CM 0190 S STANDARD CHINESE A Modular Approach OPTIONAL MODULES: • Restaurant • Hotel • Post Office and Telephone • Car SPONSORED BY AGENCIES OF THE UNITED STATES AND CANADIAN GOVERNMENTS This publication is to be used primarily in support of instructing military personnel as part of the Defense Language Program (resident and nonresident). Inquiries concerning the use of materials, including requests for copies, should be addressed to: Defense Language Institute Foreign Language Center Nonresident Training Division Presidio of Monterey, CA 93944-5006 Topics in the areas of politics, international relations, mores, etc., which may be considered as controversial from some points of view, are sometimes included in the language instruction for DLIFLC students since military personnel may find themselves in positions where a clear understanding of conversations or written materials of this nature will be essential to their mission. The presence of controversial statements-whether real or apparent-in DLIFLC materials should not be construed as representing the opinions of the writers, the DLIFLC, or the Department of Defense. Actual brand names and businesses are sometimes cited in DLIFLC instructional materials to provide instruction in pronunciations and meanings. The selection of such proprietary terms and names is based solely on their value for instruction in the language. It does not constitute endorsement of any product or commercial enterprise, nor is it intended to invite a comparison with other brand names and businesses not mentioned. In DLIFLC publications, the words he, him, and/or his denote both masculine and feminine genders. This statement does not apply to translations of foreign language texts. The DLIFLC may not have full rights to the materials it produces. Purchase by the customer does net constitute authorization for reproduction, resale, or showing for profit. Generally, products distributed by the DLIFLC may be used in any not-for-profit setting without prior approval from the DLIFLC. PREFACE Standard Chinese: A Modular Approach originated in an interagency conference held at the Foreign Service Institute in August 1973 to address the need generally felt in the U.S. Government language training community for improving and updating Chinese materials to reflect current usage in Beijing and Taipei. The conference resolved to develop materials which were flexible enough in form and content to meet the requirements of a vide range of government agencies and academic institutions. A Project Board vas established consisting of representatives of the Central Intelligence Agency Language Learning Center, the Defense Language Institute, the State Department's Foreign Service Institute, the Cryptologic School of the National Security Agency, and the U.S. Office of Education, later Joined by the Canadian Forces Foreign Language School. The representatives have included Arthur T. McNeill, John Hopkins9 John Boag» and Hugh Clayton (CIA); Colonel John F, Elder III, Joseph C. Hutchinson, Ivy Gibian» Major Bernard Muller-Thym, and Colonel Roland W. Flemming (DLl); James R. Frith and John B. Ratliff III (FSI); Kazuo Shitama (NSA); Richard T. Thomson and Julia Petrov (OE)\ and Lieutenant Colonel George Kosoriz (CFFLS). The Project Board set up the Chinese Core Curriculum Project in 197^ in space provided at the Foreign Service Institute. Each of the six U.S. and Canadian government agencies provided funds and other assistance. Gerard P. Kok was appointed project coordinator, and a planning council was formed consisting of Mr. Kok, Frances Li of the Defense LangUjage Institute, Patricia 0fConnor of the University of Texas, Earl M. Rickerson of the Language Learning Center, and James Wrenn of Brown University. In the fall of 1977> Lucille A. Barole vas appointed deputy project coordinator. , David W. Dellinger of the Language Learning Center and Charles R. Sheehan of ' the Foreign Service Institute also served on the planning council and contributed material to the project. The planning council drew up the original overall design for the materials and met regularly to review their develojanent. Writers for the first half of the materials were John H. T. Harvey, Lucille A. Barale, and Roberta S. Barry, who worked in close cooperation with the planning council and with the Chinese staff of the Foreign Service Institute. Mr. Harvey developed the instructional formats of the conqprehen-sion and production self-study materials， and also designed the comnamica* tion-'based classroom activities and wrote the teacher1 s guides. Ms. Baxale and Ms. Barry wrote the tape scripts and the student text. From 1978 until the project1s completion, writers for the course were Ms. Barale and Thomas E. Madden. They revised the field-test editions of the first six core modules and acconxpanying optional modules, and produced the materials subsequent to Module 6. All Chinese language material vas prepared or selected by Chuan Ouyang Chaoy Yunhui Chao, Ying-chih Chen, Hsiao-Jung Chi, Eva Diao, Jan Hu, and Tsung-ml Li» assisted for part of the time by Leslie L. H. Chang, Chieh-fang Ou Lee» Ying-mlng Chen9 and Joseph Yu Hsu Wang. Anna Affholder, Mei-li Chen, and Henry Khuo helped in the preparation of a preliminary corpus of dialogues. Administrative assistance was provided at various times by Joseph Abraham» Vincent Basciano, Lisa A. Bowden, Jill W. Ellis, Donna Fong, Judith J. Kieda, Renee T. C. Liang, Susan C. Pola, Peggy Ann Spitzer, and Kathleen Strype. The production of tape recordings was directed "by Jose M. Ramirez of the Foreign Service Institute Recording Studio. The Chinese script vas voiced by Mr. Chang, Ms. Chao, Ms. Chen, Mr. Chen, Ms. Diao, Ms* Hu, Mr. Khuo» and Mr. Li. The English script vas read "by