This class is a course in Chinese language for non-Chinese speakers participating in the Language Intensive Program. It is designed for those students who have studied Chinese for approximately two years (four or more semesters or six 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 bridge the gap between intermediate and advanced Chinese. Students will acquire 1700 new words, the ability to correctly utilize new sentence and grammar patterns, and the skills necessary to utilize newly acquired material in practice dialogues. All of the course content is related to contemporary issues in China, with topics focusing on the daily lives of the Chinese people. The class emphasizes all four major areas of language acquisition: speaking, listening, reading, and 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).
CREDIT HOURS:
10
STUDENT PROFILE:
This course is designed for students who have studied Chinese for approximately two years (four or more semesters or six quarters)
Students who enter this level are able to accomplish everyday needs required to live in a new culture. In this course, students will begin to develop independence and autonomy so that, when communication does break down, they have some tools at their disposal to resolve these challenges independently. Students should welcome correction and guidance from their instructors, hosts, and others in the community as they progress.
By the end of this course, students will begin to converse at a rate of speed approaching normal conversation. They will start to become creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, express their opinions, likes and dislikes in the culture. Although students will still make errors and experience communication breakdowns, they are sometimes able to resolve these on their own. Students will understand some colloquial expressions and slang, and are starting to understand a wider variety of native speakers from different backgrounds. By the end of this level, students will be capable of achieving the learning outcomes outlined below.
Prerequisites:
Decided by Placement Test
Learning outcomes:
Students who are placed in this level should be capable of achieving the outcomes in the Emerging Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve some of the outcomes for the Independent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
a. Students will begin to identify at a basic level key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
b. Students will start to identify their own cultural beliefs, behaviors, and values by contrasting and comparing them with the host cultures.
c. Students will be able to identify some gestures and body language, and they may be able to integrate some of those non-verbal actions into their interactions with native speakers.
II. Listening
a. Students will be able to understand some spoken communications of moderate complexity (media, speeches, music, conversations, etc.) on a wide range of concrete everyday topics as well as abstract topics covered in classes.
b. Students will begin to understand native speakers from a variety of backgrounds and limited experience with non-native speakers, and they will comprehend common colloquial and idiomatic expressions as well as slang.
c. Students will be able to interpret some indirect speech and verbal cues given during conversation with native speakers.
III. Speaking
a. Students will be able to speak on and discuss concrete everyday and personal topics, abstract topics covered in classes, as well as other topics of particular interest to them.
b. Students will be able to participate and respond actively in a variety of interactions.
IV. Reading
a. Students will be able to read and understand articles, stories, and online texts using background knowledge to aid their comprehension.
b. Students will begin to read and identify the basic ideas of academic texts with assistance.
V. Writing
a. Students will be able to meet many everyday writing needs (notes, journals, letters, emails, chats, class project scripts, and online forums).
b. Students will be able to write brief essays for class that narrate, describe, report, compare, contrast, and summarize on a wide range of topics with developing degrees of grammatical and lexical accuracy.
c. Students will be able to edit their own and their peers’ writing for common errors covered in class.
Method of presentation:
Lecture, Drill, Language activity, Field trip, Discussion, Tutoring, Written and oral assignments, Audio and video materials.
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 to write their scripts or research papers, act, shoot, and edit film and, finally, present the film at IES Film Festival. The requirements of films are: 5-6 people a team; 15-20 minutes each film; half of the scene should be taken outside campus; each movie should have English subtitles; each movie is titled and edited with 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 In this week, you should decide what kind of movie you want to make; look at the requirements of the Movie Festival and grade portion.
Wed.
ü Film Festival Introduction.
ü In this week, you should decide what kind of movie you want to make; look at the requirements of the Movie Festival and 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 the introduction of your movie.
Tue.
ü Finish your research plan of your documentary.(At least 200 characters)
ü Hand in the 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 script to teacher.
Tue.
ü Movie festival kicks off.
Fri.
ü Finish your shooting.
ü Show the videos you’ve already taken to your teacher.
12th Week
Tue.
ü Finish your shooting.
