French

French 8/8E Course Outline

We will be using the materials from Ça Commence and Ça Marche 1. Each unit includes listening, speaking, reading and writing activities which are designed to give the students the opportunity to practice the language together.

Ça Commence

      -les salutations, les chiffres 1-100, le calendrier, les couleurs, la météo, l’heure, l’école (les objets/ les matières), les expressions utiles (Est-ce que je peux aller aux toilettes..?), avoir/etre, avoir expressions, verbes er/re, les pronoms sujets,j’aime/je n’aime pas/j’adore/je déteste, l’alphabet

Unit 1 Mémo Photos

Vocab: activities with “faire”, la nourriture préférée, question words: est-ce que, où, quand, combien de, etc., la négation (pas de)

Verbs: préférer, conjugated verb + infinitive (je vais… je préfère… j’aime…)

Project: ma toile de photos

Unit 2 Salut Mes Amis

Vocab: adjectives (personal qualities), adjective replacement (see pg. 162), activities, indefinite articles: un, une, des, possessive adjectives

Verbs: faire, aller (review)

Project: à vous la parole! presentation on friendship (video or in front of class)

Unit 3 Bon Appétit

Vocab: la nourriture/les ingredients/les recettes, adverbs to describe the sequencing of events (d’abord… finalement), les fêtes, partitive article (du, de, la...)

Verbs: verbs used in recipe instructions (ajouter, mélanger, etc…)

Project: recipe demonstration (video or demonstration in front of class)

Unit 4 Venez Chez Nous

Vocab: geographical terms, provinces and countries, articles and prepositions before provinces and countries

Verbs: vouloir and pouvoir, adverbial pronoun “y”

Project: tourism brochure (Vancouver or other city)

French 9/9E Course Outline

We will be using the materials from Ça Marche 2. Each unit includes listening, speaking, reading and writing activities which are designed to give the students the opportunity to practice the language together. At the end of each unit the students are expected to present a project.

Unit 1: “L’école de l’avenir”

Vocab: technology and machines, classroom objects and activities, inventions

Verbs: future aller + infinitive, imperative and negative, oral instructions and irregular verbs

Project: invention designed to eliminate classroom frustration

Unit 2: “Aventures en plein air”

Vocab: transportation and excursions, outdoor activities, camping, features of national parks

Verb: vouloir and devoir + instructions, imperative and regular/irregular verbs, comparative (plus/moins/aussi + adjective+que)

Project: organize trip itinerary and present to class

Unit 3: “Mon style, ma mode!”

Vocab: clothing, styles, the fashion industry, colours and fabrics, technology

Verbs: porter, pour+ infinitive, ce/cet/cette/ces, parce que (conjunction), locations and seasons + en/au/à l’/aux, prepositional phrases (une chemise à carreaux)

Project: design and present a clothing line in a fashion show or on a poster

Unit 4: “Mordu du sport!”

Vocab: sports, following sports and athletes, sporting events, reporting sports, broadcasting

Verbs: passé composé with avoir and regular verbs, quantitative comparisons (plus de/moins de etc.), superlatives (le plus vite), descriptive numbers (la première)

Project: present a sports broadcast/interview an athlete, prepare a sports card for an athlete

French 10/10E Course Outline

We will be using the materials from Ça Marche 3. Each unit includes listening, speaking, reading and writing activities which are designed to give the students the opportunity to practice the language together.  At the end of each unit students are expected to present a project.

Unit 1: “Ma chambre, ma vie!”

Vocab: activities and interest, furniture and decorative objects

Verbs: past tense, prepositions of place

Project: design a new look for a partner’s bedroom or other space

Unit 3: “Nous, les Canadiens”

Vocab: facets of the Canadian experience, including multiculturalism, geography, history, the arts, heritage and achievements

Verb: uses of two past tenses, learn and review of interrogatives

Project: participate in a game about Canadian trivia

Unit 4: “Mes Trésors, mes souvenirs”

Vocab: activities, toys, games, favorite places, memorable moments, and family traditions and celebrations

Verbs: learn and review verb tenses for describing different types of past events

Project: create a personal “Boîte à souvenirs” to describe objects that reflect activities and memories from their childhood.

Unit 5: “Films à l’affiche!”

Vocab: film storylines and dialogue

Verb: uses of two past tenses, indirect object pronouns, learn and review adverbs

Project: create a short film or story board 

French 11/11E Course Outline

At David Thompson, we use the materials of En Direct 1 a program for Canadian Students studying core French at the secondary level.

Each unit includes listening, speaking, reading and writing activities which are designed to give the students the opportunity to practice the language with each other. The approach to language is functional and task-orientated.

