Chinese III

  • COURSE SYLLABUS                                                                              09-06-2016

    MANDARIN CHINESE III

    ZHENG, SHUE

     

    General Overview:

    This is the third year course in Mandarin Chinese. It is designed to further develop students’ overall language proficiency. The emphasis in this course is on developing students’ skills in listening, speaking, reading, and writing using both PINYIN phonetic system and Simplified Chinese characters, which enables students to get along comfortably in a Chinese environment. Chinese culture is also an important aspect of this class.

    Course Objective:

    At the end of the course, students will be able to:

    Master 300~350 new Chinese characters in writing.

    Carry out some conversations in real-life situations with ease.

    Narrate or describe home and school life and talk about the experiences of shopping, transportation and weather in target language.

    Recognize an additional 100 words frequently used in daily life. 

    Major themes:

    Asking directions

    Birthday a party

    Seeing a doctor

    Schedule a meeting

    Renting an apartment

    Sports

    Travel  

    Teaching Materials/Text:

    Integrated Chinese level one part two textbook

    Integrated Chinese level one part two workbook

    Integrated Chinese level one part two character workbook

    Students need to maintain a notebook and printed sheets distributed by teacher.

    Grading policy:

    Grades will be calculated as follows:

    Participation                               10%

    Homework                                 40%

    Test and quizzes                         30%,

    Project                                        20%

     

    Homework: students should finish homework on time. Homework will be due the next class. Late homework will not be accepted unless it is the result of excused absence from class. You may do corrections to raise your grade if you made mistakes on homework. Re-do the parts of the homework, and turn it in with the original assignment.

    Students are to make up their missing tests and quizzes on the first day of return from absence. You have to schedule an appointment with me.

    Project: Oral presentation and written projects will be equally weighted. Students are expected to do oral presentations by using correct characters and accurate sentence structures.  Project also includes culture and history research reports.   

    Participation: try your best to answer the teacher’s questions, work positively and cooperatively with others.

     

    No makeup tests will be given if the student CUTS class on a test day.

    Supplies for Class:

    1. A 1-inch 3 ring binder for notes, homework and all resource materials.

    2. Pencil or pen for written assignments and notes.

    3. Paper for notes and class work.

    Note: We will take some pictures of students for academic use. 

    Contact information:

    My email address is szheng@buffaloschools.org. Please feel free to email me. 

    Online Resources for Chinese

    1. Windows XP download Chinese font software:

    2. Online lessons

    3. Writing characters

    4. Online Dictionaries

    5. Learn Chinese online

     http://www.csulb.edu/~txie/online.htm

     

    Classroom Rules 

    General classroom rules are rules that are in place all day long—throughout all activities. General classroom rules are important because they let the students know what basic behavioral expectations they have at all times in this classroom, and they are the first part of my classroom discipline plan as well. Please let me know if you disagree with me. Otherwise, I will assume that you accept these rules. The content of the rules are as follows:

    Follow directions

    Keep hands to yourself.

    Do not leave the room without permission.

    No swearing, teasing, yelling.

    Be in your seat when the bell rings.

    Do not interrupt when someone else is speaking.

    Supportive Feedback

    The second part of classroom discipline plan is supportive feedback, which will help teacher motivate students to follow the rules. With these benefits in mind, let’s take a look at three ways I can provide supportive feedback to individual students:

    Verbal recognition

    Special privileges

    Tangible rewards

     

    Corrective actions

    In spite of the care I take in choosing my rules, and in spite of my consistent use of supportive feedback, there will be times when students will chose not to follow the rules of my classroom. When this disruptive behavior occurs, I must be prepared to deal with it calmly and quickly.

    Corrective actions are the third part of my classroom discipline plan.

    These are some samples of the corrective actions:

    First time a student breaks a rule:      Reminder

    Second time:                                      Stay in class one minute after the bell

    Third time:                                         Stay in class two minutes after the bell, plus write in    

                                                               Behavior journal

    Fourth time:                                       Call parents

    Fifth time:                                          Send to administrator

    Severe clause:                                    Send to administrator

     

              Please read this syllabus with you parents/guardian and return the bottom part to Mrs. Zheng.

    _________________________________________________________________________________

    We have read this syllabus and we agree with the content.

    Student name (print)________________student signature _____________________Date_________

    Parents name (print) ________________parents signature _____________________Date_________

    Parent’s Email Address (print) _________________________________________________________

    Parent’s Contact Phone ______________________________________________________________