Level s 0art 1
Integrated Chinese
TEXTBOOK Simplified Characters
Third Edition
THIRD EDITION BY
Yuehua Liu and Tao-chung Yao
Nyan-Ping Bi, Liangyan Ge, Yaohua Shi
ORIGINAL EDITION BY
Tao-chung Yao and Yuehua Liu
Liangyan Ge, Yea-fen Chen, Nyan-Ping Bi,
Xiaojun Wang, Yaohua Shi
CHENG & TSUI COMPANY
BOSTON
Copyright © 2009, 2005, 1997 Cheng & Tsui Company, Inc.
Third Edition / third printing May 2010
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, scanning, or any information storage or retrieval
system, without written permission from the publisher.
All trademarks mentioned in this book are the property of their respective owners.
16 15 14 13 12 11 10
3 4 5 6 7 8 9 10
Published by
Cheng & Tsui Company, Inc.
25 West Street
Boston, MA 02111-1213 USA
Fax (617) 426-3669
www.cheng-tsui.com
“Bringing Asia to the World”TM
ISBN 978-0-88727-644-6 — ISBN 978-0-88727-638-5 (pbk.)
Cover Design: studioradia.com
Cover Photographs: Man with map © Getty Images; Shanghai skyline © David Pedre/iStockphoto; Building with
masks © Wu Jie; Night market © Andrew Buko. Used by permission.
Interior Design: Wanda España, Wee Design
Illustrations: 洋洋兔动漫
Transportation photograph (p. 271, top): Courtesy of Kristen Wanner
Subway photograph (p. 271, bottom): Courtesy of Andrew Buko
Library of Congress Cataloging-in-Publication Data
Integrated Chinese = [Zhong wen ting shuo du xie]. Traditional character edition. Level 1, part 1 / Yuehua Liu ...
[et. al]. — 3rd. ed.
p. cm.
Chinese and English.
Includes indexes.
Parallel title in Chinese characters.
ISBN 978-0-88727-645-3 — ISBN 978-0-88727-639-2 (pbk.) — ISBN 978-0-88727-644-6 — ISBN 978-088727-638-5 (pbk.) 1. Chinese language—Textbooks for foreign speakers—English. I. Liu, Yuehua. II. Title:
Zhong wen ting shuo du xie.
PL1129.E5I683 2008
495.1—dc22
2008062308
The Integrated Chinese series includes books, workbooks, character workbooks, audio products, multimedia
products, teacher’s resources, and more. Visit www.cheng-tsui.com for more information on the other
components of Integrated Chinese.
Printed in Canada.
iii
The Integrated Chinese Series
Textbooks Learn Chinese language and culture through ten engaging
lessons per volume. Includes dialogues and narratives, culture notes,
grammar explanations, and exercises.
Workbooks Improve all four language skills through a wide range of
integrated activities that accompany the lessons in the textbook.
Character Workbooks Practice writing Chinese characters and learn
the correct stroke order.
Audio CDs Build listening comprehension with audio recordings
of the textbook narratives, dialogues, and vocabulary, plus the
pronunciation and listening exercises from the workbooks.
The Integrated Chinese Companion Site
www.integrated-chinese.com
Find everything you need to support your course in one convenient place.
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UÊÊ-i˜Ìi˜ViÊ`ÀˆÃÊ
Online Workbooks
eTextbooks
Complete the exercises from
the printed workbooks
using a dynamic, interactive
platform. Includes instant
grading and intuitive course
management.
Display these downloadable
versions of the printed
textbooks on interactive
whiteboards or your
personal computer. Search,
bookmark, highlight, and
insert notes.
Textbook DVDs
BuilderCards
Watch the Integrated
Chinese story unfold with
live-action videos of the
textbook dialogues and
cultural segments for each
lesson.
Reinforce and build
vocabulary using flashcards.
Features all essential
vocabulary from Level 1.
Find other publications to supplement your Integrated Chinese course. See page xii for more information about
graded readers, listening comprehension workbooks, character guides, and reference materials.
To order call 1-800-554-1963 or visit www.cheng-tsui.com.
Contents
Preface to the Third Edition......................................................................................................................................xiv
Preface to the Second Edition ................................................................................................................................xix
Scope and Sequence.....................................................................................................................................................xxiv
Abbreviations of Grammatical Terms .............................................................................................................xxx
Cast of Characters ...........................................................................................................................................................xxxi
Introduction
1
Chinese Language and Dialects ..............................................................................................................................1
Syllabic Structure and Pronunciation of Modern Standard Chinese......................................1
The Chinese Writing System .................................................................................................................................... 11
Useful Expressions ........................................................................................................................................................... 16
Lesson 1: Greetings
19
Learning Objectives
Relate and Get Ready
Dialogue I: Exchanging Greetings ...................................................................................................................... 20
Language Notes.................................................................................................................................................................. 20
Vocabulary ..............................................................................................................................................................................21
Grammar ................................................................................................................................................................................... 22
1 The Verb
(xìng)
2 Questions Ending with
3 The Verb
(jiào)
(ne)
Language Practice ............................................................................................................................................................ 25
Dialogue II: Asking about Someone’s Nationality ................................................................................ 27
Language Notes.................................................................................................................................................................. 27
Vocabulary .............................................................................................................................................................................. 28
Grammar ................................................................................................................................................................................... 29
4 The Verb
(shì)
5 Questions Ending with
6 The Negative Adverb
7 The Adverb
(y )
(ma)
(bù)
Language Practice ............................................................................................................................................................ 32
How About You? ................................................................................................................................................................. 35
Culture Highlights ............................................................................................................................................................ 36
Pronunciation Exercises .............................................................................................................................................. 38
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Contents
v
English Text............................................................................................................................................................................ 40
Progress Checklist ........................................................................................................................................................... 40
Lesson 2: Family
41
Learning Objectives
Relate and Get Ready
Dialogue I: Looking at a Family Photo ........................................................................................................... 42
Language Notes.................................................................................................................................................................. 42
Vocabulary .............................................................................................................................................................................. 43
Grammar ................................................................................................................................................................................... 45
1 The Particle
(de) (I)
2 Measure Words (I)
3 Question Pronouns
4
(y u) in the Sense of “to Have” or “to Possess”
Language Practice ............................................................................................................................................................ 48
Dialogue II: Asking About Someone’s Family ........................................................................................... 50
Language Notes.................................................................................................................................................................. 50
Vocabulary .............................................................................................................................................................................. 51
Grammar ................................................................................................................................................................................... 53
5
(y u) in the Sense of “to Exist”
6 The Usage of
(èr) and
(li ng)
7 The Adverb
(d u, both; all)
Language Practice ............................................................................................................................................................ 55
How About You? ................................................................................................................................................................. 59
Culture Highlights ............................................................................................................................................................ 60
Pronunciation Exercises .............................................................................................................................................. 62
English Text............................................................................................................................................................................. 63
Progress Checklist ............................................................................................................................................................ 63
Lesson 3: Dates and Time
65
Learning Objectives
Relate and Get Ready
Dialogue I: Taking Someone Out to Eat on His/Her Birthday .................................................... 66
Language Notes................................................................................................................................................................. 66
Vocabulary ............................................................................................................................................................................. 68
Grammar .................................................................................................................................................................................. 70
1 Numbers (0, 1–100)
2 Dates and Time
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vi
Contents
3 Pronouns as Modifiers and the Usage of the Particle
(de) (II)
4 The Sentence Structure of
(W q ng n ch fàn)
5 Alternative Questions
Language Practice ............................................................................................................................................................. 78
Dialogue II: Inviting Someone to Dinner ....................................................................................................... 83
Language Notes................................................................................................................................................................... 83
Vocabulary ............................................................................................................................................................................... 85
Grammar .................................................................................................................................................................................... 86
6 Affirmative + Negative (A-not-A) Questions (I)
7 The Adverb
(hái, also, in addition)
Language Practice ............................................................................................................................................................. 87
How About You? .................................................................................................................................................................. 90
Culture Highlights ............................................................................................................................................................. 91
Pronunciation Exercises ............................................................................................................................................... 93
English Text.............................................................................................................................................................................. 94
Progress Checklist ............................................................................................................................................................. 95
Lesson 4: Hobbies
97
Learning Objectives
Relate and Get Ready
Dialogue I: Talking about Hobbies ...................................................................................................................... 98
Language Notes................................................................................................................................................................... 98
Vocabulary ............................................................................................................................................................................. 100
Grammar .................................................................................................................................................................................. 102
1 Word Order in Chinese
2 Affirmative + Negative (A-not-A) Questions (II)
(nà{me}, then, in that case)
3 The Conjunction
4
(qù, to go) + Action
5 Questions with
(h o ma)
Language Practice ........................................................................................................................................................... 107
Dialogue II: Would You Like to Play Ball? ..................................................................................................... 110
Language Notes................................................................................................................................................................. 110
Vocabulary ............................................................................................................................................................................. 111
Grammar .................................................................................................................................................................................. 112
6 The Modal Verb
(xi ng, want to; would like to)
7 Verb+Object as a detachable compound
Language Practice ........................................................................................................................................................... 114
How About You? ................................................................................................................................................................ 116
Culture Highlights ........................................................................................................................................................... 117
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Contents
vii
English Text.......................................................................................................................................................................... 120
Progress Checklist ..........................................................................................................................................................120
Lesson 5: Visiting Friends
121
Learning Objectives
Relate and Get Ready
Dialogue I: Visiting a Friend’s Home ............................................................................................................... 122
Language Notes................................................................................................................................................................ 123
Vocabulary ............................................................................................................................................................................ 124
Grammar ................................................................................................................................................................................. 126
1
(yí xià) and
({yì} di nr) Moderating the Tone of Voice
2 Adjectives as Predicates
3 The Preposition
(zài, at; in; on)
4 The Particle
(ba)
Language Practice .......................................................................................................................................................... 129
Narrative: At a Friend’s House .............................................................................................................................. 135
Language Notes................................................................................................................................................................ 135
Vocabulary ............................................................................................................................................................................ 136
Grammar ................................................................................................................................................................................. 137
5 The Particle
6 The Adverb
(le) (I)
(cái, not until)
Language Practice .......................................................................................................................................................... 140
How About You? ............................................................................................................................................................... 141
Culture Highlights .......................................................................................................................................................... 142
English Text........................................................................................................................................................................... 144
Progress Checklist .......................................................................................................................................................... 144
That’s How the Chinese Say It! (Lesson 1–Lesson 5)
145
Lesson 6: Making Appointments
149
Learning Objectives
Relate and Get Ready
Dialogue I: Calling One’s Teacher....................................................................................................................... 150
Language Notes................................................................................................................................................................ 150
Vocabulary ............................................................................................................................................................................ 152
Grammar ................................................................................................................................................................................. 154
1 The Preposition
(g i)
2 The Modal Verb
(yào, will; be going to) (I)
3 The Adverb
(bié, don’t)
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viii
Contents
Language Practice ...........................................................................................................................................................156
Dialogue II: Calling a Friend for Help ..............................................................................................................160
Language Notes.................................................................................................................................................................160
Vocabulary .............................................................................................................................................................................162
Grammar ..................................................................................................................................................................................163
4 Time Expressions
5 The Modal Verb
(d i, must)
6 Directional Complements (I)
Language Practice ...........................................................................................................................................................166
How About You? ................................................................................................................................................................169
Culture Highlights ...........................................................................................................................................................170
English Text............................................................................................................................................................................172
Progress Checklist ...........................................................................................................................................................173
Lesson 7: Studying Chinese
175
Learning Objectives
Relate and Get Ready
Dialogue I: How Did You Do on the Exam? .................................................................................................176
Language Notes.................................................................................................................................................................176
Vocabulary .............................................................................................................................................................................178
Grammar ..................................................................................................................................................................................179
1 Descriptive Complements (I)
2 The Adverbs
(tài, too) and
(zh n, really)
3 The Adverb
(jiù) (I)
4 Double Objects
5 Ordinal Numbers
6
(y u{yì}di nr, somewhat, rather; a little bit)
Language Practice ...........................................................................................................................................................185
Dialogue II: Preparing for a Chinese Class ..................................................................................................188
Language Notes.................................................................................................................................................................188
Vocabulary .............................................................................................................................................................................190
Grammar ..................................................................................................................................................................................191
7
(z nme, how come) in Questions
8 The
(de) Structure (I)
9 The Use of Nouns and Pronouns in Continuous Discourse
Language Practice ...........................................................................................................................................................193
How About You? ................................................................................................................................................................196
Culture Highlights ...........................................................................................................................................................197
English Text............................................................................................................................................................................199
Progress Checklist ...........................................................................................................................................................200
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Contents
Lesson 8: School Life
ix
201
Learning Objectives
Relate and Get Ready
A Diary: A Typical School Day ............................................................................................................................... 202
Language Notes................................................................................................................................................................ 202
Vocabulary ............................................................................................................................................................................ 203
Grammar ................................................................................................................................................................................. 205
1 The Position of Time-When Expressions
2 The Adverb
(jiù) (II)
3
(yìbi n… yìbi n)
4 Series of Verbs/Verb Phrases
5 The Particle
(le) (II)
6 The Particle
(de) (III)
7 The Adverb
(zhèngzài, be doing…)
Language Practice .......................................................................................................................................................... 211
A Letter: Talking about Studying Chinese ................................................................................................. 215
Language Notes................................................................................................................................................................ 215
Vocabulary ............................................................................................................................................................................ 217
Grammar ................................................................................................................................................................................. 218
8
(chúle…y wài, hái..., in addition to..., also...)
9
(néng) and
(huì) (I) Compared
10 The Adverb
(jiù) (III)
Language Practice .......................................................................................................................................................... 221
How About You? ............................................................................................................................................................... 222
Culture Highlights .......................................................................................................................................................... 223
English Text........................................................................................................................................................................... 224
Progress Checklist .......................................................................................................................................................... 224
Lesson 9: Shopping
225
Learning Objectives
Relate and Get Ready
Dialogue I: Shopping for Clothes ...................................................................................................................... 226
Language Notes................................................................................................................................................................ 226
Vocabulary ............................................................................................................................................................................ 229
Grammar .................................................................................................................................................................................. 231
1 The Modal Verb
(yào, want to, desire to do something) (II)
2 Measure Words (II)
3 The
(de) Structure (II)
4
(du ) Used Interrogatively
5 Amounts of Money
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x
Contents
Language Practice ........................................................................................................................................................... 235
Dialogue II: Exchanging Shoes ............................................................................................................................. 239
Language Notes................................................................................................................................................................. 239
Vocabulary ............................................................................................................................................................................. 241
Grammar .................................................................................................................................................................................. 242
(g n/hé... {bù} yíyàng, {not the} same as ...)
(su rán..., k shì/dànshì..., although…, yet…)
6
7
Language Practice ........................................................................................................................................................... 244
How About You? ................................................................................................................................................................ 247
Culture Highlights ........................................................................................................................................................... 248
English Text............................................................................................................................................................................ 249
Progress Checklist ........................................................................................................................................................... 250
Lesson 10: Transportation
251
Learning Objectives
Relate and Get Ready
Dialogue: Going Home for the Winter Vacation ....................................................................................252
Language Notes.................................................................................................................................................................252
Vocabulary .............................................................................................................................................................................254
Grammar ..................................................................................................................................................................................256
1 Topic-Comment Sentences
2
(huòzh , or) and
(háishi, or)
3
(xi n…zài..., first…, then…)
4
(háishi…{ba}, had better)
Language Practice .......................................................................................................................................................... 260
An Email: Thanking Someone for a Ride ..................................................................................................... 264
Language Notes................................................................................................................................................................ 264
Vocabulary ............................................................................................................................................................................ 266
Grammar ................................................................................................................................................................................. 267
5
(m i…d u…, every)
6
(yào…le, soon)
Language Practice .......................................................................................................................................................... 268
How About You? ............................................................................................................................................................... 269
Culture Highlights .......................................................................................................................................................... 270
English Text........................................................................................................................................................................... 272
Progress Checklist .......................................................................................................................................................... 272
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Contents
That’s How the Chinese Say It! (Lesson 6–Lesson 10)
273
Indexes and Appendix
281
xi
Vocabulary Index (Chinese-English)...............................................................................................................281
Vocabulary Index (English-Chinese)...............................................................................................................297
Vocabulary by Grammar Category and by Lesson.............................................................................314
Appendix: Alternate Characters (Texts in Traditional Form) ....................................................320
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xii
More Companions for Integrated Chinese
The Way of Chinese Characters
The Origins of 450
Essential Words
Making Connections
Enhance Your Listening
Comprehension in Chinese
By Jianhsin Wu, Illustrated by Chen
Zheng, Chen Tian
By Madeline K. Spring
Learn characters through a
holistic approach.
Improve listening skills using
everyday conversations.
Tales and Traditions
Readings in Chinese
Literature Series
Readings in Chinese
Culture Series
Compiled by Yun Xiao, et al.
Increase reading and cultural
proficiency with level-appropriate
essays about Chinese culture.
Read level-appropriate excerpts
from the Chinese folk and
literary canon.
Integrated Chinese BuilderCards
Much More than Vocabulary
Flashcards
By Song Jiang, Haidan Wang
By Qun Ao, Weijia Huang
Strive for a 5
AP* Chinese Practice Tests
By Weiman Xu, Han Qu, Sara Gu,
So Mui Chang, Lisha Kang
Reinforce and build vocabulary
with flashcards.
Prepare for the AP exam with
eight practice tests, tips, and
more.
Cheng & Tsui Chinese Character
Dictionary
A Guide to the 2000 Most
Frequently Used Characters
Cheng & Tsui Chinese
Measure Word Dictionary
A Chinese-English
English-Chinese Usage Guide
Edited by Wang Huidi
Compiled by Jiqing Fang,
Michael Connelly
Master the 2,000 most-used
characters.
Speak and write polished Chinese
using this must-have reference.
Visit www.cheng-tsui.com to view samples, place orders, and browse other language-learning materials.
*Advanced Placement and AP are registered trademarks of the College Board, which was not involved in the production of, and does not endorse, this product.
xiii
Publisher’s Note
When Integrated Chinese was first published in 1997, it set a new standard with its focus on the development
and integration of the four language skills (listening, speaking, reading, and writing). Today, to further enrich the
learning experience of the many users of Integrated Chinese worldwide, Cheng & Tsui is pleased to offer this revised
and updated third edition of Integrated Chinese. We would like to thank the many teachers and students who,
by offering their valuable insights and suggestions, have helped Integrated Chinese evolve and keep pace with
the many positive changes in the field of Chinese language instruction. Integrated Chinese continues to offer
comprehensive language instruction, with many new features and useful shared resources available on our website
at www.cheng-tsui.com.
The Cheng & Tsui Chinese Language Series is designed to publish and widely distribute quality language learning
materials created by leading instructors from around the world. We welcome readers’ comments and suggestions
concerning the publications in this series. Please contact the following members of our Editorial Board, in care of
our Editorial Department (e-mail: editor@cheng-tsui.com).
Professor Shou-hsin Teng, Chief Editor
Graduate Institute of Teaching Chinese as a Second Language
National Taiwan Normal University
Professor Dana Scott Bourgerie
Department of Asian and Near Eastern Languages
Brigham Young University
Professor Samuel Cheung
Department of Chinese
Chinese University of Hong Kong
Professor Ying-che Li
Department of East Asian Languages and Literatures
University of Hawaii
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xiv
Preface
Preface to the Third Edition
It has been over ten years since Integrated Chinese (IC) came into existence in 1997.
During these years, amid all the historical changes that took place in China and the rest of
the world, the demand for Chinese language teaching-learning materials has been growing
dramatically. We are greatly encouraged by the fact that IC not only has been a widely used
textbook at the college level all over the United States and beyond, but also has become
increasingly popular with advanced language students at high schools. Over the years,
regular feedback from the users of IC, both students and teachers, has greatly facilitated
our repeated revisions of the series. Following its second edition published in 2005 that
featured relatively minor changes and adjustments, the third edition is the result of a much
more extensive revision.
Changes in the Third Edition
Manageable Number of Lessons
Level 1 now contains 10 lessons in Part 1 and 10 lessons in Part 2 for maximum flexibility.
Based on the reports from many teachers that they could not finish all the lessons in the
Level 1 volumes within one academic year, we have, for the third edition, eliminated
the chapters “At the Library” and “At the Post Office,” as the language contents in these
chapters have become somewhat obsolete. The chapter “Hometown” has also been
removed, but part of its content has been incorporated into other chapters.
Revised Storyline
In the present edition, a new, connected storyline about a diverse group of students
strings together all the dialogues and narratives in the lessons throughout Level 1. The
relationships among the main characters are more carefully scripted. We want the students
to get to know the characters well and to find out how things develop among them. We
hope that, by getting to know more about each cast member, the students will be more
involved in the process of learning the language.
Current Vocabulary
As in the earlier editions, the third edition makes a special effort to reflect students’ life.
Additionally, we have updated some of the vocabulary items and expressions in the hope of
keeping pace with the evolution of contemporary Chinese and enhancing students’ ability
to communicate. In the meantime, we have deleted some words and expressions that are of
relatively lower frequencies of usage. As a result, the total number of vocabulary items for
the series is moderately reduced. The grammar sequence, however, remains fundamentally
unchanged.
Clear Learning Objectives and Engaging Learner-Centered Approach
Ever since its inception in 1997, IC has been a communication-oriented language textbook
which also aims at laying a solid foundation in language form and accuracy for students.
The third edition holds fast to that pedagogic philosophy. On top of that, it has adopted
a task-based teaching approach, which is intended to intensify students’ motivation and
heighten their awareness of the learning objectives in each chapter. Each lesson includes
Learning Objectives and Relate and Get Ready questions at the beginning to focus students’
study. At the end of each lesson, there is a Progress Checklist to be used by students in
self-testing their fulfillment of the learning objectives.
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Preface
xv
It is our hope that these changes will enable students to learn Chinese in a more efficient
and pragmatic way and develop their language proficiency and problem-solving abilities
in real-life situations. In their feedback to us, many users of previous editions of IC noted
that, more than many other Chinese language textbooks, IC was effective in developing
students’ abilities to use the language. While making every effort to retain that merit in the
new edition, we have endeavored to place language acquisition in a real-world context and
make IC all the more conducive to active use of the language in the classroom and, more
importantly, beyond it.
Contextualized Grammar and Interactive Language Practice
The somewhat mechanical drills on sentence patterns in the earlier editions are
now replaced by Language Practice exercises based on simulated real-life situations. In
particular, we have increased the number of interactive exercises and exercises that serve
the purpose of training students’ abilities in oral communication and discourse formation.
Similar changes are also to be seen in the Integrated Chinese Workbook, which offers new
exercises that are more distinctly communication-oriented and more closely aligned with
the learning objectives of each chapter. The exercises in the workbook cover the three
modes of communication as explained in the “Standards for Foreign Language Learning in
the 21st Century”: interpretive, interpersonal and presentational. To help the user locate
different types of exercises, we have labeled the workbook exercises in terms of the three
communication modes.
Linguistically and Thematically Appropriate Cultural Information and
Authentic Materials
In comparison with the earlier editions, there is more cultural information in the third
edition. The revised texts provide a broader perspective on Chinese culture, and important
cultural features and topics are discussed in the “Culture Highlights.” In the meantime,
more up-to-date language ingredients, such as authentic linguistic materials, new realia,
and new illustrations, are introduced with a view towards reflecting cultural life in the
dynamic and rapidly changing contemporary China. We believe that language is a carrier
of culture and a second/foreign language is acquired most efficiently in its native cultural
setting. Based on that conviction, we have attempted to offer both linguistic and cultural
information in a coherent, consistent manner and simulate a Chinese cultural environment
in our texts, especially those that are set in China.
All-New, Colorful, and User-Friendly Design
Where design and layout are concerned, the third edition represents a significant
improvement, intended to better facilitate its use by both teachers and students. We have
taken full advantage of colors to highlight different components of each chapter, and have
brought in brand-new illustrations and photos to complement the content of the text. The
book has also been thoroughly redesigned for optimal ease of use.
Updated Audio Recordings
Throughout this book, you will see an audio CD icon
next to the main texts,
vocabulary, and pronunciation exercises. This symbol indicates the presence of audio
recordings, which are available on the companion audio CD set.
Acknowledgments
During the course of preparing for the third edition, we accumulated more academic and
intellectual debts than any acknowledgment can possibly repay. We wish to express our
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xvi
Preface
deep gratitude to all those who helped us in so many different ways. In particular, our
heartfelt thanks go to the two editors, Ying Yang of the University of California Berkeley
and Zoe Wu of Pasadena City College, as well as Craig Butler of Hong Kong International
School, Chengzhi Chu of the University of California Davis, colleagues and friends at
Beijing Language and Culture University, and Laurel Damashek at Cheng & Tsui.
As authors, we take great pleasure in the contributions that IC has made to Chinese
teaching and learning over the past ten years, and we also feel the weight of responsibility.
In retrospect, IC has traversed a long way since its earliest incarnation, yet we know its
improvement will not end with the present edition. We promise to renew our efforts in the
future, and we expect to continue to benefit from the invaluable comments and suggestions
we receive from the users.
An Overview of the New Features of the Third Edition
Chapter Opener
Each lesson opens with an illustration
that highlights the theme for the
lesson.
Learning Objectives for every
lesson help students focus
their study and envision what
they will have accomplished at
the end of the lesson.
The self-reflective questions
in Relate and Get Ready
help students to reflect on
similarities and differences
between their native language
and culture and Chinese
language and culture.
Dialogue Design
Each dialogue or narrative begins with
an illustration depicting the scene.
For the main characters, instead of the
characters’ names, their avatar icons
appear in the dialogue. This helps the
students get acquainted with the
characters more quickly.
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Preface
xvii
Language Notes and Grammar Callouts
The Language Notes are clearly marked
and numbered in green circles, and
placed next to the dialogue for ease of
reference.
The grammar points are highlighted
and numbered in red to draw the
students’ attention to the language
forms covered in the Grammar section
of each lesson.
Vocabulary Section
A low-frequency character that the
teacher may decide not to have the
students practice writing is shown in a
shaded gray color.
Language Practice
In addition to role plays and partner
activities, this section also includes
contextualized drill practice with the help
of visual cues.
New sentence patterns are highlighted in
blue.
Culture Highlights
Photos or other authentic materials
accompany the culture notes.
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xviii
Preface
Customized Learning: How About You?
Beginning students need not
be overwhelmed by additional
vocabulary items that do not seem
to be very useful or relevant to them.
However, they should be given
opportunities to select and learn
words and phrases that relate to
their own interests and experiences.
How About You? provides this
personalized vocabulary space.
Self-Reflection: Progress Checklist
It’s important for students to be
engaged learners who feel responsible
for their own learning. At the end
of each lesson, students are asked to
check on their learning progress and
evaluate whether they have achieved
the learning objectives.
Functional Expressions: That’s How the Chinese Say It!
After every five lessons, That’s How
the Chinese Say It provides a review
of the functional expressions that
have appeared in the texts. It includes
additional linguistic and cultural
contexts to demonstrate the use of
these expressions.
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Preface
xix
Preface to the Second Edition
The Integrated Chinese series is an acclaimed, best-selling introductory course in Mandarin
Chinese. With its holistic, integrated focus on the four language skills of listening, speaking,
reading, and writing, it teaches all the basics beginning and intermediate students need
to function in Chinese. Integrated Chinese helps students understand how the Chinese
language works grammatically, and how to use Chinese in real life.
The Chinese title of Integrated Chinese, which is simply
(Zh ngwén
T ng Shu Dú Xi ), reflects our belief that a healthy language program should be a wellbalanced one. To ensure that students will be strong in all skills, and because we believe
that each of the four skills needs special training, the exercises in the Integrated Chinese
Workbooks are divided into four sections of listening, speaking, reading, and writing.
Within each section, there are two types of exercises, namely, traditional exercises (such
as fill-in-the-blank, sentence completion, translation, etc.) to help students build a solid
foundation, and communication-oriented exercises to prepare students to face the real
world.
How Integrated Chinese Has Evolved
Integrated Chinese (IC) began, in 1993, as a set of course materials for beginning and
intermediate Chinese courses taught at the East Asian Summer Language Institute’s
Chinese School, at Indiana University. Since that time, it has become a widely used series
of Chinese language textbooks in the United States and beyond. Teachers and students
appreciate the fact that IC, with its focus on practical, everyday topics and its numerous
and varied exercises, helps learners build a solid foundation in the Chinese language.
What’s New in the Second Edition
Thanks to all those who have used Integrated Chinese and given us the benefit of their
suggestions and comments, we have been able to produce a second edition that includes
the following improvements:
▲ Typographical errors present in the first edition have been corrected, and the content
has been carefully edited to ensure accuracy and minimize errors.
▲ The design has been revised and improved for easier use, and the Textbooks feature
two colors.
▲ Revised illustrations and new photos provide the reader with visual images and
relevant cultural information.
▲ Many new culture notes and examples of functional expressions have been added.
▲ Grammar and phonetics explanations have been rewritten in more student-friendly
language.
▲ Workbook listening and reading sections have been revised.
▲ A new flexibility for the teaching of characters is o ered. While we believe that
students should learn to read all of the characters introduced in the lessons, we are
aware that di erent Chinese programs have di erent needs. Some teachers may wish
to limit the number of characters for which students have responsibility, especially in
regards to writing requirements. To help such teachers, we have identified a number
of lower-frequency Chinese characters and marked them with a pound sign (#) in the
vocabulary lists. Teachers might choose to accept pinyin in place of these characters
in homework and tests. The new edition adds flexibility in this regard.
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xx
Preface to the Second Edition
▲ The Level 1 Workbooks have been reorganized. The Workbook exercises have been
divided into two parts, with each part corresponding to one of the dialogues in
each lesson. This arrangement will allow teachers to more easily teach the dialogues
separately. They may wish to use the first two or three days of each lesson to focus
on the first dialogue, and have students complete the exercises for the first dialogue.
Then, they can proceed with the second dialogue, and have students complete the
exercises for the second dialogue. Teachers may also wish to give separate quizzes on
the vocabulary associated with each dialogue, thus reducing the number of new words
students need to memorize at any one time.
▲ Level 2 o ers full text in simplified and traditional characters. The original Level
2 Textbook and Workbook, which were intended to be used by both traditionaland simplified-character learners, contained sections in which only the traditional
characters were given. This was of course problematic for students who were principally
interested in learning simplified characters. Th is di culty has been resolved in the
new edition, as we now provide both traditional and simplified characters for every
Chinese sentence in both the Textbook and the Workbook.
Basic Organizational Principles
In recent years, a very important fact has been recognized by the field of language teaching:
the ultimate goal of learning a language is to communicate in that language.
Integrated Chinese is a set of materials that gives students grammatical tools and also
prepares them to function in a Chinese language environment. The materials cover two
years of instruction, with smooth transitions from one level to the next. They first cover
everyday life topics and gradually move to more abstract subject matter. The materials
are not limited to one method or one approach, but instead they blend several teaching
approaches that can produce good results. Here are some of the features of Integrated
Chinese which make it di erent from other Chinese language textbooks:
Integrating Pedagogical and Authentic Materials
All of the materials are graded in Integrated Chinese. We believe that students can grasp
the materials better if they learn simple and easy to control language items before the
more di cult or complicated ones. We also believe that students should be taught some
authentic materials even in the first year of language instruction. Therefore, most of
the pedagogical materials are actually simulated authentic materials. Real authentic
materials (written by native Chinese speakers for native Chinese speakers) are incorporated
in the lessons when appropriate.
Integrating Written Style and Spoken Style
One way to measure a person’s Chinese proficiency is to see if s/he can handle the “written
style” (
, sh miàny ) with ease. The “written style” language is more formal and
, k uy ); however, it is also widely used in news
literal than the “spoken style” (
broadcasts and formal speeches. In addi tion to “spoken style” Chinese, basic “written
style” expressions are gradually introduced in Integrated Chinese.
Integrating Traditional and Simplifi ed Characters
We believe that students should learn to handle Chinese language materials in both the
traditional and the simplified forms. However, we also realize that it could be rather
confusing and overwhelming to teach students both the traditional and the simplified forms
from day one. A reasonable solution to this problem is for the student to concentrate on
one form, either traditional or simplified, at the first level, and to acquire the other form
during the second level. Therefore, for Level 1, Integrated Chinese o ers two editions
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Preface to the Second Edition
xxi
of the Textbooks and the Workbooks, one using traditional characters and one using
simplified characters, to meet di erent needs.
We believe that by the second year of studying Chinese, all students should be taught
to read both traditional and simplified characters. Therefore, the text of each lesson in
Level 2 is shown in both forms, and the vocabulary list in each lesson also contains both
forms. Considering that students in a second-year Chinese language class might come from
different backgrounds and that some of them may have learned the traditional form and
others the simplified form, students should be allowed to write in either traditional or
simplified form. It is important that the learner write in one form only, and not a hybrid
of both forms.
Integrating Teaching Approaches
Realizing that there is no one single teaching method which is adequate in training a
student to be proficient in all four language skills, we employ a variety of teaching methods
and approaches in Integrated Chinese to maximize the teaching results. In addition to the
communicative approach, we also use traditional methods such as grammar-translation
and direct method.
Online Supplements to Integrated Chinese
Integrated Chinese is not a set of course materials that employs printed volumes only. It is,
rather, a network of teaching materials that exist in many forms. Teacher keys, software,
and more are available from www.cheng-tsui.com, Cheng & Tsui Company’s online site
for downloadable and web-based resources. Please visit this site often for new o erings.
Other materials are available at the IC website, http://eall.hawaii.edu/yao/icusers/,
which was set up by Ted Yao, one of the principal Integrated Chinese authors, when the
original edition of Integrated Chinese was published. Thanks to the generosity of teachers
and students who are willing to share their materials with other Integrated Chinese users,
this website is constantly growing, and has many useful links and resources. The following
are some of the materials created by the community of Integrated Chinese users that are
available at the Integrated Chinese website.
▲ Links to resources that show how to write Chinese characters, provide vocabulary
practice, and more.
▲ Pinyin supplements for all Integrated Chinese books. Especially useful for Chinese
programs that do not teach Chinese characters.
▲ Preliminary activities for an activity book for Integrated Chinese Level 1 (in progress),
by Yea-fen Chen, Ted Yao and Je rey Hayden. (http://eall.hawaii.edu/yao/AB/default.
htm)
▲ Teacher’s resources.
About the Format
Considering that many teachers might want to teach their students how to speak the
language before teaching them how to read Chinese characters, we decided to place the
pinyin text before the Chinese-character text in each of the eleven lessons of the Level 1
Part 1 Textbook.
Since pinyin is only a vehicle to help students learn the pronunciation of the Chinese
language and is not a replacement for the Chinese writing system, it is important that
students can read out loud in Chinese by looking at the Chinese text and not just the pinyin
text. To train students to deal with the Chinese text directly without relying on pinyin, we
moved the pinyin text to the end of each lesson in the Level 1 Part 2 Textbook. Students
can refer to the pinyin text to verify a sound when necessary.
We are fully aware of the fact that no two Chinese language programs are identical
and that each program has its own requirements. Some schools will cover a lot of material
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xxii
Preface to the Second Edition
in one year while some others will cover considerably less. Trying to meet the needs of as
many schools as possible, we decided to cover a wide range of material, both in terms of
vocabulary and grammar, in Integrated Chinese. To facilitate oral practice and to allow
students to communicate in real-life situations, many supplementary vocabulary items are
added to each lesson. However, the characters in the supplementary vocabulary sections
are not included in the Character Workbooks. In the Character Workbooks, each of the
characters is given a frequency indicator based on the Hàny Pínl Dà Cídi n (
). Teachers can decide for themselves which characters must be learned.
Acknowledgments
Since publication of the first edition of Integrated Chinese, in 1997, many teachers and
students have given us helpful comments and suggestions. We cannot list all of these
individuals here, but we would like to reiterate our genuine appreciation for their help.
We do wish to recognize the following individuals who have made recent contributions to
the Integrated Chinese revision. We are indebted to Tim Richardson, Je rey Hayden, Ying
Wang and Xianmin Liu for field-testing the new edition and sending us their comments
and corrections. We would also like to thank Chengzhi Chu for letting us try out his
“Chinese TA,” a computer program designed for Chinese teachers to create and edit
teaching materials. This software saved us many hours of work during the revision. Last,
but not least, we want to thank Jim Dew for his superb professional editorial job, which
enhanced both the content and the style of the new edition.
As much as we would like to eradicate all errors in the new edition, some
will undoubtedly remain, so please continue to send your comments and corrections to
editor@cheng-tsui.com, and accept our sincere thanks for your help.
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xxiv
Scope and Sequence
Scope and Sequence
Lessons Topics & Themes Sections & Contexts
Learning Objectives & Functions
Introduction
1. Chinese Language and
Dialects
2. Syllabic Structure and
Pronunciation of Modern
Standard Chinese
3. The Chinese Writing
System
4. Useful Expressions
1. Learn about the Chinese language
2. Become familiar with basic Chinese
pronunciation
3. Know basic information about the Chinese
writing system
4. Use common expressions in the classroom
and daily life
1
Greetings
1. Exchanging Greetings
2. Asking about Someone’s
Nationality
1. Exchange basic greetings
2. Request a person’s last name and full name,
and provide your own
3. Determine whether someone is a teacher or a
student
4. Ascertain someone’s nationality
2
Family
1. Looking at a Family
Photo
2. Asking about Someone’s
Family
1.
2.
3.
4.
Employ basic kinship terms
Describe a family photo
Ask about someone’s profession
Say some common professions
3
Dates & Time
1. Taking Someone out to
Eat on His/Her Birthday
2. Inviting Someone to
Dinner
1.
2.
3.
4.
Tell and speak about time and dates
Talk about someone’s age and birthday
Invite someone to dinner
Arrange a dinner date
4
Hobbies
1. Talking about Hobbies
2. Would You Like to Play
Ball?
1. Say and write the terms for basic personal
hobbies
2. Ask about someone’s hobbies
3. Ask friends out to see a movie
4. Set up plans for the weekend
5
Visiting Friends
1. Visiting a Friend’s Home
2. At a Friend’s House
1.
2.
3.
4.
Simp-1-1-IC3-1Frontmatter.indd xxiv
Welcome a visitor
Introduce one person to another
Compliment someone on his/her house
Ask for beverages as a guest at someone else’s
place
5. Offer beverages to a visitor
6. Briefly describe a visit to a friend’s place
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Scope and Sequence
Forms & Accuracy
xxv
Culture Highlights
1.
2.
3.
4.
5.
6.
7.
The Verb
(xìng)
Questions Ending with
(ne)
The Verb
(jiào)
The Verb
(shì)
Questions Ending with
(ma)
The Negative Adverb
(bù)
The Adverb
(y )
Chinese names
1.
2.
3.
4.
5.
6.
7.
(de) (I)
The Particle
Measure Words (I)
Question Pronouns
(y u) in the sense of "to Have" or "to Possess"
(y u) in the sense of “to Exist”
The Usage of
(èr) and
(li ng)
The Adverb
(d u)
Chinese kinship terms
Chinese education system
1. Numbers (0, 1–100)
2. Dates and Time
3. Pronouns as Modifiers and the Usage of the Particle
(de) (II)
4. The Sentence Structure of
(W q ng n
Chinese calendar
Chinese manner of counting age
Chinese food symbolizing longevity
ch fàn)
5. Alternative Questions
6. Affirmative + Negative (A-not-A) Questions (I)
7. The Adverb
(hái)
1.
2.
3.
4.
5.
6.
7.
Word Order in Chinese
Affirmative + Negative (A-not-A) Questions (II)
The Conjuction
(nà{me})
(qù) + Action
Questions with
(h o ma)
The Modal Verb
(xi ng)
Verb+Object as a Detachable Compound
Chinese way of “splitting” the check
Chinese pastimes
1.
(yí xià) and (
Tone of Voice
Adjectives as Predicates
The Preposition
(zài)
The Particle
(ba)
The Particle
(le) (I)
The Adverb
(cái)
Chinese civilities upon meeting for the first time
Chinese tea
2.
3.
4.
5.
6.
Simp-1-1-IC3-1Frontmatter.indd xxv
({yì} di nr) Moderating the
3/29/2010 1:33:18 PM
xxvi
Scope and Sequence
Lessons Topics & Themes Sections & Contexts
Learning Objectives & Functions
1. Review functional expressions from
lessons 1–5
That’s How the Chinese
Say It!
6
Making
Appointments
1. Calling One’s Teacher
2. Calling a Friend for Help
1. Answer a phone call and initiate a phone
conversation
2. Set up an appointment with a teacher on the
phone
3. Ask for a favor
4. Ask someone to return your call
7
Studying
Chinese
1. How Did You Do on the
Exam?
2. Preparing for a Chinese
Class
1. Comment on one’s performance on an exam
2. Comment on one’s character writing
3. Talk about one’s experience in learning
Chinese vocabulary and grammar
4. Talk about one’s study habits
5. Remark on typical scenes from one’s language
class
8
School Life
1. A Diary: A Typical School
Day
2. A Letter: Talking about
Studying Chinese
1. Describe the routine of a student’s life on
campus
2. Write a simple diary entry
3. Write a brief letter in the proper format
4. Express your modesty in terms of your foreign
language ability
5. Invite friends to go on an outing
9
Shopping
1. Shopping for Clothes
2. Exchanging Shoes
1. Speak about the color, size, and price of a
purchase
2. Recognize Chinese currency
3. Pay bills in cash or with a credit card
4. Determine the proper change you should
receive
5. Ask for a different size and/or color of
merchandise
6. Exchange merchandise
10
Transportation
1. Going Home for the
Winter Vacation
2. An Email: Thanking
Someone for a Ride
1. Comment about several means of
transportation
2. Explain how to travel from one station to
another
3. Describe a traffic route
4. Express your gratitude after receiving a
personal favor
5. Offer New Year’s wishes
Simp-1-1-IC3-1Frontmatter.indd xxvi
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Scope and Sequence
Forms & Accuracy
xxvii
Culture Highlights
(suàn le)
(shéi ya)
(shì ma)
1.
