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travail sur les modules complémentaires

Eric Streit 1 year ago
parent
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a531c7d575
34 changed files with 6233 additions and 1246 deletions
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      FSI-Chinese-MOD1-Textbook/out/pdf/FSI-Chinese-MOD1.pdf
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      OptionalModule-CAR/FSI-OptionalModule-CAR.xml
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FSI-Chinese-MOD5-Textbook/FSI-Chinese-MOD5.xml

@@ -896,30 +896,8 @@
                 of their names and Chinese-style names.<emphasis/></para>
         </section>
     </preface>
-
-    <xi:include href="FSI-Chinese-MOD1-Textbook/FSI-Chinese-MOD1-Textbook.xml"/>
-    <xi:include href="FSI-Chinese-MOD2-Textbook/FSI-Chinese-MOD2-Textbook.xml"/>
-    <xi:include href="FSI-Chinese-MOD3-Textbook/FSI-Chinese-MOD3-Textbook.xml"/>
-    <xi:include href="FSI-Chinese-MOD4-Textbook/FSI-Chinese-MOD4-Textbook.xml"/>
-    <xi:include href="FSI-Chinese-MOD5-Textbook/FSI-Chinese-MOD5-Textbook.xml"/>
-    <xi:include href="FSI-Chinese-MOD6-Textbook/FSI-Chinese-MOD6-Textbook.xml"/>
-    <xi:include href="FSI-Chinese-MOD7-Textbook/FSI-Chinese-MOD7-Textbook.xml"/>
-    <xi:include href="FSI-Chinese-MOD8-Textbook/FSI-Chinese-MOD8-Textbook.xml"/>
-
-
-    <!--
-        
-    <xi:include href="FSI-Chinese-MOD9-Textbook/FSI-Chinese-MOD9-Textbook.xml"/>
     
-    <xi:include href=""/>
-    <xi:include href=""/>
-    <xi:include href=""/>
-    <xi:include href=""/>
-    <xi:include href=""/>
-    <xi:include href=""/>
-    <xi:include href=""/>
-    <xi:include href=""/>
-    <xi:include href=""/>
-    <xi:include href=""/>
-        -->
+       <xi:include href="FSI-Chinese-MOD5-Textbook.xml"/>
+    
+    
 </book>

