This class is a course in Chinese language for non-Chinese speakers participating in the Contemporary Issues Program. It is designed for those students who have studied Chinese for between two to three years (four or five semesters or six to eight quarters). The course will begin with a series of intensive “foundation building” sessions which not only give students communication tools that are immediately useful in their daily life but which also consolidate previously learned fundamentals of the Chinese language. It is designed to further challenge and enrich the language skill sets of students whose proficiency is approximately at the advanced Chinese level. Students will acquire over 1500 new words, the ability to correctly utilize several hundred sentence and grammar patterns, and gain proficiency in comprehending newspaper articles, plays and novels, video and movie clips, and commentaries. All of the course content is related to contemporary issues in China, Chinese history, Chinese literature, and Chinese culture. The class emphasizes all four major areas of language acquisition: speaking, listening, reading, and writing. Students will acquire several new skills in the class, including: (a) how to interview native speakers of Chinese; (b) the ability to discuss a range of social, economic, and political issues; (c) the ability to write essays based on specific topics; and (d) the skills needed to make effective presentations in Chinese. By the end of the semester students should be able to easily express their opinions and to be able to hold discussions with native speakers of Chinese on a wide range of topics. Students should also have developed an appreciation for Chinese literature, know how to correctly distinguish between formal and informal patterns of speech, and be able to identify different styles of writing.
Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad can learn to do things with words, such as requesting, apologizing, or offering compliments. They may also learn to interpret situations in ways that local people do. In short, and logically, study abroad has been show to enhance the aspects of communicative competence that are most difficult to foster in classroom settings (IES Abroad MAP for Language and Intercultural Communication, p. 6).
STUDENT PROFILE:
Students entering this level must be able to fulfill the learning outcomes of the Novice Abroad level, as defined by the IES Abroad MAP for Language and Intercultural Communication. Specifically, they should already be able to express themselves on a variety of concrete, everyday topics and meet their basic needs in the language. Depending on their academic background, their mastery of the four basic skills—reading, writing, speaking and listening—may be uneven. Although students may have been exposed previously to certain competencies taught at this level, they need additional practice and instruction to move toward mastery of these competencies.
As students gain more self-awareness and self-confidence, they will attempt more in the community. Paradoxically, this means they may also experience more miscommunications and frustration. Reading and writing require effort, and many students will need to make a special effort in this regard. Students will also develop cultural awareness and skills to work through the challenges of adaptation in the local culture and learn to celebrate their successes. They will begin to appreciate the value of these language and intercultural skills.
Prerequisites:
Decided by Placement Test
Attendance policy:
CHINESE CLASSROOM RULES AND REGULATIONS
Attendance Policy
Every day, start with 100 points (25 points x 4 classes) for daily attendance and participation.
• Every unexcused absence will result in the course grade being lowered by 1/3 (B+ à B, B à B-, etc.)
• After FIRST unexcused absence, a letter of warning will be issued, and the student will be required to have an administrative review.
• After the SECOND unexcused absence, there will be a formal administrative review hearing with the program director. A possible consequence of that hearing is dismissal from the program.
• Tardiness：
• Being late for… minutes
• …points deducted
• late≤5
• no
• 5 ＜late≤20
• 15 (out of 25)
• late＞20
• 25 (out of 25)
• After the 4th incidence of tardiness, an administrative review hearing will be held with the possible consequence probation.
Illnesses:
• Go to hospital and get a letter authorizing your absence by a doctor. Submit it to your teacher, then your absence will be excused.
• Inform your RA, or home-stay parents, get a note written by them, and hand it to your Chinese teacher the very next time of class. Then, your absence will be excused.
• No non-illness related absences. You are required to prepare for next day’s class and participate actively in class.
Chinese Classroom regulations:
• Attend class on time, inform your teacher if you can not attend.
• Hand in homework on time
• Preview and review on a daily basis
• Listen to the audio text before class
• Be cooperative in class, answer questions and follow the rules
• Dress appropriately, no cap, slippers or pajamas in class
• Do not eat in class
• Respect your teacher and the other students in your class, mute your cell phone in class
Learning outcomes:
By the end of the semester students should be able to easily express their opinions and to be able to hold discussions with native speakers of Chinese on a wide range of topics. Students should also have developed an appreciation for Chinese literature, know how to correctly distinguish between formal and informal patterns of speech, and be able to identify different styles of writing.
I. Intercultural Communication
a. Students will be able to meet simple everyday needs using verbal and non-verbal communication, and they will be able to use compensatory strategies when they do not know the word or expression (repetition, talking around the point, body language etc.).
b. Students can recognize some appropriate and inappropriate expressions and behaviors in the host language.
c. Students will be able to distinguish between basic representations of formality and informality in the language.
d. Students will understand that there are differences between cultural stereotypes and generalizations between the home culture and the host culture.
e. Students will start to make informed comparisons between the host culture and the home culture.
II. Listening
a. Students will be able to understand basic statements, requests, descriptions, and questions in specific cultural context relevant to them (hosts’ interactions, Center interactions, studying, shopping, transportation, meals), and within a familiar environment.
b. With increasing confidence, students will be able to use context to understand the gist of some basic spoken language they overhear, including some standard television programs, simple exchanges between others, and basic announcements.
III. Speaking
a. Students will be able to use simple phrases and expressions appropriately in everyday situations (home, the IES Abroad Center, and the wider community)
b. Students will be able to express many simple needs by asking questions, and get what they need in uncomplicated, everyday situations.
IV. Reading
a. Students will be able to identify simple sentences and short basic passages as long as they primarily contain characters introduced in class.
b. Students will be able to understand a defined set of characters, and at times deduce others that follow similar patterns.
V. Writing
a. Students will be able to write short texts about simple and concrete topics they have studied, such as themselves, their families, their friends, their likes, dislikes, plans, experiences and their daily routines.
b. Students will be able to send simple emails and text messages.
Method of presentation:
Lecture, Drill, Language activity, Oral skit, Discussion, Debate, Interview, Tutoring, Written and oral assignments, Movie learning, Travel project presentation, Audio and video materials, Field trip
Dictation:
• One Dictation worth 100 points.
• If you are late or absent, you will probably miss it.
• But if you are late or absent due to your excused illness (with prescription or a note), you can ask your teacher to give you a make-up one.
• Correct your dictation and hand it in before the next test = 3 points bonus
Homework:
• Do it carefully and hand it in on time (before lecture starts)= ?/100 points
• Forget to do it or take it to school, hand in to your teacher the next day before lecture starts= ?/50 points
• Correct homework, and hand it in before next test. You will have bonus = +3 points
Oral and written tests:
• Oral takes 40% and written takes 60%
• Correct the tests and you will get 3 extra points （except the final exam）.
Chinese Classroom regulations:
• Attend class on time, inform your teacher if you can not attend.
• Hand in homework on time
• Preview and review on a daily basis
• Listen to the audio text before class
• Be cooperative in class, answer questions and follow the rules
• Dress appropriately, no cap, slippers or pajamas in class
• Do not eat in class
• Respect your teacher and the other students in your class, mute your cell phone in class
Rubrics for writing assignments
90-100分
Excellent-Communicative; reflects awareness of certain aspects; well organized and coherent; contains a range of grammatical structures with minor errors that do not impede comprehension; good vocabulary range.
Good-Comprehensible; some awareness of certain aspects; adequate organization and coherence; adequate use of grammatical structures with some major errors that do not impede comprehension; limited vocabulary range.
Fair-Somewhat comprehensible; little awareness of certain aspects; some problems with organization and coherence; reflects basic use of grammatical structures with very limited range and major errors that at times impede comprehension; basic vocabulary used.
Poor-Barely comprehensible; no awareness of certain aspects; lacks organization and coherence; basic use of grammatical structures with many minor and major errors that often impede comprehension; basic to poor vocabulary range.
Excellent- No consistent or conspicuous mispronunciation; approaches native-like pronunciation with good intonation and juncture.
优——没有一贯性的或者明显的发音错误，语音语调及抑扬顿挫很接近母语者。
80-89.9
Good- Some identifiable deviations in pronunciation. Non-native accent evident with occasional mispronunciations that do not interfere with understanding.
良——有一些较明显的发音偏误。偶尔出现的发音错误虽然不影响理解，但是很容易就暴露了非母语者的身份。
70-79.9
Fair-Identifiable deviations in pronunciation. Non-native accent requires careful listening and mispronunciations lead to occasional misunderstanding.
