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Action! China
Winner of the Cengage Learning Award for Innovative Excellence in the Teaching of Chinese
as a Foreign Language, 2014.Action! China is a practical guide for intermediate to advanced students of Chinese want-
ing to maximize their study abroad experience and enhance their language
skills. This handy guide contains over 90 Field Performance tasks which prompt r
eal-life inter -
actions with native speakers. BFDUUing out these real-life tasks, students refine and solid-
ify existing communication skills and gain a fuller understanding of, and participation in,
Chinese culture. The guide also provides over 60 Performance Watch task suggestions which help students
understand how native speakers accomplish communicative goals through guided observa-
tion and analysis of naturally occurring interactions. Action! China helps students understand and participate socially in Chinese, guiding them
through skill-acquiring and skill-using processes and enabling them to form meaningful con-
nections with Chinese people in the community.
Donglin Chai has been teaching Chinese as a foreign language since 2006 and is currently a
visiting affiliate assistant professor of Chinese at LoROD8QLYHUVLW MarODQG86$6KHKDV
directed intensive Chinese stud abroad programs for the US Department of State Critical
Language Scholarship program and The Ohio State University.
Crista Cornelius is Director of the Xijin Chinese Language Program at Shaanxi Normal
UniversitLQ;LDQ&KLQDDQHZSURJUDPLQWHJUDWLQJVKRUWWHUP&KLQHVHVWXG abroad with
teacher training for novice Chinese language teachers.
Bing Mu is currentl a PhD candidate in Chinese Language Pedagog at The Ohio State
University, USA. She has taught Chinese language courses of all levels in both regular aca-
demic and summer intensive programs at The Ohio State University. She has also served as
a mentor for advanced American learners of Chinese in The Ohio State UniversitV&KLQHVH
Flagship Program in Qingdao, China.

Action! China
A Field Guide to Using Chinese in the
Community
体演日志: 中文实地应用指南
Donglin Chai, Crista Cornelius, and
Bing Mu

First published 2018
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2018 Donglin Chai, Crista Cornelius, and Bing Mu
The right of Donglin Chai, Crista Cornelius, and Bing Mu to be identified as authors
of this work has been asserted by them in accordance with sections 77 and 78 of the
CopULJKW'HVLJQVDQG3DWHQWV$FW.
All rights reserved. No part of this book maEHUHSULQWHGRUUHSURGXFHGRUXWLOL]HGLQ
any form or by any electronic, mechanical, or other means, now known or
hereafter
invented, including photocopying and recording, or in any information st
orage or
retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used onlIRULGHQWLFDWLRQDQGH[SODQDWLRQZLWKRXWLQWHQWWR
infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Names: Chai, Donglin, author. | Cornelius, Crista, author. | Mu, Bing, author.
Title: Action! China : a field guide to using Chinese in the communit'RQJOLQ&KDL Crista Cornelius, Bing Mu.
Description: First edition. | Abingdon, Oxon ; New York : Routledge, [2018] | Includes bibliographical references and index.
Identifiers: LCCN 2017023415 | ISBN 9781138098114 (hardcover : acid-free paper) | ISBN 9781138098121 (softcover : acid-free paper) | ISBN 9781315104508 (ebook)
Subjects: LCSH: Chinese language—Textbooks for foreign speakers—English. | Chinese language—Spoken Chinese.
Classification: LCC PL1129.E5 C34 2017 | DDC 495.1/82421—dc23
LC record available at https://lccn.loc.gov/2017023415
ISBN: 978-1-138-09811-4 (hbk)
ISBN: 978-1-138-09812-1 (pbk)
ISBN: 978-1-315-10450-8 (ebk)
TSHVHWLQ7LPHV1HZ5RPDn
b$SH[&R9DQWDJH//C
Visit the companion website: www.routledge.com/cw/chai

List of tables ix
For eword xi
Acknowledgments


xiii
Introduction

xv
Learner outcomes


xv
Field Performance tasks


xvi


Performance Watch tasks xvii
Note to teachers


xx
教材导读  xxii
学习目标  xxii
“知行合一”任务  xxiii
“耳闻目睹”任务  xxiv
教师使用指南


xxvi
T

opic 1

Getting settled


1
T

ask 1.1 Getting acquainted with a language partner
2
T

ask 1.2 Establishing cell phone service
4
T

ask 1.3 Exploring the local neighborhood
6
Performance W

atch 1

8
T

opic 2

Eating


11
T

ask 2.1 Exploring the campus cafeteria
12
T

ask 2.2 Learning about Chinese food
14
T

ask 2.3 Exploring local restaurants
16
Performance W

atch 2

18
T

opic 3

T

aking transportation
21
T

ask 3.1 Taking a bus

22
T

ask 3.2 Taking the subway
24
T

ask 3.3 Taking a taxi

26
Performance W

atch 3

28
Contents

vi Contents
T opic 4
Shopping

31
T

ask 4.1 Exploring retail stores
32
T

ask 4.2 Shopping for clothes
34
T

ask 4.3 Interacting with street vendors
36
Performance W

atch 4
38
T

opic 5
Exploring campus cultur
e
41
T

ask 5.1 Understanding teacher-student relations
42
T

ask 5.2 Apologizing and repairing relationships
44
T

ask 5.3 Exploring student organizations
46
Performance W

atch 5
48
T

opic 6
Socializing

51
T

ask 6.1 Getting together with friends
52
T

ask 6.2 Being a good guest
54
T

ask 6.3 Being a good host
56
Performance W

atch 6
58
T

opic 7
Solving pr
oblems
61
T

ask 7.1 Reporting and recovering lost items
62
T

ask 7.2 Communicating by phone
64
T

ask 7.3 Discussing problems
66
Performance W

atch 7
68
T

opic 8
Pr
otecting health
71
T

ask 8.1 Exercising
72
T

ask 8.2 Taking medicine
74
T

ask 8.3 Going to the hospital
76
Performance W

atch 8
78
T

opic 9
V
olunteering in the community
81
T

ask 9.1 Introducing yourself formally
82
T

ask 9.2 Comparing volunteer experience
84
T

ask 9.3 Organizing volunteer activities
86
Performance W

atch 9
88
T

opic 10
Participating in formal events

91
T

ask 10.1 Understanding dress codes
92
T

ask 10.2 Learning banquet etiquette
94
T

ask 10.3 Making a toast
96
Performance W

atch 10
98
T

opic 11
Planning a trip

101
T

ask 11 Planning a trip (group project)
102
Performance W

atch 11
106

Contents vii
T
opic 12

T

alking about the city

109
T

ask 12.1 What people love about a city (group project)

1

10
Task 12.2 Creating promotional materials (group project)

1

12
Performance Watch 12

1

14
Topic 13

Pr

eparing presentations

11
7
Task 13.1 Conducting an interview

1

18
Task 13.2 Giving an oral presentation

120
T

ask 13.3 Improving Q&A skills

122
Performance W

atch 13

124
T

opic 14

T

aking leave

127
T

ask 14.1 Preparing a farewell gift

128
T

ask 14.2 Preparing a farewell speech

130
T

ask 14.3 Saying farewell upon departure

132
Performance W

atch 14

134
Appendix I: Field Performance tasks (Chinese)
137
话题一


初来乍到

137
任务1.1结识语伴 137
任务1.2开通手机业务  138
任务1.3走访居民小区  138
话题二  饮食 139
任务2.1熟悉大学食堂 139
任务2.2了解中国饭菜  139
任务2.3了解当地饭店  140
话题三  交通 140
任务3.1坐公交车 140
任务3.2坐地铁  141
任务3.3坐出租车  141
话题四  购物 142
任务4.1去超市 142
任务4.2购买服饰  142
任务4.3跟小贩沟通  143
话题五  校园文化 143
任务5.1认识师生关系  143
任务5.2道歉并修补关系  144
任务5.3走进学生团体  144
话题六  社交活动 144
任务6.1朋友聚会 144
任务6.2做客  145
任务6.3邀请朋友来做客  145
话题七  解决问题 146
任务7.1报告及找回丢失物品  146
任务7.2电话沟通  146
任务7.3讨论问题  147

viii Contents话题八   健康
147
任务8.1健身 147
任务8.2了解药品  147
任务8.3去医院  148
话题九  社区志愿 148
任务9.1正式自我介绍  148
任务9.2比较志愿经历  149
任务9.3组织志愿活动  149
话题十  出席正式场合 150
任务10.1探讨着装要求  150
任务10.2学习酒席礼仪  150
任务10.3敬酒  151
话题十一  计划旅行 151
任务11计划旅行(小组任务)  151
话题十二  谈论城市 153
任务12.1喜欢所在城市的理由(小组任务)  153
任务12.2制作宣传材料(小组任务)  153
话题十三  准备口头报告 154
任务13.1采访 154
任务13.2做口头报告  154
任务13.3提高问答技巧  154
话题十四  道别 155
任务14.1准备告别礼物 155
任务14.2准备告别演讲  155
任务14.3临行道别  155
Appendix II: Performance Watch ideas 157
Appendix III: Performance W atch discussion questions
163

Tables
I.1 Elements of a performance xviii
I.2


Sample Performance
Watch
xix
I.1


体演的要素

xxiv
I.2



耳闻目睹” 示例

xxv
1

1.1
Planning a trip

102
1

1.1
计划旅行   152

Persons who study Chinese as a foreign language and become effective in using the language
when interacting in Chinese culture are destined to have a singular experience somewhere
along the way. Sooner or later, these successful learners of Chinese will have become aware
that people around them are apperceiving and responding in given situations in unexpected
ways. The norms they have been relying on in their native languages and cultures are not
effective in understanding what the Chinese speakers around them are doing. Even simple
polite gestures and expressions in one’s native language might result in awkwardness in
Chinese. We have extensive experience and research that demonstrates that even being in
China and using Chinese every day does not ensure that this crucial realization will suddenly
or even gradually occur to the student of Chinese. Action! China: A


Field Guide to Using Chinese in the Community is designed to help Chi-
nese language learners reach this awareness sooner rather than later. It provides a program
for bringing the community into the classroom when studying in China. The tasks in this
book enable students to explore, either individually or with other learners or Chinese people,
when and where greetings, solicitations, inquiries, instructions, admonitions, negotiations,
apologies, and other verbalized social encounters predictably occur in the daily life of the
community. As students observe and report on how members of the communitDFFRPSOLVK
these speech acts, they discover how Chinese social interactions vary from situation to situ-
ation as well as from their own cultural norms. While learning how natives perform these
tasks, Chinese language learners also learn how to observe and analyze the ways Chinese
people use their language to get through their days. The Confucian Analects begin with this precept: To learn something and then use what
RXKDYHOHDUQHGDWWKHULJKWWLPHLVWKLVQRWSOHDVXUH(学而时习之,不亦说乎)? This is an
apt characterization of the learning process users of Action! China will follow by putting this
book into practice. Learners are given challenges to go into the surrounding communitWR
observe how the locals are applying the language to their daily lives, to verify their observa-
tions, and to analyze how their observations can be adapted to their own present and future
activities in Chinese communities around the world. Gaining this abilit b participating
in communication events in such communities will ensure that learners will negotiate their
daily activities both effectively and with considerable personal pleasure. In addition to feeling good about themselves, language learners who recognize and respond
appropriately to the ways of the communities in which they are living wi
ll earn admiration
and affection from members of that community. There is no better way to gain the goodwill of
others than to show them respect. There is no better way to show respect for other people than
to learn and practice the behaviors that typify their community. The more Chinese appreciate
RXDVDOHDUQHURIWKHLUODQJXDJHDQGPRUHVWKHPRUHou will find RXUVHOIFRPPXQLFDWLQJ
with them. That is the way you become effective in using Chinese as a foreign language. Galal Walker
Foreword

This book would not exist without the support, encouragement, and inspiration we have
received from many people. We would like to express our appreciation for the direct and
indirect contributions of a number of individuals. We are grateful for the intellectual training
we have received from Galal Walker, Mari Noda, and Xiaobin Jian. Their fingerprints mark
the pages of this book as surely as they are imprinted on our own pedagogical perspectives.
Galal Walker has challenged us to think in new waVDERXWZKDWLWPHDQVWRSUHSDUH&KLQHVH
language learners to communicate effectively in the culture. The concept of Performance
Watch originates from Mari Noda, who not onl encouraged our efforts to appl Perfor-
mance Watch in Chinese study abroad contexts but also championed our work on this book
from its earliest stages. Xiaobin Jian’s work with Field Performances in Chinese immersion
contexts inspired us to continue to push the boundaries of community-based language learn -
ing tasks, and we are grateful for his support. We cannot go far in expressing our appreciation without mentioning our colleague, Yui
Iimori Ramdeen, who joined us in man formative discussions which laid the conceptual
groundwork for this book. We are grateful for the time and perspective she shared with us.
This book grew out of a course project, and we are indebted to Mari Noda and the other
participants in her 2014 course in Materials Preparation for East Asian Languages for their
feedback and suggestions which contributed to the development of the initial version of this
book. We also wish to acknowledge the graduate students in Galal Walker’s 2013 course in
Materials Preparation for East Asian Languages for their work in cutting a path for the devel-
opment of Field Performance tasks in Chinese study abroad contexts. We are grateful for the opportunit we had to field-test an early version of this book in
China and express our particular appreciation to the program leaders, teachers, and students
who participated in the 2014 US Department of State Critical Language Scholarship pro-
grams in Guangzhou, Hangzhou, and Suzhou, as well as the program leaders, teachers, and
students who participated in the 2014 Intensive Chinese Language Program in Suzhou spon-
sored b7KH2KLR6WDWH8QLYHUVLW Office of International Affairs. Their feedback and sug-
gestions provided valuable insight into how to improve the book. In particular, manWKDQNV
go to Junqing Jia, Cong Li, Jianfen Wang, Zhini Zeng, and Xin Zhang for assisting us with
field testing and collecting user feedback. We also express our gratitude to The Chinese Language Teachers Association and Cen-
gage Learning for providing impetus to pursue publication bDZDUGLQJDQHDUO version of
this work the Cengage Learning Award for Innovative Excellence in the Teaching of Chinese
as a Foreign Language. We are grateful for all those who have assisted us throughout the publica
tion process.
Andrea Hartill and Camille Burns at Routledge have guided us with patience and edito-
rial expertise to bring out the best in this work. We thank Maria Scheid from the CopULJKW
Acknowledgments

xiv Acknowledgments
Resources Center at The Ohio State Universit for her expert advice on entering into the
publication process. Minru Li of the National East Asian Languages Resource Center has
been an ardent supporter of this endeavor from its inception, and we thank him for his exper -
tise and advice. We are also grateful to Hanning Chen of the National East Asian Languages
Resource Center for her technical assistance. We gratefully acknowledge the photographic
work of Rose Williams and Lauren Mosteller and also thank the participants in the 2017
Xijin Chinese Language Program who appear here in photographs. Finally, we would like to
thank Matt Garner for his expert production of the videos for the companion website and also
express our appreciation to Briun Greene and Tina Li for performing in the videos.

Introduction
Action! China: A Field Guide to Using Chinese in the Community 《体演日志》 is a task-
based and performance-oriented field guide designed specificallIRU&KLQHVHVWXG abroad
programs serving intermediate- to advanced-level learners. Action! China guides users
through skill-acquiring and skill-using processes which enable learners to understand and

participate in social interactions with Chinese people in the local comm
unity. In Action! China, 99 Field Performance tasks and 66 Performance Watch topics unleash
the learning potential of real-life encounters in Chinese society. The Field Performance tasks
in Action! China enable Chinese language learners to refine and solidif existing commu -
nication skills bH[HFXWLQJUHDOOLIHWDVNVLQWKHWDUJHWFXOWXUHDQGUHHFWLYHO reporting on
their experiences. The Performance Watch topics enable language learners to deepen their
understanding of how Chinese people accomplish communicative goals by observing and
analyzing naturally occurring interactions between native speakers.
Learner outcomes
Action! China is designed to expand your real-life participation in Chinese culture b
y
means of Field Performance tasks and Performance Watch reports. This material will pre-
pare you to:
1

Do things in Chinese in China
Y

our abilit to participate in Chinese culture grows as Ru
lear
n how to do more things in
waVWKDW&KLQHVHSHRSOHQGFXOWXUDOO acceptable. Field Performance tasks will help RX
apply what you are learning in the classroom to actual interactions in the community. Perfor -
mance Watch reports will deepen your understanding of how native speakers achieve their
intentions based on your close observations and analyses of interactions
between Chinese
native speakers.
2

Become an autonomous language and culture learner
Both

Field Performance tasks and Performance Watch reports are designed to give RXHx-
ibility and autonomy in determining the focus of your forays into Chinese culture while at the
same time providing a framework that will help you build on and expand your current level
of communicative abilities. We hope these tasks will inspire you to keep learning by creating
your own tasks, suited to your own needs, interests, and local context.

xvi Intr oduction
3
Engage in meaningful interactions and build a social network
The tasks in

Action! China will encourage you to develop a network of relationships with
Chinese people in the community. ManRIWKH)LHOG3HUIRUPDQFHWDVNVDUHGHVLJQHGWRKHOS
RXGHHSHQour core relationships with local Chinese people; others guide RXLQWRLQWHUDc -
tions with Chinese people from various domains of life. During a Performance Watch RXDUH
free to observe native-to-native interactions anywhere you encounter them in the community.
4

Develop transferable skills applicable to new situations
The

ultimate purpose of both Field Performance tasks and Performance Watch tasks is to
engage in meaningful interactions with Chinese people in the community and through these
experiences to become more attentive to how Chinese people communicate in a wide variety
of real-life situations.
Field Performance tasks
1 Preparing for Field Performance tasks
Identif the task RXZRXOGOLNHWRZRUNRQDQGFKRRVHWKHFRPSOH[LW level that will pro-
vide you with an appropriate challenge to stretch your language abilities. To accommodate
users with varied proficiencOHYHOVWDVNVDUHWDJJHGLQWKHIROORZLQJZD to indicate their
approximate degree of complexity:

Novice High – Intermediate Mid

Intermediate Mid – Intermediate High

Intermediate High – Advanced Mid
Use the Getting ReadVHFWLRQWRDFWLYDWHWKHODQJXDJHou maQHHGIRUFRQGXFWLQJWKH
task. In the space provided, jot down ke words or phrases RX ma need to use. Getting
readOLQJXLVWLFDOO is onlKDOIWKHSLFWXUHWKHRWKHUKDOILVDQWLFLSDWLQJWKHFXOWXUDOSDUDm -
eters that shape when and where the interaction takes place, and the social role each speaker
plaV$Vou prepare, visualize how RXPLJKWFKDQJHZKDWou saGHSHQGLQJRQWKHDJH
gender, and social status of the other person.
2

Conducting Field Performance tasks
Field Performance

tasks are designed for live performance with a native speaker. These tasks
are not role plaVRUVLPXODWLRQVDOWKRXJKIRUVRPHPRUHFKDOOHQJLQJWDVNVou maQGLW
helpful to practice with a language partner before undertaking the task live in the community.
Make it RXUJRDOWRLQWHUDFWZLWKDYDULHW of people as RXFRQGXFWour Field Performance
tasks so as to develop facility in relating to different people in different situations. Most tasks can be conducted bLQGLYLGXDOVHQJDJLQJQDWLYHVSHDNHUVRQWKHLURZQ+Rw-
ever, RXPD find it helpful to ask RXUODQJXDJHSDUWQHUWRDFFRPSDQ RXZKHQou go out
to conduct some Field Performance tasks. Although the presence of another native speaker
may affect the way others interact with you, the feedback you can get from your language
partner about your performance can be a valuable source of language and
culture learning. Three of the Field Performance tasks are group projects designed to be conducted with
other Chinese language learners. Depending on RXUOHDUQLQJVWle, RXPD find it helpful

