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Lesson One Greetings PART ONE: (DIALOGUE I: EXCHANGING GREETINGS) I. LISTENING COMPREHENSION Section One (Listen to the tape/CD for the textbook) [Note: Audio CDs now available from Cheng & Tsui (www.cheng-tsui.com)] A. Dialogue I (Multiple choice) [CD#1 Track#27 (CD 1.27)] ( d ) 1.What was the first thing that the man said to the woman? a. What’s your name? b. I’m Mr. Wang. c. Are you Miss Li? d. How do you do! ( b ) 2. What is the woman’s full name? a. Wang Peng b. Li You c. Xing Li d. Jiao Li You ( a ) 3. What is the man’s full name? a. Wang Peng b. Li You c. Xing Wang d. Jiao Wang Peng Section Two (Listen to the tape/CD for the workbook) (Multiple choice) A. Dialogue I [CD 4.20] 男﹕你好! 女﹕你好! ( c ) These two people are _________________. a. saying good-bye to each other b. asking each other’s name c. greeting each other d. asking each other’s nationality 14 Lesson 1: Greetings 15 B. Dialogue II [CD 4.21] 女﹕請問，您貴姓？ 男﹕我姓李。你呢？ 女﹕我也姓李，我叫李友。 ( d ) 1. The two speakers are most likely _____________. a. brother and sister b. father and daughter c. old friends reuniting d. strangers getting acquainted ( b ) 2. Who are these two people? They are _____________. a. Mr. Li and Miss You b. Mr. Li and Miss Li c. Mr. Wang and Miss You d. Mr. Wang and Miss Wang II. SPEAKING EXERCISES Section One (Answer the following questions in Chinese based on the dialogues) A. Dialogue I 1. How does Mr. Wang greet Miss Li in Chinese? 2. What is Miss Li’s reply? 3. How does Mr. Wang ask what Miss Li’s surname is? 4. What is Mr. Wang’s given name? 5. How does Mr. Wang ask what Miss Li’s given name is? 6. What is Miss Li’s given name? Section Two A. You meet a Chinese student on campus: 1. Greet him/her in Chinese. 2. Ask his/her name. 16 Integrated Chinese 1: Teacher’s Manual III. READING COMPREHENSION Section One A. Read the passage and answer the questions. 你好，先生。請問您貴姓？ Questions (True/False): ( T ) 1. The question is addressed to a man. ( F ) 2. The speaker is talking to his/her friend. ( F ) 3. The sentence occurs at the end of a conversation. ( T ) 4. We do not know the addressee’s family name. IV. WRITING & GRAMMAR EXERCISES Section One: Grammar Exercises A. Give the Chinese characters for the following sentences in pinyin. 1. Nín guì xìng? （ 您貴姓？ ） 2. Nǐ jiào shénme míngzi? （你叫什麼名字？） B. Rearrange the given Chinese words into a sentence, using the English sentence as a clue. 1. 叫 / 名字 / 你 / 請問 / 什麼 (May I ask what your name is?) （請問，你叫什麼名字？） C. Answer the following questions in Chinese. 1. 您貴姓？ 2. 你叫什麼名字？ Section Two: Translation Exercises Translate the following sentences using the Chinese words or phrases in parentheses . 1. May I ask what your surname is? (請問,貴姓)（請問，您貴姓？） 2. My surname is Li. My name is Li You. (我姓...,我叫...) （我姓李，我叫李友。） Section Three: Composition/writing exercises A. Write your Chinese name in characters if you have one. Lesson 1: Greetings 17 PART TWO: (DIALOGUE II: ASKING ONE’S STATUS) I. LISTENING COMPREHENSION Section One (Listen to the tape/CD for the textbook) [Note: Items are numbered consecutively in corresponding sections of Part One and Part Two.] B. Dialogue II (True/ False) [CD 1.29] [Please quote the key sentence from the dialogue to support your answer.] ( T ) 1. Miss Li is a student. ( F ) 2. Mr. Wang is a teacher. ( F ) 3. Mr. Wang is an American. ( F ) 4. Miss Li is a Chinese. Section Two (Listen to the tape/CD for the workbook) (Multiple choice) C. Dialogue III [CD 4.22] 男﹕你是美國人嗎？ 女﹕是，我是美國人。你呢？ 男﹕我不是美國人，我是中國人。 ( c ) Which of the following is true? a. Both the man and the woman are Chinese. b. Both the man and the woman are American. c. The man is Chinese and the woman is American. d. The man is American and the woman is Chinese. D. Dialogue IV [CD 4.23] 男﹕你是老師嗎？ 女﹕不，我不是老師，我是學生。你呢？ 男﹕我也是學生。 ( b ) Which of the following is true? a. Both the man and the woman are teachers. b. Both the man and the woman are students. c. The man is a teacher. The woman is a student. d. The man is a student. The woman is a teacher. 18 Integrated Chinese 1: Teacher’s Manual II. SPEAKING EXERCISES Section One (Answer the following questions in Chinese based on the dialogues) B. Dialogue II 1. How does Miss Li ask whether Mr. Wang is a teacher or not? 2. Is Mr. Wang a teacher? 