This class is a course in Chinese language for non-Chinese speakers participating in the Contemporary Issues Program. It is designed for those students who have studied Chinese for one semester or less. The course will begin with intensive pronunciation training and an introduction to basic Chinese characters. Subsequent lessons will then focus on communicative functions such as “Making an appointment” and “Planning a trip.” Students will learn about 400 new words as well as the ability to correctly utilize several fundamental patterns of Chinese grammar. The class is designed to create a real linguistic environment which will enable the students to rapidly improve their oral communication skills. Classroom activities will include composing dialogues, giving class presentations, performing skits, and retelling stories and personal experiences. Through these classroom sessions, students will practice basic sentence structures; learn the basics of daily conversation; and acquire the ability to carry on simple conversations with native speakers of Chinese.
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:
This course is designed for students with little or no prior knowledge of the language.
By the end of the course, the successful student will develop a basic foundation in the five skills: intercultural communication, reading, writing, listening and speaking to accomplish a variety of basic everyday needs in the host culture as described in the learning outcomes below.
Prerequisites:
None
Attendance policy:
Attendance and Participation:
Every week, 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 àB-, 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 probation as a possible consequence.
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.
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 basic everyday needs using verbal communication, they will be able to use compensatory strategies when they do not know the word or expression (repetition, body language, etc.), and they will be able to identify some basic non-verbal communication strategies.
b. Students can recognize basic appropriate and inappropriate expressions and behaviors in the host language.
c. Students will be able to distinguish between basic representations of formality and informality in the language.
d. Students will understand that there may be differences between cultural stereotypes and generalizations between the home culture and host culture.
II. Listening
a. Students will be able to understand basic statements, requests, descriptions, and questions in specific cultural context relevant to them (hosts’ interactions, Center interactions, studying, shopping, transportation, meals) and given to them in a controlled environment.
b. Students will be able to use context to understand the gist of some basic spoken language they overhear, including some standard television programs, simple exchanges between others, and basic announcements.
III. Speaking
a. Students will be able to use some basic phrases appropriately in some everyday situations (home, the IES Abroad Center, and the local community).
b. Students will be able to express some basic needs by asking questions, and get what they need in uncomplicated, everyday situations.
IV. Reading
a. Students will be able to identify and understand basic sentences, as long as they are written in pinyin.
b. Students will be able to understand a defined set of characters, as long as they are covered in class, and at times deduce others that follow similar patterns.
V. Writing
a. With limited accuracy, students will be able to write short sentences and short paragraphs about basic and concrete topics they have studied, such as themselves, their families, their friends, their likes and dislikes, and their daily routines.
b. Students will be able to send short and basic emails and text messages.
Grading Scale:
A 95-100
A- 90-94.9
B+ 87-89.9
B 84-86.9
B- 81-83.9
C+ 78-80.9
C 75-77.9
C- 70-74.9
D 60-69.9
F
Method of presentation:
Lecture, Drill, Language activity, Field trip, Discussion, Tutoring, Written and oral assignments, Audio and video materials.
Dictation:
• One Dictation worth 100 points.
• If you are late or absent, you will probably miss it.
• But if you are late or absent due to your excused illness (with prescription or a note), you can ask your teacher to give you a make-up one.
• Correct your dictation and hand it in before the next test = 3 points bonus
Homework:
• Do it carefully and hand it in on time (before lecture starts)= ?/100 points
• Forget to do it or take it to school, hand in to your teacher the next day before lecture starts= ?/50 points
• Correct homework, and hand it in before next test. You will have bonus = +3 points
Oral and written tests:
• Oral takes 40% and written takes 60%
• Correct the tests and you will get 3 extra points（except the final exam）.
