teaching dossier of a chinese lecturer

7/31/2019 Teaching Dossier of a Chinese Lecturer

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CHINESE Teaching Dossierof

Dr. HUGO YU-HSIU LEE

ABBREVIATED EDITION

TABLE OF CONTENTS

I. Statement of CHINESE Teaching Philosophy 01

II. Track Record of CHINESE Teaching inU.S.A. 02

III. Track Record of CHINESE Teaching inASEAN 03

IV. Sample Course Description of level I CHINESE 04

V. Evaluations of CHINESE Teaching Performance inU.S.A. 05-012

VI. Sample Syllabi (Classical/Literary and Modern CHINESE)inU.S.A. 013-028

A DVD of Teaching Performance to American college-level students at the

Indiana University in U.S.A. with an Accompanying Lesson Plan is available

for request ( Te a c h in g De mo o n Or d e r in g Me a ls /D ish e s in a Ch in e se Re s ta u r a n t/ and a Relay Game on Chinese Verb Rap/

).

2005 20128 Y E A R S O F

C H I N E S E

TEACHING


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INDIANA UNIVERSITY

Teaching Philosophy

by Dr. Hugo Yu-Hsiu Lee, former Founder and Director,1-on-1 Chinese language tutor association (1-on-1 CLTA) (2006-2010)

Yu-Hsiu Lee is Assistant Professor of Chinese and Applied Linguistics at National Instituteof Development Administration (NIDA) (academic designation in middle 2012). He migrated

to Thailand from U.S.A. due to the academic tie between his home institute in U.S.A. and his

current host institute in ASEAN -- IU (Indiana University), U.S.A. - NIDA, Thailand

(MoUs). He teaches Chinese language and literature courses, both undergraduate and

postgraduate, at beginning, intermediate and advanced levels. He has native competence in

reading and writing Chinese in both traditional/complex and simplified characters, w/

experiences of teaching Chinese as a foreign language (TCFL) at leading research

universities in U.S.A. and international, multinational and inter-governmental organizations

in ASEAN.

TRACK RECORDCHINESE Language TeachingU.S.A.

2005-2010

DEPARTMENTof

LITERACY, CULTURE AND

LANGUAGE EDUCATION

Teachin

g

Philoso

phy

|01

While Chinese as a foreign or second language (L2) is treated as a teachable /learnableschool subject in educational institutes in that discrete elements of the communicative

codes (e.g., phonology, semantics, syntax, grammatical rules and lexical items) can be

taught explicitly, it is also socio-culturally and socio-economically bound, which

makes the learning of Chinese a social event and episode that requires a wide range of

target language (TL) cultures to be incorporated into classroom activities. This viewis greatly endorsed by Dr. Hugo Yu-Hsiu Lee, a specialized faculty in Teaching

Chinese as a Foreign Language (TCFL). As it turns out, Chinese L2 students in hisclassrooms are invited to reflect and comment on Chinese films (e.g., The Last

Emperorand Cape No. 7) and are learned to appreciate Chinese arts (e.g., Chinese

architectures, Chinese calligraphy, and Chinese paintings) after field-trips to visit

Chinese temples, Chinese art galleries and snapshots (camera) on daily interactions

with Chinese literacy (e.g., written Chinese modalitiesprinted Chinese characters

and Chinese tattoosappeared in billboards, bulletin boards, flyers, posters and other

forms of social media).

I strongly disagree with lecturers, professors and administrators in East Asian Languages

and Cultures Departments (EALC) in U.S.A. who tried to standardize Chinese teaching

practices to control and predict the learning outcomes of Chinese L2 learners based solely on

findings/results of Second Language Acquisition (SLA) research. My teaching methods are

influenced by researchers in the strand of applied linguistics (the study of language w/ a

focus on its relevance to real-world language uses and usages), viewed from the post-

structuralist perspectives in the fields of ethnography, sociolinguistics/sociology of language

and anthropology/linguistic anthropology, seeing foreign/second languages (L2) as flux,

constantly in the making and relative to conceptualizations of the research

participants/subjects and L2 learners.


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TRACK RECORD

CHINESE Language TeachingU.S.A.2005-2010

Lectorshipheld

inU.S.A.

|02

INDIANA UNIVERSITY

SCHOOL OF

EDUCATION

W.W. Wright

Education

Building

201 N. Rose

Ave.,

Room #3044

Bloomington, IN47405-1006

Literacy,

Culture

&

Language

Education

Department

Second &

ForeignLanguage

Education

(Before 2009)

E-mail:

[email protected]

(812) 856-8270

The Indiana UniversitySchool of Education is

one of the world's premier

programs for preparing

tomorrow's teachers,

counselors.

Vitae ofCHINESE Language Lecturer U.S.A.Hugo Yu-Hsiu Lee, Ph.D.Author of the best-selling Culturally Responsive Chinese (Literacy) Pedagogy

Ph.D. 2010 Language Education DepartmentMajor Discipline: Foreign/Second Language Education Program

With concentration onChinese Teaching/LearningDissertation: Bi-literacy development (Mandarin-Chinese and

Taiwanese Southern-Min) among immigrant women in Taiwan

Funding Agencies: East Asian Studies Center (EASC)

Qualifying Paper: Cognitive Tools in Adult Chinese Literacy Program for

Immigrant Women in Taiwan and Culturally Responsive Teaching

Intern/Practicum: Chinese Linguistics/Pedagogy

W/ a focus onTeaching Chinese as a Foreign Language (TCFL)MinorDiscipline: Comparative Literature and Religious Studies

SecondMinorDiscipline: Literary/Classical and Contemporary/Modern

Chinese Language and LiteratureDepartment of East Asian Languages and Cultures (EALC)

In collaboration w/Center for Chinese Pedagogy & Chinese Flagship ProgramM.Sc. 2007 Foreign/Second Language Education Department

In collaboration w/Second Language Studies Department (current)

/TESOL and Applied Linguistics Department (former)

B.A. 2002 Applied Foreign Languages (TESOL/EFL Track)

CHINESE TEACHING ACTIVITIES TO AMERICAN STUDENTS

(2005-2010) Assoc Instructor in Chinese, Department of East Asian Languages

and Cultures, 2009-2010

Research Fellowin Chinese Reading and Writing, 2008-2009 Intern Chinese Teacher, Asian Culture Center, 2007-2010 Chinese Conversation Facilitator, International Service Center

2006-2007

Founder and Tutor of 1-on-1 Chinese Tutor AssociationWells Library, 2006-2010

Founder and Trainer of Weekend Chinese Language Arts AcademyWells Library, Fall 2009

ENG-CHIN Translator, Herald Times and Monroe County HistorySociety, Indiana, U.S.A., 2009

