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 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 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 2000 new words, the ability to correctly utilize several hundred sentence and grammar patterns, and gain proficiency in reading newspaper articles and Internet posts. All of the course content is related to contemporary issues in China, Chinese history, Chinese literature, and Chinese culture. The class emphasizes higher-level speaking, listening, reading, and writing skills. Students will acquire several new skills in the class, including: (a) how to interview native speakers of Chinese; (b) the ability to discuss social issues like “Children beggars”, “Sex on college campuses”, and “Care for the elderly”; (c) the ability to write essays based on specific topics (for example, students will write scripts and make their own films); and (d) the tools needed to make effective presentations in Chinese. By the end of the semester, students should be able to easily express their opinions and hold discussions with native Chinese speakers on a range of topics related to society, politics, and the economy. (10 Credits)
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 who enter this level are able to accomplish everyday needs required to live in a new culture. In this course, students will develop independence and autonomy so that, when communication does break down, they have enough tools at their disposal to resolve these challenges on their own. Students should welcome correction and guidance from their instructors, hosts, and others in the community as they progress. They will also begin to recognize their own and their peers’ errors.
By the end of this course, students will begin to converse at a rate of speed approaching normal conversation. They will be 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 much more likely to resolve these on their own. Students will understand a variety of colloquial expressions and slang, and will be able 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.
CREDIT HOURS: 10 hours
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 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 be able to identify and describe 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 be able to discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with the host cultures.
c. Students will be able to interpret gestures and body language, and they will integrate some of those non-verbal actions into their interactions with native speakers.
d. Students will know how to conform to socio-cultural norms in almost any transactional event.
II. Listening
a. Students will be able to understand most 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 be able to understand native speakers from a variety of backgrounds and limited experience with non-native speakers, and they will comprehend common colloquial expressions and slang.
III. Speaking
a. Students will be able to speak on and discuss a wide range of 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, initiate, and respond actively in a wide variety of interactions.
c. Students will be able to narrate sequences of events with some degree of accuracy.
IV. Reading
a. Students will be able to read and understand a wide variety of articles, stories, and online texts using background knowledge to aid their comprehension.
b. Students will be able to read and understand uncomplicated academic texts with assistance.
V. Writing
a. Students will be able to meet their everyday writing needs (scripts, journals, letters, detailed emails, and online forums).
b. Students will be able to write short essays for class that narrate, describe, report, compare, contrast, and summarize on a wide range of topics.
c. Students will be able to edit their own and their peers’ writing.
Method of presentation:
Lecture, Drill, Language activity, Field trip, Discussion, Tutoring, Written and oral assignments, Audio and video materials.
Required work and form of assessment:
Attendance / Participation 15%
Dictation 15%
Homework 15%
Report and journals 10%
Movie Project 15%
2 Tests 10%
Midterm exam 10%
Final exam 10%
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
LANGUAGE PROJECT
Film Project Description：
You will work in groups of 5-6 people, write your own script, act, shoot and edit your film and finally present your film at IES Film Festival.
Requirements:
5-6 persons a team.
15-20 minutes each film.
Half of the scenes should be shot outside campus.
Each movie should have English subtitles.
Each movie has a title and is edited by Movie Maker.
Of course, all the actors and actress in the movie speak Chinese.
Movie Festival Schedule:
Movie Groups
Documentary Group
1st Week
8/29 (Wed.)
Film Festival Introduction.
In this week, you should know what kind of movie you want to make; go over the requirements of the Movie Festival and grade portion.
8/29 (Wed.)
Film Festival Introduction.
In this week, you should know what kind of movie you want to make; go over the requirements of the Movie Festival and grade portion.
5th Week
10/5 (Fri.)
Find your group.
Hand in your group name sheet.
10/5 (Fri.)
Find your group.
Hand in your group name sheet.
9th Week
10/30 (Tue.)
Finish a brief introduction of your film.(At least 200 characters)
Hand in the introduction of your movie.
10/30 (Tue.)
Finish your research plan of your documentary.(At least 200 characters)
Hand in the introduction of your movie.
10th Week
11/6 (Tue.)
Movie festival kicks off.
11/9 (Fri.)
Finish your film script.(in Chinese and English.)
Hand in your script.
11/6 (Tue.)
Movie festival kicks off.
11/9 (Fri.)
