乐在沟通
樂在溝通
Beyond the Basics
Communicative Chinese for Intermediate and Advanced
Chinese Learners
Second Edition
THIS IS A SAMPLE COPY FOR PREVIEW AND
EVALUATION, AND IS NOT TO BE
REPRODUCED OR SOLD.
This sample includes:
Copyright Page, Table of Contents, Introduction,
Sample from Lesson 1
ISBN: 978-0-88727-623-1
PUBLICATION DATE: August 2008
To purchase a copy of this book, please visit www.cheng-tsui.com
or call (800) 554-1963.
To request an exam copy of this book, please email marketing@cheng-tsui.com.
Cheng & Tsui Company
www.cheng-tsui.com
Tel: 617-988-2400
Fax: 617-426-3669
Copyright © 1996, 2009 by Jianhua Bai, Juyu Sung, and Janet Zhiqun Xing
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.
17 16 15 14 13 12 11 10 09 08
1 2 3 4 5 6 7 8 9 10
Second edition 2009
Published by
Cheng & Tsui Company, Inc.
25 West Street
Boston, MA 02111-1213 USA
Fax (617) 426-3669
www.cheng-tsui.com
“Bringing Asia to the World”TM
SAMPLE
ISBN 978-0-88727-623-1
All trademarks mentioned in this book are the property of their respective owners.
Printed in the United States of America
( (Introduction) ...............................................................................................................xi
Acknowledgments............................................................................................................... xviii
Part of Speech Abbreviations.............................................................................................. xix
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&)$ (Love and Romance)............................................................................................... 185
&)$ (The Poverty Problem)................................................................................ 209
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(Culture Discussion) ...............................................................................................235
(Happiness)...............................................................................................................261
(Political Election) ...................................................................................................287
(Movies) ..........................................................................................................313
viii
(Presenting Your Own Speech)..................................................................337
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(Vocabulary Index).......................................................................................343
(Teaching Methodology Index).......................................................367
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Acknowledgments............................................................................................................... xviii
Part of Speech Abbreviations.............................................................................................. xix
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Introduction
Beyond the Basics aims to develop advanced Chinese language skills, and puts the emphasis on
spoken language competency. This textbook is designed for students who have studied Chinese
for at least two years in a regular college program, and the material within these pages reflects our
belief that foreign language teachers should not blindly follow any particular approach or method.
Instead, we need to be aware of the advantages and disadvantages of the various methods
employed by all contributing disciplines. In addition, we should also consider the unique needs
of different types of students, the learning task at hand, and the whole environment in which
learning occurs.
The foreign language profession has been influenced by many fields, such as linguistics,
psychology, sociology, and computer science, to name a few. As new theories emerge in these
disciplines, we find that various methodologies wax and wane in popularity: the Grammartranslation Method, the Direct Method, the Audiolingual Approach, the Silent Way, the
Communicative Teaching Method, Suggestopedia, the Natural Approach, the Proficiency
Movement, and Computer-Assisted Language Learning. Unfortunately, foreign language
teaching is often a slave to fashion in following these other disciplines. What is needed is for
educators in the foreign language teaching profession to create their own autonomous discipline
that uses research findings from related disciplines instead of being used by them. In the design
of this textbook we have attempted to incorporate the relevant research findings on the
effectiveness of teaching and learning of Chinese as a foreign language. Following are some of the
specific guiding principles of this textbook.
SAMPLE
Encourage Constant Meaningful Communication
The materials and activities in Beyond the Basics are designed to help students actively engage in
constant, meaningful communication within various contexts. We believe that classroom
activities should effectively facilitate language learning, and the teacher should provide optimal
input, which should be comprehensible, interesting, relevant, and ample. But exposure to input
alone is inadequate—it is essential to provide opportunities for students to become actively
involved in the learning process. As we have observed, repetitive activities often lead to weariness
and therefore lose their effectiveness with adult foreign language learners. Consequently, it is
important for teachers to design various learning activities that engage students in active,
meaningful communication, instead of just teaching the discrete skills of the language. In this
second edition, we have added more engaging exercises and learning activities to help students
practice the new content in various communicative contexts.
Meet Individual Needs
Students come from different backgrounds, differ in cognitive styles, and have different needs. In
this textbook, we try to meet individual needs by providing a wide variety of discussion questions
and learning activities, and large pool of supplementary vocabulary, but we do not expect every
student to remember each and every new word we provide. Students can choose to practice using
different supplementary words according to their interests. We also provide a variety of
communicative activities and teaching procedures suitable for different students’ learning styles.
For instance, we have revised the discussion questions and incorporated more vocabulary and
writing activities in the exercise sections.