PUBLICATIONS CONTRIBUTED TO CHINESE TEACHING IN

U.S.A. (2005-2010) Humanising Language Teaching Journal, Bingo Game and Poem-

based Teaching of Chinese as a second/foreign language, Pilgrim

Limited Publishing, UK, Issue 5, October 2008, ISSN 1755-9715

http://www.hltmag.co.uk/oct08/sart09.htm#C6

Skype Journal, Online Chinese instruction using Skype anoutgrowth of Computer Assisted Language Learning, October 27,

2007,http://skypejournal.com/blog/2007/10/skype_online_chinese_instructi.html#mo=eU

Cited by The wired campus. Skype as a Second Language, The Chronicle of

Higher Education, November 01, 2007http://chronicle.com/wiredcampus/article/2516/skype-as-a-

secondlanguage

Cited by Online learning grows more popular, The Christian ScienceMonitor, October 31,

2007 http://www.csmonitor.com/2007/1031/p17s01-stct.html

Lego-building block-based Chinese Orthography Pedagogy,Newton Chinese Language School Journal, (3), PP. 2-4, Boston,

USA, Nov, 2007

Interviewed by The World, American public radio shows (www.theworld.org)and co-production of

Public Radio International,BBC, and WGBH Boston, Nov 26, 2007.Topic: Skype Distance Chinese Language Instruction
http://skypejournal.com/blog/2007/10/skype_online_chinese_instructi.html#mo=eUhttp://skypejournal.com/blog/2007/10/skype_online_chinese_instructi.html#mo=eUhttp://skypejournal.com/blog/2007/10/skype_online_chinese_instructi.html#mo=eUhttp://chronicle.com/wiredcampus/article/2516/skype-as-http://chronicle.com/wiredcampus/article/2516/skype-as-http://skypejournal.com/blog/2007/10/skype_online_chinese_instructi.html#mo=eUhttp://skypejournal.com/blog/2007/10/skype_online_chinese_instructi.html#mo=eU


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VitaeofCHINESE Language LecturerASEAN

TRACK RECORDCHINESE Language TeachingASEAN

2010-2012

Lectorshipheld

inASEAN|

03

Dr. Hugo Yu-Hsiu Lee, Ph.D.

Thailands NO. 1 Graduate InstituteNATIONAL INSTITUTE OF DEVELOPMENT

ADMINISTRATION (NIDA)

Founder and Director, Master of Art Program

Chinese Language and Communication

Founder and Director, Joint Doctor of Philosophy Program

Chinese Language and Communication

Offered collaboratively w/

Graduate Institute of Teaching Chinese as a Second

Language, National Taiwan Normal University,

Taipei, Taiwan/ NIDA is in partnership w/

The Office of Chinese Language Council International:

Confucius Institute Headquarters / (Mar 2012-present)

Asias No. 1 Institute of TechnologyASIAN INSTITUTE OF TECHNOLOGY (AIT)

Adjunct Faculty/Lecturship in Chinese

Thailands No. 1 Non-Research

Teachers Normal UniversitySuansunandha Rajabhat University (SSRU)

Adjunct Chinese Lecturer/Lecturship in ChineseFaculty of Education and International College


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S a m p l e

COURSE

Description

TRACK RECORDCHINESE Language Teaching

INTL MULTINATIONAL & INTER-GOVERMENTAL ORGANIZATIONS2010-2012

Lectorship

heldin

Intl

Multinational

Organization

|04
mailto:[email protected]


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EvidenceofCHINESE Teaching Excellence

TRACK RECORD

CHINESE Language TeachingU.S.A.

2005-2010

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Summary ofCHINESE Teaching Evaluations

COURSE TITLE: Chinese Language and Cultural Studies Series COURSE CODES: CHN-101, CHN-102 & CHIN-103

(Fall 2007, Fall 2008 & Spring 2009)

LEVEL ofCOURSE: Beginning-Intermediate level Mandarin-Chinese

# (Mean) ofStudents: 30Quantitative Measures of Student Evaluation

Complete Student Numerical Evaluation

Rate the amount of work you do in this language

program

More than just what was assigned 97%

Rate the level of your participations in the classroom

activities of this language program

Enthusiastically involved 100%

As a student and foreign language learner, how much

useful knowledge and skills you gain from thislanguage program

A great deal 100%

General Evaluation of the Language Program Designed and Developed by Hugo

The objective of this language program is clear Strongly agree 100%

The program procedures and assignments support

course content and language objectives

Strongly agree 100%

The amount of reading and writing you are assigned

to do is appropriate

Strongly agree 90%

What overall rating you would give to this language

program

Excellent 100%

General Evaluation of the Instructor

Can you give clear answers to any questions asked by

this instructor?

Always 95%

Is this instructor considerate to you? Always 100%

Is this instructor effective in teaching this course? Always 100%

Is the instructor enthusiastic about this course? Always 100%

What overall rating you would give to this instructor? Excellent 100%


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PROFESSIONAL REFERENCES

RECOGNITION OF CHINESE TEACING EXCELLENCE

BY A SUPERVISING PROFESSOR (in U.S.A.)

Members of the EALC Graduate Committee

Department of East Asian Languages and CulturesGoodbody Hall 250, 1011 E. Third Street

Bloomington, IN 47405-7005

To Whom It May Concern:

It is a real pleasure to write this letter of recommendation for Yu-Hsiu Lee in

support of his application for a position as an Associate Instructor in the Department ofEast Asian Languages and Cultures at Indiana University. I have known Yu-Hsiu since

2007 and I am currently his academic advisor. Yu-Hsiu is a third year doctoral student in

the Department of Literacy, Culture, and Language Education at the School of Education.

In the fall of 2007, Yu-Hsiu worked under my supervision in the EDUC-L650

Internship Program. As part of this Internship, he taught Chinese at the Beginning Level

Chinese Program at the Asian Culture Center at Indiana University. In this capacity, Yu-Hsiu performed an outstanding job. He is a passionate, dynamic and engaging instructor,

who can easily motivate and encourage students to learn the Chinese language and

culture.

In addition to this, Yu-Hsiu designed an innovative syllabus and he also incorporated current

methodologies and strategies in his teaching practices. He is technologically savvy and because of this

talent, he has successfully implemented new technologies in the classroom. He also encourages hisstudents to work in pairs and small groups, so they can fulfill the assignments and tasks in a

collaborative and cooperative way. He is very effective in giving feedback to his students and he

maintains a good rapport with them.

While he was teaching Chinese at the Asian Culture Center under my direction, he took this

opportunity to write a Chinese textbook entitled Culturally Responsive Chinese Literacy and Pedagogy,

which consists of a Teachers Manual and a Student Workbook. This textbook was published byAmazon.com, and it will also be published in China, Taiwan and Thailand.