Introduction xvii
to collaborate on other Field Performance tasks as well. A
simple

form of collaboration is
going out in pairs to conduct a Field Performance task. Collaboration can enhance the learn -
ing experience by reducing stress and increasing the quality of cultural
observations. When conducting a Field Performance task, paDWWHQWLRQWRLQWHUORFXWRUVIDFLDOH[SUHs-
sions (e.g., surprised look), gestures (e.g., crossed arms), and tone of voice to gauge their
feelings when conversing with you. Try to assess how much communicative burden is placed
on RXULQWHUORFXWRUVDVZHOODVKRZPXFKHQMRment theVHHPWRJHWIURPWKHLQWHUDFWLRQ.
3  Reflecting

on

Field

Performance

tasks
Action! China contains note pages for you to record the details of what happened during a
Field Performance task while it is still fresh in RXUPLQG$IWHUGRLQJD)LHOG3HUIRUPDQFH
task, reflect on what worked, what didn’t, and what RXZRXOGGRGLIIHUHQWO next time. Also
make note of questions RXKDYHDQGQHZVWUDWHJLHVou learned. You maQGLWKHOSIXOWR
debrief your experience with a language partner. The process of recounting and analyzing an
experience (whether it was successful or not) can help develop higher-order language skills.
4

Presenting Field Performance tasks
Conducting

a Field Performance task is not the end of the process. To solidify the experience
and to develop narrative language skills, you need to relate your experience to others. This
can be done in a classroom setting or one-on-one. The most basic way to present a Field Per -
formance experience is to describe the experience from RXURZQSHUVSHFWLYH2WKHUZDs to
present include re-enacting the performance or describing the experience from the perspec-
tive of one of the other participants. Presentations maYDU from 1–5 minutes, depending on
the nature of the task and RXUSURFLHQF level. You are encouraged to periodicallUHFRUG
RXUSUHVHQWDWLRQVIRULQGHSWKDQDOsis and to help track RXUSURJUHVV$IWHUour presenta -
tion, there should be time for listeners to ask questions and for instructors or other native
speakers to provide you with feedback regarding language use and cultural understanding.
A
video

showing what this oral report might look like in the classroom is available on the
companion website.
Performance Watch tasks
The study abroad context is rich in opportunities to observe native spea
kers of the target
language interacting with one another and using language to do many different things, such
as greeting one another, apologizing for something, or soliciting help. These speech acts
involve specific people with specific roles interacting in a certain wa at a particular time
and place, and the interaction may take on different characteristics as one or more of these
features change. Observing native speakers engaged in naturallRFFXUULQJLQWHUDFWLRQVDQG
anal]LQJ the elements of the performance is an effective wa to expand one’s working
knowledge of the target culture. In a Performance Watch report, native performances are
anal]HGLQWHUPVRIWLPHSODFHUROHVDXGLHQFHDQGVFULSWDVGHQHGLQ Table
I.1.
Conducting regular Performance Watch tasks is one way to facilitate steady growth in
understanding how to participate in Chinese life in more culturallDSSURSULDWHZDs. A
Per -
formance

Watch consists of observing two or more native speakers interacting with each
other in natural, purposeful communication. In a stud abroad context, these kinds of per -
formances are happening all the time all around RX However, RX will want to focus on
performances whose scripts are largely comprehensible to you.

xviii Intr oduction
Table I.1 Elements of a performance
TimeWhen the interaction takes place (e.g., upon walking into a restaurant, after
stepping on someone’s toe, upon first being introduced, first thing in the
morning).
Place Where the interaction takes place (e.g., on a public bus, in a universitFODVVURRP
at a classUHVWDXUDQWLQWKHFKHFNRXWOLQHRIDJURFHU store, in a hotel lobb .
Roles Who is speaking and what their social role is (e.g., teacher, supervisor, taxi
driver, restaurant owner, elderlSDVVHQJHUoung mother). Note that role is not
equivalent to occupation. One person maSHUIRUPGLIIHUHQWUROHVLQGLIIHUHQW
contexts. For example, a teacher may also be a parent, a spouse, a custo
mer, a
host, or a guest, depending on the context.
Audience Who is witnessing or overhearing the interaction but not participating i
n it.
The presence of an audience can shape what is said and done, and how the

interaction unfolds.
Script What is said and done. This includes verbal and non-verbal communication.
There is an element of serendipity involved in conducting a Performance Watch since
the interactions occur spontaneouslLQWKHORFDOFRPPXQLW\7KHVHDUHQRWFRPPDQGSHr -
formances” that can be scheduled in advance; instead RX happen upon them as a result
of being in the right place at the right time. This is part of the fun and the challenge of a
Performance Watch. There are no assigned topics for Performance Watch tasks. Instead, just keep RXU eHV
and ears open when you are out in the community and observe the interactions you see tak-
ing place between native speakers. Appendix II contains a list of Performance Watch ideas
to stimulate your thinking. A Performance Watch differs from a Field Performance in that all the participants with
speaking roles must be native speakers. This means that you cannot be one of the participants
in a performance that RXREVHUYHIRUD3HUIRUPDQFH:DWFK,QD3HUIRUPDQFH:DWFKour
involvement is only as an observer. This frees you to take in all the nuances of the interaction. Use the blank Performance Watch form provided at the end of each topic of Action! China
to record the details of the performances RX observe. Make note of the time and place in
which the interaction occurred and write out a description of the speakers involved, inc
lud -
ing your best guess as to what their roles are relative to one another. The audience is made
up of the people who participate in the performance by listening but not speaking, and will
always include you.
1

Conducting a Performance
Watch
You will need to spend time out in the communitLQRUGHUWRHQFRXQWHUQDWXUDOO occur -
ring interactions suitable for observation and analVLV It is important to capture the
details of each interaction while they are fresh rather than trying to r
econstruct them
from memor several hours or daV later. Each topic contains a blank Performance
Watch form which RXFDQXVHWRUHFRUGour observations. Table

I.2
is a sample note
page from a Performance Watch. It shows the kinds of details RX should be trLQJ to
capture in your notes.

Introduction xix
2

Capturing the script of a Performance

Watch
Since Performance Watch opportunities arise spontaneousl and it is not appropriate to
record people without their advance permission, RXDUHH[SHFWHGWRZRUNIURPHOGQRWHV
rather than an audio recording of your Performance Watch. This means that you are not
expected to produce a word-for-word version of the script. Instead, describe the gist of the
conversation and trWRFDSWXUHVHYHUDONH phrases as accuratelDVou can. If a classmate
or language partner happens to be with you, work together to try to reconstruct an accurate
record of what was said and done.
3

Reporting on a Performance

Watch
As with Field Performance tasks, the learning cFOHIRUD3HUIRUPDQFH:DWFKGRHVQRWHQG
with observing an interaction. You need to anal]HDQGSUHVHQWZKDWou have observed and
learned. A
tSLc

al report includes a description of when and where the performance hap-
pened, who was involved, and what RXWKLQNWKHLUUROHVZHUHUHODWLYHWRRQHDQRWKHU$IWHU
describing the setting, summarize the script, pointing out key phrases in the target language.
A
report

also includes RXUDQDOsis of the performance and a statement summarizing what
Table I.2 Sample Performance Watch
Time:
Late afternoon on a weekdaDVSHRSOHDUHJHWWLQJRIIZRUNA
woman has just gotten off a bus and
is walking past a fruit vendor.
Place:
A small produce shop on a side street near the campus of a Chinese university. A


male vendor is
standing behind the displaRIIUXLWLQIURQWRIWKHVKRSA


female vendor is standing behind him
just inside the doorwaRIWKHVKRS7KHPDOHYHQGRULVZHLJKLQJDSXUFKDVHIRUDPDOHFXVWRPHU.
Roles:
Fruit vendor: Chinese male, appears to be in his late 20’s.
Customer: Chinese female, appears to be in her 40’s. She is nicelGUHVVHGDQGDSSHDUVWREHD professional woman, getting off work.
Audience:
Female vendor: wife of male vendor.
A Chinese customer: middle-aged man.
Two foreign students.
Script (include non-verbal communication):
Customer:
(Approaches the fruit stand and peruses the fruit without touching anRILW'RHVQRW
make eHFRQWDFWZLWKHLWKHUYHQGRU)
Vendor: (Looking toward woman.) 买什么?
Customer: (Looking at peaches.) 桃怎么卖?
Vendor: 三块钱一公斤 。(Tosses a plastic bag in the woman’s direction.)
Customer:
(Begins picking up peaches and examining them. Puts her selection in the bag. Hands bag
to vendor who weighs it. The customer paVIRUKHUSHDFKHVDQGOHDYHV)
Notes:


Neither the vendor nor the customer smiles at each other
.


The customer does not make eye contact with the vendor until she hands h
im her purchase.

xx Intr oduction
RXOHDUQHGIURPWKH3HUIRUPDQFH:DWFKA
video
showing what this oral report might look
like in the classroom is available on the companion website. Appendix III contains a bilin -
gual guide for asking questions about Performance Watch reports.
Note to teachers
1 Rationale
SVWHPDWLFDOO learning from interactions with and between Chinese people engaged in ordi-
nary life activities remains a frontier of untapped potential in many Chinese study abroad
programs. Action! China addresses this need by providing a pedagogical material that can
stand alone or be paired with an existing curriculum to connect classroom learning with real-
life communication in a study abroad context.
2

Complexity levels
Action! China

is designed to meet the needs of students at varLQJSURFLHQF levels. Field
Performance tasks are rated according to their complexity level, so that students can choose
the level of challenge that is appropriate for them. As the program progresses, students should
be able to undertake more challenging tasks. Teachers should monitor students’ choices and
when necessarSRLQWRXWZKHQWKH need to adjust the difficulty level of the tasks theDUH
conducting. In some cases, the teacher ma wish to specif that students choose tasks at a
certain level.
3

Field Performance and Performance
Watch reports
The way in which students report on their Field Performance tasks and Pe
rformance Watch
results will var depending on their proficienc levels, particularl their abilit to narrate
personal experience. Higher-level students should be able to narrate their Field Performance
tasks and describe their Performance Watch results. Students with lower proficiencOHYHOV
can be asked to re-enact their Field Performance tasks instead of narrating them. Follow-
ing each presentation, the teacher as well as other students should ask follow-up questions.
Appendix III contains a bilingual guide for asking questions about Performance Watch
reports. A tSLFDOUHSRUWVKRXOGLQFOXGHDGHVFULSWLRQRIZKHQDQGZKHUHWKHSHUIRUPDQFHKDp-
pened, who was involved, and what students think the speakers’ roles were relative to one
another. Students are not expected to recount word-for-word what was said but rather
summarize the script, pointing out key phrases in the target language. The teacher may
wish to record these phrases on the board or project them on the screen. For higher-level
students, a report should also include their analysis of the performance
or a statement
summarizing what they learned from conducting the Field Performance task
or Perfor -
mance Watch. For all performances, specific corrective feedback from the teacher (whether given indi-
viduallRUFROOHFWLYHO) is essential to students’ continued development of language skills.
Teachers should also take advantage of opportunities to help students better understand the
cultural and behavioral aspects of the performances the are reporting on. Demonstration
videos for Field Performance and Performance Watch reports are available on the companion

Introduction xxi
website. Instructors are encouraged to watch these videos to gain a better understanding of
how to facilitate the reporting procedure in the classroom.
4

Group projects
While

most Field Performance tasks can be conducted individually, it is also valuable for
students to experience working together in small groups to accomplish larger tasks using the
language. The three group tasks in Action! China are specificallGHVLJQHGWRFUHDWHWKLVNLQG
of learning experience. For Topic 11 students will work in small groups to plan a trip and
will present their plan to the class. For Topic 12 students will explore what people in their
host city love about it, or more advanced students may work as a group to prepare
a multi-
media presentation about the host city. Teachers should introduce the topics involving group
projects well in advance so that students have time to form their groups and begin working
on the project.
5

Assessment
Both Field Performance tasks and Performance Watch tasks are conducted outside of class.
What teachers evaluate is the students’ in-class performance—namely, their oral presen-
tations (e.g., reports or re-enactments), responses to questions, and participation in class
discussion. Sample grading rubrics are available on the companion website. Some Field
Performance tasks are quite challenging, and the results may not always turn out the way stu-
dents expect. However, provided that students are able to effectivelQDUUDWHZKDWKDSSHQHG
and anal]HZKDWZHQWZURQJWKH could still receive a good grade. In real-life encounters,
there are no failures except failing to try.

Action! China: A Field Guide to Using Chinese in the Community 《体演日志》是一本以
任务为基础、体演为导向,专为中文海外留学项目的中高级水平学生而设计的一本 学习指南。《体演日志》通过引导学生获得和使用语言技能来帮助学生理解并参与跟中国人的沟通交流。 《体演日志》共有 99个“知行合一 ”任务和 66个“耳闻目睹 ”任务,这些任务可以
全面激发学生的学习潜能,以便参与到中国社会的真实生活场景中。 “知行合一 ”任
务通过让学生在真实生活场景中完成各种任务并报告他们的经历,从而促进学生完 善并巩固已学的沟通技巧。 “耳闻目睹 ”任务则通过观察、分析中国人之间自然发生
的交流来帮助学生进一步深入了解中国人是如何达成交际目的的。
学习目标
《体演日志》旨在通过 “知行合一 ”和 “耳闻目睹 ”任务来提高学生在中国文化中对真
实生活的参与度。这本教材可以帮助学生:
1
 在中国用中文做事
当 学 生 学 着 如 何 用 中 国 人 能 理 解 并 接 受 的 方 式 来 做 事 时 , 其 参 与 中 国 文 化
的 能 力 也 会 随 之 提 高 。 “知 行 合 一 ”任 务 能 帮 助 学 生 把 课 堂 中 学 习 的 知 识 付 诸
实 践 , 而 “耳 闻 目 睹 ”任 务 则 能 通 过 细 致 观 察 并 分 析 中 国 人 的 交 际 过 程 来 帮 学
生进一步理解中国人是如何达成他们的交流目的的。
2
成为语言、文化的自主学习者
“ 知行合一 ”和 “耳闻目睹 ”任务为学生在参与中国文化时提供灵活度和自主性,与此
同时也为学生提供一个框架,让其已学的沟通能力得以依托和扩展。我们希望这些 任务可以启发学生想出一些符合自身需求、个人兴趣和当地情况的任务来进一步自主学习。
3
进行有意义的沟通、建立社交网络
《体演日志》帮助学生在当地与不同领域的中国人建立起社交网络。许多 “知行合
一 ”任 务 可 以 帮 学 生 加 强 与 中 国 人 的 核 心 人 际 关 系 , 另 一 些 任 务 可 以 引 导 学 生 与
不 同 领 域 的 中 国 人 沟 通 交 流 。 “耳 闻 目 睹 ”任 务 则 让 学 生 可 以 自 由 观 察 中 国 人 之
间的沟通交流。
教材导读

教材导读 xxiii
4
培养学生举一反三、触类旁通的技巧
“ 知 行合一 ”和 “耳闻目睹 ”任务的最终目的是让学生与当地的中国人进行有意义的沟
通交流。学生能通过这些经历更细致地注意到中国人是如何在各种真实场景中进行 沟通交流的。
“知行合一”任务
第一步:准备热身
学生要确定想完成哪个任务,并挑选其难度系数(这个难度系数得有一定的挑战性,
能提升语言水平)。为满足不同语言水平的学生的需求,每个任务都标有相应的难度
系数,标示如下:

建议初级高等到中级中等学生使用

建议中级中等到中级高等学生使用

建议中级高等到高级中等学生使用
每个任务都有一个 “整装待发 ”的环节来调动学生已学的语言知识,进行任务前的
热身。学生要在预留的空白处写下可能要用到的关键词或词组。当然语言上的准备只
是一部分,还有一个重要的准备是对文化要素的预估,比如说交际的时间、地点、每
个交际者所扮演的社会角色。学生准备的时候要预计一下,随着对方年龄、性别及社
会地位的改变,自己会对说什么、做什么做哪些调整。
第二步:开展任务
“ 知行合一 ”任务是学生与中国人在真实的情境下进行直接交流,这些任务不是角色 
扮演,也不是模拟练习。当然对于一些较有挑战性的任务,学生出发以前先跟语伴练
习一下会很有帮助。学生开展任务时要尽量找不同的人交流,这样有利于提高在不同
场合与不同人交往的能力。 大多数的任务都可以由学生独立找中国人完成,然而有时候让语伴陪着一起开展任
务可能也有帮助。虽然有另一个中国人在场可能会对中国人的交际方式产生影响,但是 
在 完 成 任 务 之 后 , 语 伴 根 据 学 生 表 现 所 给 的 反 馈 却 能 成 为 学 习 语 言 、 文 化 的 宝 贵 财富。 有 三 个 “知 行 合 一 ”任 务 是 小 组 任 务 , 需 要 学 生 组 队 共 同 完 成 。 根 据 学 生 的
学 习 习 惯 , 其 他 未 标 明 小 组 任 务 的 也 可 以 由 学 生 合 作 完 成 , 比 如 学 生 可 以 两
两 结 对 去 开 展 任 务 。 这 种 合 作 可 以 减 少 焦 虑 , 让 学 生 观 察 到 更 多 中 国 文 化 的
细节,从而增强学习效果。 在开展 “知行合一 ”任务时,学生要注意对方的面部表情(比如惊讶的表情)、
手势(比如双手抱在胸前)和语气来 推测对方说话时的态度。试着揣摩一下这次交 流

给对方带来多少负担,又带来多少沟通的乐趣。
第三步:分析思考
《体演日志》提供笔记内页让学生趁热打铁,在记忆犹新时记录 “知行合一 ”任务过
程的细节。完成任务后学生要思考:哪些环节成功了,哪些没有成功,哪些下次要 做调整。同时也记录下有什么问题,新学到什么技巧。学生要是能跟语伴一起总结

xxiv 教材导读
一下每次的经历会很有帮助。无论任务成功与否,复述和分析开展任务的过程可以帮助学生提高语言技巧。
第四步:口头报告
开展 “知行合一 ”任务并非学习的最后一个环节。为了巩固并提高叙述能力,学生需
要 把 自 己 的 经 历 讲 述 给 别 人 听 。 这 可 以 在 课 堂 上 进 行 , 也 可 以 一 对 一 进 行 。 报 告 “ 知行合一 ”任务最基本的方法就是学生从自己的角度来叙述,其他方法也包括重现
当时的场景,或从不同参与者的角度来叙述。报告的时间可根据任务的性质和和学 生的语言水平而定,可由一到五分钟不等。建议学生定期给报告录像,以便进行深入分析,并记录点滴进步。口头报告结束以后要安排一个问答环节,让在场的观众提问,并让老师和其他中国人给予语用和文化理解上的反馈。配套网站上有一个课堂口头报告的视频以供参考。
“耳闻目睹”任务
海外留学环境提供了大量机会让学生观察中国人与中国人之间是如何行为处事的,比如打招呼、道歉、请求帮助等等。这些言语行为在特定的时间和地点,由特定的人物扮演特定的角色而发生。当其中一个或多个要素发生变化时,交际本身也会发生变化。观察中国人之间自然发生的交际并分析其要素,对于增强学生对中国文化的认识是很有帮助的。 “耳闻目睹 ”报告可以从表格 I.1中的时间、地点、角色、旁观
者和脚本五个方面进行分析:
表格 I.1 体演的要素
时间 交际是在何时发生的(比如:刚进饭店时、误踩别人脚后、初次见面介绍时、早 上第一件事)。
地点 交际是在何地发生的(比如:公交车、大学教室、高档餐厅、超市结帐队伍中、酒店大堂)。
角色 交际者是谁,他们的社会角色是什么(比如:老师、主管、出租车司机、饭店老板、年长的乘客、年轻的母亲)。注意:角色不同于职业。一个人在不同的情
境下可能扮演不同的角色,比如老师在学校里是老师,但根据不同的情 
境,也许会是一名家长、配偶、顾客、主人或者客人。
旁观者 旁观或旁听到交际过程但没有说话的人。这些人的存在会影响到交际者的言语行为。
脚本 交际的语言和行为,这同时包括语言交际和非语言交际。
“耳 闻 目 睹 ”任 务 能 有 效 促 进 学 生 更 得 体 地 参 与 到 中 国 文 化 中 去 。 一 个 “耳
闻 目 睹 ”任 务 要 求 观 察 两 个 或 两 个 以 上 中 国 人 之 间 自 然 的 、 有 目 的 的 交 际 。 在
海 外 留 学 环 境 中 , 学 生 的 周 围 无 时 无 刻 不 在 发 生 着 这 样 的 交 际 行 为 , 当 然 ,
学生还是应该着眼于那些能够大致理解的交际行为。 因 为 学 生 能 观 察 到 的 交 际 行 为 大 多 是 在 毫 无 准 备 的 情 况 下 即 时 发 生 的 , 所
以 “耳 闻 目 睹 ”这 项 任 务 就 像 是 一 个 妙 手 偶 得 之 物 一 样 会 带 来 惊 喜 。 换 句 话 说 ,
这 不 是 可 以 事 先 安 排 好 的 汇 报 演 出 , 而 是 因 为 天 时 地 利 正 好 赶 上 了 。 这 也 是
“耳闻目睹”任务的乐趣和挑战吧。

