3CDs: New Practical Chinese Reader Exercise Book (3) (Russian Edition) (PDF Ebook)

Publisher: Beijing Language and Culture University Press

ISBN: 9787887034557

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3CDs: New Practical Chinese Reader Exercise Book (3) (Russian Edition)



author: Liu Xun


Publishing house: Beijing Language and Culture University Press


number of editions: edition in September 2007

13 ISBN:9787887034557


New Practical Chinese Reader is a series of Chinese textbooks compiled at the beginning of the new millennium for the purpose of Chinese to native English speakers or those who use English as their principal second language. It aims to develop the learner’s communicative ability in Chinese by learning language structures. Functions and related cultural knowledge as well as by training their listening, speaking, reading and writing skills. The series consists of seventy lessons in six volumes. The first four volumes, consisting of fifty lessons, are for beginners and pre-intermediate level learners. The last two contain twenty lessons for learners at an elective or major in the language for a period of three years, studying about one lesson a week, or one volume a semester. It can also be used by autonomous learners. Each volume comes equipped with a workbook, an instructor’s manual, audiotapes and CD-ROMS.

Why have we named our teaching materials New Practical Chinese Reader?

We have given our textbooks this name, because it follows in the footsteps of highly acclaimed and time tested Practical Chinese Reader (abbreviated PCR below). However, in the meantime, it is an entirely new set of textbooks. PCR has been published in numerous editions since 1981 and has been adopted as a textbook by Chinese language educators and learners worldwide during the last two decades. The characters appearing in the lessons of PCR (Palanca, Ding Yun and Gubo, among others), have accompanied two generations of students of different nationalities during their study of beginning Chinese. Now these characters have finally reached middle age, and it is time for their children’s generation to learn Chinese and become the principal characters in New Practical Chinese Reader. These include Ding Libo, a Canadlan student, who is the son of Gubo and Ding Yun; Ma Dawei, an American student; and Lin Na, a British student. The experience accumulated by the many teachers of the language, both inside and outside China. The new age in which we live requires what we improve our approaches and teaching materials. We hope that this new teaching material will be able to make original contributions to the teaching of Chinese language in a number of areas.

New Teaching Material, New Concepts

More and more Chinese language teachers and the idea that the fundamental goal of language teaching is to cultivate the learner’s communicative ability in the target language. We believe new teaching materials should be learner-centered. What is taught must be determined by student’s needs and must enable them to learn creatively, gradually strengthening their motivation and sense of achievement. We must create a synthesis of all pedagogical schools, ranging from the grammar-translation method to the communicative approach. We should both emphasize the communicative function and also obtain a firm grasp of language structure. We should allow students to gain grounding in the four basic akills by means of a large number of dills and exercises while also mastering the necessary grammatical knowledge and rules for word and sentence formation. The study of pronunciation, vocabulary, sentence patterns, grammar, and speech are the foundation of linguistic communication. The only way that we can make the learning process easier and smoother is by emphasizing the principle of moving form the crimple to the complex and from the days to the difficult, progressing gradually as we constantly review what has come before. Finally, language teaching-materials must help students understand the culture and society of the largest language so that they can use the target language more effectively. The above are the basic concepts that guided us while writing New Practical Chinese Reader.

Features of New Practical Chinese Reader

1. New Practical Chinese Reader does not follow the linear structure adopted by earlier Chinese teaching materials, instead adopting a cyclical arrangement with constant review of language structure and function together with important cultural information. The teaching of language structure passes through four cycles in the six volumes. In the first six lessons of Volume One, the focus of which is learning pronunciation, students are exposed to various basic sentence patterns by engaging in simple dialogues, although grammar is not discussed systematically at this stage. This second cycle is found in the twenty lessons that comprise Volume Two and the last eight lessons of Volume One. In this cycle, students learn and practice fundamental sentence patterns. As a result, by the end of the first year of study, they should have an elementary command of basic Chinese language structure. Volumes Three and Four contain the twenty-four lessons of the third cycle, which further consolidate, expand and deepen students’ understanding of lexical items and sentence patterns. The fourth cycle is found in the twenty lessons of the last two volumes. Besides introducing more vocabulary items and grammatical points, these lessons concentrate on the teaching of complex sentences and paragraphs not emphasized in earlier Chinese teaching materials. These four large cycles contain smaller ones that interact closely with the unit reviews, not only increasing the students’ command of linguistic structures and functions, but also (and more importantly) giving them a sense of accomplishment in communicative abilities at each stage of the learning process.

