CM 0184 S

A MUUULAR ARHHUAUH

STUDENT WORKBOOK

MODULE 3: MONEY

MODULE 4: DIRECTIONS

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

NonresidentTraining 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.

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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 mater!ala to reflect currant usage in Beijing and Taipei,

The conference resolved to develop saterials which were flexible enough in form and content to meet the requirements of a vide range of government agencies and academic institutions.

A Project Board was established consisting of representstives of the Central Intelligence Agency Language Learning Center, the Defense Language’ Institute, the State Department^fB Foreign Service Institute, the Cryptologic School of the Sational Security Agency, and the U.S. Office of Education, later Joined by the Canadian Forces Foreign Language School. The representatives have included Arthur I. McNeill, John Hopkins, and John Boag (CIA); Colonel John F. Elder III, Joseph C. Hutchinson, Ivy Gibian, and Major Bernard Muller-Thym (DLI)j James B. Frith and John B, Ratliff III (FBI); Kazoo Shitana (NBA); Bichard T. Thompson and Julia Petrov (OE); and Lieutenant Colonel George Koaoria (CFFIá).

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 vas appointed project coordinator, and u planning council was formed consisting of Hr. Kok, Frances Li of the Defense Language Institute, Patricia 0'Connor of the University of Texan, Seri M. Rickerson of the Language Learning Center, and Jarnos Wrenn of Brown University. In the fell 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. Borale, and Roberta 6. 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 communication-based clasBroom activities and wrote the teacher’s guides. Lucille A, Barale and Roberta S. Barry wrote the tape scripts and the student text. By 1973 Thomas E. Madden and Busan 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, Ylng-chih 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 Hau 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 Me, 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. ]gllis, Ma. Pole, 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 Thanas G. Foster, Commandants of the Defense Language Institute, Foreign Language Center, authorized the DLIFLC support necessary for preparation of thia 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 ...... ................ ...... ill

MODULE 3: MONEY

UNIT 1 C-2 Workbook ...... ...... .......... 1

P-2 Workbook ......... ....... .

Communication Game A ....

Communication Game B

UNIT 2 C-2 Workbook

P-2 Workbook .....

Communication Game A ..... ........

Communication Game B........  . . . 2h

UNIT 3 C-2 Workbook................

P-2 Workbook

Communication Game ......... ..........

UNIT h C-2 Workbook

P-2 Workbook

Communication Game A

Communication Game B ....... ...........

UNIT 5 C-2 Workbook....... .

P-2 Workbook .............. ...... .

Communication Game

UNIT 6 C-2 Workbook ......... .............

P-2 Workbook

Communication Game A ....

Communication Game B

MODULE h: DIRECTIONS

UNIT 1 C-2 Workbook

P-2 Workbook

Communication Game .............

UNIT 2 C-2 Workbook ....

P-2 Workbook ............. ..... ...

Communication Game A ......

Communication Came B ................. 121

Communication Game C ..... ...... ......

UNIT 3

C-2 Workbook

P-2 Workbook

Communication Game A * » , . . . . ......... .

Communication Game B ...

UNIT U

C-2 Workbook

P-2 Workbook

Communication Game A.................

Communi eat ion Game B ......

UNIT 5

C-2 Workbook

P-2 Workbook

Communication Game .................. 166

Vocabulary .......................... 171

MODULE 3: MONEY

UNIT 1 C-2 WORKBOOK

EXERCISE 1

This is a review dialogue similar to dialogues at the end of C-l tapes. You will test your understanding of vocabulary itema and grsnwrr introduced in this unit.

In this conversation, Mr. Jacobsen is making some purchases at a news-' stand in Taipei. You will hear the conversation twice. Then each sentence in the dialogue will be followed by a pause during which you are to say the English equivalent. After each pause, the speaker will give an acceptable English translation for comparison.

EXERCISE 2

In this exercise you will work on your comprehension of amounte of money and prices per unit. Zhang Ēán has 100 Taiwan dollars to apend in the bookstore. You will hear his conversation with the clerk three times. As you listen the first two times, jot down on the chart below prices of items he wants to buy, and answer the first question under the chart* As you listen to the dialogue for the third time, answer the second and third quasttena.

Here are two titles you will need for this exercise:

Zhōngguo WĚūjcuÍ Shī (History of Chinese Literature)

Taiwan Wentán           (Taiwan Literary Magatiae)

PRICE

History of Chinese Literature

Taiwan Literary Magazine            ,

History of England

map of England

QUESTIONS

• 1. Did Mr. Zhāng have enough money for everything he wanted to buy? ( ) Yes ( ) No

• 2. Which item did Mr. Zhang decide not to buy?

( ) History of Chinese Literature

( ) Taiwan Literary Magazine

( ) Hiatory of England

( ) map of England

• 3. How much money did Mr- Zhang have left out of his 100 Taiwan dollars?

EXERCISE 3

In this exercise you will work on your comprehension of counters to indicate amounts. You will hear three conversations. The first and third take place at newsstands, and the second in a bookstore.

After listening to the series of conversations for the second time, answer the question below. Then listen to the conversations again.

QUESTION,

1. Which two people bought the sane number of items?

) No, 1 and No.

) No. 2 and No.

) No. 1 and No.

EXERCISE 4

This exercise will give you more practice listening for prices. Lewis Ross, an American student in Taipei, is browsing through a bookstore. You will hear his conversation with the clerk three times. After listening to the dialogue for the second time, answer the questions below. Then listen to the conversation again.

QUESTIONS

1. Did the clerk get the total right?           ( ) Yes ( ) No

2. What is the correct total?

UNIT 1 P-2 WORKBOOK

EXERCISE 1

This exercise gives you practice in finding out whether an item is sold, finding cut the price per unit, and completing the purchase.

Display I lists the items you want to buy at a newsstand on eight different occasions. For each item, first ask if it is sold there. If the news vendor says that it is, ask the price per copy. When ha tells you the price, say that you will buy one copy, and tell him how much you are giving hl»--tbe exact change.

Example

YOU ASK: Nlmen zhfeli mill Zhōngwín bào bu naiT LBepeat confirmation*!

TAPE:     WSmen mài. Jift zfci nill.

YOU ASK: Zhège Zhōngvín b&o duǒshac qifin yífìn? CBepeat confirmation. !

TAPE:     Sánkuài qiín yífèn.

