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  4. <html xmlns="http://www.w3.org/1999/xhtml"><head><title>Introduction</title><meta name="generator" content="DocBook XSL Stylesheets V1.79.2"/><link rel="home" href="index.xhtml" title="Standard Chinese"/><link rel="up" href="index.xhtml" title="Standard Chinese"/><link rel="prev" href="pr02.xhtml" title="Preface"/><link rel="next" href="pr03s02.xhtml" title="Background Notes: About Chinese"/></head><body><div class="navheader"><table width="100%" summary="Navigation header"><tr><th colspan="3" align="center">Introduction</th></tr><tr><td width="20%" align="left"><a accesskey="p" href="pr02.xhtml">Prev</a> </td><th width="60%" align="center"> </th><td width="20%" align="right"> <a accesskey="n" href="pr03s02.xhtml">Next</a></td></tr></table><hr/></div><div class="preface"><div class="titlepage"><div><div><h1 class="title"><a id="d5e36"/>Introduction</h1></div></div></div><div class="toc"><p><strong>Table of Contents</strong></p><dl class="toc"><dt><span class="section"><a href="pr03.xhtml#d5e38">About the course</a></span></dt><dt><span class="section"><a href="pr03s02.xhtml">Background Notes: About Chinese</a></span></dt></dl></div><div class="section"><div class="titlepage"><div><div><h2 class="title" style="clear: both"><a id="d5e38"/>About the course</h2></div></div></div><p>This course is designed to give you a practical command of spoken Standard
    5. 

  5.                 Chinese. You will learn both to understand and to speak it. Although Standard
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  6.                 Chinese is one language, there are differences between the particular form it takes
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  7.                 in Beijing and the form it takes in the rest of the country. There are also, of
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  8.                 course, significant non-linguistic differences between regions of the country.
    9. 

  9.                 Reflecting these regional differences, the settings for most conversations are
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  10.                 Beijing and Taipei.</p><p> This course represents a new approach to the teaching of foreign languages. In
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  11.                 many ways it redefines the roles of teacher and student, of classwork and homework,
    12. 

  12.                 and of text and tape. Here is what you should expect: </p><div class="itemizedlist"><ul class="itemizedlist" style="list-style-type: disc; "><li class="listitem"><p>The focus is on communicating in Chinese in practical situations — the
    13. 

  13.                         obvious ones you will encounter upon arriving in China. You will be
    14. 

  14.                         communicating in Chinese most of the time you are in class. You will not
    15. 

  15.                         always "be talking about real situations, " but you will almost always be
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  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. 

  17.                         conversational partner. Anything that forces him<a href="#ftn.d5e47" class="footnote" id="d5e47"><sup class="footnote">[1]</sup></a> back into the traditional roles of lecturer and drill-master
    18. 

  18.                         limits your opportunity to interact with a speaker of the Chinese language
    19. 

  19.                         and to experience the language in its full spontaneity, flexibility, and
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  20.                         responsiveness.</p></li><li class="listitem"><p>Using class time for communicating, you will complete other course
    21. 

  21.                         activities out of class whenever possible. This is what the tapes are for.
    22. 

  22.                         They introduce the new material of each unit and give you as much additional
    23. 

  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
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  24.                         material step by step and then give you intensive practice on what you have
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  25.                         covered. In this course you will spend almost all your time listening to
    26. 

  26.                         Chinese and saying things in Chinese, either with the tapes or in
    27. 

  27.                         class.</p></li></ul></div><p>
    28. 

  28.                 <span class="bold"><strong>How the Course Is Organized</strong></span>
    29. 

  29.             </p><p>The subtitle of this course, "A Modular Approach," refers to overall organization
    30. 

  30.                 of the materials into MODULES which focus on particular situations or language
    31. 

  31.                 topics and which allow a certain amount of choice as to what is taught and in what
    32. 

  32.                 order. To highlight equally significant features of the course, the subtitle could
    33. 

  33.                 just as well have been "A Situational Approach," "A Taped-Input Approach," or "A
    34. 

  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. 

  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
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  36.                                     out schedule information, buying tickets, and making
    37. 

  37.                                     reservations.</td></tr><tr><td>ARRANGING A MEETING (MTG)</td><td>Arranging a business meeting or a social get-together,
    38. 

  38.                                     changing the time of an appointment, and declining an
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  39.                                     invitation.</td></tr><tr><td>SOCIETY (SOC)</td><td>Talking about families, relationships between people,
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  40.                                     cultural roles in traditional society, and cultural trends in
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  41.                                     modern society.</td></tr><tr><td>TRAVELING IN CHINA (TRL)</td><td>Making travel arrangements and visiting a kindergarten, the
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  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. 

