AP Chinese

. I can identify the main ideas details, audience, purpose, and view of point.                                  

. I can infer implied meanings through context.

. I can participate in oral and written exchanges of information, opinions, and ideas on aspects of family life in a Chinese-speaking culture or another culture. 

. I can narrate a complete and coherent story consistent with the pictures in sequence and demonstrate a clear progression of ideas.

. I can create a short written and oral presentation discussing an aspect of a target community's culture.

. I can identify perspectives, tone or attitude, main ideas, purpose, details, supporting ideas, and sequence of events.

. I can use provided cultural and/or interdisciplinary information to determine the meaning of a text.

. I can initiate, sustain, and close oral conversations using simple and compound sentences and a varied vocabulary that includes idiomatic and culturally appropriate expressions.

. I can deliver a short oral cultural presentation to explain ideas and opinions with examples using the sources provided in this unit.

. I can write and respond to emails and letters using the appropriate register and a selected writing system consistently.

. I can identify and explain the significance, moral, or theme in short stories.

. Infer the meaning of a text, idiomatic and culturally authentic expressions, and unfamiliar words using provided cultural and interdisciplinary information.

. I can comprehend the speaker's and writer's messages and respond in a culturally appropriate manner.

. I can exchange information, ideas, and opinions on this unit's themes using a variety of vocabulary and sentence structures, standard conventions, and the appropriate register for written language in emails and letters.

. I can identify, compare, and explain the relationships between products, practices, and perspectives on beauty and aesthetics in the target culture.

. I can identify and describe the features of sources, including intended audience, purpose, point of view, tone, and attitude. 

. I can provide and obtain information on the impact of the development of science and technology on people's lives in written and spoken exchange. 

. I can use standard conventions, a consistent writing system, and appropriate register for written language in emails, letters, and narratives.

. I can select resources and gather needed information for preparing a short cultural presentation on the topics addressed in this unit, including viewpoints, supporting evidence, and elaboration.

. I can apply appropriate and varied vocabulary and sentence patterns to create written presentations with an introduction, development of the topic, and conclusion.

. I can summarize and sequence information in narrative form. 

. I can apply analytic skills, vocabulary, and sentence structures gained from working with and deconstructing authentic sources to prepare for speaking and writing tasks.

. I can converse on the topics in this unit using communication strategies such as requesting clarification, asking for repetition, and paraphrasing to maintain spoken and written exchanges.

. I can exchange viewpoints on cultural perspectives and traditions and use cultural information acquired from sources to prepare and deliver an organized cultural presentation.

. I can use the appropriate register, standard conventions, and the selected writing system consistently to work on writing tasks such as email responses and story narration.

. I can discuss and compare environmental, political, and societal challenges between the target community and their own community.

. I can carry out conversations or interviews on the topics addressed in this unit.

. I can provide and explain viewpoints with supporting details and elaboration.

. I can compose replies to emails by providing suggestions with justifications on the specific topic addressed by the other party.

. I can develop visual literacy by narrating stories (based on visuals) that reflect a clear progression of ideas, including a beginning, a middle, and a conclusion.