STANDARD CHINESE

A MODULAR APPROCH

STUDENT WORKBOOK

MODULE 3: MONEY MODULE 4: DIRECTIONS

August 1979

Copyright ©1980 by John H. T. Harvey, Lucille A. Barale, Roberta S. Barry, and Thomas E. Madden

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 (DLI); James R. Frith and John B. Ratliff III (FSI); Kazuo Shitama (NSA); Richard T. Thompson and Julia Petrov (OE); and Lieutenant Colonel George Kozoriz (CFFLS).

The Project Board set up the Chinese Core Curriculum Project in 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. Hickerson 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 have worked as a team to produce the materials subsequent to Module 6.

All Chinese language material was prepared or selected by Chuan 0. Chao, Ying-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.

Jarnos R. Frith, Chairman

Chinese Core Curriculum Project Board

CONTENTS

Preface

MODULE 3: MONEY

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

P-2 Workbook

Communication Game A .......... . ....... 7

Communication Game B

UNIT 2 C-2 Workbook

P-2 Workbook

Communication Game A

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

UNIT 3 C-2 Workbook .....

P-2 Workbook

Communication Game......... .......• ... 3k

UNIT k C-2 Workbook...............

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

Communication Game A ....

Communication Game B ....

UNIT 5 C-2 Workbook ....

P-2 Workbook

Communication Game .........

UNIT 6 C-2 Workbook . .

P-2 Workbook ...................... 69

Communication Game A

Communication Game B .

MODULE k: DIRECTIONS

UNIT 1 C-2 Workbook

P-2 Workbook

Communication Game

UNIT 2 C-2 Workbook

P-2 Workbook

Communication Game A

Communication Game B

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

Communication Game B

UNIT 5 C-2 Workbook

P-2 Workbook

Communication Game

Vocabulary

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 items and grammar 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 amounts of money and prices per unit. Zhāng San has 100 Taiwan dollars to spend 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 questions.

Here are two titles you will need for this exercise:

Zhōngguo Wtnxuí Shi (History of Chinese Literature)

Taiwan Wéntán           (Taiwan Literary Magazine)

PRICE

History of Chinese Literature ________

Taiwan Literary Magazine

History of England

map of England

QUESTIONS

• 1. Did Mr. Zhang have enough money for everything he wanted to buy?

  ( ) Yes ( ) No

  
  

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

( ) History of Chinese Literature

( ) Taiwan Literary Magazine

( ) History of England

( ) map of England

• 3. How much money did Mr. Zhāng 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 same 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 out the price per unit, and completing the purchase.

Display I lists the items you want to bry 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 he tells you the price, say that you will buy one copy, and tell him how much you are giving him—the exact change.

Example

YOU ASK: Hlmen zhèli mài ZhSngwín bio bu mail CRepeat confirmation.3 TAPE:     WSmen mil. Jiù zài nili.

YOU ASK: Zhège Zhǒngwín bio duSshao %i£n yífèn? CRepeat confirmation.!

TAPE:     Sǎnkuii qiín yífin.

YOU SAY: HMo. Wg snSi yífin. Zhi ahi s&nkuii oiín. CRepeat confirmation. 3

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

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

Hin-Yíng zìdiln          (Chinese-English dictionary)

Ylng-Hln zìdiln          (English-Chinese dictionary)

DISPLAY I You want to bty

• 1. a Chinese (-language) newspaper

• 2. a Chinese magazine

• 3. a map of Taipei

• 4. a Chinese-English dictionary.

• 5. an American magazine

• 6, an English(-language) newspaper

• 7. a map of Taiwan

• 8. an English-Chinese dictionary

EXERCISE 2

This 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 II 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: Lfn YSngpíng màile jlbSn shū?

A: Tā màile lilngbSn shū. CRepeat confirmation. 3

Q: Zhào Défēn maile jíbān shū?

