This class is a course in Chinese language for non-Chinese speakers participating in the Contemporary Issues Program. It is designed for those students who have studied Chinese for between three and four years (six or seven semesters or nine to eleven quarters). The course will begin with a series of intensive “foundation building” sessions which not only give students communication tools that are immediately useful in their daily life, but also consolidate previously learned fundamentals of the Chinese language. It is designed to further challenge and enrich the language skill sets of students whose proficiency is approximately at the advanced Chinese level. Students will acquire over 2100 new words, the ability to correctly utilize several hundred sentence and grammar patterns, and gain proficiency in comprehending newspaper articles, plays, novels, videos, movie clips, and commentaries. All of the course content is related to contemporary issues in China, Chinese history, Chinese literature, and Chinese culture. The class emphasizes all four major areas of language acquisition: speaking, listening, reading, and writing. Students will acquire several new skills in the class, including: (a) how to interview native speakers of Chinese; (b) the ability to discuss a range of social, economic, and political issues; (c) the ability to write essays based on specific topics; (d) the tools needed to make effective presentations in Chinese; and (e) the ability to do basic translations and interpretation. By the end of the semester students should be able to easily express their opinions and hold discussions with native speakers of Chinese on a wide range of topics. Students should also develop an appreciation for Chinese literature, know how to correctly distinguish between formal and informal patterns of speech, and be able to identify different styles of writing.
Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad can learn to do things with words, such as requesting, apologizing, or offering compliments. They may also learn to interpret situations in ways that local people do. In short, and logically, study abroad has been show to enhance the aspects of communicative competence that are most difficult to foster in classroom settings (IES Abroad MAP for Language and Intercultural Communication, p. 6).
STUDENT PROFILE:
Students who enter this course will have mastered most of the outcomes of the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication. Among other characteristics, these students are able to converse at a rate of speed approaching normal conversation. They are creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, express their opinions, likes and dislikes in the culture. Although they still make errors and experience communication breakdowns, these students tend to resolve these challenges on their own. Students who enter this level can already understand a variety of colloquial expressions and slang, and are also able to understand a wider variety of native speakers from different backgrounds.
By the end of this course, students will have started to acquire the subtlety of expression and control of complex structures that characterize Competent Abroad learners. However, Emerging Competent Abroad learners have only partial mastery of these structures and quite often resort to simpler and more direct modes of expression, particularly when negotiating linguistically difficult or unfamiliar situations. Students at this level begin to understand some local cultural attitudes, values, beliefs, and behavior patterns. However, there will be numerous gaps and inconsistencies in their knowledge, and they lack the depth of understanding and sophistication of those who have spent more time living and working in the local context.
Prerequisites:
Decided by placement test
Attendance policy:
CHINESE CLASSROOM RULES AND REGULATIONS
Attendance Policy
Every day, start with 100 points (25 points x 4 classes) for daily attendance and participation.
• Every unexcused absence will result in the course grade being lowered by 1/3 (B+ à B, B à B-, etc.)
• After FIRST unexcused absence, a letter of warning will be issued, and the student will be required to have an administrative review.
• After the SECOND unexcused absence, there will be a formal administrative review hearing with the program director. A possible consequence of that hearing is dismissal from the program.
• Tardiness：
• Being late for… minutes
• …points deducted
• late≤5
• no
• 5 ＜late≤20
• 15 (out of 25)
• late＞20
• 25 (out of 25)
• After the 4th incidence of tardiness, an administrative review hearing will be held with the possible consequence probation.
Illnesses:
• Go to hospital and get a letter authorizing your absence by a doctor. Submit it to your teacher, then your absence will be excused.
• Inform your RA, or home-stay parents, get a note written by them, and hand it to your Chinese teacher the very next time of class. Then, your absence will be excused.
• No non-illness related absences. You are required to prepare for next day’s class and participate actively in class.
Chinese Classroom regulations:
• Attend class on time, inform your teacher if you can not attend.
• Hand in homework on time
• Preview and review on a daily basis
• Listen to the audio text before class
• Be cooperative in class, answer questions and follow the rules
• Dress appropriately, no cap, slippers or pajamas in class
• Do not eat in class
• Respect your teacher and the other students in your class, mute your cell phone in class
Learning outcomes:
Students who are placed in this level should be capable of achieving the outcomes in the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve some of the outcomes for the Emerging Competent 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 recognize and describe key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
b. Students will be able to reflect on and discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with the host cultures.
c. Students will demonstrate openness toward different beliefs and styles even when they do not agree with them.
d. Students will accept responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture
Ⅱ. Listening
a. Students will be able to identify a range of dialects of the spoken language as they are related to cultural, economic, and educational differences.
b. Students will be able to understand a variety of native speakers and non-native experts and comprehend an array of moderately complex interactions.
Ⅲ. Speaking
a. Students will participate reasonably well in most academic and social interactions using when appropriate complex language including slang, colloquial expressions, double meaning, and humor with increasing confidence.
b. Students will be able to make arguments and form opinions on almost any topic of their interest.
Ⅳ. Reading
a. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as some popular texts for enjoyment.
b. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals, etc. on abstract topics with some assistance at times.
Ⅴ. Writing
a. Students will be able to write for certain native audiences and express themselves somewhat clearly and effectively.
b. Students will be able to write essays for classes incorporating aspects of appropriate academic style with some assistance at times.
Method of presentation:
Lecture, Drill, Language activity, Discussion, Written and oral assignments, Audio and video materials.
Required work and form of assessment:
Attendance &Participation 15%
Dictation 15%
Homework 15%
Language project 15%
2 Tests 15%
Midterm Exam 10%
Final Exam 10%
Journals & Travel Reports 5%
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
CHINESE CLASS RUBRICS
Rubrics for Writing Assignments
90-100分
Excellent-Communicative; reflects awareness of certain aspects; well organized and coherent; contains a range of grammatical structures with minor errors that do not impede comprehension; good vocabulary range.
Good-Comprehensible; some awareness of certain aspects; adequate organization and coherence; adequate use of grammatical structures with some major errors that do not impede comprehension; limited vocabulary range.
Fair-Somewhat comprehensible; little awareness of certain aspects; some problems with organization and coherence; reflects basic use of grammatical structures with very limited range and major errors that at times impede comprehension; basic vocabulary used.
