CM 0180 S

STANDARD CHINESE

A MODULAR APPROACH

STUDENT TEXT

MODULE 1: ORIENTATION MODULE 2: BIOGRAPHIC INFORMATION

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Defense Language Institute

Foreign Language Center

Nonresident Training Division

Presidio of Monterey, CA 93944-5006

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PREFACE

Standard Chinese: A Modular Approach originated in an interagency 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^fs 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 Shitaaia (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 197^ in space provided at the Foreign Service Institute. Each of the six U.S. and CaQadian 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 0*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 vas 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 vere John H. T. Harvey, Lucille A. Barale, and rioberta 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 ₉ and also designed the communica-tion-'based classroom activities and wrote the teacher's guides. Lucille A. Barale and Roberta S. Barry wrote the tape scripts and the student text.

By 19了8 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 Jtodule 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. Bovden, Jill W. ELlis，Donna Fong, Renee T. C. l^iang,

Thomas E. Madden, Susan C. Pola, and Kathleen Strype.

The production of tape recordings vas directed by Jose M. Ramirez of the Foreign Service Institute Recording Studio. The Chinese script vas 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 vas 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.

CONTENTS

Preface...............................iii

Introduction

Section I: About the Course...................1

Section II: Background Notes...................8

MODULE 1: ORIENTATION

Objectives........................ . . . . 16

List of Tapes...........................17

Target Lists ........................... 18

UNIT 1

Introduction.........................22

Reference List........ • • • .............26

Vocabulary..........................27

Reference Notes...................* .... 28

Full names and surnames Titles and terms of address Drills............................32

UNIT 2

Introduction ......................... 3U

Reference List........................35

Vocabulary..........................36

Reference Notes ........................ 37

Given names Yes/no questions Negative statements Greetings

Drills........................ .... kl

UNIT 3

Introduction ......................... U8

Reference List........................“9

Vocabulary....................... . . .

Unit Map...........................52

Reference Notes ........................ 53

Nationality

Home state, province, and city Drills............................56

UNIT U

Introduction ......................... 60

Reference List........................6l

Vocabulary..........................62

Unit Map...........................63

Reference Notes....................... • 6U

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

Drills...........................69

Criterion Test Sample ......................75

Appendices

I    I. Map of China......................80

：    II. Map of Taiwan......................8l

III. Countries and Regions..................82

IV, American States.....................8U

V. Canadian Provinces................. • •    85

VI* ConiDon Chinese Names..................86

VII, Chinese Provinces ........................................87

VIII, Chinese Cities.....................88

MODULE 2: BIOGRAPHIC INFORMATION

Objectives...........................89

List of Tapes..........................90

Target Lists..........................91

UNIT 1

Introduction........................99

Reference List.......................99

Vocabulary........................100

Reference Notes ...................... 101

Where people are staying (hotels)

Short answers

The question word neige "which?"

Drills..............._...........105

UNIT 2

Introduction ......................Ill

Reference List......................、112

Vocabulary........................llU

Reference Rotes ......................115

Where people are staying (houses)

Where people are working Addresses The marker de The marker ba The prepositional verb zal Drills..........~...............120

UNIT 3

Introduction.......................12 了

Reference List .......................128

Vocabulary........................130

Reference Notes ..................... 131

Members of a family

The plural ending -men

The question word jl- ^!fhow many”

The adverb dou all Several ways to express ⁿand^M Drills • • ............... • • ..........136

[JNIT k

Introduction...................... • • •    1 从

Reference List.....•...................1^5

Vocabulary..........................1^6

Reference Notes ................ •••••••    1^7

Arrival and departure times The marker le The shi…de construction Drills............................153

UNIT 5

Introduction.........................1^2

Reference List........................163

Vocatxilary..........................165

Reference Notes ....................... 166

Date and place of birth Days of the week Ages

The marker le for new situations Drills . . . .    ....................1T1

UNIT 6

Introduction............._.......... • • 1T8

Reference List • • • ...............................179

Vocabulary........................ . • 180

Reference Notes ................................l8l

Duration phrases

The marker le for completion

The "double le” construction

The marker guo

Action verts

State verbs

Drills.....................188

UBIT 7

Introduction. ......................* • • 196

Reference List..................... • • • 19了

Vocabulary.......... ................199

Reference Notes ............ ••••••«••*• 200

Where someone vorks

Where and vhat someone has studied

What languages someone can speak

Auxiliary verbs

General objects

Drills............................20U

UNIT 8

Introduction.........................213

Reference List........................2lU

Vocabulary..........................215

Reference Notes ....................... 216

More on duration phrases

The marker le for nev situations in negative sentences Military titles and branches of service The marker ne Process verbs

Drills............................223

INTRODUCTION

SECTION I: ABOUT THE COURSE

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 betveen the particular form it takes in Beijing and the form it takes in the rest of the country. There are also, of course, significant nonlinguistic differences between regions of the country. Reflecting these regional differences， the settings for most conversations are Beijing and Taipei.

This course represents a nev approach to the teaching of foreign languages. In many ways it redefines the roles of teacher and student, of classvork 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 vill 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 alvays be purposefully exchanging information in Chinese.

This focus on communicating means that the teacher is first of all your conversational partner. Anything that forces hizn^ back into the traditional roles of lecturer and drillmastar limits your opportunity to interact with a speaker of the Chinese language and to experience the language in its full spontaneity, flexibility₅ and responsiveness.

Using class time for communicating, you will complete other course activities out of class whenever possible. This is vhat the tapes are for. They introduce the nev material of each unit and give you as much additional practice as possible vithout a conversational partner.

The texts suminarize and supplement the tapes, vhich take you through new material step "by step and then give you intensive practice on vhat you have covered. In this course you will spend almost all your time listening to Chinese and saying things in Chinese, either vith the tapes or in class.