3. Is Miss Li a teacher? 4. What is Mr. Wang’s nationality? 5. What is Miss Li’s nationality? Section Two B. You meet a middle-aged Chinese person on campus. Try to ask politely in Chinese whether he/she is a teacher. C. Introduce yourself in Chinese to a Chinese student. Tell him/her what your name is and whether you are a student. D. You just met a foreign student who can speak Chinese. 1. Ask him/her whether he/she is Chinese. 2. Tell him/her that you are American. Lesson 1: Greetings 19 III. READING COMPREHENSION Section One B. Read the passage and answer the questions. (True/False) 王小姐是中國學生。李先生是美國老師。 (T) 1. 王小姐姓王。 (F) 2. 王小姐是美國人。 (T) 3. 王小姐不是老師。 (T) 4. 李先生不是中國人。 (T) 5. 李先生是老師。 C. Match the questions on the left side with the appropriate replies on the right. Write down the letter in the parentheses. (E) 1. 你好! A. 是,我是老師。 (D) 2. 您貴姓？ B. 不,我是中國人。 (B) 3. 你是美國人嗎？ C. 我也是學生。 (A) 4. 你是老師嗎？ D. 我姓李。 (C) 5. 我是學生，你呢？ E. 你好! D. Based on your understanding of the passage below, fill out of the following form in English. Also answer the questions below. 王先生叫王中師。王中師是美國人，不是中國人。王中師是學 生，不是老師。李小姐叫李美生。李美生是中國老師，不是美 國學生。 Gender First name Nationality Occupation 王先生 (M Zhongshi American Student) 李小姐 (F Meisheng Chinese Teacher) Questions (Multiple-choice): ( D ) 1. If you are the man’s close friend, most often you would address him as _____. a) Wang Xiansheng b) Xiansheng Wang c) Wang d) Zhongshi ( A ) 2. If you are introduced to the woman for the first time, it will be most appropriate for you to address her as _________. a) Li Xiaojie b) Xiaojie Li c) Li Meisheng d) Meisheng 20 Integrated Chinese 1: Teacher’s Manual Section Two Chinese Business Cards Below are four real Chinese business cards. Circle all of the characters that you recognize, and underline the characters denoting family names. Lesson 1: Greetings 21 IV. WRITING & GRAMMAR EXERCISES Section One: Grammar Exercises A. Give the Chinese characters for the following sentences in pinyin. 1. Qǐng wèn, nǐ shì xuésheng ma? （請問，你是學生嗎？） 2. Wǒ shì Zhōngguórén. Nǐ ne? （我是中國人，你呢？） 3. Wǒ bú xìng Wáng, wǒ xìng Lǐ. （我不姓王，我姓李。） 4. Nín shì lǎoshī, wǒ shì xuésheng. （您是老師，我是學生。） 5. Nǐ shì Měiguórén, wǒ yě shì Měiguórén.（你是美國人，我也是美國人。) B. Rearrange the given Chinese words into a sentence, using the English sentence as a clue. 1. 姓 / 王 / 嗎 / 你 (Is your surname Wang?) （你姓王嗎？） 2. 嗎 / 是 / 你 / 學生 / 美國 (Are you an American student?) （你是美國學生嗎？） 3. 中國 / 是 / 人 / 我 / 不 (I am not Chinese.) （我不是中國人。） 4. 小姐 / 先生 / 美國人 / 美國人 / 王 / 李 / 也 / 是 / 是 (Miss Li is American. Mr. Wang is also American.) （李小姐是美國人，王先生也是美國人。） C. Answer the following questions in Chinese. 1.A:你是學生嗎？ B:(我是學生。) 2.A:李小姐是美國人。你呢？ B:(我也是美國人。) 3.A:王先生是中國學生。你呢？ B:(我不是中國學生。我是美國學生。) 22 Integrated Chinese 1: Teacher’s Manual D. Change the following statements into questions. Example: 我 是 學 生 。 ===> 你 是 學 生 嗎 ？ 1. 我是美國人。 (你是美國人嗎？) 2. 我姓李。 (您貴姓？) 3. 王老師是中國人。 (王老師是中國人嗎？) 4. 李小姐不是學生。 (李小姐是學生嗎？) 5. 我也是學生。 (我是學生。你呢？) E. In each group, use 也 to connect the two sentences into a compound sentence. Example:李友是學生。/王朋是學生。 ===>李友是學生，王朋也是學生。 1. 你是美國人。/我是美國人。 (===>你是美國人，我也是美國人。) 2. 李小姐不是中國人。/李先生不是中國人。 (===>李小姐不是中國人，李先生也不是中國人。) 3. 你不姓王。/我不姓王。 (===>你不姓王，我也不姓王。) 4. 王先生是老師。/李小姐是老師。 (===>王先生是老師，李小姐也是老師。) Lesson 1: Greetings 23 Section Two: Translation Translate the following sentences using the Chinese words or phrases in parentheses. 1. I am American. (是 ) （我是美國人。） 2. Are you Chinese? (是,嗎)（你是中國人嗎？） 3. I am a teacher. How about you? ( 呢 )（我是老師，你呢？） 4. A: I am an American student. Are you an American student, too? (也 ) （我是美國學生，你也是美國學生嗎？） B: No, I am a Chinese student. (不) （不，我是中國學生。） 5. Mr. Wang is not Chinese. Nor am I. (也不) (王先生不是中國人。我也不是[中國人]。) [Note: The following sentences contain supplementary vocabulary.] 6. May I ask if you are Japanese? （請問你是日本人嗎？） 7. Mr. Wang is English. Mrs. Wang is Chinese. （王先生是英國人。王太太是中國人。） 8. Mr. Li is not French. Mrs. Li is not French, either. （李先生不是法國人。李太太也不是法國人。） Section Three: Composition/writing exercises B. Without looking at the book, write as many characters as you can from Lesson One. .
