Levels0art 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 978-0- 88727-638-5 (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.

UÊÊ, ÊÌi>V iÀÊÀiÜÕÀVià UÊʈ˜ŽÃÊ̜ʫÀiۈiÜÃÊ>˜`Ê`i“œÃ UÊÊ*>ÃÃܜÀ`‡«ÀœÌiVÌi`Ê>˜ÃÜiÀʎiÞà UÊÊ-Õ««i“i˜Ì>ÀÞÊÀi>`ˆ˜}à UÊÊ“>}iÊ}>iÀÞ UÊÊ-i˜Ìi˜ViÊ`ÀˆÃÊ

Online Workbooks eTextbooks Complete the exercises from Display these downloadable the printed workbooks versions of the printed using a dynamic, interactive textbooks on interactive platform. Includes instant whiteboards or your grading and intuitive course personal computer. Search, management. bookmark, highlight, and insert notes.

Textbook DVDs BuilderCards Watch the Integrated Reinforce and build Chinese story unfold with vocabulary using fl ashcards. live-action videos of the Features all essential textbook dialogues and vocabulary from Level 1. cultural segments for each lesson.

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 (ne) 3 The Verb (jiào) 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 (ma) 6 The Negative Adverb (bù) 7 The Adverb (y) Language Practice ...... 32 How About You? ...... 35 Culture Highlights ...... 36 Pronunciation Exercises ...... 38

Simp-1-1-IC3-1Frontmatter.indd iv 3/29/2010 1:32:36 PM 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 (yu) 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 (yu) in the Sense of “to Exist” 6 The Usage of (èr) and (ling) 7 The Adverb (du, 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

Simp-1-1-IC3-1Frontmatter.indd v 3/29/2010 1:32:40 PM vi Contents

3 Pronouns as Modifi ers and the Usage of the Particle (de) (II) 4 The Sentence Structure of (W qng n ch fàn) 5 Alternative Questions Language Practice ...... 78 Dialogue II: Inviting Someone to Dinner ...... 83 Language Notes ...... 83 Vocabulary ...... 85 Grammar ...... 86 6 Affi rmative + 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 Affi rmative + Negative (A-not-A) Questions (II) 3 The Conjunction (nà{me}, then, in that case) 4 (qù, to go) + Action 5 Questions with (ho ma) Language Practice ...... 107 Dialogue II: Would You Like to Play Ball? ...... 110 Language Notes ...... 110 Vocabulary ...... 111 Grammar ...... 112 6 The Modal Verb (xing, want to; would like to) 7 Verb+Object as a detachable compound Language Practice ...... 114 How About You? ...... 116 Culture Highlights ...... 117

Simp-1-1-IC3-1Frontmatter.indd vi 3/29/2010 1:32:42 PM 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} dinr) 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 (le) (I) 6 The Adverb (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 (gi) 2 The Modal Verb (yào, will; be going to) (I) 3 The Adverb (bié, don’t)

Simp-1-1-IC3-1Frontmatter.indd vii 3/29/2010 1:32:44 PM 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 (di, 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 (zhn, really) 3 The Adverb (jiù) (I) 4 Double Objects 5 Ordinal Numbers 6 (yu{yì}dinr, somewhat, rather; a little bit) Language Practice ...... 185 Dialogue II: Preparing for a Chinese Class ...... 188 Language Notes ...... 188 Vocabulary ...... 190 Grammar ...... 191 7 (znme, 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

Simp-1-1-IC3-1Frontmatter.indd viii 3/29/2010 1:32:45 PM Contents ix

Lesson 8: School Life 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 (yìbin… yìbin) 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…ywài, 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

Simp-1-1-IC3-1Frontmatter.indd ix 3/29/2010 1:32:47 PM x Contents

Language Practice ...... 235 Dialogue II: Exchanging Shoes ...... 239 Language Notes ...... 239 Vocabulary ...... 241 Grammar ...... 242 6 (gn/hé... {bù} yíyàng, {not the} same as ...) 7 (surán..., kshì/dànshì..., although…, yet…) 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 (xin…zài..., fi rst…, 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 (mi…du…, every) 6 (yào…le, soon) Language Practice ...... 268 How About You? ...... 269 Culture Highlights ...... 270 English Text ...... 272 Progress Checklist ...... 272

Simp-1-1-IC3-1Frontmatter.indd x 3/29/2010 1:32:49 PM Contents xi

That’s How the Chinese Say It! (Lesson 6–Lesson 10) 273

Indexes and Appendix 281

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

Simp-1-1-IC3-1Frontmatter.indd xi 3/29/2010 1:32:50 PM xii More Companions for Integrated Chinese

The Way of Chinese Characters Making Connections The Origins of 450 Enhance Your Listening Essential Words Comprehension in Chinese

By Jianhsin Wu, Illustrated by Chen By Madeline K. Spring Zheng, Chen Tian Improve listening skills using Learn characters through a everyday conversations. holistic approach.

Tales and Traditions Readings in Chinese Readings in Chinese Culture Series Literature Series By Qun Ao, Weijia Huang Compiled by Yun Xiao, et al. Increase reading and cultural Read level-appropriate excerpts proficiency with level-appropriate from the Chinese folk and essays about Chinese culture. literary canon.

Integrated Chinese BuilderCards Strive for a 5 Much More than Vocabulary AP* Chinese Practice Tests Flashcards By Weiman Xu, Han Qu, Sara Gu, By Song Jiang, Haidan Wang So Mui Chang, Lisha Kang Reinforce and build vocabulary Prepare for the AP exam with with flashcards. eight practice tests, tips, and more.

Cheng & Tsui Chinese Character Cheng & Tsui Chinese Dictionary Measure Word Dictionary A Guide to the 2000 Most A Chinese-English Frequently Used Characters 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 fi rst 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 fi eld 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: [email protected]).

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

Simp-1-1-IC3-1Frontmatter.indd xiii 3/29/2010 1:32:51 PM 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 fl exibility. Based on the reports from many teachers that they could not fi nish 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 Offi ce,” 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 fi nd 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 refl ect 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 fulfi llment of the learning objectives.

Simp-1-1-IC3-1Frontmatter.indd xiv 3/29/2010 1:32:51 PM Preface xv

It is our hope that these changes will enable students to learn Chinese in a more effi cient and pragmatic way and develop their language profi ciency 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 refl ecting 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 effi ciently 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 signifi cant 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

Simp-1-1-IC3-1Frontmatter.indd xv 3/29/2010 1:32:52 PM 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 benefi t 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-refl ective questions in Relate and Get Ready help students to refl ect 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.

Simp-1-1-IC3-1Frontmatter.indd xvi 3/29/2010 1:32:53 PM 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.

Simp-1-1-IC3-1Frontmatter.indd xvii 3/29/2010 1:33:00 PM 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-Refl ection: 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 fi ve 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.

Simp-1-1-IC3-1Frontmatter.indd xviii 3/29/2010 1:33:04 PM 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 (Zhngwén Tng Shu Dú Xi), reflects our belief that a healthy language program should be a well- balanced 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 oered. While we believe that students should learn to read all of the characters introduced in the lessons, we are aware that dierent Chinese programs have dierent 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.

Simp-1-1-IC3-1Frontmatter.indd xix 3/29/2010 1:33:08 PM 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 oers full text in simplified and traditional characters. The original Level 2 Textbook and Workbook, which were intended to be used by both traditional- and 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 diculty 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 dierent 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 dicult 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” (, shmiàny) with ease. The “written style” language is more formal and literal than the “spoken style” (, kuy); however, it is also widely used in news 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 oers two editions

Simp-1-1-IC3-1Frontmatter.indd xx 3/29/2010 1:33:10 PM Preface to the Second Edition xxi

of the Textbooks and the Workbooks, one using traditional characters and one using simplified characters, to meet dierent 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 oerings. 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 Jerey 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

Simp-1-1-IC3-1Frontmatter.indd xxi 3/29/2010 1:33:12 PM 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 Cídin ( ). 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, Jerey 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 [email protected], and accept our sincere thanks for your help.

Simp-1-1-IC3-1Frontmatter.indd xxii 3/29/2010 1:33:12 PM Simp-1-1-IC3-1Frontmatter.indd xxiii 3/29/2010 1:33:13 PM xxiv Scope and Sequence Scope and Sequence

Lessons Topics & Themes Sections & Contexts Learning Objectives & Functions

Introduction 1. Chinese Language and 1. Learn about the Chinese language Dialects 2. Become familiar with basic Chinese 2. Syllabic Structure and pronunciation Pronunciation of Modern 3. Know basic information about the Chinese Standard Chinese writing system 3. The Chinese Writing 4. Use common expressions in the classroom System and daily life 4. Useful Expressions Greetings 1. Exchanging Greetings 1. Exchange basic greetings 1 2. Asking about Someone’s 2. Request a person’s last name and full name, Nationality and provide your own 3. Determine whether someone is a teacher or a student 4. Ascertain someone’s nationality

Family 1. Looking at a Family 1. Employ basic kinship terms 2 Photo 2. Describe a family photo 2. Asking about Someone’s 3. Ask about someone’s profession Family 4. Say some common professions

Dates & Time 1. Taking Someone out to 1. Tell and speak about time and dates 3 Eat on His/Her Birthday 2. Talk about someone’s age and birthday 2. Inviting Someone to 3. Invite someone to dinner Dinner 4. Arrange a dinner date

Hobbies 1. Talking about Hobbies 1. Say and write the terms for basic personal 4 2. Would You Like to Play hobbies Ball? 2. Ask about someone’s hobbies 3. Ask friends out to see a movie 4. Set up plans for the weekend

Visiting Friends 1. Visiting a Friend’s Home 1. Welcome a visitor 5 2. At a Friend’s House 2. Introduce one person to another 3. Compliment someone on his/her house 4. Ask for beverages as a guest at someone else’s place 5. Offer beverages to a visitor 6. Briefl y describe a visit to a friend’s place

Simp-1-1-IC3-1Frontmatter.indd xxiv 3/29/2010 1:33:14 PM Scope and Sequence xxv

Forms & Accuracy Culture Highlights

1. The Verb (xìng) Chinese names 2. Questions Ending with (ne) 3. The Verb (jiào) 4. The Verb (shì) 5. Questions Ending with (ma) 6. The Negative Adverb (bù) 7. The Adverb (y)

1. The Particle (de) (I) Chinese kinship terms 2. Measure Words (I) Chinese education system 3. Question Pronouns 4. (yu) in the sense of "to Have" or "to Possess" 5. (yu) in the sense of “to Exist” 6. The Usage of (èr) and (ling) 7. The Adverb (du) 1. Numbers (0, 1–100) Chinese calendar 2. Dates and Time Chinese manner of counting age 3. Pronouns as Modifi ers and the Usage of the Particle Chinese food symbolizing longevity (de) (II) 4. The Sentence Structure of (W qng n ch fàn) 5. Alternative Questions 6. Affi rmative + Negative (A-not-A) Questions (I) 7. The Adverb (hái) 1. Word Order in Chinese Chinese way of “splitting” the check 2. Affi rmative + Negative (A-not-A) Questions (II) Chinese pastimes 3. The Conjuction (nà{me}) 4. (qù) + Action 5. Questions with (ho ma) 6. The Modal Verb (xing) 7. Verb+Object as a Detachable Compound

1. (yí xià) and (({yì} dinr) Moderating the Chinese civilities upon meeting for the fi rst time Tone of Voice Chinese tea 2. Adjectives as Predicates 3. The Preposition (zài) 4. The Particle (ba) 5. The Particle (le) (I) 6. The Adverb (cái)

Simp-1-1-IC3-1Frontmatter.indd xxv 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!

Making 1. Calling One’s Teacher 1. Answer a phone call and initiate a phone 6 Appointments 2. Calling a Friend for Help conversation 2. Set up an appointment with a teacher on the phone 3. Ask for a favor 4. Ask someone to return your call

Studying 1. How Did You Do on the 1. Comment on one’s performance on an exam 7 Chinese Exam? 2. Comment on one’s character writing 2. Preparing for a Chinese 3. Talk about one’s experience in learning Class Chinese vocabulary and grammar 4. Talk about one’s study habits 5. Remark on typical scenes from one’s language class

School Life 1. A Diary: A Typical School 1. Describe the routine of a student’s life on 8 Day campus 2. A Letter: Talking about 2. Write a simple diary entry Studying Chinese 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

Shopping 1. Shopping for Clothes 1. Speak about the color, size, and price of a 9 2. Exchanging Shoes 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 Transportation 1. Going Home for the 1. Comment about several means of 10 Winter Vacation transportation 2. An Email: Thanking 2. Explain how to travel from one station to Someone for a Ride another 3. Describe a traffi c route 4. Express your gratitude after receiving a personal favor 5. Offer New Year’s wishes

Simp-1-1-IC3-1Frontmatter.indd xxvi 3/29/2010 1:33:22 PM Scope and Sequence xxvii

Forms & Accuracy Culture Highlights

1. (suàn le) 2. (shéi ya) 3. (shì ma)

1. The Preposition (gi) Chinese phone etiquette 2. The Modal Verb (yào) (I) Chinese phone numbers 3. The Adverb (bié) Chinese names for the Chinese language 4. Time Expressions 5. The Modal Verb (di) 6. Directional Complements (I) 1. Descriptive Complements (I) Chinese characters 2. The Adverbs (tài) and (zhn) Chinese character writing 3. The Adverb (jiù) (I) Chinese writing brushes and other stationery 4. Double Objects 5. Ordinal Numbers 6. (yu{yì}dinr) 7. (znme) in Questions 8. The (de) Structure (I) 9. The Use of Nouns and Pronouns in Continuous Discourse 1. The Position of Time-When Expressions Chinese letter format 2. The Adverb (jiù) (II) Chinese school year 3. (yìbin...yìbin...) 4. Series of Verbs/Verb Phrases 5. The Particle (le) (II) 6. The Particle (de) (III) 7. The Adverb (zhèngzài) 8. (chúle...ywài, hái…) 9. (néng) and (huì) (I) Compared 10. The Adverb (jiù) (III) 1. The Modal Verb (yào) (II) Chinese salesclerks and waiters 2. Measure Words (II) Chinese formal attire 3. The (de) structure (II) 4. (du) Used Interrogatively 5. Amounts of Money 6. (gn/hé... {bù} yíyàng) 7. (surán..., kshì/dànshì...)

1. Topic-Comment Sentences Chinese taxi drivers 2. (huòzh) and (háishi) Chinese public transportation 3. (xin) (zài) Chinese New Year 4. (háishi) (ba) 5. (mi) (du) 6. (yào) (le)

Simp-1-1-IC3-1Frontmatter.indd xxvii 3/29/2010 1:33:27 PM xxviii Scope and Sequence

Lessons Topics & Themes Sections & Contexts Learning Objectives & Functions

That’s How the Chinese 1. Review functional expressions from Say It! Lessons 6–10

Indexes and Appendix 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)

Simp-1-1-IC3-1Frontmatter.indd xxviii 3/29/2010 1:33:31 PM Scope and Sequence xxix

Forms & Accuracy Culture Highlights

1. (wéi) 2. (méi wèntí) 3.Expressing and Acknowledging Gratitude 4.(nli, nli) or (shì ma) 5.(Jiù shì t ba/ Jiù shì t le) 6. (zhù)

Simp-1-1-IC3-1Frontmatter.indd xxix 3/29/2010 1:33:33 PM xxx Abbreviations of Grammatical Terms

Abbreviations of Grammatical Terms

adj adjective adv adverb conj conjunction interj interjection m measure word mv modal verb n noun nu numeral p particle pn proper noun pr pronoun prefi x prefi x prep preposition qp question particle qpr question pronoun t time word v verb vc verb plus complement vo verb plus object

Simp-1-1-IC3-1Frontmatter.indd xxx 3/29/2010 1:33:36 PM Cast of Characters xxxi

Cast of Characters

Wang Peng: Li You: A Chinese freshman Amy Lee, an American from Beijing. He has student from New York quickly adapted to State. She and Wang American college life Peng meet each other and likes to play and on the fi rst day of classes watch sports. and soon become good friends.

Gao Wenzhong: Gao Xiaoyin: Jenny Gore, Winston’s Winston Gore, an older sister. She has English student. His already graduated from parents work in the college, and is now a United States. He says school librarian. he enjoys singing and dancing. He is also a big fan of Chinese cooking. He has a secret crush on Bai Ying’ai.

Bai Ying’ai: Chang laoshi: Baek Yeung Ae, a (Chang Xiaoliang) friendly outgoing Originally from China, Korean student from in her forties. Chang Seoul. She fi nds Wang laoshi has been teaching Peng very “cool” and Chinese in the United very “cute”. States for ten years.

Simp-1-1-IC3-1Frontmatter.indd xxxi 3/29/2010 1:33:37 PM Simp-1-1-IC3-1Frontmatter.indd xxxii 3/29/2010 1:33:45 PM 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 codifi ed from the modern Chinese literary canon, while its pronunciation is based on the speech of Beijing. China offi cially 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 fi nal 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: tone syllable = (initial) fi nal

In this book, Chinese sounds are represented by Hanyu Pinyin—shortened to Pinyin. The Pinyin system uses twenty-fi ve 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 fi ner 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 fi nals 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.

Simp-1-1-IC3-1Frontmatter.indd 1 3/29/2010 1:33:47 PM 2 Integrated Chinese • Level 1 Part 1 • Textbook

e is an unrounded semi-high back vowel. It may be helpful to fi rst 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, fi rst 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. b p m f 4. j q x 2. d t n l 5. z c s 3. g k h 6. zh ch 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 fi nals a, o, i, and u and the compound fi nals that start with a, o, i, or u can be combined with b, p, and m; only the simple fi nals a, o, and u and the compound fi nals 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 mu fu bo po mo fo fu mu pu bu

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.

Simp-1-1-IC3-1Frontmatter.indd 2 3/29/2010 1:33:50 PM Introduction 3

Only the simple fi nals a, i, e, and u and the compound fi nals 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 fi nals 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 fi nals a, e, and u and the compound fi nals that start with a, e, or u can be combined with g, k, and h.

Practice:

B.3.A B.3.B g vs. k gu ge ga gu ku ge ke ku ke ka hu he ha B.3.C g vs. h B.3.D k vs. h gu hu ge he ke he ku hu B.3.E g, k, h gu ku hu he ke ge

B.4: j, q, x To make the j sound, fi rst raise the fl at 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, fi rst raise the fl at 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.

Simp-1-1-IC3-1Frontmatter.indd 3 3/29/2010 1:33:51 PM 4 Integrated Chinese • Level 1 Part 1 • Textbook

The fi nals that can be combined with j, q and x are limited to i and ü and the compound fi nals which start with i or ü. When j, q and x are combined with ü or a compound fi nal starting with ü, the umlaut is omitted and the ü appears as u.

Practice:

B.4.A B.4.B j vs. q ji ju ji qi ju qu qi qu xi xu B.4.C q vs. x B.4.D j vs. x qi xi qu xu ji xi ju xu B.4.E j, q, x ji qi xi ju qu 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 fi nals 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

Simp-1-1-IC3-1Frontmatter.indd 4 3/29/2010 1:33:52 PM Introduction 5

B.6 zh, ch, sh. r To make the zh sound, fi rst 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 fi rst 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 fi nals that can be combined with zh, ch, sh, r are a, e, u and the back apical vowel i, as well as the compound fi nals 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 sha zha shu zhu cha chu che chi sha shu she shi ru re ri B.6.C zh vs. ch B.6.D ch vs. sh zha cha zhu chu chu shu sha cha B.6.E zh, ch, sh B.6.F sh vs. r shi zhi chi shi shu ru shi ri she zhe che she B.6.G r vs. l B.6.H sh, r, l lu ru li ri she re le re B.6.I zh, ch, r B.6.J zh, ch, sh, r zhe re che re sha cha zha shu zhu chu ru zhi chi shi ri che zhe she re

A Reference Chart for Initials UNASPIRATED ASPIRATED NASALS FRICATIVES VOICED STOPS STOPS CONTINUANTS Labials b p m f w* Alveolars d t n l Dental sibilants z c s Retrofl exes 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.

Simp-1-1-IC3-1Frontmatter.indd 5 3/29/2010 1:33:52 PM 6 Integrated Chinese • Level 1 Part 1 • Textbook

C. Compound Finals: 1. ai ei ao ou 2. an en ang eng ong 3. ia iao ie iu* ian in iang ing iong 4. ua uo uai ui** uan un*** uang ueng 5. üe üan ün 6. er * The main vowel o is omitted in the spelling of the fi nal 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 fi nal 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 fi nals 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 fi nal, 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 gge, 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 fng’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 C.2.B en vs. eng tan tang chan chang sen seng shen sheng zan zhang gan gang zhen zheng fen feng

Simp-1-1-IC3-1Frontmatter.indd 6 3/29/2010 1:33:52 PM Introduction 7

C.2.C 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 you yong 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 zhang jiang shang xiang chang qiang ang yang

C.4: ua uo uai ui uan un uang C.4.A ua vs. uai C.4.B uan vs. uang shua shuai wa wai shuan shuang chuan chuang zhuan zhuang wan wang C.4.C un vs. uan C.4.D uo vs. ou dun duan kun kuan duo dou zhuo zhou zhun zhuan wen wan suo sou wo ou C.4.E ui vs. un tui tun zhui zhun dui dun wei wen

C.5: üe üan ün C.5.A ün vs. un C.5.B üan vs. uan jun zhun yun wen xuan shuan juan zhuan quan chuan yuan wan C.5.C üe yue que jue

C.6: er ger* * Due to the lack of words with fi rst 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.

Simp-1-1-IC3-1Frontmatter.indd 7 3/29/2010 1:33:53 PM 8 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 fi rst tone, the second tone, the third tone, and the fourth tone. The fi rst 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 (qngshng) 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 briefl y and softly, and its pitch value is determined by the stressed syllable immediately before it. A neutral tone following a fi rst tone syllable, as in mma (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 identifi ed 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

Simp-1-1-IC3-1Frontmatter.indd 8 3/29/2010 1:33:54 PM Introduction 9

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

D.1 Practice II: Bisyllabic Words

2.a 1st+1st: chz tch chf

2.b 1st+2nd: chtú xqí chxí

2.c 1st+3rd: shch gq chbn

2.d 1st+4th: chsè hshì 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: zzh zhj lk

2.j 3rd+2nd: pjí zhxí chfá

2.k 3rd+4th: lkè glì tzhì

Simp-1-1-IC3-1Frontmatter.indd 9 3/29/2010 1:33:56 PM 10 Integrated Chinese • Level 1 Part 1 • Textbook

2.l 4th+1st: zìs qìch lsh

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

3.a érzi érqi

3.b rduo mù’r

3.c shí’èr èrshí

D.2: Tone Sandhi If two third tone syllables are spoken in succession, the fi rst third tone becomes second tone. This tone change is known as tone sandhi in linguistics. For instance,

xl m xíl (baptism) chr m chír (shame) qsh 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 fi rst 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

chl m chúl gp m gúp bn m bín jzh m júzh zn m zín zhsh m zhísh

D.3: Neutral Tone The neutral tone occurs in unstressed syllables. It is unmarked. For instance,

chzi (car) mma (mom) chúzi (cook)

shshu (uncle) lzi (plum) shìzi (persimmon)

D.3 Practice

1. mma gge shfu chqu

2. dízi bóbo bízi chúle

3. lzi qzi dzi fshang

4. bàba dìdi kèqi kùzi

Simp-1-1-IC3-1Frontmatter.indd 10 3/29/2010 1:33:56 PM Introduction 11

E. Combination Exercises I.

shnxinsn cháng qiáng cáng zh j z lüè nüè yuè kè lè rè

II.

Zhngguó xngq lsh zhàopiàn zàijiàn tóngxué xhuan diànshì ynyuè klè ynlèi shàngw cèsu chntin xiàw bànyè gngkè kish rìjì cntng zuìjìn xwàng ysheng chz zhumò gunxi dòufu jiéhn liúxué n’ér shénme surán wngqiú xzo niánjí yóuyng

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:

rén person

shn mountain rì sun yuè moon mù tree

Simp-1-1-IC3-1Frontmatter.indd 11 3/29/2010 1:33:57 PM 12 Integrated Chinese • Level 1 Part 1 • Textbook

2. zhshì self-explanatory characters

EXAMPLES: shàng above xià below

3. huìyì associative compounds

EXAMPLES: míng bright

xi rest

4. xíngshng pictophonetic characters (with one element indicating meaning and the other sound)

EXAMPLES:

5. zhnzhù mutually explanatory characters

EXAMPLES:

6. jijiè 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 fi fty 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” ( bùshu). The 214 "Kangxi radicals" have been the standard set of radicals since the publication of the great Kangxi Dictionary (, Kngx Zìdin) in 1716, although some contemporary dictionaries, which treat simplifi ed characters as primary forms, have reduced that number to 189. By knowing the radicals and other basic components well, you will fi nd 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.

Simp-1-1-IC3-1Frontmatter.indd 12 3/29/2010 1:33:59 PM Introduction 13

Chinese radical Pinyin English Examples rén person 1. do knife 2. lì power 3. yòu right hand; again 4. ku mouth 5. wéi enclose 6. t earth 7. x sunset 8. dà big 9. n woman 10. z son 11. cùn inch 12. xio small 13. gng labor; work 14. yo tiny; small 15. gng bow 16. xn heart 17. g dagger-axe 18. shu hand 19. rì sun 20. yuè moon 21. mù wood 22. shu water 23. hu fi re 24.

Simp-1-1-IC3-1Frontmatter.indd 13 3/29/2010 1:34:01 PM 14 Integrated Chinese • Level 1 Part 1 • Textbook

tián fi eld 25. mù eye 26. shì show 27. mì fi ne silk 28. r ear 29. y clothing 30. yán speech 31. bèi cowrie shell 32. zu walk 33. zú foot 34. jn gold 35. mén door 36. zhu short-tailed bird 37. y rain 38. shí eat 39. m horse 40. (** = used as radical only, not as a character by itself)

Two Chinese radical charts.

Simp-1-1-IC3-1Frontmatter.indd 14 3/29/2010 1:34:03 PM Introduction 15

C. Basic Strokes The following is a list of basic strokes:

Basic stroke Chinese Pinyin English Examples din dot 1. héng horizontal 2. shù vertical 3. pi downward left 4. nà downward right 5.

6. tí upward hénggu horizontal hook 7. shùgu vertical hook 8. xiégu slanted hook 9.

héngzhé horizontal bend 10. 11. shùzhé vertical bend

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 fi nd 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.

Simp-1-1-IC3-1Frontmatter.indd 15 3/29/2010 1:34:09 PM 16 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 ho! How are you? How do you do? 2. Losh ho! How are you, teacher? 3. Shàng kè. Let’s begin the class. 4. Xià kè. The class is over. 5. D ki sh. Open the book. 6. W shu, nmen tng. I’ll speak, you listen. 7. Kàn hibn. Look at the blackboard. 8. Duì bu duì? Is it right? 9. Duì! Right! Correct! 10. Hn ho! Very good! 11. Qng gn w shu. Please repeat after me. 12. Zài shu yí biàn. Say it again. 13. Dng bu dng? Do you understand? 14. Dng 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. Qng wèn... Excuse me...; May I ask... 3. Xièxie! Thanks! 4. Zhè shì shénme? What is this? 5. W bù dng. I don’t understand. 6. Qng zài shu yí biàn. Please say it one more time. 7. “…” Zhngwén znme shu? How do you say “…” in Chinese? 8. “…” shì shénme yìsi? What does “…” mean? 9. Qng n gi w... Please give me... 10. Qng n gàosu w... Please tell me...

Simp-1-1-IC3-1Frontmatter.indd 16 3/29/2010 1:34:11 PM 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. sn three 4. sì four 5. w fi ve 6. liù six 7. q seven 8. b eight 9. ji nine 10. shí ten

Do you know the names of the strokes below? Can you write them properly?

A B

C D E

Simp-1-1-IC3-1Frontmatter.indd 17 3/29/2010 1:34:11 PM Simp-1-1-IC3-1Frontmatter.indd 18 3/29/2010 1:34:12 PM LESSON 1 Greetings Dì y kè Wèn ho

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 fi rst time? 2. Do people say their given name or family name fi rst? 3. How do acquaintances or close friends address each other?

Simp-1-1-IC3-19Lesson 1.indd 19 3/29/2010 1:37:04 PM 20 Integrated Chinese • Level 1 Part 1 • Textbook

Dialogue I: Exchanging Greetings

LANGUAGE NOTES (N ho!) is a common form of greeting. It can be used to address strangers upon fi rst introduction or between old acquaintances. To respond, simply repeat the same greeting. (qng 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 honorifi c form, (nín), if you wish to be more polite and respectful. See Lesson 6, Dialogue I, Language Note 1. (xioji) is a word with two third tone syllables. The tone sandhi rule applies, thus making the fi rst third tone (xio) a second tone. The second syllable (ji) can also be pronounced in the neutral tone.

Simp-1-1-IC3-19Lesson 1.indd 20 3/29/2010 1:37:09 PM Lesson 1 • Greetings 21

N ho!

