| 课程名称 Course Name | Pre AP Chinese Language and Culture (九年级中文) |
| |
| 招生对象 Prospective Students | 在NCLS牛顿中文学校完成了八年级或八年级以上的学生，具备八年级或八年级以上中文水平的其他学生， 以及有可能未来计划上AP中文课的学生。 |
| |
| 教学目标 Teaching Objectives | 在八年级中文的基础之上，增加词汇量和掌握更多的句型，语法结构；听力及阅读理解判断训练。为学生下一学年升入AP中文班或者十年级中文班打好基础。 Cultivate students‘ understanding of Chinese language and culture by applying the interpersonal, interpretive, and presentational modes of communication in real-life situations as they explore concepts related to family and community, personal and public identity, beauty and aesthetics, science and technology, contemporary life, and global challenges. |
| 教学内容 Teaching Content | 单元1 家庭与社区 单元2 个人和身分认同 单元3 美感与美学 单元4 科学与技术 单元5 当代生活 单元6 全球挑战 Unit 1: Families in Different Societies Unit 2: The Influence of Language and Culture on Identity Unit 3: Influences of Beauty and Art Unit 4: How Science and Technology Affect Our Lives Unit 5: Factors That Impact the Quality of Life Unit 6: Environmental, Political, and Societal Challenges |
| 教学方法 Teaching Method | 教师在课堂上听说读写全方位讲授，指导学生在课堂上听说读写全方位练习 Comprehend written, audio, audiovisual, and visual text (text and pictures). |
| 使用教材 Teaching Materials | 本着该课程的教学目标是提高学生在现实世界的中文语言交流能力和对中华文化理解能力，将各种真实材料整合到教学至关重要。真实材料是专为该语言的母语人士设计的文本或资源，而不是为语言课堂创建的。此类真实材料包括但不限于： § 网站 § 报纸、杂志和其他印刷来源 § 短篇小说 § 博客和其他社交媒体 § 播客 § 音乐 § 视频：电影、广告、新闻节目、电视节目 § 广播; 以及九年级《标准中文》课本的相关课文和阅读材料。 请参阅第145页 https://apcentral.collegeboard.org/media/pdf/ap-chinese-language-and-culture-course-and-exam-description.pdf ————————————————————————————————————– Collegeboard AP Chinese and Culture course description, it states Selecting and Using Course Materials As the course develops real-world communicative and cultural competencies, it is critical to integrate a variety of authentic materials into instruction and assessment. Authentic materials are texts or resources designed for native speakers of the language and not created for the language classroom. Such authentic materials include, but are not limited to: § websites § newspapers, magazines, and other printed sources § short stories § blogs and other social media § podcasts § music § videos: films, advertisements, news programs, TV shows § radio broadcasts …. As textbooks that use a variety of authentic materials are limited, teachers can assemble materials selected from different texts or resources with modified pedagogical materials that broaden or deepen each theme and are appropriate to their students’ cognitive level and needs. Teachers can find multifunctional learning tools that teach Chinese pronunciation, characters, and grammar as well as culture at chinese-tools.com. This resource also has annotation tools, dictionaries, and converters for Pinyin, Unicode, and simplified and traditional Chinese, as well as information on Chinese Input Method Editor. |
