FSI-Chinese-text/FSI Chinese result/Mod 1 Workbook/0022-FSI-StandardChinese-Module01ORN-StudentWorkbook.txt

CM 0181 S
STANDARD CHINESE
A MODULAR APPROACH
STUDENT WORKBOOK
MODULE 1: ORIENTATION
MODULE 2: BIOGRAPHIC INFORMATION
 SPONSORED BY AGENCIES OF THE UNITED STATES AND CANADIAN GOVERNMENTS
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    Defense Language Institute
    Foreign Language Center
    Nonresident Training Division
    Presidio of Monterey, CA 93944-5006
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ORN Workbook, Unit 2
Example: (This example is limited to surnames.) The surnames H5, Hú, Hǔ, and Hù are listed on the chalkboard. Speaker 1 has taken the card for Hǔ from the deck of surname cards.
S2: NI xìng Hú ma?  
SI Wo bú xìng Hú.   
S3 Nī xìng Hù ma?   
SI Wo bú xìng Hù,   
Sk Nī xìng Hū maí   
SI Wo bú xìng Hū.   
S2 Ni xìng Hǔ.      
SI W5 xìng Hǔ.      
Practice Points: Xing* jiào, and ma. Also, the Pronunciation and Romanization Module through Tape k~~Cor through Tape 5 if you have studied P8cR 5)-
                        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 vide 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 Department1s 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 Glbiau, and Major Bernard Muller-Thym (DLI); James R. Frith and John B. Ratlijff III (PSI); Kazuo Shìtama (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.
                                                                       council
     Gerard P; Kok was appointed project coordinator, and a planning was formed consisting of Mr. Kok, Frances Li of the Defense Language Institute, Patricia 01Connor of the University of Texas， Earl M. Rickerson of the Language Learning Center, and James Wrenn of Brown University. In the fall of 197了， Lucille A. Barale was appointed deputy project coordinator. David W. Dellinger of the Language Learning Center and Charles B. Sheehan of the Foreign Service Institute also served on the planning council and contributed material to the project. The planning council drev 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, vho vorked 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 communica-tion-tased classroom activities and vrote 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.
iii
     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 vas provided at various times by Vincent Bascìano, Lisa A. Bovden, Jill W. Ellis, Donna Fong, Renee T. C. Liang,
Thomas E* Madden, Susan C. Pola, and Kathleen Strype.
     The production of tape recordings vas directed by Jose M. Ramirez of the Foreign Service Institute Recording Studio. The Chinese script vas voiced by Ms. Chao, Ms. Chen, Mr. Chen, Ms. Diao, Ms. Hu, Mr. Khuo, Mr. Li, and Mb. 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 Brovn 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, Commemdants 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.
iv
CONTENTS
Preface..............................ill
MODULE 1: ORIENTATION .
About Communication Games • , • • ............... •	1
UNIT 1 Communication Game......................................3
UNIT 2 Communication Game...................10
About the C-2 and P-2 Tapes • • • • ..............lU
    UNIT 3
  C-2 Workbook.......................16
  P-2 Workbook.......................22
  Communication Game....................25
    UNIT h
  C-2 Workbook.......................30
  P-2 Workbook.......................33
Communication Game • ...................36
MODULE 2: BIOGRAPHIC INFORMATION UNIT 1
C-2 Workbook.......................hi
P-2 Workbook.......................k3
Communication Game A...................k5
   Communication Game B...................50
    UNIT 2
C-2 Workbook.......................56
P-2 Workbook.......................59 *
Communication Game A...................6l
Communication Game B...................68
    UNIT 3
  C-2 Workbook........................73
P-2 Workbook...................... .	77
Communication Game A............... • . . .	86
Communication Gome B................. . . •	9紅
    UNIT U
  C-2 Workbook.......................102
P-2 Workbook.......................10k
Coimminication Game A...................107
Communication Game B...................116
    UNIT 5
C-2 Workbook.......................125
P-2 Workbook .......................131
Communication Game A...................138
Communication Game B...................lUs
v
vi
    UNIT 6
C-2 Workbook.......................156
P-2 Workl)ook.......................l60
Communication Game A...................165
Communication Game B • • . ................169
    UNIT 7
C-2 Workbook.......................173
P-2 Workbook.......................176
Communication Game....................1 了8
    UNIT 8
C-2 Workbook.......................186
P-2 Workbook.......................188
Communication Game....................19^
Vocabulary............................203
ORN Workbook
            MODULE 1: ORIENTATION
          ABOUT COMMUNICATION GAMES
    For the classroom activities called Communication-Games， the vord ’’coznmunication” is clearly appropriate. You axe communicating. That is, you are purposefully exchanging information.
    The word "games，" however, has the drawback of suggesting a lack of seriousness, except perhaps for seriousness in competition. Conmmnica-tion Games are not meant to "be entertaining breaks in the work of language learning， or rewards for that work. They are, instead, meant to te the most serious language-learning work of all. In fact, the only element of the games that is not serious is the occasional competition which may occur.
    Once the intent of the activity is understood, the word "games11 turns out to be handy and apt. As in other games, you will find that situations, rules, and goals have 'been made up for the Communication Games• Also, as in other games, the Communication Games succeed in imitating reality in various ways.
    While expecting Cozomunication Games to be serious work, you may find them entertaining and rewarding after all. If you do, it will probably *be because you are communicating.
    You are learning Chinese to te able to conmamicate in Chinese. Language has other functions. People often talk with each other merely to avoid an avkvard silence. They often talk right past each other, to let something out, or talk to themselves, to work something out. But the essential function of language is communication. You vant to understand and be understood.
    In this course the assumption is made that you learn *by doing. You learn to communicate by communicating* A lot of study time and even some class time must be spent on preparing to use the language, but no amount of preparation can take the place of trying to use the language.
    It is not enough, however, for the teacher to say f,Let1 b talk.11 For one thing, you need something to talk about. The su'bject must be fairly definite if you are to be a"ble to determine whether you have said vhat you wanted to say. Communication Games set up defined, limited situations to talk about.
    For another thing, as a speaker you need to know something the listener does not knov. Similarly, as a listener you should not have the information the speaker has. Otherwise, nothing that is said will really tell anybody anything, or have any real effect. You would lose the best evidence
ORN Workbook
that you have said vhat you meant to say or have understood what you were meant to understand. In Communication Games, therefore, the players are provided with different information so that they can exchange this information.
