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Chinese VI: Development of Communication Skills

Code: 105867 ECTS Credits: 6
Degree Type Year Semester
2504012 Spanish and Chinese Studies: Language, Literature and Culture OB 3 2


Mireia Vargas Urpi

Use of Languages

Principal working language:
spanish (spa)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:

Other comments on languages

Chinese and Spanish will be the main languages of instruction.


It is an intermediate level subject, of consolidation, development and improvement, which requires knowledge of all the basic aspects of phonetics, grammar, and the structure of writing characters.
It is assumed that students have learnt the contents taught in the previous Chinese subjects (Chinese I, II, III, IV and V).

Objectives and Contextualisation

Chinese VI: Development of Communicative Skills aims to expand the knowledge of the structures of the modern Chinese language, as a complement to the basic knowledge acquired in first and second year, the consolidation of basic knowledge of the Chinese grammar, the expansion of vocabulary, the improvement of pronunciation, oral and written expression, the development of the ability to read and understand intermediate-level texts, as well as the improvement of expressive skills in oral and written language. Despite being a language subject, the course also aims to make students aware of Chinese culture and its sociocultural aspect in Chinese-speaking societies.


  • Analyse the phonetic, phonological, morphological, syntactic, lexical and semantic properties of the Spanish language and the Mandarin Chinese language.
  • Compare Spanish and Chinese from a literary and linguistic knowledge of both languages.
  • Demonstrate the capacity to work autonomously, engaging in self-analysis and self. Criticism.
  • Describe the linguistic foundations on which the standards of Spanish and mandarin Chinese are based.
  • Evaluate the influence of cultural references in Chinese studies in interlinguistic and intercultural communication.
  • Produce written texts in Mandarin Chinese at an intermediate level (B1, B2).
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Understand and produce spoken texts in Mandarin Chinese at an intermediate level (B1, B2).
  • Understand texts written in Mandarin Chinese at an intermediate level (B1, B2).

Learning Outcomes

  1. Apply lexical, morphosyntactic, textual and rhetorical knowledge and knowledge of linguistic variation.
  2. Apply strategies for understanding spoken text in different fields at an intermediate level (B1, B2).
  3. Apply strategies for understanding written texts from different fields at an intermediate level (B1, B2).
  4. Apply strategies to acquire cultural knowledge of China to be able to communicate.
  5. Communicate using language that is not sexist or discriminatory.
  6. Consider how gender stereotypes and roles impinge on the exercise of the profession.
  7. Describe linguistic aspects of Chinese using a non-specialist informative tone.
  8. Describe linguistic aspects of Chinese using specialised terminology.
  9. Ensure quality standards for your own work.
  10. Identify the need for cultural knowledge of China to be able to communicate.
  11. Identify tools and instruments for autonomous learning of the Chinese language and to solve linguistic problems.
  12. Integrate and apply cultural knowledge of China to be able to resolve communication processes.
  13. Integrate cultural knowledge for solving communication problems.
  14. Interpret the communicative intention and meaning of written texts in different subject areas.
  15. Produce spoken texts at an intermediate level (B1, B2) that are appropriate to the context and linguistically correct.
  16. Produce written texts at an intermediate level (B1, B2) that are appropriate to the context and linguistically correct.
  17. Recognise basic structures in Chinese and describe them using adequate terminology.
  18. Resolve interferences between working languages.
  19. Solve problems of intercultural communication.


New Practical Chinese Reader 3 (student book and exercise books) will be studied in depth. Complementary materials will also be used. The contents can be grouped into:

The contents of five lessons from the textbook entitled New Practical Chinese Reader 3 (student book and exercise books) will be studied in depth. Complementary materials will also be used. The contents can be grouped into:

Phonological and graphemic:

Reading aloud the new words.
Reading texts aloud.
Character components (semantic keys, phonetic parts).

Lexis and morphology:

Review and extension of frequently used keys.

Recognition and writing of new characters introduced in the lessons studied.

Comprehension and use of new vocabulary introduced in lessons studied.



Introduction of new elements to form different types of compound sentences.
Use of new adverbs.
New grammatical structures.
New expressions of frequent use.

Comprehension and written expression:

Reading and understanding the main ideas of intermediate level Chinese texts.
Reexpression of new ideas in Chinese.
Writing texts between 200 and 300 characters to express opinions on a topic related to the texts studied.

Comprehension and oral expression:

Conversation exercises on the topics studied in the textbook.
Oral comprehension exercises on the topics studied in the textbook.
Complementary exercises of comprehension and oral expression.



Training activities are divided into directed activities, supervised activities and autonomous activities.

