CM 0186 S

STANDARD CHINESE

A MODULAR APPROACH

STUDENT WORKBOOK

MODULE 5: TRANSPORTATION

MODULE 6: ARRANGING A MEETING

SPONSORED BY AGENCIES OF THE

UNITED STATES AND CANADIAN GOVERNMENTS

INQUIRIES CONCERNING THE USE OF THESE MATERIALS, INCLUDING REQUESTS FOR COPIES, SHOULD BE ADDRESSED TO

DEFENSE LANGUAGE INSTITUTE

FOREIGN LANGUAGE CENTER

NONRESIDENT INSTRUCTION DIVISION PRESIDIO OF MONTEREY, CA 939^0

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 THESE MATERIALS, SINCE STUDENTS MAY FIND THEMSELVES IN POSITIONS WHERE CLEAR UNDERSTANDING OF CONVERSATIONS OR WRITTEN MATERIALS OF THIS NATURE WILL BE ESSENTIAL. THE PRESENCE OF CONTROVERSIAL STATEMENTS—WHETHER REAL OR APPARENT—IN THESE MATERIALS IS NOT TO BE CONSTRUED AS REPRESENTING THE OPINIONS OF THE WRITERS, OF THE DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER, OF THE DEPARTMENT OF DEFENSE, OR OF ANY OF THE AGENCIES WHICH SUPPORTED THIS EFFORT.

IN THIS PUBLICATION, THE WORDS "HE," "HIM," AND "HIS" DENOTE BOTH MASCULINE AND FEMININE GENDERS. THIS STATEMENT DOES NOT APPLY TO TRANSLATIONS OF FOREIGN LANGUAGE TEXTS.

STANDARD CHINESE

A MODULAR APPROACH

STUDENT WORKBOOK

MODULE 5: TRANSPORTATION MODULE 6: ARRANGING A MEETING

AUGUST 1979

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’s Foreign Service Institute, the Cryptologic School of the National Security Agency, and the U.S. Office of Education, later Joined by the Canadian Forces Foreign Language School. The representatives have included Arthur T. McNeill, John Hopkins, and John Boag (CIA); Colonel John F. Elder III, Joseph C. Hutchinson, Ivy Gibian, and Major Bernard Muller-Thym (DLl); James R. Frith and John B. Ratliff III (FSI); Kazuo Shitama (NSA); Richard T. Thompson and Julia Petrov (OE); and Lieutenant Colonel George Kozoriz (CFFLS).

The Project Board set up the Chinese Core Curriculum Project in 197^ in space provided at the Foreign Service Institute. Each of the six U.S. and Canadian government agencies provided funds and other assistance.

Gerard P. Kok was appointed project coordinator, and a planning council was formed consisting of Mr. Kok, Frances Li of the Defense Language Institute, Patricia O’Connor of the University of Texas, Earl M. Rickerson of the Language Learning Center, and James Wrenn of Brown University. In the fall of 1977, Lucille A. Barale was appointed deputy project coordinator. David W. Dellinger of the Language Learning Center and Charles R. Sheehan of the Foreign Service Institute also served on the planning council and contributed material to the project. The planning council drew up the original overall design for the materials and met regularly to review their development.

Writers for the first half of the materials were John H. T. Harvey, Lucille A. Barale, and Roberta S. Barry, who worked in close cooperation with the planning council and with the Chinese staff of the Foreign Service Institute. Mr. Harvey developed the instructional formats of the comprehension and production self-study materials, and also designed the communication-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 1978 Thomas E. Madden and Susan C. Pola had Joined the staff. Led by Ms. Barale, they worked as a team to produce the materials subsequent to Module 6.

All Chinese language material was prepared or selected by Chuan 0. Chao, Ying-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 Hsu Wang. Anna Affholder, Mei-li Chen, and Henry Khuo helped in the preparation of a preliminary corpus of dialogues.

Administrative assistance was provided at various times by Vincent Basciano, Lisa A. Bowden, Jill W. Ellis, Donna Fong, Renee T. C. Liang, Thomas E. Madden, Susan C. Pola, and Kathleen Strype.

The production of tape recordings was directed by Jose M. Ramirez of the Foreign Service Institute Recording Studio. The Chinese script was voiced by Ms. Chao, Ms. Chen, Mr. Chen, Ms. Diao, Ms. Hu, Mr. Khuo, Mr. Li, and Ms. Yang. The English script was read by Ms. Barale, Ms. Barry, Mr. Basciano, Ms. Ellis, Ms. Pola, and Ms. Strype.

The graphics were produced by John McClelland of the Foreign Service Institute Audio-Visual staff, under the general supervision of Joseph A. Sadote, Chief of Audio-Visual.

Standard Chinese: A Modular Approach was field-tested with the cooperation of Brown University; the Defense Language Institute, Foreign Language Center; the Foreign Service Institute; the Language Learning Center; the United States Air Force Academy; the University of Illinois; and the University of Virginia.

Colonel Samuel L. Stapleton and Colonel Thomas G. Foster, Commandants of the Defense Language Institute, Foreign Language Center, authorized the DLIFLC support necessary for preparation of this edition of the course materials. This support included coordination, graphic arts, editing, typing, proofreading, printing, and materials necessary to carry out these tasks.

/ .'James R. Frith, Chairman

[/ Chinese Core Curriculum Project Board

CONTENTS

Preface

MODULE 5: TRANSPORTATION

UNIT 1 C-2 Workbook

P-2 Workbook

Communication Game

UNIT 2 C-2 Workbook

P-2 Workbook

Communication Game

UNIT 3 C-2 Workbook

P-2 Workbook

Communication Game

UNIT U C-2 Workbook

P-2 Workbook

Communication Game

UNIT 5 C-2 Workbook

P-2 Workbook

Communication Game

UNIT 6 C-l Review Dialogue

C-2 Workbook

P-2 Workbook

Communication Game

UNIT 7 C-2 Workbook

P-2 Workbook

Communication Game

UNIT 8 C-l Review Dialogue

C-2 Workbook

P-2 Workbook

Communication Game

MODULE 6: ARRANGING A MEETING

UNIT 1 C-l Review Dialogue

C-2 Workbook

P-2 Workbook

Communication Game

UNIT 2

C-l Review Dialogue

C-2 Workbook

P-2 Workbook

Communication Game

UNIT 3

C-l Review Dialogue

C-2 Workbook

P-2 Workbook

Communication Game

UNIT U

C-l Review Dialogue

C-2 Workbook

P-2 Workbook

Communication Game

UNIT 5

C-l Review Dialogue

C-2 Workbook

P-2 Workbook

Communication Game

UNIT 6

C-l Review Dialogue

C-2 Workbook

P-2 Workbook

Communication Game

UNIT 7

C-l Review Dialogue

C-2 Workbook

P-2 Workbook

Communication Game

UNIT 8

C-2 Workbook

P-2 Workbook

Communication Game

Vocabulary

MODULE 5: TRANSPORTATION

UNIT 1 C-2 WORKBOOK

EXERCISE 1

The vocabulary in this exercise is useful for traveling by bus. There are two short conversations. The first conversation takes place between an American man and a Chinese woman at a bus stop in Béijīng. The second is between the American man and the ticket seller on a bus.

