Sign In

Course Outlines

French
French 8/8E Course Outline
We will be using the materials from Ça Commence and Ça Marche 1. Each unit includes listening, speaking, reading and writing activities which are designed to give the students the opportunity to practice the language together.
Ça Commence
      -les salutations, les chiffres 1-100, le calendrier, les couleurs, la météo, l’heure, l’école (les objets/ les matières), les expressions utiles (Est-ce que je peux aller aux toilettes..?), avoir/e​tre, avoir expressions, verbes er/re, les pronoms sujets, j’aime/je n’aime pas/j’adore/je déteste, l’alphabet
 
Unit 1 Mémo Photos
Vocab: activities with “faire”, la nourriture préférée, question words: est-ce que, où, quand, combien de, etc., la négation (pas de)
Verbs: préférer, conjugated verb + infinitive (je vais… je préfère… j’aime…)
Project: ma toile de photos
Unit 2 Salut Mes Amis
Vocab: adjectives (personal qualities), adjective replacement (see pg. 162), activities, indefinite articles: un, une, des, possessive adjectives
Verbs: faire, aller (review)
Project: à vous la parole! presentation on friendship (video or in front of class)
Unit 3 Bon Appétit
Vocab: la nourriture/les ingredients/les recettes, adverbs to describe the sequencing of events (d’abord… finalement), les fêtes, partitive article (du, de, la...)
Verbs: verbs used in recipe instructions (ajouter, mélanger, etc…)
Project: recipe demonstration (video or demonstration in front of class)
Unit 4 Venez Chez Nous
Vocab: geographical terms, provinces and countries, articles and prepositions before provinces and countries
Verbs: vouloir and pouvoir, adverbial pronoun “y”
Project: tourism brochure (Vancouver or other city)
French 9/9E Course Outline
We will be using the materials from Ça Marche 2. Each unit includes listening, speaking, reading and writing activities which are designed to give the students the opportunity to practice the language together. At the end of each unit the students are expected to present a project.
Unit 1: “L’école de l’avenir”
Vocab: technology and machines, classroom objects and activities, inventions
Verbs: future aller + infinitive, imperative and negative, oral instructions and irregular verbs
Project: invention designed to eliminate classroom frustration
Unit 2: “Aventures en plein air”
Vocab: transportation and excursions, outdoor activities, camping, features of national parks
Verb: vouloir and devoir + instructions, imperative and regular/irregular verbs, comparative (plus/moins/aussi + adjective+que)
Project: organize trip itinerary and present to class
Unit 3: “Mon style, ma mode!”
Vocab: clothing, styles, the fashion industry, colours and fabrics, technology
Verbs: porter, pour+ infinitive, ce/cet/cette/ces, parce que (conjunction), locations and seasons + en/au/à l’/aux, prepositional phrases (une chemise à carreaux)
Project: design and present a clothing line in a fashion show or on a poster
Unit 4: “Mordu du sport!”
Vocab: sports, following sports and athletes, sporting events, reporting sports, broadcasting
Verbs: passé composé with avoir and regular verbs, quantitative comparisons (plus de/moins de etc.), superlatives (le plus vite), descriptive numbers (la première)
Project: present a sports broadcast/interview an athlete, prepare a sports card for an athlete
French 10/10E Course Outline
We will be using the materials from Ça Marche 3. Each unit includes listening, speaking, reading and writing activities which are designed to give the students the opportunity to practice the language together.  At the end of each unit students are expected to present a project.
Unit 1: “Ma chambre, ma vie!”
Vocab: activities and interest, furniture and decorative objects
Verbs: past tense, prepositions of place
Project: design a new look for a partner’s bedroom or other space
Unit 3: “Nous, les Canadiens”
Vocab: facets of the Canadian experience, including multiculturalism, geography, history, the arts, heritage and achievements
Verb: uses of two past tenses, learn and review of interrogatives
Project: participate in a game about Canadian trivia
Unit 4: “Mes Trésors, mes souvenirs”
Vocab: activities, toys, games, favorite places, memorable moments, and family traditions and celebrations
Verbs: learn and review verb tenses for describing different types of past events
Project: create a personal “Boîte à souvenirs” to describe objects that reflect activities and memories from their childhood.
Unit 5: “Films à l’affiche!”
Vocab: film storylines and dialogue
Verb: uses of two past tenses, indirect object pronouns, learn and review adverbs
Project: create a short film or story board 
French 11/11E Course Outline
At David Thompson, we use the materials of En Direct 1 a program for Canadian Students studying core French at the secondary level.
Each unit includes listening, speaking, reading and writing activities which are designed to give the students the opportunity to practice the language with each other. The approach to language is functional and task-orientated.
Review chapter
  • avoir and être
  • avoir expressions
  • adjective agreement and placement
  • possessive and demonstrative adjectives
  • present tense of -er, -ir, -re verbs
  • irregular present tense of -er, -ir, -re verbs
  • passe compose with avoir and être
  • imparfait
  • direct object pronouns
  • indirect object pronouns
  • imperative
 
