FSI-Chinese-text/FSI Chinese result/Mod 2 Textbook/0040-FSI-StandardChinese-Module02BIO-StudentText.txt

CM 0180 S
STANDARD CHINESE
A MODULAR APPROACH
STUDENT TEXT
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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In DLIFLC publications, the words he, him, and/or his denote both masculine and feminine genders. This statement does not apply to translations of foreign language texts.
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PREFACE
Standard Chinese: A Modular Approach originated in an interagency conference held at the Foreign Service Institute in August 1973 to address the need generally felt in the U«S. Government language training community for improving and updating Chinese 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 Departmentfs Foreign Service Institute, the Cryptologic School of the National Security Agency, and the U.S. Office of Education, later joined "by the Canadian Forces Foreign Language School. The representatives have included Arthur T. McNeill, John Hopkins» and John Boag (CIA); Colonel John F. Elder III, Joseph C. Hutchinson, Ivy Gibian, and Major Bernard Muller-Thym (DLI); James R. Frith and John B. Ratliff III (FSI);
Kazuo Shitaaia (NSA); Richard T. Thompson and Julia Petrov (OE); and Lieutenant Colonel George Kozoriz (CFFLS).
The Project Board set up the Chinese Core Curriculum Project in 197^ in space provided at the Foreign Service Institute. Each of the six U.S. and CaQadian government agencies provided funds and other assistance.
Gerard P. Kok was appointed project coordinator, and a planning council was formed consisting of Mr. Kok, Frances Li of the Defense Language Institute, Patricia 0*Connor of the University of Texas, Earl M. Rickerson of the Language Learning Center, and James Wrenn of Brown University. In the fall of 1977* Lucille A. Barale vas appointed deputy project coordinator• David W. Dellinger of the Language Learning Center and Charles R. Sheehan of the Foreign Service Institute also served on the planning council and contributed material to the project. The planning council drew up the original overall design for the materials and met regularly to review their development•
Writers for the first half of the materials vere John H. T. Harvey, Lucille A. Barale, and rioberta S. Barry, who worked in close cooperation with the planning council and with the Chinese staff of the Foreign Service Institute. Mr. Harvey developed the instructional formats of the comprehension and production self-study materials 9 and also designed the communica-tion-'based classroom activities and wrote the teacher's guides. Lucille A. Barale and Roberta S. Barry wrote the tape scripts and the student text.
By 19了8 Thomas E. Madden and Susan C. Pola had joined the staff. Led by Ms. Barale， they have worked as a team to produce the materials subsequent to Jtodule 6.
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All Chinese language material was prepared or selected by Chuan 0. Chao, Ying-chi Chen, Hsiao-Jung Chi, Eva Diao, Jan Hu, Tsung-mi Li, and Yunhui C. Yang, assisted for part of the time by Chieh-fang Ou Lee, Ying-ming Chen, and Joseph Yu Hsu Wang. Anna Affholder, Mei-li Chen, and Henry Khuo helped in the preparation of a preliminary corpus of dialogues.
Administrative assistance was provided at various times by Vincent Basciano, Lisa A. Bovden, Jill W. ELlis，Donna Fong, Renee T. C. l^iang,
Thomas E. Madden, Susan C. Pola, and Kathleen Strype.
The production of tape recordings vas directed by Jose M. Ramirez of the Foreign Service Institute Recording Studio. The Chinese script vas voiced *by Ms. Chao, Ms. Chen, Mr. Chen, Ms. Diao, Ms. Hu, Mr. Khuo, Mr. Li, and Ms. Yang. The English script was read by Ms. Barale, Ms. Barry,
Mr. Basciano, Ms. Ellis, Ms. Pola, and Ms. Strype.
The graphics were produced by John McClelland of the Foreign Service Institute Audio-Visual staff, under the general supervision of Joseph A. Sadote, Chief of Audio-Visual.
Standard Chinese: A Modular Approach vas field-tested with the cooperation of Brown University; the Defense Language Institute, Foreign Language Center; the Foreign Service Institute; the Language Learning Center; the United States Air Force Academy; the University of Illinois; and the University of Virginia.
Colonel Samuel L. Stapleton and Colonel Thomas G. Foster, Commandants of the Defense Language Institute, Foreign Language Center, authorized the DLIFLC support necessary for preparation of this edition of the course materials. This support included coordination, graphic arts, editing, typing, proofreading, printing, and materials necessary to carry out these tasks.
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CONTENTS
Preface...............................iii
Introduction
Section I: About the Course...................1
Section II: Background Notes...................8
MODULE 1: ORIENTATION
Objectives........................ . . . . 16
List of Tapes...........................17
Target Lists ........................... 18
UNIT 1
Introduction.........................22
Reference List........ • • • .............26
Vocabulary..........................27
Reference Notes...................* .... 28
Full names and surnames Titles and terms of address Drills............................32
UNIT 2
Introduction ......................... 3U
Reference List........................35
Vocabulary..........................36
Reference Notes ........................ 37
Given names Yes/no questions Negative statements Greetings
Drills........................ .... kl
UNIT 3
Introduction ......................... U8
Reference List........................“9
Vocabulary....................... . . .
Unit Map...........................52
Reference Notes ........................ 53
Nationality
Home state, province, and city Drills............................56
UNIT U
Introduction ......................... 60
Reference List........................6l
Vocabulary..........................62
Unit Map...........................63
Reference Notes....................... • 6U
Location of people and places Where people's families are from
v
ā
vi
Drills...........................69
Criterion Test Sample ......................75
Appendices
I	I. Map of China......................80
：	II. Map of Taiwan......................8l
III. Countries and Regions..................82
IV, American States.....................8U
V. Canadian Provinces................. • •	85
VI* ConiDon Chinese Names..................86
VII, Chinese Provinces ........................................87
VIII, Chinese Cities.....................88
MODULE 2: BIOGRAPHIC INFORMATION
Objectives...........................89
List of Tapes..........................90
Target Lists..........................91
UNIT 1
Introduction........................99
Reference List.......................99
Vocabulary........................100
Reference Notes ...................... 101
Where people are staying (hotels)
Short answers
The question word neige "which?"
Drills..........................105
UNIT 2
Introduction ......................Ill
Reference List......................、112
Vocabulary........................llU
Reference Rotes ......................115
Where people are staying (houses)
Where people are working Addresses The marker de The marker ba The prepositional verb zal Drills..........~...............120
UNIT 3
Introduction.......................12 了
Reference List .......................128
Vocabulary........................130
Reference Notes ..................... 131
Members of a family
The plural ending -men
The question word jl- !fhow many”
The adverb dou all Several ways to express nandM Drills • • ............... • • ..........136
[JNIT k
Introduction...................... • • •	1 从
Reference List.....•...................1^5
Vocabulary..........................1^6
Reference Notes ................ •••••••	1^7
Arrival and departure times The marker le The shi…de construction Drills............................153
UNIT 5
Introduction.........................1^2
Reference List........................163
Vocatxilary..........................165
Reference Notes ....................... 166
Date and place of birth Days of the week Ages
The marker le for new situations Drills . . . .	....................1T1
UNIT 6
Introduction....................... • • 1T8
Reference List • • • ...............................179
Vocabulary........................ . • 180
Reference Notes ................................l8l
Duration phrases
The marker le for completion
The "double le” construction
The marker guo
Action verts
State verbs
Drills.....................188
UBIT 7
Introduction. ......................* • • 196
Reference List..................... • • • 19了
Vocabulary.......... ................199
Reference Notes ............ ••••••«••*• 200
Where someone vorks
Where and vhat someone has studied
What languages someone can speak
Auxiliary verbs
General objects
Drills............................20U
UNIT 8
Introduction.........................213
Reference List........................2lU
Vocabulary..........................215
Reference Notes ....................... 216
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More on duration phrases
The marker le for nev situations in negative sentences Military titles and branches of service The marker ne Process verbs
Drills............................223
INTRODUCTION
SECTION I: ABOUT THE COURSE
This course is designed to give you a practical command of spoken Standard Chinese. You will learn both to understand and to speak it. Although Standard Chinese is one language, there are differences betveen the particular form it takes in Beijing and the form it takes in the rest of the country. There are also, of course, significant nonlinguistic differences between regions of the country. Reflecting these regional differences， the settings for most conversations are Beijing and Taipei.
This course represents a nev approach to the teaching of foreign languages. In many ways it redefines the roles of teacher and student, of classvork and homework, and of text and tape. Here is what you should
expect:
The focus is on communicating in Chinese in practical situations—the obvious ones you will encounter upon arriving in China. You vill be communicating in Chinese most of the time you are in class. You will not always "be talking about real situations, "but you will almost alvays be purposefully exchanging information in Chinese.
This focus on communicating means that the teacher is first of all your conversational partner. Anything that forces hizn^ back into the traditional roles of lecturer and drillmastar limits your opportunity to interact with a speaker of the Chinese language and to experience the language in its full spontaneity, flexibility5 and responsiveness.
Using class time for communicating, you will complete other course activities out of class whenever possible. This is vhat the tapes are for. They introduce the nev material of each unit and give you as much additional practice as possible vithout a conversational partner.
The texts suminarize and supplement the tapes, vhich take you through new material step "by step and then give you intensive practice on vhat you have covered. In this course you will spend almost all your time listening to Chinese and saying things in Chinese, either vith the tapes or in class.
*As used in this course，the words ”he,” ”him，” and ’’Ms” are intended to include both masculine and feminine genders. (Translations of foreign language material not included.)
STUDENT TEXT, MODULES 1 and 2
Hov the Course Is Organized
The subtitle of this course, "A Modular Approach," refers to overall organization of the materials into MODULES vhich focus on particular situations or language topics and which allow a certain amount of choice as to vhat is taught and in what order. To highlight equally significant features of the course, the subtitle could Just as well have "been ”A Situational Approach," 11A Taped-Input Approach，" or 11A Communicative Approach/1
Ten situational modules form the core of the course:
ORIENTATION (ORN)	Talking about who you are and where
you are from.
BIOGRAPHIC INFORMATION (BIO)	Talking about your "background，family,
studies, and occupation and about your visit to China.
MONEY (MON)	Making purchases and changing money.
DIRECTIONS (DIR)	Asking directions in a city or in a
building.
TRANSPORTATION (TRH)	Taking buses, taxis, trains, and
planes, including finding out schedule information, "buying tickets, and making reservations•
ARRANGING A MEETING (MTG)	Arranging a business meeting or a
social get-together, changing the time of an appointment, and declining an invitation.
SOCIETY (SOC)	Talking about families, relationships
betveen people, cultural roles in traditional society, and cultural trends in modern society.
TRAVELING IN CHINA (TRL)	Making travel arrangements and visit-
ing a kindergarten, the Great Wall, the Ming Tombs, a comune, and a factory.
LIFE IN CHINA (LIC)	Talking about daily life in Beijing
street committees, leisure activities, traffic and transportation, buying and rationing, housing.
TALKING ABOUT THE NEWS (TAN)	Talking about government and party
policy changes described in newspapers: the educational system, -agricultural policy, international policy, ideological policy, and policy in the arts.
Each core module consists of tapes, a student textbook, and a workbook.
STUDENT TEXT, MODULES 1 and 2
In addition to the ten CORE modules, ther.e are also RESOURCE modules and OPTIONAL modules*. Resource modules teach particular systems in the language, such as numbers and dates. As you proceed through a situational core module, you vill occasionally take time out to study part of a resource module. (You vill begin the first* three of these while studying the Orientation Module.)
PRONUNCIATION AND ROMANIZATION (P&R) The sound system of Chinese and the
Pinyin system of romanization.
NUMBERS (NUM)	Numbers up to five digits•
CLASSROOM EXPRESSIONS (CE)	Expressions "basic to the classroom
learning situation•
TIME AND DATES (T&D)	Dates, days of the week, clock time,
parts of the day.
GRAMMAR	Aspect and verb types, word order,
multisyllabic verbs and auxiliary verbs„ complex sentences, adverbial expressions.
Each module consists of tapes and a student texfbook.
The eight optional modules focus on particular situations:
RESTAURANT (RST)
HOTEL (HTL)
PERSONAL WELFARE (WLF)
POST OFFICE AND TELEPHONE (PST/TEL)
CAB (CAB)
CUSTOMS SURROUNDING MARRIAGE, BIRTH, MD DEATH {MED)
NEW YEAR!S CELEBRATION (NYH)
INSTITUTIONS AND ORGANIZATIONS (l&0)
Each module consists of tapes and a student textbook. These optional modules may be used at any time after certain core modules,
The diagram on page 紅 shows hov the core modules9 optional modules，and resource modules fit together in the course. Resource modules are shown where study should begin. Optional modules are shovn where they may be introduced.
STUDENT TEXT, MODULES 1 and 2
Inside a Core Module
Each core module has from four to eight units. A module also includes
Objectives： The module objectives are listed at the beginning of the text for each module. Read these before starting work on the first unit to fix in your mind what you are trying to accomplish and what you vill have to do to pass the test at the end of the module.
Target Lists: These follow the objectives in the text. They summarize the language content of each unit in the form of typical questions and answers on the topic of that unit. Each sentence is given both in roman-ized Chinese and in English. Turn to the appropriate Target List before, during, or after your work on a unit, whenever you need to pull together what is in the unit.
Review Tapes (R-l): The Target List sentences are given on these tapes. Except in the short Orientation Module, there are two R-l tapes for each module•
Criterion Test: After studying each module, you will take a Criterion Test to find out which module objectives you have met and which you need to work on "before "beginning to study another module.
Inside a Unit
Here is what you vill be doing in each unit. First, you will vork
through two tapes:
1.	Comprehension Tape 1 (C-l): This tape introduces all the new words and structures in the unit and lets you hear them in the context of short conversational exchanges. It then works them into other short conversations and longer passages for listening practice, and finally reviews them in the Target List sentences. Your goal when using the tape is to under-stand all the Target List sentences for the unit.
2.	Production Tape 1 (P-l): This tape gives you practice in pronouncing the new words and in saying the sentences you learned to understand on the C-l tape. Your goal when using the P-l tape is to "be able to produce any of the Target List sentences in Chine” when given the English equivalent.
The C-l and P-l tapes, not accompanied by workbooks, are ”portable,’ in the sense that they do not tie you down to your desk. However, there are some written materials for each unit which you will need to work into your study routine. A text Reference List at the beginning of each unit contains the sentences from the C-l and P-l tapes. It includes both the Chinese sentences and their English equivalents. The text Reference Notes restate and expand the comments made on the C-l and P-l tapes concerning grammar, vo-cabulary, pronunciation, and culture.
After you have worked with the C-l and P-l tapes, you go on to two class activities:
STUDENT TEXT，MODULES 1 and 2
3. Target List Review: In this first class activity of the unit, you find out how well you learned the C-l and P-l sentences. The teacher checks your understanding and production of the Target List sentences. He also presents any additional required vocabulary items, found at the end of the Target List, vhich were not on the C-l and P-l tapes.
U. Structural Buildup: During this class activity, you work on your understanding and control of the new structures in the unit. You respond to questions from your teacher about situations illustrated on a chalkboard or explained in other ways.
After these activities, your teacher may want you to spend some time vorking on the drills for the unit.
5.	Drill Tape: This tape takes you through various types of drills based on the Target List sentences and on the additional required vocabulary.
6.	Drills: The teacher may have you go over some or all of the drills in class, either to prepare for work with the tape, to review the tape, or to replace it.
Next，you use two more tapes. These tapes vill give you as much additional practice as possible outside of class.
7.	Comprehension Tape 2 (C-2): This tape provides advanced listening practice with exercises containing long, varied passages which fully exploit the possibilities of the material covered. In the C-2 Workbook you answer questions about the passages.
8.	Production Tape 2 (P-2): This tape resembles the Structural Buildup
in that you practice using the new structures of the unit in various situations. The P-2 Workbook provides instructions and displays of information for each exercise.
Following work on these two tapes, you take part in two class activities:
9.	Exercise Review: The teacher reviews the exercises of the C-2 tape by reading or playing passages from the tape and questioning you on them. He reviews the exercises of the P-2 tape by questioning you on information displays in the P-2 Workbook.
10. Communication Activities: Here you use what you have learned In the unit for the purposeful exchange of information. Both fictitious situations (in Communication Games) and real-world situations involving you and your classmates (in ”intervievs”） are used.
STUDENT TEXT, MODULES 1 and 2
Materials and Activities for a Unit
Wen wu Temple in central Taiwan (courtesy of Thomas Madden)
TAPED MATERIALS	WRITTEN MATERIALS	CLASS ACTIVITIES
C-l, P-l Tapes	Target List Reference List Reference Notes	Target List Review
D-l Tapes	Drills	Structural Buildup Drills
C-2, P-2 Tapes	Reference Notes C-2, P-2 Workbooks	Exercise Review Communication Activities
STUDENT TEXT, MODULES 1 and 2
SECTION II BACKGROUND NOTES: ABOUT CHINESE
The Chinese Languages
We find it perfectly natural to talk about a language called ”Chinese." We say, for example, that the people of China speak different dialects of Chinese, and that Confucius wrote in an ancient form of Chinese• On the other hand, we would never think of saying that the people of Italy,
France, Spain, and Portugal speak dialects of one language, and that Julius Caesar wrote in an ancient form of that language. But the facts are almost exactly parallel.
Therefore, in terms of vhat we think of as a language when closer to home, "Chinese” is not one language, but a family of languages. The language of Confucius is partway up the trunk of the family tree. Like Latin, it lived on as a literary language long after its death as a spoken language in popular use. The seven modern languages of China, traditionally known as the "dialects," are the branches of the tree. They share as strong a family resemblance as do Italian, French, Spanish, and Portuguese, and are about as different from one another.
The predominant language of China is now known as Pǔtonghua, or "Standard Chinese” (literally ”the common speech”). The more traditional term, still used in Taiwan, is Guoyu% or "Mandarin” (literally ”the national language"). Standard Chinese is spoken natively by almost two-thirds of the population of China and throughout the greater part of the country.
The term "Standard Chinese" is often used more narrowly to refer to the true national language which is emerging. This language, which is already the language of all national broadcasting, is based primarily on the 'Peking dialect, but takes in elements from other dialects of Standard Chinese and even from other Chinese languages. Like many national languages, it is more widely understood than spoken, and is often spoken with some concessions to local speech, particularly in pronunciation.
The Chinese languages and their dialects differ far more in pronunciation than in grammar and vocabulary. What distinguishes Standard Chinese most from the other Chinese languages, for example» is that it has the fewest tones and the fevest final consonants.
The remaining six Chinese languages, spoken by approximately a quarter of the population of China, are tightly grouped in the southeast, telov the Yangtze River. The six are: the Wu group (Wu), which includes the ”Shanghai dialect”； Hunanese (Xiang); the "Kiangsi dialect" (Gan)； Cantonese (Yuě)， the language of Guāngdōng, widely spoken in Chinese communities in the United States; Fukienese (Min), a variant of which is spoken by a majority
STUDENT TEXT, MODULES 1 and 2
on Taiwan and hence called Taiwanese; and Hakka (Kě.Hā), spoken in a belt above the Cantonese area, as well as by a minority on Taiwan. Cantonese, Fukienese, and Hakka are also widely spoken throughout Southeast Asia.
There are minority ethnic groups in China who speak non-Chinese languages • Some of these, such as Tibetan, are distantly related to the Chinese languages. Others, such as Mongolian, are entirely unrelated.
Some Characteristics of Chinese
To us, perhaps the roost striking feature of spoken Chinese is the use of variation in tone ("tones”） to distinguish the different meanings of syllables which vould otherwise sound alike. All languages» and Chinese is no exception, znaKe use of sentence intonation to indicate how whole sentences are to "be understood. In English, for example, the rising pattern in "He’s gone?" tells us that the sentence is meant as a question.
The Chinese tones, however, are quite a different matter. They "belong to individual syllables, not to the sentence as a whole. An inherent part of each Standard Chinese syllable is one of four distinctive tones. The tone does just as much to distinguish the syllable as do the consonants and vowels. For example, the only difference between the verb ”to buy,'f and the verb ’’to sell, mai, is the Low tone (w) and the Falling tone (v). And ye.t these vords are Just as distinguishable as our words ”"buy” and Tlguy," or ”"buy” and ’’boy•” Apart from the tones, the sound system of Standard Chinese is no more different from English than French is.
Word formation in Standard Chinese is relatively simple. For one thing, there are no conjugations such as are found in many European languages . Chinese verbs have fever forms than English verbs, and nowhere near as many irregularities • Chinese grainmar relies heavily on word order, and often the word order is the same as in English. For these reasons Chinese is not as difficult for Americans to learn to speak as one might think.
It is often said that Chinese is a monosyllabic language. This notion contains a good deal of truth. It has been found that, on the average, every other vord in ordinary conversation is a single-syllable word. Moreover, although most words in the dictionary have two syllables, and some have more，these vords can almost alvays be broken down into singlesyllable units of meaning, many of which can stand alone as words.
STUDENT TEXT, MODULES 1 and 2
Written Chinese
Most languages with vhich ve are familiar are written with an alphabet. The letters may "be different from ours, as in the Greek alphabet, *but the principle is the same: one letter for each consonant or vovel sound, more or less. Chinese, however, is written with "characters" which stand for whole syllables--in fact, for yhole syllables vith particular meanings. Although there are only about thirteen hundred phonetically distińct syllables in standard Chinese, there are several thousand Chinese characters in everyday use, essentially one for each single-syllable unit of meaning. This means that many words have the same pronunciation "but are written with different characters, as tiān, ”sky，"天，and tiān, "to add,” "to increase，" 添. Chinese characters are often referred to as Tfideographs,which suggests that they stand directly for ideas. But this is misleading. It is better to think of them as standing for the meaningful syllables of the spoken language.
Minimal literacy in Chinese calls for knowing about a thousand characters .These thousand characters» in combination, give a reading vocabulary of several thousand words. Full literacy calls for knowing some three thousand characters. In order to reduce the amount of time needed to learn characters, there has been a vast extension in the People1s Republic of China (PRC) of the principle of character simplification, which has reduced the average number of strokes per character by half.
During the past century, various systems have been proposed for representing the sounds of Chinese with letters of the Roman alphabet. One of these romanizations, Hanyu Pinyin (literally ”Chinese Language Spelling, generally called nPinyin in English), has "been adopted officially in the PRC, with the short-term goal of teaching all students the Standard Chinese pronunciation of characters. A long-range goal is the use of Pinyin for written communication throu^iout the country. This is not possible, of course, until speakers across the nation have uniform pronunciations of Standard Chinese. For the time being, characterss which represent meaning, not pronunciation, are still the most widely accepted way of coaaaunicating in witing.
Pinyin uses all of the letters in our alphabet except v, and adds the letter u. The spellings of some of the consonant sounds are rather arbitrary from our point of view, but for every consonant sound there is only one letter or one combination of letters, and vice versa. You vill find that each vowel letter can stand for different vowel sounds, depending on what letters precede or follow it in the syllable • The four tones are indicated by accent marks over the vowels, and the Neutral tone by the absence of an accent mark:
High:	mā	Falling: mā
Rising:	ma	Neutral： ma
Low:	mǎ	
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STUDENT TEXT, MODULES 1 and 2
One reason often given for the retention of characters is that they can be read, with the local pronunciation, by speakers of all the Chinese languages. Probably a stronger reason for retaining them is that the characters help keep alive distinctions of meaning between words, and connections of meaning between vords, which are fading in the spoken language. On the other hand, a Cantonese cotild learn to speak Standard Chinese, and read it alphabetically, at least as easily as he can learn several thousand characters.
Pinyin is used throughout this course to provide a simple written representation of pronunciation. The characters, which are chiefly responsible for the reputation of Chinese as a difficult language, are taught separately.
BACKGROUND NOTES: ABOUT CHINESE CHARACTERS
Each Chinese character is written as a fixed sequence of strokes.
There are very few "basic types of strokes, each with its ovn prescribed direction, length, and contour. The dynamics of these strokes as written with a "brush, the classical writing instrument, shov up clearly even in printed characters. You can tell from the varying thickness of the stroke how tlje brush met the paper, hov it swooped, and how it lifted; these effects are largely lost in characters vritten with a 'ball-point pen.
The sequence of strokes is of particular importance. Let's take the character for "moutli,” pronounced kou. Here it is as normally written, vith the order and directions of the strokes indicated.
If the character is written rapidly, in "running-style writing,M one stroke glides into the next, like this.
If the strokes were written in any but the proper order, quite different distortions would take place as each stroke reflected the last and anticipated the next, and the character would be illegible.
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STUDENT TEXT, MODULES 1 and 2
The earliest surviving Chinese characters, inscribed on the Shang Dynasty "oracle bones" of about 1500 B.C., already included characters that vent beyond simple pictorial representation. There are some characters in use today vhich are pictorial, like the character for "mouth." There are also some which are directly symbolic, like our Roman numerals I, II, and III. (The characters for these numbers—the first numbers you learn in this course--are like the Roman numerals turned on their sides.) There are some which are indirectly symbolic, like our Arabic numerals 1,2, and 3. But the most common type of character is complex, consisting of two parts: a "phonetic, which suggests the pronunciation, and a ”radical,，’ which broadly characterizes the meaning. Letfs take the following character as an example.
This character means "ocean” and is pronounced yāng« The left side of the character, the three short strokes, is an abbreviation of a character which means "water” and is pronounced shui. This is the "radical." It has been borrowed only for its meaning, "vater. The right side of the character above is a character which means "sheep” and is pronounced ysbig. This is the ”phonetic/’ It has been borrowed only for its sound value, yang.
A speaker of Chinese encountering the above character for the first time could probably figure out that the only Chinese word that sounds like yang and means something like fVater,? is the word y£ng meaning "ocean,” We, as speakers of English9 might not "be able to figure it out. Moreover, phonetics and radicals seldom work as neatly as in this example. But we can still learn to make good use of these hints at sound and sense.
Many dictionaries classify characters in terms of the radicals.
According to one of the two dictionary systems used, there are 1了6 radicals; in the other system, there are 2lk. There are over a thousand phonetics。
Chinese has traditionally been vritten vertically, from top to bottom of the page, starting on the right-hand side, with the pages bound so that the first page is where ve would expect the last page to be* Nowadays, however, many Chinese publications paginate like Western publications, and the characters are written horizontally, from left to right。
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STUDENT TEXT, MODULES 1 and 2
BACKGROUND NOTES: ABOUT CHINESE PERSONAL NAMES AND TITLES
*The first version of each example is in the Pinyin system of romanization. The second， parenthesized version is the conventional, or anglicized, spelling,
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A Chinese personal name consists of two parts: a surname and a given name. There is no middle name. The order is the reverse of ours: surname first, given name last.
The most common pattern for Chinese names is a single二syllable surname followed by a two-syllatle given name:*
Mao Zedōng (Mao Tse-tung)
Zhōu Enlai (Chou En-lai)
Jiǎng Jiěshf (Chiang Kai-shek)
Song Qingling (Soong Chfing-lingMme Sun Yat-sen)
Song Meillng (Soong Mei-iing--Mme Chiang Kai-shek)
It is not uncommon, however, for the given name to consist of a single syllable:
Zhū De (Chu Teh)
Lin Biāo (Lin Piao)
Hu Shi (Hu Shih)
Jiang Qlng (Chiang Ch，ing—Mme Mao Tse-tung)
There are a few tvo-syllable surnames. These are usually followed by single-syllable given names:
SImǎ Guāng (Ssu-ma Kuang)
Ōuyang Xiū (Ou-yang Hsiu)
Zhūgě Liang (Chu-ke Liang)
But two-syllable surnames may also be folloved by two-syllable given names：
Sīma Xiǎngrū (Ssu-ma Hsiang-ju)
An exhaustive list of Chinese surnames includes several hundred written with a single character and several dozen written vith tvo characters.
Some single-syllable surnames sound exactly alike although written vith different characters, and to distinguish them， the Chinese nay occasionally have to describe the character or "write" it vith a finger on the palm of a hand. But the surnames that you are likely to encounter are fever than a hundred, and a handful of these are so common that they account for a good majority of China’s population.
STUDENT TEXT, MODULES 1 and 2
Xiaojie Děfēn Xiaojie
Even traditionally, outside the PeopleTs Republic, a married woman does not take her husband1s name in the same sense as in our culture. If Miss Fang BSolfin marries Mr. MS MlnglS, she becomes Mrs, MS MinglY，but at the same time she remains Fang BSolan, She does not become Ma Baolan; there is no equivalent of ”Mrs. Mary Smith。” She may, however, add her husband?s surname to her own full name and refer to herself as Ma Fang BSolin. At work she is quite likely to continue as Miss Fang.
These customs regarding names are still observed by icany Chinese today in various parts of the world. The titles carry certain connotations, however, when used in the PRC today: Taitai should not be used "because it designates that woman as a member of the leisure class. Xiao.lig should not be used because it carries the connotation of being from a rich family.
In the People's Republic, the title "Comrade，” TSngzhi, is used in place of the titles Xiānsheng, Taitai， and Xiaojie. Ma Mlnglī would be
MS Tongzhi Ma MlnglI Tongzhi
Given names, as opposed to surnames, are not restricted to a limited list of characters, Menfs names are often but not always distinguishable from women1s; the difference, however, usually lies in the meaning of the characters and so is not readily apparent to the beginning student with a limited knowledge of characters.