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+<?xml version="1.0" encoding="UTF-8"?>
+<?xml-model href="http://docbook.org/xml/5.1/rng/docbookxi.rng" schematypens="http://relaxng.org/ns/structure/1.0"?>
+<?xml-model href="http://docbook.org/xml/5.1/sch/docbook.sch" type="application/xml" schematypens="http://purl.oclc.org/dsdl/schematron"?>
+<book xmlns="http://docbook.org/ns/docbook" xmlns:xi="http://www.w3.org/2001/XInclude"
+    xmlns:xlink="http://www.w3.org/1999/xlink" version="5.0" xml:lang="en">
+    <info>
+        <title>Standard Chinese</title>
+        <subtitle>A modular Approach</subtitle>
+        <author>
+            <orgname>Sponsored by Agencies of the United States and Canadian governments</orgname>
+        </author>
+
+    </info>
+    <preface>
+        <title>Colophon</title>
+        <para>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:</para>
+        <para>Defense Language Institute </para>
+        <para>Foreign Language Center </para>
+        <para>Nonresident Training Division </para>
+        <para>Presidio of Monterey, CA 93944-5006</para>
+        <para> 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. </para>
+        <para>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. </para>
+        <para>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. </para>
+        <para>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. </para>
+        <note>
+            <para>This course was formatted by Eric Streit (eric@yojik.eu) using the docbook format
+                from the pdf scanned documents found on:</para>
+
+            <para>https://fsi-language.yojik.eu</para>
+            <para>Ronald Grenier (Demi Puppet) is helping a lot with digitizing, proofreading!
+                Thanks a lot.</para>
+            <para> You can find the pdf, epub, odt versions on https://git.yojik.eu/ (whole book or
+                separate lessons)</para>
+
+            <para>The document will be edited with traditional characters, and converted to
+                simplified later. The transformation from traditional to simplified is far more
+                accurate than the other way I intended to do.</para>
+            <para>The tones in the book sentences will match how the word would sound when spoken in
+                a sentence, not how it sounds in the dictionary. </para>
+            <para>I intend to do a French version later ….</para>
+
+        </note>
+
+    </preface>
+    <preface>
+        <title>Preface</title>
+        <para>Standard Chinese: A Modular Approach originated in an inter-agency 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.</para>
+        <para> The conference resolved to develop materials which were flexible enough in form and
+            content to meet the requirements of a wide range of government agencies and academic
+            institutions. </para>
+        <para>A Project Board was 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 Hopkins, and
+            John Boag (CIA); Colonel John F. Elder III, Joseph C. Hutchinson, Ivy Gibian, and Major
+            Bernard Muller-Thym (DLI); James R. Frith and John B. Ratliff III (FSI); Kazuo Shitama
+            (NSA); Richard T. Thompson and Julia Petrov (OE); and Lieutenant Colonel George Kozoriz
+            (CFFLS). </para>
+        <para>The Project Board set up the Chinese Core Curriculum Project in 1974 in space provided
+            at the Foreign Service Institute. Each of the six U.S. and Canadian government agencies
+            provided funds and other assistance. </para>
+        <para>Gerard P. Kok was appointed project coordinator, and a planning council was formed
+            consisting of Mr. Kok, Frances Li of the Defense Language Institute, Patricia O’Connor
+            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. Barale was 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 development. </para>
+        <para>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 comprehension and production self-study materials, and also
+            designed the communications classroom activities and wrote the teacher’s guides. Lucille
+            A. Barale and Roberta S. Barry wrote the tape scripts and the student text. By 1978
+            Thomas E. Madden and Susan C. Pola had joined the staff. Led by Ms. Barale, they have
+            worked as a team to produce the materials subsequent to Module 6.</para>
+        <para>All Chinese language material was prepared or selected by Chuan 0. Chao, Ying-chi
+            Chen, Hsiao-Jung Chi, Eva Diao, Jan Hu, Tsung-mi Li, and Yunhui C. Yang, assisted for
+            part of the time by Chieh-fang Ou Lee, Ying-ming Chen, and Joseph Yu Hsu Wang. Anna
+            Affholder, Mei-li Chen, and Henry Khuo helped in the preparation of a preliminary corpus
+            of dialogues.</para>
+        <para> Administrative assistance was provided at various times by Vincent Basciano, Lisa A.
+            Bowden, Jill W. Ellis, Donna Fong, Renee T. C. Liang, Thomas E. Madden, Susan C. Pola,
+            and Kathleen Strype. </para>
+        <para>The production of tape recordings was directed by Jose M. Ramirez of the Foreign
+            Service Institute Recording Studio. The Chinese script was voiced by Ms. Chao, Ms. Chen,
+            Mr. Chen, Ms. Diao, Ms. Hu, Mr. Khuo, Mr. Li, and Ms. Yang. The English script was read
+            by Ms. Barale, Ms. Barry, Mr. Basciano, Ms. Ellis, Ms. Pola, and Ms. Strype. </para>
+        <para>The graphics were produced by John McClelland of the Foreign Service Institute
+            Audio-Visual staff, under the general supervision of Joseph A. Sadote, Chief of
+            Audio-Visual.</para>
+        <para> Standard Chinese: A Modular Approach was field-tested with the cooperation of Brown
+            University; the Defense Language Institute, Foreign Language Center; the Foreign Service
+            Institute; the Language Learning Center; the United States Air Force Academy; the
+            University of Illinois; and the University of Virginia. </para>
+        <para>Colonel Samuel L. Stapleton and Colonel Thomas G. Foster, Commandants of the Defense
+            Language Institute, Foreign Language Center, authorized the DLIFLC support necessary for
+            preparation of this edition of the course materials. This support included coordination,
+            graphic arts, editing, typing, proofreading, printing, and materials necessary to carry
+            out these tasks.</para>
+        <para>
+            <inlinemediaobject>
+                <imageobject>
+                    <imagedata
+                        fileref="FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-1.png"
+                        align="right"/>
+                </imageobject>
+            </inlinemediaobject></para>
+    </preface>
+    <preface>
+        <title>Introduction</title>
+        <section>
+            <title>About the course</title>
+            <para>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.</para>
+            <para> 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: </para>
+            <itemizedlist>
+                <listitem>
+                    <para>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.</para>
+                </listitem>
+                <listitem>
+                    <para>This focus on communicating means that the teacher is first of all your
+                        conversational partner. Anything that forces him<footnote>
+                            <para>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.)</para>
+                        </footnote> 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.</para>
+                </listitem>
+                <listitem>
+                    <para>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.</para>
+                </listitem>
+                <listitem>
+                    <para>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.</para>
+                </listitem>
+            </itemizedlist>
+            <para>
+                <emphasis role="bold">How the Course Is Organized</emphasis>
+            </para>
+            <para>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.”</para>
+            <para>Ten situational modules form the core of the course: <informaltable frame="none"
+                    rowsep="0" colsep="0">
+                    <tgroup cols="2">
+                        <colspec colname="c1" colnum="1"/>
+                        <colspec colname="c2" colnum="2"/>
+                        <tbody>
+                            <row>
+                                <entry>ORIENTATION (ORN)</entry>
+                                <entry>Talking about who you are and where you are from.</entry>
+                            </row>
+                            <row>
+                                <entry>BIOGRAPHIC INFORMATION (BIO)</entry>
+                                <entry>Talking about your background, family, studies, and
+                                    occupation and about your visit to China. </entry>
+                            </row>
+                            <row>
+                                <entry>MONEY (MON)</entry>
+                                <entry>Making purchases and changing money.</entry>
+                            </row>
+                            <row>
+                                <entry>DIRECTIONS (DIR)</entry>
+                                <entry>Asking directions in a city or in a building.</entry>
+                            </row>
+                            <row>
+                                <entry>TRANSPORTATION (TRN)</entry>
+                                <entry>Taking buses, taxis, trains, and planes, including finding
+                                    out schedule information, buying tickets, and making
+                                    reservations.</entry>
+                            </row>
+                            <row>
+                                <entry>ARRANGING A MEETING (MTG)</entry>
+                                <entry>Arranging a business meeting or a social get-together,
+                                    changing the time of an appointment, and declining an
+                                    invitation.</entry>
+                            </row>
+                            <row>
+                                <entry>SOCIETY (SOC)</entry>
+                                <entry>Talking about families, relationships between people,
+                                    cultural roles in traditional society, and cultural trends in
+                                    modern society.</entry>
+                            </row>
+                            <row>
+                                <entry>TRAVELING IN CHINA (TRL)</entry>
+                                <entry>Making travel arrangements and visiting a kindergarten, the
+                                    Great Wall, the Ming Tombs, a commune, and a factory.</entry>
+                            </row>
+                            <row>
+                                <entry>LIFE IH CHINA (LIC)</entry>
+                                <entry>Talking about daily life in <foreignphrase
+                                        xml:lang="cmn-Latn-pinyin">Běijīng</foreignphrase> street
+                                    committees, leisure activities, traffic and transportation,
+                                    buying and rationing, housing. </entry>
+                            </row>
+                            <row>
+                                <entry>TALKING ABOUT THE NEWS (TAN)</entry>
+                                <entry>Talking about government and party policy changes described
+                                    in newspapers the educational system agricultural policy,
+                                    international policy, ideological policy, and policy in the
+                                    arts.</entry>
+                            </row>
+                        </tbody>
+                    </tgroup>
+                </informaltable></para>
+            <para>Each core module consists of tapes, a student textbook, and a workbook.</para>
+            <para> 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.)<informaltable frame="none" rowsep="0"
+                    colsep="0">
+                    <tgroup cols="2" align="left">
+                        <colspec colname="c1" colnum="1" colwidth="1.0*"/>
+                        <colspec colname="c2" colnum="2" colwidth="1.0*"/>
+                        <tbody>
+                            <row>
+                                <entry>PRONUNCIATION AND ROMANIZATION (P&amp;R)</entry>
+                                <entry>The sound system of Chinese and the Pinyin system of
+                                    romanization.</entry>
+                            </row>
+                            <row>
+                                <entry>NUMBERS (NUM)</entry>
+                                <entry>Numbers up to five digits. </entry>
+                            </row>
+                            <row>
+                                <entry>CLASSROOM EXPRESSIONS (CE)</entry>
+                                <entry>Expressions basic to the classroom learning
+                                    situation.</entry>
+                            </row>
+                            <row>
+                                <entry>TIME AND DATES (T&amp;D)</entry>
+                                <entry>Dates, days of the week, clock time, parts of the
+                                    day.</entry>
+                            </row>
+                            <row>
+                                <entry>GRAMMAR</entry>
+                                <entry>Aspect and verb types, word order, multisyllabic verbs and
+                                    auxiliary verbs, complex sentences, adverbial expressions.
+                                </entry>
+                            </row>
+                        </tbody>
+                    </tgroup>
+                </informaltable></para>
+            <para>Each module consists of tapes and a student textbook.</para>
+            <para>The eight optional modules focus on particular situations: </para>
+            <para>
+                <itemizedlist>
+                    <listitem>
+                        <para>RESTAURANT (RST)</para>
+                    </listitem>
+                    <listitem>
+                        <para>HOTEL (HTL)</para>
+                    </listitem>
+                    <listitem>
+                        <para>PERSONAL WELFARE (WLF)</para>
+                    </listitem>
+                    <listitem>
+                        <para> POST OFFICE AND TELEPHONE (PST/TEL)</para>
+                    </listitem>
+                    <listitem>
+                        <para>CAR (CAR)</para>
+                    </listitem>
+                    <listitem>
+                        <para>CUSTOMS SURROUNDING MARRIAGE, BIRTH, MD DEATH (MBD)</para>
+                    </listitem>
+                    <listitem>
+                        <para>NEW YEAR’S CELEBRATION (NYR)</para>
+                    </listitem>
+                    <listitem>
+                        <para>INSTITUTIONS AND ORGANIZATIONS (I&amp;O) </para>
+                    </listitem>
+                </itemizedlist>
+            </para>
+            <para>Each module consists of tapes and a student textbook. These optional modules may
+                be used at any time after certain core modules, </para>
+            <para>The diagram on page <xref linkend="Image-1"/> 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.</para>
+            <mediaobject>
+                <imageobject>
+                    <imagedata fileref="FSI-Chinese-MOD1-Textbook/Images/diagram.png"
+                        xml:id="Image-1" width="14cm"/>
+                </imageobject>
+            </mediaobject>
+            <para><emphasis role="bold">Inside a Core Module </emphasis></para>
+            <para>Each core module has from four to eight units. A module also includes: </para>
+            <itemizedlist>
+                <listitem>
+                    <para><emphasis role="bold">Objectives</emphasis>: 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.</para>
+                </listitem>
+                <listitem>
+                    <para><emphasis role="bold">Target Lists</emphasis>: 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.</para>
+                </listitem>
+                <listitem>
+                    <para><emphasis role="bold">Review Tapes</emphasis> (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.</para>
+                </listitem>
+                <listitem>
+                    <para><emphasis role="bold">Criterion Test</emphasis>: 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.</para>
+                </listitem>
+            </itemizedlist>
+            <para><emphasis role="bold">Inside a Unit </emphasis></para>
+            <para>Here is what you will be doing in each unit. First, you will work through two
+                tapes: </para>
+            <orderedlist>
+                <listitem>
+                    <para><emphasis role="bold">Comprehension Tape 1 (C-1)</emphasis>: 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.</para>
+                </listitem>
+                <listitem>
+                    <para><emphasis role="bold">Production Tape 1 (P-1)</emphasis>: This tape gives
+                        you practice in pronouncing the new words and in saying the sentences you
+                        learned to understand on the C-1 tape. Your goal when using the P-1 tape is
+                        to be able to produce any of the Target List sentences in Chinese when given
+                        the English equivalent. </para>
+                    <para>The C-1 and P-1 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 <emphasis role="italic">Reference List</emphasis> at
+                        the beginning of each unit contains the sentences from the C-1 and P-1
+                        tapes. It includes both the Chinese sentences and their English equivalents.
