Vista previa parcial del texto
¡Descarga Chino, practica de lenguaje y más Esquemas y mapas conceptuales en PDF de Idiomas solo en Docsity!
ASE E DES Confucius Institute Headquarters(Hanban) HERIDA ANAL ==: Pd BEIJING LANGUAGE AND CULTURE ES. E EM UNIVERSITY PRESS LEAD AUTHOR: Jiang Liping EU ANA E EL FERNANDO Confuclus Institute Headquarters(Hanban) HTEUE STANDARD COURSE HSK MÁ: 1 EN AU AUTHORS: Wang Fang, Wang Feng, Liu Liping ZUERA REAL BEIJING LANGUAGE AND CULTURE UNIVERSITY PRESS pr. => 2009 2H AESK GA, HEAR ERRATA E, HAN ER E ASE DORIA, ARAGRERLA TEN, MEAR AA E TABERNAS, MUA Y PRA, FOPLERIO EN TORA E NA EE E AM RARA TAO CENA RA A, ADAL MAA TAE. TIMOR OBRA RARE RR. MALE FIBA, NE (CTI) AAA EA TA (ESKE RAE ) , REISKICR EN ARE As RR. RARE, AENA, LT GESK AAA EEES E E E AS BENE IA. RENA (SKI) MRAA BATIR, MALA DOCENA ADC A AAA SEE 11 ve 4 A AFERRA ETE PHEXIA E f 20134114 16H Foreword Revised in 2009, the new HSK test has shifted the focus from testing Chinese language proficiency to the assessment of learners” ability to use Chinese in communication. It has made a major breakthrough concerning the concept of testing and adapted to the reality of Chinese language teaching in other countries. As a result, it is widely well-received, its evaluation results being used to define one's Chinese competence and considered an important criterion for further education or employment. To promote the image and standards of Confucius Institutes in Chinese language teaching, it is necessary to establish a system of step-by-step, easy, practical and highly efficient Chinese language teaching materials and courses. Authorized by Hanban, ASK Standard Course is developed under the joint efforts of Chinese Testing International (CTI) and Beijing Language and Culture University Press. With HSK test papers as its primary source, HSK Standard Course is characterized by a humorous style, familiar topics and a scientific course design. Matching the HSK test in all aspects, from the content, form to the levels, it is a highly applicable series of course books, which puts the idea of “combining testing and teaching, and promoting learning and teaching by testing” into practice. I'm glad to recommend ASK Standard Course to the Confucius Institutes in different countries and to other educational institutions of Chinese language as well as Chinese language learners in the belief that it will benefit them all. Thanks go to the team of authors and editors who have done the pioneering work! Xu Lin Chief Executive of the Confucius Institute Headquarters Director-General of Hanban November 16th, 2013 ENEE ES E ES EE EA TERRA, MEF DN NACRERA, MARA RA, RARA E” ATRAEN, AUREA, ARAN ERA, ENXTMTASR ATAR, E ZA ER RT AA A RA, ELA E A E AOL A, FIGARO =. BR” RE 1. ACERA IAE, ERA BR EAT (SK) ARANA, CE BATA Y CA FR Y, AAA Y GT AM. RAE A ARA E EA TR E. ARA, ARESK A ARALAR, RA TAE, E E, AALHEAO TT: BA BCE (3) Ba (SR) al HSK (XK ) 150 30-34 EU) HSK (7%) 300 30-36 Ba HSK (=%) 600 35-40 Buzs (E/F) HSK (PU ) 1200 75-80 Bus (1/F) HSK (4%) 2500 170-180 Buio (E/F) HSK (A%X) 5000 BL! E 170-180 O: 9 5000 LJ E 510-550 LAR AA, EE BAUER. EA A e, HEAINEN ATACA LEA MA REIR. Hed, — BALL) MAMAR, AR EUR ASA, AMA A AREA AIR JA RAMO, MEA AAA. AMARE, AM, FAURA) RARA AAA, MA (A 2) HUA, FE. 2. UAM BAR NER ASK A A A TVERAAME NSK NAAA, BARA A ARA A] A A SK AAA At, PAZ A LAA FARRO, ATINADA RANA E, NAFTA R RAMRAR AE MSK LA, TRAGA IA o 3. MIES, EREABSKO AAA ABS RA, DEBMITERZI, ATEARRA NOAA, AE, ABABZIRAS, MERA AE, ARAGAO RARA. ALBA AAA A RA TAI ADS AREA ENANA ER (CTI) HAN ARAE, RARA