Integrated Chinese Level 1 Part 1 Workbook: Simplified Characters (English and Chinese Edition)

90 Pages·2008·57.3 MB·English

by  Yuehua Liu, Liangyan Ge, Yaohua Shi

Languages / Chinese

fe) 51.4 = 1010) 44

This new edition of integrated Chinese
is an outstanding achievement. Complete
with interesting cultural notes, useful
authentic materials, and a wealth of
interactive exercises, the authors have
‘outdone themselves AGAIN!

Dx Zoe Wu (Pasadena Gy Callage)

‘Throughout the workbook, exercises are
labeled according to the three modes of
‘communication as explained in ACTFLs
“Standards for Foreign Language Learning
in the 21st Century”

‘Authentic materials in each lesson—signs,
forms, posters, menus, and more—bul

in interpreting the Chinese
language in its native environment

Lively illustrations encourage students to
‘answer questions directly in Chinese with-
‘out translating from English

Open-ended exercises engage students in
‘the subject matter and ask them to relate
the Chinese language to their own lives

‘Accumulative review unit after every five

lessons serves as a periodic progress
check

Cheng & Tal Chinese Language Seve

Cos”

As a lecturer in languages (Italian and French)
for over 35 years, | would like to compliment
you on one of the very best sets of materials
Ihave ever used.

Dr. Madeleine Strong Cincotta (University of Weilong

Cheng & Tous best-loved Chinese textbook
reled, and better than ever! The third edi
Chinese workbook has been updated to moet the naeds of
today’s students wrth a naw, clearer, usar

ated vocabulary, more communicative tasks ans
exercises, and more authertic materials troushout

Ths workbook provides gracuatesincvidual prac
four sila of Estening, speaking, rel writing, For max
‘mum teaching exit, each les
‘ovreeponiding to the two sections ofthe les
Fecoraings for listening exercises a

fed Chinese aucio CDs,

“The third eation workt00k includes many spok
folevart and personal to each st

(ses reflect the language used ir
need fo communicate in today's rapicly changing

The integrated Chinaeo cori is @
textbooks, workbooks, char!

avaiable in .
Wits its emohasis on practicing ab "

1

Phu

LEVEL 1+ PART 1

INTEGRATED
CHINESE

= a7 8
RAMEE
Simplified Characters

Thiel Editon by: Yuehua Liu and Tao-chung Yao
'Nyan-Ping Bi, Yaohua Shi, Liangyan Ge
(Original Edition by: Tao-chung Yao and Yuehua Liu
‘Yea-fen Chen, Liangyan Ge, Nyan-Ping Bi, Xiaojun Wang
Level 1+ Part 1

Integrated Chinese
PH eS

WORKBOOK Simplified Characters

Third Edition

THIRD EDITION BY

Yuehva Liu and Tao-chuny Yao
Nyan-Ping Ili, Yaohua Shi, Liangyan Ge

ORIGINAL EDITION BY

Tao-chung Yao and Yuehua Lin
‘Yea-fen Chen, Liangyan Ge,
‘Nyan-Ping Bi, Xiaojun Wang,

ES Gare 8 ty cour
Copyright © 2009, 2005, 1997 Cheng & Tani Company,

‘Third tdcon

All ights emerved. No part of chis publication may be reproduced or ranemitted in any form or by any means,
ironic or mechanical, inhaling photoccpying, recording, scanning, or any information scorage or retive
"yee, without writen permis from the publisher,

‘All wademarke mentioned in his book are che pruperty oftheir respective wwners
20:19 18 17 16 sw

3th Printing, 2016

Published by
‘Cheng & Trai Company, Ine
25 West Scot

Rostoa, MA 02111-1213 USA
Fax [phone]
wemvcchengetuieorm

"Bringing, Avs tothe Wish

sen 97--88727

48

Cover Design: salon.com

(Cover Photographs: Man with map 6 Genny Images Shanghai skyline © David Bedrlistockphoto; Building with
asks © Wa fie} Night market © Andrew Buko, Use by permision.