Outside the People1s Republic the traditional system of titles is still in use. These titles closely parallel our own "Mr”” "Mrs•，” and ”Miss•” Notice, however, that all Chinese titles follow the name--either the full name or the surname alone—rather than preceding it.
The title "Mr•” is Xiānsheng.
MS Xiānsheng J45 MlnglI Xiānsheng
The title "Mrs." is Taitai* It follows the husband1s full name or surname alone.
MS Taitai
MS MlnglI TeLitai
The title ”Miss” is XiSoJiě. The Ma familyfs grown daughter, Děfēn, would *be
s >a
M M
lU
STUDENT TEXT, MODULES 1 and 2
The title "Comrade" is applied to all, regardless of sex or marital status. A married* woman does not take her husband18 name in any sense. MS Mlngli1 s wife would be
Fang T6ngzhi Fang Bǎolān Tongzhi
Children may *be given either the mother1s or the fatherfs surname at birth. In soxoe families one child has the fatherfs sumaiae, and another child has the mother's surname• MS Mlnglīfs and Fang BSolan9s grown daughter could be
MS T6ngzhi
MS. Děfēn T6ngzhi
Their grown son could be
Fang Tongzhi
Fang Ziqiang TSngzht
Both in the PRC and elsewhere, of course, there are official titles and titles of respect in addition to the connnon titles ve have discussed here* Several of these will be introduced .later in the course.
The question of adapting foreign nameB to Chinese calls for special consideration. In the People1s Republic the policy is to assign. Chinese phonetic equivalents to foreign names. These approximations are often not as close phonetically as they might "be， since the choice of appropriate written characters may *bring in nonphonetic considerations. (An attempt is usually made when transliterating to use characters with attractive meanings•) For the most part9 the resulting names do not at all resemble Chinese names. For example, the official version of ”David Andersonis Daiwěi Anděsēn.
An older approach, still in use outside the PRC, is to construct a valid Chinese name that suggests the foreign name phonetically. For exaxsple 9 ”David Anderson" might be An Dāwěi.
Sometimes, when a foreign surname has the same meaning as a Chinese surname, semantic suggestiveness is chosen over phonetic suggestiveness.
For example, Wang, a common Chinese surname, means "king," so "Daniel King” might be rendered Wang Děniān.
Students in this course will *be given "both the official PRC phonetic equivalents of their names and Chinese-style names.
MODULE 2: BIOGRAPHIC INFORMATION
The Biographic Information Module provides you with linguistic and cultural skills needed for a simple conversation typical of a first-meeting situation in China. These skills include those needed at the beginning of a conversation (greetings, introductions, and forms of address), in the middle of a conversation (understanding and answering questions about yourself and your immediate family), and at the end of a conversation (leave-taking) -
Before starting this module， you must take and pass the ORN Criterion Test. The resource modules Pronunciation and Romanization and Numbers (tapes 1-U) are also prerequisites to the BIO Module.
The Criterion Test will focus largely on this module, "but material from Module 1 and associated resource modules may also be included.
OBJECTIVES
Upon successful completion of the module, the student should be able to
1.	Pronounce correctly any word from the Target Lists of ORN or BIO, properly distinguishing sounds and tones, using the proper stress and neutral tones, and making the necessary tone changes.
2.	Pronounce correctly any sentence from the BIO Target Lists, vith proper pauses and intonation, that is, vithout obscuring the tones vith English intonation.
3.	Use polite formulas in asking and answering questions about identity (neune), health, age，and other basic information.
U. Reply to questions with the Chinese equivalents of ”yes" and ”no•”
5.	Ask and answer questions about families, including who the members are, hov old they are, and where they are.
6.	Ask and answer questions about a stay in China, including the. date of arrival, location-purpose-duration of stay, previous visits, traveling companions, and date of departure.
7.	Ask and answer questions about work or study--identification of occupa-tion， the location, and the duration.
8.	Give the English equivalent for any Chinese sentence in the BIO Target Lists.
BIO
9.	Be able to say any Chinese sentence in the BIO Target Lists vhen cued with its English equivalent.
10.	Take part in a short Chinese conversation, using expressions included in the BIO Target List sentences.
TAPES FOR BIO AND ASSOCIATED RESOURCE MODULES
Biographic Information (BIO)
90
Unit 1:	1	C-l	1 p-l	1&2 D-l	1 C-2	1 P-2
Unit 2:	2	C-l	2 P-l		2 C-2	2 P-2
Unit 3：	3	C-l	3 P-l	3&“ D-l	3 C-2	3 P-2
Unit k:	k	C-l	k P-l		k C-2	k P-2
Unit 5：	5	C-l	5 P-l	5&6 D-l	5 C-2	5 P-2
Unit 6:	6	C-l	6 P-l		6 C-2	6 P-2
Unit 7：	7	C-l	了 P-l	7&8 D-l	了 C-2	7 P-2
Unit 8:	8	C-l	8 P-l		8 C-2	8 P-2
Units 1-h R-l Units 5-8 R-l
Classroom Expressions (CE) CE 2
Time and Dates (T&D)
T&D 1	T&D 2
BIO
UNIT 1 TARGET LIST
1.	Qingvěn y nl zhO. zai nar?	May I ask, where axe you staying?
	Wo zhū zai Beijing F&ndiSn.	Ifm staying at the BSijlng Hotel.
2.	Nl zhū zai něige filndiiin?	Which hotel are you staying at?
	WS zhū zai něige fandian.	Ifm staying at that hotel.
3.	Nl zhu zai zheige flǔidiān ma?	Are you staying at this hotel?
	Boi, w5 *bū zhň zai zheige fāndiSn.	No, I’m not staying at this hotel.
U.	Nl ziiO. zai Mlnzl Fandi&n ma?	Are you staying at the Nationalities Hotel?
	Bň， v5 bū zhū zai Mlnzū Fāndiān.	No, I’m not•staying at the Nationalities Hotel.
5.	Neivěi shi Gāo Těngzhi?	Which one is Comrade Gāo?
	Něiwěi shi Gāo Těngzhi.	That one is Comrade Gāo.
6.	ZSo. Nudmkě Nushī I Nln hǎo.	Good morning. Miss Novak! Hov are you.
	W5 hSn hSo.	I,m very veil.
7.	Nl shi Měiguo narde rěn?	Where are you from in America?
	WS shi Jiāzhōu Jivljīnshān rěn.	I’m from San Francisco, California.
UNIT 2 TARGET LIST
1.	Nl pěngyou Jiā zsLi nali?	Where is your friendfs house?
	Tā Jiā zai DeLlI Jiē.	His house is on Dali Street.
2.	Nl pěngyoude dizhi shi•••?	What is your friend’s address?
Tāde dizhl shi DluLǐ Jiē Sishiěr-hao.		His address is No. U2 Dali Street.
91
3.	Nl shi Wěi ShiLoxlāo *ba?	You are Major Weiss, aren*t you?
	Shide.	Yes.
k.	NeL shi Guobln Dafandian ba?	That is the Ambassador Hotel, isnft it?
	Shlde9 na shi Guobln Dafilndiān.	Yes，thatfs the Ambassador Hotel•
	NX zhū zai nelli ma?	Are you staying there?
	Bň, vS zh\i zai zhěli.	No, Ifm staying here.
5.	NX pěngyou zki Tai*bSi gōngzud ma?	Does your friend work in Taipei?
	Tǎ "b1i zfiLi TaibSi gongzud; tā	He doesn^ work in Taipei; he works
	z盔i Tiizhong gongzud.	in Taichung.
6.	Ni zki n^li gōngzud?	Where do you work?
	Nl zeli Wuguānchu gongzud.	I work at the defense attache's
	OR	office•
	W8 zcli ylnhing gongzud.	I vork at a bank.
ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-l tapes)
7.	lū	road
UNIT 3 TARGET LIST
1.	Nimen ySu hāizi ma?	Do you have any children?
	Y8u, wSmen y5u.	Yes, we have.
2.	Liu Xiānsheng měiyou M?iguo	Mr. Liu doesn’t have any American
	pěngyou.	friends•
3.	Nlmen y5u Jige nanhaizi, Jīge	How many boys and how many girls
	nuhaizi?	do you have?
	Women you liǎngge nanhaizi, ylge nuhaizi.	We have tvo boys and one girl.
k.	Hū Xiānsheng Hu Taitai you jīge haizi?*	How many children do Mr. and Mrs. Hū have?	
	Tāmen ySu liangge haizi.	They have two children.	
	Shi nānhāizi, shi nuhaizi?	Are they boys or girls?	
	D5u shi nuhaizi.	Both of them are girls.	
5.	Nīmen hāizi dōu zai zhěli ma?	Are all your children here?	
	Bu, liǎngge zai zhěli， ylge hāi zai Měiguo.	No* Two are here, and one is still in America.	
6.	Nl jiali y5u shěnme rěn?	What people are in your family?	
	YSu wo tāitai gēn sānge haizi.	There1s my wife and three children.	
T.	Nl jiāli you shěnme rěn?	What people are in your family?	
	Jiu you wS fdqin, mǔqin	Just my father and mother.	
8.	zht	only
9.	ālāi	younger brother
10.	gēge	older "brother
11.	JiSjie	older sister
12.	měimei	younger sister
13.	xlongdi	brothers
lU.	JiSměi	sisters
15.	xlongdi JiSměi	brothers and sisters
16.	f^mǔ	parents
17.	zǔf\i	paternal grandfather
18.	w w zumu	paternal grandmother
19.	wāizǔfii	maternal grandfather
20.	vaizum&u	maternal grandmother
21.	baba	papa, dad, father
22.	mama	momma, mom, mother
ADDITIOML REQUIRED VOCABULARY (not presented on C-l and P-l tapes)
UNIT 4 TARGET LIST
1.	Tā ntfngtiān lai ma?	Is he coming tomorrow?
	Tā yījlng lāi le.	He has already come.
2.	Nl pěngyou lāi le ma?	Has your friend come?
	Tā hit měi(you) lai.	She hasn't come yet.
3.	Tǎ shi shěnme shfhou diLode?	When did he arrive?
	Tǎ shi zu6tiān dāode.	He arrived yesterday.
U.	Nl shi ylge rěn lāide ma?	Did you come alone?
	Bfl shi, w5 Wi shi ylge rěn	No, I didnft come alone.
	JLaide.	
5.	Nl nSitiān z8u?	What day are you leaving?
	W8 Jintiān z8u.	I’m leaving today.
6.	bdutiǎn	the day after tomorrow
7-	qiāntlān	the day before yesterday
8.	tiāntiān	every day
9.	ěrzi	son
10.	nuer	daughter
ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-l tapes)
UNIT 5 TARGET LIST
1. Ni shi zeli nar shēngde?	Where vere you born?
WS shi zai Dězh5u shēngde.	I was "born in Texas.
2. Nlmen xīngqijī zou?	What day of the week are you leaving?
Women XIngq.Itiān zSu,	We are leaving on Sunday.
3.	Nl shi nSiniān shěngde?	What year were you born?
	Wo shi yīj iǔsānj iunian shěngde.	I was born in 1939.
k.	Nl shi Jlyiiě jXhao shēngde?	What is your month and day of birth?
	Wo shi Qlyiie sthao shěngde.	I vas born on July k.
5.	Nī du5 dS le?	How old are you?
	W5 sānshivu le.	I,m 35.
6.	Nlmen nanhaizi dou Jlsut le?	Hov old are your boys?
	Ylge Jiǔsui le, ylge liūsui le.	One is nine, and one is six.
7.	houniān	the year after next
8.	jīnian	this year
9.	zningnian	next year
10.	qiajinian	the year before last
11.	quniān	last year
12.	niinnian	every year
1.	NI zhii duo Jiǔ?	Hov long are you staying?
	W5 zhu yinian.	rm staying one year.
2. Nl teiitai zai Xianggang zhii		How long is your wife staying in
	duo Jiu?	Hong Kong?
W5 xiSng tā zhii liSngtiān.		I think she is staying two d&ys.
3.	Nl xiǎng zai Taiwan zhū du6	Hov long are you thinking of
	Jiǔ?	staying in Taiwan?
	Wo xiāng zhū Huge yuě.	Ifm thinking of staying six months.
k.	Nī laile duo Jiu le?	How long have you 'been here?
	WS laile liǎngge xīngql le.	I have been here two weeks.
UNIT 6 TARGET LIST
ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-l tapes)
ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-l tapes)
UNIT 7 TARGET LIST
1. Nln zii nili gongzud?	Where do you work?
W5 zai MSiguo GuovUyuiln gōngzuS.	I work vith the State Department.
2. NI zii nāli gōngzuo?	Where do you work?
WS shi xuěsheng.	Ifm a student.
3. NX l£i zu5 shěnme?	What did you come here to do?
W8 lai niān shū.	I came here to study.
U. Nl nieui shěnme?	What are you studying?
WS xūě Zhōngwěn.	Ifm studying Chinese.
5, Nl zsLi delxiie niānguo Itshi ma?	Did you study history in college?
Niitnguo.	Yes.
6, Nlmen hui shuō Zhōngwěn ma?	Can you speak Chinese?
W5 tāitai bū hui shuō, wo hui shuō yidian.	Vfy wife can't speak it; I can speak a little.
5.	Nl tSitai zai Xianggang zhiile duo Jiu?	Hov long did your wife stay in Hong Kong?
	Ta zhule liǎngtiān.	She stayed tvo days.
6.	Li Taitai měi lai.	Mrs. Li didn't come.
7.	Nl congqian laiguo ma?	Have you ever been here before?
	W5 congqian mei laiguo. Wo taitai liiguo.	I have never "been here before. My wife has been here.
8.		to go
9.	Niǔ Yilē	New York
7.	Nīde Zhōngguo huā hSn hǎo. Nāli 9 nali. WS Jiii hui shuō yidiSn.	Your Chinese is very good. Not at all, not at all. I can speak only a little.
8.	Nl shi zki nali xuěde Zhōngvěn? W5 shi zki Huashěngd\hi xtiěde.	Where did you study Chinese? I studied it in Washington.
9.	JlngJixUě	economics
10.	Riwěn	Japanese language
11.	wěnxuě	literature
12.	zhěngzhixiiě	political science
13.	nan	to "be difficult
Ik.	rongyi	to be easy
15.	xuěxl (xuěxi)	to study，to learn (PRC)
1.	NX Jīntiān hai y5u kě ma? Měiyou kě le.	Do you have any more classes today? I don't have any more classes.
2.	Nl c6ngqiin ni&i YIngwěn nilbcile du6 Jiǔ?	How long did you study English?
	WS niān YIngwěn niānle lidnian.	I studied English for six years.
3.	Nl nisln Filwěn niānle duo Jiǔ le? W8 nianle ytnian le.	How long have you "been studying French? Ifve been studying it for one .year.
U.	Quniin w5 hai *bū hui xiS Zhōngguo zi. XiānzSi w5 hui xie yidian le.	Last year I couldn’t write Chinese characters. Now I can vrite a little.
5.	Nl f^qin shi Junrěn ma? Shi, tā shi hSiJxin Junguān.	Is your father a military man? Yes, he's a naval officer.
ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-l tapes)
UNIT 8 TARGET LIST
6. W5 Jīntiān "bu lai le. W8 *btng le.	Ifm not coming today• Ifm sick.
7- JIntiān hǎo le měiyou? Jīntiān hao le.	Are you better today? Today I'm better.
ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-l tapes)
8.	kongjun	air force
9.	lUjvn	army
10.	shibīng	enlisted man
11.	zu8 shi	to work
12.	Děwěn	German language
BIO
UNIT 1 INTRODUCTION
Topics Covered in This Unit
1,	Where people are staying (hotels),
2• Short answers•
3. The question word nSige, ’’which•”
Materials You Will Need
1.	The C-l and P-l tapes, the Reference List and Reference Notes.
2.	The C-2 and P-2 tapes, the Workbook.
3.	The drill tape (lD-l).
REFERENCE LIST
99
(in	BSijlng)		
1.	A:	Qlngvěn, ńi zhu zai nar?	May I ask, where are you staying?
	B:	W5 zhu zai BSiJīng Fandian.	I*m staying at the BSijīng Hotel.
2.	B:	NI zhu zai Mihzū F^ndiiin ma?	Are you staying at the Nationalities Hotel?
	A:	Shi, w5 zhu zai Mlnzū Fandian.	Yes, Ifm staying at the Nationalities Hotel.
3-	A:	NI zhu zai nSige fandian?	Which hotel are you staying at?
	B:	W5 zai BSiJIng Fandiim-	Ifm staying at the Beijing Hotel.
k.	B:	N?iwěi shi Zhāng Tongzhi?	Which one is Comrade Zhāng?
	A:	Tā shi Zhāng Tongzhi•	She is Comrade Zhāng.
5.*	B:	Něige rěn shi Měi Tongzhi?	Which person is Comrade Měi?
	A:	Něige rěn shi Měi Tongzhi•	That person is Comrade Měi.
6. B: Neivěi shi Gāo TSngzhi?	Which one is Comrade Gao?
A: Neivěi shi Gāo TSngzhi-	That one is Comrade Gāo.
了•* A: Hi zhū zai zhěige fandiSn ma?	Are you staying at this hotel?
B: Bii, vo bū zhū zai zheige	No, Vm not staying at this hotel.
fibidiSn.	
8. B: Jiang T6ngzhi! Nln zSo.	Comrade Jiāng! Good morning.
A: ZSo. Nudmkě Nushl! Nln hS.o.	Good morning. Miss Novak! How are you.
B: W5 hen h&o.	I.m very veil.
9. A: QXngvěn, nl shi Měiguo nSrde rěn?	May I ask, where are you from in America?
B: VS shi Jiāzhou JiiiJ Znshan rěn.	Ifm from San Francisco, California.
fandieLn	hotel
-ge	(general counter)
hSn	very
JiňJ In shan	San Francisco
Mlnzū FitndiSn	Nationalities Hotel
něi-	which
nSige?	which?
něige	that
něiwěi?	which one (person)?
neivěi	that one (person)
nushi	(polite title for a married or unmarried woman) Ms. ; lady
Shi.	Yes, thatfs so.
-wěi	(polite counter for people)
Zao.	Good morning.
zhěi-	this
zhěige	this
zhěivěi	this one (person)
zhu	to stay, to live
VOCABULARY
★This exchange occurs on the C-l tape only.
REFERENCE NOTES
Notes on No. 1
The verb zhū, "to live/’ or "to reside,M may "be used to mean ”to stay at” (temporary residence) or "to live in" (permanent residence).
Zhň zai n&r literally means "live at where •” The verb z&i, "to "be in/ at/on,11 is used here as a preposition,	It loses its tone in this
position in a sentence. (The use of zki as a preposition is treated more fully in Unit 2.)
FSndiSn has two meanings”restaurant" and "hotel” (a relatively large hotel with modern facilities).* Literally, fctndiSn means ”rice shop.”
Mote on Mo. 2
Shi: The usual way to give a short affirmative answer is to repeat the verb used in the question. Some verbs, however, may not be repeated as short ansvers. Zhū is one such verb. Others not to "be used are xing, "to "be 8urnamed,ff and JiiLo, ”to "be given-named." Many speakers do not repeat the vert zcli as a short answer. To give a short "yes” answer to questions containing these verts, you use shi.
* Another word for ” restaurant” is fSnguSnzi, The general word for "hotel11 is luguSn.
1.	A:	Qīngvěn 9 nl zh^ zai n&r?	May I ask, where are you staying?
	B:	W5 zhū zai BSiJīng Fknāiin.	Ifm staying at the BSijXng Hotel.
2.	B:	Nl zh^ zai Mlnzū FiLndiSn ma?	Are you staying at the Nationalities Hotel?
	A:	Shi, wS zhit zai Mlnzli F&idiin.	Yes, I,m staying at the Nationalities Hotel.
3_	A:	Nl zhū zai neige fāndiim?	Which hotel are you staying at?
	B:	W5 zhii zai B§iJ Ing Fāndiin.	I*m staying at the BSiJIng Hotel•
k.	B:	Neivěi shi Zhang Tōngzhi?	Which one is Comrade Zhāng?
	A:	Tā shi Zhang T6ngzhi«	She is Comrade Zhang.
.B:	NSige rěn shi Měi Tongzhi?	Which person is Comrade Mei?
A:	Něige rěn shi Měi Tongzhi.	That person is Comrade Měi.
.B:	Neivěi shi Gāo Tongzhi?	Which one is Comrade Gāo?
A:	Něivěi shi Gāo Tongzhi•	That one is Comrade Gāo.
.A:	NX zhū zai zhěige fāndilua	Are you staying at this hotel?
	ma?	
6:	Bň, w5 bu zhū zai zheige thiāihi.	No, Ifm not staying at this hotel.
Něiwěi	MSiguo rěn	shi shěi?
NSivěi		zhū zai Mlnzu Fandian?
specifyinK words			location words	
nSige? (n&ge?)	(which?)		nar?	(where?)
něige (nage)	(that)		nar (něr)	(there)
zheige (zhěge)	(this)		zhěr (zhar)	(here)
Notes on Nos, 3-T
K8ige is the question word "which.11 In the compound neiguo^ you found the "bound word nSi-, which vas attached to the noun gu6. In the phrase nSlge rěn> ”vhich person,” the bound word nSi- is attached to the general counter -ge> (You will learn more about counters in Unit 3_ For now, you nay think of -ge as an ending which turns the bound word n§i- into the full word nSige.)
N8ige rěn/Ngivěi: To be polite vhen referring to an adult, you say něivěi or nSivěi, using the polite counter for people -wěi rather than the general counter -ge, though -ge is used in many informal situations.
Notice that the noun rěn is not used directly after -věi:
Compare the specifying words ”which?” "that，" and "this” vith the location words you learned in Unit U of ORN:
Both question words are in the Low tone, while the other four words are in the Falling tone.
Many people pronounce the words for ”which?" ”that,” and "this” with the usual vowels for "where?” "there/1 and "here”： nage? nage， and zhěge.
Bu: A short negative answer is usually formed by bii plus a repetition of the vert used in the question. When a verb, like zīīS^ (zai)• cannot be repeated, is used as a short answer and is folloved by a complete answer. Notice that when used "by itself bu is in the Falling tone，"but vhen folloved ty a Falling-tone syllable tu is iń the Rising tone.
Bu, tā xianzai tū zai zher.	No， hefs not here nov.
Notes on No. 8
Name as greeting: A greeting may consist simply of a personfs name:
Wang Tongzhi?11 Comrade Wfing!" The name may also be used vith a greeting phrase: Wang T6ngzhU Hln 2§o> ”Comrade W&igJ Good morning.M~or, in reverse order, Nln z&o. V^ng T6nezhl! "Good morning. Comrade Wfing!M The naj&e is pronounced as an independent exclamation acknowledging that person's presence and status. It is not de-emphasized like "Comrade WSng,f in the English sentence 11 Good morning, Comrade WSng."
Nin zǎo means "good morning”一literally, ,fyou are early.11 You may also say either ńi zǎo or simply zǎo.
Nushi, "Ms.,” is a formal, respectful title for a married or unmarried woman. It is used after a woman's own surname, not her huslDand's. Traditionally, this title vas used for older, educated, and accomplished vomen.
In the PRC, where people use T$ngzhi， "Comrade," in general only foreign vomen are referred to and addressed as (so-and-so) Mushi• On Taiwan, however, any woman may be called (so-and-so) Nusbt in a formal context, such as a speech or an invitation.
Nin hao: This greeting may be said either with or without a question marker, just as in English we say "Hov are you?” as a question or ”Hov are you1' as a simple greeting.
Ni hǎo ma?	How are you?
Nl hao*	Hov are you.
Also Just as in English, you may respond to the greeting ty repeating it rather than giving an answer.
Li TongzhīJ Nin hǎo.	Comrade Li! Hov are you.
Nin hao. Gāo Tongzhi!	Hov are you. Comrade Gāo!
8. B:	Jiāng Tōngzhi! Nin zao.	Comrade Jiāng! Good morning.
A:	Zāo. NudvSke Nushi! Nln hǎo.	Good morning. Miss Novak! How are you.
B:	Wo hen hǎo.	I.m very veil.
Literally, hSn means "very•” The word often accompanies adjectival verts (like hio, ,Tto be good")，adding little to their meaning. (See also Module 3, Unlt"3.)
Hov to identify yourself: You have now learned several ways to introduce yourself. One simple, direct way is to extend your hand and state your name in Chinesefor instance, Ma Mlngli. Here are some other ways:
Notes on No. 9
Order of place names: Notice that Jiāzhōu JiuJinshān is literally ”California» San Francisco.” In Chinese? the larger unit cones tefcre the smaller. Similarly, in the questicn Ni shi Měiguo nǎrde ren? the nane of the country comes before the question word nar， vhich is asking for a nc detailed location. The larger unit is usually repeated in the ansver:
Literally, Jiu^ir.shān means M Old Gold Mount air.Tf The Chinese ^;ave this name to San Francisco daring the C-cIi Push days.	、
W5 shi MS Mlngli.	I am Mǎ Mlngli•
W8 xing MS.	Ify surname is Ma.
W8 xtng MS, jllo MS Mlngli.	My surname is Ma; I am called Ma Mlnglī•
WSde Zhōngguo mlngzi jiao MS Mlngli.	My Chinese name is M5 Mfngll.
9_	.A:	Qlngvrěn, nl shi MSiguo nǎrde rěn?	May I ask, where are you from in America?
	B:	W5 shi Jiāzhōu Jiujīnshān rěn.	I1!!! from San Francisco, California
Ki shi	Shandong | nar	-de	I 6x* i |
Wo shi	Shandong | v,īngdāo		rěn.
DRILLS
£. Response Drill
Give affirmative responses to all questions.
1.	Speaker: Gāo Nushi zhu zai	You： Shi, tā zhū zai Mlnzii Findiān.
Mlnzu Fandian ma?	(Yes, she is staying at the
(Is Miss Gao staying	Nationalities Hotel.)
at the Nationalities Hotel?)
2.	Zhang Nushi zhu zai BSiJIng	Shi, tā zhu zai Beijing Fandian.
Fandian ma?
A.	Response Drill
Respond according to the cues.
1.	Speaker: Tā zhū zai nar?	You： Ta zhii zai BSijlng Fandian.
(cue) Běijlng Fandian	(He/she is staying at the
(Where is he/she	Běijīng Hotel.) staying?)
2.	NS airen zhii zai nar?	Tā zhii zai Mlnzu Fandian.
Mlnzū Fajidian	(He/she is staying at the National-
(Where is your spouse staying?)	ities Hotel.)
3.	Li Tongzhi zhu zai nar?	Tā zhū zai zheige fandiin.
zheige fIndian	(He/she is staying at this hotel.) (Where is Comrade Li staying?)
h. Fang Tongzht zhū zai nār?	Tā zhi zai něige fandlin.
něige fandiān	(He/she is staying at that hotel.) (Where is Comrade Fang staying?)
5.	Chen Tongzhi zhu zai nar?	Ta zhu zai BSiJIng Find!an.
BSiJIng Fāndiān	(He/she is staying at the Beijing
(Where is Comrade Chen staying?)	Hotel.)
6.	Lin Tongzhi zhu zai nSr?	Tā zh\i zai Mlnzla F&rxdian.
Mlnzō. Fandian	(He/she is staying at the National-
(Where is Comrade Lin staying?)	ities Hotel.)
了. Huang Tongzhi zhu zai nar?	Ta zhii zai zhěige fěnditn.
zhěige fandian	(He/she is staying at this hotel.) (Where is Comrade Hufing staying?)
3.	Jiāng Nusht zhu zai zhěige	Shi, tā zhu zai zhěige fSndian.
feLndisji ma?
't. Huang Nushi zhxi zai něige	Shi, tā zhu zai něige fIndian,
fIndian ma?
5.	Wang Nushi zhu zai BSiJIng	Shi, ta zhū zai BSiJIng FandiSn.
Fotndiān ma?
6.	Lin Nushi zhu zai Minzu	Shi, ta zhu zai Mlnzu Fěndian.
FlndiSn ma?
7.	V&o Nusht zhū zai zhěige	Shi，tā zhō. zai zhěige fandian.
fknāiin ma?
C.	Response Drill
Give negative responses to all questions.
1.	Speaker: Jiāng Xiānsheng zhu	You: Bu shi, tā "bu zhii zai zhěge
zai zhěge f&Lndiān ma?	fāndiān.
(Is Mr. Jiāng staying	(No，he isnft staying at this
at this hotel?)	hotel.)
2.	MS Xiānsheng zht zai nelge	Btl shi, tā bu zhū zai nage fandian.
fdndlSn ma?
3.	Li Xiānsheng zhu zai Guěbln	Bii shi, tā bu zhii zai Gu6bln
BsLfGLndian ma?	Dafanditn.