教材导读 xxv
“ 耳闻目睹 ”活动没有固定的话题。学生可以眼观六路、耳听八方,看看中国人

间有什么样的交际行为。附录二提供了一系列可选的观察项目以供参考。 “耳闻目睹 ”任务跟 “知行合一 ”任务的性质不同,因为在 “耳闻目睹 ”任务里交际者
全都是中国人。也就是说,在 “耳闻目睹 ”任务中,学生只作为旁观者来观察,而不
是作为交际者参与到交际中去。这样做有利于学生观察到交际行为的种种细节。 《体演日志》每个话题之后都有一份 “耳闻目睹 ”表格,让学生记录下观察到的
细节:交际行为的时间、地点,对交际者的描述,交际者之间的关系(尽力猜测)。 “观众”是由那些只听不说的旁观者组成的,当然也包括学生自己。
1 开展任务
学生需要花一些时间在生活中寻找自然发生的、适合观察和分析的交际活动。观察到交际活动后要抓紧时间记下细节,这么做的效果比几个小时或者几天以后重新回忆要好。每个任务都包含有一张空白页以供学生做笔记之用。表格 I.2是“耳闻目睹 ”
的一个示例,提供了学生应该努力记下的细节。
表格  I.2 “耳闻目睹”示例
时间:
工作日下班时。一个女的刚下公交车,走过一个水果摊。
地点:
一所大学校园边小街上的一个水果摊。一个小贩(男)站在水果摊前,另一个小贩(女)站 在门口。那个男的在给一个男顾客称水果。
角色:
水果摊老板:近30岁的一个男的
顾客:40来岁的一个女的,穿着讲究,应该是一名职业女性,刚刚下班。
观众:
水果摊老板娘(?)
一名中年男顾客
两个外国学生
脚本(包括非言语行为):
顾客:(走近水果摊,仔细看水果,但是没拿,也没看老板)
老板:(看着女的)买什么?
顾客:(看着桃)桃怎么卖?
老板:三块钱一公斤。(给女的扔了一只塑料袋)
顾客:(开始拿桃子,放进袋里,递给老板称了称,付了钱,离开)
备注:
• 水果摊老板和女顾客都没笑。
• 女顾客一直到把袋子递给老板才看了老板一眼。
2 关于笔记
正因为中国人之间的交际活动都是即时发生的,而且未经允许就随便录音也不合适,
所以学生去观察的时候不需要录音,也就是说学生记录的脚本不需要与真实交流的 内容字字对应,而可以是交流的一个摘录,尽其所能抓住一些关键表达。要是有同

xxvi 教材导读
学 或 者 语 伴 一 起 的 话 , 大 家 可 以 一 起 合 作 , 更 完 整 地 重 建 之 前 观 察 到 的 整 个 交 际行为。
3 口头报告
跟 “知行合一 ”的任务一样, “耳闻目睹 ”的学习过程不止步于对交流的观察。学生需
要分析并报告所观察并学到的东西。一般来说,一个 “耳闻目睹 ”报告包括事情发生
的时间、地点、涉及的人物,以及人物之间的关系。描述完场景之后,简单扼要地 说一下脚本内容,并指出其关键表达。报告还应包括分析、总结学到了什么。配套网站上有一个课堂口头报告视频以供参考。附录三提供了中英对照的问题,供提问时参考。
教师使用指南
1 教学理念
对于许多海外留学项目来说,让学生通过系统性地学习与中国人进行交流并观察中国人之间的真实交流来学习中文仍是一块未被充分开发利用的前沿阵地。《体演日志》把海外留学环境中真实的生活交际与课堂学习相结合,是开发这一领域的大胆尝试。这一教材既可单独使用,也可与现有的课程教材搭配使用。
2
难度级别
《体演日志》的编排可以满足不同语言水平学生的需求。 “知行合一 ”任务根据任务
的难度系数进行分级,从而学生可以选择适合他们的挑战级别。随着项目的进行, 学生可以选择难度系数更高的任务。老师应注意学生的选择,并在必要时指出需要调整难度系数。在有些情况下,老师可以明确指定学生选择的难度系数。
3 “
知行合一”和“耳闻目睹”报告
“ 知行合一 ”和 “耳闻目睹 ”报告的方式随着学生水平的不同而不同,特别是叙述个人
经历的能力。水平较高的学生可以叙述 “知行合一 ”任务和 “耳闻目睹 ”的结果。水平
略低的学生可以不要求叙述,而通过表演的方式来重现当时的任务完成情况。每个 学生报告完后,老师和其他学生可以根据报告的内容问一些相关的问题。附录三提供了中英对照的问题,供提问时参考。 报 告 应 包 括 时 间 、 地 点 、 人 物 以 及 学 生 对 交 流 者 之 间 的 关 系 做 出 的 猜 测 。 学
生不需要逐字逐句地还原对话,但要简单扼要地说一下脚本内容,并指出关键的表 达。老师可以把这些表达写在黑板上,或打在屏幕上。对于水平较高的学生,报告还应包
括他们的分析,或者可以让他们总结一下从 “知行合一 ”和 “耳闻目睹 ”任务中学到了什么。
对于所有的报告,老师给出的明确的纠错反馈对于学生语言技巧的提高至关重要。
这 种 纠 错 可 以 在 课 上 给 , 也 可 以 私 下 给 学 生 。 老 师 应 该 利 用 这 个 机 会 帮 助 学
生 更 好 地 理 解 他 们 报 告 中 涉 及 到 的 文 化 现 象 及 文 化 行 为 。 配 套 网 站 上 有 “知 行
合 一 ”和 “耳 闻 目 睹 ”报 告 的 示 范 视 频 以 供 参 考 。 建 议 老 师 事 先 观 看 这 些 视 频 ,


以便更好地理解如何有效地开展课堂报告活动。

教材导读 xxvii
4
小组任务
大多数的 “知行合一 ”任务都可以由学生单独完成,但是如果学生能分组完成一个较
大的任务,这种经历对学生来说也是非常宝贵的。《体演日志》中有三个小组任务 就为学生创造了这样的学习机会。话题十一要求学生以小组为单位计划一次旅行,并在课上进行展示。话题十二让学生去探索市民热爱他们所在城市的理由,水平较高的学生则可以分组准备一个关于这座城市的多媒体介绍。老师应该提前向学生介绍这些小组任务的话题,以便学生有充分的时间分组并着手准备。
5
评分
开展 “知行合一 ”和 “耳闻目睹 ”任务都是在课外进行的,老师需要做的是给学生的课
堂表现打分,包括他们的口头报告(或者情景重现)、回答问题及课堂讨论。配套 网站提供了评分标准以供参考。有些 “知行合一 ”任务相当有挑战性,其结果可能与
学生的预期有所出入,但是只要学生可以叙述发生的事情,并分析哪个方面出了问 题,他们仍然应该得到一个好分数。在现实生活中,只有尝试,没有失败。

Topic 1 Getting settled
初来乍到

2 T opic 1 Getting settled 初来乍到
Task 1.1 Getting acquainted with a language partner
Establishing and maintaining a positive relationship with RXUODQJXDJHSDUWQHUFDQJUHDWO
facilitate your participation in the target culture. The following Field Performance tasks are
designed to help RXJHWRIIWRDJRRGVWDUW<RXPD also want to present a small gift to RXU
language partner, such as a souvenir from your home country. Be sure to exchange contact
information with your language partner and determine when and where you
will meet.
Have a conversation with RXU language partner in which RX introduce RXUVHOI
and ask questions to get acquainted with him/her. Some suggested topics of conversation
include:


Chinese name and which characters it is written with



Hometown



Y

ear in school and major


Hobbies
Ask RXUODQJXDJHSDUWQHUDERXWKLVKHUH[SHULHQFHOHDUQLQJ(QJOLVKDQGGHVFULEH
RXURZQH[SHULHQFHOHDUQLQJ&KLQHVHXSWRWKLVSRLQW6RPHVXJJHVWHGWRSLFVIRUGLVFXVVLRQ
include:


How long RXKDYHVWXGLHd



What your classes are like



What aspect of language learning RXQGPRVWFKDOOHQJLQJRUPRVWHQMRable
Talk with your language partner about your expectations for language learning dur -
ing this program. Explain whou joined this program and what RXKRSHWRJDLQIURPWKLV
experience. Also find out wh RXU language partner was interested in working with this
program and what they hope to gain from this experience.
Getting Ready
• State which characters are used to write RXU&KLQHVHQDPH.

Ask other people’
s names and how theDUHZULWWHQLQFKDUDFWHUV.


T
ell people where you are from and ask where they are from.


Describe
RXUKRPHWRZQRUWKHXQLYHUVLW RXDWWHQGLQour home countr HJORFa-
tion, size, special features).

Field notes

4 T opic 1 Getting settled 初来乍到
Task 1.2 Establishing cell phone service
The following Field Performance tasks focus on helping you set up your cell phone service.
Feel free to solicit the help of RXUODQJXDJHSDUWQHUDVQHHGHG2QFHour cell phone service
is activated, send a text to RXU teacher or a Chinese friend informing him/her of RXU cell
phone number.
Ask RXU language partner to explain the following information about RXU cell
phone service:


What telecommunication companLVLWZLWK?



What
kinds of calls can RXPDNH ORFDOORQJGLVWDQFHLQWHUQDWLRQDO DQGKRZGRou
make them?


How are the fees calculated?



How much moneLVFXUUHQWO on the account and how can RXDGGPRQH to it?
Find out which telecommunication company your cell phone service is with and
work with your language partner to learn how you would use Chinese to inquire about the
following information:


What
kinds of calls can RXPDNH ORFDOORQJGLVWDQFHLQWHUQDWLRQDO DQGKRZGRou
make them?


How are the fees calculated?



How much moneLVFXUUHQWO on the account and how can RXDGGPRQH to it?
Next,

visit a nearbRIFHRIour telecommunication companDQGXVHWKHTXHVWLRQVou
have prepared to collect the information you need. While there try adding some money to
your cell phone account.
Find out which telecommunication company your cell phone service is with and
visit one of their offices to learn about other comparable cell phone plans. Check out the
posters, signs, and brochures available inside the service area before talking with a sales
representative to learn more details.
Getting Ready
• Learn the names of the major telecommunication companies in China.

IdentifVRPHWHUPVUHODWHGWRFHOOSKRQHVHUYLFH.



Prepare the questions you want to ask about cell phone service.

Field notes

6 T opic 1 Getting settled 初来乍到
Task 1.3 Exploring the local neighborhood
Getting off campus and exploring a local neighborhood can help RXOHDUQPRUHDERXWWKH
lives of ordinary Chinese people. The following Field Performance tasks are designed to help
you become familiar with a local residential neighborhood on or near you
r campus.
Visit a residential neighborhood and collect information about it through observa-
tion and friendlLQTXLULHV6HHZKDWou can find out about the number and kinds of build-
ings, the approximate number of people living in the neighborhood, and the demographics
of the majoritRIWKHUHVLGHQWV HJoung professionals, working-class families). Find out
whether the neighborhood has an activity center and if so, where it is.
Visit the activitFHQWHULQDUHVLGHQWLDOQHLJKERUKRRG)LQGRXWZKDWVHUYLFHVWKH
provide or what kinds of activities theRUJDQL]H1RWHWKHQDPHVDQGMREWLWOHVRIWKHSHRSOH
who provide you with information.
Visit a residential neighborhood and appropriatelLQLWLDWHFRQYHUVDWLRQZLWKDWOHDVW
three residents. Find out about their daily lives, the history of the neighborhood, and the
extent to which they participate in activities at the activity center or their attitude toward the
role of the activity center in community life.
Getting Ready
• Greet people of various ages in neighborhood settings.

AppropriatelFRPSOLPHQWRWKHUV HJRQSHWVFKLOGUHQSHUVRQDOSRVVHVVLRQV .



Politely refuse a request and of
fer an alternative.


Formulate the questions for this task and predict possible answers.

Field notes

8 T opic 1 Getting settled 初来乍到
Performance Watch 1
Observe two or more NATIVE SPEAKERS engaging in natural, purposeful communication.
Look for spontaneousl occurring interactions which are largel comprehensible and for
which you can reasonably assess the roles and intentions of the speakers based on what is
said and done and what you can observe about the time, place, and audien
ce involved.
时间
Time
地点
Place
人物
Roles
观众
Audience

Topic 1 Getting settled 初来乍到 9
脚本(包括动作、表情等)
Script (including non-verbal behaviors)
备注
Notes

Topic 2 Eating
饮食

12 T opic 2 Eating  饮食
Task 2.1 Exploring the campus cafeteria
Exploring the campus cafeterias can increase RXUDZDUHQHVVRIWKHGLQLQJRSWLRQVRQFDm-
pus. The following Field Performance tasks are designed to help RX explore the official
food services on RXUFDPSXVDQGOHDUQDERXWWKHSURFHGXUHVLQYROYHGLQXVLQJWKHP(QMR
exploring, eating, and learning!
Go to the student cafeteria and ask what the hours of service are. Find out if the
varEHWZHHQZHHNGDs and weekends. Ask a student or someone who works in the cafeteria
what the busiest times are.
Find out where to go to add moneWRour meal card and the process involved. Also
find out whether the card can be used for anRWKHUSXUSRVHVRQFDPSXV.
Keep a log of the dishes RXHDWLQWKHFDIHWHULDIRUWKHQH[WIHZPHDOV5HFRUGWKH
name of the dish and a brief description of it, including the main ingredients and dominant
flavor(s). On a scale of 1–5 rate how likelou are to choose this dish again. Indicate wh
RXGLGRUGLGQWOLNHWKHGLVK7DNHDSKRWRRIWKHGLVKWRXVHZKHQUHSRUWLQJRQWKLVWDVN.
Getting Ready
• Think of strategies for initiating a conversation with a stranger in a c
afeteria.

Formulate the questions for this task and predict possible answers.

Field notes

14 T opic 2 Eating  饮食
Task 2.2 Learning about Chinese food
EverRQHKDVDQRSLQLRQDERXWIRRG7KHIROORZLQJ)LHOG3HUIRUPDQFHWDVNVDUHGHVLJQHGWR
help RXQGRXWZKDWVWXGHQWVWKLQNDERXWWKHIRRGWKH eat everGD and how it compares
with their hometown cuisine.
Talk to two Chinese people in the cafeteria and ask them which dishes they eat the
most often and why. Find out where to get those dishes and how much they cost.
Visit two different campus cafeterias and interview at least two people in each place
to find out what theWKLQNRIWKHIRRGDQGVHUYLFHLQWKDWFDIHWHULD.
Interview two people from different regions of China. Ask them how the local
cuisine compares with what theHDWLQWKHLUKRPHWRZQV,QTXLUHDERXWGLIIHUHQFHVLQZKDW
people eat and how it is prepared. Find out if there are any restaurants near campus that serve
authentic food from the interviewees’ home region.
Getting Ready
• Think of strategies for initiating a conversation about food in the cafe
teria.

Learn the names of common dishes served in the cafeteria.



Make a list of some common ingredients in and flavors of Chinese dishes.



Learn the names of the major categories of Chinese cuisine.

Field notes

16 T opic 2 Eating  饮食
Task 2.3 Exploring local r estaurants
During RXU sta in China RX should have numerous opportunities to eat in local restau-
rants. Being knowledgeable about nearby restaurants is an important aspect of getting to
know your environment and shows your interest in the local community. The following Field
Performance tasks will help you practice some skills related to functioning appropriately
when selecting and eating at local restaurants.
Have a meal in a local restaurant. Take pictures of the dishes RXRUGHUHGDQGUHFRUG
their names and ingredients. Ask for a receipt while paLQJ for RXU meal. Determine the
average price range at this restaurant.
Have a meal in a local restaurant. Inquire what their specialties are and consider
trying one of these dishes when you order. While at the restaurant, note the kind of clientele
it attracts and the price range of the menu. Write down the names of the dishes you ordered
and take pictures of them if possible.
Locate two local restaurants that feature different cuisines and would be appropriate
venues for a group of ten people to meet for dinner. Visit one of the restaurants and ask to
preview their menu. Inquire about their specialties and prepare a list of dishes and drinks that
would be suitable to order for a group this size.
Getting Ready
• Ask the server about the specialties of the restaurant.

Read and order from a Chinese menu.



Ask the server for a receipt.

Field notes

18 T opic 2 Eating  饮食
Performance Watch 2
Observe two or more NATIVE SPEAKERS engaging in natural, purposeful communication.
Look for spontaneousl occurring interactions which are largel comprehensible and for
which you can reasonably assess the roles and intentions of the speakers based on what is
said and done and what you can observe about the time, place, and audien
ce involved.
时间
Time
地点
Place
人物
Roles
观众
Audience

脚本(包括动作、表情等)
Script (including non-verbal behaviors)
备注
Notes

Topic 3 T aking transportation
交通

22 T opic 3 Taking transportation  交通
Task 3.1 T aking a bus
Buses are the most ubiquitous form of public transportation in China. Riding the bus lets
you see the world through the eyes of the masses. The following Field Performance tasks are
designed to help you explore the bus system in your host city and learn what local people
think about the public transportation system.
Take a bus to a location of RXUFKRLFH HJVKRSSLQJFHQWHUSDUNUHVWDXUDQW RU
when you are out in the community, take a bus to campus. Figure out bus-related information
such as bus lines that go to your stop, bus schedules, fares, and stop n
ames.
Talk to a local resident about the features of pre-paid cards for public transportation
and decide whether or not it would be worthwhile for RXWRSXUFKDVHRQH6RPHWRSLFVWR
explore include tSHVRIFDUGVDQGWKHLUEHQHWVZKHUHWRSXUFKDVHDQGUHORDGFDUGVDQGWKH
cost of cards.
Talk to some local residents about their use of and attitude toward public transporta-
tion. Some topics to explore include which kinds of public transportation theXVHZKHQDQG
why they use public transportation, as well as their opinions about the price, convenience, or
safety of public transportation.
Getting Ready
• State the name of an intended destination.

Find out which buses go to which destinations.



Prepare the questions you want to ask about public transportation.

Field notes

24 T opic 3 Taking transportation  交通
Task 3.2 T aking the subway
SubwaV are an important form of public transportation in man Chinese cities. Knowing
how the subway system works can help you move around your host city and
connect with
people around you. The following Field Performance tasks are designed to help you become
familiar with the subway system.
Locate the subwaVWRSQHDUHVWour campus. Take the subwaWRDORFDWLRQRIour
choice and record how much the ticket costs. Find out if pre-paid transportation cards are
available, and if so, where you can get one and how to add value to it.
Talk to two people who use the subway for their daily commute. Find out when they
usually take the subway, how busy the trains are, how long their commute takes, and what
their preferred routes are. Refer to the map of the subwa sVWHP to help RX find starting
points, transfer stations (if an DQGGHVWLQDWLRQVRQWKHURXWHVWKHFRPPXWHUVWDONDERXW.
Interview some people riding the subwaWRQGRXWWKHLURSLQLRQVDERXWWKHFLW’s
subway system. For example, how do they feel about the safety and security of the subway
sVWHP" Is the cost reasonable? Is the sVWHP too crowded? If new lines were to be devel-
oped, what areas of the citVKRXOGWKH serve?
Getting Ready
• Look at a map of the subwaVstem and studWKHQDPHVRIWKHOLQHVDQGPDMRUVWRSV.