 
Preliminary chapter :  Chez nous
 
Theme : 
  • Home :  parts of a home, furniture, household chores, appliances
 
Concepts :
  • uses of passé composé vs. imparfait
  • verbs :  savoir and connaître
 
Culture :
  • housing in France
  • le château Frontenac
  • interiors of French homes
  • the French Quarter in New Orleans
 
Phonetics :
  • s and ss
  • semi-vowels
 
 
Unit 1 :  La nourriture
 
Theme :
  • Food :  terms for food and meals, eating in a restaurant, specialty food shops, eating habits
 
Concepts :
  • verbs venir and the recent past
  • verbs devoir, vouloir, pouvoir
  • comparative and superlative of adjectives and adverbs
  • irregular comparative and superlative forms
  • double object pronouns
 
Culture :
  • the Guide Michelin and French gastronomy
  • French cheeses
  • meals in France
  • la couscousmania des Français
 
Phonetics :
  • e caduc and e muet
  • stress and rhythm in spoken French
 
Unit 2 :  La santé   
 
Theme :
  • Health :  parts of the body, daily routine, healthcare in France ; describing one’s health, terms for illnesses and remedies, terms related to medical visits and treatments
 
Concepts :
  • reflexive verbs
  • idiomatic reflexive verbs
  • passé composé of reflexive verbs
  • pronouns y and en
 
Culture :
  • les Français et la santé
  • l’Occitane en Provence
  • la Sécurité sociale—healthcare
  • Marie Curie
 
Phonetics :
  • ch, qu, ph, th, gn
  • p, t, c
 
 
Unit 3 :  La technologie
 
Theme :
  • Technology :  terms for electronic products, Internet terms, use of the ipod in France, terms for cars and driving, terms for car maintenance and repair
 
Concepts :
  • prepositions with the infinitive
  • reciprocal reflexives
  • verbs ouvrir and offrir
  • conditional
 
Culture :
  • technology in France
  • the Ariane rocket
  • cars and driving in France
  • car manufacturer Citroën
 
Phonetics :
  • final consonants
  • x
 
 
Unit 4 :  En ville
 
Theme :
  • City life :  terms for banking, for business establishments and the post office
 
Concepts :
  • verbs :  voir, croire, recevoir, and apercevoir
  • negative and affirmative expressions
  • futur simple
  • irregular future forms
 
Culture :
  • small shops in France
  • le « Spiderman » français
  • villes et villages français
  • le baron Haussmann
 
Phonetics :
  • h
  • les majuscules et les miniscules—rules of French capitalization
 
 
Unit 5 :  L’avenir et les métiers
 
Theme :
  • Future and professions :  terms for the workplace, job interviews, making and receiving phone calls, terms for professions and for discussing one’s work
 
Concepts :
  • futur simple with quand and dès que
  • interrogative pronouns lequel, laquelle, lesquels, lesquelles
  • si clauses
  • relative pronouns qui, que, dont, où
 
Culture :
  • telephones and text messages in France
  • les artisans
  • labour unions, strikes, and civil servants in France
  • les fonctionnaires
 
Phonetics :
  • French punctuation
  • neologisms and franglais
 
 
 
 
 
 
French 12 Course Outline
At David Thompson, we use the materials of En Direct 2, program for Canadian Students studying core French at the secondary level.
Each unit includes listening, speaking, reading and writing activities which are designed to give the students the opportunity to practice the language with each other. The approach to language is functional and task-orientated.
Level 2 includes the following themes:
Unité 1- Franco-Tour
-travel in the francophone world, benefits of travel, do’s and don’ts of travel, social customs, regions and countries of la Francophonie, language-study programs and student exchanges
Unité 2- Magazine Sons et Images
-artists of the world, creativity, sounds and noises, beauty, visual arts
Unité 3- Droit au but
-crime and violence, consequences and punishments, laws affecting youth, police investigations, solving crimes
In French 12 students will increase their reading comprehension through supplementary reading materials. They will also increase the amount of writing done, both in the classroom and at home, through assignments and journals.
French 12- Language Components
The following language components will be reviewed and/or introduced:
Temps des verbes: présent, passé compose/accord du participe passé, imparfait, plus-que-parfait, futur simple, futur antérieur, conditionnel, conditionnel antérieur, phrases avec “si”, discours indirect, en+participle present, après + participe pass, pour/sans/avant de + infinitif, impératif, impératif + pronoms objets, depuis + présent/imparfait, subjunctif (including conjuctions taking the subjunctive), verbes réfléchis
Pronoms: objets directs, objets indirects, y, en, pronoms accentués, pronoms relatifs, pronoms démonstratifs, pronoms interrogatifs, pronoms possessifs, ordre des pronoms
Aussi: expressions de quantité, article partitif, expressions idiomatiques avec avoir, exressions négatives
 
----------
Spanish
Spanish 9
Prerequisite: None, however it is strongly recommended that the student had passed French 8.
This course is designed for students learning Spanish as a second language, not for native speakers or students who have extensive background in Spanish. Those students with prior experience may write the Challenge Examination to potentially receive credit for Spanish 11 or Spanish 12. Spanish 9, the first stage of the sequential program, is designed to encourage communication and interaction.
 