U. Zhilo Xiānsheng zhū zai Yuanshan Btx shi, tā bH zhū zai Yuanshān Detf^ndiim ma?	DāfIndian <
5.	Liū Xiānsheng zhu zal Yuanshan Bu shi* tā "bu zhu zai Yuanshān
DafiLndlan ma?	Dāfandiiui.
6.	Tang Xiānsheng zhu sai nage	Bu shi, tā bu zhū zai nage fandian.
fandian ma?
T. Song Xiānsheng zhii zai zhege	Bu shi, tā bu zhu zai zhěge fandian.
fandiaii ma?
D.	Response Drill
Give either a negative or an affirmative response, according to the cues.
1.	Speaker: Tang Tongzhi zhu ?al	You: Sht, tā zhū zai zhěige fiLndiSn.
zhěige fandian ma?	(Yes, he is staying at this
(cue) zhěige fāndian	hotel.)
(Is Comrade Tang staying at this hotel?)
OR Ma Tongzht zhii zai	Bu shi, ta bu zhō. zai něige
něige fIndian ma?	fetndian.
(cue) zhěige fandiān	(No, he isn’t staying at that
(Is Comrade MS staying	hotel.)
at this hotel?)
2.	Ma Tongzht zhū zai něige	Bu shi, ta "bū zhū zai něige fSndlSn.
fandian ma? zhěige faLndian
3* Li TSngzhi zhii zai BSiJIng	Shi ta zhū zai BSiJIng Fandian.
Fāndiltn na? BSiJīng FāndiSn
k. Zhko Tongzhi zh& zai Mlnzū	Bu shi, tā *b1i zhū zai MlnzU F^ndiSn.
Filndiān ma? BSijīng FandiSn
5.	Liu Tongzhi zhxi zai zhěige	Bu shi, ta bū zhū zai zhěige
fandi6^1 ma? něige fandian	fSndiSn.
6.	Jiāng T6ngzhi zhū zai něige	Sht, ta zhii zai něige fandiSn.
fandian ma? něige fāndiān
TV Zhang Tongzhi zhii zai B?ijlng	Bu shi, tā "bu zhň zai BSiJIng
Fandiān ma? Mlnzū Fāndiān	FSndiibi.
E.	Transformation Drill
Change the less polite forms něige	rěn and zhěige rěn to the more polite forms neivěi and zhěivěi.
1,	Speaker: Něige rěn shi Li	You: Něivěi shi Li Tongzhi.
Těngzht.	(That one is Comrade Lī.)
(That person is Comrade LI.)
2.	Zheige rěn shi Fang Tongzhi•	Zhěivěi shi Fang Tongzhi.
3- Něige rěn shi Jiāng Tongzht.	Něiwěi shi Jiāng T6ngzhi.
U.	Zhěige rěn shi Zhōu Tongzhi.	Zhěivěi shi Zhōu Tongzhi.
5.	Něige rěn shi Zhāng T6ngzhi.	Něiwěi shi Zhang Tongzht.
6.	Zhěige rěn shi Chěn Tongzhi.	Zhěiwěi shi Chen Tongzhi.
了.	Něige rěn shi Hū TSngzhi.	Neivěi shi Hu Tongzht.
F.	Response Drill
Respond to nSige fIndian? "vhich hotel?11 according to the cues.
1.	Speaker: Tā zhii zai nSige	You： Ta zhū zai Mlnzū FandiiLn,
fandiSn?	(He/she is staying at the
(cue) Mlnzfl Ftndian	Nationalities Hotel.)
(Which hotel is he/she staying at?)
2.	Zhāng Tongzhi zhii zai nSige	Tā zhū zai Beijing Fandian.
feLndian? BSiJIng Fāndiān
3.	Jiāng Tongzhi zhu zai něige	Tā zhū zai něige fandian.
fandian? neige fandian
h. Wang Tongzhi zhti zai n§ige	Tā zhu zai zhěige fandian«
fandian? zhě ige fāndian
5.	Huang Tongzhi zhu. zai něige	Tā zhu zai Mlnzu FandiSn.
fandian? Mlnzli Fāndian
6.	Lin TSngzhl zhu zal nSige	Ta zh\i zai Běijīng Fandian.
fandian? BSijlng Fandian
7.	Liu T6ngzhi zhū zai nSige	Tā zhū zai zhěige fěndian *
fandian? zhěige fandiin
G,	Response Drill
Respond to nSige rěn? 'Vhich person?’’ vith něige rěn, ’’that person. M
1.	Speaker: Qlngwěn, neige rěn shi You: Něige rěn shi Wang rěxian,
Wang Děxian?	(That person is Wang Dexian,)
(May I ask, which person is Wang Děxian?)
2.	Qlngvěn, nSige rěn shi Zhao	Něige rěn shi Zhlk) Shimln.
Shis^tn?
3.	Qīngwěn, nSige rěn shi Lin	Něige rěn shi Lin Baolan.
Baolan?
I
h. Qingvěn, nSige rěn shi Gāo	Něige rěn shi Gao Tfngfěng.
Tlngfēng?
5.	QSngven, nSige ren shi Zhāng	Něige ren shi Zhing W5nr1l.
W&nru?
6.	Qlngvěn, nSige rěn shi Hu	Něige rěn shi H1l MSillng.
MSillng?
7.	Qlngvěn 9 nSige rěn shi Sdng	Něige rěn shi Sdng ZhīyuSn.
Zhlyuin?
H.	Transformation Drill
Ask the appropriate "vhich” or "where" question according to the statements,
I.	Speaker: Tā laojiā zki QIngdSo.	You: Tā lSojia zki nSr?
(His/her family is	(Where is his/her family from?) from Qingdao•)
OR Tā xiEnzeli zki Jiānadā.	Tā xi&nzāl zāi n&r?
(He/she is in Canada	(Where is he/she now?) nov.)
OR Ta zh\i zai BSijīng	Ta zhii zai nSige findiebi?
FeUidiiln.	(In which hotel is he/she
(He/she is staying at	staying?) the BSiJIng Hotel.)
2.	Tā xianzai zeli Shandong.	Tā xiinzeii zil nar?
(He/she is in Shandong now.)	(Where is he/she now?)
3.	Tā zh\i zai	FSndiiui.	Ta zhū zai nSige findi&i?
(He/she is staying at the	(In vhich hotel is he/she staying?)
Nationalities Hotel,)
U. Tā l&ojiǎ zai HubSi.	Tā l&ojiǎ zil nSr?
(His/her family is from Hubei •) (Where is his/her family farom?)
5- Tā xiknzki zai MSigu6.	Tā xianzai zai nSr?
(He/she is in America nov.)	(Where is he/she nov?)
6.	Tā zhu zai zhěige fandian.	Tā zhii zai něige fIndian?
(He/she is staying at this	(In vhich hotel is he/she staying?) hotel*)
7.	Tā lSoJiā zai Gi^ngdōng.	Tā laojiā zsLi nar?
(His/her family is from	(Where is his/her family from?) Guangdong.)
INTRODUCTION
Topics Covered in This Unit
1.	Where people are staying (houses).
2.	Where people are working.
3.	Addresses.
U. The marker de.
5.	The marker ba,
6.	The prepositional vert zki.
Materials You Vill Weed
1.	The C-l and P-l tapes9 the Reference List and Reference Notes.
2.	The C-2 and P-2 tapes, the Workbook.
3.	The 2D-1 tape.
REFERENCE LIST
(in Taipei)
1.	A:	Nl zhii zai nali?	Where are you staying?
	B:	WS zh^ zai Gu6bln Dafandian.	Ifm staying at the Ambassador Hotel.
2.	A:	Nl zhu zai nali?	Where are you staying?
	B:	WS zhū zai zhěli.	Ifm staying here.
	A:	Tā ne?	How about him?
	B:	Tā zhd zai nali.	He is staying there.
3.	A:	Nl zh^ zai nali?	Where are you staying?
	B:	W5 zhii zai pěngyou Jiā.	Ifm staying at a friend*s house.
k.	A:	Nl pěngyou Jia z&i nSli?	Where is your friend's house?
	B:	Tā Jiā zSi Dālī Jiē.	His house is on Dali Street.
5.	A:	NIC pěngyoude dizhl shi...?	What is your friend*s address?
	B:	Tāde dizhl shi Děll Jiē SishiěrhlLo.	His address is No. 1*2 Dali Street.
6.*	A:	Nl shi Wěi Sh^oxi^o *ba?	You are Major Weiss, arenft you?
	B：	Shide.	Yes.
7.**A:		Nā shi Guobīn Dafandian ba?	That is the Ambassador Hotel， i8nft it?
	B:	Shide.	Yes.
8.	A:	Nl pěngyou xiknzti zali nill gongzud?	Where does your friend work now?
	B:	Tā zai Tainan gongzud	He works in Tainan.
9.*	A:	Nl zai nali gongzuō?	Where do you work?
	B:	Wo zai Vuguānch\i gongzud.	I work at the defense attache’s office.
10.^A:		Nī zai nil! gongzuS?	Where do you work?
	B:	Wo zai ylnhang gongzud.	I work at a bank.
11.*	A:	Nl pěngyou zai Taiběi gongzud ma?	Does your friend work in Taipei?
	B:	Tā bō. zai Tāiběi g5ngzu5; tā zai Tāizhōng gōngzuS、	He doesnft work in Taipei; he works in Taichung•
12.	lū	road
VOCABULARY
ba	(question marker expressing supposition of vhat ansver vill be)
dafSndi^n	hotel
-de	(possessive marker)
dlzhī	address
gongzud	to work
Gu6bln Dāfandian	Ambassador Hotel
-hao	number (in addresses)
Jiā	home， house
Jiē	street
	road
nS-	that
nāge	that (one)
nali	vrhere
nāli	there
pěngyou	friend
8h^oxiGLo	major (military title)
Shlde•	Yes, thatTs so.
W&guānchū	defense attache’s office
ylnhing	bank
zii	to *be in/at/on (prepositional verb)
zhě-	this
zhěge	this (one)
zhěli	here
DiyI D&fSndiěn	First Hotel
MSiguo Guěji Jiaoliti ZSngshQ	U.S. International 、 Coznmuni cat ions Agency
Měiguo Ylnhāng	Bank of America
Tāivan Ylnhāng youzhěngjǔ	Bank of Taiwan
	post office
(introduced on C-2, P-2， and drill taprg)
REFERENCE NOTES
Notes on Nos* 1-2
The word gu6bin actually refers to any official state guest, not Just an ambassador. (The word for ”ambassador” is ditshi•) The translation "Ambassador Hotel” has been used for years by that hotel and, although inaccurate, has been retained in this text.
D盔fSndlňn means "great hotel11 or "grand hotel.11 It is commonly used in the names"of Taiwan and Hong Kong hotels.
Nāli, nilli，and zhěli are common variants of n|r, netr, and zhěr in non-Peking dialects of Standard Chinese• The forms with r are Peking dialect forms • Compare:
Notice the difference in tone "betveen nSr and nill. This is because -li has a basic Lov tone, and the first of two adjoining Low-tone syllables changes to a Rising tone: na + -ll = něl±
1. A:	Nl zh^ zai nili?	Where are you staying?
B:	W5 zhu zai Gu6bīn DctfandiSn.	I'm staying at the Ambassador Hotel.
2. A.	Nl zhū zai n&li?	Where are you staying?
B:	Wo zhū zai zhěli.	Ifm staying here.
A:	Tā ne?	How about him?
B:	Tā zhū zai nāli.	He is staying there.
Peking	Other	
nSr?	nSli?	(where?)
nar	ntli	(there)
zhěr	zhěli	(here)
3.	A:	.Nl zhvi zai nili?	Where are you staying?
	B:	WS zhu zai pěngyou Jia.	Ifm staying at a friendfs house.
u.	A:	Nl pěngyou jia zki nfili?	Where is your friend's house?
	B:	Tā jiā zai DSll Jiē.	His house is on DillI Street.
Note on Nos* 3~k
The possessive relationships in pěngyou Jia, "friend,s house," n£ pěngyou Jia, "your friend’s house," and ta Jiā, "his house,” are unmarked, while the English must include 生 or the possessive form of the pronoun ("your," ”his”）. In Chinese, possessive relationships may be expressed by simply putting the possessor in front of the possessed vhen the relationship between the tvo is particularly close, like the relationship "between a person and his hone, family, or friends.
Notes on No. 5
Pěngyoude dizhi: "īhe marker -de in this phrase is Just like the English possessive ending 昱.With the exception of close relationships, this is the usual way to form the possessive in Chinese.
Unlike the English -，！ ending, -de is also added to pronouns.
You are learning possessive phrases in which the marker -de is used (tāde dizhl) and some possessive phrases which do not contain -de (nl pěngyou jia). There are certain reasons for the inclusion or omission of -de. If a close relationship exists between the possessor and the possessed, the marker -de might not *be used. If a phrase is long and complex， as Xiānsheng pěngyoude taitai, the marker -de is used to separate the possessor from the possessed.
5.	A:	Nl pěngyoude dlzhi shi...?	What,s.your friend*s address?
	B:	Tāde dizhl shi Dkll Jiē	His address is No. U2 Dali Street
		Slshiěrh^o.	
ni pěngyou	-de	āizhl
(your friend	f8	address)
w5de	(my)
nīde	(your)
tāde	(his/her)
short or simple
nī jia
vo pěngyou
lonft or complex
Hti Měillng -de l&ojiā ni pěngyou -de dizhS Li Xiānsheng pěngyou -de taitai
But these are not hard and fast rules. The use or omission of -de is not determined solely by the number of syllables in a phrase or by the closeness between the possessor and the possessed, although both of these considerations do play a Mg part in the decision.
While some common nouns are usually used vithout -de "before them, most nouns are more likely to be preceded by -de, and many even require it. Dizhl, "address," is the only noun you have learned which REQUIRES the possessive marker -de added to the possessor. But other nouns such as Jia are not alvays preceded by -de. This is also the case with nouns indicating personal relationships, like fňmg, "father,” and tāitai^
"wife•” Pěngyou, ”friend,11 xuěsheng• ,fstudent and iSoshl > "student are commonly used vithout -de, but may also lōe used with the marker.
You might expect the question Hi pěngyoude dizhl shi.»> ? to "be completed vith a word such as shěnme• wvhat.^ However, the incomplete form given in this exchange, with the voice trailing off, inviting completion, is also commonly used.
Addresses: The order in which addresses are given in Chinese is the reverse of that used in English. In Chinese, the order is from the general to the specific: country, province or state, city, street name, street nuoi'ber.
-hao: A street number is alvays given with the *bound vord -hSo,
"number,11 after it.*
Notes on Nos. 6-7
Ba is a marker for & question which expresses the speaker's supposition as to vhat the ansver will be. It is the type of question which asks for a confirmation from the listener.
There are three ways to translate the two questions in exchanges 6 and 了 into English:
*The word di- is sometimes translated ffnumber,M as in diyl，"numter one•” (See resource module on Numbers, tape U.)
Něi shi Guotln Dāfimdian?	Isn’t that the Ambassador Hotel?
That is the Ambassador Hotel, isn’t it?
That must be the Ambassador Hotel.
Each translation reflects a different degree of certainty on the part of the speaker. (While the differences in certainty are expressed in English by variation in wording, they can "be expressed in Chinese "by intonation.) You will pro*ba*bly find that the "isn’t it”/”aren*t you” translation fits most situations.
The short ansver shide is an expanded form of the short ansver shi, with the same meaningl "Yes, that1s so.” Shide is also the word used for the ”yes” in the military ”Yes， sir•”
舱(něi)： In the subject position, n& (něi), "that," and zhě (zhěi), "this,” may be used either as free vords or as bound words, with -ge following. Compare:
However, the question form nS- (n§i-) is a bound vord.
NSge (fandieLn) shi Gu6*bīn	Which one (hotel) is the
DsLfiLndidn?	Ambassador Hotel?
舱		ski Guobln Dāfandiān.
(That		is the Ambassador Hotel.)
NeL	-ge	shi GuSbln DtfsLndiibci.
(That	one	is the Ambassador Hotel.)
Notes on Ňos, 8-11
Wǔguānchū， "defense attache’s office,” literally means ”military attachefs office-ff
Zki.•,gōngzuS: Compare these two sentences:
The sentence Tā ziLl T&inĀn. g5ngzu3 seems to have tvo verbs: zai, "to be in/at/on,11 and gongzud, ”to vork*>! But there is only one verb in the translation: ”He works in Tainan•” The translation reflects the fact that zki loses its full verb status in this sentence and plays a role like that of the English preposition ”in•” The zki phrase in Chinese, like the "in" phrase in English, gives more information about the main verb gōngzud; that is, it tells vhere the action takes place. ”He works，” and the work takes place Min Tainan.M In sentences like this, the word zki is a prepositional verb. Most relationships expressed ty prepositions in English are expressed *by prepositional verbs in Chinese•
You have also seen zki used as a prepositional verb in the sentence Nl zhň. zki nllli? "Where do you live?”一literally, ”You live at vhere?” Notice that in this sentence the prepositional verb phrase zeii n&li comes after the main verb zhā* In the sentence N3C zk± nSli gōngisuo? the prepositional verb phrase zai n&li conies "before the main verb g5ngzud« Many things, such as stress, contrast, and other objects in the sentence, can influence the order of the prepositional verb phrase and the main vert.
In some cases> either order may be used, as in Nl zki n&li zhu? or Nl zh^. zki nāli? In other cases, the word order is fixed, ās In MI zli n^li gōngzu5~ For text examples, it vill be pointed out whether or not the word order may be changed, and the reasons will "be given,
Ta bd zai T&ibei gōngzuS, "He doesnft work in Taipei": In this sentence, the negative adverl? bu comes before the prepositional verb zai (which starts the complete predicate zai Tltibei gōngzuō), not before the main verb gōngzuS. This makes sense, for you are not saying *?He does NOT WORK，” but you are saying ”He does NOT work IN TAIPEI•”
Tā	zki		
(He	is in	Tainan.)	
Tā	zk±	Tiinln	gongzud.
(He	in	Tainan	vorks•)
Tā			gongzud•
Tā			gōngzuo•
Tā		zai Taibei	gongzud.
Ta	b1a	zk± TSibei	gongzud•
BIO, Unit 2
DRILLS
Response Drill
Speaker: Li Xiānsheng zhu zai	You: Tā zhu zai Guobln DāfIndian,
nali?	(He is staying at the
(cue) Guotln Dafibadian	Ambassador Hotel. )■
(Where is Mr. Li staying?)
2.	Gāo Xiānsheng zhū zai nSli?
Yuanshān DafSndiSn
3.	Yang Xiānsheng zh^. zai nali?
DǏyī Dafandian
U, T&ng Xiānsheng zh\i zal nali? zhěli
5.	SīmS. Xiānsheng zhū zai nāli?
pěngyou jiā
6.	Lit! Xiānsheng zh^. zai nali?
nili
7.	Wing Xiānsheng zhd zai nlli?
DiyI DeLfandiiLn
Tā zhd zai Yuanshān Dafandian. Tā zhu zai DiyI Dafandian.
Tā zhu zai zhěli•
Ta zhū zai pěngyou jiā*
Ta zhii zai nSli.
Tā zhii zai DiyI Dafibidiin.
B.	Response Drill
1.	Speaker: Tā pěngyou Jiā zai n£li? You: (cue) B6āi Lū (Where is his/her friend*s house?)
Ta Jiā zki BoSi (His/her house is on Boai Road.)
2.	Lī Xiānsheng jiā zsli nāli?	Tā Jiā zai DunhuS L^i.
Dūnhu^ Lu
3.	Wang Xiānsheng Jia zki nali?	Tǎ Jiā zai Nongān Jiē.
N6ngan Jiē
U. Hě Xiānsheng Jiā zāi nāli?	Tā Jiā zki Dali Jiē.
D&lī Jiē
5.	Bāo Xiānsheng Jiā zki nāli?	Tā jiā zai Nanjing Lň.
Nanjing Lu
6.	MS Xiānsheng jia z盔i nali?	Tā Jiā zai ZhSngshān Lu.
Zhongshān LO.
120
BIO, Unit 2
7.	Lin Xiānsheng Jiā zai nali?	Tā Jia zdi Zhějlang Jie.
Zhějiing Jiē *
C.	Response Drill
According to each cue, respond with the appropriate street nuoiber on Dali Jiē.	'■
Speaker: Nl pěngyoude dizhī shi...?
(cue) U2hilo (What is your friend1 ( address?)
2.	Nī pěngyoude
UOhfllo
3.	Nl pěngyoude
95hSo
k. Nī pěngyoude 26hio
5 • Nl pěngyoude TThio
6.	Nl pěngyoude
L pengy^ 68heU>
7.	Ni pěngyoude UUhāo
dizhī shi."? dizhl shi."? āizbl shi.•.? dizhī shi…？ āizhl shi...? dizhī shi...?
You: Tāde āizhl shi Dali Jiē Sishiěrhik).
(His/her address is No. h2 Dalī Street•)
Tāde dizhi shi DSlI Jie Stshihdo.
Tāde Aizhī shi Dkll Jie JIushiw3-hāo.
Tāde āizhl shi Dfill Jie ěrshiliū-hko.
Tade dizhl shi Dial Jiē Qīshiqlhio.
Tāde dtzhl shi D&LĪ Jiē LiftshitS-hko.
Tāde dizhl shi Dill Jiē S^shisihāo.
Response Drill
Give the appropriate Taiwan street addresses according to the cues.
You:
Speaker: Ni pěngyoude dizhi shi...?
(cue) DSlī Jiē U2hao (What is your friend1s address?)
Nl pěngyoude dtzhl shi... ?
BoiLi Lu 9**hao
Tade dtzhl shi Dali Jiē Sishiěrhāo.
(His/her address is No. U2 DillI Street •)
Tāde dizhl shi Boai Lu JiSshisthao.
121
BIO, Unit 2
3.	Nī pěngyoude dizhl shi...? Dūnhua Lu 55hSo
U. Nī pěngyoude dizhl shi...? Nongān Jiē 了5h5o
5.	Ni pěngyoude dizhS shi•••? Dkli Jiē U2hao
Tāde dizhl shi DunhusL Lu Wushiwu-hao.
Tāde dizhl shi Nongān Jiē Qlshiwu-hilo.
Tade dizhi shi D^ll Jiē StshiěrhSo.
6.	Nl pěngyoude dizhī shi...? DūnhuS LS. 55bSo
了. Nl pěngyoude dizhl shi...? B6Hi L\i 9Uh&o
Tāde dizhl shi Dunhut Lxi Wushiwu-h^o.
Tāde dizhī shi Boai L\i Jiǔshisihao.
Trans formation Drill
1.	Speaker:瓶 Taitai Jiā zal DiLli
Jiē Stshiěrhāo.
(Mrs. VSk%s house is at No. h2 Dali Street.)
2.	Zhao Taitai Jiā zlLl Boai Lu
Jiǔshisihao.
You: Tāde dtzhl shi D&li Jiē Sishiěrhdo.
(His/her address is No. U2 Dali Street.)
Tāde dizhl shi Boai Lu Jiǔshisih^o.
3.	Li Tditai jiā zai Dūnhua Lil Wushiwuhěo•
k. He Taitai jiā zSi Nfingan Jiē Qīshivǔhao•
5.	Bao Tāitai Jiā zai DalX Jiē Sishiěrhao.
Tāde dizhī shi Dūnh\ia Lū WǔshiwS-hāo.
Tāde dizhi shi N6ngǎn Jiē Qlshivu-h在o.
Tāde dizhl shi Dali Jiē Sishiěrli5o.
6.	Wang Taitai Jiā zai Boai Lu JiǔshisthSo.
Tāde dtzhl shi Boai Lu Jiushisihio,
7.	Lin Taitai jia zai DunhuS Lū Wǔshiwuhao •
Tāde dizhī shi Dūnhua Lvl Wǔshivfi-hao.
122
BIO, Unit 2
F,	Trans formation Drill
Change each ma question to a ba question.
1.	Speaker: Nln shi Wěi ShaoxiiLo ma?
(Are you Major Weiss?)
2.	Ta shi Zhāng Shaoxiao ma?
3.	Nin shi Huang Xiaojie ma?
Nā shi Guobln DSf^ndicbi ma?
5.	Zhě shi "DiyI Dafandiān ma?
6.	Navěi shi V^Lng TSitai ma?
了. Nā shi Yuanshān Dstfiindiān ma?
You.： Nln shi Wěi Shaoxiao ba?
(You are Major Weiss, arenft you?)
Ta shi Zhang Shaoxisto ba?
Nln shi Huāng XiǎoJie ba?
Nel shi Guobln Dcifanditn ba?
Zhě shi Diyī. Dafāndiān ba?
Neivěi shi Wing Tfiitai ba?
N备 shi Yuanshān DcLfdndiSn l)a?
Response Drill
Speaker: Tā zai nali gongzud?
(cue) TaibSi (Where does he/she work?)
2.	Tā	zai	nali	gōngzud?	Tāinān	Tā	zki
3.	Tā	zeti	nali	gōngzuō?	Ti,izh5ng	Tā	zai
U.	Tā	zai	nS.li	gōngzuS?	Gāoxi6ng	Tā	zsli
5.	Tā	zki	nali	gōngzud?	Jllong	Tā	zai
6.	Tā	zai	nali	gongzud?	TiibSi	Tā	zai
You: Tā zai TaibSi gongzud•
(He/she works in Taipei.)
TainSn gōngzud. Taizhōng gōngzuS. GSoxiSng gōngzud. Jllong gongzud. TaibSi gongzud.
了。 Tā zai nali gōngzuS?
Taizhōng
Tā zāi Taizhōng gōngzud
BIO, Unit 2
H.	Response Drill
I.	Speaker: Tā zki yěuzhěngju
gongzud ma?
(Does he/she work at the post office?)
2.	Tā zili Wǔguanchu gōngzuS ma?
3.	Ta zai ylnhang gongzud ma?
U. Ta zti MSiguo Ylnhang gongzuo ma?
5* Tā zki Taiwan Ylnhang gongzud ma?
6* Tā zki Vuguanchil gongzud ma? 了. Tā z&i yěuzhěngju gongzud ma?
You: Dui le, tā zāi youzhěngju gongzud•
(Yes, he/she works at the post office.)
Dui le, tā
Dut le, tā
Dui le, tā gongzud•
Dui le, tā gongzud.
Dui le, tā
Dui le, tā
zki Wǔguanchu gongzud. zai ylnhSng gongzud• zai MSiguo Ylnhang
zai Tiivān Yinhang
zai Wuguānchu gongzud• zāl y6uzhěngju gongzud.
I.	Transformation Drill
Add xiānzSi, ”nov,” to each statement.
Speaker: Zhōu Xiānsheng zai TaitSi gongzud.
(Mr. Zhōu works in Taipei•)
Zhāng Xiānsheng zai Taizhōng gōngzud.
的 Xiaoji? zai Tainan gongzud.
MS XiSoJiS zai Gāoxi6ng gongzud.
Zhāo Xiānsheng zal Jīlong gongzud.
Chěn Xiānsheng zai Taiběi gongzud.
Jiāng XiǎoJiS zai Gāoxiong gongzud.
You: Zh5u Xiānsheng xlsLnzSi zai TaibSi gongzud.
(Mr. Zhou is working in Taipei now.)
Zhāng Xiānsheng xiānzāi zāi Taizhōng gongzud.
Hō. XiSoJiS xiānzai zai Tiinan gōngzuS.
MS XiaoJiS xisLnzeLi zki Gāoxiong gongzud•
Zhao Xiānsheng xianzai zai Jllong gongzud.
Chěn Xiānsheng xi&izai zai Taiběi gōngzuo.
Jiāng Xiaojie xianzai zai Gāoxiong gongzud.
12k
BIO, Unit 2
.Transformation Prill
Make each statement negative "by changing z&i to buzfii.
1.	Speaker: Hu T6ngzht zlii BSiJIng
gongzud.
(Comrade Hu vorks in Beijing.)
2.	Ll T6ngzhi zki Nanjing gSngzud.
3.	Ta zāi QIngdSo gongzud.
U. Lin T6ngzhi zeti QuSngzhǒu gongzud.
5.	Zhko TSngzht z^i Shin^i&i
gōngzud•
6.	Chěn Tongzhi zki QIngd£o
gongzud.
了. Hu&ng TSngzhi zii BSijlng gōngzud.
You: Hd TSngzht iKi zlti BSiJIng gongzud.
(Comrade Hu doesn't work in Beijing.)
Lī Tongzhi bū zki Ninjing g5ngzud.
Ta b1i zili Qīngdao gongzud.
Lin TSngzhi b{L zki GuSngzhou gongzud.
ZheLo TSngzht b(x zili StaāngtaSi gōngzuā.
Chěn T6ngzhi Wi zili QīngdSo gongzud.
Huing T6ngzhi b<i z&i BSiJIng gongzud•
Response Drill
Give negative responses to the according to the cues.
1.	Speaker: Hu XiSoJiS zki TaibSi
gongzud ma?
(cue) Tainan (Does Miss Hu work in Taipei?)
