Integrated Chinese. Third Edition. Level 1, Part 1 and Part 2. Yuehua Liu, Tao- chung Yao, Nyan-Ping Bi, Liangyan Ge, and Yaohua Shi. Boston: Cheng and Tsui. Integrated Chinese is the leading introductory Chinese textbook at high lesson_pdf /. 年5月28日 CHINESE. INTE. GRA. TED CHINE. SE. LEVEL 1 • P. AR. T 2 No part of this publication may be reproduced or transmitted in any form or by.

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Integrated Chinese Level 1 Part 1 The Way - Cypress Books integrated chinese languages / chinese cheng & tsui's best-loved chinese series has been. Integrated Chinese Level 2 Part 1 - Ebook download as PDF File .pdf) or read book online. Common Chinese Textbook both in Simplified and Traditional. from level 1. etextbooks display these downloadable versions of the printed. Download Integrated Chinese Level 1 Part 2 Pdf - integrated.

However, when equivalent practices are not available, and the grammatical instructions given are less than adequate, we find that students struggle and end up recurrently frustrated by their lack of understanding. IC has been highly successful in this balancing act between providing adequate grammatical instructions while not burdening the students with unnecessary linguistic nomenclature.

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The highlight of each pertinent grammatical usage in red, with detailed explanations and examples provided at the end of a dialogue also serves as an excellent resource. Nevertheless we find that the textbook has adopted an egalitarian approach towards all types of grammatical components with no evident focus on more difficult concepts.

We submit for consideration a clearer division of focal versus non-focal grammatical instructions based on student-centered needs. Some critical grammatical concepts seem to have received less than adequate treatment in the textbook.

We shall provide two examples of this. However, our experience is that distributed examples without a single coherent module for such a difficult grammatical notion often serves to confuse the learner more than to enlighten them. Then in Chapter 13, more lexicons used in the resultative complement position are given, but without an initial clear explication that this is a highly productive and recurring grammatical structure not found in English.

Also, the textbook introduces 25 instances of resultative VV compounds without providing example sentences or contexts. It is hard for students to learn the sentence patterns associated with these compounds without examples. We would suggest that at least one sentence for each instance of the compounds be provided in the textbook.

However, no examples of sentences were provided. It would be better if these examples were also illustrated with sentences. As mentioned before in the vocabulary section, we feel that most of these unintended deficiencies could be resolved with the specially designed vocabulary drills found in the 2nd edition, but strangely dropped in the 3rd edition. The vocabulary drills not only provides excellent speaking practice but also allows the students to understand the flexible usages of a common particle or construction.

In addition to the problem of lack of sentence examples, we would also like to express two other concerns about the grammar part of the textbook.

The first is with explanations and inaccurate sentence examples. The second concerns the naming of lexical categories. There are certain explanations of grammar points that we find inadequate. We will give a few examples here. And then it gives the two examples to illustrate their explanation.

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However this is misleading. For example, 3 is a grammatical sentence. Specifically, it occurs before or after the grammatical subject, denoting duration of time. There were also some minor errors with parts of speech throughout the textbook. Example 6 provides the negated example of 4.

However, it is not an interrogative pronoun, but an interrogative adverb e. A pronoun is a subtype of noun, and therefore can occur in the syntactic positions that nouns occur. Why not just use the more accepted term of a perfective marker? Several semantic analyses have established its status as a perfective marker, making it more suggestive and mnemonic in nature.

However, we submit as suggestions two areas where pedagogical instruction can be improved. The first concerns the template on page , Part 2; and the second is providing discourse-pragmatic function of the BA construction. The following is the template cited from the textbook. The second suggestion on the instruction of BA is that the textbook could provide when or in what context native speakers utilize this construction but not other constructions, such as the basic SVO word order sentences or the sentences with a topicalized object.

Specifically, when introducing the BA construction, the textbook merely provides a sentence template without further explanation on the discourse-pragmatic functions of the BA construction.

Towards this end, the textbook can provide examples of the use of the BA sentence in a series of sentences. In other words, we suggest that the textbook i provides longer context to explicate the situated use of BA construction and ii demonstrates its contrast from the canonical SVO word order.

The discourse-pragmatic function of BA sentences is one of the most frequently raised questions during class, and we doubt that teachers without a background in discourse-pragmatic training can adequately answer these questions without support from the textbook. First, without a English equivalent constructions to tag on to, students would find it difficult to grasp its concept and master all four structures at once.

Secondly, template D differs from templates A, B, and C in a crucial way. That is, it does not involve object-fronting like the other three templates. These structures are fundamentally different functionally, though some would construe that their semantic meanings are somewhat similar. It is probably better if template D can be moved to a different lesson.

Integrated Chinese Level 2 Part 1

The review of functional expressions highlights useful expressions that students can focus on and reproduce in everyday context. This increases the opportunity for repetitive practice, as well as relates the use of Chinese to real-life situations for novice learners.

More importantly, it calls attention to the generic interactive context where a frequent expression can be used to accomplish some sort of normative action. We feel that this helps the student realize that certain fixed phrases are meant for certain registers.

However, perhaps due to the lack of research on Chinese discourse markers, there exist striking inadequacies in the explanation of discourse marker usage. A single example will suffice.

It should be abundantly clear even to a non-native speaker that in this context AI could not be used to do surprise or dissatisfaction. Conclusion Overall, we like the improvements made to the 3rd edition of IC. Particularly, we like the new layout and new structures for each lesson with its colorful and fun illustrations that students appreciate. Separating grammar points into two parts right after each dialogue is a plus, however more work may need to be done in terms of accuracy and making the textbook pedagogically-friendly for students.