Finish your shooting.
Show the videos you’ve already taken to your teacher.
12th Week
11/20 (Tue.)
Finish your shooting.
Show the videos you’ve already taken to your teacher.
11/20 (Tue.)
Finish your editing without music or subtitles.
Hand in your documentary file without music or subtitles.
13th Week
11/26 (Mon.)
Finish your editing without music or subtitles.
Hand in your movie file without music or subtitles.
11/30 (Fri.)
All groups finish final editing, and draw your film poster.
Movie Festival.
11/26 (Mon.)
Finish your final paper.
Hand in it to the teacher.
11/30 (Fri.)
All groups finish final editing and draw your film poster.
Movie Festival.
CHINESE CLASS RUBRICS
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
REQUIRED WORK
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
content:
Week 1
Content
Corresponding Learning Outcome(s)
Assignments
Foundation building week
1.Functional:
Describe some actions
Tell a story
Express greeting during Spring Festival
2.Grammatical:
Correlative words of purposive relation(“好”)
Usage of correlative adverb(“on the contrary”“反而”)
Listen to audio materials, repeat and practice Chinese pronunciation
Discuss with locals the reason of children beggars and possible solutions.
Prepare a “Hearing” activity about whether or not to invest in children’s shelters.
Watch a video about “rich children” in China and discuss in class
Interview Chinese locals about their experience with beggars and their opinions.
Prepare some useful travel related vocabulary and present them in class.
Review for Test 1.
Week 3-
Week 4
Chinese Mobile Learning Trip
1.Functional:
Get a deeper understanding of Chinese ethnic minority cultures including food, daily dress, languages, religions, and political and economic conditions in Northeast China and Silk Road area.
2.Grammatical:
3.Vocabulary:
Travel related words
4.Culture:
Food, daily dress, languages, religions, and political and economic conditions in Inner Mongolia, Xinjiang province and Northeast China
II.a
II.b
IIIa.
V.b
I.a
I.b
Interview local people about their daily life, tradition, and religion
Prepare a 15-minnute oral presentation
Write two 400-character essays about the trip
Write a one-page journal everyday
Week 5
1.Functional:
Talk about advantages and disadvantages of disposable products
Express opinion on the relationship between quality of products and public morals
Describe how government implements a policy and its effects.
2.Grammatical:
Conjunction indicating causality
Conjunction indicating bringing up a new topic
Metaphor phrase
3.Vocabulary:
Disposable products in restaurants and hotels
Policy related vocabularies
4.Culture:
New policy which aims to restrict the usage of plastic bags.
Quality of products in China
I.a
IV.a
II.a
III.b
V.b
v.c
I.d
Listen to audio materials, repeat and practice Chinese pronunciation
Write an essay about disposable product policies in different countries
Interview local people about quality of products in a market
Week 6
1.Functional:
Write a wanted advertisement
Write a formal resume
Talk about the reason and the consequences of cheating on tests
Describe the current situation of old parents ‘solitary life in China
Express opinion on how to take care of the old
2.Grammatical:
Phrase indicating priority order when expressing opinion(“首先“)
How women becoming more independent in modern society effects the marriage concept and age of marriage
The increase of “May-December marriages” in China
III.a
II.b
III.c
IV.b
I.a
I.b
I.d
Listen to audio materials, repeat and practice Chinese pronunciation
Interview a guest’s opinion on “May-December” marriages, international marriages and “single nobles” (in class)
Read an article about the changing of marriage concept in China, and discuss the article in class
Week 10
1.Functional:
Learn argumentativewriting (how to use examples, metaphors, sayings, and allusion to prove your opinion)
Use metaphor
Express your opinion on controlling smoking
Understand written language in government reports
2.Grammatical:
Adverbs expressing “great efforts”
Adverbs expressing “gradually”
Usage of phase “take…as”
3.Vocabulary:
Argumentative writing phrases
Government report writing phrases
Statistical data words
4.Culture:
The smoking population
Regulations of smoking in public places
II.a
III.a
III.b
IV.b
IV.b
I.a
I.d
Listen to audio materials, repeat and practice Chinese pronunciation
Do the metaphor usage exercise.
Read an article about differences between American and Chinese education systems and analyze the argument skills.