YOU SAY: Hío. w3 m2i yífìn. Ehi ahi sgnkuìl qi£n. CBepeat confirmation,!

The underlined sentence in the last line of the example is "Here*a three dollars" (literally, "This is three dollars").

Here are the new vocabulary items you will need for this exercise:

Hāh-Yīna zìdi&n          (Chinese-English dictionary)

Yīng-Hàn zìdiīn          (English-Chinese dictionary)

DISPLAY I You want to buy

• 1, a Chinese(-language) newspaper

• 2. a Chinese magazine

• 3. a map of Taipei

U. a Chinese-English dictionary,

• 5. an American magazine

• 6, an English(-language) newspaper

• 7, a map of Taiwan

• 8, an English-Chinese dictionary

M3 •crkbocfc, ’--it 1

EXERCISE 2

Thia exercise gives you practice in talking about buying and selling various amounts of things. You will answer questions about how many books students bought and sold at the beginning of last semester.

Display XI shows the names of various students and the number of books each student bought and sold at the university bookstore. Use this information to answer the questions. (Notice that all the students have finished buying and selling their books.)

Example

Q: Lin YÍngpfng mālle jibSn shú?

A: Tā inàile llSngbīn ahū. [Repeat confirmation. 3

Q: Zhìo Defer raSile jlbín shū?

A: Tā m&ile qībín shǔ. [Repeat confirmation.!

DISPLAY II

EXERCISE 3

This exercise involves buying and Belling books, but this tine you must pay attention to whether or not the students have completed their purchases and sales. Display III show the purchases and sales students have mads as of the day before classes. Use this Information to answer the questions on tape. (Not all students have finished buying and selling all their books.)

When giving your answer, you will need to choose between a single la and double le construction. As you reaonher from the BIO Module, the double le construction is used to talk about actions started in the past and still going on, as in Wg l£ila liKngge xìiigqì le, ^flI have been here two weeks." In this exercise you will be talking not about duration of time but rather about amounts of goods, as in W3 ipXile lilngbEn shū le, "l have bought two bocks (so far).¹*

Example

Q: Lfn iSngpfng mXlle jTbín xln ahū le?

A: Tā yIJIng mills wSb?n xīn ōhǔ le. CRepeat confirmation.!

Q: Tā mime jibín Jiù ahū?

A: Tā uáile liSngbSn JiÙ ahū. CRepeat confirmation.!

Q: Zhào Défen màile Jlb&i jiù shū le?

A; Tā yljlng màile yìbín jiù shū le. CRepeat confirmation.!

Here are the additional vocabulary items you will need for thia exercise.

xln (new)

'          jiù (old)

DISPLAY III

UNIT 1 COMMUNICATION GAME A

INSTRUCTIONS:

Type; Book Exchange

Situation: You are one of four second-year students at a college in Taiwan. It is the start of the school year, and each student wants to sell the books he has left over from l&at year and wants to buy the hooka he needs for this year.

All students at this college take the sane eight courses during the first two years, four each year, but may take the courses in either year. There is one textbook for each course. You therefore have four textbooks you want to sell, and you want to buy the four textbooks you do not have.

There are two set prices for each secondhand textbook, one price for copies in good condition and one for copies in bad condition. Some students can afford and insist on the good copies, and some can only afford and must settle for the bad copies.

Goal: To sell the four textbooks you have at the set prices and to buy the four textbooks you need at prices you can afford.

Number of Players: Four in a group.

Setting up: First, your teacher will list the eight courses on the chalkboard.

Then, each player is dealt four cards, which represent the four textbooks he has. Each card gives the name of the course and the sale price for the textbook. (See Cards—Textbook, on the following pages.)

Also, each player is dealt & card which reads either ’’HIGH* (can afford high prices) or "LOW¹¹ (has to shop for low prices), indicating what prices he can afford.

Each player then compares the four textbooks he ha* with the eight listed on the chalkboard to determine what four he needs to buy. He writes a shopping list of the books he needs to buy.

Procedure: Mingle with the other players, shopping around to find who ha* the textbooks you need and what the high and low prices are. (You may find it more efficient to shop for one textbook at a time.) Then make your purchases.

Example: You are Speaker 1 (Si). You need to buy a cheap copy of the textbook for the economica course (nèibSn jīngjíxué, "that volume Coni economics").

SI: líī yōu níbín Jīngjixuí meiyou?

62: Yíu.

Si! Nī mài bu mài? CS2 may have just bought it for himself.3

82: Mài.

SI: Duōshao qíán?

82: Bāshikuál qián.

SI: Xiixle. WS xiSngyixi&ng. ("i’ll think it over.")

SI: Nī yōu nàbŌn jingjixué meiyou?

S3: MÉiyou.

81: Zài Jiàn.

81: NI yíu nìbSn jlngjixué meiyou?

Sh: Yōu.

SI: Nī mil bu mài?

Sit: Mài.

SI: Duōshao ql£n?

SU: JiÚshikuàí qifin.

61: W5 bù nái. Zài Jiàn.

51: WŌ mSi nàbĚn Jlngjixuí. Zhě shi b&shikuài qiÉm.

32: Hfio.

Speaker 2 hands over the card. You take the card, keeping it separate from your "for sale" cards.

Additional Note: If the teacher asks for the total amount you have spent or made at a given point, you will need the word for "hundred," b&i (NUM 5).

T:  Nī iii&ile JlbSr. shū leī

S:  Wō mSile liingbèn le.

T:  Nāli&ngbīn shu yfgōng duōshao qíán?

S:  Yíg&ng yīb&ivŪBhikuiti qifin.  {$150)

As may be obvious, nàliǎngbīn shū means "those two books.ⁿ

Practice Points: Pricee, buying and selling.

CARDS—TEXTBOOK

UNIT 1 COMMUNICATION GAME B

INSTRUCTIONS:

Type; Shopping Lists

Situation: The setting is Taipei. You are one of several people who have made out shopping lists. You are interested in finding out who has the most ambitious spending plana.

Goal: To find the player who will be paying the highest total for his purchases.

Number of Players: Four or more in a group.

Materials: A deck of cards. Written on each card are the name of an item, specific quantity, anò the unit price for the item. (See Cards—Shopping, on the following pages.)

Procedure,: Each player is dealt a hand of three cards. Together, these make up his shopping list.

