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LKAAD outline

Bright Future Academy

4433 Sheppard Avenue East, 2nd Floor, Room 202

Toronto, Ontario M1S 1V3

LKAAD – Mandarin

COURSE OUTLINE

Course Title: Mandarin
Course Code: LKAAD
Grade: 9
Course Type: Academic
Credit Value: 1
Prerequisite: none
Curriculum Policy Document:
The Ontario Curriculum, Grades 9 and 10: Classical and International Languages, 1999

Text: Handouts

Department: Languages
Course Developer: Frank Qin
Development Date: May 2013

 

Course Description:

This course is designed to enable students to begin to communicate with native speakers of the language of study. Students will use simple language and read age- and language appropriate passages for various purposes. They will explore aspects of the culture of countries where the language under study is spoken, including social customs and the arts, by participating in cultural events and activities involving both print and technological resources.

 

Overall Expectations: LKAAD

 

By the end of this course, students will:

 

Oral Communication: Listening

• demonstrate an understanding of very simple spoken language, used in different situations and for different purposes, applying knowledge of basic vocabulary and language structures.

Oral Communication: Speaking

• communicate orally in different situations and for different purposes, using basic vocabulary and language structures.

Reading

• read age- and language-appropriate passages from different sources for various purposes, applying knowledge of simple vocabulary and language structures.

Writing

• write for specific purposes, using basic vocabulary and language structures.

 

Unit details:

 

Unit

Titles and Descriptions

Time and Sequence

Unit 1

Communicating

a)Students will understand sounds , basic vocabulary, and language structures by responding to statements, questions, and commands

b) Students will use visual and verbal cues to understand or present message in conversation. They also identify and apply forms of address

Assessment Of Learning: unit test

27 hours

Unit 2

Acquiring Information

By the end of this unit, students will:

a.read simple texts, expressions, and develop standard pronunciation.  

b. use visual /verbal cues to determine the meaning of printed or online texts.

c.respond to reading materials in various ways such as drawing a poster

d.write complete, simple sentences, write answers to questions, write for specific purposes with using resources such as online bilingual dictionaries

Assessment Of Learning: unit test

27 hours

Unit 3

Experiencing Creative Works

By the end of this unit, students will:

view, listen to and read creative works, and respond to them in various ways.

 

Assessment As Learning:

Students will use a variety of print and electronic resources to research on animation works, and then share their findings with the whole class (group presentation); they will compare a Chinese cultural/ historical background movie to a relevant English one in

 

Assessment Of Learning: unit test

27 hours

Unit 4

Understanding Cultural and Society

By the end of this unit, students will:

a. examine characteristics relating to Chinese customs and traditions to their appropriate language level

b. demonstrate cultural sensitivity in everyday situations through appropriate behavior and language

c. examine cultural content in Chinese-language resources

Assessment As Learning:

Students will work in pairs to research the Moon Cake Festival in China and identify some of its influences on Chinese and other cultures; they will set aside sections of their notebooks to record, in English, opportunities for demonstrating cultural sensitivity and respect for diversity; the results will be presented in the form of individual presentation.

Assessment Of Learning: Unit test

27 hours

 

Final Evaluation

The final assessment task will be a two hour proctored final examination worth 15% of the student’s final mark

2 hours

 

Total

110 hours

 

Teaching / Learning Strategies:

Students learn best when they are engaged in a variety of ways of learning. The Mandarin course provides opportunities for students to discuss issues, understand them, and propose solutions. The course also allows students opportunities to understand and appreciate cultural differences. Active and experiential learning strategies also enable students to apply their knowledge and skills to real-life issues and situations. Such approaches promote the acquisition of knowledge, foster positive attitudes towards learning, and encourage students to become lifelong learners. Since the aim of this course is to develop students’ ability to use the language 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, these approach include:

 

Lectures, structured discussions, practical exercise, listening, role plays

Debate, character writing, research projects

Multi-media, field trip, group critique

 

Assessment and Evaluation Strategies of Student Performance:

Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.

