Weekly outline

  • Chinese III

    Julie Chen

    Rm 207

    email: julie-chen@shenzhen.qsi.org

    Syllabus

    The Chinese III Course is designed for Secondary school students or 12 and up students if they are qualified. A normal prerequisite for this course is the sum of Chinese I and II Courses or its equivalent.  The course is designed to develop listening, speaking, reading, and writing skills, as well as expose students to various aspects of the Chinese culture. The students will enlarge their vocabulary through reading and listening to a number of authentic texts.   They will explore, differentiate, relate, and classify words and grammar patterns.  The course is also centered on the practical application of communication skills, with an emphasis on the language material used in everyday situations.  A variety of activities, including role-play and educational games, will be employed to develop their listening and speaking skills. The students will participate in groups reading and writing and become acquainted with some cultural features. The students will be able to identify and write a larger range of vocabulary. The students will be developing fluidity in conversation and they will expand the range of situations in which they can communicate.

    The Chinese III Course consists of 10 essential units. The Essential Outcomes must be assessed for mastery.  The Introduced/ Practiced Outcomes are intended to expose the student to skills that will be mastered in a future essential unit, engage the student in ongoing and necessary skills, and to practice the outcomes previously taught. 

    Essential Units:

     

      E01 – Transportation

     

    E02 – Make an appointment

     

    E03 – Food and Drinks

     

    E04 – Restaurant and diet

     

    E05 – Weather and Climate

     

    E06 – Making travel plans

     

    E07 – Chinese Festivals

     

    E08 – Writing about a trip

     

    E09 – Chinese idioms introduction

     

    E10 – Getting to know Chinese Culture

     

     

  • EO1 Transportation

    Unit Statement: 

    The student will use words related to transportation to communicate and to talk about traveling. 


    Essential Outcomes: (assessed for mastery)

    1. TSW read and write 41 key words related to transportation. (Interpretive reading and presentational writing) 

    2. TSW recognize 6 proper nouns. (Interpretive reading) 

    3. TSW talk about ground and air travel, including booking tickets, giving directions, sharing flight information. (Communicative) 

    4. TSW obtain travel information from published or online sources. (Interpretive reading and listening) 

    5. TSW recognize some words from public signs and announcements. (Interpretive listening/reading) 

    6. TSW write /record other people’s travel information (Presentational writing)

    7. TSW read the Chinese Readers level three: Max Goes To London and Chinese Readers level five: Going On A Trip. (Interpretive reading) 

    8. TSW visit the local airport and write an introduction/make a presentation about it. (Presentational writing)


     Introduced /Practiced Outcomes: 

    1. TSW describe the result or consequence of an action. (Presentational speaking) 

    2. TSW check/book air tickets and train tickets online. (Interpretive reading, Culture) 

    3. TSW ask and give directions. (Interpretive listening & speaking) 

    4. TSW make a travel plan to his/her home country and write about the trip route and the price. (Presentational speaking and writing) 


    Required Texts and Materials: 

    1. HUANYING, an invitation to Chinese, volume 

    2: textbook, workbook part 1, and teacher’s book part1. 2. Chinese Readers level three: Max Goes To London 

    3. Chinese Readers level five:Going On A Trip.

    4. Key words list:

     得/particle,直飞/direct fly,从/from,飞机/airplane,动车/high-speed bullet train ,快 /fast,航班/flight,清楚/clear,帮/help,订/book,票/ticket,游泳/swim,机场 /airport,接/pick up,航空公司/airline,一路平安/nice trip,别/don’t,着急/worried, 够/enough,专线/designated line,得/have to,地铁/subway,换/change,路上/on the way,至少/at least,线/line, route,爱/love,站/stop,班/shift,交通/transportation, 堵/congested,出租车/taxi,一样/same,信息/information,晚点/delayed,到达/arrive, 出口/exit,往/in the direction of,走/walk,好像/seems as if,急/anxious 5. Proper Nouns: 温哥华/Vancouver,东京/Tokyo,南京/Nanjing,港龙/Dragon-air,浦东/Pudong,人民 广场/People’s Square

    • EO2 Make an appointment

      Unit Statement: 

      The student will exchange ideas with others verbally and in writing to make appointments.