RA ERA MA E RA FRITAS RE. AMARE AAA MARA ARAS MIRA RAMA EXE AENA ES SEE DOS AIN A TRABA. HERE. BERTA ¿nm 2013-11 A Proficiency Test Syllabus. Bearing this in mind, we are aware that the Course cannot be written in the same way as the existing textbooks which require students to do repeated practice and drills on language points rather than covering every aspect that may be tested. Therefore, while ensuring the words and grammar points used are within the Syllabus, we employ different situations to give students a direct sense of how language is used in real life and help them learn and acquire the language through imitation and personal experiences. 3. Reflecting the Concept of Theme-Based Teaching Theme-based teaching is a language teaching activity focusing on the content and the connotation of the text. It emphasizes the diversity and richness of content. Generally, after a theme is chosen, students will be exposed to materials related to various aspects of the theme, in which way their internalization and understanding of the new content is accelerated; by further probing into the theme, students” creativity may be developed. To relate to students” reality and broaden their horizon, starting in Book 4, the Course uses themes as leads, each theme divided into smaller themes. The themes are interrelated with each other, forming an organic network of knowledge that will stay firmly in students? memory. II. Features of the Course 1. Written Level by Level with the Syllabus as Its Basis The HSK test is made up of six levels. The authors of the Course have done a thorough study of the Syllabus and the question designing guidebook and made a statistical analysis of plenty of past tests as well. Based on the result of our study and analysis, we”ve summed up the focuses, difficulties, language points, topics, functions and situations etc. for each book, while sticking to the vocabulary required in the Syllabus, systematically defined the scope and class hours for each level. The specifics are as follows: Book 1 HSK (Level 1) 30-34 Book 2 HSK (Level 2) 300 30-36 Book 3 HSK (Level 3) 600 35-40 Book 4 (Volumes 1 4 2) HSK (Level 4) 1,200 75-80 Book 5 (Volumes 1 é: 2) HSK (Level 5) 2,500 170-180 Book 6 (Volumes 1 4 2) HSK (Level 6) 5,000 and above 170-180 Total: 9 volumes Above 5,000 510-550 The design observes the idea of International Chinese Education, with attention paid to the general applicability and practical use of the course books. Educational institutions in China and outside can decide the time span for each book referring to the number of class hours suggested above. For example, it is suggested Book 1 be finished in 34 class hours, so it will take one month with eight class hours devoted to it per week or two months with four class hours per week, etc. Generally speaking, students can pass Level 1 test after finishing Book 1 and Level 2 test after finishing Book 2, so on and so forth. 2. Each Textbook Supported by a Workbook of Exercises Matching the HSK Test In order to familiarize learners with the question types of HSK, the workbooks at all levels provide the exact same types of exercises, arranged in the same order and structure also, with the content focused on the specific lesson. In this way, learners will get familiar with HSK by using the course books alone rather than spending extra time in trying to get used to the form of the test. 3. Independent Communicative Exercises Serving the Need for Taking the HSK Oral Test The HSK oral test is independent from the written test. To develop