ü Show the videos you’ve already taken to your teacher.
Tue.
ü Finish your editing without music or subtitles.
ü Hand in your documentary file without music and subtitle.
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.
Students will work in groups to write their scripts or research papers, act, shoot, and edit film and, finally, present the film at IES Film Festival. The requirements of films are: 5-6 people a team; 15-20 minutes each film; half of the scene should be taken outside campus; each movie should have English subtitles; each movie is titled and edited with 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 In this week, you should decide what kind of movie you want to make; look at the requirements of the Movie Festival and grade portion.
Wed.
ü Film Festival Introduction.
ü In this week, you should decide what kind of movie you want to make; look at the requirements of the Movie Festival and 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 the introduction of your movie.
Tue.
ü Finish your research plan of your documentary.(At least 200 characters)
ü Hand in the 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 script to teacher.
Tue.
ü Movie festival kicks off.
Fri.
ü Finish your shooting.
ü Show the videos you’ve already taken to your teacher.
12th Week
Tue.
ü Finish your shooting.
ü Show the videos you’ve already taken to your teacher.
Tue.
ü Finish your editing without music or subtitles.
ü Hand in your documentary file without music and subtitle.
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
Foundation Building Week
1. Functional:
· Foundation building and review (Tone; Character; Common Mistakes; etc.)
2. Grammatical:
· Uses of some adverbs.
· Coordinate complex sentences indicating alternative relation.
· Double negative for emphasizing.
· The uses of the correlative adverbs.
· “ba” structure with “cheng”
3. Vocabulary:
· Some useful words about arriving in Beijing.
4. Culture
· Famous scenery spot in Beijing.
· Transportation when traveling in Beijing.
I.a,c
IV.b
II.a
III.b
II.a
IV.b
V.a
· Conversations in the airport.
· Describe your travel to China, and the best trip you’ve had before.
· Listen to audio materials and practice pronouncation.
Week 1
1.Functional:
· Introduce traditional Chinese costumes, discuss tradition and modern society in China.
· Introduce “One-time” products (i.e., disposable product.) problems in China. Think about the environment problem in China.
· Words related to a car accident, including go to a hospital.
· Words about language learning.
· Words about travel
· Inner Mongolia and geographical features.
4.Culture:
· How to handle a car accident in China.
· How Chinese people learn foreign languages.
· Local culture, political and economical conditions for mobile learning trip.
I.a,b,c
II.a
III.a
IV.b
II.a
V.a
I.a,b
· Role play being in a car accident.
· Talk about a car accident that you or a friend have been in.
· Discuss the relationship between Mandarin and dialects in China.
· Use geographical words to describe geographical features and customs of your hometown.
· Discuss how to handle travel troubles.
· Listen to audio materials and practice pronouncation.
· Prepare for Test 1.
Week 3-
Week 4
Chinese Mobile learning Trip
1.Functional:
· Chinese ethnic minority cultures including food, languages, religions, customs, education, political, and economic conditions in Inner Mongolia and Wutai Mountain.
2.Grammatical:
3.Vocabulary:
· Travel related words
4.Culture:
· Food, languages, religions, customs, education, political and economic conditions in Northeast China and Silk Road area.
I.a
I.b
II.a
II.b
IIIa.
V.b
· Interview local people about their daily life, tradition and religion
· Interview Chinese people on their impression about that period of history.
· Interview Chinese people on their opinions of some historical events which happened during that period.
· Listen to audio materials and practice pronouncation.
Week 14
1.Functional:
· Ways to enjoy travel.
· Choices for Chinese college graduates.
· Final review 1 for final test.
2.Grammatical:
· Comparison expressions.
· Uses of some fixed phrases.
· Conjunctions used in sentences.
· Uses of adverbs in sentences.
· Uses of phrase indicating comparison
· Uses of adverbs in sentence.
· Uses of adverbs between subject and verb to stress the relation between the doer of an action and the action.
3.Vocabulary:
· Words used in literary article.
· Words about college student choices after graduation.
4.Culture:
· Mentality in travel.
