AP Chinese Course Outline
The AP Chinese Language and Culture course can be compared to 4th semester or is similar to college and university courses in Mandarin Chinese. The college courses nurture students and provides them immersion into the language and culture of the Chinese-speaking world, basically it represent the point at which students complete around 250 hours of college level classroom instruction.
The AP chinese course prepares students to show and improve their level of Chinese proficiency across the 3 communicative modes namely Interpersonal, Interpretive, and Presentational and the five goal areas i.e.Communication, Cultures, Connections, Comparisons, and Communities as outlined in the Standards for Foreign Language Learning in the 21st Century. The main aim of the course to develop students with ongoing and various different opportunities to attain proficiencies across the full range of language skills while they are indulge in learning about Chinese culture and society.
Content and skills
The following course indulge in the exploration of students in both contemporary and historical Chinese culture, As the course interweaves language and culture learning, this exploration takes place in Chinese. The course will cover the following topics quoted below:
Contemporary Chinese society, along with geography and population, ethnic and regional diversity, travel and transportation, climate and weather, holidays and food, sports and games, and current affairs.
Chinese societal relationships, including how individuals interact with family members, elders, and peers, and how they can use this knowledge in their own interpersonal communications.
Significant persons, products, and themes in Chinese history including Chinese contributions to philosophical thought, government institutions, and artistic pursuits e. g. Calligraphy, painting, literature, and music, as well as folk arts and culture.
In the international context, Chinese culture is influencing and being influenced by the global community and China's role in issues of global importance like energy as well as environment, economics and politics.
The course helps students to enhance the broadness of their views by comparing Chinese cultural products, practices and perspectives with their own society and use their cultural knowledge for the communicative tasks.
Students will focus on polishing their language skills throughout the course across the 3 communicative modes: Interpersonal, Interpretive, and Presentational. They also enhance knowledge of the Chinese language including pronunciation, vocabulary, idiomatic expressions, grammatical structures and written characters.
This mode includes spontaneous two-way interaction, like conversing face-to-face or exchanging written correspondence. Teachers conduct class primarily in Chinese to facilitate students'development of communicative strategies for starting and sustaining conversation. Students are given various different opportunities to indulge in class activities in which an active negotiation of meaning is required. Students develop their responding capacity in culturally appropriate ways when engaging in conversations on known topics, to understand conversations among native Chinese speakers and to comprehend and compose messages, notes and letters in Chinese. Students also express their personal views or exchange opinions on topics of personal, school, and community interest in conversation and in writing.
A broad range of written and oral texts are interpreted by students. They enhance their aural proficiency through exposure to contextualized language excerpted or adapted from a varieties of oral texts from the formal language in news broadcasts and public announcements to the colloquial language in movies and TV dramas. Also they develop the reading proficiency to be able to find and summarize vital points and crucial details and make appropriate inferences and predictions from written materials like advertisements, signs, and posters. Students also do careful readings of more densely written texts excerpted from newspapers, magazine articles, contemporary literature, letters and essays.
Students work on their speaking proficiency, to create a level-appropriate speech or report, make a newscast or video and write personal experiences and current events in a coherent fashion with comprehensible pronunciation and intonation. They also improve their ability to write and speak in a variety of settings, types of discourse, styles, and registers. Students express themselves in writing on topics they have researched. Numerous written discourse styles, including descriptive, narrative, expository, and persuasive are used. Students learn to use the organization, vocabulary, and structures appropriate to the purpose of their writing to make themselves understood to an audience of readers with whom they will not have the opportunity to exchange further information and ideas. While handwriting counts in composing written work, extensive training in computer keyboarding will be provided to students to meet the needs of the current technological society.
Students enhance strategic and metacognitive competencies, like guessing the meaning of words from context, using grammatical knowledge to aid in comprehending written texts and spoken messages during the course, and strengthen their ability to learn effectively and independently.
They also increasingly employ linguistically accurate Chinese and continue to cultivate sociocultural as well as pragmatic competencies, strengthening their ability to communicate effectively and appropriately in a variety of social, cultural or pragmatic contexts.