      Essential Outcomes: 

      1. TSW read and write 34 key words from the text, see attached. (Interpretive reading and presentational writing) 

      2. TSW make a suggestion or command others to do or not to do something. (Presentational speaking and writing) 

      3. TSW state that something is about to happen, and describe an ongoing action or condition. (Interpersonal) 

      4. TSW make an appointment with partner and talk about when and where they meet, how they plan to spend the time, etc. (Interpersonal) 

      5. TSW talk about different activities they do/different places they go after school, using the verbs learnt before and the nouns from “extend your word power” part in lesson 6. (Interpersonal) 

      6. TSW read Chinese readers level three: Go Out To Play and Chinese readers level five: Planning A Trip To The Mountain. 


      Introduced /Practiced Outcomes: 

      1. TSW write a invitation card/letter to friends and invite them to a sleepover party. Time, location, what to bring, dress code and activities should be included. (Presentational writing) 

      2. TSW be given a map. Based on the map they need to say five sentences to describe the location of a certain place and direct their friend how to get there. (Interpersonal) 

      3. TSW write to ask a friend to come and pick him/her at the airport, stating in the note the flight info, about the luggage, where you meet each other, and where you are going after leaving the airport. (Interpersonal writing) 

      4. TSW use the correct pattern to write sentences to show the frequency of an action. (Presentational writing) 


      Required Texts and Materials: 

      1. HUANYING, an invitation to Chinese, volume 

      2: textbook, workbook part 1, and teacher’s book part1. 2. Chinese readers level three: Go Out To Play. 

      3. Chinese readers level five: Planning A Trip To The Mountain. 

      4. Key words list: 

      多久/How long, 跑道/run way, 起飞/take off, 行李/luggage, 拿/take, 比较 /comparatively, 重/heavy, 不错/quite good, 医院/hospital, 作家/writer, 写/write, 小说 /novel, 打字/type, 病/sick, 找/look for, 奇怪/strange, 侦探/detective, 博物馆/museum, 广场/square, 看到/see, 逛/window shopping, 街口/crossroad, 公共汽车/bus, 骑/ride, 、 自行车/bike, 白天/daytime, 可能/maybe, 找到/find, 觉得/feel, 成/become, 门口/gate, 过/cross, 大楼/large building, 层/floors.

      • EO3 Food and drinks

        Unit Statement: 

        The student will be able to name common food items and communicate with others verbally and in words about food and drinks. 


        Essential Outcomes: (assessed for mastery) 

        1. TSW read and write 45 key words related to food/drinks, taste, ordering or buying food. (Interpretive reading and presentational writing) 

        2. TSW identify and understand 20 extra fruit and snack nouns from “Extend Your Knowledge” section. (Interpretive listening and reading) 

        3. TSW be able to order food in a restaurant or ask the price and buy food and drinks in the stores. (Communicative) 

        4. TSW be able to compare between two things or two people, including: A is more X than B; A is much more X than B; A and B are similar. (Communicative speaking) 

        5. TSW interview local staff at school about the price of some daily food supplies and note-take them. (Interpretive listening, Communicative speaking) 

        6. TSW read the Chinese Readers level four: We Eat Different Food, and Making Noodles For The First Time. (Interpretive reading) 

        7. TSW read the Chinese Readers level three: I Am Thirsty! I Am Hungry! (Interpretive reading) 


        Introduced /Practiced Outcomes: 

        1. TSW list 10 favorite food/drinks and compare the prices of them in China and in their home countries and maybe explain why? (Presentational writing) 

