LKBCU: Simplified Chinese – Level 3

LKBCU: Simplified Chinese – Level 3

$590$680

This course prepares students for university studies in international languages. Students will be provided with abundant opportunities for increasing their competence and confidence in listening, speaking, reading, and writing in Mandarin, while developing their creative and critical thinking skills through exploring and responding to a variety of texts in multiple forms. Students will enhance their ability to use Mandarin with clarity and precision, and will develop the language skills needed to engage in sustained conversations and discussions, understand and evaluate information, read diverse materials for both study and pleasure, and write clearly and effectively.

Prerequisite: Simplified Chinese Level 2 or equivalent

Course Preview

 

COURSE DESCRIPTION

This course prepares students for university studies in international languages. Students will be provided with abundant opportunities for increasing their competence and confidence in listening, speaking, reading, and writing in Mandarin, while developing their creative and critical thinking skills through exploring and responding to a variety of texts in multiple forms. Students will enhance their ability to use Mandarin with clarity and precision, and will develop the language skills needed to engage in sustained conversations and discussions, understand and evaluate information, read diverse materials for both study and pleasure, and write clearly and effectively.

OVERALL EXPECTATIONS

Listening

By the end of this course, students will: 
1. Listening to understand: determine meaning in a variety of oral texts in the target language, using a range of listening strategies;
2. Listening to interact: interpret messages accurately while interacting in the target language for a variety of purposes and with diverse audiences;
3. Intercultural understanding: demonstrate an understanding of information in oral texts in the target language about aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of sociolinguistic conventions in the target languages used in a variety of situations and communities.

Speaking

By the end of this course, students will: 
1. Speaking to communicate: communicate information and ideas orally in the target language, using a range of speaking strategies, appropriate language structures, and level-appropriate language suited of the purpose and audience;
2. Speaking to interact: participate in spoken interactions in the target language for a variety of purpose and with diverse audiences;
3. Intercultural understanding: in their spoken communications in the target language, demonstrate an awareness of aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of the appropriate use of sociolinguistic conventions in the target language in a variety of situations.

Reading

By the end of this course, students will: 
1. Reading comprehension: determine meaning in a variety of texts in the target language, using a range of reading comprehension strategies;
2. Purpose, Form, and Style: identify the purpose, characteristics, and aspects of style of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms;
3. Intercultural understanding: demonstrate an understanding of information in texts in the target language about aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of sociolinguistic conventions in the target language used in a variety of situations and communities.

Writing

By the end of this course, students will: 
1. Purpose, Audience, and Form: write texts in the target language for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of the written language appropriate for this course;
2. The writing process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work in the target language effectively;
3. Intercultural understanding: in their written work in the target language, demonstrate an awareness of aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of appropriate use of sociolinguistic conventions in the target language in a variety of situations.

OUTLINE OF COURSE CONTENT

Unit Name of Unit Time Allocated in Hours
Unit 1 Family 22.5
Unit 2  Time 22
Unit 3 Travel 21
Unit 4 Dialect 19
Unit 5 Environmental Issues 23.5
Final Evaluations 2
  Total 110 hours

TEACHING / LEARNING STRATEGIES

A variety of teaching and learning strategies will be used in this course to meet the needs of a diverse range of learners.

READING
· Journal Responses
· Graphic Organizers
· Reading Guides
· Independent Reading
· Media Analysis Guides
· Text Annotation
LISTENING
· Video Watching
· Audio Responses
WRITING
· Using Writing Guides
· Brainstorming / Concept Mapping
· Writing Outlines
· Opinion Writing
· News Paper Article Writing
LEARNING STRATEGIES
· Self-Assessments
· Personal Reading Habits Improvements
· Reflective Activities

 

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE

Many forms of assessment and evaluation will be used throughout the course and will be used to evaluate all key learning goals and reading/writing strategies in the course.

Assessment as Learning Assessment for Learning Assessment of Learning
Student Product
·  Learning Journal
·  Reading Log
Student Product
·  Formative Assessments
·  Multiple Choice Comprehension Checks
·  Reading Strategy Activities
·  Writing Drafts in All Major Forms
Student Product
·  Written Finals Drafts
·  Student Reflection Activites
Observation
·  Discussion Forums
·  Revision and Writing Drafts
Observation
·  Writing Activities
·  Peer Assessment
·  Forum Participation
Observation
·  Verbal Reflective Responses

FINAL GRADE

The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement chart for the The Ontario Curriculum, Classical Studies and International Language.

  1. Term work will be 70% of the overall grade for the course;
  2. The final written exam will be worth 30% of the grade.