Review chapter

• avoir and être
• avoir expressions
• adjective agreement and placement
• possessive and demonstrative adjectives
• present tense of -er, -ir, -re verbs
• irregular present tense of -er, -ir, -re verbs
• passe compose with avoir and être
• imparfait
• direct object pronouns
• indirect object pronouns
• imperative

Preliminary chapter :  Chez nous

Theme : 

• Home :  parts of a home, furniture, household chores, appliances

Concepts :

• uses of passé composé vs. imparfait
• verbs :  savoir and connaître

Culture :

• housing in France
• le château Frontenac
• interiors of French homes
• the French Quarter in New Orleans

Phonetics :

• s and ss
• semi-vowels

Unit 1 :  La nourriture

Theme :

• Food :  terms for food and meals, eating in a restaurant, specialty food shops, eating habits

Concepts :

• verbs venir and the recent past
• verbs devoir, vouloir, pouvoir
• comparative and superlative of adjectives and adverbs
• irregular comparative and superlative forms
• double object pronouns

Culture :

• the Guide Michelin and French gastronomy
• French cheeses
• meals in France
• la couscousmania des Français

Phonetics :

• e caduc and e muet
• stress and rhythm in spoken French

Unit 2 :  La santé   

Theme :

• Health :  parts of the body, daily routine, healthcare in France ; describing one’s health, terms for illnesses and remedies, terms related to medical visits and treatments

Concepts :

• reflexive verbs
• idiomatic reflexive verbs
• passé composé of reflexive verbs
• pronouns y and en

Culture :

• les Français et la santé
• l’Occitane en Provence
• la Sécurité sociale—healthcare
• Marie Curie

Phonetics :

• ch, qu, ph, th, gn
• p, t, c

Unit 3 :  La technologie 

Theme :

• Technology :  terms for electronic products, Internet terms, use of the ipod in France, terms for cars and driving, terms for car maintenance and repair

Concepts :

• prepositions with the infinitive
• reciprocal reflexives
• verbs ouvrir and offrir
• conditional

Culture :

• technology in France
• the Ariane rocket
• cars and driving in France
• car manufacturer Citroën

Phonetics :

• final consonants
• x

Unit 4 :  En ville

Theme :

• City life :  terms for banking, for business establishments and the post office

Concepts :

• verbs :  voir, croire, recevoir, and apercevoir
• negative and affirmative expressions
• futur simple
• irregular future forms

Culture :

• small shops in France
• le « Spiderman » français
• villes et villages français
• le baron Haussmann

Phonetics :

• h
• les majuscules et les miniscules—rules of French capitalization 

Unit 5 :  L’avenir et les métiers

Theme :

• Future and professions :  terms for the workplace, job interviews, making and receiving phone calls, terms for professions and for discussing one’s work

Concepts :

• futur simple with quand and dès que
• interrogative pronouns lequel, laquelle, lesquels, lesquelles
• si clauses
• relative pronouns qui, que, dont, où

Culture :

• telephones and text messages in France
• les artisans
• labour unions, strikes, and civil servants in France
• les fonctionnaires

Phonetics :

• French punctuation
• neologisms and franglais

French 12 Course Outline

At David Thompson, we use the materials of En Direct 2, program for Canadian Students studying core French at the secondary level.

Each unit includes listening, speaking, reading and writing activities which are designed to give the students the opportunity to practice the language with each other. The approach to language is functional and task-orientated.

Level 2 includes the following themes:

Unité 1- Franco-Tour

-travel in the francophone world, benefits of travel, do’s and don’ts of travel, social customs, regions and countries of la Francophonie, language-study programs and student exchanges

Unité 2- Magazine Sons et Images

-artists of the world, creativity, sounds and noises, beauty, visual arts

Unité 3- Droit au but

-crime and violence, consequences and punishments, laws affecting youth, police investigations, solving crimes

In French 12 students will increase their reading comprehension through supplementary reading materials. They will also increase the amount of writing done, both in the classroom and at home, through assignments and journals.

French 12- Language Components

The following language components will be reviewed and/or introduced:

Temps des verbes: présent, passé compose/accord du participe passé, imparfait, plus-que-parfait, futur simple,futur antérieur, conditionnel, conditionnel antérieur, phrases avec “si”, discours indirect, en+participle present,après + participe pass, pour/sans/avant de + infinitif, impératif, impératif + pronoms objets, depuis + présent/imparfait, subjunctif (including conjuctions taking the subjunctive), verbes réfléchis

Pronoms: objets directs, objets indirects, y, en, pronoms accentués, pronoms relatifs, pronoms démonstratifs,pronoms interrogatifs, pronoms possessifs, ordre des pronoms

Aussi: expressions de quantité, article partitif, expressions idiomatiques avec , exressions négatives

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Spanish

Spanish 9

Prerequisite: None, however it is strongly recommended that the student had passed French 8.

This course is designed for students learning Spanish as a second language, not for native speakers or students who have extensive background in Spanish. Those students with prior experience may write the Challenge Examination to potentially receive credit for Spanish 11 or Spanish 12. Spanish 9, the first stage of the sequential program, is designed to encourage communication and interaction.

