This class is a course in Chinese language for non-Chinese speakers. It is designed for those students who have studied Chinese for between two to three years (four or five semesters or six to eight quarters). The course will give students communication tools that are immediately useful in their daily life, and 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 1100 new words, the ability to correctly utilize several hundred sentence and grammar patterns, and gain proficiency in comprehending newspaper articles, plays and novels, video and 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; and (d) the skills needed to make effective presentations in Chinese. By the end of the semester students should be able to easily express their opinions and to be able to hold discussions with native speakers of Chinese on a wide range of topics. Students should also have developed 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, however, that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad can learn to do things with words, such as requesting, apologizing, or offering compliments, and they may also learn to interpret situations calling such speech acts in ways that local people do…In short, and logically, study abroad has been show to enhance the aspects of communicative competence that are most difficult to foster in classroom settings (IES Abroad MAP for Language and Intercultural Communication, p. 6).
Student Profile
Students entering this level must be able to fulfill the learning outcomes of the Novice Abroad level, as defined by the IES Abroad MAP for Language and Intercultural Communication. Specifically, they should already be able to express themselves on a variety of concrete, everyday topics and meet their basic needs in the language. Depending on their academic background, their mastery of the four basic skills—reading, writing, speaking and listening—may be uneven. Although students may have been exposed previously to certain competencies taught at this level, they need additional practice and instruction to move toward mastery of these competencies.
As students gain more self-awareness and self-confidence, they will attempt more in the community. Paradoxically, this means they may also experience more miscommunications and frustration. Reading and writing require effort, and many students will need to make a special effort in this regard. Students will also develop cultural awareness and skills to work through the challenges of adaptation in the local culture and learn to celebrate their successes. They will begin to appreciate the value of these language and intercultural skills.
Prerequisites:
Decided by placement test
Learning outcomes:
By the end of the semester students should be able to easily express their opinions and to be able to hold discussions with native speakers of Chinese on a wide range of topics. Students should also have developed 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.
I. Intercultural Communication
A. Students will be able to meet simple everyday needs using verbal and non-verbal communication, and they will be able to use compensatory strategies when they do not know the word or expression (repetition, talking around the point, body language etc.).
B. Students can recognize some appropriate and inappropriate expressions and behaviors in the host language.
C. Students will be able to distinguish between basic representations of formality and informality in the language.
D. Students will understand that there are differences between cultural stereotypes and generalizations between the home culture and the host culture.
E. Students will start to make informed comparisons between the host culture and the home 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 within a familiar environment.
B. With increasing confidence, 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 simple phrases and expressions appropriately in everyday situations (home, the IES Abroad Center, and the wider community)
B. Students will be able to express many simple needs by asking questions, and get what they need in uncomplicated, everyday situations.
IV. Reading
A. Students will be able to identify simple sentences and short basic passages as long as they primarily contain characters introduced in class.
B. Students will be able to understand a defined set of characters, and at times deduce others that follow similar patterns.
V. Writing
A. Students will be able to write short texts about simple and concrete topics they have studied, such as themselves, their families, their friends, their likes, dislikes, plans, experiences and their daily routines.
B. Students will be able to send simple emails and text messages.
Method of presentation:
Lecture, Drill, Language activity, Oral skit, Discussion, Debate, Interview, Tutoring, Written and oral assignments, Movie learning, Travel project presentation, Audio and video materials, Field trip
Required work and form of assessment:
REQUIRED WORK AND FORM OF ASSESSMENT
Attendance 15%
Participation 15%
Dictation 15%
Homework 15%
Language Project 20%
2 Tests 20%
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 RULES AND REGULATIONS
Attendance and Participation:
After FIRST unexcused absence, a letter of warning will be issued, and the student will be required to have an administrative review.
After the SECOND unexcused absence, there will be a formal administrative review hearing with the program director. A possible consequence of that hearing is dismissal from the program.
After the 4th incidence of tardiness, an administrative review hearing will be held with the possible consequence probation.