At DT, Spanish 9 uses the materials of Descubre 1, an introductory program for those studying Spanish as a second language at the secondary language. Each unit includes conversational, vocabulary, audio, video and grammar activities, reading passages, cultural information, and a unique opportunity in DT's Modern Languages Department to access the Descubre Supersite.
 
Spanish 9 Includes the Following Topics:
 
Unit 1- greetings, Spanish alphabet, introductions, forms of address, numbers 0-30, telling time, the verb ser
 
Unit 2- school life, fields of study, days of the week, numbers 31+, -ar verbs, forming questions, the verb estar
Unit 3- family, professions, describing people, descriptive and possessive adjectives, -er/-ir verbs, the verbs tener and venir (tener idiomatic expressions)
Unit 4- places in the city, the verb ir, the near future tense
Goals: By the end of Spanish 9, students will be able to express themselves in a number of real-life situations using basic Spanish. See the Ministry of Education Prescribed Learning Outcomes for more information.
Course Fee:
-cost of a personal Spanish-English dictionary (highly recommended and very useful for in-class compositions)
-damaged textbooks ($100) will be assessed at least 10% of the cost of a new book
Assessment:
Grammar and vocabulary quizzes will be given during each lesson at the end of most lessons and larger unit tests at the end of each unit. In-class compositions will emphasize specific vocabulary or grammar patterns taught throughout the lesson and make take the place of a quiz. Formal and informal oral and aural assessment will be done regularly. Students are encouraged to demonstrate their ability to speak and understand Spanish by answering questions or making appropriate comments in Spanish whenever possible. In addition to the lessons in the textbook and workbook, work will be assigned from the Supersite, which will also count towards the student's final grade. There will be a mid-year oral/aural exam and a final written exam each worth 10% of the student's final grade.
Supersite Info: Supersite provides online resources which include, in an auto-graded format, activities found in the textbook, additional auto-graded activities with feedback for practice, language games and flashcards, practice tests, the complete audio and video programs used in class, audible pronunciation of all lesson vocabulary, a dictionary and language guide created expressly to complement and expand the vocabulary in the student text and much more!
Spanish 10
Prerequisite: Spanish 9
This course is designed for students learning Spanish as a second language, not for native speakers or students who have extensive background in Spanish. Those students with prior experience may write the Challenge Examination to potentially receive credit for Spanish 11 or Spanish 12. In Spanish 10, students take part in a variety of communicative situations which further develop listening, speaking, reading, and writing skills.
Activities include...
... exploring themes such as clothing, vacations, shopping, daily routines, and food.
... expanding knowledge about Hispanic culture.
... developing strategies to become a successful language learner.
Supersite Info: Supersite provides online resources which include, in an auto-graded format, activities found in the textbook, additional auto-graded activities with feedback for practice, language games and flashcards, practice tests, the complete audio and video programs used in class, audible pronunciation of all lesson vocabulary, a dictionary and language guide created expressly to complement and expand the vocabulary in the student text and much more!
Spanish 11/12 
It is the objective of Spanish 11 to complete six chapters in Descubre 2 and nine chapters in Spanish 12.
Much of the grammar covered in Spanish 12 is a review of the grammar taught in previous courses with the exception of the final three chapters which focus on higher level grammar and vocabulary. These chapters will be inserted at appropriate points throughout with the intention of allowing Spanish 12 students enough time to practice these concepts. During this time the students of Spanish 11 will work independently on their own curriculum. Therefore, Spanish 12 students are expected to be able to be able to work well individually and effectively with their peers with often minimal direction from the teacher.
Spanish 11 Objectives:
-review
-selected chapters from Descubre 2
-experience and respond to sophisticated, authentic Hispanic works (Spanish newspapers, short stories, art, poems, songs, and/or films)
Spanish 12 Objectives:
-complete chapter nine of Descubre 2
-experience and respond to sophisticated, authentic Spanish works
Topics Include:
-health, well-being, nutrition, technology, household chores, nature, city life, money and banking, possessions, occupations, job interviews, the arts, movies, television, current events and media
Course Fee:
-$20 for workbook and access to Supersite (on-line enrichment portion of the course)
-cost of a personal Spanish-English dictionary (optional, however, is very highly recommended)
Assessment:
Assessment of writing assignments will look for evidence of ability to use sophisticated vocabulary and grammar to grade level. Grammar and vocabulary quizzes and tests will be given during each lesson and larger unit tests at the end of each unit. Open-book assignments will emphasize specific vocabulary or grammar patterns taught throughout the lesson and make take the place of a quiz. Informal oral and aural assessment will be done regularly. Students are encouraged to demonstrate their ability to speak and understand Spanish by answering questions or making appropriate comments in Spanish whenever possible.
In addition to the text, extra cultural information (art, songs, poetry, short reading passages, video, or audio) will be including.
Supersite Info: Supersite provides online resources which include, in an auto-graded format, activities found in the textbook, additional auto-graded activities with feedback for practice, language games and flashcards, practice tests, the complete audio and video programs used in class, audible pronunciation of all lesson vocabulary, a dictionary and language guide created expressly to complement and expand the vocabulary in the student text and much more!
----------
 
Mandarin 

 

Mandarin 9
 
 
Teacher: Mr. Wang
Room: 317
 
 
Our Mission:
 
By providing programs and activities that are both nurturing and challenging, David Thompson encourages students to realize their creative, intellectual, and physical potential and develop the personal and social skills necessary for responsible citizenship in a diverse society.
 
