Action!

China: A Field Guide to Using

Chinese in the Community 1st Edition
Donglin Chai
Visit to download the full and correct content document:
https://textbookfull.com/product/action-china-a-field-guide-to-using-chinese-in-the-co
mmunity-1st-edition-donglin-chai/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Lineage and Community in China 1100 1500 Genealogical

Innovation in Jiangxi The Historical Anthropology of
Chinese Society Series 1st Edition He

https://textbookfull.com/product/lineage-and-community-in-
china-1100-1500-genealogical-innovation-in-jiangxi-the-
historical-anthropology-of-chinese-society-series-1st-edition-he/

Chinese in Colonial Burma: A Migrant Community in A

Multiethnic State 1st Edition Yi Li (Auth.)

https://textbookfull.com/product/chinese-in-colonial-burma-a-
migrant-community-in-a-multiethnic-state-1st-edition-yi-li-auth/

Surgery First Orthodontic Management A Clinical Guide

to a New Treatment Approach Chai Kiat Chng

https://textbookfull.com/product/surgery-first-orthodontic-
management-a-clinical-guide-to-a-new-treatment-approach-chai-
kiat-chng/

Ancient China A Captivating Guide to the Ancient

History of China and the Chinese Civilization Starting
From the Shang Dynasty to the Fall of the Han Dynasty
Captivating History
https://textbookfull.com/product/ancient-china-a-captivating-
guide-to-the-ancient-history-of-china-and-the-chinese-
civilization-starting-from-the-shang-dynasty-to-the-fall-of-the-
Transformative Ground A Field Guide to the Post
Industrial Landscape 1st Edition Ross Mclean

https://textbookfull.com/product/transformative-ground-a-field-
guide-to-the-post-industrial-landscape-1st-edition-ross-mclean/

Desire Lines: A Guide to Community Participation in

Designing Places 1st Edition Lesley Malone (Author)

https://textbookfull.com/product/desire-lines-a-guide-to-
community-participation-in-designing-places-1st-edition-lesley-
malone-author/

Bushcraft First Aid A Field Guide to Wilderness

Emergency Care 1st Edition Canterbury

https://textbookfull.com/product/bushcraft-first-aid-a-field-
guide-to-wilderness-emergency-care-1st-edition-canterbury/

Thrive A field guide for women in architecture 1st

Edition Sumita Singha

https://textbookfull.com/product/thrive-a-field-guide-for-women-
in-architecture-1st-edition-sumita-singha/

The Opposite of Hate A Field Guide to Repairing Our

Humanity First Edition Kohn

https://textbookfull.com/product/the-opposite-of-hate-a-field-
guide-to-repairing-our-humanity-first-edition-kohn/
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 real-life inter-
actions with native speakers. By carrying 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 Loyola University Maryland, USA. She has
directed intensive Chinese study 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
University in Xi’an, China, a new program integrating short-term Chinese study abroad with
teacher training for novice Chinese language teachers.

Bing Mu is currently a PhD candidate in Chinese Language Pedagogy 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 University’s Chinese
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
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilized in
any form or by any electronic, mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any information storage 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 only for identification and explanation without intent to
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 community / Donglin Chai,
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)
Typeset in Times New Roman
by Apex CoVantage, LLC
Visit the companion website: www.routledge.com/cw/chai
Contents

List of tablesix
Forewordxi
Acknowledgmentsxiii
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

Topic 1 Getting settled 1

Task 1.1 Getting acquainted with a language partner 2
Task 1.2 Establishing cell phone service 4
Task 1.3 Exploring the local neighborhood 6
Performance Watch 1 8

Topic 2 Eating 11
Task 2.1 Exploring the campus cafeteria 12
Task 2.2 Learning about Chinese food 14
Task 2.3 Exploring local restaurants 16
Performance Watch 2 18

Topic 3 Taking transportation 21

Task 3.1 Taking a bus 22
Task 3.2 Taking the subway 24
Task 3.3 Taking a taxi 26
Performance Watch 3 28
vi Contents
Topic 4 Shopping 31
Task 4.1 Exploring retail stores 32
Task 4.2 Shopping for clothes 34
Task 4.3 Interacting with street vendors 36
Performance Watch 4 38

Topic 5 Exploring campus culture 41

Task 5.1 Understanding teacher-student relations 42
Task 5.2 Apologizing and repairing relationships 44
Task 5.3 Exploring student organizations 46
Performance Watch 5 48

