Chinese Language and Culture Course Syllabus
Level Two
Course Overview
The Chinese Language and Culture (Level two) course’s goal is to enable students to master conventions of
communication through the exploration of topics reflecting multiple aspects of Chinese society and culture, the use of
various authentic multimedia and literary materials in different linguistic registers, intermediate-level Chinese language
structures, and expressive styles. Students further develop their proficiencies across the three communicative modes and
the five C areas(Communication, Culture, Connection, Comparison, Community) .
Developing appreciation and awareness of the Chinese cultures is an integral theme throughout the course. The course
engages students in an exploration of various aspects of Chinese cultures. Course content is organized around the 8
themes, reflecting intellectual interests shared by the students and the teacher. Instructional materials relating to the
themes include signs, advertisements, posters, fliers, sound and video clips, films, news broadcasts, announcements, and
written texts excerpted or adapted from newspapers, magazines, contemporary literature, letters, and reports. Each unit
includes vocabulary acquisition, grammar learning, theme discussion (speaking and listening), reading comprehension,
writing practice and cultural research. The course is taught exclusively in Chinese. Students are expected to speak
Chinese as much as possible.
Assessments are frequent, varied, and explicitly linked to the content and skills that comprise the learning goals of each
unit of study. The course provides students with maximum exposure to authentic culture and language. Student apply their
growing cultural knowledge to communicative tasks in real-life contexts and develop ability to write and speak in a variety of
discourse styles, using both keyboarding and handwriting skills. Students also gain knowledge of the Chinese language
including vocabulary, idiomatic expressions, and grammatical structures.
Course Planner
Students will have a 2 hours class every day. The topics of study listed below are taught consistently throughout the school
year. They are interwoven into the fabric of the course.
The First Semester
Week
Topic / Theme
The Second Semester
Week
School life
1-4
学校生活
Chinese Traditional Festivals
18-21
Food and Health
5-8
饮食与健康
复习与考试
购物与消费
旅行与环境
复习与考试
动物与人类
Sports
31-35
Review and Test
17
复习与考试
Animal and Humanity
27-30
Travel and Environment
13-16
教育与传媒
Review and Test
26
Shopping and Consuming
10-12
中国传统节庆
Education and Media
22-25
Review and Test
9
Topic / Theme
运动与竞技
Review and Final Test
36
复习与考试
Week 1-4: School life 学校生活
Connection,
Theme / Content
Assessments
Cultural Link
Comparison and
Communities
Make friends with a new
Quiz.

classmate and introduce

News report.
introduce one’s

him / her to the class.

Make sentences with new words and
name in a
朋友”.
Chinese way.


Know the teacher.
phrases.

Be familiar with course

Ask and answer questions with correct
requirements and
sentence patterns.
classroom expectations.


Tour around school
campus

Make Chinese signs for
each classroom and office

Discuss about school
services.

Interview two students in
Story time: listen to stories and answer
questions accordingly.

Write Chinese signs for classrooms and
offices

Write journals
Interpersonal:

Find out information about a new
classmate.

Ask and
Connection:


Use a brush
Music: Chinese song “
Technology: send and
receive emails and on line
and ink to write
research.
Chinese names.


Learn about
History: history of
Chinese names and
after school
Chinese calligraphy.
activities in the

school.
systems in the States and
Education: school
in China.
Comparison:

Compare the Chinese
Chinese Village about their

Discuss about school services.
way with Western way in
school life

Do a survey about satisfaction on
introducing names.
school services.

“朋友”.
Presentational:
life in China with that in
Supplementary material:


Learn a Chinese song
Make a speech introducing a new

Map of the school.
classmate.

School calendar.


Student handbook
week of school and ask about his / hers.

Chinese song “friend”

lyrics.
Write an email to a friend about the first
Write a proposal to the school admin
about improving school services.

Role play: one old student and one new
student. The old student gives advice to
the new student about how to adjust
oneself to a new environment.

Interview report: interview two students
about their school life
Interpretive:

Understand classroom instructions.

Understand maps and signs in school

Identify details and summarize main
ideas of the reading material.
Compare the students'
the Western countries.
Communities:

Interview local Chinese
students from internet.
Week 5-8: Food and Health 饮食与健康
Theme / Content

Taste Chinese food
from different cuisines.

Learn Chinese cooking
methods and make a dish.

Be familiar with
Chinese seasoning.
Assessments
Quiz.


