International Class Curriculum Guidelines
(2005-2006 Academic Year)
Guangzhou Huamei International School
Preface
The first International Class of Guangzhou Huamei International School was established in the Primary Section in September, 2004, which was a milestone event in the internationalization of Huamei.
As the Chinese economy takes off, international communication is developing by leaps and bounds and China has turned out a wonderland for more and more foreign investors and workers. Hence, good enlightenment for their children naturally becomes an important issue for Cantonese education industry.
Guangzhou Huamei International School, which has been marching on with the times, took the lead by initiating the first international class whose emergence was not an occasional phenomenon. Plenty of experience and abundant resources that Huamei has acquired in terms of running international pre-classes and the Sino-Canada High School have provided it with a solid foundation. Through a year’s practice, Huamei has found an effective way of curriculum setup of the international class, which we will talk about in detail later.
Meanwhile, the second international class was established in the Secondary Section this semester to the request of many parents and students. After two months of trial, the basic landscape of its curriculum setup has been painted out. Also, we will talk about that later.
ⅠCurriculum of Primary International Class (age 9 to 12)
There are huge differences between Chinese students and international students in terms of educational background, parents’ expectations, etc. just because international students come from various countries. Besides, they have different goals as well as time of staying in China so how they can best benefit from Huamei’s curriculum setup is what we have been seeking after. By taking the above factors into account, we arrange the curriculum setup as follows:
1. Course Structure
The course structure of international classes is comprised of core subjects, non-core subjects and comprehensive practical courses. Core subjects include Chinese, Math, English in which Chinese is of the most importance while non-ore subjects include Music, P.E., Art, Computer, Science, etc. As regards comprehensive practical courses, they are responsible for introducing Chinese cultures and traditions to students. For instance, “Seeking For Lingnan Culture” campaigns.
2. Course Arrangement
After one year’s study in the international class, students are either assigned to a paralleled class or required to study one more year in the international class according to their academic performance in Chinese and learning hours. Once students are assigned to a paralleled class, they will receive individualized teaching regarding English study.
Here, we just recount one-year course arrangement of the international class. The one year study will be divided into three phases.
1) Phase Ⅰ(First four weeks of 1st Semester)
Oral Chinese communication intensive training and orientation will be provided in this phase in the purpose of preparing international students for daily talks in Chinese and helping them avoid psychological fear and get used to the life in Huamei.
2) Phase Ⅱ (From 5th Week of 1st Semester to the end of 1st Semster)
● With respective to core subjects, focused teaching will be carried out by providing students at different levels with individualized teaching according to their results of proficiency tests on Chinese, Math and English.
● With respective to non-core subjects, students can take courses together with their parallel class counterparts (Half a day is recommended) only if their non-core-subject schedule does not contradict their core-subject one.
3) Phase Ⅲ (2nd Semester)
The school will continue providing core courses and non-core courses for students while adding comprehensive practical courses with specific themes to the course arrangement.
For example, teachers will take students from the international classe out and visit historical interests located in Guangzhou as part of “Experiencing Guangzhou ---- Discovering Lingnan Culture” campaign. At the same time, “Chinese History Culture” class will be provided for students to know China and love China afterward.
3. Curriculum Setup of Chinese and English
1) Chinese
Notably, Chinese is the most crucial subject compared with other core courses, partly because mastering Chinese is the first requirement for students from the international class, partly because Chinese is the basic communication tool to international class students before they are qualified to join parallel classes.
According to students’ purposes and time planning of learning Chinese, we design two teaching modes for the following two kinds of international students:
(a) Students from Hongkong, Taiwan, Macao or students who plan to study in China for not less than two years.
(b) Students who stay in China for just a short time with the purpose of mastering as much Chinese as possible within the limited time.