2.New Practical Chinese reader breaks with the emphasis on structure at the expense of function characteristic of earlier teaching materials. Even in its introduction to phonetics, this new series gives prominence to function, training the students in the most needed functional items, such as greetings and introductions, at the same time as it teaches the phonetics. The first four volumes focus on the teaching of basic functions and topics of conversation, training the students’ abilities to use language structures for communication. The last two volumes cultivate students’ ability to comprehend and communicate at a higher level, especially in paragraphs. Functional items are included throughout all six volumes in order to constantly improve the learner’s listening, speaking, reading and writing. Some pictures and culturally authentic materials such as selections from timetables, menus, advertisements, announcements, newspapers and classical literary pieces are also used.

3.Unlike the vast majority of earlier textbooks, New Practical Chinese Reader emphasizes the systematic study of characters. In view of the difficulties encountered by students lacking a background in Chinese characters, the first two volumes stress the fundamental rules of learning the Chinese script, studying easy forms such as basic strokes, character components and single-component characters first before moving on to difficult ones. The first six lessons of Volume One divorce the study of characters from the conversation text. The teaching of characters starts with the introduction of sixty common, easily learnt characters frequently used as components of other characters, along with some character components. The goal of this approach is to allow students to learn multi-component characters by first mattering their components.

4.Transcending the limits of campus life, New Practical Chinese Reader distinguishes itself even at the beginning stage from most previous Chinese textbooks by including a broader range of interesting materials. The first four volumes develop a series of attractive stories, narrating the lives of the three international students mentioned above, including their friendships, love stories and teacher-student relationships with the Chinese students Song Hus, Wang Xiaoyun, the journalist Lu Yuping, the tour guide Xiao Yanzi, as well as several Chinese language teachers. Volumes One and Two interweave campus life with every day experiences, introducing cultural norms and customs closely associated with speaking and comprehension. The third and fourth volumes concentrate on topics of interest to students, illustrating cultural differences between China and the West. The last two volumes introduce various aspects of Chinese society, highlighting traditional and contemporary cultural life.

5.New Practical Chinese Reader abandons the mechanical, monotonous and inflexible formulae of earlier teaching materials and can be adapted to the needs of students beginning at different levels. It increases the amount of vocabulary and exercises, while adopting a module structure that balances the relationship between core material and supplementary contents. By guaranteeing the teaching of core material, it can increase the amount of supplementary contents so that students can learn according to their individual needs, and teachers can use the textbook to suit the differing levels of their students.

The layout of Volumes One to Four of New Practical Chinese Reader


Text This section supplies the topics and scenes of each lesson. For the most part, Volumes One and Two use dialogue form (with two paragraphs in each lesson), facilitating audio-lingual practice and providing an overall grounding in the reading and writing of elementary Chinese. The pronunciation section in lessons one to six emphasizes the pinyin text, while lessons seven to fourteen focus on Chinese characters, which, however, have pinyin written beneath them. In the second volume, pinyin disappears, and there are only tone marks. From the third volume onward, tone mark are no longer used. In this way, learners gradually free themselves from pinyin.

New Words This part of each lesson analyzes the morphemes (characters) that form new words with the aim of improving learners’ comprehension and memory. At the same time, students can master the use of new words by practicing them in phrases. Supplementary words can be learned according to the learners’ individual abilities.

Notes For be most part, notes contain explanations of new words, develop grammatical points taught previously, or introduce necessary cultural background. English translations are provided to help students comprehend sentences containing grammar that will be dealt with in later lessons.

Conversation Practice (included in Lesson 1-6), Drills and Practice (included in Lessons 7-14) We hope students will thoroughly master the key sentences illustration the fundamental linguistic structures and functions introduced in the text. By practicing phrases, doing pattern drills, and taking part in dialogues and communicative exercises, students can move successfully from mechanical exercises to proficient interaction.