Illnesses:
Go to hospital and get a letter authorizing your absence by a doctor. Submit it to your teacher, then your absence will be excused.
Inform your RA, or your homestay parents to write you a note and hand it to your Chinese teacher the very next time of class. Then, your absence will be excused.
No non-illness related absences. You are required to prepare for next day’s class and participate actively in class.
Dictation:
One Dictation worth 100 points.
If you are late or absent, you will probably miss it.
But if you are late or absent due to your excused illness (with prescription or a note), you can ask your teacher to give you a make-up one.
Correct your dictation and hand it in before the next test = 3 points bonus
Homework:
Do it carefully and hand it in on time (before lecture starts)= ?/100 points
Forget to do it or take it to school, hand in to your teacher the next day before lecture starts= ?/50 points
Correct homework, and hand it in before next test. You will have bonus = +3 points
Oral and written tests:
Oral takes 40% and written takes 60%
Correct the tests and you will get 3 extra points
Chinese Classroom regulations:
Attend class on time, inform your teacher if you can not attend.
Hand in homework on time
Preview and review on a daily basis
Listen to the audio text before class
Be cooperative in class, answer questions and follow the rules
Dress appropriately, no cap, slippers or pajamas in class
Do not eat in class
Respect your teacher and the other students in your class, mute your cell phone in class
Rubrics for Writing Assignments
90-100分
Excellent-Communicative; reflects awareness of certain aspects; well organized and coherent; contains a range of grammatical structures with minor errors that do not impede comprehension; good vocabulary range.
Good-Comprehensible; some awareness of certain aspects; adequate organization and coherence; adequate use of grammatical structures with some major errors that do not impede comprehension; limited vocabulary range.
Fair-Somewhat comprehensible; little awareness of certain aspects; some problems with organization and coherence; reflects basic use of grammatical structures with very limited range and major errors that at times impede comprehension; basic vocabulary used.
Poor-Barely comprehensible; no awareness of certain aspects; lacks organization and coherence; basic use of grammatical structures with many minor and major errors that often impede comprehension; basic to poor vocabulary range.
Excellent- No consistent or conspicuous mispronunciation; approaches native-like pronunciation with good intonation and juncture.
优——没有一贯性的或者明显的发音错误，语音语调及抑扬顿挫很接近母语者。
80-89.9
Good- Some identifiable deviations in pronunciation. Non-native accent evident with occasional mispronunciations that do not interfere with understanding.
良——有一些较明显的发音偏误。偶尔出现的发音错误虽然不影响理解，但是很容易就暴露了非母语者的身份。
70-79.9
Fair-Identifiable deviations in pronunciation. Non-native accent requires careful listening and mispronunciations lead to occasional misunderstanding.
可——有明显的发音偏误。非母语者的发音需要仔细聆听，但是错误的发音还是偶尔会导致听话人的误解。
低于70
Poor-Frequent pronunciation errors with a heavy non-native accent. Many phonemic errors that make understanding difficult.
差——非母语的口音很重，发音错误频繁。发音方法的错误导致理解困难。
Fluency
流利度
90-100
Excellent-Speech is effortless and smooth with speed that approaches that of a native speaker.
优——言语输出轻松顺利，语速接近母语者。
80-89.9
Good-Speech is mostly smooth but with some hesitation and unevenness caused primarily by rephrasing and groping for words.
良——言语输出基本流畅，但由于说话者需要时间遣词造句，说话过程中会伴有一些犹豫和停顿。
70-79.9
Fair-Speech is slow and often hesitant and jerky. Sentences may be left uncompleted, but speaker is able to continue however haltingly.
Poor-Speech is very slow and exceedingly halting, strained and stumbling except for short or memorized expressions. Difficult for a listener to perceive continuity in utterances and speaker may not be able to continue.
Excellent-Very strong command of grammatical structure and some evidence of difficult. Complex patterns and idioms. Makes infrequent errors that do not impede comprehension.