2.	Li Taitai zlii Tiizhong gongzuo
ma? Jll6ng
3.	Ma Xiānsheng zai zhěli gongzuS
ma? GāoxiSng
U. Tā zal Wuguānchu gongzud ma? MSiguo Ylnhang
5.	Tā zai youzhěngju gongzud ma? Taiwan Ylnhang
questions, adding correct information
You: Ta *bH zai Taiběi g5ngzud; tā zai Tainan gongzud.
(She doesnft work in Taipei; she vorks in Tainan •)
Tā bū zai Taizhōng gongzud; tā zal JIl6ng gongzud.
Ta bū zai zhěli gongzud; tā zai Gāoxi6ng g5ngzud.
Tā bu zai Wuguānchu gongzud; tā zai Měiguo Ylnhang gongzud.
Tā "bū zki youzhěngju gōngzud; ta zlii Taiwan Ylnhang gongzud •
125
BIO, Unit 2
6.	Lin Xiānsheng zai nali gongzuo	Tā "bu zSi nali gongzuo; tā zai
ma? zhěli	zhěli gōngzuS.
7.	Li<x XiSoJiS zai TaibSi gōngzuo	Tā bū zai Taiběi gongzuo; tā zai
ma? Taizhōng	Taizhōng gōngzuo.
Response Drill
Give an affirmative or negative response according to each cue 1. Speaker: Ta zai TaibSi gongzud	You:
Tā zai THibSi gongzud na?
(cue) Tai"běi (Does he/she work in Taipei?)
OR Tā zki TaibSi gongzud ma?
(cue) Tainan (Does he/she vork in Taipei?)
Tā zai Taizhōng g5ngzud ma? Jll6ng
Tā z^i zhěli gongzud ma? zhěli
Tā zai youzhěngju gongzud ma? Taivān Ylnhang
Tā zk± Wǔguānchii gōngzuo ma? zhěli
Tā zai MSiguo Ylnhang gōngzuo ma? MSiguo Ylnhang
Dut le, ta zki TaibSi gongzud. (Yes, he/she works in Taipei.)
Tā bū zai Taibei gōngzuo; tā zki Tiinan gongzud.
(He/she doesn’t work in Taipei; he/she works in Tainan•)
Tā Tdu zai Taizhōng gōngzuo; tā zai Jllong gongzud.
Dui le, tā zai zhěli gongzud•
Tā "bū zāi youzhěngju gōngzuo; tā zai Taivān Yfnhang gongzud•
Tā bu zeli Wǔguanchu gēngzuo; tā zai zhěli gongzuo.
Dui le， tā zai Měiguo Ylnhang gōngzuo.
126
UNIT 3 INTRODUCTION
Topics Covered In This Unit
1.	Members of a family.
2.	The plural ending -men.
3.	The question word Jt- "hov many.”
U.	The adverb d5u ”all."
5.	Several ways to express "and.
Materials You Will Heed
1.	The C-l and P-l tapes, the Reference List and Reference Notes.
2.	The C-2 and P-2 tapes, the Workbook.
3.	The 3D-1 tape.
BIO, Unit 3
REFERENCE LIST
(in Taipei)
1.	A: Nīmen you haizi ma?
B: You, women you.
2.	B: Liu Xiānsheng you Měiguo
pěngyou ma?
A: Tā měiyou M§iguo pěngyou.
A: Tā you Ylngguo pěngyou.
3.	A:' Nlmen you Jige haizi?
B: Women you sānge haizi.
U. A: Nlmen you jige nanhaizi,
Jige nuhaizi?
B: WSmen you liǎngge nanhaizi» ylge nuhaizi.
5.	B: Shi nanhaizi, shi nuhaizi?
A: Tāmen d5u shi nuhaizi•
6.	B: Hu Xiānsheng, Hu Taitai ne?
Tāmen you Jige haizi?
A: Tāmen you liangge haizi.
B: Shi nanhaizi, shi nuhaizi?
A: Dōu shi nShaizi,
飞• A: Nlmen haizi dōu zai zhěli ma?
B: Bu, liangge zai zhěli， ylge hai zai Měiguo,
8， A: Nī Jiali you shěnme rěn?
B: You wo taitai gēn sānge hāizi,
9- B: Nl Jiāli you shěnme rěn?
A: Jiu you wo fňqin, mSqin.
Do you have any children?
Yes, we have.
Does Mr. Liu have any American friends?
He doesn’t have any American friends.
He has .English friends.
OR He ha? an English friend.
How many children do you have?
We have three children.
Hov many "boys and hov many girls do you have?
We have two boys and one girl.
Are they boys or girls?
All of them are girls.
How about Mr. and Mrs. Hu? Hov many children do they have?
They have tvo children.
Are they boys or girls?
Both of them are girls,
Are all your children here?
No. Two are here, and one is still in America.
Vhat people are (there) in your family?
There’s my wife and three children
What people are (there) in your family?
Just my father and mother.
128
BIO, Unit 3
ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-l tapes)			
10.	zhX	only	
11.	dtdi	younger brother	
12.	gēge	older brother	
13.	ji5jie	older sister	
Ik.	měimei	younger sister	
15.	xiōngdi	brothers	
16.	JiSměi	sisters	
17.	xlongdi JiSměi	brothers	and sisters
18.	fdmǔ	parents	
19.	aufii	paternal	grandfather
20.	zvmx	paternal	grandmother
21.	vāizǔfu	maternal	grandfather
22.	viizǔani	maternal	grandmother
23.	bllba	papa, dad, father	
2k.	mama	momma, mom, mother	
129
BIO, Unit 3
liang-
māma
měi
mělmei
měiyou
-men
mǔqin
nān-
nlnhaizi
nimen
n
nu-
nuhaizi
tāznen
waizǔfū
wāizumu
women
xiōngdi
xiongdi jiěměi
you
zhi
zǔfu
zumǔ
(introduced in
ylng le
ni a i >uiez t d u Iqgnii s VI ō /lele£ 汐a
b d d ^ f s 8 ^ h
VOCABULARY
papa, dad, father
younger brother all, "both
parents
father
older "brother and
still, yet children, child
hov many family
older sister sisters how many only, just
tvo
momma, room, mother
not, not to have
younger sister
not to have, there is not
(plural suffix)
mother
male
boy
you (plural)
female
girl
they, them
maternal maternal we, us
brothers
brothers
to have,
onlj
paternal
paternal
grandfather
grandmother
and sisters ther® If
grandfather grai： Jinothel*
Communication Game)
(I’ve) won
Ji-
jiali
Ji各Jie
jiěměi
Jige
Jiu
130
REFERENCE NOTES
Notes on No, 1
The plural pronouns are formed by adding -men to the singular pronouns
(You have already seen these pronoun forms used as possessives:
"our," etc. Later you will find that they are also used as objects: "me," "us，" etc•)
Haizi: Chinese nouns have the same form for singular and plural.
Hllzi may be either "child” or "children/,* Usually the context will make clear whether a noun should be translated as singular or as plural, but not alvays* Chinese does not require that the matter be pinned down to the same extent that English does. WSmen y5u haizi is a perfectly good sentence, even though the only accurate translation is the clumsy lfWe have one or more children.19 We would prefer to have enough inforniation to translate it either as f?We have a child” or as ,fWe have children •” At times this ambiguity is an advantage. When you ask Nlmen ySu haizi ma? you do not, after all, knov whether you are referring to one child or to more than one child. To cover both bets in the same way in English, ve have to say f1Do you have any children?’^
singular	
w5	(I)
nl	(you)
tā	(he/she)
plural	
women	Cve)
nimen	(you)
tāmen	(they)
*A fev nonns referring to people may be made explicitly plural "by adding -men- haizimen can only "be ''children
Note on No. 2
Měiyou: All the verbs discussed so far form the negative with bu, vith the single exception of ySu, uto have," vhich has the irregular negative form měiyou.
Notes on Nos* 3-紅
In Peking speech, j!-， "hov many,” is usually used only vhen the number expected in an ansver *is about 10 or less. In many other parts of China, speakers use jl- no matter how large a number is expected in the ansver*
Counters: In Chinese, a noun cannot be counted or specified (i.e., used with nēi-» "which，11 něi-，"that，" zhěi-, "this") vithout the addition of a bound word, a counter, to indicate the sort of thing "being specified or counted. English has a fev such counters, as "head,* in ,，hov many head of cattle11 and "loaves" in 11 seven loaves of bread."
The counter used in a particular instance depends on the noun "being specified or counted. Many nouns have special counters. You have already learned the polite counter for persons, -věi. Other special counters refer in some way to the kind of thing the noun represents. The word for "hotel," for instance, has a special counter -jiā, "house," used for counting or specifying business estatlishznents.
The general counter -ge is used vith nouns that do not have special counters. For example, there is no special counter for the word pubu, "waterfall,，，so you would say yige pubū, ’’one waterfall." You have already found the general counter -ge in specifying expressions such as neige hfiizi, "vhich child,” and zhěige fSndiSn， "this hotel."
You may find that, in colloquial speech, nouns that have special counters are sometimes used vith _ge anyway，but this tendency is looked dovn upon *by many speakers.
Here are the numbers 1 through 10 vith the counter -ge:
yige, liǎngge, sānge, sige，wǔge，liuge，q_ige，jbage, Jiǔge， shlge
The number 2 has a special form before a counter: liang-. Notice that the words for 1, 了，and 8 have Rising tones "before -ge，because -ge is basically a Falling-tone syllable. (See also Unit 5, notes on No. 9 and No. 10.)
N|n-, nu-: The "bound words nĀn-> ”male," and nu-, "female,11 are often used in compounds; for example, n&npěngyou, "boyfriend,” and nutňngzhi•
” (woman) Comrade •"
"And”: In Chinese, a vord for ”e^d" is not needed between parallel phrases like liǎngge n$nhaizi% ylge nuh£izi> ,ftwo boys, (and) one girl.”
A pause is usual between the two phrases, but even the pause is sometimes omitted.
Notes on Nos* 5-7
Shi ninhSlzi, shi nuhaizi? In Chinese» an "or" question (i.e., a question asking which of two alternatives is true) may be asked simply by stating the tvo alternatives vith a pause between. In this kind of question, the verb must appear in each alternative. (You will learn other vays of making "or" questions in later modules.)
Dōu may usually "be translated in a sentence as 11 all (of),，，or, if it refers to only two things, as Mlx)th (of)." Literally, dōu means "in all cases," "uniformly,” ”entirely，” ”completely.” Since it is an advert), it must be placed after the subject of a sentence and before the verb (like the adverb y§， "also”）.
Notes on Nos. 8-9
Literally, the phrase nl Jiāli means "in your home" (jia, "home"; -li, "in”）. In this sentence it is extended to mean lfthe people in your home，" that is, "your family."
Ni Jiāli - y5u - shěnme rěn? Phrase by phrase, this questipn is: "In your family - there are - vhat people?，’ The vord ?,familyn can *be taken to mean either all your relatives or only those living in your household.
By itself, the verb you means "to "be,” "to exist•” You have now seen it translated tvo vays: 1) as ”have,” vith a personal subject: WSmen y5u sǎnge h£izi. "We have three children.If 2) as "there is/are,fT in the so-called impersonal construction: Nl jiāli shěnme rěn? "What people are (there) in your family?n
In exchange 8，the verb ySu in the ansver is translated as fttherefs.,T Some English speakers may find this translation too colloquial. The answer can also "be translated Just "by listing the family members, with no vert in the English, as vas done in exchange 9« Chinese almost always keeps the verb in the ansver to a question, while English tends to leave it out.
Hov to say "and": Chinese has several words for ”and/’ Gēn is the word for "and when Joining nouns or noun phrases. Yě^ is the vord for ••and" vhen Joining verts, verb phrases, or whole sentences:
Wo bd. xlng Li, tix xlng Lǔ. WS xing Lu*
(I'm not surnamed Lit and Ifm not surnamed Lu. Ifm surnamed Lu.)
Chinese tends to use a vord for "and*’ when the noun phrases *being Joined are not parallel and not to use one vhen the phrases are parallel:
While "and" is often omitted in Chinese, it may be added for emphasis between nouns and between noun phrasesJust as in English.
Jiū, "only，丨’ ”Just，” is an advert (like ye and dōu)• The, use of jiu to mean "only" is probably mostly confined to the Peking dialect.* Speakers from other parts of the country will not necessarily use jiu to mean ”onlyIT or understand it as such. A more widely used and understood word for ’’only” is zhl. Thus the ansver in exchange 9 could also be Zhl you v5 fuqin, muqin.
*Jiū has several other meanings, vhich will be presented to you as you continue through this course.
Y5u	wS taitai (possessor) (noun)	gēn		sānge hāizi. (number) (noun)	(There*s my wife and three children.)	
			PARALLEL			
Y5u	liSngge nānhěizi (number) (noun)		9	yige nuhāizi. (n\imber) (noun)		(There are two boys and one girl.)
Notes on Additional Required Vocabulary
Chinese is much more precise than English in its terms for family members. There is not Just one vord for brother,f or "sister" but words for "older brother,” "younger brother"older sister," and "younger sister.11
When referring to both older and younger sisters, the term .liěměi is used* When referring to both older and younger "brothers, the term xiōngdt is used. When referring to sisters and brothers, the phrase xiSngdi Jlgměi is used.
Chinese also distinguishes between grandparents on the fatherfs side of the family and grandparents on the mother1s side:
The syllable vSi- in vaizufň and vSizSinu literally means "outer" or "outside•”
	older	younger			
(brother)	gēge	didi		(brothers)	xiōngdi
(sister)	JigJie	měimei		(sisters)	jiěměi
	father1s side	mother's side
(grandfather)|	zǔfu	vaizǔfu
(grandmother)!	zǔmǔ	v在 izǔmǔ
BIO, Unit 3
DRILLS
A. Response Drill
Give affirmative ansvers, using y5u.
1.	Speaker: Ta y5u Měiguo pěngyou
ma?
(Does he/she have any American friends?)
2.	Ta y5u Zhōngguo pěngyou ma?
(Does he/she have Chinese
friends?)
3.	Ta y5u Děguo pěngyou ma?
(Does he/she have German
friends?)
k. Tā y5u RibSn pěngyou ma?
(Does he/she have Japanese friends?)
5.	Tā y5u Jiānada pěngyou ma?
(Does he/she have Canadian
friends?)
6.	Tā y5u Ěguo pěngyou ma?
(Does he/she have Russian
friends?)
7.	Tā ySu Ylngguo pěngyou ma?
(Does he/she have English
friends?)
B.
1.
2,
3.
You: YSu, tā y5u MSiguo pěngyou. (Yes, he/she has some American friends.)
You, tā you Zhōngguo pěngyou.
(Yes, he/she has Chinese friends.)
Y5u, ta you Děguo pěngyou.
(Yes, he/she has German friends.)
You, tā y5u Rtben pěngyou.
(Yes， he/she has Japanese friends.)
YSu, ta ySu Jiānada pěngyou.
(Yes, he/she has Canadian friends•)
You, tā y5u Ěguo pěngyou.
(Yes, he/she has Russian friends.)
Y5u， tā ySu Ylngguo pěngyou-(Yes, he/she has English friends.)
Response Drill
Give affirmative answers, using y5u.
Speaker: Ta ySu gěge ma?
(Does he/she have an older brother?)
Tā you Jiejie ma?
Tā you didi ma?
You: Y5u, tā you gēge.
(Yes, he/she has an older brother.)
You, tā y5u jiSjie,
You, tā you didi.
136
BIO, Unit 3
U,	Tā you měimei ma?
5.	Tāmen ySu haizi ma?
6.	Tāmen ySu nanhaizi ma?
7.	Tāmen you nuhāizi ma?
YSu, tā ySu měimei.
Y5u, tāmen you haizi. Y5u, tāmen y5u nanhaizi. YSu, tāmen you nuhāizi.
C.	Response Drill
Give negative ansvers, using měiyou.
1.	Speaker: Zhang Xiānsheng ySu
JiSjie ma?
(Does Mr. Zhāng have an older sister?)
2.	Wang Xiānsheng ySu nUhaizi ma?
3.	Lin Xiānsheng ySu něimei ma?
U. Tā taitai y5u gēge ma?
5.	Huang XiSoJiS y8u didi ma?
6.	M& Xiānsheng MS Taitai y5u haizi
ma?
7.	Yang Taitai ySu nanhaizi ma?
You: Měiyou, Zhāng Xiānsheng n^iyou JiSjie.
(No, Mr. Zhang doesnft have an older sister.)
Měiyou, WSng Xiānsheng měiyou nuhiizi.
Měiyou, Lin Xiānsheng mliyou mělmei•
Měiyou, tā taLitai meiyou gēge.
Měiyou, Huing Xiaojie měiyou dtdi.
Měiyou, Ma Xiānsheng MS Tāitai měiyou haizi.
Meiyou, Yang Tititai měiyou nanhāizi.
D。	Response Drill
Give a negative or affirmative response to each question according to the cue.
1. Speaker:
Nī ySu didi ma?
(cue) ySu (Do you have a younger brother?)
Nl you didi ma?
(cue) měiyou (Do you have a younger brother?)
You: YSu, wS you didi,
(Yes, I have a younger brother.)
Měiyou, wo měiyou didi,
(No, I donft have a younger "brother.)
13 了
BIO, Unit 3
2.	Tā you měimei ma? meiyou
3.	Wang Tongzhi you gēge ma?
měiyou
U. Tāmen y5u haizi ma? you
5.	Gu5 Tongzhi you Ylngguo pěngyou
ma? měiyou
6.	Chěn Xiānsheng you Faguo
pěngyou ma? you
Měiyou, tā měiyou měimei.
Měiyou, Wang Tongzhi měiyou gēge.
You, tāmen you hāizi.
Měiyou, Gu5 Tongzhi měiyou Ylngguo pěngyou.
You， Chěn Xiānsheng you Faguo pěngyou.
TransformatIon Drill
Change each ma question to a jī question.
1.	Speaker: Tāmen y5u hāizi ma?
(Do they have children?)
2.	Wang Xiānsheng you Jiejie ma?
3.	Tāmen you nanhaizi ma?
U.	Nīmen you nuhaizi ma?
5.	Fang Xiaojie you gēge ma?
6.	Zhao Taitai you didi ma?
了.	Tā you Zhōngguo pěngyou ma?
You: Tāmen y5u (How many have?)
jige haizi? children do they
you Jīge Ji各Jie?
nanhaizi?
nuhaizi?
Wang Xiānsheng Tāmen you jige Nlmen you Jige Fang Xiaojie you Jige gēge? Zhao Taitai you Jige didi?
Tā you Jige Zhōngguo pěngyou?
Response Drill
Respond to the questions according to the cues.
1.	Speaker: Zhāng Tongzhi you Jīge haizi?
(cue) 2 (How many children does Comrade Zhāng have?)
You: Zhāng Tongzhi y5u liangge haizi.
(Comrade Zhāng has two children.)
2.	Zhao Tongzhi you Jige niihaizi?
Zhao Tongzhi you yige nūhāizi,
138
BIO, Unit 3
3.	Chěn Tongzhi you Jige nanhaizi?
3
h. Jiāng Tongzhi you Jige Meigua pěngyou? 5
5.	Fang Tongzhi y5u Jige měimei?
1
6.	Wang Xiānsheng you Jīge Zhōngguo
pěngyou? 2
了. Tā ySu Jīge gēge? 3
Chěn Tongzhi you sānge nanhiizi.
Jiāng Tongzhi you wuge MSiguo pěngyou.
Fang Tongzhi you yfge měimei.
Wsuig Xiānsheng y5u liSngge Zhōngguo pěngyou.
Tā you sānge gēge.
G.	Expansion Drill
Add the cues to the questions*
1.	Speaker: Tā you Jīge nanhaizi?
(cue) nuhiizi (Hov many sons does he/ she have?)
2.	Huang Xiānsheng you jīge Měiguo
pěngyou? Faguo pěngyou
3.	Li Taitai you Jīge gēge? didi
Sun Xiaojie you jige jiějie? měimei
5。	Tāmen y5u Jīge Ylngguo pěngyou?
Děguo pěngyou
6.	Song Xiānsheng y5u jige nanhaizi?
nuhaizi
7* Tā you jige gēge? jiejie
You： Tā you jSge nanhaizi, Jige nuhaizi?
(How many sons and how many daughters does he/she have?)
Kuang Xiānsheng you jige Měiguo pěngyou, jige Faguo pěngyou?
LS Taitai you jīge gēge， jīge didi?
Sun Xiaojie you jīge- jiějie, jSge měimei?
Tamen y5u jīge Yīngguo pěngyou, jige Děguo pěngyou?
Song Xiānsheng y5u jige nanhaizi 4 jīge nuhaizi?
Tā you jīge gēges j£ge jiějie?
139
BIO, Unit 3
1.
Response Drill
Use 1) jiu + the num"ber and 2) měiyou to answer each question.
U.
Speaker: Tā you jige nanhaizi, Jīge nuhaizi?
(cue) 2 (How many sons and how many daughters does he/she have?)
Lī Xiānsheng you Jīge gēge,
Jige JiSjie? 1
Zhāng XiǎoJiě you Jige jiejie, Jige měimei? 2
Zhōu Taitai you Jige gēge, jige didi? 1
Hū Xiānsheng you Jige didi, jige měimei? 2
6.
T.
Tǎ
ySu jige Fāguo pěngyou, Ige Děguo pěngyou? 2
Jige
Tāmen you jīge nanhaizi, jige nūhaizi? 1
You: Ta Jiu you liangge nanhaizi, měiyou nuhaizi.
(He/she has only two sons, no daughters.)
Tā jiu y5u ylge gēge, měiyou JiěJie.
Tā jiu you liǎngge JieJie， měiyou měimei •
Tā Jiu you yige gēge, meiyou didi.
Tā jiu you liangge didi, měiyou měimei.
Tā jiu you liSngge Faguo pěngyou, měiyou Děguo pěngyou.
Tāmen Jiu you ylge nanhaizi, měiyou niahāizi.
I.	Response Drill
1.	Speaker: Tā you j5ge nanhaizi,
Jige nuhaizi?
(cue) 2， 3 (How many sons and how many daughters does he/she have?)
2.	Zhōu Tongzhi you jige gēge,
Jige didi? 1， 2
3.	Zhāng Tongzhi you jīge jiejie,
Jige měimei? 3， 1
k. Tāmen you jīge Zhongguo pěngyou, jige Ri"ben pěngyou? 5， 1
You: Tā you liangge nanhaizi, sānge nuhaizi.
(He/she has two sons and three daughters.)
Zhōu Tongzhi you ylge gēge, liangge didi.
Zhāng Tongzhi you sānge jiejie, yige měimei.
Tāmen you wuge Zhōngguo pěngyou, yige Riten pěngyou.
li+O
BIO, Unit 3
Chěn Tongzhi ySu jige Ylngguo pěngyou, jige Děguo pěngyou?
Liti T6ngzhi y5u Jige n£nh^izi，k jige nuhāizi? 2, 2
7.	Tā ySu Jīge JigJie, Jige gēge?
Chěn T6ngzhi y5u sānge Yīngguo pěngyou, liSngge Děguo pěngyou.
Lili TongzhiwySu liǎngge nānhaizi, liǎngge nuhiizi.
Tā y5u yfge	sānge gēge.
Response Drill
The speaker will ask you two questions for each exchange. Use the niunber cue to ansver the first question. Answer the second question vith dōu and the first alternative.
1.	Speakert Qingvěn, tāmen y5u Jige
h£izi?
(cue) 2 (May I ask, how many children do they have?)
Shi nānhaizi, shi nuhaizi? (Are they boys or girls?)
2.	Qlngwěn, tā ySu jīge xiSngdl?
3
Shi gēge, shi didi?
3- Qingwěn, tā y5u jige JiSmli?
SM JiSjie, shi
h. Qlngwěn，tā ySu pěngyou? U
Shi nānpěngyou,
5.	Qlngvěn，tā ySu
pěngyou? 2
Shi nānpěngyou,
6.	Qlngwěn, ta you
měimei?
Jige Zhongguo
shi nupěngyou? Jige MSiguo
shi niipěngyou? Jīge haizi?
Shi nānhaizi, shi nuhaizi?
了. Qingwěn, tāmen you Jige haizi?
You: Tāmen y5u liSngge hāizi. (They have tvo children.)
Dōu shi nanhaizi.
(Both of them are toys.)
Tā ySu sānge xiongdt.
Dōu shi gēge.
Ta ySu liSngge J iSměi•
Dōu shi JiSjie.
Tā you sige Zhōngguo pěngyou,
Dōu shi nanpengyou.
Tā you liSngge Měiguo pěngyou.
Dōu shi nanpěngyou.
Tā you sānge haizi.
Dōu shi nanhaizi.
Tāmen you wuge hatzi *
Shi nanhaizi, shi nShaizi?
lUl
Dōu shi nanhaizi.
BIO, Unit 3
K. Substitution Drill
1.	Speaker: Qlngwen, nīmen jiāli
you shěnme rěn?
(cue) tāmen
2.	Qlngvěn, tāmen Jiāli ySu shěnme
rěn? Fang Xiānsheng
3.	Qīngvěn, Fang Xiānsheng jiāli
ySu shěnme ren?
Zhāng XiǎojiS
U,
You: QJngwěn, tāmen jiāli you shěnme rěn?
Qlngvěn,
shěnme
Qīngven,
shěnme
Qingwěn, Zhāng^XiSoJig Jiāli	Qīngwěn,
y5u shěnme ren? Li MlngH	shěnme
5.	Qīngwěn,	Lī Mlngli jiāli y5u	Qingwěn,
shěnme	ren? ni gēge	rěn?
6.	边ngwěn,	nl gēge jiali you	Qīngwěn,
shěnme	rěn? nl pěngyou	shěnme
7.	Qingvěn，nl pěngyou Jiāli y5u
shěnme ren?
Fang Xiānsheng Jiali you ren?
Zhang XiaoJjg jiāli y5u ren?	~
Li Mlngli Jiāli ySu rěn?~
nl gēge Jiāli you shěnme
ni pěngyou Jiali ySu rln?~
Expansion Drill
Add the cue and gēn to each sentence.
1.
k.
5.
6.
Speaker: Tā y8u yige hiizi.
(cue) tSitai (He/she has one child•)
Hū Xiānsheng y5u ylge měimei• muqin
Lī Xi&ojie you liSngge didi. jiejie
Liu Xiānsheng y5u ylge nuhaizi. muqin
Lin Taitai you sānge nanhaizi• xiānsheng
Tā you yige jiejie.
fuqin
Wang Xiānsheng you sige haizi. taitai
You: You ta těitai gēn ylge haizi. (There*s his wife and one child.)
You tā mǔqin gēn ylge měimei.
YSu tā JiSjie gēn liSngge didi*
YSu tā muqin gēn ylge nuhaizi.
You tā xiānsheng gēn sānge nanhaizi,
You tā fuqin gēn ylge JiěJie.
YSu tā tāitai gen sige haizi.
lU2
BIO, Unit 3
Response Drill
1.	Speaker: Tamen haizi dou zai
zhěli na?
(cue) MSiguo •
(Are all of their children here?)
2.	Ta gēge, ji5jie dōu zsli zhěli
ma? Jiāzhōu
3.	Ta 搞iguo pěngyou dōu zai zhěli
ma? Taizhōng
h. Tā didi, měimei dou zki Zhōngguo ma? Dězhōu
5.	Wing Xiānshengde hilzi dōu zai
Dezh5u ma? Jiāzhōu
6.	Něi liSngwěi Xiānsheng dōu zai
ShiLn^iSi ma? QīngdSo
了《 Tāmen h&izi dōu z^i XiānggSng ma? MSigu6
You: Bū, ylge zki zhěli, ylge hai zai MSiguo.
(No. One is here, and one is still in America.)
Bix, yige zili	zhěli, ylge h&i zai Jiāzhōu.
Bu, ylge zai	zhěli, ylge hai zai Taizhōng.
BCl, ylge zili Zhōngguo, yfge hii zāl Dězhou.
Bū, ylge zeLi Dezhōu, ylge hai zai Jiāzhōu.
Bu, ylge zclI ShinghSi, ylge hāi zai Qīngdao.
Bň, ylge zaLi XiānggSng, ylge hāi zili MSiguō.
1U3
UNIT 4 INTRODUCTION
Topics Covered In This Unit
1.	Arrival and departure times,
2.	The marker
3.	The shi" • de construction.
Materials You Will Need
1.	The C-l and P-l tapes» the Reference List and Reference Notes.
2.	The C-2 and P-2 tapes» the Workbook.
3-	The UD-1 tape.
BIO, Unit U
REFERENCE LIST
(in Beijing)
Nl kiren lai ma?
Is your wife coming?
	B：	Tā lai.	She is coming.
2.	A:	Nl airen lai le ma?	Has your wife come?
	B:	Lai le, tā lai le.	Yes, she has come.
3.	A:	Nī ftlren yS lai le ma?	Has your wife come too?
	B：	Ta hgi měi lai.	She hasn't come yet.
U.	A:	Ta shěnme shlhou lāi?	Vhen is she coming?
	B:	Tā mlngtiān l£i.	She is coming tomorrow.
5.	A:	Nl pěngyou shěnme shlhou dāo?	When is your friend arriving?
	B:	Tā yījlng āko le.	He has already arrived.