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In short, Yu-Hsiu is a very intelligent, well-centered, energetic, talented and tenacious young

scholar and educator. I really enjoyed working with him. Apart from his teaching experience, hepossesses a solid training in Language Education in the School of Education, and Second Language

Studies in the School of Arts and Science at Indiana University. He is also pursuing a Ph.D. minor in

Biblical Literature in Comparative Literature in the School of Arts and Science. All these magnificent

skills and scholastic accomplishments make him an excellent candidate for a position as an AssociateInstructor in the Department of East Asian Languages and Cultures at Indiana University, so I

highly recommend him for this teaching position.

If you have any further questions or would like more details or clarification about

this letter of recommendation, please do not hesitate to contact me.

Sincerely,

-----------------------------------------------------

Serafn M. Coronel-Molina, Ph.D.

Assistant Professor of Literacy, Culture, and Language EducationW.W. Wright Education Building

201 N. Rose Avenue, Room #3044

Bloomington Indiana, IN 47405-1006

E-mail: [email protected]

Phone: (812) 856-8270


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(PROFESSIONAL REFERENCES, continued)

RECOGNITION OF CHINESE TEACING EXCELLENCE

BY A SUPERVISING PROFESSOR (in U.S.A.)

INDIANA UNIVERSITYSCHOOL OF EDUCATOIN

Department of Literacy, Culture,

and Language Education

James Damico, Ph.D.

Associate Professor, Indiana UniversityDepartment of Literacy, Culture & Language Education

3028 W. W. Wright School of Education

201 North Rose Avenue Bloomington,

IN 47405-1006 812-856-8267 U.S.A.

[email protected]

It is my pleasure to write this letter on behalf of Dr. Hugo Yu-Hsiu Lee. Hugo was a student inmy doctoral seminar and I have served on his research committee here at Indiana University. I

have come to know and appreciate Hugo's capabilities and talents. Hugo brings experience,

knowledge, and passion to his work as a researcher and an educator.

His experience teaching Chinese is significant. He has taught college level Chinese courseshere in the United States and is the founder of the Chinese Circle within the Asian Cultural

Center at Indiana University. In this capacity, Hugo has honed key management skills in

working with United States undergraduate students, primarily Chinese second-language

learners.

Hugo also has an established publication record with an emphasis on creating resources thatChinese language educators can use to guide their students in becoming proficient with

Chinese. In particular, his book, Culturally Responsive Chinese Literacy Pedagogy:Teacher's Manual, provides an invaluable resource to help educators develop a stance and

enact specific activities with students in which culture is inextricably linked with language.Rather than view language learning solely in terms of traditional Chinese phonetic letters,

Hugo also focuses on the knowledge, resources, and skills that learners bring with them into

the teaching and learning situation. While Hugo has a strong knowledge of complex ortraditional as well as simplified Chinese characters, he connects this knowledge with

explicit attention to cultural backgrounds and experiences of learners.

Hugo also possesses a great deal of knowledge and facility with technology. I'm thinking

specifically of his Internet-based instruction of Chinese using Skype and his online teaching

project in which he worked with students in Thailand (who were majoring in Chinese) in

support of hospital workers and other rescue workers with the Tsunami recovery efforts.
mailto:[email protected]:[email protected]:[email protected]


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Hugo is a capable, highly committed and very passionate educator. He deserves serious

consideration for the position of Instructor of Chinese. Please contact me if I can be offurther assistance.

Respectfully,

James Damico, Ph.D.


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RECOGNITION OF CHINESE TEACHING EXCELLENCE

BY A PEER TEACHER (in U.S.A.)

Peer Evaluation for Chinese Language Teaching

forDr. Hugo Yu-Hsiu Lee

I have known and interacted with Hugo for the past 3 years. I first met him at an Englishconversation class, and since then we have become friends and both participate in several of the

same extracurricular international activities. I have also attended Hugos class for beginning

Chinese at the Asian Culture Center.

Hugo is a talented, intelligent, and resourceful teacher. I have been impressed with his ability to

accommodate his teaching to different situations. He has pursued and achieved many educationalgoals in the time I have known him. Besides his own tutoring, he has written and published an

introductory textbook for Chinese, he has generated and managed a tutoring organization in the

same language, and he has lead Chinese classes for Americans in the US, immigrants in Taiwan,

and various other language speakers on-line.

When I attended Hugos class, I found him to be a very congenial teacher. I found myself easily

learning various Chinese words and expressions through his teaching skills and his materialsfrom his book. I noticed that Hugos teaching style was very friendly to American learners, that

he was very enthusiastic when teaching, and he had a passion for his students learning. His classwas a very pleasant experience for me.

As a language teacher, I can appreciate Hugos teaching style and his goals for his class. Hugo is

interested in interacting with his students, and his English skills are excellent. He will be able to

fit in very well and contribute a great deal to any program that engages him. I highly recommendhim.

Sincerely,

Vicki Woodward, Master Teacher

Intensive English ProgramCenter for English LanguageDepartment of Second Language Studies (current)

/TESOL and Applied Linguistics (former)

Indiana UniversityBloomington, IN 47405 U.S.A.

(812) 856-1195

[email protected]
mailto:[email protected]:[email protected]:[email protected]


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PEER COMMENTS ON CHINESE TEACHING EXCELLENCE(in U.S.A.)Hugo is very passionate about teaching Chinese. And he used different strategies to help studen tseffectively learn Chinese as well as remember and apply what theyve learned. He was well -organized inhis teaching, too, commented by a co-teacher in beginning level Chinese language & cultural studies

course in spring 2009/former bilingual program producer in Central China TV (CCTV).

Hugo has the passion for teaching. He is always very enthusiastic and knowledgeable enough to answervarious questions. It's a great experience to co-teaching with Hugo. He inspired me a lot by conducting

novice Chinese teaching methods such as using building blocks to explain the structure of Chinese

characters. It's my honor to write this peer evaluation for him, commented by a co -teacher in beginninglevel Chinese language & cultural studies course at Indiana University in fall 2008.

Hugo has deepened knowledge regarding Chinese pedagogy. I really like the way he organized the class.He applied various teaching methods to motivate Chinese learners. Its a wonderful experience to join hisclass! commented by a co-teacher in beginning level Chinese language & cultural studies course in fall2008/Chinese language tutor of Summer Intensive Chinese Language Flagship Program at Indiana

University in summer 2009.

STUDENT COMMENTS ON CHINESE TEACHING EXCELLENCE(in U.S.A.)"Since Chinese is a new language for most people to learn, I like the fact that Hugo teaches each lesson

slowly. Hugo doesn't rush and Hugo makes sure that each student has a chance to practice each new

word, phrase and sentence. Teaching a difficult language such as Chinese is a challenge, but in myopinion I think Hugo has done a great job in educating students Chinese," commented by a Canadian

Chinese L2 student in beginning level Chinese language & cultural studies course at Indiana University in

spring 2009.