Reading Comprehension and Paraphrasing Exercises of this kind ensure the review of some of the sentence patterns and lexical items already taught, thereby developing the students’ discourse abilities in both oral and written forms. From the second volume on, the contents of reading text are expanded so as to strengthen the students’ reading comprehension.

Phonetics and Pronunciation Drills (included in Lessons 1-6) In view of the peculiarities of Chinese pronunciation and the special difficulties it presents to foreign learners with English as their mother tongue, the text focuses on the principle features of the Chinese pronunciation system, phonetics and spelling rules. Students can gradually achieve a good foundation in pronunciation by doing the exercises for spelling, the four tones, sound discriminations, then discriminations, tone sandhi, tone combinations, practice on disyllabic and polysyllabic words, and reading classroom expressions.

Grammar The grammar explanations take into account the special features of the Chinese language and the difficulties encountered by native speakers of English in learning them. They do not attempt to treat Chinese grammar comprehensively but articulate the most important grammatical structures and rules for sentence formation. Each volume has two review lessons that help learners review the grammatical points taught earlier.

Characters The text first introduces character components, later combining them to form characters. Rules for constructing and writing characters are also given to facilitate the learning of Chinese writing.

Cultural Notes At first, cultural notes in the English language are provided so that students can gain insight into cultural information related to their language studies. As learners’ Chinese proficiency improves, cultural notes are incorporated more and more into the Chinese texts.


The workbook is designed for students to use outside class. In addition to exercises for studying characters, phonetics, sentence patterns and words, it also includes general exercises for speaking, aural comprehension, reading, and writing.

Instructor’s Manual

The Instructor’s Manual makes suggestions regarding the goals and methods of teaching and supplies explanations of each lesson’s contents. It also supplies the instructors with more knowledge about phonetics, grammar and vocabulary. Unit tests and keys to the tests and exercises are provided.

前 言





正如愈来愈多的汉语教学领域的同行们所主张的那样,语言教学的根本目的在于培养学习者用目的语进行交际的能力。为达到这一目的,语言教材的编写首先要体现“以学习者为中心”的 原则:即教学内容要适合学习者的需要,有利于学习者创造性地学习,使学习者不断增强学习动力并获得成就感。在教学方法上,需要汲取从语法翻译法到交际法的 各种教学法流派的长处:既重视学习语言的交际功能,又要牢固地掌握语言结构;既要让学习者通过大量操练和练习培养四种基本技能,又要让学习者懂得必要的语 法知识和组词造句的规则。语音、词汇、句型。语法和话语等语言结构的学习是语言交际的基础,要特别注意体现由简单到复杂、由易到难、循序渐进、不断重现的 原则,才能使学习过程更为容易,更为顺利。语言教材还应该有助于学习者了解目的语的文化和社会,从而更好地运用目的语进行交际。这就是我们编写《新实用汉 语课本》所主张的主要理念。


1. 改变以往汉语教材线式编排的做法,本教材不论是语言结构、语言功能或是文化因素的教学均采取圆周式的编排,多次循环重现,螺旋式上升。以语言结构教学为 例,六册中共进行四次大的循环。第一册前六课,在集中学习语音的同时,通过掌握简易的口语会话让学习者先接触多种基本句式,但暂不作语法的系统讲解;第一 册的后八课及第二册全册12课共20课,是语言结构教学的第二次循环,逐个介绍并练习主要句型结构。这样,学习者在学习汉语的第一年内就能初步掌握汉语基本句型。第三、四册共以课,为第三次循环,进一步巩固、扩大并深化语法句型教学和词语教学;第五、六册共20课,除了词语和语法教学外,更把重点放在以往教材不太强调的复句和语段教学方面。这种四次大循环以及课与课之问又有小循环和单元复习。环环相扣的安排,不仅可以通过多次重现加深学习者对语言结构和功能的掌握,更重要的是让学习者在学习的每一阶段——第一个月、第一学期、第一年都能在一定的水平上运用汉语进行交际,时时有成就感。