At DT, Spanish 9 uses the materials of Descubre 1, an introductory program for those studying Spanish as a second language at the secondary language. Each unit includes conversational, vocabulary, audio, video and grammar activities, reading passages, cultural information, and a unique opportunity in DT's Modern Languages Department to access the Descubre Supersite.

Spanish 9 Includes the Following Topics:

Unit 1- greetings, Spanish alphabet, introductions, forms of address, numbers 0-30, telling time, the verb ser

Unit 2- school life, fields of study, days of the week, numbers 31+, -ar verbs, forming questions, the verb estar

Unit 3- family, professions, describing people, descriptive and possessive adjectives, -er/-ir verbs, the verbs tenerand venir (tener idiomatic expressions)

Unit 4- places in the city, the verb ir, the near future tense

Goals: By the end of Spanish 9, students will be able to express themselves in a number of real-life situations using basic Spanish. See the Ministry of Education Prescribed Learning Outcomes for more information.

Course Fee:

-cost of a personal Spanish-English dictionary (highly recommended and very useful for in-class compositions)

-damaged textbooks ($100) will be assessed at least 10% of the cost of a new book

Assessment:

Grammar and vocabulary quizzes will be given during each lesson at the end of most lessons and larger unit tests at the end of each unit. In-class compositions will emphasize specific vocabulary or grammar patterns taught throughout the lesson and make take the place of a quiz. Formal and informal oral and aural assessment will be done regularly. Students are encouraged to demonstrate their ability to speak and understand Spanish by answering questions or making appropriate comments in Spanish whenever possible. In addition to the lessons in the textbook and workbook, work will be assigned from the Supersite, which will also count towards the student's final grade. There will be a mid-year oral/aural exam and a final written exam each worth 10% of the student's final grade.

Supersite Info: Supersite provides online resources which include, in an auto-graded format, activities found in the textbook, additional auto-graded activities with feedback for practice, language games and flashcards, practice tests, the complete audio and video programs used in class, audible pronunciation of all lesson vocabulary, a dictionary and language guide created expressly to complement and expand the vocabulary in the student text and much more!

Spanish 10

Prerequisite: Spanish 9

This course is designed for students learning Spanish as a second language, not for native speakers or students who have extensive background in Spanish. Those students with prior experience may write the Challenge Examination to potentially receive credit for Spanish 11 or Spanish 12. In Spanish 10, students take part in a variety of communicative situations which further develop listening, speaking, reading, and writing skills.

Activities include...

... exploring themes such as clothing, vacations, shopping, daily routines, and food.

... expanding knowledge about Hispanic culture.

... developing strategies to become a successful language learner.

Supersite Info: Supersite provides online resources which include, in an auto-graded format, activities found in the textbook, additional auto-graded activities with feedback for practice, language games and flashcards, practice tests, the complete audio and video programs used in class, audible pronunciation of all lesson vocabulary, a dictionary and language guide created expressly to complement and expand the vocabulary in the student text and much more!

Spanish 11/12 

It is the objective of Spanish 11 to complete six chapters in Descubre 2 and nine chapters in Spanish 12.

Much of the grammar covered in Spanish 12 is a review of the grammar taught in previous courses with the exception of the final three chapters which focus on higher level grammar and vocabulary. These chapters will be inserted at appropriate points throughout with the intention of allowing Spanish 12 students enough time to practice these concepts. During this time the students of Spanish 11 will work independently on their own curriculum. Therefore, Spanish 12 students are expected to be able to be able to work well individually and effectively with their peers with often minimal direction from the teacher.

Spanish 11 Objectives:

-review

-selected chapters from Descubre 2

-experience and respond to sophisticated, authentic Hispanic works (Spanish newspapers, short stories, art, poems, songs, and/or films)

Spanish 12 Objectives:

-complete chapter nine of Descubre 2

-experience and respond to sophisticated, authentic Spanish works

Topics Include:

-health, well-being, nutrition, technology, household chores, nature, city life, money and banking, possessions, occupations, job interviews, the arts, movies, television, current events and media

Course Fee:

-$20 for workbook and access to Supersite (on-line enrichment portion of the course)

-cost of a personal Spanish-English dictionary (optional, however, is very highly recommended)

Assessment:

Assessment of writing assignments will look for evidence of ability to use sophisticated vocabulary and grammar to grade level. Grammar and vocabulary quizzes and tests will be given during each lesson and larger unit tests at the end of each unit. Open-book assignments will emphasize specific vocabulary or grammar patterns taught throughout the lesson and make take the place of a quiz. Informal oral and aural assessment will be done regularly. Students are encouraged to demonstrate their ability to speak and understand Spanish by answering questions or making appropriate comments in Spanish whenever possible.

In addition to the text, extra cultural information (art, songs, poetry, short reading passages, video, or audio) will be including.

Supersite Info: Supersite provides online resources which include, in an auto-graded format, activities found in the textbook, additional auto-graded activities with feedback for practice, language games and flashcards, practice tests, the complete audio and video programs used in class, audible pronunciation of all lesson vocabulary, a dictionary and language guide created expressly to complement and expand the vocabulary in the student text and much more!