N ho !

Qng wèn, n guì xìng?

W xìng L. N ne?

W xìng Wáng. L xioji, n jiàoshénme míngzi?

W jiào L Yu. Wáng xinsheng, n jiào shénme míngzi?

W jiào Wáng Péng.

VOCABULARY

1. n pr you

2. ho adj fi ne; good; nice; O.K.; it’s settled

3. qng 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.]

7. w pr I; me

8. ne qp (question particle) [See Grammar 2.]

9. xioji n Miss; young lady

10. jiào v to be called; to call [See Grammar 3.]

11. shénme qpr what

Simp-1-1-IC3-19Lesson 1.indd 21 3/29/2010 1:37:14 PM 22 Integrated Chinese • Level 1 Part 1 • Textbook

VOCABULARY

12. míngzi n name

13. xinsheng n Mr.; husband; teacher

Proper Nouns

14. L Yu (a personal name)

l (a surname); plum

15. 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 (bù). [See Grammar 6.]

Simp-1-1-IC3-19Lesson 1.indd 22 3/29/2010 1:37:16 PM 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: *W bú xìng.

However, when (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 honorifi c 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 (N guì xìng) by saying

(Min guì xìng Wáng), (Min 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: Qng wèn, n guì xìng? (What’s your family name, please?)

Simp-1-1-IC3-19Lesson 1.indd 23 3/29/2010 1:37:19 PM 24 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 (jiào)

The verb (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 Shng ma? (Is your name Li Sheng?)

Simp-1-1-IC3-19Lesson 1.indd 24 3/29/2010 1:37:21 PM Lesson 1 • Greetings 25

B:

W bú jiào L Shng. (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 ho!

B: B: .

A: A: Qng wèn, n guì xìng?

B: B: W xìng .

N ne?

A: A: W xìng ,

w jiào ,

n jiào shénme míngzi?

B: B: W jiào .

Simp-1-1-IC3-19Lesson 1.indd 25 3/29/2010 1:37:24 PM 26 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 ho!

B: B: .

A: A: W xìng ,

qng wèn, n guì xìng?

B: B: .

A: A: ,

n jiào shénme míngzi?

B: B: W jiào .

Simp-1-1-IC3-19Lesson 1.indd 26 3/29/2010 1:37:25 PM Lesson 1 • Greetings 27

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, changes to 2nd tone, as in (bú shì).

Simp-1-1-IC3-19Lesson 1.indd 27 3/29/2010 1:37:28 PM 28 Integrated Chinese • Level 1 Part 1 • Textbook

Wáng xinsheng, n shì losh ma?

W bú shì losh, w shì xuésheng. L Yu, n ne?

W y shì xuésheng. N shì Zhngguó rén ma?

Shì, w shì Bijng rén. N shì Miguó rén ma?

Shì, w shì Niyu rén.

VOCABULARY

1. shì v to be [See Grammar 4.]

2. losh 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. Zhngguó China

9. Bijng Beijing

10. Miguó America

11. Niyu New York

Simp-1-1-IC3-19Lesson 1.indd 28 3/29/2010 1:37:34 PM Lesson 1 • Greetings 29 Grammar

4. The Verb (shì)

In Chinese, (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 losh ma? (Are you a teacher?)

B: W shì losh. (I am a teacher.)

L Yu shì xuésheng. (Li You is a student.)

(shì) is usually negated with (bù). [See also Grammar 6 below.]

Wáng Péng bú shì Miguó rén. (Wang Peng is not American.)

5. Questions Ending with (ma)

When (ma) is added to the end of a declarative statement, that statement is turned into

a question. To answer the question in the affi rmative, drop the (ma) from the end of the

question; to answer the question in the negative, drop the (ma), and insert a negative

adverb— usually (bù)—before the verb. [See also Grammar 6 below.]

Simp-1-1-IC3-19Lesson 1.indd 29 3/29/2010 1:37:41 PM 30 Integrated Chinese • Level 1 Part 1 • Textbook

Question: N shì losh ma? (Are you a teacher?)

Affi rmative answer: W shì losh. (I am a teacher.)

Negative answer: W bú shì losh. (I am not a teacher.)

Question: N xìng Wáng ma? (Is your family name Wang?)

Affi rmative:

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?

Simp-1-1-IC3-19Lesson 1.indd 30 3/29/2010 1:37:44 PM Lesson 1 • Greetings 31

6. The Negative Adverb (bù)

In Chinese there are two main negative adverbs. One of the two, (bù), occurs in this lesson.

W bú shì Bijng rén. (I am not from Beijing.)

L Yu bú shì Zhngguó rén. (Li You is not Chinese.)

Losh bú xìng Wáng. (The teacher’s surname is not Wang.)

W bú jiào L Zhng. (My name is not Li Zhong.)

7. The Adverb (y)

The adverb (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 Yu y shì xuésheng. (Wang Peng is a student. Li You is a student, too.)

Simp-1-1-IC3-19Lesson 1.indd 31 3/29/2010 1:37:47 PM 32 Integrated Chinese • Level 1 Part 1 • Textbook N shì Zhngguó rén, w y shì Zhngguó rén. (You are Chinese. I am Chinese, too.)

(3a)*

N shì Zhngguó rén, *w shì Zhngguó rén y.

(3b)* N shì Zhngguó rén, *y w shì Zhngguó rén.

When the adverb (y) is used together with the negative adverb (bù), (y) is placed

before (bù), e.g.

Wáng Péng bú shì losh, L Yu y bú shì losh. (Wang Peng is not a teacher. Li You is not a teacher, either.)

N bú shì Niyu rén, w y bú shì Niyu 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 Yu ◆ Miguó rén

◆ 2. 2. Wáng Péng ◆Zhngguó rén

Simp-1-1-IC3-19Lesson 1.indd 32 3/29/2010 1:37:56 PM Lesson 1 • Greetings 33

◆ 3. 3. L Yu ◆Miguó xuésheng

◆ 4. 4. Wáng Péng ◆ Bijng rén

◆ 5. 5. L Yu ◆ Niyu rén

◆ 6. 6. N ◆ xuésheng

D. (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 xioji jiào L Péng ma?

B: B: L xioji bú jiào L Péng.

1. 1. L Yu shì Zhngguó rén ma?

2. 2. N shì Wáng Péng ma?

3. 3. Wáng Péng shì Niyu rén ma?

4. 4. Wáng xinsheng jiào Wáng Yu ma?

5. 5. N jiào L Yu 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 Zhngguó rén,

n y shì Zhngguó rén ma?

2. 2. L Yu shì Niyu rén,

n y shì Niyu rén ma?

Simp-1-1-IC3-19Lesson 1.indd 33 3/29/2010 1:37:59 PM 34 Integrated Chinese • Level 1 Part 1 • Textbook

3. 3. Wáng Péng bú shì losh, n ne?

4. 4. L Yu bú shì Zhngguó 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 fi nd 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,

state, or city:(Miguó)/California/Boston (rén).

A: A: W shì Miguó rén, n ne?

B: B: ……

A: Kentucky (the state of your A: N shì Kentucky (the state of your

current residence) current residence) rén ma?

B: B: W shì … rén./

W bú shì… rén, w shì …rén.

A: (pick a city in your A: N shì (pick a city in your

respondent’s home state) respondent’s home state) rén ma?

B: (Louisville) B: W shì (Louisville) rén, n ne?

A: (Portland) A: W shì (Portland) rén.

Simp-1-1-IC3-19Lesson 1.indd 34 3/29/2010 1:38:01 PM Lesson 1 • Greetings 35

HOW ABOUT YOU?

Where are you from?

1. Yngguó pn Britain; England

2. Fguó pn France

3. Déguó pn Germany

4. Rìbn pn Japan

5. Hánguó pn South Korea

6. Ji’nádà pn Canada

7. Mòxg pn Mexico

8. Yìndù pn India

9. Yuènán pn Vietnam

10. Jizhu pn California

11. Xiàwiyí pn Hawaii

12. Shànghi pn Shanghai

If your country/state/city is not listed above, please ask your teacher and make a note here:

W shì rén.

Simp-1-1-IC3-19Lesson 1.indd 35 3/29/2010 1:38:03 PM 36 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

(Stú). The number of Chinese family names is fairly limited. According to the most recent census, the most common family names are

(L), (Wáng), (Zhng), (Liú), and (Chén). Family names precede offi cial titles or other forms of address:

(Wáng xinsheng, literally, Wang Mister), (L losh, literally, Li Teacher), etc. When addressing strangers, it is proper to say (xinsheng,

Mr.) or (xioji, Miss) following their family name.

Family names (xìng) are sometimes called (xìngshì). (xìng) were originally passed down along maternal lines. Indeed, some of the most ancient Chinese family

names such as (J), (Gu), (Sì), (Yáo), and

(Jing) as well as the character (xìng) contain the fe- These are the fi rst sixteen surnames listed in the Hundred Surnames. Do you recognize male radical, (n). Aristocratic men and women were born any of them?

with a (xìng). However, only aristocratic men would have

a (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,

(Bi 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. There are dictionaries to interpret the Hundred Surnames. This is the cover of one of those dictionaries.

Simp-1-1-IC3-19Lesson 1.indd 36 3/29/2010 1:38:07 PM Lesson 1 • Greetings 37

In Chinese, family names (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 fi rst time, it is polite to fi rst 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 fi nd 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 confi ned 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); (Cài); (Chén); (Go); (Huáng); (L); (Lín); (Liú); (Luó); (Máo); (Sh); (Wáng); (Wú); (Xiè); (Xú); (X); (Yáng); (Yáo); (Yè); (Zhng); (Zhèng); (Zhu)

Simp-1-1-IC3-19Lesson 1.indd 37 3/29/2010 1:38:19 PM 38 Integrated Chinese • Level 1 Part 1 • Textbook

Pronunciation Exercises

Practice the following initials:

b p d t

1. bo po d t

2. bn pn dí tí

3. bù pù duì tuì

4. b p dng tng

5. bng png dng tng

Practice the following initials:

j q z c

1. jio qio zi ci

2. jng qng zo co

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. shn sn xn

4. shng sng xng

Simp-1-1-IC3-19Lesson 1.indd 38 3/29/2010 1:38:22 PM Lesson 1 • Greetings 39

Practice the following tones: 1. tintin 2. jnnián 3. jngl 4. shngqì

5. xngq 6. fdá 7. fzhn 8. shngdiào

Practice the following tone combinations: 1. n ho 2. L Yu 3. loh 4. zhnln

5. ho du 6. n lái 7. ho sh 8. qng wèn

Practice the following syllables in neutral tones: 1. xinsheng 2. míngzi 3. xiáojie 4. shénme

5. w de 6. n de 7. t de 8. shéi de

Simp-1-1-IC3-19Lesson 1.indd 39 3/29/2010 1:38:24 PM 40 Integrated Chinese • Level 1 Part 1 • Textbook

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: I’m not a teacher, I’m a student. Li You, how about you? Li You: I’m a student, too. Are you Chinese? Wang Peng: Yes, I’m from Beijing (lit. I’m a Beijing-er). Are you American? Li You: 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 diffi cult.

Simp-1-1-IC3-19Lesson 1.indd 40 3/29/2010 1:38:25 PM LESSON 2 Family Dì èr kè Jitíng

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 fi rst when talking about family members? 5. Is it culturally appropriate to ask about people’s professions upon fi rst meeting them?

Simp-1-1-IC3-41Lesson 2.indd 41 3/29/2010 1:45:25 PM 42 Integrated Chinese • Level 1 Part 1 • Textbook

Dialogue I: Looking at a Family Photo

LANGUAGE NOTES (Wang Peng is in Gao Wenzhong’s room and points to a picture on the wall.) In colloquial Chinese, can also zhèi be pronounced as 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.)

Simp-1-1-IC3-41Lesson 2.indd 42 3/29/2010 1:45:31 PM Lesson 2 • Family 43

“Son” in Chinese is (érzi), and (érzi, son) cannot be 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 with (n háizi, girl). on the wall.)

Go Wénzhng, nà shì n de zhàopiàn ma? (They both walk toward the picture and then stand in front of it.)

Shì. Zhè shì w bàba, zhè shì w mma.

Zhège n háizi shì shéi?

T shì w jijie.

Zhè ge nán háizi shì n dìdi ma?

Bú shì, t shì w dàg de érzi.

N dàg yu n’ér ma?

T méiyu 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. mma n mother, mom

7. gè/ge m (measure word for many common everyday objects) [See Grammar 2.]

8. n adj female

Simp-1-1-IC3-41Lesson 2.indd 43 3/29/2010 1:45:39 PM 44 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. jijie 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. yu v to have; to exist [See Grammar 4.]

19. n’ér n daughter

20. méi adv not

Proper Noun

21. Go Wénzhng (a personal name)

go (a surname) tall; high

The picture on the wall in Gao Wenzhong’s room.

Simp-1-1-IC3-41Lesson 2.indd 44 3/29/2010 1:45:43 PM 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: (losh 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(Wáng Péng de mma, Wang Peng’s mother)

but(w mma, 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 losh (a teacher)

Simp-1-1-IC3-41Lesson 2.indd 45 3/29/2010 1:45:47 PM 46 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 (shéi, who), (shénme, what), (n/ni, which) [See

Lesson 6], (nr, where) [See Lesson 5], (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 Yu. (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 fi nd out who Li You is:

(1a)

Shéi shì L Yu? (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 Yu) in (1) with (shéi) to form a question if he or she wishes to fi nd 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 (L Yu).

Simp-1-1-IC3-41Lesson 2.indd 46 3/29/2010 1:45:50 PM Lesson 2 • Family 47

MORE EXAMPLES:

A: Shéi shì losh? (Who is a teacher?)

B: L xinsheng shì losh. (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 yu jijie? (Who has older sisters?)

B:

Go Wénzhng yu jijie. (Gao Wenzhong has an older sister.)

4. (yu) in the Sense of “to Have” or “to Possess”

(yu) is always negated with (méi) instead of (bù).

EXAMPLES:

A: Wáng xinsheng yu dìdi ma? (Does Mr. Wang have a younger brother?)

Simp-1-1-IC3-41Lesson 2.indd 47 3/29/2010 1:45:51 PM 48 Integrated Chinese • Level 1 Part 1 • Textbook

B: Wáng xinsheng méiyu dìdi. (Mr. Wang doesn’t have any younger brothers.)

A: W yu sn ge jijie, n ne? (I have three older sisters. How about you?)

B: W méiyu jijie. (I don’t have any older sisters.)

Language Practice

A. (shéi, who)

Look at the pictures, and work with a partner to fi nd 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. (yu/méiyu, have/do not have)

Ask and answer the following questions based on the text of Lesson 2 and your own situation.

EXAMPLE:

◆ Go dàg ◆ n’ér

Simp-1-1-IC3-41Lesson 2.indd 48 3/29/2010 1:45:55 PM Lesson 2 • Family 49

A: A: Go dàg yu n’ér ma?

B: B: Méiyu, t méiyu n’ér.

◆ 1. 1. Go Wénzhng ◆ jijie

◆ 2. 2. Go dàg ◆ érzi

◆ 3. 4. N ◆ jijie

◆ 4. 5. N ◆ dìdi

◆ 5. 6. N de losh ◆ 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 mma, …

Simp-1-1-IC3-41Lesson 2.indd 49 3/29/2010 1:45:58 PM 50 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 yu sì ku rén; There are four people in my family), and one can also point to his or her house and say(Zhè shì w ji; This is my home). (ku) 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.

Simp-1-1-IC3-41Lesson 2.indd 50 3/29/2010 1:46:01 PM Lesson 2 • Family 51

The numeral (y, one) is pronounced in the fi rst 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 second tone: (yí gè). (b) Before a fi rst-, second- or third-tone syllable, it is pronounced in the fourth tone, Bài Yng’ài, n ji yu j ku rén? e.g., (yì zhng, a sheet), (yì pán, one plate), (yì bn, one volume). W ji yu liù ku rén. W bàba, w mma, yí ge

gge, ling ge mèimei hé w. L Yu, n ji Unlike and, (hé) cannot link two clauses or two sentences: yu j ku rén? (W W ji yu w ku rén: bàba, mma, dàji, èrji hé bàba shì losh, *hé w mma shì ysheng). w. N bàba mma zuò shénme gngzuò? The pause mark, or series comma, is W bàba shì lsh, mma shì Yngwén losh, gge, often used to link two, three or even more parallel words or phrases, e.g., mèimei du shì dàxuéshng. (bàba, W mma y shì losh, w bàba shì yshng. mma, ling 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. ku m (measure word for number of family members)

4. gge n older brother

5. ling nu two; a couple of [See Grammar 6.]

Simp-1-1-IC3-41Lesson 2.indd 51 3/29/2010 1:46:06 PM 52 Integrated Chinese • Level 1 Part 1 • Textbook

VOCABULARY

6. mèimei n younger sister

7. hé conj and

8. dàji n eldest sister

9. èrji n second oldest sister

10. zuò v to do

11. gngzuò n/v job; to work

12. lsh n lawyer

13. Yngwén n English (language)

14. du adv both; all [See Grammar 7.]

15. dàxuéshng n college student

dàxué n university; college

16. yshng n doctor; physician

Proper Noun

17. Bái Yng’ài (a personal name)

Who do you think works in this offi ce?

Simp-1-1-IC3-41Lesson 2.indd 52 3/29/2010 1:46:10 PM Lesson 2 • Family 53 Grammar

5. (yu) in the Sense of “to Exist”

EXAMPLES: W ji yu w ge rén. (There are fi ve people in my family.)

Xio Go ji yu ling ge dàxuéshng. (There are two college students in Little Gao’s family.)

6. The Usage of (èr) and (ling)

(èr) and (ling) both mean “two,” but they differ in usage. (ling) is used in front of

common measure words to express a quantity, e.g., (ling ge rén, two persons). In

counting, one uses (èr): (y, èr, sn, sì; one, two,

three, four...). In compound numerals, (èr) is always used for the 2 on the last two digits, e.g.,

(èrshí’èr, 22); (yìbi èrshí’w, 125). But (èrbi

èrshí’èr, 222) can also be said as (lingbi èrshí’èr, 222).

7. The Adverb (du, both; all)

The word (du) indicates inclusiveness. As it always occurs in front of a verb, it is classifi ed 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 fl avor and it must be used at the end of an enumeration.

Simp-1-1-IC3-41Lesson 2.indd 53 3/29/2010 1:46:21 PM 54 Integrated Chinese • Level 1 Part 1 • Textbook

EXAMPLES:

Wáng Péng, L Yu hé Go Wénzhng du shì xuésheng. (Wang Peng, Li You, and Gao Wenzhong are all students.) (lit. Wang Peng, Li You, and Gao Wenzhong all are students.)

[ (du) refers back to Wang Peng, Li You and Gao Wenzhong and therefore appears after they are mentioned.]

Wáng Péng hé L Yu du bú shì lsh. (Neither Wang Peng nor Li You is a lawyer.)

Wáng Péng hé Bái Yng’ài du yu mèimei. (Both Wang Peng and Bai Ying’ai have younger sisters.) (lit. Wang Peng and Bai Ying’ai both have younger sisters.)

Go Wénzhng hé L Yu du méi yu dìdi. (Neither Gao Wenzhong nor Li You has any younger brothers.)

(méi) is always used to negate (yu). However, to say “not all of ... have,” we say (bù du yu) rather than * (méi du yu). Whether the negative precedes or follows

the word (du) makes the difference between partial negation and complete negation.

COMPARE:

a. tmen, they

(Tmen bù du shì Zhngguó rén.) (Not all of them are Chinese.)

b.

(Tmen du bú shì Zhngguó rén.) (None of them are Chinese.)

c.

(Tmen bù du yu dìdi.) (Not all of them have younger brothers.)

d. (Tmen du méi yu dìdi.) (None of them have any younger brothers.)

Simp-1-1-IC3-41Lesson 2.indd 54 3/29/2010 1:46:23 PM Lesson 2 • Family 55 Language Practice

E. (yu, 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: Qng wèn, n ji yu j ku rén?

B: B: W ji yu sì ku 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: A: A: Zhè shì shéi?

B: B: Zhè shì Wáng Péng.

1. A: 1. A: yu érzi?

B: B: Go Wénzhng de dàg yu érzi.

Simp-1-1-IC3-41Lesson 2.indd 55 3/29/2010 1:46:26 PM 56 Integrated Chinese • Level 1 Part 1 • Textbook

2. A: 2. A: L Yu ji yu ku rén?

B: B: L Yu ji yu w ku rén.

3. A: 3. A: Bái Yng’ài yu ge mèimei?

B: B: Bái Yng’ài yu ling ge mèimei.

4. A: 4. A: L Yu de bàba zuò

gngzuò?

B: B: L Yu de bàba shì yshng.

5. A: 5. A: Bái Yng’ài de mma zuò

gngzuò?

B: B: Bái Yng’ài de mma shì

Yngwén losh.

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 fi nd out:

or N shì rén ma?

N zuò shénme gngzuò?

Here are their costumes and props:

1. 2. 3. 4. 5.

Simp-1-1-IC3-41Lesson 2.indd 56 3/29/2010 1:46:29 PM Lesson 2 • Family 57

H. (du, both; all)

Based on the information given, rephrase the sentences with .

EXAMPLE: Wáng Péng shì xuésheng,

L Yu y shì xuésheng.

Wáng Péng hé L Yu

du shì xuésheng.

1. 1. Bái Yng’ài de mma shì losh,

L Yu de mma y shì losh.

2. 2. L Yu yu jijie,

Go Wénzhng y yu jijie.

3. 3. Wáng Péng bú shì Niyu rén,

Go Wénzhng y bú shì Niyu rén.

4. 4. Wáng Péng méiyu gge,

L Yu y méiyu gge.

Simp-1-1-IC3-41Lesson 2.indd 57 3/29/2010 1:46:33 PM 58 Integrated Chinese • Level 1 Part 1 • Textbook

I. (du, all; both) with (bù, not) or (méiyu, 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 (du, all; both) with (bù, not) or (méiyu, not have) appropriately. Note, “ ” means “yes”, and “ ” means “no”. ( tmen, they)

xuésheng lsh dìdi zhàopiàn jijie

J. Pair activity

Ask about your partner’s family:

A: A: N ji yu j ku rén?

B: B: W ji yu ku rén.

A: A: N bàba/mma/gge/jijie/

dìdi/mèimei zuò shénme gngzuò?

B: B: ….

Simp-1-1-IC3-41Lesson 2.indd 58 3/29/2010 1:46:36 PM Lesson 2 • Family 59

Switch roles.

Report your fi ndings to the class:

Jennifer Jennifer ji yu ku rén.

T bàba/mma/gge/

jijie/dìdi/mèimei shì…

HOW ABOUT YOU?

What does everyone in your family do?

e.g. W bàba shì losh.

What do your family members do? Are they:

1. shngrén merchant; businessperson

2. jnrén soldier; military offi cer

3. jiàoshòu professor

4. jngl manager

5. gngrén worker

6. gngchéngsh 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/mma/gge/jijie/dìdi/mèimei shì .

Simp-1-1-IC3-41Lesson 2.indd 59 3/29/2010 1:46:41 PM 60 Integrated Chinese • Level 1 Part 1 • Textbook

Culture Highlights

In pairing up kinship terms, the Chinese customarily say the term for the male before that for the female: (bàba mma, dad and mom),

(gge jijie, older brothers and sisters), and

(dìdi mèimei, younger brothers and sisters). People seldom say

(mma bàba, mom and dad), (jijie gge, older

sisters and brothers), (mèimei dìdi, younger sisters and brothers). In pairing up kinship terms for the same gender, the one with

seniority is mentioned fi rst: (gge dìdi, older and younger

brothers), (jijie mèimei, older and younger sisters). People

seldom say (dìdi gge, younger and older brothers) or

(mèimei jijie, younger and older sisters).

Siblings are (xing dì ji mèi). (N yu xing dì ji mèi ma?) is the way to ask, “Do you have any siblings?”

Eldest siblings are called (dàg, eldest brother) and (dàji,

eldest sister); the youngest are (xiodì, youngest brother) and (xiomèi, youngest sister). The rest are ranked according to their birth order

using numerals, e.g., (èrji, second eldest sister), (sndì, 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 ku rén

Simp-1-1-IC3-41Lesson 2.indd 60 3/29/2010 1:46:44 PM 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 ( xioxué), six years of middle school ( zhngxué), and

four years of university ( dàxué) or college ( xuéyuàn). Middle

school is further divided into three years of junior high ( chzhng) and

three years of senior high ( gozhng). Many children also attend kindergarten before they enter elementary school. Now that you have learned

that a college student is called (dàxuéshng) in Chinese, can you guess the words for elementary school students, junior high school students, and senior high school students?

Can you fi gure out if this is the main gate of an elementary school, a middle school, or a university?

Simp-1-1-IC3-41Lesson 2.indd 61 3/29/2010 1:46:58 PM 62 Integrated Chinese • Level 1 Part 1 • Textbook

Pronunciation Exercises

Initials:

1. zhè chè shè rè

2. zho cho sho ro

3. zhèn chèn shèn rèn

4. zhng chng shng rng

The fi nal “e”:

1. g dé zhè h

2. k tè ch shé

3. zé cè sè rè

Compound Finals:

1. du du tóu tuó

2. du di shu xu

3. shùn xùn ji zhu

4. lüè nüè juè què

Tones:

1. chénggng 2. chángcháng 3. rénku 4. xuéxiào

5. Chángjing 6. Chángchéng 7. míngxin 8. chídào

The neutral tone:

1. mma 2. dìdi 3. jijie 4. mèimei

5. bàba 6. gge 7. j ge 8. zhè ge

Simp-1-1-IC3-41Lesson 2.indd 62 3/29/2010 1:47:12 PM 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: Yes. This is my dad. This is my mom. Wang Peng: Who is this girl? Gao Wenzhong: She is my older sister. Wang Peng: Is this boy your younger brother? Gao Wenzhong: No, he is my oldest brother’s son. Wang Peng: Does your oldest brother have any daughters? Gao Wenzhong: 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 fi ve 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 follow- ing 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 diffi cult.

Simp-1-1-IC3-41Lesson 2.indd 63 3/29/2010 1:47:14 PM Simp-1-1-IC3-41Lesson 2.indd 64 3/29/2010 1:47:15 PM LESSON 3 Dates and Time Dì sn kè Shíjin

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?

Simp-1-1-IC3-65Lesson 3.indd 65 3/29/2010 1:47:40 PM 66 Integrated Chinese • Level 1 Part 1 • Textbook

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 byuè shí’èr rì wnshang q din, literally, the year 2009, the eighth month, the twelfth day, the evening, seven o’clock). (tin, day) and (nián, year) require no measure word because they are measure words on their own. See next page.

Simp-1-1-IC3-65Lesson 3.indd 66 3/29/2010 1:47:47 PM Lesson 3 • Dates and Time 67 To fi nd out someone’s age, we ask, (N jnnián du dà?). If the person is a child who appears to be under ten, ask instead, (N jnnián j suì?). To fi nd 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

(Gao Wenzhong is talking to Bai Ying’ai.) often be dropped. However, if the age is ten or under, the word Bái Yng’ài, jiyuè shí’èr hào shì xngqj? cannot be omitted:

Shì xngqsì. (*W shí) or (*W b).

Nà tinshì w deshngrì. Note that we never say, (*W shíb nián). Shì ma? N jnnián du dà? To express gratitude, one can say Shíb suì . (xièxie), or xièxie, xièxie W xngqsì qng n ch fàn, znmeyàng? ( ) which is more polite and exuberant. Tài ho le. Xièxie, xièxie.

N xhuan ch Zhngguó cài háishi Miguó cài?

W shì Yngguó rén, kshì w xhuan ch Zhngguó cài.

Ho, wmen ch Zhngguó cài.

Xngqsì j din?

Q din bàn znmeyàng?

Ho, xngqsì wnshang jiàn.

Zàijiàn.

Simp-1-1-IC3-65Lesson 3.indd 67 3/29/2010 1:47:56 PM 68 Integrated Chinese • Level 1 Part 1 • Textbook

VOCABULARY

1. jiyuè 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. xngq n week

6. xngqsì n Thursday

7. tin n day

8. shngrì n birthday

shng v to give birth to; to be born

rì n day; sun

9. jnnián 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. znmeyàng qpr Is it O.K.? How is that? How does that sound?

17. tài…le too; extremely

Simp-1-1-IC3-65Lesson 3.indd 68 3/29/2010 1:47:59 PM Lesson 3 • Dates and Time 69

VOCABULARY

18. xièxie v to thank

19. xhuan v to like

20. cài n dishes, cuisine

21. háishi conj or [See Grammar 5.]