Poor-Barely comprehensible; no awareness of certain aspects; lacks organization and coherence; basic use of grammatical structures with many minor and major errors that often impede comprehension; basic to poor vocabulary range.
Excellent- No consistent or conspicuous mispronunciation; approaches native-like pronunciation with good intonation and juncture.
优——没有一贯性的或者明显的发音错误，语音语调及抑扬顿挫很接近母语者。
80-89.9
Good- Some identifiable deviations in pronunciation. Non-native accent evident with occasional mispronunciations that do not interfere with understanding.
良——有一些较明显的发音偏误。偶尔出现的发音错误虽然不影响理解，但是很容易就暴露了非母语者的身份。
70-79.9
Fair-Identifiable deviations in pronunciation. Non-native accent requires careful listening and mispronunciations lead to occasional misunderstanding.
可——有明显的发音偏误。非母语者的发音需要仔细聆听，但是错误的发音还是偶尔会导致听话人的误解。
低于70
Poor-Frequent pronunciation errors with a heavy non-native accent. Many phonemic errors that make understanding difficult.
差——非母语的口音很重，发音错误频繁。发音方法的错误导致理解困难。
Fluency
流利度
90-100
Excellent-Speech is effortless and smooth with speed that approaches that of a native speaker.
优——言语输出轻松顺利，语速接近母语者。
80-89.9
Good-Speech is mostly smooth but with some hesitation and unevenness caused primarily by rephrasing and groping for words.
良——言语输出基本流畅，但由于说话者需要时间遣词造句，说话过程中会伴有一些犹豫和停顿。
70-79.9
Fair-Speech is slow and often hesitant and jerky. Sentences may be left uncompleted, but speaker is able to continue however haltingly.
Poor-Speech is very slow and exceedingly halting, strained and stumbling except for short or memorized expressions. Difficult for a listener to perceive continuity in utterances and speaker may not be able to continue.
Excellent-Very strong command of grammatical structure and some evidence of difficult. Complex patterns and idioms. Makes infrequent errors that do not impede comprehension.
优——熟练掌握语法结构和复杂的句式和习惯表达法。不常出现的偏误也不会影响理解。
80-89.9
Good-Good command of grammatical structures but with imperfect control of some patterns. Less evidence of complex patterns and idioms. Limited number of errors that are not serious and do not impede comprehension.
Fair-Fair control of most basic syntactic patterns. Speaker always conveys meaning in simple sentences; some important grammatical patterns are uncontrolled and errors may occasionally impede comprehension.
可——基本掌握基本语法模式，较多使用简单句，不能掌握重要语法句式，出现的偏误会影响理解。
低于70
Poor-Any accuracy is limited to set or memorized expressions; limited control of even basic syntactic patterns. Frequent errors impede comprehension.
差——表达的准确性差，包括经过熟记的表达。对基本语法句式的使用能力有限，常见错误影响理解。
Vocabulary
词汇
90-100
Excellent-Very good range of vocabulary with evidence of sophistication and native-like expression. Strong command of idiomatic expressions. In-frequent use of circumlocution because particular words are rarely lacking.
Good-Good range of vocabulary with limited evidence of sophistication. Some expressions distinctly nonnative-like but always comprehensible. Limited evidence of idiomatic expressions. Speaker is comfortable with circumlocution when lacking a particular word.
Fair-Adequate range of vocabulary with no evidence of sophistication. Some distinctly nonnative expressions or errors in word choice may impede comprehension. No evidence of idiomatic expressions. Speaker has difficulty with circumlocution when lacking a particular word.
Poor-Limited range of vocabulary. Lack of repertoire and frequent errors in word choice often impede comprehension. Speaker shows no attempt in circumlocution when lacking a particular word.
Excellent- No consistent or conspicuous mispronunciation; approaches native-like pronunciation with good intonation and juncture.
优——没有一贯性的或者明显的发音错误，语音语调及抑扬顿挫很接近母语者。
80-89.9
Good- Some identifiable deviations in pronunciation. Non-native accent evident with occasional mispronunciations that do not interfere with understanding.
良——有一些较明显的发音偏误。偶尔出现的发音错误虽然不影响理解，但是很容易就暴露了非母语者的身份。
70-79.9
Fair-Identifiable deviations in pronunciation. Non-native accent requires careful listening and mispronunciations lead to occasional misunderstanding.
可——有明显的发音偏误。非母语者的发音需要仔细聆听，但是错误的发音还是偶尔会导致听话人的误解。
低于70
Poor-Frequent pronunciation errors with a heavy non-native accent. Many phonemic errors that make understanding difficult.
差——非母语的口音很重，发音错误频繁。发音方法的错误导致理解困难。
Fluency
流利度
90-100
Excellent-Speech is effortless and smooth with speed that approaches that of a native speaker. No need for notes.
优——言语输出轻松顺利，语速接近母语者，不需要提示。
80-89.9
Good-Speech is mostly smooth but with some hesitation and unevenness caused primarily by rephrasing and groping for words. Some notes are needed.
Fair-Speech is slow and often hesitant and jerky. Sentences may be left uncompleted, but speaker is able to continue however haltingly. Need many notes.
Poor-Speech is very slow and exceedingly halting, strained and stumbling except for short or memorized expressions. Difficult for a listener to perceive continuity in utterances and speaker may not be able to continue. Rely on notes.
Excellent-Very strong command of grammatical structure and some evidence of difficult. Complex patterns and idioms. Makes infrequent errors that do not impede comprehension.
优——熟练掌握语法结构和复杂的句式和习惯表达法。不常出现的偏误也不会影响理解。
80-89.9
Good-Good command of grammatical structures but with imperfect control of some patterns. Less evidence of complex patterns and idioms. Limited number of errors that are not serious and do not impede comprehension.
Fair-Fair control of most basic syntactic patterns. Speaker always conveys meaning in simple sentences; some important grammatical patterns are uncontrolled and errors may occasionally impede comprehension.
可——基本掌握基本语法模式，较多使用简单句，不能掌握重要语法句式，出现的偏误会影响理解。
低于70
Poor-Any accuracy is limited to set or memorized expressions; limited control of even basic syntactic patterns. Frequent errors impede comprehension.
