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2015-2016 Term1

HS Chinese
(Liu Yan)

Outcome
In this course, students will continue to develop communicative competence in Mandarin Chinese in
all language skills: listening, speaking, reading, and writing. Students will focus on language
proficiency while dealing with level- and age-appropriate cultural content. Students will engage in
conversations, readings, composition and research projects. The expectation is that all communication
in the classroom will take place in the target language and the students will benefit from it.
Term Introduction
Youll cover Chinese Course 3 unit 1 (Lesson 1, Lesson 2 and 1/2 part of lesson 3) in this term,
includes 20 radicals, 130 new words and characters, and expressions and sentence patterns. The
expectation is that all communication in the classroom will take place in the target language. Cultural
topics focus on the history of the Chinese language and culture, lifestyle in China, and current events.
Students will be able to acquire vocabulary and structures that enable them to understand and analyze
contextualized materials. Students will be able to describe an event or activity in a cohesive and
coherent manner with linguistic accuracy. Students will be able to write with organizational, structural,
and cultural appropriateness
Skills List (Dalton School Department of World Language, 2014):
Communication: Listening and Speaking
Exchange and support opinions and individual perspectives on a variety of topics dealing with
perspectives on a variety of topics (1.1b)
Listening and Reading
Identify and interpret the main plot, subplot, characters (their descriptions, roles, and
significance to the story ) in authentic literary texts in the target language(1.2b)
Speaking and Writing
1

Prepare a research-based analysis of a current event or issue from the perspective of both the
native and target language cultures (1.3b)
Cultures: Practices and Perspectives
Interact with culturally appropriate patterns of behaviors in familiar situations. (2.1b)
Describe the historical significance of activities and celebrations in the culture studied (2.1c)
Connect objects, important people and symbols of other culture to the underlying beliefs and
the perspective of the people.(2.2b)
Connections: Interdisciplinary connections
Compare information available on a variety of topics such as art, literature, history, politics,
economics and contemporary global issues. (3.1c)
Regularly use information from target language sources to communicate in oral and written
formats with target language speakers (3.2b)
Comparisons: Language Comparisons
Apply knowledge of the similarities and differences between the sound and writing system of
the target language and native language in communication. (4.1c)
Communities: Language Use Within and Beyond the Classroom
Present information about the target language and culture to others. (5.1b)
Access or acquire cultural information through community sources. (5.2b)
Topic review
Lesson 14 Who is going to manage household affairs? (Intensive reading)
Lesson 15 After injury (Intensive reading)
Lesson 16 Please slow down a little.(page27, 29, 31)
Required Materials:
Textbook:

Chinese Course 3(Intensive reading)

Supplementary
text book

Chinese Listening Course 3


Chinese Reading Course 3

Materials:

1. Chinese Notebook
2. Vocabulary logs

Class time:

75 min./ each, 3 times a week


(225 minutes)

Instructor:
Room:
Email:

Ms. Liu Yan


# 118
lyan@daltonschool.kr

Daily Lesson and Assignment Overview


Day 1: Introduction, classroom rules.
Goal: Understand the class expectations and format (2.1b, 2.1c)
Explain class format and expected behavior from students
Day 2: Lesson 14 Who is going to manage household affairs? Grammar
Goal: Use to indicate that something will happen very soon or that something happened
immediately after another event. (1.1a, 5.1a, 5.2b)
.Interact with your partner to have simple conversation on your daily schedule with
Homework: Composition My school life due to day 3
.Learn a poem on the love to the hometown 1.3b, 5.2b
Day 3: Lesson 14 Who is going to manage household affairs? (p1, p3)
Goal: Understand and present the important changes that took place in terms of womens social status
in twentieth century China. (1.1b, 1.2b, 1.3b, 2.1b, 2.1c, 3.2b, 5.2b)
.Discuss Chinese womens situations in the family and workplace with group members
.Figure out what were the historical turning points and what has been achieved since then with your
group members.
Homework1: Review new words and make sentences (p.3-4) Due to day4.
Day 4: Lesson 14 Who is going to manage household affairs? (p2, p4)
Goal: To create criteria of model couples (1.1b, 1.2b, 4.1b, 5.2b)
.Discuss with a partner what are criteria of model couples and how they split the
household responsibilities . ( )