· Changes in Chinese modern society about choosing a job after college.
I.a
I.b
II.a,b,c
II.a
III.a,b
IV.a
V.b
I.a
I.b
· Write a travel agency advertisement.
· Practice words about emotions.
· Interview staff in a career guidance center.
· Interview college students about how they choose their path after graduation.
· Final review for final test.
· Listen to audio materials and practice pronouncation.
Week 15
1.Functional:
· Final review 2 for final test.
· Final written test and oral test.
2.Grammatical:
· Review all the patterns and words since the mid-term.
3.Vocabulary:
· Review all the words learned since the mid-term.
4.Culture:
I.b
II.a,b,c
III.a,b
IV.a
V.b,c
· Final review for final test.
Required readings:
<All Things considered > by Princeton University Press. Princeton and Oxford.
<IES CN351i Supplementary Reader>
Recommended readings:
Reading materials on Moodle.
Flash on Moodle.
Reading materials in class.
Notes:
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.
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 & 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:
Gao Yafang--graduated from Tianjin Commercial University with a BA in 2003, and in 2007, she graduated from Yanshan University with an MA. She joined IES in August 2007, and got promoted as a level lead teacher in 2009. She taught at Bucknell University (PA, USA) for the academic year 2010-2011, and came back to IES Beijing, being in charge of course CN351i.
Chinese Language In Context: Independent Abroad I
This class is a course in Chinese language for non-Chinese speakers participating in the Language Intensive Program. It is designed for those students who have studied Chinese for approximately two years (four or more semesters or six 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 bridge the gap between intermediate and advanced Chinese. Students will acquire 1700 new words, the ability to correctly utilize new sentence and grammar patterns, and the skills necessary to utilize newly acquired material in practice dialogues. All of the course content is related to contemporary issues in China, with topics focusing on the daily lives of the Chinese people. The class emphasizes all four major areas of language acquisition: speaking, listening, reading, and 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).
CREDIT HOURS:
10
STUDENT PROFILE:
This course is designed for students who have studied Chinese for approximately two years (four or more semesters or six quarters)
Students who enter this level are able to accomplish everyday needs required to live in a new culture. In this course, students will begin to develop independence and autonomy so that, when communication does break down, they have some tools at their disposal to resolve these challenges independently. Students should welcome correction and guidance from their instructors, hosts, and others in the community as they progress.
By the end of this course, students will begin to converse at a rate of speed approaching normal conversation. They will start to become creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, express their opinions, likes and dislikes in the culture. Although students will still make errors and experience communication breakdowns, they are sometimes able to resolve these on their own. Students will understand some colloquial expressions and slang, and are starting to understand a wider variety of native speakers from different backgrounds. By the end of this level, students will be capable of achieving the learning outcomes outlined below.
Decided by Placement Test
Students who are placed in this level should be capable of achieving the outcomes in the Emerging Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve some of the outcomes for the Independent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
a. Students will begin to identify at a basic level key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
b. Students will start to identify their own cultural beliefs, behaviors, and values by contrasting and comparing them with the host cultures.
c. Students will be able to identify some gestures and body language, and they may be able to integrate some of those non-verbal actions into their interactions with native speakers.
II. Listening
a. Students will be able to understand some spoken communications of moderate complexity (media, speeches, music, conversations, etc.) on a wide range of concrete everyday topics as well as abstract topics covered in classes.
b. Students will begin to understand native speakers from a variety of backgrounds and limited experience with non-native speakers, and they will comprehend common colloquial and idiomatic expressions as well as slang.
c. Students will be able to interpret some indirect speech and verbal cues given during conversation with native speakers.
III. Speaking
a. Students will be able to speak on and discuss concrete everyday and personal topics, abstract topics covered in classes, as well as other topics of particular interest to them.
b. Students will be able to participate and respond actively in a variety of interactions.
IV. Reading
a. Students will be able to read and understand articles, stories, and online texts using background knowledge to aid their comprehension.
b. Students will begin to read and identify the basic ideas of academic texts with assistance.
