Integrated Chinese 3rd EditionTransition GuideThe best just got even better!(Sample in Traditional characters)(Simplified character version will also be available)New Features of the Third Edition Æ Click on the underlined text to view the exampleand click on the example to go back. We’ve introduced an all-new full-color design with lots of color photographsand illustrations to make it easier for students to grasp the material Based on user feedback, the number of lessons in Level 1 has been reduced inorder to help you teach without being rushed. Level 1 Part 1 includes 10 lessonsand Level 1 Part 2 includes another 10 lessons Level 2 will be divided into Level 2 Part 1 and Level 2 Part 2, as a result offeedback from students and teachers who asked for greater convenience andflexibility Lessons have been reorganized for more flexible teaching and learning: each ofthe two dialogues or readings in each lesson is followed by its own Vocabulary,Grammar, and Language Practice sections Each lesson in the Textbook includes a wealth of new, more communicativeLanguage Practice exercises to help teach vocabulary and grammar: individualexercises, partner interviews, and whole-class games A realistic, engaging storyline featuring four students from diverse backgroundslinks all the dialogues and readings in the series New authentic materials have been integrated into both the Textbook and theWorkbook: menus, street signs, tickets, and much more. The Textbook includes a detailed plan of scope and sequence to aid in lessonplanning. Learning Objectives have been added to the beginning of each lesson to helpstudents focus their studies and achieve language learning goals Relate and Get Ready provides new introductory questions for each lessondesigned to help students relate the learning objectives to their own culturalknowledge and communicative goals Culture Highlights section provides just the right amount of relevant, interestingcultural information in a consistent place in each lesson.1

How About You? section in each lesson presents fun supplementary vocabularypersonalized to fit students’ interests A new Progress Checklist at end of each lesson allows students to track theirown progress and identify areas for further review Updated vocabulary in dialogues and readings focuses on frequently used,current terms The Third Edition continues the Integrated Chinese tradition of comprehensivegrammar coverage, with improved, clearer explanations and examples An easy-to-use appendix of vocabulary by grammar category and lessonfacilitates student review and teacher planning The Workbook incorporates more communicative exercises, designed accordingto current language learning approaches Exercises in the Workbook are arranged in two parts for each lesson,corresponding to the two dialogues or readings in the textbook and allowingmore flexibility in class and homework pacing The Workbook now includes brief “Let’s Take a Break” review lessons after every5 lessons for cumulative practice and reinforcement The Character Workbook includes more practice space for each character andradical information for each character Based on user feedback, audio recordings include English translations forstudying on the go Teacher’s Handbook (available 2009) will include answer keys, lesson planningand teaching tips, additional classroom activities, sample quizzes, and more!Frequently Asked Questions about the 3rd EditionAre the Workbooks and Character Workbooks also being issued in a Third Edition?Yes, the Workbooks and Character Workbooks are being newly revised alongwith the textbooks to better meet the needs of today’s students. The Third EditionWorkbooks include more authentic materials as well as personalized, open-ended, andcommunicative exercises. The workbook lessons have been reorganized into twosections correlated to the two main dialogues in the textbook, for greater flexibility inpacing and homework assignments. The Character Workbooks include radicalinformation for every character, a more user-friendly design, and expanded practicespace.Can I use the current Multimedia Companion with the Third Edition? Will there benew multimedia resources and companion websites?Although the current Level 1 Part 1 Multimedia Companion CD-ROM is not beingrevised specifically for the Third Edition, we believe it will continue to be a useful2