Read an article about the harm to health while smoking and answer questions
Week 11
1.Functional:
Learn spoken language through a Chinese Sitcom < Family with children>
Show anger, care, and love
2.Grammatical:
Colloquial expressions describing critical tone.
Colloquial expressions describing different mood.
Colloquial expressions indicating estimation and possibility.
3.Vocabulary:
Feeling
slang
4.Culture:
Chinese family life
II.a
II.b
III.a.
I.a
I.c
Watch 2 episodes of <Family with children> before class and prepare a dialogue for role play
Review for Test 2.
Week 12
1.Functional:
Describe the structural change in China’s population
Comprehend news language
2.Grammatical:
Usage of ”regardless of ””symbol”
Preposition indicating time period
Uses of a phrase indicating summarization.
Conjunction indicating two actions happen in the same time
Adverb expressing ”more” and ”less”
3.Vocabulary:
Population related words
Animal extinction
4.Culture:
The aging society
One-child policy
Chinese cuisine culture
III.a
IV.b
IV.b
V.a
V.c
I.a
Listen to audio materials, repeat and practice Chinese pronunciation
Write a wild animal protection proposal
Read an article about aging problem and answer questions
Week 13
1.Functional:
Express your opinion on beauty playing an increasing role in the economy
Express your opinion on equality between men and women
Describe different music types
2.Grammatical:
Usage of ”be beneficial to”
Correlatives of conditional relation
Set phrases
3.Vocabulary:
Advertisement
Music type
Mood
4.Culture:
Beauty contest in China
Commercial advertisement
Chinese traditional music
III.a.d.
II.a
III.b
V.a
III.a.
I.a
I.b
Listen to audio materials, repeat and practice Chinese pronunciation
Prepare a debate about whether or not to use beauty in commercial activities.
Write an essay after visiting the Grand Theater with new music vocabularies.
Week 14
1.Functional:
Describe appearance in rhetorical ways
Describe regret, disappointment, gratitude, sadness, and relaxation
Express your opinion on territory conflicts
2.Grammatical:
Rhetoric(metaphor)
Chinese traditional idiom.
3.Vocabulary:
Mood
Action
Territory issue
Government statement
4.Culture:
The Culture Revolutionary
The history of Taiwan-related issues in China
New emerging territory conflicts in China: Islands in Southern Pacific with Vietnam and Philippines; Diao Yu Island with Japan
II.a
IV.a
III.c
V.b
V.c
I.c
I.b
Listen to audio materials, repeat and practice Chinese pronunciation
Write a story with detailed description of people’s appearance, personality, and actions.
Interview Chinese people about Diao Yu Island issue
Week 15
1.Functional:
Final Review
2.Grammatical:
Final Review
3.Vocabulary:
Final Review
4.Culture:
Final Review
Review for Final exam
Required readings:
< All Things Considered: Advanced Reader of Modern Chinese > Princeton University Press & Oxford University Press
<Home with kids——a Multi-skill Chinese Course> World Publish Cooperation
Recommended readings:
<IES CN353i Supplementary Reader>
Notes:
CHINESE CLASSROOM RULES AND REGULATIONS
Attendance and Participation:
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:
Li Zhifang --graduated from Beijing Normal University with a BA in Chinese Language and Literature in 2004, and in 2007, she graduated from Beijing Normal University with an MA in Comparative Literature and World Literature. 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 2011-2012, and came back to IES Beijing, being in charge of course CN353i.
Chinese Language In Context: Independent Abroad Ii
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 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 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 2000 new words, the ability to correctly utilize several hundred sentence and grammar patterns, and gain proficiency in reading newspaper articles and Internet posts. All of the course content is related to contemporary issues in China, Chinese history, Chinese literature, and Chinese culture. The class emphasizes higher-level speaking, listening, reading, and writing skills. Students will acquire several new skills in the class, including: (a) how to interview native speakers of Chinese; (b) the ability to discuss social issues like “Children beggars”, “Sex on college campuses”, and “Care for the elderly”; (c) the ability to write essays based on specific topics (for example, students will write scripts and make their own films); and (d) the tools needed to make effective presentations in Chinese. By the end of the semester, students should be able to easily express their opinions and hold discussions with native Chinese speakers on a range of topics related to society, politics, and the economy. (10 Credits)
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 who enter this level are able to accomplish everyday needs required to live in a new culture. In this course, students will develop independence and autonomy so that, when communication does break down, they have enough tools at their disposal to resolve these challenges on their own. Students should welcome correction and guidance from their instructors, hosts, and others in the community as they progress. They will also begin to recognize their own and their peers’ errors.