A: Tā māile qībān shū. CRepeat confirmation.3

DISPLAY II

EXERCISE 3

This exercise involves buying and selling books, but this tine you must pay attention to whether or not the students have completed their purchases and sales. Display III shows the purchases and sales students have made 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 le and double le construction. As you remember from the BIO Module, the double le construction is used to talk about actions started in the past and still going on, as in W8 l&ile li&ngge xlngcl le, ”1 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 Wǔ mSile lilngbMn shǔ le. "I have bought two books (so far).”

Example

Q: Lin Yǔngpfng inSile JlbSn xln shǔ le?

A: Ta yljīng mlile wǔbín xīa shǔ le. [Repeat confirmation.3

Q: TS màile jlbǔn jiǔ shǔ?

A: TI mǔile liMngbSn jiǔ shǔ. [Repeat confirmation.J

Q: Zhǔo DffSn mìile jXbln Jiǔ shǔ le?

A: Tā yXjīng mlile yìbǔn jiǔ shǔ le. [Repeat confirmation.3

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

xln (new)

‘          jiǔ (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 last year and wants to buy the books he needs for this year.

All students at this college take the same 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 text-* books 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 a card which reads either ^WBIGH” (can afford high prices) or "LOW” (has to shop for low prices), indicating what prices he can afford.

Each player then compares the four textbooks he.has 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 has 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 economics course (nèibàn JíngJixuà, "that volume ConJ economics").

SI: NX y5u nàbàn JīngJixué meiyou?

S2: Y8u.

• SI: NX mài bu mài? CS2 may have Just bought it for himself.3

• S2: Mài.

• SI: Duōshao qiàn?

• S2: Bāshikuài qiān.

• SI: Xièxie. W3 xiàngyixiàng. ("I'll think it over.")

SI: NX yōu nàbàn JingJixué meiyou?

• S3: Méiyou.

• SI: Zài jiàn.

• SI: NX yōu nàbàn JīngJixuí meiyou?

SU: Yōu.

• SI: NX mài bu mài?

SU: Mài.

• SI: Duōshao qiàn?

SU: Jiǔshikuài qián.

• SI: W5 bù mài. Zài Jiàn.

• SI: Wō mài nàbàn JingJixué. Zhè shi bāshikuài qián.

• S2: Hào.

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

Aàlííional 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," bài (NUM 5).

T:  NX màile jXbàn shū le?

• S: Wǒ màile liàngbàn le.

• T: Nàliàngbàn shū yígdng duōshao qián?

• S: Yígōng yìbàivūshikuài qián.  ($150)

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

Practice Points: Prices, 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 plans.

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, and 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: Nl xiǎng mai shénme?

• S2: Wo xiSng mài yífèn Yingwén bào, liàngbén Méiguo zázhì, yìzhāng Taiwan dìtú.

• SI: Yingwén bào duóshao qián yífèn?

• S2: Wǔkuài qián.

When you have completed your survey, report to the teacher. If you found, for example, that S2’s purchases will be more expensive than anyone else*s, you will say

SI: Shi S2 Xiānsheng. (“It’s S2 who is planning to spend the most.")

T: Yígòng duōshao qián?

SI: Yígòng yìbǎi èrshiwǔkuài qián.

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

INFORMATION WORK SHEET:

CARDS—SHOPPING

UNIT 2 C-2 WORKBOOK

EXERCISE 1

This review dialogue will test your understanding of vocabulary items and grammar introduced in this unit.

In this conversation, Mr. Whitten is making some purchases at a small shop near his hotel in BSijlng. You will hear the conversation twice. Then each sentence in the dialogue will be followed by a pause during which you are to translate. After each pause, the speaker will give an acceptable English equivalent for comparison.

EXERCISE 2

This exercise will give you practice in recognizing exact prices which include dimes and pennies, abbreviated prices, and prices with zero in the tens place. You will hear five conversations involving purchases. The series of dialogues will be repeated two times. As you listen, record on the chart below information about each purchase.