+                        The text <emphasis role="italic">Reference Notes</emphasis> restate and
+                        expand the comments made on the C-1 and P-1 tapes concerning grammar,
+                        vocabulary, pronunciation, and culture. After you have worked with the C-1
+                        and P-1 tapes, you go on to two class activities:</para>
+                </listitem>
+                <listitem>
+                    <para><emphasis role="bold">Target List Review</emphasis>: In this first class
+                        activity of the unit, you find out how well you learned the C-1 and P-1
+                        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-1 and
+                        P-1 tapes.</para>
+                </listitem>
+                <listitem>
+                    <para><emphasis role="bold">Structural Buildup</emphasis>: 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.</para>
+                    <para>After these activities, your teacher may want you to spend some time
+                        working on the drills for the unit.</para>
+                </listitem>
+                <listitem>
+                    <para><emphasis role="bold">Drill Tape</emphasis>: This tape takes you through
+                        various types of drills based on the Target List sentences and on the
+                        additional required vocabulary.</para>
+                </listitem>
+                <listitem>
+                    <para><emphasis role="bold">Drills</emphasis>: 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. </para>
+                    <para>Next, you use two more tapes. These tapes will give you as much additional
+                        practice as possible outside of class.</para>
+                </listitem>
+                <listitem>
+                    <para><emphasis role="bold">Comprehension Tape 2 (C-2)</emphasis>: 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.</para>
+                </listitem>
+                <listitem>
+                    <para><emphasis role="bold">Production Tape 2 (P-2)</emphasis>: 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.</para>
+                    <para>Following work on these two tapes, you take part in two class
+                        activities:</para>
+                </listitem>
+                <listitem>
+                    <para><emphasis role="bold">Exercise Review</emphasis>: 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.</para>
+                </listitem>
+                <listitem>
+                    <para><emphasis role="bold">Communication Activities</emphasis>: 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.</para>
+                </listitem>
+            </orderedlist>
+            <para><emphasis role="bold">Materials and Activities for a Unit</emphasis></para>
+            <informaltable frame="all" rowsep="0" colsep="0">
+                <tgroup cols="3">
+                    <colspec colname="c1" colnum="1" colwidth="1.0*"/>
+                    <colspec colname="c2" colnum="2" colwidth="1.0*"/>
+                    <colspec colname="c3" colnum="3" colwidth="1.0*"/>
+                    <thead>
+                        <row>
+                            <entry align="center">TAPED
+                                MATERIALS<?dbhtml bgcolor="#b3d9ff" ?><?dbfo bgcolor="#b3d9ff"?></entry>
+                            <entry align="center">WRITTEN
+                                MATERIALS<?dbhtml bgcolor="#b3d9ff" ?><?dbfo bgcolor="#b3d9ff" ?></entry>
+                            <entry align="center">CLASS
+                                ACTIVITIES<?dbhtml bgcolor="#b3d9ff" ?><?dbfo bgcolor="#b3d9ff" ?></entry>
+                        </row>
+                    </thead>
+                    <tbody>
+                        <row>
+                            <entry>C-1, P-1 Tapes</entry>
+                            <entry>
+                                <para>Target List </para>
+                                <para>Reference List</para>
+                                <para>Reference Notes</para>
+                            </entry>
+                            <entry>Target List Review</entry>
+                        </row>
+                        <row>
+                            <entry align="center">——————-</entry>
+                            <entry align="center">——————-</entry>
+                            <entry>Structural Buildup</entry>
+                        </row>
+                        <row>
+                            <entry>D-1 Tapes</entry>
+                            <entry>Drills</entry>
+                            <entry>Drills </entry>
+                        </row>
+                        <row>
+                            <entry>C-2, P-2 Tapes</entry>
+                            <entry>
+                                <para>Reference Notes</para>
+                                <para>C-2, P-2 Workbooks</para>
+                            </entry>
+                            <entry>Exercise Review</entry>
+                        </row>
+                        <row>
+                            <entry align="center">——————-</entry>
+                            <entry align="center">——————-</entry>
+                            <entry>Communication Activities</entry>
+                        </row>
+                    </tbody>
+                </tgroup>
+            </informaltable>
+
+            <figure>
+                <title><foreignphrase xml:lang="cmn-Latn-pinyin">Wén wǔ</foreignphrase> Temple in
+                    central Taiwan (courtesy of Thomas Madden)</title>
+                <para>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<inlinemediaobject>
+                        <imageobject>
+                            <imagedata
+                                fileref="../../../../T%C3%A9l%C3%A9chargements/1008px-Sun-Moon-Lake_Taiwan_Wen-Wu-Temple-01.jpg"
+                            />
+                        </imageobject>
+                    </inlinemediaobject></para>
+
+
+                <mediaobject>
+                    <imageobject>
+                        <imagedata
+                            fileref="FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-3.png"
+                            align="center"/>
+                    </imageobject>
+                </mediaobject>
+            </figure>
+            <para> </para>
+        </section>
+        <?custom-pagebreak?>
+        <section>
+            <title>Background Notes: About Chinese</title>
+            <para><emphasis role="bold">The Chinese Languages</emphasis></para>
+            <para> We find it perfectly natural to talk about a language called “Chinese.” We say,
+                for example, that the people of China speak different dialects of Chinese, and that
+                Confucius wrote in an ancient form of Chinese. On the other hand, we would never
+                think of saying that the people of Italy, France, Spain, and Portugal speak dialects
+                of one language, and that Julius Caesar wrote in an ancient form of that language.
+                But the facts are almost exactly parallel.</para>
+            <para>Therefore, in terms of what we think of as a language when closer to home,
+                “Chinese” is not one language, but a family of languages. The language of Confucius
+                is partway up the trunk of the family tree. Like Latin, it lived on as a literary
+                language long after its death as a spoken language in popular use. The seven modern
+                languages of China, traditionally known as the “dialects,” are the branches of the
+                tree. They share as strong a family resemblance as do Italian, French, Spanish, and
+                Portuguese, and are about as different from one another. </para>
+            <para>The predominant language of China is now known as <foreignphrase
+                    xml:lang="cmn-Latn-pinyin">Pǔtōnghuà</foreignphrase>, or “Standard Chinese”
+                (literally “the common speech”). The more traditional term, still used in Taiwan, is
+                    <foreignphrase xml:lang="cmn-Latn-pinyin">Guóyǔ</foreignphrase>, or “Mandarin”
+                (literally “the national language”). Standard Chinese is spoken natively by almost
+                two-thirds of the population of China and throughout the greater part of the
+                country. </para>
+            <para>The term “Standard Chinese” is often used more narrowly to refer to the true
+                national language which is emerging. This language, which is already the language of
+                all national broadcasting, is based primarily on the Peking dialect, but takes in
+                elements from other dialects of Standard Chinese and even from other Chinese
+                languages. Like many national languages, it is more widely understood than spoken,
+                and is often spoken with some concessions to local speech, particularly in
+                pronunciation. </para>
+            <para>The Chinese languages and their dialects differ far more in pronunciation than in
+                grammar and vocabulary. What distinguishes Standard Chinese most from the other
+                Chinese languages, for example, is that it has the fewest tones and the fewest final
+                consonants. </para>
+            <para>The remaining six Chinese languages, spoken by approximately a quarter of the
+                population of China, are tightly grouped in the southeast, below the Yangtze River.
+                The six are: the Wu group (<foreignphrase xml:lang="cmn-Latn-pinyin"
+                    >Wú</foreignphrase>), which includes the “Shanghai dialect”; Hunanese
+                    (<foreignphrase xml:lang="cmn-Latn-pinyin">Xiāng</foreignphrase>); the “Kiangsi
+                dialect” (<foreignphrase xml:lang="cmn-Latn-pinyin">Gàn</foreignphrase>); Cantonese
+                    (<foreignphrase xml:lang="cmn-Latn-pinyin">Yuè</foreignphrase>), the language of
+                    <foreignphrase xml:lang="cmn-Latn-pinyin">Guǎngdōng</foreignphrase>, widely
+                spoken in Chinese communities in the United States; Fukienese (<foreignphrase
+                    xml:lang="cmn-Latn-pinyin">Mǐn</foreignphrase>), a variant of which is spoken by
+                a majority on Taiwan and hence called Taiwanese; and Hakka (<foreignphrase
+                    xml:lang="cmn-Latn-pinyin">Kèjiā</foreignphrase>), spoken in a belt above the
+                Cantonese area, as well as by a minority on Taiwan. Cantonese, Fukienese, and Hakka
+                are also widely spoken throughout Southeast Asia. </para>
+            <para>There are minority ethnic groups in China who speak non-Chinese languages. Some of
+                these, such as Tibetan, are distantly related to the Chinese languages. Others, such
+                as Mongolian, are entirely unrelated. </para>
+            <para><emphasis role="bold">Some Characteristics of Chinese</emphasis>
+            </para>
+            <para>To us, perhaps the roost striking feature of spoken Chinese is the use of
+                variation in tone (“tones” to distinguish the different meanings of syllables which
+                would otherwise sound alike. All languages, and Chinese is no exception, make use of
+                sentence intonation to indicate how whole sentences are to be understood. In
+                English, for example, the rising pattern in “He’s gone?” tells us that the sentence
+                is meant as a question. The Chinese tones, however, are quite a different matter.
+                They belong to individual syllables, not to the sentence as a whole. An inherent
+                part of each Standard Chinese syllable is one of four distinctive tones. The tone
+                does just as much to distinguish the syllable as do the consonants and vowels. For
+                example, the only difference between the verb “to buy,” <foreignphrase
+                    xml:lang="cmn-Latn-pinyin">mǎi</foreignphrase> and the verb “to sell,”
+                    <foreignphrase xml:lang="cmn-Latn-pinyin">mài</foreignphrase>, is the Low tone
+                    (<foreignphrase xml:lang="cmn-Hani">ˇ̆</foreignphrase>) and the Falling tone
+                    (<foreignphrase xml:lang="cmn-Hani">`</foreignphrase>). And yet these words are
+                Just as distinguishable as our words “buy” and “guy,” or “buy” and “boy.” Apart from
+                the tones, the sound system of Standard Chinese is no more different from English
+                than French is. </para>
+            <para>Word formation in Standard Chinese is relatively simple. For one thing, there are
+                no conjugations such as are found in many European languages. Chinese verbs have
+                fewer forms than English verbs, and nowhere near as many irregularities. Chinese
+                grammar relies heavily on word order, and often the word order is the same as in
+                English. For these reasons Chinese is not as difficult for Americans to learn to
+                speak as one might think. </para>
+            <para>It is often said that Chinese is a monosyllabic language. This notion contains a
+                good deal of truth. It has been found that, on the average, every other word in
+                ordinary conversation is a single-syllable word. Moreover, although most words in
+                the dictionary have two syllables, and some have more, these words can almost always
+                be broken down into single-syllable units of meaning, many of which can stand alone
+                as words. </para>
+
+            <para><emphasis role="bold">Written Chinese</emphasis>
+            </para>
+            <para>Most languages with which we are familiar are written with an alphabet. The
+                letters may be different from ours, as in the Greek alphabet, but the principle is
+                the same: one letter for each consonant or vowel sound, more or less. Chinese,
+                however, is written with “characters” which stand for whole syllables—in fact, for
+                whole syllables with particular meanings. Although there are only about thirteen
+                hundred phonetically distinct syllables in standard Chinese, there are several
+                thousand Chinese characters in everyday use, essentially one for each
+                single-syllable unit of meaning. This means that many words have the same
+                pronunciation but are written with different characters, as <foreignphrase
+                    xml:lang="cmn-Latn-pinyin">tiān</foreignphrase>, “sky,” <foreignphrase
+                    xml:lang="cmn-Hani">天</foreignphrase>, and <foreignphrase
+                    xml:lang="cmn-Latn-pinyin">tiān</foreignphrase>, “to add,” “to increase,”
+                    <foreignphrase xml:lang="cmn-Hani">添</foreignphrase>. Chinese characters are
+                often referred to as “ideographs” which suggests that they stand directly for ideas.
+                But this is misleading. It is better to think of them as standing for the meaningful
+                syllables of the spoken language. </para>
+            <para>Minimal literacy in Chinese calls for knowing about a thousand characters. These
+                thousand characters, in combination, give a reading vocabulary of several thousand
+                words. Full literacy calls for knowing some three thousand characters. In order to
+                reduce the amount of time needed to learn characters, there has been a vast
+                extension in the People’s Republic of China (PRC) of the principle of character
+                simplification, which has reduced the average number of strokes per character by
+                half. </para>
+            <para>During the past century, various systems have been proposed for representing the
+                sounds of Chinese with letters of the Roman alphabet. One of these romanizations,
+                    <foreignphrase xml:lang="cmn-Latn-pinyin">Hànyǔ</foreignphrase>
+                <foreignphrase xml:lang="cmn-Latn-pinyin">Pīnyīn</foreignphrase> (literally “Chinese
+                Language Spelling,” generally called “Pinyin” in English), has been adopted
+                officially in the PRC, with the short-term goal of teaching all students the
+                Standard Chinese pronunciation of characters. A long-range goal is the use of Pinyin
+                for written communication throughout the country. This is not possible, of course,
+                until speakers across the nation have uniform pronunciations of Standard Chinese.
+                For the time being, characters, which represent meaning, not pronunciation, are
+                still the most widely accepted way of communicating in writing. </para>
+            <para>Pinyin uses all of the letters in our alphabet except “<emphasis role="bold"
+                    >v</emphasis>,” and adds the letter “<emphasis role="bold">ü</emphasis>.” The
+                spellings of some of the consonant sounds are rather arbitrary from our point of
+                view, but for every consonant sound there is only one letter or one combination of
+                letters, and vice versa. You will find that each vowel letter can stand for
+                different vowel sounds, depending on what letters precede or follow it in the
+                syllable. The four tones are indicated by accent marks over the vowels, and the
+                Neutral tone by the absence of an accent mark: </para>
+            <para>High: <foreignphrase xml:lang="cmn-Latn-pinyin">mā</foreignphrase>
+            </para>
+            <para>Falling: <foreignphrase xml:lang="cmn-Latn-pinyin">mà</foreignphrase>
+            </para>
+            <para>Rising: <foreignphrase xml:lang="cmn-Latn-pinyin">má</foreignphrase>
+            </para>
+            <para>Neutral: <foreignphrase xml:lang="cmn-Latn-pinyin">ma</foreignphrase>
+            </para>
+            <para>Low: <foreignphrase xml:lang="cmn-Latn-pinyin">mǎ</foreignphrase>
