Chinese Martial Arts for Child (中华武术儿童班)
Time: Saturday 11:00am – 12:00pm
Instructor: Tianyuan Li Tenison (李天媛)
中国武术（功夫）是我们国家的国粹之一，随着中国的强大，全世界也在掀起一股功夫热潮，因为武术不仅可以强壮身体，健康体格，而且可以起到防身护身的作用，尤其对青少年可以加强他们的柔韧，力量和身体素质的强化。增强他们的自信心和自我教导的能力。希望能弘扬祖国国粹。
教练李天媛, 原山西武术队队员, 三次全国武术比赛枪术冠军, 剑术亚军, 武英级运动员. 先后在日本, 韩国教练武术8年, 经验丰富, 教导有方, 曾为SONY PLAYSTATION AND DREAMCAST 制作了 SOUL CALIBUR 的人物造型和武打动作, 去年参加了电视剧”郑和”的武术任务指导.
西北中文学校”中华武术儿童班”主要教授传统和现代武术及武术器械, 自我表现防卫等多种项目, 中英文同时授课.
An Introduction to English-Chinese Translation (中英文翻译与技巧)
Time: Saturday 12:00pm – 1:00pm
Instructor: Tao Zhang (张涛)
除了母语以外，人们学习任何一种其它语言的直接目的就在于应用，而应用的基本手段就是翻译。
翻译是许多语言活动中的一种，它是用一种语言形式把另一种语言形式的内容不折不扣地重新表现出来的语言实践活动。这一活动分为口头和书面两种。本课程从我西北中文学校学生的实际出发，以教授后者为主。这一活动进行的成功与否决定了翻译质量的高低，反映了当事人（翻译者）两种语言的基本功是否扎实，懂不懂翻译的技巧。同时，是对他们中文学习综合使用能力的一个检验。我们要求我们的学生，尤其是高年级学生，“不仅要会说，要力求说得得体；不仅要会写，要写得有文采”，如何帮助他们如愿以偿呢？试想，有这么一门课，既使学生学到了中文课堂上没有时间展开讲解的知识，又能检验学生中文学习的实际水平和应用能力，反过来进一步促进中文学习，一举多得。那么，这门课就是《翻译与技巧》。是否该开，应该是不言而喻的。
我们学生们的特点是：生于斯长于斯，他们的英语（母语）水平远高于他们的汉语水平；换句话说，给他们一段汉语，只要他们理解正确，他们就会将其翻译成地道的英文；而他们很可能难以把他们捻熟于心的英文翻成得体的中文。鉴于此，本课程在介绍、分析、和比较英汉两种语言的异与同的基础上，以通俗易懂的方式讲授英译汉及其技巧为主，汉译英为辅，力求译文表达的得体，且有文采。
由于美国的国情不同于其他国家：超强独大、移民国度、历史短暂。因此，对翻译作为一门课程、一门学问的重视程度远不如其他国家。我们如果对我校的高年级学生开设这门课，一旦方法与技巧学得到位，他们必将受益终生。毕竟，任何翻译活动都是两种语言、两种文化比较、应用的结果，而多掌握一种语言的目的就在于应用。好的译文一定是在此基础上字斟句酌、反复推敲的结果。
如果我们把写作比成跳舞--自由自在地翩翩起舞，那么，翻译就是带着手铐脚镣在跳舞，而且还要跳得优美。因为原著的创作并不受语言形式的限制，而翻译既要考虑到对原文的忠实，又要按照译文的语言规则来表达原文的思想。所以，大家公认，翻译是一门艺术，是语言艺术的再创作。
本人虽才疏学浅，但的确在名师云集的北京大学外国语学院受过多年熏陶，也曾有多部译著出版。本人愿意在不影响校务工作的前提下，倾力把这门课开好，开成西北中文学校的高端“招牌课程”之一，因为就我所知，到目前为止，还没有那所中文学校开《翻译与技巧》这门课的。重要的是：学生是学校的主体，是学校的名片，学校的一切工作都必须以学生成才为出发点。教师则以培养出让自己尊敬的学生为荣。
翻译，如同写作，靠实践，多练习，熟能生巧；同时还必须借助他人的经验。本课程就是对他人经验的小结。它山之石，可以攻玉。
授课内容如下：（每周一小时，一学年授完）
1． 翻译的定义、目的、标准、条件
2． 理解中的选义
3． 表达中的选词
4． 翻译中的灵活性
5． 翻译中的多样性
6． 直译和意译
7． 对等译法
8． 具体译法
9． 抽象译法
10． 增词译法
11． 减词译法
12． 合词译法
13． 转性译法
14． 换性译法
15． 褒贬译法
16． 换序译法
17． 断句译法
18． 转句译法
19． 合句译法
20． 缩句译法
21． 转态译法
22． 正反译法
23． 重复译法
24． 省略译法
25． 被动语态的译法
26． 名词从句的译法
27． 定语从句的译法
28． 壮语从句的译法
29． 长句的译法
30． 习语的译法
31． 拟声词的译法
32． 外来语的吸收法
核心提示：
1． 尽管严格意义上的翻译课程对学生的双语能力和知识面都要求较高，本课程从我校实际出发，由对比（比较）异同入手，力求简单、易懂；
2． 遇到英汉词法、句法、语法、文化背景知识时，穿插讲解，点到为止；
3． 在选词、例句、练习等方面，尽最大可能配合我校高年级中文课程的实际内容，帮助复习、强化学生已学过的知识；
4． 在传授方法和技巧的同时，重在培养他们的兴趣；
5． 重点介绍一、两种英汉词典的使用；
6． 配有足够的课上和课后练习。