可——有明显的发音偏误。非母语者的发音需要仔细聆听，但是错误的发音还是偶尔会导致听话人的误解。
低于70
Poor-Frequent pronunciation errors with a heavy non-native accent. Many phonemic errors that make understanding difficult.
差——非母语的口音很重，发音错误频繁。发音方法的错误导致理解困难。
Fluency
流利度
90-100
Excellent-Speech is effortless and smooth with speed that approaches that of a native speaker.
优——言语输出轻松顺利，语速接近母语者。
80-89.9
Good-Speech is mostly smooth but with some hesitation and unevenness caused primarily by rephrasing and groping for words.
良——言语输出基本流畅，但由于说话者需要时间遣词造句，说话过程中会伴有一些犹豫和停顿。
70-79.9
Fair-Speech is slow and often hesitant and jerky. Sentences may be left uncompleted, but speaker is able to continue however haltingly.
Poor-Speech is very slow and exceedingly halting, strained and stumbling except for short or memorized expressions. Difficult for a listener to perceive continuity in utterances and speaker may not be able to continue.
Excellent-Very strong command of grammatical structure and some evidence of difficult. Complex patterns and idioms. Makes infrequent errors that do not impede comprehension.
优——熟练掌握语法结构和复杂的句式和习惯表达法。不常出现的偏误也不会影响理解。
80-89.9
Good-Good command of grammatical structures but with imperfect control of some patterns. Less evidence of complex patterns and idioms. Limited number of errors that are not serious and do not impede comprehension.
Fair-Fair control of most basic syntactic patterns. Speaker always conveys meaning in simple sentences; some important grammatical patterns are uncontrolled and errors may occasionally impede comprehension.
可——基本掌握基本语法模式，较多使用简单句，不能掌握重要语法句式，出现的偏误会影响理解。
低于70
Poor-Any accuracy is limited to set or memorized expressions; limited control of even basic syntactic patterns. Frequent errors impede comprehension.
差——表达的准确性差，包括经过熟记的表达。对基本语法句式的使用能力有限，常见错误影响理解。
Vocabulary
词汇
90-100
Excellent-Very good range of vocabulary with evidence of sophistication and native-like expression. Strong command of idiomatic expressions. In-frequent use of circumlocution because particular words are rarely lacking.
Good-Good range of vocabulary with limited evidence of sophistication. Some expressions distinctly nonnative-like but always comprehensible. Limited evidence of idiomatic expressions. Speaker is comfortable with circumlocution when lacking a particular word.
Fair-Adequate range of vocabulary with no evidence of sophistication. Some distinctly nonnative expressions or errors in word choice may impede comprehension. No evidence of idiomatic expressions. Speaker has difficulty with circumlocution when lacking a particular word.
Poor-Limited range of vocabulary. Lack of repertoire and frequent errors in word choice often impede comprehension. Speaker shows no attempt in circumlocution when lacking a particular word.
Excellent- No consistent or conspicuous mispronunciation; approaches native-like pronunciation with good intonation and juncture.
优——没有一贯性的或者明显的发音错误，语音语调及抑扬顿挫很接近母语者。
80-89.9
Good- Some identifiable deviations in pronunciation. Non-native accent evident with occasional mispronunciations that do not interfere with understanding.
良——有一些较明显的发音偏误。偶尔出现的发音错误虽然不影响理解，但是很容易就暴露了非母语者的身份。
70-79.9
Fair-Identifiable deviations in pronunciation. Non-native accent requires careful listening and mispronunciations lead to occasional misunderstanding.
可——有明显的发音偏误。非母语者的发音需要仔细聆听，但是错误的发音还是偶尔会导致听话人的误解。
低于70
Poor-Frequent pronunciation errors with a heavy non-native accent. Many phonemic errors that make understanding difficult.
差——非母语的口音很重，发音错误频繁。发音方法的错误导致理解困难。
Fluency
流利度
90-100
Excellent-Speech is effortless and smooth with speed that approaches that of a native speaker. No need for notes.
优——言语输出轻松顺利，语速接近母语者，不需要提示。
80-89.9
Good-Speech is mostly smooth but with some hesitation and unevenness caused primarily by rephrasing and groping for words. Some notes are needed.
Fair-Speech is slow and often hesitant and jerky. Sentences may be left uncompleted, but speaker is able to continue however haltingly. Need many notes.
Poor-Speech is very slow and exceedingly halting, strained and stumbling except for short or memorized expressions. Difficult for a listener to perceive continuity in utterances and speaker may not be able to continue. Rely on notes.
Excellent-Very strong command of grammatical structure and some evidence of difficult. Complex patterns and idioms. Makes infrequent errors that do not impede comprehension.
优——熟练掌握语法结构和复杂的句式和习惯表达法。不常出现的偏误也不会影响理解。
80-89.9
Good-Good command of grammatical structures but with imperfect control of some patterns. Less evidence of complex patterns and idioms. Limited number of errors that are not serious and do not impede comprehension.
Fair-Fair control of most basic syntactic patterns. Speaker always conveys meaning in simple sentences; some important grammatical patterns are uncontrolled and errors may occasionally impede comprehension.
可——基本掌握基本语法模式，较多使用简单句，不能掌握重要语法句式，出现的偏误会影响理解。
低于70
Poor-Any accuracy is limited to set or memorized expressions; limited control of even basic syntactic patterns. Frequent errors impede comprehension.
差——表达的准确性差，包括经过熟记的表达。对基本语法句式的使用能力有限，常见错误影响理解。
Vocabulary
词汇
90-100
Excellent-Very good range of vocabulary with evidence of sophistication and native-like expression. Strong command of idiomatic expressions. In-frequent use of circumlocution because particular words are rarely lacking.
Good-Good range of vocabulary with limited evidence of sophistication. Some expressions distinctly nonnative-like but always comprehensible. Limited evidence of idiomatic expressions. Speaker is comfortable with circumlocution when lacking a particular word.
Fair-Adequate range of vocabulary with no evidence of sophistication. Some distinctly nonnative expressions or errors in word choice may impede comprehension. No evidence of idiomatic expressions. Speaker has difficulty with circumlocution when lacking a particular word.
Poor-Limited range of vocabulary. Lack of repertoire and frequent errors in word choice often impede comprehension. Speaker shows no attempt in circumlocution when lacking a particular word.
Excellent-Communicative; reflects awareness of certain aspects; well organized and coherent.
优——与听众的交流性强，内容有效反映有关问题, 条理性，组织性极强。
80-89.9
Good-Comprehensible; some awareness of certain aspects; adequate organization and coherence.
良——易于理解，能反映有关问题，组织合理，调理较清晰。
70-79.9
Fair-Somewhat comprehensible; little awareness of certain aspects; some problems with organization and coherence.
可——意思还可被理解，几乎不能清楚反映有关问题，组织调理欠佳
低于70
Poor-Barely comprehensible; no awareness of certain aspects; lacks organization and coherence.
差——意思表达不清，影响理解，不能反映有关问题，缺乏组织条理性。
回答问题
Q&A
90-100
Attentive listener. Ask meaningful and sophisticated questions. Can give excellent answer to all prepared and improvisational questions. 积极认真地聆听其他人的报告，能提出深刻的问题。就别人对自己报告提出的所有问题也能做出准确的回答。
80-89.9
Good listener. Try to ask meaningful and sophisticated questions. Be able to handle all prepared and improvisational questions. 认真聆听他人的报告，努力尝试提出深刻问题。能对别人的提问给予相应的回答。
70-79.9
Showing some interests in other’s presentations. Occasionally raise some meaningful and sophisticated questions. Be able to answer some questions.能表现出对其他人的报告的兴趣，也偶尔能提出一些深刻的问题。能对一些提问做出回答。
低于70
Showing no interests in other’s presentations, and can’t raise any effective questions. Fail to answer any questions.对其他人的报告没有丝毫兴趣，也不能提出有效的问题。不能应对别人的提问。
Total Average
总平均分
Grading Scale:
A 95-100
A- 90-94.9
B+ 87-89.9
B 84-86.9
B- 81-83.9
C+ 78-80.9
C 75-77.9
C- 70-74.9
D 60-69.9
F
LANGUAGE PROJECT DESCRIPTION：
Students will work in groups of 5-6 people, write their own script or research paper, act, shoot, and edit a film and, finally, present the film at IES Film Festival. The requirements of the films are: 5-6 people to a team; 15-20 minutes in length; half of the scenes should be shot off-campus; each movie should have English subtitles; each movie has a name and is edited by Movie Maker; all the actors and actresses in the movie speak Chinese.