差——表达的准确性差，包括经过熟记的表达。对基本语法句式的使用能力有限，常见错误影响理解。
Vocabulary
词汇
90-100
Excellent-Very good range of vocabulary with evidence of sophistication and native-like expression. Strong command of idiomatic expressions. In-frequent use of circumlocution because particular words are rarely lacking.
Good-Good range of vocabulary with limited evidence of sophistication. Some expressions distinctly nonnative-like but always comprehensible. Limited evidence of idiomatic expressions. Speaker is comfortable with circumlocution when lacking a particular word.
Fair-Adequate range of vocabulary with no evidence of sophistication. Some distinctly nonnative expressions or errors in word choice may impede comprehension. No evidence of idiomatic expressions. Speaker has difficulty with circumlocution when lacking a particular word.
Poor-Limited range of vocabulary. Lack of repertoire and frequent errors in word choice often impede comprehension. Speaker shows no attempt in circumlocution when lacking a particular word.
Excellent-Communicative; reflects awareness of certain aspects; well organized and coherent.
优——与听众的交流性强，内容有效反映有关问题, 条理性，组织性极强。
80-89.9
Good-Comprehensible; some awareness of certain aspects; adequate organization and coherence.
良——易于理解，能反映有关问题，组织合理，调理较清晰。
70-79.9
Fair-Somewhat comprehensible; little awareness of certain aspects; some problems with organization and coherence.
可——意思还可被理解，几乎不能清楚反映有关问题，组织调理欠佳
低于70
Poor-Barely comprehensible; no awareness of certain aspects; lacks organization and coherence.
差——意思表达不清，影响理解，不能反映有关问题，缺乏组织条理性。
回答问题
Q&A
90-100
Attentive listener. Ask meaningful and sophisticated questions. Can give excellent answer to all prepared and improvisational questions. 积极认真地聆听其他人的报告，能提出深刻的问题。就别人对自己报告提出的所有问题也能做出准确的回答。
80-89.9
Good listener. Try to ask meaningful and sophisticated questions. Be able to handle all prepared and improvisational questions. 认真聆听他人的报告，努力尝试提出深刻问题。能对别人的提问给予相应的回答。
70-79.9
Showing some interests in other’s presentations. Occasionally raise some meaningful and sophisticated questions. Be able to answer some questions.能表现出对其他人的报告的兴趣，也偶尔能提出一些深刻的问题。能对一些提问做出回答。
低于70
Showing no interests in other’s presentations, and can’t raise any effective questions. Fail to answer any questions.对其他人的报告没有丝毫兴趣，也不能提出有效的问题。不能应对别人的提问。
Total Average
总平均分
REQUIRED WORK
Dictation:
One Dictation worth 100 points.
If you are late or absent, you will probably miss it.
But if you are late or absent due to your excused illness (with prescription or a note), you can ask your teacher to give you a make-up one.
Correct your dictation and hand it in before the next test = 3 points bonus
Homework:
Do it carefully and hand it in on time (before lecture starts)= ?/100 points
Forget to do it or take it to school, hand in to your teacher the next day before lecture starts= ?/50 points
Correct homework, and hand it in before next test. You will have bonus = +3 points
Oral and written tests:
Oral takes 40% and written takes 60%
Correct the tests and you will get 3 extra points （except the final exam）.
Chinese Classroom regulations:
Attend class on time, inform your teacher if you can not attend.
Hand in homework on time
Preview and review on a daily basis
Listen to the audio text before class
Be cooperative in class, answer questions and follow the rules
Dress appropriately, no cap, slippers or pajamas in class
Do not eat in class
Respect your teacher and the other students in your class, mute your cell phone in class
LANGUAGE PROJECT DESCRIPTION
Time: Week 1 - Week 15
Grade: 15% of final grade (essay 60%, presentation 50%)
Project Time Table:
Time
Task
Notes
Week 1
∕
Week 2
*Decide the group you want to do research on.
*Describe the group in general including their age, sex, occupation, where you find them; the places, time, manner they share.
*Hand over your written explanation
*400 Chinese characters. (100 scores)
Your teacher will talk with you about your language project individually and, if agreed, they can move to the next step.
Week 5
∕
Week 8
*Interview the group members in depth.
*Analyze the reason why the group would come out, and ask them any questions you are interested in.
*Write down the questions you asked and the responses.
*Hand over your written conclusions (100 scores)
Teacher will often help you with your research.
Week 9
∕
Week 12
*Analyze cultural differences: the important things you’ve learned after talking with the group members; the changes viewed in yourself after contacting the group.
*Hand over the written conclusions.
*700 Chinese characters (100 scores)
Week13
∕
Week14
*Prepare the PowerPoint for your presentation. (20 min. or so)
*Write the first draft of your language project. (100 scores)
*About 3000 Chinese characters, Song Ti（宋体), small 4 font size, 1.5 spacing.
Week15
*Presentation. (100 scores)
*Hand over the final draft of your language project. (100 scores)
content:
Week 1
Content
Corresponding Learning Outcome(s)
Assignments
Week 1
1.Functional:
·the Chinese attitude towards extramarital affairs
·the harm of cell phones
2.Grammatical:
·formal grammatical structure used in written language
·collocation
·Subordinate Complex Sentence （随着）
3.Vocabulary:
·marital cohabitation
·formal words used to express one’s opinions in Chinese written language
4.Culture:
·Chinese traditional view of marriage
·Modern Chinese attitudes and ways of thinking
Ⅰ b.
Ⅲ b.
Ⅳ. a,b,
Ⅰ.a,b,c,d
Ⅱ. a,b
Ⅲ. a
·Listen to audio materials
·Finish the homework by using newly learned grammar and words
Week 2
1.Functional:
·idiomatic expressions 1
2.Grammatical:
·the usage of idiomatic expressions
3.Vocabulary:
·idiomatic expressions
4.Culture:
·the origin and the usage of idiomatic expressions
Ⅰ d.
Ⅱ a.
Ⅲ b.
·Interview Chinese people at random and ask them to teach you 5 idioms, then make a presentation the next day
Week 3-
Week 4
Area Study Mobile Learning Trip
·Interview local people about their religion, tradition, and culture
·Write journals
Week 5
Week 6
1.Functional:
·Chinese modern literature
·how to describe a person
·how to tell story
·Listening and Reading skills 1
2.Grammatical:
·the usage of set phrases
·the Correlatives（可见）
·collocation
·Conversion of parts of speech
3.Vocabulary:
·descriptive words
·phrase and four-word structure
4.Culture:
·Chinese novel
Ⅰ a. b.