Achievement Categories

Knowledge and Understanding (20%) Thinking and Inquiry (30%)
The ability to demonstrate thorough knowledge and understanding of the topics covered. Usually students demonstrate knowledge by explaining concepts, theories or terms. The ability to use past knowledge to make connections and extensions to create new knowledge. Usually students demonstrate thinking through problem solving and creating new ideas and/or theories.
Communication (25%) Application (25%)
The ability to use the five pillars of literacy to communicate a concept, idea or theory to others. Usually students will demonstrate proper communication skills through reading, writing, speaking, viewing and representing. The ability to use the theory, concepts and knowledge acquired and apply it to experiences, new situations and different tasks. Usually, students will demonstrate application through performing tasks like cases, plans, situational analyses, etc.

 

Achievement Chart

To view the complete Achievement Chart, please click here.

A Summary Description of Achievement in Each Percentage Grade Range And Corresponding Level of Achievement

Percentage Grade Range Achievement Level Summary Description
80–100% Level 4 A very high to outstanding level of achievement.  Achievement is above the provincial standard.
70–79% Level 3 A high level of achievement.  Achievement is at the provincial standard.
60–69% Level 2 Moderate level of achievement.  Achievement is below, but approaching the provincial standard.
50–59% Level 1 A passable level of achievement.  Achievement is below the provincial standard
Below 50% Level R Insufficient achievement of curriculum expectations.  A credit will not be granted

RESOURCES REQUIRED BY THE STUDENT

Computer with internet access

 

PROGRAM PLANNING CONSIDERATION

Role of Technology in the Curriculum

Rosedale Academy courses leverage the power of information and communication technologies to provide rich, dynamic learning experiences. Students explore, evaluate and create concepts and works using a wide array of digital tools. They demonstrate their learning through text, video, voice and visual assignments that teach multi-literacy and media skills. Students also enhance their computer and technology skills in ways that are useful for their future academic and personal pursuits.

Rosedale teachers get to know their learners, provide rich, descriptive feedback and assess student contributions and products AS, FOR and OF learning through digital technologies. They enable rapid feedback and communication at any time without borders in our global community.

Tool Use Benefit
Discussion forums Whole class discussion (written) Creates a record of each student’s contributions.
Group activities Small group collaboration and discussions (written) Encourages student participation; creates a record.
Live Video Conferencing Sessions Toronto teacher leads the lesson with students as a class Observations of whole class and individual students
Brainstorming Lists Allows students to brainstorm together by adding words/phrases to a list or lists that dynamically adds student contributions Quick and live updates. Can be used like a live chat with all students. Allows for peer assessment as learning.
Glossary Vocabulary reference and recording Allows students to reference key course vocabulary and make contributions to help other students
Workshop Students submit work for peer assessment to Moodle. Peers assess each others’ work based on rubrics, etc. Promotes assessment as learning
Peer Teaching Students research a given topic and share their findings and opinions with other students. Fosters discussion between students and allows for content to be learned and expressed from a student perspective
Padlet Bulletin board activities showing content found around the internet Allows a space for collaborative research for students and an opportunity to share ideas and resources
Voice Thread Whole Class Discussion

Voice response

Presentation

Socratic Instruction

Creates a foundation for rich interactive oral language activities

English as a Second Language

Rosedale Academy provides students with comprehensive ESL support to enhance their proficiency with the English language.

  • All Rosedale Academy instructional materials and resources are designed with English Language Learners in mind. Online and face-to-face instructional resources make use of differentiated learning methods and carefully structured language. These resources support English language development as students are taking credit courses in all academic fields.
  • Teachers at Rosedale Academy provide a variety of accommodations for English Language Learners. These accommodations include:  extended time for tests and exams; chunking of assignments and tests; a safe space for asking questions; formative feedback; mini-lessons in spelling, sentence structure and grammar; and access to ESL resources and expert discussion.
  • The self-paced delivery method of this course allows students to take the time that they require to engage in meaningful participation while still enjoying the enriching experience of working in an online global classroom.
  • All teachers at Rosedale Academy are responsible for helping students to develop their ability to use English in academic courses.

 

Academic Integrity

Students are expected to maintain high standards of honesty and academic integrity throughout their participation in all courses. This includes avoiding any instance of fraud, plagiarism and cheating.  Rosedale Academy takes the following steps to ensure academic integrity:

  • Students provide photo identification
  • Course assignments include audio and video components
  • Teachers Skype weekly with their classes
  • Students are encouraged and supported to develop original work
  • Exams are proctored by adults in trusted positions

When a teacher has reasonable grounds to believe that a student has violated these standards, the school principal will review the incident and, if needed, enforce disciplinary procedures. More information aboutAcademic Honesty may be found in section 5.3 of the school calendar.

Late and Missed Assignment

Rosedale Academy provides a flexible, self-paced learning opportunity, which allows students to proceed through each course at their own speed.  Students may submit any assignment from any unit while he or she is enrolled in this course.  Assignments will not be accepted once the student’s enrolment period has ended. Students must complete and submit all course requirements prior to booking their final exam. Course requirements include but are not limited to: assignments, tests, and learning log.

SKU: LKBCU-2017-11 Category:

Additional information

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I am an ONTARIO student with an OEN ($590.00 CAD), I am an INTERNATIONAL student without an OEN ($680.00 CAD)