Equipment and Materials
 
Students are requested to bring the following items to class each period:
  • text book and work book
  • well-organized and current notebook
  • agenda book
  • blue and red pens
  • pencil, eraser
  • book for silent reading if the class is in the first block
 
Students are asked to cover textbooks and workbooks.
 
Evaluation
 
Students will be evaluated on their ability to understand, to speak, to read and write Mandarin Chinese. Since language is acquired in a spiraling, recursive process, evaluation is varied and is done on a regular, ongoing basis. Students are encouraged to use this information to redirect their efforts, modify their learning strategies, and establish future learning goals.
 
Grading
Letter grades are assigned as follows:
A 86 – 100
B 73 – 85
C+ 67 – 72
C 60 – 66
C- 50 – 59
I In progress
 
Marks for each Report % of Term
Unit tests 55%
Quizzes, Assignments, Oral Presentation, Culture Study 45%
 
Final Report % of year
Term 1 25%
Term 2 30%
Midterm exam 10%
Term 3 35%
Total 100%
 
Course Objectives
 
This beginning stage of the Mandarin course aims to develop the following skills and abilities in students, so that they will be able to:
  • talk about themselves – give personal details, talk about their families, friends and pets;
  • talk about items relating to their daily life and immediate experience, such as home, school, daily routine, dates and the weather;
  • develop an awareness of Chinese culture and of their own culture;
  • develop an awareness of the dynamics of the Chinese language, how it reflects the culture and ways of thinking which has engendered it;
  • develop a familiarity with different types of language events, such as conversation, cartoon, greetings, order/command, request, timetable, rhyme and song;
  • acquire skills in managing their own learning in accordance with their individual learning patterns.
 
Course Content
 
At David Thompson, we use the materials of Hanyu for Beginning Students, a program developed for students studying Mandarin at the secondary school.
 
Each unit includes listening, speaking, reading, and writing activities which are designed to give students the opportunity to practise the language with each other.
 
This level includes the following topics:
 
Unit One Hello!
· an introduction to China
· greeting one’s friends and saying good-bye
· identifying oneself and others
· asking and saying what country one is from
· counting (1-10)
· evolution of Chinese characters
Unit Two Meet my family
· talking about one’s family
· describing one’s pet
· counting (11-99)
· asking and stating age
Unit Three Our classroom
· identifying classroom objects, places, and people
· stating possession
· asking and telling the date, one’s birthday
· asking the teacher questions
 
Unit Four Daily routine
· telling time
· talking about one’s daily routine
· identifying means of transportation
· describing the weather
 
Supplementary resource materials will also be used at the introductory level to help students begin to gain insight into the Chinese culture.
 
Homework and Assignments
 
Homework or assignments will be assigned each period. Students should complete the assigned work to the best of their ability. Homework should be recorded in the School Agenda. Homework will be checked on regular base and recorded. It is expected that students will spend at least 30 minutes of home study every day on oral or written exercises.
 
Assignments will be checked or should be handed in at the beginning of the class on the due date. Late assignment will be accepted within two days from the due date without mark deduction. After two days, assignment will not be accepted. Please always remember that plagiarism is a serious offence. Do not copy or allow your assignment to be copied by your classmates.
 
Tests and Quizzes
 
Normally students will have two tests for each unit. Students will be given about one week notice for the test. A quiz will be given after each subunit is finished. Students should be well prepared for each test and quiz. Students are responsible to make an arrangement with the teacher to make up missed tests and quizzes due to legitimate absences.
 
Mandarin 10
 
 
Teacher: Mr. Wang
Room: 317
 
 
Our Mission:
 
By providing programs and activities that are both nurturing and challenging, David Thompson encourages students to realize their creative, intellectual, and physical potential and develop the personal and social skills necessary for responsible citizenship in a diverse society.
 
Equipment and Materials
 
Students are requested to bring the following items to class each period:
  • text book and work book
  • well-organized and current notebook
  • agenda book
  • blue and red pens
  • pencil, eraser
  • dictionary
  • book for silent reading if the class is in the first block
 
Students are asked to cover textbooks and workbooks.
 
Evaluation
 
Students will be evaluated on their ability to understand, to speak, to read and write Mandarin Chinese. Since language is acquired in a spiralling, recursive process, evaluation is varied and is done on a regular, ongoing basis. Students are encouraged to use this information to redirect their efforts, modify their learning strategies, and establish future learning goals.
 
