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  4. <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
  5. Chinese. You will learn both to understand and to speak it. Although Standard
  6. Chinese is one language, there are differences between the particular form it takes
  7. in Beijing and the form it takes in the rest of the country. There are also, of
  8. course, significant non-linguistic differences between regions of the country.
  9. Reflecting these regional differences, the settings for most conversations are
  10. Beijing and Taipei.</p><p> This course represents a new approach to the teaching of foreign languages. In
  11. many ways it redefines the roles of teacher and student, of classwork and homework,
  12. 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
  13. obvious ones you will encounter upon arriving in China. You will be
  14. communicating in Chinese most of the time you are in class. You will not
  15. always "be talking about real situations, " but you will almost always be
  16. purposefully exchanging information in Chinese.</p></li><li class="listitem"><p>This focus on communicating means that the teacher is first of all your
  17. 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
  18. limits your opportunity to interact with a speaker of the Chinese language
  19. and to experience the language in its full spontaneity, flexibility, and
  20. responsiveness.</p></li><li class="listitem"><p>Using class time for communicating, you will complete other course
  21. activities out of class whenever possible. This is what the tapes are for.
  22. They introduce the new material of each unit and give you as much additional
  23. 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
  24. material step by step and then give you intensive practice on what you have
  25. covered. In this course you will spend almost all your time listening to
  26. Chinese and saying things in Chinese, either with the tapes or in
  27. class.</p></li></ul></div><p>
  28. <span class="bold"><strong>How the Course Is Organized</strong></span>
  29. </p><p>The subtitle of this course, "A Modular Approach," refers to overall organization
  30. of the materials into MODULES which focus on particular situations or language
  31. topics and which allow a certain amount of choice as to what is taught and in what
  32. order. To highlight equally significant features of the course, the subtitle could
  33. just as well have been "A Situational Approach," "A Taped-Input Approach," or "A
  34. 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
  35. 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
  36. out schedule information, buying tickets, and making
  37. reservations.</td></tr><tr><td>ARRANGING A MEETING (MTG)</td><td>Arranging a business meeting or a social get-together,
  38. changing the time of an appointment, and declining an
  39. invitation.</td></tr><tr><td>SOCIETY (SOC)</td><td>Talking about families, relationships between people,
  40. cultural roles in traditional society, and cultural trends in
  41. modern society.</td></tr><tr><td>TRAVELING IN CHINA (TRL)</td><td>Making travel arrangements and visiting a kindergarten, the
  42. 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
  43. committees, leisure activities, traffic and transportation,
  44. buying and rationing, housing. </td></tr><tr><td>TALKING ABOUT THE NEWS (TAN)</td><td>Talking about government and party policy changes described
  45. in newspapers the educational system agricultural policy,
  46. international policy, ideological policy, and policy in the
  47. 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
  48. modules. Resource modules teach particular systems in the language, such as numbers
  49. and dates. As you proceed through a situational core module, you will occasionally
  50. take time out to study part of a resource module. (You will begin the first three of
  51. 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&amp;R)</td><td style="text-align: left">The sound system of Chinese and the Pinyin system of
  52. 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
  53. situation.</td></tr><tr><td style="text-align: left">TIME AND DATES (T&amp;D)</td><td style="text-align: left">Dates, days of the week, clock time, parts of the
  54. 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
  55. auxiliary verbs, complex sentences, adverbial expressions.
