Chinese Language in Context: Emerging Independent Abroad I

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Course Information
Discipline(s): 
Chinese Language
Terms offered: 
Summer
Language of instruction: 
Chinese
Prerequisites: 

Decided by placement test

Description: 

This class is a course in Chinese language for non-Chinese speakers participating in the Language Intensive Program. It is designed for those students who have studied Chinese for three to four semesters.  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 which also consolidate previously learned fundamentals of the Chinese language.  Students will acquire 1400 new words, the ability to correctly utilize new sentence and grammar patterns, and will complete specific ‘activity objectives.’ Students will learn several new skills in this class, including: (a) the ability to engage native speakers of Chinese in higher level conversations on topics including  “traffic and transportation in urban areas,” “laid-off workers” and “the single-child generation.”; (b) the ability to write essays on specific topics; and (c) the ability to compose stories or narratives based on certain information or visual aids.  Students will be encouraged to complete assignments creatively making full use of newly learned structures and vocabulary.  Through these exercises, students will be able to communicate with native speakers of Chinese on topics related to society and social issues.

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.   

This course builds upon skills introduced in Novice Abroad.  By the end of the course, the successful student will have begun to develop some communicative and cultural self-confidence necessary to attempt moderately complex tasks in the language, as described in the learning outcomes below.

Learning outcomes: 

Students who are placed in this level should be capable of achieving the outcomes in the Novice 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 Independent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:

I.    Intercultural Communication

  1. Students will be able to solve many daily troublesome situations and meet needs with limited help.
  2. Increasingly, students will be able to make informed comparisons between the host culture and the students’ home cultures.
  3. Students will be able to distinguish and begin to imitate verbal and non verbal communication that reflects politeness, formality, or informality.
  4. Students will be able to recognize some patterns of intonation, their meaning, and cultural implications.

II.    Listening

  1. Students will be able to understand some interactions of increasing complexity (media, speeches, music, conversations, etc.), especially if the speaker is used to interacting with non-native speakers.
  2. Students will be able to understand many direct requests, questions, and basic conversations on familiar and concrete topics.
  3. Students will be able to recognize some regional differences in speech on a basic level.

III.    Speaking

  1. Students will be able to talk about persons and things in their immediate environment, as well as their plans and their experiences, and they can provide a limited amount of supporting details.
  2. Students will be able to address and attempt to resolve moderately complicated situations involving familiar subjects.
  3. Students will be able to produce tones and pronunciation patterns with increased accuracy.

IV.    Reading

  1. Students will be able to read passages and short texts (notes, detailed instructions, etc.) on familiar topics covered in class and understand their general meaning.
  2. Students will be able to support their understanding of texts through the use of context, visual aids, dictionaries, or with the assistance of others in order to facilitate comprehension.

V.    Writing

  1. Students will be able to communicate with some effectiveness through notes, emails, and simple online discussions and chats.
  2. Students will be able to write short essays on concrete topics of limited levels of complexity with some reliance on the communicative patterns of their native language.
Method of presentation: 

Lecture, Drill, Language activity, Field trip, Discussion, Tutoring, Written and oral assignments, Audio and video materials.

Required work and form of assessment: 
  • Attendance / Participation        15%
  • Dictation                                  15%
  • Homework                               15%
  • Travel report and journals        5%
  • 2 exams                                  15%
  • Final exam                              10%
  • Language Project                    25%

 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:
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.

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 PLEDGE

8:00am-4:00pm (the first 3.5 weeks)
All times (all students except the first year)
All times (after 3.5 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 Toodle (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!