CHINESE 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 1
Content
Corresponding Learning Outcome(s)
Assignments
Week 1
1.Functional:
· Everyday greetings
· Chinese sounds and tones
2.Grammatical:
· Chinese phonetics and pronunciation
· Word order in Chinese
· Yes-no questions
· Sentence with an adjectival predicate
3.Vocabulary:
· Greetings and basic needs
· Simple characters
4.Culture:
· Chinese writing system introduction
I.b.,
II.b,
I.b.,
IV.b
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write basic character strokes and simple characters
· Make dialogues about greetings
Week 2
1.Functional:
· Expressing one’s needs
· Identifying people
· Asking someone’s nationality
2.Grammatical:
· Chinese phonetics and pronunciation
· Simple statement sentences
· Sentences with an adjectival predicate
3.Vocabulary:
· Basic needs
· Occupation and nationality
· Compound characters originated from basic characters
4.Culture:
· The development of Chinese characters
III.a, b
I.a,
III.a,
II.a,b,
IV.b
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make dialogues about greetings and asking what someone needs
· Make dialogues based on given pictures
· Make dialogues about asking someone’s nationality
Week 3-
Week 4
Area Study Mobile Learning Trip
Week 5
1.Functional:
· Asking a person’s name, occupation, and nationality, as well as introducing yourself, your friends, and your family to others.
2.Grammatical:
· Chinese phonetics and pronunciation
· Simple statement sentences
· Sentences with an adjectival predicate
3.Vocabulary:
· Occupation and nationality
· Compound characters
4.Culture:
Introduction of scheme for the Chinese phonetics alphabet
I.a,
III.a,
II.a,b,
IV.b
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make situational dialogues about introduce your teachers and classmates
· Review and Test 1
Week 6
1.Functional:
· Asking for permission
· Asking someone’s name and nationality
· Introducing oneself
2.Grammatical:
· Sentences with“是”
· Yes-no questions
· Chinese phonetics and pronunciation
· Simple statement sentences
3.Vocabulary:
· Nationality
· Compound characters originated from basic characters.
4.Culture:
· Chinese dictionaries for foreigners
I.a,
III.a,
III.a, b
IV.b
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make situational dialogues about asking for permission
· Ask everyone to introduce himself/herself in a meeting
Week 7
1.Functional:
· Looking for someone
· Expressing gratitude and regret
· Saying goodbye
· Asking for directions
2.Grammatical:
· Chinese phonetics and pronunciation
· Simple statement sentence
· Questions with an interrogative pronoun
3.Vocabulary:
· Directions, apology, interrogative pronoun
· Compound characters originated from basic characters
4.Culture
· How to ask for directions
· How to express thanks and apologize in Chinese
I.b,
III.a,
II.a,
IV.b,
· Listen to audio materials, repeat and practice Chinese pronunciation
· Practice retroflex endings
· Write simple characters and compound characters
· Make situational dialogues and prepare a role play for the next day class
Week 8
1.Functional:
· Asking for directions
· Making an apology
· Expressing thanks
2.Grammatical:
· Chinese phonetics and pronunciation
· Simple statement sentences
· Questions with an interrogative pronoun
3.Vocabulary:
· Directions, apology, interrogative pronoun
· Learn compound characters
4.Culture
· Chinese people’s daily meals
· Chinese people’s eating habits
I.b,
III.a,
II.a,
III.a, b
IV.b
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make situational dialogues about making an apology
· Mid-term review and Mid-term
Week 9
1.Functional:
· Making comments
· Making suggestions
· Asking someone to repeat something
· Refusing or declining politely
2.Grammatical:
· Sentences with a verbal predicate
·
· id-term g thanksiesChinese phonetics and pronunciation
· Simple statement sentences
3.Vocabulary:
· Numbers and time words
· Sports
· Adjectives for making comments
4.Culture:
· Beijing Opera
· Making suggestions and refusing people in a Chinese way
· Making aquaintance with someone
I.a,
II.b,
III.a
I.b,d,
IV.b
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Imitate the following dialogues
· Make situational dialogues about making comments, suggestions, negotiating, and refusing.
Week 10
1.Functional:
· Meeting someone for the first time
· Talking about one’s major
2.Grammatical:
· Attributives expressing possession
· V/A-not-V/A questions
· Abbreviated questions with“呢”
· The position of the adverbs
3.Vocabulary:
· Majors in college
· Compound characters
4.Culture:
· Chinese names
· The most common surnames
· Meeting someone for the first time
I.b,d
I.c,
IV.b,
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make brief self introduction including name, nationality, occupation and major.
