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AP Chinese


Instructor:

Xiaoli Doty
B.A. English, Education, Wuhan University
M.A. Business Administration, Wuhan Technical University
Ohio Certified Teacher, Chinese K-12
Student Oral Proficiency Assessment (rater)

I am passionate about my work and my students’ success in AP Chinese!”

Textbooks and Materials:

AP Chinese: 收获
中文听说读写


Notes regarding extra materials and sources:


  • Students are required to have a Chinese dictionary and purchase a sturdy binder with dividers for notes and handouts.
  • Students are expected to visit the AP Chinese AP Central site to explore the site and learn more about the course, view past exam questions, and become more familiar with the AP Chinese Language Course and Exam in general: [[http://www.collegeboard.com/student/testing/ap/ |http://www.collegeboard.com/student/testing/ap/ ]]
  • Students are expected to visit sites for authentic oral and visual Chinese texts, using the handout provided.

Goals:

Students will build on their previous knowledge of Chinese to polish and improve their skills in listening, speaking, reading, and writing the Chinese language. They will be prepared to take the AP Chinese Language Exam in May 2010, with the goal of earning a score of 3, 4, or 5. My students typically receive 8-14 credit hours with a score of 3, 4, or 5. Components of the exam reflect these skills. See exam format later in this document.

Expectations:

Students will be required to “raise the bar” to challenge themselves to use a higher register of Chinese. They will be expected to study the language regularly and keep up with grammar and structure homework. Students will also write essays, compositions, or informal texts that will be evaluated and assigned a preliminary rubric grade. Once the students correct their errors and return them to me with the original, I will then grade them for credit with a new rubric score for an actual grade. Students will also practice speaking in a variety of contexts, sometimes digitally recording their voices for teacher review and feedback. I listen to their recordings, and offer substantive comments for improvement of oral communication skills. In addition, each student’s daily speaking in class will be very important since students are expected to communicate in Chinese routinely. They should take risks with the language as they do so, trying to use new structures, verb forms, and vocabulary to build their communication skills. Everything required of the students is to help them to reach the learning goals. The work is challenging, but manageable and rewarding, as students recognize the progress that they are making in Chinese communication and feel pride in their accomplishments.


The AP Chinese Exam:


http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/37221.html




Chinese Language Course and Exam Claims and Evidence
Claims*
The student who receives an AP grade of 3, 4, or 5 on the AP Chinese Language Exam has mastered -- to a degree commensurate with the AP grade -- the skills and knowledge required to receive credit for an advanced level (fifth- and sixth-semester or the equivalent) college/university chinese language course.

  • The student has strong communicative ability in Chinese in interpersonal, presentational, and interpretive modes.
  • The student has a strong command of Chinese linguistic skills (including accuracy and fluency) that support communicative ability.
  • The student comprehends Chinese intended for native speakers in a variety of settings, types of discourse, topics, styles, registers, and broad regional variations.
  • The student produces Chinese comprehensible to native speakers in a variety of settings, types of discourse, topics, and registers.
  • The student acquires information from authentic sources in Chinese.
  • The student is aware of some cultural perspectives of Chinese-speaking peoples.
*Claims "are statements we'd like to make about what students know, can do, or have accomplished" (Mislevy, Steinberg, and Almond, 2002).

  • Identify and summarize the main points and significant details and make appropriate inferences and predictions from a spoken source, such as a broadcast news report or a lecture, on an academic or cultural topic related to the Chinese-speaking world.
  • Identify and summarize the main points and significant details and predict outcomes from an everyday conversation on a familiar topic, a dialogue from a film or other broadcast media, or an interview on a social or cultural topic related to the Chinese-speaking world.
  • Identify and summarize main points and important details and make appropriate inferences and predictions from a written text, such as a newspaper or magazine article or a contemporary literary excerpt.
  • Write a cohesive and coherent analytical or persuasive essay in reaction to a text or on a personal, academic, cultural, or social issue with control of grammar and syntax.
  • Describe, narrate, and present information and/or persuasive arguments on general topics with grammatical control and good pronunciation in an oral presentation of two or three minutes.
  • Use information from sources provided to present a synthesis and express an opinion.
  • Recognize cultural elements implicit in oral and written texts.
  • Interpret linguistic cues to infer social relationships.
  • Communicate via formal and informal written correspondence.
  • Initiate, maintain, and close a conversation on a familiar topic.
  • Formulate questions to seek clarification or additional information.
  • Use language that is semantically and grammatically accurate according to a given context.
Evidence comprises observable work products, which can be evaluated to substantiate intended claims (Mislevy, Almond, and Lukas, 2003).

Guide and Shape the Lives of Our Children


Xiaoli Doty's Web Site