A modular Approach Sponsored by Agencies of the United States and Canadian governments This publication is to be used primarily in support of instructing military personnel as part of the Defense Language Program (resident and nonresident). Inquiries concerning the use of materials, including requests for copies, should be addressed to: Defense Language Institute Foreign Language Center Nonresident Training Division Presidio of Monterey, CA 93944-5006 Topics in the areas of politics, international relations, mores, etc., which may be considered as controversial from some points of view, are sometimes included in the language instruction for DLIFLC students since military personnel may find themselves in positions where a clear understanding of conversations or written materials of this nature will be essential to their mission. The presence of controversial statements -- whether real or apparent -- in DLIFLC materials should not be construed as representing the opinions of the writers, the DLIFLC, or the Department of Defense. Actual brand names and businesses are sometimes cited in DLIFLC instructional materials to provide instruction in pronunciations and meanings. The selection of such proprietary terms and names is based solely on their value for instruction in the language. It does not constitute endorsement of any product or commercial enterprise, nor is it intended to invite a comparison with other brand names and businesses not mentioned. In DLIFLC publications, the words he, him, and/or his denote both masculine and feminine genders. This statement does not apply to translations of foreign language texts. The DLIFLC may not have full rights to the materials it produces. Purchase by the customer does net constitute authorization for reproduction, resale, or showing for profit. Generally, products distributed by the DLIFLC may be used in any not-for-profit setting without prior approval from the DLIFLC. Standard Chinese: A Modular Approach originated in an inter-agency conference held at the Foreign Service Institute in August 1973 to address the need generally felt in the U.S. Government language training community for improving and updating Chinese materials, to reflect current usage in Beijing and Taipei. The conference resolved to develop materials which were flexible enough in form and content to meet the requirements of a wide range of government agencies and academic institutions. A Project Board was established consisting of representatives of the Central Intelligence Agency Language Learning Center, the Defense Language Institute, the State Department's Foreign Service Institute, the Cryptologic School of the National Security Agency, and the U.S. Office of Education, later joined by the Canadian Forces Foreign Language School. The representatives have included Arthur T. McNeill, John Hopkins, and John Boag (CIA); Colonel John F. Elder III, Joseph C. Hutchinson, Ivy Gibian, and Major Bernard Muller-Thym (DLI); James R. Frith and John B. Ratliff III (FSI); Kazuo Shitama (NSA); Richard T. Thompson and Julia Petrov (OE); and Lieutenant Colonel George Kozoriz (CFFLS). The Project Board set up the Chinese Core Curriculum Project in 1974 in space provided at the Foreign Service Institute. Each of the six U.S. and Canadian government agencies provided funds and other assistance. Gerard P. Kok was appointed project coordinator, and a planning council was formed consisting of Mr. Kok, Frances Li of the Defense Language Institute, Patricia O’Connor of the University of Texas, Earl M. Rickerson of the Language Learning Center, and James Wrenn of Brown University. In the fall of 1977, Lucille A. Barale was appointed deputy project coordinator. David W. Dellinger of the Language Learning Center and Charles R. Sheehan of the Foreign Service Institute also served on the planning council and contributed material to the project. The planning council drew up the original overall design for the materials and met regularly to review their development. Writers for the first half of the materials were John H. T. Harvey, Lucille A. Barale, and Roberta S. Barry, who worked in close cooperation with the planning council and with the Chinese staff of the Foreign Service Institute. Mr. Harvey developed the instructional formats of the comprehension and production self-study materials, and also designed the communications classroom activities and wrote the teacher's guides. Lucille A. Barale and Roberta S. Barry wrote the tape scripts and the student text. By 1978 Thomas E. Madden and Susan C. Pola had joined the staff. Led by Ms. Barale, they have worked as a team to produce the materials subsequent to Module 6. All Chinese language material was prepared or selected by Chuan 0. Chao, Ying-chi Chen, Hsiao-Jung Chi, Eva Diao, Jan Hu, Tsung-mi Li, and Yunhui C. Yang, assisted for part of the time by Chieh-fang Ou Lee, Ying-ming Chen, and Joseph Yu Hsu Wang. Anna Affholder, Mei-li Chen, and Henry Khuo helped in the preparation of a preliminary corpus of dialogues. Administrative assistance was provided at various times by Vincent Basciano, Lisa A. Bowden, Jill W. Ellis，Donna Fong, Renee T. C. Liang, Thomas E. Madden, Susan C. Pola, and Kathleen Strype. The production of tape recordings was directed by Jose M. Ramirez of the Foreign Service Institute Recording Studio. The Chinese script was voiced by Ms. Chao, Ms. Chen, Mr. Chen, Ms. Diao, Ms. Hu, Mr. Khuo, Mr. Li, and Ms. Yang. The English script was read by Ms. Barale, Ms. Barry, Mr. Basciano, Ms. Ellis, Ms. Pola, and Ms. Strype. The graphics were produced by John McClelland of the Foreign Service Institute Audio-Visual staff, under the general supervision of Joseph A. Sadote, Chief of Audio-Visual. Standard Chinese: A Modular Approach was field-tested with the cooperation of Brown University; the Defense Language Institute, Foreign Language Center; the Foreign Service Institute; the Language Learning Center; the United States Air Force Academy; the University of Illinois; and the University of Virginia. Colonel Samuel L. Stapleton and Colonel Thomas G. Foster, Commandants of the Defense Language Institute, Foreign Language Center, authorized the DLIFLC support necessary for preparation of this edition of the course materials. This support included coordination, graphic arts, editing, typing, proofreading, printing, and materials necessary to carry out these tasks.

This course is designed to give you a practical command of spoken Standard Chinese. You will learn both to understand and to speak it. Although Standard Chinese is one language, there are differences between the particular form it takes in Beijing and the form it takes in the rest of the country. There are also, of course, significant non-linguistic differences between regions of the country. Reflecting these regional differences, the settings for most conversations are Beijing and Taipei. This course represents a new approach to the teaching of foreign languages. In many ways it redefines the roles of teacher and student, of classwork and homework, and of text and tape. Here is what you should expect: The focus is on communicating in Chinese in practical situations — the obvious ones you will encounter upon arriving in China. You will be communicating in Chinese most of the time you are in class. You will not always "be talking about real situations, " but you will almost always be purposefully exchanging information in Chinese. This focus on communicating means that the teacher is first of all your conversational partner. Anything that forces him As used in this course, the words "he," "him," and "Ms" are intended to include both masculine and feminine genders. (Translations of foreign language material not included.) back into the traditional roles of lecturer and drill-master limits your opportunity to interact with a speaker of the Chinese language and to experience the language in its full spontaneity, flexibility, and responsiveness. Using class time for communicating, you will complete other course activities out of class whenever possible. This is what the tapes are for. They introduce the new material of each unit and give you as much additional practice as possible without a conversational partner. The texts summarize and supplement the tapes, which take you through new material step by step and then give you intensive practice on what you have covered. In this course you will spend almost all your time listening to Chinese and saying things in Chinese, either with the tapes or in class. How the Course Is Organized The subtitle of this course, "A Modular Approach," refers to overall organization of the materials into MODULES which focus on particular situations or language topics and which allow a certain amount of choice as to what is taught and in what order. To highlight equally significant features of the course, the subtitle could just as well have been "A Situational Approach," "A Taped-Input Approach," or "A Communicative Approach." Ten situational modules form the core of the course: ORIENTATION (ORN) Talking about who you are and where you are from. BIOGRAPHIC INFORMATION (BIO) Talking about your background, family, studies, and occupation and about your visit to China. MONEY (MON) Making purchases and changing money. DIRECTIONS (DIR) Asking directions in a city or in a building. TRANSPORTATION (TRN) Taking buses, taxis, trains, and planes, including finding out schedule information, buying tickets, and making reservations. ARRANGING A MEETING (MTG) Arranging a business meeting or a social get-together, changing the time of an appointment, and declining an invitation. SOCIETY (SOC) Talking about families, relationships between people, cultural roles in traditional society, and cultural trends in modern society. TRAVELING IN CHINA (TRL) Making travel arrangements and visiting a kindergarten, the Great Wall, the Ming Tombs, a commune, and a factory. LIFE IH CHINA (LIC) Talking about daily life in Bĕijīng street committees, leisure activities, traffic and transportation, buying and rationing, housing. TALKING ABOUT THE NEWS (TAN) Talking about government and party policy changes described in newspapers the educational system agricultural policy, international policy, ideological policy, and policy in the arts. Each core module consists of tapes, a student textbook, and a workbook. In addition to the ten CORE modules, there are also RESOURCE modules and OPTIONAL modules. Resource modules teach particular systems in the language, such as numbers and dates. As you proceed through a situational core module, you will occasionally take time out to study part of a resource module. (You will begin the first three of these while studying the Orientation Module.) PRONUNCIATION AND ROMANIZATION (P&R) The sound system of Chinese and the Pinyin system of romanization. NUMBERS (NUM) Numbers up to five digits. CLASSROOM EXPRESSIONS (CE) Expressions basic to the classroom learning situation. TIME AND DATES (T&D) Dates, days of the week, clock time, parts of the day. GRAMMAR Aspect and verb types, word order, multisyllabic verbs and auxiliary verbs, complex sentences, adverbial expressions. Each module consists of tapes and a student textbook. The eight optional modules focus on particular situations: RESTAURANT (RST) HOTEL (HTL) PERSONAL WELFARE (WLF) POST OFFICE AND TELEPHONE (PST/TEL) CAR (CAR) CUSTOMS SURROUNDING MARRIAGE, BIRTH, MD DEATH (MBD) NEW YEAR'S CELEBRATION (NYH) INSTITUTIONS AND ORGANIZATIONS (l&0) Each module consists of tapes and a student textbook. These optional modules may be used at any time after certain core modules, The diagram on page shows how the core modules, optional modules, and resource modules fit together in the course. Resource modules are shown where study should begin. Optional modules are shown where they may be introduced. Inside a Core Module Each core module has from four to eight units. A module also includes: Objectives: The module objectives are listed at the beginning of the text for each module. Read these before starting work on the first unit to fix in your mind what you are trying to accomplish and what you will have to do to pass the test at the end of the module. Target Lists: These follow the objectives in the text. They summarize the language content of each unit in the form of typical questions and answers on the topic of that unit. Each sentence is given both in romanized Chinese and in English. Turn to the appropriate Target List before, during, or after your work on a unit, whenever you need to pull together what is in the unit. Review Tapes (R-l): The Target List sentences are given on these tapes. Except in the short Orientation Module, there are two R-l tapes for each module. Criterion Test: After studying each module, you will take a Criterion Test to find out which module objectives you have met and which you need to work on before beginning to study another module. Inside a Unit Here is what you will be doing in each unit. First, you will work through two tapes: Comprehension Tape 1 (C-l): This tape introduces all the new words and structures in the unit and lets you hear them in the context of short conversational exchanges. It then works them into other short conversations and longer passages for listening practice, and finally reviews them in the Target List sentences. Your goal when using the tape is to understand all the Target List sentences for the unit. Production Tape 1 (P-l): This tape gives you practice in pronouncing the new words and in saying the sentences you learned to understand on the C-l tape. Your goal when using the P-l tape is to be able to produce any of the Target List sentences in Chinese when given the English equivalent. The C-l and P-l tapes, not accompanied by workbooks, are "portable," in the sense that they do not tie you down to your desk. However, there are some written materials for each unit which you will need to work into your study routine. A text Reference List at the beginning of each unit contains the sentences from the C-l and P-l tapes. It includes both the Chinese sentences and their English equivalents. The text Reference Notes restate and expand the comments made on the C-l and P-l tapes concerning grammar, vocabulary, pronunciation, and culture. After you have worked with the C-l and P-l tapes, you go on to two class activities: Target List Review: In this first class activity of the unit, you find out how well you learned the C-l and P-l sentences. The teacher checks your understanding and production of the Target List sentences. He also presents any additional required vocabulary items, found at the end of the Target List, which were not on the C-l and P-l tapes. Structural Buildup: During this class activity, you work on your understanding and control of the new structures in the unit. You respond to questions from your teacher about situations illustrated on a chalkboard or explained in other ways. After these activities, your teacher may want you to spend some time working on the drills for the unit. Drill Tape: This tape takes you through various types of drills based on the Target List sentences and on the additional required vocabulary. Drills: The teacher may have you go over some or all of the drills in class, either to prepare for work with the tape, to review the tape, or to replace it. Next, you use two more tapes. These tapes will give you as much additional practice as possible outside of class. Comprehension Tape 2 (C-2): This tape provides advanced listening practice with exercises containing long, varied passages which fully exploit the possibilities of the material covered. In the C-2 Workbook you answer questions about the passages. Production Tape 2 (P-2): This tape resembles the Structural Buildup in that you practice using the new structures of the unit in various situations. The P-2 Workbook provides instructions and displays of information for each exercise. Following work on these two tapes, you take part in two class activities: Exercise Review: The teacher reviews the exercises of the C-2 tape by reading or playing passages from the tape and questioning you on them. He reviews the exercises of the P-2 tape by questioning you on information displays in the P-2 Workbook. Communication Activities: Here you use what you have learned in the unit for the purposeful exchange of information. Both fictitious situations (in Communication Games) and real-world situations involving you and your classmates (in "interviews") are used. Materials and Activities for a Unit TAPED MATERIALS WRITTEN MATERIALS CLASS ACTIVITIES C-l, P-l Tapes Target List Reference List Reference Notes Target List Review ------------- ------------- Structural Buildup D-l Tapes Drills Drills C-2, P-2 Tapes Reference Notes C-2, P-2 Workbooks Exercise Review ------------- ------------- Communication Activities

The Chinese Languages We find it perfectly natural to talk about a language called "Chinese." We say, for example, that the people of China speak different dialects of Chinese, and that Confucius wrote in an ancient form of Chinese. On the other hand, we would never think of saying that the people of Italy, France, Spain, and Portugal speak dialects of one language, and that Julius Caesar wrote in an ancient form of that language. But the facts are almost exactly parallel. Therefore, in terms of what we think of as a language when closer to home, "Chinese" is not one language, but a family of languages. The language of Confucius is partway up the trunk of the family tree. Like Latin, it lived on as a literary language long after its death as a spoken language in popular use. The seven modern languages of China, traditionally known as the "dialects," are the branches of the tree. They share as strong a family resemblance as do Italian, French, Spanish, and Portuguese, and are about as different from one another. The predominant language of China is now known as Pŭtōnghuà, or "Standard Chinese" (literally "the common speech"). The more traditional term, still used in Taiwan, is Guóyŭ, or "Mandarin" (literally "the national language"). Standard Chinese is spoken natively by almost two-thirds of the population of China and throughout the greater part of the country. The term "Standard Chinese" is often used more narrowly to refer to the true national language which is emerging. This language, which is already the language of all national broadcasting, is based primarily on the Peking dialect, but takes in elements from other dialects of Standard Chinese and even from other Chinese languages. Like many national languages, it is more widely understood than spoken, and is often spoken with some concessions to local speech, particularly in pronunciation. The Chinese languages and their dialects differ far more in pronunciation than in grammar and vocabulary. What distinguishes Standard Chinese most from the other Chinese languages, for example, is that it has the fewest tones and the fewest final consonants. The remaining six Chinese languages, spoken by approximately a quarter of the population of China, are tightly grouped in the southeast, below the Yangtze River. The six are: the Wu group (Wú), which includes the "Shanghai dialect"; Hunanese (Xiāng); the "Kiangsi dialect" (Gàn); Cantonese (Yuè), the language of Guăngdōng, widely spoken in Chinese communities in the United States; Fukienese (Mĭn), a variant of which is spoken by a majority on Taiwan and hence called Taiwanese; and Hakka (Kèjiā), spoken in a belt above the Cantonese area, as well as by a minority on Taiwan. Cantonese, Fukienese, and Hakka are also widely spoken throughout Southeast Asia. There are minority ethnic groups in China who speak non-Chinese languages. Some of these, such as Tibetan, are distantly related to the Chinese languages. Others, such as Mongolian, are entirely unrelated. Some Characteristics of Chinese To us, perhaps the roost striking feature of spoken Chinese is the use of variation in tone ("tones" to distinguish the different meanings of syllables which would otherwise sound alike. All languages, and Chinese is no exception, make use of sentence intonation to indicate how whole sentences are to be understood. In English, for example, the rising pattern in "He’s gone?" tells us that the sentence is meant as a question. The Chinese tones, however, are quite a different matter. They belong to individual syllables, not to the sentence as a whole. An inherent part of each Standard Chinese syllable is one of four distinctive tones. The tone does just as much to distinguish the syllable as do the consonants and vowels. For example, the only difference between the verb "to buy," mǎi and the verb "to sell," mài, is the Low tone ( ̆) and the Falling tone (`). And yet these words are Just as distinguishable as our words "buy" and "guy," or "buy" and "boy." Apart from the tones, the sound system of Standard Chinese is no more different from English than French is. Word formation in Standard Chinese is relatively simple. For one thing, there are no conjugations such as are found in many European languages. Chinese verbs have fewer forms than English verbs, and nowhere near as many irregularities. Chinese grammar relies heavily on word order, and often the word order is the same as in English. For these reasons Chinese is not as difficult for Americans to learn to speak as one might think. It is often said that Chinese is a monosyllabic language. This notion contains a good deal of truth. It has been found that, on the average, every other word in ordinary conversation is a single-syllable word. Moreover, although most words in the dictionary have two syllables, and some have more, these words can almost always be broken down into single-syllable units of meaning, many of which can stand alone as words. Written Chinese Most languages with which we are familiar are written with an alphabet. The letters may be different from ours, as in the Greek alphabet, but the principle is the same: one letter for each consonant or vowel sound, more or less. Chinese, however, is written with "characters" which stand for whole syllables -- in fact, for whole syllables with particular meanings. Although there are only about thirteen hundred phonetically distinct syllables in standard Chinese, there are several thousand Chinese characters in everyday use, essentially one for each single-syllable unit of meaning. This means that many words have the same pronunciation but are written with different characters, as tiān, "sky," 天, and tiān, "to add," "to increase," 添. Chinese characters are often referred to as "ideographs" which suggests that they stand directly for ideas. But this is misleading. It is better to think of them as standing for the meaningful syllables of the spoken language. Minimal literacy in Chinese calls for knowing about a thousand characters. These thousand characters, in combination, give a reading vocabulary of several thousand words. Full literacy calls for knowing some three thousand characters. In order to reduce the amount of time needed to learn characters, there has been a vast extension in the People's Republic of China (PRC) of the principle of character simplification, which has reduced the average number of strokes per character by half. During the past century, various systems have been proposed for representing the sounds of Chinese with letters of the Roman alphabet. One of these romanizations, Hànyŭ Pīnyīn (literally "Chinese Language Spelling," generally called "Pinyin" in English), has been adopted officially in the PRC, with the short-term goal of teaching all students the Standard Chinese pronunciation of characters. A long-range goal is the use of Pinyin for written communication throughout the country. This is not possible, of course, until speakers across the nation have uniform pronunciations of Standard Chinese. For the time being, characters, which represent meaning, not pronunciation, are still the most widely accepted way of communicating in writing. Pinyin uses all of the letters in our alphabet except "v," and adds the letter "ü." The spellings of some of the consonant sounds are rather arbitrary from our point of view, but for every consonant sound there is only one letter or one combination of letters, and vice versa. You will find that each vowel letter can stand for different vowel sounds, depending on what letters precede or follow it in the syllable. The four tones are indicated by accent marks over the vowels, and the Neutral tone by the absence of an accent mark: High: mā Falling: mà Rising: má Neutral: ma Low: mǎ One reason often given for the retention of characters is that they can be read, with the local pronunciation, by speakers of all the Chinese languages. Probably a stronger reason for retaining them is that the characters help keep alive distinctions of meaning between words, and connections of meaning between words, which are fading in the spoken language. On the other hand, a Cantonese could learn to speak Standard Chinese, and read it alphabetically, at least as easily as he can learn several thousand characters. Pinyin is used throughout this course to provide a simple written representation of pronunciation. The characters, which are chiefly responsible for the reputation of Chinese as a difficult language, are taught separately. BACKGROUND NOTES: ABOUT CHINESE CHARACTERS Each Chinese character is written as a fixed sequence of strokes. There are very few basic types of strokes, each with its own prescribed direction, length, and contour. The dynamics of these strokes as written with a brush, the classical writing instrument, show up clearly even in printed characters. You can tell from the varying thickness of the stroke how the brush met the paper, how it swooped, and how it lifted; these effects are largely lost in characters written with a ball-point pen. The sequence of strokes is of particular importance. Let's take the character for "mouth," pronounced kǒu. Here it is as normally written, with the order and directions of the strokes indicated.

If the character is written rapidly, in "running-style writing," one stroke glides into the next, like this.

If the strokes were written in any but the proper order, quite different distortions would take place as each stroke reflected the last and anticipated the next, and the character would be illegible. The earliest surviving Chinese characters, inscribed on the Shang Dynasty "oracle bones" of about 1500 B.C. , already included characters that vent beyond simple pictorial representation. There are some characters in use today which are pictorial, like the character for "mouth." There are also some which are directly symbolic, like our Roman numerals I, II, and III. (The characters for these numbers — the first numbers you learn in this course — are like the Roman numerals turned on their sides.) There are some which are indirectly symbolic, like our Arabic numerals 1,2, and 3. But the most common type of character is complex, consisting of two parts: a "phonetic," which suggests the pronunciation, and a "radical," which broadly characterizes the meaning. Let's take the following character as an example.

This character means "ocean" and is pronounced yáng. The left side of the character, the three short strokes, is an abbreviation of a character which means "water" and is pronounced shuĭ. This is the "radical." It has been borrowed only for its meaning, "water." The right side of the character above is a character which means "sheep" and is pronounced yang. This is the "phonetic." It has been borrowed only for its sound value, yáng. A speaker of Chinese encountering the above character for the first time could probably figure out that the only Chinese word that sounds like yáng and means something like "water," is the word yáng meaning "ocean," We, as speakers of English, might not be able to figure it out. Moreover, phonetics and radicals seldom work as neatly as in this example. But we can still learn to make good use of these hints at sound and sense. Many dictionaries classify characters in terms of the radicals. According to one of the two dictionary systems used, there are 176 radicals; in the other system, there are 2l4. There are over a thousand phonetics. Chinese has traditionally been written vertically, from top to bottom of the page, starting on the right-hand side, with the pages bound so that the first page is where we would expect the last page to be. Nowadays, however, many Chinese publications paginate like Western publications, and the characters are written horizontally, from left to right. BACKGROUND NOTES: ABOUT CHINESE PERSONAL NAMES AND TITLES A Chinese personal name consists of two parts: a surname and a given name. There is no middle name. The order is the reverse of ours: surname first, given name last. The most common pattern for Chinese names is a single-syllable surname followed by a two-syllable given name: The first version of each example is in the Pinyin system of romanization. The second parenthesized version is the conventional, or anglicized, spelling. Máo Zédōng (Mao Tse-tung) Zhōu Enlái (Chou En-lai) Jiǎng Jièshí (Chiang Kai-shek) Sòng Qìnglíng (Soong Ch'ing-ling --- Mme Sun Yat-sen) Sòng Mĕilíng (Soong Mei-ling--Mme Chiang Kai-shek) It is not uncommon, however, for the given name to consist of a single syllable: Zhŭ Dĕ (Chu Teh) Lín Biāo (Lin Piao) Hú Shì (Hu Shih) Jiang Qĭng (Chiang Ch'ing—Mme Mao Tse-tung) There are a few two-syllable surnames. These are usually followed by single-syllable given names: Sīmă Guāng (Ssu-ma Kuang) Ōuyáng Xiū (Ou-yang Hsiu) Zhūgĕ Liàng (Chu-ke Liang) But two-syllable surnames may also be followed by two-syllable given names: Sīmă Xiāngrú (Ssu-ma Hsiang-ju) An exhaustive list of Chinese surnames includes several hundred written with a single character and several dozen written with two characters. Some single-syllable surnames sound exactly alike although written with different characters, and to distinguish them, the Chinese nay occasionally have to describe the character or "write" it with a finger on the palm of a hand. But the surnames that you are likely to encounter are fever than a hundred, and a handful of these are so common that they account for a good majority of China’s population. Given names, as opposed to surnames, are not restricted to a limited list of characters, Men's names are often but not always distinguishable from women's; the difference, however, usually lies in the meaning of the characters and so is not readily apparent to the beginning student with a limited knowledge of characters. Outside the People's Republic the traditional system of titles is still in use. These titles closely parallel our own "Mr.," "Mrs.," and "Miss." Notice, however, that all Chinese titles follow the name — either the full name or the surname alone — rather than preceding it. The title "Mr." is Xiānsheng. Mă Xiānsheng Mă Mínglĭ Xiānsheng The title "Mrs." is Tàitai. It follows the husband's full name or surname alone. Mă Tàitai Mă Mínglĭ Tàitai The title "Miss" is Xiăojiĕ. The Ma family's grown daughter, Défēn, would be Mă Xiăojiĕ Mă Défēn Xiăojiĕ Even traditionally, outside the People's Republic, a married woman does not take her husband's name in the same sense as in our culture. If Miss Fang Băolán marries Mr. Ma Mínglĭ, she becomes Mrs, Mă Mínglĭ, but at the same time she remains Fāng Băolán, She does not become Mă Băolán; there is no equivalent of "Mrs. Mary Smith." She may, however, add her husband's surname to her own full name and refer to herself as Mă Fāng Băolán. At work she is quite likely to continue as Miss Fāng. These customs regarding names are still observed by many Chinese today in various parts of the world. The titles carry certain connotations, however, when used in the PRC today: Tàitai should not be used because it designates that woman as a member of the leisure class. Xiăojiĕ should not be used because it carries the connotation of being from a rich family. In the People's Republic, the title "Comrade," Tóngzhì is used in place of the titles Xiānsheng, Tàitai, and Xiăojiĕ. Mă Mínglĭ would be: Mă Tóngzhì Mă Mínglĭ Tóngzhì The title "Comrade" is applied to all, regardless of sex or marital status. A married woman does not take her husband's name in any sense. Mă Mínglĭ' s wife would be: Fāng Tóngzhì Fāng Băolán Tóngzhì Children may be given either the mother's or the father's surname at birth. In some families one child has the father's surname, and another child has the mother's surname. Mă Mínglĭ's and Fāng Băolán's grown daughter could be Mă Tŏngzhì Mă Dĕfēn Tóngzhì Their grown son could be Fāng Tóngzhì Fāng Zìqiáng Tóngzhì Both in the PRC and elsewhere, of course, there are official titles and titles of respect in addition to the common titles we have discussed here. Several of these will be introduced later in the course. The question of adapting foreign names to Chinese calls for special consideration. In the People's Republic the policy is to assign Chinese phonetic equivalents to foreign names. These approximations are often not as close phonetically as they might be, since the choice of appropriate written characters may bring in non-phonetic considerations. (An attempt is usually made when transliterating to use characters with attractive meanings.) For the most part, the resulting names do not at all resemble Chinese names. For example, the official version of "David Anderson" is Dàiwĕi Āndésēn. An older approach, still in use outside the PRC, is to construct a valid Chinese name that suggests the foreign name phonetically. For example, "David Anderson" might be An Dàwèi. Sometimes, when a foreign surname has the same meaning as a Chinese surname, semantic suggestiveness is chosen over phonetic suggestiveness. For example, Wáng, a common Chinese surname, means "king," so "Daniel King" might be rendered Wáng Dànián. Students in this course will be given both the official PRC phonetic equivalents of their names and Chinese-style names.

The Orientation Module and associated resource modules provide the linguistic tools needed to begin the study of Chinese, The materials also introduce the teaching procedures used in this course. The Orientation Module is not a typical course module in several respects. First, it does not have a situational topic of its own, but rather leads into the situational topic of the following module — Biographic Information. Second, it teaches only a little Chinese grammar and vocabulary. Third, two of the associated resource modules (Pronunciation and Romanization, Numbers) are not optional; together with the Orientation Module, they are prerequisite to the rest of the course.

