This class is a course in Chinese language for non-Chinese speakers. It is designed for those students who have studied Chinese for at least two semesters. The course will give students communication tools that are immediately useful in their daily life, and also consolidate previously learned fundamentals of the Chinese language. Students will acquire 1000 new words, the ability to correctly utilize many new sentence and grammar patterns, and provide the students an opportunity to learn about “special topics of the day.” Students will acquire several new skills in this class, including: (a) how to interview native speakers of Chinese; (b) how to discuss topics including “Arriving in Beijing,” “How to address somebody,” “Traffic safety”; (c) the ability to write essays on specific topics; and (d) the ability to compose stories or narratives based on certain information or visual aids. Students will be encouraged to complete assignments creatively making full use of newly learned structures and vocabulary. Through these exercises, students will be able to communicate with native speakers of Chinese on topics related to their daily life experiences.
Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is, however, 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, and they may also learn to interpret situations calling such speech acts 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:
This course is designed for students with a basic foundation of the language. Students who can already use a few basic words and phrases, and who can understand very simple requests and responses are appropriate for this level. Students entering this course are also able to read and interpret the basic meaning of simple sentences and phrases. Students who have studied the language in high school or in college but never continued to build their skills may find this level appropriate. The language assessment process will determine the appropriate level for each individual student.
By the end of the course, the successful student will have built a solid foundation in the five skills: intercultural communication, reading, writing, listening and speaking to accomplish a variety of everyday needs in the host culture as described in the learning outcomes below and should be capable of entering the Emerging Independent Abroad level.
Prerequisites:
Decided by placement test
Learning outcomes:
By the end of the course, students will be able to achieve some of the outcomes for the Novice 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 meet simple everyday needs using verbal and non-verbal communication, and they will be able to use compensatory strategies when they do not know the word or expression (paraphrasing, repetition, talking around the point, body language etc.).
B. Students can recognize some appropriate and inappropriate expressions and behaviors in the host language.
C. Students will be able to distinguish between simple representations of formality and informality in the language.
D. Students will identify some differences between cultural stereotypes and generalizations between the home culture and the host culture.
E. Students will start to make informed comparisons between their host culture and the home culture (festivals, food, basic customs and perspectives).
II. Listening
A. Students will be able to understand simple statements, requests, descriptions, and questions in specific cultural context relevant to them (hosts’ interactions, Center interactions, studying, shopping, transportation and travel, meals).
B. Students will be able to use context to understand the gist of some spoken language they overhear, including some media, conversations between others, and announcements.
III. Speaking
A. Students will be able to use simple phrases appropriately in numerous everyday situations with increasing accuracy (home, the IES Abroad Center, and the wider community).
B. Students will be able to express simple needs by asking questions, conducting basic interviews, and obtaining what they need in uncomplicated, everyday situations.
IV. Reading
A. With increasing depth, students will be able to identify and understand words and simple sentences relevant to their studies and with a broader understanding of the writing system covered explicitly in class.
V. Writing
A. Students will be able to write short texts and descriptions about concrete topics, such as themselves, their families, their friends, their likes, dislikes, plans, experiences and their daily routines.
B. Students will be able to send a variety of emails and text messages.
C. Students will be able to write with increased accuracy, although using some native language structures.
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%
Language Project 15%
Report and journals 5%
2 Tests 15%
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
CHINESE CLASS RULES AND REGULATIONS
Attendance and Participation:
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.
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.
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
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
content:
Week
Content
Corresponding Learning Outcome(s)
Assignments
Week 1
1.Functional:
· Arriving in a certain destination;
· Making a phone call;
2.Grammatical:
· Sentences with 是…的;
· The usage of “有点”and”一点”;
· Emphasize of negative sentences;
· Negative form of comparison;
· 那么/这么indicating degree;
3.Vocabulary:
· Words of travel and arrival;
· Phone call conversation.
4.Culture:
· Observed differences upon arrival in a destination.
· First impression of a place as compared with pre-departure expectations.
· Different greeting way when making a phone call.