Hov the Course Is Organized

The subtitle of this course, "A Modular Approach," refers to overall organization of the materials into MODULES vhich focus on particular situations or language topics and which allow a certain amount of choice as to vhat 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," ¹¹A Taped-Input Approach，" or ¹¹A Communicative Approach/¹

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 (TRH)    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

betveen people, cultural roles in traditional society, and cultural trends in modern society.

TRAVELING IN CHINA (TRL)    Making travel arrangements and visit

ing a kindergarten, the Great Wall, the Ming Tombs, a comune, and a factory.

LIFE IN CHINA (LIC)    Talking about daily life in Beijing

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, ther.e 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 vill occasionally take time out to study part of a resource module. (You vill 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 texfbook.

The eight optional modules focus on particular situations:

RESTAURANT (RST)

HOTEL (HTL)

PERSONAL WELFARE (WLF)

POST OFFICE AND TELEPHONE (PST/TEL)

CAB (CAB)

CUSTOMS SURROUNDING MARRIAGE, BIRTH, MD DEATH {MED)

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 紅 shows hov the core modules₉ optional modules，and resource modules fit together in the course. Resource modules are shown where study should begin. Optional modules are shovn 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 vill 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 roman-ized 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 vill be doing in each unit. First, you will vork

through two tapes:

1.    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 under-stand all the Target List sentences for the unit.

2.    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 Chine” 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, vo-cabulary, pronunciation, and culture.

After you have worked with the C-l and P-l tapes, you go on to two class activities: 3. 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, vhich were not on the C-l and P-l tapes.

U. 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 vorking on the drills for the unit.

5.    Drill Tape: This tape takes you through various types of drills based on the Target List sentences and on the additional required vocabulary.

6.    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 vill give you as much additional practice as possible outside of class.

7.    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.

8.    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:

9.    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.

10. 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 ”intervievs”） are used.

SECTION II BACKGROUND NOTES: ABOUT CHINESE

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 vhat 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 Pǔtonghua, or "Standard Chinese” (literally ”the common speech”). The more traditional term, still used in Taiwan, is Guoyu_% 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 fevest final consonants.

The remaining six Chinese languages, spoken by approximately a quarter of the population of China, are tightly grouped in the southeast, telov the Yangtze River. The six are: the Wu group (Wu), which includes the ”Shanghai dialect”； Hunanese (Xiang); the "Kiangsi dialect" (Gan)； Cantonese (Yuě)， the language of Guāngdōng, widely spoken in Chinese communities in the United States; Fukienese (Min), a variant of which is spoken by a majority

on Taiwan and hence called Taiwanese; and Hakka (Kě.Hā), 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 vould otherwise sound alike. All languages» and Chinese is no exception, znaKe 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,'^f and the verb ’’to sell, mai, is the Low tone (^w) and the Falling tone (^v). And ye.t these vords are Just as distinguishable as our words ”"buy” and ^Tlguy," 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 fever forms than English verbs, and nowhere near as many irregularities • Chinese grainmar 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 vord in ordinary conversation is a single-syllable word. Moreover, although most words in the dictionary have two syllables, and some have more，these vords can almost alvays be broken down into singlesyllable units of meaning, many of which can stand alone as words.

Written Chinese

Most languages with vhich ve 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 vovel sound, more or less. Chinese, however, is written with "characters" which stand for whole syllables--in fact, for yhole syllables vith particular meanings. Although there are only about thirteen hundred phonetically distińct 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 ^Tfideographs,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 People¹s 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, Hanyu Pinyin (literally ”Chinese Language Spelling, generally called ⁿPinyin 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 throu^iout the country. This is not possible, of course, until speakers across the nation have uniform pronunciations of Standard Chinese. For the time being, characters_s which represent meaning, not pronunciation, are still the most widely accepted way of coaaaunicating in witing.

Pinyin uses all of the letters in our alphabet except v, and adds the letter u. 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 vill 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:

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 vords, which are fading in the spoken language. On the other hand, a Cantonese cotild 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 ovn prescribed direction, length, and contour. The dynamics of these strokes as written with a "brush, the classical writing instrument, shov up clearly even in printed characters. You can tell from the varying thickness of the stroke how tlje brush met the paper, hov it swooped, and how it lifted; these effects are largely lost in characters vritten with a 'ball-point pen.

The sequence of strokes is of particular importance. Let's take the character for "moutli,” pronounced kou. Here it is as normally written, vith the order and directions of the strokes indicated.

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 vhich 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^fs take the following character as an example.

This character means "ocean” and is pronounced yāng« The left side of the character, the three short strokes, is an abbreviation of a character which means "water” and is pronounced shui. This is the "radical." It has been borrowed only for its meaning, "vater. The right side of the character above is a character which means "sheep” and is pronounced ysbig. This is the ”phonetic/’ It has been borrowed only for its sound value, yang.

A speaker of Chinese encountering the above character for the first time could probably figure out that the only Chinese word that sounds like yang and means something like ^fVater^,? is the word y£ng meaning "ocean,” We, as speakers of English₉ 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 1了6 radicals; in the other system, there are 2lk. There are over a thousand phonetics。

Chinese has traditionally been vritten 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 ve 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二syllable surname followed by a two-syllatle given name:¹

Mao Zedōng (Mao Tse-tung)

Zhōu Enlai (Chou En-lai)

Jiǎng Jiěshf (Chiang Kai-shek)

Song Qingling (Soong Ch^fing-lingMme Sun Yat-sen)

Song Meillng (Soong Mei-iing--Mme Chiang Kai-shek)

It is not uncommon, however, for the given name to consist of a single syllable:

Zhū De (Chu Teh)

Lin Biāo (Lin Piao)

Hu Shi (Hu Shih)

Jiang Qlng (Chiang Ch，ing—Mme Mao Tse-tung)

There are a few tvo-syllable surnames. These are usually followed by single-syllable given names:

SImǎ Guāng (Ssu-ma Kuang)

Ōuyang Xiū (Ou-yang Hsiu)

Zhūgě Liang (Chu-ke Liang)

But two-syllable surnames may also be folloved by two-syllable given names：

Sīma Xiǎngrū (Ssu-ma Hsiang-ju)

An exhaustive list of Chinese surnames includes several hundred written with a single character and several dozen written vith tvo characters.