Upon successful completion of this module and the two associated resource modules, the student should: Distinguish the sounds and tones of Chinese well enough to he able to write the Hànyŭ Pīnyīn romanization for a syllable after hearing the syllable. Be able to pronounce any combination of sounds found in the words of the Target Lists when given a romanized syllable to read. (Although the entire sound system of Chinese is introduced in the module, the student is responsible for producing only sounds used in the Target Sentences for ORN. Producing the remaining sounds is included in the Objectives for Biographic Information,) Know the names and locations of five cities and five provinces of China veil enough to point out their locations on a map, and pronounce the names well enough to be understood by a Chinese. Comprehend the numbers 1 through 99 well enough to write them down when dictated, and be able to say them in Chinese when given English equivalents. Understand the Chinese system of using personal names, including the use of titles equivalent to "Mr.,"Mrs.," "Miss," and "Comrade." Be able to ask and understand questions about where someone is from. Be able to ask and understand questions about where someone is. Be able to give the English equivalents for all the Chinese expressions in the Target Lists. Be able to say all the Chinese expressions in the Target Lists when cued with English equivalents. Be able to take part in short Chinese conversations, based on the Target Lists, about how he is, who he is, and where he is from.

Orientation (ORN) Unit 1 1 C-l 1 p-l 1&2 D-l Unit 2 2 C-1 2 P-l Unit 3 3 C-l 3 P-l 3 D-l 3 C-2 3 P-2 Unit 4 4 C-l 4 P-l 4 D-l 4 C-2 4 P-2 Pronunciation and Romanization (P&R) P&R 1 P&R 2 P&R 3 P&R 4 P&R 5 P&R 6 Numbers NUM 1 NUM 2 NUM 3 NUM 4 Classroom Expressions (CE) CE 1

1. A: Nĭ shì shéi? 你是谁？ Who are you? B: Wǒ shì Wáng Dànián. 我是王大年。 I am Wáng Dànián (Daniel King). A: Wǒ shì Hú Mĕilíng. 我是胡美玲。 I am Hú Mĕilíng. 2. A: Nĭ xìng shénme? 你姓什么？ What is your surname? B: Wǒ xìng Wáng. 我姓王。 My surname is Wáng (King). A: Wǒ xìng Hú. 我姓胡。 My surname is Hú. 3. A: Tā shì shéi? 他是谁？ Who is he/she? B: Tā shì Mǎ Mínglĭ. 他是马明理。 He is Mǎ Mínglĭ. A: Tā shì Mǎ Xiānsheng. 他是马先生。 He is Mr. Mǎ. B: Tā shì Mǎ Tàitai. 她是马太太。 She is Mrs. Mǎ. A: Tā shì Mǎ Xiăojiě? 她是马小姐。 She is Miss Mǎ. B: Tā shì Mǎ Tóngzhì 他/她是马同 志。 He/she is Comrade Mǎ. 4. A: Wáng Xiānsheng, tā shì shéi? 王先生,他是谁？ Mr. Wáng, who is he? B: Tā shì Mǎ Mínglĭ Xiānsheng. 他是马明理先 生。 He is Mr. Mǎ MÍnglĭ. 5. A: Xiānsheng, tā shì shéi? 先生,她是谁？ Sir, who is she? B: Tā shì Mǎ Mínglĭ Tàitai. 她是马明理太 太。 She is Mrs. Mǎ Mínglĭ. 6. 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.

1. A: Nĭ shì Wáng Xiānsheng ma? 你是王大年吗？ Are you Mr. Wáng? B: Wǒ shì Wáng Dànián. 我是王大年。 I am Wáng Dànián. A: Wǒ bú shì Wáng Xiānsheng. 我不是王先生。 I'm not Mr. Wáng. 2. A: Nĭ xìng Wáng ma? 你姓王吗？ Is your surname Wáng? B: Wǒ xìng Wáng. 我姓王。 My surname is Wáng. A: Wǒ bú xìng Wáng. 我不姓王。 My surname isn't Wáng. 3. A: Nín guìxìng? 您贵姓？ Your surname? (POLITE) B: Wǒ xìng Wáng. 我姓王。 My surname is Wáng. 4. A: Nĭ Jiào shénme? 你叫什么？ What is your given name? B: Wǒ Jiào Dànián. 我叫大年。 My given name is Dànián (Daniel). 5. A: Nĭ hăo ma? 你好吗？ How are you? B: Wǒ hăo. Nĭ ne? 我好。你呢？ I'm fine. And you? A: Hăo. Xièxie. 好。谢谢。 Fine, thank you. Additional required vocabulary (not presented on P-l and P-l tapes) 6. míngzi 名字 given name

1. A: Nĭ shì Měiguo rén ma? 你是美国人吗？ Are you an American? B: Shì. 是。 Yes (I am). B: Bú shì. 不是。 No (I'm not). 2. A: Nĭ shì Zhōngguo rén ma? 你是中国人吗？ Are you Chinese? B: Shì, wǒ shì Zhōngguo rén. 是，我是中国人。 Yes, I'm Chinese. B: Bú shì, wǒ bú shì Zhōngguo rén. 不是，我不是中国人。 No, I'm not Chinese. 3. A: Nĭ shì neǐguó rén? 你是哪儿国人？ What is your nationality? B: Wǒ shì Měiguo rén. 我是美国人。 I'm an American. B: Wǒ shì Zhōngguo rén. 我是中国人。 I'm Chinese. B: Wǒ shì Yīngguó rén. 我是英国人。 I'm English. 4. A: Nĭ shì nărde rén? 你是哪儿人？ Where are you from? B: Wǒ shì Jiāzhōu rén. 我是加州人。 I'm a Californian. B: Wǒ shì Shànghǎi rén. 我是上海人。 I'm from Shanghai. Additional required vocabulary (not presented on C-l and P-l tapes) 5: Déguó 德国 Germany 6: Èguó (Éguó) 俄国 Russia 7: Fàguó (Făguó) 法国 France 8: Rìběn 日本 Japan

1. A: Āndésēn Xiānsheng, nǐ shì nărde rén? 安德森先生，你是哪儿的人？ Where are you from, Mr. Anderson? B: Wǒ shì Dézhōu rén. 我是德州人。 I'm from Texas. A: Āndésēn Fūren ne? 安德森夫人呢？ And Mrs. Anderson? B: Tā yĕ shì Dézhōu rén. 她也是德州人。 She is from Texas too. 2: A: Tā shì Yīngguó rén ma? 他是英国人吗？ Is he English? B: Bú shì, tā bú shì Yīngguó rén. 不是，他不是英国人。 No, he is not English. A: Tā àiren ne? 他爱人呢？ And his wife? B: Tā yĕ bú shì Yīngguó rén. 她也不是英国人。 She isn't English either. 3. A: Qĭngwèn, nǐ lăojiā zài nǎr? 请问，你老家在哪儿？ May I ask, where is your family from? B: Wǒ lăojiā zài Shāndōng. 我老家在山东。 My family is from Shāndōng 4. A: Qīngdăo zài zhèr ma? 青岛在这儿吗？ Is Qīngdăo here? (pointing to a map) B: Qīngdăo bú zài nàr, zài zhèr. 青岛不在那儿，在这儿。 Qīngdăo isn’t there; it’s here. (pointing to a map) 5. A: Nĭ àiren xiànzài zài nǎr? 你爱人现在在哪儿？ Where is your spouse now? B: Tā xiànzài zài Jiānádà. 她现在在见那大。 He/she is in Canada now. Additional required vocabulary (not presented on C-l and P-l tapes) 6. Learn the pronunciation and location of any five cities and five provinces of China found on the maps on pages 90-8l.

Questions and answers about full names and surnames. Titles and terms of address ("Mr.," etc.).

(Be sure to complete these before starting the unit.) Background Notes P&R 1 (Tape 1 of the resource module on Pronunciation and Romanization), the tones. P&R 2 (Tape 2 of the resource module on Pronunciation and Romanization), the tones.

The C-l and P-l tapes, the Reference List and Reference Notes. 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. 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. T: Are you an American? S: Are you an American? T: (cue) English S: Are you English? T: (cue) French S: Are you French? 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. 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. 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. T: What is his name? (cue) Harris S: His name is Harris. T: What is her name? (cue) Noss S: Her name is Noss. Expansion Drills: The student adds something to a pattern sentence as cued by the teacher. 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. 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. 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.

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. Wǒ shi Wáng Dànián. I am Wáng Dànián. Nĭ shi Hú Měilíng. You are Hú Měilíng. Tā shi Mǎ 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 wriying 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. Tā shi shéi? Who is he? Tā shi Mǎ 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." Wǒ shi Wáng Dànián. I am Wáng Dànián. Wǒ xìng Wáng. I am surnamed Wáng. Notice that the question word shénme. "What," takes the same position as the question word shéi "who." Nĭ shi shéi? You are who? Nĭ xìng shénme? You are surnamed what? 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. Tā shi Mǎ Mínglĭ Tā shi Mǎ Xiānsheng. Tā shi Mǎ Mínglĭ Xiānsheng. 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.

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.

Questions and answers about given names. Yes/no questions. Negative statement. Greetings.

P&R 3 and P&R 4 (Tapes 3 and 4 of the resource module on Pronunciation and Romanization).

The C-1 and P-1 tapes, the Reference List and Reference Notes. The 2D-1 tape.

1. A: Tā shì Wáng tàitai ma? 她是王太太，吗？ Is she Mrs. Wáng? B: Tā shì Wáng tàitai. 她是王太太。 she is Mrs. Wáng. 2. A: Nǐ shì Wáng xiānsheng ma? 你是王先生吗? Are you Mr. Wáng? B: Wǒ shì Wáng Dànián. 我是王大年。 I'm Wáng Dànián. 3. A: Nǐ shì Mǎ xiānsheng ma? 你是马先生吗？ Are you Mr. Mǎ. B: Wǒ shì Wáng Dànián. 我是王大年。 I'm Wáng Dànián. 4. A: Nǐ shì Mǎ xiānsheng ma? 你是马先生吗？ Are you Mr. Mǎ? B: Wǒ bú shì Mǎ xiānsheng. 我不是马先生。 I'm not Mr. Mǎ. 5. A: Wǒ shì Wáng Dànián. 我是王大年。 I am Wáng Dànián. B: Wǒ bú shì Wáng Dànián. 我不是王大年。 I am not Wáng Dànián. 6. A: Nǐ xìng Fāng ma? 你姓方吗？ Is your surname Fāng? B: Wǒ bú xìng Fāng 我不姓方。 My surname isn't Fāng. 7. A: Wǒ xìng Wáng. 我姓王。 My surname is Wáng. B: Wǒ bú shì Wáng. 我不姓王。 My surname isn't Wáng. 8. A: Nǐ xìng Mǎ ma? 你姓马吗？ Is your surname Mǎ? B: Bù xìng Mǎ. Xìng Wáng. 不姓马。 (我)姓王。 My surname isn't Mǎ. My surname is Wáng. 9. A: Nín guìxing? 您贵姓？ Your surname? (polite) B: Wǒ xìng Wáng. 我姓王。 My surname is Wáng. 10. A: Nǐ jiào shénme? 你叫什么？ What is your given name? B: Wǒ jiào Dànián. 我叫大年。 My given name is Dànián. 11. A: Nǐ hǎo a? 你好阿？ How are you? B: Wǒ hǎo. 我好。 I'm fine. 12. A: Nǐ hǎo a? 你好阿？ How are you? B: Wǒ hǎo. Nǐ ne? 我好，你呢？ I'm fine. And you? A: Hǎo, xièxie. 好， 谢谢。 Fine, thanks.

a 阿 question Marker bù/bú 不 not bú shì  不是 not to be guìxing 贵姓 honorable name hǎo 好 to be fine, to be well, ok, good jiào 叫 to be called, named ma 吗 question marker at the end of the sentence míngzi 名字 given name, full name ne 呢 question marker xièxie 谢谢 thank you

1. A: Tā shì Wáng tàitai ma? 她是王太太，吗？ Is she Mrs. Wáng? B: Tā shì Wáng tàitai. 她是王太太。 She is Mrs. Wáng. 2. A: Nǐ shì Wáng xiānsheng ma? 你是王先生吗？ Are you Mr. Wáng? B: Wǒ shì Wáng Dànián. 我是王大年。 I'm Wáng Dànián. 3. A: Nǐ shì Mǎ xiānsheng ma? 你是马先生吗？ Are you Mr. Mǎ. B: Wǒ shì Wáng Dànián. 我是王大年。 I'm Wáng Dànián. The marker ma may be added to any statement to turn it into a question which may be answered "yes" or "no," The reply to a yes/no question is commonly a complete affirmative or negative statement, although, as you will see later, the statement may be stripped down considerably.

4. A: Nǐ shì Mǎ xiānsheng ma? 你是马先生吗？ Are you Mr. Mǎ? B: Wǒ bú shì Mǎ xiānsheng. 我不是马先生。 I'm not Mr. Mǎ. 5. A: Wǒ shì Wáng Dànián. 我是王大年。 I am Wáng Dànián. B: Wǒ bú shì Wáng Dànián. 我不是王大年。 I am not Wáng Dànián. The negative of the verb shì, "to be," is bú shì, "not to be." The equivalent of "not" is the syllable bù. The tone for the syllable bù depends on the tone of the following syllable. When followed by a syllable with a High, Rising, or Low tone, a Falling tone is used (bù). When followed by a syllable with a Falling or Neutral tone, a Rising tone is used (bú). bù fēi (not to fly) bù féi (not to be fat) bù fěi (not to slander) bú fèi (not to waste) Almost all of the first few verbs you learn happen to be in the Falling tone, and so take bù. But remember that bù is the basic form. That is the form the syllable takes when it stands alone as a short "no" answer --bù-- and when it is discussed, as in "bù means 'not'." Notice that even though shì, "to be," is usually pronounced in the Neutral tone in the phrase bú shi , the original Falling tone of shì still causes bù to "be pronounced with a Rising tone: bú. Wǒ shi Wáng Dànián. I am Wáng Dànián. Wǒ bú shi Mǎ Xiānsheng. I am not Mǎ Xiānsheng.

6. A: Nǐ xìng Fāng ma? 你姓方吗？ Is your surname Fāng? B: Wǒ bú xìng Fāng 我不姓方。 My surname isn't Fāng. 7. A: Wǒ xìng Wáng. 我姓王。 My surname is Wáng. B: Wǒ bú shì Wáng. 我不姓王。 My surname isn't Wáng. 8. A: Nǐ xìng Mǎ ma? 你姓马吗？ Is your surname Mǎ? B: Bù xìng Mǎ. Xìng Wáng. 不姓马。 (我)姓王。 My surname isn't Mǎ. My surname is Wáng. It is quite common in Chinese --much commoner than in English-- to omit the subject of a sentence vhen it is clear from the context.

9. A: Nín guìxing? 您贵姓？ Your surname? (polite) B: Wǒ xìng Wáng. 我姓王。 My surname is Wáng. Nín is the polite equivalent of nǐ, "you." Guìxìng is a polite noun, "surname." Guì means "honorable." Xìng which you have learned as the verb "to be surnamed" is in this case a noun, "surname." Literally, Nín guìxing? is "Your surname?" The implied question is understood, and the "sentence" consists of the subject alone.

10. A: Nǐ jiào shénme? 你叫什么？ What is your given name? B: Wǒ jiào Dànián. 我叫大年。 My given name is Dànián. Jiào is a verb meaning "to be called." In a discussion of personal names, we can say that it means "to be given-named."

11. A: Nǐ hǎo a? 你好阿？ How are you? B: Wǒ hǎo. 我好 I'm fine. Notice that the Low tones of wǒ and nǐ change to Rising tones before the Low tone of hǎo: Ní hǎo a? hǎo. Hǎo is a verb: "to "be good" "to be well" "to be fine." Since it functions like the verb "to be" plus an adjective in English, we will call it an adjectival verb. Wǒ hǎo I am fine Nǐ hǎo a? You are fine ?

12. A: Nǐ hǎo a? 你好阿？ How are you? B: Wǒ hǎo. Nǐ ne? 我好，你呢？ I'm fine. And you? A: Hǎo, xièxie. 好， 谢谢。 Fine, thanks. The marker ne makes a question out of the single work nǐ, "you": "And you?" or "How about you?"

One way to ask what someone's given name is: Nǐ jiào shénme míngzi?

1. Tā shi Wáng Xiānsheng. 他是王先生。 He is Mr. Wáng . Tā shi Wáng Xiānsheng ma? 他是王先生吗？ Is he Mr. Wáng? 2. Tā shi Hú Tàitai. 她是胡太太。 She is Mrs. Hú Tā shi Hú Tàitai ma? 她是胡太太吗？ Is she Mrs. Hú? 3. Tā shi Liú Tóngzhì. 他是刘同志 He is comrade Liú. Tā shi Liú Tóngzhì ma? 他是刘同志吗？ Is he comrade Liú? 4. Tā shi Zhāng Xiǎojě. 她是张小姐 She is Miss Zhāng. Tā shi Zhāng Xiǎojiě ma? 她是张小姐吗？ Is she Miss Zhāng? 5. Tā Shi Mǎ Xiānsheng. 他是马先生。 He is Mr. Mǎ. Tā Shi Mǎ Xiānsheng ma? 他是马先生吗？ Is he Mr. Mǎ? 6. Tā shi Fāng Xiǎojiě. 她是方小姐。 She is Miss Fāng. Tā shi Fāng Xiǎojiě ma? 他是方小姐吗？ Is she Miss Fāng? 7. Tā shi Lín Tóngzhì. 他是林同志。 He is comrade Lín. Tā shi Lín Tóngzhì ma? 他是林同志吗？ Is he comrade Lín?

1. Tā shi Wáng Xiānsheng ma? 他是王先生吗？ Is he Mr. Wáng? Shi. Tā shi Wáng Xiānsheng. 是。他是王先生。 Yes. He is Mr. Wáng. 2. Tā shi Zhào Tàitai ma? 她是赵太太吗？ Is she Mrs. Zhào? Shi. Tā shi Zhào Tàitai. 是。她是赵太太。 Yes. She is Mrs. Zhào. 3. Tā shi Chén Tóngzhì ma? 她是陈同志吗？ Is she comrade Chén? Shi. Ta shi Chén Tóngzhì. 是。她是陈同志。 Yes. She is comrade Chén. 4. Tā shi Liú Xiǎojiě ma? 她是刘小姐吗？ Is she Miss Liú? Shi. Tā shi Liú Xiǎojiě. 是。她是刘小姐。 Yes. She is Miss Liú. 5. Tā shi Sòng Xiānsheng ma? 他是宋先生吗？ Is he Mr. Sòng? Shi. Tā shi Sòng Xiānsheng. 是。他是宋先生。 Yes. He is Mr. Sòng. 6. Tā shi Sūn Tàitai ma? 她是孙太太吗？ Is she Mrs. Sūn? Shi. Tā shi Sūn Tàitai. 是。她是孙太太。 Yes. She is Mrs. Sūn. 7. Tā shi Zhāng Xiānsheng ma? 他是张先生吗？ Is he Mr. Zhāng? Shi. Tā shi Zhāng Xiānsheng. 是。他是张先生。 Yes. He is Mr. Zhāng.

1. Tā shi Wáng Xiānsheng ma? 他是王先生吗? Is he Mr. Wáng? Liú刘 Bú shi. Tā shi Liú Xiānsheng. 不是。他是刘先生。 No. He is Mr. Liú . 2. Tā shi Gāo Xiǎojiě ma? 她是局小姐吗？ Is she Miss Gāo? Zhào赵 Bú shi. Tā shi Zhào Xiǎojiě. 不是。她是赵小姐。 No. She is Miss Zhào. 3. Tā shi Huáng Tóngzhì ma? 她是黄同志吗？ Is she comrade Huáng? Wáng王 Bú shi. Tā shi Wáng Tóngzhì. 不是。她是王同志。 No. She is comrade Wáng. 4. Tā shi Yáng Tàitai ma? 她是杨太太吗？ Is she Mrs. Yáng? Jiǎng江 Bú shi. Tā shi Jiǎng Tàitai. 不是。她是江太太。 No. She is Mrs. Jiǎng. 5. Tā shi Mǎ Xiānsheng ma? 他是马先生吗？ Is he Mr. Mǎ? Máo毛 Bú shi. Tā shi Máo Xiānsheng. 不是。他是毛先生。 No. He is Mr. Máo. 6. Tā shi Zhōu Xiǎojiě ma? 她是周小姐吗？ Is she Miss Zhōu? Zhào赵 Bú shi.Tā shi Zhào Xiǎojiě. 不是。她是赵小姐。 No. She is Miss Zhào. 7. Tā shi Jiāng Xiānsheng ma? 他是江先生吗？ Is he Mr. Jiāng? Jiǎng蒋 Bú shi. Tā shi Jiǎng Xiānsheng. 不是。他是蒋先生。 No. He is Mr. Jiǎng .

1. Tā shi Liú Tàitai ma? 她是刘太太吗？ Is she Mrs. Liú? Liú 刘 Shì. Tā shi Liú Tàitai. 是。她是刘太太。 Yes. She is Mrs. Liú. 2. Tā shi Liú Tàitai ma? 她是刘太太吗？ Is she Mrs. Liú? Huáng 黄 Bú shi. Tā shi Huáng Tàitai. 不是。她是黄太太。 No. She is Mrs. Huáng. 3. Tā shi Wáng Xiānsheng ma? 他是王先生吗？ Is he Mr. Wáng? Wáng 王 Shì. Tā shi Wáng Xiānsheng. 是。他是王先生。 Yes He is Mr. Wáng. 4. Tā shi Gāo Tàitai ma? 她是局太太吗？ Is she Mrs. Gāo? Zhào 赵 Bú shi. Tā shi Zhào Tàitai. 不是。她是赵太太。 No. She is Mrs. Zhào. 5. Tā shi Táng Xiǎojiě ma? 她是唐小姐吗？ Is she Miss Táng? Táng 唐 Shì. Tā shi Táng Xiǎojiě. 是。她是唐小姐。 Yes. She is Miss Táng. 6. Tā shi Huáng Xiānsheng ma? 她是黄先生吗？ Is he Mr. Huáng? Wáng 王 Bú shi. Tā shi Wáng Xiānsheng. 不是。他不是王先生。 No. He is Mr. Wáng. 7. Tā shi Zhāng Tàitai ma? 她是张太太吗？ Is she Mrs. Zhāng? Jiāng 江 Bú shì. Tā shi Jiāng Tàitai. 不是。她是江太太。 No. She is Mrs. Jiāng.

1. Nǐ shi Zhāng Xiānsheng ma? 你是张先生吗？ Are you Mr. Zhāng ? Nǐ xìng Zhāng ma? 你姓张吗？ Is your surname Zhāng? 2. Nǐ shi Zhào Tàitai ma? 你是赵太太吗？ Are you Mrs. Zhào? Nǐ xìng Zhào ma? 你姓赵吗？ Is your surname Zhào? 3. Nǐ shi Jiǎng Xiǎojiě m? 你是蒋小姐吗？ Are you Miss Jiǎng? Nǐ xìng Jiǎng ma? 你姓蒋吗？ Is your surname Jiǎng? 4. Nǐ shi Liú Tóngzhì ma? 你是刘同志吗？ Are you Comrade Liú? Nǐ xìng Liú ma? 你姓刘吗？ Is your surname Liú? 5. Nǐ shi Sòng Tàitai ma? 你是宋太太吗？ Are you Mrs. Sòng? Nǐ xìng Sòng ma?你姓宋吗？Is your surname Sòng? 6. Nǐ shi Lǐ Xiānsheng ma? 你是李先生吗？ Are you Mr. Lǐ? Nǐ xìng Lǐ ma? 你姓李吗？ Is your surname Lǐ? 7. Nǐ shi Sūn Tóngzhì ma? 你是孙同志吗？ Are you Comrade Sūn? Nǐ xìng Sūn ma? 你姓孙吗？ Is your surname Sūn?

1. Wǒ xìng Zhāng. 我姓张。 My surname is Zhāng. Wǒ bú xìng Zhāng. 我不姓张。 My surname is not Zhāng. 2. Wǒ xìng Chén. 我姓陈。 My surname is Chén. Wǒ bú xìng Chén. 我不姓陈。 My surname is not Chén. 3. Wǒ xìng Huáng. 我姓黄。 My surname is Huáng. Wǒ bú xìng Huáng. 我不姓黄。 My surname is not Huáng. 4. Wǒ xìng Gāo. 我姓局。 My surname is Gāo. Wǒ bú xìng Gāo. 我不姓局。 My surname is not Gāo. 5. Wǒ xìng Sūn. 我姓孙。 My surname is Sūn. Wǒ bú xìng Sūn. 我不姓孙。 My surname is not Sūn. 6. Wǒ xìng Zhāng. 我姓张。 My surname is Zhāng. Wǒ bú xìng Zhāng. 我不姓张。 My surname is not Zhāng. 7. Wǒ xìng Zhōu. 我姓周。 My surname is Zhōu. Wǒ bú xìng Zhōu. 我不姓周。 My surname is not Zhōu.

1. Wǒ bú shi Lǐ Xiānsheng. 我不是李先生。 I'm not Mr. Lǐ. Wǒ bú xìng Lǐ. 我不姓李。 My surname is not Lǐ. 2. Wǒ bú shi Wáng Tàitai. 我不是王太太。 I'm not Mrs. Wáng. Wǒ bú xìng Wáng. 我不姓王。 My surname is not Wáng. 3. Wǒ bǔ shi Chén Xiānsheng. 我不是陈先生。 I'm not Mr. Chén. Wǒ bú xìng Chén. 我不姓陈。 My surname is not Chén. 4. Wǒ bú shi Lín Tóngzhì. 我不是林同志。 I'm not Comrade Lín. Wǒ bú xìng Lín. 我不姓林。 My surname is not Lín. 5. Wǒ bú shi Zhōu Xiǎojiě. 我不是周小姐。 I'm not Miss Zhōu. Wǒ bú xìng Zhōu. 我不姓周。 My surname is not Zhōu. 6. Wǒ bú shi Jiǎng Xiānsheng. 我不是蒋先生。 I'm not Mr. Jiǎng. Wǒ bú xìng Jiǎng. 我不姓蒋。 My surname is not Jiǎng. 7. Wǒ bú shi Sòng Tàitai. 我不是宋太太。 I'm not Mrs. Sòng. Wǒ bú xìng Sòng. 我不姓宋。 My surname is not Sòng.

1. Tā bú shi Wáng Xiānsheng. 他不是王先生。 He is not Mr. Wáng. Huáng 黄 Tā bú shi Wáng Xiānsheng, tā xìng Huáng. 他不是王先生，他姓黄。 He is not Mr. Wáng, his surname is Huáng. 2. Tā bú shi Jiǎng Tàitai. 她不是蒋太太。 She is not Mrs. Jiǎng. Jiāng 江 Tā bú shi Jiǎng Tàitai, tā xìng Jiāng. 她不是蒋太太，她姓江。 She is not Mrs. Jiǎng, her surname is Jiāng. 3. Tā bú shi Liú Tóngzhì. 他不是刘同志。 He is not comrade Liú. Lín 林 Tā bú shi Liú Tóngzhì, tā xìng Lín. 他不是刘同志，他姓林。 He is not comrade Liú, his surname is Lín. 4. Tā bú shi Sòng Xiǎojiě. 她不是宋小姐。 She is not Miss Sòng. Sūn 孙 Tā bú shi Sòng Xiǎojiě, tā xìng Sūn. 她不是宋小姐，她姓孙。 She is not Miss Sòng, her surname is Sūn. 5. Tā bú shi Zhào Xiānsheng. 他不是赵先生。 He is not Mr. Zhào. Zhōu 周 Tā bú shi Zhào Xiānsheng, tā xìng Zhōu. 他不是赵先生，他姓周。 He is not Mr. Zhào, his surname is Zhōu . 6. Tā bú shi Jiāng Tóngzhì. 他不是江同志。 He is not Comrade Jiāng. Zhāng 张 Tā bú shi Jiāng Tóngzhì, tā xìng Zhāng. 他不是江同志，他姓张。 He is not Comrade Jiāng, his surname is Zhāng. 7. Tā bú shi Sūn Tàitai. 她不是孙太太。 She is not Mrs. Sūn. Sòng 宋 Tā bú shi Sūn Tàitai, tā xìng Sòng. 她不是孙太太，她姓宋。 She is not Mrs. Sūn, her surname is Sòng.