I. a) ;b);
II. a)
I. a) ;b);
II. a)
III．a)
IV．
V．a)
IV．
I. a);
II. a)
V．a)
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Role playing;
Week 2
1.Functional:
· Expressing one’s living habits 1;
· Getting up and sleeping habits;
· Test review
2.Grammatical:
· The dynamic particle 过
3.Vocabulary:
· Living habits;
4.Culture:
· Differences between Chinese and American living habits, such as the shower time, sleeping time, and the time of getting up.
I. a) ;b); e)
III．a)
V．a)
I. a) ;b);
II. a)
III．a)
V．a)
I. b);
IV．
V．a)
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Role playing;
· Test 1
Week 3
1.Functional:
· Asking and telling the directions;
· How to post mails and package;
· Express one’s illness;
2.Grammatical:
· Place1离place2（很/不）远/近
· Subj.多Adj
· Subj得/不用Vp.
· Place1在 place2旁边/附近/对面
· subj.+V.(了)+num.+MW + obj.
3.Vocabulary:
· Directions;
· Post office;
· Body parts;
· Illness.
4.Culture:
· The proper way to ask directions;
· How to post mails and package;
I. a) ;b);
III．a)
IV．
V．a)
I. a) ;b);
II. a)
III．a)
IV．
V．a)
I. b);
IV．
V．a)
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Role playing;
· Asking local people directions and present on class;
·
Week 4
1.Functional:
· Talking about the roommate relationship;
· Expressing one’s living habits 2;
2.Grammatical:
· subj. +应该/得+好好儿+ V.P
· subj. 把 obj. + v. +Complement
· subj.越来越 + Adj.
· 起来 Indicating the beginning of an action
· subj.让sb.+VP.
· 怪不得subj.……
3.Vocabulary:
· Taking afternoon nap;
· Drinking habits;
4.Culture:
· Living with Chinese roommate;
· The habit of taking a nap and drinking hot water;
I. a) ;b); e)
III．a)
IV．
V．a)
I. a) ;b);
II. a)
III．a)
IV．
V．a)
I. b);
IV．
V．a)
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Role playing;
· Comparing the different living habits between Chinese people and American;
Week 5
Chinese National Holiday
Week 6
1.Functional:
· Knowing about transportation system in Beijing; Describing traffics;
· Review for Mid-Term Exam
2.Grammatical:
· subj.一V. 就是+ time duration
· Interrogative Pronouns as indefinite references
· subj.宁可+VP.
3.Vocabulary:
· Transportation;
· Changing money;
4.Culture:
· Knowing the culture of chatting with Taxi-driver;
I. a) ;b); d);e)
III．a)
IV．
V．a)
I. a) ;b);
II. a)
III．a)
IV．
V．a)
I. b);
IV．
V．a)
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Role playing;
· Midterm Exam
Week 7
Mobile Learning Trip (4 days)
1.Functional:
· Bargain;
· To Get a deeper understanding of Chinese ethnic minorities’ culture including local family, food, daily dressing, local language, living condition and customs in the travelling area.
2.Grammatical:
· subj.到底+ wh-word/A还是B/adj./v.不adj./v.
· 起as Complement indicating possibility
· subj.才+ v. + num. + MW. (+n.)
· The conjunction就
3.Vocabulary:
· Shopping;
· Bargaining;
· Travel related words
4.Culture:
· Bargaining culture;
· Local family, food, daily dressing, local language, living condition and customs in the travelling area.
I. b;)c);d) e) ;
II. a) ;b);
III．a) ;b);
IV．
V．a) ;b);
I. a) ;b);
III．a)
IV．
V．a); b)
II. a) ; b)
III．a) ; b)
IV．
V．a) ; b);c)
I. b;)c);d) e) ;
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Role playing;
· Interview local people about their daily life, tradition and their religion
· Prepare a 15-minnute oral presentation
· Write two 200-character essays about the trip
· Write a one-page journal everyday
Week 8
1.Functional:
· How to address Chinese people;
· Knowing Different Toilets styles in China;
2.Grammatical:
· 无论……，(subj.)都……
· The Dynamic Particle 着(zhe)
· 到as Complement indicating result
3.Vocabulary:
· Addressing people;
· Toilets
4.Culture:
· Chinese addressing culture;
· Different toilets style;
I. c) ;d);e)
II.b)
III. b)
IV．
V.c
I.c);d);e);
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Interview local people the different way of addressing people.