Grading
Letter grades are assigned as follows:
A 86 – 100
B 73 – 85
C+ 67 – 72
C 60 – 66
C- 50 – 59
I In progress
 
Marks for each Report % of Term
Unit tests 55%
Quizzes, Assignments, Oral Presentation, Culture Study 45%
 
Final Report % of year
Term 1 25%
Term 2 30%
Midterm exam 10%
Term 3 35%
Total 100%
 
Course Objectives
 
This second stage of the Mandarin course aims to develop the following skills and abilities in students, so that they will be able to:
  • talk about themselves – give personal details, talk about their families and friends, likes and dislikes;
  • talk about items relating to their daily life and immediate experience, such as hobbies, clothes, school and school routine;
  • read a play and tell a joke;
  • develop an awareness of Chinese culture and of their own culture;
  • develop an awareness of the dynamics of the Chinese language, how it reflects the culture and ways of thinking;
  • develop a familiarity with different types of language events, such as conversation, cartoon, greetings, order/command, request, telephone formulae, addresses, timetable and jokes;
  • acquire skills in managing their own learning in accordance with their individual learning patterns.
 
Course Content
 
At David Thompson, we use the materials of Hanyu for Intermediate Students, a program developed for students studying Mandarin at the secondary school.
 
Each unit includes listening, speaking, reading, and writing activities that are designed to give students the opportunity to practise the language with each other.
 
This level includes the following topics:
 
Unit One What do you like doing?
· talking about likes and dislikes
· asking a question
· saying what one can do
· describing actions
· telephoning friends
Unit Two What shall I wear?
· identifying clothing items and accessories
· describing styles and colors
· asking and expressing opinoi8ns about clothes
· describing people
Unit Three Where’s my book?
· indicating locations and rooms in the school
· talking about one’s school
· indicating a change
· giving addresses
Unit Four What subjects do you like?
· talking about school life (school subjects, timetable, routines, exams)
· counting (100 – 9999)
· asking, giving, and refusing permission
Supplementary resource materials will also be used to help students continue to gain insight into the Chinese culture.
 
Homework and Assignments
 
Homework or assignments will be assigned each period. Students should complete the assigned work to the best of their ability. Homework should be recorded in the School Agenda. Homework will be checked on regular base and recorded. It is expected that students will spend at least 30 minutes of home study every day on oral or written exercises.
 
Assignments will be checked or should be handed in at the beginning of the class on the due date. Late assignment will be accepted within two days from the due date without mark deduction. After two days, assignment will not be accepted. Please always remember that plagiarism is a serious offence. Do not copy or allow your assignment to be copied by your classmates.
 
Tests and Quizzes
 
Normally students will have two tests for each unit. Students will be given about one week notice for the test. A quiz will be given after each subunit is finished. Students should be well prepared for each test and quiz. Students are responsible to make an arrangement with the teacher to make up missed tests and quizzes due to legitimate absences.
 
Mandarin 11
 
 
Teacher: Mr. Wang
Room: 317
 
 
Our Mission:
 
By providing programs and activities that are both nurturing and challenging, David Thompson encourages students to realize their creative, intellectual, and physical potential and develop the personal and social skills necessary for responsible citizenship in a diverse society.
 
Equipment and Materials
 
Students are requested to bring the following items to class each period:
  • text book and work book
  • well-organized and current notebook
  • agenda book
  • blue and red pens
  • pencil, eraser
  • dictionary
  • book for silent reading if the class is in the first block
 
Students are asked to cover textbooks and workbooks.
 
Evaluation
 
Students will be evaluated on their ability to understand, to speak, to read and write Mandarin Chinese. Since language is acquired in a spiralling, recursive process, evaluation is varied and is done on a regular, ongoing basis. Students are encouraged to use this information to redirect their efforts, modify their learning strategies, and establish future learning goals.
 
Grading
Letter grades are assigned as follows:
A 86 – 100
B 73 – 85
C+ 67 – 72
C 60 – 66
C- 50 – 59
I In progress
 
Marks for each Report % of Term
Unit tests 55%
Quizzes, Assignments, Oral Presentation, Culture Study 45%
 
Final Report % of year
Term 1 25%
Term 2 30%
Midterm exam 10%
Term 3 35%
Total 100%
 
Course Objectives
 
This stage of the Mandarin course aims to develop the following skills and abilities in students, so that they will be able to:
  • talk about items relating to their daily life and immediate experience, such as holidays and celebrations, travelling by public transport, shopping, watching television, going to a movie or attending a sports match;
  • carry out practical everyday tasks, such as giving or asking for directions, making comparisons, describing symptoms to a doctor;
  • develop an awareness of Chinese culture and of their own culture;
  • develop an awareness of the dynamics of the Chinese language, how it reflects the culture and ways of thinking;
  • develop a familiarity with different types of language events, such as conversation, cartoon, greetings, advice, requests, instructions, numerical facts, temperature measurements, jokes, letters or informal notes to friends, notes requesting leave, notices, diary entries;
  • acquire skills in managing their own learning in accordance with their individual learning patterns.
 
Course Content
 
At David Thompson, we use the materials of Hanyu for Intermediate Students (Stage 2), a program developed for students studying Mandarin at the secondary school.
 
Each unit includes listening, speaking, reading, and writing activities that are designed to give students the opportunity to practise the language with each other.
 