Mingle with the other players to exchange information. Ask each player for the items, quantities, and prices of his planned purchases, and work out the totals on your work sheet. (Do not ask players for the total cost of all their purchases.)

Example: You are Speaker 1, starting your conversation with Speaker 2.

• SI: Nǐ xiSng māi shénme?

• S2: Wǒ xiáng soil yífèn Yingwén bSo, liSngb&i Mīlguo zíthì, yìzhāng Taiwan dìtú.

• SI: Yingvén bào duōshao qián yífèn?

• S2: Wǔkuàl qi&n.

When you have completed your survey, report to the teacher. If you found, for example, that ST's purchases will be more expensive than anyone else*s, you will say

SI: Shi S2 Xiànsheng. ("It’s S2 who ia planning to spend the moat."}

T: Yígòng duōshao qián?

SI: Yígdng yìbǎl èrshiwtíkuìi qián.

Practice Points: Items, amounts (with counters), prices.

INFORMATION WORK SHEET:

CARDS—SHOPPING

UNIT 2 P-2 WORKBOOK

EXERCISE 1

In this exercise you will answer Questions about Quantities of items that have been bought and sold at "marketing and supply cooperatives¹’ (government-owned stores): which store sold what and which person bought what,

Comrade Sun and Comrade JiSng have made purchases in three cooperatives, (Display I shows these transactions,) Supply and Marketing Cooperative Number 1 sells pastries and apples. Supply and Marketing Cooperative Number 2 sells soda and beer. Supply and Marketing Cooperative Number 3 sells oranges and soap, among other things.

Example

TAPE: Dìyī Gōngxiáo HézuBshè mìi xiāo diXnxīn bu mai?

YOU:   TEmen mài xlEo diEnxīn.

TAPE: Tāmen mài qìshuī bu mai?

YOU: Tāmen btì mèi.

TAPE: Eài nXr mài?

YOU: ZtLi Dìèr GSngxiSo HÍzuSshè mil.

Here are the new vocabulary items you will need for this exercise:

pfjiG (yìpíng pf JiG)          (beer Ca bottle of beerl)

júzi (yìjīn Júti)              (oranges Ca catty of oranges3)

fíixào (yíkuìi fíizlo)        (soap Cone bar of soapl)

gSngxllo hízu&Bhè               (supply and marketing-cooperative)

DISPLAY I

EXERCISE 2

In this exercise you will ask for various quantities of items and deal with prices in PRC currency: kuài, ra£o, and fSū. Display II ia a list of twelve purchases you are to make, on twelve separate occasions.

For each purchase, ask the shopkeeper for the quantity you want. She will respond with the unit price. In your pocket you have two $10 hills, two $1 bills, and two dimes of People’s currency. Give the shopkeeper an amount of money which is closest to the purchase price. Tell her how much money you are giving her. She will tell you what your change, if any, will be.

Example

YOU: Qlng nl gSl wo yífĚn Rennin RÍbìo. [Repeat confirmation.!

TAPE: Hāo. Remain Rìbèìo wiífēn qiĒn yffln.

YOU: G?i nī yìmáo qièn. [Repeat confirmation,!

TAPE: Zhao ni wǔfēn qiSn.

EXERCISE 3

In thia exercise you will purchase two items at a time. Display III shows your shopping lista on six different occasions.

With each Hat. ask the shopkeeper for a certain Quantity of the first item. She will note your request with HSo. Then say you also want so much of the second item. She will ask you if you want anything else. Reply that you do not. She will tell you the total coat of your purchases. Tell her how much money you are giving her, on the assumption that you have two $10 bills, two $1 bills, and two dimes and want to give her only enough to cover the purchases. She will tell you how much change she is giving you, if any.

Example

YOU: Qing ni gěi wo liSngzhĒng Zhongguo dltú. CRepeat confirmation,3

TAPE: HSo.

YOU: W5 hái ySo yìběn XīnhuEi Zìdián. CRepeat confirmation.J

TAPE: Hǎo. NÍ hái yào ehénme?

YOU: WK bíi yào shenme le. CRepeat confirmation.J

TAPE: LiKngzhSng Zhōngguo dìtú wukuàl qi&n, yìběn XīnhuÉ ZldiSn yfkuài liǎngmfio wǔ. Yfgdng liùkuài liàngmáo wǔ.

YOU: Gěi ni shíkuài qi£n. LRepest confirmation.!

TAPE: ZhKo ni aānkuài qírnSo wǔ.

DISPLAY III

(Remember you have two $10 bills, two $1 bills, and two dimes each time.)

• 1. 2 copies of a map of China AND

• 1 copy of The Sew China Dictionary (Xīnhufi Zìdiǎn)

• 2. 1 copy of The People’s Daily (Rēnmín Rìbào) AND

• 2 copies of the Guǎngmíng Daily' (Guāngmíng Rìbào)

• 3. 1 copy of a map of Beijing AND

• 1 copy of The People's Pictorial (Rénmín Huàbào)

U, 1 catty of small pastries AND

12 bottles of soda

5. “í cat ties of apples AND

10 bottles of Qīngdfio beer

6, 5 catties of oranges AND

2 bars of soap

UNIT 2 COMMUNICATION GAME A

INSTRUCTIONS:

Type; Shopping Lists (This ie the same as Communication Game B in Unit 1, except that it is set in Běijīng and involves the new material in this unit.)

UNIT 2 COMMUNICATION GAME B

INSTRUCTIONS:

Type: Shopping

Situation: The setting is BĒiJīng. You are either one of several shoppers or one of several storekeepers. The shoppers have lists of items to be purchased and the amount of each item. The storekeepers have stock lists of the items for sale and the unit price of each item. The shoppers are looking for the best buys.

(In most cases, you will find that a specific item is sold for the same price throughout the PRC. The Beijing setting is used here to give you work on prices with máo and fgn. The unrealistic price competition is used in this game to make you investigate prices carefully,)

Goal: For shoppers, to make their purchases as cheaply as possible. For storekeepers, to sell what they can at set prices.

Number of Players: Groups of four students or more.

Materials: One deck of cards for shoppers and one deck for storekeepers. (See Cards—-Shopping, which follow.)