You will hear each conversation three times. The third time, each sentence will be followed by a pause. During each pause, translate into English. Then compare your version with the suggested translation given on tape.

Here are some expressions you will need for this exercise:

EXERCISE 2

This exercise will give you more practice with words used in bus travel. You will hear this conversation, between an American student and a Chinese student in Taipei, three times. After listening to it for the second time, answer the questions on the next page.

Here are some expressions you will need for this exercise:

(to be few)

(driver of a hired vehicle)

(will)

(I’m not too clear on that.)

QUESTIONS

• 1. How long has the American been in Taipei?

• 2. What is the American going to do today?

• 3. How many stores are there in Ximending?

( ) a few ( ) not too many ( ) quite a few ( ) many

U. What bus is the American advised to take?

5. Where is he supposed to board the bus?

( ) at the outside door of the school

( ) at the gate outside the school

( ) outside the school entrance

6. How often does the bus run?

EXERCISE 3

This exercise will give you more practice with words used to discuss a trip. You will hear the conversation, between an American student and his Chinese friend in Taipei, three times. As you listen to it for the third time, answer the questions below.

Here are some expressions you will need for this exercise:

QUESTIONS

• 1. Where is the American going on his vacation?

• 2. Where does he have to go to board the boat?

• 3. Has he been there before? ( ) Yes ( ) No

U. For which bus run does the American want to know the time schedule?

( ) the first ( ) the last

UNIT 1 P-2 WORKBOOK

EXERCISE 1

This exercise is a series of questions about what bus routes go where. The information you will need to answer the questions is given in Display I, a map of the Běijīng bus routes.

The following example is the first item on the tape.

TAPE: Cong Qian Men dào Xī Si zuò jīlù chē?

YOU:   Zuò Èrshièrlù chē.

TAPE: Guòle Xī Si, xià yízhàn shì bu shi Píng’ānlī?

YOU: Xià yízhàn bū shi Píng’ānlī?

TAPE: èrshièrlù chē shì bu shi qù Dì An Men?

YOU:   Bu qù. èrshièrlù chē bú qù DÌ An Men.

This exercise contains the names of many places in Běijīng, most of which you have probably never had the chance to pronounce. Therefore you will need to rely on your ability to read Pinyin romanization.

EXERCISE 2

This exercise gives you an opportunity to describe when one person is doing something in relation to when another person is doing something.

Using the information in Display II, you will answer questions about the activities of the four persons listed there. These four persons are representatives of a Taipei publishing firm. Each will be in a particular city for one calendar month. The display shows when they will be in what cities on business.

Here is an example from the exercise:

TAPE: Lī Xiānsheng jīyuè qù Táizhōng gōngzuò?

YOU:   Tā Jiǔyue qù Táizhōng gōngzuò.

TAPE: Tā zài Táizhōngde shíhou, Zhào Xiǎojiě zài náli?

YOU:   Lī Xiānsheng zài Taizhōnde shíhou, Zhào Xiǎojiě zài Jīlōng.

TAPE: Zhāng Xiānsheng ne?

YOU:   Lī Xiānsheng zài Táizhōngde shíhou, Zhāng Xiānsheng zài

Xiānggǎng.

DISPLAY I

For this exercise, you will need the word Dōngjíng, ’’Tokyo."

EXERCISE 3

In this exercise you take the part of a visitor in Beijing. You are interested in visiting some of the sights in the suburbs of the city. Before you make plans to visit these places, you need to find out information concerning the transportation going there. (What bus? How often do they run? How late do they run?)

Display III lists the places you are thinking of visiting. Fill in the information about transportation to each place.

Here is an example from the tape:

YOU:   Dao Yìhéyuan qù, zuò Jīlù chē?

TAPE:  Zuò Sānshièrlù chē.

YOU:   Sānshièrlù chē duo bu duo?

TAPE: Hen duō.

YOU:   Měi gé duōshao shíhou you yìbān chē?

TAPE:  Měi gé èrshifēn zhōng you yìbān chē.

YOU:   Zuìhòu yìbān chē shi yídiān zhōng?

TAPE: Liùdiǎn zhōng.

DISPLAY III

BUS NUMBER NUMEROUS? HOW OFTEN? HOW LATE?

EXERCISE 4

You will act as an interpreter in this conversation between two students in Taipei. The woman has recently come from the United States.

First, you will hear the conversation without interruptions. Then it will be presented as if the woman cannot speak Chinese and the man cannot speak English. Each speaker’s lines will be followed by a pause on tape, during which you will translate.

Example

AMERICAN: Today is Sunday. Where do you want to go?

YOU:       JIntián shi Xīngqltiān. Nǐ yào dào náli qù?

CHINESE:   W8 xiǎng dào Xlméndīng qù kàn diànyǐng.

YOU:       I would like to go to Ximending to see a movie.

You will need these words in the exercise: yìqī                            (together)

sījī                            (driver of a hired vehicle)

zǒu ba                          (let’s go)

UNIT 1 COMMUNICATION GAME

INSTRUCTIONS:

Type: Fact Gathering

Situation: You are involved in a survey of commuters who return home from the Dì An Men area, where three bus lines meet. You have collected information about four commuters. You need to find out the information which three colleagues have collected about twelve other commuters.

Goal: To fill in information about twelve commuters on your work sheet and to identify on your map the stops where they get off.

Number of Players: Groups of four students.

Materials: A work sheet and map for each player. (See Sample Work Sheets and Maps, on the following pages.)

Your work sheet contains the following information about four commuters: 1) the buses they take; 2) the times when they leave Dì An Men; 3) how frequently buses run on those lines at those times; U) the names of stops where the commuters get off; and 5) (if commuters work late shifts) the time of the last bus on those lines.

Besides indicating the stops known by all four players, the map also identifies (in italics) the four stops at which the commuters listed on your work sheet get off.

Procedure: Mingle with the players in your group to exchange information. See the example below for the procedure involved in locating stops.

Example: You are Speaker 1 (Si). In this example, you are giving information rather than collecting it, to show how you read the work sheet and map. Notice how you ’’introduce" one of the commuters described on your work sheet with You yíge rén....

• SI: You yíge rén shídiǎn zhōng zǒu.

• S2: Tā zuò jǐlù chē?

• SI: Tā zuò Shísānlù chē.

• S2: Nèige shíhou Shísānlù chē měi gé duōshao shíhou yǒu yìbān?

• SI: Měi gé bāfēn zhōng you yìbān.

• S2: Tā zuò Shísānlù chē cháo něibianr zǒu?

• SI: Cháo dōngbianr zǒu.

• S2: Tā zài nǎr xià chē?

• SI: Tā zài Guǒzǐ Jiàn xià chē.

• S2: Cong Dì Ān Mén zuò Jǐzhàn jiù dào le?

• SI: Zuò wùzhàn jiù dào le.

• S2: Zuìhòu yìbān chē shi jǐdiān zhōng?

• SI: Shi shíyīdiān zhōng.

This example does not exhaust the ways information could he asked for and given. For example, the location of the stop could have been established as follows:

• S2: Guǒzǐ Jiàn zài nǎr?