V. Writing
a. Students will be able to meet many everyday writing needs (notes, journals, letters, emails, chats, class project scripts, and online forums).
b. Students will be able to write brief essays for class that narrate, describe, report, compare, contrast, and summarize on a wide range of topics with developing degrees of grammatical and lexical accuracy.
c. Students will be able to edit their own and their peers’ writing for common errors covered in class.
Lecture, Drill, Language activity, Field trip, Discussion, Tutoring, Written and oral assignments, Audio and video materials.
• Attendance / Participation 15%
• Dictation 15%
• Homework 15%
• Report and journals 10%
• Movie Project 15%
• 2 Tests 10%
• Midterm exam 10%
• Final exam 10%
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 to write their scripts or research papers, act, shoot, and edit film and, finally, present the film at IES Film Festival. The requirements of films are: 5-6 people a team; 15-20 minutes each film; half of the scene should be taken outside campus; each movie should have English subtitles; each movie is titled and edited with 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 In this week, you should decide what kind of movie you want to make; look at the requirements of the Movie Festival and grade portion.
Wed.
ü Film Festival Introduction.
ü In this week, you should decide what kind of movie you want to make; look at the requirements of the Movie Festival and 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 the introduction of your movie.
Tue.
ü Finish your research plan of your documentary.(At least 200 characters)
ü Hand in the 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 script to teacher.
Tue.
ü Movie festival kicks off.
Fri.
ü Finish your shooting.
ü Show the videos you’ve already taken to your teacher.
12th Week
Tue.
ü Finish your shooting.
ü Show the videos you’ve already taken to your teacher.
Tue.
ü Finish your editing without music or subtitles.
ü Hand in your documentary file without music and subtitle.
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.
Students will work in groups to write their scripts or research papers, act, shoot, and edit film and, finally, present the film at IES Film Festival. The requirements of films are: 5-6 people a team; 15-20 minutes each film; half of the scene should be taken outside campus; each movie should have English subtitles; each movie is titled and edited with 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 In this week, you should decide what kind of movie you want to make; look at the requirements of the Movie Festival and grade portion.
Wed.
ü Film Festival Introduction.
ü In this week, you should decide what kind of movie you want to make; look at the requirements of the Movie Festival and 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 the introduction of your movie.
Tue.
ü Finish your research plan of your documentary.(At least 200 characters)
ü Hand in the 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 script to teacher.
Tue.
ü Movie festival kicks off.
Fri.
ü Finish your shooting.
ü Show the videos you’ve already taken to your teacher.
12th Week
Tue.
ü Finish your shooting.
ü Show the videos you’ve already taken to your teacher.
Tue.
ü Finish your editing without music or subtitles.
ü Hand in your documentary file without music and subtitle.
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
Foundation Building Week
1. Functional:
· Foundation building and review (Tone; Character; Common Mistakes; etc.)
2. Grammatical:
· Uses of some adverbs.
· Coordinate complex sentences indicating alternative relation.
· Double negative for emphasizing.
· The uses of the correlative adverbs.
· “ba” structure with “cheng”
3. Vocabulary:
· Some useful words about arriving in Beijing.
4. Culture
· Famous scenery spot in Beijing.
· Transportation when traveling in Beijing.
I.a,c
IV.b
II.a
III.b
II.a
IV.b
V.a
· Conversations in the airport.
· Describe your travel to China, and the best trip you’ve had before.
· Listen to audio materials and practice pronouncation.
Week 1
1.Functional:
· Introduce traditional Chinese costumes, discuss tradition and modern society in China.
· Introduce “One-time” products (i.e., disposable product.) problems in China. Think about the environment problem in China.
2.Grammatical:
· Usage of adverb which indicates exaggeration.
· Some verbs which relate to the topic and usage.
· Rhetorical questions.
· Subordinate complex sentences indicating adversative relation.
3.Vocabulary:
· Traditional Chinese Culture words.
· Environmental words.
4.Culture:
· Traditional Chinese costumes and food.
· Environment problems in China.
I.a,b,c
II.a,
IV.a
III.a
IV.b
I.a,b,c
· Discuss about “traditional character VS. Simplified character.”