Some single-syllable surnames sound exactly alike although written vith different characters, and to distinguish them， the Chinese nay occasionally have to describe the character or "write" it vith 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^fs names are often but not always distinguishable from women¹s; 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 People¹s 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.

MS Xiānsheng J45 MlnglI Xiānsheng

The title "Mrs." is Taitai* It follows the husband¹s full name or surname alone.

MS Taitai

MS MlnglI TeLitai

The title ”Miss” is XiSoJiě. The Ma family^fs grown daughter, Děfēn, would *be

Even traditionally, outside the People^Ts Republic, a married woman does not take her husband¹s name in the same sense as in our culture. If Miss Fang BSolfin marries Mr. MS MlnglS, she becomes Mrs, MS MinglY，but at the same time she remains Fang BSolan, She does not become Ma Baolan; 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 Ma Fang BSolin. At work she is quite likely to continue as Miss Fang.

These customs regarding names are still observed by icany Chinese today in various parts of the world. The titles carry certain connotations, however, when used in the PRC today: Taitai should not be used "because it designates that woman as a member of the leisure class. Xiao.lig should not be used because it carries the connotation of being from a rich family.

In the People's Republic, the title "Comrade，” TSngzhi, is used in place of the titles Xiānsheng, Taitai， and Xiaojie. Ma Mlnglī would be

MS Tongzhi Ma MlnglI Tongzhi

The title "Comrade" is applied to all, regardless of sex or marital status. A married* woman does not take her husband¹8 name in any sense. MS Mlngli¹ s wife would be

Fang T6ngzhi Fang Bǎolān Tongzhi

Children may *be given either the mother¹s or the father^fs surname at birth. In soxoe families one child has the father^fs sumaiae, and another child has the mother's surname• MS Mlnglī^fs and Fang BSolan⁹s grown daughter could be

MS T6ngzhi

MS. Děfēn T6ngzhi

Their grown son could be

Fang Tongzhi

Fang Ziqiang TSngzht

Both in the PRC and elsewhere, of course, there are official titles and titles of respect in addition to the connnon titles ve have discussed here* Several of these will be introduced .later in the course.

The question of adapting foreign nameB to Chinese calls for special consideration. In the People¹s 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 nonphonetic considerations. (An attempt is usually made when transliterating to use characters with attractive meanings•) For the most part₉ the resulting names do not at all resemble Chinese names. For example, the official version of ”David Andersonis Daiwěi Anděsēn.

An older approach, still in use outside the PRC, is to construct a valid Chinese name that suggests the foreign name phonetically. For exaxsple ₉ ”David Anderson" might be An Dāwěi.

Sometimes, when a foreign surname has the same meaning as a Chinese surname, semantic suggestiveness is chosen over phonetic suggestiveness.

For example, Wang, a common Chinese surname, means "king," so "Daniel King” might be rendered Wang Děniān.

Students in this course will *be given "both the official PRC phonetic equivalents of their names and Chinese-style names.

MODULE 2: BIOGRAPHIC INFORMATION

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-U) 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.

OBJECTIVES

Upon successful completion of the module, the student should be able to

1.    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.

2.    Pronounce correctly any sentence from the BIO Target Lists, vith proper pauses and intonation, that is, vithout obscuring the tones vith English intonation.

3.    Use polite formulas in asking and answering questions about identity (neune), health, age，and other basic information.

U. Reply to questions with the Chinese equivalents of ”yes" and ”no•”

5.    Ask and answer questions about families, including who the members are, hov old they are, and where they are.

6.    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.

7.    Ask and answer questions about work or study--identification of occupa-tion， the location, and the duration.

8.    Give the English equivalent for any Chinese sentence in the BIO Target Lists.

BIO

9. Be able to say any Chinese sentence in the BIO Target Lists vhen cued with its English equivalent.

10. Take part in a short Chinese conversation, using expressions included in the BIO Target List sentences.

TAPES FOR BIO AND ASSOCIATED RESOURCE MODULES

Units 1-h R-l Units 5-8 R-l

Classroom Expressions (CE) CE 2

Time and Dates (T&D)

T&D 1    T&D 2

BIO

UNIT 1 TARGET LIST

UNIT 2 TARGET LIST

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-l tapes)

UNIT 3 TARGET LIST

ADDITIOML REQUIRED VOCABULARY (not presented on C-l and P-l tapes)

UNIT 4 TARGET LIST

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-l tapes)

UNIT 5 TARGET LIST

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-l tapes)

UNIT 6 TARGET LIST

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-l tapes)

UNIT 7 TARGET LIST

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-l tapes)

UNIT 8 TARGET LIST

ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-l tapes)

BIO

UNIT 1 INTRODUCTION

Topics Covered in This Unit

1, Where people are staying (hotels),

2• Short answers•

3. The question word nSige, ’’which•”

Materials You Will Need

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

2.    The C-2 and P-2 tapes, the Workbook.

3.    The drill tape (lD-l).

REFERENCE LIST

★This exchange occurs on the C-l tape only.