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 cooperatives" (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

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

DISPLAY I

EXERCISE 2

In this exercise you will ask for various quantities of items and deal with prices in PRC currency: kuài. máo, and fēn. Display II is 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 bills, 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: Qíng nl gēi wo yífèn Renmín RÌbào. CRepeat confirmation.!

TAPE: HSo. Rénmín RÌbào wǔfēn qián yífèn.

YOU: GSi nl yìmáo qián. CRepeat confirmation.!

TAPE: Zhao ni wǔfēn qián.

DISPLAY II

(Remember that for each purchase you have two $10 bills, two $1 bills, and two dimes.)

• 1. 1 copy of The People’s Daily (Rénmía Rìbào)

• 2. 1 copy of The People’s Pictorial (Rfanín Huìbìo)

• 3. 1 copy of a nap of BSiJīng

• U. 1 copy of The New China Dictionary (Xtnhut ZÌdiSn)

• 5. 2 copies of a nap of China

• 6. 3 copies of the Guāngnlng Daily (GuSngníng Rlbìo)

• 7. 1 catty of small pastries

• 8. 12 bottles of soda

• 9. U catties of apples

• 10. 10 bottles of QIngdXo beer

• 11. 5 catties of oranges

• 12. 2 bars of soap

EXERCISE 3

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

With each list, 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 cost 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 liěngzhāng Zhōngguo dìtú. CRepeat confirmation.3

TAPE: Hao.

YOU: WS hái yào yìběn Xinhua Zìdiln. CRepeat confirmation.!

TAPE: Hao. Ní hái yào shénme?

YOU: W3 bú yào shenme le. CRepeat confirmation.!

TAPE: Liǎngzhāng Zhōngguo dìtǔ wǔkuài qián, yìběn Xinhua Zìdiln yíkuài liěngmáo wǔ. YÍgdng liàkuài liěngmáo wǔ.

YOU: Gěi ni shíkuài qián. CRepeat confirmation.!

TAPE: ZhSo ni sānkuài qímáo 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 New China Dictionary (Xinhua Zìdiǎn)

• 2. 1 copy of The People's Daily (Renmín Rìbào) AND

• 2 copies of the GuSngmíng Daily (Guángmíng Rìbào)

• 3. 1 copy of a map of Beijing AND

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

U. 1 catty of small pastries AND

12 bottles of soda

5. U catties of apples AND

10 bottles of QīngdSo beer

6. 5 catties of oranges AND

2 bars of soap

UNIT 2 COMMUNICATION GAME A

INSTRUCTIONS!

Type: Shopping Lists (This is the same as Cornmunication Game B in Unit 1, except that it is set in Beijing and involves the new material in this unit.)

UNIT 2 COMMUNICATION GAME B

INSTRUCTIONS:

Type: Shopping

Situation: The setting is Beijing. 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 méo and fēn. 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 ¥.1*5 a bottle” and "beer at ¥.1*8 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.

Example: You are Speaker 1, a shopper. The last item on your shopping list is ”6 bottles of beer." Speaker 2 and Speaker 3 are storekeepers.

• SI: Nímen zhèr mài pi Jiù bu mai?

• S2: Mài. Jiù zài zhèli.

• SI: Duōshao qián yìpíng?

• S2: Sānmáo qián yìpíng.

• SI: Xièxie.

SI: Nímen zhèr mài pi Jiù bu mai?

• S3: Mài. Jiù zài zhèli.

SI: Duōshao qián yìpíng?

• S3: Liángmáo qián yìpíng.

• SI: Háo. Qíng ni gSi wo liùpíng.

• S3: Ní hái yào shénme?

• SI: W8 bú yào shénme le.

• S3: Yígōng yíkuài liángnáo qián.

• SI: Zhèi shi liángkuài qián.

• S3: Zhao ni bāmáo qián.

(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: Ní mài shénme le? CCompletion le follows the object shénme.