I like the way/program how Chinese is taught in this class, commented by a German student in first

year Chinese language program at Indiana University in spring 2009.

I greatly appreciate how the teacher practices with students and helps us to improve language and

Native speaker teacher of Chinese is fluent in English commented by a movie director and third yearChinese as foreign language learner who plans to film a movie in China.

The games are quite creative and the teaching plan is well organized, commented by an associateprofessor of foreign language teaching/coordinator of Confucius Institute in Kentucky during her one-

on-one Chinese language tutor orientation in fall 2009.

The orientation gives us a very clear and efficien t outline and offers a couple of useful specifictechniques, commented by a 1-on-1 Chinese Language Tutor Association member during her tutor

orientation at Indiana University in fall 2009.

Dr. Hugo Yu-Hsiu is very compassionate, friendly, and willing to go out a limb for people he wants to help. He is

also very open to different cultures as evident in our interaction when I revealed that I am a Malaysian Chinese and

my major is Communication and Culture, and Dr. Yu-Hsiu was very keen in learning more about my cultural and

education background. Based on the largely clear communication we had in exchanging ideas, I think he is an

intelligent man too.

On February 9, 2011 by Jolin Kwok,

A Creative-Writing Auteur, Indiana, U.S.A.


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PEER COMMENTS ON PROOFREADING OF MASTERS DISSERTATION(in U.K.)I've just been informed the results of my Masters degree yesterday, I've been awarded MA with Merit.

I got 68 (Merit) for the dissertation that you helped me to proofread the Chinese translation, I'm really happy.

2Distinction70+ Thank you very very much for your kindness, you

are a big part of my success, Dr. Hugo! Should you need any helps, please do not hesitate to let me know.

On Wed, Nov 30, 2011, by Jane Petcharat

Mphil/PhD in Translation Studies,

School of Oriental and African Studies (SOAS),

University of London, U.K.


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CHN-701 Classical and Literary Chinese Language and Literature

Yu-Hsiu Hugo Lee, All Rights Reserved


2005-2010

SampleSyllabusof

ChineseLiterature|13

Classical Chinese CourseTo understand History, Language, Literature, Political Philosophy, Society, and Wisdom of pre-

modern China through reading Literary Chinese texts

I. Description and Goals

This course is designed for advanced Chinese as a second and foreign language learners (e.g.,undergraduate students who major in Chinese and are in fourth-year Chinese and postgraduate

students who major in East Asian Languages and Literatures or closely related discipline) to

(1) develop their overall Chinese language proficiency through extensive reading on ancient

Chinese literature; (2) enhance understandings of ancient Chinese people and ancient Chinese

history and society through reading literature; (3) become independent and confident Chinese

learners.

II. RequirementsAttendance is mandatory. Active participation in classes is expected. The grade will be based on

class performance and.

Assignments and Grades Weekly Quizzes: 11 Exercises (40 %) One Midterm Translation Exercise (15 %) One Final Translation Exercise (15 %) One Final Group Oral Presentation, Drama, and Role Play (30%)

Select one of the following stories

,,,,,,

fromorfrom

Required TextbookNaiying Yuan, Haitao Tang, & James Geiss

Classical Chinese: A Basic Reader in Three Volumes (Glossaries/Vocabulary,

Texts, and Sentence Analysis), Princeton University Press

ISBN: 0-691- 11831-0

InstructorHugo Yu-Hsiu Lee, Ph.D.

Postdoctoral Fellow (PDF)in Applied Linguistics & Second Language Acquisition, 2012

Professional Developmentin China Studies, Columbia University, U.S.A., 2011

Ph.D., Indiana University-Bloomington, U.S.A., 2010Ph.D.Major Discipline in Language Education, 2010

Foreign/Second Language Education Program

Minor Discipline in Comparative Literature, in conjunction w/ Religious Studies

Second Minorin Chinese, w/ a focus on Modern Chinese Language and Classics

Intern/Practicum: Chinese Linguistics/Pedagogy, w/ a focus on Teaching Chinese

as a Foreign Language (TCFL), 2007-2008

M.Sc. in Language Education, in collaboration w/ Second Language Studies

(current)/TESOL and Applied Linguistics (former), 2007

B.A. in Applied Foreign Languages (TESOL/EFL Track), 2002


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2005-2010

SampleSyllabusof


III. Schedule of Weeks, Reading Assignments, and Class Topics:Week 1:

Lesson 1

Warm-Up Activity: To begin with a name is to tell a story Introduction and Overview: (syllabus) Take-Home Task: KWL Chart Reading: The Prime Minister of Zheng Refuses a Gift of Fish

Lesson 2

Reading: A Rich Man from Song

Lesson 3

Reading: The Stumpthumping Bunny

http://www.mm-bb.cn/story/HTML/31612.shtml

Exercise 1 due (posted in PBwiki by midnight of this weekend)

Week 2:

Lesson 4

Reading: Chasing After the Smell

http://www.zdic.net/cd/ci/10/ZdicE9Zdic80Zdic90247207.htm

Lesson 5

Reading: The Righteousness of Ancient Emperors Triumph

Lesson 6

Reading: The Night Owl Meets the Ringdove


Week 3:

Lesson 7

Reading: The Spear and the Shield

http://big5.southcn.com/gate/big5/cartoon.southcn.com/nfw/youmo/

200312170230.htm

Lesson 8

Reading: Two Concubines of the Innkeeper

Lesson 9

Reading: Bell Stealing

http://v.youku.com/v_show/id_ch00XNjIyODc5Mg==.html

http://www.mm-bb.cn/story/HTML/31612.shtmlhttp://www.mm-bb.cn/story/HTML/31612.shtmlhttp://www.zdic.net/cd/ci/10/ZdicE9Zdic80Zdic90247207.htmhttp://www.zdic.net/cd/ci/10/ZdicE9Zdic80Zdic90247207.htmhttp://big5.southcn.com/gate/big5/cartoon.southcn.com/nfw/youmo/200312170230.htmhttp://big5.southcn.com/gate/big5/cartoon.southcn.com/nfw/youmo/200312170230.htmhttp://big5.southcn.com/gate/big5/cartoon.southcn.com/nfw/youmo/200312170230.htmhttp://v.youku.com/v_show/id_ch00XNjIyODc5Mg==.htmlhttp://v.youku.com/v_show/id_ch00XNjIyODc5Mg==.htmlhttp://v.youku.com/v_show/id_ch00XNjIyODc5Mg==.htmlhttp://big5.southcn.com/gate/big5/cartoon.southcn.com/nfw/youmo/200312170230.htmhttp://big5.southcn.com/gate/big5/cartoon.southcn.com/nfw/youmo/200312170230.htmhttp://www.zdic.net/cd/ci/10/ZdicE9Zdic80Zdic90247207.htmhttp://www.mm-bb.cn/story/HTML/31612.shtml