Topic 6 Socializing 51
Task 6.1 Getting together with friends 52
Task 6.2 Being a good guest 54
Task 6.3 Being a good host 56
Performance Watch 6 58

Topic 7 Solving problems 61

Task 7.1 Reporting and recovering lost items 62
Task 7.2 Communicating by phone 64
Task 7.3 Discussing problems 66
Performance Watch 7 68

Topic 8 Protecting health 71

Task 8.1 Exercising 72
Task 8.2 Taking medicine 74
Task 8.3 Going to the hospital 76
Performance Watch 8 78

Topic 9 Volunteering in the community 81

Task 9.1 Introducing yourself formally 82
Task 9.2 Comparing volunteer experience 84
Task 9.3 Organizing volunteer activities 86
Performance Watch 9 88

Topic 10 Participating in formal events 91

Task 10.1 Understanding dress codes 92
Task 10.2 Learning banquet etiquette 94
Task 10.3 Making a toast 96
Performance Watch 10 98

Topic 11 Planning a trip 101

Task 11 Planning a trip (group project) 102
Performance Watch 11 106
 Contents vii
Topic 12 Talking about the city 109
Task 12.1 What people love about a city (group project) 110
Task 12.2 Creating promotional materials (group project) 112
Performance Watch 12 114

Topic 13 Preparing presentations 117

Task 13.1 Conducting an interview 118
Task 13.2 Giving an oral presentation 120
Task 13.3 Improving Q&A skills 122
Performance Watch 13 124

Topic 14 Taking leave 127

Task 14.1 Preparing a farewell gift 128
Task 14.2 Preparing a farewell speech 130
Task 14.3 Saying farewell upon departure 132
Performance Watch 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 Watch 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
11.1 Planning a trip 102
11.1 计划旅行 152
Foreword

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 community accomplish
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
you have learned at the right time, is this not pleasure (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 community to
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 ability by 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 will 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
you as a learner of their language and mores, the more you will find yourself communicating
with them. That is the way you become effective in using Chinese as a foreign language.
Galal Walker
Acknowledgments

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 ways about what it means to prepare Chinese
language learners to communicate effectively in the culture. The concept of Performance
Watch originates from Mari Noda, who not only encouraged our efforts to apply 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 many 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 opportunity 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 by The Ohio State University Office of International Affairs. Their feedback and sug-
gestions provided valuable insight into how to improve the book. In particular, many thanks
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 by awarding an early 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 publication 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 Copyright
xiv Acknowledgments
Resources Center at The Ohio State University 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 specifically for Chinese study 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 community.
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 solidify existing commu-
nication skills by executing real-life tasks in the target culture and reflectively 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 by
means of Field Performance tasks and Performance Watch reports. This material will pre-
pare you to:

1 Do things in Chinese in China

Your ability to participate in Chinese culture grows as you learn how to do more things in
ways that Chinese people find culturally acceptable. Field Performance tasks will help you
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 you flex-
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 Introduction
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. Many of the Field Performance tasks are designed to help
you deepen your core relationships with local Chinese people; others guide you into interac-
tions with Chinese people from various domains of life. During a Performance Watch you are
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

Identify the task you would like to work on and choose the complexity level that will pro-
vide you with an appropriate challenge to stretch your language abilities. To accommodate
users with varied proficiency levels, tasks are tagged in the following way to indicate their
approximate degree of complexity:

Novice High – Intermediate Mid

Intermediate Mid – Intermediate High
Intermediate High – Advanced Mid

Use the Getting Ready section to activate the language you may need for conducting the
task. In the space provided, jot down key words or phrases you may need to use. Getting
ready linguistically is only half the picture; the other half is anticipating the cultural param-
eters that shape when and where the interaction takes place, and the social role each speaker
plays. As you prepare, visualize how you might change what you say depending on the age,
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 plays or simulations, although for some more challenging tasks you may find it
helpful to practice with a language partner before undertaking the task live in the community.
Make it your goal to interact with a variety of people as you conduct your Field Performance
tasks so as to develop facility in relating to different people in different situations.
Most tasks can be conducted by individuals engaging native speakers on their own. How-
ever, you may find it helpful to ask your language partner to accompany you when you 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 your learning style, you may 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, pay attention to interlocutors’ facial expres-
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 your interlocutors as well as how much enjoyment they seem to get from the interaction.

