4u$ # I,%2(/ER 3X 7h Confucius Institute Headquarters(Hanban) triR4= STANDARD COURSE HSK >&-‡. Wise i BEIJING LANGUAGE AND CULTURE = 4a L = HH? UNIVERSITY PRESS LEAD AUTHOR: Jiang Liping 9 qu FF KS 25/B RD Ip Confucius institute Headquarters(Hanban) fri AE STANDARD COURSE ll PE RIADTKS & RAL BEIJING LANGUAGE AND CULTURE UNIVERSITY PRESS 2 2009+ 4 Rie WHSKF iA, HHAUSRKREMRKFAE, HSA BFAABARERATKRRARA, FREFRBALAT SARK, TARGHEE THEREAFHSH, ALA SRK, F104) BWA RR AHU MEARE. AH -PRADMFS FRREAFHKT PGE, ALERVL BER HH, A AF. KKABRKAERR, ARSE (CTL) FARE RAF HRERKECAAW (HSKREAE) , HHSKEM HE HEAE 3l, ABR WRB. ASP EHRERI, LMT SHSKFK NA. UHKRERKFHASALME, ZE-BRDPAMSRBS. REX (HSKPEAE) HPAASELT FSR, Heaehaeantet tù, 3X 1š 3X 3Ÿ JURIfn}`" k 3L1§ HA RWS ARENA THAW LE! iN LF FRR RTF PEAR + # 2013411 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, HSK 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 HSK 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 a lo EH 20094F Bl AIM AE TY MH MIBARPFAKR (HSK) UX, HSKFE AES. li # 3X 1ñ BỊ lrđt Ñ 3Ý fLM 2 Bí AL HALE SRA, TARMItAREWHSKSRANARSMRMS. 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HSKS RF EU -KAMARERAN RAMA, TERE RIE K FeRAM BEN, CEFREAATABAEANEAMRA. ETRENUAR, “RE” HSH A RU ERM AH, WR R ARORA -REKRNER MIA, KHRAR MM SAY ⁄* #2 23 mí ml N, ALRNARIEMEPBR AR MANATEE, RMR RN AK, ìL#3 *# 2# Elli3š RF1§ ARLE, ERWPRLAD YP SATE. PRE ST EAR AE BER +Ăă3## <0 R3» 8Ä. x &M H 3ã 3S + Đf3t {1 b — ft ì5 ŸVŸ lí Z1, 'b 78 1 ABWSHEME RE, RAW, —SERAKE, BHARPKPLEAHANSVAD NINA, MRFEHPARN ALM, EMRARA, BREEN BH. NR ” ATKAFENSLSD, FAFSENRS, NMZX2M2#4Ð +M5|Ø“, # + EM RX2 AGP DEM, ERAZAALKADRAMNMRAS, RZFRMRRESEN ILA —. DAB ACE IRA WE, BRAS “BRR” KE AFAR (HSK) HAADER, “HE” BRARTMORET “AM” WHE H, HMARRAMHAT Ri. RHERARUARUAWSMMER, BAL BEA, GA. WEE, ERPASKAMALERMMET, ARRU TSAR, Re Atk de Hd ee pm Mee eat uD #1£I HSK (—& ) 150 30-34 #12 HSK (—# ) 300 30-36 #3 HSK ( =# ) 600 35-40 _ #14 ( L/F ) HSK ( 9%) — 1200 75-80 BES ( EF ) HSK ( 12 ) 2500 170-180 31fi6 ( E/F ) HSK (7%) 5000 KRVAE 170-180 Rt: Ot 5000 LAE 510-550 KR SERERRAANHSA, EBAMHEBEEL MARPLE, BADR SHM #y A RSE WAR EH ERNE. Wh, RB CAEL) MSR eK, OR EAR RA 28H NI, AR -SARGMES ; EWR MERE, REA + H wH lị 8Ÿ 7. —ftũ&*%, FH CAEL) MHRA ASK, WES RCKE 2) %fÈãii—# #3, FE. f#lltfIWRufiZ:3JIW, Z:3]MEH:Z:3J 92 SHSKBDMUJ 2T 3 ï #3 3] #‡£ ¡HSK#U #3} 4l, 3L 3| 9 #2424 2] M14 3† M 2 3I BAY SHSKF KAA Me, MAN /ÿ #| 2 >] t1 2 1H S #h 1 2Ý M 1N 3 ÍK1f — #V, 24 3] M ND R}KM N83 +, BNESDSERAMH HE MHSKFKR, FEAPARERDR. FAG eInZ], RRA AHSKA AAA #HSKF KY, FIA UTSRKZH, ATHRFEENUCBRARA, ERE, BR MRED, LEMAR AM )ABHE, HFAFSMORKRERE. £%X # 5 À| 4u Ø1 8 3l f t fl #| ƒ TL ƒ 3W l đặ/EÌ X2}, 34L7X3§ ñ X # tị ‡Lfu )Xð Bh (CTI) WAN RHP HST, X⁄©Ím# SHW*XLš?MU, 2h 0)X7hŸ3 4t, X3 BÌlREftj RAT RARE BN ih 2 Xf;Ä M5 đl xị DÝ_E ĐUIfu# ft 3 # &X ù RE AN 3£: +34 MU ll +, 4% f£ 3i HM & hfUu##)\ 0441, D6it— 3# Xã, ft RA BIR, FERS. Lait 2013117 Preface Since 2009 when Hanban introduced the New Chinese Proficiency Test (HSK), there has been a rapid increase in the number of HSK candidates as the number of Chinese learners keeps growing. The global number of HSK candidates reached 310,000 in 2012, and the number in the first quarter of 2013 alone was around 70,000. With International Chinese Education gaining more strength as an academic discipline and more Confucius Institutes being