Each shopper is dealt a hand of cards representing his shopping list. Each card gives an item and a quantity. For example, "6 bottles of beer." Each storekeeper is dealt a hand of cards representing his stock list. Each card gives an item and a unit price. Different storekeepers have cards giving different prices for the same item. For example, "beer at ¥.h5 a bottle" and "beer at ¥.U5 a bottle." Play money may also be provided.

Procedure: Players mingle to make their purchases and sales, (Shoppers talk only with storekeepers, and storekeepers talk only with shoppers.}

As a shopper, when you find the storekeeper who has the lowest price and make your purchase, write down the price. As a storekeeper, when you make a sale, write down the quantity sold. You will need these notes when your teacher talks with you after sales are completed.

ExĚJìple; You are Speaker 1, a shopper. The last item on your shopping Hat la ”6 bottles of beer.” Speaker 2 and Speaker 3 are storekeepers.

SI: Nīmen thÈr māi píjiǔ bu maiī

S£: Màl. Jiū zàl zhèli.

Si: Duōshao qifin yīpíngì

S2; SānmÉO qifin yīpíng,

SI: Xièxie.

SI: Nimen zher mil píjiìi bu mal?                                 .

S3; MÈi. Jiù zìi rhíli.

SI: Duoshao qi£n yípíngl

S3: LlSngmíìo qlÉn yìpíng.

SI: IlSo. QI ng ni gSl wo liùpíug.

S3: NX h£i yào BhSnmeī

SI: Ifà bū yào Bhénme le.

S3: Yígòng yíkuāi liKngmáo qifin.

Slí Zhèi ahi llĒngkuÈi qifin.

S3: ZhSo ni bànÉo qifíīi.

(If play money is not being used, pick any reasonable round figure for the total amount given to the storekeeper.)

After the shopping has been completed, your teacher will question you:

T: HI eSì HfcĚjime leī LCompletion le follows the object sbénma. See Unit U.J

SI: Wo raSil£ liùpíng pfjiii, HĒngJIn dà píngguíS. CCompletion 1£ precedes these "amount" objects, Just as it precedes amounts of time in duration aentences.2

T: YīgÒng duōahao qlfiní

SI: Ttígong HĒngkuài yīm&o qi£n.

T: PĪJiǔ duōehoo. qiSn yīpíng?

SI; LiSngmÉo qifin yìpíng.

{etc.)

Practice Points: Items, amounts, prices.

CARDS—SHOPPING (SHOPPER)

CARDS—SHOPPING (STOREKEEPER)

UNIT 3 C-2 WORKBOOK

EXERCISE 1

This exercise is based on the review dialogue at the end of the C-l tape. You vill work on your comprehension of words and patterns introduced in this unit.

In this conversation Mr. Saunders is talking to a clerk at the Friendship Department Store in BSiJīng, You will hear the conversation tvice. Then each sentence vill be followed by a pause during which you are to translate it. After each pause, the speaker will give an acceptable English equivalent.

EXERCISE 2

Ibis exercise will give you practice listening for comparisons in a conversation. Professor Liú is looking for a student to help him with a research project that will involve the use of French and some Chinese. The professor is talking to Mrs, Mèo, who teaches Chinese to Americana. He is considering two of her students for the research Job, The two studente are Pan Tíngfīng (Timothy Pappas) and BÉÍ LÌrSng (Louise Docker).

You will hear the conversation three times. As you listen to it for the third time, answer the three questions below.

Here is a new phrase you vill hear in this exercise;

timen líSngge rín (the two of them)

QUESTIONS

• 1. Is the student who is better at Chinase also better at French? ( ) Yes ( ) No

• 2. How long did Bái Lìrfing study Chinese in the United States?

• 3. How long did PSn Tlngfěng study Chinese in the United States?

  Ài

  
  

EXERCISE 3

In this exercise you will listen for modifiers. Mrs. Jefferson is buying gifts for her family and friends back home. Listen to the conversation two times; then answer the question below as you Listen for the third time

You will need three colors for this exercise lán            (to be blue)

QUESTION

1. How many of each kind of vase did Mrs, Jefferson buy?

large yellow ____________

small yellow

large blue           _

small blue ____________

large green   ________

small green ____________

UNIT 3 P-2 WORKBOOK

EXERCISE 1

In answerIng the questions Ln thia exercise you will not only give prices of items but also compare them. The Items are described only as "large onea” or "small cnee,” "red ones" or "green ones," and ao forth. Display I gives, the prices and description* of Items "being discussed.

Give prices in the abort form, for example, yCkulj vfl, "one dollar fifty." But remember that ever, dollar amounts (that ls_s. single-syllable numbers followed fey a counter) are normally folloved by qi£n: yffriiAj qiĚn.

Example

TAPE: PíngguS, bfagde guì hálahi lÙde guìī

1Í0U:   H6ngde guì. [Repeat confirmation.3

TAPE: Bfingde duōahao qlĒxrf

YOU:   Róngde ershikuai qi£n yígè.* [Repeat confirmation.!

Here iff the additional vocabulary you will need io this exercise:

(to be green)

(to be white)

(to be yellow)

(umbrella Cone umbrella!)

DISPLAY I

•Th "aivan apples are sold one by one, rather them by the catty.

EXERCISE 3

In this exercise you will use the ahi,,,de and le markers with objects. Display II shows what Mrs, Anderson and Comrade GSo bought laat week and on what day. Use this Information to answer the questions on tape.

Example

Q: Andésén Fūren ahi neitiān aside huāpíng?

A: Tā shi Xīngqīyī nāide huāpíng.

LRepeat confirmation,!

Q: Ta mXile Jīge huāpíngí

. A: Ta māile liāngge huāpíng,

CRepeat confirmation,!

DISPLAY II

Mrs, Anderson         Comrade Gao

UNIT 3 COMMUNICATION GAME

INSTRUCTIONS:

Type: Shopping (This is the same as Communication Game B in Unit 2, except that items are described by size and color and that sometimes storekeepers have cheaper and more expensive versions of the same items.)

Example: You are Speaker 1, a shopper. One of your cards reads ”1 large map of BSiJIng."

Speaker 2, one of the storekeepers, has the following card:

maps of BSiJīng

large: ¥h,00, ¥3.50

small: ¥2.50, ¥2.00

That is, he has a cheaper and a more expensive version of both large end small maps of Beijing.

• SI: Nlmen zhār mài BSiJīng dítú bu mai?

