© Books for Long-Term Programs Developing Chinese (2nd Edition) RRS (Sw) 20 nm*285 en Engi Fer stunts of ng-term tng progrmsn Chins ndrardustes mac in Cres langage erent ang ogame bth inside 1 ous China and self-taught Chinas learners Developing Chinese (2nd Edition) is 4 set of nationally planned textbooks for higher education during the “Eleventh Five-Year’. Based on the well-designed structure of the first edition, this ‘edition adds more elements in tune with the times, This set of textbooks includes 28 volumes with altogather 34 books. Combining the cultivation of integrated language skills with the training of specific language skills in its compilation, it can be: divided into three levels (elementary, intermediate and advanced) and five series (comprehensive, listening, speaking, reading and writing), among which the comprehensive series is the bulk and the ‘others are the supportive series, The Elementary Reading and Writing volume is @ new member in the series, undertaking two functions: the teaching of elementary reading and that of elementary ‘writing. The oversil purpose is to develop and improve students’ Chinese language skills, Chinose communication skill, integrated Chinese capabilities as well as enhance their interest and ability in leaming Chinese. The whole series have made new efforts and attempts to make the style and register of language more diverse and the language elements, linguistic knowledge and skill training more systematic and relevant, to reflect the colorful social life in contemporary China and to show the pluralism and tolerance of the Chinese culture. Accomplete set: Combining the eutivation of specific language skills with integrated logge courses Scientifically graded: Sielycontrling the degre ofall with complete et levels Slimmer and fitter: Sysematic and conse conten wind inate selection of ates Updated approach: Integrating tsk-hased teaching concepts with interesting classroom ntvities Abundant exercises: Divers types of questions and multi-level exercises Beautifully designed: Intemational-avored layout and mare trendy syleStructures of Teaching Materials and Design of Class Hours ‘mass, ‘= Comprehensive Speaking Listening Reading weting "Gunter of Cassos (Munberf esses Nunber of Classes (umber of asses (Numba of Classes” Pe “Class Hous) "CasbHours)“ClessHous) "Cle Hows) Clas Hours) Elementary a0e8 2304 2002 tabed Level (Foc engenes ee maui | 25a ze4 sow “242 ane 1596 1566 s0v2 1592 vez Level “eos” 1586 1866 sow 1602 1282 wor) ‘Advanced Level 1546 tbe son 152 1282 (weeny a ie 164 30m 1542 1202 Developing Chinese (2nd Edition) Comprehensive Course (RRR) (BoM) GARD The textbooks in the Comprehensive series are divided into three levels, namely elementary, intermediate and advanced, each with two volumes: | and Il. The elementary level has two textbooks {or the reading and writing course in addition. The series aims at cultivating and improving students! integrated Chinese communication skls, such as listening, speaking, reading and writing skis, and pls emphasis on language elements and the scientiffe and accurate arrangement and interpretation of the language elements. For each book, there are questions in company with the texts, concise notes and diverse exercises, andthe design ofthe layout aims to facilitate users and serve instruction The textbooks atthe elementary level, striving to be scientific and practical, teach the most basic knowledge about Chinese language and charactors so thet students can use Chinese to solve the most fundamental problems during their everyday life and study. The teaching concept combines tho culation of comprehensive abilities withthe privity on listening and speaking ski The textbooks at the intermadiate level pay attention tothe modernity of the texts and the diversity of topics and genres, highlighting the communicativeness and discussabilty of the topics, so as to enable students to express themselves in paragraphs, organize simple texts, learn some basic knowledge about Chinese cuture and develop primary crass-cultural consciousness and an intomational vision. The textbooks at the advanced level highlight the diversity of the language styles and registers of the texts and attach much importance to the cultural perspectives of the texts, enabling students 10 understand complicated language materials on various occasions, use appropriate communicative strategies, smoothly organize discourses and texts, understand the basic spirit of Chinese cuture {and the major cultural concepts and acquire good cross-cultural communication abilities and a broad international vision,