By the end of this course, students will begin to converse at a rate of speed approaching normal conversation. They will be 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 much more likely to resolve these on their own. Students will understand a variety of colloquial expressions and slang, and will be able 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.
CREDIT HOURS: 10 hours
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 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 be able to identify and describe 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 be able to discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with the host cultures.
c. Students will be able to interpret gestures and body language, and they will integrate some of those non-verbal actions into their interactions with native speakers.
d. Students will know how to conform to socio-cultural norms in almost any transactional event.
II. Listening
a. Students will be able to understand most 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 be able to understand native speakers from a variety of backgrounds and limited experience with non-native speakers, and they will comprehend common colloquial expressions and slang.
III. Speaking
a. Students will be able to speak on and discuss a wide range of 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, initiate, and respond actively in a wide variety of interactions.
c. Students will be able to narrate sequences of events with some degree of accuracy.
IV. Reading
a. Students will be able to read and understand a wide variety of articles, stories, and online texts using background knowledge to aid their comprehension.
b. Students will be able to read and understand uncomplicated academic texts with assistance.
V. Writing
a. Students will be able to meet their everyday writing needs (scripts, journals, letters, detailed emails, and online forums).
b. Students will be able to write short essays for class that narrate, describe, report, compare, contrast, and summarize on a wide range of topics.
c. Students will be able to edit their own and their peers’ writing.
Lecture, Drill, Language activity, Field trip, Discussion, Tutoring, Written and oral assignments, Audio and video materials.
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
LANGUAGE PROJECT
Film Project Description：
You will work in groups of 5-6 people, write your own script, act, shoot and edit your film and finally present your film at IES Film Festival.
Requirements:
Movie Festival Schedule:
Movie Groups
Documentary Group
1st Week
5th Week
9th Week
10th Week
12th Week
13th Week
CHINESE CLASS RUBRICS
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
REQUIRED WORK
Dictation:
Homework:
Oral and written tests:
Chinese Classroom regulations:
Week 1
Content
Corresponding Learning Outcome(s)
Assignments
Foundation building week
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
III. c
III. b
III. b
v.b
I.a
I.b
I.c
Week 1
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
II.b
I.b
III.b
IV.a
V.b
III.b
I.c
Week 2
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture
II.b
III.a
III.a
II.b
II.a
IV.a
I.b
Week 3-
Week 4
Chinese Mobile Learning Trip
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
II.a
II.b
IIIa.
V.b
I.a
I.b
Week 5
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
I.a
IV.a
II.a
III.b
V.b
v.c
I.d
Week 6
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
V.a
V.a
III.a
III.a
II.b
IV.b
V.b
I.d
Week 7
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
III.a
III.c
III.b
V.b
IV.b
III.b
I.c
I.a
Week 8
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
III.b
II.b
V.a
IV.a
I.d
Week 9
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
III.a
II.b
III.c
IV.b
I.a
I.b
I.d
Week 10
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
II.a
III.a
III.b
IV.b
IV.b
I.a
I.d
Week 11
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
II.a
II.b
III.a.
I.a
I.c
Week 12
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
III.a
IV.b
IV.b
V.a
V.c
I.a
Week 13
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
III.a.d.
II.a
III.b
V.a
III.a.
I.a
I.b
Week 14
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
II.a
IV.a
III.c
V.b
V.c
I.c
I.b
Week 15
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
< All Things Considered: Advanced Reader of Modern Chinese > Princeton University Press & Oxford University Press
<Home with kids——a Multi-skill Chinese Course> World Publish Cooperation
<IES CN353i Supplementary Reader>
CHINESE CLASSROOM RULES AND REGULATIONS
Attendance and Participation:
Every day, start with 100 points (25 points x 4 classes) for daily attendance and participation.
Illnesses:
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
Li Zhifang --graduated from Beijing Normal University with a BA in Chinese Language and Literature in 2004, and in 2007, she graduated from Beijing Normal University with an MA in Comparative Literature and World Literature. 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 2011-2012, and came back to IES Beijing, being in charge of course CN353i.