  • Guided activities: the teachers explain the most important contents of each unit, read aloud and oral and written comprehension exercises, oral expression exercises, practice of grammar points and new vocabulary and review of the given subject. This will be the ideal space to clarify doubts of common interest. The activities will be varied, of different types (oral and written, individual and in group) and, in some cases, evaluable.
  • Supervised activities: include the practice of written oral comprehension and oral and written expression, as well as the resolution of exercises.
  • Autonomous activities: they consist of the practice of calligraphy, the study of characters and vocabulary, the preparation and revision of new texts and grammar points, as well as the resolution and self-assessment of exercises through the solutions that will be posted. on the virtual campus. For each teaching unit the student must dedicate around 50 hours of study, including supervised activities and independent work (preparation, practice through exercises and revision). Given the contents and structure of the subject, it is essential that you regularly devote weekly time to preparing the new subject, doing the exercises and revising the given subject. this dedication of the students is presupposed for the good follow-up of the rhythm of the subject.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Title Hours ECTS Learning Outcomes
Type: Directed      
Reading comprehension, writing, oral comprehension, speaking and lectures 52.5 2.1 1, 4, 3, 2, 5, 7, 8, 11, 10, 13, 12, 14, 16, 15, 17, 18, 19, 6, 9
Type: Supervised      
Different kinds of exercises, correcting exercises, clearing doubts (either individually or in group) 33 1.32 1, 4, 3, 2, 5, 7, 8, 11, 10, 13, 12, 14, 16, 15, 17, 18, 19, 6, 9
Type: Autonomous      
Study and practice of new vocabulary, preparation of writing and speaking exercises, reading comprehension exercises 34.5 1.38 1, 4, 3, 2, 5, 7, 8, 11, 10, 13, 12, 14, 16, 15, 17, 18, 19, 6, 9



Assessment is continuous. Students must provide evidence of their progress by completing tasks and tests. Task deadlines will be indicated in the course schedule on the first day of class. All activity deadlines are indicated in the subject's schedule and must be strictly adhered to.

Portfolio (30%) consists of compositions, writing exercises, vocabulary tests and other kinds of exercises. 

There will be two exams: one in the middle of the term (30%) and the other one at the end of the term (40%).


Related matters

All information on assessment, assessment activities and their weighting is merely a guide. The subject's lecturer will provide full information when teaching begins.


When publishing final marks prior to recording them on students' transcripts, the lecturer will provide written notification of a date and time for reviewing assessment activities. Students must arrange reviews in agreement with the lecturer. 

Missed/failed assessment activities 

Students may retake assessment activities they have failed or compensate for any they have missed, provided that those they have actually performed account for a minimum of 66.6% (two thirds) of the subject's final mark and that they have a weighted average mark of at least 3.5.

The portfolio cannot be retaken or compensated for. Under no circumstances may an assessment activity worth 100% of the final mark be retaken or compensated for.  

The lecturer will inform students of the procedure involved, in writing, when publishing final marks prior to recording them on transcripts. The lecturer may set one assignment per failed or missed assessment activity or a single assignment to cover a number of such activities. 

Classification as "not assessable" 

In the event of the assessment activities a student has performed accounting for just 25% or less of the subject's final mark, their work will be classified as "not assessable" on their transcript. 

Misconduct in assessment activities  

Students who engage in misconduct (plagiarism, copying, personation, etc.) in an assessment activity will receive a mark of “0” for the activity in question. In the case of misconduct in more than one assessment activity, the students involved will be given a final mark of “0” for the subject. 

Students may not retake assessment activities in which they are found to have engaged in misconduct. Plagiarism is considered to mean presenting all or part of an author's work, whether published in print or in digital format, as one's own, i.e. without citing it. Copying is considered to mean reproducing all or a substantial part of another student's work. In cases of copying in which it is impossible to determine which of two students has copied the work of the other, both will be penalised.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Exams 70% 5 0.2 1, 4, 3, 2, 5, 7, 8, 11, 10, 13, 12, 14, 16, 15, 17, 18, 19, 6, 9
Portfolio 30% 25 1 1, 4, 3, 2, 5, 7, 8, 11, 10, 13, 12, 14, 16, 15, 17, 18, 19, 6, 9



El nuevo libro de chino práctico 3 (New practical Chinese reader 3). Textbook + workbook. Editorial: Beijing Language and Culture Press. 

Reference works:

Casas-Tost, Helena; Rovira-Esteva, Sara (Eds.). 2015/2021. Guia d’estil per al tractament de mots xinesos en català. Generalitat de Catalunya. Departament de Cultura. Biblioteca tècnica de política lingüística, 2. ISBN: 978-84-393-9241-5. DOI: 10.2436/15.8040.02.1. URL: https://ddd.uab.cat/record/133473

Casas-Tost, Helena; Rovira-Esteva, Sara (Eds.). 2015. Guía de estilo parael uso de palabras de origen chino. Madrid: Adeli. URL: https://ddd.uab.cat/record/180644 

López Calvo, F.; Zhao, Baoyan. 2013. Guía esencial de la lengua china. Madrid: Adeli Ediciones. 

Ross, Claudia;Sheng, Jing-Heng. 2006. Modern Chinese grammar: a practical guide. New York: Routledge. 

Yip, Po-ching;Rimmington,Don. 2014. Gramática básica del chino. Madrid: Adeli Ediciones. 

Yip, Po-ching; Rimmington, Don. 2015. Gramática intermedia del chino. Madrid: Adeli Ediciones. 


Supplementary readings

Rovira-Esteva, Sara. 2010. Lengua y escritura chinas. Mitos y realidades. Barcelona: Edicions Bellaterra.



Online resources:

eChinese Tools: Mil y una herramientas para aprender chino: https://dtieao.uab.cat/txicc/echinese/