REFERENCE NOTES

Notes on No. 1

The verb zhū, "to live/’ or "to reside,^M may "be used to mean ”to stay at” (temporary residence) or "to live in" (permanent residence).

Zhň zai n&r literally means "live at where •” The verb z&i, "to "be in/ at/on,¹¹ is used here as a preposition,    It loses its tone in this

position in a sentence. (The use of zki as a preposition is treated more fully in Unit 2.)

FSndiSn has two meanings”restaurant" and "hotel” (a relatively large hotel with modern facilities).² Literally, fctndiSn means ”rice shop.”

Mote on Mo. 2

Shi: 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 ansvers. Zhū is one such verb. Others not to "be used are xing, "to "be 8urnamed,^ff and JiiLo, ”to "be given-named." Many speakers do not repeat the vert zcli as a short answer. To give a short "yes” answer to questions containing these verts, you use shi.

Notes on Nos, 3-T

K8ige is the question word "which.¹¹ In the compound neiguo^ you found the "bound word nSi-, which vas attached to the noun gu6. In the phrase nSlge rěn> ”vhich person,” the bound word nSi- 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 n§i- into the full word nSige.)

N8ige rěn/Ngivěi: To be polite vhen referring to an adult, you say něivěi or nSivěi, using the polite counter for people -wěi rather than the general counter -ge, though -ge is used in many informal situations.

Notice that the noun rěn is not used directly after -věi:

Compare the specifying words ”which?” "that，" and "this” vith the location words you learned in Unit U of ORN:

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/¹ and "here”： nage? nage， and zhěge.

Bu: A short negative answer is usually formed by bii plus a repetition of the vert used in the question. When a verb, like zīīS^ (zai)• cannot be repeated, is used as a short answer and is folloved by a complete answer. Notice that when used "by itself bu is in the Falling tone，"but vhen folloved ty a Falling-tone syllable tu is iń the Rising tone.

Bu, tā xianzai tū zai zher.    No， he^fs not here nov.

Notes on No. 8

Name as greeting: A greeting may consist simply of a person^fs name:

Wang Tongzhi?¹¹ Comrade Wfing!" The name may also be used vith a greeting phrase: Wang T6ngzhU Hln 2§o> ”Comrade W&igJ Good morning.^M~or, in reverse order, Nln z&o. V^ng T6nezhl! "Good morning. Comrade Wfing!^M The naj&e is pronounced as an independent exclamation acknowledging that person's presence and status. It is not de-emphasized like "Comrade WSng^,f in the English sentence ¹¹ Good morning, Comrade WSng."

Nin zǎo means "good morning”一literally, ^,fyou are early.¹¹ You may also say either ńi zǎo or simply zǎo.

Nushi, "Ms.,” is a formal, respectful title for a married or unmarried woman. It is used after a woman's own surname, not her huslDand's. Traditionally, this title vas used for older, educated, and accomplished vomen.

In the PRC, where people use T$ngzhi， "Comrade," in general only foreign vomen are referred to and addressed as (so-and-so) Mushi• On Taiwan, however, any woman may be called (so-and-so) Nusbt in a formal context, such as a speech or an invitation.

Nin hao: This greeting may be said either with or without a question marker, just as in English we say "Hov are you?” as a question or ”Hov are you¹' as a simple greeting.

Ni hǎo ma?    How are you?

Nl hao*    Hov are you.

Also Just as in English, you may respond to the greeting ty repeating it rather than giving an answer.

Li TongzhīJ Nin hǎo.    Comrade Li! Hov are you.

Nin hao. Gāo Tongzhi!    Hov are you. Comrade Gāo!

Literally, hSn means "very•” The word often accompanies adjectival verts (like hio, ^,Tto be good")，adding little to their meaning. (See also Module 3, Unlt"3.)

Hov 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 Chinesefor instance, Ma Mlngli. Here are some other ways:

Notes on No. 9

DRILLS

A. Response Drill

Respond according to the cues.

1.    Speaker: Tā zhū zai nar?    You： Ta zhii zai BSijlng Fandian.

(cue) Běijlng Fandian    (He/she is staying at the

(Where is he/she    Běijīng Hotel.) staying?)

2.    NS airen zhii zai nar?    Tā zhii zai Mlnzu Fandian.

Mlnzū Fajidian    (He/she is staying at the National-

(Where is your spouse staying?)    ities Hotel.)

3.    Li Tongzhi zhu zai nar?    Tā zhū zai zheige fandiin.

zheige fIndian    (He/she is staying at this hotel.) (Where is Comrade Li staying?)

h. Fang Tongzht zhū zai nār?    Tā zhi zai něige fandlin.

něige fandiān    (He/she is staying at that hotel.) (Where is Comrade Fang staying?)

5.    Chen Tongzhi zhu zai nar?    Ta zhu zai BSiJIng Find!an.

BSiJIng Fāndiān    (He/she is staying at the Beijing

(Where is Comrade Chen staying?)    Hotel.)

6.    Lin Tongzhi zhu zai nSr?    Tā zh\i zai Mlnzla F&rxdian.

Mlnzō. Fandian    (He/she is staying at the National-

(Where is Comrade Lin staying?)    ities Hotel.)

了. Huang Tongzhi zhu zai nar?    Ta zhii zai zhěige fěnditn.

zhěige fandian    (He/she is staying at this hotel.) (Where is Comrade Hufing staying?)

£. Response Drill

Give affirmative responses to all questions.

1.    Speaker: Gāo Nushi zhu zai    You： Shi, tā zhū zai Mlnzii Findiān.

Mlnzu Fandian ma?    (Yes, she is staying at the

(Is Miss Gao staying    Nationalities Hotel.)

at the Nationalities Hotel?)

2.    Zhang Nushi zhu zai BSiJIng    Shi, tā zhu zai Beijing Fandian.

Fandian ma?