• S2: Mài. Ni yìo dale h£ishi xiuode?

• SI: W3 yào dāde. DuSshao q.i£n ytzhāng?

• S2: Sìkuài qién yìzhang.

• Si: Nī y3u pifinyi yìdl&nrde ma?

32: You, ZhĚige sǎnkuāi wwnSo qi£n yìzhang.

Naturally, the storekeeper quotes the price of the more expensive map, and you check to see if he has a cheaper one,

You would then talk to another storekeeper to compare prices.

CARDS—SHOPPING (SHOPPER)

UNIT 4 C-2 WORKBOOK

EXERCISE 1

This exercise is the review dialogue from the end. of the C-l tape.

You will work on your comprehension of the words and patterns Introduced in this unit.

In this conversation, Miss Lifing is visiting Major Weiss's house. She io standing in front of the china closet talking to Mrs. Weiss. You will hear the conversation twice. Then each sentence in the dialogue will be followed by a pause for your translation. After the pause, the speaker will give an acceptable English equivalent for the sentence.

EXERCISE 2

This exercise is Intended to give you practice in distinguishing completion le from new-situation le. The exercise consists of five short exchanges about what someone has bought. These exchanges are taken from longer conversations, with all clues removed, so that you have to figure out from the position of the le markers whether the person is still shopping or not.

You will hear the series of exchanges three times. After listening for the third time, answer the question "Is the person planning to buy more of the item?” for each exchange.

Here are vocabulary items for this exercise:

QUESTION

1. Is the person planning to buy more of the item?

EXERCISE 3

In this exercise you will work on your comprehension of modifying clsuees. The exercise conslets of & aeries of queatioūi and ‘n*"*!¹ about the objects listed in Display I, below. Each item listed is discussed in two exchanges. Each item vill be described by a moditying clause about either I) who bought it or 2) who is reading it now. Each question end each answer vill be followed by a pauae for your translation. After the pause₅ the speaker will give as acceptable Sigliah equivalent for coaiparlaon.

Example 1 (the first exchange in Display I)

TAPE: Hú Xllojiī xiànz&i kìnde ahú ahi híbín shū7

YOU: Which book la the one that Hies Htì la reading newt CONFIRMATION

TAPE: Shi Wing Xiōnsheng zEíde nàbSn shū.

YOU: It's the book that Mr. Wing bought. CONFIRMATION                                                       ■

Example 2 (the second exchange in Display 1}

TAPE: Wing Xi ān sheng īūSide ehū shl níbía ahùī

YOU: Which book is the one that Mr. Wing bought!

CONFIRMATION

TAPE: Shi Hú XiSoJ11 siānzài kànde nÈbln shS.

YOU: It's the book that Hiss Hl in reading now.                     .

CONFIRMATION

OtSPLAY I

EXCHANGES EUiESS           READERS            TTě^3

EXERCISE 4

Thia exercise will give you practice in getting information from a conversation that you do not fully understand. You will be listening to a conversation in Taipei between Mrs. Freedman, who has recently moved to Taiwan, and her friend Mrs. Sūn.

You will hear the conversation three times■ Answer the questions below as you listen to the dialogue for the third time.

The new vocabulary item dìtīn, "rug,¹* is used in this exercise. Both the word for ”rug" and the word for "table” are used with the counter -zhang.

ylxhāng dítín      (one rug)

yìzhāng zhuSzí     (one table)

QUESTIONS

• 1, How long has Mirs. Freedman been in Taipei!

• 2, Have all her household things arrived! _____________

• 3. When did Mrs. Freedman buy some things at the First

Company! -     .....

1. Which of the following Items did Mrs. Freedman buy!

ITEM               NUMBER OF

table bookcase chair

rice bowls        _______

rug

teacups             _________

5. What color do the two women like!

6. Are Mrs. Sun's dishes more or less expensive than Mrs. Freedman's!

( ) More ( ) Less

UNIT 4 P’2 WORKBOOK

<3

EXERCISE 2

In this exercise you will practice using dōu, "all,” and. ySude, "some." Mrs. Weiss is talking with a friend about the household baggage she shipped from the United States to Taiwan, Some of the items have already arrived at the Weiss’s new home in Taipei, and some have not. (Display II summarizes the situation.) Mrs. Weiss answers questions about her belongings, including questions about the colors of items.

Take the part of Mrs. Weiss, answering the questions before she does and then repeating her answers*

Example

TAPE (friend): Nī Jiálide dōngxi dou dào le ma?

YOU:            YSude dào le, ySude h£i měi dào*

CRepeat confirmation.J

TAPE (friend): Zhuōzi dōu dao le ma?

YOU:            Zhuozi dou dào le.

CRepeat confirmation.!

TAPE (friend): Nīmen y3u jīzhāng?

YOU:            WSrnen y3u líSngzhāng zhuōzi.

CRepeat confirmation.!

TAPE (friend): Dōu shi shēnme yÉnsíde?

YOU:            Dōu shi bāide.

[Repeat confirmation.!

DISPLAY II

EXERCISE 3

This exorci&t gives you practice in the use of coupletion la with "amount" objects and ^Hnonaaount^h object®* Before beginning this exercise, you may want to review the Reference Rotes on Nob* 3-5 for this unit in your textbook.

In thia exercise, you are working In an embassy. Embassy officials have decided to buy as many goods as possible from local storea. As one of your duties, you oversee the purchasing of all supplies. You must keep a record of all supplies bought for busInesa and entertainment. Display III, a page iron Ulla record, provides you with the information necessary for this exercise*

As the exercise begins, you are talking with the new supplier of fruits, beverages, and pastries. He will ask you <uestiona about what cufcntitisB of these items have been purchased in past months, sc that he can anticipate future needu. If there is a number in the appropriate box in Display III, tell him how much of that item you bought. If there is a check mark in the box, tell him that you bought the item but that you do not know how much was purchased. If there ic r- sere in the box, tell him that you did not byy that item.

Example                                                    '

TAPE: Nírnen YÍyue mǎi chÉyā le maī

YOU: Vrǒmen mSlle sìjīn chÉye.

TAPE: PíngguB ne?

YOU: wSmeu yS mSl píngguB le.        bù ahldìn mSile duSshao.

Here are vocabulary items you will need in Etsrclss 3:

cháye                        [tea Eliterally "ten leaves”3)

wE raíile ll&igjīn chíyà. (I bought two catties of tee.)

