MANDARIN CHINESE STAGE 3 - 2017/8

Module code: CHIL013

Module provider

School of Literature and Languages

Module Leader

SALLER C Ms (Lit & Langs)

Number of Credits

15

ECT Credits

7.5

Framework

Global Graduate Award

JACs code

T110

Module cap (Maximum number of students)

N/A

Module Availability

Year long

Overall student workload

Assessment pattern

Assessment type Unit of assessment Weighting
Coursework INTEGRATED SKILLS PORTFOLIO 60
School-timetabled exam/test IN-CLASS WRITTEN TEST 40

Alternative Assessment

N/A

Prerequisites / Co-requisites

Chinese Stage 2 or equivalent.

Module overview


This is a module of the Global Graduate Award in Languages programme. It is taught over 19 weeks in the autumn and spring semesters, two contact hours per week, and covers the four core skills of speaking, listening, reading and writing in the target language. It also offers an introduction to the cultures and societies in which the target language is spoken and aims to raise a sense of cultural awareness. Students prepare for everyday communication in the target language and for work or study periods abroad.

A weighted aggregate mark of 40% is required to pass the module.

Module aims

In terms of linguistic and cultural competence, the module aims to encourage students to further develop their communicative competence in the four language skills (reading, writing, speaking and listening)

consolidate the use of basic grammatical structures and explore new structures

increase the Mandarin Chinese vocabulary used in everyday communication and some specific contexts

encourage students to develop their awareness of some main aspects of the Mandarin-speaking world

In terms of intercultural awareness, this module aims to encourage students to take a different perspective and view the world from different cultural viewpoints

Analyse and understand linguistic and cultural barriers

Reflect on the influence of cultural values on behaviour

Become conscious of stereotypes and prejudices

Communicate with others in culturally appropriate ways

In terms of study skills and transfer of skills and competencies, this module aims to encourage students to self-assess their progress

Support students in acquiring language learning strategies and techniques

Inspire independent learning and facilitate the acquisition of other foreign languages

Learning outcomes

Attributes Developed
Interact in Mandarin Chinese in a range of predictable and some unpredictable situations KPT
Understand and interpret spoken and written Mandarin Chinese in a range of topics in familiar and some unfamiliar contexts  KCP
Categorise a broader range of text types KC
Organise and present ideas on predictable and some unpredictable topics PT
Demonstrate the ability to retrieve and handle information from appropriate sources PT
Understand and use the grammatical terminology relating to the topics covered KC
Demonstrate a degree of grammatical accuracy in their use of Mandarin Chinese at this level KC
Pronounce individual sounds of Mandarin Chinese with a degree of accuracy KC
Use language reference materials such as grammars and dictionaries PT
Show cultural awareness by interacting in a culturally appropriate way for speakers of Mandarin Chinese KPT

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Module content


Indicative content includes:

Topic areas


Daily routines of students, feelings and preferences, descriptions of activities and events in  diary entry

Weather and weather forecast, seasons and clothes to wear

Home visits and Chinese festivals, Chinese New Year

Directions, transport and distance in a travel guide

Hotel accommodation, check-in procedures and room facilities

Museums, history and cultural relics

Eating out, food and drinks, Chinese dishes

Shopping for souvenirs, sending a package by post

Sightseeing at places of natural beauty

People’s appearance, sportswear and sizes

Seeing the doctor, illness, healthy life styles

Friends and personal characteristics


Grammar


The auxiliary word ¿¿¿¿¿……¿……

Expressing similarity using A¿B + ¿¿¿/¿¿¿making comparisons using A ¿/¿¿B + adjective; future actions with ¿ / ¿

Actions in progress using ¿¿¿sequences with ¿…….¿¿…….

Talking about distance using ¿ / ¿¿¿expressing distance using ¿ A ¿ B

Possession, existence or location with ¿¿ adequacy with ¿ / ¿¿¿questions about size with ¿¿¿¿¿ / ¿ / ¿

How to use passive voice ¿¿ a continuing action or state with ¿¿ ¿……¿………

Noun phrases with ¿¿¿

Duplication of verbs, ‘the more …… the more……’ ¿……¿…….

Expressing result of an action with ¿; percentages with ‘¿¿¿……’; ¿¿…….¿¿ ; ¿ ……

Serial verb constructions

Affirmative – negative questions; immediate actions with ¿¿¿¿ ……¿

Auxiliary word ¿¿¿ and ¿

Wh – questions; difference between ¿¿¿ and ¿¿¿ ¿ auxiliary words ¿ / ¿ / ¿

Methods of Teaching / Learning


The learning and teaching strategy is designed to:

 


Enable students to acquire explicit knowledge of the linguistic structures, grammar and vocabulary through attending classes regularly;

Encourage student participation and learner autonomy, through small group work, reading and practicing/preparing outside contact hours, and participating in class activities;

Develop ability to use linguists’ tools, such as dictionaries and IT resources;

Enable students to engage in analytical and evaluative thinking, to analyse and interpret texts and other cultural products, through attending classes and engaging in individual study;

Develop communication skills through interactions in class.


 

The learning and teaching methods include:

 


Two contact hours per week over 19 weeks in Semesters 1 & 2

Teaching will be in the target language as far as possible.

Classes will include group work, such as role play, and short presentations in the language.

Consolidation of learning will be by the practice of language skills inside and outside the classroom, using a variety of means, including computer-assisted language learning.

Students are expected to complete regular homework tasks in order to practice new structures and to prepare for in-class activities.

Assessment Strategy


The assessment strategy is designed to provide students with the opportunity to demonstrate

 


their linguistic progress over the duration of the course;

their growing ability to understand and produce Mandarin Chinese at pre-intermediate to intermediate level;

their increasing awareness of Mandarin Chinese culture and the Mandarin Chinese-speaking world;

the level of Mandarin Chinese they have achieved at the end of the course


 

Thus, the summative assessment for this module consists of:


An integrated skills portfolio of 6 coursework tasks, covering the fours skills of listening, reading, speaking, and writing

End-of-course in-class test, covering the skills of reading and writing


 

Formative assessment and feedback

 

Students will receive written feedback and in-class verbal feedback on homework tasks and in-class performance.

Reading list

Reading list for MANDARIN CHINESE STAGE 3 : http://aspire.surrey.ac.uk/modules/chil013

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.