3. Jiāng Nusht zhu zai zhěige    Shi, tā zhu zai zhěige fSndian.

feLndisji ma?

't. Huang Nushi zhxi zai něige    Shi, tā zhu zai něige fIndian,

fIndian ma?

5.    Wang Nushi zhu zai BSiJIng    Shi, ta zhū zai BSiJIng FandiSn.

Fotndiān ma?

6.    Lin Nushi zhu zai Minzu    Shi, ta zhu zai Mlnzu Fěndian.

FlndiSn ma?

7.    V&o Nusht zhū zai zhěige    Shi，tā zhō. zai zhěige fandian.

fknāiin ma?

C. Response Drill

Give negative responses to all questions.

1.    Speaker: Jiāng Xiānsheng zhu    You: Bu shi, tā "bu zhii zai zhěge

zai zhěge f&Lndiān ma?    fāndiān.

(Is Mr. Jiāng staying    (No，he isn^ft staying at this

at this hotel?)    hotel.)

2.    MS Xiānsheng zht zai nelge    Btl shi, tā bu zhū zai nage fandian.

fdndlSn ma?

3.    Li Xiānsheng zhu zai Guěbln    Bii shi, tā bu zhii zai Gu6bln

BsLfGLndian ma?    Dafanditn.

U. Zhilo Xiānsheng zhū zai Yuanshan Btx shi, tā bH zhū zai Yuanshān Detf^ndiim ma?    DāfIndian <

5.    Liū Xiānsheng zhu zal Yuanshan Bu shi* tā "bu zhu zai Yuanshān

DafiLndlan ma?    Dāfandiiui.

6.    Tang Xiānsheng zhu sai nage    Bu shi, tā bu zhū zai nage fandian.

fandian ma?

T. Song Xiānsheng zhii zai zhege    Bu shi, tā bu zhu zai zhěge fandian.

fandiaii ma?

D.    Response Drill

Give either a negative or an affirmative response, according to the cues.

1.    Speaker: Tang Tongzhi zhu ?al    You: Sht, tā zhū zai zhěige fiLndiSn.

zhěige fandian ma?    (Yes, he is staying at this

(cue) zhěige fāndian    hotel.)

(Is Comrade Tang staying at this hotel?)

OR Ma Tongzht zhii zai    Bu shi, ta bu zhō. zai něige

něige fIndian ma?    fetndian.

(cue) zhěige fandiān    (No, he isn’t staying at that

(Is Comrade MS staying    hotel.)

at this hotel?)

2.    Ma Tongzht zhū zai něige    Bu shi, ta "bū zhū zai něige fSndlSn.

fandian ma? zhěige faLndian

3* Li TSngzhi zhii zai BSiJIng    Shi ta zhū zai BSiJIng Fandian.

Fāndiltn na? BSiJīng FāndiSn

k. Zhko Tongzhi zh& zai Mlnzū    Bu shi, tā *b1i zhū zai MlnzU F^ndiSn.

Filndiān ma? BSijīng FandiSn

5.    Liu Tongzhi zhxi zai zhěige    Bu shi, ta bū zhū zai zhěige

fandi6^1 ma? něige fandian    fSndiSn.

6.    Jiāng T6ngzhi zhū zai něige    Sht, ta zhii zai něige fandiSn.

fandian ma? něige fāndiān

TV Zhang Tongzhi zhii zai B?ijlng    Bu shi, tā "bu zhň zai BSiJIng

Fandiān ma? Mlnzū Fāndiān    FSndiibi.

E.    Transformation Drill

Change the less polite forms něige    rěn and zhěige rěn to the more polite forms neivěi and zhěivěi.

1,    Speaker: Něige rěn shi Li    You: Něivěi shi Li Tongzhi.

Těngzht.    (That one is Comrade Lī.)

(That person is Comrade LI.)

2.    Zheige rěn shi Fang Tongzhi•    Zhěivěi shi Fang Tongzhi.

3- Něige rěn shi Jiāng Tongzht.    Něiwěi shi Jiāng T6ngzhi.

U.    Zhěige rěn shi Zhōu Tongzhi.    Zhěivěi shi Zhōu Tongzhi.

5.    Něige rěn shi Zhāng T6ngzhi.    Něiwěi shi Zhang Tongzht.

6.    Zhěige rěn shi Chěn Tongzhi.    Zhěiwěi shi Chen Tongzhi.

了.    Něige rěn shi Hū TSngzhi.    Neivěi shi Hu Tongzht.

F.    Response Drill

Respond to nSige fIndian? "vhich hotel?¹¹ according to the cues.

1.    Speaker: Tā zhii zai nSige    You： Ta zhū zai Mlnzū FandiiLn,

fandiSn?    (He/she is staying at the

(cue) Mlnzfl Ftndian    Nationalities Hotel.)

(Which hotel is he/she staying at?)

2.    Zhāng Tongzhi zhii zai nSige    Tā zhū zai Beijing Fandian.

feLndian? BSiJIng Fāndiān

3.    Jiāng Tongzhi zhu zai něige    Tā zhū zai něige fandian.

fandian? neige fandian

h. Wang Tongzhi zhti zai n§ige    Tā zhu zai zhěige fandian«

fandian? zhě ige fāndian

5.    Huang Tongzhi zhu. zai něige    Tā zhu zai Mlnzu FandiSn.

fandian? Mlnzli Fāndian

6.    Lin TSngzhl zhu zal nSige    Ta zh\i zai Běijīng Fandian.

fandian? BSijlng Fandian

7.    Liu T6ngzhi zhū zai nSige    Tā zhū zai zhěige fěndian *

fandian? zhěige fandiin

G,    Response Drill

Respond to nSige rěn? 'Vhich person?’’ vith něige rěn, ’’that person. ^M

1. Speaker: Qlngwěn, neige rěn shi You: Něige rěn shi Wang rěxian,

Wang Děxian?    (That person is Wang Dexian,)

(May I ask, which person is Wang Děxian?)

