期末综合任务：我的中文生活
Chapter Overview and Learning Objectives
This chapter is the final integrated assessment for Volume I. It introduces no new grammar, no new high-burden character set, and no new pronunciation or register system. Instead, it asks you to bring together everything you have built across Chapters 1-19 — sound and tone, Pinyin, simplified characters, word order, particles, measure words, aspect, modals, comparison, and connected discourse — into one connected set of tasks about your own life with Chinese. Every task below uses only vocabulary and grammar already scheduled in this volume.
By the end of this chapter, you will be able to:
- Introduce yourself and describe your family using accurate tones, word order, and characters from earlier chapters.
- Talk about your daily routine, preferences, and location using scheduled aspect, measure words, and locative phrases.
- Describe your abilities, past experiences, and travel plans using 会/能/可以, 了, 过, and 打算.
- Give reasons and contrasts about your experience learning Chinese using 因为...所以 and 虽然...但是.
- State and support an opinion about learning Chinese using 我觉得.
- Interpret a controlled listening passage and a controlled reading passage that recycle Chapters 1-19.
- Write a connected multi-paragraph account of your life with Chinese.
- Complete an oral interview that draws on the full range of Volume I systems.
Communication Scenario
At the end of the semester, 安娜 and 大卫's class holds a "我的中文生活" (My Life with Chinese) sharing day. Each student prepares a short listening exchange, reads a classmate's reflection, writes their own connected account, and speaks with a partner about their year of studying Chinese.
- You will listen to a short interview about a classmate's year with Chinese.
- You will read a classmate's written reflection and answer comprehension questions.
- You will write your own connected reflection covering identity, routine, ability, experience, plans, and opinion.
- You will complete a spoken interview that a partner, instructor, or recording can evaluate.
Cumulative Vocabulary Review
This assessment chapter introduces no new vocabulary domain. The table below regroups high-frequency productive vocabulary from Chapters 1-19 by function, to support the tasks in this chapter. All items have already been taught.
| Function | Representative Vocabulary | Source Chapters |
|---|---|---|
| Identity and family | 我、你、他/她、是、姓、叫、学生、家人、爸爸、妈妈 | 1-3 |
| Numbers, dates, and time | 今天、星期、几点、去年、明年 | 4 |
| Food and daily routine | 喜欢、想、要、每天、都、学习 | 6-7 |
| Location and shopping | 在、哪儿、有、块、多少钱 | 8-9 |
| Ability and directions | 会、能、可以、怎么走、从...到 | 11-12 |
| Work, health, and change of state | 正在、病了、应该、别 | 13-14 |
| Completed events and experience | 了、过、以前、以后 | 16-17 |
| Plans and comparison | 打算、比、更、最 | 18 |
| Reasons, contrast, and opinion | 因为、所以、虽然、但是、觉得 | 19 |
No item in this table is new. If any word feels unfamiliar, review its original chapter before continuing.
Pronunciation Review
This chapter introduces no new sounds or tone rules. Use the checklist below to confirm control of the pronunciation systems activated across Volume I.
- The four lexical tones and neutral tone, produced clearly in isolation and in short phrases.
- Third-tone sandhi in common word pairs such as 你好 (ní hǎo) and 所以 (suóyǐ).
- 不 sandhi before a fourth tone, as in 不是 (bú shì).
- The retroflex versus alveolar contrast (zh/ch/sh/r versus z/c/s) in words such as 中文 and 再见.
- The ü/u contrast in words such as 去 and 路.
Grammar and Sentence Pattern Review
No new grammar is introduced in this chapter. The patterns below, all previously activated, are the systems assessed in this chapter's tasks.
Identity, existence, and location
我是学生，我家有四口人。我家在波士顿。 Wǒ shì xuésheng, wǒ jiā yǒu sì kǒu rén. Wǒ jiā zài Bōshìdùn. I am a student; there are four people in my family. My family is in Boston.
Ability, obligation, and habitual action
我每天学习中文，我会说一点儿中文。 Wǒ měitiān xuéxí Zhōngwén, wǒ huì shuō yìdiǎnr Zhōngwén. I study Chinese every day; I can speak a little Chinese.
Completed events, experience, and plans
我学习中文学了一年了，我还没去过中国，但是我打算明年去。 Wǒ xuéxí Zhōngwén xuéle yì nián le, wǒ hái méi qùguo Zhōngguó, dànshì wǒ dǎsuàn míngnián qù. I have studied Chinese for a year; I haven't been to China yet, but I plan to go next year.
Reasons, contrast, and opinion
因为我喜欢中国文化，所以我学习中文。虽然汉字有点儿难，但是我觉得很有意思。 Yīnwèi wǒ xǐhuan Zhōngguó wénhuà, suǒyǐ wǒ xuéxí Zhōngwén. Suīrán Hànzì yǒudiǎnr nán, dànshì wǒ juéde hěn yǒu yìsi. Because I like Chinese culture, I study Chinese. Although characters are a bit difficult, I think they are very interesting.