• SI: Guòle Běixīnqiáor xià yízhàn Jiù shì.

Practice Points: Everything in the unit.

SAMPLE WORK SHEET:

SAMPLE WORK SHEET (MAP):

SAMPLE WORK SHEET (MAP):

Táoránfíng

SAMPLE WORK SHEET (MAP):

UNIT 2 C-2 WORKBOOK

EXERCISE 1

In this exercise you will hear instructions for changing buses. Comrade Sun, a newcomer to Běijīng, is talking to Comrade Huang, a longtime resident. You will hear the conversation three times. As you listen to it for the third time, answer the questions below.

Here are some expressions you will need for this exercise:

Xiao Ma                        (Little Mǎ Cfamiliar form of name,

used among friends!)

zuìhǎo                         (it would be best)

bǐjiǎo                         (comparatively)

QUESTIONS

• 1. Comrade Sun, the newcomer to Běijīng,

• ( ) didn’t go to the exhibition hall until last week.

• ( ) is going this week.

• ( ) isn’t going until next week.

• 2. Comrade Sun has to change buses

• ( ) from No. 7 to No. 10.

• ( ) from No. 10 to No. 15.

• ( ) from No. 15 to No. 10.

• 3. The exhibition hall has

• ( ) more people before ten o’clock.

• ( ) fewer people before ten o’clock.

• ( ) more people after ten o’clock.

• ( ) fewer people after ten o’clock.

EXERCISE 2

In addition to instructions for changing buses, you will hear, in this conversation, ne used in negative sentences containing hái.

An out-of-town cadre who has come to Běijīng on official business is staying at a hostel. In this exercise she is talking to a local cadre.

As you listen to the conversation for the third time, translate each sentence orally during the pause provided on tape. Then compare your translation with the suggested translation given by the speaker.

Here are six words you will need to know:

EXERCISE 3

You will hear this conversation, between two Chinese cadres in Běijīng, three times. Answer the questions below as you listen for the third time.

The following expressions are in the conversation:

shēng bìng                     (to get sick)

dàifu                          (doctor)

zhù yīyuàn                     (to stay in a hospital)

QUESTIONS

• 1. When are the cadres going to visit their sick friend? ( ) before work ( ) after work

• 2. What bus do they take to go to the hospital?

• 3. Do they go past their stop? ( ) Yes ( ) No

UNIT 2 P-2 WORKBOOK

EXERCISE 1

This exercise is a series of questions asking how to get from one place to another by bus in Beijing. Answering these questions will give you practice in using the structures and vocabulary introduced in this unit.

Display I, a map, shows bus routes in Běijīng and points at which you can transfer. Use this information to answer the questions on tape.

Example

TAPE: Cong Tiānqiáo dào XI dan Shāngchǎng qù, zuò Jīlù chē?

YOU:   Zuo Ershilu chē. Zuodao Qian Men huan chē.

TAPE: Huàn jílù chē?

YOU:   Huan Ershierlu chē.

TAPE: Èrshièrlù chē shì bu shi ye qù Dì An Men?

YOU:   Bú qù. Ershièrlù chē bu qù Dì An Men.

If it takes two buses to get to a certain place, give the number of the first bus and simply say where it is necessary to change buses. You will then be asked for the number of the second bus.

DISPLAY I

BeíjTng Bus Routes

De Sheng Men

o

' An Mén ----e---g

Qian Men

(t

Táoránfíng

Bus Transfer Point

Bus Route Number

EXERCISE 2

In this exercise you will answer questions about eight bus trips you are taking in Taiwan. As you talk about each trip, assume that you are in fact taking the bus trip then.

Display II consists of eight maps showing your bus trips. Each map shows your starting point, your destination, and the place where you are (an X.) at the time of the conversation. Use this information to answer the questions on tape.

Example (using the first map)

TAPE: Nǐ dào náli qù?

YOU:   Wǒ dào LÍnkǒu qù.

TAPE: Nǐ shi zài náli shàngde chē?

YOU:   Wǒ shi zài Taiběi shàngde chē.

TAPE: Wǒ yě dào LÍnkǒu qù. Women guòle Xīnzhuāng le ma?

YOU: Hai měi guò ne.

Notice that in the sentence Women guòle Xinzhuāng le ma? "Did we pass Xinzhuang?" the marker le is used twice.

Up until now in your study, the use of two le markers in a sentence meant that the situation or action was described AS OF NOW. That is, the situation or action might change in the future. This meaning was used with regard to the amount of the object, as in

Wǒ mǎile liǎngběn shū le. (I have bought two books Lso far!.) One main difference between this sentence and Women guòle Xinzhuāng le ma? is that the latter does NOT have an amount object. When two le markers are used in a sentence containing a nonamount object, the meaning is simply completed action, as in

Wǒ mǎile shū le.                (I bought books.)

Women guòle Xīnzhuāng le. (We passed Xinzhuang.)

DISPLAY II

Bus Routes in Taipei Area

Bus Routes in Taipei Area

EXERCISE 3

In this exercise you will answer questions about the activities of five people during one day. Display III shows what the people have done or are going to do. (At the time you are answering these questions, it is 2 p.m. that day.)

Example

TAPE: Sun Zhènhàn shi shénme shíhou qù kànde péngyou?

YOU: Tā mǎile dōngxi, jiù qù kàn péngyou qu le.

TAPE: Tā shi shénme shíhou dào Dìyī Gōngsī qùde?

YOU:   Hāi méi qù ne. Tā huànle qiǎn, cái dào Dìyī Gōngsī qù.

As you can see, for each question you will give more information than is asked for. Sometimes you are affirming and adding to what the questioner supposed. Sometimes you are correcting his supposition and supplying the right information.

Make sure that you use jiù and cai, both meaning "then," properly: When talking about a completed action, use jiù. When talking about a future action which is LATER than expected, use cai.

Notice that the marker le in the first clause of a description of action sequence does not occur in the same position as the marker le in a full sentence. The marker le used in a dependent clause comes directly after the verb.

You will need the phrase xià bān, "to get off work," in this exercise.

DISPLAY III

NOW

8-10 a.m. 10 a.m.-2 p.m. 2-U p.m. U-8 p.m.

EXERCISE 4

This exercise gives you a chance to review vocabulary and structures by acting as an interpreter. The conversation takes place between a Canadian working in Běijīng and her Chinese acquaintance.

First, you will hear the conversation without interruptions. Then it will be presented as if the Canadian cannot speak Chinese and her Chinese acquaintance cannot speak English. Each speaker’s lines will be followed by a pause, during which you will translate. Here is an example:

You will need these words for the exercise: zhǎnlǎn                        (to exhibit)

huílai                         (to come back)

zhěicì                         (this time)

yìqī                           (together)

UNIT 2 COMMUNICATION GAME

INSTRUCTIONS:

Type: Tracing (This game is similar to the Communication Game in Unit 1, DIR Workbook.)

Situation: An American telephones a Chinese friend to ask for directions to the bus stop nearest the friend’s house. Both persons have copies of the same map.

Goal: For the "American" to trace on his map the route to the stop nearest the house of his Chinese friend.

Number of Players: Pairs of students.

Materials: A map for each player. (See Sample Work Sheets, on the following pages.)

