Chinese 105: Elementary Chinese for Business Professionals

Goals & Objectives

Students will gain listening, speaking, reading and writing skills in standard (Mandarin) Chinese, attaining approximately the Novice-High to Intermediate-Low level on the ACTFL / ETS proficiency scale. Specifically, students will be able to achieve the following:

Listening

Will be able to understand short exchanges in daily conversations and limited business settings; More specifically, able to understand everyday transactions on topics related to greetings, introductions, appreciating, apology, making requests, asking permissions, declining, showing courtesy, etc.

Speaking

Will be able to ask and answer simple questions and to create sentence-length utterances comprehensible to a native speaker accustomed to dealing with learners. Able to handle everyday transactions on topics related to greetings, introductions, appreciating, apology, making requests, asking permissions, declining, showing courtesy, etc; Able to respond with culturally appropriate speech in everyday business situations.

Reading

Will be able to identify a limited number of character components and high-frequency characters in areas of immediate need. Where specific characters and combinations have been memorized, can read for instructional and directional purposes standardized messages, such as some prices in stores, time/date on schedules, simple business memos, and simple public instructions. Able to pick out limited topical information in simple written materials.

Writing

Will be able to write simple fixed expressions and limited memorized materials and some recombination thereof. Can supply information on simple forms and documents. Can write names, numbers, dates, own nationality, and other simple autobiographical information as well as some short phrases and simple lists. Able to write a very simple self-introduction.

Teaching Approaches

Introduction is focused on developing communicative competence. Focus on language forms (grammar) is placed in a supporting role. To the extent possible, classroom time is structured around communicative tasks designed to increase the learner’s ability to function independently in the target language environment.

Sample instructional schedule per unit (5 hours of instruction):

Hour 1:function/theme
vocabulary
brain-storming conversational flow in native language
Hour 2:Dialogue 1; conversation flow/strategies
array of strategic expressions
Hour 3:Practice
Dialogue 2: conversation flow/strategies
Hour 4:Array of strategic expressions
Practice
Input phase for following unit
Hour 5:Presentation OR quiz (odd Lesson vs. even unit)
varieties of scenarios
Cultural points

Topics and Functions

  1. Greetings & Introduction
    • self introduction
    • introducing others
  2. Time expressions and numerals
  3. Daily exchanges
    • appreciating
    • apology
    • compliments and congratulations
    • making/accepting/declining requests
    • showing courtesy
  4. Office small talk
    • arriving late to work
    • exchanging amenities
    • giving advice
    • sports/recreation/hobby
  5. Seeking help
    • for office facilities
    • for business urgency
    • for sharing work
    • for overcoming language obstacles
  6. Making phone calls
    • wrong number
    • making appointments by phone
  7. Taking a taxi; errands in a company car
  8. Ask for directions
    • on the street
    • inside an office building or a department store
  9. Dining in a restaurant
    • ordering food
    • dining with colleagues
    • paying food bills
  10. Making reservations
    • hotel
    • airline ticket
    • restaurant
  11. Hotel
    • check-in
    • facilities
  12. Business visits
    • Airport: pick-up / bidding farewell
    • Business banquet
    • Giving wishes