2.    Qlngvěn, nSige rěn shi Zhao    Něige rěn shi Zhlk) Shimln.

Shis^tn?

3.    Qīngwěn, nSige rěn shi Lin    Něige rěn shi Lin Baolan.

Baolan?

I

h. Qingvěn, nSige rěn shi Gāo    Něige rěn shi Gao Tfngfěng.

Tlngfēng?

5.    QSngven, nSige ren shi Zhāng    Něige ren shi Zhing W5nr1l.

W&nru?

6.    Qlngvěn, nSige rěn shi Hu    Něige rěn shi H1l MSillng.

MSillng?

7.    Qlngvěn ₉ nSige rěn shi Sdng    Něige rěn shi Sdng ZhīyuSn.

Zhlyuin?

H.    Transformation Drill

Ask the appropriate "vhich” or "where" question according to the statements,

I.    Speaker: Tā laojiā zki QIngdSo.    You: Tā lSojia zki nSr?

(His/her family is    (Where is his/her family from?) from Qingdao•)

OR Tā xiEnzeli zki Jiānadā.    Tā xi&nzāl zāi n&r?

(He/she is in Canada    (Where is he/she now?) nov.)

OR Ta zh\i zai BSijīng    Ta zhii zai nSige findiebi?

FeUidiiln.    (In which hotel is he/she

(He/she is staying at    staying?) the BSiJIng Hotel.)

2.    Tā xianzai zeli Shandong.    Tā xiinzeii zil nar?

(He/she is in Shandong now.)    (Where is he/she now?)

3.    Tā zh\i zai    FSndiiui.    Ta zhū zai nSige findi&i?

(He/she is staying at the    (In vhich hotel is he/she staying?)

Nationalities Hotel,)

U. Tā l&ojiǎ zai HubSi.    Tā l&ojiǎ zil nSr?

(His/her family is from Hubei •) (Where is his/her family farom?)

5- Tā xiknzki zai MSigu6.    Tā xianzai zai nSr?

(He/she is in America nov.)    (Where is he/she nov?)

6.    Tā zhu zai zhěige fandian.    Tā zhii zai něige fIndian?

(He/she is staying at this    (In vhich hotel is he/she staying?) hotel*)

7.    Tā lSoJiā zai Gi^ngdōng.    Tā laojiā zsLi nar?

(His/her family is from    (Where is his/her family from?) Guangdong.)

INTRODUCTION

Topics Covered in This Unit

1.    Where people are staying (houses).

2.    Where people are working.

3.    Addresses.

U. The marker de.

5.    The marker ba,

6.    The prepositional vert zki.

Materials You Vill Weed

1.    The C-l and P-l tapes₉ the Reference List and Reference Notes.

2.    The C-2 and P-2 tapes, the Workbook.

3.    The 2D-1 tape.

REFERENCE LIST

(in Taipei)

VOCABULARY

REFERENCE NOTES

Notes on Nos* 1-2

The word gu6bin actually refers to any official state guest, not Just an ambassador. (The word for ”ambassador” is ditshi•) The translation "Ambassador Hotel” has been used for years by that hotel and, although inaccurate, has been retained in this text.

D盔fSndlňn means "great hotel¹¹ or "grand hotel.¹¹ It is commonly used in the names"of Taiwan and Hong Kong hotels.

Nāli, nilli，and zhěli are common variants of n|r, netr, and zhěr in non-Peking dialects of Standard Chinese• The forms with r are Peking dialect forms • Compare:

Notice the difference in tone "betveen nSr and nill. This is because -li has a basic Lov tone, and the first of two adjoining Low-tone syllables changes to a Rising tone: na + -ll = něl±

The possessive relationships in pěngyou Jia, "friend,s house," n£ pěngyou Jia, "your friend’s house," and ta Jiā, "his house,” are unmarked, while the English must include 生 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 vhen the relationship between the tvo is particularly close, like the relationship "between a person and his hone, family, or friends.

Notes on No. 5

Pěngyoude dizhi: "īhe marker -de in this phrase is Just like the English possessive ending 昱.With the exception of close relationships, this is the usual way to form the possessive in Chinese.

Unlike the English -，！ ending, -de is also added to pronouns.

You are learning possessive phrases in which the marker -de is used (tāde dizhl) and some possessive phrases which do not contain -de (nl pěngyou jia). 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 Xiānsheng pěngyoude taitai, the marker -de is used to separate the possessor from the possessed.

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 vithout -de "before them, most nouns are more likely to be preceded by -de, and many even require it. Dizhl, "address," is the only noun you have learned which REQUIRES the possessive marker -de added to the possessor. But other nouns such as Jia are not alvays preceded by -de. This is also the case with nouns indicating personal relationships, like fňmg, "father,” and tāitai^

"wife•” Pěngyou, ”friend,¹¹ xuěsheng• ^,fstudent and iSoshl > "student are commonly used vithout -de, but may also lōe used with the marker.

You might expect the question Hi pěngyoude dizhl shi.»> ? to "be completed vith a word such as shěnme• ^wvhat.^ 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 nuoi'ber.

-hao: A street number is alvays given with the ³bound vord -hSo,

"number,¹¹ after it.*

Notes on Nos. 6-7

Ba is a marker for & question which expresses the speaker's supposition as to vhat the ansver 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 了 into English:

Něi shi Guotln Dāfimdian?    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 pro*ba*bly find that the "isn’t it”/”aren*t you” translation fits most situations.