These four patterns may be combined into one connected account, as in the model dialogue and reading passage below. No pattern beyond Chapters 1-19 is required or assessed.
Model Dialogue
安娜和大卫 — Anna and David:
安娜：大卫，你想不想说说你的中文生活？
大卫：好啊。我叫大卫，我是学生。我家有三口人。我每天学习中文，也喜欢喝中国茶。
安娜：你会说中文吗？
大卫：我会说一点儿。我学习中文学了一年了，进步很快。
安娜：你去过中国吗？
大卫：还没有，但是我打算明年去。因为我想练习说中文，所以我打算去北京旅游。
安娜：你觉得中文难不难？
大卫：虽然汉字有点儿难，但是我觉得很有意思，因为每个字都有自己的故事。
安娜：我也是。我们应该继续努力！
This dialogue recycles identity, family, routine, ability, experience, plans, reasons, contrast, and opinion — the full range of Chapter 1-19 systems assessed in this chapter.
Guided Practice
练习一 — Exercise 1: Complete each sentence with the correct scheduled word from Chapters 1-19.
- 我家＿四口人。 (There are four people in my family — 有/是)
- 我＿说一点儿中文。 (I can speak a little Chinese — 会/在)
- 我学习中文＿一年了。 (I have studied Chinese for a year — 了/过)
- 我还没去＿中国。 (I haven't been to China — 过/了)
练习二 — Exercise 2: Combine each pair of ideas into one sentence using 因为...所以 or 虽然...但是.
- 我喜欢中国文化。我学习中文。 (Combine with 因为...所以.)
- 汉字有点儿难。我觉得很有意思。 (Combine with 虽然...但是.)
练习三 — Exercise 3: Answer each question about your own life with a complete sentence.
- 你为什么学习中文？
- 你打算明年做什么？
Listening Assessment
Ask a partner, instructor, or fluent speaker to read the passage below aloud twice at a natural pace before answering.
If no speaker is available, this is a Listening Script for Independent Use. Read it aloud yourself, slowly at first, then at a natural pace. Any spoken model should be verified by a fluent Mandarin speaker before being treated as a pronunciation standard.
王老师采访安娜 — Teacher Wang Interviews Anna:
王老师：安娜，你能说说你的中文生活吗？
安娜：可以。我叫安娜，我是学生。我家有四口人，我们都喜欢喝茶。
王老师：你每天做什么？
安娜：我每天学习中文，也常常练习说中文。
王老师：你去过中国吗？
安娜：我去过北京，但是还没去过上海。我打算明年跟大卫一起去上海。
王老师：你为什么喜欢学习中文？
安娜：因为我觉得中国文化很有意思，所以我每天都很努力地学习。虽然汉字一开始很难，但是现在容易多了。
听力任务 — Listening task:
| Question | Answer |
|---|---|
| 安娜家有几口人？ (How many people are in Anna's family?) | ______ |
| 安娜去过哪儿？还没去过哪儿？ (Where has Anna been? Where hasn't she been yet?) | ______ |
| 安娜为什么喜欢学习中文？ (Why does Anna like studying Chinese?) | ______ |
Speaking Assessment
控制性练习 — Controlled practice: guided interview
With a partner, take turns asking and answering: 你叫什么名字？你家有几口人？你每天做什么？你会说中文吗？你去过中国吗？你打算明年做什么？你为什么学习中文？
交际任务 — Communicative task: 我的中文生活 interview
With a partner, take turns presenting a short connected account of your life with Chinese, covering identity, family, routine, ability, experience, plans, and one reason or opinion. Listen to your partner and ask at least two follow-up questions.
独立练习 — Solo alternative
Record yourself giving a two-minute connected account of your life with Chinese, covering all of the functions listed above.
Reading Assessment
Read the short reflection below, then answer the comprehension questions.
理解问题 — Comprehension questions:
- 大卫家有几口人？ (How many people are in David's family?)
- 大卫去过中国吗？他打算做什么？ (Has David been to China? What does he plan to do?)
- 大卫为什么每天都很努力？ (Why does David work hard every day?)
- 大卫觉得汉字怎么样？为什么？ (What does David think about Chinese characters? Why?)
Writing Assessment
Write a connected reflection of eight to ten sentences titled 我的中文生活, using only vocabulary and grammar from Chapters 1-19.
写作任务 — Writing task: Type your paragraph with Pinyin input if possible, or copy/handwrite the characters you have already been assigned for handwriting. Your paragraph must include:
- An introduction stating who you are and describing your family.
- A description of your daily routine with Chinese, using 每天 or 都.
- A statement of ability using 会, 能, or 可以.
- A statement of experience or a completed event using 了 or 过.
- A statement of plans using 打算.
- At least one sentence using 因为...所以.
- At least one sentence using 虽然...但是.
- A closing opinion using 我觉得.
修改清单 — Editing checklist:
- All eight required elements are present and connected, not a disconnected list of sentences.
- 因为 and 所以 appear together in the same sentence unless directly answering a 为什么 question.
