Our curriculum follows a structured four-stage learning pathway, developing students’ listening, speaking, reading, and writing from foundational skills to advanced proficiency. Students use the Graded Chinese Readers 小羊上山 series to build character recognition, reading fluency, and comprehension through leveled stories. Learning is organized around six key themes and guided by ACTFL proficiency benchmarks and Can-Do Statements to support clear, measurable progress.
Six Themes
六大主题
Utilizing a Spiral Approach, we ensure that learners continuously deepen their understanding and revisit material at each stage.
Topics marked with an asterisk (*) are new topics.
- Basic Greetings, Location/Address & Date/Time 基础问候、居住地址与日期时间
- Body Parts 身体部位
- Jobs & Professions 工作与职业
- *Personality Traits & Appearance 性格特征与外貌描述
- Emotional Expressions & *Mental Health 情绪表达与心理健康
- Role Models, Personal Mottoes & Career Aspirations 榜样力量、座右铭与职业理想
- Animals, Plants, Seasons & Weather 动物、植物、季节与天气
- *Environmental Protection, Recycling & Low-Carbon Living 环境保护、垃圾分类与低碳生活
- *Wildlife Conservation & Habitat Preservation 野生动物保护与栖息地维护
- *Climate Change & Extreme Weather Impact 气候变化与极端天气影响
- School Facilities, Subjects & Activities 校园设施、学科与学校活动
- Dining Out, Food & Ordering 点餐与饮食
- Shopping, Stores, Markets & Payments 购物、超市市场与付款
- Clothing & Daily Attire 着装与服饰
- Hobbies, Travel & Transportation 兴趣爱好、旅游与交通工具
- *Housing, Room Types & Home Environment 住房类型、房间与家庭环境
- *Healthcare, Medical Visits & Healthy Habits 看病就医与健康生活习惯
- *Community Volunteering & Social Service 社区志愿服务与社会公益
- Family Members, Age, Birthdays & Pets 家人、年龄、生日与宠物
- Community Directions, Locations & Social Etiquette 社区方向与位置、社交礼仪
- Classroom Language, Commands & Interactions 课堂用语、指令与互动
- *Family Responsibilities & Intergenerational Relationships 家庭责任与长辈关系
- *Social Customs, Visiting Etiquette & Gift Giving 做客礼仪与拜访送礼
- *Friendship & Resolving Interpersonal Conflicts 友情与人际冲突理解
- Cultural Festivals, Celebrations & Scenic Attractions 文化活动、节日庆祝与景点介绍
- *Traditional Holidays, Food Customs & Comparative Holidays 传统节日习俗、美食与中西节日对比
- *Culinary Culture, Eight Cuisines & Tea Culture 饮食文化、八大菜系与茶文化
- *Traditional Arts (Peking Opera, Calligraphy, Paper-cutting, Painting) 传统艺术（戏剧、书法、剪纸、绘画）
- *Classical Architecture & Fables / Idiom Stories 古典建筑、寓言与成语故事
- Basic Math Concepts & Shape 基础数学概念与形状
- *Internet, Social Media & Digital Communication 互联网、社交媒体与数字通讯
- *E-commerce, Mobile Payments & Online Shopping 电子商务、移动支付与网上购物
- *Modern Tech Innovations (High-Speed Rail, AI in Daily Life) 现代科技创新（高铁、AI在日常中的应用）
- *Ancient Inventions & Scientific Discoveries 四大发明与古代科学探索
CHIA Chinese Reading & Literacy Program CHIA 主题式中文阅读与读写课程
CHIA Chinese Reading & Literacy Program is designed for students who have already developed a strong foundation in Chinese speaking and listening to systematically strengthen character recognition, reading comprehension, vocabulary, and literacy skills while developing confidence and a lasting interest in reading Chinese.