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 your mind. After doing a Field Performance
task, reflect on what worked, what didn’t, and what you would do differently next time. Also
make note of questions you have and new strategies you learned. You may find it helpful to
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 your own perspective. Other ways to
present include re-enacting the performance or describing the experience from the perspec-
tive of one of the other participants. Presentations may vary from 1–5 minutes, depending on
the nature of the task and your proficiency level. You are encouraged to periodically record
your presentations for in-depth analysis and to help track your progress. After your 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 speakers 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 way 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 naturally occurring interactions and
analyzing the elements of the performance is an effective way to expand one’s working
knowledge of the target culture. In a Performance Watch report, native performances are
analyzed in terms of time, place, roles, audience, and script as defined in 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 culturally appropriate ways. A Per-
formance Watch consists of observing two or more native speakers interacting with each
other in natural, purposeful communication. In a study abroad context, these kinds of per-
formances are happening all the time all around you. However, you will want to focus on
performances whose scripts are largely comprehensible to you.
xviii Introduction
Table I.1 Elements of a performance

Time When 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 university classroom,
at a classy restaurant, in the checkout line of a grocery store, in a hotel lobby).
Roles Who is speaking and what their social role is (e.g., teacher, supervisor, taxi
driver, restaurant owner, elderly passenger, young mother). Note that role is not
equivalent to occupation. One person may perform different roles in different
contexts. For example, a teacher may also be a parent, a spouse, a customer, a
host, or a guest, depending on the context.
Audience Who is witnessing or overhearing the interaction but not participating in 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 spontaneously in the local community. These are not “command per-
formances” that can be scheduled in advance; instead you 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 your eyes
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 you observe for a Performance Watch. In a Performance Watch your
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 you observe. Make note of the time and place in
which the interaction occurred and write out a description of the speakers involved, includ-
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 community in order to encounter naturally occur-
ring interactions suitable for observation and analysis. It is important to capture the
details of each interaction while they are fresh rather than trying to reconstruct them
from memory several hours or days later. Each topic contains a blank Performance
Watch form which you can use to record your observations. Table I.2 is a sample note
page from a Performance Watch. It shows the kinds of details you should be trying to
capture in your notes.
 Introduction xix
Table I.2 Sample Performance Watch

Time:
Late afternoon on a weekday as people are getting off work. A 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 display of fruit in front of the shop. A female vendor is standing behind him
just inside the doorway of the shop. The male vendor is weighing a purchase for a male customer.
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 nicely dressed and appears to be a
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 any of it. Does not
make eye contact with either vendor.)
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 pays for her peaches and leaves.)
Notes:
• Neither the vendor nor the customer smiles at each other.
• The customer does not make eye contact with the vendor until she hands him her purchase.

2 Capturing the script of a Performance Watch

Since Performance Watch opportunities arise spontaneously and it is not appropriate to
record people without their advance permission, you are expected to work from field notes
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 try to capture several key phrases as accurately as you 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 cycle for a Performance Watch does not end
with observing an interaction. You need to analyze and present what you have observed and
learned. A typical report includes a description of when and where the performance hap-
pened, who was involved, and what you think their roles were relative to one another. After
describing the setting, summarize the script, pointing out key phrases in the target language.
A report also includes your analysis of the performance and a statement summarizing what
xx Introduction
you learned from the Performance Watch. A 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
Systematically 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 varying proficiency 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 necessary point out when they need to adjust the difficulty level of the tasks they are
conducting. In some cases, the teacher may wish to specify 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 Performance Watch
results will vary depending on their proficiency levels, particularly their ability 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 proficiency levels
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 typical report should include a description of when and where the performance hap-
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-
vidually or collectively) 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 they 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 specifically designed to create this kind
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 effectively narrate what happened
and analyze what went wrong, they could still receive a good grade. In real-life encounters,
there are no failures except failing to try.
教材导读