6.	A:	Tǎ shi shěnme sh£hou deLode?	When did she arrive?
	B:	Ta shi zuotiān daode.	She arrived yesterday.
7.	A:	Nī shi ylge rěn liide ma?	Did you come alone?
	B:	BG. shi 9 v5 bu shi ylge rěn lāide.	Ho, I didn^t come alone.
8.	A:	Hi shěnme shlhou z5u?	Vhen are you leaving?
	B:	WS jīntiān z5u.	rm leaving today.
9.	A:	Nl něitiān z5u?	What day are you leaving?
	B：	W5 JIntiān z5u.	I*m leaving today•
ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-l tapes)
10.	hSutian	the day after tomorrow
11.	qiantiān	the day before yesterday
12.	tiāntiān	every day
1^5
BIO, Unit k
13. ěrzi li|. nuěr
son
daughter
VOCABULARY
āho	to arrive
ěrzi	son
hdutiān (hěutian)	the day after tomorrow
JIntiān (JIntiān)	today
l£i	to come
le	(combined le_: new-situat: and completion marker)
mlngtiān (mlngtian)	tomorrow
něitiān	what day
nuěr	daughter
qiantiān (qiāntian)	the day before yesterday
shěnme shlhou	vhen
shi...de	(focus construction)
-tiān	day
tiāntiān	every day
ylge rěn	singly, alone
yījlng (yljing)	already
zSu	to leave
zuStian (zuotian)	yesterday
(introduced on C-2 and P-2 tapes)
Jiěhūn měi Jiěhūn
to get married, to be married not to be married
(introduced in Communication Game)
keshi
xiǎng
but
to think, to think that
11+6
REFERENCE NOTES
Hotes on Ho. 1
These sentences refer to future time, but lSi is not a future-tense form. Strictly speaking, Chinese ver*bs do not have tenses. The same form of the verb can be used in present, past, and future contexts.
We translated the sentence Tā zai T&inňn gongzud as "He vorks in Tainan/1 assuming a present context• But in a past contepct we could translate It as "He worked in Tainan”； and in a future context we could translate it as "He vill vork in Tainan •” The verb form gongzud does not tell you vhat time is being talked about. You have to look elsewhere for that information, perhaps to a time expression like "last year” or "nov” or "tomorrow,M or to the conversational setting.
Notes on No. 2
Aspect: Le is an aspect marker. Through the use of and other one-syllable markers (de, zhe, ne, guo), the Chinese language indicates vhether the occurrence being talked a*bout is completed, ongoing, about to occur, or experienced for the first time. Aspect markers may also *be used to indicate vhether the whole situation in the sentence is a nev, changed situation.
"Completion” and "nev situation11 are not tenses "but aspects. Aspect is a vay of talking about events or activities in relation to time. While tenses categorize action in terms of features such as completedness and change. Aspect markers are very different from tense markers because the same aspect may be used in past, present, and future contexts.. We may speak of an action that vill "be completed as of a future time, for example, or of a situation that was new as of a past time. English conmunicates these ideas to a certain extent through the use of many different tenses for the verb (future perfect, simple past, etc,). Chinese does this through the use of aspect markers and time vords. The verbs themselves do not change form.
Le is used in exchange 2 to indicate tvo aspects一completion and nev situation, (it is, however, often used to indicate only one aspect.)
Here, it indicates that the person has come, meaning that the action is completed, and that the person is now here, a changed situation. When the marker Ie refers to both these aspects, ve call it ”combined le.f? Combined le can "be thought of as a telescoping of the completion le folloved by a nev-situatioxi le: le_ le becomes le. In the next two units, you will see the marker le used to Indicate each of these aspects separately.
Notes on No, 3
Negative of combined le: Compare these affirmative and negative forms:
Notice that the marker le does not appear in the negative ansver in the exchange.
H|i_： The negative of a sentence containing combined le_ will include the adverb hai, ”yet,” as well as the negative měi (you) • In English, the ”yet” is frequently left out.
Like other adverbs such as ye, hai alvays precedes the verb, although not alvays directly. Elements such as the negatives and měi may come between an adverb and a verb,
Měiyou, "not have，” is used to negate the aspect of completion; that is, to say that a certain event did not take place. Měiyou may *be shortened to měi. Here are three possible negative ansvers to the question Ta lai le ma? "Has he come?”
affirmative			Hi		(is coming)
negative		bii	lai		(isn*t coining)
					
affirmative			111	le	(has come [nov])
negative	hāi	měi(you)	lSi		(hasnft come [yet])
Tā	hāi	•měiyou	lai.	(He hasnft come yet.)
Tā	hai	mei	lai.	(He hasn't come yet.)
	Hai	měiyou.	| (Not yet.)	
Tā	shlnme shfhou	lai?		(When is she coming?)
Tā	mlngtiān	lgi.		(She is coming tomorrow.)
Ta	yS	lai	le.	(She has come too.)
Note on Nos, k-5
Position of time vords: Time phrases occupy the same position in a sentence as adverbs such as jr? and haibetween the subject and the verb.
Notes on Nos* 6•了
(Shi), "de:* This is another way to indicate the aspect of completion. The aspect marker l«e and the pattern (shi). • • de perform different functions and convey different meanings. This is how they are different:
^On occasion, a speaker may omit the shi (which is why it is written in parentheses in these notes).
The aspect marker le_ or its negative měi (you) is used when the center of interest is whether or not an action took place. For example, if you do not knov whether Mr. Sun came or not, you would ask
Tā lāile měiyou?	Did he come?
and you would "be answered either
Tā lāile.	He came.
or
Tā měi ldi.	He didn't come.
In this question and ansver, you use le_ or its negative měi (you) because the focus is on whether the action took place or not.
The purpose of the (shi)."de construction, on the other hand, is to focus on additional information about a completed action; that is, the construction is used when the center of interest is NOT vhether or not a certain action took place. For example, once it has been established that Mr. Sun did in fact come, the (shi)• "de construction will probably be used for any additional questions and ansvers a"bout his coming. For example:
Tā shi shěnme shlhou laide? When did he come?
Tā shi zuotiān lāide.	He casie yesterday•
Tā shi yige rěn liide ma?	Did he come alone?
Tā shi yige rěn IdicLe.	He came alone.
These questions and ansvers use the (shi)...de construction because you already knov that Mr. Sun came and nov you are asking for additional information about his visit. Many types of additional information can be focus points for which the (shi)...de construction is used. In Tā shi shěnme shlhou lěide? the additional information is the time vhen something happens. In Tā shi yige rěn lāide ma? the information asked for is the manner in which something takes place. Other possible focus points are place, cause of action, goal of action, and performer of action.
Now let*s take a look at how shi and de_ function separately in this construction. The vert shi，coming before the phrase vhich is the center of interest, serves as a signal that what follows is emphasised. The ver"b ”to "be” is often used in a similar way in English to mark the center of interest:
Tā shi zuStiān lāide ma?	Was it yesterday that he came?
Another vay of showing the center of interest in English is "by word stress. Here is a comparison "between focusing in Chinese with (shi)…de and focusing in English with stress:
Tā lai le ma?	Has he come?
Lai le.	Yes, he has.
Tā shi zuotiān lāide ma?	Did he come YESTERDAY?
ShiTTā shi zuStiāīTlaide.	Yes, YESTERDAY.
The marker de coming after the verb indicates completion. When the marker de is not used in the sentence, that sentence no longer describes a completed event. The marker shi by itself emphasizes something about the action. Compare these sentences:
Tā shi JIntiān l&i.	She is coming (later) today.
Tā shi JIntiān laide.	She came (earlier) today.
For the time being, you vill not use shi without de.
The negative form of the (shi)••.de construction is bň shi,•.de. Compare this with the negatives you have already learned:
Notice that in a shi*•>de construction the negative bi precedes the verb shi rather than the main verb. Short ansvers are also formed vith shi rather than with the main verb:
Nl shi ylge rěn lāide ma?	Did you come alone?
Shi, vS shi ylge rěn lāide•	Yes, I came alone.
wS tix shi ylge rěn laide. No, I didn’t come alone.
The (shi)...de construction is not used in every completed-action sentence containing a time, place, or manner phrase. If the center of interest is still vhether or not the action took place, le_ is used. If, for example, you knew that someone was expected to come yesterday and you wanted to find out only whether he actually did come, the conversation might go as follows:
A: Tā zu6tiān mei lSi ma?	Didnft he COME yesterday?
B; Tā zu6tiān lāi le.	He DID COME yesterday.
Tā		shi	zu6tiān		Iii	-de. | (It vas YESTERDAY ■ .that he came.)	
Tā		shi	zu6tiān		l&i	-de. 1 (It vasnft YESTERDAY | that he came.)	
							
Tā					Iii	le.	(He has come.)
Tā			hāi	měi	Iii.		(He hasn’t come.)
							
Tā			(mlngtiān)		lāi.		(He is coming Ctomorrov].)
Tā			(mlngtiān)		lāi.		(He isnft coming CtomorrowD.) •
Literally, yige rěn means "one person." When the expression is used to describe hov someone does something, translate it as "alone•”
Note on Nos. 8-9
The word for "day” is the bound vord -tiān. To ask "vhat day" (literally "vhich day”), the bound vord nSi、 "vhich,” is combined with the bound vord -tiSn, "day”： nSitian (like nSlguo, "vhich country”）.
Some speakers say the -tiān in these words in the Neutral tone: qiantian,, zu6tian, jlntlan^ mlngtiān, hōutian.
nSitiān?	(what day?/which day?)
qiantiān	(day before yesterday)
zuotiān	(yesterday)
JIntiān	(tod®^)
mlngtiān	(tomorrow)
hdutiān	(day after tomorrow)
BIO, Unit h
DRILLS
A.	Transformation Drill
1.	Speaker: Nl Siren lai ma?
(Is your spouse coming?)
2.	Nl funtu zou ma?
3.	Nī pěngyou zSu ma?
U.	Nī gēge zou ma?
5.	Nl JigJie l£i ma?
6.	NX měimei ill ma?
了.	NX didi zSu ma?
You: Nī airen lai le ma?
(Has your spouse come?)
Nl fuzmi z5u le ma?
Nī pěngyou z5u le ma?
Nl gēge zou le ma?
Nl JiSjie lai le ma?
Nī měimei lai le ma?
Nī didi zSu le ma?
B.	Transformation Drill
1.	Speaker: Tā lSi le ma?
(Has he/she come?)
2.	M£o Tongzhi dko le ma?
3.	Lī T6ngzh3t zSu le ma? h.	MS TSngzht z5u le ma?
5.	Zhāng TSngzht l£i le ma?
6.	Huang Tongzhi dao le nsa?
了，	Sūn Tongzht zou le ma?
You: Ta yījlng lai le ma?
(Has he/she already come?)
Mao Tongzhi yijlng d备。le ma?
Li Tongzhi yijlng zSu le ma?
Mǎ TSngzhl yījlng z5u le ma?
Zhāng Těngzht yījlng ill le ma?
Huang Tongzhi yījlng diLo le ma?
Sun TSngzhi yījlng zSu le ma?
153
BIO, Unit U
C.	Response Drill
1.	Speaker: Ta lai le ma?	You: Tā hai měi lai.
(Has he/she come?)	(He/she hasn’t come yet.)
2.	Wang T6ngzhī zSu le ma?	Tā	hai	m4i	zou.
3.	Li Tongzhi dao le jna?	Tā	hāi	měi	dao.
k.	Hě TSngzhi lāi le ma?	Tā	hāi	měi	lai.
5.	Zhao Tongzhi lěi le ma?	Tā	hai	mei	lai.
6.	Liu Tongzhi z5u le ma?	Tā	hSi	měi	zou.
7.	Sun Tongzhi lai le ma?	Tā	hai	měi	l&i.
Response Drill
1.	Speaker: Ta z8u le ma?
(Has he/she left?)
Tā Siren ne?
(And his/her spouse?)
2.	Tā lai le ma?
Ta eLiren ne?
3.	Ta dSo le ma?
Tā āiren ne?
k. Li Tongzhi zSu le ma?
Tā gēge ne?
5.	Wang TSngzhi lai le ma?
Tā airen ne?
6.	Zhao Xiānsheng dao le ma? Tā didi ne?
7.	Zhāng Tongzhi zSu le ma? Chěn Tongzht ne?
You: ZSu le, ta yījlng z5u le.
(Yes, he/she has already left.)
Tā airen yS yījlng zSu le. (His/her spouse has already left too*)
Lai le, ta yījlng lāi le.
Ta. &iren y§ yjjing Iii le.
Dao le, tā yījlng dlto le.
Ta airen y? yījlng dao le,
Zou le, tā yījlng zSu le.
Tā gēge y§ yljing zSu le.
Lai le, ta yījīng lai le.
Ta airen y5 yījlng lai le.
Dao le, tā yījīng dao le.
Tā didi yS yījīng dao le.
Zou le, tā yījlng zou le.
Chěn Tongzhi ye yijīng zou le.
15U
BIO, Unit k
E.	Response Drill
1.	Speaker: Tā lai le ma?
(Has he/she come?)
Tǎ āiren ne?
(And his/her spouse?)
2.	Ta zSu le ma?
Ta Siren ne?
3.	Tā dao le ma?
Tā airen ne?
U. Fāng Nushi 1基i le ma?
Tǎ didi ne?
5.	Lī Xiānsheng deU> le ma?
Tā fihoii ne?
6.	Chěn T6ngzhi z5u le ma?
Jiāng T6ngzhi ne?
了. 、Tā muqin dao le ma?
Tā JiSjie ne?
You: Tā hai mei l&i.
(He/she hasn’t come yet.)
Tā Siren yS hāi měi l£i. (His/her spouse hasn’t come yet either.)	^
Ta h^i m$i zSu.
Ta ^iren y2 hai měi zSu»
Tā hai měi diLo.
Ta Siren y8 h£i měi ddo.
Fāng Nusht hii měi l&i.
Ta didi y8 tail zoěi lāi.
LX Xiānsheng h£i mei dsLo.
Ta funǔ yS h£i měi d&o.
Chěn T6ngzht h&i měi zSu.
Jiāng T6ngzhi y8 hSi mSi z8u.
Tā mǔqin hii měi d§o.
Tā JiSjie yS h£i měi dāo.
F# Response Drill
Give an affirmative response to the first question in each exchange, and include h&i and měi in your response to second question.
1.	Speaker:
Tā z5u le ma?
(Has he/she left?)
Tā airen ne?
(And his/her spouse?)
2.	Tā lai le ma? Tā &iren ne?
3- Tā dao le ma? Tā airen ne?
You: Ta yījlng aSu le.
(He/she has already left.)
Ta Siren h豸i měi zSu. (His/her spouse hasn?t left yet.)
Tā yījīng 1 签i le.
Tā airen hāi měi lai.
Tā yījlng dao le.
Tā airen hai měi dao.
155
BIO, Unit U
U. W&ig Xiānsheng zSu le ma? Tā mǔqin ne?
5.	Qian Tongzhi lSi le ma? Jiāng Tongzhi ne?
6.	MSo Nūshi dao le ma?
Tā měixnei ne?
•7. Zēng Fūren zSu le ma?
Tā tmiqin ne?
Wing Xiānsheng yījlng z5u le Ta mǔqin h£i měi z5u.
Qian Tongzht yījlng lSi le. Jiāng T6ngzhi hāi měi lai.
MSo Nusht yījlng dao le.
Tā měimei hai měi dao.
Zēng Furen yījlng z5u le.
Tā mǔqin hai měi z5u.
Response Drill
1.	Speaker: Tā lai le ma?
(Has he/she come?)
Tā iliren ne?
(And his/her spouse?)
2,	Tā zSu le ma?
Ta Siren ne?
3.	Tā dSo le ma?
Tā Siren ne?
k. Cāo T6ngzhi l£i le ma?
Sun TSngzht ne?
5.	Zhāng Xiānsheng lai le ma? Tā didi ne?
6.	Tā mǔqin dao le ma?
Ta měimei ne?
7.	Wang Nushi zou le ma? Zhāng Nlishi ne?
You: Tā hāi mil lāi.
(He/she hasn’t come yet.)
Tā cliren yījlng lai le. (His/her spouse has already come.)
Ta h£i měi zou.
Tǎ airen yijlng zSu le.
Tā hāi měi dko.
Tā Siren yijīng āko le.
Cao T6ngzhi hti měi lāi.
Sun TSngzhi yījlng lai le.
Zhāng Xiānsheng hāi měi lāi.
Tā didi yijīng lai le.
Tā muqin hii měi ddo.
Tā měimei yījlng deto le.
Wang Nushi hāi měi zou.
Zhang N\isht yījlng z8u le.
156
BIO, Unit 1*
Response Drill
Respond to each question with a completed-action ansver or a yet-to-be-completed answer, depending on the cue.
Speaker: Tā zSu le ma?
(cue) zu6tian (Has he/she left?)
Ta kiren ne?
(cue) zuStian (And his/her spouse?)
Tā l&i le ma?	mlngtiān
Tā &iren ne?	mlngtiān
Tǎ dāo le ma?	zu6tiān
Tǎ aliren ne?	mlngtiān
Tā zSu le ma?	mlngtiān
Tǎ gege ne?	zuotian
5.	Zhio TSngzhi ddo le ma?
zu6tiǎn
Wing T6ngzhi ne? zu6tiān
6.	Tā fttaǔ zSu le ma? mlngtiān Tāmen hiizi ne? zuotiān
了. Tǎ ^iren l£i le ma? zu6tiān Tāmen hllzi ne? mlngtiān
You: Tā yijīng zSu le.
(His/her spouse has already left.)	、
Tā Siren y2 yījlng zSu le, (His/her spouse has already left too.)
TS hai měi l&i.
Ta 在iren y8 hii měi lil.
Ta yījlng dSo le:
Tā Iliren hai měi dao.
Tǎ h£i měi zSu.
Ta gēge yījlng z5u le.
Zhāo Tongzhi yijīng dfio le.
Vang Tongzht yījlng dao le,
Tǎ fōinu hai měi z5u.
Tāmen haizi yījlng z5u le,
Tā āiren yijīng lāi le.
Tāmen h^izi hii měi
I- Response Drill
1* Speaker: Tā shěnme shlhou lai?
(cue) mlngtiān (When is he/she coining?)
You: Tā mlngtiān lai.
(He/she is coming tomorrow
2.	Li Xiānsheng shěnme shlhou zSu? Tā JIntiān z5u.
JIntiān
3.	Hū Xiaojiě shěnme shlhou dao?	Tā hōutiān dao.
hōutiān
b. Huang Taitai shěnme shlhou z5u? Tā mlngtiān zou. mlngtiān
157
BIO, Unit U
5.	Zeng Xiānsheng shěnme shfhou
lāi? hdutiān
6.	Wang XiSojiS shěnme shlhou dao?
JIntiān
7.	Tā shěnme shlhou z5u?
hdutiān
J. Transformation Drill
For each item, ask "vhich d^... .M
1.	Speaker: Tā lai.
(He/she is coming.)
2.	W&ng Xiānsheng z5u.
3.	Li TSitai d&o.
U. Hu TSitai zSu.
5.	Zhǎng Xiānsheng dāo.
6.	Huong TSitai ill.
了.	Tā zSu.
K.	Transformation Drill
1.	Speaker： Tā shěnme shlhou lai?
(When is he/she coming?)
2.	Wing Xiānsheng shěnme shlhou
delo?
3.	Lī Taitai shenme shlhou z5u?
U. Hū Xiānsheng shenme shlhou lai?
5.	Huang Tilitai shěnme shlhou dao?
Tā hdutiān iii. Tā JIntiān dao. Tā hdutiān zSu.
You: Ta nSitiān lSi?
(Which day is he/she coming?)
Wing Xiānsheng nSitiān zSu?
UC TeLltai nSitian dSo?
时 Tāitai nSitiān zSu?
Zhang Xiānsheng nSitiān d爸o?
Hutng Taitai nSitiǎn lāi?
Ta nSitiān zSu?
You; Tā shi shenme shlhou laide?
(When did he/she come?)
Wang Xiānsheng shi shěnme shlhou daode?
Li Taitai shi shěnme shlhou zSude?
Hu Xiānsheng shi shěnme shlhou iSide?
Huang Tāitai shi shěnxne shlhou daode?
158
BIO, Unit U
6.	Lin Taitai shěnme shlhou zǒu?
7.	Tā shěnme shlhou lai?
Lin Taitai shi shěnme shlhou soude? Tā shi shenme shlhou lāide?
L. Transformation Drill
Respond with a shi…de sentence
1,	Speaker: Tā lai.
(cue) mlngtiān (He/she is coining.)
OR Tā Iii le.
(cue) zuotiān (He/she came.)
•2.	Wang Taitai z5u. JIntiān
3T	Huěng TSitai 7,5u le. qiSntiān
U0	Li Xiānsheng lai. hdutiān
5«	Lin Xiānsheng lai le, zuotiān
6,	Ma Xiaojie dao le. qiantiān
when the cue makes it appropriate•
You: Tā mingtian lāi.
(He/she is coming tomorrow.)
Tā shi zuStlān- laide.
(He/she came yesterday-}
Wang TiEitai JIntiān z5u.
Huěng Taitai shi qiantiān z5ude. Li Xiānsheng hSutian lai.
Lin Xiānsheng shi 2uotiaii laide <
Ma Xiaojie shi oiantian daode.
. Response Drill
CVive affirmative responses to th^ quer/t'lcnr’。
1 * Speaker： Tā shi auction laide (Did he/-he come yesterday?)
?.	Xiānsheng shi Jīntiān daode
m^?
3.	Li Tongzhi shi qiantiān zǒude ma?
U, Mao Fūren mlngtiān lai ma?
5.	Tāmen haizi houtiān dao ma?
6.	Tā fumu JIntiān zou ma?
You: ^hide. shi zuotiān 1 系W' (Yer».	she came yesterd^/* )
FliJVr .	Xiānsheng shi J Inti an
daode,
Shide, Li Tongzhi shi qiaiitian zoude•
Shide. Mao Fūren ialng^lān lai. Shide. Tamen haizi houtiān dao. Shide. Tā fumǔ Jintiān sou.
159
BIO, Unit U
7.	Zhang NUshi shi zuotiān laide	Shide. Zhāng Nushi shi zuotiān
ma?	laide.
N. Response Drill
Give negative responses to the shi" •de questions.
1.	Speaker: Ta shi zuotiān l£ide
ma?
(Did he/she come yesterday?)
2.	Jiǎng Xiānsheng shi JIntiān
dāode ma?
3.	Zhāng TSngzhī shi qiintiān
z5ude ma?
k. Tamen shi zuStlān lāide ma?
5.	Tamen hiizi shi qiāntiān dSode
ma?
6.	Hě Tongzhi shi Jīntiān zSude ma?
7.	Tā ^iren shi zu6tiǎn lāide na?
You: Bū. Tā "bu shi zuotiān laide. (No. He/she didn't cone yesterday.)
Bil. Jiāng Xiānsheng tu shi JIntiān d^ode.
B\i. Zhāng Tongzhi bu shi qiāntian z5ude.
Bū. Tāmen "bū shi zuotiān lāide.
Bū. Tamen h£izi bu shi qiantian diode•
Bfi. He Tongzhi bū shi jīntiān zSude•
B\i. Tā eLiren bu shi zuotiān l4ide.
0.	Response Drill
According to the cues, give an affirmative or a negative response to each shi…de question.
1. Speaker:
OR
Ta shi zu6tiān lāide ma?
(cue) affirmative (Did he/she come yesterday?)
Ta shi zuotiān l&ide ma?
(cue) negative (Did he/she come yesterday?)
Wang Tongzhi shi qiantian daode ma? neg.
You: Shide. Tā shi zuotiān lāide. (Yes. He/she came yesterday.)
Ta shi zuStian laide < (No. He/she didnft come yesterday.)
Bu. Wang Tongzhi bu shi qiantiān daode•
l60
UNIT 5 INTRODUCTION
Topics Covered in This Unit
1.	Date and place of Mrth.
2.	Days of the week.
3*	Ages.
U.	The marker le_ for new situations.
Materials You Will Need
1.	The C-l and P«1 tapes, the Reference List and Refererce Nc'-
2.	The C-2 and P-2 tapes， the Workbook.
3.	The 5D-1 tape.
BIO, Unit 5
REFERENCE LIST
(in BSiJīng)
1.	A: Anděsěn Pǔren, ni shi zeli
xi&r shěngde?
B: W5 shi zsli Dězhōu shěngde.
2.	A: Nīmen shi XIngqIsi daode ma?
B: Bū shi, women shi XIngqIwfi daode•
3.	A: Nimen xīngqlJi z5u?
B: WSmen XIngqītiān zSu.
k9 A: Nl shi nSini^n shěngde?
B: W5 shi Yij iǔsānj iunian shěngde•
5.	A:	NI	shi	Jlyiiě	shěngde?
	B:	W5	shi	Qlyiie	shěngde.
6.	A:	ni	shi	ilhko	shěngde?
	B:	wS	shi	Sih^o	shěngde.
7.d	A:	NI	duo	dā le?	
8.**A
A
10.
B
WS ěrshisi le.
Ni du6 del le?
W8 sānshivǔ le.
Nlmen nuhaizi Jisui le?
Tā basu文 le.
Nlmen nanhaizi dōu Jlsut le?
Yfge Jiǔsui le, ylge liusut le.
Mrs. Anderson, where were you born嗲
I vas born in Texas•	-
Did you arrive on Thursday?
No, we arrived on Friday.
What day of the veek are you leaving?
We are leaving on Sunday.
What year were you bora?
I was bom in 1939.
What month were you born?
I vas born in July.
What day of the month were you "born?
I vas born on the fourth.
Hov	old	are	you?
I,m	2U.		
How	old	are	you?
Ifm	35.		
How	old	is your girl?	
She1	fs eight years old.		
Hov	old	are	your boys?
One	is nine		,and one is
*This exchange occurs on the C-l tape only.
t1fcThis exchange occurs on the P-l tape only.
163
BIO, Unit 5
ADDITIONAL REQUIRED VOCABULARY
(not	presented on C-l and P-l tapes)	
11.	hSunian (hSxinian)	the year after next
12.	Jlnnian (jlnnian)	this year
13.	mlngniān (mlngnian)	next year
Ik.	niānnlān (nlannian)	every year
15.	qiānnian (qiannian)	the year before last
16.	K s qunian (qunian)	last year
164
BIO, Unit 5
VOCABULARY
duo diL	how old
hdunian (hduaian)	the year after next
Jlhao jīnnian (jīnnian) Jisui Jīyiiě	what day of the month this year how old what month
mlngniān (mlngnian)	next year
nSinitn nlannian (ni&nnlan)	vhich year every year
qianniān (qiānnian) quniān (qunian)	the year before last last year
shēng -sul	to be born year (of age)
xīngqlJI Xīngqītiaci Xīngqlyl (XIngqIěr， Xīngqīsān, Xīngqǐsi, Xīngqīwǔ, Xīngq.Ili\i)	what day of the veek S\inday Monday (Tuesday, Wednesday, Thursday Friday, Saturday)
(introduced on C-2, P-2,	and drill tapes)
shangge yiiě xicLge yiiě zheige yiiě	last month next month this month
165
Note on No. 1
The shi..tde construction is used to focus on place expressions as well as on time and manner expressions.
W5	shi	zki MSiguo	shēng		(I vas born in America.)	WHERE
W5	shi	zu6tian	deto	_de*	(I arrived yesterday.)	WHEN
W5	shi	ylge rěn	lSi	■de*	(I came alone•)	HOW
xīngqijī?	(vhat day of the veek?)
Xīngqīyl	(Monday)
Xīngqīěr	(Tuesday)
Xīngqisan	(Wednesday)
Xlngqīs玄	(Thursday)
Xīngqlvǔ	(Friday)
Xīngqīli^	(Saturday)
Xīngqltian	(Sunday)
Notes on Hos. 2_3 Days of the veek;
Until nov, you b^ve alvays seen JI-, Mhov many，" at the beginning of a word (jige hfiizi, Jlvěi xiānsheng, J^Ch|o). In xingqljit -Jl is at the end of the word. In both places, occupies the position of a numter and acts like a number: xingqiJl* ^rtiat number day of the veek?”
Notes on No* U
The word for "year,” -nlSn> is a "bound word (like the vord for "day," -tian)« The question word neini&n, "vhich year,” is formed with the "bound vord nSi-» "vhich•”
The year is given as a sequence of digits, so that 1972, YiJigqlěrnifin. would literally be Mone-nine-seven-two year。" In a sequence of digits, the word ěr (not liSng-) is used for 2, and the vords for 1, T, and 8 keep their "basidigh tones. (See notes on No. 10 for cases in which these tones change.)
Note8 on No* 5 Months:
jīyiiě?	(what month?)			
Yiyuě	(January)		Qiyuě	(July)
Eryuě	(February)		Běyiiě	(August)
Sānyiiě	(March)		Jiǔyuě	(September)
Siyuě	(April)		Shlyīiě	(October)
WSyiiě	(May)		Shlylyuě	(November)
Liňyuě	(June)		Shlěryiiě	(December)
Since the names of the months are formed with numbers,	"hov many,”
is the appropriate question word to use for "vhat month." Ji- is used in Běijlng to ask for a number expected to be around 10 or 11.
