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- <html xmlns="http://www.w3.org/1999/xhtml"><head xmlns:h="http://www.w3.org/1999/xhtml"><title>Introduction</title><meta name="generator" content="DocBook XSL Stylesheets V1.79.2"/></head><body><div class="preface"><div class="titlepage"><div><div><h1 class="title"><a id="d0e65"/>Introduction</h1></div></div></div><div class="section"><div class="titlepage"><div><div><h1 class="title"><a id="d0e68"/>About the course</h1></div></div></div><p>This course is designed to give you a practical command of spoken Standard
- Chinese. You will learn both to understand and to speak it. Although Standard
- Chinese is one language, there are differences between the particular form it takes
- in Beijing and the form it takes in the rest of the country. There are also, of
- course, significant non-linguistic differences between regions of the country.
- Reflecting these regional differences, the settings for most conversations are
- Beijing and Taipei.</p><p> This course represents a new approach to the teaching of foreign languages. In
- many ways it redefines the roles of teacher and student, of classwork and homework,
- and of text and tape. Here is what you should expect: </p><div class="itemizedlist"><ul class="itemizedlist"><li class="listitem"><p>The focus is on communicating in Chinese in practical situations — the
- obvious ones you will encounter upon arriving in China. You will be
- communicating in Chinese most of the time you are in class. You will not
- always "be talking about real situations, " but you will almost always be
- purposefully exchanging information in Chinese.</p></li><li class="listitem"><p>This focus on communicating means that the teacher is first of all your
- conversational partner. Anything that forces him<a href="#ftn.d0e82" class="footnote" id="d0e82"><sup class="footnote">[1]</sup></a> back into the traditional roles of lecturer and drill-master
- limits your opportunity to interact with a speaker of the Chinese language
- and to experience the language in its full spontaneity, flexibility, and
- responsiveness.</p></li><li class="listitem"><p>Using class time for communicating, you will complete other course
- activities out of class whenever possible. This is what the tapes are for.
- They introduce the new material of each unit and give you as much additional
- practice as possible without a conversational partner.</p></li><li class="listitem"><p>The texts summarize and supplement the tapes, which take you through new
- material step by step and then give you intensive practice on what you have
- covered. In this course you will spend almost all your time listening to
- Chinese and saying things in Chinese, either with the tapes or in
- class.</p></li></ul></div><p>
- <span class="bold"><strong>How the Course Is Organized</strong></span>
- </p><p>The subtitle of this course, "A Modular Approach," refers to overall organization
- of the materials into MODULES which focus on particular situations or language
- topics and which allow a certain amount of choice as to what is taught and in what
- order. To highlight equally significant features of the course, the subtitle could
- just as well have been "A Situational Approach," "A Taped-Input Approach," or "A
- Communicative Approach."</p><p>Ten situational modules form the core of the course: </p><div class="informaltable"><table class="informaltable" border="0"><colgroup><col class="c1"/><col class="c2"/></colgroup><tbody><tr><td>ORIENTATION (ORN)</td><td>Talking about who you are and where you are from.</td></tr><tr><td>BIOGRAPHIC INFORMATION (BIO)</td><td>Talking about your background, family, studies, and
- occupation and about your visit to China. </td></tr><tr><td>MONEY (MON)</td><td>Making purchases and changing money.</td></tr><tr><td>DIRECTIONS (DIR)</td><td>Asking directions in a city or in a building.</td></tr><tr><td>TRANSPORTATION (TRN)</td><td>Taking buses, taxis, trains, and planes, including finding
- out schedule information, buying tickets, and making
- reservations.</td></tr><tr><td>ARRANGING A MEETING (MTG)</td><td>Arranging a business meeting or a social get-together,
- changing the time of an appointment, and declining an
- invitation.</td></tr><tr><td>SOCIETY (SOC)</td><td>Talking about families, relationships between people,
- cultural roles in traditional society, and cultural trends in
- modern society.</td></tr><tr><td>TRAVELING IN CHINA (TRL)</td><td>Making travel arrangements and visiting a kindergarten, the
- Great Wall, the Ming Tombs, a commune, and a factory.</td></tr><tr><td>LIFE IH CHINA (LIC)</td><td>Talking about daily life in <span xml:lang="cmn-Latn-pinyin" class="foreignphrase"><em xml:lang="cmn-Latn-pinyin" class="foreignphrase">Bĕijīng</em></span> street
- committees, leisure activities, traffic and transportation,
- buying and rationing, housing. </td></tr><tr><td>TALKING ABOUT THE NEWS (TAN)</td><td>Talking about government and party policy changes described
- in newspapers the educational system agricultural policy,
- international policy, ideological policy, and policy in the
- arts.</td></tr></tbody></table></div><p>Each core module consists of tapes, a student textbook, and a workbook.</p><p> In addition to the ten CORE modules, there are also RESOURCE modules and OPTIONAL
- modules. Resource modules teach particular systems in the language, such as numbers
- and dates. As you proceed through a situational core module, you will occasionally
- take time out to study part of a resource module. (You will begin the first three of
- these while studying the Orientation Module.)</p><div class="informaltable"><table class="informaltable" border="0"><colgroup><col style="text-align: left" class="c1"/><col style="text-align: left" class="c2"/></colgroup><tbody><tr><td style="text-align: left">PRONUNCIATION AND ROMANIZATION (P&R)</td><td style="text-align: left">The sound system of Chinese and the Pinyin system of
- romanization.</td></tr><tr><td style="text-align: left">NUMBERS (NUM)</td><td style="text-align: left">Numbers up to five digits. </td></tr><tr><td style="text-align: left">CLASSROOM EXPRESSIONS (CE)</td><td style="text-align: left">Expressions basic to the classroom learning
- situation.</td></tr><tr><td style="text-align: left">TIME AND DATES (T&D)</td><td style="text-align: left">Dates, days of the week, clock time, parts of the
- day.</td></tr><tr><td style="text-align: left">GRAMMAR</td><td style="text-align: left">Aspect and verb types, word order, multisyllabic verbs and
- auxiliary verbs, complex sentences, adverbial expressions.