students” ability of oral expression, every lesson in the Course provides communicative exercises including pair work and group work to prepare learners for the oral test. During its planning and development, this series has received much support and guidance from Confucius Institute Headquarters (Hanban), Beijing Language and Culture University Press and Chinese Testing International (CTD. It is a product of the authors, the chief editor and editors from the publishing house and the test-designing team in the Chinese Test Office of Hanban and CTI working together. 1 hereby extend sincere gratitude to the above-mentioned organizations and participants on behalf of the authors” team. Any opinions or suggestions from the teachers and students using the book will be heartily appreciated. With your feedback, we”Il improve the series, making it better serve the users. Jiang Liping November, 2013 UA, CANE ARA. ATAR MA, RABO RR HE, TUARIRA ZA, ATACAR, ETA RA AA JAMES. S. Mi. HERA RA ESE ZA AE RADA, BEE VENA E, ARAGAO, ETA BLA MA ART. RORAIRISRE RAS PIERO. = ADE AE AAA, A, AAN AR E E A SNA HA, HELADA AE EA A 6. UF. XEMÉNBAITA LD, ALEM, TANGA, LABRA FACIS AMO A EFRAIN, MAA FUN AMATRA, ARA MERA E ET TES SA E A BURDA E E MIRREN A, HAMAS — AE E RATO A) E, RATO RA RS MA FABRE Ro TM. REZA AA NA AENA AE, RAND HATE o 8. Mo HAZ AEZ ADA, AAA HORAS FAUNA AIN SAR ER IEA AN REA. ZAMBIA N ARA, PARAR, PAL E RNEBIA. ITAM BARA E EEES VA EAA BARA BA MT A — E A. AECA ET DARE RDA PERA. TERROR, AMAN ORAR. MATAR DOHA, ALFARA. ERA, FO. FAR, MOT LALSKAE GAIA DARA E E RENA. AABT ERE AAA ON MAHAL o n 12 A Guide to the Use of This Book HSK Standard Course 1 is suitable for learners of Chinese without systematic Chinese learning experience and those who are going to take the HSK Level 1 test. I. The book is composed of 15 lessons. Except Lesson 1 and Lesson 2 focusing on pronunciation, each Of the rest lessons centers on a topic in three situations, each with 1-2 dialogues. Each lesson teaches 10-15 new words and presents notes on 3-4 language points. The book was written strictly abiding by the 150 words required in the Syllabus (with only 10 words not included in the Syllabus, which are words at Level 2 or 3, marked with “*” in the book). We suggest each lesson take 2-3 hours. II. Marking the beginning stage of pronunciation learning, Lesson 1 and Lesson 2 systematically introduce initials, finals, tones, syllabic structures and other basic phonetic knowledge. The aims are to help students comprehensively understand and master the basics of Chinese pronunciation and lay a sound foundation for further study. As a result, the demonstration and correction of pronunciation are the emphases and difficult parts in instruction. Pronunciation in this book is presented with illustrations and texts, striving to help students integrate pronunciation with meaning at the beginning stage of their learning and to arouse their interest in learning. In this part, besides introducing phonetic knowledge, the texts also provide short and simple expressions in greeting, saying good-bye, expressing gratitude, and making apologies, etc. We suggest the pronunciation drills be combined with communicative exercises in teaching. III. Each of Lessons 3-15 comprises 7 parts, namely, Warm-up, Text (with new words), Notes, Exercises, Pinyin, Characters and Application. A cultural note is designed after every five lessons, which introduces pertinent cultural background information. 