For simplicity, streets and avenues on the map have been numbered: Èrshier Jiē, "Twenty-second Street"; Wuhào Dàlù, "Fifth Avenue."⁵ The arrows on the map indicate the directions taken by buses on particular streets. Although bus stops are not shown, it is assumed that buses stop at every intersection.

Procedure: The "American" chooses a starting point and says, for example, Wǒ zài Ērshièr Jiē gēn Wuhào Dàlùde lùkǒushang, "I’m at Twenty-second Street and Fifth Avenue.⁶Then the "Chinese friend" chooses a location for his house and gives directions to it. The "American" traces the route as his friend talks.

The whole trip should be by bus—not even a single block of it on foot (except for crossing streets to catch another bus). The route need not be the most direct one from the starting point to the destination.

After each round, the partners compare maps to make sure that the "American" has reached the correct destination and has followed the correct route. Players switch roles for the next round.

Example: You are Speaker 1 (Si), the "American."

SI: Wǒ zài Ershièr Jiē gēn Wuhào Dàlùde lùkǒushang. Dào nǐ jiā qu zěnme zǒu?

S2: Zuò Shísānhào gōnggòng qìchē dào Sānshi Jiē, zài huàn Èrshihào gōnggòng qìchē dào Bahào Dàlù xià chē jiù shì.

• SI: Wo xiān zuò Shísānhào gōnggòng qìchē, duì bu dui?

• S2: Duì le.

• SI: Ránhòu huàn Jǐhào gōnggòng qìchē?

• S2: Huàn Èrshihào gōnggòng qìchē

• SI: Yào dào Sānshi Jiē cái huàn Ershihào gōnggòng qìchē, duì bu dui?

• S2: Duì le.

• SI: Nǐ shuō wō zuòdao náli xià chē?

• S2: Dào Báhào Dàlù. Wǒ Jiā Jiù zài qìchēzhànde duìmiàn.

• SI: Xièxie, xiěxie.

• S2: Bu kèqi.

Practice Points: Taking and changing city buses.

31st St.

26th St.

23rd St.

No. 40

No. 50

22nd St.

No. 30

No. 40

No. 70

21st St.

No. 80

No. 20

21st St.

No. 70

30th St.

No. 60

No. 60

No. 80

No. 80

29th St.

31st St.

No. 45

26th St.

23rd St.

No. 60

No. 30

No. 40

No. 40

No. 50

No. 60

No. 80

UNIT 3 C-2 WORKBOOK

EXERCISE 1

In this exercise you will hear expressions useful for traveling by taxi.

The first of two short conversations starts as Mr. Ma is passing the house of his neighbor Mrs. Jiang in Taipei. She is coming out of her doorway with some suitcases. Mr. Mǎ goes into her yard to talk.

You will hear the conversations three times. Answer the questions below as you listen for the third time.

Here are four words you will need:

fēijī                         (airplane)

song                          (to see someone off, to escort someone

to a train station, airport, bus

depot, or pier)

náchuqu                       (to take Csomething] out)

yào                           (to take Ca certain amount of timel)

QUESTIONS

• 1. How will Mrs. Jiang go to the railroad station?

( ) in Mr. Ma’s car ( ) by taxi

• 2. How many suitcases does Mrs. Jiang have?

( ) one ( ) two ( ) three

• 3. Where are the suitcases put?

( ) in the front ( ) in the back—the trunk

U. How does the taxi driver drive?

( ) slow ( ) just right ( ) fast

EXERCISE 2

•This exercise will give you practice in describing how an action is done (manner).

Mr. Jiāng and Miss Zhao work in the same company in Taipei. Listen to thoir conversation two times. Then, as you listen again, translate the sentences orally during the pauses provided on tape. Compare your translations with the suggested translations given by the speaker.

These expressions are in the conversation:

EXERCISE 3

This exercise will give you more practice with questions and answers used when traveling by taxi. In the first conversation, Miss Tang is talking to her colleague Mr. Lǐ, and in the second, to a taxi driver.

Listen to the conversations two times. Then, as you listen again, translate each sentence orally during the pause provided on tape. Compare your translation with the suggested translation given by the speaker.

Here are four expressions used in the conversations:

yìhuìr                        (in a little while Cpronounced yìhuěrl)

Jiē                           (to meet Esomeonel)

yào duōshao shíjiān           (how much time does it take C'’need’'l)

Jìnliàng                      (to exert all one’s effort, to do one’s

best to)

Lai or qù accompanying a purpose expression may be placed in front of the expression, after it, or in both places.

Wo qù mǎi dōngxi.             (I’m going shopping.)

Wǒ mǎi dōngxi qu.

Wo qù mǎi dōngxi qu.

UNIT 3 P-2 WORKBOOK

EXERCISE 1

In this exercise you will have a chance to describe the way in which some activities are done.

Display I contains three charts. Each chart gives information about how Lǎo Song, Xiao Zhāng, and Lao Mǎ do a certain activity. For instance, the first chart gives information on how they drive, showing how long it takes each person to drive to a particular destination. Using this data, you will decide whether they drive fast, slow, or neither fast nor slow, and answer questions about this. Use the other two charts to answer questions about studying and reading.

Example

TAPE: Lao Song kāi chē kāide kuài bu kuai?

YOU:   Lao Song kāi chē kāide bú kuài yě bú man.

TAPE: Xiǎo Zhāng ne?

YOU: Xiao Zhāng kāi chē kāide tài kuài.

TAPE: Lǎo Mǎ ne?

YOU:   Lǎo Mǎ kāi chē kāide tài màn.

NOTE: The names of the three people in this exercise are nicknames, formed by placing the work lǎo, "old," or xiǎo, ’’small/young,” before surnames.

DISPLAY I

DRIVING

FROM WORK TO BAl KAILAN’S FROM WORK TO THE RESTAURANT: PLACE:

EXERCISE 2

Display II shows how often four people do certain activities, such as studying English and going to visit friends. Use this information to answer the questions on tape.

Example

TAPE: Gāo Bīngyīng měitiān niàn Yingwén ma?

YOU:   Bù, tā měige Xīngqīyī niàn Yingwén.

TAPE:  Tang Shàowén ne?

YOU:   Tā měige Xīngqīsān niàn Yingwén.

TAPE:  Bai Huìrán ne?

YOU:   Tā měitiān dōu niàn Yingwén.

TAPE:  Jiāng Shìyīng ne?

YOU:   Tā měige Xīngqīwǔ niàn Yingwén.

TAPE: Shéi niàn Yingwén, niànde zuì duo?

YOU: Bai Huìrán niàn Yingwén, niànde zuì duō.

DISPLAY II

EXERCISE 3

In this exercise you will talk about your trips in Taiwan—the ones you have already taken and. the ones you are planning to take. Display III shows where, how, when, and for how long you went or are going on these trips. Use this information to answer the questions on tape. Repeat the confirmations.

Example

TAPE:  Ní xiàge xīngqí dào náli qù?

YOU:   W3 dào Dànshuí Dàxué qù.

TAPE:  Ní zěnme qù?

YOU:   Wǒ zuò Gōnglùjú qù.

TAPE:  Nī zài nàli zhù duo Jiǔ?