Ms. Barale, Ms, Barry, Mr. Basciano, Ms. Ellis, Mr. Madden» Ms. Pola, and Ms. Strype. The graphics vere originally produced by John McClelland of the Foreign Service Institute Audio-Visual staff, under the general supervision of Joseph A. Sadote, unit chief. Standard Chinese: A Modular Approach vas field-tested with the cooperation of Brown University, the Defense Language Institute Foreign Language Center» the Foreign Service Institute, the CIA Language Learning Center, the United States Air Force Academy* the University of Illinois9 and the University of Virginia. The Commandant of the Defense Language Institute Foreign Language Center authorized the support necessary to TvHrrh thin TABLE OF CONTENTS Preface.............................Hi Hov to Study an Optional-Module.Tape ••••• ..... ••••• 1 Objectives for the Restaurant Module ••••••••••••••• 2 Unit 1: Part I...........................................U Part II................................8 Part III . . ...............................12 Unit Vocabulary List....................................l6 Unit 2: Part I ..........18 Part II............................................23 Part III...................... • • 28 Unit Vocabulary List ••..«•••* ..................32 Unit 3： Part I..................................................3k Part II............................................k2 Part III....................................U7 Unit Vocabulary List................ • • U9 ttait U: Part I........... • . .......................51 Part II...........................................58 Part III...............................62 Unit Vocabulary List • • ...............................65 Foods • ........... ......................67 Objectives for the Hotel Module.............. • • • 71 Unit 1: Part I.....................................72 Part II..................................................75 Part III................................................77 Part IV..................................................79 Unit Vocabulary List.....................8l Unit 2: Part I....................................83 Part II..................................................87 Part III................................................9i Part IV ..............................................95 Unit Vocabulary List •«»參♦•鲁♦♦參參參》鲁《參 97 Things in a Hotel Room ••••••••••••••••• 99 Objectives for the Post Office and Telephone Module..............101 Unit Is Part I.........................................102 Part II.........................................10k Part III................................................107 Part IV................................................no Unit Vocabulary List....................................113 Unit 2: Part I..................................................115 Part II................................................117 Part III................................................119 Part IV................................................121 Unit Vocabulary List....................................123 Objectives for the Car Module....................................125 Unit 1: Part I..................................126 Part II................................................130 Part III................................................135 Unit Vocabulary List ......... ••••••••• 138 Unit 2: Part I..................................................1U0 Part II................................................1U3 Part III..........................................il*7 Unit Vocabulary List....................................151 Parte of a Car..........................................153 Hov to Study an Optional-Module Tape The format of the optional modules is quite different from the format of the core modules 9 although both focus on vhat you need to know to deal vith particular practical situations. Each tape of an optional module is roughly equivalent to the five different tapes of a core-module unit, in the sense, at least， that it is intended as a self-contained presentation of a set of vords and structures • Actually, however, an optional-module tape is closer to a combination of the C-l and P-l tapes of a core-module unit with almost all explanations left in the notes• Moreover, an optional-module tape introduces considerably more vocabulary than a core-module unit. Each tape is divided into several parts. Each part introduces words and sentences, some of them for comprehension only, next reviews all production items, and then reviews conqprehension in extended dialogues• You may have found that you could work through the C-l and P-l tapes of a core-module unit a single time each, perhaps going back over a few sections once or twice* You are almost sure to find, however, that you need to work through an optional-module tape more than once, perhaps frequently backing up and frequently stopping to read the Notes. When a new word or sentence is introduced» there is a 'pause on the tape before you hear the Chinese. On your first time through the tape, you may use this pause to gīance at the word or sentence in the Reference List. On your next time through the tape, you may use it to try to say the Chinese» using the Chinese after the pause as a confirmation. In the dialogues at the end of each part, there are very short pauses "between sentences. These should be Just long enough for you to stop and start the tape without missing anything. Stop the tape whenever you want to think over the previous sentence or try to translate it* Ob.lectives General The purpose of the Hotel Module (HTL) is to provide you with the linguistic skills you need to be able to stay in a hotel and enjoy its services. Before starting the；;Hotei^ModtaeV^you should；_^^^辉 con^leted the Money Module*、The Hotel"Module may»'^otMoijrse done at any later point in the course. ' > 、( ( ^ ^ f f ^ Jf V* 今 f, f/r* > VWA ^ VM&rntĚ^A^ Kuňl^if /Mň