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204 | Chinese | Ms. Wang

                                                                                                          Get Ready for the New School Year !

                                                                   

                            LaSalle II Chinese Language Students Achieved Outstanding Chinese Tests Results  


                                                                                                Exciting news came from Beijing!  

HSK and YCT test results were announced and our LaSalle II students who took these tests last spring did a magnificent job! 

 

YCT is an international standardized test for young Chinese learners. HSK is an international standardized exam to rate Chinese language proficiency for college students and other adults.

HSK and YCT test papers were prepared, printed and mailed from Beijing to test proctors in the United States and other countries around the world.  These closely monitored standardized tests were collected and mailed back to Beijing for grading.   

 This is the first year HSK test was taken by LaSalle II students.  The HSK series of tests range from level 1 through level 6.   We had three 8th graders take the HSK level 4 test which requires mastery of 1,200 vocabulary words.  The HSK level 4 test is a commonly used as a language qualification exam for international students entering Chinese universities.  Congratulations to Emma Zubak and Tiffany Leong who passed this rigorous, high level test!   Even college students would envy their success!  

 This year LaSalle II students set a new record of nine students passing the challenging YCT level 4 test.  Congratulations to all of you who passed!    Among those passing are six 7th graders (including a transferred-out student), one 8th grader, one 6th grader and one 4th grader!  It is notable that Megan Moran, an 8th grader, started studying Chinese language at 4th grade.  What an amazing job Megan did!   Also it is very noteworthy that Natalie Dickinson who was only a 4th grader passed YCT level 4.  This is an extraordinary accomplishment.  Natalie set a new record!  Two years ago, Emma Zubak and Chloe Micinski passed YCT 4 while in 6th grade; last year Gabrielle Drutchas and Elliot Dikinson passed YCT 4 while in 5th grade, and this year Natalie passed YCT 4 in only 4th grade.  

 LaSalle II has ten students who passed the YCT level 3 test.  Congratulations to these 10 students!  It is worth mentioning that our 4th graders comprised most of the test takers.  Among the 10 students who passed the YCT level 3 there are six 4th graders. 

 Nine out of 11 students taking YCT level 2 test passed.  Congratulations!  YCT level Many 3rd graders are among those who passed.  It is notable that two 2nd graders, Nola Solomon and Ruby Vojticek, passed this test with high scores.  Zoe Guice, a new 5th grader with only one year study of Chinese, passed the YCT level 2 test also with a high score.

Seven out of 8 students taking YCT level 1 test passed. Congratulations!  Nearly all the students passing the test has scores of 167 and above (out of 200).  Minimum passing score is 120.  Our 2nd graders made up 88% of those taking this test. 


The purpose of conducting HSK and YCT tests is to encourage our LaSalle II students to pursue a higher goal in studying Chinese.  These are not high stake tests; if one fails passing a level, do it again the next year as long as you keep looking ahead.  We continue to encourage all our students to achieve even more in the coming year.


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                              What Students will master during the first part of the first quarter of the school year

                                          Requirements on students during the three weeks (Sept. 11th – Sept. 30)


1st grade   Unit I – Meet children from all over the world

1.      I can say in Chinese the names of  eight countries: China, US, France, UK, Germany, Russia, Japan and Mexico.

2.     I can point out the locations of the eight countries on the map/globe.

3.      I can identify the flags for these countries.

4.      I can read numbers presented on the abacus (1-20)

5.      I can greet my peers, ask and answer questions on name and age.

 

2nd grade    

 Unit I: Things I Daily Use

Lesson 11, Chinese for Children    

1.    I can answer the question “what do you have” in both oral and written forms.

2.      I can identify/read the characters for desk, chair, bed and umbrella.

3.      I can part I of the rhyme: Desk, Chair, Bed & Umbrella  

4.      I can use correct measure words to say: a desk, a chair, a bed, an umbrella and a backpack.

5.      I can recognize the value place on the abacus (1-50)  

                                   

Note:  All the students in 3rd – 8th need to think through and revise their goal for the first part of 1st quarter.

3rd grade and 4th grade           Unit I – You and I  Kuaile Hanyu Book I

1)      I can initiate appropriate greetings at different time of the day to my peer(s) / teacher in singular and plural forms.

2)      I can ask and answer the questions in both oral and written forms:

        What is your last name? (4th grade)              What’s your name?                               

        Which country are you from?                        Where is your home?      

        Where do you live? (for students who passed yct 2 test)

3)      I can recognize the eight students in this book and give their names.