+            </para>
+            <para>One reason often given for the retention of characters is that they can be read,
+                with the local pronunciation, by speakers of all the Chinese languages. Probably a
+                stronger reason for retaining them is that the characters help keep alive
+                distinctions of meaning between words, and connections of meaning between words,
+                which are fading in the spoken language. On the other hand, a Cantonese could learn
+                to speak Standard Chinese, and read it alphabetically, at least as easily as he can
+                learn several thousand characters. </para>
+            <para>Pinyin is used throughout this course to provide a simple written representation
+                of pronunciation. The characters, which are chiefly responsible for the reputation
+                of Chinese as a difficult language, are taught separately. </para>
+
+            <para><emphasis role="bold">BACKGROUND NOTES: ABOUT CHINESE CHARACTERS</emphasis>
+            </para>
+            <para>Each Chinese character is written as a fixed sequence of strokes. There are very
+                few basic types of strokes, each with its own prescribed direction, length, and
+                contour. The dynamics of these strokes as written with a brush, the classical
+                writing instrument, show up clearly even in printed characters. You can tell from
+                the varying thickness of the stroke how the brush met the paper, how it swooped, and
+                how it lifted; these effects are largely lost in characters written with a
+                ball-point pen. </para>
+            <para>The sequence of strokes is of particular importance. Let’s take the character for
+                “mouth,” pronounced <foreignphrase xml:lang="cmn-Latn-pinyin">kǒu</foreignphrase>.
+                Here it is as normally written, with the order and directions of the strokes
+                indicated.</para>
+            <figure>
+                <title>Strokes order</title>
+                <mediaobject>
+                    <imageobject>
+                        <imagedata
+                            fileref="FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-4.png"
+                            align="center"/>
+                    </imageobject>
+                </mediaobject>
+            </figure>
+            <para>If the character is written rapidly, in “running-style writing,” one stroke glides
+                into the next, like this. </para>
+            <figure>
+                <title>Running style writing </title>
+                <mediaobject>
+                    <imageobject>
+                        <imagedata
+                            fileref="FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-11.png"
+                            align="center"/>
+                    </imageobject>
+                </mediaobject>
+            </figure>
+            <para>If the strokes were written in any but the proper order, quite different
+                distortions would take place as each stroke reflected the last and anticipated the
+                next, and the character would be illegible.</para>
+            <para>The earliest surviving Chinese characters, inscribed on the Shang Dynasty “oracle
+                bones” of about 1500 B.C. , already included characters that vent beyond simple
+                pictorial representation. There are some characters in use today which are
+                pictorial, like the character for “mouth.” There are also some which are directly
+                symbolic, like our Roman numerals I, II, and III. (The characters for these
+                numbers—the first numbers you learn in this course—are like the Roman numerals
+                turned on their sides.) There are some which are indirectly symbolic, like our
+                Arabic numerals 1, 2, and 3. But the most common type of character is complex,
+                consisting of two parts: a “phonetic,” which suggests the pronunciation, and a
+                “radical,” which broadly characterizes the meaning. Let’s take the following
+                character as an example. </para>
+            <figure>
+                <title>Running style writing </title>
+                <mediaobject>
+                    <imageobject>
+                        <imagedata
+                            fileref="FSI-Chinese-MOD1-Textbook/Images/0021-FSI-StandardChinese-Module01ORN-StudentText-5.png"
+                            align="center"/>
+                    </imageobject>
+                </mediaobject>
+            </figure>
+            <para>This character means “ocean” and is pronounced <foreignphrase
+                    xml:lang="cmn-Latn-pinyin">yáng</foreignphrase>. The left side of the character,
+                the three short strokes, is an abbreviation of a character which means “water” and
+                is pronounced <foreignphrase xml:lang="cmn-Latn-pinyin">shuǐ</foreignphrase>. This
+                is the “radical.” It has been borrowed only for its meaning, "water.” The right side
+                of the character above is a character which means "sheep” and is pronounced
+                    <foreignphrase xml:lang="cmn-Latn-pinyin">yáng</foreignphrase>. This is the
+                “phonetic.” It has been borrowed only for its sound value, <foreignphrase
+                    xml:lang="cmn-Latn-pinyin">yáng</foreignphrase>. A speaker of Chinese
+                encountering the above character for the first time could probably figure out that
+                the only Chinese word that sounds like <foreignphrase xml:lang="cmn-Latn-pinyin"
+                    >yáng</foreignphrase> and means something like “water,” is the word
+                    <foreignphrase xml:lang="cmn-Latn-pinyin">yáng</foreignphrase> meaning “ocean,”
+                We, as speakers of English, might not be able to figure it out. Moreover, phonetics
+                and radicals seldom work as neatly as in this example. But we can still learn to
+                make good use of these hints at sound and sense. </para>
+            <para>Many dictionaries classify characters in terms of the radicals. According to one
+                of the two dictionary systems used, there are 176 radicals; in the other system,
+                there are 214. There are over a thousand phonetics.</para>
+            <para>Chinese has traditionally been written vertically, from top to bottom of the page,
+                starting on the right-hand side, with the pages bound so that the first page is
+                where we would expect the last page to be. Nowadays, however, many Chinese
+                publications paginate like Western publications, and the characters are written
+                horizontally, from left to right.</para>
+            <para><emphasis role="bold">BACKGROUND NOTES: ABOUT CHINESE PERSONAL NAMES AND TITLES
+                </emphasis></para>
+            <para>A Chinese personal name consists of two parts: a surname and a given name. There
+                is no middle name. The order is the reverse of ours: surname first, given name last. </para>
+            <para>The most common pattern for Chinese names is a single-syllable surname followed by
+                a two-syllable given name:<footnote>
+                    <para>The first version of each example is in the Pinyin system of romanization.
+                        The second parenthesized version is the conventional, or anglicized,
+                        spelling.</para>
+                </footnote></para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Máo Zédōng</foreignphrase> (Mao
+                Tse-tung)</para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Zhōu Ēnlái</foreignphrase> (Chou
+                En-lai)</para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Jiǎng Jièshí</foreignphrase> (Chiang
+                Kai-shek)</para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Sòng Qìnglíng</foreignphrase> (Soong
+                Chʽing-ling—Mme Sun Yat-sen)</para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Sòng Měilíng</foreignphrase> (Soong
+                Mei-ling—Mme Chiang Kai-shek)</para>
+            <para>It is not uncommon, however, for the given name to consist of a single
+                syllable:</para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Zhū Dé </foreignphrase> (Chu De) :
+                Marshal Zhu De, the communist general <foreignphrase xml:lang="cmn-Hani"
+                    >朱德</foreignphrase></para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Lín Biāo</foreignphrase> (Lin Piao) </para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Hú Shì</foreignphrase> (Hu Shih) </para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Jiāng Qīng</foreignphrase> (Chiang
+                Chʽing—Mme Mao Tse-tung) </para>
+            <para>There are a few two-syllable surnames. </para>
+            <para>These are usually followed by single-syllable given names: </para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Sīmǎ Guāng</foreignphrase> (Ssu-ma
+                Kuang) </para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Ōuyáng Xiū</foreignphrase> (Ou-yang
+                Hsiu) </para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Zhūgě Liàng</foreignphrase> (Chu-ke
+                Liang) </para>
+            <para>But two-syllable surnames may also be followed by two-syllable given names:</para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Sīmǎ Xiāngrú</foreignphrase> (Ssu-ma
+                Hsiang-ju) </para>
+            <para>An exhaustive list of Chinese surnames includes several hundred written with a
+                single character and several dozen written with two characters. Some single-syllable
+                surnames sound exactly alike although written with different characters, and to
+                distinguish them, the Chinese nay occasionally have to describe the character or
+                “write” it with a finger on the palm of a hand. But the surnames that you are likely
+                to encounter are fever than a hundred, and a handful of these are so common that
+                they account for a good majority of China’s population. </para>
+            <para>Given names, as opposed to surnames, are not restricted to a limited list of
+                characters, Men’s names are often but not always distinguishable from women’s; the
+                difference, however, usually lies in the meaning of the characters and so is not
+                readily apparent to the beginning student with a limited knowledge of
+                characters.</para>
+            <para>Outside the People’s Republic the traditional system of titles is still in use.
+                These titles closely parallel our own “Mr.,” “Mrs.,” and “Miss.” Notice, however,
+                that all Chinese titles follow the name—either the full name or the surname
+                alone—rather than preceding it.</para>
+            <para>The title “Mr.” is <foreignphrase xml:lang="cmn-Latn-pinyin"
+                    >Xiānsheng</foreignphrase>. </para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Xiānsheng</foreignphrase>
+            </para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ Xiānsheng</foreignphrase>
+            </para>
+            <para>The title “Mrs.” is <foreignphrase xml:lang="cmn-Latn-pinyin"
+                    >Tàitai</foreignphrase>. It follows the husband’s full name or surname alone. </para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Tàitai</foreignphrase>
+            </para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ Tàitai</foreignphrase>
+            </para>
+            <para>The title “Miss” is <foreignphrase xml:lang="cmn-Latn-pinyin"
+                    >Xiǎojiě</foreignphrase>. The Ma family’s grown daughter, <foreignphrase
+                    xml:lang="cmn-Latn-pinyin">Défēn</foreignphrase>, would be</para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Xiǎojiě</foreignphrase></para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Défēn Xiǎojiě</foreignphrase>
+            </para>
+            <para>Even traditionally, outside the People’s Republic, a married woman does not take
+                her husband’s name in the same sense as in our culture. If Miss Fang <foreignphrase
+                    xml:lang="cmn-Latn-pinyin">Bǎolán</foreignphrase> marries Mr. <foreignphrase
+                    xml:lang="cmn-Latn-pinyin">Ma Mínglǐ</foreignphrase>, she becomes Mrs,
+                    <foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ</foreignphrase>, but at the
+                same time she remains <foreignphrase xml:lang="cmn-Latn-pinyin">Fāng
+                    Bǎolán</foreignphrase>, She does not become <foreignphrase
+                    xml:lang="cmn-Latn-pinyin">Mǎ Bǎolán</foreignphrase>; there is no equivalent of
+                “Mrs. Mary Smith.” She may, however, add her husband’s surname to her own full name
+                and refer to herself as <foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Fāng
+                    Bǎolán</foreignphrase>. At work she is quite likely to continue as Miss
+                    <foreignphrase xml:lang="cmn-Latn-pinyin">Fāng</foreignphrase>. </para>
+            <para>These customs regarding names are still observed by many Chinese today in various
+                parts of the world. The titles carry certain connotations, however, when used in the
+                PRC today: <foreignphrase xml:lang="cmn-Latn-pinyin">Tàitai</foreignphrase> should
+                not be used because it designates that woman as a member of the leisure class.
+                    <foreignphrase xml:lang="cmn-Latn-pinyin">Xiǎojiě</foreignphrase> should not be
+                used because it carries the connotation of being from a rich family. </para>
+            <para>In the People’s Republic, the title “Comrade,” <foreignphrase
+                    xml:lang="cmn-Latn-pinyin">Tóngzhì</foreignphrase> is used in place of the
+                titles <foreignphrase xml:lang="cmn-Latn-pinyin">Xiānsheng</foreignphrase>,
+                    <foreignphrase xml:lang="cmn-Latn-pinyin">Tàitai</foreignphrase>, and
+                    <foreignphrase xml:lang="cmn-Latn-pinyin">Xiǎojiě</foreignphrase>.
+                    <foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ</foreignphrase> would
+                be:</para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Tóngzhì</foreignphrase></para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ Tóngzhì</foreignphrase></para>
+            <para>The title “Comrade” is applied to all, regardless of sex or marital status. A
+                married woman does not take her husband’s name in any sense. <foreignphrase
+                    xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ</foreignphrase>’s wife would be: </para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Fāng Tóngzhì</foreignphrase>
+            </para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Fāng Bǎolán
+                Tóngzhì</foreignphrase></para>
+            <para>Children may be given either the mother’s or the father’s surname at birth. In
+                some families one child has the father’s surname, and another child has the mother’s
+                surname. <foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Mínglǐ</foreignphrase>’s and
+                    <foreignphrase xml:lang="cmn-Latn-pinyin">Fāng Bǎolán</foreignphrase>’s grown
+                daughter could be </para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Tŏngzhì </foreignphrase></para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Mǎ Děfēn Tóngzhì</foreignphrase>
+            </para>
+            <para>Their grown son could be </para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Fāng Tóngzhì</foreignphrase></para>
+            <para><foreignphrase xml:lang="cmn-Latn-pinyin">Fāng Zìqiáng
+                Tóngzhì</foreignphrase></para>
+            <para>Both in the PRC and elsewhere, of course, there are official titles and titles of
+                respect in addition to the common titles we have discussed here. Several of these
+                will be introduced later in the course. </para>
+            <para>The question of adapting foreign names to Chinese calls for special consideration.
+                In the People’s Republic the policy is to assign Chinese phonetic equivalents to
+                foreign names. These approximations are often not as close phonetically as they
+                might be, since the choice of appropriate written characters may bring in
+                non-phonetic considerations. (An attempt is usually made when transliterating to use
+                characters with attractive meanings.) For the most part, the resulting names do not
+                at all resemble Chinese names. For example, the official version of “David Anderson”
+                is <foreignphrase xml:lang="cmn-Latn-pinyin">Dàiwěi Āndésēn</foreignphrase>. </para>
+            <para>An older approach, still in use outside the PRC, is to construct a valid Chinese
+                name that suggests the foreign name phonetically. For example, “David Anderson”
+                might be <foreignphrase xml:lang="cmn-Latn-pinyin">An Dàwèi</foreignphrase>. </para>
+            <para>Sometimes, when a foreign surname has the same meaning as a Chinese surname,
+                semantic suggestiveness is chosen over phonetic suggestiveness. For example,
+                    <foreignphrase xml:lang="cmn-Latn-pinyin">Wáng</foreignphrase>, a common Chinese
+                surname, means “king,” so “Daniel King” might be rendered <foreignphrase
+                    xml:lang="cmn-Latn-pinyin">Wáng Dànián</foreignphrase>. </para>
+            <para>Students in this course will be given both the official PRC phonetic equivalents
+                of their names and Chinese-style names.<emphasis/></para>
+        </section>
+    </preface>
+    
+       <xi:include href="FSI-Chinese-MOD5-Textbook/FSI-Chinese-MOD5-Textbook.xml"/>
+    
+    
+</book>