1. Warm-up. In this part, pictures are used to lead in the key words and phrases. According to the teaching needs, the teacher can ask students to preview this part in order to bring their learning initiative into full play. Teachers can employ various means in using the pictures and words in class, which will intuitively help students learn the new language points and increase their interest and efficiency in learning. 2. Text. Every text comprises three situations, each with 1-2 dialogues. In contrast to the repeated practice of the key sentence patterns and new words in traditional textbooks, this textbook focuses on the words in the Syllabus, selects words and expressions from the past HSK tests and presents them repeatedly in the dialogues of the texts in different situations. Such a design will familiarize students with real-life situations where the language is used, guide them to make a quick adaption to the change of situations, thus lay a sound foundation for the parts of listening and reading comprehension in the HSK Level 1 test. 3. Notes. The book deliberately puts less emphasis on grammar. The grammar points are explained with notes. Many tables are used to demonstrate them to ensure the explanations to be concise, clear and easy to understand. For each grammar item, only the usage relevant to the current lesson is covered and provided with example sentences from easy to difficult, of which the sentence in colored print is the one in the current lesson. The purposes of explaining language points with notes are twofold. On the one hand, it will alleviate the pressure of learning on and fear of difficulty of beginners; on the other hand, it implements the principles of “replacing lecture with practice” and “doing more practice and having less lecture”. =R Contenl IS SE Notes AE A, AR ATA, ARA tir > Hello HALA AER AL 1040 ¿ Thank you A E A OS AA A The Interrogative Pronoun A AH MUA A A 14 FA, E, 48 2.4 74 What's your name The “A” Sentence 39 42504 Interrogative Sentences with “og de, HE 0 A A, E, RA The Interrogative Pronouns AF, MA HE” and a PA 2 2. 26483038 “69” She is my Chinese teacher The Structural Particle “6%” 3.8931 “R” (1) The Interrogative Particle MO) EL, 0, AS E The Interrogative Pronoun ES “o _- 2. UAG MANISES Numbers below 100 Her daughter is 20 years 30 3.7” AER old this year “Y ” Indicating a Change 43 +4 27M The Interrogative Phrase “go ER H018 157754 Culture: Ways of Asking a Chinese Person's Age 39 BE Pinyin ARA PON Tnitials and Finals of Chinese Pinyin (1): bpmtdtnlgkhjqx iu, úl, er, a, ia, ua, o, uo, e, le, ie, ai, vai, ei, uei (ui), ao, ¡ao MENA (15) Tones (Four Tones) 315444 Chinese Syllables MAZA A 93 34 78] Tone Sandhi: 3" tone + 3" tone MF Characters LRM a (1): Strokes of Chinese Characters (1): OS 2. VIARIA : Single-Component Characters: ZIZAZTNASA mo. AMA AAA (2) Initials and Finals of Chinese Pinyin (2): zh, ch, sh, 1, 2, 0, S ou, ¡ou (iu). an, ian, uan, jan, en, in, uen (un), in, ang. iang, uang, eng, ing, ueng, ong, ¡ong 311545424 The Neutral Tone AA O) ARALAR Rules of Pinyin (1): Tone Marking and Abbreviation -RAFMEA O): Strokes of Chinese Characters (2): E] 2. VIRIRA E : Single-Component Characters: AS > AAN: PAL, q. ox óÍez, OS Differentiation: pronunciation of the initials j, q, x and z, c, s APA: A Differentiation: pronunciation of the finals i, u, úi “A” 8 28 Tone Sandhi of “A (bu)” AA O): AAA A DAA] go a E) Rules of Pinyin (2): ú or finals led by ij with j, q, x AFMLA (3): Strokes of Chinese Characters (3): lo 2. VIRIRA KE : Single-Component Characters: IS AFM (L) ARE, AUS Stroke Order (1): horizontal preceding vertical and left-falling preceding