    To communicate, you need purpose. You need reasons for choosing to say or ask specific things. Your intention gives significance to what happens as a result of vhat you say. In Communication Games you will be given goals, such as the solution of a puzzle. Different ways to achieve the goals will occur to you as your knowledge of the situation changes and indeed as the situation changes.
    The Communication Games in this course make rather different demands on you than most classroom language-learning activities. You may find yourself groping for the right words and for the right way to put them together, or groping for the right meaning. But when you work these problems out for yourself, you are really learning the language. You are doing exactly what you will have to do vhen you speak Chinese on your own later onbut somewhat more slowly and consciously, as is generally the case vhen 'beginning something new.
    In other words, in Communication Games you are given opportunities to make mistakes. Without such opportunities, you have no chance to try out your understanding of hov the language works.
    The time for help from the teacher is after you have said something. After you put a sentence together, partly consciously and partly unconsciously, you are particularly sensitive to vhat it contains. You know vhat words you selected, what grammar you applied, what pronunciation you attempted, and what meaning you intended. A correction is likely to meet a recognized need, or at least to click neatly into place. Saying the sentence once or twice after the instructor says it vil}. pull things together for you. Often you will find that you do not need specific help but can pick up hints from the conversation—again, partly consciously and partly unconsciously.
    Obviously, you will ”play” these Communication Games in Chinese. You should be able to say everything in Chinese, even to ask what an expression means or how to say something. Whatever you say in English is likely to tip your hand, to give away just enough of vhat you are trying to say to invalidate your attempt to say it in Chinese. (Nonverbal shortcuts can also ruin a geune.)
    At times, a word or two in English "between you and the teacher may straighten out a problem, but these instances will "be few. Fight that occasional temptation to lapse into English, particularly vhen commenting on a game or on your performance. By far the best policy is to swear off English for the duration.
ORN Workbook, Unit 1
           UNIT 1 COMMUNICATION GAME
INSTRUCTIONS:
Type: Fact-Gathering •
Situation: You meet three people and exchange names*
Goal; To ask and find out the names of other people and to tell them your name.
Humber of Players: Groups of four students or fewer.
Materials: A work sheet for each player. (See Sample Work Sheets, vhich follow.)
    For the first round of the game, each male player assumes the xnanfs name which is written on his vork sheet. Female players assume vomen^s names. For a second round, each male player assumes the woman98 name written on his work sheet, and female players assume men's names* This arrangement will allov maximuza practice in pronouncing different names.
Procediire: For these conversations, you should use the ”mingling” approach (as you would mingle at a party); that is, mix freely with the other players in your group to exchange information (no fixed order).
    Write down the names you learn in the empty "boxes on your work sheet, using the correct Hànyu Pxnyin romanizationt including tone marks.
Example: You are Speaker 1 (Si). You are talking with your first partner (S2):
    SI: Nl shi shéi?
    S2: WS shi MS Mínglí. Ní xìng shénme?
    SI: W5 xìng Fāng. WS shi Fang BSolán*
Additional Note; If you don't catch a name, ask again, as many times as necessary. You may also use the polite request ^[ng ni zài shuo yicia ,fPlease say it again” (from the first tape of the resource module on Classroom Expressions). 边ng ni is actually pronounced qíng ni.
Practice Points; Everything in Unit 1. Also, the Pronunciation and Romanization Module through Tape 2.
ORN Workbook, Unit 1
SAMPLE WORK SHEETS:
      Full Name   
(Mr.)             
(Ms.)             
(Mr.) Mǎ ftínglì  
(Ms.) Fang Bǎolán 
(Mr.)             
(Ms.)             
(Mr.) ■■          
(Ms.)             
                                               U
ORN Workbook, Unit 1
      Full Name   
(Mr.) Huá Fānghǔ  
(Ms.) Lin Wénfēng 
(Mr.)             
(Ms.)             
(Mr.)             
(M*.)             
(Mr.)             
(Ms.)             
ORN Workbook, Unit 1
      Full Name    
(Mr.)              
(Ms.)              
(Mr.) Li Hiánliàng 
(Ms.) Lù Vanfēng   
(Mr.)              
(Ms.)              
(Mr.)              
(Ms.)              
ORN Workbook, Unit 1
      Full Name  
(Mr.)            
(Ms.)            
(Mr.)            
(Ms.)            
(Mr.) H6ng YSwéi 
(Ms.) Lxň 成iyáo  
  m.)            
(Ms.)            
ORN Workbook, Unit 1
      Full Name   
(Mr.)             
(M*.,             
(Mr.)             
(Ms.)             
(Mr.)             
(Ms.)             
(Mr.) Fàn HèlSng  
(Ms.) Mao Wànfàng 
ORN Workbook, Unit 1
BLANK WORK SHEET:
      Full Nam« 
(Mr.) *         
(Ms.)           
(Mr.)           
(Ms.)           
(Mr.)           
(Ms.)           
(Mr.)       , 、 
(Ms.)           
ORN Workbook, Unit 2
  UNIT 2 COMMUNICATION GAME
INSTRUCTIONS:
Type; Guessing
Situation: You are one cf four people with similar-sounding surnames and similar-sounding given names. You know all the names involved but have to guess which name "belongs to which person.
Goal: To guess peoplefs surnames and given names. Number of Players; Groups of four students or fever.
Materials: One deck of cards with surnames written on them and another deck with given names. (There are enough names and cards for one group of players to play several rounds.)
Setting up: First, your teacher will write on the chalkboard a list of the surnames and given names to be used in the game.
    Then, one player is selected to be the first person questioned, and he picks a surname card and a given-name card.
Procedure: For these conversations, you should use the 11 questioning *by turns" approach; that is, each player takes a turn at being questioned by all the other players.
    After the player to be questioned has selected his surname card and given-name card, the other players should then take turns trying to guess his surname and given name from the names on the chalkboard/ Use ma questions to guess his surname, unless there is only one possibility left, in vhich case the more appropriate choice is a simple statement of vhat his surname is.
    When the players have guessed the first person’s name, a surname card and a given-name card are given to another player, who is then questioned. Continue until each player has been questioned.
    When you are questioning a player, do not follow the order in vhich the names are listed on the chalkboard. Instead, skip around. If you follow a recognizable order, everybody will know which name you are trying to pronounce. The purpose of the game, which is to be understood when pronouncing Chinese names, would thus "be defeated.
10
ORN Workbook, Unit 2
Example: (This example is limited to surnames.) The surname, and Hù are listed on the chalktoard. Speaker 1 has taken the car^ from the deck of surname cards.
