综合任务三：参与社区
Chapter Overview and Learning Objectives
This chapter is a cumulative assessment. It introduces no new grammar, no new character set, and no new pronunciation or register system. Instead, it asks you to bring together everything you have built across Chapters 11 through 14: talking about learning methods and ability, writing about work responsibilities and email, reading and reacting to public notices, and stating and supporting opinions about community and environmental issues. The scenario below asks you to act as an engaged community member who can listen, read, speak, and write about a single connected situation from start to finish.
By the end of this chapter, you will be able to:
- Understand a short spoken exchange about a community meeting and extract key information.
- Read a public notice and a follow-up community message and answer questions about their content.
- Discuss a community issue with a partner, stating an opinion, giving a reason, and responding to another opinion.
- Write a short, appropriately registered message about a community matter, using 因为...所以..., ability/obligation modals, and 我觉得/我认为 correctly.
- Self-assess your control of the systems developed across Unit III.
Communication Scenario
Your neighborhood community center has posted a notice about a new evening class and is also collecting opinions about the recycling program discussed in earlier chapters. You will listen to a short conversation about the class, read the notice and a follow-up message, discuss your own opinion about the recycling program with a partner, and write a short message combining a work-related update with your community opinion.
- You will listen to two neighbors discussing a new evening class at the community center.
- You will read a public notice about the class and a short follow-up message about the recycling program.
- You will discuss the recycling program with a partner, stating and supporting your opinion.
- You will write a short message that reports on a task at work and gives your opinion about the recycling program.
Assessed Systems Overview
This chapter assesses only systems already introduced and developed in Chapters 11 through 14 and earlier. No new productive grammar, vocabulary domain, or character set is introduced here. The systems below are drawn together into one connected task.
| System | Where developed | How it appears in this chapter |
|---|---|---|
| 会/能/可以 ability and permission | Chapter 11 | Discussing what the community center's class allows people to do |
| 应该/得/必须 obligation | Chapter 12 | Talking about what residents should or must do regarding recycling |
| Formal email basics and workplace responsibility vocabulary | Chapter 12 | Writing task: reporting on a work-related item |
| Public notices, signs, and formal vocabulary; 被 recognition | Chapter 13 | Reading the community center notice |
| 因为...所以..., 我觉得/我认为, agreement and polite disagreement | Chapter 14 | Speaking and writing tasks about the recycling program |
| 如果 conditional sentences (receptive only) | Chapter 14 | Reading passage; recognition only, not assessed productively |
如果 sentences remain receptive at this stage. You are not assessed on producing new 如果 sentences independently; that productive control develops in a later chapter.
Listening Assessment
Listening script for independent use. Read aloud slowly, then at a natural pace, or have a fluent speaker record it.
对话 — Conversation:
男：你看到社区中心的通知了吗？他们晚上有一个新的中文课。
女：看到了。我觉得这个主意不错，可是我得先问问我的老板，因为我晚上有时候得加班。
男：如果你能来，我们可以一起上课。
女：好，我今天晚上就给你答复。对了，你打算怎么回答关于回收计划的调查？
男：我支持，因为现在垃圾太多了。你呢？
女：我也支持，不过我认为回收站应该更多。
| Question | Answer |
|---|---|
| 女的为什么要先问老板？ | ______ |
| 男的对回收计划有什么意见？为什么？ | ______ |
| 女的同意还是不同意男的意见？她还有什么想法？ | ______ |
Reading Assessment
Read the community center notice, then the follow-up message, and answer the questions.
从下个月开始，社区中心将开一个新的中文课，星期二和星期四晚上七点到八点。想上课的居民必须先在中心报名，而且需要每星期都参加。中文课的名额有限，所以请尽快报名。
另外，关于公园扩大计划和回收站的调查还在进行，欢迎大家继续提出意见。
王小姐的留言：我已经在社区中心报名了中文课，星期二和星期四晚上都可以参加。另外，我认为回收站应该更多，因为现在的回收站太少了，如果回收站更多，大家会更愿意回收。
- 想上中文课的居民必须做什么？
- 为什么居民应该尽快报名？
- 王小姐对回收站有什么意见？她的理由是什么？
Speaking Assessment
交际任务 — Communicative task: 回收计划讨论
With a partner, discuss the recycling program mentioned in the notice above. State your opinion using 我觉得 or 我认为, support it with 因为...所以..., and respond to your partner's opinion by agreeing, disagreeing, or partially agreeing. Include at least one sentence using 应该, 得, or 必须.
独立练习 — Solo alternative
Record yourself giving a one-minute opinion about the recycling program and the new class, including a stated opinion, a supporting reason, and one sentence about what residents should or must do.