1. Wǒ bú xìng Fāng. 我不姓方。 My surname is not Fāng. Hú 胡 Wǒ bú xìng Fāng, xìng Hú. 我不姓方。姓胡。 My surname is not Fāng, it's Hú. 2. Wǒ bú xìng Sūn. 我不姓孙。 My surname is not Sūn. Sóng 宋 Wǒ bú xìng Sūn, xìng Sóng. 我不姓孙，姓宋。 My surname is not Sūn, it's Sóng. 3. Wǒ bú xìng Yáng. 我不姓杨。 My surname is not Yáng. Táng 唐 Wǒ bú xìng Yáng, xìng Táng. 我不姓杨，姓唐。 My surname is not Yáng, it's Táng. 4. Wǒ bú xìng Jiǎng. 我不姓蒋。 My surname is not Jiǎng. Zhāng 张 Wǒ bú xìng Jiǎng, xìng Zhāng. 我不姓蒋，姓张。 My surname is not Jiǎng, it's Zhāng. 5. Wǒ bú xìng Zhōu. 我不姓周。 My surname is not Zhōu. Zhào 赵 Wǒ bú xìng Zhōu, xìng Zhào. 我不姓周，姓赵。 My surname is not Zhōu, it's Zhào. 6. Wǒ bú xìng Wáng. 我不姓王。 My surname is not Wáng. Huáng 黄 Wǒ bú xìng Wáng, xìng Huáng. 我不姓王，姓黄。 My surname is not Wáng, it's Huáng. 7. Wǒ bú xìng Jiāng. 我不姓江。 My surname is not Jiāng. Jiǎng 蒋 Wǒ bú xìng Jiāng, xìng Jiǎng. 我不姓江，姓蒋。 My surname is not Jiāng, it's Jiǎng.

1. Tā shì Wáng xiānsheng ma? 他是王先生吗？ Is he Mr. Wáng? Wáng 王 Shì. Tā shì Wáng xiānsheng . 是。他是王先生。 Yes. He is Mr. Wáng 2. Tā shì Wáng xiānsheng ma? 他是王先生吗？ Is he Mr. Wáng? Huáng 黄 Tā bú shì Wáng xiānsheng, tā xìng Huáng. 他不是王先生， 他姓黄。 His is not Mr. Wáng. His surname is Huáng. 3. Tā shì Liú tàitai ma? 她是刘太太吗？ Is she Mrs. Liú? Lín 林 Tā bú shì Liú tàitai. Tā xìng Lín. 她不是刘太太。她姓林。 She is not Mrs. Liú. Her surname is Lín. 4. Tā shì Chén xiǎojiě ma? 她是陈小姐吗？ Is she Miss Chén? Chén 陈 Tā shì Chén xiǎojiě. 她是陈小姐。 She is Miss Chén. 5. Tā shì Máo xiānsheng ma? 他是毛先生吗？Is he Mr. Máo? Máo 毛 Tā shì Máo xiānsheng. 他是毛先生。He is Mr. Máo. 6. Tā shì Jiāng tóngzhì ma? 他是江同志吗？ Is he/she Comrade Jiāng? Zhāng 张 Tā bú shì Jiāng tóngzhì. Tā xìng Zhāng. 他不是江同志。 他姓张。 He/she isn't Comrade Jiāng. His/her surname is Zhāng. 7. Tā shì Sòng tàitai ma? 她是宋太太吗？ Is she Mrs. Sòng? Sòng 宋 Tā shì Sòng tàitai. 她是宋太太。 She is Mrs. Sòng. 8. Tā shì Lǐ xiānsheng ma? Is he Mr. Lǐ? 他是李先生吗？ Wáng 王 Tā bú shì Lǐ xiānsheng. Tā xìng Wáng.他不是李先生。他姓王。 He isn't Mr. Lǐ. His surname is Wáng.

1. Wǒ xìng Wáng. 我姓王。 My surname is Wáng. Tā xìng shénme? 他姓什么？ What is his surname? Tā xìng Wáng. 他姓王。 His surname is Wáng. 2. Wǒ xìng Chén. 我姓陈。 My surname is Chén. Tā xìng shénme? 他姓什么？ What is his surname? Tā xìng Chén. 他姓陈。 His surname is Chén. 3. Wǒ xìng Liú. 我姓刘。 My surname is Liú. Tā xìng shénme? 他姓什么？ What is his surname? Tā xìng Liú. 他姓刘。 His surname is Liú. 4. Wǒ xìng Huáng. 我姓黄。 My surname is Huáng. Tā xìng shénme? 他姓什么？ What is his surname? Tā xìng Huáng. 他姓黄。 His surname is Huáng. 5. Wǒ xìng Sòng. 我姓宋。 My surname is Sòng. Tā xìng shénme? 他姓什么？ What is his surname? Tā xìng Sòng. 他姓宋。 His surname is Sòng. 6. Wǒ xing Lǐ. 我姓李。 My surname is Lǐ. Tā xìng shénme? 他姓什么？ What is his surname? Tā xìng Lǐ. 他姓李。 His surname is Lǐ. 7. Wǒ xìng Wáng. 我姓王。 My surname is Wáng. Tā xìng shénme? 他姓什么？ What is his surname? Tā xìng Wáng. 他姓王。 His surname is Wáng.

1. Wǒ xìng Wáng　jiào Dànián. 我姓王叫大年。 My surname is Wáng, and my given name is Dànián. Nǐ xìng Wáng　jiào shénme? 你姓王叫什么？ Your surname is Wáng, and what is your given name? Dànián. 大年。 2. Wǒ xìng Hú　jiào Mĕilíng. 我姓胡叫美玲。 My surname is Hú, and my given name is Mĕilíng. Nǐ xìng Hú　jiào shénme? 你姓胡叫什么？ Your surname is Hú, and what is your given name? Mĕilíng. 美玲。 3. Wǒ xìng Lǐ　jiào Shìyīng. 我姓李叫世英。 My surname is Lǐ, and my given name is Shìyīng. Nǐ xìng Lǐ　jiào shénme? 你姓李叫什么？ Your surname is Lǐ, and what is your given name? Shìyīng. 世英。 4. Wǒ xìng Fāng　jiào Bǎolán. 我姓方叫宝兰。 My surname is Fāng, and my given name is Bǎolán. Nǐ xìng Fāng　jiào shénme? 你姓方叫什么？ Your surname is Fāng, and what is your given name? Bǎolán. 宝兰。 5. Wǒ xìng Sūn　jiào Déxián. 我姓孙叫德贤。 My surname is Sūn, and my given name is Déxián. Nǐ xìng Sūn　jiào shénme? 你姓孙叫什么？ Your surname is Sūn, and what is your given name? Déxián. 德贤。 6. Wǒ xìng Chén　jiào Huìrán. 我姓陈叫蕙然。 My surname is Chén, and my given name is Huìrán. Nǐ xìng Chén　jiào shénme? 你姓陈叫什么？ Your surname is Chén, and what is your given name? Huìrán. 蕙然。 7. Wǒ xìng Zhāng　jiào Zhènhàn. 我姓张叫振汉。 My surname is Zhāng, and my given name is Zhènhàn. Nǐ xìng Zhāng　jiào shénme? 你姓张叫什么？ Your surname is Zhāng, and what is your given name? Zhènhàn. 振汉。

1. Tā xìng Chén. Tā jiào Bǎolán. 他姓陈。他叫宝兰。 Her surname is Chén. Her given name is Bǎolán. Tā xìng Chén, jiào Bǎolán. 他姓陈，叫宝兰。 Her surname is Chén, given name Bǎolán. 2. Tā xìng Lǐ. Tā jiào Mínglĭ. 他姓李。他叫明理。 Her surname is Lǐ. Her given name is Mínglĭ. Tā xìng Lǐ, jiào Mínglĭ. 他姓李，叫明理。 Her surname is Lǐ, given name Mínglĭ. 3. Tā xìng Hú. Tā jiào Bǎolán. 他姓胡。他叫宝兰。 Her surname is Hú. Her given name is Bǎolán. Tā xìng Hú, jiào Bǎolán. 他姓胡，叫宝兰。 Her surname is Hú, given name Bǎolán. 4. Tā xìng Jiāng. Tā jiào Déxián. 他姓江。他叫德贤。 Her surname is Jiāng. Her given name is Déxián. Tā xìng Jiāng, jiào Déxián. 他姓江，叫德贤。 Her surname is Jiāng, given name Déxián. 5. Tā xìng Zhōu. Tā jiào Zǐyàn. 他姓周。他叫紫燕。 Her surname is Zhōu. Her given name is Zǐyàn. Tā xìng Zhōu, jiào Zǐyàn. 他姓周，叫紫燕。 Her surname is Zhōu, given name Zǐyàn. 6. Tā xìng Zhāng. Tā jiào Tíngfēng. 他姓张。他叫廷峰。 Her surname Zhāng. Her given name is Tíngfēng. Tā xìng Zhāng, jiào Tíngfēng. 他姓张，叫廷峰。 Her surname is Zhāng, given name Tíngfēng. 7. Tā xìng Chén. Tā jiào Huìrán. 他姓陈。他叫蕙然。 Her surname is Chén. Her given name is Huìrán. Tā xìng Chén, jiào Huìrán. 他姓陈，叫蕙然。 Her surname is Zhāng, given name Huìrán.

Nationality. Home state, province, and city.

P&R 5 and P&R 6 (Tapes 5 and 8 of the resource module on Pronunciation and Rmanization.) NUM 1 and NUM 2 (Tapes 1 and 3 of the resource module on Numbers), the numbers from 1 to 10.

The C-1 and P-1 tapes, the Reference List and Reference Notes. The C-2 and P-2 tapes, the workbook. The 3D-1 tape.

1. A: Nǐ shì Měiguó rén ma? 你是美国人吗？ Are you American? B: Wǒ shì Měiguó rén. 我是美国人。 I'm American. 2. A: Nǐ shì Zhōngguó rén ma? 你是中国人吗？ Are you Chinese? B: Wǒ shì Zhōngguó rén. 我是中国人。 I'm Chinese. 3. A: Wáng xiānsheng, nǐ shì Yīngguó rén ma? 王先生，你是英国人吗 ？ Mr. Wáng, are you English? B: Wǒ bú shì Yīngguó rén. 我不是英国人。 I'm not English. 4. A: Nǐ shì Zhōngguó rén ma? 你是中国人吗？ Are you Chinese? B: Bú shì. 不是。 No. A: Nǐ shì Měiguó rén ma? 你是美国人吗？ Are you American? B: Shì. 是。 Yes, I'm. 5. A: Mǎ xiǎojiě shì Měiguo rén ma? 马小姐是美国人吗？ Is Miss Mǎ an American? B: Bú shì, tā bú shì Měiguó rén. 不是，他不是美国人。 No, she is not an American. A: Tá shì Zhōngguó rén ma? 他是中国人吗？ Is she Chinese? B: Shì, tā shì Zhōngguó rén. 是， 他是中国人。 Yes, she is Chinese. 6. A: Nǐ shì něiguó rén? 你是哪国人？ What is your nationality? B: Wǒ shì Měiguó rén. 我是美国人。 I'm American. 7. A: Tā shì něiguó rén? 他是哪国人？ What is his nationality? B: Tā shì Yīngguó rén. 他是英国人。 He is English. 8. A: Nǐ shì nǎrde rén? 他是哪儿的人？ Where are you from? B: Wǒ shì Shànghǎi rén. 我是上海人。 I'm from Shànghǎi. 9. A: Tā shì Fāng Bǎolánde xiānsheng. 他是方宝兰的先生。 He is Fāng Bǎolán's husband. 10. A: Tā shì nǎrde rén? 他是哪儿的人？ Where is he from? B: Tā shì Shāndōng rén. 他是山东人。 He's from Shāndōng. 11. A: Nǐ shì nǎrde rén? 你是哪儿的人？ Where are you from? B: Wǒ shì Jiāzhōu rén. 我是加州人。 I'm Californian. 12. A: Nǐ shǐ Měiguó rén ma? 你是美国人吗？ Are you an American? B: Nǐ shì něiguó rén? 你是哪国人？ What's your nationality? A: Nǐ shì nǎrde rén? 你是哪儿的人？ Where are you from?

Èguó Éguó 德国 Russia -de 的 possessive marker Déguó 德国 Germany Fàguó Fǎguó 法国 France Jiāzhōu 加州 California Měiguó 美国 America, United States nǎr 哪儿 where? něi- 哪 which? něiguó 哪国 which country? rén 人 person Rìběn 日本 Japan Shāndōng 山东 a province name Shànghǎi 上海 a city name Yīngguó 英国 England Zhōngguó 中国 China

1. A: Nǐ shì Měiguó rén ma? 你是美国人吗？ Are you American? B: Wǒ shì Měiguó rén. 我是美国人。 I'm American. 2. A: Nǐ shì Zhōngguó rén ma? 你是中国人吗？ Are you Chinese? B: Wǒ shì Zhōngguó rén. 我是中国人。 I'm Chinese. 3. A: Wáng xiānsheng, nǐ shì Yīngguó rén ma? 王先生，你是英国人吗 ？ Mr. Wáng, are you English? B: Wǒ bú shì Yīngguó rén. 我不是英国人。 I'm not English. Rén is a noun, "person" or ''persons"; so Měiguó rén is a noun phrase, literally "American person." Sometimes, however, it is preferable or necessary to translate expressions of this sort as adjectives or prepositional phrases. Tā shi Meǐguó rén . 他是美国人。 He is an American (noun phrase) Tā shi Zhōngguó rén. 他是中国人。 He is Chinese (adjective) Tā shi Shāndōng rén. 他是山东人。 Hi is from Shāndōng. (prepositional phrase) Although Měiguó rén is translated here as "an American," in other contexts it may be translated as "the American," "American," or "the Americans." Later you will learn the various ways to indicate in Chinese whether a noun is definite or indefinite, singular or plural. The syllable -guó usually loses its tone in expressions like Měiguó rén. (some speakers drop the tone when the word stands alone: Měiguo.)

4. A: Nǐ shì Zhōngguó rén ma? 你是中国人吗？ Are you Chinese? B: Bú shì. 不是。 No. A: Nǐ shì Měiguó rén ma? 你是美国人吗？ Are you American? B: Shì. 是。 Yes, I'm. 5. A: Mǎ xiǎojiě shì Měiguo rén ma? 马小姐是美国人吗？ Is Miss Mǎ an American? B: Bú shì, tā bú shì Měiguó rén. 不是，他不是美国人。 No, she is not an American. A: Tá shì Zhōngguó rén ma? 他是中国人吗？ Is she Chinese? B: Shì, tā shì Zhōngguó rén. 是， 他是中国人。 Yes, she is Chinese. The short "yes" answer shì is really the verb "am" of the longer, more complete answer. The short "no" answer bú shì is really the "am not" of the longer answer. It is possible to reduce a "no" answer to bù (note the Falling tone), but polite usage requires that you follow it up with a more complete answer. Both the short answers shì and bú shì are commonly followed by complete answers.

6. A: Nǐ shì něiguó rén? 你是哪国人？ What is your nationality? B: Wǒ shì Měiguó rén. 我是美国人。 I'm American. 7. A: Tā shì něiguó rén? 他是哪国人？ What is his nationality? B: Tā shì Yīngguó rén. 他是英国人。 He is English. Něi- is the question word "which." It is a bound word —a vord which cannot stand alone— not a free word. něi- guo rén which country person Notice that the syllable -guó, "country," in the phrase něiguó rén may lose its rising tone.

8. A: Nǐ shì nǎrde rén? 他是哪儿的人？ Where are you from? B: Wǒ shì Shànghǎi rén. 我是上海人。 I'm from Shànghǎi. 9. A: Tā shì Fāng Bǎolánde xiānsheng. 他是方宝兰的先生？ He is Fāng Bǎolán's husband. 10. A: Tā shì nǎrde rén? 他是哪儿的人？ Where is he from? B: Tā shì Shāndōng rén. 他是山东人。 He's from Shāndōng. 11. A: Nǐ shì nǎrde rén? 你是哪儿的人？ Where are you from? B: Wǒ shì Jiāzhōu rén. 我是加州人。 I'm Californian. nǎr is the question vord " vhere." The syllable de is the possessive marker; it functions like the English possessive ending -'s. nǎr -de rén where 's person By reversing the word order, a slightly more idiomatic translation is possible: "a person of vhere." The closest English equivalent is "a person from where." To clarify the role of -de in this expression, the tape gives the following example of -de functioning like the English possessive ending -'s: Fāng Bǎolán -de xiānsheng Fāng Bǎolán 's husband

12. A: Nǐ shǐ Měiguó rén ma? 你是美国人吗？ Are you an American? B: Nǐ shì něiguó rén? 你是哪国人？ What's your nationality? A: Nǐ shì nǎrde rén? 你是哪儿的人？ Where are you from?

1. Tā shì Zhōngguó rén ma? 他是中国人吗？ Is he Chinese? Tā shì Zhōngguó rén. 他是中国人。 He is Chinese. 2. Tā shì Rìběn rén ma? 他是日本人吗？ Is he Japanese? Tā shì Rìběn rén. 他是日本人。 He is Japanese. 3. Tā shì Zhōngguó rén ma? 他是中国人吗？ Is he Chinese? Tā shì Zhōngguó rén. 他是中国人。 He is Chinese. 4. Tā shì Měiguó rén ma? 他是美国人吗？ Is he American? Tā shì Měiguó rén. T阿是美国人。 He is American. 5. Tā shì Déguo rén ma? 他是德国人吗？ Is he German. Tā shì Déguo rén. 他是德国人。 He is German. 6. Tā shì Jiānádà rén ma? T阿斯加拿大人吗？ Is he Canadian? Tā shì Jiānádà rén. 他是加拿大人。 He is Canadian. 7. Tā shì Fàguo rén ma? 他是法国人吗？ Is he French. Tā shì Fàguo rén. 他是法国人。 He is French.

1. Tā shì Jiānádà rén ma? 他是加拿大人吗？ Is he Canadian? Yīngguó England 英国 Tā bú shì Jiānádà rén. Shì Yīngguó　rén. 他不是加拿大人。他是英国人。 He s not Canadian. He is English. 2. Tā shì Rìběn rén ma? 他是日本人吗？ Is he Japanese? Zhōngguó China 中国 Tā bú shì Rìběn rén. Shì Zhōngguó rén. 他不是日本人。他是中国人。 He s not Japanese. He is Chinese. 3. Tā shì Yīngguó rén ma? 他是英国人吗？ Is he English? Měiguó America 美国 Tā bú shì Yīngguó rén. Shì Měiguó ren. 他不是英国人。他是美国人。 He s not English. He is American. 4. Tā shì Měiguó rén ma? 他是美国人吗？ Is he American? Jiānádà Canada 加拿大 Tā bú shì Měiguó rén, Shì Jiānádà rén. 他不是美国人。他是加拿大人。 He s not American. He is Canadian. 5. Tā shì èguó rén ma? 他是俄国人吗？ Is he Russian? Déguó Germany 德国 Tā bú shì èguó rén. Shì Déguó rén. 他不是俄国人。他是德国人。 He s not Russian. He is German . 6. Tā shì Yuènán rén ma? 他是越南人吗？ Is he Vietnamese? Zhōngguó China 中国 Tā bú shì Yuènán rén. Shì Zhōngguó rén. 他不是越南人。他是中国人。 He s not Vietnamese. He is Chinese. 7. Tā shì Fàguó rén ma? 他是法国人吗？ Is he French? Yīngguó England 英国 Tā bú shì Fàguó rén. Shì Yīngguó ren. 他不是法国人。他是英国人。 He s not French. He is English.

1. Tā shì něiguo rén? 他是哪国人？ What is ghs nationality? Fàguó France 法国 Tā shì Fàguó rén. 他是法国人。 He is French. 2. Tā shì něiguo rén? 他是哪国人？ What is his nationality? Zhōngguó China 中国 Tā shì Zhōngguó rén. 他是中国人。 He is Chinese. 3. Tā shì něiguo rén? 他是哪国人？ What is his nationality? Měiguó America 美国 Tā shì Měiguó rén. 他是美国人。 He is American. 4. Tā shì něiguo rén? 他是哪国人？ What is his nationality? Jiānádà Canada 加拿大 Tā shì Jiānádà rén. 他是加拿大人。 He is Canadian. 5. Tā shì něiguo rén? 他是哪国人？ What is his nationality? Rìběn Japan 日本 Tā shì Rìběn rén. 他是日本人。 He is Japanese. 6. Tā shì něiguo rén? 他是哪国人？ What is his nationality? Èguó Germany 俄国 Tā shì Èguó rén. 他是俄国人。 He is Russian. 7. Tā shì něiguo rén? 他是哪国人？ What is his nationality? Déguó Russia 德国 Tā shì Déguó rén. 他是德国人。 He is German.

1. Tā shì nǎrde rén? 他是哪儿的人？ Where is he from? Běijīng 北京 Tā shì Běijīng rén. 他是北京人。 He is from Běijīng. 2. Tā shì nǎrde rén? 他是哪儿的人？ Where is he from? Shánghǎi 上海 Tā shì Shánghǎi rén. 他是上海人。 He is from Shánghǎi. 3. Tā shì nǎrde rén? 他是哪儿的人？ Where is he from? Chángshā 长沙 Tā shì Chángshā rén. 他是上沙人。 He is from Chángshā. 4. Tā shì nǎrde rén? 他是哪儿的人？ Where is he from? Táizhōng 台中 Tā shì Táizhōng rén. 他是台中人。 He is from Táizhōng. 5. Tā shì nǎrde rén? 他是哪儿的人？ Where is he from? Táiběi 台北 Tā shì Táiběi rén. 他是台北人。 He is from Táiběi. 6. Tā shì nǎrde rén? 他是哪儿的人？ Where is he from? Tiānjīng 天京 Tā shì Tiānjīng rén. 他是天京人。 He is from Tiānjīng. 7. Tā shì nǎrde rén? 他是哪儿的人？ Where is he from? Běijīng 北京 Tā shì Běijīng rén. 他是北京人。 He is from Běijīng.

1. Tā shì Běijīng rén. 他是北京人。 He is from Běijīng. Tā shì nǎrde rén? 他是哪儿的人？ Where is he from? 2. Tā shì Zhōngguó rén. 他是中国人。 He is from China. Tā shì něiguó rén? 他是哪国人？ Where is he from? 3. Tā shì Jiānádà ren. 他是加拿大人。 He is from Canada. Tā shì něiguó rén? 他是哪国人？ Where is he from? 4. Tā shì Táiběi rén. 他是台北人。 He is from Táiběi. Tā shì nǎrde rén? 他是哪儿的人？ Where is he from? 5. Tā shì Shànghǎi rén. 他是上海人。 He is from Shànghǎi. Tā shì nǎrde rén? 他是哪儿的人？ Where is he from? 6. Tā shì Yīngguó rén. 他是英国人。 He is from England. Tā shì něiguó rén? 他是哪国人？ Where is he from? 7. Tā shì Měiguó rén. 他是美国人。 He is from America. Tā shì něiguó rén? 他是哪国人？ Where is he from? 8. Tā shì Táizhōng rén. 他是台中人。 He is from Táizhōng. Tā shì nǎrde rén? 他是哪儿的人？ Where is he from?

1. Tā shì Lǐ tàitai. 她是李太太。 She is Mrs. Lǐ. Tā bú shì Lǐ tàitai. 她不是太太。 She is not Mrs. Lǐ. 2. Tā xìng Gāo. 他姓局。 Her surname is Gāo. Tā bú xìng Gāo. 他不姓局。 Her surname is not Gāo. 3. Tā shì Táiběi rén. 她是台北人。 Hi is from Táiběi. Tā bú shì Táiběi rén. 她不是台北人。 Hi is not from Táiběi. 4. Tā xìng Liú. 他姓刘。 Her surname is Liú. Tā bú xìng Liú. 他不姓刘。 Her surname is not Liú. 5. Tā shì Měiguó rén. 她是美国人。 She is American. Tā bú shì Měiguó rén. 她不是美国人。 She is not American. 6. Tā shì Jiānádà rén. 她是加拿大人。 She is Canadian. Tā bú shì Jiānádà rén. 她不是加拿大人。 She is not Canadian.

1. Tā xìng Hú. 他姓胡。 His surmane is Hú. Tā xìng Hú ma? 他姓胡吗？ Is his surname Hú? 2. Tā shì Běijīng rén. 他是北京人。 He is from Běijīng. Tā shì Běijīng rén ma? 他是北京人吗？ Is he from Běijīng? 3. Tā shì Wáng Dànián. 他是王大年。 He is Wáng Dànián. Tā shì Wáng Dànián ma? 他是王大年吗？ Is he Wáng Dànián? 4. Tā xìng Lín. 他姓林。 Her surname is Lín. Tā xìng Lín ma? 他姓林吗？ Is her surname Lín? 5. Tā shì Zhōngguó rén. 他是中国人。 She is Chinese. Tā shì Zhōngguó rén ma? 他是中国人吗？　 Is she Chinese?

1. Tā xìng Zhāng. 他姓张。 His surname is Zhāng. Tā xìng shénme? 他姓什么？　 What's his surname? 2. Tā shì Běijīng rén. 他是北京人。 He is from Běijīng. Tā shì nǎrde rén? 他是哪儿的人？ Where is he from? 3. Tā shì Wáng Dànián. 他是王大年。 He is Wáng Dànián. Tā shì shéi? 他是谁？ Who is he? 4. Tā shì Rìběn rén. 他是日本人。 He is Japanese. Tā shì něiguó rén? 他是哪国人？ What is his nationality? 5. Tā shì Shāndōng rén. 他是山东人。 He is from Shāndōng. Tā shì nǎrde rén? 他是哪儿的人？ Where is he from? 6. Tā shì Chén tōngzhì. 他是陈同志。 He is comrade Chén. Tā shì shéi? 他是谁？ Who is he?

Location of people and places. Where people's families are from.

NUM 3 and NUM 4 (Tapes 3 and 4 of the resource module on Numbers.) CE 1, on Classroom Expressions.

The C-1 and P-1 tapes, the Reference List and Reference Notes. The C-2 and P-2 tapes , the workbook. The 4D-1 tape.

1. A: Qǐngwèn, nǐ shì nǎrde rén? 请问， 你是哪儿的人？ May I ask, where are you from? B: Wǒ shì Dézhōu rén. 我是德州人。 I'm from Texas. 2. A: Qǐngwèn, Āndésen fūren shì nǎrde rén? 请问，安德森夫人是哪儿的人? May I ask, where is Mrs. Andersen from? B: Tā shì Dézhōu rén. 她是德州人。 She is from Texas too. 3. A: Tā shì Yīngguó rén ma? 她是英国人吗？ Is he English? B: Bú shì, tā bú shì Yīngguó rén. 不是，他不是英国人。 No, he is not English. A: Tā àiren ne? 他爱人呢？ And his wife? B: Tā yě bú shì Yīngguó rén. 他也不是英国人。 She isn't English either. 4. A: Qǐngwèn, Qīngdǎo zài nǎr? 请问，青岛在哪儿？ May I ask, where is Qīngdǎo? B: Qīngdǎo zài Shāndōng. 青岛在山东。 Qīngdǎo is in Shāndōng. 5. A: Qǐngwèn, nǐ lǎojiā zài nǎr? 请问， 你老家在哪儿？ May I ask, where is your family from? B: Wǒ lǎojiā zài Āndàlüè. 我老家在安大略。 My family is from Ontario. B: Wǒ lǎojiā zài Shāndōng. 我老家在山东。 My family is from Shāndōng. 6. A: Chén Shìmín tóngzhì zài nǎr? 陈世民同志在哪儿？ Where is comrade Shìmín? B: Tā zài nàr. 他在那儿。 He's there. 7. A: Qīngdǎo zài nǎr? 青岛在哪儿？ Where is Qīngdǎo? B: Zài zhèr. 在这儿。 It's here. 8. A: Nǐ àiren xiànzài zài nǎr? 你爱人现在在哪儿？ Where is your wife now? B: Wǒ àiren xiànzài zài Jiānádà. 我爱人现在在加拿大。 My wife is in Canada now.