优——熟练掌握语法结构和复杂的句式和习惯表达法。不常出现的偏误也不会影响理解。
80-89.9
Good-Good command of grammatical structures but with imperfect control of some patterns. Less evidence of complex patterns and idioms. Limited number of errors that are not serious and do not impede comprehension.
Fair-Fair control of most basic syntactic patterns. Speaker always conveys meaning in simple sentences; some important grammatical patterns are uncontrolled and errors may occasionally impede comprehension.
可——基本掌握基本语法模式，较多使用简单句，不能掌握重要语法句式，出现的偏误会影响理解。
低于70
Poor-Any accuracy is limited to set or memorized expressions; limited control of even basic syntactic patterns. Frequent errors impede comprehension.
差——表达的准确性差，包括经过熟记的表达。对基本语法句式的使用能力有限，常见错误影响理解。
Vocabulary
词汇
90-100
Excellent-Very good range of vocabulary with evidence of sophistication and native-like expression. Strong command of idiomatic expressions. In-frequent use of circumlocution because particular words are rarely lacking.
Good-Good range of vocabulary with limited evidence of sophistication. Some expressions distinctly nonnative-like but always comprehensible. Limited evidence of idiomatic expressions. Speaker is comfortable with circumlocution when lacking a particular word.
Fair-Adequate range of vocabulary with no evidence of sophistication. Some distinctly nonnative expressions or errors in word choice may impede comprehension. No evidence of idiomatic expressions. Speaker has difficulty with circumlocution when lacking a particular word.
Poor-Limited range of vocabulary. Lack of repertoire and frequent errors in word choice often impede comprehension. Speaker shows no attempt in circumlocution when lacking a particular word.
Excellent- No consistent or conspicuous mispronunciation; approaches native-like pronunciation with good intonation and juncture.
优——没有一贯性的或者明显的发音错误，语音语调及抑扬顿挫很接近母语者。
80-89.9
Good- Some identifiable deviations in pronunciation. Non-native accent evident with occasional mispronunciations that do not interfere with understanding.
良——有一些较明显的发音偏误。偶尔出现的发音错误虽然不影响理解，但是很容易就暴露了非母语者的身份。
70-79.9
Fair-Identifiable deviations in pronunciation. Non-native accent requires careful listening and mispronunciations lead to occasional misunderstanding.
可——有明显的发音偏误。非母语者的发音需要仔细聆听，但是错误的发音还是偶尔会导致听话人的误解。
低于70
Poor-Frequent pronunciation errors with a heavy non-native accent. Many phonemic errors that make understanding difficult.
差——非母语的口音很重，发音错误频繁。发音方法的错误导致理解困难。
Fluency
流利度
90-100
Excellent-Speech is effortless and smooth with speed that approaches that of a native speaker. No need for notes.
优——言语输出轻松顺利，语速接近母语者，不需要提示。
80-89.9
Good-Speech is mostly smooth but with some hesitation and unevenness caused primarily by rephrasing and groping for words. Some notes are needed.
Fair-Speech is slow and often hesitant and jerky. Sentences may be left uncompleted, but speaker is able to continue however haltingly. Need many notes.
Poor-Speech is very slow and exceedingly halting, strained and stumbling except for short or memorized expressions. Difficult for a listener to perceive continuity in utterances and speaker may not be able to continue. Rely on notes.
Excellent-Very strong command of grammatical structure and some evidence of difficult. Complex patterns and idioms. Makes infrequent errors that do not impede comprehension.
优——熟练掌握语法结构和复杂的句式和习惯表达法。不常出现的偏误也不会影响理解。
80-89.9
Good-Good command of grammatical structures but with imperfect control of some patterns. Less evidence of complex patterns and idioms. Limited number of errors that are not serious and do not impede comprehension.
Fair-Fair control of most basic syntactic patterns. Speaker always conveys meaning in simple sentences; some important grammatical patterns are uncontrolled and errors may occasionally impede comprehension.