The two ways of course setup are described in the following table:
|
Modes |
(a) |
(b) |
|
Course Objectives |
1. Know Chinese cultures profoundly; understand Chinese wisdom; care about Chinese cultural life; respect multiculturalism
2. Develop positive attitudes and proper value judgement through Chinese study; improve cultural taste
3. Develop the passion for Chinese; develop good habits and confidence in learning Chinese; master the most fundamental Chinese-learning methods
4. Be able to read common Chinese essays independently and handle daily talks; learn how to listen, express and communicate; learn how to socialize in an appropriate way; teamwork spirit |
|
1. Work out Chinese Teaching Objectives for the International Class based on Basic Chinese for the International Class
2. Periodic Subject Development Objectives |
Refer to the National Chinese proficiency test ---- Hanyu Shuiping Kaoshi (HSK) hosted by Office of the Chinese National HSK Committee |
|
Teaching Resources |
●Elementary Oral Chinese Textbook for International Class (self-editing)
●Basic Chinese for the International Class (revised edition)
●Website of the International Class
●Library |
●Choose or refer to the current publications of national teaching of Chinese as a foreign language
●Website of the International Class
●Library |
|
Way of Teaching |
●Focused Education
●Individualized Education |
●Focused Education
●Individualized Education |
|
Teaching Evaluation:13-point rating system |
combination of process assessment (Portfolio Assessment) and summative assessment |
combination of HSK and process assessment (Portfolio Assessment) |
|
|
|
|
2). English
According to origins of the students, we design two teaching modes for the following two kinds of international students:
(c) Students from English-speaking countries such as Britain, Canada, etc.
(d) Students from Non English-speaking countries such as Japan, Korea, etc.
|
Modes |
(a) |
(b) |
|
Course
Objectives |
1. Refer to the Course Objectives of Language Course adopted by the Province of Ontario, Canada
2. Periodic Subject Development Objectives |
1. Periodic Subject Objectives of Cambridge Young Learners English System
2. Periodic Subject Development Objectives |
|
Teaching
Resources |
●Corner Stones: Canadian Language Arts (grade 4-6)
●Complete English Smart: Reading, Grammar, Usage (grade 4-6)
●Original edition of English books from library
●International Class Website |
●Series Textbooks of Cambridge Young Learners English
●Supplementary teaching materials
●Website of the International Class |
|
Way of Teaching |
●Focused Education
●Individualized Education |
●Focused Education
●Individualized Education |
|
Teaching
Evaluation |
Huamei carries out full-scale assessment of the students according to standards of Ontario. |
Process assessment (Portfolio Assessment), Final tests and Cambridge English Tests |
ⅡCurriculum of Secondary International Class (age 13 to 16)
Based on experience generated by the international class in Primary Section, the curriculum of International Class in Secondary Section is set up as follows:
1. Class Management
The international class in Secondary Section is in charge of by Chinese teachers who are responsible for the administration work.
2. Test and Class Arrangement
Students need to take Chinese, Math and English tests and then are classified into several ranks so that they can be assigned to relative parallel classes.
3. Course Structure
The course structure is comprised of three categories of subjects:
(a) Core Subjects: Chinese, English, Math
(b) Non-core Subjects: Music, P.E., Art, Computer
(c) Elective Subjects: History, Geography
4. Ways of Teaching
Each student has his/her own class schedule. The detailed information is as follows:
(a) Core Subjects
● Chinese
Assessment and analysis of Chinese proficiency of the students in terms of listening, speaking, reading and writing skills are carried out to frame detailed and featured “Transitional Teaching Scheme” with the intention to encourage individualized teaching. Thus, the students have opportunities to practise Chinese in both Chinese and history class according to the “Scheme”.
The Chinese course aims at improving international students’ Chinese (Mandarin in particular) proficiency and preparing them for the parallel class study as soon as possible.
● English
Students are assigned to different grades of parallel classes or fundamental classes (for those whose English are poorer than the seven grade level) according to their progress. The rule is that if an international student is qualified to graduate from primary school, he/she will upgrade to a seven grade parallel class, and the rest may be deduced by analogy; if his/her English proficiency is outstanding or he/she comes from English-speaking countries, he/she will upgrade to a “Quintessential Class” of senior secondary school that primarily applies Canadian high school English courses.
Curriculum Scheme of Secondary International Class
1. Background
Aiming to help students from Hongkong, Taiwan, Macao or foreign countries get in their Mandarin Chinese, to facilitate cultural communications and to gain a worldwide popularity, the secondary international class came into existence this year.
The secondary international class admits students aged between 13 and 18 from all over the world. With a full range of experienced and conscientious faculty who are both good at Chinese and English, Huamei can also provide students with the best teaching facilities and customized management. Despite the fact that our international students vary to each other in terms f Chinese level, English level, cultural background and the time of entering school, they will be provided with the same platform to make progress both in academic performance as well as moral characters.