The short ansver shide is an expanded form of the short ansver shi, with the same meaningl "Yes, that¹s so.” Shide is also the word used for the ”yes” in the military ”Yes， sir•”

舱(něi)： In the subject position, n& (něi), "that," and zhě (zhěi), "this,” may be used either as free vords or as bound words, with -ge following. Compare:

However, the question form nS- (n§i-) is a bound vord.

NSge (fandieLn) shi Gu6*bīn    Which one (hotel) is the

DsLfiLndidn?    Ambassador Hotel?

Wǔguānchū， "defense attache’s office,” literally means ”military attache^fs office-^ff

Zki.•,gōngzuS: Compare these two sentences:

The sentence Tā ziLl T&inĀn. g5ngzu3 seems to have tvo verbs: zai, "to be in/at/on,¹¹ and gongzud, ”to vork*^>! But there is only one verb in the translation: ”He works in Tainan•” The translation reflects the fact that zki loses its full verb status in this sentence and plays a role like that of the English preposition ”in•” The zki phrase in Chinese, like the "in" phrase in English, gives more information about the main verb gōngzud; that is, it tells vhere the action takes place. ”He works，” and the work takes place ^Min Tainan.^M In sentences like this, the word zki is a prepositional verb. Most relationships expressed ty prepositions in English are expressed *by prepositional verbs in Chinese•

You have also seen zki used as a prepositional verb in the sentence Nl zhň. zki nllli? "Where do you live?”一literally, ”You live at vhere?” Notice that in this sentence the prepositional verb phrase zeii n&li comes after the main verb zhā* In the sentence N3C zk± nSli gōngisuo? the prepositional verb phrase zai n&li conies "before the main verb g5ngzud« Many things, such as stress, contrast, and other objects in the sentence, can influence the order of the prepositional verb phrase and the main vert.

In some cases> either order may be used, as in Nl zki n&li zhu? or Nl zh^. zki nāli? In other cases, the word order is fixed, ās In MI zli n^li gōngzu5~ For text examples, it vill be pointed out whether or not the word order may be changed, and the reasons will "be given,

Ta bd zai T&ibei gōngzuS, "He doesn^ft work in Taipei": In this sentence, the negative adverl? bu comes before the prepositional verb zai (which starts the complete predicate zai Tltibei gōngzuō), not before the main verb gōngzuS. This makes sense, for you are not saying *^?He does NOT WORK，” but you are saying ”He does NOT work IN TAIPEI•”

BIO, Unit 2

DRILLS

Response Drill

Speaker: Li Xiānsheng zhu zai    You: Tā zhu zai Guobln DāfIndian,

nali?    (He is staying at the

(cue) Guotln Dafibadian    Ambassador Hotel. )■

(Where is Mr. Li staying?)

2.    Lī Xiānsheng jiā zsli nāli?    Tā Jiā zai DunhuS L^i.

Dūnhu^ Lu

3.    Wang Xiānsheng Jia zki nali?    Tǎ Jiā zai Nongān Jiē.

N6ngan Jiē

U. Hě Xiānsheng Jiā zāi nāli?    Tā Jiā zki Dali Jiē.

D&lī Jiē

5. Bāo Xiānsheng Jiā zki nāli?    Tā jiā zai Nanjing Lň.

Nanjing Lu

6. MS Xiānsheng jia z盔i nali?    Tā Jiā zai ZhSngshān Lu.

Zhongshān LO.

BIO, Unit 2

7. Lin Xiānsheng Jiā zai nali?    Tā Jia zdi Zhějlang Jie.

Zhějiing Jiē *

C. Response Drill

According to each cue, respond with the appropriate street nuoiber on Dali Jiē.    '■

Trans formation Drill

6. Wang Taitai Jiā zai Boai Lu JiǔshisthSo.

Response Drill

I. Transformation Drill

Add xiānzSi, ”nov,” to each statement.

Response Drill

6.    Lin Xiānsheng zai nali gongzuo    Tā "bu zSi nali gongzuo; tā zai

ma? zhěli    zhěli gōngzuS.

7.    Li<x XiSoJiS zai TaibSi gōngzuo    Tā bū zai Taiběi gongzuo; tā zai

ma? Taizhōng    Taizhōng gōngzuo.

UNIT 3 INTRODUCTION

Topics Covered In This Unit

1.    Members of a family.

2.    The plural ending -men.

3.    The question word Jt- "hov many.”

U.    The adverb d5u ”all."

5. Several ways to express "and.

Materials You Will Heed

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

2.    The C-2 and P-2 tapes, the Workbook.

3.    The 3D-1 tape.

REFERENCE LIST

VOCABULARY

(introduced in

Communication Game)

(I’ve) won

ylng le

REFERENCE NOTES

Notes on No, 1

The plural pronouns are formed by adding -men to the singular pronouns

(You have already seen these pronoun forms used as possessives:

"our," etc. Later you will find that they are also used as objects: "me," "us，" etc•)

Haizi: Chinese nouns have the same form for singular and plural.

Hllzi may be either "child” or "children/,⁴ Usually the context will make clear whether a noun should be translated as singular or as plural, but not alvays* Chinese does not require that the matter be pinned down to the same extent that English does. WSmen y5u haizi is a perfectly good sentence, even though the only accurate translation is the clumsy ^lfWe have one or more children.¹⁹ We would prefer to have enough inforniation to translate it either as ^f?We have a child” or as ^,fWe have children •” At times this ambiguity is an advantage. When you ask Nlmen ySu haizi ma? you do not, after all, knov whether you are referring to one child or to more than one child. To cover both bets in the same way in English, ve have to say ^f1Do you have any children?’^

Měiyou: All the verbs discussed so far form the negative with bu, vith the single exception of ySu, ^uto have," vhich has the irregular negative form měiyou.