resource for teachers and students. Some of the specific wording of a few elements onthe CD-ROM that correspond directly to the Second Edition textbook may not matchthe Third Edition textbook precisely. However, as the main thematic focus of eachlesson as well as most of the vocabulary and grammar remain the same in the newedition, the supplementary learning resources on the Multimedia Companion such asauthentic materials, pronunciation practice, cultural notes, stroke order, and extralanguage practice are still very appropriate to use with the third edition.We are also developing a new Companion Site that will provide additionalsupplementary materials as well as the ability to share resources, ask questions, andconnect with other teachers. We look forward to bringing you additional multimediaresources in the future. Please stay tuned for further details!Will there be new audio CDs for the Third Edition? Are the Second Edition audioCDs compatible with the Third Edition?The Third Edition will also include new audio recordings reflecting the updateddialogues, vocabulary, and exercises in the textbooks and workbooks. We are alsodeveloping new options for downloadable audios. Because of the changes in thetextbook and workbook, the Second Edition audio CDs will not be compatible with theThird Edition.If I use the Third Edition, can I still use the Level 1 Part 1 Workbook DVD that goeswith the Second Edition?Yes. The Level 1 Part 1 Workbook DVD is also compatible with the Third EditionWorkbook.Is the Third Edition appropriate as part of an AP or IB 1 program?The Integrated Chinese series can be an excellent foundation for many collegeand high school Chinese language programs, including those that progress to AP level or IB courses. The Third Edition places more emphasis on communicative skillsand includes enhanced, relevant cultural coverage. It was developed with attention tothe AP ’s three modes of communication (interpretive, interpersonal, andpresentational); every exercise in the Workbook indicates which mode is addressed.The Third Edition materials also align with ACTFL’s “Five Cs” standards for languagelearning (communication, connections, culture, comparisons, and communities.)Since the AP exam is intended to test proficiency equivalent to two full years ofcollege Chinese study, and the IB second language exams also measure a high degreeof proficiency, most teachers find that their students are best prepared for theseexams when their textbooks are supplemented with a variety of additional readings,listening activities, and culture-related resources. We offer a multitude ofsupplementary resources at various proficiency levels, such as the Readings in ChineseLiterature series, the Readings in Chinese Culture series, Integrated ChineseBuilderCards, The Way of Chinese Characters, and Making Connections. We encourageyou to contact us and discuss suitable options for your program.1AP is a trademark of the College Board, which is a separate entity and has not reviewed or endorsed these products.IB is a registered trademark of the International Baccalaureate Organization, which is a separate entity and has notreviewed or endorsed these products.3

Can I use Third Edition and Second Edition textbooks and workbooks together inthe same classroom? Can I use a textbook from one edition with a workbook fromthe other?Because the Third Edition has been thoroughly revised with updated dialoguesand vocabulary, new chapter organization, a continuous storyline, additionalpedagogical features, and a significant number of new individual, partner, and wholeclass Language Practice exercises in each lesson, we recommend choosing one of theeditions to use consistently in one classroom. The Workbooks and CharacterWorkbooks have also been significantly revised, and for the best learning experience,all students should use the workbook edition that matches their textbook.Will the Second Edition still be available?We will continue to offer the Second Edition as well as the Third Edition.However, we enthusiastically invite you to check out the significant changes andimprovements we’ve made in the Third Edition to update the series for today’s Chineseclasses and provide more support for teachers and students. If you’d like to examinethe Third Edition with no obligation, please contact us at 1-800-554-1963 [email protected] In addition, we can provide you with PDFs of the first twochapters by April 25 to help you prepare for your classes.Lesson-by-Lesson Plan ofIntegrated Chinese(Level 1 Part 1 Textbook, 3rd Edition)Scope and Sequence: Plan of the BookNEWIntroduction1 Chinese Language and Dialects NEW2 Syllabic Structure and Pronunciation of Modern Standard Chinese REVISED (clearerexplanation)3 The Chinese Writing System REVISED (clearer explanation)4 Useful ExpressionsLesson 1: GreetingsLearning Objectives NEWExchange basic greetings;Request a person’s last name and full name and provide your own;Determine whether someone is a teacher or a student;Ascertain someone’s nationality.Relate and Get Ready NEW4

In your own culture/community—How do people greet each other when meeting for the first time?Do people say their given name or family name first?How do acquaintances or close friends address each other?Dialogue I: Exchanging GreetingsVocabularyLanguage Notes REVISEDNew Notes: Using 请问; Pronouncing words with two 3rd tones; Honorific 您Grammar1 The Verb 姓 (xìng) REVISED (clearer explanation)2 Questions Ending with 呢 (ne)3 The Verb 叫 (jiào) REVISED (clearer explanation)Language PracticeMix and Mingle (Whole-Class Activity)Meeting for the First Time (Partner Role-play)Dialogue II: Asking One’s NationalityVocabularyNew Vocabulary: 纽约Language NotesGrammar4 The Verb 是 (shì)5 Questions Ending with 吗 (ma) REVISED (clearer explanation)6 The Negative Adverb 不 (bù)7 The Adverb 也 (yě)Language Practice是 吗 Partner Activity不 Partner ActivityPartner Interview“I’m American. How about you? Where are you from?” Whole-Class ActivityHow about You? NEWWhere are you from? (Countries, states, cities)Culture Highlights NEWNew Notes: 百家姓; intimacy and use of given namesPronunciation ExercisesEnglish TextProgress ChecklistLesson 2: FamilyLearning Objectives NEWEmploy basic kinship terms;Describe a family photo;5

