2. Students read an article about Chinese gardens in Chinese, watch a Chinese movie on Suzhou, and view a series of pictures of typical gardens from both the Chinese and Western traditions. Students acquire cultural knowledge and conduct research about the different philosophical, religious, literary, and artistic thoughts embedded in the design of those gardens.
3. Each student creates a Chinese garden model or draws a Chinese garden and writes an essay to an imagined board of trustees of the National Arboretum in Washington, D.C.
4. Every student role-plays as a member of the board of trustees of the National Arboretum and casts a vote for one of the designs.
5. Each student writes another essay trying to convince the rest of their classmates that their choice would be the best one for the National Arboretum.
Table
1: Chinese Garden
Presentation Grading Rubric * |
|||
Task
Completion 60% |
Excellent
6-5 |
Average
4-3 |
Poor 2-0 |
|
• Presentation
is thorough with detail • Well
organized and coherent • Ample and
accurate cultural information |
•
Presentation may lack detail • Some parts
may be inconsistent • Some
cultural information may be inaccurate |
• Presentation
does not have detail • Information
lacks organization and coherence • Inaccurate cultural information |
A: 与中国文化相符的名称 |
|
|
|
B1: 假山假石 |
|
|
|
B2: 水景水池 |
|
|
|
B3: 亭台楼阁,走廊,木桥 |
|
|
|
B4: 花草树木 |
|
|
|
B5: 诗画艺术 |
|
|
|
C: 中国园林和西方园林的不同
(double
points)
|
|
|
|
D: 天人合一的概念
(double
points) |
|
|
|
Delivery 20% |
Excellent 20-15 |
Average 14-9 |
Poor 8-0 |
|
• Natural pace with
minimal hesitation or repetition • Accurate pronunciation (including tones), with minimal errors |
• Consistent
pace with intermittent hesitation and repetition •
Errors in pronunciation (including tones), which do not necessitate special
listener effort |
• Labored
pace with frequent hesitation and repetition • Errors in
pronunciation (including tones) necessitate constant listener effort |
Language Use 20% |
Excellent 20-15 |
Average 14-9 |
Poor 8-0 |
|
• Appropriate
vocabulary and idioms • Good range of grammatical structures |
• Appropriate
vocabulary with errors that do not obscure meaning • Grammatical
structures with errors that do not obscure meaning |
•
Inappropriate vocabulary with errors that obscure meaning • Grammatical
structures with errors that obscure meaning |