Chinese Language in Context: 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 approximately two years (four or more semesters or six 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 which also consolidate previously learned fundamentals of the Chinese language. It is designed to bridge the gap between intermediate and advanced Chinese. Students will acquire 1700 new words, the ability to correctly utilize new sentence and grammar patterns, and the skills necessary to utilize newly acquired material in practice dialogues. All of the course content is related to contemporary issues in China, with topics focusing on the daily lives of the Chinese people.  The class emphasizes all four major areas of language acquisition: speaking, listening, reading, and 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
This course is designed for students who have studied Chinese for approximately two years (four or more semesters or six quarters)

Students who enter this level are able to accomplish everyday needs required to live in a new culture.  In this course, students will begin to develop independence and autonomy so that, when communication does break down, they have some tools at their disposal to resolve these challenges independently.  Students should welcome correction and guidance from their instructors, hosts, and others in the community as they progress.

By the end of this course, students will begin to converse at a rate of speed approaching normal conversation. They will start to become creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, express their opinions, likes and dislikes in the culture. Although students will still make errors and experience communication breakdowns, they are sometimes able to resolve these on their own. Students will understand some colloquial expressions and slang, and are starting to understand a wider variety of native speakers from different backgrounds. By the end of this level, students will be capable of achieving the learning outcomes outlined below.

Learning outcomes: 

Students who are placed in this level should be capable of achieving the outcomes in the Emerging 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 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 begin to identify at a basic level 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.
  2. Students will start to identify their own cultural beliefs, behaviors, and values by contrasting and comparing them with the host cultures.  
  3. Students will be able to identify some gestures and body language, and they may be able to integrate some of those non-verbal actions into their interactions with native speakers.

    
II.    Listening

  1. Students will be able to understand some spoken communications of moderate complexity (media, speeches, music, conversations, etc.) on a wide range of concrete everyday topics as well as abstract topics covered in classes.  
  2. Students will begin to understand native speakers from a variety of backgrounds and limited experience with non-native speakers, and they will comprehend common colloquial and idiomatic expressions as well as slang.
  3. Students will be able to interpret some indirect speech and verbal cues given during conversation with native speakers.

III.    Speaking

  1. Students will be able to speak on and discuss concrete everyday and personal topics, abstract topics covered in classes, as well as other topics of particular interest to them.
  2. Students will be able to participate and respond actively in a variety of interactions.

IV.    Reading

  1. Students will be able to read and understand articles, stories, and online texts using background knowledge to aid their comprehension.
  2. Students will begin to read and identify the basic ideas of academic texts with assistance.

V.    Writing

  1. Students will be able to meet many everyday writing needs (notes, journals, letters, emails, chats, class project scripts, and online forums).
  2. Students will be able to write brief essays for class that narrate, describe, report, compare, contrast, and summarize on a wide range of topics with developing degrees of grammatical and lexical accuracy.
  3. Students will be able to edit their own and their peers’ writing for common errors covered in class.
     
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%
  • Report and journals                   5%
  • Language Project                      25%
    (paper 15% of final grade; documentary10% of final grade)
  • 2 Tests                                    15%
  • Final exam                              10%

 Grading Scale:
        A          95-100
        A-        90-94.9
        B+        87-89.9
        B          84-86.9
        B-        81-83.9
        C+       78-80.9
        C         75-77.9
        C-       70-74.9
        D         60-69.9
        F

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:

· Arriving in Beijing.

· Understanding foreign language learning in China and Chinese learning in America.

· Introduce traditional Chinese costumes, discuss tradition and modern society in China.

2.Grammatical:

· Usage of adverb which indicates exaggeration.

· Some verbs which relate to the topic usage.

· Coordinate complex sentences indicating alternative relation.

· Double negative for emphasizing.

· The uses of the correlative adverbs.

· “ba” structure with “cheng”

3.Vocabulary:

· Some useful words about arriving in Beijing.

· Traditional Chinese Culture words.

· The words about language learning.

4.Culture:

· Famous scenery spot in Beijing.

· Transportations when travel in Beijing.

· Know how Chinese people learn foreign languages.

· Traditional Chinese costumes and food.

I.a,c

I.a,b,c

II.a,

IV.a,b

III.a,b

II.a

IV.b

V.a

I.a,b,c

· Discuss about “traditional character VS. Simplified character.”

· Role play in a restaurant.

· Interview Chinese people about the plastic policy and how the policy impact on their life.

· Conversations in the airport.

· Describe your travel to China, and your best trip you had before.

· Discuss about the relationship between Mandarin and dialects in China.

· Listen to audio materials and practice pronouncation.