        2. TSW be given 20 RMB and be send to buy fruits in fresh market. They need to ask the price and bargain. The team that manages to buy the most fruits with the best price wins. (Communicative speaking) 

        3. TSW design a menu for a fusion restaurant where both western and Chinese food are available. They need include snacks/appetizers section, main courses section, soup, sweets and drinks. (Presentational writing, Culture) 

        4. TSW make phone calls to a local pizza delivery hotline checking prices for pizza, drinks, and delivery. (Communicative speaking) 


        Required Texts and Materials: 

        1. HUANYING, an invitation to Chinese, volume 2: textbook, workbook part 1, and teacher’s book part 1. 

        2. Chinese Readers Level four: We Eat Different Food, and Making Noodles For The First Time. 

        3. Chinese Readers Level three: I Am Thirsty! I Am Hungry! 

        4. Key words list: 

        阴历/lunar calendar, 阳历/solar calendar, 月亮/moon,月饼/moon cake,特别/special, 圆/round,千/thousand,传说/legend,有名/famous,拐/turn,挂/hang,牌子/sign, 超市/supermarket,为/for,水果/fruits,饮料/drinks,苹果/apple,香蕉/banana,块 /piece,毛/ten cents,斤/500 grams,贵/expensive,葡萄/grape,元/Chinese dollar, 比/than,角/ten cents,聊天/chat,老一套/the same old stuff,西瓜/water melon,便宜 /cheap,三明治/sandwich,已经/already,饱/full,色拉/salad,要看/it depends,必须 /must,蔬菜/vegetables,舒服/comfortable,巧克力/chocolate,冰激凌/ice cream,麦 片/wheat cereal,玉米片/corn flakes,差不多/similar,盒子/box,轻/light

        • EO4 Restaurant and diet

          Unit Statement: 

          The students will learn how to order food and drinks in the restaurant and know the how to name a dish in Chinese. They will also talk about healthy life style and describe a healthy diet.


           Essential Outcomes: (assessed for mastery) 

          1. TSW read and write 40 key words from text, and say/write sentences with these words to order dishes in restaurants or talk about eating healthy food. (Interpretive reading and presentational writing) 

          2. TSW identify and understand 21 extra words about vegetables and snacks. (Interpretive listening and reading) 

          3. TSW design a menu for a Chinese restaurant, Chinese dishes and soup need to be included. (Communicative writing) 

          4. TSW act out ordering dishes/taking orders in restaurant with a partner. (Communicative)

          5. TSW read the Chinese Readers level 4: We eat different food, level 1: colorful food, level 5: Dragon loves to eat. (Interpretive reading) 

          6. TSW read the Easy Steps to Chinese book 2, Unit 4 Lesson 12: Eating Out. (Interpretive reading) 


          Introduced /Practiced Outcomes: 

          1. TSW go online and find comments about three restaurants the teacher list. Read the comments, compare them and make the choice, which one you want to go and explain why. (Presentational writing and speaking) 

          2. TSW call a restaurant to make a reservation for 4 people at dinner time. (Communicative speaking, culture.) 

          3. TSW create a food pyramid poster and talk about healthy food and diet. (Presentational writing) 


          Required Texts and Materials: 