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Mandarin 

Mandarin 9

Teacher: Mr. Wang

Room: 317

Our Mission:

By providing programs and activities that are both nurturing and challenging, David Thompson encourages students to realize their creative, intellectual, and physical potential and develop the personal and social skills necessary for responsible citizenship in a diverse society.

Equipment and Materials

Students are requested to bring the following items to class each period:

• text book and work book
• well-organized and current notebook
• agenda book
• blue and red pens
• pencil, eraser
• book for silent reading if the class is in the first block

Students are asked to cover textbooks and workbooks.

Evaluation

Students will be evaluated on their ability to understand, to speak, to read and write Mandarin Chinese. Since language is acquired in a spiraling, recursive process, evaluation is varied and is done on a regular, ongoing basis. Students are encouraged to use this information to redirect their efforts, modify their learning strategies, and establish future learning goals.

Grading

Letter grades are assigned as follows:

A 86 – 100

B 73 – 85

C+ 67 – 72

C 60 – 66

C- 50 – 59

I In progress

Marks for each Report % of Term

Unit tests 55%

Quizzes, Assignments, Oral Presentation, Culture Study 45%

Final Report % of year

Term 1 25%

Term 2 30%

Midterm exam 10%

Term 3 35%

Total 100%

Course Objectives

This beginning stage of the Mandarin course aims to develop the following skills and abilities in students, so that they will be able to:

• talk about themselves – give personal details, talk about their families, friends and pets;
• talk about items relating to their daily life and immediate experience, such as home, school, daily routine, dates and the weather;
• develop an awareness of Chinese culture and of their own culture;
• develop an awareness of the dynamics of the Chinese language, how it reflects the culture and ways of thinking which has engendered it;
• develop a familiarity with different types of language events, such as conversation, cartoon, greetings, order/command, request, timetable, rhyme and song;
• acquire skills in managing their own learning in accordance with their individual learning patterns.

Course Content

At David Thompson, we use the materials of Hanyu for Beginning Students, a program developed for students studying Mandarin at the secondary school.

Each unit includes listening, speaking, reading, and writing activities which are designed to give students the opportunity to practise the language with each other.

This level includes the following topics:

Unit One Hello!

· an introduction to China

· greeting one’s friends and saying good-bye

· identifying oneself and others

· asking and saying what country one is from

· counting (1-10)

· evolution of Chinese characters

Unit Two Meet my family

· talking about one’s family

· describing one’s pet

· counting (11-99)

· asking and stating age

Unit Three Our classroom

· identifying classroom objects, places, and people

· stating possession

· asking and telling the date, one’s birthday

· asking the teacher questions

Unit Four Daily routine

· telling time

· talking about one’s daily routine

· identifying means of transportation

· describing the weather

Supplementary resource materials will also be used at the introductory level to help students begin to gain insight into the Chinese culture.

Homework and Assignments

Homework or assignments will be assigned each period. Students should complete the assigned work to the best of their ability. Homework should be recorded in the School Agenda. Homework will be checked on regular base and recorded. It is expected that students will spend at least 30 minutes of home study every day on oral or written exercises.

Assignments will be checked or should be handed in at the beginning of the class on the due date. Late assignment will be accepted within two days from the due date without mark deduction. After two days, assignment will not be accepted. Please always remember that plagiarism is a serious offence. Do not copy or allow your assignment to be copied by your classmates.

Tests and Quizzes

Normally students will have two tests for each unit. Students will be given about one week notice for the test. A quiz will be given after each subunit is finished. Students should be well prepared for each test and quiz. Students are responsible to make an arrangement with the teacher to make up missed tests and quizzes due to legitimate absences.

Mandarin 10

Teacher: Mr. Wang

Room: 317

Our Mission:

By providing programs and activities that are both nurturing and challenging, David Thompson encourages students to realize their creative, intellectual, and physical potential and develop the personal and social skills necessary for responsible citizenship in a diverse society.

Equipment and Materials

Students are requested to bring the following items to class each period:

• text book and work book
• well-organized and current notebook
• agenda book
• blue and red pens
• pencil, eraser
• dictionary
• book for silent reading if the class is in the first block

Students are asked to cover textbooks and workbooks.

Evaluation

Students will be evaluated on their ability to understand, to speak, to read and write Mandarin Chinese. Since language is acquired in a spiralling, recursive process, evaluation is varied and is done on a regular, ongoing basis. Students are encouraged to use this information to redirect their efforts, modify their learning strategies, and establish future learning goals.