News report.
cuisines: 京菜 / 川菜 /


Make sentences with new words and
粤菜 / 沪菜
汤圆”.
phrases.

Ask and answer questions with correct
sentence patterns.
Use Chinese utensils.


Read Chinese menus.
questions accordingly.

Read Chinese recipes.


Order food in Chinese
four pictures given with a beginning,

Write a Complain
Listen to the record and answer
Picture story: write a story based on the
middle and ending.
Interpersonal:
Letter to a restaurant

owner.
with Western cooking.

Buy food from a
Chinese supermarket.

Compare Chinese fresh

Discuss and compare Chinese cooking
Discuss and compare Chinese way with
Western way in healthy.

Discuss the main points from the
food market with Western
selective reading articles.
supermarket.


Learn the nutrition
elements.

Learn Chinese songs
Group discussion on cooking project.
Presentational:

PowerPoint presentation: Health food.

Research report: on one of the four
about food.
major cuisines in China (history, region,
Supplementary Material:
characteristics and famous dishes, etc.)

Chinese cookbooks.


Chinese menus from
Chinese dish with recipe.
restaurants.

Presentation: cooking process for a
Four major Chinese
and Communities


language.
Connection, Comparison
Cultural Link
Connection:

Make Chinese dishes.


Eat at a Chinese
People and Herbal Medicine.
restaurant.

Practice the Chinese
way to entertain guests.

Comprehend the
meaning of “口福”.

Comprehend Chinese

Online information.

and the suggestions you have for the
restaurant owner to improve their operation.

Role play: Create and act out a skit in a
restaurant setting. (waiter / waitress,
manager, and customers.)
Interpretive:

Understand Chinese menu.

Understand Chinese recipes.

Understand promotion posters in the
market.
Technology: On line
Geography: four major
Chinese Cuisines and their
geographical areas.

History: The
Wisdom: “病从口入, 祸
development of Chinese
从口出”.
cooking.

Home Economics:
cooking methods.
Comparison：

Compare Chinese
cooking and Western
cooking in healthy

Compare Chinese ways
to entertain guests with that
in the western world.

Compare Chinese fresh
food market with Western
supermarket.
Communities：
Write a complain letter about the
service, food taste, sanitary, and price, etc.
Sociology: Chinese
research and slide show.


Music: Chinese song “卖
Eat in a Chinese
restaurant and order food in
Chinese language.
Week 10-12: Shopping and Consuming 购物与消费
Theme / Content
Assessments
Cultural Link
and Communities
Connection:
Comprehend the message

Quiz.

from street commercial signs and

News report.
grocery market,

advertisements from brochures,

Make sentences with new
mega supermarket or
Read newspapers, watch
newspapers, magazines, TV and
words and phrases.
department stores.
TV commercials & Listen to
Radio.



Use measure words for the
Ask and answer questions
with correct sentence patterns.
items of foods, clothes, shoes,

housekeeping items, consumer
answer questions accordingly.
items, sport items etc.


Create a dialogue for
shopping& bargaining action.

Survey: interview at least 5
Listen to the record and
Picture story: write a story

Talk about the art of “bargain”

The art of giving
items.
and purchase at least 3 items.
and Western Flea Market.
currency: RMB.
and ending.
new consuming ideas
Talk about Asian Night Market
Use Chinese




given with a beginning, middle
consuming and write a report on
gifts and what to give as gifts.
street venders.
gifts in China.
Interpersonal:
Discuss about the way of giving
Bargain with
based on the four pictures
people about their opinions on


Shop at traditional
Connection, Comparison

Shop in Chinese stores
Interview Chinese people
Simple Fengshui
Mass Communication:
radio commercials.

Economics: Chinese
currency.

Maths: Counting.

Sociology: The tradition
& cultural meaning of
giving different gifts in
Chinese society.

Performing Arts: Role
play.

Technology: Video
project
on consuming ideas and record
Comparison:
the conversation.

Presentational:
bargain in different

Role play: shop (bargain)
Compare ways to
cultures.
in China.
at a Night Market. (customers

Supplementary Material:
and salesman / saleswoman)
Night Market with Western

Department Store Brochure


TV commercials( KFC, Pizza
shopping experience with 500

characters or more.
bargain culture vs. Western
Hut in China).

Writing:
An unforgettable
Compare Chinese
Interview report:
consuming ideas nowadays.
Interpretive:

Read, copy / take pictures
of / collect & explain 5
commercial advertisements
from the newspapers or street
commercial signs.