2.
3.
1.
2.
3.
4.
5.
6.
The Preposition
(g i)
The Modal Verb
(yào) (I)
The Adverb
(bié)
Time Expressions
The Modal Verb
(d i)
Directional Complements (I)
Chinese phone etiquette
Chinese phone numbers
Chinese names for the Chinese language
1.
2.
3.
4.
5.
6.
7.
8.
9.
Descriptive Complements (I)
The Adverbs
(tài) and
(zh n)
The Adverb
(jiù) (I)
Double Objects
Ordinal Numbers
Chinese characters
Chinese character writing
Chinese writing brushes and other stationery
(y u{yì}di nr)
(z nme) in Questions
(de) Structure (I)
The
The Use of Nouns and Pronouns in Continuous Discourse
1. The Position of Time-When Expressions
2. The Adverb
(jiù) (II)
3.
(yìbi n...yìbi n...)
4. Series of Verbs/Verb Phrases
5. The Particle
(le) (II)
6. The Particle
(de) (III)
7. The Adverb
(zhèngzài)
8.
(chúle...y wài, hái…)
9.
(néng) and
(huì) (I) Compared
10. The Adverb
(jiù) (III)
Chinese letter format
Chinese school year
1.
2.
3.
4.
5.
6.
7.
Chinese salesclerks and waiters
Chinese formal attire
The Modal Verb
(yào) (II)
Measure Words (II)
The
(de) structure (II)
(du ) Used Interrogatively
Amounts of Money
(g n/hé... {bù} yíyàng)
(su rán..., k shì/dànshì...)
1. Topic-Comment Sentences
2.
(huòzh ) and
(háishi)
3.
(xi n)
(zài)
4.
(háishi)
(ba)
5.
(m i)
(d u)
6.
(yào)
(le)
Simp-1-1-IC3-1Frontmatter.indd xxvii
Chinese taxi drivers
Chinese public transportation
Chinese New Year
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xxviii
Scope and Sequence
Lessons Topics & Themes Sections & Contexts
Learning Objectives & Functions
That’s How the Chinese
Say It!
1. Review functional expressions from
Lessons 6–10
Indexes and Appendix
Simp-1-1-IC3-1Frontmatter.indd xxviii
1. Vocabulary Index
(Chinese-English)
2. Vocabulary Index
(English-Chinese)
3. Vocabulary Index (By
Grammar Category and
by Lesson)
4. Appendix: Alternate
Characters (Texts in
Traditional Form)
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Scope and Sequence
Forms & Accuracy
xxix
Culture Highlights
1.
(wéi)
2.
(méi wèntí)
3. Expressing and Acknowledging Gratitude
4.
(n li, n li) or
(shì ma)
5.
(Jiù shì t ba/ Jiù shì t le)
6.
(zhù)
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xxx
Abbreviations of Grammatical Terms
Abbreviations of Grammatical Terms
adj
adv
conj
interj
m
mv
n
nu
p
pn
pr
prefix
prep
qp
qpr
t
v
vc
vo
Simp-1-1-IC3-1Frontmatter.indd xxx
adjective
adverb
conjunction
interjection
measure word
modal verb
noun
numeral
particle
proper noun
pronoun
prefix
preposition
question particle
question pronoun
time word
verb
verb plus complement
verb plus object
3/29/2010 1:33:36 PM
Cast of Characters
xxxi
Cast of Characters
Wang Peng:
Li You:
A Chinese freshman
from Beijing. He has
quickly adapted to
American college life
and likes to play and
watch sports.
Amy Lee, an American
student from New York
State. She and Wang
Peng meet each other
on the first day of classes
and soon become good
friends.
Gao Wenzhong:
Gao Xiaoyin:
Winston Gore, an
English student. His
parents work in the
United States. He says
he enjoys singing and
dancing. He is also a big
fan of Chinese cooking.
He has a secret crush on
Bai Ying’ai.
Simp-1-1-IC3-1Frontmatter.indd xxxi
Jenny Gore, Winston’s
older sister. She has
already graduated from
college, and is now a
school librarian.
Bai Ying’ai:
Chang laoshi:
Baek Yeung Ae, a
friendly outgoing
Korean student from
Seoul. She finds Wang
Peng very “cool” and
very “cute”.
(Chang Xiaoliang)
Originally from China,
in her forties. Chang
laoshi has been teaching
Chinese in the United
States for ten years.
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Introduction
I. Chinese Language and Dialects
China is roughly the same size as the United States. There are numerous regional dialects of Chinese.
These dialects, which are often mutually unintelligible, are usually divided into eight groups:
Northern, Wu, Kejia (Hakka), Southern Min (Xiamen), Northern Min (Fuzhou), Yue (Cantonese),
Xiang or Hunan, and Gan or Jiangxi.
Modern Standard Chinese is known as Putonghua (“common language”) in mainland China;
Guoyu (“national language”), but also Huayu (“language spoken by ethnic Chinese people”), in
Taiwan and other Chinese-speaking communities such as Singapore and Malaysia. It is the lingua
franca for intra-ethnic (among different Chinese dialect speakers) as well as inter-ethnic (among
ethnic Chinese and other minority groups) communication in China. Its grammar is codified from
the modern Chinese literary canon, while its pronunciation is based on the speech of Beijing.
China officially recognizes 56 ethnic groups. The largest group is the Han, which makes up
over 90% of China’s population. Many of the other 55 ethnic minorities speak their own distinct
languages.
II. Syllabic Structure and Pronunciation of Modern Standard Chinese
A syllable of Modern Standard Chinese is usually composed of three parts: an initial consonant,
a final consisting of vowels or vowels and ending consonants -[n] or -[ng], and a tone. The tone is
superimposed on the entire syllable. A syllable may also have no initial consonant.
Chinese syllabic structure:
syllable =
tone
(initial) final
In this book, Chinese sounds are represented by Hanyu Pinyin—shortened to Pinyin. The
Pinyin system uses twenty-five of the twenty-six letters of the Roman alphabet. Although Pinyin
symbols are thus the same as English letters, the actual sounds they represent can be very different
from their English counterparts. Over time, you will acquire a better appreciation of the finer details
of Chinese pronunciation. This chapter is designed to help you become aware of these distinctions,
though attaining more native-sounding pronunciation will take time and effort through extensive
listening and practice.
A. Simple Finals:
There are six simple finals in Modern Standard Chinese:
a, o, e, i, u, ü
When it is pronounced by itself, a is a central vowel. The tongue remains in a natural, relaxed
position. It sounds similar to a as in “fa la la” in English.
o is a rounded semi-high back vowel. The lips are rounded when pronouncing o. o seldom
appears as a syllable by itself. Usually it compounds with the initials b, p, m, and f, and should be
practiced with them. Because of the bilabial or labio-dental nature of b p m f, o sounds almost like
a diphthong or double vowel uo. It glides from a brief u to o.
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2
Integrated Chinese • Level 1 Part 1 • Textbook
e is an unrounded semi-high back vowel. It may be helpful to first position the tongue as if to
pronounce o, and then change the shape of the mouth from rounded to unrounded. At the same
time spread the lips apart, as if you were smiling. This vowel is different from “e” in English, which
is pronounced with the tongue raised slightly forward.
i is an unrounded high front vowel. Try to squeeze a smile and pull the corners of your mouth
straight back. It is similar to the long vowel in the English word “sheep.” However, the tongue is
raised higher than it would be to pronounce its counterpart in English.
u is a rounded high back vowel. Pucker up your lips when pronouncing this sound. It is similar
to the long vowel in the English word “coop,” but the tongue is raised higher and retracted more.
ü is a rounded high front vowel. To produce this vowel, first position the tongue as if to
pronounce i, then round the lips.
In the Pinyin system, besides the high front vowel, i also represents two additional special
vowels. One is a front apical vowel, the other a back apical vowel—that is to say, they are articulated
with the front and back part of the tongue respectively. Both of these vowels are homorganic with
the very limited sets of initials with which they can co-occur (see below z, c, s and zh, ch, sh, and r).
In other words, they are pronounced in the same area of the vocal tract as those consonants. You’ll
learn how to pronounce it simply by prolonging the sounds of the two groups of consonants.
B. Initials
There are twenty-one initial consonants in Modern Standard Chinese:
1.
2.
3.
b
d
g
p
t
k
m
n
h
f
l
4.
5.
6.
j
z
zh
q
c
ch
x
s
sh
r
B.1: b, p, m, f
b is different from its English counterpart. It is not voiced, as the vocal cords do not vibrate, and
sounds more like the “p” in the English word “speak.”
p is aspirated. In other words, there is a strong puff of breath when the consonant is pronounced.
It is also voiceless.
m is produced in the same manner as the English m. It is voiced.
Pronounce f as you would in English.
Only the simple finals a, o, i, and u and the compound finals that start with a, o, i, or u can be
combined with b, p, and m; only the simple finals a, o, and u and the compound finals which start
with a, o, or u can be combined with f. When these initials are combined with o, there is actually a
short u sound in between. For instance, the syllable bo (buo) actually includes a very short u sound
between b and o.
Practice:
B.1.A
B.1.B
b vs. p
ba
bi
bu
bo
ba
pa
bu
pu
pa
pi
pu
po
po
bo
pi
bi
ma
mi
mu
mo
fa
fu
fo
B.1.C
m vs. f
B.1.D
b, p, m, f
ma
fa
bo
po
mo
fo
fu
mu
pu
bu
mu
fu
B.2: d, t, n, l
When pronouncing d, t, n, the tip of the tongue touches the gum of the upper teeth. The tongue is
raised more to the back than it would be to pronounce their English counterparts. When pronouncing
l, the tip of the tongue should touch the palate. d and t are voiceless, and n is nasal.
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Introduction
3
Only the simple finals a, i, e, and u and the compound finals which start with a, i, e, or u can be
combined with d, t, n, and l; n and l can also be combined with ü and the compound finals which
start with ü.
Practice:
B.2.A
B.2.B
d vs. t
da
di
du
de
da
ta
di
ti
ta
ti
tu
te
du
tu
de
te
na
ni
nu
ne
nü
la
li
lu
le
lü
B.2.C
l vs. n
B.2.D
d, t, n, l
lu
lü
nu
nü
le
ne
te
de
lu
nu
lü
nü
du
tu
lu
nu
B.3: g, k, h
g is unaspirated and voiceless, and k is aspirated and voiceless. When pronouncing g and k, the
back of the tongue is raised against the soft palate. The Pinyin g sounds like the “k” in the English
word “sky.”
h is voiceless. When pronouncing h, the back of the tongue is raised towards the soft palate.
The friction is noticeable. With its English counterpart, however, the friction is not noticeable.
Only the simple finals a, e, and u and the compound finals that start with a, e, or u can be
combined with g, k, and h.
Practice:
B.3.A
gu
ge
ga
ku
ke
ka
hu
he
ha
B.3.C
g vs. h
gu
hu
B.3.E
g, k, h
gu
ku
hu
he
ke
ge
ge
he
B.3.B
g vs. k
gu
ku
B.3.D
k vs. h
ke
he
ge
ke
ku
hu
B.4: j, q, x
To make the j sound, first raise the flat center of the tongue to the roof of the mouth and position
the tip of the tongue against the back of the bottom teeth, and then loosen the tongue and let the
air squeeze out through the channel thus made. It is unaspirated and the vocal cords do not vibrate.
Chinese j is similar to the English j as in “jeep,” but it is unvoiced and articulated with the tip of the
tongue resting behind the lower incisors. You also need to pull the corners of your mouth straight
back to pronounce j.
q is pronounced in the same manner as j, but it is aspirated. Chinese q is similar to the English
ch as in “cheese,” except that it is articulated with the tip of the tongue resting behind the lower
incisors. Don’t forget to pull the corners of your mouth straight back.
To make the x sound, first raise the flat center of the tongue toward (but not touching) the hard
palate and then let the air squeeze out. The vocal cords do not vibrate. x, like j and q, is articulated
with the tip of the tongue resting behind the lower incisors. To pronounce x correctly, you also
need to pull the corners of your mouth straight back, like squeezing a smile.
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4
Integrated Chinese • Level 1 Part 1 • Textbook
The finals that can be combined with j, q and x are limited to i and ü and the compound finals
which start with i or ü. When j, q and x are combined with ü or a compound final starting with ü,
the umlaut is omitted and the ü appears as u.
Practice:
B.4.A
ji
ju
qi
qu
xi
xu
B.4.C
q vs. x
qi
xi
B.4.E
j, q, x
ji
qi
xi
ju
qu
xu
qu
xu
B.4.B
j vs. q
ji
qi
B.4.D
j vs. x
ji
xi
ju
qu
ju
xu
B.5: z, c, s
z is similar to the English ds sound as in “lids.”
c is similar to the English ts sound as in “students.” It is aspirated.
s is similar to the English s sound.
The above group of sounds is pronounced with the tongue touching the back of the upper
teeth.
The simple finals that can be combined with z, c, s are a, e, u and the front apical vowel i. (Not
the regular palatal high front vowel i.)
In pronouncing the syllables zi, ci and si the tongue is held in the same position throughout
the syllable except that it is slightly relaxed as the articulation moves from the voiceless initial
consonant to the voiced vowel.
Practice:
B.5.A
B.5.B
s vs. z
za
zu
ze
zi
sa
za
su
zu
ca
cu
ce
ci
se
ze
si
zi
sa
su
se
si
B.5.C
z vs. c
B.5.D
s vs. c
za
ca
zi
ci
sa
ca
si
ci
ze
ce
zu
cu
su
cu
se
ce
B.5.E
z, c, s
sa
za
ca
su
zu
cu
se
ze
ce
si
zi
ci
za
cu
se
ci
sa
zu
su
zi
ce
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Introduction
5
B.6 zh, ch, sh. r
To make the zh sound, first curl up the tip of the tongue against the hard palate, then loosen it and
let the air squeeze out the channel thus made. It is unaspirated and the vocal cords do not vibrate.
zh sounds rather like the first sound in “jerk,” but it is unvoiced and produced with the tip of the
tongue raised against the hard palate.
ch is pronounced in the same manner as zh, but ch is aspirated. ch sounds rather like the “ch”
in “chirp” except that it is produced with the tip of the tongue raised against the hard palate.
To make the sh sound, turn up the tip of the tongue toward (but not touching) the hard palate
and then let the air squeeze out. The vocal cords do not vibrate. sh sounds rather like the “sh” in
“shirt” and “Shirley” except that it is produced with the tip of the tongue raised against the hard
palate.
r is pronounced in the same manner as sh, but it is voiced, therefore the vocal cords vibrate. You
can pronounce it simply by prolonging sh, but make sure your lips are not rounded.
The finals that can be combined with zh, ch, sh, r are a, e, u and the back apical vowel i, as well
as the compound finals which start with a, e, or u. In pronouncing the syllables zhi, chi, shi and ri
the tongue is held in the same position throughout the syllable except that it is slightly relaxed as
the articulation moves from the initial consonant to the vowel.
Practice:
B.6.A
B.6.B zh vs. sh
zha
zhu
zhe
zhi
cha
chu
che
chi
sha
shu
she
shi
ru
re
ri
B.6.C
zh vs. ch
zha
cha
B.6.E
zh, ch, sh
shi
zhi
chi
shi
she
zhe
che
she
B.6.G
r vs. l
lu
ru
B.6.I
zh, ch, r
zhe
re
zhu
li
chu
ri
che
re
sha
zha
shu
zhu
B.6.D
ch vs. sh
chu
shu
B.6.F
sh vs. r
shu
ru
B.6.H
sh, r, l
she
re
B.6.J
zh, ch, sh, r
sha
cha
zha
shu
zhu
chu
ru
zhi
chi
shi
ri
che
zhe
she
re
sha
cha
shi
ri
le
re
A Reference Chart for Initials
UNASPIRATED
STOPS
ASPIRATED
STOPS
NASALS
FRICATIVES
VOICED
CONTINUANTS
Labials
b
p
m
f
w*
Alveolars
d
t
n
l
Dental sibilants
z
c
s
Retroflexes
zh
ch
sh
r
Palatals
j
q
x
y*
Velars
g
k
h
* See explanations of w and y in the “Spelling Rules” section on the next page.
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Integrated Chinese • Level 1 Part 1 • Textbook
C. Compound Finals:
1.
2.
3.
4.
5.
6.
ai
an
ia
ua
üe
er
ei
en
iao
uo
üan
ao
ang
ie
uai
ün
ou
eng
iu*
ui**
ong
ian
uan
in
un***
iang
uang
ing
ueng
iong
* The main vowel o is omitted in the spelling of the final iu (iu = iou). Therefore, iu represents the sound iou.
The o is especially conspicuous in third and fourth tone syllables.
** The main vowel e is omitted in the final ui (ui = uei). Like iu above, it is quite conspicuous in third and
fourth tone syllables.
*** The main vowel e is omitted in un (un = uen).
In Chinese, compound finals are composed of a main vowel and one or two secondary vowels, or
a main vowel and one secondary vowel followed by one of the nasal endings -n or -ng. When the
initial vowels are a, e, and o, they are stressed. The vowels following are soft and brief. When the
initial vowels are i, u, and ü, the main vowels come after them. i, u and ü are transitional sounds. If
there are vowels or nasal consonants after the main vowels, they should be unstressed as well. In a
compound final, the main vowel can be affected by the phonemes before and after it. For instance,
the a in ian is pronounced with a lower degree of aperture and a higher position of the tongue than
the a in ma; and to pronounce the a in ang the tongue has to be positioned more to the back of the
mouth than the a elsewhere.
When pronouncing the e in ei, the tongue has to be positioned a bit toward the front and a bit
higher than pronouncing the simple vowel e alone. The e in ie is pronounced with a lower position
of the tongue than the e in ei. When pronouncing the e in en and the e in a neutral tone like the
second syllable of g ge, the tongue position should be in the center, like the e in “the.”
As noted above, in Pinyin orthography some vowels are omitted for the sake of economy, e.g.,
i(o)u, u(e)i. However, when pronouncing those sounds, the vowels must not be omitted.
SPELLING RULES
1. If there is no initial consonant before i, i is written as a semi-vowel, y. Thus ia, ie, iao, iu, ian,
iang become ya, ye, yao, you (note that the o cannot be omitted here), yan, yang. Before in and
ing, add y, e.g., yin and ying.
2. If there is no initial consonant before ü, add a y and drop the umlaut: yu, yuan, yue, yun.
3. u becomes w if it is not preceded by an initial, e.g., wa, wai, wan, wang, wei, wen, weng, wo. u
by itself becomes wu.
4. ueng is written as ong if preceded by an initial, e.g., tong, dong, nong, long. Without an initial,
it is weng.
5. In order to avoid confusion, an apostrophe is used to separate two syllables with connecting
vowels, e.g., n ’ér (daughter) and the city X ’ n (n and ér, X and n are separate syllables).
Sometimes an apostrophe is also needed when there are confusions even if the two syllables are
not connected by vowels, e.g., fáng’ài (to hinder) and f ng’àn (plan; scheme).
Practice
C.1: ai
ei
ao
ou
pai
lei
dao
gou
cai
mei
sao
shou
C.2: an en ang eng ong
C.2.A
an vs. ang
tan
tang
zan
zhang gan
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chan
C.2.B
en vs. eng
chang
sen
seng
gang
zhen
zheng fen
shen
sheng
feng
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Introduction
C.2.C
7
eng vs. ong
cheng chong deng
dong
zheng zhong keng
kong
C.3: ia iao ie iu ian in iang ing iong
C.3.A
ia vs. ie
C.3.B
ian vs. iang
jia
jie
qia
qie
xian
xiang
qian
qiang
xia
xie
ya
ye
jian
jiang
yan
yang
C.3.C
in vs. ing
C.3.D
iu vs. iong
bin
bing
pin
ping
xiu
xiong
jin
jing
yin
ying
C.3.E
ao vs. iao
C.3.F
an vs. ian
zhao
jiao
shao
xiao
chan
qian
shan
xian
chao
qiao
ao
yao
zhan
jian
an
yan
C.3.g
ang vs. iang
C.4.B
uan vs. uang
zhang jiang
shang xiang
chang qiang
ang
you
yong
yang
C.4: ua uo uai ui uan un uang
C.4.A
ua vs. uai
shua
shuai
wa
wai
shuan shuang chuan chuang
zhuan zhuang wan
C.4.C
un vs. uan
dun
duan
zhun
zhuan wen
C.4.E
ui vs. un
tui
tun
zhui
zhun
dui
dun
wei
wen
üan
ün
C.5: üe
kun
C.5.A
ün vs. un
jun
zhun
C.5.C
üe
yue
que
yun
wang
C.4.D
uo vs. ou
kuan
duo
dou
zhuo
zhou
wan
suo
sou
wo
ou
C.5.B
üan vs. uan
xuan
shuan juan
zhuan
quan
chuan yuan
wan
wen
jue
C.6: er
ger*
* Due to the lack of words with first tone in them, the word “ger” (ge with r ending) is here to give the reader
a feel for it. See D.1 Practice III below for more examples.
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Integrated Chinese • Level 1 Part 1 • Textbook
D. Tones
Every Chinese syllable has a tone.
D.1: Four Tones and Neutral Tone:
There are four tones in Modern Standard Chinese: the first tone, the second tone, the third tone,
and the fourth tone.
The first tone is a high level tone with a pitch value of 55 (see chart below); its tone mark
is “¯”.
The second tone is a rising tone with a pitch value of 35; its tone mark is “ ”.
The citation form of the third tone has a pitch value of 214. However, in normal speech it
almost always occurs as a “half third tone” with a pitch value of 21. Its tone mark is “ˇ”. Please
see D.2: Tone Sandhi for discussions on how to pronounce third tone syllables in succession.
The fourth tone is a falling tone with a pitch value of 51; its tone mark is “ ”.
In addition to the four tones, there is also a neutral tone (q ngsh ng) in Modern Standard
Chinese. Neutral tone words include those that do not have fundamental tones (e.g., the question
particle ma), and those which do have tones when pronounced individually, but are not stressed
in certain compounds (e.g., the second ba in bàba or “father”). There are no tone marks for
neutral tone syllables. A neutral tone syllable is pronounced briefly and softly, and its pitch value
is determined by the stressed syllable immediately before it. A neutral tone following a first tone
syllable, as in m ma (mother), carries a pitch tone of 2. When it follows a second tone syllable, a
third tone syllable, or a fourth tone syllable, its pitch value will be 3, 4, and 1 respectively.
Tones are very important in Chinese. The same syllable with different tones can have different
meanings. For instance, m is mother, má is hemp, m is horse, mà is to scold, ma is an interrogative
particle. The four tones can be diagrammed as follows:
Tone marks are written above the main vowel of a syllable. The main vowel can be identified
according to the following sequence: a-o-e-i-u-ü. For instance, in ao the main vowel is a. In ei the
main vowel is e. There is one exception: when i and u are combined into a syllable, the tone mark
is written on the second vowel: iù, uì.
D.1 Practice I: Monosyllabic Words
1.A
Four Tones
1.B
1st vs. 2nd
b
bí
b
bì
z
zá
p
pú
p
pù
ch
chú
dà
d
dá
d
h
hé
shè
sh
shé
sh
sh
shí
tí
t
t
tì
kè
k
k
ké
j
jí
jì
j
gú
gù
g
g
1.C
1st vs. 3rd
1.D
1st vs. 4th
t
t
f
fà
m
m
d
dì
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Introduction
x
x
q
qù
sh
sh
k
kè
1.E
2nd vs. 1st
1.F
2nd vs. 3rd
hú
h
gé
g
xí
x
tí
t
zhé
zh
jú
j
pó
p
rú
r
1.G
2nd vs. 4th
1.H
3rd vs. 1st
lú
lù
t
t
mó
mò
m
m
cí
cì
g
g
zhé
zhè
ch
ch
1.I
3rd vs. 2nd
1.J
3rd vs. 4th
ch
chú
b
bò
k
ké
n
nì
x
xí
ch
chù
q
qú
r
rè
1.K
4th vs. 1st
1.l
4th vs. 2nd
jì
j
nà
ná
là
l
zè
zé
sù
s
jù
jú
hè
h
l
l
1.M
4th vs. 3rd
sà
s
zì
z
kù
k
zhè
zh
9
D.1 Practice II: Bisyllabic Words
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2.a
1st+1st:
ch z
t ch
ch f
2.b
1st+2nd:
ch tú
x qí
ch xí
2.c
1st+3rd:
sh ch
g q
ch b n
2.d
1st+4th:
ch sè
h shì
jl
2.e
2nd+1st:
shísh
qíj
shích
2.f
2nd+2nd:
jíhé
shépí
pígé
2.g
2nd+3rd:
jít
bóq
zhél
2.h
2nd+4th:
qítè
fúlì
chíxù
2.i
3rd+1st:
z zh
zh j
lk
2.j
3rd+2nd:
p jí
zh xí
ch fá
2.k
3rd+4th:
l kè
g lì
t zhì
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10
Integrated Chinese • Level 1 Part 1 • Textbook
2.l
4th+1st:
zìs
qìch
l sh
2.m
4th+2nd:
fùzá
dìtú
shìshí
2.n
4th+3rd:
zìj
bìh
dìzh
2.o
4th+4th:
mùdì
xùmù
dàdì
D.1 Practice III: Words with “er” sound
érzi
3.a
3.b
rduo
3.c
shí’èr
érqi
mù’ r
èrshí
D.2: Tone Sandhi
If two third tone syllables are spoken in succession, the first third tone becomes second tone. This
tone change is known as tone sandhi in linguistics. For instance,
xl
m
xíl
(baptism)
ch r
m
chír
(shame)
q sh
m
qúsh
(accept or reject)
Note: Following standard Pinyin practice, we do not change the tone marks from third to second
tone. Initially the student might have to consciously remember that the first syllable actually is
pronounced in the second tone, but through practice and by imitating the teacher, it will soon
become an automatic habit.
D.2 Practice
ch l
m
chúl
g p
m
gúp
bn
m
bín
j zh
m
júzh
zn
m
zín
zh sh
m
zhísh
D.3: Neutral Tone
The neutral tone occurs in unstressed syllables. It is unmarked. For instance,
ch zi (car)
m ma (mom)
chúzi (cook)
sh shu (uncle)
l zi (plum)
shìzi (persimmon)
D.3 Practice
1. m ma
g ge
sh fu
ch qu
2. dízi
bóbo
bízi
chúle
3. l zi
q zi
d zi
f shang
4. bàba
dìdi
kèqi
kùzi
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Introduction
11
E. Combination Exercises
I.
sh n
xi n
s n
cháng
qiáng
cáng
zh
j
z
lüè
nüè
yuè
kè
lè
rè
Zh ngguó
x ngq
l sh
zhàopiàn
zàijiàn
tóngxué
x huan
diànshì
y nyuè
k lè
y nlèi
shàngw
cèsu
ch nti n
xiàw
bànyè
g ngkè
k ish
rìjì
c nt ng
zuìjìn
x wàng
y sheng
ch z
zh umò
gu nxi
dòufu
jiéh n
liúxué
n ’ér
shénme
su rán
w ngqiú
xz o
niánjí
yóuy ng
II.
III. The Chinese Writing System
A. The Formation of Chinese Characters
Unlike English, which is an alphabetic language, Chinese writing is represented by “characters,”
each of which represents a syllable. Characters are traditionally divided into the following six
categories:
1.
xiàngxíng
pictographs, pictographic characters
EXAMPLES:
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rén
person
sh n
mountain
rì
sun
yuè
moon
mù
tree
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12
Integrated Chinese • Level 1 Part 1 • Textbook
2.
zh shì
self-explanatory characters
EXAMPLES:
3.
huìyì
shàng
above
xià
below
associative compounds
EXAMPLES:
míng
bright
xi
rest
4.
xíngsh ng pictophonetic characters (with one element indicating meaning and the
other sound)
EXAMPLES:
5.
zh nzhù
mutually explanatory characters
EXAMPLES:
6.
ji jiè
phonetic loan characters
EXAMPLES:
A popular myth is that Chinese writing is pictographic, and that each Chinese character represents
a picture. It is true that some Chinese characters evolved from pictures, but these comprise only
a small proportion of the characters. The vast majority of Chinese characters are pictophonetic
characters consisting of a radical and a phonetic element. The radical often suggests the meaning of
a character, and the phonetic element indicates its original pronunciation, which may or may not
represent its modern pronunciation.
B. Basic Chinese Radicals
Although there are more than fifty thousand Chinese characters in existence, one only needs to
know two or three thousand to be considered literate. Mastering two or three thousand characters
is, of course, still a rather formidable task. However, the learning process will be more effective
and easier if one knows well the basic components of Chinese characters. Traditionally, Chinese
characters are grouped together according to their common components known as “radicals” (
bùsh u). The 214 "Kangxi radicals" have been the standard set of radicals since the publication
of the great Kangxi Dictionary (
, K ngx Zìdi n) in 1716, although some contemporary
dictionaries, which treat simplified characters as primary forms, have reduced that number to 189.
By knowing the radicals and other basic components well, you will find recognizing, remembering
and reproducing characters much easier. Knowing the radicals is also a must when using
dictionaries that arrange characters according to their radicals. The following is a selection of
forty radicals that everybody should know well when starting to learn characters.
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Introduction
Chinese radical
1.
Pinyin
English
rén
person
d o
knife
lì
power
yòu
right hand; again
k u
mouth
wéi
enclose
t
earth
x
sunset
dà
big
n
woman
z
son
cùn
inch
xi o
small
g ng
labor; work
y o
tiny; small
g ng
bow
xn
heart
g
dagger-axe
sh u
hand
rì
sun
yuè
moon
mù
wood
shu
water
hu
fire
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Simp-1-1-IC3-1Frontmatter.indd 13
13
Examples
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14
Integrated Chinese • Level 1 Part 1 • Textbook
25.
26.
27.
28.
tián
field
mù
eye
shì
show
mì
fine silk
r
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
ear
y
clothing
yán
speech
bèi
cowrie shell
z u
walk
zú
foot
jn
gold
mén
door
zhu
short-tailed bird
y
rain
shí
eat
m
horse
(** = used as radical only, not as a character by itself)
Two Chinese radical charts.
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Introduction
15
C. Basic Strokes
The following is a list of basic strokes:
Basic stroke
Chinese
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Pinyin
English
di n
dot
héng
horizontal
shù
vertical
pi
downward left
nà
downward right
tí
upward
héngg u
horizontal hook
shùg u
vertical hook
xiég u
slanted hook
héngzhé
horizontal bend
shùzhé
vertical bend
Examples
Note: With the exception of the “tí” stroke (which moves upward to the right) and the “pi ” stroke (which
moves downward to the left), all Chinese strokes move from top to bottom, and from left to right.
D. Stroke Order
Following is a list of rules of stroke order. When writing a Chinese character, it is important that
you follow the rules. Following the rules will make it easier for you to accurately count the number
of strokes in a character. Knowing the exact number of strokes in a character will help you find the
character in a radical-based dictionary. Also, your Chinese characters will look better if you write
them in the correct stroke order!
1. From left to right
2. From top to bottom
3. Horizontal before vertical
4. From outside to inside
5. Middle before two sides
6. Inside before closing
Note: Learn the correct stroke order of the characters introduced in this book by using the Integrated Chinese Level 1 Part
1 Character Workbook.
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Integrated Chinese • Level 1 Part 1 • Textbook
IV. Useful Expressions
A. Classroom Expressions
The following is a list of classroom expressions that you will hear every day in your Chinese class.
1. N h o!
How are you? How do you do?
2. L osh h o!
How are you, teacher?
3. Shàng kè.
Let’s begin the class.
4. Xià kè.
The class is over.
5. D k i sh .
Open the book.
6. W shu , n men t ng.
I’ll speak, you listen.
7. Kàn h ib n.
Look at the blackboard.
8. Duì bu duì?
Is it right?
9. Duì!
Right! Correct!
10. H n h o!
Very good!
11. Q ng g n w shu .
Please repeat after me.
12. Zài shu yí biàn.
Say it again.
13. D ng bu d ng?
Do you understand?
14. D ng le.
Yes, I/we understand; I/we do.
15. Zàijiàn!
Good-bye!
B. Survival Expressions
The following is a list of important expressions that will help you survive in a Chinese language environment.
A good language student is constantly learning new words by asking questions. Learn the following
expressions well and start to acquire Chinese on your own!
1.
Duìbuq !
Sorry!
2.
Q ng wèn...
Excuse me...; May I ask...
3.
Xièxie!
Thanks!
4.
Zhè shì shénme?
What is this?
5.
W bù d ng.
I don’t understand.
6.
Q ng zài shu yí biàn.
Please say it one more time.
7.
“…” Zh ngwén z nme shu ?
How do you say “…” in Chinese?
8.
“…” shì shénme yìsi?
What does “…” mean?
9.
Q ng n g i w ...
Please give me...
Q ng n gàosu w ...
Please tell me...
10.
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Introduction
17
C. Numerals
Having good control of the Chinese numerals will facilitate your dealing with real life situations
such as shopping, asking for time and dates, etc. You can get a head start by memorizing 1 to 10
well now.
1.
y
one
2.
èr
two
3.
s n
three
4.
sì
four
5.
w
five
6.
liù
six
7.
q
seven
8.
b
eight
9.
ji
nine
shí
ten
10.
Do you know the names of the strokes below? Can you write them properly?
Simp-1-1-IC3-1Frontmatter.indd 17
A
B
C
D
E
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LESSON 1
Greetings
Dì y kè
Wèn h o
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
•
•
•
•
Exchange basic greetings;
Request a person’s last name and full name and provide your own;
Determine whether someone is a teacher or a student;
Ascertain someone’s nationality.
RELATE AND GET READY
In your own culture/community—
1. How do people greet each other when meeting for the first time?
2. Do people say their given name or family name first?
3. How do acquaintances or close friends address each other?
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Integrated Chinese • Level 1 Part 1 • Textbook
Dialogue I: Exchanging Greetings
LANGUAGE NOTES
(N h o!) is a common form of greeting.
It can be used to address strangers upon first
introduction or between old acquaintances. To
respond, simply repeat the same greeting.
(q ng wèn) is a polite formula to be used
to get someone’s attention before asking a question
or making an inquiry, similar to “excuse me, may I
please ask…” in English.
You can replace
(n ) with its honorific form,
(nín), if you wish to be more polite and respectful.
See Lesson 6, Dialogue I, Language Note 1.
(xi oji ) is a word with two third tone
syllables. The tone sandhi rule applies, thus making
the first third tone
second syllable
(xi o) a second tone. The
(ji ) can also be pronounced in
the neutral tone.
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21
Lesson 1 • Greetings
N h o !
N h o!
Q ng wèn , n
W xìng
guì xìng?
L . N ne ?
W xìng Wáng. L xi oji
, n jiào shénme míngzi?
W jiào L Y u. Wáng xi nsheng, n jiào shénme míngzi?
W jiào Wáng Péng.
VOCABULARY
1.
n
pr
you
2.
h o
adj
fine; good; nice; O.K.; it’s settled
3.
q ng
v
please (polite form of request); to treat or to
invite (somebody)
4.
wèn
v
to ask (a question)
5.
guì
adj
honorable; expensive
6.
xìng
v/n
(one’s) surname is...; to be surnamed; surname
[See Grammar 1.]
Simp-1-1-IC3-19Lesson 1.indd 21
7.
w
pr
I; me
8.
ne
qp
(question particle) [See Grammar 2.]
9.
xi oji
n
Miss; young lady
10.
jiào
v
to be called; to call [See Grammar 3.]
11.
shénme
qpr
what
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Integrated Chinese • Level 1 Part 1 • Textbook
VOCABULARY
12.
míngzi
n
name
13.
xi nsheng
n
Mr.; husband; teacher
Proper Nouns
14.
15.
L Y u
(a personal name)
l
(a surname); plum
Wáng Péng
(a personal name)
wáng
(a surname); king
Grammar
1. The Verb
(xìng)
(xìng) is both a noun and a transitive verb. When it is used as a verb, it must be followed by an
object.
A:
N xìng shénme?
(What is your surname? Lit: You are surnamed what?)
B:
W xìng L .
(My surname is Li.)
(xìng) is usually negated with
Simp-1-1-IC3-19Lesson 1.indd 22
(bù). [See Grammar 6.]
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Lesson 1 • Greetings
23
A:
N xìng L ma?
(Is your family name Li?)
B:
W bú xìng L .
(My surname is not Li.)
It is incorrect to say:
However, when
*W bú xìng.
(xìng) is used with
(guì) to form a respectful or polite expression to
ask for someone’s surname, the proper way to inquire and to respond is as follows:
A:
N guì xìng?
(What is your surname?) (Lit: Your honorable surname is…?)
Remember to drop the honorific
when you reply:
B:
W xìng Wáng.
(My surname is Wang.)
It is incorrect to say:
*W guì xìng Wáng.
One may also hear people respond to
(Mi n guì xìng Wáng),
(N guì xìng) by saying
(Mi n guì xìng L ). Lit: Dispense with the honorable.
[My] surname is Wang/Li.
2. Questions Ending with
(ne)
(ne) often follows a noun or pronoun to form a question when the content of the
question is already clear from the context.
A:
Q ng wèn, n guì xìng?
(What’s your family name, please?)
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Integrated Chinese • Level 1 Part 1 • Textbook
B:
W xìng L , n ne?
(My family name is Li. How about you?)
A:
N jiào shénme míngzi?
(What’s your name?)
B:
W jiào Wáng Péng, n ne?
(My name is Wang Peng. How about you?)
When
(ne) is used in this way, there must be some context. In each of the two examples above,
the context is provided by the preceding sentence,
(W xìng L ) in (1), and
(W jiào Wáng Péng) in (2).
3. The Verb
The verb
(jiào)
(jiào) has several meanings. It means “to be called” in this lesson. Like
(xìng), it
must be followed by an object, which can be either a full name or a given name, but seldom a given
name that consists only of one syllable.
A:
N jiào shénme míngzi?
(What is your name?)
B:
W jiào Wáng Péng.
(My name is Wang Peng.)
(jiào) is usually negated with
(bù). [See Grammar 6.]
A:
N jiào L Sh ng ma?
(Is your name Li Sheng?)
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Lesson 1 • Greetings
25
B:
W bú jiào L Sh ng.
(My name is not Li Sheng.)
From the examples above, we can see that the basic word order in a Chinese sentence runs
like this:
Subject + Verb + Object
The word order remains the same in statements and questions. Remember that you don’t
place the question word at the beginning of a question as you do in English, unless that
question word is the subject. (See more on word order in Grammar 3 in Lesson 2 and
Grammar 1 in Lesson 4.)
Language Practice
A. Mix and mingle
Walk around the classroom and get to know your classmates:
A:
A: N h o!
B:
B:
A:
A: Q ng wèn, n guì xìng?
B:
B: W xìng
.
.
N ne?
A:
A: W xìng
w jiào
,
,
n jiào shénme míngzi?
B:
Simp-1-1-IC3-19Lesson 1.indd 25
B: W jiào
.
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Integrated Chinese • Level 1 Part 1 • Textbook
B. Meeting for the first time/Getting acquainted
Complete the following exchange between two people who have never met
before. Do a role play based on the exchange.
A:
A: N h o!
B:
B:
A:
A: W xìng
.
,
q ng wèn, n guì xìng?
B:
B:
.
A:
A:
,
n jiào shénme míngzi?
B:
Simp-1-1-IC3-19Lesson 1.indd 26
B: W jiào
.
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27
Lesson 1 • Greetings
Dialogue II: Asking about Someone's Nationality
LANGUAGE NOTE
The original tone of
is a
4th tone “bù”. However, when
followed by another 4th tone
syllable,
tone, as in
Simp-1-1-IC3-19Lesson 1.indd 27
changes to 2nd
(bú shì).
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Integrated Chinese • Level 1 Part 1 • Textbook
Wáng xi nsheng, n shì
W bú
W y
l osh ma ?
shì l osh , w shì xuésheng. L Y u, n ne?
shì xuésheng. N shì Zh ngguó rén ma?
Shì, w shì B ij ng rén. N shì M iguó rén ma?
Shì, w shì Ni yu rén.
VOCABULARY
1.
shì
v
to be [See Grammar 4.]
2.
l osh
n
teacher
3.
ma
qp
(question particle) [See Grammar 5.]
4.
bù
adv
not; no [See Grammar 6.]
5.
xuésheng
n
student
6.
y
adv
too; also [See Grammar 7.]
7.
rén
n
people; person
Proper Nouns
8.
Zh ngguó
China
9.
B ij ng
Beijing
10.
M iguó
America
11.
Ni yu
New York
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Lesson 1 • Greetings
29
Grammar
4. The Verb
In Chinese,
(shì)
(shì) is a verb which can be used to link two units that are in some way
equivalent. These two units can be nouns, pronouns, or noun phrases, e.g.,
A:
N shì l osh ma?
(Are you a teacher?)
B:
W shì l osh .
(I am a teacher.)
L Y u shì xuésheng.
(Li You is a student.)
(shì) is usually negated with
(bù). [See also Grammar 6 below.]
Wáng Péng bú shì M iguó rén.
(Wang Peng is not American.)