S2: Ni xìng Hü ma?  
SI Wo "bú xìng Hu.  
S3 N5 xìng Hù ma?   
SI Wo "bú xìng Hü.  
Sk NI xìng Hū ma?   
SI Wo bú xìng Hū.   
S2 Ní xìng Hǔ.      
SI W5 xìng Hu,      
Practice Points: Xing, jiào, and ma. Also, the Pronunciation and Romanization Module through Tape U"Tor through Tape 5 if you have studied P&R 5)•
11
ORN Workbook, Unit 2
  CARDS—GIVEN NAMES
Zhíylng Zhìyīnp： Zhīyīng Zhīylng 
                                 
 Bàoyl   Ràoyì   Bàt.'yí  Làoyī  
                                 
Qílong  Chílcr.g Ailor.g Shíl6n£ 
        •                        
               1                 
ORN Workbook, Unit 2
  CABDS—SURNMÍES
Zāng  Cāng .   Chān^   Sang   
                              
Zhang Chār.L： J iár.r Qiar：£： 
                              
 SI     SÜ      Shī   、       
13
ORN Workbook
 ABOUT THE C-2 AND P-2 TAPES
    The C-2 and P-2 tapes are designed tc give you as nany "benefits of conanunication practice as possible ir； self-study materials. The idea of coinmunicatior; with a tape instead of a partner contradicts itself, of course. The tape has no need to know or to tell. It has none of the flexibility cí. a human speaker. But practice with these tapes is the closest you can come to comuni cat ion practice outside the1 classroom and outside real life.
    Some of the situatioris for the exercises are not like situations you will deal with in real lii'e. The exercise situations are not intended to be realistic in this sense tut are intended to r.ake the exercises more concrete-* .In the exercises, the amount of concentrated practice with constructions and vocabulary iter.s ^iurinr a few niinutes oí'； conversation might equal your exposure to thcst Ly.]y：*eGSio：iC over a period of days or :veeks during a trip tc China, lor thic rc*acor. you r.ijrht firid yourself, ；for_exanple^p.Iayine. the rcle oí* a hotel	cr clcr^, cealir.f, with
dozer*s„o.í' guestz % rather thar. n.oro. rcaiisticolly ac+-inr as a fuect..
. .Approach the corjr.ur.icaticr. tap<.*£ ac yc; a:.| reached the Ccrrr.unication Carnes: expect to be challenged; expect, tc work out hcv to say specific ；things to fit the.facts and requiren.ents of a situ&oicn; and expect to •learn fror. correct ícr. and ror.etit ic-r. after havi:；r n.aāc ycur tect stat at :ar* answer. Don’t be concerr.r；d atcut makir.r r.istr-kcc. You: are very likely to make mistakes at the tef；inr.inr of an excrcisu, wher： you are petting the feel of it. Cor.etir*es, ycu r.ay still te r.akir^; rǎctakes at the end of an exercise，in vhich, case you r.ifht profit fror. another xain-thrcuph.
    The conar.unicatior* taros contain, cncugh r.atcrial ir; enout.rh variety to merit repeated use,, either for initial learnir、： or for review, Rer.eir；ber that those tapes are intended not as tests you should p&ss. handily or as assignments you must complete but rather as opportunities for you tc learn from the rough-and-tuir.tle of the; language in use.
, Despite .the authorsf ..test efforts, instructions may not.afford, immediate understanding of an activity, particularly if you have not already completed a similar activity in the classroor.* After studying the instructions carefully, ycu may still find that you need to frc through the first few items in an exercise before you understand fully •vhat you are supposed to do^ Examples in the instructions.are usually the first items in the taped exercises.
★This comment applies as veil to many cf the classroor. coirjr；unication activities.
lh
ORN Workbook
    There are many appropriate answers to most questions in these exercises, and the tape can provide only one correct response- Often the answer provided will be a fuller response than would te given in everyday conversation, on the principle that a fuller answer will imply the correct shorter answer and will be more worthwhile to repeat. At the sane time, the answer vill always be as airect as possible, never including; more than is .actually： asked for.
    You must use your ovn judgment in deciding whether /òur answer vas acceptable. If you recognize that the cutested answer given cn tape is vhat you intended to say and if you are reasonably* sure that your way of saying it is just as £：ood, note that the ansver could te said tvo irays.
If you can see where ycu vc:r.t vrcrjj：, note that. If you are not sure about your ansver, the best thing you can <ìo is co£.y dcvn the question anu* your answer and consult either the. text cr your instructor. Don?t let it "bother you if a few protlens rer.ain ur.reaolv*-L
    Some additional vocabulary iteirs are.,inti*oàuced .on the ccrrjr.unication. tapes for most units ar.d are xxacň for th(? firill ta^e,c and in class. There are just enough of these ittins tc ailov you to explcit the sentence types you are learning and tc explore, the íiit jatior.' tO£.ÌL*s ycu are ccvorinf.
The items are included in the ir；struct;or.c for the C-r and i'-二 exerciccs and may also be found in the^ text Target Lists, Reference Lists, and Vocabularies for the units. íor.e iter.s aroTalüo ir： Resource Modules..
    A fev conprehensicri.exercises contair. ccntenctrs that are over your head. These cver-the-heaǔ iter；.s are	to rim you. practice in
picking out the sentences you understand i'rcj：. a strear. cf Chinese speech.
You are not near.t tc try to learr. these sentences.
15
ORN Workbook, Unit 3
                 UNIT 3 C-2 WORKBOOK
  EXERCISE 1
      Display I is a map of part of China showing the birthplaces of the four people named in the margins• Exercise 1 is a series of yes/no questions about these four people. After listening to each question, consult the map and ansver the question "yes” or rfnoff "by putting a check mark in front of the appropriate response. If the pause on tape before the speaker answers a question is not long enough, stop the tape.
     DISPLAY
1. ()Yes ()No  7- ()Yes ()No 
2. ()Yes ()No  6. ()Yes ()No 
3. ()Yes ()No  9. ()Yes ()No 
k. ()Yes ()No 10. ()Yes ()No 
5. ()Yes ()No 11. ()Yes ()Mo 
6. ()Yes ()No 12. ()Yes ()No 
16
ORN Workbook, Unit 3
EXERCISE 2
    Display II is a map indicating the names and tirthplaces of four people now living in Taipei, Exercise 2- is a series of questions about the people. After listening to each question-word question, put a check mark in front of the response that gives the information requested. After each yes/no question, check ”yes” or ”no•” There is a pause on tape before the speaker answers each question.