BIN
FSI-Chinese-MOD5-Textbook/out/pdf/FSI-Chinese-MOD5.pdf


BIN
FSI-Chinese-MOD6-Textbook/out/pdf/FSI-Chinese-MOD6.pdf


+ 35 - 32
FSI-Chinese-MOD7-Textbook/FSI-Chinese-MOD7-Textbook.xml

@@ -1085,7 +1085,8 @@
                                     <foreignphrase xml:lang="cmn-Hani">句</foreignphrase>
                                 </entry>
                                 <entry> sentence; counter for sentences or utterances, often
-                                    followed by huà, "speech" </entry>
+                                    followed by <foreignphrase xml:lang="cmn-Latn-pinyin"
+                                        >huà</foreignphrase>, "speech" </entry>
                             </row>
                             <row>
                                 <entry>
@@ -1297,7 +1298,7 @@
                 <title>Reference Notes</title>
                 <section>
                     <title>Notes on №1</title>
-                    <para><foreignphrase xml:lang="cmn-Latn-pinyin">jiè</foreignphrase>: “to borrow
+                    <para><foreignphrase xml:lang="cmn-Latn-pinyin">jiè</foreignphrase>: “to borrow
                         [Also “to lend,” see Notes on No. 2.]<informaltable frame="all" rowsep="0"
                             colsep="0">
                             <tgroup cols="1" align="left">
@@ -1384,7 +1385,7 @@
                         </informaltable></para>
                     <para>For people, you may also use the common pattern <foreignphrase
                             xml:lang="cmn-Latn-pinyin">wèn... jiè...</foreignphrase>, literally
-                        “ask... borrow.”<informaltable frame="all" rowsep="0" colsep="0">
+                        “ask... borrow.”:<informaltable frame="all" rowsep="0" colsep="0">
                             <tgroup cols="1" align="left">
                                 <colspec colname="c1" colnum="1" colwidth="1*" align="center"/>
                                 <tbody>
@@ -1427,7 +1428,7 @@
                         <foreignphrase xml:lang="cmn-Latn-pinyin">-zháo</foreignphrase> in the verb
                             <foreignphrase xml:lang="cmn-Latn-pinyin"
                             >jiēdao</foreignphrase>/<foreignphrase xml:lang="cmn-Latn-pinyin"
-                            >jiēzhao</foreignphrase> “to receive,” in the Meeting module.</para>
+                            >jiēzhao</foreignphrase> “to receive,” in the Meeting module.</para>
                     <para> You need to know not only what the ending <foreignphrase
                             xml:lang="cmn-Latn-pinyin">-dào</foreignphrase> means, but also when to
                         use it and when not to. This can't be summed up in one neat formula, but you
@@ -1463,7 +1464,7 @@
                                                 >我去借过,可是没借到。</foreignphrase></entry>
                                     </row>
                                     <row>
-                                        <entry> I went and tried to borrow itbut I didn't get
+                                        <entry> I went and tried to borrow it, but I didn't get
                                             it.</entry>
                                     </row>
                                 </tbody>
@@ -1527,7 +1528,7 @@
                                                 >在这儿看可以,不能借出去。</foreignphrase></entry>
                                     </row>
                                     <row>
-                                        <entry>You can read it here but you can't take it
+                                        <entry>You can read it here, but you can't take it
                                             out.</entry>
                                     </row>
                                     <row>
@@ -1578,7 +1579,7 @@
                         You learned rang as “to let” in the Welfare module:</para>
                     <para><foreignphrase xml:lang="cmn-Latn-pinyin">Ràng wǒ kànkan nǐde
                             hùzhào</foreignphrase> “Let me see your passport.” [<foreignphrase
-                            xml:lang="cmn-Latn-pinyin">Ràng</foreignphrase> can also mean “to
+                            xml:lang="cmn-Latn-pinyin">Ràng</foreignphrase>: can also mean “to
                         have,” “To tell,”or “to make” someone do something.]<informaltable
                             frame="all" rowsep="0" colsep="0">
                             <tgroup cols="1" align="left">
@@ -1614,7 +1615,7 @@
                         <foreignphrase xml:lang="cmn-Latn-pinyin">Shénme xiǎoshuō? --ràng nǐ zhème
                             gāoxìng.</foreignphrase>: There is a pause after the question
                             <foreignphrase xml:lang="cmn-Latn-pinyin">shénme
-                            xiǎoshuō</foreignphrase>, and the rest of the sentence <foreignphrase
+                            xiǎoshuō</foreignphrase>, and the rest of the sentence, <foreignphrase
                             xml:lang="cmn-Latn-pinyin">ràng nǐ zhème gāoxìng.</foreignphrase> is
                         like an afterthought. Compare these examples:<informaltable frame="all"
                             rowsep="0" colsep="0">
@@ -1714,7 +1715,7 @@
                                 </tbody>
                             </tgroup>
                         </informaltable></para>
-                    <para>In sentence 2Athe verb <foreignphrase xml:lang="cmn-Latn-pinyin"
+                    <para>In sentence 2A, the verb <foreignphrase xml:lang="cmn-Latn-pinyin"
                             >xiě</foreignphrase> is not new information because any novel must “be
                         written about” something. The object <foreignphrase
                             xml:lang="cmn-Latn-pinyin">dàlùde qíngkuàng</foreignphrase> is new
@@ -1811,7 +1812,7 @@
                     </para>
                     <para><foreignphrase xml:lang="cmn-Latn-pinyin">dàlù</foreignphrase>:
                         “continent, mainland” <foreignphrase xml:lang="cmn-Latn-pinyin">Zhōngguó
-                            dàlù</foreignphrase> is “mainland China”which may also be called
+                            dàlù</foreignphrase> is “mainland China, ”which may also be called
                             <foreignphrase xml:lang="cmn-Latn-pinyin">dàlù</foreignphrase> for short
                         just as we say “the mainland.”</para>
                     <para>Other ways are by using the verb <foreignphrase xml:lang="cmn-Latn-pinyin"
@@ -2262,7 +2263,7 @@
                     <para><foreignphrase xml:lang="cmn-Latn-pinyin">Xuéqī</foreignphrase> may also
                         be used without the counter <foreignphrase xml:lang="cmn-Latn-pinyin"
                             >-ge</foreignphrase>: <foreignphrase xml:lang="cmn-Latn-pinyin"
-                            >shàngxuéqī</foreignphrase><foreignphrase xml:lang="cmn-Latn-pinyin"
+                            >shàngxuéqī</foreignphrase>, <foreignphrase xml:lang="cmn-Latn-pinyin"
                             >xiàxuéqī</foreignphrase>, <foreignphrase xml:lang="cmn-Latn-pinyin"
                             >yìxuéqī</foreignphrase>, etc .</para>
                     <para>
@@ -2337,7 +2338,7 @@
                             </tgroup>
                         </informaltable></para>
                     <para><foreignphrase xml:lang="cmn-Latn-pinyin">zhèngzhi</foreignphrase>:
-                        “politics,political affairs ; political”</para>
+                        “politics, political affairs; political”</para>
                     <para>Keep in mind that because of China's political system, the word
                             <foreignphrase xml:lang="cmn-Latn-pinyin">zhèngzhi</foreignphrase> has a
                         different set of meanings than we are used to. This is a large question
@@ -2526,7 +2527,7 @@
                                     </row>
                                     <row>
                                         <entry>
-                                            <para>You alvays ask me questions.</para>
+                                            <para>You always ask me questions.</para>
                                         </entry>
                                     </row>
                                     <row>
@@ -2618,7 +2619,7 @@
                                     <row>
                                         <entry>
                                             <para>It's great that you're studying, but after all,
-                                                you can't go without eating can you?</para>
+                                                you can't go without eating, can you?</para>
                                         </entry>
                                     </row>
                                     <row>
@@ -2870,7 +2871,7 @@
                                     <row>
                                         <entry>
                                             <para>Hong Kong sure has a lot of social problems.
-                                                (e.g., drugs killings)</para>
+                                                (e.g., drugs, killings)</para>
                                         </entry>
                                     </row>
                                 </tbody>
@@ -2882,7 +2883,7 @@
                     <para/>
                     <para>
                         <foreignphrase xml:lang="cmn-Latn-pinyin">gǎnjué</foreignphrase>: “to feel;
-                        feeling” In7a,<foreignphrase xml:lang="cmn-Latn-pinyin"
+                        feeling” In 7a, <foreignphrase xml:lang="cmn-Latn-pinyin"
                             >gǎnjué</foreignphrase> is used as a verb. Here are other
                             examples:<informaltable frame="all" rowsep="0" colsep="0">
                             <tgroup cols="1" align="left">
@@ -3011,7 +3012,7 @@
                     <para> You will often split <foreignphrase xml:lang="cmn-Latn-pinyin"
                             >lai</foreignphrase> from the verb by inserting an object like
                             <foreignphrase xml:lang="cmn-Latn-pinyin">yìbēi chá</foreignphrase>, as
-                        in sentence In fact, in sentence 7B<foreignphrase
+                        in sentence In fact, in sentence 7B, <foreignphrase
                             xml:lang="cmn-Latn-pinyin">dào</foreignphrase> and <foreignphrase
                             xml:lang="cmn-Latn-pinyin">lai</foreignphrase> must be split up;
                             <foreignphrase xml:lang="cmn-Latn-pinyin">lai</foreignphrase> may not
@@ -3986,7 +3987,7 @@
                                                   <entry>
                                                   <para> In the past whenever I have bought
                                                   (mail-order) books from Hong Kong, I have always
-                                                  paid by check (lit. ”sent a check”.</para>
+                                                  paid by check (lit. ”sent a check”).</para>
                                                   </entry>
                                                 </row>
                                             </tbody>
@@ -3995,13 +3996,13 @@
                             </listitem>
                             <listitem>
                                 <para>Sentences with an auxiliary verb (<foreignphrase
-                                        xml:lang="cmn-Latn-pinyin"
-                                        >huì</foreignphrase>,<foreignphrase
-                                        xml:lang="cmn-Latn-pinyin">néng</foreignphrase>,
+                                        xml:lang="cmn-Latn-pinyin">huì</foreignphrase>,
+                                        <foreignphrase xml:lang="cmn-Latn-pinyin"
+                                        >néng</foreignphrase>, <foreignphrase
+                                        xml:lang="cmn-Latn-pinyin">yào</foreignphrase>,
                                         <foreignphrase xml:lang="cmn-Latn-pinyin"
-                                        >yào</foreignphrase>, <foreignphrase
-                                        xml:lang="cmn-Latn-pinyin">yīnggāi</foreignphrase>,
-                                        etc.)<informaltable frame="all" rowsep="0" colsep="0">
+                                        >yīnggāi</foreignphrase>, etc.)<informaltable frame="all"
+                                        rowsep="0" colsep="0">
                                         <tgroup cols="1" align="left">
                                             <colspec colname="c1" colnum="1" colwidth="1*"/>
                                             <tbody>
@@ -4119,8 +4120,8 @@
                                                 </row>
                                                 <row>
                                                   <entry><foreignphrase xml:lang="cmn-Latn-pinyin"
-                                                  >Mápó</foreignphrase> Beancurd usually has meat in
-                                                  it.</entry>
+                                                  >Mápó</foreignphrase> Bean curd usually has meat
+                                                  in it.</entry>
                                                 </row>
                                                 <row>
                                                   <entry><foreignphrase xml:lang="cmn-Latn-pinyin"
@@ -18515,10 +18516,10 @@
                             <para>In English, “ He is dying” may look like an ongoing action, but it
                                 actually means "He is very near to passing from a living state to a
                                 dead state.” The passing itself is instantaneous. So to translate
-                                #He is dying” in Chinese, you have to rephrase the thought, e.g.,
+                                He is dying” in Chinese, you have to rephrase the thought, e.g.,
                                     <foreignphrase xml:lang="cmn-Latn-pinyin">Tā kuài yào sǐ
                                     le</foreignphrase>, “He is going to die soon”, or <foreignphrase
-                                    xml:lang="cmn-Latn-pinyin">Tā huóbuháng le</foreignphrase>, #He
+                                    xml:lang="cmn-Latn-pinyin">Tā huóbuháng le</foreignphrase>, He
                                 won't live long.”</para>
                             <para/>
                         </footnote>Likewise, you have either arrived (<foreignphrase
@@ -20152,7 +20153,7 @@
                     <para>
                         <foreignphrase xml:lang="cmn-Latn-pinyin">jiāru</foreignphrase>: This is the
                         formal word for “to join” (You will recognize <foreignphrase
-                            xml:lang="cmn-Latn-pinyin">jiā</foreignphrase>“add,” from
+                            xml:lang="cmn-Latn-pinyin">jiā</foreignphrase>, “add,” from
                             <foreignphrase xml:lang="cmn-Latn-pinyin">cānjiā</foreignphrase> and
                             <foreignphrase xml:lang="cmn-Latn-pinyin">rù</foreignphrase>, “enter,”
                         from <foreignphrase xml:lang="cmn-Latn-pinyin">rù
@@ -21236,8 +21237,10 @@
                                     <row>
                                         <entry><foreignphrase xml:lang="cmn-Latn-pinyin"
                                                 >bú</foreignphrase></entry>
-                                        <entry morerows="1" valign="middle">在</entry>
-                                        <entry morerows="1" valign="middle">在</entry>
+                                        <entry morerows="1" valign="middle"><foreignphrase
+                                                xml:lang="cmn-Hani">在</foreignphrase></entry>
+                                        <entry morerows="1" valign="middle"><foreignphrase
+                                                xml:lang="cmn-Hani">在</foreignphrase></entry>
                                         <entry><foreignphrase xml:lang="cmn-Latn-pinyin"
                                                 >yě</foreignphrase></entry>
                                         <entry><foreignphrase xml:lang="cmn-Latn-pinyin"
@@ -21251,7 +21254,7 @@
                                 </tbody>
                             </tgroup>
                         </informaltable></para>
-                    <para>For examples of the first pattern, see Unit 3, Notes on No. 5
+                    <para>For examples of the first pattern, see Unit 3, Notes on No. 5,
                             <foreignphrase xml:lang="cmn-Latn-pinyin">bú zài kū le</foreignphrase>,
                         “doesn't cry anymore.”</para>
                     <para>The second pattern is more emphatic. The word <foreignphrase

File diff suppressed because it is too large
+ 758 - 736
FSI-Chinese-MOD7-Textbook/FSI-Chinese-MOD7-Textbook.xml.bak


BIN
FSI-Chinese-MOD7-Textbook/out/pdf/FSI-Chinese-MOD7.pdf


+ 3 - 2
FSI-Chinese.xml

@@ -900,7 +900,8 @@
     <xi:include href="OptionalModule-CAR/FSI-OptionalModule-CAR.xml"/>
     <xi:include href="OptionalModule-HTL/FSI-OptionalModule-HTL.xml"/>
     <xi:include href="OptionalModule-POT/FSI-OptionalModule-POT.xml"/>
-
-
+    <xi:include href="OptionalModule-MBD/FSI-OptionalModule-MBD.xml"/>
+    <xi:include href="OptionalModule-RST/FSI-OptionalModule-RST.xml"/>
+    <xi:include href="OptionalModule-WLF/FSI-OptionalModule-WLF.xml"/>
 
 </book>

+ 3 - 1
FSI-Chinese.xml.bak

@@ -899,7 +899,9 @@
     <xi:include href="FSI-Chinese-MOD9-Textbook/FSI-Chinese-MOD9-Textbook.xml"/>
     <xi:include href="OptionalModule-CAR/FSI-OptionalModule-CAR.xml"/>
     <xi:include href="OptionalModule-HTL/FSI-OptionalModule-HTL.xml"/>
-
+    <xi:include href="OptionalModule-POT/FSI-OptionalModule-POT.xml"/>
+    <xi:include href="OptionalModule-POT/FSI-OptionalModule-POT.xml"/>
+<xi:include href="OptionalModule-POT/FSI-OptionalModule-POT.xml"/>
 
 
 </book>

+ 0 - 60
FSI-Chinese.xpr

@@ -27,21 +27,6 @@
                                     </list>
                                 </field>
                             </scenarioAssociation>
-                            <scenarioAssociation>
-                                <field name="url">
-                                    <String>FSI-Chinese-MOD4-Textbook/FSI-Chinese-MOD4.xml</String>
-                                </field>
-                                <field name="scenarioIds">
-                                    <list>
-                                        <String>DocBook PDF - Chinese</String>
-                                    </list>
-                                </field>
-                                <field name="scenarioTypes">
-                                    <list>
-                                        <String>XSL</String>
-                                    </list>
-                                </field>
-                            </scenarioAssociation>
                             <scenarioAssociation>
                                 <field name="url">
                                     <String>FSI-Chinese-MOD2-Textbook/FSI-Chinese-MOD2-Textbook.xml</String>
@@ -72,51 +57,6 @@
                                     </list>
                                 </field>
                             </scenarioAssociation>
-                            <scenarioAssociation>
-                                <field name="url">
-                                    <String>FSI-Chinese-MOD1-Textbook/FSI-Chinese-MOD1.xml</String>
-                                </field>
-                                <field name="scenarioIds">
-                                    <list>
-                                        <String>DocBook PDF - Chinese</String>
-                                    </list>
-                                </field>
-                                <field name="scenarioTypes">
-                                    <list>
-                                        <String>XSL</String>
-                                    </list>
-                                </field>
-                            </scenarioAssociation>
-                            <scenarioAssociation>
-                                <field name="url">
-                                    <String>FSI-Chinese-MOD3-Textbook/FSI-Chinese-MOD3.xml</String>
-                                </field>
-                                <field name="scenarioIds">
-                                    <list>
-                                        <String>DocBook PDF - Chinese</String>
-                                    </list>
-                                </field>
-                                <field name="scenarioTypes">
-                                    <list>
-                                        <String>XSL</String>
-                                    </list>
-                                </field>
-                            </scenarioAssociation>
-                            <scenarioAssociation>
-                                <field name="url">
-                                    <String>FSI-Chinese-MOD2-Textbook/FSI-Chinese-MOD2.xml</String>
-                                </field>
-                                <field name="scenarioIds">
-                                    <list>
-                                        <String>DocBook PDF - Chinese</String>
-                                    </list>
-                                </field>
-                                <field name="scenarioTypes">
-                                    <list>
-                                        <String>XSL</String>
-                                    </list>
-                                </field>
-                            </scenarioAssociation>
                         </scenarioAssociation-array>
                     </entry>
                     <entry>

