Level 1 Part 2 Integrated Chinese 中文听说读写 TEXTBOOK Simplified Characters Third Edition Third Edition by Yuehua Liu and Tao-chung Yao Nyan-Ping Bi, Lian

Transcription

1 LEVEL 1 PART 2 INTEGRATED CHINESE 中文听说读 Textbook Simplified Characters Third Edition by: Yuehua Liu and Tao-chung Yao Nyan-Ping Bi, Liangyan Ge, Yaohua Shi Original Edition by: Tao-chung Yao and Yuehua Liu Liangyan Ge, Yea-fen Chen, Nyan-Ping Bi, Xiaojun Wang, Yaohua Shi THIRD EDITION

2 Level 1 Part 2 Integrated Chinese 中文听说读写 TEXTBOOK Simplified Characters Third Edition Third Edition by Yuehua Liu and Tao-chung Yao Nyan-Ping Bi, Liangyan Ge, Yaohua Shi Original Edition by Tao-chung Yao and Yuehua Liu Liangyan Ge, Yea-fen Chen, Nyan-Ping Bi, Xiaojun Wang, Yaohua Shi CHENG & TSUI COMPANY Boston

3 Copyright 2009, 2005, 1997 Cheng & Tsui Company, Inc. Third Edition / fourth printing April 2011 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, scanning, or any information storage or retrieval system, without written permission from the publisher. All trademarks mentioned in this book are the property of their respective owners Published by Cheng & Tsui Company, Inc. 25 West Street Boston, MA USA Fax (617) Bringing Asia to the World ISBN ISBN (pbk.) Cover Design: studioradia.com Cover Photographs: Man with map Getty Images; Shanghai skyline David Pedre/iStockphoto; Building with masks Wu Jie; Night market Andrew Buko. Used by permission. Interior Design: Wanda España, Wee Design Illustrations: 洋洋兔动漫 Tai Chi photo, p. 252: Jgremillot Great Wall photo (left), p. 261: Marianna Natale Great Wall photo (right), p. 261: Brian Snelson Library of Congress Cataloging-in-Publication Data Integrated Chinese: textbook traditional characters = [Zhong wen ting shuo du xie]. Level 1. Part 2 / Yuehua Liu... [et al.] 3rd ed. p. cm. Includes indexes. ISBN (trad. hbk.) ISBN (trad. pbk.) ISBN (simp. hbk.) ISBN (simp. pbk.) 1. Chinese language Textbooks for foreign speakers English. I. Liu, Yuehua. II. Title: Zhong wen ting shuo du xie. PL1129.E5I dc The Integrated Chinese series includes books, workbooks, character workbooks, audio products, multimedia products, teacher s resources, and more. Visit for more information on the other components of Integrated Chinese. Printed in Canada.

4 The Integrated Chinese Series iii Textbooks Learn Chinese language and culture through ten engaging lessons per volume. Includes dialogues and narratives, culture notes, grammar explanations, and exercises. Workbooks Improve all four language skills through a wide range of integrated activities that accompany the lessons in the textbook. Character Workbooks Practice writing Chinese characters and learn the correct stroke order. Teacher s Handbooks Create a successful language program with sample syllabi, lesson plans, classroom activities, sample tests and quizzes, and teaching tips. Audio CDs Build listening comprehension with audio recordings of the textbook narratives, dialogues, and vocabulary, plus the pronunciation and listening exercises from the workbooks. The Integrated Chinese Companion Site Find everything you need to support your course in one convenient place. FREE teacher resources Password-protected answer keys Image gallery Links to previews and demos Supplementary readings Sentence drills Online Workbooks Complete the exercises from the printed workbooks using a dynamic, interactive platform. Includes instant grading and intuitive course management. etextbooks Display these downloadable versions of the printed textbooks on interactive whiteboards or your personal computer. Search, bookmark, highlight, and insert notes. Textbook DVDs Watch the Integrated Chinese story unfold with live-action videos of the textbook dialogues and cultural segments for each lesson. BuilderCards Reinforce and build vocabulary using flashcards. Features all essential vocabulary from Level 1. Find other publications to supplement your Integrated Chinese course. See page xi for more information about graded readers, listening comprehension workbooks, character guides, and reference materials. To order call or visit

5 iv Contents Contents Preface to the Third Edition...xiii Preface to the Second Edition...xviii Scope and Sequence...xxii Abbreviations of Grammatical Terms...xxvi Cast of Characters...xxvii Lesson 11: Talking about the Weather 1 Learning Objectives Relate and Get Ready Dialogue I: Tomorrow s Weather Will Be Even Better!...2 Language Notes...2 Vocabulary...4 Grammar Comparative Sentences with 比 (b ) (I) 2 The Particle 了 (le) (III): 了 as a Sentence-Final Particle 3 The Modal Verb 会 (huì, will) (II) 4 Adj+( 一 ) 点儿 ({yì} di nr) Language Practice Dialogue II: The Weather Here Is Awful! Language Notes Vocabulary Grammar The Adverb 又 (yòu, again) 6 Adj/ V + 是 (shì) + Adj / V, + 可是 / 但是 (k shì/dànshì ) Language Practice How About You? Culture Highlights English Text Progress Checklist Lesson 12: Dining 31 Learning Objectives Relate and Get Ready