Inert Designs Wands Espa, Wee Design

Ravi

trations:

“The Integrated Chinese series includes books, workbooks, character wurkhoks, alia produ llionedia
products, teachers rsourees, and mote. Visit woew.cheng-suicom for more information vm the other
Sumponcnts of Inegrated Chinese

Printed in che United Staces of Americ

Preface to the Third Edition,
Preface to the Second Ei
Introduction cvnvnn

Lesson 1:Greetings
Part Testes
Part? ocr

Lesson 2: Family
Part Tce
Part 2 i ‘

Lesson 3: Dates and Time
Part
Part2 2

Lesson 4: Hobbies
Partt..

Part. i

Lesson 5: Visiting Friends
Part. s
Panta 1a aha ek sentra

Let's Review: Lesson 1-5 enon

1g Appointments

Lesson 7: Studying Chinese
Part
Part 2

Lesson 9: Shopping
Cr s
Part?

Lessan 10:Transportation
PARED cena r
Part?

Let's Review: LeS$018 6-10. men-

a1
a

‘This new Workbook accompanies the third edition of Integrated Chinese UC). In response to
teachers'Tedbackand requests, the new integrated Chinese Level includes 20 lessons (1inPart | and
"in Part 2, instead of 23 lessons as in the earlier editions. The format of the third edition Workbook
remains largely unchanged. For maximurn flexibility in pacing, cach lesson Is cvided into two pars,
‘corresponding to the two sections of the lesson in the textbook. The exercises cover the language
form and the four language skis of stening, speaking, reading, and wing.

‘We have also made several improvements and added new features in the new adltion of the
Workbook.

Three Modes of Communication Clearly Labeled

‘We would ike to point out that our exercises cover the three mades of communication as explained
in “Standards for Foreign Language Learning in the 21st Century's interpretive, interpersonal and
presentational, We have labeled the exercises as interpretive, interpersonal or presentational
‘wherever applicable

More Authentic Materials Incorporated

To bull a bridge betwcen the pedagogical materials used in the classroom and the materials that
the student wil face in the target language environment we have included authentic materialsin the
‘exercise forall lessons,

New Illustrations Added

To make the exercises more interesting and appealing, we have added many illustrations to the
exercises. These visual images increase the varlety of exercise types, and aso stimulate the student to
Answer questions directly in Chinese without gaing through the translation process
Preface

Contextualized Grammar Exercises and
Task-Oriented Assignments Provided

The ultimate goal of learning any language i to be able to communicate in that language, With that
{goal in mind, ve pay equal attention to language form and language function, and have created task
based exercises to tran the student to handle real Iie situations using the language accurately and
appropriately. We have rewritten many items, especially in the translation section, to provide linguistic
Context and to reflect the language used in real Ife.

Learner-Centered Tasks Included

\We believe thatthe exercises in the Workbook should not only integrate the materials of the Textbook,
but also relate to the student life We include exercises that simulate daily fe with topics and theres
‘that are relevantand personal to the student We hope such open-ended exercises wilactivelyengage
students Inthe subject mater, ard keep tham interested in the language leaming process. Since the
‘world Is constantly changing, we also have tried todd exercises that wil rain the student to meet the
needs of today’s world such as writing e-mail messages in Chinese.

New Review Exercises Supplied

Every five lessons, a cumulative review unit is available to those students who wish to do a periodic
progress check The review units da not introduce any new learning materials, and can be included
in or excluded from any curriculum planning, according to Individual needs. These units ave flexible,
short and useful as review tol

‘We would like to take this opportunity to thank all those who have given us feedback the past, and
extend our sincere gratitude tothe two editors Ying Yang ofthe University of California Berkeley and
Zoe Wu of Pasadena City College: for their invaluable edtaral comments and to Laurel Damashek at
Cheng 2 Tsui for her support throughout the production process.We welcome your comments and
Feedback: please send any observations or suggestions to [email protected].

