AP® Chinese Language and Culture


Dick Yuan

Course Description:

The AP® Chinese Language and Culture course is a full-year Chinese course at the second year college level but for high school students. The course is taught entirely in Chinese. It includes aural/ oral skills, grammar, reading comprehension and composition.

Course work provides students with varied opportunities to further develop their Chinese proficiencies across the three communicative modes: interpersonal (speaking, listening, reading and writing skills), interpretive (listening and reading skills), and presentational (speaking, writing and showing skills); and the five goal areas (communication, cultures, connections, comparisons and communities) as outlined in the Standards for Foreign Language Learning in for the 21stCentury.

Through the course, assessments are frequent, varied, and explicitly linked to the content and skills that comprise the learning goals of each unit of study. The course provides students with maximum exposure to authentic culture and language. Students apply their growing cultural knowledge to communicative tasks in real-life contexts and develop ability to write and speak in a variety of discourse styles, using both keyboarding and handwriting skills, to an audience of readers and listeners. Students also gain necessary knowledge of the Chinese language including vocabulary, idiomatic expressions, and grammatical structures. (Source: AP® Chinese Language and Culture Course Description).

Course Objectives:

The curriculum focuses on oral fluency, formal writing skills and critical thinking/ writing. Besides teacher lectures, many group activities are used, including pair-sharing, group discussion, student presentations, cultural projects, web searches, skits, debates, role plays, writing composition, and preparing students to take the AP® Chinese and Language Culture Exam in the spring. Students are required using Chinese all the time in the class.

Practical audio-visual Chinese is used as the main textbook in this class. Each lesson includes: (1) New vocabulary (2) Proverbs and Common Sayings (3) Sentence Patterns (4) Questions for Discussion (5) Exercises (e.g. match words for phrases with similar meanings, complete the sentences, differentiate the meanings of the following, correct the errors in the sentences) (6) discussion of the short readings (7) selected articles from contemporary literature. Supplementary materials such as short readings, poems, films, newspaper articles are related to the lessons of the themes are used as well.

Students are required to research online for the related information to the class. Quizzes, simple questions or critical essays may be given to students during class.

Vocabulary preview and reading activities: Students are required to study vocabulary list before the introduction of new lesson and expected to explain new vocabularies, using sentences, to the class. Some general comprehension questions related to the topic are given for students to answer after reading the article. Students can study independently and bring questions to class as we start our discussion of the reading.

Different levels:  Many students in this class are native Chinese. Students will be mixed together or separated by their levels when we’re doing group discussions, team works, games, etc. All the students are required to present their ideas, answers, opinions and works in Chinese. They are also encouraged to interview their parents, grandparents or relatives for Chinese customs or living habits in their families as they can. Non-native Chinese speakers will be referred to native speakers in the community that they can interview for these customs.

Exercises:  There are close exercises in the textbook and workbook for matching words for phrases with similar meanings, completing the sentences, correcting the errors in the sentences, sentence-making, multiple-choice questions for vocabulary practice and reinforcement.

Discussion of the reading:  Students usually feel comfortable speaking on the topic if they do the preparation work in advance. Students are expected to participate actively in class discussion.

Writing practice:   Students sometimes do in-class writing practice (reflection, paragraph writing or summary) after class discussion. Writing assignments are given to students every week.

*Lab fees apply


Materials used in this class:

  • Practical Audio-Visual Chinese, Book 5 (2nd Edition), Taipei, Cheng Chung Book Co., LTD, 2007.
  • Advanced A Plus Chinese 1, Taipei, National Taiwan Normal University, Link Books Co. (聯經), Ltd, 2008.
  • Advanced A Plus Chinese 2, Taipei, National Taiwan Normal University, Link Books Co. (聯經), Ltd, 2008.
  • 為夢想流的五種眼淚, Taipei, Paperback Publishing Company, Ltd., Lee, Shi Yuan (ISBN: 9789578038110)
  • 不怕我和世界不一樣, Taipei, 天下出版社., Hsu, Fan Yi (ISBN : 9789862160626 )
  • 論語解讀:新世紀繼往開來的思想經典,立緒出版社., Fu, Pei-Jung (ISBN: 9789866513480 )
  • Chinese Movie: Big Shot’s Funeral (2001, Feng Xiaogang)
  • Chinese Movie: Confucious (2010, Hu, Mei)

Tools for Chinese Learning:

  • Department of Cultural Affairs. ” 台北市政府文化局, 2011. Web. 24 Aug. 2012.
    <http://www.culture.gov.tw/>. Students can look for the Chinese culture relevance activities from this website.
  • “文化饗宴.” Thesis. N.d. 全球華文網. 中華民國僑務委員會, 2007. Web. 24 Aug. 2012.
    <http://www.huayuworld.org/>. This website will help students to get the Chinese Culture information.
  • “當代文學史料知識加值系統. ” 國家圖書館, 2009. Web. 24 Aug. 2012.
    <http://lit.ncl.edu.tw/>.  Students can find the book or the good quotation from this website.
  • “國中學科中心高中職寫作學習網. ” 台北市第一女子高中. Web. 23 Aug. 2012.
    <http://chincenter.fg.tp.edu.tw/~writing/index.php>. This website provides the writing materials for student and teacher’s reference.
  • “台大店藝文閣樓.” 誠品台大店. Ed. 瑠公圳98號館長. 瑠公圳98號館長, 2012. Web. 23 Aug. 2012.
    <http://blog.eslite.com/ntu/>. This website provides the lectures about Chinese culture or literature choices for students.
  • “聯合文學作家blogs.” Web log post. Ed. Udn. N.p., n.d. Web. 23 Aug. 2012.
    <http://blog.udn.com/blogs/unitas>. This blog will help students to find the Chinese writers and their books easily.
  • “印刻文學生活誌.” N.p.: n.p., n.d. N. pag. 2008. Web. 22 Aug. 2012.
    <http://www.sudu.cc/front/bin/ptlist.phtml?Category=413143>. This site will help students to find the Chinese writers and their books publish related news.
  • “人間副刊arts.ChinaTimes.com.” China Times Inc., n.d. Web. 23 Aug. 2012.
    <http://news.chinatimes.com/Chinatimes/Philology/Philology-Coffee/0,3406,0 11051301 0,00.html>. This is the website related to the Chinese literature articles that help students to get more reading resources.
  • 許芳宜 “不怕和我和世界不一樣”Sheu Fengyi  “Dare to Be Different” Interview.  Video blog post. 藝流網-Floating. Ed. Piecesgrace. 國家兩廳院-National Theater Concert Hall, 06 Aug. 2010. Web. 22 Aug. 2012.
    <http://floatingarts.ning.com/profiles/blogs/bu-pa-wo-he-shi-jie-bu-yi-yang>. This is the talk of Sheu Fengyi, would be more helpful for students to understand the autograph that wrote by her.
  • 國立傳統藝術中心(National Center for Traditional Arts) N.p., n.d. Web. 22 Aug. 2012.
    <http://www.ncfta.gov.tw/ncfta_ce/main/index.aspx>. This site would be helpful to students to find the event of Chinese Traditional Art.
  • 中國的節慶(Chinese Festivals)  N.p., n.d. Web. 21 Aug. 2012.
    <http://content.edu.tw/local/taipei/tpteach/holiday/holiday.htm>. This site may be useful to students to find the reference for the origin stories of Chinese Festivals.


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