See Unit U.l

SI: Wǒ màile liùpíng píjiù, liSngJin dà píngguō. CCompletion le precedes these "amount" objects, just as it precedes amounts of time in duration sentences.!

T: Yígōng duōshao qián?

SI: Yígōng liSngkuài yìmáo qián.

T: Píjiǔ duōshao. qián yìpíng?

SI: LiSngmáo qián 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 will 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 BSijXng. You will hear the conversation twice. Then each sentence will 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

This 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. Mao, who teaches Chinese to Americans. He is considering two of her students for the research job. The two students are Pan TÍngfēng (Timothy Pappas) and B&i Lìr6ng (Louise Becker).

You win 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 will hear in this exercise:

( ) Yes ( ) No

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

3. How long did Pan TÍngfēng study Chinese in the United States?

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:

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 in this exercise you will not only give prices of items but also compare them. The items are described only as "large ones" or "small ones," "red ones'* or "green ones," and so forth. Display I gives the prices and descriptions of items being discussed.

Give prices in the short form, for example, yíkuìi wS, "one dollar fifty." But remember that even dollar amounts (that is* single-syllable numbers followed by a counter) are normally followed by difat yíku&i qjfa.

Example

TAPE: PíngguS, hfagde guì háishi l&de guìt

YOU: Hfagde guì. CRepeat confirmation.!

TAPE: Hfagde duoshao qifa?

YOU: Hfagde èrshiku&i qifa yígè.* CRepeat confirmation.1

Here is’the additional vocabulary you will need in this exercise:

lu                     (to be green)

bái                    (to be white)

hufag                  (to be yellow)

yǔsSn (yìbS yǔsSn)     (umbrella Cone umbrella!)

DISPLAY I

♦In Taiwan apples sure sold one by one, rather than by the catty.

EXERCISE 2

Tn this exercise you will move objects to the topic position when dōu is in the sentence. For each of the questions on tape, assume that you are shopping for a RED, a WHITE, and a BLUE vase. The question will offer you a choice of two colors. Answer that you want one of them or both or neither as appropriate.

The following examples are the first

Example 1

Q: Hl yào hōngde háishi yào lùde?

A: W3 yào hōngde.

CRepeat confirmation.!

EXERCISE 3

In this exercise you will use the shi...de and le markers with objects. Display II shows what Mrs. Anderson and Comrade Gao bought last week and on what day. Use this information to answer the questions on tape.

Example

Q: Kndésěn Fūren shi nSitiSn mSide huSpíng?

A: Ta shi Xlngqīyl mSide huSpíng.

CRepeat confirmation.!

Q:   TS mSile jlge huSping!

A:   Ta mSile liSngge huSpíng.

CRepeat confirmation.I

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.)

Ejramgle: You are Speaker 1, a shopper, One of your cards reads "1 large map of Bōijīng."

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

maps of Beijing

large: ¥U.OO, ¥3.50

small: ¥2.50, ¥2.00

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

• SI: Nlmen zhèr mài Beijing dìtú bu mai?

• S2: Mài. Nl yào dàde háishi xiaode?

• SI: Wō yào dàde. Duōshao qián yìzhang?

• S2: Sìkuài qián yìzhang.

• SI: Nl you piányi yìdianrde ma?

• S2: Yōu. Zhèige sānkuài wǔmáo qian yìzhāng.

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

You would then talk to another storekeeper to compare prices.

CARDS—SHOPPING (SHOPPER)

CARDS—SHOPPING (STOREKEEPER)

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 Liáng is visiting Major Weiss's house. She is 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 clauses. The exercise consists of a series of questions and answers about the objects listed in Display I, below. Each item listed is discussed in two exchanges. Each item will be described by a modifying clause about either 1) who bought it or 2) who is reading it now. Each question and each answer will be followed by a pause for your translation. After the pause, the speaker will give an acceptable English equivalent for comparison.