Grading

Letter grades are assigned as follows:

A 86 – 100

B 73 – 85

C+ 67 – 72

C 60 – 66

C- 50 – 59

I In progress

Marks for each Report % of Term

Unit tests 55%

Quizzes, Assignments, Oral Presentation, Culture Study 45%

Final Report % of year

Term 1 25%

Term 2 30%

Midterm exam 10%

Term 3 35%

Total 100%

Course Objectives

This second stage of the Mandarin course aims to develop the following skills and abilities in students, so that they will be able to:

• talk about themselves – give personal details, talk about their families and friends, likes and dislikes;
• talk about items relating to their daily life and immediate experience, such as hobbies, clothes, school and school routine;
• read a play and tell a joke;
• develop an awareness of Chinese culture and of their own culture;
• develop an awareness of the dynamics of the Chinese language, how it reflects the culture and ways of thinking;
• develop a familiarity with different types of language events, such as conversation, cartoon, greetings, order/command, request, telephone formulae, addresses, timetable and jokes;
• acquire skills in managing their own learning in accordance with their individual learning patterns.

Course Content

At David Thompson, we use the materials of Hanyu for Intermediate Students, a program developed for students studying Mandarin at the secondary school.

Each unit includes listening, speaking, reading, and writing activities that are designed to give students the opportunity to practise the language with each other.

This level includes the following topics:

Unit One What do you like doing?

· talking about likes and dislikes

· asking a question

· saying what one can do

· describing actions

· telephoning friends

Unit Two What shall I wear?

· identifying clothing items and accessories

· describing styles and colors

· asking and expressing opinoi8ns about clothes

· describing people

Unit Three Where’s my book?

· indicating locations and rooms in the school

· talking about one’s school

· indicating a change

· giving addresses

Unit Four What subjects do you like?

· talking about school life (school subjects, timetable, routines, exams)

· counting (100 – 9999)

· asking, giving, and refusing permission

Supplementary resource materials will also be used to help students continue to gain insight into the Chinese culture.

Homework and Assignments

Homework or assignments will be assigned each period. Students should complete the assigned work to the best of their ability. Homework should be recorded in the School Agenda. Homework will be checked on regular base and recorded. It is expected that students will spend at least 30 minutes of home study every day on oral or written exercises.

Assignments will be checked or should be handed in at the beginning of the class on the due date. Late assignment will be accepted within two days from the due date without mark deduction. After two days, assignment will not be accepted. Please always remember that plagiarism is a serious offence. Do not copy or allow your assignment to be copied by your classmates.

Tests and Quizzes

Normally students will have two tests for each unit. Students will be given about one week notice for the test. A quiz will be given after each subunit is finished. Students should be well prepared for each test and quiz. Students are responsible to make an arrangement with the teacher to make up missed tests and quizzes due to legitimate absences.

Mandarin 11

Teacher: Mr. Wang

Room: 317

Our Mission:

By providing programs and activities that are both nurturing and challenging, David Thompson encourages students to realize their creative, intellectual, and physical potential and develop the personal and social skills necessary for responsible citizenship in a diverse society.

Equipment and Materials

Students are requested to bring the following items to class each period:

• text book and work book
• well-organized and current notebook
• agenda book
• blue and red pens
• pencil, eraser
• dictionary
• book for silent reading if the class is in the first block

Students are asked to cover textbooks and workbooks.

Evaluation

Students will be evaluated on their ability to understand, to speak, to read and write Mandarin Chinese. Since language is acquired in a spiralling, recursive process, evaluation is varied and is done on a regular, ongoing basis. Students are encouraged to use this information to redirect their efforts, modify their learning strategies, and establish future learning goals.

Grading

Letter grades are assigned as follows:

A 86 – 100

B 73 – 85

C+ 67 – 72

C 60 – 66

C- 50 – 59

I In progress

Marks for each Report % of Term

Unit tests 55%

Quizzes, Assignments, Oral Presentation, Culture Study 45%

Final Report % of year

Term 1 25%

Term 2 30%

Midterm exam 10%

Term 3 35%

Total 100%

Course Objectives

This stage of the Mandarin course aims to develop the following skills and abilities in students, so that they will be able to:

• talk about items relating to their daily life and immediate experience, such as holidays and celebrations, travelling by public transport, shopping, watching television, going to a movie or attending a sports match;
• carry out practical everyday tasks, such as giving or asking for directions, making comparisons, describing symptoms to a doctor;
• develop an awareness of Chinese culture and of their own culture;
• develop an awareness of the dynamics of the Chinese language, how it reflects the culture and ways of thinking;
• develop a familiarity with different types of language events, such as conversation, cartoon, greetings, advice, requests, instructions, numerical facts, temperature measurements, jokes, letters or informal notes to friends, notes requesting leave, notices, diary entries;
• acquire skills in managing their own learning in accordance with their individual learning patterns.

Course Content

At David Thompson, we use the materials of Hanyu for Intermediate Students (Stage 2), a program developed for students studying Mandarin at the secondary school.

Each unit includes listening, speaking, reading, and writing activities that are designed to give students the opportunity to practise the language with each other.

This level includes the following topics:

Unit One It’s holiday!

• talking about school holidays
• talking about the seasons
• celebrating the New Year
• More celebrations

Unit Two Could you tell me the way to the cinema?

