Unit 1

Introduction

  1. Questions and answers about full names and surnames.

  2. Titles and terms of address ("Mr. ," etc.).

(Be sure to complete these before starting the unit.)

  1. Background Notes

  2. P&R 1 (Tape 1 of the resource module on Pronunciation and Romanization), the tones.

  3. P&R 2 (Tape 2 of the resource module on Pronunciation and Romanization), the tones.

  1. The C-l and P-l tapes, the Reference List and Reference Notes.

  2. The drill tape (lD-l)

The C-l and P-l tapes are your introduction to the Chinese words and structures presented in each unit. The tapes give you explanations and practice on the new material. By the time you have worked through these two tapes, you will be competent in understanding and producing the expressions introduced in the unit.

With the C-l tape, you learn to understand the new words and structures. The material is presented in short conversational exchanges, first with English translations and later with pauses which allow you to translate. Try to give a complete English translation for each Chinese expression. Your goal when using the C-l tape is to learn the meanings of all the words and structures as they are used in the sentences.

With the P-l tape, you learn to put together these sentences. You learn to pronounce each new word and use each new structure. When the recorded instructions direct you to pronounce a word or say a sentence, do so out loud. It is important for you to hear yourself speaking Chinese, so that you will know whether you are pronouncing the words correctly. Making the effort to say the expression is a big part of learning it. It is one thing to think about how a sentence should be put together or how it should sound. It is another thing to put it together that way or make it sound that way. Your goal when using the P-l tape is to produce the Target List expressions in Chinese when given English equivalents. At the end of each P-l tape is a review of the Target List which you can go over until you have mastered the expressions.

At times, you may feel that the material on a tape is being presented too fast. You may find that there is not enough time allowed for working out the meaning of a sentence or saying a sentence the way you want to. When this happens, stop the tape. If you want to, rewind; Use the control buttons on your machine to make the tape manageable for you most and to get the most out of it.

The Reference List and the Reference Notes are designed to be used before, during, or directly after work with the C-l and P-l tapes.

The Reference List is a summary of the C-l and P-l tapes. It contains all sentences which introduce new material, shoving you both the Chinese sentences written in romanization and their English equivalents. You will find that the list is printed so that either the Chinese or the English can be covered to allow you to test yourself on comprehension, production, or romanization of the sentences.

The Reference Notes give you information about grammar, pronunciation, and cultural usage. Some of these explanations duplicate what you hear on the C-l and P-l tapes. Other explanations contain new information.

You may use the Reference List and Reference Notes in various ways. For example, you may follow the Reference Notes as you listen to a tape, glancing at an exchange or stopping to read a comment whenever you want to. Or you may look through the Reference Notes before listening to a tape, and then use the Reference List while you listen, to help you keep track of where you are. Whichever way you decide to use these parts of a unit, remember that they are reference materials. Don't rely on the translations and romanizations as subtitles for the C-l tape or as cue cards for the P-l tape, for this would rob you of your chance to develop listening and responding skills.

The drills help you develop fluency, ease of response, and confidence. You can go through the drills on your own, with the drill tapes, and the teacher may take you through them in class as well.

Allow more than half an hour for a half-hour drill tape, since you will usually need to go over all or parts of the tape more than once to get full benefit from it.

The drills include many personal names, providing you with valuable pronunciation practice. However, if you find the names more than you can handle the first time through the tape, replace them with the pronoun tā whenever possible. Similar substitutions are often possible with place names.

Some of the drills involve sentences which you may find too long to understand or produce on your first try, and you will need to rewind for another try. Often, particularly the first time through a tape, you will find the pauses too short, and you will need to stop the tape to give yourself more time. The performance you should aim for with these tapes, however, is full comprehension and full, fluent, and accurate production while the tape rolls.

The five basic types of drills are described below.

  1. Substitution Drills: The teacher (T) gives a pattern sentence which the student (S) repeats. Then the teacher gives a word or phrase (a cue) which the student substitutes appropriately in the original sentence. The teacher follows immediately with a new cue.