· Make sentences according to the pictures
Week11
1. Functional:
· Talking about one’s family
· Asking about someone’s occupation
· Talking about one’s school
· Learn to ask questions related to numbers and amount
2.Grammatical:
· Numbers from 11 to 100
· Numeral-measure words as attibutives
· Sentences with “有（possessive）”
· Questions with “几” and “多少” for asking about numbers
2. Vocabulary:
· Numbers
· Family members
· Measure words
4.Culture:
· Forms of address for family and relatives
I.b.,
III.a, b
II.b,
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make a brief introduction of one’s family.
· Review and Test2
Week 12cpationsk questions related to
1.Functional:
· Describe one’s family members
· Talk about one’s university and department.
2.Grammatical:
· Numeral-measure words as attibutives
· Numbers from 11 to 100
· Sentences with “有（possessive）”
· Questions with “几” and “多少” for asking about numbers
3.Vocabulary:
· Family members
· Measure words
· Occupation
4.Culture:
· Measure words which is a grammatical category particularly well-developed in the Chinese language
· Chinese zodiac animals
I.b,
II.a,
III.a,b
V.a,b,
IV.a,b,
IV.b
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make a brief introduction of one’s university and department.
· Chinese Field Trip
· Travel Report
Week 13
1.Functional:
· Making an appointment
· How to ask age, birthday, and birthplace of others
· Celebrating someone’s birthday
· Days, weeks, months, and years in Chinese
2.Grammatical:
· Words expressing time as adverbials
· Sentences with a nomial predicate
· Questions with“……好吗”
3.Vocabulary:
· Days, weeks, months, and years
· Age and birthday
· Food and drink
4.Culture:
· Chinese birthday gifts and wishes
· Chinese culture of food and drink
I.a,b,
I.a, III.a,
III.a,
V.a,b,
IV.a,b,
I.d,
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make situational dialogues about asking other’s age, birthday, and birthplace.
· Make appointment for a birthday party.
Week 14
1.Functional:
· Describing one’s likes, interests, and hobbies
· Bargaining for discounts and shopping
· Solving language problems
2.Grammatical:
· Prepositional phrases
· Sentences with double objects
· Sentences with an predicate and the adverb“很”
3.Vocabulary:
· Chinese currency
· Days, weeks, months, and years
· Age and birthday
· Words for shopping and bargaining
· Fruits
4.Culture:
· Shopping
· The currency of China
II.a, III.b,
I.a,
V.a,b,
IV.b
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make situational dialogues about negotiating price.
· Role play of selling and buying things between each other.
· Make detailed self introductions including one’s likes, interests, and hobbies.
Week 15
Final review and exam
Required readings:
<New Practical Chinese Reader 1> 2nd Edition
<New Practical Chinese Reader- Workbook 1> 2nd Edition
Recommended readings:
IES Couse 101 supplementary materials
Notes:
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
LANGUAGE PLEDGE
8:00am-4:00pm (the first 4-6 weeks)
All times (all students except the first year)
All times (after 4-6 weeks, the first year students join)
All places on campus, organized travel and field trips
Enforcement:
• 3 warnings = -1/3 letter grade (B to B-)
• 6 warnings = -2/3 letter grade (B to C+)
• administrative review; probation
• 9 warnings = -1 letter grade (B to C)
• administrative review; dismissal
Supervisors:
• Chinese teachers (give warnings)
• Office staff, RAs, and Tutors (give warnings)
• Classmates and Roommates
• Yourself
Building community and relieving stress
• In class: ask questions in English – it’s ok!
• 2 English free weekends
• After 4pm on IES organized travels.
English Safe Situations
• Emergencies & serious illness
• English information session, seminar
• Jeremiah Laoshi, Zhao Laoshi, Joe & Josie Laoshi’s offices if English is needed
• Skyping and phone calls from the US (with door closed)
Individual Awards:
• Student Making the Most Progress!
• The most loyal comrade to the language!
Brief Biography of Instructor:
ZHAO, Ning--Graduated from Northern University for Nationalities with a BA of English Language, and from Beijing Normal University with a MA in Linguistics and Applied Linguistics. Zhao has worked for IES since 2006, and has taught all levels of both lecture and drill classes. Zhao taught at Bucknell University (PA, USA) in the year 2008-2009, and took the CALAR summer course at University of Minnesota. Zhao has been focusing on teaching beginning level since 2009, and in the same year, became Associated Director for Chinese Language Programming of the IES Beijing Center.