· Role play in a restaurant.
· Interview Chinese people about the plastic policy and how the policy impact on their life.
· Introduce “one-time” product uses situation in America.
· Learn the useful words for mobile-learning trip.
· Listen to audio materials and practice pronouncation.
Week 2
1. Functional:
· Understanding foreign language learning in China and Chinese learning in America.
· The story of a car accident.
· Learn basic situation in Inner Mongolia.
2.Grammatical:
· The uses of some difficult adverbs.
· Subordinate complex sentences indicating causative relation.
· Verb-object phrase indicating change circumstance.
· Adjective-complement phrase.
· Subordinate complex sentences indicating suppositive relation.
3.Vocabulary:
· Words related to a car accident, including go to a hospital.
· Words about language learning.
· Words about travel
· Inner Mongolia and geographical features.
4.Culture:
· How to handle a car accident in China.
· How Chinese people learn foreign languages.
· Local culture, political and economical conditions for mobile learning trip.
I.a,b,c
II.a
III.a
IV.b
II.a
V.a
I.a,b
· Role play being in a car accident.
· Talk about a car accident that you or a friend have been in.
· Discuss the relationship between Mandarin and dialects in China.
· Use geographical words to describe geographical features and customs of your hometown.
· Discuss how to handle travel troubles.
· Listen to audio materials and practice pronouncation.
· Prepare for Test 1.
Week 3-
Week 4
Chinese Mobile learning Trip
1.Functional:
· Chinese ethnic minority cultures including food, languages, religions, customs, education, political, and economic conditions in Inner Mongolia and Wutai Mountain.
2.Grammatical:
3.Vocabulary:
· Travel related words
4.Culture:
· Food, languages, religions, customs, education, political and economic conditions in Northeast China and Silk Road area.
I.a
I.b
II.a
II.b
IIIa.
V.b
· Interview local people about their daily life, tradition and religion
· Prepare a 15-minnute oral presentation
· Write two 300-character essays about the trip
· Write a one-page journal everyday
Week 5
1.Functional:
· Unemployment in China.
· Child beggars problem in China.
2.Grammatical:
· Uses of correlative adverb.
· Time phrases.
· Subordinate complex sentences indicating preference relation.
· Parenthesis between two clauses.
· Potential complement.
· Uses of correlative adverb.
· Subordinate complex Sentences indicating adversative relation.
3.Vocabulary:
· Economical and political words which relate to the topic.
4.Culture
· Poverty in China.
· Unemployment problems in China.
I.a,b
II.b
III.a,b
IV.a
V.a,b
I.a,b
· Discuss whether or not China should adopt the same welfare system as the US?
· Interview people on their attitude towards beggars especially children beggars.
· Discuss the rising unemployment problem in China.
· During mobile learning trip, choose a topic to research, and present research result in class.
· Listen to audio materials and practice pronouncation.
Week 6
1. Functional:
· Law suits.
· “May-December” Marriages.
2.Grammatical:
· Uses of conjunctions.
· Subordinate complex sentences indicating conditional relation.
· Subordinate complex sentences indicating suppositive relation.
· Subordinate complex sentences indicating purpose relation.
· Comparison.
· Result complement with verbs.
3.Vocabulary:
· Words about law suits.
· Words about marriage.
4.Culture:
· Chinese attitude changes about lawsuits.
· Chinese opinions on relationships and marriage.
I.a,b
II.b
IV.b
III.a
V.a,b
I.a,b
· Work in groups to prepare well for court simulation.
· Introduce the famous law case in America.
· Interview Chinese people; ask about their views about May-December marriages, transnational marriages, etc.
· Interview Chinese people; ask about their attitude towards a famous Chinese dating show.
· Listen to audio materials and practice pronouncation.
Week 7
1.Functional:
· Learn about Chinese families with many children VS. DINK families.
· Learn about privacy for Americans.
2.Grammatical:
· Uses of some important verbs.
· Some formal expressions.
· Coordinate Complex sentence indicating successive relation.