We also suggest that a new consonant chart be made in future editions. The fonts of traditional characters can also be carefully proofread.

Most importantly, the textbooks can still improve on some explanations of grammar points, and more discourse function instruction should be introduced. Having said that, our students and instructors appreciate the improvements on the new edition, and agree that IC 3rd edition is still one of the best Chinese language primer on the market.

We eagerly anticipate the next edition. References Dummitt, Nathan. Chinese through Tone and Color. Hippocrene Books Lin, Yen-Hwei. A cumulative review unit after every five lessons serves as a periodic progress check. With an emphasis on practicing a broad range of written and verbal communication skills and building cultural understanding, the series is ideally suited for students who want a comprehensive grounding in the Chinese language.

Coordinated practice develops students' listening, speaking, reading, and writing and builds proficiency in using the Chinese language in a variety of real-life situations.

Communication, Culture, Connections, Comparisons, and Communities. Integrated Chinese , the leading introductory Chinese textbook at colleges and universities around the world, offers comprehensive instruction and an array of print and digital options. With content organized into 10 engaging lessons per volume, Level 1 Parts 1 and 2 feature flexible pacing, communicative activities, up-to-date vocabulary, and extensive cultural notes.

An exciting storyline links all dialogues and readings. Level 2, with 10 lessons in each volume, includes exercises in each lesson, and accommodates flexibility in teaching schedules. Materials are available in both simplified and traditional character versions. For example, by introducing tunable material 22 , 23 or active lumped components 24 , 25 into the traditional radar absorbers, the absorbing efficiency or frequency can be dynamically controlled.

Graphene, as a kind of two-dimensional material, has been also used to construct the tunable radar absorber. In ref. More recently, several approaches have been proposed to extend the tuning frequency band of the microwave reflectivity. However, most of graphene-based tunable absorbers were just numerically investigated without experimental verification 27 , 28 , In this paper, we propose a novel broadband and tunable RCS reduction method by simultaneously introducing absorptive loss and radiative loss in the design.

The traditional Salisbury screen and high-index dielectric grating structure are integrated into one structure. The graphene layer is used as a lossy sheet of Salisbury screen, which can absorb the incoming wave and then produce the absorption loss.

The employed high-index grating structure could generate high-order reflection beams, resulting in the radiative loss. Experimental results show that the 10 dB RCS reduction is realized between 4.

The hybrid physical mechanisms are explained by examining the scattering field distributions and surface power loss density. It is composed of one-dimensional 1D high-index dielectric grating structure and the traditional Salisbury screen. The corresponding side view of our structure is given in Fig.

It is found that all the high-order reflection beams will be deflected from the normal at this case, and then the backward scattering wave is reduced as desired.

In addition, the use of the Salisbury screen can further absorb the incoming wave for suppressing the backward scattering wave and realize RCS reduction over a relatively wide frequency band. Numerical simulation is carried out to investigate the reflection characteristics of our structure by using the commercial software CST Microwave Studio. Here, we use r0, r1, r2, r3, r4, r5, and r6 to represent the reflection coefficients of the different reflection orders, respectively.

With the modulation of the 1D high-index grating structure, the strong 1st and 2nd order reflection are generated over a wide frequency band, while other higher-order reflections are relatively very weak.

The 1st and 2nd order reflection intensity is quickly enhanced at first and then gradually decreases with the increase of frequency, reaching the minimum around 16 GHz. For the 0th order reflection beam, there are two obvious reflection dips around 4. The enhancement of the high order diffraction beams results in the backward scattering reduction of the 0th order diffraction beam.

Besides, the resistive loss of the Salisbury screen also contributes to the formation of the reflection dip. Figure 1 Schematic of the proposed RCS reduction structure and its simulated reflection coefficients. Here, the 1D grating structure with the four periodic cells is adopted in the full-wave simulation.

It is seen that the bare Salisbury screen only produces one RCS reduction dip around 15 GHz, while there is no obvious RCS reduction dip for the 1D grating structure in the whole frequency band of interest.

However, after integrating 1D grating structure with Salisbury screen, the two RCS reduction dips are respectively generated at 4.

Figure 2 Full size image To further understand the physical mechanism of the designed RCS reduction structure, its scattering patterns at 4.


It is seen in Fig. At the frequency of 16 GHz, a series of high orders reflection beams are generated and redirected to various directions due to the grating period far larger than the operating wavelength. However, the whole high-order reflection efficiency is relatively weak compared with that at 4.

The power loss density distributions of our structure are also examined, as seen in Fig. It is obvious that very strong power loss is focused on the lossy sheet layer at 16 GHz, while the power loss is relatively weak at 4. Therefore, we can deduce that the Salisbury screen plays the leading role in the backward scattering reduction at 16 GHz by absorbing the most of the incident wave energy.We will first introduce the organization of the textbook and some of its new features in section 2.

[PDF Download] Integrated Chinese: Textbook Simplified Characters Level 1 Part 2 Simplified

Introduction Integrated Chinese hereafter IC is one of the most popular textbooks in Chinese language courses. These characters might also be the most frequent words on the billboards in the streets. For example, Starbucks and local chain cafes are everywhere in the city. Dates and Time Directions 4.

For example, Starbucks and local chain cafes are everywhere in the city. In order to simultaneously realize broadband absorption and retain a small thickness, the resistive FSS was proposed to reach this goal by appropriately introducing conductive and resistive pattern on one substrate backed by the ground plane 3.

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