Learn how to purchase and add value to a pre-paid transportation card.



Prepare questions to use in conducting interviews with people.

Field notes

26 T opic 3 Taking transportation  交通
Task 3.3 T aking a taxi
Taking a taxi is more than a convenient mode of transportation. Talking with taxi drivers can
be a way to get a pulse on current issues in the city. The following Field Performance tasks
are designed to help you practice communication skills for taking taxis and engaging taxi
drivers in conversation.
Take a taxi to a location of RXUFKRLFH HJVKRSSLQJFHQWHUSDUNUHVWDXUDQW RU
when RX are out in the community, take a taxi back to campus. Successful completion of
this task involves hailing the taxi, communicating where you want to go, and paying the fare.
Also figure out how taxi fees are charged (i.e., base price, fuel surcharge) and if taxis are
allowed to enter campus.
Take a taxi to a location of RXUFKRLFH(QJDJHWKHGULYHULQVPDOOWDONLQRUGHUWR
get a better understanding of his/her experience of life as a taxi driver. For example, inquire
how long he/she has been driving a taxi, what he/she likes about the job, whether or not he/
she owns the vehicle, or whether he/she considers this a good waWRPDNHDOLYLQJ.
Contact a taxi dispatch service to take RXWRDORFDWLRQRIour choice. After engag-
ing the driver in some initial small talk, ask his/her opinion about a current event or social
issue. Be prepared to politelVKDUHour own views on the subject as well as ask follow-up
questions in response to the driver’s comments. Examples of questions RX might want to
explore include: Should the government limit the number of privatel owned vehicles on
the road? How has the presence of privatelRSHUDWHGWD[LVDIIHFWHGWKHORFDOWUDQVSRUWDWLRQ
situation?
Getting Ready
• Prepare to tell a taxi driver where you want to go.

Prepare questions to use in making small talk with the taxi driver
.


Ask questions about and state opinions on social issues.

Field notes

28 T opic 3 Taking transportation  交通
Performance Watch 3
Observe two or more NATIVE SPEAKERS engaging in natural, purposeful communication.
Look for spontaneousl occurring interactions which are largel comprehensible and for
which you can reasonably assess the roles and intentions of the speakers based on what is
said and done and what you can observe about the time, place, and audien
ce involved.
时间
Time
地点
Place
人物
Roles
观众
Audience

Topic 3 Taking transportation 交通 29
脚本(包括动作、表情等)
Script (including non-verbal behaviors)
备注
Notes

Topic 4 Shopping
购物

32 T opic 4 Shopping 购物
Task 4.1 Exploring r etail stores
Today supermarkets and specialty shops compete with local markets and street vendors for
Chinese shoppers’ business. The following Field Performance tasks aim to deepen RXU
understanding of the choices available to Chinese customers and the interplay between these
commercial enterprises.
Ask RXUODQJXDJHSDUWQHUKRZRIWHQKHVKHVKRSVDWDVXSHUPDUNHWDQGZKDWNLQG
of things he/she prefers to buWKHUH)LQGRXWZKLFKVXSHUPDUNHWour language partner usu-
allVKRSVDWDQGZK he/she prefers it over others.
Visit a store that sells imported foods. Ask a store clerk which countries most of
their customers come from and what their most popular items are. Find ou
t what your Chi-
nese friend thinks about imported foods.
Talk to someone in a market or small shop who sells some of the same kind
s of
goods available in a supermarket. Find out how they view their competiti
on.
Getting Ready
• Learn the names of common items sold at a supermarket.

Learn the names of popular imported foods.



Prepare questions about competition between lar
ge supermarkets and small shops.

Field notes

34 T opic 4 Shopping 购物
Task 4.2 Shopping for clothes
Department stores have their own waV of competing for a share of the retail market. The
following Field Performance tasks will help you explore how department stores attract cus-
tomers to buy foreign and domestic clothing and accessories.
Visit a department store and trRQVRPHVKRHVRUFORWKLQJ)LJXUHRXWKRZWKHVLz-
ing sVWHP works. Also inquire whether there are an promotions going on, and what the
return policy is.
Go window-shopping with RXU language partner at a department store or mall.
Look for sales and find out what RXUODQJXDJHSDUWQHUWKLQNVDERXWWKHTXDOLW and price of
the goods on sale.
Visit a department store and make note of how foreign brands are marketed. Ask a
salesperson about the kinds of customers who most frequentlEX foreign brands. Interview
two Chinese people to learn their perspectives on foreign brands compared with domestic
brands.
Getting Ready
• Learn how to ask about sales or special promotions.

Learn how to ask about return policies.



Prepare interview
questions about who buys foreign brands and how foreign brands are
viewed in comparison to domestic brands.

Field notes

36 T opic 4 Shopping 购物
Task 4.3 Interacting with str eet vendors
In addition to shopping in supermarkets, man Chinese people also purchase items from
street vendors. Talking to and bargaining with street vendors is not only a necessary life skill,
but also something fun to do. The following Field Performance tasks aim to help you develop
your skills for interacting with street vendors.
Go to a street vendor who sells fruits or vegetables. IdentifZKDWou are interested
in buying and inquire about the price, using the unit of weight that the
local people prefer.
Make RXUSXUFKDVHDQGUHFRUGKRZPXFKLWFRVWV.
Go to a night market in RXUKRVWFLW and check out what items are sold there. Iden-
tify an item that interests you and ask the vendor what it is and how much it costs. Find out
if other vendors sell the same item. If theGRQGRXWKRZWKHSULFHVFRPSDUH.
Go to a small shop or visit a street vendor where souvenirs are sold. Ask the vendor
to recommend something that would be a good gift for someone. Ask the vendor what the
item is made of and whether there is an “local lore” associated with it. Bargain with the
vendor before completing RXU purchase. Record the vendor’s starting price and the price
you eventually negotiate.
Getting Ready
• Review expressions for inquiring about prices.

Review how units of weight are used when asking about prices.



Prepare bar
gaining strategies.

Field notes

38 T opic 4 Shopping 购物
Performance Watch 4
Observe two or more NATIVE SPEAKERS engaging in natural, purposeful communication.
Look for spontaneousl occurring interactions which are largel comprehensible and for
which you can reasonably assess the roles and intentions of the speakers based on what is
said and done and what you can observe about the time, place, and audien
ce involved.
时间
Time
地点
Place
人物
Roles
观众
Audience

Topic 4 Shopping 购物 39
脚本(包括动作、表情等)
Script (including non-verbal behaviors)
备注
Notes

Topic 5 Exploring campus cultur e
校园文化

42 T opic 5 Exploring campus culture 校园文化
Task 5.1 Understanding teacher -student relations
Understanding the expectations associated with teacher-student relationships in China is
vital to the success of your academic endeavors. The cultural roles and behavioral expecta -
tions may differ from those in your home country. The following Field Performance tasks
will help you deepen your understanding of the teacher-student relationship in China.
Talk with a Chinese university student to find out what behaviors are considered
appropriate and inappropriate in a Chinese classroom. Discuss similarities and differences
between classroom etiquette in China and your home country.
Talk with a Chinese university teacher or student about how expectations regarding
classroom behavior at the university level differ from the classroom etiquette in primary or
secondary schools. For example, are university teachers stricter or more lenient regarding
matters like promptness, participation, posture, or cell phone use in class?
Talk with a Chinese universitVWXGHQWDERXWKRZWKH “read” their Chinese teach -
ers. What cues let students know how teachers perceive them? How might Chinese teachers
indicate approval or disapproval? What do Chinese students do to maintain good relation -
ships with their teachers or to repair a problem in the relationship?
Getting Ready
• Greet teachers and classmates.

Ask to be excused from class.



Indicate that RXDUHJRLQJWRDVNDTXHVWLRQ.



Make an appointment to meet with a teacher
.

Field notes

44 T opic 5 Exploring campus culture 校园文化
Task 5.2 Apologizing and r epairing relationships
An appropriate apolog can repair a broken relationship or provide a wa out of a social
blunder. The following Field Performance tasks will help you gain a deeper understanding of
the strategies Chinese people use when apologizing or responding to repr
imand.
Tell RXU language partner about a time when RX apologized to a superior (e.g.,
teacher, boss). Describe how RXDSRORJL]HGDQGKRZWKHRWKHUSHUVRQUHVSRQGHG)LQGRXW
how a Chinese person would handle a similar situation.
Talk with a Chinese universitVWXGHQWWRQGRXWZKLFKFODVVURRPUXOHVDUHPRVW
frequently broken and how teachers commonly deal with such situations. Find out how stu-
dents are expected to respond when reprimanded by a teacher.
Reflect on RXULQWHUDFWLRQVZLWKQDWLYHVSHDNHUVXSWRWKLVSRLQW$UHWKHUHDQ situ-
ations in which RXWKLQNou might have said or done something that caused offense? If so,
discuss the situation with your language partner and ask what you could
have said or done
differently. Find out whether you should do anything to repair the situation now.
Getting Ready
• Point out if some behavior is correct or incorrect.

Practice apologizing to a teacher or classmate.

46 T opic 5 Exploring campus culture 校园文化
Task 5.3 Exploring student organizations
Chinese universities have a wide range of student groups that organize activities and events,
ranging from formal, university-wide events to informal club activities. The following Field
Performance tasks will help you begin to learn about the kinds of student-led events that hap-
pen on campus and how these activities are organized.
Find out what student group(s) RXU&KLQHVHIULHQGLVLQYROYHGLQDQGZKDWNLQGVRI
activities theRUJDQL]H6RPHWRSLFVWRH[SORUHLQFOXGHWKHVL]HSXUSRVHDQGRUJDQL]DWLRQ
of the group.
Find out about two different student groups on campus and compare what they do
and how they operate. Find out the extent to which Chinese students are involved in student
groups and why they participate.
Explore the function of the student association on a Chinese universit campus.
Talk with a Chinese student about the scope, structure, and leadership of the student as-
sociation and discuss how this compares with the student government system in colleges or
universities in your home country.
Getting Ready
• Ask about student-or ganized activities.

Compare the purpose and or
ganization of student groups.


Describe a student government structure.

Field notes

48 T opic 5 Exploring campus culture 校园文化
Performance Watch 5
Observe two or more NATIVE SPEAKERS engaging in natural, purposeful communication.
Look for spontaneousl occurring interactions which are largel comprehensible and for
which you can reasonably assess the roles and intentions of the speakers based on what is
said and done and what you can observe about the time, place, and audien
ce involved.
时间
Time
地点
Place
人物
Roles
观众
Audience

Topic 5 Exploring campus culture 校园文化 49
脚本(包括动作、表情等)
Script (including non-verbal behaviors)
备注
Notes

Topic 6 Socializing
社交活动

52 T opic 6 Socializing 社交活动
Task 6.1 Getting together with friends
Getting together with friends strengthens old friendships and promotes new ones. The fol-
lowing Field Performance tasks will help you practice the skills involved in organizing get-
togethers with friends.
Ask a local friend to describe a recent get-together he/she had with friends. TrWR
determine the purpose of the get-together, where it was held, and the kinds of activities that
were involved. Also trWRQGRXWWKHQXPEHUDQGNLQGVRISHRSOHZKRSDUWLFLSDWHGDQGWKH
extent to which participants seemed to enjoWKHJHWWRJHWKHU.
Come up with a proposal for getting together with some of your classmat
es and
local friends. Determine the time, place, activities, duration, and estimated expenditure. Con-
sider how to accommodate people’s preferences and local practices. Ask a native speaker to
review your proposal and discuss how appealing it would be.
Ask a Chinese friend to describe under what circumstances thePLJKWGHFOLQHDQ
invitation to get together with friends. Find out how they would handle
the situation.
Getting Ready
• Propose a get-together among friends.

Decline an invitation.

Field notes

54 T opic 6 Socializing 社交活动
Task 6.2 Being a good guest
Hopefullou will have opportunitDWVRPHSRLQWGXULQJour staLQ&KLQDWREHDJXHVW
in a local home. The following Field Performance tasks will help you practice some skills
related to functioning appropriately as a guest, such as giving gifts and paying compliments.
Give a small gift to someone who has been helpful to RX8VHWKHRSSRUWXQLW to
strengthen your relationship, express appreciation, or apologize for inc
onveniencing them.
Compliment someone on something theKDYHGRQH1RWHZKHWKHUWKHSHUVRQDc-
cepts, rejects, or deflects the compliment and respond appropriately .
Prepare a list of kinds of gifts that you might give in different contexts and ask a na-
tive friend to give you feedback on how appropriate these gifts are. For example, what kind
of gift would you give the parents of a Chinese friend when invited to their home or what
kind of birthdaSUHVHQWZRXOGou give to a Chinese peer?
Getting Ready
• Discuss when and how guests of fer gifts.

Compliment the appearance of someone or something in a house.



Compliment someone’
s abilitWRGRVRPHWKLQJZHOO.


T
ake leave politely.

Field notes

56 T opic 6 Socializing 社交活动
Task 6.3 Being a good host
Inviting friends over to RXU place is an important wa to build and maintain relationships
with Chinese friends. A
good
host will be able to extend an invitation, welcome guests and
introduce them to others, and make guests feel at home with appropriate compliments. The
following Field Performance tasks will help solidify these skills so tha
t you can successfully
play the role of host.
Introduce a Chinese friend to another Chinese friend of RXUVZKRPWKH have not
met before.
Invite a few Chinese friends to visit RX Introduce them to anRQH in the group
theKDYHQRWet met. Do everWKLQJou can to make RXUJXHVWVIHHOFRPIRUWDEOHVXFKDV
making introductions, inviting them to be seated, and offering food and drink.
For one week you and your language partner should each keep track of the kinds
of compliments RX receive and the circumstances in which the were given (e.g., when,
where, bZKRPIRUZKDW $OVRMRWGRZQKRZou responded to each compliment. Discuss
and compare the kinds of compliments RXUHFHLYHG$VNour language partner to point out
ways you could make your own responses to compliments more native-like.
Getting Ready
• Extend an invitation.

W
elcome guests and introduce them to each other.


Respond to a compliment bDFFHSWLQJRUGHHFWLQJLW.

Field notes

58 T opic 6 Socializing 社交活动
Performance Watch 6
Observe two or more NATIVE SPEAKERS engaging in natural, purposeful communication.
Look for spontaneousl occurring interactions which are largel comprehensible and for
which you can reasonably assess the roles and intentions of the speakers based on what is
said and done and what you can observe about the time, place, and audien
ce involved.
时间
Time
地点
Place
人物
Roles
观众
Audience

Topic 6 Socializing 社交活动 59
脚本(包括动作、表情等)
Script (including non-verbal behaviors)
备注
Notes

Topic 7 Solving pr oblems
解决问题

62 T opic 7 Solving problems 解决问题
Task 7.1 Reporting and r ecovering lost items
It’s easWRPLVSODFHVRPHWKLQJDQGLWFDQEHVWUHVVIXOWRWU to recover a lost item. The fol-
lowing Field Performance tasks aim to reduce that stress by helping you
discover where to
go, what to do, and what to say when you have lost something.
In case RXORVHVRPHWKLQJGXULQJour staLQ&KLQDQGRXWZKHUHWKH/RVWDQG
Found area is for your dormitory, hotel, or classroom building.
Tell your language partner about a time when you lost something in a public place,
how RXUHSRUWHGWKHORVVDQGZKHWKHUou recovered the lost item. Ask RXUODQJXDJHSDUt-
ner to describe one of his/her experiences with reporting lost items in China.
Examine the bulletin boards on campus to see if theFRQWDLQDQ Lost and Found
notices. Take a picture of several examples and prepare to report on the kind of i
nformation
included in Lost and Found notices.
Getting Ready
• Ask where the “Lost and Found” is.

Describe a lost item.



Give RXUFRQWDFWLQIRUPDWLRQWRVRPHRQH.

Field notes

64 T opic 7 Solving problems 解决问题
Task 7.2 Communicating by phone
ManSHRSOHQGWDONLQJRQWKHSKRQHPRUHFKDOOHQJLQJWKDQIDFHWRIDFHFRPPXQLFDWLRQ
because the speakers cannot see each other. The following Field Performance tasks aim to
help RXGHYHORSFRQGHQFHLQWHOHSKRQHFRPPXQLFDWLRQ<RXPD want to place RXUFDOO
using the speaker phone feature so that your language partner can listen to both sides of the
conversation and give you feedback on it.
Call your teacher to report a problem or ask a question, such as asking about an
assignment or upcoming activity.
Call the front desk of your hotel or dormitory to ask a question or report a problem
such as a poor internet connection or a needed repair.
Find the telephone number for a local business and call to ask a question or place
an order. For example, call a local restaurant to place a carry-out order, call a local express
deliver service to inquire about their rates, or call a bookstore to find out if the carr a
particular book.
Getting Ready
• Identifourself appropriatelZKHQPDNLQJDSKRQHFDOO.

Introduce the purpose of a telephone call (e.g., to ask a question or report a problem).



Prepare to use the phone to place an order or ask questions about availa
ble services.

Field notes

66 T opic 7 Solving problems 解决问题
Task 7.3 Discussing pr oblems
The following Field Performance tasks are designed to help you practice talking about expla -
nations and solutions for minor problems and frustrations without causin
g others to feel
uncomfortable. If RXUIULHQGVKLSZLWKour language partner is still relativelQHZLWZRXOG
be best to avoid sensitive topics as you conduct these tasks.
Tell your language partner about a minor frustration or mildly unpleasant situation
RX have experienced since arriving in China and tr to elicit his/her perspective on wh
things are this way and how to deal with the situation. For example, discuss a problem with
the housekeeping staff not supplying enough toilet paper in the bathroom.
Ask RXUODQJXDJHSDUWQHUZKDWSX]]OHVRUIUXVWUDWHVKLPKHUDERXWVRPHDVSHFWRI
foreign cultural behavior. Ask questions to clarifour understanding of the problem. Then
suggest an explanation for the problem or provide suggestions for dealing with the situation.
Have a discussion with RXUODQJXDJHSDUWQHUDERXWVRPHRIWKHSX]]OLQJRU mildly
frustrating situations or behaviors each of you have observed in the past month. Take turns
presenting a problem and allowing the other person to propose a possible explanation and
suggestion for how to deal with it.
Getting Ready
• Express mild frustration over something that is not the waLWVKRXOGEH.

Introduce a possible explanation for a problem.



Politely propose a suggestion for dealing with a problem.

Field notes

68 T opic 7 Solving problems 解决问题
Performance Watch 7
Observe two or more NATIVE SPEAKERS engaging in natural, purposeful communication.
Look for spontaneousl occurring interactions which are largel comprehensible and for
which you can reasonably assess the roles and intentions of the speakers based on what is
said and done and what you can observe about the time, place, and audien
ce involved.
时间
Time
地点
Place
人物
Roles
观众
Audience

Topic 7 Solving problems 解决问题 69
脚本(包括动作、表情等)
Script (including non-verbal behaviors)
备注
Notes

Topic 8 Pr otecting health
健康

72 T opic 8 Protecting health 健康
Task 8.1 Exer cising
Exercising is an important part of man Chinese people’s regular routine. The following
Field Performance tasks give you the opportunity to explore how, where, and why Chinese
people exercise. Slip into RXUVQHDNHUVDQGKLWWKHVWUHHWVWROHDUQZKDW&KLQHVHSHRSOHDUH
doing.
Talk with a Chinese friend about his/her exercise routine. Find out what theGRIRU
exercise, how often they exercise, why they exercise, and whether they prefer to exercise
alone or in groups.
Go to a local gP and inquire about joining. Find out what kinds of services are
available and what the fees are. If RXDUHDEOHWRJHWDWRXURIWKHJm, observe what kinds
of equipment it has, what kinds of people use the gym, and what kinds of exercises Chinese
people do during a workout.
Find a nearby public place where people do some kind of folk dancing or
other
form of group exercise. Find out when people usually gather to engage in this group activity
and go observe what people do. If possible, interview some of the participants to learn more
about how the activity is organized, what kinds of people participate, and their motivation
for joining this group.
Getting Ready
• Learn the names of some common forms of exercise.

