CHINESE STAGE 3 - 2018/9
Module code: CHIL013
School of Literature and Languages
SALLER C Ms (Lit & Langs)
Number of Credits
Global Graduate Award
Module cap (Maximum number of students)
Overall student workload
|Assessment type||Unit of assessment||Weighting|
|School-timetabled exam/test||In-class Assessment 1 (Listening)||20|
|School-timetabled exam/test||In-class Assessment 2 (Reading)||20|
|School-timetabled exam/test||In-class Assessment 3 (Speaking)||30|
|School-timetabled exam/test||In-class Assessment 4 (Writing)||30|
Prerequisites / Co-requisites
Chinese Stage 2 or equivalent.
This is a module of the Global Graduate Award in Languages programme. It is taught over 19 weeks in the autumn and spring semesters, two contact hours per week, and covers the four core skills of speaking, listening, reading and writing in the target language. It also offers an introduction to the cultures and societies in which the target language is spoken and aims to raise a sense of cultural awareness. Students prepare for everyday communication in the target language and for work or study periods abroad.
A weighted aggregate mark of 40% is required to pass the module.
In terms of linguistic and cultural competence, the module aims to encourage students to further develop their communicative competence in the four language skills (reading, writing, speaking and listening)
consolidate the use of basic grammatical structures and explore new structures
increase the Mandarin Chinese vocabulary used in everyday communication and some specific contexts
encourage students to develop their awareness of some main aspects of the Mandarin-speaking world
In terms of intercultural awareness, this module aims to encourage students to take a different perspective and view the world from different cultural viewpoints
Analyse and understand linguistic and cultural barriers
Reflect on the influence of cultural values on behaviour
Become conscious of stereotypes and prejudices
Communicate with others in culturally appropriate ways
In terms of study skills and transfer of skills and competencies, this module aims to encourage students to self-assess their progress
Support students in acquiring language learning strategies and techniques
Inspire independent learning and facilitate the acquisition of other foreign languages
|1||Interact in Mandarin Chinese in a range of predictable and some unpredictable situations||KPT|
|2||Understand and interpret spoken and written Mandarin Chinese in a range of topics in familiar and some unfamiliar contexts||KCP|
|3||Categorise a broader range of text types||KC|
|4||Organise and present ideas on predictable and some unpredictable topics||PT|
|5||Demonstrate the ability to retrieve and handle information from appropriate sources||PT|
|6||Understand and use the grammatical terminology relating to the topics covered||KC|
|7||Demonstrate a degree of grammatical accuracy in their use of Mandarin Chinese at this level||KC|
|8||Pronounce individual sounds of Mandarin Chinese with a degree of accuracy||KC|
|9||Use language reference materials such as grammars and dictionaries||PT|
|10||Show cultural awareness by interacting in a culturally appropriate way for speakers of Mandarin Chinese||KPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Indicative content includes:
Daily routines of students, feelings and preferences, descriptions of activities and events in diary entry
Weather and weather forecast, seasons and clothes to wear
Home visits and Chinese festivals, Chinese New Year
Directions, transport and distance in a travel guide
Hotel accommodation, check-in procedures and room facilities
Museums, history and cultural relics
Eating out, food and drinks, Chinese dishes
Shopping for souvenirs, sending a package by post
Sightseeing at places of natural beauty
People’s appearance, sportswear and sizes
Seeing the doctor, illness, healthy life styles
Friends and personal characteristics
The auxiliary word ¿¿¿¿¿……¿……
Expressing similarity using A¿B + ¿¿¿/¿¿¿making comparisons using A ¿/¿¿B + adjective; future actions with ¿ / ¿
Actions in progress using ¿¿¿sequences with ¿…….¿¿…….
Talking about distance using ¿ / ¿¿¿expressing distance using ¿ A ¿ B
Possession, existence or location with ¿¿ adequacy with ¿ / ¿¿¿questions about size with ¿¿¿¿¿ / ¿ / ¿
How to use passive voice ¿¿ a continuing action or state with ¿¿ ¿……¿………
Noun phrases with ¿¿¿
Duplication of verbs, ‘the more …… the more……’ ¿……¿…….
Expressing result of an action with ¿; percentages with ‘¿¿¿……’; ¿¿…….¿¿ ; ¿ ……
Serial verb constructions
Affirmative – negative questions; immediate actions with ¿¿¿¿ ……¿
Auxiliary word ¿¿¿ and ¿
Wh – questions; difference between ¿¿¿ and ¿¿¿ ¿ auxiliary words ¿ / ¿ / ¿
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Enable students to acquire explicit knowledge of the linguistic structures, grammar and vocabulary through attending classes regularly;
Encourage student participation and learner autonomy, through small group work, reading and practicing/preparing outside contact hours, and participating in class activities;
Develop ability to use linguists’ tools, such as dictionaries and IT resources;
Enable students to engage in analytical and evaluative thinking, to analyse and interpret texts and other cultural products, through attending classes and engaging in individual study;
Develop communication skills through interactions in class.
The learning and teaching methods include:
Two contact hours per week over 19 weeks in Semesters 1 & 2
Teaching will be in the target language as far as possible.
Classes will include group work, such as role play, and short presentations in the language.
Consolidation of learning will be by the practice of language skills inside and outside the classroom, using a variety of means, including computer-assisted language learning.
Students are expected to complete regular homework tasks in order to practice new structures and to prepare for in-class activities.
The assessment strategy is designed to provide students with the opportunity to demonstrate
their linguistic progress over the duration of the course;
their growing ability to understand and produce Mandarin Chinese at pre-intermediate to intermediate level;
their increasing awareness of Mandarin Chinese culture and the Mandarin Chinese-speaking world;
the level of Mandarin Chinese they have achieved at the end of the course
Thus, the summative assessment for this module consists of:
Four in-class assessments, covering the four skills of listening, reading, speaking, and writing. Assessments 1 and 2 to be held at the end of Semester 1; Assessment 3 before the Spring break and Assessment 4 at the end of Semester 2.
Formative assessment and feedback
Students will receive d in-class verbal feedback on homework tasks and in-class performance.
Reading list for CHINESE STAGE 3 : http://aspire.surrey.ac.uk/modules/chil013
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2018/9 academic year.