          1. HUANYING, an invitation to Chinese, volume 2: textbook, workbook part 1, and teacher’s book part 1. 

          2. Easy Steps to Chinese book 2, Unit 4 Lesson 12: Eating Out. 

          3. Chinese Readers level four: We eat different food., 

          4. Chinese Readers level one: colorful food, 

          5. Chinese Readers level five: Dragon loves to eat 

          6. Key words list: 

          位/for people, 菜单/menu, 面条/noodle,海鲜/seafood,酸/sour,辣/spicy,汤/soup, 客/an order,春卷/spring rolls,点/order,牛肉/beef,米饭/rice,服务员/service person,筷子/chopsticks,片/a slice of,鱼/fish,醋/vinegar,松鼠/squirrel,甜/sweet, 油/greasy,东西/things,比萨/pizza,炸鸡/fried chicken,次/time,一口气/at one breath,大吃大喝/eat and drink excessively,为了/in order to,健康/healthy,注意 /attention,决定/decide, 素/vegetarian, 饮食/diet, food and drink,完全/completely,谷 物/cereal,牛奶/milk,豆子/bean,糖/sugar,盐/salt,蛋糕/cake,跑步/jog, run. 4.Extended word list: 黄瓜/cucumber,青椒/green pepper,四季豆/French beans, 西红柿/tomato,土豆 /potato,卷心菜/cabbage,胡萝卜/carrots,芹菜/celery,洋葱/onion, 花菜/cauliflower, 菠菜/spinach,西兰花/broccoli,豌豆/pea,茄子/eggplant,大蒜/garlic,点心/snack, 品种/type,订座/reserve a seat,记住/learn by heart,记/remember,洗/wash

          • EO5 Weather and Climate

            Unit Statement: 
            The students will talk about weather and climate, as well as describe weather conditions in four seasons. 

            Essential Outcomes: (assessed for mastery) 
            1. TSW read and write 44 key words about weather and climate, and say sentences with these words to describe the weather. (Interpretive reading/writing and presentational speaking) 
            2. TSW talk about four seasons in a city and introduce the climate traits of each season. (Presentational speaking) 
            3. TSW listen to/watch weather report and jog down the temperature and weather conditions of more than 10 cities. (Interpretive listening)
            4. TSW talk in pairs and then write about 3 reasons why they like and dislike each season. (Communicative writing and presentational writing) 
            5. TSW write a e-mail to a friend who is visiting your city next week and give some information on the weather and give some suggestions about what cloths s/he is going to take. (Communicative writing) 
            6. TSW read the Chinese Readers level three: Weather Forecast, What’s the weather like today. (Interpretive reading) 
            7. TSW read the Chinese Readers level five: Four Seasons in China, Changeable Weather. (Interpretive reading) 

            Introduced /Practiced Outcomes: 
            1. TSW create a PPT presentation using the vocabulary taught to present to whole class briefing different climate in four seasons in his/her hometown (Presentational speaking). 
            2. TSW look at the map of China and recognize 10 major Chinese city’s names. (Culture) 
            3. TSW take turns to be the weather reporter during the week(s) when they are learning this topic, report to the whole class at the beginning of every day’s Chinese lesson. (Communicative speaking) 
            4. TSW read Better Chinese Readers: Little Brother Soil and Big Brother Earth, Mr. Happy and Mr. Crabby, The magic of Water. (Interpretive reading) 

            Required Texts and Materials: 
            1. HUANYING, an invitation to Chinese, volume 2: textbook, workbook part 1, and teacher’s book part 1. 
            2. Easy Step to Chinese 2: Unit 2 lesson 4, Weather 
            3. Better Chinese Readers: Little Brother Soil and Big Brother Earth, Mr. Happy and Mr. Crabby, The magic of Water. 
            4. Chinese Readers level three: Weather Forecast, What’s the weather like today. 
            5. Chinese Readers level five: Four Seasons in China, Changeable Weather. 
            6. Key words list: 
            下雨/rain, 又/also,天气预报/weather forecast,气温/temperature,度/degree,低/low, 去年/last year,暖和/warm,冷/cold,刮风/blow wind,晴天/sunny,……的话/if,放 风筝/fly a kite,教/teach,寒假/winter holiday, 冬天/winter,北方/north,南方/south, 海/sea,夏天/summer,热/hot,少数民族/ethnic minority,有意思/interesting,文化 /culture,活动/activity,建议/suggestion,春天/spring,秋天/autumn,凉快/cool, 暖冬 /warm winter,出门/go out,谢天谢地/thank goodness,高/high,河/river,安排 /arrangement,爬山/climb the mountain,西南/south-west,西北/north-east,雪山 /snow-covered mountain,一年四季/four seasons, whole year round,船/boat,流/flow, 游船/your boat,不同/difference 

            Suggested Materials: 
            1. Weather report website 
            2. Map of China 
            3. Flash cards on weather patterns

            • EO6 Making travel plans

              Unit Statement: 

              The student will talk and write about different geographic features, as well as make detailed travel plans. They will also look at the names and locations of some major cities in China. 