6 Contents v Dialogue I: Dining Out...32 Language Notes...32 Vocabulary...35 Grammar 一 也 / 都 不 / 没 (yì...y /d u...bù/méi) 2 Adverb 多 / 少 (du /sh o) + V 3 刚 (g ng) vs. 刚才 (g ngcái) 4 Resultative Complements (I) 5 好 (h o) as a Resultative Complement Language Practice...44 Dialogue II: Eating in a Cafeteria...49 Language Notes...49 Vocabulary...51 Grammar Reduplication of Adjectives 7 The Verb 来 (lái) Language Practice...54 How About You?...58 Culture Highlights...59 English Text...61 Progress Checklist...62 Lesson 13: Asking Directions 63 Learning Objectives Relate and Get Ready Dialogue I: Where Are You Off To?...64 Language Notes...64 Vocabulary...66 Grammar Direction and Location Words 2 Comparative Sentences with 没 ( 有 ) (méi{y u}) 3 那么 (nàme) Indicating Degree 4 到 (dào) + Place + 去 (qù) + Action Language Practice...73 Dialogue II: Going to Chinatown...79 Language Notes...79 Vocabulary...81 Grammar The Dynamic Particle 过 (guo) 6 Reduplication of Verbs

7 vi Contents 7 Resultative Complements (II) 8 一 就 (y...jiù..., as soon as...then...) Language Practice...89 How About You?...96 Culture Highlights...97 English Text...98 Progress Checklist...99 Lesson 14: Birthday Party 101 Learning Objectives Relate and Get Ready Dialogue I: Let s Go to a Party! Language Notes Vocabulary Grammar 呢 (ne) Indicating an Action in Progress 2 Verbal Phrases and Subject-Predicate Phrases Used as Attributives Language Practice Dialogue II: Attending a Birthday Party Language Notes Vocabulary Grammar Time Duration 4 Sentences with 是 的 (shì...de) 5 还 (hái, still) 6 又 又 (yòu...yòu..., both...and...) Language Practice How About You? Culture Highlights English Text Progress Checklist Lesson 15: Seeing a Doctor 133 Learning Objectives Relate and Get Ready Dialogue I: My Stomachache Is Killing Me! Language Notes Vocabulary...137

8 Contents vii Grammar 死 (s ) Indicating an Extreme Degree 2 Times of Actions 3 起来 (qi lai) Indicating the Beginning of an Action 4 把 (b ) Construction (I) Language Practice Dialogue II: Allergies Language Notes Vocabulary Grammar The Preposition 对 (duì) 6 越来越 (yuè lái yuè...) 7 再说 (zàishu ) Language Practice How About You? Culture Highlights English Text Progress Checklist That s How the Chinese Say It! (Lesson 11 Lesson 15) 165 Lesson 16: Dating 169 Learning Objectives Relate and Get Ready Dialogue I: Seeing a Movie Language Notes Vocabulary Grammar Descriptive Complements (II) 2 Potential Complements 3 就 (jiù) Language Practice Dialogue II: Turning Down an Invitation Language Notes Vocabulary Grammar Directional Complements (II)

9 viii Contents Language Practice How About You? Culture Highlights English Text Progress Checklist Lesson 17: Renting an Apartment 199 Learning Objectives Relate and Get Ready Narrative: Finding a Better Place Language Notes Vocabulary Grammar Verb + 了 (le) + Numeral + Measure Word + Noun + 了 (le) 2 连 都 / 也 (lián...d u/y ) 3 Potential complements with Verb + 不下 (bu xià) 4 多 (du ) Indicating an Approximate Number Language Practice Dialogue: Calling about an Apartment for Rent Language Notes Vocabulary Grammar Question Pronouns with 都 / 也 (d u/y ) Language Practice How About You? Culture Highlights English Text Progress Checklist Lesson 18: Sports 227 Learning Objectives Relate and Get Ready Dialogue I: My Gut Keeps Getting Bigger and Bigger! Language Notes Vocabulary Grammar...231

10 Contents ix 1 Duration of Non-Action 2 好 / 难 (h o/nán) + V 3 下去 (xia qu) Indicating Continuation Language Practice Dialogue II: Watching American Football Language Notes Vocabulary Grammar Duration of Actions 5 The Particle 着 (zhe) 6 被 / 叫 / 让 (bèi/jiào/ràng) in Passive-Voice Sentences Language Practice How About You? Culture Highlights English Text Progress Checklist Lesson 19: Travel 257 Learning Objectives Relate and Get Ready Dialogue I: Traveling to Beijing Language Notes Vocabulary Grammar 不得了 (bù déli o, extremely) Language Practice Dialogue II: Planning an Itinerary Language Notes Vocabulary Grammar Question Pronouns as Indefinite References (Whoever, Whatever, etc.) 3 Numbers over One Thousand 4 Comparative Sentences with 比 (b ) (II) Language Practice How About You? Culture Highlights English Text Progress Checklist

11 x Contents Lesson 20: At the Airport 285 Learning Objectives Relate and Get Ready Dialogue I: Checking In at the Airport Language Notes Vocabulary Grammar 的 (de), 得 (de), 地 (de) Compared 2 的时候 (...de shíhou) and 以后 (...y hòu) Compared Language Practice Dialogue II: Arriving in Beijing Language Notes Vocabulary Grammar 还 (hái) + Positive Adjective 4 Kinship Terms Language Practice How About You? Culture Highlights English Text Progress Checklist That s How the Chinese Say It! (Lesson 16 Lesson 20) 313 Indexes and Appendix 317 Vocabulary Index (Chinese English) Vocabulary Index (English Chinese) Vocabulary by Grammar Category and by Lesson Appendix: Alternate Characters (Texts in Traditional Form)...382