īhldao                        (to know)

Kīshi bù ahldífi m£ile        (But I don't know how much

duǑBhao.                      was bought.)

UNIT 4 COMMUNICATION GAME A

INSTRUCTIONS:

Typ*: Donincea (Shoppers)

Situation: The setting is BKijīng. You and the other people in a group are talking about four shoppers who made six purchases each.

Each person in the group knows boeu* of the Items the shoppers bought. For example, you sight know that the shopper who bought apples also bought pastries, and another player might know that the shopper who bought pastries also bought soda. Together, therefore, the two of you know three of the purchases one shopper made. Similarly, the players in your group can figure out the six items each shopper bought.

Go el: To figure out the aix items purchased by each shopper.

Number of Flayers: Groups of three to eight students.

Materials: Each round is played with a deck of 2U cards. Each deck contains four "chains” of six cards, one chain for each of the four shoppers. Each card in a chain Hets two of the shopper’s purchases. Each purchase is listed on two cards, so that the cards may be "chained” like dominoes until they form a loop. Here is a simplified example of a looping chain of cards listing one shopper’s purchases (with three items instead of eix).

newspapers magazines magazines

books books

newspapers

The cards for the first round list items only. The cards for the second round also list quantities for some items.

Procedure: Discussion in a group. Each player is dealt a hand from the deck of 2h cards. (All cards are dealt.) One person plays a card from hia hand, announcing one of the purchases listed on it: WÌ5 zhĚr y5u yíge rān. CThls sentence "Introduces" the shopper.1 Ta māi a&sht le.

The player who has the other card listing that purchase then "chains" with the other purchase written on his card: MSi zāzhìde nèige rěn y$ m£i ahǔ le. [Notice how the modifying clause Identifies the shopper as the same one just mentioned.]

Eventually the chain loops back to the flrat player, who points this out: Mil bìode nālge rĚn yì mSi zízhi le, Nīmen yíjlng zhīdao tā taāi zāzhì la.

Then another player startfl another chain in the same way.

Example: You are Speaker 1. You have a card listing "news papers/magazines Speaker 2 and Speaker 3 have "magazines/books" and "books/newspapers."

• SI: Wí zhèr yíu yíge rín. Tā mai z&zhl le.

• *32: MSi zfizhìde nèige rín yā mil shu le,

S3: Mǎl shūde ndlge rín yS māi bào le.

Bl; Māi bāode níige rān y5 mil zāzht le. Nlmen yījlng zhīdao tā m£i zízhì le.

(Remember that there will be six cards in a chain.)

Additional Note: In the follow-up discussion, it may be helpful to place the cards on a table to form chains, as in a real game of dominoes.

Practice Points: Modifying clauses, completed action with "amount" and ^7Tnoūamount" object s.

MON Workbook» Unit h

CARDS—DOMINOES (SHOPPERS)

A    BCD (ROUND 1)

ue

A      B        CD (ROUND 2)

A       B        CD (ROUND 2)

UNIT 4 COMMUNICATION GAME 8

INSTRUCTIONS:

Type: Dominoes (BIO Review} This game it played the same way aa Ccsnnmi-cation Game A for thia unit.

Materials; Instead of the names of two pur chases, you will find on each card biographic information about one of four Americans in Taipei. (See Cards—Dominoes, which follow.) Here is one chain of six cards:

TIME OF ARRIVAL

COLLEGE MAJOR

PLACE OF EMPLOYMEÌJT

CURRENT RESIDENCE

HUMBER GF CHILDREN

FAVORITE PURCHASE

TIME OF ARRIVAL

Example: You are Speaker 1. You have the "Taiwan University/Firat Hotel" and. children/teacupā" sards.

SI: W3 zhèli yōu yíge rén. Tā zhù zai Dìyī Dàfàndiàn.

32: Zhù zai Dìyī Dàfàndiànde nàge rén yíu sìge háizi.

SI: YŌu eìge háizide nàge rén xīhuan m&i chébēi.

S3: Xīhuan oKi chàbéide nàge rén shl níántiān léide.

St; Qi&ntiàn léide nàge rén niànguo Zhōngguo lìshī.

S3: Niànguo Zhōngguo lìshīde nàge rén zàl Taiwan Dàxué gōngzuō.

SI: Zàl Tàivān Dàxué gōngzuāde nàge rén zhù zai Dìyī Dàfàndiàn.

WStcen yìjīng zhīdao tǎ zhù zal Dìyī Dàfàndiàn, ahi bu ahi?

CARDS—DOMINOES (BIO Review)

A                   B                    C                  D

A  BCD

UNIT 5 C-2 WORKBOOK

EXERCISE 1

Thia exercise is based on the review dialogue at the end of the C-l tape. You will work on your comprehension of the words end patterns introduced in this unit.

In this conversation, Mr, Ferrara is checking out of his hotel in B?ijīng. He is receiving his bill.

You will hear the conversation twice. Then each sentence will be followed by a pause for your translation. After the pause, the speaker will give an acceptable English equivalent of the sentence.

EXERCISE 2

This exercise will give you practice in following currency transactions involving PRC currency. In this exercise you will listen to an American in Děijīng who is talking to e Chinese acquaintance.

You will hear the conversation three times. After listening to it for the second time, read the questions below, and write the answer* aa you listen for the third time,

QUESTIONS

• 1. Did the American have any money left after he made his purchases? ( ) Yes ( ) No

• 2. How much money in People’s currency did the American have?

(HINTí Find out from the dialogue how much People’s currency you get for one U.S. dollar. Then multiply by the amount of the American’s traveler’s checks.)                        ,

• 3. What items did he buy, and how much did he spend for them?

ITEMS PRICE IN PEOPLE’S CURRENCY

year

U. In People’s currency, what is the total amount that the American spent?

EXERCISE 3

In this exercise, a Canadian student in Bīijīng is talking to a Chinese student about acme gifts the Canadian has just bought to send to her family. You will hear the conversation three times. Answer the Question below as you listen for the third time.

Here is a new word you will find in the dialogue:

Yīuyí Shāngdiàn         (Friendship Department Store)

QUESTION

1. List the family members that the Canadian bought things for and the item that she bought for each person.

PERSON             ITEM              HOW HAHY

EXERCISE 4

In this exercise you vill listen tor expressions you understand in a conversation that is partly over your head. Mr. Todd is just finishing his shopping In the Friendship Department Store in Bíljīng. While listening to his conversation for the third time, answer the questions below.