Notice the tones on the vords for 1, T» and 8, which most Peking speakers pronounce as Rising before Falling-tone words such as yiiě. The syllable -yi- in the vord for "November*” however， is usually pronounced with the High tone: Shiyiyiiě• (See the notes on No, 10 for a summary of tone changes.)
Notes on No, 6
Days of the month are expressed by the numter of the day folloved by the bound word -h&o. You will remember that -h|o is also used in giving addresses.
In asking about days of the month,	"hov many,” is used, even though
the question may "be answered by a nuniber as high as 31.
The month and day of the month may "be given together. For example,
Ni shi JJyuě JlhSo shěngde?	What is your month and day of
birth?
W8 shi B&yuě Jiǔhao shěngde.	I was "born on August 9.
Notes on Nos- 7-8 •
Ni du$ da le? ”Hov old are you?" literally means "Hov big (in years of age) are^you?^~This is a common 'way to ask a personfs age. The question is appropriate for asking the age of a child or a young adult* but the expression is not considered polite enough for asking an older adult his age. (More formal ways to ask a person1s age will be introduced on the C-2, P-2, and drill tapes.)
The marker le_vhich ends these sentences calls attention to the fact that something is true now that was not true before • * Le has only this nev-situation meaning in these sentences. It has no meaning of completion, since9 in fact, there is no completed event.
One way to reflect the new-situation le^ in the English translation is to add the word "now": ,fI,m 35 nov•” Essentially, however, ”nev situation" (sometimes called change of state") is a Chinese grammatical category with no simple English equivalent.
The marker le for nev situations is alvays found at the end of a sentence and is sometimes called Hsentence le.M
Notice that neither ansver contains a verb. The verb that has been left out is y5u% "to have•” The verb may not be left out in the negative: WS měiyou sānshivu% "I’m not 35•"
Notes on Ho. 9
-sul: In the traditional Chinese system of giving ages, a person is one -sui old at birth and becomes another -sui old on the New Year1s following his "birth. A "baby born the day before New Yearf s would thus be two -8ui old on the day after his birth. Most Chinese, however, have nov switched to the Western style of computing age and use -sul Just as ve use "years old.
The word -sui> like the word -h|o, is a "bound word shoving what kind of thing a number is counting.
In a date or address you are listing a number and use er for 2, while in giving an age you are counting an amount of something and use liSng: liSngsui, "two years old."
*Ages may also be asked and given vithout using the new-situation le_.
Notes on No. 10
The vord dōu is used when "toth" or "all” would probably not *be used in English, namely, when expecting different information about each of the things (or persons) being discussed. MA11" tends to "be collective， asking or telling about something the members of a group have in common• Dōu can *be distributive, asking or telling something about the members of a group as individuals.
Yl» gl, bS: In the spoken language of Peking, the "basic High tones of yī, qlt and ba usually change to Rising tones before Falling-tone words (such as -hāo, yiiě, and -sut)• This change is most common vhen the complete number given has only one digit• When there are two or more digits, the gl and *bǎ of numbers ending in 7 and 8 are more likely to have Rising tones than the of niambers ending in 1 (which is usually in the High tone). Compare:
Shlqlhiio	the 17th
Shiyiyiiě	November
In all cases, the High tone is more likely to "be kept in rapid speech. You may also encounter speakers who never make changes in the tones of and ]bā.
Remember that, in the digit-ty-digit form of giving the year, the numbers 1，7，and 8 keep their "basic High tones: YIj iubāliuntan. 1986
Note on Additional Required Vocabulary
In the Chinese system of expressing relative time in terms of days and years, only one pair of terms is not parallel: zu6tiān> "yesterday,” and qunian> "last year•"
DAYS	qiSntiǎn	zuStian	JIntiān	mlngtiān	houtiān
YEARS	qiannian	qunian	jīnnian	mlngniān	hSunian
BIO, Unit 5
DRILLS
A.	Response Drill
1.	Speaker： QXngvěn, tā ahl zai nSr
shěngde?
(cue) Dězhou (May I ask, where vas he/she born?)
2.	QXngvěn, nl airen shi zii nSr
shěngde? Jiāzhōu (May I ask, where was your spouse born?)
3.	Qīngwěn, tā airen shi zeti nSr
shěngde? Shltn 功 Si (May I ask, where vas his/her spouse bom?)
U. Qingvrěn, nl h&izi shi zki nSr shěngde? Stchuān (May I ask, where vas your child born?)
5.	^QXngvěn, nlmen nuhaizi shi zki
ń&r shěngde? BSiJIng (May I ask, where vas your daughter ^0171?)
6.	Qlngvěn, nlmen nanhāizi shi zai
n&r shěngde? I^zhou (May I ask, vhere vas your son born?)
7.	Qlngvěn, Zěng Xiānsheng shi zk±
nSr shěngde? Ňiu Yiiē (May I ask, where vas Mr. Zēng born?)
You: Ta shi zal Dezhou shěngde. (He/she vas born in Texas.
Ta shi zki Jiāzhōu shěngde• (He/she was bovn in California.)
Ta shi zki ShdhghSl shengde. (He/she was born in ShinghSi.)
Ta shi zcli Sichuan shěngde * (He/she vas born in Stchuǎn.)
Tā shi zdi BSijlng shěngde. (She was born in B?iJIng.)
Tā shi ziLi Mazhōu shěngde •
(He was tom in Massachusetts.)
Tā shi zeli Nifi Yiiē shěngde. (He vas born in New York.)
B.	Substitution Drill
Speaker: Qīngvěn, nl shenme shlhou zou?
(cue) něitiān (May I ask, when are you leaving?)
You: Qīngwěn, nl něitiān z5u?
(May I ask, what day are you leaving?)
171
BIO, Unit 5
3.
h.
5.
Qīngwěn， nī Jīyiiě
Qīngvěn, nī Jlhāo
Qīngvěn, nl nSinian
nSitiān zSu? jīyiiě zSu? Jīhao zou?
Qīngven, ni nSinian z5u? Jīyiiě JīhSo
Qingvěn, n£ jīyiiě JlbSo zou? xīngqlJI
Qīngwěn, nī Jīyiiě zou?
Qīngwěn, nī jīhāo z5u?
Qīngven, nl nSinlan zSu?
Qīngwěn, nī Jīyiiě Jīhao zou?
Qīngwěn, nl xīngqlJī z5u?
T. Qīngvěn, nl xīngqījl zou?
C.	Substitution Drill
1.	Speaker: WSmen Xīngqīyl zSu.
(cue) Xlngqlěr (We are leaving on Monday.)
W8men Xīngqlěr zSu.
Xīngqīsān
WSmen Xīngqīsān zSu.
XīngqXsi
WSmen Xīngqīsi z§u. xīngqlJI
W5men xīngqlJī zSu?
Xlngqlvu
WSmen Xlngqlvu z5u. Xīngqītiān
WSmen Xīngqītiān z5u. Xlngqlliū
WSmen Xlngqlliū zou.
You: WSmen XIngqIěr zSu.
(We are leaving on Tuesday.)
WSmen Xīngqīsān z5u.
WSmen Xingqīsī zSu.
Women xlngtjIJI z5u?
Women Xlngqlvu zSu.
W5men Xīngqītiān z5u.
WSmen Xlngqlliū z5u.
172
BIO, Unit 5
D.	Response Drill •
1.	Speaker: Nl haizi shi nSinian
shěngde?
(cue) 1971 (What year was your child born?)
2.	Lī Xiānsheng shi něiniān shěngde?
19认
3.	Nī didi shi nSinlan shěngde?
19^0
U. Něige hiizi shi nSiniān shěngde? 1967
5.	Zheige ninhiizi shi nSinlan
shengde? 1968
6.	Něige rěn shi něinian shěngde?
1927
了. Tā shi nSini^n shěngde?
1933
You; Ta shi YIJiǔqlylnifin shěngde, (He/she was born in 1971.)
Ta shi Yljiǔststniin shěngde.
Tā shi YIJ iǔstllngniSn shěngde.
Tā shi Yljiuliiqlnifin shěngde.
Tā shi YĪJiǔlliibǎni&i shěngde.
Tā shi YlJiǔěrqlniSn shěngde.
Tā shi YXJiǔsansānni&i shěngde.
E.	Response Drill
1.	Speaker: Tā shi Jlyuě shěngde?
(cue) Eryiiě (What month vas he/she born?)
2.	Ta airen shi jīyiiě shěngde?
You: Tā shi Eryuě shěngde.
(He/she was bom in February.
Tā shi Wuyiiě shěngde.
3. Zhǎng Tōngzhi shi Jīyiiě shěngde? Siyiiě
k. Wang Tongzhi shi jiyiiě shěngde? Shiyiyiiě
5. Nl airen shi Jīyiiě shěngde?
Bāyuě
Tā shi Siyiiě shěngde.
Tā shi Shiyiyiiě shěngde,
Tā shi Bayuě shěngde.
Nl gēge shi jīyiiě shěngde? Shiěryiiě
Tā shi Shlěryiiě shěngde.
173
BIO, Unit 5
7.	Tā měimei shi Jīyiiě shěngde?	Tā shi Liōyuě shěngde.
Liňyuě
F,	Expansion Drill
1.	Speaker: Tā shi Ylyiiě shěngde.
(cue) ylhao (He/she vas born in January.)
2.	Tā shi Ylyuě shěngde.
shlyīhilo
3.	Tā shi Ylyuě shěngde.
ěrshilidh^o
U. Tā shi Ylyiiě shěngde. qlhio
5.	Tā shi Ylyiiě shengde.
shlsihilo
6.	Tǎ shi Ylyūě shěngde.
^rshib^iilo
了. Tā 8hi Yiyuě shěngde. shfhāo
You: Tā shi Ylyiiě ylhSo shěngde. (He/she was *born January first.)
Tā shi Ylyiiě shlyīhio shěngde _
Tā shi Ylyuě ěrshiliuhdo shengde <
Tā shi Ylyuě qthko shengde•
Tā shi Ylyuě shisihko shěngde.
Tǎ shi Ylyiiě ěrshib£h&Lo shengde.
Tā shi Ylyuě shihko shěngde•
Response Drill
1• Speaker; Nlmen nShSizi Jlsut le? (cue) 5 (How old is your daughter?)
2.	nanhaizi .llsui le? 11
3-邮 Taitai nuhaizi Jisui le?
13
h.	fi (neiwi	le? T
s. Ki ninhaizi Jīsut le? 6
You: Tā wttsui le. (She is five.
Tǎ 8hiyīsui le. Ta shlsānsui le.
Tā qlsuī le.
Tā liusut le.
nk
BIO, Unit 5
6.	NX nuhaizi jXsut le? k	Ta sisui le.
7.	Něige nanhaizi Jīsui le? 8	Tā basui le.
Response Drill
1.	Speaker: Tǎ duo da le?
(cue) 35 (How old is he/she?)
2.	Nl gēge duo da le? kk
3.	NX didi duo dS le? 30 U. TS JigJie duo āk le? U7
5.	NX měimei duo del le? 32
6.	Tā iliren duo del le? 28
了. Wing Tongzhi du6 dd le? Ul
You: Tā sānshivS le. (He/she is 35.]
TS
Tā
Ta
Tā
Tā
Tā
sishisi le. sānshi le. 8i8hiqī le. sanshiěr le. ěrshibā le. sishiyl le«
I.	Response Drill
1* Speaker: Nfn muqin duS dā suishu le?
(cue) 65 (Kow old is your mother?)
2e Nln fuqin duo da suishu le?
6 了
3.	Ta jiejie du6 da suishu le?
1*6
U. Tā gēge du6 da suishu le? kh
5.	Zhāng Xiānsheng duo da suishu le?
了 2
6.	Wang Taitai duo da suishu le?
59
You： Ta liūshiwusui le. (She is 65.)
Tā liu^hiqlsut le. Tā sishiliusui le. Tā sishisisui le, Tā qīshiěrsut le. Tā wǔshiJiǔsui le.
175
BIO, Unit 5
7.	^ng Tāitai měimei du6 da suishu Tā wushibasui le. le? 58
J. Substitution Drill
Substitute shangge yiiě, f’last month" (May), zhěige yuě% ’’this month”
(Jxine), or xi&ge yuěT next month11 (July)，according to the month mentioned in the speaker's sentence.
1.	Speaker: Tā shi Wuyiiě liide. (He/she came in May.)	You:	Ou. Tā shi shangge yiiě laide. (Oh, He/she came last month.)
2.	Tā Qlytiě lāi.	Ou.	Tā xilLge yuě lāi*
	(He/she is coming in July.)	(Oh.	He/she is coining next month.)
3.	Tā Liiiyiie lai.	Ou.	Tā zhěige yuě lai.
	(He/she is coming in June.)	(Oh.	He/she is coming this month.)
li.	Tā shi Liuyiiě lāide.	Ou.	Tā shi zhěige yuě laide.
5.	Tā Qlyuě z5u.	Ou.	Ta xiāge yiiě z5u.
6,	Tā shi Vuyiiě daode.	Ou.	Ta shi shangge yiiě daode.
•T	TS shi LitJyūě z5ude.	Ou.	Tā shi zhěige yiiě zSude.
K. Transformation Drill
Each of the speakerfs statements is the answer to a question. After ：ve?*ring each ansver, ask the question which could have prompted the response
i.	Speaker: Tā shi YIJifisānwQnian	You: Tā shi nSiniin shěngde?
shěngde.	(What year vas he/she born?)
He/she vas born in 1935.)
)T5. shi Siyuě laide.	Tā shi Jlyuě lāide?
vH^/she came in April.)	(What month did he/she come?)
Tā shi Xlngqlvu zSude. vr^/she left on Friday.)
Ta shi xīngqlJi zoude?
(What day of the week did he/she leave?)
UNIT 6 INTRODUCTION
Topic8 Covered in This Unit
1.Duration phrases•
2.The marker Le for completion.
3.The ”double le" construction.
U. The marker -guo.
5.Action verts•
6.State verts.
Materials You Will Need
1* The C-l and P-l tapes, the Reference List and Reference Notes.
2.	The C-2 and P-2 tapes, the Workbook.
3.	The 6D-1 tape.
BIO, Unit 6
REFERENCE LIST
(in	Taipei)		
1.	A:	Nl zhu duo Jiǔ?	How long are you staying?
	B:	W5 zhū ytni&i.	I'm staying one year.
2.	A:	Nl taitai zhu duo Jiu?	Hov long is your wife staying?
	B:	Tā zhu liSngtiān.	She is staying two days.
3.	A:	Nī taitai zki XiānggSng zh\l du6 Jiu?	How long is your vife stewing in Hong Kong?
	B:	WS xiSng tā zhii liSngtiān.	I think she is staying two days.
U.	A:	Nl xiSng zhti duo JiS?	Hov long are you thinking of staying?
	B:	W8 xiSng zb^L ytnian.	I1® thinking of staying one year.
5.	A:	坑 xiSng zsLl TiivSn zhtl du6 Jiu?	Hov long are you thinking of staying in Taiwan?
	B:	WS xiSng zhū bage yiiě.	I'm thinking of staying eight months•
6*	A:	Nl pěngyou xiSng zhu duo Jiu?	How long is your friend thinking of staying?
	Bi	Tā xiSng zhu liSngge xīngql.	He is thinking of staying two veeks•
7a	A:	NI iSile du6 Jiu le?	Hov long have you been here?
	B:	W5 liile 8antian le.	I have 'been here three days.
8.	A:	Nī teLitai zki Xianggang zhūle du6 jiu?	How long did your wife stay in Hong Kong?
	B:	Tā zhdle liSngtian,	She stayed two days.
9.	A:	Tā lai le ma?	Did he come?
	B:	Lai le, tā lai le.	Yes, he came.
10.	A:	Tā lai le ma?	Did he come?
	B:	Měi lai, tā měi lāi•	No, he didnft come.
11.	A:	Nl congqian laiguo ma?	Have you ever been here before?
	B:	Wo congqian měi laiguo.	I have never "been here before.
*This exchange occurs on the C-l tape only.
179
BIO, Unit 6
ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-l tapes)
12.	qū	to go
13,	Niu Yuě	Nev York
VOCABULARY
congqiSn	before
du6 jiu	how long
-guo	(experiential marker)
Niu Yūē	New York
qō	to go
xiSng	to think that9 to want to；
would like to
Xiangg&ng	Hong Kong
xīngql	veek
to live somewhere
180
REFERENCE NOTES
Notes on No, 1
Expressions like duōjiu, "hov long,” and yini&n> "one year,” called duration phrases, come after the vert.* Notice the contrast vith time-when phrases, like shěnme shlhou, ’’when," and .1 inni£n> ”this year,” vhict come "before the verb.
If a duration phrase is used with the verb zhň, this phrase preempts the position after the vert; and any place phrase, like zSi BSiJIng, must come before the vert.
Yiniňn: In telling how many years (giving an amount) no counter is used'~The tone on 这，"one," changes to Falling before a Rising tone.
NX	shěnme shlhou	zSu?		(When are you leaving?)
NI		zhii	du6 jiu?	(Hov long are you staying?)
W5		zhū	zai BSijīng.	(I,m living in Běijlng.)
Ni	zki Běijīng	zhu	du6 Jiu?	(Hov long are you staying in Beijing?)
Note on No* 2 ,
LiSngtiān: -tiān, "day，" like -ni|n, "year，” is used vithout a counter. When telling how many of something, the number 2 takes the form liang.*
(See Unit 3， notes on Nos. 3-总•）
Notes on Nos. 3」*
The verb xiSng, "to think that，” ”to want to9" "vould like to，” may be used as a main verb or as an auxiliary verb. As a main vert it means "to think that.,f It is used this vay in the answer of exchange 3 and in the following examples.
W8 xiǎng tā mlngtiān iSi.	I think he is coining tomorrow.
W5 xiǎng tā "bti qū.	I think he is not going.
When xiSng is used as a main vert meaning "to think that,” it is not made negative. This may be a special problem for English speakers who are used to saying "I don't think he is going.” In Chinese, it is HI think he is not going/1 W5 xiSng tā "bň qn.
When xiSng is used as an auxiliary verb，it means ,fto want to," "vould like to•” It is used this vay in exchange U, which could also *be translated as ,fHow long vould you like to stay?” Here are other examples:
A: Nī xiǎng zou ma?	Would you like to leave? OR
Do you want to go?
B: Wo bu xiang zSu.	I donrt want to leave.
Ni xiSng zai Taibei gōngzud ma?	Do you want to work in Taipei?
*”One day" is yitiān. The tone on jri_ changes to Falling "before a High -tone.
Notes on Nos» 5-6
You already knov that ylniSn and yttiǎn are used without counters. The words for *fmonthM and week," however, are used with counters• Compare:
Note3 on No, 了
le…le, "up until nov,” ,fso far”： The use of conqpleted-action le after the verb and of new-situation le after the duration phrase telīi" you how long the activity has been going on and that it is still going on. The ansver could also have "been translated tfI have been here three days so far •” This pattern is sometimes called "double le^."
Notice that when ig is in the middle of a sentence (in this case， because it is followed by a duration phrase), ve write it attached to the verb before it: laile duo .Hu le
sǎntiān	(three days)
sānnian	(three years)
sānge xīngql	(three veeks)
sǎnge yiiě	(three months)
Notes on No. 8
Completion le; Here you see the marker le used to indicate one aspect, completion. Compare a sentence vith one le to a sentence with tvo le_fs:
W5 zai nar zhule sǎntiān.	I stayed there three days.
W5 zai zhěr zhule sǎntiān le.	I have been here (stayed here) for
three days nov (so far).
Completion le is used with verbs that describe actions or processes, not vith verbs that describe a state or condition, or a continuing situation. The following sentences, describing states or ongoing situations, have past-tense verts in English but no in Chinese.
Něige shlhou tāmen zhi ySu	At that time they had only two
liSngge hāizi_	children.
Tā quniān bu zai Shanghai,	He vasnTt in ShSnghāi last year;
zsli BSiJIng.	he vas in Běijlng.
Verb types in Chinese: In studying some languages, it is important to learn vhether a noun is masculine, feminine, or neuter. In Chinese, it is important to learn whether a verb is an action, state, or process verb. These three vert categories are meaning (semantic) groups• A verb is a member of one group or another depending on the meaning of the vert. For instance, "running” and "dancing" are actions; ^being good” and "being beautiful11 are states; and Mgetting sick" and ^melting11 are processes • In Chinese, grammatical rules are applied differently to each semantic verb category. For the most part, you have learned only action and state verbs in this course; so these comments vill be confined to those tvo verb categories. (See Unit 8 of this module for process verts,)
Action verbs: These are verbs vhich describe physical and mental activities. The easiest to classify are verbs of movement such as "walking," "running,” and "riding*’； however, action verbs also include verbs with not too much motion, such as "vorking” and ”writing,’’ and verbs with no apparent motion, such as "studying." One test for determining if a verb is an action is asking ”What did he do?” "He arrived,” ”He spoke," and ’’He listened” are answers which contain action verbs. ”He knew/1 ”He wanted/* and "He is here" are answers which contain state ver*bs, not action verbs. Some of the action verbs you have learned are:
dao (to arrive)	lSi (to come)
gōngzuo (to work)	zhu (to live, to stay)
State verbs: These verbs describe qualities， conditions, and states. All adjectival verbs, &uch as hǎo9 Mto be good，’’ and jiǔ, "to be long (in time)," are state verts. Emotions, such as flbeing happy” and "being sad,” are expressed with state verts. "Knowing,w "liking,” "wanting,” and "understanding," which may be called* mental states, are also expressed with state verbs. Also, all auxiliary verbs, such as xlSng^ ,fto want to,"
"would like to," are state verbs. Here are some of the state verbs:
dS (to be large)	shi (to be)	'
dui (to be correct)	Ji&o (to be called)
xing (to be surnamed)	z5i (to te at)
xiSng (to want to)	zhīdao (to know)
Aspect and verb types： Not every aspect marker in Chinese may be used with all type8 of verbs. Completion le does not occur with state verbs•
It does occur with action verts.
ACTION Tā yijīng āko le.	He has already arrived.
Tā gōngzudle yiniān.	He worked one year,
Tǎ lai le ma?	Did he come?
STATE Tā qunian bu zai zhěr.	He wasn’t here last year*
Ta zuotiān xiSng qu.	Yesterday he wanted to go.
Tā zu6tlān bxi zhīdao.	He didntat knov yesterday.
Notes on Nos. 9-10
Compare the two possible interpretations of the question Tā ill le ma? and the ansvers they receive：
Completion le
The first question, with completion ie, asks only if the action took place. The second question, with combined le. asks both whether the action has been completed and whether the resulting new situation still exists.
Notes on No. 11
The aspect marker -guo means literally ”to pass over," "to cross over. The implication is that an event took place and then ceased at some time in the past.
It may help you to conceptualize -guo in terms of a bridge. The whole "bridge is the event. The marker -guo stresses the fact that not only have you crossed over the bridge but at present you are no longer standing on it.
The meaning of -guo changes slightly depending on what type of verb it is used with: action or process, (-guo may not "be used with state verts.) With an action verb, -guo means that the action took place and then ceased at some time before the present. With a process vert, -guo means that the process took place and that the state which resulted from the process ended at some time before the present.
Remember that aspect markers like Le and -guo are used only when the speaker feels it necessary to stress some feature or aspect of an event.
Le is used to stress finishing, or completion, -guo is used to stress that a situation occurred in the past and vas "over or "undone,’ before the time of speaking (that is, the absence of that situation followed the situation).
Let's contrast -guo vith completion le_: Both le^ and -guo express completion, tut -guo stresses that an action is no longer being performed, or that a state resulting from a process no longer exists. For example,
Tā lai le means ’’He came’，or "He has come,n not indicating vhether or not he is still there. But Tā laiguo means ”He came" with the specification that he is not there anymore--that is, he came and left.
Tā			lai	le	ma?	(Has she come?)
Tā			lai	le.		(She has come, OR Shefs here.)
Tā	hai	měi	lāi.			(She hasnft come yet.)
Combined le
One of the uses of the aspect marker -guo,is in sentences which express experience or having * experienced something at least once in the past, that is, ffto have had the experience of doing something.11 This is hov -guo is used in exchange 11. In a question, the marker -guo can he reflected *by the English word ,fever,11 and in a negative statement by "never.
The negative of Ta lai le does not include a le, but the negative of Tā laiguo does have a -guo* The negative adverb m?i is used to negate both completion le and -guo*
NI	c6ngq.iin		lai	-guo	ma?	(Have you ever been [come] here before?)
WS	congqian	měi	lSi	-guo.		(I have never been [come] here "before.)
WS	congqian		lai	-guo.		(I have "been [come] here before•)
Tā		lai	le.
Tā	měi		
			
Tā		lai	-guo.
Tā	měi	lai	-guo.
BIO, Unit 6
DRILLS
A.	Response Drill
1.	Speaker: Zhāng Xiānsheng 2hu duo
Jiu?	、
(cue) ylge yiie (How long is Mr. Zhāng staying?)
2.	Wang XiaoJiS zhii du6 Jiu?
liSngge xīngql (How long is Miss Wāng staying?)
3.	Hū Taitai zhū duo Jiu?
sānge yuě (How long is Mrs. Hu staying?)
h. Tā zhū duo Jiu?
sīge xīngql (Hov long is he/she staying?)
5* Tā taitai zhū duo Jiu?
liSngge xīngql (Hov long is his wife staying?)
6.	Li Xi&ojiS zhu duo jiu?
wfige yuě (Hov long is Miss Ll staying?)
7.	Tā xiānsheng zhū duo Jiu?
liuge xīngql (Hov long is her husband staying?)
You: Zhāng Xiānsheng zhū yfge yiiě. (Mr. Zhāng is staying one month•)
Vang XiaojiS zhu liangge xīngql. (Miss Wang is staying tvo veeks.)
Hu Taitai zhu sānge yuě.
(Mrs. Hu is staying three months.)
Tā zhū sige xīngql.
(He/she is staying four veeks.)
Tā taitai zhu liSngge xīngql• (His wife is staying two weeks.)
Lī Xiaojie zhū wuge yiiě.
(Miss Li! is staying five months.)
Tā xiānsheng zhu liuge xīngql.
(Her hus*band is staying six veeks.)
B.	Response Drill
1.	Speaker: Zhāng Tongzhi zhu duo
jiu?
(cue) sāntiān (How long is Comrade Zhāng staying?)
2.	Tā mǔqin zhu duo jiu? yinian
3.	Tā fuqin zhu duo jiu? vutiān
h. Wajig Tongzhi zhu duo Jiǔ? bātiān
You: Zhāng Tongzht zhu sāntiān. (Comrade Zhāng is staying three days.)
Tā mǔqin zhu yinian*
Tā fuqin zhu vutiān. Wang Tongzhi zhū bātiān.
188
BIO, Unit 6
5.	VH ji5jie zhū duo Jiu?	W5 Ji?Jie zh^ liSngnian.
liSngnian
6.	Hū T6ngzhi zhū du6 Jiu?	Hū Tongzhi zhū sttian.
8itiān
了， Tā zhti duo Jiu? sānnian	Ta zh\i sānni&n.
C.	Response Drill
1.	Speaker: Ta muqin zhii du6 Jiu?
(cue) liSngge yiiě (How long is his/her mother staying?)
2* Tā měimei zhū duo Jiu? ylge xīngql
3.	Zhāng Taitai zhii du6 Jiu? JiutiSn
U. Ta gēge zhvl du6 JiS? sige xIngq.X.
5- Wang Xiānsheng zhii dud Jiu? ylge yuě
6.	Tā iiii zhu du6 Ji3?
yinian
7.	Tā jiSjie zhu duo Jiu?
shitiān
You: TS muqin zhū liSngge yuě. (His/her mother is staying two months•)
Tǎ měimei zhū ylge xīngql.
Zhǎng Tiitai zhd JiStiān*
Tā gēge zhu sige xingqī.
Wang Xiānsheng zhū yfge yuě.
Tā āiāi zhu ytnian.
Ta jiSjie zhu shftiān.
D.	Expansion Drill
You: Zhāng Taitaide gēge zāi Xianggang zhu duo Jiu? (Hov long is Mrs. Zhang's older "brother staying in Hong Kong?)
2.	Jiāng Xiānshengde didi zhu du6	Jiāng Xiānshengde didi zěi
Jiu? Guangzhou	GuSngzhou zh5 duo Jiu?
1. Speaker: Zhāng Taitaide gēge zhū duo Jiu?
(cue) Xianggang (How long is Mrs. Zhāng1s older brother staying?)
189
BIO, Unit 6
3.	Zēng XiǎoJi?de měimei zhu duo Jiu? Zhōngguo
U, Chěn Tongzhtde JiSjie zbū duo jiu? ShanghSi
5.	Qian T6ngzhide airen zhū duo
Jiǔ? MSiguS
6.	Cao XiaoJi§de fuqin zhū duo
jiǔ? QīngdSo
了， Xia Xiānshengde mǔqin zhu duo Jiu? BSiJIng
E.	Transformation Drill
1.	Speaker: Tā zh\i Jltiān?
(How many days is he/ she staying?)