 

Teachers will obtain assessment information through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios, developmental continua, performances, peer and self-assessments, self-reflections, essays, and tests.

 

As essential steps in assessment for learning and as learning, teachers need to:

• plan assessment concurrently and integrate it seamlessly with instruction;

• share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses;

• gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools;

• use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals;

• analyse and interpret evidence of learning;

• give and receive specific and timely descriptive feedback about student learning;

• help students to develop skills of peer and self-assessment.

 

Teachers will also ensure that they assess students’ development of learning skills and work habits, using the assessment approaches described above to gather information and provide feedback to students.

 

The Final Grade:

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning. The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:

 

70% of the grade will be based upon evaluations and assessments of learning conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement. All assessments of learning will be based on evaluations developed from the four categories of the Achievement Chart for the course.

 

30% of the grade will be based on a final evaluation administered at the end of the course and may be comprised of one or more strategies including tests and projects.. This final evaluation will be based on an evaluation developed from all four categories of the Achievement Chart for the course and of expectations from all units of the course. The weighting of the four categories of the Achievement Chart for the entire course including the final evaluation will be as follows.

 

Knowledge & Understanding

Thinking, Inquiry & Problem Solving

Application

Communication

30%

20%

20%

30%

 

Evaluation:

Assessment of Learning through the course:

Unit tests 40% + Assignments/Projects 30% = 70 %

Final Evaluation:

Final examination 15% + final assignment/project 15% = 30%

 

The Report Card:

The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.

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

A 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.

 

Program Planning Considerations for Classical Studies and International Languages:

Teachers who are planning a program in classical or international languages must take into account considerations in a number of important areas. Essential information that pertains toall disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 and 10: Program Planning and Assessment, 1999. The areas of concern to all teachers that are outlined there include the following:

 

• the role of technology in the curriculum

• English as a second language (ESL) and English literacy development (ELD)

• career education

 

Considerations relating to the areas listed above that have particular relevance for program planning in classical and international language are noted here

 

The Role of Technology in the Curriculum. Information technology provides a variety of resources that both facilitate and enrich language learning in unique and important ways. These resources include language programs that support specific learning styles as well as programs that enable teachers to design individualized courses or courses for learners with similar needs. Technology also offers students a rich variety of experiences – both linguistic and cultural– to which they might otherwise not have access. For example, the Internet allows students to visit museums and cultural sites or to read the day’s news in the language under study. Students also have access to a wealth of information and literary texts, all of which can enrich their projects and presentations, and give depth and context to their learning. In addition, students can contribute to electronic discussion sites and communicate with speakers of various languages from around the world by e-mail.

 

ESL/ELD. Because classical and international language courses focus on the development of essential language and communication skills, they can be of considerable benefit to ESL/ELD students who are engaged in the task of developing these skills in the English language. In addition to supporting ESL/ELD students in their efforts to develop communication skills, classical and international language courses also provide them with language knowledge that can be of great assistance to them in understanding the fundamental principles that are operative in the English language. Teachers of classical studies and international languages should work closely with parents, fellow teachers, guidance counselors, school administrators, and community support networks to ensure that ESL/ELD students derive maximum benefit from classical studies and international language courses.

 

Career Education. The skills and knowledge that students acquire through the study of classical and international languages are not only relevant but essential for a wide range of careers. Classical and international language programs prepare students for careers not only in such language-related fields as translation and language instruction, but also in fields such as international banking and finance, multilingual computer software development, global trade, industry, travel, and government and international affairs. In addition, graduates of classical and international language programs are well-equipped for many careers that are not directly related to the use of international languages or the application of a specific language. Their well-developed thinking and analytical skills and exceptional communication skills are valuable assets in almost any field of endeavour.

 

Resources:

Class Handouts

Beijing Language Culture University Press; 2nd revised edition 2010, New Practical Chinese Reader 1,

ISBN-13: 978-7561926239

Materials available at Chinese Traditional Culture Library