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Home/Chinese IV
Chinese IV
Case Study
Case Study
The most Professional but Affordable Solution for Your Chinese Study!
as low as $8 per session!
"I travel a lot and the session scheduling system provided convenient hours in many time zones making it possible for me to schedule sessions with coaches that fit my busy schedule. The coaches were excellent and helped correct my pronunciation, sentence structure and usage while making learning an enjoyable experience and inspired me to be more active in utilizing what I have learned in class and during my travels."
-- Mike DeBlasio, Business Development Manager, San Jose, CA / Beijing China.

" provides the perfect solution for me, a UK-based business owner, to receive top-quality, cost-effective, flexible Mandarin instruction from a native speaker in Beijing. SpeakMandarin's course materials are excellent, and can be tailored to my needs. Best of all, the instruction is superb -- my teacher Shengnan Wu, besides being an excellent and disciplined instructor, is cheerful, helpful and often willing to put in extra work to enhance my learning experience."
-- Maury Shenk, a Managing Director in London

"Attempting to speak Chinese from scratch is a daunting task, usually requiring enrollment in an expensive immersion program abroad; one that I could neither afford nor make the time to attend. I was excited to learn that there was an easy and affordable alternative with Speak Mandarin's website. Of course, everybody wants to know how much this service costs. The pricing is readily available on the first page, which is extremely competitive. If you ever wanted to learn Chinese, this is the service to use. XieXie!"
-- Aron Gold, New York

"I liked the confidence it gave me in my ability to communicate in Chinese with strangers, especially since there are many different teachers to practice with - it was reassuring and helpful. The lessons are informal enough to not be stressful but involved enough that I am learning. There was no awkwardness and I spoke continually for the hour! The teacher made me feel competent and at ease."
-- Casey Gordon, Harvey Mudd College student, U.S.
Course Description
This course is the continuation of Integrated Chinese Level III. This is the final level of the Integrated Chinese series. The student will be exposed to a broader variety of topics and more complicated sentence patterns, as well as more cultural facts. A key component of the course will be the developing and presenting of research projects on classical and contemporary Chinese culture.

Prerequisites for this session are: Integrated Chinese Level I-III, or equivalents. Before session starts, student is required to complete one online live assessment with one of's learning consultants in order to determine his/her current level. More importantly, to conduct an online assessment prior to the session starts will enable us to better understand student's situation and needs, so that to customize a step-by-step study plan.

We will be covering lesson 11-20 of Integrated Chinese Textbook Level 2 Part 2 at this level. While linguistic points including Pinyin and characters are important in the course, more focus will be paid to interactive oral practice with native speakers. Students will learn to communicate effectively with the language they study from the textbook and be confident in real-time conversations.
Course Content
* Unit1
1. Traditional Chinese Holidays
2. Changes in China
By accomplishing Unit 1, students will be able to name the major traditional Chinese holidays and explain when they occur; name the food that is most associated with each of the major traditional Chinese holidays; express New Year's wishes; describe the festivities during the Chinese New Year period; wish others success or good wealth; describe the sights and sounds of a major city; describe in basic terms some features of a historic tourist site; give a simple account of the growth of a city from the past to the present; express surprise on an unforeseen turn of events.
Assignment: (in-class)Teacher will ask students to list the activities that the Chinese do according to the time line, e.g. New Year's Eve, New Year's Day.
By accomplishing this assignment, students will be able to describe the festivities during the Chinese New Year period.

* Unit2
1. Travel
2. Life and Health
By accomplishing Unit 2, students will be able to describe what costs may be covered in a package tour; give a brief description of a Chinese sleeper car; describe natural objects such as mountains, rivers, trees and rocks; discuss some things that tourists may expect to see or experience at a tourist site; talk about your exercise routine; outline some healthy eating habits; describe habits that could make you age prematurely or harm your health.
Assignment: Writing Practice. Based on the text, compile a daily itinerary of Zhang Tianming(a role in this text) and his friends trips starting from when they first depart Nanjing or Beijing. Students will send the assignments to teacher by emails.
By accomplishing this assignment, students will be able to describe a daily itinerary in Chinese.

* Unit3
1. Gender Equality
2. Environment Protection & Energy Conservation
By accomplishing Unit 3, students will be able to talk about how couples treat each other as equals; discuss gender equality in the workplace; summarize briefly the changes in Chinese women's social status in the twentieth century; report the score and results of a sports game; describe a scene in which people are busily engaged in all kinds of activities; talk about indicators of a clean environment;list some green energy resources; give examples of practices that are environmentally friendly.
Assignment: In-class Discussion. Teacher will ask students to list all qualities they are looking for in their future spouse. For instance, a cheerful personality, being caring, having a similar education background.
By accomplishing this assignment, students will be able to how couples treat each other as equals.

* Unit4
1. Money Management & Investment
2. Chinese History
By accomplishing Unit 4, students will be able to describe if you are a saver or a spender; identify ways to invest money; talk about ways to purchase big-ticket item; describe your spending habits; describe in basic terms the ups and downs of the stock market; name some of the most important dynasties in Chinese history; describe briefly the historical significance of some major Chinese dynasties; talk in basic terms about some of China’s important historical figures.
Assignment: (In-class)Making up a Dialogue. Students will ask teacher first what big-ticket item he or she would like to purchase. Ask he or she how he/she plans to pay for it. (Saving up for it, using bank savings, getting a loan, borrowing money from others…)
By accomplishing this assignment, students will be able to talk about ways to purchase big-ticket item.

* Unit5
1. Job Interview
2. Foreigners in China
By accomplishing Unit 5, students will be able to say one or two sentences to describe signs of nervousness; explain in basic terms why China has been able to attract talent and foreign companies; describe in basic terms your time management methods; congratulate someone on his or her accomplishments; welcome a visitor from afar at a welcoming party; bid someone farewell at a farewell party; pay homage to old-timers when joining a new community; describe the ease or difficulty of adjusting to life in a different country.
Assignment: In-class Discussion. Teacher will provide a table with two groups of phrases(one is nouns, and the other is adjectives.), then teacher will ask students to connect the two groups of phrases to form possible reasons why people would or would not like to go to China.
By accomplishing this assignment, students will be able to explain in basic terms why China has been able to attract talent and foreign companies.