2. 改变以往教材重结构、轻功能的做法,本教材加强功能项目的教学。从第一课学习语音开始,就把功能放在突出的地位,结合各课的音素教学,练习学生急需的功能 项目(如问候、介绍等)。前四册强调基本功能和话题的教学,着重培养学习者运用语言结构进行交际的能力。第五、六册强调培养理解和表达高一级的功能和话题 的能力,特别是成段交际的能力。功能项目的教学贯穿全书,以保证学习者听说读写交际能力不断提高。书中附有一定的实物图片及原文材料,如时刻表、菜单、广 告、启事、报刊、经典作品片断等。

3. 改变以往绝大多数汉语教材未突出汉字教学的缺陷。本教材考虑到非汉字文化圈学生的难点,第一、二册特别强调按汉字的规律,由易到难,从基本笔画、部件和独 体字学起。为此,第一册前六课采用语、文适当分开的做法:先选学六十个常用、易学、组合能力强的基本汉字和一些部件,让学习者在先掌握汉字部件的情况下, 再组合成合体字。

4. 改变基础阶段大多数教材内容局限于学校生活的做法,本教材扩大题材范围,加强教材的趣味性。本书前四册情节主线索围绕上述三个外国学生在中国的生活及与中 国学生宋华、王小云、记者陆雨平、导游小燕子和几位中国教师的友情、恋情、师生情而展开一些风趣的故事。第一、二册结合校园及日常生活,介绍与汉语表达和 理解有关的习俗文化;第三、四册围绕青年学生感兴趣的话题进行中西文化对比;第五、六册着重介绍中国社会的方方面面,体现中国传统文化和当代文化。

5. 克服以往教材的教学模式过于机械、单一、弹性不够的缺点,加强教材对不同起点和不同需求的学习者的适应性。本教材一方面适当加大输入的内容、词汇量和练习 量,同时通过板块式的安排注意处理好核心内容和补充内容的关系。在保证学好核心内容的基础上,增加补充内容,有利于学习者根据自己的需要自由习得;也有利 于教师根据本班学生的水平因材施教。




课文 为各课提供一定的话题与情境,第一、二册课文基本上用对话体(每课两段),以利于基础阶段在听说读写全面要求的基础上,加强听说的训练。第一册l-6课语音阶段突出拼音课文,第7-14课转入以汉字课文为主,下注拼音;第二册课文不再注拼音,只留调号;从第三册起,不再有调号。由利用拼音到逐步摆脱对拼音的依赖。

生词 对组成生词的语素(汉字)进行分析,便于学习者理解和记忆,同时强调通过连词组的练习掌握生词的用法。补充生词由学习者量力吸取。

注释 主要内容为:解释词语的用法,补充已学过的语法点,介绍必要的文化背景知识。对课文中已出现但先不讲解语法点的句子,通过翻译让学习者弄懂意思。

练习与运用和会话练习 (前六课)“重点句式”体现了本课所介绍的主要语言结构及主要功能,希望学习者熟练掌握。通过操练词组、句型替换、会话练习、交际练习等步骤,完成由机械操练到交际运用的过程。

阅读和复述 重现已学过的句型与词汇,着重培养口头与书面连贯表达的能力。从第二册开始,扩展阅读短文的内容,加强阅读能力的训练。

语音、语音练习 (前六课)针对汉语语音的特点和以英语为母语学习者的难点,有重点地介绍汉语语音规律和发音、拼写的方法,并通过拼音、四声、辨音、辨调、变调、声调组合、双音节或多音节连读以及朗读课堂用语等步骤,逐步练好语音。

语法 针对汉语的特点和以英语为母语的学习者的难点,对本课出现的主要语言结构进行必要的说明。着重介绍句子组装的规律,不求语法知识的全面系统。每册有两课复习课,帮助学习者对己学过的语法点进行小结。

汉字 先介绍部件,后组合成汉字。适当介绍汉字的结构规律和书写规律,帮助学习者认写汉字。

文化知识 开始多用英文介绍,便于学习者了解与汉语有关的必要的文化知识。随着汉语水平的提高,文化知识将逐渐融合到课文中去。





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