5. Questions Ending with
When
(ma)
(ma) is added to the end of a declarative statement, that statement is turned into
a question. To answer the question in the affirmative, drop the
question; to answer the question in the negative, drop the
adverb— usually
Simp-1-1-IC3-19Lesson 1.indd 29
(ma) from the end of the
(ma), and insert a negative
(bù)—before the verb. [See also Grammar 6 below.]
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Integrated Chinese • Level 1 Part 1 • Textbook
Question:
N shì l osh ma?
(Are you a teacher?)
Affirmative answer:
W shì l osh .
(I am a teacher.)
Negative answer:
W bú shì l osh .
(I am not a teacher.)
Question:
N xìng Wáng ma?
(Is your family name Wang?)
Affirmative:
W xìng Wáng.
(My family name is Wang.)
Negative:
W bú xìng Wáng.
(My family name is not Wang.)
This is a typical business card. Circle the person’s family name.
Where is this person located?
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Lesson 1 • Greetings
6. The Negative Adverb
31
(bù)
In Chinese there are two main negative adverbs. One of the two,
(bù), occurs in this
lesson.
W bú shì B ij ng rén.
(I am not from Beijing.)
L Y u bú shì Zh ngguó rén.
(Li You is not Chinese.)
L osh bú xìng Wáng.
(The teacher’s surname is not Wang.)
W bú jiào L Zh ng.
(My name is not Li Zhong.)
7. The Adverb
The adverb
(y )
(y ) basically means “too” or “also.” In Chinese, adverbs, especially one-
syllable adverbs, normally appear after subjects and in front of verbs. They usually cannot
precede subjects or follow verbs. The adverb
(y ) cannot be put before the subject or at
the very end of a sentence.
W y shì xuésheng.
(I’m a student, too.)
Wáng Péng shì xuésheng, L Y u y shì xuésheng.
(Wang Peng is a student. Li You is a student, too.)
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Integrated Chinese • Level 1 Part 1 • Textbook
N shì Zh ngguó rén, w y shì Zh ngguó rén.
(You are Chinese. I am Chinese, too.)
*
(3a)
N shì Zh ngguó rén, *w shì Zh ngguó rén y .
*
(3b)
N shì Zh ngguó rén, *y w shì Zh ngguó rén.
When the adverb
before
(y ) is used together with the negative adverb
(bù),
(y ) is placed
(bù), e.g.
Wáng Péng bú shì l osh , L Y u y bú shì l osh .
(Wang Peng is not a teacher. Li You is not a teacher, either.)
N bú shì Ni yu rén, w y bú shì Ni yu rén.
(You are not from New York. I am not from New York, either.)
Language Practice
C.
(shì…ma)
Based on the text of Lesson 1 and your own situation, ask and answer the
following questions with a partner.
◆
EXAMPLE
Wáng Péng ◆ xuésheng
A:
A: Wáng Péng shì xuésheng ma?
B:
B: Wáng Péng shì xuésheng.
1.
◆
1. L Y u ◆ M iguó rén
2.
◆
2. Wáng Péng ◆ Zh ngguó rén
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33
Lesson 1 • Greetings
3.
◆
3. L Y u ◆ M iguó xuésheng
4.
◆
4. Wáng Péng ◆ B ij ng rén
5.
◆
5. L Y u ◆ Ni yu rén
◆
6.
D.
6. N ◆ xuésheng
(bù)
Based on the text of Lesson 1 and your own situation, ask and answer the following
questions with a partner.
EXAMPLE
A:
A: L xi oji jiào L Péng ma?
B:
B: L xi oji bú jiào L Péng.
1.
1. L Y u shì Zh ngguó rén ma?
2.
2. N shì Wáng Péng ma?
3.
3. Wáng Péng shì Ni yu rén ma?
4.
4. Wáng xi nsheng jiào Wáng Y u ma?
5.
5. N jiào L Y u ma?
E.
(y )
Based on the text of Lesson 1 and your own situation, ask and answer the
following questions with a partner.
1.
1. Wáng Péng shì Zh ngguó rén,
n y shì Zh ngguó rén ma?
2.
2. L Y u shì Ni yu rén,
n y shì Ni yu rén ma?
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Integrated Chinese • Level 1 Part 1 • Textbook
3.
3. Wáng Péng bú shì l osh , n ne?
4.
4. L Y u bú shì Zh ngguó rén, n ne?
5.
5. Wáng Péng xìng Wáng,
n y xìng Wáng ma?
F. “I’m American. How about you? Where are you from?”
Walk around the classroom and find out about your classmates’ nationality,
state, or city origins. Remember that, to say that you are from America, California,
or Boston, simply attach the word
(rén: person) to the name of the country,
(M iguó)/California/Boston
state, or city:
(rén).
A:
A: W shì M iguó rén, n ne?
B:
B: ……
A:
Kentucky (the state of your
current residence)
B:
A: N shì Kentucky (the state of your
current residence) rén ma?
B: W shì … rén./
W bú shì… rén, w shì …rén.
A:
(pick a city in your
respondent’s home state)
A: N shì (pick a city in your
respondent’s home state) rén ma?
B:
(Louisville)
B: W shì (Louisville) rén, n ne?
A:
(Portland)
A: W shì (Portland) rén.
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Lesson 1 • Greetings
35
HOW ABOUT YOU?
Where are you from?
1.
Y ngguó
pn
Britain; England
2.
F guó
pn
France
3.
Déguó
pn
Germany
4.
Rìb n
pn
Japan
5.
Hánguó
pn
South Korea
6.
Ji ’nádà
pn
Canada
7.
Mòx g
pn
Mexico
8.
Yìndù
pn
India
9.
Yuènán
pn
Vietnam
10.
Ji zh u
pn
California
11.
Xiàw iyí
pn
Hawaii
12.
Shàngh i
pn
Shanghai
If your country/state/city is not listed above, please ask your teacher and make a note here:
W shì
Simp-1-1-IC3-19Lesson 1.indd 35
rén.
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Integrated Chinese • Level 1 Part 1 • Textbook
Culture Highlights
Most Chinese family names
(xìng) are monosyllabic. There are,
however, a few disyllabic family names such as
( uyáng) and
(S tú). The number of Chinese family names is fairly limited.
According to the most recent census, the most common family names are
(L ),
(Wáng),
(Zh ng),
(Liú), and
(Chén).
Family names precede official titles or other forms of address:
(Wáng xi nsheng, literally, Wang Mister),
(L l osh , literally, Li Teacher), etc. When
addressing strangers, it is proper to say
Mr.) or
(xi nsheng,
(xi oji , Miss) following their
family name.
Family names
(xìngshì).
(xìng) are sometimes called
(xìng) were originally passed down along
maternal lines. Indeed, some of the most ancient Chinese family
names such as
(J ),
(Gu ),
(Sì),
(Ji ng) as well as the character
male radical,
with a
a
(Yáo), and
(xìng) contain the fe-
(n ). Aristocratic men and women were born
These are the first sixteen surnames listed
in the Hundred Surnames. Do you recognize
any of them?
(xìng). However, only aristocratic men would have
(shì) as a secondary family name. By the Western Han
period (207 BCE–8 CE),
(xìng) and
(shì) had become
indistinguishable, and even commoners had acquired family
names or
(xìng).
When talking about Chinese family names, most Chinese
people will reference or mention the Hundred Surnames,
(B i Ji Xìng). The book records the known family
names of the Northern Song Dynasty in the 10th century. The
400-plus family names included in the work are arranged in
quatrains with each eighth character rhymed. The book
was a popular reading primer recited by schoolchildren.
Simp-1-1-IC3-19Lesson 1.indd 36
There are dictionaries to interpret the
Hundred Surnames. This is the cover of one
of those dictionaries.
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Lesson 1 • Greetings
In Chinese, family names
37
(xìng) always precede personal or given names
(míng). Personal names usually carry auspicious or positive meanings.
They can be either monosyllabic, written in one character, or disyllabic,
written in two characters. In Chinese culture, a person is seldom referred to
by his or her family name alone, especially if the family name is monosyllabic.
For example, Wang Peng
(Wáng Péng), should not be referred to
simply as Wang.
When meeting someone for the first time, it is polite to first ask for his or her
family name, rather than his/her full name. Then the question
(N jiào shénme míngzi? What is your name?) can be asked to find
out his or her given name or full name.
In Chinese culture the use of given names often suggests a much higher degree
of intimacy than is the case in the West. If one’s given name is monosyllabic,
its use is even more limited, usually confined to one’s lover or spouse. For
example, Wang Peng’s girlfriend can address him as Peng, especially in letters,
but most people would call him Wang Peng rather than Peng.
Do you know any people with these family names?
(Bì);
(Chén);
(G o);
(Huáng);
(Máo);
(Sh );
(Lín);
(Liú);
(Luó);
(Wú);
(Xiè);
(Xú);
(Zh ng);
Simp-1-1-IC3-19Lesson 1.indd 37
(Cài);
(Zhèng);
(X );
(Yáng);
(L );
(Wáng);
(Yáo);
(Yè);
(Zh u)
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Integrated Chinese • Level 1 Part 1 • Textbook
Pronunciation Exercises
Practice the following initials:
b
p
d
t
1.
b o
p o
d
t
2.
b n
p n
dí
tí
3.
bù
pù
duì
tuì
4.
b
p
d ng
t ng
5.
b ng
p ng
d ng
t ng
Practice the following initials:
j
q
z
c
1.
ji o
qi o
z i
c i
2.
j ng
q ng
z o
c o
3.
jn
qn
zì
cì
4.
jiè
qiè
zè
cè
5.
jiàn
qiàn
zhè
chè
Practice the following initials:
sh
s
x
1.
shà
sà
xià
2.
shàn
sàn
xiàn
3.
sh n
s n
xn
4.
sh ng
s ng
x ng
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Lesson 1 • Greetings
39
Practice the following tones:
1. ti nti n
2. j nnián
3. j ngl
4. sh ngqì
5. x ngq
6. f dá
7. f zh n
8. sh ngdiào
Practice the following tone combinations:
1. n h o
2. L Y u
3. l oh
4. zh nl n
5. h o du
6. n lái
7. h o sh
8. q ng wèn
Practice the following syllables in neutral tones:
Simp-1-1-IC3-19Lesson 1.indd 39
1. xi nsheng
2. míngzi
3. xiáojie
4. shénme
5. w de
6. n de
7. t de
8. shéi de
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English Text
Dialogue I
Wang Peng: How do you do?
Li You: How do you do?
Wang Peng: What’s your family name, please? (lit. Please, may I ask… your honorable surname
is…?)
Li You: My family name is Li. What’s yours? (lit. I am surnamed Li, and you?)
Wang Peng: My family name is Wang. Miss Li, what’s your name?
Li You: My name is Li You. Mr. Wang, what’s your name?
Wang Peng: My name is Wang Peng.
Dialogue II
Li You: Mr. Wang, are you a teacher?
Wang Peng:
Li You:
Wang Peng:
Li You:
I’m not a teacher, I’m a student. Li You, how about you?
I’m a student, too. Are you Chinese?
Yes, I’m from Beijing (lit. I’m a Beijing-er). Are you American?
Yes, I’m from New York (lit. I’m a New Yorker).
PROGRESS CHECKLIST
Before proceeding to Lesson 2, be sure that you can complete the following
tasks in Chinese:
I am able to
Exchange basic greetings;
Say my last name and full name;
Ask someone’s last name and full name;
Say if I am a student or not;
State my nationality;
Ask someone's nationality.
Please review the lesson if any of these tasks seem difficult.
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LESSON 2
Family
Dì èr kè
Ji tíng
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
•
•
•
•
Employ basic kinship terms;
Describe a family photo;
Ask about someone’s profession;
Say some common professions.
RELATE AND GET READY
In your own culture/community—
1. What is the typical family structure?
2. Does an adult consider his/her parents’ house his/her home?
3. Do adults live with their parents?
4. Do people mention their father or mother first when talking about
family members?
5. Is it culturally appropriate to ask about people’s professions upon first
meeting them?
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Dialogue I: Looking at a Family Photo
(Wang Peng is in Gao Wenzhong’s room and points to a
picture on the wall.)
LANGUAGE NOTES
In colloquial Chinese,
can also
be pronounced as zhèi and
as
nèi if followed by a measure word
or a numeral and a measure word.
(They both walk toward the picture and then stand in
front of it.)
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43
Lesson 2 • Family
“Son” in Chinese is
(érzi),
(érzi, son) cannot be
and
replaced by
(nán háizi, boy). “Daughter” is
(n ’ér), and
(n ’ér) cannot be interchanged
(Wang Peng is in Gao Wenzhong’s room and points to a picture
on the wall.)
G o Wénzh ng, nà shì n de
with
(n háizi, girl).
zhàopiàn ma?
(They both walk toward the picture and then stand in front of it.)
Shì. Zhè shì w bàba, zhè shì w m ma.
Zhè ge
n háizi shì shéi ?
T shì w ji jie.
Zhè ge nán háizi shì n dìdi ma?
Bú shì, t shì w dàg de érzi .
N dàg y u
n ’ér ma?
T méiy u n ’ér.
VOCABULARY
1.
nà
pr
that
2.
de
p
(a possessive or descriptive particle)
[See Grammar 1.]
3.
zhàopiàn
n
picture; photo
4.
zhè
pr
this
5.
bàba
n
father, dad
6.
m ma
n
mother, mom
7.
gè/ge
m
(measure word for many common
everyday objects) [See Grammar 2.]
8.
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n
adj
female
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Integrated Chinese • Level 1 Part 1 • Textbook
VOCABULARY
9.
háizi
n
child
10.
shéi
qpr
who [See Grammar 3.]
11.
t
pr
she; her
12.
ji jie
n
older sister
13.
nán
adj
male
14.
dìdi
n
younger brother
15.
t
pr
he; him
16.
dàg
n
eldest brother
17.
érzi
n
son
18.
y u
v
to have; to exist [See Grammar 4.]
19.
n ’ér
n
daughter
20.
méi
adv
not
Proper Noun
21.
G o Wénzh ng
(a personal name)
g o
(a surname) tall; high
The picture on the wall in Gao Wenzhong’s room.
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Lesson 2 • Family
45
Grammar
1. The Particle
(de)
(I)
To indicate a possessive relationship, the particle
appears between the “possessor”
and the “possessed.” To that extent, it is equivalent to the “’s” structure in English. For
example:
(l osh de míngzi) = teacher’s name. The particle
(de)
is often omitted in colloquial speech after a personal pronoun and before a kinship term.
Therefore, we say
but
(Wáng Péng de m ma, Wang Peng’s mother)
(w m ma, my mother). See also Grammar 3 in Lesson 3.
2. Measure Words (I)
In Chinese a numeral is usually not followed immediately by a noun. Rather, a measure
word is inserted between the number and the noun, as in (1), (2), and (3) below. Similarly, a
measure word is often inserted between a demonstrative pronoun and a noun, as in (4) and
(5) below. There are over one hundred measure words in Chinese, but you may hear only
two or three dozen in everyday speech. Many nouns are associated with special measure
words, which often bear a relationship to the meaning of the given noun.
(gè /ge) is the single most common measure word in Chinese. It is also sometimes
used as a substitute for other measure words.
yí ge rén
(a person)
yí ge xuésheng
(a student)
yí ge l osh
(a teacher)
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Integrated Chinese • Level 1 Part 1 • Textbook
zhè ge háizi
(this child)
nà ge nán xuésheng
(that male student)
3. Question Pronouns
Question pronouns include
Lesson 6],
(shéi, who),
(shénme, what),
(n r, where) [See Lesson 5],
(n /n i, which) [See
(j , how many), etc. In a question with a
question pronoun, the word order is exactly the same as that in a declarative sentence. Therefore,
when learning to form a question with a question pronoun, we can start with a declarative sentence
and then replace the part in question with the appropriate question pronoun, e.g.:
Nà ge n háizi shì L Y u.
(That girl is Li You.)
From (1), one can replace
(Nà ge n háizi) with
(shéi) to form a question if
he or she wishes to find out who Li You is:
(1a)
Shéi shì L Y u?
(Who is Li You?)
Here
(shéi) functions as the subject of the sentence and occupies the same position as
(Nà ge n háizi) in the corresponding statement.
One can also replace
(L Y u) in (1) with
(shéi) to form a question if he or she wishes to
find out who that girl is:
(1b)
Nà ge n háizi shì shéi?
(Who is that girl?)
(shéi) functions as the object of the sentence and occupies the same position as
Simp-1-1-IC3-41Lesson 2.indd 46
(L Y u).
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Lesson 2 • Family
47
MORE EXAMPLES:
A:
Shéi shì l osh ?
(Who is a teacher?)
B:
L xi nsheng shì l osh .
(Mr. Li is a teacher.)
A:
Nà ge n háizi xìng shénme?
(What’s that girl’s family name?)
B:
Nà ge n háizi xìng Wáng.
(That girl’s family name is Wang.)
A:
Shéi y u ji jie?
(Who has older sisters?)
B:
G o Wénzh ng y u ji jie.
(Gao Wenzhong has an older sister.)
4.
(y u)
in the Sense of “to Have” or “to Possess”
(y u) is always negated with
(méi) instead of
(bù).
EXAMPLES:
A:
Wáng xi nsheng y u dìdi ma?
(Does Mr. Wang have a younger brother?)
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Integrated Chinese • Level 1 Part 1 • Textbook
B:
Wáng xi nsheng méiy u dìdi.
(Mr. Wang doesn’t have any younger brothers.)
A:
W y u s n ge ji jie, n ne?
(I have three older sisters. How about you?)
B:
W méiy u ji jie.
(I don’t have any older sisters.)
Language Practice
A.
(shéi, who)
Look at the pictures, and work with a partner to find out who they are.
EXAMPLE:
A:
A: Zhè ge rén/nán háizi shì shéi?
B:
B: Zhè ge rén/nán háizi shì Wáng Péng.
1.
2.
B.
(y
u/méiy u,
have/do not have)
Ask and answer the following questions based on the text of Lesson 2 and your
own situation.
EXAMPLE:
◆
Simp-1-1-IC3-41Lesson 2.indd 48
G o dàg ◆ n ’ér
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Lesson 2 • Family
A:
A: G o dàg y u n ’ér ma?
B:
B: Méiy u, t méiy u n ’ér.
1.
◆
1. G o Wénzh ng ◆ ji jie
2.
◆
2. G o dàg ◆ érzi
3.
◆
4. N ◆ ji jie
4.
◆
5. N ◆ dìdi
5.
◆
49
6. N de l osh ◆ n ’ér
C. “Who is this?”
Exchange family pictures and ask about the other person’s family
members.
A:
A: Zhè shì shéi?
B:
B: Zhè shì w
.
D. Family Picture
Show your family picture to the class and describe the people in the
picture.
Zhè shì w bàba,
zhè shì w m ma, …
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Integrated Chinese • Level 1 Part 1 • Textbook
Dialogue II: Asking about Someone's Family
LANGUAGE NOTES
In Chinese,
(ji ) can refer to one’s family
as well as one’s home. So one can point to
his or her family picture and say
(W ji y u sì k u
rén; There are four people in my family), and
one can also point to his or her house and
(Zhè shì w ji ;
say
This is my home).
(k u) is the idiomatic measure word
in northern China for the number of family
members. In the south, people say
(gè
/ge) instead.
See next page.
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Lesson 2 • Family
(y , one) is pronounced
The numeral
in the first tone (y ) when it stands alone or
comes at the end of a phrase or sentence.
Otherwise, its pronunciation changes
according to the following rules:
(a) Before a fourth-tone syllable, it becomes
(yí gè).
second tone:
(b) Before a first-, second- or third-tone
syllable, it is pronounced in the fourth tone,
Bài Y ng’ài, n ji
y u
j k u
rén?
W ji y u liù k u rén. W bàba, w m ma, yí
g ge, li ng
ge mèimei hé
w
e.g.,
ge
pán, one plate),
Unlike and,
. L Y u, n ji
(yì zh ng, a sheet),
(yì
(yì b n, one volume).
(hé) cannot link two clauses
or two sentences:
y u j k u rén?
(W
W ji y u w k u rén: bàba, m ma, dàji , èrji hé
w . N bàba m ma zuò shénme g ngzuò?
The pause mark, or series comma,
W bàba shì l sh , m ma shì Y ngwén l osh , g ge,
mèimei d u
bàba shì l osh , *hé w m ma shì y sheng).
is
often used to link two, three or even more
parallel words or phrases, e.g.,
shì dàxuésh ng.
(bàba,
W m ma y shì l osh , w bàba shì y sh ng.
m ma, li ng ge mèimei hé w ; dad, mom,
two younger sisters and I). For further
discussion of this punctuation mark, see
Language Note 1 for Dialogue I in Lesson 4.
VOCABULARY
1.
ji
n
family; home
2.
j
nu
how many; some; a few
3.
k u
m
(measure word for number of family
members)
Simp-1-1-IC3-41Lesson 2.indd 51
4.
g ge
n
older brother
5.
li ng
nu
two; a couple of [See Grammar 6.]
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Integrated Chinese • Level 1 Part 1 • Textbook
VOCABULARY
6.
mèimei
7.
n
younger sister
hé
conj
and
8.
dàji
n
eldest sister
9.
èrji
n
second oldest sister
10.
zuò
v
to do
11.
g ngzuò
n/v
job; to work
12.
l sh
n
lawyer
13.
Y ngwén
n
English (language)
14.
d u
adv
both; all [See Grammar 7.]
15.
dàxuésh ng
n
college student
dàxué
n
university; college
y sh ng
n
doctor; physician
16.
Proper Noun
17.
Bái Y ng’ài
(a personal name)
Who do you think works in this office?
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53
Lesson 2 • Family
Grammar
5.
(y u)
in the Sense of “to Exist”
EXAMPLES:
W ji y u w ge rén.
(There are five people in my family.)
Xi o G o ji y u li ng ge dàxuésh ng.
(There are two college students in Little Gao’s family.)
6. The Usage of
(èr) and
(èr)
and
(li ng)
(li ng) both mean “two,” but they differ in usage.
common measure words to express a quantity, e.g.,
counting, one uses
(y , èr, s n, sì; one, two,
(èr) is always used for the 2 on the last two digits, e.g.,
(èrshí’èr, 22);
èrshí’èr, 222) can also be said as
The word
(li ng ge rén, two persons). In
(èr):
three, four...). In compound numerals,
7. The Adverb
(li ng) is used in front of
(yìb i èrshí’w , 125). But
(èrb i
(li ngb i èrshí’èr, 222).
(d u, both; all)
(d u) indicates inclusiveness. As it always occurs in front of a verb, it is classified as
an adverb. However, because it refers to something that has been mentioned earlier in the sentence,
or in a preceding sentence, it also has a pronoun-like flavor and it must be used at the end of an
enumeration.
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EXAMPLES:
Wáng Péng, L Y u hé G o Wénzh ng d u shì xuésheng.
(Wang Peng, Li You, and Gao Wenzhong are all students.)
(lit. Wang Peng, Li You, and Gao Wenzhong all are students.)
[
(d u) refers back to Wang Peng, Li You and Gao Wenzhong and therefore appears after they
are mentioned.]
Wáng Péng hé L Y u d u bú shì l sh .
(Neither Wang Peng nor Li You is a lawyer.)
Wáng Péng hé Bái Y ng’ài d u y u mèimei.
(Both Wang Peng and Bai Ying’ai have younger sisters.)
(lit. Wang Peng and Bai Ying’ai both have younger sisters.)
G o Wénzh ng hé L Y u d u méi y u dìdi.
(Neither Gao Wenzhong nor Li You has any younger brothers.)
(méi) is always used to negate
(y u). However, to say “not all of ... have,” we say
(bù d u y u) rather than *
the word
(méi d u y u). Whether the negative precedes or follows
(d u) makes the difference between partial negation and complete negation.
COMPARE:
a.
t men, they
(T men bù d u shì Zh ngguó rén.)
(Not all of them are Chinese.)
(T men d u bú shì Zh ngguó rén.)
(None of them are Chinese.)
b.
c.
(T men bù d u y u dìdi.)
(Not all of them have younger brothers.)
d.
(T men d u méi y u dìdi.)
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(None of them have any younger brothers.)
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Lesson 2 • Family
55
Language Practice
E.
(y
u,
there is/there are)
Take out your family pictures, ask three of your classmates how many family
members they have, and report back to the class.
EXAMPLE:
A:
A: Q ng wèn, n ji y u j k u rén?
B:
B: W ji y u sì k u rén.
Classmate 1 (Chris)
Classmate 2 (Anne)
Classmate 3 (Joe)
F. Question Pronouns
(shéi, who)
(j , how many),
(shénme, what)
Based on the texts of Lessons 1 and 2, formulate a question or a response for
each of the sentences below using the appropriate question pronoun.
EXAMPLE:
1. A:
B:
Simp-1-1-IC3-41Lesson 2.indd 55
A:
A: Zhè shì shéi?
B:
B: Zhè shì Wáng Péng.
1. A:
y u érzi?
B: G o Wénzh ng de dàg y u érzi.
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2. A:
2. A: L Y u ji y u
B:
k u rén?
B: L Y u ji y u w k u rén.
3. A:
3. A: Bái Y ng’ài y u
B:
ge mèimei?
B: Bái Y ng’ài y u li ng ge mèimei.
4. A:
4. A: L Y u de bàba zuò
g ngzuò?
B:
B: L Y u de bàba shì y sh ng.
5. A:
5. A: Bái Y ng’ài de m ma zuò
g ngzuò?
B:
B: Bái Y ng’ài de m ma shì
Y ngwén l osh .
G. Find out Who or What They Are
It’s almost Halloween. Your friends put on costumes and props, and you want to
know who or what they are. Therefore, you ask them the following questions to
find out:
or
N shì
rén ma?
N zuò shénme g ngzuò?
Here are their costumes and props:
1.
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2.
3.
4.
5.
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57
Lesson 2 • Family
H.
(d
u,
both; all)
Based on the information given, rephrase the sentences with
EXAMPLE:
.
Wáng Péng shì xuésheng,
L Y u y shì xuésheng.
Wáng Péng hé L Y u
d u shì xuésheng.
1.
1. Bái Y ng’ài de m ma shì l osh ,
L Y u de m ma y shì l osh .
2.
2. L Y u y u ji jie,
G o Wénzh ng y y u ji jie.
3.
3. Wáng Péng bú shì Ni yu rén,
G o Wénzh ng y bú shì Ni yu rén.
4.
4. Wáng Péng méiy u g ge,
L Y u y méiy u g ge.
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I.
(d
u,
all; both) with
(bù, not) or
(méiy
u,
not have)
The following chart is about Wang Peng, Li You, Gao Wenzhong, and Bai Ying’ai.
It indicates what they do or do not do, and what they have and don’t have. Based
on the information given, make statements about them using
with
(bù, not) or
means “yes”, and “
(d u, all; both)
(méiy u, not have) appropriately. Note, “
” means “no”. (
xuésheng
l sh
”
t men, they)
dìdi
zhàopiàn
ji jie
J. Pair activity
Ask about your partner’s family:
A:
A: N ji y u j k u rén?
B:
B: W ji y u
A:
A: N bàba/m ma/g ge/ji jie/
k u rén.
dìdi/mèimei zuò shénme g ngzuò?
B:
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B: ….
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Lesson 2 • Family
59
Switch roles.
Report your findings to the class:
Jennifer
Jennifer ji y u
k u rén.
T bàba/m ma/g ge/
ji jie/dìdi/mèimei shì…
HOW ABOUT YOU?
What does everyone in your family do?
e.g.
W bàba shì l osh .
What do your family members do? Are they:
1.
sh ngrén
merchant; businessperson
2.
j nrén
soldier; military officer
3.
jiàoshòu
professor
4.
j ngl
manager
5.
g ngrén
worker
6.
g ngchéngsh
engineer
7.
nóngmín
farmer; peasant
8.
hùshi
nurse
If the professions of your family members are not listed above, please ask your teacher
and make a note here:
W bàba/m ma/g ge/ji jie/dìdi/mèimei shì
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Culture Highlights
In pairing up kinship terms, the Chinese customarily say the term for the male
before that for the female:
(bàba m ma, dad and mom),
(g ge ji jie, older brothers and sisters), and
(dìdi mèimei, younger brothers and sisters). People seldom say
(m ma bàba, mom and dad),
sisters and brothers),
(ji jie g ge, older
(mèimei dìdi, younger sisters and
brothers). In pairing up kinship terms for the same gender, the one with
seniority is mentioned first:
brothers),
(g ge dìdi, older and younger
(ji jie mèimei, older and younger sisters). People
seldom say
(dìdi g ge, younger and older brothers) or
(mèimei ji jie, younger and older sisters).
Siblings are
(xi ng dì ji mèi).
(N y u xi ng dì ji mèi ma?) is the way to ask, “Do you have any siblings?”
Eldest siblings are called
(dàg , eldest brother) and
eldest sister); the youngest are
(dàji ,
(xi odì, youngest brother) and
(xi omèi, youngest sister). The rest are ranked according to their birth order
using numerals, e.g.,
(èrji , second eldest sister),
(s ndì, third
oldest younger brother). Younger siblings generally do not refer to their elder
brothers and sisters by their names but use the appropriate kinship terms
instead.
yì ji b k u rén
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Lesson 2 • Family
61
On both sides of the Taiwan Strait, the school system is similar to that in the
United States. A typical course of education consists of six years of elementary
school (
xi oxué), six years of middle school (
four years of university (
dàxué) or college (
school is further divided into three years of junior high (
three years of senior high (
zh ngxué), and
xuéyuàn). Middle
ch zh ng) and
g ozh ng). Many children also attend
kindergarten before they enter elementary school. Now that you have learned
that a college student is called
(dàxuésh ng) in Chinese, can you
guess the words for elementary school students, junior high school students, and
senior high school students?
Can you figure out if this is the main gate of an elementary school, a middle school, or a university?
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Pronunciation Exercises
Initials:
1.
zhè
chè
shè
rè
2.
zh o
ch o
sh o
r o
3.
zhèn
chèn
shèn
rèn
4.
zh ng
ch ng
sh ng
r ng
The final “e”:
1.
g
dé
zhè
h
2.
k
tè
ch
shé
3.
zé
cè
sè
rè
Compound Finals:
1.
d u
du
tóu
tuó
2.
du
di
shu
xu
3.
shùn
xùn
ji
zhu
4.
lüè
nüè
juè
què
Tones:
1. chéngg ng
2. chángcháng
3. rénk u
4. xuéxiào
5. Chángji ng
6. Chángchéng
7. míngxi n
8. chídào
The neutral tone:
1. m ma
2. dìdi
3. ji jie
4. mèimei
5. bàba
6. g ge
7. j ge
8. zhè ge
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Lesson 2 • Family
63
English Text
Dialogue I
(Wang Peng is in Gao Wenzhong’s room and points to a picture on the wall.)
Wang Peng: Gao Wenzhong, is that picture yours?
(They both walk toward the picture and then stand in front of it.)
Gao Wenzhong:
Wang Peng:
Gao Wenzhong:
Wang Peng:
Gao Wenzhong:
Wang Peng:
Gao Wenzhong:
Yes. This is my dad. This is my mom.
Who is this girl?
She is my older sister.
Is this boy your younger brother?
No, he is my oldest brother’s son.
Does your oldest brother have any daughters?
He doesn’t have any daughters.
Dialogue II
Li You: Bai Ying’ai, how many people are there in your family?
Bai Ying’ai: There are six people in my family: my dad, my mom, an older brother, two
younger sisters and me. Li You, how many people are there in your family?
Li You: There are five people in my family: my dad, my mom, my oldest sister, my
second oldest sister, and me. What do your dad and mom do?
Bai Ying’ai: My dad is a lawyer. My mom is an English teacher. My older brother and
younger sisters are all college students.
Li You: My mom is also a teacher. My dad is a doctor.
PROGRESS CHECKLIST
Before proceeding to Lesson 3, be sure that you can complete the following tasks in Chinese:
I am able to—
Say and write the kinship terms for my family members;
Identify different family members in a family photo;
Ask someone how many family members he or she has;
Ask someone if he or she has any siblings;
Mention my family members’ professions and my own;
Ask someone what he or she does as a profession;
Say and write some common professions.
Please review the lesson if any of these tasks seem difficult.
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LESSON 3
Dì s n kè
Dates and
Time
Shíji n
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
•
•
•
•
Tell and speak about time and dates;
Talk about one’s age and birthday;
Invite someone to dinner;
Arrange a dinner date.
RELATE AND GET READY
In your own culture/community—
1. Do people write the month before the day or the day before the
month?
2. Is it appropriate to ask about people’s age and birthday?
3. What do people typically do to celebrate their birthday?
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Dialogue I: Taking Someone Out to Eat on His/Her Birthday
(Gao Wenzhong is talking to Bai Ying’ai.)
LANGUAGE NOTES
Chinese time expressions proceed
from the largest to the smallest
unit, e.g.,
(èr líng líng ji nián b yuè shí’èr
rì w nshang q di n, literally, the
year 2009, the eighth month, the
twelfth day, the evening, seven
o’clock).
(ti n, day) and
(nián, year)
require no measure word because
they are measure words on their
own.
See next page.
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Lesson 3 • Dates and Time
To find out someone’s age, we ask,
(N j nnián
du dà?). If the person is a child
who appears to be under ten, ask
instead,
(N j nnián j suì?). To find out an
older person’s age, it would be
more polite to ask,
or
(Nín du dà niánjì le? / Nín
du dà suìshù le?).
To give one’s age, it is correct to say
(W shíb suì, I’m
eighteen years old), and the verb
is usually not needed. The
word
(suì, year of age) can
often be dropped. However, if the
(Gao Wenzhong is talking to Bai Ying’ai.)
age is ten or under, the word
Bái Y ng’ài, ji yuè shí’èr
hào
shì x ngq j
?
cannot be omitted:
Shì x ngq sì.
(*W shí) or
Nà ti n shì w de sh ngrì.
Note that we never say,
(*W b ).
(*W shíb nián).
Shì ma? N j nnián du dà ?
To express gratitude, one can say
Shíb suì .
(xièxie), or
W x ngq sì q ng n ch fàn , z nmeyàng?
(xièxie, xièxie) which is
more polite and exuberant.
Tài h o le. Xièxie, xièxie .
N x huan ch Zh ngguó cài háishi
M iguó cài?
W shì Y ngguó rén, k shì w x huan ch Zh ngguó cài.
H o, w men ch Zh ngguó cài.
X ngq sì j di n?
Q di n bàn z nmeyàng?
H o, x ngq sì w nshang jiàn.
Zàijiàn.
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VOCABULARY
1.
ji yuè
n
September
2.
yuè
n
month
3.
shí’èr
nu
twelve
4.
hào
m
(measure word for number in a series; day of
the month)
5.
x ngq
n
week
6.
x ngq sì
n
Thursday
7.
ti n
n
day
8.
sh ngrì
n
birthday
sh ng
v
to give birth to; to be born
rì
n
day; sun
j nnián
t
this year
nián
n
year
10.
du
adv
how many/much; to what extent; many
11.
dà
adj
big; old
12.
shíb
nu
eighteen
13.
suì
n
year (of age)
14.
ch
v
to eat
15.
fàn
n
meal; (cooked) rice
16.
z nmeyàng
qpr
Is it O.K.? How is that? How does that sound?
17.
tài…le
9.
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too; extremely
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69
VOCABULARY
18.
xièxie
v
to thank
19.
x huan
v
to like
20.
cài
n
dishes, cuisine
21.
háishi
conj
or [See Grammar 5.]
22.
k shì
conj
but
23.
w men
pr
we
24.
di n
m
o’clock (lit. dot, point, thus “points on
the clock”)
25.
bàn
nu
half; half an hour
26.
w nshang
t/n
evening; night
27.
jiàn
v
to see
28.
zàijiàn
v
goodbye; see you again
zài
adv
again
Proper Noun
29.
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Y ngguó
Britain; England
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Grammar
1. Numbers (0, 1–100)
0
líng
1
2
3
4
5
6
7
8
9
10
y
èr
s n
sì
w
liù
q
b
ji
shí
11
12
13
14
15
16
17
18
19
20
shíy
shí’èr
shís n
shísì
shíliù
shíq
shíb
shíji
21
22
23
26
27
28
èrshíy
èrshí’èr
èrshís n
91
92
93
ji shíy
ji shí’èr
ji shís n
200 is
24
shíw
25
29
èrshíji
94
95
96
97
98
èrshí
30
s nshí
99
ji shíji
100
yìb i
(èrb i/li ngb i, two hundred).
What’s the emergency number in China that you can dial if your belongings are stolen? Can you say the number in Chinese?
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71
What’s the number to the fire station if you want to report a fire? Can you say it in Chinese?
2. Dates and Time
Days of the week:
In China the week starts on Monday. The expression
(x ngq j ) is used in the
question to ask the day of the week. To answer this question, simply replace the word
(j , how many) with the number indicating the day of the week, as in
(x ngq sì,
Thursday), meaning the fourth day of the week. In spoken Chinese the expression
(l bài, week) is also used. It is more colloquial than
(l bàisì) also means Thursday. Both
(x ngq ti n) mean Sunday.
(x ngq ). Therefore,
(x ngq rì) and
(x ngq rì) is used more in written Chinese whereas
(x ngq ti n) is used more in spoken Chinese.
While
(x ngq /l bài, week) is commonly used in spoken Chinese,
(zh u, week) is usually used in written Chinese. Monday can also be called
(zh uy ), Tuesday
(zh u’èr), etc. Weekend is
and written Chinese, and in written Chinese
Sunday, but never
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(zh umò) in both spoken
(zh urì) is sometimes used to refer to
(zh uti n).
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Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
or
x ngq y
x ngq ’èr
x ngq s n
x ngq sì
x ngq w
x ngq liù
x ngq rì
or x ngq ti n
or
l bàiy
l bài’èr
l bàis n
l bàisì
l bàiw
l bàiliù
l bàirì
or l bàiti n
zh uy
zh u’èr
zh us n
zh usì
zh uw
zh uliù
zh urì
This is a sign outside of a store. Can you figure out on which day the store is closed?
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73
Months:
January:
y yuè
July:
q yuè
February:
èryuè
August:
b yuè
March:
s nyuè
September:
ji yuè
April:
sìyuè
October:
shíyuè
May:
w yuè
November:
shíy yuè
June:
liùyuè
December:
shí’èryuè
Days of the month:
In spoken Chinese
(hào, number) is used to refer to the days of the month. However, in
(rì, day) is always used.
written Chinese
EXAMPLES:
èryuè w hào
February 5 (Spoken)
èryuè w rì
February 5 (Written)
Year:
(nián, year) always follows the numbers referring to a year.
EXAMPLES:
y q b liù nián
1786
èr líng y w nián
2015
Unlike in English, where the two years given above are read “seventeen eighty-six” and
“twenty-fifteen” respectively, years in Chinese are pronounced one digit at a time.
Word order for dates:
To give a date in Chinese, observe the following order:
year
X
nián
month
X
day
day of the week
X
yuè
X
hào/rì
x ngq
èr líng y w nián q yuè èrshíliù hào/rì x ngq s n
(Wednesday, July 26, 2015)
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A date clipped from a Chinese newspaper. Can you read it out loud
in Chinese?
Telling Time:
These terms are used to tell time:
(kè, quarter hour), and
A.
(di n/di nzh ng, o’clock),
(bàn, half hour),
(f n, minute).
HOUR:
li ng di n(zh ng)
shíy di n(zh ng)
(zh ng)
can be omitted from
(èr di n{zh ng})
B.
(di nzh ng).
is not used.
MINUTE:
shí’èr di n sìshí (f n)
li ng di n líng w (f n)
w di n èrshí (f n)
b di n w shí (f n)
The term
(líng, zero) is usually added before a single-digit number of
e.g.,
(li ng di n líng w f n).
(f n, minute),
(f n) can be omitted from the end of the
expression if the number for the minutes appears in two syllables. Thus one can say
(y di n sìshí) and
(*y di n shí).
(li ng di n líng w ), but not
(*li ng di n w )
or
Another way of looking at this is that the section related to
(f n, minutes) has to be at least two syllables.
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Lesson 3 • Dates and Time
C.
75
QUARTER HOUR:
li ng di n yí kè
shíy di n s n kè
D.
HALF HOUR:
li ng di n bàn
shí’èr di n bàn
(li ng kè, two quarters) is not used.
B ij ng j di n? Ni yu j di n?
E.
EVENING TIME:
7:00 p.m.
w nshang q di n (zh ng)
8:05 p.m.
w nshang b di n líng w (f n)
9:15 p.m.
w nshang ji di n yí kè
10:30 p.m.
w nshang shí di n bàn
Observe the temporal progression from general to specific, and from largest unit to smallest unit.
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3. Pronouns as Modifiers and the Usage of the Particle
When the personal pronouns
(w , I),
(n , you), and
indicating a close personal relationship such as
brother), and
(ji , family) the word
my mother),
Otherwise
(de)
(t , he) are followed by a term
(m ma, mother),
(dìdi, younger
(de) can be omitted; e.g.,
(n dìdi, your younger brother),
(de) is generally required; e.g.,
(II)
(w m ma,
(w men ji , our family).
(w de sh ngrì, my birthday),
(t de y sh ng, his doctor).
4. The Sentence Structure of
In the sentence
(W q ng n ch fàn, I will treat you to dinner),
(n , you) is the object of the verb
verb
(W q ng n ch fàn)
(q ng, to treat) as well as the subject of the second
(ch , to eat).
Míngti n L xi nsheng q ng n ch Zh ngguó cài.
(Mr. Li is inviting you to have Chinese food tomorrow.)
J nti n w nshang w q ng n hé n mèimei ch M iguó cài, z nmeyàng?