àiren 爱人 spouse Āndàlüè 安大略 Ontario Dézhōu 德州 Texas fūren 夫人 Lady, Madame, Mrs., wife (of a high ranking person) Jiānádà 加拿大 Canada lǎojiā 老家 original home nàr (nèr) 那儿 there Qīngdǎo 青岛 a city name Qǐngwèn 请问 May I ask? xiànzài 现在 now yě 也 also, too, either zài 在 to be in/at/one zhèr 这儿 here Additional required vocabulary not presented on C-1 and P-1 tapes. Learn the pronunciation and location of any five cities and five provinces of China on the maps on page 80-81.

1. A: Qǐngwèn, nǐ shì nǎrde rén? 请问，你是哪儿的人？ May I ask, where are you from? B: Wǒ shì Dézhōu rén. 我是德州人。 I'm from Texas. Qǐngwèn: Literally, qǐng means "request," and wèn means "ask (for information)." Qǐngwèn is used as English speakers use "excuse me," to get someone's attention in order to ask him a question. Qǐngwèn is NOT the word used for saying "excuse me" when you step on some­one's foot. For that, you say duìbuqǐ .

2. A: Qǐngwèn, Āndésen fūren shì nǎrde rén? 请问，安德森夫人是哪儿的人？ May I ask, where is Mrs. Andersen from? B: Tā shì Dézhōu rén. 他是德州人。 She is from Texas too. Names: In the People's Republic, a foreigner is known by the standard phonetic equivalent of his full name. His given name is followed by his surname, which is followed by the appropriate title, Mr. David Anderson will be called Dàiwèi Āndésèn Xiānsheng . In Taiwan, there is no set way of giving names to foreigners. Sometimes, as in the PRC, a phonetic equivalent of the full name is used (though there are no standard versions). Sometimes, the equivalent is based entirely on the surname. Mr. Anderson, for instance, might be Ān Désēn Xiānsheng . The surname may also be translated, as when "King" is translated into Wáng. It is also common to base the Chinese surname on the first syllable of the original surname, and the Chinese given name on something else (often the original given name). In Taiwan, Dàwèi is a common phonetic equivalent for "David." "Mr. David Anderson," therefore, might be Ān Dàwèi Xiānsheng . Here is a chart of SOME of the Chinese names that might be given to Mr. David Anderson. Dàwéi Āndésēn Xiānsheng Ān Désēn Xiānsheng Ān Dàwèi Xiānsheng Titles: In the PRC, a foreign man is addressed as Xiānsheng, and a married woman as either Fūren or Taìtai, depending on her status. The term Fūren is an especially respectful term used to address the wife of a high-ranking official or businessman. Fūren is also used this way on Taiwan. An unmarried foreign woman in the PRG may be addressed as xiǎojiě "Miss." Married or unmarried women may be addressed as Nǚshì. or "Ma'am." Nǚshì will be introduced in BIO, Unit 1. The term Tóngzhì, "Comrade," was originally used only by members of the Communist Party to address other members. It is now the general term of address used by all Chinese adults in the PRC. It should be remembered, though, that Tóngzhì does carry a distinct political implication. Visitors in the People's Republic, who are not citizens and who do not take part in efforts to realize Communist ideals, will not be addressed as Tóngzhì and should not feel obliged to address anyone else as such. Yě is an adverb meaning "also," or "too." It always comes before the verb.

3. A: Tā shì Yīngguó rén ma? 他是英国人吗？ Is she English? B: Bú shì, tā bú shì Yīngguó rén. 不是，他不是英国人。 No, he is not English. A: Tā àiren ne? 他爱人呢？ And his wife? B: Tā yě bú shì Yīngguó rén. 他也不是英国人。 She isn't English either. Àiren, which originally meant "loved one," "sweetheart or "lover," is used in the PRC for either "husband" or "wife," i.e., for "spouse." The possessive phrase Tā Àiren, "his wife" (or, "her husband"), is formed by putting the words for "he" (or "she") and "spouse" together. The marker -de (which you have seen in nǎrde rén) is not needed when the possessive relationship is felt to be very close. (See also the notes on No. 5.) Yě in a negative sentence is usually translated as "either." In this case, bù comes between yě and the verb. Possible English translations for yě, in both affirmative and negative sentences, are: Tā yě shi Yǐngguo rén. 她也是英国人。 She is English too. She is also English. Tā yě bú shi Yǐngguo rén. 她也不是英国人。 She is not English either. She is also not English.

4. A: Qǐngwèn, Qīngdǎo zài nǎr? 请问，青岛在哪儿？ May I ask, where is Qīngdǎo? B: Qīngdǎo zài Shāndōng. 青岛在山东。 Qīngdǎo is in Shāndōng. Zài is the verb "to be in/at/on," that is, "to be somewhere." Zài involves location, while shì involves identity, "to be someone/something."

5. A: Qǐngwèn, nǐ lǎojiā zài nǎr? 请问，你老家在哪儿？ May I ask, where is your family from? B: Wǒ lǎojiā zài Āndàlüè. 我老家在安大略。 My family is from Ontario. B: Wǒ lǎojiā zài Shāndōng. 我老家在山东。 My family is from Shāndōng. Literally, lǎojiā is "old home" ("original home," "ancestral home," "native place"), that is, the place you and your family are from. When a Chinese asks you about your lǎojiā, he probably wants to know about your hometown, the place where you grew up. When you ask a Chinese about his lǎojiā however, he will tell you where his family came from originally. A Chinese whose grandparents came from the province of Guǎngdōng will give that as his lǎojiā, even if he and his parents have spent all of their lives in Sìchuān. Nǐ lǎojiā zài nǎr? (literally "Where is your original home?") asks for the LOCATION of the town you come from. The question is answered with zài plus the name of the province (or state) that the town is located in: Wǒ lǎojiā zài Dèzhōu (Āndàlüè, Shāndōng). Nǐ lǎojiā shi nǎr? (translated into English as "What is your original home?" asks about the IDENTITY of the town you come from. That question is answered with shì plus the name of the town (or city): Wǒ lǎojiā shi Jiūjǐnshān (Qǐngdǎo, Shànghǎi). Compare: Wó lǎojiā zài Guǎngdōng. 我老家在廣東。 My original home is in Guǎngdōng. Wǒ lǎojiā shi Guǎngzhōu. 我老家是广州。 My original home is Guǎngzhōu. The possessive nǐ lǎojiā, like tā àiren, does not require a possessive marker. However, if more than one word must be used to indicate the possessor, -de is often inserted after the last word: nǐ àirende lǎojiā, "your spouse's original home" or "where your spouse's family comes from."

6. A: Chén Shìmín tóngzhì zài nǎr? 陈世民同志在哪儿？ Where is comrade Shìmín? B: Tā zài nàr. 他在那儿。 He's there. 7. A: Qīngdǎo zài nǎr? 青岛在哪儿？ Where is Qīngdǎo? B: Zài zhèr. 在这儿。 It's here. 8. A: Nǐ àiren xiànzài zài nǎr? 你爱人现在在哪儿？ Where is your wife now? B: Wǒ àiren xiànzài zài Jiānádà. 我爱人现在在加拿大。 My wife is in Canada now. You have learned three words for asking and telling about locations. nǎr 哪儿 where nàr (nèr) 那儿 there zhèr 这儿 here Notice that the question word nǎr is in the Low tone, while the answer words nàr and zhèr are both in the Falling tone. Also notice that the vowel sound in zhèr is different from that in nǎr and nàr. (Some speakers prefer nèr to nàr.) When you are talking about movable things and people that you presume are not nearby ("nearby," being approximately within pointing range), you usually ask where they are NOW. The "present time" word may be omitted if the time has been established earlier in the conversation. Nǐ àiren xiànzài zài nǎr? 你爱人现在在哪儿？ Where is your wife now? Tā zài Běijīng. 她在北京。 She's in Běijīng (now). If you ask about someone or something you presume to "be nearby (a pair of scissors in a drawer, for instance, or a person in a group across the room), you do not use xiànzài. In English, the words "here" and "there" are used to refer to locations of any size. In Chinese, however, zhèr and nàr are usually not used for cities, provinces, and countries (with the exception that you may use zhèr to refer to the city you are in). Instead, you repeat the name of the place. Compare these two exchanges in Beìjĭng: Country: Mǎdǐng Xiānsheng xiànzài zài Zhōngguó ma? Tā xiànzài zài Zhōngguó. He is here now. City: Mǎdǐng Xiānsheng xiànzài zài Shànghǎi ma? Tā bú zài Shànghǎi; tā zài zhèr. He is not there; he is here. Jiānádà "Canada": Although the middle syllable of this word is marked with the Rising tone, at a normal rate of speech you will probably hear Jiānādà.

1. Tā shì nǎrde rén? 他/她是哪儿的人？ Where is he/she from? Húnán 湖南 Tā shì Húnán rén. 他/她是湖南人。 He/She is from Húnán. 2. Tā shì nǎrde rén? 他/她是哪儿的人？ Where is he/she from? Shāndōng 山东 Tā shì Shāndōng rén. 他/她是山东人。 He/She is from Shāndōng. 3. Tā shì nǎrde rén? 他/她是哪儿的人？ Where is he/she from? Héběi 河北 Tā shì Héběi rén. 他/她是河北人。 He/She is from Héběi. 4. Tā shì nǎrde rén? 他/她是哪儿的人？ Where is he/she from? Jiāngsū 江苏 Tā shì Jiāngsū rén. 他/她是江苏人。 He/She is from Jiāngsū. 5. Tā shì nǎrde rén? 他/她是哪儿的人？ Where is he/she from? Guāngdōng 广东 Tā shì Guāngdōng rén. 他/她是广东人。 He/She is from Guāngdōng. 6. Tā shì nǎrde rén? 他/她是哪儿的人？ Where is he/she from? Húběi 湖北 Tā shì Húběi rén. 他/她是湖北人。 He/She is from Húběi. 7. Tā shì nǎrde rén? 他/她是哪儿的人？ Where is he/she from? Sìchuān 四川 Tā shì Sìchuān rén. 他/她是四川人。 He/She is from Sìchuān.

1. Zhāng tóngzhì fūren shì Běijīng rén. 张同志夫人是北京人。 Comrade Zhāng's wife is from Běijīng. Qǐngwèn, Zhāng fūren shì nǎrde rén? 请问张夫人是哪儿的人？ May I ask, where is Mrs. Zhāng from? 2. Huáng tóngzhì fūren shì Shànghǎi ren. 黄同志夫人是上海人。 Comrade Huáng's wife is from Shànghǎi. Qǐngwèn, Huáng fūren shì nǎrde rén? 请问黄夫人是哪儿的人？ May I ask, where is Mrs. Huáng from? 3. Wáng tóngzhì fūren shì Nánjīng rén. 王同志夫人是南京人。 Comrade Wáng's wife is from Nánjīng. Qǐngwèn, Wáng fūren shì nǎrde ren? 请问黄夫人是哪儿的人？ May I ask, where is Mrs. Wáng from? 4. Lǐ tóngzhì fūren shì Guǎngzhōu rén. 李同志夫人是广州人。 Comrade Lǐ's wife is from Guǎngzhōu. Qǐngwèn, Lǐ fūren shì nǎrde rén? 请问李夫人是哪儿的人？ May I ask, where is Mrs. Lǐ from? 5. Zhào tōngzhì fūren shì Xiānggǎng ren. 赵同志夫人是香港。 Comrade　Zhào's wife is from Xiānggǎng. Qǐngwèn, Zhào fūren shì nǎrde ren? 请问赵夫人是哪儿的人？ May I ask, where is Mrs. Zhào from? 6. Máo tóngzhì fūren shì Qīngdǎo ren. 毛同志夫人是青岛人。 Comrade Máo's wife is from Xiānggǎng. Qǐngwèn, Máo fūren shì nǎrde rén? 请问毛夫人是哪儿的人？ May I ask, where is Mrs. Máo from? 7. Chén tóngzhì fūren shì Běijīng rén. 陈同志夫人是北京人。 Comrade Chén's wife is from Xiānggǎng. Qǐngwèn, Chén fūren shì nǎrde rén? 请问陈夫人是哪儿的人？ May I ask, where is Mrs. Chén from?

1. Tā shì Héběi rén. 他是河北人。 He/She is from Héběi. Tā bú shì Héběi ren. 她不是河北人。 He/She is not from Héběi. 2. Tā shì Shāndōng rén. 他是山东人。 He/She is from Shāndōng. Tā bú shì Shāndōng rén. 她不是山东人。 He/She is not from Shāndōng. 3. Tā shì Jiāngsū ren. 他是江苏人。 He/She is from Jiāngsū. Tā bú shì Jiāngsū rén. 她不是江苏人。 He/She is not from Jiāngsū. 4. Tā shì Fújiàn rén. 他是福建人。 He/She is from Fújiàn. Tā bú shì Fújiàn rén. 她不是福建人。 He/She is not from Fújiàn. 5. Tā shì Zhèjiāng rén. 他是浙江人。 He/She is from Zhèjiāng. Tā bú shì Zhèjiāng rén. 她不是浙江人。 He/She is not from Zhèjiāng. 6. Tā shì Húnán ren. 他是湖南人。 He/She is from Húnán. Tā bú shì Húnán ren. 她不是湖南人。 He/She is not from Húnán. 7. Tā shì Sìchuān rén. 他是四川人。 He/She is from Sìchuān. Tā bú shì Sìchuān rén. 她不是四川人。 He/She is not from Sìchuān.

1. Tā shì Héběi ren. 他是河北人。 He/She is from Héběi Tā yě shì Héběi rén. 她也是河北人。 He/She is from Héběi too. 2. Tā shì Zhèjiāng ren. 他是浙江人。 He/She is from Zhèjiāng Tā yě shì Zhèjiāng rén. 她也是浙江人。 He/She is from Zhèjiāng too. 3. Tā shì Fújiàn ren. 他是福建人。 He/She is from Fújiàn Tā yě shì Fújiàn rén. 她也是福建人。 He/She is from Fújiàn too. 4. Tā shì Húnán ren. 他是湖南人。 He/She is from Húnán Tā yě shì Húnán rén. 她也是湖南人。 He/She is from Húnán too. 5. Tā shì Jiāngsū ren. 他是江苏人。 He/She is from Jiāngsū Tā yě shì Jiāngsū rén. 她也是江苏人。 He/She is from Jiāngsū too. 6. Tā shì Shāndōng rén. 他是山东人。 He/She is from Shāndōng Tā yě shì Shāndōng rén. 她也是山东人。 He/She is from Shāndōng too. 7. Tā shì Hénán rén. 他是河南人。 He/She is from Hénán Tā yě shì Hénán rén. 她也是河南人。 He/She is from Hénán too.

1. Zhào xiānsheng bú shì Táiwān rén. 赵先生不是台湾人。 Mr. Zhào isn't from Táiwān. Zhào xiānsheng yě bú shì Táiwān rén. 赵先生也不是人。 Mr. Zhào isn't from Táiwān either. 2. Lǐ xiānsheng bú shì Táiběi ren. 李先生不是台北人。 Mr. Lǐ isn't from Táiběi. Lǐ xiānsheng yě bú shì Táiběi ren. 李先生也不是台北人。 Mr. Lǐ isn't from Táiběi either. 3. Wáng xiānsheng bú shì Táizhōng ren. 王先生不是台中人。 Mr. Wáng isn't from Táizhōng. Wáng xiānsheng yě bú shì Táizhōng ren. 王先生也不是台中人。 Mr. Wáng isn't from Táizhōng either. 4. Huáng xiānsheng bú shì Táinán rén. 黄先生不是台南人。 Mr. Huáng isn't from Táinán. Huáng xiānsheng yě bú shì Táinán rén. 黄先生也不是台南人。 Mr. Huáng isn't from Táinán either. 5. Liú xiānsheng bú shì Táidōng rén. 刘先生不是台東人。 Mr. Liú isn't from Táidōng. Liú xiānsheng yě bú shì Táidōng rén. 刘先生也不是台東人。 Mr. Liú isn't from Táidōng either. 6. Hú xiānsheng bú shì Jīlóng rén. 胡先生不是基隆市人。 Mr. Hú isn't from Jīlóng. Hú xiānsheng yě bú shì Jīlóng rén. 胡先生也不是基隆市人。 Mr. Hú isn't from Jīlóng either. 7. Chén xiānsheng bú shì Gāoxióng rén. 陈先生不是高雄人。 Mr. Chén isn't from Gāoxióng. Chén xiānsheng yě bú shì Gāoxióng rén. 陈先生也不是高雄人。 Mr. Chén isn't from Gāoxióng either.

1. Qǐngwèn, Qīngdǎo zài nǎr? 请问青岛在哪儿？ May I ask, where is Qīngdǎo? Shāndōng 山东 Qīngdǎo zài Shāndōng. 青岛在山东。 Qīngdǎo is in Shāndōng. 2. Qǐngwèn, Nánjīng zài nǎr? 请问南京在哪儿？ May I ask, where is Nánjīng? Jiāngsū 江苏 Nánjīng zài Jiāngsū. 南京在江苏。 Nánjīng is in Jiāngsū. 3. Qǐngwèn, Guǎngzhōu zài nǎr? 请问广州在哪儿？ May I ask, where is Guǎngzhōu? Guǎngdōng 广东 Guǎngzhōu zài Guǎngdōng. 广州在广东。 Guǎngzhōu is in Guǎngdōng. 4. Qǐngwèn, Shānghǎi zài nǎr? 请问上海在哪儿？ May I ask, where is Shānghǎi? Jiāngsū 江苏 Shānghǎi zài Jiāngsū. 上海在江苏。 Shānghǎi is in Jiāngsū. 5. Qǐngwèn, Běijīng zài nǎr? 请问北京在哪儿？ May I ask, where is Běijīng? Héběi 河北 Běijīng zài Héběi. 北京在河北。 Běijīng is in Héběi. 6. Qǐngwèn, Qīngdǎo zài nǎr? 请问青岛在哪儿？ May I ask, where is Qīngdǎo? Shāndōng 山东 Qīngdǎo zài Shāndōng. 青岛在山东。 Qīngdǎo is in Shāndōng. 7. Qǐngwèn, Shànghǎi zài nǎr? 请问上海在哪儿？ May I ask, where is Shànghǎi. Jiāngsū 江苏 Shànghǎi zài Jiāngsū. 上海在江苏。 Shànghǎi is in Jiāngsū.

1. Lín tóngzhì shì Húběi rén. 林同志哦是河北。 Comrade Lín is from Húběi. Lín tóngzhìde lǎojiā zài Húběi. 林同志的老家在河北。 Comrade Lín's family is from Húběi. 2. Wáng tóngzhì shì Shānxī rén. 王同志哦是陕西。 Comrade Wáng is from Shānxī. Wáng tóngzhìde lǎojiā zài Shānxī. 王同志的老家在陕西。 Comrade Wáng's family is from Shānxī. 3. Huáng tóngzhì shì Shānxī rén. 黄同志哦是陕西。 Comrade Huáng is from Shānxī. Huáng tóngzhìde zài Shānxī. 黄同志的老家在陕西。 Comrade Huáng's family is from Shānxī. 4. Gāo tóngzhì shì Fújiàn rén. 局同志哦是福建。 Comrade Gāo is from Fújiàn. Gāo tóngzhìde zài Fújiàn. 局同志的老家在福建。 Comrade Gāo's family is from Fújiàn. 5. Lǐ tóngzhǐ shì Sǐchuān rén. 李同志哦是四川。 Comrade Lǐ is from Sǐchuān. Lǐ tóngzhìde zài Sìchuān. 李同志的老家在四川。 Comrade Lǐ's family is from Sǐchuān. 6. Zhōu tóngzhì shì Zhèjiāng rén. 周同志哦是浙江。 Comrade Zhōu is from Zhèjiāng. Zhōu tóngzhìde zài Zhèjiāng. 周同志的老家在浙江。 Comrade Zhōu's family is from Zhèjiāng. 7. Máo tóngzhì shì Húnán rén. 毛同志哦是湖南。 Comrade Máo is from Húnán. Máo tóngzhìde zài Húnán. 毛同志的老家在湖南。 Comrade Máo's family is from Húnán.

1. Tā àiren zài nǎr? 他爱人在哪儿？ Where is hi/her spouse? Měiguó 美国 Tā àiren xiànzài zài Měiguó. 他爱人现在在美国。 His/Her spouse is in America now. 2. Tā àiren zài nǎr? 他爱人在哪儿？ Where is hi/her spouse? Jiānádà 加拿大 Tā àiren xiànzài zài Jiānádà. 他爱人现在在加拿大。 His/Her spouse is in Canada now. 3. Tā àiren zài nǎr? 他爱人在哪儿？ Where is hi/her spouse? Yīngguó 英国 Tā àiren xiànzài zài Yīngguó. 他爱人现在在英国。 His/Her spouse is in England now. 4. Tā àiren zài nǎr? 他爱人在哪儿？ Where is hi/her spouse? Déguó 德国 Tā àiren xiànzài zài Déguó. 他爱人现在在德国。 His/Her spouse is in Germany now. 5. Tā àiren zài nǎr? 他爱人在哪儿？ Where is hi/her spouse? Měiguó 美国 Tā àiren xiànzài zài Měiguó. 他爱人现在在美国。 His/Her spouse is in America now. 6. Tā àiren zài nǎr? 他爱人在哪儿？ Where is hi/her spouse? Fàguó 法国 Tā àiren xiànzài zài Fàguó. 他爱人现在在法国。 His/Her spouse is in France now. 7. Tā àiren zài nǎr? 他爱人在哪儿？ Where is hi/her spouse? Èguó 俄国 Tā àiren xiànzài zài Èguó. 他爱人现在在俄国。 His/Her spouse is in Russia now.

The purpose of the Criterion Test at the end of each module is to show you not only how much of the material you have learned, but also vhat points you need to work on before beginning to study another module. Since the primary goal of ORN is to introduce the sound system of Standard Chinese, this test focuses on your ability to discriminate and produce tones, vowels, and consonants. Additionally, there are sections which test your ability to comprehend and produce numbers from 1 through 99 and the material in the ORN Target Lists. Your knowledge of personal names and titles and the romanization system is also tested. Read the Objectives at the beginning of the module for a description of exactly what the test covers. Note: Although the entire sound system is introduced in the Pronunciation and Romanization Module, you will be tested here only on those sounds which occur in the Target Sentences. Other sounds will be included in Criterion Tests for later modules. Following is a sample of the Criterion Test for this module. Each section of the test, with directions and a sample question, is represented here so that you may know exactly what is expected of you after studying the ORN Module. Minimum scores are suggested for each section of the test. Achieving these scores means that you are adequately prepared for the next module. If you fall below the minimum criterion on any section, you should review relevant study materials. You will use a tape to complete Part I of the test. Part II is written, and you will complete Part III with your instructor. Part IV of the test (Diagnostics) indicates the passing score for each section and review materials for each section.

This section tests your ability to distinguish the four tones. In your test booklet you will see two syllables after each letter. The speaker will pronounce both syllables, and then say one of them again. You are to decide which syllable was repeated, and circle the appropriate one to indicate your choice. The syllables may occur in any of the four tones, regardless of which tone was used previously in the module. The same syllable may occur more than once in this section. For example, the speaker might say: fēi … fěi and then repeat fēi fēi fěi This section tests your ability to recognize the four tones in isolated syllables. The speaker will pronounce a syllable twice; you add to the written syllable the tone that you hear. Again, the syllables may occur in any of the four tones, regardless of which tone was used previously in the module. For example, the speaker might say: fěi...fěi fei → fěi This section tests your ability to recognize the four tones in two-syllables combinations. The speaker pronounces each two-syllable item twice and then pauses a moment for you to mark tones on the written syllables. For the first ten items, one of the two tones is already marked. For the last ten items, you must fill in both tones. For example: the speaker might say: cháběi...cháběi chabei → cháběi In this section, you are tested on syllables which differ minimally in sound. The speaker will pronounce each syllable in an item once; then he will pronounce one of the syllables again. Decide which of the syllables was repeated, and indicate your choice by circling that written syllable in your test booklet. The syllables in this test do not necessarily correspond in every way to syllables in the Target Lists They may vary in tone, for example. For example, the speaker might say: fàn...fàng and then repeat fàng. fàn fàng In this section, you complete the romanization for the syllables that you hear. As the speaker says a syllable, write the appropriate vovel or consonant letter(s) in the blank. This tests your ability to recognize the sounds of a syllable and to use the romanization system correctly. The speaker will say each syllable twice. For example, the speaker might say: pàng...pàng then you would write: pàng This section tests your ability to understand the numbers 1 through 99 in Chinese. For each item, the speaker will say a number, and you write down the numerals for that number. For example, you might hear: shí-sān 13 This section tests your ability to understand questions and answers about where someone is from and where he is now. Listen to a conversation between Mr. Johnson and Comrade Zhào, who have just met. You will hear the conversation three times. The third time you hear it, a pause will follow each line. You may use these pauses to fill in the boxes in your booklet with appropriate information. (You do not have to wait for the second repetition of the conversation to fill in the answers, of course.) For example: [You will hear a conversation similar to conversations you heard on the C-2 tapes in this module.] Home State or Province Present Location Comrade Zhào Mr. Johnson (Yuēhànsūn) Comrade Zhào's husband Mrs. Johnson This section tests your ability to comprehend Chinese utterances by asking you for the English equivalents. For each item, the speaker will say a sentence from the Target List twice. You indicate your understanding of the sentence by circling the letter of the English sentence which most closely matches the meaning of the Chinese sentence. For example, you might hear: nǐ shì shéi?...nǐ shì shéi? Who is she? Who is he? Who are you?

This section tests your general understanding of the Chinese system of personal names and titles. Read the family histories in your test booklet, and answer the questions. For example, Yáng Tíngfēng is the Chinese name used lay an American, Timothy Young, now that he is living in Taipei. His Chinese surname is: Yáng Tíngféng Yáng Tíngféng

This section tests your ability to pronounce the four tones. Simple sound combinations have been chosen so that special attention may be given to tone production. For each item, choose one syllable and read it aloud. As you do so, put a circle around the one you choose. The instructor will note the syllable he hears. Be sure to choose a fair sampling of all four tones, and select them in random order. For example, you might say: mā má mǎ mà This section tests your ability to pronounce Chinese sounds from the Target Lists, as well as your ability to read romanization. For each item, choose one syllable and read it aloud. As you do so, put a circle around the one you choose. The instructor will note the syllable he hears. Be sure to choose syllables from each column as you go through this section of the test. For example, you might say: nín...níng This section tests your ability to locate and name main cities and provinces in China. Using the map in your booklet, point out to your instructor five cities and five provinces and name them. Pronunciation is of secondary importance here. This section tests your ability to produce sentences in Chinese. Your instructor will say an English sentence from the Target Lists, and you translate it into Chinese. Your Chinese sentence must "be correct," both in grammar and in content. This section tests your ability to make conversational use of the material covered in this module. Although limited in scope, this conversation between you and your instructor represents a situation which you are likely to encounter in the real world. As in any conversation, you are free to ask for a repetition or rephrasing of a sentence, or you may volunteer information on the subject. It is not so much the correctness of your pronunciation and grammar that is being tested as it is your ability to communicate effectively.