Listen to radio
commercials and answer
relative questions.
Flea Market.
Compare Chinese
non-bargain culture.
Week 13-16: Travel and Environment 旅行与环境
Theme / Content
Assessments
Connection, Comparison and
Cultural Link
Communities

Quiz.

Read map of China.
Connection:

News report.

Organize a local trip.

landscape and

Make sentences with new

Read Chinese
Chinese, introduce geographical
nationalities.
words and phrases.

Introduce China's
geographi
cal
Newspaper about Travel
ladscape of China and
Agencies Advertisement
comprehend the major cities &
attractions in China. Global

Read China Map.


Introduce relative
with correct sentence
for Tours in China.
Chinese history and
patterns.

information for

major
Ask and answer questions
Listen to the record and
cities-Beijing, Shangai,
answer questions accordingly.
Xian, Guangzhou and

Hong Kong.
based on the four pictures

Plan a tour itinerary
Picture story: write a story
given with a beginning, middle
Watch a Chinese
warming.
movie: Forbidden City


Comprehend
Chinese Idiom 读万卷书
famous sites-Great Walls,
, 行万里路.
Forbidden City, Terra Cotta

Soldiers, etc.
Comprehend the
and ending.
impact about the journey
days with well-planned
Interpersonal:
of Marco Polo to China.
details.


Make a checklist for
before a trip.
the preparations of a

Discuss and plan an
trip.
itinerary for a trip to China

Make reservations for
flights and hotels.

Discuss economic
which includes the length of
the tour, flight schedule,
attractions, hotels and price.
development vs.

environmental
problems in Shenzhen.
protections.

Discuss the issues of
for the travel agent
environmental issues.

者乐山, 智者乐水.

物合一”
Arts & Design: esign a
brochure as a travel agent.
Comprehend
Chinese philosophy:
Journalism: Read Newspaper
万
Technology: On line search
for booking flights and reserving
hotels.

Maths: Make reasonable
budget.

Economy: The economy in
environmental protections and
developing countries.
the high school students
pollution situation in China.

can do to help protecting
Presentational:
philosophy about the earth.
our living environment.


Share ideas on what
Discuss the pollution

advertisements and news about
Comprehend
Chinese philosophy: 仁


History: Comprehend
dynasties in Chinese History and
for certain amount of
Discuss the preparations
Geography :Read maps in
Comparison:
Write a letter to the school

reports from newspaper
principal, and give
between China and the United
articles regarding global
suggestions about what the
States.
warming issues
school can do for

environmental protections
environmental protection in
besides recycling the paper.
various regions, countries, etc.


Summarize the
Composition:
Philosophy: Chinese
Draft out a Recycling
project for the school.

Make posters in

Group Project:
Compare landscapes
Compare different cases of
Communities:
Chinese & English to
Online research about the

Make posters in Chinese &
promote the awareness
pollution caused by the
English to promote the
of environmental
economical development in
awareness of environmental
protections and the
different countries and what
protections and the issues of
issues of global warming.
their governments are doing
global warming. Put the posters
Supplementary
or can do to prevent further
around the school.
Material:
damage of the living

Map of China
environment and the earth.

Poster Making:
Make posters in both Chinese
& English to promote the
awareness of the
environmental protections for
air, water & waste pollutions.
Role Play: A skit for a family
who plans to visit China with
the necessary preparations
before the trip starts.

Group Project: Make a
Commercial Advertisement
and a traveling brochure for a
tour as a travel agent.
Interpretive:

Read the Map of China,
identify major rivers,
mountains, cities, etc.

Read an authentic
brochures about traveling in
China.

Comprehend the brief
history of Chinese Dynasties,
the history of famous relics Great Wall, Forbidden City,
Terra Cotta soldiers and the
map locations of major cities
in China-Beijing, Xi’an,
Shanghai and Guangzhou,
etc.
Week 18-21 Chinese Traditional Festivals 中国传统节庆
Theme / Content
Cultural Link
and Communities
Connection:
Quiz.

customs, seasons, traditional

News report.
about the origins of

food and activities of four

Make sentences with new
Chinese festivals.
Online research about the
Chinese traditional
words and phrases.
festivals-Chinese New Year, Mid

Autumn Festival, Dragon Boat
with correct sentence patterns.
Festival and Qing Ming Festival.