(Notice that all the ’’yes” and "no’1 answers start out' with shi and tushi.)
DISPLAY II
1,  ()Californian    ()American ()Yes ()No   
2.  ()Californian    ()American ()Yes ()Ho   
3.  ()from Jiāngsū   ()Chinese  ()Yes ()No   
k.  ()from Zhejiang  ()Chinese  ()Yes ()No . 
5.  ()from Shāndōng  ()Chinese  ()Yes ()No   
6.  (j from Zhejiang ()Chinese  ()Yes ()No   
了.  ()Californian    ()American ()Yes ()No   
8.  ()from Jiāngsū   ()Chinese  ()Yes ()No   
9.  ()from Zhèjiāng  ()Chinese  ()Yes ()No   
10. ()from Shándōng  ()Chinese  ()Yes ()No   
11. ()from Shandong  ()Chinese  ()Yes ()No   
12, ()from Jiāngsü   ()Chinese  ()Yes ()l?o  
IT
ORN Workbook, Unit 3
EXERCISE 3
    In this exercise you will work on your comprehension of questions which jstsk who different people are and what their names are. For each item, a speaker vill ask a question about the person whose name is written in this workbook after the item number• All the information you need to answer each question is in the underlined full name and title. Put a check mark in front of the answer that gives the information requested.
         Example from the Tape:
         SI: Tā shi shéi?
         (pause on tape to allov you to mark your ansver)
         S2: Tā shi Lin Déxián Tongzhì.
         Example from the Workbook:
         1.	Lin Déxián Tongzhì
       (/ Lin Déxián Tongzhì ( ) Lin ( ) Déxián ( ) Yes ( ) No
10
1.	Lin Déxián TSngzhì
()Lin Déxián Tángzhì ( ) Lin ( ) Déxián	( ) Yes ( ) No
2.	Jiang Shìying Tongzhì
()Jiang Shìylng Tongzhì ( ) Jiang ( ) Shìylng	( ) Yes ( ) No
3.	Zhào Zlyàn Tongzhì
()Zhào Zlyàn Tongzhì ( ) Zhào ( ) Zlyàn	( ) Yes ( ) No
k. Zh5u Qing Tongzhì
()Zhōu Qīng Tongzhì ( ) Zh5u ( ) Qing	( ) Yes ( ) No
5.	Tang Zhènhàn Xiānsheng
()Tang Zhènhàn Xiānsheng ( ) Tang ( ) Zhènhàn	( ) Yes ( ) No
6.	Gāo Dali Tàitai
()Gāo Dali Tàitai ( ) Gāo ( ) Dali	( ) Yes ( ) No
7.	Fang Mínzhēn Xiaojie
()Fāng Mlnzhēn Xiǎojie ( ) Fāng ( ) Minzhēn	( ) Yes ( ) No
ORN Workbook, Unit 3
 8.	Wáng Dànián Xiānsheng
()Wang Dànìán Xiānsheng ( ) Wáng ( ) Dànián	( ) Yes ( ) No
 9.	Lin Děxián Tongzhì
()LÍn Déxián Tongzhì ( ) Lin ( ) Dexián	( ) Yes ( ) No
 10.	Jiang Shìying Tongzhì .
()Jiang Shxying Tongzhì ( ) Jiang ( ) Shìyīng	( ) Yes ( ) No
 11.	Zhào Zìyàn Tongzhì
()Zhào Zlyàn Tongzhì ( ) Zhào ( ) Zíyàn	( ) Yes ( ) No
 12.	Zhou Qing Tongzhì
()Zhōu Qing Tongzhì ( ) Zhou ( ) Qing	( ) Yes ( ) No
 13.	Táng Zhènhàn Xiansheng
()Táng Zhènhàn Xiansheng ( ) Tang ( ) Zhènhàn	( ) Yes ( ) No
 Ik. Gāo Dàll Tàitai ()Gáo Dàll Tàitai ( ) Gao ( ) Dàll	( ) Yes ( ) No
 15.	Fang Mlnzhēn Xiaojie
()Fang Mìnzhēn XiSojie ( ) Fang ( ) Mlnzhēn	( ) Yes ( ) No.
 16.	Wang Dàniàn Xiansheng
()Wáng Dànián Xiansheng ( ) Wáng ( ) Dànián	( ) Yes ( ) No
EXERCISE 4
     For each item in this exercise, a speaker vill introduce himself. Indicate by a check mark vhich of the two romanized names is the one he gave. Then the speaker will tell you vhich one is and vhich one is not the one he gave. For example, if the speaker says
         WS shi Wang Dànìán
19
ORN Workbook, Unit 3
 you should answer in your workbook
       0/) Wang Dànián	( ) Huáng Dànián
 Then the speaker will say
         Wo shi Wang Dànián, *bú shi Huang Dànián.
 (Notice that he mentions the names in left-to-right order.)
 For another example, the speaker says
         Wo shi Huang Danián.
 You should ansver in your workbook
       ()Wang Danian	(^/) Huang Dan ian
 Then the speaker will confirm:
         Wo bú xxng Wáng, xìng Huang.
 (Again, you can rely on his mentioning the choice on the left first and the choice on the right second.)
1.  ()Lin Déxián      ()Lin Déqián      
2.  ()Jiáng Shìylng   ()Jiang Zhìylng   
3.  ()Zhào Ziyàn      ()Zhào Zìyàn      
k.  ()Zhou Qing       ()Zhū Qing        
5.  ()Táng Zhènhàn    ()Tan Zhènhàn     
6,  ()Gāo Dali Tàitai ()Gāo Dali Tàitai 
7.  ()Fáng Mlnzhēn    ()Feng Mlnzhēn    
8.  ()Wáng Dànián     ()Huang Dànián    
9.  ()Ma Zìqiánff     ()Ma Zhìqiáng     
10. ()Sūn Měilián     ()Sūn Měilán      
11. ()Jiāng Huìvén    ()Jiang Huìvén    
12. ()Jiāng Yongpíng  ()Zhāng Yongpíng  
13. ()Li Huìran       ()Lí Huìrán       
Ik. ()Chāng Lìrong    ()Zhang Lìrong    
15. ()Máo Shìmíng     ()Mao Sìmíng      
16. ()Guo Shàovēn     ()Guō Shàowén •   
17. ()Lou Cheng       ()Luo Cheng       
18. ()Zhang Meizhēn   ()Zhuāng Meizhēn  
19. ()Zhào Jièshl     ()Zhào Jièshí     
20, ()SI Dàivéi       ()Shī Dàiwéi      
20
ORN Workbook, Unit 3
EXERCISE 5
    For each item, the speaker will tell you where he is from, twice. Write the place name in romanization, including the tone marks. If you need more time to complete an ansver, stop the tape.