This level includes the following topics:
 
Unit One It’s holiday!
  • talking about school holidays
  • talking about the seasons
  • celebrating the New Year
  • More celebrations
 
Unit Two Could you tell me the way to the cinema?
  • asking for and giving directions
  • expressing “near” and “far”
  • counting (10,000 – 1,000,000)
  • asking about distances between places
  • travelling by bus
 
Unit Three Let’s go shopping!
  • expressing a need
  • asking where something can be bought
  • asking and giving prices; early Chinese money
  • asking for something in a store
  • making comparisons
 
Unit Four I’m not feeling very well
  • talking about illnesses and injuries
  • expressing temperature
  • at the doctor’s office
 
Unit Five What’s on today?
  • making a choice; categories of TV. program movies
  • watching T.V.
  • going to a movie; choosing a seat in the movie theatre
  • watching a game
  • renting a tennis court or video
 
 
Supplementary resource materials will also be used to help students continue to gain insight into the Chinese culture.
 
Homework and Assignments
 
Homework or assignments will be assigned each period. Students should complete the assigned work to the best of their ability. Homework should be recorded in the School Agenda. Homework will be checked on regular base and recorded It is expected that students will spend at least 30 minutes of home study every day on oral or written exercises.
 
Assignments will be checked or should be handed in at the beginning of the class on the due date. Late assignment will be accepted within two days from the due date without mark deduction. After two days, assignment will not be accepted. Always remember that plagiarism is a serious offence. Do not copy or allow your homework or assignment to be copied by your classmates.
 
Tests and Quizzes
 
Normally students will have two tests for each unit. Students will be given about one week notice for the test. A quiz will be given after each subunit is finished. Students should be well prepared for each test and quiz. Students are responsible to make an arrangement with the teacher to make up missed tests and quizzes due to legitimate absences.
 
Mandarin 12
 
 
Teacher: Mr. Wang
Room: 317
Our Mission:
 
By providing programs and activities that are both nurturing and challenging, David Thompson encourages students to realize their creative, intellectual, and physical potential and develop the personal and social skills necessary for responsible citizenship in a diverse society.
 
Equipment and Materials
 
Students are requested to bring the following items to class each period:
  • text book and work book
  • well-organized and current notebook
  • agenda book
  • blue and red pens
  • pencil, eraser
  • dictionary
  • book for silent reading if the class is in the first block
 
Students are asked to cover textbooks and workbooks.
 
Evaluation
 
Students will be evaluated on their ability to understand, to speak, to read and write Mandarin Chinese. Since language is acquired in a spiralling, recursive process, evaluation is varied and is done on a regular, ongoing basis. Students are encouraged to use this information to redirect their efforts, modify their learning strategies, and establish future learning goals.
 
Grading
Letter grades are assigned as follows:
A 86 – 100
B 73 – 85
C+ 67 – 72
C 60 – 66
C- 50 – 59
I In progress
 
Marks for each Report % of Term
Unit tests 55%
Quizzes, Assignments, Oral Presentation, Culture Study 45%
 
Final Report % of year
Term 1 25%
Term 2 30%
Midterm exam 10%
Term 3 35%
Total 100%
 
Course Objectives
 
This stage of the Mandarin course aims to develop the following skills and abilities in students, so that they will be able to:
  • talk about items relating to their daily life and immediate experience, such as where they come from, describing the climate where they live, travelling, visiting relatives, dining out in a restaurant, discussing food, going sightseeing, discussing personality, and talking about what kind of work they want to do in the future;
  • further develop an awareness of Chinese culture and of their own culture through study of texts on social customs and conventions, legends, traditions etc;
  • further develop an awareness of the dynamics of the Chinese language, how it reflects the culture and ways of thinking;
  • develop a familiarity with different types of language events, such as conversation, cartoon, greetings, quarrels, advice, requests, instructions, letters, facsimile message, notices, diary entries, questionnaires, debates, interviews, resume and language styles such as that found in job advertisements;
  • acquire skills in managing their own learning in accordance with their individual learning patterns.
 
Course Content
 
At David Thompson, we use the materials of Hanyu for Intermediate Students (Stage 3), a program developed for students studying Mandarin at the secondary school.
 
Each unit includes listening, speaking, reading, and writing activities that are designed to give students the opportunity to practise the language with each other.
 
This level includes the following topics:
 
Unit One Five lakes and four seas
1.1 Where are you from?
1.2 My native place
1.3 What’s the weather like over there?
1.4 Country life or city life?
 
Unit Two I’m going to Beijing
2.1 My plans
2.2 Have you bought your ticket yet
2.3 What should I take with me?
2.4 I’ll see you off
2.5 Going by plane
 
Unit Three At Third Aunt’s place
3.1 Arriving at Third Aunt’s home
3.2 Settling in
3.3 Lunch is ready
 
Unit Four Summer holidays in Beijing
4.1 Eating out
4.2 What’s the weather like?
4.3 Let’s go sightseeing
 
Unit Five What kind of person are you?
5.1 Introducing myself
5.2 Talking about personality
5.3 Who says I’m bad-tempered?
5.4 What do you worry about?
5.5 Are you an introvert or an extrovert?
 