Homework: Distribute quiz#1


Day 5: Lesson 14 Who is going to manage household affairs? (p3, p5)
Goal: To describe your ideal spouse. (1.1b, 1.2b, 1.3b, 2.1b, 2.1c, 3.2b, 4.1b, 5.2b)
.Discuss with your group member to decide what other qualities you are looking for in your future
spouse.
(For instance, a cheerful personality, being considerate, being caring, the ability to earn a good
income, having a similar educational background, similar interest, a good sense of humor, a
willingness to share household chores)
.Learn a Chinese poem 1.3b, 5.2b
**quiz#1**
**Project #1 (Presentation)**will be assigned
Goal: Present the festivities during the Chinese thanksgiving, customs and legend on
Chinese thanksgiving (1.1a, 1.1c, 1.2a, 5.1a, 5.2b)
First draft due to day 10
Homework: additional reading general reading (p.152) due to day5

Day 6: general reading (p.152) The 56 peoples are one big family
Goal: To describe the different peoples in China and the diversity Chinese culture.
(1.2b, 1.3b, 2.1b, 2.1c, 3.2b 4.1b, 5.2b)
.Present the diversity of Chinese culture and the significance the unification of China to your group
members
3

Homework: Distribute quiz#2


additional reading general reading (p.154) due to day7
Day7: general reading (p.154) The dragon and Chinese culture
Goal: To describe the significance of dragon in Chinese culture.
(1.2b, 1.3b, 2.2b, 3.2b 4.1b, 5.2b)
.Share the significance of dragon in Chinese culture with your partner and present the legend related to
dragons to your group members.
Homework: additional listening general listening (p.116) due to day8
**quiz#2**
Day8: Lesson 15 After injury (p16, 18~19)
Goal: Use . to present the habits.(1.2b, 1.3b, 2.2b,)
. Interact with your partner to have a conversation related to your habits and present your partners
habits to your group member.
Homework: review the grammar and new vocabulary.
Composition due to day9
Day9: Lesson 15 After injury (p14~15)
Goal: Share the experience going abroad for study and discuss the challenges. (1.2b, 1.3b, 2.2b, 3.2b)
. Interview your partner and introduce his/her experience and challenges during his/her studying
abroad to your group member
. Learn a Chinese song 1.3b, 5.2b
Homework: Distribute the quiz#3
Day10: Lesson 15 After injury (p20~21)
Goal: Use to be get involved in a simple conversation .(1.2b, 1.3b, 2.2b,)
.Interact with your partner to describe something is expected to be as stated with and the
determination and wish with .
.Review the grammar and do the excises on textbook
Choose the words to fill in the blanks (p22) and complete the following dialogues (p23)
Homework:
Additional reading general reading (p.164~165) due to day11
**Turn in the first draft for the term1 project**
**quiz#3**
Day11: general reading (p.164~165)
Goal: Figure out why China has become an aged society and the special points for the aged people.
.Interact with your partner to discuss how to treat aged people and solve the problems for aged people
(1.2b, 1.3b, 2.2b, 3.1c, 3.2b, 5.2b)
.Review the vocabulary and grammar and do the exercises on p24~25
Homework:
Composition How to treat aged people and solve the problems of aged society due to day12
Day12: general listening (p120~121)
Goal: Figure out the taboo on addressing age and name of aged people in Chinese culture. (1.2a, 1.3a,
2.2b, 3.1c, 4.2a 5.2b)
4