Prepare questions to ask about joining a gP.



Prepare interview questions about participating in group exercise activi
ties.

Field notes

74 T opic 8 Protecting health 健康
Task 8.2 T aking medicine
Experiencing a minor illness in a different culture can create some unique challenges. The
following Field Performance tasks will help you get some important language into your
Chinese first aid kit.
Talk with RXUODQJXDJHSDUWQHUDERXWDUHFHQWLOOQHVVou had. Describe how RX
felt, what medication you took, and how long it took for you to recover.
Talk with two or three Chinese people and find out their opinions on Chinese medi -
cine and Western medicine. Find out the perceived differences between these two types of
medicine, and when they prefer one to the other. Compare their answers and be prepared to
report on the results of your investigation in class.
Visit a pharmacDQGDVNDQHPSORee to show RXD&KLQHVHDQGD:HVWHUQPHGi -
cine option for an ailment, such as headache, cough, cold, diarrhea, or mosquito bites. Learn
about the two medicines so that you can compare them in terms of dosage, effectiveness,
and price.
Getting Ready
• Describe the sPSWRPVRIDQLOOQHVV.

Describe the dosage for a medicine.



Ask for a medicine that treats a particular ailment.

Field notes

76 T opic 8 Protecting health 健康
Task 8.3 Going to the hospital
For the following Field Performance tasks you will collect information about the Chinese
medical system by talking with Chinese people who are familiar with it. The people you
interview don’t have to be medical professionals (although if RXNQRZVRPHWKDWVJUHDW 
Most ordinarFLWL]HQVKDYHKDGVRPHH[SHULHQFHZLWKYLVLWLQJSHRSOHLQWKHKRVSLWDORUVHHk-
ing medical care from a doctor.
Talk with a Chinese friend about what kinds of gifts are appropriate to take to some-
one who is in the hospital. Find out if there are any kinds of gifts that would be considered
inappropriate or taboo to give a sick person.
Describe to a Chinese friend how RXZRXOGVHHNWUHDWPHQWIURPDGRFWRULQour
home countr for a common illness requiring prescription medication. Ask RXU Chinese
friend to compare your description with how they would seek treatment for a similar illness.
Be prepared to report on some basic differences that emerge from this discussion.
Work with a classmate or Chinese friend to make an informational chart indicating
the procedures involved in seeing a doctor in China and in your home cou
ntry. The purpose
of this chart is to help newcomers understand how hospitals or clinics work in the two coun-
tries.
Getting Ready
• IdentifWKHEDVLFGHSDUWPHQWVLQD&KLQHVHKRVSLWDO.

Learn which departments to go to for some common illnesses.

Field notes

78 T opic 8 Protecting health 健康
Performance Watch 8
Observe two or more NATIVE SPEAKERS engaging in natural, purposeful communication.
Look for spontaneousl occurring interactions which are largel comprehensible and for
which you can reasonably assess the roles and intentions of the speakers based on what is
said and done and what you can observe about the time, place, and audien
ce involved.
时间
Time
地点
Place
人物
Roles
观众
Audience

Topic 8 Protecting health 健康 79
脚本(包括动作、表情等)
Script (including non-verbal behaviors)
备注
Notes

Topic 9 V olunteering in the community
社区志愿

82 T opic 9 Volunteering in the community  社区志愿
Task 9.1 Intr oducing yourself formally
While in China, RXPD have opportunities to interact with a Chinese government official,
successful businessperson, or universitSURIHVVRURUDGPLQLVWUDWRU,QWKHVHVLWXDWLRQVLWLV
useful to know how to present yourself in an appropriate and more formal way. The follow-
ing Field Performance tasks will help you practice some skills related to introducing yourself
in a culturally appropriate way in order to leave a good impression in a more form
al situation.
Find out what superiors might ask subordinates when the first meet. Also think
about what kinds of questions would be appropriate for subordinates to a
sk a superior.
Talk with RXUODQJXDJHSDUWQHUDERXWVRPHTXHVWLRQVou’ve been asked bD&Ki-
nese acquaintance that made you feel uncomfortable. Then work with your language partner
to find a culturallDFFHSWDEOHZD to respond to or evade such questions.
Dress appropriatelDQGSDUWLFLSDWHLQDIRUPDOHYHQW HJFRQIHUHQFHFHUHPRQ).
Formally introduce yourself to someone who is worth establishing connect
ions with and
keep their contact information for future reference.
Getting Ready
• Practice introducing your name in a culturally acceptable way .

Practice
introducing personal information (e.g., hometown, educational background,
work experience).


Prepare questions to use when asking for other people’
s contact information.

Field notes

84 T opic 9 Volunteering in the community  社区志愿
Task 9.2 Comparing volunteer experience
Is volunteerism a dLQJYLUWXH"7KHIROORZLQJ)LHOG3HUIRUPDQFHWDVNVJLYHou the oppor -
tunit to explore how Chinese people view volunteering and to find out whether there are
cultural or generational differences in attitudes toward serving others.
Tell your language partner about one kind of volunteer activity in which you have
been involved in your home country and ask your language partner to describe the kinds of
volunteer activities Chinese universitVWXGHQWVWpicallHQJDJHLQ1RWHWKHVLPLODULWLHVDQG
differences in the kinds of activities, amount of time invested, and motivation for volunteer -
ing.
Interview a Chinese universitVWXGHQWWRQGRXWZKDWNLQGVRIRSSRUWXQLWLHVVWu-
dent organizations create for students to volunteer their services in the community. Find out
which activities are well received and which ones appear less meaningful
and why.
Interview a college student and an adult from the local communitDERXWWKHNLQGV
of volunteer activities people their age get involved in. Find out if there are any simil
arities
or differences with regard to generational attitudes toward volunteering.
Getting Ready
• Describe a previous experience volunteering in RXUKRPHFRXQWUy .

Inquire about people’
s attitudes toward volunteering.


Ask
someone if RXFDQDVNWKHPDIHZTXHVWLRQVRUDVNWKHLURSLQLRQDERXWVRPHWKLQJ.


Inquire whether an activitZDVZHOOUHFHLYHGRUQRW.

Topic 9 Volunteering in the community 话题九 社区志愿 PB

Field notes

86 T opic 9 Volunteering in the community  社区志愿
Task 9.3 Organizing volunteer activities
In the previous task RX had the opportunit to learn about different service opportunities.
Now it’s time for the rubber to meet the road. In the following Field Performance tasks RX
will join with others to experience volunteer service firsthand. So, roll up RXUVOHHYHVDQG
enjoPDNLQJVRPHRQHHOVHVOLIHDOLWWOHEHWWHU.
Participate in a volunteer activity organized by someone else. Talk to the organizers
of the event to find out how theZHQWDERXWSODQQLQJDQGLPSOHPHQWLQJWKHDFWLYLWy .
Participate in a volunteer activitDQGDVNVHYHUDOEHQHFLDULHVRIWKHVHUYLFHZKDW
they appreciate most about volunteers and how future volunteers can better meet their needs.
Work with your teachers and classmates to organize a volunteer activity. Find out
what services are needed and what day and time is convenient, and publicize the opportunity
among your classmates and their language partners or Chinese friends.
Getting Ready
• Ask someone to describe the process of planning an activity .

Ask someone how to improve the outcome of an activity
.


Inquire about opportunities for volunteering.



Plan and publicize an event.

Field notes

88 T opic 9 Volunteering in the community  社区志愿
Performance Watch 9
Observe two or more NATIVE SPEAKERS engaging in natural, purposeful communication.
Look for spontaneousl occurring interactions which are largel comprehensible and for
which you can reasonably assess the roles and intentions of the speakers based on what is
said and done and what you can observe about the time, place, and audien
ce involved.
时间
Time
地点
Place
人物
Roles
观众
Audience

Topic 9 Volunteering in the community 社区志愿 89
脚本(包括动作、表情等)
Script (including non-verbal behaviors)
备注
Notes

Topic 10 Participating in formal events
出席正式场合

92 T opic 10 Participating in formal events 出席正式场合
Task 10.1 Understanding dr ess codes
Clothes don’t make the person, but theGRPDNHDQLPSUHVVLRQ%HLQJDSSURSULDWHO dressed
can help RXPDNHDSRVLWLYHUVWLPSUHVVLRQHVSHFLDOO in more formal situations or on spe-
cial occasions. The following Field Performance tasks will help you gain insight into what
the choice of clothing communicates in different social settings.
Observe what kinds of clothing, including accessories, Chinese students and
instructors wear on campus. Discuss with RXUODQJXDJHSDUWQHUWKHVLPLODULWLHVDQGGLIIHr -
ences between students’ and instructors’ dress codes in universities in China and RXUKRPH
country.
Discuss with RXUODQJXDJHSDUWQHUZKDWPLJKWEHDSSURSULDWHDWWLUHIRUDWWHQGLQJ
a formal meeting (e.g., conference or ceremon in RXU host city. Describe clothing and
accessories for both men and women.
Talk to two or three Chinese people (preferablRIGLIIHUHQWDJHVDQGJHQGHUV DQG
find out how the think men and women should dress for various formal occasions such
as banquets, weddings, business meetings, or conferences. Find out whether there are any
taboos or local customs that influence what people wear in these situations.
Getting Ready
• Brainstorm dif ferent types of clothing, including accessories.

IdentifHYHQWVDQGRFFDVLRQVWKDWUHTXLUHPRUHIRUPDODWWLUH.



Predict the influence of taboos or local customs on perceptions of appropriate attire.

Field notes

94 T opic 10 Participating in formal events 出席正式场合
Task 10.2 Learning banquet etiquette
While in China, you may be invited to attend a Chinese banquet, which may be quite dif-
ferent from ones in your home country. The following Field Performance tasks will help
you become more familiar with the etiquette of Chinese banquets so that you can behave in
culturally appropriate ways when you have the opportunity to take part i
n one.
Talk with a native speaker about what RXYHEHHQOHDUQLQJDERXW&KLQHVHEDQTXHWV
and inquire about their experience with banqueting. Find out whether the basic banquet prin-
ciples RXYHOHDUQHGVRIDUZHUHUHOHYDQWLQour friend’s situation.
Ask one or more local people about their experiences with banquets, including how
frequently they attend or host them. Find out what their attitude toward participating in ban-
quets is and how they feel about expectations regarding drinking at banq
uets.
Explore the differences between Chinese traditional-stOHEDQTXHWVDQGEXIIHWVWle
banquets. Find out which occasions each banquet style is suitable for, whether there are cer -
tain dress codes, what foods are typically served, and if the drinking p
rotocols vary.
Getting Ready
• Learn the rules governing seating arrangements at banquets.

Learn about the tSLFDORUGHURIHYHQWVDWEDQTXHWV.



Learn how to respond to pressure to eat or drink more at a banquet.



Inquire about the role of the host at a Chinese banquet.

Field notes

96 T opic 10 Participating in formal events 出席正式场合
Task 10.3 Making a toast
At some point during RXU sta in China RX ma have an opportunit to participate in a
Chinese banquet with your classmates. To help you prepare for this event, engage in a mock
banquet with RXUWHDFKHUDQGFODVVPDWHV$WWKHPRFNEDQTXHWHDFKSHUVRQVKRXOGSUHSDUH
a toast to the host and the other guests. Work with your language partner to prepare several
toasts for different kinds of people using different kinds of drinks, including non-alcoholic
beverages. Have RXU language partner enact the various roles and give RX feedback on
your toasting performance. While practicing the suggested toasts, try to generalize some
basic principles for appropriately toasting people of differing ages, occupations, and social
statuses.
Objects of toasts
Classmate, language partner, local instructor.
Program Director, Chinese guests known from the communit (e.g., host family,
guest lecturer, local businessperson).
Host institution officials or government officials who provided support or resources
for your educational or co-curricular activities.
Getting Ready
• Learn the social rules for proposing a toast using a non-alcoholic beverage.

Prepare toasts for dif
ferent kinds of people.

Field notes

98 T opic 10 Participating in formal events 出席正式场合
Performance Watch 10
Observe two or more NATIVE SPEAKERS engaging in natural, purposeful communication.
Look for spontaneousl occurring interactions which are largel comprehensible and for
which you can reasonably assess the roles and intentions of the speakers based on what is
said and done and what you can observe about the time, place, and audien
ce involved.
时间
Time
地点
Place
人物
Roles
观众
Audience

Topic 10 Participating in formal events 出席正式场合 99
脚本(包括动作、表情等)
Script (including non-verbal behaviors)
备注
Notes

Topic 11 Planning a trip
计划旅行

102 T opic 11 Planning a trip  计划旅行
Task 11 Planning a trip (group project)
This Field Performance task involves working in small groups to plan a short trip to another
part of China. The purpose is to collect information and make a plan that you or others might
use when planning a trip in China. Each group will present a proposal and receive feedback
from the audience about how appealing the proposed trip is.
or or
Getting Ready
Table 11.1 outlines the kinds of information group members will need to collect for this
Field Performance task. Research this information using Chinese language resources only.
You maORRNXSLQIRUPDWLRQRQ&KLQHVHZHEVLWHVJHWVXJJHVWLRQVIURP&KLQHVHIULHQGVRU
visit a travel agent or ticket booking office. Your language partner maDVVLVWou as needed
in understanding the information available. Each person in the group will take responsibilit
for researching one of the following items and presenting their findings. Combine the information each person collects into a well-organized, one-page fact sheet
printed and submitted electronically on the day you give your presentation. The Travel Fact
Sheet needs to clearlSUHVHQWWKHLQIRUPDWLRQWKHJURXSUHVHDUFKHGDERXWWKLQJVWRVHHDQG
do, transportation and lodging options, as well as include an overall cost estimate indicating
the range from cheapest to most expensive options. The Travel Fact Sheet should be written
in Chinese and include Pinyin for unfamiliar placenames. Meet as a group to plan how to present RXU proposed trip. You ma use presentation
slides or other kinds of visual aids to present your proposal in an appealing and effective
way. The purpose of the presentation is to effectively and concisely convey in Chinese the
main options that people taking this trip could choose from in deciding
how to allocate travel
funds. In advance of RXU presentation, meet as a group to rehearse presenting the information
RX have prepared using RXU presentation slides or other visual aids. Each person should
have a speaking part, but the speaking parts may vary in length. Time yourselves to make
sure you can deliver your presentation in the time allotted.
Table 11.1 Planning a trip
Items to research Kinds of information to collect
1. Things to see or do Name of site, brief description, location (address or area of cit 
entrance ticket prices, hours, other services (e.g., tour guides).
2. Transportation by air and by train Note schedule and cost for the following round-trip options: most
economical, least time in transit, and best value (considering
price and schedule).
3. Places to stay Note cost and location for three lodging options. Select
options that vary in price and amenities so as to appeal to the
preferences of different travelers.

Topic 11 Planning a trip 计划旅行 103
Presenting a proposal (Class 1)
During class, each group will present their proposed trip, highlighting the ke information
they gathered and making appropriate use of presentation slides or other media. The students
listening to each presentation will provide feedback indicating how effective the presentation
was and how much the proposed trip would appeal to them. Presentations may be video-
recorded for review and specific feedback. Presentations will be evaluated on the basis of the
following criteria:
Oral presentation
EffectivelSUHVHQWVDOOQHFHVVDU information, well organized, interesting, well rehearsed, accurate language use.
Written fact sheet
Concisely communicates all necessary information in one page, well organized, correct language use.
Adopting a proposal (Class 2)
After hearing all the presentations, each group will be given one Travel Fact Sheet for a trip
other than their own. For example, group A
receives
the fact sheet for group B’s proposed
trip and group B is given group C’s fact sheet. The teacher will tell each group how much
funding they have been allotted for the proposed trip they are reviewing. The amount of
moneDOORFDWHGIRUHDFKWULSPD varGHSHQGLQJRQWKHSURSRVHGGHVWLQDWLRQV(DFKJURXS
will then decide how to spend their money on this trip based on the information on the Travel
Fact Sheet. For example, the group will decide which lodging and transportation options are
best for them and which of the proposed activities they would prefer to see and do on the
trip. After reaching consensus, each group will present their decision to the class and explain
the reasons for the choices they made. Presentations will be evaluated on the basis of the
following criteria:
Small group discussion
Group members activelSDUWLFLSDWHGLQUHDFKLQJFRQVHQVXVDQGFRQGXFWHGWKHGLVFXVVLRQXVLQJRQO Chinese.
Content
Announcement of group decision reflects an accurate understanding of the options presented on the Travel Fact Sheet and includes a clearlSUHVHQWHGUDWLRQDOHIRUWKHJURXSGHFLVLRQ.
Oral performance
Communicative effectiveness and linguistic accuracy in the oral report of the decision.

Field notes

106 T opic 11 Planning a trip  计划旅行
Performance Watch 11
Observe two or more NATIVE SPEAKERS engaging in natural, purposeful communication.
Look for spontaneousl occurring interactions which are largel comprehensible and for
which you can reasonably assess the roles and intentions of the speakers based on what is
said and done and what you can observe about the time, place, and audien
ce involved.
时间
Time
地点
Place
人物
Roles
观众
Audience

Topic 11 Planning a trip 计划旅行 107
脚本(包括动作、表情等)
Script (including non-verbal behaviors)
备注
Notes

Topic 12 T alking about the city
谈论城市

110 T opic 12 Talking about the city 谈论城市
Task 12.1 What people love about a city (group project)
The song from the TV commercial “What I Love about Shanghai” (喜欢上海的理由) has
inspired people in various cities to create lists of what they love abou
t their own city. For this
Field Performance task, RX will work in small groups to find out what the people of RXU
host city love about it.
or Each group will take a poster or cloth banner and some markers to a
public place in the cit HJSDUNEXVLQHVVGLVWULFWVKRSSLQJGLVWULFW DQGLQYLWHSHRSOHZKR
pass by to write down something they love about their city. Collect as many responses as pos-
sible and engage in conversation with the people who participate. Take turns inviting people
to participate, holding the poster or banner, and talking to people about what theZURWH,I
RXFDQQRWUHDGVRPHWKLQJVRPHRQHZULWHVDVNWKHSHUVRQWRH[SODLQLWWRou. Afterwards,
work as a group to identify the top reasons Chinese people love your host city. Be prepared
to show RXUSRVWHURUEDQQHUDQGWDONDERXWWKHWRSUHDVRQVou have identified during RXU
report in class.
Getting Ready
• W atch the TV commercial that popularized the idea of “What I Love about Cit;”

Prepare your banner or poster board for collecting
quotes, giving it a Chinese title that
identifies RXUKRVWXQLYHUVLW as well as highlights the question RXDUHDVNLQJ.


Review
the language you need to introduce yourself, invite someone to participate, and
ask clarifying questions about what someone has written.

Field notes

112 T opic 12 Talking about the city 谈论城市
Task 12.2 Cr eating promotional materials (group project)
What are the highlights of RXUH[SHULHQFHLQWKLVSURJUDP":KDWGRou think future par -
ticipants in this program would like to know before the arrive? The purpose of this Field
Performance task is to create promotional material about your program which can be shared
with program supporters or future participants to help them picture what the program is like.
or Work with your assigned group to prepare a brief multimedia presenta -
tion (video or slide presentation) that describes one or more of the following aspects of RXU
language program:


The host cit HJEDVLFIDFWVORFDOIRRGORFDOVLWHV)



The

universit campus (e.g., the facilities, interacting with students, participating in
campus life)


The

academic aspects of the program (e.g., classes, teachers, language partners, various
waVRIOHDUQLQJ)


The

co-curricular and service aspects of the program (e.g., service projects, excursions,
interacting with the local communit .
Getting Ready
• Describe famous local sites and local fare.

Describe RXUFDPSXVDQGWKHSODFHVou frequent.



Describe the overall comfort and convenience of RXUOLYLQJFRQGLWLRQV.



Describe RXUFODVVHVDQGUHJXODUDFDGHPLFDFWLYLWLHV.