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2005-2010

SampleSyllabusof


Week 4

Lesson 10

Reading: A Man from Zheng Buys Shoes

http://www.61xue.com/zhishi/yuyan/2008-10-15/2210.html

Lesson 11

Reading: Benevolence and Righteousness

Lesson 12

Reading: Su Dai Admonishes the Emperor of Zhao

When the snipe and the mollusk fight each other,

the old fisherman obtains the benefit.,


Week 5

Lesson 13

Reading: The Letter of Ying Misinterpreted by Yan

Lesson 14

Reading: The Fox and The Tiger.

http://v.youku.com/v_playlist/f504190o1p144.html

Lesson 15

Reading: Snatching the Gold


Week 6

Lesson 16

Reading: One Who has Higher Moral Character is Circumspect inSelecting Living Conditions

Lesson 17

Reading: Boat Carving & Sword Seeking

http://www.mm-bb.cn/story/HTML/4358.shtml

http://6.cn/watch/3771183.html

http://zh.wikipedia.org/wiki/%E5%88%BB%E8%88%9F%E6%B1

%82%E5%8A%8D
http://www.61xue.com/zhishi/yuyan/2008-10-15/2210.htmlhttp://www.61xue.com/zhishi/yuyan/2008-10-15/2210.htmlhttp://v.youku.com/v_playlist/f504190o1p144.htmlhttp://v.youku.com/v_playlist/f504190o1p144.htmlhttp://www.mm-bb.cn/story/HTML/4358.shtmlhttp://www.mm-bb.cn/story/HTML/4358.shtmlhttp://6.cn/watch/3771183.htmlhttp://zh.wikipedia.org/wiki/%E5%88%BB%E8%88%9F%E6%B1%82%E5%8A%8Dhttp://zh.wikipedia.org/wiki/%E5%88%BB%E8%88%9F%E6%B1%82%E5%8A%8Dhttp://zh.wikipedia.org/wiki/%E5%88%BB%E8%88%9F%E6%B1%82%E5%8A%8Dhttp://zh.wikipedia.org/wiki/%E5%88%BB%E8%88%9F%E6%B1%82%E5%8A%8Dhttp://6.cn/watch/3771183.htmlhttp://www.mm-bb.cn/story/HTML/4358.shtmlhttp://v.youku.com/v_playlist/f504190o1p144.htmlhttp://www.61xue.com/zhishi/yuyan/2008-10-15/2210.html


17/29




2005-2010

SampleSyllabusof


Lesson 18

Reading: Mr. Hes Pierced Jade Disc


Midterm: Translation Exercise 1, 2, and 3 due

(posted in PBwiki by midnight of this weekend)Week 7

Lesson 19

Reading: Eastern Zhou Desires to Plant Rice

Lesson 20

Reading: Knotting Grass to Return a Favor

Lesson 21

Reading: A Goat Gets Lost at the Forked Road


Week 8

Lesson 22

Reading: To Tug Sprouts Helping Young Shoots to Grow

http://www.hjenglish.com/column/author/tomatotree/90_1776.htm

http://dict.idioms.moe.edu.tw/pho/index/i00056.htm

Lesson 23

Reading: The Man from Yan Returns to his Country

http://www.wuweixiaozi.com/files1/yulinzhezhi/1/lie_zi/7y.htm

Lesson 24

Reading: Drawing Snakes with Feet


Week 9

Lesson 25

Reading: A Visit on the Bridge Over the Hao River

Lesson 26

Reading: Duke Qi Huan Asks Guan Zhong to Govern the State

Lesson 27

Reading: One who Understands the Music


Week 10

Lesson 28
http://www.hjenglish.com/column/author/tomatotree/90_1776.htmhttp://www.hjenglish.com/column/author/tomatotree/90_1776.htmhttp://dict.idioms.moe.edu.tw/pho/index/i00056.htmhttp://dict.idioms.moe.edu.tw/pho/index/i00056.htmhttp://www.wuweixiaozi.com/files1/yulinzhezhi/1/lie_zi/7y.htmhttp://www.wuweixiaozi.com/files1/yulinzhezhi/1/lie_zi/7y.htmhttp://www.wuweixiaozi.com/files1/yulinzhezhi/1/lie_zi/7y.htmhttp://dict.idioms.moe.edu.tw/pho/index/i00056.htmhttp://www.hjenglish.com/column/author/tomatotree/90_1776.htm


18/29




2005-2010

SampleSyllabusof


Reading: Zengzi Refuses a Gift of a City

Lesson 29:

Reading: Confucius is Like a River and an Ocean

Lesson 30:

Reading: Oppressive Government is More Fearsome than a Tiger


Week 11

Lesson 31

Reading: Dragging Tail in the Mud

Lesson 32

Reading: An Old Man of the Frontier Loses a HorseA Blessing in Disguise

,

http://v.youku.com/v_show/id_XNzM3MjczNg==.html

Lesson 33

Reading: The Teeth Are Lost, But the Tongue Remains


Week 12

Lecture: Seven Important Functional Words in Literary Chinese Final: Translation Exercise 4,5, and 6 due

(posted in PBwiki by midnight of this weekend)

Week 13

Group Oral Presentation, Drama, and Role PlayTake-Home Task: KWL Chart
http://v.youku.com/v_show/id_XNzM3MjczNg==.htmlhttp://v.youku.com/v_show/id_XNzM3MjczNg==.htmlhttp://v.youku.com/v_show/id_XNzM3MjczNg==.html


19/29

CHN-702 Ancient and Medieval Chinese Poetry

Yu-Hsiu Hugo Lee, All Rights ReservedTRACK RECORD


SampleSyllabusof


I. Description and GoalsThis course is designed for advanced Chinese as second and foreign language learners (e.g.,

undergraduate students who major in Chinese and are in fourth year Chinese and graduate students

who major in East Asian Languages and Literatures) to

(1) develop their overall Chinese language proficiency through extensive reading on Ancient Chinese

Poems, Lyrics, and Prose; (2) enhance understandings of ancient Chinese people and ancient Chinese

history and society through reading Ancient Chinese Poems, Lyrics, and Prose; (3) become

independent and confident Chinese learners.

II. RequirementsAttendance is mandatory. Active participation in class is expected. The grade will be based on class

performance and.

Assignments and Grades

Weekly Translation: 11Tasks (40 %)Select a poem, a lyric, or a prose assigned for this week and translates it from Chineseinto English

One Midterm Translation Exercise (15 %),,

Select two poems above to translate them from Chinese into English One Final Translation Exercise (15 %)

Select a poem, a lyric, and a prose you like from your textbook and translate them from

Chinese into English

One Final Oral Presentation (30%)Select a Prominent Ancient Chinese Poet and present him or her to the class in Chinese

language

Required Textbook:Naiying Yuan, Haitao Tang, & James Geiss

Classical Chinese (Supplement 2): Readings in Classical Chinese Poetry and Prose ,

Princeton University Press (ISBN: 978-0-691-11832-1)

InstructorHugo Yu-Hsiu Lee, Ph.D.



