First Year Chinese

Course Number: CHN 102
Transcript Title: First Year Chinese
Created: May 15, 2018
Updated: August 6, 2019
Total Credits: 5
Lecture Hours: 50
Lecture / Lab Hours: 0
Lab Hours: 0
Satisfies Cultural Literacy requirement: No
Satisfies General Education requirement: Yes
Grading options: A-F (default), P-NP, audit
Repeats available for credit: 0

Prerequisites

Course Description

Emphasizes effective communication skills in both written and spoken Mandarin Chinese. Builds on language skills introduced in CHN 101. Provides an understanding of practices of native Chinese culture.  Helps beginners with language proficiency as well as cultural awareness. The second term in a three-term sequence. Prerequisite: CHN 101. Audit available.

Intended Outcomes

Upon successful completion of this course, students will be able to:

  1. Pronounce Chinese phonetic symbols accurately.
  2. Exchange basic greetings and communicate in semi-predicable settings with appropriate vocabulary depending on age and gender.
  3. Apply common cultural understandings and recognize cultural values when interacting with native speakers of Chinese.
  4. Use the understanding of basic Chinese syntactic system to read and compose colloquial Chinese texts in Chinese characters.
  5. Apply their understanding of Chinese to interact with native Chinese speakers.

Alignment with Institutional Core Learning Outcomes

Major 1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

Major

2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

Not addressed

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)

Major

4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)

Not addressed

5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Core Learning Outcomes (CLOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Outcome Assessment Strategies

  1. Active participation in interactive class activities, including individual, pair or group activities
  2. Individual presentations
  3. Contextual written tasks to assess reading, writing, cultural and aural competencies
  4. Oral interviews with partners or instructor
  5. Multimedia aids to improve listening skills, including short audio clips or films
  6. Class discussions to enhance cultural awareness and knowledge

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content (Themes, Concepts, Issues and Skills)

Include all or most of the following:

  1. Vocabulary
    • Transportation
    • Telephone conversation
    • Requests and responses
    • Academic subjects
    • School days
    • Shopping
    • Clothing
    • Colors
    • Locations and directions
  2. Pronunciation
  3. Grammar structures
    • Verbs
    • Interrogatives
    • Personal pronouns
    • Descriptive adjectives
    • Word orders
    • Affirmative and negative responses
    • Complex word orders
    • Conjunctions
    • Modals
    • Prepositions
    • Descriptive complements
    • Directional complements
    • Adverbs
    • Participles
    • Topic-Comment sentences
  4. Chinese characters: Reading/Writing
  5. Conversation Themes
    • Shopping
    • School life
    • Introductions and leave takings
    • Gratitude and apology
    • Family
    • Time and dates
    • Invitations: acceptance and rejection
    • Locations
    • Giving Directions
    • Formulate Requests
    • Initiate and exchange basic greetings and self-introductions in culturally appropriate manner according to age and gender
  6. Chinese Culture
    • Telephone etiquette
    • Chinese school structure
    • Dining etiquette
    • Business etiquette
    • Family culture
    • Chinese holidays