              Essential Outcomes: (assessed for mastery) 

              1. TSW read and write 26 key words related to traveling and use them in sentences orally and in words. (Interpretive reading and presentational writing) 

              2. TSW identify and understand 11 words from the text. (Interpretive listening and reading) 

              3. TSW talk with friends about different geographic features like rivers, mountains, grasslands, islands, plains and so on. They need to look at the map of China and tell briefly where in China can each type of geographic feature be found. (Communicative and culture) 

              4. TSW make a detailed travel plan indicating travel sequence, tickets booking, transportation, hotels (rooms booking), schedule pace and as many details. (Presentational speaking/writing) 

              5. TSW make a hypothesis and describe sequence of several events with the correct sentence structures. (Presentational speaking and writing) 

              6. TSW call a local travel agency and check information about the travel routes available, and then write a detailed report about at least one tour group route (Communicative and presentational writing) 

              7. TSW recognize some major cities’ names on the map of China, and will understand the names upon hearing them. (Interpretive listening and reading, culture) 


              Introduced /Practiced Outcomes: 

              1. TSW act out making phone calls between travelers and front-desk staff in different hotels, travelers finding out prices and facilities and make their decision which one to live in and call back to reserve rooms. (Interpretive listening, communicative), 

               2. TSW create a sightseeing schedule for a group of exchange students who are visiting your city and your school. List activities arranged for the group and discuss with partners. (Presentational writing and communicative) 

              3. TSW read the Chinese Readers level three: Go Out to Play, Directions, Max Goes to London, and Chinese Readers level five: Going On a Trip, Planning A Trip To The Mountain. (Interpretive reading) 


              Required Texts and Materials: 

              1. HUANYING, an invitation to Chinese, volume 1: textbook, workbook part 2, and teacher’s book part2. 

              2. Map of China 

              3. Travel agency booklets and websites 

              4. Chinese Readers Level Three: Go Out to Play, Directions, Max Goes to London. 

              5. Chinese Readers level five: Going On a Trip, Planning A Trip To The Mountain. 

              6. Key words list: 

              滑雪场/ski resort, 零下/below zero, 滑雪服/ski jacket,上班/go to work,要是/if,俩 /two(used for people),冰雕/ice sculpture,阳光/sunshine,冰天雪地/a world of ice and snow,错过/miss,南山/South Mountain,哈尔滨/Harbin,旅游/travel,旅行社/travel agency,旅行团/tourism group,出发/set off,左右/around,游客/tourist,上山/go uphill,需要/need,旅店/hotel,飞机票/air ticket,火车票/train ticket,船票/ferry ticket,导游/guide,营业时间/business hour 7. Extended word list: 通知/announcement,影响/influence,录音/record,安全/safety,窗户/window,记得 /remember,公寓/apartment,公寓楼/apartment building,上来/come up, 报纸 /newspaper,进来/come in 


              Suggested Materials: 

              1. Easy Step to Chinese textbook 4: unit 5 lesson 14 Travelling 

              2. Air tickets and train tickets/schedule, and websites for tickets booking

              • EO7 (Chinese Festivals

                Unit Statement: 

                The students will look at names and dates of some traditional Chinese festivals and their customary food, practices and history. 