Unit Six What do you want to do after you leave school?
6.1 What do they do for living?
6.2 My hopes and aspiration
6.3 Looking for casual work
6.4 A Mid-Autumn Festival get-together
 
In Mandarin 12, students will increase their reading comprehension ability and their appreciation of Chinese literature and culture through the study of selected poems and literacy passages.
 
Homework and Assignments
 
Homework or assignments will be assigned each period. Students should complete the assigned work to the best of their ability. Homework should be recorded in the School Agenda. Homework will be checked on regular base and recorded. It is expected that students will spend at least 30 minutes of home study every day on oral or written exercises.
 
Assignments will be checked or should be handed in at the beginning of the class on the due date. Late assignment will be accepted within one week from the due date without mark deduction. After one week, assignment will not be accepted. Always remember that plagiarism is a serious offence. Do not copy or allow your homework or assignment to be copied by your classmates.
 
Tests and Quizzes
 
Normally students will have two tests for each unit. Students will be given about one week notice for the test. A quiz will be given after each subunit is finished. Students should be well prepared for each test and quiz. Students are responsible to make an arrangement with the teacher to make up missed tests and quizzes due to legitimate absences.
 
AP Chinese
 
 
Teacher: Mr. Wang
Room: 317
Our Mission:
 
By providing programs and activities that are both nurturing and challenging, David Thompson encourages students to realize their creative, intellectual, and physical potential and develop the personal and social skills necessary for responsible citizenship in a diverse society.
 
Equipment and Materials
 
Students are requested to bring the following items to class each period:
  • text book and work book
  • well-organized and current notebook
  • agenda book
  • blue and red pens
  • pencil, eraser
  • dictionary
  • book for silent reading if the class is in the first block
 
Students are asked to cover textbooks and workbooks.
 
Evaluation
 
Students will be evaluated on their ability to understand, to speak, to read and write Mandarin Chinese. Since language is acquired in a spiralling, recursive process, evaluation is varied and is done on a regular, ongoing basis. Students are encouraged to use this information to redirect their efforts, modify their learning strategies, and establish future learning goals.
 
Grading
Letter grades are assigned as follows:
A 86 – 100
B 73 – 85
C+ 67 – 72
C 60 – 66
C- 50 – 59
I In progress
 
Marks for each Report % of Term
Unit tests 55%
Quizzes, Assignments, Oral Presentation, Culture Study 45%
 
Final Report % of year
Term 1 25%
Term 2 30%
Midterm exam 10%
Term 3 35%
Total 100%
 
Course Overview
The AP Chinese Language and Culture is a full-year course to be comparable to the fourth semester and/or second year college/university courses in Mandarin Chinese. The main course objective is to deepen students’ immersion into the language and the culture of the Chinese-speaking world. Students will develop the ability to use Mandarin Chinese in linguistically, culturally and socially appropriate ways.
 
Hanyu for Intermediate Students, Stage 3 published by Cheng & Tsui is the primary text for this course. The reading textbook Hanyu Jiaocheng, Book 3 published by Beijing Language University is used to enrich the linguistic and cultural content. Supplementary materials such as Chinese newspaper articles, magazines, movies, and selected readings from other textbooks will also be used.
 
Students are expected to be creative with the language; to use what they have already learnt in new situations and to provide descriptions of events and persons both orally and in short essays. The class is conducted overwhelmingly in Chinese. Students are required to speak Chinese when answering questions or giving class presentations. Upon completion of the course, students must write AP Exam. Provincial Mandarin 12 Exam is optional.
 
Content/Theme
Activities/Resources
UNIT 1 五湖四海 (Five lakes and four seas)
1.1 Where are you from?
1.2 Are there mountains where you live?
1.3 My native place
1.4 What’s the weather like over there?
1.5 Country life or city life?
 
Reading textbook: Lesson 61—65 Hanyu Jiaocheng, Book 3
 
 
· Introduce the theme of the unit and activities involved
· Learn new words, sentence pattern and grammar of each lesson
· Use web resources to learn more about geography and climate of China
· Use maps to locate important places
· Interview parents or grandparents to find out more about own native place and give an oral report
· Compare country life with city life in recent years and discuss current environmental issues
· Choose one related topic to write an essay
 
UNIT 2 我要去北京 (I’m going to Beijing)
2.1 My plans
2.2 Have you bought your ticket yet?
2.3 What should I take with me?
2.4 I’ll see you off
2.5 Going by plane
 
Reading textbook: Lesson 66—70 Hanyu Jiaocheng, Book 3
 
· Introduce the theme of the unit and activities involved
· Learn new words, sentence pattern and grammar of each lesson
· Discuss holiday travel plans
· Visit websites of travel agencies to find information on tours in Beijing or other cities.
· Make a PowerPoint presentation on a touring package including travel itinerary, transportation, accommodation, and scenery sites.
 