Example 1 (the first exchange in Display I)

TAPE: Hǔ Xilojii xilnsìi kìnde shǔ shi nlbSn shut YOU: Which book is the one that Miss Hǔ is reading now? CONFIRMATION

TAPE: Shi Wing Xiǎnsheng m&ide ntbin shǔ.

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

Example 2 (the second exchange in Display I)

TAPE: Wing Xiǎnsheng mSide shǔ shi nSbSn shǔ?

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

TAPE: Shi Hǔ XiSojii xiǎnzǎi kǎnde nìbin shǔ.

YOU: It’s the book that Miss Hǔ is reading now. CONFIRMATION

DISPLAY I

EXCHANGES BUYERS          READERS           MBS

EXERCISE 4

This 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. Sun.

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 dìtSn» "rug,” is used in this exercise. Both the word for "rug" and the word for "table” are used with the counter -zhang.

yìzhang dìtSn      (one rug)

yìzhāng zhuōzi     (one table)

QUESTIONS

• 1. How long has Mrs. Freedman been in Taipei?

• 2. Have all her household things arrived? _______________

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

U. 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

EXERCISE 1

This exercise gives you a chance to produce sentences with modifying clauses. For each item, you will hear two sentences describing a situation and then a question about that situation. Answer the question based on the information in the first two sentences. (Display I summarizes the information for each item.)

Example

TAPE: Wing Xiānsheng m£ile yìbin shū. Hú Xiíojiū xiìnzài kàn nlběn shu.

Hú Xilojiū xiànzài kànde shu shi nlbin shū?

YOU: Shi Wing Xiinsheng mSide nìbSn shū.

The first sentence above, "Mr. Wing bought one book,⁵⁵ contains the marker le for completed action. But when the same words are used in a modifying clause, the marker le is dropped, as in the last sentence, "it's the book that Mr. Wing boughtP*

DISPLAY 5

ITEMS BUYERS           READERS         OBJECTS

EXERCISE 2

In this exercise you will practice using dōu, ’’all,” and yōude, ’’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 seme 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

DISPLAY II

EXERCISE 3

This exercise gives you practice in the use of completion le with ’’amount" objects and "nonamount" objects. Before beginning this exercise, you may want to review the Reference Notes on Nos. 3-5 for this unit in your textbook.

In this exercise, you are working in an embassy. Embassy officials have decided to buy as many goods as possible from local stores. As one of your duties, you oversee the purchasing of all supplies. You must keep a record of all supplies bought for business and entertainment. Display III, a page from this 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 questions about what quantities of these items have been purchased in past months, so that he can anticipate future needs. 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 is a zero in the box, tell him that you did not buy that item.

TAPE: Nlmen YÍyuè mli chíyi le ma?

YOU: WSmen mlile stJIn ehíyù.

TAPE: PÍngguǒ ne?

YOU: WSmen yS mli píngguS le. KSshi bù zhldlo mSile duSshao.

Here are vocabulary items you will need in Exercise 3:

cháyè                        (tea Cliterally "tea leaves"!)

mlile liMngJIn chfyù. (I bought two catties of tea.)

zhīdao                       (to know)

KSshi bù zhldùo mSile (But I don’t know how much duōshao.                       was bought.) '

DISPLAY III

FRUITS. PASTRIES. AND BEVERAGES PURCHASED—JANUARY THROUGH JUNE

UNIT 4 COMMUNICATION GAME A

INSTRUCTIONS:

Type: Dominoes (Shoppers)

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

Each person in the group knows some of the items the shoppers bought. For example, you might 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.

Goal: To figure out the six items purchased by each shopper.

Number of Players: Groups of three to eight.students.

Materials: Eash round is pleyed with a deck of 2h cards. Each deck contains four "chains" of six cards, one chain for each of the four shoppers. Each card in a chain lists 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 six).

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 2b cards. (All cards are dealt.) One person plays a card from his hand, announcing one of the purchases listed on it: W3 zhèr y3u ytge rén, CThis sentence ’’introduces” the shopper.3 Ta m£i zázhì le.