可——基本掌握基本语法模式，较多使用简单句，不能掌握重要语法句式，出现的偏误会影响理解。
低于70
Poor-Any accuracy is limited to set or memorized expressions; limited control of even basic syntactic patterns. Frequent errors impede comprehension.
差——表达的准确性差，包括经过熟记的表达。对基本语法句式的使用能力有限，常见错误影响理解。
Vocabulary
词汇
90-100
Excellent-Very good range of vocabulary with evidence of sophistication and native-like expression. Strong command of idiomatic expressions. In-frequent use of circumlocution because particular words are rarely lacking.
Good-Good range of vocabulary with limited evidence of sophistication. Some expressions distinctly nonnative-like but always comprehensible. Limited evidence of idiomatic expressions. Speaker is comfortable with circumlocution when lacking a particular word.
Fair-Adequate range of vocabulary with no evidence of sophistication. Some distinctly nonnative expressions or errors in word choice may impede comprehension. No evidence of idiomatic expressions. Speaker has difficulty with circumlocution when lacking a particular word.
Poor-Limited range of vocabulary. Lack of repertoire and frequent errors in word choice often impede comprehension. Speaker shows no attempt in circumlocution when lacking a particular word.
Excellent-Communicative; reflects awareness of certain aspects; well organized and coherent.
优——与听众的交流性强，内容有效反映有关问题, 条理性，组织性极强。
80-89.9
Good-Comprehensible; some awareness of certain aspects; adequate organization and coherence.
良——易于理解，能反映有关问题，组织合理，调理较清晰。
70-79.9
Fair-Somewhat comprehensible; little awareness of certain aspects; some problems with organization and coherence.
可——意思还可被理解，几乎不能清楚反映有关问题，组织调理欠佳
低于70
Poor-Barely comprehensible; no awareness of certain aspects; lacks organization and coherence.
差——意思表达不清，影响理解，不能反映有关问题，缺乏组织条理性。
回答问题
Q&A
90-100
Attentive listener. Ask meaningful and sophisticated questions. Can give excellent answer to all prepared and improvisational questions. 积极认真地聆听其他人的报告，能提出深刻的问题。就别人对自己报告提出的所有问题也能做出准确的回答。
80-89.9
Good listener. Try to ask meaningful and sophisticated questions. Be able to handle all prepared and improvisational questions. 认真聆听他人的报告，努力尝试提出深刻问题。能对别人的提问给予相应的回答。
70-79.9
Showing some interests in other’s presentations. Occasionally raise some meaningful and sophisticated questions. Be able to answer some questions.能表现出对其他人的报告的兴趣，也偶尔能提出一些深刻的问题。能对一些提问做出回答。
低于70
Showing no interests in other’s presentations, and can’t raise any effective questions. Fail to answer any questions.对其他人的报告没有丝毫兴趣，也不能提出有效的问题。不能应对别人的提问。
Total Average
总平均分
content:
Week 1
Content
Corresponding Learning Outcome(s)
Assignments
Week 1
1.Functional:
· Describe some styles of the clothing
· Express how to order the clothing according to personal preference
· Describe the circumstance about pollution of China, The US and the world
· Compare and discuss the differences about Eastern and Western culture, such as cuisine culture, clothing styles and movies
· To talk about advantages and shortages of disposal products usage
· To express opinion on the relationship between quality of products and public moral
· To describe how government implements a policy and its effects.
· Complain the feelings of not satisfied with the service, conditions or place
· Discuss how to settle the problems about the pollution and energy crisis
2.Grammatical:
· Compare patterns
· Rhetorical question
· Concessive clause
· Progressive clause
· Exclamatory sentence
3.Vocabulary:
· Styles of clothing(v., adj.& n.)
· Compare different culture(v., adj.& conj.)
· Express one's discontent(adj.& adv.)
· Evaluate words(adj.& adv.)
· The words about the resource, environmental pollution and solutions(v., adj., adv., n.& conj.)