                Essential Outcomes: (assessed for mastery) 

                1. TSW read and write 21 key words about Chinese festivals. (Interpretive reading, and presentational speaking/writing) 

                2. TSW create a timeline of 5 main traditional Chinese festivals during the year and talk about the importance of them to Chinese people. (Presentational writing, communicative) 

                3. TSW introduce via a PPT presentation each festival, including their customary food, practices and history. (Presentational speaking) 

                4. TSW reference an action with a specified time using the sentence pattern: when…, subject+verb. (Presentational writing/speaking) 

                5. TSW briefly explain the holidays or festivals in their home countries and compare them with Chinese ones. (Communicative) 

                6. TSW read Chinese Readers level 3, China’s Festivals and Chinese Readers level 4, George And Dragon Go To See Lanterns. (Interpretive reading) 

                7. TSW read I Can Read By Myself level 8: What Can You Hear n Chinese New Year, level 6: Firework Show and level 9: New Year Parade. 

                8. TSW make mini comic books to list every aspect they know about the five festivals. (Presentational writing) 


                Introduced /Practiced Outcomes: 

                1. TSW read recipe books and find out the main recipes and cooking ways for four traditional Chinese food: dumplings, sweet dumplings, pyramid-shaped dumpling made of glutinous rice wrapped in bamboo or reed leaves and moon-cakes. (Interpretive reading, culture) 

                2. TSW watch movies about the legend/origin of some Chinese festivals and explain them to each other. (Interpretive listening and communicative) 

                3. TSW talk with local staff and native Chinese speaker classmates at school and interview them about how they celebrate each festival. (Communicative) 


                Required Texts and Materials: 

                1. Book/passages/comics and movies or cartoons online about five traditional Chinese festivals, including spring festival, lantern festival, tomb-sweeping day, dragon boat festival, and mid-autumn day. 

                2. Lunar calendar 

                3. Chinese Readers level 3, China’s Festivals and Chinese Readers level 4, George And Dragon Go To See Lanterns. 

                4. I Can Read By Myself level 8: What Can You Hear n Chinese New Year, level 6: Firework Show and level 9: New Year Parade. 


                Key words list:

                 春节/spring festival, 元宵节/lantern festival, 清明节/tomb-sweeping day,端午节/dragon boat festival,中秋节/mid-autumn day,正月/lunar calendar month one,腊月 /lunar calendar month 12,饺子/dumpling,年夜饭/new year’s eve dinner,元宵/sweet sticky rice dumpling,花灯/lantern,粽子/pyramid-shaped dumpling made of glutinous rice wrapped in bamboo or reed leaves,龙舟/dragon boat,月饼/moon cake,赏月/enjoy the full moon,阳历/solar calendar,阴历/lunar calendar,团圆/get-together,纪念/ commemorate,扫墓/tomb-sweeping

                • EO8 Writing about a trip

                  Unit Statement: 

                  The student will in this unit concentrate on their writing skills, as well as demonstrating their ability to combine and link vocabulary and patterns to compose essays. They will be writing about the schools field trip. 


                  Essential Outcomes: 

                  1. TSW first talk about the annual school trip (or a trip they had with family or friends), and in their speech or presentation they have to include vocabulary on planning and scheduling, transportations, tickets booking, hotel booking, food, geographic features, weather and climate and other words related. (Communicative speaking) 

                  2. TSW write about the same topic, applying the correct spelling of the words learnt and including some extra words, if needed, by looking them up in a dictionary. (Presentational writing and interpretative reading) 

                  3. TSW demonstrate in writing the ability to incorporate a certain number of cohesive devices, the ability to use punctuations correctly, and the ability to apply for some sentence patterns learnt. (Presentational writing) 

                  4. TSW combine and link sentences into texts of paragraph length with clear arrangement and logical sequence. (Presentational writing) 

                  5. TSW be able to answer readers’ questions after reading their essays, and students will discuss their writings with partners: (Communicative) 

                  6. TSW type their writing and develop their Chinese input skills. (Presentational writing) 


                  Introduced /Practiced Outcomes: 

