AP Chinese Language and Culture Syllabus number

Materials used in this class:

1. 1. Integrated Chinese, Textbook, (Traditional and Simplified Character Edition), Level 2, Boston: Cheng & Tsui, 2012

2. Integrated Chinese, Workbook, (Traditional and Simplified Character Edition), Level 2, Boston: Cheng & Tsui, 2012

3. Integrated Chinese, Character Workbook (Traditional and Simplified Character Edition), Level 2, Boston: Cheng & Tsui, 2012

4. Chinese movies, videos, and DVD/VCDs. 5. Supplementary authentic materials from newspapers, magazines, flyers, advertisements,

realia, articles, and any others 6. Supplementary Web site materials

1). Chinese language learning Web sites http://english.hanban.org/node_7585.htm2). http://eastasia.hawaii.edu/yao/icusers/Default.htm

7. 7. Books on Chinese history, poetry, and the arts [CR6]

During each ten-day cycle, there are one 50 minute and two 95 minutes Block schedule class. The class is conducted intensively, if not exclusively, in Chinese by the instructor. Students are required to speak Chinese as much as possible. [CR3]

*Indicates communication strategies training focus of the cycle.[CR7]

#Indicates the instructor will share grading rubrics with students before they begin the chapter quiz grade, or open book portion of the exam projects. [CR5]

CR6—The teacher chooses from among both conventional print and aural materials such as textbooks, audiovisual materials, and Web- based content designed for language learning. They also make use materials, generally used by native Chinese speakers ,such as print and Web-based texts; animated computer programs; and video-.CD, and DVD-based products.. Teachers scaffold students’ experiences with these texts, particularly those that would normally be considered beyond the grasp of high school students.CR3— The teacher uses

Chinese almost exclusively in class and encourages students to do likewise.

CR7—The course teaches students to develop both communication and language learning strategies, such as inferring meaning either through sociocultural context or linguistic features.

CR5—Assessments are frequent, varied, and explicitly linked to the Standards’ goal areas. Prior to assigning an assessment task, teachers share with

their students the criteria against which their performances will be evaluated.

Date Content and Theme

Supplementary Materials

Assessments

8/21-9/16

Lesson 1 “SchoolOpens”Chinese SocialEtiquette*Review Chineseradicals andcommunicationstrategies in face-to face conversations,such as clarifying,(e.g., rephrasing ,paraphrasing,restating),“time buying,” self correcting, showingwith body language,etc.[CR7]

A Chart for ChineseRadicals“Six Types of Greetingsfrom All Over the World”and “Polite Expressions inCommunication inChinese”

Daily quizChapter quiz grade practice (goto computer lab and completeall the sample items in AP®Chinese athttp://apcentral.collegeboard.com/apc/public/repository/52436_APChinese-Unlocked.pdfTest grade project #1: “Write aShort essay to compare andcontrast different types ofgreetings and polite expressionsfrom different parts of theworld; briefly discuss culturalperspectives that inform thosebasic cultural practices and getready to do a three-minutepresentation on the topic”(Your essay needs to behandwritten.) There will be atwo-minute Q&A session afteryour presentation between theteacher and you and yourclassmates. [CR1, CR2]

CR1— The courseprepares students todemonstrate theirlevel of Chineseproficiency acrossthe threecommunicativemodes: interpretive,interpersonal, andpresentational, asarticulated inStandards forForeign LanguageLearning in the21st Century(Standards); and atthe Intermediatelevel, as articulatedin the ACTFLPerformanceGuidelines for K–12 Learners. (ForStandardsdescriptions, see theStandards Executives summary.For Intermediatelevel performancedescriptions, seeACTFLPerformanceGuidelines for K–12 Learners.)

9/9-9/20

Lesson 2 “Dorm”Zhuang Zi and theChinese Views ofNature

Stories of Zhuang Zi;Web materials on Chinese“Fengshui” (Geomancy)

ly quizChapter quiz speakingpresentation on “TheAdvantages and Disadvantagesof Either Living on Campus oroff Campus;”Test grade research Project #2“Learn something aboutZhuang Zi and ChineseFengshui, then write a shortessay reflecting on the practiceof Fengshui and the Chineseviews about nature andcompare them with views aboutnature in Western civilizations,then prepare a three-minutepresentation on your findingsand comparison. There will be atwo-minute Q&A session afteryour presentation between theteacher and you and yourclassmates. (You need to use word processing for your essay)[CR1,CR2,CR9]

CR2— In additionto communication,the course alsoaddresses theStandards’ otherfour goals: culturalcompetence,connections toother schooldisciplines,comparisonsbetween Chineselanguage andculture and those ofthe learners, andthe use of thelanguage within thebroadercommunitiesbeyond thetraditional schoolenvironment—CR7- The courseteaches students to develop bothcommunication andlanguagelearning strategies,such as inferringmeaning either