Ph.D., Indiana University-Bloomington, U.S.A., 2010Ph.D.Major Discipline in Language Education, 2010

Foreign/Second Language Education Program









20/29




SampleSyllabusof


III. Schedule of Weeks, Reading Assignments, and Class Topics:Week 1: Poetry

Lecture 1

Warm-Up Activity: To begin with a name is to tell a story Introduction and Overview: (syllabus) Take-Home Task: KWL Chart Reading: Fair, Fair, Cry the Ospreys

Lecture 2

Reading: Going on, Always on and on

Lecture 3

Reading: Returning to live in a Rural Garden

Weekly translation due (posted in PBwiki by midnight of this

weekend)

Week 2: Poetry

Lecture 4

Reading: Building a Hut in the midst of Human World

Lecture 5

Reading: A Song for the Chile Prairie

Lecture 6

Reading: The Balland of Mulan


weekend)

Week 3: Poetry

Lecture 7

Reading: Climbing on the Gate Tower of Youzhou

Lecture 8

Reading: Ascending to the Tower of Guanque

Lecture 9

Reading: A Daybreak in Spring


weekend)

Week 4: Poetry

Lecture 10

Reading: Stay by the Wang River at Leisure Time; A poem for PeiDi


21/29




SampleSyllabusof


Lecture 11

Reading: Sailing Down to Jianling

Lecture 12

Reading: Night Thoughts Abroad on a Boat


weekend)

Week 5: Poetry

Lecture 13

Reading: Night Mooring at the Bridge of Feng

Lecture 14

Reading: Snowing on the River

Lecture 15 Reading: A Song for a Wander


weekend)

Week 6: Poetry

Lecture 16

Reading: Looking for a Recluse but Missed Him

Lecture 17

Reading: Pure Brightness; Tomb Sweeping Day

Lecture 18

Reading: Traveling in the Mountain


weekend)

Midterm Translation Exercise due


Week 7: Lyrics

Lecture 19

Reading: The Beautiful Woman, Yu

Lecture 20

Reading: Raw Plum


22/29




SampleSyllabusof


Lecture 21

Reading: Prelude to Water Melody

Weekly translation due (posted in PBwiki by midnight of thisweekend)

Week 8: Lyrics

Lecture 22

Reading: An Immotal on the Bridge made by Magpies

Lecture 23

Reading: An Bad-Looking Servant

Lecture 24

Reading: Drawing Snakes with Feet


weekend)

Week 9: Prose

Lecture 25

Reading: A Fishman in Old Age

Lecture 26

Reading: Autobiography of Mr./Master Five Willow Trees

Lecture 27

Reading: Record of the Peach Blossom Spring Village


weekend)

Week 10: Prose

Lecture 28

Reading: Remark on the Willow Catkins

Lecture 29: Reading: On Horse

Lecture 30:

Reading: Inscription on the Humble Room


weekend)


23/29




SampleSyllabusof


Week 11: Prose

Lecture 31

Reading: The Old Oil Peddler

Lecture 32 Reading: Love of Lotus

Lecture 33

Reading: A Rhythm ProseRed Cliff


weekend)

Week 12

Lecture: Seven Important Functional Words in Literary Chinese Final Translation Exercise due


Week 13

Oral Presentation: A Prominent Ancient Chinese PoetTake-Home Task: KWL Chart


24/29

CHN-703 Modern/Contemporary Chinese Language and Literature



2005-2010

SampleSyllabusof


Syllabus of Modern Chinese Literature (Advance Chinese Reading):Contemporary Chinese Comic Books, Films, Literature, Poetry, and Pop Songs

:,,,,

Course DescriptionThis course is designed for advanced Chinese as second and foreign language learners to

(1) develop their overall Chinese language proficiency through extensive reading on modern Chinese

literature; (2) enhance understandings of modern Chinese people and contemporary Chinese history

and society through reading literature; (3) become independent and confident Chinese learners.

Course RequirementsAttendance is mandatory. Active participation in class is expected. The grade will be based on class

performance, twenty vocabulary lists posted, six assignments, two oral presentations, midterm and

final papers, and your collaboration within a group for final research project on modern Chinese

movies.

Vocabulary Lists: (10 %)Students are to type a vocabulary list for each assigned reading in a collaborative manner, looking

up unknown Chinese words on online dictionary webs (e.g., dict.cn) , listing 10 words or phrases,

and explaining them in Chinese (if you can). This list should be posted under the date of class in

PBwiki at least one hour before each class meets, so that we can use them to help us read through

each assigned article during class time. After class discussions, students are expected to correct

their explanations if necessary.

One Oral Presentation on a Prominent Contemporary Chinese Singer (15 %) One Group Research Project and One Oral Presentation on One Modern Chinese Movie

(15 %) One Midterm Take-Home ExamPracticing Using a online Dictionary to look up for

Ten unknown Chinese Words (15 %)

You only need to select one lesson from lesson 11 to lesson 20 (i.e.,,

,,..,,,,) in C. Chou, D.

Chao:Intermediate Reader of Modern Chinese, to look up for 10 unknown words

One Midterm PaperWrite a one page Book Review Handout for a Chinese book youreally love to read and prepare this handout for an up-coming Book Share Fair (15 %)

One Final Take-Home ExamChinese and English Translation (15 %)You only need to select one lesson from lesson 11 to lesson 20 in C. Chou, D. Chao:

Intermediate Reader of Modern Chinese, to translate the text from Chinese to English

One Final Reader Response Paper(15 %)You only need to select one lesson from lesson 11 to lesson 20 in C. Chou, D. Chao:

Intermediate Reader of Modern Chinese, to write your personal reflection on your lesson

Required Textbook:

C. Chou, D. Chao:Intermediate Reader of Modern Chinese, Princeton University Press


25/29




2005-2010

SampleSyllabusof


Tentative Class Topics, Readings, Activities, and AssignmentsWeek 1:

Day 1

Warm-up Activity: Names Tell Stories Lecture: BICS vs. CALP (James Cummins);

Advance Chinese L2 reading requires CALPhttp://www.iteachilearn.com/cummins/bicscalp.html

http://www.everythingesl.net/inservices/bics_calp.php

Instruction: (syllabus)Section 1: Modern Chinese Culture, History, and Society through Literature

Day 2

Lecture: Vocabulary Studies (Sunny, 2007, pp. 13-19) Reading:

http://www.mymandarin.com/reading/backshadow.htm

Week 2:

Day 3 Reading:

http://www.millionbook.net/mj/z/zhangailing/000/009.htm

Day 4

Reading:http://www.xdanger.com/books/twocold/qiuyi.html

Week 3:

Day 5

Reading:

http://www.tianyabook.com/wangxiaobo/017.htm

Section 2: Modern Chinese Politics and Intellectuals through LiteratureDay 6

Instruction for Midterm Paper: Writing Book Review Handoutprepared for a Book Share Fair

Reading: http://www.recordhistory.org/mediawiki/index.php/%E6%88%91%E

7%9A%84%E8%87%AA%E4%BC%A0-%E9%AD%8F%E4%BA%AC%E7%94%9F#.E6.B2.B3.E8.A5.BF.