Discuss the customs of
Ask and answer questions

Online research
Connection, Comparison


List and compare the origins,
Assessments
Sing songs:
新年好, 恭喜发财

Celebrate Chinese
Technology:
Chinese festivals.

PowerPoint
Presentation
Listen to the record and
New Years & bring

answer questions accordingly.
festival food to the
Role play: the skit.
class to share.

giving presents in Chinese

society.
based on the four pictures given

with a beginning, middle and
classroom for Chinese
traditional holidays.
ending.
New Year.
Comparison:
Interpersonal:


Create and write picture
stories about Chinese festivals.

Celebrate Chinese New
Year’s with traditional food and

scroll writings with traditional red
paper and brush pen.

Sing Songs that related to
Picture story: write a story
Performing arts:
Write scrolls with
The history of Chinese

Compare one's
brush pens on
own festivals in his / her
the power point project and
traditional red paper.
home country with Chinese
drama performance preparation.
Words for Scrolls:
festivals in traditional food,
恭喜发财，万事如意，
ways of celebration,
新春快乐, 岁岁平安，
customs and any particular

Discuss in mini groups for
Decorate the
History:
Discuss Chinese customs
the festivals.
for giving presents.
Supplementary Material:
Presentational:

TV programs


DVD documentary
Presentation:

Oral Report & Power Point
Each group chooses one of
吉祥如意，恭贺新禧
taboos.
Communities:

Participate in local
community's
celebrating
the major festivals-Chinese New
activities
Year, Mid-Autumn Festival, Qing
New Year and Dragon Boat
Ming Memorial Day and Dragon
Festivals.
Boat Festival.

Do research online and
make a power-point
presentation

About its related history,
legendary stories, cultural items
& food and how Chinese people
celebrate it. Explain their
symbols and bring real festival
food to the class for sharing after
the presentation.

Role Play: Students select
one of the Chinese traditional
for Chinese
festivals as their main theme
and then create a skit. The
assessment criteria are based
on the language, preparation,
content and collaboration.
Interpretive:

Understand the stories about
origin of the traditional festivals.

Understand and appreciate
the customs of celebrating the
festivals.

Understand the songs about
the festivals.

Understand the red couplets
and greetings people say on
certain festivals.
Week 22-26: Education and Media 教育与传媒
Connection,
Theme / Content
Assessments
Cultural Link
Comparison and
Communities

Compare the modern Chinese
education system with the Western
education system in various fields, such
as curriculum, assessment methods,
Quiz.


News report.
Chinese education


Make sentences with new
system and Western
educational system in
education system.
China & in the States.
words and phrases.
the types of homework,

textbook-oriented or student-oriented
way of learning, etc.

Compare parents' expectations
Ask and answer questions
with correct sentence patterns.

Listen to the record and

Compare
Connection:

Compare the

Education:
Sociology:
school life in China
Chinese society & the
with the school life in
traditional value
Western world.
about education.
towards the learning outcomes
answer questions accordingly.
between Asian students and Western

students.
based on the four pictures given
parents' expectations
history of Chinese
with a beginning, middle and
with Western parents
education.
ending.
towards their children's

Interpersonal:
learnings.
Online search. Edit

Categorize the different movies
types by common standards: Actions,
Romance, Cartoon, Comedy, Science
Fiction, Documentary, Tragedy,

Musical, etc.

Discuss the positive and negative
influences of TV shows and movies

Briefly introduce about a favorite
movie or a TV show.

Search a program List of a TV
Channel.

Introduce “007” Movie Series and
“Titanic” in the movie history.

List some popular teenagers’ TV
series and movies and discuss the
reasons.

Research the popular types of
Picture story: write a story
Discuss and compare Chinese


Compare Asian
Comprehend the

History: The
Technology:
and produce a Video
education system with the
philosophy of
project.
Western Education system.
Confucius in

education: “有教无类”
Perform for a skit.

Discuss the influence of TV
Shows and movies.
Presentational:

Video Project: 4 students per

品，唯有读书高”
movie or a TV show.
Watch Chinese
CCTV, SZTV channels
and their programs.
she studies in China, role play the

story and video tape the acting
Literature:
Briefly introduce a

foreign students meet when he /

meaning of “万般皆下
group to present a movie project.
Write a skit about problems a
Comprehend the
Performing Arts:
Learn Chinese
Proverb:
Comparison:

Compare the
different education
systems between
Chinese schools and
movies and TV shows for Chinese
with background music and every
adults and teenagers.
necessary technical skills for

making a video project.
parents' expectations
Interpretive
with Western parents

Research the numbers of TV
stations, TV sets and movie theaters in
China.
Supplementary Materials

DVD Movies

Chinese Magazines.