This class is a course in Chinese language for non-Chinese speakers participating in the Contemporary Issues Program. It is designed for those students who have studied Chinese for one semester or less. The course will begin with intensive pronunciation training and an introduction to basic Chinese characters. Subsequent lessons will then focus on communicative functions such as “Making an appointment” and “Planning a trip.” Students will learn about 400 new words as well as the ability to correctly utilize several fundamental patterns of Chinese grammar. The class is designed to create a real linguistic environment which will enable the students to rapidly improve their oral communication skills. Classroom activities will include composing dialogues, giving class presentations, performing skits, and retelling stories and personal experiences. Through these classroom sessions, students will practice basic sentence structures; learn the basics of daily conversation; and acquire the ability to carry on simple conversations with native speakers of Chinese.
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:
This course is designed for students with little or no prior knowledge of the language.
By the end of the course, the successful student will develop a basic foundation in the five skills: intercultural communication, reading, writing, listening and speaking to accomplish a variety of basic everyday needs in the host culture as described in the learning outcomes below.
None
Attendance and Participation:
Every week, 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 àB-, 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 probation as a possible consequence.
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.
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 basic everyday needs using verbal communication, they will be able to use compensatory strategies when they do not know the word or expression (repetition, body language, etc.), and they will be able to identify some basic non-verbal communication strategies.
b. Students can recognize basic appropriate and inappropriate expressions and behaviors in the host language.
c. Students will be able to distinguish between basic representations of formality and informality in the language.
d. Students will understand that there may be differences between cultural stereotypes and generalizations between the home culture and host culture.
II. Listening
a. Students will be able to understand basic statements, requests, descriptions, and questions in specific cultural context relevant to them (hosts’ interactions, Center interactions, studying, shopping, transportation, meals) and given to them in a controlled environment.
b. Students will be able to use context to understand the gist of some basic spoken language they overhear, including some standard television programs, simple exchanges between others, and basic announcements.
III. Speaking
a. Students will be able to use some basic phrases appropriately in some everyday situations (home, the IES Abroad Center, and the local community).
b. Students will be able to express some basic needs by asking questions, and get what they need in uncomplicated, everyday situations.
IV. Reading
a. Students will be able to identify and understand basic sentences, as long as they are written in pinyin.
b. Students will be able to understand a defined set of characters, as long as they are covered in class, and at times deduce others that follow similar patterns.
V. Writing
a. With limited accuracy, students will be able to write short sentences and short paragraphs about basic and concrete topics they have studied, such as themselves, their families, their friends, their likes and dislikes, and their daily routines.
b. Students will be able to send short and basic emails and text messages.
Grading Scale:
A 95-100
A- 90-94.9
B+ 87-89.9
B 84-86.9
B- 81-83.9
C+ 78-80.9
C 75-77.9
C- 70-74.9
D 60-69.9
F
Lecture, Drill, Language activity, Field trip, Discussion, Tutoring, Written and oral assignments, Audio and video materials.
• Attendance & Participation 15%
• Dictation 15%
• Homework 20%
• 2 Tests 15%
• Midterm Exam 15%
• Final Exam 15%
• Journals & Travel Report 5%
Dictation:
• One Dictation worth 100 points.
• If you are late or absent, you will probably miss it.
• But if you are late or absent due to your excused illness (with prescription or a note), you can ask your teacher to give you a make-up one.
• Correct your dictation and hand it in before the next test = 3 points bonus
Homework:
• Do it carefully and hand it in on time (before lecture starts)= ?/100 points
• Forget to do it or take it to school, hand in to your teacher the next day before lecture starts= ?/50 points
• Correct homework, and hand it in before next test. You will have bonus = +3 points
Oral and written tests:
• Oral takes 40% and written takes 60%
• Correct the tests and you will get 3 extra points（except the final exam）.