YOU:   Zhù yìtiān. Jiǔhào huílai.

Notice that when answering the last question you give not only the length of your stay but also the return date. It is common to leave off the name of the month when talking about a date in the current month.

For this exercise you will need the words huílai                          (to come back)

Gōnglùjú                       (Bureau of Highways [Taiwan])

DISPLAY III

YOUR TRAVELS AROUND TAIWAN

MEANS OF          LENGTH OF STAY

TIME DESTINATION TRANSPORTATION    AND RETURN DATE

EXERCISE 4

You will act as an interpreter in this conversation between Miss Smith and a fellow employee, who work for an international firm in Taipei.

First, you will hear the conversation in Chinese without interruptions. Then it will be presented as if Miss Smith cannot speak Chinese and the other employee cannot speak English. Each speaker’s lines will be followed by a pause on tape. You will translate during these pauses.

Example

CHINESE: Lao Wáng shuō ni Jīntiān xiàwǔ yào qù huōchēzhàn jiē rén. Nl qù jiē shéi?

YOU:      Wáng said that you are going to the railroad station to

meet someone this afternoon. Who are you going to meet?

SMITH:    I am going to meet my younger sister. She is coming here

from Taizhong.

YOU:      Wo qù jiē wǒ mèimei. Tā cōng Táizhōng lai.

Notice in the first sentence above that yào indicates a future action.

Yào may be translated here as ’’will,” "going to." (See Unit 6.)

For this exercise you will need the word jiē, "to meet."

UNIT 3 COMMUNICATION GAME

INSTRUCTIONS:

Type: Get Me to the Train on Time

Situation: It is noon. A traveler is leaving his hotel in Taipei to go to the train station by taxi. He wants to arrive at the station exactly in time for his train. He does not want to arrive early or late. Instead of telling the taxi driver the train departure time, from time to time the traveler has the driver speed up, maintain speed, slow down, or stop for awhile.

Goal; To arrive at the station exactly on time (at the time given on the time card).

Number of Players; Pairs of students.

Materials: A work sheet for each pair of players. (See Sample Work Sheets on the following pages.) Each square on the road between the hotel and the train station represents a distance of 1 kilometer. Each circle on the timer represents 5 minutes. (A more elaborate version of the work sheet is also provided.)

Two markers (such as pennies) are also needed: one (the taxi) to move along the road and one to keep track of how much time has elapsed on the timer.

In addition, there are cards which tell the traveler at what time he should arrive at the station. (See Cards—Get Me to the Train on Time, on the following pages.) Three of the time cards are for use only with the simple version of the game, and three for use only with the elaborate version. The other four time cards are for both versions.

Procedure: The "traveler” takes a card from the shuffled deck of time cards.

The "driver" places his marker (representing the taxi) in the square in front of the hotel. He then moves the marker forward to represent the distance covered during the first 5 minutes. (Since each square represents 1 kilometer and each move represents 5 minutes, a move of one square represents a speed of 12 kilometers per hour. A move of six squares, which represents a speed of 72 kilometers per hour, should be the maximum for this city driving.)

For each move after this, the "traveler" advances his marker one circle on the timer and gives the "driver" instructions to adjust his speed so that they will arrive at the station on time (you will always be starting at noon). The "driver" responds to the instructions by advancing his marker as many squares as he thinks the "traveler" wants to cover in one move.

Example: You are Speaker 1, the ’’traveler.” You have drawn a time card: 12:30 (Follow your partner’s moves and your own on a work sheet.)

• SI: Aì, Jìchéngchē!

• S2: Nī dào náli?

• SI: Dào huochēzhàn.

• S2: (moving to square U for his first 5-minute move—a reasonable speed of U8 kph) Wǒ kāi zhème kuài xíng bu xíng?

• SI: (moving to the 5-minutes circle and computing that their average speed should be more like two squares per 5-minute move) Bù xíng. Nī kāide tài kuài le.

• S2: Hao. Wǒ màn yidiān kāi. (moving to square 7 as a guess at how much slower they should go)

• SI: (moving to the 10-minutes circle) Nī háishi (’’still”) kāide tài kuài. Bié kāi zhème kuài.

• S2: Hǎo. Wǒ màn yidiān kāi. (moving to square 9)

• SI: (moving to the 15-minutes circle) Xiànzài hǎo le. Nī kāide bú kuài yě bú màn.

• S2: Hāo. Wǒ jiù zhème kāi. (moving to square 11)

• SI: (moving to the 20-minutes circle and realizing that there are two 5-minute moves left but only one square) Qīng ni zài zhèli ting yíxià.

• S2: Hāo. Wǒ ting zài zhèli. (not moving)

• SI: (moving to the 25-minutes circle) Hāo le. Xiànzài zǒu ba!

• S2: (moving to square 12) Dào le.

• SI: (moving to the 30-minutes circle) Zhèng hāo. (’’Right on time.”)

Practice Points: Manner adverbs and imperatives.

CARDS—Get Me to the Train on Time

UNIT 4 C-2 WORKBOOK

EXERCISE 1

This exercise will give you practice in talking about different means of transportation. In this conversation Mr. Li, a Chinese person residing outside China, is talking to Miss Hu, an acquaintance, in Taipei.

Listen to the conversation twice. Then answer the questions below as you listen for the third time.

These five expressions are in the conversation:

The sentence You yíge xīngqī méi kànjian ni means "I haven’t seen you for a week.”

You will notice in the sentence Wǒ qù kàn yige péngyǒu qu le, "I went to see a friend,” that qù appears both before and after the purpose expression. Lái or qù may precede a purpose expression, follow it, or be in both places. When the sentence ends in le, the second lái or qù is required. (A final lái or qù is toneless.)

Wǒ qù kàn yige nupéngyou.

Wǒ kàn yige nupéngyou qu.       (l»m going to see a girl friend.)

Wǒ qù kàn yige nupéngyou qu.

Wǒ kàn yige nupéngyou qu le.

Wǒ qù kàn yige nupéngyou qu le. (I went to see a girl friend.)

QUESTIONS

• 1. Where does Miss Hu’s friend live?

• 2. How long did she and her friend stay there?

• 3. How did they get to Taroko Gorge?

U. Did they have to buy a ticket in advance? ( ) Yes ( ) No

5. How long did the two women stay at Taroko Gorge?

6. Where did Miss Hú go immediately after leaving Taroko Gorge?

EXERCISE 2

This conversation takes place in Taipei between an American student and a Chinese student.

Listen to the conversation two times. Then, as you listen again, translate each sentence orally during the pause provided on tape. Compare your translation with the suggested translation given by the speaker.

Here are two expressions you will need for this exercise:

(to be fun, to be interesting [literally, ’’good for enjoying youself’¹!)

(wonderful, great)

EXERCISE 3

This exercise consists of a conversation between a Chinese student and an American student who has just arrived in Taichung.

Listen to the conversation two times. Then, as you listen again, translate each sentence orally during the pause provided on tape. Compare your translation with the suggested translation given by the speaker.

Here are seven expressions you will need for this exercise:

UNIT 4 P-2 WORKBOOK

EXERCISE 1

This exercise will give you practice in obtaining information needed for travel in Taiwan. You need to know two things before making travel arrangements : what types of transportation are available and whether or not you need to buy tickets in advance.