Time: week1-week13
Grade: 15% of final grade
For movie groups: Movie Grade = 40%*Script + 60%*Movie
For documentary Groups: Movie Grade = 60%*Research Paper + 40%*Documentary
Movie Project TIME TABLE:
Movie Groups
Documentary Group
1st Week
Wed.
ü Film Festival Introduction.
ü Go over the kinds of movies you can make, the requirements of the Movie Festival, and the grade portion.
Wed.
ü Film Festival Introduction.
ü Go over the kinds of movies you can make, the requirements of the Movie Festival, and the grade portion.
5th Week
Fri.
ü Find your group.
ü Hand in your group name sheet.
Fri.
ü Find your group.
ü Hand in your group name sheet.
9th Week
Tue.
ü Finish a brief introduction of your film. (At least 200 characters)
ü Hand in your introduction of your movie.
Tue.
ü Finish your research plan of your documentary. (At least 200 characters)
ü Hand in your introduction of your movie.
10th Week
Tue.
ü Movie festival kicks off.
Fri.
ü Finish your film script (in Chinese and English.)
ü Hand in your scrip to teacher.
Tue.
ü Movie festival kicks off.
Fri.
ü Finish your shooting.
ü Show the material you’ve already shot/the video you’ve already put together to your teacher.
12th Week
Tue.
ü Finish your shooting.
ü Show the material you’ve already shot/the video you’ve already put together to your teacher.
Tue.
ü Finish your editing without music or subtitles.
ü Hand in your documentary file without music or subtitles.
13th Week
Mon.
ü Finish your editing without music or subtitles.
ü Hand in your movie file without music or subtitles.
Fri.
ü All groups finish final editing and draw your film poster.
ü Movie Festival.
Mon.
ü Finish your final paper.
ü Hand in it to teacher.
Fri.
ü All groups finish final editing and draw your film poster.
ü Movie Festival.
content:
Week 1
Content
Corresponding Learning Outcome(s)
Assignments
Week 1
1.Functional:
· Describe some styles of clothing
· Express how to order clothing according to personal preference
· Describe pollution in China, the US, and the world
· Compare and discuss the differences between Eastern and Western culture such as cuisine, culture, clothing styles, and movies
· Discuss intersections of Eastern and Western culture, such as KFC, movies and music
· Discuss feelings of not being satisfied with the service, conditions, or place
· Discuss how to settle problems regarding pollution and the energy crisis
2.Grammatical:
· Compare patterns
· Rhetorical questions
· Concessive clause
· Progressive clause
· Exclamatory sentence
3.Vocabulary:
· Styles of clothing (v., adj. & n.)
· Compare different cultures (v., adj.& conj.)
· Express one's discontent (adj.& adv.)
· Evaluate words (adj.& adv.)
· Words about resources, environmental pollution, and solutions (v., adj., adv., n.& conj.)
4.Culture:
· Chinese traditional culture: clothing and food
· Environmental groups in China
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Interview Chinese people on the intersections of Eastern and Western culture, environmental pollution and solutions
· Discuss intersections of Eastern and Western culture, such as KFC, movies, and music
· Discuss how to settle problems regarding the pollution and energy crisis
Week 2
1.Functional:
· Describe pollution in China, the US, and the world
· Discuss how to solve the pollution and energy crisis
2.Grammatical:
· Compare patterns
· Rhetorical question
· Concessive clause
· Progressive clause
· Exclamatory sentence
3.Vocabulary:
· Compare different cultures (v., adj.& conj.)
· Evaluate words (adj.& adv.)
· Words about the resource, environmental pollution and solutions (v., adj., adv., n.& conj.)
4.Culture:
· Environmental groups in China
· NGO in China
I. a. b. c.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare the dictation for each section
· Dictation of each section
· Interview Chinese people for opinions on environmental pollution and solutions
· Discuss how to solve the pollution and energy crisis
Week 3-
Week 4
Area Study Mobile Learning Trip
Week 5
1.Functional:
· Describe traffic facilities and rules in China
· Describe a traffic accident
· Describe injuries
· Describe hospitals
· Express and analyze responsibility (i.e. who should be held responsible for an accident)
· Compare the similarities and differences between traffic in China and the US
2.Grammatical:
· Concessive clause
· Imperative sentence for warning
3.Vocabulary:
· Words about the traffic facilities and rules (v., n., adv.& prep.)
· Injury and disease (adj.& adv.)
· Hospital equipment (n.)
· Compare different traffic rules (v., adj.& conj.)
· Insurance (v.& n.)
4.Culture
· The development of traffic in China
I. a. b. c.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c.
II. a. b.
III. a. b.
IV. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Role play a traffic accident in class
Week 6
1. Functional:
· Describe beggars and waifs
· Describe situations of illegal immigration in US
· Describe situations of inequality of wealth in China and the US; evaluate possible solutions
· Discuss and evaluate “Occupy Wall Street” and “Tea Party”
· Analyze reasons of economic crisis of US
· Express the attitude of society competition
· Express and summarize opinions possible solutions for the economic crisis
· Evaluate the social security system in US
· Evaluate Healthcare Reform policies
· Describe how to hand in a lawsuit to the court
· Explain a lawyer’s responsibilities in the US
· Compare the differences between the law systems in the US and China
· Evaluate the judiciary systems of China and the US
2.Grammatical:
· Adversative clause
· Consequence clause
· Conditional clause
· Passive voice
3.Vocabulary:
· Various classes in society (n.& adj.)
· Economic crisis (adj.& adv.)
· Illegal immigration (n., v., adj.& adv.)
· Idioms of inequalities in wealth in society (vp.)
· The social security system and society competition (v., n., adj.& adv.)
· The words of law and court (v.& n.)
4.Culture
· Social problems in the US and China
· Compare the differences between lawyers and law systems in the US and China
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Role play in class
· Discuss and evaluate “Occupy Wall Street” and “Tea Party”
· Discuss the social security system in the US and Healthcare Reform
· Discuss solutions for the economic crisis
· Debate the topic of legalizing illegal immigrants
· Review Lesson 1 to 5 and prepare for Test 1
· Test 1 for Lesson 1 to 5, including written and oral part
Week 7
1.Functional:
· Describe an ideal marriage partner such as appearance, age, personality, character, hobby, talent, occupation, income, and so on
· Express and discuss opinions about love and marriage
· Compare and evaluate the phenomena of marriage in China and the US, such as “leftover” and “May-to-December marriage”
· Discuss the topic of respecting the privacy of the common man and the public figure, such as the rights of paparazzi
· Evaluate the work of the government and criticize corrupt government officials
· Compare the political systems of China and the US
2.Grammatical:
· Exclamatory sentences
· Concessive clauses
· Adverbial for the purpose
· Comparison and selection sentences
· Adversative clauses
· Adverbs of degree
3.Vocabulary:
· Words about being in love and marriage (v., n.& adj.)
· Various adjectives about the character of a person
· Popular words about blind dates on the internet in China or US (adj.& v.)
· Basic words about the political system and federal government (n.)
4.Culture
· Traditional concepts of Chinese marriage
· Various TV programs about dating and marriage in China and the US
· The phenomena of focusing on privacy of public figures in the US and China
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Interview Chinese people for their opinions on marriage such as “leftover” and “May-to-December marriage”
· Role play in class
· Play a dating game in class
· Discuss the ideal love and marriage
· Debate if people should respect the privacy of the public figure
· Prepare and rehearse the performance for the Oratory Challenge
· Perform in the Oratory Challenge
Week 8
1. Functional:
· Describe and evaluate the responsibilities of the news media and the supervision of the government
· Compare the responsibilities of the government in China and the US
· Evaluate the work of the government and criticize corrupt government officials
· Describe the US electoral system
· Compare different political systems such as China, N. Korea and the US
· Express and discuss the candidates of the most recent presidential election
· Discuss the similarities and differences of Democratic and Republican Parties
2.Grammatical:
· Changing the subject
· Adverbial for the ways of behavior
· Comparison and selection sentences
· Adversative clauses
· Adverbs of degree
3.Vocabulary:
· Basic words of the political system and the federal government (n.)
· Words about the presidential election (v.& n.)