4.Culture:
· Chinese traditional culture: clothing and food
· Environmental groups in China
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Interview Chinese people for the opinions of the communications of Eastern and Western culture, environmental pollution and solutions
· Discuss the communications of Eastern and Western culture, such as KFC, movies and music
· Discuss how to settle the problems about the pollution and energy crisis
Week 2
1.Functional:
· Describe the traffic facilities and rules in China
· Describe a traffic accident
· Describe the situation about the injury
· Describe the circumstances of the hospital
· To learn argumentativewriting (how to use examples, metaphors, sayings and allusion to prove your opinion)
· Describe how to hand in a lawsuit to the court
· Explain the responsibilities of lawyer in US
· Compare the differences of law between US and China
· Try to express the attitude for The judiciary of China and US
· Express and analyze the responsibility who should be held responsible for an accident
· Compare the similarities and differences about traffic between China and US
2.Grammatical:
· Concessive clause
· Imperative sentence for warning
3.Vocabulary:
· The words about the traffic facilities and rules(v., n., adv.& prep.)
· Injury and disease(adj.& adv.)
· The equipment of the hospital(n.)
· Compare different traffic rules(v., adj.& conj.)
· Insurance(v.& n.)
4.Culture
· The development of traffic in China
I. a. b. c.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II.a
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c.
II. a. b.
III. a. b.
IV. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Role play a traffic accident in class
Week 3
1.Functional:
· Describe the beggars and waifs
· Describe the situations of illegal immigration in US
· Describe the situations of inequalities in wealth in the society of China or US
· Discuss and evaluate “Occupy Wall Street” and “Tea Party”
· Try to analyze the reasons of economic crisis of US
· Express the attitude of society competition
· Express and summary the opinions of the solutions for economic crisis
· Try to evaluate the social security system in US
· Try to evaluate the policy about Healthcare Reform
· Express and summary the opinions of the solutions for the problems about inequalities in wealth and illegal immigration
· Describe an ideal marriage partner, such as appearance, age, personality, character, hobby, talent, occupation and income and so on
· Express and discuss the opinions about love and marriage
· Compare and evaluate the phenomena of marriage in China or US, such as “leftover” and “May-to-December marriage”
· Describe the breaking news like the serious disaster using the patterns of reporting the news
2.Grammatical:
· Adversative clause
· Consequence clause
· Conditional clause
· Passive voice
3.Vocabulary:
· Various classes in the society(n.& adj.)
· Economic crisis(adj.& adv.)
· Illegal immigration(n., v., adj.& adv.)
· Idioms of inequalities in wealth in the society(vp.)
· the social security system and society competition(v., n., adj.& adv.)
· The words of law and court(v.& n.)
· The words about being in love and marriage(v., n.& adj.)
· Various adjectives about the character of a person
4.Culture
· Social problems in US or China
· Compare the differences of lawer between US and China
· Compare the differences of law between US and China
· The traditional concepts of Chinese marriage
· Various TV programs of date and marriage in China and US
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Role play in class
· Discuss and evaluate “Occupy Wall Street” and “Tea Party”
· Discuss the social security system in the US and Healthcare Reform
· Discuss the solutions for economic crisis
· Debate about the policy about the legalization of illegal immigrants
· Review Lesson 1 to 5 and prepare for Test 1
· Test 1 for Lesson 1 to 5, including written and oral part
Week 4
1.Functional:
· Describe an ideal marriage partner, such as appearance, age, personality, character, hobby, talent, occupation and income and so on
· Express and discuss the opinions about love and marriage
· Discuss the topic about respect the privacy of the common men and public figure, such as the rights of paparazzi
· Evaluate the work of the government and criticize corrupt government officials
· Compare the differences of political system between China and US
· To describe the structural change in Chinese population
2.Grammatical:
· Exclamatory sentence
· Concessive clause
· Adverbial for the purpose
· Comparison and selection sentence
· Adversative clause
· Adverb of degree
3.Vocabulary:
· The words about being in love and marriage(v., n.& adj.)
· Various adjectives about the character of a person
· Popular words about blind date on the internet in China or US(adj.& v.)
· The basic words of the political system and the federal government(n.)