Display I is a chart set up to help cue you for the questions you will need to ask and the answers you will need to give. Column 1 shows your destination for each trip. To fill in column 2, you will need to ask whether it is better to go by train or to go by bus. To fill in column 3, you will ask whether or not you need to buy tickets in advance.

Example

TAPE: Nǐ xiǎng dào náli qù?

YOU: Wǒ xiǎng dào Yěliǔ qù.

YOU:   Nǐ shuō zuò huǒchē qu hǎo ne, háishi zuò Gōnglùjù qu hǎo ne?

TAPE: Méiyou huǒchē dào Yeliǔ qù.

YOU:   Zuò Gōnglùjú dei xiān mǎi piào ma?

TAPE: Bú bì xiān mǎi piào.

Notice that, although you do not start the conversation, most of it is based on your questions.

DISPLAY I

DESTINATION BY BUS OR BY TRAIN? BUY TICKETS IN ADVANCE?

EXERCISE 2

In this exercise you will buy train tickets at the advance-purchase window in the Taipei train station. You will have seven conversations with ticket sellers. On each occasion, you need to buy a ticket to a particular destination, keeping in mind that you must be there by a certain time.

Display II provides the information you need. Column 1 shows your destinations. Column 2 shows the days on which you want to leave. Column 3 gives the latest departure times which will allow you to arrive at your destinations on time.

In Taiwan, train travel is very popular. Therefore you may not always be able to take a train which is your first choice. In any case, always try to take the last train which will get you to your destination on time. Always confirm the time and date of the ticket that you finally buy.

Example

YOU:   Wo yào mǎi yìzhāng hòutiān qù Tǎizhōngde piào.

TAPE: Ní yào zuò jidiǎn zhōngde chē?

YOU: Wo yào zuò wǎnshang liùdiǎn bànde chē.

TAPE: Nàbān chēde piào dōu màiwán le. Xiàwù sāndiǎn zhōngde xíng bu xíng?

YOU:   Xíng. Wo mǎi xiàwù sāndiǎn zhōngde.

DISPLAY II

PREFERRED              LATEST POSSIBLE

DESTINATION          DEPARTURE DATE         DEPARTURE TIME

EXERCISE 3

You will act as an interpreter in this conversation between a British student who has Just arrived at Beijing University and a fellow student.

First, you will hear the conversation without interruptions. Then it will be presented as if the British student cannot speak Chinese and the other student cannot speak English. Each speaker’s lines will be followed by a pause, during which you will translate.

Example

BRITISH

STUDENT: The weather today is really beautiful. I would like to go out and enjoy myself.

YOU:      Jíntiān tiānqi zhēn hǎo. Wǒ xiǎng chūqu wǎnrwanr.

CHINESE

STUDENT: Ni xiǎng qù nǎr a?

YOU:      Where do you want to go?

For this exercise you will need the words tiānqi                           (weather)

dòngwuyuan                       (zoo)

wǎnr                             (to play, to relax, to enjoy oneself)

chūzū qìchē                       (taxi LBeiJīngZl)

UNIT 4 COMMUNICATION GAME

INSTRUCTIONS:

Type: Voting

Situation: The setting is Taipei. You and seven others are trying to settle by vote the details of a proposed weekend trip.

Goal: To determine majority opinion on each issue, or the fact that opinion is split evenly (X, Y dōu kéyi), by asking the opinions of other players and filling in your work sheet.

Number of Players: Groups of eight students or fewer.

Materials: A work sheet for each player. (See Sample Work Sheets, on the following pages.) On these sheets are listed the issues to be decided and the choices for each issue. Your opinions are indicated by Xs on your work sheet. There are sheets for Player 1 through Player 8.

If a group has fewer than eight players, some or all players should take two or more work sheets and report the votes of spouses or friends as well as their own.

Procedure: Mingle with the other players to exchange information. Make all inquiries in the form of choice questions. Use a variety of choicequestion patterns.

Example: You are Speaker 2. In this example you are giving information rather than asking questions.

• SI: Nī yào dào Xīnzhú qù háishi yào dào Jīlóng qù?

• S2: Wǒ yào dào Jīlóng qù.

• SI: Nī yào jīntiān qù ne haishi míngtiān qù?

• S2: Wǒ yào míngtiān qù.

• SI: Nī yào qù yìtiān haishi liǎngtiān?

• S2: Yìtiān.

• SI: Nī shuō dào Jīlóng qù zuò Gōnglùjù hao ne, háishi zuò huochē qu hǎo ne?

• S2: Zuò huǒchē zuì fāngbian.

• SI: Nī yào zhù guide háishi piányide fàndiàn?

• S2: Wo yào zhù piányide.

Practice Points: Choice-question constructions, especially the construction introduced in this unit: Nī shuō shi...hǎo (ne), (hái) shi...hǎo (ne)?

SAMPLE WORK SHEET:

PLAYERS

MAJORITY

123 I+5678

PLAYERS

MAJORITY

123U5678

PLAYERS

MAJORITY

123U5678

PLAYERS

MAJORITY

123 U 5  6  7  8

PLAYERS

MAJORITY

1      2      3 U 5      6      7      8

PLAYERS

MAJORITY

123H5678

PLAYERS

MAJORITY

123U5678

PLAYERS

MAJORITY

123H56 78

PLAYERS

MAJORITY

123^5678

UNIT 5 C-2 WORKBOOK

EXERCISE 1

You will hear distances and travel times in this conversation between two Chinese cadres in Beijing. You will hear the conversation three times. Answer the questions below as you listen to it for the third time.

In the sentence Wǒ dào huǒchēzhàn qù mǎi piào qu le, the purpose marker qù both follows and precedes the verb.

QUESTIONS

• 1. Where did the woman go this morning?

• 2. Why is she going to Shànghǎi? _______________________________________

• 3. How long does the woman plan to stay in Shànghǎi?

• 4. Shànghǎi is how many kilometers from Beijing?

• 5. How many hours does it take by train?

• 6. When will the woman decide whether or not she will go to Suzhou?

( ) before she goes to Shànghǎi

( ) after she arrives in Shànghǎi

EXERCISE 2

This exercise will give you more practice with questions and answers used to arrange a train trip. The conversation takes place in Běijīng between a Japanese businessman and his Chinese guide.

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

Here are four words you will hear in the conversation:

Shěnyáng                       Ca major industrial city in

northeast China!

gonehang                         (factory)

cānguān                         (to visit as an observer)

hǎojíle                         (great, extremely good)

QUESTIONS

• 1. When is the Japanese businessman going to Shěnyáng?

• 2. Has he been there before? ( ) Yes ( ) No

• 3. How long does the guide suggest that the businessman stay there?

U. How many trains go to Shěnyáng each day?

5. At what time of day does he want to leave?

6. What time does the express leave?

EXERCISE 3

In this conversation, a visiting Canadian is in Shanghai.

Listen to the conversation twice. As you listen to it for the third time, translate into English during each pause on tape. Compare your version with the suggested translation given by the speaker.