4.Culture
· Popular topics about the most recent presidential election
· The policies of the Democratic and Republican Parties and their influence to American society
· Current Chinese leaders
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Role play and interview each other about government policy and presidential election
· Prepare for Mid-term Test
· Mid-term Test of Lesson 1 to 7, including written and oral part
Week 9
1.Functional:
· Describe traditional concepts of Chinese bearing
· Describe Chinese traditional virtue to respect and honor the aged
· Describe and discuss the phenomena and reasons of DINK in China and the US
· Discuss and analyze the generation gap in China and the US
· Express various moods such as nervousness, excitement, or depression
· Enlighten or persuade someone
2.Grammatical:
· The pattern for enumerating a fact or reason or feature
3.Vocabulary:
· Words of variety of family forms (v.& n.)
· Words about various moods (adj. & adv.)
· Idioms of the traditional concepts of Chinese bearing
· Folk adage for enlightening or persuading someone
4.Culture
· The traditional concepts of Chinese bearing
· Chinese traditional virtue to respect and honor the aged
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Interview Chinese people about concepts of bearing (make evaluation optional)
· Report the evaluation results and discuss it in class
· Role play using the topics of moods and persuasion
Week 10
1.Functional:
· Describe someone’s experience or a story in chronological order
· Describe social turbulence
· Discuss the influence of social turbulence to civilians
2.Grammatical:
· Passive voice
· Adverbial of time
3.Vocabulary:
· Time and era words (n.)
· Words of social turbulence (adj., adv.& v.)
· Basic words about film and novels (v.& n.)
4.Culture
· Get a preliminary understanding of Chinese modern history
· Get a preliminary understanding of Chinese film such as the famous movie, actors, and directors
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Practice putting a story in chronological order
· Watch the movie “To Live”
· Role play “To Live” in class
· Interview Chinese people about film in China (evaluation optional)
· Report the evaluation results and discuss it in class
Week 11
1.Functional:
· Describe breaking news like a serious disaster using patterns of news reporting
· Describe the influence of a serious disease to human lives and society
· Discuss reasons of death by AIDS, which is at an alarming rate in China
· Discuss the discrimination linked to AIDS, race, and homosexuality
· Discuss solutions for AIDS in China, the US, and the whole world
2.Grammatical:
· Patterns of reporting the news
· Adverbial of degree
· Complement of degree
· Verbs of change
· Numeral of percentage and multiples
3.Vocabulary:
· Professional words about reporting the news (v.)
· Words about medical and health circumstances in China and the US (v., n.& adv.)
· AIDS and other serious diseases (n.& v.)
· Verbs of change
· Numeral of percentage and multiples
4.Culture
· AIDS in China
· NGO in China
I. a. b. c.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Discuss the discrimination of AIDS, race, and homosexuality
· Discuss solutions for AIDS in China, the US, and the world
· Review Lesson 8 to 13 and prepare for Test 2
· Test 2 for Lesson 8 to 13
· Write essays for all the mobile trip
· Prepare for travel report
Week 12
Travel report for three mobile trip
· Prepare for the essays and presentations for three mobile trip
· Travel report
Week 13
1.Functional:
· Describe the adiposity phenomena of children and youth in China and US
· Describe the heavy pressure on children and parents for education competition in China
· Describe childhood and the deep impression experience
· Describe and discuss the generation gap in China and the US
· Discuss children’s education, such as “Tiger Mother”
· Compare and evaluate the education systems of China and the US
· Discuss money worship in China and the US
2.Grammatical:
· Adverbial of degree
· Preposition phrase as an adverbial to modify a verb
3.Vocabulary:
· Words about expressing in different stages of growth (n.& v.)
· Gap Generation (n., v.& adj.)
· Words about education (v.& n.)
4.Culture
· Chinese traditional concepts of education
· The circumstances of Chinese education nowadays
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Presentation about childhood
· Debate merits and drawbacks of education systems in China and the US
· Prepare well and complete the movie by the group
· Film festival
Week 14
1.Functional:
· Discuss and debate about money worship in China and US
· Express ideal family forms
· Express opinions about the styles of family
· Discuss and compare women’s rights in China and the US and in the media (such as in the TV program “The Desperate Housewives”)
2.Grammatical:
· Adversative clause
· Conjunction for summary
· Time conjunction
· Logical conjunction for discourse
3.Vocabulary:
· Conjunction for summary
· Time conjunction
· Idioms about deal affairs
4.Culture
· Chinese traditional concepts about the family forms
· Chinese traditional concepts about women’s rights; male chauvinism
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Discuss the ideal family style and women’s rights
· Debate about “Money Worship” in class
Week 15
Final review and test
· Prepare for Final Test
· Final Test
Required readings:
《事事关心》 (Shìshì Guānxīn) All Things Considered
IES Level 303 Supplemental Materials
Recommended readings:
Written assignments and movie on Moodle
Notes:
Language Pledge
8:00am-4:00pm (the first 4-6 weeks)
All times (all students except the first year)
All times (after 4-6 weeks, the first year students join)
All places on campus, organized travel and field trips
Enforcement:
• 3 warnings = -1/3 letter grade (B to B-)
• 6 warnings = -2/3 letter grade (B to C+)
• administrative review; probation
• 9 warnings = -1 letter grade (B to C)
• administrative review; dismissal
Supervisors:
• Chinese teachers (give warnings)
• Office staff, RAs, and Tutors (give warnings)
• Classmates and Roommates
• Yourself
Building community and relieving stress
• In class: ask questions in English – it’s ok!
• 2 English free weekends
• After 4pm on IES organized travels.
English Safe Situations
• Emergencies & serious illness
• English information session, seminar
• Jeremiah Laoshi, Zhao Laoshi, Joe & Josie Laoshi’s offices if English is needed
• Skyping and phone calls from the US (with door closed)
Individual Awards:
• Student Making the Most Progress!
• The most loyal comrade to the language!
Brief Biography of Instructor:
SU Lifan:
Education: Master of Arts in Chinese Language Pedagogy from Middlebury College in USA; Bachelor of Arts in Chinese Language and Literature Education from Capital Normal University in Beijing, China
Work: Started work as a Mandarine Chinese Instructor in 2006; Started working for Level CI303 and LI351i at the IES Abroad Beijing Center from 2012
Publications:
Su, Lifan. “A Cyclopaedia In Imagery: Fortress Besieged” Jiang Han Tribune. Shanghai: Fudan University Publishing House, November 2006.
Su, Lifan. New Composition Handbook for High School (Volumes I and II). Beijing: Beijing Century Development Book Company, Beijing Post and Telecommunications University Publishing House, First Edition July 2003.
Chinese Language In Context: Emerging Independent Abroad Ii
This class is a course in Chinese language for non-Chinese speakers participating in the Contemporary Issues Program. It is designed for those students who have studied Chinese for between two to three years (four or five semesters or six to eight quarters). The course will begin with a series of intensive “foundation building” sessions which not only give students communication tools that are immediately useful in their daily life but which also consolidate previously learned fundamentals of the Chinese language. It is designed to further challenge and enrich the language skill sets of students whose proficiency is approximately at the advanced Chinese level. Students will acquire over 1500 new words, the ability to correctly utilize several hundred sentence and grammar patterns, and gain proficiency in comprehending newspaper articles, plays and novels, video and movie clips, and commentaries. All of the course content is related to contemporary issues in China, Chinese history, Chinese literature, and Chinese culture. The class emphasizes all four major areas of language acquisition: speaking, listening, reading, and writing. Students will acquire several new skills in the class, including: (a) how to interview native speakers of Chinese; (b) the ability to discuss a range of social, economic, and political issues; (c) the ability to write essays based on specific topics; and (d) the skills needed to make effective presentations in Chinese. By the end of the semester students should be able to easily express their opinions and to be able to hold discussions with native speakers of Chinese on a wide range of topics. Students should also have developed an appreciation for Chinese literature, know how to correctly distinguish between formal and informal patterns of speech, and be able to identify different styles of writing.
Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad can learn to do things with words, such as requesting, apologizing, or offering compliments. They may also learn to interpret situations in ways that local people do. In short, and logically, study abroad has been show to enhance the aspects of communicative competence that are most difficult to foster in classroom settings (IES Abroad MAP for Language and Intercultural Communication, p. 6).