22. kshì conj but

23. wmen pr we

24. din m o’clock (lit. dot, point, thus “points on the clock”)

25. bàn nu half; half an hour

26. wnshang t/n evening; night

27. jiàn v to see

28. zàijiàn v goodbye; see you again

zài adv again

Proper Noun

29. Yngguó Britain; England

Simp-1-1-IC3-65Lesson 3.indd 69 3/29/2010 1:48:02 PM 70 Integrated Chinese • Level 1 Part 1 • Textbook Grammar

1. Numbers (0, 1–100)

0

líng

1 2 3 4 5 6 7 8 9 10

y èr sn sì w liù q b ji shí

11 12 13 14 15 16 17 18 19 20

shíy shí’èr shísn shísì shíw shíliù shíq shíb shíji èrshí

21 22 23 29 30 24 25 26 27 28 èrshíy èrshí’èr èrshísn èrshíji snshí

91 92 93 99 100 94 95 96 97 98 jishíy jishí’èr jishísn jishíji yìbi

200 is (èrbi/lingbi, 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?

Simp-1-1-IC3-65Lesson 3.indd 70 3/29/2010 1:48:04 PM Lesson 3 • Dates and Time 71

What’s the number to the fi re station if you want to report a fi re? Can you say it in Chinese?

2. Dates and Time

Days of the week: In China the week starts on Monday. The expression (xngqj) 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 (xngqsì, Thursday), meaning the fourth day of the week. In spoken Chinese the expression

(lbài, week) is also used. It is more colloquial than (xngq). Therefore,

(lbàisì) also means Thursday. Both (xngqrì) and

(xngqtin) mean Sunday. (xngqrì) is used more in written Chinese whereas

(xngqtin) is used more in spoken Chinese.

While (xngq/lbài, week) is commonly used in spoken Chinese,

(zhu, week) is usually used in written Chinese. Monday can also be called

(zhuy), Tuesday (zhu’èr), etc. Weekend is (zhumò) in both spoken

and written Chinese, and in written Chinese (zhurì) is sometimes used to refer to

Sunday, but never (zhutin).

Simp-1-1-IC3-65Lesson 3.indd 71 3/29/2010 1:48:11 PM 72 Integrated Chinese • Level 1 Part 1 • Textbook

Monday Tuesday Wednesday Thursday Friday Saturday Sunday or xngqy xngq’èr xngqsnxngqsì xngqw xngqliù xngqrì

or xngqtin or lbàiy lbài’èr lbàisnlbàisì lbàiw lbàiliù lbàirì

or lbàitin zhuy zhu’èr zhusnzhusì zhuw zhuliù zhurì

This is a sign outside of a store. Can you fi gure out on which day the store is closed?

Simp-1-1-IC3-65Lesson 3.indd 72 3/29/2010 1:48:13 PM Lesson 3 • Dates and Time 73

Months:

January: yyuè July: qyuè February: èryuè August: byuè March: snyuè September: jiyuè April: sìyuè October: shíyuè May: wyuè November: shíyyuè 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

written Chinese (rì, day) is always used.

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-fi fteen” 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 month day day of the week

X X X X

nián yuè hào/rì xngq

èr líng y w nián qyuè èrshíliù hào/rì xngqsn (Wednesday, July 26, 2015)

Simp-1-1-IC3-65Lesson 3.indd 73 3/29/2010 1:48:24 PM 74 Integrated Chinese • Level 1 Part 1 • Textbook

A date clipped from a Chinese newspaper. Can you read it out loud in Chinese?

Telling Time: These terms are used to tell time: (din/dinzhng, o’clock), (bàn, half hour),

(kè, quarter hour), and (fn, minute).

A. HOUR:

ling din(zhng)

shíy din(zhng)

(zhng)can be omitted from (dinzhng).

(èr din{zhng}) is not used.

B. MINUTE:

shí’èr din sìshí (fn)

ling din líng w (fn)

w din èrshí (fn)

b din wshí (fn)

The term (líng, zero) is usually added before a single-digit number of (fn, minute),

e.g., (ling din líng w fn). (fn) can be omitted from the end of the expression if the number for the minutes appears in two syllables. Thus one can say

(y din sìshí) and (ling din líng w), but not (*ling din w) or

(*y din shí). Another way of looking at this is that the section related to

(fn, minutes) has to be at least two syllables.

Simp-1-1-IC3-65Lesson 3.indd 74 3/29/2010 1:48:25 PM Lesson 3 • Dates and Time 75

C. QUARTER HOUR:

ling din yí kè

shíy din sn kè

D. HALF HOUR:

ling din bàn

shí’èr din bàn

(ling kè, two quarters) is not used.

Bijng j din? Niyu j din?

E. EVENING TIME:

7:00 p.m. wnshang q din (zhng)

8:05 p.m. wnshang b din líng w (fn)

9:15 p.m. wnshang ji din yí kè

10:30 p.m. wnshang shí din bàn

Observe the temporal progression from general to specifi c, and from largest unit to smallest unit.

Simp-1-1-IC3-65Lesson 3.indd 75 3/29/2010 1:48:27 PM 76 Integrated Chinese • Level 1 Part 1 • Textbook

3. Pronouns as Modifi ers and the Usage of the Particle (de) (II)

When the personal pronouns (w, I), (n, you), and (t, he) are followed by a term

indicating a close personal relationship such as (mma, mother), (dìdi, younger

brother), and (ji, family) the word (de) can be omitted; e.g., (w mma,

my mother), (n dìdi, your younger brother), (wmen ji, our family).

Otherwise (de) is generally required; e.g., (w de shngrì, my birthday),

(t de yshng, his doctor).

4. The Sentence Structure of (W qng n ch fàn)

In the sentence (W qng n ch fàn, I will treat you to dinner),

(n, you) is the object of the verb (qng, to treat) as well as the subject of the second

verb (ch, to eat).

Míngtin L xinsheng qng n ch Zhngguó cài. (Mr. Li is inviting you to have Chinese food tomorrow.)

Jntin wnshang w qng n hé n mèimei ch Miguó cài, znmeyàng? (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 fi rst (shì) often can be omitted. N shì Zhngguó rén, háishi Miguó rén? (Are you Chinese or American?)

Simp-1-1-IC3-65Lesson 3.indd 76 3/29/2010 1:48:33 PM Lesson 3 • Dates and Time 77 N gge shì losh, háishi xuésheng? (Is your older brother a teacher or a student?) (Shì) n qng w ch fàn, háishi t qng w ch fàn? (Who is taking me to dinner, you or he?)

A: T (shì) xhuan ch Zhngguó cài, háishi xhuan ch Miguó cài? (Does he like to eat Chinese or American food?)

B: Zhngguó cài, Miguó cài t du xhuan. (He likes both Chinese food and American food.)

Simp-1-1-IC3-65Lesson 3.indd 77 3/29/2010 1:48:36 PM 78 Integrated Chinese • Level 1 Part 1 • Textbook Language Practice

A. Days of the week

Provide the correct answers based on the calendar provided.

EXAMPLE (snyuè èrshíy hào)

A:A: Snyuè èrshíy hào shì xngqj?

B:B: Snyuè èrshíy hào shì xngqsn.

1. 1. snyuè èrshí’èr hào

2. 2. snyuè èrshísn hào

3. 3. snyuè èrshísì hào

4. 4. snyuè shíb hào

5. 5. snyuè shíji hào

6. 6. snyuè èrshí hào

Simp-1-1-IC3-65Lesson 3.indd 78 3/29/2010 1:48:38 PM Lesson 3 • Dates and Time 79

B. Time

Based on the clues given, ask your partner what time you will meet.

EXAMPLE:

A: A: Wmen j din jiàn?

B: B: Wmen q din bàn jiàn.

1. 2. 3. 4.

C. Birthday

Based on the text, ask and answer the following questions.

EXAMPLE:

A: A: Go Wénzhng de shngrì (shì)

j yuè j hào?

B: B: Go Wénzhng de shngrì

(shì) jiyuè shí’èr hào.

HOW ABOUT:

1. 1. n

2. 2. n bàba

3. 3. n mma

4. 4. nmen (de) losh

Simp-1-1-IC3-65Lesson 3.indd 79 3/29/2010 1:48:41 PM 80 Integrated Chinese • Level 1 Part 1 • Textbook

D. (háishi, or)

Ask and answer the following questions based on Lessons 1–3 and your own preferences.

EXAMPLE: Go dàg yu érzi

háishi yu n’ér?

Go dàg yu érzi.

◆ 1. 1. Wáng Péng shì xuésheng ◆ losh?

◆ 2. 2. Go Wénzhng jnnián shíb suì ◆

shíji suì?

3. 3. Bái Yng’ài de bàba shì yshng ◆ ◆ lsh?

◆ 4. 4. L Yu shì Miguó rén ◆

Yngguó rén?

◆ 5. 5. N xhuan xngqw ◆ xngqliù?

◆ 6. 6. N xhuan ch Miguó cài ◆

Zhngguó 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 fi rst student in the line: (N de shngrì {shì} j yuè j hào?). The fi rst 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.

Simp-1-1-IC3-65Lesson 3.indd 80 3/29/2010 1:48:44 PM Lesson 3 • Dates and Time 81 zhù n shngrì kuàilè zhù n shngrì kuàilè zhù n shngrì kuàilè zhù n shngrì kuàilè zhù n shngrì 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 shngrì (shì) yuè

hào, w bàba de

shngrì (shì) yuè

hào...

Teacher: Chris Teacher: Chris de shngrì (shì)

j yuè j hào?

(When is Chris’s birthday?)

Chris Chris bàba de shngrì (shì)

j yuè j hào?...

Simp-1-1-IC3-65Lesson 3.indd 81 3/29/2010 1:48:47 PM 82 Integrated Chinese • Level 1 Part 1 • Textbook

G. Find out what types of cuisine your partner likes.

A: A: N xhuan ch shénme cài?

B: B: W xhuan ch cài.

A: A: N xhuan ch cài ma?

B: B: W y xhuan ch/

W bù xhuan 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: Xngq w qng n ch fàn,

znmeyàng?

B: B: .

Xngq j din?

A: A:

Simp-1-1-IC3-65Lesson 3.indd 82 3/29/2010 1:48:49 PM Lesson 3 • Dates and Time 83

Dialogue II: Inviting Someone to Dinner

LANGUAGE NOTE Although usually translated as “very,” the Chinese adverb (hn) is not quite as strong as its English equivalent. Therefore, the sentence (W hn máng)—unless the word (hn) is stressed—is closer to “I am busy” than “I am very busy.” (See Grammar 2 in Lesson 5.)

Simp-1-1-IC3-65Lesson 3.indd 83 3/29/2010 1:48:53 PM 84 Integrated Chinese • Level 1 Part 1 • Textbook

Bái Yng’ài, xiànzài j din?

W din sn kè.

W liù din yí kè yu shìr.

N jntin hn máng, míngtin máng bu máng?

W jntin hn máng, kshì míngtin bù máng. Yu shìr ma?

Míngtian w qng n ch wnfàn, znmeyàng?

N wèishénme qng w ch fàn?

Ynwei míngtin shì Go Wénzhng de shngrì.

Shì ma? Ho, hái qng shéi?

Hái qng w de tóngxué L Yu.

Nà tài ho le! W rènshi L Yu, t y shì w de péngyou. Míngtin j din?

Míngtin wnshang q din bàn.

Ho, míngtin q din bàn jiàn.

Simp-1-1-IC3-65Lesson 3.indd 84 3/29/2010 1:48:58 PM Lesson 3 • Dates and Time 85

VOCABULARY

1. xiànzài t now

2. kè m quarter (of an hour)

3. shì(r) n matter; affair; event

4. jntin t today

5. hn adv very

6. máng adj busy

7. míngtin t tomorrow

8. wnfàn n dinner; supper

9. wèishénme qpr why

wèi prep for

10. ynwèi 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

Simp-1-1-IC3-65Lesson 3.indd 85 3/29/2010 1:49:00 PM 86 Integrated Chinese • Level 1 Part 1 • Textbook Grammar

6. Affi rmative + 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 affi rmative and negative form.

EXAMPLES:

A: N jntin máng bu máng? (Are you busy today?)

B:

W jntin hn máng. (I am busy today.)

A: N mma xhuan bu xhuan ch Zhngguó cài? (Does your mother like to eat Chinese food or not?)

B: W mma bù xhuan ch Zhngguó cài. (My mother doesn’t like to eat Chinese food.)

A: Qng wèn, Wáng lsh jntin yu méi yu shìr? (Excuse me, does Lawyer Wang have anything to do today or not?)

B: Wáng lsh jntin méi yu shìr. (Lawyer Wang is free today.)

Simp-1-1-IC3-65Lesson 3.indd 86 3/29/2010 1:49:03 PM Lesson 3 • Dates and Time 87

7. The adverb (hái, also; in addition)

As an adverb, (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 Yng’ài qng Go Wénzhng hé Wáng Péng, hái qng L Yu. (Bai Ying’ai is inviting Gao Wenzhong and Wang Peng, and Li You, too). Wáng Péng xhuan ch Zhngguó cài, hái xhuan ch Miguó 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 ◆ Bijng rén

Wáng Péng shì bu shì Bijng rén?

◆ ◆ 1. 1. Jntin ◆ shì ◆ xngqw

◆ ◆ 2. 2. Go dàg ◆ yu ◆ n’ér

Simp-1-1-IC3-65Lesson 3.indd 87 3/29/2010 1:49:06 PM 88 Integrated Chinese • Level 1 Part 1 • Textbook

◆ ◆ 3. 3. N ◆ xhuan ◆ Go Wénzhng

◆ ◆ 4. 4. Wáng Péng ◆ rènshi ◆ Bái Yng’ài

J. (hái, also; in addition)

EXAMPLE: A: A: L Yu rènshi shéi?

(Wáng Péng, Go Wénzhng)

B: B: L Yu rènshi Wáng Péng,

hái rènshi Go Wénzhng.

1. A: 1. A: Go Wénzhng qng shéi ch fàn?

(Wáng yshng, Bái lsh)

B:

2. A: 2. A: Wáng Péng xhuan ch shénme cài?

(Miguó cài, Zhngguó cài)

B:

3. A: 3. A: Bái Yng’ài yu shéi de zhàopiàn?

(t bàba de zhàopiàn,

t mma de zhàopiàn)

B:

Simp-1-1-IC3-65Lesson 3.indd 88 3/29/2010 1:49:09 PM Lesson 3 • Dates and Time 89

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 xngqy máng bù máng?

B: B: W xngqy hn máng/bù máng. How about Tuesday?

A: A: Xngqèr 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 xngqy, ,

…hn máng, xngqèr,

, …bù máng.

L. Eating out with friends

Pick a day and ask your friend out to dinner:

W xngq qng n

ch wnfàn, znmeyàng?

Your friend happens to be busy on that day, and suggests an alternative time:

Xngq , w hn máng.

Xngq , znmeyàng?

Your response:

Simp-1-1-IC3-65Lesson 3.indd 89 3/29/2010 1:49:11 PM 90 Integrated Chinese • Level 1 Part 1 • Textbook

Your friend wants to fi nd out who else will be there, and asks:

N hái qng shéi?

You tell your friend:

W hái qng .

HOW ABOUT YOU?

What special days do you celebrate?

1. xnnián New Year

2. Qíngrénjié Valentine’s Day

3. Mqnjié Mother’s Day

4. Fùqnjié Father’s Day

5. Gn’njié Thanksgiving

What other special days do you celebrate? If they are not listed above, please ask your teacher and make a note here: .

Simp-1-1-IC3-65Lesson 3.indd 90 3/29/2010 1:49:13 PM Lesson 3 • Dates and Time 91

Culture Highlights

If you fl ip 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 fi nd the fi rst 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-offi cial 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 offi cial purposes, for instance in the census, the child would still be considered one year old. The former is called the child’s nominal

age (xsuì) and the latter his actual age (shísuì).

Simp-1-1-IC3-65Lesson 3.indd 91 3/29/2010 1:49:22 PM 92 Integrated Chinese • Level 1 Part 1 • Textbook

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.

Simp-1-1-IC3-65Lesson 3.indd 92 3/29/2010 1:49:27 PM Lesson 3 • Dates and Time 93

Pronunciation Exercises

The initial r:

1. shngrì 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 du tóu zu còu

5. u zh ch z c

Two-syllable words: 1. dndng 2. shuhuò 3. qchú 4. yúnwù

5. jiozhà 6. chnqi 7. juébié 8. kuìjiù

The neutral tone: 1. zhè ge 2. nà ge 3. wmen 4. nmen

5. wnshang 6. xièxie 7. xhuan 8. rènshi

Tone sandhi [See Sec. D.2 in the Introduction.]:

1. zhnln 2. lgun 3. ysn 4. qsh

5. shuf 6. ynx 7. xunj 8. gungchng

*qi is included here to illustrate the contrast between qu and qi.

Simp-1-1-IC3-65Lesson 3.indd 93 3/29/2010 1:49:41 PM 94 Integrated Chinese • Level 1 Part 1 • Textbook

English Text Dialogue I Gao Wenzhong: Bai Ying’ai, what day is September 12? Bai Ying’ai: Thursday. Gao Wenzhong: That (day) is my birthday. Bai Ying’ai: Really? How old are you this year? Gao Wenzhong: Eighteen. Bai Ying’ai: I’ll treat you to a meal on Thursday. How’s that? Gao Wenzhong: That would be great. Thank you very much! Bai Ying’ai: Do you like Chinese food or American food? Gao Wenzhong: I’m an Englishman, but I like Chinese food. Bai Ying’ai: All right. We’ll have Chinese food. Gao Wenzhong: Thursday at what time? Bai Ying’ai: How about seven-thirty? Gao Wenzhong: All right. See you Thursday evening. Bai Ying’ai: See you.

Dialogue II Wang Peng: Bai Ying’ai, what time is it now? Bai Ying’ai: A quarter to six. Wang Peng: I have something to do at a quarter after six. Bai Ying’ai: You are busy today. Are you busy tomorrow? Wang Peng: I’m busy today, but I won’t be tomorrow. Why? (lit., What is it?) Bai Ying’ai: I’d like to invite you to dinner tomorrow. How about it? Wang Peng: Why are you inviting me to dinner? Bai Ying’ai: Because tomorrow is Gao Wenzhong’s birthday. Wang Peng: Really? Great. Who else are you inviting? Bai Ying’ai: I’m also inviting my classmate Li You. Wang Peng: That’s fantastic. I know Li You. She’s also my friend. What time tomorrow? Bai Ying’ai: Seven-thirty tomorrow evening. Wang Peng: OK, I’ll see you tomorrow at seven-thirty.

Simp-1-1-IC3-65Lesson 3.indd 94 3/29/2010 1:49:42 PM Lesson 3 • Dates and Time 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 diffi cult.

Simp-1-1-IC3-65Lesson 3.indd 95 3/29/2010 1:49:42 PM Simp-1-1-IC3-65Lesson 3.indd 96 3/29/2010 1:49:43 PM 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?

Simp-1-1-IC3-97Lesson 4.indd 97 3/29/2010 1:50:11 PM 98 Integrated Chinese • Level 1 Part 1 • Textbook

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.,

(wn hé t, you, she and I);

(ZhngguóMiguó Yngguó hé Fguó, 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).

Simp-1-1-IC3-97Lesson 4.indd 98 3/29/2010 1:50:16 PM Lesson 4 • Hobbies 99 …

(Gao Wenzhong is talking to Bai Ying’ai.)

Bái Yng’ài, n zhumò xhuan zuò shénme?

W xhuan dqiú, kàn diànshì. N ne?

W xhuan chàng g, tiào w, hái xhuan tng ynyuè. N y xhuan

kàn sh, duì bu duì?

Duì, yude shíhou y xhuan kàn sh.

N xhuan bu xhuan kàn diànyng?

Xhuan. W zhumò chángcháng kàn diànyng.

Nàwmen jntin wnshang qù kànyí ge wàiguó diànyng,

znmeyàng? W qng kè.

Wèishénme n qng kè?

Ynwei zuótin n qng w ch fàn, suy jntin w qng n kàn

diànyng.

Nà n y qng Wáng Péng, L Yu, ho ma?

… Ho.

Simp-1-1-IC3-97Lesson 4.indd 99 3/29/2010 1:50:22 PM 100 Integrated Chinese • Level 1 Part 1 • Textbook

VOCABULARY

1. zhumò 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

5. chàng g(r) vo to sing (a song)

chàng v to sing

g n song

6. tiào w vo to dance

tiào v to jump

w n dance

7. tng v to listen

8. ynyuè n music

9. sh n book

10. duì adj right; correct

11. yude pr some

12. shíhou n (a point in) time; moment; (a duration of) time

Simp-1-1-IC3-97Lesson 4.indd 100 3/29/2010 1:50:25 PM Lesson 4 • Hobbies 101

VOCABULARY

13. diànyng n movie

yng n shadow

14. chángcháng adv often

15. nà conj in that case; then

16. qù v to go

17. wàiguó n foreign country

18. qng kè vo to invite someone (to dinner, coffee, etc.); to play the host

19. zuótin t yesterday

20. suy conj so

Tmen xhuan tiào w. Tmen xhuan d qiú.

Simp-1-1-IC3-97Lesson 4.indd 101 3/29/2010 1:50:28 PM 102 Integrated Chinese • Level 1 Part 1 • Textbook Grammar

1. Word Order in Chinese

The basic word order in a Chinese sentence is as follows:

Subject Adverbial Verb Object (agent of the action) (time, place, manner, etc.) (receiver of the action)

Subj. Adverbial Verb Obj.

Wáng Péng zhumò/chángcháng tng ynyuè

(Wang Peng often listens to music on weekends.)

L Yu míngtinch Zhngguó cài

(Li You will have Chinese food tomorrow.)

Go Wénzhng zuótin xiàw w din bàn qù kàn wàiguó diànyng

(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. Affi rmative + 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 (hn, very), (du, all), or (chángcháng, often)—before the verb, the 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 fi rst verb, as seen in (6) and (7).

Simp-1-1-IC3-97Lesson 4.indd 102 3/29/2010 1:50:42 PM Lesson 4 • Hobbies 103 N míngtin qù bu qù? (Are you going tomorrow?) T jntin wnshang kàn bu kàn diànshì? (Is she going to watch TV tonight?) Tmen du shì xuésheng ma? (Are they all students?)

(3a)

*Tmen du shì bu shì xuésheng? N chángcháng kàn diànyng ma? (Do you often go to the movies?)

(4a)

*N chángcháng kàn bu kàn diànyng? Wáng yshng hn máng ma? (Is Dr. Wang very busy?)

(5a)

*Wáng yshng hn máng bu máng? N xing bu xing tiào w? (Do you want to dance?)

(6a)

*N xing tiào bu tiào w?

Simp-1-1-IC3-97Lesson 4.indd 103 3/29/2010 1:50:44 PM 104 Integrated Chinese • Level 1 Part 1 • Textbook 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: Jntin wnshang méi shìr. (We have nothing to do tonight.)

B: Nàme wmen qù kàn diànyng, znmeyàng? (In that case, let’s go to see a movie. How’s that?)

A: Ho, w qng kè. (Okay, my treat!)

B: Shì ma? Tài ho le. (Really? Great!)

A: W jntin hn máng, bù xing qù ch wnfàn. (I’m very busy today. I don’t want to go to dinner.)

B: Nà míngtin ne? (Then how about tomorrow?)

Simp-1-1-IC3-97Lesson 4.indd 104 3/29/2010 1:50:46 PM Lesson 4 • Hobbies 105

A: N xhuan bu xhuan ch Miguó cài? (Do you like to eat American food or not?)

B: Bù xhuan. (No, I don’t.)

C: Nà wmen ch Zhngguó cài, znmeyàng? (Then let’s eat Chinese food. How’s that?)

D: W y bù xhuan. (I don’t like that either.)

Jntin ch Zhngguó cài háishi Miguó cài?

Simp-1-1-IC3-97Lesson 4.indd 105 3/29/2010 1:50:49 PM 106 Integrated Chinese • Level 1 Part 1 • Textbook

4. (qù, to go) + Action

If the performance of an action involves a change of location, then this is the construction we use. Míngtin wnshang wmen qù kàn diànyng. (We are going to see a movie tomorrow night.) Wnshang w bú qù tiào w. (I will not go dancing tonight.) Zhumò w qù tiào w, n qù bu qù? (I’ll go dancing this weekend. Are you going?)

5. Questions with (ho ma)

To solicit someone’s opinion, we can ask (ho ma) after stating an idea or suggestion.

Wmen qù kàn diànyng, ho ma? (We’ll go see a movie, all right?) Wmen jntin wnshang ch Zhngguó cài, ho ma? (We’ll eat Chinese food tonight, all right?)

You will also hear people say (ho bu ho), instead of (ho ma).

Simp-1-1-IC3-97Lesson 4.indd 106 3/29/2010 1:50:59 PM Lesson 4 • Hobbies 107 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

Xio Wáng xngqy EXAMPLE: Monday wnshang kàn sh.

1. Tuesday 2. Wednesday 3. Thursday 4. Friday 5. weekend

B. + 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.

EXAMPLE: Wmen míngtin wnshang

qù kàn diànyng, ho ma?

1. 2. 3. 4.

Simp-1-1-IC3-97Lesson 4.indd 107 3/29/2010 1:51:02 PM 108 Integrated Chinese • Level 1 Part 1 • Textbook

C. (ynwèi … suy..., because...therefore...)

Let’s practice how to explain why you would or would not do something.

EXAMPLE: N wèishénme bú qù

kàn diànyng? (hn máng)

Ynwèi w hn máng, suy

w bú qù kàn diànyng.

1. 1. N wèishénme bú qù d qiú?

(yu shìr)

2. 2. N wèishénme bú qù kàn

wàiguó diànyng? (bù xhuan)

3. 3. N wèishénme xngqw qng w

ch wnfàn? (n de shngrì)

4. 4. N wèishénme bú qù

tiàow? (bù xhuan)

5. 5. N wèishénme bù tng

ynyuè? (méiyu ynyuè)

D. “What do you like to do on weekends?”

Find out what your classmates like to do on weekends:

A: A: N zhumò xhuan zuò shénme?

B: B: W zhumò xhuan .

Report to the class what your fellow students like to do on weekends.

Simp-1-1-IC3-97Lesson 4.indd 108 3/29/2010 1:51:05 PM Lesson 4 • Hobbies 109

Be prepared to answer the teacher’s questions:

John John zhumò xhuan zuò shénme?

Mary John Mary ne? John xhuan bù xhuan

kàn sh?

Tmen xıhuan tiào wu.

Simp-1-1-IC3-97Lesson 4.indd 109 3/29/2010 1:51:08 PM 110 Integrated Chinese • Level 1 Part 1 • Textbook

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 (xio, little; small) to the family

name, e.g., (Xio Wáng, Little Wang). Similarly, to address an older acquaintance, (lo, old) can be used with the surname, e.g., (Lo 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.

Simp-1-1-IC3-97Lesson 4.indd 110 3/29/2010 1:51:11 PM Lesson 4 • Hobbies 111

(N ho ma? How are you?) is a question typically asked of people that you already know. The answer is usually (W hn ho, I am fi ne.) (Wang Peng is talking to Gao Wenzhong.) The position of negatives in Chinese

Xio Go, ho ji bú jiàn, n ho ma? is not always the same as their counterparts in English. An English W hn ho. N znmeyàng? speaker would say: “I don’t think W y búcuò. Zhè ge zhumò n xingzuò shénme? Xing going to the movies is a lot of fun,”

bu xing qù d qiú? but a Chinese speaker would say D qiú? W bù xhuan d qiú. (W juéde kàn diànyng Nà wmen qù kàn qiú, znmeyàng? méiyou yìsi), which literally means,

Kàn qiú? W juédekàn qiú y méiyu yìsi. “I think going to the movies is not a lot of fun.” Nà n zhè ge zhumò xing zuò shénme? The character is pronounced W zh xing ch fàn, shuì jiào . in two different ways and has two

Suàn le, w qù zho biérén. different meanings: jué as in (juéde, to feel) and jiào as in

(shuì jiào, to sleep).

VOCABULARY

1. xio adj small; little

2. ho ji a long time

ho adv very

ji adj long (of time)

3. búcuò adj pretty good

cuò adj wrong

Simp-1-1-IC3-97Lesson 4.indd 111 3/29/2010 1:51:16 PM 112 Integrated Chinese • Level 1 Part 1 • Textbook

VOCABULARY

4. xing mv to want to; would like to; to think [See Grammar 6.]

5. juéde v to feel; to think

6. yu yìsi adj interesting

yìsi n meaning

7. zh adv only

8. shuì jiào vo to sleep

shuì v to sleep

jiào n sleep

9. suàn le forget it; never mind

10. zho v to look for

11. biérén n other people; another person

() bié (de) adj other

Grammar

6. The Modal Verb (xing, want to; would like to)

(xing) 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 xing tng ynyuè ma? (Would you like to listen to some music?)

Simp-1-1-IC3-97Lesson 4.indd 112 3/29/2010 1:51:20 PM Lesson 4 • Hobbies 113 Bái losh xing d qiú, kshì Wáng losh bù xing d. (Teacher Bai felt like playing ball, but Teacher Wang didn’t.) N xing bu xing kàn Zhngguó diànyng? (Do you feel like going to see a Chinese movie?) N xing bu xing tng wàiguó ynyuè? (Do you feel like listening to some foreign music?)