Alabama 阿拉巴马 Ālābāmǎ Alaska 阿拉斯加 Ālāsǐjiā Arizona 亚利桑那 Yàlìsāngnà Arkansas 阿肯色 Ākěnsè, Akānsàsī California 加州, 加利福尼亚 Jiāzhōu, Jiālìfóníyà Colorado 科罗拉多 Kēluólāduō Connecticut 康涅狄格, 康乃狄克 Kāngnièdígé, Kāngnǎidígé Delaware 特拉华 Tèlāhuá, Délāwēi (ěr) Florida 弗罗里达 Fóluólǐdá Georgia 乔治亚, 佐治亚 Qiáozhìyà, Zuǒzhìyà Hawaii 夏威夷 Xiàwēiyí Idaho 爱达荷 Àidáhé Illinois 伊利诺 Yīlìnuò (sī) Indiana 印第安纳 Yìndiànnà Iowa 爱奥华 Yīāhuá, Àiāhuá Kansas 堪萨斯 Kānsàsī Kentucky 肯塔基 Kěntǎjī Louisiana 路易斯安那 Lùyìsīānnà Maine 缅因 Miǎnyīn Maryland 马里兰 Mǎlǐlán Massachusetts 马萨诸塞 Mǎsāzhūsài, Mǎshěng Michigan 密歇根, Mìxīgēn, Mìzhíān Minnesota 明尼苏达 Míngnísūdá Mississippi 密西西比 Mìxīxībǐ Missouri 密苏里 Mìsūlǐ Montana 蒙大纳 Méngdànà Nebraska 内布拉斯加 Nèibùlāsījiā Nevada 内华达 Nèihuádá New Hampshire 新罕布什尔 Xīn Hānbùshíěr, Xīn Hǎnbùxià New Jersey 新泽西 Xīn Zéxī New Mexico 新墨西哥 Xīn Mòxīgē New York 纽约 Niǔyuē North Carolina 北卡罗来纳 Běi Kǎluóláinà, Běi Kǎluólínnà North Dakota 北达科他 Běi Dákētā, Běi Dákēdá Ohio 俄亥俄 Éhàié Oklahoma 俄克拉荷马 Ékèlāhémǎ, Ākèlāhémǎ Oregon 俄勒冈 Élègāng Pennsylvania 宾州, 宾夕法尼亚, 宾西法尼亚 Bīnxhōu, Bīnxīfǎníyà, Bīnxīfánníyà Rhode Island 罗得岛 Luódé Dǎo, Luódéàilán South Carolina 南卡罗来纳 Nán Kǎluóláinà, Nán Kǎluólínnà South Dakota 南达科他 Nán Dákētā Tennessee 田纳西 Tiánnàxī Texas 得克萨斯 Dézhōu, Dékèsàsī Utah 犹他 Yóutā, Yōuta Vermont 佛蒙特 Wēiméngtè, Fóméngtè Virginia 维吉尼亚, 弗吉尼亚 Wēijíníyà, Fójíníyà Washington 华盛顿 Huáshèngdùn West Virginia 西弗吉尼亚 Xī Fójíníyà Wisconsin 威斯康星 Wēisīkāngxīn(g) Wyoming 怀俄明 Huáiémíng

Alberta 阿尔伯塔, 艾伯塔 (Yǎbódá) Ā​'ěr​bó​tǎ, Ài​bó​tǎ British Columbia 英属哥伦比亚 Yīngshǔ Gēlúnbǐyà Manitoba 马尼托巴 Mànnítuōbā New Brunswick 新不伦瑞克 Xīn Bùlúnzīwéikè Newfoundland 纽芬兰与拉布拉多 Niǔfēnlándǎo Northwest Territories 西北领地 Xīběilíngdì Nova Scotia 新斯科舍 Xīn Sīkèshè Ontario 安大略省 Āndàlüè Prince Eduard Island 爱德华岛 Àidéhuádǎo Quebec 魁北克 Kuíběkè Saskatchewan 萨斯喀彻温 Sākèqíwàn Yukon 育空 Yùkōng

Huáng 黄 Zhōu 周 Liú 刘 Wáng 王 Jiāng 江 Chén 陈 Zhāng 张 Jiǎng 蒋 Yáng 杨 Lǐ 李 Gaō 局 Sīmǎ 司马 Zhào 赵 Lín 林 Oūyáng 欧阳 Máo 毛 Sūn 孙 Hú 胡 Táng 唐 Sòng 宋 Wú 吴 Mǎ 马 Fāng 方 Liáng 梁 Dálǐ 达礼 Yǒngpíng 永平 Shàowén 绍文 Mínglǐ 明理 Zìqiáng 自强 Shìyīng 世英 Dànián 大年 Jié 杰 Tíngfēng 廷峰 Shìmín 世民 Zhīyuǎn 知远 Chéng 诚 Huá 华 Guóquán 国权 Zhènhàn 振汉 Déxián 德贤 Juān 娟 Huìwén 蕙文 Mínzhēn 敏贞 Lìróng 丽容 Défēn 德芬 Huìrán 蕙然 Wǎnrú 婉如 Lù 露 Bīngyíng 冰莹 Xiùfèng 秀风 Yùzhēn 玉珍 Zǐyàn 紫燕 Qiǎoyún 巧云 Měilì 美丽

Pinyin spelling Chinese spelling Map spelling Ānhui 安徽 Anhwei Fújiàn 福建 Fukien Gānsù 甘肃 Kansu Guǎngdōng 广东 Kvangtung Guànzhōu 官洲岛 Kvangsi Guǐzhōu 贵州 Kveìchou Hébuǐ/Héběi 河北 Hopeh Hēilóngjiāng 哈尔滨 Heilungkiang Hénán 河南 Honan Húběi 湖北 Hupeh Húnán 湖南 Hunan Jiāngsū 江苏 Kiangsu Jiāngxī 江西 Kiangsi Jílín 吉林 Kirin Liáoníng 辽宁 Liaoning Nèiměnggǔ 内蒙古 Inner Mongolia Níngxià 宁夏 Ninghai Qīnghǎi 青海 Tsinghai Shāndōng 山东 Shantung Shǎnxī 陕西 Shansi Shǎnxī 山西 Shensi Sìchuān 四川 Szechuan Táiwān 台湾 Taiwan Xīzàng 新疆 Xinjiang Xīzàng 西藏 Tibet Yúnnán 云南 Yunnan Zhèjiāng 浙江 Chekiang

Pinyin spelling Chinese spelling Map spelling Běijīng 北京 Peking Chángshā 长沙 Ch'ang-sha Chéngdū 成都 Ch'eng-tu Dàtóng 大同 Ta-t'ung Gāoxióng 高雄 Kao-hsiung Guǎnzhōu 广州 Canton Hángzhōu 杭州 Hang-chou Hánkǒu 汉口 Han-k'ou Háinán 海南 Huai-nan Jīlóng 基隆市 Chi-lung Kāifēng 开封 K'ai-feng Nánchāng 南昌 Nan-ch'ang Nánjīng 南京 Nanking Qīngdǎo 青岛 Tsingtao Shànghǎi 上海 Shanghai Táiběi 台北 Taipei Táidōng 台東 T'ai-tung Táinán 台南 T'ai-nan Táizhōng 台中 T'ai-chung Tiānjīn 天津 Tientsin Wúchāng 五常 Wu-ch'ang Wǔhàn 武汉 Wu-han Xiān 西安 Sian

The Biographic Information Module provides you with linguistic and cultural skills needed for a simple conversation typical of a first-meeting situation in China. These skills include those needed at the beginning of a conversation (greetings, introductions, and forms of address), in the middle of a conversation (understanding and answering questions about your­self and your immediate family), and at the end of a conversation (leave-taking). Before starting this module, you must take and pass the ORN Criterion Test. The resource modules Pronunciation and Romanization and Numbers (tapes 1-4) are also prerequisites to the BIO Module. The Criterion Test will focus largely on this module, but material from Module 1 and associated resource modules may also be included.

Upon successful completion of the module, the student should be able to: Pronounce correctly any word from the Target Lists of ORN or BIO, properly distinguishing sounds and tones, using the proper stress and neutral tones, and making the necessary tone changes. Pronounce correctly any sentence from the BIO Target Lists, with proper pauses and intonation, that is, without obscuring the tones with English intonation. Use polite formulas in asking and answering questions about identity (name), health, age, and other basic information. Reply to questions with the Chinese equivalents of "yes" and "no" Ask and answer questions about families, including who the members are, how old they are, and where they are. Ask and answer questions about a stay in China, including the date of arrival, location-purpose-duration of stay, previous visits, traveling companions, and date of departure. Ask and answer questions about work or study, identification of occupation，the location, and the duration. Give the English equivalent for any Chinese sentence in the BIO Target Lists. Be able to say any Chinese sentence in the BIO Target Lists when cued with its English equivalent. Take part in a short Chinese conversation, using expressions included in the BIO Target List sentences.

Biographic information (BIO) Unit 1: 1 C-l 1 p-l 1&2 D-l 1 C-2 1 P-2 Unit 2: 2 C-l 2 P-l 2 C-2 2 P-2 Unit 3: 3 C-l 3 P-l 3&4 D-l 3 C-2 3 P-2 Unit 4: 4 C-l 4 P-l 4 C-2 4 P-2 Unit 5: 5 C-l 5 P-l 5&6 D-l 5 C-2 5 P-2 Unit 6: 6 C-l 6 P-l 6 C-2 6 P-2 Unit 7: 7 C-l 7 P-l 7&8 D-l 7C-2 7 P-2 Unit 8: 8 C-l 8 P-l 8 C-2 8 P-2 Units 1-4 R-1 Units 5-8 R-1 Classroom Expressions (CE) CE 2 Time and Dates (T&D) T&D 1 T&D 2

1. Qīnwèn, nǐ zhù zai nǎr? 亲问，你住在那儿？ May I ask, where are you staying? Wǒ zhù zai Běijīng Fāndiàn. 我住在北京饭店 I'm staying at the Běijīng Hotel. 2. Nǐ zhù zai něige fàndiàn? 你住在哪个饭店？ Which hotel are you staying at? Wǒ zhù zai nèige fàndiàn. 我住在那个饭店。 I'm staying at that hotel. 3. Nǐ zhù zai zhèige fàndiàn ma? 你住在这个饭店吗？ Are you staying at this hotel? Bù, wǒ bú zhù zai zhèige fàndiàn. 不，我不住在这个饭店。 No, I'm not staying at this hotel. 4. Nǐ zhù zai Mínzú Fàndiàn? 你住在民族饭店？ Are you staying at the Nationalities Hotel? Bù, wǒ bú zhù zai Mínzú Fàndiàn. 不，我不住在民族饭店。 No, I'm not staying at the Nationalities Hotel. 5. Něiwèi shi Gāo Tóngzhì? 哪位是高同志？ Which one is Comrade Gāo Nèiwèi shi Gāo Tóngzhì. 那位是高同志 That one is Comrade Gāo. 6. Zǎo. Nuòwǎkè nǚshì! Nǐn hǎo. 早。 诺瓦克女士！您好 Good morning. Miss Nowak! How are you? Wǒ hěn hǎo. 我很好 I'm very well. 7. Nǐ shi Měiguó nǎrde rén? 请问，你是美国哪儿个人 Where are you from in America? Wǒ shi Jiāzhōu Jiǔjīnshān rén. 我是加州旧金山人 I'm from San Francisco, California.

1. Nǐ péngyou jiā zài náli? 你朋友家在哪里？ Where is your friend's house? Tā jiā zài Dàlǐ Jiē. 他家在大理街。 His house is on Dàlǐ street. 2. Nǐ péngyoude dìzhǐ shi ...? 你朋友的地址是。。。？ What is your friend's address? Tāde dìzhǐ shi Dàlǐ Jiē Sìshièr hào. 他的地址是大理街四十二号。 His address is No. 42 Dàlǐ Street. 3. Nǐ shi Wèi Shàoxiào ba? 你是韦少校把？ You are Major Weiss, aren't you? Shìde. 是的。 Yes. 4. Nà shi Guóbīn Dàfàndiàn ba? 那是国宾大饭店吧？ That is Ambassador Hotel, isn't it? Shìde, nà shi Guóbīn Dàfàndiàn. 是的，那是国宾大饭店。 Yes, that's the Ambassador Hotel. Nǐ zhù zai nàli ma? 你住在那里吗？ Are you staying there? Bù, wǒ zhù zai zhèli. 不，我住在这里 No, I'm staying here. 5. Nǐ péngyou zài Táiběi gōngzuò ma? 你朋友在台北工作吗？ Does your friend work in Taipei? Tā bú zài Táiběi gōngzuò; tā zài Táizhōng gōngzuò. 他不在台北工作；他在台中工作。 He doesn't work in Taipei; he works in Taichung. 6. Nǐ zài náli gōngzuò? 你在哪里工作？ Where do you work? Wǒ zài Wǔguānchù gōngzuò. 我在武官处工作。 I work at the defense attache's office. Wǒ zài yínháng gōngzuò. 我在银行工作。 I work at a bank.

1. Nǐmen yǒu háizi ma? 你们有孩子 Do you have children? Yǒu, wǒmen yǒu. 有，我们有。 Yes, we have. 2. Liú Xiānsheng méiyou Měiguó péngyou. 刘先生没有美国朋友。 Mr. Liú doesn't have any American friends. 3. Nǐmen yǒu jǐge nánháizi, jǐge nǚháizi? 你们有几个男孩子，几个女孩子？ How many boys and how many girls do you have? Wómen yǒu liǎnge nánhaizi, yíge nǚháizi. 我们有两个男孩子，一个女孩子。 We have two boys and one girl. 4. Hú Xiānsheng, Hú tàitai yǒu jǐge háizi? 胡先生，胡太太有几个孩子？ How many children do Mr. and Mrs. Hú have? Tāmen yǒu liǎngge háizi. 他们有两个孩子。 They have two children. Shi nánháizi, shi nǚháizi? 是男孩子，是女孩子？ Are they boys or girls? Dōu shi nǚháizi. 都是女孩子。 Both of them are girls. 5. Nǐmen háizi dōu zài zhèli ma? 你们孩子都在这里吗？ Are all your children here? Bù.　Liǎngge zài zhèli, yíge hái zài Měiguó. 不，两个在这里，一个还在美国。 No. Two are here, and one is still in America. 6. Nǐ jiāli yǒu shénme rén? 你家里有什么人？ What people are in your family? Yǒu wǒ tàitai gēn sānge háizi. 有我太太跟三个孩子。 There's my wife and two children. 7. Nǐ jiāli yǒu shénme rén? 你家里有什么人？ What people are in your family? Jiù yǒu wǒ fùqin, mǔqin. 就有我父亲，母亲。 Just my father and mother.

1. Tā míngtiān lái ma? 他明天来吗？ Is he coming tomorrow? Tā yǐjīng lái le. 他已经来了。 He has already come. 2. Nǐ péngyou lái le ma? 你朋友来了吗？ Has your friend come? Tā hái méi(you) lái. 她还没来。 She hasn't come yet. 3. Tā shi shénme shíhou dàode? 他是什么时候到的？ When did he arrive? Tā shi zuótiān dàode. 他是昨天到的。 He arrived yesterday. 4. Nǐ shi yíge rén láide ma? 你是一个人来的吗？ Did you come alone? Bú shi, wǒ bú shi yíge rén láide. 不是，我不是一个人来的。 No, I didn't come alone. 5. Nǐ něitiān zǒu? 你哪天走？ What day are you leaving? Wǒ jīntian zǒu. 我今天走。 I'm leaving today.

1. Nǐ shi zài nǎr shēngde? 你是在哪儿生的？ Where were you born? Wǒ shi zài Dézhōu shēngde. 我是在得州生的。 I was born in Texas. 2. Nǐmen xīngqījǐ zǒu? 你们星期几走？ What day of the week are you leaving? Wǒmen Xīngqītiān zǒu. 我们星期天走。 We are leaving on Sunday. 3. Ní shi něinián shēngde? 你是哪年生的？ What year were you born? Wǒ shi Yī jiǔ sān jiǔ nián shēngde. 我是一九三九年生的。 I was born in 1939. 4. Nǐ shi jǐyüè jíhào shēngde? 你是几月几号生的？ What is your month and day of birth? Wó shi Qíyüe sìhào shēngde. 我是七月四号生的。 I was born on July 4. 5. Nǐ duō dà le? 你多大了？ How old are you? Wǒ sān shi wǔ le. 我三十五了。 I'm 35. 6. Nímem nánháizi dōu jǐsuì le? 你们男孩子都几岁了？ How old are your boys? Yíge jiǔsuì le, yíge liùsuì le. 一个九岁了，一个六岁了。 One is nine and one is six.

1. Nǐ zhù duó jiǔ? 你住多久？ How long are you staying? Wǒ zhù yìnián. 我住一年。 I'm staying one year. 2. Nǐ tàitai zài Xiānggǎng zhù duó jiǔ? 你太太在香港住多久？ How long is your wife staying in Hong Kong? Wǒ xiǎng tā zhù liǎngtiān. 我想她住两天。 I think she is staying two days. 3. Nǐ xiǎng zài Táiwān zhù duó jiǔ? 你想在台湾住多久？ How long are you thinking of staying in Taiwan? Wǒ xiǎng zhù liùge yüè. 我想住六个月。 I'm thinking of staying six months. 4. Nǐ láile duó jiǔ le? 你来了多久了？ How long have you been here? Wǒ láile liǎngge xīnqī le. 我来了两个星期。 I have been here two weeks. 5. Nǐ tàitai zài Xiānggǎng zhùle dó jiǔ? 你太太在香港住了多久？ How long did your wife stay in Hong Kong? Tā zhùle liǎngtiān. 她住了两天。 She stayed two days. 6. Lǐ Tàitai méi lái. 李太太没来。 Mrs. Lǐ didn't come. 7. Nǐ cóngqián méi láiguo. Wǒ tàitai láiguo. 我从前没来过。我太太来过。 I have never been here before. My wife has been here.

1. A: Nín zài náli gōngzuò? 您在哪里工作？ Where do you work? B: Wǒ zài Měiguó Guówùyàn gōngzuò. 我在美国国务院工作。 I work with the State Department. 2. A: Ní zai náli gōngzuò? 您在哪里工作？ Where do you work? B: Wǒ shi xüsheng. 我是学生。 I'm student. 3. A: Nǐ lái zuò shénme? 您来做什么？ What did you come here to do? B: Wǒ lái niàn shū. 我来念书。 I came here to study. 4. A: Nǐ niàn shénme? 你念什么？ What are you studying? B: Wǒ xüé Zhōngwén. 我学中文。 I'm studying Chinese. 5. A: Nǐ zài dàxüé niànguo lìshǐ ma? 你在大学念过历史吗？ Did you study history in college? B: Niànguo. 学念。 Yes. 6. A: Nǐmen huì shuō Zhōngwén ma? 你们会说中文吗？ Can you speak Chinese? B: Wǒ tàitai bú huǐ shuō, wǒ huì shuō yìdiǎn. 我太太不会说，我会说一点。 My wife can't speak it; I can speak it a little. 7. A: Nǐde Zhōngguo huà hěn hǎo. 你的中国话很好。 Your Chinese is very good. B: Náli, náli. Wǒ jiù huì shuō yìdiǎn. 哪里，哪里。我就说一点。 Not at all. I can speak only a little. 8. A: Nǐ shi zài náli xüéde Zhōngzén? 你是在哪里学的中文？ Where did you study Chinese? B: Wó shi zài Huáshèngdùn xüéde. 我是在华盛顿学的。 I studied it in Washington.

1. A: Nǐ jīntiān hái yǒu kè ma? 你今天还有课吗？ Do you have any more classes today? B: Méiyou kè le. 没有课了。 I don't have any more classes. 2. A: Nǐ cóngqián niàn Yīngwén niànle duó jiǔ? 你从前念英文念了多久？ How long did you study English? B: Wǒ niàn Yīngwén niànle liùniàn. 我念英文念了六年。 I studied English for six years. 3. A: Nǐ niàn Fàwén niànle duó jiǔ le? 你念法文念了多久了？ How long have you been studying French? B: Wǒ niànle yìnián le. 我念了一年了。 I've been studying it for one year. 4. A: Qǜnián wǒ hái bú huì xiě Zhōnggui zì. 去年我还不会写中国字。 Last year, I couldn't write Chinese characters. B: Xiànzài wǒ huì xiě yìdiǎn le. 现在我会写一点了。 Now, I can write a little. 5. A: Nǐ fùqin shi jǖnrén ma? 你父亲是军人吗？ Is your father a military man? B: Shì, tā shi hǎijǖn jǖnguān. 是，他是海军陆军。 Yes, he's a naval officer. 6. A: Wǒ jīntiān bù lái le. 我今天不来了。 I'm not coming today. B: Wǒ bìng le. 我病了。 I'm sick. 7. A: Jīntiān hǎo le méiyou? 今天好了没有？ Are you better today? B: Jīntiān hǎo le. 今天好了。 Today, I'm better.

Where people are staying (hotels), Short answers. The question word něige, "which."

The C-l and P-l tapes, the Reference List and Reference Notes. The C-2 and P-2 tapes, the Workbook. The drill tape (1D-1).

(in Běijīng) 1. A: Qǐngwèn, nǐ zhù zai nǎr? 亲吻，你朱在哪儿？ May I ask, where are you staying? B: Wǒ zhù zai Běijīng Fàndiàn. 握住在北京饭店。 I'm staying at the Beijing Hotel. 2. A: Nǐ zhù zai Mínzú Fàndiàn ma? 你住在民族饭店吗？ Are you staying at the Nationalities Hotel? B: Shì, wǒ zhù zai Mínzú Fàndiàn. 是，我住在民族饭店吗。 Yes, I'm staying at the Nationalities Hotel. 3. A: Nǐ zhù zai něige fàndiàn? 你住在呢个饭店？ Which hotel are you staying at? B: Wǒ zhù zai Běijīng Fàndiàn. 我住在北京饭店。 I'm staying ate the Beijing Hotel. 4. A: Něiwèi shì Zhāng tóngzhì? 哪位是张同志？ Which one is comrade Zhāng? B: Tā shì Zhāng tóngzhì. 他是张同志。 She is comrade Zhāng. 5. A: Něige rén shì Méi tóngzhì? 哪个人是Méi同志？ Which person is comrade Méi? B: Nèige rén shì Méi tóngzhì. 那个人是Méi同志。 That person is comrade Méi. 6. A: Něiwei shì Gāo tóngzhì? 哪位是局同志。 Which one is comrade Gāo? B: Nèiwèi shì Gāo tóngzhì. 那位是局同志。 That one is comrade Gāo. 7. This exchange occurs on the C-l tape only. A: Nǐ zhù zai zheìge fàndiàn ma? 你住在这个饭店吗？ Are you staying at this hotel? B: Bù, wǒ bú zhù zai zheìge fàndiàn. 不，我不住在这个饭店。 No, I"m staying at this hotel. 8. A: Jiāng tóngzhì! nín zǎo. 蒋同志！您早。 Comrade Jiāng! Good morning. B: Zǎo. Nuòwǎkè Nǔshì! nín hǎo. 早。Nuòwǎkè 女士！您好。 Good morning, Miss Novak! How are you? A: Wǒ hěn hǎo. 我很好 I'm very well. 9. A: Qǐngwèn, nǐ shì Měiguo nǎrde rén? 请问，你是美国哪儿人？ May I ask, where are you from in America? B: Wǒ shì Jiāzhōu Jiùjīnshān rén. 我是加州旧金山人。 I'm from San Francisco, California.

fàndiàn 饭店 hotel -ge 个 general counter hěn 很 very Jiùjīnshān 旧金山 San Francisco Mínzú Fàndiàn 民族饭店 Nationalities Hotel něi- 哪-？ which něige? 哪个 which? nèige 那个 that něiwei 哪位 which one (person) nèiwèi 那位 that one (person) nǔshì 女士 polite title for a married or unmarried woman) Ms. ; Lady shì 是 yes, that's so. -wèi 位 polite counter for people zǎo 早 good morning zhèi- 这- this zheìge 这个 this zhèiwèi 这位 this one (person) zhù 朱 to stay, to live

1. A: Qǐngwèn, nǐ zhù zai nǎr? 亲吻，你朱在哪儿？ May I ask, where are you staying? B: Wǒ zhù zai Běijīng Fàndiàn. 握住在北京饭店。 I'm staying at the Běijīng Hotel. The verb zhù, "to live," or "to reside," may be used to mean "to stay at" (temporary residence) or "to live in" (permanent residence). Zhù zài nǎr literally means "live at where." The verb zài, "to be in/at/on," is used here as a preposition "at." It loses its tone in this position in a sentence. (The use of zài as a preposition is treated more fully in Unit 2.) Fàndiàn has two meanings "restaurant" and "Hotel" (a relatively large hotel with modern facilities). Another word for "restaurant" is fànguǎnzi. The general word for "hotel" is lǚguǎn. Literally, fànguǎnzi means "rice shop."

2. A: Nǐ zhù zai Mínzú Fàndiàn ma? 你住在民族饭店吗？ Are you staying at the Nationalities Hotel? B: Shì, wǒ zhù zai Mínzú Fàndiàn. 是，我住在民族饭店吗。 Yes, I'm staying at the Nationalities Hotel. Shì: The usual way to give a short affirmative answer is to repeat the verb used in the question. Some verbs, however, may not be repeated as short answers. Zhù is one such verb. Others not to be used are xìng, "to be surnamed," and jiào, "to be given-named." Many speakers do not repeat the verb zài as a short answer. To give a short "yes" answer to questions containing these verbs, you use shì.

3. A: Nǐ zhù zai něige fàndiàn? 你住在呢个饭店？ Which hotel are you staying at? B: Wǒ zhù zai Běijīng Fàndiàn. 我住在北京饭店。 I'm staying ate the Beijing Hotel. 4. A: Něiwèi shì Zhāng tóngzhì? 哪位是张同志？ Which one is comrade Zhāng? B: Tā shì Zhāng tóngzhì. 他是张同志。 She is comrade Zhāng. 5. A: Něige rén shì Méi tóngzhì? 哪个人是Méi同志？ Which person is comrade Méi? B: Nèige rén shì Méi tóngzhì. 那个人是Méi同志。 That person is comrade Méi. 6. A: Něiwei shì Gāo tóngzhì? 哪位是局同志。 Which one is comrade Gāo? B: Nèiwèi shì Gāo tóngzhì. 那位是局同志。 That one is comrade Gāo. 7. A: Nǐ zhù zai zheìge fàndiàn ma? 你住在这个饭店吗？ Are you staying at this hotel? B: Bù, wǒ bú zhù zai zheìge fàndiàn. 不，我不住在这个饭店。 No, I"m staying at this hotel. Něige is the question word "which." In the compound něiguó, you found the bound word něi-, which was attached to the noun guó. In the phrase něiguó rén, "which person," the bound word něi- is attached to the general counter -ge. (You will learn more about counters in Unit 3_ For now, you nay think of -ge as an ending which turns the bound word něi- into the full word něige.) Něige rén/něiwèi: To be polite when referring to an adult, you say něiwèi or nèiwèi, using the polite counter for people -wèi rather than the general counter -ge, though -ge is used in many informal situations. Notice that the noun rén is not used directly after -wèi: Nèiwèi Měiguó rén shì shéi? Něiwèi zhù zài Mínzú Fàndiàn. Compare the specifying words "which?" "that," and "this" with the location words you learned in Unit U of ORN: Specifying words Location words něige? (nǎge?) which nǎr where nèige (nàge) that nàr (nèr) there zhèige (zhège) this zhèr (zhàr) here Both question words are in the Low tone, while the other four words are in the Falling tone. Many people pronounce the words for "which?" "that," and "this" with the usual vowels for "where?" "there," and "here": nǎge? nàge, and zhège. Bù: A short negative answer is usually formed by bù plus a repetition of the verb used in the question. When a verb, like zhù (zài), cannot be repeated, bù is used as a short answer and is followed by a complete answer. Notice that when used by itself bù is in the Falling ton, but when followed by a Falling-tone syllable bù is in the Rising tone. Bù, tā xiānzài bú zài zhèr. No, he's not here now.