established in the world, the number of HSK candidates will be even larger in the future. How to guide such a huge group to learn Chinese effectively and how to help them improve their Chinese language skills in all aspects and achieve good results in the HSK test are the questions we’ ve always been thinking about and studying on. We believe that compiling a series of course books based on the Chinese Proficiency Test Syllabus which “combines testing and teaching” and “promotes teaching and learning by testing” could be a solution. Under the guidance of the Chinese Tests Center of Hanban and Beijing Language and Culture University Press, we developed HSK Standard Course (hereinafter referred to as Course), a series of new type of course books combining testing and teaching, based on years’ experience of Chinese teaching and research on HSK. Concepts of Compilation In the 21st century, the idea of second language teaching has entered a post-methodological age, in which it is people-oriented, emphasizing group study and cooperation, embracing the communicative, task- based and theme-based approaches and aiming at developing learners’ integrated language skills. Under the guidance of these concepts, the compilation of the Course has displayed the following features: 1. Students-Centered, and Stressing the Development of Students’ Integrated Language Skills The premise of the concept “combination of testing and teaching” is to serve students’ needs for taking the test, but it is not merely about test-taking. Our concern is how to improve students’ language skills under the premise of serving their needs for taking the test, which is also one of the distinctive features of this series. Take HSK Level 1 and Level 2 tests for instance. Though tests at Levels 1-2 have only listening and reading parts, not involving speaking and writing, we’ve still provided pertinent materials and exercises for Chinese pronunciation and characters in the course books at these levels. Besides, absorbing the strengths of the aural-oral and cognitive approaches, the texts are mainly made up of “situations + dialogues + pictures” which cultivate students’ listening and speaking skills, and the workbooks focus on training students’ listening, reading and writing skills so as to improve their integrated language ability. Integrating the Essential Ideas of the Communicative Approach and Task-Based Language Teaching The communicative approach stresses the appropriateness in language use and the role of context, while task-based language teaching emphasizes the authenticity of language and the acquisition of language through tasks. Both approaches attach much importance to the authenticity of language, the design of situations as well as the development of language skills in communication. HSK is not an achievement test based on any textbook; it is a proficiency test assessing learners’ language abilities, designed on the basis of the Chinese 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. 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. 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: Volume Objective Vocabulary Class Hours 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 & 2) HSK (Level 4) 1,200 75-80 Book 5 (Volumes 1 & 2) HSK (Level 5) 2,500 170-180 Book 6 (Volumes 1 & 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.