Here are two words you will need for this exercise:

Hángzhōu                        Ca city in Zhejiang Province,

famous for its scenery; formerly spelled Hangchow!

yàoshi                          (if)

UNIT 5 P-2 WORKBOOK

EXERCISE 1

In this exercise you will take part in six short conversations, discussing your tentative plans for an upcoming trip.

Display I shows where and when you are planning to go, whether you have been there before, and how long you are planning to stay. Use this information to answer the questions on tape. Here is an example:

YOU: Wo xiǎng dào Xīān qù kànkan.

TAPE: Nī jìhua něitiān qù?

YOU: Wo xiǎng Xīngqīwǔ huòshi Xīngqīliù qù.

TAPE: Nī yīqiàn qùguo Xīān meiyou?

YOU:   Wǒ yīqiàn méi qùguo.

TAPE: Nī jìhua zài nàr zhù jītiān?

YOU: Wǒ xiǎng, zhù sāntiān Jiù gòu le.

DISPLAY I

DESTINATION DATE OF TRIP PREVIOUSLY VISITED LENGTH OF STAY

EXERCISE 2

In this exercise you will ask for information about trips.

Display II is a map of China with routes marked between certain cities. You will ask three questions about each route: what the distance is, how long the trip takes by train, and how long the trip takes by plane. Ask about the routes in the order that they are numbered. Record the answers you are given; then check to see if you understood by comparing your answers to the information given in Display III.

Here is an example from the tape:

YOU:   Běijīng lí Shanghai you duo yuan?

TAPE: You yìqiānsìbǎiqīshiduō gōnglǐ.

YOU:   Zuò huochē yào duōshao shíhou?

TAPE: Yào zǒu èrshisānge xiǎoshí.

YOU:   Zuò fēijī yào duōshao shíhou?

TAPE: Yào fēi sānge xiaoshí.

For this exercise you will need the words

(airplane) (to fly)

EXERCISE 3

In this exercise you will be asked to give the information which you collected in Exercise 2. Use Display III to answer the questions on tape.

Example

TAPE: Běijīng lí Shànghǎi you duo yuan?

YOU:   You yìqiānsìbǎiqīshiduō gōnglǐ.

TAPE: Zuò huochē yào duōshao shíhou?

YOU:   Yào zǒu èrshisānge xiǎoshí.

TAPE: Zuò fēijī yào duōshao shíhou?

YOU:   Yào fēi sānge xiǎoshí.

Notice that some distances and times in the display are rounded off, using "plus," as in "l,U70+ kilometers." This calls for an answer containing the •adjectival verb -duo, as shown in the example.

For this exercise you will need the words fēijl                            (airplane)

fēi                               (to fly)

EXERCISE 4

This exercise is a conversation between a Canadian who lives in Bǎijīng and her Chinese acquaintance. You will act as an interpreter.

First, you will hear the conversation in Chinese without interruptions. Then it will be presented as if the Canadian cannot speak Chinese and her acquaintance cannot speak English. Each sentence will be followed by a pause, during which you will translate.

For this exercise you will need fēijl zài qù yícì

(airplane)

(go again Cliterally, "go one more time"])

W \   cv

K: V470t \   T  YELLOW SEA

T: 23 hrs \ ī

P: 3 hrs

K: 1.920

T: 30+ hrs

P: 5 hrs

/                   K: 2,160

/                    T: 43 hrs

'                              P: 3+ hrs

Chengdu

NánjTng

^2)             Shanghai

K: 250+

T; 4¹/2 hrs

P: 1 hr /

I J

CHINA SEA

UNIT 5 COMMUNICATION GAME

INSTRUCTIONS:

Type: Handicap Race

Situation: Four people are leaving one city in Taiwan to go home to four other cities in Taiwan. Each person is trying to arrange the quickest trip home, by train or by bus.

A friend of theirs is trying to find out (from a travel agent) when each person will reach home and which person will arrive first. The friend also wants to find out the distance each person will travel. He has a map of Taiwan train and bus routes and the following information about the four travelers: names, common starting point, destinations, and preferred departure times (for either train or bus).

The travel agent’s map includes distances (in kilometers) between adjacent cities and necessary traveling times by train and by bus for the distances. He will read off distances or travel times from his map, but he will not calculate total distances or total travel times.

(NOTE FOR THE "FRIEND”: To simplify the game, waiting time at stopovers and time needed to go from train stations to bus stations, or vice versa, is not to be included in the total traveling time.)

Goal: To figure out the fastest route for each traveler, the final arrival time for each traveler, and the traveler who will reach home first. Also, to work out the distance each person will travel.

Number of Players: Pairs of students.

Materials: A work sheet for each ’’friend” and a fact sheet for each "travel agent.” (See Sample Work Sheets and Sample Fact Sheets, on the following pages.)

Procedure: The "friend” should try out various routes for each person— by train, by bus, or by any combination of the two—until the fastest route is found. Then the "friend" records the final arrival time and the distance covered by that route.

He will find it helpful to take notes on his work sheet, writing down the distance from one city to the next on one side of a route and writing down the faster travel time on the other side of the route.

The "travel agent" should be careful to give only distances and times listed on his fact sheet. If he is asked a question requiring the addition of distances or times, he may play dumb by saying Wǒ bù zhídào or, at most, may volunteer only information listed on his fact sheet.

Example: You are Speaker 1, the "friend.” This example covers only initial questions about one possible route (in this case, the only logical one) for one of the people.

• SI: (Wǒ you yíge péngyou xing Lǐ. Tā xiǎng dào Táizhōng qù. Tā jìhua jlntiān sìdiǎn zhōng qù.) Li Xiānsheng xiān děi dào Xinzhu. Qíngwèn Táibei lí Xinzhu you duo yuan?

• S2: You liùshí gōngll.

• SI: Zuò huǒchē yào zǒu duōshao shíhou?

• S2: Dàgài yào zǒu yíge zhōngtou.

• SI: Zuò Gōnglùjú man yidian ba?

• S2: Duì le, yào zǒu liǎngge duō zhōngtou. (etc.)

Additional Note: There may not be enough time for the "friend" to check out all possible routes and be sure that he has found the fastest route for each traveler. In that case, all the students in the class can discuss their findings in a concluding class discussion.

Practice Points: Distances and traveling times.

SAMPLE WORK SHEET : (Friend)

SAMPLE FACT SHEET: (Travel Agent)

TAIWAN

TRAVELING TIME (hrs:mins)

bus

DISTANCE (km)         TRAVELING TIME (hrs:mins)

TAIWAN

TAIWAN

ARRIVAL

DISTANCE

TAIWAN

ARRIVAL

DISTANCE

UNIT 6 C-1 REVIEW DIALOGUE

the train station in Beijīng by his

The train leaves at 3:30.

It’s 2:50 now.

It’s still a long time till the train leaves.

That’s good.

Since it’s still early, let’s go to the waiting room and rest a bit.

Please give me your passport and travel permit.

All right, here they are.

Mr. Roberts' papers checked, the

Is there a dining car on this train?

Yes.

Does it have Western food?

It has both Western food and Chinese food.

Good.

Miss Zhāng, when it’s time to get on the train, what do I do with all this luggage of mine?

Don't worry.