+ 36 - 22
OptionalModule-CAR/FSI-OptionalModule-CAR.xml

@@ -3,24 +3,9 @@
 <?xml-model href="http://docbook.org/xml/5.1/sch/docbook.sch" type="application/xml" schematypens="http://purl.oclc.org/dsdl/schematron"?>
 <chapter xmlns="http://docbook.org/ns/docbook" xmlns:xlink="http://www.w3.org/1999/xlink"
     version="5.1">
-    <title>Car Optional Module</title>
+    <title>Car</title>
     <subtitle>A Modular Approach</subtitle>
-    <para>Optional Modules<itemizedlist>
-            <listitem>
-                <para>Restaurant</para>
-            </listitem>
-            <listitem>
-                <para>Hotel</para>
-            </listitem>
-            <listitem>
-                <para>Post Office and Telephone</para>
-            </listitem>
-            <listitem>
-                <para>Car</para>
-            </listitem>
-        </itemizedlist></para>
-    <para>Sponsored by Agencies of the United States and Canadian Governments</para>
-    <section>
+     <section>
         <title>Objectives of the Car Module</title>
         <section>
             <title>General</title>
@@ -78,6 +63,7 @@
                 </orderedlist></para>
         </section>
     </section>
+    <?custom-pagebreak?>
     <section>
         <title>Unit 1</title>
         <section>
@@ -85,6 +71,7 @@
             <section>
                 <title>Reference List</title>
             </section>
+            <?custom-pagebreak?>
             <section>
                 <title>Reference Notes</title>
                 <section>
@@ -111,12 +98,15 @@
                         cleaning windows and getting air for tires, may be done by the driver
                         himself. Any major servicing must be done at a repair garage.</para>
                 </section>
+                <?custom-pagebreak?>
                 <section>
-                    <title>Dialogue Peking:</title>
+                    <title>Dialogue Peking</title>
                 </section>
+                <?custom-pagebreak?>
                 <section>
-                    <title>Dialogue Taipei:</title>
+                    <title>Dialogue Taipei</title>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Notes after Dialogues in Part 1</title>
                     <para><foreignphrase xml:lang="cmn-Latn-pinyin">Jīyóu jiāhǎo
@@ -129,11 +119,13 @@
                 </section>
             </section>
         </section>
+        <?custom-pagebreak?>
         <section>
             <title>Part 2</title>
             <section>
                 <title>Reference List</title>
             </section>
+            <?custom-pagebreak?>
             <section>
                 <title>Reference Notes</title>
                 <section>
@@ -259,7 +251,7 @@
                                 <colspec colname="c1" colnum="1" colwidth="1*"/>
                                 <tbody>
                                     <row>
-                                        <entry><foreignphrase xml:lang="cmn-Latn-pinyin">Niǐyídìng
+                                        <entry><foreignphrase xml:lang="cmn-Latn-pinyin">Nǐ yídìng
                                                 děi bǎoyǎng zìjǐ. </foreignphrase></entry>
                                     </row>
                                     <row>
@@ -291,15 +283,18 @@
                         </informaltable></para>
                     <para><foreignphrase xml:lang="cmn-Latn-pinyin">língjiàn</foreignphrase>: “spare
                         parts” or simply “parts”. <foreignphrase xml:lang="cmn-Latn-pinyin">Huàn
-                            língjiàn</foreignphrase> is “o exchange</para>
-                    <para>(something) for a spare part”.</para>
+                            língjiàn</foreignphrase> is “to exchange (something) for a spare
+                        part”.</para>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Peking</title>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Taipei</title>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Notes after Dialogues in Part 2</title>
                     <para><foreignphrase xml:lang="cmn-Latn-pinyin">Yǒu shíhou hái huì
@@ -328,11 +323,13 @@
                 </section>
             </section>
         </section>
+        <?custom-pagebreak?>
         <section>
             <title>Part 3</title>
             <section>
                 <title>Reference List</title>
             </section>
+            <?custom-pagebreak?>
             <section>
                 <title>Reference Notes</title>
                 <section>
@@ -381,19 +378,23 @@
                             </tgroup>
                         </informaltable></para>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Peking</title>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Taipei</title>
                 </section>
             </section>
         </section>
+        <?custom-pagebreak?>
         <section>
             <title>Unit Vocabulary List</title>
             <para/>
         </section>
     </section>
+    <?custom-pagebreak?>
     <section>
         <title>Unit 2</title>
         <para/>
@@ -402,15 +403,18 @@
             <section>
                 <title>Reference List</title>
             </section>
+            <?custom-pagebreak?>
             <section>
                 <title>Reference Notes</title>
                 <section>
                     <title>Notes on Part 1</title>
                     <para/>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Peking</title>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Taipei</title>
                 </section>
@@ -524,11 +528,13 @@
                 </section>
             </section>
         </section>
+        <?custom-pagebreak?>
         <section>
             <title>Part 2</title>
             <section>
                 <title>Reference List</title>
             </section>
+            <?custom-pagebreak?>
             <section>
                 <title>Reference Notes</title>
                 <section>
@@ -667,19 +673,23 @@
                             </tgroup>
                         </informaltable></para>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Peking</title>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Taipei</title>
                 </section>
             </section>
         </section>
+        <?custom-pagebreak?>
         <section>
             <title>Part 3</title>
             <section>
                 <title>Reference List</title>
             </section>
+            <?custom-pagebreak?>
             <section>
                 <title>Reference Notes</title>
                 <section>
@@ -797,17 +807,21 @@
                             </tgroup>
                         </informaltable></para>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Peking</title>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Taipei</title>
                 </section>
             </section>
         </section>
+        <?custom-pagebreak?>
         <section>
             <title>Unit Vocabulary List</title>
         </section>
+        <?custom-pagebreak?>
         <section>
             <title>Parts of the car</title>
         </section>

+ 36 - 22
OptionalModule-CAR/FSI-OptionalModule-CAR.xml.bak

@@ -3,24 +3,9 @@
 <?xml-model href="http://docbook.org/xml/5.1/sch/docbook.sch" type="application/xml" schematypens="http://purl.oclc.org/dsdl/schematron"?>
 <chapter xmlns="http://docbook.org/ns/docbook" xmlns:xlink="http://www.w3.org/1999/xlink"
     version="5.1">
-    <title>Car Optional Module</title>
+    <title>Car</title>
     <subtitle>A Modular Approach</subtitle>
-    <para>Optional Modules<itemizedlist>
-            <listitem>
-                <para>Restaurant</para>
-            </listitem>
-            <listitem>
-                <para>Hotel</para>
-            </listitem>
-            <listitem>
-                <para>Post Office and Telephone</para>
-            </listitem>
-            <listitem>
-                <para>Car</para>
-            </listitem>
-        </itemizedlist></para>
-    <para>Sponsored by Agencies of the United States and Canadian Governments</para>
-    <section>
+     <section>
         <title>Objectives of the Car Module</title>
         <section>
             <title>General</title>
@@ -78,6 +63,7 @@
                 </orderedlist></para>
         </section>
     </section>
+    <?custom-pagebreak?>
     <section>
         <title>Unit 1</title>
         <section>
@@ -85,6 +71,7 @@
             <section>
                 <title>Reference List</title>
             </section>
+            <?custom-pagebreak?>
             <section>
                 <title>Reference Notes</title>
                 <section>
@@ -111,12 +98,15 @@
                         cleaning windows and getting air for tires, may be done by the driver
                         himself. Any major servicing must be done at a repair garage.</para>
                 </section>
+                <?custom-pagebreak?>
                 <section>
-                    <title>Dialogue Peking:</title>
+                    <title>Dialogue Peking</title>
                 </section>
+                <?custom-pagebreak?>
                 <section>
-                    <title>Dialogue Taipei:</title>
+                    <title>Dialogue Taipei</title>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Notes after Dialogues in Part 1</title>
                     <para><foreignphrase xml:lang="cmn-Latn-pinyin">Jīyóu jiāhǎo
@@ -129,11 +119,13 @@
                 </section>
             </section>
         </section>
+        <?custom-pagebreak?>
         <section>
             <title>Part 2</title>
             <section>
                 <title>Reference List</title>
             </section>
+            <?custom-pagebreak?>
             <section>
                 <title>Reference Notes</title>
                 <section>
@@ -291,15 +283,18 @@
                         </informaltable></para>
                     <para><foreignphrase xml:lang="cmn-Latn-pinyin">língjiàn</foreignphrase>: “spare
                         parts” or simply “parts”. <foreignphrase xml:lang="cmn-Latn-pinyin">Huàn
-                            língjiàn</foreignphrase> is “o exchange</para>
-                    <para>(something) for a spare part”.</para>
+                            língjiàn</foreignphrase> is “to exchange (something) for a spare
+                        part”.</para>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Peking</title>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Taipei</title>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Notes after Dialogues in Part 2</title>
                     <para><foreignphrase xml:lang="cmn-Latn-pinyin">Yǒu shíhou hái huì
@@ -328,11 +323,13 @@
                 </section>
             </section>
         </section>
+        <?custom-pagebreak?>
         <section>
             <title>Part 3</title>
             <section>
                 <title>Reference List</title>
             </section>
+            <?custom-pagebreak?>
             <section>
                 <title>Reference Notes</title>
                 <section>
@@ -381,19 +378,23 @@
                             </tgroup>
                         </informaltable></para>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Peking</title>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Taipei</title>
                 </section>
             </section>
         </section>
+        <?custom-pagebreak?>
         <section>
             <title>Unit Vocabulary List</title>
             <para/>
         </section>
     </section>
+    <?custom-pagebreak?>
     <section>
         <title>Unit 2</title>
         <para/>
@@ -402,15 +403,18 @@
             <section>
                 <title>Reference List</title>
             </section>
+            <?custom-pagebreak?>
             <section>
                 <title>Reference Notes</title>
                 <section>
                     <title>Notes on Part 1</title>
                     <para/>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Peking</title>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Taipei</title>
                 </section>
@@ -524,11 +528,13 @@
                 </section>
             </section>
         </section>
+        <?custom-pagebreak?>
         <section>
             <title>Part 2</title>
             <section>
                 <title>Reference List</title>
             </section>
+            <?custom-pagebreak?>
             <section>
                 <title>Reference Notes</title>
                 <section>
@@ -667,19 +673,23 @@
                             </tgroup>
                         </informaltable></para>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Peking</title>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Taipei</title>
                 </section>
             </section>
         </section>
+        <?custom-pagebreak?>
         <section>
             <title>Part 3</title>
             <section>
                 <title>Reference List</title>
             </section>
+            <?custom-pagebreak?>
             <section>
                 <title>Reference Notes</title>
                 <section>
@@ -774,7 +784,7 @@
                                 </tbody>
                             </tgroup>
                         </informaltable></para>
-                    <para><foreignphrase xml:lang="cmn-Latn-pinyin">gū jià</foreignphrase>: To
+                    <para><foreignphrase xml:lang="cmn-Latn-pinyin">gū jià</foreignphrase>: To
                         estimate a price.”<informaltable frame="none" rowsep="1" colsep="1">
                             <tgroup cols="1" align="center">
                                 <colspec colname="c1" colnum="1" colwidth="1*"/>
@@ -797,17 +807,21 @@
                             </tgroup>
                         </informaltable></para>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Peking</title>
                 </section>
+                <?custom-pagebreak?>
                 <section>
                     <title>Dialogue Taipei</title>
                 </section>
             </section>
         </section>
+        <?custom-pagebreak?>
         <section>
             <title>Unit Vocabulary List</title>
         </section>
+        <?custom-pagebreak?>
         <section>
             <title>Parts of the car</title>
         </section>

BIN
OptionalModule-CAR/out/pdf/FSI-OptionalModule-CAR.pdf


+ 1 - 1
OptionalModule-HTL/FSI-OptionalModule-HTL.xml

@@ -3,7 +3,7 @@
 <?xml-model href="http://docbook.org/xml/5.1/sch/docbook.sch" type="application/xml" schematypens="http://purl.oclc.org/dsdl/schematron"?>
 <chapter xmlns="http://docbook.org/ns/docbook" xmlns:xlink="http://www.w3.org/1999/xlink"
     version="5.1">
-    <title>Hotel Module</title>
+    <title>Hotel</title>
     <section>
         <title>General</title>
         <para>The purpose of the Hotel Module (HTL) is to provide you with the linguistic skills you

+ 4 - 2
OptionalModule-HTL/FSI-OptionalModule-HTL.xml.bak

@@ -76,7 +76,7 @@
                                     <entry/>
                                 </row>
                                 <row>
-                                    <entry/>
+                                    <entry>Do you stay in an hotel?</entry>
                                 </row>
                                 <row>
                                     <entry>B: <foreignphrase xml:lang="cmn-Latn-pinyin">Shì, wǒ
@@ -86,7 +86,9 @@
                                     <entry/>
                                 </row>
                                 <row>
-                                    <entry/>
+                                    <entry>Yes, I stay in the <foreignphrase
+                                            xml:lang="cmn-Latn-pinyin">Běijīng</foreignphrase>
+                                        hotel.</entry>
                                 </row>
                             </tbody>
                         </tgroup>