E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1#.E6.B2.B3.E8.A

5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1

Week 4:

Day 7

Lecture: Hermeneutics for Translation and Interpretationhttp://plato.stanford.edu/entries/hermeneutics/

Reading: -http://www.my285.com/ddmj/yangj/gxlj/001.htm
http://www.iteachilearn.com/cummins/bicscalp.htmlhttp://www.iteachilearn.com/cummins/bicscalp.htmlhttp://www.everythingesl.net/inservices/bics_calp.phphttp://www.everythingesl.net/inservices/bics_calp.phphttp://www.mymandarin.com/reading/backshadow.htmhttp://www.mymandarin.com/reading/backshadow.htmhttp://www.millionbook.net/mj/z/zhangailing/000/009.htmhttp://www.millionbook.net/mj/z/zhangailing/000/009.htmhttp://www.xdanger.com/books/twocold/qiuyi.htmlhttp://www.xdanger.com/books/twocold/qiuyi.htmlhttp://www.tianyabook.com/wangxiaobo/017.htmhttp://www.tianyabook.com/wangxiaobo/017.htmhttp://www.recordhistory.org/mediawiki/index.php/%E6%88%91%E7%9A%84%E8%87%AA%E4%BC%A0-%E9%AD%8F%E4%BA%AC%E7%94%9F#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1http://www.recordhistory.org/mediawiki/index.php/%E6%88%91%E7%9A%84%E8%87%AA%E4%BC%A0-%E9%AD%8F%E4%BA%AC%E7%94%9F#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1http://www.recordhistory.org/mediawiki/index.php/%E6%88%91%E7%9A%84%E8%87%AA%E4%BC%A0-%E9%AD%8F%E4%BA%AC%E7%94%9F#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1http://www.recordhistory.org/mediawiki/index.php/%E6%88%91%E7%9A%84%E8%87%AA%E4%BC%A0-%E9%AD%8F%E4%BA%AC%E7%94%9F#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1http://www.recordhistory.org/mediawiki/index.php/%E6%88%91%E7%9A%84%E8%87%AA%E4%BC%A0-%E9%AD%8F%E4%BA%AC%E7%94%9F#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1http://www.recordhistory.org/mediawiki/index.php/%E6%88%91%E7%9A%84%E8%87%AA%E4%BC%A0-%E9%AD%8F%E4%BA%AC%E7%94%9F#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1http://plato.stanford.edu/entries/hermeneutics/http://plato.stanford.edu/entries/hermeneutics/http://www.my285.com/ddmj/yangj/gxlj/001.htmhttp://www.my285.com/ddmj/yangj/gxlj/001.htmhttp://www.my285.com/ddmj/yangj/gxlj/001.htmhttp://plato.stanford.edu/entries/hermeneutics/http://www.recordhistory.org/mediawiki/index.php/%E6%88%91%E7%9A%84%E8%87%AA%E4%BC%A0-%E9%AD%8F%E4%BA%AC%E7%94%9F#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1http://www.recordhistory.org/mediawiki/index.php/%E6%88%91%E7%9A%84%E8%87%AA%E4%BC%A0-%E9%AD%8F%E4%BA%AC%E7%94%9F#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1http://www.recordhistory.org/mediawiki/index.php/%E6%88%91%E7%9A%84%E8%87%AA%E4%BC%A0-%E9%AD%8F%E4%BA%AC%E7%94%9F#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1http://www.recordhistory.org/mediawiki/index.php/%E6%88%91%E7%9A%84%E8%87%AA%E4%BC%A0-%E9%AD%8F%E4%BA%AC%E7%94%9F#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1http://www.recordhistory.org/mediawiki/index.php/%E6%88%91%E7%9A%84%E8%87%AA%E4%BC%A0-%E9%AD%8F%E4%BA%AC%E7%94%9F#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1#.E6.B2.B3.E8.A5.BF.E8.B5.B0.E5.BB.8A.E7.9A.84.E6.99.AF.E8.B1.A1http://www.tianyabook.com/wangxiaobo/017.htmhttp://www.xdanger.com/books/twocold/qiuyi.htmlhttp://www.millionbook.net/mj/z/zhangailing/000/009.htmhttp://www.mymandarin.com/reading/backshadow.htmhttp://www.everythingesl.net/inservices/bics_calp.phphttp://www.iteachilearn.com/cummins/bicscalp.html


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2005-2010

SampleSyllabusof


Instruction: Literature CircleSection 3: Modern Chinese Counseling and Self-Help Literature

Day 8

Reading: http://www.wfe.mlc.edu.tw/3in1/story_9.htm

Activity: Literature CircleWeek 5:

Day 9

Reading: http://www.yifan.net/novels/liuyong/yingchuang/yingchuang01.html

Instruction:Day 10

Warm-up Activity: write your Reading: ()

http://www.allhabit.com/thread-178718-1-1.html

http://www.tudou.com/programs/view/LxShmiNF5cY/

Instruction: Midterm Take-Home ExamSection 4: Modern Chinese Poetry

Week 6:

Day 11

Activity: Book Share FairMidterm PaperBook Review Handout due

Reading: http://staff.whsh.tc.edu.tw/~huanyin/mofa_hushi.htm#%E8%83%A1

%E9%81%A9%E7%9A%84%E8%A9%A9

Day 12

Midterm Take-Home Exam due

(Submit to instructor electronically by midnight)

Reading: http://www.ccview.net/htm/xiandai/xzm/xzm001.htm

Week 7:

Day 13 Reading:

http://ca.geocities.com/taurus_soul/poem105.html

Additional reading: Sumara, Researching complexity (JLR)Day 14

Reading: http://www.hanmei.cn/xmr/

Reading: http://staff.whsh.tc.edu.tw/~huanyin/mofa/y/mofa_yu2_35.htm
http://www.wfe.mlc.edu.tw/3in1/story_9.htmhttp://www.wfe.mlc.edu.tw/3in1/story_9.htmhttp://www.yifan.net/novels/liuyong/yingchuang/yingchuang01.htmlhttp://www.yifan.net/novels/liuyong/yingchuang/yingchuang01.htmlhttp://www.allhabit.com/thread-178718-1-1.htmlhttp://www.allhabit.com/thread-178718-1-1.htmlhttp://www.tudou.com/programs/view/LxShmiNF5cY/http://www.tudou.com/programs/view/LxShmiNF5cY/http://staff.whsh.tc.edu.tw/~huanyin/mofa_hushi.htm#%E8%83%A1%E9%81%A9%E7%9A%84%E8%A9%A9http://staff.whsh.tc.edu.tw/~huanyin/mofa_hushi.htm#%E8%83%A1%E9%81%A9%E7%9A%84%E8%A9%A9http://staff.whsh.tc.edu.tw/~huanyin/mofa_hushi.htm#%E8%83%A1%E9%81%A9%E7%9A%84%E8%A9%A9http://www.ccview.net/htm/xiandai/xzm/xzm001.htmhttp://www.ccview.net/htm/xiandai/xzm/xzm001.htmhttp://ca.geocities.com/taurus_soul/poem105.htmlhttp://ca.geocities.com/taurus_soul/poem105.htmlhttp://www.hanmei.cn/xmr/http://www.hanmei.cn/xmr/http://staff.whsh.tc.edu.tw/~huanyin/mofa/y/mofa_yu2_35.htmhttp://staff.whsh.tc.edu.tw/~huanyin/mofa/y/mofa_yu2_35.htmhttp://staff.whsh.tc.edu.tw/~huanyin/mofa/y/mofa_yu2_35.htmhttp://www.hanmei.cn/xmr/http://ca.geocities.com/taurus_soul/poem105.htmlhttp://www.ccview.net/htm/xiandai/xzm/xzm001.htmhttp://staff.whsh.tc.edu.tw/~huanyin/mofa_hushi.htm#%E8%83%A1%E9%81%A9%E7%9A%84%E8%A9%A9http://staff.whsh.tc.edu.tw/~huanyin/mofa_hushi.htm#%E8%83%A1%E9%81%A9%E7%9A%84%E8%A9%A9http://www.tudou.com/programs/view/LxShmiNF5cY/http://www.allhabit.com/thread-178718-1-1.htmlhttp://www.yifan.net/novels/liuyong/yingchuang/yingchuang01.htmlhttp://www.wfe.mlc.edu.tw/3in1/story_9.htm


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2005-2010

SampleSyllabusof


Additional reading: Allen & Moller, Reflections, connections, andimperfections (JLR)

Section 5: Modern Chinese Comic Books

Day 15

Reading: http://comic.qq.com/z/aoyouxiang/

Reading:http://anan1.webnow.biz/newjoke/jokeold/text/5/5-18.htm

Reading:http://www.lyu.org.tw/comic.html

Section 6: Modern Chinese Fictions and Novels

Week 9:

Day 16

Lecture: Reading Theories (Sunny, 2007, pp.11-13) Reading: ()

http://www.millionbook.net/yq/q/qiongyao/jdxy/index.html

Day 17

Reading: ()http://www.oklink.net/wxsj/jing-yong/sky-dragon/index.html

Instruction: Narrative FictionWeek 10:

Day 18

Warm-up Activity: write your Narrative Fiction Reading: ()

http://www.novel999.com/kh/nikuang/

Day 19

Reading: Qhttp://www.ht88.com/article/article_4572_1.html

Instruction: Final Take-Home ExamSection 7: Modern Chinese Pop Music and Films

Week 11:

Day 20

Instruction: Prominent Modern Chinese Singers Instruction: Group Research Project on Modern Chinese Movies

Day 21

Final Take-Home Exam due(Submit to instructor electronically by midnight)
http://comic.qq.com/z/aoyouxiang/http://comic.qq.com/z/aoyouxiang/http://anan1.webnow.biz/newjoke/jokeold/text/5/5-18.htmhttp://anan1.webnow.biz/newjoke/jokeold/text/5/5-18.htmhttp://www.lyu.org.tw/comic.htmlhttp://www.lyu.org.tw/comic.htmlhttp://www.millionbook.net/yq/q/qiongyao/jdxy/index.htmlhttp://www.millionbook.net/yq/q/qiongyao/jdxy/index.htmlhttp://www.oklink.net/wxsj/jing-yong/sky-dragon/index.htmlhttp://www.oklink.net/wxsj/jing-yong/sky-dragon/index.htmlhttp://www.novel999.com/kh/nikuang/http://www.novel999.com/kh/nikuang/http://www.ht88.com/article/article_4572_1.htmlhttp://www.ht88.com/article/article_4572_1.htmlhttp://www.ht88.com/article/article_4572_1.htmlhttp://www.novel999.com/kh/nikuang/http://www.oklink.net/wxsj/jing-yong/sky-dragon/index.htmlhttp://www.millionbook.net/yq/q/qiongyao/jdxy/index.htmlhttp://www.lyu.org.tw/comic.htmlhttp://anan1.webnow.biz/newjoke/jokeold/text/5/5-18.htmhttp://comic.qq.com/z/aoyouxiang/


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2005-2010

SampleSyllabusof


Group Discussion Time

Week 12:

Day 22

Oral Presentation: Prominent Modern Chinese Singers

______________________________________________________________

__________________________________________________________

Day 23

Oral Presentation: Prominent Modern Chinese Singers

______________________________________________________________

__________________________________________________________

Week 13:

Day 24

Oral Presentation: Group Research Project on Modern Chinese Movies

______________________________________________________________

__________________________________________________________

Day 25

One final reader response paper due

Oral Presentation: Group Research Project on Modern Chinese

Movies

______________________________________________________________

__________________________________________________________

Week 14

Day 26Seminar: Reader Response Theories

(Bring your final paper to participate in this seminar discussion)

Instructor Info:Hugo Yu-Hsiu Lee, Ph.D.



Ph.D., Indiana University-Bloomington, U.S.A., 2010

Ph.D.Major Discipline in Language Education, 2010Foreign/Second Language Education Program









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TRACK RECORD

SampleSyllabusof


SAMPLE SYLLABI Listed below

Are

available to request

A.Chinese LinguisticsCHN-704 Pedagogical Chinese Linguistics 3Cr.(Phonology, Romanization Systems, Chinese Pedagogical Grammar,

Chinese Orthography and Lexicology, and Chinese Pragmatics)B.Chinese Pedagogy

CHN-705 Teaching Chinese as a Foreign Language (TCFL) Pedagogy

(Theory, Practice & Design of Chinese Curriculum and Teaching Materials) 3Cr.

C.Chinese Cultures 3Cr.CHN-706 Pre-Modern and Modern Chinese Cultures(Chinese Societies, Chinese Civilizations, Chinese Folk Lore and Overseas

Chinese Communities)

Sources: Lee Hugo, Y.-H. (Fall 2009; revised Spr 2012).

Created sample syllabi in Chinese language and

literature, Package of application materials

( P r i n c e t o n U n i v e r s i t y ) .

teaching dossier of a chinese lecturer

Documents