The player who has the other card listing that purchase then "chains" with the other purchase written on his card: MSi zézhìde nèige rén yè mSi shǔ le. CNotice how the modifying clause identifies the shopper as the same one Just mentioned.!

Eventually the chain loops back to the first player, who points this out: MSi bàode nèige rén yé mSi zézhì le. Nīmen yījīng zhīdao tā mSi zézhì le.

Then another player starts another chain in the same way.

Bxanmle: You are Speaker 1. You have a card listing "newspapers/magazines.” Speaker 2 and Speaker 3 have "magazines/books" and "books/newspapers."

• SI: W8 zhèr y8u yíge rén. Tā mSi zázhì le.

• S2: MSi zázhìde nèige rén y? mSi shǔ le.

• S3: MSi shǔde nèige rén yS mSi bèo le.

• SI: MSi bìode nèige rén yS mSi zézhì le. Nīmen yījīng zhīdao tā mSi zézhì 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 "nonamount^N objects.

CARDS—DOMINOES (SHOPPERS) AB     CD (ROUND 1)

A    BCD (ROUND 1)

A      B        CD (ROUND 2)

B

C

D (ROUND 2)

UNIT 4 COMMUNICATION GAME B

INSTRUCTIONS:

Type: Dominoes (BIO Review) This game is played the same way as Communication Game A for this unit.

Materials; Instead of the names of two purchases, 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 EMPLOYMENT

CURRENT RESIDENCE

NUMBER OF CHILDREN

FAVORITE PURCHASE

TIME OF ARRIVAL

Example: You are Speaker 1. You have the "Taiwan University/First Hotel" and "4 children/teacups" cards.

• SI: Wō zhèli yōu yíge rén. Tā zhù zai Dìyi Dàfàndiàn.

• S2: Zhù zai Dìyī Dàfàndiànde nàge rén yōu sìge háizi.

• SI: You sìge héizide nàge rén xīhuan mài chábēi.

• S3: Xihuan mài chábēide nàge rén shi qiántiān láide.

SU: Qiántiān láide nàge rén niànguo Zhōngguo lìshì.

• S3: Niànguo Zhōngguo lìshide nàge rén zài Taiwan Dàxué gōngzuò.

• SI: Zài Táiwān Dàxué gōngzuōde nàge rén zhù zai Dìyi Dàfàndiàn.

WSmen yījīng zhldao tā zhù zai Dìyi Dàfàndiàn, shi bu shi?

CARDS—DOMINOES (BIO Review) A                  B                  C                 D

A  BCD

UNIT 5 C-2 WORKBOOK

EXERCISE 1

This exercise is based on the review dialogue at 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, Mr. Ferrara is checking out of his hotel in BSijīng. 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 Beijing who is talking to a Chinese acquaintance.

You will hear the conversation three times. After listening to it for the second time, read the questions below, and write the answers as 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?

(HINT: 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

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

EXERCISE 3

In this exercise, a Canadian student in Béijlng is talking to a Chinese student about some 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:

YSuyí Shāngdièn         (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 MANY

EXERCISE 4

In this exercise you will listen for 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 BXijlng. While listening to his conversation for the third time, answer the questions below.

QUESTIONS

• 1. How much money did the American need to pay for his 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 _;

H. Does the Nationalities Hotel accept U.S. currency?

( ) Yes ( ) No

UNIT 5 P-2 WORKBOOK

EXERCISE 1

Tliis exercise will give you a 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: Āndásēn Xiānsheng Sānyue Èrshihào huànle duōshao qián?

YOU: Tā huànle yìbāikuāi Māijīnde luxíng zhlpiào.

TAPE: Tā Sānyuè Èrshiqíhāo huānle duōshao qián?

YOU: Tā méi huàn qián.

TAPE: Tā jlntiān huànle duōshao qián?

YOU: Tā Jíntiǎn huànle qīshiwvkuài Māijln.