2. Course Objectives
1) New Course Objectives of Junior Secondary School
2) Chinese Course Objectives
a) Know Chinese cultures profoundly; understand Chinese wisdom; care about Chinese cultural life; respect multiculturalism;
b) Develop positive attitudes and proper value judgment through Chinese study; improve cultural taste;
c) Form good learning habits; master the basic way of learning Chinese and keep improving practical applications of Chinese;
d) Enhance the listening, speaking, reading and writing skills of Chinese; strengthen the phonetic system of the Chinese language, enlarge the Chinese vocabulary (Chinese characters); appreciate ancient Chinese poems and contemporary Chinese literature works; understand and write relatively plain narratives and ordinary applied Chinese.
3. Content of Courses
Based on the teaching plans applicable to primary schools and secondary schools, we take the initiatives to construct a school of self-designing individualized courses. Besides, we advocate the teaching mode of “Strengthening the Chinese, Improving the English, Encouraging the penetration between different subjects”. With multi-means teaching, we devote to fully elevating students’ abilities.
1) Self-designing individualized courses on mandarin, simplified Chinese characters, Chinese pinyin, daily Chinese communication, etc.
2) Integrated primary school courses from junior 1 to junior 6
3) Integrated secondary school new courses
4) New courses on other subjects
4. Course Setup
1) Chinese Courses
With Chinese, math and English as major courses, Huamei also provides history, geography, biology, music, PE, art, computer, etc as supplementary courses and design different curriculum structure for different students with different Chinese levels.
a) Zero-based Chinese Courses
● Weekly Hours: 24;
● Content of Courses: Starting from Chinese Pinyin, character and phrase recognition and daily talks;
● Teaching Materials: Self-designing individualized textbooks; textbooks of integrated primary school courses;
● Objectives: Recognize basic Chinese characters and pronounce Pinyin accurately after a year’s study; know around 1500 Chinese characters; know how to consult a dictionary; talk to Chinese teachers freely and understand relatively plain Chinese works independently; narrate an event clearly and express feelings; distinguish between right things and bad things; achieve the level of a junior 6 student.
b) Chinese Courses for students at the level of a primary upperclassman
● Weekly Hours: 13;
● Content of Courses: How to prepare for new texts; continued accumulation of new characters and phrases;
● Teaching Materials: Mainly seven grade textbooks;
● Objectives: Know around 1800 Chinese characters; use dictionary appropriately; recite stories correctly and fluently in mandarin; achieve a relatively high speed of silent reading; understand common literature works; know the differences among narration, description, illustration, argument and lyricism as far as ways of expression is concerned; recite over 20 ancient Chinese poems; narrate an event in detail; express motions in a number of ways; achieve the level of a seven grade student.
c) Chinese Courses for Hong Kong, Taiwan and Macao students
Since most of them can only write traditional Chinese characters, speak Cantonese but are poor at mandarin on average, the arrangements for them are as follows:
● Weekly Hours: 13;
● Content of Courses: Comparative study of Cantonese and mandarin, simplified and traditional Chinese characters; provide guidance on preparation for new lectures; continued accumulation of new characters and words;
● Objectives: Know around 2000 Chinese characters; use dictionary appropriately; Recite stories correctly and fluently in mandarin; achieve a relatively high speed of silent reading; understand common literature works; master some skills in recitation, silent reading, skip reading and skimming; know the differences among narration, description, illustration, argument and lyricism as far as ways of expression is concerned; recite over 20 ancient Chinese poems; narrate an event in detail; express emotions and attitudes; achieve a certain level of the corresponding grade.
2) Courses of Other Subjects
As regards subjects apart from Chinese, international students are supposed to be assigned to certain classes depending principally on their English levels.
a) Students with no Chinese basis
They spend most of their time in Chinese class, so they are assigned to different classes according to their relative levels in English, music, PE, art and computer.
b) Students with Chinese basis
They are assigned to different classes according to their academic performances in English and math. However, owing to the fact that they are varied to each other in terms of Chinese basis, more or less on other subjects and the fact that they don’t have to take part in the Senior Secondary School Entrance Exams or College Entrance Exams, they are not required to take politics, history and practice classes that are transformed into Chinese classes (6 hours in all). As regards other subjects, they are assigned to different classes according to their relative levels.
c) Students from Hong Kong, Taiwan or Macao
They are supposed to take 6 hours more Chinese classes but don’t have to take politics, history or practice classes. As regards other subjects, they are assigned to different classes according to their relative levels.
