Chinese Language in Context: Emerging Competent Abroad II

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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 between three and four years (six or seven semesters or nine to eleven quarters).  The course will begin with a series of intensive “foundation building” sessions which not only give students communication tools that are immediately useful in their daily life but which 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 2500 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; (d) the skills needed to make effective presentations in Chinese; and (e) the ability to do basic translations and interpretation. By the end of the semester students should be able to easily express their opinions and 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
This course builds upon the skills introduced in Emerging Competent Abroad I. Students who enter this course will have mastered most of the outcomes of the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication, as well as selected outcomes defined in Emerging Competent Abroad.  Among other characteristics, these students are able to converse at a rate of speed approaching normal conversation. They are creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, express their opinions, likes and dislikes in the culture. Although they still make errors and experience communication breakdowns, these students tend to resolve these challenges on their own. Students who enter this level can already understand a variety of colloquial expressions, idioms, and slang, and are also able to understand a wider variety of native speakers from different backgrounds.

By the end of this course, students will have started to acquire the subtlety of expression and control of complex structures that characterize Competent Abroad learners. However, Emerging Competent Abroad learners have only partial mastery of these structures and quite often resort to simpler and more direct modes of expression, particularly when negotiating linguistically difficult or unfamiliar situations. Emerging Competent Abroad speakers understand local cultural attitudes, values, beliefs, and behavior patterns well enough to make an informed choice about which cultural features they would like to adopt or need to adopt in order to live harmoniously in the local culture. They lack some of the depth of understanding and sophistication of those who have spent more time living and working in the local context.

Learning outcomes: 

By the end of the course, students will be able to achieve 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 describe and analyze 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 be able to analyze the validity of their own cultural beliefs, behaviors, and norms by contrasting and comparing them with the host cultures.  
  3. Students will demonstrate openness and acceptance of different beliefs and styles even when they do not agree with them.
  4. Students will assume responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture.

II.    Listening

  1. Students will be able to identify a wide range of dialects of the spoken language as they are related to cultural, economic, and educational differences.
  2. Students will be able to understand most native speakers and non-native experts and comprehend a wide array of moderately complex interactions.

III.    Speaking

  1. Students will be able to participate fully in most academic and social interactions using when appropriate complex language including slang, colloquial expressions, idioms, double meaning, and humor with increasing confidence.  
  2. Students will be able to make arguments to support hypotheses and opinions on topics of their interest.
  3. Students will talk about abstract topics, but only if they are topics previously studied or which they are personally familiar.
  4. Students will be able to demonstrate nuanced levels of formality.

IV.    Reading

  1. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as a wide range of popular texts for enjoyment.
  2. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals etc. on abstract topics with limited assistance.
  3. Students will take responsibility for the selection of their reading materials based on their own interests.

V.    Writing

  1. Students will be able to write for a wide range of native audiences and express themselves quite clearly and effectively.
  2. Students will be able to write essays and other academic documents (surveys, CVs, etc.) for classes incorporating aspects of appropriate academic style with limited assistance.
  3. Students will be able to use a variety of formal written styles with accuracy. 
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

Content

Corresponding Learning Outcome(s)

Assignments

Week 1

1.Functional:

·Chinese people’s attitude towards ante marital cohabitation and extramarital affairs

·The harm of cell phones

2.Grammatical:

·Formal grammatical structure used in written language

·Collocation

·Subordinate Complex Sentence (随着)

·Set phrases

3.Vocabulary:

·Words about marital cohabitation

·Formal words used to express one’s opinions in Chinese written language

4.Culture:

·Modern Chinese attitudes and ways of thinking

Ⅰ.a,b,c,d Ⅱ. a,b

Ⅲ. a,b,c,d

Ⅳ. a,b,c

Ⅴ. a,b

Ⅳ. a,b,c

Ⅰ.a,b,c,d Ⅱ. a,b

Ⅲ. a,b,c,d

·Listen to audio materials

·Finish the homework by using newly learned grammar and words

Week 2

1.Functional:

·The relationship between tourism development and environment and culture protection

·How to write personal resume in Chinese

2.Grammatical:

·The usage of set phrases

·Collocation

·The structure of a Chinese resume

3.Vocabulary:

·Words about environment protecting

·Words used when writing a resume

4.Culture:

·Attitude of the Chinese people toward environment protecting

Ⅰ. a,b,c,d

Ⅱ. a,b

Ⅲ. b,c,d

Ⅳ. a,b

Ⅴ. a,b,c

Ⅳ. a,b

Ⅰ. a,b,c,d

Ⅱ. a,b

Ⅲ. b,c,d

·Listen to audio materials

·Finish the homework by using newly learned grammar and words

Week 3

1.Functional:

·Listening and Reading skills

·Understand and appreciate a Chinese folk

2.Grammatical:

·Collocation

·Complex Sentences

·The usage of set phrases

3.Vocabulary:

·Words used in literature

4.Culture:

·The marriage system in ancient China

Ⅰ. a,b,c,d

Ⅱ. a,b

Ⅲ. b,c,d

Ⅳ. a,b

Ⅴ. a,b,c

Ⅳ. a,b

Ⅰ. a,b,c,d

Ⅱ. a,b

Ⅲ. b,c,d

·Listen to audio materials

·Finish the homework by using newly learned grammar and words

Week 4

1.Functional:

·Understand the ideas of the director

·Understand the differences between the Chinese and American culture

·Discuss the gay issues

·Different attitudes toward homosexuality between the Chinese and the American people

·Discuss personal views on tradition and modernization, western and China

2.Grammatical:

·Grammars used in spoken language

·Collocation

3.Vocabulary:

·Words often used in daily life

4.Culture:

·Chinese film language

·Phrase and four-word structure

Ⅰ.a,b,c,d Ⅱ. a,b,c,d

Ⅲ.a,b,c,d

Ⅳ. a,b

Ⅴ. a,b,c

Ⅰ.a,b,c,d Ⅱ. a,b,c,d

Ⅲ.a,b,c,d

·Finish the homework by using newly learned grammar and words

·Write an article about students’ impressions of the film

Week 5

1.Functional:

·Understand political issue-“One country, two systems” policy

2.Grammatical:

·Collocation

·Complex Sentences

·The usage of set phrases

3.Vocabulary:

·Words used in news

4.Culture:

·Learn the “One country, two systems” policy

Ⅰ.a,b,c,d Ⅱ. a,b

Ⅲ. a,b,c,d

Ⅳ. a,b,c

Ⅴ. a,b,c

Ⅰ.a,b,c,d Ⅱ. a,b

Ⅲ. a,b,c,d

·Listen to audio materials

·Finish the homework by using newly learned grammar and words

Week 6

1.Functional:

·Idiomatic expressions

·Appreciate Chinese modern literature

·Understand the Chinese writer’s idea

·How to describe a person or an object

2.Grammatical:

·Collocation

·Complex Sentences

·The usage of idiomatic expressions

3.Vocabulary:

·Idiomatic expressions

·Descriptive words

·Phrase and four-word structure

4.Culture:

·The origin and the usage of idiomatic expressions

·Chinese novel

Ⅰ.a,b,c,d Ⅱ. a,b

Ⅲ. a,b,c,d

Ⅳ. a,b,c

Ⅴ. a,b

Ⅳ. a,b,c

Ⅰ.a,b,c,d Ⅱ. a,b

Ⅲ. a,b,c,d

·Listen to audio materials

·Finish the homework by using newly learned grammar and words

·Interview the Chinese people at random and ask them to teach the students 5 idioms, then take a presentation the next day

Week 7

1.Functional:

·A short story about bachelors

·Appreciate Chinese modern literature

·Understand the Chinese writer’s idea

·Development V.S. culture heritage

2.Grammatical:

·Collocation

·Set phrases

3.Vocabulary:

·Words used in Chinese literature

·Descriptive words

·Phrase and four-word structure

·Words about development and culture heritage

4.Culture:

·The bachelor group

·The language of Chinese literature

·Development V.S. culture heritage

·Understand Chinese literature

Ⅰ.a,b,c,d Ⅱ. a,b

Ⅲ. a,b,c,d

Ⅳ. a,b

Ⅴ. a,b

Ⅰ.a,b,c,d Ⅱ. a,b

Ⅲ. a,b,c,d

·Listen to audio materials

·Finish the homework by using newly learned grammar and words

Week 8

1.Functional:

·American system of national election

·Speech freedom and patriotism

2.Grammatical:

·Collocation

·Set phrases

3.Vocabulary:

·Political words

4.Culture:

·Political rights

·American culture of election

·Speech freedom

Ⅰ.a,b,c,d Ⅱ. a,b

Ⅲ. a,b,c

Ⅳ. a,b

Ⅴ. a,b

Ⅰ.a,b,c,d Ⅱ. a,b

Ⅲ. a,b,c

·Listen to audio materials

·Finish the homework by using newly learned grammar and words

LANGUAGE PROJECT:

PROJECT TIME TABLE:

Time

Task

Notes

Week 1

Week 3

*Deciding the group you want to do research on.

*Describing the group in general,

including their age, sex, occupation;

where you find them; the places,

time, manner they share.

*Handing over your written explanation

on Thursday ( 13th, September ) .

*400-500 Chinese characters.

( 100scores )

Teachers will talk with the students about their language project individually, if agreed, they can move to the next step.

Week 3

Week 4

*Interview the group members in depth.

*Analyze the reason why the group would come out, and ask them some questions you are interest in.

*Write down the questions you asked and the responses.

*Hand over your written conclusions on Thursday. ( 23rd , October)

( 100 scores )

Teacher will often help student on their research.

Week 4

Week 6

*Analyze the cultural differences.

*The important things you’ve got after you talked with the group members.

*The changes of yourself after contacting with the group.

*Handing over the written conclusions on Tuesday. ( 23rd, November )

*700-800 Chinese characters.( 100scores )

 

Week 6

Week 7

*Preparing the PPT for your presentation. ( 20mins or so )

*Writing the first draft of your language project. ( 100 scores )

*About 3000 Chinese characters,

Song Ti (宋体),small 4 font size,1.5 spacing.

 

Week 8

*Presentation. ( 7th, December)

( 100 scores)

*Handing over the final draft of your language project. ( 11th, December )

( 100 scores)

 

Standard:Project    25%   (Written 60% , Presentation 40%)

Required readings: 

<Anything Goes- An Advanced Reader of Modern Chinese>  Princeton University Press
<IES CN403i Supplementary Reader>