  56. </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>
  57. </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&amp;0) </p></li></ul></div><p>
  58. </p><p>Each module consists of tapes and a student textbook. These optional modules may
  59. 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
  60. modules, and resource modules fit together in the course. Resource modules are shown
  61. where study should begin. Optional modules are shown where they may be
  62. 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
  63. listed at the beginning of the text for each module. Read these before
  64. starting work on the first unit to fix in your mind what you are trying to
  65. accomplish and what you will have to do to pass the test at the end of the
  66. module.</p></li><li class="listitem"><p><span class="bold"><strong>Target Lists</strong></span>: These follow the objectives
  67. in the text. They summarize the language content of each unit in the form of
  68. typical questions and answers on the topic of that unit. Each sentence is
  69. given both in romanized Chinese and in English. Turn to the appropriate
  70. Target List before, during, or after your work on a unit, whenever you need
  71. 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
  72. sentences are given on these tapes. Except in the short Orientation Module,
  73. 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
  74. module, you will take a Criterion Test to find out which module objectives
  75. you have met and which you need to work on before beginning to study another
  76. 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
  77. 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
  78. introduces all the new words and structures in the unit and lets you hear
  79. them in the context of short conversational exchanges. It then works them
  80. into other short conversations and longer passages for listening practice,
  81. and finally reviews them in the Target List sentences. Your goal when using
  82. 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
  83. you practice in pronouncing the new words and in saying the sentences you
  84. learned to understand on the C-l tape. Your goal when using the P-l tape is
  85. to be able to produce any of the Target List sentences in Chinese when given
  86. the English equivalent. </p><p>The C-l and P-l tapes, not accompanied by workbooks, are "portable," in
  87. the sense that they do not tie you down to your desk. However, there are
  88. some written materials for each unit which you will need to work into your
  89. study routine. A text <span class="italic">Reference List</span> at
  90. the beginning of each unit contains the sentences from the C-l and P-l
  91. tapes. It includes both the Chinese sentences and their English equivalents.
  92. The text <span class="italic">Reference Notes</span> restate and
  93. expand the comments made on the C-l and P-l tapes concerning grammar,
  94. vocabulary, pronunciation, and culture. After you have worked with the C-l
  95. 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
  96. activity of the unit, you find out how well you learned the C-l and P-l
  97. sentences. The teacher checks your understanding and production of the
  98. Target List sentences. He also presents any additional required vocabulary
  99. items, found at the end of the Target List, which were not on the C-l and
  100. P-l tapes.</p></li><li class="listitem"><p><span class="bold"><strong>Structural Buildup</strong></span>: During this class
  101. activity, you work on your understanding and control of the new structures
  102. in the unit. You respond to questions from your teacher about situations
  103. illustrated on a chalkboard or explained in other ways.</p><p>After these activities, your teacher may want you to spend some time
  104. 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
  105. various types of drills based on the Target List sentences and on the
  106. additional required vocabulary.</p></li><li class="listitem"><p><span class="bold"><strong>Drills</strong></span>: The teacher may have you go over
  107. some or all of the drills in class, either to prepare for work with the
  108. 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
  109. 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
  110. provides advanced listening practice with exercises containing long, varied
  111. passages which fully exploit the possibilities of the material covered. In
  112. 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
  113. resembles the Structural Buildup in that you practice using the new
  114. structures of the unit in various situations. The P-2 Workbook provides
  115. instructions and displays of information for each exercise.</p><p>Following work on these two tapes, you take part in two class
  116. activities:</p></li><li class="listitem"><p><span class="bold"><strong>Exercise Review</strong></span>: The teacher reviews the
  117. exercises of the C-2 tape by reading or playing passages from the tape and
  118. questioning you on them. He reviews the exercises of the P-2 tape by
  119. 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
  120. what you have learned in the unit for the purposeful exchange of
  121. information. Both fictitious situations (in Communication Games) and
  122. real-world situations involving you and your classmates (in "interviews")
  123. 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
  124. MATERIALS</th><th style="text-align: center">WRITTEN
  125. MATERIALS</th><th style="text-align: center">CLASS
  126. ACTIVITIES</th></tr></thead><tbody><tr><td>C-l, P-l Tapes</td><td>
  127. <p>Target List </p>
  128. <p>Reference List</p>
  129. <p>Reference Notes</p>
  130. </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>
  131. <p>Reference Notes</p>
  132. <p>C-2, P-2 Workbooks</p>
  133. </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
  134. 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
  135. 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
  136. intended to include both masculine and feminine genders.
  137. (Translations of foreign language material not included.)</p></div></div></div></body></html>