Week 2

1. Functional:

· Introduce “One-time” Products (i.e., disposable product.) problems in China. Think about the environment problem in China.

· The story of a car accident.

2.Grammatical:

· The uses of some difficult adverbs.

· Subordinate complex sentences indicating causative relation.

· Verb-object phrase indicating change circumstance.

· Adjective-complement phrase.

· Subordinate complex sentences indicating suppositive relation.

· Rhetorical questions.

· Subordinate complex Sentences indicating adversative relation.

3.Vocabulary:

· Environmental words.

· The words relate to a car accident, including go to a hospital.

4.Culture:

· Know how to handle a car accident in China.

· The environment problems in China.

I.a,b,c

II.a

III.a

IV.b

II.a

V.a

I.a,b

· Introduce “one-time” product uses situation in America.

· Learn the useful words for mobile-learning trip.

· Role play for a car accident.

· Introduce a car accident which the student or their friend had.

· Listen to audio materials and practice pronunciations.

· Prepare for Test 1.

Week 3

1.Functional:

· Three-day long weekend trip.

· To Get an understanding of Chinese ethnic minorities’ culture including food, languages, religions, customs, education, political and economic conditions in Inner Mongolia and Wutai Mountain

· Learn unemployment in China.

· Learn Children beggars problem in China.

2. Grammatical:

· Uses of Correlative adverb.

· Time phrases.

· Subordinate complex sentences indicating preference relation.

· Parenthesis between two clauses.

· Potential complement.

· Uses of correlative adverb.

· Subordinate complex Sentences indicating adversative relation.

3.Vocabulary:

· Travel related words

· The words about travel and Inner Mongolia and geography feature.

· Economical and political words which relate to the topic.

4.Culture:

· Food, languages, religions, customs, education, political and economic conditions in Inner Mongolia and Wutai Mountain.

· Poverty in China.

· Unemployment problem in China.

I.a

I.b

II.a

II.b

III.a,b

IV.a

V.a,b

I.a,b

· Use geographical words to describe geographical features and customs of students’ hometown.

· Discuss how to handle troubles in the trip.

· Interview local people about their daily life, tradition and their religion.

· Prepare a 15-minnute oral presentation.

· Write one 500-character essays about the trip.

· During mobile learning trip, choose a topic to research, and present research result in class.

· Discuss about China should adopt welfare system the same as the US or not?

· Interview people’s attitude towards beggars especially children beggars.

· Discuss the rising unemployment problem in China.

· Listen to audio materials and practice pronunciations.

Week 4

1. Functional:

· Law suits.

· “May-December” Marriages.

· Learn colloquial expressions.

2.Grammatical:

· Uses of conjunctions.

· Subordinate complex sentences indicating conditional relation.

· Subordinate complex sentences indicating suppositive relation.

· Subordinate complex sentences indicating purpose relation.

· Comparison.

· Result complement with verbs.

· Colloquial expressions describing one’s personality.

· Colloquial expressions describing unsatisfactory.

3.Vocabulary:

· Words about law suits.

· Words about marriage.

· Colloquial words.

4.Culture:

· Know Chinese attitudes changes about lawsuit.

· Chinese people’s opinions on relation and marriage.

· How Chinese describe one’s personality in colloquial way.

I.a,b

II.b

IV.b

III.a

V.a,b

I.a,b

· Work in groups to prepare well for court simulation.

· Introduce the famous law case in America.

· Interview Chinese people, ask their views about May-December marriages; trans-national marriages; etc.

· Interview Chinese people, ask their attitude towards Chinese famous dating show.

· Interview Chinese people to know the new colloquial words in China, and how to use them.

· Use colloquial words have learned to make a dialogue.

· Listen to audio materials and practice pronouncation.

Week 5

1.Functional:

· Learn Chinese families with many children VS. DINK families.

2.Grammatical:

· Uses of some important verbs.

· Some formal expressions.

· Coordinate Complex sentence indicating successive relation.

3.Vocabulary:

· Words about traditional Chinese birth concept and family.

4. Culture:

· One-child policy in China, how does it affect Chinese aged-people life after retirement?

· New trends in Chinese families in China.

I.a,b

I.b

II.b,c

III.a,b

IV.a,b

V.b

I.a,b

· Learn and discuss about some new opinions about American and Chinese aged people life and families.

· Go to a nursing house, interview aged people there. Learn about the situation of the old.

· Prepare for Test 2

· Listen to audio materials and practice pronunciations.

Week 6

1.Functional:

· Learn a Chinese movie “To Live”

2.Grammatical:

· Subordinate complex sentence indicating causative relation.

· Uses of some important verbs.

· Uses of adverbs describing degree.