(How about if I invite you and your younger sister to have American food tonight?)
5. Alternative Questions
The structure
({shì}... háishi..., ...or...) is used to form an alternative
question. If there is another verb used in the predicate, the first
(shì) often can be omitted.
N shì Zh ngguó rén, háishi M iguó rén?
(Are you Chinese or American?)
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77
N g ge shì l osh , háishi xuésheng?
(Is your older brother a teacher or a student?)
(Shì) n q ng w ch fàn, háishi t q ng w ch fàn?
(Who is taking me to dinner, you or he?)
A:
T (shì) x huan ch Zh ngguó cài, háishi x huan ch M iguó cài?
(Does he like to eat Chinese or American food?)
B:
Zh ngguó cài, M iguó cài t d u x huan.
(He likes both Chinese food and American food.)
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Language Practice
A. Days of the week
Provide the correct answers based on the calendar provided.
EXAMPLE
(s nyuè èrshíy hào)
A:
A: S nyuè èrshíy hào shì x ngq j ?
B:
B: S nyuè èrshíy hào shì x ngq s n.
1.
1. s nyuè èrshí’èr hào
2.
2. s nyuè èrshís n hào
3.
3. s nyuè èrshísì hào
4.
4. s nyuè shíb hào
5.
5. s nyuè shíji hào
6.
6. s nyuè èrshí hào
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79
B. Time
Based on the clues given, ask your partner what time you will meet.
EXAMPLE:
A:
A: W men j di n jiàn?
B:
B: W men q di n bàn jiàn.
1.
2.
3.
4.
C. Birthday
Based on the text, ask and answer the following questions.
EXAMPLE:
A:
A: G o Wénzh ng de sh ngrì (shì)
j yuè j hào?
B:
B: G o Wénzh ng de sh ngrì
(shì) ji yuè shí’èr hào.
HOW ABOUT:
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1.
1. n
2.
2. n bàba
3.
3. n m ma
4.
4. n men (de) l osh
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D.
(háishi, or)
Ask and answer the following questions based on Lessons 1–3 and your own
preferences.
G o dàg y u érzi
EXAMPLE:
háishi y u n ’ér?
G o dàg y u érzi.
◆
1.
1. Wáng Péng shì xuésheng ◆ l osh ?
◆
2.
2. G o Wénzh ng j nnián shíb suì ◆
shíji suì?
3.
3. Bái Y ng’ài de bàba shì y sh ng
◆
4.
◆ l sh ?
◆
4. L Y u shì M iguó rén ◆
Y ngguó rén?
5.
◆
6.
5. N x huan x ngq w ◆ x ngq liù?
◆
6. N x huan ch M iguó cài ◆
Zh ngguó cài?
E. Forming a Birthday Dragon
Let’s mobilize the entire class to ask each other’s birthdays. After a couple
minutes of mingling, you will start to form a line, like a dragon, based on your
birthdays. Students whose birthdays are earlier in the year will line up before
people whose birthdays are later. Make sure you know how to ask and answer
the question, because after the dragon is formed, the teacher will check if
everyone is at the right place in the line. The teacher will ask the first student
(N de sh ngrì {shì} j
in the line:
yuè j hào?). The first student answers, and then he/she asks the second student
the same question, the second student answers and asks the third, until the end
of the line. Then let’s end the activity by singing the “Happy Birthday” song in
Chinese.
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Lesson 3 • Dates and Time
zhù n
sh ngrì
kuàilè
zhù n
sh ngrì kuàilè
zhù n
sh ngrì
kuàilè
zhù n
sh ngrì kuàilè
zhù n
sh ngrì
kuàilè
F. Family Birthdays
Tell your partner or the class your and your family members’ birthdays. Your
partner or the rest of the class will take down the information and be ready to
answer the teacher’s questions:
Chris:
Chris: W de sh ngrì (shì)
yuè
hào, w bàba de
sh ngrì (shì)
yuè
hào...
Teacher: Chris
Teacher: Chris de sh ngrì (shì)
j yuè j hào?
(When is Chris’s birthday?)
Chris
Chris bàba de sh ngrì (shì)
j yuè j hào?...
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G. Find out what types of cuisine your partner likes.
A:
A: N x huan ch shénme cài?
B:
B: W x huan ch
A:
A: N x huan ch
B:
B: W y x huan ch /
cài.
cài ma?
W bù x huan ch
cài.
H. Dinner Invitation
Pick a day and offer to take your partner out to dinner. Your partner will accept
your invitation and ask for the time when you two should meet.
A:
A: X ngq
w q ng n ch fàn,
z nmeyàng?
B:
B:
.
X ngq
A:
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j di n?
A:
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Lesson 3 • Dates and Time
Dialogue II: Inviting Someone to Dinner
LANGUAGE NOTE
Although usually
translated as “very,”
the Chinese adverb
(h n) is not quite
as strong as its English
equivalent. Therefore, the
sentence
(W h n máng)—unless
the word
(h n) is
stressed—is closer to
“I am busy” than “I am
very busy.” (See Grammar
2 in Lesson 5.)
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Bái Y ng’ài, xiànzài j di n?
W di n s n kè.
W liù di n yí kè y u shìr.
N j nti n h n máng , míngti n máng bu máng ?
W j nti n h n máng, k shì míngti n bù máng. Y u shìr ma?
Míngtian w q ng n ch w nfàn, z nmeyàng?
N wèishénme q ng w ch fàn?
Y nwei míngti n shì G o Wénzh ng de sh ngrì.
Shì ma? H o, hái
q ng shéi?
Hái q ng w de tóngxué L Y u.
Nà tài h o le! W rènshi L Y u, t y shì w de péngyou. Míngti n j di n?
Míngti n w nshang q di n bàn.
H o, míngti n q di n bàn jiàn.
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VOCABULARY
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1.
xiànzài
t
now
2.
kè
m
quarter (of an hour)
3.
shì(r)
n
matter; affair; event
4.
j nti n
t
today
5.
h n
adv
very
6.
máng
adj
busy
7.
míngti n
t
tomorrow
8.
w nfàn
n
dinner; supper
9.
wèishénme
qpr
why
wèi
prep
for
10.
y nwèi
conj
because
11.
hái
adv
also; too; as well [See Grammar 7.]
12.
tóngxué
n
classmate
13.
rènshi
v
to be acquainted with; to recognize
14.
péngyou
n
friend
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Grammar
6. Affirmative + Negative (A-not-A) Questions (I)
Besides adding the question particle
(ma) to a declarative sentence, another common way of
forming a question in Chinese is to repeat the verb or adjective in its affirmative and negative form.
EXAMPLES:
A:
N j nti n máng bu máng?
(Are you busy today?)
B:
W j nti n h n máng.
(I am busy today.)
A:
N m ma x huan bu x huan ch Zh ngguó cài?
(Does your mother like to eat Chinese food or not?)
B:
W m ma bù x huan ch Zh ngguó cài.
(My mother doesn’t like to eat Chinese food.)
A:
Q ng wèn, Wáng l sh j nti n y u méi y u shìr?
(Excuse me, does Lawyer Wang have anything to do today or not?)
B:
Wáng l sh j nti n méi y u shìr.
(Lawyer Wang is free today.)
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7. The adverb
As an adverb,
(hái, also; in addition)
(hái) indicates that the action or situation denoted by the verb involves someone
or something else in addition to what has already been mentioned.
EXAMPLES:
Bái Y ng’ài q ng G o Wénzh ng hé Wáng Péng, hái q ng L Y u.
(Bai Ying’ai is inviting Gao Wenzhong and Wang Peng, and Li You, too).
Wáng Péng x huan ch Zh ngguó cài, hái x huan ch M iguó cài.
(Wang Peng likes Chinese food, and American food, too).
Language Practice
I. Affirmative + Negative (A-not-A) Questions
Ask your partner the following questions using the appropriate verbs and the
A-not-A question form.
◆
EXAMPLE:
◆
Wáng Péng ◆ shì ◆ B ij ng rén
Wáng Péng shì bu shì B ij ng rén?
1.
2.
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◆
◆
◆
1. J nti n ◆ shì ◆ x ngq w
◆
2. G o dàg ◆ y u ◆ n ’ér
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◆
3.
◆
4.
J.
EXAMPLE:
◆
3. N ◆ x huan ◆ G o Wénzh ng
◆
4. Wáng Péng ◆ rènshi ◆ Bái Y ng’ài
(hái, also; in addition)
A:
A: L Y u rènshi shéi?
(Wáng Péng, G o Wénzh ng)
B:
B: L Y u rènshi Wáng Péng,
hái rènshi G o Wénzh ng.
1. A:
1. A: G o Wénzh ng q ng shéi ch fàn?
(Wáng y sh ng, Bái l sh )
B:
2. A:
2. A: Wáng Péng x huan ch shénme cài?
(M iguó cài, Zh ngguó cài)
B:
3. A:
3. A: Bái Y ng’ài y u shéi de zhàopiàn?
(t bàba de zhàopiàn,
t m ma de zhàopiàn)
B:
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K. Find out when your partner is busy and when he or she is not busy.
EXAMPLE:
Ask your partner if he or she is busy on Monday.
A:
A: N x ngq y máng bù máng?
B:
B: W x ngq y h n máng/bù máng.
How about Tuesday?
A:
A: X ngq èr ne? N máng bù máng?
B:
B: …
Go through the days of the week.
Report to the class when your partner is and isn’t busy:
Joanne
Joanne x ngq y ,
,
…h n máng, x ngq èr,
,
…bù máng.
L. Eating out with friends
Pick a day and ask your friend out to dinner:
W x ngq
q ng n
ch w nfàn, z nmeyàng?
Your friend happens to be busy on that day, and suggests an alternative time:
X ngq
, w h n máng.
X ngq
, z nmeyàng?
Your response:
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Your friend wants to find out who else will be there, and asks:
N hái q ng shéi?
You tell your friend:
W hái q ng
.
HOW ABOUT YOU?
What special days do you celebrate?
1.
x nnián
New Year
2.
Qíngrénjié
Valentine’s Day
3.
M q njié
Mother’s Day
4.
Fùq njié
Father’s Day
5.
G n’ njié
Thanksgiving
What other special days do you celebrate? If they are not listed above, please ask your teacher and
make a note here:
.
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91
Culture Highlights
If you flip open a calendar in China, you will most likely see two different dates
for any given day of the year, one date in the traditional lunar system and the
other in the international solar system. Typically the date in the lunar system lags
about one month or slightly more behind its corresponding date in the solar
system. For most years, the Lunar New Year falls in late January or early
February.
This is a Chinese calendar. It shows that it’s July of the solar system. Can you find the first day of
the sixth month of the lunar system?
The traditional Chinese manner of counting age, which is still in use among many
(mainly older) people on non-official occasions, is based on the number of the
calendar years one has lived in, rather than the length of time in actual years that
one has lived. For example, a child born in January 2008 can be said to be two
years old in January 2009, since he or she has by then lived in two calendar years,
2008 and 2009. But for official purposes, for instance in the census, the child
would still be considered one year old. The former is called the child’s nominal
age (
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x suì) and the latter his actual age (
shísuì).
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Noodles are the traditional Chinese equivalent of the birthday cake. Because
noodles are long, they are considered a symbol of longevity. That is why they
are called
(chángshòu miàn, longevity noodles). Among the
younger generations in urban areas, birthday cakes are also becoming quite
common.
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93
Pronunciation Exercises
The initial r:
1. sh ngrì
2. rìjì
3. rèqíng
4. rénmín
5. réngrán
6. ránhòu
7. ruìlì
8. ràngbù
Finals:
1.
ie
jiè
xi
qié
ti
2.
ue
jué
xué
qu
qi *
3.
uo
du
tu
zuò
cuò
4.
ou
d u
tóu
z u
còu
5.
u
zh
ch
z
c
Two-syllable words:
1. d nd ng
2. sh uhuò
3. q chú
4. yúnwù
5. ji ozhà
6. ch nqi
7. juébié
8. kuìjiù
1. zhè ge
2. nà ge
3. w men
4. n men
5. w nshang
6. xièxie
7. x huan
8. rènshi
The neutral tone:
Tone sandhi [See Sec. D.2 in the Introduction.]:
1. zh nl n
2. l gu n
3. y s n
4. q sh
5. sh uf
6. y nx
7. xu nj
8. gu ngch ng
*qi is included here to illustrate the contrast between qu and qi .
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English Text
Dialogue I
Gao Wenzhong:
Bai Ying’ai:
Gao Wenzhong:
Bai Ying’ai:
Gao Wenzhong:
Bai Ying’ai:
Gao Wenzhong:
Bai Ying’ai:
Gao Wenzhong:
Bai Ying’ai:
Gao Wenzhong:
Bai Ying’ai:
Gao Wenzhong:
Bai Ying’ai:
Bai Ying’ai, what day is September 12?
Thursday.
That (day) is my birthday.
Really? How old are you this year?
Eighteen.
I’ll treat you to a meal on Thursday. How’s that?
That would be great. Thank you very much!
Do you like Chinese food or American food?
I’m an Englishman, but I like Chinese food.
All right. We’ll have Chinese food.
Thursday at what time?
How about seven-thirty?
All right. See you Thursday evening.
See you.
Dialogue II
Wang Peng:
Bai Ying’ai:
Wang Peng:
Bai Ying’ai:
Wang Peng:
Bai Ying’ai:
Wang Peng:
Bai Ying’ai:
Wang Peng:
Bai Ying’ai:
Wang Peng:
Bai Ying’ai:
Wang Peng:
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Bai Ying’ai, what time is it now?
A quarter to six.
I have something to do at a quarter after six.
You are busy today. Are you busy tomorrow?
I’m busy today, but I won’t be tomorrow. Why? (lit., What is it?)
I’d like to invite you to dinner tomorrow. How about it?
Why are you inviting me to dinner?
Because tomorrow is Gao Wenzhong’s birthday.
Really? Great. Who else are you inviting?
I’m also inviting my classmate Li You.
That’s fantastic. I know Li You. She’s also my friend. What time tomorrow?
Seven-thirty tomorrow evening.
OK, I’ll see you tomorrow at seven-thirty.
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95
PROGRESS CHECKLIST
Before proceeding to Lesson 4, be sure you can complete the following
tasks in Chinese:
I am able to
Say and write dates and times;
Ask someone’s age and birthday;
Give my age and birthday;
Name my favorite cuisine;
Ask about someone’s availability and set up a dinner appointment.
Please review the lesson if any of these tasks seem difficult.
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LESSON 4
Hobbies
Dì sì kè
Aìhào
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
•
•
•
•
Say and write the terms for basic personal hobbies;
Ask about someone’s hobbies;
Ask friends out to see a movie;
Set up plans for the weekend.
RELATE AND GET READY
In your own culture/community—
1. What are people’s favorite pastimes?
2. What do people usually do on weekends?
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Dialogue I: Talking about Hobbies
LANGUAGE NOTE
The series comma
is very useful in
Chinese, as pointed out in Lesson 2, Dialogue 2,
Language Note 5. When nouns or pronouns occur
in a series, this punctuation mark is used to separate
them, while the conjunction
(hé) connects the
last two items in the series, e.g.,
(w
n hé t , you, she and I);
(Zh ngguó M iguó
Y ngguó hé F guó, China, United States, England
and France). The series comma can also be used
between two or more verbs or adjectives, as for
example in
(W chángcháng d qiú
tiào w
kàn
diànshì: I often play ball, dance and watch TV).
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99
…
(Gao Wenzhong is talking to Bai Ying’ai.)
Bái Y ng’ài, n zh umò x huan zuò shénme ?
W x huan d qiú, kàn diànshì . N ne?
W x huan chàng g , tiào w , hái x huan t ng y nyuè. N y x huan
kàn sh , duì bu duì?
Duì, y ude shíhou y x huan kàn sh .
N x huan bu x huan
kàn diàny ng?
X huan. W zh umò chángcháng kàn diàny ng.
Nà w men j nti n w nshang qù kàn yí ge wàiguó diàny ng,
z nmeyàng? W q ng kè.
Wèishénme n q ng kè?
Y nwei zuóti n n q ng w ch fàn, su y j nti n w q ng n kàn
diàny ng.
Nà n y q ng Wáng Péng, L Y u, h o ma ?
… H o.
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VOCABULARY
1.
zh umò
n
weekend
2.
d qiú
vo
to play ball
d
v
to hit
qiú
n
ball
3.
kàn
v
to watch; to look; to read
4.
diànshì
n
television
diàn
n
electricity
shì
n
vision
chàng g (r)
vo
to sing (a song)
chàng
v
to sing
g
n
song
tiào w
vo
to dance
tiào
v
to jump
w
n
dance
7.
t ng
v
to listen
8.
y nyuè
n
music
9.
sh
n
book
10.
duì
adj
right; correct
11.
y ude
pr
some
12.
shíhou
n
(a point in) time; moment; (a duration of)
5.
6.
time
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101
VOCABULARY
13.
diàny ng
n
movie
y ng
n
shadow
14.
chángcháng
adv
often
15.
nà
conj
in that case; then
16.
qù
v
to go
17.
wàiguó
n
foreign country
18.
q ng kè
vo
to invite someone (to dinner, coffee, etc.);
to play the host
19.
zuóti n
t
yesterday
20.
su y
conj
so
T men x huan tiào w .
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T men x huan d qiú.
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Grammar
1. Word Order in Chinese
The basic word order in a Chinese sentence is as follows:
Subject
(agent of the action)
Adverbial
(time, place, manner, etc.)
Verb
Object
(receiver of the action)
Subj.
Adverbial
Verb
Obj.
Wáng Péng
zh umò/chángcháng
t ng
y nyuè
(Wang Peng often listens to music on weekends.)
L Y u
míngti n
ch
Zh ngguó cài
(Li You will have Chinese food tomorrow.)
G o Wénzh ng
zuóti n xiàw w di n bàn
qù kàn
wàiguó diàny ng
(Gao Wenzhong went to see a foreign movie at 5:30 yesterday afternoon.)
While this is the most common word order in a Chinese sentence, varying discourse contexts may
affect the norm.
2. Affirmative + Negative (A-not-A) Questions (II)
In this type of question there can be no adverbials before the verb other than time words as in (1)
and (2). If there is an adverbial—such as
often)—before the verb, the
(h n, very),
(d u, all), or
(chángcháng,
type question must be used instead, as in (3), (4), and (5). If there
is more than one verb, the question form applies to the first verb, as seen in (6)
and (7).
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103
N míngti n qù bu qù?
(Are you going tomorrow?)
T j nti n w nshang kàn bu kàn diànshì?
(Is she going to watch TV tonight?)
T men d u shì xuésheng ma?
(Are they all students?)
(3a)
*T men d u shì bu shì xuésheng?
N chángcháng kàn diàny ng ma?
(Do you often go to the movies?)
(4a)
*N chángcháng kàn bu kàn diàny ng?
Wáng y sh ng h n máng ma?
(Is Dr. Wang very busy?)
(5a)
*Wáng y sh ng h n máng bu máng?
N xi ng bu xi ng tiào w ?
(Do you want to dance?)
(6a)
*N xi ng tiào bu tiào w ?
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N de tóngxué qù bu qù d qiú?
(7a)
*N de tóngxué qù d bu d qiú?
3. The Conjunction
(nà {me}, then; in that case)
In a dialogue, immediately following a statement by speaker A, speaker B can often start with
(nà {me}), which links up the sentences by the two speakers.
A:
J nti n w nshang méi shìr.
(We have nothing to do tonight.)
B:
Nàme w men qù kàn diàny ng, z nmeyàng?
(In that case, let’s go to see a movie. How’s that?)
A:
H o, w q ng kè.
(Okay, my treat!)
B:
Shì ma? Tài h o le.
(Really? Great!)
A:
W j nti n h n máng, bù xi ng qù ch w nfàn.
(I’m very busy today. I don’t want to go to dinner.)
B:
Nà míngti n ne?
(Then how about tomorrow?)
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105
A:
N x huan bu x huan ch M iguó cài?
(Do you like to eat American food or not?)
B:
Bù x huan.
(No, I don’t.)
C:
Nà w men ch Zh ngguó cài, z nmeyàng?
(Then let’s eat Chinese food. How’s that?)
D:
W y bù x huan.
(I don’t like that either.)
J nti n ch Zh ngguó cài háishi M iguó cài?
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4.
(qù, to go) + Action
If the performance of an action involves a change of location, then this is the construction we use.
Míngti n w nshang w men qù kàn diàny ng.
(We are going to see a movie tomorrow night.)
W nshang w bú qù tiào w .
(I will not go dancing tonight.)
Zh umò w qù tiào w , n qù bu qù?
(I’ll go dancing this weekend. Are you going?)
5. Questions with
(h o ma)
To solicit someone’s opinion, we can ask
(h o ma) after stating an idea or suggestion.
W men qù kàn diàny ng, h o ma?
(We’ll go see a movie, all right?)
W men j nti n w nshang ch Zh ngguó cài, h o ma?
(We’ll eat Chinese food tonight, all right?)
You will also hear people say
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(h o bu h o), instead of
(h o ma).
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Language Practice
A. Subj + Time + V + Obj
Little Wang has an active lifestyle. The following schedule shows what Little Wang
does in the evenings. Look at the schedule, and tell your partner what he does every
week.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Little
Wang
EXAMPLE:
1. Tuesday
B.
Xi o Wáng x ngq y
Monday
w nshang kàn sh .
2. Wednesday
3. Thursday
4. Friday
5. weekend
+V
Pretend you are Gao Wenzhong, and that you are trying to ask Bai Ying’ai out
tomorrow night. You offer several choices for her in case she prefers one to the
others. Use …
+ V,
and the pictures to help yourself come up with the
right activities that Bai Ying’ai may like.
W men míngti n w nshang
EXAMPLE:
qù kàn diàny ng, h o ma?
1.
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2.
3.
4.
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C.
(y nwèi … su
y ...,
because...therefore...)
Let’s practice how to explain why you would or would not do something.
EXAMPLE:
N wèishénme bú qù
kàn diàny ng? (h n máng)
Y nwèi w h n máng, su y
w bú qù kàn diàny ng.
1.
1. N wèishénme bú qù d qiú?
(y u shìr)
2.
2. N wèishénme bú qù kàn
wàiguó diàny ng? (bù x huan)
3.
3. N wèishénme x ngq w q ng w
ch w nfàn? (n de sh ngrì)
4.
4. N wèishénme bú qù
tiàow ? (bù x huan)
5.
5. N wèishénme bù t ng
y nyuè? (méiy u y nyuè)
D. “What do you like to do on weekends?”
Find out what your classmates like to do on weekends:
A:
A: N zh umò x huan zuò shénme?
B:
B: W zh umò x huan
.
Report to the class what your fellow students like to do on weekends.
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Be prepared to answer the teacher’s questions:
John
Mary
John zh umò x huan zuò shénme?
John
Mary ne? John x huan bù x huan
kàn sh ?
T men xıhuan tiào wu.
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Dialogue II: Would You Like to Play Ball?
(Wang Peng is talking to Gao Wenzhong.)
LANGUAGE NOTES
A familiar and affectionate way of
addressing a young person is to add
(xi o, little; small) to the family
name, e.g.,
(Xi o Wáng,
Little Wang). Similarly, to address
an older acquaintance,
(l o,
old) can be used with the surname,
e.g.,
(L o Wáng, Old
Wang). However, such terms are
rarely used to address a relative, or a
superior.
Sounds familiar? Now you know
where the expression “Long time no
see” comes from.
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(N h o ma? How
are you?) is a question typically
asked of people that you already
know. The answer is usually
(W h n h o,
I am fine.)
(Wang Peng is talking to Gao Wenzhong.)
The position of negatives in Chinese
is not always the same as their
Xi o G o , h o ji bú jiàn , n h o ma ?
counterparts in English. An English
W h n h o. N z nmeyàng?
speaker would say: “I don’t think
W y búcuò. Zhè ge zh umò n xi ng zuò shénme? Xi ng
going to the movies is a lot of fun,”
bu xi ng qù d qiú?
but a Chinese speaker would say
D qiú? W bù x huan d qiú.
(W juéde kàn diàny ng
Nà w men qù kàn qiú, z nmeyàng?
méiyou yìsi), which literally means,
Kàn qiú? W juéde kàn qiú y méiy u yìsi.
“I think going to the movies is not a
lot of fun.”
Nà n zhè ge zh umò xi ng zuò shénme?
The character
W zh xi ng ch fàn, shuì jiào
.
is pronounced
in two different ways and has two
different meanings: jué as in
Suàn le, w qù zh o biérén.
(juéde, to feel) and jiào as in
(shuì jiào, to sleep).
VOCABULARY
1.
xi o
2.
h o ji
3.
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adj
small; little
a long time
h o
adv
very
ji
adj
long (of time)
búcuò
adj
pretty good
cuò
adj
wrong
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VOCABULARY
4.
xi ng
mv
to want to; would like to; to think [See
Grammar 6.]
5.
juéde
v
to feel; to think
6.
y u yìsi
adj
interesting
yìsi
n
meaning
7.
zh
adv
only
8.
shuì jiào
vo
to sleep
shuì
v
to sleep
jiào
n
sleep
9.
forget it; never mind
suàn le
10.
zh o
v
to look for
11.
biérén
n
other people; another person
bié (de)
adj
other
(
)
Grammar
6. The Modal Verb
(xi
ng,
want to; would like to)
(xi ng) has several meanings. In this lesson it is a modal verb indicating a desire to do
something. It must be followed by a verb or a clause.
N xi ng t ng y nyuè ma?
(Would you like to listen to some music?)
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Bái l osh xi ng d qiú, k shì Wáng l osh bù xi ng d .
(Teacher Bai felt like playing ball, but Teacher Wang didn’t.)
N xi ng bu xi ng kàn Zh ngguó diàny ng?
(Do you feel like going to see a Chinese movie?)
N xi ng bu xi ng t ng wàiguó y nyuè?
(Do you feel like listening to some foreign music?)
(xi ng) vs.
(x huan)
(xi ng) can be translated as “would like to,” “to have a desire to.”
“to like,” meaning “be fond of.”
(xi ng) and
(x huan) is
(x huan) are different, and are not
interchangeable.
(xi ng) vs.
Both
(juéde)
(xi ng) and
(juéde) can be translated as “to think,” but the former means “to
desire,” whereas the latter means “to feel,” “to have the opinion,” or “to give a comment.”
7. Verb+Object as a Detachable Compound
Even though
(shuì jiào, to sleep),
(chàng g , to sing), and
(tiào w , to
dance) are treated each as a word, grammatically speaking, they are all verb-object compounds.
When there is an attributive element to modify the object, such as an adjective or a number-measure
word combination, it must be inserted between the verb and the noun. Such a compound is called a
“detachable compound.” It is important to remember that a detachable compound does not take an
object. Here are examples:
(shuì jiào, to sleep)
(shuì yí ge h o jiào,
have a good sleep)
(chàng Y ngwén g ,
(chàng g , to sing)
(tiào w , to dance)
sing an English song)
(tiào Zh ngguó w ,
do a Chinese dance)
In later lessons, you will see examples of other elements, like aspect markers, being inserted between
the verb and the object in a detachable compound.
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Language Practice
E.
(xi
ng,
would like to)
Ask your friend if he or she would like to do the following activities this weekend.
EXAMPLE:
N zh umò xi ng bu xi ng d qiú?
1.
F.
2.
(y
3.
u yìsi,
4.
5.
interesting)
Describe what activity each of the persons is or is not interested in.
EXAMPLE:
d qiú (Xi o G o)
Xi o G o juéde d qiú
h n y u yìsi.
1.
1. tiào w (Bái y sh ng)
2.
2. t ng Zh ngguó y nyuè (Wáng l sh )
3.
3. kàn wàiguó diàny ng (L l osh )
4.
4. kàn Y ngwén sh (Wáng xi oji )
5.
5. kàn diànshì (G o Xi nsheng)
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G. Pair Activity
Find out what your partner would like to do this weekend.
A:
A: Zhè ge zh umò n xi ng zuò shénme?
B:
B: Zhè ge zh umò w xi ng
.
Find out if your partner feels like doing something else this weekend.
A:
B:
A: N xi ng
/
ma?
B: W xi ng/bù xi ng
.
What types of activities does your partner think are fun?
A:
etc.
B:
A: N juéde (kàn diàny ng, kàn sh ,
etc.) y u yìsi ma?
B: W juéde
h n y u yìsi/méi y u yìsi.
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HOW ABOUT YOU?
What’s your hobby?
1.
huà huàr
2.
xià qí
3.
shàng w ng liáo ti nr
4.
wán yóuxìj
5.
guàng ji
If your hobbies are not listed above, please ask your teacher and make a note here:
or
W x huan
W juéde
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. or
h n y u yìsi.
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Lesson 4 • Hobbies
117
Culture Highlights
When Chinese people go out to eat with friends, they rarely split the check
at the end of the meal. Usually, someone will insist on picking up the tab by
saying:
(J nti n w q ngkè, It’s my treat today). The
next time someone else will offer to pay. Often more than one person reaches for
the bill and there might be a little struggle over who gets to pay.
In general, Chinese people don’t have the habit of getting a receipt after paying
for a meal in a restaurant. But more and more people will ask for an invoice,
(f piào), for reimbursement purposes. Here’s a copy of an invoice from a
restaurant.
Can you tell in which city the invoice was issued?
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Playing mahjong
(májiàng) is one of the most popular pastimes for
many Chinese people. The game needs four players and each mahjong set
consists of 144 tiles. To win, the players have to draw various tiles to form
different combinations, which have all been assigned scores based on pre-set
rules. The more difficult the combination, the higher the score is. There are
four games in each round, and the players can decide how many rounds they
wish to play. Normally, people play either 8 or 12 rounds. Besides mahjong,
playing Chinese chess
(xiàngqí) is another popular pastime in China.
The international chess has pieces such as king, queen, rook, knight, and
pawn, whereas Chinese chess has commander in chief, general, chariots,
horses, and soldiers. Both mahjong and Chinese chess go back centuries.
Community centers and clubhouses in China often have a
(qípáishì) or chess and poker room where men and women, especially retirees,
meet for chess and mahjong marathons. It is also common to find onlookers
gathering around chess players in neighborhood parks.
This is how the mahjong tiles are set up before a new game begins.
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Each team of Chinese Chess pieces is identified by colors, typically
black and red. They are set up as shown. You have learned the
character/radical meaning “horse.” Can you find where the horses
are on the board?
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119
Here are the mahjong tiles. There are some with Chinese numerals on them. Can you identify some of the numbers?
Arguably less popular but more prestigious is the game of encirclement
(wéiqí), better known in the West by its Japanese name Go. It is a
deceptively simple game played with counters or stones on a board ruled with
19 vertical and 19 horizontal lines. The objective of the game is to surround
and capture the opponent’s counters. Every year major corporations sponsor
tournaments with master players from China, Japan, and Korea participating
and TV stations providing live coverage of important matches.
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English Text
Dialogue I
Gao Wenzhong:
Bai Ying’ai:
Gao Wenzhong:
Bai Ying’ai:
Gao Wenzhong:
Bai Ying’ai:
Gao Wenzhong:
Bai Ying’ai:
Gao Wenzhong:
Bai Ying’ai, what do you like to do on weekends?
I like to play ball and watch TV. How about you?
I like to sing, dance, and listen to music. You like to read, right?
Yes, sometimes I like to read as well.
Do you like to watch movies?
Yes, I do. I often watch movies on weekends.
Then let’s go see a foreign movie this evening. OK? My treat.
Why your treat?
Because you treated me to dinner yesterday, today I’m treating you to a
movie.
Bai Ying’ai: Then invite Wang Peng and Li You as well, OK?
Gao Wenzhong: …OK.
Dialogue II
(Wang Peng is talking to Gao Wenzhong.)
Wang Peng: Little Gao, long time no see. How are you?
Gao Wenzhong: I’m fine. How about yourself?
Wang Peng: I’m fine, too. What would you like to do this weekend? Would you like to play
ball?
Gao Wenzhong: Play ball? I don’t like playing ball.
Wang Peng: Then let’s watch a ball game. How’s that?
Gao Wenzhong: Watch a ball game? I don’t think watching a ball game is much fun, either.
Wang Peng: Then what do you want to do this weekend?
Gao Wenzhong: I only want to eat and sleep.
Wang Peng: Never mind. I’ll ask somebody else.
PROGRESS CHECKLIST
Before proceeding to Lesson 5, be sure you can complete the following tasks
in Chinese:
I am able to
Talk about my favorite pastimes and ask about someone else’s;
Invite someone to a weekend activity;
Accept or decline an invitation to a weekend activity;
Find someone to do activities with.
Please review the lesson if any of these tasks seem difficult.
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LESSON 5
Dì w kè
Visiting
Friends
Kàn péngyou
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to:
•
•
•
•
•
•
Welcome a visitor;
Introduce one person to another;
Compliment someone on his/her house;
Ask for beverages as a guest at someone else’s place;
Offer beverages to a visitor;
Briefly describe a visit to a friend’s place.
RELATE AND GET READY
In your own culture/community—
1. Is it common to pay a visit to a friend’s house without advance notice?
2. Do people bring anything when visiting a friend’s home?
3. What are some of the common beverages and foods offered to visitors?
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Dialogue: Visiting a Friend’s Home
(The doorbell rings.)
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LANGUAGE NOTES
Although it takes a question mark,
(Shì ma?) is not a question
here but a mild expression of surprise on
hearing something unexpected. Here it
indicates one’s modesty on receiving a
compliment. It could be translated as
“Is that so?” “You don't say!” or “Really?”
(n r) is a question word meaning
“where.” Do not confuse it with
(nàr, there).
(zhèr) means “here”
in Chinese.
(The doorbell rings.)
Shéi ya?
Shì w , Wáng Péng, hái y u L Y u.
Q ng jìn, q ng jìn, kuài jìn lai! Lái, w jièshào yí xià , zhè shì w ji jie, G o Xi oy n.
Xi oy n, n h o. Rènshi n h n g oxìng.
Rènshi n men w y h n g oxìng.
N men ji h n dà , y h n piàoliang.
Shì ma?
Q ng zuò, q ng zuò.
Xi oy n, n zài
n r
g ngzuò?
W zài xuéxiào g ngzuò. N men xi ng h di nr shénme? H chá, háishi h k f i?
W h chá ba.
W yào yì píng k lè, k y ma?
Duìbuq , w men ji méi y u k lè.
Nà g i w yì b i shu ba.
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VOCABULARY
1.
ya
p
(interjectory particle used to soften a question)
2.
jìn
v
to enter
3.
kuài
adv/adj
fast, quick; quickly
4.
jìn lai
vc
to come in
5.
lái
v
to come
6.
jièshào
v
to introduce
7.
yí xià
n+m
once; a bit [See Grammar 1.]
8.
g oxìng
adj
happy, pleased
9.
piàoliang
adj
pretty
10.
zuò
v
to sit
11.
zài
prep
at; in; on [See Grammar 3.]
12.
n r
qpr
where
13.
xuéxiào
n
school
14.
h
v
to drink
15.
di n(r)
m
a little, a bit; some [See Grammar 1.]
16.
chá
n
tea
17.
k f i
n
coffee
18.
ba
p
(a sentence-final particle) [See Grammar 4.]
19.
yào
v
to want
20.
píng
m/n
(measure word for bottles); bottle
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125
VOCABULARY
21.
k lè
n
[Coke or Pepsi] cola
22.
k y
mv
can; may
23.
duìbuq
v
sorry
24.
g i
v
to give
25.
b i
m
(measure word for
cup and glass)
26.
shu
n
water
Proper Noun
27.
Name the beverages in the picture in
Chinese.
G o Xi oy n
(a personal name)
N yào yì bēi shu háishi yì píng shu ?
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Grammar
1.
(yí xià)
Voice
and
Following a verb, both
({yì} di nr)
(yí xià, lit. “once”) and
Moderating the Tone of
({yì} di nr “a bit”) can
soften the tone in a question or an imperative sentence, therefore making it more polite. When used
in this way,
(yí xià) modifies the verb, while
({yì} di nr) modifies the object.
N kàn yí xià, zhè shì shéi de zhàopiàn?
(Take a look. Whose photo is this?)
N xi ng ch di nr shénme?
(What would you like to eat?)
N jìn lai yí xià.
(Come in for a minute.)
N h yìdi nr chá ba.
(Have a little tea.)
2. Adjectives as Predicates
In Chinese, when an adjective functions as a predicate, it is not preceded by the verb
to be). It is usually modified by
adverbial modifier. However,
(h n, very), as seen in (1), (2), (3), and (4), or some other
(h n) is not as strong as “very” in English. When forming a
question with an adjective as the predicate,
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(shì,
is not used, as seen in (5) and (6).
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127
W j nti n h n g oxìng.
(I’m happy today.)
T mèimei h n piàoliang.
(His younger sister is pretty.)
Nà ge diàny ng h n h o.
(That movie is good.)
N men dàxué h n dà.
(Your university is very large.)
A:
N dìdi g o ma?
(Is your younger brother tall?)
B:
T h n g o.
(He is tall.)
A:
N ji dà ma?
(Is your house big?)
B:
W ji bú dà, h n xi o.
(My house is not big, it’s small.)
Chinese adjectives without
(h n) or any sort of modifier before them can often imply
comparison or contrast, as seen in (7) and (8) below.
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A:
Ji jie piàoliang háishi mèimei piàoliang?
(Who’s prettier, the older sister or the younger sister?)
B:
Mèimei piàoliang.
(The younger sister is prettier).
Mèimei de Zh ngwén h o, w de Zh ngwén bù h o.
(My younger sister’s Chinese is good. My Chinese is not good.)
3. The Preposition
(zài, at; in; on)
Combined with a noun, the preposition
(zài) indicates location. When the phrase is placed
before a verb, it indicates the location of the action.
A:
B:
W de sh zài n r?
Zài nàr.
(Where is my book?
It’s over there.)
A:
B:
N zài n r g ngzuò?
W zài zhèr g ngzuò.
(Where do you work?
I work here.)
W zài zhè ge dàxué xué Zh ngwén.
(I study Chinese at this university.)
W bù x huan zài ji kàn diàny ng.
(I don’t like to watch movies at home.)
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4. The Particle
129
(ba)
(ba) is a sentence-final “suggestion” particle, often used at the end of an imperative sentence to
soften the tone.
N h k f i ba.
(Why don’t you have some coffee?)
Q ng jìn lai ba.
(Come in, please.)
W men tiào w ba.
(Let’s dance.)
Language Practice
A.
1.
(yí xià)
You wish to look at your brother’s girlfriend’s picture, so you say to your
brother…
G ge, w
n n péngyou
de zhàopiàn, h o ma?
2.
You’d like your friend, Little Bai, to introduce you to Ms. Li, so you say…
Xi o Bái, w xi ng rènshi L xi oji .
Q ng n
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.
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3.
You are at the doctor’s office for your appointment; the nurse tells you the doctor
is busy, and asks you to sit down for a bit. So she says…
Duìbuq , y sh ng xiànzài
y u shìr, q ng n
4.
.
Your roommate has bought a CD, and suggests that you listen to it, so she
says…
Zhège y nyuè búcuò.
N
5.
.
Your teacher wants to talk to you about something after class and asks you to
come with him, so he says…
W y u shìr zh o n .
N
.
B. Adjectives as Predicates
◆
EXAMPLE:
G o Wénzh ng de ji ◆ piàoliang
If people ask your opinion of Gao Wenzhong’s house,
G o Wénzh ng de ji piàoliang ma?
and you think Gao Wenzhong’s house is beautifully decorated, you can say…
G o Wénzh ng de ji h n piàoliang.
But, if you don’t think Gao’s house is beautifully decorated, you can say…
G o Wénzh ng de ji bú piàoliang.
Work with a partner. Find out from each other what you think about your doctor, school, teacher,
classmates, and textbook.
1.
◆
1. N de y sh ng ◆ máng
2.
◆
2. N de xuéxiào ◆ dà
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3.
◆
3. N de tóngxué ◆ g oxìng
4.
◆
4. N de l osh ◆ h o
◆
5.
C.
1.
131
5. N de sh ◆ y u yìsi
(zài)
Look at the pictures given, and tell where Wang Peng and Li You are, and what
they are doing there.
(túsh gu n, library)
EXAMPLE:
Wáng Péng hé L Y u zài túsh gu n kàn sh .
1.
2.
2.
3.
Everyone has a different routine and favorite places. Now let’s find out where
these people do their activities.
EXAMPLE:
Xi o G o zài n r g ngzuò?
Xi o G o zài xuéxiào g ngzuò.
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1.
L y sh ng zài n r t ng y nyuè?
2.
Wáng Péng zài n r d qiú?
3.
L Y u zài n r kàn diàny ng?
4.
Xi o Bái zài n r shuì jiào?
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D.
(di nr)
Imagine the main characters of the text all come to your house as your guests:
you now try to offer them something to drink, to eat, or to do. Use the pictures as
clues and work with a partner.
EXAMPLE:
G o Wénzh ng, n xi ng h di nr shénme?
1.
2.
3.
E. Do you all know each other in your class?
Mobilize the entire class and form a big circle. Taking turns, introduce the person
on your right to the person on your left.
1:
1: W jièshào yí xià,
zhè shì
2:
.
2: Rènshi n h n g oxìng.
W jièshào yí xià, zhè shì
3:
3: Rènshi n h n g oxìng.
W jièshào yí xià, zhè shì
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.
.
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133
F. Group Activity
In groups of three, one acts as a host and asks the two guests what they would
like to drink:
A:
A: N /N men xi ng h di nr shénme?
B:
B: W h
ba.
C:
C: W h
ba.
Apologize to one of your guests that you don’t have the beverage and offer an
alternative:
A:
A: Duìbuq , méiy u
.