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 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
之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。
Another random document with
no related content on Scribd:
 R587974.
Larkin, Christopher.
MP25546.
Last days of Boot Hill.
R593901.
Last detail.
LP43912.
Last frontier uprising.
R582725.
Last of the Redmen.
R585732.
Last round-up.
R589339.
Late George Apley.
R583795.
The Law comes to Gunsight.
R594065.
Lawrence, David Herbert.
LP43778.
Lawrence, Jerome.
LP43764.
Lea, Timothy.
LP43910.
League of gentlemen.
LF193.
Lear, Norman.
LP43835 - LP43853.
Learning Company of America, a division of Columbia Pictures
Industries, Inc. SEE Columbia Pictures Industries, Inc. Learning
Company of America.
Learning Company of America, a division of Screen Gems, Inc. SEE
Screen Gems, Inc. Learning Company of America.
Learning Corporation of America.
LP43880 - LP43887.
LP43941.
Learning Resources Center, College of DuPage. SEE College of
DuPage, Glen Ellyn, IL. Learning Resources Center.
Learning with today’s media.
MP25902.
Leave us chase it.
R582961.
Lee, Robert E.
LP43764.
Lee Creative Communications, Inc.
MP25752.
Lee Dubois course in selling techniques.
MP25976 - MP25992.
Legacy of a dream.
MP26078.
Leibovit, Arnold L.
MP25815.
Leptodora kindtii (Cladoceran branchiopod).
MP25660.
Leslie, Robert Franklin.
LP43779.
Let’s hear it for a living legend.
LP43711.
Let sleeping bags lie.
LF196.
Let’s sing a song of the West.
R587022.
Leucocyte movement.
MP25665.
Lew Lehr’s dribble-puss parade.
 R593734.
Life at stake.
LP43650.
Life for Ruth.
LF201.
Life is a four-letter ward.
LF197.
Light and power.
R593737.
Like old times.
LP43870.
Lindberg, Bonnie K.
MP25613.
Lindberg, James S.
MP25613.
Listen well, learn well.
MP25732.
Little airplane that grew.
LP43887.
A Little game.
LP43717.
Little girl.
MP25650.
MP25877.
The Little mermaid.
LP43696.
Little Miss Broadway.
R582967.
Little orphan airedale.
R590799.
The Living plant cell.
MP25664.
Living river.
MP25954.
Llenroc Productions, Inc.
LP43919.
Loading and transportation.
MP25791.
Lobstertown.
R593738.
Locomotion in fishes.
MP25864.
Locomotion in invertebrates.
MP25862.
Loew’s, Inc.
R581038 - R581042.
R581194.
R582318.
R583044.
R583370.
R583371.
R584732 - R584734.
R584968 - R584970.
R586993.
R588088 - R588090.
R588392.
R589600.
R590967.
R591484.
R591703.
R591704.
R592965.
R592966.
R594212.
R594213.
R594214.
The Lone Wolf in London.
R591427.
The Longest yard.
LP43772.
Long live love.
R583551.
Long memory.
LF186.
Long Road Productions.
LP43772.
Lord, Walter.
LF177.
Lose the fear of the explosive “No.”
MP25985.
Lost in the mish-mosh.
LP43747.
Lost in the stars.
LP43688.
The Lost people.
LF182.
Lovebirds.
LP43846.
Love life—Steve Moynahan.
MP25878.
LSB Productions.
LP43908.
Lunch.
MP25579.
Lund, Doris Herold.
LP43683.
Lured.
R584879.
Lure of the North.
MU9041.
Luther.
LP43685.
Lynchtown.
LP43863.
Lyons, Karlen.
MP25802.
 M
Mad about men.
LF176.
Magic carpet.
LP43709.
The Magic scarab (superstition).
MP25623.
Magic tree.
LP43674.
Magnificent doll.
R582959.
Magnum force.
LP43790.
Maharishi International University, Goleta, CA.
MP25713.
Major News Library.
R580412 - R580415.
R583572 - R583577.
R583579 - R583582.
R583853.
R584199 - R584200.
R584880 - R584882.
R585382 - R585383.
R585724 - R585725.
R587208 - R587213.
R587990 - R587991.
R588303 - R588304.
R589462 - R589463.
R590468.
R590680 - R590683.
R591171.
R591818.
 R592644.
R592645.
R592646.
R592891.
R592892.
R593433.