12 More Companions for Integrated Chinese xi The Way of Chinese Characters The Origins of 450 Essential Words By Jianhsin Wu, Illustrated by Chen Zheng, Chen Tian Learn characters through a holistic approach. Making Connections Enhance Your Listening Comprehension in Chinese By Madeline K. Spring Improve listening skills using everyday conversations. Tales and Traditions Readings in Chinese Literature Series Compiled by Yun Xiao, et al. Read level-appropriate excerpts from the Chinese folk and literary canon. Readings in Chinese Culture Series By Qun Ao, Weijia Huang Increase reading and cultural proficiency with level-appropriate essays about Chinese culture. Integrated Chinese BuilderCards Much More than Vocabulary Flashcards By Song Jiang, Haidan Wang Reinforce and build vocabulary with flashcards. Strive for a 5 AP* Chinese Practice Tests By Weiman Xu, Han Qu, Sara Gu, So Mui Chang, Lisha Kang Prepare for the AP exam with eight practice tests, tips, and more. Cheng & Tsui Chinese Character Dictionary A Guide to the 2000 Most Frequently Used Characters Edited by Wang Huidi Master the 2,000 most-used characters. Cheng & Tsui Chinese Measure Word Dictionary A Chinese-English English-Chinese Usage Guide Compiled by Jiqing Fang, Michael Connelly Speak and write polished Chinese using this must-have reference. Visit to view samples, place orders, and browse other language-learning materials. *Advanced Placement and AP are registered trademarks of the College Board, which was not involved in the production of, and does not endorse, this product.

13 xii Publisher s Note When Integrated Chinese was first published in 1997, it set a new standard with its focus on the development and integration of the four language skills (listening, speaking, reading, and writing). Today, to further enrich the learning experience of the many users of Integrated Chinese worldwide, Cheng & Tsui is pleased to offer this revised and updated third edition of Integrated Chinese. We would like to thank the many teachers and students who, by offering their valuable insights and suggestions, have helped Integrated Chinese evolve and keep pace with the many positive changes in the field of Chinese language instruction. Integrated Chinese continues to offer comprehensive language instruction, with many new features and useful shared resources available on our website at The Cheng & Tsui Chinese Language Series is designed to publish and widely distribute quality language learning materials created by leading instructors from around the world. We welcome readers comments and suggestions concerning the publications in this series. Please contact the following members of our Editorial Board, in care of our Editorial Department ( editor@cheng-tsui.com). Professor Shou-hsin Teng Chief Editor Graduate Institute of Teaching Chinese as a Second Language National Taiwan Normal University Professor Dana Scott Bourgerie Department of Asian and Near Eastern Languages Brigham Young University Professor Samuel Cheung Department of Chinese Chinese University of Hong Kong Professor Hong Gang Jin Department of East Asian Languages and Literatures Hamilton College Professor Ying-che Li Department of East Asian Languages and Literatures University of Hawaii Former members of our Editorial Board Professor Timothy Light (emeritus) Professor Stanley R. Munro (emeritus) Professor Ronald Walton (in memoriam) Western Michigan University University of Alberta University of Maryland

14 Preface xiii Preface to the Third Edition It has been over ten years since Integrated Chinese (IC) came into existence in During these years, amid all the historical changes that took place in China and the rest of the world, the demand for Chinese language teaching-learning materials has been growing dramatically. We are greatly encouraged by the fact that IC not only has been a widely used textbook at the college level all over the United States and beyond, but also has become increasingly popular with advanced language students at high schools. Over the years, regular feedback from the users of IC, both students and teachers, has greatly facilitated our repeated revisions of the series. Following its second edition published in 2005 that featured relatively minor changes and adjustments, the third edition is the result of a much more extensive revision. Changes in the Third Edition Manageable Number of Lessons Level 1 now contains 10 lessons in Part 1 and 10 lessons in Part 2 for maximum flexibility. Based on the reports from many teachers that they could not finish all the lessons in the Level 1 volumes within one academic year, we have, for the third edition, eliminated the chapters At the Library and At the Post Office, as the language contents in these chapters have become somewhat obsolete. The chapter Hometown has also been removed, but part of its content has been incorporated into other chapters. Revised Storyline In the present edition, a new, connected storyline about a diverse group of students strings together all the dialogues and narratives in the lessons throughout Level 1. The relationships among the main characters are more carefully scripted. We want the students to get to know the characters well and to find out how things develop among them. We hope that, by getting to know more about each cast member, the students will be more involved in the process of learning the language. Current Vocabulary As in the earlier editions, the third edition makes a special effort to reflect students life. Additionally, we have updated some of the vocabulary items and expressions in the hope of keeping pace with the evolution of contemporary Chinese and enhancing students ability to communicate. In the meantime, we have deleted some words and expressions that are of relatively lower frequencies of usage. As a result, the total number of vocabulary items for the series is moderately reduced. The grammar sequence, however, remains fundamentally unchanged. Clear Learning Objectives and Engaging Learner-Centered Approach Ever since its inception in 1997, IC has been a communication-oriented language textbook which also aims at laying a solid foundation in language form and accuracy for students. The third edition holds fast to that pedagogic