, k y ma?
The guest accepts or asks for something else:
B or C:
/
B or C: Nà g i w yì b i/yì píng
ba.
G. Survey the class
First pair up and ask your partner these questions. Then report your findings to
the class.
N x huan h shénme?
N x huan h k lè háishi k f i?
N x huan h chá ma?
N x huan h shu háishi h chá?
The most popular beverage in the class is
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N xi ng h shénme?
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Narrative: At a Friend’s House
LANGUAGE NOTE
Unlike its English counterpart,
(h )
always functions as a transitive verb.
In other words, unless it’s clear from
the context, the beverage has to be
specified. Therefore,
(T chángcháng h ) is not a complete
sentence unless when the beverage is
understood, e.g.:
A:
(T chángcháng h k f i ma?)
Does he often drink coffee?
B:
(T chángcháng h .)
He often does.
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Zuóti n w nshang, Wáng Péng hé L Y u qù G o Wénzh ng ji wánr. Zài G o Wénzh ng
ji , t men rènshi le
G o Wénzh ng de ji jie. T jiào G o Xi oy n, zài xuéxiào de
túsh gu n g ngzuò. T q ng Wáng Péng h
chá, Wáng Péng h le li ng b i. L Y u
bù h chá, zh h le yì b i shu . T men yìq liáo ti nr, kàn diànshì. Wáng Péng hé L Y u
w nshang shí’èr di n cái
huí ji .
T zài n r kàn sh ?
VOCABULARY
1.
wán(r)
v
to have fun; to play
2.
le
p
(a dynamic particle) [See Grammar 5.]
3.
túsh gu n
n
library
4.
yìq
adv
together
5.
liáo ti n(r)
vo
to chat
liáo
v
to chat
ti n
n
sky
6.
cái
adv
not until, only then [See Grammar 6.]
7.
huí ji
vo
to go home
huí
v
to return
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Grammar
5. The Particle
The dynamic particle
(le)
(I)
(le) signifies: 1) the occurrence or completion of an action or event, or
2) the emergence of a situation. The action, event, or situation usually pertains to the past, but
sometimes it can refer to the future. Therefore
(le) is not a past tense marker, and the use of
(le) should not be taken as an equivalent to the past tense in English. In this lesson,
(le) indicates the occurrence or completion of an action or event. It is usually used after a verb.
But sometimes it appears after a verb and the object of the verb in interrogative and declarative
sentences.
J nti n M ma h le s n b i shu .
(Mom had three glasses of water today.)
(occurrence or completion of an action, in the past)
X ngq y Xi o G o q ng w h le yì píng k lè.
(On Monday Little Gao bought me a bottle of cola.)
(occurrence or completion of an event, in the past)
A:
Zuóti n w nshang n qù d qiú le ma?
(Yesterday evening did you go play ball?)
(occurrence or completion of an event, in the past, an interrogative sentence)
B:
Zuóti n w nshang w qù d o qiú le.
(Yesterday evening I went to play ball.)
(occurrence or completion of an event, in the past)
Míngti n w ch le w nfàn qù kàn diàny ng.
(Tomorrow I’ll go see a movie after I have eaten dinner.)
(occurrence or completion of an action in the first part of the sentence, in the future)
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There is often a specific time phrase in a sentence with the dynamic particle
(j nti n, today) in (1),
(x ngq y , Monday) in (2), or
(le) — such as
(zuóti n
w nshang, last night) in (3).
When
(le) is used between the verb and the object, the object is usually preceded by a
modifier. The following—numeral + measure word—is the most common type of modifier for the
object:
(s n b i, three cups / three glasses) in (1)
(yì píng, one bottle) in (2)
If there are other phrases or sentences following the object of the first clause, then the object
does not need a modifier. See example (4) above. This V
O+V(O) structure can be used to
depict a sequence of two actions, and it doesn’t matter whether the two actions take place in the
past or in the future.
If the object following
(le) is a proper noun, as “Harry Potter” in (5) below, it does not
need a modifier, either.
W zuóti n kàn le «H lì B tè». Nà ge diàny ng h n h o.
(I saw Harry Potter yesterday. That movie was good.)
To say that an action did not take place in the past, use
(bù...le) or
(méi {y u}) instead of
(méiy u…le).
FOR EXAMPLE:
Zuóti n w méiy u t ng y nyuè.
(I didn’t listen to music yesterday.)
(6a)
*
*Zuóti n w bù t ng y nyuè le.
(6b)
*Zuóti n w méiy u t ng y nyuè le.
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Interrogative forms:
A:
or
N ch fàn le ma? or N ch fàn le méiy u?
(Did you eat?)
B:
W méi ch .
(No, I didn’t.)
A:
N h le j b i shu ?
(How many glasses of water did you drink?)
B:
W h le yì b i shu .
(I drank one glass of water.)
6. The Adverb
The adverb
(cái, not until)
A sign on a bubble tea
shop, a reminder to
passersby to drop in
and get their daily cup
of bubble tea.
(cái, not until) indicates that the occurrence of an action or situation is later than
the speaker may have expected. That lateness is perceived by the speaker, and is not necessarily
objective, as seen in (2) and (3).
(cái) never takes the particle
(le), whether or not it pertains
to an action or situation in the past.
W q ng t liù di n ch w nfàn, t liù di n bàn cái lái.
(I invited him out to dinner at six o’clock. He didn’t come till six-thirty.)
Xi o G o chángcháng w nshang shí’èr di n cái huí ji .
(Little Gao often doesn’t go home until midnight.)
T w nshang h n w n cái shuì jiào.
(She goes to bed very late in the evening.)
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Language Practice
H.
(le)
Little Gao has so much energy! He can do so much in one day: dancing, singing,
studying, eating, and working. Look at the following pictures, and recap what he
did yesterday.
EXAMPLE:
1.
I.
Xi o G o zuóti n
h le sì b i k f i.
x4
x1
2.
x3
3.
4.
x2
x4
(cái)
Imagine you are a very disciplined and time-conscious person. You do everything
according to a set schedule. Your roommate, on the other hand, is a slow mover.
Now you are comparing your daily routine with your roommate’s, and you have
found s/he does everything later than you do.
W q di n h
k f i, t b di n
cái h (k f i).
EXAMPLE:
7:00 vs. 8:00
1.
4.
9:00 vs. 9:30
8:00 vs. 8:30
2.
5.
2:15 vs. 2:45
3.
6:00 vs. 7:15
9:30 vs. 12:00
J. Find out what your partner did last night.
N zuóti n w nshang qù péngyou
ji wánr le ma?
If the answer is negative, then ask
N zuóti n w nshang qù n r le?
N h shénme le?
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141
N h le j b i/j píng?
After gathering the information, report to the class what your partner did last
night:
Mark
Mark zuóti n w nshang qù péngyou ji
wánr le/méiy u qù péngyou ji wánr…
K.
It was Little Wang’s birthday yesterday.
Recap what Little Wang did on his birthday according to the three pictures
provided. Don’t forget to mention the time in each picture!
HOW ABOUT YOU?
What’s your favorite beverage?
1.
K k uk lè
pn
Coca-Cola
2.
B ishìk lè
pn
Pepsi-Cola
3.
Xu bì
pn
Sprite
4.
qìshu (r)
n
soft drink; soda pop
5.
kuàngquánshu
n
mineral water
6.
gu zh
n
fruit juice
If your favorite beverage is not listed above, please ask your teacher and make a note
here:
W x huan h
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Culture Highlights
(rènshi n h n
g oxìng) or
(h n
g oxìng rènshi n ) is a translation of “I’m very
happy to meet you”. It may, therefore, sound
rather Western to some native Chinese
speakers. However, as the traditional Chinese
equivalent polite forms have long since
become obsolete, this expression is becoming
more common.
Generally speaking, privacy is a somewhat less
sacrosanct concept in Chinese culture than it
(chágu nr),
A modern upscale tea house,
awaits its customers.
is in the West. One would not necessarily
be considered an intruder if one drops by a
friend’s place with no warning. Nor are topics
such as age, marital status, and salary
necessarily considered off limits in a polite
conversation. For those who believe in the
traditional Chinese notion of friendship or
personal loyalty, sharing such personal
information is an important gesture of trust.
But there was a more practical reason in
modern times until recently: when people had
T men h chá liáo ti nr.
very limited living spaces, everyone was
literally very close to everyone else, and
privacy became too expensive a luxury. All
this, however, is changing. The much
improved housing conditions have offered
more private spaces to most people, especially
the urbanites. In a legal sense, the Chinese
citizens are becoming more aware of each
other’s “privacy rights” (y ns quán).
Tea,
(chá), can probably be called the
national drink of China. It depends on whom
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?
N xi ng h shénme chá?
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143
you ask, but in general, Chinese tea may be classified into the following
categories according to the different methods by which it is processed:
green tea, black tea, Wulong tea, compressed tea, and scented tea.
Chrysanthemum tea,
whereas Longjing tea,
(júhu chá), is a species of scented tea,
(lóngj ng chá), belongs to the green tea
family. Although tea is the most popular beverage in China, the number of
coffee drinkers has been on the rise in recent years, as evidenced by the
varieties of coffee on supermarket shelves and the surge of coffee shops,
such as Starbucks,
(X ngb kè), in many Chinese cities.
This is a beverage menu of a restaurant. What kind of tea can you order?
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English Text
Dialogue
Gao Wenzhong: Who is it?
Wang Peng: It’s me, Wang Peng. Li You is here, too.
Gao Wenzhong: Please come in. Please come in. Let me introduce you to one
another. This is my sister, Gao Xiaoyin.
Wang Peng and Li You: How do you do, Xiaoyin! Pleased to meet you.
Gao Xiaoyin: Pleased to meet you, too.
Li You: Your home is very big, and very beautiful, too.
Gao Wenzhong: Is that so? Have a seat, please.
Wang Peng: Xiaoyin, where do you work?
Gao Xiaoyin: I work at a school. What would you like to drink? Would you like
to drink tea or coffee?
Wang Peng: I’ll have tea.
Li You: I’d like to have a bottle of cola, is that OK?.
Gao Xiaoyin: I’m sorry. We don’t have cola.
Li You: Then please give me a glass of water.
Narrative
Last night Wang Peng and Li You went to Gao Wenzhong’s house for a visit. At Gao
Wenzhong’s house they met Gao Wenzhong’s older sister. Her name is Gao Xiaoyin.
She works at a school library. She offered tea to Wang Peng. Wang Peng had two cups.
Li You doesn’t drink tea. She only had a glass of water. They chatted and watched TV
together. Wang Peng and Li You did not get home until twelve o’clock.
PROGRESS CHECKLIST
Before proceeding to Lesson 6, be sure that you can complete the following
tasks in Chinese:
I am able to—
Introduce one person to another;
Greet guests when they visit my house;
Offer guests beverages to drink;
As a guest, ask the host/hostess for a beverage;
Ask about a friend’s availability and set up a dinner appointment.
Please review the lesson if any of these tasks seem difficult.
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A Review of Functional Expressions from Lessons 1–5
After gauging your progress and before moving on to the next
phase, let’s take a break and see how some of the functional
expressions that you have encountered in the previous lessons
really work!
I.
(suàn le, forget it; never mind) (Lesson 4)
You can say this to someone when you sense that you’ve put him or her in an awkward position or
when someone has made a mistake but you don’t wish to pursue the matter. You can also say this
when you are dissatisfied with what someone is doing and want him or her to stop.
A:
Míngti n w men qù d qiú, z nmeyàng?
(We’ll go play ball tomorrow, all right?)
B:
Míngti n w h n máng.
(I’m busy tomorrow.)
A:
Nà suàn le.
(All right then, never mind.)
A:
N j nnián du dà?
(How old are you this year?)
B:
N wèishénme wèn w du dà?
(Why are you asking me how old I am?)
A:
Suàn le, w bú wèn le.
(Never mind. I won’t ask any more.)
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Suàn le, suàn le, n huí ji ba, w lái zuò.
(Forget about it. You can go home. I’ll take over.)
II.
(shéi ya, who is it?)(Lesson 5)
When you hear a knock on the door, this is what you usually say.
A: (Knocking on the door.)
B:
Shéi ya?
(Who is it?)
A:
Shì w , L Y u.
(It’s me, Li You.)
B:
Q ng jìn.
(Please come in.)
A: (Knocking on the door.)
B:
Shéi ya?
(Who is it?)
A:
W , Xi o Wáng.
(It’s me, Little Wang.)
B:
Jìn lai.
(Come in.)
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That’s How the Chinese Say It!
III.
147
(shì ma, really; is that so?) (Lesson 5)
You say this when you hear something unexpected.
A:
N de Y ngwén l osh bú shì M iguó rén.
(Your English teacher is not American.)
B:
Shì ma? T shì n guó rén?
(Is that so? What country is he from?)
A:
T shì Y ngguó rén.
(He is British.)
A:
Xuéxiào de túsh gu n h n piàoliang.
(The school library is very pretty.)
B:
Shì ma? W míngti n qù kàn kan.
(Really? I’ll go take a look tomorrow.)
Any other useful expressions you would like to learn?
Please ask your teacher and make a note here:
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Making
Appointments
LESSON 6
Dì liù kè
Yu shíji n
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
•
•
•
•
Answer a phone call and initiate a phone conversation;
Set up an appointment with a teacher on the phone;
Ask for a favor;
Ask someone to return your call.
RELATE AND GET READY
In your own culture/community—
1. What does one say first when answering a phone call?
2. Do people state their names when answering the phone?
3. How do students address their teachers?
4. What do you say to ask a favor?
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Dialogue I: Calling One’s Teacher
LANGUAGE NOTES
(nín) is
The personal pronoun
often used to address an older person
or someone of a higher social rank. It is
common for strangers to address each
other with
and then switch to
(n ) as they become more familiar with
each other.
(y u
“To have free time” is
(y u kòngr),
shíji n) or
never
Both
(y u shíhou).
(wèn) and
(q ng) could
be “ to ask” in English. The verb
(wèn) means “to inquire,” e.g.,
(W wèn t yí ge
wèntí, I ask her a question). To mean “to
(q ng),
invite” or “to request”, say
e.g.,
(W q ng t
tiào w , I invite her to dance).
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The measure word for academic
(mén). Compare:
courses is
(s n mén kè, three
(s n jié kè, three
courses),
class periods) and
(s n kè, three lessons).
(j di n) is to ask for a specific
time, as in “what time is it?” The general
question word for “when” is
(shénme shíhou), not
(shénme shíji n).
In English, we say “after four o’clock.”
The word “after” appears before the
time expression “four o’clock.” The
Chinese equivalent is
(sìdi n y hòu). Note the difference in
word order. Likewise, we say “before
Monday,” but
(x ngq y y qián) in Chinese.
(yàoshi, if ) is a conjunction to
introduce a contingent or hypothetical
action or situation. It’s not the “whether
if” in English.
(L Y u g i
Cháng l osh d diànhuà)
(méi wèntí) here means
“no problem.” It is used to assure
Wéi?
someone that a promise will be fulfilled
Wéi, q ng wèn, Cháng l osh zài ma?
W jiù shì. Nín
or a favor will be done. But when
people thank you and say
shì n wèi?
(xièxie), you cannot respond
L osh , nín h o. W shì L Y u.
with
(méi wèntí).
L Y u, y u shìr ma?
L osh , j nti n xiàw nín y u shíji n
ma? W xi ng wèn
nín j
ge wèntí.
Duìbuq , j nti n xiàw w yào
k i huì.
Míngti n ne?
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Míngti n shàngw w y u li ng jié
Nín shénme shíhòu
kè, xiàw s n di n yào g i èr niánjí k o shì.
y u kòngr?
Míngti n sì di n y hòu cái y u kòngr.
Yàoshi
nín f ngbiàn, sì di n bàn w dào nín de bàng ngshì qù, xíng ma?
Sì di n bàn, méi wèntí . W zài bàng ngshì d ng n .
Xièxie nín.
Bié
kèqi.
VOCABULARY
1.
g i
prep
to; for [See Grammar 1.]
2.
d diànhuà
vo
to make a phone call
diànhuà
n
telephone
3.
wéi/wèi
interj
(on telephone) Hello!; Hey!
4.
zài
v
to be present; to be at (a place)
5.
jiù
adv
precisely; exactly
6.
nín
pr
you (honorific for
7.
n /n i
qpr
which
8.
wèi
m
(polite measure word for people)
9.
xiàw
t
afternoon
10.
shíji n
n
time
11.
wèntí
n
question; problem
12.
yào
mv
will, be going to; to want to, to have a
)
desire to [See Grammar 2.]
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VOCABULARY
13.
k i huì
vo
to have a meeting
k i
v
to open; to hold (a meeting, party, etc.)
huì
n
meeting
14.
shàngw
t
morning
15.
jié
m
(measure word for class periods)
16.
kè
n
class; course; lesson
17.
niánjí
n
grade in school
18.
k o shì
vo/n
to give or take a test; test
k o
v
to give or take a test
shì
n/v
test; to try; to experiment
19.
y hòu
t
after; from now on, later on
20.
kòng(r)
n
free time
21.
yàoshi
conj
if
22.
f ngbiàn
adj
convenient
23.
dào
v
to go to; to arrive
24.
bàng ngshì
n
office
25.
xíng
v
all right; O.K.
26.
d ng
v
to wait; to wait for
27.
bié
adv
don’t [See Grammar 3.]
28.
kèqi
adj
polite
Proper Noun
29.
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Grammar
1. The Preposition
(g i)
(g i) can be a verb or a preposition. In Chinese, prepositions are generally combined with nouns
or pronouns to form prepositional phrases, which appear before verbs as adverbials.
T g i w d le yí ge diànhuà.
(He gave me a call.)
T shì shéi? Q ng n g i w men jièshào yí xià.
(Who is he? Please introduce us.)
N y u n ji jie de zhàopiàn ma? G i w kàn yí xià, xíng ma?
(Do you have a picture of your older sister? Can you let me have a look?)
2. The Modal Verb
The modal verb
(yào, will; be going to) (I)
(yào) has several meanings. In this lesson,
(yào) indicates a future action,
particularly a scheduled event or an activity that one is committed to. The negative form is
expressed by adding
(bù) and deleting
(yào).
Xiàw w men yào k o shì.
(In the afternoon we are going to have a test.)
J nti n w nshang mèimei yào qù kàn diàny ng.
(This evening my younger sister is going to see a movie.)
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155
A:
Míngti n w yào qù Xi o Bái ji wánr, n ne?
(Tomorrow I’m going to visit Little Bai. How about you?)
B:
Míngti n w bú qù Xi o Bái ji wánr, w yào k i huì.
(Tomorrow I’m not going to visit Little Bai. I am going to a meeting.)
3. The Adverb
, don’t)
(bié
(bié, don’t) is used to advise someone to refrain or stop someone from doing something.
Depending on the context, it can be used to form a polite formula, a gentle reminder, or a serious
admonition:
Bié kèqi.
(No need to be so polite.)
N bié shu .
(Don’t tell/say anything.)
Bié jìn lai!
(Don’t come in!)
Nà ge diàny ng méi y u yìsi, n bié kàn.
(That movie is boring. Don’t go see it.)
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Language Practice
A.
(g i)
as a preposition
Little Gao is very nice to his friends. If you and your classmates are his friends, you
will often find him doing the following:
jièshào péngyou
EXAMPLE:
Xi o G o chángcháng g i
w men jièshào péngyou.
a. 1.
a. 1. d diànhuà
2.
2.
b. 1.
B.
jièshào x n diàny ng
b. 1. kàn t bàba m ma de zhàopiàn
2.
2.
t ng Zh ngguó y nyuè
3.
3.
h Y ngguó chá
(yào)
indicating a future commitment
Li You has the coming few days all planned out. What will Li You be doing? Take
turns with a partner forming questions and answers based on the information
provided below.
◆
EXAMPLE:
1.
míngti n ◆ qù tiào w
A:
A:
L Y u míngti n zuò shénme?
B:
B:
L Y u míngti n yào qù tiào w .
◆
1.
j nti n w nshang ◆
q ng péngyou h k f i
2.
◆
2.
míngti n shàngw ◆
qù tóngxué ji liànxí Zh ngwén
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◆
3.
3.
míngti n xiàw ◆
qù l osh de bàng ngshì wèn wèntí
◆
4.
4.
zhè ge x ngq w ◆
qù xuéxiào kàn diàny ng
◆
5.
5.
zhè ge zh umò ◆
g i Xi o G o jièshào yí ge péngyou
C.
(yàoshi if)
Use the following chart to practice how to be flexible and accommodating.
EXAMPLE:
suggestion based on personal preference:
Yàoshi n bù x huan chàng g ,
w men tiào w , z nmeyàng?
Give suggestions based on: 1) desire, 2) personal interest, 3) personal preference,
and 4) availability.
EXAMPLE:
3. preference
1. desire
2. interest
(bù) xi ng
juéde (méi) y u yìsi (bù) x huan
4. availability
preference
Yes/No
(bù) x huan
(méi) y u kòngr
Today
Tomorrow
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D. Pair Activity
Ask each other:
Yàoshi n y u shíji n,
n xi ng qù n r wánr?
Yàoshi péngyou q ng n ch fàn,
n xi ng ch shénme cài?
Yàoshi tóngxué q ng n kàn diàny ng,
n xi ng kàn shénme diàny ng?
E. Pair Activity: “Hello, is Jason there?”
Call your partner. Find out first if your partner is there.
A: You
B: Your partner
A:
C: Your partner’s brother
A:
Wéi, q ng wèn,
zài ma?
B:
B:
C:
C:
W jiù shì. /
bú zài.
Ask the caller to identify him/herself.
B/C:
B/C:
A:
A:
Nín shì n wèi?
W shì
.
Find out the reason for the call:
B/C:
B/C:
,
N h o! Y u shìr ma?
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If it’s convenient, you’d like to go to your friend’s place this evening to watch TV.
A: …
It happens that your partner and his brother are scheduled to play a ball game
and are not available this evening. But they are free tomorrow night if it’s okay
with you.
B/C: …
The new proposed night works for you. Accept it and set a time before saying
goodbye and hanging up the phone.
A: …
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Dialogue II: Calling a Friend for Help
LANGUAGE NOTE
Compare the two particles
(ba) and
(ma):
(N shì L Y u ba?)
You are Li You, aren’t you?
(I think you’re Li You. Am I right?)
(N shì L Y u ma?)
Are you Li You?
(I am not quite sure.)
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Wéi, q ng wèn, Wáng Péng zài ma?
W jiù shì. N shì L Y u ba ?
Wáng Péng, w xià ge x ngq
yào k o Zh ngwén, n b ng w zh nbèi yí xià, g n w liànxí shu
Zh ngwén, h o ma?
H o a, dànshì n d i
q ng w h k f i.
H k f i, méi wèntí. Nà w shénme shíhou g n n jiàn miàn? N j nti n w nshang y u kòngr ma?
J nti n w nshang Bái Y ng’ài q ng w ch fàn.
Shì ma? Bái Y ng’ài q ng n ch fàn?
Duì. W huí lai
y hòu g i n d diànhuà.
H o, w d ng n de diànhuà.
Bái Y ng’ài hé Wáng Péng ch Zh ngguó cài háishi M iguó cài?
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VOCABULARY
1.
2.
xià ge
next one
xià
below; next
Zh ngwén
n
Chinese language
wén
n
language; script; written language
3.
b ng
v
to help
4.
zh nbèi
v
to prepare
5.
liànxí
v
to practice
6.
shu
v
to say; to speak
7.
a
p
(a sentence-final particle of exclamation,
interrogation, etc.)
8.
dànshì
conj
but
9.
d i
av
must; to have to
10.
g n
prep
with
11.
jiàn miàn
vo
to meet up; to meet with
n
face
vc
to come back
12.
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Grammar
4. Time Expressions
(xià ge x ngq , next week) literally means “the week below.” By the same token,
(shàng ge x ngq , last week) literally means “the week above.” The measure word
can be omitted:
;
month” is
. “Last/next
(shàng ge yuè/xià ge yuè). However, we don’t say
.
To help you remember, envision a calendar. Next week/month is below (
month; last week/month is above (
, xià) this week/
, shàng) this week/month.
Time Expressions Involving Month and Week
shàng shàng ge yuè
shàng shàng (ge) x ngq
the month before last
the week before last
shàng ge yuè
shàng (ge) x ngq
last month
last week
zhè ge yuè
zhè (ge) x ngq
this month
this week
xià ge yuè
xià (ge) x ngq
next month
next week
xià xià ge yuè
xià xià (ge) x ngq
the month after next
the week after next
The above expressions with
(yuè, month) and
“One week” is
(yí ge x ngq ), therefore “one week later” is
(yí ge x ngq y hòu). “One month” is
month later” is
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(x ngq , week) form two parallel series.
(yí ge yuè), not
(y yuè, January). “One
(yí ge yuè y hòu).
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Additional Time Expressions Involving Year and Day
dàqiánti n
dàqiánnián
three days ago
three years ago
qiánti n
qiánnián
the day before yesterday
the year before last
zuóti n
qùnián
yesterday
last year
j nti n
j nnián
today
this year
míngti n
míngnián
tomorrow
next year
hòuti n
hòunián
the day after tomorrow
the year after next
dàhòuti n
dàhòunián
three days from today
three years from now
The above expressions with
(ti n, day) and
(zuóti n, yesterday) and
5. The Modal Verb
The modal verb
(nián, year) form two parallel series except for
(qùnián, last year).
(d i, must)
(d i) means “need to” or “must”.
W xiànzài d i qù k i huì, méi kòngr g n n liáo ti nr.
(I need to go to a meeting right now, and have no time to chat with you.)
W y u shìr, d i qù xuéxiào.
(I’ve some business [to attend to]. I must go to school.)
The negative form of
(d i, must) is
(búyòng, need not) or
(búbì, need not),
(bù d i). Therefore, the correct way to say “You don’t have to go to the library” in
not
Chinese is A, not B:
or
A.
N búyòng qù túsh gu n.
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B.
*N bù d i qù túsh gu n.
6. Directional Complements (I)
(lái/qù, to come/go) can serve as a directional complement after such verbs as
to enter) and
(huí, to return).
(jìn,
(lái, to come) signifies movement toward the speaker, while
(qù, to go) signifies movement away from the speaker.
[A is at home, speaking on the phone to B, who is away from home.]
A:
N shénme shíhou huí lai?
(When are you coming back?)
B:
W liù di n huí qu.
(I’m going back at six.)
[A is outside, and B is inside. A knocks on the door, and B tells A to come in.]
B:
Jìn lai.
(Come in.)
[Both A and B are outside. A tells B to go inside.]
A:
Jìn qu.
(Go in.)
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Language Practice
F. A
B + V(O) (A g n B + V(O), A does something with B)
Look at the portraits of the characters and the words given, and practice saying
who does what with whom.
◆
EXAMPLE:
◆
shu Zh ngwén
Cháng l osh g n L Y u shu Zh ngwén.
1.
◆
◆
liáo ti nr
2.
◆
◆
tiào w
3.
◆
◆
shu Y ngwén
4.
◆
◆
jiàn miàn ch w nfàn
G.
(bié, don’t) and
(d i, must)
Use the following key words to practice how to persuade or urge someone not
to do something because he or she has to do something else.
liáo ti nr
EXAMPLE:
kàn sh
N bié liáo ti nr,
n d i kàn sh .
1.
1.
h chá
2.
2.
kàn diànshì
shuì jiào
i l osh d diànhuà
3.
3.
shuì jiào
4.
4.
d qiú
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qù k o shì
liànxí shu Zh ngwén
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5.
5.
167
qù péngyou ji wánr
qù xuéxiào g ngzuò
H. A
B
(A g n B jiàn miàn, A meets with B)
Among the characters in the text, indicate whom you would or would not like to
meet with.
EXAMPLE:
W (bù) xi ng g n
Wáng Péng jiàn miàn.
1.
2.
3.
4.
5.
I. With a partner
Take out your day planner, and take turns asking each other questions:
N zhè ge x ngq ti n
shàngw (yào) zuò shénme?
N xià ge x ngq s n
xiàw (yào) zuò shénme?
N xià ge x ngq w
w nshang (yào) zuò shénme?
J. What does your friend have to do if he or she wants you to help
him/her?
study Chinese
practice singing
practice playing ball
practice dancing
“If I help you…, you have to …”
Yàoshi w b ng n
n d i
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.
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K. Role Play: My girlfriend/boyfriend is not home.
A: the caller
B: the mother of the caller’s boyfriend/girlfriend
A is calling his/her girlfriend/boyfriend to go out on a date. But A is surprised that B answers the
phone…
A:
A:
Nín h o! Q ng wèn
zài ma?
B:
B:
Bú zài. N shì n wèi?
A:
A:
W shì
B:
B:
N zh o
.
y u shìr ma?
A then tells B the reason for the call…
A:
A:
W míngti n w ngshang xi ng q ng
t
.
B seems to know her daughter/son’s schedule very well…
B:
B:
T míngti n w ngshang yào
, méi kòngr.
A is disappointed, but does not give up, and proposes a different time…
A:
A:
Nà t
y u shíji n ma?
B gives the same answer with a different activity that the daughter/son is
committed to…
B:
B:
T
yào
,
méi shíji n.
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A thinks that he or she had better ask B to tell the daughter/son to call him/her
back…
A:
A:
Nà q ng t huí lai y hòu
,
w d ng t de diànhuà.
Though a bit reluctant, B promises she will do that, then hangs up the phone.
B:
B:
H o, zàijiàn.
A:
Xièxie nín! Zàijiàn.
A tries to thank B and says goodbye before the click.
A:
HOW ABOUT YOU?
What languages do you speak?
1.
F wén
pn
the French language
2.
Rìwén
pn
the Japanese language
3.
Déwén
pn
the German language
4.
Hánwén
pn
the Korean language
5.
Éwén
pn
the Russian language
6.
X b nyáwén
pn
the Spanish language
7.
Yìdàlìwén
pn
the Italian language
8.
Pútáoyáwén
pn
the Portuguese language
9.
X làwén
pn
the Greek language
L d ngwén
pn
the Latin language
10.
If a language you speak is not listed above, please ask your teacher and make a note
here:
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Culture Highlights
About Chinese phone etiquette: The receiver of the call usually does not identify herself
immediately on picking up the phone, as some people like to do in some other cultures.
Instead, she would only say
(wéi/wèi) and let the caller initiate the conversation.
To make a long distance call in China, dial 0 first, then the area code followed by the
phone number. Here are the area codes for two of the most important cities in China:
Beijing: 10
Shanghai: 21
To call a cell phone number, however, you don’t need to dial 0 first. It seems that
almost every adult in China has a cell phone,
(sh uj ), and they are not afraid
to use it! China is now the largest cell phone market in the world. The cost of telephone communication in China can be significantly reduced by using calling cards,
(diànhuà k ). There are various types of calling cards, which are available in
neighborhood convenience stores.
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Both
(Zh ngwén) and
171
(Hàny ) mean “the Chinese language.”
is the name of the predominant ethnic group in China, and
literally means “the language of the Han people.” Therefore, Chinese citizens
of non-Han ethnic backgrounds will most likely refer to the Chinese language
as
rather than
(y , speech) and
(Hàny ) and
. There is also a difference in nuance between
(wén, writing), but for most purposes
(Zh ngwén) are generally considered synonymous.
This is a billboard for one of the major telecommunication companies in China.
Can you figure out what services the company provides?
As seen here, there are so many choices when purchasing calling cards.
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English Text
Dialogue I
(Li You is on the phone with Teacher Chang.)
Teacher Chang: Hello?
Li You: Hello, is Teacher Chang there?
Teacher Chang: This is she. Who is this, please?
Li You: Teacher, how are you? This is Li You.
Teacher Chang: Hi, Li You. What’s going on?
Li You: Teacher, are you free this afternoon? I’d like to ask you a few questions.
Teacher Chang: I’m sorry. This afternoon I have to go to a meeting.
Li You: What about tomorrow?
Teacher Chang: Tomorrow morning I have two classes. Tomorrow afternoon at three o’clock I
have to give an exam to the second-year class.
Li You: When will you be free?
Teacher Chang: I won’t be free until after four o’clock tomorrow.
Li You: If it’s convenient for you, I’ll go to your office at four-thirty. Is that all right?
Teacher Chang: Four-thirty? No problem. I’ll wait for you in my office.
Li You: Thank you.
Teacher Chang: You’re welcome.
Dialogue II
Li You: Hello, is Wang Peng there?
Wang Peng: This is he. Is this Li You?
Li You: Hi, Wang Peng. Next week I have a Chinese exam. Could you help me prepare and
practice speaking Chinese with me?
Wang Peng: Sure, but you must take me out for coffee.
Li You: Take you out for coffee? No problem. So, when can I see you? Are you free this
evening?
Wang Peng: This evening Bai Ying’ai is taking me out to dinner.
Li You: Is that so? Bai Ying’ai is taking you out to dinner?
Wang Peng: That’s right. I will call you when I get back.
Li You: O.K. I’ll wait for your call.
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PROGRESS CHECKLIST
Before proceeding to Lesson 7, be sure you can complete the following
tasks in Chinese:
I am able to
Ask about the reason for a phone call;
Ask for a favor politely;
Set up an appointment on the phone;
Negotiate to find a common time that everyone can meet ;
Request that my call be returned.
Please review the lesson if any of these tasks seem difficult.
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LESSON 7
Dì q kè
Studying
Chinese
Xué Zh ngwén
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
• Comment on one’s performance in an exam;
• Comment on one’s character writing;
• Talk about one’s experience in learning Chinese vocabulary and
grammar;
• Talk about one’s study habits;
• Remark on typical scenes from one’s language class.
RELATE AND GET READY
In your own culture/community,
1. How do people convey that they have done well in a course of study?
2. How do people convey that they have done poorly in a course of study?
3. What are considered good study habits for a foreign language student?
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Dialogue I: How Did You Do on the Exam?
LANGUAGE NOTES
Like
(xíng ma) and
(h o ma), the expression
(h o bu h o, is it OK?) can
also be used to seek someone’s
approval of a proposal.
?
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Lesson 7 • Studying Chinese
(n li), which literally
means “where,” is a polite reply
to a compliment. In recent times,
however,
(n li) has
become somewhat old-fashioned.
Many people will respond to a
compliment by saying
(shì ma, is that so). Some young
people in urban areas will also
acknowledge a compliment by
saying
(xièxie, thanks)
instead.
(Wáng Péng g n L Y u shu huà.)
L Y u, n shàng ge x ngq k o shì k o de
z nmeyàng?
Y nwèi n b ng w fùxí, su y k o de búcuò. Dànshì w xi Zh ngguó
zì xi de tài
màn le!
Shì ma? Y hòu w g n n yìq liànxí xi zì, h o bu h o ?
Nà tài h o le! W men xiànzài jiù
H o, g i w yì zh b
xi , z nmeyàng?
, yì zh ng zh . Xi shénme zì?
N ji o w z nme xi “d ng” zì ba.
H o ba.
N xi zì xi de zh n
N li, n li.
h o, zh n kuài.
N míngti n y u Zh ngwén kè ma? W b ng n yùxí.
Míngti n w men xué dì q
kè. Dì q kè de y f h n róngyì, w d u
d ng, k shì sh ngcí tài du , Hànzì y y uyìdi nr nán.
Méi wèntí, w b ng n .
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VOCABULARY
1.
shu huà
vo
to talk
huà
n
word; speech
2.
shàng ge
3.
de
p
(a structural particle) [See Grammar 1.]
4.
fùxí
v
to review
5.
xi
v
to write
6.
zì
n
character
7.
màn
adj
slow
8.
zh
m
(measure word for long, thin, inflexible
the previous one
objects such as pens, rifles, etc.)
9.
10.
b
n
pen
zh ng
m
(measure word for flat objects, paper,
pictures, etc.)
11.
zh
n
paper
12.
ji o
v
to teach
13.
z nme
qpr
how; how come
14.
d ng
v
to understand
15.
zh n
adv
really [See Grammar 2.]
16.
n li
pr
where
17.
yùxí
v
to preview
18.
xué
v
to study; to learn
19.
dì
prefix
(prefix for ordinal numbers) [See Grammar 5.]
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179
VOCABULARY
20.
y f
n
grammar
21.
róngyì
adj
easy
22.
sh ngcí
n
new words; vocabulary
23.
du
adj
many; much
24.
Hànzì
n
Chinese characters
25.
nán
adj
difficult
Grammar
1. Descriptive Complements (I)
The particle
(de) can be used after a verb or an adjective. This lesson mainly deals with
(de) as it appears after a verb. What follows
(de) in the construction introduced in this lesson
is called a descriptive complement, which can be an adjective, an adverb, or a verb phrase. In this
lesson, the words that function as descriptive complements are all adjectives. These complements
serve as comments on the actions expressed by the verbs that precede
(de).
T xi zì xi de h n h o.
(He writes characters well.)
[
(h n h o, very well) is a comment on the action
(xi , to write).]
T zuóti n shuì jiào shuì de h n w n.
(He went to bed late last night.)
[
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(h n w n, very late) is a comment on the action
(shuì jiào, to sleep).]
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Mèimei g chàng de h n h o.
(My younger sister sings beautifully.)
[
(h n h o, very well) is a comment on the action
If the complement is an adjective, it is usually preceded by
(chàng, to sing).]
(h n, very), as is the case when an
adjective is used as a predicate. If the verb is followed by an object, the verb has to be repeated
before it can be followed by the “
(de) + Complement” structure, e.g.,
(xi zì xi
de) in (1). By repeating the verb, the “verb + object” combination preceding it becomes a “topic”
and the complement that follows serves as a comment on it. (See Grammar 1 in Lesson 10.) The first
verb can be omitted if the meaning is clear from the context, as in (3).
2. The Adverbs
When adverbs
(tài, too) and
(tài, too) and
(zh n, really)
(zh n, really) are used in exclamatory sentences, they convey
in most cases not new factual information but the speaker’s approval, disapproval, etc. If the
speaker wants to make a more “objective” statement or description, other intensifiers such as
(h n, very), or
(tèbié, especially) are often used in place of
(tài, too) or
(zh n, really).
A:
T xi zì xi de z nmeyàng?
(How well does he write characters?)
One would normally answer:
B:
T xi zì xi de h n h o.
(He writes characters very well.)
rather than:
B1:
T xi zì xi de zh n h o.
Compare B1 with C below:
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Lesson 7 • Studying Chinese
C:
Xi o L , n xi zì xi de zh n h o! N k y ji o w ma?
(Little Li, you write characters really well! Could you teach me?)
When
(tài, too) is used in an exclamatory sentence,
(le) usually appears at the end of the
sentence:
Zhège diàny ng tài y u yìsi le!
(This movie is really interesting!)
W de y f tài bù h o le! W d i du liànxí.
(My grammar really is awful! I have to practice more.)
N tiào w tiào de tài h o le!
(You really dance beautifully!)
3. The Adverb
The adverb
(jiù)
(I)
(jiù) is used before a verb to suggest the earliness, briefness, or quickness of the
action.
T míngti n q di n jiù d i shàng kè.
(He has to go to class [as early as] at 7:00am tomorrow.)
W men b di n kàn diàny ng, t q di n bàn jiù lái le.
(We [were supposed to] see the movie at 8:00, but he came [as early as] 7:30.)
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(jiù) and
(cái) compared
[See also Grammar 6 in Lesson 5.]
The adverb
(jiù) suggests the earliness or promptness of an action in the speaker’s judgment.
The adverb
(cái) is the opposite. It suggests the tardiness or lateness of an action as perceived by
the speaker.
A:
B di n shàng kè, Xi o Bái q di n jiù lái le.
(Class started at 8:00, but Little Bai came [as early as] 7:00.)
B:
B di n shàng kè, Xi o Zh ng b di n bàn cái lái.
(Class started at 8:00, but Little Zhang didn’t come until 8:30.)
A:
W zuóti n w di n jiù huí ji le.
(Yesterday I went home when it was only 5:00.) (The speaker thought 5:00 was early.)
B:
W zuóti n w di n cái huí ji .
(Yesterday I didn’t go home until 5:00.) (The speaker thought 5:00 was late.)
When commenting on a past action,
but
(cái) is never used with
(jiù) is always used with
(le) to indicate promptness,
.
4. Double Objects
Some verbs can take two objects. The object representing a person, persons, or an animate entity
precedes the one representing an inanimate thing.
L osh ji o w men sh ngcí hé y f .
(The teacher teaches us vocabulary and grammar.)
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Dà g g i le w yì píng shu .
(My big brother gave me a bottle of water.)
N ji o w Hànzì, k y ma?
(Will you teach me Chinese characters, please?)
W xi ng wèn n yí ge wèntí.
(I’d like to ask you a question.)
5. Ordinal Numbers
Ordinal numbers in Chinese are formed by placing
(dì y , the first),
(dì) before cardinal numbers, e.g.,
(dì èr b i chá, the second cup of tea),
yuè, the third month). However,
(dì s n ge
(dì) is not used in names of months:
(y yuè, èryuè, s nyuè, January, February, March). Neither is it used to indicate the birth
order of siblings:
(dàg , èrg , s ng , oldest brother, second oldest
brother, third oldest brother);
(dàji , èrji , s nji , oldest sister
second oldest sister, third oldest sister).
6.
(y
The phrase
The
, somewhat, rather; a little bit)
u{yì}di nr
(y uyìdi nr) precedes adjectives or verbs. It often carries a negative tone.
(y ) in the phrase is optional.
W juéde Zh ngwén y u(yì)di nr nán.
(I think Chinese is a little bit difficult.)
* W juéde Zh ngwén y u(yì)di nr róngyì.