4.Culture
· The traditional concepts of Chinese marriage
· Various TV programs of date and marriage in China and US
· The phenomena of focusing on privacy of public figure in US and China
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Interview Chinese people for the opinions of marriage, such as “leftover” and “May-to-December marriage”
· Role play in class
· Play a game for “Date” in class
· Discuss the ideal love and marriage
· Debate if people should respect the privacy of the public figure
· Prepare and rehearse the performance for Oratory Challenge
· Perform in Oratory Challenge
· Review for the Test 2
Language Project Time Table:
Research task
Assignment
1st Week
üIntroduction of the project; brainstorm in class.
üStart to think about research topic, target group, and research method. Share ideas within students’ group.
üFirst Discussion with teacher individually.
üSummit Project Proposal including topic, purpose, interview plan and outline.
Ø Write the proposal in Chinese
(At least 200 characters,1/3 of the total paper grade)
Prepare thoughts for the Discussion at one-on-one class.
2nd Week
üVisit the place you chose and interview the people you planed to
üSecond Discussion with teacher individually. Teacher will check students interview materials.
Ø Show interview outcomes.
Ø Set plan for further research.
Ø The problems which students mayl encounter in the interviews.
3rd Week
üHand in draft
Ø 800-1000 characters
4th Week
üGive final presentation.
üSummit final draft.
Ø Hand in transcription of oral presentation. 800-1000 characters.(1/3 of the total paper grade)
This class is a course in Chinese language for non-Chinese speakers. It is designed for those students who have studied Chinese for between two to three years (four or five semesters or six to eight quarters). The course will give students communication tools that are immediately useful in their daily life, and 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 1100 new words, the ability to correctly utilize several hundred sentence and grammar patterns, and gain proficiency in comprehending newspaper articles, plays and novels, video and 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; and (d) the skills needed to make effective presentations in Chinese. By the end of the semester students should be able to easily express their opinions and to be able to hold discussions with native speakers of Chinese on a wide range of topics. Students should also have developed 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, however, that study abroad is most beneficial for the development of abilities related to social interaction. Students who go abroad can learn to do things with words, such as requesting, apologizing, or offering compliments, and they may also learn to interpret situations calling such speech acts in ways that local people do…In short, and logically, study abroad has been show to enhance the aspects of communicative competence that are most difficult to foster in classroom settings (IES Abroad MAP for Language and Intercultural Communication, p. 6).
Student Profile
Students entering this level must be able to fulfill the learning outcomes of the Novice Abroad level, as defined by the IES Abroad MAP for Language and Intercultural Communication. Specifically, they should already be able to express themselves on a variety of concrete, everyday topics and meet their basic needs in the language. Depending on their academic background, their mastery of the four basic skills—reading, writing, speaking and listening—may be uneven. Although students may have been exposed previously to certain competencies taught at this level, they need additional practice and instruction to move toward mastery of these competencies.
As students gain more self-awareness and self-confidence, they will attempt more in the community. Paradoxically, this means they may also experience more miscommunications and frustration. Reading and writing require effort, and many students will need to make a special effort in this regard. Students will also develop cultural awareness and skills to work through the challenges of adaptation in the local culture and learn to celebrate their successes. They will begin to appreciate the value of these language and intercultural skills.
Decided by placement test
By the end of the semester students should be able to easily express their opinions and to be able to hold discussions with native speakers of Chinese on a wide range of topics. Students should also have developed 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.
I. Intercultural Communication
A. Students will be able to meet simple everyday needs using verbal and non-verbal communication, and they will be able to use compensatory strategies when they do not know the word or expression (repetition, talking around the point, body language etc.).
B. Students can recognize some appropriate and inappropriate expressions and behaviors in the host language.
C. Students will be able to distinguish between basic representations of formality and informality in the language.
D. Students will understand that there are differences between cultural stereotypes and generalizations between the home culture and the host culture.
E. Students will start to make informed comparisons between the host culture and the home 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 within a familiar environment.