    Example 1.1. Here is an English example of a substitution drill:

    • T: Are you an American?

    • S: Are you an American?

    • T: (cue) English

    • S: Are you English?

    • T: (cue) French

    • S: Are you French?

  2. Transformation Drills: On the basis of a model provided at the beginning of the drill, the student makes a certain change in each sentence the teacher says.

    Example 1.2. Here is an English example of a transformation drill, in which the student is changing affirmative sentences into negative ones:

    • T: I'm going to the bank.

    • S: I'm not going to the bank.

    • T: I'm going to the store.

    • S: I'm not going to the store.

  3. Response Drills: On the basis of a model given at the beginning of the drill, the student responds to questions or remarks by the teacher as cued by the teacher.

    Example 1.3. Here is an English example of a response drill:

    • T: What is his name? (cue) Harris

    • S: His name is Harris.

    • T: What is her name? (cue) Noss

    • S: Her name is Noss.

  4. Expansion Drills: The student adds something to a pattern sentence as cued by the teacher.

    Example 1.4. Here is an English example of an expansion drill:

    • T: He isn't Chinese, (cue) Japanese.

    • S: He isn't Chinese. He's Japanese.

    • T: She isn't German. (cue) French.

    • S: She isn't German. She's French.

  5. Combination Drills: On the basis of a model given at the beginning of the drill, the student combines two phrases or sentences given by the teacher into a single utterance.

    Example 1.5. Here is an English example of a combination drill:

    • T: I am reading a book. John gave me the book.

    • S: I am reading a book which John gave me.

    • T: Mary bought a picture. I like the picture.

    • S: Mary bought a picture which I like.

References

1.A:Nǐ shì shéi?你是谁？Who are you?
 B:Wǒ shì Wáng Dànián.我是王大年。I'm Wáng Dànián.
     
2.A:Nǐ shì shéi?你是谁？Who are you?
 B:Wǒ shì Hú Měilíng.我是胡美玲。I'm Hú Měilíng.
     
3.A:Tā shì shéi?他是谁？Who is he?
 B:Tā shì Mǎ Mínglǐ他是马明理。He is Mǎ Mínglǐ.
     
4.A:Tā shì Mǎ Mínglǐ.他是马明理。He is Mǎ Mínglǐ.
 B:Tā shì Hú Měilíng.她是胡美玲。She is Hú Měilíng.
     
5.A:Nǐ xìng shénme?你姓什么？What is your surname?
 B:Wǒ xìng Wáng.我姓王。My surname is Wáng.
     
6.A:Tā xìng shénme?他姓什么？What is his surname?
 B:Tā xìng Mǎ.他姓马。His surname is Mǎ.
     
7.A:Tā shì shéi?他是谁？Who is he?
 B:Tā shì Mǎ xiānsheng.他是马先生。He is Mr. Mǎ .
     
8.A:Tā shì shéi?他是谁？Who is he?
 B:Tā shì Mǎ Mínglǐ xiānsheng.他是马明理先生。He is Mr. Mǎ Mínglǐ.
     
9.A:Wáng xiānsheng, tā shì shéi?王先生，他是谁？Mr. Wáng, who is he?
 B:Tā shì Mǎ Mínglǐ xiānsheng.他是马明理先生。He is Mr. Mǎ Mínglǐ.
     
10.A:Xiānsheng, tā shì shéi?先生，他是谁？Sir, who is he?
 B:Tā shì Mǎ xiānsheng他是马先生。He is Mr. Mǎ.
     
11.A:Xiānsheng, tā shì shéi?先生，她是谁？Sir, who is she?
 B:Tā shì Mǎ tàitai.她是马太太。She is Mrs. Mǎ.
     
12.A:Wáng xiānsheng, tā shì shéi?王先生，她是谁？Mr. Wáng, who is she?
 B:Tā shì Mǎ Mínglǐ tàitai.她是马明理太太。She is Mrs. Mǎ Mínglǐ.
     