- </td></tr></tbody></table></div><p>Each module consists of tapes and a student textbook.</p><p>The eight optional modules focus on particular situations: </p><p>
- </p><div class="itemizedlist"><ul class="itemizedlist"><li class="listitem"><p>RESTAURANT (RST)</p></li><li class="listitem"><p>HOTEL (HTL)</p></li><li class="listitem"><p>PERSONAL WELFARE (WLF)</p></li><li class="listitem"><p> POST OFFICE AND TELEPHONE (PST/TEL)</p></li><li class="listitem"><p>CAR (CAR)</p></li><li class="listitem"><p>CUSTOMS SURROUNDING MARRIAGE, BIRTH, MD DEATH (MBD)</p></li><li class="listitem"><p>NEW YEAR'S CELEBRATION (NYH)</p></li><li class="listitem"><p>INSTITUTIONS AND ORGANIZATIONS (l&0) </p></li></ul></div><p>
- </p><p>Each module consists of tapes and a student textbook. These optional modules may
- be used at any time after certain core modules, </p><p>The diagram on page <a class="xref" href="pr03.html#Image-1">???</a> shows how the core modules, optional
- modules, and resource modules fit together in the course. Resource modules are shown
- where study should begin. Optional modules are shown where they may be
- introduced.</p><div class="mediaobject"><img src="FSI-Chinese-MOD1-Textbook/Images/diagram.png" width="496" alt="About the course"/></div><p><span class="bold"><strong>Inside a Core Module </strong></span></p><p>Each core module has from four to eight units. A module also includes: </p><div class="itemizedlist"><ul class="itemizedlist"><li class="listitem"><p><span class="bold"><strong>Objectives</strong></span>: The module objectives are
- listed at the beginning of the text for each module. Read these before
- starting work on the first unit to fix in your mind what you are trying to
- accomplish and what you will have to do to pass the test at the end of the
- module.</p></li><li class="listitem"><p><span class="bold"><strong>Target Lists</strong></span>: These follow the objectives
- in the text. They summarize the language content of each unit in the form of
- typical questions and answers on the topic of that unit. Each sentence is
- given both in romanized Chinese and in English. Turn to the appropriate
- Target List before, during, or after your work on a unit, whenever you need
- to pull together what is in the unit.</p></li><li class="listitem"><p><span class="bold"><strong>Review Tapes</strong></span> (R-l): The Target List
- sentences are given on these tapes. Except in the short Orientation Module,
- there are two R-l tapes for each module.</p></li><li class="listitem"><p><span class="bold"><strong>Criterion Test</strong></span>: After studying each
- module, you will take a Criterion Test to find out which module objectives
- you have met and which you need to work on before beginning to study another
- module.</p></li></ul></div><p><span class="bold"><strong>Inside a Unit </strong></span></p><p>Here is what you will be doing in each unit. First, you will work through two
- tapes: </p><div class="orderedlist"><ol class="orderedlist"><li class="listitem"><p><span class="bold"><strong>Comprehension Tape 1 (C-l)</strong></span>: This tape
- introduces all the new words and structures in the unit and lets you hear
- them in the context of short conversational exchanges. It then works them
- into other short conversations and longer passages for listening practice,
- and finally reviews them in the Target List sentences. Your goal when using
- the tape is to understand all the Target List sentences for the unit.</p></li><li class="listitem"><p><span class="bold"><strong>Production Tape 1 (P-l)</strong></span>: This tape gives
- you practice in pronouncing the new words and in saying the sentences you
- learned to understand on the C-l tape. Your goal when using the P-l tape is
- to be able to produce any of the Target List sentences in Chinese when given
- the English equivalent. </p><p>The C-l and P-l tapes, not accompanied by workbooks, are "portable," in
- the sense that they do not tie you down to your desk. However, there are
- some written materials for each unit which you will need to work into your
- study routine. A text <span class="italic">Reference List</span> at
- the beginning of each unit contains the sentences from the C-l and P-l
- tapes. It includes both the Chinese sentences and their English equivalents.