(xing) vs. (xhuan)

(xing) can be translated as “would like to,” “to have a desire to.” (xhuan) is

“to like,” meaning “be fond of.” (xing) and (xhuan) are different, and are not interchangeable.

(xing)vs.(juéde)

Both (xing) 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 yí ge ho jiào, (shuì jiào, to sleep) have a good sleep)

(chàng Yngwén g, (chàng g, to sing) sing an English song)

(tiào Zhngguó w, (tiào w, to dance) 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.

Simp-1-1-IC3-97Lesson 4.indd 113 3/29/2010 1:51:23 PM 114 Integrated Chinese • Level 1 Part 1 • Textbook Language Practice

E. (xing, would like to)

Ask your friend if he or she would like to do the following activities this weekend.

EXAMPLE: N zhumò xing bu xing d qiú?

1. 2. 3. 4. 5.

F. (yu yìsi, interesting)

Describe what activity each of the persons is or is not interested in.

EXAMPLE: d qiú (Xio Go)

Xio Go juéde d qiú

hn yu yìsi.

1. 1. tiào w (Bái yshng)

2. 2. tng Zhngguó ynyuè (Wáng lsh)

3. 3. kàn wàiguó diànyng (L losh)

4. 4. kàn Yngwén sh (Wáng xioji)

5. 5. kàn diànshì (Go Xinsheng)

Simp-1-1-IC3-97Lesson 4.indd 114 3/29/2010 1:51:25 PM Lesson 4 • Hobbies 115

G. Pair Activity

Find out what your partner would like to do this weekend.

A: A: Zhè ge zhumò n xing zuò shénme?

B: B: Zhè ge zhumò w xing .

Find out if your partner feels like doing something else this weekend.

A: A: N xing ma?

B: / B: W xing/bù xing .

What types of activities does your partner think are fun?

A: A: N juéde (kàn diànyng, kàn sh,

etc.etc.) yu yìsi ma?

B: B: W juéde

hn yu yìsi/méi yu yìsi.

Simp-1-1-IC3-97Lesson 4.indd 115 3/29/2010 1:51:30 PM 116 Integrated Chinese • Level 1 Part 1 • Textbook

HOW ABOUT YOU?

What’s your hobby?

1. huà huàr

2. xià qí

3. shàng wng liáo tinr

4. wán yóuxìj

5. guàng ji

If your hobbies are not listed above, please ask your teacher and make a note here:

or

W xhuan . or

W juéde hn yu yìsi.

Simp-1-1-IC3-97Lesson 4.indd 116 3/29/2010 1:51:32 PM 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: (Jntin w qngkè, 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,

(fpiào), for reimbursement purposes. Here’s a copy of an invoice from a restaurant.

Can you tell in which city the invoice was issued?

Simp-1-1-IC3-97Lesson 4.indd 117 3/29/2010 1:51:42 PM 118 Integrated Chinese • Level 1 Part 1 • Textbook

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 diffi cult 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 fi nd onlookers gathering around chess players in neighborhood parks.

This is how the mahjong tiles are set up before a new game begins. Each team of Chinese Chess pieces is identifi ed by colors, typically black and red. They are set up as shown. You have learned the character/radical meaning “horse.” Can you fi nd where the horses are on the board?

Simp-1-1-IC3-97Lesson 4.indd 118 3/29/2010 1:51:47 PM Lesson 4 • Hobbies 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.

Simp-1-1-IC3-97Lesson 4.indd 119 3/29/2010 1:52:15 PM 120 Integrated Chinese • Level 1 Part 1 • Textbook

English Text Dialogue I Gao Wenzhong: Bai Ying’ai, what do you like to do on weekends? Bai Ying’ai: I like to play ball and watch TV. How about you? Gao Wenzhong: I like to sing, dance, and listen to music. You like to read, right? Bai Ying’ai: Yes, sometimes I like to read as well. Gao Wenzhong: Do you like to watch movies? Bai Ying’ai: Yes, I do. I often watch movies on weekends. Gao Wenzhong: Then let’s go see a foreign movie this evening. OK? My treat. Bai Ying’ai: Why your treat? Gao Wenzhong: 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 fi ne. How about yourself? Wang Peng: I’m fi ne, 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 diffi cult.

Simp-1-1-IC3-97Lesson 4.indd 120 3/29/2010 1:52:31 PM

LESSON 5 Visiting Friends Dì w kè 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; • Briefl y 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?

Simp-1-1-IC3-121Lesson 5.indd 121 3/29/2010 1:53:10 PM 122 Integrated Chinese • Level 1 Part 1 • Textbook

Dialogue: Visiting a Friend’s Home

(The doorbell rings.)

Simp-1-1-IC3-121Lesson 5.indd 122 3/29/2010 1:53:15 PM Lesson 5 • Visiting Friends 123 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?” (nr) 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 yu L Yu.

Qng jìn, qng jìn, kuài jìn lai! Lái, w jièshào yí xià, zhè shì w jijie, Go Xioyn.

Xioyn, n ho. Rènshi n hn goxìng.

Rènshi nmen w y hn goxìng.

Nmen ji hn dà, y hn piàoliang.

Shì ma? Qng zuò, qng zuò.

Xioyn, n zài nr gngzuò?

W zài xuéxiào gngzuò. Nmen xing h dinrshénme? H chá, háishi h kfi?

W h chá ba.

W yào yì píng klè, ky ma?

Duìbuq, wmen ji méi yu klè.

Nà gi w yì bi shu ba.

Simp-1-1-IC3-121Lesson 5.indd 123 3/29/2010 1:53:22 PM 124 Integrated Chinese • Level 1 Part 1 • Textbook

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. goxìng adj happy, pleased

9. piàoliang adj pretty

10. zuò v to sit

11. zài prep at; in; on [See Grammar 3.]

12. nr qpr where

13. xuéxiào n school

14. h v to drink

15. din(r) m a little, a bit; some [See Grammar 1.]

16. chá n tea

17. kfi n coffee

18. ba p (a sentence-fi nal particle) [See Grammar 4.]

19. yào v to want

20. píng m/n (measure word for bottles); bottle

Simp-1-1-IC3-121Lesson 5.indd 124 3/29/2010 1:53:27 PM Lesson 5 • Visiting Friends 125

VOCABULARY

21. klè n [Coke or Pepsi] cola

22. ky mv can; may

23. duìbuq v sorry

24. gi v to give

25. bi m (measure word for cup and glass)

26. shu n water

Proper Noun Name the beverages in the picture in Chinese.

27. Go Xioyn (a personal name)

N yào yì bēi shu háishi yì píng shu?

Simp-1-1-IC3-121Lesson 5.indd 125 3/29/2010 1:53:35 PM 126 Integrated Chinese • Level 1 Part 1 • Textbook Grammar

1. (yí xià) and ({yì} dinr) Moderating the Tone of Voice

Following a verb, both (yí xià, lit. “once”) and ({yì} dinr “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) modifi es the verb, while ({yì} dinr) modifi es the object.

N kàn yí xià, zhè shì shéi de zhàopiàn? (Take a look. Whose photo is this?)

N xing ch dinr shénme? (What would you like to eat?) N jìn lai yí xià. (Come in for a minute.) N h yìdinr 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 (shì,

to be). It is usually modifi ed by (hn, very), as seen in (1), (2), (3), and (4), or some other

adverbial modifi er. However, (hn) is not as strong as “very” in English. When forming a question with an adjective as the predicate, is not used, as seen in (5) and (6).

Simp-1-1-IC3-121Lesson 5.indd 126 3/29/2010 1:53:41 PM Lesson 5 • Visiting Friends 127 W jntin hn goxìng. (I’m happy today.) T mèimei hn piàoliang. (His younger sister is pretty.) Nà ge diànyng hn ho. (That movie is good.) Nmen dàxué hn dà. (Your university is very large.)

A: N dìdi go ma? (Is your younger brother tall?)

B:

T hn go. (He is tall.)

A: N ji dà ma? (Is your house big?)

B:

W ji bú dà, hn xio. (My house is not big, it’s small.)

Chinese adjectives without(hn) or any sort of modifi er before them can often imply comparison or contrast, as seen in (7) and (8) below.

Simp-1-1-IC3-121Lesson 5.indd 127 3/29/2010 1:53:44 PM 128 Integrated Chinese • Level 1 Part 1 • Textbook

A: Jijie piàoliang háishi mèimei piàoliang? (Who’s prettier, the older sister or the younger sister?)

B:

Mèimei piàoliang. (The younger sister is prettier). Mèimei de Zhngwén ho, w de Zhngwén bù ho. (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 nr? Zài nàr. (Where is my book? It’s over there.)

A: B: N zài nr gngzuò? W zài zhèr gngzuò. (Where do you work? I work here.) W zài zhè ge dàxué xué Zhngwén. (I study Chinese at this university.) W bù xhuan zài ji kàn diànyng. (I don’t like to watch movies at home.)

Simp-1-1-IC3-121Lesson 5.indd 128 3/29/2010 1:53:46 PM Lesson 5 • Visiting Friends 129

4. The Particle (ba)

(ba) is a sentence-fi nal “suggestion” particle, often used at the end of an imperative sentence to soften the tone.

N h kfi ba. (Why don’t you have some coffee?) Qng jìn lai ba. (Come in, please.) Wmen tiào w ba. (Let’s dance.)

Language Practice

A. (yí xià)

1.You wish to look at your brother’s girlfriend’s picture, so you say to your brother…

Gge, w n npéngyou

de zhàopiàn, ho ma?

2. You’d like your friend, Little Bai, to introduce you to Ms. Li, so you say…

Xio Bái, w xing rènshi L xioji.

Qng n .

Simp-1-1-IC3-121Lesson 5.indd 129 3/29/2010 1:53:48 PM 130 Integrated Chinese • Level 1 Part 1 • Textbook

3. You are at the doctor’s offi ce for your appointment; the nurse tells you the doctor is busy, and asks you to sit down for a bit. So she says…

Duìbuq, yshng xiànzài

yu shìr, qng n . 4. Your roommate has bought a CD, and suggests that you listen to it, so she says…

Zhège ynyuè 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 yu shìr zho n.

N .

B. Adjectives as Predicates

◆ Go Wénzhng de ji ◆ piàoliang

EXAMPLE: If people ask your opinion of Gao Wenzhong’s house,

Go Wénzhng de ji piàoliang ma? and you think Gao Wenzhong’s house is beautifully decorated, you can say…

Go Wénzhng de ji hn piàoliang. But, if you don’t think Gao’s house is beautifully decorated, you can say…

Go Wénzhng 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 yshng ◆ máng

◆ 2. 2. N de xuéxiào ◆ dà

Simp-1-1-IC3-121Lesson 5.indd 130 3/29/2010 1:53:50 PM Lesson 5 • Visiting Friends 131

◆ 3. 3. N de tóngxué ◆ goxìng

◆ 4. 4. N de losh ◆ ho

◆ 5. 5. N de sh ◆ yu yìsi

C. (zài)

1. Look at the pictures given, and tell where Wang Peng and Li You are, and what they are doing there.

EXAMPLE: (túshgun,library)

Wáng Péng hé L Yu zài túshgun kàn sh.

1. 2. 3.

2 . Everyone has a different routine and favorite places. Now let’s fi nd out where these people do their activities.

EXAMPLE:

Xio Go zài nr gngzuò?

Xio Go zài xuéxiào gngzuò.

1. L yshng zài nr tng ynyuè?

2. Wáng Péng zài nr d qiú?

3. L Yu zài nr kàn diànyng?

4. Xio Bái zài nr shuì jiào?

Simp-1-1-IC3-121Lesson 5.indd 131 3/29/2010 1:53:52 PM 132 Integrated Chinese • Level 1 Part 1 • Textbook

D. (dinr)

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:

Go Wénzhng, n xing h dinr 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 hn goxìng.

W jièshào yí xià, zhè shì .

3: 3: Rènshi n hn goxìng.

W jièshào yí xià, zhè shì .

Simp-1-1-IC3-121Lesson 5.indd 132 3/29/2010 1:53:56 PM Lesson 5 • Visiting Friends 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/Nmen xing h dinr 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, méiyu .

, ky ma?

The guest accepts or asks for something else:

B or C:/ B or C: Nà gi w yì bi/yì píng

ba.

G. Survey the class

First pair up and ask your partner these questions. Then report your fi ndings to the class.

N xhuan h shénme?

N xhuan h klè háishi kfi?

N xhuan h chá ma?

N xhuan h shu háishi h chá? The most popular beverage in the class is .

Simp-1-1-IC3-121Lesson 5.indd 133 3/29/2010 1:53:59 PM 134 Integrated Chinese • Level 1 Part 1 • Textbook

N xing h shénme?

Simp-1-1-IC3-121Lesson 5.indd 134 3/29/2010 1:54:03 PM Lesson 5 • Visiting Friends 135

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 specifi ed. Therefore, (T chángcháng h) is not a complete sentence unless when the beverage is understood, e.g.: A: (T chángcháng h kfi ma?) Does he often drink coffee? B:

(T chángcháng h.) He often does.

Simp-1-1-IC3-121Lesson 5.indd 135 3/29/2010 1:54:07 PM 136 Integrated Chinese • Level 1 Part 1 • Textbook

Zuótin wnshang, Wáng Péng hé L Yu qù Go Wénzhng ji wánr. Zài Go Wénzhng

ji, tmen rènshi le Go Wénzhng de jijie. T jiào Go Xioyn, zài xuéxiào de

túshgun gngzuò. T qng Wáng Péng h chá, Wáng Péng h le ling bi. L Yu

bù h chá, zh h le yì bi shu. Tmen yìq liáo tinr, kàn diànshì. Wáng Péng hé L Yu

wnshang shí’èr din cái huí ji.

T zài nr kàn sh?

VOCABULARY

1. wán(r) v to have fun; to play

2. le p (a dynamic particle) [See Grammar 5.]

3. túshgun n library

4. yìq adv together

5. liáo tin(r) vo to chat

liáo v to chat

tin n sky

6. cái adv not until, only then [See Grammar 6.]

7. huí ji vo to go home

huí v to return

Simp-1-1-IC3-121Lesson 5.indd 136 3/29/2010 1:54:12 PM Lesson 5 • Visiting Friends 137 Grammar

5. The Particle (le) (I)

The dynamic particle (le) signifi es: 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. Jntin Mma h le sn bi shu. (Mom had three glasses of water today.) (occurrence or completion of an action, in the past) Xngqy Xio Go qng w h le yì píng klè. (On Monday Little Gao bought me a bottle of cola.) (occurrence or completion of an event, in the past)

A: Zuótin wnshang 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: Zuótin wnshang w qù do qiú le. (Yesterday evening I went to play ball.) (occurrence or completion of an event, in the past) Míngtin w ch le wnfàn qù kàn diànyng. (Tomorrow I’ll go see a movie after I have eaten dinner.) (occurrence or completion of an action in the fi rst part of the sentence, in the future)

Simp-1-1-IC3-121Lesson 5.indd 137 3/29/2010 1:54:22 PM 138 Integrated Chinese • Level 1 Part 1 • Textbook

There is often a specifi c time phrase in a sentence with the dynamic particle (le) — such as

(jntin, today) in (1), (xngqy, Monday) in (2), or (zuótin

wnshang, last night) in (3).

When (le) is used between the verb and the object, the object is usually preceded by a modifi er. The following—numeral + measure word—is the most common type of modifi er for the object:

(sn bi, three cups / three glasses) in (1)

(yì píng, one bottle) in (2) If there are other phrases or sentences following the object of the fi rst clause, then the object does not need a modifi er. 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 modifi er, either.

W zuótin kàn le «Hlì Btè». Nà ge diànyng hn ho. (I saw Harry Potter yesterday. That movie was good.)

To say that an action did not take place in the past, use (méi {yu}) instead of (bù...le) or (méiyu…le).

FOR EXAMPLE: Zuótin w méiyu tng ynyuè. (I didn’t listen to music yesterday.)

(6a) * *Zuótin w bù tng ynyuè le.

(6b) *Zuótin w méiyu tng ynyuè le.

Simp-1-1-IC3-121Lesson 5.indd 138 3/29/2010 1:54:24 PM Lesson 5 • Visiting Friends 139

Interrogative forms:

A:or N ch fàn le ma? or N ch fàn le méiyu? (Did you eat?)

B: W méi ch. (No, I didn’t.)

A: N h le j bi shu? (How many glasses of water did you drink?)

B: W h le yì bi shu. (I drank one glass of water.) A sign on a bubble tea shop, a reminder to passersby to drop in and get their daily cup 6. The Adverb (cái, not until) of bubble tea.

The adverb (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 qng t liù din ch wnfàn, t liù din bàn cái lái. (I invited him out to dinner at six o’clock. He didn’t come till six-thirty.) Xio Go chángcháng wnshang shí’èr din cái huí ji. (Little Gao often doesn’t go home until midnight.) T wnshang hn wn cái shuì jiào. (She goes to bed very late in the evening.)

Simp-1-1-IC3-121Lesson 5.indd 139 3/29/2010 1:54:27 PM 140 Integrated Chinese • Level 1 Part 1 • Textbook 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.

Xio Go zuótin EXAMPLE: x4 h le sì bi kfi.

1. x1 2. x3 3. x2 4. x4

I. (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 din h EXAMPLE: kfi, t b din cái h (kfi). 7:00 vs. 8:00

1. 9:00 vs. 9:30 2. 2:15 vs. 2:45 3. 6:00 vs. 7:15

4. 8:00 vs. 8:30 5. 9:30 vs. 12:00

J. Find out what your partner did last night.

N zuótin wnshang qù péngyou

ji wánr le ma?

If the answer is negative, then ask

N zuótin wnshang qù nr le?

N h shénme le?

Simp-1-1-IC3-121Lesson 5.indd 140 3/29/2010 1:54:31 PM Lesson 5 • Visiting Friends 141

N h le j bi/j píng? After gathering the information, report to the class what your partner did last night:

Mark Mark zuótin wnshang qù péngyou ji

wánr le/méiyu 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. Kkuklè pn Coca-Cola

2. Bishìklè pn Pepsi-Cola

3. Xubì pn Sprite

4. qìshu(r) n soft drink; soda pop

5. kuàngquánshu n mineral water

6. guzh n fruit juice

If your favorite beverage is not listed above, please ask your teacher and make a note here:

W xhuan h .

Simp-1-1-IC3-121Lesson 5.indd 141 3/29/2010 1:54:33 PM 142 Integrated Chinese • Level 1 Part 1 • Textbook

Culture Highlights

(rènshi n hn goxìng) or (hn goxìng 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 A modern upscale tea house, (chágunr), awaits its customers. sacrosanct concept in Chinese culture than it 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 Tmen h chá liáo tinr. 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” (yns quán).

Tea, (chá), can probably be called the ? national drink of China. It depends on whom N xing h shénme chá?

Simp-1-1-IC3-121Lesson 5.indd 142 3/29/2010 1:54:39 PM Lesson 5 • Visiting Friends 143

you ask, but in general, Chinese tea may be classifi ed 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, (júhu chá), is a species of scented tea, whereas Longjing tea, (lóngjng 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, (Xngbkè), in many Chinese cities.

This is a beverage menu of a restaurant. What kind of tea can you order?

Simp-1-1-IC3-121Lesson 5.indd 143 3/29/2010 1:55:12 PM 144 Integrated Chinese • Level 1 Part 1 • Textbook

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 diffi cult.

Simp-1-1-IC3-121Lesson 5.indd 144 3/29/2010 1:55:31 PM 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 dissatisfi ed with what someone is doing and want him or her to stop.

A: Míngtin wmen qù d qiú, znmeyàng? (We’ll go play ball tomorrow, all right?)

B: Míngtin w hn máng. (I’m busy tomorrow.)

A: Nà suàn le. (All right then, never mind.)

A: N jnnián 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.)

Simp-1-1-IC3-145THCSI5.indd 145 3/29/2010 1:55:53 PM 146 Integrated Chinese • Level 1 Part 1 • Textbook

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 Yu. (It’s me, Li You.)

B: Qng jìn. (Please come in.)

A: (Knocking on the door.) B: Shéi ya? (Who is it?)

A: W, Xio Wáng. (It’s me, Little Wang.)

B: Jìn lai. (Come in.)

Simp-1-1-IC3-145THCSI5.indd 146 3/29/2010 1:55:59 PM That’s How the Chinese Say It! 147

III. (shì ma, really; is that so?) (Lesson 5)

You say this when you hear something unexpected.

A: N de Yngwén losh bú shì Miguó 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 Yngguó rén. (He is British.)

A: Xuéxiào de túshgun hn piàoliang. (The school library is very pretty.)

B: Shì ma? W míngtin 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:

Simp-1-1-IC3-145THCSI5.indd 147 3/29/2010 1:56:02 PM Simp-1-1-IC3-145THCSI5.indd 148 3/29/2010 1:56:06 PM Making Appointments LESSON 6 Dì liù kè Yu shíjin

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 fi rst 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?

Simp-1-1-IC3-149Lesson 6.indd 149 3/29/2010 1:56:25 PM 150 Integrated Chinese • Level 1 Part 1 • Textbook

Dialogue I: Calling One’s Teacher

LANGUAGE NOTES The personal pronoun (nín) is 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. “To have free time” is (yu shíjin) or (yu kòngr), never (yu shíhou).

Both (wèn) and (qng) 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 invite” or “to request”, say (qng), e.g., (W qng t tiào w, I invite her to dance).

Simp-1-1-IC3-149Lesson 6.indd 150 3/29/2010 1:56:29 PM Lesson 6 • Making Appointments 151

The measure word for academic courses is (mén). Compare: (sn mén kè, three courses), (sn jié kè, three class periods) and (sn kè, three lessons). (j din) is to ask for a specifi c time, as in “what time is it?” The general question word for “when” is (shénme shíhou), not (shénme shíjin). In English, we say “after four o’clock.” The word “after” appears before the time expression “four o’clock.” The Chinese equivalent is (sìdin yhòu). Note the difference in word order. Likewise, we say “before Monday,” but (xngqy yqián) 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 Yu gi Cháng losh d diànhuà) (méi wèntí) here means

Wéi? “no problem.” It is used to assure someone that a promise will be fulfi lled Wéi, qng wèn, Cháng losh zài ma? or a favor will be done. But when

W jiù shì. Nín shì n wèi? people thank you and say (xièxie), you cannot respond Losh, nín ho. W shì L Yu. with (méi wèntí). L Yu, yu shìr ma?

Losh, jntin xiàw nín yu shíjin ma? W xing wèn nín j

ge wèntí.

Duìbuq, jntin xiàw w yào ki huì.

Míngtin ne?

Simp-1-1-IC3-149Lesson 6.indd 151 3/29/2010 1:56:35 PM 152 Integrated Chinese • Level 1 Part 1 • Textbook

Míngtin shàngw w yu ling jié kè, xiàw sn din yào gi èr niánjí ko shì.

Nín shénme shíhòu yu kòngr?

Míngtin sì din yhòucái yu kòngr.

Yàoshi nín fngbiàn, sì din bàn w dào nín de bàngngshì qù, xíng ma?

Sì din bàn, méi wèntí. W zài bàngngshì dng n.

Xièxie nín.

Bié kèqi.

VOCABULARY

1. gi 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 (honorifi c for )

7. n/ni qpr which

8. wèi m (polite measure word for people)

9. xiàw t afternoon

10. shíjin 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.]

Simp-1-1-IC3-149Lesson 6.indd 152 3/29/2010 1:56:38 PM Lesson 6 • Making Appointments 153

VOCABULARY

13. ki huì vo to have a meeting

ki 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. ko shì vo/n to give or take a test; test

ko v to give or take a test

shì n/v test; to try; to experiment

19. yhòu t after; from now on, later on

20. kòng(r) n free time

21. yàoshi conj if

22. fngbiàn adj convenient

23. dào v to go to; to arrive

24. bàngngshì n offi ce

25. xíng v all right; O.K.

26. dng v to wait; to wait for

27. bié adv don’t [See Grammar 3.]

28. kèqi adj polite

Proper Noun

29. Cháng losh Teacher Chang

Simp-1-1-IC3-149Lesson 6.indd 153 3/29/2010 1:56:41 PM 154 Integrated Chinese • Level 1 Part 1 • Textbook Grammar

1. The Preposition (gi)

(gi) 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 gi w d le yí ge diànhuà. (He gave me a call.)

T shì shéi? Qng n gi wmen jièshào yí xià. (Who is he? Please introduce us.)

N yu n jijie de zhàopiàn ma? Gi 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 (yào, will; be going to) (I)

The modal verb (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 wmen yào ko shì. (In the afternoon we are going to have a test.)

Jntin wnshang mèimei yào qù kàn diànyng. (This evening my younger sister is going to see a movie.)

Simp-1-1-IC3-149Lesson 6.indd 154 3/29/2010 1:56:44 PM Lesson 6 • Making Appointments 155

A: Míngtin w yào qù Xio Bái ji wánr, n ne? (Tomorrow I’m going to visit Little Bai. How about you?)

B:

Míngtin w bú qù Xio Bái ji wánr, w yào ki huì. (Tomorrow I’m not going to visit Little Bai. I am going to a meeting.)

3. The Adverb (bié, don’t)

(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 diànyng méi yu yìsi, n bié kàn. (That movie is boring. Don’t go see it.)

Simp-1-1-IC3-149Lesson 6.indd 155 3/29/2010 1:56:46 PM 156 Integrated Chinese • Level 1 Part 1 • Textbook Language Practice

A. (gi) as a preposition

Little Gao is very nice to his friends. If you and your classmates are his friends, you will often fi nd him doing the following:

EXAMPLE: jièshào péngyou

Xio Go chángcháng gi

wmen jièshào péngyou.

a. 1. a. 1. d diànhuà

2. 2. jièshào xn diànyng

b. 1. b. 1. kàn t bàba mma de zhàopiàn

2. 2. tng Zhngguó ynyuè

3. 3. h Yngguó chá

B. (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: míngtin ◆ qù tiào w

A: A: L Yu míngtin zuò shénme?

B: B: L Yu míngtin yào qù tiào w.

◆ 1. 1. jntin wnshang ◆

qng péngyou h kfi

◆ 2. 2. míngtin shàngw ◆

qù tóngxué ji liànxí Zhngwén

Simp-1-1-IC3-149Lesson 6.indd 156 3/29/2010 1:56:48 PM Lesson 6 • Making Appointments 157

◆ 3. 3. míngtin xiàw ◆

qù losh de bàngngshì wèn wèntí

◆ 4. 4. zhè ge xngqw ◆

qù xuéxiào kàn diànyng

◆ 5. 5. zhè ge zhumò ◆

gi Xio Go jièshào yí ge péngyou

C. (yàoshi if)

Use the following chart to practice how to be fl exible and accommodating.

EXAMPLE: suggestion based on personal preference:

Yàoshi n bù xhuan chàng g,

wmen tiào w, znmeyàng?

Give suggestions based on: 1) desire, 2) personal interest, 3) personal preference, and 4) availability.

EXAMPLE: 1. desire 2. interest 3. preference 4. availability preference

Yes/No (bù) xhuan (bù) xing juéde (méi) yu yìsi (bù) xhuan (méi) yu kòngr

Today

Tomorrow

Simp-1-1-IC3-149Lesson 6.indd 157 3/29/2010 1:56:51 PM 158 Integrated Chinese • Level 1 Part 1 • Textbook

D. Pair Activity

Ask each other:

Yàoshi n yu shíjin,

n xing qù nr wánr?

Yàoshi péngyou qng n ch fàn,

n xing ch shénme cài?

Yàoshi tóngxué qng n kàn diànyng,

n xing kàn shénme diànyng?

E. Pair Activity: “Hello, is Jason there?”

Call your partner. Find out fi rst if your partner is there.

A: You B: Your partner C: Your partner’s brother

A: A: Wéi, qng wèn,

zài ma?

B: B: W jiù shì. /

C: C: bú zài.

Ask the caller to identify him/herself.

B/C: B/C: Nín shì n wèi?

A: A: W shì . Find out the reason for the call:

B/C: B/C: ,

N ho! Yu shìr ma?

Simp-1-1-IC3-149Lesson 6.indd 158 3/29/2010 1:56:56 PM Lesson 6 • Making Appointments 159

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: …

Simp-1-1-IC3-149Lesson 6.indd 159 3/29/2010 1:56:58 PM 160 Integrated Chinese • Level 1 Part 1 • Textbook

Dialogue II: Calling a Friend for Help

LANGUAGE NOTE Compare the two particles (ba) and (ma): (N shì L Yu ba?) You are Li You, aren’t you? (I think you’re Li You. Am I right?) (N shì L Yu ma?) Are you Li You? (I am not quite sure.)

Simp-1-1-IC3-149Lesson 6.indd 160 3/29/2010 1:56:58 PM Lesson 6 • Making Appointments 161

Wéi, qng wèn, Wáng Péng zài ma?

W jiù shì. N shì L Yu ba?