*(I think Chinese is a little bit easy.)
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W juéde zhè yí kè sh ngcí y udi nr du .
(I think there are a few too many new words in this lesson.)
[The speaker is complaining about it.]
However, when the sentence suggests a change of the situation, the phrase
(y uyìdi nr) can carry a positive tone, e.g.:
W y qián bù x huan t , xiànzài y u(yì)di nr x huan t le.
(I used to dislike him, but now I somewhat like him.)
[
y qián = previously or before. See Lesson 8.]
Take care not to confuse
modify adjectives, with
sentences,
(y uyìdi nr, a little), which is an adverbial used to
(yì di nr, a little), which usually modifies nouns. In the above
(y uyìdi nr) cannot be replaced by
(yì di nr). Compare:
G i w yì di nr k f i.
(Give me a little coffee.)
G i w yì di nr shíji n.
(Give me a little time.)
W y uyìdi nr máng.
(I am kind of busy.)
W yì di nr máng.
T y uyìdi nr bù g oxìng.
(She is a little bit unhappy.)
*T yì di nr bù g oxìng.
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185
Language Practice
A. Verb +
(de)
+ Complement
Describe how Little Wang does things based on the key words given. Pay attention
to the structure of the verbs involved.
(VO)
EXAMPLE:
k o shì (VO) h o
Xi o Wáng chángcháng k o shì
k o de h n h o.
(VO)
1.
1. shuì jiào (VO) w n
(VO)
2.
2. h k f i (VO) du
3.
(VO)
3. xi zì (VO) kuài
4.
(V)
4. yùxí (V) búcuò
5.
(V)
5. g ngzuò (V) h o
B.
(tài…le, too) and
(zh n, really)
There are things around you that amaze you. Practice how to mark your comments
using exclamatory sentences.
◆
EXAMPLE:
Hànzì ◆ y u yìsi
or
Hànzì tài y u yìsi le! or
Hànzì zh n y u yìsi!
◆
1.
2.
◆
2. k o shì ◆ róngyì
3.
◆
3. y f ◆ nán
◆
4.
5.
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1. l osh ji ◆ piàoliang
◆
4. tóngxué de Zh ngwén ◆ h o
5. w xi zì ◆ màn
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C.
(y
uyìdi nr, a
little bit) + adjective
Instead of making a big fuss over your Chinese class, how about toning down your
complaints a little and rephrasing with
(y uyìdi nr, a little bit) +
adjective?
◆
EXAMPLE:
y f ◆ nán
Y f
◆
1.
2.
◆
3.
4.
y uyìdi nr nán.
1. dì q kè de sh ngcí ◆ du
◆
2. w men de k o shì ◆ nán
(z o, early)
3. Zh ngwén kè ◆ z o (early)
◆
4. Hànzì ◆ nán
◆
5.
5. l osh shu huà ◆ kuài
D. Compare your relative strengths with a partner.
EXAMPLE:
A: N chàng g chàng de
A:
z nmeyàng?
B:
B: W chàng g chàng de
,
n ne?
A:
1.
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A:
2.
3
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187
E. Q & A
Suppose you want to talk to your Chinese conversation partner about your Chinese
study. To get ready for the conversation, you anticipate some of your partner’s
questions and give your answers.
EXAMPLE:
Q:
xué Zh ngwén
Q: N xué Zh ngwén xué de
z nmeyàng?
A:
A: W xué Zh ngwén
xué de
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1.
1. shu Zh ngwén
2.
2. xi Hànzì
3.
3. yùxí sh ngcí
4.
4. fùxí y f
.
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Dialogue II: Preparing for a Chinese Class
LANGUAGE NOTES
(z oshang)
Both
and
(shàngw )
are usually translated as
“morning,” but the two
Chinese words are not
interchangeable.
(z oshang) refers to early
morning; and
(shàngw ) to the latter part
of the morning or to the first
half of the day (until noon).
(z o, Good morning!) is
heard quite often in Chinese
cities. Other morning
greetings, such as
(z oshang h o)
and
(z o’ n), still
sound rather formal to many
Chinese people.
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(shuài) is used to describe
a handsome—usually young—
man. To describe an attractive
woman one uses the word
(piàoliang, pretty).
The term
(h okàn,
good-looking) is genderneutral, and can be used for
people of either sex and in any
age group.
(L Y u g n Bái Y ng’ài shu huà.)
Bái Y ng’ài, n píngcháng lái de h n z o, j nti n z nme zhème w n?
W zuóti n yùxí Zh ngwén, z oshang
sì di n cái shuì jiào, n y shuì de
h n w n ma?
W zuóti n shí di n jiù shuì le. Y nwèi Wáng Péng b ng w liànxí
Zh ngwén, su y w g ngkè zuò de h n kuài.
Y u ge Zh ngguó péngyou zh n h o.
(Shàng Zh ngwén kè)
Dàji z o , xiànzài w men k ish shàng kè. Dì q kè n men d u yùxí le ma?
Yùxí le.
L Y u, q ng n niàn kèwén. ... Niàn de h n h o. N zuóti n w nshang t ng
lùy n le ba?
W méi t ng.
Dànshì t de péngyou zuóti n w nshang b ng t xuéxí le.
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N de péngyou shì Zh ngguó rén ma?
Shì.
T shì yí ge nán de , h n shuài , h n kù, jiào Wáng Péng.
VOCABULARY
1.
píngcháng
adv
usually
2.
z o
adj
early
3.
zhème
pr
so; this (late, etc.)
4.
w n
adj
late
5.
z oshang
t
morning
6.
g ngkè
n
homework; schoolwork
7.
dàji
pr
everybody
8.
shàng kè
vo
to go to a class; to start a class; to be in class
9.
k ish
v/n
to begin, to start; beginning
10.
niàn
v
to read aloud
11.
kèwén
n
text of a lesson
12.
lùy n
n/vo
sound recording; to record
13.
xuéxí
v
to study; to learn
14.
shuài
adj
handsome
15.
kù
adj
cool
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Grammar
7.
(z
, how; how come) in Questions
nme
(z nme, how; how come) is an interrogative pronoun. It is often used to ask about the
manner of an action as in (1), and sometimes the reason or the cause of an action, as in (2) and (3)
below.
Q ng n ji o w z nme xi “d ng” zhè ge zì.
(Please teach me how to write the character “dong.”)
N z nme cái lái?
(How come you’ve just arrived?)
N z nme méi qù kàn diàny ng?
(Why didn’t you go to the movie?)
Both
(z nme, how come) and
(wèishénme, why) are used to ask about the
cause of or reason for something. However,
bewilderment or surprise whereas
8. The
(de)
(z nme, how come) conveys the speaker’s
(wèishénme, why) does not.
Structure (I)
[See also Grammar 3 in Lesson 9.] We have a
the structural particle
(de). Grammatically, a
Bai Ying’ai says, “
(de) structure when an adjective is followed by
(de) structure is equivalent to a noun. When
(T shì yí ge nán de),” it is clear from the context that
she means a male (one). Another example:
W xi le shí ge zì, w ge nán de, w ge róngyì de.
(I wrote ten characters, five difficult ones and five easy ones.)
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9. The Use of Nouns and Pronouns in Continuous Discourse
If a noun serves as the unchanged subject in a continuous discourse, its later appearances in the
ensuing clauses or sentences generally should be substituted by an appropriate pronoun or simply
omitted. The pronoun, in turn, can also be omitted after its first appearance.
Xi o Bái h n x huan xué Zh ngwén. (T ) w nshang yùxí kèwén,
fùxí y f , liànxí xi Hànzì, chángcháng h n w n cái
shuì jiào.
(Little Bai likes to study Chinese very much. At night, she previews the text, reviews the
grammar, and practices writing the characters. Often she doesn’t go to bed until very late.)
If we keep repeating the subject as seen in (2) or the pronoun as in (3), we will end up with a bunch
of choppy, seemingly unrelated sentences:
Xi o Bái h n x huan xué Zh ngwén. Xi o Bái w nshang yùxí kèwén,
Xi o Bái fùxí y f , Xi o Bái liànxí xi Hànzì. Xi o Bái
chángcháng h n w n cái shuì jiào.
Xi o Bái h n x huan xué Zh ngwén. T w nshang yùxí kèwén, t
fùxí y f , t liànxí xi Hànzì. T chángcháng h n w n cái
shuì jiào.
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Language Practice
E.
(z
nme,
how come)
Use the words given, and practice how to ask your partner why he/she is not
behaving as expected. It is quite unlike him/her.
◆
EXAMPLE:
vs.
lái xuéxiào ◆ z o vs. w n
N píngcháng lái xuéxiào lái de
h n z o, j nti n
z nme zhème w n?
◆
1.
◆
2.
F.
vs.
vs.
2. niàn kèwén ◆ kuài vs. màn
3. k o shì ◆ búcuò vs. bù h o
3.
◆
vs.
4.
◆
vs.
vs.
1. yùxí sh ngcí ◆ h o vs. bù h o
(nánkàn, ugly)
4. xi zì ◆ piàoliang vs. nánkàn (ugly)
(cái vs. jiù)
Choose
(cái) or
sooner than expected.
(jiù) to indicate whether something takes place later or
EXAMPLES:
6:00pm
a.
vs.
a. m ma 6:00pm huí ji
6:30pm
vs. zuóti n w nshang 6:30pm
M ma píngcháng w nshang
liùdi n huí ji , zuóti n w nshang
liùdi n bàn cái huí ji .
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7:45am
b.
vs.
b. 7:45am ch z ofàn
7:30am
vs. j nti n z oshang 7:30am
G o Wénzh ng píngcháng q di n
s n kè ch z ofàn, j nti n z oshang
q di n bàn jiù ch z ofàn le.
8:00am
1.
vs.
1. 8:00am qù shàng kè
8:15am
vs. zuóti n 8:15am
9:00am
2.
vs.
2. 9:00am qù xuéxiào g ngzuò
8:50am
vs. zuóti n 8:50am
9:00pm
3.
vs.
3. 9:00pm k ish zuò g ngkè
8:00pm
4.
vs. shàng ge x ngq w
8:00pm
4. x ngq s n g i xuésheng
vs.
k o shì vs. shàng ge x ngq
x ngq sì
5.
5. x ngq èr fùxí sh ngcí
vs.
y f vs. shàng ge x ngq
x ngq y
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G.
195
(zh n, really)
Practice how to praise or disapprove of something or someone using the words
given.
◆
EXAMPLE:
Zhè ge xuéxiào ◆ h o
Zhè ge xuéxiào zh n h o.
◆
1.
1. L xi oji ◆ piàoliang
2.
◆
2. tiào w ◆ y u yìsi
3.
◆
3. Wáng Péng ◆ shuài
4.
◆
4. Hànzì ◆ nán
5.
◆
5. Zhè yí kè de y f ◆ du
H. Pair Activity
You find your friend’s behavior rather inexplicable, so you ask:
J nti n shì n m ma de sh ngrì,
n z nme bù/méi……
Míngti n n y u k oshì,
n z nme bù……
I. Pair Activity
Here is Gao Wenzhong’s usual schedule and a list of what actually happened yesterday:
The usual schedule
What happened yesterday
9:00 study Chinese
8:45 studied Chinese
10:00 listen to the audio
9:30 listened to recordings
10:30 go to school
10:15 went to school
12:00 go home
12:30 returned home
13:00 have lunch
13:15 had lunch
Student A asks Student B a question about each of Gao Wenzhong’s daily routines:
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EXAMPLE:
A:
G o Wénzh ng píngcháng j di n
k ish xuéxí Zh ngwén?
Student B answers each question according to the usual schedule, and then explains
yesterday’s deviation from that schedule:
B:
T píngcháng shàngw ji di n
k ish xuéxí Zh ngwén.
K shì t zuóti n shàngw b di n
s n kè jiù k ish xuéxí Zh ngwén le.
1. listen to the audio
2. go to school
3. go home
4. have lunch
HOW ABOUT YOU?
What’s in your study?
Traditionally, paper, ink sticks, writing brushes, and ink stones are known as the four
“treasures” of the scholar’s study.
What treasures lie in your study?
1.
qi nb
n
pencil
2.
g ngb
n
fountain pen
3.
máob
n
writing brush
4.
yuánzh b
n
ballpoint pen
5.
b nzi
n
notebook
6.
liànxíb n
n
exercise book
7.
kèb n
n
textbook
8.
zìdi n
n
dictionary
If there are items in your study that are not listed above, please ask your and make a note
here:
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Culture Highlights
In the 1950s, as part of the campaign to raise the nation’s literacy rate, the
government of the People’s Republic of China set out to simplify some of the
more complex characters, or
bifurcation of
(Hànzì). That accounts for the
(ji nt zì, simplified characters) and
(fánt zì, traditional characters, or, literally, complex characters.) Currently,
simplified characters are used in mainland China and Singapore. However,
people in Taiwan, Hong Kong, and many Chinese diasporas still write
traditional characters. Many of the simplified characters were actually not
new inventions. They had been used at different times in China’s long history,
and a few of them even have a longer history than their fantizi counterparts.
The additional burden on Chinese learners caused by this bifurcation is
actually not as onerous as it may appear. After all, many of the characters
were not affected.
Traditionally, the Chinese wrote vertically from top to bottom, and from
right to left. Store signs and placards, however, were often inscribed
horizontally, typically from right to left. Now almost everyone in China
writes horizontally from left to right. But the traditional way of writing is
still kept alive in calligraphy.
This is a store sign which was commissioned more than one
hundred years ago. It is read from right to left, and it’s the
name of the person who established the store. Can you
recognize his family name?
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Should this sign be read from the left to the right or from the
right to the left?
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For many centuries the Chinese wrote with a
(máob ), or “writing
brush,” as it is called in English. But nowadays people have switched to more
convenient Western-style writing instruments such as
pencils),
(g ngb , fountain pens), and
(qi nb ,
(yuánzh b ,
ballpoint pens), which are also known in Taiwan as
The traditional
(yuánz b ).
(máob ) is now used almost exclusively in
calligraphy.
The term
(wénfáng sìbào, “Four Treasures of the Studio”) is
often used to refer to traditional Chinese stationery, which usually
(b , writing brushes),
includes
and
(mò, ink sticks),
(zh , paper),
(yàn, ink stones). The traditional paper for writing and painting is
known as
(xu nzh ), named after its most famous place of
production,
(Xu nchéng) in Anhui Province. Ink is made by grinding
an ink stick on an ink stone with water. Two of the most famous kinds of ink
stones are called
(du nyàn) and
(shèyàn) from Guangdong
and Anhui respectively. Many are carved. Ink sticks are typically made from
burnt pinewood with a binding agent and an aromatic substance. Antique ink
sticks and ink stones are highly prized collectibles.
This is a window display of a store specializing in ink stones.
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English Text
Dialogue I
(Wang Peng is talking with Li You.)
Wang Peng: How did you do on last week’s exam?
Li You: Because you helped me review, I did pretty well, but I am too slow at writing the
Chinese characters.
Wang Peng: Really? I’ll practice writing characters with you from now on. How’s that?
Li You: That would be great! Let’s do it right now, OK?
Wang Peng: OK. Give me a pen and a piece of paper. What character should we write?
Li You: Why don’t you teach me how to write the character “d ng” (to understand)?
Wang Peng: Fine.
Li You: You write characters really well, and very fast, too.
Wang Peng: You flatter me. Do you have Chinese class tomorrow? I’ll help you prepare for
it.
Li You: Tomorrow we’ll study Lesson Seven. The grammar for Lesson Seven is easy;
I can understand all of it. But there are too many new words, and the Chinese
characters are a bit difficult.
Wang Peng: No problem. I’ll help you.
Dialogue II
(Li You is talking with Bai Ying’ai.)
Li You: Bai Ying’ai, you usually come very early. How come you got here so late today?
Bai Ying’ai: Yesterday I was preparing for Chinese. I didn’t go to bed till four o’clock in the
morning. Did you go to bed very late, too?
Li You: No, yesterday I went to bed at ten. Because Wang Peng helped me practice
Chinese, I finished my homework very quickly.
Bai Ying’ai: It’s so great to have a Chinese friend.
(In Chinese class)
Teacher Chang: Good morning, everyone. Let’s begin. Have you all prepared for Lesson Seven?
Students: Yes, we have.
Teacher Chang: Li You, would you please read the text aloud? ...You read very well. Did you
listen to the tape recording last night?
Li You: No, I didn’t.
Bai Ying’ai: But her friend helped her study yesterday evening.
Teacher Chang: Is your friend Chinese?
Li You: Yes.
Bai Ying’ai: It’s a he. He’s handsome and cool. His name is Wang Peng.
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PROGRESS CHECKLIST
Before proceeding to Lesson 8, be sure you can complete the following
tasks in Chinese:
I am able to—
Describe how well or badly I did on a test;
Describe the way one reads, writes, and speaks Chinese;
Ask someone to help me with my Chinese;
Explain how I prepare for my Chinese class;
Describe my experiences in learning Chinese.
Please review the lesson if any of these tasks seem difficult.
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LESSON 8
School Life
Dì b kè
Xuéxiào sh nghuó
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
•
•
•
•
•
Describe the routine of a student’s life on campus;
Write a simple diary entry;
Write a brief letter in the proper format;
Express your modesty in terms of your foreign language ability;
Invite friends to go on an outing.
RELATE AND GET READY
In your own culture/community—
1. Is there a fixed format for diary entries?
2. Do people follow a certain format in writing a letter?
3. Are expressions of modesty considered culturally appropriate?
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A Diary: A Typical School Day
An Entry from Li You’s Diary
LANGUAGE NOTE
The usual colloquial term
for a computer is
(diànn o), literally,
“electric brain.” A more
formal term, especially in
mainland China, is
(diànz jìsuànj ) or
“electronic computing
machine,” or simply
(jìsuànj ).
But in Taiwan
(jìsuànj ) means a
calculator. In mainland
China, a calculator is called
(jìsuànqì).
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( )
L Y u de yì pi n rìjì
Shíy yuè s nrì, x ngq èr
J nti n w h n máng, h n lèi. Z oshang q di n bàn q chuáng , x le z o y hòu jiù
yìbi n ch fàn, yìbi n
ch z ofàn. W
t ng lùy n. Ji di n dào jiàoshì qù shàng kè .
Dì y jié kè shì Zh ngwén, l osh ji o w men f y n, sh ngcí hé y f , y ji o w men xi zì, hái g i le
w men yì pi n x n kèwén , zhè pi n kèwén h n y u yìsi. Dì èr jié shì diànn o
kè, h n nán.
Zh ngw w hé tóngxué men yìq dào c nt ng qù ch w fàn. W men yìbi n ch , yìbi n liànxí shu
Zh ngwén. Xiàw w dào túsh gu n qù shàng w ng. Sì di n Wáng Péng lái zh o w d qiú. W di n
s n kè ch w nfàn. Q di n bàn w qù Bái Y ng’ài de sùshè g n t liáo ti n(r). Dào nàr de shíhou, t
zhèngzài zuò g ngkè. W b di n bàn huí ji . Shuì jiào y qián, G o Wénzh ng g i w d le yí ge
diànhuà, gàosu w míngti n yào k oshì, w shu w y j ng zh dao le.
VOCABULARY
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1.
pi n
m
(measure word for essays, articles, etc.)
2.
rìjì
n
diary
3.
lèi
adj
tired
4.
q chuáng
vo
to get up
chuáng
n
bed
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VOCABULARY
5.
x z o
vo
to take a bath/shower
6.
z ofàn
n
breakfast
7.
yìbi n
adv
simultaneously; at the same time [See Grammar 3.]
8.
jiàoshì
n
classroom
9.
f yn
n
pronunciation
10.
xn
adj
new
11.
diànn o
n
computer
n o
n
brain
12.
zh ngw
n
noon
13.
c nt ng
n
dining room, cafeteria
14.
w fàn
n
lunch, midday meal
15.
shàng w ng
vo
to go online; to surf the internet
16.
sùshè
n
dormitory
17.
nàr
pr
there
18.
zhèngzài
adv
in the middle of (doing something) [See Grammar 7.]
19.
y qián
t
before
20.
gàosu
v
to tell
21.
y j ng
adv
already
22.
zh dao
v
to know
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Lesson 8 • School Life
Tóngxué men zài c nt ng ch w fàn.
205
Xuésheng y j ng q chuáng qù shàng kè le.
Grammar
1. The Position of Time-When Expressions
Time-when expressions come before the verb. They often appear after the subject. However, they
sometimes precede the subject under certain discourse conditions. In this lesson, we focus on
practicing the ones positioned after the subject.
W men shí di n shàng kè.
(We start the class at ten.)
W men j di n qù?
(What time are we going?)
N shénme shíhou shuì jiào?
(What time do you go to bed?)
T míngti n shàngw b di n lái.
(He will come at eight tomorrow morning.)
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This is a sign outside a student cafeteria. What is
the sign for? Can you answer the following
questions after reading the sign?
Xuésheng shénme shíhou ch z ofàn? Shénme shíhou ch w fàn?
Shénme shíhou ch w nfàn?
2. The Adverb
(jiù)
(II)
[See also Grammar 3 in Lesson 7.]
The adverb
(jiù) connecting two verbs or verb phrases indicates that the second action
happens as soon as the first one is completed.
T j nti n z oshang q chuáng y hòu jiù t ng Zh ngwén lùy n le.
(He listened to the Chinese recordings right after he got up this morning.)
Wáng Péng xi le xìn y hòu jiù qù shuì jiào le.
(Wang Peng went to bed right after he had finished writing the letter.)
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207
W zuò le g ngkè y hòu jiù qù péngyou ji wánr.
(I will go to my friend’s for a visit right after I finish my homework.)
3.
(yìbi n...yìbi n...)
This structure denotes the simultaneity of two ongoing actions. In general, the word or
phrase for the action that started earlier follows the first
action that started later follows the second
(yìbi n), while that for the
(yìbi n).
W men yìbi n ch fàn, yìbi n liànxí shu Zh ngwén.
(We practiced speaking Chinese while having dinner.)
T chángcháng yìbi n ch fàn yìbi n kàn diànshì.
(He often eats and watches TV at the same time.)
Generally, the verb that follows the first
(yìbi n) indicates the principal action
for the moment, while the one that follows the second
(yìbi n) denotes an
accompanying action.
W yìbi n x z o, yìbi n chàng g .
(I sang while taking a shower.)
W mèimei x huan yìbi n kàn sh , yìbi n t ng y nyuè.
(My younger sister loves listening to music while she reads.)
4. Series of Verbs/Verb Phrases
A number of verbs or verb phrases can be used in succession to represent a series of actions.
The sequential order of these verbs or verb phrases usually coincides with the temporal
order of the actions.
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T chángcháng qù G o Xi oy n ji ch fàn.
(He often goes to eat at Gao Xiaoyin’s place.)
Xiàw w yào dào túsh gu n qù kàn sh .
(This afternoon I will go to the library to read.)
W míngti n xi ng zh o tóngxué qù d qiú.
(I’d like to find some classmates to play ball with me tomorrow.)
N míngti n lái w ji ch w nfàn ba.
(Come and have dinner at my house tomorrow.)
5. The Particle
(le)
(II)
[See also Lesson 5 Grammar 5 and Lesson 11 Grammar 2.]
If a statement enumerates a series of realized actions or events,
(le) usually appears at the
end of the series, rather than after each of the verbs.
Zuóti n dì y jié kè shì Zh ngwén. L osh ji o w men f y n,
sh ngcí hé y f , y ji o w men xi zì, hái g i le w men
yì pi n x n kèwén. Nà pi n kèwén h n y u yìsi.
(Yesterday the first class was Chinese. Our teacher taught us pronunciation, vocabulary,
and grammar, taught us how to write characters, and gave us a new text. That text was very
interesting.)
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Lesson 8 • School Life
6. The Particle
(III)
When a disyllabic or polysyllabic adjective modifies a noun, the particle
between the adjective and the noun, e.g.
schools),
(róngyì de Hànzì, easy characters),
(x n kèwén, new lesson texts),
(dà jiàoshì, big classrooms);
by
(de) is usually inserted
(piàoliang de xuéxiào, beautiful
de diàny ng, interesting movies). However, with monosyllabic adjectives,
e.g.,
209
(h n), however,
(de) is often omitted,
(x n diànn o, new computers),
(h o l osh , good teachers). If the adjective is preceded
(de) cannot be dropped, e.g.,
very new computers);
(y u yìsi
(h n x n de diànn o,
(h n dà de jiàoshì, very big classrooms);
(h n h o de l osh , very good teachers).
7. The Adverb
The adverb
(zhèngzài, be doing...)
(zhèngzài) denotes an ongoing or progressive action at a certain point of time.
It is more emphatic than
(zài) when it serves the same function.
A:
L Y u, n zài zuò shénme?
(Li You, what are you doing?)
B:
W zài liànxí xi Hànzì.
(I’m practicing writing Chinese characters.)
W men xiànzài zhèngzài shàng kè, n bié d diànhuà.
(We are having a class right now. Don’t make phone calls.)
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W zuóti n dào t sùshè de shíhou, t zhèngzài liànxí f y n.
(When I got to his dorm yesterday, he was in the middle of practicing pronunciation.)
A:
N zh dao bù zh dào Wáng l osh zài n r?
(Do you know where Teacher Wang is?)
B:
T zhèngzài bàng ngshì k i huì.
(He is having a meeting in his office.)
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211
Language Practice
A. Time Expression + V
The following is a record of what Little Gao did yesterday. Practice how to recap
what happened using the appropriate time expressions.
EXAMPLE:
Xi o G o z oshang b di n q chuáng.
8:00am
1.
2.
8:30am
3.
9:15am
4.
12:00pm
5.
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B.
(yìbi
n…yìbi n…)
Look at the pictures given, and practice how to describe two simultaneous
actions.
T men
EXAMPLE:
T men yìbi n liáo ti nr,
yìbi n h chá.
1.
Wáng xi oji
2.
G o xi nsheng
3.
Xi o L
4.
Xi o Bái
C. Subject + Verb 1+ Verb 2
Turn the following words into sentences.
◆
EXAMPLE:
◆
Wáng Péng ◆ Xi o G o ji ◆ ch fàn
Wáng Péng dào Xi o G o ji qù
ch fàn.
or
or Wáng Péng qù Xi o G o ji ch fàn.
◆
1.
◆
2.
◆
◆
◆
3.
1.
W dìdi ◆ túsh gu n ◆ kàn sh
2.
T ◆ jiàoshì ◆ liànxí f y n
3.
L Y u ◆ tóngxué de sùshè
◆
4.
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◆ liáo ti nr
◆
◆
4.
Xi o Bái ◆ xuéxiào ◆ t ng lùy n
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◆
5.
5.
◆
Xi o Wáng ◆ l osh de bàng ngshì
◆ wèn wèntí
D. Verb + Object 1 + Object 2
D1: What does your teacher teach you in your Chinese class?
◆
EXAMPLE:
xuésheng ◆ sh ngcí
L osh ji o xuésheng sh ngcí.
1.
◆
1.
xuésheng ◆ Hànzì
2.
◆
2.
dàji ◆ y f
3.
◆
3.
w men ◆ Zh ngwén f y n
4.
◆
4.
dàji ◆ kèwén
D2: What kinds of questions do the students often ask their teachers in a
language classroom?
f yn
EXAMPLE:
Xuésheng chángcháng wèn l osh
f y n de wèntí.
1.
1.
sh ngcí
2.
2.
y f
3.
3.
kèwén
4.
4.
Hànzì
E.
(zhèngzài …)
Practice with your partner how to ask and describe what they are doing based
on the pictures provided.
EXAMPLE:
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A:
A:
T zhèngzài zuò shénme?
B:
B:
T zhèngzài shuì jiào.
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1.
2.
3.
4.
F. Pair Activity
Find out your partner’s daily routine:
N píngcháng j di n q chuáng?
N píngcháng j di n ch z ofàn?
N píngcháng j di n qù shàng kè?
N píngcháng j di n ch w fàn?
N píngcháng j di n ch w nfàn?
N píngcháng shénme shíhou x z o?
Q chuáng y hòu x háishi shuì jiào
y qián x ?
G. Pair Activity
Take a look at Tom’s daily schedule and ask each other the following questions:
12:30
1:30
2:00
3:00
4:00
5:00
6:30
Tom
have lunch
go online
study Chinese
go to the library
play basketball with friends
shower
have dinner
Tom ch le w fàn y hòu jiù zuò
shénme?
Tom
Tom xué le Zh ngwén y hòu jiù zuò
shénme?
Tom
Tom g n péngyou d le qiú y hòu jiù
zuò shénme?
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A Letter: Talking about Studying Chinese
A Letter
LANGUAGE NOTES
(hòulái) is
usually translated
as “later,” but it
(The teacher asked the students to write their friends a letter in Chinese
as a homework assignment. Here’s what Li You wrote to Gao Xiaoyin.)
pertains only to an
action or situation
in the past.
This sentence-final
particle
usually
indicates a change
of status or the
realization of a new
situation. For more
examples, please
see Grammar 2 in
Lesson 11 (Level 1
Part 2).
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Yì f ng xìn
(The teacher asked the students to write their friends a letter in Chinese as a homework assignment. Here’s
what Li You wrote to Gao Xiaoyin.)
Xi oy n:
N h o! H o ji bú jiàn, zuìjìn z nmeyàng?
Zhè ge xuéq w h n máng, chúle zhu nyè kè y wài, hái
d i xué Zh ngwén. W men de Zh ngwén kè
h n y u yìsi. Y nwèi w men de Zh ngwén l osh zh huì shu Zh ngwén, bú huì shu Y ngwén, su y
shàng kè de shíhou w men zh shu Zh ngwén, bù shu Y ngwén. K ish w juéde h n nán, hòulái ,
Wáng Péng chángcháng b ng w liànxí Zh ngwén, jiù
juéde bù nán le .
N x huan t ng y nyuè ma? Xià ge x ngq liù, w men xuéxiào y u yí ge y nyuèhuì, x wàng n néng
lái.
W yòng Zh ngwén xi xìn xi de h n bù h o, q ng bié xiào w . Zhù
H o
N de péngyou
L Y u
Shíy yuè shíb rì
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VOCABULARY
1.
f ng
m
(measure word for letters)
2.
xìn
n
letter (correspondence)
3.
zuìjìn
t
recently
zuì
adv
(of superlative degree; most, -est)
jìn
adj
close; near
4.
xuéq
n
school term; semester/quarter
5.
chúle...y wài
conj
in addition to; besides [See Grammar 8.]
6.
zhu nyè
n
major (in college); specialty
7.
huì
av
can; know how to [See Grammar 9.]
8.
hòulái
t
later
9.
y nyuèhuì
n
concert
10.
x wàng
v/n
to hope; hope
11.
néng
av
can; to be able to [See Grammar 9.]
12.
yòng
v
to use
13.
xiào
v
to laugh at; to laugh; to smile
14.
zhù
v
to wish (well)
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This is a floor plan of a performing arts facility. Circle the
concert hall.
Grammar
8.
(chúle...y wài, hái… in addition to…, also...)
W chúle xué Zh ngwén y wài, hái xué zhu nyè kè.
(Besides Chinese, I also take courses in my major.)
Shàng ge zh umò w men chúle kàn diàny ng y wài, hái t ng y nyuè le.
(Last weekend, besides seeing a movie, we also listened to music.)
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T chúle x huan t ng y nyuè y wài, hái x huan d qiú.
(In addition to listening to music, he also likes to play ball.)
The activities in each of the three sentences above are performed by the same subject. But if
activities are done by different subjects, the adverb
has to be used.
Chúle Xi o Wáng y wài, Xi o L y x huan chàng g , tiào w .
(In addition to Little Wang, Little Li also likes singing and dancing.)
9.
(néng)
Both
and
(néng) and
(huì)
(I) Compared
(huì) have several meanings. The basic meaning of
(néng) is “to
be capable of (the action named by the following verb).” It can also be an indication of whether
one’s own abilities or circumstances allow the execution of an action. Additional meanings will be
introduced in later lessons.
W néng h shí b i k f i.
(I can drink ten cups of coffee.)
J nti n xiàw w yào k i huì, bù néng qù t ng y nyuèhuì.
(I have a meeting this afternoon. I cannot go to the concert.)
W men bù néng zài túsh gu n liáo ti nr.
(We cannot chat in the library.)
(huì), as used in this lesson, means having the skill to do something through learning or
instruction.
L Y u huì shu Zh ngwén.
(Li You can speak Chinese.)
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Xi o Bái huì chàng h n du M iguó g .
(Little Bai can sing many American songs.)
W bú huì shàng w ng. Q ng n ji o w .
(I don’t know how to use the Internet. Please teach me how.)
10. The Adverb
The adverb
(jiù)
(III)
(jiù) can heighten the close relationship between two actions or situations. In this
usage, the action or situation indicated by the verb or adjective that follows
(jiù) is usually
contingent upon the action or situation denoted by the verb or adjective in a preceding clause.
The relationship is often causal, as seen in (1) and (2), or conditional, as (3) and (4).
(Y nwèi) Xi o G o x huan ch Zh ngguó cài, (su y ) w men jiù ch Zh ngguó cài.
(Little Gao preferred Chinese food, so we went for Chinese food.)
(Y nwèi) Xi o Wáng de zhu nyè shì diànn o, (su y ) w jiù q ng t ji o w z nme shàng w ng.
(Little Wang’s major is computer science, so I asked him to teach me how to use the Internet.)
Yàoshi tóngxué b ng w fùxí, w k oshì jiù k o de h n h o.
(If my classmates help me review, I will do well on my test.)
Yàoshi n bù néng lái, w jiù qù n nàr.
(If you can’t come over, I will go to your place.)
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221
Xi Hànzì, k ish juéde nán, chángcháng liànxí, jiù juéde róngyì.
(When [you] first learn to write Chinese characters, [you] would find it difficult. If [you]
practice often, [you] would find it easy.)
Language Practice
H.
(chúle … y wài, hái…)
Use the words given to describe what Mr. Bai does.
◆
EXAMPLE:
shàng y nyuè kè ◆ shàng diànn o kè
Bái xi nsheng chúle shàng y nyuè kè
y wài, hái shàng diànn o kè.
◆
1.
xué Y ngwén ◆ xué Zh ngwén
◆
2.
huì shu Zh ngwén ◆
huì yòng Zh ngwén xi xìn
◆
3.
◆
4.
I.
x huan chàng g ◆ x huan tiào w
néng h chá ◆ néng h k f i
tool/method/means + V(O)
Describe the use of the means in the action.
◆
EXAMPLE:
xi rìjì ◆ Zh ngwén
W men yòng Zh ngwén xi rìjì.
1.
2.
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◆
◆
1.
xi xìn ◆ Y ngwén
2.
zuò g ngkè ◆ b
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◆
3.
4.
◆
3.
liànxí f y n ◆ diànn o
4.
h chá ◆ k f i b i
J. Pair Activity
Work with a partner, and take turns asking each other:
N xi xìn ma?
N chángcháng g i shéi xi xìn?
N huì yòng diànn o xi xìn ma?
N xi rìjì ma?
N yòng Zh ngwén xi rìjì háishi
yòng Y ngwén xi rìjì?
HOW ABOUT YOU?
What is your major?
1.
lìsh
n
history
2.
j ngjì
n
economics
3.
huàxué
n
chemistry
4.
shùxué
n
mathematics
5.
wùl
n
physics
6.
y yánxué
n
linguistics
7.
g ngsh ng gu nl
n
business management
8.
Yàzh u yánji
n
Asian studies
If your major is not listed above, please ask your teacher and make a note here:
W de zhu nyè shì
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Culture Highlights
The most common form of closing at the end of a letter in Chinese is
(zhù h o, I wish you well), with the character
following the final sentence of the letter and the character
(zhù, to wish)
(h o) at the
very beginning of the next line.
However, it is not an uncommon practice, especially among younger people,
to keep the two characters
unseparated.
Here a student closes her note with her good wishes.
Colleges and universities in both mainland China and Taiwan are on the
semester system. Typically, the fall semester starts in late August or early
September, and ends in mid-January. The winter break lasts about a month.
Since the Chinese New Year usually falls in late January or early February,
college students can take advantage of the break to go home and celebrate the
most important holiday of the year with their families. The spring semester
starts around mid-February and lasts until early July. A semester at a
Chinese college is about three weeks longer than that a typical American
college semester.
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English Text
An Entry from Li You’s Diary
November 3, Tuesday
I was very busy and tired today. I got up at seven-thirty this morning. After taking a
shower, I had breakfast. While I was eating, I listened to the sound recording. I went to
the classroom at nine o’clock.
The first period was Chinese. The teacher taught us pronunciation, new vocabulary,
and grammar. The teacher also taught us how to write Chinese characters, and gave us
a new text. The text was very interesting. The second period was Computer Science.
It was very difficult.
At noon I went to the cafeteria with my classmates for lunch. While we were eating,
we practiced speaking Chinese. In the afternoon I went to the library to go online. At
four o’clock, Wang Peng came looking for me to play ball. I had dinner at a quarter to
six. At seven-thirty, I went to Bai Ying’ai’s dorm for a chat. When I got there, she was
doing her homework. I got home at eight-thirty. Before I went to bed, Gao Wenzhong
called. He told me there’d be an exam tomorrow. I said I already knew that.
A Letter
(The teacher asked the students to write a letter in Chinese as an assignment. Here’s
what Li You wrote to Gao Xiaoyin.)
November 18
Dear Xiaoyin,
How are you? Long time no see. How are things recently?
This semester I’ve been busy. Besides the classes required for my major, I also need
to study Chinese. Our Chinese class is really interesting. Because our Chinese teacher
can only speak Chinese and does not know how to speak English, in the class we speak
only Chinese, no English. At the beginning I felt it was very difficult. Later, Wang Peng
often helped me practice Chinese, and I don’t feel it is hard anymore.
Do you like to listen to music? Next Saturday there will be a concert at our school.
I hope you can come. I do not write well in Chinese. Please don’t make fun of me.
Best wishes,
Your friend,
Li You
PROGRESS CHECKLIST
Before proceeding to Lesson 9, be sure you can complete the following
tasks in Chinese:
I am able to—
Describe my daily routine at school;
Write a simple diary entry in the proper format;
Write a simple letter in the proper format;
Express my modesty about my language abilities.
Please review the lesson if any of these tasks seem difficult.
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LESSON 9
Shopping
Dì ji kè
M i d ngxi
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
•
•
•
•
•
•
Speak about the color, size, and price of a purchase;
Recognize Chinese currency;
Pay bills in cash or with a credit card;
Determine the proper change you should receive;
Ask for a different size and/or color of merchandise;
Exchange merchandise.
RELATE AND GET READY
In your own culture/community—
1. Do people haggle over prices in stores?
2. Can merchandise be returned or exchanged?
3. How do people pay for their purchases: in cash, with a check, or
with a credit card?
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Dialogue I: Shopping for Clothes
LANGUAGE NOTES
(chu n) can
Note that the verb
mean both “to wear” and “to put
on.” However, for most accessories,
especially those for the upper
part of the body,
instead of
(dài) is used
(chu n).
In Chinese, a pair of pants is just one
single piece of clothing. Hence
(yì tiáo kùzi,
literally, a trouser) instead of
(*yì shu ng
kùzi, literally, a pair of trousers).
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Lesson 9 • Shopping
The character
in
(piányi, inexpensive) is pronounced
(fangbiàn,
“pián.” But in
convenient) the same character
is pronounced “biàn.” It is not
uncommon in Chinese for the
same character to be pronounced
differently and carry different
meanings. Other examples include:
[Li You checks the size on the label and measures the pants against
her legs.]
(yuè/lè) in
music),
(jué/jiào) in
and
(y nyuè,
(k lè, cola); and
(juéde, to feel)
(shuì jiào, to sleep).
(L Y u zài yí ge sh ngdiàn m i d ngxi, shòuhuòyuán wèn t . . .)
Xi oji , nín yào m i shénme y fu?
W xi ng m i yí jiàn chènsh n.
Nín x huan shénme yánsè de , huáng de háishi hóng de?
W x huan chu n
Du
hóng de. W hái xi ng m i yì tiáo kùzi .
dà de? Dà hào de, zh ng hào de, háishi xi o hào de?
Zh ng hào de. Bú yào tài guì de, y bú yào tài piányi
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Zhè tiáo kùzi z nmeyàng?
Yánsè h n h o, rúgu chángdu n héshì de huà, w jiù m i.
Nín shì yi xia.
[Li You checks the size on the label and measures the pants against her legs.]
Búyòng shì, k y .
Zhè jiàn chènsh n ne?
Y búcuò. Yígòng du shao qián?
Chènsh n èrshíy kuài w , kùzi s nshí’èr kuài ji máo ji , yígòng shì w shísì kuài sì máo ji f n
.
H o, zhè shì yìb i kuài qián.
Zh o nín sìshíw kuài w máo y . Xièxie.
màozi)
(d
(dài sh ubi o)
(chu
(chu n kùzi)
(chu
(chu n
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229
VOCABULARY
1.
sh ngdiàn
n
store; shop
2.
m i
v
to buy
3.
d ngxi
n
things; objects
4.
shòuhuòyuán
n
shop assistant;
salesclerk
5.
y fu
n
clothes
6.
jiàn
m
(measure word for
shirts, dresses,
jackets, coats, etc.)