AP Chinese Preparation (中文AP考试准备)
Time: Saturday 12:00pm – 2:00pm
Instructor: Hong Chi (池红)
中文AP 考试准备课程 (AP Chinese Preparation Course) 是特别针对高中学生准备中文AP考试（AP Chinese Language and Culture exam）而设立的。课本学习和模拟考试 约八个月，学习进度较快。学生将在五月参加被大学理事会认可的AP中文考试。学校将帮助联系报名。 考试成绩上报学校作为教学反馈参考之用，是否上报大学，学生可以自由选择。学生必须已完成本校九年级或以上的中文课并熟练掌握中文打字。上课时需要用中文输入软件的手提电脑。本课程使用由 北京师范大学出版社出版的“收获”（Harvest Intermediate Chinese）一书，包括课本和配套的练习册及光盘3 盘。所有作业和考试按AP考试题型。课程强调中美文化的比较和中文知识的实际应用，包括听说读写四方面。有关中文AP考试的详情，请上大学理事会网站查询。http://www.collegeboard.com/student/testing/ap/sub_chineselang.html
Basic Chinese for Adult (成人汉语初级班)
Time: Saturday 12:00pm – 2:00pm
Instructor: Minggang Lee (李明刚)
This class will emphasize on conversational Chinese. In conjunction with a text book of applied Chinese, we will study real life Chinese words and sentences that are easy to understand, uses correct grammar, and with proper cultural and situational connotation. We will also introduce the basic pronunciation system (pinyin) and character writing. We will strive to make this class fun, informative, and culturally relevant. If you are interested in learning the Chinese language for the Chinese culture, travel, business, making friends, or just for fun, come join us. Prior experience with Chinese language is helpful but not required.
Mr. Lee is a native of China and has been living in the US since his teenager years. He completed high school in China, and college through graduate school in the US. Outside his professional life as a scientist, Mr. Lee has a keen interest in the Chinese language and culture. He is well versed in both Chinese and English languages, and has been a popular teacher for beginning adult English at NWCS for several years.
Time: Saturday 12:00pm – 2:00pm
Instructor: Sam Timinsky
I am very excited to start working with such dedicated and driven students this fall and I believe this course offers both students and instructors the chance to explore our current and new ways of thinking about ideas. Debate is one of the best ways to deepen and expand your knowledge about concepts new and familiar to you. I'd like to take this opportunity to introduce myself to the school and to outline the course objectives and my educational goals of my class.