Week 9
1.Functional:
· How to describing the public toilets in China
· Taking trains;
· Test2
2.Grammatical:
· subj.既……也/又……
· 了(liǎo)as Complement indicating potential
· 不是……就是……
3.Vocabulary:
· Public Toilets;
· Taking trains;
4.Culture:
· Knowing about the importance of the train in China, the different types of train and the facilities of a train.
I. b;)c);d) e) ;
II. b);
II. a) ; b)
III．a) ; b)
IV．
V．a) ; b);c)
I. b;)c);d) e) ;
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Prepare for the Test 2
Week 10
1.Functional:
· Knowing Chinese park culture;
· Knowing about the “face” culture;
2.Grammatical:
· subj.往往……
· The conjunction才
· 尤其是……
3.Vocabulary:
· Activities in the park;
· Exercise name;
· Describing places;
4.Culture:
· Chinese Park culture.
· “Face” culture in China.
I. c);d) e) ;
II. b);
III．b);
IV．
II. b);
III．b);
IV．
V．c)
I. c);d) e) ;
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Comparing the different park culture;
Week 11
1.Functional:
· How to say “no” in different circumstances;
· Ordering dishes in restaurants;
2.Grammatical:
· 不是……，而是……
3.Vocabulary:
· Ordering dishes and drinks;
· Vegetables and Meats;
· Cooking;
· Words to refuse and disgree;
· Invitation;
· Asking for help
4.Culture:
· Chinese courteousness;
· Chinese food and drinking culture; tipping custom in the US.
I. c);d) e) ;
II. b);
III．b);
IV．
II. b);
III．b);
IV．
V．c)
I. c);d) e) ;
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciation
· Doing a phone call interview on “face” culture in China;
· To design a restaurant with a Chinese menu;
Week 12
1.Functional:
· Crossing roads;
· Final review for Final Exam.
· Final written exam and oral exam.
2.Grammatical:
· subj.1……，subj.2（却）adj.多了
· ……，甚至……
· 着(zháo)as Complement indicating result
· Review all the patterns and words which students have learned after Mid-Term Exam.
3.Vocabulary:
· Crossing roads;
· Review all the words after Mid-Term Exam.
4.Culture:
· Chinese traffic laws;
· Finals and graduation.
I. c);d) e) ;
II. b);
III．b);
IV．
I. c);d) e) ;
II. b);
III．b);
IV．
V．c)
I. c);d) e) ;
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciation
· Introducing Chinese way of crossing roads;
· Final review for final exam.
Project SOW (Schedule of the Week)
Notes
1st Week
∕
4th Week
Visit one place every week（On every Wednesday or Weekends）.
1 go to a cross road to observe(together with your friends or by yourself on one day of the1st week)
2 go to a restaurant ordering dishes（by yourselves on one day of the 2nd week）
3 go to a park (by yourselves on one day of the 3rd week)
4 go to a market (by yourselves on one day of the 4th week)
(Besides the roads, restaurants, parks, markets, you can choose other places which you are interested in.)
In order to understand Chinese people’s daily life and habits much better, You will be given chances to visit some places in Kunming. Therefore, you should observe and try to get some useful materials, such as pictures, videos, records, or interview when visiting these places.
You are required to complete a project paper in the end of this semester.
You can prepare from these perspective:
1) What is this place like? Try to describe it.
2) What kind of people are there in this place? What are their daily activities? etc.
3) Try to compare the place and the people in China and America.
4) Try to compare the culture difference between China and America.
6th Week
∕
7th Week
1) Choose one place to research from the 4 places you have visited.
2) Give the teacher your outline of your research. and discuss with your teacher on the 5th Wednesday.
3) Begin to collect data according with your plan.
8th Week
/
9th Week
1) Finish data collecting.
2) Hand in the first draft
3) Teacher give it back after correction.
10th Week
1) Hand in the second draft
2) Teacher give it back after correction.
11th Week
Prepare for your final Presentation and paper.
12th Week
1) Presentation
2) Hand in paper.