R594147.
R594148.
R594149.
Make mine mink.
LF175.
Male and female in plants and animals.
MP25912.
Malpaso Company.
LP43790.
Mame.
LP43764.
Mammals that gnaw.
MP25914.
Man: a course of study.
MP26010.
The Management of time.
MP25694.
Man and his world series.
MP25760.
Man behind the dollar.
MP25917.
Manges, Kenneth.
MP25997.
Mann (Ted) Productions.
LP43737.
Man of the moment.
LF179.
Man’s humanity.
MU9079.
Manual positive pressure ventilation (bag and mask)
MP25826.
Marathon “Swashbuckle showdown.”
MP25638.
March of time.
MP25747.
MP26035 - MP26047.
R584088 - R584098.
R587470.
Marrow, Alfred J.
MP25609.
MP25610.
MP25611.
Marshall Maintenance.
MP25529.
MP25530.
MP25728.
Marshall of Cripple Creek.
R582741.
Mars, Inc.
MP25638.
Martin (Burt) Associates.
LP43963.
Martin, Marjorie D.
MU9142.
Massage.
MU9070.
Master technicians service conference, session no. 75–2.
MP26048.
Mathematics for elementary school students.
MP26063 - MP26067.
Matheson, Richard.
LP43718.
Matofsky, Harvey.
LP43745.
Matt’s love story.
LP43856.
Maude.
LP43835 - LP43853.
Max Blunder, meet your chopper.
MP26083.
May, Allegra.
MP25801.
MP25802.
May God have mercy.
LP43960.
MCA-TV.
LP43697 - LP43707.
LP43709 - LP43725.
LP43756.
LP43803 - LP43805.
LP43932 - LP43938.
McDermott (Gerald) Films, Inc.
LP43675.
McFarland, Jim, 3rd.
MU9175.
McGraw-Hill, Inc.
MP25804 - MP25807.
McQ.
LP43741.
McShane, Mark.
LF165.
Measuring blood pressure, an introduction for paramedical
personnel.
 MP25761.
Mechanical Bank Collectors of America.
MP25815.
Mechanical models of psychotherapy.
MP25775.
Media Associates.
MP25725.
Medical Center.
LP43641 - LP43664.
LP43798 - LP43801.
LP43959 - LP43962.
Meet Arna Bontemps.
MP25847.
Meet Arnold Lobel.
MP25834.
Meet Eleanor Cameron.
MP25846.
Meet Elizabeth Gray Vining.
MP25839.
Meet Eve Merriam.
MP25833.
Meet Ezra Jack Keats.
MP25848.
Meet James Michener.
MP25923.
Meet Jean Fritz.
MP25828.
Meet Jeanne and Robert Bendick.
MP25844.
Meet Joan Lexau.
MP25840.
Meet Joe and Beth Krush.
 MP25838.
Meet Joseph Krumgold.
MP25845.
Meet Judy Blume.
MP25831.
Meet Keith Robertson.
MP25832.
Meet Kristin Hunter.
MP25830.
Meet Letta Schatz.
MP25829.
Meet Lloyd Alexander, Evaline Ness, Ann Durrell.
MP25843.
Meet Lynd Ward and May McNeer.
MP25827.
Meet Madeleine L’Engle.
MP25842.
Meet Marguerite de Angeli.
MP25837.
Meet me tonight.
LF199.
Meet Pura Belpre.
MP25835.
Meet Richard Lewis.
MP25836.
Meet Tom and Muriel Feelings.
MP25841.
Meet your chopper.
MP26083.
Meier, Don.
MP25767.
MP25768.
Meine Frau Teresa.
R583554.
Meine Tante, deine Tante.
R583555.
Mellnik, Edward.
LU3677.
Memorial Enterprises, Ltd.
LP43777.
Memorial Enterprises-SAM.
LP43789.
Memories within Miss Aggie.
LP43782.
Memory Company.
LP43782.
Menaced by Ryaks.
R591429.
Men and machines.
R593750.
Mendelson (Lee) Film Productions, Inc.
LP43929.
Mendelson (Lee) Productions.
LP43781.
Merck and Company, Inc.
MP25761.
Merck and Company, Inc. Merck, Sharp and Dohme.
MP25761.
Merkle Services.
MP25714.
Merrie Melodies.
R580303.
R580304.
Merry-go-round horse.
 LP43885.
Merton of the movies.
R581042.
Metro Goldwyn Mayer, Inc.
LP43639 - LP43664.
LP43798 - LP43801.
LP43958 - LP43962.
R581038 - R581042.
R581194.
R582318.
R583044.
R583370.
R583371.
R584732 - R584734.
R584968 - R584970.
R586993.
R588088 - R588090.
R588392.
R589600.
R590967.
R591484.
R591703.
R591704.
R592965.
R592966.
R594212.
R594213.
R594214.
Metromedia Producers Corporation.
LP43914.
Mexican joy ride.
R592815.
M-G-M TV.
LP43641 - LP43664.
LP43798 - LP43801.