UNIT 3 在三姨的家 (At Third Aunt’s place)
3.1 Arriving at Third Aunt’s home
3.2 Settling in
3.3 Lunch is ready
 
Reading textbook: Lesson 71—75 Hanyu Jiaocheng, Book 3
 
 
· Introduce the theme of the unit and activities involved
· Learn new words, sentence pattern and grammar of each lesson
· Discuss and compare proper manners in normal, everyday situations in Western and Chinese culture
· Internet research to review and learn more about Chinese traditional festivals and customs and practices associated with the cultural celebration
· Write an essay on one aspect of everyday etiquette or introduce one Chinese traditional festival
· Prepare students to participate the annual Chinese speech contest sponsored by the Chinese Consulate as a way to use the language within the broader communities beyond the traditional school environment
 
UNIT 4 在北京过暑假 (Summer holidays in Beijing)
4.1 Eating Out
4.2 What’s the weather like”
4.3 Let’s go sightseeing
 
Reading textbook: Lesson 76—80 Hanyu Jiaocheng, Book 3
Learning project:
 
 
· Introduce the theme of the unit and activities involved
· Learn new words, sentence pattern and grammar of each lesson
· Collect and compare menus from local Chinese restaurants.
· Practice ordering food in Chinese restaurant
· Do research on the internet and discuss the influence of Western food in China such as McDonald, Pizza Hut and Kentucky Chicken
· Make a group PowerPoint presentation on some popular Chinese dishes
 
UNIT 5 你是一个什么样的人 (What kind of person are you?)
5.1 Introducing yourself
5.2 Talking about personality
5.3 Who says I’m bad-tempered?
5.4 What do you worry about?
5.5 Are you an introvert or an extrovert?
 
Reading textbook: Lesson 81—85 Hanyu Jiaocheng, Book 3
 
· Introduce the theme of the unit and activities involved
· Learn new words, sentence pattern and grammar of each lesson
· Interview each other and talk about personality, hobbies and interests
· Compare Chinese and Western horoscope and its relationship to one’s personality
· Choose a significant person in Chinese history to do a research and write an essay
 
AP exam review
 
Reading textbook: Lesson 86—90 Hanyu Jiaocheng, Book 3
 
 
· Visit the website of AP Chinese and Culture and go over iBT tutorial
· Write sample questions of the AP Chinese exam
· Class activities to further improve listening, speaking, reading and writing skills
· Class discussion to touch upon other topics not included in the textbook thematic units such as Chinese literature and poetry, arts and music, political and social topics
 
UNIT 6 你以后想做什么 (What do you want to do after you leave school?)
6.1 What do they do for a living?
6.2 My hopes and aspirations
6.3 Looking for casual work
6.4 A Mid-autumn Festival get-together
 
Reading textbook: Lesson 91—95 Hanyu Jiaocheng, Book
 
· Introduce the theme of the unit and activities involved
· Learn new words, sentence pattern and grammar of each lesson
· Discuss advantages and disadvantages of different jobs
· Cut out postings in the general employment or career sections of newspaper
· Role-play a job interview
 
 
Reading textbook: Lesson 96—100 Hanyu Jiaocheng, Book 3
 
· Discuss test-taking strategies and ask the class to share effective strategies
· Write past Provincial Mandarin 12 exams as review and practice
 
 
Homework and Assignments
 
Homework or assignments will be assigned each period. Students should complete the assigned work to the best of their ability. Homework should be recorded in the School Agenda. Homework will be checked on regular base and recorded. It is expected that students will spend at least 30 minutes of home study every day on oral or written exercises.
 
Assignments will be checked or should be handed in at the beginning of the class on the due date. Late assignment will be accepted within one week from the due date without mark deduction. After one week, assignment will not be accepted.
Always remember that plagiarism is a serious offence. Do not copy or allow your homework or assignment to be copied by your classmates.
 
Tests and Quizzes
 
Normally students will have two tests for each unit. Students will be given about one week notice for the test. A quiz will be given after each subunit is finished. Students should be well prepared for each test and quiz. Students are responsible to make an arrangement with the teacher to make up missed tests and quizzes due to legitimate absences.
 
 
 
Extra Help
 
Extra help for students experiencing difficulty or for students wishing to improve their skills is available. If you do not understand well, always ask the teacher for clarification and what the instruction means. Do not guess what you are supposed to be doing. My door is always open should you have any questions.
 
Attendance and Punctuality
 
Regular attendance is of particular importance in courses such as languages which are recursive and cumulative in nature and which emphasize the development of listening and speaking skills as well as reading and writing skills. Thus, irregular attendance will adversely affect progress.
 
Students are requested to bring notes for absences from a parent or guardian. The note must include the date and the reason for absence. It is the responsibility of the student to contact the teacher immediately upon his/her return to make the arrangements for making up missed tests, quizzes and any other missed work during absences, otherwise he/she will get zero. Missed tests and quizzes must be made up within one week from the date of return from absence. Tests, quizzes and any work missed due to unexpected absences will be recorded as zero. See your agenda book for further information about unexcused absences.
 
Students are required to arrive in class on time. Every subsequent late after three times will result in a Friday School. See your agenda book for further information about Friday School.
 
Cheating is a serious offence and will result in a score of zero and other consequences as outlined in your student agenda book.