AA» Preface to the Second Edition

ln designing the Level One workbook exerlss for neared Chinese we suave o lve equal emphasis tothe
studens'Isteing speaking reading and wen skills, there ae diferent ficult levels inorder to provide
‘arity and flexi to st aiferent cuticulum needs Teaches should assign the exerises at thei ection:
they should not feel pressured into using all of them and should feel fee to use them our oF sequence,
appropiate Moreover teachers can complement this workbook with theirawn exercises.

‘The ercsesn each lesson are divided into rwo parts The exercsesin Part Oneateforthefstdalogueand those
in PareTwo are forthe secandcilogue This waythe two clalegues in each lesson can be taught separately The
‘teacher can use the fst nwo or tree days ta teach he fest dalogue and ask the students todo al he exerles
in Par One, en go on to teach the secon calogue. The teacher can ala give the lwoseparate vocabulary ests
forthe rwa dalogues to 35 reduce the pressure of memorsng to many new werdeat the same time,

Listening Comprehension

Alto ten tstening comprehension is scree in a frrnaldasstoom setting because of ime constraints.
Stents tend ta focus ther me and energy onthe master fa few grammar pons This workbook tes fo
‘emedy this imbalance by including a substantial number of fstering comprehension eter cses Thee ate two
‘teqories of steningexeresex both cane done on the student oun time orn the cattoom nether ase,
itisimportnt to have the instructor review the students answers foc acuta

‘The fst category of stening exercises, which Isa the beginning ofthis section is based onthe text of wach
lesson For the cxoreses to he meaningful students shoul fst study the vocabulary st and then listen tothe
recordings before attempting to rea the texts The questions areprovidedto nlp students aural understanding
ofthe texts an to tert ther reaging comprehension

‘The second category af irtening exerczes canis af an audia CD recording af two or mare mini-caloguer or
narraves These exercises are designe to gle students extra practice on te vocabulary and araenmar points
inoduved in the lesson, Some ofthe exercises especialy ones thal ask students lo choose amon several
possileansers ate igvieantly more difical than others These enercies should be assigned towards the end
Df thelisson, when the students have bcorne fara wth the content of the lston

Speaking Exercises
Here. there are two types of enecises. They are designed fo ifferent levesa proficiency within eachlesson
and shouldbe asianed atthe appropiate time

To help students apply ther ncely acquied vorabulary and grammatical understanding to. meaningful
commbrication i frat sk them questions lated te diogues ndnaratvesandthen anthem questions
related ta hei own lives These questions require a one- or twosentence answer By stinging together shor
{uestons and answers students an construct heir wn mini-ialagues practic n pats ortake turns asking of
answering questions

‘Once they have gained some confidence students can progress tothe mote efclt avestions where they are
‘tel oexpess opinions ona numberof ops Tally ese qacstons are absvac so they grad each
Preace

students to express thei opinionsinlonger conversations. Asthe schoo year rogresss these types afquestions
should take up more clot dieusson time, Because this second type of peaking exercise is quit challenging
should be attempted only fer students are well groundedin te grammar and vocabulary ofa patcula lesson,
Usually this occurs nt immedicraly after stents have cornpeted the first part ofthe speaking exercises,

Reading Comprehension

For the fist seven lessons, the reading eercses eppear in several diferent formats, incuding matching
translations, answeting question in English or answering raultiple choice questions based on reading texts
‘Thee are also some authentic materials and modified authentic materials Starting with Lesson 8 te format for
reading exercises is fixed. Th first section ofthe lesson asks questions based on the dialogues in the textbook
‘The second section offers several reading passages with questions that arerelevat tothe themes ofthe current
lesson

Introduction
Pronunciation Exercises

1. Single Syllable

Listen carefully and circle the correc answer

Writing and Grammar Exercises

Grammar and Usage
These dls andl eerie ate designe to sly students gap of mmportare grammar points Trough et i
xchongen sede anne quo wing spe arent foreseen serene 6 compe @ A simple Finals
Because they must provice context fr these exercies stunts conn West them at simple mechanical
repetition ds 1. aba be bo
In the fos thee lesions students ae introduced to incresinglysophitcated and abtactvoeabuly. 4
| Carespondingexercles el them to gasp the nusces of new word Fr example, yy are source of Zee gk
| rent ciicuty.so excises ave provided tala stents distinguish beween the. 3. aoa bow
4 api bv
Translation ee

