Code Type:

  • NC = No Credit
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  • G = Grad. Requirement
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  • GU = US History
  • GV = Careers
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  • SE = Special Education
  • AP = Advanced Placement
  • G-CTE = Career
  • G-CTE/c = Career (c)
  • NC = No Credit
  • RP = Repeat COurse
  • REG = Regular Course/Credit
  • W = Weighted
  • MC2 = Multiple Credit 2
  • MC3 = Multiple Credit 3
  • MS = Middle School
  • ES = Elementary School

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FLC401: Chinese II (2011-2012)

CURRICULUM PROGRAM: Foreign Language Program
COURSE TITLE: Chinese II
CALENDAR YEAR: 2011-2012
GRADE LEVEL: 9-12
CODE: FLC401
TYPE: GD
CREDITS:
COURSE LENGTH: 36 weeks
SUGGESTED PREPARATION: Chinese I (Mandarin)

Major Concepts/Content: The Chinese II course provides activities, projects, and experiences that enable students to appreciate and value the target language and its culture. The content of Chinese Level II includes teaching students to follow specific directions given in the target language and to understand main ideas after listening to presentations on familiar topics. Students increase their skills by using basic sentence patterns correctly in spoken and written communication. Students increase the vocabulary (hanzi) required. In addition to learning how to read Chinese characters, student will learn how to use the correct strokes when writing. Students become increasingly more aware of the difference between non-alphabetic languages and alphabetic languages in terms of grammar and syntax. Students will study Chinese language grammar rules and learn how to apply them correctly, including such components as verbs, demonstrative case, clause modifiers, interrogative words and various question patterns. Students will become familiar with short stories, essays, magazines, simple readers, news articles, videos, CD’s, and computer programs representative of the language and culture. Students are made aware of the value of foreign language study. Career opportunities are analyzed and students learn that the knowledge of a second language can be a useful tool in international, economical, and social situations.

Major Instructional Activities: Instructional activities emphasize proficiency in communication and cultural knowledge and will incorporate the four basic skills: listening, speaking, reading, and writing. Students will participate in daily class activities and exercises in order to achieve the goals and objectives of the course. Activities will build on that of Level I and seek greater depth of learning. Use of computers will help build communication skills and reinforce grammatical principles. Students will be encouraged to visit museums, theaters, and attend activities, as available, where they can practice Chinese and continue to build an appreciation for the Chinese culture.

Major Evaluative Techniques: Students will be required to pass tests that are proficiency oriented as-well-as achievement oriented. Tests may come with the program materials and/or be teacher-generated. Projects will be encouraged. Daily class participation and homework are of vital importance in the total evaluation of students.

Course Objectives: Upon completion of the Chinese II course, students should be able to:
Listening:

  • Reinforce and expand on discrimination among typical intonation patterns of affirmation, information questions, yes-no questions, as well as other typical segmented patterns taught in Level I.
  • Make intelligent guesses by listening to a recombination of familiar material containing unfamiliar vocabulary items.
  • Discriminate among structure signals such as markers to indicate gender and number or case and inflections to denote tense.
  • Demonstrate an understanding of the language spoken by a variety of both male and female voices of various age groups.

Speaking:
  • Produce with more consistent accuracy the sounds of the target language with minimal interference from English.
  • Produce with greater accuracy patterns of intonation, stress, rhythm, linking, and pitch.
  • Express ideas using appropriate grammatical forms and word order characteristic of the language
  • Participate in dialogues of greater length and complexity.
  • Produce conversations and short narratives paraphrasing familiar material.

Reading:
  • Read aloud using the appropriate pronunciation, intonation, stress, and rhythm.
  • Recognize selected idioms and notice how they are appropriately used in context.
  • Read silently, with comprehension, material more difficult than in Level I. These could be items such as short paragraphs, short stories, essays, news articles.

Writing:
  • Write the characters that stand for sounds/meaning.
  • Write accurately the structure, grammar and vocabulary within their experience.
  • Punctuate correctly.

Culture:
  • Identify some of the principal heroes and/or leaders of the target language culture.
  • Explain aspects of the educational system of the target language culture.
  • Explain customs related to birth, marriage, and death in the target culture.
  • Explain how the knowledge of languages can broaden career opportunities.
  • Give examples of how using another language facilitates global communication.
  • Compile information about careers that require a second language.