CHIA 中文阅读与读写课程专为已有中文听说能力的学生设计，通过系统性的学习逐步提升学生的识字量、词汇、阅读理解与中文读写能力，同时培养自主阅读的习惯与兴趣。
Our curriculum combines theme-based learning with leveled reading. Students explore meaningful topics such as Daily Life, Nature & Environment, Education & Classroom, and Society & Culture, while building literacy through carefully selected Chinese children’s literature, including the Little Sheep Goes Up the Mountain (小羊上山) graded reader series.
课程将主题式学习与分级阅读相结合。学生围绕日常生活、自然与环境、教育与校园、社会与文化等主题拓展语言运用，同时结合精选中文儿童读物及《小羊上山》儿童汉语分级读物，循序渐进地提升阅读能力与识字量。
Rather than learning characters in isolation, students encounter new characters and vocabulary in meaningful stories and contexts. Through visual support, repeated exposure, discussion, reading, and age-appropriate literacy activities, students gradually connect character form, pronunciation, meaning, and usage, moving from supported reading toward greater reading independence.
我们强调在语境中学习汉字，而不是孤立地记忆生字。通过绘本故事、视觉线索、重复阅读、互动讨论及适龄读写活动，学生逐步建立字形—字音—字义—运用之间的联系，从教师引导阅读逐渐走向更加独立、自信的中文阅读。
Learning Goals by Stages
各级别学习目标
- Recognize 60+ core characters 识读60+个核心汉字
- Build basic pinyin awareness 建立基础拼音意识
- Understand basic strokes and stroke order 掌握基本笔画与笔顺
- Use 50+ everyday words and sentences 掌握50+常用词汇与句型
- Build confidence in listening, speaking, and picture-book reading 建立听说与绘本阅读信心
- Recognize 250+ core characters 识读250+个核心汉字
- Master pinyin initials and finals 掌握声母和韵母
- Understand character structures and common radicals 掌握汉字结构与常见部首
- Use 100+ words and sentence patterns 运用100+词汇与句型
- Read short stories independently and begin basic writing 能独立阅读短篇故事并开始基础书写
- Recognize 500+ characters 识读500+个汉字
- Read multi-page stories and short texts independently 独立阅读多页故事与短文
- Use 150+ words and sentence patterns 灵活运用150+词汇与句型
- Give 1–2 minute oral presentations 进行1–2分钟口头表达
- Write 50–100 character short texts 完成50–100字短文写作
- Recognize 1,000–1,200+ characters 识读1,000–1,200+个汉字
- Read chapter books, news, and authentic texts 阅读章节书、新闻及真实语料
- Discuss AP themes and cross-cultural topics 讨论AP主题及跨文化议题
- Deliver structured presentations and debates 完成结构化演讲与讨论
- Complete AP-level writing tasks 完成邮件、叙事文等AP水平写作任务
Our Evaluation System
ACTFL Can-Do Statement
ACTFL Can-Do Statement are developed by the American Council on the Teaching of Foreign Languages (ACTFL) and provide a detailed description of what language learners can do at different levels of proficiency. The Can-Do Statements are designed to help students and teachers set clear learning goals and assess progress.
Communication
Interpertive Communication： Describes learners’ ability to engage in face-to-face communication.
解释性交流，描述学习者在听力和阅读理解上的能力。
Interpersonal Communication：Describes learners’ skills in listening and reading comprehension.
人际交流，描述学习者在面对面的交流中的能力。
Presentational Communication: Describes learners’ abilities in both oral and written expression. 陈述性交流，描述学习者在口头和书面表达上的能力。
Intercultural Communication
Investigate: Describes learners’ ability to understand and explore different cultures, including understanding cultural contexts, analyzing cultural differences, and interpreting cultural meanings.
调查 / 探究，学习者理解和探索不同文化的能力，包括了解文化背景、分析文化差异和解读文化意义。
Interact: Describes learners’ ability to communicate and interact in various cultural settings, including language use, adaptive behaviors, and intercultural communication strategies.
互动 / 交往，学习者在不同文化环境中进行交流和互动的能力，包括语言应用、适应性行为和跨文化交流策略。
Get in Touch
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