QUESTIONS

• 1. How such money did the American need to pay for hia purchases?          _

• 2. How much did he have?                            _

• 3. What kind and amount of currency did he change at the bank? What amount did he end up with?

CURRENCY CHANGED _______________________________

CURRENCY OBTAINED ______________________________

1». Does the Nationalities Hotel accept U.S. currency?

( ) Yes ( ) No

UNIT 5 P-2 WORKBOOK

EXERCISE 1

This exercise will give you & chance to talk about amounts of money changed.

Display I shows the names of four people, the amount of money they changed on certain days, and the total amount they changed during that time. Use this information to answer the questions on tape.

Example

TAPE: Āndésēn Xiǎnsheng Sǎnyue Èrshlhào huSnle duōshao qlSn?

YOU: Ta huànle yìbSikuǎi Mǎijīnde luxíng zhīpiǎo.

TAPE: Tǎ Sànyuè Ershiqlhao tiuànle duBshao qiǎnī

• Y OU: Tǎ mei huǎn qifin.

TAPE: Tā Jlntifn huǎnle duoshao qifinī

• Y OU: Tǎ jīntiān huānle qīahiwǔkuài Mǎijīn.

TAPE: Tǎ yfgèng huǎnle duSahao qifin le?

• Y OU: Tǎ yígBng huanle ytbSi qìshivúkuǎi MěijTn le.

Notice that after money amounts you can use Meijīn or qlǎn, but not both: qTshivǔkuǎi qiǎa or qĪBbiwǔkuǎi M^ijln.

DISPLAY I

MARCH 20 MARCH 27        TODAY TOTAL

(So Far)

EXERCISE 2

In this exercise you will have a chance to use the completion marker le with amount and nonamount objects. Display II shove what certain Americans bought for their new residences’ in Taipei. If an item was bought, there is a check in the appropriate box. If the amount bought is known, then the number is shown. If none was bought, there is a "no” in the box.

Use the display information to answer the questions. Repeat confirmations.

Example

TAPE: WSng XiSnsheng mǎi shōuyīnjī le ma?

YOU:   Ta maile liXngge shōuyīnjī.

TAPE: DiSnshì ne?

YOU; Tā yS mǎi diànshì le.

TAPE: Shūjiàti ne?

YOU: Ta méi mǎi.

The additional required vocabulary used in thia exercise is: shǒuyīnjī (yíge shÒuyīnjī)     (radio)

diànshì (yíge diānshl)         (television)

diànshān (yíge diànshan)       (electric fan)

DISPLAY II

He Guìfān’s American history book

Qián Ailing's American literature book

economics

some magazines

today’s newspaper

one ¥10 bill

two ¥5 billa

ten ¥1 coins

twenty ¥.50 coins

one hundred ¥.10 coins

two hundred ¥.05 coins yìzhāng shíkuàide liSngzhāng wGkuĀide shíge yíkuàide èrshige wiīmáode yìbSige y^mfinde liSngbǎige wǔfénde

There are five cards for each combination. Bills are shown aa rectangles and coins as circles. (See Cards—Five of a Kind, which follow.)

Procedure: 1) Make up a deck of cards including only.as many money combinations aa there are players. For example, if there are four players, remove the ten cards for two combinations.

2) Shuffle the cards.

3) Deal all the cards, Each player then has a five-card hand.

t) Players take turns trying to exchange certain cards with other players. The winner is the player who gets five cards alike.

5) Cards may be shuffled and redealt for another round. In a group of fever than six players, the money combinations not in play should be different for a second round.

Example: You are Speaker 1. You have the following hand:

one ¥10 bill

one ¥10 bill

two ¥5 bills

two ¥5 bills

ten ¥1 coins

You naturally want to exchange your ¥1 coins for ¥5 or ¥10 billa.

• SI: Máfan ni, w5 zbiír y8u shíge yíkuàide. Qīng ni gíi wo huànhuan.

• 52: NT yèo zínme huÀn?

• 61: Qlng gSi wo liangzháng wÙkuàide.

• 82: Duìbuqí, wí mil wukuàide.

• SI: Ni y3u mSiyou yizhāng shfkulide?

• S2: Yíu.

SI: W&aen huSnhuan ba,

S2: HSo.

You now have a full house. Later you will try to exchange your ¥5 bills for ¥10 bills to give you five of a kind.

Practice Points: Changing money.

1 ¥10,00

MOH Workbook, Unit 5

UNIT 6 C-2 WORKBOOK

EXERCISE 1

Now you will practice following money transactions involving bills of different denominations. In this conversation, Mr. Perez is Just completing a purchase at a fruit seller's, which happens to be next door to a small tailor shop in Taipei.

You will hear the conversation three times. As you listen to it for the third time, answer the questions below.

QUESTIONS

• 1. At first, the customer wanted to pay with what kind of bill?

• 2. The clerk gets bills of what denomination for the customer?

• 3- What change does the clerk give to the customer when he finally pays? _________

1*. Is this the correct change? ( ) Yes ( ) No

EXERCISE 2

Six young men {listed on the next page) work in the same office building in Taipei. One day last week they arranged to meet during the day to make plana for a mountain-climbing trip. As it happened, their working houra that day were rather unusual.

faij I 1 a ■

You will hear their working hours three times. As you listen, write this information next to the men's names. Then answer the question "What time did the men meet?" (The answer will be on the hour or half hour.)

Here are the new words you will need for this exercise:

lioshang     (morning—6 a.m. to 11 a.m., full daylight until

almost noon)

shángwS (morning, forenoon—9 a.m. to noon, normal business day until noon)

xiàwǔ        (afternoon—noon to 5 p.m., the end of the business

day)

wlnshang     (evening—5 p.m. to 11 p.m.)

Time spans given for these terms are, of course, approximate. (For additional details, see the last Reference Notee in the Unit 6 text.)

Clock time in Chinese may be preceded by a time-of-day word. Here are a few examples:

ehàngwǔ shídiSn ihong. (ten o’clock Ln the morning) xiàwū sìdián ban           (four-thirty in the afternoon)

v£nshang JiSdiSn thōng (nine o’clock in the evening)

Notice that the time-of-day word precedes the hour in Chinese.