Describe communitVHUYLFHDFWLYLWLHVou have been involved in.

Field notes

114 T opic 12 Talking about the city 谈论城市
Performance Watch 12
Observe two or more NATIVE SPEAKERS engaging in natural, purposeful communication.
Look for spontaneousl occurring interactions which are largel comprehensible and for
which you can reasonably assess the roles and intentions of the speakers based on what is
said and done and what you can observe about the time, place, and audien
ce involved.
时间
Time
地点
Place
人物
Roles
观众
Audience

Topic 12 Talking about the city 谈论城市 115
脚本(包括动作、表情等)
Script (including non-verbal behaviors)
备注
Notes

Topic 13 Pr eparing presentations
准备口头报告

118 T opic 13 Preparing presentations 准备口头报告
The following Field Performance tasks are designed to help you prepare a formal presenta-
tion. Intermediate-level learners can present on a topic related to dailOLIHRUSHUVRQDOLQWHr -
ests, while higher-level learners can focus on current events or areas of professional int
erest.
Each learner will need to work closelZLWKD&KLQHVHQDWLYHVSHDNHU HJODQJXDJHSDUWQHU
teacher, local expert) through all stages of this project.
Task 13.1 Conducting an interview
or or Plan how you will approach someone to participate in your
research project. In addition to introducing RXUVHOILQDQDSSURSULDWHZD\H[SODLQWKHIRFXV
of your research and ask if the person would be willing to participate. Prepare your interview questions and get help from a native speaker to revise and improve
them. Think through how to ask a few follow-up questions, such as “Could RXJLYHPHDQ
example of what RXDUHWDONLQJDERXW"” Prepare to collect some basic demographic information about your participants, such as
age, gender, occupation, or educational background. Prepare a written form that solicits this
information in Chinese and use feedback from a native speaker to revise
your form.

Field notes

120 T opic 13 Preparing presentations 准备口头报告
Task 13.2 Giving an oral pr esentation
or or Use the data RX collected from interviews and other
sources to prepare an oral presentation on your topic. Prepare RXUSUHVHQWDWLRQPDWHULDOV HJSUHVHQWDWLRQVFULSWDQGSUHVHQWDWLRQVOLGHV DQG
submit them to a Chinese native speaker for review. Ask for feedback on how to improve the
content, organization, and graphic presentation of your topic. Revise your work, including
accuracy of characters and punctuation, with the goal of producing an er
ror-free professional
presentation. Before giving the actual presentation, meet with a Chinese native speaker to rehearse your
presentation. Work on oral accuracDQGXHQF\3D special attention to emploLQJDSURIHs-
sional manner of delivery.

Field notes

122 T opic 13 Preparing presentations 准备口头报告
Task 13.3 Impr oving Q&A skills
or or Professional presentations are often followed by a question
and answer period. To prepare for this, create a list of possible questions for your topic and
think through appropriate answers. If possible, audio or video record RXUSUHVHQWDWLRQDQG
the question and answer period that follows. Review this recording with a native speaker.
Make note of the questions RXZHUHDVNHGDQGDQDOze how effectivelou answered them.
IdentifWKHVWUDWHJLHVou used to effectivelDQVZHUTXHVWLRQVDQGGLVFXVVZKDWou can do
to improve your less effective answers.

Field notes

124 T opic 13 Preparing presentations 准备口头报告
Performance Watch 13
Observe two or more NATIVE SPEAKERS engaging in natural, purposeful communication.
Look for spontaneousl occurring interactions which are largel comprehensible and for
which you can reasonably assess the roles and intentions of the speakers based on what is
said and done and what you can observe about the time, place, and audien
ce involved.
时间
Time
地点
Place
人物
Roles
观众
Audience

Topic 13 Preparing presentations 准备口头报告 125
脚本(包括动作、表情等)
Script (including non-verbal behaviors)
备注
Notes

Topic 14 T aking leave
道别

128 T opic 14 Taking leave 道别
The following Field Performance tasks are designed to help you bring graceful closure to
relationships when it is time for you to leave.
Task 14.1 Pr eparing a farewell gift
or or Prepare a farewell gift for RXUODQJXDJHSDUWQHU,QFOXGH
a thank-RXFDUGLQZKLFKou express RXUDSSUHFLDWLRQIRUKLVKHUKHOS,Qour card trWR
mention specific waVour language partner has helped RXGHYHORSour Chinese language
skills and RXUXQGHUVWDQGLQJRI&KLQHVHFXOWXUH<RXPD also want to include a photo of
yourself and your language partner, and provide your contact information so that you can
continue to stay in touch.
Getting Ready
• Express appreciation, using specific examples and Chinese idioms as appropriate.

Express the desire to staLQWRXFK.



Prepare a caption for the photo you will give your language partner
.

Field notes

130 T opic 14 Taking leave 道别
Task 14.2 Pr eparing a farewell speech
or or Write out a script for a farewell speech which could be
given at a closing banquet or ceremony. Write your speech in such a way as to demonstrate
the new level of proficiencou have achieved as a result of this program (e.g., length, con-
tent, usage of idiomatic expressions, coherence, fluency, and cultural appropriateness). Have
a native speaker help you revise and proofread your speech. Rehearse your speech in front
of a live audience (e.g., language partner or classmates). Be prepared to give RXUIDUHZHOO
speech at the program closing ceremony if you have the opportunity.
Getting Ready
• Make a list of people RXZLVKWRWKDQNDQGVSHFLI what RXDUHJUDWHIXOIRr .

Rehearse how to express gratitude to superiors and peers.



Prepare a farewell speech.

Field notes

132 T opic 14 Taking leave 道别
Task 14.3 Saying far ewell upon departure
It is customar in China for family, friends, or responsible parties to “see off” a person
departing on a trip. A
gracious

departure includes saLQJDSSURSULDWHIDUHZHOOVWRWKHSHRSOH
who are seeing RXRII,WLVKHOSIXOWRDQWLFLSDWHZKRWKHVHSHRSOHPLJKWEHDQGWKLQNDERXW
culturally appropriate ways of expressing your farewells both verbally a
nd non-verbally. Conducting a Performance Watch in locations such as hotel lobbies, conference centers,
or train stations can help you discover how Chinese people typically express these kinds of
farewells. Notice the verbal and non-verbal communication (e.g., a handshake vs. a hug, car -
rLQJOXJJDJHZDLWLQJXQWLOWKHSHUVRQLVRXWRIVLJKW .
Step 1
Steps 1–2
Steps 1–3
Step 1: Review the following list of common expressions Chinese people use when say-
ing good-bHRUVHHLQJVRPHRQHRII&RQGXFWD3HUIRUPDQFH:DWFKWRQGRXWKRZ&KLQHVH
people respond when someone says these things to them. Pay attention to verbal and non-
verbal responses.




路顺风




多保重




持联系
Step 2: Based on the results of your Performance Watch, add to the preceding list of fare-
well expressions. Include other expressions RXKHDUGRUYDULDWLRQVRIWKHJLYHQH[SUHVVLRQV
Indicate how people responded to these expressions, and make note of the social relationship
between the speakers.
Step 3: Organize RXU list of expressions and responses according to social categories
such as: family members, peers, superiors interacting with subordinates, subordinates speak-
ing to superiors, interactions between people of the same sex, and interactions with people of
the opposite sex. Which expressions appear to have the broadest application and which are
appropriate in more restricted contexts?
Getting Ready
• Review farewell expressions.

Predict non-verbal communication used when seeing people of
f.


Make a list of places RXFRXOGYLVLWWRREVHUYH&KLQHVHSHRSOHVDing farewell.

Field notes

134 T opic 14 Taking leave 道别
Performance Watch 14
Observe two or more NATIVE SPEAKERS engaging in natural, purposeful communication.
Look for spontaneousl occurring interactions which are largel comprehensible and for
which you can reasonably assess the roles and intentions of the speakers based on what is
said and done and what you can observe about the time, place, and audien
ce involved.
时间
Time
地点
Place
人物
Roles
观众
Audience

Topic 14 Taking leave 道别  135
脚本(包括动作、表情等)
Script (including non-verbal behaviors)
备注
Notes

话题一  初来乍到
任务 1.1  结识语伴
与 语 伴 建 立 并 维 持 良 好 的 关 系 可 以 极 大 地 促 进 你 学 习 并 参 与 到 中 国 文 化 环 境
中 去 。 以 下 “知 行 合 一 ”任 务 可 以 助 你 在 这 方 面 有 一 个 好 的 开 端 。 你 可 以 给 语
伴 准 备 一 个 比 如 像 从 你 自 己 国 家 带 来 的 纪 念 品 这 样 的 小 礼 物 , 同 时 也 记 得
与你的语伴交换联络方式,并确定每次见面的时间和地点。
向你的语伴介绍自己并问些问题来了解他(她),话题可以包括:




文名字(以及是哪几个字)









级和专业





了解你语伴学习英语的经历,并向他(她)介绍你迄今为止的中文学习经历。
话题可以包括:




中文学了多久




的中文课是什么样的




觉得语言学习的过程中哪个方面最有挑战性,哪个方面最有趣
跟你的语伴谈一谈你对这个项目语言学习的期望。告诉语伴你为什么参加这
个项目,你希望从这次留学经历中获得什么。了解一下你的语伴为什么有兴趣参与 这个项目,他(她)又希望从这次经历中获得什么。
整装待发
• 解 释你中文名里的汉字是哪几个字


对方叫什么名字,汉字怎么写



诉别人你来自哪里并问他们同样的问题



绍你的家乡或在读的大学(如:位置、规模、特色)
Appendix I
Field Performance tasks (Chinese)

138 Appendix I: Field Performance tasks (Chinese)
任务  1.2  开通手机业务
以下“知行合一 ”任务旨在帮助你开通手机业务。如有需要可以请你的语伴帮忙。你
的手机业务开通后,记得给老师或中国朋友发条短信,告知你的手机号码。
 请你的语伴给你解释以下手机业务信息:




机运营商是哪家?




拨打哪些电话种类(比如:市内电话、长途、国际长途)?如何拨打?




费如何计算?




户余额是多少?如何充值?
了解一下你的手机属于哪家运营商,跟你的语伴一起准备用中文来咨询下列
信息:




拨打哪些电话种类(比如:市内电话、长途、国际长途)?如何拨打?




费如何计算?




户余额是多少?如何充值?
接下来,去一趟离你最近的营业厅,问你事先准备好的问题并做好记录。你也
可以顺便往你的账户里存点钱。
了解一下你的手机属于哪家运营商。去一家营业厅, 比 较 一 下 其 他 的 手
机 套 餐 。 先 看 一 下 营 业 厅 里 的 海 报 、 标 识 及 宣 传 册 , 然 后 再 跟 工 作 人 员 咨 询 一 下 细节。
整装待发
• 了 解一下中国都有哪些手机运营商,叫什么名字


解与手机服务相关的词汇



备一些你想知道的有关手机服务的问题
任务  1.3  走访居民小区
走出校园、走访居民小区能帮助你更好地了解普通中国老百姓的日常生活。以下 “知
行合一”任务旨在帮助你熟悉学校周边居民小区的情况。
走访一个居民小区,通过观察和询问来收集小区的相关信息,比方说有几栋
楼,是什么样的楼,居民大致人数及主要身份(比如:白领、工人家庭)。找找小区 是否有活动中心,有的话在哪儿。
走访一个居民小区的活动中心,了解一下这个活动中心提供什么样的服务,
组织什么样的活动。留心一下给你提供信息的人的姓名和工作性质。
走访一个居民小区,跟至少三个居民聊聊天,了解一下他们的日常生活是什
么样的,社区的历史有多久,同时这些居民是否参加活动中心的活动,参加什么样 的活动,或者他们对社区活动中心在小区里发挥的功能持什么样的态度。

Appendix I: Field Performance tasks (Chinese) 139
 整装待发
• 跟 小区里不同年龄的人打招呼


当地赞美对方(比如:宠物、孩子、个人物品)



貌地回绝别人的请求,并提供其他选择



前准备好问题,想一想对方可能会怎么回答
话题二  饮食
任务  2.1  熟悉大学食堂
熟悉大学食堂能帮助你更好地了解在校园里就餐的各种选择。以下 “知行合一 ”任务
旨在帮你熟悉你们学校的餐饮服务,并了解在食堂就餐的步骤。你准备好去尝尝食 堂的菜,边看边学了吗?
去学生食堂了解一下食堂营业时间,也了解一下工作日和周末的营业时间有
没有不同。向一名学生或工作人员打听一下食堂什么时候最忙练。
了解一下去哪里可以给饭卡充钱,有哪些步骤,同时打听一下饭卡除了在食
堂吃饭以外还可以派上什么用场。
接下来几次在食堂吃饭的时候,记得做一些记录:菜名是什么,是什么样的
菜,主要食材是什么,口味怎么样。用五分制评一评,你以后还有多大的可能再来 点这个菜。解释一下你为什么喜欢或不喜欢这个菜。记得给菜拍张照片,报告的时候可以用。
整装待发
• 想 想在食堂跟陌生人交谈有哪些好的开场白


前准备好问题,想一想对方可能会怎么回答
任务 2.2 了解中国饭菜
每个人对饮食的看法都不尽相同。以下 “知行合一 ”任务旨在帮助你了解在校学生对
日常饮食的看法,以及学校的饭菜跟家乡菜相比有什么异同 。
在食堂里找两个中国人聊聊,问问他们最常吃什么菜和喜欢的原因。找找去
食堂哪个区域可以买到这些菜,以及这些菜的价格是多少。
 去两个不同的食堂,并在每个食堂采访至少两个人,问问他们对该食堂的饭

和服务有什么看法。
采访两名来自不同地区的中国人,问问他们本地饭菜和他们的家乡菜相比有
何异同(比如:食材选择、烹饪方法)。了解一下学校周围有没有其家乡风味的饭店。

140 Appendix I: Field Performance tasks (Chinese)
 整装待发
• 想 想在食堂开始谈吃的话题有哪些技巧


习食堂里常见菜的菜名



举一下中国菜常见的食材和菜的味道



悉一下中餐主要菜系的名称
任务  2.3 了解当地饭店
你在中国的时候会有很多机会在饭店吃饭。熟悉附近的饭店从一方面说明了你熟悉周围的环境,同时也显示你对周围的环境感兴趣。以下 “知行合一 ”任务会帮助你练
习挑选饭店和就餐的小技巧。
去饭店吃顿饭,把你点的菜用相机拍下来,记录下菜名和食材。结账时记得
要发票,估算一下这家饭店的人均消费水平是多少。
去饭店吃顿饭,问问该饭店有什么特色菜,试着点一道来尝尝。注意饭店吸
引什么样的客户,菜的价格范围是多少。记下你点的菜的菜名,如果方便的话用相
机拍下来。
找两家不同菜系、可以容纳十人聚餐的饭店。去其中一家考察一下,记得看
一下菜单,问问他们家有什么特色菜。订制一张适合十人聚餐、包括酒水在内的菜
单。
 整装待发
• 向 服务员询问该店的特色菜


菜单点菜



服务员索要发票
话题三  交通
任务  3.1  坐公交车
公交车是中国最普遍的交通工具,坐公交车也可以让你通过普通老百姓的视角来了解这座城市。以下 “知行合一 ”任务旨在帮助你熟悉你所在城市的公交系统,并了解
当地人对公交系统的看法。
坐公交车去一个你要去的地方(比如:商场、公园、饭店),或者坐公交车从外  
面回学校。了解以下的公交信息,比如:坐几路车,    公交车时刻表,车费和站名。
与本地居民谈谈预付费公交卡有什么好处,考虑一下是否值得购买一张。讨
论话题可以包括:公交卡有哪些类型,有什么好处,哪里购买、充值,以及公交卡
价格是多少。
 跟本地居民谈谈他们对公共交通的使用情况及态度,话题可以包括:他们乘
哪种交通工具,乘坐的时间是什么时候,为什么选择这种交通工具。同时了解一下 他
们对公共交通工具的价格、便利度或安全性有什么看法。

Appendix I: Field Performance tasks (Chinese) 141
 整装待发
• 说 目的地的名称


解去某地所需的公交车路线



备你要问的公共交通方面的问题
任务 3.2 坐地铁
在许多城市,地铁已成为了一种必不可少的交通工具。了解地铁系统能让你出行更方便,与人交流更容易。以下“知行合一”任务旨在帮助你了解地铁系统。
 找一找离校园最近的地铁线在哪里。坐地铁去一个你要去的地方,记一下 地
铁票花了多少钱。了解一下有没有交通卡,有的话在哪里买、如何充值。
采访两名坐地铁通勤的中国人,了解一下对方大概几点坐地铁,车厢挤不挤,
每天花多长时间坐地铁,他们喜欢坐哪条线。查一查地铁路线图,认一认他们提到的
起始站、中转站(如果有的话)以及终点站都在什么地方。
在地铁上采访一些中国人,了解一下他们对这座城市地铁交通的看法。比如:
他们觉得安全、安保情况如何?票价合不合理?地铁拥不拥挤?如果要开发新的地铁
线路,应该修在哪个地区?
 整装待发
• 看 一看地铁线路图并学习一下线路和主要站点的名称


习一下如何购买交通卡、如何给交通卡充值



备几个要采访的问题
任务 3.3 坐出租车
坐出租车出行不仅十分便捷,跟出租车司机闲聊也可以让你更好地了解社会热门话题。以下“知行合一”任务旨在帮助你提高坐出租车及与出租车司机交流的技巧。
 坐出租车去一个你要去的地方(比如:商场、公园、饭店) ,或者坐出租车
从外面回学校。顺利完成这个任务你得招手叫出租车,告知你要去哪儿,还要付车
费。弄清楚出租车费是怎么计算的(比如:起步费、燃油附加费)。了解一下出租车
是否可以进校园。
坐出租车去个你要去的地方。跟出租车司机多聊聊,以此增进你对出租车司
机生活的了解,比如:出租车开了多久了,喜欢这份工作的哪些方面,车是买的还 是租的,觉不觉得开出租是份谋生的好工作。
用出租车预约服务(比如:打车软件)来预定出租车,去一个你要去的地方。 
跟司机闲聊一下,然后询问一下他对当前某个社会热门话题有什么看法。客气地发表一
下你的看法。司机发表了评论后你也可以再继续问一些问题。以下话题供你参考:政府
应不应该限制私家车的数量?私家车专车服务对公共交通有什么影响?