TV programs.

Listen to the recording and
answer the question accordingly.

Summarize a clip of a movie
“寓教于乐”
Western schools
Compare Asian
towards their
children's learning.

Compare the
or a TV show that shows in the
Program list of CCTV
class.
Channels and
Western channels
Week 27-30: Animal and Humanity 动物与人类
Connection,
Theme / Content
Assessments
Cultural Link
Comparison and
Communities

Quiz.
contributions of animals in

News report.
Chinese
human beings lives from the

Make sentences with new words and
idioms that

Discuss the roles and
ancient time to the present
time.

by the teacher regarding
animals' rights
and ecology
protections issue.

phrases.

Discuss the questions given
Online search for the
related information about

Ask and answer questions with correct
sentence patterns.

Listen to the record and answer
questions accordingly.

Picture story: write a story based on the

Technology: On line
search.
have animal

Biology: animals
characters in

Geography: Tibetan
sentences.

Compreh
end the
roles of
Antelopes and their
living environment.

Literature: Chinese
idioms.
animals in
middle and ending.
Chinese
beings' rights vs.
language
Animals' rights.
Interpersonal:
protect Pandas or other

Interview other students in school about
endangered animals in China
their opinions
and in the world.
scientific and medical experiments.
Apply Chinese idioms which
Connection:
four pictures given with a beginning,
animal protection work to

Apply

on using animals for
Discuss the relationship between
and culture.

Compreh

Sociology: Human
Comparison:

Compare the roles of
end the
animals in Chinese
crisis of the
culture and in one's own
culture.
have animal characters
animals and human beings in the movie of
ecological
involved in sentences.
”可可西里”.
imbalance in
Communities:
China.


Use measure words for
animals fishes: 一头牛,一只狗,
一匹马,一群羊, 一条鱼, etc.

Watch a Chinese movie: “可
可西里”
Supplementary Material:

DVD movies

Internet sites
www.baidu.com
www.sina.com.cn
www.google.cn
www.163.com
Presentational:

Presentation: Write a report based on
Participate the
activities of “Roots and
the online search information about the
Shoots” to promote the
work that Chinese government has done
awareness of protecting
for protecting Pandas and other
animals.
endangered animals.

Creative writing with idioms: Create a
short story and use with at least 20 idioms
that have animal characters in sentences.
The composition should have at least 500
words.

Oral Report: Online search and report
on some cases of animals abuse around
the world now

Interpretive:

Listen to the recording regarding this
unit and answer the questions accordingly.

Comprehend the story of the movie “可
可西里“
Week 31-35: Sports 运动与竞技
Connection,
Theme / Content
Assessments
Cultural Link
Comparison and
Communities

Compare popular sports in
China and in the States.

Use sporty terms for reporting

Quiz.


News report.
sports in China.

Make sentences with new

a basket ball game and a soccer
words and phrases.
game.


Interpret and report a session
Ask and answer questions with
correct sentence patterns.
of a soccer game in Chinese

Listen to the record and
which was taped from a TV sports
answer questions accordingly.
channel.

State popular
Identify the 35
Connection:

Physical Education:
Technical terms for
event symbols of
basketball games and
Beijing Olympic
soccer games.
Games.


Identify and
Journalism: Sport
News on TV.
explain the meanings

Picture story: write a story
of Five Dolls of
Beijing Olympic
based on the four pictures given
Beijing Olympic
Games.
Symbols for 2008 Beijing Olympic
with a beginning, middle and
Games.
Comparison:
Games which are written and
ending.

designed from the ancient
Interpersonal:
Quan & Shao Lin
popular sports in China
Chinese calligraphy.

Kong Fu.
and in the United


Identify Thirty-five Event
Explain One's favorite sport
and why.

Identify Five-Doll-Symbols of
Brainstorm, list and discuss
about popular sport events in
China and in the States.

Discuss one’s favorite sports
Beijing Olympic Games and
and explain why.
comprehend the meanings that
Presentational:
they represent.