· Subordinate Complex Sentences indicating preference relations.
· Uses of adverbs in colloquial expression.
· Uses of adverbs in subordinate sentence indicating adverse relation.
3.Vocabulary:
· Words about traditional Chinese birth concepts and family.
· Words about privacy.
· Words about president election.
4. Culture:
· The One-child policy in China: how does it affect the elderly life after retirement?
· New trends in Chinese families.
· Differences in privacy between Chinese people and American people.
I.a,b
I.b
II.b,c
III.a,b
IV.a,b
V.b
I.a,b
· Learn and discuss some new opinions about American and Chinese elderly people’s lives and families.
· Go to a nursing home, interview elderly people there. Learn about their situation.
· Role play, as reporter and president.
· Debate whether public people’s privacy should be public or not.
· Listen to audio materials and practice pronouncation.
Week 8
1.Functional:
· Changes in China and how they affect Chinese society and Chinese moral levels.
· Review for Mid-term test.
2.Grammatical:
· Some colloquial expressions.
· Parenthetical expressions.
3.Vocabulary:
· Words about moral.
4.Culture:
· “Opening policy” and how it affects the morals of Chinese society.
I.b
II.a
III.a,b
IV.a,b
V.b
I.b
· Discuss how modern society affects moral standards.
· Listen to audio materials and practice pronouncation.
· Review for midterm test.
Week 9
1.Functional:
· Colloquial expressions.
· Chinese news.
· The Chinese habit of taking a walk in the morning.
2.Grammatical:
· Colloquial expressions describing one’s personality.
· Colloquial expressions describing unsatisfactory.
· Literally expression in news.
· Adjectives used as the complement of result.
· Subordinate complex sentence indicating causative relation.
· Uses of interrogative pronouns to express emphasis.
3.Vocabulary:
· Colloquial words.
· Word about politics, economics in the news.
· Words about activities in park.
4.Culture:
· How Chinese describe one’s personality in a colloquial way.
· Differences between Chinese and American news.
· Activities in the park.
I.c
I.b
I.b,c
II.a
II.b,c
III.a,b
IV.a,b
V.b,c
I.c
I.b
I.b,c
· Interview Chinese people about new colloquial words in China, and how to use them.
· Use colloquial words to make a dialogue.
· Use literally expressions to make a news report.
· Learn some of the latest news and express it in Chinese.
· Go to a Chinese park to see the daily activities of Chinese people. Describe activities there.
· Interview Chinese people to see the differences between Chinese parks and American parks.
· Listen to audio materials and practice pronouncation.
Week 10
1.Functional:
· Relationship between parents and children.
· The role of money in children’s lives.
· AIDS in China.
2.Grammatical:
· Preposition phrase in sentences.
· Uses of adverbs indicating change.
· Uses of some verbs.
· Uses of a phrase indicating summarization.
· Preposition phrase used as the adverbial adjunct in a sentence.
· Uses of Chinese idioms.
· Literally expression in a report.
· Double negation in expressing emphasis.
3.Vocabulary:
· Words about children’s health.
· Words about people’s characteristics.
· Words about the “money is omnipotent” event which happened in an elementary school
· Words about AIDS.
4.Culture:
· Children’s mental health in China.
· Changing options about money in modern society.
· International and domestic disasters.
I.b
II.b,c
III.a,b
IV.a
V.b,c
I.b
· Case study about children’s mental health.
· Discuss mental health problems in China and America.
· Discuss the factors that affect people’s mental health.
· Talk about how the concept that “money is very important” affects people’s lives.
· Debate “Is money the most important part in your life?”
· Discuss whether or not it is important to cultivate children’s concept of money?
· Research online to find out measures the Chinese government has taken to control AIDS.
· UN Conference simulation.
· Listen to audio materials and practice pronouncation.
Week 11
1.Functional:
· Whether wife should take the most important role in family affairs?
· Mutual trust between people.
· Review for Test 2.
2.Grammatical:
· Uses of words expressing sequential.
· Uses of “ba” structures with abstract things.
· Uses of set phrase in sentences.