7.
chènsh n
n
shirt
8.
yánsè
n
color
9.
huáng
adj
yellow
10.
hóng
adj
red
11.
chu n
v
to wear; to put on
12.
tiáo
m
(measure word for pants and long, thin
Dàji qù sh ngdiàn
m i d ngxi.
objects)
13.
kùzi
n
pants
14.
hào
n
size
15.
zh ng
adj
medium; middle
16.
piányi
adj
cheap; inexpensive
17.
rúgu …
conj
if
de huà
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VOCABULARY
18.
chángdu n
n
length
cháng
adj
long
du n
adj
short
19.
héshì
adj
suitable
20.
shì
v
to try
21.
búyòng
22.
yígòng
adv
altogether
23.
du shao
qpr
how much/many
24.
qián
n
money
25.
kuài
m
(measure word for the basic Chinese monetary unit)
26.
máo
m
(measure word for 1/10 of a kuai, dime [in US
need not
money])
27.
f n
m
(measure word for 1/100 of a kuai, cent)
28.
b i
nu
hundred
29.
zh o (qián)
v(o)
to give change
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Lesson 9 • Shopping
Grammar
1. The Modal Verb
(yào)
(II)
[See also Lesson 6 Grammar 2.]
One of the meanings of
(yào) is “to desire to do something.”
Míngti n shì zh umò, n yào zuò shénme?
(Tomorrow is the weekend. What do you want to do?)
W yào qù túsh gu n kàn sh , n qù bu qù?
(I want to go to the library to read. Are you going?)
W yào h k lè, t yào h chá.
(I want to drink cola. He wants to drink tea.)
To negate it, use
(bù xi ng).
W bù xi ng qù túsh gu n.
(I don’t feel like going to the library.)
J nti n w bù xi ng zuò g ngkè.
(I don’t feel like doing my homework today.)
For (4), however, some Chinese speakers, particularly in the South, would say:
W bú yào qù túsh gu n.
Both modal verbs
(xi ng) and
(yào) can express a desire or an intention, but
(yào)
carries a stronger tone.
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2. Measure Words (II)
[See also Lesson 2 Grammar 2.]
The following are the “measure word + noun” combinations that we have covered so far.
You have come across these measure words along with the nouns associated with them.
yí ge rén
a person
yí wèi xi nsheng
a gentleman
yì b i chá
a cup of tea
yì píng k lè
a bottle of cola
yì zh b
a pen
yì zh ng zh
a piece of paper
yì jié kè
a class period
yì pi n rìjì
a diary entry
yì f ng xìn
a letter
yí jiàn chènsh n
a shirt
yì tiáo kùzi
a pair of pants
yì shu ng xié
a pair of shoes
[See Dialogue 2 in Lesson 9.]
yí kuài qián
one yuan
yì máo qián
1/10 of a yuan
yì f n qián
1/100 of a yuan, one cent
yì f n qián
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233
Supplementary:
3. The
(de)
We have a
yì b n sh
a book
yì zh xié
a shoe (one of a pair) [See also “a pair of shoes” above.]
Structure (II)
(de) structure when a noun, a pronoun, or an adjective is followed by the structural
particle
(de). Grammatically, a
(l osh de, the teacher’s),
(de) structure is equivalent to a noun, e.g.,
(w de, mine),
(dà de, the big one), etc. See also
Grammar 8 in Lesson 7.
4.
(du )
Used Interrogatively
The adverb
(du ) is often used in a question asking about degree or extent, e.g.,
[See Lesson 3.]
N j nnián du dà?
(How old are you this year?)
N chu n du dà de y fu?
(What size clothes do you wear?)
N dìdi du g o?
(How tall is your younger brother?)
The adjectives that follow
(dà, big),
such as
(du ) are typically those suggesting large extents such as
(g o, tall; high) and
(xi o, small; little),
(yu n, far), rather than those denoting small degrees
( i, short), and
(jìn, near).
5. Amounts of Money
Chinese monetary units are
(yuán),
(ji o, 1/10 of a yuan), and
of a yuan). In colloquial speech, alternative terms
of
(yuán) and
(máo) are usually used instead
(ji o), but price markings in stores are likely to be in
(ji o), and many store clerks also use
Simp-1-1-IC3-225Lesson 9.indd 233
(kuài) and
(f n, one cent or 1/100
(yuán) and
(yuán) in their speech. Using the colloquial terms, ¥ 5.99
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is
(w kuài ji máo ji f n qián). However, in casual conversation
abbreviated forms are often used.
The rules for abbreviation of monetary terms are as follows: begin by omitting the last element
(qián) in the expression and then the second to last element:
ji máo ji f n) omitting
(qián) and
(qián), or
(w kuài
(w kuài ji máo ji ) omitting both
(f n). Note that if
is included, the preceding measure (e.g.,
be included; one doesn’t say
) must also
(*w kuài ji máo ji qián). One or more
zeros occurring internally in a complex number are read as
Rénmínbì: from top to bottom
X ntáibì
w yuán, èr ji o, yì yuán
w shí yuán
(líng, zero).
$8.55
b kuài w máo w (f n)(qián)
$15.30
shíw kuài s n (máo) (qián)
$103
yì b i líng s n kuài (qián)
$100.30
yì b i kuài líng s n máo (qián)
$100.03
yìb i kuài líng s n f n (qián)
To avoid ambiguity,
Simp-1-1-IC3-225Lesson 9.indd 234
(máo) and
(f n) cannot be omitted in (4) or (5).
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235
Language Practice
A.
(yào, to want to; to have a desire to)
Practice with a partner how to ask and answer what Little Wang wishes to do
next week based on the following chart.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
x ngq y
EXAMPLE:
A:
A: Xi o Wáng xià ge x ngq y
yào zuò shénme?
B:
B: Xi o Wáng xià ge x ngq y
yào qù shàng kè.
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1.
1. x ngq èr
2.
2. x ngq s n
3.
3. x ngq sì
4.
4. x ngq w
5.
5. x ngq liù
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B.
(xi
ng, to
feel like; would like to)
Little Li likes window shopping, and always dreams about what she would like to
buy. Say what’s on her wish list based on the pictures.
EXAMPLE:
Xi o L xi ng m i yí jiàn x n y fu.
1.
C.
2.
(de)
3.
4.
Structure
Practice how to ask and answer the following using the words given.
C1: Lost and Found: Identify to whom the objects belong.
EXAMPLE:
A:
A: Zhè píng k lè shì shéi de?
B:
B: Zhè píng k lè shì
G o Wénzh ng de.
1.
2.
3.
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C2:
Identify the colors of Little Wang’s belongings.
EXAMPLE:
A:
A: Xi o Wáng de b shì
shénme yánsè de?
B:
B: Xi o Wáng de b shì
huángsè de.
1.
D.
2.
3.
(du )
Practice how to ask about age, height, and how expensive things are.
How do you find out the following:
1. your friend’s sibling’s age
2. the price of your friend’s pants
3. your teacher’s height
E. Pair Activity
Is your partner a shopaholic? Find out your partner’s shopping habits.
N x huan m i d ngxi ma?
N chángcháng qù m i d ngxi ma?
N x huan m i shénme d ngxi?
N x huan m i y fu ma?
N chángcháng qù n r m i d ngxi?
N chángcháng g n shéi yìq qù
m i d ngxi?
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N y u j jiàn chènsh n?
N y u j tiáo kùzi?
F. Pair Activity
Be a fashion commentator. Bring in a photo, or a clipping from a magazine, of
your favorite celebrity. Work with a partner to ask and answer the following
questions. Then report back to the class the information gathered regarding
your partner’s celebrity.
Celebrity’s name
Celebrity’s name x huan shénme yánsè?
T x huan chu n shénme yánsè
de y fu?
T j nti n de y fu shì shénme
yánsè de?
N juéde t j nti n de y fu chángdu n
héshì bù héshì?
T de y fu du ma?
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239
Dialogue II: Exchanging Shoes
LANGUAGE NOTES
+adj+
(t ng+adj+de)
means “it’s rather
adj.” The
(de)
is optional.
(jiù shì t ba) is
an expression
one often uses
when making a
decision at the
end of a process
of selection. It
?
roughly means
“This is it”
or “I’ll take it.” [See
That’s How the
Chinese Say It!
after Lesson 10.]
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Duìbuq , zhè shu ng xié tài xi o le. Néng bu néng huàn yì shu ng?
Méi wèntí. Nín kàn, zhè shu ng z nmeyàng?
Y bù xíng, zhè shu ng g n nà shu ng yíyàng
dà.
Nà zhè shu ng h i de ne?
Zhè shu ng xié su rán dàxi o héshì, k shì
yánsè bù h o. Y u méiy u k f isè de?
Duìbuq , zhè zh ng xié zh y u h i de.
Zhè shu ng xié yàngzi t ng hao de …jiù shì t ba . N men zhèr k y shu k ma?
Duìbuq , w men bù sh u xìnyòngk . Búguò, zhè shu ng de qián g n nà shu ng yíyàng, nín búyòng zài
fù qián le.
xié diàn
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VOCABULARY
1.
shu ng
m
(measure word for a pair)
2.
xié
n
shoes
3.
huàn
v
to exchange; to change
4.
yíyàng
adj
same; alike [See Grammar 6.]
5.
su rán
conj
although [See Grammar 7.]
6.
dàxi o
n
size
7.
k f isè
n
brown; coffee color
8.
zh ng
m
(measure word for kinds, sorts, types)
9.
h i
adj
black
10.
yàngzi
n
style
11.
t ng
adv
very; rather
12.
t
pr
it
13.
zhèr
pr
here
14.
shu k
vo
to pay with a credit card
shu
v
to brush; to swipe
k
n
card
15.
sh u
v
to receive; to accept
16.
xìnyòngk
n
credit card
17.
búguò
conj
however; but
18.
zài
adv
again
19.
fù qián
vo
to pay money
fù
v
to pay
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sh uyín tái
zài zhèr fù qián
Grammar
6.
(g
, {not} the same as...)
n/hé...{bù} yíyàng
To express similarity or dissimilarity between objects, persons, or actions, we use the structure
(g n/hé... {bù} yíyàng).
N de chènsh n g n w de yíyàng.
(Your shirt is the same as mine.)
Guì de y fu hé piányi de y fu bù yíyàng.
(Expensive clothes are different from cheap ones.)
Following
(yíyàng), an adjective can be used:
Dìdi g n g ge yíyàng g o.
(The younger brother is as tall as the older one.)
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243
Zhè ge diànn o g n nà ge diànn o yíyàng x n.
(This computer is as new as that one.)
Cháng L osh xi Hànzì xi de g n Wáng L osh (xi Hànzì xi de) yíyàng piàoliang.
Teacher Chang writes Chinese characters as nicely as Teacher Wang does.
7.
(su rán..., k
shì/dànshì...,
although...yet...)
This pair of conjunctions links the two clauses in a complex sentence. Note, however, that
(su rán) is often optional.
Su rán zhè shu ng xié h n piányi, k shì dàxi o bù héshì.
(Although this pair of shoes is inexpensive, it’s not the right size.)
Zh ngguó bùxié
(Chinese cloth shoes)
Zhè b n sh h n y u yìsi, k shì tài guì le.
(This book is very interesting, but it’s too expensive.)
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Zh ngwén bù róngyì, dànshì h n y u yìsi.
(Chinese is not easy, but it’s very interesting.)
Whether or not
(su rán) is used in the first clause,
(k shì/dànshì) cannot
be omitted in the second. The following sentence is, therefore, incorrect:
(2a)
*Su rán zhè b n sh
h n y u yìsi, tài guì le.
Language Practice
G.
(g
n…yíyàng,
the same as...)
Zhè jiàn y fu g n nà jiàn y fu
EXAMPLE:
yíyàng piàoliang.
◆
1.
◆
◆
2.
◆
◆
3.
◆ héshì
◆
4. zhè jiàn chènsh n ◆ nà jiàn chènsh n
◆
◆ dà
5.
5. dì ji kè de y f
◆
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2. zhè tiáo kùzi ◆ nà tiáo kùzi ◆ guì
3. zhè shu ng xié ◆ nà shu ng xié
◆
4.
1. zhè zh b ◆ nà zh b ◆ piányi
◆
◆ dì b kè de y f ◆ nán
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H.
(su rán…k
245
shì/dànshì, although...yet)
Su rán Zh ngwén h n nán,
EXAMPLE:
k shì h n y u yìsi.
◆
1.
1. t de x n y fu h n du ◆
t d u bù chu n
◆
2.
2. zhè tiáo kùzi h n piányi ◆
chángdu n bù héshì
3.
3. zhè jiàn chènsh n de yánsè h n
◆
h okàn ◆ y u yìdi nr xi o
4.
4. zhè shu ng xié yàngzi t ng búcuò de
◆
◆ tài guì le
5.
5. zhè ge sh ngdiàn bù xi o
◆
◆ bù néng shu k
I. Identical Twins
Here’s some information about two sisters who are identical twins. Describe the
similarities between the two.
EXAMPLE:
age: 14
1. height: 5’5”
2. shirts: size 6
3. pants: 30” inseam
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14
5’5”
size 6
30” inseam
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J. Clothing Store
You own a small clothing store, and you want to plan your inventory. Survey your
clients/everyone in the class about their color preferences and sizes and then
decide how many pairs of shirts, pants, shoes, etc. you need to stock, and in what
colors and sizes.
N x huan chu n shénme yánsè de
xié/chènsh n/kùzi?
N chu n du dà de
xié/chènsh n/kùzi?
Write down your findings:
• shoes
• shirts
• pants
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HOW ABOUT YOU?
What is your favorite color?
1.
lánsè
n
blue
2.
l sè
n
green
3.
z sè
n
purple
4.
f nhóngsè
n
pink
5.
júhóngsè
n
orange
6.
hu sè
n
gray
If your most favorite and least favorite colors are not listed above, ask your teacher and make
a note here:
W zuì x huan
W zuì bù x huan
sè.
sè.
What’s in your wardrobe?
1.
shàngy
n
upper garment
2.
dày
n
overcoat
3.
máoy
n
woolen sweater
4.
qúnzi
n
skirt
5.
jiákè
n
jacket
6.
wàitào
n
outer garment; coat; jacket
7.
x zhu ng
n
(western-style) suit
8.
T-xùsh n
n
T-shirt
9.
màozi
n
hat; cap
wàzi
n
socks
10.
If there are items in your wardrobe that are not mentioned above, ask your teacher and make
a note here:
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Culture Highlights
In mainland China a salesperson in a department store is usually addressed as
(shòuhuòyuán), and a server in a restaurant is usually addressed
as
(fúwùyuán, “Service Person”). In speaking to bus drivers or
taxi drivers, as well as ticket sellers, the most common form of address (for
women as well as men) is
(sh fu, an old term of respect for a
master craftsman or skilled worker). However, these forms of address vary
according to age and preference of the speaker as well as the status or
function of the person spoken to, and usage is very much in flux in the early
twenty-first century. As in so many matters of language usage, students
should carefully observe actual usage and follow suit. In Taiwan, the terms
(xi oji , Miss) and
(xi nsheng, Mr.) have very broad usage,
including the contexts mentioned above.
In mainland China prices are usually non-negotiable in supermarkets and
large department stores, but bargaining is routine in street-side stalls and
small shops. There is no sales tax in mainland China. It is also not customary
to tip in a restaurant, although upscale restaurants often charge a service fee.
The traditional formal attire for Chinese men was a long robe called
(chángpáo, long gown) and a short jacket called
(m guà,
Mandarin jacket), while women (in the cities) wore a modified Manchu-style
dress called
(qípáo, close-fitting woman’s dress with a high neck and
yí jiàn chángpáo
a slit skirt) until 1949 in mainland China and into the 1960s and 70s in
Taiwan. Through the early decades of the People’s Republic, men wore the
(Zh ngsh nzhu ng, “Sun Yat-sen suit”), the top part of which
came to be called in the West the “Mao jacket.” Nowadays Chinese men and
women dress in about the same way as Westerners, wearing suits and ties or
dresses on formal occasions, and jeans and T-shirts for more casual purposes.
li ng jiàn qípáo
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English Text
Dialogue I
(Shopping for clothes at a store)
Salesperson: Miss, what are you looking for?
Li You: I’d like to buy a shirt.
Salesperson: What color [shirt] do you like? Yellow or red?
Li You: I like red. I’d also like to get a pair of pants.
Salesperson: What size? Large, medium or small?
Li You: Medium. Something not too expensive, but not too cheap, either.
Salesperson: How about these pants?
Li You: The color is nice. If the size is right, I’ll take them.
Salesperson: Please try them on.
[Li You checks the size on the label, and measures the pants against her legs.]
Li You: No need to try them. They’ll do.
Salesperson: And how about this shirt?
Li You: It’s not bad either. How much altogether?
Salesperson: Twenty one dollars and fifty cents for the shirt, and thirty-two ninety-nine for
the pants. Fifty-four dollars and forty-nine cents altogether.
Li You: OK. Here’s one hundred.
Salesperson: Forty-five fifty-one is your change. Thank you.
Dialogue II
Wang Peng:
Salesperson:
Wang Peng:
Salesperson:
Wang Peng:
Salesperson:
Wang Peng:
Salesperson:
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Excuse me, this pair of shoes is too small. Can I exchange them for another pair?
No problem. How about this pair?
No, they won’t do either. This pair is the same size as the other one.
What about this pair in black?
This pair is the right size, but it’s not a good color. Do you have any in brown?
I’m sorry. We only have black ones for this kind of shoes.
The style of the pair is pretty nice. This is it. Can I use my credit card here?
I’m sorry, we don’t take credit cards. But this pair is the same price as the other
one. You don’t need to pay again.
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PROGRESS CHECKLIST
Before proceeding to Lesson 10, be sure you can complete the following
tasks in Chinese:
I am able to—
Name my favorite color and other common colors;
Talk about clothing and shoe sizes;
Count money and determine the proper change;
Return or exchange items at a store.
Please review the lesson if any of these tasks seem difficult.
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Transportation
LESSON 10
Dì shí kè
Ji ot ng
LEARNING OBJECTIVES
In this lesson, you will learn to use Chinese to
•
•
•
•
•
Comment about several means of transportation;
Explain how to travel from one station to another;
Describe a traffic route;
Express your gratitude after receiving a personal favor;
Offer New Year’s wishes.
RELATE AND GET READY
In your own culture/community,
1. What is the most popular means of public transportation?
2. Can people hail a taxi on the street easily or do they have to call one
by phone?
3. How do people express their gratitude?
4. What do people say to each other on the New Year?
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Dialogue: Going Home for the Winter Vacation
LANGUAGE NOTES
(z nme qù) asks
the means of transportation
and
(z nme z u)
asks the detailed route or
directions.
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Taxicabs are called
(jìchéng ch , metered cars) in
Taiwan but
(ch z {qì}ch ) in mainland
China. To take a taxi is
(d ch ).
L Y u, hánjià n huí ji ma?
Duì, w yào huí ji .
F ij piào n m i le ma ?
dìti zhàn
Y j ng m i le. Shì èrshíy hào de.
F ij shì j di n de?
W nshang b di n de.
N z nme qù
j ch ng?
W xi ng zuò g nggòng qìch huòzh
N zh dao z nme z u
zuò dìti .
ma?
zài zhèr d ch
N xi n zuò y lù qìch , zuò s n zhàn xià ch ,
ránhòu huàn dìti . Xi n zuò hóng xiàn, zài huàn
l xiàn, zuìhòu huàn lán xiàn.
Bù xíng, bù xíng, tài máfan le. W háishi
d ch
ba.
Ch z qìch tài guì, w k i ch sòng n qù ba.
Xièxie n .
Búyòng kèqi.
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VOCABULARY
1.
hánjià
n
winter vacation
2.
f ij
n
airplane
f i
v
to fly
j
n
machine
piào
n
ticket
(f i)j ch ng
n
airport
5.
zuò
v
to travel by
6.
g nggòng qìch
n
bus
g nggòng
adj
public
qìch
n
automobile
ch
n
vehicle; car
3.
4.
(
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VOCABULARY
7.
huòzh
conj
or [See Grammar 2.]
8.
dìti
n
subway
9.
z u
v
to go by way of; to walk
10.
xi n
adv
first [See Grammar 3.]
11.
zhàn
m
(measure word for stops of bus, train, etc.)
12.
xià ch
vo
to get off (a bus, train, etc.)
13.
ránhòu
adv
then
14.
l
adj
green
15.
xiàn
n
line
16.
zuìhòu
17.
lán
adj
blue
18.
máfan
adj
troublesome
19.
d ch
vo
to take a taxi
20.
ch z qìch
n
taxi
ch z
v
to rent out; to let
z
v
to rent
k i ch
vo
to drive a car
k i
v
to drive; to operate
sòng
v
to see off or out; to take (someone somewhere)
21.
22.
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final; last
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B ij ng j ch ng
Zhè zh ng g nggòng qìch piào du shao qián?
Grammar
1. Topic-Comment Sentences
When a noun or noun phrase has become established as a known element in a conversation, it can
occur at the beginning of the sentence as the “topic,” with the rest of the sentence functioning as a
“comment” on it. This forms what is known as a “topic-comment sentence.” In such a sentence the
object of the verb can be brought forward to serve as the topic of the sentence.
A:
W zuóti n m i le yì zh b .
(I bought a pen yesterday.)
B:
Nà zh b n yòng le ma?
(Have you used that pen?)
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A:
N zh dao w de chènsh n zài n r ma?
(Do you know where my shirt is?)
B:
N de chènsh n w g i n m ma le.
(I gave your shirt to your mother.)
A:
N y u péngyou ma?
(Do you have friends?)
B:
Péngyou w y u h n du , k shì d u bú zài zhèr.
(I have many friends, but none of them are here.)
T bù xi ng qù Ni yu , k shì f ij piào t m ma y j ng b ng t m i le.
(She does not want to go to New York, but her mother has already bought the airplane
ticket for her.)
2.
(huòzh , or) and
While both
(huòzh , or) and
(háishi, or)
(háishi, or) link up two words or phrases that indicate
different alternatives, the former usually appears in statements, the latter in questions.
A:
N j nti n w nshang zuò shénme?
(What are you going to do tonight?)
B:
T ng y nyuè huòzh kàn diàny ng.
(Listen to music or watch a movie.)
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A:
N zh umò xi ng kàn diàny ng háishi tiào w ?
(Would you like to see a movie or go dancing this weekend?)
B:
Kàn diàny ng huòzh tiào w d u xíng.
(Either seeing a movie or going dancing would be fine with me.)
A:
N x huan shénme yánsè de xié? H isè de háishi k f isè de?
(What color shoes do you like? Black or brown ones?)
B:
H isè de huòzh k f isè de w d u bù x huan, w x huan bái de.
(I don’t like either black or brown; I like white ones.)
Míngti n n qù k i huì huòzh t qù k i huì d u k y .
(Either you or he may attend tomorrow’s meeting.)
3.
(xi
Sometimes
n...zài...,
first..., then...)
(zài) indicates a sequence of actions rather than a repetition.
(xi n kàn diàny ng zài ch fàn, first go to the movie, then eat) means
(kàn diàny ng y hòu ch fàn, eat after seeing the movie).
MORE EXAMPLES:
A:
N shénme shíhou g i m ma d diànhuà?
(When are you going to call Mom?)
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B:
Xià kè y hòu zài d .
(I’ll call after class.)
W xi ng xi n d qiú zài qù túsh gu n.
(I’d like to play ball and then go to the library.)
A:
Dìdi chángcháng xi n zuò g ngkè zài shàng w ng liáo ti nr.
(My little brother often does his homework first and then chats online.)
As adverbs,
(xi n) and
(zài) must come immediately before a verb. They cannot be placed
in front of the subject.
Xi o Wáng xi n m i d ngxi zài ch w nfàn.
(Little Wang will shop first before having dinner.)
(4a)
*Xi n Xi o Wáng m i d ngxi zài ch w nfàn.
4.
(háishi…{ba}, had better)
The structure
(háishi…{ba}, had better) can be used to signify making a
selection after considering two or more options. Sometimes in making such a decision one is forced
to give up one’s preference.
A:
N shu , míngti n kàn diàny ng háishi kàn qiú?
(What do you think we should watch tomorrow, a movie or a ball game?)
B:
Háishi kàn diàny ng ba.
(Let’s see a movie.)
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A:
W de ch y u wèntí. Z nme bàn?
(There is a problem with my car. What shall we do?)
B:
Nà bié qù t ng y nyuèhuì le. W men háishi zài ji kàn diànshì ba.
(Let’s not go to the concert then. We’d better stay home and watch TV.)
Language Practice
A. Topic-Comment Sentence
A brings up a piece of new information. That piece of information then becomes
known/old information, or the topic of B’s response. Let’s practice.
EXAMPLE:
A:
A: N x huan w de
zhè jiàn y fu ma?
B:
B: Zhè jiàn y fu w bù x huan.
1. A:
1. A: N huì bu huì shàng w ng?
2. A:
2. A: N fùxí kèwén le ma?
3. A:
3. A: N xiànzài xi ng bu xi ng
h k f i?
4. A:
B.
4. A: N rènshi Bái Y ng’ài ma?
vs.
(huòzh vs. háishi)
Practice with a partner how to offer choices and how to be diplomatic or
accommodating when answering.
j nti n w nshang zuò shénme
EXAMPLE:
/
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t ng y nyuè/kàn diànshì
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A:
A: W men j nti n w nshang zuò
shénme? T ng y nyuè
háishi kàn diànshì?
B:
B: T ng y nyuè huòzh
kàn diànshì d u xíng.
1.
1. míngti n xiàw zuò shénme
/
qù d qiú/qù tiào w
2.
2. míngti n w nshang zuò shénme
/
qù sh ngdiàn m i d ngxi/
qù péngyou ji liáo ti nr
3.
3. zhège zh umò z nme qù j ch ng
/
4.
4. h shénme chá
/
5.
Zh ngguó chá/Y ngguó chá
5. m i shénme yánsè de ch
/
C.
zuò dìti /d ch
lán de/h i de
(xi n…zài…)
Let’s practice how to place two actions in order.
W xi n ch z ofàn,
zài qù túsh gu n xuéxí.
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1.
2.
3.
$
4.
5.
D.
(háishi…ba)
With a partner, practice persuading each other to accept an alternative.
◆
EXAMPLE:
t ng y nyuè ◆ fùxí sh ngcí y f
A:
A: W men t ng y nyuè, h o ma?
B:
B: W men háishi fùxí sh ngcí
y f ba.
◆
1.
2.
2. zuò g nggòng qìch qù
◆
3.
1. zuò dìti qù j ch ng ◆ k i ch
m i d ngxi ◆ d ch
◆
3. shu k ◆ bié yòng xìnyòngk
◆
4.
4. m i h isè de chènsh n ◆
m i hóngsè de
5.
◆
5. xué Zh ngwén zhu nyè ◆
xué diànn o zhu nyè
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E. Take turns directing your friend to...
1. Mr. Wang’s office: Take the subway – the Red Line. Get off after 5 stops.
2. Mary’s house:
Take Bus #5. Get off after 4 stops. Then change to the subway. Take the Green Line
first and then switch to the Red Line. Get off after 6 stops.
3. Mark’s school:
Take Bus # 29. Get off after 6 stops. Then switch to the subway. Take the Red Line
first and then switch to the Blue Line. Get off after 3 stops.
This is a sign found at a bus stop. Can you locate the words meaning "getting on" and "getting off"?
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An Email: Thanking Someone for a Ride
LANGUAGE NOTE
The Chinese word for
Date:
email,
(diànz yóujiàn), literally
From:
means electronic
mail. It is sometimes
To:
abbreviated as
(diàn yóu). More informal
Subject:
Chinese terms for email
include
(y mèiér) and
(y mèiér); both are
facetious transliterations
of “email.”
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265
,
,
Diànz yóujiàn
Date: 2008 nián 12 yuè 20 rì
From: L Y u
To: Wáng Péng
Subject: Xièxie!
Wáng Péng:
Xièxie n nà ti n k i ch sòng w dào j ch ng. Búguò, ràng n hu nàme du shíji n, zh n bù
h oyìsi. W zhè j ti n m i ti n d u
k i ch ch qu kàn l o péngyou. Zhè ge chéngshì de rén
k i ch k i de tèbié kuài. W zài g osù g nglù shang k i ch , zh n y udi n(r) j nzh ng. K shì
zhèr méiy u g nggòng qìch , y méiy u dìti , zh néng zìj k i ch , h n bù f ngbiàn.
Y u kòngr de huà d w de sh uj huòzh g i w f du nxìn, w xi ng g n n liáo ti nr.
X nnián kuài yào dào le , zhù n x nnián kuàilè!
L Y u
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VOCABULARY
1.
diànz yóujiàn
n
email
diànz
n
electron
2.
ràng
v
to allow or cause (somebody to do something)
3.
hu
v
to spend
4.
bù h oyìsi
6.
m i
pr
every; each [See Grammar 5.]
7.
chéngshì
n
city
8.
tèbié
adv
especially
9.
g osù g nglù
n
highway
g osù
adj
high speed
g nglù
n
highway; public road
lù
n
road; path
10.
j nzh ng
adj
nervous, anxious
11.
zìj
pr
oneself
12.
sh uj
n
cell phone
13.
f du nxìn
vo
to send a text message; (lit.) to send a short
to feel embarrassed
Zh ngguó de yí ge chéngshì
message
14.
x nnián
n
new year
15.
kuàilè
adj
happy
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267
Describe the modes of transportation above.
Grammar
5.
(m
i...d u...,
every)
In a sentence that contains the term
(m i, every), usually
(d u, all) has to be inserted
further along in the sentence, immediately in front of the verb.
T m i ti n w nshang d u yùxí kèwén.
(He studies the lessons in advance every night.)
W m i jié kè d u lái.
(I come to every class.)
Zhèr m i ge rén w d u rènshi.
(I know everyone here.)
Cháng l osh de zì m i ge d u h okàn.
(Every one of Teacher Chang’s characters looks nice.)
6.
(yào…le, soon)
The
(yào…le) structure indicates the imminence of an anticipated action or situation. It
also appears in the form of
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(kuài yào…le).
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X nnián kuài yào dào le, w men g i bàba m ma xi yì f ng xìn ba.
(New Year is around the corner. Let’s write to Mom and Dad.)
Hánjià yào dào le, n yào zuò shénme?
(It’ll be winter break soon. What do you want to do?)
Diàny ng kuài yào k ish le, n m i piào le ma?
(The movie is going to start soon. Did you get the tickets?)
Kuài yào k o shì le, w men dàji d i zh nbèi yí xià.
(The exam is coming. We have to study for it.)
Language Practice
F.
(m i…d u…,
every)
Look at the words given, and tell each other how predictable Little Bai is.
◆
EXAMPLE:
EXAMPLE: w nshang ◆ fùxí sh ngcí y f
Xi o Bái m i ti n w nshang d u
fùxí sh ngcí y f .
1.
◆
1. z oshang ◆ x z o
2.
◆
2. chènsh n ◆ shì báisè de
3.
◆
3. kùzi ◆ shì s nshíèr hào de
4.
◆
4. zh umò ◆ qù sh ngdiàn m i d ngxi
5.
◆
5. hánjià ◆ zuò f ij huí ji
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269
G. Pair Activity
Is your partner a good driver? Find out!
N huì k i ch ma?
N m iti n d u k i ch ma?
N k i ch k i de kuài bu kuài?
Zài g osù g nglù shang k i ch ràng
n j nzh ng ma?
HOW ABOUT YOU?
How do you get around?
1.
z u lù
vo
to walk
2.
zuò hu ch
vo
to travel by train
3.
zuò jìchéngch
vo
to take a taxi (in Taiwan)
4.
zuò diànch
vo
to take a cable car,
trolley bus, or tram
5.
zuò chuán
vo
to travel by ship; to take a boat
6.
qí zìxíngch
vo
to ride a bicycle
7.
qí mótu ch
vo
to ride a motorcycle
If the means of transportation of your choice is not listed above, ask your teacher and make a
note here:
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Culture Highlights
Many taxi drivers in China, especially those in Beijing, are known to be very
outgoing and talkative. If you go to China and your taxi driver happens to be
a chatty one, it may be a good opportunity for you to learn about ordinary
Chinese people’s lives and their opinions on current affairs.
In China the railroad system has long constituted the principal means of
travel and of transport in general. However, in recent years both the
highway system and airline travel have expanded very rapidly. China now
ranks second only to the United States in total miles of roadway in the
highway system.
Chinese New Year, also known as
(Ch njié, Spring Festival), is
the most important annual holiday in Chinese communities. It is
determined by the lunar calendar and usually falls in late January or early
February on the international solar calendar. However, nowadays the
January 1 international New Year is also recognized. The most common
New Year greetings are
(x nnián h o) and
(x nnián kuàilè), which can be used for both New Years, but for the
What kind of tickets do they sell
here?
Chinese New Year many people prefer the traditional greeting:
(g ngx f cái). The phrase, which literally means
“Congratulations and may you make a fortune,” can be translated
as “May you be happy and prosperous!”
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Lesson 10 • Transportation
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English Text
Dialogue
Wang Peng:
Li You:
Wang Peng:
Li You:
Wang Peng:
Li You:
Wang Peng:
Li You:
Wang Peng:
Li You:
Wang Peng:
Li You:
Wang Peng:
Are you going home during the winter break?
Yes, I am.
Have you booked a plane ticket?
Yes, for the twenty-first.
When is the plane leaving?
8 p.m.
How are you going to the airport?
I’m thinking of taking the bus or the subway. Do you know how to get there?
You first take Bus No. 1. Get off after three stops. Then take the subway. First take
the red line, then change to the green line, and finally change to the blue line.
Oh no. That’s too much trouble. I’d better take a cab.
It’s too expensive to take a cab. I’ll take you to the airport.
Thanks so much.
Don’t mention it.
An Email
Date: December 20, 2008
From: Li You
To: Wang Peng
Subject: Thank you
Wang Peng:
Thank you for driving me to the airport the other day. But I feel very bad for taking up so much
of your time. The past few days I’ve been going out by car to see old friends. People in this city
drive very fast. I am really nervous driving on the highway. But there are no buses or subway
here. I have to drive. It’s very inconvenient.
When you have time, please call my cell phone or send me a text message. I’d like to chat with
you.
New Year is almost here. Happy New Year!
Li You
PROGRESS CHECKLIST
Before proceeding to Lesson 11, be sure you can complete the following
tasks in Chinese:
I am able to—
Speak about all common means of transportation;
Discuss the most/least convenient way to get to a destination;
Say if someone’s driving makes me nervous;
Thank someone for a favor;
Extend New Year’s greetings, both orally and in writing.
Please review the lesson if any of these tasks seem difficult.
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A Review of Functional Expressions from Lessons 6–10
After gauging your progress and before moving on to the next
phase, let’s take a break and see how some of the functional
expressions that you have encountered really work!
I.
(wéi, hello) [on the telephone] (Lesson 6)
This is how one starts a conversation on the telephone.
A:
Wéi. N wèi?
(Hello! May I ask who’s calling?)
B:
W shì Wáng Péng. Q ng wèn, L Y u zài ma?
(This is Wang Peng. Is Li You there, please?)
A:
Zài, n d ng deng, w qù jiào t .
(Yes. Wait a moment. I’ll go get her.)
A:
Wèi, n zh o shéi?
(Hello! Whom would you like to speak to?)
B:
W zh o Xi o L .
(I’d like to speak to Little Li.)
A:
W jiù shì. N shì n wèi?
(This is she. Who is this?)
B:
W shì Cháng l osh .
(This is Teacher Chang.)
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A:
Wéi, q ng wèn Xi o Wáng zài ma?
(Is Little Wang there, please?)
B:
Zài, n shì n wèi?
(Yes, he is. Who is this, please?)
A:
W shì Xi o L .
(This is Little Li.)
B:
H o, q ng d ng yí xià.
(OK. Wait a second, please.)
II.
(méi wèntí, no problem) (Lesson 6)
You say this to put someone at ease that you will agree to do something that you’ve been asked to do,
or you can say this to assure someone that there is no need to worry.
L Y u: Wáng Péng, n j nti n w nshang b ng w liànxí Zh ngwén, h o ma?
(Li You: Wang Peng, would you help me practice Chinese this evening?)
Wáng Péng: Méi wèntí. W nshang jiàn.
(Wang Peng: No problem. See you this evening.)
A:
N g i w jièshào n péngyou, h o ma?
(Can you find me a girlfriend?)
B:
Méi wèntí.
(No problem.)
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That’s How the Chinese Say It!
A:
N xiàw y u kòngr b ng w zh nbèi k oshì ma? Yàoshi n méi shíji n, jiù suàn le.
(Do you have time this afternoon to help me prepare for my test? Never mind if you
are busy.)
B:
Méi wèntí, w y u kòngr.
(Don’t worry, I have time.)
III. Expressing and acknowledging gratitude
A:
Xi o L , n de diànhuà.
(Little Li, the call is for you.)
B:
Xièxie!
(Thanks!)
A:
Bú kèqi.
(You’re welcome.)
A:
Xi o G o, q ng h chá.
(Please have some tea, Little Gao.)
B:
Du xiè.
(Thanks a lot.)
A:
Bú xiè.
(No need to thank [me].)
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A:
Wáng xi oji , zhè shì n de k lè.
(Miss Wang, this is your cola.)
B:
Xièxie!
(Thanks!)
A:
Méi shìr.
(It’s no big deal.)
A:
Bái Y sh ng, n de sh .
(Dr. Bai, your book.)
B:
Xiè le.
(Thanks.)
A:
Búyòng xiè.
(No need to thank [me].)
IV.
(n li, n li, you flatter me) or
(shì ma, Is that so?)
(Lesson 7)
When receiving a compliment, the Chinese often respond modestly that they are unworthy of the
praise by using
(n li) or
(shì ma). But now some people will say
(xièxie)
instead.
A:
N j nti n h n piàoliang.
(You are very pretty today.)
B:
N li, n li.
(You flatter me.)
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That’s How the Chinese Say It!
A:
N xi Hànzì xi de h n piàoliang.
(You write Chinese characters
beautifully.)
B:
N li, xi de bù h o.
(I wish that were true. My writing is not good.)
A:
N shu Zh ngwén shu de zh n h o!
(You speak Chinese really well!)
B:
Shì ma? W juéde w shu de bù h o.
(Is that right? I don’t think I speak very well.)
V.
(Jiù shì t ba/Jiù shì t le, Let’s go with that)
(Lesson 9)
When you’re finally making your choice, you can say
(Jiù shì t ba) or
(Jiù shì t le) meaning “let’s go with that” or “we’ll go with him/her”.
A:
Xi nsheng, n zh dao yào n yì shu ng le ma?
(Sir, do you know which pair you’d like?)
B:
Jiù shì t ba.
(I think I’ll take that.)
A:
Wáng l osh , Xi o L d qiú d de bú tài h o, n zh o biérén g n n yìq liànxí ba.
(Teacher Wang, Little Li is not a very good ball player. Why don’t you find someone
else to practice with?)
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B:
Jiù shì t le. Biérén d u méi kòngr.
(We’ll have to go with him. The others are all busy.)
VI. You can use
(zhù) to offer good wishes. (Lesson 10)
Zhù n x nnián kuàilè!
(I wish you a happy New Year!)
Zhù n sh ngrì kuàilè!
(Happy Birthday to you!)
Zhù n k oshì k o de h o!
(I wish you success on the exam!)
Zhù hánjià kuàilè!
(Have a happy winter break!)
Zhù G n’ njié kuàilè!
(Happy Thanksgiving!)
Zhù Ch njié kuàilè!
(Happy Chinese New Year!)
Zhù yí lù píng’ n!
(Have a safe trip!)
Zhù l tú yúkuài!
(Bon voyage!)
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That’s How the Chinese Say It!
279
Any other useful expressions you would like to learn?
Please ask your teacher and make a note here:
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Vocabulary Index (Chinese-English)
Vocabulary Index (Chinese-English)
The Chinese-English index is alphabetized according to pinyin. Words containing the same
Chinese characters are first grouped together. Homonyms appear in the order of their tonal
pronunciation (i.e., first tones first, second tones second, third tones third, fourth tones
fourth, and neutral tones last). Proper nouns from the dialogues and readings are shown in
green. Supplementary vocabulary from the “How About You?” section is shown in blue.