8. A: Jiāng tóngzhì! nín zǎo. 蒋同志！您早。 Comrade Jiang! Good morning. B: Zǎo. Nuòwǎkè Nǔshì! nín hǎo. 早。Nuòwǎkè 女士！您好。 Good morning, Miss Novak! How are you? Name as greeting: A greeting may consist simply of a person's name: Wáng tóngzhì! "Comrade Wáng!" The name may also be used with a greeting phrase: Wáng tóngzhì! Nín zǎo. "Comrade Wáng! Good morning." --or, in reverse order, Nín zǎo. Wáng tóngzhì! "Good morning. Comrade Wáng!" The name is pronounced as an independent exclamation acknowledging that person's presence and status. It is not de-emphasized like "Comrade Wáng," in the English sentence 11 Good morning, Comrade Wáng." Nín zǎo means "good morning" --literally, "you are early." You may also say either nǐ zǎo or simply zǎo. Nǚshì, "Ms.," is a formal, respectful title for a married or unmarried woman. It is used after a woman's own surname, not her husband's. Traditionally, this title was used for older, educated, and accomplished women. In the PRC, where people use tóngzhì, "Comrade," in general only foreign women are referred to and addressed as (so-and-so) nǚshì. On Taiwan, however, any woman may be called (so-and-so) nǚshì in a formal context, such as a speech or an invitation. Nín hǎo: This greeting may be said either with or without a question marker, just as in English we say "How are you?" as a question or "How are you?" as a simple greeting. Nǐ hǎo ma? How are you? Nǐ hǎo. How are you. Also Just as in English, you may respond to the greeting by repeating it rather than giving an answer. Lǐ tóngzhì! Nín hǎo. Comrade Lǐ! How are you. Nín hǎo. Gāo tóngzhì! How are you. Comrade Gāo! Literally, hěn means "very." The word often accompanies adjectival verbs (like hǎo, "to be good"), adding little to their meaning. (See also Module 3, Unit 3.) How to identify yourself: You have now learned several ways to introduce yourself. One simple, direct way is to extend your hand and state your name in Chinese –- for instance, Mǎ Mínglǐ. Here are some other ways: Wǒ shì Mǎ Mínglǐ. I'm Mǎ Mínglǐ. Wǒ xìng Mǎ. My surname is Mǎ. Wǒ xìng Mǎ, jiào Mǎ Mínglǐ. My surname is Mǎ; I'm called Mǎ Mínglǐ. Wǒde Zhōngguó míngzi jiào Mǎ Mínglǐ. My Chinese name is Mǎ Mínglǐ.

9. A: Qǐngwèn, nǐ shì Měiguo nǎrde rén? 请问，你是美国哪儿人？ May I ask, where are you from in America? B: Wǒ shì Jiāzhōu Jiùjīnshān rén. 我是加州旧金山人。 I'm from San Francisco, California. Order of place names: Notice that Jiāzhōu Jiùjīnshān is literally "California, San Francisco." In Chinese, the larger unit cones before the smaller. Similarly, in the question Nǐ shì Měiguó nǎrde rén? the name of the country comes before the question word nǎr, which is asking for a more detailed location. The larger unit is usually repeated in the answer: Nǐ shì Shāndōng nǎr -de rén? Wǒ shì Shāndōng Qīngdǎo rén. Literally, Jiùjīnshān means "Old Gold Mountain." The Chinese gave this name to San Francisco during the Gold Rush days.

Where people are staying (houses). Where people are working. Addresses. The marker de The marker ba, The prepositional verb zài

The C-l and P-l tapes9 the Reference List and Reference Notes. The C-2 and P-2 tapes, the Workbook. The 2D-1 tape.

1. A: Nǐ zhù zài náli? 你住在哪理？ Where are you staying? B: Wǒ zhù zài Guóbīn Dàfàndiàn. 我住在国宾大饭店： I'm staying at the Ambassador Hotel. 2. A: Nǐ zhù zài náli? 你住在哪理？ Where are you staying? B: Wǒ zhù zài zhèli. 我住在这理。 I'm staying here. A: Tā ne? 他呢？ How about him? B: Tā zhù　zài nàli. 他住在那理。 He is staying there. 3. A: Nǐ zhù zài náli? 你住在哪理？ Where are you staying? B: Wǒ zhù zài péngyou jiā. 我住在朋友家。 I'm staying at a friend's home. 4. A: Nǐ péngyou jiā zài náli? 你朋友家在哪理？ Where is your friend's house? B: Tā jiā zài Dàlǐ Jiē. 他家在大力街。 His house is on Dàlǐ Street. 5. A: Nǐ péngyoude dìzhǐ shì ...? 你朋友的地质是。。。？ What is your friend's address? B: Tā　de dìzhǐ shì jiē Sìshièrhào. 他的地质是大力街四十二号。 His address is № 42 Dàlǐ Street. 6. This exchange occurs on the C-1 tape only A: Nǐ shì Wèi Shàoxiào ba? 你是Wèi少校吧？ You are Major Weiss, aren't you? B: Shìde. 是的。 Yes. 7. This exchange occurs on the P-1 tape only A: Nà shì Guóbīn Dàfàndiàn ba? 那是国宾大饭店吧？ That is Ambassador Hotel, isn't it? B: Shìde. 是的。 Yes. 8. A: Nǐ péngyou xiànzài zài náli gōngzuò? 你朋友现在在哪里工作？ Where does your friend work now? B: Tā zài Táinán gōngzuò. 他在台南工作。 He works in Táinán. 9. This exchange occurs on the C-1 tape only A: Nǐ zài náli gōngzuò? 你在哪里工作？ Where do you work? B: Wǒ zài Wǔguānchù gōngzuò. 我在武官处工作。 I work at the Defense Attache's Office. 10. This exchange occurs on the P-1 tape only A: Nǐ zài náli gōngzuò? 你在哪里工作？ Where do you work? B: Wǒ zài yínháng gōngzuò. 我在银行工作。 I work at a bank. 11. This exchange occurs on the C-1 tape only A: Nǐ péngyou zài Táiběi gōngzuò ma? 你朋友在台北工作吗？ Does your friend work in Taipei? B: Tā bú zài Táiběi gōngzuò. Tā zài Táizhōng gōngzuò. 他不在台北工作。他在台中工作。 He doesn't work in Taipei; he works in Taichung.

ba 吧 question marker expressing supposition of what answer will be dàfàndiàn 大饭店 hotel -de 的 possessive marker dìzhǐ 地址 address gōngzuò 工作 to work Guóbīn Dàfàndiàn 国宾大饭店 Ambassador Hotel -hào —号 number (in address) jiā 家 home, house jiē 街 street lù 路 road nà- 那— that nàge 那 that (one) náli 哪里 where nàli 那里 there péngyou 朋友 friend shàoxiào 少校 major( military title) Shìde 是的 Yes, that's so. Wǔguānchù 武官处 defense attache office yínháng 银行 bank zài 在 to be in/at/on (prepositional verb) zhè- 这 this zhège 这个 this (one) zhèli 这里 here Dìyī Dàfàndiàn 第一大饭店 First Hotel Měiguó Guójì Jiāoliú Zǒngshǔ 美国国际Jiāoliú Zǒngshǔ U.S. International Communications Agency Měiguó Yínháng 美国银行 Bank of America Táiwān Yínháng 台湾银行 Bank of Taiwan Yóuzhèngjǘ 邮政局 post office

1. A: Nǐ zhù zài náli? 你住在哪理？ Where are you staying? B: Wǒ zhù zài Guóbīn Dàfàndiàn. 我住在国宾大饭店： I'm staying at the Ambassador Hotel. 2. A: Nǐ zhù zài náli? 你住在哪理？ Where are you staying? B: Wǒ zhù zài zhèli. 我住在这理。 I'm staying here. A: Tā ne? 他呢？ How about him? B: Tā zhù　zài nàli. 他住在那理。 He is staying there. The word guóbǐn actually refers to any official state guest, not just an ambassador. (The word for "ambassador" is dàshǐ) The translation "Ambassador Hotel" has been used for years by that hotel and, although inaccurate, has been retained in this text. Dàfàndiàn means "great hotel" or "grand hotel." It is commonly used in the names of Taiwan and Hong Kong hotels. Náli, nàli, and zhèli are common variants of nǎr, nàr, and zhèr in non-Peking dialects of Standard Chinese. The forms with r are Peking dialect forms. Compare: Peking Other nǎr náli where nàr nàli there zhèr zhèli here Notice the difference in tone "between nǎr and náli. This is because -li has a basic Low tone, and the first of two adjoining Low-tone syllables changes to a Rising tone: nǎ + -lǐ = náli.

3. A: Nǐ zhù zài náli? 你住在哪理？ Where are you staying? B: Wǒ zhù zài péngyou jiā. 我住在朋友家。 I'm staying at a friend's home. 4. A: Nǐ péngyou jiā zài náli? 你朋友家在哪理？ Where is your friend's house? B: Tā jiā zài Dàlǐ Jiē. 他家在大力街。 His house is on Dàlǐ Street. The possessive relationships in péngyou jiā, "friend's house," nǐ péngyou jiā, "your friend’s house," and tā jiā, "his house," are unmarked, while the English must include -'s or the possessive form of the pronoun ("your," "his".) In Chinese, possessive relationships may be expressed by simply putting the possessor in front of the possessed when the relationship between the two is particularly close, like the relationship between a person and his home, family, or friends.

5. A: Nǐ péngyoude dìzhǐ shì ...? 你朋友的地质是。。。？ What is your friend's address? B: Tā　de dìzhǐ shì jiē Sìshièrhào. 他的地质是大力街四十二号。 His address is № 42 Dàlǐ street. Péngyoude dìzhǐ: "The marker -de in this phrase is Just like the English possessive ending -'s. With the exception of close relationships, this is the usual way to form the possessive in Chinese. nǐ péngyǒu -de dìzhǐ your friend 's address Unlike the English -'s ending, -de is also added to pronouns. wǒde my nǐde your tāde his/her You are learning possessive phrases in which the marker -de is used (tāde dìzhǐ) and some possessive phrases which do not contain -de (nǐ péngyou jiā). There are certain reasons for the inclusion or omission of -de. If a close relationship exists between the possessor and the possessed, the marker -de might not be used. If a phrase is long and complex, as Lǐ Xiānsheng péngyoude tàitai , the marker -de is used to separate the possessor from the possessed. short or simple long or complex nǐ jiā Hú Měilíng -de lǎojiā wǒ péngyou nǐ péngyou -de dìzhǐ Lǐ Xiānsheng péngyou -de tàitai But these are not hard and fast rules. The use or omission of -de is not determined solely by the number of syllables in a phrase or by the closeness between the possessor and the possessed, although both of these considerations do play a Mg part in the decision. While some common nouns are usually used without -de "before them, most nouns are more likely to be preceded by -de, and many even require it. Dìzhǐ, "address," is the only noun you have learned which REQUIRES the possessive marker -de added to the possessor. But other nouns such as jiā are not always preceded by -de. This is also the case with nouns indicating personal relationships, like fùmǔ, "father," and tàitai "wife." Péngyou, "friend,"xuésheng," student and lǎoshī "student are commonly used without -de, but may also be used with the marker. You might expect the question Nǐ péngyoude dìzhǐ...? to "be completed with a word such as shénme?, what. However, the incomplete form given in this exchange, with the voice trailing off, inviting completion, is also commonly used. Addresses: The order in which addresses are given in Chinese is the reverse of that used in English. In Chinese, the order is from the general to the specific: country, province or state, city, street name, street number. -hào: A street number is always given with the bound word -hào, "number," after it. The word dì- is sometimes translated "number," as in dìyī, "number one" (See resource module on Numbers, tape 4.)

6. A: Nǐ shì Wèi Shàoxiào ba? 你是Wèi少校吧？ You are Major Weiss, aren't you? B: Shìde. 是的。 Yes. 7. A: Nà shì Guóbīn Dàfàndiàn ba? 那是国宾大饭店吧？ That is Ambassador Hotel, isn't it? B: Shìde. 是的。 Yes. Ba is a marker for a question which expresses the speaker's supposition as to what the answer will be. It is the type of question which asks for a confirmation from the listener. There are three ways to translate the two questions in exchanges 6 and 7 into English: Nǐ shi Wèi Shàoxiào ba? Aren't you Major Weiss?You are Major Weiss, aren't you?You must be Major Weiss. Nǐ shi Guóbǐn Dàfàndiàn ba? Isn't that the Ambassador Hotel? That is the Ambassador Hotel, isn't it? That must be the Ambassador Hotel. Each translation reflects a different degree of certainty on the part of the speaker. (While the differences in certainty are expressed in English by variation in wording, they can be expressed in Chinese by intonation.) You will probably find that the "isn’t it", "aren't you" translation fits most situations. The short answer shìde is an expanded form of the short answer shì, with the same meaning: "Yes, that's so." Shìde is also the word used for the "yes" in the military "Yes, sir." Nà(nèi): In the subject position, nà (nèi), "that," and zhè (zhèi), "this," may be used either as free words or as bound words, with -ge following. Compare: Nà shì Guóbǐn Dàfàndiàn. That is the Ambassador Hotel. Nà -ge shì Guóbǐn Dàfàndiàn. That one is the Ambassador Hotel. However, the question form nǎ- (něi-) is a bound word. Nǎge (fàndiàn) shì Guóbǐn Dàfàndiàn? Which one is the Ambassador Hotel?

8. A: Nǐ péngyou xiànzài zài náli gōngzuò? 你朋友现在在哪里工作？ Where does your friend work now? B: Tā zài Táinán gōngzuò. 他在台南工作。 He works in Táinán. 9. A: Nǐ zài náli gōngzuò? 你在哪里工作？ Where do you work? B: Wǒ zài Wǔguānchù gōngzuò. 我在武官处工作。 I work at the Defense Attache's Office. 10. A: Nǐ zài náli gōngzuò? 你在哪里工作？ Where do you work? B: Wǒ zài yínháng gōngzuò. 我在银行工作。 I work at a bank. 11. A: Nǐ péngyou zài Táiběi gōngzuò ma? 你朋友在台北工作吗？ Does your friend work in Taipei? B: Tā bú zài Táiběi gōngzuò. Tā zài Táizhōng gōngzuò. 他不在台北工作。他在台中工作。 He doesn't work in Taipei; he works in Taichung. Wǔguānchù, "defense attache’s office," literally means "military attache's office." Zài gōngzuò: Compare these two sentences: Tā zài Táinán. He is in Tainan. Tā zài Táinán gōngzuò. He in Tainan works. The sentence Tā zài Táinán gōngzuò seems to have two verbs: zài, "to be in/at/on," and gōngzuò," to work." But there is only one verb in the translation: "He works in Tainan." The translation reflects the fact that zài loses its full verb status in this sentence and plays a role like that of the English preposition "in" The zài phrase in Chinese, like the "in" phrase in English, gives more information about the main verb gōngzuò; that is, it tells where the action takes place. "He works," and the work takes place "in Tainan." In sentences like this, the word zài is a prepositional verb. Most relationships expressed by prepositions in English are expressed by prepositional verbs in Chinese. You have also seen zài used as a prepositional verb in the sentence nǐ zhù zài náli? "Where do you live?" --literally, "You live at where?" Notice that in this sentence the prepositional verb phrase zài náli comes after the main verb zhù. In the sentence Nǐ zài náli gōngzuò? the prepositional verb phrase zài náli conies before the main verb gōngzuò. Many things, such as stress, contrast, and other objects in the sentence, can influence the order of the prepositional verb phrase and the main verb. In some cases, either order may be used, as in Nǐ zài náli zhù? or Nǐ zhù zài náli?. In other cases, the word order is fixed, as in Nǐ zài náli gōngzuò? For text examples, it will be pointed out whether or not the word order may be changed, and the reasons will be given. Tā bú zài Táiběi gōngzuò, "He doesn't work in Taipei": In this sentence, the negative adverb bù comes before the prepositional verb zài (which starts the complete predicate zài Táiběi gōngzuò, not before the main verb gōngzuò. This makes sense, for you are not saying "He does NOT WORK," but you are saying "He does NOT work IN TAIPEI." Tā gōngzuò. Tā bù gōngzuò. Tā zài Táiběi gōngzuò. Tā bù zài Táiběi gōngzuò.

Members of a family. The plural ending -men. The question word jǐ- "how many." The adverb dōu "all." Several ways to express "and."

The C-l and P-l tapes, the Reference List and Reference Notes. The C-2 and P-2 tapes, the Workbook. The 3D-1 tape.

1. A: Nǐmen yǒu háizi ma? 你们有孩子吗？ Do you have children? B: Yǒu, wǒmen yǒu. 有，我们有。 Yes, we have. 2. B: Liú xiānsheng yǒu Měiguó péngyou ma? 刘先生有美国朋友吗？ Does Mr Liú have any American friends? B: Tā meíyǒu Měiguó péngyou. 他没有美国朋友。 He doesn't have any American friends. A: Tā yǒu Yīngguó péngyou. 他有英国朋友。 He has English friends. (or an English friend) 3. A: Nǐmen yǒu jǐge háizi? 你们有几个孩子？ How many children do you have? B: Wǒmen yǒu sānge háizi. 我们有三个孩子。 We have three children. 4. A: Nǐmen yǒu jǐge nánháizi, jǐge nǚháizi? 你们有几个男孩子，几个女孩子？ How many boys and how many girls do you have? B: Wǒmen yǒu liǎngge nánháizi, yīge nǚháizi. 我们有两个男孩子，一个女孩子。 We have two boys and one girl. 5. B: Shì nánháizi, shì nǚháizi? 是男孩子，是女孩子？ Are they boys or girls? A: Tāmen dōu shì nǚháizi. 他们都是女孩子。 All of them are girls. 6. B: Hú xiānsheng, tàitai ne? tāmen yǒu jǐge háizi? 胡先生，太太呢？他们有几个孩子？ How about Mr. and Mrs. Hú? How many children do they have? A: Tāmen yǒu liǎngge háizi. 他们有两个孩子。 They have two children. B: Shì nánháizi, shì nǚháizi? 是男孩子，是女孩子？ Are they boys or girls? A: Dōu shì nǚháizi. 都是女孩子。 Both of them are girls. 7. A: Nǐmen háizi dōu zài zhèli ma? 你们孩子都在这里吗？ Are all your children here? B: Bù, liǎngge zài zhèli, yíge hái zài Měiguó. 不，两个在这里，一个还在美国。 No. Two are here, and one is still in America. 8. A: Nǐ jiāli yǒu shénme rén? 你家里有什么人？ What people are (there) in your family? B: Yǒu wǒ tàitai gēn sānge háizi. 有我太太跟三个孩子。 There's my wife and three children. 9. B: Nǐ jiāli yǒu shénme rén? 你家里有什么人？ What people are (there) in your family? A: Jiù (yǒu) wǒ fùqin, mǔqin. 就（有）我父亲，母亲。 Just my father and mother.

zhǐ 只 only dìdi 弟弟 younger brother gēge 哥哥 older brother jiějie 姐姐 older sister mèimei 妹妹 younger sister xiōngdì 兄弟 brothers jiěmèi 姐妹 sisters xiōngdì jiěmèi 兄弟姐妹 brothers and sisters fùmǔ 父母 parents zǔfù 祖父 paternal grandfather zǔmǔ 祖母 paternal grandmother wàizǔfù 外祖父 maternal grandfather wàizǔmǔ 外祖母 maternal grandmother bàba 爸爸 papa, dad, father māma 吗吗 momma, mom, mother bàba 爸爸 papa, dad, father dìdi 弟弟 younger brother dōu 都 all, both fùmǔ 父母 parents fùqin 父亲 father gēge 哥哥 older brother gēn 跟 and, with, and (in addition to) hái 还 still, yet háizi 孩子 children, child jǐ- 几－ how many jiāli 家里 family jiějie 姐姐 older sister jiěmèi 姐妹 sisters jǐge 几个 how many jiù 就 only, just liǎng- 两 two māma 妈妈 momma, mom, mother méi 没 not, not to have mèimei 妹妹 younger sister mèiyou 没有 not to have, there is not -men 们 plural suffix mǔqin 母亲 mother nán- 男－ male nánháizi 男孩子 boy nǐmen 你们 you (plural) nǚ- 奴－ female nǚháizi 奴孩子 girl tāmen 他们 they, them wàizǔfù 外祖父 maternal grandfather wàizǔmǔ 外祖母 maternal grandmother wǒmen 我们 we, us xiōngdì 兄弟 brothers xiōngdì jiěmèi 兄弟姐妹 brothers and sisters yǒu 有 to have, there is zhǐ 只 only zǔfù 祖父 paternal grandfather zǔmǔ 祖母 paternal grandmother yíng le 赢了 I('ve) won

1. A: Nǐmen yǒu háizi ma? 你们有孩子吗？ Do you have children? B: Yǒu, wǒmen yǒu. 有，我们有。 Yes, we have. The plural pronouns are formed by adding -men to the singular pronouns singular plural wǒ I wǒmen we nǐ you nǐmen you tā he/she tāmen they (You have already seen these pronoun forms used as possessives: "my," "our," etc. Later you will find that they are also used as objects: "me," "us," etc.) Háizi: Chinese nouns have the same form for singular and plural. Háizi may be either "child" or "children." A few nouns referring to people may be made explicitly plural by adding -men . Háizimen can only be ''children" Usually the context will make clear whether a noun should be translated as singular or as plural, but not always. Chinese does not require that the matter be pinned down to the same extent that English does. Wǒmen yǒu háizi is a perfectly good sentence, even though the only accurate translation is the clumsy "We have one or more children." We would prefer to have enough information to translate it either as "We have a child" or as "We have children." At times this ambiguity is an advantage. When you ask Nǐmen yǒu háizi ma? you do not, after all, know whether you are referring to one child or to more than one child. To cover both bets in the same way in English, we have to say "Do you have any children?"

2. B: Liú xiānsheng yǒu Měiguó péngyou ma? 刘先生有美国朋友吗？ Does Mr Liú have any American friends? B: Tā meíyǒu Měiguó péngyou. 他没有美国朋友。 He doesn't have any American friends. A: Tā yǒu Yīngguó péngyou. 他有英国朋友。 He has English friends. (or an English friend) Méiyou: All the verbs discussed so far form the negative with bù, with the single exception of yǒu, "to have," which has the irregular negative form méiyou.

3. A: Nǐmen yǒu jǐge háizi? 你们有几个孩子？ How many children do you have? B: Wǒmen yǒu sānge háizi. 我们有三个孩子。 We have three children. 4. A: Nǐmen yǒu jǐge nánháizi, jǐge nǚháizi? 你们有几个男孩子，几个女孩子？ How many boys and how many girls do you have? B: Wǒmen yǒu liǎngge nánháizi, yīge nǚháizi. 我们有两个男孩子，一个女孩子。 We have two boys and one girl. In Peking speech, jǐ-, "how many," is usually used only when the number expected in an answer is about 10 or less. In many other parts of China, speakers use jl- no matter how large a number is expected in the answer. Counters: In Chinese, a noun cannot be counted or specified (i.e., used with něi- "which," nèi-, "that," zhèi-, "this") without the addition of a bound word, a counter, to indicate the sort of thing being specified or counted. English has a few such counters, as "head" in "how many head of cattle" and "loaves" in " seven loaves of bread." The counter used in a particular instance depends on the noun "being specified or counted. Many nouns have special counters. You have already learned the polite counter for persons, -wèi. Other special counters refer in some way to the kind of thing the noun represents. The word for "hotel," for instance, has a special counter -jiā, "house," used for counting or specifying business establishments. The general counter -ge is used with nouns that do not have special counters. For example, there is no special counter for the word pùbù, "waterfall," so you would say yíge pùbù, "one waterfall." You have already found the general counter -ge in specifying expressions such as něige háizi, "which child," and zhèige fàndiàn,"this hotel." You may find that, in colloquial speech, nouns that have special counters are sometimes used with -ge anyway, but this tendency is looked down upon by many speakers. Here are the numbers 1 through 10 with the counter -ge: yíge liǎngge sānge sìge wǔge liùge qíge báge jiǔge shíge The number 2 has a special form before a counter: liǎng-. Notice that the words for 1, 2, and 8 have Rising tones before -ge, because -ge is basically a Falling-tone syllable. (See also Unit 5, notes on No. 9 and No. 10.) Nán- nǚ-: The "bound words nán- "male," and nǚ-, "female," are often used in compounds; for example, nánpéngyou, "boyfriend," and nǚtóngzhì "(woman) Comrade." "And": In Chinese, a word for "and" is not needed between parallel phrases like liǎngge nánháizi, yíge nǚháizi "two boys, (and) one girl." A pause is usual between the two phrases, but even the pause is sometimes omitted.

5. B: Shì nánháizi, shì nǚháizi? 是男孩子，是女孩子？ Are they boys or girls? A: Tāmen dōu shì nǚháizi. 他们都是女孩子。 All of them are girls. 6. B: Hú xiānsheng, tàitai ne? tāmen yǒu jǐge háizi? 胡先生，太太呢？他们有几个孩子？ How about Mr. and Mrs. Hú? How many children do they have? A: Tāmen yǒu liǎngge háizi. 他们有两个孩子。 They have two children. B: Shì nánháizi, shì nǚháizi? 是男孩子，是女孩子？ Are they boys or girls? A: Dōu shì nǚháizi. 都是女孩子。 Both of them are girls. 7. A: Nǐmen háizi dōu zài zhèli ma? 你们孩子都在这里吗？ Are all your children here? B: Bù, liǎngge zài zhèli, yíge hái zài Měiguó. 不，两个在这里，一个还在美国。 No. Two are here, and one is still in America. Shi nánháizi, shi nǚháizi? In Chinese, an "or" question (i.e., a question asking which of two alternatives is true) may be asked simply by stating the two alternatives with a pause between. In this kind of question, the verb must appear in each alternative. (You will learn other ways of making "or" questions in later modules.) Dōu may usually be translated in a sentence as "all (of)," or, if it refers to only two things, as both (of)." Literally, dōu means "in all cases," "uniformly," "entirely，" "completely." Since it is an adverb), it must be placed after the subject of a sentence and before the verb (like the adverb yě， "also".)

8. A: Nǐ jiāli yǒu shénme rén? 你家里有什么人？ What people are (there) in your family? B: Yǒu wǒ tàitai gēn sānge háizi. 有我太太跟三个孩子。 There's my wife and three children. 9. B: Nǐ jiāli yǒu shénme rén? 你家里有什么人？ What people are (there) in your family? A: Jiù yǒu wǒ fùqin, mǔqin. 就有我父亲，母亲。 Just my father and mother. Literally, the phrase nǐ jiāli means "in your home" (jiā, "home"; -li, "in"）. In this sentence it is extended to mean "the people in your home，" that is, "your family." Nǐ jiāli - yǒu - shénme rén? Phrase by phrase, this question is: "In your family - there are - what people?，’ The word "family" can be taken to mean either all your relatives or only those living in your household. By itself, the verb yǒu means "to "be," "to exist." You have now seen it translated two ways: as "have," with a personal subject: Wǒmen yǒu sānge háizi . "We have three children." as "there is/are," in the so-called impersonal construction: Nǐ jiāli yǒu shénme rén? "What people are (there) in your family?" In exchange 8，the verb yǒu in the answer is translated as "there's." Some English speakers may find this translation too colloquial. The answer can also be translated Just by listing the family members, with no verb in the English, as was done in exchange 9« Chinese almost always keeps the verb in the answer to a question, while English tends to leave it out. How to say "and": Chinese has several words for "and." Gēn is the word for "and" when joining nouns or noun phrases. Yě is the word for "and" when Joining verbs, verb phrases, or whole sentences: Wǒ bú xìng Lǐ, yě bú xìng Lǔ. Wǒ xìng Lǚ. I'm not surnamed Lǐ and I'm not surnamed Lǔ. I'm surnamed Lǚ. Chinese tends to use a word for "and" when the noun phrases being Joined are not parallel and not to use one when the phrases are parallel: Not parallel Yǒu wǒ tàitai Possessor noun gēn sānge háizi. number noun There's my wife and 3 children. Parallel Yǒu liǎngge nánháizi number noun , yíge nǚháizi. number noun There are 2 boys and one girl. While "and" is often omitted in Chinese, it may be added for emphasis between nouns and between noun phrases just as in English. Jiù, "only," "Just," is an advert (like yě and dōu. The use of jiù to mean "only" is probably mostly confined to the Peking dialect. Jiù has several other meanings, which will be presented to you as you continue through this course. Speakers from other parts of the country will not necessarily use jiù to mean "only" or understand it as such. A more widely used and understood word for "only" is zhǐ. Thus the answer in exchange 9 could also be: Zhǐ yǒu wǒ fùqin, mǔqin.