.Interact with your partner to discuss how to address the age and name of aged people and compare
with Korean culture
Homework:
Distribute to quiz#4 (vocabulary)
Day13: extensive listening (p122~124)
Goal: Figure out the taboo in text and understand why the way they speak is unfortunate. (1.2a, 1.3a,
2.2b, 3.1c, 4.2a 5.2b)
.Interact with your partner to discuss the tattoo in the text to figure what the dad had said to his son
before they answer
.Learn a Chinese poem
Homework: recite the poems learned due to day16
Day14: Review the grammar structures and vocabulary
Goal: To be able to present one of the following topics within the context of the vocabulary and texts
learned so far. (1.1a, 1.2b. 5,2b)
1) Chinese womens situations in the family and work place
2) Ideal spouse
3) Experience studying abroad
4) The problems and solution for the aged people in China
Quiz#5(oral presentation)
Day15: Lesson 16 (p27,p29)
Goal: Use to describe the special situations in your daily life. (1.2b, 1.3b, 2.2b,)
.Interact with your partner to have a simple conversation on your daily life with .
.Complete the following sentences with .
Homework: Review the new vocabulary and make sentences due to day16
**Turn in the second draft for the term1 project**
Day16: Lesson 16 (p30, p32~34)
Goal: Use to describe one group member to your classmates(1.2b,
1.3b, 2.2b,)
.Interact with your partner to describe your partner with .
.Complete the following sentence on page p35~36
Homework:
Distribute to Quiz#6
Day17: Lesson 16 (Review the grammar structures and vocabulary )
Goal: To be able to present your and others personality and them compare Chinese personality and
those of Korean. (1.1a, 1.2b. 5,2b)
.Introduce your partners personality and present the similarities and differences between the Chinese
personality and Korean personality.
.Homework: Distribute the final draft for the term1 project
Day18: Term 1 project presentation
Goal: Present the information from the schedule orally (1.1a, 1.1c, 1.2a, 5.1a, 5.2b)
Oral presentation of the material created

Day19: Term 1 project presentation


Goal: Present the information from the schedule orally (1.1a, 1.1c, 1.2a, 5.1a, 5.2b)
Oral presentation of the material created

Homework
Additional reading : The Chinese tea culture
Day20: The Chinese tea culture general reading (p.187~189)
Goal: To be able to present one of the following topics. (1.2b, 1.3b, 2.2b, 3.1c, 3.2b, 5.2b)
1) Kinds of Chinese tea?
2) The effects of drinking Chinese tea on western countries
3) The usage of Chinese tea
.Watch the documentary about Chinese tea and give a brief presentation f

Day by Day daily plan is adjustable and flexible based on content of textbook and assessment
standards as well as depending on actual student progress and class interaction.
**Assessment Dates**

day 5: Quiz# 1
day 7: Quiz #2
day10: Quiz #3
day5: term1 project is assigned
day10: the first draft of term1
project 30%
day15: the second draft of
term1project 30%
day 18: the final draft of term1
project 40%

day13: Quiz# 4
day14: Quiz#5
day17: Quiz#6

Grading Policies
1. No delinquent assignments: Each late assignment receives 10% deduction 1 day after the due
date; 30% deduction afterwards. No late assignment is accepted 3 days after the due date.
2. No missing test or quizzes: Make-up test or quiz (including dictation and listening
comprehension in class) must be scheduled & completed at the students request within a
week, or else will be marked as a zero.
3. Extra credits: Bonus points may be awarded to tests/quizzes, extraordinary performance, &
extra effort in academic work at the instructors discretion. Everyone is expected & encouraged
to be the best they can be.
Grading
The grading system uses the percentage system. The students grade average is based on the
following 5 categories.

1.
2.
3.
4.
5.

Quizzes/Project Portfolio
Projects/Presentations/Writing
Class work
Homework assignments
Instructional Engagement & Participation

20%
20%
25%
15%
20%

Class Expectations
1. Higher standards and expectations on students diligence and academic performance are highly
expected from each individual taking this course. No One Left Behind!
2. Academic integrity is a requirement for all assignments. All research related writing must have
a MLA citation list.
3. Continuous and timely communication between the teacher and the student is highly expected.
Assignment Requirements
1. Homework assignments include new vocabulary, grammar, extra listening, reading or writing,
projects for discussions and presentations.
2. Weekly dictation on characters & sentences is required to emphasize spelling accuracy.
3. Weekly journal writing in class is checked bi-weekly with comments and is counted as part of
the participation grade.
4. Use of the online translator tools is discouraged.
5. Keep a portfolio for each unit listed in this course syllabus (REQUIRED).