2.	Hu Xiānsheng zh^ Jige yuě?
3.	Wang Taitai zhu Jige xīngql?
炫.Tā xiānsheng zhu JlniSn?
5.	Zhōu XiSoJiS zhū Jige yiiě?
6.	W5 fūqin zhň Jīge xīngql?
7.	Tā měimei zhu jltiān?
F.	Expansion Drill
1.	Speaker: Tā zhu ylge xīngql.
(He/she is staying one week,)
2.	Tā zhu liSngniān*
3- Tǎ zhū sānge yiiě,
h . Ta zh'1 liSngge xīngqī.
Zēng XiaoJiSde měimei zai Zhōngguo zhū duo Jiǔ?
Chěn Tongzhide Jiejie zai Shanghai zhu du6 Jiǔ?
Qian TSngzhīde airen zki MSiguo zhu duo Jiu?
Cāo XiaoJi§de fuqin zai QIngdSo zhu duo Jiǔ?
Xia Xiānshengde mǔqin zai BSiJIng zhti duo Jiu?
You: Tā xiang zhu Jltiān?
(Hov many days is he/she planning on staying?)
Hū Xiānsheng xiang zhū Jīge yiiě?
Wang Taitai xiSng zhū Jige xīngql?
Ta xiānsheng xiSng zhu JlniSn?
Zhou XiaoJiS xiang zhii jīge yiiě?
W5 fňqin xiǎng zhu jīge xīngql?
Tā měimei xiǎng zhu Jltian?
You: W5 xiǎng tā zhxl ylge xīngql. (I think he/she is staying one veek.)
W5 xiSng tā zhu liSngnian.
Wo xi&ng tā zhu sānge yuě.
Wo xiǎng tā zhxi liangge xīngql.
190
BIO, Unit 6
5.	Tā	zhii	qītiān.	W5	xiang	tā	zhū	qltiān.
6.	Tā	zhu	sini&i.	W5	xiang	tā	zhu	stnian.
7.	Tā	zhu	li^ge yuě.	WS	xiSng	tā	zhu	liuge yuě
G.	Transformation Drill
1.	Speaker: Ta zh\i ylge xīngql.
(He/she is staying one veek.)
2.	MS. Tongzht zhu ytnian.
(Comrade M5 is staying one year,)
3.	Wing Těngzht zhu sige yuě-
(Comrade Wang is staying four months•)
U. Zēng T$ngzht zhū vutiān.
(Comrade Zēng is staying five days,)
5.	W5 zhu liSngge xīngql*
(I am staying tvo veeks.)
6* Tā hāizi zhu liutiān.
(His/her child is staying six days.)
TS měimei zhu liangnian*
(His/her younger sister is staying tvo years.)
You： Tā zhule ylge xīngqī.
(He/she stayed one veek.)
Ma Tongzhi zhule yinian.
(Comrade stayed one year.)
Wang T6ngzhī zhule sige y\lě. (Comrade Wang stayed four months.)
Zēng Tongzht zhule vfitiān* (Comrade Zēng stayed five days.)
W8 zhiile liSngge xīngql.
(I stayed tvo weeks,)
Tā haizi zhr.le liutiān.
(His/her child 3tayed six days.)
Ta měimei zhule liSngnlin.
(His/her younger sister stayed tvo yrars.)
H,	Transformation Drill
1.	Speaker: Ta zhule sāntiān.
(He/she stayed three days.)
2.	Wo zhule ylge xīngqī.
(I stayed one week.)
You: Tā zhule sāntiān le,
(He/she has stayed three days.)
Wo zhule yige xīngql le. (I have stayed one veek.)
191
BIO, Unit 6
3.	Tā f^qin zhule liǎngge yuě. (His/her father stayed two months•)
h. Tā JiSjie zhule shlyltiān. (His/her older sister stayed eleven days.)
5- Wang Xiānsheng zhule yinian. (Mr. Wing stayed one year.)
6.	Wing Tāitai zhiile sānge xīngqī. (Mrs. Wāng stayed three veeks.)
T. H(x XiSoJiS zhūle qltiān.
(Miss Hū stayed seven days.)
Tā fuqin zhule liSngge yiiě le. (His/her father has stayed two months•)
Tā JiSjie zhule shlyltiān le. (His/her older sister has stayed eleven days.)
Wang Xiānsheng zhule yinian le.
(Mr. Wang has stayed one year.)
Wang Taitai zhule sānge xīngql le. (Mrs. Wang has stayed three veeks.)
Hu XiSoJiS zhule qītiān le.
(Miss Hfi has stayed seven days.)
I.	Trans format ion Drill
Respond by adding xiSng zhň, zhule, each statement, according to the cue.
or zhule + duration phrase + le to
1. Speaker:
OR
OR
3.
Tā zhū yitiān.
(cue) hai měi lai (HeTihe is staying one day.)
Tǎ zhū yitiān.
yījlng zSu le (He/she is staying one day.)
Tǎ zhū yttian.
hai zili zhěr (He/she is staying one day.)
Tā zhū liSngge xīngql.
yījlng z5u le (He/she is staying two veeks•)
Tā zhu sāntiān. hai měi lai (He/she is staying three days.)
Tā zhū yinian. hai zai zhěr (He/she is staying one year.
You: Tā xiǎng zhu yitiān.
(He/she is planning on staying one day.)
Tā zhtlle yitiān.
(He/she stayed one day.)
Tā zhūle yitiān le.
(He/she has stayed one day.)
Tā zhdle liSngge xīngqī. (He/she stayed two veeks.)
Tā xiang zhti sāntiān.
(He/she is planning on staying three days.)
Tā zh\ile yinian le.
(He/she has stayed one year.)
192
BIO, Unit 6
Tā zhu wfige xīngqī.	Tā zhūle wǔge xīngql.
yījlng zou le	(He/she stayed five weeks.)
(He/she is staying five veeks.)
J. Trans format ion Drill
1.	Speaker: Ta Xīngqīyl lSi,
Xīngqīsān z5u.
(He/she is coining on Monday, leaving on Wednesday.)
2.	Tā ylyiiě lāi, Siyuě z5u.
3.	Tā Wuyiiě lāi, Qlyuě z5u.
Tā ylhāo lai, liuhao z5u.
5.	Tā Liiiyuě lai, Shlyiiě z5u.
6.	Tā YIJiǔqllixinian lai,
Yljiuqībānian zSu.
7.	Tā Xlngqlwu lai, xiāge Xīngqīyl
zSu.
You: Ta xiSng zh\l liSngtiān.
(He/she is planning on staying two days.)
Tā	xiang	zhū	sānge yiiě.
Tā	xiǎng	zhu	liSngge yūě
Tā	xiSng	zhu	vutiān.
Tā	xiSng	zhu	stge yuě.
Tā	xiSng	zhū	llSngniin.
Tā	xiang	zhū	sāntiān.
K. Trans format ion Drill
1.	Speaker: Tā shi ěrhāo laide»
sihāo zSude.
(He/she came on the second, left on the foiirth.)
2.	Tā shi Yljiuqlylniān laide,
YIJiǔqīsiniān zSude.
3- Tā shi Sānyuě lSlde，Wuyiiě zSude,
U. Tā shi XIngqIěr lāide, XIngqīliu zoude.
You: Tā zhule liSngtiān.
(He/she stayed two days.)
Tā zhūle sanniān.
Tā zhule liǎngge yiiě, Tā zhule sltian.
5.	Tā shi Jiǔhao laide, Shfyīhao zoude.
Tā zhule liǎngtiān.
BIO, Unit 6
7.
Tā shi zuotiān laide, jīntiān zSude.
Tā shi shangge yuě sānshiylhao laide, zhěige yuě wuhāo 2Sude.
Tā zhule yītiān. Tā zhule vutiān.
L. Transformation Drill
1.	Speaker: Tā mlngtiān bū lai.
(cue) zu6tiān (He/she isn’t coming tomorrow.)
2.	Tā hdutiān "bū. zSu. qiantiān
3.	Tǎ mlngniān bu 111. qunian
U. Ta xikge yuě tu z5.u. shangge yuě
5.	Tā xiige xīngqī *bū iii.
shdngge xīngqī
6.	Tā hdianlān bū lai. qiannian 了. Ta jīntiān bxi zSu. Jīntiān
You: Tā zuotian měi lai.
(He/she didn’t come yesterday.)
TS qiantiān měi zSu.
Tā quniěn měi l&i.
Ta shāngge yiiě měi zou.
Tā shlbigge xīngqī měi lāi.
TS qiazinian mei lai.
Tā JIntiān měi z5u.
M.	Transformation Drill
1.	Speaker; Ta Ifii le ma?
(Did he/she come?)
2.	Tā Iliren lai le ma?
3.	Tā mǔqin lāi le ma?
U.	Hti Tongzhi ill le ma?
5.	Tā didi lai le ma?
6.	Wang Dānlān lai le ma?
了.	Zhao T6ngzhi lai le ma?
You: Ta laiguo ma?
(Has he/she ever
been here?)
Ta Siren lāiguo ma?
Ta muqin laiguo na?
Hu Tongzhi laiguo ma? Ta didi lSiguo ma?
Wang Danian laiguo ma? Zhao Tongzhi laiguo ma?
19h
BIO, Unit 6
Response Drill.
Give a negative response to each question.
Speaker: Wāng XiSojiS ill le ma? (Did Miss Wfing come?)
Lin Xiānsheng l&i le ma?
Liu Taitai lai le ma?
Ta lāi le ma?
Huing Xiānsheng l£i le ©a?
Chěn XiSoJiS lai le zna?
Sun TSital l£i le ma?
You: Wang XiǎojiS měi lai.
(Miss Wang didn*t come.)
Lin Xiānsheng l&i.
Liu TSitai měi l&i.
Tā měi iSi.
Huang Xiānsheng měi lāi.
Chěn XiSoJiS mSi l&l.
Sun Tditai měi 1基i.
0.	Response Drill
Give a negative response to each
1.	Speaker; Ta lěiguo ma?
(Has he/she ever been here?)
2.	Tā airen liiguo ma?
3.	Tā nlnhāizi laiguo ma?
question•
You: Tā měi lāiguo.
(He/she has never teen here.)
Tā airen měi laiguo。
Tā nanhaisi měi laiguo.
u.	Tāmen haizi dōu lāiguo ma?	Tāmen haisi dou měi lāiguo.
5.	Tā cltdi laiguo ma?	Tā didi měi laiguo.
6.	Ta jiSjie laiguo ma?	Tā JiSjie měi laiguo.
7.	Ta nniqin lāiguo ma?	Ta muqin měi laiguo.
195
UNIT 7 INTRODUCTION
Topics Covered In This Unit
Where someone works.
Where and vhat someone has studied.
What languages someone can speak.
Auxiliary verbs.
General objects.
Materials You Will Need
The C-l and P-l tapes, the Reference List and Reference Notes,
The C-2 and P-2 tapes, the Workbook.
The TD-1 tape.
REFERENCE LIST
(in	Taipei)		
1.	A:	Nln zai nāli gōngzuo?	Where do you work?
	B:	W5 zai MSiguo Gu6wi5yuan gōngzuo.	I vork with the State Department.
2.	A:	Nln zki nali gōngzuō?	Where do you work?
	B：	W5 shi xuěsheng.	rm a student.
3.	A:	Nln lai zuō shěnme?	What did you come here to do?
	B:	W5 l&i niiLn shū.	I came here to study.
k.	A:	Ou, w5 yS shi xiiěsheng.	Oh, Ifm a student too.
	B:	Qlngvěn, nl nitn shěnme?	May I ask, what are you studying?
	A:	W5 nidn llshī.	studying history.
5.	A:	Kē Xiānsheng, nī niin shěnme?	What are you studying, Mr. Cook?
	B:	W5 zki zhěli xuě Zhōngwěn.	ī^m studying Chinese here.
6.	B:	Qīngwěn, nl xiiiguo Yīngwěn ma?	May I ask, have you ever studied English?
	A:	Xuěguo.	Yes.
T.	B:	Qīngwěn, nl hui shuō YIngwěn ma?	May I ask, can you speak English?
	A:	W5 hui shu5 yidian.	I can speak a little.
8.	A:	Nl tSitai yS hui shuō Zhōngguo huā ma?	Can your wife speak Chinese too?
	B:	Bu hui, tā bu hui shuō.	No, she can?t.
9.	A:	Nīde Zhōngguo huā h§n hao.	Your Chinese is very good.
	B:	Nali, nali. Wo Jiu hui shuō ytdiSn.	Not at all, not at all. I can speak only a little.
10.	A:	Nl shi zai nali xuěde?	Where did you study it?
	B:	Wo shi zai Huāshěngdun xuěde.	I studied it in Washington.
11.	B:	Nl shi zai dāxūě xiiěde Yīngwěn ma?	Did you study English at college?
	A:	Shide, wo shi zai Taiwan Daxiiě xuěde Yingwen.	Yes, I studied English at Taiwan University.
197
BIPUnit
ADOITIONAL REQUIRED VOCABULARY (not presented on ell §<J 匁II -tapes)
12.	jlngjixiiě
13.	wivěn lrvěnxiiě
15 • NllA/ngzllixiiě 16* nin IT. r6ngyi 18- xūěxl (岛gxH*)
economicw
J*8bpan(0s6 langup>g6
li*terpture
polic+ical science
to be difficult:
c+o be easy
to study,c+o Mearn (PRC)
vo
Co
VOCABULARY
m K. •• ^
daxue
hua
Huāshěngdun
hui
JlngJixuě lishi
Měiguo GuSwuyuān nan
nieLn (shū)
Rīwěn
rSngyi
shuō (hua)
wěnxuě
xuě
xū各shēng (xuěsheng) xūexl (xuexi)
yidiān
Yingwen
zhengzhixuě
Zhōngwěn
sud
(introduced on C-2 and P-2 shenme dlfang
university
language, words
Washington
to know how to, can
economics
history
U.S. Department of State
to *be difficult to study	*
Japanese language to be easy
to speak, to talk
literature
to study student
to study, to learn (PRC)
a little English
political science
Chinese
to do
tapes)
where, what place
199
REFERENCE NOTES
Note on Nos* 1*2
Zai MSiguo Guov^jyuSn gōngzuo means either "vork at the State Department” (i.e., at main State in Washington, D,C.) or !,work in the organisation of the State Departmentu (no matter where assigned). Here the expression is translated loosely as ”vork with the State Department,” meaning ”in the organization.
Notes on Nos* 3-^
Purpose: When lai, "to come, is followed by another verb, the second verb expresses the purpose of the subject *s coming. The "purpose of coming" may be emphasized by the shi. "de construction, with the marker shi before the verb lai: Wo shi lai nian shūdet ”1 came to study.11
Nian shū: Nian "by itself means "to read aloud,?t When followed by an object, the expression means ”to study -,f Shū is ?,*book(s),,f "but nian shū simply means，’to study.tf Shū is used as a general object, standing for whatever is "being studied.
Nian lishi: When you are talking about studying a particular subject, nian is followed *by the name of that subject rather than by the general object shū.
To have the meaning ”to study," nian must be followed "by either the general object shū or a specific object such as the name of a subject.
Verb types: Zuo% "to do，” and nian (stiū), "to study," are action vert匕 Both are made negative with bu vhen referring to actions not yet finished Both may take completion le_or its negative měi.
Tā bu nian shū.	He doesn't study.
Tā mei niān shū.	He didnTt study.
Tā yiJIng nian shū le.	He has already studied.
Notes on Nos. 5*6
Xuě, "to study” （an action verb): You vill recognize xuě from the word for，’studentxuěsheng* Xiiě may refer to acquiring either knowledge or ^ skill. For example, you can xuě history, economics, a language, piano， and tennis*. On the other hand, nlSn is used for "study" in the sense of taking a course or courses in a field of knowledge• Nian is not used for a skill.
In some contexts, the verb xuě means ”to learn. The following sentence may be interpreted two ways, depending on the situation.
W5 zai MSiguo yījlng xiieguo, I learned it in America.
(e.g., how to use chopsticks)
OR I studied it in America.
(e.g., the Chinese language)
Zhongvěn is used for either the Chinese spoken language or the written language， including literature. In general, use xuě for "learning" to speak Chinese and nian for "studying’，Chinese literature.
Notes on Nos* 7"8
Hui, ”to knov how to,” ”can，” is an auxiliary verb. It is used before the main verb to express an attitude toward the action or to express the potential of action, Xiang, ”to want to，" "vould like to,n is also an auxiliary verb. ”Should,"must,” and ”may" are other examples of auxiliary verbs. All auxiliary verbs in Chinese are state verbs, vhich means that bu is alvays used to make them negative. Auxiliary verbs never take the aspect marker le for completed action, regardless of whether you are talking about past, present, or future.
Tā qunian bu hui shuō Yīngwěn.	He couldn’t speak English last year.
Vhen the marker le is used, it is the aspect marker for new situations.
Tā qunian "bu hui shuō YIngvěn，	Last year he couldn’t speak English,
xianzai hui le.	but now he can.
Wo hui shuō yidian, ”工 can speak a little1': The word yidian% literally f,a dot,” functions as a noun. It is used in a sentence to mean ,fa little bit9' where a noun object, such as YIngvěn, "English,” might be used*
Yidian may not be used directly after an auxiliary verb, which must be followed by another verb.
Shuō, ”to speak，" "to talk," is another example of a verb vhich must always have an object,* Shuō must be followed 'by either
(1)	the general object hua, "words," in which case the meaning of shuō huat is simply ”to speak，" "to talk，” as in Tā hai mil shuō hua, ,fHe hasn't yet spoken”
OR
(2)	a specific object such as the name of a language.
Bň hui: The short yes/no answer to a question containing the auxiliary verb hui is formed with hui rather than vith the main ver"b,
Zhōngguo huS: This expression refers only to the spoken language, in contrast to Zhōngwěn, which refers to both the spoken and written language.
Notes on Mo. 9
Literally, nali means "where." As a reply to a compliment, we have translated nali as "not at all." Jn China, it has traditionally been considered proper and a matter of course to deny any compliment received, no matter how much truth there is to it. Many people still regard xiěxie• "thank you,” as an immodest reply to a compliment, since that would amount to agreeing that the compliment vas completely correct.
Jiu, ffonly”： As was noted in Unit 3，notes on Nos. 8-9，Jiň meaning ”only"is not as widely understood as zhl. The last sentence in exchange 9 could Just as well be W8 zhl hui shuō ytdian.
Note on Nos. 10-11
In the Peking dialect of Standard Chinese, which is the model for-grammatical patterns presented in this course, the -de of a shi",de construction comes betveen the verb and its object. The object, therefore, is outside the shi…de construction. Compare MI studied here,，vith ”1 studied English heren:
However, you may hear some Standard Chinese speakers who place the object inside the shi• "de construction.
Wo	shi	zai zhěr	•• a xue	-de.	
Wo	shi	zai zhěr	xuě	-de	Yingwen.
BIO, Unit 了
DRILLS
Response Drill
Speaker: Tā zai n4li gongzuo?
(cue) Gu6vuyuān (Where does he/she vork?)
Tā zai nili gōngzuo?
ySuzhěngjū (Where does he/she vork?)
3. Tā zii nali (Where does
U. Tā zai nāli Wǔguānch^ (Where does
gongzuo? ylnhang he/she vork?)
gēngzuo?
he/she vork^)
5.	Tā zai nali gongzuo?
GuStln DaLfiuidiān (Where does he/she vork?)
6.	Tā ziti nSli gōngzuo?
Běijlng Fāndiān (Where does he/she work?)
7.	Tā zSi nfili gōngzuS?
Minzd Fandiajx (Where does he/she vork?)
You: Tā zai GuSwuyuan gōngzuo.
(He/she works with the State Department•)
Tā zai youzhěngju gōngzuo.
(He/she works at the post office.)
Tā zSi ylnhSng gōngzuo.
(He/she works at a "bank.)
Tā zai Wuguānchu gōngzuo.
(He/she vorks at the defense attached office.}
Tā zai Gu6"bln DāfSndian gōngzuo. (He/she vorks at the AmlDassador Hotel.)
Tā zkx Běijīng F^ndiān gongzud. (He/she works at the Běijlng Hotel.)
Tā zk± Mlnzti FsLndisji gongzud* (He/she vorks at the Nationalities Hotel.)
B.	Expansion Drill
1.	Speaker: Tā shi xUěsheng, tā xuě Zhōngwěn.
(cue) zhěli (He/she is a student; he/she studies Chinese.)
You: Tā shi xuěsheng, tā zSi zhěli xiiě Zhōngwěn.
(He/she is a student; he/she studies Chinese here.)
2.	Tā shi xuěsheng, tā
hua. nili
3.	Tā shi xuěsheng, tā
zhěli
xuě Zhōngguo nian shenme?
Tā shi xuěsheng, tā zai Zhongguo huā.
Tā shi xuěsheng, shěnme?
nāli xuě tā zSi zhěli nian
20k
BIO, Unit 了
k. Tā shi xuěsheng, tā nian lishi. nili?
Tā shi xuěsheng, tā zki n^li nian lishī?
>.Tā shi xuěsheng, tā nian věnxūě. zhěli
Tā shi xuěsheng, tā zāi zhěli nian wěnxuě•
6.	Tā shi xuěsheng, tā xuě Fawěn. nilli
Tā shi xuěsheng, tā zāi nelli xuě Filwěn.	-
7.	Tā shi xuěsheng, tā xiiě shěnme? zhěli
Tā shi xūěsheng，tā zāi zhěli xuě shěnme?
C.	Response Drill
1. Speaker: Qīngwěn (cue)
3。
,tā niixi shěnme?
_ J Ingj ixiiě
(May I ask, vhat is he/ she studying?)
2.	Qīngven, Wāng Dāniin nian shěnme? wěnxuě
(May I ask, what is Wang Dāni£n studying?)
Qīngwěn, Fāng Xiaojie nian shenme? Zhōngguo wěnxuě
(May I ask, what is Miss Fāng studying?)
Qīngwěn, tā měimei niln shěnme? zhěngzhixuě
(May I ask， what is his/her younger sister studying?)
Qīngwěn 9 tā airen nian shenme? llshī
(May I ask, vhat is his/her spouse studying?)
Qlngvěn, Sūn KuirSn nian shěnme? Zhōngguo lishi
(May I ask， vhat is Sūn Huxran studying?)
7.
Tā nanhaizi nian jingjixuě (What is his/her
shěnme?
son studying?)
You: Tā niin jlngjixuě. (He/she is studying economics.)
Tā niěxi wěnxuě.
(He is studying literature-)
Tā nian Zhōngguo věnxuě.
(She is studying Chinese literature.)
Tā nian zhěngzhixiiěc
(She is studying political science.
Tā nian lishi.
(He/she is studying history,)
Tā nian Zhōngguo lishi*
(She is studying Chinese history.)
Tā niěn jingj ixuě.
(He is studying economics.)
5
o
2
BIO, Unit 了
Transformation Drill
Speaker: Wang Xiānsheng nian llshī.
(Mr. Wang is studying history.)
MS Xiānsheng niin wěnxuě.
Zhāng Xiānsheng nian JlngJixiiě.
Li Xiānsheng niiLn Rīwěn.
Tā niān llshī.
Hti Xiānsheng ni^n Yingwen.
Chěn Xiānsheng nian Fawěn.
You: Wang Xiānsheng lai nian llshif (Mr. Wang is coining to study history.)
Ma Xiānsheng lai nian wěnxuě.
Zhāng Xiānsheng lai nifin Jlngjixiiě Li Xiānsheng lai nian Riwěn.
Tā lai niān itshī.
Hu Xiānsheng lai nian Yīngwěn.
Chin Xiānsheng lāi niiln Fāwěn.
Response Drill
1. Speaker: Sūn TSngzhi lai zu3 shěnme?
(cue) gongzuo (What did Comrade Sun come to do?)
MS Tongzhi lai zud shěnme? niān shū
Chěn TSngzhi lai zud shěnme? xiie Riwěn
Tā lai zuō shěnme? nian lishi
Huāng Xiānsheng 1疰i zud shěnme? nieUi zhěngzhixuě
Qiān Tongzhi lai zuo shěnme? xuě Yīngwěn
You： Tā 111 gōngzuo•
(He/she is coming to work.)
Tā lai ni^n shǔ,
Ta lai xiiě Riwěn.
Tā lai niān lishī.
Tā Ifii nian zhěngzhixuě.
Tā lāi xūě Yīngwěn.
Tā 1疰i zuo shenme? gongzud
Tā lāi gongzud•
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BIO, Unit 7
1.
Response Drill, Speaker
3.
k.
5.
Qīngwěn,
ma?
Qlngvěn,
ma?
Qīngwěn, tā lai nian shū ma?
(May I ask, did he/she come to study?)*
tā lai nian Zhōngvěn tā lai nian jīngjixuě
7.
Qlngvěn, tā měimei lai nian Yīngwěn ma?
Qingvěn, Chěn Xiānsheng lai ni§n zhěngzhixuě ma?
Qlngvěn, Wing Xiānsheng lai xiiě F&wěn ma?
Qīngvěn, Zhāng XiEojiS lai xuě Riwěn ma?
You: Dui le, tā lai nian shū.
(That’s right, he/she came to study.)
Dui le, ta lai ni&i Zhōngyěn.
Dut le, tā lai niSn jlngjixiiě.
Dui le, tā lai nieLn YIngvěn.
Dui le，tā l£i niiLn zhěngzhixuě.
Dut le, tā lai xuě Fawěn.
Dut le, tā lai xiiě Rtwěn.
*A11 these sentences could be translated with "is coming” instead of "did come.M
Response Drill
3.
Speaker: Tā shi zai dāxuě xiiěde Zhōngvěn ma?
(Did he/she study Chinese in college?)
Tā shi zai Měiguo xuěde Zhōngvěn ma?
Tā shi zai Taivān Daxuě niande Yīngwěn ma?
U. Tā shi zai Měiguo niande lishi ma?
5.	Tā shi zai Jiāzhōu niande zhěngzhixuě ma?
You： Shide, tā shi zěi dāxiiě xuěde Zhōngwěn.
(Yes, he/she studied Chinese in college.)
Shide, tā shi zai Zhōngwěn.
Shide, tā shi zai niande YIngwěn.
Shide, ta shi zāi lishi.
Shide, tā shi zai zhěngzhixuě.
Měiguo xuěde Taiwan Dāxue Měiguo niande Jiāzhōu niande
207
耵0, Unit 7
Tā shi zai Zhongguo niande Zhōngguo wěnxuě ma?
Tā shi zai Huāshěngdun niānde jlngjixuě ma?
Shide, tā shi zai Zhōngguo nistnde Zhongguo věnxūě.
Shide， tā shi zai Huāshěngdun niande jlngjixuě.
Response Drill
Give negative responses to all the according to the cues.
1. Speaker: Tā shi zai Zhōngguo
xiiěde Zhōngguo huS ma? (cue) Měigu6 (Did he/she study Chinese in China?)
questions, and complete your ansvers
You: Bii shi, tā shi z&i Měiguo xiiěde Zhōngguo hua.
(No, he/she studied Chinese in America.)
Tā shi zāi Měiguo niande Fěvěn ma? Jiānāda
Tā shi z 在i Taiwan Dajciiě niande zhěngzhixuě ma? Měiguo Daxūě
Tā shi zcli Ylngguo niānde Ylngguo wěnxuě ma? Měiguo Dāxiiě
Tā shi zai Jiāzhou niande
jlngj ixuě ma? Taiwan Dāxxiě
Tā shi zki Zhōngguo niSnde
Zhōngguo lishī ma? Jiāzhōu DeLxuě
Tā shi zeLi Jiānlldā nieLnde Zhōngwěn ma? Taiwan
Bu shi, ta shi zki Jiān£dā niande Favěn.
Bu shi, tā shi zlii Měiguo Dāxūě niande zhěngzhixuě.
Bū shi, tā shi z£ii Měiguo Dāxūě niande Ylngguo wěnxuě.
Bii shi, tā shi zai Taiwan Dāxūě niande Jlngjixuě.
Bu shi, tā shi zlLi Jiāzhōu Dsbcūě niande Zhōngguo lishi.
Bfi shi, tā shi zki Tāivān niltnde Zhōngwěn.
I.	Response Drill
Give a negative or an affirmative response to each question, according 十,.；th* cnes,
1.	Speaker•• Tā shi zeii Huāshěngdun	You: Shide, tā shi zal Huashěngdūn
xiiěde Zhōngguo huS ma?	xuěde Zhōngguo hua.
(cue) Huěshěngdūn	(Yes, he/she studied Chinese
(Did he/she study Chinese	in Washington.) in Washington?)
208
BIO, Unit 7
OR Tā shi zai Taivān Dāxiiě ni Guide Zhōngguo lishi ma?
(cue) Měiguo Daxiiě (Did he/she study Chinese history at Taiwan University?)
2« Tā shi zai dāxuě xuěde Zhōngwěn ma? dāxue
3,	Tǎ shi zai Taiwan Dcboiě niande Zhōngguo wěnxuě ma?