STUDENT PROFILE:
Students entering this level must be able to fulfill the learning outcomes of the Novice Abroad level, as defined by the IES Abroad MAP for Language and Intercultural Communication. Specifically, they should already be able to express themselves on a variety of concrete, everyday topics and meet their basic needs in the language. Depending on their academic background, their mastery of the four basic skills—reading, writing, speaking and listening—may be uneven. Although students may have been exposed previously to certain competencies taught at this level, they need additional practice and instruction to move toward mastery of these competencies.
As students gain more self-awareness and self-confidence, they will attempt more in the community. Paradoxically, this means they may also experience more miscommunications and frustration. Reading and writing require effort, and many students will need to make a special effort in this regard. Students will also develop cultural awareness and skills to work through the challenges of adaptation in the local culture and learn to celebrate their successes. They will begin to appreciate the value of these language and intercultural skills.
Decided by Placement Test
CHINESE CLASSROOM RULES AND REGULATIONS
Attendance Policy
Every day, start with 100 points (25 points x 4 classes) for daily attendance and participation.
• Every unexcused absence will result in the course grade being lowered by 1/3 (B+ à B, B à B-, etc.)
• After FIRST unexcused absence, a letter of warning will be issued, and the student will be required to have an administrative review.
• After the SECOND unexcused absence, there will be a formal administrative review hearing with the program director. A possible consequence of that hearing is dismissal from the program.
• Tardiness：
• Being late for… minutes
• …points deducted
• late≤5
• no
• 5 ＜late≤20
• 15 (out of 25)
• late＞20
• 25 (out of 25)
• After the 4th incidence of tardiness, an administrative review hearing will be held with the possible consequence probation.
Illnesses:
• Go to hospital and get a letter authorizing your absence by a doctor. Submit it to your teacher, then your absence will be excused.
• Inform your RA, or home-stay parents, get a note written by them, and hand it to your Chinese teacher the very next time of class. Then, your absence will be excused.
• No non-illness related absences. You are required to prepare for next day’s class and participate actively in class.
Chinese Classroom regulations:
• Attend class on time, inform your teacher if you can not attend.
• Hand in homework on time
• Preview and review on a daily basis
• Listen to the audio text before class
• Be cooperative in class, answer questions and follow the rules
• Dress appropriately, no cap, slippers or pajamas in class
• Do not eat in class
• Respect your teacher and the other students in your class, mute your cell phone in class
By the end of the semester students should be able to easily express their opinions and to be able to hold discussions with native speakers of Chinese on a wide range of topics. Students should also have developed an appreciation for Chinese literature, know how to correctly distinguish between formal and informal patterns of speech, and be able to identify different styles of writing.
I. Intercultural Communication
a. Students will be able to meet simple everyday needs using verbal and non-verbal communication, and they will be able to use compensatory strategies when they do not know the word or expression (repetition, talking around the point, body language etc.).
b. Students can recognize some appropriate and inappropriate expressions and behaviors in the host language.
c. Students will be able to distinguish between basic representations of formality and informality in the language.
d. Students will understand that there are differences between cultural stereotypes and generalizations between the home culture and the host culture.
e. Students will start to make informed comparisons between the host culture and the home culture.
II. Listening
a. Students will be able to understand basic statements, requests, descriptions, and questions in specific cultural context relevant to them (hosts’ interactions, Center interactions, studying, shopping, transportation, meals), and within a familiar environment.
b. With increasing confidence, students will be able to use context to understand the gist of some basic spoken language they overhear, including some standard television programs, simple exchanges between others, and basic announcements.
III. Speaking
a. Students will be able to use simple phrases and expressions appropriately in everyday situations (home, the IES Abroad Center, and the wider community)
b. Students will be able to express many simple needs by asking questions, and get what they need in uncomplicated, everyday situations.
IV. Reading
a. Students will be able to identify simple sentences and short basic passages as long as they primarily contain characters introduced in class.
b. Students will be able to understand a defined set of characters, and at times deduce others that follow similar patterns.
V. Writing
a. Students will be able to write short texts about simple and concrete topics they have studied, such as themselves, their families, their friends, their likes, dislikes, plans, experiences and their daily routines.
b. Students will be able to send simple emails and text messages.
Lecture, Drill, Language activity, Oral skit, Discussion, Debate, Interview, Tutoring, Written and oral assignments, Movie learning, Travel project presentation, Audio and video materials, Field trip
• Attendance & Participation 15%
• Dictation 15%
• Homework 15%
• Movie project 15%
• 2 Tests 15%
• Midterm Exam 10%
• Final Exam 10%
• Journals & Travel Reports 5%
Dictation:
• One Dictation worth 100 points.
• If you are late or absent, you will probably miss it.
• But if you are late or absent due to your excused illness (with prescription or a note), you can ask your teacher to give you a make-up one.
• Correct your dictation and hand it in before the next test = 3 points bonus
Homework:
• Do it carefully and hand it in on time (before lecture starts)= ?/100 points
• Forget to do it or take it to school, hand in to your teacher the next day before lecture starts= ?/50 points
• Correct homework, and hand it in before next test. You will have bonus = +3 points
Oral and written tests:
• Oral takes 40% and written takes 60%
• Correct the tests and you will get 3 extra points （except the final exam）.
Chinese Classroom regulations:
• Attend class on time, inform your teacher if you can not attend.
• Hand in homework on time
• Preview and review on a daily basis
• Listen to the audio text before class
• Be cooperative in class, answer questions and follow the rules
• Dress appropriately, no cap, slippers or pajamas in class
• Do not eat in class
• Respect your teacher and the other students in your class, mute your cell phone in class
Rubrics for writing assignments
90-100分
Excellent-Communicative; reflects awareness of certain aspects; well organized and coherent; contains a range of grammatical structures with minor errors that do not impede comprehension; good vocabulary range.
优——与读者的交流性强，内容反映有关问题；条理性，组织性极强，语法结构非常丰富，少量小错误不影响理解；使用丰富的词汇。
80-89.9 分
Good-Comprehensible; some awareness of certain aspects; adequate organization and coherence; adequate use of grammatical structures with some major errors that do not impede comprehension; limited vocabulary range.
良——易于理解；能反映有关问题；组织合理，条理较清晰；语法结构较丰富，可能出现较大错误，但不会影响理解；词汇使用范围有限。
70-79.9分
Fair-Somewhat comprehensible; little awareness of certain aspects; some problems with organization and coherence; reflects basic use of grammatical structures with very limited range and major errors that at times impede comprehension; basic vocabulary used.
可——意思还可被理解；几乎不能清楚反映有关问题；组织调理欠佳；能使用基本语法，但语法结构使用范围有限，出现的较大错误有的时候会影响理解；只能使用基本词汇。
Bellow 70
低于 70分
Poor-Barely comprehensible; no awareness of certain aspects; lacks organization and coherence; basic use of grammatical structures with many minor and major errors that often impede comprehension; basic to poor vocabulary range.
差——意思表达不清，影响理解；不能反映有关问题；缺乏组织条理性；只能使用基本语法结构，但大错小错不断，时常影响理解；词汇使用差。
Rubrics for oral tests
Pronunciation发音
90-100
Excellent- No consistent or conspicuous mispronunciation; approaches native-like pronunciation with good intonation and juncture.
优——没有一贯性的或者明显的发音错误，语音语调及抑扬顿挫很接近母语者。
80-89.9
Good- Some identifiable deviations in pronunciation. Non-native accent evident with occasional mispronunciations that do not interfere with understanding.
良——有一些较明显的发音偏误。偶尔出现的发音错误虽然不影响理解，但是很容易就暴露了非母语者的身份。
70-79.9
Fair-Identifiable deviations in pronunciation. Non-native accent requires careful listening and mispronunciations lead to occasional misunderstanding.
可——有明显的发音偏误。非母语者的发音需要仔细聆听，但是错误的发音还是偶尔会导致听话人的误解。
低于70
Poor-Frequent pronunciation errors with a heavy non-native accent. Many phonemic errors that make understanding difficult.
差——非母语的口音很重，发音错误频繁。发音方法的错误导致理解困难。
Fluency
流利度
90-100
Excellent-Speech is effortless and smooth with speed that approaches that of a native speaker.
优——言语输出轻松顺利，语速接近母语者。
80-89.9
Good-Speech is mostly smooth but with some hesitation and unevenness caused primarily by rephrasing and groping for words.
良——言语输出基本流畅，但由于说话者需要时间遣词造句，说话过程中会伴有一些犹豫和停顿。
70-79.9
Fair-Speech is slow and often hesitant and jerky. Sentences may be left uncompleted, but speaker is able to continue however haltingly.
