CHIN 2202 - Chinese IIB
North Terrace Campus - Semester 2 - 2017
General Course Information
Course Code CHIN 2202 Course Chinese IIB Coordinating Unit Centre for Asian Studies Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange Y Prerequisites CHIN 2001 or CHIN 2201 Incompatible CHIN 2002 Assumed Knowledge At least 650 Chinese characters and basic Chinese grammar patterns Course Description This course is a continuation of Chinese IIA. It consists of tuition in speaking, listening to, writing and reading modern standard Chinese. This course further extends students' knowledge of basic grammar, vocabulary and structures found in the spoken and written forms of contemporary Chinese. The main emphasis is on building up vocabulary and reading experience as a basis for studying contemporary Chinese society and culture. It is anticipated that by the end of the course students will know around 900 Chinese characters and most commonly used Chinese grammar patterns.
Course Coordinator: Dr Ning ZhangContact email: firstname.lastname@example.org
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course, students will be able to:
1 acquire knowledge and understanding of the basic vocabulary and grammar 2 develop skills in reading and comprehending essays in Chinese on topics covered in the course 3 construct, write and type sentences and short texts in Chinese on the topics covered in the course 4 apply basic skills to use paper references and online resources for studying Chinese language independently 5 develop interpersonal and communication skills through group/peer discussion and assignment in both Chinese and English 6 Be more aware of the different ways of seeing the world through cultural/social issue topics in the course 6 engage in short conversations in Mandarin in a culturally appropriate manner with Chinese native speakers
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-3,6 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2,4,5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
5-7 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2-6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
5-7 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Modern Chinese Textbook 2A 2013 Better Chinese LLC
Modern Chinese Workbook 2A 2013 Better Chinese LLC
Recommended ResourcesChinese-English and English-Chinese dictionaries
Online LearningThe MyUni site will be used to announce upcoming curricular and extra curricula events and host supplementary material. The site will help students and lecturers to communicate outside of class and help students prepare for lectures. Feedback will be given on MyUni Grade Centre.
Learning & Teaching Activities
Learning & Teaching ModesCommunicative skills will be developed through a task-oriented, activity-based approach. Students will be encouraged to participate actively at every stage of learning. Audio/visual materials presenting social situations and cultural settings will bring a degree of realism into the classroom. Learning strategies will be taught explicitly and linked to specific language-learning tasks. Wherever possible, the course will integrate linguistic learning with cultural learning to achieve the dual goal of language development and improvement in the four skill areas of reading, writing, speaking and listening and intercultural understanding and mediation.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 x 2-hour lecture (or equivalent) per week 24 hours per semester 1 x 2-hour tutorial (or equivalent) per week 24 hours per semester 6 hours reading/practise per week 48 hours per semester 2 hours research per week 48 hours per semester 2 hours assignment preparation per week 12 hours per semester TOTAL WORKLOAD 156 hours per semester
Learning Activities Summary
This course will cover Units 1-5 of the text Modern Chinese 2A.
Schedule Week 1 Lesson 1 (Weather) of Unit 1 Week 2 Lesson 1, Unit 1 (continued) Week 3 Lesson 2 (Travel and Climate) of Unit 1 Week 4 Lesson 1 (Applying to Study Abroad) of Unit 2 Week 5 Lesson 2 (Joining a Student Club) of Unit 2 Week 6 Lesson 1 (Living On-campus or Off-campus) of Unit 3 Week 7 Lesson 2 (Apartment Hunting) of Unit 3 Week 8 Lesson 1 (Shopping Online) of Unit 4 Week 9 Lesson 2 (Returning merchandise) of Unit 4 Week 10 Lesson 1 (At a Bascketball Game) of Unit 5 Week 11 Lesson 2 (An Interview) of Unit 5 Week 12 Revision and Oral Test
Specific Course RequirementsStudents are expected to attend all lectures and tutorials.
Small Group Discovery ExperienceSmall group discovery is an integral part of the learning process. Techniques such as small group discussion, role plays, Think-Pair-Share will be used regularly in tutorials. Part of the oral test involves pair work.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment task Task type Due Weighting Course learning outcomes Weekly dictation Formative & summative - Category A* Wk 2 - Wk 11 10% 1 Participation Formative & summative - Category A* Wk 1 - Wk 12 10% 1-5 Mid-semester test Formative & summative - Category B To be scheduled in tutorials 20% 1-3 Essay Formative & summative - Category C To be scheduled in tutorials 10% 1-4 Oral presentation Summative - Category D To be scheduled in tutorials 10% 2, 4, 5 Oral test Summative - Category D In Week 12 10% 2, 4, 5 Final exam Summative - Category E To be scheduled by Examination office 30% 1-3
Assessment Related RequirementsStudents are expected to attend all lectures and tutorials. There are no supplementary tests for weekly dictation, participation, mid-semester test and the essay. Students who have missed these assessments due to medical or compassionate reasons and who have notified the course coordinator/tutor prior to the assessment will be given an average mark based on the results of other assessments. Those who do not turn up for assessments without medical or compassionate reasons will be given no marks.
Weekly dictation: weekly dictations from week 2 to week 11, each worth 1% of the semester total - 10% weighting
Participation: attendance and participation in all lectures and tutorials - 10% weighting
Mid-semester test: will include listening, writing and reading with a focus on listening - 20% weighting
Essay: short essay of minimum 250 Chinese characters - 10% weighting
Oral presentation: presentation in pairs - 10% weighting
Oral test: one-on-one conversation and reading - 10% weighting
Final exam: exam on writing and reading - 30% weighting
SubmissionAll assessment tasks except the final exam will be conducted during the teaching weeks of the semester and will be submitted in class or online.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
The University places a high priority on approaches to learning
and teaching that enhance the student experience. Feedback is sought from
students in a variety of ways including on-going engagement with staff, the use
of online discussion boards and the use of Student Experience of Learning and
Teaching (SELT) surveys as well as CEQ surveys and Program reviews.
SELTs are an important source of information to inform individual teaching
practice, decisions about teaching duties, and course and program curriculum
design. They enable the University to assess how effectively its learning
environments and teaching practices facilitate student engagement and learning
outcomes. Under the current SELT Policy
(http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must
be conducted at least once every 2 years. Feedback on issues raised through
course SELT surveys is made available to enrolled students through various
resources (e.g. MyUni). In addition aggregated course SELT data can be found
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Academic Maths, writing http://www.adelaide.edu.au/mathslearning/
Support and speaking http://www.adelaide.edu.au/writingcentre/
Counselling Personal http://adelaide.edu.au/counselling_centre/
Service counselling for
International Ongoing http://www.international.adelaide.edu.au/support/isc/
Student Care support
Student Care Advocacy, http://www.auu.org.au/site/page.cfm?u=69
Students with Alternative http://www.adelaide.edu.au/disability/
a Disability academic
Students with a
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
This section contains links to relevant assessment-related
policies and guidelines. all university policies can be obtained from: http://www.adelaide.edu.au/policies/
Academic Honesty and assessment http://www.adelaide.edu.au/policies/230/
Obligatin for Coursework Students
policy and Academic Dishonesty
Assessment for Coursework http://www.adelaide.edu.au/policies/700/
Modified Arrangements for http://www.adelaide.edu.au/policies/3303/
Student Grievance Resolution http://www.adelaide.edu.au/student/grievance/
Unsatisfactory Academic Progress http://www.adelaide.edu.au/policies/1803/
by Coursework Students
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