EXERCISE 6
    In this exercise you will fill in the boxes "below with information from a recorded dialogue. You will hear the dialogue three times. As you listen to it for the third time, stop the tape whenever you hear information which you need to fill in a box. (The third time, there will be enough time between sentences for you to stop the tape and start it up again without missing anything-)*
                MALE SPEAKER FEMALE SPEAKER OTHER PERSON TALKED ABOUT 
SURNAME                                     - 1                       
GIVEN NAME                                                            
NATIONALITY                                                           
PLACE OF ORIGIN                                                       
 *A good bit of the dialogue is over your head, but all the information you need is in sentences you should be able to understand.
21
1. ___
2. ____
3. ________—
U. ___. __
5.	____
6.	____
7.	_______
8.	______
9. __________
10. ____
ORN Workbook, Unit 3
               UNIT 3 P-2 WORKBOOK
EXERCISE 1
    Display I, on the next page, is a map of part of China shoving the "birthplaces of the four people named in the margins. Use the information in the display to ansver the questions in this exercise. The speaker vill ask each question twice. Then he vill pause to allov you to ansver. (You may stop the tape to give yourself more time if you cannot come up with an ansver right away.) After this pause, the speaker vill give you a correct ansver and then pause again to allow you to repeat it. An example precedes the first item on the tape.
    Your ansver may be different from the speaker1s ansver but still perfectly correct. If you are not sure whether yours is right or not, make a note and consult your instructor later.
EXERCISE 2
    Display II， on the next page, shows the names and birthplaces of four people now living in Taipei. Use the display to answer the questions in this exercise. The speaker will follow the procedure used for asking questions in Exercise 1.
EXERCISE 3
    The names of the eight people in Display I and Display II are numbered. When the speaker says "Number One,n that means that the following questions will "be about the person with the number 1 next to his name. After the speaker says "Number Tvoyour answers should be about Mao Zhìmín Tongzhì, And so forth.
    Questions will not pause for your ansver, pause for repetition.
be repeated. After each then a confirmation from
question there will be a the speaker, and then a
22
ORN Workbook, Unit 3
DISPLAY
U
                                                   NOTE: Wuchang is nov part of a conglomerate of three cities. The conglomerate is imam. as Wuhàn.
DISPLAY II
5
Wang Danian Xiānsheng ■
  xThe numbers included in this display are for use in completing Exercise 3.
23
ORN Workljook, Unit 3
EXERCISE 4
    In the conversation on tape, Edvard Smith, from Pennsylvania, is meeting someone for the first time in Taipei. After each question addressed to Smith, try to give the ansver before he does. (You may stop the tape before answering.) Further instructions are on the tape.
    Here is the information you vill need for this exercise:
      SI	Déhuá	(Edward Smith)
      Bīnzhōu	(Pennsylvania)
2k
ORN Workbook, Unit 3
UNIT 3 COMMUNICATION GAME
INSTRUCTIONS:
Type: Matching
Situation: The setting is Taipei. You are who meet and talk about what provinces they are from.
one of four married people and their husbands or wives
Goal: To find people who come from the same province.
Number of Players: Groups no larger than four players.
Materials: A work sheet for each player. (See Sample Work Sheets, vhich follow.) Your work sheet shows your name, your home province, and the home province of your spouse.
Procedure: For these conversations, use the "mingling” approach; that is, mix freely with the other players in your group to exchange information (no fixed order)*
    When you find someone from your province, say in Chinese ’’iPm also from * • • •" Complete your work sheet by filling in the home provinces of the other players and their spouses as you learn them.
Example: You are Speaker 1 (Si).
    SI:	Nín guìxìng?
    S2:	WS xìng MS. Nì shi shéi?
    SI:	Wo shi Li Shoutiān. Mǎ Xiansheng, nì shi nǎràe rén?
    S2:	Wo shi Shandong rén«
   SI: Tàitai shi narde rén?
    S2	Tā shi Hetei rén.
    SI:	Wo jrS ("also”）shi Hé'běi rén.
Additional Note; Notice in the last line of the example that the new vord yě， "also/1 is used before the verb shi. Ye is not introduced until Unit U, "but try to use it nov when you point out a match.
Practice Points: Nǎrde rén, (province) rén,	、
25
ORN Workbook, Unit 3
SAMPLE WORK SHEETS:
Héběi	HúbSi	Sichuan Guangdōng Fújiàn	Zhèjiing JiangsQ Shanddng
ORN workbook. Unit 3
Hébēi	Húběì SÌchuSn GuSngdōng Fújièn	Zhèjifing JiShgsQ Shindōng
ORN Workbook, Unit 3
Héběi	HúbSi Sichuān GuSngdong Fúji&n ZhàjiSng JiangsQ ShSndōng
ORN workbook. Unit 3
ORN Workbook, Unit k
UNIT 4 C-2 WORKBOOK
EXERCISE 1
    This exercise is based on a conversation betveen Mr. Davis and Comrade Qlán, who have just met. You will hear the conversation three times. As you listen to it for the third time, stop the tape as needed to write dovn information required to complete the chart below.
    Here are vocabulary items you vill need for this exercise: Niǔyüēzhōu	(New York State)
      Blnzhōu	(Pennsylvania)
                       HOME STATE OR PROVINCE PRESENT LOCATION 
Mr. Davis (Dàivéisī)                                           
Comrade Qlán                                                   
Mrs. Davis                                                     
Comrade Qiánfs husband                                         
30
OEN Workbook, Unit U
EXERCISE 2
    In this exercise you will listen to fifteen recorded passages in which the names of people1s home provinces are mentioned. After hearing each passage, write in Pinyin romanization the name of the person*s home province in the blank "beside his name.
    You will hear each passage twice. After listening for the second time, fill in the "blank. You may stop the tape if you need extra time to write, and you may rewind if you need to listen again.