可——言语输出缓慢，时常表现为吞吞吐吐，磕磕巴巴。句子可能是不完整的，但是说话者仍然能继续这个话题。
低于70
Poor-Speech is very slow and exceedingly halting, strained and stumbling except for short or memorized expressions. Difficult for a listener to perceive continuity in utterances and speaker may not be able to continue.
差——言语输出非常缓慢，停顿极多，除非是经过熟记的表达。听话者很难得到完整性的内容，而说话者也可能无法完成完整地表述。
Grammar/ Language Use
语法、
语言使用
90-100
Excellent-Very strong command of grammatical structure and some evidence of difficult. Complex patterns and idioms. Makes infrequent errors that do not impede comprehension.
优——熟练掌握语法结构和复杂的句式和习惯表达法。不常出现的偏误也不会影响理解。
80-89.9
Good-Good command of grammatical structures but with imperfect control of some patterns. Less evidence of complex patterns and idioms. Limited number of errors that are not serious and do not impede comprehension.
良——良好掌握语法结构，但是对一些复杂句式，习惯表达法的掌握还不牢固。有限的偏误不属于严重的影响理解的偏误。
70-79.9
Fair-Fair control of most basic syntactic patterns. Speaker always conveys meaning in simple sentences; some important grammatical patterns are uncontrolled and errors may occasionally impede comprehension.
可——基本掌握基本语法模式，较多使用简单句，不能掌握重要语法句式，出现的偏误会影响理解。
低于70
Poor-Any accuracy is limited to set or memorized expressions; limited control of even basic syntactic patterns. Frequent errors impede comprehension.
差——表达的准确性差，包括经过熟记的表达。对基本语法句式的使用能力有限，常见错误影响理解。
Vocabulary
词汇
90-100
Excellent-Very good range of vocabulary with evidence of sophistication and native-like expression. Strong command of idiomatic expressions. In-frequent use of circumlocution because particular words are rarely lacking.
优——词汇量很大，使用的词汇有深度，而且词汇使用接近母语者。对习惯用语，如成语的掌握熟练。用词准确，很少使用模糊概念。
80-89.9
Good-Good range of vocabulary with limited evidence of sophistication. Some expressions distinctly nonnative-like but always comprehensible. Limited evidence of idiomatic expressions. Speaker is comfortable with circumlocution when lacking a particular word.
良——词汇量较大，但深度有限。一些表达不太地道，但是不影响理解。对习惯用语的掌握有限。说或者自如使用模糊性、解释性语言来代替准确的概念性词汇。
70-79.9
Fair-Adequate range of vocabulary with no evidence of sophistication. Some distinctly nonnative expressions or errors in word choice may impede comprehension. No evidence of idiomatic expressions. Speaker has difficulty with circumlocution when lacking a particular word.
可——词汇量一般，深度不够。一些不地道的遣词造句会影响理解。不能使用包括成语在内的习惯用语。当表达出现词汇空缺时，也很难用解释性的语言继续表达。
低于70
Poor-Limited range of vocabulary. Lack of repertoire and frequent errors in word choice often impede comprehension. Speaker shows no attempt in circumlocution when lacking a particular word.
差——词汇量有限，表达中会出现内容缺失，失误，也会影响理解。当表达出现词汇空缺时，说话者根本不尝试使用解释性语言来继续谈话。
Total Average
总平均分
Rubrics for oral reports and presentations
Pronunciation发音
90-100
Excellent- No consistent or conspicuous mispronunciation; approaches native-like pronunciation with good intonation and juncture.
优——没有一贯性的或者明显的发音错误，语音语调及抑扬顿挫很接近母语者。
80-89.9
Good- Some identifiable deviations in pronunciation. Non-native accent evident with occasional mispronunciations that do not interfere with understanding.
良——有一些较明显的发音偏误。偶尔出现的发音错误虽然不影响理解，但是很容易就暴露了非母语者的身份。
70-79.9
Fair-Identifiable deviations in pronunciation. Non-native accent requires careful listening and mispronunciations lead to occasional misunderstanding.
可——有明显的发音偏误。非母语者的发音需要仔细聆听，但是错误的发音还是偶尔会导致听话人的误解。
低于70
Poor-Frequent pronunciation errors with a heavy non-native accent. Many phonemic errors that make understanding difficult.
差——非母语的口音很重，发音错误频繁。发音方法的错误导致理解困难。
Fluency
流利度
90-100
Excellent-Speech is effortless and smooth with speed that approaches that of a native speaker. No need for notes.
优——言语输出轻松顺利，语速接近母语者，不需要提示。
80-89.9
Good-Speech is mostly smooth but with some hesitation and unevenness caused primarily by rephrasing and groping for words. Some notes are needed.
良——言语输出基本流畅，但由于说话者需要时间遣词造句，说话过程中会伴有一些犹豫和停顿, 需要一些提示。
70-79.9
Fair-Speech is slow and often hesitant and jerky. Sentences may be left uncompleted, but speaker is able to continue however haltingly. Need many notes.
可——言语输出缓慢，时常表现为吞吞吐吐，磕磕巴巴。句子可能是不完整的，但是说话者仍然能继续这个话题，需要提示较多。
低于70
Poor-Speech is very slow and exceedingly halting, strained and stumbling except for short or memorized expressions. Difficult for a listener to perceive continuity in utterances and speaker may not be able to continue. Rely on notes.
差——言语输出非常缓慢，停顿极多，除非是经过熟记的表达。听话者很难得到完整性的内容，而说话者也可能无法完成完整地表述,完全依赖于提示。
Grammar/ Language Use
语法、
语言使用
90-100
Excellent-Very strong command of grammatical structure and some evidence of difficult. Complex patterns and idioms. Makes infrequent errors that do not impede comprehension.
优——熟练掌握语法结构和复杂的句式和习惯表达法。不常出现的偏误也不会影响理解。
80-89.9
Good-Good command of grammatical structures but with imperfect control of some patterns. Less evidence of complex patterns and idioms. Limited number of errors that are not serious and do not impede comprehension.
良——良好掌握语法结构，但是对一些复杂句式，习惯表达法的掌握还不牢固。有限的偏误不属于严重的影响理解的偏误。
70-79.9
Fair-Fair control of most basic syntactic patterns. Speaker always conveys meaning in simple sentences; some important grammatical patterns are uncontrolled and errors may occasionally impede comprehension.
可——基本掌握基本语法模式，较多使用简单句，不能掌握重要语法句式，出现的偏误会影响理解。
低于70
Poor-Any accuracy is limited to set or memorized expressions; limited control of even basic syntactic patterns. Frequent errors impede comprehension.
差——表达的准确性差，包括经过熟记的表达。对基本语法句式的使用能力有限，常见错误影响理解。
Vocabulary
词汇
90-100
Excellent-Very good range of vocabulary with evidence of sophistication and native-like expression. Strong command of idiomatic expressions. In-frequent use of circumlocution because particular words are rarely lacking.
优——词汇量很大，使用的词汇有深度，而且词汇使用接近母语者。对习惯用语，如成语的掌握熟练。用词准确，很少使用模糊概念。
80-89.9
Good-Good range of vocabulary with limited evidence of sophistication. Some expressions distinctly nonnative-like but always comprehensible. Limited evidence of idiomatic expressions. Speaker is comfortable with circumlocution when lacking a particular word.
良——词汇量较大，但深度有限。一些表达不太地道，但是不影响理解。对习惯用语的掌握有限。说或者自如使用模糊性、解释性语言来代替准确的概念性词汇。
70-79.9
Fair-Adequate range of vocabulary with no evidence of sophistication. Some distinctly nonnative expressions or errors in word choice may impede comprehension. No evidence of idiomatic expressions. Speaker has difficulty with circumlocution when lacking a particular word.
可——词汇量一般，深度不够。一些不地道的遣词造句会影响理解。不能使用包括成语在内的习惯用语。当表达出现词汇空缺时，也很难用解释性的语言继续表达。
低于70
Poor-Limited range of vocabulary. Lack of repertoire and frequent errors in word choice often impede comprehension. Speaker shows no attempt in circumlocution when lacking a particular word.
差——词汇量有限，表达中会出现内容缺失，失误，也会影响理解。当表达出现词汇空缺时，说话者根本不尝试使用解释性语言来继续谈话。
内容
Content
90-100
Excellent-Communicative; reflects awareness of certain aspects; well organized and coherent.