Project 15% (Report 60%, Presentation 40%)
Required readings:
A New China Published by Princeton University Press
Chinese Language in Context: Novice Abroad IV
This class is a course in Chinese language for non-Chinese speakers. It is designed for those students who have studied Chinese for at least two semesters. The course will give students communication tools that are immediately useful in their daily life, and also consolidate previously learned fundamentals of the Chinese language. Students will acquire 1000 new words, the ability to correctly utilize many new sentence and grammar patterns, and provide the students an opportunity to learn about “special topics of the day.” Students will acquire several new skills in this class, including: (a) how to interview native speakers of Chinese; (b) how to discuss topics including “Arriving in Beijing,” “How to address somebody,” “Traffic safety”; (c) the ability to write essays on specific topics; and (d) the ability to compose stories or narratives based on certain information or visual aids. Students will be encouraged to complete assignments creatively making full use of newly learned structures and vocabulary. Through these exercises, students will be able to communicate with native speakers of Chinese on topics related to their daily life experiences.
Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is, however, 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, and they may also learn to interpret situations calling such speech acts 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:
This course is designed for students with a basic foundation of the language. Students who can already use a few basic words and phrases, and who can understand very simple requests and responses are appropriate for this level. Students entering this course are also able to read and interpret the basic meaning of simple sentences and phrases. Students who have studied the language in high school or in college but never continued to build their skills may find this level appropriate. The language assessment process will determine the appropriate level for each individual student.
By the end of the course, the successful student will have built a solid foundation in the five skills: intercultural communication, reading, writing, listening and speaking to accomplish a variety of everyday needs in the host culture as described in the learning outcomes below and should be capable of entering the Emerging Independent Abroad level.
Decided by placement test
By the end of the course, students will be able to achieve some of the outcomes for the Novice 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 meet simple everyday needs using verbal and non-verbal communication, and they will be able to use compensatory strategies when they do not know the word or expression (paraphrasing, repetition, talking around the point, body language etc.).
B. Students can recognize some appropriate and inappropriate expressions and behaviors in the host language.
C. Students will be able to distinguish between simple representations of formality and informality in the language.
D. Students will identify some differences between cultural stereotypes and generalizations between the home culture and the host culture.
E. Students will start to make informed comparisons between their host culture and the home culture (festivals, food, basic customs and perspectives).
II. Listening
A. Students will be able to understand simple statements, requests, descriptions, and questions in specific cultural context relevant to them (hosts’ interactions, Center interactions, studying, shopping, transportation and travel, meals).
B. Students will be able to use context to understand the gist of some spoken language they overhear, including some media, conversations between others, and announcements.
III. Speaking
A. Students will be able to use simple phrases appropriately in numerous everyday situations with increasing accuracy (home, the IES Abroad Center, and the wider community).
B. Students will be able to express simple needs by asking questions, conducting basic interviews, and obtaining what they need in uncomplicated, everyday situations.
IV. Reading
A. With increasing depth, students will be able to identify and understand words and simple sentences relevant to their studies and with a broader understanding of the writing system covered explicitly in class.
V. Writing
A. Students will be able to write short texts and descriptions about concrete topics, such as themselves, their families, their friends, their likes, dislikes, plans, experiences and their daily routines.
B. Students will be able to send a variety of emails and text messages.
C. Students will be able to write with increased accuracy, although using some native language structures.
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
CHINESE CLASS RULES AND REGULATIONS
Attendance and Participation:
Illnesses:
Dictation:
Homework:
Oral and written tests:
Chinese Classroom regulations:
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
Week
Content
Corresponding Learning Outcome(s)
Assignments
Week 1
1.Functional:
· Arriving in a certain destination;
· Making a phone call;
2.Grammatical:
· Sentences with 是…的;
· The usage of “有点”and”一点”;
· Emphasize of negative sentences;
· Negative form of comparison;
· 那么/这么indicating degree;
3.Vocabulary:
· Words of travel and arrival;
· Phone call conversation.
4.Culture:
· Observed differences upon arrival in a destination.
· First impression of a place as compared with pre-departure expectations.
· Different greeting way when making a phone call.