Ask about someone’s profession;Mention some common professions.Relate and Get Ready NEWIn your own culture/community—What is a typical family structure?Does an adult consider his/her parents’ house his/her home?Do adults live with their parents?Do people mention their father or mother first when talking about familymembers?them?Is it culturally appropriate to ask about people’s professions upon first meetingDialogue I: Looking At a Family Photo REVISEDVocabularyNew vocabulary: 大哥Language NotesREVISEDNew Notes: Colloquial pronunciation of 这、那; 儿子 vs. 男孩子、女儿 vs. 女孩子Grammar1 Measure Words (I) REVISED (additional examples)2 Interrogative Pronouns3 The Particle 的 (de) (I)REVISED (additional examples)NEW4 有 (yǒu) in the Sense of “to Have” or “to Possess”REVISED (clearerexplanation)Language Practice谁 – Identifying characters from illustrations (partner activity)Family Pictures (partner and whole-class activities)Dialogue II: Asking About One’s Family REVISEDVocabularyNew Vocabulary: 口 (as measure word)、大姐、二姐Language NotesNew Notes: Using 几口人 vs. 几个人Grammar5 有 (yǒu) in the Sense of “to Exist”6 The Usage of 二 (èr) and 两 (liǎng)7 都 (dōu, both; all)Language Practice有– Classmate Interviews (Whole-Class Activity)谁、几、什么什么: Halloween Costumes都都 with 不 or 没有Partner Interviews about FamilyHow about You? NEW6

What does everyone in your family do? (Occupations)Culture Highlights NEWNew Notes: male/female order in kinship terms; sibling termsPronunciation ExercisesEnglish TextProgress Checklist NEWLesson 3: Dates and TimeLearning Objectives NEWTell and speak about time and dates;Talk about one’s age and birthday;Invite someone to dinner;Arrange a dinner date.Relate and Get Ready NEWIn your own culture/community—Do people write the month before the day or the day before the month?Is it appropriate to ask about people’s age and birthday?What do people typically do to celebrate their birthday?Dialogue I: Taking Someone Out to Eat on His/Her BirthdayVocabularyNew Vocabulary: 吃、菜Language NotesNew Notes: no measure word necessary with 天、年Grammar1 Numbers (0, 11–100) REVISED (chart format for easy reference)2 Dates and Time3 Pronouns as Modifiers and the Usage of Particle 的 (de)4 我请你吃饭 (Pivotal Sentence) REVISED (clearer explanation)5 Alternative QuestionsLanguage PracticeDays of the WeekTime (Partner Activity)Birthday还是Forming a Birthday Dragon (Whole-Class Game)Family Members’ Birthdays (Partner/Whole-Class Activity)Food Preferences (Partner Interview)Dinner Invitation (Partner Activity)Dialogue II: Inviting Someone to DinnerVocabularyNew Vocabulary: 朋友Language Notes7

Grammar6 Affirmative Negative (A-not-A) Questions (I) REVISED (includesexamples of responses)7 还 (hái, also, in addition) REVISED (clearer explanation)Language PracticeAffirmative Negative (A-not-A) Questions (Partner Interview)还Busy/Not Busy (Partner Interview/Whole-Class Activity)Eating Out With Friends (Partner Activity)How about You?What special days do you celebrate? (Holidays)Culture Highlights NEWNew Notes: Traditional lunar calendar system; the character 寿Pronunciation ExercisesEnglish TextProgress ChecklistLesson 4: HobbiesLearning Objectives NEWSay and write the terms for basic personal hobbies;Ask about one’s hobbies;Ask friends out to see a movie;Set up plans for the weekend.Relate and Get Re