Ⅲ a.
Ⅳ b.
Ⅰ.a,b,c,d
Ⅱ. a,b
Ⅲ.a,b
·Listen to audio materials
·Finish the homework by using newly learned grammar and words
Week 7
1.Functional:
·how to discuss political topics
·understand and appreciate Chinese folklore
2.Grammatical:
·collocation
·Complex Sentences
·the usage of set phrases
3.Vocabulary:
·words used in news
·words used in literature
4.Culture:
·understand political issue-“One country, two systems” policy
·the marriage system in ancient China
Ⅰ b. c.
Ⅱ b.
Ⅲ a.
Ⅳ a.
Ⅴ a.
Ⅰ.a,b,c,d
Ⅱ. a,b
Ⅲ. a,b
·Listen to audio materials
·Finish the homework by using newly learned grammar and words
·write a story
Week 8
1.Functional:
·study Chinese Modern literature
2.Grammatical:
·collocation
·Complex Sentences
·the usage of set phrases
3.Vocabulary:
·words used in literature
4.Culture:
·living condition of intellectuals in our society
Ⅰ a. b.
Ⅱ a.
Ⅲ a.
Ⅳ a.
Ⅰ.a,b,c,d
Ⅱ. a,b
Ⅲ. a,b
·Listen to audio materials
·Finish the homework by using newly learned grammar and words
Week 9
1.Functional:
·American system of national election
·speech freedom and patriotism.
·culture heritage.
2.Grammatical:
·collocation
·set phrases
3.Vocabulary:
·political words
·words about culture heritage
4.Culture:
·Political rights
·American culture of election
development V.S. culture heritage
Ⅰ a. b. c.
Ⅱ b.
Ⅲ a. b.
Ⅳ a. b.
Ⅴ a.
Ⅰ.a,b,c,d
Ⅱ. a,b
Ⅲ. a,b
·Listen to audio materials
·Finish the homework by using newly learned grammar and words
·Write a presidential campaign speech
Week 10
1.Functional:
·changes in living conditions in China
·appreciate Chinese literature
2.Grammatical:
·collocation
·set phrases
3.Vocabulary:
·words about living conditions
·words used in Chinese literature
4.Culture:
·modern living conditions of the Chinese people
·understand Chinese literature
Ⅰ d.
Ⅱ b.
Ⅲ a. b.
Ⅳ a. b.
Ⅰ.a,b,c,d
Ⅱ. a,b
Ⅲ. a,b
·Listen to audio materials
·Finish the homework by using newly learned grammar and words
·Interview Chinese people at random and ask them to teach you 5 idioms, then make a presentation the next day
Week 12
1.Functional:
·Listening and Reading skills 2
2.Grammatical:
·set phrases
3.Vocabulary:
·none
4.Culture:
·none
Ⅰ e. d.
Ⅱ a.
Ⅲ a. b.
·Listen to audio materials
Week 13
1.Functional:
·the relationship between tourism development, the environment, and culture protection
·the problems of adopted children and self-identity to the native culture
2.Grammatical:
·collocation
·set phrases
3.Vocabulary:
·words about protecting the environment
·words about race and self-identity to the native culture
4.Culture:
·attitude of the Chinese people toward protecting the environment
·adopted children and self-identity to the native culture
Ⅰ a. b. c.
Ⅱ b.
Ⅲ a. b.
Ⅳ a. b.
Ⅴ a. b.
·Listen to audio materials
·Finish the homework by using newly learned grammar and words
Week 14
1.Functional:
·Chinese modern literature
2.Grammatical:
·collocation
·set phrases
3.Vocabulary:
·descriptive words
·phrase and four-word structure
4.Culture:
·Chinese family view
Ⅰ a. b.
Ⅱ b.
Ⅲ a. b.
Ⅳ a. b.
Ⅴ a. b.
Ⅰ.a,b,c,d
Ⅱ. a,b
Ⅲ. a,b
·Listen to audio materials
·Finish the homework by using newly learned grammar and words
Week 15
Final Test
Required readings:
<Anything Goes- An Advanced Reader of Modern Chinese> Princeton University Press
<IES CN401 Supplementary Reader>
Recommended readings:
Movie：《一个都不能少》、《我的父亲母亲》（张艺谋，1999）等
Newspaper：《参考消息》、《国际先驱导报》、《环球时报》
Notes:
LANGUAGE PLEDGE
8:00am-4:00pm (the first 4-6 weeks)
All times (all students except the first year)
All times (after 4-6 weeks, the first year students join)
All places on campus, organized travel and field trips
Enforcement:
3 warnings = -1/3 letter grade (B to B-)
6 warnings = -2/3 letter grade (B to C+)
administrative review; probation
9 warnings = -1 letter grade (B to C)
administrative review; dismissal
Supervisors:
Chinese teachers (give warnings)
Office staff, RAs, and tutors (give warnings)
Classmates & 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:
Shen Chenxuan graduated from Communication University of China with a MA in Literature. She began working at IES from July. 2005, and in Feb. 2010 she became the Language Program Coordinator for CIP.
This class is a course in Chinese language for non-Chinese speakers participating in the Contemporary Issues Program. It is designed for those students who have studied Chinese for between three and four years (six or seven semesters or nine to eleven quarters). The course will begin with a series of intensive “foundation building” sessions which not only give students communication tools that are immediately useful in their daily life, but also consolidate previously learned fundamentals of the Chinese language. It is designed to further challenge and enrich the language skill sets of students whose proficiency is approximately at the advanced Chinese level. Students will acquire over 2100 new words, the ability to correctly utilize several hundred sentence and grammar patterns, and gain proficiency in comprehending newspaper articles, plays, novels, videos, movie clips, and commentaries. All of the course content is related to contemporary issues in China, Chinese history, Chinese literature, and Chinese culture. The class emphasizes all four major areas of language acquisition: speaking, listening, reading, and writing. Students will acquire several new skills in the class, including: (a) how to interview native speakers of Chinese; (b) the ability to discuss a range of social, economic, and political issues; (c) the ability to write essays based on specific topics; (d) the tools needed to make effective presentations in Chinese; and (e) the ability to do basic translations and interpretation. By the end of the semester students should be able to easily express their opinions and hold discussions with native speakers of Chinese on a wide range of topics. Students should also develop an appreciation for Chinese literature, know how to correctly distinguish between formal and informal patterns of speech, and be able to identify different styles of writing.
Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad can learn to do things with words, such as requesting, apologizing, or offering compliments. They may also learn to interpret situations in ways that local people do. In short, and logically, study abroad has been show to enhance the aspects of communicative competence that are most difficult to foster in classroom settings (IES Abroad MAP for Language and Intercultural Communication, p. 6).
STUDENT PROFILE:
Students who enter this course will have mastered most of the outcomes of the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication. Among other characteristics, these students are able to converse at a rate of speed approaching normal conversation. They are creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, express their opinions, likes and dislikes in the culture. Although they still make errors and experience communication breakdowns, these students tend to resolve these challenges on their own. Students who enter this level can already understand a variety of colloquial expressions and slang, and are also able to understand a wider variety of native speakers from different backgrounds.
By the end of this course, students will have started to acquire the subtlety of expression and control of complex structures that characterize Competent Abroad learners. However, Emerging Competent Abroad learners have only partial mastery of these structures and quite often resort to simpler and more direct modes of expression, particularly when negotiating linguistically difficult or unfamiliar situations. Students at this level begin to understand some local cultural attitudes, values, beliefs, and behavior patterns. However, there will be numerous gaps and inconsistencies in their knowledge, and they lack the depth of understanding and sophistication of those who have spent more time living and working in the local context.
Decided by placement test
CHINESE CLASSROOM RULES AND REGULATIONS
Attendance Policy
Every day, start with 100 points (25 points x 4 classes) for daily attendance and participation.
• Every unexcused absence will result in the course grade being lowered by 1/3 (B+ à B, B à B-, etc.)
• After FIRST unexcused absence, a letter of warning will be issued, and the student will be required to have an administrative review.
• After the SECOND unexcused absence, there will be a formal administrative review hearing with the program director. A possible consequence of that hearing is dismissal from the program.
• Tardiness：
• Being late for… minutes
• …points deducted
• late≤5
• no
• 5 ＜late≤20
• 15 (out of 25)
• late＞20
• 25 (out of 25)
• After the 4th incidence of tardiness, an administrative review hearing will be held with the possible consequence probation.
Illnesses:
• Go to hospital and get a letter authorizing your absence by a doctor. Submit it to your teacher, then your absence will be excused.
• Inform your RA, or home-stay parents, get a note written by them, and hand it to your Chinese teacher the very next time of class. Then, your absence will be excused.
• No non-illness related absences. You are required to prepare for next day’s class and participate actively in class.
Chinese Classroom regulations:
• Attend class on time, inform your teacher if you can not attend.
• Hand in homework on time
• Preview and review on a daily basis
• Listen to the audio text before class
• Be cooperative in class, answer questions and follow the rules
• Dress appropriately, no cap, slippers or pajamas in class
• Do not eat in class
• Respect your teacher and the other students in your class, mute your cell phone in class
Students who are placed in this level should be capable of achieving the outcomes in the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve some of the outcomes for the Emerging Competent 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 recognize and describe key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
b. Students will be able to reflect on and discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with the host cultures.
c. Students will demonstrate openness toward different beliefs and styles even when they do not agree with them.
d. Students will accept responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture
Ⅱ. Listening
a. Students will be able to identify a range of dialects of the spoken language as they are related to cultural, economic, and educational differences.
b. Students will be able to understand a variety of native speakers and non-native experts and comprehend an array of moderately complex interactions.
Ⅲ. Speaking
a. Students will participate reasonably well in most academic and social interactions using when appropriate complex language including slang, colloquial expressions, double meaning, and humor with increasing confidence.
b. Students will be able to make arguments and form opinions on almost any topic of their interest.
Ⅳ. Reading
a. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as some popular texts for enjoyment.
b. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals, etc. on abstract topics with some assistance at times.
Ⅴ. Writing
a. Students will be able to write for certain native audiences and express themselves somewhat clearly and effectively.
b. Students will be able to write essays for classes incorporating aspects of appropriate academic style with some assistance at times.
Lecture, Drill, Language activity, Discussion, 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
F
CHINESE CLASS RUBRICS
Rubrics for Writing Assignments
90-100分
Excellent-Communicative; reflects awareness of certain aspects; well organized and coherent; contains a range of grammatical structures with minor errors that do not impede comprehension; good vocabulary range.
优——与读者的交流性强，内容反映有关问题；条理性，组织性极强，语法结构非常丰富，少量小错误不影响理解；使用丰富的词汇。
80-89.9 分
Good-Comprehensible; some awareness of certain aspects; adequate organization and coherence; adequate use of grammatical structures with some major errors that do not impede comprehension; limited vocabulary range.
良——易于理解；能反映有关问题；组织合理，条理较清晰；语法结构较丰富，可能出现较大错误，但不会影响理解；词汇使用范围有限。
70-79.9分
Fair-Somewhat comprehensible; little awareness of certain aspects; some problems with organization and coherence; reflects basic use of grammatical structures with very limited range and major errors that at times impede comprehension; basic vocabulary used.
可——意思还可被理解；几乎不能清楚反映有关问题；组织调理欠佳；能使用基本语法，但语法结构使用范围有限，出现的较大错误有的时候会影响理解；只能使用基本词汇。
Bellow 70
低于 70分
Poor-Barely comprehensible; no awareness of certain aspects; lacks organization and coherence; basic use of grammatical structures with many minor and major errors that often impede comprehension; basic to poor vocabulary range.
差——意思表达不清，影响理解；不能反映有关问题；缺乏组织条理性；只能使用基本语法结构，但大错小错不断，时常影响理解；词汇使用差。
Rubrics for Oral Tests
Pronunciation发音
90-100
Excellent- No consistent or conspicuous mispronunciation; approaches native-like pronunciation with good intonation and juncture.
优——没有一贯性的或者明显的发音错误，语音语调及抑扬顿挫很接近母语者。
80-89.9
Good- Some identifiable deviations in pronunciation. Non-native accent evident with occasional mispronunciations that do not interfere with understanding.
良——有一些较明显的发音偏误。偶尔出现的发音错误虽然不影响理解，但是很容易就暴露了非母语者的身份。
70-79.9
Fair-Identifiable deviations in pronunciation. Non-native accent requires careful listening and mispronunciations lead to occasional misunderstanding.