3) Practical Activities
a) Making acquainted with Chinese cultures through big festivals or significant events.
b) Launching Chinese Cultures exploration activities with specific themes
c) Cultural exchanges among international students
d) All sorts of competitions or contests
5. Developing Evaluation
We put in practice a multi-angle, multi-level and overall evaluation system by combining process assessment, periodic assessment with summative assessment.
The evaluation criteria include participation, performance and effect during the process. We embrace developing evaluation in which rating evaluations are undertaken by all subjects.
6. Class Management
1) Huamei shall perfect class administrative system while students are encouraged to participate in all kinds of school activities;
2) School management shall assess the students based on Daily Behavior Standards for Huamei Middle School Students: Discipline class adviser takes charge while students, led by student leaders, administer the class by themselves;
3) Encouraging intercommunication between classes and cooperation;
4) Emphasizing on sentiment education and psychological guidance;
5) Establishing the concept of equality which includes that students respect each other’s customs and traditions.
Middle School Section International Class Teaching Plan (2005-2006 Academic Year)
1. Background
In order to improve the mandarin Chinese level of kids from foreign countries, Hong Kong, Taiwan or Macao, the international class in Huamei’s Secondary Section was initiated since this year. The class contains seven students, five of which are male while two of which are female. Four of them come from Korea, Jordan, Vietnam and Beijing respectively and the other three from Hong Kong. Their ages range from 13 to 17 and they either have no Chinese basis or a little. In addition, they have been assigned to classes of 7th grade, 8th grade, 9th grade and Senior 1.
2. Teaching Objectives: To help students
1) Know Chinese cultures profoundly; understand Chinese wisdom; care about Chinese cultural life; respect multiculturalism;
2) Develop positive attitudes and proper value judgment through Chinese study; improve cultural taste;
3) Form good learning habits; master the basic way of learning Chinese and keep improving practical applications of Chinese;
4) Enhance the listening, speaking, reading and writing skills of Chinese; strengthen the phonetic system of the Chinese language, enlarge the Chinese vocabulary (Chinese characters); appreciate ancient Chinese poems and contemporary Chinese literature works; understand and write relatively plain narratives and ordinary applied Chinese.
3. Teaching Strategies
Stick strictly to the Teaching Syllabus for Middle School Chinese; apply current textbooks to junior secondary schools and senior secondary schools; introduce a number of teaching means; fully develop students’ potential in listening, oral, reading and speaking abilities.
1) Self-compiling and choosing good teaching materials; taking advantage of multi-media; combination of lectures and individual guidance; multi-level teaching;
2) Advocating high requirements, strict management, democracy and personality liberation; fostering a healthy and distinct educational atmosphere for the international Class;
3) Embracing the concept of Edutainment (a word made up of two parts, Education and Entertainment); improving students’ Chinese expression ability through exoteric and lively teaching practices;
4) Providing Individual instruction through extracurricular activities and Self-study classes;
5) Organizing multi-level interclass exchanges and abundant cultural exploration outside campus;
6) Arranging all types of competitions to attract students’ interests
4. Individualized Education
1) We apply the “Strengthening Chinese, Improving English and Penetration between subjects” mode, focusing on listening and speaking abilities while developing reading and writing skills as well;
2) We emphasize on Chinese, math and English without neglecting such subjects as history, geography, biology, music, PE, art and computer, etc.