13.A:Wáng xiānsheng, tā shì shéi?王先生，她是谁？Mr. Wáng, who is she?
 B:Tā shì Mǎ xiǎojiě.她是马小姐。She is miss Mǎ.
     
14.A:Tā shì shéi?他是谁？Who is he?
 B:Tā shì Mǎ Mínglǐ tóngzhì.他是马明理同志。He is comrade Mínglǐ.
     
15.A:Tóngzhì, tā shì shéi?同志，她是谁？Comrade, who is she?
 B:Tā shì Fāng Bǎolán.她是方宝兰。She is Fāng Bǎolán.
     
16.A:Tóngzhì, tā shì shéi?同志，她是谁？Comrade, who is she?
 B:Tā shì Fāng Bǎolán tóngzhì.她是方宝兰同志。She is comrade Fāng Bǎolán.
nĭ你you
shéi谁who
shénme什么what
shì是to be
tā他，她，它he, she, it
tàitai太太Mrs. , wife, married woman, lady
tóngzhì同志comrade
wǒ我I
xiānsheng先生Mr. , sir, husband, teacher
xiǎojiě (xiǎojie)小姐Miss, lady, daughter (polite)
xìng姓to be surnamed
1.A:Nǐ shi shéi?你是谁？Who are you?
 B:Wǒ shi Wáng Dànián.我是王大年。I'm Wáng Dànián.
     
2.A:Nǐ shi shéi?你是谁？Who are you?
 B:Wǒ shi Hú Měilíng.我是胡美玲。I'm Hú Měilíng.
     
3.A:Tā shi shéi?他是谁？Who is he?
 B:Tā shi Mǎ Mínglǐ他是马明理。He is Mǎ Mínglǐ.
     
4.A:Tā shi Mǎ Mínglǐ.他是马明理。He is Mǎ Mínglǐ.
 B:Tā shi Hú Měilíng.她是胡美玲。She is Hú Měilíng.

The verb shì means "to be" in the sense of "to be someone or something," as in "I am Daniel King." It expresses identity. (In Unit 4 you will learn a verb which means "to be" in another sense, "to be somewhere," as in "I am in Bĕijĭng." That verb expresses location.) The verb shi is in the Neutral tone (with no accent mark) except when emphasized.

Unlike verbs in European languages, Chinese verbs do not distinguish first, second, and third persons. A single form serves for all three persons.

WǒshiWáng Dànián.I am Wáng Dànián.
NĭshiHú Měilíng.You are Hú Měilíng.
TāshiMǎ MÍnglĭ.He is Mǎ MÍnglĭ.

Later you will find that Chinese verbs do not distinguish singular and plural, either, and that they do not distinguish past, present, and future as such. You need to learn only one form for each verb.

The pronoun tā is equivalent to both "he" and "she." (and it), but the writing is different: he ↠ 他 , she ↠ 她 , it ↠ 它.

The question Nĭ shi shéi? is actually too direct for most situations, although it is all right from teacher to student or from student to student . (A more polite question is introduced in Unit 2.)

Unlike English, Chinese uses the same word order in questions as in statements.

Tāshishéi?Who is he?
TāshiMǎ Mínglǐ?He is Mǎ Mínglǐ.

When you answer a question containing a question word like shéi. "who," simply replace the question word with the information it asks for.

5.A:Nǐ xìng shénme?你姓什么？What is your surname?
 B:Wǒ xìng Wáng.我姓王。My surname is Wáng.
     
6.A:Tā xìng shénme?他姓什么？What is his surname?
 B:Tā xìng Mǎ.他姓马。His surname is Mǎ.

Xìng is a verb, "to be surnamed." It is in the same position in the sentence as shì, "to be."

WǒshiWáng Dànián.
IamWáng Dànián.
WǒxìngWáng.
Iam surnamedWáng.

Notice that the question word shénme. "What," takes the same position as the question word shéi "who."

Nĭshishéi?
Youarewho?
Nĭxìngshénme?
Youare surnamedwhat?