可——有明显的发音偏误。非母语者的发音需要仔细聆听，但是错误的发音还是偶尔会导致听话人的误解。
低于70
Poor-Frequent pronunciation errors with a heavy non-native accent. Many phonemic errors that make understanding difficult.
差——非母语的口音很重，发音错误频繁。发音方法的错误导致理解困难。
Fluency
流利度
90-100
Excellent-Speech is effortless and smooth with speed that approaches that of a native speaker.
优——言语输出轻松顺利，语速接近母语者。
80-89.9
Good-Speech is mostly smooth but with some hesitation and unevenness caused primarily by rephrasing and groping for words.
良——言语输出基本流畅，但由于说话者需要时间遣词造句，说话过程中会伴有一些犹豫和停顿。
70-79.9
Fair-Speech is slow and often hesitant and jerky. Sentences may be left uncompleted, but speaker is able to continue however haltingly.
可——言语输出缓慢，时常表现为吞吞吐吐，磕磕巴巴。句子可能是不完整的，但是说话者仍然能继续这个话题。
低于70
Poor-Speech is very slow and exceedingly halting, strained and stumbling except for short or memorized expressions. Difficult for a listener to perceive continuity in utterances and speaker may not be able to continue.
差——言语输出非常缓慢，停顿极多，除非是经过熟记的表达。听话者很难得到完整性的内容，而说话者也可能无法完成完整地表述。
Grammar/ Language Use
语法、
语言使用
90-100
Excellent-Very strong command of grammatical structure and some evidence of difficult. Complex patterns and idioms. Makes infrequent errors that do not impede comprehension.
优——熟练掌握语法结构和复杂的句式和习惯表达法。不常出现的偏误也不会影响理解。
80-89.9
Good-Good command of grammatical structures but with imperfect control of some patterns. Less evidence of complex patterns and idioms. Limited number of errors that are not serious and do not impede comprehension.
良——良好掌握语法结构，但是对一些复杂句式，习惯表达法的掌握还不牢固。有限的偏误不属于严重的影响理解的偏误。
70-79.9
Fair-Fair control of most basic syntactic patterns. Speaker always conveys meaning in simple sentences; some important grammatical patterns are uncontrolled and errors may occasionally impede comprehension.
可——基本掌握基本语法模式，较多使用简单句，不能掌握重要语法句式，出现的偏误会影响理解。
低于70
Poor-Any accuracy is limited to set or memorized expressions; limited control of even basic syntactic patterns. Frequent errors impede comprehension.
差——表达的准确性差，包括经过熟记的表达。对基本语法句式的使用能力有限，常见错误影响理解。
Vocabulary
词汇
90-100
Excellent-Very good range of vocabulary with evidence of sophistication and native-like expression. Strong command of idiomatic expressions. In-frequent use of circumlocution because particular words are rarely lacking.
优——词汇量很大，使用的词汇有深度，而且词汇使用接近母语者。对习惯用语，如成语的掌握熟练。用词准确，很少使用模糊概念。
80-89.9
Good-Good range of vocabulary with limited evidence of sophistication. Some expressions distinctly nonnative-like but always comprehensible. Limited evidence of idiomatic expressions. Speaker is comfortable with circumlocution when lacking a particular word.
良——词汇量较大，但深度有限。一些表达不太地道，但是不影响理解。对习惯用语的掌握有限。说或者自如使用模糊性、解释性语言来代替准确的概念性词汇。
70-79.9
Fair-Adequate range of vocabulary with no evidence of sophistication. Some distinctly nonnative expressions or errors in word choice may impede comprehension. No evidence of idiomatic expressions. Speaker has difficulty with circumlocution when lacking a particular word.
可——词汇量一般，深度不够。一些不地道的遣词造句会影响理解。不能使用包括成语在内的习惯用语。当表达出现词汇空缺时，也很难用解释性的语言继续表达。
低于70
Poor-Limited range of vocabulary. Lack of repertoire and frequent errors in word choice often impede comprehension. Speaker shows no attempt in circumlocution when lacking a particular word.
差——词汇量有限，表达中会出现内容缺失，失误，也会影响理解。当表达出现词汇空缺时，说话者根本不尝试使用解释性语言来继续谈话。
Total Average
总平均分
Rubrics for Oral Reports and Presentations
Pronunciation发音
90-100
Excellent- No consistent or conspicuous mispronunciation; approaches native-like pronunciation with good intonation and juncture.
优——没有一贯性的或者明显的发音错误，语音语调及抑扬顿挫很接近母语者。
80-89.9
Good- Some identifiable deviations in pronunciation. Non-native accent evident with occasional mispronunciations that do not interfere with understanding.
良——有一些较明显的发音偏误。偶尔出现的发音错误虽然不影响理解，但是很容易就暴露了非母语者的身份。
70-79.9
Fair-Identifiable deviations in pronunciation. Non-native accent requires careful listening and mispronunciations lead to occasional misunderstanding.
可——有明显的发音偏误。非母语者的发音需要仔细聆听，但是错误的发音还是偶尔会导致听话人的误解。
低于70
Poor-Frequent pronunciation errors with a heavy non-native accent. Many phonemic errors that make understanding difficult.
差——非母语的口音很重，发音错误频繁。发音方法的错误导致理解困难。
Fluency
流利度
90-100
Excellent-Speech is effortless and smooth with speed that approaches that of a native speaker. No need for notes.
优——言语输出轻松顺利，语速接近母语者，不需要提示。
80-89.9
Good-Speech is mostly smooth but with some hesitation and unevenness caused primarily by rephrasing and groping for words. Some notes are needed.
良——言语输出基本流畅，但由于说话者需要时间遣词造句，说话过程中会伴有一些犹豫和停顿, 需要一些提示。
70-79.9
Fair-Speech is slow and often hesitant and jerky. Sentences may be left uncompleted, but speaker is able to continue however haltingly. Need many notes.
可——言语输出缓慢，时常表现为吞吞吐吐，磕磕巴巴。句子可能是不完整的，但是说话者仍然能继续这个话题，需要提示较多。
低于70
Poor-Speech is very slow and exceedingly halting, strained and stumbling except for short or memorized expressions. Difficult for a listener to perceive continuity in utterances and speaker may not be able to continue. Rely on notes.