B. With increasing confidence, 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 simple phrases and expressions appropriately in everyday situations (home, the IES Abroad Center, and the wider community)
B. Students will be able to express many simple needs by asking questions, and get what they need in uncomplicated, everyday situations.
IV. Reading
A. Students will be able to identify simple sentences and short basic passages as long as they primarily contain characters introduced in class.
B. Students will be able to understand a defined set of characters, and at times deduce others that follow similar patterns.
V. Writing
A. Students will be able to write short texts about simple and concrete topics they have studied, such as themselves, their families, their friends, their likes, dislikes, plans, experiences and their daily routines.
B. Students will be able to send simple emails and text messages.
Lecture, Drill, Language activity, Oral skit, Discussion, Debate, Interview, Tutoring, Written and oral assignments, Movie learning, Travel project presentation, Audio and video materials, Field trip
REQUIRED WORK AND FORM OF ASSESSMENT
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 RULES AND REGULATIONS
Attendance and Participation:
Illnesses:
Dictation:
Homework:
Oral and written tests:
Chinese Classroom regulations:
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:
· Describe some styles of the clothing
· Express how to order the clothing according to personal preference
· Describe the circumstance about pollution of China, The US and the world
· Compare and discuss the differences about Eastern and Western culture, such as cuisine culture, clothing styles and movies
· To talk about advantages and shortages of disposal products usage
· To express opinion on the relationship between quality of products and public moral
· To describe how government implements a policy and its effects.
· Complain the feelings of not satisfied with the service, conditions or place
· Discuss how to settle the problems about the pollution and energy crisis
2.Grammatical:
· Compare patterns
· Rhetorical question
· Concessive clause
· Progressive clause
· Exclamatory sentence
3.Vocabulary:
· Styles of clothing(v., adj.& n.)
· Compare different culture(v., adj.& conj.)
· Express one's discontent(adj.& adv.)
· Evaluate words(adj.& adv.)
· The words about the resource, environmental pollution and solutions(v., adj., adv., n.& conj.)
4.Culture:
· Chinese traditional culture: clothing and food
· Environmental groups in China
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Interview Chinese people for the opinions of the communications of Eastern and Western culture, environmental pollution and solutions
· Discuss the communications of Eastern and Western culture, such as KFC, movies and music
· Discuss how to settle the problems about the pollution and energy crisis
Week 2
1.Functional:
· Describe the traffic facilities and rules in China
· Describe a traffic accident
· Describe the situation about the injury
· Describe the circumstances of the hospital
· To learn argumentative writing (how to use examples, metaphors, sayings and allusion to prove your opinion)
· Describe how to hand in a lawsuit to the court
· Explain the responsibilities of lawyer in US
· Compare the differences of law between US and China
· Try to express the attitude for The judiciary of China and US
· Express and analyze the responsibility who should be held responsible for an accident
· Compare the similarities and differences about traffic between China and US
2.Grammatical:
· Concessive clause
· Imperative sentence for warning
3.Vocabulary:
· The words about the traffic facilities and rules(v., n., adv.& prep.)
· Injury and disease(adj.& adv.)
· The equipment of the hospital(n.)
· Compare different traffic rules(v., adj.& conj.)
· Insurance(v.& n.)
4.Culture
· The development of traffic in China
I. a. b. c.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II.a
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c.
II. a. b.
III. a. b.
IV. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Role play a traffic accident in class
Week 3
1.Functional:
· Describe the beggars and waifs
· Describe the situations of illegal immigration in US
· Describe the situations of inequalities in wealth in the society of China or US
· Discuss and evaluate “Occupy Wall Street” and “Tea Party”
· Try to analyze the reasons of economic crisis of US
· Express the attitude of society competition
· Express and summary the opinions of the solutions for economic crisis
· Try to evaluate the social security system in US
· Try to evaluate the policy about Healthcare Reform
· Express and summary the opinions of the solutions for the problems about inequalities in wealth and illegal immigration
· Describe an ideal marriage partner, such as appearance, age, personality, character, hobby, talent, occupation and income and so on
· Express and discuss the opinions about love and marriage
· Compare and evaluate the phenomena of marriage in China or US, such as “leftover” and “May-to-December marriage”
· Describe the breaking news like the serious disaster using the patterns of reporting the news
2.Grammatical:
· Adversative clause
· Consequence clause
· Conditional clause
· Passive voice
3.Vocabulary:
· Various classes in the society(n.& adj.)