  43.                                     committees, leisure activities, traffic and transportation,
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  44.                                     buying and rationing, housing. </td></tr><tr><td>TALKING ABOUT THE NEWS (TAN)</td><td>Talking about government and party policy changes described
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  45.                                     in newspapers the educational system agricultural policy,
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  46.                                     international policy, ideological policy, and policy in the
    47. 

  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. 

  48.                 modules. Resource modules teach particular systems in the language, such as numbers
    49. 

  49.                 and dates. As you proceed through a situational core module, you will occasionally
    50. 

  50.                 take time out to study part of a resource module. (You will begin the first three of
    51. 

  51.                 these while studying the Orientation Module.)</p><div class="informaltable"><table class="informaltable" border="0"><colgroup><col align="left" class="c1"/><col align="left" class="c2"/></colgroup><tbody><tr><td align="left">PRONUNCIATION AND ROMANIZATION (P&amp;R)</td><td align="left">The sound system of Chinese and the Pinyin system of
    52. 

  52.                                     romanization.</td></tr><tr><td align="left">NUMBERS (NUM)</td><td align="left">Numbers up to five digits. </td></tr><tr><td align="left">CLASSROOM EXPRESSIONS (CE)</td><td align="left">Expressions basic to the classroom learning
    53. 

  53.                                     situation.</td></tr><tr><td align="left">TIME AND DATES (T&amp;D)</td><td align="left">Dates, days of the week, clock time, parts of the
    54. 

  54.                                     day.</td></tr><tr><td align="left">GRAMMAR</td><td align="left">Aspect and verb types, word order, multisyllabic verbs and
    55. 

  55.                                     auxiliary verbs, complex sentences, adverbial expressions.
    56. 

  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. 

  57.                 </p><div class="itemizedlist"><ul class="itemizedlist" style="list-style-type: disc; "><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. 

  58.             </p><p>Each module consists of tapes and a student textbook. These optional modules may
    59. 

  59.                 be used at any time after certain core modules, </p><p>The diagram on page <a class="xref" href="pr03.xhtml#Image-1">???</a> shows how the core modules, optional
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  60.                 modules, and resource modules fit together in the course. Resource modules are shown
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  61.                 where study should begin. Optional modules are shown where they may be
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  62.                 introduced.</p><div class="mediaobject"><table border="0" summary="manufactured viewport for HTML img" style="cellpadding: 0; cellspacing: 0;" width="496"><tr><td><img src="../../FSI-Chinese-MOD1-Textbook/Images/diagram.png" width="496"/></td></tr></table></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" style="list-style-type: disc; "><li class="listitem"><p><span class="bold"><strong>Objectives</strong></span>: The module objectives are
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  63.                         listed at the beginning of the text for each module. Read these before
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  64.                         starting work on the first unit to fix in your mind what you are trying to
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  65.                         accomplish and what you will have to do to pass the test at the end of the
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  66.                         module.</p></li><li class="listitem"><p><span class="bold"><strong>Target Lists</strong></span>: These follow the objectives
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  67.                         in the text. They summarize the language content of each unit in the form of
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  68.                         typical questions and answers on the topic of that unit. Each sentence is
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  69.                         given both in romanized Chinese and in English. Turn to the appropriate
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  70.                         Target List before, during, or after your work on a unit, whenever you need
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  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
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  72.                         sentences are given on these tapes. Except in the short Orientation Module,
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  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
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  74.                         module, you will take a Criterion Test to find out which module objectives
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  75.                         you have met and which you need to work on before beginning to study another
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  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
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  77.                 tapes: </p><div class="orderedlist"><ol class="orderedlist" type="1"><li class="listitem"><p><span class="bold"><strong>Comprehension Tape 1 (C-l)</strong></span>: This tape
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  78.                         introduces all the new words and structures in the unit and lets you hear
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  79.                         them in the context of short conversational exchanges. It then works them
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  80.                         into other short conversations and longer passages for listening practice,
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  81.                         and finally reviews them in the Target List sentences. Your goal when using
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  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
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  83.                         you practice in pronouncing the new words and in saying the sentences you
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  84.                         learned to understand on the C-l tape. Your goal when using the P-l tape is
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  85.                         to be able to produce any of the Target List sentences in Chinese when given
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  86.                         the English equivalent. </p><p>The C-l and P-l tapes, not accompanied by workbooks, are "portable," in
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  87.                         the sense that they do not tie you down to your desk. However, there are
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  88.                         some written materials for each unit which you will need to work into your
    89. 