15 xiv Preface philosophy. On top of that, it has adopted a task-based teaching approach, which is intended to intensify students motivation and heighten their awareness of the learning objectives in each chapter. Each lesson includes Learning Objectives and Relate and Get Ready questions at the beginning to focus students study. At the end of each lesson, there is a Progress Checklist to be used by students in self-testing their fulfillment of the learning objectives. It is our hope that these changes will enable students to learn Chinese in a more efficient and pragmatic way and develop their language proficiency and problemsolving abilities in real-life situations. In their feedback to us, many users of previous editions of IC noted that, more than many other Chinese language textbooks, IC was effective in developing students abilities to use the language. While making all the efforts to retain that merit in the new edition, we have endeavored to place language acquisition in a real-world context and make IC all the more conducive to active use of the language in the classroom and, more importantly, beyond it. Contextualized Grammar and Interactive Language Practice The somewhat mechanical drills on sentence patterns in the earlier editions are now replaced by Language Practice exercises based on simulated real-life situations. In particular, we have increased the number of interactive exercises and exercises that serve the purpose of training students abilities in oral communication and discourse formation. Similar changes are also to be seen in the Integrated Chinese workbook, which offers new exercises that are more distinctly communicationoriented and more closely aligned with the learning objectives of each chapter. The exercises in the workbook cover the three modes of communication as explained in the Standards for Foreign Language Learning in the 21st Century : interpretive, interpersonal and presentational. To help the user locate different types of exercises, we have labeled the workbook exercises in terms of the three communication modes. Linguistically and Thematically Appropriate Cultural Information and Authentic Materials In comparison with the earlier editions, there is more cultural information in the third edition. The revised texts provide a broader perspective on Chinese culture, and important cultural features and topics are discussed in the Culture Highlights. In the meantime, more up-to-date language ingredients, such as authentic linguistic materials, new realia, and new illustrations, are introduced with a view towards reflecting cultural life in the dynamic and rapidly changing contemporary China. We believe that language is a carrier of culture and a second/foreign language is acquired most efficiently in its native cultural setting. Based on that conviction, we have attempted to offer both linguistic and cultural information in a coherent, consistent manner and simulate a Chinese cultural environment in our texts, especially those that are set in China. All-New, Colorful, and User-Friendly Design Where design and layout are concerned, the third edition represents a significant improvement. We have taken full advantage of colors to highlight different components of each chapter, and have brought in brand-new illustrations and photos to complement the content of the text. The book has also been thoroughly redesigned for optimal ease of use.

16 Preface xv Updated Audio Recordings Throughout this book, an audio CD icon appears next to the main texts, vocabulary, and pronunciation exercises. This symbol indicates the presence of audio recordings, which are available on the companion audio CD set. Acknowledgments During the course of preparing for the third edition, we accumulated more academic and intellectual debts than any acknowledgment can possibly repay. We wish to express our deep gratitude to all those who helped us in so many different ways. In particular, our heartfelt thanks go to the editor, Professor Zheng-sheng Zhang of San Diego State University; colleagues and friends at Beijing Language and Culture University; and Ms. Laurel Damashek at Cheng & Tsui. As authors, we take great pleasure in the contributions that IC has made to Chinese teaching and learning over the past ten years, and we also feel the weight of responsibility. In retrospect, IC has traversed a long way since its earliest incarnation, yet we know its improvement will not end with the present edition. We promise to renew our efforts in the future, and we expect to continue to benefit from the invaluable comments and suggestions we receive from the users. An Overview of the New Features of the Third Edition Chapter Opener Each lesson opens with an illustration that highlights the theme for the lesson. Learning Objectives for every lesson help students focus their study and envision what they will have accomplished at the end of the lesson. The self-reflective questions in Relate and Get Ready help students to reflect on similarities and differences between their native language and culture and Chinese language and culture.

17 xvi Preface Dialogue Design Each dialogue or narrative begins with an illustration depicting the scene. For the main characters, instead of the characters names, their avatar icons appear in the dialogue. This helps the students get acquainted with the characters more quickly. Language Notes and Grammar Callouts The Language Notes are clearly marked and numbered in green circles, and placed next to the dialogue for ease of reference. The grammar points are highlighted and numbered in red to draw the students attention to the language forms covered in the Grammar section of each lesson. Vocabulary Section A low-frequency character that the teacher may decide not to have the students practice writing is shown in a shaded gray color. Language Practice In addition to role plays and partner activities, this section also includes contextualized drill practice with the help of visual cues. New sentence patterns are highlighted in blue. A Recap and Narrate activity lets students practice summarizing the dialogues in their own words.

18 Preface xvii Customized Learning: How About You? Culture Highlights Beginning students need not be overwhelmed by additional vocabulary items that do not seem to be very useful or relevant to them. However, they should be given opportunities to select and learn words and phrases that relate to their own interests and experiences. How About You? provides this personalized vocabulary space. Self-Reflection: Progress Checklist Photos or other authentic materials accompany the culture notes. It s important for students to feel engaged and responsible for their own learning. At the end of each lesson, students are asked to check on their learning progress and evaluate whether they have achieved the learning objectives. Functional Expressions: That s How the Chinese Say It! After every five lessons, That s How the Chinese Say It provides a review of the functional expressions that have appeared in the texts. It includes additional linguistic and cultural contexts to demonstrate the use of these expressions.

19 xviii Preface to the Second Edition Preface to the Second Edition The Integrated Chinese series is an acclaimed, best-selling introductory course in Mandarin Chinese. With its holistic, integrated focus on the four language skills of listening, speaking, reading, and writing, it teaches all the basics beginning and intermediate students need to function in Chinese. Integrated Chinese helps students understand how the Chinese language works grammatically, and how to use Chinese in real life. The Chinese title of Integrated Chinese, which is simply 中文听说读写 (Zh ngwén T ng Shu Dú Xi ), reflects our belief that a healthy language program should be a well-balanced one. To ensure that students will be strong in all skills, and because we believe that each of the four skills needs special training, the exercises in the Integrated Chinese Workbooks are divided into four sections of listening, speaking, reading, and writing. Within each section, there are two types of exercises, namely, traditional exercises (such as fill-in-the-blank, sentence completion, translation, etc.) to help students build a solid foundation, and communication-oriented exercises to prepare students to face the real world. How Integrated Chinese Has Evolved Integrated Chinese (IC) began in 1993 as a set of course materials for beginning and intermediate Chinese courses taught at the East Asian Summer Language Institute s Chinese School at Indiana University. Since that time, it has become a widely used series of Chinese language textbooks in the United States and beyond. Teachers and students appreciate the fact that IC, with its focus on practical, everyday topics and its numerous and varied exercises, helps learners build a solid foundation in the Chinese language. What s New in the Second Edition Thanks to all those who have used Integrated Chinese and given us the benefit of their suggestions and comments, we have been able to produce a second edition that includes the following improvements: Typographical errors present in the first edition have been corrected, and the content has been carefully edited to ensure accuracy and minimize errors. The design has been revised and improved for easier use, and the Textbooks feature two colors. Revised illustrations and new photos provide the reader with visual images and relevant cultural information. Many new culture notes and examples of functional expressions have been added. Grammar and phonetics explanations have been rewritten in more studentfriendly language. Workbook listening and reading sections have been revised. A new flexibility for the teaching of characters is offered. While we believe that students should learn to read all of the characters introduced in the

