COURSE SYLLABUS 09-06-2016
MANDARIN CHINESE III
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.
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.
Birthday a party
Seeing a doctor
Schedule a meeting
Renting an apartment
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.
Grades will be calculated as follows:
Test and quizzes 30%,
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.
My email address is email@example.com. Please feel free to email me.
Online Resources for Chinese
1. Windows XP download Chinese font software:
- Simplified fonts http://www.microsoft.com/downloads/details.aspx?FamilyID=B91AC197-FFA7-45A7-B1E1-C3457E1B0C1F&displaylang=en%20
2. Online lessons
- Chinese phonetics: (tables with sound files)http://www.uvm.edu/~chinese/pinyin.htm#Table%203 (The University of Vermont, Chinese Program Homepage)
- Downloadable sound files for Integrated Chinese for dialogues, sentence by sentence, created by Z. S. Zhang at SDSU.
- IC-1 multimedia exercises: http://www.language.berkeley.edu/ic/ (by Ying Yang of UC Berkeley, very helpful but accessible only in Internet Explorer).
3. Writing characters
- Animated characters writing with highlight radicals and sound: http://www.usc.edu/dept/ealc/chinese/character/index.html (Click simplified Chinese, by South California Univ.)
4. Online Dictionaries
5. Learn Chinese online
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:
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.
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:
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
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 ______________________________________________________________