HOME PROVINCE
1.	Wáng Guìfān	_—_
2.	He Róngvìáng	__
3.	Sūn Gu6píng	____
U.	Féng Guéān	__
5.	Li Bǎoyí	_ ._
6.	Zhōu Shàohuá	_
7.	Wú Yùfān	_'■_
8.	Chén Shūyí	____
9.	Zhōu Dày5u	___
10.	Sh§n Xiüylng	__
11.	Táo Ailing	_
12.	Yáng Wěìgu6	_
13.	Qián Wgidá	_____
lU.	Zhèng Zhìpíng	___
15-	Huáng Huìzhū	_
16.	Zhū Xiùméi	_
17.	Bái Mínghuā	_
31
ORN Workbook, Unit U
EXERCISE 3
    This exercise is based on a conversation between Mr. Bailey and Comrade Fāng vhich takes place vhen they happen to meet on the street.
They have been introduced previously but have never had a chance to talk.
    The conversation has deliberately not been edited to the point where you can understand everything, but you should be able to understand enough to complete the chart belov. Imagine yourself in China, listening to a conversation "between two fluent speakers of Chinese. Try to understand as much as you can.
    You vill hear the conversation three times. As you listen to it for the third time, stop the tape as needed to vrite down information.
                       HOME STATE OR PROVINCE PRESENT LOCATION 
Mr. Bailey (Bèilì)                                             
Comrade Fang                                                   
Mrs. Bailey                                                    
Comrade Fang1s husband                                         
32
ORN Workbook, Unit U
  UNIT 4 P-2 WORKBOOK
EXERCISE 1
    In this exercise you will practice talking about where people are in terms of "here” and "there•代
    DISPLAY I
33
    The Display I diagram sets the scene. The two speakers on tape are standing in front of the Beijing Hotel. (They are represented by the solid triangle [the man] and the solid circle [the woman].) Comrade Gāo and Comrade Zhào are standing nearby, near enough to be considered ”here," although neither is in the conversation. Comrade Ma and Comrade Chén are in sight across the street, definitely "there.n (These four people are represented by the outline triangles and circles,)
    During the pause on tape after each question asked "by the First Speaker, try to give an ansver. Then you vill hear the Second Speaker，s ansver. Repeat it during the pause which follows.
ORN Workbook, Unit k
EXERCISE 2
    In this exercise you will talk ábout vhere people are from and where they are now.
    Display II contains the information needed to ansver the questions on tape. This display shovs the birthplaces and present locations of three people. The solid axrovs show that Comrade Lí vas bom in Sìchuān and that Comrade Lu (his wife) and Comrade Lü were born in YtSnnán. The broken arrows shov that Comrade Lī and his wife are presently in Sichuan and that Comrade Lü is in Yünnán. (This exercise does not make reference to the cities of Chéngdū and Künmíng.)
    Ansver each question, and repeat the acceptable answers which follow your responses. If you need time to work out an ansver, stop the tape. Keep in mind that your ansver may have teen perfectly correct even if it vas not worded exactly like the answer on tape. You should l>e able to decide whether your ansver was correct or not. If you are not sure， write down the question and your ansver, and consult your teacher later.
    DISPLAY II
ORN Workbook, Unit U
EXERCISE 3
    This exercise is a continuation of Exercise 2 and is based on Display II. In this exercise the cities of Chéngdū and Kunming are mentioned.
EXERCISE 4
    This exercise gives you a chance to ansver questions you are likely to be asked vhen first meeting someone•
    In the recorded dialogue, Comrade Qian is beginning a conversation with Mr. Davis• They are in Běijīng. Use the information in Display III to ansver each question asked "by Comrade Qián, Then listen to Mr. Davisì ansver. Finally, repeat his answer.
DISPLAY III
SURNAME                 Davis          (DSiwéisI)   
COUNTRY                 U.S.           (MSigu6)     
HOME STATE              New York State (Niǔyüēzhou) 
WIFE'S PRESENT LOCATION Nev York State (Niüyüizhōu) 
WIFE,S HOME STATE       Pennsylvania   (Blnzh5u)    
35
ORN Workbook, Unit U
UNIT 4 COMMUNICATION GAME
INSTRUCTIONS:
Type: Matching
Situation: The setting is Taipei. You are talking with someone about what provinces eight other people are from and what provinces they happen to *be in now.
Goal: To find people from the same home province or people who are now in the same province.
Number of Players: Pairs of students.
Materials: A fact sheet for each player. (See Sample Fact Sheets, which follow.)
Each of the four arrows on a fact sheet is labeled with a person's name and leads from his home province to the province where he is nov.
The names of the four people your partner knows about are listed in the lower left-hand corner of the fact sheet.
Procedure: Each player should ask about the home provinces and current locations of the four people his partner knows about. (No fixed order for asking questions.) While questioning your partner, scan your fact sheet for matches. When you find a match, point it out immediately, using the word 这，"also."
Example: You are Speaker 1.
    SI:	Táng Yongpíng lSojìā zài nar?
    S2:	Tǎ lSoJia zài HébSi.
    SI:	Ta xiánzài zài nSr?
    S2:	TS xìànzài zk± Shandong.
    SI:	Li Shìmín xíènzkí y§ zài Shandong*
Additional Note: If you donft recognize the you don*t know where a province is, refer to
name of a province or if the map in your textbook.
You may also ask your teacher vhere a province is, but only in Chinese! Practice Points: LaoJiā zài, xiànzài zài，ye.
36
^'KN Workbook, Unit U
                                        UO
VOCABULARY
                                                    Module & Unit
ĪOTE: The symbol appears after the module and unit reference for
       vocabulary items which are not required either for comprehension or production.