Watch a Chinese language
On Site Report:
Watch a soccer game from TV
movie” Initial D”about sports and
sports channel and live report the
family relationship.
ongoing game in Chinese for 10

Introduce Tai Ji Quan & Shao
minutes and record it with Audacity
Lin Kong Fu.
Program for grading.
Supplementary Material:

Presentation: Read two sport

China TV Sports Channel.
news from websites and

Websites about Beijing
summarize them in writing and
Olympic Games, 2008.
then report to the class as a

Chinese Movie “Initial D”
current sport news.

Internet sites

Writing: Online search the
www.baidu.com
information for the symbols of
www.sina.com.cn
Beijing Olympic Games-five dolls
www.google.cn
and the meanings that they
represent.
Interpretive:

Listen to the recording of the
Introduce Tai Ji

News about 2008
Compare the most
States.
text and answer the questions
accordingly.

Identify Thirty-five Event
Symbols for 2008 Beijing Olympic
Games which are written and
designed from the ancient Chinese
calligraphy.
Teaching Strategies
The course focuses a lot on developing oral fluency, formal writing skills, and critical thinking. Many student activities are
used besides teacher lecturing. Pair work, group discussion, peer share, web searches, cultural projects, skits, debates,
speeches and writing composition are employed during teaching.
There are several steps in each of the units: vocabulary and grammar learning, reading comprehension, discussion,
exercises, writing practice.
Student Evaluation
Final grades are based on the following:
class participation & effort
20%
Students are expected to come to class prepared. Active involvement in class discussion and activities is essential.
homework assignments
20%
Homework is assigned after every class. It usually includes listening / speaking exercises, vocabulary-building practice,
grammar exercises and reading / writing exercises.
quizzes
20%
Vocabulary, grammar and reading comprehension quizzes usually include dictation of words, fill-in blanks, multiple-choice
questions, sentence-completions and short readings.
unit tests
20%
Unit tests are designed to assess students’ overall mastery of the unit and include sections on vocabulary, grammar,
reading comprehension and writing.
unit projects
20%
Unit projects provide opportunities for students to work independently and / or cooperatively to write and speak Chinese in
different formats.
Teacher & Student Resources
Books, Magazines and Newspapers

Zheng Guoxiong, New Concept Chinese (Chinese for Europeans & Americans) 《新概念汉语》中级课本, Beijing
Language and Culture University Press 2002

Bai Chongqian, Zhu Jianzhong, Chinese Course – Newspaper Language《报刊语言教程》, Beijing Language and
Culture University Press, 2004

Zhao Jianhua, Zhu Bingyao, Chinese Course – Writing《汉语写作教程》, Beijing Language and Culture University Press,
2004

Han Jiantang, China’s Cultural Heritage《中国文化》, Beijing Language and Culture University Press, 2004

Li Fu, Chinese Human Geography《中国人文地理》, Beijing Language and Culture University Press, 2004

Nie Xin, Walk into Chinese Festivals《走进中国节日》, Hu’nan Art Press, 2005

Learning Chinese (A bi-monthly magazine)《学汉语》, Beijing Language and Culture University Press
Websites

Chinese-English / English-Chinese dictionary: http://dict.cn/

Chinese dictionary and about Chinese people, language, and customs: http://www.zdic.net/

Chinese traditions and calendar: http://www.nongli.com/

Chinese history and traditional culture: http://www.chinage.net/

Collection of Poetry: http://www.poets.cn/

Chinese traditional culture and arts: http://www.artx.cn/

Chinese history and culture: http://www.greatchinese.net/

Chinese literature and read aloud: http://www.langsong.cn/index.htm

China studies: http://chinaknowledge.org/

Chinese learning: http://www.stpinyin.com/

Chinese learning: http://www.publicchinese.com/

Searching engine: http://www.baidu.com/

Chinese news: http://www.chinanews.com.cn/

All about China: http://www.china.com.cn/

Others…
Films / DVDs / CDs

Eat Drink Man woman 《饮食男女》, 1994, Taiwan, An Lee, Director, DVD.

Raise the Red Lantern《大红灯笼高高挂》, 1991, China, Yimou Zhang, Director, DVD.

No One Less《一个都不能少》, 1999, China, Yimou Zhang, Director, DVD.

The Guasha Treatment《刮痧》, 2001, China, Xiaolong Zheng, Director, DVD.

Discovering the Yangtze River《再说长江》, 2006, China, CCTV, DVD.

Chinese Famous Cities《中国名城风采写真》, 2002, Guizhou Oriental Audiovisual Press, VCD.