I. a) ;b);
II. a)
I. a) ;b);
II. a)
III．a)
IV．
V．a)
IV．
I. a);
II. a)
V．a)
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Role playing;
Week 2
1.Functional:
· Expressing one’s living habits 1;
· Getting up and sleeping habits;
· Test review
2.Grammatical:
· The dynamic particle 过
3.Vocabulary:
· Living habits;
4.Culture:
· Differences between Chinese and American living habits, such as the shower time, sleeping time, and the time of getting up.
I. a) ;b); e)
III．a)
V．a)
I. a) ;b);
II. a)
III．a)
V．a)
I. b);
IV．
V．a)
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Role playing;
· Test 1
Week 3
1.Functional:
· Asking and telling the directions;
· How to post mails and package;
· Express one’s illness;
2.Grammatical:
· Place1离place2（很/不）远/近
· Subj.多Adj
· Subj得/不用Vp.
· Place1在 place2旁边/附近/对面
· subj.+V.(了)+num.+MW + obj.
3.Vocabulary:
· Directions;
· Post office;
· Body parts;
· Illness.
4.Culture:
· The proper way to ask directions;
· How to post mails and package;
I. a) ;b);
III．a)
IV．
V．a)
I. a) ;b);
II. a)
III．a)
IV．
V．a)
I. b);
IV．
V．a)
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Role playing;
· Asking local people directions and present on class;
·
Week 4
1.Functional:
· Talking about the roommate relationship;
· Expressing one’s living habits 2;
2.Grammatical:
· subj. +应该/得+好好儿+ V.P
· subj. 把 obj. + v. +Complement
· subj.越来越 + Adj.
· 起来 Indicating the beginning of an action
· subj.让sb.+VP.
· 怪不得subj.……
3.Vocabulary:
· Taking afternoon nap;
· Drinking habits;
4.Culture:
· Living with Chinese roommate;
· The habit of taking a nap and drinking hot water;
I. a) ;b); e)
III．a)
IV．
V．a)
I. a) ;b);
II. a)
III．a)
IV．
V．a)
I. b);
IV．
V．a)
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Role playing;
· Comparing the different living habits between Chinese people and American;
Week 5
Chinese National Holiday
Week 6
1.Functional:
· Knowing about transportation system in Beijing; Describing traffics;
· Review for Mid-Term Exam
2.Grammatical:
· subj.一V. 就是+ time duration
· Interrogative Pronouns as indefinite references
· subj.宁可+VP.
3.Vocabulary:
· Transportation;
· Changing money;
4.Culture:
· Knowing the culture of chatting with Taxi-driver;
I. a) ;b); d);e)
III．a)
IV．
V．a)
I. a) ;b);
II. a)
III．a)
IV．
V．a)
I. b);
IV．
V．a)
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Role playing;
· Midterm Exam
Week 7
Mobile Learning Trip (4 days)
1.Functional:
· Bargain;
· To Get a deeper understanding of Chinese ethnic minorities’ culture including local family, food, daily dressing, local language, living condition and customs in the travelling area.
2.Grammatical:
· subj.到底+ wh-word/A还是B/adj./v.不adj./v.
· 起as Complement indicating possibility
· subj.才+ v. + num. + MW. (+n.)
· The conjunction就
3.Vocabulary:
· Shopping;
· Bargaining;
· Travel related words
4.Culture:
· Bargaining culture;
· Local family, food, daily dressing, local language, living condition and customs in the travelling area.
I. b;)c);d) e) ;
II. a) ;b);
III．a) ;b);
IV．
V．a) ;b);
I. a) ;b);
III．a)
IV．
V．a); b)
II. a) ; b)
III．a) ; b)
IV．
V．a) ; b);c)
I. b;)c);d) e) ;
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Role playing;
· Interview local people about their daily life, tradition and their religion
· Prepare a 15-minnute oral presentation
· Write two 200-character essays about the trip
· Write a one-page journal everyday
Week 8
1.Functional:
· How to address Chinese people;
· Knowing Different Toilets styles in China;
2.Grammatical:
· 无论……，(subj.)都……
· The Dynamic Particle 着(zhe)
· 到as Complement indicating result
3.Vocabulary:
· Addressing people;
· Toilets
4.Culture:
· Chinese addressing culture;
· Different toilets style;
I. c) ;d);e)
II.b)
III. b)
IV．
V.c
I.c);d);e);
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Interview local people the different way of addressing people.