203
a              (question marker)               1.2        
àiren          spouse                          1.4        
ba             (marker for a question which    2.2        
               expresses the speakerfs                    
               supposition as to what the                 
               answer will be)                            
bàba           papa, dad, father               2.3        
bìng           to become ill                   2.8        
BīnzhSu        Pennsylvania                    1.3°, l.U* 
bù/bú          not                             1.2        
bú shi         not to be                       1.2        
bú zài le      to be deceased                  2.5*       
congqián       "before, previously             2.6        
dà             to be large                     2.8°, CE 2 
dàfàndiàn      hotel                           2.2        
dào            to arrive                       2.U        
dàshǐ          ambassador                      2.2°       
dàxué          university                      2•了        
-de            (possessive marker)             2.2        
Déguo (Déguo)  Germany                         1.3        
Déwén          German language                 2.7°, 2.8  
Dézhou         Texas                           l.U        
dì-            used in forming ordinal munbers l.U        
dìdi           younger brother                 2.3        
Dìyī Dàfàndiàn First Hotel (name of a hotel in 2.2* '     
               Taipei)                                    
dìzhī          address                         2.2        
dong           to understand                   2.8°i CE 1 
dou            all， both                       2.3        
dUX            to be correct                   2.8°, CE 1 
duìbuq.í       Ifm sorry, excuse me            1.4°       
duì le         yes, thatfs right               2.1, CE 1  
duo dà         how old                         2.5        
iuo jiǔ        how long                        2.6        
Module & Unit
20k
Éguo (Èguo)(-guo)   Russia                             1.3         
èr                  two                                NUM 1       
Èryüè (Èryüe)       February                           2.5,  T&D 1 
érzi                son                                2.h         
Fǎgu6 (Fàgu6)(-guo) France                             1.3         
fanchéng            to translate into                  CE 2        
fàndiàn             hotel; restaurant                  2.1         
Fawén (Fàwén)       French language                    2.7°, 2.8   
fayīn               pronunciation                      CE 2        
fùmǔ                parents                            2.3         
fùqin               father                             2.3         
fūren               Mrs., Lady, Madame; a very         l.U         
                    polite word for the wife of                    
                    a high-ranking person                          
-ge                 (general counter)                  2.1,  2.3   
gege                older brother                      2.3         
gen                 and; with                          2.3         
gongzuò             to work                            2.2         
your honorable surname             1.2         
-gu6                country                            1.3         
•guo                (experience marker)                2.6         
Gu6bīn Dàfàndiàn    Anibassador Hotel (name of a hotel 2.2         
                    in Taipei)                                     
hái                 still                              2.3         
haijün              navy                               2.8         
háìzi               child, children                    2.3         
hao                 to be good, to be well             2:2         
-hào                no. (in addresses, etc.); day of   2.2         
                    the month                                      
hen                 very                               2.1         
hòunián (hòunian)   the year after next                2.5,  T&D 2 
hòutian (hòutian)   the day after tomorrow             2.U，  T&D 2 
huì                 to know how to, can; to have       2.7,  2.8   
                    the skill or knowledge of,                     
                    to know                                        
huídá               to answer, to reply                CE 2        
jl-                 hov many                           2.3         
JiS                 plus; to add                       NUM   4     
Jia                 home                               2.2         
-jia                (counter for institutions)         2.3°        
jiāli               family                             2.3         
Module & Unit
205
jiàn              to meet                         CE 2        
Jianádà           Canada                          l.U         
jiào              to be called, to be given-named 1.2         
Jiazhou           California                      1.3         
jie               street                          2.2         
jiéhūn (jiehün)   to get married, to be married   ■ 2.U#      
jiějie            older sister                    2.3         
jiěmèi            sisters                         2.3         
jǐge xīngqī       how many weeks                  2.6         
jxge yüè          how many months                 2.6         
jíhào             what day of the month           2.5, T&D 1  
jīngjìxüé         economics                       2.7         
jínián            how many years                  2.6         
jīnnián (jīnnian) this year                       2.5, T&D 2  
jíntiān (jintian) today                           2.U, T&D 1  
jísuì             how old                         2.5         
jitian            how many days                   2.6         
jiǔ               nine                            NUM 2       
jiù               only                            2.3         
Jiǔyüè (Jiǔyüe)   September                       2.5, T8cD 1 
jlySè             what month .                    2.5         
jüngiiān          military officer                2.8         
jSnrén            military person                 2.8         
kè                class                           2.8         
k^shi             but                             2.U*        
kongjun           air force                       2.8         
lái               to come                         2.U         
lSojia            "original homeff                l.k         
lǎoshl            teacher                         CE 2        
le                (combined le: new-situation     2.k         
                  and completion marker)                      
le                (new-situation marker)          2.5         
le                (completion marker)             2.6         
liang             tvo                             2.3         
llbàijí           vhat day of the week            T&D 2       
Lí"bàitian        Sunday                          T&D 1       
Líbàiyī ■         Monday                          T&D 2       
ling              zero                            NUM 1       
lìshǐ             history                         2.7         
liù               six                             NUM 1       
Liùyüè (Liùyüe)   June                            2.5, T&D 1  
lù                road                            2.2         
luguan            hotel                           2.1°        
lùjun             army                            2.8 :       
Module & Unit
206
ma               (question marker)                 1.2             
mama             momma, mom, mother              2.3               
man              to be slow                       CE 2             
méi              not, not to have                2.3               
Meiguo (Měiguo)  America, United States          1.3               
Meiguo Guojì     U.S. International Communica¬   2.2*              
Jiāoliú Zongshǔ  tions Agency                                      
Meiguo Guowùyüàn U.S. State Department             2•了             
Meiguo Yínháng   Bank of America                 2.2。              
méi jiéhün       not to be married               2.1；°             
raèimei          younger sister                  2.3               
méi(you)         not to have; there isnft/aren!t 2.3               
-men             plural suffix                   2.3               
Měngtèruì        Monterey                        2•了。              
míngnián         next year                       2.5,  T&D 2       
(míngnian)                                                         
míngtiān         tomorrow                        2.U,  T&D 2, CE 2 
(míngtian)                                                         
míngzi           given name                        1.2             
mǔqin            mother                          2.3               
nà               that                              2.2             
nàge             that (one)                        2.2             
náli             where                             2.2             
náli             Not at all!                      2. 了             
nàli             there                             2.2             
nan              to be difficult                   2•了             
nánháizi         boy                             2.3               
nánpéngyou       boyfriend                       2.3°              
nar              where                           l.k               
nàr (nèr)        there                           l.U               
ne               (question marker)                 1.2             
něi-             which                             2.1             
něige            which                             2.1             
nèige            that                              2.1             
něigué           vhich country                     1.3             
něinián          which year                      2.5               
neitian          which day                       2.U               
nèr (nàr)        there                           l.U               
ní               you                               1.1             
-nián            year                            2.5,  T&D 2       
niánji           age, years old                              
niánnián         every year                      2.5               
niàn shü         to study                          2•了             
niàn             to study                          2•了             
nimen            you (plural)                      2.3             
nín              you (polite)                      1.2             
Module & Unit
20了
Niu Yüě         New York                          2.6           
Niu Yüe Zhou    New York State                    iX            
nüér            daughter                          2.h           
nuháizi         girl                              2.3           
nSshì           Ms., Miss; lady                   I.U., 2.1     
nutóngzhì       (female) C omrade                 2.3.          
