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Abraham Lincoln High School ESL/Bilingual Department

Chinese Primary Language Arts 1-8

Chinese Primary Language Arts Honors 3C/4C, 5C/6C

 Course Outline (2002-2003)

by: Chinese Language Arts Committee

Course Description

Course Objectives

Textbook

Levels, Contents, Assignment and Prerequisites

Method of Evaluation

Course Description:

Chinese Primary Language Arts 1-8 is a four-year literature-based advanced primary language arts course emphasizes the Five C’s (Communication, Communities, Cultures, Comparisons and Connections) as described in Standards For Foreign Language Learning: Preparing for the 21st Century by the U.S. Department of Education, for students (including Limited English Proficient, Fluent English Proficient and Chinese immersion students) who are literate in Chinese (equivalent to China or Taiwan’s 7th graders’ Chinese level) to further develop their speaking, reading, and writing skills in Chinese. The language of instruction will be 100% in Chinese. This course will also focus on facilitating students’ positive transferring of literacy skills to second language acquisition, promoting community involvement, career awareness and technology application.

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Course Objectives:

Students will develop oral skills in Chinese by expressing themselves accurately and resourcefully with reasonable fluency through speech, oral composition, debate and drama performance.
Students will develop major reading skills in Chinese that include:
  1. Demonstrating the ability to proofread
  2. Mastering speed reading skills
  3. Mastering of Interpretative reading skills
  4. Mastering the ability of Keyword reading
  5. Demonstrating educated guesses in reading
  6. Analyzing/Comprehending the main ideas, facts and narratives in different types of text including but not limited to novels, stories, newspapers, magazines, technical manuals, essays, poems, etc.
  7. Demonstrating advanced dictionary and online research skills
  8. Judging the word boundary in any kind / style of Chinese print quickly
Students will develop writing skills by demonstrating the ability of mastering the writing process, major morphology and syntax components, rhetorical devices and the ability to write different types of articles.
Students will develop Chinese culture values as well as diverse multicultural values and background which value, honor, and reward diversity.
Students will develop technology/information literacy skills that will enable them to access, manipulate, organize and to present information in Chinese.
Students will become aware of career and educational opportunities and the economic value of bilingual/bicultural skills and social issues involving the Chinese community.

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Textbook:

Secondary Chinese Language Arts Textbooks ¡m°ª ¤¤  ¤¤ °ê »y ¤å ½Ò ¥» »P  ²ß §@ ¥»¡n

Author: Abraham Lincoln High School Two-Way Chinese Immersion Curriculum Committee

A Reader in Post-Cultural Revolution Chinese

Author: Vivian Ling

Publisher: The Chinese University Press, Hong Kong 1994

9th grade:

Book one: for Chinese Primary Language Arts 1

Book two: for Chinese Primary Language Arts 2

10th grade:

Book three: for Chinese Primary Language Arts 3

Book four: for Chinese Primary Language Arts 4

11th grade:

Book five: for Chinese Primary Language Arts 5

Book six: for Chinese Primary Language Arts 6

12th grade:

A Reader in Post-Cultural Revolution Chinese Literature

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Level, Content, Assignments and Prerequisites:

Chinese Primary Language Arts 1-2:

The course emphasizes the progression from a colloquial to a more formal command of the language, which includes the introduction of all major literacy components, grammar and types of writing in Chinese, through the study of works by famous Chinese authors and Chinese translated works by authors from other countries. Typical assignments include, but not limited to: student-teacher interactive journal writing, book report, skit writing and performing, class debate, prose and short story writing, literacy study project that students conduct research and in-depth analysis of a piece of literature, literature portfolio, formal essay writing that focuses on observation, incident and autobiography. The main focus of this year is on short stories. 1 is the Fall semester course and 2 is the Spring semester course.