20 Preface to the Second Edition xix lessons, we are aware that different Chinese programs have different needs. Some teachers may wish to limit the number of characters for which students have responsibility, especially in regards to writing requirements. To help such teachers, we have identified a number of lower-frequency Chinese characters and marked them with a pound sign (#) in the vocabulary lists. Teachers might choose to accept pinyin in place of these characters in homework and tests. The new edition adds flexibility in this regard. The Level 1 Workbooks have been reorganized. The Workbook exercises have been divided into two parts, with each part corresponding to one of the dialogues in each lesson. This arrangement will allow teachers to more easily teach the dialogues separately. They may wish to use the first two or three days of each lesson to focus on the first dialogue, and have students complete the exercises for the first dialogue. Then, they can proceed with the second dialogue, and have students complete the exercises for the second dialogue. Teachers may also wish to give separate quizzes on the vocabulary associated with each dialogue, thus reducing the number of new words students need to memorize at any one time. Level 2 offers full text in simplified and traditional characters. The original Level 2 Textbook and Workbook, which were intended to be used by both traditional- and simplified-character learners, contained sections in which only the traditional characters were given. This was of course problematic for students who were principally interested in learning simplified characters. This difficulty has been resolved in the new edition, as we now provide both traditional and simplified characters for every Chinese sentence in both the Textbook and the Workbook. Basic Organizational Principles In recent years, a very important fact has been recognized by the field of language teaching: the ultimate goal of learning a language is to communicate in that language. Integrated Chinese is a set of materials that gives students grammatical tools and also prepares them to function in a Chinese language environment. The materials cover two years of instruction, with smooth transitions from one level to the next. They first cover everyday life topics and gradually move to more abstract subject matter. The materials are not limited to one method or one approach, but instead they blend several teaching approaches that can produce good results. Here are some of the features of Integrated Chinese which make it different from other Chinese language textbooks: Integrating Pedagogical and Authentic Materials All of the materials are graded in Integrated Chinese. We believe that students can grasp the materials better if they learn simple and easy-to-control language items before the more difficult or complicated ones. We also believe that students should be taught some authentic materials even in the first year of language instruction. Therefore, most of the pedagogical materials are actually simulated authentic materials. Real authentic materials (written by native Chinese speakers for native Chinese speakers) are incorporated in the lessons when appropriate.

21 xx Preface to the Second Edition Integrating Written Style and Spoken Style One way to measure a person s Chinese proficiency is to see if s/he can handle the written style ( 书面语, sh miàny ) with ease. The written style language is more formal and literal than the spoken style ( 口语, k uy ); however, it is also widely used in news broadcasts and formal speeches. Inaddition to spoken style Chinese, basic written style expressions are gradually introduced in Integrated Chinese. Integrating Traditional and Simplified Characters We believe that students should learn to handle Chinese language materials in both the traditional and the simplified forms. However, we also realize that it could be rather confusing and overwhelming to teach students both the traditional and the simplified forms from day one. A reasonable solution to this problem is for the student to concentrate on one form, either traditional or simplified, at the first level, and to acquire the other form during the second level. Therefore, for Level 1, Integrated Chinese offers two editions of the Textbooks and the Workbooks, one using traditional characters and one using simplified characters, to meet different needs. We believe that by the second year of studying Chinese, all students should be taught to read both traditional and simplified characters. Therefore, the text of each lesson in Level 2 is shown in both forms, and the vocabulary list in each lesson also contains both forms. Considering that students in a second-year Chinese language class might come from different backgrounds and that some of them may have learned the traditional form and others the simplified form, students should be allowed to write in either traditional or simplified form. It is important that the learner write in one form only, and not a hybrid of both forms. Integrating Teaching Approaches Realizing that there is no one single teaching method which is adequate in training a student to be proficient in all four language skills, we employ a variety of teaching methods and approaches in Integrated Chinese to maximize the teaching results. In addition to the communicative approach, we also use traditional methods such as grammar-translation and direct method. Online Supplements to Integrated Chinese Integrated Chinese is not a set of course materials that employs printed volumes only. It is, rather, a network of teaching materials that exist in many forms. Teacher keys, software, and more are available from Cheng & Tsui Company s online site for downloadable and web-based resources. Please visit this site often for new offerings. Other materials are available at the IC website, icusers/, which was set up by Ted Yao, one of the principal Integrated Chinese authors, when the original edition of Integrated Chinese was published. Thanks to the generosity of teachers and students who are willing to share their materials with other Integrated Chinese users, this website is constantly growing, and has many useful links and resources. The following are some of the materials created by the community of Integrated Chinese users that are available at the Integrated Chinese website.