TAPE: Tā yfgōng huānle duōshao qián le?

YOU: Tā yígōng huànle yìbāi qīshiwǔkuāi MeijIn le.

Notice that after money amounts you can use Māijīn or qián, but not both: qīshiwǔkuāi qián or qīshiwǔkuai Māijīn.

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 shows 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: Wang Xiǎnsheng mǎi shcuyīnjī le ma?

YOU:   Tā rnaile liǎngge shōuyīnjī.

TAPE: Diànshì ne?

YOU: Tā yě mai diànshì le.

TAPE: Shūjiàzi ne?

YOU:   Tā méi mai.

The additional required vocabulary used in this exercise is: shouyīnjī (yfge shouyīnjī)     (radio)

diànshì (yfge diànshì)         (television)

diànshàn (yfge diànshàn)       (electric fan)

DISPLAY II

EXERCISE 3

In this exercise you will use place phrases like wSmenzhēli, "our place (here)," and Wáng Xiǎnsheng nàli, "Mr. wing's place (there)." The conversation takes place in Taipei, where four women share a college dormitory room. Each person has her own corner of the room, "her place." He Guìfēn and Qián Ailing are sitting on their beds. They are asking each other where in the room (i.e., in whose corner of the room) various items are. (Display III shows the room.)

Answer each question on tape before the roommate does; then listen to her answer and repeat it.

Example

TAPE: Qián Ailing, w3de níbēn (Qián Ailing, where is that poli-zhèngzhixuá zài náli?        tical science book of mine?)

YOU: Zài wǒ zhèli.                (It’s here in ny place.)

Notice that full names are used.

DISPLAY III

THE DORMITORY ROOM

IX Qiūxiá

some magazines

today’s newspaper

(not in the room)

Hi Guìfēn*s American JgSP/ history book C__5<

Qián Ailing's American literature book      -——a/

Hi Guìfēn's economics

book                ^-^3/

(S)

I2nd speakerp—

He Guìfēn's political science book

He Guìfēn's Chinese-English dictionary

UNIT 5 COMMUNICATION GAME

INSTRUCTIONS:

Type: Five of a Kind

Situation: You and several other people exchange money so that each of you will have only bills or coins of a single denomination.

Goal: To get five cards shoving the same denomination.

Number of Players: Groups of four to six students.

Materials: Cards listing six different combinations of money. The total value of each card is ¥10 in People's currency. The six combinations are

one ¥1Ō bill               yìzhāng shíkuàide

two ¥5 bills               liSngzhāng wukuàide

ten ¥1 coins               shíge yíkuàide

twenty ¥.50 coins          ìrshige wSmáode

one hundred ¥.10 coins     yìb&ige yìmíode

tv© hundred ¥.05 coins     liSngb&ige vSfēnde

There are five cards for each combination. Bills are shorn as 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 as there are players. For example, if there are four players, remove the ten cards for two combinations.

2) Shuffle the cards.

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

b) 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 fewer 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 bills.

• SI: M&fan ni, w8 zhèr y3u shíge yíkuàide. Qlng ni gSi wo huànhuan.

• S2: NI yào z?nme huàn?

• SI: Qlng gSi wo liSngzhǎng wǔkuàide.

• 82: Duìbuqī, w8 méi wǔkuàide.

• SI: Nl ySu mSiyou yìzhāng shíkuàide?

• S2: Yǔu.

• SI: Wǔmen huànhuan ba.

• 82: 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.

CARDS—FIVĒ OF A KIND

6U

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

———

h. 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 plans for a mountain-climbing trip. As it happened, their working hours that day were rather unusual.

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:

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

almost noon)

shàngwǔ. (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)

w&nshang     (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 Notes in the Unit 6 text.)

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

shàngwǔ shídiān zhōng. (ten o'clock in the morning) xiàwǔ sìdiān ban           (four-thirty in the afternoon)

wānshang jiǔdiān zhōng (nine o'clock in the evening) Notice that the time-of-day word precedes the hour in Chinese.