142 Appendix I: Field Performance tasks (Chinese)
 整装待发
• 想 想怎么跟司机说你要去哪里


备几个能跟司机闲聊的问题



社会热门话题提问并发表看法
话题四  购物
任务 4.1 去超市
如今,除了菜市场和街头小贩,中国消费者还可以选择去超市和专卖店买东西。以
下“知行合一” 任务旨在帮助你更加深入地了解中国消费者购物时的不同选择以及这
些商家之间的关系。
问问语伴多久逛一次超市,在超市买些什么,经常光顾的超市是哪家,为什
么喜欢这家。
去一家卖进口食品的商店。问问店员他们的顾客大多来自哪些国家,最受欢
迎的商品有哪些。了解一下你的中国朋友是如何看待进口食品的。
去一个跟超市卖同样货品的市场或小店,问问那里的人是如何看待跟超市的
竞争的。
整装待发
• 了 解一下超市里常见货品的名称


解一下常见的进口食品的名称



备超市与小店竞争方面的问题
任务 4.2 购买服饰
百货商店在零售市场中占有一席之地。以下 “知行合一 ”任务可以帮助你了解百货商
店如何吸引顾客购买外国和本土品牌的服装和配饰。
去百货商店试试鞋子或衣服,熟悉一下中国的尺码。询问是否有g0
以及退货的详细办法。
跟语伴去百货商店或购物中心逛一逛,找找是否有打折活动,问问你的语伴
对打折商品的质量和价格有什么看法。
去百货商店看一下外国品牌是如何推广销售的。问一名商场的导购什么样
的顾客群体最常买外国品牌。采访两名中国人,了解一下他们对外国品牌有什么看
法。
整装待发
• 准 备一些询问打折或优惠活动的问题


备一些有关退换货的问题



备关于谁购买外国品牌以及如何看待中外品牌的问题

Appendix I: Field Performance tasks (Chinese) 143
任务 4.3 跟小贩沟通
许多中国人除了去超市买东西以外也会在街头小贩那儿买东西。跟小贩沟通和砍价不但是在中国生活的一项必备技能,而且有时候也很有意思。以下 “知行合一 ”任务
可以帮助你提高跟小贩沟通的技巧。
去个水果摊或者蔬菜摊,看看你想买什么,然后问问价钱。注意要使用当地
人使用的重量单位。买一些东西,并记一下花了多少钱。
去你所在城市的夜市转转,看看都卖些什么东西。找个你感兴趣的东西,问
问它是什么,多少钱。去其他摊位看看有没有同样的东西,如果有的话,比较一下
价格。
去个卖纪念品的小店或是小摊,让老板给你推荐一个送人的礼物。问问老板这 
个 物 品 是 什 么 做 的 ,有没有什么特殊的故事。跟老板砍砍价,然后记一下最初的
要价和最后的成交价。
整装待发
• 复 习一下询问价格的表达方法


习一下询问价格时所使用的重量单位



备一些砍价的技巧
话题五  校园文化
任务 5.1 认识师生关系
理解中国的师生关系对你学习中文至关重要。师生之间的关系和行为可能与你本国的有所不同。以下“知行合一”任务旨在帮你更好地理解中国的师生关系。
跟一名中国大学生谈谈,了解在中国的课堂上哪些行为合适,哪些行为不合
适。交流一下中国和你自己国家的课堂规矩有哪些相同和不同之处。
跟一位中国大学老师或学生谈谈,了解大学课堂规矩与中、小学课堂规矩有
何不同,比如对于准时、参与性、坐姿以及手机使用,大学老师是往往更严格还是
更宽松。

与一名中国大学生谈谈,了解中国学生是如何“揣摩”老师的。如何通过某个
细节来知道老师对他们的看法,
老师如何表达同意或者不同意 ,  中国学生如何与老师


持良好的师生关系,如果出现问题又如何修补。
整装待发
• 跟 老师、同学打招呼


途离开教室时征求许可



意你要问问题



老师预约见面

144 Appendix I: Field Performance tasks (Chinese)
任务 5.2 道歉并修补关系
恰当的道歉可以帮助修补关系,应付尴尬的场面。以下“知行合一 ”任务可以帮你深
入理解中国人在道歉或面对批评时所采用的技巧。
告诉语伴你曾经向老师、老板这样的上级道歉的经历。说说你是如何道歉的,
对方又是如何回应的。了解一下中国人遇到这种情况会如何处理。
与一名中国大学生谈谈,了解课堂纪律一般有哪些最常见问题,老师一般会
如何处理。了解一下学生被老师批评时应该如何回应。
回顾一下你迄今为止跟中国人的交流经历,你有没有说过或做过什么冒犯了
他人?如果有的话,跟语伴讨论一下当时的情况,问问当时怎么说或怎么做会更好。
了解一下你现在还需不需要做些什么来弥补这个情况。
整装待发
• 指 出行为是对还是错


习向老师、同学道歉
任务 5.3 走进学生团体
中国的大学里有各种各样的学生团体来组织各种活动,既有正式的全校规模的活动,
也有非正式的俱乐部活动。以下 “知行合一 ”任务会帮你学习中国校园里学生团体的活
动类型以及如何组织这些活动。
了解一下你的中国朋友参与什么学生团体,他们组织什么样的活动,规模多
大,有什么目的,以及团体的内部结构。
找两个不同的校内学生团体,比较一下他们工作和运作方式的异同,并了解
中国学生在多大程度上参与这些学生团体,为什么参与。
了解一下中国大学校园里学生会的功能。跟一名中国学生请教一下学生会的
规模、组织结构和领导,同时将其与你自己国家的大学的学生会做个比较。
 整装待发
• 询 问有关学生组织的活动


较学生团体的目的和组织结构



述一个学生会的内部结构
话题六  社交活动
任务 6.1 朋友聚会
跟朋友聚会有助于增进新老朋友之间的友谊。以下 “知行合一 ”任务会帮助你练习与
组织朋友聚会相关的技巧。
请本地朋友描述一下近期参与的一次朋友聚会。根据你朋友的描述,想想这
个聚会的目的是什么,在哪里举办,以及有哪些活动。另外了解一下有多少人参加 了聚会,都是什么样的人,大家玩得开不开心。

Appendix I: Field Performance tasks (Chinese) 145
你来做个策划,给你的同学和本地朋友搞一次聚会。确定一下时间、地点、
活动、持续时间和预算。综合考虑一下大家的兴趣和本地习惯。请一个中国朋友给 你一些反馈意见,说说这个策划吸不吸引人。
请中国朋友描述一下哪些情况会让他们谢绝朋友聚会的邀请,了解中国人一
般是如何处理这种情况的。
 整装待发
• 策 划朋友聚会


拒邀请
任务 6.2 做客
希望你在中国的时候能有机会去中国人家里做客。以下 “知行合一 ”任务会帮你练习
一些做客的相关技巧,比如送礼及赞美他人。
准备一份小礼物送给一个曾经帮助过你的人,利用这个机会来增进你们的关
系,向对方表达感谢,或对其造成的不便表示歉意。
夸夸某个人及其做的某件事。注意这个人是接受、拒绝还是转移话题,并适
时回应。
准备一份清单,列出你可以在不同情况下送出的不同礼物,让中国朋友看看
这些礼物是否合适。比如你去一个本地朋友家做客时应该给朋友的父母送什么礼物?
跟你年龄相仿的本地朋友过生日时你应该送什么礼物?
整装待发
• 讨 论做客时什么时候送礼,怎么送礼


美一个人的穿着打扮或者家里的某样物品



一个人做事的能力



貌地告辞
任务 6.3 邀请朋友来做客
邀请朋友来家做客是一个建立并维持友谊的重要途径。要成功做到这一点,你需要能够恰当地发出邀请 ,
              

欢迎客人,
             

介绍彼此,并适当地赞美对方,让人觉得宾至如归。 
以下“知行合一”任务就可以帮你巩固这些技巧,成为一名称职的好主人。
介绍你的两位互不认识的中国朋友相互认识。
邀请一些中国朋友来你家玩。如果有还不认识的人,请你介绍他们互相认
识。热情招待客人,比如介绍他们互相认识,邀请他们就坐,端茶送水等等,让
他们觉得宾至如归。
请你和语伴一起记录下一周内你所收到的赞美,以及是在何时、何地收到赞
美的,是谁说的,为什么这么说。同时记录下你是如何回应这些赞美的。讨论并比 较你收到的赞美,让语伴指点一下怎样回答更地道。

146 Appendix I: Field Performance tasks (Chinese)
 整装待发
• 发 出邀请


迎客人,并介绍客人互相认识



受他人的赞美或者转移话题
话题七  解决问题
任务 7.1 报告及找回丢失物品
把东西忘在什么地方可能一不小心就发生了,去找回丢失物品也是压力山大。以下  
“ 知行合一” 任务旨在帮助你在丢失物品的时候知道到哪里去找、怎么找、说什么,
从而减缓压力。
找一找你的宿舍、酒店或教学楼的失物招领在什么地方,这样万一在中国丢
了东西也知道可以去哪里找了。
跟你的语伴说说你在公共场所丢失物品的一次经历,你是如何报失的,以及
你最后是否找回了丢失物品。让你的语伴描述一次他(她)在中国报失的经历。
观察一下校园里的公告牌,看看有没有失物招领启示。拍几张失物招领启示
的照片,并根据这些信息来准备报告。
 整装待发
• 询 问失物招领处在哪里


述一个丢失的物品



自己的联系信息告诉他人
任务 7.2 电话沟通
许多人觉得打电话往往比面对面交流更有挑战性,因为打电话时说话人看不到对方。
以下 “知行合一 ”任务旨在帮你建立电话交流的信心。你可以使用免提功能,这样你的
语伴就可以听到对话双方的交流内容,并给你反馈。
给 你 的 老 师 打 电 话 报 告 一 个 问 题 或 者 问 一 个 问 题 , 比 如 问 问 作 业 或 近 期

动。
给酒店或宿舍楼前台打电话报告一个问题或者问一个问题,比如网络故障,
或者有什么东西需要修理。
找一个本地商家的电话号码,打电话问一个问题或下一个订单,比如给饭店
打个电话叫外卖,给快递公司打个电话询问快递费,或者给书店打个电话问他们有
没有某一本书。
 整装待发
• 打 电话时得体地自我介绍


明打电话的目的(比如:问问题或者报告问题)



备打电话下订单,或打电话询问其服务

Appendix I: Field Performance tasks (Chinese) 147
任务 7.3 讨论问题
以下“知行合一” 任务可以帮你练习如何讨论解决生活中遇到的小问题和不快,同时不让
他人感到不舒服。如果此时你和语伴认识的时间还不长,建议你避开一些敏感话题。
告诉你的语伴你来中国以后所经历的一次小小的挫折或小小的不快,并询问
语伴为什么会有这样的情况,应该如何处理。比如,某一次因为酒店浴室里准备的 卫生纸不够而与服务员沟通。
问问你的语伴,外国行为文化中有哪些方面会让他们感到不解或不快。听完
之后,问一些问题确认一下你对这种情况理解是否正确,然后试着解释该问题,或
者提供处理建议。
与你的语伴讨论一下过去一个月中你们所观察到的令人不解或令人稍有不快
的情况或行为。你们双方可以轮流提出问题,让对方解释并提出建议,从而解决这
个问题。
 整装待发
• 对 某事表达不快


供一个可能的解释



貌地提出解决问题的方案
话题八  健康
任务 8.1 健身
对许多中国人来说,锻炼身体是他们日常生活的重要组成部分。以下 “知行合一 ”任务
就为你提供机会观察中国人如何锻炼身体,在哪里锻炼,以及为什么要锻炼身体。穿
上运动鞋去外面看看中国人在干什么吧。
跟一位中国朋友聊聊他(她)的健身习惯。了解一下中国人做什么运动,多
久做一次运动,为什么运动,以及喜欢独自运动还是集体运动。
去一家当地的健身中心,了解一下加入会员的情况,包括:有什么样的服务,
会员费如何收取。要是你可以进健身中心看看,注意观察有什么样的器械,什么样 的人来健身,以及中国人做哪些健身练习。
找找附近跳“广场舞”或者其他群体健身活动的公共场所,打听一下这种活动
什么时候进行,实地去看一下大家都做什么。如果可以的话,采访几个人,了解一 下这种活动是怎么组织起来的,有什么样的人参与,以及他们为什么要参与。
 整装待发
• 了 解常见的健身方式


备一些有关加入健身中心的问题



备一些问题来采访参与群体健身活动的中国人
任务 8.2 了解药品
在国外生个小病可能会给你带来一些意想不到的挑战。做完以下 “知行合一 ”任务,
你就有一个“中文语言急救箱”了!

148 Appendix I: Field Performance tasks (Chinese)
跟你的语伴说说你最近一次身体不适的情况。描述一下你的症状,吃了什么
药品,以及是多久康复的。
跟两三个中国人谈谈,了解他们对中药和西药的看法。了解人们对这两种药
的看法上的差别以及在什么情况下会更倾向于选择其中一种。比较一下你收集到的 回答并准备在班里做报告。
   去一家药 T  Fwi B
a
1 h.a U
a
冒、腹泻或蚊虫叮咬)的中药和西药各一种。了解这两种药,比较一下他们的剂
量、疗效和价格。
 整装待发
• 描 述生病时的症状


述药的剂量



问治疗某种不适的药物
任务 8.3 去医院
在如下 “知行合一 ”任务里,你要从熟悉中国医疗情况的中国人那里收集一些关于医
疗的信息。如果你认识医疗从业人员最好,但是你不需要专门采访医疗从业人员。 大多数普通人都有探望病人或者去医院看病的经历。
跟中国朋友讨论一下住院的病人适合送什么样的礼物。了解哪些礼物会因为
有禁忌而不适合送给病人。
   向中国朋友介绍一下,要是你在自己国家得了常见病需要医生开处方药时,
你是如何看病就医的。问问你的中国朋友他们得类似病时求医问药的过程跟你有没 有什么区别。准备好就讨论中出现的差别做报告。
和你的同学或者中国朋友一起制作一张流程图,来说明在中国看病和在你自
己国家看病的基本流程。这张流程图可以帮助初来乍到的人了解在这两个国家是如
何看病就医的。
 整装待发
• 了 解中国医院里基本科室的名称


解常见病出现时要去哪个科
话题九  社区志愿
任务 9.1 正式自我介绍
你在中国的时候可能有机会跟像政府官员、商界成功人士或高校教职工这样的人接触。在这种情况下,如何恰如其分又比较正式地介绍自己显得格外重要。以下 “知行
合一”任务会帮助你练习在正式场合下做自我介绍,从而给人留下好印象。
了解一下初次见面时社会地位较高者会问社会地位较低者什么问题,也想想
这个时候社会地位较低者可以问社会地位较高者一些什么样的问题。

Appendix I: Field Performance tasks (Chinese) 149
跟语伴聊聊你以前曾经被中国人问到过的让你不舒服的话题,然后跟语伴一
起想想怎么回应或者巧妙地避开这样的问题。
    穿上合适的服装,参与一项较为正式的活动(比如:会议、典礼)。向值得建
立联系的人做比较正式的自我介绍,同时也记得保存好联络方式,以备不时之需。
 整装待发
• 练 习一下如何得体地介绍你的名字


习一下如何介绍个人信息(比如:家乡、教育背景、工作经历)



备几个询问对方联系方式的问题
任务 9.2 比较志愿经历
志愿精神正在渐行渐远吗?以下 “知行合一 ”任务旨在让你了解中国人是如何看待志
愿活动的,以及不同文化、不同年代的人对于做志愿活动的态度有何不同。
告诉语伴你曾经在自己国家参加过的一种志愿活动,也让语伴跟你描述一下
一般中国大学生参加的志愿活动是什么样的,比较一下两种志愿活动在形式、所花 时间和动机上有什么异同。
采访一名中国大学生,了解一下中国大学的学生团体给学生去社区志愿活动
提供了哪些机会。了解一下哪些活动比较受欢迎,哪些不那么有意思,为什么。
采访一名中国大学生和一名当地人,了解一下他们不同的年龄层都做些什么
样的志愿服务。了解一下对于志愿服务,不同年龄层所持的态度有何异同。
 整装待发
• 描 述在自己国家的志愿经历


问对于志愿活动的态度



问是否可以问对方几个问题,或者询问一下他们对某个问题的看法



问某项活动的收效如何
任务 9.3 组织志愿活动
在上一项任务里你有机会了解不同的志愿者机会,现在轮到你自己亲身实践了。在以下 “知行合一 ”任务里,你要加入一个团体去做第一线的志愿活动。现在就准备准
备,给他人的生活带去些美好吧。
参与一项他人组织的志愿活动,与活动组织方聊聊,了解一下活动是怎么计
划、实行的。
参与一项志愿活动,跟活动受益者聊聊,了解一下他们觉得什么方面最受用,
以后志愿者怎么做能更好地满足受益者的需求。
跟老师和同学一起组织一项志愿活动。想想什么样的志愿活动有用,什么时
候搞比较合适,然后在同学、语伴、中国朋友中间进行宣传。

150 Appendix I: Field Performance tasks (Chinese)
 整装待发
• 询 问一下组织活动的步骤


问如何对活动进行改进以取得更好的成效



询志愿机会



划并宣传活动
话题十  出席正式场合
任务 10.1 探讨着装要求
俗话说 “好马不在鞍,人美不在衫 ”,但是衣着打扮的确会给人留下印象。得体的着
装会给人留下很好的第一印象,这在正式场合和特殊场合就显得尤为重要。以下 “知
行合一”任务可以帮助你进一步了解如何在不同的社交场合选择不同的着装。
观察一下中国校园里老师和学生一般穿什么样的衣服,戴什么样的配饰。跟
语伴讨论讨论中国和你自己国家大学师生穿戴的异同。
跟语伴聊聊在你所在的城市参加正式的场合(比如:会议、典礼)穿什么样
的衣服比较合适,包括男士、女士的衣服和配饰。
跟两三个(最好是不同年龄层和性别的)中国人聊聊,看看他们对男性和女
性出席各种像宴会、婚礼、商务会谈、会议这样的正式场合该穿什么有什么理解。 了解一下这些场合是否有禁忌或当地风俗会影响人们的着装。
 整装待发
• 列 举服装及配饰的不同种类


想哪些场合需要较正式的着装



想禁忌或当地习俗可能会对着装有什么影响
任务 10.2 学习酒席礼仪
在中国的时候你可能会被邀请去参加中式酒席,而中式酒席可能和你自己国家的宴会有所不同。以下 “知行合一 ”任务会让你更加熟悉中式酒席的礼仪,当你有机会参
与其中时,你会表现得更得体。
跟中国人谈一谈你所了解的中式酒席,并询问对方参加酒席的经历,看看你
迄今为止所知道的基本酒席礼仪是否与你朋友的情况相符。
询问一个或几个本地人参加酒席的经历,比如说他们会多久参加一次酒席或
者操办一次酒席。了解他们对于参加酒席的态度,以及对于在酒席上喝酒有什么想
法。
了解一下中式传统酒席和自助式酒席之间有什么区别,两种酒席各适用于什
么场合,这些场合有什么着装要求,酒席上分别有什么具有代表性的食物,饮酒礼
仪是否有所不同。

Appendix I: Field Performance tasks (Chinese) 151
 整装待发
• 了 解酒席上座位安排的规矩


解中式酒席各个环节的顺序



习如何应对别人的劝酒劝菜



解一下中式酒席上主人的任务
任务 10.3 敬酒
在中国的时候你可能有机会和你的同学参加一次中式酒席。为做好准备,和你的老师同学们进行一次 “模拟酒席 ”。在这个模拟酒席上,每个人都要向主人和其他宾客
敬酒。在语伴的帮助下准备几份针对不同人、使用不同酒水饮料(包括不含酒精的 饮料)的敬酒词。让语伴扮演不同的角色,你来敬酒,语伴根据你的表现来给反馈意见。在练习这些敬酒词时,试着总结一些给不同年龄、职业和社会地位的人敬酒的基本原则 。
敬酒对象:
同学、语伴、当地老师
项目主任、来宾(比如:寄宿家庭、客座讲师、当地的商界人士)
为你们提供教育或课外活动支持及资源的中国大学领导或政府官员
 整装待发
• 学 习如何用不含酒精的饮料来敬酒


备针对不同人的敬酒词
话题十一  计划旅行
任务 11计划旅行(小组任务)
在这个 “知行合一 ”任务里,大家要分成小组计划一次短途旅行,目的在于搜集信息
做计划,以便你和其他人日后在中国旅行时用。每个小组都要提出一份计划,并从 观众那里得到反馈。
/ /
 整装待发
表 格 11.1列 出 了 小 组 成 员 需 要 收 集 的 信 息 种 类 。 这 些 信 息 只 能 用 中 文 来 查 。
你 可 以 在 中 文 网 站 上 查 询 信 息 , 从 中 国 朋 友 那 里 寻 求 建 议 , 或 去 一 趟 旅 行 社
或 订 票 中 心 。 你 的 语 伴 可 以 帮 助 你 理 解 这 些 信 息 。 小 组 中 的 每 个 人 将 负 责
调查下列项目中的其中一项并展示调查结果。

152 Appendix I: Field Performance tasks (Chinese)
每 个 人 收 集 信 息 , 然 后 汇 总 成 一 份 条 理 清 晰 的 情 况 说 明 书 ( 1页 ), 在 做 报
告 当 天 递 交 电 子 版 并 打 印 。 这 份 情 况 说 明 书 应 该 清 楚 地 列 出 小 组 成 员 所 调
查 的 观 光 活 动 、 交 通 方 式 和 住 宿 的 信 息 , 并 附 上 一 份 价 格 从 低 到 高 的 不 同