Jiāzh5u Daxuě
U, Tā shi zai MSiguo Daxuě niitnde wěnxuě ma? MSiguo DeLxiiě
5.	Tā shi zai Jiāzhōu Dāxuě niande
zhěngzhixuě ma? T&ivan Dāxuě
6.	Tā shi zāi Figuo nisLnde Ftwěn
(”French”) ma? MeiguS
Bū shi, tā shi zai MSiguo Dāxtiě niande Zhōngguo lishī.
(No, he/she studied Chinese history at American University.)
Shide，tā shi zai dcboiě xiiede Zhōngwěn.
Bū shi, tā shi z盔i Jiāzhōu DlLxūě niānde Zhōngguo wěnxuě.
Shide，tā shi zai MSiguo Dāxuě niande věnxiie»
BU shi, tā shi zeti Taivān Dāxūě ni^nāe zhěngzhixuě.
Bu shi, tā shi zai MSiguo niānde Fawěn.
J• Substitution Drill
1, Speaker: NX hui shuō Yīngwěn ma? (cue) Děvln
You: NJ hui shuo Děvěn ma? (Can you speak German?)
			(Can you		speak	English?)			
2»	NI	hui	shuo	Děwěn	ma?	Riven	NJ hui	shuo	Riwěn 腿？
3.	Nī	hui	shuo	Rtvěn	ma?	Fě.ven	Nl hui	shuo	Filwěn ma?
k.	Nī	hui	shuo	FSwěn	ma?		Nī hui	shuō	Zhongguo huE m?
	Zhongguo hua								
5，	HI	hui	shuō	Zhōngguo huā ma?			Nī	shuo	Děguo hut ma?
Děguo hua 6. Nl hut shuō Děguo huā ma?
209
BIO, Unit 了
Combination Drill
1.	Speaker: Wo xue Zhōngwěn.
(cue) Riwěn (lfm studying Qiinese.)
OR WS xiiě Zhōngwěn.
(cue) tā (I'm studying Chinese.)
2.	Ta xiiě Fawěn. Děwěn
3.	W8 xūě Fawěn. tā
U. WS xuě zhěngzhixuě, tā
5.	Wo xuě zhěngzhixiie. jlngjixiiě
You;筋 xiiě Zhōngvěn, wS ye xuě Rlwen.
(lfm studying Chinese, and I'm studying Japanese too.)
Wo xiiě Zhōngwěn, ta yS xuě Zhōngvěn. (lfm studying Chinese; he/she is studying Chinese too.)
Tā xuě Fawěn% tā yě xūě Děvěn.
Wo xiiě Fawen, tā ye xuě Fawěn.
W6 xiiě zhěngzhixuě, tā yS xiiě zhěngzhixuě.
Wo xue zhěngzhixuě, wo ye xue jlngjixiiě.
!. W3 xuě věnxuě. lishī
Wo xiiě věnxiiě, wS yě xiiě lishī.
L. Combination Drill
1.	Speaker: Lin Xiānsheng zai
Huāshěngdun. Tā xuěguo Fawěn.
(Mr. Lin was in Washington. He studied French.)
2.	Huang XiSoJiS zili MSiguo. Tā
nilnguo zhěngzhixuě•
(Miss Huang vas in America.
She studied political science.)
3.	Liu Taitai zai Jiāzhōu Daxiiě,
Tā niānguo jlngjixiiě.
(Mrs. Liu vas at the University of California. She studied economics.)
U. Sdng Xiānsheng zai Měigu6, Tā niānguo itshl.
(Mr. Sbng vas in America. He studied history.)
You: Lin Xiānsheng zai Huāshěngdun xuěguo Fawěn.
(Mr. Lin studied French in Washington.)
Huang Xi&ojiS zai Měiguo nieuiguo zhěngzhixuě.
(Miss Huang studied political science in America.)
Liu Taitai zai Jiāzhōu Dāxiiě nianguo jlngjixiiě.
(Mrs. Liu studied economics at the University of California.)
Sňng Xiānsheng zai Měiguo niānguo lishi.
(Mr. Song studied history in America.)
210
BIO, Unit 7
5.	Tā z5i BSiJIng. Tā xuěguo
Zhōngvěn.
(He/she vas In BSiJIng. He/she studied Chinese.)
6.	Sūn Xi&oJIS zki JiānSdS. Ta
niānguo Ylngguo věnxiiě.
(Miss Sun vas in Canada. She studied English literature.)
7.	Tā zeli Zhōngguo • Tā niānguo
Zhōngguo věnxiiě.
(He/she vas In China. He/she studied Chinese literature.;
Ta zai BSiJIng xuěguo Zhōngvěn. (He/she studied Chinese in BSijlng.)
Sūn XiSoJiS zal Jlān^dfil nidnguo Yīngguo věnxuě.
(Miss Sūn studied English literature in Canada.)
Tā zai Zhōngguo nieuiguo Zhōngguo wěnxuě.
(He/she studied Chinese literature in China.)
Response Drill
Give an affirmative or a negative to the cues.
1.	Speaker: Nī hui shuo YIngwěn ma?
(cue) xuěguo (Can you speak English?)
OR Nl hui shuo YIngwěn ma? (cue) mei xuěguo (Can you speak English?)
2.	NJ hui shuō Zhdngvěn ma?
xuěguo
3.	Tā hut shuo Děwěn 腿？
měi xuěguo
Nī hut shuo Rtwěn ma? xiieguo
5.	Tǎ hui shuo Yīngguo huā ma?
xiieguo
6.	Nl hui shuō FSvěn ma?
měi xuěguo
response to each question, according
You: W8 hui shuo yidiSn.
(I can speak a little.
W5 bix Yini shuō.
(I can’t speak it,)
W5 hui shuo ytdiSn,
Ta bu hui shuo.
WS hui shuo yidian. Tā hui shuo ytdiSn.
WS bu hui shuō.
211
BIO, UNIT 7
Response Drill
to
Give an affirmative or a negative the cues*
Speaker:
Tā airen xuěguo
Tā hui shuō Zhōngguo hua ma?
(cue) xuěguo (Can he/she speak Chinese?)
Tā hui shuo Zhōngguo huā ma?
(cue) měi xuěguo (Can he/she speak Chinese?)
hui shuō Fawěn ma?
U.
5.
Tā fuqin hui shuō Riven ma? měi xuěguo
Li TSngzhi hui shuō Děwěn ma? měi xuěguo
response to each question, according
You: Hui, tā hui shuō Zhōngguo hua.
(Yes, he/she can speak Chinese.)
Bu hui, tā bu hui shuō Zhōngguo hua.
(No, he/she can't speak Chinese*)
Hux， tā airen hui shuō Fawen,
B1l hui, tā f^qin bu hui shuō Riven.
Bu hui, Li Těngzhi bu hui shuō Děwěn.
Wang Tongzhi xuěguo
Chěn Těngzhi xiieguo
hui shuō YIngvěn ma? Hui, Wang Těngzhi hui shuō Yingwen.
hui shuō Favěn ma:
Hui, Chěn T6ngzhi hui shuō Favěn.
212
UNIT 8 INTRODUCTION
Topic8 Covered in This Unit
More on duration phrases.
The marker le_ for new situations in negative sentences.
Military titles and 'branches of service,
The marker ne.
Process verbs.
Materials You Will Need
The C-l and P-l tapes, the Reference List and Reference Notes.
The C-2 and P-2 tapes, the Workbook.
The 8D-1 tape.
BIO, Unit 8
REFERENCE LIST
(in Taipei)
1.	B: Nl JIntiān hai ySu kě ma?
A: Měiyou kě le.
2.	A: Nl cSngqiSn niān Yīngwěn
niānle du6 jiǔ?
B: Wo nian YIngwěn niānle liūniin.
3.	A: Nl xiitozāi nieLn shěnme ne?
B: Wo nian Fawěn ne.
U. A: Nī niān Favěn niinle du6 Jiu le?
B: Wo nianle yiniSn le,
5.	B: Nl hui xiě Zhōngguo zi ma?
A: Hui yidian.
6.	A: Quniin vS hSi bii hui xiě.
A: Xianzai w5 hui xie yidian le.
7.	A: Nl fūqin shi Junrěn ma?
B: Shi, tā shi hSiJiin Junguān,
8.	B: Wo jīntiān bu lāi le,
B: Wo bing le.
9.	A: JIntiān hao le měiyou?
B: JIntiān hao le,
ADDITIONAL REQUIRED VOCABULARY (not presented on C-l and P-l tapes)
10.	kōngjūn
11.	lijun
12.	shiUng 13-	zuo shi Ik•	Děvěn
Do you have any more classes today? I donft have any more classes.
How long did you study English?
工 studied English for six years.
What are you studying now?
I*m studying French.
How long have you been studying French?
iWe been studying it for one year.
Can you write Chinese characters?
I can a little.
Last year I couldn’t write them. Now I can write a little.
Is your father a military man?
Yes, hefs a naval officer.
Ifm not coming today.
I?m sicko
Are you "better today? (Are you recovered?)
Today Ifm better.
air force army
enlisted man to work
German language
VOCABULARY
"bing
Děvěn
Fdvěn (FSvěn)
l^LiJun
Junguān
Junrěn
kě
kōngjib
Itijun
shibīng
xiS
zi
zud shi
to become ill German language French language navy
military officer military person
class air force
army
enlisted man
to vrite
character to vork
215
REFERENCE NOTES
Note3 on No, 1
Hai, ”additionally,” ”also”： You have already learned the word hai used as an adverb meaning tfstill/* In this exchange you learn a second vay to use hai.
Nī hai xiǎng z5u na?	Do you still want to leave?
Nl hai yāo xūě shěnme?	What else do you want to study?
Měiyou.■>le: You will remember that in the negative of a completed action, měi or měiyou replaces the completion marker le~is never used together vith it.
In the sentence Měiyou kě le. le is a nev-situation marker, and měiyou is simply the negative of the full verb y5u. (Remem'ber that the vert you is alvays made negative vith mei, never vith ^u.)
Bū.•«le/měiyou>•.le: When the marker le_ for new situations is used with a negative ver*b, there are two possible meanings: one is that something that vas supposed to happen is now not going to happen; the other is that something that vas happening is not happening anymore. Thus the following sentence is ambiguous:
Tǎ bu lāi le.	He is not coining now. CEither
he vas expected to come but changed his mind, or he used to come at this time "but nov has stopped.D
Tā		iSi	le.	11 (He came)
Tā	měi(you)	lai.		(He did not come)
Tā		y6u kě	le.	(Now he has class. CDue to a change in the schedule, he now has class at this time,1)
Tā	měi-	you kě	le.	(He doesnft have any more classes.)
In the context of a conversation, the meaning of the sentence would \yecome clear. Here are more-examples with the lfanymcreff meaning:
Ta bu nikn shū le.	He is not going to study anymore.
[He vill no longer attend college•D
Tā bu shi wode pěngyou le.	He is not my friend anymore.
Měiyou le.	There is no more.
Note on Ho> 2
More on duration: In Unit 6 of this module, you learned to express duration in a sentence with no object (W8 zaLi XlSnggSng zhiile Huge yuě le)> In this unit, you learn one vay to express the duration of an activity vhich involves using both a verb and an object (e.g。* ”studying economics”）. In such cases, the verb appears twice in the sentence: first when the object is stated, and again vhen the duration is stated.
Tā niln jlngjixui, nianle	He studied economics for one year, yinian.
Tā xiiě Zhōngguo xuěle	Ke has been studying Chinese for
sānge yiiě le*	three months.
Notice that aspect markers do not occur after the first verb in each sentence, but only after the second verb and at the end of the second
sentence.
Note on No. 3
Ne is an aspect marker used to emphasize the fact that something is in progress. With action verbs, ne^ indicates that the action is going on.
With state verbs, ne shovs that the state exists. Vith some process verbs, ne indicates that the process is going on. Ne may not "be used vith certair process verbs. (See also notes on No. 8, about verbs.)
Notes on Nos. U-5
XiS Zhongguo zt: The verb xie, ”to write/1 can occur with specific objects, such as Zhōngguo zi, as well as vith the general object z|_. The combination xie zi can mean either nto write charactersor simply "to write.”
Tā xiǎng xuě xiS Zhōngguo	He wants to learn to write Chinese
、 zi,	characters.
Xiao didi sisui le, yījīng	Little younger brother is four
hui xiě zi le.	years old and already can write.
In the reply Hui ytdian, hui is used as a main verb--not as an auxiliary verb, as in the question• As a main verb, hui means ”to have the skill of," ī?to have the knowledge of," ”to knov.,f
WS hui YIngwěn.	I know English.
Notes on No, 6
Quniān vo hii bii hui xie: Notice that here it is the auxiliary ver"b hui, not the verb xie, that is made negative. Auxiliary verts such as hui and xiang are STATE verts and so are made negative with the prefix 应，regardless of whether the context is past, present， or future.
Xianzai v5 hui xiě yidiSn le: The marker used is Le for new situations. It is always placed at the end of a sentence.
The time word xianzSi cones at the beginning of the sentence here. Most time words of more than one syllable may come either before or after the subject, but in either case before the verb.
Notes on Hos» T-8
The verb bing, "to get sick," "to become ill，” is a process verb; that
the activity described includes some changes in the situation. Process verbs tell of an action vhich has caused a change from one state to another, as from whole to broken ("to break”）and from frozen to melted ("to melt11). Bing is typical of process verts: not only is an action described (coming dovn with an illness) but also a resulting state (being ill). Because of this typical combination» process verbs are sometimes thought of as combining the semantic characteristics of action and state verbs.
One of the main purposes of talking about verbs in terms of action, state, and process is to drav attention to the fact that the Chinese way 。多 expressing something may not correspond to the English. For instance,
”1 am sick” in Chinese is WS btng le (”I have gotten sick"). For ,fI am not sick,” you say WS měi btng (”I didnft get sick").
Process verbs are always made negative with m|i9 regardless of vhether you are referring to past, present, or future.
NX bing le měiyou?	Are you sick?
Měiyou. WS měi *blng.	No. I'm not sick.
(State verbs are alvays made negative vith bň.)
Another reason for putting verbs into categories according to the type of meaning is to discover how verbs behave in sentences. Knowing whether a verb is in the action, state, or process category, you vill knov vhat aspect markers and negatives may be used with that verb. In the following chart8, a check mark means that this combination of verla and aspect occurs in the language.
			ASPECT MARKERS	
		completion le	combined le	new-situation le
	ACTION			
VERBS	STATE			u^.
	PROCESS			
ACTION	Tā zuotiān gōngzuS le.	He worked yesterday, (completion Le)
	Tā yiJIng lai le.	He has already come, (combined le)
	Gēge xianzai nian daxuě le.	Older brother goes to college now. (nev-situation le)**
STATE	Tā xianzai hui xiě zi le.	He can write now, (nev-situation le_)
PROCESS	Tā zu6tiān bing le.	He got sick yesterday, (completion 1^)
	Tā xiiLnz^i bing le.	He is sick-(combined le)
	Tā "bīngle yige yuě le.	He has been sick for one month now, (nev-situation le and completion le)
Examples:*
			VERBS	
		ACTION	STATS	PROCESS
	迠 !		f ['Zj	
NEGATION	měi(you)—negation of completion le	•z		
	hai měi—negation of combined le	「Z ! ! Z		
Examples:		
ACTION	Tā "bu nian shū.	He doesn’t (isn?t going to) study-
	Tā měi nian shū.	He didnft study.
	Tā hai měi nian shū.	He hasn’t studied yet,
STATE	Tā quniān bu xiǎng nian shū.	Last year* she didnft vant to study.
★Most of the time you can figure out from a verb1 s meaning the semantic category in vhich that verb "belongs. However, process verlDs may not "be so predictable.
**In affirmative sentences containing action verbs, the marker le for new situations is used to describe a change in a general habit.
PROCESS Tā Jīntiān měi bing.	He is not sick today.
Tā hai měi hao.	He hasn't yet recovered.
Notice that only action verbs use the vhole range of negatives to mark the negative of future or present action, completed action, or new situations. State verbs use the negative prefix bū even vhen referring to past states. Process verbs use the negative prefix měi even when referring to something in the present.
If you find a verb occurring with a negative or an aspect marker you had not expected, you might discuss with your teacher hov the verb behaves in terms of these charts. You might discover that what you thought vas a state verb is actually a process vert, or vice versa.
Notes on No， 9
JIntiān hSo le: HSo is one of many state verbs which can become process verbs. When such a verb becomes a process verb, it takes on a different meaning. While the state vert h&o means ”to be good,f or "to be veil,” the process verb hSo means "to get tetter,” "to recover.11 Compare these sentences:
Tǎ hSo.	Hefs in good health.
Tā zuotiān 'bing le. Tā Jīntiān Yesterday he became sick. Today he yījlng h&o le.	is already recovered.
The difference between the state verb hSo and the process vert hSo is even more evident in negative sentences. State verbs, as you remember, are made negative only with bň. Process verts are made negative only vith měi or hai měi.
Ta bō. hSo.	Hefs not good. [He’s not a good
person.1
Tā hai měi hSo.	He hasn1t yet recovered. [He is
still sick.3
It can be difficult to remem'ber that bing and hao, sometimes translated as "to be sick" and "to be better,” are actually process verbs in Chinese, not state verbs. The English sentence nI am better (recovered)” translates as WS hao le ("I have "become veil”) and would be incorrect without the le.
9.	A: JIntiān h&o le měiyou?	Are you tetter today?
B: JIntiān h&o le.	Today I’m better.
JIntiān hǎo le měiyou? Questions may be formed from statements containing completion le_ or combined le_ "by adding měiyou at the end of the statements • You will learn more about forming questions in the first unit of the next module.
Tā laile měiyou?	Did he come?
Nl hSole měiyou?	Are you recovered (from your
illness)?
BIO, Unit 8
DRILLS
223
A.	Response Drill
1.	Speaker: Tā Jīntiān hai y5u kě You: Tā měiyou kě le.
ma?	(He doesn't have any more
(Does he have any more	classes.)
classes today?)
2.	Tā jīntiān b&± li.1 ma?	Tā b{i lSi le.
3.	Tā xiānz^i hii hui shuō Zhōngguo Tā bu hui shuō Zhongguo huk le.
hui na?
U. Tā xiiUizii hai ySu Zhōngguo shū Ta měiyou Zhongguo shū le. ma?
5.	Tā hai niin lishī ma?	Tā bu niSn lishl le.
6.	Tā xiiLnzili hai ziLi kongjun	Ta bu sili kǒngjun gōngzuS le.
gōngzud ina?
7.	Tǎ xiknzki hai xiSng z5u ma?	Tā b\i xiSng zSu le.
B.	Expansion Drill
1.	Speaker: Tā cSngqiin niiLn lishl.	You: Ta cSngqian niibi lishī,
(He formerly studied	xilnzti bu niin le.
history.)	(He formerly studied history,
but nov he doesn,t anymore.)
2.	Tā c6ngqiān nian shū.	Tā c6ngqiān nisLn shū, xiknzki bū
niiLn le.
3.	Tā c6ngqian zāi lūjiin zuS shi.	Tā c6ngqi£n zai lūjiin zud shi,
xiknzki "bu zki lfijun zud shi le.
U. Tā congqian "bfi hui.	Tā congqiān "bu hut, xianz^i hui le.
5.	Tā congqian *b{l zhldao.	Tā congqian bu zhīdāo, xianzii
zhīdao le.
6.	Tāde Zhōngvěn congqian bu hSn	Tāde Zhōngwěn congqian bu hen h5o,
hao.	xianzai hSn hSo le.
7.	Tā congqian hui shuō Faguo huā. Tā congqian hui shuō Faguo hua,
xianzai b<l hut le.
BIO, Unit 8
22U
C.	Transformation Drill
1.	Speaker: Tā nianguo zhěngzhixuě.	You: Ta niān zhěngzhixuě, nianle du6
(cue) du6 jiǔ	jiǔ?
(He has studied political	(How long did he study political
science.)	science?)
2.	Tā nianguo JIngJixuě. jlniěn	Tā nian JIngJixūě, niěnle* JlniSn?
3.	Tā niānguo Zhōngguo věnxūě.	Ta nian Zhōngguo wěnxūě, niaiile duo
du6 Jiǔ	Jiǔ?
i+. Tā xūěguo Riven. Jlge yiiě	Tā xūě Riven, xūěle Jlge yuě?
5.	Tā z&i kōngjūn zuSguo shi.	Tā zai kōngjēn zuo shi， zudle duo
du6 Jiǔ	jiu?
6.	Tā nianguo Zhōngguo lishī.	Tā nian Zhongguo lishī, nisLnle du6
du6 jiǔ	Jiǔ?
了. Tā nilnguo YIngguo wěnxuě.	Tā nian YIngguo wěnxūě, nianle
Jinian	jlniah?
D.	Transformation Drill
1.	Speaker: Tā xiānz&i nicLn lishī.	You: Ta nian lishī, niSnle du6 Jiǔ
(cue) du6 Jiǔ	le?
(He is studying history	(Hov long has he been studying
now.)	history?)
2.	Tā xiānzSi xūě Riwln. jige yiiě	Tā xūě Riven, xuěle jlge yuě le?
3.	Tā xiānzāi nian YIngwěn.	Tā niSn YIngwěn, niānle jīge yuě le?
Jlge yuě
U. Ta xieLnzcli zsli h&ijun zuō shi.	Tā zsLi hSijiin zuo shi, zudle ilnl&rx
Jīnian	le?
5.	Tā xi&nz&i xuě Zhōngguo hui.	Tā xuě Zhongguo hua, xūěle du6 jiu
due jiǔ	le?
6.	Tā xianzai zeLi l\ijūn zu5 shi.	Tā zai lujun zuo shi, zuole JlniSn
Jiniln	le?
7.	Tā xianzai zai yinhang zu5 shi.	Tā zai yinhSng zuo shi, zuěle JlniSn
jini&i	le?
BIO, Unit 8
225^
E.	Transformation Drill
1.	Speaker: Tā xiiLnzsLi h4i niebi	You: Ta ni&i lishī, h&i xiSng nisLn
llshl ne.	du6 JiS?
(cue) du6 Jiǔ	(Hov much longer is he going
(He is still studying	to study history?) history,)
2.	Tā xiānzii h&i niEn Zhōngguo	Tā niin Zhōngguo věnxuě, h&l xiSng
věnxiiě ne. du6 Jiu	niān du6 Jiu?
3.	Tā xi^nzeLi h&± xūě Riwěn ne.	Tā xūě Riwěn, h&i xiSng xuě Jlge yuě?
jlge yuě
U. Tā xiiLnzai hit zeLi lūjun zu3 shi Tā zk± lxijān zvJ5 shi, hii xiSng zu§ ne. du6 Jiǔ	du6 Jiu?
5.	Tǎ xiānzāi h&i xiiě Zhōngguo huā Tā xiil Zhongguo hual, h&i xiSng xuě
ne. du6 Jiǔ	du6 Jiǔ?
6.	Tā xiiLnzai hai niin zhěngzhixuě Tā niān zhěngzhixūě, h£i xiSng nikn
ne. du6 JiS	duo Jiu?
T. Tā xieUizāi hti niEn J IngJ ixūě ne* Tā niaLn j īngj ixūě, h&i xiSng niflLn du6 Jifi	du6 Jiu?
F.	Transformation Drill
1.	Speaker: Tā xiiLnzili niin lishī.	You: Tā nidn lishī, nianle du6 Jiǔ
(He is studying history	le?
now.)	(Hov long has he studied
history?)
OR Tā niānguo līshī.	Tā ni&n lishī, nilCnle du6 Jiǔ?
(He studied history.)	(How long did he study history?)
OR Tā xiiuizai h£i nian lishī.	Tā nian lishī, h&l xiang niān
(He is still studying	du6 jiǔ?
history,)	(How long does he plan to study
history?)
2.	Tā xieLnzti niSn Zhōngguo věnxuě. Tā nian Zhōngguo wěnxuě, nianle du6
le?
3.	Tā nianguo Zhongguo věnxuě.	Tā nian Zhōngguo wěnxuě, niiLnle du6
jiǔ?
U. Tā xianzai hai nian Riwěn.	Tā nian Riwěn, hāi xiǎng nian duo
Jiǔ?
BIO, Unit 8
5.	Tā nianguo Rivěn.	Tā nian Riven, nisuile duo jiu?
6.	Tā xuěguo Yīngwěn.	Tā xiie YIngwěn, xiiěle duo Jiǔ?
了. Tā xianzai hll xuě YIngwěn.	Tā xuě YIngwěn, hSi xiang xuě duo
Jiǔ?
8.	Tā xiinzai zai kōngjun zu5 shi. Tā zai kongjŪn zuo shi9 zuole duo
jiǔ le?
226
G.	Expansion Drill
1.	Speaker; W5 xiS zi le.	You: WS xiS zī le, tā mei xi§ zi.
(I wrote.)	(I wrote; he didn’t write.)
2.	WS dSng le.	Wo dong le, tā měi d5ng.
3.	WS lai le.	W8 lāi le, tā měi lai.
1*.	w5 zou le.	WS zSu le，ta měi z5u.
5.	WS zuo le.	WS zu5 le, tǎ měi zuS.
6.	W5 ting le.	Wo tīng le, tā měi ting.
了.	Wo xuě le.	W5 xuě le, tā měi xuě.
H.	Response Drill
I.	Speaker; Tā xiS le ma?	You: Tā hai měi xi§.
(Did he write?)	(He still hasn't written.)
2.	Tā lli le ma?	Tā hai měi lai.
3.	Tā hao le ma?	Tā hai znei hǎo. k.	Tā dong le ma?	Tā hai měi dong.
5.	Tā z5u le ma?	Tā hai měi zou.
6.	Tā ting le ma?	Tā hai měi tīng.
了.	Tā xuě le ma?	Tā hai měi xuě.
BIO, Unit 8
22T
I. Response Drill
1.	Speaker: Ta congqian b(x hui xi? You: Tā h£i toil hui xi§ Zhōngguo zl.
Zhōngguo zi. XiSnzāi	(He still can’t write Chinese
ne?	characters.)
(In the past he couldn*t write Chinese characters. And nov?)
2.	Tā c6ngqiān 1>\L xiSng xūě Riwěn. Tā h£i "bi xiSng xiiě Rivěn.
XiiLnzāi ne?
3.	Ta c6ngq.i£n "bix nieLn lishī.	Tā h&i bfi niSn lishī.
ne?
U. Tā c6ngq.i&n dSng FSwěn.	Tā h&i bi dSng F&wěn.
Xi^nzdi ne?
5.	Tāaen c6ngqiān měiyou hiizi.	Tēmen hEi měiyou hāizi.
Xiibizāi ne?
6.	Ta c6ngqi£n tū hui shuō Děguo	Tā h£i bō. hui shuō Děguo hud.
hu&. Xiānzii ne?
了* Ta c6ngqi&a bd xiSng xiiě YIngwěn. Tā hāi xiEng xuě Yīngvěn.
XiiLnz^i ne?
J. Transformation Drill
1,	Speaker: Tā cSngqian bd. hui xiS You; Tā c6ngqiān Wi hui xiS, xiinzki Zhōngguo zl.	hui xiě le.
(cue) now he can	(In the past he couldn^t write;
(In the past he couldntt	now he can.)
write Chinese characters. )
OR Tā c6ngq,i£n hui xi§	Tā c6ngq.iān hui xiě, xiānzaii Wi
Zhōngguo zi.	hui xi§ le.
(cue) no longer	(In the past he could write;
(In the past he could	now he can't.)
write Chinese characters- )
OR Ta congqian bd hui xiě	Tā cSngqian Tdu hui xiě, xianzai
Zhōngguo zi.	hai bii hui xiě*
(cue) still canft	(In the past he couldn**t write;
(In the past he couldnft	now he still canft.)
write Chinese characters. )
BIO, Unit 8
228
2_ Tā congqian "bu dong Fāwěn.	Tā congqian "bu dSng, xiěnzai dSng le. now he can
3.	Ta cSngqian dong Favěn.	Tǎ congqian dong, xianzai bň dong le. no longer
U. Ta congqiān t\i dong Fawěn•	Tā cSngqian "bň dSng，xis^izāi hai bň
still canft	dong.
5.	Tā congqian bxi xiǎng xuě YIngwěn.	Tā c6ngq.iān bu xiang xuě, xianzai nov he does	xiang xuě le.
6.	Ta congqian xiǎng xuě Yīngwěn,	Ta cSngqian xiSng xuě, xianzai bň no longer	xiǎng xuě le.
7.	Ta congqiin bō xiang xiil YIngwěn,	Ta congqian bu xiang xuě, xianzai hai still doesn't	bň xiǎng xuě.
4
8.	Ta congqian Tdō. nian lishJ.	Tā cěngqiaxi btS nian, xianzai nian le.. now he does
9.	Tǎ cSngqian nian lishī.	Tā c6ngqiin nian, xianzai bu nian le. no longer
10.	Ta cSngqian bu niěn lishi.	Ta cSngqian bū nian, xianziti hai bfi still doesnft	nian.