MEW                   CAME                      LEFT

Yáng ZhìyuSn          _________           ________

Lin Zìqiáng          __________           _______

Zhāng Shàowín          _________            ___________

Ōuyáng Huá              __________                        ■ ~

Huáng Zhènhàn           ___________             ___________

Jiāng Shìyīng          __________            __________

QUESTION

1. What time did the men meet? ____________

EXERCISE 3

In this exercise you will 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. As you listen to it for the third time, answer 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 with?

$100 bills          .$10 bills

EXERCISE 4

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

Here are some nev words you will need for this exercise:

QUESTION

1. What are the starting times of the shifts Miss Sdng might work?

TIME OF DAY                  CLOCK TIME

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 shi...de.

Display I shows the names of people coming for a conference today at a local university. It also shows their arrival times. Mr. Zhèng, 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: Sun Zhènhàn shi Jīntiān JidiSn zhong l&ide?

A: Tā shi Ji&diSn hín líide.

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

Example 2

Q: Li Tíngfēn ne?

A: Tā h&i měi lāi. Tā shíārdiān zhong l£i.

DISPLAY I

EXERCISE 2

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

Display II shows the names of nurses working at a hospital in Běijīng. It also shows 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: Hé Wénqing JldiSn zhōng kāishī gōngzuō?

YOU: Tā zāoshang qīdi&n zhōng kāishī gōngzuō.

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

Here are the new vocabulary iter« you will need in this exercise: sSoshang     (morning—6 a.m. to 11 a.m.)

xiàwS       (afternoon—noon until the end of the business day)

wānshang     (evening—end of the business day until 11 p.m.)

kāishī (to start, to begin)

DISPLAY II

EXERCISE 3

Display III shows the names of people who came for a conference at a local university and their departure times. Using the display, answer the two recorded questions about each person.

Example

TAPE: Sun Zhènhàn shi wānshang zōude ma?

YOU: Bú shi, tā shi zāoshang zōude.

TAPE: Tā shi Jldiān zhōng zōude?

YOU: Tā shi q,Idiān zhōng zōude.

For this exercise you will need the vocabulary item shàngwō, "morning (9 a.m. to noon).¹' Although zāoshang mor be used to refer to the whole morning, shāngwō is often used to refer to a business-day morning. In this context, zāoshang refers only to 6 a.m. until 9 a.m., and shāngwtt refers to 9 a»m. until noon.

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 when you can get together every day as a study group.

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

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

• SI: WSmen kéyi JiSdiSn ban Jiàn ma?

• S2: Bè kéyi. W8 ySu kè.

• SI: WSmen yìdiSn zhōng Jiàn, xíng bu xíng?

• S2: Xíng. Wō méiyou kè.

• SI: SSndiin zhōng nl y8 méiyou kè ma?

• S2: Méiyou. SāndiSn zhōng yé kéyi.

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

Practice Points: Clock time.

SAMPLE WORK SHEETS:

(BOUND 2)

(BOUND 3)

(ROUND 1)

(ROUND 2)

(ROUND 3)

(ROUND 1)

(ROUSD 2)

(ROUND 3)

(ROUND 1)

(ROUND 2)

(ROUND 3)

(ROUND 1)

(ROUND 2)

(ROUND 3)

UNIT 6 COMMUNICATION GAME B

INSTRUCTIONS:

Type: Matching

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 comparing them to see what classes two or more of you will 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.)

(etc.)

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

Practice Points: Clock time, review of academic subjects.

SAMPLE WORK SHEETS:

(ROUND 1)

(ROUND 2)

(ROUND 3)

(ROUND 1)

(ROUND 2)

(ROUND 3)

(ROUND 1)

(BOUND 2)

(ROUND 3)

(ROUND 1)

(ROUND 2)

(ROUND 3)

(ROUND 1)

(ROUND 2)