Notes on Nos* 3-紅

In Peking speech, j!-， "hov many,” is usually used only vhen the number expected in an ansver *is about 10 or less. In many other parts of China, speakers use jl- no matter how large a number is expected in the ansver*

Counters: In Chinese, a noun cannot be counted or specified (i.e., used with nēi-» "which，¹¹ něi-，"that，" zhěi-, "this") vithout the addition of a bound word, a counter, to indicate the sort of thing "being specified or counted. English has a fev such counters, as "head,* in ,，hov many head of cattle¹¹ and "loaves" in ¹¹ 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, -věi. 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 estatlishznents.

The general counter -ge is used vith nouns that do not have special counters. For example, there is no special counter for the word pubu, "waterfall,，，so you would say yige pubū, ’’one waterfall." You have already found the general counter -ge in specifying expressions such as neige hfiizi, "vhich child,” and zhěige fSndiSn， "this hotel."

You may find that, in colloquial speech, nouns that have special counters are sometimes used vith _ge anyway，but this tendency is looked dovn upon *by many speakers.

Here are the numbers 1 through 10 vith the counter -ge:

yige, liǎngge, sānge, sige，wǔge，liuge，q_ige，jbage, Jiǔge， shlge

The number 2 has a special form before a counter: liang-. Notice that the words for 1, 了，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.)

N|n-, nu-: The "bound words nĀn-> ”male," and nu-, "female,¹¹ are often used in compounds; for example, n&npěngyou, "boyfriend,” and nutňngzhi•

” (woman) Comrade •"

"And”: In Chinese, a vord for ”e^d" is not needed between parallel phrases like liǎngge n$nhaizi_% ylge nuh£izi> ^,ftwo boys, (and) one girl.”

A pause is usual between the two phrases, but even the pause is sometimes omitted.

Notes on Nos* 5-7

Shi ninhSlzi, shi nuhaizi? In Chinese» an "or" question (i.e., a question asking which of two alternatives is true) may be asked simply by stating the tvo alternatives vith a pause between. In this kind of question, the verb must appear in each alternative. (You will learn other vays of making "or" questions in later modules.)

Dōu may usually "be translated in a sentence as ¹¹ all (of),，，or, if it refers to only two things, as ^Mlx)th (of)." Literally, dōu means "in all cases," "uniformly,” ”entirely，” ”completely.” Since it is an advert), it must be placed after the subject of a sentence and before the verb (like the adverb y§， "also”）.

Literally, the phrase nl Jiāli means "in your home" (jia, "home"; -li, "in”）. In this sentence it is extended to mean ^lfthe people in your home，" that is, "your family."

Ni Jiāli - y5u - shěnme rěn? Phrase by phrase, this questipn is: "In your family - there are - vhat people?，’ The vord ^?,familyⁿ can ⁵be taken to mean either all your relatives or only those living in your household.

By itself, the verb you means "to "be,” "to exist•” You have now seen it translated tvo vays: 1) as ”have,” vith a personal subject: WSmen y5u sǎnge h£izi. "We have three children.^If 2) as "there is/are,^fT in the so-called impersonal construction: Nl jiāli shěnme rěn? "What people are (there) in your family?ⁿ

In exchange 8，the verb ySu in the ansver is translated as ^ftthere^fs.^,T Some English speakers may find this translation too colloquial. The answer can also "be translated Just "by listing the family members, with no vert in the English, as vas done in exchange 9« Chinese almost always keeps the verb in the ansver to a question, while English tends to leave it out.

Hov to say "and": Chinese has several words for ”and/’ Gēn is the word for "and when Joining nouns or noun phrases. Yě^ is the vord for ••and" vhen Joining verts, verb phrases, or whole sentences:

Wo bd. xlng Li, tix xlng Lǔ. WS xing Lu*

(I'm not surnamed Lit and I^fm not surnamed Lu. I^fm surnamed Lu.)

Chinese tends to use a vord for "and*’ when the noun phrases *being Joined are not parallel and not to use one vhen the phrases are parallel:

Jiū, "only，丨’ ”Just，” is an advert (like ye and dōu)• The, use of jiu to mean "only" is probably mostly confined to the Peking dialect.* Speakers from other parts of the country will not necessarily use jiu to mean ”only^IT or understand it as such. A more widely used and understood word for ’’only” is zhl. Thus the ansver in exchange 9 could also be Zhl you v5 fuqin, muqin.

Chinese is much more precise than English in its terms for family members. There is not Just one vord for brother^,f or "sister" but words for "older brother,” "younger brother"older sister," and "younger sister.¹¹

When referring to both older and younger sisters, the term .liěměi is used* When referring to both older and younger "brothers, the term xiōngdt is used. When referring to sisters and brothers, the phrase xiSngdi Jlgměi is used.

Chinese also distinguishes between grandparents on the father^fs side of the family and grandparents on the mother¹s side:

The syllable vSi- in vaizufň and vSizSinu literally means "outer" or "outside•”

DRILLS

D。 Response Drill

Give a negative or affirmative response to each question according to the cue.

TransformatIon Drill

Change each ma question to a jī question.

Response Drill

Respond to the questions according to the cues.

Response Drill

The speaker will ask you two questions for each exchange. Use the niunber cue to ansver the first question. Answer the second question vith dōu and the first alternative.

Shi nanhaizi, shi nShaizi?

Expansion Drill

Add the cue and gēn to each sentence.

Response Drill

UNIT 4 INTRODUCTION

Topics Covered In This Unit

1.    Arrival and departure times,

2.    The marker

3.    The shi" • de construction.

Materials You Will Need

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

2.    The C-2 and P-2 tapes» the Workbook.

3-    The UD-1 tape.

REFERENCE LIST

(in Beijing)