Wáng Péng, w xià ge xngqyào ko Zhngwén, n bng w zhnbèi yí xià, gn w liànxí shu

Zhngwén, ho ma?

Ho a, dànshì n di qng w h kfi.

H kfi, méi wèntí. Nà w shénme shíhou gn n jiàn miàn? N jntin wnshang yu kòngr ma?

Jntin wnshang Bái Yng’ài qng w ch fàn.

Shì ma? Bái Yng’ài qng n ch fàn?

Duì. W huí lai yhòu gi n d diànhuà.

Ho, w dng n de diànhuà.

Bái Yng’ài hé Wáng Péng ch Zhngguó cài háishi Miguó cài?

Simp-1-1-IC3-149Lesson 6.indd 161 3/29/2010 1:57:04 PM 162 Integrated Chinese • Level 1 Part 1 • Textbook

VOCABULARY

1. xià ge next one

xià below; next

2. Zhngwén n Chinese language

wén n language; script; written language

3. bng v to help

4. zhnbèi v to prepare

5. liànxí v to practice

6. shu v to say; to speak

7. a p (a sentence-fi nal particle of exclamation, interrogation, etc.)

8. dànshì conj but

9. di av must; to have to

10. gn prep with

11. jiàn miàn vo to meet up; to meet with

n face

12. huí lai vc to come back

Simp-1-1-IC3-149Lesson 6.indd 162 3/29/2010 1:57:09 PM Lesson 6 • Making Appointments 163 Grammar

4. Time Expressions

(xià ge xngq, next week) literally means “the week below.” By the same token,

(shàng ge xngq, last week) literally means “the week above.” The measure word can be omitted: ; . “Last/next

month” is (shàng ge yuè/xià ge yuè). However, we don’t say .

To help you remember, envision a calendar. Next week/month is below (, xià) this week/

month; last week/month is above (, shàng) this week/month.

Time Expressions Involving Month and Week

shàng shàng ge yuè shàng shàng (ge) xngq the month before last the week before last

shàng ge yuè shàng (ge) xngq last month last week

zhè ge yuè zhè (ge) xngq this month this week

xià ge yuè xià (ge) xngq next month next week

xià xià ge yuè xià xià (ge) xngq the month after next the week after next

The above expressions with (yuè, month) and (xngq, week) form two parallel series. “One week” is (yí ge xngq), therefore “one week later” is (yí ge xngq yhòu). “One month” is (yí ge yuè), not (yyuè, January). “One month later” is (yí ge yuè yhòu).

Simp-1-1-IC3-149Lesson 6.indd 163 3/29/2010 1:57:11 PM 164 Integrated Chinese • Level 1 Part 1 • Textbook

Additional Time Expressions Involving Year and Day

dàqiántin dàqiánnián three days ago three years ago qiántin qiánnián the day before yesterday the year before last zuótin qùnián yesterday last year jntin jnnián today this year míngtin míngnián tomorrow next year hòutin hòunián the day after tomorrow the year after next dàhòutin dàhòunián three days from today three years from now

The above expressions with (tin, day) and (nián, year) form two parallel series except for

(zuótin, yesterday) and (qùnián, last year).

5. The Modal Verb (di, must)

The modal verb (di) means “need to” or “must”.

W xiànzài di qù ki huì, méi kòngr gn n liáo tinr. (I need to go to a meeting right now, and have no time to chat with you.)

W yu shìr, di qù xuéxiào. (I’ve some business [to attend to]. I must go to school.)

The negative form of (di, must) is (búyòng, need not) or (búbì, need not),

not (bù di). Therefore, the correct way to say “You don’t have to go to the library” in Chinese is A, not B:

A.or

N búyòng qù túshgun. N búbì qù túshgun.

Simp-1-1-IC3-149Lesson 6.indd 164 3/29/2010 1:57:13 PM Lesson 6 • Making Appointments 165

B.

*N bù di qù túshgun.

6. Directional Complements (I)

(lái/qù, to come/go) can serve as a directional complement after such verbs as (jìn,

to enter) and (huí, to return). (lái, to come) signifi es movement toward the speaker, while

(qù, to go) signifi es 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 din 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.)

Simp-1-1-IC3-149Lesson 6.indd 165 3/29/2010 1:57:16 PM 166 Integrated Chinese • Level 1 Part 1 • Textbook Language Practice

F. A B + V(O) (A gn 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 Zhngwén

Cháng losh gn L Yu shu Zhngwén.

◆ ◆ 1. liáo tinr

◆ ◆ 2. tiào w

◆ ◆ 3. shu Yngwén

◆ ◆ 4. jiàn miàn ch wnfàn

G. (bié, don’t) and (di, 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.

EXAMPLE: liáo tinr kàn sh

N bié liáo tinr,

n di kàn sh.

1. 1. h chá shuì jiào

2. 2. kàn diànshì

i losh d diànhuà

3. 3. shuì jiào qù ko shì

4. 4. d qiú liànxí shu Zhngwén

Simp-1-1-IC3-149Lesson 6.indd 166 3/29/2010 1:57:20 PM Lesson 6 • Making Appointments 167

5. 5. qù péngyou ji wánr

qù xuéxiào gngzuò

H. A B (A gn 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) xing gn

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 xngqtin

shàngw (yào) zuò shénme?

N xià ge xngqsn

xiàw (yào) zuò shénme?

N xià ge xngqw

wnshang (yào) zuò shénme?

J. What does your friend have to do if he or she wants you to help him/her?

study Chinese practice playing ball practice singing practice dancing “If I help you…, you have to …”

Yàoshi w bng n ,

n di .

Simp-1-1-IC3-149Lesson 6.indd 167 3/29/2010 1:57:26 PM 168 Integrated Chinese • Level 1 Part 1 • Textbook

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 ho! Qng wèn

zài ma?

B: B: Bú zài. N shì n wèi?

A: A: W shì .

B: B: N zho

yu shìr ma?

A then tells B the reason for the call…

A: A: W míngtin wngshang xing qng

t .

B seems to know her daughter/son’s schedule very well…

B: B: T míngtin wngshang yào

, méi kòngr.

A is disappointed, but does not give up, and proposes a different time…

A: A: Nà t

yu shíjin ma? B gives the same answer with a different activity that the daughter/son is committed to…

B: B: T

yào ,

méi shíjin.

Simp-1-1-IC3-149Lesson 6.indd 168 3/29/2010 1:57:31 PM Lesson 6 • Making Appointments 169

A thinks that he or she had better ask B to tell the daughter/son to call him/her back…

A: A: Nà qng t huí lai yhòu

,

w dng t de diànhuà.

Though a bit reluctant, B promises she will do that, then hangs up the phone.

B: B: Ho, zàijiàn.

A tries to thank B and says goodbye before the click.

A: A: Xièxie nín! Zàijiàn.

HOW ABOUT YOU?

What languages do you speak?

1. Fwén 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. Xbnyáwén pn the Spanish language

7. Yìdàlìwén pn the Italian language

8. Pútáoyáwén pn the Portuguese language

9. Xlàwén pn the Greek language

10. Ldngwén pn the Latin language

If a language you speak is not listed above, please ask your teacher and make a note here: .

Simp-1-1-IC3-149Lesson 6.indd 169 3/29/2010 1:57:34 PM 170 Integrated Chinese • Level 1 Part 1 • Textbook

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 fi rst, 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 fi rst. It seems that almost every adult in China has a cell phone, (shuj), and they are not afraid to use it! China is now the largest cell phone market in the world. The cost of tele- phone communication in China can be signifi cantly reduced by using calling cards, (diànhuà k). There are various types of calling cards, which are available in neighborhood convenience stores.

Simp-1-1-IC3-149Lesson 6.indd 170 3/29/2010 1:57:36 PM Lesson 6 • Making Appointments 171

Both (Zhngwén) and (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 . There is also a difference in nuance between (y, speech) and (wén, writing), but for most purposes (Hàny) and (Zhngwén) are generally considered synonymous.

This is a billboard for one of the major telecommunication companies in China. Can you fi gure out what services the company provides?

As seen here, there are so many choices when purchasing calling cards.

Simp-1-1-IC3-149Lesson 6.indd 171 3/29/2010 1:57:46 PM 172 Integrated Chinese • Level 1 Part 1 • Textbook

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 offi ce at four-thirty. Is that all right? Teacher Chang: Four-thirty? No problem. I’ll wait for you in my offi ce. 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.

Simp-1-1-IC3-149Lesson 6.indd 172 3/29/2010 1:57:58 PM Lesson 6 • Making Appointments 173

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 fi nd a common time that everyone can meet ; Request that my call be returned.

Please review the lesson if any of these tasks seem diffi cult.

Simp-1-1-IC3-149Lesson 6.indd 173 3/29/2010 1:57:58 PM Simp-1-1-IC3-149Lesson 6.indd 174 3/29/2010 1:57:59 PM LESSON 7 Studying Chinese Dì q kè Xué Zhngwén

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?

Simp-1-1-IC3-175Lesson 7.indd 175 3/29/2010 1:58:22 PM 176 Integrated Chinese • Level 1 Part 1 • Textbook

Dialogue I: How Did You Do on the Exam?

LANGUAGE NOTES Like (xíng ma) and (ho ma), the expression ho bu ho ( , is it OK?) can also be used to seek someone’s approval of a proposal. ?

Simp-1-1-IC3-175Lesson 7.indd 176 3/29/2010 1:58:28 PM Lesson 7 • Studying Chinese 177

(nli), which literally means “where,” is a polite reply to a compliment. In recent times, however, (nli) 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 gn L Yu shu huà.)

L Yu, n shàng ge xngq ko shì ko de znmeyàng?

Ynwèi n bng w fùxí, suy ko de búcuò. Dànshì w xi Zhngguó

zì xi de tài màn le!

Shì ma? Yhòu w gn n yìq liànxí xi zì, ho bu ho?

Nà tài ho le! Wmen xiànzài jiù xi, znmeyàng?

Ho, gi w yì zh b, yì zhng zh. Xi shénme zì?

N jio w znme xi “dng” zì ba.

Ho ba.

N xi zì xi de zhn ho, zhn kuài.

Nli, nli. N míngtin yu Zhngwén kè ma? W bng n yùxí.

Míngtin wmen xué dì qkè. Dì q kè de yf hn róngyì, w du

dng, kshì shngcí tài du, Hànzì y yuyìdinrnán.

Méi wèntí, w bng n.

Simp-1-1-IC3-175Lesson 7.indd 177 3/29/2010 1:58:34 PM 178 Integrated Chinese • Level 1 Part 1 • Textbook

VOCABULARY

1. shu huà vo to talk

huà n word; speech

2. shàng ge the previous one

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, infl exible objects such as pens, rifl es, etc.)

9. b n pen

10. zhng m (measure word for fl at objects, paper, pictures, etc.)

11. zh n paper

12. jio v to teach

13. znme qpr how; how come

14. dng v to understand

15. zhn adv really [See Grammar 2.]

16. nli pr where

17. yùxí v to preview

18. xué v to study; to learn

19. dì prefi x (prefi x for ordinal numbers) [See Grammar 5.]

Simp-1-1-IC3-175Lesson 7.indd 178 3/29/2010 1:58:38 PM Lesson 7 • Studying Chinese 179

VOCABULARY

20. yf n grammar

21. róngyì adj easy

22. shngcí n new words; vocabulary

23. du adj many; much

24. Hànzì n Chinese characters

25. nán adj diffi cult

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 hn ho. (He writes characters well.)

[ (hn ho, very well) is a comment on the action (xi, to write).]

T zuótin shuì jiào shuì de hn wn. (He went to bed late last night.)

[ (hn wn, very late) is a comment on the action (shuì jiào, to sleep).]

Simp-1-1-IC3-175Lesson 7.indd 179 3/29/2010 1:58:41 PM 180 Integrated Chinese • Level 1 Part 1 • Textbook Mèimei g chàng de hn ho. (My younger sister sings beautifully.)

[ (hn ho, very well) is a comment on the action (chàng, to sing).]

If the complement is an adjective, it is usually preceded by (hn, 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 fi rst verb can be omitted if the meaning is clear from the context, as in (3).

2. The Adverbs (tài, too) and (zhn, really)

When adverbs (tài, too) and (zhn, 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 intensifi ers such as

(hn, very), or (tèbié, especially) are often used in place of (tài, too) or

(zhn, really).

A: T xi zì xi de znmeyàng? (How well does he write characters?)

One would normally answer:

B: T xi zì xi de hn ho. (He writes characters very well.)

rather than:

B1: T xi zì xi de zhn ho.

Compare B1 with C below:

Simp-1-1-IC3-175Lesson 7.indd 180 3/29/2010 1:58:44 PM Lesson 7 • Studying Chinese 181

C:

Xio L, n xi zì xi de zhn ho! N ky jio 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 diànyng tài yu yìsi le! (This movie is really interesting!)

W de yf tài bù ho le! W di du liànxí. (My grammar really is awful! I have to practice more.)

N tiào w tiào de tài ho le! (You really dance beautifully!)

3. The Adverb (jiù) (I)

The adverb (jiù) is used before a verb to suggest the earliness, briefness, or quickness of the action.

T míngtin q din jiù di shàng kè. (He has to go to class [as early as] at 7:00am tomorrow.)

Wmen b din kàn diànyng, t q din bàn jiù lái le. (We [were supposed to] see the movie at 8:00, but he came [as early as] 7:30.)

Simp-1-1-IC3-175Lesson 7.indd 181 3/29/2010 1:58:46 PM 182 Integrated Chinese • Level 1 Part 1 • Textbook

(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 din shàng kè, Xio Bái q din jiù lái le. (Class started at 8:00, but Little Bai came [as early as] 7:00.)

B:

B din shàng kè, Xio Zhng b din bàn cái lái. (Class started at 8:00, but Little Zhang didn’t come until 8:30.)

A: W zuótin w din jiù huí ji le. (Yesterday I went home when it was only 5:00.) (The speaker thought 5:00 was early.)

B:

W zuótin w din 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, (jiù) is always used with (le) to indicate promptness,

but (cái) is never used with .

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.

Losh jio wmen shngcí hé yf. (The teacher teaches us vocabulary and grammar.)

Simp-1-1-IC3-175Lesson 7.indd 182 3/29/2010 1:58:48 PM Lesson 7 • Studying Chinese 183 Dà g gi le w yì píng shu. (My big brother gave me a bottle of water.)

N jio w Hànzì, ky ma? (Will you teach me Chinese characters, please?)

W xing 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) before cardinal numbers, e.g., (dì y, the fi rst), (dì èr bi chá, the second cup of tea), (dì sn ge yuè, the third month). However, (dì) is not used in names of months:

(yyuè, èryuè, snyuè, January, February, March). Neither is it used to indicate the birth

order of siblings: (dàg, èrg, sng, oldest brother, second oldest

brother, third oldest brother); (dàji, èrji, snji, oldest sister second oldest sister, third oldest sister).

6. (yu{yì}dinr, somewhat, rather; a little bit)

The phrase (yuyìdinr) precedes adjectives or verbs. It often carries a negative tone.

The (y) in the phrase is optional.

W juéde Zhngwén yu(yì)dinr nán. (I think Chinese is a little bit diffi cult.)

* W juéde Zhngwén yu(yì)dinr róngyì. *(I think Chinese is a little bit easy.)

Simp-1-1-IC3-175Lesson 7.indd 183 3/29/2010 1:58:50 PM 184 Integrated Chinese • Level 1 Part 1 • Textbook W juéde zhè yí kè shngcí yudinr 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

(yuyìdinr) can carry a positive tone, e.g.:

W yqián bù xhuan t, xiànzài yu(yì)dinr xhuan t le. (I used to dislike him, but now I somewhat like him.)

[ yqián = previously or before. See Lesson 8.]

Take care not to confuse (yuyìdinr, a little), which is an adverbial used to

modify adjectives, with (yì dinr, a little), which usually modifi es nouns. In the above

sentences, (yuyìdinr) cannot be replaced by (yì dinr). Compare: Gi w yì dinr kfi. (Give me a little coffee.) Gi w yì dinr shíjin. (Give me a little time.) W yuyìdinr máng. (I am kind of busy.)

W yì dinr máng. T yuyìdinr bù goxìng. (She is a little bit unhappy.)

*T yì dinr bù goxìng.

Simp-1-1-IC3-175Lesson 7.indd 184 3/29/2010 1:58:53 PM Lesson 7 • Studying Chinese 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.

EXAMPLE: (VO) ko shì (VO) ho

Xio Wáng chángcháng ko shì

ko de hn ho.

1. (VO) 1. shuì jiào (VO) wn

2. (VO) 2. h kfi (VO) du

3. (VO) 3. xi zì (VO) kuài

4. (V) 4. yùxí (V) búcuò

5. (V) 5. gngzuò (V) ho

B. (tài…le, too) and (zhn, really)

There are things around you that amaze you. Practice how to mark your comments using exclamatory sentences.

◆ EXAMPLE: Hànzì ◆ yu yìsi

or Hànzì tài yu yìsi le! or

Hànzì zhn yu yìsi!

◆ 1. 1. losh ji ◆ piàoliang

◆ 2. 2. ko shì ◆ róngyì

◆ 3. 3. yf ◆ nán

◆ 4. 4. tóngxué de Zhngwén ◆ ho

◆ 5. 5. w xi zì ◆ màn

Simp-1-1-IC3-175Lesson 7.indd 185 3/29/2010 1:58:54 PM 186 Integrated Chinese • Level 1 Part 1 • Textbook

C. (yuyìdinr, 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 (yuyìdinr, a little bit) +

adjective?

◆ EXAMPLE: yf ◆ nán

Yf yuyìdinr nán.

◆ 1. 1. dì q kè de shngcí ◆ du

◆ 2. 2. wmen de ko shì ◆ nán

◆ 3. (zo, early) 3. Zhngwén kè ◆ zo (early)

◆ 4. 4. Hànzì ◆ nán

◆ 5. 5. losh shu huà ◆ kuài

D. Compare your relative strengths with a partner.

A: N chàng g chàng de EXAMPLE: A: znmeyàng?

B: B: W chàng g chàng de ,

n ne?

A: A:

1. 2. 3

Simp-1-1-IC3-175Lesson 7.indd 186 3/29/2010 1:58:56 PM Lesson 7 • Studying Chinese 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: xué Zhngwén

Q: Q: N xué Zhngwén xué de

znmeyàng?

A: A: W xué Zhngwén

xué de .

1. 1. shu Zhngwén

2. 2. xi Hànzì

3. 3. yùxí shngcí

4. 4. fùxí yf

Simp-1-1-IC3-175Lesson 7.indd 187 3/29/2010 1:58:58 PM 188 Integrated Chinese • Level 1 Part 1 • Textbook

Dialogue II: Preparing for a Chinese Class

LANGUAGE NOTES Both (zoshang) and (shàngw) are usually translated as “morning,” but the two Chinese words are not interchangeable. (zoshang) refers to early morning; and (shàngw) to the latter part of the morning or to the fi rst half of the day (until noon). (zo, Good morning!) is heard quite often in Chinese cities. Other morning greetings, such as (zoshang ho) and (zo’n), still sound rather formal to many Chinese people.

Simp-1-1-IC3-175Lesson 7.indd 188 3/29/2010 1:59:00 PM Lesson 7 • Studying Chinese 189 (shuài) is used to describe a handsome—usually young— man. To describe an attractive woman one uses the word (piàoliang, pretty). The term (hokàn, good-looking) is gender- neutral, and can be used for people of either sex and in any age group.

(L Yu gn Bái Yng’ài shu huà.)

Bái Yng’ài, n píngcháng lái de hn zo, jntin znmezhème wn?

W zuótin yùxí Zhngwén, zoshang sì din cáishuì jiào, n y shuì de

hn wn ma?

W zuótin shí din jiùshuì le. Ynwèi Wáng Péng bng w liànxí

Zhngwén, suy w gngkè zuò de hn kuài.

Yu ge Zhngguó péngyou zhn ho.

(Shàng Zhngwén kè)

Dàji zo, xiànzài wmen kish shàng kè. Dì q kè nmen du yùxí le ma?

Yùxí le.

L Yu, qng n niàn kèwén. ... Niàn de hn ho. N zuótin wnshang tng

lùyn le ba?

W méi tng.

Dànshì t de péngyou zuótin wnshang bng t xuéxí le.

Simp-1-1-IC3-175Lesson 7.indd 189 3/29/2010 1:59:04 PM 190 Integrated Chinese • Level 1 Part 1 • Textbook

N de péngyou shì Zhngguó rén ma?

Shì.

T shì yí ge nán de, hn shuài, hn kù, jiào Wáng Péng.

VOCABULARY

1. píngcháng adv usually

2. zo adj early

3. zhème pr so; this (late, etc.)

4. wn adj late

5. zoshang t morning

6. gngkè 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. kish v/n to begin, to start; beginning

10. niàn v to read aloud

11. kèwén n text of a lesson

12. lùyn n/vo sound recording; to record

13. xuéxí v to study; to learn

14. shuài adj handsome

15. kù adj cool

Simp-1-1-IC3-175Lesson 7.indd 190 3/29/2010 1:59:07 PM Lesson 7 • Studying Chinese 191 Grammar

7. (znme, how; how come) in Questions

(znme, 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. Qng n jio w znme xi “dng” zhè ge zì. (Please teach me how to write the character “dong.”) N znme cái lái? (How come you’ve just arrived?) N znme méi qù kàn diànyng? (Why didn’t you go to the movie?)

Both (znme, how come) and (wèishénme, why) are used to ask about the

cause of or reason for something. However, (znme, how come) conveys the speaker’s

bewilderment or surprise whereas (wèishénme, why) does not.

8. The (de) Structure (I)

[See also Grammar 3 in Lesson 9.] We have a (de) structure when an adjective is followed by

the structural particle (de). Grammatically, a (de) structure is equivalent to a noun. When

Bai Ying’ai says, “ (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, fi ve diffi cult ones and fi ve easy ones.)

Simp-1-1-IC3-175Lesson 7.indd 191 3/29/2010 1:59:10 PM 192 Integrated Chinese • Level 1 Part 1 • Textbook

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 fi rst appearance.

Xio Bái hn xhuan xué Zhngwén. (T) wnshang yùxí kèwén,

fùxí yf, liànxí xi Hànzì, chángcháng hn wn 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:

Xio Bái hn xhuan xué Zhngwén. Xio Bái wnshang yùxí kèwén,

Xio Bái fùxí yf, Xio Bái liànxí xi Hànzì. Xio Bái

chángcháng hn wn cái shuì jiào.

Xio Bái hn xhuan xué Zhngwén. T wnshang yùxí kèwén, t

fùxí yf, t liànxí xi Hànzì. T chángcháng hn wn cái

shuì jiào.

Simp-1-1-IC3-175Lesson 7.indd 192 3/29/2010 1:59:13 PM Lesson 7 • Studying Chinese 193 Language Practice

E. (znme, 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 ◆ zo vs. wn

N píngcháng lái xuéxiào lái de

hn zo, jntin

znme zhème wn?

◆ 1. vs. 1. yùxí shngcí ◆ ho vs. bù ho

◆ 2. vs. 2. niàn kèwén ◆ kuài vs. màn

◆ 3. vs. 3. ko shì ◆ búcuò vs. bù ho

◆ 4. vs.(nánkàn, ugly) 4. xi zì ◆ piàoliang vs. nánkàn (ugly)

F. vs. (cái vs. jiù)

Choose (cái) or (jiù) to indicate whether something takes place later or sooner than expected.

EXAMPLES:

a. 6:00pm a. mma 6:00pm huí ji

vs.6:30pm vs. zuótin wnshang 6:30pm

Mma píngcháng wnshang

liùdin huí ji, zuótin wnshang

liùdin bàn cái huí ji.

Simp-1-1-IC3-175Lesson 7.indd 193 3/29/2010 1:59:14 PM 194 Integrated Chinese • Level 1 Part 1 • Textbook

b. 7:45am b. 7:45am ch zofàn

vs. 7:30am vs. jntin zoshang 7:30am

Go Wénzhng píngcháng q din

sn kè ch zofàn, jntin zoshang

q din bàn jiù ch zofàn le.

1. 8:00am 1. 8:00am qù shàng kè

vs.8:15am vs. zuótin 8:15am

2. 9:00am 2. 9:00am qù xuéxiào gngzuò

vs.8:50am vs. zuótin 8:50am

3. 9:00pm 3. 9:00pm kish zuò gngkè

vs.8:00pm vs. shàng ge xngqw 8:00pm

4. 4. xngqsn gi xuésheng

vs. ko shì vs. shàng ge xngq

xngqsì

5. 5. xngqèr fùxí shngcí

vs. yf vs. shàng ge xngq

xngqy

Simp-1-1-IC3-175Lesson 7.indd 194 3/29/2010 1:59:16 PM Lesson 7 • Studying Chinese 195

G. (zhn, really)

Practice how to praise or disapprove of something or someone using the words given.

◆ EXAMPLE: Zhè ge xuéxiào ◆ ho

Zhè ge xuéxiào zhn ho.

◆ 1. 1. L xioji ◆ piàoliang

◆ 2. 2. tiào w ◆ yu yìsi

◆ 3. 3. Wáng Péng ◆ shuài

◆ 4. 4. Hànzì ◆ nán

◆ 5. 5. Zhè yí kè de yf ◆ du

H. Pair Activity

You fi nd your friend’s behavior rather inexplicable, so you ask:

Jntin shì n mma de shngrì,

n znme bù/méi……

Míngtin n yu koshì,

n znme 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:

Simp-1-1-IC3-175Lesson 7.indd 195 3/29/2010 1:59:18 PM 196 Integrated Chinese • Level 1 Part 1 • Textbook

EXAMPLE: A: Go Wénzhng píngcháng jdin

kish xuéxí Zhngwén?

Student B answers each question according to the usual schedule, and then explains yesterday’s deviation from that schedule:

B: T píngcháng shàngw jidin

kish xuéxí Zhngwén.

Kshì t zuótin shàngw b din

sn kè jiù kish xuéxí Zhngwén 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. qinb n pencil

2. gngb n fountain pen

3. máob n writing brush

4. yuánzhb n ballpoint pen

5. bnzi n notebook

6. liànxíbn n exercise book

7. kèbn n textbook

8. zìdin n dictionary

If there are items in your study that are not listed above, please ask your and make a note here: .

Simp-1-1-IC3-175Lesson 7.indd 196 3/29/2010 1:59:20 PM Lesson 7 • Studying Chinese 197

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 (Hànzì). That accounts for the bifurcation of (jintzì, simplifi ed characters) and (fántzì, traditional characters, or, literally, complex characters.) Currently, simplifi ed 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 simplifi ed 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 Should this sign be read from the left to the right or from the hundred years ago. It is read from right to left, and it’s the right to the left? name of the person who established the store. Can you recognize his family name?

Simp-1-1-IC3-175Lesson 7.indd 197 3/29/2010 1:59:33 PM 198 Integrated Chinese • Level 1 Part 1 • Textbook

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(qinb, pencils), (gngb, fountain pens), and (yuánzhb, ballpoint pens), which are also known in Taiwan as (yuánzb). The traditional (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 includes (b, writing brushes), (mò, ink sticks), (zh, paper), and (yàn, ink stones). The traditional paper for writing and painting is known as (xunzh), named after its most famous place of production, (Xunchéng) 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 (dunyàn) 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.

Simp-1-1-IC3-175Lesson 7.indd 198 3/29/2010 1:59:46 PM Lesson 7 • Studying Chinese 199

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 “dng” (to understand)? Wang Peng: Fine. Li You: You write characters really well, and very fast, too. Wang Peng: You fl atter 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 diffi cult. 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 fi nished 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.

Simp-1-1-IC3-175Lesson 7.indd 199 3/29/2010 1:59:57 PM 200 Integrated Chinese • Level 1 Part 1 • Textbook

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 diffi cult.

Simp-1-1-IC3-175Lesson 7.indd 200 3/29/2010 2:00:03 PM LESSON 8 School Life Dì b kè Xuéxiào shnghuó

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 fi xed format for diary entries? 2. Do people follow a certain format in writing a letter? 3. Are expressions of modesty considered culturally appropriate?

Simp-1-1-IC3-201Lesson 8.indd 201 3/29/2010 2:00:21 PM 202 Integrated Chinese • Level 1 Part 1 • Textbook

A Diary: A Typical School Day

An Entry from Li You’s Diary LANGUAGE NOTE The usual colloquial term for a computer is (diànno), 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).

Simp-1-1-IC3-201Lesson 8.indd 202 3/29/2010 2:00:25 PM Lesson 8 • School Life 203 ()

L Yu de yì pin rìjì

Shíyyuè snrì, xngqèr

Jntin w hn máng, hn lèi. Zoshang q din bàn q chuáng, x le zo yhòu jiù ch zofàn. W

yìbin ch fàn, yìbin tng lùyn. Ji din dào jiàoshì qù shàng kè.

Dì y jié kè shì Zhngwén, losh jio wmen fyn, shngcí hé yf, y jio wmen xi zì, hái gi le

wmen yì pin xn kèwén, zhè pin kèwén hn yu yìsi. Dì èr jié shì diànno kè, hn nán.