优——与听众的交流性强，内容有效反映有关问题, 条理性，组织性极强。
80-89.9
Good-Comprehensible; some awareness of certain aspects; adequate organization and coherence.
良——易于理解，能反映有关问题，组织合理，调理较清晰。
70-79.9
Fair-Somewhat comprehensible; little awareness of certain aspects; some problems with organization and coherence.
可——意思还可被理解，几乎不能清楚反映有关问题，组织调理欠佳
低于70
Poor-Barely comprehensible; no awareness of certain aspects; lacks organization and coherence.
差——意思表达不清，影响理解，不能反映有关问题，缺乏组织条理性。
回答问题
Q&A
90-100
Attentive listener. Ask meaningful and sophisticated questions. Can give excellent answer to all prepared and improvisational questions. 积极认真地聆听其他人的报告，能提出深刻的问题。就别人对自己报告提出的所有问题也能做出准确的回答。
80-89.9
Good listener. Try to ask meaningful and sophisticated questions. Be able to handle all prepared and improvisational questions. 认真聆听他人的报告，努力尝试提出深刻问题。能对别人的提问给予相应的回答。
70-79.9
Showing some interests in other’s presentations. Occasionally raise some meaningful and sophisticated questions. Be able to answer some questions.能表现出对其他人的报告的兴趣，也偶尔能提出一些深刻的问题。能对一些提问做出回答。
低于70
Showing no interests in other’s presentations, and can’t raise any effective questions. Fail to answer any questions.对其他人的报告没有丝毫兴趣，也不能提出有效的问题。不能应对别人的提问。
Total Average
总平均分
Grading Scale:
A 95-100
A- 90-94.9
B+ 87-89.9
B 84-86.9
B- 81-83.9
C+ 78-80.9
C 75-77.9
C- 70-74.9
D 60-69.9
F
LANGUAGE PROJECT DESCRIPTION：
Students will work in groups of 5-6 people, write their own script or research paper, act, shoot, and edit a film and, finally, present the film at IES Film Festival. The requirements of the films are: 5-6 people to a team; 15-20 minutes in length; half of the scenes should be shot off-campus; each movie should have English subtitles; each movie has a name and is edited by Movie Maker; all the actors and actresses in the movie speak Chinese.
Time: week1-week13
Grade: 15% of final grade
For movie groups: Movie Grade = 40%*Script + 60%*Movie
For documentary Groups: Movie Grade = 60%*Research Paper + 40%*Documentary
Movie Project TIME TABLE:
Movie Groups
Documentary Group
1st Week
Wed.
ü Film Festival Introduction.
ü Go over the kinds of movies you can make, the requirements of the Movie Festival, and the grade portion.
Wed.
ü Film Festival Introduction.
ü Go over the kinds of movies you can make, the requirements of the Movie Festival, and the grade portion.
5th Week
Fri.
ü Find your group.
ü Hand in your group name sheet.
Fri.
ü Find your group.
ü Hand in your group name sheet.
9th Week
Tue.
ü Finish a brief introduction of your film. (At least 200 characters)
ü Hand in your introduction of your movie.
Tue.
ü Finish your research plan of your documentary. (At least 200 characters)
ü Hand in your introduction of your movie.
10th Week
Tue.
ü Movie festival kicks off.
Fri.
ü Finish your film script (in Chinese and English.)
ü Hand in your scrip to teacher.
Tue.
ü Movie festival kicks off.
Fri.
ü Finish your shooting.
ü Show the material you’ve already shot/the video you’ve already put together to your teacher.
12th Week
Tue.
ü Finish your shooting.
ü Show the material you’ve already shot/the video you’ve already put together to your teacher.
Tue.
ü Finish your editing without music or subtitles.
ü Hand in your documentary file without music or subtitles.
13th Week
Mon.
ü Finish your editing without music or subtitles.
ü Hand in your movie file without music or subtitles.
Fri.
ü All groups finish final editing and draw your film poster.
ü Movie Festival.
Mon.
ü Finish your final paper.
ü Hand in it to teacher.
Fri.
ü All groups finish final editing and draw your film poster.
ü Movie Festival.
Week 1
Content
Corresponding Learning Outcome(s)
Assignments
Week 1
1.Functional:
· Describe some styles of clothing
· Express how to order clothing according to personal preference
· Describe pollution in China, the US, and the world
· Compare and discuss the differences between Eastern and Western culture such as cuisine, culture, clothing styles, and movies
· Discuss intersections of Eastern and Western culture, such as KFC, movies and music
· Discuss feelings of not being satisfied with the service, conditions, or place
· Discuss how to settle problems regarding pollution and the energy crisis
2.Grammatical:
· Compare patterns
· Rhetorical questions
· Concessive clause
· Progressive clause
· Exclamatory sentence
3.Vocabulary:
· Styles of clothing (v., adj. & n.)
· Compare different cultures (v., adj.& conj.)
· Express one's discontent (adj.& adv.)
· Evaluate words (adj.& adv.)
· Words about resources, environmental pollution, and solutions (v., adj., adv., n.& conj.)
4.Culture:
· Chinese traditional culture: clothing and food
· Environmental groups in China
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Interview Chinese people on the intersections of Eastern and Western culture, environmental pollution and solutions
· Discuss intersections of Eastern and Western culture, such as KFC, movies, and music
· Discuss how to settle problems regarding the pollution and energy crisis
Week 2
1.Functional:
· Describe pollution in China, the US, and the world
· Discuss how to solve the pollution and energy crisis
2.Grammatical:
· Compare patterns
· Rhetorical question
· Concessive clause
· Progressive clause
· Exclamatory sentence
3.Vocabulary:
· Compare different cultures (v., adj.& conj.)
· Evaluate words (adj.& adv.)
· Words about the resource, environmental pollution and solutions (v., adj., adv., n.& conj.)
4.Culture:
· Environmental groups in China
· NGO in China
I. a. b. c.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare the dictation for each section
· Dictation of each section
· Interview Chinese people for opinions on environmental pollution and solutions
· Discuss how to solve the pollution and energy crisis
Week 3-
Week 4
Area Study Mobile Learning Trip
Week 5
1.Functional:
· Describe traffic facilities and rules in China
· Describe a traffic accident
· Describe injuries
· Describe hospitals
· Express and analyze responsibility (i.e. who should be held responsible for an accident)
· Compare the similarities and differences between traffic in China and the US
2.Grammatical:
· Concessive clause
· Imperative sentence for warning
3.Vocabulary:
· Words about the traffic facilities and rules (v., n., adv.& prep.)
· Injury and disease (adj.& adv.)
· Hospital equipment (n.)
· Compare different traffic rules (v., adj.& conj.)
· Insurance (v.& n.)
4.Culture
· The development of traffic in China
I. a. b. c.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c.
II. a. b.
III. a. b.
IV. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Role play a traffic accident in class
Week 6
1. Functional:
· Describe beggars and waifs
· Describe situations of illegal immigration in US
· Describe situations of inequality of wealth in China and the US; evaluate possible solutions
· Discuss and evaluate “Occupy Wall Street” and “Tea Party”
· Analyze reasons of economic crisis of US
· Express the attitude of society competition
· Express and summarize opinions possible solutions for the economic crisis
· Evaluate the social security system in US
· Evaluate Healthcare Reform policies
· Describe how to hand in a lawsuit to the court
· Explain a lawyer’s responsibilities in the US
· Compare the differences between the law systems in the US and China
· Evaluate the judiciary systems of China and the US
2.Grammatical:
· Adversative clause
· Consequence clause
· Conditional clause
· Passive voice
3.Vocabulary:
· Various classes in society (n.& adj.)
· Economic crisis (adj.& adv.)
· Illegal immigration (n., v., adj.& adv.)
· Idioms of inequalities in wealth in society (vp.)
· The social security system and society competition (v., n., adj.& adv.)
· The words of law and court (v.& n.)
