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The unit guides students to interpret audio and written texts through listening and reading models, focusing on perspective, tone, main ideas, purpose, details, and sequence. Learners develop strategies to infer meaning of unfamiliar words using context and cultural information, while practicing interpersonal and presentational skills through conversations, narratives, cultural presentations, and email or letter responses. 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This relevant and engaging theme provides a meaningful context for students to acquire and develop a variety of more nuanced linguistic and cultural concepts as well as vocabulary. While the primary focus will be on the theme of Personal and Public Identities, teachers are encouraged to interweave the themes of Beauty and Aesthetics, Contemporary Life, and Science and Technology. For example, students could:  \n§ explore how developments in science and technology impact language and the ways we communicate and, ultimately, how we see ourselves.  \n§ examine how social media impacts personal image and identity.  \n§ consider the role of advertising in shaping personal and public identity.  \n§ explore how a community’s identity is reflected in its art.  \n\n| Suggested Themes | Recommended Contexts |\n| --- | --- |\n| Personal and Public Identities | Personal Interests, Gender Roles, National Figures, and Pop Culture Icons |\n| Beauty and Aesthetics | Perspectives of Beauty in Chinese Culture,\u003Cbr>Architecture, Literature |\n| Contemporary Life | Entertainment, Sports, Nutrition, and Food Culture |\n| Science and Technology | Health Care and Medicine, Technology and Access to Technology, Science, and Ethics |\n\nAP Chinese Language and Culture Course and Exam Description Course Framework V.1 | 47  \nUNIT2 The Influence of Language and Culture on Identity   \nBuilding Course Skills  \nIn Unit 2, students build skills in interpreting audio and written texts by engaging with various listening and reading tasks. The listening task models addressed in this unit are rejoinders, radio reports, and uncontextualized dialogues. Reading task models include emails about a sequence of events, advertisements, journalistic articles, event brochures, and pen pal letters. Building on skills developed in Unit 1, in this unit, students:  \n§ identify perspectives, tone or attitude, main ideas, purpose, details, supporting ideas, and sequence of events.  \n§ use context to deduce the meaning of unfamiliar words and explain or use idiomatic and culturally authentic expressions.  \n§ use provided cultural and/or interdisciplinary information to determine the meaning of a text.  \nPracticing with task models in the interpretive mode prepares students to engage in the interpersonal and presentational modes as they:  \n§ initiate, sustain, and close oral conversations and written communications using simple and compound sentences and a varied vocabulary that includes idiomatic and culturally appropriate expressions.  \n§ continue to develop visual literacy through narrating stories based on pictures with a clear progression of ideas, including a beginning, a middle, and an end using transitions.  \n§ deliver a short oral cultural presentation to explain ideas and opinions with examples using the sources provided in this unit.  \n§ write and respond to emails and letters using appropriate register and a selected writing sys","cbCaiiKOqgu1dxIU","https://ap.wps.com/l/cbCaiiKOqgu1dxIU","pdf",883784,"English","# Essential Questions\n# Developing Understanding\n# Building Course Skills\n## Interpretive Mode Skills\n## Interpersonal and Presentational Modes\n# Preparing for the AP Exam\n## Areas of Challenge: Multiple-Choice\n## Areas of Challenge: Story Narration","[{\"question\":\"What essential questions drive Unit 2?\",\"answer\":\"The unit focuses on how identity changes over time, how language shapes cultural identity, and how technology and community art influence personal and public identity.\"},{\"question\":\"Which interpretive tasks and reading models are used in Unit 2?\",\"answer\":\"Students work with listening tasks such as rejoinders, radio reports, and dialogues, and reading tasks including emails about event sequences, advertisements, journalistic articles, event brochures, and pen pal letters.\"},{\"question\":\"How does Unit 2 help students prepare for the AP exam?\",\"answer\":\"The unit specifies areas of challenge in multiple-choice items, offering strategies for dialogues and pen pal letters, and it also addresses difficulties in story narration by emphasizing organized narration.\"}]","AP Chinese Language and Culture - Unit 2 - The Influence of Language and Culture on Identity | PDF",1790627943]