• asking for and giving directions
• expressing “near” and “far”
• counting (10,000 – 1,000,000)
• asking about distances between places
• travelling by bus

Unit Three Let’s go shopping!

• expressing a need
• asking where something can be bought
• asking and giving prices; early Chinese money
• asking for something in a store
• making comparisons

Unit Four I’m not feeling very well

• talking about illnesses and injuries
• expressing temperature
• at the doctor’s office

Unit Five What’s on today?

• making a choice; categories of TV. program movies
• watching T.V.
• going to a movie; choosing a seat in the movie theatre
• watching a game
• renting a tennis court or video

Supplementary resource materials will also be used to help students continue to gain insight into the Chinese culture.

Homework and Assignments

Homework or assignments will be assigned each period. Students should complete the assigned work to the best of their ability. Homework should be recorded in the School Agenda. Homework will be checked on regular base and recorded It is expected that students will spend at least 30 minutes of home study every day on oral or written exercises.

Assignments will be checked or should be handed in at the beginning of the class on the due date. Late assignment will be accepted within two days from the due date without mark deduction. After two days, assignment will not be accepted. Always remember that plagiarism is a serious offence. Do not copy or allow your homework or assignment to be copied by your classmates.

Tests and Quizzes

Normally students will have two tests for each unit. Students will be given about one week notice for the test. A quiz will be given after each subunit is finished. Students should be well prepared for each test and quiz. Students are responsible to make an arrangement with the teacher to make up missed tests and quizzes due to legitimate absences.

Mandarin 12 

Teacher: Mr. Wang

Room: 317

Our Mission:

By providing programs and activities that are both nurturing and challenging, David Thompson encourages students to realize their creative, intellectual, and physical potential and develop the personal and social skills necessary for responsible citizenship in a diverse society.

Equipment and Materials

Students are requested to bring the following items to class each period:

• text book and work book
• well-organized and current notebook
• agenda book
• blue and red pens
• pencil, eraser
• dictionary
• book for silent reading if the class is in the first block

Students are asked to cover textbooks and workbooks.

Evaluation

Students will be evaluated on their ability to understand, to speak, to read and write Mandarin Chinese. Since language is acquired in a spiralling, recursive process, evaluation is varied and is done on a regular, ongoing basis. Students are encouraged to use this information to redirect their efforts, modify their learning strategies, and establish future learning goals 

Grading

Letter grades are assigned as follows:

A 86 – 100

B 73 – 85

C+ 67 – 72

C 60 – 66

C- 50 – 59

I In progress

Marks for each Report % of Term

Unit tests 55%

Quizzes, Assignments, Oral Presentation, Culture Study 45%

Final Report % of year

Term 1 25%

Term 2 30%

Midterm exam 10%

Term 3 35%

Total 100%

Course Objectives

This stage of the Mandarin course aims to develop the following skills and abilities in students, so that they will be able to:

• talk about items relating to their daily life and immediate experience, such as where they come from, describing the climate where they live, travelling, visiting relatives, dining out in a restaurant, discussing food, going sightseeing, discussing personality, and talking about what kind of work they want to do in the future;
• further develop an awareness of Chinese culture and of their own culture through study of texts on social customs and conventions, legends, traditions etc;
• further develop an awareness of the dynamics of the Chinese language, how it reflects the culture and ways of thinking;
• develop a familiarity with different types of language events, such as conversation, cartoon, greetings, quarrels, advice, requests, instructions, letters, facsimile message, notices, diary entries, questionnaires, debates, interviews, resume and language styles such as that found in job advertisements;
• acquire skills in managing their own learning in accordance with their individual learning patterns. 

Course Content

At David Thompson, we use the materials of Hanyu for Intermediate Students (Stage 3), a program developed for students studying Mandarin at the secondary school.

Each unit includes listening, speaking, reading, and writing activities that are designed to give students the opportunity to practise the language with each other.

This level includes the following topics:

Unit One Five lakes and four seas

1.1 Where are you from?

1.2 My native place

1.3 What’s the weather like over there?

1.4 Country life or city life?

Unit TwoI’m going to Beijing 

2.1 My plans

2.2 Have you bought your ticket yet

2.3 What should I take with me?

2.4 I’ll see you off

2.5 Going by plane 

Unit ThreeAt Third Aunt’s place 

3.1 Arriving at Third Aunt’s home

3.2 Settling in

3.3 Lunch is ready 

Unit FourSummer holidays in Beijing 

4.1 Eating out

4.2 What’s the weather like?

4.3 Let’s go sightseeing 

Unit FiveWhat kind of person are you? 

5.1 Introducing myself

5.2 Talking about personality

5.3 Who says I’m bad-tempered?

5.4 What do you worry about?

5.5 Are you an introvert or an extrovert? 

Unit SixWhat do you want to do after you leave school? 