CHINESE 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 1
Content
Corresponding Learning Outcome(s)
Assignments
Week 1
1.Functional:
· Everyday greetings
· Chinese sounds and tones
2.Grammatical:
· Chinese phonetics and pronunciation
· Word order in Chinese
· Yes-no questions
· Sentence with an adjectival predicate
3.Vocabulary:
· Greetings and basic needs
· Simple characters
4.Culture:
· Chinese writing system introduction
I.b.,
II.b,
I.b.,
IV.b
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write basic character strokes and simple characters
· Make dialogues about greetings
Week 2
1.Functional:
· Expressing one’s needs
· Identifying people
· Asking someone’s nationality
2.Grammatical:
· Chinese phonetics and pronunciation
· Simple statement sentences
· Sentences with an adjectival predicate
3.Vocabulary:
· Basic needs
· Occupation and nationality
· Compound characters originated from basic characters
4.Culture:
· The development of Chinese characters
III.a, b
I.a,
III.a,
II.a,b,
IV.b
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make dialogues about greetings and asking what someone needs
· Make dialogues based on given pictures
· Make dialogues about asking someone’s nationality
Week 3-
Week 4
Area Study Mobile Learning Trip
Week 5
1.Functional:
· Asking a person’s name, occupation, and nationality, as well as introducing yourself, your friends, and your family to others.
2.Grammatical:
· Chinese phonetics and pronunciation
· Simple statement sentences
· Sentences with an adjectival predicate
3.Vocabulary:
· Occupation and nationality
· Compound characters
4.Culture:
Introduction of scheme for the Chinese phonetics alphabet
I.a,
III.a,
II.a,b,
IV.b
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make situational dialogues about introduce your teachers and classmates
· Review and Test 1
Week 6
1.Functional:
· Asking for permission
· Asking someone’s name and nationality
· Introducing oneself
2.Grammatical:
· Sentences with“是”
· Yes-no questions
· Chinese phonetics and pronunciation
· Simple statement sentences
3.Vocabulary:
· Nationality
· Compound characters originated from basic characters.
4.Culture:
· Chinese dictionaries for foreigners
I.a,
III.a,
III.a, b
IV.b
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make situational dialogues about asking for permission
· Ask everyone to introduce himself/herself in a meeting
Week 7
1.Functional:
· Looking for someone
· Expressing gratitude and regret
· Saying goodbye
· Asking for directions
2.Grammatical:
· Chinese phonetics and pronunciation
· Simple statement sentence
· Questions with an interrogative pronoun
3.Vocabulary:
· Directions, apology, interrogative pronoun
· Compound characters originated from basic characters
4.Culture
· How to ask for directions
· How to express thanks and apologize in Chinese
I.b,
III.a,
II.a,
IV.b,
· Listen to audio materials, repeat and practice Chinese pronunciation
· Practice retroflex endings
· Write simple characters and compound characters
· Make situational dialogues and prepare a role play for the next day class
Week 8
1.Functional:
· Asking for directions
· Making an apology
· Expressing thanks
2.Grammatical:
· Chinese phonetics and pronunciation
· Simple statement sentences
· Questions with an interrogative pronoun
3.Vocabulary:
· Directions, apology, interrogative pronoun
· Learn compound characters
4.Culture
· Chinese people’s daily meals
· Chinese people’s eating habits
I.b,
III.a,
II.a,
III.a, b
IV.b
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make situational dialogues about making an apology
· Mid-term review and Mid-term
Week 9
1.Functional:
· Making comments
· Making suggestions
· Asking someone to repeat something
· Refusing or declining politely
2.Grammatical:
· Sentences with a verbal predicate
·
· id-term g thanksiesChinese phonetics and pronunciation
· Simple statement sentences
3.Vocabulary:
· Numbers and time words
· Sports
· Adjectives for making comments
4.Culture:
· Beijing Opera
· Making suggestions and refusing people in a Chinese way
· Making aquaintance with someone
I.a,
II.b,
III.a
I.b,d,
IV.b
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Imitate the following dialogues
· Make situational dialogues about making comments, suggestions, negotiating, and refusing.
Week 10
1.Functional:
· Meeting someone for the first time
· Talking about one’s major
2.Grammatical:
· Attributives expressing possession
· V/A-not-V/A questions
· Abbreviated questions with“呢”
· The position of the adverbs
3.Vocabulary:
· Majors in college
· Compound characters
4.Culture:
· Chinese names
· The most common surnames
· Meeting someone for the first time
I.b,d
I.c,
IV.b,
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make brief self introduction including name, nationality, occupation and major.