Zhngw w hé tóngxué men yìq dào cntng qù ch wfàn. Wmen yìbin ch, yìbin liànxí shu

Zhngwén. Xiàw w dào túshgun qù shàng wng. Sì din Wáng Péng lái zho w d qiú. W din

sn kè ch wnfàn. Q din bàn w qù Bái Yng’ài de sùshè gn t liáo tin(r). Dào nàr de shíhou, t

zhèngzàizuò gngkè. W b din bàn huí ji. Shuì jiào yqián, Go Wénzhng gi w d le yí ge

diànhuà, gàosu w míngtin yào koshì, w shu w yjng zhdao le.

VOCABULARY

1. pin 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

Simp-1-1-IC3-201Lesson 8.indd 203 3/29/2010 2:00:30 PM 204 Integrated Chinese • Level 1 Part 1 • Textbook

VOCABULARY

5. x zo vo to take a bath/shower

6. zofàn n breakfast

7. yìbin adv simultaneously; at the same time [See Grammar 3.]

8. jiàoshì n classroom

9. fyn n pronunciation

10. xn adj new

11. diànno n computer

no n brain

12. zhngw n noon

13. cntng n dining room, cafeteria

14. wfàn n lunch, midday meal

15. shàng wng 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. yqián t before

20. gàosu v to tell

21. yjng adv already

22. zhdao v to know

Simp-1-1-IC3-201Lesson 8.indd 204 3/29/2010 2:00:34 PM Lesson 8 • School Life 205

Tóngxué men zài cntng ch wfàn. Xuésheng yjng 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. Wmen shí din shàng kè. (We start the class at ten.) Wmen j din qù? (What time are we going?) N shénme shíhou shuì jiào? (What time do you go to bed?) T míngtin shàngw b din lái. (He will come at eight tomorrow morning.)

Simp-1-1-IC3-201Lesson 8.indd 205 3/29/2010 2:00:36 PM 206 Integrated Chinese • Level 1 Part 1 • Textbook

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 zofàn? Shénme shíhou ch wfàn? Shénme shíhou ch wnfàn?

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 fi rst one is completed. T jntin zoshang q chuáng yhòu jiù tng Zhngwén lùyn le. (He listened to the Chinese recordings right after he got up this morning.) Wáng Péng xi le xìn yhòu jiù qù shuì jiào le. (Wang Peng went to bed right after he had fi nished writing the letter.)

Simp-1-1-IC3-201Lesson 8.indd 206 3/29/2010 2:00:46 PM Lesson 8 • School Life 207 W zuò le gngkè yhòu jiù qù péngyou ji wánr. (I will go to my friend’s for a visit right after I fi nish my homework.)

3. (yìbin...yìbin...)

This structure denotes the simultaneity of two ongoing actions. In general, the word or

phrase for the action that started earlier follows the fi rst (yìbin), while that for the

action that started later follows the second (yìbin). Wmen yìbin ch fàn, yìbin liànxí shu Zhngwén. (We practiced speaking Chinese while having dinner.) T chángcháng yìbin ch fàn yìbin kàn diànshì. (He often eats and watches TV at the same time.)

Generally, the verb that follows the fi rst (yìbin) indicates the principal action

for the moment, while the one that follows the second (yìbin) denotes an accompanying action. W yìbin x zo, yìbin chàng g. (I sang while taking a shower.) W mèimei xhuan yìbin kàn sh, yìbin tng ynyuè. (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.

Simp-1-1-IC3-201Lesson 8.indd 207 3/29/2010 2:00:53 PM 208 Integrated Chinese • Level 1 Part 1 • Textbook T chángcháng qù Go Xioyn ji ch fàn. (He often goes to eat at Gao Xiaoyin’s place.) Xiàw w yào dào túshgun qù kàn sh. (This afternoon I will go to the library to read.) W míngtin xing zho tóngxué qù d qiú. (I’d like to fi nd some classmates to play ball with me tomorrow.) N míngtin lái w ji ch wnfàn 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.

Zuótin dì y jié kè shì Zhngwén. Losh jio wmen fyn,

shngcí hé yf, y jio wmen xi zì, hái gi le wmen

yì pin xn kèwén. Nà pin kèwén hn yu yìsi. (Yesterday the fi rst 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.)

Simp-1-1-IC3-201Lesson 8.indd 208 3/29/2010 2:00:54 PM Lesson 8 • School Life 209

6. The Particle (III)

When a disyllabic or polysyllabic adjective modifi es a noun, the particle (de) is usually inserted

between the adjective and the noun, e.g. (piàoliang de xuéxiào, beautiful

schools), (róngyì de Hànzì, easy characters), (yu yìsi

de diànyng, interesting movies). However, with monosyllabic adjectives, (de) is often omitted,

e.g., (xn kèwén, new lesson texts), (xn diànno, new computers),

(dà jiàoshì, big classrooms); (ho losh, good teachers). If the adjective is preceded

by (hn), however, (de) cannot be dropped, e.g., (hn xn de diànno,

very new computers); (hn dà de jiàoshì, very big classrooms);

(hn ho de losh, very good teachers).

7. The Adverb (zhèngzài, be doing...)

The adverb (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 Yu, n zài zuò shénme? (Li You, what are you doing?)

B: W zài liànxí xi Hànzì. (I’m practicing writing Chinese characters.) Wmen xiànzài zhèngzài shàng kè, n bié d diànhuà. (We are having a class right now. Don’t make phone calls.)

Simp-1-1-IC3-201Lesson 8.indd 209 3/29/2010 2:00:56 PM 210 Integrated Chinese • Level 1 Part 1 • Textbook

W zuótin dào t sùshè de shíhou, t zhèngzài liànxí fyn. (When I got to his dorm yesterday, he was in the middle of practicing pronunciation.)

A: N zhdao bù zhdào Wáng losh zài nr? (Do you know where Teacher Wang is?)

B:

T zhèngzài bàngngshì ki huì. (He is having a meeting in his offi ce.)

Simp-1-1-IC3-201Lesson 8.indd 210 3/29/2010 2:00:58 PM Lesson 8 • School Life 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: Xio Go zoshang b din q chuáng.

8:00am

1.

2. 8:30am

3. 9:15am

4. 12:00pm

5.

Simp-1-1-IC3-201Lesson 8.indd 211 3/29/2010 2:01:05 PM 212 Integrated Chinese • Level 1 Part 1 • Textbook

B. (yìbin…yìbin…)

Look at the pictures given, and practice how to describe two simultaneous actions.

EXAMPLE: Tmen

Tmen yìbin liáo tinr, yìbin h chá.

1. Wáng xioji

2. Go xinsheng

3. Xio L

4. Xio Bái

C. Subject + Verb 1+ Verb 2

Turn the following words into sentences.

◆ ◆ EXAMPLE: Wáng Péng ◆Xio Go ji ◆ch fàn

Wáng Péng dào Xio Go ji qù

ch fàn.

or or Wáng Péng qù Xio Go ji ch fàn.

◆ ◆ 1. 1. W dìdi ◆túshgun ◆kàn sh

◆ ◆ 2. 2. T ◆jiàoshì ◆liànxí fyn

◆ 3. 3. L Yu ◆tóngxué de sùshè

◆ ◆liáo tinr

◆ ◆ 4. 4. Xio Bái ◆xuéxiào ◆tng lùyn

Simp-1-1-IC3-201Lesson 8.indd 212 3/29/2010 2:01:08 PM Lesson 8 • School Life 213

◆ 5. 5. Xio Wáng ◆losh de bàngngshì ◆ ◆wèn wèntí

D. Verb + Object 1 + Object 2

D1: What does your teacher teach you in your Chinese class?

◆ EXAMPLE: xuésheng ◆shngcí

Losh jio xuésheng shngcí.

◆ 1. 1. xuésheng ◆Hànzì

◆ 2. 2. dàji ◆yf

◆ 3. 3. wmen ◆Zhngwén fyn

◆ 4. 4. dàji ◆kèwén

D2: What kinds of questions do the students often ask their teachers in a language classroom?

EXAMPLE: fyn

Xuésheng chángcháng wèn losh

fyn de wèntí.

1. 1. shngcí

2. 2. yf

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:

A: A: T zhèngzài zuò shénme?

B: B: T zhèngzài shuì jiào.

Simp-1-1-IC3-201Lesson 8.indd 213 3/29/2010 2:01:13 PM 214 Integrated Chinese • Level 1 Part 1 • Textbook

1. 2. 3. 4.

F. Pair Activity

Find out your partner’s daily routine:

N píngcháng j din q chuáng?

N píngcháng j din ch zofàn?

N píngcháng j din qù shàng kè?

N píngcháng j din ch wfàn?

N píngcháng j din ch wnfàn?

N píngcháng shénme shíhou x zo?

Q chuáng yhòu x háishi shuì jiào

yqián x?

G. Pair Activity

Take a look at Tom’s daily schedule and ask each other the following questions: 12:30 have lunch 1:30 go online 2:00 study Chinese 3:00 go to the library 4:00 play basketball with friends 5:00 shower 6:30 have dinner

Tom Tom ch le wfàn yhòu jiù zuò

shénme?

Tom Tom xué le Zhngwén yhòu jiù zuò

shénme?

Tom Tom gn péngyou d le qiú yhòu jiù

zuò shénme?

Simp-1-1-IC3-201Lesson 8.indd 214 3/29/2010 2:01:15 PM Lesson 8 • School Life 215

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 pertains only to an as a homework assignment. Here’s what Li You wrote to Gao Xiaoyin.) action or situation in the past. This sentence-fi nal 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).

Simp-1-1-IC3-201Lesson 8.indd 215 3/29/2010 2:01:19 PM 216 Integrated Chinese • Level 1 Part 1 • Textbook

Yì fng 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.)

Xioyn:

N ho! Ho ji bú jiàn, zuìjìn znmeyàng?

Zhè ge xuéq w hn máng, chúle zhunyè kè ywài, hái di xué Zhngwén. Wmen de Zhngwén kè

hn yu yìsi. Ynwèi wmen de Zhngwén losh zh huìshu Zhngwén, bú huì shu Yngwén, suy

shàng kè de shíhou wmen zh shu Zhngwén, bù shu Yngwén. Kish w juéde hn nán, hòulái,

Wáng Péng chángcháng bng w liànxí Zhngwén, jiù juéde bù nán le.

N xhuan tng ynyuè ma? Xià ge xngqliù, wmen xuéxiào yu yí ge ynyuèhuì, xwàng n néng lái.

W yòng Zhngwén xi xìn xi de hn bù ho, qng bié xiào w. Zhù

Ho

N de péngyou

L Yu

Shíyyuè shíb rì

Simp-1-1-IC3-201Lesson 8.indd 216 3/29/2010 2:01:22 PM Lesson 8 • School Life 217

VOCABULARY

1. fng 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...ywài conj in addition to; besides [See Grammar 8.]

6. zhunyè n major (in college); specialty

7. huì av can; know how to [See Grammar 9.]

8. hòulái t later

9. ynyuèhuì n concert

10. xwàng 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)

Simp-1-1-IC3-201Lesson 8.indd 217 3/29/2010 2:01:23 PM 218 Integrated Chinese • Level 1 Part 1 • Textbook

This is a fl oor plan of a performing arts facility. Circle the concert hall.

Grammar

8. (chúle...ywài, hái… in addition to…, also...)

W chúle xué Zhngwén ywài, hái xué zhunyè kè. (Besides Chinese, I also take courses in my major.)

Shàng ge zhumò wmen chúle kàn diànyng ywài, hái tng ynyuè le. (Last weekend, besides seeing a movie, we also listened to music.)

Simp-1-1-IC3-201Lesson 8.indd 218 3/29/2010 2:01:26 PM Lesson 8 • School Life 219 T chúle xhuan tng ynyuè ywài, hái xhuan 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 Xio Wáng ywài, Xio L y xhuan chàng g, tiào w. (In addition to Little Wang, Little Li also likes singing and dancing.)

9. (néng) and (huì) (I) Compared

Both (néng) and (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 bi kfi. (I can drink ten cups of coffee.) Jntin xiàw w yào ki huì, bù néng qù tng ynyuèhuì. (I have a meeting this afternoon. I cannot go to the concert.) Wmen bù néng zài túshgun liáo tinr. (We cannot chat in the library.)

(huì), as used in this lesson, means having the skill to do something through learning or instruction. L Yu huì shu Zhngwén. (Li You can speak Chinese.)

Simp-1-1-IC3-201Lesson 8.indd 219 3/29/2010 2:01:36 PM 220 Integrated Chinese • Level 1 Part 1 • Textbook Xio Bái huì chàng hn du Miguó g. (Little Bai can sing many American songs.) W bú huì shàng wng. Qng n jio w. (I don’t know how to use the Internet. Please teach me how.)

10. The Adverb (jiù) (III)

The adverb (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). (Ynwèi) Xio Go xhuan ch Zhngguó cài, (suy) wmen jiù ch Zhngguó cài. (Little Gao preferred Chinese food, so we went for Chinese food.)

(Ynwèi) Xio Wáng de zhunyè shì diànno, (suy) w jiù qng t jio w znme shàng wng. (Little Wang’s major is computer science, so I asked him to teach me how to use the Internet.) Yàoshi tóngxué bng w fùxí, w koshì jiù ko de hn ho. (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.)

Simp-1-1-IC3-201Lesson 8.indd 220 3/29/2010 2:01:38 PM Lesson 8 • School Life 221

Xi Hànzì, kish juéde nán, chángcháng liànxí, jiù juéde róngyì. (When [you] fi rst learn to write Chinese characters, [you] would fi nd it diffi cult. If [you] practice often, [you] would fi nd it easy.)

Language Practice

H. (chúle … ywài, hái…)

Use the words given to describe what Mr. Bai does.

◆ EXAMPLE: shàng ynyuè kè ◆shàng diànno kè

Bái xinsheng chúle shàng ynyuè kè

ywài, hái shàng diànno kè.

◆ 1. xué Yngwén ◆xué Zhngwén

◆ 2. huì shu Zhngwén ◆

huì yòng Zhngwén xi xìn

◆ 3. xhuan chàng g ◆xhuan tiào w

◆ 4. néng h chá ◆néng h kfi

I. tool/method/means + V(O)

Describe the use of the means in the action.

◆ EXAMPLE: xi rìjì ◆Zhngwén

Wmen yòng Zhngwén xi rìjì.

◆ 1. 1. xi xìn ◆Yngwén

◆ 2. 2. zuò gngkè ◆b

Simp-1-1-IC3-201Lesson 8.indd 221 3/29/2010 2:01:40 PM 222 Integrated Chinese • Level 1 Part 1 • Textbook

◆ 3. 3. liànxí fyn ◆diànno

◆ 4. 4. h chá ◆kfi bi

J. Pair Activity

Work with a partner, and take turns asking each other:

N xi xìn ma?

N chángcháng gi shéi xi xìn?

N huì yòng diànno xi xìn ma?

N xi rìjì ma?

N yòng Zhngwén xi rìjì háishi yòng Yngwén xi rìjì?

HOW ABOUT YOU?

What is your major?

1. lìsh n history

2. jngjì n economics

3. huàxué n chemistry

4. shùxué n mathematics

5. wùl n physics

6. yyánxué n linguistics

7. gngshng gunl n business management

8. Yàzhu yánji n Asian studies

If your major is not listed above, please ask your teacher and make a note here:

W de zhunyè shì

Simp-1-1-IC3-201Lesson 8.indd 222 3/29/2010 2:01:42 PM Lesson 8 • School Life 223

Culture Highlights

The most common form of closing at the end of a letter in Chinese is (zhù ho, I wish you well), with the character (zhù, to wish)

following the fi nal sentence of the letter and the character (ho) 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.

Simp-1-1-IC3-201Lesson 8.indd 223 3/29/2010 2:01:49 PM 224 Integrated Chinese • Level 1 Part 1 • Textbook

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 fi rst 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 diffi cult. 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 diffi cult. 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 diffi cult.

Simp-1-1-IC3-201Lesson 8.indd 224 3/29/2010 2:01:52 PM LESSON 9 Shopping Dì ji kè Mi dngxi

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?

Simp-1-1-IC3-225Lesson 9.indd 225 3/29/2010 2:02:20 PM 226 Integrated Chinese • Level 1 Part 1 • Textbook

Dialogue I: Shopping for Clothes

LANGUAGE NOTES Note that the verb (chun) can mean both “to wear” and “to put

on.” However, for most accessories, especially those for the upper (dài) part of the body, is used instead of (chun). In Chinese, a pair of pants is just one single piece of clothing. Hence (yì tiáo kùzi, literally, a trouser) instead of (*yì shung kùzi, literally, a pair of trousers).

Simp-1-1-IC3-225Lesson 9.indd 226 3/29/2010 2:02:25 PM Lesson 9 • Shopping 227

The character in (piányi, inexpensive) is pronounced “pián.” But in (fangbiàn, 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 (yuè/lè) in (ynyuè, her legs.] music), (klè, cola); and (jué/jiào) in (juéde, to feel) and (shuì jiào, to sleep).

(L Yu zài yí ge shngdiàn mi dngxi, shòuhuòyuán wèn t. . .)

Xioji, nín yàomi shénme yfu?

W xing mi yí jiànchènshn.

Nín xhuan shénme yánsè de, huáng de háishi hóng de?

W xhuan chun hóng de. W hái xing mi yì tiáokùzi.

Dudà de? Dà hào de, zhng hào de, háishi xio hào de?

Zhng hào de. Bú yào tài guì de, y bú yào tài piányi de.

Simp-1-1-IC3-225Lesson 9.indd 227 3/29/2010 2:02:29 PM 228 Integrated Chinese • Level 1 Part 1 • Textbook

Zhè tiáo kùzi znmeyàng?

Yánsè hn ho, rúgu chángdun héshì de huà, w jiù mi.

Nín shì yi xia.

[Li You checks the size on the label and measures the pants against her legs.]

Búyòng shì, ky.

Zhè jiàn chènshn ne?

Y búcuò. Yígòng dushao qián?

Chènshn èrshíy kuài w, kùzi snshí’èr kuài ji máo ji, yígòng shì wshísì kuài sì máo ji fn .

Ho, zhè shì yìbi kuài qián.

Zho nín sìshíw kuài w máo y. Xièxie.

màozi)

(d

(dài shubio)

(chu

(chun kùzi)

(chu

(chun

Simp-1-1-IC3-225Lesson 9.indd 228 3/29/2010 2:02:31 PM Lesson 9 • Shopping 229

VOCABULARY

1. shngdiàn n store; shop

2. mi v to buy

3. dngxi n things; objects

4. shòuhuòyuán n shop assistant; salesclerk

5. yfu n clothes

6. jiàn m (measure word for shirts, dresses, jackets, coats, etc.) 7. chènshn n shirt Dàji qù shngdiàn 8. yánsè n color mi dngxi.

9. huáng adj yellow

10. hóng adj red

11. chun v to wear; to put on

12. tiáo m (measure word for pants and long, thin objects)

13. kùzi n pants

14. hào n size

15. zhng adj medium; middle

16. piányi adj cheap; inexpensive

17. rúgu… conj if

de huà

Simp-1-1-IC3-225Lesson 9.indd 229 3/29/2010 2:02:33 PM 230 Integrated Chinese • Level 1 Part 1 • Textbook

VOCABULARY

18. chángdun n length

cháng adj long

dun adj short

19. héshì adj suitable

20. shì v to try

21. búyòng need not

22. yígòng adv altogether

23. dushao 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

mone y])

27. fn m (measure word for 1/100 of a kuai, cent)

28. bi nu hundred

29. zho (qián) v(o) to give change

Simp-1-1-IC3-225Lesson 9.indd 230 3/29/2010 2:02:39 PM Lesson 9 • Shopping 231 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.” Míngtin shì zhumò, n yào zuò shénme? (Tomorrow is the weekend. What do you want to do?) W yào qù túshgun kàn sh, n qù bu qù? (I want to go to the library to read. Are you going?) W yào h klè, t yào h chá. (I want to drink cola. He wants to drink tea.)

To negate it, use (bù xing). W bù xing qù túshgun. (I don’t feel like going to the library.) Jntin w bù xing zuò gngkè. (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 túshgun.

Both modal verbs (xing) and (yào) can express a desire or an intention, but (yào) carries a stronger tone.

Simp-1-1-IC3-225Lesson 9.indd 231 3/29/2010 2:02:40 PM 232 Integrated Chinese • Level 1 Part 1 • Textbook

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 xinsheng a gentleman

yì bi chá a cup of tea

yì píng klè a bottle of cola

yì zh b a pen

yì zhng zh a piece of paper

yì jié kè a class period

yì pin rìjì a diary entry

yì fng xìn a letter

yí jiàn chènshn a shirt

yì tiáo kùzi a pair of pants

yì shung 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 fn qián 1/100 of a yuan, one cent

yì fn qián

Simp-1-1-IC3-225Lesson 9.indd 232 3/29/2010 2:02:43 PM Lesson 9 • Shopping 233

Supplementary:

yì bn sh a book

yì zh xié a shoe (one of a pair) [See also “a pair of shoes” above.]

3. The (de) Structure (II)

We have a (de) structure when a noun, a pronoun, or an adjective is followed by the structural particle (de). Grammatically, a (de) structure is equivalent to a noun, e.g., (losh de, the teacher’s), (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 jnnián du dà? (How old are you this year?) N chun du dà de yfu? (What size clothes do you wear?) N dìdi du go? (How tall is your younger brother?)

The adjectives that follow (du) are typically those suggesting large extents such as

(dà, big), (go, tall; high) and (yun, far), rather than those denoting small degrees

such as (xio, small; little), (i, short), and (jìn, near).

5. Amounts of Money

Chinese monetary units are (yuán), (jio, 1/10 of a yuan), and (fn, one cent or 1/100

of a yuan). In colloquial speech, alternative terms (kuài) and (máo) are usually used instead

of (yuán) and (jio), but price markings in stores are likely to be in (yuán) and

(jio), and many store clerks also use (yuán) in their speech. Using the colloquial terms, ¥ 5.99

Simp-1-1-IC3-225Lesson 9.indd 233 3/29/2010 2:02:47 PM 234 Integrated Chinese • Level 1 Part 1 • Textbook

is (w kuài ji máo ji fn 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: (w kuài

ji máo ji fn) omitting (qián), or (w kuài ji máo ji) omitting both

(qián) and (fn). Note that if is included, the preceding measure (e.g., ) must also

be included; one doesn’t say (*w kuài ji máo ji qián). One or more

zeros occurring internally in a complex number are read as (líng, zero).

Rénmínbì: from top to bottom Xntáibì w yuán, èr jio, yì yuán wshí yuán

$8.55 b kuài w máo w (fn)(qián)

$15.30 shíw kuài sn (máo) (qián)

$103 yì bi líng sn kuài (qián)

$100.30 yì bi kuài líng sn máo (qián)

$100.03 yìbi kuài líng sn fn (qián)

To avoid ambiguity, (máo) and (fn) cannot be omitted in (4) or (5).

Simp-1-1-IC3-225Lesson 9.indd 234 3/29/2010 2:02:49 PM Lesson 9 • Shopping 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

EXAMPLE: xngqy

A: A: Xio Wáng xià ge xngqy

yào zuò shénme?

B: B: Xio Wáng xià ge xngqy

yào qù shàng kè.

1. 1. xngqèr

2. 2. xngqsn

3. 3. xngqsì

4. 4. xngqw

5. 5. xngqliù

Simp-1-1-IC3-225Lesson 9.indd 235 3/29/2010 2:02:55 PM 236 Integrated Chinese • Level 1 Part 1 • Textbook

B. (xing, 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:

Xio L xing mi yí jiàn xn yfu.

1. 2. 3. 4.

C. (de) 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 klè shì shéi de?

B: B: Zhè píng klè shì

Go Wénzhng de.

1.

2.

3.

Simp-1-1-IC3-225Lesson 9.indd 236 3/29/2010 2:02:58 PM Lesson 9 • Shopping 237

C2: Identify the colors of Little Wang’s belongings.

EXAMPLE:

A: A: Xio Wáng de b shì

shénme yánsè de?

B: B: Xio Wáng de b shì

huángsè de.

1. 2. 3.

D. (du)

Practice how to ask about age, height, and how expensive things are. How do you fi nd 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 xhuan mi dngxi ma?

N chángcháng qù mi dngxi ma?

N xhuan mi shénme dngxi?

N xhuan mi yfu ma?

N chángcháng qù nr mi dngxi?

N chángcháng gn shéi yìq qù

mi dngxi?

Simp-1-1-IC3-225Lesson 9.indd 237 3/29/2010 2:03:00 PM 238 Integrated Chinese • Level 1 Part 1 • Textbook

N yu j jiàn chènshn?

N yu 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 xhuan shénme yánsè?

T xhuan chun shénme yánsè

de yfu?

T jntin de yfu shì shénme

yánsè de?

N juéde t jntin de yfu chángdun

héshì bù héshì?

T de yfu du ma?

Simp-1-1-IC3-225Lesson 9.indd 238 3/29/2010 2:03:02 PM Lesson 9 • Shopping 239

Dialogue II: Exchanging Shoes

LANGUAGE NOTES +adj+ (tng+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.]

Simp-1-1-IC3-225Lesson 9.indd 239 3/29/2010 2:03:04 PM 240 Integrated Chinese • Level 1 Part 1 • Textbook

Duìbuq, zhè shung xié tài xio le. Néng bu néng huàn yì shung?

Méi wèntí. Nín kàn, zhè shung znmeyàng?

Y bù xíng, zhè shung gn nà shung yíyàng dà.

Nà zhè shung hi de ne?

Zhè shung xié surán dàxio héshì, kshì yánsè bù ho. Yu méiyu kfisè de?

Duìbuq, zhè zhng xié zh yu hi de.

Zhè shung xié yàngzi tng hao de…jiù shì t ba. Nmen zhèr ky shu k ma?

Duìbuq, wmen bù shu xìnyòngk. Búguò, zhè shung de qián gn nà shung yíyàng, nín búyòng zài

fù qián le.

xié diàn

Simp-1-1-IC3-225Lesson 9.indd 240 3/29/2010 2:03:09 PM Lesson 9 • Shopping 241

VOCABULARY

1. shung 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. surán conj although [See Grammar 7.]

6. dàxio n size

7. kfisè n brown; coffee color

8. zhng m (measure word for kinds, sorts, types)

9. hi adj black

10. yàngzi n style

11. tng 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. shu 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

Simp-1-1-IC3-225Lesson 9.indd 241 3/29/2010 2:03:18 PM 242 Integrated Chinese • Level 1 Part 1 • Textbook

shuyín tái zài zhèr fù qián

Grammar

6. (gn/hé...{bù} yíyàng, {not} the same as...)

To express similarity or dissimilarity between objects, persons, or actions, we use the structure

(gn/hé... {bù} yíyàng). N de chènshn gn w de yíyàng. (Your shirt is the same as mine.) Guì de yfu hé piányi de yfu bù yíyàng. (Expensive clothes are different from cheap ones.)

Following (yíyàng), an adjective can be used: Dìdi gn gge yíyàng go. (The younger brother is as tall as the older one.)

Simp-1-1-IC3-225Lesson 9.indd 242 3/29/2010 2:03:20 PM Lesson 9 • Shopping 243

Zhè ge diànno gn nà ge diànno yíyàng xn. (This computer is as new as that one.)

Cháng Losh xi Hànzì xi de gn Wáng Losh (xi Hànzì xi de) yíyàng piàoliang. Teacher Chang writes Chinese characters as nicely as Teacher Wang does.

7. (surán..., kshì/dànshì..., although...yet...)

This pair of conjunctions links the two clauses in a complex sentence. Note, however, that

(surán) is often optional. Surán zhè shung xié hn piányi, kshì dàxio bù héshì. (Although this pair of shoes is inexpensive, it’s not the right size.)

Zhngguó bùxié (Chinese cloth shoes)

Zhè bn sh hn yu yìsi, kshì tài guì le. (This book is very interesting, but it’s too expensive.)

Simp-1-1-IC3-225Lesson 9.indd 243 3/29/2010 2:03:28 PM 244 Integrated Chinese • Level 1 Part 1 • Textbook Zhngwén bù róngyì, dànshì hn yu yìsi. (Chinese is not easy, but it’s very interesting.)

Whether or not (surán) is used in the fi rst clause, (kshì/dànshì) cannot be omitted in the second. The following sentence is, therefore, incorrect:

(2a)

*Surán zhè bn sh hn yu yìsi, tài guì le.

Language Practice

G. (gn…yíyàng, the same as...)

EXAMPLE: Zhè jiàn yfu gn nà jiàn yfu

yíyàng piàoliang.