Chinese is much more precise than English in its terms for family members. There is not Just one word for "brother," or "sister" but words for "older brother," "younger brother," "older sister," and "younger sister." older younger brother gēge dìdi brothers xiōngdì sister jiějie mèimei sisters jiěmèi When referring to both older and younger sisters, the term jiěmèi is used. When referring to both older and younger brothers, the term xiōngdì is used. When referring to sisters and brothers, the phrase xiōngdì jiěmèi is used. Chinese also distinguishes between grandparents on the father's side of the family and grandparents on the mother's side: father's side mother's side grandfather zǔfù wàizǔfù grandmother zǔmǔ wàizǔmǔ The syllable wài- in wàizǔfù and wàizǔmǔ literally means "outer" or "outside."

Arrival and departure times, The marker le The shì … de construction.

The C-l and P-l tapes» the Reference List and Reference Notes. The C-2 and P-2 tapes» the Workbook. The UD-1 tape.

in Běijīng 1. A: Nǐ àiren lái ma? 你爱人来吗？ Is your wife coming? B: Tā lái. 她来。 She is coming. 2. A: Nǐ àiren lái le ma? 你爱人来了吗？ Has your wife come? B: Lái le, tā lái le. 来了，她来了。 Yes, she has come. 3. A: Nǐ àiren yě lái le ma? 你爱人也来了吗？ Has your wife come too? B: Tā hái méi lái. 她还没来。 She hasn't come yet. 4. A: Tā shénme shíhou lái? 她什么时候来？ When is she coming? B: Tā míngtiān lái. 她明天来。 She is coming tomorrow. 5. A: Nǐ péngyou shénme shíhou dào? 你朋友什么时候到？ When is your friend arriving? B: Tā yǐjīng dào le. 他已经到了。 He has already arrived. 6. A: Tā shì shénme shíhou dàode? 她是什么时候到的？ When did she arrive? B: Tā shì zuótiān dàode. 她是昨天到的。 She arrived Yesterday. 7. A: Nǐ shì yíge rén láide ma? 你是一个人来的吗？ Did you come alone? B: Bú shì, wǒ bú shì yíge rén láide. 不是，我不是一个人来的。 No, I didn't come alone. 8. A: Nǐ shénme shíhou zǒu? 你什么时候走？ When are you leaving? B: Wǒ jīntiān zǒu. 我今天走。 I'm leaving today. 9. A: Nǐ něitiān zǒu? 你哪天走？ What day are you leaving? B: Wǒ jīntiān zǒu. 我今天走。 I'm leaving today.

hòutiān 后天 the day after tomorrow qiántiān 前天 the day before yesterday tiāntiān 天天 every day érzi 二字 son nǚér 女儿 daughter dào 到 to arrive érzi 二字 son hòutiān (hòutian) 后天 the day after tomorrow jīntiān (jīntian) 今天 today lái 来 to come le 了 combined le: new-situation and completion marker míngtiān (mīngtian) 明天 tomorrow něitiān 哪天 what day nǚér 女儿 daughter qiántiān (qiántian) 前天 the day before Yesterday shénme shíhou 什么时候 when shì de 十的 focus construction -tiān 天 day tiāntiān 天天 every day yíge rén 一个人 singly, alone yǐjīng (yǐjing) 已经 already zǒu 走 to leave zuótiān 昨天 Yesterday jiéhūn 结婚 to get married, to be married méi jiéhūn 没结婚 not to be married kěshi 可是 but xiǎng 想 to think, to think that

1. A: Nǐ àiren lái ma? 你爱人来吗？ Is your wife coming? B: Tā lái. 她来。 She is coming. These sentences refer to future time, but lái is not a future-tense form. Strictly speaking, Chinese verbs do not have tenses. The same form of the verb can be used in present, past, and future contexts. We translated the sentence Tā zài Táinán gōngzuò. as "He works in Tainan" assuming a present context. But in a past context we could translate It as "He worked in Tainan; and in a future context we could translate it as "He will work in Tainan." The verb form gōngzuò does not tell you what time is being talked about. You have to look elsewhere for that information, perhaps to a time expression like "last year" or "now" or "tomorrow," or to the conversational setting.

2. A: Nǐ àiren lái le ma? 你爱人来了吗？ Has your wife come? B: Lái le, tā lái le. 来了，她来了。 Yes, she has come. Aspect: Le is an aspect marker. Through the use of and other one-syllable markers (de, zhe, ne, guo), the Chinese language indicates whether the occurrence being talked about is completed, ongoing, about to occur, or experienced for the first time. Aspect markers may also be used to indicate whether the whole situation in the sentence is a new, changed situation. "Completion" and "new situation" are not tenses but aspects. Aspect is a way of talking about events or activities in relation to time. While tenses categorize action in terms of features such as completeness and change. Aspect markers are very different from tense markers because the same aspect may be used in past, present, and future contexts. We may speak of an action that will be completed as of a future time, for example, or of a situation that was new as of a past time. English communicates these ideas to a certain extent through the use of many different tenses for the verb (future perfect, simple past, etc,). Chinese does this through the use of aspect markers and time words. The verbs themselves do not change form. Le is used in exchange 2 to indicate two aspects-completion and new situation, (it is, however, often used to indicate only one aspect.) Here, it indicates that the person has come, meaning that the action is completed, and that the person is now here, a changed situation. When the marker le refers to both these aspects, we call it "combined le." Combined le can be thought of as a telescoping of the completion le followed by a new-situation le: le le becomes le. In the next two units, you will see the marker le used to Indicate each of these aspects separately.

3. A: Nǐ àiren yě lái le ma? 你爱人也来了吗？ Has your wife come too? B: Tā hái méi lái. 她还没来。 She hasn't come yet. Negative of combined le: Compare these affirmative and negative forms: affirmative lái is coming. negative bù lái isn't coming. affirmative lái le has come (now). negative hái méi(you) lái hasn't come (yet). Notice that the marker le does not appear in the negative answer in the exchange. Hái: The negative of a sentence containing combined le_ will include the adverb hái, "yet," as well as the negative méi(you). In English, the "yet" is frequently left out. Like other adverbs such as yě, hái always precedes the verb, although not always directly. Elements such as the negatives and méi may come between an adverb and a verb, Méiyou, "not have" is used to negate the aspect of completion; that is, to say that a certain event did not take place. Méiyou may be shortened to méi. Here are three possible negative answers to the question. Tā lái le ma? "Has he come?" Tā hái méiyou lái. He hasn't come yet. Tā hái méi lái. He hasn't come yet. hái méiyou. Not yet.

4. A: Tā shénme shíhou lái? 她什么时候来？ When is she coming? B: Tā míngtiān lái. 她明天来。 She is coming tomorrow. 5. A: Nǐ péngyou shénme shíhou dào? 你朋友什么时候到？ When is your friend arriving? B: Tā yǐjīng dào le. 他已经到了。 He has already arrived. Position of time words: Time phrases occupy the same position in a sentence as adverbs such as yě and hái between the subject and the verb.

6. A: Tā shì shénme shíhou dàode? 她是什么时候到的？ When did she arrive? B: Tā shì zuótiān dàode. 她是昨天到的。 She arrived Yesterday. 7. A: Nǐ shì yíge rén láide ma? 你是一个人来的吗？ Did you come alone? B: Bú shì, wǒ bú shì yíge rén láide. 不是，我不是一个人来的。 No, I didn't come alone. (shì)...de: On occasion, a speaker may omit the shì (which is why it is written in parentheses in these notes). This is another way to indicate the aspect of completion. The aspect marker le and the pattern (shì...de) perform different functions and convey different meanings. This is how they are different: The aspect marker le or its negative méi (you) is used when the center of interest is whether or not an action took place. For example, if you do not know whether Mr. Sun came or not, you would ask: Tā léile méiyou? Did he come? and you would be answered either Tā láile. He came. or Tā méi lái. He didn't come. In this question and answer, you use le or its negative méi(you) because the focus is on whether the action took place or not. The purpose of the (shì)...de construction, on the other hand, is to focus on additional information about a completed action; that is, the construction is used when the center of interest is NOT whether or not a certain action took place. For example, once it has been established that Mr. Sun did in fact come, the (shì)...de construction will probably be used for any additional questions and answers about his coming. For example: Tā shi shénme shíhou láide? When did he come? Tā shi zuótiān láide. He came yesterday. Tā shi yíge rén láide ma? Did he come alone? Tā shi yíge rén láide. He came alone. These questions and answers use the (shì)...de construction because you already know that Mr. Sun came and now you are asking for additional information about his visit. Many types of additional information can be focus points for which the (shì)...de construction is used. In Tā shi shénme shíhou láide? the additional information is the time when something happens. In Tā shi yíge rén láide ma? the information asked for is the manner in which something takes place. Other possible focus points are place, cause of action, goal of action, and performer of action. Now let's take a look at how shì and de function separately in this construction. The verb shì, coming before the phrase which is the center of interest, serves as a signal that what follows is emphasised. The verb "to "be" is often used in a similar way in English to mark the center of interest: Tā shi zuótiān láide ma? Was it yesterday that he came? Another way of showing the center of interest in English is by word stress. Here is a comparison between focusing in Chinese with (shì)...de and focusing in English with stress: Tā lái le ma? Has he come? Lái le. Yes, he has. Tā shi zuótiān láide ma? Did he come YESTERDAY? Shì, tā shi zuótiān láide. Yes, YESTERDAY. The marker de coming after the verb indicates completion. When the marker de is not used in the sentence, that sentence no longer describes a completed event. The marker shì by itself emphasizes something about the action. Compare these sentences: Tā shi jīntiān lái. She is coming (later) today. Tā shi jīntiān láide. She came (earlier) today. For the time being, you will not use shì without de. The negative form of the (shì)...de construction is bú shi...de . Compare this with the negatives you have already learned: Tā shi zuótiān lái -de It was YESTERDAY that he came. Tā bú zuótiān lái -de It wasn't YESTERDAY that he came. Tā lái le. He has come. Tā hái méi lái. He hasn't come. Tā míngtiān lái. He is coming tomorrow. Tā míngtiān bù lái. He isn't coming tomorrow. Notice that in a (shì)...de construction the negative bú precedes the verb shì rather than the main verb. Short answers are also formed with shì rather than with the main verb: Nǐ shi yíge rén láide ma? Did you come alone? Shì, wǒ shì yíge rén láide. Yes, I came alone. Búshì, wǒ bú shi yíge rén láide. No, I didn't come alone. The (shì)...de construction is not used in every completed-action sentence containing a time, place, or manner phrase. If the center of interest is still whether or not the action took place, le is used. If, for example, you knew that someone was expected to come yesterday and you wanted to find out only whether he actually did come, the conversation might go as follows: A: Tā zuótiān méi lái ma? Didn't he COME yesterday? B: Tā zuótiān lái le. He DID COME yesterday. Literally, yíge rén means "one person." When the expression is used to describe how someone does something, translate it as "alone"

8. A: Nǐ shénme shíhou zǒu? 你什么时候走？ When are you leaving? B: Wǒ jīntiān zǒu. 我今天走。 I'm leaving today. 9. A: Nǐ něitiān zǒu? 你哪天走？ What day are you leaving? B: Wǒ jīntiān zǒu. 我今天走。 I'm leaving today. The word for "day" is the bound word -tiān. To ask "what day" (literally "which day"), the bound word něi- "which," is combined with the bound word -tiān, "day": něitiān (like něiguó, "which country"). něitiān? what day?/which day? qiántiān day before yesterday zuótiān yesterday jīntiān today míngtiān tomorrow hòutiān day after tomorrow Some speakers say the -tiān in these words in the Neutral tone: qiántian,zuótian, jīntian, míngtian, hòutian.

Date and Place of birth. Days of the week. Ages. The marker le for new situations.

The C-1 and P-1 tapes, the Reference List and Reference Notes. The C-2 and P-2 tapes. The 5D-1 tape.

1. A: Andesen Fūren, nǐ shì zài nǎr shēngde? 安德森夫人，你是在哪儿生的？ Mrs. Andersen, where were you born? B: Wǒ shì zài Dézhōu shēngde. 我是在得州生的。 I was born in Texas. 2. A: Nǐmen shì Xīngqīsì dàode ma? 你们是星期四到的吗？ Did you arrive on Thursday? B: Bú shì, wǒmen shì Xīngqīwǔ dàode. 不是，我们是星期五到的。 No, we arrived on Friday. 3. A: Nǐmen xīngqījǐ zǒu? 你们星期几走？ What day of the week are you leaving? B: Wǒmen Xīngqītiān zǒu. 我们星期天走。 We are leaving on Sunday. 4. A: Nǐ shì něinián shēngde? 你是哪年生的？ What year are you born? B: Wǒ shì Yī jiǔ sān jiǔ nián shēngde. 我是一九三九年生的。 I was born in 1939. 5. A: Nǐ shì jǐyüè shēngde? 你是几月生的？ What month were you born? B: Wǒ shì Qíyüè shēngde. 我是七月生的。 I was born in July. 6. A: Nǐ shì jǐhào shēngde? 你是几号生的？ What day of the month were you born? B: Wǒ shì Sìhào shēngde. 我是四号生的。 I was born on the fourth. 7. A: Nǐ duó dà le? 你多大了？ How old are you? B: Wǒ èr shi sì le. 我二十四了。 I'm 24. 8. A: Nǐ duó dà le? 你多大了？ How old are you? B: Wǒ sān shi wǔ le. 我三十五了。 I'm 35. 9. A: Nǐmen nǚháizi jǐsuì le? 你们女孩子几岁了？ How old is your girl? B: Tā básuì le. 她八岁了。 She's eight years old. 10. A: Nǐmen nánháizi dōu jǐsuì le? 你们男孩子都几岁了？ How old are your boys? B: Yíge jiǔsuì le, yíge liùsuì le. 一个九岁了，　一个六岁了。 One is nine, and one is six.

duó dà 多大 how old hòunián (hòunian) 后年 the year after next jǐhào 几号 what day of the month? jīnnián (jīnnian) 今年 this year jǐsuì 几岁 how old jǐyüè 几月 what month míngnián (míngnian) 明年 next year něinián 哪年？ which year niánnián (niánnian) 年年 every year qiánnián (qiánnian) 前年 the year before last qǜnián (qǜnian) 去年 last year shàngge yüè 上个月 last month shēng 生 to be born -suì 岁 year (of age) xiàge yüè 下个月 next month Xīngqīèr 星期二 Tuesday xīngqījǐ 星期几 what day of the week Xīngqīliù 星期六 Saturday Xīngqīsān 星期三 Wednesday Xīngqīsì 星期四 Thursday Xīngqītiān 星期日，星期天 Sunday Xīngqīwǔ 星期五 Friday Xīngqīyī 星期一 Monday zheìge yüè 这个月 this month

1. A: Andesen Fūren, nǐ shì zài nǎr shēngde? 安德森夫人，你是在哪儿生的？ Mrs. Andersen, where were you born? B: Wǒ shì zài Dézhōu shēngde. 我是在得州生的。 I was born in Texas. The shì...de construction is used to focus on place expressions as well as on time and manner expressions. Wǒ shi zài Měiguó shēng -de. I was born in America. WHERE Wǒ shi zuótiān dào -de. I arrived yesterday. WHEN Wǒ shi yíge rén lái -de. I came alone. HOW

2. A: Nǐmen shì Xīngqīsì dàode ma? 你们是星期四到的吗？ Did you arrive on Thursday? B: Bú shì, wǒmen shì Xīngqīwǔ dàode. 不是，我们是星期五到的。 No, we arrived on Friday. 3. A: Nǐmen xīngqījǐ zǒu? 你们星期几走？ What day of the week are you leaving? B: Wǒmen Xīngqītiān zǒu. 我们星期天走。 We are leaving on Sunday. Days of the week: xīngqījǐ What day of the week? xīngqīyī Monday xīngqīèr Tuesday xīngqīsàn Wednesday xīngqīsì Thursday xingqīwǔ Friday xīngqīliù Saturday xīngqītiān Sunday Until now, you have always seen jǐ, "how many," at the beginning of a word (jǐge háizi, jǐwèi xiānsheng, jǐhào). In xīngqījǐ, -jǐ is at the end of the word. In both places, occupies the position of a number and acts like a number: xīngqījǐ, "What number day of the week?"

4. A: Nǐ shì něinián shēngde? 你是哪年生的？ What year are you born? B: Wǒ shì Yī jiǔ sān jiǔ nián shēngde. 我是一九三九年生的。 I was born in 1939. The word for "year," -nián is a bound word (like the word for "day," -tiān). The question word něinián, "which year," is formed with the bound word něi "which." The year is given as a sequence of digits, so that 1972, Yījiǔqīèrnián would literally be "one-nine-seven-two year." In a sequence of digits, the word èr- (not liǎng- is used for 2, and the words for 1, T, and 8 keep their basic high tones. (See notes on No. 10 for cases in which these tones change.)

5. A: Nǐ shì jǐyüè shēngde? 你是几月生的？ What month were you born? B: Wǒ shì Qíyüè shēngde. 我是七月生的。 I was born in July. Months: jǐyüè? What month? yíyüè January qíyüè July èryüè February báyüè August sānyüè March jiǔyüè September sìyüè April shíyüè October wǔyüè May shǐyīyüè November liùyüè June shíèryüè December Since the names of the months are formed with numbers, jǐ- "how many," is the appropriate question word to use for "what month." Jǐ- is used in Běijīng to ask for a number expected to be around 10 or 11. Notice the tones on the words for 1, 7 and 8, which most Peking speakers pronounce as Rising before Falling-tone words such as yüè. The syllable -yī- in the word for "November," however, is usually pronounced with the High tone: shíyīyüè (See the notes on No, 10 for a summary of tone changes.)

6. A: Nǐ shì jǐhào shēngde? 你是几号生的？ What day of the month were you born? B: Wǒ shì Sìhào shēngde. 我是四号生的。 I was born on the fourth. Days of the month are expressed by the number of the day followed by the bound word -haò. You will remember that -hào is also used in giving addresses. In asking about days of the month, "how many," is used, even though the question may be answered by a number as high as 31. The month and day of the month may be given together. For example: Nǐ shi jǐyüè jǐhào shēngde? What is your month and day of birth? Wǒ shi bāyüè jiǔhào shēngde. I was born on August 9.

7. A: Nǐ duó dà le? 你多大了？ How old are you? B: Wǒ èr shi sì le. 我二十四了。 I'm 24. 8. A: Nǐ duó dà le? 你多大了？ How old are you? B: Wǒ sān shi wǔ le. 我三十五了。 I'm 35. Nǐ duō dà le? "How old are you?" literally means "How big (in years of age) are you?" This is a common way to ask a person's age. The question is appropriate for asking the age of a child or a young adult, but the expression is not considered polite enough for asking an older adult his age. (More formal ways to ask a person's age will be introduced on the C-2, P-2, and drill tapes.) The marker le_which ends these sentences calls attention to the fact that something is true now that was not true before. Ages may also be asked and given without using the new-situation le. Le has only this new-situation meaning in these sentences. It has no meaning of completion, since in fact, there is no completed event. One way to reflect the new-situation le in the English translation is to add the word "now": I'm 35 now." Essentially, however, "new situation" (sometimes called change of state") is a Chinese grammatical category with no simple English equivalent. The marker le for new situations is always found at the end of a sentence and is sometimes called "sentence le." Notice that neither answer contains a verb. The verb that has been left out is yǒu "to have." The verb may not be left out in the negative: Wǒ méiyou sānshiwǔ. "I’m not 35."

9. A: Nǐmen nǚháizi jǐsuì le? 你们女孩子几岁了？ How old is your girl? B: Tā básuì le. 她八岁了。 She's eight years old. -suì: In the traditional Chinese system of giving ages, a person is one -sui old at birth and becomes another -suì old on the New Year's following his birth. A baby born the day before New Year's would thus be two -suì old on the day after his birth. Most Chinese, however, have now switched to the Western style of computing age and use -suì just as we use years old. The word -suì like the word -hào, is a bound word shoving what kind of thing a number is counting. In a date or address you are listing a number and use èr for 2, while in giving an age you are counting an amount of something and use liǎng: liǎngsuì, "two years old."

10. A: Nǐmen nánháizi dōu jǐsuì le? 你们男孩子都几岁了？ How old are your boys? B: Yíge jiǔsuì le, yíge liùsuì le. 一个九岁了，　一个六岁了。 One is nine, and one is six. The word dōu is used when "both" or "all" would probably not be used in English, namely, when expecting different information about each of the things (or persons) being discussed. "All" tends to be collective, asking or telling about something the members of a group have in common. Dōu can be distributive, asking or telling something about the members of a group as individuals. Yí, qí, bá: In the spoken language of Peking, the basic High tones of yī, qī and bā usually change to Rising tones before Falling-tone words (such as -hào, yüè, and -suì). This change is most common when the complete number given has only one digit. When there are two or more digits, the qī and bā of numbers ending in 7 and 8 are more likely to have Rising tones than the yī of numbers ending in 1 (which is usually in the High tone). Compare: shíqíhào the 17th shíyīyüè November In all cases, the High tone is more likely to be kept in rapid speech. You may also encounter speakers who never make changes in the tones of yī, qī and bā. Remember that, in the digit-by-digit form of giving the year, the numbers 1, 7, and 8 keep their basic High tones: Yījiǔbāliùnián 1986.

Days qiántiān zuótiān jīntiān mīngtiān hòutiān Years qiánnián qǜnián jīnnián míngnián hòunián In the Chinese system of expressing relative time in terms of days and years, only one pair of terms is not parallel: zuótiān "yesterday," and qǜnián "last year."

Duration phrases The marker le for completion. The "double le" construction. The marker -guo. Action verbs. State verbs.

The C-l and P-l tapes, the Reference List and Reference Notes. The C-2 and P-2 tapes, the Workbook. The 6D-1 tape.

1. A: Nǐ zhù duó jiǔ? 你住多久？ How long are you staying? B: Wǒ zhù yìnián. 我住一年。 I'm staying one year. 2. A: Nǐ tàitai zhù duó jiǔ? 你太太住多久？ How long is your wife staying? B: Ta zhù liǎngtiān. 她住两天。 She is staying two days. 3. A: Nǐ tàitai zài Xiānggǎng zhù duó jiǔ? 你太太在香港住多久？ How long is your wife staying in Hong Kong? B: Wǒ xiǎng tā zhù liǎngtiān. 我想她住两天。 I think she is staying two days. 4. A: Nǐ xiǎng zhù duò jiǔ? 你想住多久？ How long are you thinking of staying? B: Wǒ xiǎng zhù yìnián. 我想住一年。 I'm thinking of staying one year. 5. A: Nǐ xiǎng zài Táiwān zhù duó jiǔ? 你想在台湾住多久？ How long are you thinking of staying in Taiwan? B: Wǒ xiǎng zhù báge yüè. 我想住八个月。 I'm thinking of staying eight months. 6. A: Nǐ péngyou xiǎng zhù duó jiǔ? 你朋友想住多久？ How long is your friend thinking of staying? B: Tā xiǎng zhù liǎngge xīngqī. 他想住两个星期。 He is thinking of staying two weeks. 7. A: Nǐ láile duó jiǔ le? 你来了多久了？ How long have you been there? B: Wǒ láile sāntiān le. 我来了三天了。 I have been here three days. 8. A: Nǐ tàitai zài Xiānggǎng zhùle duó jiǔ? 你太太在香港住了多久？ How long did your wife stay in Hong Kong? B: Tā zhùle liǎngtiān. 她住了两天。 She stayed two days. 9. A: Tā lái le ma? 他来了吗？ Did he come? B: Lái le, tā lái le. 来了，他来了。 Yes, he came. 10. A: Tā lái le ma? 他来了吗？ Did he come? B: Méi lái, tā méi lái. 没来，　他没来。 No, he didn't come. 11. A: Nǐ cóngqián láiguo ma? 你从前来过吗？ Have you ever been here before? B: Wǒ cóngqián méi láiguo. 我从前没来过。 I have never been here before.

qù 去 to go Niǔ Yüē 纽约 New York cóngqián 从前 before duó jiǔ 多久 how long -guo —过 experiential marker xiǎng 想 to think that, to want to, would you like to Xiānggǎng 香港 Hong Kong xīngqī 星期 week zhù 住 to live somewhere

1. A: Nǐ zhù duó jiǔ? 你住多久？ How long are you staying? B: Wǒ zhù yìnián. 我住一年。 I'm staying one year. Expressions like duó jiǔ, "how long," and yìnián "one year," called duration phrases, come after the verb. "One day" is yìtiān. The tone on yī changes to Falling before a High-tone. Notice the contrast with time-when phrases, like shénme shíhou, "when," and jīnnián "this year," which come before the verb. If a duration phrase is used with the verb zhù, this phrase preempts the position after the verb; and any place phrase, like zài Běijīng, must come before the verb. Yìnián: In telling how many years (giving an amount) no counter is used. The tone on yī, "one," changes to Falling before a Rising tone.

2. A: Nǐ tàitai zhù duó jiǔ? 你太太住多久？ How long is your wife staying? B: Ta zhù liǎngtiān. 她住两天。 She is staying two days. Liǎngtiān: -tiān, "day," like -nián, "year," is used without a counter. When telling how many of something, the number 2 takes the form liǎng. (See Unit 3, notes on Nos. 3-4.)

3. A: Nǐ tàitai zài Xiānggǎng zhù duó jiǔ? 你太太在香港住多久？ How long is your wife staying in Hong Kong? B: Wǒ xiǎng tā zhù liǎngtiān. 我想她住两天。 I think she is staying two days. 4. A: Nǐ xiǎng zhù duò jiǔ? 你想住多久？ How long are you thinking of staying? B: Wǒ xiǎng zhù yìnián. 我想住一年。 I'm thinking of staying one year. The verb xiǎng, "to think that," "to want to," "would like to," may be used as a main verb or as an auxiliary verb. As a main verb it means "to think that." It is used this way in the answer of exchange 3 and in the following examples. I think he is coming tomorrow. I think he is not going. When xiǎng is used as a main verb meaning "to think that," it is not made negative. This may be a special problem for English speakers who are used to saying "I don't think he is going." In Chinese, it is: "I think he is not going" Wǒ xiǎng tā bú qù. When xiǎng is used as an auxiliary verb，it means, "to want to," "would like to." It is used this way in exchange 4, which could also be translated as, "How long would you like to stay?" Here are other examples: Nǐ xiǎng zǒu ma? Would you like to leave? OR Do you want to go? Wǒ bù xiǎng zǒu. I don't want to leave. Nǐ xiǎng zài Táiběi gōngzuò ma? Do you want to work in Taipei?

5. A: Nǐ xiǎng zài Táiwān zhù duó jiǔ? 你想在台湾住多久？ How long are you thinking of staying in Taiwan? B: Wǒ xiǎng zhù báge yüè. 我想住八个月。 I'm thinking of staying eight months. 6. A: Nǐ péngyou xiǎng zhù duó jiǔ? 你朋友想住多久？ How long is your friend thinking of staying? B: Tā xiǎng zhù liǎngge xīngqī. 他想住两个星期。 He is thinking of staying two weeks. You already know that yìnián and yìtiān are used without counters. The words for "month" and "week," however, are used with counters. Compare: sāntiān 3 days sānnián 3 years sānge xīngqī 3 weeks sānge yüè 3 months

7. A: Nǐ láile duó jiǔ le? 你来了多久了？ How long have you been there? B: Wǒ láile sāntiān le. 我来了三天了。 I have been here three days. le...le, "up until now," "so far"： The use of completed-action le after the verb and of new-situation le after the duration phrase tells you how long the activity has been going on and that it is still going on. The answer could also have been translated "I have been here three days so far." This pattern is sometimes called "double le." Notice that when le is in the middle of a sentence (in this case, because it is followed by a duration phrase), we write it attached to the verb before it: láile duó jiǔ le.