Beyond the Basics · xi
Contextualize Linguistic Patterns
In each lesson, linguistic patterns are contextualized and explained in terms of function as well as
structure. One of the major enhancements in this second edition is the addition of more
contextualized and meaningful illustrative sentences for the various sentence patterns and word
usages. We try to ensure that new patterns and new words and expressions are practiced in
meaningful discourse contexts. Different meaningful contexts are essential, for they provide
scenarios in which students can develop both spontaneous responses and a better understanding
of the new patterns. Additionally, these rich contexts will alleviate the tedium of rote
memorization on the part of the learner.
Sustain Students’ Motivation to Communicate
In designing this book, we assume that instructional materials should be relevant, meaningful,
and challenging, but not overwhelming, so that we can keep students motivated to communicate
with one another. One useful technique we have adopted is to create information gaps and
opinion gaps on the part of learners. These information gaps are created by providing
communicative tasks, such as getting information from other people or problem-solving. The
information gaps are created through controversial texts and discussion topics that our fieldtesting shows are of interest to advanced learners. We aim to develop the students’ language
competencies across the three communicative modes articulated in the Standards for Foreign
Language Learning in the 21st Century1, and development of communicative competence is the
central goal of this book.
Our principle guideline is to help students develop their communicative competence by
encouraging them to communicate meaningfully. Learning activities are designed for students to
develop communicative skills in socio-cultural contexts by comparing the linguistic and cultural
aspects of the Chinese language and their native language. We also encourage students to apply
their newly acquired Chinese language to other topics of interest.
SAMPLE
Let the Classroom be Student-centered
Instructional materials should encourage student-centered teaching. We do not encourage
teachers to spend too much class time explaining the texts sentence by sentence. This
methodology should be avoided, especially in classrooms of advanced learners. For each lesson,
we provide examples of the grammatical patterns and new words and phrases, as well as detailed
instructions for in-class activities. Students should study each lesson carefully before class and be
prepared for class discussion. Teachers should engage students in different kinds of
communicative tasks that require the use of the new vocabulary, grammatical patterns, discourse
devices, cultural information, etc. The teacher should be enforcing accuracy, and fine-tuning,
facilitating, and providing optimal learning conditions that motivate and sustain the students’
desire to communicate.
Teachers should also encourage students to extend their skills beyond these textbook
materials. For instance, teachers may design and implement various tasks to ask their students to
improve their communicative skills through interviewing people outside of the school setting or
working on group projects. There are also rich materials in the virtual community. For instance,
1
American Council on the Teaching of Foreign Languages. For more information, see
http://www.actfl.org/i4a/pages/index.cfm?pageid=3392.
Introduction · xii
when students learn to discuss socio-cultural issues, there are many relevant YouTube materials
(such as homemade video clips, and clips from TV broadcasts) that can be used to enrich what
already exists in the texts.
The Structure of Beyond the Basics
Lessons 1–14 consist of a model dialogue, a set of discussion questions, a list of new words, notes
on grammar and useful expressions, and an extensive list of supplementary vocabulary that
students will find useful in their required communicative performance. Lesson 15 is a review
lesson to help students practice extemporaneous speech. Based on student and teacher feedback,
we have adjusted each lesson’s level of difficulty to be more consistent, and to make the content
more suitable for our target learners. For instance, compared to the first edition, the first five
lessons of the second edition are more challenging and consist of more learning activities. In the
last few lessons, we have reduced the number of difficult words. Throughout the book we have
glossed unfamiliar words in the exercise and sentence pattern sections, in order to facilitate the
process of teaching and learning.
In addition to the model dialogue, the discussion questions, the glossary of words, and
notes on grammar explanation, we have designed a variety of exercises and activities to reinforce
what students have learned from the lesson. We strongly believe in the principle of learning by
doing. Both simplified and traditional characters are included throughout this textbook, and a
Vocabulary Index and Suggested Teaching Methodology Index are provided at the end of the
book. The Methodology Index contains references and notes for teachers, lesson by lesson. Each
lesson in the Methodology Index opens with a list of specific communicative objectives, which
makes it clear that the objectives are focused on communication tasks rather than the language
itself. However, this does not mean that we ignore linguistic accuracy. The teaching of words and
grammar is viewed as an important means (not an end) for achieving the goal of communication.
After the stated objectives, we suggest teaching aids, relevant materials, and procedures for
teaching and learning that deal with different kinds of meaningful activities and discussion topics,
which the teacher may use to engage students in communication.
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Beyond the Basics · xiii
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Beyond the Basics · 5
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Lesson 1 · Childhood · 6
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Beyond the Basics · 7
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Everyone has come. How come Mr. Zhang is not here yet?
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Due to his flight delay, he cannot come to the meeting on time.
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That is terrible. His parents must be greatly hurt.
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Your friend is so nice to you. He often helps you.
Lesson 1 · Childhood · 8
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Beyond the Basics · 9
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Lesson 1 · Childhood · 12
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Beyond the Basics · 13
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Lesson 1 · Childhood · 14
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Lesson 1 · Childhood · 18
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Beyond the Basics · 19