22 Preface to the Second Edition xxi Links to resources that show how to write Chinese characters, provide vocabulary practice, and more. Pinyin supplements for all Integrated Chinese books. Especially useful for Chinese programs that do not teach Chinese characters. Teacher s resources. About the Format Considering that many teachers might want to teach their students how to speak the language before teaching them how to read Chinese characters, we decided to place the pinyin text before the Chinese-character text in each of the eleven lessons of the Level 1 Part 1 Textbook. Since pinyin is only a vehicle to help students learn the pronunciation of the Chinese language and is not a replacement for the Chinese writing system, it is important that students can read out loud in Chinese by looking at the Chinese text and not just the pinyin text. To train students to deal with the Chinese text directly without relying on pinyin, we moved the pinyin text to the end of each lesson in the Level 1 Part 2 Textbook. Students can refer to the pinyin text to verify a sound when necessary. We are fully aware of the fact that no two Chinese language programs are identical and that each program has its own requirements. Some schools will cover a lot of material in one year while some others will cover considerably less. Trying to meet the needs of as many schools as possible, we decided to cover a wide range of material, both in terms of vocabulary and grammar, in Integrated Chinese. To facilitate oral practice and to allow students to communicate in real-life situations, many supplementary vocabulary items are added to each lesson. However, the characters in the supplementary vocabulary sections are not included in the Character Workbooks. In the Character Workbooks, each of the characters is given a frequency indicator based on the Hàny Pínl Dà Cídi n ( 汉语频率大辞典 ). Teachers can decide for themselves which characters must be learned. Acknowledgments Since publication of the first edition of Integrated Chinese, in 1997, many teachers and students have given us helpful comments and suggestions. We cannot list all of these individuals here, but we would like to reiterate our genuine appreciation for their help. We do wish to recognize the following individuals who have made recent contributions to the Integrated Chinese revision. We are indebted to Tim Richardson, Jeffrey Hayden, Ying Wang and Xianmin Liu for field-testing the new edition and sending us their comments and corrections. We would also like to thank Chengzhi Chu for letting us try out his Chinese TA, a computer program designed for Chinese teachers to create and edit teaching materials. This software saved us many hours of work during the revision. Last, but not least, we want to thank Jim Dew for his superb professional editorial job, which enhanced both the content and the style of the new edition. As much as we would like to eradicate all errors in the new edition, some will undoubtedly remain, so please continue to send your comments and corrections to editor@cheng-tsui.com, and accept our sincere thanks for your help.

23 xxii Contents Scope and Sequence Scope and Sequence Lessons Topics & Themes Sections & Contexts Learning Objectives & Functions 11 Talking about the Weather 1. Tomorrow s Weather Will Be Even Better! 2. The Weather Here Is Awful! 12 Dining 1. Dining Out 2. Eating in a Cafeteria 13 Asking Directions 1. Where Are You Off To? 2. Going to Chinatown 1. Employ basic terms for weather patterns and phenomena 2. Describe simple weather changes 3. Compare the weather of two places 4. Talk about what you may do in nice or bad weather 5. Present a simple weather forecast 1. Ask if there are seats available in a restaurant 2. Order Chinese dishes 3. Tell the waiter your dietary preferences and restrictions 4. Ask the restaurant to recommend dishes 5. Rush your order 6. Pay for your meal 7. Get the correct change after your payment 1. Ask for and give directions 2. Identify locations by using landmarks as references 3. Describe whether two places are close to or far away from one another 4. State where you are heading and the purpose of going there 14 Birthday Party 1. Let s Go to a Party! 2. Attending a Birthday Party 15 Seeing a Doctor 1. My Stomachache Is Killing Me! 2. Allergies That s How the Chinese Say It! 1. Ask a friend to go to a party with you 2. Suggest things to take to a get-together 3. Offer someone a ride and arrange a time and place to meet 4. Thank people for their gifts 5. Describe a duration of time 6. Talk about the year of your birth and your Chinese zodiac sign 7. Give a simple description of someone s facial features 1. Talk about basic symptoms of a cold 2. Describe common symptoms of allergies 3. Understand and repeat instructions on when and how often to take medications 4. Talk about why you do or don t want to see the doctor 5. Urge others to see a doctor when they are not feeling well Review functional expressions from Lessons 11 15

24 Scope and Sequence Contents xxiii Forms & Accuracy 1. Comparative Sentences with 比 (b ) (I) 2. The Particle 了 (le) (III) 3. The Modal Verb 会 (huì, will) (II) 4. Adj+( 一 ) 点儿 ({yì} di nr) 5. The Adverb 又 (yòu, again) 6. Adj/ V + 是 (shì) + Adj / V, + 可是 / 但是 (k shì/dànshì ) Culture Highlights Temperature scale in China Climate conditions in China Western place names in Chinese Internet bars in China 1. 一 也 / 都 不 / 没 (yì...y /d u...bù/méi) 2. Adverb 多 / 少 (du /sh o) + V 3. 刚 (g ng) vs 刚才 (g ngcái) 4. Resultative Complements (I) 5. 好 (h o) as a Resultative Complement 6. Reduplication of Adjectives 7. The Verb 来 (lái) Principal cuisines in China Staple foods on the Chinese menu Food culture in China Western fast food in China 1. Direction and Location Words 2. Comparative Sentences with 没 ( 有 ) (méi{y u}) 3. 那么 (nàme) Indicating Degree 4. 到 (dào) + Place + 去 (qù) + Action 5. The Dynamic Particle 过 (guo) 6. Reduplication of Verbs 7. Resultative Complements (II) 8. 一 就 (y...jiù..., as soon as...then...) 1. 呢 (ne) Indicating an Action in Progress 2. Verbal Phrases and Subject-Predicate Phrases Used as Attributives 3. Time Duration 4. Sentences with 是 的 (shì...de) 5. 还 (hái, still) 6. 又 又 (yòu...yòu..., both...and...) Greetings in Chinese Traffic lights in China Terms for spoken and written Chinese Dinner parties in China Singing karaoke in China Gift giving in China Chinese zodiac signs 1. 死 (s ) Indicating an Extreme Degree 2. Times of Actions 3. 起来 (qi lai) indicating the beginning of an action 4. 把 (b ) Construction (I) 5. The Preposition 对 (duì) 6. 越来越 (yuè lái yuè...) 7. 再说 (zàishu ) Medicine in China Outpatient visits in China Medical insurance in China 1. 在 (zài, to exist) 2. Complimentary Expressions 3. 怎么了 (Z nme le? What s the matter? What s wrong?) 4. 糟糕 (z og o, [It s] awful/what a mess)