8. A: Nǐ tàitai zài Xiānggǎng zhùle duó jiǔ? 你太太在香港住了多久？ How long did your wife stay in Hong Kong? B: Tā zhùle liǎngtiān. 她住了两天。 She stayed two days. Completion le: Here you see the marker le used to indicate one aspect, completion. Compare a sentence with one le to a sentence with two le's: Wǒ zài nàr zhùle sāntiān. I stayed there three days. Wǒ zài nàr zhùle sāntiān le. I have been here (stayed here) for three days now (so far). Completion le is used with verbs that describe actions or processes, not with verbs that describe a state or condition, or a continuing situation. The following sentences, describing states or ongoing situations, have past-tense verbs in English but no le in Chinese. Nèige shíhou tāmen zhǐ yǒu liǎnge háizi. At that time they had only two children. Tā qǜnián bú zài Shànghǎi, zài Běijīng. He wasn't in Shànghǎi last year; he was in Běijīng. Verb types in Chinese: In studying some languages, it is important to learn whether a noun is masculine, feminine, or neuter. In Chinese, it is important to learn whether a verb is an action, state, or process verb. These three verb categories are meaning (semantic) groups. A verb is a member of one group or another depending on the meaning of the verb. For instance, "running" and "dancing" are actions; "being good" and "being beautiful" are states; and "getting sick" and "melting" are processes. In Chinese, grammatical rules are applied differently to each semantic verb category. For the most part, you have learned only action and state verbs in this course; so these comments will be confined to those two verb categories. (See Unit 8 of this module for process verbs,) Action verbs: These are verbs which describe physical and mental activities. The easiest to classify are verbs of movement such as "walking," "running," and "riding"； however, action verbs also include verbs with not too much motion, such as "working" and "writing," and verbs with no apparent motion, such as "studying." One test for determining if a verb is an action is asking "What did he do?" "He arrived," "He spoke," and ’"He listened" are answers which contain action verbs. "He knew" "He wanted" and "He is here" are answers which contain state verbs, not action verbs. Some of the action verbs you have learned are: dào (to arrive) lái (to come) gōngzuò (to work) zhù (to live, to stay) State verbs: These verbs describe qualities， conditions, and states. All adjectival verbs, such as hǎo "to be good," and jiǔ, "to be long (in time)," are state verbs. Emotions, such as "being happy" and "being sad," are expressed with state verbs. "Knowing," "liking," "wanting," and "understanding," which may be called mental states, are also expressed with state verbs. Also, all auxiliary verbs, such as xiǎng, "to want to," "would like to," are state verbs. Here are some of the state verbs: dà to be large shì to be duì to be correct jiào to be called xìng to be surnamed zài to be at xiǎng to want to zhīdào to know Aspect and verb types： Not every aspect marker in Chinese may be used with all typs8 of verbs. Completion le does not occur with state verbs. It does occur with action verbs. ACTION Tā yǐjīng dào le. He has already arrived. Tā gōngzuòle yìnián. He worked one year. Tā lái le ma? Did he come? STATE Tā qǜnián bú zài zhèr. He wasn't here last year. Tā zuótiān xiǎng qù. Yesterday he wanted to go. Tā zuótiān bú zhīdào. He didn't know yesterday.

9. A: Tā lái le ma? 他来了吗？ Did he come? B: Lái le, tā lái le. 来了，他来了。 Yes, he came. 10. A: Tā lái le ma? 他来了吗？ Did he come? B: Méi lái, tā méi lái. 没来，　他没来。 No, he didn't come. Compare the two possible interpretations of the question Tā lái le ma? and the answers they receive： Completion le Tā lái le ma? Did she come? Tā lái le. She came. Tā méi lái She didn't come. Combined le Tā lái le ma? Has he come? Tā lái le. She has come. OR She's here. Tā hái méi lái. She hasn't come yet. The first question, with completion le, asks only if the action took place. The second question, with combined le asks both whether the action has been completed and whether the resulting new situation still exists.

11. A: Nǐ cóngqián láiguo ma? 你从前来过吗？ Have you ever been here before? B: Wǒ cóngqián méi láiguo. 我从前没来过。 I have never been here before. The aspect marker -guo means literally "to pass over," "to cross over. The implication is that an event took place and then ceased at some time in the past. It may help you to conceptualize -guo in terms of a bridge. The whole bridge is the event. The marker -guo stresses the fact that not only have you crossed over the bridge but at present you are no longer standing on it. The meaning of -guo changes slightly depending on what type of verb it is used with: action or process, (-guo may not be used with state verbs.) With an action verb, -guo means that the action took place and then ceased at some time before the present. With a process verb, -guo means that the process took place and that the state which resulted from the process ended at some time before the present. Remember that aspect markers like le and -guo are used only when the speaker feels it necessary to stress some feature or aspect of an event. Le is used to stress finishing, or completion, -guo is used to stress that a situation occurred in the past and was "over or "undone," before the time of speaking (that is, the absence of that situation followed the situation). Let's contrast -guo with completion le: both le and -guo express completion, but -guo stresses that an action is no longer being performed, or that a state resulting from a process no longer exists. For example, Tā lái le. means "He came," or "He has come," not indicating whether or not he is still there. But Tā láiguo means "He came" with the specification that he is not there anymore –that is, he came and left. One of the uses of the aspect marker -guo,is in sentences which express experience or having experienced something at least once in the past, that is, "to have had the experience of doing something." This is how -guo is used in exchange 11. In a question, the marker -guo can he reflected by the English word "ever," and in a negative statement by "never." Nǐ cóngqiān lái -guo ma? Have you ever been (come) here before? Nǐ cóngqián méi lái -guo I have never been (come) here before. Nǐ cóngqián lái -guo I have been (come) here before The negative of Tā lái le. does not include a le, but the negative of Tā láiguo. does have a -guo . The negative adverb méi is used to negate both completion le and -guo. Tā lái le. Tā méi lái Tā lái -guo. Ta méi lái -guo.

Topics Covered In This Unit Where someone works. Where and what someone has studied. What languages someone can speak. Auxiliary verbs. General objects.

The C-l and P-l tapes, the Reference List and Reference Notes, The C-2 and P-2 tapes, the Workbook. The TD-1 tape.

1. A: Nǐn zài náli gōngzuò? 您在哪里工作？ Where do you work? B: Wǒ zài Měiguó Guówùyàn gōngzuò. 我在美国国务院工作。 I work with the State Department. 2. A: Nǐn zài náli gōngzuò? 您在哪里工作？ Where do you work? B: Wǒ shì xüésheng. 我是学生。 I'm a student. 3. A: Nǐn lái zuò shénme? 您来做什么？ What did you come here to do? B: Wǒ lái niàn shū. 我来念书。 I came here to study. 4. A: Òu, wǒ yě shì xüésheng. 哦，我也是学生。 Oh, I'm a student too. B: Qǐngwèn, nǐ niàn shénme? 请问，你念什么？ May I ask, what are you studying? B: Wǒ niàn lìshǐ. 我念历史。 I'm studying history. 5. A: Kē xiānsheng, nǐ niàn shénme? 可先生，你念什么？ What are you studying, Mr. Cook? B: Wǒ zài zhèli xüé zhōngwén. 我在这里学中文。 I'm studying Chinese here. 6. A: Qǐngwèn, nǐ xüéguo Yīngwén ma? 请问，你学过英文吗？ May I ask, have you ever studied English? B: Xüéguo 学过。 Yes. 7. A: Qǐngwèn, nǐ huì shuō Yīngwén ma? 请问，你会说英文吗？ May I ask, can you speak English? B: Wǒ huì shuō yìdiǎn. 我会说一点。 I can speak a little. 8. A: Nǐ tàitai yě huì shuō Zhōngguó huà ma? 你太太也会说中国话吗？ Can tour wife speak Chinese too? B: Bú huì, tā bú huì shuō. 不会，她不会说。 No, she can't. 9. A: Nǐde Zhōngguó huà hěn hǎo. 你的中国话很好。 Your Chinese is very good. B: Náli, náli. wǒ jiù shuō yìdiǎn. 哪里，哪里。我就说一点。 Not at all, not at all. I can speak only a little. 10. A: Nǐ shì zài náli xüéde? 你是在哪里学的？ Where did you study it? B: Wǒ shì zài Huáshèngdùn xüéde. 我是在华盛顿学的。 I studied it in Washington. 11. A: Nǐ shì zài dàxüé xüéde Yīngwén ma? 你是在大学学的英文吗？ Did you study English at college? B: Shìde, wǒ shì zài Táiwān Dàxüé xüéde Yīngwén. 是的，我是在台湾大学学的英文。 Yes, I studied English at Taiwan University.

jīngxüé 经学 classics Rìwén 日文 Japanese language wénxüé 文学 literature zhènzhixüé 政治学 political science nán 难 to be difficult róngyi 容易 to be easy xüéxí (xüéxi) 学习 to study, to learn daxüé 大学 university huà 话 language, words huàshèngdùn 华盛顿 Washington huì 会 to know how to, to can jīngjixüé 经济学 economics lìshǐ 历史 history Měiguó Guówùyüàn 美国国务院 U.S. Department of State nán 难 to be difficult niàn (shū) 念书 to study Rìwén 日文 Japanese language shuō (huà) 说话 to speak, to talk xüé 学 to study xüéshēng (xüésheng) 学生 student xüéxí (xüéxi) 学习 to study, to learn (PRC) yìdiǎn 一点 a little Yīngwén 英文 English zhènzhixüé 政治学 political science Zhōngwén 中文 Chinese zuò 做 to do shénme dìfang 什么地方 where, what place

1. A: Nǐn zài náli gōngzuò? 您在哪里工作？ Where do you work? B: Wǒ zài Měiguó Guówùyàn gōngzuò. 我在美国国务院工作。 I work with the State Department. 2. A: Nǐn zài náli gōngzuò? 您在哪里工作？ Where do you work? B: Wǒ shì xüésheng. 我是学生。 I'm a student. Zài Měiguó Guówùyüàn gōngzuò means either "work at the State Department" (i.e., at main State in Washington, D,C.) or "work in the organisation of the State Department" (no matter where assigned). Here the expression is translated loosely as "work with the State Department," meaning "in the organization.

3. A: Nǐn lái zuò shénme? 您来做什么？ What did you come here to do? B: Wǒ lái niàn shū. 我来念书。 I came here to study. 4. A: Òu, wǒ yě shì xüésheng. 哦，我也是学生。 Oh, I'm a student too. B: Qǐngwèn, nǐ niàn shénme? 请问，你念什么？ May I ask, what are you studying? B: Wǒ niàn lìshǐ. 我念历史。 I'm studying history. Purpose: When lái, "to come," is followed by another verb, the second verb expresses the purpose of the subject's coming. The "purpose of coming" may be emphasized by the shì...de construction, with the marker shì before the verb lái: Wǒ shì lái nián shūde. I came to study. Niàn shū: Niàn by itself means "to read aloud." When followed by an object, the expression means "to study." Shū is "book(s)," but niàn shū simply means "to study." Shū is used as a general object, standing for whatever is being studied. Niàn lìshǐ: When you are talking about studying a particular subject, niàn is followed by the name of that subject rather than by the general object shū. To have the meaning "to study," niàn must be followed by either the general object shū or a specific object such as the name of a subject. Verb types: Zuò, "to do," and niàn (shū), "to study," are action verbs. Both are made negative with bu when referring to actions not yet finished Both may take completion le_or its negative méi. Tā bú niàn shū. He doesn't study. Tā méi niàn shū. He didn't study. Tā yǐjǐng niàn shù le. He has already studied.

5. A: Kē xiānsheng, nǐ niàn shénme? 可先生，你念什么？ What are you studying, Mr. Cook? B: Wǒ zài zhèli xüé zhōngwén. 我在这里学中文。 I'm studying Chinese here. 6. A: Qǐngwèn, nǐ xüéguo Yīngwén ma? 请问，你学过英文吗？ May I ask, have you ever studied English? B: Xüéguo 学过。 Yes. Xüé, "to study" （an action verb): You will recognize xüé from the word for "student," xüésheng. Xüé may refer to acquiring either knowledge or a skill. For example, you can xüé history, economics, a language, piano， and tennis. On the other hand, niàn is used for "study" in the sense of taking a course or courses in a field of knowledge. Niàn is not used for a skill. In some contexts, the verb xüé means "to learn." The following sentence may be interpreted two ways, depending on the situation. Wǒ zài Měiguó yǐjīng xüéguo. I learned it in America.(e.g., how to use chopsticks) OR I studied it in America. (e.g., the Chinese language) Zhōngwén is used for either the Chinese spoken language or the written language， including literature. In general, use xüé for "learning" to speak Chinese and niàn for "studying’ Chinese literature.

7. A: Qǐngwèn, nǐ huì shuō Yīngwén ma? 请问，你会说英文吗？ May I ask, can you speak English? B: Wǒ huì shuō yìdiǎn. 我会说一点。 I can speak a little. 8. A: Nǐ tàitai yě huì shuō Zhōngguó huà ma? 你太太也会说中国话吗？ Can tour wife speak Chinese too? B: Bú huì, tā bú huì shuō. 不会，她不会说。 No, she can't. Huì, "to know how to," "can," is an auxiliary verb. It is used before the main verb to express an attitude toward the action or to express the potential of action. Xiǎng, "to want to," "would like to," is also an auxiliary verb. "Should," "must," and "may" are other examples of auxiliary verbs. All auxiliary verbs in Chinese are state verbs, which means that bù is always used to make them negative. Auxiliary verbs never take the aspect marker le for completed action, regardless of whether you are talking about past, present, or future. Tā qǜnián bú huì shuō Yīngwén. He couldn’t speak English last year. When the marker le is used, it is the aspect marker for new situations. Tā qǜnián bú huì shuō Yīngwén, xiànzài huì le, Last year he couldn’t speak English, but now he can. Wǒ huì shuō yìdiǎn, "工 can speak a little": The word yìdiǎn, literally "a dot," functions as a noun. It is used in a sentence to mean "a little bit" where a noun object, such as Yīngwén, "English," might be used. Yìdiǎn may not be used directly after an auxiliary verb, which must be followed by another verb. Shuō, "to speak," "to talk," is another example of a verb which must always have an object. Shuō must be followed by either: the general object huà, "words," in which case the meaning of shuō huà is simply "to speak," "to talk," as in: Tā hái méi shuō huà. He hasn't yet spoken. OR a specific object such as the name of a language. Bú huì: The short yes/no answer to a question containing the auxiliary verb huì is formed with huì rather than with the main verb. Zhōngguó huà: This expression refers only to the spoken language, in contrast to Zhōngwén, which refers to both the spoken and written language.

9. A: Nǐde Zhōngguó huà hěn hǎo. 你的中国话很好。 Your Chinese is very good. B: Náli, náli. wǒ jiù shuō yìdiǎn. 哪里，哪里。我就说一点。 Not at all, not at all. I can speak only a little. Literally, náli means "where." As a reply to a compliment, we have translated náli as "not at all." In China, it has traditionally been considered proper and a matter of course to deny any compliment received, no matter how much truth there is to it. Many people still regard xièxie "thank you," as an immodest reply to a compliment, since that would amount to agreeing that the compliment was completely correct. Jiù, "only"： As was noted in Unit 3，notes on Nos. 8-9，jiù meaning "only" is not as widely understood as zhǐ. The last sentence in exchange 9 could Just as well be Wǒ zhǐ huì shuō yìdiǎn.

11. A: Nǐ shì zài dàxüé xüéde Yīngwén ma? 你是在大学学的英文吗？ Did you study English at college? B: Shìde, wǒ shì zài Táiwān Dàxüé xüéde Yīngwén. 是的，我是在台湾大学学的英文。 Yes, I studied English at Taiwan University. Note on Nos. 10-11 In the Peking dialect of Standard Chinese, which is the model for-grammatical patterns presented in this course, the -de of a shì...de construction comes between the verb and its object. The object, therefore, is outside the shì...de construction. Compare "I studied here" with "I studied English here": However, you may hear some Standard Chinese speakers who place the object inside the shì...de construction. Wǒ shì zài zhèr xüé -de. Wǒ shì zài zhèr xüé -de Yīngwén. Wo shi zai zhěr •• a xue -de. Wo shi zai zhěr xuě -de Yingwen.

More on duration phrases. The marker le for new situations in negative sentences. Military titles and 'branches of service, The marker ne. Process verbs.

The C-l and P-l tapes, the Reference List and Reference Notes. The C-2 and P-2 tapes, the Workbook. The 8D-1 tape.

1. A: Nǐ jīntiān hái yǒu kè ma? 你今天还有课吗？ Do you have any more classes today? B: Měiyou kè le. 没有课了。 I don't have any more classes. 2. A: Nǐ cóngqián niàn Yīngwén niànle duó jiǔ? 你从前念英文念了多久？ How long did you study English? B: Wǒ niàn Yīngwén niànle liǔnián. 我念英文念了六年。 I studied English for six years. 3. A: Nǐ xiànzài niàn shénme ne? 你现在念什么呢？ What are you studying now? B: Wǒ niàn Fàwén ne. 我念法文 I'm studying French. 4. A: Nǐ niàn Fàwén niànle duó jiǔ le? 你念法文念了多久了？ How long have you studying French? B: Wǒ niànle yìnián le. 我念了一年了。 I've have been studying it for one year. 5. A: Nǐ huì xiě Zhōngguo zì ma? 你会写中国字吗？ Can you write Chinese characters? B: Huì yìdiǎn. 会一点。 I can a little. 6. A: Qǜnián wǒ hái bú huì xiě. 去年我还不会写。 Last year, I couldn't write them. B: Xiànzài wǒ huì xiě yìdiǎn le. 现在我会写一点了。 Now, I can write a little. 7. A: Nǐ fùqin shi jǖnrén ma? 你父亲是军人吗？ Is your father a military man? B: Shì, tā shi hǎijǖn jǖnguān. 是，他是海军陆军。 Yes, he is a naval officer. 8. A: Wǒ jīntiān bù lái le. 我今天不来了。 I'm not coming today. B: Wǒ bìng le. 我病了。 I'm sick. 9. A: Jīntiān hǎo le méiyou? 今天好了没有？ Are you better today? (Are you recovered?) B: Jīntiān hǎo le. 今天好了。 Today I'm better.

kōngjǖn 空军 Air Force lùjǖn 陆军 army shìbīng 事兵 enlisted man zuò shì 做事 to work Déwén 德文 German language bìng 病 to become ill Déwén 德文 German language Fàwén 法文 French language hǎijǖn 海军 navy jǖnguān 陆军 military officer jǖnrén 军人 military person kè 课 class xiě 写 to write zì 字 character

1. A: Nǐ jīntiān hái yǒu kè ma? 你今天还有课吗？ Do you have any more classes today? B: Měiyou kè le. 没有课了。 I don't have any more classes. Hái, "additionally," "also"： You have already learned the word hái used as an adverb meaning "still." In this exchange you learn a second way to use hái. Nǐ hái xiǎng zǒu ma? Do you still want to leave? Nǐ hái yào xüé shénme? What else do you want to study? Méiyou...le: You will remember that in the negative of a completed action, méi or méiyou replaces the completion marker le is never used together with it. Tā lái le. He came. Tā méi(you) lái. He did not come. In the sentence Méiyou kè le, le is a new-situation marker, and méiyou is simply the negative of the full verb yǒu. (Remember that the verb yǒu is always made negative with méi, never with bù.) Tā yǒu kè le. Now he has class. [Due to a change in the schedule, he now has class at this time.] Tā méi- yǒu kè le. He doesn't have any more classes. Bù...le/méiyou...le: When the marker le for new situations is used with a negative verb, there are two possible meanings: one is that something that was supposed to happen is now not going to happen. the other is that something that was happening is not happening anymore. Thus the following sentence is ambiguous: Tā bù lái le. He is not coining now. [Either he was expected to come but changed his mind, or he used to come at this time but now has stopped.] In the context of a conversation, the meaning of the sentence would become clear. Here are more-examples with the "anymore" meaning: Tā bú niàn shū le. He is not going to study anymore.[He will no longer attend college.] Tā bú shi wǒde péngyou le. He is not my friend anymore. Méiyou le. There is no more.

2. A: Nǐ cóngqián niàn Yīngwén niànle duó jiǔ? 你从前念英文念了多久？ How long did you study English? B: Wǒ niàn Yīngwén niànle liǔnián. 我念英文念了六年。 I studied English for six years. More on duration: In Unit 6 of this module, you learned to express duration in a sentence with no object (Wǒ zài Xiāngǎng zhùle liùge yüè le. ). In this unit, you learn one way to express the duration of an activity which involves using both a verb and an object (e.g. , "studying economics"). In such cases, the verb appears twice in the sentence: first when the object is stated, and again when the duration is stated. Tā niàn jīngjixüé, niánle yìnián. He studied economics for one year. Tā xüé Zhōngguo huà, xüéle sānge yüè le. He has been studying Chinese for three months. Notice that aspect markers do not occur after the first verb in each sentence, but only after the second verb and at the end of the second sentence.

3. A: Nǐ xiànzài niàn shénme ne? 你现在念什么呢？ What are you studying now? B: Wǒ niàn Fàwén ne. 我念法文 I'm studying French. Ne is an aspect marker used to emphasize the fact that something is in progress. With action verbs, ne indicates that the action is going on. With state verbs, ne shows that the state exists. With some process verbs, ne indicates that the process is going on. Ne may not be used with certain process verbs. (See also notes on No. 8, about verbs.)

4. A: Nǐ niàn Fàwén niànle duó jiǔ le? 你念法文念了多久了？ How long have you studying French? B: Wǒ niànle yìnián le. 我念了一年了。 I've have been studying it for one year. 5. A: Nǐ huì xiě Zhōngguo zì ma? 你会写中国字吗？ Can you write Chinese characters? B: Huì yìdiǎn. 会一点。 I can a little. Xiě Zhōngguo zì: The verb xiě, "to write" can occur with specific objects, such as Zhōngguo zì, as well as with the general object zì. The combination xiě zìcan mean either "to write characters" or simply "to write." Tā xiǎng xüé Zhōngguo zì. He wants to learn to write Chinese characters. Xiǎo dìdi sìsuì le, yǐjīng huì xiě zì le. Little younger brother is four years old and already can write. In the reply huì yìdiǎn, huì is used as a main verb --not as an auxiliary verb, as in the question. As a main verb, huì means "to have the skill of," "to have the knowledge of," "to know." Wǒ huì Yīngwén. I know English.

6. A: Qǜnián wǒ hái bú huì xiě. 去年我还不会写。 Last year, I couldn't write them. B: Xiànzài wǒ huì xiě yìdiǎn le. 现在我会写一点了。 Now, I can write a little. Qùnián wǒ hái bú huì xiě.: Notice that here it is the auxiliary verb huì, not the verb xiě, that is made negative. Auxiliary verbs such as huì and xiǎng are STATE verbs and so are made negative with the prefix bù，regardless of whether the context is past, present, or future. Xiànzài wǒ huì xiě yìdiǎn le.: The marker used is le for new situations. It is always placed at the end of a sentence. The time word xiànzài comes at the beginning of the sentence here. Most time words of more than one syllable may come either before or after the subject, but in either case before the verb.

7. A: Nǐ fùqin shi jǖnrén ma? 你父亲是军人吗？ Is your father a military man? B: Shì, tā shi hǎijǖn jǖnguān. 是，他是海军陆军。 Yes, he is a naval officer. 8. A: Wǒ jīntiān bù lái le. 我今天不来了。 I'm not coming today. B: Wǒ bìng le. 我病了。 I'm sick. The verb bìng, "to get sick," "to become ill," is a process verb; that is the activity described includes some changes in the situation. Process verbs tell of an action which has caused a change from one state to another, as from whole to broken ("to break") and from frozen to melted ("to melt"). Bìng is typical of process verbs: not only is an action described (coming down with an illness) but also a resulting state (being ill). Because of this typical combination, process verbs are sometimes thought of as combining the semantic characteristics of action and state verbs. One of the main purposes of talking about verbs in terms of action, state, and process is to draw attention to the fact that the Chinese way of expressing something may not correspond to the English. For instance, "I am sick" in Chinese is Wǒ bìng le. ("I have gotten sick"). For "I am not sick," you say Wǒ méi bìng. ("I didn't get sick"). Process verbs are always made negative with m|i9 regardless of whether you are referring to past, present, or future. Nǐ bìng le méiyou? Are you sick? Méiyou. Wǒ méi bing. No. I'm not sick. (State verbs are always made negative with bù.) Another reason for putting verbs into categories according to the type of meaning is to discover how verbs behave in sentences. Knowing whether a verb is in the action, state, or process category, you will know what aspect markers and negatives may be used with that verb. In the following charts, a check mark means that this combination of verb and aspect occurs in the language. Aspect Markers Completion le Combined le New-situation Verbs Action X X X State X Process X X X Examples: Most of the time you can figure out from a verb's meaning the semantic category in which that verb belongs. However, process verbs may not be so predictable. Action Tā zuótiān gōngzuò le. He worked yesterday. (completion Le) Tā yǐjīng lái le. He has already come. (combined le) Gēge xiànzài niàn dàxüé le. Older brother goes to college now. (new-situation le) In affirmative sentences containing action verbs, the marker le for new situations is used to describe a change in a general habit. State Tā xiànzài huì xiě zì le. He can write now. (new-situation le) Process Tā zuótiān bìng le. He got sick yesterday. (completion le) Tā xiànzài bìng le. He is sick.(combined le) Tā bìngle yíge yüé le. He has been sick for one month now. (new-situation le and completion le) Verbs Action State Process Negation bù X X —negation of completion le X X —negation of combined le X X Examples: Action Tā bú niàn shū. He doesn’t (isn't going to) study Tā méi niàn shū. He didn't study. Tā hái méi niàn shū. He hasn’t studied yet, State Tā qǜnián bù xiǎng niàn shū. Last year, she didn't want to study. Process Tā jīntiān méi bìng. He is not sick today. Tā hái méi hǎo. He hasn't yet recovered. Notice that only action verbs use the whole range of negatives to mark the negative of future or present action, completed action, or new situations. State verbs use the negative prefix bù even when referring to past states. Process verbs use the negative prefix méi even when referring to something in the present. If you find a verb occurring with a negative or an aspect marker you had not expected, you might discuss with your teacher how the verb behaves in terms of these charts. You might discover that what you thought was a state verb is actually a process verb, or vice versa.

9. A: Jīntiān hǎo le méiyou? 今天好了没有？ Are you better today? (Are you recovered?) B: Jīntiān hǎo le. 今天好了。 Today I'm better. Jīntiān hǎo le.: Hǎo is one of many state verbs which can become process verbs. When such a verb becomes a process verb, it takes on a different meaning. While the state verb hǎo means "to be good" or "to be well," the process verb hǎo means "to get better," "to recover." Compare these sentences: Tā hǎo. He's in good health. Tā zuótiān bìng le. Tā jīntiān yǐjīng hǎo le. Yesterday he became sick. Today he is already recovered. The difference between the state verb hǎo and the process verb hǎo is even more evident in negative sentences. State verbs, as you remember, are made negative only with bù. Process verbs are made negative only with méi or hái méi. Tā bù hǎo. He's not good. [He’s not a good person.] Tā hái méi hǎo. He hasn't yet recovered. [He is still sick.] It can be difficult to remember that bìng and hǎo, sometimes translated as "to be sick" and "to be better," are actually process verbs in Chinese, not state verbs. The English sentence "I am better (recovered)" translates as Wǒ hǎo le. ("I have become veil") and would be incorrect without the le. Jīntiān hǎo le méiyou? Questions may be formed from statements containing completion le or combined le by adding méiyou at the end of the statements. You will learn more about forming questions in the first unit of the next module. Tā láile méiyou? Did he come? Nǐ hǎole méiyou? Are you recovered (from your illness)?