LP43959 - LP43962.
Michael gets suspended.
LP43975.
Michelsen, Ralph C.
MU9078.
Mickey down under.
R582867.
MIC. SEE New York (City) Department of Health. Maternity, Infant
Care—Family Planning Projects.
The Midnight lady and the mourning man.
LP43743.
The Midnight man.
LP43743.
Midnight rendezvous.
R587216.
M.I.5 plus 2 equals 0.
LF195.
Mighty Mouse.
R591488 - R591489.
R591493.
Mike’s graduation.
LP43966.
Milliammeter shunt actions.
MP25514.
Milner-Fenwick, Inc.
MP25708.
MP25710.
MP25925.
Milner-Fenwick, Inc. Educational Division.
MP25925.
Mind my chopper!
LF198.
Miracle at Oakmont—The 1973 U.S. Open.
 LP43794.
Miracle on 34th Street.
R583799.
Mirisch-Cinema Company, Inc.
LP43726.
LP43727.
LP43728.
LP43783.
LP43784.
LP43920.
LP43921.
Mirisch-Geoffrey-DePatie-Freleng.
LP43765.
LP43766.
Missed period.
MP25751.
Mixed company.
LP43919.
Moberg, Vilhelm.
LP43813.
Mobilizing help in achieving goals.
MP25695.
Model, revised.
MU9018.
Modern school mathematics film loops.
LP43638.
Molluscs of the coral reef.
MP25870.
Monday Film Production Company.
MP25818.
Monogram Pictures Corporation.
R581550.
R581551.
 R583818.
R584640.
R584641.
R584642.
R585844.
R585845.
R588501.
R588502.
R588504.
R588505.
R591328.
R591573.
R594065.
R594066.
Montage Creations, Inc.
MP25546.
Monuments to erosion.
MP25884.
Moody Institute of Science, Whittier, CA.
MP25636.
MP25637.
Moody Institute of Science, Whittier, CA. Educational Film Division.
MP25636.
MP25637.
Moore, George.
LF164.
Moran—bike.
MP25881 - MP25882.
More about me.
MP25654.
More than a dream.
MP25966.
Mor-Film Fare.
LP43958.
Mosel, Arlene.
LP43684.
Moss Rose.
R583800.
The Most crucial game.
LP43933.
The Most dangerous match.
LP43938.
The Most marvelous cat.
LP43771.
Mother Dogfather.
LP43920.
Mother hubba-hubba Hubbard.
R582963.
Mother’s deadly helper.
LP43830.
Mother wore tights.
R584188.
Motion of stars.
MP25551.
Motion Picture Department, Brigham Young University. SEE
Brigham Young University, Provo, UT. Motion Picture
Department.
Motion Picture Division, Broyles, Allebaugh and Davis, Inc. SEE
Broyles, Allebaugh and Davis, Inc. Motion Picture Division.
Motion Pictures International, Inc.
LP43778.
Motions of attracting bodies.
MP25556.
Motorola.
MP25721.
MP25722.
Motorola Teleprograms, Inc.
MP25993 - MP25996.
Motors Insurance Corporation.
MP25513.
Mountain family in Europe.
MP25760.
A Mouse in the house.
R583371.
Movie Makers, Inc.
MP25962.
Movie of the week.
LP43713.
LP43715 - LP43720.
LP43722 - LP43725.
Movie of the weekend.
LP43712 - LP43725.
Movies go West.
MP25854.
Movietone adventures.
R593744.
R593746.
R593747.
Movietone sports review.
R593732.
Movietone’s sports review.
R593745.
Moyer, Martin.
MP25954.
MP26011.
Moyer (Martin) Productions.
MP25954.
MP26011.
Mrs. B.
 MP25651.
Mrs. Liddle/bowling.
MP25644.
Much ado about nothing.
LP43952.
Muhammad Ali (Cassius Clay), champion, versus George Chuvalo,
challenger, for the heavyweight championship of the world, Maple
Leaf Gardens, Toronto, Canada, March 29, 1966.
MP25926.
Muhammed Ali versus Henry Cooper.
MP25928.
MP25934.
Muhammed Ali versus Jimmy Ellis, Houston Astrodome, July 26,
1971.
MP25932.
Muhammad Ali versus Karl Mildenberger, Frankfurt, Germany,
September 10, 1966.
MP25946.
Muhammed Ali versus Oscar Bonavena, New York, New York,
December 7, 1970.
MP25931.
Mulberry Square Productions, Inc.
LP43795.
Multiplying with fractions.
LP43748.
Munchhausen.
R584559.
Murder is a taxing affair.
LP43818.
Murder on the wild side.
LP43812.
Murder with a golden touch.
LP43828.