25 xxiv Contents Scope and Sequence Lessons Topics & Themes Sections & Contexts Learning Objectives & Functions 16 Dating 1. Seeing a Movie 2. Turning Down an Invitation 1. Describe how long you ve known someone 2. Invite someone to go on a date 3. Make the necessary arrangements to go out with friends 4. Accept a date courteously 5. Decline a date politely 6. End a phone conversation without hurting the other person s feelings 17 Renting an Apartment 1. Finding a Better Place 2. Calling about an Apartment for Rent 1. Describe your current and ideal living quarters 2. Name common pieces of furniture 3. State how long you have been living at your current residence 4. Comment briefly on why a place is or isn t good for someone 5. Discuss and negotiate rent, utilities, and security deposits 18 Sports 1. My Gut Keeps Getting Bigger and Bigger! 2. Watching American Football 1. Name some popular sports 2. Talk about your exercise habits 3. Discuss your feelings about various sports 4. Make a simple comparison between how soccer and American football are played 19 Travel 1. Traveling to Beijing 2. Planning an Itinerary 20 At the Airport 1. Checking In at the Airport 2. Arriving in Beijing That s How the Chinese Say It! 1. Talk about your plans for summer vacation 2. Describe what kind of city Beijing is 3. Describe your travel itinerary 4. Ask for discounts, compare airfares and routes, and book an airplane ticket 5. Ask about seat assignments and request meal accommodations based on your dietary restrictions or preferences 1. Check in at the airport 2. Wish departing friends a safe journey and remind them to keep in touch 3. Greet guests at the airport 4. Compliment someone on his or her language ability 5. Ask about someone s health 6. Remind people to move on to the next event Review functional expressions from Lessons 16 20

26 Scope and Sequence Contents xxv Forms & Accuracy 1. Descriptive Complements (II) 2. Potential Complements 3. 就 (jiù) 4. Directional Complements (II) Culture Highlights Dating in China Valentine s Day in China Turning down a date the Chinese way Nightlife in China 1. Verb + 了 (le) + Numeral + Measure Word + Noun + 了 (le) 2. 连 都 / 也 (lián...d u/y ) 3. Potential complements with Verb + 不下 (bu xià) 4. 多 (du ) Indicating an Approximate Number 5. Question Pronouns with 都 / 也 (d u/y ) College dorms in China Renting an apartment in China Raising pets in China 1. Duration of Non-Action 2. 好 / 难 (h o/nán) + V 3. 下去 (xia qu) Indicating Continuation 4. Duration of Actions 5. The Particle 着 (zhe) 6. 被 / 叫 / 让 (bèi/jiào/ràng) in Passive-Voice Sentences 1. 不得了 (bù déli o, extremely) 2. Question Pronouns as Indefinite References (Whoever, Whatever, etc.) 3. Numbers over One Thousand 4. Comparative Sentences with 比 (b ) (II) Putting on weight in China Football in China Morning exercises in China TV channels in China Travel agencies in China Travel season in China 1. 的 (de), 得 (de), 地 (de) Compared 2. 的时候 (...de shíhou) and 以后 (...y hòu) Compared 3. 还 (hái) + Positive Adjective 4. Kinship Terms Domestic flights in China Beijing Roast Duck in Chinese food culture 1. 一言为定 (yì yán wéi dìng, it s a deal; it s decided) 2. Good, Very good, Excellent, Extraordinary 3. Greetings and Farewells

27 xxvi Abbreviations of Grammatical Terms Abbreviations of Grammatical Terms adj adv conj interj m mv n nu p pn pr prefix prep qp qpr t v vc vo adjective adverb conjunction interjection measure word modal verb noun numeral particle proper noun pronoun prefix preposition question particle question pronoun time word verb verb plus complement verb plus object

28 Cast of Characters xxvii Cast of Characters Back Row: Mr. Fei: Gao Wenzhong: Gao Xiaoyin: Wang Peng: Helen: Li You: 费先生 高文中 高小音 王朋 海伦 李友 Owen Fields, Gao Xiaoyin s high school classmate. Winston Gore, an English student. His parents work in the United States. He says he enjoys singing and dancing. He is also a big fan of Chinese cooking. He has a secret crush on Bai Ying ai. Jenny Gore, Winston s older sister. She has already graduated from college, and is now a school librarian. A Chinese freshman from Beijing. He has quickly adapted to American college life and likes to play and watch sports. Gao Wenzhong s cousin. She has a one-year-old son, Tom. Amy Lee, an American student from New York State. She and Wang Peng meet each other on the first day of classes and soon become good friends. Front Row: Bai Ying ai: 白英爱 Wang Hong: 王红 Wang Peng s parents: 王朋的父母 Chang laoshi: 常老师 Baek Yeung Ae, a friendly outgoing Korean student from Seoul. She finds Wang Peng very cool and very cute. Wang Peng s younger sister. She is preparing to attend college in America. From Beijing, in their late forties. (Chang Xiaoliang): Originally from China, in her forties. Chang Laoshi has been teaching Chinese in the United States for ten years.

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30 Lesson 11 Talking about the Weather 第十一课谈天气 Dì shíy kè Tán ti nqì Learning Objectives In this lesson, you will learn to use Chinese to Employ basic terms for weather patterns and phenomena; Describe simple weather changes; Compare the weather of two places; Talk about what you may do in nice or bad weather; Present a simple weather forecast. Relate and Get ready In your own culture/community 1. What is the typical weather in spring, summer, autumn, and winter? 2. Where do people get information about weather? 3. What weather-related outdoor sports are popular, if any? 4. How do people feel about rain or snow?