MEN                     CAME                        LEFT

Ying Zhìyuān             ____________ ___________

Lín Zíqiáng                 ___ ____________

Zhang Shàowén             

Ōuyáng Hufi                               ,

Huáng Zhènhán             

Jiang Shìying         ™_—                _

QUESTION

1. What time did the men meet?

EXERCISE 3

In this exercise you vill hear Mr. Paulsen talking to a teller in a Taipei bank. Listen for the various kinds of bills involved in the transaction.

You will hear the conversation three times. Ab you listen to it for the third time, ansver the questions below.

QUESTIONS

1. What did Mr. Paulsen start out with?

( ) one $200 traveler's check

( ) two $100 traveler’s checks

( ) twenty $10 traveler’s checks

2. How many of each kind of bill did Mr. Paulsen end up vithī

$ioo bills          $io bills

EXERCISE 4

Now you will listen to time-of-day words and clock times. You may not understand every word in the conversation, "but you should be able to answer the question below.

Miss Sing, a nurse, is being asked about when she starts work. Listen to the conversation three times. Then answer the question.

Here are some new words you will need for this exercise:                   H _r

kāishi           (to start, to begin)

yāude shíhou     (sometimes}

QUESTION

1. What are the starting times of the shifts Mias SSng might work?

TIME OF DAY

BŪ

U

M

Sh

Si Ji. .X

Dè

UNIT 6 P-2 WORKBOOK

EXERCISE 1

In this exercise you will have a chance to give someone the exact time of day and to use the aspect marker ahi...de,

Display I shows the names of people coming for a conference today at a local university. It al ho shows their arrival times. Mr. Zh&ng, who has Just arrived- is interested in knowing what time people got in or are due to arrive. Answer his questions according to the information in the display.

Example. 1.

Q; ēūū Zhènhàn shi jīntíàn jldiín zhōng líideī

A:   Tā shi Jiúdiān ban l£lne,                                .

If someone has not arrived yet, you must first explain this and then provide hie time of arrival.

Example 2

Q: Li Tíngfēn net

A: Tā h&i míi lÉi. Tā shí^rdiān shíūg lií.

EXERCISE 2

In this exereiso you practice giving clock time and using tíme-of-day words.

Display II ahowa the names of nursea working at a hospital in Beijing. It also £hows the shifts they will be working for the next two weeks. Base your answers to the recorded questions on the information in this display.

Example

TAPE: Bí Winding jldlKn zhōng kāiahl gōngzudī

YOU; Tā zíoBhang qldiKn zhōng kālshī gōngzuò.

Notice that, in the answer, the word '’morning’⁷ ic added to the hour to avoid confusion about which "seven o'clock" ia meant. Include the words "morning," "afternoon,¹¹ and "evening" in your answers.

Here are the new vocabulary item* you will need in this exercise: zācehaag     (morning—6 a.m. to 11 tt.jn.}

xièvū        (afternoon—noon until the end of the business day}

v&whang    (evening—end of the bunineae day until 11 p.m-}

kāiahl (to start, to begin)

DISPLAY II

EXERC3SE 3

Display IIT shows the names of people who came for a conference at a local university and their departure times. Using the display_t er aver the two recorded quest ions about each person.

Example

TAPE: Sūn Zhènhdn shi winshang iíude maī

YOU: Bú shi, tā ahi zaoelwng zoude.

TAPE: Tā shi. jīdiān íbōng zSudeī

YOU: Ta shi qldiǎn thing tíude-

For this exercise you vill need the vocabulary item ahdngwu, ’aorning (9 e.rD3, to noon)." Although ztoBhang may be used to refer to the whole Homing, ehSagwiu is often used to refer to a bu&ínefifl-iiay morning. In this context, zāoahang refers only to tì fc.a. until ? s.n:. , and ghjtn^ySl refers to 9 a. hi. until noon.

01 splay hi

UNIT 6 COMMUNICATION GAME A

INSTRUCTIONS:

Type: Meeting

Situation: It is the beginning of the school year at a college in Taipei. You and three other students have your new class schedules. You are trying to figure out vhen you can get together every day as a study group.

Goal: To find an hour during the school day when all four of you ere free.

Number of Players: Groups of four students.

Materials; A work sheet for each player. (See Sample Work Sheets, which follow.) Under your name for this game, your daily class schedule is shown, with check marks indicating the hours at which you have classes.

Procedure: Mingle with the players in your group to exchange information.

Example: You are Speaker 1. It is Round 1.

• SI: Women kéyi JiOdiKn ban jiàn mai

• S2: Bù k€yi. W3 yíu kè.

• SI: Wímen yìdiSn thong jiān, xíng bu xíng?

• S2: Xíng. W3 mÉiyou kè.

Si; Sāndifin zhōng ni yS méiyou kè ma?

52; Míiyou. Sandiēn zhōng yī kéyí.

You would now question the other players. You ask only about the hours that Speaker 2 is free.

Practice Points: Clock time.

(ROUND 2)

(ROUND 3)

(BOUND 1)

(ROUND 2)

(ROUND 3}

(ROUND 2)

(ROUND 3)

(ROUND 1)

(ROUND 2)

(ROUND 3}

UNIT 6 COMMUNICATION GAME B

INSTRUCTIONS:

Type; Matching

Situation: It ie the beginning of the school year at a college in Taipei. You and three other students have your new class schedules. You are comparing them to see what classes two or more of you vill be attending together. (There is only one class for each subject at any given hour; so having a class at the same time means attending it together.)

Goal: To find matches in classes.

Number of Players: Groups of four students.

Materials: A work sheet for each player. (See Sample Work Sheets, which follow.}

Example: You are Speaker 1. It is Round 1.

SI: Jiǔdiǎn zbōng ni yōu kè ma?

02; Y3u.

SI: Y6u Bhénme kèī

S2: Y3u yìtfing JlngJixué. Nl ne?

SI: JiúdiAn Zhong w3 y3u yìténg zhíngzhisuĚ, (etc.)

Additional Note; For this game, you will need to know the counter for class periods, -táng.

Practice Points: Clock time, review of academic subjects.

SAMPLE WORK SHEETS:

(ROUND 1)

(ROUND 2}

(ROUND 3}

(HOUND 2)

(ROUND 3}

(ROUND 1)