3) We arrange teaching material according to each student’s realistic learning portfolio;
a) According to their Chinese and English levels, they are respectively assigned to classes of senior 1, 9th grade, 8th grade and 7th grade.
b) The three Hong Kong students, the requirement for whom is to reach the 8th grade level, shall be trained in Chinese and simplified Chinese characters before they get to textbook learning;
The Korean student, the requirement for whom is to reach the 7th grade level , shall focus on the textbooks and make progress step by step;
The Vietnamese student and the Jordanian student, instead, shall start learning Chinese from the very beginning;
The Beijing student who has reached Senior 2 English level can handle simple conversational talks with teachers and classmates in Chinese, so all his English class hours will be transformed into Chinese ones and he is required to reach the primary school junior 6 level.
c) Among the seven international students, senior one students will be assigned to Senior 1 Class 1 when having English, music, PE, art and computer classes. With all other classes transformed into Chinese classes (24 hours in all), they start from courses of primary school level;
With history and foreign teacher’s classes (3 hours in all) transformed into Chinese classes, 9th grade students are assigned to Grade 9 Class 7 when taking other courses;
With history, foreign teacher’s and practice classes (6 hours in all) transformed into Chinese class, 8th grade students are assigned to Grade 8 Class 2 and Class 6 when taking other courses;
With history, politics, practice classes transformed into Chinese classes (13 hours in all), 7th grade students are assigned to Junior One Class Two when taking other courses.
d) Extra Chinese Remediation Arrangement during Self-study Hours at night
|
Name |
Transitional Education |
Emphasis of Chinese Teaching |
|
Wu Hengxi |
Chinese Pinyin;
Comparisons between simplified and traditional Chinese characters;
Mandarin training. |
Ancient Chinese; Listening, speaking, reading and writing skills |
|
Lu Yanting |
Reading, understanding and recitation |
|
Chen Tanting |
|
Cheng Haojing |
Slow teaching of texts;
Guidance on how to learn. |
Understanding of characters and words as well as passage; getting ready for ancient Chinese reading |
|
Halliday |
Self-designing textbooks for the international class |
Chinese Pinyin; characters and words; Oral Chinese conversation; Listening and speaking training |
|
He Jinglun |
|
Deng haihe |
4) Individualized Curriculum Schedule
A: Wu Hengxi; B: Lu Yanting, Cheng Haojing; C: Cheng Haojing; D: Halliday, He Jinglun, Deng Haihe (applicable to 5)
Abbreviations: English (E), Chinese (C1), Math (M1), PE, Geography (G), Biology (B), Politics (P1), Chemistry (C2), Music (M2), Art (A), Physics (P2), Foreign Teacher’s (F), Computer (C3)
|
Day |
Mon |
Tue |
Wed |
Thurs |
Fri |
Sat |
|
|
A |
B |
C |
D |
A |
B |
C |
D |
A |
B |
C |
D |
A |
B |
C |
D |
A |
B |
C |
C |
A |
D |
|
Morning Reading |
|
|
1 |
E |
E |
E |
E |
P |
C1 |
C1 |
E |
C1 |
E |
E |
C1 |
M1 |
C1 |
C1 |
E |
E |
E |
C1 |
C2 |
P1 |
|
|
2 |
M1 |
C1 |
C1 |
E |
C1 |
E |
C1 |
E |
C1 |
M1 |
E |
C1 |
C1 |
C1 |
E |
E |
E |
E |
E |
C2 |
P2 |
|
|
3 |
PE |
C2 |
M1 |
C1 |
C2 |
M1 |
C2 |
C1 |
E |
C1 |
C |
PE |
E |
F |
M1 |
C1 |
C2 |
C1 |
C1 |
C2 |
M1 |
|
|
Gym Break |
|
|
4 |
C1 |
A |
M2 |
C1 |
E |
B |
G |
M2 |
M |
C1 |
C1 |
C1 |
C1 |
E |
G |
C1 |
M1 |
P1 |
A |
C1 |
M |
|
|
5 |
C1 |
C1 |
C1 |
C1 |
E |
C1 |
PE |