4)      I can name four cities:  Beijing, Shanghai, Hong Kong and Chicago

5)      I can sing Chinese phonetic songs and read the following individual phonetics and use them in pinyin:

  a o e  i u u  b p m f

6)    I can write from memory the Chinese characters in correct stroke order:              很好   中国   美国  

7)      I can introduce myself in Chinese (name, age, country, city…)

 

   5th grade and 6th grade   Unit I –My friends and I , Kuaile Hanyu Book II      

1)         1)  I can initiate a brief conversation to get personal information from a person using who, what, where (what place), how old, what about

2)    2)   I can introduce myself and my friend including the following vocabulary, expressions and phrases: 芝加哥, 香港, 好地方, 欢迎,            

         比我大(小,高,矮), 说汉语(法语,英语)喜欢艺术, 做画家,会,也

3)     3)I am able to master the use of  and 

   4)I can write and orally present my daily schedule. (for students who have passed YCT level III test)

4) 

 

                   7th and 8th Grade

  Unit I – Introduction and Commendation   Kuaile Hanyu Book III

   Lesson 1 – I come from Beijing                 Lesson 2-I want to come to take a part-time job

1.)    I can use the vocabulary I learned to describe one or two of the eight students in this book.

2.)    I can give a summary of my personal information and be able to request the same information from others.

3.)    I can describe my school subjects and extracurricular activities I have.

            4)   I can initiate a conversation about studies and other training and personal experiences. 

                                     

   

                                                                    

 

  

   

 

 

      

General Goals:  As a teacher of Chinese language, I have devoted myself to designing and creating an effective and enjoyable language and culture learning environment. My goal is to maximize students’ Chinese language skills as well as their interest in and enjoyment of Chinese culture.  I have developed a learner-centered Immersion (or near-immersion) approach that encourages students to learn the language through interpersonal /interpretive activities and master newly covered language patterns utilizing language context.   

As a language teacher, my role is to guide and help students not only to acquire the language skills in the process of learning but, more importantly, to develop a deep understanding of how to learn so that they can profit most from their current and future learning opportunities. 

Recognizing students’ potential and respecting individual differences:  Students come to Chinese class from different backgrounds, with different learning skill and with different learning habits.  Each year     we have new students who join other students having learned Chinese for one or more years.  I believe that all students have the potential to learn Chinese well including who begin their study later than their peers.  I respect my students’ individual differences and do my best to respond to their individual needs.  My goal is to help all my students develop good learning habits, learn to use the resources available to them, and grow into effective learners.    

Language and Culture: To learn a language, it is necessary to understand aspects of the culture in which it is spoken.  My goal is to help students raise awareness of the cultures related to the language they learn as well as of their own cultures so that they become more tolerant of the cultural differences in our society, have a better understanding of themselves and others and acquire a broader perspective   of the people around the world. 

Parents’ role in their children’s language learning:  I believe parents’ role is important to their children’s success in learning a language.  My personal teaching experience as well as success stories from many of my students and their parents strongly supports the idea that a parent’s knowledge of the language is far less important to the child’s success than the parent’s focus on their child’s habits related to learning.  The key of parents’ success in helping their child is to instill in their child a strong sense of  ownership of their own learning.   


Grading

 As a reminder, grading in language classrooms, as in any other class, is based on achievement, rather than effort. Students are expected to be working toward mastery of the concepts covered in class and grades based on class work, quizzes, and projects reflect this expectation.

·         Class participation (see above):           30 %

·         Home assignments (oral/written)         5%

·         In-class work:                                      20%

·         Quizzes/Tests                                      20%   (Including vocabulary quiz at the beginning of each new lesson/unit)

·         Performance task:                               25%  (Including prepared free talk given in class, written compositions and other projects)

  First grader grades are based primarily on meeting certain milestones which are typically recognized by students’ earning teacher-created certificates.

  Note:  It is essential for students to meet Expectations In Class & At Home in order to learn at a rate consistent with their potential.  If students or parents ever feel unsatisfied about grades received, Always refer to Expectations described in the first two paragraphs above.

 

 

Kindergarten: Teacher-compiled audio and written materials   

   Unit I: Getting to Know about China

1st grade: Chinese For Children & teacher compiled materials

  Unit I: Meet Children All Around the World

 

   

 

Language Curriculum Maps
A curriculum map is a document explaining what we plan to teach. Please keep in mind that the process of curriculum mapping is always a work in progress. We will revisit, review and revise the maps based on the needs of our students. We hope that you will use these maps as an informative tool of your child’s language learning experience at LaSalle II. If you have any questions about the content, please contact your child’s teacherPlease click here to view our world language curriculum maps.  -nma



Language Packet

              In an effort to save paper, we are posting our language packet online. It contains more information about our program,                                     our languages, resources, and websites. Please click here to view/download it-nma

                

            Language Resources for Extra Practice

             



 

 

 

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