Shénme is the official spelling. However, the word is pronounced as if it were spelled shémma, or even shéma (often with a single rise in pitch extending over both syllables.) Before another word which begins with a consonant sound, it is usually pronounced as if it were spelled shém.

7.A:Tā shi shéi?他是谁？Who is he?
 B:Tā shi Mǎ xiānsheng.他是马先生。He is Mr. Mǎ .
     
8.A:Tā shi shéi?他是谁？Who is he?
 B:Tā shi Mǎ Mínglǐ xiānsheng.他是马明理先生。He is Mr. Mǎ Mínglǐ.

After the verb shì you may have the full name alone, the surname plus title, or the full name plus title.

TāshiMǎMínglĭ 
TāshiMǎ Xiānsheng.
TāshiMǎMínglĭXiānsheng.

Xiānsheng, literally "first-born," has more of a connotation of respectfulness than "Mr. " Xiānsheng is usually applied only to people other than oneself. Do not use the title Xiānsheng (or any other respectful title, such as Jiàoshòu, "Professor" when giving your own name. If you want to say "I am Mr. Jones," you may say Wǒ xìng Jones.

When a name and title name are said together, logically enough it is the name which gets the heavy stress: WÁNG Xiānsheng, You will often hear the title pronounced with no full tones: WÁNG Xiansheng.

9.A:Wáng xiānsheng, tā shì shéi?王先生，他是谁？Mr. Wáng, who is he?
 B:Tā shì Mǎ Mínglǐ xiānsheng.他是马明理先生。He is Mr. Mǎ Mínglǐ.
     
10.A:Xiānsheng, tā shì shéi?先生，他是谁？Sir, who is he?
 B:Tā shì Mǎ xiānsheng他是马先生。He is Mr. Mǎ.
     
11.A:Xiānsheng, tā shì shéi?先生，她是谁？Sir, who is she?
 B:Tā shì Mǎ tàitai.她是马太太。She is Mrs. Mǎ.
     
12.A:Wáng xiānsheng, tā shì shéi?王先生，她是谁？Mr. Wáng, who is she?
 B:Tā shì Mǎ Mínglǐ tàitai.她是马明理太太。She is Mrs. Mǎ Mínglǐ.

When you address someone directly, use either the name plus the title or the title alone. Xiānsheng must be translated as "Sir" when it is used alone, since "Mr. " would not capture its respectful tone. (Tàitai, however, is less respectful when used alone. You should address Mrs. Mǎ as Mǎ tàitai.)

13.A:Wáng xiānsheng, tā shì shéi?王先生，她是谁？Mr. Wáng, who is she?
 B:Tā shì Mǎ xiǎojiě.她是马小姐。She is miss Mǎ.
     
14.A:Tā shì shéi?他是谁？Who is he?
 B:Tā shì Mǎ Mínglǐ tóngzhì.他是马明理同志。He is comrade Mínglǐ.
     
15.A:Tóngzhì, tā shì shéi?同志，她是谁？Comrade, who is she?
 B:Tā shì Fāng Bǎolán.她是方宝兰。She is Fāng Bǎolán.
     
16.A:Tóngzhì, tā shì shéi?同志，她是谁？Comrade, who is she?
 B:Tā shì Fāng Bǎolán tóngzhì.她是方宝兰同志。She is comrade Fāng Bǎolán.

See the Background Notes on Chinese Personal Names and Titles for tóngzhì. "Comrade," and the use of maiden names.

Drills

Cue Answer
    

1.

Mǎ Mínglǐ

马明理

 

Tā shi Mǎ Mínglǐ

他是马明理。

He is Mǎ Mínglǐ.

    

2.

Hú Měilíng

胡美玲

 

Tā shi Hú Měilíng

她是胡美玲。

She is Hú Měilíng.

    

3.

Wáng Dànián

王大年

 

Tā shi Wáng Dànián

他是王大年。

He is Wáng Dànián.