Writing Assessment
Write a short message (six to nine sentences) to a colleague or friend that combines a brief work update with your opinion about the community recycling program.
写作任务 — Writing task: Type your message with Pinyin input. Your message must include:
- A brief update about a work task or responsibility, using vocabulary and modal verbs from Chapter 12 (for example 应该, 得, or 必须).
- A statement of your opinion about the recycling program, using 我觉得 or 我认为.
- At least one reason for your opinion, using 因为...所以....
- A polite closing appropriate to a written message to a colleague or friend.
- Consistent register throughout, matching a written message rather than casual speech.
修改清单 — Editing checklist:
- Modal verbs (会/能/可以/应该/得/必须) are used accurately and match their intended meaning.
- 我觉得 and 我认为 are not mixed inconsistently within the same message.
- 因为 and 所以 are used correctly to connect a reason to an opinion.
- Chinese punctuation (，。？！) is used correctly throughout.
- No new 如果 sentences are produced independently; any conditional content only reflects recognition of the pattern.
Register and Pragmatics Check
Before submitting your speaking and writing tasks, confirm that you have kept your register consistent with the audience. A message to a colleague about work responsibilities should stay more measured than a casual chat with a friend, even when both use 我觉得. When disagreeing with a partner's opinion in the speaking task, use softening language such as 不太同意 or 你说得有道理，可是..., as introduced in Chapter 14, rather than a blunt refusal. This pattern is common in many Mandarin-speaking communities but can vary by relationship, setting, generation, and region.
Common Mistakes to Avoid
- Confusing 应该, 得, and 必须: 必须 is stronger than 应该; do not use them interchangeably when the notice or context specifies a requirement versus a recommendation.
- Mixing 我觉得 and 我认为 within one written message: pick the register-appropriate choice and stay consistent, as practiced in Chapter 14.
- Producing new 如果 sentences independently: continue to treat 如果 as receptive only; recognizing the pattern in the reading passages is sufficient for this chapter.
- Disagreeing too directly in the speaking task: use softening language rather than a flat 不同意.
- Omitting a reason for an opinion: both the speaking and writing tasks require 因为...所以... to support your stated opinion.
Chapter Summary
This chapter brought together the systems developed across Chapters 11 through 14: ability and obligation modals, work and email vocabulary, public notices and formal vocabulary, and opinion-giving with 因为...所以... and 我觉得/我认为. You listened to and read connected community content, discussed a community issue with appropriate register and polite disagreement, and wrote a message combining a work update with a supported opinion. No new grammar, vocabulary domain, or character set was introduced.
Self-Assessment Checklist
部分 A — 听力和阅读 (Listening and Reading)
1. I can identify key information in a spoken exchange about a community event.
2. I can read a public notice and a related message and answer questions about their content.
部分 B — 口语 (Speaking)
1. I can state an opinion, support it with a reason, and respond politely to disagreement.
部分 C — 写作 (Writing)
1. I can write a short, appropriately registered message combining a work update and a supported opinion.
Recognition Check
Say each of the following aloud and confirm accurate tones and connected phrasing: 我得先问问我的老板, 居民必须先报名, 我认为回收站应该更多, 如果回收站更多，大家会更愿意回收. If any of these feel uncertain, review Chapters 11 through 14 before continuing to Chapter 16.
Practical Performance Task
Chapter 15 Performance Task
参与社区 — Participating in the Community
Complete the following four connected tasks in one sitting to demonstrate integrated Unit III control.
- Listen to the conversation and complete the listening comprehension table above.
- Read the community center notice and the follow-up message, then answer the comprehension questions.
- Speak with a partner (or record independently) about the recycling program, stating and supporting an opinion.
- Write your combined work-update and opinion message, following the Writing Assessment steps and editing checklist.
Answer Key
Listening Assessment
- Because she sometimes has to work overtime in the evening, so she needs to check with her boss first.
- He supports the recycling plan, because there is too much trash now.
- She also supports it, but she thinks there should be more recycling stations.
Reading Assessment
- They must register at the community center first, and they need to attend every week.
- Because spots in the class are limited.
- She thinks there should be more recycling stations, because the current ones are too few; if there were more, people would be more willing to recycle.
Self-Assessment
This checklist is for learner self-reflection; there is no single fixed answer. If any item feels uncertain, review the relevant chapter before proceeding.
Looking Ahead
现在你会做什么 — What you can do now
You can understand and produce connected Mandarin about learning, work, public information, and community opinions, combining ability, obligation, opinion-giving, and reason-giving systems into a single coherent task while maintaining appropriate register.