算。情况说明书要用中文书写,不熟悉的地名可以用拼音标注。 小组组员就如何介绍本组设计的路线见面讨论,报告可以使用 PPT或者其他方
式展示,让报告更吸引人、更有效。报告的目的是用中文简明有效地传递信息以供 他人选择,从而决定旅行资金如何使用。 报告前跟其他组员见面,练习用 PPT或其他方式报告。每个人都要发言,但发
言时间可以有所差别。给自己计时,确保在规定时间内完成报告。
提出计划(第一节课)
上课时每个小组介绍本组设计的路线,突出重要的信息,并恰当地使用 PPT或其他
多媒体材料。观摩报告的学生需要就报告是否有效、路线是否吸引人给出反馈。报 告可能会被录像以供回顾并提出反馈意见。以下是评估报告的一些标准:
口头报告
有效地展示了所有需要的信息,结构清晰、有趣、熟练、 语言规范。
情况说明书
在一页内简洁传递所有必需信息,结构清晰,语言规范。
采纳计划(第二节课)
听 完 所 有 的 报 告 后 , 每 组 会 分 到 一 份 其 他 某 个 组 的 情 况 说 明 书 , 比 如 A组 分
到 B组 旅 行 计 划 的 情 况 说 明 书 , B组 分 到 C组 的 情 况 说 明 书 。 老 师 给 每 份 旅 行
计 划 分 配 一 些 资 金 , 并 把 数 字 告 诉 要 讨 论 这 份 旅 行 计 划 的 小 组 。 根 据 目 的 地
的 远 近 , 不 同 旅 行 计 划 的 资 金 数 量 可 以 不 尽 相 同 。 每 个 小 组 要 根 据 情 况 说 明 书 上 的 信 息 来 决 定 如 何 安 排 旅 行 资 金 , 如 情 况 说 明 书 上 提 出 的 哪 种 住 宿 和 交 通
方 式 最 合 适 , 哪 些 观 光 活 动 更 吸 引 人 。 小 组 讨 论 达 成 一 致 以 后 , 每 组 把 自 己
的决定告诉全班同学并解释理由。这个报告使用如下标准来评分:
表格  11.1 计划旅行
调查项目 要收集的信息种类
1.观光活动 景点名称、简要介绍、地点(具体地址或大致区域)、景
点门票价格、开放时间、其他服务(比如:导游)
2. 交通方式(飞机和火车) 做以下三种不同的往返安排和预算:
1. 最经济
2. 最省时
3. 性价比最高(考虑价格和日程安排)
3. 住宿 注意要有三种不同费用和地点的住宿选择。这些选择应该
在价位和舒适度上有所区别来满足不同游客的偏好。

Appendix I: Field Performance tasks (Chinese) 153
小组讨论
组员使用中文积极参与讨论,达成一致。
内容
小组最终的决定反映了对情况说明书的正确理解,理由充分清晰。
口头报告
报告时沟通有效、语言规范。
话题十二  谈论城市
任务 12.1  喜欢所在城市的理由(小组任务)
曾经有一首电视广告歌曲《喜欢上海的理由》让各地老百姓纷纷效仿,来探讨喜欢自己所在城市的理由。在以下 “知行合一 ”任务里,你们可以分小组来探寻人们喜欢
你所在城市的理由。
/ 每组同学要去一个公园、商务区或者购物区这样的公共场所,让
路 人 用 马 克 笔 在 你 们 事 先 准 备 好 的 海 报 或 横 幅 上 写 上 他 们 喜 欢 所 在 城 市 的 理 由 。 你们需要尽可能多地收集路人的回答,同时也跟路人据此话题聊聊双方的看法。- 你们几个同学可以在不同时段做不同的事,比方说轮流邀请路人 ,

举着海报或横幅,



路人谈他们写的内容等。你要是看不懂路人写的字可以请他们给你解释一下。活动结
束以后,组员一起讨论排一排写得最多的三大理由,并准备好在课上跟大家展示一下
你们的海报或横幅,同时也交流一下你们小组分析出的喜欢所在城市的几大理由。
 整装待发
• 观 看引发热烈讨论的电视广告《喜欢上海的理由》

预先准备横幅或者海报,用中文标上当地你所在大学的名字和标识以及你们要问

的问题



先练习好如何进行自我介绍,邀请他人参与,请路人对其所写内容进行解释
任务 12.2  制作宣传材料(小组任务)
你觉得本项目中有什么亮点吗?你认为未来参加本项目的学生在来项目学习之前有什么需要事先了解的事情吗?以下 “知行合一 ”任务旨在为你的项目制作宣传材料,
供项目支持者及以后参加本项目的学生观看,帮助其了解本项目的学习与生活。
/ 跟你的组员一起准备一个简短的视频或者PPT的多媒体演讲来介
绍你们中文项目的某一个或某几个方面:




在城市,比如:基本信息、当地食物、当地景观游览。




在大学校园,比如:设备、与当地学生互动、参与校园生活。




目的学习生活,比如:课堂、教师、语伴、学习方法。




目课外活动和志愿服务,比如:志愿服务项目、旅行、与社区交流。

154 Appendix I: Field Performance tasks (Chinese)
 整装待发
• 描 述当地景点和食物


述你所在的校园和你经常去的地方



述你住宿的舒适与便利程度



述你的课堂和常规的学习活动



述你参与过的社区志愿活动
话题十三  准备口头报告
下 列“知 行 合 一 ”任 务 旨 在 帮 助 学 生 准 备 正 式 的 口 头 报 告 。 中 级 水 平 学 生 可 以
选 择 与 日 常 生 活 或 个 人 兴 趣 相 关 的 话 题 , 高 级 水 平 学 生 则 可 以 选 择 与 新 闻 时
事 或 专 业 相 关 的 话 题 。 每 个 学 生 在 完 成 任 务 的 各 个 环 节 当 中 , 都 应 该 和 一
个中国人(比如:语伴、老师、相关领域的专家)密切合作。
任务 13.1  采访
/ / 设计一下招募研究参与者的方法。向潜在的参与者做自
我介绍,解释研究的重点,并询问对方是否愿意参与。
准备一些采访问题,并请中国人帮你修改这些问题。想想如何补问问题,比如:
“你说的能给我举个例子吗? ”
准备收集一些参与者的基本个人信息,比如年龄、性别、职业或教育背景。准
备一份中文的表格收集信息,询问一下中国人的意见并对表格进行修改。
任务 13.2  做口头报告
/ / 用你从采访和其他资源中搜集到的数据来准备你的口头报告。
准备一份研究报告的材料(如:演讲稿和 PPT),请中国人帮你看看。让中国人就
如何对内容、结构、图片等方面进行改善给一点意见。修改的时候也要注意汉字和
标点符号的正确使用,确保向观众呈现一份准确无误的演示材料。 在正式报告以前跟中国人见面,对口头报告进行操练。注意报告内容的准确性
和流利性,同时注意做口头报告时的行为举止要得体。
任务 13.3  提高问答技巧
/ / 专业的口头报告经常会有一个问答环节。要准备这个环
节,列出有可能出现的问题并考虑如何回答。如有可能,给你的报告和之后的问答 录音录像。跟中国人一起重听一遍录音或重看一遍录像,记下你被问到的问题,分析你的回答是否有效,找到那些有效的回答技巧,并讨论如何对那些不太好的回答作出改进。

Appendix I: Field Performance tasks (Chinese) 155
话题十四  道别
下列“知行合一”任务可以在你临行告别时为你此次中国之行画上一个圆满的句号 。
任务 14.1  准备告别礼物
/ / 给你的语伴准备一份告别礼物,记得写一张感谢卡,以此
向语伴的无私帮助表示感谢。感谢卡里要尽量具体地说明你的语伴是如何帮助你提 高你的中文水平、增进对中国文化的认识的。卡里也可以有一张你和语伴的合照, 并附上联系方式,以便日后互通有无。
 整装待发
• 表 达感谢,用一些具体的例子和恰当的成语


示希望保持联系的意愿



你要送给语伴的相片上加个说明
任务 14.2  准备告别演讲
/ / 写一份可以在项目告别晚宴或闭幕仪式上发言的稿子。
这份发言稿应该能体现出通过本项目的训练之后你的语言水平能达到的新的高度, 比如:发言稿的长度、内容、成语的使用、连贯性、流利度及文化得体度。让中国人帮你修改一下发言稿,你也当着语伴或者同学的面演练一下。希望如果有机会的话你可以代表大家在闭幕仪式上发言。
 整装待发
• 列 出你想感谢的人,并说明你感谢的内容


习如何对上级及地位差不多的人表示感谢



备一个告别演讲
任务 14.3  临行道别
给家人、朋友或相关人员送行是中国人的传统。当别人给你送行时,你需要对他们说一些合适的告别的话。因此你需要提前想一想会有哪些人给你送行,以及如何得体地跟他们告别(这既包括告别的话也包括表情和肢体语言)。 在 酒 店 大 堂 、 会 议 中 心 、 或 火 车 站 等 地 做 一 个 “耳 闻 目 睹 ”任 务 , 这 可 以 帮 你
更 好 地 了 解 中 国 人 一 般 是 怎 么 跟 人 告 别 的 。 注 意 他 们 说 什 么 样 的 话 , 有 什 么 样 的 表 情 和 肢 体 语 言 ( 比 如 : 握 手 还 是 拥 抱 , 是 不 是 帮 人 拿 行 李 , 是 不 是 等看不 
到了才离开)。

156 Appendix I: Field Performance tasks (Chinese)
第一步
第一步~第二步
第一步~第三步
第一步:回顾以下一些中国人常用的送行时的表达。做一个“耳闻目睹 ”任务来
了解一下中国人听到这些话时是如何回答的。注意一下他们说什么样的话,以及都 有些什么样的表情和肢体语言。



路顺风



多保重



持联系
第二步:根据你报告的结果,给上述送行的表达做一个补充,补充你听到的其
他表达或者上述表达的其他说法。记下人们听到这些话是怎么回答的,这些人之间
的社会关系是什么。
第三步:根据社会人物关系整理一下你所列出的表达和回答,这些人物关系包
括家庭成员、同级别的人、上级对下级、下级对上级、同性别的人和不同性别的人 。哪些表达用得最广泛?哪些表达要视情况而定?
整装待发
• 复 习一下告别的表达方式


测一下与人道别时有哪些肢体语言



一张单子,写上哪里可以观察到中国人道别

Look for opportunities to observe NATIVE SPEAKERS interacting with each other in one
or more of the following situations. While you may not be able to recall everything that was
said, record the main flow of the conversation and write down ke phrases that the native
speakers used that RXQGXVHIXO.
1.

Getting acquainted with someone new


识新交
2.


Initiating a conversation with a stranger


陌生人交谈的开场白
3.


Y
ounger people addressing and communicating with older people
年少者如何称呼年长者、如何与年长者交流
4.


Residents communicating with each other in a residential neighborhood


民在住宅小区里交流
5.


Responding to an of
fer of assistance from a friend
对朋友的援手相助做出回应
6.


Interacting with food service personnel in a cafeteria


食堂与工作人员沟通
7.


Commenting on what (or how much) someone is eating


论他人所吃的食物(包括份量)
8.


Ordering dishes in
a restaurant
在饭店点菜
9.


T
elling the server about special requirements for a dish
把点菜的特殊要求告诉服务员
10.

Negotiating who paVWKHELOl


相买单
Appendix II
Performance Watch ideas

158 Appendix II: Performance W atch ideas
11.
Asking for the receipt when paLQJWKHELOl


单时索要发票
12.

Bus passengers getting on a bus


交车乘客上车
13.

Passengers asking bus drivers for information


客向公交车司机询问信息
14.

Bus passengers chatting with each other


客在公交车上聊天
15.

Passengers conversing on a subway


客在地铁上聊天
16.

Passengers giving up seats to those who need them


客给需要的人让座
17.

Hailing a taxi


手叫出租车
18.

T
axi drivers soliciting business
出租车司机招揽生意
19.

Passengers fighting for taxis


抢出租车
20.

Interacting with a salesperson in a department store


商场导购交流
21.

Bar
gaining to get a lower price or better deal on a purchase
讨价还价
22.

Responding to a sales pitch


对推销
23.

T
eachers complimenting students or colleagues
老师夸奖学生、赞美同事
24.

Students apologizing to teachers or classmates


生向老师、同学道歉
25.

Students chatting with teachers or friends


生与老师、朋友聊天
26.

Students advertising campus events


生宣传校园活动

Appendix II: Performance Watch ideas 159
27.

Negotiating dif

ferences of opinion
发表不同看法
28.

Extending invitations


出邀请
29.

Accepting or refusing invitations


受、回绝邀请
30.

Greeting someone’

s family
向某人的家人问好
31.

Giving and receiving gifts


与、接受礼物
32.

Complimenting someone


美他人
33.

Accepting, deflecting, or rejecting a compliment


受赞美、转移话题、拒绝赞美
34.

Reporting lost items


告丢失物品
35.

Seeking help from others


他人寻求帮助
36.

IndirectlUHIXVLQJDUHTXHVt


拒他人的请求
37.

Reporting problems


告问题
38.

Complaining about the weather


怨天气
39.

Chatting while exercising


炼时闲聊
40.

Comparing Chinese and

Western medicine
比较中药和西药
41.

Describing sPSWRPVRISKsical illness


述身体不适的症状
42.

Discussing medications (dosage, side ef

fects, effectiveness)
讨论药品(剂量、副作用、功效)

160 Appendix II: Performance W atch ideas
43.
Expressing “get well” wishes


愿早日康复
44.

Introducing someone to a superior


某人介绍给上级
45.

Introducing new people using surname and title


绍他人的姓氏和头衔
46.

Publicizing volunteer service opportunities


传志愿服务机会
47.

A
host starting a banquet
主人示意宴会开始
48.

Making a toast



49.

Ending a banquet


束宴会
50.

Initiating a request to interview someone


求采访某人
51.

Inviting someone to participate in a survey


请某人参与调查
52.

Discussing what people love about a city


论喜欢一座城市的理由
53.

Comparing the advantages and disadvantages of a city


较一座城市的优缺点
54.

T
alking about things to do in a city
讨论城市的观光活动
55.

Discussing the local climate


论当地气候
56.

Describing the local food


述当地食物
57.

Describing the pastimes people enjoy


述人们喜爱的娱乐消遣
58.

Opening remarks at an oral presentation


头报告的开场白

Appendix II: Performance Watch ideas 161
59.

Closing remarks at an oral presentation


头报告的结束语
60.

Using connecting phrases in an oral presentation


头报告的连接词使用
61.

Directing audience attention to visual content during an oral presentation


头报告中向观众进行视觉展示
62.

Inviting audience response


观众提问、反馈
63.

Responding to questions and comments from the audience


答观众的提问和点评
64.

Expressing appreciation for someone’

s hard work
对他人的努力工作表示感谢
65.

Expressing a desire to staLQWRXFh


示希望保持联系的意愿
66.

SaLQJIDUHZHOl




Performance
ElementQuestion Focus Chinese Question English Translation
Roles Basic info
说话人是什么样的人?What kind of people were the
speakers?
Relationship 你觉得说话人之间是
什么关系?(他们
是陌生人还是熟悉
的人,关系是近还 
是远?他们是亲戚、 
朋友,还是邻居、师
生?) 如果他们处
于另一种关系,他们
的交流方式会有什么
样的改变? What kind of relationship do
you think the speakers have
with each other? (Are the
strangers or acquaintances?
Distant or close? Are
they relatives, friends, or
neighbors? Is it a student-
teacher relation?) If the
had a different kind of
relationship, how might the
communication change?
HierarchLQ relationship 你能不能从他们的交
际方式来判断他们是上
下级的关系还是平级的
关系?你是怎么知道的? Can you tell from the way they
communicate whether they
have a hierarchical or peer
relationship? What gives RX
this impression?
Gender 说话人是什么性别? What were the genders of the
speakers?
Implications
of gender 如果性别有所不同, 
说话内容会发生什么
样的改变? 这种区
别说明什么? If the gender of one or more of
the speakers were different,
how might the script change?
What are the implications of
this gender-based difference?
Age 你觉得说话人多大? About how old do RXWKLQNWKH
speakers were?
Difference in age 说话人年龄之间有什
么差别吗?你是怎么 
知道的? Was there a difference in the age
of the speakers? How do RX
know?
Non-visual evidence of age 除了外表以外,你能 
不能从他们说的话中 
或他们扮演的角色中
猜测出他们的年龄有
什么差别? Aside from phVLFDODSSHDUDQFH
was there any evidence of
age difference in what the
speakers said or in the roles
theHQDFWHG?
Appendix III
Performance Watch discussion questions
(Continued )

Performance
ElementQuestion Focus Chinese Question English Translation
Time Basic information
你是什么时候观察到的?When did you observe this
interaction?
Chronological order 说话人先说什
么,后说什么?先 
做什么,后做什么? What was said or done first?
Next?
Prior events as context 你觉得你描述的这 
件事发生之前发生 
了什么? What do you think happened
just prior to the event RX
described?
Prior events as cause 你觉得什么样的 
情况引起这种交流? What do you think gave rise
to this communicative
interaction?
Place Basic information 发生在什么样的地
方?比如:这个
饭店是什么样的饭店? In what kind of place did this
event occur? (e.g., What kind
of restaurant was it?)
Implications 如果发生在不同的 
地方,你觉得交 
流方式会有什么不同? If this had occurred in a
different kind of place, how
might the interaction have
been different?
Audience Basic
information 除了你以外还有
什么其他人也看 
到吗?如果有,他 
们都是什么样的人? Who, besides yourself, might
have also observed this
event? What kind of people
composed the audience?
Observer as audience 说话人注意到你 
在观察他们吗? Do RXWKLQNWKHVSHDNHUV
were aware that you were
observing them?
Implications 如果有另外一种人(比如
说上级)也在场,说话
人会如何改变他们的 
说话方式? If a different kind of person
(e.g., a superior) were present,
how might the speakers have
changed the way they were
interacting?
Script Basic information 说话人具体说了
些什么?对方有 
什么反应? What exactly did the speakers
sa":KDWNLQGRIUHVSRQVH
did this elicit?
Accuracy 你有多确定说话人
是这么说的? How certain are RXWKDWWKLVLV
what the speakers said?
Motivation 你觉得是什么样的因
素让说话人这么说、
这么做? What factors do you think
caused the speakers to say or
do what theGLG?
Typicality 在同样的情况下,你 
觉得大部分中国人
也会这么说或这么做吗? Faced with a similar situation,
do you think most Chinese
people would say or do the
same thing?
(Continued

)
(Continued


)
164 Appendix III: Discussion questions

Performance
ElementQuestion Focus Chinese Question English Translation
Context
有什么同时发生的事 
情影响到这件事? What else was happening at the
same time which might have
influenced this event?
Non-verbal elements 说话人有什么样的
表情、动作、手势
或肢体语言? What did you observe about the
speaker’s facial expressions,
actions, gestures, or body
language?
Intentions 你觉得说话人为
什么要这么说或
这么做?说话人的
意图是什么? Why do you think the speakers
said or did what theGLG"
What might their intentions
have been?
Evidence for hypothesis 到底是什么让你
认为____? What was specificallVDLG
that leads you to believe that
______ is the case?
Accuracy 这件事是你自己观 
察到的吗? Did RXREVHUYHWKLV
communicative event first-
hand?
Method of recording 这个说话内容是你当时
记录下来的还是事后
回忆出来的? Did RXUHFRUGWKHVFULSWDWWKH
time or reconstruct it from
memorODWHU?
Overall Interest 为什么这个交流引
起了你的注意?你为
什么对它感兴趣? Why did this interaction catch
RXUDWWHQWLRQ":K was it
interesting to RX?
Insight 通过这次观察你有 
哪些新的发现? What did you learn from
observing this interaction?
Cross-cultural comparison 你观察到的这个交 
流跟你自己文化或语
言中的交流有哪些不同? How does this interaction
compare with what might
happen in your home culture
or native language?
(Continued

)
Appendix III: Discussion questions 165
X