差——言语输出非常缓慢，停顿极多，除非是经过熟记的表达。听话者很难得到完整性的内容，而说话者也可能无法完成完整地表述,完全依赖于提示。
Grammar/ Language Use
语法、
语言使用
90-100
Excellent-Very strong command of grammatical structure and some evidence of difficult. Complex patterns and idioms. Makes infrequent errors that do not impede comprehension.
优——熟练掌握语法结构和复杂的句式和习惯表达法。不常出现的偏误也不会影响理解。
80-89.9
Good-Good command of grammatical structures but with imperfect control of some patterns. Less evidence of complex patterns and idioms. Limited number of errors that are not serious and do not impede comprehension.
良——良好掌握语法结构，但是对一些复杂句式，习惯表达法的掌握还不牢固。有限的偏误不属于严重的影响理解的偏误。
70-79.9
Fair-Fair control of most basic syntactic patterns. Speaker always conveys meaning in simple sentences; some important grammatical patterns are uncontrolled and errors may occasionally impede comprehension.
可——基本掌握基本语法模式，较多使用简单句，不能掌握重要语法句式，出现的偏误会影响理解。
低于70
Poor-Any accuracy is limited to set or memorized expressions; limited control of even basic syntactic patterns. Frequent errors impede comprehension.
差——表达的准确性差，包括经过熟记的表达。对基本语法句式的使用能力有限，常见错误影响理解。
Vocabulary
词汇
90-100
Excellent-Very good range of vocabulary with evidence of sophistication and native-like expression. Strong command of idiomatic expressions. In-frequent use of circumlocution because particular words are rarely lacking.
优——词汇量很大，使用的词汇有深度，而且词汇使用接近母语者。对习惯用语，如成语的掌握熟练。用词准确，很少使用模糊概念。
80-89.9
Good-Good range of vocabulary with limited evidence of sophistication. Some expressions distinctly nonnative-like but always comprehensible. Limited evidence of idiomatic expressions. Speaker is comfortable with circumlocution when lacking a particular word.
良——词汇量较大，但深度有限。一些表达不太地道，但是不影响理解。对习惯用语的掌握有限。说或者自如使用模糊性、解释性语言来代替准确的概念性词汇。
70-79.9
Fair-Adequate range of vocabulary with no evidence of sophistication. Some distinctly nonnative expressions or errors in word choice may impede comprehension. No evidence of idiomatic expressions. Speaker has difficulty with circumlocution when lacking a particular word.
可——词汇量一般，深度不够。一些不地道的遣词造句会影响理解。不能使用包括成语在内的习惯用语。当表达出现词汇空缺时，也很难用解释性的语言继续表达。
低于70
Poor-Limited range of vocabulary. Lack of repertoire and frequent errors in word choice often impede comprehension. Speaker shows no attempt in circumlocution when lacking a particular word.
差——词汇量有限，表达中会出现内容缺失，失误，也会影响理解。当表达出现词汇空缺时，说话者根本不尝试使用解释性语言来继续谈话。
内容
Content
90-100
Excellent-Communicative; reflects awareness of certain aspects; well organized and coherent.
优——与听众的交流性强，内容有效反映有关问题, 条理性，组织性极强。
80-89.9
Good-Comprehensible; some awareness of certain aspects; adequate organization and coherence.
良——易于理解，能反映有关问题，组织合理，调理较清晰。
70-79.9
Fair-Somewhat comprehensible; little awareness of certain aspects; some problems with organization and coherence.
可——意思还可被理解，几乎不能清楚反映有关问题，组织调理欠佳
低于70
Poor-Barely comprehensible; no awareness of certain aspects; lacks organization and coherence.
差——意思表达不清，影响理解，不能反映有关问题，缺乏组织条理性。
回答问题
Q&A
90-100
Attentive listener. Ask meaningful and sophisticated questions. Can give excellent answer to all prepared and improvisational questions. 积极认真地聆听其他人的报告，能提出深刻的问题。就别人对自己报告提出的所有问题也能做出准确的回答。
80-89.9
Good listener. Try to ask meaningful and sophisticated questions. Be able to handle all prepared and improvisational questions. 认真聆听他人的报告，努力尝试提出深刻问题。能对别人的提问给予相应的回答。
70-79.9
Showing some interests in other’s presentations. Occasionally raise some meaningful and sophisticated questions. Be able to answer some questions.能表现出对其他人的报告的兴趣，也偶尔能提出一些深刻的问题。能对一些提问做出回答。
低于70
Showing no interests in other’s presentations, and can’t raise any effective questions. Fail to answer any questions.对其他人的报告没有丝毫兴趣，也不能提出有效的问题。不能应对别人的提问。
Total Average
总平均分
REQUIRED WORK
Dictation:
Homework:
Oral and written tests:
Chinese Classroom regulations:
LANGUAGE PROJECT DESCRIPTION
Time: Week 1 - Week 15
Grade: 15% of final grade (essay 60%, presentation 50%)
Project Time Table:
Time
Task
Notes
Week 1
∕
Week 2
*Decide the group you want to do research on.
*Describe the group in general including their age, sex, occupation, where you find them; the places, time, manner they share.
*Hand over your written explanation
*400 Chinese characters. (100 scores)
Your teacher will talk with you about your language project individually and, if agreed, they can move to the next step.
Week 5
∕
Week 8
*Interview the group members in depth.
*Analyze the reason why the group would come out, and ask them any questions you are interested in.
*Write down the questions you asked and the responses.
*Hand over your written conclusions (100 scores)
Teacher will often help you with your research.
Week 9
∕
Week 12
*Analyze cultural differences: the important things you’ve learned after talking with the group members; the changes viewed in yourself after contacting the group.
*Hand over the written conclusions.
*700 Chinese characters (100 scores)
Week13
∕
Week14
*Prepare the PowerPoint for your presentation. (20 min. or so)
*Write the first draft of your language project. (100 scores)
*About 3000 Chinese characters, Song Ti（宋体), small 4 font size, 1.5 spacing.