Sample Rubrics for Assessment (4samples)


7

1. Individual Presentation Rubric Sample

50,49, 48, 47
Points
Response is
thorough and
detailed
Ease of expression
is sustained
throughout the
entire sample
Communication is
very clear with very
few errors
Sentence
structures are
frequently complete
and occasionally
complex
Vocabulary is
wide-ranging and
context appropriate
Pronunciation and
tones are accurate
with few errors

Earned Points: ____

46, 45, 44, 43


Points
Response is on
the topic and
mostly adequate
Communication
is clear in spite of
some errors and
pauses
Sentence
structures are
mostly complete
and occasionally
lengthy
Vocabulary is
level-appropriate
and used
correctly
Pronunciation
and tones are
mostly accurate
with errors that
do not interfere
with understanding

Earned Points: ____

42, 41, 40, 39, 38


Points
Response to the
topic is very brief ,
only partially on
topic
Communication
is somewhat
difficult due to
errors and labored
expression
Sentence
structures are
simple and
fragmented
Vocabulary is
limited and reflects
few resources
Pronunciation
and tones are
often inaccurate
and sometimes
interfere with
communication
and understanding

Earned Points: ____

37, 36, 35
Points
- Response is off the
topic in many places
& incomprehensible
-

Communication
breaks down due to
numerous errors and
halting speech

- Sentence structures
are often incomplete
and disconnected
- Lack of vocabulary
impedes coherence
and communication
- Lack of accurate
Pronunciation and
tones often interfere
with communication
and understanding
Earned Points: ____

2. Speaking Rubric Sample


Category
6

Excellent
Shows excellence in
interpersonal
conversation

Very Good
Suggests excellence
in interpersonal
conversation

Good
Shows competence
in interpersonal
conversation

Adequate
Suggests
competence in
interpersonal
conversation

Weak
Suggests lack of
competence in
interpersonal
conversation

Very Week
Shows lack of
competence in
interpersonal
conversation

A: 6 = 100-96
5 = 95-93

Task Completion

Language Delivery

* Contains all required


key elements
* Smoothly connected
sentences

* Natural pace and


intonation
* Accurate pronunciation
& tones with minimal
errors

* Rich and context


appropriate vocabulary
and phrase with few
errors
* Wide variety of
grammatical structures

* Thorough and
adequate
* Connected sentences

* Smooth pace and


intonation
* Some errors in
pronunciation & tones

* Appropriate vocabulary
and phrase with a few
errors
* Variety of grammatical
structures

* Appropriate
response
* Sentences maybe
loosely connected.

* Generally consistent
pace and intonation
* Several errors in
pronunciation & tones
that do not hinder
understanding

* Generally appropriate
vocabulary and phrase
with errors that do not
obscure meaning
* Generally appropriate
grammatical structures

* Basic but appropriate


response
* Disconnected
sentences

* Inconsistent pace and


intonation
* Errors in pronunciation
& tones sometimes
hinder understanding

* Limited appropriate
vocabulary and phrase
with frequent errors that
sometimes obscure
meaning
* Simple grammatical
structures

* Appropriate but
incomplete response
* Fragmented sentences

* Labored pace and


intonation with
hesitated pauses
* Frequent errors in
pronunciation / tones
often hinder
understanding
* Very labored pace and
intonation with
hesitated pauses
* Frequent errors in
pronunciation & tones
hinder understanding

* Very limited vocabulary


and phrase with frequent
errors that obscure
meaning
* Very limited
grammatical structures

* Minimal or
marginal response
* Very disjointed or
isolated sentences

B: 4 = 92-85

C: 3 = 84-75

Vocabulary & Mechanics

* Inappropriate
vocabulary and phrase
with frequent errors that
obviously obscure
meaning
* Little or no grammatical
structures

D: 2 = 74-70

F: 1=69-60

3. Writing/Research Report Rubric Sample


Points
100-98
Excellent
96-93
Very
Good

92-85
Good

84-80
Adequate

79-70
Very Weak

cellent

69below

Task
Completion

Language
Structures

Vocabulary
Usage

Visual Presentation

Inadequat
e cellent

-Includes a complete
report on all required
elements with
thorough details
-Well organized
-Well connected
discourse

-Exhibits a high
degree of control
correct word order &
structures with
minimal errors

-Uses a wide range of


vocabulary, rich and
appropriate to the task
with minimal errors in
spelling

- Exhibits a very
balanced texts &
pictures with accurate
captions
-Creative & highly
related to the contents

-Includes a complete
report on all required
elements with logical
progression of details
-Connected discourse