31 2 Integrated Chinese Level 1 Part 2 Textbook Dialogue I: Tomorrow s Weather Will Be Even Better! (Gao Xiaoyin is looking out the window.) j 今天天气比雪了 k 昨天好, 不下 我约了朋友明天去公园滑冰, 不知道天气会 l 怎么样? 我刚才看了网上的天气预报, 明天天气比今天更好 不但不会下雪, 而且 u 会暖和一点儿 m 是吗? 太好了! Language Notes u In a sentence with the 不但 (búdàn), 而且 (érqi ) (not only, but also ) structure, the conjunction 而且 (érqi ) in the second clause is generally required, while the conjunction 不但 (búdàn) in the first clause is optional.

32 Lesson 11 Talking about the Weather 3 你约了谁去滑冰? 白英爱 你约了白英爱? 可是她今天早上坐飞机去纽约了 v 碟 (dié) means a small plate or something that resembles a small plate. It is now often used to refer to DVDs. The phrase 看碟 (kàn dié) thus means to watch a movie or TV series on DVD. 真的啊? 那我明天怎么办? v 你还是在家看碟 吧! J nti n ti nqì b ǐ j zuóti n hǎo, bú xià xu le k. Wǒ yu le péngyou míngti n qù g ngyuán huá b ng, bù zh dào ti nqì huì l z nmeyàng? Wǒ g ngcái kàn le wǎng shang de ti nqì yùbào, míngti n ti nqì bǐ j nti n gèng hǎo. Búdàn bú huì xià xu, érqi huì nuǎnhuo yì diǎnr m. Shì ma? Tài hǎo le! Nǐ yu le shéi qù huá b ng? Bái Y ng ài. Nǐ yu le Bái Y ng ài? K shì t j nti n zǎoshang zuò f ij qù Niu yu le. Zh n de a? Nà wo míngti n z nmebàn? Nǐ háishi zài ji kàn dié v ba!

33 4 Integrated Chinese Level 1 Part 2 Textbook Vocabulary 1. 天气 ti nqì n weather 2. 比 bı prep/v (comparison marker); to compare [See Grammar 1.] 3. 下雪 xià xu vo to snow 4. 约 yu v to make an appointment 5. 公园 g ngyuán n park 6. 滑冰 huá b ng vo to ice skate 7. 会 huì mv will [See Grammar 3.] 8. 刚才 g ngcái t just now; a moment ago 9. 网上 wa ng shang on the internet 10. 预报 yùbào v to forecast 天气预报 ti nqì yùbào

34 Lesson 11 Talking about the Weather 5 Vocabulary 11. 更 gèng adv even more 12. 不但, 而且 búdàn..., érqi... conj not only..., but also 暖和 nu nhuo adj warm 14. 冷 l ng adj cold 15. 办 bàn v to handle; to do 16. 碟 dié n disc; small plate, dish, saucer 纽约今天会不会下雪? Niu yu j nti n huì bú huì xià xu?

35 6 Integrated Chinese Level 1 Part 2 Textbook Grammar 1. comparative Sentences with 比 (bı ) (I) Specific comparison of two entities is usually expressed with the basic pattern A + 比 (bı ) + B + Adj u v w 李友比她大姐高 Lı Y u bı t dàji g o. (Li You is taller than her oldest sister.) 今天比昨天冷 J nti n bı zuóti n l ng. (Today is colder than yesterday.) 第十课的语法比第九课的语法容易 Dì shí kè de y f b dì ji kè de y f róngyì. (Lesson Ten s grammar is easier than Lesson Nine s grammar.) There are two ways in which the basic comparative construction may be further modified: a) by adding a modifying expression after the adjective: A + 比 (bı ) + B + Adj + 一点儿 / 得多 / 多了 (yì di nr/de du /du le) x 今天比昨天冷一点 J nti n bı zuóti n l ng yì di n. (Today is a bit colder than yesterday.) (4a) * 今天比昨天一点儿冷 *J nti n bı zuóti n yì di nr l ng. y 明天会比今天冷得多 Míngti n huì bı j nti n l ng de du. (Tomorrow will be much colder than today.)

36 Lesson 11 Talking about the Weather 7 z 纽约比这儿冷多了 / 冷得多 Ni yu bı zhèr l ng du le/l ng de du. (New York is much colder than here.) Note that the modifying expression must be placed after the adjective, not before it. (6a) * 纽约比这儿很冷 *Ni yu bı zhèr h n l ng. Much colder is 冷多了 (l ng du le) or 冷得多 (l ng de du ), not 很冷 (h n l ng, very cold). b) by adding the adverb 更 (gèng) or the adverb 还 (hái) in front of the adjective: A + 比 (bı ) + B + 更 / 还 (gèng/hái) + Adj { 昨天冷, 今天比昨天更冷 / 今天比昨天还冷 Zuóti n l ng, j nti n bı zuóti n gèng l ng/j nti n bı zuóti n hái l ng. (Yesterday was cold. Today is even colder than yesterday.) 跟 (g n) and 和 (hé) can be used in another type of comparative sentence: A 跟 / 和 B ( 不 ) 一样 + Adj (A g n/hé B {bù} yíyàng + Adj) However, unlike a comparative sentence with 比 (bı ), a comparative sentence with 跟 (g n) or 和 (hé) only indicates whether two things or persons exhibit the same degree of an attribute, without specifying which of the two exhibits it to a greater or lesser degree. Compare (8a) with (8b) and (8c) with (8d). a: 这个教室和那个教室一样大 Zhè ge jiàoshì hé nà ge jiàoshì yíyàng dà. (This classroom and that classroom are the same size.) b: 这个教室跟那个教室不一样大 Zhè ge jiàoshì g n nà ge jiàoshì bù yíyàng dà. (This classroom and that classroom are not the same size.) c: 这个教室比那个教室大 Zhè ge jiàoshì bı nà ge jiàoshì dà. (This classroom is larger than that classroom.)