Prerequisites: Score 30 to 49 of the High School Chinese Primary Language Arts Placement Test (see appendix), or completed 7 years of schooling in which Chinese is the major instructional language, or completed a minimum of 8 years study in a Chinese immersion program, or a passing grade of Chinese6/Cantonese 6/Cantonese 6E and recommended by the teacher.

 

Chinese Primary Language Arts 3-4:

The course emphasizes higher levels of communication proficiency and an appreciation of the culture, literature and the social heritage of Chinese language with a multicultural and interdisciplinary perspective through in-depth study of the works by selected ancient and modern Chinese authors. Computer applications in Chinese that enable students to gather, organize and to present information will be introduced. All students will participate in the "Chinese News Online" project in which they edit and publish a student Chinese magazine on the Internet. Typical assignments include those that have been required in Chinese Primary Language Arts 1-2 plus: Internet research projects; drama performing; interpretive, analytic, evaluative and reflective essay writing; career exploration projects that students explore jobs in America that require high Chinese literacy skills, and learn how to package and present themselves to the employer. The main focus of this year is on Science Fiction and Kung-fu Fiction by famous Cantonese authors such as Ni Kuang, Louies Cha, and Lu Xun’s novels. 3 is the Fall semester course and 4 is the Spring semester course.

Prerequisites: Score 50 to 89 of the High School Chinese Primary Language Arts Placement Test (see appendix), or Completed 8 years of schooling in which Chinese is the major instructional language, or a passing grade of Chinese Primary Language Arts 2, or recommended by the teacher.

 

Chinese Primary Language Arts 5-6/7-8:

The course continues to emphasize higher levels of literacy proficiency of Chinese language and an understanding of current social, economic and political changes in China, Hong Kong and Taiwan that impact ordinary people’s life as well as Chinese immigrants’ experience through in-depth study o of Classical Chinese works being represented in major Dynasties, and selected Chinese authors after 1979. Students will also continue their study of computer applications in Chinese including new input methods and World Wide Web authoring in Chinese. Typical assignments include those that have been required in Chinese Primary Language Arts 3-4 plus: comparison and contrast of works by the same author; analysis of literature that expressed a common theme, presented similar characters, settings or plot, and participation of community services such as interpreting and Web site maintenance. The main focus of this year is on Classical Chinese and Chinese novels after 1979. 5 or 7 is the Fall semester course and 6 or 8 is the Spring semester course.

Prerequisites: Score 90 to 100 of High School Chinese Primary Language Arts Placement Test (see appendix), or Completed 9 years of schooling in which Chinese is the major instructional language, or a passing grade of Chinese Primary Language Arts 3-4, or recommended by the teacher.

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Method of Evaluation:

Types of evaluation:

Placement Test, School-wide Midterm and Final Examination (criterion-referenced assessment), Portfolio assessment, Class performance, Participation, Tests and Quizzes.

Assessment Criteria:

The criteria are listed according to the level of achievement, in which level one being the lowest and level six being the highest. A student must achieve level three or four to pass the course.

Level of Achievement Competence Competence Objectives: Students will:
Level One Knowledge

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 demonstrate the ability to memorize the definition of a concept, a fact, a sentence structure or how to write a word.
Level Two Comprehension

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 demonstrate an understanding of the information and the ability to use it. (Such as interpreting the meaning of a diagram or predicting what might happen next in a story)
Level Three Application

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 demonstrate the ability to use knowledge to solve practical problems. (e.g., students identify the improper use of idioms.)
Level Four Analysis

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 demonstrate the ability to break down complex information or ideas into simpler parts to understand how they are related or organized. (e.g., students identify the main idea of a story.)
Level Five Synthesis

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 demonstrate the ability to use knowledge and skills to create completely new products. (e.g., students use personification in the story they write.)
Level Six Evaluation

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 demonstrate the ability of making value judgments against some criteria or standards. (e.g., students evaluate how well an author uses rhyming in his poems.)

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(c)1998 -2000Abraham Lincoln High School Chinese Language Arts Curriculum Committee

 

 

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Last modified: September 12, 2002