old when I first started playing both the violin and the hulusi. I've performed at numerous different cultural festivals in the Pittsburgh area as well as the Indianapolis area, and taught 2 separate classes at the Pittsburgh Chinese School as well as the Chinese School at Carmel established by ICCCI.

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Karate Syllabus:

Week 1: Learn basic Punches, Kicks, Stances, Blocks

Week 2: Advances, Combos 1-4, Start Might for Right 

Week 3: Physical Training, Might for Right

Week 4: Might for Right, Start Chosang

Week 5: Might for Right,  Review Chosang

Week 6: Might for Right , Review Chosang

Week 7: Might for Right , Review Chosang, Kam Sah

Week 8: Review 2 mini Katas, Show off katas

Week 9: Might for Right show and talk about Final Paper

Week 10: Read the Essays say goodbyes, Review anything requested 

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Ethan has started teaching Karate since last year. While new to educating, he has been doing Karate over nine years of his life. He is currently a Second-Degree Black belt。He is still continuing his Karate Journey and hopes to help you start yours!

Ethan， 空手道黑带二段，学习空手道九年多了。他热爱空手道的哲学和技巧，他还在继续他的空手道之旅，希望能够帮助你开始你的旅程！

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Book Description

Prealgebra prepares students for the rigors of algebra and also teaches students problem-solving techniques to prepare them for prestigious middle school math contests such as MATHCOUNTS, MOEMS, and the AMC 8.

Topics covered in the book include the properties of arithmetic, exponents, primes and divisors, fractions, equations and inequalities, decimals, ratios and proportions, unit conversions and rates, percents, square roots, basic geometry (angles, perimeter, area, triangles, and quadrilaterals), statistics, counting and probability, and more! You can find the book at https://artofproblemsolving.com/store/item/prealgebra?gtmlist=Bookstore_Home

 

Course Description

This semester we are starting from Chapter 13 of the Prealgebra book and finishing the book. I hope to finish a chapter in 2 weeks or less. I will also be talking about a few of Number Sense tricks that are relevant with what we are learning. The Number Sense UIL is in May I will be helping to prepare the class for the competition. 

 

Homework

I will leave around 15 problems a week and it is best to do 3 problems a day. I will also include a few optional problems. These optional problems will be much harder than the other ones. On Saturday every week I expect for the homework to be turned in.  I will grade the homework and discuss a few of the difficult questions. If they want me to explain a question from homework during class they may send it in the WeChat. 

 

 

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Kevin Yang is an 8th grader at College Station Middle School. He has entered in many competitions including AMC 8, AMC 10, MathCounts, UIL, and TAMU High school math competitions. He won 1st place in Number Sense and General Math in 4th and 5th grade. He qualified for MathCounts State in 6th and 7th grade. 

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Description: This class will introduce students to problem solving skills and math competitions such as AMC 8, AMC 10, and Mathcounts. Students will learn from the Art Of Problem Solving Algebra textbook. They will learn the fundamentals of problem solving and be prepared for middle school competitions. Students will spend around two weeks on each chapter of the textbook.

Materials: Students will need the Algebra textbook which can be bought from the Art Of Problem Solving Bookstore here: https://artofproblemsolving.com/store/item/intro-algebra?gtmlist=Bookstore_Home

 

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Sabrina Hu is a junior at A&M Consolidated High School. She is an avid lover of math and a participant in math competitions such as the AMC's, MathCounts, UIL, and more. She is an AIME qualifier as well as a USNCO qualifier and has also participated in high level math camps such as the Honors Summer Math Camp as well as the AwesomeMath program. As the Singapore Math Level 2 teacher for this year, Sabrina is more than excited to share her love of math with young ones!

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Description: This class will introduce more advanced problem solving techniques and prepare students for middle school competitions such as Mathcounts and AMC 8, and AMC 10. Students learn from the AoPS Competition Math for Middle School textbook.

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Bryan Yan is a senior at College Station High School. He has 7 years of experience in competition mathematics. He participated in contests such as UIL, AMC 8, Mathcounts, AMC 10, AMC 12, the TAMU High School Math Contest, the American Regions Math League, the American Invitational Mathematics Examination, and the Harvard-MIT Mathematics Tournament. He is a member of the Texas ARML team, and serves as the president of the College Station High School Math Club. Bryan was previously an instructor at the TAMU Chinese School Summer Camp, where he taught math and chess.

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This class will prepare students for the middle school MATHCOUNTS competion series. Students will work on exams from past years.

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Bryan Yan is a senior at College Station High School. He has 7 years of experience in competition mathematics. He participated in contests such as UIL, AMC 8, Mathcounts, AMC 10, AMC 12, the TAMU High School Math Contest, the American Regions Math League, the American Invitational Mathematics Examination, and the Harvard-MIT Mathematics Tournament. He is a member of the Texas ARML team, and serves as the president of the College Station High School Math Club. Bryan was previously an instructor at the TAMU Chinese School Summer Camp, where he taught math and chess.

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Singapore Math Level 2 is a foundational math course focused on helping young students develop a solid basis for numbers and problem solving. This class focuses on an introduction to addition, subtraction, multiplication, and division, as well as several higher level concepts such as fractions, volume, and graphs. Students will not only learn these basics but develop a problem solving mindset and learn how to apply their knowledge to word problems. 

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Andrew Li is an incoming sophmore at A&M Consolidated High School. He is an avid lover of math and a participant in math competitions such as the AMC's, MathCounts, UIL, and more. As the Singapore Math Level 2 teacher for this year, Andrew is more than excited to share his love of math with young ones!

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Singapore Math Grade 2 is a foundational math class following the curriculum of the Singapore Math Level 3 books. Students will develop their multiplication and division skills, and learn new concepts such as fractions, time, and more. There will also be a strong focus on problem solving and word problems, with strategies such as logic, using models, and patterns. 

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Sabrina Hu is a junior at A&M Consolidated High School. She is an avid lover of math and a participant in math competitions such as the AMC's, MathCounts, UIL, and more. She is an AIME qualifier as well as a USNCO qualifier and has also participated in high level math camps such as the Honors Summer Math Camp as well as the AwesomeMath program. As the Singapore Math Level 2 teacher for this year, Sabrina is more than excited to share her love of math with young ones!

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Textbooks:

https://shop.singaporemath.com/index.php/product/challenging-word-problems-for-primary-mathematics-cc-ed-3/

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Edward Yan is a freshman at College Station High School. Since 2015, he has participated in several mathematics contests, such as TAMU High School Math Contest, UIL, Mathcounts, AMC 8, and AMC 10. From 2017 to 2019, he placed first in mathematics and number sense events at district UIL meets all three years. In 2016, 2018, and 2019, he received the honor roll award for AMC 8. In 2020, he received the achievement roll award for AMC 10. He qualified for the state Mathcounts competition in 2019 and 2020.

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The material in this class is based on the first nine chapters of Think Java: How to Think Like a Computer Scientist version 6.1.3, by Allen B. Downey and Chris Mayfield. The link to the PDF version of the book is here. Exercises will be based on problems from codingbat.com.

 

Class structure

Each class will start with a warmup problem from codingbat.com and will be followed by the material being taught for that class. 

 

Homework

I will assign 1 or 2 problems for students to do at home to review the material covered in class. 

 

Things To Do Before Class

Please create an account on replit.com.

Install IntelliJ Idea, the IDE we are using here.

 

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Allen Li is an incoming freshman at College Station High School. He has been coding for four years and has been teaching Java coding for two semesters. He recently received a perfect score in the USA Computing Olympiad (USACO) Bronze level and was promoted to the Silver level of the contest.

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