6.1 What do they do for living?

6.2 My hopes and aspiration

6.3 Looking for casual work

6.4 A Mid-Autumn Festival get-together 

In Mandarin 12, students will increase their reading comprehension ability and their appreciation of Chinese literature and culture through the study of selected poems and literacy passages. 

Homework and Assignments 

Homework or assignments will be assigned each period. Students should complete the assigned work to the best of their ability. Homework should be recorded in the School Agenda. Homework will be checked on regular base and recorded. It is expected that students will spend at least 30 minutes of home study every day on oral or written exercises. 

Assignments will be checked or should be handed in at the beginning of the class on the due date. Late assignment will be accepted within one week from the due date without mark deduction. After one week, assignment will not be accepted. Always remember that plagiarism is a serious offence. Do not copy or allow your homework or assignment to be copied by your classmates. 

Tests and Quizzes 

Normally students will have two tests for each unit. Students will be given about one week notice for the test. A quiz will be given after each subunit is finished. Students should be well prepared for each test and quiz. Students are responsible to make an arrangement with the teacher to make up missed tests and quizzes due to legitimate absences. 

AP Chinese 

Teacher: Mr. Wang

Room: 317

Our Mission: 

By providing programs and activities that are both nurturing and challenging, David Thompson encourages students to realize their creative, intellectual, and physical potential and develop the personal and social skills necessary for responsible citizenship in a diverse society. 

Equipment and Materials 

Students are requested to bring the following items to class each period:

• text book and work book
• well-organized and current notebook
• agenda book
• blue and red pens
• pencil, eraser
• dictionary
• book for silent reading if the class is in the first block 

Students are asked to cover textbooks and workbooks. 

Evaluation 

Students will be evaluated on their ability to understand, to speak, to read and write Mandarin Chinese. Since language is acquired in a spiralling, recursive process, evaluation is varied and is done on a regular, ongoing basis. Students are encouraged to use this information to redirect their efforts, modify their learning strategies, and establish future learning goals. 

Grading

Letter grades are assigned as follows:

A86 – 100 

B73 – 85 

C+67 – 72 

C60 – 66 

C-50 – 59 

IIn progress  

Marks for each Report% of Term 

Unit tests 55%

Quizzes, Assignments, Oral Presentation, Culture Study45%  

Final Report % of year

Term 125% 

Term 230% 

Midterm exam10% 

Term 335% 

Total100%  

Course Overview

The AP Chinese Language and Culture is a full-year course to be comparable to the fourth semester and/or second year college/university courses in Mandarin Chinese.The main course objective is to deepen students’ immersion into the language and the culture of the Chinese-speaking world. Students will develop the ability to use Mandarin Chinese in linguistically, culturally and socially appropriate ways.  

Hanyu for Intermediate Students, Stage 3 published by Cheng & Tsui is the primary text for this course. The reading textbook published by Beijing Language University is used to enrich the linguistic and cultural content. Supplementary materials such as Chinese newspaper articles, magazines, movies, and selected readings from other textbooks will also be used.Hanyu Jiaocheng, Book 3 

Students are expected to be creative with the language; to use what they have already learnt in new situations and to provide descriptions of events and persons both orally and in short essays.The class is conducted overwhelmingly in Chinese.Students are required to speak Chinese when answering questions or giving class presentations.Upon completion of the course, students must write AP Exam. Provincial Mandarin 12 Exam is optional.   

Content/Theme

Activities/Resources

UNIT 1 五湖四海 (Five lakes and four seas)

1.1 Where are you from?

1.2 Are there mountains where you live?

1.3 My native place

1.4 What’s the weather like over there?

1.5 Country life or city life? 

Reading textbook: Lesson 61—65 Hanyu Jiaocheng, Book 3 

· Introduce the theme of the unit and activities involved

· Learn new words, sentence pattern and grammar of each lesson

· Use web resources to learn more about geography and climate of China

· Use maps to locate important places

· Interview parents or grandparents to find out more about own native place and give an oral report

· Compare country life with city life in recent years and discuss current environmental issues

· Choose one related topic to write an essay 

UNIT 2 我要去北京 (I’m going to Beijing)

2.1My plans 

2.2Have you bought your ticket yet? 

2.3What should I take with me? 

2.4I’ll see you off 

2.5Going by plane  

Reading textbook: Lesson 66—70 Hanyu Jiaocheng, Book 3 

· Introduce the theme of the unit and activities involved

· Learn new words, sentence pattern and grammar of each lesson

· Discuss holiday travel plans

· Visit websites of travel agencies to find information on tours in Beijing or other cities.

· Make a PowerPoint presentation on a touring package including travel itinerary, transportation, accommodation, and scenery sites. 