Characters
Pinyin
Part of
Speech
English
Lesson
a
p
(a sentence-final particle)
6
bàba
n
father, dad
2
ba
p
(a sentence-final particle)
5
Bái Y ng’ài
pn
(a personal name)
2
b i
nu
hundred
9
B ishìk lè
pn
Pepsi-Cola
5
bàn
nu
half; half an hour
3
bàng ngshì
n
office
6
b ng
v
to help
6
b i
m
(measure word for cup and glass)
5
B ij ng
pn
Beijing
1
b nzi
n
notebook
7
b
n
pen
7
bié
adv
don’t
6
biérén
n
other people; another person
4
bù
adv
not; no
1
búcuò
adj
pretty good
4
búguò
conj
however; but
9
bù h oyìsi
to feel embarrassed
10
búyòng
need not
9
A
B
C
Simp-1-1-IC3-281Backmatter.indd 281
cái
adv
not until, only then
5
cài
n
dishes, cuisine
3
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282
Vocabulary Index (Chinese-English)
Characters
Pinyin
Part of
Speech
English
Lesson
c nt ng
n
dining room, cafeteria
8
chá
n
tea
5
chángcháng
adv
often
4
Cháng l osh
pn
Teacher Chang
6
chángdu n
n
length
9
chàng g (r)
vo
to sing (a song)
4
chènsh n
n
shirt
9
chéngshì
n
city
10
ch
v
to eat
3
chúle...y wài
conj
in addition to; besides
8
ch z qìch
n
taxi
10
chu n
v
to wear; to put on
9
d ch
vo
to take a taxi
10
d diànhuà
vo
to make a phone call
6
d qiú
vo
to play ball
4
dà
adj
big; old
3
dàg
n
eldest brother
2
dàji
pr
everybody
7
dàji
n
eldest sister
2
dàxi o
n
size
9
dàxuésh ng
n
college student
2
dày
n
overcoat
9
dànshì
conj
but
6
dào
v
to go to; to arrive
6
Déguó
pn
Germany
1
Déwén
pn
the German language
6
de
p
(a possessive or descriptive
particle)
2
de
p
(a structural particle)
7
d i
mv
must; to have to
6
d ng
v
to wait; to wait for
6
dì
prefix
(prefix for ordinal numbers)
7
dìdi
n
younger brother
2
D
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Vocabulary Index (Chinese-English)
Characters
Pinyin
Part of
Speech
English
Lesson
dìti
n
subway
10
di n
m
o’clock (lit. dot, point, thus
“points on the clock”)
3
di n(r)
m
a little, a bit; some
5
diànn o
n
computer
8
diànshì
n
television
4
diàny ng
n
movie
4
diànz yóujiàn
n
email
10
d ngxi
n
things; objects
9
d ng
v
to understand
7
d u
adv
both; all
2
duì
adj
right; correct
4
duìbuq
v
sorry
5
du
adv
how many/much; to what extent
3
du
adj
many; much
7
du shao
qpr
how much/many
9
Éwén
pn
the Russian language
6
érzi
n
son
2
èrji
n
second oldest sister
2
f du nxìn
vo
to send a text message; (lit.) to
10
283
E
F
send a short message
f yn
n
pronunciation
8
F guó
pn
France
1
F wén
pn
the French language
6
fàn
n
meal; (cooked) rice
3
f ngbiàn
adj
convenient
6
f ij
n
airplane
10
(f i)j ch ng
n
airport
10
f n
m
(measure word for 1/100 of a
9
kuai, cent)
f nhóngsè
Simp-1-1-IC3-281Backmatter.indd 283
n
pink
9
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284
Vocabulary Index (Chinese-English)
Characters
Pinyin
Part of
Speech
English
Lesson
f ng
m
(measure word for letters)
8
fù qián
vo
to pay money
9
Fùq njié
pn
Father’s Day
3
fùxí
v
to review
7
G n’ njié
pn
Thanksgiving
3
g ngb
n
fountain pen
7
g osù g nglù
n
highway
10
G o Wénzh ng
pn
(a personal name)
2
G o Xi oy n
pn
(a personal name)
5
g oxìng
adj
happy, pleased
5
gàosu
v
to tell
8
g ge
n
older brother
2
gè/ge
m
(a measure word for many
2
G
common everyday objects)
g i
v
to give
5
g i
prep
to; for
6
g n
prep
with
6
g nggòng qìch
n
bus
10
g ngchéngsh
n
engineer
2
g ngrén
n
worker
2
g ngsh ng
n
business management
8
g ngzuò
n/v
job; to work
2
g ngkè
n
homework; schoolwork
7
guàng ji
vo
to windowshop
4
guì
adj
honorable; expensive
1
gu zh
n
fruit juice
5
hái
adv
also; too; as well
3
háishi
conj
or
3
háizi
n
child
2
Hánguó
pn
South Korea
1
gu nl
H
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Vocabulary Index (Chinese-English)
Characters
Pinyin
Part of
Speech
English
Lesson
Hánwén
pn
the Korean language
6
hánjià
n
winter vacation
10
Hànzì
n
Chinese characters
7
h o
adj
fine; good; nice; O.K.; it’s settled
1
a long time
4
(measure word for number in a
3
h o ji
hào
m
285
series; day of the month)
hào
n
size
9
h
v
to drink
5
hé
conj
and
2
héshì
adj
suitable
9
h i
adj
black
9
h n
adv
very
3
hóng
adj
red
9
hòulái
t
later
8
hùshi
n
nurse
2
hu
v
to spend
10
huà huàr
vo
to draw; to paint
4
huàxué
n
chemistry
8
huàn
v
to exchange; to change
9
huáng
adj
yellow
9
hu sè
n
gray
9
huí ji
vo
to go home
5
huí lai
vc
to come back
6
huì
mv
can; know how to
8
huòzh
conj
or
10
j
nu
how many; some; a few
2
ji
n
family; home
2
Ji ’nádà
pn
Canada
1
Ji zh u
pn
California
1
jiákè
n
jacket
9
jiàn
m
(measure word for shirts, dresses,
9
J
jackets, coats, etc.)
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Vocabulary Index (Chinese-English)
Characters
Pinyin
Part of
Speech
English
Lesson
jiàn
v
to see
3
jiàn miàn
vo
to meet up; to meet with
6
ji o
v
to teach
7
jiàoshì
n
classroom
8
jiàoshòu
n
professor
2
jiào
v
to be called; to call
1
jié
m
(measure word for class periods)
6
ji jie
n
older sister
2
jièshào
v
to introduce
5
j nnián
t
this year
3
j nti n
t
today
3
j nzh ng
adj
nervous, anxious
10
jìn
v
to enter
5
jìn lai
vc
to come in
5
j ngjì
n
economics
8
j ngl
n
manager
2
ji yuè
n
September
3
jiù
adv
precisely; exactly
6
júhóngsè
n
orange (color)
9
juéde
v
to feel; to think
4
j nrén
n
soldier; military officer
2
k f i
n
coffee
5
k f isè
n
brown; coffee color
9
k i ch
vo
to drive a car
10
k i huì
vo
to have a meeting
6
k ish
v/n
to begin, to start; beginning
7
kàn
v
to watch; to look; to read
4
k o shì
vo/n
to give or take a test; test
6
K k uk lè
pn
Coca-Cola
5
k lè
n
[Coke or Pepsi] cola
5
k shì
conj
but
3
k y
mv
can; may
5
K
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Vocabulary Index (Chinese-English)
Characters
Pinyin
Part of
Speech
English
Lesson
kè
m
quarter (of an hour)
3
kè
n
class; course; lesson
6
kèb n
n
textbook
7
kèwén
n
text of a lesson
7
kèqi
adj
polite
6
kòng(r)
n
free time
6
k u
m
(measure word for number of
2
287
family members)
kù
adj
cool
7
kùzi
n
pants
9
kuài
adv/adj
quickly; fast, quick
5
kuàilè
adj
happy
10
kuài
m
(measure word for the basic
9
Chinese monetary unit)
kuàngquánshu
n
mineral water
5
L d ngwén
pn
the Latin language
6
lái
v
to come
5
lán
adj
blue
10
l osh
n
teacher
1
le
p
(a dynamic particle)
5
lèi
adj
tired
8
L Y u
pn
(a personal name)
1
lìsh
n
history
8
liànxí
v
to practice
6
liànxíb n
n
exercise book
7
li ng
nu
two; a couple of
2
liáo ti n(r)
vo
to chat
5
lùy n
n/vo
sound recording; to record
7
l
adj
green
10
l sh
n
lawyer
2
m ma
n
mother, mom
2
ma
qp
(question particle)
1
L
M
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Vocabulary Index (Chinese-English)
Characters
Pinyin
Part of
Speech
English
Lesson
máfan
adj
troublesome
10
m i
v
to buy
9
màn
adj
slow
7
máng
adj
busy
3
máo
m
(measure word for 1/10 of a
9
kuai, dime (for US money))
máob
n
writing brush
7
máoy
n
woolen sweater
9
màozi
n
hat; cap
9
méi
adv
not
2
m i
pr
every; each
10
M iguó
pn
America
1
mèimei
n
younger sister
2
míngti n
t
tomorrow
3
míngzi
n
name
1
Mòx g
pn
Mexico
1
M q njié
pn
Mother’s Day
3
n /n i
qpr
which
6
n li
pr
where
7
n r
qpr
where
5
nà
pr
that
2
nà
conj
in that case; then
4
nàr
pr
there
8
nán
adj
male
2
nán
adj
difficult
7
ne
qp
(question particle)
1
néng
mv
can; to be able to
8
n
pr
you
1
niánjí
n
grade in school
6
niàn
v
to read aloud
7
nín
pr
you (honorific for )
6
Ni yu
pn
New York
1
N
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Vocabulary Index (Chinese-English)
Characters
Pinyin
Part of
Speech
English
Lesson
nóngmín
n
farmer; peasant
2
n
adj
female
2
n ’ér
n
daughter
2
péngyou
n
friend
3
pi n
m
(measure word for essays,
8
289
P
articles, etc.)
piányi
adj
cheap; inexpensive
9
piào
n
ticket
10
piàoliang
adj
pretty
5
píng
m/n
(measure word for bottles);
5
bottle
píngcháng
adv
usually
7
Pútáoyáwén
pn
the Portuguese language
6
qí mótu ch
vo
to ride a motorcycle
10
qí zìxíngch
vo
to ride a bicycle
10
q chuáng
vo
to get up
8
qìshu (r)
n
soft drink; soda pop
5
qi nb
n
pencil
7
qián
n
money
9
Qíngrénjié
pn
Valentine’s Day
3
q ng
v
please (polite form of request); to
1
Q
treat or to invite (somebody)
q ng kè
vo
to invite someone (to dinner,
4
coffee, etc.); to play the host
qù
v
to go
4
qúnzi
n
skirt
9
ránhòu
adv
then
10
ràng
v
to allow or cause (somebody to
10
R
do something)
Simp-1-1-IC3-281Backmatter.indd 289
3/29/2010 2:08:25 PM
290
Vocabulary Index (Chinese-English)
Characters
Pinyin
Part of
Speech
English
Lesson
rén
n
people; person
1
rènshi
v
to be acquainted with; recognize
3
Rìb n
pn
Japan
1
rìjì
n
diary
8
Rìwén
pn
the Japanese language
6
róngyì
adj
easy
7
rúgu … de huà
conj
if
9
sh ngdiàn
n
store; shop
9
sh ngrén
n
merchant; businessperson
2
the previous one
7
S
shàng ge
Shàngh i
pn
Shanghai
1
shàng kè
vo
to go to a class; to start a class;
7
to be in class
shàng w ng
vo
to go online; to surf the internet
8
shàngw
t
morning
6
shàngy
n
upper garment
9
shéi
qpr
who
2
shénme
qpr
what
1
sh ngcí
n
new words; vocabulary
7
sh ngrì
n
birthday
3
shíb
nu
eighteen
3
shí’èr
nu
twelve
3
shíhou
n
(a point in) time; moment; (a
4
duration of) time
Simp-1-1-IC3-281Backmatter.indd 290
shíji n
n
time
6
shì
v
to try
9
shì
v
to be
1
shì(r)
n
matter; affair; event
3
sh u
v
to receive; to accept
9
sh uj
n
cell phone
10
shòuhuòyuán
n
shop assistant; salesclerk
9
sh
n
book
4
3/29/2010 2:08:27 PM
Vocabulary Index (Chinese-English)
Characters
Pinyin
Part of
Speech
English
Lesson
shùxué
n
mathematics
8
shu k
vo
to pay with a credit card
9
shuài
adj
handsome
7
shu ng
m
(measure word for a pair)
9
shu
n
water
5
shuì jiào
vo
to sleep
4
shu
v
to say; to speak
6
shu huà
vo
to talk
7
sòng
v
to see off or out; to take
10
291
(someone somewhere)
sùshè
n
suàn le
dormitory
8
forget it; never mind
4
su rán
conj
although
9
suì
n
year (of age)
3
su y
conj
so
4
T-xùsh n
n
T-shirt
9
t
pr
he; him
2
t
pr
she; her
2
t
pr
it
9
too; extremely
3
T
T
tài…le
tèbié
adv
especially
10
ti n
n
day
3
tiáo
m
(measure word for pants and
9
long, thin objects)
tiào w
vo
to dance
4
t ng
v
to listen
4
t ng
adv
very; rather
9
tóngxué
n
classmate
3
túsh gu n
n
library
5
wàzi
n
socks
9
wàiguó
n
foreign country
4
W
Simp-1-1-IC3-281Backmatter.indd 291
3/29/2010 2:08:29 PM
292
Vocabulary Index (Chinese-English)
Characters
Pinyin
Part of
Speech
English
Lesson
wàitào
n
outer garment; coat; jacket
9
wán(r)
v
to have fun; to play
5
wán yóuxìj
vo
to play videogames
4
w n
adj
late
7
w nfàn
n
dinner; supper
3
w nshang
t/n
evening; night
3
Wáng Péng
pn
(a personal name)
1
wéi/wèi
interj
(on telephone) Hello!; Hey!
6
wèi
m
(polite measure word for people)
6
wèishénme
qpr
why
3
wèn
v
to ask (a question)
1
wèntí
n
question; problem
6
w
pr
I; me
1
w men
pr
we
3
w fàn
n
lunch, midday meal
8
wùl
n
physics
8
X b nyáwén
pn
the Spanish language
6
x zhu ng
n
(western-style) suit
9
X làwén
pn
the Greek language
6
x wàng
v/n
to hope; hope
8
x huan
v
to like
3
x z o
vo
to take a bath/shower
8
xià ch
vo
to get off (a bus, train, etc.)
10
next one
6
X
xià ge
xià qí
vo
to play chess
4
xiàw
t
afternoon
6
Xiàw iyí
pn
Hawaii
1
xi n
adv
first
10
xi nsheng
n
Mr.; husband; teacher
1
xiàn
n
line
10
xiànzài
t
now
3
xi ng
mv
to want to; would like to; to
4
think
Simp-1-1-IC3-281Backmatter.indd 292
3/29/2010 2:08:31 PM
Vocabulary Index (Chinese-English)
Characters
Pinyin
Part of
Speech
English
Lesson
xi o
adj
small; little
4
xi oji
n
Miss; young lady
1
xiào
v
to laugh at; to laugh; to smile
8
xié
n
shoes
9
xi
v
to write
7
xièxie
v
to thank
3
xn
adj
new
8
x nnián
n
new year
10
xìn
n
letter (correspondence)
8
xìnyòngk
n
credit card
9
x ngq
n
week
3
x ngq sì
n
Thursday
3
xíng
v
all right; O.K.
6
xìng
v/n
(one’s ) surname is...; to be
1
293
surnamed; surname
xué
v
to study; to learn
7
xuéq
n
school term; semester/quarter
8
xuésheng
n
student
1
xuéxí
v
to study; to learn
7
xuéxiào
n
school
5
Xu bì
pn
Sprite
5
ya
p
(interjectory particle used to
5
Y
soften a question)
Yàzh u yánji
n
Asian studies
8
yánsè
n
color
9
yàngzi
n
style
9
yào
v
to want
5
yào
mv
will, to be going to; to want to,
6
to have a desire to
Simp-1-1-IC3-281Backmatter.indd 293
yàoshi
conj
if
6
y
adv
too; also
1
yìbi n
adv
simultaneously; at the same time
8
yígòng
adv
altogether
9
3/29/2010 2:08:33 PM
294
Vocabulary Index (Chinese-English)
Characters
Pinyin
Part of
Speech
English
Lesson
yìq
adv
together
5
yí xià
n+m
once; a bit
5
yíyàng
adj
same; alike
9
y fu
n
clothes
9
y sh ng
n
doctor; physician
2
y hòu
t
after
6
y qián
t
before
8
y j ng
adv
already
8
Yìdàlìwén
pn
the Italian language
6
y nwèi
conj
because
3
y nyuè
n
music
4
y nyuèhuì
n
concert
8
Yìndù
pn
India
1
Y ngguó
pn
Britain; England
3
Y ngwén
pn
English (language)
2
yòng
v
to use
8
y u
v
to have; to exist
2
y ude
pr
some
4
y u yìsi
adj
interesting
4
y f
n
grammar
7
y yánxué
n
linguistics
8
yùxí
v
to preview
7
yuánzh b
n
ballpoint pen
7
yuè
n
month
3
Yuènán
pn
Vietnam
1
zài
prep
at; in; on
5
zài
v
to be present; to be at (a place)
6
zài
adv
again
9
zàijiàn
v
goodbye; see you again
3
z o
adj
early
7
z ofàn
n
breakfast
8
z oshang
t
morning
7
Z
Simp-1-1-IC3-281Backmatter.indd 294
3/29/2010 2:08:35 PM
Vocabulary Index (Chinese-English)
Characters
Pinyin
Part of
Speech
English
Lesson
z nme
qpr
how; how come
7
z nmeyàng
qpr
Is it O.K.? How is that? How
3
295
does that sound?
zhàn
m
(measure word for stops of bus,
train, etc.)
zh ng
m
(measure word for flat objects,
7
paper, pictures, etc.)
zh o
v
to look for
4
zh o (qián)
v(o)
to give change
9
zhàopiàn
n
picture; photo
2
zhè
pr
this
2
zhème
pr
so; such
7
zhèr
pr
here
9
zh n
adv
really
7
zhèngzài
adv
in the middle of (doing
8
something)
zh
m
(measure word for long, thin,
7
inflexible objects, pens, rifles,
etc.)
zh dao
v
to know
8
zh
adv
only
4
zh
n
paper
7
zh ng
adj
medium; middle
9
Zh ngguó
pn
China
1
Zh ngwén
pn
Chinese (language)
6
zh ngw
n
noon
8
zh ng
m
(measure word for kinds, sorts,
9
types)
Simp-1-1-IC3-281Backmatter.indd 295
zh umò
n
weekend
4
zhù
v
to wish (well)
8
zhu nyè
n
major (in college); specialty
8
zh nbèi
v
to prepare
6
z sè
n
purple
9
zì
n
character
7
zìdi n
n
dictionary
7
3/29/2010 2:08:37 PM
296
Vocabulary Index (Chinese-English)
Characters
Pinyin
Part of
Speech
English
Lesson
zìj
pr
oneself
10
z u
v
to go by way of; to walk
10
z u lù
vo
to walk
10
final; last
10
zuìhòu
zuìjìn
t
recently
8
zuóti n
t
yesterday
4
zuò
v
to do
2
zuò
v
to sit
5
zuò
v
to travel by
10
zuò chuán
vo
to travel by ship; to take a boat
10
zuò diànch
vo
to take a cable car, trolley bus,
10
or tram
Simp-1-1-IC3-281Backmatter.indd 296
zuò hu ch
vo
to travel by train
10
zuò jìchéngch
vo
to take a taxi (in Taiwan)
10
3/29/2010 2:08:39 PM
Vocabulary Index (English-Chinese)
297
Vocabulary Index (English-Chinese)
Proper nouns from the dialogues and readings are shown in green. Supplementary vocabulary
from the “How About You?” section is shown in blue.
English
Characters
Pinyin
Part of
Speech
Lesson
a little, a bit; some
di n(r)
m
5
a long time
h o ji
after
y hòu
t
6
afternoon
xiàw
t
6
again
zài
adv
9
airplane
f ij
n
10
airport
(f i)j ch ng
n
10
all right; O.K.
xíng
v
6
allow or cause (somebody to do
ràng
v
10
already
y j ng
adv
8
also; too; as well
hái
adv
3
although
su rán
conj
9
altogether
yígòng
adv
9
America
M iguó
pn
1
and
hé
conj
2
Asian studies
Yàzh u yánji
n
8
ask (a question)
wèn
v
1
at; in; on
zài
prep
5
Bái Y ng’ài (a
pn
2
A
4
something)
B
Bai Ying’ai
personal name)
ballpoint pen
yuánzh b
n
7
be
shì
v
1
be acquainted with; recognize
rènshi
v
3
be called; call
jiào
v
1
be present; be at (a place)
zài
v
6
because
y nwèi
conj
3
Simp-1-1-IC3-281Backmatter.indd 297
3/29/2010 2:08:40 PM
298
Vocabulary Index (English-Chinese)
English
Characters
Pinyin
Part of
Speech
Lesson
before
y qián
t
8
begin, start; beginning
k ish
v/n
7
Beijing
B ij ng
pn
1
big; old
dà
adj
3
birthday
sh ngrì
n
3
black
h i
adj
9
blue
lán
adj
10
book
sh
n
4
both; all
d u
adv
2
breakfast
z ofàn
n
8
Britain; England
Y ngguó
pn
3
brown; coffee colored
k f isè
n
9
bus
g nggòng qìch
n
10
business management
g ngsh ng
n
8
gu nl
busy
máng
adj
3
but
dànshì
conj
6
but
k shì
conj
3
buy
m i
v
9
California
Ji zh u
pn
1
can; able to
néng
mv
8
can; know how to
huì
mv
8
can; may
k y
mv
5
Canada
Ji ’nádà
pn
1
cell phone
sh uj
n
10
character
zì
n
7
chat
liáo ti n(r)
vo
5
cheap; inexpensive
piányi
adj
9
chemistry
huàxué
n
8
child
háizi
n
2
China
Zh ngguó
pn
1
Chinese characters
Hànzì
n
7
C
Simp-1-1-IC3-281Backmatter.indd 298
3/29/2010 2:08:42 PM
Vocabulary Index (English-Chinese)
English
Characters
299
Pinyin
Part of
Speech
Lesson
Chinese (language)
Zh ngwén
pn
6
city
chéngshì
n
10
class; course; lesson
kè
n
6
classmate
tóngxué
n
3
classroom
jiàoshì
n
8
clothes
y fu
n
9
Coca-Cola
K k uk lè
pn
5
coffee
k f i
n
5
[Coke or Pepsi] cola
k lè
n
5
college student
dàxuésh ng
n
2
color
yánsè
n
9
come
lái
v
5
come back
huí lai
vc
6
come in
jìn lai
vc
5
computer
diànn o
n
8
concert
y nyuèhuì
n
8
convenient
f ngbiàn
adj
6
cool
kù
adj
7
credit card
xìnyòngk
n
9
dance
tiào w
vo
4
daughter
n ’ér
n
2
day
ti n
n
3
diary
rìjì
n
8
dictionary
zìdi n
n
7
difficult
nán
adj
7
dining room, cafeteria
c nt ng
n
8
dinner; supper
w nfàn
n
3
dishes, cuisine
cài
n
3
do
zuò
v
2
doctor; physician
y sh ng
n
2
don’t
bié
adv
6
dormitory
sùshè
n
8
D
Simp-1-1-IC3-281Backmatter.indd 299
3/29/2010 2:08:44 PM
300
Vocabulary Index (English-Chinese)
English
Characters
Pinyin
Part of
Speech
Lesson
draw; paint
huà huàr
vo
4
drink
h
v
5
drive a car
k i ch
vo
10
(dynamic particle)
le
p
5
early
z o
adj
7
easy
róngyì
adj
7
eat
ch
v
3
economics
j ngjì
n
8
eighteen
shíb
nu
3
eldest brother
dàg
n
2
eldest sister
dàji
n
2
email
diànz yóujiàn
n
10
engineer
g ngchéngsh
n
2
England; Britain
Y ngguó
pn
3
English (language)
Y ngwén
pn
2
enter
jìn
v
5
especially
tèbié
adv
10
evening; night
w nshang
t/n
3
every; each
m i
pr
10
everybody
dàji
pr
7
exchange; change
huàn
v
9
exercise book
liànxíb n
n
7
family; home
ji
n
2
farmer; peasant
nóngmín
n
2
father, dad
bàba
n
2
Father’s Day
Fùq njié
pn
3
feel; think
juéde
v
4
feel embarrassed
bù h oyìsi
female
n
final; last
zuìhòu
E
F
Simp-1-1-IC3-281Backmatter.indd 300
10
adj
2
10
3/29/2010 2:08:45 PM
Vocabulary Index (English-Chinese)
English
Characters
301
Pinyin
Part of
Speech
Lesson
fine; good; nice; O.K.; it’s settled
h o
adj
1
first
xi n
adv
10
foreign country
wàiguó
n
4
forget it; never mind
suàn le
fountain pen
g ngb
n
7
France
F guó
pn
1
free time
kòng(r)
n
6
French language
F wén
n
6
friend
péngyou
n
3
fruit juice
gu zh
n
5
Gao Wenzhong
G o Wénzh ng
pn
2
Gao Xiaoyin
G o Xi oy n
pn
5
Germany
Déguó
pn
1
German language
Déwén
pn
6
get off (a bus, train, etc.)
xià ch
vo
10
get up
q chuáng
vo
8
give
g i
v
5
give change
zh o (qián)
v(o)
9
give or take a test; test
k o shì
vo/n
6
go
qù
v
4
go by way of; walk
z u
v
10
go home
huí ji
vo
5
go online; surf the internet
shàng w ng
vo
8
go to; arrive
dào
v
6
go to a class; start a class; be in
shàng kè
vo
7
goodbye; see you again
zàijiàn
v
3
grade in school
niánjí
n
6
grammar
y f
n
7
gray
hu sè
n
9
Greek language
X làwén
pn
6
green
l
adj
10
4
G
class
Simp-1-1-IC3-281Backmatter.indd 301
3/29/2010 2:08:47 PM
302
Vocabulary Index (English-Chinese)
English
Characters
Pinyin
Part of
Speech
Lesson
half; half an hour
bàn
nu
3
handsome
shuài
adj
7
happy
kuàilè
adj
10
happy, pleased
g oxìng
adj
5
hat; cap
màozi
n
9
have; exist
y u
v
2
have a meeting
k i huì
vo
6
have fun; play
wán(r)
v
5
Hawaii
Xiàw iyí
pn
1
he; him
t
pr
2
Hello!; Hey! (on telephone)
wéi/wèi
interj
6
help
b ng
v
6
here
zhèr
pr
9
highway
g osù g nglù
n
10
history
lìsh
n
8
homework; schoolwork
g ngkè
n
7
honorable; expensive
guì
adj
1
hope; hope
x wàng
v/n
8
how; how come
z nme
qpr
7
How is that? How does that
z nmeyàng
qpr
3
how many; some; a few
j
nu
2
how many/much; to what extent
du
adv
3
how much/many
du shao
qpr
9
however; but
búguò
conj
9
hundred
b i
nu
9
I; me
w
pr
1
if
yàoshi
conj
6
if
rúgu … de huà
conj
9
in addition to; besides
chúle...y wài
conj
8
H
sound? Is it O.K.?
I
Simp-1-1-IC3-281Backmatter.indd 302
3/29/2010 2:08:49 PM
Vocabulary Index (English-Chinese)
English
Characters
303
Pinyin
Part of
Speech
Lesson
in that case; then
nà
conj
4
in the middle of (doing something)
zhèngzài
adv
8
India
Yìndù
pn
1
interesting
y u yìsi
adj
4
(interjectory particle used to soften
ya
p
5
introduce
jièshào
v
5
invite someone (to dinner, coffee,
q ng kè
vo
4
z nmeyàng
qpr
3
it
t
pr
9
Italian language
Yìdàlìwén
pn
6
jacket
jiákè
n
9
Japan
Rìb n
pn
1
Japanese language
Rìwén
pn
6
job; work
g ngzuò
n/v
2
know
zh dao
v
8
Korea (South)
Hánguó
pn
1
Korean language
Hánwén
pn
6
late
w n
adj
7
later
hòulái
t
8
Latin language
L d ngwén
pn
6
laugh at; laugh; smile
xiào
v
8
lawyer
l sh
n
2
length
chángdu n
n
9
letter (correspondence)
xìn
n
8
Li You
L Y u
pn
1
library
túsh gu n
n
5
a question)
etc.); play the host
Is it O.K.? How is that? How does
that sound?
J
K
L
Simp-1-1-IC3-281Backmatter.indd 303
3/29/2010 2:08:51 PM
304
Vocabulary Index (English-Chinese)
English
Characters
Pinyin
Part of
Speech
Lesson
like
x huan
v
3
line
xiàn
n
10
linguistics
y yánxué
n
8
listen
t ng
v
4
look for
zh o
v
4
lunch, midday meal
w fàn
n
8
major (in college); specialty
zhu nyè
n
8
make a phone call
d diànhuà
vo
6
male
nán
adj
2
manager
j ngl
n
2
many; much
du
adj
7
mathematics
shùxué
n
8
matter; affair; event
shì(r)
n
3
meal; (cooked) rice
fàn
n
3
(measure word for a pair)
shu ng
m
9
(measure word for bottles); bottle
píng
m/n
5
(measure word for class periods)
jié
m
6
(measure word for cup and glass)
b i
m
5
(measure word for essays, articles,
pi n
m
8
zh ng
m
7
zh ng
m
9
(measure word for letters)
f ng
m
8
(measure word for long, thin,
zh
m
7
gè/ge
m
2
hào
m
3
k u
m
2
f n
m
9
M
etc.)
(measure word for flat objects,
paper, pictures, etc.)
(measure word for kinds, sorts,
types)
inflexible objects, pens, rifles, etc.)
(measure word for many common
everyday objects)
(measure word for number in a
series; day of the month)
(measure word for number of
family members)
(measure word for 1/100 of a kuai,
cent)
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Vocabulary Index (English-Chinese)
English
Pinyin
Part of
Speech
Lesson
máo
m
9
tiáo
m
9
(measure word for people (polite))
wèi
m
6
(measure word for quarter (of an
kè
m
3
jiàn
m
9
zhàn
m
10
kuài
m
9
medium; middle
zh ng
adj
9
meet up; meet with
jiàn miàn
vo
6
merchant; businessperson
sh ngrén
n
2
Mexico
Mòx g
pn
1
mineral water
kuàngquánshu
n
5
Miss; young lady
xi oji
n
1
money
qián
n
9
month
yuè
n
3
morning
shàngw
t
6
morning
z oshang
t
7
mother, mom
m ma
n
2
Mother’s Day
M q njié
pn
3
movie
diàny ng
n
4
Mr.; husband; teacher
xi nsheng
n
1
music
y nyuè
n
4
must; have to
d i
mv
6
name
míngzi
n
1
need not
búyòng
nervous, anxious
j nzh ng
adj
10
new
xn
adj
8
(measure word for 1/10 of a kuai,
Characters
305
dime (for US money))
(measure word for pants and long,
thin objects)
hour))
(measure word for shirts, dresses,
jackets, coats, etc.)
(measure word for stops of a bus,
train, etc.)
(measure word for the basic
Chinese monetary unit)
N
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9
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306
Vocabulary Index (English-Chinese)
English
Characters
Pinyin
Part of
Speech
Lesson
new words; vocabulary
sh ngcí
n
7
new year
x nnián
n
10
New York
Ni yu
pn
1
next one
xià ge
noon
zh ngw
n
8
not
méi
adv
2
not; no
bù
adv
1
not until, only then
cái
adv
5
notebook
b nzi
n
7
now
xiànzài
t
3
nurse
hùshi
n
2
di n
m
3
office
bàng ngshì
n
6
often
chángcháng
adv
4
older brother
g ge
n
2
older sister
ji jie
n
2
once; a bit
yí xià
n+m
5
oneself
zìj
pr
10
only
zh
adv
4
or
háishi
conj
3
or
huòzh
conj
10
orange (color)
júhóngsè
n
9
other people; another person
biérén
n
4
outer garment; coat; jacket
wàitào
n
9
overcoat
dày
n
9
pants
kùzi
n
9
paper
zh
n
7
pay money
fù qián
vo
9
pay with a credit card
shu k
vo
9
6
O
o’clock (lit. dot, point, thus “points
on the clock”)
P
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Vocabulary Index (English-Chinese)
English
Characters
307
Pinyin
Part of
Speech
Lesson
pen
b
n
7
pencil
qi nb
n
7
people; person
rén
n
1
Pepsi-Cola
B ishìk lè
pn
5
physics
wùl
n
8
picture; photo
zhàopiàn
n
2
pink
f nhóngsè
n
9
play ball
d qiú
vo
4
play chess
xià qí
vo
4
play videogames
wán yóuxìj
vo
4
please (polite form of request); to
q ng
v
1
polite
kèqi
adj
6
Portuguese language
Pútáoyáwén
pn
6
(possessive or descriptive particle)
de
p
2
practice
liànxí
v
6
precisely; exactly
jiù
adv
6
(prefix for ordinal numbers)
dì
prefix
7
prepare
zh nbèi
v
6
pretty
piàoliang
adj
5
pretty good
búcuò
adj
4
preview
yùxí
v
7
previous one
shàng ge
professor
jiàoshòu
n
2
pronunciation
f yn
n
8
purple
z sè
n
9
quarter (of an hour)
kè
m
4
question; problem
wèntí
n
6
(question particle)
ma
qp
1
(question particle)
ne
qp
1
quickly, fast, quick
kuài
adv/adj
5
treat or to invite (somebody)
7
Q
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Vocabulary Index (English-Chinese)
English
Characters
Pinyin
Part of
Speech
Lesson
read aloud
niàn
v
7
really
zh n
adv
7
receive; accept
sh u
v
9
recently
zuìjìn
t
8
red
hóng
adj
9
review
fùxí
v
7
ride a bicycle
qí zìxíngch
vo
10
ride a motorcycle
qí mótu ch
vo
10
right; correct
duì
adj
4
Russian language
Éwén
pn
6
same; alike
yíyàng
adj
9
say; speak
shu
v
6
school
xuéxiào
n
5
school term; semester/quarter
xuéq
n
8
second oldest sister
èrji
n
2
see
jiàn
v
3
see off or out; take (someone
sòng
v
10
f du nxìn
vo
10
(sentence-final particle)
a
p
6
(sentence-final particle)
ba
p
5
September
ji yuè
n
3
Shanghai
Shàngh i
pn
1
she; her
t
pr
2
shirt
chènsh n
n
9
shoes
xié
n
9
shop assistant; salesclerk
shòuhuòyuán
n
9
skirt
qúnzi
n
9
simultaneously; at the same time
yìbi n
adv
8
sing (a song)
chàng g (r)
vo
4
R
S
somewhere)
send a text message; (lit.) send a
short message
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Vocabulary Index (English-Chinese)
English
Characters
309
Pinyin
Part of
Speech
Lesson
sit
zuò
v
5
size
dàxi o
n
9
size
hào
n
9
sleep
shuì jiào
vo
4
slow
màn
adj
7
small; little
xi o
adj
4
so
su y
conj
4
so; such
zhème
pr
7
socks
wàzi
n
9
soda pop; soft drink
qìshu (r)
n
5
soldier; military officer
j nrén
n
2
some
y ude
pr
4
son
érzi
n
2
sorry
duìbuq
v
5
sound recording; record
lùy n
n/vo
7
Spanish language
X b nyáwén
pn
6
spend
hu
v
10
Sprite
Xu bì
pn
5
store; shop
sh ngdiàn
n
9
(structural particle)
de
p
7
student
xuésheng
n
1
study; learn
xué
v
7
study; learn
xuéxí
v
7
style
yàngzi
n
9
subway
dìti
n
10
suit (western-style)
x zhu ng
n
9
suitable
héshì
adj
9
(one’s ) surname is...; be surnamed;
xìng
v/n
1
máoy
n
9
T-xùsh n
n
9
x z o
vo
8
surname
sweater (woolen)
T
T-shirt
take a bath/shower
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T
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310
Vocabulary Index (English-Chinese)
English
Pinyin
Part of
Speech
Lesson
zuò diànch
vo
10
take a taxi
d ch
vo
10
take a taxi (in Taiwan)
zuò jìchéngch
vo
10
talk
shu huà
vo
7
taxi
ch z qìch
n
10
tea
chá
n
5
teach
ji o
v
7
teacher
l osh
n
1
Teacher Chang
Cháng l osh
pn
6
television
diànshì
n
4
tell
gàosu
v
8
textbook
kèb n
n
7
text of a lesson
kèwén
n
7
thank
xièxie
v
3
Thanksgiving
G n’ njié
pn
3
that
nà
pr
2
then
ránhòu
adv
10
there
nàr
pr
8
things; objects
d ngxi
n
9
this
zhè
pr
2
this year
j nnián
t
3
Thursday
x ngq sì
n
3
ticket
piào
n
10
time
shíji n
n
6
time (a point in); moment; time (a
shíhou
n
4
tired
lèi
adj
8
to; for
g i
prep
6
today
j nti n
t
3
together
yìq
adv
5
tomorrow
míngti n
t
3
too; also
y
adv
1
too; extremely
tài…le
take a cable car, trolley bus, or
Characters
tram
duration of)
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Vocabulary Index (English-Chinese)
English
Characters
Pinyin
Part of
Speech
Lesson
travel by
zuò
v
10
travel by train
zuò hu ch
vo
10
travel by ship; take a boat
zuò chuán
vo
10
troublesome
máfan
adj
10
try
shì
v
9
twelve
shí’èr
nu
3
two; a couple of
li ng
nu
2
understand
d ng
v
7
upper garment
shàngy
n
9
use
yòng
v
8
usually
píngcháng
adv
7
Valentine’s Day
Qíngrénjié
pn
3
very
h n
adv
3
very; rather
t ng
adv
9
Vietnam
Yuènán
pn
1
wait; wait for
d ng
v
6
walk
z u lù
vo
10
Wang Peng
Wáng Péng
pn
1
want
yào
v
5
want to; would like to; think
xi ng
mv
4
watch; look; read
kàn
v
4
water
shu
n
5
we
w men
pr
3
wear; put on
chu n
v
9
week
x ngq
n
3
weekend
zh umò
n
4
what
shénme
qpr
1
where
n li
pr
7
311
U
V
W
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312
Vocabulary Index (English-Chinese)
English
Characters
Pinyin
Part of
Speech
Lesson
where
n r
qpr
5
which
n /n i
qpr
6
who
shéi
qpr
2
why
wèishénme
qpr
3
will; be going to; want to, have a
yào
mv
6
windowshop
guàng ji
vo
4
winter vacation
hánjià
n
10
wish (well)
zhù
v
8
with
g n
prep
6
worker
g ngrén
n
2
write
xi
v
7
writing brush
máob
n
7
year (of age)
suì
n
3
yellow
huáng
adj
9
yesterday
zuóti n
t
4
you
n
pr
1
nín
pr
6
younger brother
dìdi
n
2
younger sister
mèimei
n
2
desire to
Y
you (honorific for
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)
3/29/2010 2:09:06 PM
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314
Vocabulary by Grammar Category and by Lesson
Vocabulary by Grammar Category
and by Lesson
Lesson &
Section
noun
measure word
pronoun
numeral
verb
modal verb
L1-1
L1-2
L2-1
L2-2
L3-1
L3-2
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315
Vocabulary by Grammar Category and by Lesson
adjective
Simp-1-1-IC3-281Backmatter.indd 315
adverb
preposition
conjunction
time word
particle
others
proper
noun
3/29/2010 2:09:11 PM
316
Vocabulary by Grammar Category and by Lesson
Lesson &
Section
noun
measure word
pronoun
numeral
verb
modal verb
L4-1
L4-2
L5-1
L5-2
L6-1
L6-2
L7-1
L7-2
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317
Vocabulary by Grammar Category and by Lesson
adjective
Simp-1-1-IC3-281Backmatter.indd 317
adverb
preposition
conjunction
time word
particle
others
proper
noun
3/29/2010 2:09:17 PM
318
Vocabulary by Grammar Category and by Lesson
Lesson &
Section
noun
measure word
pronoun
numeral
verb
modal verb
L8-1
L8-2
L9-1
L9-2
L10-1
L10-2
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319
Vocabulary by Grammar Category and by Lesson
adjective
Simp-1-1-IC3-281Backmatter.indd 319
adverb
preposition
conjunction
time word
particle
others
proper
noun
3/29/2010 2:09:23 PM
320
Alternate Characters (Texts in Simplified Form)
Alternate Characters
(Texts in Traditional Form)
Lesson 1
Dialogue I: Exchanging Greetings
Dialogue II: Asking about Someone’s Nationality
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Alternate Characters (Texts in Simplified Form)
321
Lesson 2
Dialogue I: Looking at a Family Photo
(Wang Peng is in Gao Wenzhong’s room and points to a picture on the wall.)
(They both walk toward the picture and then stand in front of it.)
Dialogue II: Asking about Someone’s Family
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322
Alternate Characters (Texts in Simplified Form)
Lesson 3
Dialogue I: Taking Someone Out to Eat on His/
Her Birthday
(Gao Wenzhong is talking to Bai Ying’ai.)
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Alternate Characters (Texts in Simplified Form)
323
Dialogue II: Inviting Someone to Dinner
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324
Alternate Characters (Texts in Simplified Form)
Lesson 4
Dialogue I: Talking about Hobbies
Dialogue II: Would You Like to Play Ball?
(Wang Peng is talking to Gao Wenzhong.)
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Alternate Characters (Texts in Simplified Form)
325
Lesson 5
Dialogue: Visiting a Friend’s Home
(The doorbell rings.)
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326
Alternate Characters (Texts in Simplified Form)
Narrative: At a Friend’s House
Lesson 6
Dialogue I: Calling One’s Teacher
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Alternate Characters (Texts in Simplified Form)
327
Dialogue II: Calling a Friend for Help
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328
Alternate Characters (Texts in Simplified Form)
Lesson 7
Dialogue I: How Did You Do on the Exam?
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Alternate Characters (Texts in Simplified Form)
329
Dialogue II: Preparing for a Chinese Class
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330
Alternate Characters (Texts in Simplified Form)
Lesson 8
A Diary: A Typical School Day
An Entry from Li You’s Diary
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331
Alternate Characters (Texts in Simplified Form)
A Letter: Talking about Studying Chinese
A Letter
(The teacher asked the students to write their friends a letter in Chinese as a homework assignment.
Here’s what Li You wrote to Gao Xiaoyin.)
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332
Alternate Characters (Texts in Simplified Form)
Lesson 9
Dialogue I: Shopping for Clothes
[Li You checks the size on the label and measures the pants against her legs.]
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333
Dialogue II: Exchanging Shoes
Lesson 10
Dialogue: Going Home for the Winter Vacation
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334
Alternate Characters (Texts in Simplified Form)
An Email: Thanking Someone for a Ride
Date:
From:
To:
Subject:
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Alternate Characters (Texts in Simplified Form)
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335
3/29/2010 2:09:58 PM
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