- 虽然 and 但是 appear together in the same sentence.
- Time and place expressions appear before the verb, following scheduled word order.
- Only vocabulary and characters already assigned in Chapters 1-19 are used.
- A Chinese period (。) ends each sentence.
Culture and Communication
Sharing a personal account of language-learning progress is common in many classroom settings, and many Mandarin speakers value connecting a reason clearly to a result, as in the frequent pairing of 因为 and 所以. When reflecting on one's own ability, it is also common in many contexts to acknowledge continued room for growth rather than claiming complete mastery, even when real progress has been made. This varies among individuals, generations, and settings, and should not be treated as a fixed rule for every speaker.
Common Mistakes to Avoid
- Confusing 了 and 过: use 了 for a completed action or change of state tied to a specific point, and 过 for general life experience, as in 我去过中国 versus 我去了北京.
- Dropping 所以 or 但是: keep 因为...所以 and 虽然...但是 paired within one sentence, except when directly answering a 为什么 question.
- Treating 会, 能, and 可以 as interchangeable: 会 marks learned skill, 能 marks ability or circumstance, and 可以 marks permission or possibility.
- Writing a list instead of a connected account: use connectors and recycled vocabulary so the paragraph reads as one coherent reflection, not eight unconnected sentences.
Chapter Summary
This chapter assessed the full range of systems activated across Volume I: identity, family, numbers and time, food and routine, location and shopping, ability and directions, work and health, completed events and experience, plans and comparison, and reasons, contrast, and opinion. You listened to and read connected accounts of a classmate's life with Chinese, wrote your own connected reflection, and completed a spoken interview drawing on the complete Volume I system. No new grammar, vocabulary domain, or character set was introduced.
Chapter Review
部分 A — 语法总复习 (Grammar Review)
1. Choose the correct sentence:
- 我学习中文学了一年了。 / 我学习中文了一年学了。
- 我还没去过中国。 / 我还没去中国过。
2. Fill in the blank with 会, 能, 可以, 了, 过, or 打算:
- 我＿说一点儿中文。 (I can speak a little Chinese — learned skill.)
- 我＿明年去中国。 (I plan to go to China next year.)
部分 B — 阅读 (Reading)
1. Return to the reflection passage above and answer:
- 大卫打算什么时候去北京？ (When does David plan to go to Beijing?)
部分 C — 写作 (Writing)
1. Write your eight-to-ten-sentence reflection, following the Writing Assessment steps above.
部分 D — 口语 (Speaking)
1. Complete the guided interview and the 我的中文生活 interview task with a partner or recording.
Recognition Check
Say each of the following aloud and confirm accurate tones and word order: 我家有四口人, 我会说一点儿中文, 我去过北京，但是还没去过上海, 因为我喜欢中国文化，所以我学习中文, 虽然汉字有点儿难，但是我觉得很有意思. If any of these feel uncertain, review the relevant chapter before continuing to Volume II.
Final Integrated Performance Task
Chapter 20 Final Performance Task
我的中文生活 — My Life with Chinese
Complete the following four connected tasks in order. Together they form the Volume I final integrated assessment.
- Listen to Teacher Wang's interview with Anna and complete the listening table above.
- Read David's reflection and answer the comprehension questions.
- Write your own eight-to-ten-sentence reflection, following the Writing Assessment steps and editing checklist.
- Speak through the guided interview and the 我的中文生活 interview task with a partner, recording, or instructor.
Answer Key
Guided Practice — Exercise 1
- 我家有四口人。
- 我会说一点儿中文。
- 我学习中文学了一年了。
- 我还没去过中国。
Guided Practice — Exercise 2
- 因为我喜欢中国文化，所以我学习中文。
- 虽然汉字有点儿难，但是我觉得很有意思。
Guided Practice — Exercise 3
- 因为我喜欢中国文化，所以我学习中文。 (Sample answer; other accurate reasons are acceptable.)
- 我打算明年去中国旅游。 (Sample answer; other accurate plans are acceptable.)
Listening
- Anna's family has four people.
- Anna has been to Beijing but has not yet been to Shanghai; she plans to go to Shanghai with David next year.
- Anna likes studying Chinese because she thinks Chinese culture is very interesting.
Reading — Comprehension
- David's family has three people.
- David has not been to China yet; he plans to travel to Beijing next year.
- David works hard every day because he wants to practice speaking Chinese.
- David thinks characters are interesting because each one has its own story, even though they were difficult at first.
Chapter Review — 部分 A
- (a) 我学习中文学了一年了。 (b) 我还没去过中国。
- (a) 会 (b) 打算
Chapter Review — 部分 B
David plans to go to Beijing next year.
Looking Ahead
现在你会做什么 — What you can do now
You have completed Volume I. You can introduce yourself and your family, describe your daily routine and location, talk about your abilities and past experiences, state plans, give reasons and contrasts, and support a simple opinion, all in Standard Mandarin using scheduled tones, Pinyin support, and simplified characters.