    

4.

Lǐ Shìmín

李世民

 

Tā shi Lǐ Shìmín

他是李世民。

He is Lǐ Shìmín.

    

5.

Liú Lìróng

刘丽容

 

Tā shi Liú Lìróng

她是刘丽容。

She is Liú Lìróng.

    

6.

Zhāng Bǎolán

张宝兰

 

Tā shi Zhāng Bǎolán.

她是张宝兰。

She is Zhāng Bǎolán.

When the cue is given by a male speaker, male students should respond. When the cue is given by a female speaker, female students should respond.

Question Cue Answer
      

1.

Nǐ shi shéi?

你是谁？

Who are you?

 

Wáng Dànián

王大年

 

Wǒ shi Wáng Dànián

我是王大年。

I am Wáng Dànián.

2.

Nǐ shi shéi?

你是谁？

Who are you?

 

Hú Měilíng

胡美玲

 

Wǒ shi Hú Měilíng.

我是胡美玲。

I am Hú Měilíng.

3.

Nǐ shi shéi?

你是谁？

Who are you?

 

Liú Shìmín

李世民

 

Wǒ shi Liú Shìmín.

我是李世民。

I am Liú Shìmín.

4.

Nǐ shi shéi?

你是谁？

Who are you?

 

Chén Huìrán

陈蕙然

 

Wǒ shi Chén Huìrán.

我是陈蕙然。

I am Chén Huìrán.

5.

Nǐ shi shéi?

你是谁？

Who are you?

 

Huáng Déxián

黄德贤

 

Wǒ shi Huáng Déxián.

我是黄德贤。

I am Huáng Déxián.

6.

Nǐ shi shéi?

你是谁？

Who are you?

 

Zhào Wǎnrú

赵婉如

 

Wǒ shi Zhào Wǎnrú.

我是赵婉如。

I am Zhào Wǎnrú.

7.

Nǐ shi shéi?

你是谁？

Who are you?

 

Jiǎng Bǐngyíng

蒋冰莹

 

Wǒ shi Jiǎng Bǐngyíng.

我是蒋冰莹。

I am Jiǎng Bǐngyíng.

8.

Nǐ shi shéi?

你是谁？

Who are you?

 

Gāo Yǒngpíng

局永平

 

Wǒ shi Gāo Yǒngpíng.

我是局永平。

I am Gāo Yǒngpíng.

Question Cue Answer
      

1.

Tā shi shéi?

他是谁？

Who is he?

 

Mǎ xiānsheng

马先生

Mr. Mǎ

 

Tā shi Mǎ xiānsheng.

他是马先生。

He is Mr. Mǎ.

2.

Tā shi shéi?

她是谁？

Who is she?

 

Hú tàitai

胡太太

Mrs. Hú

 

Tā shi Hú tàitai.

她是胡太太。

She is Mrs. Hú.

3.

Tā shi shéi?

他是谁？

Who is he?

 

Máo xiānsheng

毛先生

Mr. Máo

 

Tā shi Máo xiānsheng.

他是毛先生。

He is Mr. Máo.

4.

Tā shi shéi?

他是谁？

Who is he?

 

Zhāng tóngzhì

张同志

Comrade Zhāng

 

Tā shi Zhāng tōngzhì.

他是张同志。

He is Comrade Zhāng.

5.

Tā shi shéi?

她是谁？

Who is she?

 

Liú xiǎojiě

刘小姐

Miss Liú

 

Tā shi Liú xiǎojiě.

她是刘小姐。

She is Miss Liú.

6.

Tā shi shéi?

他是谁？

Who is he?

 

Mǎ xiānsheng

马先生

Mr. Mǎ

 

Tā shi Mǎ xiānsheng.

他是马先生

He is Mr. Mǎ.

7.

Tā shi shéi?

她是谁？

Who is she?

 

Zhào tàitai

赵太太

Mrs. Zhào

 

Tā shi Zhào tàitai.

她是赵太太。

She is Mrs. Zhào.