Course Syllabus

Text   Mandarin 10

Faculty

Course Description

Mandarin 10 Regular

This course is designed for students with prior knowledge of Easy Steps to Chinese Book 1. Students in this course focus on building on past language exposure to improve speaking, listening, reading, and writing skills. Students expand their oral expression abilities by increasing vocabulary, improving understanding of grammar concepts, strengthening pronunciation abilities, focusing on listening comprehension, and building on previously learned Chinese characters. This course allows students to be able to speak about topics pertaining to their daily lives and also focuses on deepening knowledge of Chinese culture and customs. This is a full year course. Students successfully completed this course can enroll in Mandarin 11 Regular.

Mandarin 10 Honour

Students in this course continue to build on past language exposure to improve speaking, listening, reading, and writing skills. Students expand their oral expression abilities by increasing vocabulary, improving understanding of grammar concepts, strengthening pronunciation abilities, focusing on listening comprehension, and building on previously learned Chinese characters. This course allows students to be able to speak about topics pertaining to their daily lives and also focuses on deepening knowledge of Chinese culture and customs.

Instructional Aims

Based on the B.C. Ministry of Education curriculum, students will learn through the following experiences:

• Use knowledge of phonetic systems and parts and radicals in Chinese characters in relation to pronunciation and meaning
• Recognize and write content-related Chinese characters
• Derive meaning from a variety of texts as well as conversations
• Sustain understanding over a longer stretch of connected discourse on a number of familiar topics
• Initiate, maintain and close a general conversation with a number of strategies appropriate to a range of circumstances and topics
• Read simple, authentic written material on subjects within a familiar context
• Describe in paragraphs in length of at least 100 Chinese characters or more on familiar topics
• Recognize regional and ethnic diversity of language and culture in China
  and in Chinese communities throughout the world
• Engage in experiences with Mandarin-speaking people and Chinese communities
• Identify and explore educational and personal/professional opportunities requiring proficiency in Mandarin
• Analyze personal, others’, and shared experiences, perspectives, and worldviews through a cultural lens
• Recognize First Peoples perspectives and knowledge; other ways of knowing, and local cultural knowledge

Learning Outcomes

Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills:

• Language Thinking

   

  • Use knowledge of phonetic systems and parts and radicals in Chinese characters in relation to pronunciation and meaning
  • Recognize and produce content-related Chinese characters
  • Derive meaning from a variety of simple texts
  • Use a growing variety of strategies to increase understanding

• Communication

   

  • Narrate stories
  • Participate in short and simple conversations
  • Exchange ideas and information using simple sentences, orally and in writing:
  • ask and respond to questions on familiar topics
  • describe people, objects, places, and personal interests
  • compare and contrast characteristics of people, objects, places and personal interests
  • describe sequences of events
  • express simple needs in familiar situations
  • express opinions on familiar topics
  • Seek clarification and provide verification of meaning through a variety of strategies

• Personal and Social Awareness

   

  • Describe cultural practices, traditions, and attitudes in various Chinese-speaking regions and describe their role in cultural identity
  • Recognize how Chinese culture is expressed through creative works
  • Describe similarities and differences between their own cultural practices and traditions and those of Chinese-speaking people and communities
  • Engage in experiences with Chinese-speaking people and communities
  • Express and reflect on a variety of experiences, perspectives and worldviews through place
  • Recognize First Peoples perspectives and knowledge, other ways of knowing, and local cultural knowledge to gain understanding of Chinese culture

Assessment and Evaluation

A student's final mark will be determined by evaluation of their ability to demonstrate proficiency in these skills and learning these concepts.

Mandarin 10 follows the St. George’s School Assessment Policy.  Assessment will be linear, considering the “most recent and relevant” performances of understanding.  This also includes a focus on learning outcomes (versus type of assignment), a year-long cumulative grade (versus term by term), and a focus on mastery (versus averages). Mastery of a language encompasses the four core language skills: speaking (both dialogue and presentational), listening, reading and writing and these four skills are weighted equally each term.

The primary sources of evaluation in the course will include:

• Projects/presentations at the end of themes
• Grammar, vocabulary, listening and reading comprehension quizzes and assessments
• Short written responses
• Student dialogues

The school year grade is equivalent to 75% of their final grade and is made up of the following categories:

• Speaking comprehension: 25%.
• Reading comprehension: 25%.
• Listening comprehension: 25%.
• Writing comprehension: 25%.

We anticipate adjustments may be made throughout the year due to the extenuating circumstances we are facing. Any adjustments will be posted here and discussed as a class.

Both the school’s assessment expectations and supports that teachers provide can be found online. Academic dishonesty to any degree is not acceptable.

There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:

• Faculty support
• 5th Block
• Head of Grade
• Student Success Centre
• Personal Counselling

Course Expectations

St. George’s School expects all students at the Senior School to be interested and motivated in achieving their personal best while at the School. We expect students will be engaged in their endeavours, responsible to their studies, classmates and teachers, and demonstrate integrity in their pursuit of learning.

Students in this course are expected to complete work assignments on the date assigned and to submit their work on Canvas.

If circumstances prevent the student from completing a work assignment on the assigned due date, the student must inform the teacher prior to the due date for the work assignment. The teacher will provide a second due date through 5th block system. 

First Peoples Principles

We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.

As part of contribution to reconciliation, this course makes First Peoples Principles visible in class by studying First Peoples perspectives and knowledge, comparing its principles with those of in Chinese culture.

Literacy/Numeracy

Contacting Me

As the teacher for this course, I can be contacted in the following ways:

• Name: Lucy Li
• Office: 101B
• Email: lli@stgeorges.bc.ca
• Phone: 604 224 4776