BIN
OptionalModule-HTL/out/pdf/FSI-OptionalModule-HTL.pdf


+ 759 - 28
OptionalModule-MBD/FSI-OptionalModule-MBD.xml

@@ -6,30 +6,727 @@
     <title>Customs Surrounding</title>
     <subtitle>Marriage, Birth and Death</subtitle>
     <para/>
-    <section><title>Objectives</title><para></para></section>
     <section>
-        <title>Unit 1</title>
+        <title>Objectives</title>
         <para/>
         <section>
-            <title>Part 1</title>
+            <title>General</title>
+            <para>The purpose of the Module on Customs Surrounding Marriage, Birth and Death is to
+                furnish you with the linguistic skills and cultural Background information you need
+                to take part in conversations about changing attitudes and practices with regard to
+                courtship, marriage, birth, divorce, death and funerals in China, and to conduct
+                yourself in a culturally appropriate manner when you come in contact with Chinese
+                people at the time of one of these significant events in their lives.</para>
+            <para>Before starting the MBD module, you should have at least completed the Arranging a
+                Meeting Module. You may, of course, use this module at any later point in the
+                course.</para>
+        </section>
+        <section>
+            <title>Specific</title>
+            <para>When you have finished this module, you should be able to:</para>
+            <orderedlist>
+                <listitem>
+                    <para>Ask about the age when most people get married.</para>
+                </listitem>
+                <listitem>
+                    <para>Ask about how a wedding is celebrated and what differences there are in
+                        marriage practices between the city and the country.</para>
+                </listitem>
+                <listitem>
+                    <para>Ask about the current local customs regarding gifts for weddings, births,
+                        and funerals.</para>
+                </listitem>
+                <listitem>
+                    <para>Ask about the frequency of divorce.</para>
+                </listitem>
+                <listitem>
+                    <para>Talk about the functions and statuses of the people who play a role in
+                        arranging a present-day traditional marriage.</para>
+                </listitem>
+                <listitem>
+                    <para>Ask questions about the bride, the groom, and the ceremony in a modern-day
+                        wedding.</para>
+                </listitem>
+                <listitem>
+                    <para>Ask about population control efforts, changes in population control
+                        policy, restrictions on young people having children, what factors are taken
+                        into consideration in family planning, and how old most couples are when
+                        they have children.</para>
+                </listitem>
+                <listitem>
+                    <para>Congratulate a new mother. Ask about a new-born infant’s health, appetite,
+                        and weight, and describe the baby in terms of traditional values.</para>
+                </listitem>
+                <listitem>
+                    <para>Talk about the traditional beliefs and practices with regard to the
+                        mother's health before and after giving birth.</para>
+                </listitem>
+                <listitem>
+                    <para>Present condolences to someone whose relative has died, comfort and
+                        express concern for that person.</para>
+                </listitem>
+                <listitem>
+                    <para>Ask, after deciding if appropriate, about the circumstances of the death
+                        and the funeral.</para>
+                </listitem>
+                <listitem>
+                    <para>Apologize for not being able to attend a funeral.</para>
+                </listitem>
+                <listitem>
+                    <para>Ask what attire and behavior are appropriate when attending a
+                        funeral.</para>
+                </listitem>
+            </orderedlist>
+        </section>
+    </section>
+    <section>
+        <title>Unit 1: Weather and Terrain</title>
+        <para/>
+        <section>
+            <title>Part 1: Winter and Summer</title>
             <section>
                 <title>Reference List</title>
             </section>
             <section>
                 <title>Reference Notes</title>
+                <section>
+                    <title>Notes on Part 1</title>
+                    <para>tíchàng: “to advocate, to promote, to initiate, to recommend, to
+                            encourage”<informaltable frame="none" rowsep="1" colsep="1">
+                            <tgroup cols="1" align="center">
+                                <colspec colname="c1" colnum="1" colwidth="1*"/>
+                                <tbody>
+                                    <row>
+                                        <entry>Zhè shi shéi tíchàngde?</entry>
+                                    </row>
+                                    <row>
+                                        <entry/>
+                                    </row>
+                                    <row>
+                                        <entry>Who advocates this?</entry>
+                                    </row>
+                                </tbody>
+                            </tgroup>
+                        </informaltable></para>
+                    <para>nianqīng: “to be young” (literally “years-light” or “years green”. There
+                        are two different characters with the same sound used for the second
+                            syllable.)<informaltable frame="none" rowsep="1" colsep="1">
+                            <tgroup cols="1" align="center">
+                                <colspec colname="c1" colnum="1" colwidth="1*"/>
+                                <tbody>
+                                    <row>
+                                        <entry>Tā zhènme niánqīng, zhènme piàoliang!</entry>
+                                    </row>
+                                    <row>
+                                        <entry/>
+                                    </row>
+                                    <row>
+                                        <entry>She’s so young and so beautiful!</entry>
+                                    </row>
+                                    <row>
+                                        <entry>Wǒ niánqīngde shíhou, bù xǐhuan kàn shū.</entry>
+                                    </row>
+                                    <row>
+                                        <entry/>
+                                    </row>
+                                    <row>
+                                        <entry>When I was young, I didn’t like to read.</entry>
+                                    </row>
+                                    <row>
+                                        <entry>Zhèixiē niǎnqīng rén dōu ài kàn diànyǐng.</entry>
+                                    </row>
+                                    <row>
+                                        <entry/>
+                                    </row>
+                                    <row>
+                                        <entry>These young people all love to go to the
+                                            movies.</entry>
+                                    </row>
+                                    <row>
+                                        <entry>Nèige niánqǐngde Zhōngguo rén, Yīngwén shuōde bú
+                                            cuò.</entry>
+                                    </row>
+                                    <row>
+                                        <entry/>
+                                    </row>
+                                    <row>
+                                        <entry>That young Chinese person speaks pretty good
+                                            English.</entry>
+                                    </row>
+                                </tbody>
+                            </tgroup>
+                        </informaltable></para>
+                    <para>jiéhūn: “to get married”, also pronounced jiēhūn. Notice that in Chinese
+                        you talk of “getting married”, while in English we talk of “being married”.
+                        And it follows grammatically that jiéhūn is a process verb, not a state
+                        verb. Jiéhūn will always be seen with an aspect marker such as le or will be
+                        negated with méi.<informaltable frame="none" rowsep="1" colsep="1">
+                            <tgroup cols="1" align="center">
+                                <colspec colname="c1" colnum="1" colwidth="1*"/>
+                                <tbody>
+                                    <row>
+                                        <entry>Tāmen jiéhūnle méiyou?</entry>
+                                    </row>
+                                    <row>
+                                        <entry/>
+                                    </row>
+                                    <row>
+                                        <entry>Have they gotten married yet? (This is the equivalent
+                                            of ’Are they married?)</entry>
+                                    </row>
+                                    <row>
+                                        <entry>Nǐ jiéhūn duó jiǔ le?</entry>
+                                    </row>
+                                    <row>
+                                        <entry/>
+                                    </row>
+                                    <row>
+                                        <entry>How long have you been married?</entry>
+                                    </row>
+                                </tbody>
+                            </tgroup>
+                        </informaltable></para>
+                    <para>Jiéhūn is a verb-object compound, literally meaning “to knot marriage”.
+                        Jié and hūn can be separated by aspect markers, such as de or
+                            guo.<informaltable frame="none" rowsep="1" colsep="1">
+                            <tgroup cols="1" align="center">
+                                <colspec colname="c1" colnum="1" colwidth="1*"/>
+                                <tbody>
+                                    <row>
+                                        <entry>Nǐ shi shénme shíhou jiéde hūn? OR Nǐ shi shénme
+                                            shíhou jiéhūnde?</entry>
+                                    </row>
+                                    <row>
+                                        <entry/>
+                                    </row>
+                                    <row>
+                                        <entry>When did you get married?</entry>
+                                    </row>
+                                    <row>
+                                        <entry>Wang Xiānsheng jiéguo sāncì hūn.</entry>
+                                    </row>
+                                    <row>
+                                        <entry/>
+                                    </row>
+                                    <row>
+                                        <entry>Mr. Wang has been married three times.</entry>
+                                    </row>
+                                </tbody>
+                            </tgroup>
+                        </informaltable></para>
+                    <para>To say “get married to someone” use the pattern gēn ...
+                            jiéhūn.<informaltable frame="none" rowsep="1" colsep="1">
+                            <tgroup cols="1" align="center">
+                                <colspec colname="c1" colnum="1" colwidth="1*"/>
+                                <tbody>
+                                    <row>
+                                        <entry>Tā gēn shéi jiéhūn le?</entry>
+                                    </row>
+                                    <row>
+                                        <entry/>
+                                    </row>
+                                    <row>
+                                        <entry>To whom did he get married?</entry>
+                                    </row>
+                                </tbody>
+                            </tgroup>
+                        </informaltable></para>
+
+                    <section>
+                        <title>Notes on №2</title>
+                        <para>wǎnliàn wǎnhūn: “late involvement and late marriage”. Wǎnliàn is an
+                            abbreviation for wan liàn’ài, “mature love”, (liàn’ài means “romantic
+                            love, courtship”), and wǎnhūn is an abbreviation for wǎn jiéhūn, “late
+                            marriage”. This policy has been promoted since the 1960s, but only
+                            actively enforced since the 1970s. It is difficult to generalize about
+                            the required minimum marriage ages, as they differ from city to city and
+                            might be nonexistant in certain rural and national minority areas, where
+                            the government is trying to increase the population. The minimum age has
+                            been progressively raised over the years, until 1978 when the rules were
+                            eased a bit. In general, if the combined ages of the couple exceeds
+                            fifty years (or the female’s age exceeds the male’s), then the marriage
+                            is allowable.</para>
+                    </section>
+                    <section>
+                        <title>Notes on №3</title>
+                        <para>qīngnián: “youth, young person”. Do not confuse this noun with the
+                            adjectival verb niánqīng, “to be young”. (See Notes on No. 1)</para>
+                        <para>In this sentence, the noun qīngnián is used to modify the noun lǎoshī,
+                                “teacher”.<informaltable frame="none" rowsep="1" colsep="1">
+                                <tgroup cols="2" align="center">
+                                    <colspec colname="c1" colnum="1" colwidth="1*"/>
+                                    <colspec colname="newCol2" colnum="2" colwidth="1*"/>
+                                    <tbody>
+                                        <row>
+                                            <entry>A:</entry>
+                                            <entry>Wǒ jìde sānshinián yīqián nǐ tèbié ài chī
+                                                táng.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                            <entry>I remember that thirty years ago you especially
+                                                loved to eat candy.</entry>
+                                        </row>
+                                        <row>
+                                            <entry>B:</entry>
+                                            <entry>Shì a, nèi shíhou wǒmen dōu háishi qīngnián.
+                                                Xiànzài lǎo le, yá bù xíng le.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                            <entry>Yes. Back then we were all young people. Now I’m
+                                                old, and my teeth aren’t good any more.</entry>
+                                        </row>
+                                    </tbody>
+                                </tgroup>
+                            </informaltable></para>
+                        <para>nǔlì: “to be hardworking, to diligent”, or as an adverb,
+                            “diligently,be hard”.</para>
+                        <para>Tā suīrán hen nǔlì, kěshi tāde Yīngwen háishi bù xíng. Although he’s
+                            very hardworking, his English is still not good enough.<informaltable
+                                frame="none" rowsep="1" colsep="1">
+                                <tgroup cols="1" align="center">
+                                    <colspec colname="c1" colnum="1" colwidth="1*"/>
+                                    <tbody>
+                                        <row>
+                                            <entry>Wǒ děi nǔlì xué Zhōngwén.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>I have to study Chinese very hard.</entry>
+                                        </row>
+                                    </tbody>
+                                </tgroup>
+                            </informaltable></para>
+                    </section>
+                    <section>
+                        <title>Notes on №4</title>
+                        <para>nongcūn: “rural areas, countryside, village”.<informaltable
+                                frame="none" rowsep="1" colsep="1">
+                                <tgroup cols="1" align="center">
+                                    <colspec colname="c1" colnum="1" colwidth="1*"/>
+                                    <tbody>
+                                        <row>
+                                            <entry>Nóngcūnde kōngqì bǐ chéngli hǎoduō le.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>The air in the country is much better than in the
+                                                city.</entry>
+                                        </row>
+                                        <row>
+                                            <entry>Tāmen Jiā zài nongcūn zhù.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>Their family lives in the country.</entry>
+                                        </row>
+                                    </tbody>
+                                </tgroup>
+                            </informaltable></para>
+                        <para>shíxíng: “to practice, to carry out (a method, policy, plan,
+                                reform)”.<informaltable frame="none" rowsep="1" colsep="1">
+                                <tgroup cols="1" align="center">
+                                    <colspec colname="c1" colnum="1" colwidth="1*"/>
+                                    <tbody>
+                                        <row>
+                                            <entry>Nǐ zhèige jìhua hěn hǎo, kěshi wǒ xiǎng bù néng
+                                                shíxíng.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>This plan of yours is very good, but I don’t
+                                                think it can be carried out.</entry>
+                                        </row>
+                                        <row>
+                                            <entry>Zhèige bànfa yǐjīng shíxíngle sānge xīngqīle,
+                                                kěshi jiéguǒ bù hǎo.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>This method has been in practice for three weeks,
+                                                but the results aren’t good.</entry>
+                                        </row>
+                                    </tbody>
+                                </tgroup>