· Chinese traditional idiom.
· Uses of preposition in sentence.
3.Vocabulary:
· Words about managing family affairs.
· Chinese idioms.
· Words about action.
· Words about someone’s feeling.
4.Culture:
· How women’s roles have changed a lot within families in China.
· Differences in politeness between different countries.
I.b
II.a,b
III.a,b
IV.a
V.b,c
I.b
· Debate “In modern society, women are more tired or man”
· Discuss about different roles that women and men have in families.
· Practice words about actions.
· Compare different culture’s ideas of politeness and upspring.
· Make dialogues using Chinese idioms.
· Listen to audio materials and practice pronouncation.
· Review for Test 2.
Week 12
1.Functional:
· Colloquial expressions.
· Different opinions in society about whether man can have the birth right.
2.Grammatical:
· Colloquial expressions describing an unlucky event.
· Colloquial expressions describing someone who is very vain.
· Colloquial expressions about something unsatisfactory.
· Uses of phrases expressing an example.
· Uses of adverbs in sentences.
3.Vocabulary:
· Colloquial expressions.
· Words about rights in law.
4.Culture:
· Expressing unsatisfied and unlucky.
· “Birth Concept” and how it has changed in modern Chinese society.
I.b
I.b,c
II.b,c
II.a
III.a,b
IV.a
V.b,c
I.b
I.b,c
· Know the new colloquial words in China, and how to use them.
· Know how to use the colloquial expressions in different contexts.
· Talk about whether men have birth rights to limit women’s behavior on this issue.
· Discuss whether law should allow abortion.
· Listen to audio materials and practice pronouncation.
Week 13
1.Functional:
· Watch the Chinese movie “To Live”
2.Grammatical:
· Subordinate complex sentence indicating causative relation.
· Uses of some important verbs.
· Uses of adverbs describing degree.
· Uses of adverbs describing time duration.
3.Vocabulary:
· Words related to the movie.
4.Culture:
· 1940s-1960s Chinese society changes.
I.b
II.b,c
III.a,b
IV.a
V.b,c
I.b
· Interview Chinese people on their impression about that period of history.
· Interview Chinese people on their opinions of some historical events which happened during that period.
· Listen to audio materials and practice pronouncation.
Week 14
1.Functional:
· Ways to enjoy travel.
· Choices for Chinese college graduates.
· Final review 1 for final test.
2.Grammatical:
· Comparison expressions.
· Uses of some fixed phrases.
· Conjunctions used in sentences.
· Uses of adverbs in sentences.
· Uses of phrase indicating comparison
· Uses of adverbs in sentence.
· Uses of adverbs between subject and verb to stress the relation between the doer of an action and the action.
3.Vocabulary:
· Words used in literary article.
· Words about college student choices after graduation.
4.Culture:
· Mentality in travel.
· Changes in Chinese modern society about choosing a job after college.
I.a
I.b
II.a,b,c
II.a
III.a,b
IV.a
V.b
I.a
I.b
· Write a travel agency advertisement.
· Practice words about emotions.
· Interview staff in a career guidance center.
· Interview college students about how they choose their path after graduation.
· Final review for final test.
· Listen to audio materials and practice pronouncation.
Week 15
1.Functional:
· Final review 2 for final test.
· Final written test and oral test.
2.Grammatical:
· Review all the patterns and words since the mid-term.
3.Vocabulary:
· Review all the words learned since the mid-term.
4.Culture:
I.b
II.a,b,c
III.a,b
IV.a
V.b,c
· Final review for final test.
<All Things considered > by Princeton University Press. Princeton and Oxford.
<IES CN351i Supplementary Reader>
Reading materials on Moodle.
Flash on Moodle.
Reading materials in class.
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.
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 & 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!
Gao Yafang--graduated from Tianjin Commercial University with a BA in 2003, and in 2007, she graduated from Yanshan University with an MA. She joined IES in August 2007, and got promoted as a level lead teacher in 2009. She taught at Bucknell University (PA, USA) for the academic year 2010-2011, and came back to IES Beijing, being in charge of course CN351i.