                  1. TSW create a short (5-10 minutes) documentary video or PPT with Chinese voiceovers to demonstrate visually and audibly a trip. (Communicative speaking) 2. TSW read other classmates’ writings and polish the essays for each other. (Comprehensive reading) 


                  Required Texts and Materials: 

                  1. HUANYING, an invitation to Chinese, volume 1: textbook, workbook part 1, and teacher’s book part 1. 

                  2. English-Chinese dictionary 


                  Suggested Materials: 

                  1. Exemplification of common sentence patterns in spoken Chinese, Peking University Press, 2005 

                  2. Easy Step to Chinese textbook 4: unit 5 lesson 14 Travelling

                  • EO9 Chinese idioms introduction

                    Unit Statement: 

                    The student will be looking at the interesting origin and meaning of some commonly used Chinese idioms, and they will get to know the importance of idioms in Chinese people’s communication.


                    Essential Outcomes: 

                    1. TSW read and write 35 idioms (see listed), be able to explain orally both the literally meaning and the implied meaning. (Comprehensive reading and presentational speaking) 

                    2. TSW read some stories represent the origin of above idioms. They will also retell the stories and explain to others the origin and meaning according to the stories. (Comprehensive reading and presentational speaking) 

                    3. TSW choose 2 idiom stories they like and make comic books about them. (Communicative speaking and listening, presentational writing) 3. TSW write sentences or mini dialogues with each idiom to show the teacher they know how to use them correctly. (Presentational writing) 

                    4. TSW be looking at the importance of idioms as a particular linguistic form in Chinese language, as well as the expressiveness and conciseness of this form. (Linguistics and culture) 

                    5. TSW in daily oral language, use the idioms taught and pick up more idioms consciously. (Communicative speaking) 


                    Introduced /Practiced Outcomes: 

                    1. TSW compare some Chinese idioms with idioms in English, or his/her native language and tell in PPT presentation similarities and differences. (Interpretative reading) 

                    2. TSW look for 10 rhyming words for each idiom taught. (Reading) 

                    3. TSW introduce 2 new idioms they found to the class. (Interpretative reading) 


                    Required Texts and Materials: 

                    1. HUANYING, an invitation to Chinese, volume 2: textbook, workbook part 2, and teacher’s book part2. 

                    2. Stories of Chinese Idioms about Ability, Beginner & Intermediate Levels. 

                    3. Stories of Chinese Idioms about Animals, Beginner Level. 

                    4. Idiom words list: (From the book HUANYING, an invitation to Chinese, volume (2) 

                    车水马龙/very busy traffic 学富五车/very knowledgeable 一路平安/Have a nice trip 多多益善/The more the better 欲速则不达/Haste makes waste 好好先生/a yes man 说一不二/keep one’s promise 一鸣惊人/surprise people with one’s first surprise 一五一十/tell in details 老马识途/the experienced person knows the ropes 花好月圆/perfectly happy life (wish to newlyweds) 水中捞月/useless attempt 种瓜得瓜,种豆得豆/you reap what you sow 投桃报李/return a favor with a favor 桃李满天下/a teacher has many successful students 吃大锅饭/have no individual accountability 喝西北风/have nothing substantial to eat 吃喝玩乐/eating ,drinking and merry-making 酒肉朋友/welfare friends 如鱼得水/the most comfortable situation 鸡毛蒜皮/trivial and useless things 不知肉味/fully captivated by something 风雨交加/windy and rainy, stormy weather 风雨同舟/in the same storm-tossed boat 风雨无阻/regardless of wind or rain 风雨飘摇/swaying in the midst of a raging storm 夏炉冬扇/untimely and hence useless things 春兰秋菊/everything has its own beauty 山南海北/faraway 世外桃源/a place for taking refuge 雪中送炭/timely assistance 雪上加霜/one disaster after another 读万卷书,行万里路/read thousands of the books and travel thousands of miles 五湖四海/all corners of the country(the world) 游山玩水/take a sightseeing tour