I graduated Magna Cum Laude Marist College in Poughkeepsie New York with a B.A in History. I am graduate student at the University of Washington's Jackson School of International Studies. I did competitive forensics in high school and debated for 3 years, 2006-2009, at Marist College. I coached debate for 6 months with the Newark Urban Debate League (NJ) in 2009 and at Newburgh Free Academy in Newburgh New York for 1 year, 2009-2010. I have prepared public debate events for the Franklin and Eleanor Roosevelt Institute in 2008 and I am the new Director of Debate at the University of Washington.
I am very excited for this course. We are going to use current events, as well as, small amounts of philosophy and political theory to learn the basics of argumentation and then develop our public speaking skills and translate argument into debate. Do not be discouraged by the philosophy and theory we will be dealing with these at a very basic level their inclusion is meant to help students understand how ideas have evolved as a means of developing stronger argumentative skills. The primary goals of this course are, in addition to making students into more comfortable and confident public speakers, students will learn to think more critically and use those skills not only in spoken formats, but in writing as well. This will involve developing research, writing, and listening skills. Debate is a challenging and difficult activity and mastering even the basics is no easy task; students will be expected to research and critically evaluate information on current events and other topics. Success in the course requires dedication, active participation during class, and completion of all assignments.
As I stated before one of the central elements of debate and this course will be confronting and challenging their current opinions and beliefs. We will engage many controversial issues in the class – this will require students to listen and consider views that are at times very different from their own. The only way we can really understand and defend our own beliefs is by listening and considering opposing viewpoints and testing them against one another. Confronting different ideas, however, means controlling one’s emotions and showing respect for the views of others that means teachers and classmates. I strongly believe that the classroom should be a free and open forum of discussion where everyone has an opportunity to offer their opinion and others must show that individual respect. Discussions in class should focus on the issues at hand and never turn to personal assaults or resort to hurtful or inappropriate language. Not only are these disrespectful to other students and myself, but personal attacks almost never persuasive logical arguments, but rather, an attempt to divert attention away from the weakness of one’s own position.
My role in this class, along with my teaching assistant, is to facilitate discussion and provide new tools for discussion. Debate concepts and persuasive skills are tools to help increase awareness and understanding of the world around us. This will not be a lecture heavy class, though I will at times give short lectures, students should expect to spend much of their time in class discussing issues and asking questions of themselves, their classmates, and the instructors – we will not fill your student's head with answers rather we will give them the opportunity to develop their own.
Students who have completed the Robinson Center course at UW with Dr. Christi Shiver will find that some elements of this course are very similar. These students are still encouraged to join us as additional materials and density, as well as, additional argument styles will be introduced and engaged.
Also, unlike the Robinson Center we will not be on a tight schedule and will have ample time to cover all materials at length.
I look forward to meeting and working with all of you this fall.
