08-19 Lecture: Chinese Names, Naming Conventions, and Storytelling
This recording captures a multilingual Chinese language class session focused on reading, speaking, and cultural learning about Chinese names and naming conventions. The instructor organizes group storytelling exercises, a reading activity on “Chinese people’s names,” and engagement with the “Hundred Family Surnames” song. Students practice collaboratively constructing coherent stories, discuss the structure of Chinese names (surname first, given name later), explore meanings and values parents embed in names (e.g., hopes for character, intelligence, elegance, bravery, beauty, auspicious events like the 2008 Olympics), and consider adopting new Chinese names with specific desired attributes. The session includes instructions for classwork submission, partner reading protocols, vocabulary support, and reminders to stay on task. Date references mention materials updated on August 18 and planned tasks on August 19, 2026. The latter part emphasizes completion and submission, classroom management, brief student presentations on name stories, and post-activity directions to close laptops and seek permission for breaks.
Group Story Chain (句子接龙)
Students form groups of four; each group receives a unique start sentence (e.g., “昨天我吃了饺…” and “他的自行车坏了”).
Each student adds a sentence to build one coherent story based on the previous sentence; avoid repetition (“If it's a story you don't repeat”).
Guidance: expand sentences with details (when eating dumplings, which type, who made them, mood after eating); the longer and more detailed, the better.
Each student speaks twice across two rounds (1,2,3,4, then 1,2,3,4 again). All four must volunteer before the instructor calls on anyone.
Example corrective feedback: For a bicycle story, Student 2 should continue with “所以我没有办法骑自行车上学,” and Student 3 with “我只能让我爸爸妈妈开车送我上学.”
Story Examples and Performances
Airplane turbulence: “在飞机上课的时候飞机摇动很多,” leading to humorous elements (e.g., plane turning 180 degrees and returning due to smell).
Lost phone story: “我的手机被弄丢了所以我很伤心,” followed by suggestions like asking neighbors for help.
Three-legged dog: student observes a strange dog with three legs; discovers it belongs to 王嘉宜 (Bella) and brings it home.
Heavy rain scenario: student forgot umbrella, clothes soaked, washing machine broken, no one can fix it, arrives at school in wet clothes, gets laughed at by peers.
Park and homework: student meets a friend after playing on a slide; learns there’s an exam tomorrow though no homework assigned that day.
Reading Setup and Process
Access via a link within an assignment titled around “中国人的姓名”; materials noted as updated on August 18, 2026.
Create a dedicated Chinese folder; open the reading and go to the last page first for orientation.
Partner/table reading: each person reads a section; if encountering unfamiliar characters (including two-character surnames like 欧阳), mark them and rely on partner support or ask the instructor.
Option for 1号 and 2号 division: 1号 reads the first and second paragraphs; 2号 reads the last paragraphs; read before answering questions.
Avoid using machine translation; ask the instructor about unknown words and clarify comprehension in class.
Content of “Chinese people’s names”
Name Structure: surname (姓) comes first; given name (名字) follows. Given names are commonly two characters; variations and compound surnames exist (e.g., 欧阳).
Parental Hopes and Values:
Some parents hope for a better “building” of life or more elegant living; others hope for intelligence, bravery, wisdom, sociability, and talent in children.
Traditional gender associations: boys—bravery; girls—beauty, floral fragrances (花香), elegance.
Influence of Events:
After the 2008 Olympics, many parents named children reflecting the event’s spirit or associated values (implied trend toward auspicious or patriotic naming).
Common Surnames and Cultural Elements:
Engagement with 百家姓 (Hundred Family Surnames) song; students check if their surnames appear among the common hundred and practice reciting/singing.
Discussion and Questions
Prompts include: “Do you want to give yourself a new Chinese name? If so, what type of name do you want to give yourself?”
Students explore desired attributes in names and consider how names reflect personal identity and values.
Timing and Locking Assignments
Classwork direction: “you must pay class 14 minutes,” with an indication that the assignment will be locked after a set period (e.g., 40 minutes highlighted; instructor will “lock this assignment down”).
Emphasis on readiness: if prepared, proceed; avoid jumping or disruptive behavior; stick to the assignment rather than games or movies.
Submission reminders: everyone needs to submit; instructor will lock the task; queries about who has not completed yet; closing laptops after finishing.
Tools and Workflow
Use Google Docs appropriately; rely on it as needed for writing but avoid overcomplicating with additional apps like “comic pad.”
Count sentences produced; engage in discussion (讨论) to deepen understanding.
Create dedicated Chinese folders for organizing materials and readings.
Sharing Personal Name Histories
Students present the story of their Chinese names; references to individuals such as 赵坤 and how parents consulted someone to choose a name based on birth time and the traditional calendar system.
Another student’s reflection that their name encourages thinking and self-liking; visual elements drawn to represent self (e.g., items that look like chopsticks or skating shoes), with instructor prompting for clarity on symbolism.
Cultural and Identity Elements
Considerations include foreigner names (e.g., 大卫, 丽莎) and pronunciation issues for non-Chinese speakers; references to a Mongolian person whose name pronunciation is frequently adjusted by others.
Encouragement to select or refine Chinese names that align with personal attributes and cultural resonance.
Language Use
The class features Chinese as the primary instructional language, with occasional English and Korean interjections, reflecting a diverse, bilingual/multilingual learning environment.
Students and instructor mix casual remarks, questions, and humor to maintain engagement.
Conduct and Participation
The instructor manages noise levels, encourages volunteering, offers extra points for participation, and addresses off-task behaviors (e.g., playing games, talking about masks).
Procedural reminders: ask permission for restroom breaks; follow directions; maintain focus on class objectives.
1. Prepare or refine your Chinese name story(for students who haven't gone yet): explain the meaning, origin, parental hopes, and any cultural references (e.g., events like the 2008 Olympics) that influenced your name.