-Exhibits a good
understanding of
correct word order &
structures with
occasional errors

-Uses appropriate
vocabulary with
sporadic errors in
spelling

- Exhibits a fairly
balanced texts &
pictures with
appropriate captions

-Includes a report on
most required
elements with details
generally organized
-Rather loosely
connected sentences

-Exhibits a fair
understanding of
correct word order &
structures with more
errors that do not
generally obscure
meaning

-Mostly uses
appropriate
vocabulary with errors
that do not generally
obscure meaning

- Exhibits some
texts & pictures with
brief captions

-Includes a brief
report on some
required elements with
basic details
-Disconnected
sentences

-Exhibits a limited
grammatical
structures & lack of
control of correct
word order with
frequent errors

-Limited appropriate
vocabulary with errors
that sometimes
obscure meaning

- Random visual aids


with too little captions

-Scattered details on a
few required elements
characterized by
words or listing
-Difficult to follow

-Exhibits little
understanding of
correct word order
with frequent errors
- Fragmented
sentences

-Minimal appropriate
vocabulary with
frequent errors
-Interference from
another language

- Exhibits few
pictures, charts or
graphs with no
captions

-Writing doesnt
present enough
relevant contents to
show personal
understanding of the
topic

-Sentence structures
are very mechanical,
indicating online
translation

-Insufficient
appropriate
vocabulary
-Interference from
another language

- No visual
presentation

4. Composition Rubric Sample


10

Overall
Rating

Communication
of Message

Level of
Expression

Task
Completion

Exceeds
expectations
(20-19)

Text fully
comprehensible;
no ambiguity of
areas of
confusion

Exceeds all level


expectations;
Consistent use
of varied
sentence
structures with
some transition
words

Exceeds required
elements;
Content
appropriate; fully
developed; well
organized

Rich use of
vocabulary
elaboration
Broad
vocabulary;
accurate,
extensive &
effective use of
studied words

No significant
errors, control of
grammatical
structures
studied.
No or almost no
spelling and/or
punctuation error

Text easy to
comprehend; few
ambiguity of
areas of
confusion

Meets all level


expectations
completely;
adequate us of
varied sentence
structures

Required
elements present;
Content
appropriate;
adequately
developed;
adequately
organized

Generally
accurate with
some errors;
Adequate use of
studied
vocabulary for
this level

Generally
accurate; few
significant errors;
some minor
grammar,
spelling and /or
punctuation
errors

Text mostly
comprehensible;
some significant
ambiguity of
areas of
confusion

Meets most
expectations;
occasional use
of varied
sentence
structures

Most required
elements;
Limited,
somewhat
incomplete/inapp
ropriate contents;
poorly organized

Errors in
vocabulary
interferes with
communication;
inadequate use
of vocabulary
and /or too basic
for this level

Several
significant errors;
many errors in
grammar,
spelling, & / or
punctuation

Text partially
comprehensible;
significant
difficulties in
comprehension

Barely meets
expectations;
overly simple;
Lack of varied
sentence
structures

Incomplete
required
elements;
Lacking
coherence

Inadequately
repetitive and
/or inaccurate
use of
vocabulary

Too many
grammatical
structures with
frequent spelling
and/or
punctuation
errors;

Points
earned:
Meets
expectations
(18-17)

Points
earned:
Mostly meets
expectations
(16-15)

Points
earned:
Needs
improvement
to meet
expectations
(14)

Vocabulary
Usage

Structure &
Mechanics

Points
earned:
Revised version of the copy from Charlotte Gifford, Greenfield Community College

Self check list


11

SKILLS
LISTENING:
I understand
the
question/s
I answer the
question/s

0-4 points
I have lots of
difficulties
understanding the
question/s

5-7 points
I can understand
question/s

8-10 points
I can understand right
away what I am being
asked

I am not able to
I am able to answer
I am able to answer all the
answer the question/s most of the question/s question/s

SPEAKING:
I speak
clearly and
fluently

I am not able to
I can speak with clear
pronounce with clarity pronunciation

I can speak with a nativelike fluency

AWARENESS:
I use correct
grammar

I am not aware of how I choose the right


I use grammar
grammar for most
sentences in my
speech

I am able to use
grammatically correct
sentences for each of the
question/s

12

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