· Make sentences according to the pictures
Week11
1. Functional:
· Talking about one’s family
· Asking about someone’s occupation
· Talking about one’s school
· Learn to ask questions related to numbers and amount
2.Grammatical:
· Numbers from 11 to 100
· Numeral-measure words as attibutives
· Sentences with “有（possessive）”
· Questions with “几” and “多少” for asking about numbers
2. Vocabulary:
· Numbers
· Family members
· Measure words
4.Culture:
· Forms of address for family and relatives
I.b.,
III.a, b
II.b,
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make a brief introduction of one’s family.
· Review and Test2
Week 12cpationsk questions related to
1.Functional:
· Describe one’s family members
· Talk about one’s university and department.
2.Grammatical:
· Numeral-measure words as attibutives
· Numbers from 11 to 100
· Sentences with “有（possessive）”
· Questions with “几” and “多少” for asking about numbers
3.Vocabulary:
· Family members
· Measure words
· Occupation
4.Culture:
· Measure words which is a grammatical category particularly well-developed in the Chinese language
· Chinese zodiac animals
I.b,
II.a,
III.a,b
V.a,b,
IV.a,b,
IV.b
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make a brief introduction of one’s university and department.
· Chinese Field Trip
· Travel Report
Week 13
1.Functional:
· Making an appointment
· How to ask age, birthday, and birthplace of others
· Celebrating someone’s birthday
· Days, weeks, months, and years in Chinese
2.Grammatical:
· Words expressing time as adverbials
· Sentences with a nomial predicate
· Questions with“……好吗”
3.Vocabulary:
· Days, weeks, months, and years
· Age and birthday
· Food and drink
4.Culture:
· Chinese birthday gifts and wishes
· Chinese culture of food and drink
I.a,b,
I.a, III.a,
III.a,
V.a,b,
IV.a,b,
I.d,
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make situational dialogues about asking other’s age, birthday, and birthplace.
· Make appointment for a birthday party.
Week 14
1.Functional:
· Describing one’s likes, interests, and hobbies
· Bargaining for discounts and shopping
· Solving language problems
2.Grammatical:
· Prepositional phrases
· Sentences with double objects
· Sentences with an predicate and the adverb“很”
3.Vocabulary:
· Chinese currency
· Days, weeks, months, and years
· Age and birthday
· Words for shopping and bargaining
· Fruits
4.Culture:
· Shopping
· The currency of China
II.a, III.b,
I.a,
V.a,b,
IV.b
· Listen to audio materials, repeat and practice Chinese pronunciation
· Write simple characters and compound characters
· Make situational dialogues about negotiating price.
· Role play of selling and buying things between each other.
· Make detailed self introductions including one’s likes, interests, and hobbies.
Week 15
Final review and exam
<New Practical Chinese Reader 1> 2nd Edition
<New Practical Chinese Reader- Workbook 1> 2nd Edition
IES Couse 101 supplementary materials
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
LANGUAGE PLEDGE
8:00am-4:00pm (the first 4-6 weeks)
All times (all students except the first year)
All times (after 4-6 weeks, the first year students join)
All places on campus, organized travel and field trips
Enforcement:
• 3 warnings = -1/3 letter grade (B to B-)
• 6 warnings = -2/3 letter grade (B to C+)
• administrative review; probation
• 9 warnings = -1 letter grade (B to C)
• administrative review; dismissal
Supervisors:
• Chinese teachers (give warnings)
• Office staff, RAs, and Tutors (give warnings)
• Classmates and Roommates
• Yourself
Building community and relieving stress
• In class: ask questions in English – it’s ok!
• 2 English free weekends
• After 4pm on IES organized travels.
English Safe Situations
• Emergencies & serious illness
• English information session, seminar
• Jeremiah Laoshi, Zhao Laoshi, Joe & Josie Laoshi’s offices if English is needed
• Skyping and phone calls from the US (with door closed)
Individual Awards:
• Student Making the Most Progress!
• The most loyal comrade to the language!
ZHAO, Ning--Graduated from Northern University for Nationalities with a BA of English Language, and from Beijing Normal University with a MA in Linguistics and Applied Linguistics. Zhao has worked for IES since 2006, and has taught all levels of both lecture and drill classes. Zhao taught at Bucknell University (PA, USA) in the year 2008-2009, and took the CALAR summer course at University of Minnesota. Zhao has been focusing on teaching beginning level since 2009, and in the same year, became Associated Director for Chinese Language Programming of the IES Beijing Center.