C1 |
M |
C3 |
C3 |
C1 |
P1 |
PE |
C3 |
PE |
P1 |
M2 |
F |
C1 |
C1 |
|
|
Lunch Break |
|
|
6 |
P1 |
C3 |
F |
C3 |
M1 |
PE |
M1 |
C1 |
P2 |
F |
C1 |
E |
M1 |
B |
PE |
C1 |
P1 |
C1 |
E |
E |
C2 |
|
|
7 |
C2 |
M1 |
C1 |
C1 |
P2 |
C1 |
M1 |
C1 |
C2 |
P1 |
C1 |
E |
C2 |
M1 |
B |
C1 |
C1 |
M1 |
C1 |
E |
C1 |
|
|
8 |
P2 |
P2 |
C1 |
C1 |
C1 |
C1 |
E |
C1 |
PE |
G |
M1 |
C3 |
P2 |
M1 |
M1 |
C1 |
E |
|
|
C1 |
|
|
|
TV Time |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Night 1 |
M1 |
C1 |
C1 |
C1 |
C2 |
M1 |
E |
C1 |
P2 |
M1 |
C1 |
C1 |
E |
C1 |
M1 |
C1 |
C1 |
|
|
C1 |
|
|
|
Night 2 |
E |
E |
M1 |
C1 |
P1 |
C1 |
C1 |
C1 |
M1 |
E |
E |
C1 |
P2 |
P2 |
E |
C1 |
M1 |
|
|
C1 |
|
|
|
Night 3 |
C1 |
|
|
C1 |
C1 |
|
|
C1 |
C1 |
|
|
C1 |
C2 |
|
|
C1 |
E |
|
|
C1 |
|
|
5) Teaching Schedule
|
Week |
Dates |
Instructional Focus |
|
1 |
Aug 28—Sep 3 |
Register; know each student in detail; overall proficiency test |
|
2 |
Sep 4—Sep 10 |
Military training for A, B, C; Mandarin training; Simplified Chinese characters |
|
3 |
Sep 11—Sep 17 |
A: Mandarin training; Unit 6; Simplified Chinese characters
B: Mandarin training; Lesson 1 and 2 of Volume 6; Instruction on simplified Chinese characters
C: Lesson 1, 2 and 3; Extracurricular reading |
|
4 |
Sep 18—Sep 24 |
A: Mandarin training; Unit 6; Instruction on simplified Chinese characters
B: Lesson 3, 4, 5 and 22; Mandarin Training; Unit test; Simplified Chinese characters
C: Lesson 4 and 5; Comprehensive study; Unit test
D: Unit 1, textbook edited by the international class |
|
5 |
Sep 25—Oct 1 |
A: Mandarin Chinese; Unit 6; Instruction on simplified Chinese characters
B: Lesson 6 and 7; Composition
C: Lesson 6, 7 and 8; Lesson 1 and 2 of Ancient Chinese Poem;
D: Unit 2, textbook edited by the international class |
|
6 |
Oct 2—Oct 8 |
National Day holidays |
|
7 |
Oct 9—Oct 15 |
A: Unit 1; Lesson 1 and 2 Ancient Chinese Poem;
B: Lesson 8, 9 and 23; Speaking competition on extracurricular reading, listening and speaking;
C: Lesson 9 and 10; Comprehensive study; Unit test; Lesson 3 and 4 of Ancient Chinese Poem;
D: Unit 3, textbook edited by the international class |
|
8 |
Oct 16—Oct 22 |
A: Instruction on Unit 2; Ancient Chinese Poem Lesson 3 and 4;
B: Instruction on Lesson 10 and 24; Oral communication; Composition
C: Instruction on Lesson 11, 12 and 13; Junior One Chinese Recitation Contest
D: Unit 4, text book edited by the international class |
|
9 |
Oct 23—Oct 29 |
A: Unit 3; Lesson 5 and 6 of Ancient Chinese Poem;
B: Lesson 11 and 12; Unit test
C: Lesson 14 and 15; Comprehensive study; Mid-term review; Lesson 5 and 6 of Ancient Chinese Poem;
D: Unit 5, textbook edited by the international class |
|
10 |
Oct 30—Nov 5 |
A: Unit 4; Lesson 7 and 6 of Ancient Chinese Poem;
B: Lesson 13, 14 and 25; Composition
C: Lesson 14 and 15; Comprehensive study; Mid-term review
D: Unit 6, textbook edited by Huamei International Class |
|
11 |
Nov 6—Nov 12 |
A: Unit 5; Lesson 9 and 10 of Ancient Chinese Poem;
A, B, C, D: Mid-term exams |
|
12 |
Nov 13—Nov 19 |
A: Lesson 17, 18 and 19;
B: Lesson 15 and 16; Extracurricular reading;
C: Lesson 21, 22 and 23; Extracurricular reading; Lesson 8 of Ancient Chinese Poem;
D: Unit 8, textbook edited by the international class |
|
13 |
Nov 20—Nov 26 |
A: Lesson 20 and 21; Quick test; Extracurricular ancient Chinese poem reading
B: Lesson 17 and 26; Composition; Extracurricular reading; Writing from memory
C: Lesson 21, 22 and 23; Extracurricular reading; Lesson 8 of Ancient Chinese Poem;