4.Culture
· Social problems in the US and China
· Compare the differences between lawyers and law systems in the US and China
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Role play in class
· Discuss and evaluate “Occupy Wall Street” and “Tea Party”
· Discuss the social security system in the US and Healthcare Reform
· Discuss solutions for the economic crisis
· Debate the topic of legalizing illegal immigrants
· Review Lesson 1 to 5 and prepare for Test 1
· Test 1 for Lesson 1 to 5, including written and oral part
Week 7
1.Functional:
· Describe an ideal marriage partner such as appearance, age, personality, character, hobby, talent, occupation, income, and so on
· Express and discuss opinions about love and marriage
· Compare and evaluate the phenomena of marriage in China and the US, such as “leftover” and “May-to-December marriage”
· Discuss the topic of respecting the privacy of the common man and the public figure, such as the rights of paparazzi
· Evaluate the work of the government and criticize corrupt government officials
· Compare the political systems of China and the US
2.Grammatical:
· Exclamatory sentences
· Concessive clauses
· Adverbial for the purpose
· Comparison and selection sentences
· Adversative clauses
· Adverbs of degree
3.Vocabulary:
· Words about being in love and marriage (v., n.& adj.)
· Various adjectives about the character of a person
· Popular words about blind dates on the internet in China or US (adj.& v.)
· Basic words about the political system and federal government (n.)
4.Culture
· Traditional concepts of Chinese marriage
· Various TV programs about dating and marriage in China and the US
· The phenomena of focusing on privacy of public figures in the US and China
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Interview Chinese people for their opinions on marriage such as “leftover” and “May-to-December marriage”
· Role play in class
· Play a dating game in class
· Discuss the ideal love and marriage
· Debate if people should respect the privacy of the public figure
· Prepare and rehearse the performance for the Oratory Challenge
· Perform in the Oratory Challenge
Week 8
1. Functional:
· Describe and evaluate the responsibilities of the news media and the supervision of the government
· Compare the responsibilities of the government in China and the US
· Evaluate the work of the government and criticize corrupt government officials
· Describe the US electoral system
· Compare different political systems such as China, N. Korea and the US
· Express and discuss the candidates of the most recent presidential election
· Discuss the similarities and differences of Democratic and Republican Parties
2.Grammatical:
· Changing the subject
· Adverbial for the ways of behavior
· Comparison and selection sentences
· Adversative clauses
· Adverbs of degree
3.Vocabulary:
· Basic words of the political system and the federal government (n.)
· Words about the presidential election (v.& n.)
4.Culture
· Popular topics about the most recent presidential election
· The policies of the Democratic and Republican Parties and their influence to American society
· Current Chinese leaders
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Role play and interview each other about government policy and presidential election
· Prepare for Mid-term Test
· Mid-term Test of Lesson 1 to 7, including written and oral part
Week 9
1.Functional:
· Describe traditional concepts of Chinese bearing
· Describe Chinese traditional virtue to respect and honor the aged
· Describe and discuss the phenomena and reasons of DINK in China and the US
· Discuss and analyze the generation gap in China and the US
· Express various moods such as nervousness, excitement, or depression
· Enlighten or persuade someone
2.Grammatical:
· The pattern for enumerating a fact or reason or feature
3.Vocabulary:
· Words of variety of family forms (v.& n.)
· Words about various moods (adj. & adv.)
· Idioms of the traditional concepts of Chinese bearing
· Folk adage for enlightening or persuading someone
4.Culture
· The traditional concepts of Chinese bearing
· Chinese traditional virtue to respect and honor the aged
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Interview Chinese people about concepts of bearing (make evaluation optional)
· Report the evaluation results and discuss it in class
· Role play using the topics of moods and persuasion
Week 10
1.Functional:
· Describe someone’s experience or a story in chronological order
· Describe social turbulence
· Discuss the influence of social turbulence to civilians
2.Grammatical:
· Passive voice
· Adverbial of time
3.Vocabulary:
· Time and era words (n.)
· Words of social turbulence (adj., adv.& v.)
· Basic words about film and novels (v.& n.)
4.Culture
· Get a preliminary understanding of Chinese modern history
· Get a preliminary understanding of Chinese film such as the famous movie, actors, and directors
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Practice putting a story in chronological order
· Watch the movie “To Live”
· Role play “To Live” in class
· Interview Chinese people about film in China (evaluation optional)
· Report the evaluation results and discuss it in class
Week 11
1.Functional:
· Describe breaking news like a serious disaster using patterns of news reporting
· Describe the influence of a serious disease to human lives and society
· Discuss reasons of death by AIDS, which is at an alarming rate in China
· Discuss the discrimination linked to AIDS, race, and homosexuality
· Discuss solutions for AIDS in China, the US, and the whole world
2.Grammatical:
· Patterns of reporting the news
· Adverbial of degree
· Complement of degree
· Verbs of change
· Numeral of percentage and multiples
3.Vocabulary:
· Professional words about reporting the news (v.)
· Words about medical and health circumstances in China and the US (v., n.& adv.)
· AIDS and other serious diseases (n.& v.)
· Verbs of change
· Numeral of percentage and multiples
4.Culture
· AIDS in China
· NGO in China
I. a. b. c.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Discuss the discrimination of AIDS, race, and homosexuality
· Discuss solutions for AIDS in China, the US, and the world
· Review Lesson 8 to 13 and prepare for Test 2
· Test 2 for Lesson 8 to 13
· Write essays for all the mobile trip
· Prepare for travel report
Week 12
Travel report for three mobile trip
· Prepare for the essays and presentations for three mobile trip
· Travel report
Week 13
1.Functional:
· Describe the adiposity phenomena of children and youth in China and US
· Describe the heavy pressure on children and parents for education competition in China
· Describe childhood and the deep impression experience
· Describe and discuss the generation gap in China and the US
· Discuss children’s education, such as “Tiger Mother”
· Compare and evaluate the education systems of China and the US
· Discuss money worship in China and the US
2.Grammatical:
· Adverbial of degree
· Preposition phrase as an adverbial to modify a verb
3.Vocabulary:
· Words about expressing in different stages of growth (n.& v.)
· Gap Generation (n., v.& adj.)
· Words about education (v.& n.)
4.Culture
· Chinese traditional concepts of education
· The circumstances of Chinese education nowadays
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Presentation about childhood
· Debate merits and drawbacks of education systems in China and the US
· Prepare well and complete the movie by the group
· Film festival
Week 14
1.Functional:
· Discuss and debate about money worship in China and US
· Express ideal family forms
· Express opinions about the styles of family
· Discuss and compare women’s rights in China and the US and in the media (such as in the TV program “The Desperate Housewives”)
2.Grammatical:
· Adversative clause
· Conjunction for summary
· Time conjunction
· Logical conjunction for discourse
3.Vocabulary:
· Conjunction for summary
· Time conjunction
· Idioms about deal affairs
4.Culture
· Chinese traditional concepts about the family forms
· Chinese traditional concepts about women’s rights; male chauvinism
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Discuss the ideal family style and women’s rights
· Debate about “Money Worship” in class
Week 15
Final review and test
· Prepare for Final Test
· Final Test
《事事关心》 (Shìshì Guānxīn) All Things Considered
IES Level 303 Supplemental Materials
Written assignments and movie on Moodle
Language Pledge
8:00am-4:00pm (the first 4-6 weeks)
All times (all students except the first year)
All times (after 4-6 weeks, the first year students join)
All places on campus, organized travel and field trips
Enforcement:
• 3 warnings = -1/3 letter grade (B to B-)
• 6 warnings = -2/3 letter grade (B to C+)
• administrative review; probation
• 9 warnings = -1 letter grade (B to C)
• administrative review; dismissal
Supervisors:
• Chinese teachers (give warnings)
• Office staff, RAs, and Tutors (give warnings)
• Classmates and Roommates
• Yourself
Building community and relieving stress
• In class: ask questions in English – it’s ok!
• 2 English free weekends
• After 4pm on IES organized travels.
English Safe Situations
• Emergencies & serious illness
• English information session, seminar
• Jeremiah Laoshi, Zhao Laoshi, Joe & Josie Laoshi’s offices if English is needed
• Skyping and phone calls from the US (with door closed)
Individual Awards:
• Student Making the Most Progress!
• The most loyal comrade to the language!
SU Lifan:
Education: Master of Arts in Chinese Language Pedagogy from Middlebury College in USA; Bachelor of Arts in Chinese Language and Literature Education from Capital Normal University in Beijing, China
Work: Started work as a Mandarine Chinese Instructor in 2006; Started working for Level CI303 and LI351i at the IES Abroad Beijing Center from 2012
Publications:
Su, Lifan. “A Cyclopaedia In Imagery: Fortress Besieged” Jiang Han Tribune. Shanghai: Fudan University Publishing House, November 2006.
Su, Lifan. New Composition Handbook for High School (Volumes I and II). Beijing: Beijing Century Development Book Company, Beijing Post and Telecommunications University Publishing House, First Edition July 2003.