+                            </informaltable></para>
+                    </section>
+                    <section>
+                        <title>Notes on №5</title>
+                        <para>chéng: “to constitute, to make, to become”.<informaltable frame="none"
+                                rowsep="1" colsep="1">
+                                <tgroup cols="1" align="center">
+                                    <colspec colname="c1" colnum="1" colwidth="1*"/>
+                                    <tbody>
+                                        <row>
+                                            <entry>Tǎde xuéxí yìzhí hěn hǎo, bìyè yǐhòu ānpai
+                                                gōngzuò bù chéng wèntí.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>His studies have been good all along, so after he
+                                                graduates, setting up a job for him won’t constitute
+                                                a problem.</entry>
+                                        </row>
+                                        <row>
+                                            <entry>Wǒde nǚer xiànzài chéngle jiějie, tǎ zhēn xǐhuan
+                                                tāde xiǎo mèimei.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>My daughter has become an older sister. She
+                                                really likes her little sister.</entry>
+                                        </row>
+                                    </tbody>
+                                </tgroup>
+                            </informaltable></para>
+                        <para>fēngqì: “established practice, custom; general mood”.<informaltable
+                                frame="none" rowsep="1" colsep="1">
+                                <tgroup cols="1" align="center">
+                                    <colspec colname="c1" colnum="1" colwidth="1*"/>
+                                    <tbody>
+                                        <row>
+                                            <entry>Xiànzài yǒu bù shǎo qīngnián bú yào zài
+                                                shāngdiànli mài dōngxi, zhèizhǒng fēngqì zhēn bù
+                                                hǎo.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>There are a lot of young people now who don’t
+                                                want to sell things in shops. This practice is
+                                                really bad.</entry>
+                                        </row>
+                                        <row>
+                                            <entry>Xiànzài zài Zhōngguo, yòu yǒule niàn shūde
+                                                fēngqì.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>Now in China there is again a general atmosphere
+                                                of study.</entry>
+                                        </row>
+                                    </tbody>
+                                </tgroup>
+                            </informaltable></para>
+                        <para/>
+                    </section>
+                    <section>
+                        <title>Notes on №6</title>
+                        <para>hé: “with”. You have seen he used between two nouns or pronouns as a
+                            conjunction meaning “and”. Here you see it used as a prepositional verb
+                            meaning “with”. The word gēn, which you have seen, also has both
+                            meanings, “and” and “with”.</para>
+                        <para>Formerly, gēn was the most frequently used word for “with” or “and” in
+                            the Mandarin spoken in North China, and he was more often written. But
+                            he has come into wide conversational use in pùtōnghuà. In addition to
+                            this variation, school children in Taiwan are sometimes taught to say
+                            hàn instead of he, which is the same character with another
+                            pronunciation.</para>
+                        <para>Generally speaking, if you use hé or gēn you should not have any
+                            problem being understood by any speaker of Standard Chinese.</para>
+                        <para>liàn'ài: “to fall in love, to be in love; romantic love, courtship”.
+                            This is the socially acceptable way to describe a romantic relationship
+                            between two people. Notice that liàn'ài can be used both as noun and as
+                            a verb. (Liàn’ài is written with an apostrophe to show where the
+                            syllable division is: liàn ài, not lià nài.)<informaltable frame="none"
+                                rowsep="1" colsep="1">
+                                <tgroup cols="1" align="center">
+                                    <colspec colname="c1" colnum="1" colwidth="1*"/>
+                                    <tbody>
+                                        <row>
+                                            <entry>Tǎmen liàn’àile hǎojinián le.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>They’ve been in love for quite a few years
+                                                now.</entry>
+                                        </row>
+                                        <row>
+                                            <entry>Tǎmen xiànzài kǎishǐ liàn’ài le.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>They’ve just started to fall in love.</entry>
+                                        </row>
+                                        <row>
+                                            <entry>Womende liàn’ài zhī you sāntiǎn, jiù bù xíng
+                                                le.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>Our love is only three days old and already it’s
+                                                over.</entry>
+                                        </row>
+                                    </tbody>
+                                </tgroup>
+                            </informaltable></para>
+                        <para>The noun liàn’ài is often used in the phrase tán liàn’ài, “to be
+                            romantically involved” or more literally “to talk of
+                                love”.<informaltable frame="none" rowsep="1" colsep="1">
+                                <tgroup cols="1" align="center">
+                                    <colspec colname="c1" colnum="1" colwidth="1*"/>
+                                    <tbody>
+                                        <row>
+                                            <entry>Tāmen liāngge tán liàn’ài yǐjīng tánle hěn jiǔ
+                                                le.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>The two of them have been in love for quite a
+                                                while now.</entry>
+                                        </row>
+                                        <row>
+                                            <entry>Wǒ méiyou hé tā tán liàn’ài.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>I’m not in love with her.</entry>
+                                        </row>
+                                    </tbody>
+                                </tgroup>
+                            </informaltable></para>
+                        <para>In China young people tend to go out in groups. When two people are
+                            seen going out alone, then it is assumed that they have serious
+                            intentions for the future.</para>
+                    </section>
+                    <section>
+                        <title>Notes on №7</title>
+                        <para>kě: “really, certainly”. This is an adverb which intensifies state
+                            verbs. Kě can be used before a negative.<informaltable frame="none"
+                                rowsep="1" colsep="1">
+                                <tgroup cols="1" align="center">
+                                    <colspec colname="c1" colnum="1" colwidth="1*"/>
+                                    <tbody>
+                                        <row>
+                                            <entry>Tāmen liǎngge kě hǎo le!</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>The two of them are very good friends.</entry>
+                                        </row>
+                                        <row>
+                                            <entry>Kě bú shi ma!</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>Isn’t that so! (Really! or No kidding!)</entry>
+                                        </row>
+                                        <row>
+                                            <entry>Nà kě bù xíng!</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>That really won’t do!</entry>
+                                        </row>
+                                        <row>
+                                            <entry>Nà kě bú shì yíjiàn hǎo shi.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>That’s really not a good thing.</entry>
+                                        </row>
+                                        <row>
+                                            <entry>Nǐ kě yào xiǎoxīn!</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>You’ve got to be careful!</entry>
+                                        </row>
+                                    </tbody>
+                                </tgroup>
+                            </informaltable></para>
+                        <para>Although some Chinese are fond of using the word kě, to other Chinese
+                            it may sound too full of local color with which they do not
+                            identify.</para>
+                    </section>
+                </section>
+                <section>
+                    <title>Dialogue in Peking</title>
+                    <para>An American exchange student talks with her language teacher. They are
+                        both in their late twenties.</para>
+                    <para/>
+                </section>
+                <section>
+                    <title>Notes on the Dialogue</title>
+                    <para>...zài èrshiwǔliǔsuì yǐhòu cái jiéhūn: This is quite a change from
+                        Imperial times, when females might be married off at age thirteen and males
+                        at age six so as to insure the family fortunes or fend off economic
+                        difficulties later. Nontheless, regulations are less strict in the
+                        countryside today, where one can marry perhaps at age twenty.</para>
+                </section>
             </section>
         </section>
         <section>
-            <title>Part 2</title>
+            <title>Part 2: Spring and Fall</title>
             <section>
                 <title>Reference List</title>
             </section>
             <section>
                 <title>Reference Notes</title>
+                <section>
+                    <title>Notes on Part 2</title>
+                    <para>yíshì: ’ceremony, function’ This can be used to refer to a range of
+                        different ceremonies, from the signing of a treaty or agreement to the
+                        taking of marital vows.</para>
+                    <para>In old China, marriages were celebrated extravagantly. It was not uncommon
+                        to find families going into debt because of the joyous occasion, which
+                        marked a new generation added to the family line. This elaborate ritual
+                        served to strengthen familial bonds and the newlyweds’ feeling of obligation
+                        owed to the family.</para>
+                    <para>In PRC cities of today, lack of extra money and coupons to purchase food
+                        for guests, celebration space, and free time for preparation limit the
+                        celebration often to procedural formality alone—registration with the local
+                        police bureau. Wedding dinners may still be enjoyed in the countryside,
+                        where there are fewer restrictions on time and food.</para>
+                    <section>
+                        <title>Notes on №9</title>
+                        <para>qǐnqi: ’relatives* Qǐnqi is slightly different from the English word
+                            ’relatives’ in that it does not include one’s immediate family, that is
+                            parents or children, but is used to refer to all other relatives. (One’s
+                            immediate family are called Jiāli rén.)<informaltable frame="none"
+                                rowsep="1" colsep="1">
+                                <tgroup cols="1" align="center">
+                                    <colspec colname="c1" colnum="1" colwidth="1*"/>
+                                    <tbody>
+                                        <row>
+                                            <entry>Nǐmen Jiā qīnqi duō ma?</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>Do you have a lot of relatives in your
+                                                family?</entry>
+                                        </row>
+                                        <row>
+                                            <entry>Wǒmen Jiā qinqi kě duō le!</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>We have lots of relatives in our family.</entry>
+                                        </row>
+                                    </tbody>
+                                </tgroup>
+                            </informaltable></para>
+                        <para>sǒnggei: ’give (a gift) to ...’ The verb song has several meanings.
+                            One is ’to send’, as in Wǒ bā nǐde xíngli sòngshangqu le, ’I sent your
+                            luggage upstairs.’ Another is to give someone something as a
+                            present.</para>
+                        <para>Here you see song with the prepositional verb gěi ’for, to’ after it.
+                            You have also seen Jiāogei, ’to hand over to ..., to submit to...’. When
+                            gěi is used after the main verb as a prepositional verb, it must be
+                            followed by the indirect object, that is, the person or thing to whom
+                            something is given. Gěi can also be used this way with jì ’to send’, and
+                            mǎi ’to sell’.<informaltable frame="none" rowsep="1" colsep="1">
+                                <tgroup cols="1" align="center">
+                                    <colspec colname="c1" colnum="1" colwidth="1*"/>
+                                    <tbody>
+                                        <row>
+                                            <entry>Wǒ bǎ zhèijiǎn yīfu Jìgei wǒ mèimei le.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>I sent this piece of clothing to my younger
+                                                sister.</entry>
+                                        </row>
+                                        <row>
+                                            <entry>Tā bǎ fángzi màigei wǒ le.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>He sold his house to me.</entry>
+                                        </row>
+                                    </tbody>
+                                </tgroup>
+                            </informaltable></para>
+                        <para>In these examples the direct object, clothing or house, is up front in
+                            the sentence, making it necessary to use gěi to put the indirect object
+                            after the main verb. This usually happens in sentences where the object
+                            is specific and the bǎ construction is preferred. When song is followed
+                            by an indirect object, however, the gěi is usually
+                                optional.<informaltable frame="none" rowsep="1" colsep="1">
+                                <tgroup cols="1" align="center">
+                                    <colspec colname="c1" colnum="1" colwidth="1*"/>
+                                    <tbody>
+                                        <row>
+                                            <entry>Wǒ yǎo song ta yíge xiǎo lǐwù.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>I am going to give him a small present.</entry>
+                                        </row>
+                                        <row>
+                                            <entry>Wǒ yǎo sǒnggei ta yíge xiǎo lǐwù.</entry>
+                                        </row>
+                                        <row>
+                                            <entry/>
+                                        </row>
+                                        <row>
+                                            <entry>I am going to give him a small present.</entry>
+                                        </row>
+                                    </tbody>
+                                </tgroup>
+                            </informaltable></para>
+                    </section>
+                </section>
             </section>
         </section>
         <section>
-            <title>Part 3</title>
+            <title>Part 3: Terrain</title>
             <section>
                 <title>Reference List</title>
             </section>
@@ -37,13 +734,15 @@
                 <title>Reference Notes</title>
             </section>
         </section>
-    <section><title>Vocabulary</title></section>
+        <section>
+            <title>Unit Vocabulary List</title>
+        </section>
     </section>
     <section>
-        <title>Unit 2</title>
+        <title>Unit 2: Clothing</title>
         <para/>
         <section>
-            <title>Part 1</title>
+            <title>Part 1: Buying Clothes</title>
             <section>
                 <title>Reference List</title>
             </section>
@@ -52,7 +751,7 @@
             </section>
         </section>
         <section>
-            <title>Part 2</title>
+            <title>Part 2: Buying Clothes</title>
             <section>
                 <title>Reference List</title>
             </section>
@@ -60,13 +759,18 @@
                 <title>Reference Notes</title>
             </section>
         </section>
-        <section><title>Vocabulary</title></section>
+        <section>
+            <title>Having Clothes made</title>
+        </section>
+        <section>
+            <title>Unit Vocabulary List</title>
+        </section>
     </section>
     <section>
-        <title>Unit 3</title>
+        <title>Unit 3: Hair Care</title>
         <para/>
         <section>
-            <title>Part 1</title>
+            <title>Part 1: At the Barber</title>
             <section>
                 <title>Reference List</title>
             </section>
@@ -75,7 +779,7 @@
             </section>
         </section>
         <section>
-            <title>Part 2</title>
+            <title>Part 2: At the Hairdresser</title>
             <section>
                 <title>Reference List</title>
             </section>
@@ -83,13 +787,15 @@
                 <title>Reference Notes</title>