Week 9
1.Functional:
· How to describing the public toilets in China
· Taking trains;
· Test2
2.Grammatical:
· subj.既……也/又……
· 了(liǎo)as Complement indicating potential
· 不是……就是……
3.Vocabulary:
· Public Toilets;
· Taking trains;
4.Culture:
· Knowing about the importance of the train in China, the different types of train and the facilities of a train.
I. b;)c);d) e) ;
II. b);
II. a) ; b)
III．a) ; b)
IV．
V．a) ; b);c)
I. b;)c);d) e) ;
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Prepare for the Test 2
Week 10
1.Functional:
· Knowing Chinese park culture;
· Knowing about the “face” culture;
2.Grammatical:
· subj.往往……
· The conjunction才
· 尤其是……
3.Vocabulary:
· Activities in the park;
· Exercise name;
· Describing places;
4.Culture:
· Chinese Park culture.
· “Face” culture in China.
I. c);d) e) ;
II. b);
III．b);
IV．
II. b);
III．b);
IV．
V．c)
I. c);d) e) ;
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciations;
· Comparing the different park culture;
Week 11
1.Functional:
· How to say “no” in different circumstances;
· Ordering dishes in restaurants;
2.Grammatical:
· 不是……，而是……
3.Vocabulary:
· Ordering dishes and drinks;
· Vegetables and Meats;
· Cooking;
· Words to refuse and disgree;
· Invitation;
· Asking for help
4.Culture:
· Chinese courteousness;
· Chinese food and drinking culture; tipping custom in the US.
I. c);d) e) ;
II. b);
III．b);
IV．
II. b);
III．b);
IV．
V．c)
I. c);d) e) ;
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciation
· Doing a phone call interview on “face” culture in China;
· To design a restaurant with a Chinese menu;
Week 12
1.Functional:
· Crossing roads;
· Final review for Final Exam.
· Final written exam and oral exam.
2.Grammatical:
· subj.1……，subj.2（却）adj.多了
· ……，甚至……
· 着(zháo)as Complement indicating result
· Review all the patterns and words which students have learned after Mid-Term Exam.
3.Vocabulary:
· Crossing roads;
· Review all the words after Mid-Term Exam.
4.Culture:
· Chinese traffic laws;
· Finals and graduation.
I. c);d) e) ;
II. b);
III．b);
IV．
I. c);d) e) ;
II. b);
III．b);
IV．
V．c)
I. c);d) e) ;
· Listen to the audio texts;
· Sentence structure drills;
· Translations;
· Pronunciation
· Introducing Chinese way of crossing roads;
· Final review for final exam.
Project SOW (Schedule of the Week)
Notes
1st Week
∕
4th Week
Visit one place every week（On every Wednesday or Weekends）.
1 go to a cross road to observe(together with your friends or by yourself on one day of the1st week)
2 go to a restaurant ordering dishes（by yourselves on one day of the 2nd week）
3 go to a park (by yourselves on one day of the 3rd week)
4 go to a market (by yourselves on one day of the 4th week)
(Besides the roads, restaurants, parks, markets, you can choose other places which you are interested in.)
In order to understand Chinese people’s daily life and habits much better, You will be given chances to visit some places in Kunming. Therefore, you should observe and try to get some useful materials, such as pictures, videos, records, or interview when visiting these places.
You are required to complete a project paper in the end of this semester.
You can prepare from these perspective:
1) What is this place like? Try to describe it.
2) What kind of people are there in this place? What are their daily activities? etc.
3) Try to compare the place and the people in China and America.
4) Try to compare the culture difference between China and America.
6th Week
∕
7th Week
1) Choose one place to research from the 4 places you have visited.
2) Give the teacher your outline of your research. and discuss with your teacher on the 5th Wednesday.
3) Begin to collect data according with your plan.
8th Week
/
9th Week
1) Finish data collecting.
2) Hand in the first draft
3) Teacher give it back after correction.
10th Week
1) Hand in the second draft
2) Teacher give it back after correction.
11th Week
Prepare for your final Presentation and paper.
12th Week
1) Presentation
2) Hand in paper.
Project 15% (Report 60%, Presentation 40%)
A New China Published by Princeton University Press
IES CN203 Readers
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