Week15
*Presentation. (100 scores)
*Hand over the final draft of your language project. (100 scores)
Week 1
Content
Corresponding Learning Outcome(s)
Assignments
Week 1
1.Functional:
·the Chinese attitude towards extramarital affairs
·the harm of cell phones
2.Grammatical:
·formal grammatical structure used in written language
·collocation
·Subordinate Complex Sentence （随着）
3.Vocabulary:
·marital cohabitation
·formal words used to express one’s opinions in Chinese written language
4.Culture:
·Chinese traditional view of marriage
·Modern Chinese attitudes and ways of thinking
Ⅰ b.
Ⅲ b.
Ⅳ. a,b,
Ⅰ.a,b,c,d
Ⅱ. a,b
Ⅲ. a
·Listen to audio materials
·Finish the homework by using newly learned grammar and words
Week 2
1.Functional:
·idiomatic expressions 1
2.Grammatical:
·the usage of idiomatic expressions
3.Vocabulary:
·idiomatic expressions
4.Culture:
·the origin and the usage of idiomatic expressions
Ⅰ d.
Ⅱ a.
Ⅲ b.
·Interview Chinese people at random and ask them to teach you 5 idioms, then make a presentation the next day
Week 3-
Week 4
Area Study Mobile Learning Trip
·Interview local people about their religion, tradition, and culture
·Write journals
Week 5
Week 6
1.Functional:
·Chinese modern literature
·how to describe a person
·how to tell story
·Listening and Reading skills 1
2.Grammatical:
·the usage of set phrases
·the Correlatives（可见）
·collocation
·Conversion of parts of speech
3.Vocabulary:
·descriptive words
·phrase and four-word structure
4.Culture:
·Chinese novel
Ⅰ a. b.
Ⅲ a.
Ⅳ b.
Ⅰ.a,b,c,d
Ⅱ. a,b
Ⅲ.a,b
·Listen to audio materials
·Finish the homework by using newly learned grammar and words
Week 7
1.Functional:
·how to discuss political topics
·understand and appreciate Chinese folklore
2.Grammatical:
·collocation
·Complex Sentences
·the usage of set phrases
3.Vocabulary:
·words used in news
·words used in literature
4.Culture:
·understand political issue-“One country, two systems” policy
·the marriage system in ancient China
Ⅰ b. c.
Ⅱ b.
Ⅲ a.
Ⅳ a.
Ⅴ a.
Ⅰ.a,b,c,d
Ⅱ. a,b
Ⅲ. a,b
·Listen to audio materials
·Finish the homework by using newly learned grammar and words
·write a story
Week 8
1.Functional:
·study Chinese Modern literature
2.Grammatical:
·collocation
·Complex Sentences
·the usage of set phrases
3.Vocabulary:
·words used in literature
4.Culture:
·living condition of intellectuals in our society
Ⅰ a. b.
Ⅱ a.
Ⅲ a.
Ⅳ a.
Ⅰ.a,b,c,d
Ⅱ. a,b
Ⅲ. a,b
·Listen to audio materials
·Finish the homework by using newly learned grammar and words
Week 9
1.Functional:
·American system of national election
·speech freedom and patriotism.
·culture heritage.
2.Grammatical:
·collocation
·set phrases
3.Vocabulary:
·political words
·words about culture heritage
4.Culture:
·Political rights
·American culture of election
development V.S. culture heritage
Ⅰ a. b. c.
Ⅱ b.
Ⅲ a. b.
Ⅳ a. b.
Ⅴ a.
Ⅰ.a,b,c,d
Ⅱ. a,b
Ⅲ. a,b
·Listen to audio materials
·Finish the homework by using newly learned grammar and words
·Write a presidential campaign speech
Week 10
1.Functional:
·changes in living conditions in China
·appreciate Chinese literature
2.Grammatical:
·collocation
·set phrases
3.Vocabulary:
·words about living conditions
·words used in Chinese literature
4.Culture:
·modern living conditions of the Chinese people
·understand Chinese literature
Ⅰ d.
Ⅱ b.
Ⅲ a. b.
Ⅳ a. b.
Ⅰ.a,b,c,d
Ⅱ. a,b
Ⅲ. a,b
·Listen to audio materials
·Finish the homework by using newly learned grammar and words
·write impressions of this essay
Week 11
1.Functional:
·idiomatic expressions 2
2.Grammatical:
·the usage of idiomatic expressions
3.Vocabulary:
·idiomatic expressions
4.Culture:
·the origin and usage of idiomatic expressions
·piety
Ⅰ d.
Ⅱ a.
Ⅲ b.
Ⅰ.a,b,c,d
Ⅱ. a,b
Ⅲ. a
·Interview Chinese people at random and ask them to teach you 5 idioms, then make a presentation the next day
Week 12
1.Functional:
·Listening and Reading skills 2
2.Grammatical:
·set phrases
3.Vocabulary:
·none
4.Culture:
·none
Ⅰ e. d.
Ⅱ a.
Ⅲ a. b.
·Listen to audio materials
Week 13
1.Functional:
·the relationship between tourism development, the environment, and culture protection
·the problems of adopted children and self-identity to the native culture
2.Grammatical:
·collocation
·set phrases
3.Vocabulary:
·words about protecting the environment
·words about race and self-identity to the native culture
4.Culture:
·attitude of the Chinese people toward protecting the environment
·adopted children and self-identity to the native culture
Ⅰ a. b. c.
Ⅱ b.
Ⅲ a. b.
Ⅳ a. b.
Ⅴ a. b.
·Listen to audio materials
·Finish the homework by using newly learned grammar and words
Week 14
1.Functional:
·Chinese modern literature
2.Grammatical:
·collocation
·set phrases
3.Vocabulary:
·descriptive words
·phrase and four-word structure
4.Culture:
·Chinese family view
Ⅰ a. b.
Ⅱ b.
Ⅲ a. b.
Ⅳ a. b.
Ⅴ a. b.
Ⅰ.a,b,c,d
Ⅱ. a,b
Ⅲ. a,b
·Listen to audio materials
·Finish the homework by using newly learned grammar and words
Week 15
Final Test
<Anything Goes- An Advanced Reader of Modern Chinese> Princeton University Press
<IES CN401 Supplementary Reader>
Movie：《一个都不能少》、《我的父亲母亲》（张艺谋，1999）等
Newspaper：《参考消息》、《国际先驱导报》、《环球时报》
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
Shen Chenxuan graduated from Communication University of China with a MA in Literature. She began working at IES from July. 2005, and in Feb. 2010 she became the Language Program Coordinator for CIP.