Translation has.been a too fr language teaching throughout the ages and postive student feedback canfims
‘ur belif that it continues t play an important role. The exercises we have devised serve to reinforce 840
primary araszone to get students ta apply specie grammatical structures: and two, ta allow stents to bull
thai ever increasing vacabulary. Ultimately cur hope sthat hs dual prongedl approach willenable students a

ials

| 5. ali
| understand hat ittakes more than just itera eansaton to convey an des In 2 frelgn language.

Lapa boa

Writing Practice 2 api be bi

| Iss the culmination ofthe writen execs and its where students estn to expres themselves in wring 3. ania be min

Mayet es orn oer pie exh ses fr ess opm a8 es

5. ating b. ding

| ee oc

2. arin be in
Ba. niin ban
% agin b. kan
TO. a. kui be hui

4 Te a kal b, hal

12 a. kus be hua
%
10.
n.
12,
1B.
4.
15.
16.
Wm

a

FRR Re eee ca

PRP Re ee

18.
2.
20.
2.
22.
2.
24,
23.

b

Fira
0
a
ba
hi
hut
8
4 tnegrotd chinese Level Prt = Wirkbo0k

@ FTones:All Four Tones

Lan bebe
Ra pi be opi
3 ae mei be mai
4a wen win

Pere ee

a

Te a ba bi
12, a kung kuang
1B. a ji a

1a, a aldng lang

a

zheng

chou

shuai
2. a we we
23. a yao b.yio
240 a hut be hui
25. a ri bo

@ c.comprehensive Exercise

La ia be oaha
2a chul be qué
3. a ching b. aitng

4a x0 b. sho

4

PRRRPR SS PP Pee eee

tvroducon
Interoted Chinese Laval Part oxknook

I, Tone Combination Exercise

"Name that"tone":You wil hear one word ata time, Write down the tones inthe blank Use 1-4 for the
four tones,and 5 for neutral tones.

‘anete: Ifyouhear the word "Zhénawén, you wrte12"on the blank

1

3

n

@ B.Muttisytiabie Words

aducon

i n a.
2. 2 2 acs
3. a 2.

4 1" ro

5. 15, 25. is
6. 16. 26,

1. ”. 2

re a 18. 28,

°. w 2.
1, 20. 30,
8 npr Chest -Letel Part Moot woaatin 9
@ ll initials and Simple Finals @ V.compound Finals
Fin te blanks with appropriate intl orsple ak Flint blanks wth compound als
rele tcigeerr Cer Ae ue eK SL ne ae cee ine
B41. t B.2. a B.3. ae a ‘ait a
da 2b a 2 2d.
eins oe 2 on oa Sy
ae oe Ge a Spe oA 3b. zh ae ado
cee Bara eRe ae Aa oh ab ae Ad.
RL og rk ae She ARGS os fee
oe aa hie ee be a 6b bo kK 6d j_
Ma Penal fees
Lt. Br 2 e L3. pS La uu ah Bes a Ta ch_
Tecan ate eee es a
Meo eee eee cee @ VI.Compound Finals and Tones
La L2 fee La Flin the blanks wth compound frals and markthe appropiate tone ars,
me M2. mau MA tam. 1b. 2h he sh
Nae See Na Nath Nae sie Gost
@ W.Tones Bb Bek
fa ab a we
Listen othe audio and makthe correct tone mart,
AA he AL ma A. pa A di f S.b. p Bc x
Beso a2 ee oe eee one 6a 6b. i 6c.
ch mo Gag. Gee As Oke aS ne
ow D2 fo D2 oe Ba
e. 0 2 bu BR Ashi
Ray gaa Be Sade Bad RA ku
Gi mang Gan Gan Ge
Mow Ha Hsan 31
ae Bibs kai Lata vw
A iw 22 sh tan n
Kamu K2, sh Ku KA ren
Low L2,ahueng 3, gum LA zhong