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Gr 11 - 12 | 6 Credits | Year-Long | 5x per Cycle
Gr 11 - 12 | 6 Credits | Year-Long | 5x per Cycle
This course is designed for students who wish to continue their study of Chinese at more advanced levels. Students explore more formal spoken and written language. Focusing on important linguistic structures, students build and refine their understanding of Chinese grammar and vocabulary. *When combined by necessity, assessment and independent work expectations will be modified accordingly.
Performance Target: Intermediate-High on the ACTFL scale.
This course is offered at the combined ACP/Honors level. Students will be placed in the Honors section for scheduling purposes only. Students will be able to designate which level they would like to be assessed at in the fall once they learn about course expectations.
Essential Skills:
(From the Massachusetts Curriculum Framework for World Languages)
Interpretive Communication - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
Interpersonal Communication - Interact and negotiate meaning in spontaneous spoken, signed, or written conversations to share information, reactions, ideas, feelings, opinions, and perspectives
Presentational Communication - Present information, concepts, ideas, feelings, opinions, and perspectives to inform, explain, persuade and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
Intercultural Communication - Interact appropriately with others in and from another culture.
Cultures - Gain cultural competence and understanding.
Comparisons - Develop insight into the nature of language and culture to interact with cultural competence.
Success Criteria:
ACP:
I can independently create a spoken or written message or participate in a conversation using intermediate-high language.
I can be easily understood by someone used to a language learner, and possibly by a native speaker who doesn’t know I’m a language learner.
I use a wide range of words and expressions. I expand and begin to elaborate, sometimes even in an unexpected context.
I use connected sentences to describe and explain. I can begin to communicate or tell a paragraph-length story.
I convey my knowledge of differences in familiar cultural products, practices and perspectives. I use culturally appropriate vocabulary and expressions.
My errors with targeted structures and/or word order do not interfere with communication.
Honors:
I can independently create a spoken or written message or participate in a conversation using intermediate-high language.
I can be easily understood by someone used to a language learner, and possibly by a native speaker who doesn’t know I’m a language learner.
I use a wide range of words and expressions. I expand and begin to elaborate, sometimes even in an unexpected context. I consistently use vocabulary from in-class resources and/or previous units I rarely repeat vocabulary words.
I use a variety of sophisticated connecting words to explain, describe or elaborate.. I can begin to communicate or tell a paragraph-length story.
I convey my knowledge of differences in familiar cultural products, practices and perspectives. I use culturally appropriate vocabulary and expressions.
My errors with targeted structures and/or word order do not interfere with communication. I show ample evidence of strong control of previously learned structures
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