◆ ◆ 1. 1. zhè zh b ◆ nà zh b ◆ piányi

◆ ◆ 2. 2. zhè tiáo kùzi ◆ nà tiáo kùzi ◆ guì

◆ 3. 3. zhè shung xié ◆ nà shung xié

◆ ◆ héshì

◆ 4. 4. zhè jiàn chènshn ◆ nà jiàn chènshn

◆ ◆ dà

5. 5. dì ji kè de yf

◆ ◆ ◆ dì b kè de yf ◆ nán

Simp-1-1-IC3-225Lesson 9.indd 244 3/29/2010 2:03:35 PM Lesson 9 • Shopping 245

H. (surán…kshì/dànshì, although...yet)

EXAMPLE: Surán Zhngwén hn nán,

kshì hn yu yìsi.

◆ 1. 1. t de xn yfu hn du ◆

t du bù chun

◆ 2. 2. zhè tiáo kùzi hn piányi ◆

chángdun bù héshì

3. 3. zhè jiàn chènshn de yánsè hn

◆ hokàn ◆ yu yìdinr xio

4. 4. zhè shung xié yàngzi tng búcuò de

◆ ◆ tài guì le

5. 5. zhè ge shngdiàn bù xio

◆ ◆ 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 14

1. height: 5’5” 5’5” 2. shirts: size 6 size 6 3. pants: 30” inseam 30” inseam

Simp-1-1-IC3-225Lesson 9.indd 245 3/29/2010 2:03:36 PM 246 Integrated Chinese • Level 1 Part 1 • Textbook

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 xhuan chun shénme yánsè de

xié/chènshn/kùzi?

N chun du dà de

xié/chènshn/kùzi?

Write down your fi ndings: • shoes • shirts • pants

Simp-1-1-IC3-225Lesson 9.indd 246 3/29/2010 2:03:38 PM Lesson 9 • Shopping 247

HOW ABOUT YOU?

What is your favorite color?

1. lánsè n blue

2. lsè n green

3. zsè n purple

4. fnhóngsè n pink

5. júhóngsè n orange

6. husè n gray

If your most favorite and least favorite colors are not listed above, ask your teacher and make a note here:

W zuì xhuan sè.

W zuì bù xhuan 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. xzhung n (western-style) suit

8. T-xùshn n T-shirt

9. màozi n hat; cap

10. wàzi n socks

If there are items in your wardrobe that are not mentioned above, ask your teacher and make a note here:

Simp-1-1-IC3-225Lesson 9.indd 247 3/29/2010 2:03:39 PM 248 Integrated Chinese • Level 1 Part 1 • Textbook

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 (shfu, 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 fl ux in the early twenty-fi rst century. As in so many matters of language usage, students should carefully observe actual usage and follow suit. In Taiwan, the terms

(xioji, Miss) and (xinsheng, 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 (mguà, Mandarin jacket), while women (in the cities) wore a modifi ed Manchu-style yí jiàn chángpáo dress called (qípáo, close-fi tting woman’s dress with a high neck and 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

(Zhngshnzhung, “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.

ling jiàn qípáo

Simp-1-1-IC3-225Lesson 9.indd 248 4/6/2010 11:06:30 AM Lesson 9 • Shopping 249

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 fi fty 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-fi ve fi fty-one is your change. Thank you.

Dialogue II Wang Peng: Excuse me, this pair of shoes is too small. Can I exchange them for another pair? Salesperson: No problem. How about this pair? Wang Peng: No, they won’t do either. This pair is the same size as the other one. Salesperson: What about this pair in black? Wang Peng: This pair is the right size, but it’s not a good color. Do you have any in brown? Salesperson: I’m sorry. We only have black ones for this kind of shoes. Wang Peng: The style of the pair is pretty nice. This is it. Can I use my credit card here? Salesperson: 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.

Simp-1-1-IC3-225Lesson 9.indd 249 3/29/2010 2:03:59 PM 250 Integrated Chinese • Level 1 Part 1 • Textbook

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 diffi cult.

Simp-1-1-IC3-225Lesson 9.indd 250 3/29/2010 2:03:59 PM Transportation LESSON 10 Dì shí kè Jiotng

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 traffi c 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?

Simp-1-1-IC3-251Lesson 10.indd 251 3/29/2010 2:04:22 PM 252 Integrated Chinese • Level 1 Part 1 • Textbook

Dialogue: Going Home for the Winter Vacation

LANGUAGE NOTES (znme qù) asks the means of transportation and (znme zu) asks the detailed route or directions.

Simp-1-1-IC3-251Lesson 10.indd 252 3/29/2010 2:04:25 PM Lesson 10 • Transportation 253

Taxicabs are called (jìchéng ch, metered cars) in Taiwan but (chz {qì}ch) in mainland China. To take a taxi is (d ch).

L Yu, hánjià n huí ji ma?

Duì, w yào huí ji.

Fij piào n mi le ma? dìti zhàn Yjng mi le. Shì èrshíy hào de.

Fij shì j din de?

Wnshang b din de.

N znme qù jchng?

W xing zuò gnggòng qìch huòzh zuò dìti. N zhdao znme zu ma? N xin zuò y lù qìch, zuò sn zhàn xià ch, zài zhèr d ch

ránhòu huàn dìti. Xin zuò hóng xiàn, zàihuàn

l xiàn, zuìhòu huàn lán xiàn.

Bù xíng, bù xíng, tài máfan le. W háishi d ch ba.

Chz qìch tài guì, w ki ch sòng n qù ba.

Xièxie n.

Búyòng kèqi.

Simp-1-1-IC3-251Lesson 10.indd 253 3/29/2010 2:04:29 PM 254 Integrated Chinese • Level 1 Part 1 • Textbook

VOCABULARY

1. hánjià n winter vacation

2. fij n airplane

fi v to fl y

j n machine

3. piào n ticket

4. () (fi)jchng n airport

5. zuò v to travel by

6. gnggòng qìch n bus

gnggòng adj public

qìch n automobile

ch n vehicle; car

Simp-1-1-IC3-251Lesson 10.indd 254 3/29/2010 2:04:46 PM Lesson 10 • Transportation 255

VOCABULARY

7. huòzh conj or [See Grammar 2.]

8. dìti n subway

9. zu v to go by way of; to walk

10. xin adv fi rst [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 fi nal; last

17. lán adj blue

18. máfan adj troublesome

19. d ch vo to take a taxi

20. chz qìch n taxi

chz v to rent out; to let

z v to rent

21. ki ch vo to drive a car

ki v to drive; to operate

22. sòng v to see off or out; to take (someone somewhere)

Simp-1-1-IC3-251Lesson 10.indd 255 3/29/2010 2:04:53 PM 256 Integrated Chinese • Level 1 Part 1 • Textbook

Bijng jchng

Zhè zhng gnggòng qìch piào dushao 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 zuótin mi le yì zh b. (I bought a pen yesterday.)

B:

Nà zh b n yòng le ma? (Have you used that pen?)

Simp-1-1-IC3-251Lesson 10.indd 256 3/29/2010 2:04:56 PM Lesson 10 • Transportation 257

A: N zhdao w de chènshn zài nr ma? (Do you know where my shirt is?)

B:

N de chènshn w gi n mma le. (I gave your shirt to your mother.)

A: N yu péngyou ma? (Do you have friends?)

B:

Péngyou w yu hn du, kshì du bú zài zhèr. (I have many friends, but none of them are here.)

T bù xing qù Niyu, kshì fij piào t mma yjng bng t mi 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 (háishi, or)

While both (huòzh, or) and (háishi, or) link up two words or phrases that indicate different alternatives, the former usually appears in statements, the latter in questions.

A: N jntin wnshang zuò shénme? (What are you going to do tonight?)

B:

Tng ynyuè huòzh kàn diànyng. (Listen to music or watch a movie.)

Simp-1-1-IC3-251Lesson 10.indd 257 3/29/2010 2:05:06 PM 258 Integrated Chinese • Level 1 Part 1 • Textbook

A: N zhumò xing kàn diànyng háishi tiào w? (Would you like to see a movie or go dancing this weekend?)

B:

Kàn diànyng huòzh tiào w du xíng. (Either seeing a movie or going dancing would be fi ne with me.)

A:

N xhuan shénme yánsè de xié? Hisè de háishi kfisè de? (What color shoes do you like? Black or brown ones?)

B:

Hisè de huòzh kfisè de w du bù xhuan, w xhuan bái de. (I don’t like either black or brown; I like white ones.) Míngtin n qù ki huì huòzh t qù ki huì du ky. (Either you or he may attend tomorrow’s meeting.)

3. (xin...zài..., fi rst..., then...)

Sometimes (zài) indicates a sequence of actions rather than a repetition.

(xin kàn diànyng zài ch fàn, fi rst go to the movie, then eat) means

(kàn diànyng yhòu ch fàn, eat after seeing the movie).

MORE EXAMPLES:

A: N shénme shíhou gi mma d diànhuà? (When are you going to call Mom?)

Simp-1-1-IC3-251Lesson 10.indd 258 3/29/2010 2:05:07 PM Lesson 10 • Transportation 259

B:

Xià kè yhòu zài d. (I’ll call after class.) W xing xin d qiú zài qù túshgun. (I’d like to play ball and then go to the library.)

A: Dìdi chángcháng xin zuò gngkè zài shàng wng liáo tinr. (My little brother often does his homework fi rst and then chats online.)

As adverbs, (xin) and (zài) must come immediately before a verb. They cannot be placed in front of the subject. Xio Wáng xin mi dngxi zài ch wnfàn. (Little Wang will shop fi rst before having dinner.)

(4a) *Xin Xio Wáng mi dngxi zài ch wnfàn.

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, míngtin kàn diànyng háishi kàn qiú? (What do you think we should watch tomorrow, a movie or a ball game?)

B:

Háishi kàn diànyng ba. (Let’s see a movie.)

Simp-1-1-IC3-251Lesson 10.indd 259 3/29/2010 2:05:09 PM 260 Integrated Chinese • Level 1 Part 1 • Textbook

A: W de ch yu wèntí. Znme bàn? (There is a problem with my car. What shall we do?)

B:

Nà bié qù tng ynyuèhuì le. Wmen 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 xhuan w de

zhè jiàn yfu ma?

B: B: Zhè jiàn yfu w bù xhuan.

1. A: 1. A: N huì bu huì shàng wng?

2. A: 2. A: N fùxí kèwén le ma?

3. A: 3. A: N xiànzài xing bu xing

h kfi?

4. A: 4. A: N rènshi Bái Yng’ài ma?

B. vs.(huòzh vs. háishi)

Practice with a partner how to offer choices and how to be diplomatic or accommodating when answering.

EXAMPLE: jntin wnshang zuò shénme

/ tng ynyuè/kàn diànshì

Simp-1-1-IC3-251Lesson 10.indd 260 3/29/2010 2:05:11 PM Lesson 10 • Transportation 261

A: A: Wmen jntin wnshang zuò

shénme? Tng ynyuè

háishi kàn diànshì?

B: B: Tng ynyuè huòzh

kàn diànshì du xíng.

1. 1. míngtin xiàw zuò shénme

/ qù d qiú/qù tiào w

2. 2. míngtin wnshang zuò shénme

/qù shngdiàn mi dngxi/

qù péngyou ji liáo tinr

3. 3. zhège zhumò znme qù jchng

/zuò dìti/d ch

4. 4. h shénme chá /Zhngguó chá/Yngguó chá

5. 5. mi shénme yánsè de ch

/ lán de/hi de

C. (xin…zài…)

Let’s practice how to place two actions in order.

W xin ch zofàn,

zài qù túshgun xuéxí.

Simp-1-1-IC3-251Lesson 10.indd 261 3/29/2010 2:05:15 PM 262 Integrated Chinese • Level 1 Part 1 • Textbook

1.

2.

3. $

4.

5.

D. (háishi…ba)

With a partner, practice persuading each other to accept an alternative.

◆ EXAMPLE: tng ynyuè ◆fùxí shngcí yf

A: A: Wmen tng ynyuè, ho ma?

B: B: Wmen háishi fùxí shngcí

yf ba.

◆ 1. 1. zuò dìti qù jchng ◆ki ch

2. 2. zuò gnggòng qìch qù ◆ mi dngxi ◆d ch

◆ 3. 3. shu k ◆bié yòng xìnyòngk

◆ 4. 4. mi hisè de chènshn ◆

mi hóngsè de

◆ 5. 5. xué Zhngwén zhunyè ◆

xué diànno zhunyè

Simp-1-1-IC3-251Lesson 10.indd 262 3/29/2010 2:05:17 PM Lesson 10 • Transportation 263

E. Take turns directing your friend to...

1. Mr. Wang’s offi ce: 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 fi rst 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 fi rst 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"?

Simp-1-1-IC3-251Lesson 10.indd 263 3/29/2010 2:05:19 PM 264 Integrated Chinese • Level 1 Part 1 • Textbook

An Email: Thanking Someone for a Ride

LANGUAGE NOTE The Chinese word for email, Date: (diànz yóujiàn), literally

From: means electronic mail. It is sometimes

To: abbreviated as (diàn yóu). More informal Subject: Chinese terms for email include (ymèiér) and (ymèiér); both are facetious transliterations of “email.”

Simp-1-1-IC3-251Lesson 10.indd 264 3/29/2010 2:05:25 PM Lesson 10 • Transportation 265 , ,

Diànz yóujiàn

Date: 2008 nián 12 yuè 20 rì

From: L Yu

To: Wáng Péng

Subject: Xièxie!

Wáng Péng:

Xièxie n nà tin ki ch sòng w dào jchng. Búguò, ràng n hu nàme du shíjin, zhn bù

hoyìsi. W zhè j tin mi tin du ki ch chqu kàn lo péngyou. Zhè ge chéngshì de rén

ki ch ki de tèbié kuài. W zài gosù gnglù shang ki ch, zhn yudin(r) jnzhng. Kshì

zhèr méiyu gnggòng qìch, y méiyu dìti, zh néng zìj ki ch, hn bù fngbiàn.

Yu kòngr de huà d w de shuj huòzh gi w f dunxìn, w xing gn n liáo tinr.

Xnnián kuài yào dào le, zhù n xnnián kuàilè!

L Yu

Simp-1-1-IC3-251Lesson 10.indd 265 3/29/2010 2:05:29 PM 266 Integrated Chinese • Level 1 Part 1 • Textbook

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 hoyìsi to feel embarrassed

6. mi pr every; each [See Grammar 5.]

7. chéngshì n city

8. tèbié adv especially

9. gosù gnglù n highway gosù adj high speed Zhngguó de yí ge chéngshì

gnglù n highway; public road

lù n road; path

10. jnzhng adj nervous, anxious

11. zìj pr oneself

12. shuj n cell phone

13. f dunxìn vo to send a text message; (lit.) to send a short message

14. xnnián n new year

15. kuàilè adj happy

Simp-1-1-IC3-251Lesson 10.indd 266 3/29/2010 2:05:31 PM Lesson 10 • Transportation 267

Describe the modes of transportation above.

Grammar

5. (mi...du..., every)

In a sentence that contains the term (mi, every), usually (du, all) has to be inserted further along in the sentence, immediately in front of the verb. T mi tin wnshang du yùxí kèwén. (He studies the lessons in advance every night.) W mi jié kè du lái. (I come to every class.) Zhèr mi ge rén w du rènshi. (I know everyone here.) Cháng losh de zì mi ge du hokàn. (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 (kuài yào…le).

Simp-1-1-IC3-251Lesson 10.indd 267 3/29/2010 2:05:34 PM 268 Integrated Chinese • Level 1 Part 1 • Textbook

Xnnián kuài yào dào le, wmen gi bàba mma xi yì fng 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?) Diànyng kuài yào kish le, n mi piào le ma? (The movie is going to start soon. Did you get the tickets?) Kuài yào ko shì le, wmen dàji di zhnbèi yí xià. (The exam is coming. We have to study for it.)

Language Practice

F. (mi…du…, every)

Look at the words given, and tell each other how predictable Little Bai is.

◆ EXAMPLE: EXAMPLE: wnshang ◆ fùxí shngcí yf

Xio Bái mi tin wnshang du

fùxí shngcí yf.

◆ 1. 1. zoshang ◆x zo

◆ 2. 2. chènshn ◆shì báisè de

◆ 3. 3. kùzi ◆shì snshíèr hào de

◆ 4. 4. zhumò ◆qù shngdiàn mi dngxi

◆ 5. 5. hánjià ◆zuò fij huí ji

Simp-1-1-IC3-251Lesson 10.indd 268 3/29/2010 2:05:38 PM Lesson 10 • Transportation 269

G. Pair Activity

Is your partner a good driver? Find out!

N huì ki ch ma?

N mitin du ki ch ma?

N ki ch ki de kuài bu kuài?

Zài gosù gnglù shang ki ch ràng

n jnzhng ma?

HOW ABOUT YOU?

How do you get around?

1. zu lù vo to walk

2. zuò huch 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 mótuch 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:

Simp-1-1-IC3-251Lesson 10.indd 269 3/29/2010 2:05:40 PM 270 Integrated Chinese • Level 1 Part 1 • Textbook

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(Chnjié, 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 (xnnián ho) and What kind of tickets do they sell (xnnián kuàilè), which can be used for both New Years, but for the here? Chinese New Year many people prefer the traditional greeting: (gngx f cái). The phrase, which literally means “Congratulations and may you make a fortune,” can be translated as “May you be happy and prosperous!”

Simp-1-1-IC3-251Lesson 10.indd 270 4/6/2010 11:07:59 AM Lesson 10 • Transportation 271

Simp-1-1-IC3-251Lesson 10.indd 271 3/29/2010 2:05:54 PM 272 Integrated Chinese • Level 1 Part 1 • Textbook

English Text Dialogue Wang Peng: Are you going home during the winter break? Li You: Yes, I am. Wang Peng: Have you booked a plane ticket? Li You: Yes, for the twenty-fi rst. Wang Peng: When is the plane leaving? Li You: 8 p.m. Wang Peng: How are you going to the airport? Li You: I’m thinking of taking the bus or the subway. Do you know how to get there? Wang Peng: You fi rst 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 fi nally change to the blue line. Li You: Oh no. That’s too much trouble. I’d better take a cab. Wang Peng: It’s too expensive to take a cab. I’ll take you to the airport. Li You: Thanks so much. Wang Peng: 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 diffi cult.

Simp-1-1-IC3-251Lesson 10.indd 272 3/29/2010 2:06:07 PM

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. Qng wèn, L Yu zài ma? (This is Wang Peng. Is Li You there, please?)

A: Zài, n dng deng, w qù jiào t. (Yes. Wait a moment. I’ll go get her.)

A: Wèi, n zho shéi? (Hello! Whom would you like to speak to?)

B: W zho Xio 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 losh. (This is Teacher Chang.)

Simp-1-1-IC3-273THCSI10.indd 273 3/29/2010 2:06:40 PM 274 Integrated Chinese • Level 1 Part 1 • Textbook

A: Wéi, qng wèn Xio Wáng zài ma? (Is Little Wang there, please?)

B: Zài, n shì n wèi? (Yes, he is. Who is this, please?)

A: W shì Xio L. (This is Little Li.)

B: Ho, qng dng 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 Yu: Wáng Péng, n jntin wnshang bng w liànxí Zhngwén, ho ma? (Li You: Wang Peng, would you help me practice Chinese this evening?)

Wáng Péng: Méi wèntí. Wnshang jiàn. (Wang Peng: No problem. See you this evening.)

A: N gi w jièshào npéngyou, ho ma? (Can you fi nd me a girlfriend?)

B: Méi wèntí. (No problem.)

Simp-1-1-IC3-273THCSI10.indd 274 3/29/2010 2:06:46 PM That’s How the Chinese Say It! 275

A: N xiàw yu kòngr bng w zhnbèi koshì ma? Yàoshi n méi shíjin, 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 yu kòngr. (Don’t worry, I have time.)

III. Expressing and acknowledging gratitude

A: Xio L, n de diànhuà. (Little Li, the call is for you.)

B: Xièxie! (Thanks!)

A: Bú kèqi. (You’re welcome.)

A: Xio Go, qng h chá. (Please have some tea, Little Gao.)

B: Du xiè. (Thanks a lot.)

A: Bú xiè. (No need to thank [me].)

Simp-1-1-IC3-273THCSI10.indd 275 3/29/2010 2:06:48 PM 276 Integrated Chinese • Level 1 Part 1 • Textbook

A: Wáng xioji, zhè shì n de klè. (Miss Wang, this is your cola.)

B: Xièxie! (Thanks!)

A: Méi shìr. (It’s no big deal.)

A: Bái Yshng, n de sh. (Dr. Bai, your book.)

B: Xiè le. (Thanks.)

A: Búyòng xiè. (No need to thank [me].)

IV. (nli, nli, you fl atter 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 (nli) or (shì ma). But now some people will say (xièxie) instead.

A: N jntin hn piàoliang. (You are very pretty today.)

B: Nli, nli. (You fl atter me.)

Simp-1-1-IC3-273THCSI10.indd 276 3/29/2010 2:06:51 PM That’s How the Chinese Say It! 277

A: N xi Hànzì xi de hn piàoliang. (You write Chinese characters beautifully.)

B: Nli, xi de bù ho. (I wish that were true. My writing is not good.)

A: N shu Zhngwén shu de zhn ho! (You speak Chinese really well!)

B: Shì ma? W juéde w shu de bù ho. (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 fi nally 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: Xinsheng, n zhdao yào n yì shung le ma? (Sir, do you know which pair you’d like?)

B: Jiù shì t ba. (I think I’ll take that.)

A: Wáng losh, Xio L d qiú d de bú tài ho, n zho biérén gn n yìq liànxí ba. (Teacher Wang, Little Li is not a very good ball player. Why don’t you fi nd someone else to practice with?)

Simp-1-1-IC3-273THCSI10.indd 277 3/29/2010 2:06:55 PM 278 Integrated Chinese • Level 1 Part 1 • Textbook

B: Jiù shì t le. Biérén du 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 xnnián kuàilè! (I wish you a happy New Year!) Zhù n shngrì kuàilè! (Happy Birthday to you!) Zhù n koshì ko de ho! (I wish you success on the exam!) Zhù hánjià kuàilè! (Have a happy winter break!) Zhù Gn’njié kuàilè! (Happy Thanksgiving!) Zhù Chnjié kuàilè! (Happy Chinese New Year!) Zhù yí lù píng’n! (Have a safe trip!) Zhù ltú yúkuài! (Bon voyage!)

Simp-1-1-IC3-273THCSI10.indd 278 3/29/2010 2:06:59 PM 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:

Simp-1-1-IC3-273THCSI10.indd 279 3/29/2010 2:07:02 PM Simp-1-1-IC3-273THCSI10.indd 280 3/29/2010 2:07:02 PM Vocabulary Index (Chinese-English) 281 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 English Lesson Speech

A

a p (a sentence-fi nal particle) 6

B

bàba n father, dad 2 ba p (a sentence-fi nal particle) 5 Bái Yng’ài pn (a personal name) 2 bi nu hundred 9 Bishìklè pn Pepsi-Cola 5 bàn nu half; half an hour 3 bàngngshì n offi ce 6 bng v to help 6 bi m (measure word for cup and glass) 5 Bijng pn Beijing 1 bnzi 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 hoyìsi to feel embarrassed 10 búyòng need not 9

C

cái adv not until, only then 5 cài n dishes, cuisine 3

Simp-1-1-IC3-281Backmatter.indd 281 3/29/2010 2:08:09 PM 282 Vocabulary Index (Chinese-English)

Characters Pinyin Part of English Lesson Speech cntng n dining room, cafeteria 8 chá n tea 5 chángcháng adv often 4 Cháng losh pn Teacher Chang 6 chángdun n length 9 chàng g(r) vo to sing (a song) 4 chènshn n shirt 9 chéngshì n city 10 ch v to eat 3 chúle...ywài conj in addition to; besides 8 chz qìch n taxi 10 chun v to wear; to put on 9

D

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 dàxio n size 9 dàxuéshng 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 2 particle) de p (a structural particle) 7 di mv must; to have to 6 dng v to wait; to wait for 6 dì prefi x (prefi x for ordinal numbers) 7 dìdi n younger brother 2

Simp-1-1-IC3-281Backmatter.indd 282 3/29/2010 2:08:11 PM Vocabulary Index (Chinese-English) 283

Characters Pinyin Part of English Lesson Speech dìti n subway 10 din m o’clock (lit. dot, point, thus 3 “points on the clock”) din(r) m a little, a bit; some 5 diànno n computer 8 diànshì n television 4 diànyng n movie 4 diànz yóujiàn n email 10 dngxi n things; objects 9 dng v to understand 7 du 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 dushao qpr how much/many 9

E

Éwén pn the Russian language 6 érzi n son 2 èrji n second oldest sister 2

F

f dunxìn vo to send a text message; (lit.) to 10 send a short message fyn n pronunciation 8 Fguó pn France 1 Fwén pn the French language 6 fàn n meal; (cooked) rice 3 fngbiàn adj convenient 6 fij n airplane 10 (fi)jchng n airport 10 fn m (measure word for 1/100 of a 9 kuai, cent) fnhóngsè n pink 9

Simp-1-1-IC3-281Backmatter.indd 283 3/29/2010 2:08:14 PM 284 Vocabulary Index (Chinese-English)

Characters Pinyin Part of English Lesson Speech fng m (measure word for letters) 8 fù qián vo to pay money 9 Fùqnjié pn Father’s Day 3 fùxí v to review 7

G

Gn’njié pn Thanksgiving 3 gngb n fountain pen 7 gosù gnglù n highway 10 Go Wénzhng pn (a personal name) 2 Go Xioyn pn (a personal name) 5 goxìng adj happy, pleased 5 gàosu v to tell 8 gge n older brother 2 gè/ge m (a measure word for many 2 common everyday objects) gi v to give 5 gi prep to; for 6 gn prep with 6 gnggòng qìch n bus 10 gngchéngsh n engineer 2 gngrén n worker 2 gngshng n business management 8 gunl gngzuò n/v job; to work 2 gngkè n homework; schoolwork 7 guàng ji vo to windowshop 4 guì adj honorable; expensive 1 guzh n fruit juice 5

H

hái adv also; too; as well 3 háishi conj or 3 háizi n child 2 Hánguó pn South Korea 1

Simp-1-1-IC3-281Backmatter.indd 284 3/29/2010 2:08:16 PM Vocabulary Index (Chinese-English) 285

Characters Pinyin Part of English Lesson Speech Hánwén pn the Korean language 6 hánjià n winter vacation 10 Hànzì n Chinese characters 7 ho adj fi ne; good; nice; O.K.; it’s settled 1 ho ji a long time 4 hào m (measure word for number in a 3 series; day of the month) hào n size 9 h v to drink 5 hé conj and 2 héshì adj suitable 9 hi adj black 9 hn 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 husè 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

j nu how many; some; a few 2 ji n family; home 2 Ji’nádà pn Canada 1 Jizhu pn California 1 jiákè n jacket 9 jiàn m (measure word for shirts, dresses, 9 jackets, coats, etc.)