SAT Reading and Writing
Instructor: Rachael Harper
The SAT is a crucial element for entrance into most universities. The good news is that score improvement can be achieved steadily and rapidly through understanding the tricks and traps of the SAT, breaking the test down with strategies, and building a stronger base in reading and writing skills. In this course, we will build a “tool box” for each student for the SAT that will include strategies, vocabulary, grammar points, and writing skills. We will concentrate on four areas for the writing section: Identifying Sentence Errors, Improving Sentences, Improving Paragraphs, and Writing the Timed Essay. In addition, we will focus on four areas of the reading section: Sentence Completion, Reading Comprehension for Short Passages, Reading Comprehension for Long Passages, and Vocabulary. Each student will be expected to do one to two hours of homework outside of class each week, participate in frequent in-class drills, and take several quizzes and tests. (Course Texts TBD)
High School Writing
Instructor: Rachael Pederson
This course is designed to help any level of writer sharpen their organization, speed, accuracy, grammar, and vocabulary in writing. Each week the class will focus on one vital skill, while larger quarterly writing projects will give students the opportunity to demonstrate their mastery of those skills. Meeting deadlines, engaging in peer editing, and reading published samples of writing will help students who struggle to put words on paper gain confidence in their new abilities. For others, the lessons will improve upon a natural love for written self-expression. The course is perfect for students who feel mentally blocked during timed-writing exams, and is also ideal for those preparing for accelerated, college-level courses. It will be a challenging—yet fun and supportive—learning environment for writers. (Course text: Write-Brain Workbook)
English Creative Reading & Writing for Grades 4 & 5 (Bellevue, 2 sections)
Instructor: Eva Carlstrom
This class for fourth and fifth graders combines reading selections and vocabulary work with instruction and practice in a variety of writing forms. The first semester focuses on telling and writing stories (both fiction and personal narrative), while the second semester explores persuasive writing, poetry, and comics. The class includes information about the history of the English language, which helps make sense of its huge vocabulary and crazy spelling! Also covered: creating characters, writing dialogue, what makes a good story, supporting your opinion with facts, and common grammar and punctuation difficulties. Students will be expected to participate in class, including giving some oral presentations, and will generally have vocabulary, reading, and writing homework every week. (Course texts: 240 Vocabulary Words 4th Grade Kids Need To Know, and 4th Grade Writing Practice)
English Creative Reading & Writing for Grades 3, 4 & 5 (Seattle)
Instructor: Eva Carlstrom
This class for third though fifth graders combines reading selections and vocabulary work with instruction and practice in writing. The first semester focuses on telling and writing stories, while the second semester explores various forms of poetry. The class includes information about the history of the English language, which helps make sense of its huge vocabulary and crazy spelling! Also covered: creating characters, writing dialogue, what makes a good story, parts of speech, grammar, and punctuation. Students will be expected to participate in class and will generally have vocabulary, reading, and writing homework every week. (Course texts: 240 Vocabulary Words 4th Grade Kids Need To Know, and 4th Grade Writing Practice)
English Reading & Writing for Grades 6, 7 & 8 (Bellevue and Seattle)
Instructor: Danina Garcia
This class is designed to help young writers become strong writers! It class will help students learn to tell their stories and express their opinions while growing as writers. We will use a vocabulary workbook that studies the roots of English, so that students can expand their vocabulary. In addition, through focused work on grammar mechanics and writing styles, students will develop their own voice as writers and learn to correct their own mistakes. Through close readings of novels, scripts, essays and poetry, students will also analyze different types of writing. Most importantly, students will practice writing in many different styles: autobiographies, novels, scripts, and essays. Class time will be filled with games and creativity; homework will be regular and stimulating. (Course text: Vocabulary from Classical Roots A)
English Reading and Writing for Grades 2 and 3 (Bellevue)
Instructor: Sarah Bitter
Second- and third-grade students will enjoy developing reading, writing and critical thinking skills in this engaging class. They’ll read materials from a wide variety of cultures (with a particular emphasis on Chinese cultural sources) and practice writing stories, poems and nonfiction of their own. Writing practice is emphasized in this course, and students will all develop a portfolio of written work. Grammar and punctuation will be introduced and practiced. A moderate quantity of homework will be assigned. (Course texts: Singapore Primary 3 Writing and Singapore Primary 3 Reading)
Debate 101
Instructor: Sam Timinsky
This class is designed for students in grades eight through twelve who have a genuine interest in public speaking, public presentation, argumentation, and argumentative writing. The goals of this course are to help students think critically, develop argumentative skills, and feel comfortable speaking in public. In this class students will learn to research and write argumentative papers (using several types of evidence including artistic and philosophical forms) and learn to engage in open discussion with their classmates about current events and philosophical issues. Students will also engage in debates against their classmates and instructor on various topics. Anywhere from two to three hours of homework will be assigned weekly. Homework will primarily be researching current events and writing papers.