UNIT 3 在三姨的家 (At Third Aunt’s place)

3.1Arriving at Third Aunt’s home 

3.2Settling in 

3.3Lunch is ready  

Reading textbook: Lesson 71—75 Hanyu Jiaocheng, Book 3 

· Introduce the theme of the unit and activities involved

· Learn new words, sentence pattern and grammar of each lesson

· Discuss and compare proper manners in normal, everyday situations in Western and Chinese culture

· Internet research to review and learn more about Chinese traditional festivals and customs and practices associated with the cultural celebration

· Write an essay on one aspect of or introduce one Chinese traditional festivaleveryday etiquette

· Prepare students to participate the annual Chinese speech contest sponsored by the Chinese Consulate as a way to use the language within the broader  beyond the traditional school environmentcommunities 

UNIT 4 在北京过暑假 (Summer holidays in Beijing)

4.1Eating Out 

4.2What’s the weather like” 

4.3Let’s go sightseeing  

Reading textbook: Lesson 76—80 Hanyu Jiaocheng, Book 3

Learning project:

· Introduce the theme of the unit and activities involved

· Learn new words, sentence pattern and grammar of each lesson

· Collect and compare menus from local Chinese restaurants.

· Practice ordering food in Chinese restaurant

· Do research on the internet and discuss the influence of Western food in China such as McDonald, Pizza Hut and Kentucky Chicken

· Make a group PowerPoint presentation on some popular Chinese dishes 

UNIT 5 你是一个什么样的人 (What kind of person are you?)

5.1 Introducing yourself

5.2 Talking about personality

5.3 Who says I’m bad-tempered?

5.4 What do you worry about?

5.5 Are you an introvert or an extrovert? 

Reading textbook: Lesson 81—85 Hanyu Jiaocheng, Book 3 

· Introduce the theme of the unit and activities involved

· Learn new words, sentence pattern and grammar of each lesson

· Interview each other and talk about personality, hobbies and interests

· Compare Chinese and Western horoscope and its relationship to one’s personality

· Choose a significant person in Chinese history to do a research and write an essay 

AP exam review

Reading textbook: Lesson 86—90 Hanyu Jiaocheng, Book 3 

· Discuss test-taking strategies and ask the class to share effective strategies

· Visit the website of AP Chinese and Culture and go over iBT tutorial

· Write sample questions of the AP Chinese exam

· Class activities to further improve listening, speaking, reading and writing skills

· Class discussion to touch upon other topics not included in the textbook thematic units such as Chinese literature and poetry, arts and music, political and social topics 

UNIT 6 你以后想做什么 (What do you want to do after you leave school?)

6.1What do they do for a living? 

6.2My hopes and aspirations 

6.3Looking for casual work 

6.4A Mid-autumn Festival get-together  

Reading textbook: Lesson 91—95 Hanyu Jiaocheng, Book 

· Introduce the theme of the unit and activities involved

· Learn new words, sentence pattern and grammar of each lesson

· Discuss advantages and disadvantages of different jobs

· Cut out postings in the general employment or career sections of newspaper

· Role-play a job interview 

Reading textbook: Lesson 96—100 Hanyu Jiaocheng, Book 3 

· Discuss test-taking strategies and ask the class to share effective strategies

· Write past Provincial Mandarin 12 exams as review and practice 

Homework and Assignments 

Homework or assignments will be assigned each period. Students should complete the assigned work to the best of their ability. Homework should be recorded in the School Agenda. Homework will be checked on regular base and recorded. It is expected that students will spend at least 30 minutes of home study every day on oral or written exercises. 

Assignments will be checked or should be handed in at the beginning of the class on the due date. Late assignment will be accepted within one week from the due date without mark deduction. After one week, assignment will not be accepted.

Always remember that plagiarism is a serious offence. Do not copy or allow your homework or assignment to be copied by your classmates. 

Tests and Quizzes 

Normally students will have two tests for each unit. Students will be given about one week notice for the test. A quiz will be given after each subunit is finished. Students should be well prepared for each test and quiz. Students are responsible to make an arrangement with the teacher to make up missed tests and quizzes due to legitimate absences. 

 Extra Help 

Extra help for students experiencing difficulty or for students wishing to improve their skills is available. If you do not understand well, always ask the teacher for clarification and what the instruction means. Do not guess what you are supposed to be doing. My door is always open should you have any questions. 

Attendance and Punctuality 

Regular attendance is of particular importance in courses such as languages which are recursive and cumulative in nature and which emphasize the development of listening and speaking skills as well as reading and writing skills. Thus, irregular attendance will adversely affect progress. 

Students are requested to bring notes for absences from a parent or guardian. The note must include the date and the reason for absence.  Tests, quizzes and any work missed due to unexpected absences will be recorded as zero. See your agenda bookfor further information about unexcused absences.It is the responsibility of the student to contact the teacher immediately upon his/her return to make the arrangements for making up missed tests, quizzes and any other missed work during absences, otherwise he/she will get zero. Missed tests and quizzes must be made up within one week from the date of return from absence.  

Students are required to arrive in class on time. Every subsequent late after three times will result in a Friday School. See your agenda book for further information about Friday School. 

Cheating is a serious offence and will result in a score of zero and other consequences as outlined in your student agenda book.