D: Unit 8, textbook edited by the international class |
|
14 |
Nov 27—Dec 3 |
A: Lesson 22, 23 and 24; Quick test; Extracurricular ancient Chinese poem reading
B. Lesson 20 and 28; Oral communication; Composition; Unit test
C: Lesson 24 and 25; Lesson 9 of Ancient Chinese Poem; Comprehensive study; Unit test
D: Elective materials of the textbook for the 1st grade students |
|
15 |
Dec 4—Dec 11 |
A: Lesson 1 and 2 of Volume 7; Extracurricular ancient Chinese poem reading; Composition
B: Lesson 20 and 28; Oral communication; Composition; Writing from memory
C: Lesson 26 and 27; Lesson 9 of Ancient Chinese Poem;
D: Elective materials of the textbook for the 2nd grade students |
|
16 |
Dec 12—Dec 17 |
A: Lesson 3, 4, 5, 6, 7
B: Lesson 29 and 30; Writing from memory
C: Lesson 28, 29 and 30; Comprehensive study; Unit test
D: Elective materials of the textbook for the 3rd grade students |
|
17 |
Dec 18—Dec 24 |
A: Lesson 8 and 9; Quick test; Composition
B: Unit test; Oral communication; Recitation; Writing from memory
C: Final review mobilization; Extracurricular reading; Recitation; Writing from memory
D: Elective materials of the textbook for the 4th grade students
A, B, C, D: go to Huangpu Military Academy for cultural exploration on Tuesday |
|
18 |
Dec 25—Dec 31 |
A: Lesson 10, 11 and 12; Quick test
B: Final reviews; Composition; Oral communication; Recitation; Writing from memory
C: Final reviews; Composition; Extracurricular reading; Recitation; Writing from memory
D: Reinforced training of Chinese Pinyin, Chinese characters, words, reading and composition |
|
19 |
Jan 1—Jan 7 |
D: Reinforced training of Chinese Pinyin, Chinese characters, words, reading and composition;
A, B, C, D: Final reviews; Oral communication; Recitation; Writing from memory |
|
20 |
Jan 8—Jan 14 |
D: Reinforced training of Chinese Pinyin, Chinese characters, words, reading and composition;
A, B, C, D: Final reviews |
|
21 |
Jan 15—Jan 21 |
D: Reinforced training of Chinese Pinyin, Chinese characters, words, reading and composition;
A, B, C, D: Final reviews; Final exams |
5. Exploration Activities
1) All sorts of parties on special days such as World Teachers’ Day, the Mid-autumn Day, the Double-ninth Festival, the Spring Festival, the Dragon Boat Festival, the National Day, the Labor Day, the Christmas as well as the New Year.
2) Theme Exploration of Chinese Cultures: For example, visits to Huanghua Gang and Huangpu Military Academy in commemoration of Victories of Chinese Anti-Japanese War and the Second World War.
3) Introduction to historic interests, local customs and traditions, catering cultures, etc.
4) All sorts of competitions on recitation, singing, calligraphy, speaking, composition, accumulation and use of ancient Chinese poems.
6. Teaching Evaluation
1) Students have to take relative universal tests
2) Interim evaluation including learning attitudes, learning habits, homework, class participation
3) Performances in all sorts of activities
4) Exhibition of works of comprehensive studies
5) Effect of Chinese Cultural Exploration Activities
|
Items |
Key elements/Points |
Pct |
Assessor(s) |
Evaluation Results |
|
Progress |
1. Attitudes (10)
2. Passion (10)
3. Participation (20) |
40 |
Teachers
Students |
Self grading |
Peer grading |
Average |
|
|
|
|
|
Effects |
1. Hearing accuracy (15)
2. Understanding (15)
3. Speaking Fluency (15)
4. Speaking Techniques (15) |
60 |
Teachers |
Chinese
teachers |
Others |
Class Adviser |
peers |
Average |
|
|
|
|
|
|
|
Rank |
|
|