péngyou         friend                            2.2           
pubù            waterfall                         2.3#          
身               seven                             NUM 2         
qiánnián        the year before last              2.5           
(qiánnian)      the day before yesterday          2.U           
qiántiān        to be clear                       CE 2          
(qiántian)      Qingdao (a city in Shandong       l.k           
qlngchu         province)                         l.k           
^ngdao          May 工 ask.•.                      2.5,    T&D 1 
qíngwèn         July                              2.6           
Qīyüè (Qíyue)   to go                             2.5,    T4D 2 
qunián (qünian) last year                                       
rén             person                            1.3           
Rìběn           Japan                             1.3           
Rìwén           Japanese language                 2.7           
rongyi          to be easy                        2.7           
sān             three                             NUM 1         
Sanyüè (Sanyue) March                             2.5, T&D 1    
Shandong        Shandong (a province of China)    1.1*          
shàngge         last, previous (i.e., last month, 2.5°, T&D 2   
shàngge xīngqī  shànffffe vüè)                    2.5", T&D 2   
shàngge yüè     last week                         2.5°, T8tD 2  
Shanghai        last month                        1.3           
shàng kè        Shanghai                          CE 1          
shàoxìào        to begin class, to attend class   2.2           
shěi            major (military title)            1.1           
sheng           vho                               2.5           
shengyīn        to be born                        CE 2          
(shengyin)      voice, sound, noise               1.1           
shénme          what                              2.7°          
shénme dìfang   where, what place                               
Module & Unit
208
shénme shíhou       when, what time               2.h       
shi                 ten                         NUM í >     
shi                 to be                         1.1       
shi                 yes, that1s so                2.1       
shìbīng             enlisted man                  2.8       
shìde               yes, that1s so                2.2       
shi...-de           (focus construction)          2.h       
Shíèryüè (Shíèryüe) December                     2.5, T&D 1 
shìguān             sergeant                     2.8°       
shíhou              time                          2.U       
Shíyīyüè            November                     2.5, T&D 1 
(Shíyiyüe)                                                  
Shíyuè              October                      2.5, T&D 1 
(Shíyüe)                                                    
shu                 book                         2.7°       
shuo                to say, to speaJc            CE 1       
shuo                to speak a language           2.7       
shu5                to say that.••                2•了       
shuōcuò             to speak/say incorrectly     CE 2       
si                  four                        NUM : L     
Sxyüè (Sìyüe)       April                        2.5, T&D 1 
-suì                year (of age)                 2.5       
suìshu(r)           age                          2.5°       
tā                  he, she, it                   1.1       
tài                 too, excessive               CE 2       
tàitai              Mrs.s wife                    1.1       
Taiwan Yínháng      Bank of Taiwan               2.2°       
taraen              they                          2.3       
-tang               class period                 2.8°       
-tian               day                            2A       
tiāntian            every day                    2.U'       
ting、               to listen                    2。8。 ,CE 1 
tongzhì             comrade                       1.1       
Wàijiao Xuéyüàn     Foreign Service Institute    2.7°       
wàizufù             maternal grandfather          2.3       
wàizǔmǔ             maternal grandmother          2.3       
-vèi                (polite counter for people)   2.1       
wen                 to ask (for information)     l.k9 ,CE 2 
wèntí               question, problem            CE 2       
wenxue              literature                    2.7       
wo                  I，me                          1.1       
women               we, us                        2-3       
wǔ                  five                          NUM 1     
Wǔguānchù           Defense Attache1s Office      2.2       
Wǔyíiè (Wǔyüe)      May                          2.5, T&D 1 
Module & Unit
xiàge               next (i.e., next month,    2.5.， T&D 2 
                    xiage yuej                             
xiàge xīngqi        next week                  2.5#, T&D 2 
xiàge yüè           next month                 2.5#        
xià kè              to end class               CE 1        
xiang               to think that; to want to, 2.5#, 2.6   
                    would like to                          
xiansheng           Mr., sir                   1.1         
xiànzài             now                        l.k         
xiaojie (xiaojie)   Miss                       1.1         
xiě                 to write                   2.8         
xièxie              thank you                  2.2         
xìng                to be surnamed             1.1         
xīngqī              week                       2.6, T&D 2  
xīngqijǐ            vhat day of the week       2.5, T&D 2  
Xīngqītian          Sunday                     2.5, T&D 2  
XīngqiyT            Monday                     2.5, T&D 2  
xiongdì             brothers                   2.3         
xiongdì Jiěmèi      brothers and sisters       2.3         
xué                 to study                   2.7         
xüéshèng (xüésheng) student                    2•了         
      MZ ^ t MZ « \ to study, to learn (PRC)   2.7         
      xuexl (xuexi)                                        
yě                also                       l.U        
yi                one                        NUM 1      
yícì              once, one time             CE 1, CE 2 
yìdiǎn(dian)      a little                   2.7» CE 2  
(yìdianr)                                               
yíge rén          singly, alone              2.U        
yíhào (yīhào)     the first day of the month 2.5        
yíjīng (yíjing)   already                    2.U        
Yijiǔ nián        the year 19_               2.5        
Yīngguo (Yingguo) England                    1.3        
yíng le           von                        2.3        
Yīngwén           English language           2.7        
yínháng           "bank                      2.2        
yìsi              meaning                    CE 1       
Yīyüè (Yíyuè)     January                    .2.5       
(-yue)                                                  
you、 f            to have; there is/are      2.3        
youzhèngjú        post office                2.2°       
yüè               month                      2.5, T&D 1 
209
Module & Unit
210
zài               again                          CE 1       
zài               to be in/at/on                 l.b        
zài               in/at/on (prepositional ver"b) 2.2        
Zao.              Good morning.                  2.1, CE 1  
zenme             how                            CE 2       
zhè               this                           2.2        
zhège             this (one)                     2.2        
zhèi              this                           2.1        
zhèige            this                           2,1        
zhèige yüè        this month                     2.U。， 2.5。 
zhèli             here                           2.2        
zhèngzhixüé       political science              2.7        
zhèr              here                           l.U        
zhǐ               only                           2.3        
zhTdao            to know                        
ZhSngguo          China                          1.3        
(Zhongguo)                                                  
Zhongguo huà      Chinese (spoken) language      2•了        
ZhSngwén          Chinese language               2.7        
zhù               to stay, to live               2.1， 2.6   
zì                character (of Chinese writing) 2.8        
zǒu               to leave                       2.U        
zufù              paternal grandfather           2.3        
zǔmǔ              paternal grandmother           2.3        
zuò               to do, to make                 2. 了       
auò shi           to work                        2.8        
zuotian (zuotian) yesterday                      2.5