With a total of four suitcases, if each of us takes two that will be fine.

R: Dōu kéyi náshang chē qu ma?

Z: Dōu kéyi náshang chē qu.

R: Nà hǎojíle.

R: Kuài yào kāi chē le.

Women dào zhàntái qu ba.

Z: Bú yòng jí.

Hai you shíjiān.

May all of them be taken onto the train?

All of them may be taken onto the train.

That’s great.

The train is going to leave soon.

Let’s go to the platform.

There’s no need to be anxious.

There’s still time.

UNIT 6 C-2 WORKBOOK

EXERCISE 1

This conversation includes questions and answers used in train travel in the PRC. A Canadian professor is talking to her Chinese guide. The professor is going to Nanjing from Beijing.

Listen to the conversation twice. As you listen to it for the third time, translate orally during the pauses provided on tape. Compare your translations with the suggested translations given by the speaker.

Here are some expressions you will need for this exercise:

(to be comfortable)

(station where a train originates [literally, "starting station"!!)

(in a little while [pronounced děng yìhuěrJ)

(don’t)

(coming and going)

(to help)

EXERCISE 2

In these two conversations you will hear questions and answers typically used in train travel. Mr. Yamada, a Japanese tourist, talks first to his Chinese guide and then to the train attendant. Mr. Yamada is going to Beijing from Shànghǎi.

You will hear the conversations three times. As you listen to them for the third time, answer the questions on the next page.

You will hear the following expressions in the conversations.

QUESTIONS

• 1. On what platform is Mr. Yamada’s train?

• 2. The guide says she will

( ) take the small suitcase onto the train.

( ) bring the small suitcase onto the train.

• 3. What kind of food does Mr. Yamada like for breakfast?

U. Mr. Yamada says he wants

( ) no tea.

( ) red (i.e., ’’black”) tea.

( ) green tea.

• 5. The attendant says she will

• ( ) bring the suitcases off the train.

• ( ) take the suitcases off the train.

• ( ) bring the suitcase off the train.

EXERCISE 3

In this conversation two travelers have arrived with their guide at the train station in Shanghai. One of the travelers is now heading for Nanjing and the other is heading for Guilin.⁸ One of the travelers has a few questions for the guide.

Listen to the conversation two times. As you listen to it for the third time, translate orally during the pauses provided on tape. Compare your translations with the suggested translations given by the speaker.

Here are some expressions you will need for this exercise:

Guilin                          Ca scenic city in the mountains of

Guǎngxī Province!

huílai                          (to come back)

bang                            (to help)

UNIT 6 P-2 WORKBOOK

EXERCISE 1

This exercise gives you practice in using verbs with directional endings to describe actions.

Display I is five pictures that show Wang Dànián, Fang Bǎolán, Hu Měilíng, and Ma Mínglí doing various things. Use the information in the display to answer the questions on tape, (item numbers on tape refer to picture numbers.)

Example

TAPE: Mǎ Mínglī bǎ xíngli nǎdao nǎr qu le?

YOU:   Tǎ náshang lóu qu le.

TAPE: Fang Bǎolán bǎ xíngli nádao nǎr qu le?

YOU:   Tā náxia lou qu le.

When "you" are in a picture, take into account whether the action is towards or away from you in formulating your answers.

In this exercise you will practice four new words from the Reference List for this unit:

náshangqu                       (to take up)

náshanglai                      (to bring up)

náxiaqu                         (to take down)

náxialai                        (to bring down)

Verbs with two-syllable directional endings, such as the four verbs above can be split. A location or a direct object is placed before the final lai or qu. This happens in the second sentence of the example above: náshang... qu.

DISPLAY I

This sketch shows actions which will happen.

EXERCISE 2

Display II gives the daily schedules for two train routes: Beijing to Shanghai and Beijing to Tàiyuán. Use this information to answer the questions on tape.

Example

The exchanges on tape take place between you and a friend looking over a train schedule, NOT between a ticket seller and a traveler. Therefore formal it.ies such as using fā chē and 2U-hour clock times are not observed.

DISPLAY II

PLATFORM 4            WITH                                     WITH

DINING CAR                               DINING CAR

* The traditional map spellings for these cities are

EXERCISE 3

In this exercise you will review the vocabulary and structures introduced in this unit. You will test your comprehension and production of the material by acting as an interpreter.

This conversation takes place between Mrs. Smith, a Canadian official recently arrived in Beijing, and a representative of the Chinese government who is assigned to the Canadian Embassy.

First, you will hear the conversation without interruptions. Then it will be presented as if the Canadian cannot speak Chinese and the other employee cannot speak English. Each speaker’s lines will be followed by a pause, during which you will translate.

Example

CANADIAN: I would like to go to see Xiān.

YOU:       Wǒ xiǎng qù Xiān kànkan.

CHINESE:   Nǐ dǎsuan shénme shíhou qù?

YOU:       When do you plan to go?

CANADIAN:  Next Monday.

YOU:       Xià Xīngqīyī.

In this exercise you will need the word Xiān, the capital city of Shanxi Province. You will also be using some of the additional required vocabulary from previous units:

dǎsuan                          (to plan)

lāibují                         (can’t make it in time)

UNIT 6 COMMUNICATION GAME

INSTRUCTIONS:

Type: Train Routes

Situation: You have already collected the following information from five travelers leaving the Beijing train station: 1) destinations, 2) departure times, 3) track numbers for departing trains, and U) EITHER the distance OR the traveling time to destinations. Three colleagues have collected similar information from other travelers. (Each person talked to five travelers.)

You need to collect this information from your colleagues and figure out the routes which four trains will follow (i.e., the stops on the routes, in sequence).

Goal: To write the names of the destinations of twenty travelers on your work sheet, under the headings for particular tracks and departure times. Also, to number the stops on each train route in the order of their distances from Beijing.

Number of Players: Groups of four students.

Materials: A work sheet for each player. (See Sample Work Sheets, on the following pages.)

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

Example: You are Speaker 1. In this example, you are giving information rather than collecting it. Notice how you "introduce” one of the travelers listed on your work sheet with You yige rén....

• SI: You yige rén dào Táizhōng qù.

• S2: Dào Táizhōng qùde chē jidiǎn zhōng kāi?

• SI: Shísāndiǎn sìshiwǔfēn fā chē.

• S2: Zài dìjǐ zhàntái?

• SI: Zài dìyī zhàntái.

• S2: Nǐ zhīdao bu zhidao Táizhōng lí zhèr⁹ you duo yuan?

• SI: Wō bù zhīdào.

• S2: Ni zhīdao bu zhidao yào zǒu duōshao shíhou?

• SI: Yào zǒu liǎngge duō xiǎoshí.⁹ Hái you yige rén....

(etc.)

Practice Points: Train schedule information.

SAMPLE WORK SHEET:¹⁰

TRAVELER DEPARTURE TRACK DESTINATION DISTANCE TIME

NOTE: Trains average 50 kilometers per hour. Use this information to convert time to distance and vice versa.

TRAVELER DEPARTURE TRACK DESTINATION DISTANCE TIME.

ROUTES

TRAVELER DEPARTURE TRACK DESTINATION DISTANCE TIME

ROUTES

ROUTES