- The text <span class="italic">Reference Notes</span> restate and
- expand the comments made on the C-l and P-l tapes concerning grammar,
- vocabulary, pronunciation, and culture. After you have worked with the C-l
- and P-l tapes, you go on to two class activities:</p></li><li class="listitem"><p><span class="bold"><strong>Target List Review</strong></span>: In this first class
- activity of the unit, you find out how well you learned the C-l and P-l
- sentences. The teacher checks your understanding and production of the
- Target List sentences. He also presents any additional required vocabulary
- items, found at the end of the Target List, which were not on the C-l and
- P-l tapes.</p></li><li class="listitem"><p><span class="bold"><strong>Structural Buildup</strong></span>: During this class
- activity, you work on your understanding and control of the new structures
- in the unit. You respond to questions from your teacher about situations
- illustrated on a chalkboard or explained in other ways.</p><p>After these activities, your teacher may want you to spend some time
- working on the drills for the unit.</p></li><li class="listitem"><p><span class="bold"><strong>Drill Tape</strong></span>: This tape takes you through
- various types of drills based on the Target List sentences and on the
- additional required vocabulary.</p></li><li class="listitem"><p><span class="bold"><strong>Drills</strong></span>: The teacher may have you go over
- some or all of the drills in class, either to prepare for work with the
- tape, to review the tape, or to replace it. </p><p>Next, you use two more tapes. These tapes will give you as much additional
- practice as possible outside of class.</p></li><li class="listitem"><p><span class="bold"><strong>Comprehension Tape 2 (C-2)</strong></span>: This tape
- provides advanced listening practice with exercises containing long, varied
- passages which fully exploit the possibilities of the material covered. In
- the C-2 Workbook you answer questions about the passages.</p></li><li class="listitem"><p><span class="bold"><strong>Production Tape 2 (P-2)</strong></span>: This tape
- resembles the Structural Buildup in that you practice using the new
- structures of the unit in various situations. The P-2 Workbook provides
- instructions and displays of information for each exercise.</p><p>Following work on these two tapes, you take part in two class
- activities:</p></li><li class="listitem"><p><span class="bold"><strong>Exercise Review</strong></span>: The teacher reviews the
- exercises of the C-2 tape by reading or playing passages from the tape and
- questioning you on them. He reviews the exercises of the P-2 tape by
- questioning you on information displays in the P-2 Workbook.</p></li><li class="listitem"><p><span class="bold"><strong>Communication Activities</strong></span>: Here you use
- what you have learned in the unit for the purposeful exchange of
- information. Both fictitious situations (in Communication Games) and
- real-world situations involving you and your classmates (in "interviews")
- are used.</p></li></ol></div><p><span class="bold"><strong>Materials and Activities for a Unit</strong></span></p><div class="informaltable"><table class="informaltable" border="1"><colgroup><col class="c1"/><col class="c2"/><col class="c3"/></colgroup><thead><tr><th style="text-align: center">TAPED
- MATERIALS</th><th style="text-align: center">WRITTEN
- MATERIALS</th><th style="text-align: center">CLASS
- ACTIVITIES</th></tr></thead><tbody><tr><td>C-l, P-l Tapes</td><td>
- <p>Target List </p>
- <p>Reference List</p>
- <p>Reference Notes</p>
- </td><td>Target List Review</td></tr><tr><td style="text-align: center">-------------</td><td style="text-align: center">-------------</td><td>Structural Buildup</td></tr><tr><td>D-l Tapes</td><td>Drills</td><td>Drills </td></tr><tr><td>C-2, P-2 Tapes</td><td>
- <p>Reference Notes</p>
- <p>C-2, P-2 Workbooks</p>
- </td><td>Exercise Review</td></tr><tr><td style="text-align: center">-------------</td><td style="text-align: center">-------------</td><td>Communication Activities</td></tr></tbody></table></div><div class="figure"><a id="d0e403"/><p class="title"><strong>Figure 1. <span xml:lang="cmn-Latn-pinyin" class="foreignphrase"><em xml:lang="cmn-Latn-pinyin" class="foreignphrase">Wen wǔ</em></span> Temple in
- central Taiwan (courtesy of Thomas Madden)</strong></p><div class="figure-contents"><p>By Photo by CEphoto, Uwe Aranas or alternatively © CEphoto, Uwe Aranas, CC
- BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=51438668<span class="inlinemediaobject"><img src="../../../../T%C3%A9l%C3%A9chargements/1008px-Sun-Moon-Lake_Taiwan_Wen-Wu-Temple-01.jpg" alt="Wen wǔ Temple in central Taiwan (courtesy of Thomas Madden)"/></span></p><div class="mediaobject" style="text-align: center"><img src="FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-3.png" style="text-align: middle" alt="Wen wǔ Temple in central Taiwan (courtesy of Thomas Madden)"/></div></div></div><p> </p></div><div class="footnotes"><br/><hr/><div id="ftn.d0e82" class="footnote"><p><a href="#d0e82" class="para"><sup class="para">[1] </sup></a>As used in this course, the words "he," "him," and "Ms" are
- intended to include both masculine and feminine genders.
- (Translations of foreign language material not included.)</p></div></div></div></body></html>
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