  89.                         study routine. A text <span class="italic">Reference List</span> at
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  90.                         the beginning of each unit contains the sentences from the C-l and P-l
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  91.                         tapes. It includes both the Chinese sentences and their English equivalents.
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  92.                         The text <span class="italic">Reference Notes</span> restate and
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  93.                         expand the comments made on the C-l and P-l tapes concerning grammar,
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  94.                         vocabulary, pronunciation, and culture. After you have worked with the C-l
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  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
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  96.                         activity of the unit, you find out how well you learned the C-l and P-l
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  97.                         sentences. The teacher checks your understanding and production of the
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  98.                         Target List sentences. He also presents any additional required vocabulary
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  99.                         items, found at the end of the Target List, which were not on the C-l and
    100. 

  100.                         P-l tapes.</p></li><li class="listitem"><p><span class="bold"><strong>Structural Buildup</strong></span>: During this class
    101. 

  101.                         activity, you work on your understanding and control of the new structures
    102. 

  102.                         in the unit. You respond to questions from your teacher about situations
    103. 

  103.                         illustrated on a chalkboard or explained in other ways.</p><p>After these activities, your teacher may want you to spend some time
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  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
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  105.                         various types of drills based on the Target List sentences and on the
    106. 

  106.                         additional required vocabulary.</p></li><li class="listitem"><p><span class="bold"><strong>Drills</strong></span>: The teacher may have you go over
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  107.                         some or all of the drills in class, either to prepare for work with the
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  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
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  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
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  110.                         provides advanced listening practice with exercises containing long, varied
    111. 

  111.                         passages which fully exploit the possibilities of the material covered. In
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  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
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  113.                         resembles the Structural Buildup in that you practice using the new
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  114.                         structures of the unit in various situations. The P-2 Workbook provides
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  115.                         instructions and displays of information for each exercise.</p><p>Following work on these two tapes, you take part in two class
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  116.                         activities:</p></li><li class="listitem"><p><span class="bold"><strong>Exercise Review</strong></span>: The teacher reviews the
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  117.                         exercises of the C-2 tape by reading or playing passages from the tape and
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  118.                         questioning you on them. He reviews the exercises of the P-2 tape by
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  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
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  120.                         what you have learned in the unit for the purposeful exchange of
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  121.                         information. Both fictitious situations (in Communication Games) and
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  122.                         real-world situations involving you and your classmates (in "interviews")
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  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 bgcolor="#b3d9ff" align="center">TAPED
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  124.                                 MATERIALS</th><th bgcolor="#b3d9ff" align="center">WRITTEN
    125. 

  125.                                 MATERIALS</th><th bgcolor="#b3d9ff" align="center">CLASS
    126. 

  126.                                 ACTIVITIES</th></tr></thead><tbody><tr><td>C-l, P-l Tapes</td><td>
    127. 

  127.                                 <p>Target List </p>
    128. 

  128.                                 <p>Reference List</p>
    129. 

  129.                                 <p>Reference Notes</p>
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  130.                             </td><td>Target List Review</td></tr><tr><td align="center">-------------</td><td 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. 

  131.                                 <p>Reference Notes</p>
    132. 

  132.                                 <p>C-2, P-2 Workbooks</p>
    133. 

  133.                             </td><td>Exercise Review</td></tr><tr><td align="center">-------------</td><td align="center">-------------</td><td>Communication Activities</td></tr></tbody></table></div><div class="figure"><a id="d5e235"/><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. 

  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. 

  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" align="center"><img src="../../FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-3.png" align="middle" alt="Wen wǔ Temple in central Taiwan (courtesy of Thomas Madden)"/></div></div></div><br class="figure-break"/><p> </p></div><div class="footnotes"><br/><hr style="width:100; text-align:left;margin-left: 0"/><div id="ftn.d5e47" class="footnote"><p><a href="#d5e47" class="para"><sup class="para">[1] </sup></a>As used in this course, the words "he," "him," and "Ms" are
    136. 

  136.                                 intended to include both masculine and feminine genders.
    137. 

  137.                                 (Translations of foreign language material not included.)</p></div></div></div><div class="navfooter"><hr/><table width="100%" summary="Navigation footer"><tr><td width="40%" align="left"><a accesskey="p" href="pr02.xhtml">Prev</a> </td><td width="20%" align="center"> </td><td width="40%" align="right"> <a accesskey="n" href="pr03s02.xhtml">Next</a></td></tr><tr><td width="40%" align="left" valign="top">Preface </td><td width="20%" align="center"><a accesskey="h" href="index.xhtml">Home</a></td><td width="40%" align="right" valign="top"> Background Notes: About Chinese</td></tr></table></div></body></html>
    138.