· Economic crisis(adj.& adv.)
· Illegal immigration(n., v., adj.& adv.)
· Idioms of inequalities in wealth in the society(vp.)
· the social security system and society competition(v., n., adj.& adv.)
· The words of law and court(v.& n.)
· The words about being in love and marriage(v., n.& adj.)
· Various adjectives about the character of a person
4.Culture
· Social problems in US or China
· Compare the differences of lawer between US and China
· Compare the differences of law between US and China
· The traditional concepts of Chinese marriage
· Various TV programs of date and marriage in China and US
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Role play in class
· Discuss and evaluate “Occupy Wall Street” and “Tea Party”
· Discuss the social security system in the US and Healthcare Reform
· Discuss the solutions for economic crisis
· Debate about the policy about the legalization of illegal immigrants
· Review Lesson 1 to 5 and prepare for Test 1
· Test 1 for Lesson 1 to 5, including written and oral part
Week 4
1.Functional:
· Describe an ideal marriage partner, such as appearance, age, personality, character, hobby, talent, occupation and income and so on
· Express and discuss the opinions about love and marriage
· Discuss the topic about respect the privacy of the common men and public figure, such as the rights of paparazzi
· Evaluate the work of the government and criticize corrupt government officials
· Compare the differences of political system between China and US
· To describe the structural change in Chinese population
2.Grammatical:
· Exclamatory sentence
· Concessive clause
· Adverbial for the purpose
· Comparison and selection sentence
· Adversative clause
· Adverb of degree
3.Vocabulary:
· The words about being in love and marriage(v., n.& adj.)
· Various adjectives about the character of a person
· Popular words about blind date on the internet in China or US(adj.& v.)
· The basic words of the political system and the federal government(n.)
4.Culture
· The traditional concepts of Chinese marriage
· Various TV programs of date and marriage in China and US
· The phenomena of focusing on privacy of public figure in US and China
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
I. a. b. c. d. e.
II. a. b.
III. a. b.
IV. a. b.
V. a. b.
· Listen to audio materials, repeat and practice Chinese pronunciation
· Complete the preview and review homework
· Prepare for the dictation for each section
· Dictation of each section
· Interview Chinese people for the opinions of marriage, such as “leftover” and “May-to-December marriage”
· Role play in class
· Play a game for “Date” in class
· Discuss the ideal love and marriage
· Debate if people should respect the privacy of the public figure
· Prepare and rehearse the performance for Oratory Challenge
· Perform in Oratory Challenge
· Review for the Test 2
Language Project Time Table:
Research task
Assignment
1st Week
üIntroduction of the project; brainstorm in class.
üStart to think about research topic, target group, and research method. Share ideas within students’ group.
üFirst Discussion with teacher individually.
üSummit Project Proposal including topic, purpose, interview plan and outline.
Ø Write the proposal in Chinese
(At least 200 characters,1/3 of the total paper grade)
Prepare thoughts for the Discussion at one-on-one class.
2nd Week
üVisit the place you chose and interview the people you planed to
üSecond Discussion with teacher individually. Teacher will check students interview materials.
Ø Show interview outcomes.
Ø Set plan for further research.
Ø The problems which students mayl encounter in the interviews.
3rd Week
üHand in draft
Ø 800-1000 characters
4th Week
üGive final presentation.
üSummit final draft.
Ø Hand in transcription of oral presentation. 800-1000 characters.(1/3 of the total paper grade)
《事事关心》 (Shìshì Guānxīn) All Things Considered
IES Level 303 Supplemental Materials
Written assignments