· Uses of adverbs describing time duration.

3.Vocabulary:

· Words about the movie.

4.Culture:

· 1940s-1960s Chinese society changes.

I.b

II.b,c

III.a,b

IV.a

V.b,c

I.b

· Interview Chinese people about their impression about that period of history.

· Interview Chinese people about their opinions of some historical event which happened during that period.

· Listen to audio materials and practice pronunciations.

Week 7

1.Functional:

· Learn privacy for Americans.

· Learn Chinese news.

· Situation of AIDS in China.

2.Grammatical:

· Subordinate Complex Sentences indicating preference relations.

· Uses of adverbs in subordinate sentence indicating adverse relation.

· Preposition phrase in sentences.

· Uses of adverbs indicating change.

· Uses of some verbs.

· Uses of a phrase indicating summarization.

· Literally expression in a report.

3.Vocabulary:

· Words about privacy.

· Words about president election.

· Word about politics, economics in news.

· Words about situation of AIDS.

4.Culture:

· The differences about privacy between Chinese people and American people.

· The differences between Chinese and American news.

· International and domestic disasters.

I.b

II.a

III.a,b

IV.a,b

V.b

V.b,c

I.c

I.b

I.b,c

· Role play, as reporter and president.

· Debate whether public people’s privacy should be public or not.

· Use literally expressions to make a news report.

· Learn some latest news and express them in Chinese.

· Make a research online to find out the measures the Chinese government has taken to control AIDS.

· UN Conference simulation.

· Listen to audio materials and practice pronunciations.

Week 8

1.Functional:

· Mutual trust among people.

· Final review 1 for final test.

2.Grammatical:

· Chinese traditional idiom.

· Uses of preposition in sentence.

· Review all the patterns and words which students have learned from mid-term.

3.Vocabulary:

· Chinese idioms.

· Words about action.

· Words about someone’s feeling. Review all the words which students have learned from the beginning.

4.Culture:

· Differences of politeness between different countries.

I.b

II.a,b,c

III.a,b

IV.a

I. b,c

I.b

· Practice words about actions.

· Compare different culture about politeness and upspring.

· Making dialogues using Chinese idioms.

· Final review for final test.

· Final Written and Oral Test.

· Listen to audio materials and practice pronunciations.

LANGUAGE PROJECT DESCRIPTION:
Step 1: Independent Research
Form students’ own group, and decide a process the group is going to study and film.
Step 2: Independent Research
Students will be given a series of assignments to describe a process or a method in detail. Choose a process, learn the process and write about it in possible detail. Students should produce depth of the topic, by talking to relative people, interviewing target people, observing the process, collecting useful materials, such as pictures, videos, interview notes. Write a final paper of 1200-1500 Chinese characters based on the interaction and observation.
Step 3: Group Work
All members in a group (2-3 3rd Year students) need to collaborate to integrate each other’s outcomes and make a documentary of 15-20 minutes long, with a clear, interesting, and meaningful theme, and present students’ documentary at the IES Summer Film Festival.
Time: week1-week6
Grade: 25% of final grade (paper 15% of final grade; documentary10% of final grade)

Movie Project TIME TABLE:

Project 1

Tasks

Notes

1st Week

Introduction of the project; watch a sample documentary as an example, brainstorm in class.

Start to think about process, research topic, target group, and research method. Share ideas within students’ group.

Decide the group.

 

2st Week

First Discussion with students’ one-on-one class teacher individually.

Summit 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)

Ø Prepare thoughts for the Discussion at one-on-one class.

3st Week

Second Discussion with students’ one-on-one class teacher individually. The teacher will check students interview materials.

What students need to do while discussion

Ø Show interview outcomes.

Ø Set plan for further research.

Ø The problems which students encountered in the interviews.

4st Week

Summit first draft.

Ø Write first draft.

Ø 1200-1500 characters.(1/3 of the total paper grade)

5st Week

Summit final draft.

Ø Print final script out.

Ø 1200-1500 characters.(1/3 of the total paper grade)

6st Week

Hand in documentary.

Present documentary on the Film Festival.

Ø All members in a group need to collaborate to integrate each other’s papers and make a documentary out of it. The documentary should be 15-20 minutes long, and must have a clear, interesting, and meaningful theme.

Ø In the documentary, students can’t just have dialogues and scenery scenes. Some narration is necessary.

Required readings: 

 

<All Things considered > by Princeton University Press. Princeton and Oxford.
<IES CN351i Supplementary Reader>

Notes: 

This course is offered during the regular semester and in the summer. For summer sections, the course schedule is condensed, but the content, learning outcomes, and contact hours are the same.