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

 

 

content: 

Week 1

Content

Corresponding Learning Outcome(s)

Assignments

Week 1

1.Functional:

· Study in Beijing

· Make friends

2.Grammatical:

· Usage of some adverbs

· Adverbial causes of condition

· Coordinate complex sentence

· “In addition to” and “except for”

3.Vocabulary:

· Study

· Hobbies

4.Culture:

· Survival in Beijing

· How to make friends in Chinese

I. a, b, d

II. a, b,

III. a, b, c

IV. a

I. a, b, d

II. a, b,

III. a, b, c

II. a, b,

III. a, b, c

I. a, b, d

IV. a

V. a, b

· Practice Chinese pronunciation and characters

· Make new friends in IES and interview one of them in Chinese

· Role playing

Week 2

1. Functional:

· Bargain

· Order dishes

2.Grammatical:

· Complex sentence of supposative relation

· Express the meaning of “avoid”

· Ways of expressing emphasis

· Complex sentence of successive relation

· Sentences of “有……的,有……的”

· Express inability to do something or lack of something

· Express A sounds like B

3.Vocabulary:

· Market

· Bargain

· Food and restaurant

· Order food

· Travel

4.Culture:

· Bargain in China

· Different eating habits in China and in America

I. a, b, d

II. a, b,

III. a, b, c

IV. a

I. a, b, d

II. a, b,

III. a, b, c

II. a, b,

III. a, b, c

I. a, b, d

IV. a

V. a, b

· Distinguish some similar Chinese Characters

· Listen to the Chinese song and find the right market

· Watch the video and learn shopping online

· Interview the peddlers and customers in a common market

· Go to the restaurant with Chinese friend

· Review for Test 1

Week 3

1.Functional:

· Stating how you like your hair cut or do accurately

• Body parts

• See a doctor

2.Grammatical:

· Uses of some preposition

· Complex sentence of progressive relation

· Complex sentence of causative relation

· Express A is multiples of B

· Complex sentence of causative relation

· Complement of quantity

· The contracted sentence

· Complex sentence of adverse relation

3.Vocabulary:

· Hairstyle

· Fashion

• Body parts

• Sick feelings

• Hospital

4.Culture:

· Fashion in China

· Differences in concepts between Chinese traditional medicine and western medicine

I. a, b, d

II. a, b, c

III. a, b, c

IV. a, b

I. a, b, d

II. a, b,

III. a, b, c

II. a, b,

III. a, b, c

I. a, b, d

IV. a

V. a, b

· Describe people’s hair style

· Interviewing Chinese people about the latest trend in fashion

• Describe body parts

• Express sick feelings

Week 4

1.Functional:

· The benefits of riding bicycle in Beijing

· How to buy a bicycle and How to repair the bicycle

· Different habits in China and in America

2.Grammatical:

• Use interrogative pronouns to express emphasis

• Existential sentence

• Coordinate complex sentence

· Complex sentence of causative relation

· Complex sentence of progressive relation

3.Vocabulary:

· Buy a bicycle

· Repair the bicycle

· Habits

· Religious belief

4.Culture:

· Know the importance of bicycle in Beijing

· Chinese traditional virtue

· Chinese religious belief

I. a, b, d

II. a, b, c

III. a, b, c

IV. a, b

I. a, b, d

II. a, b,

III. a, b, c

II. a, b,

III. a, b, c

I. a, b, d

IV. a

V. a

· Interview the bicycle store and street stall

· Listen to short texts about bicycle and answer the questions

· Learn the polyphone

· Talk about your changes influenced by Chinese friends

Week 5

1.Functional:

• China’s one child policy

• The relation between the child and parents

2.Grammatical:

• The complementary phrase “V.得起/V.不起”

• Ways to express emphasis

• The “把” sentence

3.Vocabulary:

• China’s one child policy

• Grow up and pressure

• Jobs

4.Culture:

• China’s one child policy

• Children’s pressure in Chinese

I. a, b, c, d

II. a, b, c

III. a, b, c

IV. a, b

I. a, b, d

II. a, b,

III. a, b, c

II. a, b,

III. a, b, c

I. a, b, d

IV. a

V. a, b

• Interview Chinese people about China’s one child policy

• Composition—I have a dream

• Review for Test 2

Week 6

1.Functional:

• Chinese film-SHOWER

2.Grammatical:

• Double negative sentence

• Echo question

• Imperative sentence

• Proverbs

• Colloquial style sentences

• How to comment on a film

3.Vocabulary:

• Shower

• Dismantle and relocate

• New words about the transition from the old to the new

4.Culture:

• Habits of taking shower in public bathroom

• Traditional culture among citizens in Beijing

• Contradiction between modern life and traditional culture of China

I. a, b, c, d

II. a, b, c

III. a, b, c

IV. a, b

I. a, b, d

II. a, b,

III. a, b, c

II. a, b,

III. a, b, c

I. a, b, d

IV. a

V. a, b

• Talk about the new things replacing the old ones

• Talk about love between two generations

• Composition—contradiction between modern life and traditional culture of China

• Learn some new spoken language

Week 7

1.Functional:

• Americans’ views on Chinese people and on Chinese government

• Pornography and violence in TV in America

• Great Wall

2.Grammatical:

• Comparative sentences

· Usage of some adverbs

· Complex sentence of alternative relation

• The allegory sentence

• The “由” sentence

• Comparative sentences

• Complex sentence of purposive sentence

· Usage of some adverbs

• The contracted sentence

3.Vocabulary:

• Survey and comments

• Economic condition

• TV program

• Pornography and violence

• Metaphor

• Great Wall

4.Culture:

• Chinese people’s political views

• Differences of TV program between Chinese and American

• Pornography and violence in TV

• Great Wall’s history and status

I. a, b, c, d

II. a, b, c

III. a, b, c

IV. a, b

I. a, b, d

II. a, b,

III. a, b, c

II. a, b,

III. a, b, c

I. a, b, d

IV. a

V. a, b

• Interview- ask people’s opinion towards American government VS American people

• Watch the Video and answer the questions

· Distinguish the similar Chinese Characters

• Learn the antonyms

• Introduce American famous scenic spot—tell the story and describe the place’s characters

Week 8

1.Functional:

• Politic news- George Bush visit China

2.Grammatical:

· Usage of some adverbs

· How to express the commend

· Some fixed collocations

· Formal style

3.Vocabulary:

• New words about the relationship between two countries

• New words about Combat terrorism and WTO

4.Culture:

• Development and changes of the relationship between China and America

I. a, b, c, d

II. a, b, c

III. a, b, c

IV. a, b

I. a, b, d

II. a, b,

III. a, b, c

II. a, b,

III. a, b, c

I. a, b, d

IV. a

V. a, b

• Discuss the recent news

• Translate part of Barack Obama Presidential Victory Speech into Chinese

• Review for final exam

LANGUAGE PROJECT

Language Project Description:You will be given assignments to visit places in Beijing. While visiting, you should observe and try to collect useful materials, such as pictures, videos, records, and interview the people you meet or you selected. Write a paper of 800 Chinese characters afterward and do a presentation in class.(25% of final grade)
Time: week1-week8
Grade: 25% of final grade  (Report 60%   presentation 40%))

Project schedule

Time

Task

Notes

1st Week

4th Week

Visit one place every week(On every Wednesday or in the activity class)

1 go to a cross road to observe(together with your friends or by yourself on one day of the1st week)

2 go to a market (on Tuesday’s class of the 2nd week)

3 go to a restaurant ordering dishes(by yourselves on one day of the 3rd week)

4 go to a park (together with your friends or by yourself on one day of the 4th week)

In order to understand Chinese people’s daily life and habits much better, You will be given chances to visit some places in Beijing. Therefore, you should observe and try to get some useful materials, such as pictures, videos, records, or interview when visiting these places.

You are required to complete a project paper in the end of this semester.

You can prepare from these perspective:

1) What is this place like? Try to describe it.

2) What kind of people are there in this place? What are their daily activities? etc.

3) Try to compare the place and the people in China and America.

5th Week

1) Choose one place to research from the 4 places you have visited.

2) Give the teacher your outline of your research and discuss with your teacher on the 5th Wednesday.

3) Begin to collect data according with your plan.

 

6th Week

1) Finish data collecting.

2) 7.17(Tuesday) Hand in the first draft

3) 7.18(Wednesday) Teacher give it back after correction and discuss with the students one-to-one.

 

7th Week

1)7.24(Tuesday)Hand in the second draft

2)7.25(Wednesday) Teacher give it back after correction.

Prepare for your final report.

8th Week

1)7.31(Tuesday)1:30PM Presentation

2)8.2(Thursday)Hand in your final paper

 

 

Required readings: 

< IES CN301i Text Book>
< IES CN301i Movie Study Reader>