right-falling w > AA: PRZh, ch, sh, r Differentiation: pronunciation of the initials zh, ch, sh, r EA: MAA AAA ng Differentiation: pronunciation of the alveolar nasal n and the velar nasal ng . —” 4 EA Tone Sandhi of “ — (y1)” HAM (3) : y, WR Rules of Pinyin (3): use of y and w AFMLA (4): Strokes of Chinese Characters (4): L, 2. UARAR AS : Single-Component Characters: 4 Ln A DESEES SA AS Stroke Order (2): top preceding bottom and left preceding right w NS w - JUL ¿+4 The Retroflex Final EE: Vi, AFA Differentiation: pronunciation of finals beginning with i, u, ú ABRAS TR ARANA Difference between Aspirated and Unaspirated Initials ARAN (4): MARS Rules of Pinyin (4): syllable-dividing mark DESEO Strokes of Chinese Characters (5): ES 2. UARAR AS : Single-Component Characters: KATA AFREMA ): ATRGA, APM Stroke Order (3): outside preceding inside and middle preceding sides y IX Characters SAA (1): AAA Tone Collocation in Disyllabic Words (1): 1* tone + 1%/2*/3"/4* tone 1LXFNLD (6) : Strokes of Chinese Characters (6): 2 - . UABBRES : Single-Component Characters: A, 4 5 EPIA (1): AREA E DARIA Structure of Chinese Characters (1): single- component and compound » w SAA 0): AAA Tone Colocation in Disyllabic Words (2): 2** tone + 1%/2"/3"/4* tone AABT : Single-Component Characters: DA + AFRO): LAMA PAIR Structure of Chinese Characters (2): left-right and left-middle-right AFA CO A ? Chinese Radicals: “ ¿ "and“ 3 ” » po SATA BR (3): 244 AR Tone Collocation in Disyllabic Words (3): 3" tone + 1%/2/3"/4* tone VIRBJAE : Single-Component Characters: PO AFERRA (3): ATINA IA Structure of Chinese Characters (3): top-bottom and top-middle-bottom FE “E” 4 “w” Chinese Radicals: “E” ande” SN] m AAA AER (4): DAR Tone Collocation in Disyllabic Words (4): 4” tone + 1%/2"/3"/4* tone UIABART : Single-Component Characters: A, +, 1 AFA (4): $025 Structure of Chinese Characters (4): half- enclosure ET Chinese Radicals: “i_” and “NM” » 1.32% 4 1 4 3k:i% Pronunciation of Neutral-Tone Syllables 2. 241949354 Pronunciation of Reduplicated Syllables 3 PARMA: CAM, E, A? Pronunciation of Words with the Suffix “417”, “F” or “k” UAMABART : Single-Component Characters: EFAXR AFA (S) : 20154 Structure of Chinese Characters (5): enclosure AFRO da 4 Chinese Radicals: “0” and “4” » po E Words/Phrases SS 5 EA, AR, E, Expression of Time q PENA 82 [40,08% 2 RARE What's the time now A Time Word Used as an Adverbial 3.4438) “Mi” The Noun “MÍ” RA, ELA A LERAA CELA (Ar TD. The Interrogative Pronoun Zo FA (FM), ELA EE/ E ES 2.3415 4 2 IA e 90 ARES Sentences with a Subject-Predicate e Phrase as the Predicate be like tomorrow 3.4 8118 4? The Adverb “A” 4.4303 “2” (2) The Modal Verb “2” (2) BR ED (E) a AR Ef, 6, AL, The Interjection “R” . Ed, e A, 2 Boo RO ARE ARA ES ve, “ “>” Used to Indicate an 1 3 Heis learning to cook 98 KI Action in Progress Chinese food 3. MEF Expression of Telephone Numbers 4.184.318 “ve” The Modal Particle “ve,” BO, MER, | LT AREA AD, AZ. A. E, “T ” Indicating Occurrence or HA. 2H, A, Completion HITADRI E 14 | She has bought quite | 104 FRY) A The Noun 6” a few clothes ik 3064919 “0 The Modal Particle “7” 4.413 “AP? The Adverb “Ap” PE ES TN PE, HA FA NS The Structure “X +=". 4 LE 4 An used to emphasize time, place or 15 BRUTA 112 manner T came here by air 2. MAA O): AH, 8 5. ZA Expression of a Date (2): year, month, date, day of the week AH: HEAR ERA TA Culture: Common Communication Tools of Chinese People /19 NEAR Vocabulary 120 MF ER Characters 128 WR Radicals 129 DIERAN R Table of Combinations of Initials and Finals in Common Speech 