Simp-1-1-IC3-281Backmatter.indd 285 3/29/2010 2:08:18 PM 286 Vocabulary Index (Chinese-English)

Characters Pinyin Part of English Lesson Speech jiàn v to see 3 jiàn miàn vo to meet up; to meet with 6 jio 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 jijie n older sister 2 jièshào v to introduce 5 jnnián t this year 3 jntin t today 3 jnzhng adj nervous, anxious 10 jìn v to enter 5 jìn lai vc to come in 5 jngjì n economics 8 jngl n manager 2 jiyuè n September 3 jiù adv precisely; exactly 6 júhóngsè n orange (color) 9 juéde v to feel; to think 4 jnrén n soldier; military officer 2

K

kfi n coffee 5 kfisè n brown; coffee color 9 ki ch vo to drive a car 10 ki huì vo to have a meeting 6 kish v/n to begin, to start; beginning 7 kàn v to watch; to look; to read 4 ko shì vo/n to give or take a test; test 6 Kkuklè pn Coca-Cola 5 klè n [Coke or Pepsi] cola 5 kshì conj but 3 ky mv can; may 5

Simp-1-1-IC3-281Backmatter.indd 286 3/29/2010 2:08:21 PM Vocabulary Index (Chinese-English) 287

Characters Pinyin Part of English Lesson Speech kè m quarter (of an hour) 3 kè n class; course; lesson 6 kèbn n textbook 7 kèwén n text of a lesson 7 kèqi adj polite 6 kòng(r) n free time 6 ku m (measure word for number of 2 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

Ldngwén pn the Latin language 6 lái v to come 5 lán adj blue 10 losh n teacher 1 le p (a dynamic particle) 5 lèi adj tired 8 L Yu pn (a personal name) 1 lìsh n history 8 liànxí v to practice 6 liànxíbn n exercise book 7 ling nu two; a couple of 2 liáo tin(r) vo to chat 5 lùyn n/vo sound recording; to record 7 l adj green 10 lsh n lawyer 2

M

mma n mother, mom 2 ma qp (question particle) 1

Simp-1-1-IC3-281Backmatter.indd 287 3/29/2010 2:08:22 PM 288 Vocabulary Index (Chinese-English)

Characters Pinyin Part of English Lesson Speech máfan adj troublesome 10 mi 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 mi pr every; each 10 Miguó pn America 1 mèimei n younger sister 2 míngtin t tomorrow 3 míngzi n name 1 Mòxg pn Mexico 1 Mqnjié pn Mother’s Day 3

N

n/ni qpr which 6 nli pr where 7 nr qpr where 5 nà pr that 2 nà conj in that case; then 4 nàr pr there 8 nán adj male 2 nán adj diffi cult 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 (honorifi c for ) 6 Niyu pn New York 1

Simp-1-1-IC3-281Backmatter.indd 288 3/29/2010 2:08:24 PM Vocabulary Index (Chinese-English) 289

Characters Pinyin Part of English Lesson Speech nóngmín n farmer; peasant 2 n adj female 2 n’ér n daughter 2

P

péngyou n friend 3 pin m (measure word for essays, 8 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

Q

qí mótuch 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 qinb n pencil 7 qián n money 9 Qíngrénjié pn Valentine’s Day 3 qng v please (polite form of request); to 1 treat or to invite (somebody) qng kè vo to invite someone (to dinner, 4 coffee, etc.); to play the host qù v to go 4 qúnzi n skirt 9

R

ránhòu adv then 10 ràng v to allow or cause (somebody to 10 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 English Lesson Speech rén n people; person 1 rènshi v to be acquainted with; recognize 3 Rìbn pn Japan 1 rìjì n diary 8 Rìwén pn the Japanese language 6 róngyì adj easy 7 rúgu… de huà conj if 9

S

shngdiàn n store; shop 9 shngrén n merchant; businessperson 2 shàng ge the previous one 7 Shànghi pn Shanghai 1 shàng kè vo to go to a class; to start a class; 7 to be in class shàng wng 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 shngcí n new words; vocabulary 7 shngrì n birthday 3 shíb nu eighteen 3 shí’èr nu twelve 3 shíhou n (a point in) time; moment; (a 4 duration of) time shíjin n time 6 shì v to try 9 shì v to be 1 shì(r) n matter; affair; event 3 shu v to receive; to accept 9 shuj n cell phone 10 shòuhuòyuán n shop assistant; salesclerk 9 sh n book 4

Simp-1-1-IC3-281Backmatter.indd 290 3/29/2010 2:08:27 PM Vocabulary Index (Chinese-English) 291

Characters Pinyin Part of English Lesson Speech shùxué n mathematics 8 shu k vo to pay with a credit card 9 shuài adj handsome 7 shung 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 (someone somewhere) sùshè n dormitory 8 suàn le forget it; never mind 4 surán conj although 9 suì n year (of age) 3 suy conj so 4

T T T-xùshn n T-shirt 9 t pr he; him 2 t pr she; her 2 t pr it 9 tài…le too; extremely 3 tèbié adv especially 10 tin n day 3 tiáo m (measure word for pants and 9 long, thin objects) tiào w vo to dance 4 tng v to listen 4 tng adv very; rather 9 tóngxué n classmate 3 túshgun n library 5

W

wàzi n socks 9 wàiguó n foreign country 4

Simp-1-1-IC3-281Backmatter.indd 291 3/29/2010 2:08:29 PM 292 Vocabulary Index (Chinese-English)

Characters Pinyin Part of English Lesson Speech wàitào n outer garment; coat; jacket 9 wán(r) v to have fun; to play 5 wán yóuxìj vo to play videogames 4 wn adj late 7 wnfàn n dinner; supper 3 wnshang 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 wmen pr we 3 wfàn n lunch, midday meal 8 wùl n physics 8

X

Xbnyáwén pn the Spanish language 6 xzhung n (western-style) suit 9 Xlàwén pn the Greek language 6 xwàng v/n to hope; hope 8 xhuan v to like 3 x zo vo to take a bath/shower 8 xià ch vo to get off (a bus, train, etc.) 10 xià ge next one 6 xià qí vo to play chess 4 xiàw t afternoon 6 Xiàwiyí pn Hawaii 1 xin adv fi rst 10 xinsheng n Mr.; husband; teacher 1 xiàn n line 10 xiànzài t now 3 xing 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) 293

Characters Pinyin Part of English Lesson Speech xio adj small; little 4 xioji 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 xnnián n new year 10 xìn n letter (correspondence) 8 xìnyòngk n credit card 9 xngq n week 3 xngqsì n Thursday 3 xíng v all right; O.K. 6 xìng v/n (one’s ) surname is...; to be 1 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 Xubì pn Sprite 5

Y

ya p (interjectory particle used to 5 soften a question) Yàzhu 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 yàoshi conj if 6 y adv too; also 1 yìbin adv simultaneously; at the same time 8 yígòng adv altogether 9

Simp-1-1-IC3-281Backmatter.indd 293 3/29/2010 2:08:33 PM 294 Vocabulary Index (Chinese-English)

Characters Pinyin Part of English Lesson Speech yìq adv together 5 yí xià n+m once; a bit 5 yíyàng adj same; alike 9 yfu n clothes 9 yshng n doctor; physician 2 yhòu t after 6 yqián t before 8 yjng adv already 8 Yìdàlìwén pn the Italian language 6 ynwèi conj because 3 ynyuè n music 4 ynyuèhuì n concert 8 Yìndù pn India 1 Yngguó pn Britain; England 3 Yngwén pn English (language) 2 yòng v to use 8 yu v to have; to exist 2 yude pr some 4 yu yìsi adj interesting 4 yf n grammar 7 yyánxué n linguistics 8 yùxí v to preview 7 yuánzhb n ballpoint pen 7 yuè n month 3 Yuènán pn Vietnam 1

Z

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 zo adj early 7 zofàn n breakfast 8 zoshang t morning 7

Simp-1-1-IC3-281Backmatter.indd 294 3/29/2010 2:08:35 PM Vocabulary Index (Chinese-English) 295

Characters Pinyin Part of English Lesson Speech znme qpr how; how come 7 znmeyàng qpr Is it O.K.? How is that? How 3 does that sound? zhàn m (measure word for stops of bus, train, etc.) zhng m (measure word for fl at objects, 7 paper, pictures, etc.) zho v to look for 4 zho (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 zhn adv really 7 zhèngzài adv in the middle of (doing 8 something) zh m (measure word for long, thin, 7 infl exible objects, pens, rifl es, etc.) zhdao v to know 8 zh adv only 4 zh n paper 7 zhng adj medium; middle 9 Zhngguó pn China 1 Zhngwén pn Chinese (language) 6 zhngw n noon 8 zhng m (measure word for kinds, sorts, 9 types) zhumò n weekend 4 zhù v to wish (well) 8 zhunyè n major (in college); specialty 8 zhnbèi v to prepare 6 zsè n purple 9 zì n character 7 zìdin n dictionary 7

Simp-1-1-IC3-281Backmatter.indd 295 3/29/2010 2:08:37 PM 296 Vocabulary Index (Chinese-English)

Characters Pinyin Part of English Lesson Speech zìj pr oneself 10 zu v to go by way of; to walk 10 zu lù vo to walk 10 zuìhòu fi nal; last 10 zuìjìn t recently 8 zuótin 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 zuò huch vo to travel by train 10 zuò jìchéngch vo to take a taxi (in Taiwan) 10

Simp-1-1-IC3-281Backmatter.indd 296 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 Lesson Speech

A

a little, a bit; some din(r) m5 a long time ho ji 4 after yhòu t6 afternoon xiàw t6 again zài adv 9 airplane fij n10 airport (fi)jchng n10 all right; O.K. xíng v6 allow or cause (somebody to do ràng v10 something) already yjng adv 8 also; too; as well hái adv 3 although surán conj 9 altogether yígòng adv 9 America Miguó pn 1 and hé conj 2 Asian studies Yàzhu yánji n8 ask (a question) wèn v1 at; in; on zài prep 5

B

Bai Ying’ai Bái Yng’ài (a pn 2 personal name) ballpoint pen yuánzhb n7 be shì v1 be acquainted with; recognize rènshi v3 be called; call jiào v1 be present; be at (a place) zài v6 because ynwèi 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 Lesson Speech before yqián t8 begin, start; beginning kish v/n 7 Beijing Bijng pn 1 big; old dà adj 3 birthday shngrì n3 black hi adj 9 blue lán adj 10 book sh n4 both; all du adv 2 breakfast zofàn n8 Britain; England Yngguó pn 3 brown; coffee colored kfisè n9 bus gnggòng qìch n10 business management gngshng n8 gunl busy máng adj 3 but dànshì conj 6 but kshì conj 3 buy mi v9

C

California Jizhu pn 1 can; able to néng mv 8 can; know how to huì mv 8 can; may ky mv 5 Canada Ji’nádà pn 1 cell phone shuj n10 character zì n7 chat liáo tin(r) vo 5 cheap; inexpensive piányi adj 9 chemistry huàxué n8 child háizi n2 China Zhngguó pn 1 Chinese characters Hànzì n7

Simp-1-1-IC3-281Backmatter.indd 298 3/29/2010 2:08:42 PM Vocabulary Index (English-Chinese) 299

English Characters Pinyin Part of Lesson Speech Chinese (language) Zhngwén pn 6 city chéngshì n10 class; course; lesson kè n6 classmate tóngxué n3 classroom jiàoshì n8 clothes yfu n9 Coca-Cola Kkuklè pn 5 coffee kfi n5 [Coke or Pepsi] cola klè n5 college student dàxuéshng n2 color yánsè n9 come lái v5 come back huí lai vc 6 come in jìn lai vc 5 computer diànno n8 concert ynyuèhuì n8 convenient fngbiàn adj 6 cool kù adj 7 credit card xìnyòngk n9

D

dance tiào w vo 4 daughter n’ér n2 day tin n3 diary rìjì n8 dictionary zìdin n7 diffi cult nán adj 7 dining room, cafeteria cntng n8 dinner; supper wnfàn n3 dishes, cuisine cài n3 do zuò v2 doctor; physician yshng n2 don’t bié adv 6 dormitory sùshè n8

Simp-1-1-IC3-281Backmatter.indd 299 3/29/2010 2:08:44 PM 300 Vocabulary Index (English-Chinese)

English Characters Pinyin Part of Lesson Speech draw; paint huà huàr vo 4 drink h v5 drive a car ki ch vo 10 (dynamic particle) le p5

E

early zo adj 7 easy róngyì adj 7 eat ch v3 economics jngjì n8 eighteen shíb nu 3 eldest brother dàg n2 eldest sister dàji n2 email diànz yóujiàn n10 engineer gngchéngsh n2 England; Britain Yngguó pn 3 English (language) Yngwén pn 2 enter jìn v5 especially tèbié adv 10 evening; night wnshang t/n 3 every; each mi pr 10 everybody dàji pr 7 exchange; change huàn v9 exercise book liànxíbn n7

F

family; home ji n2 farmer; peasant nóngmín n2 father, dad bàba n2 Father’s Day Fùqnjié pn 3 feel; think juéde v4 feel embarrassed bù hoyìsi 10 female n adj 2 fi nal; last zuìhòu 10

Simp-1-1-IC3-281Backmatter.indd 300 3/29/2010 2:08:45 PM Vocabulary Index (English-Chinese) 301

English Characters Pinyin Part of Lesson Speech fi ne; good; nice; O.K.; it’s settled ho adj 1 fi rst xin adv 10 foreign country wàiguó n4 forget it; never mind suàn le 4 fountain pen gngb n7 France Fguó pn 1 free time kòng(r) n6 French language Fwén n6 friend péngyou n3 fruit juice guzh n5

G

Gao Wenzhong Go Wénzhng pn 2 Gao Xiaoyin Go Xioyn 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 gi v5 give change zho (qián) v(o) 9 give or take a test; test ko shì vo/n 6 go qù v4 go by way of; walk zu v10 go home huí ji vo 5 go online; surf the internet shàng wng vo 8 go to; arrive dào v6 go to a class; start a class; be in shàng kè vo 7 class goodbye; see you again zàijiàn v3 grade in school niánjí n6 grammar yf n7 gray husè n9 Greek language Xlàwén pn 6 green l adj 10

Simp-1-1-IC3-281Backmatter.indd 301 3/29/2010 2:08:47 PM 302 Vocabulary Index (English-Chinese)

English Characters Pinyin Part of Lesson Speech

H

half; half an hour bàn nu 3 handsome shuài adj 7 happy kuàilè adj 10 happy, pleased goxìng adj 5 hat; cap màozi n9 have; exist yu v2 have a meeting ki huì vo 6 have fun; play wán(r) v5 Hawaii Xiàwiyí pn 1 he; him t pr 2 Hello!; Hey! (on telephone) wéi/wèi interj 6 help bng v6 here zhèr pr 9 highway gosù gnglù n10 history lìsh n8 homework; schoolwork gngkè n7 honorable; expensive guì adj 1 hope; hope xwàng v/n 8 how; how come znme qpr 7 How is that? How does that znmeyàng qpr 3 sound? Is it O.K.? how many; some; a few j nu 2 how many/much; to what extent du adv 3 how much/many dushao qpr 9 however; but búguò conj 9 hundred bi nu 9

I

I; me w pr 1 if yàoshi conj 6 if rúgu… de huà conj 9 in addition to; besides chúle...ywài conj 8

Simp-1-1-IC3-281Backmatter.indd 302 3/29/2010 2:08:49 PM Vocabulary Index (English-Chinese) 303

English Characters Pinyin Part of Lesson Speech in that case; then nà conj 4 in the middle of (doing something) zhèngzài adv 8 India Yìndù pn 1 interesting yu yìsi adj 4 (interjectory particle used to soften ya p5 a question) introduce jièshào v5 invite someone (to dinner, coffee, qng kè vo 4 etc.); play the host Is it O.K.? How is that? How does znmeyàng qpr 3 that sound? it t pr 9 Italian language Yìdàlìwén pn 6

J

jacket jiákè n9 Japan Rìbn pn 1 Japanese language Rìwén pn 6 job; work gngzuò n/v 2

K know zhdao v8 Korea (South) Hánguó pn 1 Korean language Hánwén pn 6

L

late wn adj 7 later hòulái t8 Latin language Ldngwén pn 6 laugh at; laugh; smile xiào v8 lawyer lsh n2 length chángdun n9 letter (correspondence) xìn n8 Li You L Yu pn 1 library túshgun n5

Simp-1-1-IC3-281Backmatter.indd 303 3/29/2010 2:08:51 PM 304 Vocabulary Index (English-Chinese)

English Characters Pinyin Part of Lesson Speech like xhuan v3 line xiàn n10 linguistics yyánxué n8 listen tng v4 look for zho v4 lunch, midday meal wfàn n8

M

major (in college); specialty zhunyè n8 make a phone call d diànhuà vo 6 male nán adj 2 manager jngl n2 many; much du adj 7 mathematics shùxué n8 matter; affair; event shì(r) n3 meal; (cooked) rice fàn n3 (measure word for a pair) shung m 9 (measure word for bottles); bottle píng m/n 5 (measure word for class periods) jié m6 (measure word for cup and glass) bi m 5 (measure word for essays, articles, pin m8 etc.) (measure word for fl at objects, zhng m7 paper, pictures, etc.) (measure word for kinds, sorts, zhng m 9 types) (measure word for letters) fng m8 (measure word for long, thin, zh m7 infl exible objects, pens, rifl es, etc.) (measure word for many common gè/ge m2 everyday objects) (measure word for number in a hào m3 series; day of the month) (measure word for number of ku m2 family members) (measure word for 1/100 of a kuai, fn m 9 cent)

Simp-1-1-IC3-281Backmatter.indd 304 3/29/2010 2:08:53 PM Vocabulary Index (English-Chinese) 305

English Characters Pinyin Part of Lesson Speech (measure word for 1/10 of a kuai, máo m9 dime (for US money)) (measure word for pants and long, tiáo m9 thin objects) (measure word for people (polite)) wèi m6 (measure word for quarter (of an kè m3 hour)) (measure word for shirts, dresses, jiàn m9 jackets, coats, etc.) (measure word for stops of a bus, zhàn m10 train, etc.) (measure word for the basic kuài m9 Chinese monetary unit) medium; middle zhng adj 9 meet up; meet with jiàn miàn vo 6 merchant; businessperson shngrén n2 Mexico Mòxg pn 1 mineral water kuàngquánshu n5 Miss; young lady xioji n1 money qián n9 month yuè n3 morning shàngw t6 morning zoshang t7 mother, mom mma n2 Mother’s Day Mqnjié pn 3 movie diànyng n4 Mr.; husband; teacher xinsheng n1 music ynyuè n4 must; have to di mv 6

N

name míngzi n1 need not búyòng 9 nervous, anxious jnzhng adj 10 new xn adj 8

Simp-1-1-IC3-281Backmatter.indd 305 3/29/2010 2:08:54 PM 306 Vocabulary Index (English-Chinese)

English Characters Pinyin Part of Lesson Speech new words; vocabulary shngcí n7 new year xnnián n10 New York Niyu pn 1 next one xià ge 6 noon zhngw n8 not méi adv 2 not; no bù adv 1 not until, only then cái adv 5 notebook bnzi n7 now xiànzài t3 nurse hùshi n2

O

o’clock (lit. dot, point, thus “points din m3 on the clock”) offi ce bàngngshì n6 often chángcháng adv 4 older brother gge n2 older sister jijie n2 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 n9 other people; another person biérén n4 outer garment; coat; jacket wàitào n9 overcoat dày n9

P

pants kùzi n9 paper zh n7 pay money fù qián vo 9 pay with a credit card shu k vo 9

Simp-1-1-IC3-281Backmatter.indd 306 3/29/2010 2:08:56 PM Vocabulary Index (English-Chinese) 307

English Characters Pinyin Part of Lesson Speech pen b n7 pencil qinb n7 people; person rén n1 Pepsi-Cola Bishìklè pn 5 physics wùl n8 picture; photo zhàopiàn n2 pink fnhóngsè n9 play ball d qiú vo 4 play chess xià qí vo 4 play videogames wán yóuxìj vo 4 please (polite form of request); to qng v1 treat or to invite (somebody) polite kèqi adj 6 Portuguese language Pútáoyáwén pn 6 (possessive or descriptive particle) de p2 practice liànxí v6 precisely; exactly jiù adv 6 (prefi x for ordinal numbers) dì prefi x 7 prepare zhnbèi v6 pretty piàoliang adj 5 pretty good búcuò adj 4 preview yùxí v7 previous one shàng ge 7 professor jiàoshòu n2 pronunciation fyn n8 purple zsè n9

Q

quarter (of an hour) kè m4 question; problem wèntí n6 (question particle) ma qp 1 (question particle) ne qp 1 quickly, fast, quick kuài adv/adj 5

Simp-1-1-IC3-281Backmatter.indd 307 3/29/2010 2:08:57 PM 308 Vocabulary Index (English-Chinese)

English Characters Pinyin Part of Lesson Speech

R

read aloud niàn v7 really zhn adv 7 receive; accept shu v9 recently zuìjìn t8 red hóng adj 9 review fùxí v7 ride a bicycle qí zìxíngch vo 10 ride a motorcycle qí mótuch vo 10 right; correct duì adj 4 Russian language Éwén pn 6

S

same; alike yíyàng adj 9 say; speak shu v6 school xuéxiào n5 school term; semester/quarter xuéq n8 second oldest sister èrji n2 see jiàn v3 see off or out; take (someone sòng v10 somewhere) send a text message; (lit.) send a f dunxìn vo 10 short message (sentence-fi nal particle) a p6 (sentence-fi nal particle) ba p5 September jiyuè n 3 Shanghai Shànghi pn 1 she; her t pr 2 shirt chènshn n9 shoes xié n9 shop assistant; salesclerk shòuhuòyuán n9 skirt qúnzi n9 simultaneously; at the same time yìbin adv 8 sing (a song) chàng g(r) vo 4

Simp-1-1-IC3-281Backmatter.indd 308 3/29/2010 2:08:59 PM Vocabulary Index (English-Chinese) 309

English Characters Pinyin Part of Lesson Speech sit zuò v5 size dàxio n9 size hào n9 sleep shuì jiào vo 4 slow màn adj 7 small; little xio adj 4 so suy conj 4 so; such zhème pr 7 socks wàzi n9 soda pop; soft drink qìshu(r) n5 soldier; military officer jnrén n2 some yude pr 4 son érzi n2 sorry duìbuq v5 sound recording; record lùyn n/vo 7 Spanish language Xbnyáwén pn 6 spend hu v10 Sprite Xubì pn 5 store; shop shngdiàn n9 (structural particle) de p7 student xuésheng n1 study; learn xué v7 study; learn xuéxí v7 style yàngzi n9 subway dìti n10 suit (western-style) xzhung n9 suitable héshì adj 9 (one’s ) surname is...; be surnamed; xìng v/n 1 surname sweater (woolen) máoy n9

T T-shirt T T-xùshn n9 take a bath/shower x zo vo 8

Simp-1-1-IC3-281Backmatter.indd 309 3/29/2010 2:09:00 PM 310 Vocabulary Index (English-Chinese)

English Characters Pinyin Part of Lesson Speech take a cable car, trolley bus, or zuò diànch vo 10 tram take a taxi d ch vo 10 take a taxi (in Taiwan) zuò jìchéngch vo 10 talk shu huà vo 7 taxi chz qìch n10 tea chá n5 teach jio v7 teacher losh n1 Teacher Chang Cháng losh pn 6 television diànshì n4 tell gàosu v8 textbook kèbn n7 text of a lesson kèwén n7 thank xièxie v3 Thanksgiving Gn’njié pn 3 that nà pr 2 then ránhòu adv 10 there nàr pr 8 things; objects dngxi n9 this zhè pr 2 this year jnnián t3 Thursday xngqsì n3 ticket piào n10 time shíjin n6 time (a point in); moment; time (a shíhou n4 duration of) tired lèi adj 8 to; for gi prep 6 today jntin t3 together yìq adv 5 tomorrow míngtin t3 too; also y adv 1 too; extremely tài…le 3

Simp-1-1-IC3-281Backmatter.indd 310 3/29/2010 2:09:02 PM Vocabulary Index (English-Chinese) 311

English Characters Pinyin Part of Lesson Speech travel by zuò v10 travel by train zuò huch vo 10 travel by ship; take a boat zuò chuán vo 10 troublesome máfan adj 10 try shì v9 twelve shí’èr nu 3 two; a couple of ling nu 2

U

understand dng v7 upper garment shàngy n9 use yòng v8 usually píngcháng adv 7

V

Valentine’s Day Qíngrénjié pn 3 very hn adv 3 very; rather tng adv 9 Vietnam Yuènán pn 1

W

wait; wait for dng v6 walk zu lù vo 10 Wang Peng Wáng Péng pn 1 want yào v5 want to; would like to; think xing mv 4 watch; look; read kàn v4 water shu n5 we wmen pr 3 wear; put on chun v9 week xngq n3 weekend zhumò n4 what shénme qpr 1 where nli pr 7

Simp-1-1-IC3-281Backmatter.indd 311 3/29/2010 2:09:04 PM 312 Vocabulary Index (English-Chinese)

English Characters Pinyin Part of Lesson Speech where nr qpr 5 which n/ni qpr 6 who shéi qpr 2 why wèishénme qpr 3 will; be going to; want to, have a yào mv 6 desire to windowshop guàng ji vo 4 winter vacation hánjià n10 wish (well) zhù v8 with gn prep 6 worker gngrén n2 write xi v7 writing brush máob n7

Y

year (of age) suì n3 yellow huáng adj 9 yesterday zuótin t4 you n pr 1 you (honorifi c for ) nín pr 6 younger brother dìdi n2 younger sister mèimei n2

Simp-1-1-IC3-281Backmatter.indd 312 3/29/2010 2:09:06 PM Simp-1-1-IC3-281Backmatter.indd 313 3/29/2010 2:09:08 PM 314 Vocabulary by Grammar Category and by Lesson Vocabulary by Grammar Category and by Lesson

Lesson & noun measure word pronoun numeral verb modal verb Section

L1-1 L1-2

L2-1

L2-2

L3-1

L3-2

Simp-1-1-IC3-281Backmatter.indd 314 3/29/2010 2:09:08 PM Vocabulary by Grammar Category and by Lesson 315

adjective adverb preposition conjunction time word particle others proper noun

Simp-1-1-IC3-281Backmatter.indd 315 3/29/2010 2:09:11 PM 316 Vocabulary by Grammar Category and by Lesson

Lesson & noun measure word pronoun numeral verb modal verb Section

L4-1

L4-2

L5-1

L5-2

L6-1

L6-2

L7-1

L7-2

Simp-1-1-IC3-281Backmatter.indd 316 3/29/2010 2:09:13 PM Vocabulary by Grammar Category and by Lesson 317

adjective adverb preposition conjunction time word particle others proper noun

Simp-1-1-IC3-281Backmatter.indd 317 3/29/2010 2:09:17 PM 318 Vocabulary by Grammar Category and by Lesson

Lesson & noun measure word pronoun numeral verb modal verb Section

L8-1

L8-2

L9-1

L9-2

L10-1

L10-2

Simp-1-1-IC3-281Backmatter.indd 318 3/29/2010 2:09:20 PM Vocabulary by Grammar Category and by Lesson 319

adjective adverb preposition conjunction time word particle others proper noun

Simp-1-1-IC3-281Backmatter.indd 319 3/29/2010 2:09:23 PM 320 Alternate Characters (Texts in Simplifi ed Form) Alternate Characters (Texts in Traditional Form)

Lesson 1

Dialogue I: Exchanging Greetings

Dialogue II: Asking about Someone’s Nationality

Simp-1-1-IC3-281Backmatter.indd 320 3/29/2010 2:09:26 PM Alternate Characters (Texts in Simplifi ed 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

Simp-1-1-IC3-281Backmatter.indd 321 3/29/2010 2:09:28 PM 322 Alternate Characters (Texts in Simplifi ed Form)

Lesson 3

Dialogue I: Taking Someone Out to Eat on His/ Her Birthday

(Gao Wenzhong is talking to Bai Ying’ai.)

Simp-1-1-IC3-281Backmatter.indd 322 3/29/2010 2:09:30 PM Alternate Characters (Texts in Simplifi ed Form) 323

Dialogue II: Inviting Someone to Dinner

Simp-1-1-IC3-281Backmatter.indd 323 3/29/2010 2:09:31 PM 324 Alternate Characters (Texts in Simplifi ed Form)

Lesson 4

Dialogue I: Talking about Hobbies

Dialogue II: Would You Like to Play Ball?

(Wang Peng is talking to Gao Wenzhong.)

Simp-1-1-IC3-281Backmatter.indd 324 3/29/2010 2:09:32 PM Alternate Characters (Texts in Simplifi ed Form) 325

Lesson 5

Dialogue: Visiting a Friend’s Home

(The doorbell rings.)

Simp-1-1-IC3-281Backmatter.indd 325 3/29/2010 2:09:34 PM 326 Alternate Characters (Texts in Simplifi ed Form)

Narrative: At a Friend’s House

Lesson 6

Dialogue I: Calling One’s Teacher

Simp-1-1-IC3-281Backmatter.indd 326 3/29/2010 2:09:36 PM Alternate Characters (Texts in Simplifi ed Form) 327

Dialogue II: Calling a Friend for Help

Simp-1-1-IC3-281Backmatter.indd 327 3/29/2010 2:09:38 PM 328 Alternate Characters (Texts in Simplifi ed Form)

Lesson 7

Dialogue I: How Did You Do on the Exam?

Simp-1-1-IC3-281Backmatter.indd 328 3/29/2010 2:09:41 PM Alternate Characters (Texts in Simplifi ed Form) 329

Dialogue II: Preparing for a Chinese Class

Simp-1-1-IC3-281Backmatter.indd 329 3/29/2010 2:09:43 PM 330 Alternate Characters (Texts in Simplifi ed Form)

Lesson 8

A Diary: A Typical School Day

An Entry from Li You’s Diary

Simp-1-1-IC3-281Backmatter.indd 330 3/29/2010 2:09:46 PM Alternate Characters (Texts in Simplifi ed Form) 331

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.)

Simp-1-1-IC3-281Backmatter.indd 331 3/29/2010 2:09:48 PM 332 Alternate Characters (Texts in Simplifi ed Form)

Lesson 9

Dialogue I: Shopping for Clothes

[Li You checks the size on the label and measures the pants against her legs.]

Simp-1-1-IC3-281Backmatter.indd 332 3/29/2010 2:09:50 PM Alternate Characters (Texts in Simplifi ed Form) 333

Dialogue II: Exchanging Shoes

Lesson 10

Dialogue: Going Home for the Winter Vacation

Simp-1-1-IC3-281Backmatter.indd 333 3/29/2010 2:09:52 PM 334 Alternate Characters (Texts in Simplifi ed Form)

An Email: Thanking Someone for a Ride

Date:

From:

To:

Subject:

Simp-1-1-IC3-281Backmatter.indd 334 3/29/2010 2:09:55 PM Alternate Characters (Texts in Simplifi ed Form) 335

Simp-1-1-IC3-281Backmatter.indd 335 3/29/2010 2:09:58 PM Simp-1-1-IC3-281Backmatter.indd 336 3/29/2010 2:09:58 PM