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It specifies frequent and varied assessments, with grading criteria and rubrics shared before quizzes and major project components. Instruction emphasizes near-exclusive Chinese use, scaffolding with authentic materials, and explicit training in communication and language learning strategies. 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The teacher uses Chinese almost exclusively in class and encourages students to speak Chinese as much as possible, supporting ongoing interpersonal interaction.","https://schema.org",{"og:url":83,"og:type":129,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":131,"canonical":83},"index,follow",{"doc_id":133,"site_id":62},267373,1789417858,{"code":4,"msg":5,"data":136},{"doc_id":133,"user_id":137,"nickname":92,"user_avatar":138,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":139,"file_id":140,"file_url":141,"file_type":142,"file_size":143,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":144,"language":145,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":146,"faqs":147,"seo_title":148,"seo_description":67,"update_tm":134,"read_time":36},1099513958762,"https://ap-avatar.wpscdn.com/avatar/1000023916a998db790?x-image-process=image/resize,m_fixed,w_180,h_180&k=1784791008015729253","AP® Chinese Language and Culture: Syllabus 3  \nSyllabus 1058817v1  \n| Scoring Components | Page(s) |\n| --- | --- |\n| SC1 The course prepares students to demonstrate their level of Chinese proficiency across the interpretive communicative mode at the intermediate level as articulated in the ACTFL performance guidelines for K-12 Learners. | 3 |\n| SC2 The course prepares students to demonstrate their level of Chinese proficiency across the interpersonal mode at the intermediate level as articulated in the ACTFL performance guidelines for K-12 Learners. | 3 |\n| SC3 The course prepares students to demonstrate their level of Chinese proficiency across the presentational modes at the intermediate level as articulated in the ACTFL performance guidelines for K-12 Learners. | 3–5 |\n| SC4 In addition to communication, the course addresses cultural competence. | 4, 6 |\n| SC5 In addition to communication, the course addresses connections to other school disciplines. | 2, 6 |\n| SC6 In addition to communication, the course addresses comparisons between the target language and culture and those of the learners. | 3, 5–6 |\n| SC7 In addition to communication, the course addresses the use of the language within the broader communities beyond the traditional school environment. | 5 |\n| SC8 The teacher uses Chinese almost exclusively in class and encourages students to do likewise. | 2 |\n| SC9 Language instruction frequently integrates a range of Chinese cultural content that exposes students to perspectives broader than their immediate environment; for example, the fundamental aspects of daily life in all Chinese speaking communities, Chinese family and societal structures, and national and international issues. | 4 |\n| SC10 Assessments are frequent. | 3 |\n| SC11 Assessments are varied. | 3 |\n| SC12 Prior to assigning an assessment task, teachers share with their students the grading criteria and rubrics against which their performances will be evaluated. | 2 |\n| SC13 The teacher chooses from among both conventional print and audio materials designed for language learning and materials generally used by native Chinese speakers, such as print and Web-based texts; animated computer programs; and video-, CD-, and DVD-based products. | 2 |\n| SC14 Teachers scaffold students’ experiences with texts generally used by Chinese speakers. | 3 |\n| SC15 The course teaches students to develop communication strategies such as inferring meaning either through socio-cultural context or linguistic features. | 5 |\n| SC16 The course teaches students to develop language learning strategies such as inferring meaning either through sociocultural context or linguistic features. | 7 |\n| SC17 The teacher plans and implements structured cooperative learning activities to support ongoing and frequent interpersonal interaction. | 7 |\n| SC18 The teacher employs a range of instructional strategies to meet the diverse needs of his or her learners. | 9 |\n| SC19 The course provides students with opportunities to develop Chinese handwriting skills. | 3, 5 |\n| SC20 The course provides students with opportunities to develop word processing skills in Hanyu Pinyin or Bopomofo. | 3, 5 |\n\nAP® Chinese Language and Culture Syllabus 3 Syllabus 1058817v1  \nMaterials used in this class [SC13]  \n1. Yao, Tao-chung, Nyan-ping Bi, Liangyen Ge, and Yaohua Shi. Integrated Chinese, Traditional and Simplified Character Edition, Level 2. Boston: Cheng & Tsui, 2006.  \n2. Integrated Chinese Workbook, Traditional and Simplified Character Edition, Level 2. Boston: Cheng & Tsui, 2006.  \n3. Integrated Chinese Character Workbook, Traditional and Simplified Character Edition, Level 2. Boston: Cheng & Tsui, 2006.  \n4. Chinese movies, videos, and DVDs/VCDs.  \n5. Supplementary authentic materials from newspapers, magazines, flyers, advertisements, realia, articles, and so on  \n6. Supplementary Web site materials  \na) Chinese language-learning Web sites  \nb) [http://eastasia.hawaii.edu/yao/icusers/Default.htm](h","cbCaigrLDVUArXAc","https://ap.wps.com/l/cbCaigrLDVUArXAc","pdf",2086304,16,"English","# Scoring Components\n## Communication modes at the intermediate level\n## Cultural competence and interdisciplinary connections\n## Instructional strategies and authentic materials\n## Assessment frequency, variety, and rubrics\n## Student skills: handwriting and word processing\n# Course materials and cycle structure\n## Materials used in class\n## Eight-day cycle and class meeting schedule\n# Sample course planner entry\n## 9/5–9/14: Lesson 1 \"School Opens\"","[{\"question\":\"What language proficiency modes does Syllabus 3 target at the intermediate level?\",\"answer\":\"The syllabus targets interpretive, interpersonal, and presentational modes, each aligned to ACTFL performance guidelines for K-12 learners.\"},{\"question\":\"How are assessments handled in this course?\",\"answer\":\"Assessments are frequent and varied. Before an assessment task, teachers share grading criteria and rubrics so students know how performance will be evaluated.\"},{\"question\":\"What role does authentic material play in instruction?\",\"answer\":\"Instruction integrates a range of Chinese cultural content and scaffolds students with texts generally used by Chinese speakers, including print/web materials, multimedia products, and supplementary authentic sources.\"},{\"question\":\"Does the syllabus require students to use Chinese during class?\",\"answer\":\"Yes. The teacher uses Chinese almost exclusively in class and encourages students to speak Chinese as much as possible, supporting ongoing interpersonal interaction.\"}]","AP® Chinese Language and Culture - Syllabus 3 - Course expectations | PDF"]