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    Kathy Siyu Xue, Ph.D., MPH 120 Pine Bark Ln Athens, GA 30605 (706) 353-7609 [email protected]

    Kathy Siyu Xue, Ph.D., MPH 120 Pine Bark Ln Athens, GA 30605 (706) 353-7609 [email protected] EDUCATION Doctorate of Philosophy 2012-2017 Interdisciplinary Toxicology Program Athens, GA Department of Environmental Health Sciences University of Georgia Master of Public Health 2014-2017 University of Georgia Athens, GA Bachelor of Science 2008-2012 Cell and Molecular Biology Austin, TX University of Texas – Austin WORK EXPERIENCE 2017- present Postdoctoral Researcher, University of Georgia, Athens, GA. Mentor: Dr. Jia-Sheng Wang Jun. 2016 – Aug. 2016 Internship, United State Department of Agriculture Toxicology and Mycotoxin Research Unit, Athens, GA Site Supervisor: Dr. Kenneth Voss 2012-2017 Research Assistant, University of Georgia, Athens, GA. Advisor: Dr. Jia-Sheng Wang Aug.2013- Dec. 2013 Teaching Assistant, University of Georgia, Athens, GA. Taking roll, organizing student seminars, coordinating speakers Mar. 2012 – May 2012 Undergraduate Research Volunteer, Dr. Mueller Lab University of Texas – Austin, TX 2010 – 2012 Student Volunteer, Athens Regional Medical Center, Athens, GA 2010-2011 Student Research Assistant, University of Georgia – Athens, GA Dr. Jia-sheng Wang Lab Refill pipette tips, organize chemicals, shadowing research scientists. Additional work including culturing and toxicity testing for C elegans, assistance in oxidative damage biomarker analysis. 2004-2007 Student Volunteer, Texas Tech University – Lubbock, TX Dr. Jia-Sheng Wang Lab HONOR AND AWARDS 2017 Induction into Beta Chi Chapter of Delta Omega Honorary Society
  • I Want to Be More Hong Kong Than a Hongkonger”: Language Ideologies and the Portrayal of Mainland Chinese in Hong Kong Film During the Transition

    I Want to Be More Hong Kong Than a Hongkonger”: Language Ideologies and the Portrayal of Mainland Chinese in Hong Kong Film During the Transition

    Volume 6 Issue 1 2020 “I Want to be More Hong Kong Than a Hongkonger”: Language Ideologies and the Portrayal of Mainland Chinese in Hong Kong Film During the Transition Charlene Peishan Chan [email protected] ISSN: 2057-1720 doi: 10.2218/ls.v6i1.2020.4398 This paper is available at: http://journals.ed.ac.uk/lifespansstyles Hosted by The University of Edinburgh Journal Hosting Service: http://journals.ed.ac.uk/ “I Want to be More Hong Kong Than a Hongkonger”: Language Ideologies and the Portrayal of Mainland Chinese in Hong Kong Film During the Transition Charlene Peishan Chan The years leading up to the political handover of Hong Kong to Mainland China surfaced issues regarding national identification and intergroup relations. These issues manifested in Hong Kong films of the time in the form of film characters’ language ideologies. An analysis of six films reveals three themes: (1) the assumption of mutual intelligibility between Cantonese and Putonghua, (2) the importance of English towards one’s Hong Kong identity, and (3) the expectation that Mainland immigrants use Cantonese as their primary language of communication in Hong Kong. The recurrence of these findings indicates their prevalence amongst native Hongkongers, even in a post-handover context. 1 Introduction The handover of Hong Kong to the People’s Republic of China (PRC) in 1997 marked the end of 155 years of British colonial rule. Within this socio-political landscape came questions of identification and intergroup relations, both amongst native Hongkongers and Mainland Chinese (Tong et al. 1999, Brewer 1999). These manifest in the attitudes and ideologies that native Hongkongers have towards the three most widely used languages in Hong Kong: Cantonese, English, and Putonghua (a standard variety of Mandarin promoted in Mainland China by the Government).